Here’s a thought-provoking question. A few weeks ago, Keir Starmer delivered a compelling speech on education policy, outlining his party’s mission to eliminate barriers to opportunity. Can anyone recall the key points?
Starmer’s speech encompassed admirable goals, such as dismantling the “class ceiling,” enhancing oracy skills in schools, boosting vocational education, investing in early years development, and reforming Ofsted’s definition of success.
However, as highlighted by Guardian columnist John Crace, much of the speech was instantly forgettable, leaving little lasting impact.
Why is this the case? The current state of education policy in England is deplorable. The tumultuous and often divisive flurry of ideas during Michael Gove’s disruptive revolution in the coalition years has left a void waiting to be filled by a substantial and progressive project. Unfortunately, given the composition of the government, the likelihood of such a project emerging is slim. Even recalling the names of recent education secretaries is a thankless task.
While Labour has taken a bold step in challenging the social divide perpetuated by private schools through their promise to end tax breaks, it falls short. The party needs more specific ideas and a clearer narrative to drive their agenda.
While many state schools excel in challenging circumstances, particularly in the aftermath of the long-lasting effects of Covid-19, numerous aspects of our education system belong to a bygone era. One example is the soulless GCSE system, designed as a final qualification for a time when the school leaving age was 16. Today, education is mandatory until 18, making these exams a zero-sum game where success for some necessitates failure for others. This perpetuates the class ceiling described by Starmer.
A viable solution to this issue could be the introduction of a genuine baccalaureate award at 18. This award would differ from Gove’s English baccalaureate, which merely encompasses academic GCSE subjects. Instead, it would be a comprehensive leaving qualification that every student could achieve, incorporating exam results, vocational qualifications, achievements in the arts, sports, projects, and civic involvement.
This approach would provide the enrichment that is sought-after in the private sector and expand the concept of a “good education.” It would also fulfill Starmer’s goal of equal recognition for vocational and academic qualifications, while assessing young people’s achievements beyond a pass-or-fail system. Ultimately, this could potentially replace GCSEs and A-levels, but that should not be a concern.
Furthermore, Starmer’s recent speech criticized the pervasive “sheep and goats” mentality deeply rooted in English education, stemming from the grammar and secondary-modern era. The remaining grammar schools disproportionately benefit from an expensive private tuition industry, resulting in fewer students with special educational needs, disabilities, or eligibility for free school meals. Moreover, covert selection tactics employed by various schools exacerbate social segregation.
International evidence supports the notion that successful education systems, which break the class ceiling by reducing achievement gaps related to family background, avoid segregating children into different types of schools. Labour should commit to phasing out the 11-plus test, strengthening the admissions code to prevent social selection, and ensuring that schools cannot achieve the highest Ofsted rating or any alternative evaluation method unless their student body is representative of the local community.
Lastly, Labour requires an inspiring narrative centered around children. Twenty years ago, the Blair government introduced the “Every Child Matters” initiative, which aimed to improve children’s life chances beyond exam results by focusing on their overall well-being and support services. Unfortunately, this initiative was dismantled by Gove in 2010. It is crucial to update and adapt “Every Child Matters” to address the impact of austerity and the challenges posed by Covid-19. The problems faced by schools are overwhelming, as evident from the high rates of school absence. Labour must recognize that investing in children is an investment in our collective future, rather than a burden on the government.
Socialist thinker RH Tawney summed up Labour’s potential approach succinctly: “What a wise parent would wish for their children, so the state must wish for all its children.” People are eager for Labour to provide a message of hope and inspiration, rather than frustration. Unfortunately, the recent decision to uphold the Tory two-child benefit cap indicates that Labour has yet to fully embody the notion that every child matters.
Nevertheless, there is an opportunity to envision a different education landscape—one where all young people can pursue their interests and talents and achieve recognized success. This vision entails true comprehensive schools that unite rather than divide children, providing support for every single student. It is an aspirational and inspirational goal worth remembering.
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