Some schools do better than might be expected, the MPs say

The education select committee said centrally-set targets, to raise expectations, had "met with some success" in English secondary schools.

But they had served their purpose, so schools should set their own targets based on pupils' individual progress.

But the Department for Education said scrapping targets would let down poorer children in particular.

The Commons committee, having investigated pupil achievement in secondary schools, said the government had had "considerable success" in raising levels of literacy and numeracy in primary schools.

'Unclear'

It was seeking to build on this in secondary schools but the evidence was that its approach "lacks the clear focus" of the primary strategies.

We are not convinced that requiring teachers to achieve nationally predetermined targets is still the best way forward Education select committee

The purpose of some of its main strategies was not clear.

Education action zones - launched in 1998 - were being merged into the "Excellence in Cities" initiative without lessons being fully learned.

The committee had earlier expressed doubts about the evidence underpinning the decision to increase the number of specialists schools.

The approach of setting targets centrally "has contributed in our view to the rising levels of achievement in both primary and secondary schools," the MPs said.

But they added that "it has now served its purpose".

"We are not convinced that requiring teachers to achieve nationally predetermined targets is still the best way forward."

Individual assessment

A crucial distinction needed to be drawn between "low achievement" and "under-achievement".

Some pupils in comparatively high-achieving schools might not be doing as well as they could, while some low achieving schools were doing excellent work with the pupils they took in.

This suggested much more individual assessment of children's potential was needed, "and schools and teachers are in the best position to undertake this".

So schools should set their own targets, reviewed by local education authorities and the inspectorate, Ofsted.

"The aim should be for every child to achieve as much as they possibly can," said the MPs' report, published on Wednesday.

'Excellence and enjoyment'

They also noted that differences in the performance of pupils from different ethnic backgrounds was "a sensitive topic" but said it needed thorough research.

Scrapping targets would let children down, particularly many from poorer backgrounds where targets help break a culture of low expectation Education Secretary, Charles Clarke

Likewise there was "little solid information" - despite "extensive media speculation" - on why girls did better than boys.

In response to the report the Education Secretary, Charles Clarke, said: "I am determined that we make schools enjoyable for every pupil.

"It is right to seek both excellence and enjoyment, as many good schools already demonstrate.

"Scrapping targets would let children down, particularly many from poorer backgrounds where targets help break a culture of low expectation.

"The whole point of targets is that they confront failure and make sure that every child matters. Ultimately they are for the benefit of pupils, not government."

Target missed

There was no reason why targets could work hand in hand with "our firm commitment for personalised learning."

The shadow education secretary, Damian Green, welcomed the committee's recommendation that national targets be scrapped.

"We are delighted when a Labour-dominated committee recommends the adoption of existing Conservative policy," he said.

Ministers have set a variety of targets.

For example, provisional statistics published last week showed that 52.6% of students achieved five or more GCSEs at grades A* to C or their GNVQ equivalents this year, one point more than last year.

But the target is for an average rise of two points a year from 2002 to 2006.

The proportion getting the better grades in GCSEs alone - as opposed to vocational qualifications - actually fell, from 50.2% in 2002 to 49.7%.

Another target: 92% of 16 year olds to have five or more qualifications at any grade, including English and mathematics, by 2004. This year, 86.3% have them.