Section One:
The historical
context
Pupils who failed to get into grammar education
were seen as failing, and were unlikely to finish
secondary technical schools for those with a their education with any qualifications.
technical or scientific aptitude. (In practice, very few
of this last group were ever opened.) The Act gave head teachers, in consultation with
governors, control of the school curriculum and
Selection for secondary education was based on resourcing, though resources were also part of the
the eleven-plus, a test which combined intelligence LEA remit. It said very little about the curriculum
testing with skill testing in the areas of English and (other than religious education) and it was not
mathematics. This had a significant impact on anticipated that the Ministry of Education would
primary schools too
_
the number of pupils passing have a role in defining what the schools were
their eleven-plus at the school became a measure teaching. It was left to the teaching profession to
of success by which the new primary schools were decide what to teach and how to teach it. In fact,
judged. the minister did not have the legal right to
determine the content of education. As a result,
The General Certificate of Education (GCE), was head teachers were very much in control in the
introduced in 1951, and was designed for the top schools.
25% of the ability range. GCE exams were
normally taken at 16 (Ordinary Level) and 18 The Act categorised church schools as voluntary
(Advanced Level), mostly in the grammar schools ‘aided’ (where the Church had greater control) or
and the independent (public or private fee-paying) ‘controlled’ (where the LEA had greater control).
schools. The result was that the ‘parity of esteem Aided schools were offered 50% of their building
and prestige’ between grammar and secondary costs from state funds; controlled schools 100%.
modern schools, which the Act’s authors had All maintenance costs for both types of school
envisaged, never became a reality. Competition for would be paid by the state. Around 3,000 of the
grammar school places increased as these schools 9,000 church schools opted for voluntary aided
offered pupils the opportunity of a place at status, and all the Roman Catholic and Jewish
university and thereafter a professional career. schools too.
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