Tag: Press Release

The press release issued by the Department for Education on 15 March 2012.

Schools Minister Nick Gibb today announced a new national award scheme to recognise the top achievers in every secondary school in England – and those showing great potential.

He said that the ‘Dux’ – Latin for leader or champion – would help raise the aspirations of all pupils, including those from less affluent backgrounds, to go to university, including our top higher education institutions. A similar scheme, also called Dux, already exists in schools in Scotland.

The award, open to all maintained secondary schools, will see teachers selecting a Year 9 pupil as their Dux. They will be rewarded with a visit to one of the 20 current Russell Group universities.

The Russell Group represents leading UK universities which are committed to maintaining high-quality research, outstanding teaching and education, and excellent links with business and the public sector.

Schools Minister Nick Gibb said:

This is an opportunity for schools to celebrate success, and to develop and reward high performing pupils.

Teachers may decide to choose pupils who might not be at the top of the class but who have outstanding potential to become high achievers. These could include children whose families may traditionally not have gone to higher education. They may wrongly assume that university is something ‘other people’ do.

Visiting any of these great educational institutions, and seeing first-hand the possibilities that exist there, will open pupils’ eyes to an exciting world in which they can not only take part, but thrive.

Nick Gibb added:

Our world-class universities are for all those with good qualifications and real promise – not just the few. They already do a great deal to increase access to higher education and run extensive outreach programmes offering a wide range of opportunities for school pupils.

This is about ensuring that schools are playing their part in promoting excellence and in supporting pupils, including from disadvantaged backgrounds, to aim for prestigious universities.

I am delighted that so many leading universities are committed to the programme.

Dr Wendy Piatt, Director General of the Russell Group, said:

Russell Group universities already pump millions into a range of schemes to attract young people from non-traditional backgrounds. Many of our universities run successful summer schools and work with local schools – including those where there is little history of pupils progressing to research-intensive universities.

Too few pupils from some state schools get the right grades in the right subjects to apply to leading universities but there is also evidence that even with good grades state school students are much less likely to apply to top universities than those at equivalent independent schools. So we hope this scheme will help raise the aspirations not only of Dux winners but all other bright teenagers at their schools and make sure they are thinking about their options at a younger age.

We are delighted to be offering bright prospective students the opportunity to come and meet our students and lecturers and have taster sessions. All of our universities look forward to welcoming the winners and their teachers and helping to build long term working relationships so that all young people – whatever their background or school type – know that a Russell Group university could be within their grasp.

We’re ready to offer all top achievers – whether or not they win the Dux – the chance of a place: we need their teachers or advisors to persuade them to apply. Wherever you’re from, with the right grades, attitude and potential, you have a good chance of getting into a Russell Group university. So if there are pupils out there who don’t manage to win but are still interested we would urge them to find out about general open days and other activities for school pupils’ on university websites.

Similar awards already exist in a number of other countries, including Scotland, Australia, New Zealand and the US.

Case study

At Imperial College London, Dux prize winners will be given the chance to take part in three activities around the future of energy. They will work with current students and researchers on carbon capture and storage solutions, explore fuel cell technology that could power high-performance low-emission cars, and experiment with new solar cell technology that could make solar energy cheap and accessible for all. Prize winners will then come together to discuss how the science, technology and engineering activities they have been working with can help deal with climate change and energy sustainability.

The press release issued by the Department for Education on 8 March 2012.

Education Secretary Michael Gove today warns of the dangers of entering pupils early for GCSEs before they are ready.

Mr Gove has written to the chief inspector at Ofsted, Sir Michael Wilshaw, to ask him to examine how the practice can be “discouraged”.

In a letter to Sir Michael, Mr Gove says that taking a GCSE early “can be beneficial where it is undertaken as part of a planned programme of accelerated progression through to A level and beyond”.

But he warns it has become a “damaging trend that is harming the interests of many pupils”.

Department for Education research shows that:

• In 2007 there were 67,000 early entries in English and maths GCSEs – only two per cent of pupils entered English early while only five per cent of pupils entered maths early.
• In 2010 the number of early entries rose to 326,000 – 24 per cent of pupils took English early while 27 per cent of pupils took maths early.

Mr Gove says the research looked at the impact of the practice on attainment and found that “for many of these pupils early GCSE entry can be detrimental to their overall performance”.

• In 2010, 29 per cent of early entrants got an A*, A or B in maths GCSE – compared with 37 per cent of all entrants, and 41 per cent of end-of-course entrants.
• In 2010, 30 per cent of early entrants got an A*, A or B in English GCSE – compared with 41 per cent of all entrants, and 45 per cent of end-of-course entrants.
• Higher attaining state schools are less likely to enter pupils early than lower attaining schools. For example there were fewer pupils entering early in grammar schools than there were in other state schools.

Mr Gove says:

[This] suggests that candidates who enter early perform worse overall than those who do not, even after re-sits are taken into account.

It seems likely that candidates are being entered before they are ready, and ‘banking’ a C grade where their performance at Key Stage 2 would suggest that if they had continued to study the subject and taken the GCSE at the end of Year 11 they could have achieved a top grade.

This is of particular concern in mathematics, where there is high progression from A*/A grade at GCSE to A level, but low progression from grades B and C.

In addition, I believe that this speaks more generally of a narrowed curriculum, focused not on sound subject teaching as a basis for successful progression, but on preparation to pass exams.

He adds that he would like to hear what Ofsted and the Department for Education can do “to ensure that early entry does not impact negatively on pupils achieving their full potential”.

The research also shows that pupils who achieved an A*-C grade were less likely to be given the opportunity to re-take and potentially achieve a higher grade. For instance, for those who took maths GCSE at the end of year 10, a year before the end of their course:

• 98 per cent who got a D re-took.
• 76 per cent who got a C re-took.
• 63 per cent who got a B re-took.

The press release issued by the Department for Education on 8 March 2012.

New teachers to train as behaviour specialists in Pupil Referral Units.
Ofsted to challenge schools on their use of alternative provision.
Pupil Referral Units to benefit from academy freedoms.

A new generation of teachers will be trained in managing disruptive behaviour under new proposals set out today by Charlie Taylor, the Government’s Expert Adviser on behaviour.

From this September, for the first time ever, new trainee teachers will be allowed to do some of their teacher training in Pupil Referral Units (PRUs), where children excluded from mainstream education are taught. They will be able to develop key skills in managing disruptive behaviour.

Publishing his independent review into alternative provision, Charlie Taylor also calls for outstanding PRUs to take advantage of academy freedoms so they can help drive up quality of provision and develop closer relationships with schools in their area.

He also recommends that where PRUs are failing, they are taken over by successful PRUs, successful alternative providers, or by academy sponsors. This will mean that by 2018, poor quality PRUs will have either been taken over or closed. In addition, any new provision should be set up as either an academy or free school.

Figures published for the first time last year show that in 2009/10, only 1.4 per cent of pupils in alternative provision achieved five or more GCSEs at grade A*-C, or equivalent, including English and mathematics. This compares with 53.4 per cent in all schools in England.

The review into alternative provision in England was commissioned by Education Secretary Michael Gove in the wake of the summer riots last year. Of children involved in the riots and brought before the courts, two thirds had Special Educational Needs and on average missed almost one day of school a week. They were also more likely to live in the 10 per cent lowest income areas, to be receiving free school meals and to have been excluded from school at least once.

Charlie Taylor said:

We currently have a flawed system that fails to provide suitable education and proper accountability for some of the most vulnerable children in the country. If we fail to give them a first-class education then, as the events of this summer showed, we will all pay a heavy price.

By freeing outstanding alternative provision providers to do what they do best and share this with others, we can ensure we drive up standards. A new breed of teachers trained in the specialist behaviour management will help improve alternative provision and then act as a specialist cadre of teachers sharing their skills with others in the profession.

The other main recommendations from the independent review include:

• Ensuring that all children in alternative provision continue to receive appropriate and challenging English and Maths teaching.
• Schools rather than local authorities should become responsible for commissioning alternative provision and PRU services. This will help ensure provision better meets the needs of children and schools can intervene at an earlier stage. This is currently being trialled in a pilot by the Department with some schools in relation to excluded pupils.
• Schools should share all relevant information about the pupil they are sending to alternative provision with providers, agree the nature of the intervention and set targets for the pupil. Progress should be regularly monitored and plans put in place for the next stage in the child’s life.
• The Department for Education should commission a payment by results trial for alternative provision. This will help develop greater diversity of provision which will help drive up standards for children. A trial would aim to start in 2012/13 and the Department will be setting out further details in the coming months.
• Schools should look at using money they currently spend on alternative provision to build up their capacity for managing pupils’ behaviour. By intervening earlier and using more focussed placements in alternative provision, schools can better cater for children’s needs.
• Ofsted should challenge schools on their use of alternative provision. The new school inspection framework provides a useful opportunity for close and consistent attention on how well schools meet the needs of children through alternative provision. To reinforce this, Ofsted should consider a more structured approach to monitoring alternative provision through its survey programme.
• Ofsted should improve its intelligence gathering on poor practice – they should make sure that information on poor practice by commissioning schools and alternative provision providers is shared effectively within Ofsted and informs decisions about inspections.

The press release issued by the Department for Education on 2 March 2012.

One in 5 of the schools visited were judged inadequate for music. The findings and recommendations are published in a report today.

In too many music lessons there was insufficient emphasis placed on active music making, and too much focus on talking or written exercises. The scarcity of good vocal work in secondary schools, where nearly half of those inspected were judged inadequate for singing, and the underuse of music technology across all levels were found to be significant barriers to pupils’ musical progress. For example, insufficient use was made of audio recording to assess and improve pupils’ work.

Across the primary and secondary schools visited, around twice as many girls as boys were involved in extra-curricular activities. In secondary schools, only 6% of students with disabilities or special educational needs were involved in additional tuition, compared to 14% of students without these needs.

Nearly all the schools recognised the importance of promoting a diverse range of musical styles, but far fewer had a clear understanding about how students should make good musical progress. The report, ‘Music in schools: wider still, and wider’, is complemented by six new films (link below) exemplifying good practice in a wide range of settings, designed to help all schools.

Launching the report, Her Majesty’s Chief Inspector, Sir Michael Wilshaw, said:

Inspectors looking at music teaching in nearly 200 schools saw quality ranging from outstandingly good to extremely poor. Too often, inspectors simply did not see enough music in music lessons.

Too much use was made of non-musical activities such as writing without any reference to musical sound. Too much time was spent talking about tasks without teachers actually demonstrating what was required musically, or allowing the pupils to get on with their music making. Assessment was often inaccurate, over-complex or unmusical, particularly in secondary schools. All this limited time for practical music, detracting from pupils’ musical improvement and enjoyment.

School leaders need to monitor and challenge robustly the quality of music teaching and curriculum planning. I hope that schools and the new music hubs will use our recommendations to improve the quality of their music education.

The report recommends that schools give sufficient, regular time for developing aural awareness and musical understanding, and ensure that opportunities for pupils’ practical, creative application and response to music are given priority.

It recommends that schools do more to ensure the sustained participation and musical achievement of specific groups of pupils; particularly boys; pupils with special educational needs; pupils known to be in receipt of free school meals; and children who are looked after.

Best practice case studies of music teaching highlighted in the report include a range of lessons from every type of school in different styles (see notes below). Poor teaching also highlighted shows entire lessons, for example, where teachers did not play or sing a single note. In one lesson students sat passively while the teacher spent almost 20 minutes explaining complicated assessment objectives. One Year 9 class completed the copying of information about the lives of Eric Clapton and Johnny Cash but did not engage in musical activity.

The six films include examples which highlight the impact external providers can have on achievement and participation. These films cover a diverse range of schools, including a primary school where 98% of pupils are from minority ethnic groups, a high-attaining boys’ secondary school, and a special school for children with profound and multiple learning difficulties.

The press release issued by the Department for Education on 1 March 2012.

A £50 million summer schools fund to help the most disadvantaged pupils opens today. The money will help up to 100,000 pupils making the transition from primary to secondary school, a time when Ofsted research shows performance can take a significant dip.

From today, secondary schools can sign up for £500 for every disadvantaged pupil taking part in a two-week summer school. The money applies to all pupils transferring in to Year 7 who are on Free School Meals or have been in care for six months or more.

Headteacher will be able to design and run summer schools, targeting pupils who will benefit the most. The funding could be used for activities such as:

• Transitional activities such as meeting teachers, having a tour of the school or learning more about their new curriculum, to build on schools’ own induction arrangements. This will help pupils familiarise themselves with their new environment and give them a flying start.
• Additional intensive support in English and mathematics to enable pupils who need it to make progress in these key areas before the start of the autumn term, both as catch up and preparation for the secondary curriculum.
• Wider enrichment activities such as arts, music and sports activities, trips to theatres and museums, visits to local higher education institutions and employers etc.

Deputy Prime Minister, Nick Clegg, said:

As any parent knows, the move from primary to secondary school can sometimes be tough. For those who struggle to make the jump, there can be a dip in performance that can last for years. We know that those who struggle most are often among the poorest in society, but we also know that just two weeks’ activities and education can help them at this tricky time in their lives.

Summer schools will give some of the most disadvantaged pupils the chance to swim rather than sink in those first critical weeks of secondary school. We want every child to succeed, regardless of their background, and this is a crucial part of the coalition Government’s commitment to making this happen.

Children’s Minister Sarah Teather said:

For too long social background has been a deciding factor in a child’s achievement and future prospects. In a fair society, it is the coalition Government’s responsibility to close the gulf in achievement between the poorest children and their classmates.

Evidence shows that disadvantaged children can slip further behind as they move into secondary school, so we know that heads and governors will be keen to build on their own induction arrangements and support these children.

As well as this £50m fund, we are making significant extra funding available through the Pupil Premium. This will help schools tackle the inequalities that have been a part of our educational system for far too long. Thousands of children will finally be getting the extra support they need to succeed.

Secondary schools can opt in by providing a few key pieces of information, such as how many pupils they expect to attend and how long they will run the school for, in a web form available on the DfE website. Applications must be submitted by 30 April 2012.

Schools will receive confirmation of their funding allocation in May, with half of the funding paid in advance to allow schools to book activities, if they choose to do so. Summer schools will run between July and August and schools will be contacted in September to find out how the summer schools went and paid the remaining funding.

Schools will be free to ask third parties, such as voluntary groups, to run the summer schools for them or work together with other schools if they wish to do so, for example, to help provide sporting or cultural opportunities, or where they do not have significant numbers of disadvantaged pupils.

The press release issued by the Department for Education on 28 February 2012.

New national youth dance company to be formed

The first national youth dance company is to be set up as part of a review designed to ensure all children have their lives enriched by cultural education.

An academy for young film-makers and a national network of art and design Saturday clubs – based on the model established by Sir John Sorrell – are other schemes that the government will confirm today (28 February 2012).

Darren Henley, the managing director of Global Radio’s national classical music station, Classic FM, said his recommendations, published today, would make England’s cultural education “the envy of the world”.

His proposals cover all areas of cultural education and are intended to ensure that all children leave school as “well-rounded individuals with a knowledge of the world, past and present, around them”.

He said many schools were already providing pupils with a high standard of cultural education, with excellent facilities and good teaching in art and design, design technology, music and the performing arts.

But he said it was now time to extend the reach of cultural education so that all children, especially those from poorer backgrounds, accessed the arts.

Education Secretary Michael Gove and Culture Minister Ed Vaizey welcomed the report. The Department for Education will invest £15 million over three years, pump-priming the system to make Mr Henley’s recommendations a reality.

Mr Henley said that the dance company will “showcase and nurture young people’s magnificent talent in the areas of both contemporary and classical dance”. It will, in particular, aim to develop young dancers from poorer backgrounds.

They include:

A new national youth dance company

This will provide opportunities for 30 young people – aged 16 to 19 – every year. The DfE and Arts Council England will each provide £600,000 over three years. It will work on a similar model to other national youth organisations, including the highly regarded National Youth Choirs, which perform at some of the UK’s most famous venues, the Royal Albert Hall and the Royal Festival Hall, and the National Youth Theatre. Arts Council England will manage the development work to set up the new company.

New national art and design Saturday clubs

Funding of £395,000 over three years, and additional funding from the Paul Hamlyn Foundation and the Esmee Fairbairn Foundation, will be used to establish a network of clubs based on the model set up by Sir John Sorrell. The clubs give schoolchildren access to specialist equipment and tuition at local colleges and universities.

‘Heritage schools’

English Heritage will work with schools to encourage them to explore historical sites in their local area. This proposal will receive funding of £2.7m over three years.

A new film academy for young people

This will be led by the BFI. It will receive £3m from the Department for Education over three years, to support film education for all children and young people. The academy will work with schools, colleges and industry to identify and develop young film-makers and film professionals with exceptional levels of creative talent, technical skills, commitment and tenacity.

Supporting teachers to improve the quality of cultural education in schools

This will include more training and mentoring for new teachers and continuing professional development for experienced teachers. The new teaching schools will be invited to draw up a programme of work. This will receive £300,000 funding from DfE over three years, supported by non-departmental public bodies.

A new DfE/DCMS ministerial group

This will give responsibility for cultural education a joint focus.

A new national plan for cultural education

This over-arching strategy will set out a clear pathway from early years through to young people studying cultural education subjects at the highest level.

A new cultural education partnership group

This will be made up of lottery distributors – Arts Council England, the Heritage Lottery Fund, the British Film Institute – working with museums and galleries, English Heritage and other partners to improve cultural education for young people across the country.

Darren Henley said:

All children can and should benefit from receiving a wide-ranging, adventurous and creative cultural education.

School will inevitably form the most significant part of a child’s cultural education. This is particularly the case with children who come from the most deprived backgrounds. In these instances, many of their parents and carers may themselves not have been lucky enough to benefit from a wide-ranging cultural education.

There is therefore a gap in understanding and experience among the influential adults in these children’s lives.

We need to bridge the divide so that all children, from whatever background, experience the richness of a varied cultural education.

Education Secretary Michael Gove said:

Britain has forged a well-deserved reputation in popular culture – in film, dance, music and art.

But I want to introduce more children to high culture, so they are as interested in Classic FM as they are in 6 Music.

There are some brilliant examples of schools giving their pupils the opportunity to experience the full range of cultural subjects – both in school and outside the classroom – and in many families culture is a part of their everyday lives.

But this is not always the case. Many children, especially poorer children, do not visit museums or art galleries, or go to concerts or the theatre, with their families.

That is why we must strengthen what is offered in schools. Cultural education must not be a closed shop for poorer pupils. I want to end any suggestion that high culture is only for the privileged few.

Michael Gove added:

A national youth dance company is long overdue. It will act as a centre for excellence, an inspiration for dozens of young dancers, especially those from less affluent backgrounds.

We have outstanding youth orchestras and choirs – it is high time we had a dance company of similar stature.

Culture Minister Ed Vaizey said:

Our children’s cultural education is one of the most important aspects of their school life. We are setting out an action plan to ensure that all pupils enjoy a cultural education that will give them knowledge and skills they will draw on for the rest of their life. The UK has a proud history of producing world-leading performers and artists and we want that to continue.

Darren Henley has once again done an excellent job bringing together the many people who can nurture an interest in arts and culture in our young people. I am particularly pleased that the BFI, ACE, HLF and EH have come together to form a partnership, ensuring the wonders of our great cultural heritage are enjoyed by all children.

Sir John Sorrell CBE said:

It is great to see the Government investing in the future of the creative industries which provide significant revenues and jobs, give an exciting edge to our nation’s culture and identity, and position Britain as the best possible creative partner to the world.

Artist Antony Gormley said:

The Saturday Club is very important because it is about real exchange and the use of that wonderful, magical time in our lives when we are absorbing what the world has to offer.

Actor Damian Lewis, star of Homeland and _Band of Brot_hers, said:

Any scheme that promotes opportunities for people from all backgrounds is worthwhile. For art to continue to be truly representative of who we are, it’s important that these kids have a voice. Hopefully The National Youth Film Academy will help with that.

Dancer, Liam Mower, 19, who played the lead role in the musical Billy Elliot, winning an Olivier for his performance, and currently appearing in New Adventures’ production of Matthew Bourne’s Nutcracker! said:

The formation of a new national youth dance company is fantastic news for young people across England. Any scheme that enables more young people to pursue careers like mine is brilliant news for the dance sector.

BFI CEO, Amanda Nevill, said:

Talent is universal but opportunity is not and the new film academy initiative is all about creating greater access to more opportunities for young people to develop their skills and talent. British film and film-making talent is world class – you just have to look at our success at the box office and the awards season to see it. But we must not lose the momentum. We are really excited to be able to establish this new academy programme as it dovetails neatly with the continued investment we and our partners are putting into making sure film is at the heart of education.

Simon Thurley, Chief Executive of English Heritage, said:

Outside every school there is a rich history. In the high street, the housing estate, the park, riverside and field, every town, city and village is full of places in which significant events have taken place. We want every child, their parents and teachers to enjoy and take pride in the heritage of their local area and to understand the part it played in the rich story of England. Our Heritage Schools initiative will bring history to life both in the classroom and out of it, weaving it into the life of the community and endowing present and future generations of children with a vivid understanding of the place in which they grew up.

The press release issued by the Department for Education on 28 February 2012.

Last weekend’s Observer made a number of claims about academy performance. Much of their analysis was based on a simplistic comparison between all schools and academies – nearly all of which were previously failing local authority maintained schools. As academies are having to recover from such a low base such a comparison is nonsensical.

The Observer also claim that academies with poor results in 2008 have improved no faster than maintained schools with poor results over the same period. But this analysis excludes the most successful academies that opened between 2001 to 2007 and which had already seen huge improvements. Research by the LSE found results were strongest for schools that have been academies for longer.

Furthermore:

• The analysis of progress measures is limited because the league tables consider progress of pupils over the full five years in secondary school. All pupils in academies will have spent the majority of their time in the underperforming predecessor school not the academy.
• They do not take into account spill-over effects, e.g. local authority schools improving because an academy has opened nearby (as the London School of Economics has suggested is happening).
• They have used a narrow way of comparing schools, looking purely at the free school meal intake.

The government and the NAO actually use a wider range of data to create comparator statistics. We look at FSM rates, previous results and prior attainment levels of pupils. This means we are genuinely comparing like for like.

Facts on academy results

• This year, yet again, academies’ GCSE results improved by nearly twice the level seen across all maintained schools
• Attendance figures at academies are rising faster than in other schools, and the number of NEETs are falling faster in academies than other schools. (NAO report)
• The London Schools of Economics (LSE) found that academies improve faster than comparator schools even when controlling for pupil intake and the use of GCSE “equivalent” qualifications. They also found that academies effect helped raise standards in other local schools
• The attainment rate for FSM pupils in academies improved by 8.0 percentage points between 2009 and 2010. This more than double the improvement rate recorded in comparable schools (3.1 percentage points) and also much higher than the national improvement rate for FSM pupils (4.3 percentage points).
• Results in sponsored academies are generally higher for those that have been open the longest. In 2011, the proportion of pupils achieving 5+ A*to C including English and maths was 42.7 % in sponsored academies open for one year and 52.0 % in those open for 5 or more years. (Department for Education research)

Individual sponsor groups show big rises across their academies. For example:

Harris Federation academies averaged a 13 percentage point increase.

ARK Schools academies averaged a 11 percentage point increase.

Oasis showed an average 9.5 percentage point improvement across their academies which had been open for 2 years.

ULT results show a 7.5 percentage point improvement across their 17 academies – with 6 academies showing improvements of more than 10 percentage points.

Below is the full quote given to the Observer:

A Department spokesman said:

This is a weak and poor snapshot analysis – it’s ridiculous to lump in the lowest performing schools which may have only become academies 5 months ago, with ones which have been established for years.

The fact is that the longer the vast majority of sponsored academies are open, the better the results – far outstripping the underperforming schools they replaced, far faster than the national average and with higher proportion rated outstanding by Ofsted. We know that the poorest pupils make faster progress in academies than in other state schools. The critics can’t ignore overwhelming international evidence which shows that giving schools independence drives up standards and LSE’s research that academies have a knock on effect on results in neighbouring schools.

We do not hesitate in taking robust action in any state-school which does not improve at the pace we expect. Ministers have tough powers to intervene where needed – including removing sponsor, or taking control of the governing body.

The press release issued by the Department for Education on 9 February 2012.

Speaking at the London Leadership Strategy ‘Good to great’ conference, he set out his ambition that all children will receive a good or better education and the steps Ofsted proposes to drive faster change.

Sir Michael reiterated plans to replace the satisfactory judgement with ‘requires improvement’ and for all school inspections to be undertaken without notice. He also announced a raising of expectations for outstanding schools and a tighter focus on the way in which headteachers are driving the quality of teaching in their schools.

In his address Sir Michael said:

Quite simply, I believe we need radical improvements to the education system in this country. My view is that we have tolerated mediocrity for far too long – it has settled into the system.

We have made progress. But, the quality of educational provision isn’t improving fast enough and the gap in outcomes between the richest and the poorest isn’t closing. Without a radical change now, we will see more social and economic division in this country.

In order to help deliver a ‘no excuses’ culture, Sir Michael wants Ofsted to support school leaders in driving up the quality of teaching. In his speech, Sir Michael set out principles for outstanding leadership:

• you and your senior team have to show your passion and commitment for teaching in everything you say and do
• you need to be committed to good quality professional development
• you monitor the quality of teaching effectively and ensure performance management is robust in rewarding those who teach well, and doing something about those who consistently underperform

Commenting on the importance of strong leadership, Sir Michael adds:

Unless we have headteachers who take on the difficult challenges of schools performance and adopt a no excuses culture, we are never going to make the improvements we need.

Ofsted is proposing that information about performance management in a school should be gathered as part of the inspection process so that the relationship between reward and quality of teaching in a school can be fully understood.

Sir Michael also signalled a raising of expectations for good and outstanding schools. He said:

We need clear and demanding criteria for a school to be judged ‘good’ or ‘outstanding’. A good school should have at least good teaching, and an outstanding school should have outstanding teaching. Good and outstanding leadership of teaching and learning drives improvement and knows that the culture of the school and the progress of pupils depend on it.

This raising of expectations for outstanding schools will lead to Ofsted reviewing the status of some outstanding schools. This will not mean a return to routine inspection but the selection of more schools for inspection on the basis of risk assessment, including from information gained through Parent View, Ofsted’s online questionnaire for parents to give their views of their child’s school.

Headteachers have welcomed the new focus proposed by Sir Michael.

Robin Bosher, Executive Head, Fairlawn Primary in Honor Oak London says:

A great deal of progress has been made in our schools over recent years but it is vital that heads and teachers continue to strive for continuous improvement – so that every child, regardless of their background or circumstances, can benefit from the best possible education. The changes proposed in Ofsted inspection will help drive this and I hope that all those with an interest will contribute to the consultation.

Rachel Macfarlane, Headteacher of Issac Newton Academy Director of the London Leadership Strategy’s Good to Great and Going for Great programmes adds:

Almost all Headteachers share the belief that it’s their moral purpose to do all they can to close the gap in educational outcomes between the richest and the poorest. That’s why those school leaders on the Good To Great and Going For Great programmes constantly strive to ensure that their schools do better for their pupils.

Ofsted needs to be an agent for improvement in the education system and the London Leadership Strategy shares Sir Michael Wilshaw’s expectation that all outstanding schools will “step up to the plate to support less successful schools.

Reflecting specifically on proposals to introduce changes to the amount of notice schools are given, Jo Morgan, Headteacher, Great Sankey High School adds:

Headteachers should not be afraid of unannounced inspections, as long as they are well orchestrated by Ofsted. Schools should not be defined by the amount of paperwork collated in 48 hours but by strong, dynamic leadership, excellent learning and teaching and the culture and ethos which is ‘typically’ present. Jumping through hoops doesn’t raise standards- ensuring students’ everyday diet is of the highest quality does: that’s what makes the difference. That’s what Ofsted should see. It’s what you do- not what you say you’ve done, or what you’re going to do, that makes the difference to achievement.

The consultation, which also covers changes to Further Education (FE) and skills and Initial Teacher Education (ITE) inspection, sets out seven proposals in total for changes to the way schools are inspected.

From September 2012, it is proposed that:

• schools cannot be judged ‘outstanding’ unless their teaching is ‘outstanding’
• schools will only be deemed to be providing an acceptable standard of education where they are judged to be ‘good’ or ‘outstanding’
• a single judgement of ‘requires improvement’ will replace the current ‘satisfactory’ judgement and ‘notice to improve’ category
• schools judged as ‘requires improvement’ will be subject to a full re-inspection earlier than is currently the case
• a school can only be judged as ‘requires improvement’ on two consecutive inspections before it is deemed to require ‘special measures’
• inspections will be undertaken without notice being provided to the school
• inspectors should undertake an analysis of an anonymised summary, provided by the school, of the outcomes of the most recent performance management of all teachers within the school, as part of the evidence for a judgement on Leadership and Management

The consultations for FE and ITE cover very similar areas.

The press release issued by the Department for Education on 9 February 2012.

The revelation comes as the Department for Education publishes over a million items of data – first published by the Coalition Government last year – about the performance of every state school in last year’s GCSE exams. This comes on top of the publication two weeks ago of 400 per cent more league table data.

The figures show that across England there are:

• 137 schools where no pupils were entered for geography GCSE
• 57 schools where no pupils were entered for history GCSE
• 30 schools where no pupils were entered for a modern language GCSE
• 219 schools where no pupils were entered for French GCSE
• 1,067 schools where no pupils were entered for Spanish GCSE
• 516 schools where no pupils were entered for any of the individual science GCSEs

Research published last year by the Department from NatCen showed the huge positive impact the EBacc is having on future GCSE choices. Since its introduction, 47 per cent of pupils taking GCSEs in 2013 are now studying a combination of EBacc subjects – English, maths, a language, history or geography, and two sciences. In 2011, only 22 per cent of pupils were entered for the EBacc in state-funded schools.

Today’s figures also show that schools are not entering as many boys as girls for the EBacc. In 2011, almost one in four girls (23.9 per cent) were entered for the EBacc subjects, compared to under one in five boys (19.4 per cent).

Schools Minister Nick Gibb said:

Today we have published even more data, which until last year was kept secret, so that parents can see what is happening in our schools. Parents can now tell how many children are entered for key academic subjects.

These core subjects are the stepping stone to higher education and employment. But far too many schools simply aren’t giving their pupils the opportunity to study them.

We should have high expectations for all children regardless of their circumstances. Thanks to the EBacc, more young people are now studying the subjects that universities and top employers value.

The statistics also reveal that thousands of disadvantaged children are being failed by their schools. White British boys who qualify for free schools meals are less than half as likely as their peers to get five or more A*-C grades at GCSE including English and maths. Only 26 per cent of them achieved this level, compared with the national average of 58 per cent.

Nick Gibb added:

All too often, talented children from poorer backgrounds simply don’t have the same opportunities as their wealthier peers, meaning they struggle to go onto further education or the jobs they deserve.

Through the Pupil Premium, we are specifically targeting funding at disadvantaged pupils, so that schools have the resources they need to make a difference.

We want to create good schools for all, by expanding the Academies programme to give more schools real freedoms over how they are run, recruiting the best graduates into teaching, and restoring order in the classroom.

The statistics also show a far greater proportion of children with Chinese (78.5 per cent) and Indian (74.4 per cent) origins achieve five or more A*-C grades at GCSE English and maths than their peers. As well as being the highest attainers, children with Chinese origins also have higher levels of progress for English (88.5 per cent) and maths (94.7 per cent) than their peers.

Girls continue to outperform boys. 61.9 per cent of girls achieved five or more A*-C grades at GCSE including English and maths, compared with 54.6 per cent of boys – an attainment gap of 7.3 percentage points.