HEADS AND TEACHERS
Comments on life in grammar school areas from heads, teachers, teaching assistants and other education professionals.
Non-selective schools in grammar areas
The existence of grammar schools hugely restrict the ability of a non selective to be rated good or outstanding. This has a significant impact on teacher recruitment to non-selective schools and to job security and job satisfaction for senior staff, especially head teachers.
Grammar school confusion
The two-tiered system confuses excellent teaching and education with high attainment/ outcomes. Grammar schools select the easiest type of children to teach; this has no relation as to whether they provide high-quality teaching and education.
A flawed system
This not simply about attainment. There is enough research evidence to show that children from more affluent families (who have been tutored to pass the 11+ test) are better fed, better rested and better prepared for school, so they will also be better placed to make good progress. Grammar schools attract high quality staff (which teacher would not rather work with able and amenable students?) leaving non-selective schools with a poorer quality of candidate for teaching posts. Ofsted also fails to recognise how much harder it is for non-selective schools in a selective area to make the necessary progress and attainment with the remaining 80% of students who did not pass the test.
Selective education problems
Grammar schools clearly take fewer children from vulnerable and disadvantaged groups. They encourage tutoring to “pass” a selection test which more wealthy parents can afford. They therefore discriminate against lower income families regardless of ability. Children at 11 are branded “failures” by the test which has a detrimental effect on their self esteem and confidence. Grammar schools teach a minority of the school population and have a negative effect on the majority of pupils in the areas in which they are situated.
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