When I think back on my time in grammar school education, it is not with entirely fond memories. I was a working class, BAME student, whose parents were working tirelessly to make sure my educational needs were catered for — be it my uniform, school trips or even paying the annual school fund. Even so, little could be done on their part to protect me from the overly-competitive nature of the grammar school system; an educational structure that paraded itself as a diverse and inclusive market only out of an innate self-fulfilling prophecy to produce a particular class of intellectuals.
It is this underlying vision for education that further widens the gap between the lowest earners in Britain and those that are at the top. The division of children at the age of 11 to test their intelligence further predates to a privileged notion that intelligence is hereditary, and if not, that it can be bought.