Why the UK should rethink private schooling

In accordance with their 2024 manifesto commitment, Prime Minister Keir Starmer’s Labour government removed the VAT exemption on private school fees as part of the 2024 October budget. The government suggests this exemption will raise £460 million in 2024/25, rising to £1.51 billion in 2025/26, which they have designated for investment into the state sector, including recruiting around 6500 teachers. The changes have already resulted in an 11,000 drop in pupil numbers this January, compared to the same time last year, with the government predicting that, in the long term, there will be 37,000 fewer pupils in the private school sector.

The imposition of this controversial policy has reinvigorated debates surrounding the future of private schools, with many reflecting on the role of private schools in permeating a system of class privilege through exclusive educational opportunities. 

62% of senior judges in England and Wales went to a private school, as well as 23% of MPs, 50% of newspaper columnists, 37% of Financial Times Stock Exchange (FTSE) CEOs, and 68% of FTSE chairs (of those educated in the UK).

The UK’s private school education system privileges 6.4% of the student population, offering them greater opportunities and a higher-quality education. An educational opportunity that depends on parental income constrains social mobility and contributes to unequal outcomes. Average school fees for private day schools are around £19,000 a year and £50,000 for boarding, with variations depending on location, facilities, and reputation. As only 35% of private school pupils receive some form of bursary or financial support, and only 1.7% have their fees covered completely, equal opportunities within education are evidently limited to wealthier students. Schools are an important place for children’s development, as a space where they learn to interact with students from diverse backgrounds. Preventing this socialisation hinders their development and understanding of broader society, and creates a system of elitism and ignorance that contributes to the continuation of a hierarchical class system. 

This is particularly significant, as a high proportion of private school alums occupy influential positions in business, politics, and the judiciary. 62% of senior judges in England and Wales went to a private school, as well as 23% of MPs, 50% of newspaper columnists, 37% of Financial Times Stock Exchange (FTSE) CEOs, and 68% of FTSE chairs (of those educated in the UK). The high proportions of private school students occupying these positions offer an explanation for the continuation of a system that privileges those with wealth, and often ignores those from poorer backgrounds and their problems, as a result of the segregation private schools encourage. How can we expect those in power to understand the lives of ordinary people, and work to improve them, when their formative years occurred in an elite institution surrounded by privileged and wealthy children?

The abolition of private schools would represent a commitment to equality and meritocracy, signalling the government and the wider country’s commitment to ending an educational system that deepens class divides and privilege.

Private schools also offer a higher-quality education, creating a hierarchy of access and, subsequently, attainment. Private school pupils are taught in smaller classrooms, with an average class size of 16 students, creating a more tailored environment to support them. In contrast, state school students are educated in an average class size of 26 students. Private schools also tend to have more specialist facilities, such as science labs, sports equipment, and theatres, as well as a wider variety of more creative subjects, allowing wealthier pupils the opportunity to expand their skills and follow their passions. These opportunities come as a result of the greater resources available to private schools, as one pound in every six of all school expenditure in England is spent on private school pupils. This allows more private support for students, funding guidance for university applications, challenging exam results, and providing support for students with special educational needs.

This hierarchy entrenches a class divide that affects educational attainment. In 2018, the percentage of private school students achieving A*s and As at A-Level was 48%, significantly higher than the national average of 26%. This trend was reflected in GCSE results, with 63% of private school students achieving grade 7 or above, while the national average was 23%. This attainment gap persists into higher education, with a disproportionately high number of private school students attending Russell Group Universities. 37.7% of Durham University’s students were privately educated, for example, while 31.5% of students at Oxford and 25.6% of students at Cambridge went to private schools. 20.8% of the University of Warwick’s student population attended private school.

Therefore, the abolition of private schools would represent a commitment to equality and meritocracy, signalling the government and the wider country’s commitment to ending an educational system that deepens class divides and privilege. All children deserve equal access to education, as it encourages social mobility, allowing children from all backgrounds to develop their skills and pursue their passions.  

The success of an equal educational system is modelled in Finland, which abolished private schools in the early 1970s and implemented a nationwide state system. This policy has been successful in closing the attainment gap between the richest and poorest students. It emphasises equality through equitable funding allocation, leading to an education system described by the World Economic Forum in 2018 as ‘the best in the world’. 

However, the complete abolition of private schools today is not a practical solution, as it would force an additional 582,000 pupils to move into state schools, placing increased pressure on an already struggling state sector. Private schools also act as an important source of revenue for the Exchequer through VAT on school fees. A more viable short-term solution would be to improve the quality and resources of state schools to support the educational opportunities of 93% of the student population.

A short-term investment in state schools, followed by complete abolition in the long term, would be a pragmatic way for the government to support the educational needs of the entire population while making changes that do not damage the state sector.