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| Ofsted warns of 'two nations' gap in school standards | Ofsted warns of 'two nations' gap in school standards |
| (35 minutes later) | |
| The "battle against mediocrity" must be fought to improve school standards in all parts of England, says the head of education watchdog Ofsted. | The "battle against mediocrity" must be fought to improve school standards in all parts of England, says the head of education watchdog Ofsted. |
| Launching Ofsted's annual report, chief inspector Sir Michael Wilshaw said the gap was like "two nations", between the success of schools in London and weaknesses in East Anglia. | Launching Ofsted's annual report, chief inspector Sir Michael Wilshaw said the gap was like "two nations", between the success of schools in London and weaknesses in East Anglia. |
| The report showed that eight in 10 schools were now good or better. | The report showed that eight in 10 schools were now good or better. |
| But there were still nearly 250,000 pupils in inadequate schools. | But there were still nearly 250,000 pupils in inadequate schools. |
| Sir Michael raised concerns in his report about pupil attainment in certain regions of the country, such as Norfolk and Suffolk. | Sir Michael raised concerns in his report about pupil attainment in certain regions of the country, such as Norfolk and Suffolk. |
| 'Born in the wrong area' | |
| He said there needed to be a fairer distribution of good teachers and school leaders across the country, with incentives to encourage the best teachers to move to the areas of greatest need. | He said there needed to be a fairer distribution of good teachers and school leaders across the country, with incentives to encourage the best teachers to move to the areas of greatest need. |
| To have a world-class education system, he said "we've got to iron out these regional differences". | To have a world-class education system, he said "we've got to iron out these regional differences". |
| He warned that children who are "born in the wrong area" should not have lower expectations in what they can achieve. | He warned that children who are "born in the wrong area" should not have lower expectations in what they can achieve. |
| He also drew attention to the plight of white working class boys, saying this group was being left behind. | He also drew attention to the plight of white working class boys, saying this group was being left behind. |
| The Ofsted chief also raised concerns about poor behaviour, such as pupils answering back teachers or "background chatter". | The Ofsted chief also raised concerns about poor behaviour, such as pupils answering back teachers or "background chatter". |
| Sir Michael compared this low-level disruption to the classroom discipline of the east Asian school systems, such as Shanghai and Singapore, which dominated last week's international Pisa tests. | Sir Michael compared this low-level disruption to the classroom discipline of the east Asian school systems, such as Shanghai and Singapore, which dominated last week's international Pisa tests. |
| "The sort of culture that is a million miles away from the sort of cultures we see in some of the high-performing Asian countries," says Mr Wilshaw. | "The sort of culture that is a million miles away from the sort of cultures we see in some of the high-performing Asian countries," says Mr Wilshaw. |
| London challenge | London challenge |
| One of the areas Ofsted praises for raising attainment is Tower Hamlets in east London. | One of the areas Ofsted praises for raising attainment is Tower Hamlets in east London. |
| Di Warn, head of secondary learning and achievement there, said the key to success was working in partnership with other schools and high expectations and support from local politicians. | Di Warn, head of secondary learning and achievement there, said the key to success was working in partnership with other schools and high expectations and support from local politicians. |
| "One of the biggest things has been our focus on monitoring and tracking the progress of young people and we do that really rigorously," she said. | "One of the biggest things has been our focus on monitoring and tracking the progress of young people and we do that really rigorously," she said. |
| "I suppose what I would say to them [regions that are struggling] is to raise your aspirations and make your aspirations for your young people really clear and that poverty is no barrier to success and I think that is what London has proved more than anything." | "I suppose what I would say to them [regions that are struggling] is to raise your aspirations and make your aspirations for your young people really clear and that poverty is no barrier to success and I think that is what London has proved more than anything." |
| Christine Blower, leader of the National Union of Teachers, said that Sir Michael was "quite right to praise the progress of London schools". | Christine Blower, leader of the National Union of Teachers, said that Sir Michael was "quite right to praise the progress of London schools". |
| She said the success was the result of schools working together and sharing best practice and that it was "political stubbornness" that prevented this model from being replicated across the country. | |
| Labour's Shadow Education Secretary Tristram Hunt said the "postcode lottery" of regional differences needed to be tackled - and he accused the government of weakening rather than improving standards. | |
| "By allowing unqualified teachers into our classrooms and having no strategy for school collaboration," he said the government was "damaging school standards and hurting children's life chances". | |
| A spokesman for the Department for Education said: "Sir Michael is right. Bad classroom behaviour is hugely disruptive to children's education. It means teachers can't teach and pupils can't learn. | A spokesman for the Department for Education said: "Sir Michael is right. Bad classroom behaviour is hugely disruptive to children's education. It means teachers can't teach and pupils can't learn. |
| "That is why a key part of our reforms is restoring discipline in schools and why we have strengthened teachers' powers to put them back in charge." | "That is why a key part of our reforms is restoring discipline in schools and why we have strengthened teachers' powers to put them back in charge." |
| The spokesman added that the government's reforms were already raising standards. | The spokesman added that the government's reforms were already raising standards. |
| "We have an increasing number of brilliant schools and of outstanding heads and teachers. More and more are working with others to share their expertise to drive improvement in weaker schools. We are especially targeting areas where there are long-term problems, and recruiting new sponsors to turn round poor schools." | "We have an increasing number of brilliant schools and of outstanding heads and teachers. More and more are working with others to share their expertise to drive improvement in weaker schools. We are especially targeting areas where there are long-term problems, and recruiting new sponsors to turn round poor schools." |