They remain highly privileged, both in what they offer and where they lead. Rather I hope that they will gradually but deliberately be transformed into first-class comprehensives.There remains the issue of independent schools. In one sense they are a minor problem, since they account for only eight per cent of children, but this is a considerable increase on the 5 per cent of a few years ago, and the figure is already 10 per cent in London. But it must be done if all children are to have a fair chance.I would not engage in the uphill struggle of shutting down grammar and grant-maintained schools. The secret to comprehensive success is that they can attract a true mix of pupils, mixed in ability, background and motivation. I hope that within, say, five years of the next government, many, perhaps most, of the inadequate comprehensives will be turned into attractive schools This will need determination and resources.

They can be diverse, with perhaps increasing specialisation, and a whole range of teaching methods, streaming and setting, but not, in my view, selection. There are many excellent comprehensives, offering opportunities to a wide range of children, not least under-achievers. In truth, there is a range of methods which can exist side by side.As for the secondary system, it should be developed on comprehensive schools at their best. At primary level the mathematics curriculum needs reform along the lines practised on the Continent, and I also hope that space can be found for a foreign language, so easily learnt in early years.At secondary level, I hope the arts will find their way back as compulsory after 14, as to save us from producing yet more philistine generations.

I hope that a Labour government will replace A-levels with a truly broad and flexible examination. A-levels are no longer appropriate either as school assessments, nor for judging entrants to higher education or the changing work scene.I hope that the next government will allow peace to break out in the debate on teaching methods, now rather ludicrously polarised between those who favour whole-class, talk-and-chalk methods,and those preferring the often derided "progressive" methods. Re-training on the job is a priority, constant bureaucratic intervention needs to be reduced, support staff strengthened and pay reviewed: in 1974, teachers' salaries were 37 per cent above average non-manual earnings, now they are 1 per cent below. Improved arrangements for selecting and training heads - whose role is totally crucial - need to be developed.As regards curricula, schools deserve a period of stability, though there is always room for marginal improvements. I look to the incoming government to set the tone and to implement the Commission's proposal to establish a General Teaching Council. This is vital to give teachers a proper professional ethos,Initial teacher training is crucial, deserving increased support, not least in restoring the role of university education departments, so wrongly marginalised in recent years. We need a more positive tone in the way politicians, officials and the media "talk" about teachers.