School (Reform of Pupil Selection) Bill [HL]

Baroness Bennett of Manor Castle Excerpts

Friday 2nd December 2022 Lords Chamber

[Baroness Bennett of Manor Castle (GP)]

My Lords, I join others in thanking the noble Baroness, Lady Blower, for bringing forward this important Bill and giving us the chance to have this important debate, and for taking steps to implement a long-term, consistent Green Party policy—which I have no doubt will be a priority of the first Green Government, should it still be an issue.

I say that noting line ED112 of the Green Party’s policies for a sustainable society, which says:

“Selection by aptitude, ability, or social class runs counterproductive to creating a high quality education system for all students. Excellent all-ability schools with balanced intakes are the best way of ensuring that every child receives a first-rate education”.


The policy goes on to say:

“Many of the existing problems in our admissions system stem from the emphasis on SATS and League Tables, both of which the Green Party will abolish”.


I quote that second point because there is in the nature of grammar schools a fundamental underlying problem of the way that we currently look at education. It is set up as a competition between pupils trying to get into schools, and between schools trying to get higher on the league tables. If we look at this in a much broader context we see that we face so many issues given the state of our world today. We need to develop the human potential of every person on this planet to the best possible level. That would be to the benefit of all of us. It is not a case of saying, “We’re going to get our school system ahead so it’s better than somebody else’s.” We all benefit the better schooling is all around this country, and all around the world.

Many noble Lords already set out some of the stats, figures and evidence, but it is worth picking out three points from three sets of evidence. First, I refer to a Durham University study published in the British Journal of Sociology of Education in 2018. Using the kind of measures that the Government themselves like to use—what it describes as “effectiveness”; that is, exam results—the study found that, once the nature of the intake, including chronic poverty, ethnicity, home language, special educational needs and age of the group, had been taken into account, grammar schools are no more or less effective in outcomes than other schools. They do not achieve what they aim to achieve. The study found that their apparent success is due just to the selection of the pupils.

Coming towards a measure of schools that is much more like the one I would like to see, there was a study in the same year by the UCL Institute of Education that analysed data from 883 children in England and 733 children in Northern Ireland who had similar academic achievements at primary school and were from similar backgrounds. It looked at these pupils at the age of 14 and at some of the traditional tests in English, maths, verbal and non-verbal reasoning, and vocabulary. There was no difference in the result; there was no benefit from the grammar school. Crucially, given some of the issues we face and the concerns that I have about schooling, looking at the pupils’ mental health, engagement at school, well-being and interaction with peers—the way a school prepares pupils for life—there was also no benefit from a grammar school education.

On the broader impacts, not just on individuals but on communities, a hugely valuable study from the University of Bath looked at areas with grammar schools and areas without. It found that inequality in earnings is significantly higher for people who grow up in areas with grammar schools compared with those who grow up in areas with a comprehensive system. The Government tell us that they are concerned about poverty and inequality. Here is an absolutely crucial statistic: low earners who grow up in a grammar school system area earn less than low earners who grew up in a comprehensive school area.

We all know that, given the timings—we saw my noble friend Lady Jones of Moulsecoomb’s Private Member’s Bill go through the House and be sent to the other place today—we really have to get our skates on to get this one through the same process. This is a crucial issue. I applaud the contribution from the noble Baroness, Lady Berridge, and echo the point she made that this certainly is not meant as an attack on pupils, teachers or people associated with grammar schools. People make the best of what they have. Indeed, I visit a number of grammar schools with Learn with the Lords and other school visit programmes. Generally speaking, pupils do not choose to be where they are at school, so I will visit any school. I have visited Eton and Harrow, among others, and found that very educational, in its own way. We need to debate these issues and, more than that, act on them. I wish this Bill from the noble Baroness, Lady Blower, good speed.

--- Later in debate ---

[The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)]

My Lords, I echo other noble Lords in offering my congratulations to the noble Baroness, Lady Blower, on securing a Second Reading for her Bill and in acknowledging her lifetime of commitment to children and the education system. While I understand the intention of her Bill, I must express our reservations about it.

As we have heard in the debate, it may be a truism, but selection by ability is certainly a controversial area. We know there are strongly held views both for and against selection by ability, as we have seen laid out here, in the other place and in the media. However, I am delighted to agree with the noble Lords, Lord Kennedy and Lord Austin, in saying that the Government’s mission is to raise education standards for all. As my right honourable friend the Prime Minister said earlier this week, this Government believe in opportunity. To be absolutely clear, that is our priority: to raise the standards of education for every child. We live in a land where the education landscape is diverse; we do not have a uniform system where all schools share the same characteristics. The Government believe that this is one of the key strengths of our education system.

We have heard surprisingly little mention of parents in this debate. Parents clearly like to have a choice of differing types of schools. Schools of all types—small and large, co-educational and single sex, selective and non-selective, faith and secular; there are examples in every category—are oversubscribed. As your Lordships are aware, grammar schools are also oversubscribed. As a Government, we want to support and facilitate choice for parents. We can either look to make all schools the same or we can embrace the diversity of our school system and strive to ensure that all schools are good and outstanding. Your Lordships are aware of the considerable progress that has been made by this Government in that regard, with 87% of schools now rated as good or outstanding.

Fair banding aside, this Bill would, ultimately, end all forms of selection in secondary schools, in both England and Wales, including for entry to school sixth forms. I am not aware whether that was the noble Baroness’s intention, but that is the impact of her Bill. There are 457,000 pupils in secondary sixth forms in England, where selection is commonplace. Selection for sixth-form entry helps ensure that students succeed in the courses that they enrol upon. It helps ensure that young people are choosing the courses that are right for them and where they can thrive, whether they choose to pursue an academic route or more technical route.

As your Lordships have pointed out, selection by ability for children of compulsory school age is less common than in post-16 schools. As we have heard, there are currently 163 grammar schools in England—5% of secondary schools—providing education for 188,000 children. In addition, there are 40 schools that are permitted to select a minority of their pupils by ability or by a form of aptitude selection not otherwise permitted. This right was enshrined within the School Standards and Framework Act 1998. Finally, we have schools that select 10%—and only 10%—of their intake by aptitude in prescribed subjects: the visual or performing arts, modern foreign languages or sport. All these schools are part of the choice and diversity that our education system provides. I note that this Bill would retain pupil banding.

Some 97% of grammar schools are rated as “good” or “outstanding” by Ofsted. They are popular with parents where they are located and regularly oversubscribed, just like good and outstanding comprehensive schools, including faith schools. Those grammar schools offer excellent standards of education and benefit the children who attend them. Several grammar schools share their expertise with other schools as teaching schools and are experts in stretching the most able pupils.

The majority of the 163 grammar schools now prioritise children eligible for free school meals or the pupil premium for admission. Even so, there is lots more for them to do in this space, as your Lordships have highlighted. I urge all good schools, including our existing grammar schools, to do more to increase the numbers of disadvantaged pupils—and, as my noble friend said, looked-after and previously looked-after children—who they admit, so they act as real drivers of social mobility.

The noble Lord, Lord Hunt of Kings Heath, asked for the Government’s position on the expansion of grammar schools. As I have said, the department’s priority is to concentrate on ensuring that as many children as possible, whatever their ability, have access to an outstanding education, rather than creating more grammar schools.

In reference to the points made by my noble friend Lord Cormack about the importance of good behaviour within schools, that is clearly necessary across all our schools, and I would absolutely agree that it is a foundation on which good curricula and teaching need to be built.

My noble friend Lady Berridge asked whether the taxpayer funds 11-plus exams. I suspect that she knows the answer to her question. Admissions authorities pay out of their schools’ budget, so in effect the taxpayer does pay, but I hope that the House would agree with me that it is not the role of central government to micromanage small elements of school budgets. That feels like a path we should not be going down.

In conclusion, I thank all noble Lords for their contributions to this debate. As I said, we want parents to continue to have a diverse choice of good and outstanding schools that deliver opportunities for every child. Selective schools form a small but important part of this diverse provision. While we have no plans to open new grammar schools, neither do we believe that existing and excellent schools that have, historically, been selective for a very long time should be forced to remove their selective admission arrangements and become comprehensive.

I therefore hope that my remarks give noble Lords something to reflect upon, although I am not optimistic that I will change many minds. I look forward to working with your Lordships more broadly to ensure that all children and young people in our country continue to have access to the highest-quality, and diverse, education.

[Baroness Bennett of Manor Castle (GP)]

The Minister made a major part of her contribution the assertion that parents like choice. I am not sure whether she is aware of the article this year in the Journal of Social Policy by Aveek Bhattacharya, the chief economist at the Social Market Foundation. In a comparison with Scotland, where parents generally do not have a choice of schools, he found that parents in England were less happy. They described themselves as “cynical, fatalistic and disempowered” in the situation of having choice in schools. In asserting that parents like choice, is it not simply the case that a few sharp-elbowed parents like choice and lots of other people suffer in that system?

[Baroness Barran (Con)]

I really do not think that it is helpful to be judging parents and accusing them of being sharp-elbowed. I think that every parent wants the best for their children. In relation to the Scottish education system, I point the noble Baroness to the attainment of children in Scottish schools compared with English ones.