Socio-spatial networks and capital in small rural primary school voluntary activity

Figures & data

Table 1. Characteristics of the schools.

Characteristic	Applegood (less deprived)	Oakington (more deprived)
Number of children (2024)*	53	38
Rural School Designation	Rural village	Rural hamlet and isolated dwellings
IMD Ranking of school**	top 50%	bottom 40%
% of pupils eligible for free school meals (2024)	9.4%	57.9%
% of children with SEN support (2024)	16.7%	15.4%
OFSTED Rating	Good (2019)	Requires Improvement (2022)
Catchment area	3.8 square miles (2020/21)	1.9 square miles (2020/21)

* Pupil numbers in both schools fluctuate frequently during academic years. Both usually have around 40–50 pupils.

** The Index of Multiple Deprivation (IMD) ranks every small area in England from 1 (most deprived) to 32,844 (least deprived). Exact rankings are removed to protect the schools’ anonymity.

Figure 1. Aerial drawing of (part of) Applegood Village, *VC = Village Hall Committee members.

Figure 2. Aerial drawing of (part of) Oakington village.

Figure 3. Social network map of voluntary activity at Applegood Primary. Note: Whilst all staff members (purple shapes) are colleagues, I chose to illustrate work relationships (green lines) between individuals who work particularly closely (e.g. in the same classroom or other workplace).

Figure 4. Social network map of voluntary activity at Oakington Primary.

Figure 5. An Oakington Year 6 pupil's artwork depicting her role in selling raffle tickets for school fundraising.

Figure 6. An Oakington Year 6 pupil's artwork depicting school fundraising activities (summer fair) and how the money is spent (zoo trip).