A Populus poll for The Times today shows that while 69 per cent of the public think that Muslims make a valuable contribution to British society, a slightly large number believe that the Muslim community needs to do more to integrate into mainstream culture. Those figures reflect a country which is broadly comfortable with the notion of diversity but concerned that differences are, in some instances, becoming entrenched. Education should be the means by which those who hail from diverse backgrounds will become more familiar with each other. This is still the case for the universities. It is not, alarmingly, as true for schools.

Which is why Lord Bruce-Lockhart, the chairman of the Local Government Association, a body that includes the local education authorities, should be applauded for acknowledging that ethnic segregation exists, that it seems to have become institutionalised in certain parts of the country and that policymakers should not sit passively and let it happen. He admits that he is not sure of the answer — and his tentative suggestion of racial targets for admissions policy is fraught with risk — but that is no reason to duck the question.

The extent of the dilemma should not be exaggerated. The notion of Britain as a sea of white with the occasional black or brown island in it is no longer entirely accurate. Several immigrant groups have spread out from an old base into the suburbs. Some of the particular problems in London, where many primary schools contain a large number of children for whom English is a second language, are the recent consequence of sizeable immigration. These are not necessarily new ghettos.

Yet, despite this, it is disturbing that in Oldham, for example, 66.7 per cent of schools are almost universally white while 13.3 per cent are brown. This is a pattern that is repeated in other con-urbations in Lancashire, Yorkshire and inner and outer London boroughs.

Any kind of formal quota scheme is, nevertheless, destined for failure. To send children to schools on the basis of ethnicity or race runs wholly counter to the thrust of admissions policy for 25 years now, namely at least some degree of parental choice whenever it is possible. The extent of real choice may vary from place to place, yet an attempt to abandon the notion would be extremely unpopular. A successful drive for social integration will not be achieved by national edicts.

What is required is a series of pragmatic measures. One danger in much of London is that an insufficient supply of those who can teach English to young immigrants leads some parents to conclude that they should move their offspring elsewhere. A de facto sink school is created by default. Redirecting resources to prevent this happening should be a pressing prior- ity for government and councils.

In other locations, inducements can be offered to encourage integration. The willingness of the Church of England to set aside places in its schools to those outside Anglicanism is an admirable innovation, an example that should be followed by all faiths. Where new types of school — be they city academies or trust schools — are established, those in charge of admissions should ensure that they do not become an ethnic monopoly. The teaching of “Britishness” has to be revisited, as citizenship classes have not had the impact desired. Much has to be done. Nothing will be achieved by shying away from debate or wishing away the need for action.