New Grammar Schools

Lucy Frazer Excerpts

Thursday 8th September 2016 Commons Chamber

[Justine Greening]

That again underlines why we are right to open up this agenda for debate. In a way, we will not be able to tackle any of the issues that the hon. Gentleman cares about without a broader look at what a modern policy approach to grammars should look like. We should not simply discount the excellent education that so many children get at grammars, including children from very disadvantaged backgrounds. We should look harder at how we can make sure that grammars play a role more collaboratively in a wider, broader school system, while ensuring that they build capacity and provide more good places as they steadily improve.

[Lucy Frazer (South East Cambridgeshire) (Con)]

Yesterday, during an Education Committee evidence session, we heard about the truism that what affects pupils’ attainment most is good teaching in the classroom. That is evidently true, but does the Secretary of State agree that structures can sometimes support learning? A 2011 PISA—programme for international student assessment—study showed that giving schools autonomy improves outcomes, so further choice for parents, teachers and students may provide further opportunities.

[Justine Greening]

I think that is right. Critically, we need the right level of autonomy for schools so that they can actually get on with the job of teaching our children. We need fantastic leadership in our schools. We know from the London experience that that was absolutely critical. Heads who showed what could be done in difficult schools then worked with other schools so that they could put in place the same approaches. More broadly, we also need teaching staff who are motivated and able to work effectively in the classroom with children who can be disciplined effectively by a head who genuinely feels they have control over and can exercise leadership in their school. All those things make a difference.

Beyond that, if we are to make an impact on long-term social mobility in Britain—it will not change overnight—we need not just schools and the education family to drive social mobility, but communities, business, our universities and civil society to do so. Everybody needs to play a role, alongside core education reform, to make sure that children in the classroom and outside it can get the skills, knowledge, advice and experience that they will need truly to develop their potential.