Bristol Education Performance Report 2014-2015

Agenda Item No.09

Bristol Education Performance Report 2014-2015

Version 3

Contents 1. Executive summary 2. Ofsted profile 1 Secondary schools 2 Primary schools 3 Special Schools and Pupil Referral Units 4 Comparison to Statistical Neighbours – Secondary Schools 5 Comparison to Statistical Neighbours – Primary Schools

3. Children in Care performance 1 Early Years 2 Key stage 1 3 Key stage 2 4 Key stage 4

4. Early years performance 1 Attainment 2 Disadvantaged Learners 3 Gender 4 Ethnicity 5. Primary performance 1 Key stage 1 Phonics 2 Key stage 1 Attainment 3 Key stage 2 Attainment 4 Key stage 1 to Key stage 2 Progress

6. Secondary performance 1 Key stage 4 Attainment 2 Key stage 2 to Key stage 4 Progress 3 Performance of groups of pupils 4 Key stage 5 Performance 5 Participation and progression

7. Specialist provision 1 Key Developments

8. Attendance and exclusions 1 Attendance 2 Exclusions

9. Key priorities for 2015-2016

1 Executive summary

Our vision for Bristol as a Learning City is that all children and young people have access to a good education and are able to acquire the skills they need to join Bristol’s world class workforce. Our collective pledge for education in Bristol is: • Education achievement is in the top 25% of LAs • No Bristol school below floor standard • Disadvantaged learners make better progress than national • Every young person to leave education with a place in learning, training or a job with training The evidence from this Education Performance Report is that Bristol is making good progress to achieving this vision. However, it is also clear that challenges remain particularly in ensuring that outcomes for those learners facing disadvantage or other additional challenges improve further.

Early Years • Overall Ofsted outcomes evidence a steady improvement in the quality of provision for Early Years schools and settings with 100% of Nursery Schools and 100% of Independent Schools being judged as Good or Outstanding. • Attainment at the end of the EYFS improved by 6ppts in 2015 with 64% of Bristol children achieving a Good Level of Development at the End of the Early Years Foundation Stage. Although 2ppts behind the national average, this is 3ppts ahead of the other core cities. • Attainment improved across all areas of learning with the greatest progress in Mathematics and Literacy. However, Writing continues to be the weakest area of learning, particularly for boys, and this will be a priority for 2015-2016. • Progress in Communication and Language matches the national average with 76% of children achieving a Good Level of Development, reflecting the impact of targeted professional development for schools and settings, alongside support for families delivered through Bristol Children’s Centres. • The gap between disadvantaged learners and their peers continues to narrow across the range of historically under-achieving groups, but this masks significant gender differences particularly for children from Black Caribbean and Black Other backgrounds

Primary • The percentage of schools judged by Ofsted to be good and outstanding has increased over the past 5 years and Bristol is now 4th in the group of 11 Statistical Neighbours and is above the England average. • Outcomes for Children in Care at KS1 evidence a positive improvement trend and level 2 in reading is 1ppt above all Bristol pupils. At KS2 the outcomes have been more cohort specific, but the trend for the past 3 years has been positive, although the gap with all Bristol pupils is wider. • Outcomes in phonics check have risen annually and in 2015 they are in line with national • At KS1 outcomes have improved across all measures over the past five years. Attainment against national is closest in reading, where it is in line at Level 2 and 2B+ and 2 ppts below at Level 3. • Overall results at Key Stage 2 show an increase in attainment in all areas except reading at L4+ where it has remained static for three years at 86% and reading L5+ where is has dropped by 1ppt. However, Bristol is below the national average in all areas with the exception of level 6 where it is line or above. • The improvement trend for FSM pupils at KS1 has not been as consistent as national and dips in 2015 have moved Bristol below national in reading, writing and maths. At KS2 the gap has narrowed between the 2 groups in all areas, showing a consistent and positive trend over the last 4 years • Overall there is an improving trend by the end of KS2, for all ethnic minority groups with the exception of the Any Other Black Background Group (56% L4+ combined). Results for Caribbean and Pakistani pupils have seen a significant increase in 2015. Results for Somali pupils in reading, writing and maths remains low at 65%

Secondary • The performance of secondary schools in Bristol is recognised by Ofsted as being good or outstanding in the overwhelming majority of cases. • There is a slight decline in the provisional 5 A* to C GCSE including English and maths results for the first time in over a decade, falling 1.8ppts to 55.2%. The result remains above the national figure, which also declined. For the second year in succession, the overall attainment of students in Bristol is above the England average. This result means that Bristol is ranked third out of twelve statistically similar local authorities and fourth out of eight English core cities. • The proportion of students in Bristol attaining the English Baccalaureate suite of qualifications is rising and is 20.5% this year. This represents a closing of the gap with national figure of 22.5%. • Disadvantaged students do not perform as well as their peers. The gap between disadvantaged students and others has widened in 2015. • The performance of Black Caribbean and Somali students remains lower than their peers.

Special Provision • The performance of both special schools and pupil referral units in Bristol is recognised by Ofsted as being good or outstanding in 100% of settings. • The performance of children and young people attending specialist provision is measured particularly in terms of their progress from their starting points. Given the range of additional needs and types of specialist provision, it is not possible to summarise these achievements with common statistics. The Local Authority School Improvement Officer will support school leaders to evaluate performance against national attainment measures, where appropriate, and national progression matrices.

2 Ofsted profile 1 Secondary schools

Source Ofsted The proportion of secondary schools rated good or outstanding in Bristol has been increasing consistently over the last five years. Currently 90% of secondary schools which have a judgement are either good or outstanding.

2 Primary schools

Source Ofsted The proportion of primary schools which are good or outstanding in Bristol is currently 86%. Over the last three years very nearly one quarter of primary schools have been consistently rated by Ofsted as outstanding. This success underpins the growing confidence of parents in Bristol schools.

3 Special Schools and Pupil Referral Units The performance of Bristol Special Schools and Pupil Referral Units (PRUs) has also been improving steadily over time. During 2014-15 academic year, the proportion of good or outstanding schools rose to 100%. This is above the national average of 92% and the South West average of 88% for Special Schools and above the national average of 86% and the South West average of 87% for PRUs.

4 Comparison to Statistical Neighbours – Secondary Schools

Source Ofsted Compared to other statistically similar local authorities Bristol has the second highest proportion of good or outstanding Secondary schools and is well above the England average.

5 Comparison to Statistical Neighbours – Primary Schools

Source Ofsted Compared to other statistically similar local authorities Bristol has the fourth highest proportion of good or outstanding Primary schools and is above the England average. 3 Children in Care performance 1 Early Years 1.1 Good level of development

2013 2014 2015 Bristol Nat. Attaining Good Level of Development (GLD) x 50% 37.5% 63.5% 66.2% Source: local data • There were 14 pupils within the qualifying cohort. 7 of these were SEND and 2 of these had full statements.

2 Key stage 1 2.1 Cohort size

2011 2012 2013 2014 2015 Number eligible 10 20 10 15 11 Source: SFR 30 -2011, SFR 32 -2012, SFR 50 - 2013, SFR 49 - 2014, local data 2015

• There were eleven pupils in Year 2 at the end of academic year 2014 2015 which is a little below the average cohort size for the HOPE virtual school for Children in Care over the last five years.

2.2 Reading, writing and mathematics

Bristol Level 2 or better 2011 2012 2013 2014 2015 all pupils Reading x 39% 73% 64% 91% 90% Writing x 33% 55% 57% 73% 86% Mathematics x 44% 82% 71% 73% 92% Source: SFR 30 -2011, SFR 32 -2012, SFR 50 - 2013, SFR 49 - 2014, local data 2015

• Due to the complex nature and needs of all children in care, performance data is not the only aspect upon which achievement is measured within the HOPE and year on year comparison is difficult due to the very variable composition and small pupil cohort size. • The vast majority of pupils in the HOPE Virtual School have attained at least Level 2 (the minimum age related level) in their reading by the end of Year 2. This is a significant improvement on the 2014 performance, up by 27ppts and a dramatic improvement on 2012 when only 39% of pupils attained this standard • The performance of pupils in writing has also stepped up, improving by 16ppts to 73%. This is a step change in performance compared to 2012 when only one third of pupils attained this standard • In mathematics the performance of pupils in 2013 and 2014 was already relatively high and this has continued with 73% of pupils attaining level 2 or better • There was a gap of less than 10ppts between Bristol and national Children in Care performance in each aspect in 2014 and due to the significant raising of standards in 2015, it is hoped that outcomes will meet or exceed national performance. In reading (seen in the chart above), Bristol Children in Care have closed the performance gap between whole cohort national and Bristol outcomes • In each of these three categories the pupils in the HOPE Virtual School have improved on last year and in each case this represents a step change in performance compared to three years ago • The reading outcome places CiC 1ppt higher compared to all Bristol pupils. However there is a significant difference in writing and maths.

3 Key stage 2 3.1 Cohort size

2011 2012 2013 2014 2015 Number eligible 25 20 30 30 30 Source: SFR 30 -2011, SFR 32 -2012, SFR 50 - 2013, SFR 49 - 2014, local data 2015

• The number of pupils in Year 6 of the HOPE virtual school has remained static at 30 over the last three years.

Bristol Level 4 or better 2011 2012 2013 2014 2015 all pupils Reading 67% 70% 52% 62% 67% 86% Writing 75% 52% 62% 60% 85% Mathematics 52% 65% 48% 69% 67% 84% Grammar, Punctuation and Spelling 41% 59% 57% 78% Reading, writing and mathematics 60% 41% 59% 60% 77% Source: SFR 49 - 2014, Local data 2015

• The proportion of Year 6 attaining at least (the minimum age related level) level 4 in reading has fluctuated over the last five years but has averaged at 64%. The proportion this year is 3ppts above this average. • The proportion of pupils attaining at least level 4 in writing has also fluctuated in recent years; the 2015 figure is 2ppts down on 2014 and stands at 60%. Performance in mathematics is also 2ppts lower than last year at 67%. However the national performance for children in care was significantly lower than Bristol in 2014 • The combined reading, writing and mathematics indicator is 1ppt higher this year than in 2014 and stands at 60% • 57% of Year 6 pupils attained at least level 4 in Grammar, Punctuation and Spelling in 2015. This is a drop of 2ppts on 2014 but is still 16ppts above the performance in 2013 when this indicator was introduced and 12ppts higher than national children in care outcomes in 2014 • Whilst in all areas except Grammar, Punctuation and Spelling there has been an improvement compared to last year the gap between all pupils in Bristol remains too wide • Given a cohort of 30 pupils, this information shows that around 20 pupils reached the standard expected of them in a range of areas of learning and around 10 pupils did not.

4 Key stage 4 4.1 Cohort size

Children in Care cohort size 2011 2012 2013 2014 2015 Bristol 55 45 70 60 61 England 5020 4870 4870 4800 Source: SFR 49 - 2014, Local data 2015

• The number of pupils in Year 11 of the HOPE virtual school has remained at a similar level in 2015 as last year, the average over the last five years being 58 pupils. Of the 61 pupils, 15 were educated in special provision, 11 in alternative placements and approximately half within mainstream schools.

4.2 5 A* to C GCSEs including English and mathematics

18.0%

16.0%

14.0%

12.0%

10.0% Bristol 8.0% England

6.0%

4.0%

2.0%

0.0% 2011 2012 2013 2014 2015

Source: SFR 49 - 2014, Local data 2015

• The proportion of children in care who attain 5 GCSEs at A* to C including English and mathematics is low in Bristol and low in England the 2014 result being 15% and 14% respectively. In 2014, Bristol children in care performance was higher than national standards. • The proportion of pupils who attained this standard in Bristol has decreased by more than half in 2015 to 7%, a significant decrease. • The national result for this group of students is not available yet.

5 A*toC incl English and mathematics 2011 2012 2013 2014 2015 Bristol 11% 17% 15% 15% 7% England 14% 15% 16% 14% Source: SFR 49 - 2014, Local data 2015

4.3 5 or more GCSEs at grade A* to C

5+ GCSEs at grades A*-C 2011 2012 2013 2014 2015 Bristol 41.1% 38.3% 35.3% 37.3% 13% England 33.5% 37.2% 37.2% 31.1% Source: SFR 49 - 2014, Local data 2015

• The proportion of Children in Care attaining five or more GCSEs has consistently been around 37% for the past three years. This figure was above the national average for the same group of pupils. However, in 2015 the proportion decreased sharply to 13%.

4 Early Years performance

1 Early Years Attainment

Source: SFR 46 - 2015, SFR 36 - 2015

Attainment at the end of the Early Years Foundation Stage is measured by children achieving a ‘good level of development’ (GLD) in the 12 Early Learning Goals (ELG’s) relating to Communication, Literacy, Mathematics, Personal, Social and Emotional Development and Physical Development. Early Years practitioner judgements, informed by observational evidence, assess whether the expected goals have been achieved (GLD), are emerging or being exceeded for each child.

Source: Keypas

Attainment:

Attainment at the end of the EYFS improved by 6ppts in 2015 with 64% of children now achieving a Good Level of Development. This improvement matches the progress made nationally and so at 66%, Bristol children remain 2ppts below the national average.

Attainment has improved in all areas of learning with the greatest progress made in Mathematics (2.9ppts) and Literacy (2.8ppts). The improvement in mathematics reflects the ongoing impact of targeted professional development led by the Specialist Leaders of Education for Early Maths and the Early Maths Masters Degree module led by the Early Years Teaching School and Bath Spa University.

Although there was a 2.8ppt increase in Literacy in 2015 and a 9.4ppt improvement since 2013, ‘Writing’ continues to be the weakest area of learning locally and nationally, with a significant 12% gender gap. 75% of girls achieved a good level of development in this area of learning compared to 63% of boys. Effective phonics teaching will continue to be a priority for professional development across the Early Years sector this year, with a particular focus on writing and creating meaningful opportunities for children to communicate their ideas and express their thinking by applying their new phonics skills across the early years curriculum, both indoors and outside.

Progress in the three Early Learning Goals for Communication and Language continues to be strong and with 76% of children achieving a good level of development, is in line with the national average. Improving the quality of provision for Communication and Language has been an ongoing priority in early years settings and schools, alongside support for families delivered through Bristol Children’s Centres. This encouraging outcome will help to give every child the opportunity to begin their school experience with the prerequisite confidence and skills needed.

3 Comparison to other Local Authorities

Source: SFR 46 - 2015, SFR 36 - 2015 Statistical Neighbours & Core Cities

Bristol Early Years outcomes compare well with those of other core cities and remain 3ppts ahead.

4 Performance of groups of pupils

The attainment gap has continued to narrow for all historically under-achieving groups of learners in the Early Years Foundation Stage this year and at 13%, the gender gap is now 2ppts less than national. The gap between children from black and minority ethnic groups and their peers is 9.1% but this masks significant gender differences, particularly for children from Black Caribbean and Black Other backgrounds where respectively 30.2% and 41% more girls than boys have achieved a Good Level of Development. Although the cohorts were small in number, only 33% of children from Gypsy Roma or Traveller heritage and 38% of Looked After Children achieved a Good Level of Development in 2015. A priority going forward is therefore to continue the focus on improving outcomes for children experiencing the greatest challenges, monitoring progress, identifying opportunities for additional support and promoting seamless transitions for children and their families throughout the Early Years Foundation Stage, and particularly from nursery to school.

Disadvantaged pupils (children living in the 30% most disadvantaged LSOAs)

Source: Local data 56% of children living in the 30% most disadvantaged areas achieved a Good Level of Development in 2015 and the gap between this group and their peers is 8 % this year, a reduction of 5ppts since 2014.

Children eligible for Free School meals This is a new measure for 2015, but only 49% of children eligible for Free School Meals achieved a Good Level of Development, a gap of 15ppts.

Source: SFR 36 – 2015, Local data (2015) Gender Girls continue to outperform boys in all areas of learning, with 57% of boys attaining a Good Level of Development, compared to 71% of girls. At 14%, the gender gap in Bristol has narrowed by 1ppt this year and is 1ppt less than the national average.

Data source: SFR 46 - 2014, SFR 36 - 2015

Ethnicity

Source: Local data Children from black and minority ethnic backgrounds demonstrated a broad range of attainment this year. Although there was only a 9.1% gap between this group and their peers overall, this masks a significant under-achievement by boys from Black Caribbean and Black Other backgrounds.

5 Primary performance 1 Key stage 1 Attainment 1.1 Year 1 Phonics Summary

• The threshold mark for the test in 2015 remains 32 marks out of 40. Children scoring 0 – 31 have not met the expected standard of phonic decoding. • A score of 32 – 40 means children have met the expected standard. • In 2015 there was a 3ppt improvement with 77% of children now working at the expected level which is in line with national outcomes.

1.2 Gender Phonics – Percentage of Year 1 pupils working at required level

90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2012 2013 2014 2015 2012 2013 2014 2015 2012 2013 2014 2015 Boys Girls All Bristol 56% 68% 70% 73% 64% 72% 77% 80% 60% 70% 74% 77% England 54% 65% 70% 73% 62% 73% 78% 81% 58% 69% 74% 77%

Source: SFR 32 - 2015, SFR 34 - 2014

• Girls continue to outperformed boys. The gap has only closed by 1ppt since 2012 • The gap is the same as last year indicating 7ppts difference • Nationally the gap is 8ppts which has been the case since 2012

1.2 Special Educational Needs Statemented – Pupils with a statutory plan either a Statement or EHCP SEN Support - Pupils accessing support through the notional SEN funding and or ‘Top Up’ without a statutory plan agreed by the LA SEN – Percentage of Year 1 pupils working at the required level in phonics 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2012 2013 2014 2015 2012 2013 2014 2015 2012 2013 2014 2015 No SEN SEN Support Statemented Bristol 66% 77% 81% 83% 29% 33% 40% 45% 13% 9% 15% 16% England 65% 76% 81% 83% 25% 34% 40% 42% 12% 14% 17% 18%

Source: SFR 32 - 2015, SFR 34 - 2014

• The no SEN group is an improving trend and is in line with national • SEN support shows an improving trend and is up 5ppts to 45% compared to national 42% • Statemented shows an improving trend but is still below national remaining 2ppts behind

1.3 Free School Meals FSM – Percentage of Year 1 pupils working at the required level in phonics

90%

80%

70%

60%

50%

40%

30%

20%

10%

0% 2012 2013 2014 2015 2012 2013 2014 2015 2012 2013 2014 2015 FSM Non-FSM All Bristol 46% 58% 61% 64% 65% 73% 78% 80% 60% 70% 74% 77% England 44% 56% 61% 65% 61% 72% 77% 79% 58% 69% 74% 77%

Source: SFR 32 - 2015, SFR 34 – 2014

1.4 Ethnicity Proportion of Year 1 pupils reaching the expected standard in phonics

All groups except Bangladeshi pupils have improved since 2012. However, in 2015 Bangladeshi pupils and White British are the highest attaining groups at 79%.

Working At 2012 2013 2014 2015 ABAN Bangladeshi 81% 61% 82% 79% APKN Pakistani 60% 61% 63% 72% BSOM Somali 58% 69% 73% 77% BAOF Any Other Black African 68% 71% 81% 74% BCRB Black Caribbean 54% 58% 68% 72% BOTH Any Other Black Background 60% 64% 65% 76% MWBC White and Black Caribbean 56% 63% 69% 64% WBRI White - British 61% 73% 75% 79%

WOTH Any Other White Background 60% 66% 76% 75% Source: Key to success (pre-checking)

White Groups Attainment for White British pupils has risen in by 4ppts to 79% at expected standard. Attainment for White Other pupils (Western and Eastern European) has dropped by 1ppt, opening up a gap of 4ppts with White British pupils.

Asian Groups Indian pupils continue to attain above that of White British pupils. Attainment for Pakistani pupils has increased since 2014 by 9ppts, however the gap with White British pupils is 7ppts. Since 2012 White British pupils have made greater improvement 18ppts against 12ppts. Despite a 3ppt drop, attainment for Bangladeshi pupils is now in line with that of White British pupils.

Black Groups Attainment for Somali pupils has increased by 4ppts, narrowing the gap with White British pupils to 2ppts. Attainment for all other Black African pupils has dropped sharply by 7ppts, widening the gap with White British pupils to 5ppts. Attainment for Black Caribbean pupils increased by 4ppts, in line with the increase for White British pupils. However, there has been no narrowing of the gap, which remains at 7ppts. Attainment for Black Other pupils has seen a significant increase against 2014 of 11ppts. This narrows the gap with White British pupils to 3ppts. Since 2012, however, the gap has widened by 2ppts.

Mixed Groups Mixed groups attain in line with, or above White British pupils over time. The exception is Mixed White/Black Caribbean pupils. A drop of 5ppts against 2014 has widened the gap with White British pupils to 15ppts. Since 2012 the gap has widened by 10ppts.

Chinese pupils continue to attain above that of White British pupils.

1.5 English as an Additional Language 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2012 2013 2014 2015 2012 2013 2014 2015 2012 2013 2014 2015 EAL Non-EAL All Bristol 60% 64% 72% 74% 61% 72% 75% 78% 60% 70% 74% 77% England 58% 69% 74% 76% 58% 69% 75% 77% 58% 69% 74% 77%

Source: Key to success (pre-checking)

The attainment of EAL pupils has increased by 2ppts against 2014 to 74% at expected standard, but the gap with non-EAL pupils in Bristol has widened to 4ppts. The gap with EAL pupils nationally is 2ppts. Over time, the attainment of EAL pupils in Bristol has not risen as fast as non-EAL pupils in Bristol nor as fast as all EAL pupils nationally.

2 Key stage 1 Attainment 2.1 End of Key Stage Summary • The improvement trend continues across the key stage. • Overall outcomes have seen a slight increase across all measures with the exception of maths at L2 + and L2b+ where it has remained the same as last year. • At L2+ reading and writing both increased by 1ppt. • Reading at L2b+ has increased by 2ppts and writing by 3ppts. • At L3 there was an increase of 2ppts for reading and maths, 1ppt for writing. • In reading, writing and maths at L3, Bristol are within 2ppts of national

Key Stage 1 Teachers’ Assessment 2011 - 2015

Key Stage 1 Teachers' Assessment 2011 2012 2013 2014 2015 England 2015 Reading Level 2+ 83 87 89 89 90 90 Reading Level 2b+ 73 77 80 80 82 82 Reading Level 3+ 26 26 28 28 30 32 Writing Level 2+ 79 82 84 85 86 88 Writing Level 2b+ 59 63 68 68 71 72 Writing Level 3+ 13 12 14 15 16 18 Maths Level 2+ 88 90 91 92 92 94 Maths Level 2b+ 72 75 79 80 80 82 Maths Level 3+ 20 19 22 22 24 26 Speaking & Listening Level 2+ 86 87 88 88 89 93 Science Level 2+ 88 89 89 90 90 91 Source: SFR 32 - 2015, SFR 34 - 2014, SFR 37 - 2013, SFR21 - 2012, SFR 22 – 2011 Level 2+ • Reading has continued to improve over time and is now in line with national at 90% • Writing and maths also shows an improving trend but remains 2ppts lower than national • Speaking and listening has the largest gap with national of 4ppts. Level 2b+ • Reading has continued to improve over time and improvements in 2015 bring it in line with national at 82% • Writing has increased 3ppts compared to 2014 when it remained static. It is now within 1ppt of national • Maths has an improving trend since 2011 but remains static at 80%. Level 3 • An improving trend in reading, writing and maths continues and all are now within 2ppts of national

2.2 Comparisons to other Local Authorities Reading Level 2b or better 84% 82% 80% 78% 76% 74% 72% 70% 68% 66% 64% 2011 2012 2013 2014 2015 Bristol 73% 77% 80% 80% 82% England 71% 76% 79% 81% 82% Core Cities 70% 73% 75% 77% 79% Stat Neighbours 72% 75% 78% 80% 81%

Source: SFR 32 - 2015, SFR 34 - 2014, SFR 37 - 2013, SFR 21 - 2012, SFR 22 – 2011

Writing Level 2b or better 80%

75%

70%

65%

60%

55%

50% 2011 2012 2013 2014 2015 Bristol 59% 63% 68% 68% 71% England 64% 64% 67% 70% 72% Core Cities 58% 60% 64% 66% 68% Stat Neighbours 60% 63% 66% 68% 70%

Source: SFR 32 - 2015, SFR 34 - 2014, SFR 37 - 2013, SFR 21 - 2012, SFR 22 – 2011

Maths Level 2b or better 90%

85%

80%

75%

70%

65%

60% 2011 2012 2013 2014 2015 Bristol 72% 75% 79% 80% 80% England 71% 76% 78% 80% 82% Core Cities 70% 73% 74% 76% 78% Stat Neighbours 74% 76% 77% 79% 81%

Source: SFR 32 - 2015, SFR 34 - 2014, SFR 37 - 2013, SFR 21 - 2012, SFR 22 – 2011

• At level 2b+ Bristol are above Core Cities and Statistical Neighbours for reading and writing • The comparison in maths at level 2b+ indicates that Bristol is above Core Cities, 1ppt below Statistical Neighbours and 2ppts below national. • Overall reading is indicating a more consistent improvement trend compared to writing and maths

2.3 Gender Gender – Level 2 or better

Source: SFR 34 - 2014, SFR 37 - 2013, SFR 21 - 2012, SFR 22 -2011, local data

Gender – Level 2b or better

Source: SFR 34 - 2014, SFR 37 - 2013, SFR 21 - 2012, SFR 22 -2011, local data

Gender – Level 3 or better

Source: SFR 34 - 2014, SFR 37 - 2013, SFR 21 - 2012, SFR 22 -2011, local data

• Girls outperform boys at all levels except L3 Maths which is the same pattern as that found nationally • Overall while outcomes have improved the gender gap has not closed between 2011 and 2015 • The gender gap at L2+ and L2b+ in reading and writing has widened slightly • The gender gap is widest in writing at all levels • At L2b+ for writing the gap is the same as national at 15ppts difference. This remains the widest gender gap

2.4 Special Educational Needs SEN Reading Level 2 or better

Source: SFR 32 – 2015

SEN Writing Level 2 or better

Source: SFR 32 - 2015

SEN Maths Level 2 or better

Source: SFR 32 – 2015

Reading • SEN Support remained the same at 63% and 1ppt below national • Statemented saw a 6ppt increase narrowing the gap between national from 6ppts to 2ppts, however the trend is inconsistent • The No SEN group is in line with national at 96%.

Writing • SEN Support has dropped 2ppts widening the gap between national to 5ppts • In 2014 the statemented saw a significant drop to 4%, this year it is back up and in line with national at 21% • The No SEN group remains static at 94% with national increasing by 1ppt to 95%.

Maths • SEN Support dropped 1ppt to 71% showing an inconsistent trend • Statemented increased by 4ppts and narrowed the gap the compared to 2014 but again showing an inconsistent trend • The No SEN group dropped 1ppt and is within 1ppt of national.

2.5 Free School Meals FSM Level 2 or better

Source: SFR 32 - 2015 • Non Free School Meals continue to attain higher at L2+ in all subjects. The improvement trend has been consistent and now reading and maths are above average • In 2015 the gap between the two groups widened by 2ppts in reading and writing and 3ppts in maths • The improvement trend for FSM has not been as consistent as national and dips in 2015 have moved us below national in reading, writing and maths.

2.6 Ethnicity • Since 2012 Somali pupils have shown a significant increase compared to other groups for Speaking and Listening at L2+ and at L2B+ in reading and maths • Bangladeshi pupils are showing a downward trend at L2+ and L2b+ except in 2014 for Speaking and Listening and writing. Year 2 cohort size for ethnic groups Cohort Size 2012 2013 2014 2015 Bangladeshi 25 36 34 36 Pakistani 142 137 153 152 Somali 246 247 260 276 Any Other Black African 85 96 117 109 Black Caribbean 91 98 85 76 Any Other Black Background 56 61 70 77 White and Black Caribbean 153 157 158 178 White - British 2938 2927 3083 3201 Any Other White Background 230 277 318 398 Source: Key to success (pre-checking)

Speaking and Listening 2+ 2012 2013 2014 2015 Bangladeshi 88% 86% 94% 75% Pakistani 82% 82% 82% 80% Somali 73% 79% 85% 86% Any Other Black African 79% 82% 87% 87% Black Caribbean 87% 88% 86% 86% Any Other Black Background 91% 87% 87% 78% White and Black Caribbean 89% 89% 86% 90% White - British 90% 90% 90% 91% Any Other White Background 79% 82% 82% 87% Source: Key to success (pre-checking)

Reading Level 2b+ 2012 2013 2014 2015 Bangladeshi 84% 81% 79% 75% Pakistani 73% 77% 74% 68% Somali 66% 72% 79% 78% Any Other Black African 79% 80% 83% 83% Black Caribbean 63% 71% 76% 76% Any Other Black Background 71% 77% 81% 73% White and Black Caribbean 77% 73% 77% 80% White - British 79% 81% 81% 84% Any Other White Background 66% 76% 73% 82% Source: Key to success (pre-checking)

Writing Level 2b+ 2012 2013 2014 2015 Bangladeshi 88% 81% 94% 78% Pakistani 77% 80% 80% 80% Somali 72% 80% 85% 84% Any Other Black African 80% 80% 88% 87% Black Caribbean 68% 78% 82% 78% Any Other Black Background 75% 80% 87% 77% White and Black Caribbean 82% 80% 80% 84% White - British 84% 86% 87% 88% Any Other White Background 76% 81% 81% 87% Source: Key to success (pre-checking)

Maths Level 2b+ 2012 2013 2014 2015 Bangladeshi 80% 78% 76% 64% Pakistani 66% 69% 66% 67% Somali 63% 70% 73% 76% Any Other Black African 68% 73% 79% 81% Black Caribbean 62% 71% 64% 57% Any Other Black Background 63% 69% 77% 62% White and Black Caribbean 78% 75% 75% 76% White - British 78% 80% 81% 83% Any Other White Background 72% 81% 80% 84% Source: Key to success (pre-checking)

White Groups Attainment for White British pupils has risen in all subjects (speaking and listening and writing by 1ppt, reading by 3ppts and maths by 2ppts). Attainment for White Other pupils (Western and Eastern European) continues to show a strong upward trend in all subjects and is now approaching the attainment of White British pupils in speaking and listening, reading and writing. Attainment has now exceeded that of White British children in maths by 1ppt. Asian Groups Indian pupils continue to attain above that of White British pupils in all subjects. Gaps with White British pupils have widened slightly for Pakistani pupils in speaking and listening (11ppts), writing (8ppts) and maths (6ppts). A sharp drop in reading has widened the gap to 16ppts. A sharp drop this year in speaking and listening and writing for Bangladeshi children has opened up wide gaps with White British pupils (9ppts and 10ppts respectively). Declining patterns in reading and maths continue to widen gaps (now 9ppts and 19ppts respectively) Black Groups Gaps with White British pupils have remained static for Somali pupils in speaking and listening (6ppts). Gaps have widened slightly in reading and writing (6ppts and 4ppts respectively) but narrowed in maths (7ppts). Over time, however, there is an upward trend for Somali pupils which is narrowing the gap with White British pupils. All other Black African pupils attained slightly below White British pupils in all subjects. Gaps with White British pupils have widened slightly for Black Caribbean pupils in speaking and listening and reading (5ppts and 8ppts respectively). A sharp drop in writing and maths has widened gaps to 10ppts and 26ppts respectively, with a declining pattern now evident in maths. A sharp drop in attainment this year for Black Other pupils in all subjects has significantly widened gaps with White British pupils. Gaps in speaking and listening are now 13ppts, in reading 11ppts, in writing 11ppts and in maths 21ppts. Mixed Groups Although there has been a drop in attainment this year in reading, writing and maths for Mixed White/ Black African pupils, Mixed groups continue to attain well over time, equalling or exceeding the attainment of White British pupils. The exception is Mixed White/Black Caribbean pupils. Whilst gaps with White British pupils have narrowed in all subjects this year, there are differentials in reading and writing (both 4ppts), and maths (7ppts). Chinese pupils continue to attain above that of White British pupils in all subjects.

2.7 English as an Additional Language

90%

85%

80%

75%

70%

65%

60%

55%

50% 20112012201320142015 20112012201320142015 20112012201320142015 Reading Writing Maths Bristol EAL 65.1 69.5 74.7 73.3 76.2 51.6 56.3 63.1 58.8 64.2 65.1 66.7 74.5 72.1 76.5 Bristol Non-EAL 74.4 78.6 81.0 81.9 83.6 60.2 64.9 68.8 70.0 72.3 73.3 77.5 79.7 81.4 81.5 England EAL England (Non-EAL)

Source: Key to success (pre-checking)

• The attainment of EAL pupils increased in reading by 3ppts and in writing and maths by 5ppts. This has narrowed the gap with non-EAL pupils to 8ppts in reading and writing and 5ppts in maths.

3 Key Stage 2 Attainment 3.1 End of Key Stage Summary NB All Performance data is provisional prior to KS2 data checking exercise • Overall results at Level 4 and level 5, have shown an increase in attainment in all areas except reading L4+ where it has remained the same and reading L5+ where is has dropped by 1ppt. • Bristol is below the national average in all areas with the exception of level 6 where it is line or above. • The gap between national results at L4 and L5 has narrowed or stayed the same • The widest gaps with national are in reading at L4 (3ppts) and maths L4 (3ppts) and L5 (4ppts).

Key Stage 2 Summary

Key Stage 2 Actual 2011 2012 2013 2014 2015 National 2015 FFT-B 2015 FFT-D 2015 Reading Level 4+ 81 84 86 86 86 89 86 90 Reading Level 5+ 41 48 46 48 47 48 47 54 Reading Level 6+ 0.3 1 0.3 0.4 Writing (TA) Level 4+ 74 81 84 84 85 87 80 87 Writing (TA) Level 5+ 19 29 33 32 35 36 28 37 Writing (TA) Level 6 2 3 2 2 2 Maths Level 4+ 80 83 84 83 84 87 83 89 Maths Level 5+ 35 38 40 37 38 42 39 47 Maths Level 6 5 7 9 9 9 Reading, Writing & Maths Level 4+ 74 76 76 77 80 73 80 Reading, Writing & Maths Level 5+ 21 22 21 23 24 20 26 Spelling, Punctuation & Grammar Level 4+ 73 73 78 80 Spelling, Punctuation & Grammar Level 5+ 40 48 53 56 Spelling, Punctuation & Grammar Level 6 2 3 3 4 Science (TA) Level 4+ 82 83 86 85 85 89 86 91 Science (TA) Level 5+ 35 36 38 36 38 40 35 45 Source: SFR 31 - 2011, SFR 33 - 2012, SFR 51 - 2013, SFR 50 - 2014, SFR 30 - 2015, and FFT

Level 4 • Reading remained static at 86% for the third year with national remaining at 89% • Teacher assessment for writing and test result for maths both increased 1ppt to 84% and 85% respectively, however both remain below national which increased 1ppt is 87% • Reading , writing and maths combined increased by 1ppt to 77% but still leaves Bristol 3ppts behind national which also increased by 1ppt • Spelling, punctuation and grammar increased by 5ppts to 78% narrowing the gap between national from 4ppts to 2ppts. National saw an increase from 77% to 80% Level 5 • Reading dropped 1ppt to 47% however narrowed the gap between national from 2ppts to 1ppt as national dropped from 50% to 48% • Writing saw an increase of 3ppts to 35% which still puts Bristol 1ppt below national due to a similar increase in national outcome. • Maths saw 1ppt increase to 38% which narrows to gap to 4ppts compared to 5ppts last year. • Reading, writing and maths combined saw an increase of 2ppts bringing Bristol within 1ppt of national • Spelling, punctuation and grammar secures a 5ppt increase for the second year running to 53%. National increased 4ppts however Bristol continues to narrow the gap, now within 3ppts. Level 6 • Outcomes in all areas show Bristol to be in line with national with the exception of spelling, punctuation and grammar where Bristol achieved 1ppt above at 4% • Bristol is above FFTB on all measures except maths L5+ and science L4+.

3.2 Comparisons to other Local Authorities Reading Level 4 or better

Source: SFR 34 - 2014, Keypas

Writing Level 4 or better

Source: SFR 34 - 2014, Keypas

Maths Level 4 or better

Source: SFR 34 - 2014, Keypas

Reading, Writing and Maths Level 4 or better

Source: SFR 34 - 2014, Keypas

• At minimum age related expectation of level 4+ Bristol is in line with Core Cities in all areas except for maths where we are below. Bristol is below Statistical Neighbours for reading and maths and in line for writing. Compared to national Bristol are below in all areas • For reading, writing and maths combined at level 4+ Bristol is in line with Core Cities but are 2ppts below Statistical Neighbours. Whilst the improvement trend for Bristol has been steady our Statistical Neighbours have shown a 7ppt increase since 2012 • The upward trend for Bristol has slowed since 2013 thus allowing Core Cities and Statistical Neighbours to close the gap

3.3 Gender Gender – Reading Level 4 or better

Source: SFR 31 - 2011, SFR 30 – 2015

Gender – Writing Level 4 or better

Source: SFR 31 - 2011, SFR 30 – 2015

Gender – Maths Level 4 or better

Source: SFR 31 - 2011, SFR 30 – 2015

Gender – Reading, Writing and Maths Level 4 or better

Source: SFR 31 - 2011, SFR 30 – 2015

• At level 4 girls outperform boys both nationally and in Bristol with the exception of no gap in maths at national level • The Bristol gender gap in reading has increased by 2ppts to 5ppts. National gap remains at 4ppts • In writing, the gap for Bristol increased to 10ppts while nationally dropped to 8ppts • Maths is showing a 2ppts gender gap whereas as last year there was no difference between boys and girls • Reading, writing and maths combined the gender gap is 1ppt higher than national.

3.4 Special Educational Needs SEN Reading Level 4 or better

Source: Source: SFR 50 – 2014, Local data

SEN Writing Level 4 or better

Source: Source: SFR 50 – 2014, Local data

SEN Maths Level 4 or better

Source: Source: SFR 50 – 2014, Local data

SEN Reading, Writing and Maths Level 4 or better

Source: Source: SFR 50 – 2014, Local data

Reading • SEN Support group shows a 3ppt drop however it remains 2ppts above 2013 • Statemented pupils continue with an improving trend and has increased by 1ppt • The No SEN group shows a 1ppt increase to 94%. Writing • SEN Support shows a 3ppt increase and is now at 52% • Statemented down 1ppt from last year but is still 3ppts above national for 2014 • The No SEN group remains static for third year at 94%. Maths • SEN Support shows 4ppts increase but still 1ppt lower than 2013. There is a gap of 9ppts compared to the national for 2014 • Statemented achieved 29% which is 4ppts above national for 2014 • The No SEN group shows 1ppt increase to 93% which is a gap of 1ppt compared to national in 2014. Reading, writing and maths • SEN Support indicates a gap of 5ppts compared to the national for 2014 • Statemented remains static at 17% and is 2ppt higher compared to national in 2014 • The No SEN group has increased by 1ppt to 88% showing an improving trend.

3.5 Free School Meals FSM v Non FSM 2012 - 2015

Source: SFR 50 - 2014, Local data

• Non FSM pupils continue to attain higher at L4+ in reading, writing, maths and reading, writing and maths combined • In all areas the gap has narrowed between the 2 groups showing a consistent positive trend over the last 4 years • The narrowest gap is in reading showing 11ppts difference, while the widest gap remains with reading writing and maths combined showing 17ppts difference • Writing has made the greatest improvement since 2012 closing the gap from 22ppts to 13ppts.

3.6 Disadvantaged "Disadvantaged" is defined as being either Ever 6 FSM, looked after or ceased to be looked after because of adoption, a special guardianship order, a child arrangements order or a residence order. See: https://www.gov.uk/government/publications/pupil-premium-2015-to-2016-allocations/pupil-premium- 2015-to-2016- conditions-of-grant

Disadvantaged v Non-Disadvantaged 2012 - 2015

Source: SFR 50 - 2015, Local data

• Non Disadvantaged continue to attain higher in L4+ in all areas • The gap has narrowed between the 2 groups showing a consistent positive trend over the last 4 years • The narrowest gap is in reading and writing showing 11ppts difference, while the widest gap remains with reading writing and maths combined showing 17ppts difference.

Source: Key to Success There is a general trend in both graphs, schools with larger proportion of disadvantaged pupils perform less well overall than those with a smaller proportion. However there is a significant range for schools with similar proportions of disadvantaged pupils. Looking at vertical sections on the graph illustrates this difference in performance.

Source: Key to Success

3.7 Ethnicity • The Somali group is showing a significant improving trend since 2012 at all levels in all areas • Overall there is an improving trend for all groups with the exception of Any other Black Background group • At all levels and in all areas the Black Caribbean group have shown the highest increase since 2012 Year 6 cohort size for ethnic groups

Bristol Cohort Size 2012 2013 2014 2015 Bangladeshi 35 43 47 38 Pakistani 127 139 142 142 Somali 182 164 202 219 Any Other Black African 46 61 75 75 Black Caribbean 54 79 95 99 Any Other Black Background 42 55 60 72 White and Black Caribbean 90 131 137 138 White - British 2623 2456 2588 2658 Any Other White Background 168 159 240 221 Source: Key to Success September 2015

R, W & M Level 4+ 2012 2013 2014 2015 Bangladeshi 83% 77% 70% 84% Pakistani 61% 71% 63% 70% Somali 49% 54% 61% 65% Any Other Black African 65% 70% 69% 73% Black Caribbean 50% 70% 56% 76% Any Other Black Background 62% 55% 65% 56% White and Black Caribbean 66% 63% 74% 72% White - British 77% 78% 79% 80% Any Other White Background 61% 69% 70% 73% Source: Key to Success September 2015

Reading Level 4+ 2012 2013 2014 2015 Bangladeshi 91% 86% 81% 92% Pakistani 73% 81% 75% 85% Somali 59% 66% 76% 75% Any Other Black African 74% 80% 84% 89% Black Caribbean 67% 75% 69% 90% Any Other Black Background 79% 73% 75% 74% White and Black Caribbean 78% 82% 88% 85% White - British 87% 87% 88% 88% Any Other White Background 72% 81% 83% 85% Source: Key to Success September 2015

Writing Level 4+ 2012 2013 2014 2015 Bangladeshi 89% 86% 83% 92% Pakistani 74% 83% 74% 87% Somali 65% 65% 74% 79% Any Other Black African 76% 79% 81% 85% Black Caribbean 61% 76% 71% 85% Any Other Black Background 67% 64% 75% 69% White and Black Caribbean 77% 76% 84% 81% White - British 83% 85% 86% 86% Any Other White Background 66% 77% 76% 78% Source: Key to Success September 2015

Maths Level 4+ 2012 2013 2014 2015 Bangladeshi 89% 79% 77% 89% Pakistani 74% 77% 70% 81% Somali 65% 71% 68% 77% Any Other Black African 74% 82% 84% 80% Black Caribbean 57% 78% 62% 78% Any Other Black Background 69% 62% 70% 65% White and Black Caribbean 76% 79% 80% 86% White - British 85% 86% 85% 87% Any Other White Background 80% 83% 85% 84% Source: Key to Success September 2015

• L4+ combined attainment for White British pupils has risen by 1ppt to 80%. Reading and writing are static at 88% and 86% respectively, but maths has increased by 2ppts to 87%. • L4+ combined attainment for White Other pupils (Western and Eastern European) has increased by 3ppts, narrowing the gap with White British pupils to 7ppts with an upward trend evident. Reading and writing have increased by 2ppts, narrowing the gap with White British pupils to 3ppts and 8ppts respectively. A slight drop in maths has opened up a gap of 3ppts.

• L4+ combined attainment for Indian pupils is in line with that of White British pupils. Indian pupils continue to attain above White British pupils in writing, but have dropped below White British pupils this year in reading and maths. • L4+ combined attainment for Pakistani pupils has increased by 7ppts, narrowing the gap with White British pupils to 10ppts. The gap has narrowed to 3ppts in reading and 6ppts in maths. Attainment is 1ppt above White British pupils in writing. • The attainment of Bangladeshi pupils is above that of White British pupils in all aspects, reversing a previously declining trend.

• L4+ combined attainment for Somali pupils has risen by 4ppts and has narrowed the gap with White British pupils to 15ppts. The gap has narrowed to 13ppts in reading, 7ppts in writing and 10ppts in maths. Although gaps remain wide, a strong upward trend and significant narrowing of the gap is evident in all aspects. • L4+ combined attainment for all other Black African pupil has risen by 4ppts and has narrowed the gap with White British pupils to 7ppts. Reading and writing are in line with that of White British attainment, but a drop in maths attainment has opened up a 7ppts gap. • L4+ combined attainment for Black Caribbean pupil has increased by 20ppts, significantly narrowing the gap with White British pupils to 4ppts. Gaps have narrowed to 1ppt in writing and 9ppts in maths. Attainment is 2ppts above White British pupils in reading. • A sharp drop in L4+attainment this year for the Any Other Black Background pupils has significantly widened the gap with White British pupils to 24ppts for reading, writing and maths combined. Gaps have widened slightly in reading (14ppts) and more significantly in writing and maths (17ppts and 22ppts respectively). Over time, widening gaps are evident on all measures for this group.

• The attainment of Mixed White/Asian pupils is in line with or slightly above that of White British pupils, with the exception of maths, which is 2ppts below. • Attainment at L4+ combined for Mixed White/Black African pupils has dropped below that of White British pupils, with a gap opening up of 4ppts. Reading and maths are in line with White British pupils but a declining trend in writing has opened a gap of 7ppts. • Attainment at L4+ combined for Mixed White/Black Caribbean pupils has dropped by 3ppts this year, widening the gap with White British pupils to 8ppts. Reading and writing have both dropped by 3ppts, widening gaps to 3ppts and 5ppts respectively. Attainment in maths has increased, narrowing the gap to 1ppt. • Attainment at L4+ combined for Mixed Other pupils has fallen below that of White British pupils, opening up a gap of 5ppts. A declining trend is now evident. Writing is slightly above White British pupils but a sharp drop in reading and maths has opened up gaps of 5ppts and 7ppts respectively. • Chinese pupils continue to attain above that of White British pupils at L4+ combined and in all subjects.

3.8 English as an Additional Language

85%

80%

75%

70%

65%

60%

55%

50% 2011 2012 2013 2014 2015 R, W, M Bristol EAL 63% 69% 68% 70% Bristol Non-EAL 76% 77% 78% 79% England EAL 73% 73% 77% England Non-EAL 75% 76% 79%

Source: Key to success (pre-checking)

95% 90% 85% 80% 75% 70% 65% 60% 55% 50% 2011 2012 2013 2014 2015 Reading Bristol EAL 74% 79% 81% 81% Bristol Non-EAL 86% 87% 88% 88% England EAL 84% 83% 86% England Non-EAL 88% 87% 89%

Source: Key to success (pre-checking)

90%

85%

80%

75%

70%

65%

60%

55%

50% 2011 2012 2013 2014 2015 Writing Bristol EAL 73% 79% 78% 81% Bristol Non-EAL 82% 85% 85% 86% England EAL 80% 82% 84% England Non-EAL 82% 84% 86%

Source: Key to success (pre-checking)

90% 85% 80% 75% 70% 65% 60% 55% 50% 2011 2012 2013 2014 2015 Maths Bristol EAL 73% 80% 80% 78% 80% Bristol Non-EAL 81% 85% 85% 84% 86% England EAL 79% 83% 85% 86% England Non-EAL 81% 85% 85% 86%

Source: Key to success (pre-checking)

• Attainment at L4+ combined for EAL pupils has increased by 2ppts, narrowing the gap with non-EAL pupils in Bristol to 9ppts. Gaps of 7ppts in reading and 6ppts in maths remain unchanged, although gaps have narrowed over time. Attainment for EAL pupils has risen by 3ppts in writing, narrowing the gap with non-EAL pupils by 2ppts.

4 Key Stage 1 to Key Stage 2 Progress 4.1 Floor Standard A school will be below the floor in 2015 if:

• fewer than 65% of pupils at the end of Key Stage 2 (KS2) achieved level 4 or above in reading, writing and maths and • below the average percentage of pupils at the end of KS2 made expected progress in reading (compared with the 2015 national median) and • below the average percentage of pupils at the end of KS2 made expected progress in writing (compared with the 2015 national median) and • below the average percentage of pupils at the end of KS2 made expected progress in maths (compared with the 2015 national median) The national medians for 2014 were 94% in reading, 96% in writing and 93% in maths. The national medians for 2015 not available yet

Results of the spelling, punctuation and grammar and tests do not form part of the floor standard.

4.2 Levels of progress Two levels of progress (Bristol v England) The following graphs show a comparison between national averages(mean)

Source: SFR 30 – 2015

Three levels of progress (Bristol v England)

Source: SFR 30 – 2015

In 2015 17 schools in Bristol were below the Floor Target element of 65% of pupils achieving level 4 in reading, writing and maths. This was an improvement compared to 22 schools in 2013 however there is a downward trend as in 2012 16 schools failed to meet this Floor Target element.

2 levels of progress • In both reading and maths there was an increase of 1ppt to 91%, 89% respectively • Writing remained static at 93% • Bristol remains 1ppt below national in all areas. 3 levels of progress • In reading, Bristol is above national by 1ppt and in writing by 2ppts • In maths the gap has narrowed from 3ppts to 1ppt against national.

6 Secondary and Post-16 performance 1 Key stage 4 Attainment 1.1 5 A*to C GCSE including English and maths – trend line, LA

65%

60%

55%

50%

45%

40%

35%

30%

25% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Bristol 30.4% 31.5% 35.5% 40.2% 46.2% 50.2% 51.6% 52.3% 55.2% 53.4% England 45.6% 46.3% 47.6% 49.8% 53.5% 59.0% 59.4% 59.2% 53.4% 52.8% Core Cities 34.4% 37.0% 40.0% 43.1% 49.2% 52.2% 54.7% 55.4% 52.4% 50.5% Statistical Neighbours 39.7% 41.6% 45.1% 46.4% 51.1% 53.5% 56.9% 58.2% 53.6% 52.9%

Source: SFR 2 - 2014, Key to Success download Sept 2015 (pre-checking)

The 5 A* to C GCSE including English and maths figure for Bristol LA fell by 1.8ppts from 55.2% in 2014 to 53.4% in 2015. This figure has risen every year for almost a decade prior to this year, with an average increase of 1.7ppts each year over the last 4 years. The decline in 2015 still leaves Bristol 1.4ppts in advance of the 2013 level. The trend is still upwards.

Bristol was above the national average in 2014 and remains above the provisional England average this year. The impact of the Wolf Review and other changes (for example, the English GCSE specification) caused a fluctuation nationally between 2013 and 2014. Provisional results indicate that this trend is continuing in 2015.

Bristol’s ranking is currently 107 out of 151 local authorities nationally.

1.2 5 A*to C GCSE including English and maths - 2015 headlines

Bristol Average (53.4%)

Ashton Park School 50.5%

Bedminster Down School 37.1%

Bridge Learning Campus 20.8%

Bristol Brunel Academy 44.2%

Bristol Cathedral Choir School 89.2%

Bristol Metropolitan Academy 44.9%

City Academy Bristol 41.1%

Colston's Girls' School 82.2%

Cotham School 64.2%

Fairfield High School 52.2%

Henbury School 35.9%

Merchants' Academy 46.0%

Oasis Academy Brightstowe 29.8%

Oasis Academy Brislington 52.2%

Oasis Academy John Williams 51.0%

Orchard School Bristol 42.7%

Redland Green School 86.6%

St Bede's Catholic College 73.9%

St Bernadette Catholic 52.7% Secondary

St Mary Redcliffe and Temple 73.1%

0% 20% 40% 60% 80% 100%

Source: Key to Success 23rd September 2015 (pre-checking)

There is a large range in the provisional results of Bristol schools this year. The 5 A*to C GCSE including English and mathematics indicator is one element of the government’s floor standard, which defines the minimum accepted level of school performance, is currently 40%. Four Bristol schools are now below this element of the floor standard. In 2014, only three schools were below this element of the floor standard.

1.3 5 A*to C GCSE including English and mathematics – five year trend, schools

School 2011 2012 2013 2014 2015 Ashton Park School 43% 43% 48% 56% 50.5% Bedminster Down School 46% 40% 36% 49% 37.1% Bridge Learning Campus 40% 45% 37% 37% 20.8% Bristol Brunel Academy 41% 45% 45% 48% 44.2% Bristol Cathedral Choir School 80% 81% 81% 76% 89.2% Bristol Metropolitan Academy 42% 34% 47% 54% 44.9% City Academy Bristol 34% 40% 35% 29% 41.1% Colston's Girls' School 94% 84% 91% 83% 82.2% Cotham School 66% 56% 64% 77% 64.2% Fairfield High School 50% 52% 50% 47% 52.2% Henbury School 46% 52% 41% 46% 35.9% Merchants' Academy 32% 40% 51% 45% 46.0% Oasis Academy Brightstowe 30% 62% 60% 50% 29.8% Oasis Academy Brislington 38% 37% 40% 44% 52.2% Oasis Academy John Williams 40% 49% 52% 52% 51.0% Orchard School Bristol 36% 38% 44% 39% 42.7% Redland Green School 83% 84% 87% 82% 86.6% St Bede's Catholic College 69% 71% 66% 76% 73.9% St Bernadette Catholic Secondary 60% 63% 51% 64% 52.7% St Mary Redcliffe and Temple 77% 68% 72% 70% 73.1% Bristol LA 50.2% 51.6% 52.3% 55.2% 53.4% England 59.0% 59.4% 59.2% 53.4% 52.8% Source: DfE Performance Tables, Key to Success (pre-checking)

Eight of the 20 secondary schools in Bristol improved their position compared to last year. The greatest increase was at one of the highest attaining schools, Bristol Cathedral Choir school, which improved by 13ppts to 89.2%. The City Academy, improved by 12ppts to 41.1%.

In the remaining 12 schools provisional results declined. For some this was a minor fluctuation in an otherwise upward five year trend, for example, 5 of the 12 schools which recorded a decrease remained above their 2014 result. For others, there was a more significant decline in the headline figure; 7 of the 12 schools recorded a decline of more than 10ppts, with the largest decrease being 21ppts.

There are individual circumstances in each school and some schools are awaiting the outcomes of appeals to GCSE exam boards and remarking of individual scripts. It is clear that the changes to exam board specifications, the marking criteria applied to IGCSE English and other examinations account for the fluctuations in individual school’s results. The system is currently very volatile.

1.4 Comparison to other Local Authorities Statistical Neighbours Bristol is in 5th place of eleven local authorities. This compares to 3rd place in 2014, Bournemouth and Reading remain ahead of Bristol as last year. However, Leeds and Brighton and Hove have both improved significantly and have moved above Bristol. Derby remains at the bottom of this ranking.

% 5 A*toC incl Eng & maths Statistical Neighbours Brighton and Hove 59.7 Bournemouth 59.3 Reading 57.0 Leeds 54.1 Bristol, City of 53.4 Sheffield 53.1 Plymouth 50.4 Coventry 50.1 Portsmouth 49.6 Southampton 49.6 Derby 46.2 Source SFR 37 15th October 2015 (pre-checking)

Core Cities In comparison to English Core Cities, Bristol is in 4th place of eight local authorities. This is a drop of one place compared to 2014. Birmingham and Newcastle upon Tyne remain above Bristol and Leeds have moved up strongly to first position. % 5 A*toC incl Eng & maths Core Cities Leeds 54.1 Newcastle upon Tyne 53.9 Birmingham 53.8 Bristol, City of 53.4 Sheffield 53.1 Liverpool 48.1 Manchester 46.0 Nottingham 41.5 Source SFR 37 15th October 2015 (pre-checking)

Local Authority National Ranking

5 GCSE A* to C including English and maths 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 142 145 143 142 140 137 140 142 96 107 of 149 LAs of 151 LAs Source SFR 37 15th October 2015 (pre-checking) In 2014 there was a step change in the ranking of Bristol in comparison to other local authorities nationally. Although the decrease in the headline measure has caused an 11 place drop in the national rankings, this still leaves Bristol well ahead of the position it had occupied for many years prior to 2014.

1.5 Attainment in English, mathematics and the EBacc Percentage of entries achieving

% % Cohort EBacc1 EBacc2 English Maths Science Hums Lang Ashton Park School 210 14% 67% 65% 67% 65% 54% 63% Bedminster Down School 151 8% 71% 47% 54% 53% 88% 94% Bridge Learning Campus 106 9% 43% 39% 43% 41% 34% 29% Bristol Brunel Academy 208 13% 59% 64% 56% 41% 63% 62% Bristol Cathedral Choir School 111 35% 83% 96% 93% 95% 89% 86% Bristol Metropolitan Academy 98 24% 56% 59% 63% 78% 66% 63% City Academy Bristol 151 3% 44% 56% 62% 33% 27% 84% Colston's Girls' School 107 70% 82% 92% 86% 89% 90% 78% Cotham School 187 33% 70% 72% 84% 79% 78% 61% Fairfield High School 115 28% 82% 70% 65% 85% 68% 73% Henbury School 131 8% 24% 52% 52% 44% 48% 27% Merchants' Academy 124 20% 36% 61% 63% 64% 50% 34% Oasis Academy Brightstowe 114 8% 23% 53% 34% 58% 60% 35% Oasis Academy Brislington 251 10% 74% 67% 62% 77% 83% 78% Oasis Academy John Williams 96 5% 45% 59% 66% 55% 45% 43% Orchard School Bristol 150 19% 68% 68% 47% 90% 87% 64% Redland Green School 187 45% 73% 93% 93% 96% 90% 74% St Bede's Catholic College 188 38% 95% 89% 79% 94% 76% 99% St Bernadette Catholic Secondary 146 9% 57% 74% 64% 71% 68% 64% St Mary Redcliffe and Temple 212 25% 82% 82% 80% 75% 84% 83% Bristol LA 3043 21% 66% 69% 67% 71% 71% 66% Source: Key to Success (pre-checking) 1 Percentage of all students 2 Percentage of students entered for all 5 subjects

A key outcome for any individual student is success in attaining a grade C or better in both English and mathematics. This is an important milestone for students’ progression to the next stage of their education, employment or training. All students are now required by the government to continue studying English or mathematics GCSE or equivalent until they attain a grade C in both.

There has been no change in the proportion of young people attaining a grade C or above in GCSE English; it remains at 69%. Results improved by 2ppts in maths to 67%. This compares to 63.3% for English nationally and 65.4% for maths.

There are variations at school level. In ten schools, the English result is higher than the mathematics, while in eight schools the reverse is true. The results are equal in two schools. There is therefore, no predominant limiting factor between English and mathematics in Bristol schools.

20.5% of students in Bristol attained the English Baccalaureate (EBacc) compared to 22.5% nationally. Only two thirds of Year 11 students were actually entered for all of the EBacc subjects. This chart indicates the proportion of students attaining each of the EBacc subjects, as a percentage of those entered for the subject. A smaller proportion are entered for a language.

The chart indicates that in the three areas of science, humanities and languages, which complete the EBacc suite of subjects, languages overall perform the least well with a 66% success rate of those entered. Sciences and humanities are 5ppts higher with a 71% success rate.

2 Key stage 2 to Key stage 4 Progress 2.1 Expected progress in English

2014 National Median (74%)

Ashton Park School 65.0%

Bedminster Down School 45.6%

Bridge Learning Campus 49.0%

Bristol Brunel Academy 59.1%

Bristol Cathedral Choir School 93.6%

Bristol Metropolitan Academy 65.5%

City Academy Bristol 68.9%

Colston's Girls' School 90.7%

Cotham School 72.2%

Fairfield High School 74.5%

Henbury School 38.4%

Merchants' Academy 62.8%

Oasis Academy Brightstowe 54.5%

Oasis Academy Brislington 65.3%

Oasis Academy John Williams 75.8%

Orchard School Bristol 61.8%

Redland Green School 90.2%

St Bede's Catholic College 90.2% St Bernadette Catholic 78.2% Secondary

St Mary Redcliffe and Temple 77.1%

0% 20% 40% 60% 80% 100%

Source: Key to Success 23rd September 2015 (pre-checking)

This indicator takes the prior attainment of students into account, comparing end of KS2 attainment to GCSE outcome. Overall, 68% of Bristol students make the ‘expected progress’ in English, a decline of 6ppts on the 2014 figure.

More than half of schools in the LA fall below the national median for this measure of 74%, and are therefore below this element of the government’s floor standard. This is an important statistic in efforts to reduce the disparity in the attainment of different groups of students. Especially for students with low attainment on entry, it is necessary to have greater than expected progress, in order to catch-up with the attainment of their peers by the time they finish Year 11.

2.2 Expected progress in English – five year trend

School 2011 2012 2013 2014 2015 Ashton Park School 65% 50% 57% 76% 65.0% Bedminster Down School 69% 62% 38% 82% 45.6% Bridge Learning Campus 67% 64% 54% 73% 49.0% Bristol Brunel Academy 60% 63% 58% 72% 59.1% Bristol Cathedral Choir School 85% 92% 85% 80% 93.6% Bristol Metropolitan Academy 74% 57% 70% 95% 65.5% City Academy Bristol 61% 74% 66% 51% 68.9% Colston's Girls' School 100% 100% 98% 85% 90.7% Cotham School 85% 74% 66% 80% 72.2% Fairfield High School 69% 77% 77% 63% 74.5% Henbury School 60% 68% 47% 58% 38.4% Merchants' Academy 52% 59% 78% 77% 62.8% Oasis Academy Brightstowe 45% 74% 75% 82% 54.5% Oasis Academy Brislington 68% 44% 42% 64% 65.3% Oasis Academy John Williams 71% 70% 65% 85% 75.8% Orchard School Bristol 69% 67% 70% 79% 61.8% Redland Green School 84% 86% 93% 88% 90.2% St Bede's Catholic College 73% 81% 73% 81% 90.2% St Bernadette Catholic Secondary 88% 78% 66% 79% 78.2% St Mary Redcliffe and Temple 87% 81% 80% 84% 77.1% Bristol LA 69% 68% 64% 74% 67.8% England 72% 68% 70% 72% n/a Source DfE Performance Tables, Key to Success (pre-checking)

This figure has fallen this year in thirteen schools in Bristol and increased in seven. Of the schools where the figure has declined, four schools have seen a drop of more than 20ppts with the largest fall being 36ppts.

Significant increases were recorded at Redland Green School, St Bede’s Catholic College, Colston’s Girls’ School and Bristol Cathedral Choir School. In each case over 90% of their students made the expected progress in English.

2.3 Expected progress in mathematics

2014 National median 67%

Ashton Park School 61.6%

Bedminster Down School 51.0%

Bridge Learning Campus 42.7%

Bristol Brunel Academy 62.2%

Bristol Cathedral Choir School 85.3%

Bristol Metropolitan Academy 73.6%

City Academy Bristol 66.4%

Colston's Girls' School 85.0%

Cotham School 86.3%

Fairfield High School 67.9%

Henbury School 47.3%

Merchants' Academy 59.0%

Oasis Academy Brightstowe 33.6%

Oasis Academy Brislington 60.8%

Oasis Academy John Williams 74.5%

Orchard School Bristol 49.0%

Redland Green School 83.7%

St Bede's Catholic College 73.1%

St Bernadette Catholic 66.7% Secondary

St Mary Redcliffe and Temple 76.2%

0% 20% 40% 60% 80% 100%

Source: Key to Success 23rd September 2015

In Bristol, 64% of students make the ‘expected progress’ in mathematics between Key Stage 2 and GCSE. Although this is 2ppts down on the 2014 figure it still places Bristol in advance of its position in 2013 and on an overall upward trajectory over the past five years.

2.4 Expected progress in mathematics – five year trend

School 2011 2012 2013 2014 2015 Ashton Park School 50% 54% 59% 67% 61.6% Bedminster Down School 46% 47% 59% 59% 51.0% Bridge Learning Campus 36% 43% 49% 48% 42.7% Bristol Brunel Academy 57% 57% 53% 68% 62.2% Bristol Cathedral Choir School 91% 92% 88% 84% 85.3% Bristol Metropolitan Academy 63% 59% 68% 84% 73.6% City Academy Bristol 42% 51% 47% 47% 66.4% Colston's Girls' School 98% 95% 96% 84% 85.0% Cotham School 77% 70% 83% 88% 86.3% Fairfield High School 62% 70% 54% 70% 67.9% Henbury School 52% 58% 51% 62% 47.3% Merchants' Academy 25% 40% 65% 50% 59.0% Oasis Academy Brightstowe 49% 70% 74% 64% 33.6% Oasis Academy Brislington 43% 54% 52% 59% 60.8% Oasis Academy John Williams 51% 77% 71% 64% 74.5% Orchard School Bristol 44% 57% 51% 57% 49.0% Redland Green School 91% 91% 91% 84% 83.7% St Bede's Catholic College 68% 81% 72% 75% 73.1% St Bernadette Catholic Secondary 61% 54% 58% 77% 66.7% St Mary Redcliffe and Temple 75% 73% 76% 70% 76.2% Bristol LA 56% 62% 63% 66% 64.3% England 65% 69% 71% 66% n/a Source: Key to Success (pre-checking)

Eleven secondary schools in Bristol are below this element of the government’s floor standard.

Taking the three elements of the floor standard together, there are now four secondary schools in Bristol below the government’s floor standard overall, an increase on 2014 when only two were below.

The largest proportion of students making expected progress in mathematics from their starting points in key stage 2 were recorded at Cotham School, Redland Green School, Colston’s Girls’ School and Bristol Cathedral Choir School. In each of these schools, over 80% of students made the expected progress.

2.5 Progress 8 DfE performance tables from 2016 onwards will be based on a new set of indicators. One of these is a value added measure known as ‘Progress 8’. The chart below illustrates the Progress 8 which would have resulted from this year’s GCSE results.

Progress 8 is calculated by calculating a point score for each student based on 8 of their GCSE results. This point score is then compared to the performance of other students in previous years with similar prior attainment. The difference in points either positive or negative is then averaged across the whole year group, delivering the ‘progress 8’ score for the school.

A figure of +1.00 would indicate that on average students were attaining GCSEs at one grade higher than students with similar prior attainment nationally. Similarly -1.00 would indicate the reverse. In schools with a progress 8 score of -0.50 students perform half a grade lower than similar students nationally. This -0.50 figure is the floor standard for schools in the new performance tables to be published in autumn 2016.

Source: Key to Success, 2015 (pre-checking)

3 Performance of groups of pupils 3.1 Gender 5 A*to C GCSE including English and mathematics 70% 59.9% 59.1% 57.6% 60% 56.8% 51.9% 50% 50.4% 48.5% 49.1% 46.7% 40% 45.6% Boys 30% Girls

20%

10%

0% 2011 2012 2013 2014 2015

Source DfE Key to success Sept 2015 (unvalidated) Girls continue to outperform boys overall at GCSE level. Having closed the gap significantly in 2014 with a strong increase in boys’ outcomes, the performance of both has fallen slightly in 2015. The girls’ performance fell by 2ppts and the boys’ by 1ppt. The gap has narrowed but remains at approximately 10%.

3.2 Disadvantaged pupils

Number on Roll Pupils Number of in Year 11 Number of Non- School (2015) Disadvantaged Disadvantaged Ashton Park School 210 59 151 Bedminster Down School 151 41 110 Bridge Learning Campus 106 71 35 Bristol Brunel Academy 208 77 131 Bristol Cathedral Choir School 111 13 98 Bristol Metropolitan Academy 98 60 38 City Academy Bristol 151 121 30 Colston's Girls' School 107 25 82 Cotham School 187 45 142 Fairfield High School 115 55 60 Henbury School 131 67 64 Merchants' Academy 124 74 50 Oasis Academy Brightstowe 114 52 62 Oasis Academy Brislington 251 71 180 Oasis Academy John Williams 96 63 33 Orchard School Bristol 150 79 71 Redland Green School 187 9 178 St Bede's Catholic College 188 24 164 St Bernadette Catholic Secondary 146 38 108 St Mary Redcliffe and Temple 212 28 184 Bristol LA 3043 1072 1971 Source DfE Key to success Sept 2015 (unvalidated) The chart above illustrates the numbers of disadvantaged students on roll in each school. One third of students in Year 11 in 2015 came from disadvantaged backgrounds, indicated by their eligibility for Pupil Premium funding. A number of schools have a significantly greater number of disadvantaged students. In seven schools more than half of the students are disadvantaged.

67.0% Bristol LA 29.5%

Ashton Park School

Bedminster Down School

Bridge Learning Campus

Bristol Brunel Academy

Bristol Cathedral Choir School

Ashton Park School

Bristol Metropolitian Academy

City Academy Bristol

Colston's Girls' School

Cotham School

Fairfield High School

Henbury School

Merchants' Academy

Oasis Academy Brightstowe

Oasis Academy Brislington

Oasis Academy John Williams

Orchard School Bristol

Redland Green School

St Bede's Catholic College

St Bernadette Catholic Secondary

St Mary Redcliffe and Temple

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

% Non-Disadvantaged Achieving 5+ A*-C (Including English and Maths) % Disadvantaged Achieving 5+ A*-C (Including English and Maths)

Source DfE Key to success Sept 2015 (unvalidated) The chart below shows that on average only 29.5% of disadvantaged students in Bristol attain 5 A* to C including English & mathematics whereas 67% of other students attain this standard, a gap of 37.5%.

5+ A* - C (Including English and Maths) Bristol England(1) Non- Non- Disadvantaged Disadvantaged Gap Disadvantaged Disadvantaged Gap Pupils Pupils Pupils Pupils 2012 32.1% 62.5% 30.4% 38.5% 65.7% 27.2% 2013 32.8% 64.3% 31.5% 41.0% 68.0% 27.0% 2014 34.0% 67.1% 33.1% 36.5% 64.0% 27.5% 2015 29.5% 67.0% 37.5%

(1) State-funded schools only Source DfE Key to success Sept 2015 (unvalidated)

2012 2013 2014 2015

School Disadvantaged Non-disadvantaged Gap Disadvantaged Non-disadvantaged Gap Disadvantaged Non-disadvantaged Gap Disadvantaged Non-disadvantaged Gap Ashton Park School 24% 50% 26% 27% 55% 28% 39% 60% 21% 29% 59% 30% Bedminster Down School 28% 45% 17% 28% 40% 12% 25% 59% 34% 15% 45% 31% Bridge Learning Campus 31% 63% 32% 33% 44% 11% 23% 52% 29% 11% 40% 29% Bristol Brunel Academy 33% 55% 22% 26% 57% 31% 34% 58% 24% 22% 57% 35% Bristol Cathedral Choir School SUPP SUPP SUPP 71% 81% 10% 69% 78% 9% 54% 94% 40% Bristol Metropolitian Academy 19% 50% 31% 27% 66% 39% 53% 55% 2% 42% 50% 8% City Academy Bristol 35% 45% 10% 33% 40% 7% 24% 40% 16% 38% 53% 15% Colston's Girls' School 43% 92% 49% 79% 94% 15% 70% 89% 19% 72% 85% 13% Cotham School 34% 68% 34% 45% 71% 26% 52% 85% 33% 33% 74% 41% Fairfield High School 38% 64% 26% 31% 71% 40% 32% 63% 31% 33% 70% 37% Henbury School 43% 58% 15% 28% 51% 23% 37% 55% 18% 16% 56% 40% Merchants' Academy 34% 49% 15% 43% 59% 16% 38% 55% 17% 34% 64% 30% Oasis Academy Brightstowe 50% 72% 22% 49% 73% 24% 38% 59% 21% 21% 37% 16% Oasis Academy Brislington 20% 49% 29% 24% 51% 27% 23% 57% 34% 28% 62% 33% Oasis Academy John Williams 53% 47% -6% 39% 66% 27% 42% 64% 22% 37% 79% 42% Orchard School Bristol 33% 41% 8% 31% 60% 29% 36% 43% 7% 35% 51% 15% Redland Green School 50% 86% 36% 68% 90% 22% 50% 86% 36% 33% 89% 56% St Bede's Catholic College 42% 74% 32% 41% 69% 28% 40% 79% 39% 54% 77% 23% St Bernadette Catholic Secondary 35% 71% 36% 26% 59% 33% 32% 70% 38% 26% 62% 36% St Mary Redcliffe and Temple 36% 75% 39% 59% 75% 16% 32% 77% 45% 46% 77% 31% Bristol LA 32% 63% 30% 33% 64% 32% 34% 67% 33% 29% 67% 38% England 39% 66% 27% 41% 68% 27% 37% 64% 28% Source DfE Key to success Sept 2015 (unvalidated)

Of the 20 schools listed, only 5 schools have a gap which is narrower than 28%.

The gap between the attainment of disadvantaged students and others in Bristol has widened this year by 5ppts. There is an upward trend over the last four years. The gap is growing wider.

The chart below compares the overall performance of students in each school with the proportion of the Year 11 cohort from disadvantaged backgrounds. The Bristol average is marked by the red line on each axis.

There is a general correlation between overall performance and proportion of disadvantaged students. When groups of schools with a similar percentage of disadvantaged students are considered, by looking at vertical bands on the chart. There is a significant range of performance in each band.

In some schools where over 60% of key stage 4 students are disadvantaged, overall attainment is higher than in other schools with a much smaller proportion of disadvantaged students.

Source DfE Key to success Sept 2015 (unvalidated) Key : 1 St Mary Redcliffe and Temple 11 Fairfield High School 2 St Bernadette Catholic Secondary 12 Cotham School 3 St Bede's Catholic College 13 Colston's Girls' School 4 Redland Green School 14 City Academy Bristol 5 Orchard School Bristol 15 Bristol Metropolitan Academy 6 Oasis Academy John Williams 16 Ashton Park School 7 Oasis Academy Brislington 17 Bristol Cathedral Choir School 8 Oasis Academy Brightstowe 18 Bristol Brunel Academy 9 Merchants' Academy 19 Bridge Learning Campus

10 Henbury School 20 Bedminster Down School

3.3 Most able The attainment of students at 5 A* to C including English & maths has decreased slightly overall. Within this overall picture, the performance of the most able students has decreased by 4ppts. The performance of the middle ability students has also decreased by 6ppts whilst lower ability students have maintained their position compared to last year. Middle ability students are the largest contributor to the overall decrease in attainment in Bristol.

Lower ability Middle ability Higher ability Year Bristol England Bristol England Bristol England 2011 6.0% 6.5% 50.0% 54.4% 95.4% 95.2% 2012 7.5% 7.1% 56.6% 55.1% 92.3% 94.0% 2013 6.3% 6.9% 52.9% 57.5% 94.6% 94.7% 2014 6.8% 5.5% 54.1% 50.9% 94.6% 92.8% 2015 6.7% 48.2% 90.6% Source: DfE Performance Tables, Key to Success (pre-checking) 3.4 Special Educational Needs

SEN (School Statements and All Support) EHCP Non-SEN Number of pupils 3124 424 162 2538 Number achieving 5+ A*-C GCSEs 1667 105 15 1547 (Including English and maths) Percentage achieving 5+ A*-C GCSEs (Including English and 53.4% 24.8% 9.3% 61.0% maths) Source: DfE Performance Tables, Key to Success (pre-checking)

A greater proportion of those students who receive support for a special educational need in school have attained 5 A* to C including English and mathematics this year, an increase of 5ppts from the 2014 figure to 24.8% this year.

The attainment of those students with a statement or Education & Health Care Plan has improved by 2ppts on last year to 9.3% this year.

3.5 Ethnicity - 5 A*to C incl English & mathematics Cohort size in 2015 Cohort size % of (2015) cohort ABAN Bangladeshi 20 0.6% APKN Pakistani 86 2.8% BSOM Somali 114 3.6% BAOF Black - African 56 1.8% BCRB Black Caribbean 71 2.3% BOTH Any Other Black Background 37 1.2% MWBC White and Black Caribbean 92 2.9% WBRI White - British 2176 69.7% Any Other White WOTH Background 159 5.1% Other 313 10.0% Source: DfE Performance Tables, Key to Success (pre-checking)

The White British population accounted for nearly 70% of the Year 11 cohort in 2015. The next five largest ethnic groups were in order, Any Other White Background, Somali, White and Black Caribbean, Pakistani and Black Caribbean. 5 A* to C GCSEs incl English & maths Two of the five largest ethnic minority groups, Black Caribbean and Somali, are among the lowest attaining BME groups, at 32% and 38% respectively in 2015. This has been consistently the case for five years.

2011 2012 2013 2014 2015 ABAN Bangladeshi 57% 52% 76% 55% 60% APKN Pakistani 43% 38% 35% 43% 44% BSOM Somali 35% 32% 28% 38% 38% BAOF Any Other Black African 66% 35% 47% 46% 52% BCRB Black Caribbean 24% 29% 31% 36% 32% BOTH Any Other Black Background 31% 43% 58% 71% 35% MWBC White and Black Caribbean 44% 38% 51% 43% 41% WBRI White - British 51% 55% 54% 57% 55% WOTH Any Other White Background 46% 49% 60% 70% 57% Source: DfE Performance Tables, Key to Success (pre-checking)

Attainment at 5A*-C + English and maths for White British pupils has declined by 2ppts to 55%. Attainment for White Other pupils (Western and Eastern European) has declined significantly by 13ppts, but remains 2ppts above the attainment of White British pupils.

Indian pupils continue to attain above that of White British pupils at 5A*-C + English and maths. Attainment at 5A*-C + English and maths for Pakistani pupils has increased by 1ppt, narrowing the gap with White British pupils to 10ppts. Attainment at 5A*-C + English and maths for Bangladeshi pupils has increased by 5ppts and is now 5ppts above that of White British.

Attainment at 5A*-C + English and maths for Somali pupils has remained static this year, although a decline in White British attainment effectively narrows the gap to 17ppts. Over time, the gap has increased by 1ppt. Attainment at 5A*-C + English and maths for all other Black African pupils has increased by 6ppts, narrowing the gap with White British pupils to 3ppts. Attainment at 5A*-C + English and maths for Black Caribbean pupils has dropped by 4ppts, widening the gap with White British pupils to 23ppts. Over time, the gap has narrowed by only 4ppts Attainment at 5A*-C + English and maths for Black Other pupils has declined significantly by 36ppts, widening the gap with White British pupils to 20ppts. Over time the gap has remained static.

Attainment at 5A*-C + English and maths for Mixed White/Asian and Mixed White/Black African continues to be above that of White British pupils. Attainment at 5A*-C + English and maths for Mixed White/Caribbean pupils has dropped by 2ppts, in line with that of White British pupils. The gap therefore remains static at 14ppts. Over time the gap has widened by 7ppts. Attainment at 5A*-C + English and maths for Mixed Other pupils has dropped by 5ppts, widening the gap with White British pupils to 7ppts.

There has been a sharp drop of 23ppts in attainment at 5A*-C + English and maths for Chinese pupils, opening up a gap with White British pupils of 9ppts. This is the second year a sharp drop is evident, declining from 92% at 5A*to C GCSEs English and maths in 2013 to 46% in 2015.

3.6 Expected progress English by ethnicity Bangladeshi young people and those from any other white background make the most progress in English at 83% and 79% respectively.

2011 2012 2013 2014 2015 ABAN Bangladeshi 79% 79% 80% 68% 83% APKN Pakistani 64% 68% 65% 62% 68% BSOM Somali 71% 73% 72% 64% 71% BAOF Any Other Black African 90% 73% 67% 79% 74% BCRB Black Caribbean 66% 66% 51% 53% 62% BOTH Any Other Black Background 72% 56% 70% 74% 65% MWBC White and Black Caribbean 65% 54% 62% 67% 63% WBRI White - British 68% 67% 63% 74% 66% WOTH Any Other White Background 75% 77% 81% 85% 79% Source: DfE Performance Tables, Key to Success (pre-checking)

Expected progress mathematics by ethnicity Bangladeshi young people and those from any other white background also make the most progress in maths at 84% and 80% respectively.

2011 2012 2013 2014 2015 ABAN Bangladeshi 64% 78% 88% 68% 84% APKN Pakistani 60% 63% 59% 67% 72% BSOM Somali 65% 65% 60% 70% 65% BAOF Any Other Black African 80% 65% 57% 68% 67% BCRB Black Caribbean 32% 47% 47% 49% 55% BOTH Any Other Black Background 56% 36% 84% 68% 48% MWBC White and Black Caribbean 50% 47% 54% 48% 51% WBRI White - British 54% 61% 63% 66% 62% WOTH Any Other White Background 72% 72% 81% 80% 80% Source: DfE Performance Tables, Key to Success (pre-checking)

3 levels of progress for White British pupils has dropped by 8ppts in English and by 4ppts in maths. 3 levels of progress for White Other pupils (Western and Eastern European) has dropped by 6ppts in English, but remains above progress for White British pupils by 13ppts. Progress in maths remains static at 80% but above progress for White British pupils by 18ppts.

3 levels of progress for Indian pupils continues to significantly exceed that of White British pupils in both English and maths. 3 levels of progress for Bangladeshi pupils has increased by 15ppt in English and 16ppts in maths. Progress now exceeds that of White British pupils by 17ppts in English and 22ppts in maths, with an upward trend evident over time, particularly in maths. 3 levels of progress for Pakistani pupils has increased by 6ppts in English and 5ppts in maths. Progress exceeds the progress of White British pupils by 2ppts in English and 10ppts in maths, with an upward trend evident over time, particularly in maths.

3 levels of progress for Somali pupils has increased by 7ppts in English with progress now exceeding that of White British pupils by 5ppts. Progress in maths has declined by 5ppts, but remains 3ppts above that of White British pupils. Progress over time, however, has not increased overall in either English or maths. 3 levels of progress for all other Black African pupils has declined by 5ppts and 1ppt in maths, but remains above that of White British pupils by 5ppts in both English and maths. 3 levels of progress for Black Caribbean pupils has declined by 4ppts in English. The significant drop in the progress in English of White British pupils effectively narrows the gap to 3ppts, although over time, the gap between White British and Black Caribbean pupils has remained static. 3 levels of progress for Black Caribbean pupils has increased by 3ppts in maths, narrowing the gap with White British pupils to 11ppts. The gap over time, however, has widened by 7ppts. 3 levels of progress for Black Other pupils has declined by 9ppts in English and by 20ppts in maths. Progress is now in line with that of White British pupils in English, but a significant gap of 14ppts is now evident in maths.

3 levels of progress for all Mixed groups other than Mixed White/Black Caribbean is greater than that of White English pupils in both English and maths. 3 levels of progress for Mixed White/Black Caribbean pupils has declined by 3ppts in English. The significant drop in the progress in English of White British children effectively narrows the gap to 3ppts although over time, the gap between White British and Mixed White/Black Caribbean pupils has remained static. Progress has increased by 3ppts in maths, narrowing the gap with White British pupils to 11ppts. The gap in progress, however, has widened over time by 7ppts.

There has been a sharp decline of 28ppts in 3 levels of progress in English this year for Chinese pupils, opening up a gap with White British pupils of 10ppts. This is the second year a sharp decline is evident, progress declining from 92% in 2013 to 55% in 2015. Progress in maths continues to be significantly above that of White British, with 100% of Chinese pupils achieving 3 levels of progress in maths this year.

3.7 English as an Additional Language - 5 A*to C incl English & mathematics

70%

58.9% 60% 56.6% 56.5%

50% 49.8% 47.2% 40% 42.4% 39.1% EAL Bristol 30% EAL England

20%

10%

0% 2011 2012 2013 2014 2015

Source: DfE Performance Tables, Key to Success (pre-checking)

The performance of students who speak English as an additional language (EAL) rose steadily between 2012 and 2014 while the performance of this group nationally was remained at the same level. Therefore the gap narrowed significantly in this period.

In 2015 the performance of EAL students decreased by 2.6ppts.

4 Key Stage 5 Performance 4.1 A-level attainment

Average point % of A-level students achieving score per

time equivalent) time - A level level entry level subjects subjects A- A grades or better at A level or or level A at or better grades A - Applied single/double award award single/double Applied level student (Full student level Percentage of students achieving achieving students of Percentage achieving students of Percentage achieving students of Percentage achieving students of Percentage grades AAB or better at A level or level at A or better AAB grades grades AAB or better at A level, of level, at A or better AAB grades subjects facilitating in are of which Percentage of students achieving at achieving of students Percentage grades AAB or better at A level, all all level, at A or better AAB grades which at least two are in facilitating facilitating in are two least at which 3 A* level A award single/double Applied A- least 2 substantial level qualifications 3 level substantial 2 least Bristol 685.5 206.9 94.1 n/a n/a n/a n/a 2011 England 745.9 216.2 94.0 n/a n/a n/a n/a Bristol 700.4 204.1 96.1 7.5 13.9 n/a 6.0 2012 England 733.0 212.8 93.6 12.8 20.5 n/a 9.5 Bristol 685.4 209.4 94.8 9.8 16.2 11.5 8.0 2013 England 724.3 213.7 92.3 12.5 20.3 15.3 9.6 Bristol 634.7 206.6 88.1 6.1 11.3 9.0 5.9 2014 England 714.0 214.6 90.5 12.0 19.5 15.0 9.5 Bristol 655.4 210.8 87.0 6.9 13.5 9.5 5.8 2015 England 700.3 214.8 89.1 11.4 18.7 14.3 8.9 Source https://www.gov.uk/government/collections/statistics-attainment-at-19-years

The proportion of students engaged on level 3 programmes, who attain two or more level 3 qualifications, is 87% 2ppts below the England average in 2015. This proportion has declined over the last three years from an above average figure of 94.8% in 2013.

The proportion of students attaining 3 grades at A*/A in level 3 qualifications increased in 2015 to 6.9%. This is below the England average of 11.4%.

13.5% of students on level 3 programmes attained grades AAB in three qualifications in 2015. This is 5.2ppts below the England average. The proportion who attain these grades with two in ‘facilitating’ subjects is 9.5% in Bristol and the proportion who attain three such grades in ‘facilitating’ subjects is 5.8%. In each case the Bristol figure is below the England average.

4.2 Average point score per student

760.0 745.9 733.0 740.0 724.3 714.0 720.0 700.4 700.3 700.0 685.5 685.4 680.0 655.4 660.0 634.7 640.0 620.0 600.0 580.0 560.0 Bristol England Bristol England Bristol England Bristol England Bristol England 2011 2012 2013 2014 2015

Source: SFR 38 - 2015, SFR 03 - 2015, SFR 02 - 2014, SFR 05 - 13, SFR 01 – 2012

The average point score for each student in 2015 is 655.4 which is an increase of 20.7ppts on the 2014 figure. The England average has fallen by 13.7ppts to a value of 700.3 in 2015. Bristol is below average on this measure in 2015 but the gap has narrowed.

4.3 Average point score per A-level entry

218 216.2 216 214.6 214.8 213.7 214 212.8

212 210.8

210 209.4

208 206.9 206.6 206 204.1 204

202

200

198 Bristol England Bristol England Bristol England Bristol England Bristol England 2011 2012 2013 2014 2015

Source: SFR 38 - 2015, SFR 03 - 2015, SFR 02 - 2014, SFR 05 - 13, SFR 01 - 2012

The average point score per entry in Bristol increased by 4.2 points to 210.8 points in 2015. The national average remained steady at 214.8 points. The gap to the national average narrowed between 2014 and 2015.

4.4 Achievement in at least 2 level 3 qualifications by gender

Percentage of students achieving at least 2 substantial level 3 qualifications Male Female All 2011 95.2 93.1 94.1 2012 95.7 96.5 96.1 2013 95.2 94.5 94.8 2014 89.0 87.4 88.1 2015 87.2 86.9 87.0 Source: SFR 38 - 2015, SFR 03 - 2015, SFR 02 - 2014, SFR 05 - 13, SFR 01 - 2012

98.0

96.0

94.0

92.0 Male 90.0 Female 88.0 All 86.0

84.0

82.0 2011 2012 2013 2014 2015

Source: SFR 38 - 2015, SFR 03 - 2015, SFR 02 - 2014, SFR 05 - 13, SFR 01 - 2012

Over the last three years boys have consistently outperformed girls in attaining at least 2 level 3 qualifications. The gap has narrowed in 2015 to 0.3ppts, in 2014 the gap was 1.6ppts.

Performance for all students declined between 2013 and 2014.

5 Participation and progression

NEET Scorecard Published July 2015

Latest performance Quintile % pt change since last year LA Bristol, City of LA England 1 2 3 4 5 LA LA direction England

% 16-18 year olds not in education, employment or 6.3% 4.7% - - - - 5 -1.0  -0.6 training (NEET) - age 16 2.4% 2.2% -0.3 -0.3 - age 17 6.1% 4.4% -0.8 -0.6 - age 18 11.0% 7.8% -1.6 -0.9

% 16-17 year olds made offer of an education place under September LA supportLA Guarantee 90.5% 93.2% - - - - 5 +5.3  +1.1

% 16-18 year olds whose activity is known to the local authority 88.2% 91.0% - - - 4 - -1.4  +0.2

% 16-18 year olds NEET re-engaging in EET 8.0% 7.7% - - 3 - - +0.1  +0.3

% 16-17 year olds participating in education and training 87.0% 90.6% - - - - 5 +1.1  +0.3 - full-time education 76.6% 83.1% -2.9 -0.1 Outcomes - apprenticeships 7.3% 4.9% +2.6 +0.7 - other education and training 3.1% 2.6% +1.4 -0.3

% 19 year olds achieving level 3 46.8% 57.0% - - - - 5 -0.8  +0.6

% 19 year olds achieving GCSE A*-C English and maths (or equivalent) 11.0% 16.9% - - - - 5 +0.3  +0.5 between ages 16 and 19, for those who had not achieved this level by 16 Source DfE July 2015

The NEET scorecard shown above was produced by the DfE for the first time in July 2015. This style of report will be used in future to track the performance of Local Authorities with respect to the number of young people who find themselves ‘not in education, employment or training’. The scorecard brings together a range of indicators covering different areas and with different timescales.

2012 2013 2014 % 16-18 year olds not in education, employment or training (NEET) Bristol 7.90% 7.30% 6.30% England 5.80% 5.30% 4.70% DfE NEET scorecard 2014 www.gov.uk/government/publications/neet-data-by-local-authority-2012-16-to-18-year-olds-not- in-education-employment-or-training

Young people are measured according to their academic age i.e. their age on 31 August. This indicator shows the proportion of 16 to 18 year olds living in Bristol who were not in education, employment or training. The value for the year is taken as an average of the return in November 2014, December 2014 and January 2015.

The proportion of 16-18 year olds who are NEET decreased significantly in Bristol between 2012 and 2014 down by 1.6ppts. Although the national rate also fell in the same period, the decrease was greater in Bristol and so the gap has narrowed by 0.5ppts over this period of time.

There are significant differences in performance on this indicator for specific ages within the 16 to 18 age range. The proportion of 16 year olds who are NEET is 2.4% which is comparable to the England average of 2.4%. For 17 year olds, the proportion is 6.1% which is above the England average of 4.4%. The proportion of 18 year olds who are NEET, at 11.0% is well above the average of 7.8%.

% 16-17 year olds made offer of an education place under September 2012 2013 2014 Guarantee Bristol 88.5% 85.1% 90.5% England 92.4% 92.1% 93.2% DfE NEET scorecard 2014 www.gov.uk/government/publications/september-guarantee-offers-of-education-or-training-for- 16-to-17-year-olds

This indicator is a report made at the end of September each year. All 16 and 17 year olds are guaranteed an offer, by the end of September, of a place in education or training. Local Authorities are responsible for leading the 'September Guarantee' process, working with schools and colleges across their area. There are some young people who have not yet made a decision about what they want to do next, have other plans, or who cannot be contacted. These young people are at risk of becoming NEET.

The proportion of young people in Bristol who had an offer of a place in education at the point when they left Year 11 has increased by 2ppts between 2012 and 2014. Even though there was a significant dip in 2013, the increase is more than double the increase of 0.8ppts recorded nationally in the same period and shows again that the gap with the national average has been reduced.

% 16-18 year olds whose activity is known to the local authority 2012 2013 2014 Bristol 81.1% 89.6% 88.2% England 89.2% 90.8% 91.0% DfE NEET scorecard 2014

Bristol Local Authority has the responsibility for tracking the activity of all the young people in Bristol between the ages of 16 and 18. A young person is defined as “not known” if the LA has been unable to maintain contact to establish current learning destination. This indicator is reported monthly, the overall figure for the year is the average of the November, December and January returns.

Since 2012 the proportion of 16 to 18 year olds successfully tracked has increased by over 7ppts, which is a significant improvement. The national figure has also improved, reflecting more robust reporting systems, but only by 0.8ppts in the same period.

% 16-18 year olds NEET re-engaging in EET 2012 2013 2014 Bristol 7.9% 8.0% England 7.4% 7.7% DfE NEET scorecard 2014

Many young people spend some time NEET between the ages of 16-18, but successfully re-engage in education, employment or training. This indicator shows the average proportion of 16-18 year olds NEET who return to education, employment or training each month. It has been calculated by dividing the average number of 16-18 year olds leaving the NEET group in each month between November 2014 and June 2015 by the average number NEET between the end of October 2014 and May 2015.

A greater proportion of NEET young people in Bristol are re-integrated into education, employment or training than is the case nationally. Even though other local authorities have improved in this respect, they still have not caught up with Bristol.

% 16-17 year olds participating in education and training 2012 2013 2014 Bristol 82.6% 85.9% 87.0% England 88.9% 90.3% 90.6% www.gov.uk/government/publications/participation-in-education-and-training-by-local-authority

‘Participating’ means the young person is engaged in full time education, apprenticeship, work based learning, employment combined with part time education or other training. Their ‘known activity’ is registered on the last working day of March each year.

The proportion of 16 to 17 year olds who are participating increased in Bristol by 4.4ppts to 87% between 2012 and 2014, whereas nationally the increase was 0.7%. Again, the gap has been narrowed significantly.

The proportion of young people in Bristol who were in full-time education is below the England average, whereas the proportion in apprenticeships and the proportion in other education and training settings is above average.

% 19 year olds achieving level 3 2012 2013 2014 Bristol 45.4% 47.6% 46.8% England 55.1% 56.3% 57.0% https://www.gov.uk/government/collections/statistics-attainment-at-19-years

The proportion of young people who attain a qualification at level 3, i.e. A-levels or equivalent qualifications, has been rising nationally in the last three years and stood at 57% in 2014. In Bristol the figure is over 10% lower and has been fluctuating around the 47% mark for some time.

% 19 year olds achieving GCSE A*-C English and maths (or equivalent) 2012 2013 2014 between ages 16 and 19, for those who had not achieved this level by 16 Bristol 13.7% 10.6% 11.0% England 18.4% 16.4% 16.9% https://www.gov.uk/government/collections/statistics-attainment-at-19-years

The group of students who finish Year 11 in Bristol without having attained a C grade in both English and mathematics is approximately 46% of the cohort, in other words approximately 1,400 students. This group are now required to study English or mathematics or both until they have passed a GCSE in each subject.

Nationally only 17% of students manage to do this before they are 19, in Bristol only 11% of this group manage to do this before they are 19 years old. This implies that approximately 1,200 students in Bristol reach age 19 without a good GCSE in English and mathematics. 7 Specialist provision

Key Developments There is a clear vision to ensure that there is high quality and local specialist provision in Bristol. The City is now in the fortunate position to have 100% of its Special School and Pupil Referral Unit provision judged good or outstanding by Ofsted. There has been a priority over the last year to refresh the mapping of need for specialist provision across the City and to update the projected need over the next five years. This work has informed the Integrated Education & Capital Strategy and also the Re-commissioning of Alternative Learning Providers.

A second priority has been to support the development of strong and effective partnerships across the specialist sector in line with the vision for Bristol as a Learning City. The Special Schools supporting Learners with Learning Difficulties and/or Disabilities have a well established partnership with a wide range of collaborative activities including moderation of P – Level work and shared professional development. The partnership between Special Schools supporting learners with Social Emotional and Mental Health needs has grown rapidly over the last year and held a shared in-service development day for all staff in January. There is an aspiration across the sector to increase the partnerships with mainstream schools including creating opportunities to share expertise across sectors.

8 Attendance and exclusions 1 Attendance 1.1 Overall absence

Overall absence in Bristol schools is falling. Over the last four years the overall absence rate has fallen by 1ppt to 4.7% of all possible sessions. This rate of absence is still above the national rate which in 2014 was 4.4%.

Absence in Bristol’s primary schools is falling, 1.6ppts over five years to 4.3%, but remains above the 2014 national average of 3.8%. Absence in secondary schools is falling at the same rate but is tracking at approximately 1.4ppts higher than in primary schools.

Special schools in Bristol have a much higher rate of absence than either primary or secondary schools. This is also true at a national level. The level of absence in Bristol’s special schools has varied over the last five years and has risen slightly this year to 11.1%. The cohort size in special schools is small relative to the other sectors, however, an absence rate which is tracking approximately 2ppts higher than the national average is too high and influences the overall Bristol average.

(State-funded; Bristol) (State-funded); England Primary Secondary Special All Primary Secondary Special Overall 2010/11 5.9 7.7 9.1 5.2 2010/11 5 6.5 8 4.7 2011/12 5 6.6 12.6 5.7 2011/12 4.4 5.9 9.6 5.1 2012/13 5 6.4 11.4 5.7 2012/13 4.7 5.8 9.7 5.2 2013/14 4.3 5.7 10.7 4.9 2013/14 3.8 5.1 9 4.4 2014/15 4.3 5.6 11.1 4.7 2014/15

1.2 Persistent absence Pupils who miss in excess of 15% of school sessions are classed as persistently absent. The 2014/15 figures are not available yet, however, the data shown in the table below do illustrate clear trends.

The overall rate of persistent absence in Bristol has been falling in recent years and in 2014, at 4.3%, was almost half of the figure in 2011. In primary schools the rate of persistent absence has fallen from 5.9% in 2011 to 2.7% in 2014. This is a significant achievement. In secondary schools a similarly significant trend has seen a fall from 11.6% in 2011 to 6.3% in 2014. Special school persistent absence is much higher than in primary or secondary schools, standing at 19.6% in 2014. Although the rate is falling in special schools, it remains high.

Primary Secondary Special All Number % Number % Number % Number % 2010/11 1478 5.9 1882 11.6 155 24 3515 8.4 2011/12 1075 4.2 1479 9.1 149 24.8 2705 6.3 2012/13 917 3.4 1334 7.5 127 21 2378 5.3 2013/14 759 2.7 1071 6.3 113 19.6 1945 4.3 2014/15

2 Exclusions 2.1 Permanent exclusions

The overall rate of permanent exclusion in Bristol in 2014 at 0.09% was above the national average having been in line with the national average for the three years prior to that.

With the rate of permanent exclusion in primary schools and special schools consistently at zero, the overall increase is due to an upturn in permanent exclusions in Bristol’s secondary schools. In 2013 a total of 31 pupils were permanently excluded from secondary schools, by 2014 this rose by approximately half as much again to 46 pupils. This is nearly double the national average.

2011 2012 2013 2014 No of PEX 0 0 x 0 Bristol % of School population 0 0 x 0 No of PEX 610 690 670 870 Primary England % of School population 0.01 0.02 0.02 0.02 No of PEX 39 31 31 46 Bristol % of School population 0.22 0.17 0.17 0.24 No of PEX 4370 4390 3900 4000 England Secondary % of School population 0.13 0.14 0.12 0.13 No of PEX 0 x 0 0 Bristol % of School population 0 x 0 0 No of PEX 110 80 60 70 Special England % of School population 0.12 0.09 0.07 0.07 No of PEX 40 30 30 50 Bristol % of School population 0.08 0.06 0.06 0.09 All No of PEX 5080 5170 4630 4950 England % of School population 0.07 0.07 0.06 0.06

2.2 Fixed Term Exclusions The national rate of fixed term exclusion has fallen steadily between 2011 and 2014 to a rate of 3.5%. By contrast, the overall rate of fixed term exclusion in Bristol is rising and stood at 5.35% in 2014.

The major contributor to this rising trend in Bristol is the secondary sector where, having been below the national average in 2012 at 6.92% the rate has risen to 10.5% in 2014. By contrast, Bristol primary schools were excluding fewer pupils in 2014 than at any point in the previous four years.

Fixed term exclusions in special schools in Bristol are running at a rate which is well over twice the national average.

2011 2012 2013 2014 No of FTEs 675 686 744 602 Bristol % of School population 2.23 2.18 2.31 1.82 No of FTEs 37790 37790 37870 45010 Primary England % of School population 0.91 0.9 0.88 1.02 No of FTEs 1998 1240 1418 1997 Bristol % of School population 11.4 6.92 7.72 10.5 No of FTEs 271980 252210 215560 210580 England Secondary % of School population 8.4 7.85 6.75 6.62 No of FTEs 295 261 149 223 Bristol % of School population 44.76 38.67 21.88 30.89 No of FTEs 14340 14370 14100 13890 Special England % of School population 15.66 15.39 14.68 13.86 No of FTEs 2970 2190 2310 2820 Bristol % of School population 6.12 4.38 4.51 5.35 All No of FTEs 324110 304370 267520 269480 England % of School population 4.34 4.05 3.52 3.5

9 Key Priorities for 2015–2016

There is a great deal to celebrate in this Performance Report. There is a well established improvement trajectory in Bristol as indicated by Ofsted, national performance data and parental confidence. However, there are also clear priorities for further improvement. Our aim is to see performance continue to rise for all children and young people with a particular priority on: • Children in Care and Care Leavers • Learners from disadvantaged backgrounds • Learners from particular ethnic groups • Boys achievement • More able girls achievement in Mathematics

Education Performance Report

December 2015 Ofsted ‐ Primary Ofsted ‐ Secondary Early Years – Good Level of Development EY ‐ Areas of Learning EY‐ Good Level of Development KS1 –L2B+ Reading

84%

82%

80%

78%

76%

74%

72%

70%

68%

66%

64% 2011 2012 2013 2014 2015 Bristol 73% 77% 80% 80% 82% England 71% 76% 79% 81% 82% Core Cities 70% 73% 75% 77% 79% Stat Neighbours 72% 75% 78% 80% 81% KS1 –L2B+ Writing

80%

75%

70%

65%

60%

55%

50% 2011 2012 2013 2014 2015 Bristol 59% 63% 68% 68% 71% England 64% 64% 67% 70% 72% Core Cities 58% 60% 64% 66% 68% Stat Neighbours 60% 63% 66% 68% 70% KS1 –L2B+ Mathematics

90%

85%

80%

75%

70%

65%

60% 2011 2012 2013 2014 2015 Bristol 72% 75% 79% 80% 80% England 71% 76% 78% 80% 82% Core Cities 70% 73% 74% 76% 78% Stat Neighbours 74% 76% 77% 79% 81% KS2 –L4+ R,W,M KS2 –L4+ Reading KS2 –L4+ Writing KS2 –L4+ Mathematics KS2 –2 Levels of Progress KS2 –3 Levels of Progress KS4 –5+A*‐C (incl. E&M)

65%

60%

55%

50%

45%

40%

35%

30%

25% 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Bristol 30.4% 31.5% 35.5% 40.2% 46.2% 50.2% 51.6% 52.3% 55.2% 53.4% England 45.6% 46.3% 47.6% 49.8% 53.5% 59.0% 59.4% 59.2% 53.4% 52.8% Core Cities 34.4% 37.0% 40.0% 43.1% 49.2% 52.2% 54.7% 55.4% 52.4% 50.5% Statistical Neighbours 39.7% 41.6% 45.1% 46.4% 51.1% 53.5% 56.9% 58.2% 53.6% 52.9% 5A*KS4‐ C(EM)–5+A* –‐ IndividualC: Individual Schools Schools 2015 EBACC ‐ % Entry & % Achieved 2015 EBACC – Science, Hums, Lang

120%

100%

80%

60%

40%

20%

0%

English Maths Science Hums Lang KS2‐KS4 EN Progress KS2‐KS4 MA Progress Progress 8 – Individual Schools 2015 5A*‐C(EM) – Gender 2015 Key Stage 5 –Key Indicators 2015

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A* level Percentage Percentage Percentage Percentage

grades grades grades ‐ of which Percentage 3 Applied A Bristol 685.5 206.9 94.1 n/a n/a n/a n/a 2011 England 745.9 216.2 94.0 n/a n/a n/a n/a Bristol 700.4 204.1 96.1 7.5 13.9 n/a 6.0 2012 England 733.0 212.8 93.6 12.8 20.5 n/a 9.5 Bristol 685.4 209.4 94.8 9.8 16.2 11.5 8.0 2013 England 724.3 213.7 92.3 12.5 20.3 15.3 9.6 Bristol 634.7 206.6 88.1 6.1 11.3 9.0 5.9 2014 England 714.0 214.6 90.5 12.0 19.5 15.0 9.5 Bristol 655.4 210.8 87.0 6.9 13.5 9.5 5.8 2015 England 700.3 214.8 89.1 11.4 18.7 14.3 8.9

Key Stage 5 –At Least 2 Level 3 Qualifications

Percentage of students achieving at least 2

substantial level 3 qualifications

Male Female All

2011 95.2 93.1 94.1

2012 95.7 96.5 96.1

2013 95.2 94.5 94.8

2014 89.0 87.4 88.1

2015 87.2 86.9 87.0

Key Stage 5 ‐ APS per student KS5 –Average Point Score (per A level entry)

218 216.2 216 214.6 214.8 213.7 214 212.8

212 210.8

210 209.4

208 206.9 206.6 206 204.1 204

202

200

198 Bristol England Bristol England Bristol England Bristol England Bristol England 2011 2012 2013 2014 2015 NEET Scorecard 2015 RPA Update

September Guarantee 2015 • Year 11 – 95.94% • Year 12 – 91.85% • Overall ‐ 93.895% September NEET and Not Known Figures 2015 • Not known – 36.03% ‐ compared with 41.5% • NEET – 5.59% ‐ compared with 7.4% October NEET and Not Known Figures 2015 ( provisional) • Not Known – 15.4% ‐ compared with 19.6% • NEET –5.3% ‐ compared with 6.3% Key Challenges

Disadvantaged Learners

Ethnic Minority Groups

Gender

Children in Care Disadvantage: Early Years Disadvantage – Bristol Schools KS1 FSM Gap –KS2 Disadvantage –Bristol Schools KS4 Disadvantage – Bristol Schools KS2 Disadvantage –Bristol Schools KS4 EYFSEthnicity: Good Level Early Yearsof Development – Good Level 2013of Development –14 (2yr. Average)

EYFS good level of development 2013 ‐ 14 (2yr average)

Above Bristol average Bristol average National average Cohort national average Below Bristol average

80%

70%

60%

50%

40%

30%

20%

10% 36.7% 51.1% 33.3% 45.2% 44.9% 45.9% 45.5% 41.7% 64.2% 63.9% 45.7% 51.8% 59.0% 44.6% 70.7% 43.7% 0% ABAN AIND APKN AOTH BSOM BAOF BCRB BOTH MWAS MWBA MWBC MOTH WBRI WOTH CHNE OOTH KS2 L4+ CombinedEthnicity 2012 –KS2–14 (3 yr. Average)

KS2 L4+ combined 2012‐14 (3 yr average)

Above Bristol average Bristol average National average Cohort national average Below Bristol average

100%

90%

80%

70%

60%

50%

40%

30%

20%

10% 76.8% 81.5% 66.3% 78.3% 58.1% 69.8% 59.0% 61.3% 79.7% 81.6% 68.6% 81.7% 77.9% 71.1% 87.2% 71.4% 0% ABAN AIND APKN AOTH BSOM BAOF BCRB BOTH MWAS MWBA MWBC MOTH WBRI WOTH CHNE OOTH KS4 5+ GCSE’sEthnicity: A* ‐ KS4C Including –5+ A*‐C Maths GCSEs (incl. & English E & M) 2012 – 14 (3yr. Average)

KS4 5+ GCSEs A*‐ C including Maths & English 2012‐14 (3 yr average)

Above Bristol average Bristol average National average Cohort national average Below Bristol average

90%

80%

70%

60%

50%

40%

30%

20%

10% 60.9% 55.9% 38.3% 59.9% 33.5% 43.8% 31.6% 57.1% 58.7% 50.0% 44.3% 50.0% 55.2% 60.2% 79.5% 61.4% 0% ABAN AIND APKN AOTH BSOM BAOF BCRB BOTH MWAS MWBA MWBC MOTH WBRI WOTH CHNE OOTH Key Stage 1 –Level 2 or better for Children in Care compared to all Bristol Children in Care: Key Stage 2 Children in Care: Key Stage 4 Education Attainment Results – 2015 (Provisional)

Good Level of Level 4+ Reading, 5+ GCSEs A*‐C including English Neighbourhood Development Writing and Maths and maths Ashley Easton and Lawrence Hill 58.2% 69.2% 47.8% Avonmouth and Kingsweston 62.0% 78.7% 37.9% Bishopston Cotham and Redland 79.3% 91.0% 84.1% Brislington Community Partnership 63.6% 74.1% 52.6% Cabot Clifton and Clifton East 70.2% 76.0% 66.1% Dundry View 61.3% 72.8% 39.5% Filwood Knowle and Windmill Hill 61.8% 79.4% 43.7% Greater Bedminster Community Partnership 69.2% 83.7% 58.4% Greater Fishponds 58.5% 70.8% 51.5% Henbury and Southmead 61.3% 70.3% 43.1% Hengrove and Stockwood 65.5% 79.9% 49.7% Henleaze Stoke Bishop and Westbury on Trym 72.6% 90.4% 84.1% Horfield and Lockleaze 61.5% 73.4% 55.2% St George East and West 60.3% 80.2% 49.2% Bristol 63.6% 77.2% 53.4% Good Level of Development Key Stage 2 –Level 4+ in Reading, Writing and Maths Key Stage 4 –5+ GCSEs A*‐C (including English and Maths)