PAPER B

 

EDUCATION COMMUNITY DEVELOPMENT AND LIFELONG LEARNING SELECT COMMITTEE - 22  MARCH 2004

 

SCHOOL PERFORMANCE 2003

 

REPORT OF THE STRATEGIC DIRECTOR OF EDUCATION AND COMMUNITY DEVELOPMENT

 

 

 

Background

 

1.                  This is a report of DfES validated Island performance in respect of the national tests for seven, eleven and fourteen year olds together with GCSE and GCE/VCE taken in the summer of 2003.

 

2.                  The tables contain information on the performance of Island Schools together with information on the value-added measure of performance from Key Stage 2 to Key Stage 3 (Year 6 to Year 9) and Key Stage 3 to Key Stage 4 (Year 9 to Year 11).

 

3.                  Further comparators are given to illustrate the Authority's overall position in relation to our statistical neighbours and nationally.

 

4.                  In scrutiny of performance it is important that Members recognise the inter-dependency of the Authority and schools. Within a structure of delegated local management the responsibility of the Authority and schools for performance is as follows:

 

The Authority:

·         Challenges and monitors the performance of its schools;

·         Holds schools accountable through their governing bodies for their performance;

·         Provides support and intervention in inverse proportion to success to help schools improve.

 

Schools:

·         Ensure the quality and appropriateness of provision to enable all pupils to achieve their potential;

·         The governing body holds the school accountable for its performance;

·         The governing body through senior managers ensures that funds are appropriately targeted to improve pupil achievement.

 

Context

 

5.                  It is recognised by OFSTED and the DfES that the socio-economic background context of the Island on a range of agreed national indicators is one of some disadvantage (on a seven point scale where 1 is the most advantaged and seven the most disadvantaged the Island is 5). Individual school contexts range from 3 to 6 on the same scale, with most being 4 and 5.

 

6.                  Year by year standardised test data on the Island pupil cohort indicates a relatively normal curve of distribution, at all ages tested, but with some overall bias to the lower half of the average band. This data clearly indicates that whilst individual school performance may differ, the aggregated performance of all schools at each test point should be broadly in line with the national average and above in some years.

 

2003 Performance

 

7.                  Performance in 2003 has been patchy. Significant improvement was seen in the English, mathematics and science results for fourteen year olds (Year 9 - High school). With the Authority being the third most improved in England. However, results in the similar tests for eleven year olds (Year 6 - Middle school) declined significantly.

 

8.                  Overall against the Authority's context and the ability of the pupil cohort the school's performance is unsatisfactory.

 

National tests for seven year olds - Key Stage 1 (Year 2 in Primary schools)

 

9.                  Results remain broadly in line with the national average in reading, writing and mathematics. However, there has been a significant decline in writing from that achieved in 2002.

 

Test ReportKey Stage 1

 

 

LEA - 2002

National - 2003

LEA 2003

 

%Pupils L2+

%Pupils L2b+

%Pupils L2+

%Pupils L2b+

%Pupils L2+

%Pupils L2b+

Reading

84

69

84

69

85

70

Writing

88

64

81

62

81

62

Mathematics

92

68

90

74

90

75

 

10.              On a three year trend there has been a decline in reading, writing and mathematics performance from above the national average to in line with the national average.

 

Key Stage 1

 

 

 

 

2001

2002

2003

 

%Pupils L2+

%Pupils L2+

%Pupils L2+

Reading

 

 

 

LEA

87

85

85

National

84

83

84

 

 

 

 

Writing

 

 

 

LEA

89

88

81

National

85

86

81

 

 

 

 

Mathematics

 

 

 

LEA

94

92

90

National

90

90

90

 

11.       Results in 2003 may have been affected by changes in the national testing regime, particularly in writing, but the overall performance trend has declined.

 

Comparisons with statistical neighbours show that Key Stage 1 results are in line with the Authority's context. In reading writing and mathematics results are at the median for our statistical neighbours. In respect of those authorities with a significant three-phase system results are just above the median.

 

12.       Standards are satisfactory when taken against the LEA's context. The performance of boys and girls is broadly similar.  At Key Stage 1 most pupils meet or exceed their age expectation and achieve what they should. However, in previous years this position has been better and we must ensure that the previous higher level of achievement is regained. Value added from entry is sound and many pupils enter Year 3 at least one term ahead of expectation.

 

National tests for eleven year olds - Key Stage 2 (Year 6 in Middle schools)

 

13.              In English and mathematics results at Key Stage 2 are unsatisfactory. Both subjects show decline from 2002 and are well below the schools' aggregated targets and significantly below the EDP targets. Results in reading have declined significantly and writing shows no improvement. A three year trend line in English displays an overall decline. A similar pattern is seen for achievement at L5+. Overall the gap in literacy performance between the Authority and the national position is widening. In science results have stalled. The positive gap between our performance and the national position is being eroded.

 

Key Stage 2

 

 

LEA - 2002

National - 2003

LEA 2003

 

%Pupils L4+

%Pupils L5+

%Pupils L4+

%Pupils L5+

%Pupils L4+

%Pupils L5+

English

73

23

75

27

66

18

Reading

81

35

81

42

75

34

Writing

51

10

60

15

49

11

Mathematics

71

20

73

29

67

19

Science

90

37

87

41

87

34

 

On a three year trend there has been a decline in all areas of performance other than writing. In writing some gains were made in 2002 but have fallen back in 2003. However, the gap between Island and national performance has only been marginally closed and the gap between reading and writing performance has only been lowered because of a fall in reading performance.

 

Key Stage 2

 

 

 

 

2001

2002

2003

 

%Pupils L4+

%Pupils L4+

%Pupils L4+

English

 

 

 

LEA

71

73

66

National

75

75

75

 

 

 

 

Reading

 

 

 

LEA

80

81

75

National

82

80

81

 

 

 

 

Writing

 

 

 

LEA

45

51

49

National

58

60

60

 

 

 

 

Mathematics

 

 

 

LEA

94

92

90

National

90

90

90

 

 

 

 

Science

 

 

 

LEA

91

90

87

National

87

87

87

 

14.       Performance in relation to all authorities is in the lower quartile in English and writing. In reading and mathematics it is below the median. Science is above the median. In relation to our statistical neighbours performance is in the lower quartile in all areas apart from science, which is at the median. In respect of those LEA's with a significant three-phase system our overall performance is in the lower quartile in English and writing, below the median in mathematics and at the median in science.

 

15.       Standards are low even when taken against the LEA's context. The decline and overall volatility of school performance raises questions about the capacity to secure change and improvement at the individual school level. Girls significantly outperform boys. Too many pupils do not achieve what they should and standards are not maintained from Key Stage 1. Value added is unsatisfactory and currently over 30% of pupils complete the key stage at least a term behind where they should be in progress.

 

English remains a significant issue. This fundamental literacy problem is now the most significant factor in performance beyond Key Stage 2 and has a negative impact upon Key Stage 3 and 4 performance for many pupils.

 

National tests for fourteen year olds - Key Stage 3 (Year 9 in High schools)

 

16.       In all subjects results have shown improvement upon 2002. In English and science the improvement has been significant. Authority targets have been met or exceeded. Writing performance is the main area of weakness and reflects the 'knock on' effect of below average Key Stage 2 achievement for many pupils.

 

The gap between Authority and national performance has been closed significantly in English and  mathematics. Similarly the higher level 6+ performance is improved with the gap between the Authority and the national position closed in science and significantly narrowed in English and mathematics.

 

Key Stage 3

 

 

LEA - 2002

National - 2003

LEA 2003

 

%Pupils L5+

%Pupils L6+

%Pupils L5+

%Pupils L6+

%Pupils L5+

%Pupils L6+

English

56

24

68

33

65

29

Reading

N/A

N/A

68

33

66

30

Writing

N/A

N/A

65

35

57

29

Mathematics

64

40

70

49

68

43

Science

63

26

68

40

69

40

ICT

N/A

N/A

67

26

72

N/A

 

Over a three year trend the Authority results profile has been flat until 2003 when significant improvement has ocurred. This must now be maintained if the gap between national and Authority performance is to be closed.

 

Key Stage 3

 

 

 

 

2001

2002

2003

 

%Pupils L4+

%Pupils L4+

%Pupils L4+

English

 

 

 

LEA

56

56

65

National

64

66

68

 

 

 

 

Mathematics

 

 

 

LEA

62

64

68

National

67

67

70

 

 

 

 

Science

 

 

 

LEA

65

63

68

National

66

66

69

 

17.       Performance in relation to all authorities is well above the median in science, above the median in reading and at the median in English and mathematics. It is below the median in writing. A similar picture is seen in relation to our statistical neighbours. In respect of those authorities with a predominatly three-phase system performance is broadly at the median. 

 

18.       Standards have risen significantly and with the exception of writing, overall performance is in line with that expected for the LEA's context. If this position can be maintained in 2004 much of the problem of low performance at Key Stage 3 will have been eradicated. Boys performance has improved but is still well below that of girls overall. Value added on the 2003 cohort is broadly neutral from Key Stage 2, though this is a significant improvement on previous years. The higher L6+ performance is sound. Most pupils achieve what they should and there is an overall recovery in progress evident from the Year 6 position. However, too few pupils enter Key Stage 4 exceeding their expectation in achievement. The impact of weaknesses in Key Stage 2 performance now provides a significant constraint on end of Key Stage 3 and 4 achievement.

 

Key Stage 4 GCSE/GNVQ Performance

 

20.       Though results on the key indicators of pupils achieving five or more GCSE or equivalent grades at A*-C have incremently moved forward the overall three year trend is static. Results are well below the national levels and those of our statistical neighbours and most authorities with a predominantly three-phase system. A similar picture is also seen in relation to the key indicator of those pupils achieveing at least one A*-G GCSE grade or its equivalent.

 

Overall Key Stage 4 performance is unsatisfactory. There is still an insufficient balance between opportunities within the academic and vocational provision. Too many pupils do not achieve a grade C or better in English, mathematics and science at GCSE and too much teaching in schools has only been satisfactory. Girls significantly outperform boys at a rate higher than that nationally.

 

The table gives the three year trends on the key GCSE indicators.

 

Key Stage 4

 

 

 

 

2001

2002

2003

5*A-C

 

 

 

LEA

45.2

45.2

44.3

National

48.8

50.3

52.9

 

 

 

 

5A*-G

 

 

 

LEA

87.6

88.8

86.4

National

91.1

89.1

88.8

 

 

 

 

1A*-G

 

 

 

LEA

93.8

94.8

N/A

National

96.0

96.0

N/A

 

 

 

 

Av. Pts.

 

 

 

LEA

36.6

37.3

N/A

National

39.1

40.0

N/A

 

 

 

 

Cap. Av. Pts

 

 

 

LEA

N/A

32.9

32.5

National

N/A

34.6

34.8

 

 

ISLE OF WIGHT

 

HIGH SCHOOL (GCSE/GNVQ) PERFORMANCE TABLES 2003

 

 

 

Pupils aged 15

GCSE/GNVQ results

 

 

Total

 

with SEN, with statements

 

with SEN, without statements

 

5+

A*- C

 

5+

A* - G

 

no passes

Average capped point score

LEA Average

 

 

 

 

 

44.3%

86.4%

6.1%

32.5

England Average

 

 

 

 

 

52.9%

88.8%

5.2%

34.8

Carisbrooke High School

319

14

4.4%

7

2.2%

51%

90%

4%

34.4

Cowes High School

282

12

4.3%

31

11.0%

46%

88%

2%

33.4

Medina High School

293

8

2.7%

40

13.7%

38%

86%

4%

30.9

Ryde High School

295

15

5.1%

50

16.9%

49%

90%

7%

35%

Sandown High School

385

13

3.4%

33

8.6%

42%

86%

5%

31.6%

Special Schools

 

 

 

 

 

 

 

 

 

Medina House School

3

 

 

 

 

NE

NE

NE

NE

Watergate School

22

 

 

 

 

NE

NE

NE

NE

GCSE/GNVQ Information:  Isle of Wight

 

 

Sixth Form GCE A level and VCE  Performance

 

21.       GCE A level pass rates are close to those nationally and those of the Authority’s statistical neighbours. They are higher than those of a number of authorities with a predominantly three-phase system. However, there are considerable variations in the pass rates and the value added performance of males and females both within schools and across courses.

 

Advanced vocational performance (AVCE) is good, though currently there are a relatively small number of students engaged in courses.

 

The overall success of students obtaining their first choice destinations, for higher education, at the end of Year 13 is high.

 

There are high levels of participation in post 16 learning and the standard of teaching and learning in sixth forms is good and often very good.

 

ISLE OF WIGHT

PERFORMANCE TABLES 2003

GCE A level AND VCE results 

 

 

 

GCE and VCE results

 

Number of students aged 16-18

Number entered

Average point score per student

Average point score per examination entry

Local Average

 

 

216.5

72.7

England Average

 

 

258.6

77.4

Carisbrooke High School

266

99

224.1

71.4

Cowes High School

204

86

212.7

69.3

Medina High School

189

69

211.2

67.6

Ryde High School

247

87

225.4

75.9

Sandown High School

365

138

252.3

81.6

 

 

22.       The DfES published performance tables for individual schools at  Key Stages 2 and 3 are given in Annex 1 of this paper.

 

Background papers:

 

DfES Performance Tables

DfES - LEA Profile

DfES – First release data profiles

Isle of Wight EDP

IFD – data package

NCER – data package

LEA Inspection 2003

School section 10 inspection reports

 

 

Contact Point

Keith Simmonds – Senior inspector - 823405

 

 

 

 

DAVID PETTITT

Strategic Director of Education and Community Development