rother district council€¦ · web viewquality level 5 mathematics transition programme (qtp) to...

Rother District Council Agenda Item: 5

Report to - Services Overview and Scrutiny Committee

Date - 7 February 2011

Report of - Brian Hughes – ESCC Children’s Services

Subject - Education Standards in Rother update

Recommendation: To note the contents of the report.

Introduction

1. This report sets out the current position in terms of key stage results for schools in the County against its statistical neighbours. It will also outline data relating to schools within the Rother District and provide a local context for Members to consider.

2. There is also information which relates to specific requests from the Committee and which where possible a local context has been made in the response.

3. The information within the report is within the public domain.

Attainment levels at key stages

4. Results referred to in this report are based on the latest figures available from the Department for Education (DfE). The data for Key Stages 2 and 4 are still provisional and will not be validated until later in the academic year when appeals from schools for re-marks of tests or examinations have been completed. At Key Stage 5 a minority of students study courses in school Sixth Forms, the majority study in Further Education (FE) colleges; the combined outcome data is not available until later in the year and no substantial analysis can yet be undertaken.

5. Outcomes for the end of primary school (Key Stage 2) improved in English and mathematics. Outcomes for the end of compulsory secondary school (Key Stage 4), for 5+A*-C GCSEs including English & Mathematics, improved. Known outcomes for the end of Sixth Form (Key Stage 5) improved and are on track to meet targets for Level 2 at 19 but the pace of improvement is not as strong towards targets for Level 3 at 19.

6. Primary Schools Key Stage 2 Achievement in English and Mathematics at Level 4+ and Level 5+. The percentage of pupils achieving Level 4+ in both English and mathematics (71%) increased by the same rate (2%) as the national rate but is below the national average (74%) and East Sussex is ranked 8th out of 11 statistical neighbours. 11 schools are now below the floor target of 55% achieving Level 4+ in both English and mathematics which is a decrease of 8 schools from the previous year.

7. The percentage of pupils achieving Level 4+ in English (79.5%) increased by 0.1% and is now the same as the national average. The percentage of pupils

s110207 – Education Standards 1

achieving Level 4+ in mathematics (78%) increased by 2% and is now 1% below the national average (79%). The proportion of higher attainers achieving Level 5+ in English (30%) was higher than the national average (29%) but in mathematics the proportion achieving Level 5+ (30%) was lower than the national average (35%). See Appendix 1.

8. Secondary Schools Key Stage 4. The percentage of pupils achieving 5+A*-C GCSE grades including English and mathematics increased by 3.9%, to 54.7%, compared to the national increase of 4.1%. This is the highest performance ever for East Sussex and is in line with the national figure (54.9%). East Sussex is ranked 7th of 11 of its statistical neighbours.

9. The number of schools where less than 30% of pupils achieved 5+ A*-C GCSEs including English and mathematics remained at zero for the second year running. The percentage of pupils achieving 5 or more A*- C grades at GCSE or equivalent increased by 4.0% to 75.8% which was below the national rate of increase (5.7%) but is in line with the national average (75.7%). This is the highest performance ever in East Sussex. East Sussex is ranked 3rd of 11 of its statistical neighbours. See Appendix 2.

10. Local information relating to Key Stage 2 and 4 is attached in Appendices 3 & 4 and provides an outline of each school within the District and the levels of pupil achievement over the past 3 years. A key point to note is that some schools boycotted the key stage 2 process in 2010 and this is indicated as BOYC on the list.

11. The data for Key Stage 2 shows that schools in Rother are performing in line

with the national average in the area of Level 4+ across the three domains. Other information for Members to note relates to specific schools; Westfield has been more focussed on progress following their latest Ofsted inspection and shows improvement in 2010 from 2009. Beckley C of E Primary has recently had an Ofsted inspection that judged the school to be outstanding. Rye Community Primary school has been working closely with ESCC on teaching and learning and further results are anticipated building on those achieved this year. St Peter & St Paul C of E Primary school have had sickness absence and personnel changes in the senior management team coupled with a challenging Year 6 cohort that has affected its results this year.

12. The data for Key Stage 4 attainment shows that schools in Rother are performing above both the East Sussex and national average in the area of pupils achieving 5 GCSEs grade A*-C including English and Mathematics (see Appendix 4). Other information for Members to note relates to specific schools; Rye College and Bexhill High School have both been underperforming, but results over the past 2 years have improved well. At Rye College there has been a long term improvement strategy, and improvements have been steady over a number of years. At Bexhill High School there has been more intensive support, the school has been working closely with ESCC and also Ninestiles Plus. Both schools have made changes in their Key Stage 4 curriculum to enable greater numbers of pupils to achieve the 5+ A*-C (including English and Mathematics) benchmark.

13. Narrowing the gap between the attainment results of children entitled to free school meals (FSM) and other pupils has been the focus of schools and other relevant services for a period of time but has yet to demonstrate increases in attainment of FSM pupils. The 2010 FSM school level data has been


analysed and up to 40 primary schools with the largest gaps between FSM/non FSM pupils will receive targeted visits from the Standards and Learning Effectiveness Service (SLES) in order to discuss FSM outcomes and barriers to learning for this group of pupils, as well as other vulnerable groups. Further support may be brokered as a result of these visits.

14. A programme of professional development for primary subject leaders, inclusion managers and class teachers has been developed with a focus on adapting teaching and approaches to children from different groups, for example FSM boys, or Gypsy Roma and Traveller children. This includes the dissemination of National Strategies materials such as the Inclusion Development Programme, Social and Emotional Aspects of Learning (SEAL) and Narrowing the Gap programmes such as “Moving on in Mathematics”.

15. SLES managers and consultants are working with the Language and Learning Support Service in order to offer more cohesive support and challenge in relation to Narrowing the Gap for primary schools in literacy. The programme of support for schools from both services is being reviewed and refined in order to ensure shared priorities and messages.

Other information requested by the Committee (requests in italics)

16. Free school development:

Free Schools – The County Council do not currently know if anybody has proposals for the establishment of a Free School. Please note however that any body wishing or intending to develop a Free School does not have to inform the Childrens Services Authority, and it is therefore possible that someone is considering a proposal.

17. New build developments:

The County Council forecast a shortfall of 1 form of entry within the Bexhill area, and are working on a number of potential solutions. The capital planning team responsible work with and will continue to work with relevant colleagues at East Sussex and Rother, as well as our school colleagues, on the impact the road proposal (i.e. the Bexhill to Hastings Link Road) might have on the surrounding community and any new housing development will have on school place provision.

18. Describe the standard of attainment at the Sixth Form colleges i.e. pass rates, numbers of attempts taken to achieve a given grade

The post-16 providers serving the Rother area provide a broad range of qualifications and pathways at levels 1, 2 and 3. Parkwood Sixth Form in the main specialises in A Level delivery, whereas both Bexhill College and Sussex Coast College offer a wider range of subjects including vocational courses. Their prospectuses are available on their websites. We are currently collating the data about progression to University; the data will be available to share in March. Sixth Form attainment levels in the area are described in Appendix 5 although it does include two local independent schools. This does not include information from the further education colleges as there is a considerable time lag in collation and will be available later in the year.


19. How are the academies in Hastings progressing? What plans are there for more Academies?

The academies are making good progress and meeting critical targets to ensure they are ready to open on 1 September 2011. The Principal Designates are now in post full-time, and there is an Interim Director of Resources in post (the adverts for the substantive Director of Resources and Chief Executive will be placed once the capital funding for St Leonards is confirmed). The HR / TUPE processes are continuing and are a key feature of the work through until Easter.

Regarding capital projects: The Hastings Academy received just over £15 million from the DfE and

ESCC is providing additional funding for SEN and multi-agency facilities. The plans have been submitted for planning and a decision is expected in the spring, and the detailed programme for decant and demolition is currently being developed with the school.

The St Leonards Academy received a very disappointing allocation from the DfE before Christmas (under £4.4 million, to include ICT, fees, and furniture and equipment). The County Council has held discussions with the other sponsors and internally and is proposing to provide an additional c. £12 million to the project, giving a total scheme budget of approximately £16.8 million. The ESCC contribution will be considered by Cabinet on 25 January and then Council on 8 February.

The government arrangements for academies have changed since the application for the Hastings Academies. Existing schools are now able to apply directly to the Secretary of State to convert to Academy status, and those who received an overall grade of ‘outstanding’ or ‘good with outstanding features’ in their last Ofsted inspection are able to form their own Academy trust. To date, no East Sussex school has applied to the Secretary of State. Officers are holding regular discussions with headteachers and governors to share knowledge and current thinking and to collectively consider the implications of the Academies Act in more detail.

20. Rother’s Regeneration Strategy and ESCC’s draft Regeneration Strategy talk about improving links between education and business, to promote opportunities and raise awareness of employment and career opportunities locally, and to raise aspirations. In the County’s business survey in 2010 many businesses indicated that they would be willing to offer work experience placements but had not ever been asked. Some schools are running pilots to improve the links with local businesses (Robertsbridge). How will other schools be encouraged to do the same?

Currently the schools are supported by the Education Business Partnership (EBP) delivered by Babcock Enterprise to make and retain strong links with their local businesses. Once the national Wolf Review into vocational education reports in the spring we will have a clearer picture as to the future of national funding to support education business activity.

21. Businesses often cite basic skills such as communication, customer care and personal presentation as being a problem when employing school leavers. How can schools help to improve this?


Considerable work has been done in the last 2-3 years to embed functional skills in English, Maths and ICT into the curriculum at Key Stages 3 and 4. The schools and colleges in the area are working collaboratively through the Local Area Partnership Board to bring together staff leading and teaching these subject areas to improve outcomes for learners across the area. Work is undertaken within schools to give students work experience placements to enhance their understanding of the work environment and also increase the students understanding of what employers would want from prospective employees.

22. Recent work on NEETS (Not in Education, Employment or Training) highlighted that there is poor sharing of information and tracking of students between schools and FE colleges on ‘at risk’ students. In the light of current budgetary pressures, what steps can the County take to ensure that students do not slip through the net and add to the numbers of NEETS.

The County Council is leading a number of activities to improve the transition on learners from school to post-16 education. The recent ESCC 'Increasing Participation Strategy' outlines the three key strategic themes of i) prevention ii) early identification and iii) prevention to reduce the number of young people that are NEET and to increase participation in education, training and employment with training as we move towards the raising of the participation age by 2013 and 2015.

Activities being undertaken to improve the transition between school and post-16 education include:

The piloting of the Vulnerable Learners Protocol with Sussex Coast

College Hastings which aims to improve the transition of identified vulnerable young people this includes Looked After Children, Travellers, SEN learners, and carers. The Protocol includes new processes for data sharing and closer working between schools, support teams and college staff throughout Year 11 and Year 12. A standardised reference form is also being developed for schools to use to attach to college applications, and a standardised application form for 16-19 providers; both of these will help improve data sharing so that providers can identify learners at risk and provide support quicker.

A project is underway with 6 schools across the County to embed the use of the Risk of NEET Indicator (RONI) in schools, and to explore how the curriculum at Key Stage 3 and 4 can be adapted to better engage learners at risk of disengaging. The project includes building on the good practice identified at Claverham Community College in the use of RONI and one of the 6 schools involved in the project is Rye Community College.

The ESF funded Summer Transition programme has been commissioned by ESCC for a further two years using LAA Reward funding. This project offers a programme of activities, including a residential element, over the summer for learners that have been identified as vulnerable to making a transition. The programme will be run by the Youth Development Service working closely with schools, colleges and Connexion providers.


Colleges and schools Sixth Forms are working closely with ESCC to pass data on for the Connexions database on offers of learning made to learners, enrolment data and data on early leavers. This data in turn is shared with schools to inform them of the planned destinations and current destinations of their Year 11 leavers.

Improving the transition can only be achieved through partnership working; schools and colleges need to recognise their responsibilities and role in supporting learners. As we enter a period of change for the Connexions service due to budget cuts to this service and the introduction of the All Age Service more responsibility will be placed on schools and colleges to ensure effective transition.

23. Admissions - how difficult is it for parents to get their child into their first choice school at primary and secondary level?

In 2010 a high parental satisfaction rate was achieved in East Sussex and we reported the following to the schools adjudicator:

'The co-ordinated schemes for entry to reception classes and transfer from primary to secondary school are working well with 89.3% of 11+ and 89.6% of 4+ applicants being offered their first preference schools. 95.7% of 11+ applicants were offered one of their three preferences, and 95.8% as were 95.8% of 4+ applicants (This figure includes other admission authorities within the County and out-County offers).

With regard to infant to junior transfers, 93.7% were offered their first preference and 96.43% were offered one of their three preferences'.

The Committee should be aware that admissions are co-ordinated across the country to include church aided schools, community schools academies and trust schools which can be within or outside East Sussex. In the Rother district at secondary level both Robertsbridge Community College and Rye College attract applications from Kent. In a similar way parents living in East Sussex often apply for Kent schools which operate a selective system of education. The Rother district is not well served by secondary church aided schools and again parents look to Kent if they prefer a church school.

At primary level the opening of the new primary school in Rye has proved popular with parents although this has had an affect on some of the other rural primary schools. Because of the rural nature of the Rother area East Sussex endeavour to allocate places for children at their local school if so requested. This avoids children travelling long distances to schools outside of their community. All schools have community areas that are shown in our admissions booklet that is available to parents. This also gives information about the criteria for admission and how this is applied if a school is oversubscribed. It also shows how places were allocated at individual schools in the previous year.

24. Elective Home Education

The legal position for children whose parents chose to home educate states that local authorities must take action if it appears that education is not taking place. Currently, the Children’s Services Authority do not have the right to see the child, see work they have done or enter the family home unless there are


significant concerns for the welfare of the child which would then fall under the auspices of the Children Act. We do not hold figures based upon District and Borough boundaries but the current number of Home Educated Children is as follows:

2009/10 – 4972008/09 - 4902007/08 - 444

25. Staff Vacancy Data

The current data outlined below shows the vacancies within schools at both County and then Rother District level. The challenge in terms of recruitment of staff is common across most local authorities in terms of staff who are suitably skilled and experienced to take on a headship role and the difficulty in attracting staff from further afield in terms of the cost of relocation and housing within the South East region.

East Sussex Primary Schools:4 X Assistant Head Teacher (Full Time)7 x Head Teacher (Full Time) 5 x Teacher (Full Time)

Rother Primary Schools:1 x Assistant Head Teacher (Full Time)2 x Head Teacher (Full Time)1 x Teacher (Full Time)

East Sussex Secondary Schools:1 x Teacher (Full Time)3 x Teacher (Part Time)

Rother Secondary Schools:1 x Teacher (Full Time)

East Sussex Special:

1 x Deputy Head Teacher (Full Time)1 x Head Teacher (Full Time)1 x Teacher (Full Time)

Source: Annual School Workforce Census, census date 4th November 2010Data taken from Collect on 14/12/2010 and is provisionalVacancy Guidance:

26. Appendices

1. Key Stage 2 English and Maths % of Pupils at Level 4 or above plus comments regarding outcomes and key actions.

2. Key Stage 4 GCSE and Equivalent plus comments regarding outcomes and key actions.

3. Key Stage 2 Attainment in Rother Schools - 2008 to 2010


4. 4. Key Stage 4 Attainment in Rother Schools – 2008 to 2010

5. Key Stage 5 Attainment in Rother Schools – 2008 to 2010

6. East Sussex % gap between pupils known to be eligible for free school meals achieving Level 4+ in English and Maths, at Key Stage 2 and pupils who are not eligible for free school meals achieving the same outcome (NI 102)

7. NI 102: The percentage gap between pupils eligible for free school meals (FSM) and non eligible pupils achieving at least 5 A*-C grades including English and Maths

Brian HughesSenior Partnership and Commissioning Manager ESCC Children’s [email protected] 463366


mailto:[email protected]

APPENDIX 1

Key Stage 2 English and Maths % of Pupils at Level 4 or above

Gloucestershire 75 Gloucestershire 76 Gloucestershire 77 Gloucestershire 76 Gloucestershire 77Shropshire 74 North Somerset 75 Dorset 75 Devon 73 Devon 75

North Somerset 73 Dorset 73 Shropshire 75 Dorset 73 Dorset 74

Dorset 71 Shropshire 73 North Somerset 74 Essex 72 Essex 73

Essex 70 Essex 72 Devon 73 North Somerset 72 North Somerset 73

Worcestershire 70 West Sussex 72 Essex 73 Shropshire 72 Shropshire 73

East Sussex 69 Devon 71 West Sussex 73 West Sussex 72 West Sussex 72

West Sussex 69 East Sussex 71 East Sussex 71 Worcestershire 71 East Sussex 71Devon 68 Worcestershire 69 Worcestershire 71 East Sussex 69 Worcestershire 71

Suffolk 68 Suffolk 68 Kent 69 Kent 68 Kent 70

Kent 66 Kent 67 Suffolk 69 Suffolk 66 Suffolk 68

2008 2009 201020072006

7473 727170

4.1 1.9 2.9 3.9 2.8

3 3 3

4 5 6

East Sussex (ESCC data)

East Sussex (Published data)

England (all schools) to 0 d.p.69 7 7 69 7

67.5 70.3 69.471.4 71.3

All Pupils2 0 0 6 2 0 0 7 2 0 0 8 2 0 0 9 2 0 1 02 0 0 6 2 0 0 7 2 0 0 8 2 0 0 9 2 0 1 0

65.5 69.4

Boys

70.0

70

7

67.5

68

70

70.0

70

7

2 0 0 6 2 0 0 7 2 0 0 8 2 0 0 9 2 0 1 0

69.6 71.3

Girls

72.9

73

75

71.4

7

75

72.8

73

77

Gender Gap (Girls - Boys)2 0 0 6 2 0 0 7 2 0 0 8 2 0 0 9 2 0 1 0

Boys Girls All Pupils Gender Gap (Girls - Boys)

2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

Eastbourne 58.1 61.3 63.4 65.5 68.9 61.0 60.6 66.6 66.5 62.9 59.5 61.0 65.0 66.0 66.1 2.9 -0.7 3.2 1.0 -6.0

Hastings 55.7 61.3 62.5 60.2 61.8 57.4 63.7 65.8 62.7 70.3 56.5 62.5 64.2 61.5 65.9 1.7 2.4 3.3 2.5 8.5

Lewes 67.2 69.1 70.2 70.3 69.0 73.8 74.9 74.1 75.8 73.1 70.4 71.8 72.0 72.9 71.0 6.6 5.8 3.9 5.5 4.1

Rother 69.2 72.5 73.0 73.4 72.2 72.7 72.4 74.6 69.7 73.2 71.0 72.5 73.8 71.5 72.7 3.5 -0.1 1.6 -3.7 1.0

Wealden 73.7 78.3 77.3 71.1 75.1 78.9 80.1 80.1 76.9 76.2 76.2 79.2 78.7 73.9 75.6 5.2 1.8 2.8 5.8 1.1

Results byDistrict /Borough

Comparison with statistical neighbour LAs

COMMENTARY ON OUTCOMES: The outturn for 2010/11 in English and mathematics (71%) was, as expected, below the DfE target of 78%. However, the rate of improvement in East Sussex exceeded that of the majority of its statistical neighbours.

' Of the 19 schools below the 55% national floor target in English and mathematics in 2009, only 3 remained below the floor target in 2010. Of the eleven schools below the floor target in 2010, four had cohorts of twelve or fewer pupils.

' The performance of both boys and girls improved in achieving both English and mathematics at level 4+ and the gender gap was reduced by 1.1% to 2.8%.

' The performance of boys in English improved but girls’ performance marginally declined. The gender gap in English was reduced by 0.6% to 8.9% largely due to the improvement by boys.

' The performance of both boys and girls in mathematics improved and the gender gap in mathematics was reduced by 0.6% to 2.2%

' Performance in achieving both English and mathematics at level 4+ improved marginally Eastbourne by 0.1% to 66.1%. In Hastings the improvement was 4.4% to 66.9%.

' Performance at level 4+ in English declined by 2.6% in Eastbourne to 73.8%.

' In Hastings, at level 4+ English improved by 1.6% to 73.9%

' Performance at level 4+ in Mathematics declined by 0.5% in Eastbourne to 74.4%. '

In Hastings, at level 4+ mathematics improved by 3.2% to 73%

Key Stage Two: Main strategic actions which contributed to improved outcomesAnalysis of outcomes suggests that policies and strategies deployed in support of individual schools by SLES managers and consultants, along with formal partnerships between schools (Cross in Hand and Castledown), contributed substantially to improvements in outcomes achieved by individual schools. The main SLES strategies included:

' SLES intervention was targeted at schools with greatest within school variations between English and Mathematics results. Those 22 schools who were part of the Quality Mathematics Programme (QMP1) improved their results by an average of 12.4% at level 4+ and 5.5% at level 5. This Pilot Programme is to be continued for the QMP1 cohort and extended to a further group of schools as QMP2. Mathematics was prioritised and supported by the Scrutiny Review into mathematics attainment at KS2.

' In prioritising mathematics over other subject areas, existing consultancy activities and support for schools were reengineered to release capacity to develop mathematics and to implement the Scrutiny

Review of Attainment in Mathematics Action Plan.

Implementation of improvement strategies agreed in SLES support plans for individual schools.

Use of external consultants to support schools in category 3s to release senior team colleagues to work with schools with greatest needs in category 4 and 5.

Alignment of SLES support to priorities identified by the school in conjunction with support from the School Improvement Partner.

Additional support provided by Local Leader of Education (LLE) and National Leader of Education (NLE) programmes. The partnership between schools and SLES managers ensured the brokering of carefully targeted support. Sustaining improvement has been achieved through monitoring the delivery of targeted support followed by evaluation of its impact.

Guidance from SLES on deployment and training for teaching assistants and other support staff.

Guidance of sharing best practice including national involvement in the Priority Learning Local Authority initiative on moving schools from Good to Great.

Strategic Actions Going Forward Quality Mathematics Programme (QMP) extended for a second year to provide QMP2 support to

a further 45 schools. QMP1 support continues for the original 22 schools.

All Eastbourne schools encouraged to take part in QMP2 to address historical geographic variation in pupil outcomes.

Implementation of best practice in assessment for learning, tracking pupil performance and accurately predicting end of year outcomes based on a SLES review of schools with effective practice.

Establish formal partnerships between underperforming and higher achieving schools.

Additional support provided by SLES as part of the Local Leader of Education (LLE) and National Leader of Education (NLE) programmes. The partnership between the school, the LLE /NLE and SLES consultants will ensure the brokering of carefully targeted support.

Quality Level 5 mathematics transition Programme (QTP) to support transition from year 6 to year 7.

Every Child a Writer programme for early literacy and communication skills support.

1 to 1 tuition for identified pupils available to all schools

Tailored support plans for schools identified as requiring additional support Brokerage of additional support for individual schools from consultants commissioned by School

Improvement Partners (SIPs).

Appendix 2 - Key Stage 4

Key Stage 4 GCSE and Equivalent

Key Stage 4 GCSE % of Students with 5+ A*-C inc English and Maths


2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

East Sussex (ESCC data) 36.3 38.9 41.1 45.8 50.5 46.1 47.7 51.3 55.7 60.1 41.2 43.2 46.1 50.6 55.1 9.8 8.8 10.2 9.9 9.6

East Sussex (Publ ished data) 36.3 38.9 41.1 45.9 50.0 46.1 47.7 51.3 55.9 59.8 41.2 43.2 46.1 50.7 54.7 9.8 8.8 10.2 10.0 9.8

England (al l schools) to 1 d.p. 41.6 42.4 43.2 45.7 48.8 50.2 51.2 52.3 54.1 57.5 45.8 46.7 47.6 49.8 53.0 8.6 8.8 9.1 8.4 8.7


2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

Eastbourne 33.0 35.8 36.7 43.3 50.7 38.3 42.4 48.1 50.6 56.0 35.5 39.1 42.2 46.8 53.3 5.3 6.6 11.4 7.3 5.3

Hastings 20.7 25.3 19.6 32.3 37.3 32.1 35.4 33.7 47.8 50.5 26.3 30.3 26.4 40.1 43.9 11.4 10.1 14.1 15.5 13.2

Lewes 38.7 43.6 47.8 50.6 51.9 49.0 52.5 51.9 57.1 60.1 43.7 47.7 49.8 53.7 55.9 10.3 8.9 4.1 6.5 8.2

Rother 42.2 47.0 52.2 51.3 55.2 53.8 53.7 59.3 61.2 66.3 48.3 50.3 55.8 56.2 60.5 11.6 6.7 7.1 9.9 11.1

Wea lden 44.6 35.9 47.2 49.1 54.1 53.9 45.8 59.3 60.5 65.8 49.2 40.9 53.2 54.4 59.5 9.3 9.9 12.1 11.4 11.7


2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

Eastbourne and Hailsham 33.6 31.6 38.0 44.4 51.6 42.5 35.2 50.9 50.5 59.6 37.9 33.4 44.4 47.3 55.4 8.9 3.6 12.9 6.1 8.0

Hast ings and Rother 30.6 35.9 35.3 41.8 46.9 42.7 44.3 46.5 54.5 58.5 36.7 40.1 40.8 48.2 52.5 12.1 8.4 11.2 12.7 11.6

Lewes Rura l /Coasta l 46.8 53.4 54.3 50.6 51.9 55.7 58.9 55.8 56.7 60.1 51.1 56.1 55.0 53.6 55.9 8.9 5.5 1.5 6.1 8.2

Wea lden 48.7 42.2 49.5 50.0 54.3 55.2 57.6 60.0 64.9 64.5 51.9 50.0 54.7 56.9 58.9 6.5 15.4 10.5 14.9 10.2

2

Results byDistr ict /Borough

Results by Local Area Partnership Board

Comparison with statistical neighbour LAs2006 2007 2008 2009 2010

Glouces tersh i re 53.8 Glouces tersh i re 54.4 Glouces tersh i re 56.8 Glouces tersh i re 58.0 Glouces tersh i re 59.9Shropshi re 50.3 Shropshi re 53.3 Shropshi re 54.4 Shropshi re 56.6 Dorset 59.2

Dorset 50.0 Dorset 49.8 Dorset 53.3 Kent 52.0 Shropshi re 57.6

Wes t Suss ex 47.7 Wes t Suss ex 49.0 Wes t Suss ex 51.5 Dorset 54.6 Kent 56.4

Nor th Somerset 47.4 Kent 48.5 Nor th Somerset 50.5 Nor th Somerset 52.0 Nor th Somerset 55.9

Kent 46.8 Nor th Somerset 48.5 Kent 49.7 Wes t Suss ex 52.2 Wes t Suss ex 54.9

Devon 46.2 Worcestersh i re 47.7 Devon 49.5 Devon 51.8 East Sussex 54.7Suffo lk 45.9 Suffo lk 47.3 Essex 49.0 East Sussex 50.7 Worcestersh i re 54.5

Essex 45.2 Essex 47.2 Worcestersh i re 47.5 Essex 50.2 Devon 54.4

Worcestersh i re 43.1 Devon 46.6 Suffo lk 46.6 Worcestersh i re 48.8 Essex 54.4

East Sussex 41.2 East Sussex 43.2 East Sussex 46.1 Suffolk 48.7 Suffolk 51.5

Key Stage 4 GCSE % of Students with 5+ A*-CBoys Girls All Pupils Gender Gap (Girls - Boys)

2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

East Sussex (ESCC data) 50.2 52.5 58.7 67.3 73.1 60.8 63.9 66.5 75.8 79.1 55.4 58.1 62.5 71.4 75.9 10.6 11.4 7.8 8.5 6.0

East Sussex (Published data) 50.2 52.5 59.0 67.7 72.9 60.8 63.9 67.2 76.1 79.0 55.4 58.1 63.0 71.8 75.8 10.6 11.4 8.2 8.4 6.1

England (al l schools) to 1 d.p. 54.6 57.7 60.9 65.8 70.6 64.0 66.4 69.9 74.4 79.0 59.2 62.0 65.3 70.0 74.7 9.4 8.7 9 8.6 8.4

3


2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

Eastbourne 52.9 57.7 61.3 72.3 77.7 62.4 67.0 69.2 76.9 78.3 57.4 62.3 65.1 74.5 78.0 9.5 9.3 7.9 4.6 0.6

Hastings 34.7 33.3 41.9 66.0 78.4 41.8 43.7 46.5 73.2 79.6 38.2 38.4 44.1 69.6 79.0 7.1 10.4 4.6 7.2 1.2

Lewes 48.8 52.3 58.5 64.5 66.1 62.0 64.8 63.0 74.1 74.6 55.2 58.1 60.7 69.2 70.2 13.2 12.5 4.5 9.6 8.5

Rother 58.9 60.5 66.5 66.1 74.3 71.5 72.6 74.2 76.6 79.5 65.4 66.4 70.4 71.4 76.8 12.6 12.1 7.7 10.5 5.2

Wealden 54.3 56.2 64.1 67.7 71.0 65.0 68.5 75.6 78.0 82.7 59.6 62.4 69.8 72.5 76.3 10.7 12.3 11.5 10.3 11.7


2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010


Hast ings and Rother 45.8 46.6 53.8 66.1 76.2 56.3 57.8 60.3 74.9 79.5 51.1 52.1 57.0 70.5 77.8 10.5 11.2 6.5 8.8 3.3

Lewes Rura l /Coasta l 53.9 60.3 62.5 64.5 66.1 65.0 69.6 64.9 74.1 74.6 59.3 64.7 63.7 69.2 70.2 11.1 9.3 2.4 9.6 8.5

Wealden 56.9 57.2 65.4 65.9 68.7 66.7 70.2 74.9 79.8 81.3 61.7 63.8 70.1 72.3 74.4 9.8 13.0 9.5 13.9 12.6

4


Results by Local Area Partnership Board

Compar ison with stat ist ical neighbour LAs

2006 2007 2008 2009 2010Glouces tersh i re 63.9 Shropshi re 66.6 Shropshi re 68.0 Shropshi re 72.4 Kent 78.6

Shropshi re 62.6 Kent 64.9 Glouces tersh i re 67.6 Kent 73.0 Worcestersh i re 76.7

Dorset 62.2 Glouces tersh i re 64.6 Kent 67.4 East Sussex 71.8 East Sussex 75.8Kent 61.4 Dorset 64.0 Dorset 67.1 Gloucestershire 71.2 Glouces tersh i re 75.7

Suffo lk 59.4 Worcestersh i re 61.5 Wes t Suss ex 65.1 Dorset 70.0 Nor th Somerset 75.6

Essex 59.0 Suffolk 61.3 Worcestersh i re 63.7 Nor th Somerset 69.4 Dorset 73.9

Wes t Suss ex 58.9 Wes t Suss ex 61.1 Nor th Somerset 63.6 Worcestersh i re 69.3 Essex 73.2

Nor th Somerset 58.4 Essex 60.8 Devon 63.5 Essex 68.2 Shropshi re 72.4

Devon 58.0 North Somerset 60.3 Essex 63.3 Wes t Suss ex 67.9 Wes t Suss ex 72.0

Worcestersh i re 57.6 East Sussex 58.1 Suffolk 63.3 Suffo lk 67.1 Suffolk 70.7

East Sussex 55.4 Devon 57.3 East Sussex 63.0 Devon 65.9 Devon 68.4

5

2010 Provisional Results 2009 final results2010

SALTs Target % 5+ A*-C

incl. Eng & Maths

FFT KS4 estimatesFor 2010, based on

KS2 results

School NameNo of pupils at end of KS4

% 5+ A* - C incl

Eng & Maths

% 5+ A* - C

% 5+ A*-G

%1+ A*-G

% 5+ A*-C incl

Eng & Maths

% 5+ A*-C

% 5+ A*-G

At least 1

qual’n

%5+ A*-C incl Eng & Maths model B estimate

% 5+ A*-C incl Eng &

maths Model D estimate

Beacon 261 56 79 97 100 53 71 100 100 58 57 62Bexhill 305 50 82 93 100 37 70 88 100 50 48 53Cavendish 200 61 77 95 98 57 72 98 100 64 62 66Chailey 184 64 76 98 99 73 83 97 100 65 65 70Claverham 240 66 70 95 99 70 73 95 99 71 70 74Eastbourne TC

170170 34 73 94 98 31 73 91 100 35 28 32

Filsham Valley 182 44 84 93 99 34 66 91 99 35 30 34Hailsham 210 58 82 94 100 40 75 96 99 55 51 55Heathfield 250 62 77 99 100 59 77 98 100 66 67 71Helenswood 217 60 71 96 99 63 75 98 100 53 52 57Hillcrest 148 38 88 95 100 34 76 92 99 35 33 38Peacehaven 179 42 57 95 99 41 65 95 99 44 45 50Priory 231 67 82 99 100 66 76 99 100 69 66 70Ratton 242 54 74 94 98 51 73 94 100 56 52 57Ringmer 169 57 64 96 99 54 61 93 99 56 59 64Robertsbridge 130 56 68 99 100 51 62 96 99 58 55 60Rye 137 54 70 88 96 50 58 90 98 43 44 48Seaford Head 195 56 81 95 99 52 77 95 100 55 58 63St Richard's 201 72 88 100 100 81 92 99 99 79 71 75The Bishop B e 210 63 90 97 100 53 87 97 100 62 50 55The Causeway 159 58 87 92 99 44 83 91 97 38 36 40The Grove 127 43 98 98 99 37 80 92 98 37 39 44Tideway 133 44 56 90 98 35 52 95 100 32 32 37Uckfield 273 62 71 97 100 63 75 98 100 68 67 71Uplands 157 61 78 100 100 60 75 96 99 65 68 73William Parke r 228 38 76 95 98 37 71 94 100 45 53 58Willingdon 186 65 80 95 99 59 72 93 100 60 57 62

East Sussex 5449 55 75 94 98 51 72 93 99 55 53 58

Commentary on Outcomes

Provisional results for the main indicator of 5+A*-C GCSE grades including English and mathematics are 54.7% and the target for the academic year (54.6%) has been achieved. It is possible that performance against this target will be further improved upon once results have been

validated later in the academic year. Outcomes for East Sussex overall are good and the rate of increase was 3.9% on the previous year and in line with improvement nationally.

There was, however, considerable variation across the schools in the rate of improvement in comparison with performance the previous year or the extent to which schools have met their individual targets. The most improved schools are those which have received substantial additional support as part of the National Challenge or were working in partnership with other schools or SLES consultants. It is largely due to the significant improvement in the majority of each of these schools that the LA target has been achieved. Schools which historically have been higher performing have unexpectedly fallen short of their targets or have not improved on the results of the previous year at the same rate as the national rate of improvement and this has affected overall LA performance.

Main strategic actions which contributed to improved outcomes

Analysis of outcomes suggests that policies and strategies deployed in support of schools by SLES managers and consultants, along with formal partnerships between schools (Ninestiles Plus and Causeway Partnership with Bishop Bell), contributed substantially to improvements in outcomes achieved by individual schools. The main SLES strategies included:

SLES initiated management of joint intervention in English and Maths – some schools subsequently implemented joint line management of these subjects and ensured regular meetings between line managers and the subject leaders of these two subjects. SLES intervention was targeted at schools with greatest within school variations.

Implementation of improvement strategies agreed in SLES support plans for individual schools.

Alignment of SLES support to priorities identified by the school in conjunction with support from the School Improvement Partner.

Additional support provided by SLES as part of the National Challenge and Gaining Ground programmes. The partnership between a school, the National Challenge Adviser and SLES consultants ensured the brokering of carefully targeted support. Sustaining improvement has been achieved through monitoring the delivery of targeted support followed by evaluation of its impact.

Promotion by SLES for schools to enter some candidates early in English and/or maths GCSE targeting pupils on predicted D grades.

Support and guidance from SLES to improve the tracking of vulnerable students and monitor their progress towards their expected C+ grade.

SLES led improvements to teaching ensuring that each student knows exactly what he or she needs to do to reach the expected grade.

Guidance from SLES on deployment and training for teaching assistants and other support staff.

National Challenge schools were able to use targeted funding to employ additional senior leaders to support personalisation and intervention while others used the funding to employ additional in-class support for English and maths.

Strategic Actions Going Forward

The East Sussex target for 5+A*-C GCSEs including English and maths 2010/11 is 58%. This is challenging and requires the schools to maintain their recent trajectory of improvement so that it is in line with or better than the national trend of improvement. Analysis of recent outcomes suggests this could be achieved if the National Challenge schools sustain their improvements and schools which fell short of FFTB now employ strategies to secure this target. Support from SLES which contributed to the outcomes in 2009-10 must continue and be more widely implemented. Additional strategic actions include.

Establishing formal partnerships between coasting rural (Wealden) schools and higher achieving schools.

Support plans, from SLES, for those schools identified as under-performing in 2009 /10 focus on strategies to secure in year improvements for Key Stage 4 outcomes.

Under-performance in the key areas of English and mathematics have been specifically identified and those schools which did not meet targets are being offered extended consultancy support from SLES to improve performance.

Implementation of best practice for tracking pupil performance and accurately predicting grades based on a SLES review of schools with effective practice.

Support from SLES for school leadership in taking a whole school approach to intervention through a Raising Attainment Plan and for identifying, tracking and supporting targeted students.

Support from SLES for the leadership of the core subjects and their line management in order to plan well targeted intervention and to monitor its impact.

APPENDIX 3Key Stage 2 Attainment in Rother Schools - 2008 to 2010

Percentage of Pupils achieving Level 4+ in

English and Maths

Percentage of Pupils achieving Level 4+ in

English

Percentage of Pupils achieving Level 4+ in Maths

DfE Numbe

rSchool Name

Number of

Eligible Pupils - 2010

2010 2009 2008 2010 2009 2008 2010 2009 2008

3009 Burwash CofE School 29 97% 93% 95% 97% 93% 100% 100% 100% 95%3051 St Michael's Church of England Primary School 15 93% 86% 94% 100% 86% 94% 93% 93% 94%3339 St Mary Magdalene Catholic Primary School 34 91% 85% 88% 94% 88% 91% 91% 91% 91%2089 Westfield School 31 90% 75% 94% 97% 81% 97% 90% 81% 97%3004 Beckley Church of England Primary School 7 86% 82% 71% 100% 91% 71% 86% 82% 86%3072 Icklesham Church of England Primary School 20 83% 60% 95% 89% 60% 95% 89% 80% 95%3062 Stonegate Church of England Primary School 17 82% 100% 89% 82% 100% 100% 88% 100% 89%3063 Ticehurst and Flimwell Church of England Primary School 13 80% 50% 63% 69% 64% 79% 80% 64% 68%3080 Staplecross Methodist Primary School 13 77% 83% 67% 77% 94% 89% 85% 83% 78%3003 Battle and Langton Church of England Primary School 72 75% 75% 87% 79% 83% 96% 86% 85% 90%3017 Dallington Church of England Primary School 12 75% 100% 87% 100% 100% 87% 75% 100% 87%3035 Hurst Green Church of England Primary School 16 75% 73% 84% 81% 73% 84% 81% 73% 96%3364 Rye Community Primary School 47 74% 44% N/A 77% 60% N/A 77% 58% N/A3023 Etchingham Church of England Primary School 14 71% 85% 90% 79% 100% 90% 93% 85% 90%2095 Chantry Community Primary School 33 70% 76% 71% 79% 91% 85% 73% 76% 74%3336 St Thomas' Church of England Aided Primary School 22 68% 75% 96% 83% 90% 96% 68% 85% 96%3049 Peasmarsh Church of England Primary School 11 67% 53% 87% 91% 79% 87% 67% 53% 87%2054 Brede Primary School 13 64% 76% 73% 85% 81% 86% 73% 81% 77%3324 Guestling Bradshaw Church of England Primary School 31 63% 72% 83% 71% 72% 97% 70% 90% 83%3338 St Peter and St Paul CofE Primary School 64 47% 83% 76% 61% 90% 86% 56% 85% 81%3006 All Saints Church of England Primary School, Bexhill 30 BOYC 62% 74% BOYC 62% 83% BOYC 66% 86%

3076 Bodiam Church of England Primary School 11 BOYC 60% 67% BOYC 60% 89% BOYC 73% 67%3012 Catsfield Church of England Primary School 18 BOYC 53% 89% BOYC 82% 100% BOYC 53% 89%3016 Crowhurst CofE Primary School 16 BOYC 73% 79% BOYC 100% 86% BOYC 73% 93%2168 King Offa Primary School 59 BOYC 53% 55% BOYC 75% 68% BOYC 55% 61%2099 Little Common School 97 BOYC 77% 76% BOYC 88% 85% BOYC 84% 82%3044 Mountfield and Whatlington Church of England Primary School 9 BOYC 71% 46% BOYC 79% 62% BOYC 79% 46%3045 Netherfield CofE Primary School 18 BOYC 89% 86% BOYC 95% 86% BOYC 89% 91%3047 Northiam Church of England Primary School 10 BOYC 100% 58% BOYC 100% 75% 70% 100% 58%2117 Pebsham Community Primary School 30 BOYC 63% 62% BOYC 76% 88% 68% 69% 67%3055 Salehurst Church of England Primary School 30 BOYC 95% 73% BOYC 95% 80% BOYC 95% 83%3058 Sedlescombe CofE Primary School 29 BOYC 74% 54% BOYC 85% 63% BOYC 85% 71%2053 Sidley Community Primary School 29 BOYC 32% 38% BOYC 53% 57% BOYC 47% 52%

7017 Glyne Gap School 7 0% 0% 0% 0% 0% 0% 0% 0% 0%

Rother (Maintained Schools Only) 907 73% 70% 75% 80% 81% 84% 78% 76% 80%

East Sussex (Maintained Schools Only) 5279 72% 69% 71% 80% 79% 81% 77% 76% 77%

England (Maintained Schools only) 562621 73% 72% 73% 80% 80% 81% 79% 79% 79%

Notes

All data from DfE performance tables, except for those schools with 10 or less eligible pupils. In theses cases, data taken from Keypas, based on DfE final KS2 data release

"BOYC" indicates school boycotted KS2 SATs

APPENDIX 4

Key Stage 4 Attainment in Rother Schools - 2008 to 2010Appendix 4

Percentage of Pupils achieving 5 GCSEs

grade A*-C incl. English and Maths

DfE Number School Name

Number of Eligible Pupils -

20102010 2009 2008

4606 St Richard's Catholic College 201 76% 81% 80%

4025 Claverham Community College 239 67% 70% 67%

4035 Robertsbridge Community College 130 58% 51% 61%

4045 Rye College 137 54% 50% 39%

4044 Bexhill High School 304 51% 37% 38%

7017 Glyne Gap School 4 0% 0% 0%

6018 Battle Abbey School 47 91% 98% 98%

6031 Buckswood School 81 25% 27% 17%

6002 Frewen College 17 0% 0% 5%

7000 St Mary's Wrestwood Children's Trust 12 0% 0% 0%

Rother (Maintained Schools only) 1015 60.8% 56.5% 56.0%

East Sussex (Maintained Schools only) 5409 55.4% 50.8% 46.1%

England (Maintained Schools only) 55.2% 50.7% 48.3%

Notes

All data from DfE performance tables, except for those schools with 10 or less eligible pupils. In theses cases, data taken from Epas KS4 2nd Data Release 21/10/10

Also, England figure for 2008 taken from Statistical First Release dated 14th January 2009, as there is no England (Maintained Schools only) figure in the 2008 performance tables

Appendix 5Key Stage 5 Attainment in Rother Schools - 2008 to 2010

Appendix 5

Average QCA Points Per Candidate Average QCA Points Per Entry

DfE Number School Name

Number of

Eligible Pupils -

2010

2010 2009 2008 2010 2009 2008

8602 Bexhill College 606 685.0 678.8 681.3 206.4 205.6 206.1

6018 Battle Abbey School 39 873.5 889.1 876.0 238.2 242.5 241.1

6031 Buckswood School 40 562.5 630.0 535.2 200.9 221.2 215.5

East Sussex (excluding independent schools) 3285 667.8 665.8 663.6 208.9 208.0 206.6

England (excluding independent schools) 726.5 721.3 721.1 211.1 208.3 205.8

Notes

All data from DfE performance tables, except for England figures for 2008, as the figures excluding independent schools were not reported in performance tables in 2008. This data was taken from DfE statistical first release dated 14/1/2009

APPENDIX 6

East Sussex % gap between pupils known to be eligible for free school meals achievingLevel 4+ in English and Maths, at KS2 and pupils who are not eligible for free school meals

achieving the same outcome (NI 102)% Achieving Level 4+ in English &

Maths

2008 2009 Provisional 2010TEST data

2009 to 2010comparison

Free School Meals46.9 46.0 48.0 ↑

Non Free School Meals 74.7 72.8 75.1 ↑% Gap between FSM and non FSM 27.9 26.8 27.1 ↑

All pupils 71.4 69.4 71.8 ↑

% Achieving Level 4+ in English &Maths

2008 2009Provisional 2010ASSESSMENT

data

2009 to 2010comparison

Free School Meals 46.9 46.0 50.4 ↑Non Free School Meals 74.7 72.8 76.8 ↑% Gap between FSM and non FSM 27.9 26.8 26.4 ↓

All pupils 71.4 69.4 73.4 ↑

KS4 Vulnerable groups Commentary on outcomes

The percentage of pupils entitled to FSM achieving 5A* - C including English and maths (NI 102b) increased by 7.8% to 28.9%, which resulted in a narrowing of the gap between FSM/non FSM pupils by 3.5% to 28.8%. This is a significant increase since 2009, and for the first time, a bigger rate of increase than the non FSM cohort. This represents a very positive and encouraging outturn.

APPENDIX 7 KS 4NI 102: The percentage gap between pupils eligible for free schools meals (FSM) and non eligible pupils achieving at least 5 A*-C grades including English and maths

FSM Non FSM All Pupils Attainment Gap (Non FSM - FSM)

2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

East Sussex (ESCC data)

13.6 15.4 17.3 21.1 28.9 42.4 43.6 48.9 53.4 57.7 41.2 43.2 46.1 50.6 55.1 28.8 28.2 31.6 32.3 28.8

East Sussex (Published data) 15 15 17 21 44 43 49 54 41 41 46 51 29 28 32 33

England (all schools) 20 21 24 27 48 49 52 54 44 45 48 51 28 28 28 28

FSM Non FSM All Pupils Attainment Gap (Non FSM - FSM)

2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

Eastbourne 17.1 18.5 26.2 27.0 35.2 37.6 41.0 44.4 48.6 55.4 35.5 39.1 42.2 46.8 53.3 20.5 22.5 18.2 21.6 20.2

Hastings 5.0 6.1 8.3 15.5 22.0 28.1 32.9 30.0 45.1 48.1 26.3 30.3 26.4 40.1 43.9 23.1 26.8 21.7 29.6 26.1

Lewes 19.2 18.8 11.6 29.1 29.3 44.1 48.9 52.4 55.7 58.3 43.7 47.7 49.8 53.7 55.9 24.9 30.1 40.8 26.6 29.0

Rother 14.1 20.9 25.0 22.1 34.2 48.9 52.5 58.2 58.9 62.6 48.3 50.3 55.8 56.2 60.5 34.8 31.6 33.2 36.8 28.4

Wealden 21.0 21.6 21.7 15.3 27.7 49.1 42.0 54.8 56.2 61.1 49.2 40.9 53.2 54.4 59.5 28.1 20.4 33.1 40.9 33.4

FSM Non FSM All Pupils Attainment Gap (Non FSM - FSM)2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010


Hastings and Rother 7.6 10.4 13.3 17.5 26.1 38.5 43.0 44.5 52.4 56.0 36.7 40.1 40.8 48.2 52.5 30.9 32.6 31.2 34.9 29.9

Lewes Rural/Coastal

19.2 18.8 11.6 29.1 29.3 44.1 48.9 52.4 55.7 58.3 51.1 56.1 55.0 53.6 55.9 24.9 30.1 40.8 26.6 29.0

Wealden 31.7 27.1 24.3 19.4 23.8 51.1 51.3 56.1 58.4 60.5 51.9 50.0 54.7 56.9 58.9 19.4 24.2 31.8 39.0 36.7

* locally held data for FSM pupils is only available from 2006

Results by Local AreaPartnership Board


22

rother district council€¦ · web viewquality level 5 mathematics transition programme (qtp) to...

Documents