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The primary school performance tables for England published on Jan. 27, 1998, show the proportion of 11-year-olds who reached the required 'level 4' standard in the core subjects of English, maths and science in tests taken in summer 1997. However the tables do not provide a complete picture of school performance since they give no indication of the number of pupils who reached level 5, and count children who were absent on the day of the tests as having failed to reach level 4. The figures were compiled by the Dept. for Education and Employment but local education authorities will publish the data in future.

There are over 4,000 state secondary schools in the United Kingdom, and the 164 grammar schools tend to perform better than comprehensive schools. Welsh comprehensive schools tend to perform well, accounting for five places of the ten best comprehensive schools. Scottish schools tend to have their own examinations which cannot easily be compared with the system used in England and Wales, so most Scottish schools are not included in the survey. Some schools have refused to take part since they emphasise benefits other than exam success rate, and stress that the ability level of the pupil intake is also important.

United Kingdom independent schools have been assessed according to the examination performance of students, and 19 schools of the best 30 are girls' schools. The assessment has been made taking into account all grades awarded in the Advanced-Level examination, rather than simply the top two grades. Girls' schools have benefited from an investment in the older pupils which has led to a drop in numbers moving to boys' schools once they are older, according to one headmistress.

The UK government's efforts to improve educational standards have focused very strongly on teaching. However, this may be a misguided approach, as it overlooks learning, which is not the same as teaching. No attention has been given to the factors that influence learning and thus how learning can be improved. Learning can only be really effective if students are actively involved. They must be able to assess themselves and understand how to improve, and teaching must be sufficiently flexible to take account of the results of assessment.

The key to achieving higher educational standards in the UK is ensuring that all children benefit from being taught by teachers who care about their subject and about their pupils as individuals. It is vital that the UK has more good classroom teachers, as well as good headteachers. More schools must achieve high standards, as this will boost the standing of the teaching profession and encourage graduates to take up a career in teaching.

There are serious problems with the UK government's methods for measuring value-added among secondary schools. The Dept for Education and Employment's measure will give only an approximate indication of value-added, and in the case of GCSE results will not show the progress of each pupil. It is now time to move to a system of detailed pupil-level data, as this would make it possible to monitor how the education system is performing on a national level.

The UK government identified 101 schools in Nov 2000 as facing closure unless their examination results improved, with at least 15% of pupils achieving a minimum of five GCSE passes at grades A-C. In summer 2001, at least 38 of these schools have still failed to reach this target, with at least four having closed and several more being relaunched under new names. Head teachers feel that these targets do not take account of the challenges their schools face.

There must be closer collaboration between schools of different standards, according to UK Minister of State for School Standards Stephen Timms. He also feels that schools should work more closely with further education colleges.

Efforts to improve standards at schools in Leicester, England, are discussed. The city had 15 schools officially designated as failing in 1998, but now only has two.

An assessment of the UK government's education policies since 1997 is presented. It is suggested that progress has been made towards improving standards throughout education, but that relations with teachers need to be improved.

The participation of Henry Compton School in London, England, in the government's Excellence in Cities programme is discussed. The first stage in improving standards at the school was the appointment of a learning mentor.

Issues involved in selecting a secondary school for a child in Great Britain are examined in detail.

The performance of two British primary schools which have both moved up league tables is examined in detail.

Research indicates that the UK's smaller primary schools generally perform better than their larger counterparts. However, the future of small schools remains uncertain, even though the government has stated that it is committed to village schools unless there are very strong arguments in favour of closing them. Mixed views have been expressed about the reasons for the success of smaller schools. Social class may be one explanation, but very small class sizes could also be a significant factor.

Many UK teachers believe that the publication of league tables indicating the performance of 11-year-olds in mathematics, English and science does not give an accurate view of standards in primary schools. Pupil numbers in primary schools tend to be small, and this means that an individual school's ranking in the league tables can be significantly affected by the absence of only a few pupils while testing is taking place. Furthermore, the league tables do not take account of the schools' different intakes.

Placing stronger emphasis on professionalism will play a key role in improving standards among the UK's teachers. Positive results are already being seen from a number of initiatives designed to boost professionalism, including new standards for the award of Qualified Teacher Status. It is also important to ensure that there is continued debate about pedagogy. Teachers are the key to boosting pupil performance, and it is therefore necessary to constantly review teaching approaches.

The UK's teachers initially had high expectations of the Labour government elected in May 1997. However, education ministers have so far shown a negative attitude towards teachers. They have called on teachers to raise their expectations of pupils, but have shown low expectations of teachers themselves. The teaching profession was demoralized before the Labour party came to power, and this situation has been made worse by the fact that government ministers continue to use negative rhetoric.

The GCSE exam, introduced in the UK in 1988, was designed to move away from the academic emphasis of O-levels and to assess skills as well as knowledge. It has been widely claimed that GCSEs are easier than O-levels were, and some observers feel that there is now too large a gap between GCSEs and A-levels. However, others believe that GCSEs genuinely test understanding and that they also have the advantage of bringing average and below average children into the educational mainstream.

The UK government believes that specialist schools can overcome the problem of over-subscribed popular schools, which represent the biggest obstacle to parental choice. Specialist schools ensure that demand is more evenly spread, as parents choose schools according to their child's particular abilities. However, parents themselves do not seem to want specialist schools. They are most keen to obtain a good all-round education for their child, and believe that 11 is too young for most children to be specializing.

The UK Audit Commission has drawn attention to the fact that schools in some of the country's wealthiest counties are not performing as well as they could be, given the background of their pupils. Chris Woodhead, Her Majesty's Chief Inspector of Schools, believes that local education authorities in these counties should now be challenged to improve their performance, rather than just being content with average results. Some observers are taking issue with the Audit Commission and Chris Woodhead, pointing out that using free school meals as an indicator of deprivation is not reliable.

There has been very strong emphasis on improving students' performance in GCSE examinations at Angley School in Cranbrook, England. In 1997, the school came fourth in a league table of most improved state schools in the UK, with the percentage of students achieving five A to C grades at GCSE rising to 52%. Staff use a wide range of motivational techniques to ensure that students perform to the best of their ability. The schools uses an appraisal system to allow it to predict GCSE performance.

Parents who raise concerns about their child's educational achievements may find that teachers are reluctant to accept any responsibility for underachievement or any criticism of their methods. In some cases, teachers' accounts of what is taking place in the classroom differ considerably from those of the child who is underachieving. It is true that children may sometimes gain incorrect impressions, but there are also cases where teachers try to cover up for their mistakes and poor performance.

The English primary school performance tables published in Jan. 1998 show that Education Secretary David Blunkett faces a daunting task to achieve his targets of having 80% of 11-year-olds reaching level 4 in English and 75% in maths by 2002. The tables show that 63% of 11-year-olds reached level 4 in English and 62% in maths in the key stage 2 tests in summer 1997. However much has happened since the 1980s when level 4 was set as what might be expected of the average 11-year-old and the tests may no longer be an appropriate embodiment of the Government's ideals of literacy and numeracy.

It is becoming increasingly clear that different ethnic groups derive very different benefits from the UK education system. African-Caribbean children perform considerably above the local education authority average at entry level, but have fallen below the average by GCSE level. The performance of Bangladeshi children improves over this period, but they remain below the average. Indian children begin below the average, but rise to 14% above the average by GCSE level. Some observers believe that only detailed monitoring will allow black students to achieve their full potential.

Greenhead Grammar School in Keighley, England, and Netherton Park family centre in Dudley, England, are both working towards the UK government's targets for boosting educational standards. At the former, pupils are now tested in English, maths and science at three different stages, and a projected GCSE or A-level target is set for each pupil in each subject. Making comparisons with similar schools has allowed whole-school targets to be set. At Netherton Park, a wide range of services is provided for pre-school children and their parents and carers.

The UK has performed well in a survey of 265,000 15-year-olds in 32 countries. This survey shows that educational standards in the UK are not as low as many people feared, but also indicates that there is still room for improvement.

All children have a right to a good education, and children should therefore be more involved, along with parents and the community, in shaping the inspection process in UK schools. Ofsted, the inspection body, will now extend the use of surveys so that children can present their views.

Standards in UK schools and universities have dropped, with many students gaining qualifications without demonstrating much real ability. However, gaining these qualifications gives young people opportunities to which they would not otherwise have had access.

The UK Labour party's efforts to improve educational standards are discussed. There have been improvements in primary schools, but problems persist in secondary schools.

Teachers must be challenged, but aggression must be avoided, according to new UK Chief Inspector of Schools Mike Tomlinson. He indicates that his goal is to ensure the best possible education for all children.

Reasons for the strong performance of church schools in Britain are examined in detail.

The usefulness and limitations of British school performance tables are examined in detail.

The UK government is developing more detailed national standards for boarding schools. These standards, which are currently in draft form, may lead to individual local authorities being stricter in some areas of inspection and less strict in others. They place emphasis on more detailed checking of all employees in boarding houses and on more child protection procedures. Boarding schools are investing heavily in modernization, but there are now only 72,000 boarders across the UK, from more than 100,000 in 1989.

UK Prime Minister Tony Blair is to appeal to teachers to accept a system of performance-related pay. This is a misguided approach, as many of the successes associated with teaching cannot be quantified according to a standardized system. Most teachers are opposed to performance-related pay, recognizing that it would expose them to a burden of constant re-assessment and meeting ever-changing targets. Teachers would have to devote far too much time to paperwork and not enough to actually teaching.

The UK government's policy of assessing schools and teachers by examination results has a number of negative consequences. This approach damages teacher morale, as well as limiting children's learning and hampering their creativity. Teachers have become very good at training children to perform well in examinations, but much less attention is now being given to fostering proper understanding. It is right that education is held to account, but achievements can be assessed without relying on examination results.

Those who fear that standards in UK universities may fall because the number of students being admitted is rising are misguided. It is important to ensure that as many young people as possible have the opportunity to achieve high educational standards and enter university. For the same reason, A-level examinations should not be made harder, as this would only benefit a very small minority of particularly able young people. All schools should have the freedom to assist their students in qualifying for post-school education and leading a fulfilled life.

A league table for British independent schools, showing how their students have performed in the GCSE examination, has been published, and shows that girls' schools have performed especially well. There are 15 girls' schools among the top 20 performers. Girls tend to perform better at this level than boys, while boys tend to perform better in the later' A-level examinations. There has been an increase in the percentage of candidates who have been awarded higher grades, and critics claim that this means that standards have been lowered, a claim rejected by a school head.

British head teachers may not fully understand the weaknesses of their schools, though they may have a clear idea of the schools' strengths, according to a survey by the Office of Standards in Education (Ofsted), the schools inspectorate. Schools have more evidence with which to make assessments of their own abilities, while the inspectorate is better able to make comparisons. There could be advantages from greater cooperation between schools and inspectors, which could mean that they could learn from each other.

It is a cause for concern that the UK government is using taxpayers' money to take action against low standards at the privately-run Summerhill School, which only educates a maximum of around 30 British pupils. Closing this school should not be a priority when standards in many state schools remain very low. In the same way, the dismantling of grant-maintained schools, the abolition of assisted places at private schools and the destruction of grammar schools should also not be priorities. The government should accept that the state school system is not yet ready for the dismantling of the last vestiges of selection.

It is clear that there is an urgent need for the UK to improve standards of academic and vocational achievement. Against this background, the exact nature of the government's education policy is not really significant, as long as it is really committed to this policy. Standards of literacy and numeracy must be raised, but this is only one of a large group of factors required for improved economic performance.

UK Prime Minister Tony Blair's plans to offer additional tuition for talented children fail to take into account the fact that all schools should be designed to meet all possible educational needs. It is important to recognize that there are many different academic requirements among any group of children. Schools should be improved for all pupils, rather than funds being directed towards specific groups. In any case, singling out talented pupils may be counter-productive, as these pupils may resent being seen as different from their peers.

UK Chief Inspector of Schools Chris Woodhead continues to attract considerable controversy. He is supported by politicians, who regard him as a strong force for improving educational standards, but is opposed by most teachers, who feel that he damages morale by criticizing schools for low standards and unproven teaching methods. He has gained detailed experience of the very centre of the educational establishment during his career, and it is this experience that forms the basis for his criticisms of schools.

The Ridings School near Halifax, England, has seen a very significant improvement in its performance, according to Ofsted inspectors. The school was shut down in 1996 following problems with truancy, poor discipline and low academic standards. There are now many lunchtime clubs and activities, and teaching in nine out of 10 lessons is satisfactory or better. Since its closure, the school has received investment of more than 1 million pounds sterling, and further investment is planned.

The best public sector schools can compete with private sector schools in terms of academic performance in the United Kingdom, but the private sector can often provide better sports and other facilities. Day schools tend to provide better value, with lower fees and good academic results, and this is especially true for day schools for girls. Wychwood School provides the best value among non-specialist boarding schools. Fees for both private day and boarding schools have risen more in 1998 than in 1997, and the rises have been above the rate of inflation.

Durham Johnston school, Durham, England, is the top public sector comprehensive school in the UK, despite having limited resources, and ranks tenth among public sector schools. Grammar schools are usually selective, but Watford Grammar School for Girls is only partly selective, and ranks second among comprehensive schools. Silverdale, a school from South Yorkshire, England, ranks second among the non-selective schools. Not all state schools have taken part in this survey, and most Scottish schools are excluded.

United Kingdom public sector schools are improving their performance and account for 10 places in a league table of the 100 best schools in the UK. King Edward Vl Grammar School, Chelmsford, is the top public sector school, before Colyton Grammar, Devon, in 61st place. Many public sector schools have long histories, such as the King Edward Vl schools, set up in the 1540s and 1550s. Some of these schools have become private sector schools, and others have stayed in the public sector.

UK School Standards Minister Stephen Byers has stated that the 2,400 schools identified by school inspectors as having serious weaknesses must show significant improvements within a year if they are to avoid being designated as failing. Local authorities will be obliged to support these schools at an early stage, and will have the power to withdraw a school's right to manage its own budget. There are currently 600 schools designated as failing. These will be shut down if they do not improve within two years.