According to a report by the Office for Standards in Education, Children’s Services and Skills (Ofsted), The American School in London has failed to meet the independent school standards of the UK, due to its over-emphasis on social justice.
After considering responses from 697 parents, 397 students, and 185 staff, Her Majesty’s inspectors concluded that in some areas, the school, with annual fees of up to £32 000, undermines and fails to promote ‘the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.’
Regarding the quality of education, the report noted that in certain areas of the curriculum, teaching ‘places more emphasis on the school’s social justice programme than on the acquisition of specific subject content’.
Adding that: ‘In lower school social studies, pupils spend much time repeatedly considering identity (including analysing their own characteristics) rather than learning, for example, geographical knowledge. The middle school humanities curriculum, which includes English, also leads to a focus on social issues rather than subject knowledge and skills. This means that some pupils felt underprepared for high school.’
The report criticises various social justice initiatives implemented at the school, explaining that they have resulted in increasing division between students, staff, and parents. This is most evident when it comes to tolerance of viewpoint diversity. Inspectors were informed by a significant minority of parents and pupils that ‘a culture has developed where alternative opinions are not felt welcome.
‘Significant numbers in all parts of the school said that they feel uncomfortable giving their viewpoints in class. This is particularly the case when pupils’ views do not chime with opinions presented by teachers.’
On that note, the report criticises professional development opportunities for staff, which it says have been ‘disproportionately dominated by social justice issues’.
A particular aggravating social justice initiative mentioned is the implementation of ‘affinity groups’ (spaces allowing students to discuss world events), some of which are limited to underrepresented groups. A number of parents and pupils felt that this approach was divisive ‘when seen alongside some teachers’ stridently expressed views on social justice’.
The full report can be found here.