Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of establishing a public inquiry into the policy of so-called educationally subnormal schools in the 1960s and 1970s and (a) the number and proportion of Black children placed in such schools and (b) the impact on them.

The department does not currently plan to establish a public inquiry into the policy framework surrounding placement of children in schools for the so-called “educationally subnormal” in the 1960s and 1970s, but is keen to ensure that the mistakes made in that time are never repeated, and that no children or young people today suffer from the structural barriers and entrenched racism that held too many of our young people back in previous generations.

The government wants to ensure that whoever you are, wherever you come from, Britain is a country that will respect your contribution and give you a fair chance to get on in life.

We want every child and young person to achieve and thrive in education, work, and life, regardless of their background. All children and young people must be treated fairly. There is no place for hate or prejudice in our education system.

Additionally, under the Equality Act 2010, schools must not discriminate against a pupil in a number of respects because of a characteristic protected by the Act.

The Public Sector Equality Duty also requires public bodies, including maintained schools and academies to have due regard to the need to eliminate discrimination and other conduct prohibited by the Act; advance equality of opportunity for people who share a protected characteristic and people who do not share it; and foster good relations across all characteristics.

The department is also focused on driving high and rising standards in every school, helping every child to achieve and thrive. We aim to deliver improvements though excellent teaching and leadership, a high-quality curriculum and a system which removes the barriers to learning that holds too many children back.