LCC , London County Council x London County Council

The London County Council was required, as a local education authority, to make provision for nursery schools and nursery classes. In 1939 the Council maintained 5 nursery schools and gave assistance to 18 others maintained by voluntary organisations. By 1963 there were 25 LCC nurseries and 5 voluntary nurseries. The first nursery class in an infants' school was opened in 1936, by 1963 there were 183 nursery classes in infant and primary schools.

Fluctuations in the number of primary school age children in London have caused the Council administrative difficulties over time. In 1946 the number was 205,337, in 1954 283,064 and in 1963 227,849. The LCC development plan for new schools tried to take into account where schools would be needed. The size of classes was a subject of continual concern. An acute shortage of teachers made it difficult to reduce class sizes and in 1963 10.5 percent of classes were oversized according to Ministry of Education guidelines. The Council developed an education programme which expanded on the basic skills of reading, writing and arithmetic to include developing social activity and the desire for creative achievement. In 1963 the Council approved the provision of a new experimental primary school which would admit pupils from 3 years to 9 years of age, in order to experiment with reducing the anxiety of transition and transfer between three phases of education - nursery, infant and primary.

The Education Act, 1944, introduced secondary education for all children from the age of 11. A scheme became necessary for the transfer of pupils from primary to secondary schools. For the previous 40 years the Council had awarded scholarships tenable at secondary schools. From 1945 every child had to be considered individually for transfer to a secondary school appropriate to his ability and aptitude. The scheme adopted was based on three factors - parental choice, reports from primary school heads, and an examination known as the common entrance test. To assist heads in making their reports a standard record card was introduced in 1949 for recording each pupil's progress, ability and interests. In 1955 a new scheme for transfer was adopted. A test, now known as the Junior Leaving Examination, continued to be used, but more importance was placed on the advice given to parents by the head teacher. Each parent was asked to express an order of choice for 2 schools. Local advisory committees exercised supervision over the scheme and handled appeals from parents. The Junior Leaving Examination was abolished in 1964, replaced by a primary school profile for each pupil recording interests, abilities, attainments and characteristics.

The Council decided that comprehensive schools were the best means of providing secondary education for all, as they were open to children without need for an examination, offered a wide range of studies and promoted social unity among adolescents of all degrees of ability. The London School Plan provided for 64 comprehensive schools, although it was not possible to construct so many new buildings and many schools were opened in adapted older buildings. By 1964 there were 69 comprehensive schools in London. To supplement its secondary school provision the Council continued to reserve a number of places at independent and direct-grant grammar schools, and from 1946 onwards gave assistance towards boarding school educations.

For many years the Council directed its efforts towards the development and provision of a broad and liberal curriculum. A variety of courses to suit individual abilities, aptitudes and interests was introduced. Most schools offered at least one foreign language, some made a special feature of arts and crafts, music, or offering classes to prepare for technical education. Organised games were an essential part of the curriculum, leading the Council to purchase large tracts of land to provide playing fields. Activities outside school were also important, including school trips to places of interest and longer visits outside of London. Centres for rural studies were formed in Surrey, containing full classroom facilities. Cultural trips were also undertaken to the theatre, concert hall or museum.