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FINAL 2016-17 B&D Scrutiny Committee Report

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FINAL 2016-17 B&D Scrutiny Committee Report SERVICES FOR SCHOOLS 2016 Report for Basingstoke and Deane Borough Council Scrutiny Committee February 2017 GCSE results – Basingstoke and Deane 2016 Context of Key Stage 4 pupils 2016 in Basingstoke and Deane within Hampshire: Cohort- 1851 Borough % Hampshire % Comments Cohort 17% - Largest number of pupils of any borough/district. Disadvantaged 19% 18% More disadvantaged students than Hampshire averages but less than Gosport and Havant and Rushmoor. BME 15% 13% Greater than Hampshire overall but less than Rushmoor at 24% EAL 7% 4% Above all Hampshire districts with the exception of Rushmoor. SEN 16% 13% Slightly higher than a number of districts Attendance 94.3% tbc 8 districts have attendance higher than B&D secondary schools Boys/girls 51%/49% 52%/48% National school Borough school % of disadvantaged School deprivation rankings deprivation ranking pupils within 2016 2014-2015, from within 70 Hampshire cohort (2015) 32,482 schools schools 20,885 28 24% (23%) Aldworth 24,309 32 9% (11%) Bishop Challoner 25,644 45 14% (12%) Brighton Hill 23,546 54 13% (11%) The Clere 22,595 35 17% (19%) Costello 21,930 31 20% (27%) Cranbourne 16,213 10 34% (32%) Everest 16,276 11 22% (31%) Fort Hill 27,743 62 7% (11%) The Hurst 27,630 61 11% (11%) Testbourne 18,130 17 36% (37%) The Vyne Basingstoke and Deane outcome data 2016 – February 2017 Jean Thorpe 2 Basingstoke is made up of 11 secondary schools, two of which are academies; Everest Community Academy is sponsored by Academies Enterprise Trust and The Costello School is a standalone self-led academy. Aldworth School, Brighton Hill Community School, Cranbourne Business and Enterprise College, Everest Community Academy, Fort Hill Community School, The Costello School and The Vyne School are considered to be Basingstoke toWn schools. Testbourne Community School, The Clere School, and The Hurst Community College are considered to be schools outside of the toWn. Whilst Bishop Challoner Catholic Secondary School is within the toWn, its selection criteria means that it largely takes from a defined group of students and from a wide geographical area. Approximately 78% pupils in the district are educated in Basingstoke toWn. The 2014 – 2016 cohorts are shoWn in Table 1. The secondary sector is characterised by a high proportion of small schools with feWer than 700 students on roll; there is approXimately 22% surplus capacity in Year 7 at secondary schools and 27% overall, which creates some student turbulence. There is evidence of pupils leaving the Basingstoke toWn secondary system to be educated elsewhere, including the wider borough schools as well as Winchester and Alresford. The cohort sizes beloW represent a decrease over that of 2015. Table 1: Borough cohort sizes Cohort: number Cohort: number Cohort: number of Basingstoke and Deane secondary school of pupils 2016 of pupils 2014 pupils 2015 (KS4) (KS4) (KS4) Aldworth School 173 195 125 Bishop Challoner Catholic Secondary School 158 139 129 Brighton Hill Community School 160 193 222 The Clere School 103 120 114 The Costello School 204 222 220 Cranbourne Business and Enterprise College 145 130 117 Everest Community Academy 133 140 142 Fort Hill Community School 116 140 138 The Hurst Community College 167 240 194 Testbourne Community School 156 150 155 The Vyne Community School 76 130 126 Basingstoke and Deane outcome data 2016 – February 2017 Jean Thorpe 3 This report comments on the folloWing aspects: 1. Basics- combined English and mathematics attainment at Grade C + 2. Progress 8 and Attainment 8 3. Separate English and mathematics performance 4. Attainment in the English Baccalaureate 5. Achievement of disadvantaged pupils 6. Achievement of pupils with SEND 7. Achievement of boys and girls 8. Summary 9. Local Authority (LA) support for school improvement Basingstoke and Deane outcome data 2016 – February 2017 Jean Thorpe 4 Headlines – all borough Since 2016 there have been changes regarding the nature of GCSE courses and their assessment, the Way in Which pupils’ performance is measured and the overall metric for schools. NeW, more challenging courses are now either being taught in schools ready for first eXamination in 2017, or are being prepared ready to be taught in the near future. Gradings will change to a number based system with the old C grade being replaced by a more challenging level. These changes will undoubtedly take time to bed doWn in schools, as well as presenting challenges for understanding the performance of schools and the system over time. 2016 marked the first of the changes with a significant redesign of the secondary school metric. The proportion of children being awarded 5 or more GCSEs (including English and mathematics) at grade C or above has been replaced by four measures which are explained in more detail below. To summarise, these are the proportion of pupils achieving a C or better grade in both English and mathematics; the proportion of children achieving the English Baccalaureate (EBacc), attainment 8 (A8) and progress 8 (P8). This makes comparison with previous years unreliable. Colleges and employers Will still Want to know pupils’ performance in terms of the percentage achieving 5A*-C (including English and mathematics). Indeed, pupils Will not necessarily be told of their individual A8 or P8 result. These figures have been eXpressly designed as a Way of measuring the performance of institutions. This is a significant divergence. The measures for individual institutions are now different to those for individual pupils. The tension is that pupils might be curtailed in pursuing a curriculum that plays to their strengths and interests because of the potential to loWer the school’s A8 or P8 score. This is a situation that needs careful monitoring. Basingstoke and Deane outcome data 2016 – February 2017 Jean Thorpe 5 1. Basics – combined English and mathematics attainment at Grade C and above (Chart and Tables 4 ) This is the first of the “neW” measures and indicates the proportion of pupils Who have achieved a C or better grade in both an English and mathematics qualifying qualification. It is possible to collect the data from previous years Which enables a valid comparative analysis over time to be made. This measure underpins access to further education and job opportunities. In 2016 the percentage of pupils in the borough attaining A*-C in English and mathematics increased to 61.3% from 58.7% in 2015, although not as strongly as that nationally. Whilst the borough has returned to the level of 2014, Hampshire in particular has strengthened considerably. Table 2: Basics measure Basics - Combined En and ma grade C+ 2016 2015 2014 National 62.8% 59.5% 59.1% Hampshire 66.7% 62.1% 61.0% B&D 61.3% 58.7% 61.3% Aldworth 60.7% 49.7% 55.2% Bishop Challoner 79.1% 79.1% 76.7% Brighton Hill 65.0% 60.6% 63.7% Costello 57.1% 60.4% 65.9% Cranbourne 54.4% 54.6% 59.8% Everest 40.3% 42.9% 39.9% Fort Hill 46.6% 41.4% 50.0% Testbourne 75.6% 72.0% 72.9% The Clere 63.1% 61.7% 58.8% The Hurst 73.7% 68.3% 63.7% The Vyne 43.4% 48.5% 61.1% Chart 1: Basics measure % attainment En and ma - grade C+ in both: Basics 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 2016 2015 2014 A number of schools have improved their performance in this Basics measure: • Aldworth has improved by 11% over 2015 • Brighton Hill has improved by 5% • Fort Hill has improved by 5.2% • The Hurst has improved by 5.4% • The Vyne and Costello schools have disappointingly declined, whilst Everest remains very loW. Basingstoke and Deane outcome data 2016 – February 2017 Jean Thorpe 6 2. Progress 8 and Attainment 8 (P8 and A8) The calculation of Progress 8 (P8) Attainment 8 (A8) is compleX, looking at pupils’ average progress and attainment performance across eight subjects from a tightly defined set that includes English, mathematics, three EBacc subjects and 3 other subjects. A8 is not a threshold measure, but gives the average grade that pupils have achieved across the basket of subjects. As it is an indication of the average grade, the performance of all pupils is significant. Just focussing on pupils Who are on the C/D borderline Will only have a slight impact on this measure; the performance of all pupils across a Wide range of subjects really does count. Progress 8 (P8) is a measure of the progress pupils have made across the A8 basket of subjects relative to their peers nationally. National performance information is used to estimate the A8 score of each pupil based on their KS2 performance. P8 is therefore a relative measure, dependent on pupils’ performance nationally. Schools cannot predict with any accuracy what it might be ahead of the eXaminations. In a school with a P8 of zero, pupils have on average performed in line with pupils With similar starting points nationally. If the score is positive, then pupils have made more progress from their starting points than nationally; if it is negative, then pupils have made correspondingly less progress. A P8 score of +0.5 means that pupils have on average achieved half a grade better across the eight subjects than pupils With similar starting points, nationally. A score of -0.5 means that pupils have underachieved by half a grade against pupils With similar starting points nationally. As all pupils are now required to be eXamined in eight subjects, those With feWer are considered to have received no grade for the “missing” qualifications. In the past schools could manage the number of subjects a pupil might take in order to allow greater success in fewer subjects or to support pupils Whose attainment is not high.
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