THE reputation of comprehensive education has always been dragged down by the "bog standard" schools of which the Prime Minister spoke yesterday.

Too often, the excellent achievements of the vast majority of schools have been overlooked because of concentration on the lack of success by a small minority of schools.

Many look back on the days of the 11-plus and grammar schools with fondness. But memories are often incomplete.

For every grammar school with sparkling results, there was at least one unsuccessful secondary modern school with lacklustre results.

Three decades ago, every other school was bog standard. Today, thankfully, they are few and far between.

The notion of comprehensive education was worthy, and remains so.

We must not forget the torment many young children endured taking the 11-plus in their final year at junior school.

And we must not forget the often lifelong handicap facing those who failed the 11-plus but who had the potential for rapid progression in their early teens, but were denied it by the system.

Yesterday, this Labour Government kept faith with the principle of state schools educating people of all abilities, which was enshrined in the reforms introduced by Harold Wilson's Labour Government.

By reducing the duration of Key Stage 3, the Government is effectively introducing a selection process at the end of the second year of secondary school.

It is surely better to assess a child's potential at the age of 13 rather than 11. And at the age of 13 there is still ample opportunity for a child to have an education tailored to their needs to ensure they reach their full potential.

There is much to commend in these proposed reforms.

Allowing the most gifted children to sit GCSEs a year early is a sensible option. As is the expansion of vocational courses to meet the needs those with less academic potential.

The Government should not find it difficult to attract support for such changes. What it may find more difficult, without the promise of better pay and conditions, is to attract teachers of sufficient ability and in sufficient numbers to deliver the reforms effectively.