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<p>The Government has no plans to open more grammar schools. The Department’s priority
is to concentrate on ensuring that as many pupils as possible, whatever their ability,
have access to an outstanding education. Setting and streaming of pupils is common
practice in secondary schools and enables teachers to tailor lessons to suit pupils
of similar abilities and ensures that the highest ability pupils are offered additional
stretch.</p><p>The Condition Improvement Fund (CIF) supports a small number of expansion
projects. Eligible grammar schools can apply for CIF funding in an annual bidding
round</p><p>The below table shows the average Attainment 8 and Progress 8 data for
non-selective and selective secondary schools in the 2021/22 academic year. It does
not take account of the differences in pupil abilities or characteristics, for example
free school meal eligibility, between selective and non-selective schools.</p><table><tbody><tr><td
colspan="6"><p><strong>Average Attainment 8 and Progress 8 scores for selective and
non-selective schools, 2021/22</strong></p></td></tr><tr><td><p> </p></td><td><p>Non-selective
schools</p></td><td><p>Selective schools</p></td></tr><tr><td><p>Average Attainment
8 score of schools</p></td><td><p>47.8</p></td><td><p>74.1</p></td></tr><tr><td><p>Average
Progress 8 score of schools</p></td><td><p>-0.06</p></td><td><p>0.57</p></td></tr></tbody></table><p>A
wide range of published research looks at the effect of grammar schools on social
mobility. Grammar schools offer benefits to those children that attend them. Research
shows that, in some areas with lots of selective schools, the attainment of pupils
at local non-selective schools is negatively affected relative to their peers in areas
with no selective schools. [1] [2] [3] [4] [5]</p><p>The Department is currently looking
at renewing the Memorandum of Understanding (MoU) between the Department and the Grammar
School Heads Association (GSHA), which sets out the commitment of GSHA members to
increase the number of disadvantaged pupils on roll. Alongside the MoU, the 22 grammar
schools that previously received funding through the Selective Schools Expansion Fund
(SSEF) all prioritise pupil premium children for admission and undertake outreach
work to increase the number of disadvantaged pupils on roll. The Department is evaluating
delivery of their Fair Access and Partnership Plans over a five-year period. Between
2018/19 and 2021/22, the percentage of pupils eligible for pupil premium attending
SSEF schools has increased from 7.2% to 8.6%.</p><p>[1] Andrews et al., 2016, EPI,
“Grammar schools and social mobility”: <a href="https://epi.org.uk/publications-and-research/grammar-schools-social-mobility/"
target="_blank">https://epi.org.uk/publications-and-research/grammar-schools-social-mobility/</a>.</p><p>[2]
Atkinson et al., 2006, "The result of 11+ Selection: An Investigation into Opportunities
and Outcomes for Pupils in Selective LEAs": <a href="https://www.researchgate.net/publication/4798623_The_Result_of_11_Plus_Selection_An_Investigation_into_Opportunities_and_Outcomes_for_Pupils_in_Selective_LEAs"
target="_blank">https://www.researchgate.net/publication/4798623_The_Result_of_11_Plus_Selection_An_Investigation_into_Opportunities_and_Outcomes_for_Pupils_in_Selective_LEAs</a>.</p><p>[3]
Gorard and Siddiqui, 2016, "Grammar schools in England: a new approach to analysing
their intakes and outcomes": <a href="https://dro.dur.ac.uk/20400/" target="_blank">https://dro.dur.ac.uk/20400/</a>.</p><p>[4]
Burgess et al., 2018, "Assessing the role of grammar schools in promoting social
mobility": <a href="http://repec.ioe.ac.uk/REPEc/pdf/qsswp1709.pdf" target="_blank">http://repec.ioe.ac.uk/REPEc/pdf/qsswp1709.pdf</a>.</p><p>[5]
Cribb et al., 2013, "Entry into Grammar Schools in England": <a href="https://www.suttontrust.com/wp-content/uploads/2020/01/poorgrammarreport-2.pdf"
target="_blank">https://www.suttontrust.com/wp-content/uploads/2020/01/poorgrammarreport-2.pdf</a>.</p>
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