Most Able Pupils Attending Non-Selective Secondary Schools Fail To Reach Potential - Report

Many of the most able children attending non-selective secondary schools are not reaching their full potential, according to an Ofsted survey.

The most able students report, published today, finds that many of the most able children who attend non-selective secondary schools are failing to achieve their potential, compared with students who attend selective and independent schools.

In the most successful non-selective schools, the most able students thrive because school leaders provide a challenging curriculum and are tenacious in making sure that teaching is consistently good or better for all students.

Successful leaders use the information they receive from primary schools to make sure that students are doing work that stretches them as soon as they join Year 7. This continues throughout the students' time at the school and culminates in their successful applications to the best universities, training providers and employers.

Sean Harford, Ofsted's National Director of Schools, said: "Schools exist to help all young people fulfil their potential. They must identify and nurture the talents of their students, so they can go on to achieve the best that they can. To do this, schools must ensure that the education they provide challenges and encourages children at all levels.

"This report has focused particularly on those identified as the most able. While inspectors found pockets of excellence, too many of these children are not being challenged sufficiently.

"For our part, Ofsted will make sure that inspections keep focusing sharply on the progress made by the most able students, particularly those from poorer backgrounds. Inspectors will also report more sharply about how well schools promote the needs of the most able through the quality of the curriculum and the information, advice and guidance they offer to their most able students.

"It is especially disappointing to find that, almost two years on from our first report, the same problems remain. I hope school leaders see this report as a call to action – and raise the bar higher for their most able pupils, so that they can reach their full potential."

(CD/JP)