The Benefits of Boys Only Education

 

Why ‘Boys Only’ Education?
 
Statistics are showing big differences between girls and boys in attainment at a young age. Recent tests conducted in Nursery and Reception classes show girls out-performing boys in all 13 assessment scales. The gap is particularly wide in social and emotional development, knowledge of letters, reading, creative development and, most notably, writing. The government says this is a pattern that continues up until GCSE, when boys outnumber girls by 20% as low achievers. Earlier this year, it was reported that 53% of girls in English schools received 5 A*-C grade GCSEs, including English and Maths, compared with 44% of boys. More girls take A levels than boys and 7% more go to university, and this gap is expected to widen. 79% of children excluded from schools are boys. This suggests that the current, predominantly mixed school approach to education is failing many boys.
 
In a recently published study by the Department for Children, Schools and Families (DCSF) it is stated that, as a rule, girls tend to be more ‘compliant and passive recipients of new skills and knowledge’ which suits the way teaching and learning is currently delivered in most schools. 87% of primary teachers are female. Half of boys aged between 5 and 11 have no contact with male teachers. The TDA, a national agency, is concerned about the increased ‘feminisation’ of the curriculum. Research suggests teachers particularly favour pupils who are compliant learners which, as a rule, suits girls. As Steve Maynard states in his article ‘Boys will be Boys’, ‘girls are more likely to do what they are told; they are keen to please the teacher’. This is corroborated by Dr Tony Sewell, CEO of the charity ‘Generating Genius’: ‘In too many schools the learning process tends to start with theory, talk, writing (in lovely neat handwriting). This too often favours girls who are more likely to be compliant’. The DCSF report adds: ‘The qualities and skills that are most valued by schools, the ability to communicate orally and represent ideas on paper, are often the very aspects of learning that boys find most difficult.’ Jonny Zucker, author of the Max Flash series of books, writes: ‘Because of the demands of the National Curriculum, far too long is spent sitting down, whereas boys need to move around’. The demands of the National Curriculum and SATs tests have also squeezed PE and creative subjects, ones typically more motivational for boys.
 
Research also supports the widely held belief that girls naturally develop more quickly than boys. Steve Maynard writes: ‘Boys can become effective readers, writers, speakers and listeners – they just take longer than girls’. Boys can become conscious of this educational divide in a mixed setting, which often results in them becoming de-motivated.
 
What do we do at Haslemere Prep School to help boys learn effectively?
At Haslemere Prep School, we do everything we can to cater for boys’ learning needs. We believe that boys will be motivated to learn if their education includes plenty of fun and activity.
 
  • A lot of activity is built into our lessons. The teaching of Science, for instance, is far more practical than in many schools. ICT is taught from Nursery to Year 8.
  • Our curriculum allows for significantly more physical exercise than in state schools and some independent schools. This aids concentration for boys in academic lessons. All boys regularly participate in matches which develops a strong understanding of the importance of team work.
  • Our library has been recently stocked entirely with books designed to motivate boys to want to read. This task was undertaken by a library consultant with a national reputation for understanding boys’ literary tastes.
  • We have a far greater emphasis on the performing arts than most schools, with timetabled drama lessons and opportunities for all boys to perform in both small and large scale productions each year
  • We have an extensive extra-curricular programme with many boy friendly, practical activities, such as adventurers’ club, cricket, design technology, djembe drumming, drama, fencing, fishing, golf, judo, modelling, robot building, a rock band, skiing, table tennis, tennis and tag rugby.
  • We have an exact 50% split between the numbers of full time female and male members of the teaching staff
  • We get the boys to see a purpose to their education by getting them to think about what jobs they might like to do when they are older and getting them to generate SMART targets for things they could do at school which might prepare them for these jobs. Professionals from the top five jobs in this year’s survey have been invited to come and talk to the boys, including two vets and a lawyer (parents), someone from the world of rugby (U21 England player and Head coach of Harlequins Rugby Club) and an ex-racing driver (Damon Hill).
  • Because we are committed to retaining excellent pupil to teacher ratios, all teachers get to know the boys, and their interests, really well. This knowledge of the boys helps forge excellent relationships, raises esteem and encourages motivation.
 
Information gathered from:
‘Confident, capable and creative: supporting boys’ achievements – Guidance for practitioners in the Early Years Foundation Stage’ (2007): Department for Children, Schools and Families (DCSF)
 
‘Boys will be Boys’ written by Steve Maynard in ‘Headteacher Update’ (November 2008)
 
‘All work and no play is bad for boys’: an article in The Times (March 10th 2009)
 
Becky Francis, ‘Exploring gendered subjectives and power via analysis of men teachers’ gender performance,’ Gender and Education, Vol. 20, No 2, March 2008
 
Dr Tony Sewell: CEO of the charity ‘Generating Genius’
 
Peg Tyre: ‘The Trouble with Boys’
 
Jonny Zucker: author of the Max Flash series of books (90% male readership)