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| One in eight secondary schools in England are ‘failing’ | One in eight secondary schools in England are ‘failing’ |
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| A growing number of secondary schools in England have been labelled as underperforming, with one in eight falling below the government’s new minimum standard, according to official data. | A growing number of secondary schools in England have been labelled as underperforming, with one in eight falling below the government’s new minimum standard, according to official data. |
| Statistics from the Department for Education (DfE) show that 365 mainstream secondary schools (12%) fell below the floor standard last year, up from 282 (9.3%) in 2016. The north-east of England has the highest proportion of below-standard schools. | Statistics from the Department for Education (DfE) show that 365 mainstream secondary schools (12%) fell below the floor standard last year, up from 282 (9.3%) in 2016. The north-east of England has the highest proportion of below-standard schools. |
| The data also reveals that pupils who speak English as an additional language (EAL) are now outperforming native speakers at GCSE, and that the attainment gap between rich and poor, although still significant, is narrowing. | The data also reveals that pupils who speak English as an additional language (EAL) are now outperforming native speakers at GCSE, and that the attainment gap between rich and poor, although still significant, is narrowing. |
| Officials said the rise in underperforming schools was because of technical changes to the points system used to calculate a school’s performance, but that will be of little comfort to headteachers. | Officials said the rise in underperforming schools was because of technical changes to the points system used to calculate a school’s performance, but that will be of little comfort to headteachers. |
| “Secondary schools will have good reason to feel hard done by this year, with the increase in the number judged to be failing stemming from DfE reform to GCSEs,” said Philip Nye, an analyst with Education Datalab. | “Secondary schools will have good reason to feel hard done by this year, with the increase in the number judged to be failing stemming from DfE reform to GCSEs,” said Philip Nye, an analyst with Education Datalab. |
| The fact that six of those 365 below-standard schools are rated outstanding by the schools watchdog, Ofsted, and three are grammar schools will add to the confusion. | The fact that six of those 365 below-standard schools are rated outstanding by the schools watchdog, Ofsted, and three are grammar schools will add to the confusion. |
| Ministers were keen to flag up welcome progress on the attainment gap between disadvantaged pupils and their wealthier classmates, which has narrowed by 3.2% since 2016. And although entry and achievement for the government’s favoured core academic subjects, known as the EBacc, have both fallen, disadvantaged pupils have bucked the overall downward trend, with more of them taking EBacc subjects and achieving good grades. | Ministers were keen to flag up welcome progress on the attainment gap between disadvantaged pupils and their wealthier classmates, which has narrowed by 3.2% since 2016. And although entry and achievement for the government’s favoured core academic subjects, known as the EBacc, have both fallen, disadvantaged pupils have bucked the overall downward trend, with more of them taking EBacc subjects and achieving good grades. |
| The schools minister, Nick Gibb, said: “The attainment gap between the most disadvantaged pupils and their peers has narrowed by 10% since 2011, and more disadvantaged pupils are studying the core academic subjects, ensuring they have the knowledge and skills they need to make the most of their lives.” | The schools minister, Nick Gibb, said: “The attainment gap between the most disadvantaged pupils and their peers has narrowed by 10% since 2011, and more disadvantaged pupils are studying the core academic subjects, ensuring they have the knowledge and skills they need to make the most of their lives.” |
| Teachers’ leaders said the results were confusing for parents. Dr Mary Bousted, the joint general secretary of the National Education Union, said: “The DfE presents today’s results as a sign of continued progress. In fact, they reveal confusion and a deeply troubling picture of curriculum narrowness.” | Teachers’ leaders said the results were confusing for parents. Dr Mary Bousted, the joint general secretary of the National Education Union, said: “The DfE presents today’s results as a sign of continued progress. In fact, they reveal confusion and a deeply troubling picture of curriculum narrowness.” |
| The data, published on Thursday, also revealed a stark geographical divide in educational progress, with one in five schools in the north-east and north-west of England falling below the floor standard, compared with 6.9% in London, which has the lowest proportion of underperforming schools. In the south-west, 16.2% of schools are below the floor standard, while in the east it is 7.4%, and 7.6% in Yorkshire and the Humber. | The data, published on Thursday, also revealed a stark geographical divide in educational progress, with one in five schools in the north-east and north-west of England falling below the floor standard, compared with 6.9% in London, which has the lowest proportion of underperforming schools. In the south-west, 16.2% of schools are below the floor standard, while in the east it is 7.4%, and 7.6% in Yorkshire and the Humber. |
| Rather than measuring a school’s success by the number of pupils gaining five good GCSEs, schools are now judged using a measure called Progress 8. This looks at the progress a pupil has made between the end of primary school and the end of secondary, based on their results across eight GCSEs (called Attainment 8) in comparison with the achievement of other pupils of similar ability. | Rather than measuring a school’s success by the number of pupils gaining five good GCSEs, schools are now judged using a measure called Progress 8. This looks at the progress a pupil has made between the end of primary school and the end of secondary, based on their results across eight GCSEs (called Attainment 8) in comparison with the achievement of other pupils of similar ability. |
| Among the most striking findings was the success of EAL pupils, who last year achieved an average Attainment 8 score of 46.8, compared with 46.3 for native speakers. In 2016, pupils who spoke English as a first language were just ahead of their EAL peers, with an average score of 50 compared with 49.9. | Among the most striking findings was the success of EAL pupils, who last year achieved an average Attainment 8 score of 46.8, compared with 46.3 for native speakers. In 2016, pupils who spoke English as a first language were just ahead of their EAL peers, with an average score of 50 compared with 49.9. |
| Among the five top-performing schools based on Progress 8 measures were Tauheedul Islam Girls’ high school and its sister school for boys, both in Blackburn, as well as Harris Academy Battersea in London and Steiner Academy Hereford. Pupils in the London boroughs of Merton, Brent, Westminster, Barnet and Harrow made the most progress. | Among the five top-performing schools based on Progress 8 measures were Tauheedul Islam Girls’ high school and its sister school for boys, both in Blackburn, as well as Harris Academy Battersea in London and Steiner Academy Hereford. Pupils in the London boroughs of Merton, Brent, Westminster, Barnet and Harrow made the most progress. |
| Converter academies (successful schools that have chosen to convert to academy status) achieved higher attainment and progress scores than mainstream state-funded schools, while sponsored academies (low-performing schools that have been taken on by academy trusts) fared far worse. Free schools also appeared to do well, but the government said numbers were too small to draw any “robust conclusions” about their GCSE performance. | Converter academies (successful schools that have chosen to convert to academy status) achieved higher attainment and progress scores than mainstream state-funded schools, while sponsored academies (low-performing schools that have been taken on by academy trusts) fared far worse. Free schools also appeared to do well, but the government said numbers were too small to draw any “robust conclusions” about their GCSE performance. |
| Geoff Barton, the general secretary of the Association of School and College Leaders, urged caution over the findings. “Our message to the DfE, trust boards, governors and inspectors is to avoid leaping to judgment on the basis of these performance tables. They only tell us a limited amount about the true quality of a school,” he said. | Geoff Barton, the general secretary of the Association of School and College Leaders, urged caution over the findings. “Our message to the DfE, trust boards, governors and inspectors is to avoid leaping to judgment on the basis of these performance tables. They only tell us a limited amount about the true quality of a school,” he said. |