Pupils in low density populated areas with high levels of disadvantage have lower attainment than similarly disadvantaged pupils in high density population areas in England. A schools ‘place’ can therefore disadvantage pupils and remove equity from the education system. The researchers conceptualised ‘Educational Isolation’ to demonstrate a ‘school experiencing limited access to resources for school improvement, resulting from challenges of school location’ (Ovenden-Hope and Passy 2019: 5). This concept was adopted by a newly formed Multi-Academy Trust (MAT) in the South West of England with 19 schools and used to create a school support structure – a ‘hub school’ model. MATs are independent charities that are funded by the government to run more than one state funded academy school (any school age range). This three year qualitative research project (2019 – 2022) explored how the MAT formed in 2019 and located in a rural and coastal part of the South-West of England met its aim for the hub school model to mitigate geographical remoteness between schools, the impact of socioeconomic deprivation in the schools’ communities on pupils and cultural isolation. The ‘hub school’ model created smaller, supportive, localised school improvement communities by allocating each to school to one of four ‘hubs’ (four or five schools in each hub) that were geographically closely located. The hub school model was intended to facilitate short travel times between schools for meeting attendance, support and CPD; develop personal relationships and provide immediate support to staff. The findings demonstrate benefit to the schools of the MAT from the hub school model. There was increased communication as a consequence of school leaders working in hubs (including sharing information to solve common problems), increased collaboration with sharing of resources across schools in the hubs (including teachers), and the development of supportive and trusted relationships between school leaders and hub lead in each hub. All of these benefits of the hub school model reduced the limiting effects of educational isolation by enabling school to school support, high quality teaching and applications for externally funded interventions (Ovenden-Hope and Passy 2022) and offer the possibility of a more equitable education system.

Ovenden-Hope, T. and Passy, R. (2019). Educational Isolation: a challenge for schools in England, Plymouth: Plymouth Marjon University and University of Plymouth. Ovenden-Hope, T. and Passy, R. (2022). large but local: understanding the challenge for educationally isolated schools. A case study of a multi academy trust ‘hub school’ model in the South West of England. Year one and two interim report. Plymouth: Plymouth Marjon University and University of Plymouth.