Rutland County Council Education Performance Board Report On
Total Page：16
File Type：pdf, Size：1020Kb
$tskgspa1.docx Rutland County Council Education Performance Board Report on Education Performance Summer 2016 Date of report: November 2016 1 $tskgspa1.docx INTRODUCTION This report was prepared at the request of the Rutland Education Performance Board. The Board’s role is “to ensure that effective improvement has been achieved to meet agreed service and education performance standards, performance targets, and operational practice”. In this document we report on standards achieved, including comparisons with previous years (where this is possible) indicating where change has taken place. We also report on OFSTED inspection judgements of schools and the analyses conducted by the School Improvement Service. This report should be read in conjunction with the document, “RCC School Performance Summary v1 270916”. This report relates to the Council’s strategic objective of “Creating a brighter future for all” and the Education Strategic Plan 2015-18. Colour coding in the report means: RED: area of concern - moderate to high risk; AMBER: area of concern - low risk; GREEN: securely good performance. 2 $tskgspa1.docx 1 BACKGROUND AND MAIN CONSIDERATIONS 1.1 Availability of Data and Impact on Reporting Data for KS4/5 are unvalidated at the point of writing this report. The validated data when finally published are more reliable and detailed. These may require amendments to be made to the conclusions of this report. We shall review the results when they are validated - in line with the calendar below. In the meantime, we include headlines for each of the key stages. The new assessment arrangements for 2016 at KS 1 & 2 mean that comparisons with previous years are not possible. Some early comparisons with national averages and other authorities may help to identify patterns. 1.2 Reports and Calendar of Meetings The calendar for reports to the Education Performance Board is governed by the timetable for the release of validated data from national organisations. For this reason, the pattern of EPB meetings will be as follows: Autumn 2016: initial analysis (headlines) of available, unvalidated 2016 results in KS4 and KS5; more detailed analysis of KS1 & KS2. Spring 2017: full analysis of 2016 validated data (early years and KS4 & KS5). Summer 2017: full analysis of all 2016 results and intelligence, identifying further issues for the Education Strategic Plan (ESP). 2 ANALYSIS OF EARLY YEARS PERFORMANCE 2.1 Background This is the fourth year of operation of the revised Early Years Foundation Stage Profile (2016). All schools have now received an external EYFS moderation visit and the data are consequently more reliable than in previous years. 2.2 Operation of the Early Years Foundation Stage Profile 2016 The Early Years Foundation Stage Profile (EYFSP) was completed for a total of 431 children (244 boys and 187 girls): 109 children from six maintained primary schools; 293 children from 11 academies; 26 children from one independent school; Three children from a special school. 3 $tskgspa1.docx Of these, 68 children are from services families. 2.3 Headlines of Performance 2.3.1 Good level of development (GLD) The first 12 Early Learning Goals are combined to create the measure of ‘Good level of development’. 72.1% of children achieved GLD. A decrease 2.7% is seen compared with 2015. This was slightly higher for Local Authority maintained schools (75%) than for academy schools (71%). 21 (4.9%) have been identified as having English as an additional language of whom 12 (57.1%) have achieved GLD. 24 (5.6%) have Special Educational Needs and Disabilities of whom 5 (21.7%) have achieved a GLD, one child has an Education, Health and Care Plan, two children have a statement. 19 (4.4%) are disadvantaged, of whom 7 (36.8%) achieved GLD. 39 (9%) are from Ethnic Minority Groups of whom 28 (71.8%) achieved GLD. 182 (42.2%) were summer born, of whom 111 (61%) achieved GLD. 2.3.2 Average Points Score (See tables 1 and 2, below.) The average points score for all 17 Early Learning Goals (ELGs) in 2016 is 35.6. This is down slightly on the previous years (36.8 in 2015 and 37.1 in 2014) but above the national comparator for LAs (34.5). There has been a decrease in ‘expected’ or ‘exceeding’ levels across almost all of the 17 ELGs (with the exception of Maths (numbers)). This suggests that the fall in the average point score is not driven by a large decrease in one or two areas but rather a smaller decrease across all areas. The table below shows the comparison between 2013, 2014, 2015 and 2016 for children achieving ‘expected’ or ‘exceeding’ outcomes across the 17 Early Learning Goals. 4 $tskgspa1.docx Area of Learning 2015-16 Number and aspect of Early Learning Goal 2013 2014 2015 2016 Year-on- (ELG) year change. Communication and Language 81 87 87 83 -4 1 Listening and Attention 88 90 91 88 -3 2 Understanding 89 91 92 88 -4 3 Speaking 87 91 91 86 -5 Physical Development 94 93 94 90 -4 Prime 4 Moving and Handling 94 93 97 91 -6 Areas of 5 Health and Self-care 96 97 96 95 -1 Learning Personal, Social and Emotional 85 87 90 85 -5 Development 6 Self- Confidence and 90 94 95 91 -4 Self-Awareness 7 Managing Feelings and 89 90 93 89 -4 Behaviour 8 Making Relationships 92 92 94 90 -4 Prime areas of learning (all areas 74 81 84 79 -5 above) Literacy 73 69 78 76 -2 9 Reading 81 78 83 83 0 10 Writing 73 69 79 76 -3 Mathematics 74 76 83 86 3 11 Numbers 75 77 83 84 1 12 Shape, Space and 85 87 89 87 -2 Measures Understanding the World 90 91 92 84 -8 Specific 13 People and 94 93 94 87 -7 Areas of Communities Learning 14 The World 93 92 94 87 -7 15 Technology 96 97 98 97 -1 Expressive Arts and Design 90 92 93 88 -5 16 Exploring and Using 94 95 94 90 -4 Media and Materials 17 Being Imaginative 91 94 94 89 -5 Specific Areas of Learning (all 64 65 76 70 -6 areas of above) Table 1 - Children achieving ‘expected’ or ‘exceeding’ outcomes across the 17 Early Learning Goals Specific areas of learning were down by 6 percentage points compared to the previous year and ‘prime’ areas of learning down 5 percentage points. One of the seven areas of learning showed an increase – Maths, up by 3 percentage points. The other six areas of learning showed a decrease from last year, the largest of which was for ‘Understanding of the world’ – down 8 percentage points. 5 $tskgspa1.docx The next table shows the average point score for groups of children according to different characteristics. Comparison Average point to average Characteristic (number of pupils in group) score for group for all pupils (out of 51) (35.6) School type Local Authority Maintained (109) 38.2 +2.6 Independent (26) 38.1 +2.5 Academy (294) 34.8 -0.8 Special (3) 17.0 -18.6 Gender Girls (187) 37.2 +1.6 Boys (244) 34.5 -1.1 Ethnicity Black, Asian and Minority Ethnic (BAME) Groups (39) 35.6 0.0 White British (367) 35.5 -0.1 Special Educational Needs Support Plan (21) 27.2 -8.4 Statement or Education Care and Health Plan (3) 18.0 -17.6 Other Summer Born (182) 33.8 -1.8 Service children (68) 32.5 -3.1 Eligible for FSM (19) 31.2 -4.4 English Not First Language (21) 29.7 -5.9 Table 2 - the average point score for groups of children Those in Local Authority maintained schools scored the highest, closely followed by independent school (both above the average). Girls performed higher than boys and were slightly above the overall average. The following table shows the percentage and number of children achieving a ‘good level of development’ in EYFS, by school (2016). Average point score (APS) and cohort size is also provided. 6 $tskgspa1.docx The table is ranked by the percentage scored (high to low). Cohort APS Good level of development Schools Size % Number Great Casterton CofE Primary School 13 39.2 100.0 ||||||||||||| Empingham CofE Primary School 9 37.4 88.9 |||||||| Whissendine CofE Primary School 27 35.7 81.5 |||||||||||||||||||||| St Nicholas CofE Primary School 21 37.1 81.0 ||||||||||||||||| Ketton CofE Primary School 30 36.5 80.0 |||||||||||||||||||||||| Oakham CofE Primary School 34 38.5 79.4 ||||||||||||||||||||||||||| St Mary & St John CofE Primary School 24 42.8 79.2 ||||||||||||||||||| Brooke Hill Academy 45 35.2 77.8 ||||||||||||||||||||||||||||||||||| Catmose Primary 30 35.0 73.3 |||||||||||||||||||||| Ryhall CofE Primary School 23 34.3 72.7 ||||||||||||||||| Langham CofE Primary School 29 36.2 72.4 ||||||||||||||||||||| English Martyrs Catholic Primary School 21 36.2 71.4 ||||||||||||||| Uppingham CofE Primary School 20 34.3 70.0 |||||||||||||| Brooke Priory Primary School 26 38.2 69.2 |||||||||||||||||| Edith Weston Primary School 12 38.7 66.7 |||||||| Leighfield Primary School 19 33.3 52.6 |||||||||| Cottesmore Primary School 36 29.4 50.0 |||||||||||||||||| Exton and Greetham CofE Primary School 9 31.0 33.3 ||| The Parks 3 17.0 0.0 Rutland LA Maintained Schools 112 37.5 75.0 Rutland Academy Schools 293 34.9 71.0 Rutland LA 2016 431 35.9 72.1 Emerging National – 2016 669151 34.5 69.3 Table 3: children achieving a ‘good level of development’ in EYFS shown by school. 3 ANALYSIS OF PERFORMANCE AT KEY STAGE 1 3.1 Phonics (year one) 3.1.1 Key findings See table 4. Phonic outcomes have risen by 4% compared with 2015.