Schools

Moving on | 14 March 2019

Will independent schools ever be sensibly discussed in the media, in politics or over the supper tables of the nation? It is a long-standing national habit to view all independent schools as aloof, expensive, exclusive and barred to almost everyone in the land. The impression is now gaining ground that the cost has become so great (the figure £40,000 a year crops up regularly) that soon only Russian oligarchs and other members of the world’s super-rich elite will be able to afford them. This takes to extreme lengths a misapprehension that all independent schools, of which there are 2,500, have been created in the image of a handful of famous

School portraits | 14 March 2019

  Merchant Taylors’ School One of the country’s ‘great nine’ schools, Merchant Taylors’ School, near Rickmansworth, was founded in 1561 by the Merchant Taylors’ Company. Catering for boys from the ages of three to 18, it is highly academic but also well known for its extracurricular provision and pastoral care. Activities range from Combined Cadet Force and the Duke of Edinburgh Award to Greek and Mythology Club. It has a tutorial system, with each boy assigned a tutor who looks after him throughout his time at the school. Merchant Taylors’ also has a campus of 285 acres of parkland, and there is easy access from the Metropolitan line. More recently

A class of their own

I never meant to conduct a social experiment. I never intended to undermine anyone’s confidence in their judgement. And I certainly never meant to arouse so much hostility. Yet by choosing to home-school my six-year-old this is precisely what I seemed to be doing. Like many other desperate parents, I hadn’t got our first choice of primary state school (this year, just 68 per cent of parents in our Local Education Authority, Kensington and Chelsea, did). In fact, the only place for Izzy was at a primary across the river, which would take over an hour of travelling to get to. So I decided to teach Izzy at home. To

Ross Clark

Unconditionally yours

I know what it is like to receive an unconditional offer for university. In 1984, when I took the Cambridge entrance exam, if you passed, you then only had to meet the matriculation requirements of the university, which were two Es at A-level. For someone predicted straight As (virtually all Oxbridge candidates), that wasn’t asking a lot. It was hard not to slacken off a little, to take a mental gap year, or six months at any rate, for the last two terms of the sixth form. I slipped to a B in further maths, which seemed an embarrassment at the time, though I know others who took a bigger

Open access

Rugby was immortalised in Tom Brown’s School Days, but its headmaster, Peter Green, is brandishing another book — a Christie’s catalogue with the school’s name on it. During an attic clear-out items were discovered in an archive room and were put up for sale. They had been given to the school in around 1880 by the Old Rugbeian Matthew Holbeche Bloxam, and included Chinese ceramics and British watercolours. The highlight was a rare drawing by Dutch Old Master Lucas van Leyden, which sold for £10 million. If the decision to sell that seems crass, it isn’t, says Green. ‘Why would we keep it? It has no intrinsic value to Rugby School.

School report | 14 March 2019

Should we scrap GCSEs? A senior MP has suggested getting rid of GCSEs and reshaping A-levels altogether; but not everyone agrees. Robert Halfon, chairman of the Education Select Committee, wants to rewrite the exam system so that A-levels include a mixture of vocational, academic and arts subjects, arguing that ‘all the concentration should be on the final exam before you leave’. ‘All young people should have access to the technical and creative subjects that will give them the skills that employers are looking for,’ says Halfon. ‘We must move from knowledge-rich to knowledge-engaged.’ The Department for Education, on the other hand, shows no sign of dropping GCSEs, describing them as

Camilla Swift

Editor’s Letter | 14 March 2019

What should we do with difficult students? The ones who distract everyone else in the class, and don’t care how they are punished? Some schools exclude struggling pupils because they are worried that their exams performance might drag down the class’s grades. But children have a right to an education, says Sophia Waugh, so we need to find a solution. Former teacher Hannah Glickstein agrees, but argues that new Ofsted rules have been put in place by bureaucrats with no experience of teaching. It might not be the sexiest of subjects, but it’s certainly an important one. Talking of exams, Ross Clark takes a look at the rise in unconditional

Testing teachers’ limits

Next year the London Interdisciplinary School (LIS) will offer one degree, in design, technology and the humanities, to teach students to solve ‘complex problems’ like (they suggest) knife crime. Really? The key to problem solving is the development of two essential faculties — the imaginative and the critical. Can LIS really teach for those — or just how to pass exams? The philosopher Seneca insisted that the search for what really counted (his example was virtue) ‘cannot be delegated to someone else’. He illustrated it by telling the story of Calvisius Sabinus, who had the brains and bank account of the Roman equivalent of Sir Philip Green. His memory was

Rod Liddle

Save your children – take them out of school

A good decade or so ago I wrote a fairly vituperative article in response to a piece by the writer James Bartholomew in this magazine, who had announced that he intended to home-school his daughter Alex, aged nine. James had explained in great detail how he would inculcate his charge in the liberal arts: ‘I don’t want to give the impression that I will be a Gradgrind. We will have some fun, too. Alex loves to paint. We will go to the major Cézanne exhibition in Aix and see his paintings of Mont Sainte-Victoire. Then we will see the mountain itself from the same viewpoint that he used. I hope

Letters | 21 February 2019

The breakaway seven Sir: ‘In both parties there are fools at one end and crackpots at the other, but the great body in the middle is sound and wise.’ One of the magnificent seven speaking this week? Well, the sentiment is surely present day, but rather they are the words of Churchill in 1913 trying to engineer a centrist national movement from ‘a fusion of the two parties’. In those days, it was the Conservative and the Liberal parties, but the history of the middle ground since then augurs poorly not just for the breakaway seven, but for those of us who feel disenfranchised by politics. We can argue who

Letters | 7 February 2019

Fawning over China Sir: In reading your recent leading article on Huawei (‘Red-handed’, 2 February), I feel I should point out that it is not solely the British government who have been wrong-footed by the rise of China. Here in Canada, Prime Minister Trudeau has long desired to open up Canadian markets to Chinese companies, going so far as to express admiration for the country’s ‘basic dictatorship’. The Chinese press even bequeathed him with a charming nickname: the Little Potato. Now, in the face of the Huawei charges, Mr Potato has been forced to change course and has fired his ambassador, John McCallum, after he defended Huawei’s Chinese executives rather than supporting Canadians who

The problem with measuring progress

The Department for Education (DfE) published its finalised data on the 2018 GCSE results last week, revealing that, for the second year running, white pupils are doing worse in English secondary schools than any other ethnic group. According to the new Progress 8 measure, which assigns a score to GCSE entrants based on how much progress they’ve made between the ages of 11 and 16 relative to children of similar abilities, Chinese pupils do the best, with a score of 1.08, Asians are second (0.45), then blacks (0.12), mixed race (-0.02) and, bringing up the rear, whites (-0.10). What that score means is that on average white children are behind

Letters | 29 November 2018

The Irish border Sir: Contrary to the assertion that the Irish border ‘only hit the headlines’ after Leo Varadkar became Taoiseach in June 2017, as Liam Halligan claims (‘Irish troubles’, 24 November), the negative impact of Brexit on the peace process and the Good Friday Agreement was clearly signalled during the referendum campaign itself, including by the Irish government and by two former British prime ministers, Sir John Major and Tony Blair. There was no discontinuity in policy when Leo Varadkar succeeded Enda Kenny as Taoiseach, as reflected in the latter’s statement in February 2017. ‘The Irish government will oppose a hard border… This is a political matter, not a legal or

Worrying about schools is more than a middle-class obsession

The yearly scramble for school places is about to start and, as all British parents know, trying to find a school for your children can be an all-consuming business. When searching for a decent state primary for my own children, I was faced with intense competition for places in London along with soaring house prices. So I did what plenty of other middle class parents have done before me and moved out of the capital. For better or worse, my children’s education has dictated everything: from where I live to my choice of career. On this week’s Spectator podcast, Leah Mclaren takes issue with mothers like me. Isn’t the British obsession

Class war

One thing I love about my adopted country is the widespread cultural contempt for dullness. Unlike North Americans, intelligent British people rarely drone on in a witless or self-aggrandising manner. They deflect, make jokes and generally aim to please. But there is one boring subject no one here ever seems to tire of and that is schooling. ‘So where do your kids go?’ I’ve learned is just as loaded and inescapable a London dinner party question as ‘What do you do?’ or ‘Where are you on Brexit?’ If you choose private, you’d better have a plausible explanation (e.g. ‘We just didn’t want to make our child the social experiment’). And

Free schools top the league tables – again

According to data released by the Department for Education today, free schools have topped the league table when it comes to Progress 8. This metric, introduced three years ago, tells you how much progress children have made in a particular school between the ages of 11 and 16 relative to the progress other children have made with similar starting points. It’s a way of controlling for the fact that children enter secondary school with varying levels of prior attainment. If you just look at raw GCSE data, those schools that get the best results might not be the most effective; it could be that they’re attracting children of above average

Not dead – yet

It was a dark afternoon in November, and the wind was rattling the casements of the bare schoolroom. My small but enthusiastic class of Greek students nibbled chocolate biscuits and listened politely as I ploughed through yet another list of irregular verbs. Suddenly, standing by the electronic whiteboard, I had a sort of minor epiphany (Epiphany: from the Greek term for a god’s manifestation to undeserving mortals). Why, I asked myself, were these bright teenagers devoting so much time to studying a difficult language which they would never be able to use to communicate, whose native speakers died two millennia ago, and in which it would take years to reach

Camilla Swift

Rise of the machines

‘There is a profound mismatch between the way we are educating our young and the world we’re educating them for, and what should, and could, be happening.’ So says Sir Anthony Seldon, former headmaster of Wellington College and vice-chancellor of Buckingham University. Seldon is well known for promoting novel ideas when it comes to education. During his time at Wellington he was often in the limelight for his original style of thinking, or ‘visions for education’ as he puts it; for example, his decision to introduce mindfulness into the curriculum there. Seldon isn’t just a teacher, though. He’s also a historian and a political biographer, as well as being a

Summertime blues

Every year, like clockwork it comes, the traditional concern that the younger generation don’t do summer jobs like they used to. As the school holidays approach a politician is wheeled out to write a nostalgia piece about part-time jobs, and the ‘essential skills’ these offer. Holiday and Saturday jobs, you see, are the foundations of a successful career, with their promise of resilience-building and priority-juggling. Some statistics will be cited about businesses being desperate for applicants with ‘soft skills’, and on cue, media-friendly CEOs are trotted out to support whichever wayward minister has been handed the keys to the Workshy Teenagers wagon. And so it was that in late July,