Many parents are unsure if a Grammar School education is right for their child. For some parents there is a feeling that the school might be too posh or that it may be elitist or that you have to be super, super brainy to get a place. Many of these prejudices are simply incorrect or misguided.
The Lincolnshire Grammar Schools are unlike their national counterparts in Essex, Wiltshire and Kent where the Grammar Schools often have large numbers of pupils sitting the test for 120 places. Lincolnshire has fifteen Grammar Schools and because of this competition for entry is low compared to the Grammar Schools in the south. At King Edward's we have around about 250 pupils sitting the test for 120 places with approximately 150 pupils passing each year. The chances of getting a place at King Edward's are therefore very high and the ability range is also wider than in Grammar Schools in the south of the country.
In addition, because Lincolnshire has so many Grammar Schools, it means that they have remained true to their original ethos and tend to have a greater social mix than the Grammar Schools in the south of the country. King Edward's is not solely populated by the sons and daughters of Doctors and Lawyers: we celebrate the great social diversity we have in our community and believe it is what makes King Edward's special.
Able children have special needs. They need a faster, deeper curriculum, a more challenging environment and a place in which they can flourish free from the stigma that can sometimes be attached to bright children in mainstream schools. When we ask pupils who have come to us from other schools what they like about King Edward's they often reply that they enjoy;
i) being with able children, of like minded abilities with shared interests
ii) being challenged and stretched academically
iii) working in classes where everyone wants to learn and where disruption is regarded by pupils as well as staff as totally unacceptable
In study after study evidence has shown that able children perform better in Grammar Schools and get higher results than if they attended a comprehensive school. Bristol University undertook a detailed study into Grammar Schools across the country and their impact and concluded that:
"the quarter of children educated in grammar schools do substantially (around 3.5 grade points) better than their peers
in similar non-selective areas [comprehensive schools]"
(Bristol University The result of 11+ Selection: An Investigation into Opportunities and Outcomes for Pupils in Selective LEAs)
In addition Bristol University also noted that children from poorer backgrounds do exceptionally well and make very strong progress when compared to a similar child attending a comprehensive school. They added "it is a shame that more children from these backgrounds do not apply to Grammar Schools"