Grammar and Faith Schools

Helen Whately Excerpts

Tuesday 8th November 2016 Commons Chamber

[Lisa Nandy (Wigan) (Lab)]

I beg to move,

That this House notes recent proposals by the Government to expand the role of grammar and faith schools; and calls on the Government to conduct a full assessment of the evidence relating to the effect of grammar schools and faith schools on children’s learning.

Today’s debate asks the Minister to consider the evidence before making profound changes to education policy that will affect children, their lives, their communities and our prospects as a country for many decades to come. There is a raft of evidence on the impact of grammar schools on the children in them, and on the children outside them. We know that children who get into grammar schools are more than five times less likely to be on free school meals. We know from the Department for Education itself that they are less likely to have special educational needs. We know that children who previously attended independent schools are over-represented in grammar school intakes. For these and many other reasons, we know that grammar schools, as the Government have at times acknowledged, and as the hon. Member for Stroud (Neil Carmichael) eloquently put it in a piece he wrote this morning, are not engines of social mobility.

Most children do not get into grammar schools, and the situation for disadvantaged children in this country is particularly stark. The Government’s case, which appears to be based on the notion that an expansion of grammar school places increases parental choice, is pretty flawed and pretty limiting. If someone cannot get into a grammar school, its existence has not given them a choice—it has given them a problem. That the Government have a plan only for some children in this country was revealed pretty well by the Education Minister Lord Nash, who said recently that under the Government’s plans parents will

“have a choice between a highly performing grammar school and a highly performing academy, which may well suit that pupil better.”—[Official Report, House of Lords, 15 September 2016; Vol. 774, c. 1572.]

But where is the choice for children who do not get into those grammar schools?

The Secretary of State recently suggested that university technical colleges might provide an alternative. I welcome her focus on UTCs—I have one in my constituency, in Wigan—and given the recruitment problems many of them have faced, leading to the closure of three, and to two not even opening, and the fact that provision in them, which Sir Michael Wilshaw recently called “patchy”, ranges all the way from outstanding to poor, this is an area that deserves her attention. However, her proposal is troubling because, in essence, she is proposing the tripartite system of old, which collapsed last time, for many reasons, including because local authorities could not afford to establish and sustain that system. What in the funding crisis that this Government have created for local authorities makes her think that it would be different this time?

The new plans will create a great cost. We do not yet know, however, how much they will cost. In the consultation paper, the Government set out that they are planning to allocate £50 million a year to this experiment in education. This morning, however, when he appeared before the Select Committee on Education, the Minister said that he did not know how many grammar schools might emerge. The Green Paper also suggests that the Department will ask independent schools or universities to set up new schools or sponsor others as part of its bid to get all schools up to standard. How much will that cost? So far, the Government do not know and have not said. At a time when school budgets are under serious pressure in communities around the country, this is simply not good enough.

[Helen Whately (Faversham and Mid Kent) (Con)]

The hon. Lady talks about the cost of the proposals. Is she aware that grammar schools such as those in Kent and in my constituency tend to get lower per-pupil funding under the funding formula? Even though they receive a relatively low financial settlement, the vast majority are outstanding schools giving an excellent education.

[Lisa Nandy]

The hon. Lady makes my point for me. Grammar schools tend to receive a lower funding allocation because, as the Minister has admitted, they tend not to take children from disadvantaged backgrounds, and the funding formula is skewed to provide additional funding for children from such backgrounds. In 2016, in Britain, we can do better than this.