Grammar Schools

Jim Sheridan Excerpts

Tuesday 8th November 2011 Westminster Hall

[Mr Gibb]

However, Andreas Schleicher also says that there has been no increase in performance in this country, whereas other countries around the world are increasing performance. That is the problem facing our young people if we do not improve standards in our state schools, because those young people are now competing for jobs in a global market. It is no longer good enough just to look at the past, because we now have to compare our system with the best systems in the world.

Our education system has become one of the most stratified and unfair in the developed world. Since coming into office, we have been setting out our vision for reform on four broad themes: improving the quality of teaching and the respect for our work force in schools; greater autonomy for schools to plan and decide how and when improvements should take place; more intelligent and localised accountability; and reducing and simplifying the bureaucracy that frustrates and demoralises teachers. Those themes formed the basis of the White Paper that we published a year ago this month, “The Importance of Teaching”, and I believe that grammar schools can actively support improvement in each of those four areas.

First, we want to get the best graduates into teaching by funding the doubling of the Teach First programme during the course of this Parliament, and by expanding the Future Leaders and Teaching Leaders programmes, which provide superb professional development for the future leaders of some of our toughest and most challenging schools. We want grammar schools actively to share their experience of staff development with other schools, in both the initial training of staff and the provision of professional development. We have had more than 1,000 expressions of interest in establishing teaching schools and 300 applications have already been received, with grammar schools among the keenest to sponsor or support local schools to improve standards in their communities.

Secondly, our drive for greater autonomy has seen 111 of the 164 grammar schools that made those applications become academies, and many of them support other local schools. The vast majority of grammar schools participate in some form of partnership with other maintained schools or academies, be that an exchange of staff, working with students or supporting school leadership. Between them, the newly converted academies have agreed to support more than 700 other schools and to support fellow head teachers through the doubling of the national and local leaders of education programmes.

Thirdly, it is vital to ensure that improvement is driven not by the Government but by schools themselves, through effective accountability that focuses on raising standards. We are overhauling the inspections framework to focus on schools’ “core four” responsibilities—teaching, leadership, pupil attainment and pupil behaviour. The E-bac sets a high benchmark against which parents can hold schools to account, and it helps to narrow the gap between those from the poorest backgrounds and those from the wealthiest backgrounds.

The Russell group of universities has been unequivocal about the core GCSEs and A-levels that best equip students for the most competitive courses and the most competitive universities—English, maths, sciences, geography, history and modern or traditional languages. However, nine out of 10 pupils in state schools who are eligible for free school meals are not even entered for those E-bac subjects, and just 4% of those pupils achieve the E-bac. In 719 mainstream state schools, no pupils who are eligible for free school meals were entered for any single-award science GCSE; in 169 mainstream state schools, none of them were entered for French; in 137 mainstream state schools, none of them were entered for geography; and in 70 mainstream state schools, none of them were entered for history. Academic subjects should not be the preserve of the few, but we need to free schools to achieve that aim.

Fourthly, therefore, we are dramatically reducing the bureaucracy that constricts achievement. In opposition, we counted the number of pages of guidance sent to schools in one 12-month period. They came to an incredible 6,000 pages—or six volumes of “War and Peace”, if people are inclined to consider it that way— yet they contained little of substance that schools do not already know or share.

The most recent example of our efforts is the recently completed consultation on the school admissions and appeal codes. There were some 130 pages of densely worded text, with more than 650 mandatory requirements that were often repeated. The revised versions, which we published last Wednesday, total just over 60 pages and are minimal in their requirements, while preserving the important safeguards as well as introducing new requirements, such as priority in admissions for children adopted from care. As my hon. Friend the Member for Poole (Mr Syms) said in his contribution, it is one of the most far-reaching changes that we can make if we give all schools, including grammar schools, a greater say over their own published admission number.

Currently, that intake number is tightly managed by the local authority to ensure that any increases do not affect the school down the road. That kind of rationing of places only limits choice for parents and pushes cohort after cohort of children to less accomplished schools, rather than giving good schools the freedom to expand and share their excellence.

Our approach is simply to let schools decide how many students they can offer a high quality of education within their own capital budget, while ensuring that they maintain standards or improve any underperformance. Why is that important? Quite simply, it is important because we want the number of places in all good schools to increase, to increase genuine choice for parents. Even marginal increases in some areas will lead to a positive cycle of increased standards. Critics who argue that that will create sink schools overlook the current admissions codes—

[Jim Sheridan (in the Chair)]

Order. We must now move on to the next debate. Before doing so, I ask colleagues who are leaving Westminster Hall to do so quickly and quietly.