SERVICES FOR SCHOOLS

2016 Report for 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 :

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 is sponsored by Academies Enterprise Trust and is a standalone self-led academy. , 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 , and The Hurst Community College are considered to be schools outside of the town. Whilst Bishop Challoner Catholic 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.

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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 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.

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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. This is now recorded as nil result and affects the aggregate score over 8 subjects. Schools therefore need to give careful thought as to the way in which they timetable their KS4 options so that they do not limit their chances of maximising the A8 score. In the past, schools have structured their KS4 curriculum to enable pupils to pursue their interests and aspirations rather than to maximise the school’s A8 score and there are also a number of schools in Basingstoke that are still in the process of revising their curriculum offer to fit the required groups which means that there are pupils who have studied fewer than eight of the required or newly accepted subjects.

Dividing the school’s or Local Authority’s A8 number by 10 gives the average grade on an eight point scale (G = 1, A* = 8). In 2016, the A8 for Hampshire was 51.1 which is equivalent to the average grade being a secure C grade. The national figure was 49.9, equivalent to a very strong D grade. Basingstoke and Deane A8 was also equivalent to a strong Grade D, although scoring below that nationally. Table 3: Attainment 8 scores

Grade Attainment 8 2016 equivalence

National 49.9 Strong D Hampshire 51.1 Secure C B&D 48.5 Strong D Aldworth 47.0 Bishop Challoner 55.0 Brighton Hill 49.7 Costello 49.1 Cranbourne 44.0 Everest 37.4 Fort Hill 44.0 Testbourne 55.0

The Clere 51.6 The Hurst 53.0 The Vyne 42.0 Basingstoke and Deane outcome data 2016 – February 2017 Jean Thorpe 7

Overall there are five schools below the national and LA Attainment 8 average: Aldworth (47), Cranbourne (44), Everest (37.4), Fort Hill (44) and The Vyne (42) compared with six schools in 2015 using the former 5A*-C English and mathematics measure.

The gap between the highest and lowest performing school in terms of Attainment 8 remains wide as was the breadth in the 5A*-C EM measure last year.

Table 5: comparison of core attainment measure for 2015 with measure for 2016 2015 2016 %5A-C inc Attainment

Attainment E&M 8 National 57.1 50

Hampshire 59.7 51.1 B&D 55.1 48.5 Aldworth 49.0 47.0 Bishop Challoner 73.4 55.0 Brighton Hill 51.3 49.7 Costello 59.5 49.1 Cranbourne 50.8 44.0 Everest 39.6 37.4 Fort Hill 38.6 44.0

Testbourne 64.7 55.0 The Clere 61.7 51.6 The Hurst 66.7 53.0 The Vyne 43.1 42.0

In 2016 the performance of pupils attaining expected scores in A8 and P8 was below that nationally and below that of the Local Authority.

Table 4: Progress 8 scores

2016 with confidence Progress 8 2016 adjustment National-all schools -0.03 -0.03 Hampshire -0.03 -0.02 B&D -0.35 -0.29 Aldworth -0.50 -0.34 Bishop Challoner -0.02 0.14 Brighton Hill -0.27 -0.11 Costello -0.44 -0.36 Cranbourne -0.53 -0.29 Everest -1.02 -0.84 Fort Hill -0.55 -0.35 Testbourne 0.03 0.2 The Clere -0.11 0.1 The Hurst -0.09 0.07 The Vyne -0.42 -0.18

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Chart 2: P8 scores compared with confidence adjustment

2016 P8 and adjusted confidence P8 interval

0.4 0.2 0 -0.2 -0.4 -0.6 -0.8 -1 -1.2

2016 2016 conf

The Progress 8 measure is also affected by the need to have a suite of eight subjects.

A score of 0 indicates that expected progress was made by pupils, a score of 0.5 means that pupils made half a grade more progress than expected and -0.5 is half a grade less. Progress is plotted from previous Key Stage 2 results. Achieving a grade C is now no longer considered to be a benchmark; all grades now have a progress value. In 2017 and 2018 all grades will be replaced with numerical scores.

Overall progress in Basingstoke schools is not yet strong; a number of schools made weaker overall progress across the required eight subjects than expected- Aldworth, Costello, Cranbourne, Fort Hill and The Vyne. Progress in Everest is particularly concerning which affects the range considerably. With this exception most schools progress between a quarter and half a grade below that nationally.

There are statistical confidence measures that are usually applied to factor out the effect of particularly small cohorts and are used by central government to determine the relative strengths of schools; in Basingstoke these have considerable impact on the evaluation of progress and whilst the raw data is used in this report, the data with confidence intervals is also presented for consideration (Chart 2). Applying the confidence adjustment measure affects a number of schools considerably; The Vyne, Fort Hill and Cranbourne are particularly affected by cohort size and their socio economic profile.

Only two schools are in line with or above the LA Progress 8 average: Bishop Challoner (-0.2) and Testbourne (0.03)

Comparing the overall Attainment 8 and Progress 8 scores with the separate English and mathematics performance is important.

3. English and mathematics’ performance

Although four of the eleven schools exceeded the national attainment level in English, and six of the eleven schools in mathematics in both English and mathematics separately and combined, the borough attainment is just below that nationally. This contrasts with the Progress 8 measure which is weaker than this, with 3 schools achieving in line with the national score. It is important to recognise that curriculum and attainment improvement is not necessarily reflected in an overall positive P8 score.

Basingstoke and Deane outcome data 2016 – February 2017 Jean Thorpe 9

However, as these new measures become embedded it will be important to ensure that there is the provision of a comprehensive and consistently strong curriculum across all areas.

Tables 6a and b: Grade C+ attainment in English, and mathematics % English % Mathematics attainment 2016 2015 2014 attainment 2016 2015 2014 National 74.9% 65.8% 65.3% National 68.7% 65.5% 64.8% Hampshire 77.4% 70.1% 70.7% Hampshire 72.3% 71.4% 69.8% B&D 72.2% 69.6% 74.0% B&D 67.9% 66.6% 69.0% Aldworth 70.5% 56.4% 67.2% Aldworth 68.8% 58.5% 68.0% Bishop Challoner 86.7% 83.5% 85.3% Bishop Challoner 84.2% 90.6% 84.5% Brighton Hill 75.6% 75.1% 84.8% Brighton Hill 71.9% 68.9% 67.3% Costello 62.1% 69.8% 72.7% Costello 66.5% 68.9% 73.6% Cranbourne 70.1% 64.6% 65.8% Cranbourne 58.5% 60.0% 70.9% Everest 47.8% 56.4% 62.2% Everest 51.5% 47.1% 49.0% Fort Hill 63.8% 56.4% 63.8% Fort Hill 54.3% 51.4% 58.0% Testbourne 85.3% 78.0% 83.2% Testbourne 80.8% 84.0% 79.4% The Clere 69.9% 70.8% 63.2% The Clere 72.8% 70.8% 71.9% The Hurst 88.6% 84.6% 80.8% The Hurst 74.9% 72.5% 67.4% The Vyne 64.5% 60.8% 73.0% The Vyne 48.7% 54.6% 69.0%

Charts 3a and b: Grade C+ attainment in English, and mathematics

% attainment Grade C+ English

100.0% 80.0% 60.0% 40.0% 20.0% 0.0%

2016 2015 2014

% attainment Grade C+ mathematics

100.0% 80.0% 60.0% 40.0% 20.0% 0.0%

2016 2015 2014

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For example, whilst Aldworth’s overall Progress 8 measure is low, their relative increase in English and mathematics from 2015 reflects considerable improvements (Charts 3a and b). In both English and mathematics The Hurst has further strengthened against 2015 and 2014 results, and The Clere has maintained its position. Brighton Hill has improved both in English and mathematics and improved its Progress 8 measure considerably.

In English there has been attainment improvement at least in line with that nationally in Aldworth, Cranbourne, Fort Hill, Testbourne and The Vyne, reflecting relative improvement. Only in Costello and Everest has there been a marked decline. In mathematics however, a decline in Costello, The Vyne and Cranbourne reflects inconsistent performance. Where there are some improvements, a number of schools have not returned to their stronger performance of 2014.

Progress in English and mathematics The English and mathematics progress in most schools in Basingstoke is below that nationally - markedly so for Fort Hill, Everest, Costello and Aldworth. This however masks attainment in these subjects in some schools that is at least in line with that nationally. Only Bishop Challoner and Testbourne schools make at least expected progress for both mathematics and English.

Charts 4a and b: Progress measures in English and mathematics

Progress in mathematics

-0.13 The Vyne -0.18 The Hurst -0.08 The Clere 0.09 Testbourne -0.46 Fort Hill -0.68 Everest -0.65 Cranbourne -0.31 Costello -0.19 Brighton Hill 0.05 Bishop Challoner -0.25 Aldworth B&D 0.06 Hampshire -0.02 National -0.8 -0.7 -0.6 -0.5 -0.4 -0.3 -0.2 -0.1 0 0.1 0.2

Progress in English

-0.32 The Vyne 0.46 The Hurst -0.38 The Clere 0.12 Testbourne -0.59 Fort Hill -0.88 Everest -0.22 Cranbourne -0.91 Costello -0.17 Brighton Hill 0.05 Bishop Challoner -0.39 Aldworth B&D -0.06 Hampshire -0.04 National -1 -0.9 -0.8 -0.7 -0.6 -0.5 -0.4 -0.3 -0.2 -0.1 0 0.1 0.2 0.3 0.4 0.5 0.6

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Provision in English and mathematics requires continued focus to accelerate progress and raise attainment.

Both attainment and progress performance correlates closely with the deprivation factors within schools; those with higher deprivation have weaker progress outcomes. Ensuring that those pupils who have less opportunity make accelerated progress, is an important focus of school improvement on Basingstoke and Deane.

The considerable difference between those schools performing well in the combined and also the separate English and mathematics scores, compared with the aggregate Attainment 8 and Progress 8 scores is an indication of the supporting subjects not yet being sufficiently strong to ensure a comprehensive curriculum is on offer for pupils.

4. English Baccalaureate

The English Baccalaureate measures performance across a tightly defined group of academic subjects. To qualify, pupils must take both English Language and literature and obtain A*-C in one of them; reach A*-C in mathematics; obtain 2 A*-C grades in the sciences; an A*-C in a language (either modern or ancient) and an A*-C in either history or geography. Attainment is measured as a percentage of all pupils in the cohort.

This measure is predicated on pupils’ curriculum choices for KS4 and this cohort was the first to have made such choices following the announcement of its implementation this year. Consequently, it is difficult to make any valid comparisons over time, although the measure has been presented to the Committee in the past.

In Basingstoke and Deane the percentage of pupils achieving this measure has fluctuated. In 2016 it dropped to 19.9% and below that nationally; in 2015 and 2014 it was consistently close to that nationally.

The number of pupils entered for the Baccalaureate dropped slightly in 2016 to 636 pupils from 713, although the percentage of the cohort remains at 39% (Chart 6). A number of schools’ EBacc performance has declined; only Bishop Challoner has maintained its high level, although The Clere, Testbourne and The Hurst continue to be at least in line with that nationally. A number of schools have declined considerably (Chart 5).

Table 7: % EBacc attainment in each school cohort Chart 5: % EBacc attainment in each school cohort

English Baccalaureate 2016 2015 2014 % Attainment of English National 24.10% 22.90% 22.80% 45.0% Baccalaureate Hampshire 25.90% 25.60% 26.10% 40.0% 19.90% 23.10% 22.60% B&D 35.0% Aldworth 12.1% 14.9% 18.4% 30.0% Bishop 25.0% Challoner 42.4% 41.7% 37.2% 20.0% Brighton Hill 21.9% 18.7% 18.8% 15.0% Costello 18.2% 27.0% 18.2% 10.0% Cranbourne 12.2% 17.7% 24.8% 5.0% Everest 3.7% 9.3% 8.4% 0.0% Fort Hill 9.5% 16.4% 13.0% Testbourne 28.2% 27.3% 39.4% The Clere 26.2% 35.0% 33.3% The Hurst 25.1% 30.8% 29.0% 2016 2015 2014 The Vyne 13.2% 13.1% 10.3%

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Chart 6: % pupils entered for the EBacc

% pupils entered for EBacc

100.0% 80.0% 60.0% 40.0% 20.0% 0.0%

5. Achievement of disadvantaged pupils

Disadvantaged students are determined by several factors including their free-school meal eligibility; schools receive a Pupil Premium element in their budget to support them in meeting the needs of these pupils.

Whilst the progress of all pupils in Hampshire is equal to that nationally, disadvantaged pupils in Hampshire make less relative progress; this is a Local Authority focus. The progress in Basingstoke and Deane of these pupils is similarly weak replicating this, with a similar gap in performance (Chart 7). Whilst Testbourne, The Clere, Bishop Challoner and The Hurst have performance that is stronger than this, their numbers of disadvantaged pupils is relatively low. Despite this, whilst for example The Vyne has a high proportion of disadvantaged pupils, their progress (P8) for these pupils is stronger than several higher attaining schools with fewer disadvantaged pupils.

Chart 7: Progress of disadvantaged pupils P8- Progress of disadvantaged pupils

0.2 0 -0.2 -0.4 -0.6 -0.8 -1 -1.2 -1.4 -1.6

dis non

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The attainment differences between those disadvantaged and those not considered to be, is also variable. In English at The Vyne, The Hurst, Testbourne, and Bishop Challoner, the gap is smaller than that nationally, and the attainment of these pupils is stronger (Chart 8). At Cranbourne the attainment of disadvantaged pupils is close to the LA average.

Table 8: English- disadvantaged Chart 8: English attainment- disadvantaged % English attainment disadvantaged pupils 2016 % English attainment Grade C+ National 58.4% disadvantaged pupils

Hampshire 53.8% 100 B&D 50.9% 80 Aldworth 51.2% 60 Bishop Challoner 73.3% 40 Brighton Hill 40.9% 20 Costello 38.2% 0 Cranbourne 53.3% Everest 34.8% Fort Hill 44.0% Testbourne 76.5% The Clere 53.8% dis non The Hurst 88.5% The Vyne 59.3%

In mathematics, the gap between disadvantaged pupils and non-disadvantaged is wider than in English; in Fort Hill, Cranbourne, and Brighton Hill this is particularly wide (Chart 9). Where there is a small difference, there are few disadvantaged pupils relatively, with the exception of Everest where the attainment is low for all pupils.

Whilst attainment for all combined pupils in English, and in mathematics is similarly above that nationally, that is not the case for disadvantaged pupils; their performance is considerably weaker in Basingstoke and Deane and in Hampshire.

Table 9: Maths- disadvantaged Chart 9: Maths attainment – disadvantaged % maths attainment % Maths attainment Grade C+ disadvantaged disadvantaged pupils pupils 2016 100.0 National 49.7% 90.0 Hampshire 47.1% 80.0 B&D 42.7% 70.0 60.0 Aldworth 48.8% 50.0 Bishop Challoner 66.7% 40.0 Brighton Hill 36.4% 30.0 20.0 Costello 41.2% 10.0 Cranbourne 26.7% 0.0 Everest 39.1% Fort Hill 24.0% Testbourne 64.7% The Clere 46.2% The Hurst 54.5% dis non The Vyne 48.1% Achievement Basingstoke and Deane outcome data 2016 – February 2017 Jean Thorpe 14

6. of pupils with SEND

Whilst the attainment and progress of pupils with SEND is lower nationally than those without, it is not strong collectively in the borough (Charts 10 & 11). The effectiveness of provision is complex to evaluate given the nature of SEND and the numbers of pupils in schools, and this does appear to vary from year to year. There were however schools in 2016 who supported pupils in attaining above that nationally and Hampshire; Cranbourne, Costello, Testbourne and The Clere attained more highly.

Table 10: SEND achievement

Achievement of SEND pupils - non EHCP/equivalent A8 P8 National 34.1 -0.38 Hampshire 34.3 -0.43 B&D 31.9 -0.78 Aldworth 33.6 -0.68 Bishop Challoner 33.9 -0.43 Brighton Hill 27.4 -0.78 Costello 34.4 -0.84 Cranbourne 38.2 -0.40 Everest 17.1 -2.11 Fort Hill 25.8 -1.08 Testbourne 34.9 -0.30 The Clere 37.5 -0.32 The Hurst 13.5 -0.90 The Vyne 32.8 -0.98

Chart 10: SEND P8 Chart 11: SEND A8 Progress 8 for pupils with SEND- Attainment 8 for pupils with non EHCP/ equivalent SEND- non- EHCP/equivalent

The Vyne The Vyne The Hurst The Hurst The Clere The Clere Testbourne Testbourne Fort Hill Fort Hill Everest Everest Cranbourne Cranbourne Costello Costello Brighton Hill Brighton Hill Bishop Challoner Bishop Challoner Aldworth Aldworth B&D B&D Hampshire Hampshire National National

-2.5 -2 -1.5 -1 -0.5 0 0 10 20 30 40 50

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7. Achievement of boys/girls

The progress and attainment of boys across the borough is weaker than that nationally and Hampshire. In English girls outperform boys nationally by almost 14%; in Basingstoke and Deane the girls’ performance is 1.3% below that nationally whilst the boys’ is 4.2% below that (Charts 12a & 13). With the exception of Bishop Challoner and Testbourne boys attain considerably weaker across the borough. This is particularly the case in comparison to the girls at The Clere, Aldworth and Brighton Hill. At Costello, Everest and Fort Hill boys attain 15% below that expected. Whilst both girls and boys attain below expectations at The Vyne, the boys’ attainment is relatively stronger.

In mathematics, the gender performance difference is less marked nationally (Chart 12b). In the borough girls attain 0.5% below that nationally and boys 1%. In Aldworth, Bishop Challoner and Testbourne the boys attain more than that nationally and above the girls. In several schools however mathematics performance is particularly poor in boys; in Everest, The Vyne, Cranbourne and Fort Hill the performance of boys groups is weak.

This is indicated in the P8 data which shows how the relative weakness in English and mathematics is reflected across the wider curriculum; raising the attainment of boys is a key consideration.

Table 11: gender attainment comparison %English %Mathematics Attainment - gender B G B G National 68.2% 81.8% 67.6% 69.9% Hampshire 71.2% 84% 71.5% 73.1% B&D 64% 80.5% 66.6% 69.4% Aldworth 60.5% 80.5% 69.8% 67.8% Bishop Challoner 85.3% 88.9% 89.5% 76.2% Brighton Hill 64.9% 84.9% 66.2% 76.7% Costello 52.9% 71.7% 66.3% 66.7% Cranbourne 61.6% 78.4% 57.5% 59.5% Everest 34.3% 61.2% 46.3% 56.7% Fort Hill 52.7% 73.8% 54.5% 54.1% Testbourne 79.2% 90.5% 81.9% 79.8% The Clere 58% 81.1% 66% 79.2% The Hurst 80.7% 97.5% 68.2% 82.3% The Vyne 61% 68.6% 42.9% 54.3%

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Charts 12a and b: gender attainment comparison – English and mathematics

English attainment -gender

100 90 80 70 60 50 40 30 20

B G

Mathematics attainment- gender

100 90 80 70 60 50 40 30 20

B G

Chart 13: gender progress comparison

0.4 0.2 P8 boys and girls 0 -0.2 -0.4 -0.6 -0.8 -1 -1.2 -1.4 -1.6

B G

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8. In summary- 2016

• There are a high number of very small schools • There are a higher proportion of disadvantaged pupils in the borough; the proportions broadly correlate with school achievement • The percentage of pupils attaining expected Attainment 8, and Progress 8 scores is below that nationally and of the Local Authority • Applying the government’s statistical confidence bounds improves the results considerably for some schools • Curriculum provision and planning is important in ensuring the schools are better able to meet the eligibility for a complete and compatible curriculum for P8 and A8 offer • There was a slight increase in combined English and mathematics Grade C attainment, but not in line with that nationally and locally - a number of schools improved performance in this measure despite their P8 score being low • Overall across the borough, neither English nor mathematics attainment improved in line with that nationally, although the range of performance was wide; in English 4/11 schools exceeded national expectations, and 6/11 in mathematics. • Weaker progress measures mask attainment that is in line with national expectations for some schools. • Attainment and progress measures correlate with the profile of disadvantage in schools. • Disadvantaged pupils attain approximately 7% less than disadvantaged pupils nationally. • Although achievement for SEND pupils is variable across the borough, a number of pupils attain better and make better than expected progress. • The progress and attainment of boys is weaker than that nationally and in Hampshire, particularly in English, but school level analysis reveals wide school variance.

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9. Local Authority support for school improvement

The Local Authority works with all schools in the borough, regardless of their maintained or academy status. Maintained schools are evaluated annually and their needs prioritised; medium and high priority schools receive a package of support, currently part funded by the Local Authority. This includes subject inspector support, curriculum design, teaching and learning intervention and leadership support. The depth and quantity of intervention varies according to need.

In 2015/16 four of the nine maintained secondary schools were prioritised as being medium priority and two as high priority

In addition to this, support is provided through borough courses, and cross school department and faculty support.

During 2016/17 the focus of the cross school improvement work has been planned around:

• Securing improved performance in English and mathematics • Improving the use of data systems • Mitigating against the risks of small departments, and raising performance in Foundation subjects • Developing a cross school extra-curricular programme • Developing and honing the quality of teacher’s skills

In addition to this work it is recognised that there are a number of further key issues that impact on school standards including the recruitment and retention of staff and the turbulence of pupils, affecting school size. Additional support therefore is being provided by the County Council to assist in

• Increasing the supply of suitable teachers • Ensuring that there are retraining strategies to support employment in key subject areas • Improving community perceptions of education within Basingstoke • Supporting schools in developing a communication and marketing strategy • Reviewing school place planning

This work is underpinned by a formal district Strategic Plan for improvement.

Jean Thorpe February 2017

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