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Education and Skills The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2015/16 Education and Skills HC 821 The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2015/16 Presented to Parliament pursuant to section 121 of the Education and Inspections Act 2006. Ordered by the House of Commons to be printed 1 December 2016. HC 821 © Crown copyright 2016 This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected]. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. This publication is available at www.gov.uk/government/publications. Any enquiries regarding this publication should be sent to us at Ofsted, Aviation House, 125 Kingsway, London WC2B 6SE, telephone 0300 123 1231 or email [email protected]. Print ISBN 9781474138758 Web ISBN 9781 474138765 ID SGD0013180 12/16 Printed on paper containing 75% recycled fibre content minimum Printed in the UK by the Williams Lea Group on behalf of the Controller of Her Majesty’s Stationery Office Aviation House 125 Kingsway London WC2B 6SE 1 December 2016 Rt Hon. Justine Greening MP Secretary of State for Education Sanctuary Buildings Great Smith Street London SW1P 3BT Dear Secretary of State The Annual Report of Her Majesty’s Chief Inspector 2015/16 I have pleasure in presenting my Annual Report to Parliament as Chief Inspector, as required by the Education and Inspections Act 2006. The report is underpinned by the findings of almost 25,000 inspections of schools, colleges and providers of early years and further education and skills. These inspections provide a unique evidence base for the conclusions we draw. This report describes an education and skills system that has improved considerably over the past five years. In particular, it is children under the age of 11 who have benefited most. The extent to which high-quality education for younger children is more fairly distributed than in the past is a significant achievement. My report also emphasises some of the challenges that remain. Secondary schools have improved but the gap between the North and Midlands and the rest of the country has not narrowed, in fact, it has widened slightly. The quality of technical and vocational education and training needs to improve if we are to meet the skills challenges of the future. Improvements in both these respects will contribute positively to the ongoing role that education plays in encouraging shared values across different communities. My Annual Report both comments and reports on our evidence and findings on early years, schools and the further education and skills inspections this year. Copies will be placed in the Libraries of both Houses. I have also published a report on social care during the past year As Chief Inspector, I have been absolutely committed to supporting improvement and raising standards for children and learners at the different stages of their education, and I hope this report reflects that commitment. I trust that this report will provide useful evidence to inform future policies aimed at securing the very best education for our children and learners. Yours sincerely Sir Michael Wilshaw Contents HMCI’s commentary 9 Executive summary 21 Early years 25 Primary education 41 Secondary education 53 Post-16 education and training 71 Special educational needs and disabilities 87 Adult learning 99 Safeguarding 107 Capacity in the school system 119 Annex 1: Key statistics 133 Annex 2: Primary performance by area 141 Annex 3: Secondary performance by area 147 www.gov.uk/ofsted 5 Figure 1: Number of education and skills providers, and inspections carried out in 2015/16 Pupils and learners who 403 16,662 67,254 have special educational needs and/or disabilities Maintained nursery Maintained schools Early years registered schools with early years providers 39 2,423 20,761 Children aged 0–5 Children inspections inspections inspections 1,038 Maintained special schools 138 16,772 231 Non-association inspections Maintained primary independent schools schools for pupils aged 0–11 2,468 51 Pupils aged 6–11 inspections inspections 441 187 Non-association Non-association independent special independent schools for schools pupils aged 0–18 and over 211 115 3,378 Non-association 43 inspections Maintained secondary independent schools inspections schools for pupils aged 11 years and over 666 39 Pupils aged 12–16 inspections inspections 63 Independent specialist colleges 23 152 67 inspections Local authority school improvement Larger multi-academy arrangements trusts Oversight 4 3 inspections inspections 152 Local area special educational needs and/ or disabilities 8 inspections 1. The number of early years registered providers as at 31 August 2016. Includes inspections published by 30 September 2016. 2. The number of schools open as at 31 August 2016. Includes inspections published by 30 September 2016. The inspections covered in the ‘Pupils aged 6–11’ and ‘Pupils aged 12–16’ include full inspections and short inspections that did not convert to a full inspection. Inspections of sixth forms in schools and maintained schools with early years include full inspections only. 3. The total number of initial teacher education (ITE) age phase partnerships are based on partnerships rather than providers, and some providers may cover more than one age phase partnership. Includes partnerships open as at 30 June 2016. Partnerships with no trainees in 2015/16 are excluded. 4. The number of larger multi-academy trusts is based on trusts with more than eight schools as at 31 August 2016. 6 Annual Report 2015/16: Education and Skills 2,756 90 21 20 Dance and drama Sixth forms in schools Sixth form colleges 16–19 academies colleges 468 23 4 18 Students aged 16–19 inspections inspections inspections inspections 223 478 26 Further education General further Independent in higher education education colleges learning providers institutions 85 161 3 Learners aged 19+ Learners inspections inspections inspections 114 441 235 Prisons and young Initial teacher Community learning offenders institutions education providers and skills providers 42 88 93 inspections inspections inspections 5. The number of colleges, 16–19 academies, independent learning providers, higher education institutions and community learning and skills providers that were open and funded as at 31 August 2016. For these providers, inspections include full inspections and short inspections that did not convert to a full inspection. 6. The number of inspections given for prisons and young offender institutions are for inspections published between 1 September 2015 and 31 August 2016. 7. General further education colleges include specialist further education colleges. 8. Independent learning providers include employer providers. 9. Ofsted has not inspected any National Careers Service contractors in 2015/16. 10. The number of inspections for 2015/16 includes inspections of providers that were either no longer active, ceased to be funded or were closed as at 31 August 2016. Source: Ofsted, Department for Education, National College for Teaching and Leadership and Her Majesty’s Inspectorate of Prisons www.gov.uk/ofsted 7 8 Annual Report 2016/17: Education and Skills HMCI’s commentary Introduction This is my fifth and final Annual Report as Her Majesty’s Chief Inspector. It has always been my belief that the most important question that any chief inspector must answer in an Annual Report on education and skills is whether things are getting better or worse. In my first commentary in 2011/12, I described performance as ‘not good enough; must do better’.1 It is therefore with great pleasure that, five years later, I can report that our education system has done better. Parents are now much more likely to have access for their children to a good local nursery or school than when I first took up my post. There are 1.8 million more pupils attending good or outstanding maintained schools than in August 2010.2 During the same period, the government has introduced a more academic curriculum, more rigorous assessments and higher expected standards. Those working in the education system have, on the whole, responded well to these higher expectations, and education in this country is much nearer to being truly world class than it was. Our education system has always served some very well, but access to an excellent education has long been a dividing line in this country. In some parts of our education and skills system, this is now changing. For the youngest children, we are now closer than we have ever been to an education system where your family background or where you live does not necessarily determine the quality of teaching you receive or the outcomes you achieve. Education can make people and communities more resilient, and it can bring people together. However, there is also a risk that, when the quality of provision is uneven, education exacerbates divisions. Where opportunities and values are not shared, those who are excluded or isolated can become alienated and resentful. I am confident that our education system can help the country become more successful, cohesive and prosperous. However, for this to succeed, we need: ●● high standards in education in every part of the country ●● technical and vocational education that equips young people to be competitive in the workforce ●● shared values that transcend community differences. In each of these areas, there has been progress. However, all the progress that has been made is at risk if the job is left incomplete. 1. ‘The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2011/12’, Ofsted, 2012;www.gov.uk/ government/publications/the-annual-report-of-her-majestys-chief-inspector-of-education-childrens-services-and-skills-201112.
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