Swann Report: 40th Anniversary

Jeremy Corbyn Excerpts

Wednesday 12th March 2025 Commons Chamber

[Kim Johnson]

I thank the hon. Member for his intervention. However, as I will say later in my speech, I do not think that things have substantially improved, as he suggests, for lots of black children in our education system.

The report produced several key recommendations, including diversifying and decolonising the curriculum, more diversity in teacher recruitment, anti-racism training for teachers, more resources for language support, better data collection and monitoring, and a better approach to working with parents and communities to build trust and encourage active participation in pupils’ education.

Predictably, the Thatcher Government did little to progress those recommendations. However, the following Labour Government took some of the lessons learned as a framework for our Race Relations (Amendment) Act 2000, particularly the introduction of the duty for public institutions, including schools, to promote racial equality.

However, we know that many racist barriers still exist in education—from disparities in educational attainment to the school-to-prison pipeline, the adultification of black pupils, to the presence of police in schools and the need for a truly anti-racist curriculum. Today’s patterns of racism, segregation and exclusion in education have evolved directly from the policies and attitudes that drove the ESN scandal. The closure of ESN schools in the 1980s led directly to a rapid expansion in the use of school exclusions. We began to see higher numbers incarcerated in prisons, and the expansion of the use of sets and tiering in education, whereby certain groups of children are increasingly denied the opportunity to sit exams at certain levels and then the opportunity to progress in educational settings, including university.

The establishment of pupil referral units is recognised as another method of systematic exclusion from education. We must be clear: the use of PRUs and exclusions are a symptom of failure of the education system. The disruptive behaviour of a child is a cry for help, not a crime. An education system that does not respond with care and support is an education system that is broken. The number of exclusions have soared in recent years, with children as young as five being kicked out of school. Draconian behavioural policies disproportionately impact on poor children, those living in care, and those from black Caribbean, mixed and Gypsy, Roma and Traveller backgrounds.

Swann’s recommendations for an inclusive education system are more important today, and we must take this opportunity to update the lessons learned and apply them to our current system. The societal impact is still as relevant today as it was in the 1960s and 1970s. Lessons must be learnt on the 40th anniversary of the Swann report in order to put an end to this systemic discrimination. Evidence of the scale of the injustice of children being forced needlessly into ESN schools in the 1960s and 1970s is scarce, but we do know about the impact that misclassification as educationally subnormal has had on survivors, some of whom have joined us in the Public Gallery. I would like to take this opportunity to thank them for all their work in exposing this scandal and campaigning to raise awareness of the racial injustice that they suffered. Their work has already made a huge difference, and they have my commitment to keep fighting for the justice and dignity that they deserve.

We heard from some of the survivors at the event I held yesterday in Parliament. We heard from Noel Gordon, who told us that he was wrongly misclassified as educationally subnormal after a chain of events starting with him being diagnosed at the age of four with sickle cell. He describes being bullied and abused by teachers, running away from school and his mum fighting tooth and nail to get him out, but to no avail. Through his determination, he has achieved several qualifications including a degree.

We heard from Maisie Barrett, who is a natural creative. She described how she needed support with her academic skills and her stutter, but those resources were and still are systematically denied to black children. She has said that her grandchild is a victim of today’s SEND system, just like she was a victim of ESN. She told us that if she had received a proper education, she might have pursued her dreams and migrated to Jamaica, and fought for recognition for being wrongly classified as educationally subnormal.

We heard from Rene Stephens, who was expelled from his mainstream secondary school after his teacher assaulted him and was sent to an ESN school that neglected his academic development. He left school with no qualifications. Deprived of education and support, he has now spent 18 years in and out of the criminal justice system due to his misclassification. He was forced to abandon his dream of becoming head chef at the Savoy hotel. He says he continues to struggle with societal participation as a direct consequence of being denied a proper secondary education.

We heard from Denise Davidson, who described how, even in her innocence as a young girl, she realised that her school was different to other schools. She remembers challenging her educational psychologist, and described how her experiences now help her as a children’s social worker to support vulnerable children in similar positions.

This is not only an historic injustice; it is a living one for all who went through it. Most left school at 16 or earlier, unable to read, write or count, and were denied the opportunity to thrive and achieve their full potential. The survivors of ESN still have significant problems with self-worth and with accessing meaningful, well-paid work after they were denied an education.

[Jeremy Corbyn (Islington North) (Ind)]

I thank the hon. Member for her excellent speech and for the brilliant event that was organised last night. Does she agree that many brave black parents in the late 1960s, and even earlier than that, recognised the abominable way in which their children were being treated, including people like Bernard Coard who led the campaign against the banding policy in Haringey? At that time, black children were unfairly treated and classified in the way that the hon. Member has described, and we should pay tribute to the brave work of those people and acknowledge the abuse that those families suffered because they stood up for their rights. Her debate today and the meeting she held last night are a testament to the efforts that they put in all those years ago.

[Kim Johnson]

I thank my right hon. Friend for that intervention, and I totally agree with him about the amazing work that Bernard Coard and all those families were involved in as they tried to seek justice and to enable their children to fulfil their potential. That needs to be recognised.

Opportunities to access meaningful, well-paid work were denied to those children, and they continue to face financial hardship because of the barriers to work for those without an education. This has had an impact on their families. A few have succeeded in the face of adversity, gaining qualifications and better jobs. That is a testament to their strength and determination, but they should never have had to struggle in this way.

I would like to take this opportunity to recognise all those whose campaigning helped to get us here today, as well as the incredible campaigners who were misclassified as ESN and who are fighting for justice. My thanks go to Bernard Coard, who pioneered this campaign; to the educator and anti-racist campaigner Gus John for a lifetime of work challenging racism in the British education system; and to all those parents and communities who organised and fought for change so that our children could receive fair and equal treatment and thrive and achieve their full potential. The incredible No More Exclusions group has done invaluable work shining a light on the injustices of the current system of exclusions, and challenging the racist policies and educational segregation that drive the school-to-prison pipeline.

I want to recognise the work of Frances Swaine and Leigh Day solicitors in their pursuit of justice for the survivors, and thank Professor Leslie Thomas KC, Dr Cynthia Pinto and Professor Christine Callender for their pioneering work in this area. I also recognise the incredible work of journalists and producers Lyttanya Shannon and Sir Steve McQueen for exposing this scandal with the BBC documentary, “Subnormal: A British Scandal” and the incredible “Small Axe” series. We have seen with “Mr Bates vs The Post Office” and Jimmy McGovern’s “Common” just how crucial TV and film can be in bringing miscarriages of justice to light, and I hope the same will prove to be true here and that the momentum from this campaign and these dramas will secure justice for those impacted and change a system still producing the same racist outcomes today.

I hope the Minister will join me today in recognising the wrong that was done to the survivors of ESN. A public inquiry into the scandal of ESN schools is necessary, not only to secure justice for the victims of these historical discriminatory policies, but for us to understand how systemic racism and discrimination take form in our current education system and how we can eradicate them. The survivors and campaigners are calling on the Government to give due consideration to a public inquiry, four decades on from the first public inquiry report into racism in education, to learn the lessons of the past and secure justice for all those whose lives were impacted and who continue to suffer.