Agenda item

This report provides the Panel with an overview of early-years & school education performance in the academic year 2021-22, including information on school attendance and exclusions. This is an updated paper with validated data that follows the report presented to the Panel in November 2022.

The Director of Education & Safeguarding introduced this report to the Panel and gave them a presentation. A link to the presentation is contained within the report and a summary is set out below.

He said that there was a lot to be positive about the results that had been achieved, but he also acknowledged that there was further work to be done in relation to specific groups of young people.

Pupil Numbers

·  There were 32,230 pupils in 91 schools in B&NES as of January 2022, a slight increase (1.2%) from 31,857 in 2021.

·  Of these, 86% were attending state-funded schools (Primary, Secondary and Special schools).

·  As of January 2022, 14% were attending independent schools, over twice the national figure (6.5%).

Pupil Characteristics & Educational Inequalities

The profile within B&NES by pupil characteristic is broadly similar to the national picture (see table). However, the FSM cohort in B&NES is smaller in each Key Stage (e.g. 19% in B&NES compared to 25% nationally for KS2). B&NES also has a slightly higher proportion of girls at EYFS (51%) compared to nationally (49%) as well as slightly higher SEN EHCP cohorts at KS2 and KS4 compared to national (5% vs 4%).

In 2021/22 the national disadvantage gap index increased to their highest levels since 2012 for both KS2 and KS4 suggesting that disruption to learning during the Covid-19 pandemic had a greater impact on disadvantaged pupils.

Early Years Foundation Stage

In 2021/22, 71% of children had a good level of development in B&NES. This is higher than both the South West (66%) and England (65%) values. 70% of children in B&NES were at the expected level for all 17 ELGs, again higher than both the South West (65%) and England (63%) values.

In 2021/22, on average, children were at the expected level in 14.9 out of the 17 ELGs in B&NES. This is higher than the South West (14.4) and England (14.1).

There was a 28% attainment gap between children eligible for Free School Meals (FSM) and those not known to be eligible for FSM in B&NES, with 47% of the FSM cohort achieving a GLD compared to 75% of those not known to be eligible. This is wider than the same gap observed nationally (20%), which appears to be driven by the higher proportion of pupils achieving a GLD in the non-FSM cohort in B&NES compared to nationally (75% vs 69%), whereas the proportion of pupils in the FSM cohort achieving a GLD is slightly lower in B&NES than nationally (47% compared to 49%).

Phonics Screening

In 2021/22, 78% of pupils in B&NES met the expected standard of Phonics screening. This is higher than both the South West (75%) and England (76%). Results are lower in 21/22 in B&NES and nationally compared to pre-pandemic levels (82% in 2017/18 and 2018/19).

KS1

Attainment at KS1 has decreased in all subjects compared to 2018/19 both in B&NES and nationally. In 2021/22:

·  60% of pupils in B&NES met the expected standard in Writing, higher than the South West and England (both 58%).

·  73% of pupils in B&NES met the expected standard in Reading, higher than the South West (67%) and England (68%).

·  71% of pupils in B&NES met the expected standard in Maths, higher than the South West and England (both 68%).

·  83% of pupils in B&NES met the expected standard in Science, higher than the South West (80%) and England (77%).

KS2 Attainment

Attainment in Reading, Writing and Maths (RWM) combined has decreased in 2021/22 compared to 2018/19 at both the expected and higher standard in B&NES and nationally.

In 2021/22, 60% of pupils in B&NES reached the expected standard in RWM combined, a decrease from 67% in 2018/19. This figure is slightly higher than England (59%) and the South West (57%).

In 2021/22, 7% of pupils in B&NES reached the higher standard in RWM combined, a decrease from 13% in 2018/19. This figure is the same as the South West and slightly higher than England (6%).

Girls consistently perform better than boys in B&NES and nationally in RWM combined. The gender attainment gap in B&NES fell in 2021/22 to 4% (down from 9% in 2018/19 and 11% in 2017/18). The comparable gap in England also fell slightly from 9% in 2018/19 to 8% in 2021/22.

KS2 Attainment by Pupil Characteristic

The attainment gap in RWM combined between pupils identified as Disadvantaged and those who are not, was 33% in 2021/22, slightly higher than the gap seen in 2017/18 and 2018/19 (31%). The percentage of disadvantaged pupils reaching the expected standard in RWM combined in 2021/22 was lower in B&NES than England (34% compared to 43%). The percentage of non-disadvantaged pupils reaching the expected standard in RWM combined in the same period was slightly higher in B&NES than nationally (67% compared to 66%).

In 2021/22, the attainment gap in RWM combined in B&NES for those with a Special Education Need (SEN) identified compared to those with no SEN identified increased slightly from 50% in 2018/19 to 53% in 2021/22 (the comparable attainment gap in England was 51% in 2021/22, a slight decrease from 52% in 2018/19)19% of pupils in B&NES with any SEN identified reached the expected standard in RWM combined compared to 72% of pupils with no SEN identified.

KS4 Attainment

GCSE Results:

·  In 2021/22, pupils in B&NES achieved a higher proportion of grades (9-5) in English and Maths (57%), compared to the South West (49%) and England (50%).

·  Similarly, pupils in B&NES achieved a higher proportion of grades (9-4) in English and Maths (75%), compared to the South West (69%) and England (69%).

Attainment 8 results:

·  The average attainment 8 score in 2021/22 was higher in B&NES than the regional and national average (52% compared to 49%).

KS4: GCSE and Attainment 8 by Pupil Characteristic

Overall, girls perform consistently better than boys at GCSE level, with 59% of girls attaining grades 9-5 in 2021/22 compared to 54% of boys. The attainment gap for gender has decreased in B&NES over recent years from 10% in 2017/18 to 5% in 2021/22.

The percentage of disadvantaged pupils achieving grades 9-5 in 2021/22 was similar in B&NES and England (29% B&NES, 30% England), whereas the percentage of non-disadvantaged pupils achieving grades 9-5 in the same period was higher in B&NES than nationally (63% B&NES, 57% England). This pattern is also consistent in the attainment gap between pupils eligible for FSM and those who are not.

In 2021/22, the percentage of pupils achieving grades 9-5 in B&NES is higher within each Special Education Need (SEN) cohort in comparison to England (SEN with EHCP: 13% B&NES, 7% England; SEN Support: 28% B&NES, 22% England; No identified SEN: 63% B&NES, 56% England).

In 2021/22, the average Attainment 8 score for girls in B&NES remained higher than for boys with an average score of 54.2 for girls and 50.2 for boys.

Attainment in disadvantaged pupils in B&NES 2021/22 is similar to national attainment (average Attainment 8 score of 37 in B&NES compared to 38 nationally). Attainment in those not identified as disadvantaged in B&NES is higher than the national figure (56 compared to 53).

Average Attainment 8 scores in pupils with no SEN identified, SEN with EHCP or SEN support are all higher in B&NES in 2021/22 compared to national (20.1 vs 14.3 for those with SEN ECHP; 38.8 vs 34.8 for those receiving SEN support; 55.8 vs 52.5 for those with No SEN identified).

Councillor Rob Appleyard commented that he felt that using FSM eligibility wasn’t that fair as some pupils could miss that threshold by a small amount of money.

The Director of Education & Safeguarding acknowledged the comment and replied that it was a national measurement that is always used when reporting on this data.

Councillor Ruth Malloy asked if any figures were available for Key Stage 3.

The Director of Education & Safeguarding replied that no data was collected by the Council for this age group. He added that schools would maintain their own data for KS3.

Councillor Rob Appleyard said that he believed that the current figure for pupils with an Education, Health and Care Plan (EHCP) had doubled in comparison to recent years. He asked how this had affected the time taken to complete assessments.

The Director of Education & Safeguarding replied that assessments were taking longer due to the increase in numbers, although they were improving slowly. He added that the availability of staff within Occupational Health, Speech & Language and Educational Psychology also needs to be taken into account.

He added that the Local Authority have 20 weeks in which to complete the assessments and that historically B&NES had a record of around 80% - 90% for this. He said that during the pandemic this did fall to around 50%.

Kevin Burnett asked if a Multi Academy Trust was able to appoint their own Educational Psychologist as part of the assessment.

The Director of Education & Safeguarding replied that they could not as it was prescribed that the Local Authority must make this appointment.

KS5 Attainment

·  In 2021/22, the Average point score (APS) per student entered for at least one A/AS Level was 38.9 in B&NES, giving an average A level result of a grade B. This is slightly higher than England (APS 37.8, average grade B-) and the South West (APS 37.7, average grade B-).

·  In 2021/22, the percentage of students achieving at least 2 A levels in B&NES was 88% compared with 88% nationally, and 89% in the South West.

·  In 2021/22, the percentage of students achieving grades AAB or better at A level in B&NES was 33% in B&NES, slightly higher than England (31%) and the South West (30%).

FSM Attainment Gap across Education Stages

·  In 2021/22 in both B&NES and England, the attainment gap worsens as children progress through the education system (28% at Age 5 vs 34% at Age 16 in B&NES; 20% at Age 5 vs 27% at Age 16 in England)

·  In 2021/22 B&NES ranked 36th out of the 59 English Unitary Authorities for Age 5 and Age 7 attainment in the FSM eligible cohorts, 54th (i.e. 5th worst) at Age 11 whereas at Age 16, B&NES ranked 12th best among all English Unitary authorities.

School Exclusions

·  In the 2020/21 academic year the rate of suspensions increased to 6.9% in B&NES, higher than both the South West (5.5%) and England (4.3%) figures. This is also slightly higher than the B&NES rate observed in 2018/19 (6.5%).

·  In the 2020/21 academic year the rate of permanent exclusions was 0.06% in B&NES, similar to the South West (0.05%) and England (0.05%) figures. This equates to 16 permanent exclusions in B&NES in 2020/21. This number ranged from 4 permanent exclusions in 2007/8 to 31 in 2018/19.

·  In 2020/21 B&NES ranked the 9th highest of all English unitary authorities for suspensions and had the highest rate among our near statistical neighbours

Councillor Liz Hardman said that she was disturbed by the number of exclusions (16) and asked if the Local Authority has a say in this process.

The Director of Education & Safeguarding replied that the Local Authority’s role has changed over time and that Academies will now have their own disciplinary panels. He added that they do provide written advice to the relevant Trust / Body on those exclusions. He explained that parents can request for an Exclusion Panel to be arranged and that these are then administered by Democratic Services.

He said that in his opinion the Secondary figures were too high. He informed the Panel that there have been no Primary exclusions over the past two years and that only a small number of children finish their education in alternative provision.

Councillor Hardman asked if the Local Authority should facilitate a more direct dialogue between the Violence Reduction Unit and the Education Dept. She also wished to comment on the importance of the role of the Virtual Headteacher.

The Director of Education & Safeguarding replied and assured the Panel that conversations are held across the Local Authority with regard to Violence Reduction. He added that role of the Virtual Headteacher / Virtual School was vital.

Councillor Gerry Curran said that he was aware of the impact an exclusion can have on a child, but did not necessarily think that this should be linked to any increases in violence in the area.

School Ofsted Ratings

·  In 2021/22, the percentage of Primary schools in B&NES judged to be Good or Outstanding was 87%, similar to national and regional figures (89% and 86% respectively). This has gradually decreased from a high of 93% in 2016/17.

·  In 2021/22, the percentage of Secondary schools in B&NES judged to be Good or Outstanding was 86%, higher than both national and regional figures (80% and 77% respectively). This has continued to increase from 73% in 2018/19.

·  In 2021/22, all 3 Special schools in B&NES were judged to be Good or Outstanding (100%), higher than both national and regional figures (89% and 86% respectively).

Councillor Joanna Wright asked what has changed to make it far more difficult to achieve an Outstanding rating.

The Director of Education & Safeguarding replied that he believed that there were now only two schools who had obtained Outstanding under the new OFSTED framework within the South West of England. He said that he felt that schools now need to be able show that all pupils are making a significant level of progress to be judged Outstanding.

Councillor Ruth Malloy asked who inspects the Independent Schools.

The Director of Education & Safeguarding replied that it was His Majesty’s Inspectors (HMI) who carry out these inspections.

Councillor Malloy asked if he knew how the two compared.

The Director of Education & Safeguarding replied that he was not able to answer that question.

Councillor Hardman asked how the local authority can continue to work strategically with schools and partners to improve education and outcomes for groups of pupils in BANES who do not perform as well or/and are disproportionately suspended from school more than their peers.

The Director of Education & Safeguarding replied that conversations of this nature are held at meetings of the Schools Standards Board and that the Local Authority should always remain interested in the results of their children & young people.

The Panel RESOLVED to;

i)  Note our pupils' overall positive education performance in B&NES schools for the academic year 2021/22.

ii)  Be assured that Local Authority Officers continue to work strategically with schools and partners to improve educational outcomes for groups of pupils in B&NES who do not perform as well or/and are disproportionately suspended from school more than their peers.