The evolution of a Jarrow senior school, 1944 to 1974

Abstract

The study is intended as a case study in the history of educational administration and provision, to illustrate the socioeconomic and administrative factors which affected the evolution of a senior school, through its various transitionary stages, from firstly a Secondary to finally a Comprehensive school. Were there factors which led to the school changing, what were they and what impact did they bring to bear? To analyse this, the historical background and development of the area had to be understood, to provide insight into the inherent ideals of the people. Governmental factors also played their role in the school's development, especially administrative bodies with their influences. Perhaps, most significant are the pupils, who passed through the system and then into the community, with the influences they have brought to bear. When the forces interacted with the school, were they conflicting or complementary components, and did they act as a two-way system? To answer these questions, it was necessary to understand administrative procedures, gleaned from text-books, and to gain insight into the internal fabric of the school at the time understudy. To achieve this latter requirement, a sample of ex-pupils and staff from either end of the time-scale were interviewed, to gain knowledge of internal and external workings. The ex-pupils, absorbed into the community, gave an insight upon the social mobility engendered by the school and into the interacting system between school and community. Alongside verbal information given by ex-pupils – text books, manuscripts and articles of the time, provided factual information and proved to corroborate many reported ideas. Throughout the period studied certain enduring issues revealed themselves. These issues appear to have existed since before the inception of the school and they appear to run throughout the educational system.