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Schools fail to challenge the brightest, warns Ofsted Schools fail to challenge the brightest, warns Ofsted
(35 minutes later)
Thousands of bright children are being let down by England's non-selective secondary schools, inspectors warn.Thousands of bright children are being let down by England's non-selective secondary schools, inspectors warn.
A culture of low expectations meant able pupils were failing to achieve top GCSE grades, Ofsted said in a report.A culture of low expectations meant able pupils were failing to achieve top GCSE grades, Ofsted said in a report.
In 2012, 65% of pupils - 65,000 children - who had achieved Level 5 in maths and English tests at the end of primary school failed to attain A* or A grades in both these subjects at GCSE.In 2012, 65% of pupils - 65,000 children - who had achieved Level 5 in maths and English tests at the end of primary school failed to attain A* or A grades in both these subjects at GCSE.
Head teachers said school league tables pushed schools into the middle ground.Head teachers said school league tables pushed schools into the middle ground.
The report - The Most Able Students: Are they doing as well as they should in our non-selective secondary schools? - found more than a quarter (27%) of previously high-attaining pupils had failed to achieve at least a B grade in both English and maths.The report - The Most Able Students: Are they doing as well as they should in our non-selective secondary schools? - found more than a quarter (27%) of previously high-attaining pupils had failed to achieve at least a B grade in both English and maths.
Ofsted defines high-achievers as those pupils who achieve a Level 5 in both English and maths in their national curriculum tests, commonly known as Sats.Ofsted defines high-achievers as those pupils who achieve a Level 5 in both English and maths in their national curriculum tests, commonly known as Sats.
'Excellent opportunities''Excellent opportunities'
The research - based on observations of 2,000 lessons, visits to 41 schools and school performance data - found in some non-selective schools, staff did not even know who their most able pupils were.The research - based on observations of 2,000 lessons, visits to 41 schools and school performance data - found in some non-selective schools, staff did not even know who their most able pupils were.
In 40% of the schools visited by inspectors, the brightest students were not making the progress they were capable of and many had become "used" to performing at lower levels, with parents and teachers accepting this "too readily", Ofsted said.In 40% of the schools visited by inspectors, the brightest students were not making the progress they were capable of and many had become "used" to performing at lower levels, with parents and teachers accepting this "too readily", Ofsted said.
Tracking the progress of the most academically gifted was "not used sufficiently well in many schools", the report added.Tracking the progress of the most academically gifted was "not used sufficiently well in many schools", the report added.
Ofsted was critical of mixed-ability classes, saying they often saw "a lack of differentiation, teaching to the middle, and the top pupils not being stretched".Ofsted was critical of mixed-ability classes, saying they often saw "a lack of differentiation, teaching to the middle, and the top pupils not being stretched".
The report said teaching was "insufficiently focused" for able pupils in Key Stage 3 (aged 11-14) and schools should ensure class work was challenging at this stage so that able pupils could make rapid progress.The report said teaching was "insufficiently focused" for able pupils in Key Stage 3 (aged 11-14) and schools should ensure class work was challenging at this stage so that able pupils could make rapid progress.
Ofsted chief inspector Sir Michael Wilshaw said Year 7 (the first year of secondary school) was a particularly critical time for the most academically able - arriving "bright-eyed and bushy-tailed" from primary school - because a cycle of underperformance could quickly set in. Ofsted chief inspector Sir Michael Wilshaw said the most academically able arrived "bright-eyed and bushy-tailed" from primary school, but things often "start to go wrong very early".
He said expectations of students in Year 7 or the first year of secondary school were far too low.
"They tread water. They mark time. They do stuff they've already done in primary school. They find work too easy and they are not being sufficiently challenged."
He recommended school leaders consider streaming or setting pupils from the very start of their secondary education.He recommended school leaders consider streaming or setting pupils from the very start of their secondary education.
Sir Michael said parents should be sent annual reports giving information on whether their child was achieving as well as they should be.Sir Michael said parents should be sent annual reports giving information on whether their child was achieving as well as they should be.
Sir Michael said: "Too many non-selective schools are failing to nurture scholastic excellence. He told BBC Radio 4's Today programme he was "passionate" about pupils from comprehensive schools doing as well as those at selective schools, and ensuring the brightest students "go to the top universities so that we can become a fairer society".
"While the best of these schools provide excellent opportunities, many of our most able students receive mediocre provision. "Leadership is absolutely crucial," he said. "Creating a culture of scholarship is really important, embedding learning and giving youngsters a sense of confidence, especially if they come from poor backgrounds."
"Put simply, they are not doing well enough because their secondary schools fail to challenge and support them sufficiently from the beginning. School league tables, he said, had created "false incentives" for teachers, who were looking to push as many students as possible to get a C grade at GCSE, but teachers also needed to worry about whether the brightest pupils were achieving their potential, he stressed.
"I believe the term 'special needs' should be as relevant to the most able as it is to those who require support for their learning difficulties. "We've got to believe as a nation that all our schools can be good and outstanding schools and achieve well by the children who go through them," he said.
"Yet some of the schools visited for this survey did not even know who their most able students were - this is completely unacceptable. "If we don't believe that, we might as well pack up and go home and we certainly won't succeed in the global race in terms of competition with our main international competitors."
"It is a serious concern that many non-selective schools fail to imbue their most able students with the confidence and high ambition that characterise many students in the selective or independent sector."
'Resolute commitment''Resolute commitment'
Head teachers said the current government benchmark measure for schools in England - the percentage of pupils getting five GCSEs at grade C or above, including maths and English - was partly to blame.Head teachers said the current government benchmark measure for schools in England - the percentage of pupils getting five GCSEs at grade C or above, including maths and English - was partly to blame.
Russell Hobby, general secretary of the National Association of Head Teachers, said: "The government's league table culture deserves a measure of the blame for this situation.Russell Hobby, general secretary of the National Association of Head Teachers, said: "The government's league table culture deserves a measure of the blame for this situation.
"For too long, schools have been forced into the middle ground, to get students over thresholds at the expense of both the most and least able."For too long, schools have been forced into the middle ground, to get students over thresholds at the expense of both the most and least able.
"Education has become a numbers game, at the expense of the ethos and breadth that underpin a truly great education.""Education has become a numbers game, at the expense of the ethos and breadth that underpin a truly great education."
Brian Lightman, general secretary of the Association of School and College Leaders, told BBC Radio 4's Today programme: "Every school leader is absolutely clear that we have a resolute commitment to extending students more and building on the best practice. Brian Lightman, general secretary of the Association of School and College Leaders, told BBC Radio 4's Today programme said every school leader had a resolute commitment to extending students more and building on the best practice.
"The report does describe the best practice and it highlights what works well - and we must look at seeing how we can do better." But he acknowledged that schools could look at how we they could do better.
He went on: "What we need Ofsted to be doing - instead of coming up with sound bites - is to work with schools and work with parents and to work with teachers to help us actually achieve better things."He went on: "What we need Ofsted to be doing - instead of coming up with sound bites - is to work with schools and work with parents and to work with teachers to help us actually achieve better things."
Stephen Twigg, shadow education secretary, said the survey's findings were "very worrying".Stephen Twigg, shadow education secretary, said the survey's findings were "very worrying".
"Michael Wilshaw is absolutely right that this cannot go on. Schools must set high expectations for all children... Lowering the benchmark for teaching cannot be good for children who need that extra stretch and challenge.""Michael Wilshaw is absolutely right that this cannot go on. Schools must set high expectations for all children... Lowering the benchmark for teaching cannot be good for children who need that extra stretch and challenge."
A spokesman for the Department for Education said: "Secondary schools must ensure all their pupils - including their brightest - fulfil their potential.A spokesman for the Department for Education said: "Secondary schools must ensure all their pupils - including their brightest - fulfil their potential.
"That's why we are introducing a more demanding and rigorous curriculum, toughening up GCSEs and getting universities involved in A-levels.""That's why we are introducing a more demanding and rigorous curriculum, toughening up GCSEs and getting universities involved in A-levels."