* Pupils need to do better in about half of primary schools and two-fifths of secondaries.
* A good start at key stage 1 is lost at key stage 2. Primary schools should try harder to track pupils’ progress.
* Higher standards should be set in literacy, more time spent on phonics.
* More mental arithmetic and discussion of number problems needed.
* Standards of achievement at key stage 3 are too low because primarysecondary liaison is often “non-existent”. KS3 often taught by the least experienced teachers.
* Small minority of teachers is weak and should leave the profession.
* Poor buildings and inadequate resourcing present problems, but cannot wholly explain poor teaching.
* OFSTED to investigate maths teaching and to continue to monitor factors affecting the quality of teaching. It will publish reports on: extra curricular work and homework; in-service training; headteachers, and changes in schools following inspections. It plans to review exclusions; resources in schools; teacher appraisal; and the support offered by local education authorities.
