Failing School or Failing System? A complexity-led exploration of organisational failure in the context of an English

This study explores the concept of a ‘failing school’, a topic that has been underexplored in existing literature, particularly in the context of how schools reach failure and the factors contributing to this process. Education is a cornerstone of societal development, and understanding the dynamics that lead to school failure is essential for developing effective policies and practices that can improve educational outcomes for all students.This study uses a mixed-methods approach to investigate this phenomenon, utilising document reviews, Q-methodology, and semi-structured interviews. The study examined how various stakeholders working in a school judged to be failing perceived the causes and characteristics of failing schools. Through these methods, the research sought to uncover staff perceptions of policy and institutional practices that contribute to the failure of schools with a view to providing practical insights which could be used to prevent failure.The findings indicate that government policies, particularly the evolving criteria set out by Ofsted’s inspection framework, play a significant role in creating conditions for school failure. Furthermore, the study highlights how deficits in key components typically associated with effective schools, such as leadership, organisational culture and system complexity can lead to a decline in performance. Crucially, the research also reveals that the warning signs of failure often become apparent well before the official designation of a school as ‘failing’, suggesting that earlier intervention is possible in mitigating future failure.In conclusion, this study demonstrates that failing schools are not solely the result of internal deficiencies but are also shaped by external policy pressures. The research contributes new insights into how school failure is defined, its causes, and the potential for early intervention, ultimately providing a foundation for further exploration and policy development in education.