Headmaster's Notes 13
(1970)

We still think of a secondary school, whether it be grammar, modern or comprehensive, as a community of young people between the ages of 11-19 or 12-19, but current developments in education may well bring radical changes in the organisation of schools. This traditional concept of a secondary school has in fact already been abandoned in areas of the country, where pupils of 16+ are accommodated in sixth form colleges or have become the responsibility of Further Education.

There are certainly administrative advantages in concentrating scarce teaching resources and expensive equipment in a limited number of educational establishments, especially if comprehensive education becomes the pattern throughout the country. But it is necessary to examine the effect of such changes on the schools and on the pupils since apparent advantages may well be more than offset by disadvantages not immediately apparent to the layman.

What would be the effect on our own school if all pupils were transferred at the end of their fifth year to a sixth form college or junior technical college? What effect would it have on staffing where teachers could be compelled either to teach the 11-18 age group exclusively or the 16-19 age group exclusively? Many of us enjoy the variety which teaching over the whole age ringe brings. What would be the effect on school games and activities like drama and music? Would there be equal opportunities in these fields in 16-19 institutions? How long would it take young people from different schools with differing standards to settle into an environment where the majority will be staying no more than two years?

Too many educational "reforms" are undertaken without a proper assessment of their consequences. Too many people are ready to accept change because they are told that it will guarantee a "better" education, just as many housewives are persuaded that a certain powder washes whiter". Whiter than what, better than what and in which respect?

The English sixth-form has & reputation for excellence which extends far beyond these shores. Its replacement, whether as an inevitable consequence of going 'comprehensive', or as a matter of policy. must therefore be approached with the greatest caution and with full awareness of the issues involved.