This article provides an analysis of the frequency with which the word radicalisation appears in 21 Ofsted reports published as a result of inspections carried out in some Birmingham schools following the "Trojan Horse" affair. The technique of key-words-in-context was employed to study the range of its uses in the corpus of the reports. The findings show an absence of a systematic and coordinated plot to take over these schools and an absence of any concerted and deliberate plot to promote radicalisation and violent extremism of Muslim children in these schools or elsewhere. Some reports reveal shortcomings on the part of senior managers, governors and local authority representatives in responding proactively to concerns raised in some schools. They have been criticised for failing to maximise the opportunities available to minimise the potential risks of those vulnerable to being radicalised. However, the findings expose strengths in some schools where governors and senior staff have been proactive and have good local knowledge and monitoring systems in place. The discussion draws attention for the need to strengthen governance and partnerships and enrich pupil experiences.