Every year, Ofsted releases an annual report looking at the key findings and emerging themes from “over 5,000 inspections of schools, colleges and providers of further education and skills.” We’ve pulled together the key highlights for secondary schools from the report for you.
- Key Stage 3 continues to be identified as the “years where too many pupils fall behind.” Some pupils told inspectors that they were not taking particular Ebacc subjects (particularly foreign languages) because they had found them difficult at key stage 3. The report implies that this is linked to quality of teaching at Key Stage 3, but evidence to back this up appears thin.
- The North and Midlands enter fewer learners onto Ebacc subjects than the rest of the country. This shows that schools in these areas have further to go to fulfil the government’s wish that 90% of learners will study the Ebacc.
- The achievement of pupils from low income backgrounds is one of the “ongoing weaknesses in our education system.” The gap between those eligible for free school meals and their peers is very wide at 27%.
- The report concludes that “tackling disadvantage is a leadership issue.” Governors and leaders should be making efforts to ensure that those eligible for free school meals do not underperform. Aspirations for students in secondary school seem to be a particular issue.
- "One of the most common reasons that pupils do not sustain their study or employment (after school) is because the advice and guidance they received when they chose that route was flawed." Schools can often have weak links with employers.
- “Most schools…especially those with sixth forms, were generally poor at promoting vocational training and particularly Apprenticeships.” The report goes on to say that there is clearly still a misconception that apprentices are not for young people with a good academic record.
- The report highlights gaps in preparing children for the world of work. “This echoes the findings of the CBI. 85% of employers said that character and attitude was one of the most important considerations in recruiting school and college leaders.”
- Ofsted has voiced concerns about the supply of high-calibre teachers before. A number of factors were emerging that could have a negative impact two years ago. There are particular concerns about some subjects at secondary level. Schools in challenging circumstances are most vulnerable, with 61% having temporary teaching arrangements in place in one of these subjects with science especially being hit hard.
- Retention of teachers is the biggest issue with the number of teachers leaving the profession continuing to rise – up 4600 per year in 2014 compared to 2011. This is being driven by teachers leaving service, not by retirements, which continue to decrease. At the same time, recruitment of new teachers is increasingly falling behind target, with STEM subjects particularly affected.
- The current situation is that some schools are finding that they are increasingly isolated. Because of their circumstances, they are cut off from the flow of trainees and new teachers. This is an issue that is continuing to grow with housing and transport (or non-existent transport) options being high primary causes. If an area’s environment and lack of social amenities are off-putting, a school or college will struggle to recruit anyone not already living in the area. If the area is one of high deprivation and low skills, the provider may already have exhausted the local supply of skilled teachers. In all three regions, coastal areas were particularly badly affected.
