Education

A hot, still day in Middlesbrough in early July 1970, the junior school summer term running down like an unplugged fan. Coming up soon would be the 11-plus, although we didn’t know it then and wouldn’t know it until the morning before the exam. All we knew or cared that fragrant, baking month was that soon we’d be free for six weeks. I think the teachers felt the same way. They were dilatory and listless, indulgent of our misbehaviour, the usual insistence upon discipline melting away in the heat. Why bother? That’s what the teachers must have thought. Why cram anything more into them with the holidays coming up? That month we’d already been let loose to play football at times when we were meant to be doing other stuff.

The amount of nonsense being talked about the new GCSEs in English and maths, whereby exams have been graded 9-1 rather than A*-G, is astonishing. The new grading system is ‘gibberish’ and will cost young people jobs, according to the Institute of Directors. The NSPCC thinks greater differentiation at the top end, with 9 being worth more than A*, will take a terrible toll on children’s mental health, while Mary Bousted, the General Secretary of the Association of Teachers and Lecturers, says the new system is ‘inherently ridiculous’. ‘To put 1 at the lowest and 9 at the top when the grades go alphabetically in a different order from A* to G just seems to put the icing on the cake,’ she says. Let us take these points in reverse order.

Today's Holy Smoke podcast responds to rumours that the Government is planning to betray parents who want to send their children to faith schools. As The Sunday Times reported: Ministers are expected to drop plans to allow Christian, Jewish and Muslim state schools to admit all their pupils from one faith after warnings that the move could heighten community divisions in Britain. A U-turn would jeopardise dozens of new free schools planned by faith groups, some to cope with the influx of Catholic families from Poland and other east European countries. Catholics said this weekend they would not open new state schools if they had to reserve half their places for children of other faiths, raising new school funding problems for the government.

On the Today programme a month ago, Education Secretary Justine Greening was asked whether she could name any ‘respected figure or institution’ in favour of more grammar schools. She declined to answer, which was taken to mean that she couldn’t, and that there wasn’t. I’ve been travelling a lot this year, so wasn’t around to offer my support. I’m back now. Assuming that a professor of education at a Russell Group university is respectable enough, let me wade into the debate: yes, I’m in favour of more grammar schools. Educational experts against more grammar schools — of which there are plenty — point to the current evidence from England and international evidence in their support. They’re wrong to do so on both counts.

On the one hand, perhaps he should only be thinking about football, Minecraft, his Lego Millennium Falcon and whether he is actually capable of magic. On the other, I can’t let this window of opportunity go by. Being five-years-old is a prime time for learning about the world and how things work. It might seem a bit too young to be dulling his imagination with compound interest, but it’s a lesson he probably won’t get at school (unfortunately) and is one he would do well to get sooner rather than later. That’s why I’ve started giving my five-year-old son £2 pocket money every week for the completion of very minor tasks, such as keeping his room tidy and getting himself dressed.