96-732: Lady Verney High School was a girls' grammar school in High Wycombe , Buckinghamshire , England that closed in 1993. The origin of the school was in the girls' section of Wycombe Technical School in Easton Street, High Wycombe. It was established in November 1956 and opened in January 1957 with 260 pupils in the former premises of Wycombe High School in Benjamin Road, which dated from 1906. They were too small to cope with
192-602: A 1956 parliamentary debate. There was a focus on training in basic subjects, such as arithmetic, mechanical skills such as woodworking and domestic skills, such as cookery. In an age before the advent of the National Curriculum , the specific subjects taught were chosen by the individual schools, but the curriculum at the Frank Montgomery School in Kent (at its opening in 1935 as a central school)
288-621: A basic secondary education. Prior to 1944 however the majority (80%) attended only elementary school prior to leaving at 14. As recommended by the Spens Report of 1938 and Norwood Report of 1943, educational practice in the 1940s developed this system so that children were tested and streamed into the renamed grammar, technical and secondary modern schools at the age of eleven. In practice, few technical schools were created, and most technical and central schools, such as Frank Montgomery School in Kent, became secondary modern schools. As
384-542: A consultation on proposals to allow existing grammar schools to expand and new ones to be set up. The Labour and Liberal Democrat parties remain opposed to any expansion. Attempts to move to a comprehensive system (as in the rest of the United Kingdom) have been delayed by shifts in the administration of Northern Ireland . As a result, Northern Ireland still maintains the grammar school system, with many pupils being entered for academic selection exams similar to
480-600: A few areas have kept a formal grammar school system along the lines of the Tripartite System. In these areas, the eleven plus exam is used solely to identify a subset of children (around 25%) considered suitable for grammar education. When a grammar school has too many qualified applicants, other criteria are used to allocate places, such as siblings, distance or faith. Such systems still exist in Buckinghamshire, Rugby and Stratford districts of Warwickshire,
576-662: A few cases, Hebrew. The teaching of these languages was hampered by a shortage of non-Latin type and of teachers fluent in the languages. During the 16th and 17th centuries the establishment of grammar schools became a common act of charity by nobles, wealthy merchants and guilds ; for example The Crypt School , Gloucester, founded by John and Joan Cook in 1539, Sir Roger Manwood's School , founded in 1563 by Sandwich jurist Roger Manwood , and Spalding Grammar School , founded by John Gamlyn and John Blanche in 1588. Many of these are still commemorated in annual "Founder's Day" services and ceremonies at surviving schools. The usual pattern
672-419: A few competitive scholarships) teaching broad curricula to boys or girls. In the late Victorian era there was a great emphasis on the importance of self-improvement , and many schools established at that time emulated the great public schools , copying their curriculum, ethos and ambitions, and some took or maintained the title "grammar school" for historical reasons. A girls' grammar school established in
768-446: A grammar school as a school in which the learned languages are grammatically taught ; However, by this time demand for these languages had fallen greatly. A new commercial class required modern languages and commercial subjects. Most grammar schools founded in the 18th century also taught arithmetic and English. In Scotland, the burgh councils updated the curricula of their schools so that Scotland no longer has grammar schools in any of
864-410: A lifetime of social exclusion and crippling self-doubt.' According to Anthony Sampson , in his book Anatomy of Britain (1965), there were structural problems within the testing process that underpinned the eleven plus which meant it tended to result in secondary modern schools being overwhelmingly dominated by the children of poor and working-class parents, while grammar schools were dominated by
960-419: A marked practical bent, as well as for the special problem of the backward children'. At a secondary modern school there was a core curriculum of 'English (or English and Welsh), mathematics, history, geography and science. In addition pupils might receive training in a wide range of practical skills. 'Rural science, auto-engineering, pre-apprenticeship, practical crafts, and electrical science' were mentioned in
1056-413: A number of state grammar schools, still retaining their selective intake, gained academy status are thus independent of the local education authority (LEA). Some LEAs retain forms of the Tripartite System and a few grammar schools survive in otherwise comprehensive areas. Some of the remaining grammar schools can trace their histories to before the 15th century . Although the term scolae grammaticales
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#17327875423211152-447: A result, the tripartite system was in effect a bipartite system in which children who passed the eleven-plus examination were sent to grammar schools and those who failed the test went to secondary modern schools. It was envisaged that the secondary modern would 'provide a series of courses for children of widely differing ability, aptitude and social background. It has to cater for the needs of intelligent boys and girls, for those with
1248-694: A small number of schools are named "grammar schools" and follow the academic and cultural traditions established in the United Kingdom. Grammar schools were established only in Auckland and originally came under the authority of the Auckland Grammar Schools' Board. Auckland's grammar schools share a common line of descent from the British grammar school system, with a strong focus on academics and traditional British sports. Originally,
1344-507: A town with an older boys' grammar school would often be named a "high school". Under the Education (Administrative Provisions) Act 1907 all grant-aided secondary schools were required to provide at least 25 percent of their places as free scholarships for students from public elementary schools. Grammar schools thus emerged as one part of the highly varied education system of England and Wales before 1944. The Education Act 1944 created
1440-593: Is Bridgnorth Grammar School , founded in 1503 by Bridgnorth Borough Corporation. During the English Reformation in the 16th century, most cathedral schools were closed and replaced by new foundations funded from the dissolution of the monasteries . For example, the oldest extant schools in Wales – Christ College, Brecon (founded 1541) and the Friars School, Bangor (1557) – were established on
1536-538: Is a type of secondary school that existed throughout England, Wales and Northern Ireland from 1944 until the 1970s under the Tripartite System . Secondary modern schools accommodated the majority (70-75%) of pupils between 11 and 15. Those who achieved the highest scores in the 11-plus were allowed to go to a selective grammar school which offered education beyond 15. From 1965 onwards (following Circular 10/65 ), secondary moderns were replaced in most of
1632-515: Is as low as 2%. These very highly selective schools also tend to dominate the top positions in performance tables. Further radical change was opposed by both Conservative and Labour governments until September 2016. Although many on the left argue that the existence of selective schools undermines the comprehensive structure, Labour governments have delegated decisions on grammar schools to local processes, which have not yet resulted in any changes. Moreover, government education policy appears to accept
1728-603: Is one of several different types of school in the history of education in the United Kingdom and other English-speaking countries, originally a school teaching Latin , but more recently an academically oriented selective secondary school . The original purpose of medieval grammar schools was the teaching of Latin . Over time the curriculum was broadened, first to include Ancient Greek , and later English and other European languages , natural sciences , mathematics , history , geography , art and other subjects. In
1824-765: The Campaign for State Education campaign against them. A University College London study has shown that UK grammar school pupils gain no significant social or emotional advantages by the age of 14 over similarly gifted pupils in non-selective schools. England has a long history of grammar schools. Curricula differ from school to school but generally includes English language, English literature, mathematics, computer science, physics, chemistry, biology, geography, art and design, music, drama, design and technology, history, philosophy, civics /citizenship, classical education, religious education, physical education, and several other foreign languages. Most English grammar schools follow
1920-531: The Church of Ireland prior to its disestablishment in 1871. Some schools remain, as private schools catering largely for Protestant students. These are often fee-paying and accommodate boarders, given the scattered nature of the Protestant population in much of Ireland. Such schools include Bandon Grammar School , Drogheda Grammar School , Dundalk Grammar School and Sligo Grammar School . Others are among
2016-713: The Clarendon Commission , which led to the Public Schools Act 1868 which restructured the trusts of nine leading schools (including Eton College , Harrow School and Shrewsbury School ), the Taunton Commission was appointed to examine the remaining 782 endowed grammar schools. The commission reported that the distribution of schools did not match the current population, and that provision varied greatly in quality, with provision for girls being particularly limited. The commission proposed
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#17327875423212112-472: The Endowed Schools Act 1869 . Grammar schools were reinvented as academically oriented secondary schools following literary or scientific curricula, while often retaining classical subjects. The Grammar Schools Act 1840 made it lawful to apply the income of grammar schools to purposes other than the teaching of classical languages, but change still required the consent of the schoolmaster. At
2208-715: The Macclesfield Grammar School Act 1774 and the Bolton Grammar School Act 1788. Such a dispute between the trustees and master of Leeds Grammar School led to a celebrated case in the Court of Chancery . After 10 years, Lord Eldon , then Lord Chancellor , ruled in 1805, "There is no authority for thus changing the nature of the Charity, and filling a School intended for the purpose of teaching Greek and Latin with Scholars learning
2304-581: The Ministry of Education , they are regarded as any other secondary institutions. New Zealand did not establish a state education system until 1877. The absence of a national education system meant that the first sizable secondary-education providers were grammar schools and other private institutions. The first grammar school in New Zealand, Auckland Grammar School , was established in 1850 and formally recognised as an educational establishment in 1868 by
2400-494: The National Curriculum and follow the same broad national exams as other state schools. Under the Labour government's School Standards and Framework Act 1998 , grammar schools were for the first time to be designated by statutory instrument . The Act also defined a procedure by which local communities could petition for a ballot for an end to selection at schools. Petitions were launched in several areas, but only one received
2496-621: The Wirral and Warwickshire (part), secondary modern schools had been formally phased out in the UK, except Northern Ireland. In areas still operating a selective system, it is estimated that there are circa 450 secondary schools taking pupils not selected to attend one of the UK's remaining 163 grammar schools. These schools may be known as high schools ( Trafford ), upper schools ( Buckinghamshire ), all-ability or non-selective schools. The term secondary modern has completely disappeared in
2592-515: The parts of speech and Latin words in the first year, learned to construct Latin sentences in the second year, and began translating English–Latin and Latin–English passages in the third year. By the end of their studies at age 14, they would be quite familiar with the great Latin authors, and with Latin drama and rhetoric. Other skills, such as arithmetic and handwriting, were taught in odd moments or by travelling specialist teachers such as scriveners . In 1755 Samuel Johnson 's Dictionary defined
2688-536: The 11-plus. Since the "open enrolment" reform of 1989, these schools (unlike those in England) have been required to accept pupils up to their capacity, which has also increased. By 2006, the 69 grammar schools took 42% of transferring children, and only 7 of them took all of their intake from the top 30% of the cohort. The 11-plus has long been controversial, and Northern Ireland's political parties have taken opposing positions. Unionists tend to lean towards preserving
2784-460: The 1947 change, impacted the secondary moderns more than other secondary schools as more pupils previously left at the earliest legal age. The eleven-plus exam was employed to stream children into grammar schools, technical schools (which were very few and were established only in some regions) and secondary modern schools. Claims that the 11-plus was biased in favour of middle-class children remain controversial. However, strong evidence exists that
2880-594: The 1950's a few LEA's ( local education authorities ), such as Leicestershire , eliminated their secondary moderns as part of an early comprehensivisation. In 1965, the Labour government issued Circular 10/65 , effectively a central government mandate to the LEA's for the introduction of comprehensive education . By 1976, with the exception of areas which held out against 10/65, such as Bournemouth , Buckinghamshire , Kent , Lincolnshire , Stoke , Ripon , Slough , Torquay ,
2976-502: The Auckland Grammar School Appropriation Act. In 1888, Auckland Girls' Grammar School was established. In 1917 Auckland Grammar School's sister school was established, Epsom Girls' Grammar School . In 1922, Mount Albert Grammar School was established as part of Auckland Grammar School. Both schools have since become separate institutions. Takapuna Grammar School was established in 1927 and
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3072-546: The Department for Education, and National Schools Commissioner Sir David Carter, among others. Ofsted continues to judge secondary moderns in the same way it judges grammar schools, expecting them to show the same academic achievement as schools that have not had the top ability quartile removed. Ofsted admits it does not have a record of the number of secondary moderns and that its inspectors have received no training on how to assess them. They are prevented from awarding
3168-553: The English grammar-school system insofar as they engage in academic selection by way of centralised examination, they do not charge tuition fees and they are recipients of a greater degree of public funding per pupil than is afforded to non-selective government schools. Grammar schools provided secondary education in Ontario until 1871. The first lieutenant-governor of Upper Canada , John Graves Simcoe , advocated grammar schools for
3264-527: The German and French languages, mathematics, and anything except Greek and Latin." Although he offered a compromise by which some subjects might be added to a classical core, the ruling set a restrictive precedent for grammar schools across England; they seemed to be in terminal decline. However it should be borne in mind that the decline of the grammar schools in England and Wales was not uniform and that until
3360-642: The Post-Primary Transfer Consortium (mostly Catholic schools) and the Association for Quality Education. The Northern Ireland Commission for Catholic Education did accept continued selection at Catholic grammar schools as a temporary measure, anticipating them to end the practice by 2012. As of September 2019, the practice continues. Grammar schools were established in various British territories, and have developed in different ways since those territories became independent. In
3456-703: The Salisbury district of Wiltshire and most of Lincolnshire, Kent, Reading and Medway. Of metropolitan areas, Trafford and most of Wirral are selective. In other areas, grammar schools survive mainly as very highly selective schools in an otherwise comprehensive county, for example in several of the outer boroughs of London. These schools are often heavily oversubscribed, and award places in rank order of performance in their entry tests. In some LEAs , as many as 10–15% of 11-year-olds may attend grammar schools (for example in Gloucestershire), but in other LEAs it
3552-638: The UK by the comprehensive school system. Schools of this type continue in Northern Ireland , where they are usually referred to as secondary schools , and in areas of England, such as Buckinghamshire (where they are referred to as upper/all-ability schools ), Lincolnshire (still called secondary modern ) and Wirral (called all-ability schools ), and Kent where they are referred to as non-selective . The tripartite system of streaming children of presumed different intellectual ability into different secondary schools has its origin in
3648-528: The best possible education to these students was limited by several factors: One writer on the experience of being an academically able pupil in a secondary modern school, Michael Paraskos , claimed 'You knew you were a failure from day one. Because they told you! So they weren't pleasant places to be if you were into art, or books, or anything like that'. Paraskos also claimed in The Guardian that those who attend secondary modern schools 'are condemned to
3744-533: The children of wealthier middle-class parents. In the 1960s there was increasing criticism of the limitations imposed on students within secondary modern schools flowing from political pressure from increasing numbers of middle-class parents of 'baby boomer' children who did not obtain admission to grammar schools. and evidence that students from secondary modern schools who took GCE O Levels were increasingly achieving results comparable to those being achieved by students from grammar schools (a remarkable finding given
3840-546: The children of wealthier middle-class parents. The Tripartite System was largely abolished in England and Wales between 1965, with the issue of Circular 10/65 , and the Education Act 1976. Most maintained grammar schools were amalgamated with a number of other local schools, to form neighbourhood comprehensive schools , though a few were closed. This process proceeded quickly in Wales, with the closure of such schools as Cowbridge Grammar School . In England, implementation
3936-401: The church calendar) and law (for administration). With the foundation of the ancient universities from the late 12th century, grammar schools became the entry point to a liberal arts education, with Latin seen as the foundation of the trivium . Pupils were usually educated in grammar schools up to the age of 14, after which they would look to universities and the church for further study. Of
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4032-665: The colony to save the wealthy from sending their sons to the United States to be educated, but he was unable to convince his superiors in London. He, however, made a grant enabling John Stuart to set up Kingston Grammar School in 1795. After several abortive attempts to raise funding, the District Schools Act of 1807 provided support for one grammar school teacher in each district, of which there were then eight, but they were then left to their own devices. Finding
4128-410: The competitive entrance exams for Oxford and Cambridge . According to Anthony Sampson , in his book Anatomy of Britain (1965), there were structural problems within the testing process that underpinned the eleven plus which meant it tended to result in secondary modern schools being overwhelmingly dominated by the children of poor and working-class parents, while grammar schools were dominated by
4224-702: The continuation of the grammar school system in the province as part of the St Andrews Agreement in October 2006. By contrast, Sinn Féin claims to have secured the abolition of the 11-plus and a veto over any system which might follow it. The last government-run 11-plus exam was held in 2008 (for 2009 entry), but the Northern Ireland Assembly has not been able to agree on a replacement system for secondary transfer. The grammar schools have organised groupings to run their own tests,
4320-641: The country was under British rule. They are generally not known as "grammar schools" but are similarly selective in their intake. Among the best known being the Penang Free School , the Victoria Institution (Kuala Lumpur), Malay College Kuala Kangsar , the English College (Johor Bahru) , King George V School (Seremban) and St George's Institution (Taiping). Mission schools set up by various Christian denominations paralleled
4416-720: The creation of a national system of secondary education by restructuring the endowments of these schools for modern purposes. The result was the Endowed Schools Act 1869 , which created the Endowed Schools Commission with extensive powers over endowments of individual schools. It was said that the commission "could turn a boys' school in Northumberland into a girls' school in Cornwall". Across England and Wales schools endowed to offer free classical instruction to boys were remodelled as fee-paying schools (with
4512-451: The disadvantages, discussed above, of secondary modern schools compared to grammar schools) The failure of secondary modern schools generally to equip the 'submerged three quarters' of British schoolchildren to realise their full potential led to calls for reform. Experiments with comprehensive schools began in the 1950s, hoping to provide an education that would offer greater opportunities for those who did not enter grammar schools . In
4608-529: The eleven-plus examination which divides pupils into placement in grammar or secondary modern school is known as the Kent Test . Today, grammar school commonly refers to one of the 163 remaining fully selective state-funded schools in England and the 69 remaining in Northern Ireland. The National Grammar Schools Association campaigns in favour of such schools, while Comprehensive Future and
4704-588: The exception of the non-denominational Sydney Grammar School (1857) and Queensland grammar schools, all the grammar schools established in the 19th century were attached to the Church of England (now the Anglican Church of Australia ). In Queensland, the Grammar Schools Act 1860 provided for the state-assisted foundation of non-denominational grammar schools. Beginning with Ipswich Grammar School (1863), ten schools were founded, of which
4800-520: The existence of some kind of hierarchy in secondary education, with specialist schools , academies and similar initiatives proposed as ways of raising standards. Many grammar schools have featured in these programmes, and a lower level of selection is permitted at specialist schools. In September 2016, Prime Minister Theresa May reversed the previous Conservative Party policy against expansion of grammar schools (except to cope with population expansion in wholly selective areas). The government opened
4896-504: The expansion of that school which necessitated a move to new buildings on Marlow Hill to the south of the town centre. The new school was named Lady Verney after the educationalist Margaret Verney , a member of the local Verney family who served on the Education Committee of Buckinghamshire County Council . In 1988 the school moved to the larger premises of the former Wellesbourne County Secondary School at Kingshill Road on
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#17327875423214992-466: The final year, Wycombe High School pupils averaged 19.4 points on a scale which awards 10 points for each A-grade and two for each E-grade. The average A-level score at Lady Verney was 14.3 points for the same academic year. The school uniform colours were grey and green. The school badge featured an image of a phoenix which was the crest of the Verney family. Grammar school A grammar school
5088-474: The first nationwide system of state-funded secondary education in England and Wales, echoed by the Education (Northern Ireland) Act 1947. One of the three types of school forming the Tripartite System was called the grammar school, which sought to spread the academic ethos of the existing grammar schools. Grammar schools were intended to teach an academic curriculum to the most intellectually able 25 percent of
5184-689: The following eight still exist: In the 1920s grammar schools of other denominations were established, including members of the Associated Grammar Schools of Victoria , and the trend has continued to the present day. Today, the term is defined only in Queensland legislation. Throughout the country, "grammar schools" are generally high-cost private schools. The nearest equivalents of contemporary English grammar schools are selective schools . The New South Wales public education system operates 19 selective public schools which resemble
5280-425: The foundation of St Bees Clerical College , in 1817, and St David's College Lampeter , in 1828, specialist grammar schools in the north-west of England and South Wales were in effect providing tertiary education to men in their late teens and early twenties, which enabled them to be ordained as Anglican clergymen without going to university. The 19th century saw a series of reforms to grammar schools, culminating in
5376-545: The grammar schools as they are, with academic selection at the age of 11, whereas nationalist politicians lean towards scrapping the 11-plus, despite vehement protestations from the majority of Catholic Grammar Schools, most notably by the board of governors at Rathmore Grammar School in Finaghy, (a South Belfast suburb) and Lumen Christi (although co-educational) in Derry. The Democratic Unionist Party claimed to have ensured
5472-436: The grammar schools unsuitable as preparation for university, Lieutenant-Governor Sir John Colborne founded Upper Canada College as a superior grammar school. Legislation in 1839 allowed for more than one grammar school in a district, triggering a rapid but unstructured growth in numbers over the following two decades to 86 in 1861. The schools became more independent of the Church of England and began to admit girls However,
5568-474: The highest grades to a school as that would require the data to take into account the differing intakes. In 2016, the Government introduced Progress 8 as a headline method to judge secondary schools, in which the sum of all the pupils' GCSE achievements was compared with the predicted grades, in order to expose "coasting" schools. Each grade achieved was worth one point. In 2017 for one year, they modified
5664-501: The interwar period influenced by the recommendations of the Hadow report of 1926. Three levels of secondary school emerged in England and Wales: academic grammar schools (some with the new name county school ) for the top tier of pupils deemed likely to study at university or enter a profession; central schools which provided artisan and trade training, as well as domestic skills for girls; and some other secondary schools which provided
5760-515: The introduction of the less academic and less prestigious Certificate of Secondary Education (known as the CSE) in 1965. Until the implementation of the Robbins Report in the 1960's expanding higher education , pupils from public and grammar schools effectively monopolised access to universities. These schools were also the only ones that offered an extra term of school to prepare pupils for
5856-441: The late Victorian era grammar schools were reorganised to provide secondary education throughout England and Wales ; Scotland had developed a different system. Grammar schools of these types were also established in British territories overseas, where they have evolved in different ways. Grammar schools became one of the three tiers of the Tripartite System of state-funded secondary education operating in England and Wales from
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#17327875423215952-522: The late colonial period, these schools expanded and also schooled descendants of the very few mixed English and Straits-Chinese families, and descendants of some rich Straits-born Chinese merchant class families, who were educated in Oxbridge or had London trade ties. Initially these schools were run exactly like their counterparts in England, and taught by the English. Secondary modern A secondary modern school ( Welsh : ysgol uwchradd fodern )
6048-746: The latter was established in some schools, fewer than one in ten students participated. As schools for 11-15 or later 11-16 year olds, secondary moderns did not prepare pupils for the Higher School Certificate or GCE A Level (after 1951), both normally taken at 18. Grammar schools were generally funded at a higher per-student level than secondary modern schools. Secondary moderns were generally deprived of both resources and good teachers. The Newsom Report of 1963 reported on education for these children, and found that in some schools in slum areas of London 15-year-old pupils were sitting on furniture intended for primary schools. Staff turnover
6144-567: The maintained system and expected to become independent schools or to close". Some of these schools retained the name "grammar" in their title but are no longer free of charge for all but a few pupils. These schools normally select their pupils by an entrance examination and sometimes by interview. By the end of the 1980s, all of the grammar schools in Wales and most of those in England had closed or converted to comprehensive schools. Selection also disappeared from state-funded schools in Scotland in
6240-529: The many former fee-paying schools absorbed into larger state-funded community schools founded since the introduction of universal secondary education in the Republic by minister Donogh O'Malley in September 1967. Examples include Cork Grammar School , replaced by Ashton School , a co-educational comprehensive, in 1972. Malaysia has a number of grammar schools, a majority of which were established when
6336-468: The merger was complete. The Kingshill Road site was later sold for housing development, while a road on the former Benjamin Road site is now named Lady Verney Close. The year before its closure, Lady Verney High School was among 11 state schools in the country where 100% of pupils gained five or more grades A to C at GCSE . Their A level results however were just surpassed by those at Wycombe High School; in
6432-494: The method so a low grade was worth 0.5 and the top grades received 1.5, thus weighting the benchmark towards the most able. This disproportionately affected schools only serving the three less-able quartiles. Frank Norris, director of the Co-operative Academies Trust that runs eight academies, believes the changes will advantage high-achievers. "The proposed changes are based on the flawed thinking that it
6528-491: The mid-1940s to the late 1960s, and continue as such in Northern Ireland. After most local education authorities moved to non-selective comprehensive schools in the 1960s and 1970s, some grammar schools became fully independent schools and charged fees, while most others were abolished or became comprehensive (or sometimes merged with a secondary modern to form a new comprehensive school). In both cases, some of these schools kept "grammar school" in their names. More recently,
6624-584: The mid-19th century, independent schools were established in the Australian colonies to spare the wealthy classes from sending their sons to schools in Britain. These schools took their inspiration from English public schools , and often called themselves "grammar schools". Early examples include Launceston Grammar School (1846), Pulteney Grammar School (1847), Geelong Grammar School (1855), Melbourne Grammar School (1858) and Hale School (1858). With
6720-671: The naming of schools, although in 2013 the National Association of Secondary Moderns was founded by Ian Widdows, former Headteacher at the Giles Academy in Boston, Lincolnshire. The organisation represents non-selective schools in selective areas and has organised a number of national conferences since it was founded, such as one in April 2016 addressed by Shadow Secretary of State for Education Lucy Powell, Tim Leunig from
6816-464: The negative consequences of lower per-student funding than that enjoyed by grammar-school students, there existed a segment of the population of students in secondary modern schools that was particularly disadvantaged in the extent to which their schools could equip them to reach their full educational potential. This group consisted of the most academically able of students within the secondary modern system. The capacity of secondary modern schools to offer
6912-461: The northern edge of the town. The number of pupils then fell and Buckinghamshire County Council were concerned that the numbers might decline further to 250 by the end of the 1990s, meaning that it would not be able to offer a wide range of subjects. An action group was formed to save the school and it was suggested that the decline in numbers was partly due to the move from the town centre and a boys' school accepting girls into its 6th form. The campaign
7008-486: The other sections of the tripartite system had been planned, in practice the secondary modern came to be seen as the school for failures. Those who had "failed" their 11-plus were sent there to learn rudimentary skills before advancing to factory or menial jobs. After its introduction in 1965, secondary moderns prepared students for the CSE examination, rather than the more prestigious O Level , and although sporadic teaching for
7104-501: The outcome of streaming was that, overwhelmingly, grammar schools were attended by middle-class children while secondary modern schools were attended by working-class children. The most academically able of students in secondary modern schools found that a potential progression to advanced post-secondary studies or higher education was constrained by limitations within their schools, the wider educational system and access to higher external examinations. The ' baby boomer ' generation
7200-466: The provision of the Education Act 1944 the school leaving age was 14. The secondary modern schools therefore had to accommodate, after implementation in 1947, a new cohort of 14-15 year old pupils. It is suggested that this was a demotivated rump of 14–15-year-olds who did not want to be there. The subsequent raising of statutory school leaving age to 16 was in 1972. This 1972 change, as with
7296-556: The same period. Although almost all former grammar schools ceased to be selective, there are comprehensive schools that chose to maintain the descriptor "grammar" in their nomenclature. Most of these schools do however operate some form of selection in their admission process, due to oversubscription. There is also a small group of formally partially selective schools which select a cohort of pupils based on academic ability. The tripartite system (reduced to grammar and secondary modern schools) does survive in certain areas, such as Kent, where
7392-449: The same time, many schools were reorganising themselves along the lines of Thomas Arnold 's reforms at Rugby School , and the spread of the railways led to new boarding schools teaching a broader curriculum, such as Marlborough College (1843). The first girls' schools targeted at university entrance were North London Collegiate School (1850) and Cheltenham Ladies' College (from the appointment of Dorothea Beale in 1858). Following
7488-598: The school population as selected by the 11-plus examination. Two types of grammar schools existed under the system: Grammar school pupils were given the best opportunities of any schoolchildren in the state system. Initially, they studied for the School Certificate and Higher School Certificate , replaced in 1951 by General Certificate of Education examinations at O-level (Ordinary level) and A-level (Advanced level). In contrast, very few students at secondary modern schools took public examinations until
7584-579: The schools into classical schools for only boys were unsuccessful. In recognition of the broad curricula offered, grammar schools were redesignated as secondary school by the Act to Improve the Common and Grammar Schools of the Province of Ontario of 1871. Schools that offered classical studies were given additional funding and operated as collegiate institutes . The secondary–school collegiate–institute system
7680-423: The schools used entry assessments and selected academic students from across New Zealand. The schools mentioned below all share the school motto: "Per Angusta Ad Augusta" (Through difficulties to honours). They also share the same icon/logo, the "Auckland Grammar Lion". Today, all grammar schools in New Zealand are non-selective state schools, but they use school donations to supplement their government funding. Within
7776-550: The schools were unsupervised, often underfunded and of varying standards. Some, like Tassie's School , in Galt , provided a traditional classical education, but many provided a basic education of poor quality. Chief Superintendent of Education Egerton Ryerson attempted to reform the schools in the 1850s and the 1860s by moving control of the schools from counties (the former districts) to city authorities, securing their funding and introducing inspectors. However, his efforts to convert
7872-678: The selective state school albeit not with the same degree of selectivity. Notable mission schools include the La Sallian family of schools and those set up by the Marist Brothers and Methodist missionaries. Before the 1970s when Malay was made the medium of instruction, many such selective schools became known for providing excellent English-medium education and have produced many notable alumni, including former Prime Minister of Malaysia Najib Tun Razak ( St. John's Institution ) and all five of his predecessors. In New Zealand ,
7968-436: The senses discussed here, though some, such as Aberdeen Grammar School , retain the name. In England, urban middle-class pressure for a commercial curriculum was often supported by the school's trustees (who would charge the new students fees), but resisted by the schoolmaster, supported by the terms of the original endowment. Very few schools were able to obtain special acts of Parliament to change their statutes; examples are
8064-522: The signatures of 20% of eligible parents, the level needed to trigger a ballot. Thus the only ballot held to date was for Ripon Grammar School in 2000, when parents rejected change by a ratio of 2 to 1. These arrangements were condemned in 2004 by the Select Committee for Education and Skills as being ineffective and a waste of time and resources. There remain 163 grammar schools in England (out of some 3,000 state secondaries in total). Only
8160-603: The sites of former Dominican monasteries. King Edward VI made an important contribution to grammar schools, founding a series of schools during his reign (see King Edward's School ). A few grammar schools were also established in the name of Queen Mary and Queen Elizabeth I. King James I founded a series of "Royal Schools" in Ulster, beginning with The Royal School, Armagh . In theory these schools were open to all and offered free tuition to those who could not pay fees; however, few poor children attended school, because their labour
8256-442: The three first schools independent of the church – Winchester College (1382), Oswestry School (1407) and Eton College (1440) – Winchester and Eton were feeder schools to Oxford and Cambridge universities respectively. They were boarding schools , so they could educate pupils from anywhere in the nation. An example of an early grammar school, founded by an early modern borough corporation unconnected with church, or university,
8352-642: Was also emulated in several other provinces in Western Canada . Mainstream schools in Hong Kong reflect the post-war British grammar system, focusing on a traditional curriculum rather than vocational subjects. Education in the Republic of Ireland has traditionally been organised on denominational lines. Grammar schools along the lines of those in Great Britain were set up for members of
8448-713: Was economically valuable to their families. In the Scottish Reformation schools such as the Choir School of Glasgow Cathedral (founded 1124) and the Grammar School of the Church of Edinburgh (1128) passed from church control to burgh councils, and the burghs also founded new schools. With the increased emphasis on studying the scriptures after the Reformation, many schools added Greek and, in
8544-771: Was high and continuity in teaching minimal. Not all secondary moderns were as bad, but they did generally suffer from neglect by authorities. The interaction of the outcome of 11-plus streaming (middle class into grammar schools and working class into secondary modern schools) and better funding of grammar schools produced the result that middle-class children experienced better resourced schools offering superior future educational and vocational options, while working-class children experienced comparatively inferior schools offering more limited prospects for educational and vocational progress. This reinforced class divisions in subsequent vocational achievement and earning potential. Although most students sent to secondary modern schools experienced
8640-476: Was less even, with some counties and individual schools successfully resisting conversion or closure. The Direct Grant Grammar Schools (Cessation of Grant) Regulations 1975 required direct grant schools to decide whether to convert into comprehensives under local authority control or become private schools funded entirely by fees. Of the direct grant schools remaining at that time, 51 became comprehensive, 119 opted for independence, and five were "not accepted for
8736-469: Was not successful and the school closed on 31 August 1993. The 333 pupils, 43 of them taking GCSEs , were transferred to Wycombe High School where there was an investment in new drama, sport and technology blocks and one of the new blocks was named the Verney Building. Whilst building work was completed the enlarged school was run on a split site for a year, with girls attending at both sites until
8832-551: Was not widely used until the 14th century, the earliest such schools appeared from the sixth century, e.g. the King's School, Canterbury (founded 597), the King's School, Rochester (604) and St Peter's School, York (627) The schools were attached to cathedrals and monasteries, teaching Latin – the language of the church – to future priests and monks. Other subjects required for religious work were occasionally added, including music and verse (for liturgy), astronomy and mathematics (for
8928-488: Was particularly affected during the period 1957 to 1970 because grammar-school places had not been sufficiently increased to accommodate the large bulge in student numbers which entered secondary schools during this period. As a result, cut-off standards on the 11-plus for entry into grammar schools rose and many students who would, in earlier years, have been streamed into grammar schools were instead sent to secondary modern schools. Although parity of esteem between this and
9024-532: Was stated as including "practical education, such as cookery, laundry, gardening, woodwork, metalwork and practical geography". . The first secondary moderns were created by converting about 1,200 elementary schools, as well as central schools, which previously had offered a continuation of primary education to the age of 14, into separate institutions. Many more were built between the end of World War II and 1965, in an effort to provide universal secondary education. In 1956 there were 3,500 such schools. Prior to
9120-558: Was the first co-educational grammar school to be established in New Zealand. Singapore was established as a Crown Colony, and the term "grammar school" was used since 1819 among the English community. The English, and later, the Scottish, set up cathedrals, churches, and elite grammar schools for the upper class. Initially, this was a racially segregated colonial system. The British then opened up their schools to children from English mixed marriages, or to those with English descent. During
9216-498: Was to create an endowment to pay the wages of a master to instruct local boys in Latin and sometimes Greek without charge. The school day typically ran from 6 a.m. to 5 p.m., with a two-hour break for lunch; in winter, school started at 7 a.m. and ended at 4 p.m. Most of the day was spent in the rote learning of Latin. To encourage fluency, some schoolmasters recommended punishing any pupil who spoke in English. The younger boys learned
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