School building investment and impact on pupil performance

Abstract

Purpose – To provide information on a small-scale study that explores the impact on pupil performance of the recent significant government investment in school buildings in a single county of England. Design/methodology/approach – The design approach was to focus on the schools and those involved in teaching in order to explore their perspective of the link between investment and improved pupil performance. The methodology chosen was qualitative and consisted of questionnaires to a selected sample of state schools together with interviews with the Local Education Authority and a case study of a single school, all within Derbyshire. Findings – The results clearly indicate that although direct benefits are difficult to measure accurately, the schools perceive a benefit of investment which can be illustrated in pupil attainment, motivation and pupil behaviour, with an additional benefit to staff, who find that better environments improve teacher morale and motivation. Research limitations/implications – The study is of schools in one county only and includes a random sample of schools providing state education to pupils between 5 and 18 years. The data findings relate to schools that have benefited from investment by the local authority. Practical implications – The research provides a timely study incorporating useful information to all of those who have an interest in the school built environment and in particular provides support for the government investment taking place in schools. Originality/value – Research for this paper was carried out as part of an undergraduate dissertation, drawing from the direct placement work experience of the primary author and the professional experience of the co-author/supervisor.