PAPER B

 

COMMISSION FOR CHILDREN AND SCHOOL RESULTS

 

Meeting of 2 November 2005

 

 

Agenda Item: School Improvement – School Results 2005

Author: Keith Simmonds - Principal Inspector - Head of Learning Effectiveness

 

 

Report on the performance of schools at the key national indicators in Summer 2005.

 

 

 


Background

 

1.         This is a report of provisional school performance at the key national indicators in 2005. The report compares Island performance to that of our statistical neighbours and the national position in the national tests for seven, eleven and fourteen year olds. Headline performance is also given for GCSE and Post 16 AS/A/AVCE accreditation. This report is a more detailed follow up to the Committee presentation of September 29 2005.

 

2.         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

 

3.         It was recognised by OFSTED in the last Local Authority inspection 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). The current DfES data matrix gives the Authority a rank of 77 out of 150 Local Authorities. This is seen as neutral and is an improvement from a rank of 85 in 2004. Individual school contexts range from 3 to 6 on the same scale, with most being 4, neither advantaged or disadvantaged. On this basis most individual school performance can be expected to be in line with the national average or slightly higher.

 

4.         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.

 

 

2005 Performance

 

 

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

 

·         Very good for seven year olds (Year 2 in Primary school), most indicators are at the national average or above. The DfES data matrix rating is A, upper quartile for all indicators;

 

·         Good in science for eleven year olds (Year 6 in Middle school). This indicator is above the national average. The DfES data matrix rating is B, second quartile. In English and mathematics it is inadequate, although English improved by 1% from 2004. On both indicators performance is below the national average. The DfES data matrix rating is C, third quartile;

 

·         In English performance for fourteen year olds (Year 9 in High school) displayed no improvement on 2004 and is inadequate. In both mathematics and science, performance improved from that of 2004 but is still inadequate overall. On all indicators performance is below the national average. The DfES data matrix rating is D, lowest quartile for English and C, third quartile for both mathematics and science;

 

·         GCSE performance (Year 11 in High school) is inadequate and on the key indicator of 5 or more grades A*-C or equivalent displays only a 1% increase on that of 2004. Performance is below the national average. The DfES data matrix rating is D lowest quartile for all indicators;

 

·         Satisfactory for A level performance but further improvement is required in the range of Level 1 and 2 qualifications and match to pupils needs;

 

However, though some gains have been made and the performance for seven year olds has been well sustained, the overall school performance in respect of pupil outcomes on almost all key indicators, beyond those for seven year olds, is inadequate in 2005.

 

6.         In providing comparative information on school results the performance of the Local Authority and five school cluster areas has been compared to the national, south east region, statistical neighbour, south east coastal authorities and authorities who still have a predominant 9-13 age range system. 

 

7.         Further information on individual school performance in respect of these comparators will be available on the Local Authority website from 18 November 2005.

 

8.         The relationship of this information to the key ages and indicators of school performance are set out in the tables below.

 

Note:   In setting out the 2005 school performance, the data where appropriate has

            been traffic light coded.

                                    Indicates good or better performance, which causes no                                           concern.

                                    Indicates some caution over the performance but no major                                      concern.

                                    Indicates some significant concern, which requires                                                  improvement.

 

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

 

9.         Results have been maintained in the upper quartile nationally. Performance against the south east region authorities is high and is A on the DfES data matrix. Against all Local Authorities performance for seven year olds is never out of the top 10% nationally.

 

 

Key Stage 1

DfES LA rankings

 

2004-05 Year on Year Improvement

2005 Statistical Neighbour Rank

2005 All LA’s Rank

 %Pupils L2+

 

 

 

Reading

3

1

15

Writing

5

1

11

Mathematics

2

1

6

 

 

 

Key Stage 1

Local

Authority

National

SE Region

Statistical

Neighbour

SE Coastal LA’s

9-13 LA’s

 

 

2004

2005

 

 

 

 

 

%Pupils L2+

 

 

 

 

 

 

 

Reading

 

89

85

86

87

84

89

Writing

 

87

82

83

84

82

87

Mathematics

 

95

91

92

92

92

94

 

 

 

 

 

 

Key Stage 1

Local

Authority

National

SE Region

Statistical

Neighbour

SE Coastal LA’s

9-13 LA’s

 

 

2004

2005

 

 

 

 

 

%Pupils L3+

 

 

 

 

 

 

 

Reading

 

32

27

30

27

29

32

Writing

 

19

15

15

15

13

19

Mathematics

 

27

23

26

22

25

28

 

           

The table below displays the performance for seven year olds by cluster.

 

Key Stage 1

Performance by Cluster

 

LEA

Carisbrooke

Cowes

Medina

Ryde

Sandown

%Pupils L2+

 

 

 

 

 

 

Reading

89

90

90

92

89

88

Writing

87

92

84

89

88

84

Mathematics

95

97

95

93

96

94

 

 

 

 

 

 

 

% Pupils L3+

 

 

 

 

 

 

Reading

32

33

37

35

33

27

Writing

19

23

19

25

18

13

Mathematics

27

29

29

35

34

17

 

10.              In all areas of performance for seven year olds, girls outperform boys, but at a rate below that nationally. Overall both the performance of boys and girls is above that nationally in reading, writing and mathematics. Further improvement can be made in some clusters and individual schools by:

 

 

 

 

11.         At key stage 1 most pupils meet or exceed their age expectation, and make good progress, in the majority of primary schools. Most pupils make a good start to their education.   

 

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

 

12.              Results in English have improved by 1% on that of 2004 and the gap to the national position has been closed to 3%. In science results have been sustained at the 2004 position and are 1% above those nationally in 2005. In mathematics results have declined by 1% from 2004 and the gap to the national position has widened to 6%. Performance against the south east region authorities and those of our statistical neighbours is low in English and mathematics. In science it is broadly in line. On the DfES data matrix against all authorities it is in the lowest quartile for English and mathematics at D and in the second quartile for science at B.

 

 

Key Stage 2

DfES LA rankings

 

2004-05 Year on Year Improvement

2005 Statistical Neighbour Rank

2005 All LA’s Rank

 %Pupils L4+

 

 

 

English

67

10

135

Mathematics

116

10

147

Science

73

7

86

 

 

 

Key Stage 2

Local

Authority

National

SE Region

Statistical

Neighbour

SE Coastal LA’s

9-13 LA’s

 

 

2004

2005

 

 

 

 

 

%Pupils L4+

 

 

 

 

 

 

 

English

75

76

79

79

80

76

78

Mathematics

70

69

75

75

76

70

73

Science

87

87

86

87

88

85

86

 

           

The table below displays the performance for seven year olds by cluster.

 

Key Stage 2

Performance by Cluster

 

LEA

Carisbrooke

Cowes

Medina

Ryde

Sandown

%Pupils L4+

 

 

 

 

 

 

English

76

79

71

73

77

80

Mathematics

69

80

67

70

57

65

Science

87

93

83

89

80

88

 

13.              In English girls significantly outperform boys. Reading performance for both boys and girls is in line with that nationally but writing performance is below that nationally, with the weakness of boys' performance a significant factor. In clusters where English performance is above that for the Local Authority this feature is less evident, for example in the Ryde cluster the gap between reading and writing performance has been closed and accounts for the overall improvement in English in 2005. 

 

14.              Mathematics performance has declined from that in 2004 and is a significant concern in three of the five cluster areas. Overall the performance of boys and girls is broadly similar, but below that nationally. In some schools boys outperform girls. The inconsistency of the development of key mathematical concepts in years 3 and 4 of the primary phase is a significant feature.

 

15.              In science performance has been sustained from that of 2004. However, there has been a small decline over the last five years from well above that nationally to just above. Boys and girls performance is broadly similar. Again inconsistency in the development of the investigational aspects of the subject in years 3 and 4 of the primary phase has impacted on the year 6 achievement. The decline in performance can be matched to the increased focus to investigational skills in the national test.

 

16.              Further improvement can be made in some clusters and individual schools by:

 

 

 

 

 

17.       Whilst for many pupils the successful start of key stage 1 is maintained at key stage 2 the overall rate of conversion of the key stage 1 prior attainment is inconsistent. For 10% to 15% of the year group, 150 to 225 pupils the gains made have been inadequate. Too many pupils enter year 7, the start of the secondary curriculum, without the minimum necessary skills, particularly in writing and mathematics.  Value added performance for the key stage is low.

 

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

 

18.              Results in English have shown no overall improvement over a three year period. The gap to those nationally has widened and is now 9%. In mathematics there has been steady year on year improvement for the last three years. The gap to the national position is closing and was only 2% in 2005. In science, performance has been inconsistent. It was improved in 2005 from that of 2004 by 4%, however the overall gap to the national position has remained stable at 2%. In all three subjects the 2005 performance is below that nationally, the south east region authorities and our statistical neighbours. On the DfES data matrix against all authorities it is in the lowest quartile for English at D and in the third quartile for mathematics and science at C.

 

Key Stage 3

DfES LA rankings

 

2004-05 Year on Year Improvement

2005 Statistical Neighbour Rank

2005 All LA’s Rank

 %Pupils L5+

 

 

 

English

138

11

149

Mathematics

33

11

132

Science

130

10

133

 

 

 

Key Stage 3

Local

Authority

National

SE Region

Statistical

Neighbour

SE Coastal LA’s

9-13 LA’s

 

 

2004

2005

 

 

 

 

 

%Pupils L5+

 

 

 

 

 

 

 

English

65

65

74

76

75

69

73

Mathematics

70

72

74

76

76

70

75

Science

64

68

70

73

72

65

72

           

The table below displays the performance for seven year olds by cluster.

 

Key Stage 3

Performance by Cluster

 

LEA

Carisbrooke

Cowes

Medina

Ryde

Sandown

%Pupils L5+

 

 

 

 

 

 

English

65

60

75

65

61

66

Mathematics

72

76

72

63

70

68

Science

68

70

72

58

67

68

 

               

19.       In English girls significantly outperform boys in both reading and writing. Whilst the gap between overall performance in reading and writing is lower than at age eleven; it is below the national position in both areas. The extension of pupils to the higher level 6 performance of the tests is also well below that nationally. The weaknesses in many pupils' basic literacy skills, at this stage, are a significant impediment to their future GCSE performance. In four of the five area clusters the conversion rate from pupils' prior attainment at age eleven is low.

 

20.       In mathematics the overall performance of boys and girls is similar. This is also evident at the higher level 6 performance of the test. Steady improvement has consistently closed the gap to the national position in all areas. In two of the five area clusters the conversion rate from pupils' prior attainment at age eleven is too low.

 

21.       In science boys outperform girls, with a significant gap at the higher level 6 performance of the test. This is against the national trend, where girls outperform boys. In three of the five area clusters the conversion rate from pupils' prior attainment at age eleven is low.

 

22.       Overall the weaknesses in basic literacy skills, particularly reading with comprehension and the ability to write a cogent and coherent paragraph impact upon pupils' performance in all of the subject areas.

 

23.              Further improvement can be made in some clusters and individual schools by:

 

 

 

 

24.       Performance for fourteen year olds is not sustaining the overall gains made for eleven year olds in recent years. English, particularly basic literacy skills, is a significant concern in most area clusters. The impact of this weakness is evident in all subject performance and has a long term impact on GCSE achievement for many pupils. Literacy, as opposed to English as a subject, is not sufficiently reinforced across the whole curriculum.

 

25.       Assessment tracking systems are not secure and the data on individual pupils is not always well used to change the learning experience. Too much focus can be given to coverage of content rather than achievement of the required outcomes.

 

26.       Too many pupils enter key stage 4 with an insecure base in the basic skills of literacy and numeracy to ensure success at GCSE.   

           

 

Key Stage 4 GCSE/GNVQ (Year 11 in High schools)

 

27.       GCSE results have remained largely static for the last five years. In 2005 performance on the key indicator of five or more grades at 5*A-C or equivalent was at 45.1%.This was an improvement of 0.8% on 2004 but is 9.1% below the national position. On all the other key indicators performance is below the national position, that of the south east region and our statistical neighbours. All indicators on the DfES data matrix against all authorities are in the lowest quartile at D. 

 

           

Key Stage 4

DfES LA rankings

GCSE

2004-05 Year on Year Improvement

2005 Statistical Neighbour Rank

2005 All LA’s Rank

 

 

 

 

% Pupils 5+A-C

134

11

148

% Pupils 5+A-G

138

11

145

% Pupils 5+A-G incl. En & Ma

 

11

147

Av. Pts. Score

 

11

148

 

 

 

Key Stage 4

Local

Authority

National

SE Region

Statistical

Neighbour

SE Coastal LA’s

9-13 LA’s

 

 

2004

2005

 

 

 

 

 

 

 

 

 

 

 

 

 

% Pupils 5+A-C

44.3

45.1

54.2

57.3

54.9

48.6

54.0

% Pupils 5+A-G

86.4

89.3

90.1

91.4

89.3

87.6

90.7

% Pupils 5+A-G incl. En & Ma

84.9

87.4

87.4

89.9

87.4

85.7

89.2

Av. Pts. Score

 

270.2

285.1

294.3

263.1

269.3

287.1

 

 

 

 

 

           

The table below displays the performance for seven year olds by cluster.

 

Key Stage 4

Performance by Cluster

 

LEA

Carisbrooke

Cowes

Medina

Ryde

Sandown

 

 

 

 

 

 

 

% Pupils 5+A-C

45.1

51.6

44.3

40.0

45.0

48.2

% Pupils 5+A-G

89.3

93.2

93.1

91.5

91.3

87.5

 

 

 

28.       The key concern with GCSE performance is the static indicator of pupils achieving five or more A*-C grades. Over five years there has been very little improvement in this indicator whilst the national has made significant gains. The gap between the local and national indicator is widening and has increased from 8 % in 2004 to 9.1% in 2005.

 

29.       Significant weakness in the combined performance of core subjects (English, mathematics and science) has a negative impact on overall pupil achievement at GCSE. The key indicator of pupils achieving a C grade or better in both English and mathematics at 35% of the cohort, in 2005, is well below that nationally and the single greatest impediment to improved GCSE performance.

 

30.       No schools are below the floor target of 30% of pupils achieving five or more A*-C grades at GCSE but the value added indicator from both key stage 2 and key stage 3 is very low on the prior attainment of the 2005 cohort.

 

31.       Further improvement can be made in some clusters and individual schools by:

 

·         raising the achievement of pupils in English and mathematics at GCSE, particularly the number achieving a C grade or better in English and mathematics;

 

 

 

 

31.       The performance of all High schools, at GCSE, is of significant concern and is an impediment for many pupils in the progress of their post 16 studies.

 

 

Post 16 Performance

 

32.       On the two key Post 16 indicators of points score per candidate and points score per entry performance has improved in 2005 but is overall still below the national position. The points score per candidate, which indicates the achievement across all qualifications of individual pupils, improved by 10.1 points to 235.6. The points score per entry improved by 2 points. A significant proportion of pupils gained passes in the higher A-C range, though the proportion gaining passes at grade A was well below that nationally.

 

Post 16

Local

Authority

National

SE Region

Statistical

Neighbour

SE Coastal LA’s

9-13 LA’s

 

 

2004

2005

 

 

 

 

 

 

 

 

 

 

 

 

 

Pts. Score per candidate

225.5

235.6

261.8

273.6

254.8

252.2

261.6

Pts. Score per entry

73.4

75.4

79.0

79.6

71.4

75.2

76.7

 

 

 

 

 

 

 

 

LEA

Carisbrooke

Cowes

Medina

Ryde

Sandown

Pts. Score per candidate

235.6

235

212

269

232

208

 

 

33.       Overall staying on rates in schools are high, with 34% of the original year 11 cohort completing an accreditation after two years of Post 16 study. Of those pupils staying into Post 16 study 75% achieved three or more A/AVCE passes and 99% achieved 1 or more passes.

 

34.       Further improvement can be made in some clusters and individual schools by:

 

·       continued development of alternative accreditation in relation to Level         1 and 2 qualifications;

 

·       continued enhancement of collaborative courses between all Island            Post 16 providers.

 

 

Financial Implications

 

35.       There are no financial implications directly related to this report. However, there may be the need for further financial provision to ensure that overall standards are raised. The agreement by the Council of the Local Area Agreement and the LPSA2 GCSE target are essential in providing additional government grant funding which can be focused to the achievement of improved outcomes.

 

36.       Clusters and individual school governing bodies need to ensure that budgets are focused to the achievement of high standards for all pupils. In particular schools where there is a carry forward surplus and standards are not at the national average or above, should allocate expenditure to the improvement of pupil outcomes.

 

 

Legal Implications

 

37.       There are no legal implications directly related to this report. However, without significant improvement in the standards achieved by individual schools and the area clusters, particularly at key stage 3 and GCSE, there is a high risk that many schools will receive improvement notices or be placed in special measures following the more rigorous approach of the new style section 5 OFSTED inspections. Members will be required to consider the future of all schools in this position.

 

38.       Similarly without significant improvement in the school outcome performance beyond age seven the Local Authority can be at risk of DfES intervention.

 

 

Recommendations

 

39.       Performance and standards are too low. To meet the Council’s objectives in raising standards it is recommended that:

 

·                      The Commission for Children and School Results endorse this report        and note the requirement for urgent improvement by schools;

 

·                      Endorse the publication model for individual school performance;

 

·                      Require governing bodies to consider the allocation of budget to the            achievement of high standards for all pupils, particularly the allocation      of carry forward surplus where it exists;

 

·                      Request the presentation of evidence from specific schools, at future         meetings, on how they are improving standards as part of the     Commission’s monitoring of school performance;

 

·                      Request that the Cabinet Member for Children and School Results             use his full powers, including removal of delegation, to raise the standard of individual school performance.

 

40.       If approved these recommendations are commended to the Cabinet Member for Children and School Results for endorsement by the Cabinet.

 

 


Background Papers

DfES first release statistical data – KS1 – 4 and Post 16

DfES Local Authority Data Matrix – October 2005

IFD – Data analysis

OFSTED Section 5 Framework

 

Contact

Keith Simmonds – Principal Inspector

Tel: 823423

Email: [email protected]

 

Note : This item will be supported by Powerpoint presentations (1) (2) (3)