Schools that work for Everyone

Patricia Gibson Excerpts

Monday 12th September 2016 Commons Chamber

[Justine Greening]

My right hon. and learned Friend went back some time to talk about the 1944 Butler Act. I do not personally recall it, having not been born at the time. The point is that the education system in our country is in a radically different position from when we effectively had a binary system, which that Act did not intend, of secondary moderns and grammars. Our education system has been transformed out of all recognition. This proposal is about improving choice for parents, wherever they are in the country; it is about building capacity in our school system; and it is about continuing with the reforms that have already seen 1.4 million more children get into good or outstanding schools. Those reforms are absolutely critical, alongside this work, to making sure that we improve opportunity.

On faith schools, let me explain the situation more succinctly. The existing 50% rule was put in place with the best of intentions, and it kicks in when new faith schools are oversubscribed. The issue is that that very rarely happens, so in spite of the fact that it was designed with the best of motives, the rule does not operate effectively. Some new faith schools are overwhelmingly comprised of children with one faith, because the school did not have to go and seek more children of other faiths and no faith. The consultation document therefore sets out a number of different proposals. For example, proposed new faith schools would have to demonstrate more clearly that there was a broader community desire for places at that new school, not just from parents of that faith but from parents of no faith and other faiths.

[Patricia Gibson (North Ayrshire and Arran) (SNP)]

The Secretary of State has expressed concern that the opponents of this policy have nothing to say. I can reassure her that I have plenty to say, but, unfortunately, I have only two minutes in which to say it.

For any Government to be truly progressive, their education system must do all it can to tackle inequality. Only in this way can our young people reach their true potential. Only in this way can we close the attainment gap, which the First Minister has made the mission of her SNP Government in Scotland. There can be no doubt that grammar schools encourage educational inequality. That is why there will be no grammar schools in Scotland. Instead, the SNP Government are doing everything possible to ensure that all children have access to the same opportunities, no matter their background. If the mistake of reintroducing grammar schools in England has any financial impact on Scotland, we in the SNP will fight tooth and nail in our opposition to this policy.

Instead of this backward step, the Government should be working to close the attainment gap. The SNP Government in Scotland are committing an additional—targeted—£750 million to close this gap, with a new, fair and transparent funding formula for schools that will ensure additional resources go where they are needed. Does the Secretary of State not think that she could learn something from this strategy? Will she explain how this Government can trumpet their credentials of so-called social mobility when there is clear evidence that such selective admissions policies in schools are not to the benefit of all children? This Government say they believe in a meritocratic society, so can she explain how grammar schools promote that when they fly in the face of such an ideal, creating social divisions between children at a very young age?

[Justine Greening]

The hon. Lady sets out the SNP’s approach to education, but it does not bear comparison with the dramatic improvements in our English education system during the past six years, which we absolutely aim to continue to drive forward. We have seen a stronger focus on school leadership and teaching standards. We have seen a more rigorous curriculum that truly enables our children to have the knowledge and skills they need to be successful. Critically, we have seen schools working far more closely together in order, collectively, to raise attainment standards across the board. I am saying today that I want some parts of our education system that have played less of a role in doing so than I think they can to step up to the plate and to do much more.

The hon. Lady asked about attainment. The reality is that disadvantaged children who get into grammar school come on in leaps and bounds. In fact, the attainment gap between them and better advantaged cohorts has dramatically closed by the time they leave school. Fundamentally, the difference between us and the opposition parties is that we believe that that is a good thing, and that we should therefore look at how to make such an opportunity available to more children. The opposition parties believe we should have a levelling down. That is the difference, and that is why we do not accept their approach.