Background
to the Research
- NI has
operated a selective system of secondary and grammar schools since
1947. Between 1976 and 1979 the Labour government attempted to move
NI away from selective arrangements, but this was halted by the Conservative
government elected in 1979. Following the election of the Labour government
in 1997 the then Education Minister decided that any proposals for
change should be based on an informed discussion and debate. Towards
this end two research projects were commissioned, the second of which
is summarised in this briefing.
Research
Approach
- Firstly,
the systemic changes in schools in NI over the last 10 years were
considered. Secondly, the impact across a number of more specific
domains was considered.
- The
data collected and analysed included:
- Interviews
with teachers and pupils in post-primary schools;
- An
examination of the inter-relationship between secondary and grammar
schools within one area in NI, and comparison with schools in
a similar area in Scotland;
- Interviews,
observations and pupil data on teaching and learning in primary
schools;
- Postal
questionnaires on Transfer Test preparation (every primary school
in NI);
- Postal
questionnaires to a sample of NI parents; focus group interviews
with parents, young people, employers and training organisations
and third level education providers;
- Analysis
of statistical data;
- Reviews
of research and policy on the organisation of schools in other
countries.
Main
Findings
Impact
on primary schools
- Transfer
Test preparation has a backlash effect on the Key Stage 2 curriculum,
which is narrowed. Test preparation also encourages a teaching and
learning style which is not to the benefit of all pupils.
- Practically
all primary schools prepare pupils for the Transfer Tests, with most
beginning in Year 6. Out-of school coaching is widespread, although
primary principals believe this is not beneficial.
- Parents
of about a third of pupils in recent years opt their children out
of the Tests, mainly due to a belief that their children will not
achieve a grade that will gain entry to a grammar school.
Impact
on post-primary schools
- Due
to the link between Transfer Test performance and social background,
grammar school intake is predominantly comprised of pupils from non-manual
backgrounds, while secondary school intake is largely comprised of
pupils from manual backgrounds.
- Due
to open enrolment, demographic trends and the opening of two new Catholic
grammar schools, the proportion of pupils entering grammar school
since 1990 has increased. Secondary school teachers believe open enrolment
has created instability in the size and quality of their intakes and
increased the challenge they face.
- Secondary
school teachers say many pupils arrive with a sense of failure, such
that the schools set a high priority on providing a supportive environment
and work to enhance self-esteem and self-confidence. Grammar teachers
say their pupils arrive with a sense of success.
- There
was found to be limited curriculum continuity between Key Stages 2
and 3, attributed to the impact of Transfer Test preparation.
- There
is limited evidence that schools have altered their curriculum or
ethos to allow for the increased proportion of pupils going to grammar
schools. Innovation and change in secondary schools is more evident.
- Performance
of pupils at 16 years in grammar schools is closely linked to the
quality of the school's intake, while performance at 16 in secondary
schools is more closely linked to social disadvantage. Girls achieve
higher attainment than boys across all school types.
- Overall,
grammar schools show particularly high levels of academic achievement.
There is a long tail of low-achieving secondary schools.
- In
non-selective systems the average enrolment of schools is higher than
is the case in NI.
The
impact on teachers
- Primary
school teachers say that the final years of primary school are organised
around the demands of the Transfer Tests and pupils are often categorised
on the basis of their likely Test performance.
- Teachers
say they have faced considerable pressure from the wave of reforms
and initiatives over the past decade.
The
impact on pupils
- The
most important factor for a pupil in achieving a high GCSE score is
gaining a place in grammar school. After taking GCESs, grammar pupils
are most likely to take A-levels and work towards higher education.
The most common route for secondary pupils is to enter further education.
- There
are few differences between attitudes to school of grammar and secondary
pupils; or between pupils in NI and Scotland. Overall, pupils view
their own school in positive terms and focus on it.
- Year
8 and 12 pupils were aware of differences with between school types,
often related to the higher public esteem and status in which grammar
schools are held. Many pupils lose contact with primary school friends
who take a different route through post-primary education. Only secondary
school pupils had any sense of resentment.
Society
- People's
views on selection and the education system more generally appear
to be related to their own experience. Most have positive memories
of their post-primary school.
- The
high academic standards achieved by grammar schools are regarded highly
throughout society, although many people also worry about the potential
unfairness of the system and the level of low achievement that exists.
Models
for the organisation of schools
- There
appear to be 5 main models for the future organisation of NI schools:
- A
system of delayed selection (currently operated in Craigavon area
of NI);
- All-through
comprehensive schools (Scotland);
- Common
primary and lower secondary schools, followed by differentiated
upper secondary schools;
- Differentiated
post-primary schools with distinctive academic and vocational/technical
routes;
- The
status quo - selection at 11 and grammar and secondary schools.
- The
system in Craigavon was found to be popular in the area, however,
the evidence suggests that the pupils who were not selected at age
14 were not as well served by the system.
- The
main strength of all-through comprehensive systems or common lower
secondary schools is the flexibility provided for pupils as they maintain
opportunities and choices for a longer period. Social benefits may
also be derived by diverse pupil bodies. The main weaknesses are that
they limit the achievements of pupils of the highest levels of ability,
and rigid streaming may actually reduce the social benefits.
Conclusions
- The
most significant strengths may lie in the high academic standards
achieved by many grammar schools. A minority of post-primary teachers
fell that the teaching of science at Key Stage 2 and its inclusion
in the Transfer Tests has enhanced the teaching of the subject. A
minority of primary teachers welcomes the challenge provided by Transfer
Test preparation.
- A weakness
in the current system is the backwash effect on the primary school
curriculum.
- Teachers
in grammar schools define their role mainly as the achievement of
high academic standards, while teachers in secondary schools are required
to meet a wide range of objectives simultaneously. The two sets of
teachers often discuss the priorities of teaching and learning quite
differently.
- High
academic standards are important and schools are encouraged to increase
the performance of their pupils. The starting point for any discussion
of the best education structure ought to be the social, educational
and economic objectives young people should achieve from their educational
experience.
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