education and skills contents...degree (for example ba, bsc), higher degree (for example ma, phd,...

Leadership Support Team, Dover District Council, State of the District 2017 | EDUCATION AND SKILLS

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EDUCATION AND SKILLS CONTENTS

EDUCATION AND SKILLS .................................................................................................................. 1 1. QUALIFICATION LEVELS ............................................................................................................ 3

a) Annual Population Survey ........................................................................................................... 3 b) Census 2011 ............................................................................................................................... 4

2. EDUCATION PROVISION IN THE DOVER DISTRICT ................................................................. 5 a) Pre-School (0-4 years) ................................................................................................................ 5 b) Primary, Secondary and Special Schools ................................................................................... 5 c) Independent Schools in the Dover District.................................................................................. 7

3. SCHOOL POPULATION ............................................................................................................... 8 a) Number of pupils ......................................................................................................................... 8 b) Pupil Characteristics .................................................................................................................... 8 c) Pupil Ethnicity ............................................................................................................................ 10

4. EARLY YEARS PERFORMANCE .............................................................................................. 11 a) Prime Learning Goals................................................................................................................ 11

5. PRIMARY SCHOOL PERFORMANCE ....................................................................................... 11 a) Key Stage 1 ............................................................................................................................... 11 b) Key Stage 2 ............................................................................................................................... 12

Achieving higher than the expected standard in reading, writing and maths ......................... 14 Average scaled score ........................................................................................................... 14 Average Progress Score ...................................................................................................... 16

6. SECONDARY SCHOOL PERFORMANCE ................................................................................. 17 a) 2016 Performance Tables ......................................................................................................... 17

Progress 8 ............................................................................................................................ 17 Attainment 8 ......................................................................................................................... 18 Grade C or better in English & maths ................................................................................... 19 English Baccalaureate .......................................................................................................... 19

b) 2017 Performance Tables - PROVISIONAL ............................................................................. 20 Progress 8 - Provisional ....................................................................................................... 21 Attainment 8 - Provisional ..................................................................................................... 21


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Grades 5 and 4/C or better in English & maths – Provisional ............................................... 22 English Baccalaureate – Provisional .................................................................................... 23

7. POST-16 ATTAINMENT ............................................................................................................. 23 a) A-Level Attainment 2016 ........................................................................................................... 23

Progress score ..................................................................................................................... 23 Average result ...................................................................................................................... 24 AAB in at least 2 facilitating subjects .................................................................................... 25

b) Vocational Attainment ............................................................................................................... 25 Applied general qualifications ............................................................................................... 25 Technical level qualifications ................................................................................................ 26

8. OFSTED INSPECTIONS: Overall Effectiveness ......................................................................... 26 9. FURTHER EDUCATION PROVIDERS ....................................................................................... 27

10. NOT IN EMPLOYMENT, EDUCATION OR TRAINING (NEET) .................................................. 28 a) Kent NEETs ............................................................................................................................... 28 b) Dover District NEETs ................................................................................................................ 29


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1. QUALIFICATION LEVELS a) Annual Population Survey

The UK Annual Population Survey (APS) is a continuous household survey, covering a range of topics including education. It should be noted that sample sizes at district level are fairly small, and district-level time series for workforce qualifications can be volatile.

Source: ONS annual population survey

• Skill levels and educational attainment in the resident population in the Dover district are generally low compared to county, region and national averages: o 22,500 people are educated to NVQ4 and above (18,600 in 2015). o 34,000 people are educated to NVQ3 and above (31,300 in 2015) o 47,400 people are educated to NVQ2 and above (46,600 in 2015) o 58,300 people are educated to NVQ1 and above (57,900 in 2015) o 6,500 people have other qualifications (NVQ) (5,000 in 2015) o 3,600 people do not have any qualifications (NVQ) (4,100 in 2015)

Source: ONS annual population survey

• The percentage of people in the Dover district with no qualifications has fallen overall from

11.1% in 2011 to 5.2% in 2016. • The percentage of people qualified to NVQ4 and above has risen from 26.9% in 2011 to 32.9%

in 2016.

% with NVQ4+ % with NVQ3+ % with NVQ2+ % with NVQ1+% with otherqualifications

(NVQ)

% with noqualifications

(NVQ)Dover 32.9 49.7 69.5 85.3 9.4 5.2Kent 36.9 54.4 73.2 86.6 6.5 6.9South East 41.4 60.2 77.5 88.8 5.8 5.5Great Britain 38.2 56.9 74.3 85.3 6.6 8.0

020406080

100

Qualification Levels in the Dover District (January to December 2016)

020406080

100

Jan-Dec 2011 Jan-Dec 2012 Jan-Dec 2013 Jan-Dec 2014 Jan-Dec 2015 Jan-Dec 2016

Qualification Levels in the Dover District, 2011 to 2016

% with NVQ4+ % with NVQ3+

% with NVQ2+ % with NVQ1+

% with other qualifications (NVQ) % with no qualifications (NVQ)


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b) Census 2011 • The Census also collated information on qualifications gained by residents aged 16 and over

in the Dover district. It is a count of all people and households and thus the dataset is very comprehensive and accurate.

• As at the time of the Census, a quarter of residents in the Dover district aged 16-74 years (22,885 people) do not have any qualifications. 20,071 people have level 4 qualifications and above.

Source: ONS 2011 Census

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Highest level of qualification, Census 2011 (percentage)

Dover Kent South East England

0

5

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15

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30

35

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No

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Qualifications Gained, Census 2011

Dover Kent South East England


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2. EDUCATION PROVISION IN THE DOVER DISTRICT a) Pre-School (0-4 years)

0-4 Year Provision (January 2017) Nursery School / Units Early Years Settings Children’s Centres

3 64 7 Source: KCC - KELSI, Management Information

• Between January 2016 and January 2017, the number of nursey school units remained the

same, with the roll increasing from 72 to 77 pupils. However, the number of early years settings in the district fell from 77 to 64, with the number of children attending dropping from 1,704 to 1,625. The number of Children’s Centres has remained unchanged. Although the number of children registered at any Children’s Centre in the district increased over the calendar year from 772 to 1,865 children, the total number of visits over this period fell from 31,470 to 23,2321.

b) Primary, Secondary and Special Schools

State Funded Schools (January 2017) Total Primary 41 Total Secondary 09 Total Secondary & Primary 50 Total incl. Community Special Schools 52 Source: KCC - KELSI, Management Information

• There are 50 Secondary and Primary Schools

in the Dover district, 17 of which are academies (11 Primary and 6 Secondary).

• There are also two special schools in the district: Elms School and Portal House School (1 x Behaviour & Learning SEN need and 1 x behavioural, Emotional & Social SEN need).

Source: KCC - KELSI, Management Information

Primary Schools • As of January 2017, there are 8,554 pupils

enrolled in primary schools in the district. • Total roll has increased from 7,956 in 2013

(+7.5%). • Primary Capacity is 9,140 pupils.

Secondary Schools • As of January 2017, there are 7,465 pupils

enrolled in secondary schools in the district. • Total roll has decreased from 8,042 in 2013

(-7.2%) • Secondary Capacity is 8,310 pupils.

Special Schools As of January 2017, there are 152 children enrolled at one of the two Special Schools in the district. 1 Children may visit more than one setting so double counting within areas and districts will occur.

1 1

9

1 1

28

State Funded Primary Schools in the Dover District, January 2017

Academy Infant

Academy Junior

AcademyPrimary

Infant

Junior

1

4 1

2

1

State Funded Secondary Schools in the Dover District, January 2017

AcademyGrammar

Academy High

Academy WideAbility

Grammar

Wide Ability


6


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c) Independent Schools in the Dover District • Also known as ‘private schools’, independent schools charge fees to attend instead of being

funded by the government. Pupils do not have to follow the national curriculum. All independent schools must be registered with the Department for Education2 (DfE) and are inspected regularly.

• Independent special schools are equivalent to an independent school, catering wholly or mainly for children with special educational needs.

• The Independent Schools Inspectorate3 (ISI) is the body approved by the Secretary of State for the purpose of inspecting schools belonging to Independent Schools Council (ISC) Associations.

• There are three Independent Schools in the district that belong to ISC Associations: o St Faith’s At Ash School Limited: Other independent school

St. Faith’s Prep School4 is a proprietorial school founded in 1987. It is a co-educational, non-selective, day school for pupils aged 2 to 11 years (no boarders). The current owner, St. Faith’s at Ash School Limited, part of the Wishford Schools group, acquired it in 2012, and provides governance through the sole director who is supported by an advisory board. The school is centred around a Victorian villa near the centre of the village of Ash. According to the DfE website, the school has a capacity of 260 pupils (232 pupils on the roll at the last ISI inspection). St Faith's at Ash School has sought and gained accreditation to an ISC Association in 2016. The school has not yet had a full ISI inspection but the integrated inspection5 found the school to be highly successful in meeting its aims, with excellent pupil personal development and governance. There is no performance data (Key Stage 2) available / applicable on the Department for Education website.

o Northbourne Park School, Betteshanger, Deal: Other independent school Northbourne Park School6 opened in 1936. It is a co-educational boarding and day school for pupils from the ages of 3 to 13 years. The school is a charitable trust overseen by a board of Governors. According to the DfE website, the school has a capacity of 187 pupils (177 pupils on the roll at the last ISI inspection). The latest educational quality7 inspection, in May 2017, found that the quality of the pupil’s academic and personal development is excellent. There is no performance data (Key Stage 2) available / applicable on the Department for Education website.

o Dover College, Effingham Crescent, Dover: Other independent school Dover College8 is a non-selective co-educational boarding and day school for pupils from the ages of 3 to 18 years. Founded in 1871 and reconstituted by Royal Charter in 1923, it is based in the grounds of a former Benedictine priory in the centre of Dover. The school is a charitable trust , administered by a board of Governors, who are supported in practice by a smaller body known as the council. According to the DfE website, the school has a capacity of 478 pupils (289 pupils on the roll at the last ISI inspection). The latest regulatory compliance9 inspection, in February 2017, found the teaching enables pupils to make good progress. There is no performance data (Key Stage 2, Key Stage 4) available / applicable on the Department for Education10 website. A-level performance in 2016 is recorded: Progress score & description 0.05 Average. Average result: Grade C; Point Score 29.24.

2 get-information-schools.service.gov.uk/# 3 www.isi.net/ 4 www.stfaithsprep.com/ 5 www.isi.net/school/st-faith-s-at-ash-school-8869?results=true 6 www.northbournepark.com/ 7 www.isi.net/school/northbourne-park-school-6740?results=true 8 www.dovercollege.org.uk/ 9 www.isi.net/school/dover-college-6400?results=true 10 compare-school-performance.service.gov.uk/

https://get-information-schools.service.gov.uk/

https://www.isi.net/

http://www.stfaithsprep.com/

https://www.isi.net/school/st-faith-s-at-ash-school-8869?results=true

https://www.compare-school-performance.service.gov.uk/

https://www.northbournepark.com/

https://www.isi.net/school/northbourne-park-school-6740?results=true


http://www.dovercollege.org.uk/

https://www.isi.net/school/dover-college-6400?results=true

https://www.isi.net/school/dover-college-6400?results=true



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• There are five ‘Other Independent’ and ‘Other Independent Special Schools’ in the district, registered with the DfE. These schools are inspected by Ofsted: o Beech Grove, Forest Drive, Nonington: Other independent school

Beech Grove is described as a selective (grammar) day school for pupils aged 4 to 19 years (no boarders). The school capacity is 120 pupils.

o Sallygate School, Crabble Hill, Dover: Other independent special school Sallygate School is described as a co-educational school for pupils aged 8 to 17 years. The school capacity is 45 pupils.

o Learning Opportunities Centre Secondary, Ringwould: Other independent special school Learning Opportunities Centre Secondary is described as a co-educational school for pupils aged 10 to 19 years (no boarders). The school capacity is 30 pupils.

o Ripplevale School, Ripple, Deal: Other independent special school Ripplevale School is described as a boarding school for boys aged 6 to 18 years. The school capacity is 100 pupils.

o Brewood Secondary School, London Road, Deal: Other independent special school Brewood Secondary School is described as a co-educational school for pupils aged 11 to 18 years (no boarders). The school capacity is 30 pupils.

• There is no performance data (Key Stage 2, Key Stage 4, A-level) available / applicable on these ‘Other Independent’ and ‘Other Independent Special Schools’ on the Department for Education website.

3. SCHOOL POPULATION

a) Number of pupils • At the time of the January School Census 2017, there are a total of 16,171 pupils in school

(nursery years through to Year 14) in the Dover District. This is up from 16,025 in 2016 (+0.9%). • Of the 1,260 Year 11 leavers in July 2016, 1,081 (85.8%) continued in education either in

school or college. 57 (4.5%) entered into either employment with or without training. 19 (1.5%) became classed as Not in Education, Employment or Training (NEET). The remainder of the pupils are unknown, moved away / unavailable.

b) Pupil Characteristics


9.3

2.6

13.9

8 8.9

2.9

11.9 10.5

11.6

2.8

15.1

02468

10121416

With SEN Support With Statement / EHCPlan

Free School Meals English not as a firstlanguage

Pupil Characteristics January 2017 (percentage of total pupils)

Dover Kent National

https://get-information-schools.service.gov.uk/




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• Of the total number of pupils in the district, 8% do not have English as their first language, up from 7.7% in 2015. This is lower than the average for Kent (10.5%). National figures are not available.

• 13.9% of pupils in the district are eligible for free school meals, which is down from 15.5% in 2015. This is higher than the Kent average (11.9%) but lower than the national figure (15.1%).

• 11.9% of pupils in the district have Special Educational Needs, which is down from 12.7% in 2015. This compares to 11.8% across Kent and 14.4% nationally.

0

5

10

15

2014 2015 2016 2017

English as an Additional Language, 2014 to 2017 (percentage)

Dover Kent

0

5

10

15

20

2014 2015 2016 2017

Free School Meals, 2014 to 2017 (percentage)

Dover Kent

0

5

10

15

20

2014 2015 2016 2017

Special Educational Needs, 2014 to 2017 (percentage)

% Total SEN % SEN Support % SEN Statement / EHC Plan


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c) Pupil Ethnicity


• The majority of pupils (92.3%) in the Dover district are White (including White British, Irish,

Gypsy Roma, Traveller of Irish Heritage). This is higher than the average for Kent (86.8%). • Of these, 86.5% of pupils in the district are White British, compared to 80.2% in Kent.


Pupil Ethnicity in the Dover District, January 2017

White British (86.5%)

Other White (5.8%)

Asian or Asian British (2.1%)

Black or Black British (0.8%)

Mixed / Dual Background (3.6%)

Chinese (0.2%)

Any Other Ethnic Group (0.5%)

Refused (0.4%)

Not Obtained / Not Stated (0.3%)

0

5

10

15

20

25

2014 2015 2016 2017

Minority Ethnic, 2014 to 2017 (percentage)

Dover Kent


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4. EARLY YEARS PERFORMANCE a) Prime Learning Goals

Source: Management Information, KCC

• ‘Good level of development’ refers to pupils achieving at least the expected level in the Prime Areas of Learning plus Literacy and Mathematics Early Learning Goals.

• In 2017, 74.3% of pupils in the Dover district achieved a good level of development, which is up from 69.7% in 2014.

• This is above the national (70.7%) and Kent (74.2%) averages.

5. PRIMARY SCHOOL PERFORMANCE a) Key Stage 1

Source: Management Information, KCC • Curriculum changes in 2016 mean that no reasonable comparisons can be made with

attainment in previous years. • In 2017, the percentage of pupils achieving the expected standard or above in reading,

writing and maths at Key Stage 1, was higher than the national and Kent averages.

01020304050607080

2014 2015 2016 2017

Pupils achieving a good level of development, 2014 to 2017 (percentage)

Dover Kent National

2016 2017 2016 2017 2016 2017Reading Writing Maths

Dover 80.5 79.3 73.2 73.6 79.1 78.4Kent 78 79 71 72 78 78National 74 75.5 65 68.2 73 75.1

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Pupils achieving expected standard or above, 2016 and 2017 (percentage)


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b) Key Stage 2 • The headline measure for primary schools is the percentage of pupils getting Level 4 or above

in all of reading, writing and maths. • The government introduced tougher tests for final year primary school children in summer 2016.

The changes mean that comparisons cannot be drawn on previous years' results. • In addition to the new national SATS tests in reading, writing and maths (the "Three-Rs"), Year

6 children also sat a spelling and grammar test. Until 2015, SATS tests were graded on levels – for example Level 4 was the expected level for children finishing primary school, but these levels have now been scrapped. Instead, parents are given their child's raw scores (the marks they get) and whether or not they have reached the expected level. The reading and maths test scores are given on a scale of 80 to 120 - with a score of 100 or more meaning a pupil is meeting the expected standard. For writing - which is teacher assessed - meeting the expected standard means the pupil was considered to be on target or working at a greater depth.

• The government's expectation is that 65% of pupils in each school should meet the new expected standard in the "Three Rs".


• In summer 2017, 66.7% of schools in the Dover district achieved the expected standard or above in reading, writing and maths. This is an improvement from 59.9% in summer 2016 and is above the county and national averages.

59.9 66.7

58 64

53 61

01020304050607080

2016 2017

Pupils achieving the expected standard or above in Reading, Writing and Maths, 2016 and 2017 (percentage)

Dover Kent National


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0

10

20

30

40

50

60

70

80

90

100

Pupils achieving expected standard in reading, writing and maths, 2015 to 2017 (percentage)

2015 2016 2017


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• The Department of Education will update the Key Stage 2 Performance Tables in December 2017. This will provide further information regarding the overall performance of the primary schools in our district. The following information relates to summer 2016.

Summer 2016 • In summer 2016, 16 schools in the Dover district achieved the government target for

65% of children to achieve the expected standard in reading, writing and maths. Temple Ewell CofE school saw 95% of its Year 6 children achieve the expected standard. 27 schools in the district were above the national average of 53%. 11 schools fell below the national average, with only 19% of Year 6 pupils at Aycliffe Community achieving the expected standard in reading, writing and maths.

• With regards Year 6 pupils achieving higher than the expected standard, Eastry CofE primary school had the highest percentage with 19%, followed by Hornbeam with 14%. Achieving higher than the expected standard in reading, writing and maths

Source: Department of Education Performance Tables

Average scaled score • In summer 2016, the reading and maths tests are reported as scaled scores on a scale

of 80 to 120, with a score of 100 or more meaning a pupil meets the expected standard. • A pupil’s scaled score is based on the total marks a student scores in a test - also known

as their 'raw score'. The Department for Education (DfE) develops tests each year to the same specification, but because the questions must be different, the difficulty of tests may vary slightly each year. Thus the DfE must convert the raw scores pupils get into a scaled score, to make sure accurate comparisons can be made. Every scaled score will represent the same level of attainment for a pupil each year, so 103 in 2016 will mean the same as 103 in 2017.

• A scaled score of 100 will always represent the expected standard on the test. Pupils scoring 100 or more will have met the expected standard. A school's scaled score will be taken as an average of all the eligible pupils' scaled scores in the year group.

02468

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Primary Schools in the Dover District - Year 6 Children achieving higher than expected standard in reading, writing and maths, summer 2016


15

Average scaled score in English

Average scaled score in maths

Aycliffe Community 98 98 Aylesham 100 100 Barton Junior 105 106 Capel-le-Ferne 100 103 Cartwright and Kelsey CofE 103 101 Charlton CofE 103 102 Deal Parochial CofE 106 103 Eastry CofE 105 105 Eythorne Elvington Community 103 109 Goodnestone CofE 102 101 Green Park Community 104 105 Guston CofE 104 108 Hornbeam 104 106 Kingsdown and Ringwould CofE 109 108 Langdon 104 106 Lydden 103 105 Nonington CofE 98 98 Northbourne CofE 105 102 Preston 106 105 Priory Fields 102 103 River 105 104 Sandwich Junior 104 106 Sholden CofE 106 104 Sibertswold CofE 104 106 St Josephs Catholic 103 103 St Margaret's-at-Cliffe 106 105 St Martin's School 101 99 St Mary's Catholic, Deal 103 104 St Mary's CEP School, Dover 104 101 St Richard's Catholic, Deal 107 105 Temple Ewell CofE 110 106 The Downs CofE 104 102 Vale View Community 98 99 Warden House 98 100 White Cliffs 99 100 Whitfield and Aspen 102 101 Wingham 105 103 Worth 99 103 NATIONAL AVERAGE 103 103 Source: Department of Education Performance Tables • In summer 2016, 33 primary schools achieved the expected standard in English and 35

primary schools achieved the expected standard in maths. • Temple Ewell primary school achieved the highest average scaled score in English (110)

and Eythorne Elvington Community primary school achieved the highest average scaled score in maths (109).

• Aycliffe Community, Nonington CofE and Vale View Community primary schools’ fell below the expected standard in both English and maths.


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Average Progress Score • The new progress measures aim to capture the progress that pupils make from the end of key

stage 1 to the end of primary school (key stage 2) in reading, writing and maths separately. In this measure, pupils’ results are compared to the actual achievements of other pupils nationally who started at a similar level.

• Pupils are organised into groups with other students nationally who were working at a similar level in key stage 1. The average key stage 2 score for each group is then worked out. An individual pupil's progress score is worked out by calculating the difference between their actual key stage 2 score and the average key stage 2 score of the group. The school's progress score is calculated by taking an average of all pupils' progress scores.

• A school must achieve at least -5 in English reading, -5 in mathematics and -7 in English writing to reach the floor standard (where '0' means that pupils in a school made the same progress as those with similar prior attainment nationally).

Dover District Summer 2016

Average Progress score

Writing


Reading


Maths Aycliffe Community 4.6 -1.7 -1.8 Aylesham -2.8 -3.3 -3.6 Barton Junior 1.3 3.2 4 Capel-le-Ferne -1 -4.4 -1.6 Cartwright and Kelsey CofE 0.5 0.3 -2.4 Charlton CofE 1.5 0.4 -1.2 Deal Parochial CofE 3.5 2.4 -0.7 Eastry CofE 4.3 3.8 2.7 Eythorne Elvington Community -1.7 -3 1.5 Goodnestone CofE 0.1 1.5 0.3 Green Park Community 3.4 3.3 3.4 Guston CofE 1.2 0.5 4.8 Hornbeam -0.3 0.7 2.3 Kingsdown and Ringwould CofE -2.6 1.9 2.5 Langdon 2 1.2 3.2 Lydden 2.5 1.3 1.7 Nonington CofE -0.9 -1.2 -1.5 Northbourne CofE -1 3.3 -0.4 Preston 1 2.7 1.2 Priory Fields 2.1 0.3 0.4 River 2.6 1.2 0.7 Sandwich Junior 5.8 1.6 2.7 Sholden CofE 0.2 2.8 0.7 Sibertswold CofE 0.4 0.3 1 St Josephs Catholic -0.8 1.3 0.9 St Margaret's-at-Cliffe 1.6 1.1 0 St Martin's School 4.7 -1 -3.1 St Mary's Catholic, Deal 1.5 1 0.6 St Mary's CEP School, Dover -0.2 2.2 -1.4 St Richard's Catholic, Deal 1.1 1 -1.2 Temple Ewell CofE 0.4 5.7 3.2 The Downs CofE 0.5 1 -1.9 Vale View Community 2.3 -0.5 0.1


17

Dover District Summer 2016


Writing


Reading


Maths Warden House 0.5 -0.9 -0.1 White Cliffs -1.4 -4.4 -4.2 Whitfield and Aspen 1 0.4 -0.5 Wingham 2.6 2.1 -0.7 Worth -2.2 -5.7 -1 FLOOR STANDARD -7 -5 -5 Source: Department of Education Performance Tables

6. SECONDARY SCHOOL PERFORMANCE There have been changes to the curriculum in both 2016 and 2017, which means that it is not possible to make any reasonable comparisons with previous years. The results for 2016 and 2017 are shown separately below. a) 2016 Performance Tables Overall Performance Average

Progress 8 Score

Average Attainment 8

Score

% Achieving Grade C or better in

English & maths

% Achieving English

Baccalaureate Dover -0.10 48.7 58.9 20.4 Kent -0.04 50.4 63.7 29.5 National -0.03 49.9 63.3 24.8


Progress 8 • From summer 2016, secondary schools in England are measured on what is known

as Progress 8. • Progress 8 replaces the old measure - five or more good GCSEs, including maths and English -

as the benchmark for all secondary schools. Progress 8 assesses the progress pupils make between Key Stage 2 tests taken at the end of primary school and their performance in a specified mixture of eight subjects at the end of secondary school. Schools will be given a score based on how their pupils have progressed compared with the national average.

o A score above zero means pupils made more progress, on average, than pupils across England who got similar results at the end of key stage 2.

o A score below zero means pupils made less progress, on average, than pupils across England who got similar results at the end of key stage 2.

• A negative progress score does not mean pupils made no progress, or the school has failed, rather it means pupils in the school made less progress than other pupils across England with similar results at the end of key stage 2.

• A school will be deemed to be below the floor standard if their Progress 8 score is below -0.5.

The 2016 Progress 8 scores are divided into five groups: Well below average About 10% of schools Below average About 20% of schools Average About 40% of schools Above average About 25% of schools Well above average About 5% of schools


18

Source: Department of Education Performance Tables • In summer 2016, Dover Grammar School for Girls was classed as above national average; The

Goodwin Academy, Dover Grammar School for Boys, Duke of York’s Royal Military School, Sir Roger Manwood’s and St. Edmund’s Catholic School were classed as average and Astor College for the Arts, Dover Christ Church Academy and Sandwich Technology School were classed as below national average.

Attainment 8

• Schools get a score based on how well pupils have performed in up to 8 qualifications, which

include English, maths, 3 English Baccalaureate qualifications including sciences, computer science, history, geography and languages, and 3 other additional approved qualifications.


0.33 0.24

0.11 0.09 0.06

-0.03 -0.04 -0.09 -0.1 -0.22 -0.22

-0.39 -0.5-0.4-0.3-0.2-0.1

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65.9 65.3 61.7 54.7

50.4 50.1 48.7 45.3 43.4 42.3 41.2 40.8

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GCSE Results in the Dover District - Attainment 8 score, summer 2016 (number)


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• In summer 2016, four secondary schools in the Dover district achieved above the national average: Sir Roger Manwood’s (65.9), Dover Grammar School for Girls (65.3), Dover Grammar School for Boys (61.7) and Duke of York’s Royal Military School (54.7%).

Grade C or better in English & maths

Source: Department of Education Performance Tables • In summer 2016, four secondary schools in the Dover district achieved above the national

average: Dover Grammar School for Boys (99%), Dover Grammar School for Girls (98%), Sir Roger Manwood’s (98%) and Duke of York’s Royal Military School (77%).

English Baccalaureate

Source: Department of Education Performance Tables • The Government introduced the English Baccalaureate - or EBacc – in 2010 as a performance

measure to see how many pupils get a grade C or above in core academic subjects at GCSE. Core academic subjects consist of English, mathematics, history or geography, the sciences and a language.

99 98 98 77

63.7 63 58.9 55 41 40 40 35

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GCSE Results in the Dover District - Achieving the English Baccalaureate, summer 2016 (percentage)


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• Government plans means that all pupils who start year 7 in September 2015 will take the EBacc subjects when they reach their GCSEs in 2020

• In summer 2016, three secondary schools in the Dover district achieved above the national average: Dover Grammar School for Girls (86%), Sir Roger Manwood’s (68%) and Dover Grammar School for Boys (26%).

b) 2017 Performance Tables - PROVISIONAL The government has only published provisional results for summer 2017. Revised secondary school data will be published in January 2018. The information in this section is therefore incomplete and will be updated after that date.

• This summer’s GCSE candidates were the first to sit new, more rigorous exams as part of a shakeup to secondary school teaching and qualifications. The changes are designed to ensure pupils leave school better prepared for work or further study.

• The new GCSEs are “more challenging”, covering more content than in previous years. They have much less coursework and are linear in structure, rather than modular, with all exams at the end of a two-year course.

• They are graded from 9 to 1, with 9 being the highest grade, rather than A*-U. The new number scale aims to better differentiate between the highest performing pupils and distinguish clearly between the new and old exams.

• The old and new GCSE grading scales do not directly compare but there are three points where they align:

o The bottom of grade 7 is aligned with the bottom of grade A; o The bottom of grade 4 is aligned with the bottom of grade C; and o The bottom of grade 1 is aligned with the bottom of grade G.

• The Department for Education recognises grade 4 as a ‘standard pass’; this is the minimum level that pupils need to reach in English and maths (previously a ‘C’). If pupils fail to achieve a grade 4 or higher, they will need to continue to study these subjects as part of their post-16 education. There is no re-take requirement for other subjects.

• Fewer students will receive a grade 9 than would have received an A* under the old grading system.

• The new reformed GCSEs are being introduced gradually. The first exams for the reformed GCSEs in English language, English literature and maths were held in summer 2017, with results out in August 2017. The first exams for most other new GCSE subjects will take place in 2018 and 2019. All GCSE subjects will be revised by 2018 and examined by 2020.

• Between 2017 and 2019, GCSE exam certificates will have a combination of number and letter grades. By 2020, exam certificates will contain only number grades.

• Progress 8 will remain the government's primary accountability measure under this system. The Department for Education will publish figures detailing the proportion of pupils achieving both grade 4 and above and grade 5 and above. Grade 5 and above is recognised as a ‘strong pass’ – this will be one of the headline measures of school performance.


21

Progress 8 - Provisional • Progress 8 measures the progress made by pupils from primary school to secondary

school across eight qualifications. A score above ‘0’ means pupils in this school on average do better at KS4 than the national average. A school is considered below standard if their score is below -0.5.

The 2017 Progress 8 scores are divided into five groups: Well below average About 12% of schools Below average About 18% of schools Average About 40% of schools Above average About 18% of schools Well above average About 12% of schools


• In summer 2017, Dover Grammar School for Girls was classed as above national average; Sir

Roger Manwood’s, Dover Grammar School for Boys and St. Edmund’s Catholic School were classed as average; The Goodwin Academy and Sandwich Technology School were classed as below average; Astor College for the Arts and Dover Christ Church Academy were classed as well below average.

• The Duke of York’s Royal Military School does not have a value calculated because the school has less the 50% of pupils included in the calculation of the measure.

Attainment 8 - Provisional

• Schools get a score based on how well pupils have performed in up to 8 qualifications, which

include English, maths, 3 English Baccalaureate qualifications including sciences, computer science, history, geography and languages, and 3 other additional approved qualifications.

0.41

0.05

-0.03 -0.03 -0.11 -0.16 -0.31 -0.31

-0.54 -0.58

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Provisional GCSE Results in the Dover District - Progress 8 score, Summer 2017 (number)


22


• In summer 2017, four secondary schools in the Dover district achieved above the national average: Sir Roger Manwood’s (63.9), Dover Grammar School for Girls (61.8), Dover Grammar School for Boys (57.5) and Duke of York’s Royal Military School (49.1%).

Grades 5 and 4/C or better in English & maths – Provisional


• In summer 2017, three secondary schools in the Dover district achieved above the national

average for achieving Grade 5 and Grade 4/C or above in English and maths: Sir Roger Manwood’s (89% and 98%), Dover Grammar School for Girls (76% and 97%), and Dover Grammar School for Boys (75% and 94%).

63.9 61.8 57.5

49.1 46 44.2 39.7 37.2 36.2 36

31.9

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Provisional GCSE REsults in the Dover District - Attainment 8 score, summer 2017 (number)

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Provisional GCSE Results in the Dover District - Achieving Grade 5 and Grade 4/C or above in English and maths, summer 2017 (percentage)

% achieving Grade 5 or above in English and maths (strong pass)

% achieving Grade 4/C or above in English and maths (standard pass)


23

English Baccalaureate – Provisional


• In summer 2017, three secondary schools in the Dover district achieved above the national average for both measures – Grade 5/C or above and Grade 4/C or above: Dover Grammar School for Girls (68% and 78%), Sir Roger Manwood’s (65% and 68%) and Dover Grammar School for Boys (23% and 25%).

7. POST-16 ATTAINMENT • The Government will be releasing the performance tables for examination taken by pupils

aged 16-18 years in summer 2017, in January 2018. This information will be updated after that date.

a) A-Level Attainment 2016

Progress score • This is a value-added score and the figures tell you how much progress students who studied

A levels at a school or college made between the end of key stage 4 and the end of their A level studies, compared to similar students across England.

• The scores are calculated by comparing the A-level results of students at a school or college with the A level results of students in schools and colleges across England who started with similar results at the end of the previous key stage – key stage 4.

o A score above zero means students made more progress, on average, than students across England who got similar results at the end of key stage 4.

o A score below zero means students made less progress, on average, than students across England who got similar results at the end of key stage 4.

• A negative progress score does not mean students made no progress, or the school or college has failed, rather it means students in this school or college made less progress than other students across England with similar results at the end of key stage 4.

• The majority of schools and colleges have progress scores between -2 and +2.

68

65

24.7

23

19.5

13

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78

68

26.8

25

21.7

13

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Provisional GCSE Results in the Dover district - Achieving English Baccalaureate at Grade 5/C and Grade 4/C or above, summer 2017

(percentage)

% achieving EBacc at grade 5/C or above (strong pass)

% achieving EBacc at grade 4/C or above (standard pass)


24

Source: Department for Education Performance Tables

The 2016 Progress scores are divided into five groups: Well below average About 4% of schools Below average About 20% of schools Average About 60% of schools Above average About 12% of schools Well above average About 4% of schools

• In summer 2016, Dover Grammar School for Girls was classed as above national average;

The Goodwin Academy, Dover Christ Church Academy, Sir Roger Manwood’s, and Dover Grammar School for Boys were classed as average; Duke of York’s Royal Military, Sandwich Technology School and were Astor College for the Arts were classed as below average; and St. Edmund’s Catholic School was classed as well below average.

Average result

• These figures tell you the average grade and average points that students achieved per A

level entry. The number of points is based on the challenge and size of a qualification.

Source: Department for Education Performance Tables

0.14 0.03 0.02 0

-0.02 -0.05

-0.19 -0.19

-0.33

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A-level performance in the Dover District: Progress score, summer 2016

35.27 34.82 30.79 30.45 28.72

23.33 22.76 20.9 16.67 14.79 14.27

05

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A-level performance in the Dover District: Average point score per academic entry, summer 2016 (number)

B- C C C C D+ D+ D D- E+ E+


25

• Two schools in the district achieved above the national average: Dover Grammar School for

Girls (35.27) and Sir Roger Manwood School (34.82). • The average point score can also be expressed as a grade – these have been added to the

chart above for each of the schools – they range from a B- to E+.

AAB in at least 2 facilitating subjects • The Performance tables also show the number of students who gain good grades – at

least two As and a B – in so-called 'facilitating subjects'. These are subjects that are commonly seen as a route into leading universities. They are Biology, Chemistry, Physics, Mathematics, Further Mathematics, Geography, History, English Literature and Classical or Modern Languages.

• Two schools achieved above the England average of 13.9%: Dover Grammar School for Girls

(25.2%) and Sir Roger Manwood School (22.7%). • The results for three schools were suppressed, as the pupil numbers were very small:

Goodwin Academy, Dover Christ Church Academy and St. Edmund’s Catholic School. This is to make sure that pupils cannot be identified.

b) Vocational Attainment • Types of vocational qualifications include Applied General Qualifications and Technical Level

Qualifications.

Applied general qualifications

• Applied General Qualifications are government approved for schools to use and can count in performance tables (some vocational qualifications are not approved). It includes BTECs and OCR Cambridge qualifications as well as a range of other vocational courses. Applied General Qualifications are advanced (Level 3) qualifications that allow 16 to 19 year old students to develop transferable knowledge and skills. They are for students that want to continue their education through learning applied to a job area e.g. agriculture, business, health and social care, performing arts etc. Applied General Qualifications allow entry to a range of higher education courses, either by meeting the entry requirements in their own right or being accepted alongside other qualifications at Level 3 such as A-levels.

25.2 22.7 16.7

13.9 10.5

2.8 2.3 0 0 0 0 05

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A-level performance in the Dover District: Students achieving AAB or higher in at least 2 facilitating subjects, summer 2016 (percentage)


26

• In summer 2016, seven secondary schools in the Dover district entered pupils into applied general qualifications. Two schools achieved average point results above the national average of 34.69: Dover Grammar School for Boys (50) and The Goodwin Academy (36.5).

Technical level qualifications

• Tech levels are level 3 qualifications for students wishing to develop the specialist skills and

knowledge for a technical occupation or industry. They lead to recognised occupations, for example in engineering, IT, accounting or professional cookery.

• In summer 2016, three secondary schools in the Dover district entered pupils into tech qualifications. However, results from two of the schools have been suppressed (Dover Christ Church Academy and Dover Grammar School for Boys) due to low pupil numbers taking the qualification. The Goodwin Academy achieved an average result of 46.88 points, which is higher than the national average (30.77).

8. OFSTED INSPECTIONS: Overall Effectiveness Primary Schools Outstanding Good Requires

Improvement Inadequate Total

Number % Number % Number % Number % 2016 6 15.4 31 79.5 2 5.1 0 0.0 39 2017 9 22.5 30 75.0 1 2.5 0 0.0 40

Secondary Schools Outstanding Good Requires



50

36.5 35.11 34.69 31.67 31.16 30.22 30.14 28.68

0

10

20

30

40

50

60

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GoodwinAcademy,

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Duke ofYork's Royal

Military

16 to 18 Vocational Results: Applied General Qualifications average results, summer 2016 (points)

Dist*

Dist Dist Dist Dist- Dist- Dist- Dist-

Mer

it+


27

Special Schools Outstanding Good Requires



Source: KCC - KELSI, Management Information, May 2017

9. FURTHER EDUCATION PROVIDERS a) East Kent College • East Kent College11 is the leading further education provider in East Kent with campuses in

Dover, Folkestone and Broadstairs. The college’s corporate services are based at Discovery Park12 in Sandwich from where they also run a science-based curriculum in state-of-the-art laboratories on one of Europe’s largest life sciences and biotech hubs. This creates a unique learning environment with college students alongside scientists from some of the world’s leading pharmaceutical companies and biotech entrepreneurs.

• Across its three campuses, East Kent College offers a wide variety of further education and vocational training in areas including, construction and building trades, engineering, business and IT, travel and tourism, and hospitality.

• The College has been working with employers to upgrade training facilities and develop new courses matched to the needs of the local economy. This has led to multi-million pound investments in new training facilities, including: o A new Centre of Engineering and industry-standard plumbing and electrical workshops at

Dover campus o State-of-the-art digital and IT networking laboratories at Dover campus o Exciting, new travel and tourism facilities, including a full aircraft cabin interior at Dover

campus o New Science curriculum and industry-standard life sciences laboratories at East Kent

College, Discovery Park, Sandwich

b) Hadlow College • Hadlow College13 is the leading land-based college in the south east offering a wide range of

further and higher education courses in areas including agriculture and sustainability, countryside management, forestry and arboriculture, landscape, horticulture and design. It is developing plans for further and higher education at the Betteshanger Sustainable Park14. The £40 million scheme is being built on the 121 hectare site of the former Betteshanger colliery and will combine sustainable business and commerce; education and sustainable energy; and tourism. Phase one of the project will see the further development of the Betteshanger Country Park as a visitor destination with a new visitor and conference centre, Kent Mining Heritage Museum, Sustainable Energy Centre, landscape laboratory and eco-tourism. Future phases will see the development of incubator units, commercial research and development, and a new college campus.

c) Maritime Skills Academy • Viking Recruitment has built a £6.5 million Maritime Skills Academy15 at the Beechwood

Business Park in Dover. The facility provides vital training for the maritime industry with its extensive portfolio of Maritime and Coastguard Agency accredited STCW16 courses, refresher training and professional development courses.

11 eastkent.ac.uk/ 12 discovery-park.co.uk/ 13 hadlow.ac.uk 14 betteshanger-park.co.uk/about-us.html 15 maritimeskillsacademy.com/ 16 Standards of Training, Certification & Watchkeeping

https://www.eastkent.ac.uk/

http://www.discovery-park.co.uk/

http://www.discovery-park.co.uk/

https://hadlow.ac.uk/

https://www.betteshanger-park.co.uk/about-us.html

http://www.vikingrecruitment.com/

http://www.maritimeskillsacademy.com/


28

• The centre, set out over 3 floors, uses state-of-the-art technology, with the following on-site facilities: Flexible Training Suites; Marine Survival Complex; Fire Training Ground; Medical Training Suite; and Lifeboat Centre.

• Coming in Phase 2 of the development will be: Navigational and Engine Room Simulators; Electronic Chart Display and Information System; Conference room; and Restaurant.

d) Canterbury Christ Church University • With a tradition in teacher-training Canterbury Christ Church University17 has developed into a

multi-campus university with over 20,000 students. It is one of the leading providers of courses for public service careers in the south east with major course provision in areas including nursing and teaching. The university has a wide range of courses in arts and humanities, education, health and well-being, social and applied sciences.

10. NOT IN EMPLOYMENT, EDUCATION OR TRAINING (NEET) • A NEET is a young person who is Not in Education, Employment or Training. The ‘NEET group’

is not a uniform set of individuals – it covers both those who will be NEET for a short time while looking for opportunities and those who have major and often multiple issues and are at long-term risk of remaining disengaged. This group includes ‘generational NEETs’ – young people who come from families where the accepted norm is for adults to be unemployed. NEETs aged 16–18 years are of particular focus.

a) Kent NEETs

Source: Management Information Unit, KCC;

• As at April 2017, 1,090 (3.24%) 16 to 18 year olds were classed as NEET in Kent – down from

5.47% in April 2016. • Of the Kent districts, Thanet has the highest proportion of 16-18 year olds who are NEET with

4.8% and Sevenoaks the lowest with 2.0%. • The Dover District has the fifth highest number of young people aged 16-18 years old classed

as NEET (83 or 3.38%), which is higher than the Kent average.

17 canterbury.ac.uk/

012345678

Young People Not in Education, Employment or Training (NEET) in Kent, April 2015 to April 2017 (percentage of cohort)

2015 2016 2017

http://www.canterbury.ac.uk/


29

b) Dover District NEETs

• The number of young people NEET in the district has been falling since 2014, when it stood at

7.94%. • The Dover district did have a lower rate of NEETs than the Kent average in 2015 and 2016 but

is now slightly higher - 3.38% compared to 3.24%. • The number of long-term NEETs in the district has also been reducing.

Source: Management Information Unit, KCC;

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April 2013 April 2014 April 2015 April 2016 April 2017

Young People Not in Education, Employment or Training (NEET) in Dover and Kent, April 2013 to April 2017 (percentage of cohort)

Dover Kent

13 20

78

108

71

9 17

35

75 68

10

23

33 42

62

6 9

18

37

13 0

20

40

60

80

100

120

0-6 weeks 7-13 weeks 14-26 weeks 27-52 weeks 52+ weeks

Young People Not in Education, Employment or Training (NEET) in the Dover district based on length of time, April 2014 to April 2017 (number)

2014 2015 2016 2017

education and skills contents...degree (for example ba, bsc), higher degree (for example ma, phd,...

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