Agenda item

6.1

Pam Smith (Head of Primary and Targeted Intervention) gave a presentation, a copy of which had been circulated with the meeting papers, which provided details regarding 2016 attainment and performance outcomes from Foundation Stage to A-level in Sheffield’s schools and academies.  It included comparisons to national performance and to other local authorities, and a specific focus on Special Educational Needs (SEN), Black and Minority Ethnic (BME) pupils and pupils who had English as Another Language (EAL), together with Pupil Premium and Disadvantaged Pupils.  Information was also provided on locality comparison data and schools which were below floor standards.

6.2

In attendance for this item were Councillor Jackie Drayton (Cabinet Member for Children, Young People and Families), Jayne Ludlam (Executive Director, Children, Young People and Families), Pam Smith (Head of Primary and Targeted Intervention) and Kate Wilkinson (Service Manager - Performance and Analysis Service).

6.3

Pam Smith took the Committee through the presentation in sections relating to Foundation Stage, Key Stage 1, Key Stage 2 and Key Stage 4.  After each of these sections, Members made various comments and asked questions, to which responses were provided as follows:-

6.3.1

Foundation Stage

·                Partnership working, the sharing of best practice, having an effective Early Years Team and work on research projects had resulted in a positive impact on this stage.  The Council recognised the importance of early help in intervention and prevention as a significant influence on achievement and attachment.

·                Deprivation rankings were established using the Index of Multiple Deprivation and child poverty rankings. 

·                Officers were constantly looking at 0-24 months development and wanted to bring in more support.

·                In terms of development rankings, stresses were being caused by the large influence of newly arrived children, who didn’t speak English, and younger children, who were new to education, over a short time period.  It should be noted that the inequality gap had improved, as in 2013 Sheffield had been one of the worst ten in the national rankings and was now 78^th, and this was making a real difference to vulnerable children.

·                There was now better partnership working on teacher recruitment and officers were looking at how to attract and retain teachers.  With the involvement of schools and training on the job, it was expected that there would be further improvement in this regard.  Teacher recruitment was a national issue and Learn Sheffield was looking at how teacher development could be supported.

·                There would still be challenges due to the loss of SureStart and it was important to keep up the partnership with schools.

6.3.2

Key Stage 1

·                There would be a breakdown of schools which were significantly closing the gap with national rankings and case studies had been shared at a conference.

·                In relation to attainment in Locality C (Arbourthorne, Manor and Darnall), a project had been undertaken  with Sheffield Hallam University, which had highlighted the transition from primary to secondary as a key area and had led to action such as the introduction of homework support and breakfast clubs.  It was important to pool resources and expertise in this regard.

·                Statistics showed that good progress was being made in Locality C, but it should be borne in mind that this was from a low starting point.  Good progress was also being made in Locality B (Shiregreen and Brightside) and this was why resources were being put into Early Years, with the progress in Locality C being indicative of the work being done.  Some of the best progress was being made in disadvantaged localities and this was in a time of financial stringency. 

·                Learn Sheffield was an improvement vehicle which worked towards making all schools great schools, but this would not happen overnight and support was required.

·                Kate Wilkinson and her team undertook analysis on particular ethnic groups to identify whether any particular support was required.  Statistics had shown that Pakistani girls were making good progress at Key Stage 2 and a consultant team on new arrivals had recommended that pupils be allowed to use their own language and then subsequently link this with English.  Schools did not differentiate between pupils with a Kashmiri background and a Bangladeshi background, but this could be explored if it was found that cultural differences were having an effect.  It had been shown that BME pupils were achieving well at Key Stage 2 level and it was hoped that similar improvements would be made by white working class boys. 

6.3.3

Key Stage 2

·                The four schools which were below floor standards were not in one locality and were all being supported by other local schools. 

·                The downward trend in reading at Key Stages 1 and 2 was a reflection of the new expected standard being higher than the expected standard under the previous assessment framework.  The tests for higher order reading and comprehension, which included summarising documents and their meaning, required a high level of reading comprehension and there was a strong focus on this in Locality B (Shiregreen and Brightside).  Officers were waiting to see if these results were repeated in this year’s SATs tests, with reading and comprehension being one of the key strategies in the localities at Key Stage 2.  The higher order reading and comprehension tests were difficult and specific, with five teachers actually failing them. 

6.3.4

Key Stage 4

·                The University Technical College (UTC) figures were included in the statistics for Key Stages 3 and 4, and it should be recognised that not all children wanted to follow the academic route.  Members should also be aware that the Central UTC had received a good report from its latest OfSTED inspection.

·                The improvements at this stage could not have been achieved without successful partnership working, with all schools wanting to work together to achieve the best for their pupils.  One of the successes in this regard had been the effect of Early Years work, which had occurred despite the financial restraints.  It should be noted that much had been achieved in difficult circumstances.

·                Any school which was below the floor standard would be looked at by the Department for Education and the Regional Schools Commissioner.  In addition, officers had regular meetings with representatives of the Department for Education and OfSTED to discuss any concerns about schools.

6.4

RESOLVED: That the Committee:-

(a)       thanks Councillor Jackie Drayton, Jayne Ludlam, Pam Smith and Kate Wilkinson for their contribution to the meeting;

(b)       notes the contents of the presentation and the responses to questions;

(c)        congratulates staff and students across the Authority for the improvements in school attainment; and

(d)       requests that a representative from Learn Sheffield attends a future meeting of the Committee, to provide a comprehensive update on its involvement in school improvement in Sheffield.