Grammar Schools

Eric Ollerenshaw Excerpts

Tuesday 8th November 2011 Westminster Hall

[Eric Ollerenshaw (Lancaster and Fleetwood) (Con)]

Like other hon. Members, I am the product of a grammar school—Hyde County grammar school, which was destroyed in the grammar school wars. On the other side of things, I went into teaching in 1973, in the heyday of comprehensivisation, with a genuine desire for comprehensives to succeed, because there was, in a sense, no golden age. I think that it was my hon. Friend the Member for Cities of London and Westminster (Mark Field) who remarked on the failure of the tripartite system, because there was not a tripartite system in most of the country. To be fair, in the 1950s and ’60s, although the grammar schools were successful, both parties were worried about the failure across Britain in terms of skills and attainment of those who did not have the chance to go to grammar schools.

As I have said, I entered teaching at the time of comprehensivisation. The phrase used at the time was that it would be a grammar school education for everybody. My first comprehensive school was in Tottenham—Northumberland Park school, just behind the Spurs ground. In a sense, that was my education in how political education is.

I congratulate my hon. Friend the Member for Dartford (Gareth Johnson) on securing this debate. It is a pity that there are no Labour Members present other than the shadow Minister, the hon. Member for Cardiff West (Kevin Brennan), but I hope that we will hear from him that this will be the end of the grammar school wars.

[Kevin Brennan]

Would the hon. Gentleman also like to hear from the Liberals on this issue?

[Eric Ollerenshaw]

Well, there you go. What I am trying to say is that I hope—my hon. Friend the Minister has already indicated this—we will see the end of the grammar school wars. I think that all parties have learned from the mistakes that we made and the destruction of good schools that took place in the genuine attempt to create all-purpose comprehensives for everybody.

Let us consider what happened in the ’70s and ’80s. I shall give a personal example. I remember as a teacher in Tottenham at the time trying to bring in an A-level course—France under Louis XIV—and being challenged by other teachers who said, “Do you think they’re good enough for this, Eric?” The penny then began to drop that somehow there was a dumbing down in the system. No teacher in that comprehensive sent their child to it. Most moved to the higher reaches of Hornsey to get near the comprehensive there. There was a classification of comprehensives, but only the middle-class, trained professionals knew the distinctions.

My family background is that I was the first one who passed the 11-plus and all that stuff, but my parents and grandparents did not understand the system. I just went to a school where I managed to pass the 11-plus and ended up in a grammar school. Hon. Members can imagine that loads of parents in Tottenham did not understand that there were distinctions between the schools. We must remember that that was the day and age when schools did not publish their results. There were huge battles to get schools to publish results, so people had to be really in the know, to know which comprehensive produced better results than the other comprehensives.

Then there were all the other things that we tried. I started off teaching mixed ability. Then we tried setting and then, as has been said, streaming. Then we had social priority schools and social priority staff, which meant that we got extra money. I managed to keep that extra money until 2000, when I finished, but that was another problem with the bureaucratic system. In addition to all those different attempts to do things, there were new subjects, including integrated humanities, cross-curricular studies and sociology—I think I happen to be the only Conservative in education who ever taught sociology to A-level. We made all those attempts to do something with the system, having destroyed the previous system, even though, as hon. Members have said, every school and every area are totally different. If results can be measured, people can understand those results, and if the schools are achieving, let them get on with it.

One of the bravest things that we did in opposition was finally to stop the wars and say that we support the academies programme. I hope that that will be reciprocated and that we can pull out of the political wars about education. I now find myself the Member for Lancaster and Fleetwood, where there are two grammar schools. One is Lancaster royal grammar school, which claims a history going back to the 13th century. It is a boarding state grammar school. I thank the Minister, who had a meeting with some of us who represent state boarding schools. I hope that that is another area in which we might see an increase now that we are in the era of free schools—let them get on with it. My area also has Lancaster girls’ grammar school, which dates back to 1907. Those schools are very successful. They are outstanding schools that provide outstanding opportunities for children. Alongside them, my area has Church of England schools, such as Ripley St Thomas school, which has been rated outstanding by Ofsted. Central Lancaster high school, a comprehensive school, is just about to get its first sixth form. That school provides a very good education for those who do not want a grammar school education or a religious school. In a sense, everything is there. There are no problems in my area—touch wood—with choice in education, simply because there is huge variety, which is the key. As I have said, we must pull the politics out, let schools get on with it and allow them to prove by their results what they can do.

I welcome the announcement that grammar schools will be allowed to expand, but I ask the Minister to go further. On selection criteria, the school admissions code specifically mentions selective schools and

“designated grammar schools that rank children according to their performance in a test and allocate places to those who score highest”.

It then has some rules about siblings who can or cannot go to such schools. If we are to go the whole hog on free schools—if we are letting 100 flowers bloom and all that—let us start pulling out the regulation and discrimination that have been built up against grammar schools, which hon. Members say provide a successful education for children in their patch.

Beyond that, grammar schools that have gone for academy status are raising the issue of the possible impact of funding still being under the control of local education authorities and school forums, where there is a predominance of non-academies. There is still work to be done on that. As my hon. Friend the Member for Reading East (Mr Wilson) has said, there is also discrimination because people can call for a ballot over which school they get. Let us put an end to all that.

The debate is about grammar schools. As my hon. Friend the Member for Poole (Mr Syms) has said, they make up a minority of schools, but they are still very successful. Let us put an end to these arguments about which kind of schools we have, which should be up to the local area and to parents. We should enable people to have the education that they want for their children. The Government’s responsibility should simply be to measure success and to build on it, and grammar schools have been one part of that success.

--- Later in debate ---

[Kevin Brennan]

Leaving aside the trigger, which the hon. Gentleman raised with the Minister—I am sure that the Minister will respond to it—the logic of his argument suggests that he would want parents from all secondary schools in an area to be able to vote in a ballot, because they, too, would all benefit hugely, as described by his hon. Friends, from the presence of grammar schools that their children do not attend. By his own logic, all parents in an area should have a say in whether the local system should be selective or non-selective. However, the current system allows parents of children in feeder schools to vote in that way. If he is afraid that they will vote differently, clearly he is saying that they might not feel that their children are benefiting from having a selective school in their area. That was not the point that his hon. Friends were making.

The hon. Member for South Thanet (Laura Sandys) mentioned the high schools in her area and spoke with passion and persuasiveness about the school system there. It was interesting to hear that non-grammar schools in the area are now referred to as high schools. Why do we never hear the term “secondary modern” any more? Why are non-grammar schools referred to as high schools, comprehensive schools, sometimes community schools or a variety of other appellations? It is for the reason pointed out by the hon. Member for Lancaster and Fleetwood—the tripartite system that existed across the country condemned the vast majority of children to second-class schools. That is the truth and the reality of what the system was like.

[Eric Ollerenshaw]

indicated assent.

[Kevin Brennan]

The hon. Gentleman is nodding, because he taught in that system and knows what secondary modern schools were like, as a whole, across the country. They provided a second-class and extremely poor education to the children who failed their 11-plus and were unable to attend other schools.

[Kevin Brennan]

I am not disputing the fact that there are many good schools within a selective system that are not grammar schools. I completely accept the point made by hon. Members about good schools in their local areas; they will know far better than I the quality of education offered in those schools. I am simply pointing out that when the system was scaled up right across the country in the 1950s and 1960s, the reason why the comprehensive movement came along was because of the failure of that system to cater for the needs of the vast majority of children.

The hon. Member for Lancaster and Fleetwood brought to the debate the benefit of his experience as a teacher in a London comprehensive school, and he made some valid points about the kind of social selection that can also take place in a comprehensive school. I taught in a comprehensive school for 10 years, and in my experience in schools, what counts is not whether a school is selective, but the quality of its leadership, the teachers in the school and the relationship created with parents and the effective enforcement of good standards of behaviour in the classroom. Those are the sorts of issues that count in giving a good education to a child. That is perfectly possible—I witnessed it in many comprehensive schools. With the right leadership and the right quality of teaching, we can offer an educational experience for all children in a comprehensive school, including those who are academically gifted.

[Eric Ollerenshaw]

I agree with the hon. Gentleman on that, but I just wonder why his party still pursues the line of antagonising the remaining grammar schools and why it would prefer to see even them abolished at some point. On his party’s strictures, if the schools are good with good teachers and good results, should they not be allowed to continue?

[Kevin Brennan]

I am not in the least antagonistic towards any school. As I have made clear, our policy is that the parents of children in the feeder schools to such schools should have the decision as to whether a system is selective or not. Let us be clear. When discussing grammar schools, it is not just a case of one school, but a selective system in an area. That is the consequence of having selection. It is quite right that parents should have a choice on that.

The hon. Member for Wirral West (Esther McVey) made the point that academic excellence is extremely important, and she referenced the very good schools in her area. I simply reiterate that academic excellence can be catered for in good, non-selective schools, whether they are academies, community schools or whatever.

On the point of social mobility and the make-up of existing grammar schools across the country, in a parliamentary answer to my hon. Friend the Member for Sefton Central (Bill Esterson) in April this year, which can be found in the Library debate pack for this debate that I am sure hon. Members have seen, the Minister set out the number of year 7 pupils attending state-funded secondary schools overall, the number of those pupils attending grammar schools and then the numbers of pupils from a black ethnicity, those who receive free school meals and those who have a statement of special educational needs. It must be said that the Minister’s statistics show that grammar schools are purely academically selective; they are clearly socially selective as well.