on this page:
Main findings
Introduction
Key Stage 3 Strategy
Special educational needs in the mainstream

Introduction

96 The overall effectiveness of secondary schools inspected in 2002/03 is about the same as of those inspected in the previous year. It is good or better in over four fifths of schools and almost two fifths are very effective. In a small proportion, just over one school in twenty, the school’s effectiveness is unsatisfactory or poor (see figure 11).

97 About two thirds of schools have improved well, taking account of changes in pupils’ achievement, the quality of education provided and the school’s response to the issues that were recommended for improvement in the previous inspection.

98 Most of the schools inspected in 2002/03 had been inspected previously. So it is possible to compare inspection judgements made on each school with those made previously (see figure 12). Leadership and management improved significantly, for example from satisfactory to very good, in almost one in three schools. The extent of improvement was less in teaching, pupils’ attitudes and behaviour. Although these aspects declined in some schools (almost a quarter in relation to behaviour), judgements slipped to become unsatisfactory in only a few schools. Caution is needed when comparing individual judgements from one inspection to the next in part because of changes to the inspection framework.35

Standards achieved

99 Overall, pupils’ achievement judged in inspections has improved since last year and is at least good in over two thirds of schools. The proportion of schools where achievement is very good has increased, and at Key Stage 3 the proportion where achievement is unsatisfactory has fallen.

100 In the Key Stage 3 National Curriculum tests, the proportion of pupils reaching or exceeding level 5 in mathematics rose by four percentage points, but there were smaller gains in English and science (see figure 13). At level 6 or above, it rose slightly in English, more in mathematics and significantly so in science.

101 Results in the General Certificate of Secondary Education (GCSE) examinations (and equivalent qualifications) continue to rise, albeit slowly. 36 Just over half of pupils (51.3%) in maintained schools gained five or more A*–C grades, an increase of about one percentage point on the previous year (see figure 14).37 However, the proportions of pupils gaining five or more A*–G grades and at least one A*–G grade fell slightly.

102 In specialist schools, 56.1% of pupils gained five or more A*–C GCSE grades, compared with 48.7% in other schools. The success of pupils in the different types of specialist schools varied. The highest attainment was in mathematics, computing and science specialist schools. In sports colleges, the proportion gaining five or more A*–C grades was lower than for non-specialist colleges overall. Caution is needed in any comparison of results with those in all schools because of possible differences in pupil intake.

103 In the schools designated by the DfES as facing challenging circumstances, the proportion of pupils gaining five or more A*–C GCSE grades rose by more than twice that in other schools from 2002 to 2003.38 In schools in Excellence in Cities areas it rose by one percentage point more than in other schools. Overall, though, the gap between the highest- and lowest-performing secondary schools at GCSE in 2003 was virtually unchanged from 2002. This is the first time over the last five years that the gap has not widened. Over this period, the average rate of improvement in GCSE performance has been broadly similar for schools across the range of socio-economic circumstances.

104 There are still wide variations in the progress made by different groups of pupils. Girls perform much better than boys in English in Key Stage 3 tests at level 5 and even more so at level 6. In science, results for boys and girls are about the same at both levels, while in mathematics, girls do better than boys at level 5 only. There is a large gap in the performance of boys and girls in English at GCSE. The gap between the attainment of girls and boys widens through secondary school.39

105 There are significant variations in attainment of different ethnic groups.39 Chinese and Indian pupils perform best at Key Stage 3. Although Bangladeshi pupils make a slow start in this stage, they, along with Chinese and Indian pupils, attain higher than other groups at Key Stage 4. Boys and girls of Black Caribbean heritage continue to lag behind most of their peers in secondary schools. However, white pupils, particularly boys, from poorer socio-economic backgrounds are among those whose performance through secondary schools is poor.

106 Traveller pupils make at least satisfactory progress in individual lessons, however it is rarely sustained over a longer period.40 For many, their attainment is well below the average compared with all other pupils. A very significant number of Traveller children, mainly at Key Stages 3 and 4, do not attend or stay on at school. Despite examples of success by several Traveller education services, the lack of engagement by Traveller children in secondary education remains a matter of serious concern.

107 In two thirds of schools, pupils who learn English as an additional language (EAL) generally make at least good progress.41 An HMI study found that, although the standards they achieve are often lower than those expected for all pupils at the end of Key Stage 3, most make considerable progress by the end of Key Stage 4.42 In the schools where pupils with EAL do best, key factors include:

• thorough analysis of pupils’ progress and consequent review of teaching and support

• an inclusive approach in which support for EAL learners is seen as the responsibility of all staff

• high-quality contributions by specialist staff working closely with subject teachers.

108 Many schools do too little to stretch their gifted and talented pupils enough. Despite some improvement, their progress is good or better in just under half of schools inspected and unsatisfactory in almost one school in twelve. Common weaknesses are in identifying gifted and talented pupils and the assessment of their progress.

109 Pupils with SEN generally progress well, but in one school in twenty their progress is unsatisfactory. Few schools track the progress of pupils using P scales or other small-step criteria.43 This makes it difficult for them to judge accurately the progress that pupils make.

110 In the relatively small number of middle-deemed secondary schools inspected, pupils’ achievement is good or better in nearly two thirds, but very good in only a small proportion.

Pupils’ attitudes, values and personal development

111 Most pupils exhibit a sense of responsibility, have positive attitudes to their work, show respect for teachers and are proud of their schools. Effective schools establish an ethos where success is expected and highly regarded by pupils themselves.

112 Pupils’ respect for the feelings, values and beliefs of others is at least good in three quarters of schools and unsatisfactory in one school in twenty-five.44 A strength is the way in which schools reflect their aims and values, including a commitment to equality of opportunity, in their work. Relationships between pupils, and between pupils and adults, are very good or excellent in half of the schools. Pupils’ attitudes are very good or excellent in two thirds of the middle schools inspected.

113 The proportion of schools in which the behaviour of pupils is unsatisfactory overall was less in the schools inspected in 2002/03 than in the previous year. Behaviour is judged to be at least satisfactory overall in a vast majority of schools, and good or better in nearly three quarters (see figure 11). Effective action to promote good behaviour is becoming more widespread. This includes setting and maintaining high expectations for behaviour, the consistent application of rewards and sanctions, and the use of timely and well-managed interventions.

114 Even so, the behaviour of some pupils, usually boys, remains a serious concern for many schools. Unwillingness to listen, to concentrate and to get on with their work continues to cause disturbance and to hinder learning. Behaviour in lessons weakens through Key Stage 3. It is worst when policies are applied erratically across subjects and classrooms and when teaching fails to engage pupils’ attention and interest. Unsatisfactory behaviour is often associated with high staff turnover and high pupil mobility.

115 Across schools as a whole, there were 7,741 permanent exclusions from secondary schools in 2001/02 (the last year for which data are available), an increase of 6% over the previous year. Around 24 in every 10, 000 secondary pupils were permanently excluded and most were boys. Exclusions are most likely to occur in Years 9 and 10. The permanent exclusion rate for pupils with statements of SEN is four times as high as that for pupils without statements. The exclusion rate of black pupils is still about three times greater than that of white pupils.

116 Attendance has improved slightly, with total absences of 8.3% compared with 8.7% last year. Levels of unauthorised absence were similar in the two years. Overall, 21% of pupils had some unauthorised absence, which averaged about 15 days for each of them. In the schools with the lowest attendance, systems for promoting good attendance lack rigour and give insufficient attention to punctuality. In many of these schools, unjustified absence condoned by parents continues to be a significant problem. Traveller pupils have the lowest attendance rate of groups of pupils; it averages about 75%.

Quality of teaching and learning

117 The proportion of schools with very good teaching has increased, but at Key Stage 4 there has also been a slight increase in the proportion where teaching is unsatisfactory. Teaching in Key Stage 4 remains better than in Key Stage 3. However, there has been improvement in Key Stage 3, with the quality of teaching in Year 7 almost matching that in Years 10 and 11 (see figure 15).

118 In the relatively few specialist schools inspected, good or better teaching was seen in nearly nine out of ten lessons. This is a higher proportion than in secondary schools overall. However, there are variations across the different types of specialist school. Almost all teaching in technology colleges is at least good, but in sports colleges this is the case in only about seven out of ten lessons, the same proportion as in secondary schools overall.

119 The match of teachers and support staff to the demands of the curriculum is good or better in less than half the schools inspected and is unsatisfactory in one in seven.45 Subjects where the match is least satisfactory are RE, design and technology, ICT and modern foreign languages (MFL). In schools where the proportion of unsatisfactory teaching is high, recruitment difficulties often lead to inconsistency in teaching approaches. Teachers working outside their specialisms or who are employed temporarily in the school often lack confidence.

120 In Key Stage 3, teaching in English, PE, history and art and design is good or better in at least three quarters of the schools inspected (see figure 16). At the other end of the scale, ICT and modern foreign language teaching is good or better in about three fifths of schools. In ICT lessons, too many activities do not challenge pupils sufficiently. Mathematics teaching has improved. The teaching of mental calculation, for example, has been strengthened by the use of the kinds of activity to start lessons which are promoted by the Key Stage 3 Strategy.

121 The pattern of which subjects are best or least well taught is similar in Key Stage 4 to Key Stage 3 (see figures 16 and 17). Close individual attention to pupils and their work continues to be a significant feature of effective teaching in art and design.

122 In an HMI survey of schools introducing the new GCSEs in vocational subjects, the proportion of good teaching seen was similar to that in other GCSE courses. However, it was unsatisfactory in one fifth of lessons. Some of the best teaching occurs in applied business, ICT and applied science where pupils engage well in work set in relevant vocational contexts. Effective teaching often arises where teachers have previous industrial experience or where visiting speakers are used to enrich the classroom experience. The weakest teaching is in leisure and tourism, where two fifths of lessons seen were unsatisfactory. Teaching here is often too closely dictated by textbooks or relies on a narrow range of teaching methods.

123 At Key Stages 3 and 4, teaching in citizenship is good or better in only about half of schools inspected, a much smaller proportion than for all other subjects (see figures 16 and 17). Teachers’ subject knowledge is often limited and assessment, at this early stage, is poorly developed.

124 Generally, teachers’ knowledge and understanding of their subject continue mostly to be strong. Where teaching is at its best:

• questioning is skilful and elicits thoughtful responses not just from volunteers but from the more reticent

• teachers have high but realistic expectations and help pupils to meet the challenges through well-defined tasks

• activities are planned so that they match the range of abilities in the class and engage pupils’ interest.

125 However, in just over a quarter of schools at Key Stage 4 and about a third at Key Stage 3, teachers’ expectations are no better than satisfactory; there is scope for greater demand.

126 Consistently high-quality provision across subjects for gifted and talented pupils remains the exception. Many schools need to do more to make sure that schemes of work set out what is meant by a high level of challenge and to provide guidance on ways of enriching and extending work for higher attainers. While activities outside normal lessons are often stimulating and extend the experience of the pupils involved, they do not generally link well with mainstream work.

127 The use of homework is satisfactory or better in over nine out of ten schools, but good in only just over one third of schools. At best, homework makes a significant contribution to the development of independent learning, with good opportunities to carry out research. However, it remains too inconsistent and does not always extend learning well enough.

128 The quality and use of assessment have improved slightly, but continue to be among the weaker aspects of teaching in many schools. They are unsatisfactory in one in seven schools in Key Stage 3, but this reduces in Key Stage 4 to one school in ten. Assessment is weaker in RE, ICT and citizenship than in other subjects. The use of assessment to guide planning is good or better in only about a third of schools.

129 An HMI survey found that boys’ attitudes and performance, particularly in writing, are often more sharply affected than those of girls by mediocre teaching and assessment.46 Boys are less inclined than girls to respond positively to and learn well in indifferent lessons. Many need to see clear purpose in activities and to know that someone is scrutinising their work actively and rigorously. The survey identified approaches such as role play and other oral work as often helping boys to focus and motivating them to write. Learning that is broken down into manageable stages also helps.

130 In schools where teaching is good overall, it is generally also effective for pupils with SEN. In some schools, the teaching of pupils with SEN is better than that of other pupils. This is mainly as a result of effective support from specialist teachers and assistants who have a good knowledge and understanding of pupils’ needs and take a close interest in their education and welfare. The specialist teaching of literacy and numeracy that pupils receive when they are grouped flexibly so that their specific needs can be met in different ways is frequently very good. In an increasing number of schools, good use is made of ICT to support the work of pupils with SEN.

131 Most pupils with SEN learn well and in one in ten schools their learning is very good or better.47 In these schools, individual targets are well chosen and inform how pupils are taught so that objectives for their learning are achieved. Assessment information is used effectively to set specific targets by which pupils’ progress can be measured clearly and pupils and parents are involved in the process of target-setting and review.

132 However, weaknesses in the assessment of pupils with SEN remain frequent and a significant number of schools lack adequate systems to track and monitor their progress. As a result, they know too little about how pupils are doing. Targets are often too general and lack challenge, and assessment information is not used consistently by subject teachers.

133 In many schools, teachers and teaching assistants require additional training in working with pupils with SEN whose behaviour is particularly challenging, including those with autistic spectrum disorders. Some schools have difficulty appointing teaching assistants with the skills needed to work with pupils with complex needs.

Key Stage 3 Strategy The aim of the Strategy, which began in 2000 with a pilot phase and continued as a national programme in 2001, is to raise standards by improving teaching and learning, developing cross-curricular skills in literacy and numeracy and helping pupils who enter Year 7 with low attainment to reach the expected level. An evaluation of the implementation of the Strategy carried out by HMI in 2002/03 shows that it is helping to improve teaching and learning. Teachers welcome the professional development and the support it provides. Management of the work is good in just over half the schools visited, but there are significant weaknesses in one school in six, including poor monitoring and evaluation of the work. The Strategy is having an increasingly positive effect on the quality of work in English in most schools, but this has not yet worked through systematically into the National Curriculum test results. It is giving greater purpose to lessons and more challenge for pupils. Pupils’ attitudes in lessons are very good and boys’ motivation is increased. The monitoring and evaluation of the impact of the Strategy by schools remain weaknesses. Progress has been made in developing literacy across the curriculum but it remains slow in some schools. In mathematics the Strategy is having greater benefits for higher-attaining than for lower-attaining pupils. Teaching and learning are better and planning is improving with a greater focus on learning objectives. Teachers’ questioning is sharper. Pupils’ mental skills of calculation are being developed, but ICT continues to be little used in the teaching and learning of mathematics. Most schools have made little progress in developing the use of numeracy across the curriculum. In science the Strategy has provided the impetus for well-structured schemes of work in most departments and these are having a beneficial effect on teaching. Materials being used in some schools are improving pupils’ investigation skills, but generally pupils are not making sufficient progress in scientific enquiry. Not enough progress is being made in developing understanding of key ideas in science and too little emphasis is given to contemporary science. The ICT strand has improved school and departmental planning. It has prompted more schools to allocate discrete time to ICT and has helped to improve teaching and learning. Assessment remains a significant weakness. Teachers in Year 7 receive too little information on what pupils have achieved in primary school in ICT, day-to-day assessment is frequently cursory and inconsistent, and teachers’ assessment of pupils’ standards at the end of Year 9 is often not well founded. The management of the foundation subjects strand is satisfactory or better in nearly three schools out of five, but arrangements for disseminating training within schools are often unsatisfactory and a significant minority of schools has yet to embrace the Strategy as a means of raising standards. In modern foreign languages, the training and support provided by consultants for the pilot schools are good. Despite guidance, the quality of audit and action planning varies widely and is often unsatisfactory. The use of the Strategy’s framework has helped teaching and the approach it encourages is having a positive effect on the attitudes of pupils, particularly boys. Pupils apply their increased knowledge to write at greater length and with more spontaneity. In English, lower-attaining pupils are taught well, but their progress through the literacy units needs to be communicated to teachers in other subjects so that pupils can practice and consolidate their skills and understanding.48 The planning and organisation of programmes for lower-attaining pupils in mathematics is weak. Better use of ‘catch-up’ programmes for lower-attaining pupils in mainstream schools is still needed. Transfer from primary schools is managed well in many respects by most schools. In two thirds, induction arrangements for Year 7 pupils are good; they are rarely unsatisfactory. In half of the schools the transfer of information is secure but it is unsatisfactory in one school in six. A weakness in ensuring continuity in the curriculum frequently remains. In part this is because transition units have not been widely used.49 Curriculum continuity is good in only a quarter of the schools and unsatisfactory in almost half.

Leadership and management

134 The quality of leadership and management shows little change from last year, although a slightly higher proportion of schools have very good or excellent leadership and management.

135 Effective senior managers establish a strong sense of common purpose and set high expectations for pupils and staff. Increasingly, systems and action by schools reflect these values and aims well. Schools are becoming more effective in identifying priorities for development. They do this very well in almost half of the schools inspected.50 This is an improvement on last year.

136 The monitoring and evaluation of the quality of teaching are effective in almost three schools out of five and the performance management of teachers is effective in over two thirds. This is an improvement on the previous year, but the monitoring and evaluation of teaching remain a weakness in one in eight schools. This contributes to the uneven quality of subject teaching.

137 By comparison with senior managers, the contribution of middle managers, though better than before, remains less strong; it is very good or better in only one school in five. Common weaknesses, sometimes brought about by difficulties in recruitment and retention, are:

• a poor match between subject policies and practices and those of the school

• insufficient clarity and directness in setting expectations for pupils’ achievement and the quality of teaching

• inadequate collection and analysis of assessment data to identify and help underachieving pupils

• lack of attention to the training needs of subject staff and to the induction and support for new and temporary staff.

138 Governing bodies are effective in fulfilling their responsibilities in two thirds of schools. This is reflected in their contribution to shaping the direction of the school and their understanding of its strengths and weaknesses. A third of governing bodies do not fulfil their statutory duties adequately, sometimes because of a failure to pursue thoroughly enough such matters as arranging a daily act of collective worship.

139 The quality of accommodation and learning resources has improved. However, some aspects of accommodation remain unsatisfactory in one school in five and learning resources are unsatisfactory in one in ten. Weaknesses include unsuitable or inadequate specialist facilities for PE, music and science that limit practical activities. They also include dilapidated and temporary accommodation that undermines the quality of teaching and learning. Resources are unsatisfactory in design and technology and music in about one in five schools. Facilities for ICT have improved significantly, with many schools having increased numbers of computers and associated equipment.

Quality of the curriculum

140 The quality and range of learning opportunities are good or better in almost two thirds of schools and very good in one school in six. They are unsatisfactory in fewer than one in ten schools. Programmes of extra-curricular activities for pupils, including activities in sports and the arts and the provision of homework centres and revision sessions, are mostly good.

141 Compliance with statutory requirements relating to the curriculum has improved, but in over two fifths of schools this remains unsatisfactory. Examples of non-compliance include failure to implement parts of the National Curriculum programmes of study, or provide religious education for all pupils. Four fifths of schools do not hold a daily act of collective worship for all pupils.

142 Overall, more than three quarters of schools inspected make good provision for pupils’ personal development. In almost nine schools out of ten, provision for pupils’ moral and social development is good or better.51 Many opportunities are provided in these schools for pupils to exercise responsibility and to look after the interests of others, including involvement in charities and sometimes school councils. However, provision for spiritual development is good in fewer than half of schools, and unsatisfactory in one in six. At best, it is carefully planned to feature in a wide range of subjects, as well as in assemblies and tutor periods.

143 Provision for cultural development, including a strong programme of extra-curricular events and activities, is good in three fifths of schools. Schools where pupils and teachers are from a variety of cultural backgrounds often ensure that there is a multicultural dimension to their work. Other schools find this more difficult and often they do not emphasise diversity of heritage and culture sufficiently well in their curriculum and additional activities.

144 Schools were required to teach the statutory programme of study in citizenship from September 2002. HMI have monitored progress in the first two terms.52 Although the programme for citizenship is well established in one in five schools, it is unsatisfactory in over half the schools. In some, the subject has been introduced at Key Stage 3 but with minimal provision at Key Stage 4. Many schools have tried to include citizenship in existing PSHE programmes or to build it into tutorial time, but this has been largely unsatisfactory, in part because of the lack of time given to the subject. In schools adopting a cross-curricular approach the overall programme is often not clear. The achievement of pupils was satisfactory, but no better, in most individual lessons inspected.

145 About three fifths of schools provide effective PSHE programmes. This is a slightly smaller proportion than last year. Provision remains poor in one in twelve schools. At Key Stage 4, the teaching of PSHE continues to improve when there is greater use of specialist teachers.

146 Drug awareness is taught in a combination of PSHE and science lessons and sometimes in assemblies and tutorial sessions. In an HMI survey, teaching was at least satisfactory in nearly all lessons observed and good or better in four fifths.53 In most lessons, pupils gained at least satisfactory levels of knowledge about drugs and their effects. Most schools make good use of outside agencies or individuals, including the police and theatre-in-education groups, but few use the school nurse. About a quarter of schools successfully involve drug and youth workers. Schools generally consult widely about their drug education policies, but only two in five talk with parents, and fewer than half consult pupils to identify what they already know and to guide the planning of the programme.

147 Careers education and guidance programmes are effective in over two thirds of schools. A common weakness, though, in 11–18 schools is that pupils do not receive sufficient information about post-16 options available outside their schools.

148 Many schools have increased the flexibility in the curriculum they provide at Key Stage 4 by broadening option choices to include vocational courses and opportunities for extended work-related learning. An HMI study found that in four out of five schools visited, the new courses are fostering better motivation and progress.54 The most successful programmes for lower-attaining pupils lead to recognised qualifications and consist of carefully constructed combinations of GCSE subjects or extended courses such as those leading to GNVQs. An emphasis on work-related learning is improving both attendance and achievement. Courses tailored to individual needs are also contributing to lower exclusion rates.

149 Involvement in the DfES Increased Flexibility Programme is becoming widespread and around half of all secondary schools have now formed partnerships with colleges of further education to broaden their curriculum. Given that the programme is relatively new, the organisation by the partnerships is satisfactory overall. Common challenges for partnerships include the need to organise timetabling effectively and to agree arrangements for sharing information about pupils’ attainment.

150 The provision for lower-attaining pupils in some schools still lacks a real sense of purpose and fails to engage them. In many schools, better planning of the curriculum as a whole is needed to make sure that the skills needed for independent learning and for work and everyday life are consistently taught. Almost all schools provide the opportunity for work experience for every pupil during Key Stage 4. At its best, it is very well planned to link with the rest of the curriculum. However, planning of this quality remains uncommon and the teaching in subject courses rarely builds well on what is learned from work experience.

151 In schools that are introducing the new GCSE courses in vocational subjects, insufficient time is often allocated to them. Some vocational elements, including links with work experience and employers, are underdeveloped. Pupils’ attitudes towards the new courses are mostly positive because of their practical basis and perceived relevance to working life. In a survey carried out by HMI, pupils’ attainment in the lessons varied widely and was inadequate to meet the demands of the syllabus in almost a quarter of the lessons observed.

152 Community links and partnerships, including involvement in voluntary service and links with local business on curriculum projects, and the mentoring of pupils, frequently make a valuable contribution to pupils’ achievements. Some schools have plans which ensure that such links take in a number of subjects and involve pupils systematically at different stages of school life. Rather fewer schools evaluate the benefits of these links in order to review and develop them. Schemes such as the School Sport Co-ordinator programme have helped to develop partnerships and forge links with other schools.55

153 In one school in five the provision for pupils with special educational needs is very good.56 The provision in these schools is very well managed. Effective liaison with partner schools enables SEN co-ordinators to allocate suitable learning support to individual pupils and the co-ordinators provide guidance about teaching methods to subject staff prior to the admission of pupils. Where pupils are given additional support, it is organised so that pupils continue to have access to a broad curriculum.

154 Provision to improve literacy for pupils with SEN is well focused. It often involves specialist staff in teaching individuals or small groups, using Key Stage 3 Strategy materials. In schools where provision is less effective, literacy is not consistently reinforced across subjects and, as a result, progress is slower, particularly in spelling and writing. In a significant number of schools additional specialist support has been reduced because of difficulties of engaging or gaining access to specialist staff, such as speech and language therapists.

Special educational needs in the mainstream An HMI survey of provision for different types of SEN identified the following key characteristics of effective, inclusive schools: • a climate of acceptance of all pupils, including those who have distinctive needs • careful planning of placements for pupils with SEN, giving attention to the pupils themselves, their peers in school, parents and staff • the availability of sufficient suitable teaching and personal support • widespread awareness among staff of the particular needs of pupils and understanding of practical ways of meeting them in classrooms and elsewhere • sensitive allocation to teaching groups and careful modification of the curriculum, timetables and social arrangements • the availability of appropriate materials and teaching aids and adapted accommodation • an active approach to personal and social development, as well as to learning • well-defined and consistently applied approaches to managing difficult behaviour • assessment, recording and reporting procedures which adequately recognise and express the progress of pupils who may make only small gains in learning and personal development • involving parents as fully as possible in decision-making, keeping them well informed about their child's progress and giving them as much practical support as possible • developing and taking advantage of training opportunities, including links with special schools and other schools providing for a similar group of pupils with SEN.57

Support, care and guidance

155 Procedures for child protection and ensuring pupils’ welfare are at least satisfactory in the vast majority of schools and very good in two fifths.58 They are unsatisfactory overall in one school in twenty, but the proportion is higher in schools serving more disadvantaged communities.

156 In about half of schools where procedures for child protection and welfare are unsatisfactory, arrangements for child protection are adequate but those for other aspects of welfare are weak. The most significant problem identified is the lack of training for staff.

157 Personal support and guidance for pupils have improved, and are now good or better in three quarters of schools. Procedures for assessing pupils’ attainment and progress are at least good in almost three fifths of schools. However, they are unsatisfactory in one school in ten. In these schools a common weakness is the lack of an adequate basis for setting subject-specific targets. This is particularly relevant for pupils with SEN when small-step criteria for progress have not been established.

158 Schools with high rates of mobility among pupils continue to face significant challenges. The effectiveness of programmes to deal with these, in Key Stage 4 in particular, is often affected adversely by a lack of information about the previous work of pupils joining the school late and, in some cases, by an inability to provide continuity in the teaching of a particular subject syllabus. Schools that succeed in lessening the disruption assess pupils appropriately on entry, have effective induction procedures often involving trained pupil mentors and ensure an effective flow of information among subject teachers. Asylum-seeker pupils, especially those arriving in Key Stage 4, often have difficulty fitting into a school’s curriculum and examination pathways.59

159 Procedures for monitoring and improving attendance are better than they were, but remain unsatisfactory in one school in twelve. Despite the best efforts of many schools, a minority of parents, often with poor experience of education and low expectations for their children, do not do enough to ensure that their children attend school regularly or to support the school in taking action on truancy.

160 In four out of five schools, the approaches used to counter or eliminate instances of oppressive behaviour, including harassment and bullying, are good or better. They are unsatisfactory in fewer than one in twenty schools. In two fifths of schools, a proportion that is slightly higher than last year, procedures are very good. Effective approaches include engaging with pupils in establishing a common view of acceptable behaviour, consistency of staff in their responses to incidents and ensuring that staff are seen around the school at key times. Evidence of oppressive behaviour, found in one in twenty five schools, is often the result of inconsistent application of the school’s approach by inexperienced and temporary staff.

161 Schools take bullying seriously and, in the main, pupils and parents report that incidents are dealt with effectively. An HMI survey of good practice in combating bullying identified ways in which the incidence can be reduced.60 Schools that are successful in tackling bullying have a clear policy that helps staff, pupils and parents to recognise and report bullying and ensure that allegations are investigated. They:

• canvass the views of pupils and take full account of them

• give time in the curriculum to discussing bullying and have programmes to develop self-confidence and responsible assertiveness

• set up safe and quiet areas for breaks in the school day and supervise vulnerable areas closely

• have sound procedures for reporting bullying, including confidential means and are prompt and thorough in investigating concerns when they arise

• attach high priority to giving parents information about bullying to encourage their involvement, as well as that of the pupils, in combating it.

162 From May 2002, schools have been required to reflect the general and specific duties set out in the Race Relations (Amendment) Act 2000 in their work. This requires them to promote racial equality and good relations between groups and take action to tackle any differences in outcomes between racial groups. Schools with a tradition of analysing and reviewing their practice in this respect are well placed to meet the new duty. However, few schools in areas with small minority ethnic populations are vigorous enough in their approach. Where schools have an effective approach to race equality, they:

• give priority to it in the school’s planning and review

• have a detailed policy that gives staff clear and practical guidance

• ensure that procedures are in place so that pupils can confidently report incidents of racial harassment

• monitor attainment and exclusions by ethnic group.

163 The equality of access and opportunity that pupils have to the curriculum is very good or excellent in a quarter of schools, good in almost a half, but unsatisfactory in one in twenty. In these cases, pupils are not offered a curriculum with sufficient breadth and balance or are steered towards courses that do not match their needs and aspirations.

Partnership with parents

164 Parents’ satisfaction with their children’s school is good or better in three quarters of schools. The proportion of schools in which parents are generally dissatisfied is very low. Responses to the questionnaire for parents used before inspection shows that where parents have any concerns they are often about how well the school works with them, the amount of homework pupils get and how well they are kept informed about the school and their children’s progress.

165 The contribution parents make to their children’s learning at home is good or better in fewer than half of the schools and the proportion is lower in schools with higher levels of disadvantage.61 Three fifths of schools have good or better links with parents, half involve parents effectively in the work of the school and just over half provide them with good or better information, especially about their children’s progress.

166 Where parents are very satisfied with the partnership they have with the school, they point to some common features:

• they know what the school stands for

• there is good information for new parents about the routines of the school and how things work

• they are given helpful information about what is taught in the school and about the other activities which the school puts on

• they know that the school is committed to the health, safety and welfare of their children and to their success in learning

• there are staff in the school who know their child very well and whom they can trust to take action where necessary

• the school actively seeks the views of parents on important matters and acts upon them

• there are practical and reliable means of communication

• reports on progress, formal and informal, including through parents’ evenings, are regular and give useful information about how their children are doing in their work, as well as about their behaviour and participation in the life of the school

• they are involved in setting targets for improvement and given help, where they need it, on what they can do to help their child at home.

35 The current judgement on leadership and management relates only to the work of the headteacher and key staff. Before January 2000, the judgement included the work of the governing body.

36 Equivalent qualifications include General National Vocational Qualification (GNVQ).

37 All maintained secondary schools, Statistical first release 29/2003, October 2003, DfES.

38 See paragraph 332.

39 Based on 2002 data.

40 Provision and support for Traveller pupils (HMI 455), Ofsted, 2003.

41 Judgements specifically about the progress of pupils with EAL, SEN and gifted and talented pupils are made in full inspections only.

42 More advanced learners of English as an additional language in secondary schools and colleges (HMI 1102), Ofsted, 2003.

43 P scales are a set of performance descriptors used for recording the attainment of pupils with SEN working within the first levels of the National Curriculum.

44 Judgements about aspects of pupils’ personal development are made in full inspections.

45 Judgements about teaching and learning in individual subjects and different aspects of teaching are made in full inspections only.

46 Boys’ achievement in secondary schools (HMI 1659), Ofsted, 2003. See also Yes he can: schools where boys write well (HMI 505), Ofsted, 2003.

47 Proportions relate to schools that had full inspections.

48 Literacy units are short units of work designed to improve the literacy skills of lower-attaining pupils.

49 Transition units are pieces of work that pupils start in their primary school and complete in secondary school.

50 Judgements about aspects of leadership and management, accommodation and resources are made in full inspections only.

51 Aspects of spiritual, moral, social and cultural development and the quality of PSHE are judged separately only in full inspections.

52 Citizenship: preparation for the introduction of citizenship in secondary schools (HMI 730), Ofsted, 2002.

53 Drug education in schools: an update (HMI 746), Ofsted, 2002.

54 Key Stage 4: towards a flexible curriculum (HMI 517), Ofsted, 2003.

55 The School Sport Co-ordinator programme (HMI 1586), Ofsted 2003.

56 Proportions relate to schools that had full inspections.

57 Special educational needs in the mainstream (HMI 511), Ofsted, 2003.

58 Judgements about aspects of support and guidance, including equal opportunities, are made in full inspections only.

59 The education of asylum-seeker pupils (HMI 453), Ofsted 2003.

60 Bullying: effective action in secondary schools (HMI 465), Ofsted, 2003.

61 Judgements about aspects of partnership with parents are made in full inspections only.