Chief Inspector’s Report 2016/17

Including an evaluation of Year 2 of the Education and Learning Strategy 2015-18

Celebrating achievement and learning in Lambeth 2 Contents

Introduction 4

Context 7

Priority one: Lambeth schools provide fully inclusive education 10

Priority two: raising achievement at the end of the foundation stage 18

Priority three: continuing improvement in the quality of education for primary aged pupils 24

Priority four: continuing improvement in the quality of education for pupils aged 11-19 years 28

Priority five: developing schools as self managing, improving and evaluating institutions with high quality school based staff 34

Education and learning strategy 2015-18 Year 2 evaluation 38

Appendix 1: pupil survey 2016 – Summary 42

3 Introduction

Welcome to the 2016/17 annual Lambeth Chief Inspector’s Report. This report summarises the progress made by Lambeth schools, pupils and the school community in raising achievement throughout the academic year. It also serves as an evaluation of the Local Authority’s work, in partnership with schools, through its Education and Learning Strategy, to achieve priorities against annual targets and the council’s vision for excellent schools provision.

Highlights of the academic year

Strong progress at Key Stage 1 and Key Stage 2 for the cohort as a whole provides us with a positive feature of this year’s results. There was continued improvement at the end of 2016-17 in terms of Ofsted inspection outcomes. Overall there were twenty-six school inspections. Of sixteen primary schools inspected in Lambeth six were graded ‘outstanding’, seven ‘good’ and three were graded as requiring improvement. Five secondary schools were inspected. One of these schools was judged ‘outstanding’ and three schools were judged as ‘good’. One secondary school was judged to be causing Ofsted concern during the 2016-17 academic year. Overall 96% of Lambeth schools are judged ‘good’ or ‘outstanding’.

Raising achievement

At Key Stage 2, attainment continues to be above corresponding national levels at both expected and greater depth standard, despite the increased challenge of the new National Curriculum tests. Lambeth is fifth in the country for progress in reading, and sixth for both maths and writing. Key Stage 1 results in the borough are also above national levels at both expected and greater depth standard. At the Early Years Foundation Stage (EYFS), results for the first time are at the same level as nationally, closing the four percentage point gap that was recorded in 2014.

There have been significant changes to the measurement and reporting of GCSEs. In 2017, attainment 8 and English and Maths A*-C results were broadly similar to that reported nationally for state maintained schools. However, progress 8 was slightly lower.

Our challenge is to ensure that our disadvantaged pupils and those with high prior attainment achieve as well as their peers nationally. The progress of disadvantaged pupils at all key stages will need to be a collective endeavour.

Narrowing the gap

African pupils had KS1 results just above the borough average, whilst for KS2 they were above by a clear margin in each subject. Similarly, they had higher results than Lambeth for GCSE.

Somali pupils have previously been identified as underperforming in Lambeth. They have made good strong progress in each of the key stages. In 2017 they outperformed the borough in Maths at KS1, and Writing and Maths at KS2. GCSE results showed similar attainment 8 scores to Lambeth, but much higher scores for progress 8.

4 White British pupils were the highest performers at KS1 and KS2, and this is a pattern that has been seen in previous years. However, at GCSE while attainment 8 figures were in line with the LA overall, progress 8 figures were markedly lower.

Girls outperformed boys each year in reading and writing at KS1 in both expected levels and greater depth. In mathematics, girls outperformed boys at expected standard, but there was no gap at greater depth.

At KS2, girls also outperformed boys in reading and writing and the gap at expected levels was smaller than seen nationally. In maths boys and girls had the same proportion reaching the expected standard, while boys outperformed girls in the borough by one percentage point for those reaching a higher level. All scores were above national average. For the reading, writing and maths combined indicator, 73% of girls and 67% of boys in Lambeth met the expected standard. This compares favourably with national figures of 66% and 58% respectively. At GCSE, girls outperformed boys on each indicator. Fully fluent pupils, having English as an Additional Language (EAL), were consistently the highest attainers at each key stage.

There continue to be gaps in attainment and progress between those who have free school meals (FSM) and those who do not. However, at both KS1 and KS2 the gap in Lambeth was smaller than nationally for each subject, and in addition both groups did better than their peers nationally. There was a slightly different picture at GCSE, with FSM pupils outperforming FSM pupils nationally, but this was not true for non FSM pupils in the borough.

The overall evidence suggests that Black Caribbean pupils are underperforming at each key stage, and particularly at GCSE, however Portuguese pupils made good progress over the period with improvement in levels of fluency in English. Although their KS1 and KS2 results were below the borough average, by GCSE their results were in line. The underachievement of Black Caribbean pupils remains a concern and is obviously an issue policy makers and schools need to address.

Attendance

Overall absence in Lambeth is lower than the national average for both the primary and secondary phase. Nationally, overall absence was 4% for primary schools (3.9% in Lambeth), while for secondary schools it was 5.2% (4.8% in Lambeth). Persistent absence is lower for secondary schools in Lambeth (10% or more absences: 11.9% compared to 12.8% nationally) but this is not true for primary schools (8.9% compared with 8.7%). (Autumn 2016 and Spring 2017 attendance data).

Exclusions

48 permanent exclusions occurred during 2016-17 with a further 20 avoided via managed transfers equating to an overall reduction of over 29%. Eleven exclusions were from out of borough schools. Lambeth had 0.8% of exclusions in comparison with the whole school population which is in line with national figures.

SEND Strategy

Lambeth is due to publish its Local Area Strategy – Addressing the needs of all children and young people with Special Educational Needs and/or Disabilities (SEND) for 2017-2020. It will set out our shared vision, principles and priorities to ensure partners are working together effectively to identify and meet the needs of Lambeth’s children and young people with SEND from birth to the age of 25.

5 The strategy aims to meet the requirements of the Children and Families Act in a way that is ambitious, inclusive and realistic in the challenging financial context.

Key challenges for 2017 to 2018

Across all schools there is a continued need for consistent and strong leadership at all levels, including governance and high quality safeguarding. There are further changes to the Ofsted guidance to integrate and an update to Keeping Children Safe in Education is expected in September 2018.

There are further changes to the way GCSEs are assessed in 2018, which will necessitate consolidation of the changes from last year and updating assessment and teaching techniques to meet the higher standards.

Financial pressures for all of our settings require leaders in all phases to ensure that their decision making is based around proven strategies for raising attainment and accelerating progress, particularly for disadvantaged pupils and those with higher starting points.

The partnership between schools and the Local Authority have been further strengthened with the introduction of the Lambeth Schools Partnership (LSP) in April 2017 to which the vast majority of schools subscribe. This is a formal commitment for schools, no matter how they are governed, to work together for the betterment of Lambeth as a whole. Governed by a board made up of representatives from each of the ten school clusters, school governors, teaching schools and Local Authority senior leaders, the LSP subscribes to a set of aims and principles as outlined at lambethschoolspartnership.uk.

The vision and values of the LSP lie at the heart of the collaboration between partners and the LSP board members are working together to redefine school improvement strategies and share them with the clusters from where they were elected. The LSP has five working parties; achievement of Black Caribbean students, CPD, ‘Working Together’, teacher recruitment and achievement at higher levels. The key themes are drawn from work with the Regional School Commissioners Sub-Regional Improvement Board group and involves cross borough working.

Partnership at all levels is the driver for successful school improvement.

Cathy Twist Chief Inspector/Director, Education, Learning and Skills

6 Context

Lambeth is one of 13 boroughs that make up inner London. It is the second largest inner London Borough with an official population of at least 327,000 in 2016. If trends continue, Lambeth’s population is projected to grow by just over 1% per year for the next five years, and just under 1% for the five years after that.

There are several distinct areas in Lambeth: Waterloo, Vauxhall, Kennington, Brixton, Clapham, Stockwell, Norwood and Streatham.

Largely residential, Lambeth is one of the most densely populated areas in the country with an average of 12,020 residents per square kilometre; this compares to an average of 5,600 for London, and just 366 for England as a whole. Lambeth is extremely ethnically diverse. It has a complex social and ethnic mix, with large African, Latin American and Portuguese populations, and is an important focus area for the UK black Caribbean population. Lambeth has been in the top 10% as a destination for international migrants for every year from 1951.

IMD 2015 places Lambeth as the 9th most deprived borough in London and 44th most deprived district in England. This is an improved position since 2010 when Lambeth was ranked as the 14th most deprived authority in England.

31% of the population live in areas of high deprivation. Those living in the most deprived areas are spread throughout the borough but are particularly concentrated in Brixton and Stockwell, with some in Norwood. Coldharbour ward is the most deprived. The most affluent ward in the borough is Clapham Common with areas such as Crescent Lane which is among the most well off in the borough. 60% of Lambeth’s population (3 in 5) describe their ethnicity as other than white British. Around 40% of Lambeth residents are White British or Irish, in line with inner London (43%). 15% of the population are from other White backgrounds. About two thirds of these people are from Europe outside the UK & Ireland. Black people make up a quarter of the population (24%). Lambeth’s largest non-white ethnic group is black African (11%), followed by black Caribbean (9.8%).

Lambeth has significant Portuguese, Polish and Somali populations. Around 150 different languages are spoken in families in the borough. Around 17,000 people (6% of the population) speak a main language other than English, mostly EU and African languages.

There are around 130,000 households in Lambeth. One family households make up almost half of Lambeth’s households. Lone parents make up one in ten households. One third of families with children are in receipt of benefits. If current trends continue, the number of households will rise by 30,000 between 2011 and 2031.

Around 65% of households live in rented accommodation, and a third own their own home. Just under one in five households rent from the council, and around 16% rent from other social landlords.

1DCLG, who produce the Indices of deprivation, explicitly advise against making comparisons over time between releases of the deprivation data. The indices were initially designed to provide a consistent basis for allocating deprivation funds down to a small area level. It was therefore designed to be consistent across all areas of the country, rather than being comparable over time. Benefits data, for example, is an important part of the indicators, and is obviously subject to change as legislation and guidance change.

7 Just under one in three households are privately rented. Rents have increased by 18% in recent years and there has been a noticeable increase in concern about lack of affordable housing. Over 70% of households in Lambeth live in flats, either purpose built or converted houses. Just over 10% of households live in detached or semi-detached houses.

Lambeth is a relatively young borough. 44% of the population is younger working aged 20-39 years, and there are relatively few children and young people under 20.

Lambeth has the fourth highest turnover of residents in England. The proportion of people moving in and out of the borough is high, similar to many places in inner London; approximately 13% of the population leave each year and are replaced by around 13% new arrivals. In other words, around 87% of the population each year remains the same. Many families with small children leave the borough.

The population change gives rise to significant pupil mobility within Lambeth schools. The average pupil mobility is 25% in primary schools and 9% in secondary schools. These rates of change are typical of inner London though this can be higher in individual schools. A significant number of children and young people are from refugee and asylum seeking families which also affects the level of pupil mobility.

Overall, the pupil population in Lambeth schools has risen from 28,593 pupils in 2003 to 38,027 pupils in 2017, a rise of 25%. Pupil numbers in the primary sector have risen by 17% between 2003 and 2017. The rolls of the five nursery schools have remained relatively stable over the period, since they are almost always full. The reduction in the special school rolls can be attributed to the recent reviews and subsequent restructuring of special education within Lambeth and the reintegration of many former special school pupils into mainstream education. The number of secondary age pupils has risen by 42% since 2003.

In the last two years the pupil population is beginning to fall as the baby bulge of 2004/5 moves through to secondary schools and the cost of housing means that some families are moving out of the borough.

Lambeth Schools

As of January 2017, Lambeth contained 91 schools (including pupil referral units) with a total of 38,027 pupils. Of these schools, 14 have academy status. The types of school and pupils on roll in January 2017 were as follows:

Table 1: Types of school and pupils on roll, January 2017 (Source: School Census 2017). Data includes academies.

Type of School Number of Schools/Units Pupil Roll (Headcount)

­ Nursery 5 484 Primary 60 23,956 Secondary 19 12,981 Special 5 457 Pupil Referral Units 2 149 Grand Total* 91 38,027

*Durand, Dunraven and Turney are all-through establishments so are counted in both primary, secondary and special, but are only counted once in the overall total. Durand will cease to have a secondary department from September 2018.

8 There is also a wide range of alternative education provision within the borough supporting pupils who are excluded (or at risk of exclusion), pregnant school girls, young offenders and pupils with autism and other sensory impairments.

Our child population is also very diverse. 39% of the general population of the borough are White British. In our local schools 85% of pupils are from a BME background. A significant number are children and young people from refugee and asylum seeking families. This has an impact on the level of mobility.

Black African pupils form the largest ethnic group in Lambeth schools with 23%, followed by Black Caribbean at 15% and White British also at 15%. The ethnic composition of the schools’ population has changed over the years, with the three largest groups falling in size slightly indicating even greater diversity than was the case 10 years ago. The groups which have increased in size since 2008 are the ‘White Other’ and mixed race categories.

The diversity of Lambeth’s population is reflected by the exceptional number of languages and dialects spoken in Lambeth schools, with the Lambeth Pupil Survey of January 2017 recording 145 languages, in addition to English. 17,597 pupils spoke or understood a language other than English at home. This represents 49% of the total respondents. Portuguese is the most common language spoken by Lambeth pupils after English with 2,716 speakers (7.2%). Spanish is the second most spoken language with 2,214 speakers (5.8%), closely followed by Somali (4.5%), French (3.6%) and Polish (3.2%).

A number of children and young people also live in special circumstances. For example:

• In 2017, 18% of pupils in Lambeth schools were identified as having a Special Educational Need. Within this figure there are more with very complex needs. • The total number of children on the council’s children’s disability register (i.e. those registered, not necessarily the total living in the borough) is 494. • 411 children are in care to Lambeth Council for a variety of reasons (as reported July 2017). • Lambeth is in the top ten districts for lone parents with dependent children and is 13th nationally for female lone parents. It is also in the top 10% of districts for female lone parents not in employment. • The 2011 under 18 conception rate for Lambeth was 34.8 per 1,000 girls aged 15-17, representing an overall decline of 59.2% since 1998 the baseline and a 66.1% reduction since 2003 when the under 18 conception rate was highest. That is a reduction from 415 in 2003 conceptions to 147 conceptions in 2011. The 2013 rate was 24.7 per 1000.

9 Priority One Lambeth schools provide fully inclusive education

Specific areas of focus in 2016/17 were:

• Continue to reduce the school age conception rate • Increase the number of available primary and secondary school places • Focus on compliance with the school admissions code • Support schools in providing high quality information, advice and guidance to parents/carers and young people at key transition points • Support and encourage excellent education achievement for children looked after • Increase the number of young people educated about healthy relationships • Increase the number of places in mainstream schools for children with an additional or special need • Increase the number of special school places in the Borough • Ensure that excluded pupils have access to quality education provisions • Children missing education are identified and placed at the earliest opportunity • Home educated pupils are monitored and assessed • Support schools to comply with statutory minimum safeguarding standards • Supporting schools to understand responsibilities under the Counter Terrorism Act • Supporting schools to further develop practice in recognising and reporting suspected cases of FGM.

10 Work to achieve these areas of focus and targets

In 2016/17 the Lambeth Healthy Schools Strategic Group commissioned the Lambeth Health and Wellbeing Programme to provide Personal and Social Health Education (PSHE) support to our primary, secondary and special schools. This work was delivered by Brook for secondary schools and by the Health Education Link service (HELS) for primary schools and special schools.

Between April and July 2017, Brook London Education team engaged with 2,732 young people in Lambeth, delivering RSE and Drug education sessions in five secondary schools. Over 90% of students felt they learnt something new, with more than half of all students stating they would change their behaviour after taking part.

Health Education Link Service (HELS) provided mainstream primary and special schools with specialist support to develop and sustain effective PSHE.

Thirty-three mainstream primary schools and three special schools received support in 2016/17. Examples of support include: Model lessons, policy reviews, pupil needs’ assessment support, curriculum support, Relationship and Sex Education (RSE) including FGM awareness INSET, Drug Education INSET, Circle Time INSET, parent/carers information sessions and workshops (RSE, DE and Healthy Eating on a budget).

In January 2017 The Training Effect were commissioned by Children and Young People’s Health Partnership (CYPHP) to design, develop and deliver an emotional health and resilience programme for primary and secondary schools in Lambeth and Southwark. Schools that voluntarily engaged with the service completed audits to ascertain the needs of pupils, staff competencies and staff wellbeing, received staff training to deliver effective pupil support and had access to a library of resources, programmes and support. On line support was continually updated and matched to the needs of pupils and teaching staff.

By August 2017 Healthy Schools London had accredited Lambeth with thirty-three bronze, five silver and one gold award. Seventy two schools were registered with the programme. The PSHE/Healthy Schools team continued to support schools to achieve awards to the highest standard. The PSHE Providers Forum continued to meet termly to co-ordinate the provision offered by external providers and those commissioned by Lambeth. A termly Providers grid is completed to record organisations’ work in schools.

Lambeth has been hugely successful in reducing teenage conceptions and maternities between 1998-2015. However, the burden of poor sexual health is still disproportionately on young people, who have the highest rates of new STI diagnoses and highest rates of re-infection. Lambeth continued be the Inner London Authority with the highest under-18 conception rate, highlighting the need for PSHE including Relationship and Sex Education.

11 Table 1: Performance against statistical neighbours Teenage conceptions for under 18s 1998 2015 %Change LAD1 and GOR Number Rate Number Rate 1998-2015 Inner London 2864 66.7 998 20.8 -68.8 Lambeth 365 85.3 123 28.7 -66.4 Southwark 318 87.2 101 24.7 -71.7 Lewisham 319 80.0 107 23.4 -70.8 Hackney and City of London 273 77.1 93 22.7 -70.6 Haringey 227 62.3 95 21.0 -66.3 Islington 163 58.3 61 21.4 -63.3 Brent 218 47.8 94 17.5 -63.4 Data is for 2015, released March 2017

School Safeguarding

The School Safeguarding team continues to support and promote the safeguarding of children from the early years to college education. Lambeth schools, including independent schools, use the team well as a resource for support and advice. The team challenged and quality assures safeguarding arrangements in line with statutory requirements, in response to allegations and complaints and to promote good practice. This is broadly achieved through on site safeguarding audits to assist schools in reviewing their safeguarding arrangements to ensure children are safeguarded and protected but also to ensure schools are in line with evaluation schedules. A regular forum for school safeguarding leads provides information and guidance about current safeguarding issues, changes to safeguarding law, statutory guidance and enables members to disseminate and share good practice. Feedback from schools is very positive regarding the updated information they receive and schools act upon the advice and requirements when highlighted to them.

Schools have been encouraged to complete and return safeguarding checklists which assist the Schools Safeguarding Team to target their work. Schools have also used the checklist to assist in their inspection preparations. Safeguarding and Child Protection Training continues to be popular with Lambeth Schools, Academies and other settings, and assists schools to meet their statutory training cycles. In partnership with colleagues from Schools HR, Safer Recruitment training is also provided to schools and governors and is always well attended.

The Schools Safeguarding Team has supported schools to understand their statutory duties with regard to preventing pupils from the risk of radicalisation. Schools have been made aware of new legislation and statutory guidance and a model safeguarding policy has been provided for schools to adopt as part of their safeguarding duties.

Lambeth’s dedicated strategy and policy on Child Sexual Exploitation (CSE) was formally ratified by the LSCB and promoted to all schools. Schools are proactive in making appropriate referrals to social care when concerns have been raised.

Not in Education, Employment or Training (NEET)

The Raising Participation Strategy focuses on young people remaining in education, learning and employment until 18. A long standing focus is on the proportion of young people in Years 12-14 who are NEET (Not in Education, Employment or Training). Numbers in learning, education or

12 training increased to 6,937 (85.3%) in March 2016 and increased again to 7,227 (84.71%) in March 2017. During the same period NEET levels in Years 12-14 fell to 2.09 in 2016 making Lambeth the 2nd lowest borough of all the central London Boroughs and these have fallen again to 1.53% (115 young people) in March 2017. Unknown participation dropped to 10% in 2015/16. It has increased slightly in 2017 to 12.71% which is still too high and remains a key focus. Lambeth is reviewing its strategies to identify those who are unknown, and also ways to strengthen its work with those young people in schools at risk of becoming NEET (RONIs). This area of work is often complex and resource intensive.

Increase the number of available primary and secondary school places including special provision

After a 19% increase in applications for Reception places by Lambeth residents between 2009 and 2014, there was a drop in applications between 2014 and 2017 of 11%, remaining highest in the Clapham, Stockwell and Streatham areas. However it is expected that the numbers will rise again in the long term due to the additional developments being built in the borough and a projected increase in the birth rate from 2018/19. The long-term projected increase in housing is the main driver of a continuing long-term increase in school demand.

There was a 16% increase in the number of Y7-11 pupils on roll in Lambeth’s schools between 2011/12 and 2016/17. The additional numbers in Lambeth’s primary schools are now moving into Year 7 so the secondary school population is expected to grow further. The forecasted shortage of secondary places in Lambeth from 2018/19 is being addressed by expanding the new Secondary department in Woodmansterne school from 3 forms of entry in September 2017 to 5 forms of entry in September 2019. Feasibility studies are also under way to expand existing secondary schools and provide further places.

The opening of mainstream ‘free’ schools is managed by the DfE out of the local authority’s control and makes local pupil place planning difficult. In September 2017 all applicants to Lambeth primary and secondary schools were offered a school place. This has been a continuing success for the Pupil Place Planning in the authority.

13 Special Educational Needs (SEN)

The SEND reforms introduced in 2014 require all children with a Statement of Special Educational Needs and young people with a Learning Difficulty Assessment to be assessed for an Education, Health and Care Plan (EHCP). All Statements had to be converted to EHCPs by the 1 April 2018 However any pupils who have not had the conversion completed by this time will remain with a statutory binding Statement of SEN.

London’s boroughs, including Lambeth, are dealing with a significant increase in the number of young people with Education, Health and Care Plans (EHCPs), more than anywhere else in the country. Lambeth has seen an increase of around 20% in the number of EHC Plans it manages in the last three years.

Lambeth has relatively high levels of children with SEN. In 2016/17 18.3% of pupils were identified as having SEN. This figure includes all those who have a statutory Education, Health and Care plan or are receiving SEN support (previously school action and school action plus). This compares to an average of 16.1% across statistical neighbours.

Across all London Boroughs (excl. City), the proportion of pupils with statements or education, health and care plans (EHCPs) ranges from 0.8% to 4.0%. Lambeth has a value of 3.5%, compared to an average of 2.8% in all London Boroughs (excl. City).

We continue to aim to ensure that children’s special educational needs are identified as early as possible, in order to give them the best possible early support to improve their ability to access education. For pre-school children, we have established seven enhanced provisions within the Private, Voluntary and Independent (PVI) Sector, an additional resource to support children whose needs cannot be met solely from within the nurseries’ resources.

The enhanced provisions are for children with significant social and communication needs (either diagnosed with Autism or awaiting an Autism assessment, complex developmental needs, or a combination of both). These children will not yet have an Educational Health Care Plan. Children

14 will have to be accessing three or more specialist services and be known to the Early Years Alliance team and aged between 2 and 5 to be able to access the enhanced provision.

The majority of school aged children with SEND are educated in mainstream schools alongside their peers and their needs are assessed and met without the need for an EHCP. To support children with more complex needs in mainstream schools, we have established specialist Resource Bases in some mainstream provisions. These are specialist provisions with their own admission numbers and all are subject to Service Level Agreements (SLAs) between the Local Authority as commissioner and the schools as providers. Children and young people are admitted through the SEN admissions process, as in special schools, and all have Education Health and Care Plans (EHCPs).

A few children and young people with EHCPs, with the most complex and profound needs, may require a placement in a special school. Since 2012 we have been reviewing and planning our specialist capacity requirements to 2018. The reviews have resulted in:

• 131 additional primary ASD and SLCN places being created. • 90 additional secondary ASD places have been created or are planned. • New post-19 provision – the Michael Tippett College opened in September 2016.

School exclusions

48 permanent exclusions occurred during 2016-17, with a further 20 avoided via managed transfers equating to an overall reduction of over 29%. Eleven exclusions were from out of borough schools. Lambeth had 0.8% of exclusions in comparison with the whole school population.

Table 2: School Exclusions

2011/12 2012/13 2013/14 2014/15 2015/16 2016/17

Primary 11 12 16 8 13 8 Secondary 31 31 24 32 31 35 Special 1 0 2 1 1 5 Total 43 43 42 41 45 48

Support to schools

Vulnerable Pupil Management Group (VPMG): The VPMG meets monthly and is attended by internal and external representatives from numerous disciplines in order to raise complex cases requiring resolution and address the associated issues. The Panel seeks to place children in schools as quickly as possible.

Managed transfers: ‘‘Managed transfers’ are promoted as an alternative to permanent exclusion. This is where a school has sufficient evidence to issue a permanent exclusion after exhausting an extensive range of intervention strategies, but in partnership with the parent, looks to place in Alternative Provision, or in another school where a child can make a ‘fresh start’. This process is done with the agreement of Headteachers, Lambeth’s alternative provision, the parent and the young person. The use of transfers promotes a more positive transfer into alternative education rather than having the stigma of a permanent exclusion on their record.

15 Virtual School

The Virtual School (VS) oversees the education of all Children Looked After (CLA) by the Council. At the end of Key Stage 1 (age 6-7), there were five in the total cohort, four of whom sat the test. 60% achieved the expected standard in Reading and Mathematics. For Lambeth CLA there was a 14% improvement in Reading on 2016 and a 51% improvement in Mathematics. In Writing, 20% achieved the expected standard.

Overall the combined figure for children achieving Reading, Writing and Maths was 20%, which is an improvement of 11% on 2016. For the children that sat the tests the outcomes were: 75% Reading; 25% Writing; 75% Maths and 25% Reading, Writing and Maths.

At the end of KS2 (age 10-11) there were twenty two in the total cohort, fifteen of whom sat the test. 50% achieved the expected standard in Reading and 46% in Maths. For Lambeth CLA there was a 20% improvement in Reading and 16% improvement in Maths.

Overall the combined figure for children achieving Reading, Writing and Maths was 41%, which is an improvement of 11% on last year. For the children who sat the tests the outcomes were: 73% Reading, 71% Writing; 67% in Maths and 71% in Reading, Writing and Maths.

At the age of 16, pupils for VS sitting the tests (5 or more GCSEs), the Attainment 8 score increased by 18 points to 39.3, just below the LA average of 45.5. VS pupils achieving grade 4 or more in English and Maths was up by 9%. For the cohort of VS pupils actually sitting the tests, 55% achieved the measure, just below the LA average of 60% which would be a variance of one child. VS pupils achieving 5+A*-C including English and Maths showed a 6% improvement since 2016. For those sitting the tests, 45% achieved the measure; a 15% improvement since last year.

The results show there is still a gap in achievement between looked after children and their non- looked after peers but results in Lambeth are similar to or better than national data for CLA in previous years. The Virtual School Management Board continued to scrutinise the work of the Virtual school giving support and offering challenge to all aspects of the school to ensure that every effort is made to improve outcomes for looked after children.

Moving forward – focus for 2017/18 to 2018/19

• Meeting the statutory deadlines for new Education, Health and Care Plans in the face of exponential increase in demand, as well as meeting the statutory deadlines for all conversions of Statements to EHCPs while working within budget allocations • Reducing exclusions • Continuing to ensure the highest standard of safeguarding in all educational settings • Ensuring children identified as missing from education are supported to be placed in an education provision • Assessing the quality of home education provided by parents outside mainstream schooling • The provision of a forum for Healthy Schools London school leads and PSHE coordinators to help develop sustainability for PSHE • Delivery of more FGM sessions for staff and parent/carers and develop and delivery of FGM awareness lessons for 9-11 year olds (upper KS2) • Expanding the offer for Prevent Education across the borough • Improving the outcomes for Looked After Children who are in the care of Lambeth Local Authority.

16 Key contacts for Priority One

Cathy Twist Director, Education, Learning and Skills 020 79269541

Clare Dudman Senior Schools and Educational Improvement Adviser 020 79262262

Adam Yarnold Lead Special Education Needs 020 79269450

Ruth Wright Service Manager, School Admissions 020 79269506

Stuart Boffin Lead, School Inclusion Service 020 79266928

Sue Franklin Lead Educational Psychology 020 79265599

Stuart Thompson Pras Sothinathan Lead, Virtual School for Looked After Children 020 79261729

Maggie Harriott Education Strategy Manager 020 79262108

Sarwan Jandu Denys Rasmussen Safeguarding Children Managers 020 79269643 020 79268915

Janis Marsh PSHE, EHWB and Healthy Schools Coordinator 07984 495 993

17 Priority Two Raising achievement at the end of the foundation stage

Introduction

The Early Years Foundation Stage (EYFS) measures children’s progress at age 5. Three prime areas of learning; Communication and Language, Physical Development and Personal, Social and Emotional Development and four specific areas of learning; Literacy, Mathematics, Understanding the World, and Expressive Arts, Designing and Making. Within these areas a child can gain a score of 1-3 with 1 being ‘emerging’, 2 being ‘expected’ and 3 being ‘exceeding’. These scales are also classified into prime and specific areas of learning.

The DfE define children as having reached a good level of development at the end of the EYFS if they achieve at least the expected level in: • the early learning goals in the prime areas of learning (personal, social and emotional development; physical development; and communication and language) • the early learning goals in the specific areas of mathematics and literacy.

Overall development and main findings

Table 1: EYFSP National and Lambeth Aggregate Results 2017

National 2017 Lambeth 2017

Good Level of Development (GLD) 71% 71% Average Total Points (ATP) 34.5 33.7 Communication and Language (CLL) 82% 81% Physical Development (PD) 87% 87% Personal, Social And Emotional Development (PSE) 85% 84% Literacy (LIT) 73% 73% Mathematics (MAT) 78% 78% Understanding the World (UW) 84% 82% Expressive Arts and Design (EAD) 87% 86% Prime Learning Goals (Pri) 79% 77% Specific Learning Goals (Spe) 70% 70% All Learning Goals (All) 69% 69%

Contextualisation of the EYFSP Results with Factors Influencing Performance

A child’s social and economic background can affect educational achievement. The following sections discuss gender, ethnicity, free school meal entitlement, English as an Additional Language, and term of birth as factors affecting the EYFSP “Areas of Learning” outcomes. All calculations for

18 the “gap” between different factors are subject to rounding. Contextual tables for the early learning goal scales can be found in the appendices.

Table 2: EYFSP Profile by Gender

Indicators Areas of Learning Overall Cohort GLD ATP CL PD PSE LIT MAT UW EAD PRI SPE All Female 1615 77% 34.9 87% 93% 90% 78% 81% 87% 92% 75% 85% 75% Male 1603 65% 32.5 75% 81% 78% 67% 74% 78% 80% 64% 70% 63% Gap 12% 2.4 12% 12% 13% 11% 7% 9% 12% 11% 14% 12%

Ethnic background

Of the major ethnic groups, White British children have the highest percentage for a good level of development at 81%. Other groups do have higher percentages but have significantly fewer children in their cohorts. Pupils in Any Other Group have the lowest percentages of the major ethnic groups, with 59% followed by Black Other and Somali pupils with 63%. White British children have the highest average total points score with 36.1 points. Somali children have the lowest with 31.5 points.

Table 3: EYFSP by Major Ethnic Groups

Indicators Areas of Learning Overall Cohort GLD ATP CL PD PSE LIT MAT UW EAD PRI SPE All African 623 69% 32.9 79% 84% 83% 71% 76% 79% 83% 66% 76% 66% - Somali* 119 63% 31.5 74% 79% 78% 65% 66% 75% 78% 60% 71% 60% Any Other Group 136 59% 31.6 69% 79% 74% 61% 66% 68% 82% 57% 63% 56% Black Other 117 63% 32.7 74% 85% 78% 66% 77% 78% 85% 62% 69% 62% Caribbean 358 64% 32.5 80% 87% 78% 66% 75% 82% 85% 63% 73% 62% Mixed Other 263 75% 34.5 85% 86% 87% 77% 81% 86% 87% 75% 81% 74% Mixed White/ 160 72% 33.8 85% 91% 86% 72% 79% 83% 91% 70% 82% 70% Caribbean Portuguese 106 70% 33.0 79% 86% 81% 72% 75% 80% 86% 68% 75% 68% White British 652 81% 36.1 90% 91% 92% 82% 87% 92% 92% 80% 86% 80% White Other 389 69% 32.7 78% 87% 84% 71% 74% 78% 85% 66% 76% 66% *Somali children are included in the African results

Free School Meals

Children who were eligible for free school meals scored a lower percentage in all areas of learning. The gap between children eligible for a free meal and those not eligible was 15% in a good level of development. There was a difference of 2.6 average total points between FSM and non- FSM children.

Table 4: EYFSP Profile by Free School Meals

Indicators Areas of Learning Overall Cohort GLD ATP CL PD PSE LIT MAT UW EAD PRI SPE All Paid 2486 75% 34.3 84% 89% 87% 76% 81% 84% 89% 73% 80% 73% Free 702 60% 31.7 74% 79% 76% 62% 68% 75% 79% 58% 69% 57% Gap 15% 2.6 10% 10% 10% 14% 12% 9% 10% 15% 11% 16%

19 Fluency in English

Broadly, our analysis shows those children that have English as an additional language have a lower percentage in the EYFSP assessment outcomes. There is a gap of 5% in a good level of development. There was a difference of 1.5 average total points between EAL and non-EAL children.

Table 5: EYFSP Assessment by First Language

Indicators Areas of Learning Overall Cohort GLD ATP CL PD PSE LIT MAT UW EAD PRI SPE All English Only 1735 73% 34.4 85% 88% 86% 75% 81% 86% 88% 73% 80% 72% EAL 1586 68% 32.9 77% 85% 82% 70% 74% 77% 84% 66% 74% 65% Gap 5% 1.5 7% 3% 4% 5% 7% 9% 4% 7% 6% 7%

Term of Birth

There is a relationship between term of birth and the EYFSP outcomes. There is a decline in percentages from autumn birth through spring birth to those children born in the summer term. The gap between autumn and summer for a good level of development is 19%. There was also a difference of 3.7 points between autumn and summer born children’s average total point score.

Table 6: EYFSP Assessment by Term of Birth

Indicators Areas of Learning Overall Cohort GLD ATP CL PD PSE LIT MAT UW EAD PRI SPE All Autumn 1018 81% 35.6 87% 91% 88% 82% 86% 88% 91% 79% 85% 79% Spring 1100 71% 33.8 82% 88% 86% 72% 78% 84% 87% 70% 79% 60% Summer 1100 62% 31.9 75% 81% 78% 64% 70% 75% 81% 60% 69% 60% Gap 19% 3.7 7% 10% 10% 18% 16% 13% 10% 19% 16% 19%

Disadvantaged Areas

The DfE have provided postcodes for the analysis of each Local Authority’s most deprived areas. The measure of deprivation used is the “Index of Multiple Deprivation”. The Index is constructed using measurements of the income, employment, health, education and skills, crime and living environment characteristics of a given area. The disadvantaged areas are defined as the 30% most deprived postcodes, broadly equivalent to the population size of the 20% most deprived wards. Lambeth’s cohort is particularly deprived with about 50% of the postcodes of children at foundation stage age living in the 30% most deprived areas. The graph below splits the deprivation areas further.

Table 7: EYFSP by Disadvantaged Areas

Indicators Areas of Learning Overall Cohort GLD ATP CL PD PSE LIT MAT UW EAD PRI SPE All 10% most 239 65% 32.4 74% 82% 79% 68% 74% 77% 82% 63% 70% 63% 20% most 810 68% 33.2 79% 86% 83% 70% 76% 81% 84% 66% 75% 65% 30% most 562 70% 33.7 81% 86% 85% 71% 75% 81% 86% 68% 78% 68% 50% least 859 74% 34.2 82% 88% 85% 75% 80% 83% 88% 73% 79% 72% 70% least 275 75% 34.4 88% 91% 85% 77% 84% 86% 88% 74% 83% 73% Gap 10% 2.0 14% 9% 6% 9% 10% 9% 6% 11% 13% 10%

20 There is a 10% gap between the most deprived SOAs for a Good Level of Development. Nationally, the gap is 18%.

Narrowing the Gap

The DfE and LA are also committed to reducing the percentage inequality gap in achievement between the mean score of the lowest 20% of children and the median score of all children. The absolute gap in points is expressed as a percentage of the median score.

In Lambeth in 2017, the achievement gap was 32.7%. Nationally, the achievement gap was 31.7%, however Lambeth is reducing the gap at a faster rate than national and is nearly at parity with only a 1% difference.

Table 8: Key Indicators 2017

2017 2016

Indicator Lambeth National +/- Lambeth National +/-

Good Level of Development 71% 71% 0% 68% 69% -1% Average Total Point Score 33.7 34.5 -0.8 33.2 34.5 -1.3 Achievement Gap 32.7% 31.7% -1.0% 33.8% 31.4% -2.4%

21 Conclusions and Key Issues

• Lambeth was statistically in line with national figures for a Good Level of Development, Average Total Point Score and Narrowing the Gap. • Lambeth was statistically in line with all national figures in each Early Learning Goal and aggregated Areas of Learning. • Lambeth’s gap between advantaged and disadvantaged postcodes was less than the national gap. • Girls in Lambeth achieved results above boys in all areas of the EYFSP. • Children not eligible to free school meals achieved higher results in all areas of the EYFSP than those children eligible. • All Literary and Mathematics early learning goals were lower than other learning goals, especially Writing.

Early Years Provision as at July 2017

Providers Number Inspected Good or Better

Childminders 238 152 93% Private, Voluntary and Independent 117 106 98% providers (PVIS) After School and Breakfast 146 111 84% provisions Maintained Nursery Schools 5 5 100% Nursery classes in schools 62 58 93.5%

Children’s Centres

• Lambeth has a network of 23 children’s centres which are largely school based and managed, and organised in groups of one, two or three centres for planning and delivery purposes • All employ small teams of core staff consisting, across two centres, of one manager, two Better Start workers; a small number of sessional early years staff and an administrator • These small staff teams are responsible for the direct delivery of universal and targeted stay and play activity • Crèches enable parents and carers to access parenting support or adult and family learning activities and for targeted family support for families with additional needs. • All Children’s Centres maintain a particular focus on improving outcomes for children eligible for free school meals, as well as locally identified underachieving groups.

Supporting Quality Improvement across the Early Years Sector

• Lambeth continues to support all settings through a comprehensive Continuous Professional Development Programme (CPD), termly forums with nursery and childcare leaders and managers and annual visits and development plans for all settings • Targeted support is offered to settings identified both by Ofsted and the local authority as in need of improvement. This is achieved through regular visits, action plans, inset and targeted locality training on key areas that need improvement • Business development, advice and support especially around childcare sustainability, growth and marketing is provided • Information sharing briefings and workshops have been offered to ensure that the sector is ready to deliver the 30 hours free early learning for eligible working parents from September 2017.

22 Moving forward: Early years focus for 2017/18 to 2018/19

• Further improve quality of provision across all sectors through categorisation and audit of maintained and Private, Voluntary and Independent settings with a focus on improving the quality of the provision offered by childminders • Develop the funded places for vulnerable two year olds and increase capacity of places where necessary • Continue the trend of improving good levels of development for children at the end of the Early Years Foundation Stage • Support the take up of 30 hours childcare for parents through working in partnership with childcare providers • Raise the profile of Early Years services within the borough so that more families are able to access their entitlement to education, childcare and Lambeth-commissioned services • Support the growth of the Lambeth Schools Partnership so that an increasing number of Early Years and school support services can be offered through a mixture of local authority support and traded services • Keep the progress of vulnerable groups under review to ensure the current steady upwards trend in outcomes continues and LEAP to report on progress and learning in line with its reporting schedule • Support the review being conducted as part of the Better Start programme and consider the recommendations made to further integrate early education, health and commissioned services so that services are accessible and provided increasingly efficiently for families within the borough • Ensure good use of the Special Education Needs Inclusion Fund to support young children’s additional needs.

Key contacts for Priority Two

Kathryn Shaw Lead: Early Years and Out of School Quality Improvement 020 7926 6681

Feyisa Demie Head of School Research and Statistics 020 7926 9448

23 Priority Three Continuing improvement in the quality of education for primary aged pupils

Specific areas of focus in 2016/17 were:

• Improving achievement for all groups of children • Continuing to improve the percentage of children achieving aged related expectations in reading, writing and mathematics combined • Ensuring no school falls below national floor standards • To broker and encourage school to school working and support.

Introduction

Lambeth schools, as a Local Authority group, perform within the top ten of all local authorities in England in terms of the percentage of good or better schools as judged by Ofsted. The school improvement team has been complimented by headteachers and other professionals and undergoes frequent quality assurance, performance management and training to maintain high quality support and challenge to schools.

There has been a core offer of support and traded services to support schools with their ongoing and continual improvement and development. Advisers work closely with a group of linked schools and ensure proportionate support is tailored to the different and specific needs of the wide range of settings. The core and wider team will often work together to provide schools with support and an external view on the school’s performance, its strengths and areas for development. From April 2017 since the launch of the Lambeth Schools Partnership this work has continued on a traded basis.

24 There has been a range of support provided in relation of a number of key changes in education such as assessment. The advisory team is committed to continual support for school leaders as changes progress further and schools adopt a wide range of assessment structures to gain a picture of pupils’ achievement.

The individuals within the school improvement team continue to have cross-phase skills and many work cross phase across special, primary, secondary and 16-18. The diminishing of differences between the outcomes of specific groups continues to be a focus of Ofsted, with particular reference to more able disadvantaged pupils.

Standards at Key Stage 1

With the advent of the new curriculum in 2016, attainment in Lambeth was higher for each subject than the corresponding national figure for KS1. This was replicated in 2017 where again Lambeth pupils were more likely to reach the expected standard in each subject than nationally.

Table 1: Percentage of pupils meeting the expected standard at KS1, 2016 and 2017

2016 2017

Lambeth National GAP Lambeth National GAP

Writing 72 65 +7 73 68 +5 Reading 78 74 +4 79 76 +3 Maths 76 73 +3 79 75 +4

Standards at Key Stage 2

Table 2: Percentage of pupils meeting the expected standard at KS2, 2016 and 2017

2016 2017

Lambeth National GAP Lambeth National GAP

Reading 72 66 +6 79 72 +7 Maths 79 70 +9 83 75 +8 Writing TA 81 74 +7 83 76 +7 RWM* 62 53 +9 70 61 +9 *RWM – pupil reached expected standard in each of Reading, Writing and Maths

In each subject, Lambeth has consistently had higher levels of achievement than nationally at KS2. In 2017, 61% of pupils nationally reached the expected standard in reading, writing and Maths combined, whilst the figure for Lambeth was 70%, placing it as the 11th highest LA nationally.

In addition to looking at overall attainment, the DfE also looks at the progress of pupils between KS1 and KS2. Table 5 shows that this is an indicator where Lambeth is again doing very well (The national figure for progress is 0). Lambeth made particularly strong progress in reading in 2017, with a result bettered by only four other LAs nationally (out of 150). Similarly, Lambeth’s progress measure was ranked 6th for mathematics and also for writing. It is pleasing to note that Lambeth scores highly on both progress and attainment. This is a very similar picture to that found in 2016.

25 Table 3: Key Stage 1 – Key Stage 2 Progress Measure – Top LAs (%)

Reading Writing Mathematics

1 City of London 2.8 Newham 2.6 City of London 3.1 2 Kensington and Chelsea 2.4 City of London 2.5 Newham 3.0 3 Bromley 2.3 Hackney 2.3 Kensington and Chelsea 2.8 4 Richmond upon Thames 2.3 Haringey 2.2 Redcar and Cleveland 2.5 5 Lambeth 2.1 North East Lincolnshire 1.8 Hammersmith and Fulham 2.4 6 Hammersmith and Fulham 2.0 Lambeth 1.8 Lambeth 2.3 7 Redcar and Cleveland 1.8 Islington 1.8 Harrow 2.2 8 Hackney 1.7 Waltham Forest 1.7 Bromley 2.1 9 Barnet 1.7 Redcar and Cleveland 1.6 Westminster 2.0 10 Merton 1.6 Wolverhampton 1.5 Barnet 2.0

The Achievement Gap in Lambeth Schools

It is now widely acknowledged that closing the gap in educational attainment between different ethnic groups is a pressing concern of both local and national importance.

Table 4: KS1 attainment by ethnic background 2017 (% meeting expected standard)

Lambeth National Average

Writing Reading Maths Average Writing Reading Maths Average Gap

Black African 75 80 79 78 78 72 75 75 +3 Somali* 71 78 82 77 n/a n/a n/a n/a n/a Black Caribbean 66 73 71 70 74 66 68 69 +1 Black Other 67 72 73 71 74 68 70 71 0 Portuguese* 58 62 62 61 n/a n/a n/a n/a n/a White British 79 87 89 85 76 68 76 73 +12 White Other 75 79 82 79 70 64 75 70 +9 *Somali and Portuguese data is separately collected in Lambeth but not nationally

In 2017, White British pupils had the highest levels of attainment in each subject, whilst Portuguese pupils were least likely to meet the expected standard. Comparing the achievement of Lambeth pupils to nationally based on ethnic background, it is pleasing to note that all groups in the borough did at least as well, and in the majority of cases better, than their peers nationally.

26 Table 5: KS2 attainment by ethnic background 2017 (% reaching the expected standard)

Lambeth National RMW

Writ TA Reading Maths RWM Writ TA Reading Maths RWM Gap

Black African 85 76 84 70 79 71 77 62 +8 Somali* 85 78 88 71 n/a n/a n/a n/a n/a Black Caribbean 76 75 75 62 72 66 67 54 +8 Black Other 81 79 78 67 75 67 71 57 +10 Portuguese* 69 66 73 54 n/a n/a n/a n/a n/a White British 87 89 88 80 77 73 75 62 +18 White Other 82 80 88 71 70 63 74 56 +15

In 2017, Portuguese pupils in Lambeth at KS2 had the lowest levels of attainment with 54% reaching the expected standard in reading, writing and mathematics. They were followed by Caribbean pupils (62%), while White British pupils had the highest levels of achievement, with 80% meeting the standard. The performance of all the ethnic groups in Lambeth was higher than their peers nationally.

Moving forward – priorities for 2017/18 Key Contacts for • Support schools causing concern and/or below or just above Priority Three national floor standards • In partnership with school leaders continue to review school Cathy Twist effectiveness and ensure intervention is timely and effective Director, Education, • Narrow the gap in achievement between groups of pupils Learning and Skills and underperforming groups, with particular reference to 020 7926 9541 disadvantaged pupils • Develop the new ‘Lambeth Schools Partnership’; Clare Dudman a partnership model of Lambeth which keeps us working Senior Schools and together as a cohesive learning community, based on joint Educational Improvement working between the council, schools and other education Adviser providers to benefit all children and young people and sustain 020 7926 2262 educational excellence • Support the development of Clusters and partnerships of Richard Blackmore schools to work together to share and disseminate good Schools and Educational practice and training opportunities Improvement Adviser • Offer information and advice on high quality provision for 020 7926 5315 arts, creativity, adult and family learning opportunities • Continue programmes of support to pupils of all abilities Rachael Norman • Support the development of teacher and schools alliances. School and Educational Improvement Adviser 020 7926 8847

Feyisa Demie Head of School Research and Statistics 020 7926 9448

27 Priority Four Continuing improvement in the quality of education for pupils aged 11-19 years

Specific areas of focus in 2016/17 were:

• Improving outcomes in education for all groups of pupils, including those in receipt of pupil premium • Raising the proportion of pupils making expected and more than expected progress between KS2 and KS4 and ensuring that all schools have positive value added scores • Continuing to improve the percentage of pupils achieving 5 A*-C grades including English and Mathematics in GCSE examinations • Improving the attainment and progress of pupils who start secondary school with the highest levels of attainment • Ensuring that no schools fall below ‘floor standards’ • Providing a rapid response in any instances where schools cause concern to ensure that they improve quickly • Increasing participation for the NEET cohort and introducing strategies for reducing unknown destinations • Supporting and challenging school sixth forms to improve attainment in post-16 qualifications • Supporting all secondary and secondary special schools so that they receive good or better judgments in Ofsted inspections • Supporting schools in anticipating nationally initiated changes in curriculum and assessment • Raising the profile and increasing the participation of students in apprenticeships.

Introduction

To achieve success in these areas of focus, work has included the maintenance and enhancing of a high quality school improvement team. School Improvement Advisers (SIAs) work closely with and know each secondary school well. SIAs are experienced secondary leaders with long standing backgrounds in inspection who are familiar with the Ofsted framework and are well aware of changes within education and their implications.

There is a balance of a core offer support and traded services to provide support and challenge to secondary schools. This is focused on the outcomes for all groups of secondary aged pupils. Advisers work closely with individual schools and ensure training and support is bespoke to the context of each school. SIAs have continued to lead a termly leadership briefing, which enables headteachers to keep up to date with developments and to share improvement strategies and concerns. Within the increasingly mixed economy in Lambeth which includes academies and free schools, the lead Secondary SIA visits each of these institutions termly for “keeping in touch” visits.

In 2016-17, four of the five (80%) secondary schools received ‘good’ or ‘outstanding’ Ofsted grades.

School Improvement Advisers have also organized and led whole school reviews in a range of schools, either in line with agreed strategies in the LA Action Plan or at the request of headteachers

28 and governors. The focus of these reviews has included teaching and learning, leadership and management and marking and assessment, sixth form and subject specific reviews.

The narrowing of achievement between specific groups continues to be an area of focus for the school improvement team and for schools. Examples of groups that have had a renewed focus have been higher attaining pupils and those entitled to Pupil Premium.

14-19 Developments

The borough seeks to support schools to enable real choice for young people and make sure that learners see clear paths of progression to further and higher education, training or employment. The Education Act 2011 placed a duty on schools to secure the provision of independent careers guidance for pupils in Years 9 to 11 with effect from September 2012. This duty was subsequently extended down to Year 8 and up to age 18 taking effect from September 2013. This guidance was updated for schools and colleges in March 2015. The 14-19 coordinator has set up a Secondary/ Post 16 Careers, Education, Information and Advice Forum which seeks to inform all CEIAG leads of borough specific opportunities, changes in light of the current education reforms and a strong focus on increasing awareness and participation in apprenticeships, particularly in the increasing Construction opportunities in the Nine Elms regeneration and other S106 projects. There has also been a significant drive of linking schools with employers to ensure that employer engagement is reflected in curriculum design. 14-19 Education, Learning and Skills issues and developments are reviewed in a 14-19 Lambeth Council Strategic Group, represented by key officers to promote collaborative working across the council.

29 The Post 16 Choices prospectus provides young people with a full understanding of all options, giving young people widespread awareness of the Russell Group Guide “Informing Choices” and the factor of ‘facilitating subjects’ at A-level. The prospectus ensured that young people were well informed about the currency of different qualifications and the range of different pathways central to informing progression. The prospectus details the high quality range of sixth form provision in the borough, including Kings College London Maths School as well as the new Southbank University Technical College, focusing on Medical and Building Engineering. There is further information detailing vocational studies at Lambeth College, work based learning routes, including apprenticeships, and information on entrepreneurship. The prospectus is further linked to additional resources and information via the Young Lambeth Website.

All providers of 14-19 learning including all secondary schools, Lambeth College and work-based learning providers, are working together to ensure that their curriculum offer matches learners’ needs and requirements, including young people with learning difficulties and those with complex needs.

The SEND Local Offer

The Local Offer has two purposes: to provide parents, children and young people with clear, comprehensive and accessible information about provision available and how they can access it and make the provision more responsive to local needs and aspirations by directly involving children and young people with SEND, parents, carers and service providers in its review and development to the age of 25. A detailed Local Offer (information for parents, children and YP with SEND can be found at younglambeth.org/localoffer .

Careers Cluster European Social Fund Bid

This year ELS launched a major promotion of apprenticeships via Lambeth Ambassador Apprenticeship Programme, which used the skills of current apprentices to promote apprenticeships to Lambeth schools via a major conference at the Houses of Parliament, subsequent school roadshows and an employer recruitment day – ‘The Big Apprenticeship Day’ at Lambeth College, represented by 40 employers recruiting Lambeth Apprentices at the right time of year.

This programme of activity was the foundation of a successful ESF tender application ‘Careers Clusters’ (£666k) secured at the end of the financial year to improve the quality of Careers Guidance across 17 Lambeth Secondary Schools. The contract duration is for two years commencing the 2016/17 academic year.

Raising of the Participation Age

A long standing focus is on the proportion of young people in Years 12-14 who are NEET (Not in Education, Employment or Training). Numbers in learning, education or training increased from 6937 (85.3%) in March 2016 to 7227 (84.71%) in March 17. During the same period NEET levels in Years 12-14 fell to 2.09 in 2016, making Lambeth the 2nd lowest borough of all the central London Boroughs and these have fallen again to 1.53% (115 young people) in March 2017. Unknown participation dropped to 10% in 2015/16, it has increased slightly in 2017 to 12.71% which is still too high and remains a key focus.

Lambeth is reviewing its strategies to identify those who are unknown, and also ways to strengthen its work with those young people in schools at risk of becoming NEET (RONIs). This area of work is often complex and resource intensive.

30 Standards at Key Stage 4 (GCSE)

Changes were made in 2016 to GCSE reporting, with the introduction of Progress 8 and Attainment 8 measures. The DfE’s main measures are progress 8 – KS2-GCSE progress across 8 subjects. This includes English (double-weighted), Maths (double-weighted), three English Baccalaureate qualifications and three other qualifications which can include English Baccalaureate subjects and other high value academic, arts and vocational qualifications from the DfE approved list. Attainment 8 gives a points score across the same 8 subjects. Attainment 8 is not directly comparable between 2016 and 2017 due to changes to the scoring system.

Table 1 shows Lambeth’s performance at GCSE is broadly similar to that found nationally.

Table 1: GCSE Performance

2016 2017

Lambeth National Lambeth National*

Attainment 8 49.7 50.1 44.3 44.6 Average Progress 8 score 0.06 -0.03 -0.12 -0.03 English and Maths A*-C 62.4 59.3 60.2 59.1

*Overall national figures are based on all pupils. Information on ethnic background and gender is only available for state maintained pupils.

Standards at Key Stage 5 (Post 16)

At A level in both 2016 and 2017, Lambeth was in line with the national in Average Point Score (APS) per entry, and slightly below in vocational routes (technical and applied general qualifications). In both years, Lambeth was above the national in the proportion of students achieving 3 AABs or better at A level, at 18% compared to 17%.

Table 2: Post 16 Performance Data 2016 and 2017

2016 2017

School Lambeth National Lambeth National

Cohort 16-18 at end of study 3,352 NA 2,176 NA Cohort – A levels only 815 NA 853 NA APS per entry – A level 31.6 31.8 32.7 32.4 APS per entry A level – expressed as a grade C C+ C+ C+ Cohort – academic quals 818 NA 861 NA APS per entry – academic 31.7 32.1 32.9 32.7 APS per entry academic – expressed as a grade C+ C+ C+ C+ Cohort – tech quals 189 NA 164 NA APS per entry – tech quals 29.6 30.8 29.5 32.3 APS per entry tech quals – expressed as a grade Merit+ Dist- Merit+ Dist- Cohort – applied general quals 431 NA 340 NA APS per entry – applied general quals 32.8 34.7 37.0 35.7 APS per entry applied quals – expressed as a grade Dist- Dist Dist+ Dist % achieving AAB or better at A level 18.2% 17.0% 18.2% 17.0%

31 The Achievement Gap of Ethnic Minority Children

Table 3: GCSE attainment by ethnic background 2017

Lambeth National

Att8 Prog8 E+M (%) Att8 Prog8 E+M

African 44.8 .09 61 46.9 0.37 64 Somali 44.3 .49 60 n/a n/a n/a Caribbean 37.7 -.53 50 40.5 -0.23 51 Portuguese 48.2 .47 58 n/a n/a n/a White British 45.5 -.45 60 45.9 -0.14 64 White Other 48.3 .42 65 46.5 0.49 61

White Other were the highest attaining group in Lambeth, with 65% gaining good passes in English and Maths. They also had one of the highest progress 8 scores. In contrast, the lowest performing group in the borough were Caribbean pupils, and this was true on all three indicators.

Figure 1. GCSE English and Maths A*-C by ethnic background (2017)

65% 61% 58% 60% 60% 50%

Caribbean Portuguese Somali White British African White Other

Moving forward – focus for 2017/18 to 2018/19 70 • Continue to develop the Lambeth Schools Partnership 60• Analyse performance data to identify gaps and develop strategies to close them 65% 60% 60% 61% 50• Monitor progress in all58% 11-19 settings through School Improvement Adviser (SIA) visits and 14-1950% team 40• Improve standards of attainment and progress at KS3, 4 and 5 for all groups of students • Provide appropriate professional development in relation to priorities 30 • Improve progress of underperforming groups in core subjects 20• Ensure the curriculum matches learners’ needs throughout 11-19 to address raising of the participation age and promotes the reduction of those not in employment, education 10 or training (NEET) 0• Support schools in maximising performance in the English Baccalaureate at GCSE • OfferCaribbean information andPortuguese advice on highSomali quality provisionWhite Britishfor arts creativity,African ICT, WhiteLibraries Other and family learning • Maintain professional networks to share and disseminate good practice.

80 70 60 32 50 40 30 20 10 0

80 70 60 50 40 30 20 10 0 Key contacts for Priority Four

Cathy Twist Director, Education, Learning and Skills 020 7926 9541

Clare Dudman Senior Schools and Education Improvement Adviser 020 7926 2622

Rachael Norman Schools and Education Improvement Adviser 020 7926 9936

Juliet Williams Careers Cluster Project Lead 020 7926 9644

Feyisa Demie Head of School Research and Statistics 020 7926 9448

33 Priority Five Developing schools as self managing, improving and evaluating institutions with high quality school based staff

Specific areas of focus in 2016/17 were:

• Ensure schools and other education providers have strong leadership and do not cause Ofsted concern • Further develop partnerships between schools to enhance outcomes • Ensure school Clusters and partnerships use best practice in commissioning • Assist and facilitate schools to apply best value principles and QA practice in the management and procurement of services • Maintain a high quality school improvement advice team who can challenge and support schools to improve • Through Lambeth School Services, support schools to access quality council services and training programmes • Develop a new vehicle for school improvement to ensure schools continue to have access to high quality support and work together.

34 Work to achieve these areas of focus

The Ofsted framework requires a strong evidence profile to demonstrate the effective leadership and management of a school. Lambeth schools were judged very positively by Ofsted. During the 2016/17 academic year, 16 primary schools were inspected by Ofsted, 38% of those schools inspected were judged to have ‘outstanding’ teaching, 44% ‘good’, 18% ‘requires improvement’ and 0% were judged inadequate. Five secondary schools were inspected in 2016/17, 20% were judged outstanding, 60% good and 20% (1 school) were judged inadequate. Overall 96% of schools were judged good or better with 41% judged outstanding.

All LA maintained schools have an assigned School Improvement Adviser (SIA). SIAs support and challenge their assigned schools on the basis of need and therefore SIA time will be focused on schools in challenging circumstances and specifically, but not exclusively, those identified by the School Improvement Monitoring Group. The roles and responsibilities of SIAs are to:

• Analyse Dashboard Data with Heads/SLTs. Quality Assure with school leaders the judgements that the school has made about achievement of pupils, quality of teaching, behaviour and safety and leadership/management and the evidence cited in support of these evaluations. Headteachers will then be in a better position to ensure that outcomes are robust and accurate and the identified priorities for development are appropriate • Discuss and challenge if necessary any targets that the school sets to ensure that they are realistic, appropriate and supported by curriculum and teaching developments to maintain and improve achievement for all pupils • Provide the LA with further robust evidence on school performance and priorities that enable it to ensure that services meet the needs of schools and that those performing below expected levels can be appropriately supported in inverse proportion to success • Confirm that statutory responsibilities are carried out by the headteacher and the governing body, for example around safeguarding and in relation to the equality duties (sex, race, disability, religion/belief and sexual orientation). The LA Safeguarding checklist assists with this function • Provide the headteacher performance management adviser role as part of their core service. • SIAs also visit their good and outstanding schools on a ‘lighter touch’ basis to ensure they know of best practice and outcomes for children and young people • Identify and share good practice. The SIA will also provide advice and support which enables a school to develop and improve its provision • 2016-17 has marked a year of transition where schools and the council have worked together to formalise their relationship as the Lambeth Schools Partnership. The 2016-17 year marked the final development and the new partnership was formally launched in April 2017.

School governing boards are integral to the leadership and management of schools, providing both support and challenge to senior leaders and performing the following three core functions:

• Ensuring clarity of vision, ethos and strategic direction • Holding the headteacher to account for the educational performance of the school and its pupils, and the performance management of staff • Overseeing the financial performance of the school and making sure its money is well spent

Lambeth Governor Services provides personalised advice and support to both maintained schools and academies free of charge, in person, by telephone and by email, on request. Schools and academies that subscribe to the Lambeth School Partnership will receive a termly report for governors and headteachers, “Working Together”, which addresses current national and local educational and governance issues.

35 We have introduced a simple governance self-audit toolkit, designed around the core functions of effective governance, aiming to improve the overall quality of school governance in the borough by enabling governing bodies to develop a shared understanding of their performance and impact, identify areas for development and better contribute to school self-evaluation and school development planning. The completed proformas provided information about the quality of school governance, enabling the LA to RAG-rate governing bodies and target common areas for development. 40 proformas were returned, of which 26 were rated “green” and 14 “amber” and none were rated “red”. This process was repeated during the Summer Term 2017, with proformas to be returned by the end of term.

A rolling governor training and development programme is offered, focusing on governing body statutory duties and responsibilities, current national and local issues and recent developments. The programme is developed in consultation with the training and skills governors’ group and informed by best practice. The governor portal is updated regularly, providing easily accessible information and documentation, including the current training offer, a termly ‘model agenda’ and model terms of reference for committees.

We have a well-established and effective recruitment programme for Local Authority (LA) governors, who are now nominated by the Local Authority but appointed by the governing body: it is for the governing body to decide whether the nominee meets their eligibility criteria. Successful candidates also made available to schools for appointment under other categories where there are vacancies. All nominees are checked by the Disclosure and Barring Service (DBS) prior to confirmation of appointment.

The number of Local Authority governor places on each maintained school governing body is determined in law and set out in its Instrument of Government. Academy governing bodies may also have LA representatives, but there is no requirement for them to do so. There were 71 LA governor places in Lambeth schools in September 2017, with 9 vacancies.

The Local Authority Governor Appointment Panel met several times during the 2016/17 academic year and approved around 30 candidates. These potential governors were either appointed to a central pool for later appointment or nominated to schools with existing vacancies.

Moving forward – focus for 2017/18 to 2018/19

• Ensure schools and other education providers have strong leadership and do not cause Ofsted concern • Further develop partnerships between schools to enhance outcomes • Ensure school Clusters and partnerships use best practice in commissioning • Assist and facilitate schools to apply best value principles and QA practice in the management and procurement of services • Maintain a high quality school improvement advice team who can challenge and support schools to improve • Through Lambeth School Services, support schools to access quality council services and training programmes • Develop and embed the Lambeth Schools Partnership.

36 Key contacts for Priority Five

Cathy Twist Director, Education, Learning and Skills 020 7926 9541

Peter Compton Co-ordinator of Governor Services 020 7926 9636

Tim Gibson Senior Finance Manager 020 7926 1887

Feyisa Demie Lead Research and Statistics 020 7926 9448

Colm Doyle Lead Lambeth Schools Service 020 7926 8942

37 Education and Learning Strategy 2015-18: Year 2 Evaluation

The strategy was developed to agree a shared ambition for the LA, schools and other learning providers to ensure the continuing focus on standards and achievement in a period of national and local change.

It has six overarching objectives which cover statutory and post statutory learning. These are:

• Every educational setting and school to be good or outstanding • Every further education provider to be a good or outstanding provider • To reach national standards and beyond for all learners • To improve opportunities and outcomes for pupils at aged 16-19/19-25 (SEN) • To ensure all learners can access employment, further education or training • To reduce gaps and achievement between groups of learners.

38 Progress towards achieving priority areas for action

Priority area for action Evaluation – Year 2

To improve performance for 16-19/19-25 age School sixth forms results for 2016-17 were group and adult learners above the national average and adult and community learning achievement remained high for non- accredited provision and improved 8.5% in accredited provision, which is above the national average.

To improve the proportion of young people who Lambeth children and young people achieved achieve the highest levels of achievement for at or above the national average for KS1, KS2, their age and to ensure Lambeth learners achieve KS4 and A’ Level. Although 1% below the at or above national averages national level in 2016, the EYFS is now at the national level in 2017.

To provide sufficient high quality school places All applicants to Lambeth schools received a school place with 86% receiving first preferences at primary level and 58% at secondary level.

The SEN strategic plan has meant extra SEN places in mainstream schools; 10 resource bases being set up in mainstream schools; new sixth form places in special schools; a new 19-25 College and enhanced provision in early years settings.

210 new additional school places were provided by expansion of existing schools.

To embed the shared approach to early The take up of two year old early learning has intervention and thus avoid entrance into significantly improved and this has helped early the social care system in our schools and intervention for early years. education settings ‘Enhanced’ early years provision for SEN as well as new training programmes has increased numbers of pupils being identified early and having their needs addressed.

The SEND service have worked with school SEN Co-ordinators to develop a person centred graduated approach to identifying need and have converted a large number of statements to the more inclusive Education, Health and Care plans.

Schools are better aware of pupils’ additional social care and SEN needs.

39 Progress towards achieving priority areas for action (continued)

To improve the percentage of good and There has been an overall improvement in outstanding early years settings good or outstanding early years provision and the figures are now: childminders 93% good or outstanding, PVI 98% good or outstanding, Children centres 100% good or outstanding, school nurseries 100% good or outstanding.

To ensure every young person leaves school 92% of young people leave school with a with a clear destination into further education, clear destination. employment or apprenticeship NEET figures are down to 1.5%.

Our figures for unknown destinations are still too high.

To encourage inclusion and reduce exclusions Encouraging managed moves and managed from primary and secondary schools transfers has reduced permanent exclusions by 29%.

Alternative provision is monitored to ensure all is judged good or better.

Promoting the proactive use of the Outreach team to support and address behavioural issues at the earliest opportunity.

Alternative provisions are inspected and monitored to ensure all are judged to be good or better.

Exclusions are at national average.

To improve educational outcomes for our Outcomes at KS2 and 4 were above national children looked after by the council average for our looked after children.

Tackling disadvantage beyond the school gate For those in Adult Learning there was no significant achievement gap between groups. Priority groups effectively engaged in ACL and libraries.

Narrow the achievement gap between groups of We have been successful in narrowing the gaps pupils and their peers in the main ethnic groups and girls, with the exception of Caribbean heritage pupils who still lag behind.

The Education and Learning Strategy 2015-18 can be viewed or downloaded from: lambethschoolservices.co.uk/Article/11203 lambeth.gov.uk/schools-and-education/lambeth-education/education-and-learning-strategy-2015-18

40 41 Appendix 1

Pupil Survey 2016 – Summary

This report presents the results of the analysis of the 2017 Lambeth EAL Fluency Survey and DfE Annual School Census. Each year in January, the Local Authority carries out a census of pupils in its schools. The information provides data for the Local Authority’s scheme of formula funding, assists in putting Key Stage 1, 2 and GCSE achievement into the context of schools’ intakes and provides general background information to Lambeth policy makers. The detailed overview of the pupil population is also used as supporting evidence for a range of external grant funding and other submissions and reports to government departments and other agencies.

Information from the two surveys includes name, sex, unique pupil number (UPN), free meals eligibility, home borough, ethnic background, additional languages to English spoken at home, fluency in English, stage and prime area of special educational need, date of admission to school, date of birth, in care details, postcode and national curriculum year as taught.

The 2017 Annual School Census recorded details of 37,905 pupils in all schools, academies and pupil referral units. The main findings are summarised below.

1. Ethnic Background

The largest ethnic group in Lambeth schools is Black African with 8802 pupils, or 23.2% of the pupil population. Collectively, White Other pupils (including Portuguese, Greek and Turkish) are the second largest ethnic group with 16.1%. White British makes up the third largest group with 14.9%.

42 1. Ethnic Background of All Pupils 2000 and 2008-2017 (%)

Ethnicity 2000 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Black African 21.2 24.3 24.1 23.7 24.0 24.0 23.9 24.1 23.5 23.1 23.2 White Other (All) 12.1 12.3 12.5 12.3 12.3 13.2 14.5 15.2 15.2 15.7 16.1 White British 24.9 16.7 15.9 15.6 15.1 14.7 14.3 13.7 14.3 14.4 14.9 Black Caribbean 22.6 18.9 18.3 18.2 17.7 17.0 16.6 16.0 15.5 15.0 14.5 White Other* 6.8 6.7 6.9 6.5 6.1 7.5 7.8 8.7 8.8 9.4 10.0 Mixed Other - 4.5 4.6 4.8 4.6 5.0 5.3 5.4 5.5 5.8 6.1 Portuguese 4.4 5.1 5.1 5.2 5.6 5.1 6.0 5.9 5.9 5.8 5.7 Any Other Group - 4.1 4.3 4.5 7.9 4.6 4.1 4.6 4.7 4.8 4.7 Black Other 11.0 4.6 4.5 4.6 4.6 4.6 4.8 4.5 4.7 4.6 4.7 Mixed White/ - 4.4 4.4 4.5 4.4 4.6 4.5 4.6 4.6 4.5 4.6 Black Caribbean Mixed White/ - 1.4 1.5 1.6 2.0 1.9 1.9 2.0 2.1 2.1 2.1 Black African Bangladeshi 1.9 1.7 1.6 1.6 1.6 1.5 1.5 1.5 1.4 1.4 1.4 Asian Other - 1.2 1.2 1.2 1.3 1.4 1.3 1.3 1.3 1.3 1.3 Pakistani 1.2 1.1 1.2 1.1 1.1 1.2 1.3 1.2 1.3 1.3 1.3 Mixed White/Asian - 0.8 0.7 0.8 0.8 0.8 0.8 0.9 0.9 0.9 0.9 Chinese 1.1 1.0 1.0 0.9 0.8 0.7 0.7 0.8 0.8 0.8 0.8 Indian 1.6 0.8 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.7 0.7 White Irish 1.4 0.6 0.6 0.6 0.6 0.5 0.4 0.4 0.4 0.4 0.4 Turkish 0.6 0.4 0.4 0.4 0.4 0.4 0.4 0.4 0.3 0.3 0.3 Vietnamese 0.9 0.4 0.3 0.3 0.3 0.3 0.3 0.2 0.2 0.2 0.2 Greek 0.3 0.1 0.1 0.2 0.2 0.2 0.3 0.2 0.2 0.2 0.2 Gypsy/Roma - 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1

Source: Research and Statistics Unit EAL Fluency Survey and Spring School Census 2000-2017 Totals may not equate to 100% due to the exclusion of the ‘Not Obtained’ and ‘Refused’ categories *White Other excludes Portuguese, Turkish and Greek which have been disaggregated in the table.

The ethnic composition has changed since 2000. The percentage of Black African pupils has grown and remains high. White Other (including Portuguese, Greek and Turkish) pupils have seen the largest increase from 12.1% in 2000 to 16.1%, with the Portuguese community growing from 4.4% to 5.7%. The percentages of Black Caribbean and White British have fallen although White British has shown signs of rising again in the last few years.

43 2. Main Languages Spoken in Lambeth Schools

Lambeth pupils in the survey spoke 141 languages, including English.

18,661 pupils spoke or understood a language other than English at home. This represents 49% of the total respondents. Portuguese is the most common language spoken by Lambeth pupils after English with 2716 (7.2%) of speakers. Spanish is the second most spoken language with 2214 (5.8%) of speakers, closely followed by Somali (4.5%), French (3.6%) and Polish (3.2%).

First language No. % First language No. %

English 19128 50.4% Swahili/Kiswahili 77 0.2% Portuguese 2716 7.2% Kurdish 75 0.2% Spanish 2214 5.8% Panjabi 73 0.2% Somali 1716 4.5% Greek 72 0.2% French 1352 3.6% Caribbean Creole English 70 0.2% Polish 1207 3.2% Ga 64 0.2% Arabic 997 2.6% Lithuanian 64 0.2% Yoruba 969 2.6% Gujarati 63 0.2% Akan/Twi-Fante 854 2.3% Tamil 63 0.2% Bengali 483 1.3% Dutch/Flemish 59 0.2% Urdu 454 1.2% Hindi 55 0.1% Italian 380 1.0% Persian/Farsi 52 0.1% Tigrinya 373 1.0% Swedish 50 0.1% Amharic 293 0.8% Slovak 49 0.1% Chinese 286 0.8% Edo/Bini 47 0.1% Albanian/Shqip 223 0.6% Hungarian 47 0.1% Lingala 221 0.6% Hausa 43 0.1% Igbo 173 0.5% Japanese 43 0.1% Romanian 155 0.4% Serbian/Croatian/Bosnian 43 0.1% Turkish 155 0.4% Czech 42 0.1% Krio 125 0.3% Caribbean Creole French 31 0.1% German 122 0.3% Ewe 26 0.1% Tagalog/Filipino 122 0.3% Thai 26 0.1% Vietnamese 103 0.3% Manding/Malinke 23 0.1% Luganda 97 0.3% Ukrainian 23 0.1% Russian 90 0.2% Shona 21 0.1% Pashto/Pakhto 87 0.2% Others 1517 3.0% Bulgarian 80 0.2%

44 3. Proficiency in English

8,414 pupils (22.6%) were classified as non-fluent EAL pupils (spoke or understood a language in addition to English, but were not competent or fluent in English). 3.9% were classified as Stage A (New to English), 7.6% as Stage B (Early Acquisition) and 11.0% as Stage C (Developing Competence). 10.9% of pupils were classified as Stage D (Competent) and 13.7% at Stage E (Fully Fluent in English).

Stage of Proficiency School A B C D E English type (new to (early (developing (competent) (fluent) only English) acquisition) competence) Nursery 14.5% 12.2% 11.4% 4.8% 3.9% 50.2% Primary 5.1% 10.2% 13.9% 10.8% 9.4% 49.1% Secondary 1.2% 2.4% 5.8% 11.8% 23.0% 55.0% Special 8.7% 8.7% 5.2% 2.0% 2.2% 62.0% PRU 0.0% 0.8% 1.6% 2.3% 5.5% 89.1% Total 3.9% 7.6% 11.0% 10.9% 13.7% 51.4%

Proficiency in English Proficiency in English of EAL Pupils in Lambeth 1992-2016 of EAL Pupils by School Type in Lambeth 2017 Year Not Fluent % Fluent % English only % 1992 16.3 7.0 76.7 From 2017, Proficiency 1993 17.8 7.0 75.2 (formerly Fluency) in English 1994 19.4 6.6 74.0 moved from a 4 stage scale 1995 20.6 7.0 72.4 (1-4) to a 5 stage scale 1996 23.5 5.9 70.6 (A-E). Previously, Stages 1-3 1997 25.7 6.2 68.1 were classed as non-fluent 1998 27.0 6.1 65.8 in English with Stage 4 1999 27.4 6.6 66.0 classed as fully fluent. 2000 26.6 9.5 63.3 2001 26.9 10.7 61.9 2002 25.6 13.4 61.0 2003 27.8 11.8 60.4 2004 27.3 13.5 58.8 2005 27.8 13.9 57.7 2006 28.6 15.1 56.3 2007 29.6 15.8 54.6 2008 29.8 16.3 54.0 2009 30.0 17.2 52.8 2010 28.3 17.5 53.9 2011 28.8 19.0 54.1 2012 28.1 20.0 51.5 2013 28.9 20.6 50.1 2014 27.9 21.1 50.5 2015 28.3 22.0 48.4 2016 27.9 22.4 49.2

45 4. Free School Meals

In Lambeth schools, including nursery, primary, secondary, special schools and PRUs, 9,600 pupils (25.3%) were eligible for a free school meal. 28,305 pupils (74.7%) paid for their meals. In primary schools, 23.8% of pupils were eligible for a free school meal and continues to fall. In secondary schools 26.4% of pupils were eligible for a free school meal. Overall, the percentage of pupils eligible for a free meal continues to fall from a high point of 51.6% in 1994.

Free School Meals by School Type in Lambeth 2017

Free School Meals Paid Meals

School type Number % Number % Nursery 143 29.5% 341 70.5% Primary 5698 23.8% 18255 76.2% Secondary 3396 26.4% 9486 73.6% Special 307 67.0% 151 33.0% PRU 56 43.8% 72 56.3% Total 9600 25.3% 28305 74.7%

Free School Meals in Lambeth 1991-2017

Year Primary % Secondary % All Schools 1991 42.7 38.3 42.0 1992 48.4 45.5 46.5 1993 49.3 47.9 49.2 1994 50.9 55.3 51.6 1995 53.3 60.1 51.5 1996 53.2 57.1 49.3 1997 48.0 47.8 47.4 1998 44.9 48.3 45.6 1999 41.5 48.4 43.4 2000 40.8 43.3 41.8 2001 38.0 40.7 39.1 2002 38.3 38.8 38.7 2003 37.6 37.1 37.8 2004 37.7 39.1 38.0 2005 38.4 36.6 38.0 2006 37.3 37.4 37.3 2007 37.7 37.4 37.0 2008 35.0 35.1 35.2 2009 34.1 32.7 33.9 2010 34.6 29.7 33.3 2011 35.6 31.4 34.6 2012 34.2 30.4 33.4 2013 33.6 33.3 33.9 2014 30.6 30.8 31.2 2015 27.2 26.6 27.7 2016 24.6 25.6 25.6 2017 23.8 26.4 25.3

46 5. Special Educational Needs

18.6% of pupils overall were identified as having a Special Educational Need, either informally by their teacher as requiring SEN Support (formally School Action and School Action Plus), or formally by the local authority as having an Education, Health and Care Plan (formerly Statement).

SEN Provision in Lambeth 2013-2017

SEN Support* EHCP/Statement Total SEN

Year Number % Number % Number % 2013 7452 21.8 1265 3.7 8717 25.5 2014 7592 21.1 1283 3.6 8875 24.7 2015 6319 17.3 1294 3.5 7613 20.8 2016 5390 14.4 1330 3.6 6720 18.0 2017 5610 14.8 1429 3.8 6579 18.6

*Pre-2015 classed as School Action and School Action Plus

Areas of prime special educational need of the above pupils were also identified and are detailed below.

SEN Primary Need in Lambeth 2017

Area of Prime Special Educational Need Number % Speech/Communication Difficulty 1871 4.9% Social, Emotional, Mental Health 1206 3.2% Moderate Learning Difficulty 1194 3.1% Specific Learning Difficulty 1040 2.7% Autistic Spectrum Disorder 666 1.8% Other Difficulty 335 0.9% No Specialist Assessment of Type of Need 238 0.6% Physical Difficulty 137 0.4% Severe Learning Difficulty 150 0.4% Hearing Impairment 74 0.2% Profound and Multiple Difficulty 60 0.2% Multi-Sensory Difficulty 25 0.1% Visual Impairment 29 0.1%

47 6. Borough of Residence

Borough Number %

Lambeth 30395 80.34% Southwark 2154 5.69% Croydon 2126 5.62% Wandsworth 851 2.25% Merton 697 1.84% Lewisham 348 0.92% Bromley 231 0.61% Westminster 104 0.27% Camden 68 0.18% Sutton 62 0.16% Greenwich 43 0.11% Surrey 27 0.07% Islington 25 0.07% Tower Hamlets 23 0.06% Hackney 22 0.06% Hammersmith and Fulham 22 0.06% Newham 19 0.05% Haringey 16 0.04% Hounslow 13 0.03% Brent 12 0.03% Bexley 12 0.03% Kensington and Chelsea 12 0.03% Barnet 11 0.03% Waltham Forest 10 0.03% Enfield 9 0.02% Richmond upon Thames 8 0.02% Kingston upon Thames 7 0.02% Kent 7 0.02% Barking and Dagenham 5 0.01% Ealing 5 0.01% Redbridge 5 0.01% Hillingdon 4 0.01% City of London 3 0.01% Havering 3 0.01% Harrow 3 0.01% Hampshire 2 0.01% Medway 2 0.01% Thurrock 1 0.00% Essex 1 0.00%

80.3% of pupils in Lambeth Schools are resident in the borough. 94.6% of children who attend Lambeth maintained nursery schools are Lambeth residents, compared to 84.7% of primary pupils, 71.6% of secondary pupils, 65.5% of special pupils and 96.1% of pupils who attend the Lambeth PRU.

48 Contact

Further information is available from Feyisa Demie or Andrew Hau Schools Research and Statistics Unit Education and Learning 1st Floor Civic Centre London SW2 1EG 020 7926 9448/945

49 50 51 Education, Learning and Skills 1st Floor, Civic Centre Brixton Hill London SW2 1EG Phone 020 7926 6100 Website lambeth.gov.uk lambethschoolservices.co.uk

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