East Riding Among Worst Areas For Poorly Rated Secondary Schools

According to Ofsted's latest report, nearly half of all pupils are likely to end up in a school rated inadequate or in need of improvement.

Published 10th Dec 2014

The East Riding of Yorkshire is the fourth worst area for poorly rated secondary schools.

A new report by the education watchdog Ofsted shows that almost half of all pupils in the area are likely to end up in a school rated inadequate or in need of improvement.

It also shows that a third of schools in Yorkshire and the Humber and the North East aren't up to scratch.

It states that the poor performance of secondary schools remains the biggest problem in our region - with a third of students here still not attending a school that is rated as good or better.

It goes on to say that secondary school education here remains the lowest of all the regions and trails 9% behind the national level. While standards and literacy and numeracy at the age of 16 are among the lowest in England.

But it also found that almost three quarters of local authorities increased their proportion of good or outstanding primary schools in 2013 and 2014.

Nick Hudson, Ofsted Director for North East, Yorkshire and Humber, said:

“There have been some improvements in the region since the last annual report. I am really pleased that 30,000 more pupils are attending primary schools that are good or better than was the case this time last year.

“Indeed, the performance of primary schools across the area is broadly positive. However, secondary schools must do better.

“The biggest challenge we face is the poor performance of the area’s secondary schools. Too many young children have a good or better education at their primary school, only to then attend a school that must improve.

“Schools in some areas, notably North Tyneside, have demonstrated that it can be done. I want to see the success of these areas replicated elsewhere.

“Looking ahead to next year, Ofsted inspectors will be working with schools and councils to raise the proportion of good and outstanding schools, and help raise the prospects of those pupils from poorer backgrounds.”