3.
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.
2004 Performance
4.
Performance in 2004 has improved or been broadly sustained
in all areas other than at GCSE. Significant improvement was seen in the English
and mathematics results for eleven year olds (Year 6 - Middle school). With the
Authority being one of the most improved in England. Similar significant gains
in performance for fourteen year olds (Year 9 - High school) in 2003 were
mainly sustained in 2004, though significant concerns about the quality of the
tests raise questions over the robustness of 2004 results. However, results in GCSE (Year 11 - High
school) were disappointing. Though only marginally lower on the headline
indicators of five or more passes at A*-C grades the trend of improvement has
been a flat line for over five years. There is now a significant gap between
the local and national performance. At all test points there is a concern over
boys performance, which whilst improved is still below that nationally.
5.
Overall against the Authority's context and the ability of
the pupil cohort the school's performance is:
·
Improved and satisfactory for seven year olds (Year 2 in
Primary school);
·
Significantly improved for eleven year olds (Year 6 in
Middle school);
·
No further gains but significant improvement of 2003
sustained for fourteen year olds (Year 9 in High school);
·
Unsatisfactory for GCSE (Year 11 in High school);
·
Satisfactory for Post 16 AS/A/AVCE accreditation;
·
Unsatisfactory for boys at eleven and fourteen.
Performance
is improved with the gaps between the Authority, statistical neighbours and
national indicators closed in many areas. However, though gains have been made,
the overall school performance would still be seen to be unsatisfactory.
National tests for seven year olds
- Key Stage 1 (Year 2 in Primary schools)
6. Results have been
maintained at broadly in line to just above the national position for a four
year trend.
|
|
|
|||
|
|
LEA |
Statistical
N |
National |
SE Region |
|
2004 %Pupils L2+ |
|
|
|
|
|
Reading |
86 |
86 |
84 |
85 |
|
Writing |
84 |
82 |
81 |
83 |
|
Mathematics |
93 |
91 |
90 |
91 |
The table below displays the performance for seven year olds
by cluster.
|
|
Performance by Cluster |
|||||
|
|
LEA |
Carisbrooke |
Cowes |
Medina |
Ryde |
Sandown |
|
2004 %Pupils L2+ |
|
|
|
|
|
|
|
Reading |
|
|
|
|
|
|
|
Boys |
84 |
87 |
79 |
91 |
87 |
77 |
|
Girls |
91 |
90 |
90 |
93 |
91 |
93 |
|
All |
86 |
88 |
84 |
92 |
89 |
85 |
|
Writing |
|
|
|
|
|
|
|
Boys |
79 |
85 |
75 |
87 |
79 |
73 |
|
Girls |
91 |
92 |
90 |
92 |
91 |
90 |
|
All |
84 |
88 |
82 |
89 |
84 |
81 |
|
Mathematics |
|
|
|
|
|
|
|
Boys |
92 |
96 |
92 |
94 |
93 |
88 |
|
Girls |
95 |
96 |
93 |
95 |
95 |
95 |
|
All |
93 |
96 |
93 |
94 |
94 |
91 |
8.
In all
areas of performance for seven year olds the Authority is in the top 50% of
Local Authorities nationally. For mathematics at level 2+ and level 2B+
performance is in the top quartile. Minor weaknesses exist in the performance
of girls in mathematics, boys in reading and writing and boys and girls in
reading at level 2B+, where comprehension is a more significant factor in the
tests. Standards are in line or slightly above the expectation for
the Authority when taken against the Authority's context of some disadvantage.
Statistical neighbour and national indicators are mostly A’s with some B’s for
the key performance indicators. At key stage 1 most pupils meet or exceed their
age expectation and achieve what they should.
National tests for eleven year
olds - Key Stage 2 (Year 6 in Middle schools)
9. Standards are improved when taken
against the Authority's context. However, statistical neighbour and national
grade indicators are still mostly D’s, lower quartile, for English and
mathematics. Boys and girls performance in reading is a C and boys performance
in mathematics and girls performance in writing are also C’s. In science
performance is a B. The year on year significant improvement in 2004 gave the
Authority A’s for all areas other than girls performance in mathematics which
is a D, lower quartile, and boys performance at the higher level 5 in English
which is a C. Boys performance and writing still remain as the significant
issues and effort must focus to closing the gap to a minimum of 7% in all
schools.
A positive
factor is the increasing performance of some schools with the most
disadvantage. This provides a challenge to those who have less disadvantage but
have not made the same gains.
|
Key Stage 2 |
|
|||
|
|
LEA |
Statistical
N |
National |
SE
Region |
|
2004 %Pupils L4+ |
|
|
|
|
|
English |
74 |
78 |
77 |
78 |
|
Mathematics |
70 |
75 |
74 |
74 |
|
Science |
87 |
87 |
86 |
86 |
The table below displays the performance for eleven year
olds by cluster.
|
|
Performance by Cluster |
|||||
|
|
LEA |
Carisbrooke |
Cowes |
Medina |
Ryde |
Sandown |
|
2004 %Pupils L4+ |
|
|
|
|
|
|
|
English |
|
|
|
|
|
|
|
Boys |
68 |
75 |
74 |
54 |
59 |
71 |
|
Girls |
80 |
79 |
81 |
75 |
81 |
84 |
|
All |
74 |
77 |
77 |
64 |
70 |
77 |
|
Mathematics |
|
|
|
|
|
|
|
Boys |
73 |
84 |
82 |
63 |
60 |
70 |
|
Girls |
67 |
75 |
70 |
60 |
66 |
61 |
|
All |
70 |
79 |
77 |
62 |
63 |
66 |
|
Science |
|
|
|
|
|
|
|
Boys |
87 |
95 |
93 |
84 |
78 |
84 |
|
Girls |
87 |
90 |
89 |
91 |
89 |
81 |
|
All |
87 |
93 |
91 |
87 |
84 |
82 |
10. In 2004 there was an improvement in the
number of schools with results below the floor target of 65% of pupils
achieving level 4+ in English, with only two schools below this position.
However, there was an increase in the number of schools below the floor target
of 65% in mathematics from six, in 2003, to seven in 2004. Two schools were
below the combined floor target for performance in English and mathematics. The
volatility of performance in this area is partly related to issues of
recruitment and retention, particularly in mathematics, and aspects of school
size, which are being addressed in the current school organisation debate.
11.
The
value added figure for key stage 1 to 2 performance is 99.4, which is slightly
below the 2003 figure of 99.5. Currently value added performance from Year 3 to
Year 6 is weak and places the Authority in the lower quartile nationally.
12.
Whilst
the significant improvement in performance for eleven year olds in 2004 is
welcomed. There needs to be further improvement in 2005 to ensure that the
value added between Years 3 and 6 is increased.
National tests for fourteen year
olds - Key Stage 3 (Year 9 in High schools)
13.
The national tests for fourteen
year olds have been subject to a number of moderation and marking problems in
2004, which have affected overall school performance and the robustness of
results. Most of the local English scripts required remarking and the science
test was set at the wrong assessment level in some areas, which had the effect
of depressing final marks.
14.
The table below sets out the final
performance.
|
Key Stage 3 |
|
|||||
|
|
LEA - 2003 |
National - 2004 |
LEA 2004 |
|||
|
|
%Pupils L5+ |
%Pupils L6+ |
%Pupils L5+ |
%Pupils L6+ |
%Pupils L5+ |
%Pupils L6+ |
|
English |
66 |
29 |
71 |
|
65 |
23 |
|
Mathematics |
69 |
44 |
73 |
52 |
69 |
46 |
|
Science |
70 |
40 |
66 |
34 |
63 |
29 |
|
ICT |
69 |
N/A |
|
|
72 |
21 |
The table below displays the performance for seven year olds
by cluster.
|
Key Stage 3 |
Performance by Cluster |
|||||
|
|
LEA |
Carisbrooke |
Cowes |
Medina |
Ryde |
Sandown |
|
2004 %Pupils L5+ |
|
|
|
|
|
|
|
English |
65 |
70 |
76 |
46 |
67 |
68 |
|
Mathematics |
69 |
73 |
69 |
62 |
68 |
75 |
|
Science |
63 |
69 |
63 |
55 |
70 |
64 |
|
ICT |
72 |
75 |
69 |
61 |
76 |
75 |
15.
In
most areas the strong improvement of 2003 has been sustained. Issues within the
test can account for some of the fall back in science, but this is an area
where the overall 2003 improvement has not been fully sustained in 2004. With the exception of boys' performance in
mathematics and girls' performance in science, where the performance grades are
D’s, lower quartile, then the other key indicators are C’s for fourteen year
olds. Year on year improvement is a grade of A for girls in mathematics but
mostly D’s, lower quartile, for the other key indicators.
16.
Only
one school is below the floor target threshold of 50% of pupils achieving L5+.
This is in English. The value added indicator from key stage 2 to key stage 3
at 99.9 is similar to that in 2003 and is satisfactory overall.
Key Stage 4 GCSE/GNVQ (Year 11 in High schools)
17. GCSE results in 2004 were
disappointing overall.There was a small decline on the key indicator of pupils
achieving five or more A*-C grades from 44.3% in 2003 to 43.9% in 2004. A
similar decline was also evident in the 5+A*-G indicator from 84.9% in 2003 to
82.2% in 2004. However, within this weak performance there was a positive
improvement at both the 5+A*-C and 5+A*-G indicators for boys, with the year on
year improvement for 2004 in the top 50% of Local Authorities. However, overall
GCSE performance on almost all indicators is graded D and in the lower quartile
of Local Authorities.
18. 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 is now over 8% in 2004.
19.
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 31% of the cohort, in 2004, is well
below that nationally and the single greatest impediment to improved GCSE
performance.
20. No schools are below the
floor target of 30% of pupils achieving 5+A*-C at GCSE but the value added
indicator at 98.7 is low.
Post 16 Performance
21.
Overall AS/A/AVCE pass rates
remained broadly in line with the provisional national indicators with a
significant proportion of students gaining passes in the higher A-C range,
though the proportion gaining passes at grade A was well below that nationally.
22.
Whilst the overall Post 16
indicators are satisfactory there remains some question over the range and
match of accreditation to the learning needs of all students. This is being
addressed through the joint Authority and LSC action plan, resulting from the
2003 OFSTED 14-19 Area Review.
Exclusions
23. Permanent Exclusions:
There were ten permanent exclusions
in 2003/4. Two of these were from residential special schools, one from the
primary sector and seven from middle schools.
Permanent exclusions have remained
reasonably static over the last five years. The Isle of Wight is featured on
the DfES ‘good practice’ website and measures recently introduced by the DfES
regarding managed transfers and re-integration protocols have been in place for
several years locally.
24. Fixed Term Exclusions:
In 2003/4 there were 940 fixed term
exclusions; 203 of these were for one day or less and the majority 828 were for
5 days or less.
In total 616 pupils were excluded,
the majority of whom (422) were excluded only once.
There are three main reasons for
exclusion: persistent disruptive behaviour (238), physical abuse towards other
pupils (232) and verbal abuse to staff (215).
Fixed term exclusions have risen
over the last 5 years from 345 in 1999/2000 to 940 in 2003/4.
25. There
is variation in the number of exclusions by school cluster: the Ryde cluster
excluding most frequently.
Attendance
26. Overall provisional DfES
figures for 2003/04 indicate a continued improvement in primary and secondary
attendance from that in 2002/03. Island secondary attendance has improved at a
faster rate in 2003/04 than that of primary.
In secondary in 2003/04 the gap between local authorised attendance and
that nationally has closed, whilst in primary it has slightly widened.
|
Attendance |
|
||
|
|
Total Absence |
Authorised Absence |
Unauthorised Absence |
|
LEA Primary |
5.69 |
5.59 |
0.10 |
|
National Primary |
5.49 |
5.08 |
0.41 |
|
|
|
|
|
|
LEA Secondary |
7.88 |
7.08 |
0.80 |
|
National Secondary |
8.07 |
6.93 |
1.14 |
Unauthorised absence is
not a significant issue but the overall rate of authorised absence remains
above that nationally.
27. Effective links are now
being made between attendance and pupil achievement. The work of the joint work
Education Welfare Service and the Key Stage 3 Consultant for Attendance and
Behaviour is having a positive impact.
CONSULTATION PROCESS
The data and information in this report has been shared with the Executive and schools. Final validated school performance will be publicly reported in the national performance tables during December. This information will be made available to members as it is published.
FINANCIAL, LEGAL, CRIME AND DISORDER IMPLICATIONS
The report itself does not have any financial or legal
implications.
BACKGROUND PAPERS USED IN THE PREPARATION OF THIS REPORT
DfES First
release data
DfES Local
Authority Matrix data
IFD - data
analysis
OFSTED LEA
Profile 2003/04
Note : This
item will be supported by a powerpoint presentation
Contact
Point : Keith Simmonds Principal Inspector - 823405 - [email protected]
COUNCILLOR JILL WAREHAM
Portfolio Holder for Children’s
Services