Agenda item

This report sets out the headlines of pupil performance in 2011 at ages 5, 7, 11, 16 and 18.  Currently the data for Key Stage 4 and Post 16 is provisional. Performance figures for all key stages are provided within the attachment to this report.  A glossary setting out national expectations for each key stage is also attached.

The Head of School Improvement and Achievement and the Senior Secondary Adviser introduced this item to the Panel and gave them a visual presentation. A copy of the presentation can be found on the Panel’s Minute Book, a summary is set out below.

Early Years Foundation Stage:

·  The proportion of 5 year olds scoring the LA threshold target of 78 points and 6+ in all scales in communication language and literacy and personal social and emotional development has increased to 58.2% compared to 56% in 2010.

·  Very good progress has been made in narrowing the gap between the lowest attaining 20% of children and their peers.  This is now 28.2% compared to 29% in 2010.

Key Stage 1, Level 2b+:

·  The local expectation and priority has been to increase the proportion of pupils attaining the more secure level of 2b +

·  This remains a priority as outcomes are overall the same as last year. The greatest gap is between boys and girls attainment in writing at 15%, the same as the national gap.

Key Stage 1, Level 3:

·  At Level 3 outcomes are significantly above those nationally.  Reading is a particular strength (42% girls attained level 3).  Whilst writing results are comparatively high, it as a local priority to improve the proportion reaching this higher level.

Key Stage 2, Level 4+ and Level 5:

·  Attainment in English and mathematics combined at Level 4+ is 77%, 3 percentage points above national outcomes.  Higher attaining pupils have achieved well, 24% gaining Level 5, 3% above national outcomes.

·  English remains a strength results being above those nationally. 85% have attained Level 4+ and 35% Level 5.  The gap between boys and girls remains at 7% compared to 9% nationally.

Progress from Key Stage 1 – 2 :

·  The proportion making at least 2 levels progress from Key Stage 1 to 2 in English is 85% (83% nationally).

·  In mathematics 83% make expected progress (82% nationally).

Vulnerable groups:

At Key Stage 2, the gaps in attainment at Level 4+ in English and mathematics combined are as follows:

·  Free School Meals (FSM) attainment gap is 30.5% having narrowed slightly by 1 percentage point since 2009.  Progress of FSM pupils is closer to that of non-FSM pupils with a difference of 3%.

·  Black and Minority Ethnic (BME) attainment gap between this group of pupils and all pupils overall is 8.6%, the greatest being between those of mixed ethnicity and all pupils.  Numbers are low and results are analysed by individual school and pupil.

Key Stage 4:

·  Provisional data from the DfE for GCSE results show another increase in the proportion of pupils achieving 5+A*-C grades in any subject and 5+ A*-C grades including English and Mathematics has also increased for schools within Bath and North East Somerset. 

·  Only one school in the LA is performing below the floor target of 35%.  A priority still remains to reduce the achievement gap between the 5+A*-C figure with and without English and maths ensuring that even more young people include English and maths in their GCSE successes.

·  There has been a percentage increase again this year in the proportion of young people achieving 5 or more A* - C grades at GCSEs from 77.5% (2010) to 80.9% (2011)/  Nationally the figures 78.8% in the South West 76.4%.  Boys have improved their performance by 0.6% to 75.8% and girls by 6.5% to 85.7% exceeding both the figures for the South West LAs and national figures.

·  Students attained 96.1% 5 A*-G grades compared to 95.3% in the South West and nationally 93.1%.  A new measure now includes 5 A*-G including English and Maths.  Students in Bath and NE Somerset attained 95.1% compared to 94.8% for the South West and 91.6% nationally.

Expected levels of Progress:

·  Progress levels are taken from Key Stage 2 to 4 at 3 levels of progress in both English and maths.  There has been an increase in both English and maths.  78% of students achieved 3 levels of progress in English (75% 2010) the highest percentage in the South West and 68.2% achieved 3 levels of progress in maths (66% 2010) the third highest in the South West. 

English Baccalaureate:

·  This new measure of performance identifies English, mathematics, science, a modern or classical language, and either history or geography as qualifying subjects.  For all schools 22.7 per cent of students were entered for all of the subject areas of the English Baccalaureate and 16.5 per cent passed every subject area with grades A* to C.  In the South West 23.6% of students were entered and 16.4% passed with grades A*-C and in Bath and NE Somerset 31.2% of students were entered with 22.9% of those students achieving A* to C in all subjects.

Councillor Liz Hardman asked if figures relating to attendance and persistent absence were still recorded.

The Divisional Director for Learning & Inclusion replied that yes those figures were recorded. He added that the national threshold had changed to make it a tougher indicator to achieve.

Councillor Ian Gilchrist asked how much the Pupil Premium was.

The Head of School Improvement and Achievement replied that it was £488 per pupil.

Councillor Ian Gilchrist asked when schools were expecting to see a difference from the use of the premium.

The Head of School Improvement and Achievement replied that work was planned to take place over the next four terms that would include the introduction of Breakfast Clubs to those schools that do not currently operate them so that the children are ‘ready to learn’. She added that schools must inform parents on their use of the premium.

The Panel RESOLVED to:

(i) Note that pupils in Foundation stage, key stages 1, 2 and 4 continue to attain well compared with other local authorities and beyond national expectations on all measures. Post 16 results 2011 show a significant improvement on the previous two years and this year provisional data indicates students’ attainment is above the national figures on two key indicators.

(ii) Commend schools and Local Authority staff for their continuing high quality work and high standards achieved.

(iii) Agree that raising the achievement of particular underperforming groups of pupils and improving pupil progress are priorities for Local Authority support and challenge to schools and settings.