Teachers are to publish their own school league tables independently of the government's rankings.
The scheme is designed to give parents better information about the performance of institutions, including data that is omitted from the official league tables.
It is being spearheaded by two trade unions, the Association of School and College Leaders and the National Association of Head Teachers, along with independent school and academy group United Learning and education standards specialists PiXL.
The founders hope that over the next three years the tables will become an established, independent means of publishing data that is not accountable to politicians and the government.
Rather than focusing solely on exam results, the rankings will include factors such as extracurricular provision, curriculum information and broader success measures, thus taking account of professional views of what makes a good school.
The tables will also receive input from parents, including information they want to see about schools and allowing them to devise their own combinations of success measures, so they can gauge to what extent institutions meet their own child’s interests, needs and aspirations.
A free website, www.schoolperformancetables.org.uk, has been set up, enabling schools to publish comparable data to cover all aspects of their performance.
The first stage of the process will allow institutions to publish the full range of data for the summer's GCSE results, going beyond the information released by the Department for Education in January.
Parents will be able to compare the performance of up to five local institutions at one time to help them decide which school is right for their child. Over time, the tables will be expanded to include more information about institutions.
Jon Coles, chief executive of United Learning, said making information about schools public was an "important step" but over time league tables have been used by governments to exercise control over the running of schools.
This approach has had some negative effects, leading to an exaggerated focus on the C-D grade borderline, especially in English and maths, or promoting qualifications that are not in the best interests of children.
"Rather than criticise government for this, we believe it is time for the education profession to take more responsibility and display greater accountability to parents about how schools are performing," Mr Coles added.
Posted by Alan Douglas