Contents
INTRODUCTION
Chapter 1	MAIN FINDINGS AND COMMENTARY
1.1	Main findings
1.2	Commentary and recommendations
Chapter 2	PRIMARY EDUCATION IN ENGLAND
2.1	The schools, the pupils and the teachers
Chapter 3	EDUCATIONAL STANDARDS ACHIEVED BY PUPILS:
	AN OVERVIEW
3.1	National Curriculum test results
3.2	Inspection evidence on achievement
3.3	Variation in the results achieved by primary schools
3.4	Schools serving disadvantaged areas
3.5	The achievement of pupils from ethnic minorities
3.6	International comparisons
Chapter 4	THE QUALITY OF TEACHING
4.1	The quality and impact of teaching
4.2	The quality of teaching: inspection evidence
4.3	The teaching of minority ethnic pupils
4.4	Taught time
4.5	The characteristics of good teaching
4.6	The characteristics of schools with good teaching
Chapter 5	MANAGEMENT AND EFFICIENCY OF THE SCHOOL
5.1	Management
5.2	Leadership: informed decision making
5.3	Leadership, management and the quality of teaching
5.4	Subject management
5.5	Governing bodies
5.6	The efficiency of the school
5.7	Staffing
5.8	Accommodation
5.9	Resources
5.10	Management training
Chapter 6	ETHOS, BEHAVIOUR AND PUPIL SUPPORT
6.1	Behaviour and attendance
6.2	Pupils' spiritual, moral, social and cultural development
6.3	Spiritual development
6.4	Moral development
6.5	Social development
6.6	Cultural development
6.7	Collective worship
6.8	Support, guidance and pupils' welfare
6.9	Partnership with parents and the community
Chapter 7	THE CURRICULUM AND ASSESSMENT
7.1	Breadth and balance
7.2	Equality of access
7.3	Curriculum planning
7.4	Extracurricular provision
7.5	The assessment of pupils' attainment
7.6	Issues for the future
Chapter 8	THE EDUCATION OF UNDER-FIVES
8.1	Standards of achievement and the quality of teaching
8.2	The curriculum
8.3	Partnership with parents
8.4	Issues
8.5	Section 5 inspections
Chapter 9	SMALL SCHOOLS
9.1	Small schools: a distinctive element of the primary education system
9.2	Standards of achievement
9.3	The quality of teaching
9.4	The curriculum
9.5	The ethos of small schools
9.6	Leadership and management
9.7	Finance and efficiency
9.8	In conclusion
Chapter 10	SPECIAL EDUCATIONAL NEEDS
10.1	Provision
10.2	Promoting high achievement for pupils with special educational needs
10.3	The Code of Practice
10.4	Additional special educational needs provision or "units"
	for pupils with special educational needs in primary schools
Chapter 11	LITERACY AND NUMERACY
11.1	Inspection evidence
11.2	The Teaching of Reading in 45 Inner-London Primary Schools
11.3	The Teaching of Number in Three Inner-urban Local Education Authorities
11.4	The National Literacy Project
11.5	The National Numeracy Project
11.6	Summer Literacy Schools
Chapter 12	WORK IN SUBJECTS
12.1	English
12.2	Mathematics
12.3	Science
12.4	Art
12.5	Design and technology
12.6	Geography
12.7	History
12.8	Information technology
12.9	Modern foreign languages
12.10	Music
12.11	Physical education
12.12	Religious education
Chapter 13	SCHOOLS WITH SERIOUS WEAKNESSES AND THOSE
	REQUIRING SPECIAL MEASURES
13.1	Introduction
13.2	Standards of achievement
13.3	Attitudes and behaviour
13.4	The quality of teaching
13.5	Management and leadership
13.6	The improvement process
13.7	The action plan
13.8	Improving management
13.9	Improving behaviour
13.10	Improving teaching
13.11	Raising standards of achievement
13.12	The contribution of governors
13.13	The work of the local education authority
13.14	Coming out of special measures
Chapter 14	INITIAL TEACHER TRAINING
14.1	The context of initial teacher training and recent legislation
14.2	Partnership between schools and higher education institutions
14.3	Primary initial teacher training, 1995/96
14.4	The training of trainee teachers to teach number and reading, 1996­98
ANNEX 1: THE STATUTORY BASIS FOR EDUCATION

Charts
1	Types of school as at 1998
2	Denomination as at 1998
3	Types of control of schools as at 1998
4	Numbers on roll in primary schools
5	Primary schools banded by number of pupils eligible for free school meals, 1995 and 1998
6	Percentage of pupils achieving each level in the Key Stage 1 National Curriculum test/task (English: reading) 1995­98
7	Percentage of pupils achieving each level in the Key Stage 1 National Curriculum test/task (English: writing) 1995­98
8	Percentage of pupils achieving each level in the Key Stage 1 National Curriculum test/task (mathematics) 1995­98
9	Percentage of pupils achieving each level in the Key Stage 2 National Curriculum test (English) 1995­98
10	Percentage of pupils achieving each level in the Key Stage 2 National Curriculum test (mathematics) 1995­98
11	Percentage of pupils achieving each level in the Key Stage 2 National Curriculum test (science) 1995­98
12	1998 Key Stage 2 test results for reading
13	1998 Key Stage 2 test results for writing
14	Lessons in primary schools 1997/98: progress
15	Percentage of lessons with good or better progress, comparing 1996/97 and 1997/98
16	Progress in Key Stage 1 in 1997/98
17	Progress in Key Stage 2 in 1997/98
18	Average level achieved by pupils in 1998 Key Stage 2 tests against eligibility for free school meals for a random selection of primary schools
19	Percentage of pupils achieving Level 4 or above at Key Stage 2 English in 1998 in a sample of 13 schools with similar characteristics
20	Difference between 1995 and 1998 Key Stage 2 English Level 4+ results by average free school meal bands
21	Teaching in primary schools 1996/97 and 1997/98
22	Quality of teaching by subject: 1994/95
23	Quality of teaching by subject: 1997/98
24	Quality of teaching by year group 1994/95
25	Quality of teaching by year group 1997/98
26	Quality of teaching in primary schools: qualified teachers with more than one year's experience and newly qualified teachers
27	Total teaching time per week for Key Stage 1 (1997/98)
28	Total teaching time per week for Key Stage 2 (1997/98)
29	Quality of teaching 1996/97 and 1997/98: Key Stages 1 and 2
30	Teachers' knowledge and understanding, 1997/98
31	Teachers' knowledge and understanding: KS1, 1997/98
32	Teachers' knowledge and understanding: KS2, 1997/98
33	Teachers' expectations in primary schools 1996/97 and 1997/98
34	Methods and organisation in primary schools
35	Quality and use of day-to-day assessment in primary schools
36	The proportion of good teaching in the schools inspected in 1997/98
37	Leadership and management of primary schools 1997/98
38	The efficiency of schools 1997/98
39	Staffing, accommodation and learning resources in primary schools, 1997/98.
40	Average pupil/teacher ratio 1994-98
41	The contribution of primary schools to pupils' spiritual, moral, social and cultural development 1997/98
42	Provision for spiritual, moral, social and cultural development 1997/98
43	Spiritual development by type of school 1997/98
44	Collective worship in LEA and church schools: non-compliance 1997/98
45	Breadth, balance and relevance of the whole curriculum in primary schools 1997/98
46	Planning for progression and continuity in primary schools 1997/98
47	Procedures for assessing pupils' attainment in primary schools 1997/98
48	Use of assessment to inform curriculum planning in primary schools 1997/98
49	Progress by pupils under five, 1996/97 and 1997/98
50	The quality of teaching in reception and nursery classes
51	The quality of teaching according to the size of the school 1997/98
52	Speaking and listening
53	Reading
54	Writing
55	Numeracy

We welcome your comments on this site. Prepared 18 August 1999