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Press release: London schools have improved dramatically

Standards rising faster in poorly performing London schools compared to similar schools nationally

Helped by the London Challenge, the capital’s schools have improved dramatically since 2000, according to a new report published today by the Office for Standards in Education (Ofsted).

Today’s report, Improvements in London schools 2000-06, reveals that standards are rising faster in poorly performing London schools than in similar schools nationally.

In 2005/06 a significantly higher proportion of London secondary schools was graded good or better for overall effectiveness, quality of teaching and leadership and management than schools nationally. The report finds that investment in the London Challenge, a five year partnership between the Government, schools and London boroughs to improve the quality of secondary schools in the capital, has helped schools and local authorities to improve.

As part of the London Challenge project, which began in 2003, seventy schools across London, known as 'Key to Success'’ schools, and five local authorities (Hackney, Islington, Haringey, Southwark and Lambeth) that face the most challenging circumstances receive intensive support. This is led by a specific London Challenge team which includes the Minister for London, the London Commissioner and a group of expert advisers. The expert advisers act as a filter to help schools make the best use of interventions and funding.

The goal of the London Challenge is to ensure that all 'Key to Success' schools have met the 30% floor target of pupils achieving five A*-C GCSE grades by 2008. Today’s report found that in inner London, where many 'Key to Success' schools are located, 89% of secondary schools had made improvements in the number of pupils achieving five A*- C GCSE grades, compared with 73% of all secondary schools nationally.

Miriam Rosen, Ofsted's Director for Education, said:

"It is encouraging that London secondary schools are making significant improvements helped by the London Challenge. This is illustrated by the rise in standards at Key Stage 3 and 4."

However, the survey highlights that there is still further to go to ensure equality in the achievements of all London pupils. Not enough London secondary schools are in the top quartile for pupils' attainment while 29% of London schools are in the bottom quartile. However, this situation has improved considerably compared to 2003 when 40% of London schools were in the bottom quartile.

The report highlights that the London Challenge team of advisers has helped build management and leadership capacity in schools, alongside the local authorities’ own advisers. They have ensured that schools can make the best use of national and local resources and funding has been made available to ensure that creative and innovative ideas which solve problems can be acted on swiftly. Teacher recruitment initiatives, improvement in school leadership and good opportunities for continuous professional development have improved the teaching work force.

Inspectors found that attendance in London secondary schools is improving at a faster rate than schools nationally. Attendance at London primary schools has also improved substantially, although absence remains a major concern. The attainment of pupils in primary schools in inner London is improving faster than schools nationally, particularly where they are in the lowest quartile, though this rate of improvement is not as fast as secondary schools.

Since its inception in 2003 the London Challenge has focussed mainly on secondary schools. However it was extended to include primary schools in September 2006. Some primary schools have already benefited from some interventions, particularly concerning teacher recruitment. Inspections show the start of a turnaround but the gap between the best and worst performing primaries still has to be closed.

The London Challenge has funded key partners like the Field Studies Council to increase opportunities for London pupils. However, not all initiatives are fully understood by schools or fully evaluated. This was demonstrated by the results from the headteachers’ survey. Headteachers also voiced concerns about how funding some schools can create problems for others. One example is of parents wanting to move their children from one neighbouring school to another because of the extra funding that school receives.

As part of this survey 20 headteachers were asked why they think London schools have improved at such a fast rate. They said that improvements in funding, recruitment and training were particularly important, further highlighting that teaching in London had been promoted successfully by the London Challenge initiatives.

Headteachers did not fully appreciate the impact that the ending of funding in 2008 would have on their schools, which has major implications for their planning. The report goes on to say that in view of the successes to date careful consideration should be given to the risks when the London Challenge ends in 2008.

All five of the local authorities that were identified for the London Challenge, because they faced the greatest difficulties, have now improved their performance significantly. Their capacity to improve was judged to be good or very good in their 2005 Joint Area Review or Annual Performance Assessment. Schools within these local authorities have done well.

The report concludes that the lessons learnt from the London Challenge could influence school improvement in England. In the London Challenge there was a particularly successful combination of political leverage through the Minister for London Schools and the Chief Adviser to London, other well respected and experienced expert advisers and access to a wide range of suitable resources.

Miriam Rosen said:

"The London Challenge has certainly made an important contribution to improvements in the capital’s schools and this model may well merit consideration in other cities and areas where school performance is a concern."

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