Andrew Adonis. Photograph: Getty Images
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Beyond our Berlin Wall

The way to pull down social barriers in England is through reforming education — encouraging private schools to become more involved in the state sector by backing academies. That could also spread excellence.

Two of the greatest challenges in English education today are, first, not just to reduce the number of underperforming comprehensives but to eradicate them, and second, to forge a new settlement between state and private education.

I put these two challenges together because they go together. It is my view, after 20 years of engagement with schools of all types, that England will never have a world-class education system or a “one-nation” society until state and private schools are part of a shared, national endeavour to develop the talents of all young people to the full.

The two also go together, in that academies are at the heart of the solution to both challenges. It is academies that are systematically eradicating failing comprehensives. And academies – as independent state schools – are the vehicle by which private schools can become systematically engaged in establishing and running state-funded schools.

So, just as the challenge is simple – how to unite state schools and private schools in a common endeavour – I believe the solution is also simple. Every successful private school, and private school foundation, should sponsor an academy or academies. They should do this alongside their existing fee-paying school or schools, turning themselves into federations of private and state-funded independent schools and following the lead of a growing number of private schools and their foundations that have done precisely this and would not think of going back, including Dulwich, Wellington, the Haberdashers’, the Mercers’, the Girls’ Day School Trust, the City of London Corporation and the King Edward VI Foundation in Birmingham.

Simple does not mean easy, nor does it mean little. By sponsoring academies I don’t just mean advice and assistance, the loan of playing fields and the odd teacher or joint activity, which is generally what passes for “private state partnership”, however glorified for the Charity Commission. I mean the private school or foundation taking complete responsibility for the governance and leadership of an academy or academies and staking their reputation on their success, as they do on the success of their fee-paying schools.

The roots of the state-private divide are so deep that they reach to the very foundation of state education in England in the 19th century. Historians talk a lot about Gladstone’s Elementary Education Act of 1870, which essentially started state education. But equally significant were Gladstone’s Endowed Schools Acts 1869 and 1873, which turned the great public schools and many of the newer grammar schools previously run in a rackety way by Crown, church or local appointees, into a Victorian equivalent of today’s academies, with independent governing foundations to control their assets, management and leadership. This Victorian academy status greatly strengthened the private schools as institutions. Yet their fees, and the conservative use of their charitable assets by their new governing bodies, kept most of them largely closed to all except the upper and upper middle classes. And so they remained as the state secondary system developed in parallel, and separately, in the decades after the Balfour Education Act 1902.

There was a moment at the end of the Second World War when history might have taken a different turn. An official report, published in 1944 on the day Dwight Eisenhower reviewed his bridgehead in Normandy, said that the social division between private and state schools “made far more difficult the task of those who looked towards a breaking down of those harddrawn class distinctions within society”. Even Winston Churchill, visiting his alma mater Harrow, talked to the boys of “broadening the intake” and of the public schools becoming more and more based on aspiring youth “in every class of the nation”.

But it didn’t happen. Two generations later, the only significant changes to the private school system are that it is larger and richer, and its average educational attainment has risen to among the highest in the world.

The reason for the failure of postwar policy to overcome the private-state divide can be explained simply. Both sides of politics, and both sides of education, positively wanted the divide to continue. So, for differing reasons, they adopted a one-word policy in respect of private schools: isolation.

On the Labour side, ideological antipathy to fee-paying, and later also to selective, education bred often intense hostility. But the social and legal position of the private schools –plus, paradoxically, the personal educational preferences of Labour leaders from Attlee to Wilson and Callaghan – kept at bay any attack beyond the rhetorical, except for the withdrawal of state funding schemes for small numbers of pupils to attend private schools.

I treasure Roy Jenkins’s exchange with Harold Wilson when turning down Wilson’s offer to become education secretary in 1965. “Looking for an excuse [to decline the job],” he records in his memoirs, “I said that all three of our children were at fee-paying schools and that this surely was an obstacle to being minister of education in a Labour government. Wilson brushed this aside as being of no importance. ‘So were mine,’ he said.” Tony Blair was the first prime minister in history to send his children to state secondary schools.

On the Tory side, there was an equal and opposite isolationism. Most Tory ministers and MPs went to private schools and sent their children to them. They still do. So long as Labour kept the dogs off, they had no desire to court controversy by proposing any role in the state system for private schools and their foundations. Better to let sleeping dogs lie.

So much for the politicians. The leaders of state and private schools were – and many of them remain – similarly isolationist. It was an article of faith among the leaders of the comprehensive movement that private schools were not only socially divisive but also, in their educational practice, largely irrelevant. This is still a pronounced view, even among academy head teachers. They say, to paraphrase: “What can that lot who just spoon-feed the children of the rich ever know about education in Hackney and Knowsley?” As for the heads of the private schools, many of them have been only too eager to agree, especially when the suggestion is made that they might manage academies.

Pressed further, they often say it’s not about ordinary children v privileged children but about non-selective schools vselective schools, an argument made by Sir Eric Anderson when provost of Eton. I found this richly ironic, given that Eton until recently was basically an allability comprehensive for the rich and titled.
 

Writ large

Those on the left, and in the state sector, who see the private schools as an irrelevance need only look at their huge footprint in almost every national elite, from politics and business to the media, sport and the arts. The Cameron- Clegg coalition is an Eton-Westminster coalition. (Westminster School accounted for two of the five Lib Dem ministers in cabinet until Chris Huhne’s resignation, and the rest of the cabinet is practically a roll-call of the other leading private schools.)

To those in the private schools and their governing bodies who are reluctant to embrace academies, I appeal to their professionalism and their charitable missions. It was excusable to stand apart from state-funded education when the state did not want them engaged in the first place. But that is the isolationist politics of the past. With the academies programme, supported across the political divide, they have an opportunity to engage in state-funded education without compromising their independence, renewing for the 21st century their essential moral and charitable purposes.

Depressingly, the politics of private-state school reform is still too often seen in terms of cash transactions. On the left, the conventional wisdom is that charitable status gives an unfair subsidy to private schools which ought to be ended, while some private school leaders and governors, whenever it is suggested that they might sponsor academies or otherwise support state education in a non-tokenistic way, retort that their parents are already paying twice for education, through their taxes and their school fees, so why should they pay a third time over? Some say they would rather “give up” charitable status than be expected to do this.

Both these approaches are misconceived, for they fundamentally misunderstand the position of private schools as charities. “Charitable status” is not a badge that can be awarded or taken away from the assets of private schools by the Charity Commission for good or bad behaviour. Nor could the government do this, nor even parliament, unless charitable assets nationwide are to be held liable to random nationalisation. Rather, it is fundamental to their being, like blood in a mammal.

The assets of Eton, Westminster, Winchester and the rest are vested in their present trustees and managers on the understanding that they be deployed for charitable purposes. Private school charities can no more “give up” charitable status than they can have it stripped from them. If they do not wish to continue as charities, or if they are unwilling to perform genuine charitable endeavour, then their highly valuable charitable assets should be passed into hands willing to do so. If the governors of Westminster School, for instance, then want to set up a separate, non-charitable trust solely or very largely concerned with the education of those able to pay their fees of £31,000 a year, that is up to them.

The charitable purposes of these institutions could not be clearer. William of Wykeham established Winchester for the education mainly of poor scholars, and only a small number of “noble commoners”. Henry VI set up Eton for poor scholars. Charterhouse was established by Sir Thomas Sutton, the wealthiest commoner in England, for – yes, more poor scholars. Elizabeth I endowed Westminster School for the same purpose; to this day it is an integral part of Westminster Abbey. John Lyon set up Harrow in 1572 as a free grammar school for the education of boys of the parish of Harrow.
 

Conscience and duty

I could go on through the statutes, charters and founding deeds of hundreds of private schools. It shouldn’t take the Charity Commission to challenge private school foundations about their charitable mission. Their trustees and governors should look to them constantly as a matter of conscience and duty.

With each passing decade many of these schools have become more, not less exclusive, and for generations now few of them have done anything bold to reconnect with their charitable purpose. Most of them are seeking to provide a few more bursaries. Yet it is hard to argue that this is enough, when they could also be running academies whose central purpose is the mission for which their assets were intended in the first place.

As for the idea that these great schools and foundations are not capable of making a success of academies with a more challenging pupil intake, it is a comic proposition. The governing body of Eton is chaired by the former Conservative minister William Waldegrave. Its members include three professors, three knights, five PhDs and a Prussian princess. Westminster School’s governing body is chaired by the Dean of Westminster – John Hall, the former chief education officer of the Church of England who was the driving force behind the Church’s decision to set up more than 30 academies. His fellow governors include the Dean of Christ Church, Oxford, the Master of Trinity College, Cambridge, three professors, two canons, two knights, one baron and one dame.

Almost every private school governing body in the country is a catalogue of the very great and the very good, locally or nationally, including business, religious and educational leaders.

The notion that these organisations, if they have the will to do so, cannot command the resources and the expertise needed to run a successful school or schools in less advantaged areas – if that were true, England would indeed be Greece, about to default on its whole society and not just its state borrowing.

However, there is no need to argue by assertion. The leaders are there. Dulwich is spon - soring an academy in Sheppey. Wellington is sponsoring an academy in Wiltshire. The King Edward VI Foundation is sponsoring an academy in Sheldon, east Birmingham. All these academies replace failing comprehensives. The Girls’ Day School Trust has converted two of its outstanding private schools, in Liverpool and Birkenhead, into state academies. And five substantial academy chains – built up by the Mercers’ Company, the Haberdashers’ Company, the Woodard Corporation, the United Church Schools Trust and the City of London Corporation – have grown out of the management of historic chains of private schools, leveraging this expertise and experience in education to service academies alongside. With vision and leadership, there could be hundreds more academies sponsored by private school foundations.

It would also be good to see successful independent day schools convert to become academies. It was one of my main objectives for the academies programme, as minister for schools, that it should be a vehicle for a modern version of the “direct grant” scheme, which until its abolition in the 1970s made it possible for leading independent grammar schools to be state funded without charging fees. I had in mind a simple model. The private school would become an academy, fully retaining its independent management and character but without fees for any pupils. It would exchange academically selective admission for all-ability admission, with a large catchment area and “banded” admissions so as to ensure a fully comprehensive ability range. There would also be a large sixth form, underpinning continued very strong academic performance.

A direct-grant sector on these lines is gathering scale. I encouraged and oversaw the transition of five historic fee-paying secondary schools to academy status (William Hulme’s Grammar School in Manchester, the Belvedere School in Liverpool, Birkenhead High School, and Colston’s Girls’ and Bristol Cathedral schools in Bristol). All five are still performing strongly as academies, while expanding their intake and greatly broadening their social range. The Cameron government has continued this policy. Liverpool College and the King’s School, Tynemouth – both highly successful independent day schools in localities that suffer from high levels of deprivation – have recently decided to become academies.

With government encouragement, there could soon be 50 or 60 more “direct grant” academies. Over time, these direct grant academies could sponsor new academies, replicating their ethos and success within the system.

I recently visited the Petchey Academy, one of the five such schools in Hackney, east London, sponsored by Jack Petchey, a great East End philanthropist. His academy isn’t just about examination results; it is about education for character, for community and for citizenship. This is done brilliantly, in one of London’s most deprived communities.

The staff were particularly keen that I should see debating teams from Years 10 and 11 debate before the whole of both year groups. The debaters were articulate and well prepared, just like the pupils in all those private school debating societies.

The motion they were debating was: “This House would abolish the private schools.” It was carried by two to one. All the old arguments were aired. Unfairness. Privilege. Elitism. Afterwards, I asked the girl who had led the charge whether she had ever visited a private school. “Of course not,” she said. “Why would they want to have anything to do with anyone from around here?”

Why indeed. It is time to bury the past and build a better future.

Andrew Adonis is a Labour peer and served as schools minister from 2005-2008. For a unique New Statesman reader offer on his new book, “Education, Education, Education” – just £8 (rrp £12.99), signed and with a personalised inscription – visit bitebackpublishing.com and enter the promotional code: NSEducation.

This article first appeared in the 17 September 2012 issue of the New Statesman, Who comes next?

MARTIN O’NEILL
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The new young fogeys

Today’s teens and twentysomethings seem reluctant to get drunk, smoke cigarettes or have sex. Is abstinence the new form of youth rebellion?

In a University College London lecture theatre, all eyes are on an elaborate Dutch apple cake. Those at the back have stood up to get a better look. This, a chorus of oohs and aahs informs me, is a baked good at its most thrilling.

In case you were wondering, UCL hasn’t rented out a room to the Women’s Institute. All thirty or so cake enthusiasts here are undergraduates, aged between 18 and 21. At the third meeting this academic year of UCL’s baking society, the focus has shifted to a Tupperware container full of peanut butter cookies. One by one, the students are delivering a brief spiel about what they have baked and why.

Sarah, a 19-year-old human sciences undergraduate, and Georgina, aged 20, who is studying maths and physics, help run the baking society. They tell me that the group, which was set up in 2012, is more popular than ever. At the most recent freshers’ fair, more than 750 students signed up. To put the number in perspective: that is roughly 15 per cent of the entire first-year population. The society’s events range from Great British Bake Off-inspired challenges to “bring your own cake” gatherings, such as today’s. A “cake crawl”, I am told, is in the pipeline. You know, like a pub crawl . . . but with cake? Georgina says that this is the first year the students’ union has advertised specifically non-drinking events.

From the cupcake boom to the chart-topping eminence of the bow-tie-wearing, banjo-plucking bores Mumford & Sons, the past decade of youth culture has been permeated by wholesomeness. According to the Office for National Statistics (ONS), this movement is more than just aesthetic. Not only are teenage pregnancies at their lowest level since records began in the 1960s, but drug-taking, binge drinking and sexually transmitted infections among young people have also taken significant dives. Drug use among the under-25s has fallen by a quarter over the past ten years and heavy drinking – measured by how much a person drinks in an average week – is down by 15 per cent. Cigarettes are also losing their appeal, with under-25 smokers down by 10 per cent since 2001. Idealistic baby boomers had weed and acid. Disaffected and hedonistic Generation X-ers had Ecstasy and cocaine. Today’s youth (which straddles Generations Y and Z) have cake. So, what shaped this demographic that, fairly or otherwise, could be called “Generation Zzzz”?

“We’re a lot more cynical than other generations,” says Lucy, a 21-year-old pharmacy student who bakes a mean Welsh cake. “We were told that if we went to a good uni and got a good job, we’d be fine. But now we’re all so scared we’re going to be worse off than our parents that we’re thinking, ‘Is that how we should be spending our time?’”

“That” is binge drinking. Fittingly, Lucy’s dad – she tells me – was an anarchist with a Mohawk who, back home in the Welsh valleys, was known to the police. She talks with deserved pride about how he joined the Conservative Party just to make trouble and sip champagne courtesy of his enemies. Lucy, though decidedly Mohawk-free, is just as politically aware as her father. She is concerned that she will soon graduate into a “real world” that is particularly hard on women.

“Women used to be a lot more reliant on men,” she says, “but it’s all on our shoulders now. One wage isn’t enough to support a family any more. Even two wages struggle.”

***

It seems no coincidence that the downturn in drink and drugs has happened at the same time as the worst financial crisis since the Great Depression. Could growing anxiety about the future, combined with a dip in disposable income, be taming the under-25s?

“I don’t know many people who choose drugs and alcohol over work,” says Tristan, a second-year natural scientist. He is one of about three men at the meeting and it is clear that even though baking has transcended age it has yet to transcend gender to the same extent. He is softly spoken and it is hard to hear him above a room full of sugar-addled youths. “I’ve been out once, maybe, in the past month,” he says.

“I actually thought binge drinking was quite a big deal for our generation,” says Tegan, a 19-year-old first-year linguistics undergraduate, “but personally I’m not into that. I’ve only been here three weeks and I can barely keep up with the workload.”

Tegan may consider her drinking habits unusual for someone her age but statistically they aren’t. Over a quarter of the under-25s are teetotal. Neither Tegan nor Lucy is dull. They are smart, witty and engaging. They are also enthusiastic and seemingly quite focused on work. It is this “get involved” attitude, perhaps, that distinguishes their generation from others.

In Absolutely Fabulous, one of the most popular British sitcoms of the 1990s, a lot of the humour stems from the relationship between the shallow and fashion-obsessed PR agent Edina Monsoon and her shockingly straitlaced teenage daughter, Saffie. Although Saffie belongs to Generation X, she is its antithesis: she is hard-working, moral, politically engaged, anti-drugs and prudishly anti-sex. By the standards of the 1990s, she is a hilarious anomaly. Had Ab Fab been written in the past couple of years, her character perhaps would have been considered too normal. Even her nerdy round glasses and frumpy knitted sweaters would have been considered pretty fashionable by today’s geek-chic standards.

Back in the UCL lecture theatre, four young women are “geeking out”. Between mouthfuls of cake, they are discussing, with palpable excitement, a Harry Potter-themed summer camp in Italy. “They play Quidditch and everything – there’s even a Sorting Hat,” says the tall, blonde student who is leading the conversation.

“This is for children, right?” I butt in.

“No!” she says. “The minimum age is actually 15.”

A kids’ book about wizards isn’t the only unlikely source of entertainment for this group of undergraduates. The consensus among all the students I speak to is that baking has become so popular with their demographic because of The Great British Bake Off. Who knew that Mary Berry’s chintzy cardigans and Sue Perkins’s endless puns were so appealing to the young?

Are the social and economic strains on young people today driving them towards escapism at its most gentle? Animal onesies, adult ball pools (one opened in west London last year) and that much-derided cereal café in Shoreditch, in the East End, all seem to make up a gigantic soft-play area for a generation immobilised by anxiety.

Emma, a 24-year-old graduate with whom I chatted on email, agrees. “It feels like everyone is more stressed and nervous,” she says. “It seems a particularly telling sign of the times that adult colouring-in books and little, cutesy books on mindfulness are such a massive thing right now. There are rows upon rows of bookshelves dedicated solely to all that . . . stuff.” Emma would know – she works for Waterstones.

From adult colouring books to knitting (UCL also has a knitting society, as do Bristol, Durham, Manchester and many more universities), it is hard to tell whether the tsunami of tweeness that has engulfed middle-class youth culture in the past few years is a symptom or a cause of the shrinking interest in drugs, alcohol, smoking and other “risk-taking” behaviours.

***

Christine Griffin is Professor of Social Psychology at Bath University. For the past ten years, she has been involved in research projects on alcohol consumption among 18-to-25-year-olds. She cites the recession as a possible cause of alcohol’s declining appeal, but notes that it is only part of the story. “There seems to be some sort of polarisation going on,” Griffin says. “Some young people are actually drinking more, while others are drinking less or abstaining.

“There are several different things going on but it’s clear that the culture of 18-to-25-year-olds going out to get really drunk hasn’t gone away. That’s still a pervasive social norm, even if more young people are drinking less or abstaining.”

Griffin suggests that while frequent, sustained drinking among young people is in decline, binge drinking is still happening – in short bursts.

“There are still a lot of people going to music festivals, where a huge amount of drinking and drug use goes on in a fairly unregulated way,” she says. It is possible that music festivals and holidays abroad (of the kind depicted in Channel 4 programmes such as What Happens in Kavos, in which British teenagers leave Greek islands drenched in booze and other bodily fluids) are seen as opportunities to make a complete escape from everyday life. An entire year’s worth of drinking, drug-taking and sex can be condensed into a week, or even a weekend, before young people return to a life centred around hard work.

Richard De Visser, a reader in psychology at Sussex University, also lists the economy as a possible cause for the supposed tameness of the under-25s. Like Griffin, however, he believes that the development is too complex to be pinned purely on a lack of disposable income. Both Griffin and De Visser mention that, as Britain has become more ethnically diverse, people who do not drink for religious or cultural reasons – Muslims, for instance – have become more visible. This visibility, De Visser suggests, is breaking down taboos and allowing non-mainstream behaviours, such as not drinking, to become more socially accepted.

“There’s just more variety,” he says. “My eldest son, who’s about to turn 14, has conversations – about sexuality, for example – that I never would’ve had at his age. I think there’s more awareness of alcohol-related problems and addiction, too.”

De Visser also mentions the importance of self-image and reputation to many of the young non-drinkers to whom he has spoken. These factors, he argues, are likely to be more important to people than the long-term effects of heavy drinking. “One girl I interviewed said she wouldn’t want to meet the drunk version of herself.”

Jess, a self-described “granny”, is similarly wary of alcohol. The 20-year-old Liverpudlian, who works in marketing, makes a bold claim for someone her age. “I’ve never really been drunk,” she says. “I’ve just never really been bothered with alcohol or drugs.” Ironically, someone of her generation, according to ONS statistics, is far more likely to be teetotal than a real granny at any point in her life. Jess says she enjoys socialising but her nights out with close friends are rather tame – more likely to involve dinner and one quick drink than several tequila shots and a traffic cone.

It is possible, she suggests, that her lack of interest in binge drinking, or even getting a little tipsy, has something to do with her work ethic. “There’s a lot more competition now,” she says. “I don’t have a degree and I’m conscious of the need to be on top of my game to compete with people who do. There’s a shortage of jobs even for people who do have degrees.”

Furthermore, Jess says that many of her interactions with friends involve social media. One theory put forward to explain Generation Zzzz is that pubs are losing business to Facebook and Twitter as more and more socialising happens online. Why tell someone in person that you “like” their baby, or cat, or new job (probably over an expensive pint), when you can do so from your sofa, at the click of a button?

Hannah, aged 22, isn’t so sure. She recently started her own social media and communications business and believes that money, or the lack of it, is why her peers are staying in. “Going out is so expensive,” she says, “especially at university. You can’t spend out on alcohol, then expect to pay rent and fees.” Like Jess (and as you would probably expect of a 22-year-old who runs a business), Hannah has a strong work ethic. She also has no particular interest in getting wasted. “I’ve always wanted my own business, so for me everything else was just a distraction,” she says. “Our generation is aware it’s going to be a bit harder for us, and if you want to support yourself you have to work for it.” She also suggests that, these days, people around her age have more entrepreneurial role models.

I wonder if Hannah, as a young businesswoman, has been inspired by the nascent strand of free-market, “lean in” feminism. Although the women’s movement used to align itself more with socialism (and still does, from time to time), it is possible that a 21st-century wave of disciples of Sheryl Sandberg, Facebook’s chief operating officer, is forswearing booze, drugs and any remote risk of getting pregnant, in order to get ahead in business.

But more about sex. Do the apparently lower rates of sexually transmitted infections and teenage pregnancies suggest that young people are having less of it? In the age of Tinder, when hooking up with a stranger can be as easy as ordering a pizza, this seems unlikely. Joe Head is a youth worker who has been advising 12-to-21-year-olds in the Leighton Buzzard area of Bedfordshire on sexual health (among other things) for 15 years. Within this period, Head says, the government has put substantial resources into tackling drug use and teen pregnancy. Much of this is the result of the Blair government’s Every Child Matters (ECM) initiative of 2003, which was directed at improving the health and well-being of children and young adults.

“ECM gave social services a clearer framework to access funds for specific work around sexual health and safety,” he says. “It also became a lot easier to access immediate information on drugs, alcohol and sexual health via the internet.”

***

Head also mentions government-funded education services such as Frank – the cleverly branded “down with the kids” anti-drugs programme responsible for those “Talk to Frank” television adverts. (Remember the one showing bags of cocaine being removed from a dead dog and voiced by David Mitchell?)

But Head believes that the ways in which some statistics are gathered may account for the apparent drop in STIs. He refers to a particular campaign from about five years ago in which young people were asked to take a test for chlamydia, whether they were sexually active or not. “A lot of young people I worked with said they did multiple chlamydia tests throughout the month,” he says. The implication is that various agencies were competing for the best results in order to prove that their education programmes had been effective.

However, regardless of whether govern­ment agencies have been gaming the STI statistics, sex education has improved significantly over the past decade. Luke, a 22-year-old hospital worker (and self-described “boring bastard”), says that sex education at school played a “massive part” in his safety-conscious attitude. “My mother was always very open [about sex], as was my father,” he says. “I remember talking to my dad at 16 about my first serious girlfriend – I had already had sex with her by this point – and him giving me the advice, ‘Don’t get her pregnant. Just stick to fingering.’” I suspect that not all parents of millennials are as frank as Luke’s, but teenagers having sex is no longer taboo.

Luke’s attitude towards drugs encapsulates the Generation Zzzz ethos beautifully: although he has taken MDMA, he “researched” it beforehand. It is this lack of spontaneity that has shaped a generation of young fogeys. This cohort of grannies and boring bastards, of perpetual renters and jobseekers in an economy wrecked by less cautious generations, is one that has been tamed by anxiety and fear.

Eleanor Margolis is a freelance journalist, whose "Lez Miserable" column appears weekly on the New Statesman website.

This article first appeared in the 05 February 2015 issue of the New Statesman, Putin's war