Private Schools (Access)

Rob Wilson Excerpts

Wednesday 16th March 2011 Westminster Hall

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

It is a great pleasure to serve under your chairmanship for the first time, Dr McCrea.

Let me begin by welcoming the coalition Government’s work to date on education. I am sure that more freedom for schools, more meaningful accountability, a commitment to driving up teacher quality and new powers for schools to get tough on the blight of poor behaviour will, over time, help to deliver the improvements in pupil attainment across the sector that we all desperately want to see.

The coalition Government are right to be concerned about the educational attainment of the least affluent children in our society and, in that respect, I very much welcome the additional early years provision and the introduction of the pupil premium. Members may not know this, but I was one of the early advocates of the pupil premium and, for some time, convincing my colleagues of its usefulness felt like an uphill task. I was delighted when the pupil premium was adopted, perhaps with a little help from our coalition partners. I strongly suspect that the Minister’s response to my proposals today will be similar to how it felt all those years ago when I started this journey.

This discussion is well worth having; we never know what will happen a couple of years down the line. I propose, as I have in the past, that in order to make the pupil premium successful, we need to do two things. First, we need to direct it at the very poorest children in the education system. Secondly, we need to make it flexible so that it gives those children real choices within the education system.

I fear that our reforms, particularly in relation to the pupil premium and its current structure, will not do enough to bridge this country’s great and growing educational divide between the very rich and the poor. By focusing our attention solely on the state sector, we risk ignoring the fact that some of the very best educational opportunities that this country has to offer in terms of the schools that dominate the top A-level and GCSE results are in schools that are largely reserved for the children of the wealthy and well-connected, and are closed off to a vast majority of the children who live on their doorstep. That is not to say that many middle-class parents do not stretch their household budgets to breaking point to ensure that they get the best educational opportunities for their children.

Although only about half of pupils achieve five good grades at GCSE, and fewer than one in 100 children eligible for free school meals makes it to university, some of the leading private schools routinely send half their pupils to Oxford and Cambridge; Westminster school and St Paul’s girls’ school are good examples. On the rate of low-income attendance at top universities, a recent report by my hon. Friend the Member for South West Norfolk (Elizabeth Truss) states:

“The rate of low income attendance at top universities has stagnated at 2 per cent.”

It will therefore come as little surprise that former private school pupils have a disproportionate hold on the leading professions. Social mobility has declined and it has become even harder for the least affluent to make it to the top of the tree.

Despite evidence in a recent report showing that the situation has improved slightly over the past few decades, former private school pupils still account for two thirds of judges, more than 60% of barristers, and more than half of solicitors, chief executive officers and doctors. I also note with a wry smile that the proportion of journalists who attended independent schools has risen in recent years.

If we contrast that with the performance of pupils eligible for free school meals, we see that the difference is very striking. Just 27% of free school meal children get A* to C, including English and maths, at GCSE. That is half the national average, which is already too low. The situation is even worse when evaluated against the English baccalaureate subjects, something the Secretary of State likes to do. The report produced by my hon. Friend the Member for South West Norfolk is again relevant, because in many respects, low-income students are being mis-sold the new GCSEs and A-levels on the basis that they are equal according to league tables and UCAS points. The evidence shows, however, that universities and employers value core academic subjects, such as mathematics, English, the sciences and English baccalaureate subjects. The result is poor performance, with only 4% of free school meal pupils achieving five A* to C grades in core academic subjects, compared with the 15% national average.

Research shows that a wealthy child attending an independent school is 55 times more likely to win a place at Oxbridge than a child eligible for free school meals, whose chance of winning a place at one of our ancient universities is less than one in 100.

[Mr Stewart Jackson (Peterborough) (Con)]

I congratulate my hon. Friend on securing this timely and important debate. Is he as concerned as I am about figures showing that in 2009 just 4% of children on free school meals took chemistry or physics, while fewer than one in five took history and less than 15% studied geography or French?

[Mr Wilson]

Yes, that concerns me enormously, and that is why the report by my hon. Friend the Member for South West Norfolk is so timely. I hope the Minister will take the issue on board and address it directly later.

I do not say what I have said in order to criticise universities, but I hope that it demonstrates to Members the epic scale of the challenge that we face as a nation. If we are serious about fairness and about unleashing aspiration and opportunity for all, we should take action to make first-rate teaching and the ethos of excellence available to everyone, rich or poor.

Before I give details of what I think should be done to remedy the situation, let me be clear about what I am not calling for and not claiming today. First, I am not making sweeping claims that independent schools are better than state-maintained schools. There are huge variations within the independent sector in terms of standards and pupil attainment. The bottom half of private schools accounted for just 7% of A* A-level grades in the independent sector last year. Moreover, the OECD has argued that on average the difference in attainment between state schools and private schools is largely accounted for by the socio-economic background of the students.

Secondly, as I will explain later, I am not calling for a system-wide educational passport or public subsidy for private schools. Thirdly, I do not wish to re-enter the argument about selection or reintroducing grammar schools. None of the main parties has plans to expand selection in the education system in England, and neither do I. Fourthly and finally, what I shall propose in the next few minutes is not a panacea for improving educational attainment across the whole population of school children, but I stress that it will make an important contribution to social mobility and aspiration in England.

That is not an excuse for ignoring the fact that selective private schools exist and that many of them offer first-rate educational opportunities, with an ethos of excellence. Last summer’s A-level results show that of the top 40 schools in terms of academic A* grades per pupil, three quarters were private schools. Independent school pupils make up 33% of all pupils who get three As at A-level. Despite the fact that the independent sector as a whole educates just 7% of school pupils, students who attended private school still account for more than 45% of places at Oxford and 40% at Cambridge.

Who has the opportunity to attend these schools? The answer is that since the demise of direct grant schools and the assisted places scheme, apart from bursaries and scholarships, admissions are largely restricted to pupils whose families have the ability to pay. Some of the best performing schools in the nation are closed off to a vast majority of the poor children who live on their doorstep.

If we are serious about boosting the life chances of more children from poor homes, and increasing social mobility so that children from disadvantaged backgrounds have a better chance of making it to the top, something must be done to break down the social apartheid in our schools. I would like the Minister to consider a proposal that could broaden the social base of some of our leading private schools and boost the life chances of many less affluent pupils now, rather than in however many years it takes to dramatically raise teaching quality and tackle issues of poor behaviour across the entire school system.

Specifically, I would like a number of the leading private day schools to consider offering a number of free places to pupils in their surrounding area who are eligible for free school meals. The Government could support them by meeting some of the cost, but by no means all of it. It would be entirely up to the children and their families whether they applied for a place at participating schools. The pupils would have to demonstrate their aptitude and potential through a competitive admissions process. As the Sutton Trust has noted, tests these days are far more sophisticated than the old 11-plus. For example, many independent schools have developed tests around verbal reasoning, which test the child’s aptitude rather than how well they have been tutored or taught at school. My proposal is not an exercise in social engineering, so all those who take the test—rich or poor—should have the same chance of success.

My proposal is completely cost-neutral to the Government and therefore to the taxpayer. All that changes is that the per pupil funding and the pupil premium shift to another school. The remainder of the cost of the fees is met by the independent school itself or its supporters. Many such schools have alumni who are willing to step in. It is interesting to note that the Government will provide £150 million for a national scholarship scheme for disadvantaged young people attending our universities. Those resources are devoted to creating a more balanced intake for our elite universities, which, after all, are independent, selective, fee-charging educational institutions. Will the Minister explain where the difference lies in relation to independent schools?

It is important that the proposal is evidence based, and the evidence suggests that opening up access works. Between 2000 and 2006, the Sutton Trust joined forces with the Girls’ Day School Trust to sponsor an open access scheme at the then fee-paying Belvedere school in Toxteth, a very deprived part of Liverpool. With the support of both organisations, every place at the school was allocated on the basis of merit alone, not ability to pay; the way the scheme operated was almost needs-blind. A five-year evaluation of the Belvedere school scheme was conducted by the Centre for Education and Employment Research. It found that open access could lead to a broader social mix of pupils at some of our very best schools and that it could raise aspiration among pupils to go on to university and improve the exam results achieved by the participating school.

In the first three years of the Belvedere scheme, the school attracted an average of 366 applications for just 65 places, with applications from three quarters of primary schools across the Liverpool area. During the five years of the scheme, entries from middle and lower income postcodes increased considerably. The proportion of pupils eligible for free school meals over the five years was 32.8%, which is more than double the national average for girls aged 11 to 15 in the maintained secondary sector. Far from the scheme’s threatening academic standards at the school, Belvedere went on to achieve its best ever results in 2005. Some 99% of pupils achieved five good GCSEs, compared with an average of 49% across the rest of the local education authority. Survey evidence showed that the school was a happy place, and that 95% of the pupils were hoping to go to university.

Sir Peter Lampl, chairman of the pioneering charity the Sutton Trust, told me that he regards the open access scheme as the most important project that the trust has undertaken. He sought to persuade the previous Government to take up open access and expand it, initially to 12 schools, but ultimately to 100 or more top independent schools. Unfortunately, despite a broad base of support and great willingness from schools in the independent sector, the previous Government failed to take forward the programme.

[Mr Stewart Jackson]

Does my hon. Friend agree that the Charity Commission and its esteemed head, Dame Suzi Leather, would be better off supporting similar initiatives to that pursued by the Sutton Trust in Liverpool, rather than hounding small private schools on the spurious basis that they are not opening their rolls to children across the community?

[Mr Wilson]

I thank my hon. Friend for that important question. My experience of dealing with the independent sector is that, perhaps more than any other sector, it is focused on trying to do all it can to help children from poorer backgrounds. A number of schools have contacted me about the subject during the past few days and they are very keen to get involved, and to do more of this type of work and give more opportunities to poor children. I find it hard to know where the Charity Commission is coming from, when those independent schools are doing such a wonderful job trying to help the life chances of children from poorer families.

Since I wrote an article on the issue that appeared The Daily Telegraph last Friday, I have received an e-mail from John Claughton who is chief master of King Edward’s school, Birmingham. He told me that

“our central purpose at the moment is to extend accessibility: we would love to become needs blind. We certainly have the demand for places from low-income families. We would respond positively to any government initiative to encourage attendance of such pupils in our schools.”

King Edward’s, the former school of the Minister for Universities and Science , already has a hugely impressive record in making places available to less affluent pupils. More than 30% of its pupils get some kind of financial support and more than 15% attend for free. For the coming academic year, the school is offering a quarter of its places for free—30 free places in an intake of 120. Mr Claughton believes that if the Government could meet half the cost of providing more places to free school meals pupils, the school’s alumni would be in there like a shot to support that initiative.

Mr Kevin Fear, the headmaster of Nottingham high school—attended by the Secretary of State for Justice and none other than the shadow Chancellor, the right hon. Member for Morley and Outwood (Ed Balls)—wrote to me over the weekend fully endorsing the proposals to expand open access:

“I welcome these proposals to support the most needy in our society to access the great independent day schools. As a school, we already support as many pupils on bursaries as we are able to, but with support of this kind, we would be able to support many more and greatly assist social mobility, particularly in our inner cities.”

Independent schools are already making a strong contribution to the educational success of pupils from poorer homes. Nearly a third of the students admitted to Oxford in 2010 from households with an income below £16,000 had been in the independent sector. The head teachers and organisations I have spoken to believe that the kind of Government support I am advocating would allow them to double the number of bursaries they can offer. The message from the independent sector is clear: schools are keen to do what they can to offer real chances to some of the poorest children in their areas. Only yesterday, private schools belonging to the Headmasters’ and Headmistresses’ Conference created 60 extra bursaries to sponsor sixth-form school pupils from the state sector to study physics, chemistry and languages.

David Levin, chairman of the HMC, has made it clear that he wants private schools to offer even more bursaries, but the difficulty is obviously raising the funds. However, as the schools have indicated to me, Government support would have the added advantage of leveraging and unleashing philanthropic contributions from alumni, business and charitable communities.

As I have already said, what I ask from the Minister is unlikely to be forthcoming today, but we can but try. I am aware that the resources of the Department for Education are extremely tight. We have been left with a very difficult economic inheritance and we have to deal with the situation as it is. I am also aware that any move by the Government to get involved with, let alone support, independent selective schools is fraught with political difficulty. I realise that the Government may be reluctant to reallocate money from the state sector to the independent sector on the basis of a single study, but does the Minister agree that the open access scheme sponsored by the Sutton Trust shows exceptional promise? Does he agree that the idea should be explored further? If he does, how will that initiative be taken forward, and will he ask the Secretary of State to meet a delegation of those interested in pursuing it?

In time, I hope that the Government will take another look at opening access in a number of leading private schools, perhaps beginning with a pilot of up to 12 schools, as envisaged by Sir Peter Lampl. That would give a broader and stronger evidence base from which to evaluate open access policies. At the very least, I hope that the Government will look at what leading independent schools are doing to broaden access, and will do what it can to support them and encourage best practice. Opening up access would send a powerful message that none of the nation’s best educational opportunities is out of reach of children solely on the basis of their family’s resources. What I ask for today is a very small change, but it could have huge implications for social mobility in this country.

--- Later in debate ---

[Tim Loughton]

My hon. Friend is absolutely right, and all Government Members know that.

I want to get on to my substantive comments. Before I do, however, I should say that it was slightly worrying that the hon. Member for Chesterfield started by saying that his party did not want to interfere with independent schools, but then listed a whole area where they had better watch out—I think that that is what he was telling them. The Labour party still cannot stop meddling. It was also rather patronising of him to say so many times that Government Members have well-intentioned motives, even if he did not agree with any of us.

My hon. Friend the Member for Reading East referred to the excellent work of the Sutton Trust, to which I pay tribute, and that is particularly true of its head, Sir Peter Lampl. For more than a decade, the trust’s work to promote social mobility has played an important role in all debates covering the early years, schools and higher education.

It is important to recognise at the outset of any debate about the quality of education that we have many great schools in the state and independent sectors, where the hard work and commitment of superb head teachers and inspirational teachers enable pupils to achieve good qualifications. The Government have a responsibility to ensure that all children have access to the best possible education. The challenge facing us is to ensure that there are more of these great schools so that all children can get the best possible education.

Over the past decade, we have slipped down the international league tables for school performance, as my hon. Friend the Member for Peterborough said. What makes that so much worse is that we also have one of the most stratified and segregated school systems in the developed world. Studies such as those undertaken by UNICEF and the OECD underline the fact that we have one of the most unequal educational systems in the world, coming near bottom out of 57 countries for educational equity.

The gap in attainment between rich and poor remains persistently stubborn, as my hon. Friend recognised. It opens even before children get to school. We know from Leon Feinstein’s research that the highest early achievers from disadvantaged backgrounds are overtaken by lower achieving children from advantaged backgrounds by the age of five. The achievement gap between rich and poor then widens at the beginning of primary school. By the end of key stage 1, a child eligible for free school meals is a third as likely as other pupils to reach the expected level in reading, writing and maths.

The gap then widens further still. A child eligible for free school meals is less than a third as likely to achieve five or more GCSEs at grade A* to C, including in English and maths, than a child from a less deprived background. By 18, the gap is vast. In the most recent year for which we have data, of 80,000 young people eligible for free school meals, just 40 made it to Oxbridge— less than some independent schools manage in a single year. Our schools should be engines of social mobility, offering a route to liberation from the constraints imposed by accidents of birth and background. At the moment, however, that just is not the case.

Like my hon. Friend the Member for Reading East, I am a big fan of independent schools; like him, I want the advantages of the independent sector to be available to a great many more of our children. Independent schools have a proven track record of success. Children who attend private schools are three times more likely to achieve three A-grade A-levels than those who attend state-funded schools. The coalition Government believe independent schools have a vital role to play in our education system in ensuring that more children achieve such excellence.

In the past, access to independent schools was provided to disadvantaged pupils. During the 1980s and 1990s, as we have heard, the previous Conservative Government’s assisted places scheme provided means-tested Government-supported places at leading independent schools. In fact, I made my maiden speech on the very Bill that did away with the scheme—the first piece of legislation from the previous Labour Government to do away with something.

The scheme followed the principle that the lower a family’s income, the more support the state should provide. I am pleased to say that the coalition Government are following the same principle today with our pupil premium. As I said, the previous Government phased the assisted place scheme out. That is not to say that no disadvantaged pupils are educated in the independent sector, because they are. Independent schools cater for about 7% of pupils. Of those pupils, more than 160,000—about a third—receive support to help cover the cost of their fees. That support is worth more than £660 million every year.

Around 80% of that support comes as bursaries or scholarships provided by the schools themselves. I welcome that and hope that it continues. Access to an independent education can also be supported by local authorities; for instance, where a vulnerable child is at risk of being taken into care and where it may be in the interests of the child to attend a boarding school, or where support needs to be provided to a child with a special educational need that cannot be met in the state sector. Again, that support is welcome and it is right that it continues. Indeed, independent schools can approach local authorities that can come up with arrangements of their own. In Cheshire, I gather the local authority already buys in places at the boys’ independent grammar, Sandbach school, for example. Many local authorities also place pupils with special educational needs in independent mainstream and special schools. I have already mentioned children in the care system.

My hon. Friend the Member for Reading East specifically mentioned the open access project run by the Sutton Trust to support access to the Belvedere school. It is an impressive project, and I would naturally be fascinated by any proposal that my hon. Friend might put forward that would enable more pupils from disadvantaged backgrounds to access independent education. However, I regret to say that it is neither practicable nor affordable for the state to fund a similar project today. Instead, our priority must be to improve the state school system and to close the gap between rich and poor for all.

Those were the twin goals of our recent White Paper, “The Importance of Teaching”, which set out a comprehensive programme of reform, based on evidence of what has worked for nations with the best-performing education systems in the world. While they have taken their own unique approach to education reform, all successful systems share certain common features. They have prioritised plans to improve teacher quality, for example, granted greater autonomy to the front line, made schools more accountable to their communities, modernised curricula and qualifications, and encouraged more professional collaboration.

We are enacting the same kind of whole-system reform here in this country, with both profound structural change and rigorous attention to standards. We have also taken steps to support the education of the most disadvantaged pupils. Our pupil premium, as I mentioned earlier, will see schools receive additional money—starting at £430 per pupil but rising in total from £625 million this year to £2.5 billion per year by 2015—that will provide an incentive for them to take pupils from disadvantaged backgrounds, and, I hope, give them a better education than they are able to access at the moment.

On top of that, we have created a new education endowment fund worth £110 million, which provides a further incentive for schools and local authorities to work together to bring forward innovative projects that will raise attainment of disadvantaged children in under-performing schools. Because nothing matters more than giving more of the poorest children access to the best teaching, we are more than doubling the size of Teach First, so more of the best young graduates are able to teach in more of our most challenging schools, including primary schools. We have appointed Dr Liz Sidwell, herself an inspirational head, to use her experience and knowledge to work with local authorities to identify those schools most in need of support and help them develop plans for their improvement.

Once again, the independent sector has an important role to play. At the heart of our approach to school improvement is a belief that the best way to help schools improve is to encourage other schools with great head teachers and impressive track records to collaborate with them. There are already many examples of successful partnerships between schools in the independent and state sectors. The Independent Schools Council survey showed that more than four in five independent schools are now working with local state schools, to mutual benefit. I am very keen that that continues. Indeed, an independent school has sponsored an academy in my constituency. Beyond the financial and direct assistance given to the academy, there is shared teaching, use of resources and a greater integration between those two sets of pupils, to the benefit of both schools.

One way to build on that is for independent schools to become academy sponsors, as I have said. As outstanding schools in their own right, they can share their expertise and set a clear ethos that together help to transform state schools that are under-performing. More than 30 independent schools are already sponsoring academies, and I hope many more will do so in future, again, as I say, for the mutual benefit of both the independent and maintained sectors.

Another way that independent schools can play a wider role in the school system is by proposing a new free school, and we have already heard examples of that. We have already received applications from independent schools and I hope that others will join them in the months and years ahead.

Let me end by thanking my right hon. Friend—my hon. Friend, rather—once again.

[Mr Rob Wilson]

It is only a matter of time

[Tim Loughton]

Exactly. I thank my hon. Friend for calling the debate. He is right to draw attention to the vital role that independent schools have to play in supporting the education of disadvantaged children in our country. While I might not have given him the full response he was looking for, I empathise with the intentions and motives behind the points he made. I encourage him to continue pursuing practical ways that we can get more children from maintained sectors integrating better with children from other backgrounds from the private sector. I look forward to continuing to work together, with him and other Ministers, to help all children access the best possible education, which it is their absolute right to want and our duty to provide.