School (Reform of Pupil Selection) Bill [HL]

Lord Watson of Invergowrie Excerpts

Friday 2nd December 2022 Lords Chamber

[Lord Watson of Invergowrie (Lab)]

My Lords, I congratulate my noble friend Lady Blower for promoting this Bill on a subject whose time has come. At a time of scarce public resources, there is a need to spread them as equitably as possible and that particularly applies to education.

What a pleasure it is to follow the noble Baroness, Lady Berridge: we discussed education issues at the Dispatch Box on many occasions. We rarely agreed, for obvious reasons, but we are in agreement today and I am pleased that she is part of this debate.

Those in favour of grammar schools claim that they help to increase social mobility, but the evidence points in the opposite direction. Today, less than 3% of pupils at grammar schools are eligible for free school meals, compared with 18% in non-selective schools. If grammar schools were really increasing social mobility, all—every one of the 163—would need to demonstrate that more than 18% of their intake were entitled to free school meals. It is clear that they are not increasing social mobility in the areas in which they currently operate.

I have a problem with the term “social mobility”, and grammar schools epitomise the reason why. To give a disadvantaged few a hand up in any sphere is always welcome but, as the free school meals figures show, when it comes to school pupils, they are very few. This suggests a level of self-satisfaction, coupled with an acceptance that the remainder of pupils can be left pretty much to carry on as before. That is why I prefer the term “social justice” to social mobility, because we need to consider the school population in its widest sense and ensure that we do all we can to improve learning and outcomes for all pupils, not just the fortunate few.

Let us not sugar-coat the issue: grammar schools are often much better at social selection than at academic selection. Many children who succeed in gaining entry to grammar schools are from two categories: those who have attended private prep schools rather than their local primary school and so are already privileged, or those who have remained within the state system but come from families whose parents can afford to pay for private tutoring to ensure their children pass the 11-plus exam. I think I know the Minister well enough to believe she genuinely wants to see an increase in social mobility, but not enough in her party share that aim. If they did, surely they would invest more in early years education, the stage at which state intervention makes the greatest contribution to a child’s life chances.

Advocates of grammar schools rarely state that each one needs around three non-selective schools. What about those? They are filled with children who are told, at the age of 11, that they are failures. There is a cruelty involved in stigmatising children at such an early point in their development, and many never recover. Although I was educated in Scotland, where there are no grammar schools, I sat the 11-plus. I very much remember the divisions that caused and the lost friendships that resulted. There are many who recall siblings and friends being separated, with people branded as failures, snobbery reinforced, class divisions entrenched and, perhaps most importantly, opportunities denied. Who would want or even tolerate those outcomes?

The truth is that grammar schools are damaging not just to individual young people, but to communities, because they are about being exclusive, not inclusive. Some would say that that is their raison d’être; it is more about who they keep out than who they let in. They do not raise general education standards. My noble friend Lady Blower mentioned Kent, which has the highest number of grammar schools in the country, but also the highest number of failing secondary schools, including academies, of any local authority.

We hear much about the postcode lottery of school admissions, and it could be said that there is already a form of selection by house price. Of course, grammar schools defy the postcode lottery. Rather than seeing themselves as part of a community, they cast their net far and wide, resulting in often ridiculous situations, such as children travelling from Brighton to attend grammar schools in the London boroughs of Kingston and Sutton—50 miles away. Southend has four grammar schools, yet only one has a majority of children whose home is in Southend. What is the point of that?

This is public money being spent on public education, yet it is being used to stroke the egos of grammar school head teachers, for whom result are everything and promoting community cohesion—supposedly a legal duty of every state school—appears to count for very little.

There is no shortage of Tory party Members of Parliament in favour of creating more grammar schools, the most vociferous being Sir Graham Brady, the influential chair of the Back-Bench 1922 Committee. That is not a surprise, given that 50% of schools in his constituency are grammars. I wonder whether he would be so ardent if he represented a seat in Surrey, where there are no grammar schools.

The argument is that more grammar schools would create more choice. That would certainly be the case, but it would be the schools being given more choice over pupils rather than parents being given more choice over the school they want for their child. No child should be required to earn a place at their local school.

This issue has been around for as long as I can remember. Everyone in my party is in favour of a fully comprehensive system. Some say that to move towards it would be a distraction to an incoming Labour Government, because of the fuss the media would cause, and so we should not make it a priority. Whether it is a priority or not, I believe it should be a manifesto commitment for the next election. To those in my party who argue otherwise I simply say: if not now, when? I wish my noble friend well with her Bill and look forward to continuing this important debate in Committee.