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Chief Inspector's Report 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.
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