Grammar Schools

Lord Storey Excerpts

Thursday 13th October 2016 Lords Chamber

[Lord Storey (LD)]

My Lords, I thank the noble Baroness, Lady Andrews, for securing this debate and congratulate the noble Baroness, Lady Vere, on her maiden speech.

The noble Lord, Lord James of Blackheath, will be pleased to know that I can join his elite and exclusive club, because I failed my 11-plus. In those days, the results were published in the local newspaper. My mother had the embarrassment of walking down the road to be confronted by various neighbours, who said, “We’re terribly sorry that your Michael didn’t make it to the grammar school”. I hope that the Government do not propose to bring back publishing the results of those who pass or fail.

I started my teaching career in a town called Prescot, which was part of Lancashire County Council, division 16. It was a small town, whose main, declining industries were BICC and Pilkington glass. The school I taught in was a small, one-form entry church primary school in the middle of a council estate. After two years, the school I was in asked if I would take year 6, which in those days was called top juniors. They were 40 wonderful children, with wonderful, caring parents. The secondary provision was a boys’ grammar school and a girls’ grammar school, and several secondary moderns. After Christmas the joy of learning was put on hold as we prepared constantly for that 11-plus exam. They practised on past test papers, had verbal reasoning and numeracy tests, and day in, day out, we laboured at this style of learning in the hope that we might squeeze some extra children through to the grammar school.

But what did it mean in practice? It meant that the pressure placed on those children, both emotionally and psychologically, was enormous. It meant that for many months the joy of learning stopped, and that many summer-born children were already at a disadvantage. “Please, sir, why is it called the 11-plus when I’m only 10?”, asked one innocent child. It meant that once the results came out, there were many “hurt” children—and yes, a few joyful children. It divided school families and communities, and 20% of the children were creamed off each year to go to the grammar schools. Of course, it was grossly unfair, because first, there were more places at the boys’ grammar school than at the girls’ grammar school, so girls failed even if they got a higher score than the boys. Overall, it depended on the number of places available, so children one year could fail with a higher score than children who passed the previous year.

Of course, the grammar schools creamed off not just the children but the teaching staff and resources, and as we heard before, the secondary moderns were perceived by parents as the inferior schools, and the pupils as inferior students. This was not social mobility but social and educational apartheid. Do we really want to go back to those days?

Until Theresa May’s speech to the Conservative faithful, academic selection in our school system—pass an exam and see what type of school we send you to—was seen as the past. Grammar schools, as Margaret Thatcher observed, were widely unpopular when they were abolished, which is why she agreed to close so many of them when she became Prime Minister. She did not turn the clock back; she looked at ways of improving standards.

Grammar schools enjoyed a hallowed status in certain parts of the Conservative Party and were seen as engines of social mobility that transformed the chances for a generation of bright children from poor backgrounds. How untrue that was then, as it is now. Even if grammar schools boosted social mobility for the lucky few, they left the majority behind. In areas that still use the 11-plus, the evidence proves that. It favours affluent children and obstructs the poorest. The wealthiest parents will of course pay for the best available education, whether that means moving house to a better catchment area, paying private school fees or paying for tuition to prepare their children for an 11-plus option that is not available to all.

At every educational level, the reintroduction of grammar schools is wrong. As I said, they divide communities and families, and they cause real pain and anxiety for children and families. They do not deliver on social mobility; they do not deliver on improving educational standards and life chances; they do not deliver on choice; and they certainly do not help the neighbouring schools in the community.

As we have already heard, Kent is a county that has retained the grammar school system. Perhaps if we want empirical evidence of whether grammar school education improves the education of all children, we can look at Kent. There, the gap in attainment between children on free school meals and those not on free school meals at key stage 4 is 34%. If you go to inner London, where there are no grammar schools, the gap is 14%. As our Chief Inspector of Schools, Sir Michel Wilshaw, said, if Mrs May’s priority is social mobility, she should be replicating the best comprehensives in London.

The Government claim that creating more grammar schools will help increase social mobility. That is plainly wrong. It will have the opposite effect, narrowing opportunity and limiting life chances for the majority of pupils in England. Evidence shows that grammar schools have a disproportionately lower number of pupils on free meals than secondary schools. Only 2.6% of pupils at grammar schools are eligible for free school meals compared with 14.9% across all schools. So it is clear that grammar schools do not increase social mobility in the areas in which they currently operate.

If we really want to tackle social mobility in education, grammar schools are not the answer. By the age of 11, a child from a disadvantaged background lags nearly 10 months behind their peers in making progress in education. It is then too late to tackle many of the education and development problems that disadvantaged children face. The answer, as we have heard, is to start with early years on language development, reading and oracy, numerical concepts and socialisation with peers, and giving real support to parents in those disadvantaged areas—support that was available in the Sure Start centres. If we do that, we can ensure that the gap that keeps widening and widening as those children go through their education experience is stopped.

As I have said before, for summer-born children the 11-plus is very unfair. We know that summer-born children—of which I was one—on average perform poorly in most tests compared with those in their year groups born earlier in the school year. This is most noticeable in primary school children. The learning gap is still statistically significant right up until school leaving age, as summer-born children are 5% less likely to get A to C grades in GCSEs. I ask the Minister whether there are any plans to rectify this unfairness.

The Prime Minister said that she intends to promote a grammar school-style education for all. I wonder how the sponsors of academies and free schools feel about that. If, say, in the catchment area of Pimlico Academy there were suddenly to land a grammar school which, by its nature, creamed off the academically top 20%, how would the Pimlico trustees or our own Minister feel about that, and what effect would it have on the school? We know how the Chief Inspector of Schools feels about it. Writing in the Times, Sir Michael Wilshaw said:

“If someone had opened up a grammar school next to Mossbourne Academy”—

the school he was head of—

“I would have been absolutely furious as it would have taken away those youngsters who set the tone of the school. Youngsters learn from other youngsters and see their ambition; it percolates throughout the school”.

Can the Minister tell us what plans can be put in place to protect the balanced intake and curriculum of secondary schools if a grammar school is established in the same area?

The Prime Minister’s pledge on grammar schools is but a distraction—perhaps a distraction to appease some of her more fervent Members who hark back to their grammar school days. Come on, we can do better than this. Do we really want an education system in the 21st century that divides our children by an exam that they pass or fail? Do we really want to create a segregated academic elite in our communities? As the right reverend Prelate the Bishop of Norwich and the noble Lord, Lord Cashman, noted, the abolition of the 50% cap in our faith schools will mean that even more of our children will be separated and segregated by their religion. I want an open education system that does not segregate any pupil because of their ability or their faith—a system in which no child is left behind.