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A lack of specialist trained Design and Technology teachers in some parts of the country results in equipment in some schools lying unused, according to Ofsted's new report, 'Education for a technologically advanced nation: Design and Technology in schools 2004/07'. Most pupils enjoy designing and making things, but older students do not always have use of the machinery and the computer aided design and computer aided manufacturing (CAD/CAM) equipment already in schools, as some teachers, including newly qualified teachers, are not sufficiently trained to use and teach with them.

The provision of suitable resources for Design and Technology also remains too variable. CAD/CAM equipment is not equally available throughout all secondary schools, and the gap between schools that have up-to-date resources and those that do not is widening.

Ofsted found a rise in pupils’ achievement in both primary and secondary schools, though at least two thirds of the primary schools and a third of the secondary schools visited have still not realised the potential of design and technology to help all learners become confident and capable members of a technologically advanced society.

Pupils of all ages enjoyed Design and Technology and students were motivated to learn by seeing their ideas come into fruition. Girls consistently perform better than boys in secondary schools, and secondary schools are developing faster than primary schools.

Miriam Rosen, Director of Education said:

"Design and technology has to be an essential part of every pupil's learning experience. The subject encourages creativity and contributes to the personal development of students of all ages. More needs to be done to ensure that all schools are equally well equipped with the facilities, equipment and specialist teachers required to keep pace with the advancements in our ever changing, hi-tech world."

Ofsted inspections found:

• While there is clearly an appetite for learning design and technology among all pupils, girls consistently perform better than boys in secondary schools.
• Advanced technologies such as (CAD/CAM), when used effectively, motivated learners and raised their productivity. However, the gap was growing between schools that used such technology well and those that did not; the latter often lacked equipment and the necessary expertise.
• Out of the 90 secondary schools visited over the period of the survey, 47 of the design and technology departments were good and an additional six were outstanding. Achievement and progress were good in a third of the primary schools visited and satisfactory in the vast majority. The report identifies many examples of good practice in both primary and secondary schools.
• D&T is popular with pupils in secondary schools because its practical, active nature, and the opportunities to work on individual projects, encourage pupils to develop their own ideas. This, together with the subject’s vocational relevance, are at the heart of their enjoyment. In the best schools, the products students made worked realistically, especially when they had been able to use computer-aided machine tools.
• There is room for improvement as overall the subject lacks strategic, long-term planning and support. A national development plan to coordinate the necessary improvements to develop design and technology is recommended.
• Recruiting specialist teachers, especially in food technology and systems and control, was difficult in parts of the country. At worst, some schools no longer taught these curriculum areas.

Ofsted recommendations:

The Department for Children, Schools and Families (DCSF) and the Department for Innovation, Universities and Skills (DIUS) should:

• consider a national development plan to coordinate the necessary improvements to develop design and technology
• specify minimum resource requirements for primary food technology and systems and control, and for secondary CAD/CAM and vocational subjects
• publish revised guidance on accommodation for design and technology to reflect the requirements of the new vocational courses.

The Qualifications and Curriculum Authority should:

• ensure that GCSE course specifications are effective in promoting creativity and technological rigour in coursework
• promote awareness of appropriate, practical-based, accredited courses to better meet the needs of students who find GCSE design and technology and vocational design and technology courses too difficult
• provide guidance on applying rigorous technological, mathematical and scientific knowledge in designing and making projects in secondary schools.

Secondary schools should:

• improve creativity and technological rigour in coursework
• secure effective continuity and progression in Key Stage 3 courses
• provide adequate resources for CAD/CAM and ensure that at least one teacher is trained to teach it throughout the age range
• ensure appropriate access to subject training.

Primary schools should:

• improve teachers' subject knowledge and awareness of teaching materials for design and technology
• improve the assessing, recording and reporting of pupils' progress.

Providers of initial teacher education should:

• ensure that, as far as possible, the subject expertise of newly qualified teachers is adequate for them to teach design and technology to high standards.

1. Design and Technology evaluates the part of the curriculum in which pupils learn to design, make and evaluate functional products or systems.

2. This report is based on a three-year evaluation of design and technology in primary and secondary schools. Evidence was drawn from school inspections during the period 2004–05 as well as from focused surveys of design and technology by Her Majesty's Inspectors (HMI), with a minimum of 30 primary and 30 secondary schools inspected each year from 2004 to 2007. The surveys evaluated whether the subject was meeting its National Curriculum aims, including its contribution to educational inclusion, especially through the accreditation of examinations, and food technology in secondary schools.

3. In the sample of 90 secondary schools visited over the period of the survey, 47 of the design and technology departments were good and an additional six were outstanding. This suggests a trend of improvement, which is reflected in students' good achievement and progress in two thirds of the schools in 2006/07. Candidates gaining A*–C in design and technology at GCSE level rose from 54% in 2003 to 59% in 2007, although this remained below the average for all subjects of 63%. Leadership and management of the subject, and students' safe use of a wide range of complex manufacturing equipment, were also good in two thirds of the schools during this period.

4. The Office for Standards in Education, Children's Services and Skills (Ofsted) has the responsibility for the inspection of adult learning and training, the regulation and inspection of children's social care, the inspection of the Children and Family Court Advisory and Support Service. Ofsted inspects or regulates the following services - childminders, full and sessional day-care providers, out of school care, crèches, adoption and fostering agencies, residential schools, family centres and homes for children, all state maintained schools, some independent schools, Pupil Referral Units the Children and Family Courts Advisory Service, the overall level of services for children in local authority areas (known as Joint Area Reviews), further education Initial Teacher Training, and publicly funded adult skills and employment based training.