More Than Just a Game: What State Schools Could Learn from Private School Sport (Part 1 of a Series)
More Than Just a Game: What State Schools Could Learn from Private School Sport (Part 1 of a Series)
A Series on State vs. Private Education: What Can We Learn?
The debate around state vs. private education is rarely about which system is better—it’s generally accepted that independent schools, with their smaller class sizes, extensive facilities, and broader enrichment opportunities, offer advantages. The real question is: is the independent school experience worth the cost? And, more importantly, what lessons could the state sector take from it to improve education for all students?
This blog series will explore different aspects of school life—curriculum flexibility, CPD, student well-being, resource allocation—and ask: what can these two sectors learn from each other?
Sport is a good place to start because it’s one of the most striking differences between the two. In independent schools, sport isn’t an afterthought—it’s an integral part of the school culture, with Wednesday afternoons often dedicated entirely to competitive matches, training, and team-building activities. State schools, on the other hand, often struggle to prioritise sport in the same way, despite its well-documented benefits.
So, is this simply a difference in resources, or is there something deeper at play? More importantly, could structured sport—on a bigger scale—be introduced into state schools in a meaningful way?
Why Sport Matters More Than We Acknowledge
Sport in schools isn’t just about physical fitness or nurturing elite-level talent—it’s about so much more:
Community and Identity – School sport creates a sense of belonging, giving students something to rally behind. Team shirts, house rivalries, school-wide competitions—these build a shared experience that lasts far beyond school years.
Character Development – Learning to win graciously, lose with resilience, and work as part of a team teaches invaluable life skills. Sport provides structured opportunities for students to develop perseverance, leadership, and discipline in ways that traditional classroom learning often struggles to replicate.
Mental Health and Well-being – In a time where student mental health is a growing concern, structured sport offers a release, a focus, and a way to build self-esteem outside of academic performance.
Parental Engagement – In independent schools, match days are an event that brings families into the school community. Could regular, structured sporting fixtures in state schools help parents feel more connected to their children’s education?
If we know that sport brings these benefits, the real question is: why aren’t all schools prioritising it?
The Wednesday Afternoon Model: Could It Work in State Schools?
One of the most striking aspects of independent school sport is the way time is allocated for it. Wednesday afternoons are often dedicated entirely to sport—no lessons, no academic pressures, just structured competition and participation. The expectation is that students will take part, whether they’re first-team regulars or just looking to be involved.
But why does this model work so well in independent schools, and would it be feasible in state education? Some challenges immediately come to mind:
Timetabling Constraints – With the demands of the national curriculum, can state schools realistically afford to give up a half-day for sport?
Funding and Facilities – Many state schools don’t have the playing fields or resources that private schools do, so how would widespread sports provision be implemented?
Logistics of Competition – Private schools tend to have strong links with other schools, allowing for regular fixtures. Would state schools need to build a better inter-school sporting network?
At first glance, these challenges seem like barriers—but are they really?
Signs of Change: Are State Schools Already Moving in This Direction?
While state schools haven’t yet fully embraced the private school model of structured midweek sport, there are signs that attitudes are shifting.
Collaborations Between Sectors – Some independent and state schools are starting to work together to bridge the gap in sporting opportunities. For example, Saracens High School, established in 2018, partners with independent schools like Mill Hill and Belmont to provide more structured sports fixtures and training opportunities. This collaboration is helping students from both sectors access competitive sport regardless of their school’s resources.
Policy Shifts Encouraging Inclusion – The Centre for Social Justice has proposed that independent schools should provide evidence of including state schools in their sports fixture lists. If widely adopted, this could help normalise competitive matches between the sectors, improving access to structured sport for more students.
Opening Facilities to State Schools – There is growing pressure for independent schools to share their facilities with local state schools, particularly in urban areas where green spaces are limited. If this became more widespread, it could significantly increase opportunities for students who otherwise wouldn’t have access to high-quality sporting environments.
While these efforts are still in their early stages, they show that the divide between state and private school sport isn’t set in stone. There is room for greater collaboration, and perhaps a future where structured, competitive sport is more embedded in the state sector.
A Vision for Sport in State Education
Rather than dismissing the idea as unworkable, maybe it’s time to rethink how we integrate sport into the state school system. Some possible solutions:
A Reallocation of Curriculum Time – What if state schools trialled a dedicated sports afternoon, even once a fortnight, to prioritise competitive and team-based sport?
Localised Competition Networks – State schools could form regular partnerships with nearby schools to create structured, meaningful fixtures that give students the chance to represent their school.
Investment in Community Links – Working more closely with local sports clubs and organisations could provide expertise and facilities that schools lack.
A Cultural Shift – Moving away from the idea that only the "sporty" students participate, and making school sport an inclusive, expected part of student life.
Independent schools have shown that making time for sport benefits students in ways that extend far beyond the pitch. Why shouldn’t state school students have access to the same opportunities?
Final Thoughts: Is This Too Idealistic?
I might be overly optimistic here—logistics, funding, and policy constraints are real issues. But when I see the impact that regular, structured school sport has in the independent sector, it’s hard not to wonder: why aren’t we doing this for all children?
Could we be missing one of the simplest, most effective ways to improve student well-being, school culture, and community engagement? And if so, what would it take to make a change?
This is just the first in a series of posts exploring what state and private schools can learn from each other. Future blogs will examine areas like curriculum flexibility, teacher training, and resource allocation, continuing the conversation about what an education system that takes the best of both worlds could look like.
Of course, this isn’t just about what the state sector can take from the independent sector. There are things independent schools could learn from state schools too—perhaps in areas of inclusivity, adaptability, or resilience. The best solutions won’t come from one system copying the other, but from a genuine discussion about what actually works, regardless of where it comes from.
What do you think? Should structured sport be a bigger priority in state education? Is the private school model something that could work on a larger scale? And where might independent schools learn a thing or two from the state sector? Let’s keep the conversation going.
