@LucyMPowell @jeremycorbyn Comprehensives aren’t

The trouble with comprehensives is that they aren’t.  Especially when mixed in with Public schools and Grammar Schools.
They are too small to comprehensively bring out the talents of all pupils.
Consider the typical urban secondary school.
It’s built to house about 1000 pupils, i.e it has a 7 form entry with 200 pupils per year group.
What’s it meant to provide?
The core requirement is education in English, Maths and Science. English can be split into English literature and English Language. Science is essentially Biology, some Chemistry and a nod at Physics.
We actually have 6 core subjects.
Take in a foreign language (usually French), History, Geography and P.E.
We now have 10 topics.
How about Civics, Drama, Handicrafts, R.E., Domestic Science, Art, Business Studies, I.T. and whatever else may be demanded by various high-minded pressure groups.
That’s 18 topics, which we want to inculcate in a school week of 37.5 hours.

Allowing for movement between classrooms, registration etc., we can say 2 hours per subject per week.
This is jiggled around a bit, with some internal segregation based on staff procurement and administrative whim.
But, basically, we are offering the seemingly attractiveg goal of a rounded education.
Is that what we, pupils included, need?

I contend that we are producing generalists, when we need specialists and when we should be catering for the interests and natural talents of our Children, not squeezing them into a one size fits all.

Comprehensives, as they are, can’t cope with specialists, as well as a dedicated school can.
If we want to develop natural talents then we need a system, which allows pupils to focus on relevant skills, as and where needed.
This means either small class sizes, or bigger intakes.
Both cases call for extra facilities and extra staff.
(last I heard; in UK schools, budgets were 80% staff and 20% facilities, whereas in the USA, those proportions are reversed).
UK Government would never spend that much on Schools (Look at how cheaply built, the buildings are).
Either schools have to be coalesced into one large campus, or individual pupils need to attend more than one school.

Pupils, who may be destined for a sports career, needing extra coaching in caring for their physicality, understanding their bodies and how to avoid long term damage, whilst still young: With an eye to possible alternative careers, such as Physio’s etc.
Those with acting skills need relevant, coaching plus an engagement with literature, stage direction etc.
Doctor’s, nurses etc. need all three Sciences (plus Latin).
Engineer’s need the Hard Sciences, Mathematics and a good familiarity with structural handicrafts.
I’m sure experts from these fields could better outline the extra teaching and facilities required by pupils.

An extra thought is that Friday is the most problematic, in terms of maintaining discipline.  Making this the specialist school day would not only help, here, but would facilitate any out-of-school excursions.

Pupils would also need guidance and advice, which could probably be better provided by a social worker,  attached to the needs of the child rather than the school.  (as opposed to a Head of Year)
Such a person could better co-ordinate pressures from home and school, with power to swiftly change school provision, as circumstances require.
Personally I’d have such people directly controlled by Central Government, to avoid local political pressures on them, but most politicians don’t think in such terms.

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