1-100 of 4,012 results for subject:"Grammar schools"
Librarians' tools
- Search time
- 0.41 seconds
- Solr query time
- 0.018 seconds
- Search query
- subject:"Grammar schools"
- We searched for
- subject_t:"Grammar schools" OR subject_t:"Selective education" OR subject_t:"Selective schools" OR subject_ses:91450
Type
House
Session
More
Year
More
Department
More
Member
More
Primary member
More
Answering member
More
Legislative stage
Legislation
More
Subject
More
Publisher
To ask the Secretary of State for Education, what the status is of RAAC roof repairs for Holcolmbe Grammar School, formerly Chatham Grammar School for Boys, in Chatham and Aylesford constituency.
To ask the Secretary of State for Education, what the status is of RAAC roof repairs for Holcolmbe Grammar School, formerly Chatham Grammar School for Boys, in Chatham and Aylesford constituency.
The department is working closely with the Thinking Schools Academy Trust to remove reinforced autoclaved aerated concrete at Holcombe Grammar School, formerly Chatham Grammar School for Boys.
The Trust confirmed in May that the first phase of works has been completed. Proposals for a second, more complex area have been submitted and will proceed shortly.
Departmental officials continue to support the Trust to progress the project as quickly as possible whilst minimising disruption to education.
To ask the Secretary of State for Education, what assessment she has made of the potential implications for her policies of the practice of state grammar schools charging fees for familiarisation tests ahead of 11-plus entrance exams.
To ask the Secretary of State for Education, what assessment she has made of the potential implications for her policies of the practice of state grammar schools charging fees for familiarisation tests ahead of 11-plus entrance exams.
Schools are not permitted to charge parents for their children’s admission or education. This includes charges for children to sit a school’s entrance test. However, they can charge for optional extras such as familiarisation tests.
The department and the Grammar School Heads Association (GSHA) entered into a memorandum of understanding in 2018, which runs until 2027, through which the GSHA agreed to work with its members to increase access for disadvantaged children.
Some local authorities and schools provide free test familiarisation materials for all children, including for children from disadvantaged backgrounds.
To ask the Secretary of State for Education, what steps she is taking to ensure that children from lower-income backgrounds are not disadvantaged in access to grammar school places.
To ask the Secretary of State for Education, what steps she is taking to ensure that children from lower-income backgrounds are not disadvantaged in access to grammar school places.
Schools are not permitted to charge parents for their children’s admission or education. This includes charges for children to sit a school’s entrance test. However, they can charge for optional extras such as familiarisation tests.
The department and the Grammar School Heads Association (GSHA) entered into a memorandum of understanding in 2018, which runs until 2027, through which the GSHA agreed to work with its members to increase access for disadvantaged children.
Some local authorities and schools provide free test familiarisation materials for all children, including for children from disadvantaged backgrounds.
To ask the Secretary of State for Education, what steps she is taking to support grammar schools.
To ask the Secretary of State for Education, what steps she is taking to support grammar schools.
I refer the hon. member for Romford to the answer of 22 May 2025 to Question 52218.
To ask the Secretary of State for Education, what steps she has taken to support grammar schools in Lincolnshire.
To ask the Secretary of State for Education, what steps she has taken to support grammar schools in Lincolnshire.
The national funding formula, and wider education policies, support all state-funded schools equally, including grammar schools.
To ask the Secretary of State for Education, what steps she is taking to increase the number of grammar school places in (a) England and (b) Romford constituency.
To ask the Secretary of State for Education, what steps she is taking to increase the number of grammar school places in (a) England and (b) Romford constituency.
There are no grammar schools in the Parliamentary constituency of Romford and the law prohibits new ones from opening. The department no plans to change this.
The national funding formula, and wider education policies, support all state-funded schools equally, including grammar schools.
To ask the Secretary of State for Education, what steps she has taken to support grammar schools in (a) England and (b) Romford constituency.
To ask the Secretary of State for Education, what steps she has taken to support grammar schools in (a) England and (b) Romford constituency.
There are no grammar schools in the Parliamentary constituency of Romford and the law prohibits new ones from opening. The department no plans to change this.
The national funding formula, and wider education policies, support all state-funded schools equally, including grammar schools.
To ask His Majesty's Government what assessment they have made of the impact of value added tax (VAT) on independent school fees on voluntary grammar schools in Northern Ireland that offer boarding places that fall within the scope of VAT, compared to England where state run boarding places are exempt.
To ask His Majesty's Government what assessment they have made of the impact of value added tax (VAT) on independent school fees on voluntary grammar schools in Northern Ireland that offer boarding places that fall within the scope of VAT, compared to England where state run boarding places are exempt.
To ensure parity with English state boarding schools, the UK Government has provided financial support to voluntary grammar schools in Northern Ireland providing an equivalent service to state run boarding in England, but for whom it was not possible to legislate for a carve-out from the VAT charge. This will ensure pupils boarding at these schools are on the same footing as those attending English boarding schools.
To ask the Secretary of State for Education, whether she plans to help reduce (a) inequalities in the admissions process to academically selective grammar schools and (b) disparities in access to tutoring for admission tests to those schools.
To ask the Secretary of State for Education, whether she plans to help reduce (a) inequalities in the admissions process to academically selective grammar schools and (b) disparities in access to tutoring for admission tests to those schools.
The admission authorities for grammar schools set their schools’ selection criteria. This government’s priority is ensuring high and rising standards across every school to secure a brilliant education for every child.
To ask the Secretary of State for Education, if she will make it her policy not to amend the (a) status of existing grammar schools and (b) right of local areas to operate academic selection.
To ask the Secretary of State for Education, if she will make it her policy not to amend the (a) status of existing grammar schools and (b) right of local areas to operate academic selection.
There are 163 grammar schools in England that are located across 35 local authority areas. The government does not plan to allow any new grammar schools to open nor to legislate to remove the right of existing grammar schools to select by ability.
To ask the Secretary of State for Education, if she will remove the prohibition on the creation of new grammar schools in England.
To ask the Secretary of State for Education, if she will remove the prohibition on the creation of new grammar schools in England.
The government has no plans to change the law that prohibits the creation of more grammar schools.
The department is committed to creating opportunities for all children to give them the best life chances. This government if focused on ensuring every child has access to excellent local schools that deliver high standards for all their pupils so that they achieve and thrive.
I support all great schools in our diverse school system, including strong grammar schools. I continue to encourage grammar schools to increase access for disadvantaged pupils, which can help so much with social mobility.
I support all great schools in our diverse school system, including strong grammar schools. I continue to encourage grammar schools to increase access for disadvantaged pupils, which can help so much with social mobility.
I have four grammar schools in my constituency, which provide an important and very popular element of a diverse education system. Therefore, will the Minister please commit today to continue her support of grammar schools, both now and in the future?
I have four grammar schools in my constituency, which provide an important and very popular element of a diverse education system. Therefore, will the Minister please commit today to continue her support of grammar schools, both now and in the future?
I have four grammar schools in my constituency, which provide an important and very popular element of a diverse education system. Therefore, will the Minister please commit today to continue her support of grammar schools, both now and in the future?
I support all great schools in our diverse school system, including strong grammar schools. I continue to encourage grammar schools to increase access for disadvantaged pupils, which can help so much with social mobility.
To ask the Secretary of State for Education, what steps she is taking to help ensure that pupil premium students in receipt of free school meals have equal access to grammar schools; and whether the government is taking steps to increase the number of such students attending grammar schools.
To ask the Secretary of State for Education, what steps she is taking to help ensure that pupil premium students in receipt of free school meals have equal access to grammar schools; and whether the government is taking steps to increase the number of such students attending grammar schools.
The Government has no plans to open more grammar schools. The Department’s priority is to concentrate on ensuring that as many pupils as possible, whatever their ability, have access to an outstanding education. Setting and streaming of pupils is common practice in secondary schools and enables teachers to tailor lessons to suit pupils of similar abilities and ensures that the highest ability pupils are offered additional stretch.
The Condition Improvement Fund (CIF) supports a small number of expansion projects. Eligible grammar schools can apply for CIF funding in an annual bidding round
The below table shows the average Attainment 8 and Progress 8 data for non-selective and selective secondary schools in the 2021/22 academic year. It does not take account of the differences in pupil abilities or characteristics, for example free school meal eligibility, between selective and non-selective schools.
Average Attainment 8 and Progress 8 scores for selective and non-selective schools, 2021/22 | |||||
| Non-selective schools | Selective schools | |||
Average Attainment 8 score of schools | 47.8 | 74.1 | |||
Average Progress 8 score of schools | -0.06 | 0.57 | |||
A wide range of published research looks at the effect of grammar schools on social mobility. Grammar schools offer benefits to those children that attend them. Research shows that, in some areas with lots of selective schools, the attainment of pupils at local non-selective schools is negatively affected relative to their peers in areas with no selective schools. [1] [2] [3] [4] [5]
The Department is currently looking at renewing the Memorandum of Understanding (MoU) between the Department and the Grammar School Heads Association (GSHA), which sets out the commitment of GSHA members to increase the number of disadvantaged pupils on roll. Alongside the MoU, the 22 grammar schools that previously received funding through the Selective Schools Expansion Fund (SSEF) all prioritise pupil premium children for admission and undertake outreach work to increase the number of disadvantaged pupils on roll. The Department is evaluating delivery of their Fair Access and Partnership Plans over a five-year period. Between 2018/19 and 2021/22, the percentage of pupils eligible for pupil premium attending SSEF schools has increased from 7.2% to 8.6%.
[1] Andrews et al., 2016, EPI, “Grammar schools and social mobility”: https://epi.org.uk/publications-and-research/grammar-schools-social-mobility/.
[2] Atkinson et al., 2006, "The result of 11+ Selection: An Investigation into Opportunities and Outcomes for Pupils in Selective LEAs": https://www.researchgate.net/publication/4798623_The_Result_of_11_Plus_Selection_An_Investigation_into_Opportunities_and_Outcomes_for_Pupils_in_Selective_LEAs.
[3] Gorard and Siddiqui, 2016, "Grammar schools in England: a new approach to analysing their intakes and outcomes": https://dro.dur.ac.uk/20400/.
[4] Burgess et al., 2018, "Assessing the role of grammar schools in promoting social mobility": http://repec.ioe.ac.uk/REPEc/pdf/qsswp1709.pdf.
[5] Cribb et al., 2013, "Entry into Grammar Schools in England": https://www.suttontrust.com/wp-content/uploads/2020/01/poorgrammarreport-2.pdf.
To ask the Secretary of State for Education, whether she plans to expand the capacity of existing grammar schools.
To ask the Secretary of State for Education, whether she plans to expand the capacity of existing grammar schools.
The Government has no plans to open more grammar schools. The Department’s priority is to concentrate on ensuring that as many pupils as possible, whatever their ability, have access to an outstanding education. Setting and streaming of pupils is common practice in secondary schools and enables teachers to tailor lessons to suit pupils of similar abilities and ensures that the highest ability pupils are offered additional stretch.
The Condition Improvement Fund (CIF) supports a small number of expansion projects. Eligible grammar schools can apply for CIF funding in an annual bidding round
The below table shows the average Attainment 8 and Progress 8 data for non-selective and selective secondary schools in the 2021/22 academic year. It does not take account of the differences in pupil abilities or characteristics, for example free school meal eligibility, between selective and non-selective schools.
Average Attainment 8 and Progress 8 scores for selective and non-selective schools, 2021/22 | |||||
| Non-selective schools | Selective schools | |||
Average Attainment 8 score of schools | 47.8 | 74.1 | |||
Average Progress 8 score of schools | -0.06 | 0.57 | |||
A wide range of published research looks at the effect of grammar schools on social mobility. Grammar schools offer benefits to those children that attend them. Research shows that, in some areas with lots of selective schools, the attainment of pupils at local non-selective schools is negatively affected relative to their peers in areas with no selective schools. [1] [2] [3] [4] [5]
The Department is currently looking at renewing the Memorandum of Understanding (MoU) between the Department and the Grammar School Heads Association (GSHA), which sets out the commitment of GSHA members to increase the number of disadvantaged pupils on roll. Alongside the MoU, the 22 grammar schools that previously received funding through the Selective Schools Expansion Fund (SSEF) all prioritise pupil premium children for admission and undertake outreach work to increase the number of disadvantaged pupils on roll. The Department is evaluating delivery of their Fair Access and Partnership Plans over a five-year period. Between 2018/19 and 2021/22, the percentage of pupils eligible for pupil premium attending SSEF schools has increased from 7.2% to 8.6%.
[1] Andrews et al., 2016, EPI, “Grammar schools and social mobility”: https://epi.org.uk/publications-and-research/grammar-schools-social-mobility/.
[2] Atkinson et al., 2006, "The result of 11+ Selection: An Investigation into Opportunities and Outcomes for Pupils in Selective LEAs": https://www.researchgate.net/publication/4798623_The_Result_of_11_Plus_Selection_An_Investigation_into_Opportunities_and_Outcomes_for_Pupils_in_Selective_LEAs.
[3] Gorard and Siddiqui, 2016, "Grammar schools in England: a new approach to analysing their intakes and outcomes": https://dro.dur.ac.uk/20400/.
[4] Burgess et al., 2018, "Assessing the role of grammar schools in promoting social mobility": http://repec.ioe.ac.uk/REPEc/pdf/qsswp1709.pdf.
[5] Cribb et al., 2013, "Entry into Grammar Schools in England": https://www.suttontrust.com/wp-content/uploads/2020/01/poorgrammarreport-2.pdf.
To ask the Secretary of State for Education, whether she is taking steps to promote the establishment of new grammar schools in areas where there is significant demand for selective education, including the Romford constituency.
To ask the Secretary of State for Education, whether she is taking steps to promote the establishment of new grammar schools in areas where there is significant demand for selective education, including the Romford constituency.
The Government has no plans to open more grammar schools. The Department’s priority is to concentrate on ensuring that as many pupils as possible, whatever their ability, have access to an outstanding education. Setting and streaming of pupils is common practice in secondary schools and enables teachers to tailor lessons to suit pupils of similar abilities and ensures that the highest ability pupils are offered additional stretch.
The Condition Improvement Fund (CIF) supports a small number of expansion projects. Eligible grammar schools can apply for CIF funding in an annual bidding round
The below table shows the average Attainment 8 and Progress 8 data for non-selective and selective secondary schools in the 2021/22 academic year. It does not take account of the differences in pupil abilities or characteristics, for example free school meal eligibility, between selective and non-selective schools.
Average Attainment 8 and Progress 8 scores for selective and non-selective schools, 2021/22 | |||||
| Non-selective schools | Selective schools | |||
Average Attainment 8 score of schools | 47.8 | 74.1 | |||
Average Progress 8 score of schools | -0.06 | 0.57 | |||
A wide range of published research looks at the effect of grammar schools on social mobility. Grammar schools offer benefits to those children that attend them. Research shows that, in some areas with lots of selective schools, the attainment of pupils at local non-selective schools is negatively affected relative to their peers in areas with no selective schools. [1] [2] [3] [4] [5]
The Department is currently looking at renewing the Memorandum of Understanding (MoU) between the Department and the Grammar School Heads Association (GSHA), which sets out the commitment of GSHA members to increase the number of disadvantaged pupils on roll. Alongside the MoU, the 22 grammar schools that previously received funding through the Selective Schools Expansion Fund (SSEF) all prioritise pupil premium children for admission and undertake outreach work to increase the number of disadvantaged pupils on roll. The Department is evaluating delivery of their Fair Access and Partnership Plans over a five-year period. Between 2018/19 and 2021/22, the percentage of pupils eligible for pupil premium attending SSEF schools has increased from 7.2% to 8.6%.
[1] Andrews et al., 2016, EPI, “Grammar schools and social mobility”: https://epi.org.uk/publications-and-research/grammar-schools-social-mobility/.
[2] Atkinson et al., 2006, "The result of 11+ Selection: An Investigation into Opportunities and Outcomes for Pupils in Selective LEAs": https://www.researchgate.net/publication/4798623_The_Result_of_11_Plus_Selection_An_Investigation_into_Opportunities_and_Outcomes_for_Pupils_in_Selective_LEAs.
[3] Gorard and Siddiqui, 2016, "Grammar schools in England: a new approach to analysing their intakes and outcomes": https://dro.dur.ac.uk/20400/.
[4] Burgess et al., 2018, "Assessing the role of grammar schools in promoting social mobility": http://repec.ioe.ac.uk/REPEc/pdf/qsswp1709.pdf.
[5] Cribb et al., 2013, "Entry into Grammar Schools in England": https://www.suttontrust.com/wp-content/uploads/2020/01/poorgrammarreport-2.pdf.
This briefing paper provides an outline of the current position relating to grammar schools and recent discussion of reforms, as well as relevant statistics. It covers England only
This briefing paper provides an outline of the current position relating to grammar schools and recent discussion of reforms, as well as relevant statistics. It covers England only
To ask His Majesty's Government what is the difference between a grammar school and a foundation or voluntary school, funded by the local authority, which also selects their pupils by academic ability.
To ask His Majesty's Government what is the difference between a grammar school and a foundation or voluntary school, funded by the local authority, which also selects their pupils by academic ability.
Grammar schools are the only state-funded schools permitted to select all their children by high general academic ability. There are 163 grammar schools, all of which were maintained schools in 1998 and designated as grammar schools by the Education (Grammar School Designation) Order 1998 (as amended in 1999).
143 of these schools have subsequently become academy schools and are permitted to continue to select by academic ability through provisions within the Academies Act 2010 and their funding agreements.
Of the 20 maintained grammar schools, 7 are community schools, 6 are voluntary aided schools, 6 are foundation schools and 1 is a voluntary controlled school.
In addition, a number of state-funded schools were permitted to retain partial selection by academic ability or aptitude by provisions within the School Standards and Framework Act 1998. 40 of these schools remain partially selective.
32 of them are academies and are permitted to continue to select through the aforementioned legal and funding agreement mechanisms. 8 are maintained schools, and of these 4 are foundation schools, 3 are voluntary aided schools and 1 is a community school. 31 of these partially selective schools select a proportion of their intakes by general academic ability, 2 select by ability in music, 1 by ability in technology, and 1 by ability in maths. The remaining 5 select a proportion of their intakes by aptitude[1].
[1] Either a form of aptitude that would not otherwise be permitted or more than 10% by aptitude.
To ask His Majesty's Government how the 11-plus tests at grammar schools are moderated; and whether this moderation is carried out independently.
To ask His Majesty's Government how the 11-plus tests at grammar schools are moderated; and whether this moderation is carried out independently.
The department does not collect data on which schools, permitted by law, select pupils by aptitude or ability via a written test.
Selection tests can lawfully form part of any selective school’s admission arrangements. The School Admissions Code requires tests to ‘be clear, objective, and [to] give an accurate reflection of the child’s ability or aptitude, irrespective of sex, race, or disability’, but it does not require them to be independently moderated. The School Admissions Code can be found at: https://www.gov.uk/government/publications/school-admissions-code--2.
In many cases, tests will be purchased from commercial providers and will be marked by them, although that is not a legal requirement.
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...
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...
Lords second reading. Agreed to on question. Bill committed to a Committee of the Whole House.
Lords second reading. Agreed to on question. Bill committed to a Committee of the Whole House.
My Lords, I declare my interest as a patron of Comprehensive Future.
Although this Bill concerns a relatively small section of England’s schools, it is concerned with a significant principle about how our education system and service is organised. I believe profoundly that it is an important principle that the education...
My Lords, I declare my interest as a patron of Comprehensive Future.
Although this Bill concerns a relatively small section of England’s schools, it is concerned with a significant principle about how our education system and service is organised. I believe profoundly that it is an important principle that the education...
My Lords, I am grateful to the noble Baroness for giving your Lordships’ House the opportunity to consider the issue of academic selection for schools, which was, until Prime Minister’s Questions in the other place on Wednesday, probably the most politicised issue in the education system. How do 163 schools...
My Lords, I am grateful to the noble Baroness for giving your Lordships’ House the opportunity to consider the issue of academic selection for schools, which was, until Prime Minister’s Questions in the other place on Wednesday, probably the most politicised issue in the education system. How do 163 schools...
My Lords, I join others in thanking the noble Baroness, Lady Blower, for bringing forward this important Bill and giving us the chance to have this important debate, and for taking steps to implement a long-term, consistent Green Party policy—which I have no doubt will be a priority of the...
My Lords, I join others in thanking the noble Baroness, Lady Blower, for bringing forward this important Bill and giving us the chance to have this important debate, and for taking steps to implement a long-term, consistent Green Party policy—which I have no doubt will be a priority of the...
My Lords, it is a great pleasure to support this important and timely Bill. I thank my noble friend Lady Blower greatly for introducing it. It has not actually been much of a debate so far; the speeches have been remarkably one-sided. I very much look forward to the Minister’s...
My Lords, it is a great pleasure to support this important and timely Bill. I thank my noble friend Lady Blower greatly for introducing it. It has not actually been much of a debate so far; the speeches have been remarkably one-sided. I very much look forward to the Minister’s...
My Lords, like the noble Baroness, Lady Bennett, and other noble Lords, I take part in the Learn with the Lords programme, which involves all types of schools, from maintained schools to academies, independent schools and grammar schools, and I meet children and young people who want to learn and...
My Lords, like the noble Baroness, Lady Bennett, and other noble Lords, I take part in the Learn with the Lords programme, which involves all types of schools, from maintained schools to academies, independent schools and grammar schools, and I meet children and young people who want to learn and...
My Lords, I very much welcome my noble friend’s Bill. Like her, I am a patron of Comprehensive Future. The relevance of this debate is, of course, that we are in the lead-up to the next election, and we will be interested in my noble friend’s response to this debate....
My Lords, I very much welcome my noble friend’s Bill. Like her, I am a patron of Comprehensive Future. The relevance of this debate is, of course, that we are in the lead-up to the next election, and we will be interested in my noble friend’s response to this debate....
My Lords, I draw the House’s attention to my entry in the register of interests and thank the noble Baroness, Lady Blower, for giving us the opportunity to discuss this issue.
The central point I want to make today is that we have to make education, and improving standards in education...
My Lords, I draw the House’s attention to my entry in the register of interests and thank the noble Baroness, Lady Blower, for giving us the opportunity to discuss this issue.
The central point I want to make today is that we have to make education, and improving standards in education...
The noble Lord is making his case, but the school in which it was piloted in Liverpool, the Belvedere School, has since joined the state system as a state academy and does not have selective admissions or fees any more. Might there not be a lesson from this that if...
The noble Lord is making his case, but the school in which it was piloted in Liverpool, the Belvedere School, has since joined the state system as a state academy and does not have selective admissions or fees any more. Might there not be a lesson from this that if...
I am afraid that my hearing aid meant I missed the first part of the noble Lord’s question, but I got the gist of it. I think the answer is that there is not much chance of that happening, but there is a chance that they are prepared to join...
I am afraid that my hearing aid meant I missed the first part of the noble Lord’s question, but I got the gist of it. I think the answer is that there is not much chance of that happening, but there is a chance that they are prepared to join...
The noble Lord, Lord Adonis, mentioned Belvedere, but there is also the independent selective school Liverpool College, which is now an academy with no selection; and St Edward’s College, which was a selective independent school, is now an academy. The results are better than when they were grammar schools.
The noble Lord, Lord Adonis, mentioned Belvedere, but there is also the independent selective school Liverpool College, which is now an academy with no selection; and St Edward’s College, which was a selective independent school, is now an academy. The results are better than when they were grammar schools.
That is fantastic to hear, of course. Can I seek some guidance? Do I get a bit longer after the interventions? Does it work like in the Commons, where we get more?
That is fantastic to hear, of course. Can I seek some guidance? Do I get a bit longer after the interventions? Does it work like in the Commons, where we get more?
My Lords, given that there have been a couple of interventions, a minute longer.
My Lords, given that there have been a couple of interventions, a minute longer.
I am very grateful for that. My other point is to ask why the Government cannot increase choice and competition by allowing popular and oversubscribed schools with consistently
good results, strong governance and sound finances to provide more places. The problem at the moment is that funding follows the pupils....
I am very grateful for that. My other point is to ask why the Government cannot increase choice and competition by allowing popular and oversubscribed schools with consistently
good results, strong governance and sound finances to provide more places. The problem at the moment is that funding follows the pupils....
My Lords, I thank the clerks, your Lordships and my noble friend Lord Kennedy of Southwark for allowing me to speak in the gap before him.
I support my noble friend Lady Blower’s Bill as a matter of high principle. I also have a personal reason for doing so: I am...
My Lords, I thank the clerks, your Lordships and my noble friend Lord Kennedy of Southwark for allowing me to speak in the gap before him.
I support my noble friend Lady Blower’s Bill as a matter of high principle. I also have a personal reason for doing so: I am...
My Lords, I too am glad to speak in the gap. The noble Lord has of course not done too badly, and I am sure that his scar is not quite as acute.
I was delighted when the noble Lord, Lord Austin, made his speech because we had debate for the...
My Lords, I too am glad to speak in the gap. The noble Lord has of course not done too badly, and I am sure that his scar is not quite as acute.
I was delighted when the noble Lord, Lord Austin, made his speech because we had debate for the...
My Lords, maybe I should declare that I went to St Thomas the Apostle, a Catholic boys’ school and comprehensive in Peckham. I thought that I got a very good education from that school; prior to that, I went to St Joseph’s in Camberwell, so I had two good Southwark...
My Lords, maybe I should declare that I went to St Thomas the Apostle, a Catholic boys’ school and comprehensive in Peckham. I thought that I got a very good education from that school; prior to that, I went to St Joseph’s in Camberwell, so I had two good Southwark...
My Lords, I echo other noble Lords in offering my congratulations to the noble Baroness, Lady Blower, on securing a
Second Reading for her Bill and in acknowledging her lifetime of commitment to children and the education system. While I understand the intention of her Bill, I must express our...
My Lords, I echo other noble Lords in offering my congratulations to the noble Baroness, Lady Blower, on securing a
Second Reading for her Bill and in acknowledging her lifetime of commitment to children and the education system. While I understand the intention of her Bill, I must express our...
The Minister made a major part of her contribution the assertion that parents like choice. I am not sure whether she is aware of the article this year in the Journal of Social Policy by Aveek Bhattacharya, the chief economist at the Social Market Foundation. In a comparison with
Scotland,...
The Minister made a major part of her contribution the assertion that parents like choice. I am not sure whether she is aware of the article this year in the Journal of Social Policy by Aveek Bhattacharya, the chief economist at the Social Market Foundation. In a comparison with
Scotland,...
I really do not think that it is helpful to be judging parents and accusing them of being sharp-elbowed. I think that every parent wants the best for their children. In relation to the Scottish education system, I point the noble Baroness to the attainment of children in Scottish schools...
I really do not think that it is helpful to be judging parents and accusing them of being sharp-elbowed. I think that every parent wants the best for their children. In relation to the Scottish education system, I point the noble Baroness to the attainment of children in Scottish schools...
My Lords, writing notes to reply to a debate on the hoof when you are also listening to speeches is tricky, and something that clearly I must develop more fully. I thank all noble Lords who have engaged in this debate. Like my noble friend Lord Watson, I genuinely believe...
My Lords, writing notes to reply to a debate on the hoof when you are also listening to speeches is tricky, and something that clearly I must develop more fully. I thank all noble Lords who have engaged in this debate. Like my noble friend Lord Watson, I genuinely believe...
If the noble Baroness thinks that this should be the priority for an incoming Labour Government above all the other problems the education system is facing, why does she think the last Labour Government—several speakers in this debate, including me, were Ministers in it, and one was the Schools Minister—did...
If the noble Baroness thinks that this should be the priority for an incoming Labour Government above all the other problems the education system is facing, why does she think the last Labour Government—several speakers in this debate, including me, were Ministers in it, and one was the Schools Minister—did...
Since I was not in the Government, I cannot tell the noble Lord what their thinking was. Sometimes the priorities of parties in government are not the right ones. I believe this would be an important priority for any incoming Labour Government to take on. My—
Since I was not in the Government, I cannot tell the noble Lord what their thinking was. Sometimes the priorities of parties in government are not the right ones. I believe this would be an important priority for any incoming Labour Government to take on. My—
I am very sorry to interrupt the noble Baroness, but she will be aware that the convention is that the wind-up lasts about three or four minutes. Even though there has been one intervention, we are already on nearly seven minutes, so I advise her to conclude.
I am very sorry to interrupt the noble Baroness, but she will be aware that the convention is that the wind-up lasts about three or four minutes. Even though there has been one intervention, we are already on nearly seven minutes, so I advise her to conclude.
I will conclude by thanking my noble friend Lord Hendy and saying to the noble Lord, Lord Cormack, that I do not think the word “abolish” was mentioned once in the debate. The noble Lord talked about opening up the system; in fact,
that is what the Bill is about....
I will conclude by thanking my noble friend Lord Hendy and saying to the noble Lord, Lord Cormack, that I do not think the word “abolish” was mentioned once in the debate. The noble Lord talked about opening up the system; in fact,
that is what the Bill is about....
This private member’s bill would seek to prohibit state-funded schools from admitting students wholly or partially based on criteria relating to ability or aptitude.
This private member’s bill would seek to prohibit state-funded schools from admitting students wholly or partially based on criteria relating to ability or aptitude.
To ask the Secretary of State for Education, pursuant to the Answer of 15 November 2022 to Question 80958 on Grammar Schools, what assessment she has made of the potential merits of removing legislative restrictions on the establishment of new grammar schools; and if she will make a statement.
To ask the Secretary of State for Education, pursuant to the Answer of 15 November 2022 to Question 80958 on Grammar Schools, what assessment she has made of the potential merits of removing legislative restrictions on the establishment of new grammar schools; and if she will make a statement.
The Department maintains a diversity of schools and wants grammar schools to continue to play an important role within the education system.
The Department’s priority is to concentrate on ensuring that as many children as possible, whatever their ability, have access to an outstanding education, rather than creating more grammar schools.
To ask the Secretary of State for Education, what assessment she has made of the potential merits of removing legislative restrictions on the establishment of new grammar schools.
To ask the Secretary of State for Education, what assessment she has made of the potential merits of removing legislative restrictions on the establishment of new grammar schools.
The Department maintains a diversity of provision, including grammar schools and schools designated with a religious character, ‘faith schools’, within the English school system.
The Department does not collect data on the number of children admitted to schools under specific admission criteria, such as aptitude or ability in music, drama or dance or on the basis of their faith.
Moved by
Lord Hunt of Kings Heath
31: Clause 28, page 21, line 19, at end insert—
“(2A) In section 105 (procedure for deciding whether grammar schools should retain selective admission arrangements) after subsection (9) insert—
“(9A) Ballot regulations must provide for the ballot, the petition in subsection (3)(a), the registration of parents in...
Moved by
Lord Hunt of Kings Heath
31: Clause 28, page 21, line 19, at end insert—
“(2A) In section 105 (procedure for deciding whether grammar schools should retain selective admission arrangements) after subsection (9) insert—
“(9A) Ballot regulations must provide for the ballot, the petition in subsection (3)(a), the registration of parents in...
My Lords, Schedule 1 applies the maintained school legislation to academies, as set out in the controversial Clause 3 that we have just been discussing. My amendment seeks to make academies subject to guidance from local authorities on admissions, so that they are the same as maintained schools. Here I...
My Lords, Schedule 1 applies the maintained school legislation to academies, as set out in the controversial Clause 3 that we have just been discussing. My amendment seeks to make academies subject to guidance from local authorities on admissions, so that they are the same as maintained schools. Here I...
The Schools Bill will protect grammar schools. However, we have 165 grammar schools, and 90 of them are already playing their part in those families of schools in multi-academy trusts. We have a system with 22,000 schools. I mentioned Gary Kynaston’s brilliant leadership of Hammersmith Academy. My hon. Friend should go and have a look at Michaela and what Katharine Birbalsingh has done there. That is—
The Schools Bill will protect grammar schools. However, we have 165 grammar schools, and 90 of them are already playing their part in those families of schools in multi-academy trusts. We have a system with 22,000 schools. I mentioned Gary Kynaston’s brilliant leadership of Hammersmith Academy. My hon. Friend should go and have a look at Michaela and what Katharine Birbalsingh has done there. That is—
The decision to scrap grammar schools was once described as
“a real tragedy for this country…they are a very important part of the mix in our educational system…and they should be supported”.
I completely agree with the Prime Minister and I am glad that the Secretary of State is also so supportive, saying that he wants to “spread the DNA” of grammar schools across the education system and give them a special status to retain academic selection in the upcoming Schools Bill, but it is not right that children in Teesside and Stoke-on-Trent do not the same opportunities as a child in Kent or Stratford-upon-Avon, so will the Government support my right hon. Friend—
The decision to scrap grammar schools was once described as
“a real tragedy for this country…they are a very important part of the mix in our educational system…and they should be supported”.
I completely agree with the Prime Minister and I am glad that the Secretary of State is also so supportive, saying that he wants to “spread the DNA” of grammar schools across the education system and give them a special status to retain academic selection in the upcoming Schools Bill, but it is not right that children in Teesside and Stoke-on-Trent do not the same opportunities as a child in Kent or Stratford-upon-Avon, so will the Government support my right hon. Friend—
The decision to scrap grammar schools was once described as
“a real tragedy for this country…they are a very important part of the mix in our educational system…and they should be supported”.
I completely agree with the Prime Minister and I am glad that the Secretary of State is also so supportive, saying that he wants to “spread the DNA” of grammar schools across the education system and give them a special status to retain academic selection in the upcoming Schools Bill, but it is not right that children in Teesside and Stoke-on-Trent do not the same opportunities as a child in Kent or Stratford-upon-Avon, so will the Government support my right hon. Friend—
The Schools Bill will protect grammar schools. However, we have 165 grammar schools, and 90 of them are already playing their part in those families of schools in multi-academy trusts. We have a system with 22,000 schools. I mentioned Gary Kynaston’s brilliant leadership of Hammersmith Academy. My hon. Friend should go and have a look at Michaela and what Katharine Birbalsingh has done there. That is—
To ask the Secretary of State for Education, what assessment his Department has made of the effect of grammar schools on social mobility.
To ask the Secretary of State for Education, what assessment his Department has made of the effect of grammar schools on social mobility.
99% of grammar schools are good or outstanding. 75% percent are outstanding. They provide excellent education and are oversubscribed.
There is already a wide range of published research that explores the question of the effect of grammar schools on social mobility. [1] [2] [3] [4] [5]
In order to promote greater social mobility, the Memorandum of Understanding (MOU) between the Department for Education and the Grammar School Heads Association sets out the commitment of its members to increase the number of disadvantaged pupils on roll. Many prioritise pupil premium children for admission. Those gaining places in a grammar school will benefit from the high quality education they deliver.
Alongside the MOU, the 22 successful bids from the Selective Schools Expansion Fund all prioritise pupil premium children for admission, with some also committing to lowering the entrance test pass mark for such pupils and undertaking outreach work to increase the number of disadvantaged pupils on roll. They are in the early stages of delivering their five-year plans.
[1] Andrews et al., 2016, EPI, “Grammar schools and social mobility”
[2] Atkinson et al., 2006, "The result of 11+ Selection: An Investigation into Opportunities and Outcomes for Pupils in Selective LEAs"
[3] Gorard and Siddiqui, 2016, "Grammar schools in England: a new approach to analysing their intakes and outcomes"
[4] Burgess et al., 2018, "Assessing the role of grammar schools in promoting social mobility"
[5] Cribb et al., 2013, "Entry into Grammar Schools in England"
Since taking control of North East Lincolnshire Council two years ago, the Conservative administration had made great strides in delivering what was the first town deal and attracting new investments, particularly in the renewable
energy sector. A vital part of the area’s levelling up agenda is to improve the education...
Since taking control of North East Lincolnshire Council two years ago, the Conservative administration had made great strides in delivering what was the first town deal and attracting new investments, particularly in the renewable
energy sector. A vital part of the area’s levelling up agenda is to improve the education...
May I first congratulate my hon. Friend, who is absolutely tireless? He is very modest in giving all the credit to the local council, because everyone in this House knows that everything that goes right in Cleethorpes is thanks to his campaigning efforts, energy, vim and vigour. He is right...
May I first congratulate my hon. Friend, who is absolutely tireless? He is very modest in giving all the credit to the local council, because everyone in this House knows that everything that goes right in Cleethorpes is thanks to his campaigning efforts, energy, vim and vigour. He is right...
To ask the Secretary of State for Education, if he will publish the evidence underpinning his Department’s guidance to local authorities to postpone Grammar School entry tests until November for 2021-22 entry.
To ask the Secretary of State for Education, if he will publish the evidence underpinning his Department’s guidance to local authorities to postpone Grammar School entry tests until November for 2021-22 entry.
It is unlikely that children will have performed at the best of their ability at the beginning of September this year and were likely to benefit from as much time back in education as possible before being assessed. Several studies have shown that disadvantaged children have been disproportionately affected by the period of school closure.
The Institute for Fiscal Studies found that children in higher income families spent more time on home education than those from poorer families and also had greater access to home teaching resources. The Education Endowment Foundation median estimate is that the attainment gap between children from economically deprived households and their peers could widen by 36% as a result of school closures. See here: https://www.ifs.org.uk/publications/14848 and here: https://educationendowmentfoundation.org.uk/public/files/EEF_(2020)_-_Impact_of_School_Closures_on_the_Attainment_Gap.pdf.
Our guidance is that, in these circumstances, it would be reasonable for tests to be moved back into late October, or to November if local admission co-ordination processes allow, but the decision rests with admission authorities.
To ask the Secretary of State for Education, what plans he has to delay the Secondary Transfer Test for Grammar school admissions in response to the covid-19 outbreak.
To ask the Secretary of State for Education, what plans he has to delay the Secondary Transfer Test for Grammar school admissions in response to the covid-19 outbreak.
Arrangements for selecting pupils by ability are for selective schools admission authorities to decide. We are aware admission authorities are considering what changes they will need to make to their arrangements in light of the COVID-19 outbreak. The Department has discussed this issue with the sector and guidance will be published in due course.
Many children in Buckinghamshire are due to take their 11-plus examinations in September, but given the obvious disruption to so many of their educations due to covid-19, our excellent grammar schools are looking to the Government for advice on how they may push them back to October or November. Can...
Many children in Buckinghamshire are due to take their 11-plus examinations in September, but given the obvious disruption to so many of their educations due to covid-19, our excellent grammar schools are looking to the Government for advice on how they may push them back to October or November. Can...
I am grateful to my hon. Friend for raising that crucial point. It is an unsettling time for children facing important exams, and I will pass on his concerns to the Education Secretary to see whether a full reply can be given to him in that regard. I remind him...
I am grateful to my hon. Friend for raising that crucial point. It is an unsettling time for children facing important exams, and I will pass on his concerns to the Education Secretary to see whether a full reply can be given to him in that regard. I remind him...
To ask the Secretary of State for Education, whether he has made an assessment of the potential merits of delaying the date of the 2020 Kent Test as a result of the covid-19 outbreak.
To ask the Secretary of State for Education, whether he has made an assessment of the potential merits of delaying the date of the 2020 Kent Test as a result of the covid-19 outbreak.
Arrangements for the Kent 11 plus test, including the timing of the test, are a matter for Kent County Council to decide.
The Department recognises admission authorities may have concerns about the impact of the COVID-19 outbreak on arrangements for selection tests for selective schools. We are keeping the situation under review and will provide advice to the sector in due course.
To ask the Secretary of State for Education, how many of the grammar schools that have been awarded funding from the Selective Schools Expansion have planned to build capacity on (a) their existing site and (b) a satellite site.
To ask the Secretary of State for Education, how many of the grammar schools that have been awarded funding from the Selective Schools Expansion have planned to build capacity on (a) their existing site and (b) a satellite site.
The Selective Schools Expansion Fund (SSEF) 2018-19 has provided funding of £49.3 million for 16 expansion projects to date. The Department has not published the amount of funding allocated to each school as this is commercially sensitive information.
The Department estimates that SSEF funding will create over 2,700 more good school places. The number of school places created at individual schools will be announced as part of each school’s published admission numbers following completion of the expansion project.
All of the 16 successful projects have planned to build capacity on their existing sites. There are no expansion projects on satellite sites.
Details of the Selective Schools Expansion Fund for 2019-20 is due to be announced during the autumn. Information will be available here: https://www.gov.uk/government/publications/selective-schools-expansion-fund.
The factors taken into account when assessing whether a proposal to expand onto a satellite site is a genuine expansion are provided in our guidance “Making significant changes to an open academy and closure by mutual agreement,” available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/751304/Making_significant_changes_and_closure_academy.pdf.
The former Secretary of State for Education (Nicky Morgan), my right hon. Friend the Secretary for Digital, Culture, Media and Sport made a statement in the house in October 2015, outlining the reasons for the decision to approve the expansion of the Weald of Kent Grammar school. The statement is available here: https://hansard.parliament.uk/Commons/2015-10-19/debates/15101917000002/SchoolExpansion#contribution-15101917000003.
The Department has no plans to publish any further information about the decision to approve the expansion of the Weald of Kent grammar school.
To ask the Secretary of State for Education, whether it is his Department's policy to lift the ban on the establishment of new selective schools.
To ask the Secretary of State for Education, whether it is his Department's policy to lift the ban on the establishment of new selective schools.
The establishment of new selective schools is prohibited by legislation.
To ask Her Majesty's Government what consideration is given to the effect on the intake of comprehensive secondary schools in the proximity of grammar schools which have successfully applied for satellite expansion under the Selective School Expansion Fund.
To ask Her Majesty's Government what consideration is given to the effect on the intake of comprehensive secondary schools in the proximity of grammar schools which have successfully applied for satellite expansion under the Selective School Expansion Fund.
The department can confirm that none of the 16 successful applications to the Selective Schools Expansion Fund (SSEF), announced 3 December 2018, applied for a satellite expansion. As we have done for the bids that were successful in round one, we will publish the Fair Access and Partnership Plans for schools that were successful in round two. The department does not intend to publish full SSEF bids as they contain commercially sensitive information.
Admission authorities for grammar schools are responsible for setting their selection tests, including determining the pass threshold. The department wants more pupils to be able to attend Good and Outstanding schools, and 98% of grammar schools are Good or Outstanding schools. Where the pass mark is determined by the admission authority to be a disproportionate barrier for entry for disadvantaged pupils in comparison to their non-disadvantaged peers, it could be considered appropriate to set a lower test pass mark for children eligible for pupil premium funding. Equally, grammar school admission authorities may raise their pass mark if they consider this appropriate. The admission authority would have to consider the impact of the changes on the allocation of places and their stated pupil admissions number.
The School Admissions Code requires all admission arrangements to be fair. A selection test is part of a school’s admission arrangements. The majority of schools who select on academic ability or aptitude age weight the results of their selection test. Where a selective school who admits on academic ability or aptitude does not age weight test results and a parent considers this unfair, they may raise an objection to the schools adjudicator, who has previously issued determinations on this particular issue.
The progress 8 scores for all individual secondary schools, including non-selective schools, are available online at the department’s Find and Compare schools website. The department also publishes data on pupil progress 8 scores in non-selective schools in all highly selective areas in “Key stage 4 and multi-academy trust performance 2018 (revised)”[1]: Selective and non-selective school performance data (of which one component is Progress 8 scores) is analysed by the department as part of ongoing consideration of school performance across the country.
To ask Her Majesty's Government whether they will publish the full bids of successful applications to the Selective School Expansion Fund; and if not, why not.
To ask Her Majesty's Government whether they will publish the full bids of successful applications to the Selective School Expansion Fund; and if not, why not.
The department can confirm that none of the 16 successful applications to the Selective Schools Expansion Fund (SSEF), announced 3 December 2018, applied for a satellite expansion. As we have done for the bids that were successful in round one, we will publish the Fair Access and Partnership Plans for schools that were successful in round two. The department does not intend to publish full SSEF bids as they contain commercially sensitive information.
Admission authorities for grammar schools are responsible for setting their selection tests, including determining the pass threshold. The department wants more pupils to be able to attend Good and Outstanding schools, and 98% of grammar schools are Good or Outstanding schools. Where the pass mark is determined by the admission authority to be a disproportionate barrier for entry for disadvantaged pupils in comparison to their non-disadvantaged peers, it could be considered appropriate to set a lower test pass mark for children eligible for pupil premium funding. Equally, grammar school admission authorities may raise their pass mark if they consider this appropriate. The admission authority would have to consider the impact of the changes on the allocation of places and their stated pupil admissions number.
The School Admissions Code requires all admission arrangements to be fair. A selection test is part of a school’s admission arrangements. The majority of schools who select on academic ability or aptitude age weight the results of their selection test. Where a selective school who admits on academic ability or aptitude does not age weight test results and a parent considers this unfair, they may raise an objection to the schools adjudicator, who has previously issued determinations on this particular issue.
The progress 8 scores for all individual secondary schools, including non-selective schools, are available online at the department’s Find and Compare schools website. The department also publishes data on pupil progress 8 scores in non-selective schools in all highly selective areas in “Key stage 4 and multi-academy trust performance 2018 (revised)”[1]: Selective and non-selective school performance data (of which one component is Progress 8 scores) is analysed by the department as part of ongoing consideration of school performance across the country.
To ask Her Majesty's Government what safeguards are in place to prevent selective schools and their local authorities increasing the proportion of pupils passing the 11-plus test by lowering the pass mark in order to increase the numbers of pupils meeting the admission criteria for selective state schools.
To ask Her Majesty's Government what safeguards are in place to prevent selective schools and their local authorities increasing the proportion of pupils passing the 11-plus test by lowering the pass mark in order to increase the numbers of pupils meeting the admission criteria for selective state schools.
The department can confirm that none of the 16 successful applications to the Selective Schools Expansion Fund (SSEF), announced 3 December 2018, applied for a satellite expansion. As we have done for the bids that were successful in round one, we will publish the Fair Access and Partnership Plans for schools that were successful in round two. The department does not intend to publish full SSEF bids as they contain commercially sensitive information.
Admission authorities for grammar schools are responsible for setting their selection tests, including determining the pass threshold. The department wants more pupils to be able to attend Good and Outstanding schools, and 98% of grammar schools are Good or Outstanding schools. Where the pass mark is determined by the admission authority to be a disproportionate barrier for entry for disadvantaged pupils in comparison to their non-disadvantaged peers, it could be considered appropriate to set a lower test pass mark for children eligible for pupil premium funding. Equally, grammar school admission authorities may raise their pass mark if they consider this appropriate. The admission authority would have to consider the impact of the changes on the allocation of places and their stated pupil admissions number.
The School Admissions Code requires all admission arrangements to be fair. A selection test is part of a school’s admission arrangements. The majority of schools who select on academic ability or aptitude age weight the results of their selection test. Where a selective school who admits on academic ability or aptitude does not age weight test results and a parent considers this unfair, they may raise an objection to the schools adjudicator, who has previously issued determinations on this particular issue.
The progress 8 scores for all individual secondary schools, including non-selective schools, are available online at the department’s Find and Compare schools website. The department also publishes data on pupil progress 8 scores in non-selective schools in all highly selective areas in “Key stage 4 and multi-academy trust performance 2018 (revised)”[1]: Selective and non-selective school performance data (of which one component is Progress 8 scores) is analysed by the department as part of ongoing consideration of school performance across the country.
To ask Her Majesty's Government what safeguards are in place to ensure that pupils born in the summer are not disadvantaged in the 11-plus tests for entry to selective state schools.
To ask Her Majesty's Government what safeguards are in place to ensure that pupils born in the summer are not disadvantaged in the 11-plus tests for entry to selective state schools.
The department can confirm that none of the 16 successful applications to the Selective Schools Expansion Fund (SSEF), announced 3 December 2018, applied for a satellite expansion. As we have done for the bids that were successful in round one, we will publish the Fair Access and Partnership Plans for schools that were successful in round two. The department does not intend to publish full SSEF bids as they contain commercially sensitive information.
Admission authorities for grammar schools are responsible for setting their selection tests, including determining the pass threshold. The department wants more pupils to be able to attend Good and Outstanding schools, and 98% of grammar schools are Good or Outstanding schools. Where the pass mark is determined by the admission authority to be a disproportionate barrier for entry for disadvantaged pupils in comparison to their non-disadvantaged peers, it could be considered appropriate to set a lower test pass mark for children eligible for pupil premium funding. Equally, grammar school admission authorities may raise their pass mark if they consider this appropriate. The admission authority would have to consider the impact of the changes on the allocation of places and their stated pupil admissions number.
The School Admissions Code requires all admission arrangements to be fair. A selection test is part of a school’s admission arrangements. The majority of schools who select on academic ability or aptitude age weight the results of their selection test. Where a selective school who admits on academic ability or aptitude does not age weight test results and a parent considers this unfair, they may raise an objection to the schools adjudicator, who has previously issued determinations on this particular issue.
The progress 8 scores for all individual secondary schools, including non-selective schools, are available online at the department’s Find and Compare schools website. The department also publishes data on pupil progress 8 scores in non-selective schools in all highly selective areas in “Key stage 4 and multi-academy trust performance 2018 (revised)”[1]: Selective and non-selective school performance data (of which one component is Progress 8 scores) is analysed by the department as part of ongoing consideration of school performance across the country.
To ask Her Majesty's Government what are the progress rates of pupils in non-selective secondary schools in Buckinghamshire, Kent and Lincolnshire compared to pupils in selective schools in those areas; and what assessment they have made of that data.
To ask Her Majesty's Government what are the progress rates of pupils in non-selective secondary schools in Buckinghamshire, Kent and Lincolnshire compared to pupils in selective schools in those areas; and what assessment they have made of that data.
The department can confirm that none of the 16 successful applications to the Selective Schools Expansion Fund (SSEF), announced 3 December 2018, applied for a satellite expansion. As we have done for the bids that were successful in round one, we will publish the Fair Access and Partnership Plans for schools that were successful in round two. The department does not intend to publish full SSEF bids as they contain commercially sensitive information.
Admission authorities for grammar schools are responsible for setting their selection tests, including determining the pass threshold. The department wants more pupils to be able to attend Good and Outstanding schools, and 98% of grammar schools are Good or Outstanding schools. Where the pass mark is determined by the admission authority to be a disproportionate barrier for entry for disadvantaged pupils in comparison to their non-disadvantaged peers, it could be considered appropriate to set a lower test pass mark for children eligible for pupil premium funding. Equally, grammar school admission authorities may raise their pass mark if they consider this appropriate. The admission authority would have to consider the impact of the changes on the allocation of places and their stated pupil admissions number.
The School Admissions Code requires all admission arrangements to be fair. A selection test is part of a school’s admission arrangements. The majority of schools who select on academic ability or aptitude age weight the results of their selection test. Where a selective school who admits on academic ability or aptitude does not age weight test results and a parent considers this unfair, they may raise an objection to the schools adjudicator, who has previously issued determinations on this particular issue.
The progress 8 scores for all individual secondary schools, including non-selective schools, are available online at the department’s Find and Compare schools website. The department also publishes data on pupil progress 8 scores in non-selective schools in all highly selective areas in “Key stage 4 and multi-academy trust performance 2018 (revised)”[1]: Selective and non-selective school performance data (of which one component is Progress 8 scores) is analysed by the department as part of ongoing consideration of school performance across the country.
To ask the Secretary of State for Education, whether it is his policy to allow existing selective schools to open new sites; and whether the Selective School Expansion Fund can be used to fund school expansion onto new sites.
To ask the Secretary of State for Education, whether it is his policy to allow existing selective schools to open new sites; and whether the Selective School Expansion Fund can be used to fund school expansion onto new sites.
The Department obtains legal advice as appropriate on new policy and its application to individual cases. The Education Act 1996, defines a school as an educational institution which is outside the further education sector and the higher education sector and is an institution for providing primary education, secondary education, or both primary and secondary education. Legislation permits all categories of schools to expand onto additional sites.
The selective schools expansion fund application guidance sets out that bids for expansions onto an additional site are permitted. The guidance highlights that the establishment of new selective schools is unlawful and that the Department must be confident that satellite proposals are genuine expansions and would not constitute new schools. This guidance can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/779310/Selective_schools_expansion_fund_-_Information_for_applicants.pdf.
A new school can be established by following the relevant processes and legislation as published on GOV.UK as below.
Opening and closing maintained schools: Statutory guidance for proposers and decision-makers can be found here:
School Organisation (Establishment and discontinuance of schools) Regulations 2013 can be found here: http://www.legislation.gov.uk/uksi/2013/3109/contents/made.
Collected guidance on opening a free school or mathematics school can be found here: https://www.gov.uk/government/collections/opening-a-free-school.
The free school presumption: Departmental advice for local authorities and new school proposers can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/706171/Academy_and_free_school_presumption_departmental_advice.pdf.
To ask the Secretary of State for Education, whether his Department has received legal advice on whether expansion of existing grammar schools to new sites or campuses is lawful.
To ask the Secretary of State for Education, whether his Department has received legal advice on whether expansion of existing grammar schools to new sites or campuses is lawful.
The Department obtains legal advice as appropriate on new policy and its application to individual cases. The Education Act 1996, defines a school as an educational institution which is outside the further education sector and the higher education sector and is an institution for providing primary education, secondary education, or both primary and secondary education. Legislation permits all categories of schools to expand onto additional sites.
The selective schools expansion fund application guidance sets out that bids for expansions onto an additional site are permitted. The guidance highlights that the establishment of new selective schools is unlawful and that the Department must be confident that satellite proposals are genuine expansions and would not constitute new schools. This guidance can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/779310/Selective_schools_expansion_fund_-_Information_for_applicants.pdf.
A new school can be established by following the relevant processes and legislation as published on GOV.UK as below.
Opening and closing maintained schools: Statutory guidance for proposers and decision-makers can be found here:
School Organisation (Establishment and discontinuance of schools) Regulations 2013 can be found here: http://www.legislation.gov.uk/uksi/2013/3109/contents/made.
Collected guidance on opening a free school or mathematics school can be found here: https://www.gov.uk/government/collections/opening-a-free-school.
The free school presumption: Departmental advice for local authorities and new school proposers can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/706171/Academy_and_free_school_presumption_departmental_advice.pdf.
To ask the Secretary of State for Education, what assessment he has made of the effect of the number of grammar schools on levels of social mobility.
To ask the Secretary of State for Education, what assessment he has made of the effect of the number of grammar schools on levels of social mobility.
Grammar schools are popular and oversubscribed. 98% of grammar schools are rated good or outstanding by Ofsted; 84% are rated outstanding.
Research shows that disadvantaged children attending grammar schools gain the greatest benefit in terms of their attainment.[1]
The Selective Schools Expansion Fund will fund selective school expansion only if there is a need for places and the schools have deliverable and ambitious plans in place to admit more disadvantaged pupils. Previous administrations permitted selective schools to expand without placing any requirements upon them to admit more disadvantaged children. Sixteen grammar schools have successfully secured funding to expand via the SSEF and a second bidding round has been launched.
In order to promote greater social mobility, the Department has also agreed a Memorandum of Understanding with the Grammar School Heads Association under the terms of which the Association has agreed to work with its members to increase the number of disadvantaged pupils on roll.
[1] Atkinson and Gregg ‘Who Benefits from Grammar Schools’ 2004 (http://www.bristol.ac.uk/media-library/sites/cmpo/migrated/documents/bulletin11.pdf) ‘Poor pupils who make it into grammar schools do exceptionally well, getting nearly eight grade points more – equivalent to eight GCSEs being raised from a C to a B. Those not attending grammar schools do no worse than their peers in non-selective LEAs. It is clear from this that selection does indeed work in favour of bright pupils from poor backgrounds’. Jon Andrews, Jo Hutchinson and Rebecca Johnes (2016), also found that ‘for children entitled to free school meals and attending grammar schools the estimated effect is larger than for non-FSM children – at around half a grade higher in each of eight GCSEs. However, it is important to note that this is based on just 500 grammar school pupils out of almost 90,000 FSM pupils in any single year group’ ‘Grammar schools and social mobility’, (Education Policy Institute) (http://dera.ioe.ac.uk/29308/1/Grammar_schools_and_social_mobility_policy_options_v2-1.pdf).
To ask the Secretary of State for Education, what (a) number and (b) proportion of children in those grammar schools that were successful in the second round of the selective school expansion fund are on free school meals.
To ask the Secretary of State for Education, what (a) number and (b) proportion of children in those grammar schools that were successful in the second round of the selective school expansion fund are on free school meals.
The information requested is not held centrally.
The Department launched the second round of the Selective Schools Expansion Fund on 11 February 2019. The deadline for applications is 23 April 2019 and the Department will not start to assess them until after then.
To ask the Secretary of State for Education, if he will respond to the report published on 10 January 2019 by the Higher Education Policy Institute entitled The Impact of Selective Secondary Education on Progression to Higher Education.
To ask the Secretary of State for Education, if he will respond to the report published on 10 January 2019 by the Higher Education Policy Institute entitled The Impact of Selective Secondary Education on Progression to Higher Education.
Selective schools are some of the highest performing schools in the country and an important part of a diverse education system. Almost all of them are rated Good or Outstanding, and they are popular with parents. That is why the Government continues to support their expansion, through the Selective School Expansion Fund, where they meet the high bar that has been set for working to increase the admission of pupils from disadvantaged backgrounds.
The Department is committed to opening more university-sponsered maths schools, building on the success of King’s College London Mathematics School and the Exeter Mathematics School, to help prepare more of the most mathematically able students to succeed in maths disciplines at top universities and pursue mathematically intensive careers.
The Department currently has no plans to formally respond to this paper.
Two grammar schools in Walsall have benefited from the selective schools expansion fund, but does the Minister endorse the work that they are doing to improve access for disadvantaged children?
Two grammar schools in Walsall have benefited from the selective schools expansion fund, but does the Minister endorse the work that they are doing to improve access for disadvantaged children?
Yes. The selective schools expansion fund was targeted precisely at ensuring that grammar schools which do not yet admit enough pupils from disadvantaged backgrounds and those on free schools meals are encouraged to admit such pupils. I have been very encouraged by the applications that we have seen from the 16 successful schools, and I look forward to seeing accessibility increase.
Yes. The selective schools expansion fund was targeted precisely at ensuring that grammar schools which do not yet admit enough pupils from disadvantaged backgrounds and those on free schools meals are encouraged to admit such pupils. I have been very encouraged by the applications that we have seen from the 16 successful schools, and I look forward to seeing accessibility increase.
Yes. The selective schools expansion fund was targeted precisely at ensuring that grammar schools which do not yet admit enough pupils from disadvantaged backgrounds and those on free schools meals are encouraged to admit such pupils. I have been very encouraged by the applications that we have seen from the 16 successful schools, and I look forward to seeing accessibility increase.
Two grammar schools in Walsall have benefited from the selective schools expansion fund, but does the Minister endorse the work that they are doing to improve access for disadvantaged children?
To ask the Secretary of State for Education, what (a) number and (b) proportion of children in those grammar schools that were successful in the first round of the selective school expansion fund are on free school meals.
To ask the Secretary of State for Education, what (a) number and (b) proportion of children in those grammar schools that were successful in the first round of the selective school expansion fund are on free school meals.
The attached table sets out the number and proportion of children on free school meals in the 16 grammar schools that were successful in the first round of the Selective School Expansion Fund (SSEF).
As a minimum requirement of the SSEF, schools were required to give second priority to pupil premium children in their oversubscription criteria. First priority in all schools must go to the admission of looked after and previously looked after children.
The Department wants to see more pupils from lower income backgrounds applying to, passing the test for, and being admitted to selective schools. This is why all schools applying to the SSEF were required to commit to taking steps to support these aims. All successful schools set out in their Fair Access and Partnership Plans methods by which they would increase access for disadvantaged children.
To ask the Secretary of State for Education, pursuant to the Answer of 4 September 2018 to Question 168002, to what budget the £5 million fund for transport to selective schools for disadvantaged pupils has been reallocated.
To ask the Secretary of State for Education, pursuant to the Answer of 4 September 2018 to Question 168002, to what budget the £5 million fund for transport to selective schools for disadvantaged pupils has been reallocated.
As the Department is not taking forward proposals to open new selective schools, we are not taking forward plans for free transport specifically for children who are eligible for free school meals who attend their nearest selective school. The £5.5 million allocated to this fund was therefore not retained by the Department.
Earlier this morning, my daughter Sophie—on her own merit, along with thousands of other schoolchildren—attended her first day at grammar school. What message does the Prime Minister have for my daughter Sophie and the thousands of other children who, on their own merit, secured a place at grammar school?
Earlier this morning, my daughter Sophie—on her own merit, along with thousands of other schoolchildren—attended her first day at grammar school. What message does the Prime Minister have for my daughter Sophie and the thousands of other children who, on their own merit, secured a place at grammar school?
First, I would say well done to my hon. Friend’s daughter Sophie and those other children. Secondly, I would say to Sophie and others that this is a country where how far you get on in life should depend on how hard you work and your talents and abilities. A good education is crucial to that, so I would say: enjoy your time at school and make the best of it, because education is the key that unlocks the door to your future.
First, I would say well done to my hon. Friend’s daughter Sophie and those other children. Secondly, I would say to Sophie and others that this is a country where how far you get on in life should depend on how hard you work and your talents and abilities. A good education is crucial to that, so I would say: enjoy your time at school and make the best of it, because education is the key that unlocks the door to your future.
First, I would say well done to my hon. Friend’s daughter Sophie and those other children. Secondly, I would say to Sophie and others that this is a country where how far you get on in life should depend on how hard you work and your talents and abilities. A good education is crucial to that, so I would say: enjoy your time at school and make the best of it, because education is the key that unlocks the door to your future.
Earlier this morning, my daughter Sophie—on her own merit, along with thousands of other schoolchildren—attended her first day at grammar school. What message does the Prime Minister have for my daughter Sophie and the thousands of other children who, on their own merit, secured a place at grammar school?
To ask the Secretary of State for Education, with reference to Spring Budget 2017, when he plans to set out plans for the £5 million fund for transport to selective schools for disadvantaged pupils.
To ask the Secretary of State for Education, with reference to Spring Budget 2017, when he plans to set out plans for the £5 million fund for transport to selective schools for disadvantaged pupils.
The Department is committed to ensuring every child is able to access a good school place, regardless of background. The new Selective Schools Expansion Fund will create more good school places where there is local demand by supporting the expansion of existing good or outstanding selective schools, where they have proposed compelling plans to increase the representation of students from disadvantaged backgrounds in their local areas.
Children will be eligible for free transport to a selective school if they meet the existing eligibility criteria.
The Department is not, however, taking forward proposals to open new selective schools and, not taking forward plans for free transport specifically for children who are eligible for free school meals who attend their nearest selective school.
Where disadvantaged pupils are not eligible for free transport, schools may wish to consider whether it is appropriate to use pupil premium funding to support transport costs for these pupils.
To ask the Secretary of State for Education, how many and what proportion of pupil premium students attended grammar schools in Gloucester in each of the last ten years.
To ask the Secretary of State for Education, how many and what proportion of pupil premium students attended grammar schools in Gloucester in each of the last ten years.
The pupil premium was introduced in 2011. The number and proportion of pupils eligible for the deprivation element of the pupil premium who attended one of the four grammar schools in Gloucester is shown in the table below.
Year | 2011-12 | 2012-13 | 2013-14 | 2014-15 | 2015-16 | 2016-17 | 2017-18 | 2018-19 |
Number of eligible pupils | 46 | 105 | 117 | 115 | 114 | 131 | 136 | 141 |
Rate within schools | 2.0% | 4.5% | 5.0% | 4.9% | 4.8% | 5.4% | 5.5% | 5.5% |
To ask the Secretary of State for Education, how many primary schools have been established on grammar school sites as a linked or feeder school (a) during 2017 and (b) since 2010.
To ask the Secretary of State for Education, how many primary schools have been established on grammar school sites as a linked or feeder school (a) during 2017 and (b) since 2010.
Of the primary schools opened since 2010, the Department is not aware of any that have been established on grammar school sites.
To ask the Secretary of State for Education, with reference to the Chancellor's announcement in the 2017 Budget , what the timetable is for the extension of free school transport for children in receipt of free school meals to those travelling to selective schools.
To ask the Secretary of State for Education, with reference to the Chancellor's announcement in the 2017 Budget , what the timetable is for the extension of free school transport for children in receipt of free school meals to those travelling to selective schools.
The Department is committed to ensuring every child is able to access a good school place, regardless of background. The new Selective Schools Expansion Fund will create more good school places where there is local demand by supporting the expansion of existing good or outstanding selective schools. Those schools that are successful in their application will be expected to undertake activity to encourage more pupils from low-income families to attend and be committed to improving access for disadvantaged pupils.
Children will be eligible for free transport to a selective school if they meet the existing eligibility criteria.
The Department expects more children to become eligible for free home to school transport as a result of new rules on eligibility for free school meals, and will be providing local authorities with additional funding to help them provide this.
The Department is not, however, taking forward proposals to open new selective schools and, not taking forward plans for free transport specifically for children who are eligible for free school meals who attend their nearest selective school.
Where disadvantaged pupils are not eligible for free transport, schools may wish to consider whether it is appropriate to use pupil premium funding to support transport costs for these pupils.
To ask the Secretary of State for Education, what steps he is taking to prevent selective schools and sixth form colleges (a) suspending pupils and (b) encouraging pupils to leave due to poor grades.
To ask the Secretary of State for Education, what steps he is taking to prevent selective schools and sixth form colleges (a) suspending pupils and (b) encouraging pupils to leave due to poor grades.
State-funded schools can only exclude a pupil, either permanently or for a fixed period, for disciplinary reasons. All decisions to exclude should be lawful, reasonable and fair and follow the statutory guidance issued by the Department. Exclusion on any grounds other than discipline, such as based on academic attainment or ability, is unlawful.
Permanent exclusion should only be used as a last resort, in response to a serious breach or persistent breaches of the school's behaviour policy and where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school. Where a pupil is asked to leave a school, the school must follow the formal exclusions process as set out in the statutory school exclusion guidance. In September 2017, the Department wrote to all schools reminding them of the rules on exclusion.
Schools can set admissions requirements for pupils moving into their sixth form because it is a transition stage. For example, entry requirements may be set on the basis of the grades the pupil achieved at Key Stage 4, and schools are permitted to remove pupils from their registers at this stage under the Education (Pupil Registration) (England) Regulations 2006, as amended, if the pupil has failed to meet these standards. However, once the pupil has been admitted to the school sixth form, it is unlawful to exclude them for any reason other than discipline. Moving from Year 12 to Year 13 is not a transition stage and therefore an academic requirement cannot be used to remove pupils and the formal exclusions process must be followed.
These regulations do not apply to sixth form colleges as they are not schools. However once a student is enrolled, the institution is expected to take all reasonable steps to ensure that the student can complete their programme.
It is a pleasure to open this debate on the spending of the Department for Education in my capacity as Chair of the Select Committee on Education. I thank the Backbench Business Committee for allowing the debate and particularly my colleagues on the Committee who are here in the Chamber...
It is a pleasure to open this debate on the spending of the Department for Education in my capacity as Chair of the Select Committee on Education. I thank the Backbench Business Committee for allowing the debate and particularly my colleagues on the Committee who are here in the Chamber...
Surely we have to do both. Expanding grammar schools provides opportunities, and this expansion will particularly target those from disadvantaged backgrounds, which is a great idea in support of it, but we also need to do what my right hon. Friend says for other children. I hope that he, like...
Surely we have to do both. Expanding grammar schools provides opportunities, and this expansion will particularly target those from disadvantaged backgrounds, which is a great idea in support of it, but we also need to do what my right hon. Friend says for other children. I hope that he, like...
As I said, I am not against grammar schools, but the problem is whether they are providing opportunities for the most disadvantaged pupils. Only 3% of pupils in grammar schools get free school meals, and I would rather the Government increase that proportion of pupils before giving grammar schools extra...
As I said, I am not against grammar schools, but the problem is whether they are providing opportunities for the most disadvantaged pupils. Only 3% of pupils in grammar schools get free school meals, and I would rather the Government increase that proportion of pupils before giving grammar schools extra...
The Institute for Fiscal Studies has found that in the last two years, funding per pupil fell by just over 4%, at a time when other costs have increased. The recent reallocation to school funding from other budgets still leaves schools in my constituency worse off by more than £300...
The Institute for Fiscal Studies has found that in the last two years, funding per pupil fell by just over 4%, at a time when other costs have increased. The recent reallocation to school funding from other budgets still leaves schools in my constituency worse off by more than £300...
While I accept that funding is much higher than it was in 2010—no doubt the Minister for School Standards will set that out—I also agree that there are increasing cost pressures, but I will make that argument in a moment.
I am full of admiration for my right hon. Friend the...
While I accept that funding is much higher than it was in 2010—no doubt the Minister for School Standards will set that out—I also agree that there are increasing cost pressures, but I will make that argument in a moment.
I am full of admiration for my right hon. Friend the...
Despite what the right hon. Gentleman says about the Government’s claim to have put £1.5 billion back into the system through the new formula, I have gone around schools in Coventry, and they are still just under £300 per head short—in other words, they are still facing cuts. He talks...
Despite what the right hon. Gentleman says about the Government’s claim to have put £1.5 billion back into the system through the new formula, I have gone around schools in Coventry, and they are still just under £300 per head short—in other words, they are still facing cuts. He talks...
If the hon. Gentleman will allow me, I will come on to those points later, and if he does not feel that I have responded to them, I would be happy for him to intervene again.
In truth, the £1.3 billion should never have been necessary. While the introduction of a...
If the hon. Gentleman will allow me, I will come on to those points later, and if he does not feel that I have responded to them, I would be happy for him to intervene again.
In truth, the £1.3 billion should never have been necessary. While the introduction of a...
I strongly support the point that the right hon. Gentleman is making. Do not the Government figures released last week—an extra 137,000 pupils in England’s schools, but a loss of 5,400 teachers and almost 3,000 teaching assistants—further underline and support his point about the insufficiency of the total quantum going...
I strongly support the point that the right hon. Gentleman is making. Do not the Government figures released last week—an extra 137,000 pupils in England’s schools, but a loss of 5,400 teachers and almost 3,000 teaching assistants—further underline and support his point about the insufficiency of the total quantum going...
I think those are mixed figures, because if we look at this in the round, the number of teachers has gone up by a significant amount since 2010. Again, this is part of the argument I have been making.
Such arguments are why the Education Committee has launched an inquiry into...
I think those are mixed figures, because if we look at this in the round, the number of teachers has gone up by a significant amount since 2010. Again, this is part of the argument I have been making.
Such arguments are why the Education Committee has launched an inquiry into...
The right hon. Gentleman is being generous in giving way. Does he accept—I hope the Education Committee will look at this—that there are particular problems with the national funding formula for special schools? Those schools are hit in two ways. First, the special schools budget has been conflated with the...
The right hon. Gentleman is being generous in giving way. Does he accept—I hope the Education Committee will look at this—that there are particular problems with the national funding formula for special schools? Those schools are hit in two ways. First, the special schools budget has been conflated with the...
The hon. Gentleman makes an important point. We are doing a separate inquiry into children with special educational needs and disabilities, which I hope will reflect the issues he has raised.
We began our inquiry on 19 June, with a scene-setting session featuring the National Foundation for Educational Research, the Education...
The hon. Gentleman makes an important point. We are doing a separate inquiry into children with special educational needs and disabilities, which I hope will reflect the issues he has raised.
We began our inquiry on 19 June, with a scene-setting session featuring the National Foundation for Educational Research, the Education...
Will the right hon. Gentleman give way?
Will the right hon. Gentleman give way?
I will give way for the last time, because I know you want me to get on, Madam Deputy Speaker.
I will give way for the last time, because I know you want me to get on, Madam Deputy Speaker.
Does the right hon. Gentleman agree that the whole pupil premium system needs to be reviewed in order to look at children facing bereavement and at different eligib—eligibil—[Interruption.] I will get there in the end.
Does the right hon. Gentleman agree that the whole pupil premium system needs to be reviewed in order to look at children facing bereavement and at different eligib—eligibil—[Interruption.] I will get there in the end.
You obviously need to work on that.
You obviously need to work on that.