Education and Social Mobility

Dominic Raab Excerpts

Tuesday 22nd November 2016 Commons Chamber

[Carol Monaghan]

I would welcome very little of the Green Paper. I do not agree with selective schooling.

[Mr Dominic Raab (Esher and Walton) (Con)]

Does the hon. Lady think that eligibility to stay on at either a college or a sixth form based on the level of qualifications at GCSE should therefore also be abolished?

[Carol Monaghan]

I am not sure I understand the hon. Gentleman’s question. Students should be able to stay on in school as long as the school fits their requirements, and as long as the school is able to offer them something. That might not be what he asked, but I will move on.

I have received correspondence not from my constituents but from people living in England. They have shared their concerns about grammar schools. I will read out a section of a letter I received from a gentleman in England:

“As an 11+ failure…The sense of failure is still with me…so much so I find it hard in this letter to admit I went to a Secondary Modern School. Nearly all of my fellow pupils…came from poorer or deprived backgrounds—I cannot think of one who came from a well-off background. As children, we accepted our lot and it was made clear to us that our choices of work were limited after school…There was a small cohort of teachers who did their best for us despite (as I realise now) limited resources. However, the turnover of teachers was high, which did not bode well for continuity of education. There was no question of taking any exams for qualifications of any kind. University was unthinkable. Higher education…was closed off to us; we were in the rubbish bin.”

It is well known that young people’s thinking skills develop at different rates. Some at aged 11 will have advanced cognitive abilities. For others, it takes several more years for their thinking skills to mature. A number of years ago, I taught a young boy who had come from the primary school at age 11 with extremely poor literacy and numeracy skills. As time went on, however, he showed some talent for science. Despite all the original expectations placed upon him—not by teachers, but probably by the young boy himself—he managed to scrape by in his national exams and went on to university. He went on to achieve a degree in chemistry and then a PhD. He now travels the world as a chemical engineer. That is social mobility and it was achieved in a comprehensive school. That boy would not have come close to passing an 11-plus exam. I completely oppose selective education, which, thankfully, will not be introduced in Scotland.

--- Later in debate ---

[Mr Dominic Raab (Esher and Walton) (Con)]

I welcome the debate, in which there appears to be wide agreement about the stagnant state of social mobility in the UK but less agreement on the right way to revive it. We have an elephant in the room in this debate: the deep philosophical differences between those inspired by a meritocratic vision of society and those who take the egalitarian view. That situation is perfectly healthy and respectable. Of course people who take the egalitarian view will find the idea of meritocracy very hard to reconcile with their world view. That is lurking, and some Labour Members ought to be a bit more honest about it. People hold other objections, which I also recognise. I support the meritocratic vision of fairness, not only on moral grounds but because it can, unlike the egalitarian mirage, reinforce, not paralyse, a healthy, vibrant and competitive economy which creates the jobs, wages and tax revenue for our precious public services.

I wish to discuss the evidence on selection, because there is strong evidence in favour of it—if it is done in the right way. We see that in the existing selection we have within schools; in the independent sector; at 16, when pupils want to stay on to do A-levels; and when students go to university. The motion says there is “no evidence” that selection—or any further selection—will improve social mobility, but this is clearly still a contentious issue. I am not saying it is cut and dried, but there is compelling evidence in favour of selection here: the review conducted by Sir Chris Woodhead, the former chief inspector of schools in 2009; and the evidence I heard in 2013 from Andreas Schleicher when I was serving on the Education Committee. He did not give an unequivocal view one way or another, but he did say that there was evidence that supported selection, provided admissions were done on a clear and objective basis and there were opportunities for selection later on.

The Opposition motion is therefore clearly flawed, but I accept that an expansion of grammars needs to be done in the right way, with tests that are fair and objective, minimising the scope for coaching, and with grammars schools expanded beyond a middle-class preserve. There is a strong case for making sure that the first tranche are in urban or rural areas with high levels of deprivation and low educational standards, both to create a ladder of opportunity for bright kids from the council estate or the rural backwater, and to have a beacon of educational excellence in those schools.

There is a reasonable question as to the age at which selection should take place. I certainly agree with Schleicher and the OECD that there ought to be doors for selection at different ages, to make sure that we do not close off opportunities for late developers. It also goes without saying that this is not a zero-sum game: we can support grammars and still want to raise standards across the whole state education system, particularly for the most deprived areas. That is what we have seen happening under this Government—1.4 million more children are going to schools deemed “good” or “outstanding” than were doing so in 2010—particularly through policies such as the pupil premium, which was specifically designed to target the children in the most deprived areas and to make sure that no child was left behind.

I support the Government’s proposals, but the other note of caution I sound is that grammars are not a silver bullet; they are one piece in patiently putting together the jigsaw that will help to revive social mobility. I support the Green Paper’s proposals on harnessing the talent, creativity and innovation of the independent sector. Indeed, I would go even further, as I like the idea of the Sutton Trust’s work to open up all independent schools on a meritocratic and means-tested basis. That would massively widen their intake of youngsters from humble backgrounds.

Notwithstanding the great strides we have made on apprenticeships and vocational training, this country still has a massive hang-up with the technical route for people to make a success of themselves. Whether we are talking about vocational training or apprenticeships, we do not have the same parity of esteem as there is in countries such as France, Switzerland and Germany. I would like to see us do more on those non-graduate routes to the professions so that we create the ladders of opportunities for not only bright academic youngsters, but for bright but not necessarily bookish youngsters.

When I look at the Green Paper overall, and not just what it says about grammars, I share the inspiring ambition that the Prime Minister has set out to make Britain the great meritocracy of the world. This is only the first step, but a lot of people are talking a good game about social mobility without being willing to get behind it, will it and deliver the means to it. On the basis that this is a first step, it has my full support.