Flagship academies

The government's flagship city academies are among the worst schools in England according to new league tables.

Nine out of the 11 city academies that reported test results for 14-year-olds in English, maths and science came in the bottom 200 schools in England.

Another six academies opened too recently to take part in the tests or include their results in the league tables.

In the Capital City Academy in Brent, North London, just 28 per cent of pupils reached the level expected of their age group in English, 35 per cent in maths and 23 per cent in science.

The national averages were for 73 per cent of pupils in England to reach level five - the standard expected of 14-year-olds - in English and maths, and 68 per cent in science.

Teachers' leaders called on education secretary Ruth Kelly to reconsider her target for creating 200 city academies by 2010.

Government Response: Department for Education and Skills

A spokesman for the DfES said: "Academies are making 'big strides' in a short space of time.

"Academies are a new type of school in some of country's most economically and educationally disadvantaged areas, reinvigorating education and, in many cases, replacing schools which have failed their pupils for generations.

"They are making big strides in a very short space of time with the average five A to C GCSE results in the open academies already standing close to 30 per cent, compared to an average of 16 per cent in their predecessor schools in 2002."

Party Response: Conservative

Tim Collins, shadow education secretary, said: "After eight years of Labour failure, a new approach is clearly needed.

"The incoming Conservative government will make improved classroom discipline, academic attainment and school pride one of its top priorities."

Stakeholder Response: National Union of Teachers

Steve Sinnott, general secretary of the National Union of Teachers, said: "The Select Committee’s criticism of the government’s determination to press ahead with an entirely untested and unproved initiative is damning.

"I call on the government to follow the select committee’s advice and impose a moratorium on the academy initiative and take the steps which the select committee advises. 

"There is every argument for providing extra support for children in the most deprived areas.  There is no argument for creating a range of schools which are independent and separate from the schools in their communities and from the support of local authorities.

"Teachers in academies will be doing their best for the young people they teach.  I feel very concerned for those staff who have to bear the weight of the government’s unrealistic expectations based on an initiative which was introduced for political not educational reasons.  I want the government also to assess the impact of Academies on other schools and local authorities."

Stakeholder Response: NASUWT

Chris Keates, general secretary of NASUWT, said: "The select committee report has confirmed the view of NASUWT that more needs to be done to provide greater fairness, coherence and transparency in the school admissions system. Focusing on improving the admissions arrangements, the government has the opportunity to make an important contribution to raising educational standards for all pupils.

"The recent independent, international research studies by the OECD have demonstrated that significant educational improvements can be achieved by resisting selection in education. The select committee is right to highlight this issue.

"It remains the case that many parents find the admissions process confusing. Parents often mistakenly believe that a place will be available for their child at their first preference school. The myth of parental choice has been exacerbated by the publication of the school performance tables.

"With increased diversity of schools within the system, the time is right for the government to examine closely the operation of the existing admissions arrangements and to move towards a coherent national framework that applies equally to all schools and pupils.

"It is clear that the government’s policy on city academies is now under siege. Whilst the intention to invest in a programme of support for pupils in areas where there are high levels of deprivation is laudable, the application of the academy concept is highly contentious.

"The select committee raises some interesting questions about whether academies offer value for money and divert funds from neighbouring schools. A full evaluation of the existing ones would help to answer these important questions.

"Questions have also been raised about the academies’ contribution to raising standards.  The best way a high-level and sustainable contribution can be made to this agenda is through the application of existing national frameworks, particularly the national framework of teachers’ pay and conditions of service."