The Welsh government’s controversial colour-coded ranking system classifies every school in the country in one of four groups, – green, yellow, amber and red – as part of a categorisation system designed to drive up performance.
The top schools are coded green meaning highly effective, while those in need of the “greatest improvement” fall into the red category.
In this the second year of publication, out of a total of 212 secondary schools, 39 have been placed in the “green” category. This figure is up from 30 last year. However, the number rated in the bottom category, red, has also gone up, from 23 last year to 26 this year.
Primary schools have fared better, with a seven per cent increase in the number rated green and a small decline in the number rated red.
While the government says the main purpose of the tables is to identify which schools are in most need of support, headteachers have argued that the comparisons are crude as they are based on the number of pupils on free school meals rather than a full understanding of the challenges each school faces.
However, the overall picture for secondary schools is in keeping with the latest findings of education inspectorate Estyn’s annual report.
Wales’ chief schools inspector Meilyr Rowlands concluded that there is “an unacceptable divergence in standards in Wales’ schools”.
In his first annual report, Mr Rowlands said there was a “marked contrast” between provision in Wales’ best and weakest schools. Despite the amount of excellence growing, Mr Rowlands said a number of schools were “not keeping up with increasing expectations”.
Estyn reported a “polarisation” in inspection outcomes, with an increase in both the proportion of excellent schools and those with unsatisfactory judgements.
But there was cause for optimism, with Mr Rowlands reporting an improvement in standards of basic literacy and numeracy and a closing of the gap between the performance of deprived and better-off pupils.
Mr Rowlands said: “To close the gap with the best, schools need to continue to focus on the basics and also take a fresh look at teaching and learning experiences – what is taught and how it is taught and assessed.
“Teachers and leaders need to be imaginative in the classroom and embrace the challenge to share and learn from the best.
“All leaders and teachers should ask themselves whether their school has sound foundations in place and whether they are fully prepared for future changes and challenges in Welsh education.”
Education minister Huw Lewis said he would consider the findings carefully before reporting formally on them later this month.