Agenda item

6.1

The Committee received a joint presentation from Pam Smith (Head of Primary and Targeted Intervention), Kate Wilkinson (Service Manager – Performance and Analyst Service) and Stephen Betts (Chief Executive Officer, Learn Sheffield) on an interim update in terms of City-wide education attainment in 2017.

6.2

In terms of headlines, Ms Smith reported that Sheffield’s performance had improved, or was sustained against the majority of headline measures; there had been significant improvements in the gap measure and Foundation Stage and at Key Stage 1; performance at Key Stage 2 continued to improve and the number of schools below floor level was likely to reduce; and progress at Key Stage 4 remained strong, but attainment still needed to improve, with the number of schools below floor level likely to increase.  She stated that a number of areas had been identified where focused work was required to drive improvement, including phonics, reading, attainment and progress for certain vulnerable groups, particularly White British disadvantaged pupils.  Ms Smith reported on how Sheffield’s performance compared to other local authorities, at Foundation Stage and Key Stages 1, 4 and 5, and referred to the other factors which had impacted on attainment and progress, with regard to Ofsted judgements and schools below floor level, and concluded by summarising both the successes and challenges facing the Authority in terms of the outcomes.

6.3

Stephen Betts reported on the impact of Learn Sheffield in terms of the outcomes, and reported on Learn Sheffield’s strategic response in terms of 2017/18 key strategies and the longer-term strategy development (2018 onwards).  Mr Betts also circulated an Outcomes Report – November 2017, produced by Learn Sheffield. 

6.4

Members of the Committee raised questions, and the following responses were provided:-

·                It had been identified that focused work was required to drive improvement in a number of areas, specifically the progress for certain vulnerable groups, and particularly White British disadvantaged pupils.  It was hoped that by Learn Sheffield working with schools, together with the work being undertaken as part of the Pupil Premium Project, progress could be made in this area.  However, the problem had been identified, both at local and national levels, and it was hoped that through the work of the South Yorkshire Regional Improvement Board and the Strategic School Improvement Fund, in which significant amounts of national funding had been invested, bids for funding could be made in terms of collaborative work in South Yorkshire to improve the progress made by such pupils.  National statistics showed that the gap in performance between White British disadvantaged pupils and the rest of the cohort remained evident, from the end of Foundation Stage, throughout the other Key Stages.

·                Whilst performance at Key Stage 5 was welcomed, with the percentage of A-level students achieving grades AAB or higher being in the top quartile, it was very difficult to forecast whether similar performance levels would be replicated in future on the basis that there were many other options for students at post-16 level. 

·                Further information on the gaps in attainment for pupils with Special Educational Needs (SEN) was not available at this meeting, but could be provided to Members.

·                Whilst the percentage of pupils achieving the English Baccalaureate (EBacc) was below that of the City’s statistical neighbours and the national average, it was envisaged that, if the numbers continued to increase year on year, there would be a position where a higher number of the cohort were starting from a higher point, which should hopefully result in the number of pupils achieving the qualification being at, or above, our statistical neighbours and the national average.  It was also envisaged that the work in terms of the Pupil Premium Project would assist with an increase, with the results of the Project hopefully being seen in future years.  In addition, it was hoped that levels of partnership working could be increased and, in order to achieve this, there was a need for schools to work more collaboratively and share best practice in connection with this particular area of work.

·                It was accepted that there was little publicity or reference to performance at Key Stage 3, which took in Years 7, 8 and 9, which represented the second longest stage of a pupil’s education.  There was also a general agreement that the removal of statutory assessments by the Government in respect of this Key Stage had resulted in a number of disadvantages, including there no longer being an agreed national attainment measure. It would be beneficial if there was more cross-phase moderation between Key Stage 2 and Key Stage 3.

·                The City’s performance in Y1 phonics had caused particular concern in 2017.  Phonics was used as a tool for developing reading.  However, the Local Authority and Learn Sheffield were looking at how best practice could be identified and shared with the lower-performing schools. It was hoped this could be achieved by partnership working with those schools across South Yorkshire.  In addition, the Sub-Regional Improvement Board had identified the improvement in reading as a key priority.

·                Whilst it was understood that a high number of pupils in the City went on to undertake apprenticeships, there was no data available at the meeting.  This information could be forwarded to Members.

·                In terms of steps to be taken to improve progress of pupils from vulnerable groups, particularly those with SEN, a new SEN Inclusion Strategy was currently being developed, with the focus of improving outcomes for such pupils.  Also, the Inclusion Taskforce was analysing data in attainment levels of SEN pupils at a locality level, with it also having a focus on training for Special Educational Needs Co-ordinators (SENCOs).  This has been deemed as a priority area for the Authority and Learn Sheffield, and a considerable amount of work had been planned, or was already taking place, in this regard.

·                AnaIysis of the attainment of White British disadvantaged pupils recognised that, when this was aggravated, for example, with those who were also boys and/or had SEN, this group had lower performance.

·                Whilst it was likely that there was correlation between those schools in the City with lower attainment levels were likely to be in areas of higher deprivation, this information would be available after December 2017. 

·                In terms of additional support for pupils for whom English was not their first language, the Department for Education had implemented a new series of categories with regard to pupils who speak English as an Additional Language (EAL) in October 2016.  This required all schools to implement a 5-stage category framework in order to assess English fluency of EAL pupils.  This had meant that schools had been able to focus on the language needs of a high number of pupils.  There was a statutory requirement on schools to report this as part of the school Census information.

·                Whilst it was regretful that, staffing posts may be lost as a result of financial cuts to school funding, every effort would be made to try and promote best practice and ensure that more training and development was available to school leaders.

·                Information in terms of the percentage of pupils who had attained AAB at A-level, and who were from disadvantaged backgrounds, and how these statistics compared to those in other local authorities, would be provided to Members if available.

6.5

RESOLVED: That the Committee:-

(a)       notes the information reported as part of the presentation, together with the contents of the Learn Sheffield Outcomes Report – November 2017, and the responses to the questions now raised;

(b)       thanks Pam Smith, Kate Wilkinson and Stephen Betts for attending the meeting, and responding to the questions raised;

(c)        requests Pam Smith, Kate Wilkinson and Stephen Betts to submit to the meeting of the Committee to be held on 15^th January, 2018:-

(i)            a more detailed report setting out the 2017 final results – City Context and School Performance, highlighting any key changes; and

(ii)          a briefing paper, for information, containing information on:-

(A)       the additional support offered, and services available to, pupils from Roma and gypsy and travelling families, in connection with helping to reduce the number of such pupils being excluded from school;

(B)       work being undertaken in order to close the attainment gaps in respect of children with Special Educational Needs;

(C)       numbers of children leaving school and going into apprenticeships;

(D)       the geographical location of those schools with lower attainment levels;

(E)       the percentage of pupils attaining AAB at A-level, who were from disadvantaged backgrounds; and

(F)       how the challenges can be incorporated into Learn Sheffield’s strategic response, with particular emphasis being placed on Y1 phonics, the Pupil Premium and the performance of White British disadvantaged pupils; and

(d)       requests Stephen Betts to submit to a meeting of the Committee to be held on 12^th March 2018, on (i) performance at Key Stages 3 and 5 and (ii) the lack of Key Stage 5 provision at school in the south of the City.