Agenda item

2018 Pupil Outcomes - City Context and School Performance

Report of the Executive Director, People Services

Minutes:

6.1

The Committee received a presentation from Pam Smith (Head of Primary and Targeted Intervention) on an interim update in terms of city-wide education attainment in 2018.  Also in attendance for this item was Kate Wilkinson (Service Manager - Performance and Analysis Service).

 

 

6.2

In terms of headlines regarding primary schools, Ms Smith reported that (a) there had been some strong improvements in areas targeted last year, mainly reading and phonics, but some measures had plateaued, (b) the Sheffield cohort in respect of Key Stage 2 results had more low attaining pupils than the national average, (c) when Key Stage 2 results were analysed by prior attainment group, Sheffield was still at, or above, the national average of most measures, (d) progress in reading and maths at Key Stage 2 was still in line with national averages, (e) provisional Key Stage 2 benchmarking data indicated that Sheffield’s national rankings had mostly been stable, or dropped slightly, with its position in relation to other core cities having improved for the combined measure, (f) the rankings for English, Grammar, Punctuation, Spelling (EGPS) had dropped further to 137/152, suggesting that this may need to be an area of focus next year and (g) Sheffield’s national rankings have improved slightly for Year 1 phonics. 

 

 

6.3

In terms of Key Stage 4 and Post-16 headlines, Ms Smith reported that (i) the move of 20 further GCSEs to reformed specifications this year had made comparisons with last year on Attainment 8 and Progress 8 difficult, (ii) Progress 8 at Key Stage 4 was slightly lower than last year due to qualification reforms, but was still above national average and in the second quartile, with Sheffield having the highest Progress 8 of all core cities, (iii) the percentage of pupils achieving 5+ in English and Maths had improved slightly and national ranks are similar to last year, (iv) EBacc entries went down due to the impact of early entries in non-reformed qualifications, which would also have an impact on the new EBacc average points measure, and it was expected that Sheffield’s performance would improve next year, (v) A-level performance appeared to be broadly in line, or possibly slightly improved, compared with last year, although it had been difficult to make comparisons as more A-levels had now moved to linear courses, (vi) Level 3 average points per entry was similar to the national average, and Sheffield was in the second quartile and (vii) the percentage achieving AAB or above in facilitating subjects (A-levels generally accepted for university entry) was above the national average, and Sheffield ranked in the top quartile.

 

 

6.4

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

 

 

 

·             It was accepted that prior attainment was very important, and as a result, schools would focus on BME/EAL pupils, as well as low attaining white British pupils in this regard.  The Local Authority was working with Learn Sheffield in order to identify priorities in connection with prior attainment, as well as working in partnership with schools at a local level to identify those pupils requiring additional help.  There was also a reliance on schools to share good practice in this regard.  In addition, the Early Years Team had carried out a considerable amount of work in terms of re-organising the early years timetable, and plans were being made for the establishment of seven Early Years Centres of Excellence in the City.  Early Years Centres and nurseries were also working more closely with private providers to share best practice and early identification of need.

 

 

 

·             It was difficult to say, at this stage, whether the percentage greater depth drop in terms of Key Stage 2 writing from 20% in 2017 to 18% in 2018, was a temporary blip, or part of a wider trend.  Officers would work to ensure that an accurate assessment of this was obtained, and would continue to monitor this closely, and put in extra resources if required. 

 

 

 

·             The Local Authority would constantly monitor the results of the other core cities and, if it was found that any were performing consistently higher than others, it would work with that authority in terms of sharing good practice.  The Local Authority had worked closely with a number of other authorities in the Yorkshire and Humber region in terms of sharing good practice.

 

 

 

·             There was no clear evidence, at this stage, to show whether or not academies were performing better than community or other schools.  This would require a more in-depth analysis, and whilst such information may be able to be provided in the future, it would not be a straight-forward breakdown.

 

 

 

·             The Local Authority worked closely with all schools in terms of sharing good practice.  This included contact with independent schools for moderation and completion of statutory duties.  These links occurred particularly around Early Years, where officers have monitored this, and invited all schools, including independent schools, to share good practice in this area.  The Local Authority had recently hosted the Early Years Conference, which had been attended by over 200 delegates, which had also been used as an important forum in terms of sharing good practice.

 

 

 

·             It was believed that there was an indicator in terms of how those pupils who had retaken examinations had performed, but further work was required to find this information.  If and when this was found, it would be shared with the Committee.

 

 

6.5

RESOLVED: That the Committee:-

 

 

 

(a)      notes the information reported as part of the presentation now made;

 

 

 

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

 

 

 

(c)      requests the Executive Director, People Services, and Stephen Betts (Chief Executive, Learn Sheffield) to submit a report to a future meeting, around spring 2019, demonstrating that the Locality Action Plans were meeting the priorities identified, specifically with regard to pupils’ performance on punctuality, prior attainment and phonics, and to report on the final verified attainment figures.

 

Supporting documents: