Ofsted annual report

Too many schools are coasting along at a level of "mediocrity", Ofsted's chief inspector has said.

In his annual report on the state of education in England, David Ball highlighted the problem of schools which are not failing, but are not making steps to improve.

 

Government Response: DfES

Education secretary Ruth Kelly said: "There are still real challenges ahead, but we are now focusing on the rate at which schools improve and how we can accelerate that progress.

"Behaviour and attendance are getting better but we're not complacent.

"That's why later this week we will publish the Steer report from top heads and teachers on tackling bad behaviour.

"We need to increase respect in the classroom because even a small minority can make life tougher for teachers and harm the education of other pupils.

 

Opposition Response: Conservatives

David Cameron, shadow education secretary said: "This is the second time in a year David Bell has raised serious concerns about the quality and standard of education in our schools.

"This report, coupled with the news that nearly half of Britain's 11 year olds do not have a basic grasp of reading, writing and arithmetic, is further proof that this government is failing to get a proper grip on the basics.

"Instead of encouraging excellence it is clear that too many schools in England are offering mediocrity.

"A Conservative government would bring rigour and high standards to the system.

"Schools would be given more freedom to run their own affairs and as a result standards would improve.

"Ruth Kelly needs to start getting this right."

 

Opposition Response: Liberal Democrats

Liberal Democrat education spokesman Edward Davey said: "This report confirms that while there have been lots of change in schools this has resulted in little progress in many key areas.

"Improvements in key skills have stalled and many youngsters are missing out on the basics they need.

"Next week's white paper must address the way we test and asses children's progress through school."

 

Stakeholder Response: ATL

 

 

Dr Mary Bousted, general secretary of the Association of Teachers and Lecturers, said: "While the Westminster village enthuses about the market and diversity of providers as the means to raise standards, Ofsted repeats what every teacher knows: improvement in schools is influenced by inspection.

 

"ATL welcomes the move to self-evaluation, which should make inspection less stressful. ATL also agrees that good management is key, but believes that many schools have a long way to go towards getting the best from their workforce.

 

"Too many school leaders transmit inspection panic to their staff instead of embedding self-review in their everyday work.

 

"Teachers will resent the suggestion that some schools are ‘coasting’, when all the evidence is that teachers are working hard and pupil performance continues to improve, and when most parents believe that teachers are doing a good job". 

 

 

 

Stakeholder Response: NUT

 

 

Steve Sinnott, general secretary of the NUT, said: "I welcome the fact that David Bell recognises the effectiveness of the large majority of schools. There is much to celebrate. 

 

"The chief inspector, however, has to be very careful with his use of language. 

 

"Mediocrity is a word which is as damning as failure.  It is a small jump for those hostile to maintained schools to ascribe failure to the whole system.

 

"Success and improvement are patently the hallmarks of the English education system as the evidence from the annual report shows. 

 

"There is never room for complacency and teachers themselves do not conspire to be complacent.  Building on success should be the message of the chief inspector’s report, not mediocrity."

 

 

 

Stakeholder Response: SHA

 

 

SHA deputy general secretary Martin Ward said: "This report is an accurate reflection of the good work happening in schools.

 

"Standards are rising. Heads, senior staff and teachers are working smarter and more effectively than ever before and they should be commended for it.

 

"I am pleased that the report has recognised the important role that leadership teams, and not just headteachers, play in improving schools.

 

"With heads being asked to take on more responsibility outside the school, leadership teams are even more crucial to achievement within the school.

 

"In regards to David Bell's comments on 'coasting' schools, there will always be room for improvement in some subjects and with some groups of pupils, even in schools at the top of the league tables.

 

"The new emphasis on accountability, especially school improvement partners and self evaluation, should help schools to pinpoint and address areas that can lead to the greatest improvement.

 

"We know that attendance is a concern in some areas but the answer does not rest only with schools. Many schools are already doing everything they can to address the issue.

 

"Parents need to share the responsibility of getting their children to school. Until schools have the support of all parents and the community, there is a limit to the effect they will have on improving attendance.

 

"On key stage four results in mathematics, in the last few years the focus has been on initiatives at key stage three.

 

"These are beginning to have an effect and I would not be surprised to see achievement rise in the next few years as these pupils move into key stage four."

 

 

 

Stakeholder Response: NASUWT

 

 

Chris Keates, general secretary of NASUWT, said: "The problem which Ofsted highlights of 'low attaining' youngsters spending too much time with teaching assistants is one of the issues which the introduction of the recent reform of the school workforce was designed to address.

 

"The changes to the teacher's contract are freeing teachers to focus on teaching and creating the capacity for them to give more personalised attention to those pupils who need it most.

 

"There is now a clear recognition that qualified support staff can play a valuable role in assisting teachers by doing specified work with a larger number of pupils while the specialist skills and expertise of the teacher are focused on those who have specific learning needs. 

 

"As the reforms are embedded the  learning landscape is being transformed."