ALMOST half of Bradford’s 16-year-old failed to pass their GCSE English and maths GCSE examinations this year, despite Bradford Council claiming the figures show an overall improvement over the past five years.

Figures released by the Department for Education for the 2017-18 academic year show that nearly 44 per cent of students didn’t reach the required passing grade in the two core subjects.

Those 2,603 students, out of 5,942 who sat the exams, are now facing compulsory resits in June next year.

A pass grade, previously a C, is now a 4, with the top score of 9 reflecting the need for a grade higher than the previous A*.

Councillor Imran Khan, portfolio holder for education, employment and skills said: “As a local authority we are committed to working with schools to improve educational attainment for our young people.

“This has been reflected in our results over the last five years. Bradford’s secondary schools have, overall, improved their pass rate in English and Maths in that period by nearly 10 per cent, up to 56.2 per cent in 2018 compared to 46.6 per cent (a failure rate of 53.4 per cent) in 2014.

“ We’re clearly moving in the right direction to be in line with, and hopefully surpass the national pass rate which, at 59.1 per cent, has remained static compared to five years ago.

“This improvement is as a result of the measures put in place by our committed Headteachers, teachers, council leadership and officers.

“Obviously we shall not rest on our laurels. Education is a top priority for us and we shall strive to improve consistently making sure that, as the youngest city in the UK, our young people have the best possible future. We’re confident we have the right people in place in our schools to achieve this.”’

However, the new figures have been received by Bradford conservatives as “disappointing” prompting suggestions that the number of secondary schools rated inadequate or requiring improvement should shoulder some of the blame.

Councillor Debbie Davies, Bradford Conservative spokesman for education said: “My first thoughts are it is very disappointing as many employers demand as a minimum GCSEs in English and Maths. I do know that many (if not all) schools offer a narrower curriculum for pupils who are struggling so they can focus on the basics in an attempt to leave school with some meaningful qualifications.

“Unfortunately some children come from families who do not recognise the importance of a good education and so they do not receive any support from home.

“I’m sure that the vast majority of head teachers and teachers are doing their utmost to help all pupils fulfil their potential but unfortunately we have, I believe, 34 secondary schools across the district which are rated by Ofsted as requires improvement or inadequate. These schools need urgent attention so that parents and pupils have confidence in their ability to succeed.

“The solution in my opinion is a combination of more parental support and inspirational teachers who can engage with all pupils but once a school has a poor reputation it is very difficult to recruit and retain excellent teachers.

“I guess the key question is what has been the impact of the employment by the local authority of a Teacher Recruitment and Retention Strategy Manager.”

The Department for Education wants more 16-year-olds to take English Baccalaureate (EBacc) subjects - English Language, English Literature, Maths, History, Geography, modern languages and the sciences.

The proportion of students taking at least five EBacc subjects, and their average scores, now contribute to school league tables.

The Government wants to see 90 per cent of students taking the five ‘pillars’ of the EBacc- English, maths, science, history or geography and a modern language - by 2025.

But in Bradford less than 40 per cent of the pupils opted for the EBacc.

The National Education Union, which represents teachers, said that the Government’s 90 per cent target is “delusional” and should be abandoned, arguing that the EBacc restricts subject choice for young people.

Assistant general secretary Nansi Ellis said: “Since 2010 too many young people have been pushed onto inappropriate subject pathways and denied the opportunity to thrive in other valuable and challenging subjects.

“The EBacc policy is squeezing subjects such as Art, Music, Technology and Drama out of the curriculum, and must be stopped.”

Ms Ellis also said that the performance measures used by the DfE to create school league tables are “not an accurate or reliable indicator of school effectiveness”.

She said: “Schools and colleges are worth so much more than data alone can ever demonstrate.

“The DfE should stop using accountability measures in this flawed, damaging and inaccurate way.”

The DfE said that their reforms were ensuring rising standards, including more pupils taking the EBacc subjects that “best keep their options open”.

School Standards Minister Nick Gibb said: “This is a testament to the hard work of pupils and our teachers, who rose to the challenge of our reformed GCSEs and A-Levels this summer.

“These new qualifications will ensure pupils have the knowledge and skills they need for future success, and that every child is able to realise their full potential.”