Grammar Schools — House of Lords, 2016-10-13
Topic: Education
Dominic Hubbard (Liberal Democrats, Centre to centre-left): My Lords, I always knew that this subject would provide a clambering back to traditional battle lines but also that everybody would say, "No, they are not the battle lines. They’ve changed slightly". The big change has been the Government saying, "We are having grammar schools. We all think we know what grammar schools are, with selection at 11 and so on, but we’re not going to do that. We’re going to select in a different way". When I had a little exchange with the noble Lord, Lord Nash, I suggested that he look at common entrance because it seems to work very well and there was an agreement that it does. It takes place at 13 for boys but not for girls—well, some girls do it at 13 I take this opportunity to congratulate the noble Baroness, Lady Vere, from these Benches on her very interesting maiden speech. The private system is very good at dealing with everybody because it has an incentive to do so. She is quite right there but if we gave an incentive to the state system, which it should have, along with cash and resources then I am sure that it would have an equally good response, providing that we can get the parents to buy in by making sure that investment and effort pays off for the child. This is where things start to break down. The minute a child fails that exam and there is nothing to pick them up that they think will benefit them, the incentive is suddenly lost to give that investment from the parent into the child. Education starts to become irrelevant, not something you are going to benefit from. That is the fundamental problem with saying that you have done it, if you have not Let us look at a few other practical problems with this. If one lot of schools changes over at 11 and another at 13, when you have free schools, academies and schools run by local authorities, we are creating an industry for people to be bureaucrats and advisers to parents sorting their way through the system. How you would organise this, God alone knows and apparently He has not told anyone yet. The right reverend Prelate is giving me a slightly stern look for that. Anyway, if we are to do this, this complicated system looks as if it will get more complicated Let me throw my own little brick into the pond. It is a pretty open secret that I am dyslexic; I am president of the British Dyslexia Association. We are engaging far more with the idea that was not recognised when people such as Sir Cyril Burt did his famous work on this—I think it was between the 1920s and the 1950s. The reaction was to whether he had faked his results or not. There was great fun to be had there and it is the basis of the 11-plus exam. If we are to get accuracy for the mainstream special educational needs of dyslexia, dyspraxia, dyscalculia and autism, and the huge number of speech and language problems which cross-reference to all these groups, we must have an education system which identifies these people so that we can do this new, whizzy intelligence assessment. We will otherwise place 20% of our school population at an extra disadvantage, guaranteeing that we will not identify huge numbers of people who could benefit from such a school if they got into it A fundamental flaw has already been created. Grammar schools are great things if you are in them. That is the bottom line. If you are creating something that guarantees that you do not get there, you have a problem. This is not the first time I have asked this of the Government: when it comes to looking at Stephen Munday’s reassessment of the Carter report, how far have we got in at least making sure that teachers are trained and given some awareness package to spot these most commonly occurring disabilities? At the moment, most teachers do not receive training on this or even awareness packages There is another fundamental problem here. You can then go into ethnic background, language and everything else to add to this. Identifying accurately is a massive problem, and unless it is addressed any form of selection, regardless of whether you think it is going to be good or bad, is bound to be a relative failure, or a failure for a large number. Unless we can address this, we are talking on false premises.