Agenda item

This report provides an analysis and summary of the performance of key groups of pupils in Bath and North East Somerset in 2015 in the Early Years and Foundation Stage (EYFS), Key Stages 1, Key Stage 2, Key Stage 4 and Post 16.

The Chair commented that a good set of results had been achieved but that she had concerns over the results for disadvantaged children. She asked what aspects of deprivation most influence educational attainment and how are relevant Council services or partners currently working together to address inequality.

The Head of Education Improvement replied that there are 7 components of the Indices of Multiple Deprivation - Income, Employment, Education, Health, Crime, Housing and Environment. She added that within these areas there are sub-factors, such as the ‘income deprivation affecting children index’ (IDACI – published at the school level in RAISE online for schools and OfSTED). She said that previous research had established a link between this and the educational performance of children although such a relationship is affected by the interaction of a large range of other factors that are not all measured through the indices detailed above. However, this is an imperfect measure, and for ease of administration the proxy indicator of deprivation that is used to allocate funding is whether a child has been in receipt of free school meals in the last six years.

She stated that the ‘Disadvantaged’ group had now been widened to include these pupils as well as children in care and those who have been adopted from care.

She said that they work with officers within Health, Social Care, the Virtual School and other agencies to address this matter.

Councillor Liz Hardman asked for further information on how they hoped to achieve their identified priorities.

The Head of Education Improvement replied that schools with the biggest gaps prior to Year 2 and Year 6 are targeted and would receive three visits across the academic year. She added that all Academies had been written to asking for their predictions and what work they plan to do.

She stated that advisers have funded and promoted Achievement for All in both primary and secondary schools, and this is beginning to have a positive impact in narrowing the gaps.  She added that a number of headteachers and a member of the School Improvement and Achievement Service are training as Achievement for All coaches to make this more accessible to reduce costs.

Councillor Liz Hardman said that she was worried that Academies were failing disadvantaged pupils.

The Head of Education Improvement replied that Secondary Academies do engage well on the whole with the Council and that the Council’s role remains to champion on behalf of all children. She added that the Council would contact Ofsted or the Regional Schools Commissioner if required.

Andrew Tarrant commented that it was quite a scary time for school leaders as they were being guided in a direction (i.e. academisation) with no choice in the matter. He added that he had always appreciated the work of the Local Authority.

Councillor Matt Cochrane asked how are disadvantaged children supported to continue in further and higher education.

The Head of Education Improvement replied that this information is not currently available. The destinations data for pupils who have finished year 11 is published in a school’s RAISE online report broken down for disadvantaged pupils and so this information could be analysed by school for a future meeting. She added that post 16 schools and colleges also receive a reduced amount of pupil premium to support these young people, and will use similar strategies as schools to raise aspiration.

The Chair asked if all B&NES schools are compliant with their statutory duty to publish information on the use of and outcomes from the pupil premium.

The Head of Education Improvement replied that as part of our core visits the Senior School Improvement Adviser (SSIA) will check the school’s website for compliance. If a school’s website is non-compliant this is followed up by the Teaching and Learning consultant and support offered at no cost to the school. She said that the quality of the reports, and of the range of interventions and support for such children, is variable and this is not currently collated centrally. She stated that there is insufficient capacity in the team to carry out this non statutory work.

She said that Ofsted also check whether schools or academies have published the required information on their website and also consider whether this spending has been effective.

The Chair commented that it was encouraging that SEND children with a statement or EHC perform better than their peers nationally. She asked if all disadvantaged children have a PEP, and are these audited for quality.

The Head of Education Improvement replied that it is not a requirement that all disadvantaged children have a PEP, although schools might use some of the individual elements of the PEP form in their tracking of disadvantaged pupils. She said that they recognise the need to audit what provision schools do make for other vulnerable pupils who do not meet the threshold for statements/EHC plans.

She asked the Panel to note that although some children with SEND may have a statement or EHC plan there is no such requirement for ‘SEN Support’ children. Schools will have their own arrangements for recording the support for such children and this may be published in their SEN Local Offer report on their website.

She added that all looked after children have a PEP and that these would be looked at and audited by the Head of the Virtual School.

Councillor Liz Hardman asked what plans the Council has to raise the educational attainment of BME pupils.

The Head of Education Improvement replied that it has a three year contract with Kick Start to focus on ethnic minority achievement and that they are currently working with a number of primary and secondary schools to support BME pupils. She said that a significant proportion of this work is focused on EAL pupils who arrive with early language development.

She added that attainment for BME pupils across the primary phase is at least in line with other pupils and for some BME groups performance is above local and national averages.

Chris Batten said that a previous Panel meeting had received a presentation from children in care and suggested they receive something similar to a future meeting.

The Divisional Director for Safeguarding & Social Care replied that the Senior In Care Council would be the best group to address the Panel. He said that he would discuss the proposal with them.

Councillor Matt Cochrane asked if disadvantaged children are able to participate in after-school activities and enjoy learning and achievement in all its forms and if not, what the barriers are.

The Head of Education Improvement replied that this information is not collected but would expect schools to support pupils on this matter and possibly use Pupil Premium funding.

The Chair asked is there a training and development programme in place for BCA.

The Head of Education Improvement replied that the Local Authority has no statutory authority for academies, this is the responsibility of the Regional Schools Commissioner. However, she stated that the Council has written to the school, RSC and the DfE of its concerns about standards and attendance and exclusions levels and that these concerns have also been shared with the Regional Ofsted Director.

The Chair suggested that the Panel writes a letter to all governors highlighting the need to support disadvantaged pupils. The Panel agreed with this proposal.

The Panel RESOLVED to agree the following recommendations:

(i)  The EYFS team continues to use local data from early years settings to target their support in those schools where disadvantaged children (eligible for pupil premium funding) and boys are underperforming to accelerate closing the achievement gaps in the foundation stage.

(ii)  The local authority in exercising its statutory duty to “promote high standards and fulfilment of potential in schools and other education and training providers so that all children and young people benefit from at least good education” should challenge Headteachers and other senior leaders effectiveness in the use of pupil premium funding to narrow the attainment gap for disadvantaged pupils.

(iii)  Elected members support two local initiatives to raise standards in mathematics:

·  A joint mathematics project with the Bath and Mendip Partnership Teaching School to champion girls and more able mathematicians particularly across KS2.

·  Encourage all governors to promote “Top marks for Maths” as agenda item for all their meetings.

(iv)  Officers continue to explore with secondary schools strategies to improve A level outcomes and to share successful practice.