Primary school performance statistics were published for 2005. Results in English and mathematics at Level 4 or higher improved by 1 percentage point compared to the previous year: English to 79 per cent and maths to 75 per cent, the highest levels ever. In science the number achieving the expected level remained unchanged at 86 per cent.
Source: Press release 2 December 2005, Department for Education and Skills (0870 000 2288)
Links: DfES press release
Date: 2005-Dec
An interim official report (by the Rose Review) said that systematic, direct teaching of synthetic phonics should be the first strategy taught to all children learning to read, introduced by the age of 5. The government accepted the main recommendation in the report.
Source: Independent Review of the Teaching of Early Reading: Interim report, Department for Education and Skills (0845 602 2260)
Links: Report | DfES press release | Guardian report
Date: 2005-Dec
A literature review examined pupil grouping. It said that policy and guidance needed to acknowledge the wide range of practices that existed, the need for organizational grouping to be flexible and to be evaluated, and for teachers and schools to be responsive to emerging effects.
Source: Peter Kutnick, Judy Sebba, Peter Blatchford, Maurice Galton, and Jo Thorp, The Effects of Pupil Grouping: Literature review, Research Report 688, Department for Education and Skills (0845 602 2260)
Links: Report (pdf)
Date: 2005-Oct
The percentage of pupils aged 15 in England achieving five or more GCSEs at grades A*-C rose in 2004-05 by 2 percentage points, from 53.7 per cent to 55.7 per cent - the biggest increase in a decade. Inner city schools continued to improve at a faster rate than the rest of the country. (GCSE = General Certificate of Secondary Education)
Source: GCSE and Equivalent Results for Young People in England, 2004/05 (Provisional), Statistical First Release 46/2005, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf) | DfES press release | Guardian report
Date: 2005-Oct
91.9 per cent of candidates in England achieved two or more GCE/VCE A Level (or equivalent) passes in 2005, compared to 92.0 per cent the previous year. (GCE = General Certificate of Education; VCE = Vocational Certificate of Education; A = Advanced; AS = Advanced Subsidiary)
Source: GCE/VCE A/AS Examination Results in England, 2004/05 (Provisional), Statistical First Release 45/2005, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf)
Date: 2005-Oct
The percentage of pupils in England achieving level 4 or above in both of the reading and writing components of the English key stage 2 test and the mathematics key stage 2 test was 57 per cent in 2005 (provisional), compared to 57 per cent in 2004 and 43 per cent in 1997. Just over half of boys achieved the expected standard in all three subjects, compared to 63 per cent of girls.
Source: National Curriculum Assessment of 11 year olds in England, 1997 to 2005: Pupils Achieving Level 4 in Combinations of Tests, Statistical First Release 47/2005, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf) | Guardian report
Date: 2005-Oct
An inspectorate report examined the provision of programmes of vocational education for school pupils in Scotland.
Source: Working Together: Cross-sectoral provision of vocational education for Scotland's pupils, HM Inspectorate of Education in Scotland (01506 600200)
Links: Report (pdf)
Date: 2005-Sep
Provisional test results for children aged 14 in England showed that English results (children attaining expected levels) increased by 3 percentage points, from 71 per cent in 2004 to 74 per cent in 2005; maths results increased by 1 percentage point, from 73 per cent to 74 per cent; and science results increased by 4 percentage points, from 66 per cent to 70 per cent.
Source: National Curriculum Assessments of 14 Year Olds in England, 2005 (Provisional), Statistical First Release 32/2005, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf) | DfES press release | Guardian report
Date: 2005-Sep
The six main teaching unions urged the government to carry out an independent review of key stage 2 assessments, which they said were failing children and schools. Problems included a narrowing of the curriculum, lack of consistency between the key stage 2 and 3 tests, and damage to co-operation between schools.
Source: Press release 12 September 2005, Association of Teachers and Lecturers (020 7930 6441) and other unions
Links: ATL press release | Guardian report
Date: 2005-Sep
One or more GCSEs at grades A*-C were achieved by 61.2 per cent of pupils in 2005, up from 59.2 per cent in 2004. (GCSE = General Certificate of Secondary Education)
Source: Press release 25 August 2005, Joint Council for Qualifications (0161 958 3737)
Links: JCQ press release (pdf) | DfES press release
Date: 2005-Aug
Provisional results were published for national curriculum tests in England in 2005 at ages 7 and 11. At age 7 (key stage 1) 85 per cent of pupils achieved the expected level in reading (no change over 2004), and 91 per cent of pupils did so in maths (up 1 point). At age 11 (key stage 2) 79 per cent of pupils achieved the expected level in English (an increase of 1 point), and 75 per cent of pupils achieved the expected level in maths (unchanged).
Source: National Curriculum Assessments of 7 Year Olds in England, 2005 (Provisional), Statistical First Release 30/2005, Department for Education and Skills (0870 000 2288) | National Curriculum Assessments of 11 Year Olds in England, 2005 (Provisional), Statistical First Release 31/2005, Department for Education and Skills
Links: SFR 30 (pdf) | SFR 31 (pdf) | DfES press release | Guardian report
Date: 2005-Aug
A-level (Advanced) results for 2005 showed a modest rise in overall achievement of 0.2 per cent at grades A-E and 0.4 per cent at grade A.
Source: Press release 18 August 2005, Joint Council for Qualifications (0161 958 3737)
Links: JCQ press release (pdf) | DfES press release
Date: 2005-Aug
Researchers examined what pupils aged 11?16 believed had most effect on their motivation to learn in the classroom. Engagement was found to be more likely if: the lessons were perceived as ?fun?; the lessons were varied and participative; teachers favoured collaborative methodologies; and pupils perceived activities as useful and authentic.
Source: John Dakers, Wendy Dow, George Head, Chris Smith and Margaret Sutherland, A Systematic Review of What Pupils, Aged 11?16, Believe Impacts on Their Motivation to Learn in the Classroom, Institute of Education/University of London (020 7612 6050)
Links: Report (pdf)
Date: 2005-Jul
The government responded to a report by a committee of MPs on the national literacy strategy.
Source: Government Response to the Committee's Second Report (Education Outside the Classroom), Sixth Report (National Skills Strategy: 14-19 Education) and Eighth Report (Teaching Children to Read) of Session 2004-05, First Special Report (Session 2005-06), HC 406, House of Commons Education and Skills Select Committee, TSO (0870 600 5522)
Links: Response | MPs report
Date: 2005-Jul
Final figures confirmed that the percentage of pupils in England achieving the expected level in the key stage 3 English tests (at age 14) rose by 2 percentage points in 2004, to 71 per cent; in maths it also rose by 2 percentage points, to 73 per cent; in science it fell by 2 percentage points to 66 per cent.
Source: National Curriculum Assessments at Key Stage 3 and Key Stage 2 to Key Stage 3 Value Added Measures in England, 2003/04 (Final), Statistical First Release 09/2005, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf)
Date: 2005-Jul
A paper examined whether school accountability measures based on a partial summary of student achievement influenced the distribution of student achievement. It was found that the policy reduced the educational gains and exam performance in high-stakes exams of very low-ability students.
Source: Simon Burgess, Carol Propper, Helen Slater and Deborah Wilson, Who Wins and Who Loses from School Accountability? The distribution of educational gain in English secondary schools, Working Paper 05/128, Centre for Market and Public Organisation/University of Bristol (0117 954 6943)
Links: Working paper (pdf)
Date: 2005-Jul
A statistical bulletin examined the characteristics of pupils defined as 'low attaining' in terms of key stage test and GCSE results. (GCSE = General Certificate of Secondary Education)
Source: The Characteristics of Low Attaining Pupils, Statistical Bulletin 02-05, Department for Education and Skills, TSO (0870 600 5522)
Links: Bulletin (pdf)
Date: 2005-Jun
Final key stage 2 (age 11) test results were published for schools in England in 2004. Compared to 2003, the percentage achieving level 4 or above rose 3 points in English, 2 points in reading, 3 points in writing, and 1 point in mathematics: but it fell by 1 point in science.
Source: National Curriculum Assessments at Key Stage 2 and Key Stage 1 to Key Stage 2 Value Added measures in England, 2003/2004 (Final), Statistical First Release 22/2005, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf)
Date: 2005-Jun
Final data were published on the 2003-04 GCE/VCE A/AS examination results in England. For students aged 16-18 in schools and colleges, the average GCE/VCE A/AS point score per entry was 78.7, compared to 77.4 in 2003-04. (GCE = General Certificate of Education; VCE = Vocational Certificate of Education; A = Advanced; AS = Advanced Subsidiary.)
Source: GCE/VCE A/AS Examination Results for Young People in England, 2003/04 (Final), Statistical First Release 26/2005, Department for Education and Skills (0870 000 2288) Links: SFR (pdf)
Date: 2005-Jun
Five or more GCSEs at grades A*-C (or GNVQ equivalent) were achieved by 53.7 per cent of pupils aged 15 in schools in England at the start of the academic year, compared to 52.9 per cent the previous year. (GCSE = General Certificate of Secondary Education: GNVQ = General National Vocational Qualification)
Source: GCSE and Equivalent Results and Associated Value Added Measures for Young People in England 2003/04 (Final), Statistical First Release 25/2005, Department for Education and Skills (0870 000 2288) Links: SFR (pdf)
Date: 2005-Jun
The government announced an independent review of the role of synthetic phonics in teaching reading in primary schools, and of support for children facing the greatest reading difficulties.
Source: Press release 3 June 2005, Department for Education and Skills (0870 000 2288)
Links: DfES press release | Guardian report
Date: 2005-Jun
A paper said that two recent international surveys of pupils? attainments (TIMSS and PISA) were unco-ordinated, overlapped considerably, and were costly and wasteful - especially from the point of view of England, where inadequate response rates meant that no reliable comparisons at all could be made with other countries.
Source: Sig Prais, Two Recent (2003) International Surveys of Schooling Attainments: England?s problem, Discussion Paper 258, National Institute for Economic and Social Research (020 7654 1901)
Links: Paper (pdf)
Date: 2005-Jun
A report evaluated an official project which focused on the apparent differential achievement of boys and girls at key stage 2 and key stage 4 in schools in England. It highlighted some of the dilemmas which were implicit within the debate, explored different interpretations and perspectives about boys under-achievement , and challenged some common misconceptions.
Source: Mike Younger and Molly Warrington, Raising Boys' Achievement, Research Report 636, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf) | Guardian report
Date: 2005-May
A report by a committee of MPs called for a review of the national literacy strategy, to determine whether the best available methodologies were being used for the teaching of reading in primary schools.
Source: Teaching Children to Read, Eighth Report (Session 2004-05), HC 121, House of Commons Education and Skills Select Committee, TSO (0870 600 5522)
Links: Report | Guardian report
Date: 2005-Apr
The percentage of pupils in England achieving the expected level in the key stage 3 English tests (at age 14) rose by 2 percentage points in 2004, to 71 per cent; in maths it also rose by 2 percentage points, to 73 per cent; in science it fell by 2 percentage points to 66 per cent.
Source: National Curriculum Assessments for Key Stage 3 and Key Stage 2 to Key Stage 3 Value Added Measures for Young People in England, 2003/04: Key stage 3 achievement and attainment tables, Statistical First Release 09/2005, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf) | DfES press release
Date: 2005-Mar
A think-tank report said that over a million children had left primary school with poor literacy skills since the 'literacy hour' was launched in 1998; and that reading failure could be a major factor in the breakdown of discipline in many schools. It advocated the teaching of 'synthetic phonics' as an alternative approach.
Source: Tom Burkard, After the Literacy Hour: May the best plan win!, Centre for Policy Studies (020 7222 4488)
Links: Report (pdf) | Guardian report
Date: 2005-Mar
The government published statistical information on key stage 1 and 2 national curriculum assessments, GCSE and equivalent achievements, and post-16 attainment of young people, by different pupil characteristics - including gender, ethnicity, eligibility for free school meals, special education needs, and English as an additional language. (England, 2004)
Source: National Curriculum Assessment GCSE and Equivalent Attainment and Post-16 Attainment by Pupil Characteristics, in England 2004, Statistical First Release 08/2005, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf) | DfES press release
Date: 2005-Feb
The statistics watchdog said that the improvement in key stage 2 test scores between 1995 and 2000 'substantially overstated' the improvement in standards in English primary schools over that period: but there was nevertheless some rise in standards.
Source: Measuring Standards in English Primary Schools, Report 23, Statistics Commission (020 7273 8008)
Links: Report (pdf)
Date: 2005-Feb
A report estimated that the cost of running the examination system in England in 2003-04 was 610 million. This included the 370 million cost of running the organizations involved in the exam system, and 240 million of staff time in delivering exam activities.
Source: PricewaterhouseCoopers LLP, Financial Modelling of the English Exams System 2003-04, Qualifications and Curriculum Authority (020 7509 5555)
Links: Report (pdf) | QCA press release | Guardian report
Date: 2005-Feb
The schools inspectorate said that, two years after citizenship education became a statutory requirement in schools, 25 per cent of classes were still unsatisfactory. Citizenship was the worst taught subject in secondary schools.
Source: Citizenship in Secondary Schools: Evidence from Ofsted inspections (2003/04), HMI 2335, Office for Standards in Education (07002 637833)
Links: Report (pdf) | OFSTED press release
Date: 2005-Jan
The schools inspectorate said that too many secondary schools saw achievement in personal, social and health education ('PSHE') only in terms of pupils subject knowledge, and made no attempt to judge whether there had been any impact on their attitudes and personal development.
Source: Personal, Social and Health Education in Secondary Schools, HMI 2311, Office for Standards in Education (07002 637833)
Links: Report (pdf) | OFSTED press release | HDA press release | Institute of Education press release | Brook press release | FPA press release | Guardian report | Children Now report
Date: 2005-Jan
Revised data were published on the 2003-04 GCE/VCE A/AS examination results. For students aged 16-18 in schools and colleges, the average GCE/VCE A/AS point score per entry was 78.7, compared to 77.4 in 2002-03. (GCE = General Certificate of Education; VCE = Vocational Certificate of Education; A = Advanced; AS = Advanced Subsidiary.)
Source: GCE/VCE A/AS Examination Results for Young People in England, 2003/04 (Revised), Statistical First Release 02/2005, Department for Education and Skills (0870 000 2288) Links: SFR (pdf)
Date: 2005-Jan
Five or more GCSEs at grades A*-C (or GNVQ equivalent) were achieved by 53.7 per cent of pupils in England aged 15 at the start of the academic year, up 0.8 points on the previous year (revised figures). (GCSE = General Certificate of Secondary Education: GNVQ = General National Vocational Qualification)
Source: GCSE and Equivalent Results and Associated Value Added Measures for Young People in England 2003/04 (Revised), Statistical First Release 01/2005, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf) | DfES press release | Guardian report
Date: 2005-Jan
