Grammar Schools

Debate between Mark Field and Gareth Johnson

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 In 1965, Harold Wilson declared an end to selection in schools—a diktat that was withdrawn by Ted Heath in 1970, after which date the matter was left to local education authorities.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again changed in 1974 by the re-elected Harold Wilson, who obliged LEAs to close grammar schools, a situation that was repealed in 1979 by Margaret Thatcher.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.