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| Extent of school failure disputed | Extent of school failure disputed |
| (10 minutes later) | |
| Claims that nearly one million children in England attend poorly performing schools are being disputed by teaching unions and the government. | Claims that nearly one million children in England attend poorly performing schools are being disputed by teaching unions and the government. |
| The Commons Public Accounts Committee says 1,557 schools do badly despite the £837m spent on raising achievement. | The Commons Public Accounts Committee says 1,557 schools do badly despite the £837m spent on raising achievement. |
| But unions say this is "misleading and damaging" as exam results often reflect a school's intake. | |
| Meanwhile, Ofsted figures show that 32 schools shut due to poor performance in 2005/06 - compared with 25 in 2004/05. | Meanwhile, Ofsted figures show that 32 schools shut due to poor performance in 2005/06 - compared with 25 in 2004/05. |
| 'Apples with pears' | 'Apples with pears' |
| The government said claims that many of the schools referred to in the committee's report were failing were "insulting". | The government said claims that many of the schools referred to in the committee's report were failing were "insulting". |
| Schools minister Jim Knight said the report "compares apples with pears", mixing together schools which were failing with those which simply performed less well at exam time. | Schools minister Jim Knight said the report "compares apples with pears", mixing together schools which were failing with those which simply performed less well at exam time. |
| "A significant proportion of these schools are not failing," he said. | "A significant proportion of these schools are not failing," he said. |
| "In some, 60 to 70% of pupils get five good GCSEs and many others are improving very quickly thanks to incredibly dedicated staff and excellent leadership." | "In some, 60 to 70% of pupils get five good GCSEs and many others are improving very quickly thanks to incredibly dedicated staff and excellent leadership." |
| He added that, since 1997, standards had risen across the board. The number of schools with under a quarter of pupils gaining five good GCSEs had dropped from 616 in 1997 to 110 in 2005. | He added that, since 1997, standards had risen across the board. The number of schools with under a quarter of pupils gaining five good GCSEs had dropped from 616 in 1997 to 110 in 2005. |
| In his monthly press conference, Prime Minister Tony Blair said school results are improving. | |
| He said: "When we came to office in 1997 there were many London boroughs with an average of 25 per cent of good GCSEs. Today there is not a singly borough in London - not one - that has not got a record of over 40 per cent of five good GCSEs." | |
| The Association of School and College Leaders said the committee's conclusions were based on a "flawed" report by the National Audit Office, issued last January. | The Association of School and College Leaders said the committee's conclusions were based on a "flawed" report by the National Audit Office, issued last January. |
| Disadvantaged communities | Disadvantaged communities |
| General secretary John Dunford said: "Many of these so-called failing schools serve disadvantaged communities where the school is so often the only place that improves young people's life chances. | General secretary John Dunford said: "Many of these so-called failing schools serve disadvantaged communities where the school is so often the only place that improves young people's life chances. |
| "School leaders devote their lives to educating and supporting such children and their families and will bitterly resent political games being played with these misinterpreted statistics." | "School leaders devote their lives to educating and supporting such children and their families and will bitterly resent political games being played with these misinterpreted statistics." |
| Dr Dunford said it was wrong to assume that because a school was in the bottom 25% it was failing. | Dr Dunford said it was wrong to assume that because a school was in the bottom 25% it was failing. |
| "There will always be 25% of schools in the bottom quartile, no matter how good their results, just as there will always be 25% of schools in the top quartile," he said. | "There will always be 25% of schools in the bottom quartile, no matter how good their results, just as there will always be 25% of schools in the top quartile," he said. |
| The PAC report comes after Sir Cyril Taylor, head of the Specialist Schools and Academies Trust, said about 500 secondary schools were seriously underperforming based on GCSE results. | The PAC report comes after Sir Cyril Taylor, head of the Specialist Schools and Academies Trust, said about 500 secondary schools were seriously underperforming based on GCSE results. |
| Teaching groups called Sir Cyril's comments unhelpful and demoralising. | Teaching groups called Sir Cyril's comments unhelpful and demoralising. |
| The PAC report, Improving Poorly Performing Schools in England, acknowledges that fewer schools now under-perform. | The PAC report, Improving Poorly Performing Schools in England, acknowledges that fewer schools now under-perform. |
| Newly released Ofsted figures show that 32 schools were shut due to poor performance last year - compared with 25 the previous year. | Newly released Ofsted figures show that 32 schools were shut due to poor performance last year - compared with 25 the previous year. |
| The figures show that in July 2006 14 schools were classed as underachieving. | The figures show that in July 2006 14 schools were classed as underachieving. |
| In addition, 208 were in special measures and 117 had "serious weaknesses". | In addition, 208 were in special measures and 117 had "serious weaknesses". |
| This compares with 49 underachieving in July 2005 - when 242 were in special measures and 286 had serious weaknesses. | This compares with 49 underachieving in July 2005 - when 242 were in special measures and 286 had serious weaknesses. |
| 'Severe consequences' | 'Severe consequences' |
| Additionally, in July 2005 the Department for Education classed 402 schools as "low-attaining" and 578 as "under-performing". | Additionally, in July 2005 the Department for Education classed 402 schools as "low-attaining" and 578 as "under-performing". |
| Conservative MP Edward Leigh, the committee chairman, said: "To waste so much human potential in this way is a tragedy. | Conservative MP Edward Leigh, the committee chairman, said: "To waste so much human potential in this way is a tragedy. |
| "The consequences in the long term for the pupils themselves and, more widely, for our society, will be severe." | "The consequences in the long term for the pupils themselves and, more widely, for our society, will be severe." |
| The report highlights the crucial role played by head teachers in setting the ethos for a school and calls for measures to attract more talented candidates to fill increasing numbers of vacancies for heads. | The report highlights the crucial role played by head teachers in setting the ethos for a school and calls for measures to attract more talented candidates to fill increasing numbers of vacancies for heads. |
| It also warns that the new "light touch" inspection regime introduced by Ofsted last September is not right for under-performing schools. | It also warns that the new "light touch" inspection regime introduced by Ofsted last September is not right for under-performing schools. |
| Shadow education secretary David Willetts said children in those schools suffered a "huge disadvantage" and raising standards "must be the priority". | Shadow education secretary David Willetts said children in those schools suffered a "huge disadvantage" and raising standards "must be the priority". |
| Liberal Democrat education spokeswoman Sarah Teather said a good head teacher was central to a successful school. | Liberal Democrat education spokeswoman Sarah Teather said a good head teacher was central to a successful school. |
| "The government is creating the problems of tomorrow by not tackling failing schools today," she said. | "The government is creating the problems of tomorrow by not tackling failing schools today," she said. |