Grammar Schools

Mark Field Excerpts

Tuesday 8th November 2011 Westminster Hall

[Gareth Johnson (Dartford) (Con)]

It is a pleasure, Mr Brady, to serve under your chairmanship, the irony of which will not be lost on hon. Members who are present. I know that you take a keen interest in education matters.

I applied for this debate because grammar schools are an important and integral part of the education system in the United Kingdom. They provide social mobility and opportunity for thousands of children every year and are hugely popular with pupils and parents alike in the areas where they are found and beyond. It may help if I give a brief history of how they were established.

Grammar schools were created during the second world war and promoted by the Labour Government that was formed in 1945, but it is fair to say that subsequent Labour Governments have had a less enthusiastic approach to them. In 1965, Harold Wilson declared an end to selection in schools—a diktat that was withdrawn by Ted Heath in 1970, after which date the matter was left to local education authorities. That was again changed in 1974 by the re-elected Harold Wilson, who obliged LEAs to close grammar schools, a situation that was repealed in 1979 by Margaret Thatcher. The Government’s recent announcement allows an expansion of existing schools, and I congratulate the Minister on that announcement.

[Mark Field (Cities of London and Westminster) (Con)]

Before my hon. Friend finishes his history lesson, which is timely—I congratulate him on obtaining this important debate—surely one problem in the post-war era and one reason for the hostility on one side of politics to the grammar school system was the failure of the plan to build up technical schools and colleges as part of the 1944 Butler Act settlement. Will he congratulate the Government on their tremendous work in the past 18 months in developing technical schools, which I hope will work in tandem with a strong and thriving grammar school system well into the future?

[Gareth Johnson]

My hon. Friend makes a pertinent and correct point. Having a range of options available for children is undoubtedly the key to a good and successful education system. We should not try to pretend that all children are alike and that they have the same needs and desires in the education system. The Minister’s recent announcement is a huge step towards the goal that I would like to reach—new grammar schools where parents and local authorities want that option.

--- Later in debate ---

[Gareth Johnson]

Education will always provoke differences of opinion. Some academics disagree with other academics, but common sense seems to dictate that it is right to have different types of schools because we have different types of children. What is inherently wrong with the comprehensive system is that it is a one-size-fits-all system. It tries to put all children, of all types and varieties, into one bag. Common sense dictates that that surely cannot be right.

Common sense also suggests that children learn more when they are placed with other children with similar abilities, and that has been shown in the streaming that takes place more and more often in non-selective schools. I cannot understand why some people believe that it is acceptable to stream within a school, but not between schools. That simply does not make any sense whatever. Grammar schools are generally good schools, and heaven knows we need to look after good schools. We need them to ensure that we educate our population and that the country’s future is secure.

More than 98% of children who attend a grammar school achieve five GCSEs or more compared with 80% in comprehensive and independent schools. I concede that those figures may not cause surprise, because selective schools are, by their nature, full of children with a record of academic achievement. However, when we look at A-level success where there has already been a record of achievement at the GCSE stage, grammar schools again out-perform all other forms of schooling. In addition, boroughs with grammar schools tend to out-perform boroughs with none, so grammar schools help all the schools in the area to perform better.

In my constituency of Dartford, we have four grammar schools: Dartford grammar school, where I was a pupil; Dartford grammar school for girls, where I am a governor; Wilmington grammar school for boys; and Wilmington grammar school for girls. Each offers something different, and each provides academic specialisation, which is highly sought after in the area, particularly by children from modest backgrounds. My neighbour and hon. Friend the Member for Bexleyheath and Crayford (Mr Evennett) is a passionate supporter of grammar schools in his constituency. I know that his constituents enjoy the benefit of grammar schools in my area, and vice versa.

It is a myth that non-selective schools in selective school areas inevitably suffer. In Dartford, we have first-rate non-selective academies, one of which is the most over-subscribed school in Kent. They form as crucial a part of the educational system as the grammar schools and benefit from the existence of grammar schools.

[Mark Field]

We all know that the existence and indeed excellence and elitism of grammar schools have been a matter of dispute in our party. Does my hon. Friend agree—I hope the Minister will discuss this later—that if we can commit to making academies the grammar schools of the 21st century, places of great elitism and excellence, the culture war that has existed within the Conservative party can come to a close and we can look firmly to the future?

[Gareth Johnson]

I very much hope that that will be considered in due course by the Department. I have spoken about the benefit that grammar schools offer children from poorer backgrounds. Children who receive free school meals in grammar schools achieve almost an equal success those who do not have free school meals—95.6%, compared with an overall figure of 98%. However, pupils in non-selective schools who have free schools meals achieve far less in examinations—30.9%, compared with an overall figure of 55%. That confirms my point that pupils from the poorest backgrounds have most to gain from the grammar school system.

My hon. Friend highlights the potential for academies, and I welcome the freedom that the Government have given to schools to become academies. The new freedoms allow schools to become flexible in their approach to education. The Department for Education has wisely allowed grammar schools to continue to select on academic ability when they convert to academy status. I hope that the Department will soon consider allowing academies that did not previously select on academic ability to do so. Grammar schools are popular. They provide excellent education, offer social mobility and enable many children to reach their maximum potential. We need to allow them to flourish.

[Mr Rob Wilson (Reading East) (Con)]

I congratulate my hon. Friend the Member for Dartford (Gareth Johnson) on securing this extremely important debate. His commitment to grammar schools is well known. I note that he is a distinguished alumnus of Dartford grammar school, along with Sir Mick Jagger.

Reading school, in my constituency, can boast my hon. Friends the Members for Cities of London and Westminster (Mark Field) and for North East Hertfordshire (Oliver Heald) as Old Redingensians. While not easily described as rock stars, they have equally made their mark in the world of politics.

[Mark Field]

My hon. Friend has missed out the black sheep of the family: the right hon. Member for Oxford East (Mr Smith) was also an alumnus of Reading school. Despite the disadvantage of a grammar school education, he still managed to go to Oxford and become a Cabinet Minister, although in a Labour Government.

[Mr Rob Wilson]

That is an excellent intervention. I recall that his hairstyle back in those days was very much like a rock star’s.

As a keen supporter of grammar schools, I have campaigned vigorously to protect them in my constituency, and I am delighted to contribute to the debate today. Grammars have played a significant part in the important role of social mobility. Through selection, grammars offer our most academic young people and constituents across the country excellent educational opportunities. Academic selection in secondary education is often the focus of rigorous debate, and we are getting a flavour of that this morning. Some have argued that grammar schools are an impediment to social mobility, but that view is profoundly wrong. Our 160-odd grammar schools continue to offer fantastic opportunities to gifted pupils from more disadvantaged backgrounds, thus unlocking all the potential that an academically rigorous education can provide.

Far from impeding social mobility, our grammar schools encapsulate the driving principle of aspiration and ambition. The Prime Minister has said, when staving off class-based attacks from the left about his educational background, “It matters not where you come from, but where you are going.” Grammar schools reflect that ethos. They are precisely about where someone is going, not where they are from. They provide a ladder of opportunity, and I fail to see how that is an impediment, as some have described.

If we take social mobility seriously, as I do, it is fundamentally important that our grammar schools are safeguarded and that threats to their future are taken seriously, but those who wish to threaten and destroy our grammar schools do not rest. Their commitment to vandalising some of the best schools that state education provides continues undiminished, as I recently found in Reading.

Reading is on the front line of the battle to protect our grammar schools. Reading East is fortunate to have two excellent grammar schools: Reading school, which I have already mentioned, and Kendrick school, which is a girls’ grammar school. Both schools feature at the top of the nation’s league tables for educational attainment, a fact of which I am enormously proud. Despite their excellence, Reading’s grammar schools find themselves firmly fixed in the crosshairs of those who seek to kick away the ladder of opportunity that they offer by removing their ability to select pupils. This year, a mere 10 Reading residents formed an anonymous group to put a petition together to trigger a ballot to end grammar school education in Reading.

Without wishing to suck this debate into the realm of legal complexities, the law pertaining to a ballot was confusing and flawed, because the grammars had converted to academy status, as they had been encouraged to do by the Government. A lack of synergy was exposed between annex E of the academy funding agreements and the provisions of the School Standards and Framework Act 1998, the legislation that sets out the regulations pertaining to grammar school ballots. The confusion focused on the 20% petition threshold of local people eligible to vote in the ballot—namely, parents at feeder primary schools.

It is also worth noting that the ballot itself, should it have gone ahead, was undemocratic, because it comprised only parents from primary feeder schools and not the parents of pupils currently in grammar schools. Why should parents of children attending a grammar school be disfranchised in decisions about the school’s future, as parents and their children will be affected by the outcome of any ballot?

Is it right that 10 faceless people can cause huge instability at local schools that have served the people of Reading so well for so long? Recently, when those faceless individuals started that ballot process, it caused huge problems. How does a school cope with a threat to its future? The uncertainty it causes for staff, parents and pupils is significant. Enormous effort and expense have to go into administering the ballot and putting the case for the school, taking time away from the important teaching effort that has to go on. It was both wrong and unfair, and it should never have been allowed to happen.

In short, the episode in Reading exposed a gaping democratic deficit whereby a tiny, unrepresentative part of Reading’s community managed to unsettle two schools along with their staff, pupils and parents. Because of the disruption and potential expense to our grammar schools, I hope that the Minister will look at the initial trigger point for initiating such a ballot, which should surely be well above 10 anonymous people. Working closely with Reading school’s head teacher, Mr John Weeds, we lobbied Ministers in the Department for Education. As a result, we have an undertaking from the Minister that amendments will be made to the funding agreement, which I hope will achieve greater clarity.

For now, the threat to Reading’s grammar schools has been temporarily beaten back, but it could return at any time. If they wish, the same 10 people in Reading could return with their protest year after year, and the Government must change the rules so that, if a ballot attempt fails one year, it cannot be constantly repeated. Such a strategy could become a device for destabilising grammar schools all over the country, and I would have grave concerns for the remaining grammar schools in England should it be repeated elsewhere. In defending the few grammar schools that we have left, it seems that the price of their retention will be constant vigilance, unless the Government make significant and necessary changes to the legislation. I am therefore encouraged to see that so many determined hon. Members are participating in this important debate.

To remove grammar schools would be to remove a specialist part of our state education system that seeks to maximise a pupil’s academic potential. Critics of grammar schools—usually, although not exclusively, from the left—say that those who do not pass the selection criteria for a grammar school education will in some way be left behind by the system. That argument, however, is flawed. Not every pupil is academic in orientation, but that does not mean that their potential should be left unfulfilled. Too often, our state education system has let down technically gifted as well as academically gifted pupils, and we need schools that reflect the abilities of all pupils.

That is why I am delighted that university technical colleges are growing in number and strength, and last week I joined Lord Baker of Dorking in celebrating and promoting the success of such colleges at a parliamentary reception with rest of the UTC community—a community which now looks more like a movement. By departing from a one-size-fits-all approach to education, both types of school serve the interests of social mobility. It is about being holistic, serving pupils in the system and reflecting their needs accordingly. Our grammar schools do precisely that, and they deserve our unwavering support.