Business executives should be drafted into schools to help to raise standards, the new chief inspector of England’s schools said yesterday as figures revealed that more than half of secondary schools were under-performing.

Christine Gilbert, the head of the Office for Standards in Education (Ofsted), blamed poor leadership and management in schools for persistent poor standards. “We should certainly look at drawing in heads from business and industry,” she said. “If you have teaching experience, it may get you to first base quicker, but I do think that schools could benefit from the leadership expertise of people from outside, particularly those who have taken early retirement in their 50s. They could come in as consultants or heads.”

Ms Gilbert’s comments came after the publication of Ofsted’s annual report, which showed that 51 per cent of England’s secondary schools were failing to provide a good education for their pupils.

With one in eight secondaries and one in 12 schools overall judged inadequate, she said that the proportion of failing schools in England was too high. “The report card for English education has been increasingly encouraging over the past ten years, but it is still not good enough,” she said. Of the 6,129 schools inspected last year, twice the proportion of secondaries (13 per cent) were judged inadequate, compared with primaries (7 per cent).

The key to raising standards was good school leadership and early intervention with primary school children, Ms Gilbert, a former history teacher, said. She acknowledged that academies were one possible response to raising standards, but said that only three of the nine inspected were judged effective. There were 46 academies operating and the Government hoped to have 200 by 2010.

Progress had been made, but inexperienced staff and problems recruiting and retaining teachers remained a significant problem. Secondaries without sixth forms suffered the greatest difficulties in raising the achievement among pupils, with more than half (52 per cent) failing to make good progress. At the same time, poor behaviour was disrupting one third of classes in secondaries, the inspectors said.

Those schools that had focused on the underlying causes of poor discipline, such as poor reading and writing skills and emotional problems, found that behaviour often improved.

More than half (58 per cent) of primaries were judged good or outstanding, but inspectors expressed serious concerns about primary teachers’ “weak subject knowledge” in science, history, geography, music, art and design and technology.

Ms Gilbert’s idea of appointing head teachers from outside the sector drew a mixed reaction. Liz Sidwell, chief executive of the Haberdashers’ Aske’s federation of schools in South London, said: “As long as the chief executive of a school has people on the management team who understand the curriculum and standards, it could work. The business skills you need to run a school are not the skills that teachers necessarily have.”

John Dunford, of the Association of School and College Leaders, agreed that outsiders may make good heads, but added: “You could not recruit straight from business. School leadership is very different from business leadership and business leaders would be the first to spot that.”

Dr Dunford was very critial of the inspectors’ report overall and accused them of setting schools up for failure. “Reports such as these will cause a crisis of confidence among the leaders of the profession unless we start to accentuate the positive aspects of schools’ performance,” he said.

“Of the schools cited as ‘inadequate’, many have good value-added scores for very weak intakes.”

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