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.