Free schools and how they affect neighbouring schools
Case study details
| Metadata item | Details |
|---|---|
| Publication date: | 17 June 2026 |
| Owner: | Office for National Statistics (ONS) |
| Contact: | SRS.Impact@ons.gov.uk |
Addressing gaps in evidence on free schools
Free schools are state-funded schools in England that operate independently of local authority control, with greater freedom over curriculum, staffing, and governance. A widely cited claim suggested free schools improved standards in nearby schools, but this was based on limited evidence. There was a gap in robust, longitudinal analysis of how free schools affected enrolment, attainment, and the social mix in neighbouring schools. With an ongoing review of the free schools’ programme underway, it was important to have a thorough understanding of the effects they have on other schools and ensure decisions were based on reliable, system-wide evidence.
Mixed methods in practice
This study used the National Pupil Database (NPD), which is a large administrative dataset covering pupils in England. The NPD can be accessed through the Office for National Statistics (ONS) Secure Research Service. The research combined the NPD with data on school characteristics and local demographics to build a dataset covering 2006 to 2021.
The team used a mixed-methods approach. Quantitative analysis compared schools affected by nearby free school openings with similar schools not exposed, using statistical matching and before-and-after comparisons. To understand how competition operated in practice, the study also included a survey of 328 school leaders and case studies in nine areas. This combined approach allowed the research to assess both outcomes and the behaviours leading to them.
What the evidence shows, and why it matters
The research found that free schools increased competition, often reducing pupil numbers in neighbouring schools. There was no overall improvement in primary school attainment and only modest improvements in secondary schools, which were linked to changes in pupil intake rather than teaching quality. There was also evidence of rising social segregation in some areas.
These findings have informed discussions within the DfE and across the education sector, challenging earlier assumptions about system-wide benefits. The work highlights the importance of evaluating both outcomes and mechanisms when assessing the effects of policy and provides a stronger evidence base for future decisions on school reform.
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About the author
Rob is a researcher at University College London (UCL), specialising in education policy, leadership, and the sociology of education. His work explores how state school systems are organised and governed, including the role of markets and external actors, and how these processes shape educational inequalities. He currently focuses on new models of schooling in England, such as academies and free schools, examining their aims, access to funding, and their effects on pupils and neighbouring schools.