Annual Report focus on maintained schools
Ofsted’s Annual Report 2008/09 shows that 69% of maintained schools inspected in 2008/9 are now good or outstanding, with nursery schools and special schools judged to be particularly effective. The report also provides evidence of sustained improvement over the past four years. For example, in 2005/06 only 11% of maintained schools were outstanding and 8% were inadequate;
in 2008/09, 19% of schools are outstanding and only 4% inadequate.
Since September 2005, there has been a steady increase each year in the proportions of good and outstanding schools and a fall in the number of schools placed in Ofsted’s categories of concern. However, too much teaching is just satisfactory and fails to inspire, challenge and extend children and young people. As well as strengthening the quality of teaching, schools that apply a clear policy for managing behaviour and have high expectations of pupils’ conduct shared by all staff. They recognise and reward positive contributions from pupils and tailor the curriculum to meet differing needs also see improvement in behaviour.
The key findings from the report are:
- The large majority of schools that have been inspected twice under the arrangements introduced in 2005/06 have improved since their first inspection or continued being good or outstanding. However, 47% of schools that were satisfactory when previously inspected remain no better than satisfactory at their latest inspection. Ofsted’s school inspection arrangements will now focus more attention on satisfactory schools.
- In 2008/09, 4% of all maintained schools inspected are inadequate, a slight decrease on last year’s figure. Of primary schools 3% are inadequate and although the proportion of inadequate secondary schools has reduced from 9% in 2007/8, at 6%, it is still too high.
- Improvements in schools are linked to stronger leadership and management, resulting in teaching and curricular provision of higher quality.
- There is a large gap between the best performing and the weakest schools and there are variations in the effectiveness of different types of schools. As in 2007/08, the very large majority of nursery schools and special schools inspected are good or outstanding.
- Maintained schools have sustained the generally high quality of provision for the youngest children following the introduction of the Early Years Foundation Stage in September 2008.
- Schools with high proportions of pupils eligible for free school meals are more likely to be inadequate than those in more privileged circumstances. However, a small number of schools in challenging circumstances demonstrate that it is possible to overcome them and are outstanding for at least a second time. They have the highest expectations of their pupils, invest in their staff and engage their communities, proving that disadvantage need not be a barrier to achievement.
- The extent to which schools work with external agencies and providers for the benefit of their pupils is a particular strength, with 91% of schools judged to be good or outstanding in this aspect of their work. The proportion of secondary schools that work outstandingly well with external partners is markedly higher than that of primary schools.
- The use of new technologies is now more widespread and where they are used well they motivate pupils who may otherwise be at risk of disengagement. Too frequently, however, new technologies are used in uninspiring and routine ways which reduces their impact on pupils’ learning.
- The quality and effectiveness of self-evaluation are good or outstanding in 76% of schools inspected; this figure has risen steadily over the years. There remains a strong link between the accuracy and effectiveness of self-evaluation, the quality of leadership and the capacity of schools to improve.
The most successful schools demonstrate that achievements do not happen by chance, but by reflection, planning and consistent implementation of strategies, policies and practice. The development of well 
distributed leadership and of close links with the surrounding community is also important in sustaining improvement. Key factors that prevent sustained improvement include disruption in staffing caused by absence or vacancies, the length of time taken to appoint permanent senior leaders and a failure to address high levels of absence among pupils.
Since September 2007, schools have had a duty to promote community cohesion and this is the first year that Ofsted has published separate judgements about this aspect of their work. A large majority of schools inspected make a good or outstanding contribution to promoting community cohesion, with very few that are inadequate. Of primary schools inspected, 68% are good or outstanding in this respect, while the figures for secondary and special schools are 72% and 84% respectively.
More than a quarter of schools inspected are outstanding in promoting equality of opportunity and eliminating discrimination and a further half are good. A very small proportion of schools are inadequate overall in this aspect of their work.
The inspection of safeguarding remains a high priority for Ofsted, in judging both the extent to which pupils feel safe and whether procedures for safeguarding them meet requirements.
The extent to which governors and other supervisory boards discharge their responsibilities is good in 52% of schools and outstanding in 18%.
Primary schools
Primary schools have maintained a very high quality of provision for the youngest children following the introduction of the framework for the Early Years 
Foundation Stage in September 2008. Of those inspected, four fifths are good or outstanding in meeting the needs of children in the Early Years Foundation Stage, while an even higher proportion of nursery schools are good or outstanding. In general, schools have been well supported and have managed successfully the transition to the new requirements.
Teaching and learning are good or outstanding in 69% of primary schools inspected, an increase on the 64% reported in 2007/08.
The infant and primary years are key but inspectors continue to report a lack of focus on basic literacy for lower-attaining pupils, limited opportunities for some pupils to use, extend and enrich vocabulary, and insufficient attention given to the skills of writing at length. Many schools identify problem-solving in mathematics as a priority for improvement, but few tackle it really well.
In a small proportion of primary schools, inspection shows that achievement is held back by weaknesses in teachers’ subject knowledge, particularly in mathematics and science, coupled with a lack of consistency in the quality of subject leadership.
Children’s personal development and well-being, and the effectiveness with which their welfare is promoted, are particular strengths; they are good or outstanding in more than nine in 10 primary schools inspected.
Secondary schools
Teaching and learning are good or outstanding in 64% of secondary schools inspected - a higher proportion than in 2007/08, when the figure was 58%; they are inadequate in 3%, compared with 5% last year.
Outstanding secondary schools have succeeded by having effective leadership at all levels, investing in staff, 
developing close liaison with parents and promoting a clear vision of what the school aims to achieve. A strong work ethic, high expectations and providing rich opportunities for every student to fulfil their potential lead to success. This combined with a high proportion of excellent and imaginative lessons, an effective curriculum,consistent planning and monitoring, and rigorous evaluation of the quality and impact of teaching also help schools sustain high standards.
The low take-up in many schools of modern languages beyond the age of 14 is a continuing cause for concern. Some of the schools surveyed are dealing with this by introducing a wider choice of languages, changing timetabling arrangements to facilitate the study of languages and improving the quality of subject teaching in Key Stage 3.
Progress of the 14-19 Diplomas
Early indications are that students are motivated and challenged by the applied style of learning in Diplomas. However, work to develop their functional skills frequently lacks coordination, and the quality of the teaching and learning of these skills varies considerably.
Special schools
In 2008/09, 86% of special schools inspected are good or outstanding, an increase on the 80% in 2007/8. The 11 inadequate special schools have weaknesses in care, guidance and support for pupils and, in some cases, in safeguarding.
Pupils with particular learning needs make accelerated progress when lessons are well matched to their abilities, additional support is provided at key points and teachers’ assessment is accurate.
Pupil referral units
Since 2007/08 the proportion of good or outstanding pupil referral units has increased from 62% to 69% in 2008/09. The proportion of inadequate pupil referral units decreased substantially between 2006/07 and 2007/08, and remains at the same level this year. However, at 7% this is too high.
Many of these potentially very vulnerable pupils, often with a legacy of poor progress, are still at risk of underachievement, and outcomes remain poor for most young people in pupil referral units. Raising levels of achievement in units in which they are inadequate must be a priority for the local authorities responsible for them.
Successful teaching in pupil referral units is based on the swift assessment of pupils’ needs on arrival and lesson planning which takes full account of their social and academic starting points. Innovative approaches, interesting content and positive relationships are key to motivating pupils as is helping them to learn in small steps. Good classroom management, careful use of rewards and a focus on individual targets also keep pupils focused on their learning. Pupil referral units which make and maintain productive links with mainstream schools help to support early reintegration and prevent future exclusions.
Academies
Of the 30 academies inspected by Ofsted in 2008/09, more than half are good or outstanding, five were judged inadequate: three of these require significant improvement and two have been made subject to special measures. Raising standards and establishing a settled ethos remain a considerable challenge in some academies.
More details are in The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2008/09, which can be found on the Ofsted website at www.ofsted.gov.uk/Ofsted-home/Annual-Report-2008-09
The Schools summary can be found on the Ofsted website at:
www.ofsted.gov.uk/Ofsted-home/Annual-Report-2008-09/Schools-summary
The Teaching and learning summary can be found on the Ofsted website at: www.ofsted.gov.uk/Ofsted-home/Annual-Report-2008-09/Teaching-and-learning-summary
The Main summary of the Annual Report 2008/09 can be found on the Ofsted website at: www.ofsted.gov.uk/Ofsted-home/Annual-Report-2008-09/Main-summary
