Cowplain school : an analytical report

Abstract

This study took place in Hampshire, in Cowplain School. Schools in Hampshire are organised within four divisional boundaries, mainly Central Division, North East Division, South East Division and South West Division. Cowplain School belongs to the South East Division and is funded, set up and maintained by Hampshire County Council. The South East Division has twenty nine secondary schools of which some are county comprehensive schools, which are generally set up by the County Council; others are voluntary schools, which are founded and maintained by the Roman Catholic Church or Church of England or special schools, which are funded and supported by the County Council and cater for children with special educational needs. Most of these secondary schools are for both boys and girls, but there are eight single sex schools in the county, while seven secondary schools have sixth forms for sixteen to nineteen year aids. Cowplain School is a mixed comprehensive for pupils aged twelve to sixteen with approximately six hundred and sixty six pupils on role. However, it is proposed that by September 1994, all children should transfer at eleven to Hampshire Secondary Schools. The school is situated on a large green site just west of the A3, near the Queen's lnclosure. It is surrounded by areas of playing fields with adjacent woodland, yet it is within easy walking distance for pupils living in the housing development on both sides of the A3 and a short bus journey from the longer established villages of Denmead and Hambledon. The data were collected over a two week period at all hierarchical levels and included daily visits to Cowplain School. Eight visits were for the purpose of interviews, analysis of documents including teachers' and pupils' handbooks, policy statements, minutes of meetings, schemes of work, Governor's Report as well as participation in staff and departmental meetings, workshops and in professional and pastoral days. The other two days were spent in shadowing the head of school Mr. I. Hammond B.Sc. All data were recorded by means of filed notes that were later transcribed. In this study, I have also tried to explore not simply the teaching skills but the whole range of non-teaching activity, such as decisions about objectives, the provision of resources, the setting up of structural arrangements and the control and evaluation of organisational activities. Here is a brief resume', showing the main areas, where the observation took place.