Three-tier Education

Nigel Huddleston Excerpts

Wednesday 16th March 2016 Westminster Hall

[Nigel Huddleston (Mid Worcestershire) (Con)]

I beg to move,

That this House has considered three-tier education.

It is a pleasure to serve under your chairmanship, Sir Roger. I would also like to express my gratitude to Mr Speaker for granting this debate.

I called for this debate because, since being elected last May, I have been contacted by many parents asking for my advice and guidance on the advantages and disadvantages of middle schools; by parents lobbying either for or against their local first school’s attempt to change its age range; and by teachers and headteachers of middle schools concerned about the long-term viability of their own schools, especially if feeder first schools are adding years. There is a lot of confusion about the value and long-term viability of the three-tier system.

I hope to use this debate, first, to raise those issues and to seek the Minister’s guidance on the Government’s position on whether a two-tier or three-tier system is best for our children. Secondly, if an area or individual school wishes to move away from a three-tier to a two-tier system, I seek guidance on how that can best be achieved and to confirm what processes and consultations are considered best practice, based on the experience of transitions elsewhere in the country. I should clarify that by “three-tier system”, I mean a system that contains first schools, middle schools and high schools, and by “two-tier system”, I mean one that contains primary and secondary schools.

By way of background, middle schools in the United Kingdom have had something of a chequered history. Until 1964, education authorities were required to provide for just primary and secondary schools, with a transfer at the age of 11. The Education Act 1964 changed that and made provision for schools to allow for different ages of transfer, which led to the creation of middle schools. Although the Government did not specifically encourage the introduction of middle schools, they did not discourage them either. The schools appeared in a variety of forms, as suited each authority. By 1981, more than 1,800 middle schools were open in nearly 50 local education authorities, from Devon to Northumberland. The patchy way in which the schools developed led to the variety of provision that exists today.

[Dr Rupa Huq (Ealing Central and Acton) (Lab)]

I congratulate the hon. Gentleman on securing this debate. He is making an interesting speech. He mentioned 1964 and 1981. When I asked the House of Commons Library for background on this issue, it said that there is virtually nothing. Is he aware of the 1967 Plowden report? That was the one source that the Library found for me, and it is inconclusive. I congratulate him on clarifying this matter, as it is a mystery to us all.

[Nigel Huddleston]

I, too, reached out to the Library when researching for the debate. There is not a huge amount of information. The hon. Lady is right. One of the issues that we face is whether the three-tier or the two-tier system is better. The evidence is inconclusive, which is one of the reasons why I called for this debate.

[Michael Tomlinson (Mid Dorset and North Poole) (Con)]

I am grateful to my hon. Friend for securing this important debate. He asked for examples. Purbeck in Dorset moved from a three-tier to a two-tier system 18 months to two years ago, and Broadstone in Poole is the one borough left in my constituency that still has middle schools. Elsewhere in Dorset, there are thriving middle schools. Indeed, pupils from Lockyer’s Middle School are coming to Parliament this coming week. Would he, like me, welcome guidance from the Minister about the support that can be given to those middle schools, and on whether there is a preferred model?

[Nigel Huddleston]

I could not agree more. Some middle schools are thriving—there are raving fans of middle schools up and down the country—but their long-term viability is in question. There is also the issue of transfers into secondary schools. Again, I hope the Minister can provide guidance on that.

The confusion that I mentioned earlier led to the development of all sorts of middle schools with different age ranges. There are currently six different types of middle schools based on age range alone. During the past two decades, there has been a clear move away from middle schools towards a two-tier system, and the number of middle schools has fallen from more than 1,800 in 1981 to under 200 in recent years. Today, there are not 50 but 17 education authorities that have middle schools, including my county of Worcestershire. The first middle schools in Worcestershire opened in 1969, and there are still 20 in the county. That is the third highest number of middle schools of any local education authority in the country; only Northumberland and Central Bedfordshire have more. There are 14 local authority maintained middle schools and six middle school academies in Worcestershire, including five in my constituency.

There is also a two-tier system of Catholic primary and secondary schools, which serve Droitwich, Evesham and Pershore. I should declare that my own children attend a local Catholic state school—St Marys in Evesham, which is a great school. It is a primary, rather than a first school, which feeds into a secondary school, so I am familiar with this system. I went through a two-tier system in Lincolnshire and attended a local primary school before going on to the local comprehensive. Although I am personally a product of a two-tier state system—a system that served me well—I am not biased one way or the other. Academic and other reports extol the virtues of both the two-tier and three-tier systems.

Since moving to and representing Worcestershire, I have met many raving fans of both the two-tier and the three-tier systems, and many parents express great affection for the middle schools in my constituency. Many went to middle schools themselves and are enjoying their own children’s experience at the very same schools. Many say that it was a more comfortable segue into secondary education, because it was less intimidating and more friendly than the otherwise potentially intimidating jump to a large secondary school with more than a thousand pupils. Most middle schools have just a few hundred pupils and benefit from nearly everyone—both pupils and teachers—knowing one another.

The National Middle Schools’ Forum said:

“Middle Schools occupy the formative central ground in the education process. They are uniquely placed with their opportunities for creative flexibility of organisation to meet the needs of pupils through a time of considerable and wide ranging intellectual, physical and emotional development.”

On results, it said:

“A distinctive and valuable feature of Middle Schools is that they span Key Stages Two and Three. This way of organising children’s education is unique in that the assessments at the end of Key Stage Two and the work which follows them all take place within one school, rather than at the point of transfer.”

That is another valid point.

[Dr Huq]

In an adjournment debate in 2009, my hon. Friend the Member for Hartlepool (Mr Wright) stated that there is no clear link between a particular school organisational arrangement and educational attainment. It might be useful to note that in our quest to find the best model.

[Nigel Huddleston]

Again, I could not agree more. I seek additional guidance from the Minister. After all, one of the Department for Education’s responsibilities is to give guidance on the best options for our children’s educational outcomes. The academic and other research is confusing for Members of Parliament, including me and the hon. Lady, and also for parents.

I have talked about the advantages of middle schools, but some parents in my constituency told me that they are concerned that transferring schools during key stages can be disruptive. In particular, transferring as late as 13 to a high school leaves less time to make informed GCSE decisions. Other parents told me straightforwardly of the logistical challenges of having to drop their children of different ages off at two or three different schools that are often quite far apart. There are clearly many arguments for and against a three-tier system, and one’s personal experience comes into play. I would appreciate it if the Minister can clarify the Government’s current preference.

There is also discussion about transitions. The issue of whether a two or three-tier system is best has come up again recently in my constituency, specifically because of moves by some first schools to add a year 6. The first schools have perfectly rational reasons for wishing to expand and do that, but an inevitable, if unintended, consequence of such moves is to undermine the long-term viability of the middle schools, as their pupil head count will inevitably fall. I would therefore ask for the Minister’s guidance on the Government’s recommendations on how best to manage any transitionary process. If the head count at the remaining middle schools falls, they may seek to convert to a secondary school, so I would also seek the Minister’s guidance on how the Government will support such moves, both financially and otherwise.

In areas where some schools are maintained schools, controlled by the local authority, and others are more independent academies, that mix of statuses and processes can sometimes add to the confusion in the debate about adding years and converting. From talking to parliamentary colleagues, the consensus seems to be that an open debate, proper co-ordination between schools in and across pyramids, and good consultation, engaging parents and teachers from all impacted schools, are all key elements of any successful transition.

In Worcestershire, we are currently not having a full and open debate on the long-term viability of the two-tier system versus the three-tier system. Perhaps we should be, because I fear that more and more piecemeal changes may lead to some middle schools closing without us having a proper debate about whether that was intended.

I am aware that the Government publish advice and guidance for schools that wish to expand or change their age ranges, and that a full business case is required for significant changes, such as changing the age range of a school by three years or more. I understand that the processes are slightly different for academies versus maintained schools, and that the guidance for maintained schools is currently being reviewed. I am very interested to hear from the Minister what changes may be made as a result of that review. Given the Government’s announcement in today’s Budget of the academisation of all schools, I also suspect that further guidance may well be forthcoming.

As part of the review, however, I would respectfully ask the Minister to consider the protocols on consultations carefully, particularly when an area contains a mix of both academy and grant-maintained schools. I am keen that the wishes of parents of children in schools both directly and indirectly impacted by any changes are considered. At the end of the day, the wishes of local parents should play the key role in deciding on significant changes.

[Michael Tomlinson]

My hon. Friend is right to say that the role of parents should be key. Would it not also be helpful to have some independent evidence—not just subjective, but objective evidence—on which is the best system? In my previous intervention, I mentioned two schools, but I must mention two others, or they will feel left out: St Michael’s Middle School in Colehill and Allenbourn Middle School in Wimborne, both of which are excellent schools. One has been to visit Westminster and another, I know, wants to as well, but doubtless those parents would also want to see some objective, independent evidence on which is the preferred model.

[Nigel Huddleston]

I again thank my hon. Friend for that intervention. He has almost stolen my conclusion with the point he has made, which gave him an excellent opportunity to namedrop those schools.

At the end of the day, I wish to be very respectful to the views of people on both sides of this debate. My key ask of the Minister and the Government, however, is that they do everything they can to provide clear guidance and ensure that any unintended consequences during any transition—should a school or system decide to go from a three-tier to a two-tier system—are minimised. We all want to work together to ensure that all our children achieve the great education that they deserve and that parents could and should rightly expect.