PAPER C
EDUCATION, COMMUNITY DEVELOPMENT AND LIFELONG LEARNING SELECT COMMITTEE - 16 JUNE 2003
EVALUATION OF THE EDP 2002 - 2003
STRATEGIC DIRECTOR OF EDUCATION AND COMMUNITY DEVELOPMENT
REASON FOR SELECT COMMITTEE CONSIDERATION
To provide the Select Committee with an overall evaluation of progress made during 2002/03 on the targets contained in the Education Development Plan (EDP).
ACTION REQUIRED BY THE SELECT COMMITTEE
To comment on the progress made on meeting the priorities contained in the EDP.
BACKGROUND
1. The EDP is a statutory requirement placed upon the LEA. It is sets out the strategic work of the school improvement services over the period May 2002 to March 2007. The EDP is approved by the Council and is prepared in consultation with schools. The submission in January 2002 to the DfES was unconditionally approved for implementation from May 2002.
2. The Select Committee for Education and Community Development has a scrutiny role in respect of the evaluation and progress made in the priorities and activities of the EDP. To support this activity the Select Committee established an EDP task group, which has met regularly with officers and reviewed specific EDP activities, as with improvement in writing.
3. This report provides the Select Committee with an overall evaluation of progress made in the 2002/03 year and draws conclusions on the impact of the EDP in school improvement. At this stage most individual activities, within the EDP, have timescales, which run to 2004 and it is not proposed to revise the current priorities and key activities until 2004. However, for 2005 consideration will be given to the need to review priorities and activities to ensure the maintenance of a tight focus to the outcomes of the LEA audit and schools’ development.
The EDP
The sections in this area of the report correspond to the key headings of the EDP
Statement of Proposals
1. This section of the EDP sets out the key national and local targets in respect of performance, which schools and the LEA are working to achieve.
2. Achievements in this area have been reported to members at the Select Committee meetings of December 2002 and May 2003.
3. Overall progress has been sound, with LEA targets being met in Key Stage 2 Mathematics and the local 2004 target for Key Stage 1 spelling being exceeded in 2002. Targets in respect of attendance and exclusion have also been met. Similarly targets for specific groups, as with children in public care and ethnic minorities, though on an individual student basis have also been met. Some work as with the study support of children in public care has received national recognition.
4. However, significant work remains to be done in this area particularly in the key areas identified in the EDP audit of:
boys performance;
achievement in writing;
matriculation at grade C or above in GCSE for English, mathematics and science.
The progressive impact of the more specific EDP activities will help to raise standards in these areas through 2004 and beyond.
Audit
1. The audit within the EDP still stands, with evaluation of school improvement emphasising the need to raise achievement in the key areas of 4 above.
2. Updated census data has further highlighted key aspects of socio-economic background, which can impact negatively on students’ achievement, as with the high proportion of wards, which are in the worst third of national wards on the spectrum of multiple deprivation. Similarly the FSM (Free school meals) percentages for the Island at 22.8% for primary and 17.5% for secondary are above the national positions at 20.9% and 15.8% respectively. Turbulence (the movement of pupils in and out of a school) is high with 16.4% of schools experiencing turbulence, of 15% or higher, of the student population in 2002. OFSTED recognises a negative impact on standards at 12%. The proportion of adults in social class 1 or 2 is well below that of our statistical neighbours and that found nationally.
3. These factors indicate that most schools are working in a context of background disadvantage, which is consistently recognised in OFSTED reports. Analysis of the most recent thirty inspections shows that only 23% of schools were seen as having advantage.
4. Overall the updating of these contextual factors indicates an increase of background disadvantage in many schools. Whilst the key areas for improvement identified in the EDP audit are still valid the performance of schools, when measured against their contextual background, indicates that most students achieve what they should. This is further reflected in data from the LEA profile where in all Section 10 inspections (OFSTED) 72% of schools are judged to be good or better overall.
5. Further analysis of the audit also indicates that in most areas of raising student achievement we are now working with fairly small groups of students who have a variety of cross-service needs. Consequently activities in the EDP will increasingly make links to the LPSA priorities and targets, as with cross-service work with Family Learning, the Learning Support Service and school cluster development. These initiatives will be focused to increasing the quality of learning access for these vulnerable students.
Priorities
Priority 1 - Early Years & Foundation Key Stage
1. This aspect of the LEA's work is a significant strength and the activities within the EDP priority have been successfully implemented. Impact upon the development of the quality of Early Years provision and the implementation of the Foundation Key Stage has been effective.
2. Notable successes within the activities of the priorities have been in the work of the Foundation Key Stage Advisory Teacher and the development of the eleven practitioner groups. These groups have led to the very effective sharing of practice between school and pre-school settings. Training and support for governing bodies and officers attending has been well received, with evaluations showing a highly positive response. Governors are clear in very responsibilities and the importance of the Foundation Key Stage. Development of provision for special educational needs in this sector has been effective and the support given by specialist staff is having a positive impact upon children's development and achievements. One Early Years Excellence Centre is being established and a second is in the final planning stage.
3. Much of the activity within this priority will continue until 2004, however, in addition new work is in hand in the implementation of the national Foundation profile and its moderation.
Priority 2 - Pupil Achievement at Key Stages 1,2,3 and 4
1. This is a significant aspect of the EDP focused to raising the achievement of students. Many of the priority's activities run until 2004 and whilst implementation has been successful and remained mainly on schedule the impact of the work undertaken, in improved LEA results will not be fully seen until 2004 and beyond.
2. Some significant areas of improvement have been noted, as in the higher standards achieved by primary schools in spelling and the support work and achievements of students in public care. In other areas improvement has been much more gradual or not yet evident in significant change of results, as at Key Stage 3 and GCSE.
3. Development programmes and overall training activities have been effectively implemented and are having an impact, as with the well received work of the Teaching Intervention Team and publication of Year 8 transition materials and guidance for writing. Middle and High school headteachers have agreed to, and support the development of a two year approach to Key Stage 3. This is linked to the LPSA and is now under active discussion with the DfES for implementation in September 2004.
Priority 3 - 14-19 Curriculum Coherence
1. In this activity much of the initial work, until 2003, has been about establishing systems and strategic direction. This has been successfully achieved. The Tertiary Strategy Group is in place and functioning. Formal consultation on 14-19 education was undertaken and reported to members, which resulted in a decision to remain with the current provision but to develop co-operation and collaboration between institutions.
2. Some significant practical development has also been achieved, as with the joint institution and LEA funded officer for 14-19, the sharing of timetable practice and the agreement on an element of common timetable across institutions and the continued effective work of practitioner groups.
3. Significant further development is required. Activities for 2004 and beyond will focus to the development of provision, particularly in the area of vocational courses both at Post 16 and in the 14-16 curriculum.
Priority 4 - School Self-Evaluation and Improvement
1. Overall activities within this priority have had a significant impact upon school improvement. Almost all headteachers and senior staff in primary and secondary have successfully completed the DfES/OFSTED accredited self-evaluation programme (the LEA is an accredited provider). This programme was very well received and evaluations were highly positive. Most schools have effectively implemented the techniques and recent OFSTED inspections have praised the overall quality of school self -evaluation.
2. In the most recent OFSTED inspections (thirty inspections) the effectiveness of 69% of the schools inspected was judged to be good or better. The number of schools on the LEA's register of schools causing concern has remained low and is reducing. Most schools where there is concern improve significantly within sixteen months and become good or very good schools.
3. The implementation of the 'cluster' approach to working with schools has been successful and is already having significant impact upon the sharing of service knowledge and the development of a more coherent working practice with schools. Similarly the schools' initial discussions on the effective use of cluster funding have led to productive partnerships and innovative approaches.
4. The continued development of 'cluster' working and self-evaluation will form the clear direction of future activity in this priority.
Priority 5 - Special Educational Needs Re-Organisation
1. The re-organisation of key services, as with the special schools, has been successfully implemented. In most of the activities in this priority work is on-going and the final impact can not yet be evaluated.
2. Perhaps the success of much of the EDP activity in this priority can be seen in the overall quality of consultation carried out before change is implemented and the support given to that change, as with the special school re-organisation.
Conclusion
1. The first year of EDP implementation has remained mainly on schedule and most priorities and activities have met the majority of their success criteria. Evaluation has been rigorous and as with the audit reaffirmed the EDP priorities.
2. The EDP has proved effective in setting a clear direction for the school improvement and effectiveness service and schools. Many schools have adopted its format and activities within their own development planning. The more focused activities of the EDP have had a positive impact in developing cross-service provision and coherence, as with the 'cluster' approach to schools.
3. Whilst much remains to be completed the current EDP provides an effective mechanism for the work of the Directorate in school improvement.
Background papers:
Isle of Wight EDP
EDP Task Group minutes
LEA Profile
National Statistics - DfEE
Contact point: Keith Simmonds – Senior Inspector ☎ 823405
DAVID PETTITT
Strategic Director of Education and Community Development