Education and Adoption Bill

Lord Brady of Altrincham Excerpts

Wednesday 16th September 2015 Commons Chamber

The Government created a loophole to allow the expansion of selective provision by stealth to locations many miles away from existing grammar schools. We wait with interest to see whether, as the press has speculated, the Secretary of State intends to use that loophole. Given the damage that it does to children’s education overall, we oppose selection at 11 and amendment 11.

[Mr Graham Brady (Altrincham and Sale West) (Con)]

I am delighted to follow the hon. Member for Cardiff West (Kevin Brennan), who gave me a cue to speak at this point to amendment 11, which stands in my name. I have debated this subject with him on more than one occasion, as I have with my hon. Friend the Minister, and I suspect that we will do so again on future occasions. I therefore do not intend to detain the House for long.

The hon. Member for Cardiff West spoke at length about the experience of selection in the 1960s as though it was something that no longer existed, and of which we have no experience today. Of course, I come to the subject precisely because my constituency is in the borough of Trafford in Greater Manchester, which is still a selective local authority area. Furthermore, the state schools in my constituency are probably the best in England and Wales, by any objective measure, and that goes for the grammar schools, the high schools—my hon. Friend the Minister has visited some of the excellent high schools in my constituency—and the primary schools, which are at the top of the table. We maintain high standards throughout, whereas in many areas high performance in primary education then dips at the beginning of secondary education. We also have an outstanding further education college, Trafford College. Whatever it is that the hon. Gentleman thinks might have gone wrong in the past, I submit that it is not going wrong in the borough of Trafford, at least at the moment.

[Stephen Twigg]

I have great respect for what the hon. Gentleman is saying and for the record in Trafford, but does he agree that the record on standards in schools is rather different in Kent? What he describes for the secondary sector in Trafford is rather different from what we see in another local authority that maintains selection.

[Mr Brady]

Kent is obviously a very big county, and there is a lot of diversity in performance there. I believe very firmly that if we are trying to improve a system, we should look at the bits that are working less well and try to raise standards there, rather than removing the parts that work best. I think that the tragedy of the comprehensive revolution in the 1960s and ’70s was that often the people who suffered most as a result of the destruction of so many grammar schools were working class people in areas where very little of quality was put in their place. The hon. Gentleman will have heard me quote from the pamphlet “A Class Act”, written by Lord Adonis and Stephen Pollard, who was then at the Fabian Society, in which they made that very point.

I am a strong supporter of what this Government and the Government immediately before did to try to raise standards in all schools. I am a strong supporter of academies and free schools. In fact, when I was shadow Schools Minister—the job that the hon. Member for Cardiff West now has, has had for some time and might have for many years to come—I was able constantly to praise the efforts of the then Labour Government to increase the autonomy of schools and create the academy model, building on the grant-maintained schools that went before them. It is regrettable that the Opposition are starting to move away from that bipartisan position.

To return to amendment 11, my campaigning on the subject aims to bring better schools and more opportunity to more children in state schools across the country, as well as to champion the obvious success that is evident in my constituency and in the borough of Trafford. Having been educated at Altrincham grammar school, which is in my constituency, I do not just believe that selective education can bring wider opportunity and social mobility; I know it.

I am not seeking to impose a different model of education on places or communities that do not want it, but I believe in wider choice for parents and a greater diversity of schools. I cannot see why every specialism under the sun should be welcomed today, except for a specialism in teaching the more academic. It is absurd in today’s pattern of educational provision that the law still holds that the man in Whitehall knows best, especially if he celebrates the success of existing grammar schools but seeks to prohibit any new ones, however much parents and communities might want them.

[Mr Burrowes]

I congratulate my hon. Friend on this welcome amendment. We have heard from the Opposition in another context about the need to encourage partnership and collaboration and to provide consultation. His amendment provides for selection admission arrangements but only if

“a local education authority or local admission forum”

requests it, so it goes down that very route.

[Mr Brady]

I am grateful to my hon. Friend, who makes an important point. Of course, I was deeply disappointed, if not entirely surprised, that the hon. Member for Cardiff West, having lauded the benefits of localism and urged more reliance on what communities and parents across the country want, then sought to dismiss amendment 11 out of hand, despite the fact that it seeks to ensure that the proposed changes would be possible only in the event of significant levels of local support, as evidenced by the request from a local education authority or a local admission forum.

The hon. Gentleman also referred to the current situation in Kent. It is ridiculous that parents in Sevenoaks are having to wait to see whether an application for an annex to an existing grammar school can fit through the Department for Education’s hoops. Kent has a pattern of selection that is popular and well established, and the problem is that demographic changes have led to a mismatch between the location of schools and the location of the communities that depend upon them.

Amendment 11 has widespread support, including from three parties represented in the House, two well respected members of the principal Opposition party, at least two Conservative former Education Ministers, a former shadow Education Secretary, a former shadow Schools Minister—that is me—and at least three former Cabinet Ministers. It also enjoy the support of the current Mayor of London, my hon. Friend the Member for Uxbridge and South Ruislip (Boris Johnson), although sadly not in time for his name to appear on the amendment paper. There is therefore a breadth of support across the House for these changes.

Contrary to what the shadow Schools Minister implied, that breadth of support is hardly surprising. In fact, the surprising thing is that there is not more support for selection evidenced in the House, given that opinion polls—they do not get everything right, but they do give some indication, when they are consistent, of strength of opinion—suggest that over 70% of the public, and indeed the majority of voters for all the main parties, would like to see more grammar schools.

[Pat Glass]

Does the hon. Gentleman accept that when the question is reversed and the public are asked whether they would like to see secondary moderns reinstated, more than 70% say that they would not?

[Mr Brady]

I do accept that, but I think it is a false choice to offer people, given the advances we have since made in the genuine diversity of school provision. We have so many different types of schools, with so many different specialisms, that it really is not a binary choice. It seems particularly odd to tell people that they are allowed to have schools that specialise in the creative arts or in maths and computing, but not schools that specialise in teaching those on the more academic part of the spectrum.

It is 17 years since the introduction of ballot arrangements for the removal of existing grammar schools, but not a single challenge has succeeded—one took place many years ago in North Yorkshire, but it was defeated by more than 70% of the local population. In areas that benefit from grammar schools, almost no one wants to change that. I find myself going through general election campaigns looking for candidates from other parties who do not agree that the local schools are so good that they should remain as they are.

This amendment is modest in scope. I am almost embarrassed at how modest my aspirations have become in this regard. All the amendment seeks to do is give a power to the Secretary of State and, as I said to my hon. Friend the Member for Enfield, Southgate (Mr Burrowes), only when the Secretary of State was requested to exercise that power by a local authority or by the local admission forum. It would not force any community to have new grammar schools if it did not want them, nor would it force a Secretary of State to approve any such schools if she did not wish to do so. Local support would be a given under my proposal.

--- Later in debate ---

In the years before, however, pupils who went to the secondary modern, as opposed to the grammar school, had very different outcomes and saw themselves quite differently. When the comprehensive developed into a high school, it was not an immediate success, as much had been unpicked, and I learned that restructuring was not always wise—when something works in an educational environment, it is best to leave it in place. I am therefore actually pretty agnostic about structures, and I have extensive experience of almost every kind of structure, having also taught for a long period in an independent school. There is good and bad in all types of school. What is crucial in any type of school are leadership, morale and parental support.

[Mr Graham Brady]

I wholeheartedly agree with the hon. Gentleman on that last point, as I am sure would most Members who take an interest in education, but may I bring him to the precise point of the amendment? As an agnostic on structures, does he accept that if the population distribution changes in an area that is selective, an additional grammar might be needed to maintain the existing balance of selection and not drive existing grammar schools to become more selective?

[John Pugh]

I will consider the hon. Gentleman’s comments carefully. I am certainly happy with the idea of local decision making—I just wish the Government were more comfortable with it—and I think that we as politicians can do little to improve the educational landscape. We can change structures all the time, but they are not what makes a substantial difference: what makes a difference are the things that we normally cannot control or create but which, if we introduce the wrong kind of legislation, we can certainly frustrate.