Grammar Schools — House of Lords, 2016-10-13
Topic: Education
Melvyn Bragg (Labour, Centre-left): My Lords, I hope it is not out of order to say that I simply cannot understand why a Government faced with the greatest constitutional, economic and intellectual upheaval for more than 70 years should want to spend so much time and energy on the future of grammar schools. I congratulate my noble friend Lady Andrews on an excellent opening speech, in which she picked apart the Government’s case The evidence is all about us that some of our few grammar schools are doing well and some are doing less well, but many maintained comprehensives and schools like them have largely replaced them and brought multidimensional benefits. I agree very firmly with my noble friend Lord Puttnam that what the Government are seeking to put into operation could be incendiary It might be useful to speak from personal experience, as several other noble Lords have done. I went to a grammar school in Wigton in the north-west of England. By the 11-plus I was separated from many of my best friends, who went to the secondary modern. The stigma of success of getting into the grammar school when they did not was not unlike, although not at all equal to, the feeling of failure that several of those who did not pass the 11-plus had and retain. Unnecessary discrimination set in and proved to be a pattern in life In 1957, the Nelson Thomlinson Grammar School that I attended sent one person to Oxford. Later it became a comprehensive school with a much smaller catchment area and an unboundaried diversity of intake, yet last year, if this is any measure, seven students from that comprehensive school went to Oxford or Cambridge and one went to Yale I was lucky to be very well taught by teachers of the calibre of Mr James, the history teacher, and Mr Blacker, who taught English, but current students are every bit as well-taught. I was on the board of governors for a while and still keep in close and active contact with the school and especially with the sixth-formers. The skill and dedication of the teachers, and therefore of the pupils, is outstanding. The range of activity outstrips what we did back then. For instance, the young enterprise team reached the national finals in London last year; the school runs serious scientific research projects with the local factory, Innovia Films; it was the first comprehensive in Cumbria to be judged outstanding by Ofsted; and it has bred a highly successful rock band, the Hardwicke Circus, which is going professional and includes four head boys, one of whom is still at the school We have to face up to the fact that for many young people in this country, state schools have changed for the better. Nostalgia is rarely very rational, generational memories are notoriously unreliable and we seem to have trouble admitting that some aspects of our life have improved, especially among the young, and that the new generation is very often surpassing us That success is now following through. Again, it might be useful to point out that Oxford, recently declared the most successful university in the world, has steadily increased its figures from the maintained sector to almost 60%—not enough, but going in the right direction. If we want to improve the education of all young people in this country, we should do as my noble friend Lady Andrews suggested and look at the great London experience, whereby resources and talent were piled in, transforming what is probably the most complex and large education region in the land into an outstanding education success story If we want to—and I think we absolutely need to—improve the technical and skills base of our society after years of neglect and mismanagement from Governments, then the need is not for more grammar schools but for more technical colleges properly linked to strategic re-industrialisation. If we want better education, we should put more money into state schools to help them do more science, and put in more facilities for languages, sports, drama and art. If we want to build a new skilled nation, we should put money into technical colleges. If we want to engineer social mobility, the elephant in the room is obvious: we could have a radical reappraisal of that beta-blocker of social mobility, the public school. What benefits could flow from that—what great consequences and positive aspects for our future I am very grateful to the teachers at Wigton’s Nelson Thomlinson grammar school, but I am even more proud and pleased that it has transformed itself into such a democratic, decent, diverse and generous comprehensive, which, given a fair wind, will grasp and answer the needs and ambition of our unequal and troubled modern society, which needs all hands on deck and everyone feeling that they have an equal chance to help.