Education and Social Mobility

Huw Merriman Excerpts

Tuesday 22nd November 2016 Commons Chamber

[Carol Monaghan]

I am not sure I understand the hon. Gentleman’s question. Students should be able to stay on in school as long as the school fits their requirements, and as long as the school is able to offer them something. That might not be what he asked, but I will move on.

I have received correspondence not from my constituents but from people living in England. They have shared their concerns about grammar schools. I will read out a section of a letter I received from a gentleman in England:

“As an 11+ failure…The sense of failure is still with me…so much so I find it hard in this letter to admit I went to a Secondary Modern School. Nearly all of my fellow pupils…came from poorer or deprived backgrounds—I cannot think of one who came from a well-off background. As children, we accepted our lot and it was made clear to us that our choices of work were limited after school…There was a small cohort of teachers who did their best for us despite (as I realise now) limited resources. However, the turnover of teachers was high, which did not bode well for continuity of education. There was no question of taking any exams for qualifications of any kind. University was unthinkable. Higher education…was closed off to us; we were in the rubbish bin.”

It is well known that young people’s thinking skills develop at different rates. Some at aged 11 will have advanced cognitive abilities. For others, it takes several more years for their thinking skills to mature. A number of years ago, I taught a young boy who had come from the primary school at age 11 with extremely poor literacy and numeracy skills. As time went on, however, he showed some talent for science. Despite all the original expectations placed upon him—not by teachers, but probably by the young boy himself—he managed to scrape by in his national exams and went on to university. He went on to achieve a degree in chemistry and then a PhD. He now travels the world as a chemical engineer. That is social mobility and it was achieved in a comprehensive school. That boy would not have come close to passing an 11-plus exam. I completely oppose selective education, which, thankfully, will not be introduced in Scotland.

[Huw Merriman (Bexhill and Battle) (Con)]

Is there not a tendency in this debate to send out a message that anybody who has gone to a secondary modern is failing? I went to a secondary modern school, as did the hon. Lady’s father, so I know how tough it can be, but we can succeed. Moreover, it is not a question of success or failure; it is about making the alternative schools as good as the grammar schools.

[Carol Monaghan]

I am extremely glad that the hon. Gentleman succeeded and made his way, but not every young person has the strength of character that he is displaying, so for many young people it causes major issues.

[Huw Merriman]

I made no point about whether I had succeeded or otherwise—many could argue, given I am here, that I have not succeeded—but we are in danger of going back to the past and seeing this as a question of either success or failure, when in fact it is possible to have a mix of schools and still see those who do not go to grammar schools thriving in successful schools. We should not talk that down in this House.

[Carol Monaghan]

We have swathes of teachers battling the labelling of these young people and working flat out to overcome the prejudices against them. It is not right that the Government should make life more difficult for them by continuing and, in fact, extending selective education.

I have a letter from a young person from High Wycombe. He writes:

“I currently attend a grammar school in High Wycombe… At the age of 10 I was put under a ridiculous amount of stress and felt at a disadvantage going into the 11+ as my family could only afford a fortnight of private tuition… The system makes 70% of kids feel second best”.

The social mobility agenda in Scotland is quite different. We are considering what positive steps we can take to increase social mobility, including the provision of 30 hours of early learning for all children, regardless of their parents’ work status. We also have the attainment fund, which I believe my hon. Friend the Member for Airdrie and Shotts (Neil Gray) will mention in his speech, and which has been used to target the attainment gap that exists in some areas.

--- Later in debate ---

[Huw Merriman (Bexhill and Battle) (Con)]

To me, the conundrum seems to be how we break the grammar school system’s current status as perhaps the preserve of the middle class while at the same time not going backwards to what I would call the apartheid system that used to be in place.

I refer to that because I failed my 12-plus, as it was, and went to a secondary modern school. In my small town there were two schools, the Royal Latin School and the secondary modern, divided by one hedge. Siblings were unable to talk to each other across the hedge, because the grammar school head refused to countenance it. Pupils at the secondary modern left school at 16—they were told by their teachers that there was little point in going on to do A-levels, because why would someone like them pass A-levels? I ignored that advice and I am glad I did. I would certainly not vote for a return to a grammar school system that took us back to those days.

Equally, we have the huge problem of grammar schools being the preserve of the middle class. My constituency in East Sussex borders Kent. In my daughter’s primary school in East Sussex, a quarter of the class moved over to the grammar school, leading to a brain drain from East Sussex. Only those parents who can afford to pay the increase in house prices will see their children go to the grammar school which, while based on ability, is catchment-based. Entrance to another school is based on pure ability, so only parents who can afford the tuition, rail fare or prep school fees to have got their children to the school in the first place will be able to enjoy it. I therefore maintain that the current system does not work.

Should we stick or should we twist? I was surprised by the Opposition spokesperson’s speech. I expected the Opposition to state that the system does not work at all and that it should be abolished. If they wish to continue with the status quo, they will inadvertently support this middle class preserve. Perhaps somewhat reluctantly, I welcome the shift in the Government’s approach towards the expansion of grammar schools. The situation in relation to social mobility is so bad that something has to be done.

I spent the past couple of days reading research from the past 50 years. It is completely inconclusive on which system, comprehensive or grammar, is better. What is undeniable, however, is that our social mobility statistics are so bad that something must be done. Those on the Government Front Bench must reflect on whether creating more grammar schools, and perhaps taking us back to towns with a choice of two schools, means inadvertently moving back to a situation in which the choice is either success or failure. There must be success for all, regardless of entrance tests.