Education Bill

Lord Blackwell Excerpts

Monday 12th September 2011 Grand Committee

Moved by

[Lord Blackwell]

124: Clause 52, page 42, line 39, at end insert “, and
“(c) it is specially organised to make special educational provision for the needs of pupils with high ability or aptitude for learning; or high ability or aptitude in musical, artistic or other specialist skills approved in guidance issued by the Secretary of State.”

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[Lord Blackwell]

My Lords, in moving Amendment 124 I shall speak also to Amendments 125 and 139 in the same group. These amendments return to the subject of providing appropriate education to meet the needs of pupils with a high ability or aptitude in learning or other specialist skills. We had a brief debate on this in the last day in Committee before the summer Recess. There was general support on all sides of the Grand Committee for the view that, despite the importance of providing appropriate education for high-ability children, the education system does not do this particularly well at the moment. We could do better.

It is important for several reasons. First, all children deserve the opportunity for educational excellence. It is also important for the national interest. The top few per cent of our children in ability and aptitude are those who go on to be, in many cases, the leaders in business, the arts and the sciences. If we are to compete globally, we cannot afford not to have our most able children educated to the highest international standards for the good of society as a whole.

It is also important for social equity reasons because, at the moment, we have an education system where the most able children from poorer backgrounds are often unable to achieve entry to schools that can meet their expectations, and the better schools in many parts of the country are accessible only to those who can afford to pay for them.

For all those reasons, it is important that we provide for the needs of the most able children. The amendments that we discussed at our last sitting concerned ways of imposing an obligation on schools to meet the needs of high-ability children and the possibility that academies might group together to provide common facilities and classes for groups of high-ability children—were there insufficient numbers in any one school to make that effective on a single-school basis.

My amendments take the same principle a step further by recognising that the needs of those children may be best be met by having an academy, covering an area, which specialises in providing for the needs of high-ability children. If we take a year group in any school of 150 to 200 and the top 5 per cent of the ability range, we are talking about seven to 10 children. Seven or 10 children are not enough to form a class that can devote the appropriate skills and resources to teaching that top-ability range. Academic research suggests that high-ability children perform best when they are taught in peer groups where the class size is 20 or more, but to achieve the appropriate use of resources, you often need a much larger group to devote the specialist teaching from which they can benefit.

The simple notion here is that the academies framework should be flexible enough to allow schools which are specialist academies providing for high-ability and high-aptitude children. They would not be narrowly defined by a local catchment area, because we would not want many of them, but I can imagine major cities or large towns having one or two. That would cope with those of the top few per cent of children who wanted to apply to go to those schools. There would not be a compulsory 11-plus; there would not be compulsory entry; but they would be available for children of high ability who could benefit from them. That would enable children of whatever income level or background to have access to schools that could fulfil their potential.

I stress that I am thinking particularly about children from the less advantaged parts of our cities and country, who are at the moment disadvantaged. They are the children who may have high potential but whose local school is likely to be one of the less-well performing schools just because of the peer group and the circumstances of the school, whereas children of better-off parents may well be able to afford to move to a postcode where the average level of schooling is higher—or, of course, may be able to take advantage of private education. It is the children from poorer backgrounds whom our current system disadvantages, because in many parts of the country there is no provision for high-ability children to have a first-class academic education within a peer group of similarly able and motivated children within the state sector.

It is not just academic provision which is important here. We all know that children need confidence from the support of being in an environment where they are encouraged to raise their aspirations and lift their eyes to what they may achieve. What many of the grammar schools and direct-grant schools provided in the past for many of our generation was the ability for children from those less advantaged backgrounds to mix with children in a peer group that enabled them to realise that their horizons could be wider. They could aspire to reach the top of our professions and businesses, and, indeed, aspire to political careers. It is important that such academies are provided to meet the needs of able children from less privileged backgrounds.

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[Lord Hill of Oareford]

I do not think that it is a point of merit, as it were, and I would not claim that it were. It is a practical point. There are a number of schools in the maintained sector where selection already takes place. We think that it is right that they should be able to become academies and that, as has always been the case, they should be able to expand. The point about independent schools coming into the maintained sector and retaining selective arrangements is that it would increase the number of selective schools in the system. For reasons of practicality rather than anything else, the Government have come to the view that we do not want to increase the number of schools where selection takes place.

[Lord Blackwell]

My Lords, I thank everyone who contributed. As the Minister suggests, I am not entirely happy with his answer. The status quo may be a pragmatic English outcome but it is difficult to defend a situation where in certain parts of the country grammar schools still exist and children from modest-income or low-income families have the opportunity to get some of the best education on offer, but in large parts of the country there are no grammar schools and children from similar backgrounds do not have that opportunity. Despite all the years of effort to ensure that all schools provide the best education for children of high ability, we know that it is very difficult to get that to work. There are many areas where those children are therefore destined not to fulfil their potential because they do not have access to the kind of education that many of our generation had, and which enabled us to move up the social structure. I find that difficult to accept as a pragmatic outcome, although I understand the reasons for it.

The second reason why this disappoints me is that we might be missing just how important it is to the future prosperity of this country that we educate our top-ability children to their full potential. We will be competing in a world where our brain power and skills are among the main factors that will allow us to prosper. To have a large part of our population without access to the best education and the best opportunities to develop is to throw away our chances of national growth and prosperity. This is not a position that will sustain for very long as a messy compromise. I shall reflect on what the Minister has said before we come back to this on Report, and I beg leave to withdraw the amendment.

Amendment 124 withdrawn.