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| Headteachers denounce Theresa May’s plan for more grammar schools | Headteachers denounce Theresa May’s plan for more grammar schools |
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| The headteachers’ professional body has condemned Theresa May’s plans for more grammar schools in a formal submission calling for more investment in early-years education instead, the Observer has learned. | The headteachers’ professional body has condemned Theresa May’s plans for more grammar schools in a formal submission calling for more investment in early-years education instead, the Observer has learned. |
| An unpublished document submitted to the Department for Education is understood to be scathing about the prime minister’s belief that selective education will improve social mobility. | An unpublished document submitted to the Department for Education is understood to be scathing about the prime minister’s belief that selective education will improve social mobility. |
| It notes that damage to children’s life chances is done in the early years. The gap between children with free school meals and their peers in passing five or more GCSEs, including in English and maths, grows to 60% by the time pupils reach the last year of primary school. | It notes that damage to children’s life chances is done in the early years. The gap between children with free school meals and their peers in passing five or more GCSEs, including in English and maths, grows to 60% by the time pupils reach the last year of primary school. |
| When children who have received high-quality early-years education start school, they are up to eight months ahead of their peers in literacy and language skills. | When children who have received high-quality early-years education start school, they are up to eight months ahead of their peers in literacy and language skills. |
| Details of the submission by the National Association of Headteachers – which represents heads and deputies in all sectors of education in England, Wales and Northern Ireland – can be revealed as a new analysis from the House of Commons library shows that four of the five areas where disadvantaged children perform worst, compared with their wealthier peers, are in areas where secondary education is fully or partially selective. | Details of the submission by the National Association of Headteachers – which represents heads and deputies in all sectors of education in England, Wales and Northern Ireland – can be revealed as a new analysis from the House of Commons library shows that four of the five areas where disadvantaged children perform worst, compared with their wealthier peers, are in areas where secondary education is fully or partially selective. |
| The attainment gap also widened in 19 of the 35 fully and partially selective areas (54%) in 2013-14 and 2014-15, which are the latest years for which data is available. | The attainment gap also widened in 19 of the 35 fully and partially selective areas (54%) in 2013-14 and 2014-15, which are the latest years for which data is available. |
| In September the prime minister announced her intention to allow both new selective schools to open and existing schools to become grammars. | In September the prime minister announced her intention to allow both new selective schools to open and existing schools to become grammars. |
| The general secretary of the NAHT, Russell Hobby, would not comment on the details of the association’s formal submission but confirmed that the body was opposed to May’s proposals. The government consultation closes on Monday. | The general secretary of the NAHT, Russell Hobby, would not comment on the details of the association’s formal submission but confirmed that the body was opposed to May’s proposals. The government consultation closes on Monday. |
| Hobby said: “The evidence does not support the expansion of grammar schools: they do not contribute to social mobility and will distract attention from the things that really matter. | Hobby said: “The evidence does not support the expansion of grammar schools: they do not contribute to social mobility and will distract attention from the things that really matter. |
| “Instead of this divisive and risky reform, we need a firm focus on the most pressing issues within education: getting great teachers for the pupils who need them most, supported by confident leaders and with access to an evidence base of what works.” | “Instead of this divisive and risky reform, we need a firm focus on the most pressing issues within education: getting great teachers for the pupils who need them most, supported by confident leaders and with access to an evidence base of what works.” |
| In September eight out of 10 NAHT members voted to oppose the plans to open more grammar schools. Hobby added: “School leaders know that selective school systems, using flawed and inaccurate tests, do not create schools that work for everyone. It is too late to address educational and social disadvantage at age 11 and it is impossible to fairly determine academic ability with a single pass-or-fail test. | In September eight out of 10 NAHT members voted to oppose the plans to open more grammar schools. Hobby added: “School leaders know that selective school systems, using flawed and inaccurate tests, do not create schools that work for everyone. It is too late to address educational and social disadvantage at age 11 and it is impossible to fairly determine academic ability with a single pass-or-fail test. |
| “Yes, we must do more for social mobility. The priorities are: good-quality education in the early years; strong and broad foundations at primary that build a love of learning; and – desperately needed now – appropriately qualified subject teachers at secondary. All of these goals rest on effective recruitment and sufficient funding.” | “Yes, we must do more for social mobility. The priorities are: good-quality education in the early years; strong and broad foundations at primary that build a love of learning; and – desperately needed now – appropriately qualified subject teachers at secondary. All of these goals rest on effective recruitment and sufficient funding.” |
| Lucy Powell MP, the former shadow education secretary who now chairs the All Party Parliamentary Group (APPG) on nursery schools and nursery classes, said there was a broad and growing coalition in parliament opposed to further grammar schools. | Lucy Powell MP, the former shadow education secretary who now chairs the All Party Parliamentary Group (APPG) on nursery schools and nursery classes, said there was a broad and growing coalition in parliament opposed to further grammar schools. |
| She said: “Ministers are failing to heed the warning from headteachers that it is a deep pool of excellent teachers and enough resources that will help them make a difference and narrow the education divide, rather than fetishising grammar schools as a silver bullet to tackle the social mobility crisis. | She said: “Ministers are failing to heed the warning from headteachers that it is a deep pool of excellent teachers and enough resources that will help them make a difference and narrow the education divide, rather than fetishising grammar schools as a silver bullet to tackle the social mobility crisis. |
| “There is a growing alliance in parliament against the expansion of selective education. If the prime minister continues to ignore the evidence of what works in education, she will see her grammar school plans blocked.” | “There is a growing alliance in parliament against the expansion of selective education. If the prime minister continues to ignore the evidence of what works in education, she will see her grammar school plans blocked.” |
| Later, a Department for Education spokesperson said: “Our Schools that Work for Everyone consultation puts forward proposals to allow more grammar school places to be created where parents want them, but only on the basis that strict conditions are met which will ensure they contribute to the improvement of the wider schools system. | |
| “Our proposals are about creating more choice, with more good school places in more parts of the country. We want to do this by lifting the ban on new grammars, and harnessing the resources and expertise of universities, faith schools and independent schools.” |