Schools chief 'disappointed' by exam results

Wallingford School headteacher Wyll Willis with sixth formers

Wallingford School headteacher Wyll Willis with sixth formers Buy this photo

First published in News Oxford Mail: Photograph of the Author by

THE woman in charge of education in Oxfordshire has warned it will take longer than a year to see results improve.

Yesterday, the Department for Education released figures showing GCSE results in Oxfordshire secondary schools remained below the national average for a second year.

Only 57.9 per cent of pupils achieved five A*-C grades at GCSE, including English and maths, in Oxfordshire, compared to 58.8 per cent in England.

That marks an improvement of half a percentage point compared to 2011, while results nationally rose by 0.6 percentage points.

Oxfordshire County Council education cabinet member Melinda Tilley described the results as “a disappointment”.

But she said: “It takes a bit longer than one year to turn it round.

“We are seeing improvements, but it is slow, far slower than I would like it to be.”

She said she would like to increase the budget for the school improvement team, which sends experienced staff into schools to help drive up standards, but admitted she did not know where she would find the money.

The average point score of pupils was also below the national average, with youngsters racking up on average 336.8 points in Oxfordshire compared to 343.3 nationwide.

Last year, for the first time, the Government published data showing how well pupils did compared with their previous attainment.

The proportion of pupils who came to secondary school with low attainment achieving five A*-Cs, including English and maths, remained the same as 2011, at 5.5 per cent, and at nine secondaries, no pupils achieved the grade.

Education expert John Howson, visiting professor at Oxford Brookes University, pointed out that if you looked at data from 2006-12, while the proportion of children in England achieving the benchmark level rose from 44.1 per cent to 59 per cent, those making the grade in Oxfordshire rose from 47.5 to 57.9 per cent.

He said: “We were ahead and we are now behind. The rest of the country has taken the message they need to sharpen their education system and Oxfordshire has not.”

But he agreed it would take longer for improvements to start filtering through.

There was some good news, with more than one in five children achieving the English Baccalaureate, getting C grades or higher in English, maths, science, a language and history or geography.

That was an increase on last year’s figure of 18.8 per cent, and exceeded the national average of 16.2 per cent.

The figures showed Wallingford School, in St George’s Road, to be Oxfordshire’s top-performing state school, with 76 per cent of pupils getting five A*-C grades, including English and maths.

It was also the most improved in the county, with results rising by 15 percentage points.

Headteacher Wyll Willis said: “We didn’t do so very well a couple of years ago and, as a staff, we decided to do something about it.

“The teaching staff worked extremely hard on trying to put things right and it’s nothing very clever, just doing the basic things right all the time.

“To be able to come top when there is such tremendous competition is really very pleasing.”

Sixth form college St Clare’s, in Banbury Road, Oxford, was the top-performing school for A-Levels, with the highest average points score at 1190.4.

It is the third year running the college has won the accolade.

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11:22am Fri 25 Jan 13

Iftikhar says...

The Al-Khair Muslim school is at the top in Croydon. It is a fees paying school and majority of Muslim parents are unable to send their children to this school. Muslim community has the right to set up Mosques and state funded Muslim schools in those areas where they are in majority. They are crucial for the survival of he future generations of Muslims, otherwise, they would be lost in the western JUNGLE.

The demand for state funded Muslim schools and Mosques is in accordance with the law of the land. Bilingual Muslim children need state funded Muslim schools with bilingual Muslim teachers as role models during their developmental period.They need to learn and be well versed in standard English to serve humanity and at the same time they need to learn Arabic, Urdu and other community languages to keep in touch with their cultural heritage and enjoy the beauty of their literature and poetry. There is no place for a non-Muslim child or a teacher in a Muslim school. Every Muslim school has a Mosque to offer prayers five times a day.

The silent majority of Muslim parents would like to send their children to state funded Muslim schools. They are not extremists who want to change of ethos of those schools where Muslim children are in majority. It is the democratic right of every Muslim parent to see that their children receive balanced education, so that when their children grow up, they do not find themselves cut off from their cultural roots and linguistic skills. It is a question of common sense, humanity and reason that bilingual Muslim children must be educated in state funded Muslim schools with bilingual Muslim teachers as role models during their developmental periods. The whole world believes that people who speak more than one language is a vital economic asset. Pupils who speak more than one language do not cause difficulties. It is the politicians and monolingual teachers who are the problems for bilingual pupils. Muslim school will help to cultivate the child into a healthy, fully flourishing individual with a passion for learning. There are hundreds of state and church schools where Muslim children are in majority. In my opinion, all such schools may be opted out as Muslim Academies.

Muslim schools are not only faith schools; they are more or less bilingual schools. Bilingual Muslim children need to learn and be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. State schools with monolingual teachers do not teach Standard English to Migrant children. Bilingual Muslim children learn English in the playgrounds and in the streets. They speak street language with its own grammar, vocabulary and pronunciation. The teachers let them speak the same accent in the classroom. They have no courage to stop them or correct them. This is one of the main reasons why one third of children have difficulties with reading when they leave primary schools. Majority of such children are Muslims. In other European countries and in the sub-continent argot and slang are not allowed into the classroom. In Britain primary school teachers do not feel that it’s their role to interfere with self-expression in any shape or form. They encourage children to read poems and stories written in ethnic dialects.

Muslim faith schools are more or less bilingual schools. Priority will be given to the teaching of Standard English, Arabic, Urdu and other community languages. All Muslim children will learn and be well versed in Standard English and Quranic Arabic and at the same time they will learn and be well versed in one of the community language to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Majority of children will learn Urdu language because it is a lingua franca of the migrants from the sub-continent. And majority of British Muslims are from Pakistan and their national language is Urdu.
IA
http://www.londonshc
oolofislamics
The Al-Khair Muslim school is at the top in Croydon. It is a fees paying school and majority of Muslim parents are unable to send their children to this school. Muslim community has the right to set up Mosques and state funded Muslim schools in those areas where they are in majority. They are crucial for the survival of he future generations of Muslims, otherwise, they would be lost in the western JUNGLE. The demand for state funded Muslim schools and Mosques is in accordance with the law of the land. Bilingual Muslim children need state funded Muslim schools with bilingual Muslim teachers as role models during their developmental period.They need to learn and be well versed in standard English to serve humanity and at the same time they need to learn Arabic, Urdu and other community languages to keep in touch with their cultural heritage and enjoy the beauty of their literature and poetry. There is no place for a non-Muslim child or a teacher in a Muslim school. Every Muslim school has a Mosque to offer prayers five times a day. The silent majority of Muslim parents would like to send their children to state funded Muslim schools. They are not extremists who want to change of ethos of those schools where Muslim children are in majority. It is the democratic right of every Muslim parent to see that their children receive balanced education, so that when their children grow up, they do not find themselves cut off from their cultural roots and linguistic skills. It is a question of common sense, humanity and reason that bilingual Muslim children must be educated in state funded Muslim schools with bilingual Muslim teachers as role models during their developmental periods. The whole world believes that people who speak more than one language is a vital economic asset. Pupils who speak more than one language do not cause difficulties. It is the politicians and monolingual teachers who are the problems for bilingual pupils. Muslim school will help to cultivate the child into a healthy, fully flourishing individual with a passion for learning. There are hundreds of state and church schools where Muslim children are in majority. In my opinion, all such schools may be opted out as Muslim Academies. Muslim schools are not only faith schools; they are more or less bilingual schools. Bilingual Muslim children need to learn and be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. State schools with monolingual teachers do not teach Standard English to Migrant children. Bilingual Muslim children learn English in the playgrounds and in the streets. They speak street language with its own grammar, vocabulary and pronunciation. The teachers let them speak the same accent in the classroom. They have no courage to stop them or correct them. This is one of the main reasons why one third of children have difficulties with reading when they leave primary schools. Majority of such children are Muslims. In other European countries and in the sub-continent argot and slang are not allowed into the classroom. In Britain primary school teachers do not feel that it’s their role to interfere with self-expression in any shape or form. They encourage children to read poems and stories written in ethnic dialects. Muslim faith schools are more or less bilingual schools. Priority will be given to the teaching of Standard English, Arabic, Urdu and other community languages. All Muslim children will learn and be well versed in Standard English and Quranic Arabic and at the same time they will learn and be well versed in one of the community language to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Majority of children will learn Urdu language because it is a lingua franca of the migrants from the sub-continent. And majority of British Muslims are from Pakistan and their national language is Urdu. IA http://www.londonshc oolofislamics Iftikhar
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