| Abstract: | Abstract Significant differences in perceptions between teachers in primary and secondary grant‐maintained schools are reported and analysed. Parents were more frequently involved in promoting opting‐out in primary schools, primary teachers had more favourable attitudes to the grant‐maintained school policy and, in primary schools, grant‐maintained status delivered improvements in classroom conditions, most notably reduced class size and increased para‐professional support in classrooms. The findings are discussed in terms of the management of primary schools, of theorising about reputation management in grant‐maintained schools, and of the explicit objectives of the grant‐maintained policy. It is further suggested that the evidence provided about grant‐maintained primary schools could be used to inject new life into a policy faltering in secondary schools. |
