CITY AND COUNTY OF CARDIFF DINAS A SIR CAERDYDD
COUNCIL 25 SEPTEMBER 2003
CABINET PROPOSAL AGENDA ITEM:
Supplementary Education Strategic Plan
Reasons for the Report
1. The Welsh Assembly Government requires each Council to submit a Supplementary Education Strategic Plan (SUPESP) annually in the two years immediately following the approval of the three-year Education Strategic Plan (ESP).
Background
2. The ESP for 2002-2005 was approved by the Council in April 2002 and received Welsh Assembly Government approval in September 2002.
3. The SUPESP provides a report and evaluation of progress with the objectives outlined in the main ESP. The SUPESP also outlines the key actions to be taken in 2003-2004.
4. A draft of the report and evaluation has been submitted to the Welsh Assembly Government, subject to local political approval.
The Issues
5. In those objectives concerning Theme 1 of the ESP- Achievement and Inclusion - progress is recorded as follows: good progress in the standards achieved by pupils has been maintained at Key Stage1 (KS1) and KS2; there has also been improvement at KS3 but more slowly than KS1 and KS2; many indicators are in line with the
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Wales average; standards in Welsh first language are consistently above the Wales average; achievement post 16
remains strong and there has been little progress in the standards recorded at KS4. Effective work has continued in Early Years in both the maintained and non-maintained sectors; inspection reports continue to record good standards in the Early Years; good progress is being made with plans to establish the first Integrated Centre and work has continued to enhance childcare provision. Inspection of the Cardiff Advisory Service has confirmed the good work taking place in literacy, numeracy, science and information and communications technology. There has been a strong response by secondary schools to the strategy designed to raise standards at KS3; work has continued to improve transition in curricular planning, progression and continuity between KS2/KS3 with all schools being involved in this work by September 2003. The first steps have been taken to develop a KS4 strategy: this has involved undertaking work to improve the achievement data available and to develop the curriculum through shared vocational provision to meet the needs of a wider range of learners at this key stage. In special educational needs, work has continued to implement the Pupil Support Service action plan. A training programme for schools concerning positive approaches to the management of behaviour has also begun. Improving attendance remains a priority through improving the provision of data, work with schools facing the greatest challenges and truancy sweeps. The post inspection action plan of the Ethnic Minority Achievement service has continued to be implemented. The pilot of the Pupil Level Annual School Census has been successfully completed and the transfer of data electronically between the Authority and schools has increased.
6. In those objectives concerning Theme 2 of the ESP- Building learning Communities - progress is recorded as follows: there has been continued development of out-of-school hours provision and learning centres; the first PE and sport curriculum development centre has been established in the Llanrumney High School cluster and plans to use NOF funding for improved facilities for school and community use are well developed. The Leisure and Lifelong Learning service has continued to implement actions
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associated with the notion of Cardiff as a City of Learning; accessible learning centres in each locality are being progressed; the development of a wide range of partnerships has continued; the involvement of young people and adults from economically disadvantaged areas in learning remains a priority involving the development of essential skills programmes and youth mentoring. Good progress is being made in the number of schools establishing School Councils and in the number registering as
Healthy Schools and Eco Schools. Projects to improve learning have been developed further encompassing opportunities for teachers to undertake classroom research, work with schools as learning organisations and a home-school learning project in conjunction with Higher Education.
7. In those objectives concerning Theme 3 of the ESP- Leadership, Efficiency and Accountability - progress is recorded as follows: support for teachers’ professional development has continued through a comprehensive and high quality Inset programme; support for NQTs; performance management in schools and the Authority. A review of schools’ and secondary departments’ self- evaluation and planning for improvement has been completed. More systematic procedures have been put in place to identify and support schools in difficulty; there has been good progress in several schools but also slow progress in some. The training programme for governing bodies has been maintained and there has been a reduction in governor vacancies. Reviews of the funding formula and of school balances have been carried out and training provided on aspects of financial management. Asset renewal and capital programmes have been delivered; a methodology for creating asset management plans has been prepared and surveys begun; most parents got their first choice of secondary school; Welsh medium places have been increased and the school organisation plan updated.
8. Key actions for the year ahead include:
· carrying out work to extend Early Years entitlement for three year olds; · beginning preparation for the introduction of the Foundation Phase;
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· developing the Integrated children’s centre; · maintaining and developing our school improvement strategies in literacy, early literacy intervention, numeracy, Welsh, science, ICT, KS3, KS4; · improving the analysis and use of data; · taking forward work on inclusion including revising the SEN strategy, implementing the behaviour support plan and attendance strategy; · developing further the 14-19 action plan; · developing community focused schools; · drawing together and further developing work on learning and teaching; · enhancing professional development for NQTs, school leaders, the Authority’s staff; · improving self-evaluation and forward planning, especially in secondary schools; · making best use of resources.
Reasons for Recommendations
9. Implementation of the recommendations will enable the Council to comply with its statutory obligations.
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ADVICE This report has been prepared in consultation with Corporate Managers and reflects their collective advice. It contains all the information necessary to allow Members to arrive at a reasonable view, taking into account the advice contained in this section. The Corporate Manager responsible for this report is Judith Smith. Legal Implications The approval of Education Strategic Plan is a shared function between the Executive and Council. There are no others except as outlined in the body of the report. All decisions taken by or on behalf of the Council must (a) be within the legal powers of the Council; (b) comply with any procedural requirement imposed by law; (c) be within the powers of the body or person exercising powers on behalf of the Council; (d) be undertaken in accordance with the procedural requirements imposed by the Council e.g. standing orders and financial regulations; (e) be fully and properly informed; (f) be properly motivated; (g) be taken having regard to the Council's fiduciary duty to its taxpayers; and (h) be reasonable and proper in all the circumstances. Financial Implications All of the planned developments and improvements to services identified in the Education Strategic Plan have to be funded from within the resources allocated to the Schools and Leisure and Lifelong Learning Services. The Supplementary Education Strategic Plan provides a report and evaluation of the progress made to date on meeting those objectives and this has been achieved within the constraints of the budget that is available. Human Resources Implications There are no immediate Human Resources implications arising from this report. Progress against key themes within the Education Strategic Plan and key actions for the year ahead are noted. Consequences Approval of the SUPESP will enable the Council to meet its statutory obligations. BYRON DAVIES Chief Executive 30 July 2003
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Background Papers: A copy of the full Supplementary Education Strategic Plan is available from the Chief Schools Officer.
CABINET PROPOSAL
Council is requested to note the summary of the Supplementary Education Strategic Plan and to give its approval to the Plan.
The following Appendix is attached:
Appendix 1 – Supplementary Education Strategic Plan
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City and County of Cardiff
Supplementary Education Strategic Plan
2002-2005
City and County of Cardiff Schools Service Supplementary Education Strategic Plan - April 2003
Contents Page No.
Introduction 3
Supplementary Education Strategic Plan 2002-2003 4
Progress Report and Evaluation 4 Theme One : Achievement and Inclusion 4 Objective 1: Early Years education 4 Objective 2: Literacy 8 Objective 3: Welsh and Welsh second language 15 Objective 4: Numeracy 18 Objective 5: Science 20 Objective 6: IT and ICT 22 Objective 7: Improving progression from key stage 2 to key stage 3 and raise standards at key stage 3 25 Objective 8: Standards at key stage 4 29 Objective 9: Special educational needs; looked after children 33 Objective 10: Improving the attainment of pupils with emotional & behavioural difficulties; improving behaviour management 36 Objective 11: Improving attendance 40 Objective 12: Raising the standards of minority ethnic pupils and traveller children 41 Objective 13: Improving the collection, analysis and use of data 44
Theme Two : Building Learning Communities Objective 14: Fostering and maintaining dispositions towards learning from the outset; improving access to out-of-school-hours learning 46 Objective 15: Developing lifelong learning 51 Objective 16: Encouraging staff in schools and in the Schools Service to see themselves as learners 57 Objective 17: Increasing opportunities for personal and social development; improving health and well-being 62
Theme Three : Leadership, Efficiency and Accountability Objective 18: Ensuring continuing professional development 66 Objective 19: Supporting and ensuring the capacity of all schools for self development 69 Objective 20: Supporting the effectiveness of governing bodies 75 Objective 21: Improving the funding formula and the strategic management of resources 78 Objective 22: The planning of school places; developing an asset management plan 83
Attainment targets 87 Targets for exclusion and unauthorised attendance 88 Promotion of racial awareness 89
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Annexes 1. Evaluation commentary on achievements against targets in 2001-2002 90 2. Activities for promoting racial awareness and for preventing and addressing racism in schools 105 3. Pupils with special educational needs 107 4. Pupils from ethnic minorities 109 5. Travellers’ pupils 111
Additional Information 1. Financial information 112 2. Teaching of English as an additional language 115 3. Looked after children 117 4. Attendance 118
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Introduction
Purposes of the Education Strategic Plan
The purposes of the Education Strategic Plan (ESP) are to set out:
· the key features of the context in which the Local Education Authority (LEA) operates; · the strategies which the LEA is following which are intended, directly or indirectly, to raise standards of achievement in Cardiff; · the means by which progress on the successful implementation of those strategies will be reviewed.
Progress towards achieving the priorities and objectives set out in the Education Strategic Plan is reviewed annually through a Supplementary Education Strategic Plan. The Supplementary Education Strategic Plan contains a progress report on each of the Education Strategic Plan’s objectives and describes the key actions to be taken in 2003-2004.
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Plan Reference Objective ESP Obj. 1 To further improve learning and teaching and curricular planning for all children in the Early Years
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The percentage of inspected non-maintained settings which promote the desirable learning outcomes in all areas. 50% July 2005 Key Actions taken: · Further increase sessional support visits (2000 baseline: 40%) · Early years specialist support teacher (EYSST) in full-time position · Organise and deliver language course for Welsh from Jan 2003 medium providers Position in March 2003 · Increased number of support visits to funded groups · Provide additional support materials and resources 40% Strengths: for funded groups · More effective working links developed with all funded groups · Continue to forge strong links with umbrella Revisions: Revisions: · Increased trust and a willingness to accept advice from EYSST organisations None None · Direct impact of support on practice beginning to emerge · Organise planning course to address individual group Weaknesses: needs · Low level of spoken Welsh hinders progress in some settings · Planning of high quality activities requires immediate attention PI 2. The percentage of funded non-maintained groups attending all compulsory and non-compulsory training provided by the Schools Service. 100% compulsory and Annually to Key Actions taken: · Continue to forge close links with officers of 75% non-compulsory 2005 · Discussions with officers from umbrella organisations umbrella organisations (2002 baseline: 100% · Revision of Inset needs of funded groups · Ensure effective impact of training on actual practice compulsory; 64% non- Strengths: · Continue to plan high quality relevant training and compulsory) · Course contents re-designed to meet the needs of funded groups sustain positive responses
Position in March 2003 · Excellent evaluations and feedback following training and support · Encourage all groups to attend compulsory training Weaknesses: 100% compulsory · Discuss supply cover issue with umbrella · Poor attendance from one funded group organisations 64% non-compulsory · Supply cover proving problematic
Revisions: Revisions: None None
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 3. The percentage of funded groups participating in a recognised quality assurance framework. 80% July 2005 Key Actions taken: · Seek sources of funding to assist groups through (2002 baseline: 64%) · Discussions with umbrella organisations in EYDCP regarding funding EYDCP issues · Support existing groups in renewal process Position in March 2003 · Audit of funded groups currently undertaking quality assurance · Assist proposed new groups to gain quality 64% framework assurance status Strengths: · Fully support proposal from Welsh Assembly Revisions: Revisions: · High number of funded groups renewing existing umbrella organisation Government (WAG) re: one national None None quality assurance framework comprehensive quality assurance scheme Weaknesses: · Lack of funding hinders progress · One new group not yet undertaken umbrella organisation quality assurance mechanism PI 4. The percentage of schools with qualified nursery nurses working alongside the teacher in reception classes. An increase of 40% July 2005 Key Actions taken: · Continue to inform schools of the importance and compared with the · All schools issued with reminder of Cardiff Quality Assurance Standard value of employing qualified staff in Early Years baseline established by Agreement · Respond to proposed adult/child ratios January 2003 · Schools encouraged to employ qualified staff as unqualified personnel recommended in the Foundation Phase consultation leave · Encourage WAG to provide additional funding for Position in March 2003 Strengths: nursery nurses 50% · Increased number of schools employing nursery nurses as and when · Provide central and school based Inset for nursery finances permit nurses to ensure continuing professional Revisions: Revisions: Weaknesses: development None None · Limited budgets hinder employing nursery nurses in some schools · Possibility that the subsidised funding from Coleg Glan Hafren might end · Shortage of nursery nurses who are fluent in Welsh
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 5. The percentage of unqualified staff participating in training which allows them to reach NVQ level 3 Care and Education. 25% of all schools Annually to Key Actions taken: · Continue to inform schools of the importance and represented on the training 2005 · Annual information provided to schools to encourage participants in value of employing qualified staff in Early Years course provided by Coleg NVQ L3 course · Maintain close links with Coleg Glan Hafren to Glan Hafren · Discussion with Coleg Glan Hafren staff re: course content secure future subsidy for NVQ L3 course and to (baseline to be established by Strengths: discuss course content workload January 2003) · Annual increase in the number of teachers’ aides attending the NVQ L3 · Respond to proposed adult/child ratios recommended course in the foundation Phase Position in March 2003 Weaknesses: · Encourage WAG to provide additional funding for 13% · Implications in workload restricts numbers applying for NVQ L3 training teachers’ aides
course · Provide central and school-based inset for teachers Revisions: Revisions:
None None · Possible lack of future subsidy will have a major detrimental impact on aides to ensure continuing professional development numbers applying PI 6. The percentage of teachers attending Effective Early Learning (EEL) training. 65% of schools July 2005 Key Actions taken: · Continue to provide three-day training to maintained participating in EEL · Two new teachers trained as Authority EEL trainers and non-maintained sectors training · Updating training provided by Worcester college for existing trainers · Include elements of EEL in school-based training (2002 baseline: 44%) · Three day EEL course provided · Select two people to undertake EEL training for · Elements of EEL incorporated into centrally-based and school -based trainers biannually Position in March 2003 training · Encourage teachers to apply for GTCW professional 65% Strengths: development grants
· Increased number of staff in maintained and non-maintained settings · Provide regular external support from EEL trainers Revisions: Revisions: using elements of EEL (External Advisers) None None · Evaluations of EEL course highlight a very positive response from course participants · Increased use of EEL as a quality assurance mechanism and included into whole school self-review systems Weaknesses: · Cost of three day course and supply cover to conduct observations is proving prohibitive · Additional commitment to participating staff adds to an existing heavy workload
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 7. The number of schools that have the provision of outdoor play as a shortcoming. Reduction by 20% July 2005 Key Actions taken: · Outdoor play to be included in Early Years compared with 2000 · Outdoor play included in centrally-based and school-based training conference for maintained and non-maintained baseline of 40% of schools · Meeting for 40 reception teachers to be held at a nursery where there is sectors high quality outdoor play provision · Continue to provide centrally based and school based Position in March 2003 · Outdoor play document translated into Welsh and issued to schools in-service training Strengths: · Closer consultation between Early Years Adviser · Increased awareness and commitment to the development of outdoor and Planning Department to ensure that outdoor play Revisions: Revisions: play provision generally provision is included in capital programmes None None · The development of outdoor play features prominently as key actions in · Encourage settings to apply for sponsorship and school development plans external funding grants Weaknesses: · Lack of space and funding proving problematic in certain schools · Further training required on the use of the outdoor area as an integral part of the learning environment
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Plan Reference Objective ESP Obj. 2 To improve standards of literacy further for all pupils
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The percentage of pupils achieving National Curriculum level 2+ in English (TA) at the end of KS1, level 4+ in English (TT) at the end of KS2 and level 5+ in English (TT) at the end of KS3. Cardiff’s targets met or Annually to Key Actions taken: · Implement the revised Literacy Strategy for 2002-2005 exceeded 2005 · All the activities of the Literacy Strategy are focused on raising levels as approved by the Literacy Strategy Task Group, (see Annexe 1B for baseline) of achievement in literacy. The Literacy Strategy Task Group including the Early Intervention Literacy Strategy, received written and oral evaluation reports on all activities of the which focuses on raising standards of literacy in Position in March 2003 Literacy Strategy in October/November 2002 schools identified as having a higher than average See table page · An overview of the new Strategy was published for schools and other percentage of pupils assessed at W and L1 (TA) for interested parties Cardiff schools Revisions: Revisions: Strengths: · Implement that part of the Strategy (A4) which focuses None None · Targets for 2002 at KS1 and KS2 were met on raising standards in English in KS3, as part of the Weaknesses: LEA KS3 strategy · At KS3 there was a small decline on 2001, following national trends · Continue additional work funded by the BSA to raise · The target for 2002 at KS3 was not met standards of literacy across the curriculum at KS3 PI 2. The percentage of pupils entered for GCSE English and the percentage achieving grades A*-C and A*-G in GCSE English. The percentage entered Annually to Key Actions taken: · Continue focused training and support to assist Heads increases annually by 1% 2005 · Secondary English departments continue to receive monitoring, of English in preparation for changes in the GCSE and the percentage training and support in raising standards in GCSE English English specifications. (Priority 3 Sec Eng Dev Plan) achieving A*-C and A*-G Strengths: · Provide continued training in teaching literacy in increases by 2% annually · In 2002, a 1% increase at A*-C; although some progress was made English in KS3 and English Language at AS/A2 Levels (2001 baseline: 89% entered, the target was not met (P6 Sec Eng DP) to promote an improved balance and 88% A*-G, 53% A*-C) Weaknesses: integration of provision for literature and language · In 2002 targets not met work in KS4 where results in GCSE literature often Position in March 2003 · The percentage A*- C in Cardiff in 2002 was just below the national exceed results in GCSE English 87% entered average · Focus on self-review and planning for improvement 85% A*-G (P1 Sec Eng DP) 54% A*-C
Revisions: Revisions: None None
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 3. At KS1, the number of pupils excluding statemented pupils not achieving above a W in NC assessment of English. A percentage year-on-year Annually to Key Actions taken: · Continue implementation of the Early Intervention decrease 2005 · The STARS programme continued to work with pupils with the most Literacy Strategy (ELIS) designed to provide a closer (2001 baseline: 3.7%) severe difficulties with literacy in Year 2; 76 pupils without a integration of early intervention activities in KS1 statement received this specialist help in 01-02 · Continue work with the identified schools earmarked Position in March 2003 · Reading Recovery © training continued, with a group of 10 teachers for participation because they have received training, 3.6% being newly trained and 16 experienced RR teachers provided data on or are undertaking training, as part of Activity 6: outcomes of their work School Action- Intervention for Literacy (SAIL) or Revisions: Revisions: · EMAS continued to provided support for pupils with EAL Activity 7: Reading Recovery (RR) None None Strengths: · Undertake review of pupils referred for STARS after · Slight decline in percentage assessed at W receiving teaching in relation to SAIL or RR by a team · Of 76 pupils receiving STARS who had been projected by their of LEA staff in 2003 schools to achieve a W in NC KS1 TA, 88% received L1 or above in · In the longer term, provide training to all schools in the reading and 87% in writing. Of those 25% achieved a Level 2 in identified group as part of Activity 6 or Activity 7 Reading and 48% in writing · Provide Activity 8: STARS to pupils referred as · Of pupils receiving RR, just below 80% achieved level 2C or above requiring further intervention, after receiving one or in the NC KS1 TA other of the above activities · A 1% reduction (from 26% to 25%) in 2002, in the percentage of · By 2004, redesign STARS will undergo in order to Ethnic Minority pupils achieved W or L1 in KS1 NC TA, by meet the needs of pupils who have been referred from comparison with all pupils (static at 16%) RR or SAIL. This will include starting one pilot group Weaknesses: of pupils in January Y2 to run to January Y3 · Difficulties in targeting interventions at pupils most likely to be assessed at W, especially where these pupils are in very small numbers scattered across a wide range of schools which are not identified as having a higher than average percentage of pupils at W or l · Uncertainties about availability of specialist teachers, following intervention at school action · Continuing shortages of trained learning support assistants in mainstream literacy lessons in order to ensure that pupils receiving early interventions return to a learning environment which fosters their continuing literacy development
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 4. The percentage of boys achieving the expected NC levels in English by comparison with girls at each key stage, by reference to the 1996 gap. Reduction by 50% in July 2005 Key Actions taken: · Continue work to embed consistent approaches to underachievement of boys · All activities of the Cardiff literacy strategy address the need to learning and teaching literacy through CAL at KS2 and compared with 1996 reduce the underachievement of boys in literacy CALE at KS3 and to encourage the development of (1977 baseline: 10% KS1, · In particular, the teaching and learning approaches advocated within these approaches through KS2/3 transition projects 15% KS2, 16% KS3, 15% the CAL programmes in KS1 and 2 and CALE programme in KS3 are · Encourage approaches which reduce boys’ GCSE) those widely identified as particularly supporting the achievement of underachievement including: boys - fast–paced lessons with clear LOs Position in March 2003 · A high proportion of boys meet the criteria for early intervention work - shared reading of non-fiction texts KS1 9% gap in Reading Recovery, SAIL and STARS - guided group reading KS2 10% gap Strengths: - focused interactive strategies for teaching skills for KS3 14% gap writing · In 2002, achievement at KS2 represents close to a 50% improvement on the baseline of 15% in 1997 - strong reading–writing links Revisions: Revisions: · In 2002, while the target was not met, at KS3 there has been a 4% - shared and modelled writing None None improvement in the achievement of boys since 1997, whilst girls have - short burst writing and use of writing frames only made a 1% improvement - plenaries with immediate feedback Weaknesses: All the above are consistently promoted · The situation at KS1 has been static since 1997 with regard to the through CAL and CALE underachievement gap for boys, in spite of a substantial rise in test · Continue attention to parental involvement in early scores overall. Underachievement at the end of KS1 relates to gaps in literacy development, through Family Programmes and achievement evident in baseline scores on entry. Social and cultural the Bookstart project, in order to reduce the incidence factors influence boys’ preparedness for literacy learning in KS1 of boys’ under-preparedness for literacy work prior to · At GCSE (Cardiff 18% underachievement Wales 19%), a 3% KS1 widening of this very worrying level of underachievement in GCSE · Continue early literacy intervention activities in KS1 English. This may be a reflection of a GCSE examination regime · Develop a new activity funded by the BSA, to train which emphasises the reading of fiction and poetry as well as writing parents and carers in Language and Play with 0-3 year literary essay -style answers, both areas in which boys have identified olds weaknesses
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 5. The percentage of schools reported as having satisfactory and good standards in English and the key skills of literacy in Estyn inspection reports. 100% satisfactory; 60% July 2005 Key Actions taken · Continue a range of In-service courses for both Primary good or very good · Secondary English Departments continued to receive S3D monitoring and Secondary schools and offer follow-up Advisory (2001 baseline: 95% visits support via the SLA satisfactory, 30% good) · A range of In-service Courses and in-school support continued to be · Continue, for schools which want it, the CAL offered to both Primary and Secondary schools within the SLA. programmes of training and support at KS1 and KS2 Position in March 2003 Adviser reviews of English/ literacy provision continued to be provided and the CALE programme at KS3 KS1- 61% good or better; to schools when requested · Continue follow-up monitoring and support following no unsatisfactory · All schools at KS1 and identified schools at KS2 continued to receive CAL and CALE training KS2- 63% good or better; focused support and training to deliver the CAL programme · Continue support for Link Advisers in assessing schools 2% unsatisfactory · All English departments at KS3 were invited to participate in a second for the ten elements of the Secondary and Primary Basic Secondary- one fifth good round of the CALE training and support programme Skills Quality Mark or better Strengths: · Continue support for schools in preparing for QM · At KS1, based on the 45 schools most recently receiving ESTYN assessment through English/ literacy Advisory support Revisions: Revisions: inspection, nearly two-thirds had good or very good standards in and through the work of the QM literacy co-ordinator None None English with no unsatisfactory standards reported for primary schools and the QM consultants for · At KS2, based on 40 schools most recently receiving ESTYN secondary schools inspection, nearly two-thirds had good or very god standards in English · Develop a new programme, funded by the Basic Skills with 2% reported as unsatisfactory Agency, to provide teacher training in literacy across the · There are variations in how key skills are judged curriculum for all Secondary teachers Weaknesses · Of nine secondary school English Departments inspected since 1999, only two had good standards, six were judged to have satisfactory standards, and one had unsatisfactory standards in English. Key skills invariably followed a similar pattern to that for English
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 6. The number of primary and secondary schools having effective action plans to raise standards of literacy at each key stage. All primary and secondary July 2005 Key Actions taken: · Continue collection of plans and reporting on trends in schools · School and departmental development plans for English/literacy and development planning for literacy and English in both (2001 baseline: 72%) the key skills of literacy across the curriculum were collated and secondary and primary schools evaluated and a report provided on their quality · Continue support for link advisers in assessing schools Position in March 2003 Strengths: for the secondary and primary Basic Skills Quality 60% primary · The quality and detail of development plans submitted from primary Mark. The QM is a mechanism to ensure that schools In secondary difficult to schools continued to improve maintain their action plans for English/ literacy judge as not all plans · Where plans were submitted from secondary school English development through times of change in terms of school received departments, the focus and detail of the development plans and priorities associated review activities had improved · Continue support to schools in preparing for QM Revisions: Revisions: Weaknesses: assessment through English/ literacy Advisory support None None · 60% of Primary schools submitted plans for one or more aspect of and through the work of the QM literacy co-ordinator English/ literacy, an 11 % decline on 2001, reflecting the many for primary schools and the QM consultants for competing pressures on primary school development planning secondary schools · In 2002, it was difficult to establish the number of development plans · Continue support to schools wanting to renew their QM produced by secondary English departments and the quality of these; status as this ensures continued attention to development only just over half were received prior to March planning for literacy
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 7. The number of parents/carers completing programmes to enhance their own and their children’s learning. Numbers of participants Annually to Key Actions taken: · Continue delivery of the established Family Literacy completing maintained or 2005 · The delivery of the established Family Literacy core model courses was core model courses increased year-on-year continued in targeted schools in areas of social disadvantage · Continue development of a range of short courses and (2001 baseline: 220 · The delivery of a range of short courses and workshops for parents and workshops for parents and children participants completing) their children · Give attention to selection of schools to take account of Strengths: the Cardiff Early Intervention Literacy Strategy. Position in March 2003 · A total of 216 parents/carers and 154 children participated in family · Develop a pool of tutors to work with parents with EAL 216 programmes, that is 112 parents and 114 children on core courses and learning needs
104 parents and 40 children on short courses/workshops · Meet requirements of new Minimum Care Standards for Revisions: Revisions: · 89% of adult participants were retained on the courses and the same crèche provision in schools, in connection with FL None None percentage made progress with their literacy programmes · 88% undertook home literacy activities with their children and 59% · Continue staff development in new adult basic skills indicated willingness to help in school curriculum and new approaches to literacy learning and · 76% progressed to various training opportunities after FL assessment in the early years Weaknesses: · Develop course syllabus to meet requirements of new · Investigation is being carried out into criteria for selection of core curriculum and new accreditation routes participating schools with links being sought with the identified schools for Early Literacy Intervention · The family literacy team is consulting with EMAS staff with regard to improving provision of workshops for parents from ethnic minorities
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 8. The number of community volunteers participating in LEA-supported programmes to enhance literacy in schools. Number of participants Annually to Key Actions taken: · Continue grant aid, administrative support and training maintained or increased 2005 · Continued administrative and training support for the Retired Senior for volunteers from RSVP year-on-year Volunteer Programme (RSVP) which places volunteers in schools to · Continue grant aid and training for volunteers from the (2001 baseline: 120 read with pupils and undertake other activities to support teachers and volunteer programme of Cardiff University Student volunteers) pupils in classrooms Union · Continued support for the Student Community Volunteer(SCV) Position in March 2003 programme of Cardiff University Students’ Union 120 Strengths:
· Grant aid from the Schools Service assisted the RSVP and the SCV to Revisions: Revisions: place volunteers in schools. Most volunteers worked in primary schools None None RSVP placed approximately 100 volunteers; CSV maintained approximately 20 volunteers in Primary schools · New volunteers from these organisations received initial training from LEA staff in supporting pupils with their reading. Some volunteers from RSVP received follow-up “advanced” training Weaknesses: · Difficulties in ensuring that volunteers worked in schools with greatest needs · Difficulties with quantifying the amount of volunteer work being undertaken and measuring its effectiveness
14 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective ESP Obj. 3 To raise standards further in Welsh and Welsh second language for all pupils
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The percentage of pupils achieving level 2+ [TA] in KS1, level 4+ in KS2, level 5+ in KS3 in Welsh. Cardiff’s targets met or Annually to Key Actions taken: · Continue to make effective use of advisory teacher to exceeded 2005 · Extensive central and school based INSET programme target support for groups of pupils (see Annexe 1B for baseline) · Targeted and regular in school support · Continue to work in partnership with schools on an · Development groups with a focus on literacy across the curriculum at agreed rolling programme of support based on needs Position in March 2003 KS3 · Ensure revised good quality schemes of work are See table page · Review of effectiveness of literacy strategy at KS3 implemented effectively in all schools Strengths: · Establish a cross-curricular Welsh language project at Revisions: Revisions: · Targets met at KS1 and KS2 KS2 with a focus on developing pupils’ dual literacy None None · Results in Welsh significantly higher than other core subjects especially skills at KS3 · Implement a structured literacy intervention project · Cardiff results are well above the national average at all key stages for pupils at KS1 and KS2 who are not reaching · KS2 results in 2002 show an increase of 3% of pupils achieving Level expected achievement levels 4+ · Continue to provide effective central and school · Of the 75.4% of pupils who achieved Level 5+ at KS3 30.5% achieved based INSET for teachers of all key stages Level 6 and 15.3% achieved Level 7 · Complete work on language across the curriculum at · All schools have well organised teaching strategies and methodology to KS3 and produce CD-ROM of all materials produced present Welsh to pupils from English speaking homes · Establish development groups to improve standards · Literacy strategy effectively implemented in all primary schools across key stages - focus on oracy at KS3 · Good quality schemes of work in majority of schools · Good curricular links established between KS2 and KS3 Weaknesses: · In 2002 at KS3 75.4% of pupils achieved Level 5+ compared with 82% in 2001 · An increasing number of pupils require additional support in the development of language skills
15 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 2. The percentage of pupils achieving GCSE A*-C in Welsh. The percentage will be Annually to Key Actions taken: · Continue with high quality programme of central and above the 2001 national 2005 · School-based and central Inset school based Inset average of 71.5% · In school support · Establish development group to develop language games (2001 baseline: 79.5%) Strengths: · Continue with provision of in school support
· Targets met for 2002 with 87.4 % achieving A*-C grades, an · Undertake follow up reviews of each department’s self- Position in March 2003 improvement of 21% on 2001 results 87.4% achieved A*-C in review and planning for improvement process
Welsh in 2002 · Results in 2002 higher than the national average of 75% · Assist departments to make effective use of comparative Weaknesses: data Revisions: Revisions: · No significant weaknesses but a small minority of pupils continue to The percentage will be In 2003 experience difficulty with the language above the 2002 national average of 75% PI 3. The percentage of pupils achieving level 5 in teacher assessment at KS3 and achieving GCSE grades A*-C in Welsh second language. Level 5+ in line with the Annually to Key Actions taken: · Identify and target departments and continue to provide national average of 40% 2005 · Targeted in school support for Welsh second language departments regular in school support (2001 baseline: 32%) · In school support for NQTs and non-specialist teachers · Continue to provide effective central and school based GCSE grades A*-C in line · Appointment of Athrawes Fro with specific responsibility for KS2 /KS3 INSET for both specialist and non-specialist teachers with the national average links · Further moderation sessions and guidance for KS3 WSL of 62% · Intensive programme of central and school based INSET teachers (2001 Cardiff baseline: · Moderation sessions for KS3 teachers · Establish development groups to revise County schemes 47.3%) Strengths: of work for KS3 and KS4 and to produce additional
Position in March 2003 · At KS3 results in 2003 are 5% higher than the 2001 results. In a materials and guidelines to further strengthen curricular
At KS3 in 2002, 37.2% majority of schools a higher percentage of pupils achieved level 5+ than links between KS2 and KS3 achieved Level 5+. All the all Wales average · Use athrawon bro team and advisory teachers to
Wales average 42%. · At GCSE an improvement of 6% A*-C on 2001 results strengthen curricular links between KS2 and KS3. Target
At GCSE 54% achieved · In 2002 a record 1872 pupils sat the full GCSE course secondary schools for pilot project · Identify and disseminate good practice in learning and A*-C. All Wales average · 38% of pupils achieved A*-C grades in the short GCSE course 64% compared with the national percentage of 34% teaching strategies Weaknesses: · Continue to provide comparative data for KS3 and Revisions: Revisions: GCSE results None · Targets not met despite some improvement None · Overall only 37.2% of pupils achieved Level 5+ at KS3 compared with · Undertake follow-up review of each department’s self- the all Wales average of 42.3% review and planning for improvement process as part of · GCSE results for the full course remain 10% below the national average S3D cycle · In some schools staffing problems, lack of non-specialist teachers and · Support secondary schools in their appointment of staff time allocated to the subject have an adverse effect on standards and the quality of learning and teaching 16 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 4. The percentage of schools reported as having good standards in Welsh and Welsh second language in Estyn inspection reports. Welsh - maintain current July 2005 Key Actions taken: See Pl 2, 3 and 4 position of 100% of · Additional in school support provided prior to inspection in both Welsh schools medium and English medium schools · Provide additional support to schools during the year of Welsh second language: · Additional, specific in school Inset provided inspection Primary : 70% · Subject reviews undertaken · Continue with programme of targeted regular in school (2001 baseline: 42%) · Extensive training on aspects of self-evaluation support Secondary : 40% · Extensive central training for curriculum leaders and heads of · Continue with comprehensive programme of central and (2001 baseline: 10%) department school based Inset based on individual needs
Strengths: · Provide further Inset on self-review with a focus on the Position in March 2003 monitoring and evaluation role of the Subject Leader Target achieved in Welsh · A significant raising of standards at KS1 and KS2 in English medium schools. Of the 18 English medium primary schools inspected during · Identify and disseminate good practice medium schools 2001-02 and in English medium 2002, over 75% received very good or good reports. None received an unsatisfactory report primary schools in schools · Estyn reports note marked improvement in Years 5 and 6 inspected during 2002 · Due to central INSET steady increase in number of teachers able to
deliver Welsh second language at primary level During 2001-02 four
Welsh second language · All primary schools regularly supported by athrawon bro team secondary departments · Targeted secondary departments receive regular in school support were inspected. Two · Only two Welsh medium primary schools were inspected during 1999- received good reports and 2002, in one standards were good in the other very good two satisfactory reports · During 2001- 2 in two of the four English medium secondary schools inspected, standards in Welsh second language were deemed very good Revisions: Revisions: in one and good in another None None Weaknesses: · Limited progress in raising standards in minority of Welsh second language departments · Long term sickness and non-specialist teachers with little or no knowledge of the language have a detrimental effect on standards in many Welsh second language departments · Lack of contact time given to pupils studying Welsh second language at KS3 and KS4 · Teachers in English medium secondary schools unable to attend INSET and participate in Development Groups due to problems with recruitment of suitable supply teachers · An increasing number of pupils requiring additional support in the development of language skills in Welsh medium schools
17 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003 Plan Reference Objective ESP Obj. 4 To further improve the standards achieved in numeracy by all pupils
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The percentage of pupils achieving level 2 or better at KS1 in mathematics (TA), level 4 or better at KS2 in mathematics (TT) and level 5 or better at KS3. Cardiff’s targets in Annually to Key Actions taken: · Key Stage 2 Cognitive Acceleration in Mathematics mathematics met or 2005 · Training provided in schools where pupils’ under-achievement against Education (CAME) project to be trialled in two exceeded LEA and national averages is acute and in schools where there is scope clusters of primary schools (see Annexe 1B for baseline for a faster rate of progress · To increase the support for the use of ICT in the in 2001) · Strategic Intervention in Numeracy project developing teaching of mathematics at Key Stage 3 · Wide variety of quality inset provide by ACME team · Review SuN project to update strategies and Position in March 2003 Strengths: resources used See table page · Targets met at KS1; attainment in line with Welsh average at KS1 and KS3 Revisions: Revisions: · Increased number of LSAs used by schools to support mathematics None None lessons, some of which are specifically trained · Support offered in schools by Advisory Centre for Mathematics Education team Weaknesses: · Targets not met at KS2 · Lack of emphasis on developing mathematical thinking and reasoning · Traditional methodology still persisting in some classrooms PI 2. The number of schools having fewer than 70% of pupils achieving level 2 or better at KS1 in mathematics National Curriculum teacher assessments. No schools July 2005 Key Actions taken: · Key Stage 1 numeracy coordinator to research (2001 baseline: 2 schools) · Training provided in schools where pupils’ under-achievement against numeracy recovery programmes; disseminating LEA and national averages is acute and in schools where there is scope findings through CAN project and central inset Position in March 2003 for a faster rate of progress · Support schools in use of optional assessment 3 schools · EAL teachers training updated materials provided by ACCAC through central inset · Key Stage 1 CAN project taken into Welsh medium schools courses Revisions: Revisions: Strengths: None None · Increased use of practical apparatus, such as Numicon to support learning process · Quality of resources used in schools Weaknesses: · Slight increase in number of schools with fewer than 70% at level 2 + · Lack of emphasis on developing mathematical thinking and reasoning · Some schools are over reliant on one particular published scheme 18 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 3. The percentage of pupils entered for GCSE mathematics and the percentage achieving grades A*-C and A*-G. The percentage entered Annually to Key Actions taken: · To increase the support for the use of ICT in the increases annually by 1% 2005 · Teacher development group created to share good practice with regard teaching of mathematics at Key Stage 4 and the percentage to use of GCSE modular courses · Support the development of assessment for learning achieving A*-C and A*-G · EAL teachers offered training in latest developments in the learning processes in mathematics departments increases annually by 2% and teaching of mathematics · Continue to facilitate teacher development group for (2001 baseline: 87% entered, · Inset provided to support the introduction of the new GCSE GCSE modular courses 42% A*-C, 82% A*-G) specifications for 2003 Strengths: Position in March 2003 · Heads of Department network continues to improve communication, share good practice and discuss initiatives and areas of common Revisions: Revisions: concern None None · Increased number of schools opting for GCSE modular courses Weaknesses: · Streaming by ability across a range of subjects PI 4. The percentage of schools reported as having satisfactory and good standards in mathematics and the key skill of numeracy in Estyn inspection reports. 100% satisfactory; 60% July 2005 Key Actions taken: · Continue to provide in school support for subject good or better · Increased provision of pre-inspection support for schools leaders in areas of concern. (2002 baselines: · Training provided in schools where pupils’ under-achievement against · Identify and disseminate good practice in Numeracy primary : 97.5%/42% LEA and national averages is acute and in schools where there is scope across the Curriculum with secondary schools secondary : 90%/20%) for a faster rate of progress Strengths: Position in March 2003 · Number of schools judged to have a good standard of achievement or Primary: 98%/52% better in mathematics increasing Secondary:90%/30%
· Standards in the key skill of Numeracy are rising in line with the standards in mathematics Revisions: Revisions: Weaknesses: None None · Number of schools judged to have a good standard of achievement or better in numeracy across the curriculum relatively static in secondary sector ,and is a minority of schools
19 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective ESP Obj. 5 To raise further the standards achieved in science by all pupils
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. At KS1 the percentage of pupils achieving level 2 or above in science National Curriculum (TA), the percentage achieving level 4 or above in science (TT) at KS2, the percentage achieving level 5 or above in science (TT) at KS3. Cardiff’s targets in science Annually to Key Actions taken: · Continue to implement CELIPS in greater numbers of met or exceeded position 2005 · Cardiff Effective Learning In Primary Science continues to be schools in March 2003 implemented in schools at KS1 and KS2 · Continue to support leadership group in project Targets exceeded · New CELIPS Co-ordinator appointed management (see Annexe 1B for baseline) Strengths: · Targets exceeded Position in March 2003 · ‘Coaching’ approach used in schools very effective See table page · Excellent support given by CELIPS Co-ordinator
· Increasing demand from schools to set up the project Revisions: Revisions:
None · Measured outcomes from schools show gains both qualitative and None quantitative Weaknesses: · Need for better senior management of project work in some cases PI 2. At KS3, the number of schools adopting Cognitive Acceleration in Science (CASE) showing improvement in achieving English and mathematics level 5 and above in National Curriculum tests.1 10% improvement of Annually to Key Actions taken: · Continue to develop CASE in existing schools cohort* over the non 2005 · Cognitive Acceleration in Science Education as part of the Cardiff KS3 · Encourage schools that are not presently involved to CASE cohort Strategy now active in 17 schools participate Strengths: · Continue to support SMT in facilitating project work Position in March 2003 · ‘Coaching’ approach used in schools very effective Four of six true CASE · Excellent support given by KS3 CASE Co-ordinator schools achieved an · Only three schools left to participate fully increase of over 10%. · Results of cognitive testing show significant gains Overall % increase for true · KS3 National Testing 2002 shows promising results CASE schools is 11% · Teachers anecdote evaluations very promising Weaknesses: Revisions: Revisions: · Need for greater co-operation from SMT in some project schools None None
20 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 3. The percentage of pupils entered for GCSE science and the percentage gaining A*-C and A*-G grades. The percentage entered Annually to Key Actions taken: · Continue to develop and then implement CELISS increases annually by 1% 2005 · Development of CELISS, Cardiff Effective Learning in Secondary · Involve science departments fully in LEA KS4 and the percentage Science project achieving A*-C and A*-G · LEA KS4 project involvement for ‘partnering’ schools and initial · Develop and deliver KS4 INSET packages increases by 2% impact/longer term improvement strategies (2001 baseline: 87% entered, Strengths: 40% A*-C, 84% A*-G) · KS3 project beginning to influence KS4 provision Weaknesses: Position at March 2003 · Targets not met by 1% for A*-C, by 3% A*-G, by 3% for entries 84% entered · Insufficient KS4 courses in diary 39% A*-C · No particular KS4 initiative available yet 81% A*-G
Revisions: Revisions: None None PI 4. At KS4 the number of schools adopting CASE showing improvement in achieving English and mathematics grades A*-C at GCSE. 10% improvement of Annually to Key Actions taken: · Continue to develop CASE in existing schools cohort* over the non 2005 · Cognitive Acceleration in Science Education as part of the Cardiff KS3 · Encourage schools that are not presently involved to CASE cohort Strategy now active in 17 schools participate · Development of CELISS, Cardiff Effective Learning in Secondary · Continue to support SMT in facilitating project work Position at March 2003 Science · Continue to develop and then implement CELISS An indication of the · LEA KS4 project involvement for ‘partnering’ schools and initial · Involve science departments fully in LEA KS4 position is not possible impact/longer term improvement strategies project until the CASE cohort has Strengths: · Develop and deliver KS4 INSET packages reached Y11 · ‘Coaching’ approach used in schools very effective · Excellent support given by KS3 CASE Co-ordinator Revisions: Revisions: · Only three schools left to participate fully None CASE cohort · Results of cognitive testing show significant gains to be in place · KS3 National Testing 2002 shows promising results 2004 for
measurement · Teachers anecdote evaluations very promising against target · KS3 project beginning to influence KS4 provision Weaknesses: · Targets not met by 1% for A*-C, by 3% A*-G, by 3% for entries · Insufficient KS4 courses in diary; no particular KS4 initiative available yet · Insufficient co-operation from SMT in some project schools 21 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective ESP Obj. 6 To further improve the standards achieved in IT and ICT by all pupils.
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The ratio of pupils to computers. (ICT Strategy PI 7) Primary: 12:1 July 2005 Key Actions taken: · Continue to delegate the maximum amount of GEST Secondary: 7:1 · Questionnaires have been sent to schools requesting information on 9 funding possible to schools Special: 5:1 numbers of PCs. Very low response rates have forced abandonment of · Once the NAfW’s ICT task force have launched the this route on-line ICT asset inventory which will require Position in March 2003 · ICT have provided a copy of the asset inventory. This only provides completion by all schools, this will enable accurate No change over baseline: information on PCs that have been asset tagged and does not indicate information on numbers of PCs to be determined yet to be updated the age of the PCs. The numbers of PCs noted is substantially less than the total number of PCs in schools Revisions: Revisions: Strengths: None None · There has been significant procurement of PCs in the primary sector and many primary schools are developing dedicated IT suites in addition to maintaining complements of classroom PCs Weaknesses: · Many pupils in KS3 classes share PCs PI 2 The percentage of teachers who have completed NOF training (ICT Strategy PI 11) 100% December Key Actions taken: · The NOF programme will officially finish at the end 2003 Substantial on-site support in the secondary sector. of March 2003 Position in March 2003 JH undertaking school NOF Co-ordinator role in many schools to drive 89% of schools process forward. 2220 teachers Strengths: · Fastest completion rate in the UK Revisions: Revisions: · Additional staff trained over and above school teachers, such those in None September the Pupil Support Service and EMAS staff 2003 Weaknesses: · Lack of teacher motivation slowed the process of completions in the early stages of the programme · Little use of on-line conferencing by teachers
22 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 3. The percentage of pupils achieving at least level 5 in NC IT by the end of KS3 and achieving level 7. (ICT Strategy PI 13, 14) 60% level 5 July 2003 Key Actions taken: · More discrete time is required at KS3 for IT. There is 6% level 7 · Extensive inset courses run with a focus on KS3. a large correlation between standards achieved and · Assessment of level descriptors sessions run during IT Co-ordinators’ amount of discrete time with IT specialists Position in March 2003 seminars. · To continue to run Inset on assessing level descriptors 67.3% level 5.+ Strengths: at KS3 – to improve the reliability with which levels 4.9% level 7+ · Standards are above Welsh averages. are awarded at the end of the key stage Weaknesses: Revisions: Revisions: · Due to nature of tasks set at KS3, significant banding of levels not fully 65%* level 5+ Annually reflecting pupils’ ability 6% level 7 · Variation in levels awarded for similar work across schools
· Lack of specialist staff expertise and time at KS3 impinges significantly on standards PI 4. The level of discrepancy between average IT achievement levels for schools compared with other subjects, KS3, KS4. (ICT Strategy PI 17) Not lower than the core July 2005 Key Actions taken: · Provide more focused courses on raising standards in subject indicator and the · More courses offered in inset diary for KS4. specific areas at KS3 and KS4 percentage gaining 5A*-C Strengths: at KS4 · Targets exceeded relative to the core subject indicator · IT proves to be one of the most popular option subjects at KS4. Position in March 2003 · A number of schools offer compulsory courses in IT at KS4. KS3: +17.6% Weaknesses: KS4: +11.1% · Lack of curriculum time at KS3 impinges upon teaching at KS4 (-1.1% 5A*-C)
Revisions: Revisions: Maintain 10% higher than None CSI and 5A*-C at KS3 and KS4
23 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 5. The percentage of schools with IT judged as good or better in Estyn section 10 inspections in all Key Stages. The percentage with IT as a key issue. (ICT Strategy PI 18) 60% good or better, less Sept 2003 Key Actions taken: · Continue to run inset courses on raising standards at than 25% with key issues July 2003 · Primary and secondary INSET courses run on raising standards KS3 · A number of detailed second round S3D visits undertaken · Set up a local ICT task force consisting of IT Co- Position in March 2003 Strengths: ordinators to investigate the issues of time, staffing Cardiff (Wales) · KS1 60.9% since Sept 01. Situation further improving at KS1 and resources which impinge on standards at KS3 (since 1999) · Still ahead of Wales average since September 2001 at KS2 KS1: 51.0% (48%) Weaknesses: KS2: 52.6% (46%) · KS2: since Sept 01 50.0% KS3: 18.2% (58%) · Insufficient curriculum time, staffing and resources in secondary KS4: 36.4% (67%) schools a major contributory factor to the lack of standards, especially KS5: 75.0% (87%) at KS3
· Percentage of unsatisfactory IT departments in Cardiff at KS3 is over Revisions: Revisions: 50% at present 50% July 2005 PI 6. The percentage of secondary schools with a 30 station networked learning centre with 2Mb broadband internet access. (ICT Strategy (c) PI 1) 100% July 2003 Key Actions taken: · Monitor the use of the Learning Centres and the out · Equipment procured, LCMBs set up and monitored by JB and JW of hours programmes in place Position in March 2003 Strengths: · Monitor the use of the ICT for Learning resources 100% - target met · All Learning Centres now in place and operating supplied to the primary sector to determine the level Weaknesses: of OOSL in primary schools with a view to sharing Revisions: Revisions: · Delays in building works at some schools have meant that some and developing good practice None Annually to Learning Centres have only recently been completed July 2005
24 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective ESP Obj. 7 To improve progression from KS2 to KS3 and to raise the standards achieved and progress made by learners at KS3
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The number of clusters giving priority to improving arrangements for curricular continuity and progression from KS2 to KS3. All secondary and July 2004 Key Actions taken: · Final three cluster groups to join the KS2/3 project associated primary schools · Three further cluster groups joined the initiative 2003/2004 · Bilingual document entitled ‘Sharing Best Practice (2001 baseline: 12 clusters) · GEST funding allocated to each new cluster to facilitate cross phase KS2 / KS3 Transition’ distributed to all schools visits during the Summer term. The document will aim to Position in March 2003 · Advisory support and guidance provided to all new cluster groups record not only successful practice but also the degree 17 clusters involved in the joining the initiative to which it has been effective within a particular initiative · Additional support provided to cluster groups extending the scope of context their KS2/3 curriculum link project · Continuation of project monitoring and evaluation by Revisions: Revisions: · Produced a booklet exemplifying best practice emerging from the advisory staff with report being published Summer None None KS2/3 project term 2004 Strengths: · Pupil tracking at KS2/3 becoming a regular feature across County schools · The increasing use of bridging units within English and mathematics · In best practice curriculum planning between Y6 and Y7 has been reviewed resulting in much improved progression and continuity in pupils’ learning Weaknesses: · The range, source and quality of assessment information transferred between KS2 and KS3 needs to improve further, e.g. cross phase analyses of KS2 national test papers identifying pupils’ strengths and weakness to inform future learning and teaching · Need for KS2/3 initiatives to feature more regularly within each school’s programme of self-review and school development plan
25 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 2. The number of schools participating in improvement initiatives in the core and non-core subjects. All schools participate in July 2004 Key Actions taken: · Maintain projects in the three core subjects for a third all three core subjects and · Improvement projects in core/ non-core subjects/ arts maintained in 02- year at least one other initiative 03; co-ordinators in virtually all schools for second time · Sustain support in the non-core subjects through a (2001 baseline: no schools) · Further work to develop thinking skills as part of learning and teaching combination of continuing part-time appointments policy in humanities and development of register of lead practitioners to Position at March 2003 Strengths: provide support when needed 17 of 20 schools · Evidence of further improvement in end of key stages results in some · Provide further impetus to embedding improvements participated in all 3 core respects in learning and teaching at whole-school level subject projects; other 3 · Positive response to projects; improvements in planning/range of through appointment of a postholder dealing with schools in 2 out of 3; all teaching strategies beginning to be embedded in all areas generic issues concerning the improvement of schools involved in at least Weaknesses: learning, behaviour and attitudes one other project · Quality of planning, assessment and consistency of teaching strategies requires further work to become fully embedded in schemes of work Revisions: Revisions: · Insufficient evidence as yet of impact on end of key stage results None Extend up to July 2005 PI 3. The percentage of pupils achieving level 5 or above in each of the core subjects in National Curriculum tests. Cardiff’s targets in the Annually to Key Actions taken: · Maintain projects in the three core subjects for a third core subjects met or 2005 · Improvement projects in core subjects maintained as indicated above year exceeded · All schools revisited to embed practice · Continue to embed improvements to planning, (see Annexe 1B) Strengths: teaching and learning strategies and use of assessment · The rate of improvement in Cardiff has been faster over the last five · Work with schools to develop further the analysis and Position at March 2003 years at KS3 that at an all-Wales level use of achievement data to inform improvement Targets exceeded only in · Attainment is in line with or just above the Welsh average in priorities science in 2002. See table mathematics, science, Welsh and the core subject indicator page Weaknesses:
· Attainment in English still fluctuates as it does at an all-Wales level Revisions: Revisions: · The national targets for KS3 in 2002 were met only in Welsh; overall None None progress at this key stage remains slower than at KS1 and KS2
26 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 4. The percentage of pupils achieving level 5 or above in the non core subjects in teacher assessment. Percentage achieving level July 2005 Key Actions taken: · Sustain support in the non-core subjects through a 5 or better in line with or · Improvement projects in non-core subjects maintained as indicated combination of continuing part-time appointments above the national average above; provision for all non-core subjects maintained in Inset and development of register of lead practitioners to in all subjects programme provide support when needed (2001 baseline: 4 subjects see · All but 4 schools have had support from one or more projects · Ensure that the Inset programme continues to focus Annexe 2) Strengths: on improving learning, teaching and assessment · Positive response to projects; improvements in planning/range of · Provide further impetus to embedding improvements Position at March 2003 teaching strategies beginning to be embedded in all areas in learning and teaching at whole-school and thence Target met only in · Some good work being done to improve use of action planning to subject level through appointment of a postholder geography, IT, music, PE support improvements in learning and teaching dealing with generic issues concerning the Weaknesses: improvement of learning, behaviour and attitudes Revisions: Revisions:
None None · Quality of planning and consistency of teaching strategies requires further work to become fully embedded in schemes of work · The effectiveness with which assessment is used to inform expectations, future teaching and support for progress is not yet consistently of high quality PI 5. The number of subject departments with effective strategies for self-evaluation and good improvement plans. All secondary departments July 2004 Key Actions taken: · Review current guidance in the S3D manual as it (2001 baseline: circa 10%) · The second round of visits to support self-evaluation and planning for applies to departments improvement has commenced from September 2002 as envisaged · Provided renewed guidance which breaks down Position at March 2003 Strengths: departmental self-review and audit into practical steps The proportion with · Some departments beginning to document conclusions about standards · Draw on relevant guidance, for example that which is effective self-evaluation and quality in self-review and forward planning; some indicate desired part of the KS3 strategy in England and adapt to meet and good forward planning outcomes and means of monitoring and evaluation- these are local conditions where necessary remains at 10% particularly when guidance from senior managers is good · Use the renewed guidance in follow-up S3D visits, in · Many plans contain useful detail on tasks, responsibilities, timescales, the middle managers’ course and in central Inset Revisions: Revisions: and resource implications None July 2005 Weaknesses: · Quality of self-review still at an early stage of development overall · Clarity of outcomes and means to monitor and evaluate progress and impact are of variable quality
27 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 6. The proportion of secondary schools with out-of-school-hours learning activities appropriate for KS3. 75% of secondary schools July 2003 Key Actions taken: · Continue support for co-ordinators in extending their (2001 baseline: 50%) · Co-ordinator assigned to supporting work with Phase 3 Learning staff development role with departments in schools centres to develop plans for out-of-school hours learning, including · Continue efforts to give sufficient priority to KS3 Position at March 2003 activities at KS3 when developing the range of study support and other Target has been met with Strengths: out-of-school hours activities activities in place in 16 · Increasingly positive take-up of provision by pupils · Continue to extend provision to a further three schools (80%) · Strengthened networking and sharing of good practice between co- schools ordinators Revisions: Revisions: Weaknesses: 95% (19 schools) July 2004 · Developments at KS3 have been part of wider strategy rather than a specific priority as such · Insufficient time yet for co-ordinators to develop role within schools
28 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective ESP Obj. 8 To raise the standards achieved at KS4
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The percentage of pupils gaining 5 A*-C grades at GCSE or equivalent vocational qualification. 52% July 2004 Key Actions taken: · The consultant will compete his work by (2001 baseline: 45%) · Establishment of the KS4 forum which met in the summer term 2002 to complementing analysis of data with visits to schools identify the steps to be taken to support schools in raising standards at · Further training and support in the analysis and use of Position at March 2003 KS4 data will be provided by the consultant for the 46% · Appointment of consultant to commence the first stage of the work: advisory service and schools in the summer and refinement of data analysis; establishment of value-added by school and autumn terms 2003 Revisions: Revisions: by departments · Greater emphasis will be placed on using the data to None None Strengths: challenge current performance in autumn 2003 and to · Achievement in this indicator improved by 1% while there was no identify areas for improvement improvement at an all-Wales level · Networks will be established between secondary Weaknesses: schools to identify excellence, successful strategies · The rate of progress in increasing the proportion of pupils achieving 5 and outcomes and to disseminate and extend this grades C or above has been slow and remains 5% below the Welsh practice average
29 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 2. The percentage of pupils gaining 5 A*-G grades or the vocational equivalent. 89% July 2004 Key Actions taken: · Develop a new Extending Opportunities programme (2001 baseline: 81%) · Vocational options established in partnership across 12 Cardiff schools in 2003-2004 for Y10 pupils in the 12 schools with joint timetabling arrangements and extensive collaboration with currently involved and increasing by 2 the options Position at March 2003 other agencies to provide courses and funding available 81% · All pupils assigned to nationally accredited courses · Take the programme into Y11 in 2003-2004, · 12 pupils in each of the 12 schools involved extending the programme with 2 or 3 more options Revisions: Revisions: · Regular network meetings held with all co-ordinators, teachers and youth and enabling some further Y11 pupils to join None None workers to review progress · Broaden involvement to a wider range of pupils not Strengths: just those for whom the traditional curriculum has · Successful innovation is broadening the curriculum economically led to disaffection · Access for pupils to specialist facilities in Further Education institutions · Involve the remaining 8 secondary schools in the and other providers not usually available until post-16 north of Cardiff in this collaborative provision · Developments provide stronger match with pupils’ needs and strengthen · Continue to work with the Cardiff collegium to the notion of the 14-19 continuum extend the current post-16 common timetabling · The initiative provides the potential for improved achievement by young programme people who have fared less well previously and should have an impact on improving achievement against this indicator over time Weaknesses: · The programme was originally intended for those not achieving well but has been translated in some schools as being appropriate only for their most disaffected young people · An opportunity to follow a vocational or work-related course is arguably beneficial to all. Progress to change attitudes is being made but is slow PI 3. The average GCSE points score or the vocational equivalent achieved by pupils. 41 July 2004 Key Actions taken: · Continue the next steps following on from the work (2001 baseline: 37) · The initial work through the KS4 forum as described in PI 1 above of the KS4 forum as described above together with the development of shared vocational provision as · Continue work to develop the range of vocational Position at March 2003 described in PI 2 above and other options available to pupils as described 38 Strengths: above · The average points score achieved by pupils rose by 1% in 2002 · Challenge schools to reconsider aspects of their Revisions: Revisions: continuing a pattern established over the last three years curricular provision as well as the forms of None July 2005 Weaknesses: accreditation provided · The rate of progress is slow · Investigate with schools the potential for a greater · Initial analysis of data suggest that a significant proportion of pupils just use of accredited vocational provision where miss achieving 5 grades A*-C and achieve 3 or 4 GCSEs or equivalent at relevant grade C or above alongside 1 or 2 subjects at grade D 30 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 4. The percentage entering at least 1 GCSE, entry level or vocational accredited examination. 98% July 2004 Key Actions taken: · Continue the next steps following on from the work (2001 baseline: 95%) · The initial work through the KS4 forum as described in PI 1 above of the KS4 forum as described above. together with the development of shared vocational provision as · Continue work to develop the range of vocational and Position at March 2003 described in PI2 above other options available to pupils as described above 94% Strengths: · Challenge schools to reconsider aspects of their · In recent years Cardiff’s performance has been only 1% below the examination entry policy and the range of accredited Revisions: Revisions: average for Wales courses on offer 97% None Weaknesses: · In 2002 Cardiff’s performance declined by 1% while that for Wales improved by 1% thus widening the gap between Cardiff and the figure at an all-Wales level · There are still wide variations between schools in the proportion of pupils entered for one or more examinations PI 5. The percentage leaving school without any qualification. 2.7% July 2004 Key Actions taken: · Continue the next steps following on from the work (2001 baseline: 5.8%) · The initial work through the KS4 forum as described in PI 1 above of the KS4 forum as described above together with the development of shared vocational provision as · Continue work to develop the range of vocational and Position at March 2003 described in PI2 above other options available to pupils as described above 5.4% Strengths: · Challenge schools to reconsider aspects of their · Performance improved in 2002 by nearly half of 1% examination entry policy and the range of accredited Revisions: Revisions: Weaknesses: courses on offer 2.8% None · The proportion remains over 2% above the Welsh average · There are wide variations between schools in the number of pupils who leave school without any qualifications
31 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 6. The percentage of boys and girls achieving a grade C or above in the core subjects in combination. 43% July 2004 Key Actions taken: · Continue work at KS3 in the core subjects with a (2001 baseline: 33%) · The initial work through the KS4 forum as described in PI 1 above view to enhancing the progress pupils are likely to · Work has also continued through the KS3 strategy in the core subjects make on entry to KS4 Position at March 2003 to improve the teaching and learning strategies employed and · Consider ways in which the strategies might impinge 34% expectations of what pupils can achieve more fully on achievement at KS4 Strengths: · Continue the next steps following on from the work Revisions: Revisions: · Performance in this indicator improved by 1% in 2002 of the KS4 forum as described above. In particular, 42% None Weaknesses: support schools in identifying excellence in the core · Performance is 3% below the Welsh average subjects which can be shared and extended · Performance has not improved at all when compared with the position in 1997 · There are significant variations between schools in this indicator
32 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective ESP Obj. 9 To ensure that the strategies and partnerships pursued by the LEA and schools will enable all pupils with special educational needs to make maximum progress from the outset and throughout their years in school; to raise the attainment of looked after children
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The percentage decrease in pupils identified at school action plus. Decrease of 10% from 2002 July 2005 Key Actions taken: · Undertake further follow up work involving the PSS baseline of 1120 at stage 3 · Comprehensive revised guidance criteria issued to schools and Advisory Service concerning the identification of in Jan 2000 by July 2005 · Training for SENCOs provided on new COP and criteria pupils at SA+ · Funding formula for delegated non-statemented SEN budget amended · Allocate 2 additional PSS teachers to support SA+ Position at March 2003 to remove perverse incentive for high identification at Stage 3/SA+ (one from April 03 and one from Sept 03) Stage 3 increased to 1389 Strengths: · Appoint 4 additional EPs from Sept 03 by January 2002 · Schools no longer have to have registration of individual children at SA+ confirmed, which they prefer Unmoderated SA+ at Jan Weaknesses: 2002 = 1973 · Removal of gatekeeping process for Stage 3 / SA+ has produced unrealistic level of increase in school identification This is regarded as · Need to moderate a large minority of schools (around 25%) whose unrealistic returns at the January 2003 audit indicate heavy over-identification of SA+ in comparison with similar schools Revisions: Revisions · Limited availability of PSS input at SA+ None None
33 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 2. The percentage of pupils improving against the baseline of their previous performance in areas targeted by their statement and measured through annual review processes. All pupils will make July 2004 Key Actions taken: · Develop a centralised data collection system for all satisfactory or better · The development of an efficient system to collect and monitor annual statemented pupils progress review data has been identified as a key target in Pupil Support Service · Develop system Moderation of Annual Review Development Plan returns with follow up work involving PSS Position at March 2003 · Working party formed via Achievement and Inclusion initiative to administration staff and Specialist Teaching Team The percentage of develop a system to measure and record progress for pupils with severe Manager statemented pupils within difficulties · Discussion with Advisory Service regarding use of mainstream schools with Strengths: consistent literacy assessments in mainstream schools either specific learning · Revised more ‘user friendly’ Annual Review form developed and difficulties, moderate distributed to SENCOs learning difficulties or Weaknesses: severe learning difficulties · Progress of pupils at KS1 and those with severe learning difficulties is identified as their Primary not generally measurable through conventional standardised testing need who have made tools currently used by PSS/schools progress from their baseline · Progress of pupils with other difficulties as their Primary need e.g. of their previous EBD, V.I., H.I. Speech and Language, Autism and Physical Difficulties performance = 72% are not included within this audit
· Current data collection system not linked to central database Revisions Revisions: · Different reading tests used in mainstream schools by Class teachers, None None Specialist Teaching Staff and Educational Psychologists, can lead to inconsistency in reading test results on a year by year basis PI 3. The percentage of school aged children placed in special schools. The percentage will not Annually to Key Actions taken: · Develop a primary mainstream provision for children exceed the level established 2005 · Development of a better continuum of provision for children with with ASD for September 2003 in 2000 which was 0.9% severe learning difficulties (SLD), autistic spectrum disorder(ASD), · Develop a secondary mainstream provision for emotional and behavioural difficulties (EBD)and learning difficulties in children with ASP/ASD in 2004 Position in March 2003 mainstream schools. · Continue to develop outreach opportunities for 0.9% · Development of outreach roles for special school staff special school staff Strengths: · Continue to develop mainstream secondary provision Proposed Revisions: Revisions: · The number of children in special schools has remained constant in for children with SLD None None Cardiff between 2000 and 2002 despite Ashgrove Special School in the Vale closing their department for HI in September 2002 and transferring those children to Cardiff’s provisions Weaknesses: · A growth in the numbers of children diagnosed with ASD and a considerable pressure on special school placements for that group 34 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 4. The proportion of the centrally retained SEN budget delegated to schools. Maintain delegation of Annually to Key Actions taken: · Undertake widespread sharing of financial review 62.5% and increase 2005 · Comprehensive review of local and comparative funding by strand of information with schools annually in proportion to the SEN budget · Continue refinement of use of data in relation to funding released by · Clear guidance provided to schools on expectations of their use of identification of SEN in context of attainment reduction in statements delegated SEN funding · Develop monitoring and evaluation mechanisms to · Introduction of SA++ stage as alternative to statements in some cases identify and appropriately support those schools Position at March 2003 Strengths: currently making high demands of central services on 67.23% delegated · Cardiff delegates a very high level of funding for non -statemented a comparative basis SEN in comparison with most similar Authorities Proposed Revisions: Revisions: Weaknesses: Need to consider whether By April 2004 · Lack of acceptance by schools that they are well funded to meet non- increased delegation is an statemented SEN in the context of their overall budgets appropriate target in · Disproportionate demands on central services given the amounts context of school demands delegated and retained on central services PI 5. The percentage of looked after children leaving care achieving at least 1 GCSE or equivalent vocational qualification. 75% July 2003 Key Actions taken: · Continue work with Children’s Services to improve (2001 baseline: 22.6%) · School Liaison Team for Looked After Children (LAC) established liaison and planning August 2001 · Undertake further work on data to better track Position at July 2002 · Designated teachers for LAC identified in all schools attainments of LAC 31% of year 11 cohort Strengths: achieved at least 1 GCSE · Attendance of LAC significantly improved 88% sat GCSE or COEA · Process to ensure Personal Education Plan for all LAC in place by 81% achieved 1 or more required date of Sept 02 GCSE or COEA · Liaison between schools and relevant agencies significantly improved Weaknesses: Proposed Revisions: Revisions: · Information exchange and tracking of pupils with Children’s Services None July 2004 especially when placed out of county
Note: Target is a national PI · Ensuring social workers implement and maintain requirements for but felt to be inappropriate. PEPs Many have special · Generally very limited involvement of education when care placements educational needs and so take are planned. This leads to considerable difficulties particularly where courses other than GCSE. A pupils have statements of SEN review of the appropriateness of this target nationally is recommended 35 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective To raise standards by improving the attainment of pupils with emotional and behavioural difficulties (EBD) and improving the quality of ESP Obj. 10 behaviour management and support
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The number of schools with appropriate and effective whole-school policies for behaviour management. All July 2005 Key Actions taken: · Arrange the remaining 5 training days over the next (baseline established by July · Analysis of training need has been undertaken; factors taken into academic year 2003) consideration included the number of pupils on code practice for EBD, Work in partnership with the advisory service and · early intervention strategies, Fast Track, number of fixed term and psychological service to implement the training, Position at March 2003 permanent exclusions in the cluster, consistency of practice with high Baseline not established follow up and embed approaches and maintain schools which have unilaterally implemented the program consistency of practice and PI requires recasting · Order of training prioritised, dates confirmed with facilitator and as follows: The number of · Arrange with the external facilitator training days arranged for 4 high schools and 4 clusters of primary schools during the required for the year 2004-2005 schools trained in positive current academic year behaviour management · Liaise with schools to arrange days for the above · 3 training days confirmed with schools and implementing an Strengths: effective, consistent, · Schools that have received the training are positive about the impact positive behaviour that it has made upon their behaviour management strategies management · Early signs of a more consistent approach to behaviour management
developing Proposed Revisions: Revisions: Weaknesses: 9 secondary schools and 4 July 2004 clusters of partner primary · Inconsistencies remain in some instances schools to have been trained in positive behaviour management
36 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 2. The number of referrals for statutory assessment for behavioural difficulties. Reduction of 20% July 2004 Key Actions taken: · Improve liaison with advisory service in relation to · Restructuring of PSS has required a review of the management of schools with high referral rates Baseline 2002 recorded in referrals to ensure equitable consideration · Identify and respond to further training needs ESP as 53 Strengths: · Consistent approach to processing of referrals now in place Position in March 2003 · Headteachers part of statutory assessment panel (SAP) Referrals for academic Weaknesses: year 2001/2 = 94 · Very high rate of referrals Referrals to mid March 03 · Insufficient attention to the code of practice and guidance criteria in =19 (i.e. 6/12 of year) high proportion of school referrals
· High rate of rejection of referrals as they do not meet the criteria Revisions: Revisions: · Schools resentful of rejected referrals as they believe it reflects None None negatively on their judgement PI 3. The number of children registered at school action plus for behavioural difficulties. Reduction of 5 % per year Annually to Key Actions taken: · Improve liaison with advisory service in relation to (2000 baseline: 207) 2005 · Restructuring of PSS has required a review of the management of schools with high referral rates referrals to ensure equitable consideration · Continue awareness raising with schools of relative Position in March 2003 Strengths: responsibilities and expectations January 2002 - 304 · Consistent approach to processing of referrals now in place · Use key data via Behaviour Task Group to address January 2003 · Headteachers part of statutory assessment panel (SAP) discrepancies between schools (unmoderated - will Weaknesses: reduce) -510 · Very high rate of referrals · Insufficient attention to the COP and guidance criteria in high Revisions: Revisions: proportion of school referrals Target not really relevant Deletion of · High rate of rejection of referrals as they do not meet the criteria as registrations now target. · Schools resentful of rejected referrals as they believe it reflects subjective for each school Effective negatively on their judgement action to address EBD will reflect sufficiently in reduced referrals (PI2)
37 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 4. The number of permanent exclusions. 55 July 2004 Key Actions taken: · Improved liaison with advisory service in relation to · Review and implementation of exclusion protocol to make management schools with high referral rates Position at March 2003 more equitable · Continued awareness raising with schools of relative See table page · Reintegration/retention grants introduced responsibilities and expectations · Support team for reintegration of excluded pupils established · Use of key data via Behaviour Task Group to address Revisions: Revisions: Strengths: discrepancies between schools None None · Rate of permanent exclusion so far this year lower apart from 2 schools · Introduction of short off-site placements for pupils at · Readmission to next school of excluded pupils generally much quicker risk of permanent exclusion for focused courses of Weaknesses: intervention · Mixed messages nationally position on inclusion and use of exclusion PI 5. The percentage of permanently excluded pupils receiving 25 hours per week of tuition through a range of approved provision. All July 2003 Key Actions taken: · Resolve accommodation issues etc for SSSC · Exclusion protocol for readmission revised + reintegration team · Improve potential for reintegration to mainstream Position at March 2003 established from SSSC 25 hours provision · SSSC provision extended focused on KS3 · Consider establishing new options for KS4 pupils at available for all · Curriculum issues addressed in the School and Student Support centre risk of/permanently excluded from Greenhill School permanently excluded (SSSC) pupils. · Community education established with accredited courses · Partnership with Coleg Glan Hafren extended for KS4 Revisions Revisions: · Primary EBD unit provision extended to make short term exclusion None Annually Strengths: · Rapid placement available for all pupils where parents co-operate with protocol/placement · Compliance with statutory guidance achieved Weaknesses: · Limitations of current Pupil referral Unit provision
38 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 6. The number of days lost through fixed term exclusions. 6,000 July 2004 Key Actions taken: (2001 baseline: 7,609)
Position at March 2003 Strengths: Proposed Revisions: Revisions:
Weaknesses:
39 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective ESP Obj. 11 To raise standards by improving the overall level of attendance and punctuality and by reducing unauthorised absence from school
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The percentage of sessions missed due to unauthorised absence in secondary schools. 3.0% July 2004 Key Actions taken: · Continue publications and identify areas of good · Publication to all schools of termly comparative data on attendance and practice Position at March 2003 exclusion · Monitor the targeting of Education Welfare Officers · Refocusing of Education Welfare activity to target action more closely using the attendance data supplied by schools 3.7% in schools with higher rates of unauthorised absence · Quicken the response time to schools with low · Increased use of advertising to promote message ‘Attendance Matters’ attendance rates Revisions: Revisions: · Regular truancy sweeps None None Strengths: · Attendance rates show signs of improvement against similar period last year Weaknesses: · Progress slow in proportion to intervention and difficult to sustain where there is poor community culture of high attendance PI 2. The overall level of attendance in primary and secondary schools. Secondary : 90.5% July 2004 Key Actions taken: · Continue publications and identify areas of good Primary : 94.5% July 2004 · Publication to all schools of termly comparative data on attendance and practice exclusion · Monitor the targeting of Education welfare Officers Position at March 2003 · Refocusing of Education Welfare activity to target action more closely use the Attendance data supplied by schools Secondary: 88.72% in schools with higher rates of unauthorised absence · Quicken the response time to schools with low Primary: 92.86% · Increased use of advertising to promote message ‘Attendance Matters’ attendance rates. · Regular truancy sweeps Proposed Revisions: Revisions: Strengths: None None · Attendance rates show signs of improvement against similar period last year Weaknesses: · Progress slow in proportion to intervention and difficult to sustain where there is a culture of poor attendance
40 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective ESP Obj. 12 To raise the standards achieved and progress made by minority ethnic pupils and traveller children
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The number of schools with targets in the school development plan for raising minority ethnic achievement. All schools in receipt of Annually to Key Actions taken: · Analyse school development plans for quantity and EMAS Grant Support 2005 · Requested 38 schools in receipt of EMAS Grant to provide targets for quality of EMAS targets EMAS linked to school development plan · Follow up schools with targets outstanding Position in March 2003 · Set targets with schools through cluster visits Further p rofessional development/awareness of target Targets in place for 30 · Strengths: setting process leading to more measurable schools. · Most schools engaged in target setting process and linking targets quantifiable targets Weaknesses: Revisions: Revisions: None None · Analysis of schools’ school development plans for 2003/04 incomplete in March -not undertaken in absence of senior Adviser · A number of schools do not link targets to SDP · A number of targets still not quantifiable PI 2. The percentage of schools monitoring achievement and exclusions by ethnicity. All schools July 2005 Key Actions taken: · Analyse remaining GCSE results (2002) by ethnicity · Attainment in 3 core subjects at KS1, 2, 3 analysed by ethnic group in in 16 secondary schools Position in March 2003 all schools November 2002 · Establish system for monitoring GCSE results in all Targets met for KS1, 2, 3 · Outcomes and individual school analysis sent to all headteachers and schools for 2003 achievement. link advisers in December 2002 · Provide ‘Autumn Package’ for schools in line with Strengths: other achievement data (KS1-4) Revisions: Revisions: System for KS1, 2, 3 now set up and will be repeated annually None None · · Provide school by school analysis of exclusions by · Analysis at KS4 begun March 2003 ethnicity · Exclusions analysed by ethnic group · Provide comparisons with previous year’s attainment Weaknesses: data · Analysis of GCSE results in 2002 in 4 schools only · Targets for Autumn 2003 to be set alongside link · Exclusions by ethnicity not yet broken down school by school visits with Advisers
41 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 3. The number of EAL and mainstream staff attending INSET. 120 staff per year staff Annually to Key Actions taken: · Provide Inset for all EMAS staff on content of (2002 baseline: 99) 2005 · Inset record for each member of EMAS set up professional development course (MA)
· Central Inset attendance monitored · Organise conference in June/July for all Position in March 2003 · Additional training of 25 staff on professional development course EMAS/mainstream staff based on professional 105 staff trained to date. development course · NVQ3 and interpreting/translating courses established Revisions: Strengths: · Deliver interpreters/translators course to bilingual Revi sions: assistants (April 2003) None None · Professional development/MA course very effective · More opportunities for training for bilingual staff · Deliver NVQ3 course to bilingual assistants (September 2003) · Evaluations show positive response to training Weaknesses: · Very small number of mainstream teachers attended training · Professional development course is leading to 2 tier service in terms of knowledge and expertise PI 4. The percentage of minority ethnic pupils achieving level 2 or above at the end of KS1, level 4 at KS2 and level 5 at KS3 in eachof the core subjects in National Curriculum assessments. Percentages for minority July 2005 Key Actions taken: · Autumn package of 2003 results to be made available ethnic pupils are in line · Analysis of 2002 SATs results at KS1, 2, 3 in 3 core subjects completed to schools in September 2003 to show differentials with the national average November 2002 · Targets to be set with headteachers/link advisers on for all pupils · Report written for Cabinet reducing ethnic minority underachievement in EMAS (see Annexe 2b for baseline) schools · Individual school results sent to schools and Advisers Strengths: Report for Cabinet December 2003 Position in March 2003 · % difference for Minority · Overall differential reduced from 88 percentage points in 2001 to 69 Ethnic Pupils: percentage points in 2002 KS1 English - 9% · Big percentage gain at KS2 in all 3 subjects Maths - 5% · Gap at KS1 English is not widened at end of KS3 Science - 9% Weaknesses: KS2 English - 5% · Gap at KS3 is widening not decreasing in mathematics and science Maths - 6% · The gap in science at KS3 is now -13% Science - 5% · Schools are not yet setting targets to reduce the attainment gap KS3 English - 9% Maths - 8% Science - 13%
Revisions: Revisions: None None 42 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 5. The percentage of minority ethnic pupils achieving 5 or more GCSEs at Grade C or above. The percentage for July 2005 Key Actions taken: · Work has begun on analysing all schools’ GCSEs by minority ethnic pupils is in · Results analysed in 4 secondary schools where EMAS support is ethnicity for 2002 line with the national available · 2003 results will be analysed and sent to schools in average for all pupils · Results in other schools have started to be analysed September (see Annexe 2b for baseline) Strengths: · Targets will be set in EMAS schools alongside link Some ethnic minority groups are achieving close to or above national advisers November 2003 Position in March 2003 · Results available in 4 average (Chinese, Sri Lankan, Indian, Others) Weaknesses: schools only show ethnic minority pupils 14% below · All other ethnic minority groups are below or well below national the national average. average · Figures are only available for EMAS schools at present Revisions: Revisions: None None PI 6. The relative performance of minority ethnic groups. The relative July 2005 Key Actions taken: · 2003 results KS1-3 and GCSE results for all schools underachievement of · Differences analysed at KS1-KS3 by ethnic group and subject and to be made available by end of September 2003 minority ethnic groups is comparisons made to 2001 · Analysis comparing results to 2001 and 2002 to be reduced by 50% compared Strengths: completed by October 2003 to 2001 · Overall the differential has been reduced by 22% in 1 year Targets set with schools in conjunction with link (see Annexe 2b for baseline) · · Significant reduction of the achievement gap at KS2 and slight advisers
Position in March 2003 reduction at KS1 Weaknesses: The differential in 3 core subjects across KS1, 2, 3 · Widening of the achievement gap at KS3 was 88 percentage points · Insufficient data for all schools at GCSE in 2001, reduced to 69 · Wide variations within different ethnic groups and across schools percentage points in 2002, a reduction of 22%.
Revisions: Revisions: None None
43 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective ESP Obj. 13 To improve the collection, analysis and use of data which will support school improvement
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The percentage of schools with data held in their SIMS systems completed to a standard necessary to comply with the Pupil Level Annual School Census (PLASC). 100% of schools July 2003 Key Actions taken: · A report is being drafted to provide feedback to the (2002 baseline: 14% primary, · National Assembly funding distributed to schools Assembly on the January 2003 PLASC Pilot – a 45% secondary, no special) · PLASC Team established and trained to support schools meeting with the Assembly has been arranged for
· PLASC training delivered to schools by the Schools IT Support Team early April to discuss this report Position in March 2003 · Discussion and feedback obtained from all schools in Spring Term’s · National Assembly funding for 2003-04 to be 50% Primary and Cluster meetings allocated to PLASC Team and remaining 50% of 100% Secondary Strengths: schools
· Successful PLASC pilot conducted in January 2003 with all expected · PLASC Team is currently surveying and visiting On target to achieve 100% returns made to the Assembly on time remaining 50% of schools of schools in January · PLASC Team in place for 2004 · PLASC training scheduled for remaining 50% of 2004. · Experience gained in PLASC 2003 Pilot schools
Revisions: Revisions: Weaknesses: None January 2004 · Uncertainty over some schools’ readiness or ability within budget to address issues about administrative capacity · Schools are deeply concerned that there will be no PLASC-specific funding or support for schools beyond year one of PLASC · Errors in PLASC software · Unclear guidance from the Assembly in certain areas
44 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 2. The percentage of schools performing electronic data transfer to update the LEA pupil database twice termly. 100% of schools July 2003 Key Actions taken: · The PLASC and SITS Teams will continue to meet (2002 baseline: 24% primary, · Reminder letters have been sent to all schools, followed up with with school clerks and persuade them to perform data 20% secondary, 14% special) telephone calls. The PLASC and SITS Teams have also reminded transfer more regularly schools and taken them through the data transfer process · After 2004, all schools will need to run PLASC, so Position in March 2003 Strengths: SIMS systems in schools will be kept more up to date 24% Primary; 20% · Many schools perform data transfer termly, but have not performed the · ICT are developing an automated file transfer facility Secondary; 0% Special task twice every term which will ease the task of data transfer and raise its
· The 2003 PLASC pilot ensured that electronically-held data is up to profile. Planned for implementation in Summer Term Target will not be met in date in 50% of schools 2003 July 2003. · All schools have submitted other electronic data collections – baseline and Y3/Y6 NFER test results Revisions: Revisions: Weaknesses: July 2004 · A small number of schools (4) have not performed a data transfer this academic year PI 3. The percentage of schools satisfied with the data analyses provided by the LEA - a) Value-added analyses, b) Benchmarking booklets, c) Governing bodies summaries 100% of schools July 2003 Key Actions taken: · Continue to present sessions to schools on the use of (questionnaire in 2002 will · The way in which all performance information is presented to schools these analyses establish baseline) was improved in the autumn 2002 term, and the Notes for Guidance · Discuss the timescale for the circulation of the were re-drafted questionnaire with the Vale’s Value Added Unit Position in March 2003 · The benchmarking booklets and governing body summaries were Questionnaire yet to be provided earlier in the autumn term than ever before administered · Value added analyses were provided earlier than ever before
· Baseline and NFER test results (which inform the value-added Revisions: Revisions: analyses) were provided by 100% of schools for the first time ever. None July 2004 This is an indication that schools regard this exercise as being valuable Strengths: · A questionnaire has been drafted Weaknesses: · A questionnaire has not been circulated to schools because: a) it needs to be done at a time when the Vale of Glamorgan Value Added Unit is confident of its capacity to implement any requests for change b) a review of the use of data in secondary schools has been undertaken during the Spring 2003 term
45 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective From the outset, to foster and maintain positive dispositions towards learning within schools and the wider community and to provide access to ESP Obj. 14 high quality study support and out-of-school-hours learning activities
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The number of wrap-around projects in schools which integrate early years education and childcare to meet the needs of children and parents. 2 new settings developed September Key Actions taken: · Allocate lead officer responsibility within the Early (2002 baseline: 5 settings) 2005 · Request made through Clybiau Plant Cymru to all schools in 2002/3 for Years Development and Childcare Partnership to take interest in establishing wrap-around projects, in order to identify where forward projects where an interest has been expressed Position in March 2003 models for early years education and childcare can be applied · Investigate potential to draw down start-up funding 5 settings · Out of school childcare development officer completed survey of through the new Children and Young People’s parental demand with one school who expressed an interest Framework Partnership Cymorth Fund Revisions: Revisions: Strengths: · Include this work within the Early Years None None · Partnership approach to meeting target Development and Childcare Plan · Learning from and building on good practice already developed through earlier wrap-around projects Weaknesses: · Progress towards current target delayed – affected by New Opportunities Fund for start-up funding for Out of School Childcare provision, ceasing in February 2003 · Progress towards current target delayed – infrastructure capacity within Early Years Development and Childcare Unit and Partnership affected by National Assembly requirement to develop new Children and Young People’s Framework for Partnership · Enforcement of new Care Standards Act regulations have impacted significantly on development of projects
46 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 2. The number of voluntary/private providers that are working in partnership with the LEA, which link extended care provision for four and some three year olds. 1 new Welsh and 1 new January 2005 Key Actions taken: · Carry out an audit of existing partnership English medium project · Review of exiting model of provision within Sure Start undertaken arrangements between schools and voluntary/private developed 2002/3 providers (2002 baseline: 1 English · Early Years Development Officer and Wales Pre-Schools Playgroups · Investigate potential to draw down support funding medium; 0 Welsh medium) Association continue to provide support to schools and through the new Children and Young People’s
voluntary/private providers wishing to work in partnership Framework Partnership Cymorth Fund Position in March 2003 Strengths: · Continue to provide support to schools and 1 English medium; 0 Welsh medium · Partnership approach to meeting target voluntary/private providers in relation to compliance Weaknesses: with the Care Standards Act
Revisions: Revisions: · Review established that the cost of providing the service is high and None None that parents in areas of multiple deprivation require significant subsidy in order to access the service · Viability of service is dependent on take up of places and take up of places is dependent on parents’ ability to pay · Progress towards current target delayed – infrastructure capacity within Early Years Development and Childcare Unit and Partnership affected by National Assembly requirement to develop new Children and Young People’s Framework for Partnership · Enforcement of new Care Standards Act regulations have impacted significantly on development of projects · Partnerships between schools and voluntary/private providers may be being forged unbeknown to the LEA or Early Years Development and Childcare Partnership
47 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 3. The number of integrated early years centres. 1 centre September Key Actions taken: · Report to be completed and submitted on revenue (baseline: no centres) 2004 · Early Years and Childcare Partnership's project management group implications and request to members to go ahead with continues to progress planning towards the centre development proposal Position in March 2003 · Report submitted Cabinet on capital implications. Recommendations · Planning application to be completed and submitted Meeting target dependent approved on securing capital and · Discussions to be held with other service areas on Work on design for building underway management arrangements revenue funding for centre · and new building being · Consultation and participation focus groups held with local parents · Consultations to be carried out on draft staffing completed. · Work on proposals for a staffing structure for the centre underway structure with staff and unions · Consultation and participation with staff affected by proposal held and · Staffing structure proposal finalised and report Revisions: Revisions: ongoing submitted to Employments Conditions Committee None None · Funding for head of centre secured through National Assembly Early · Statutory notices for changes to be published in Years education grant relation to Vachell Nursery School and Michaelston · NOF application submitted for extended day and extended year out of Community College school childcare provision · Submit NOF Application for capital funding. Strengths: · Appoint shadow governing board · Wide involvement and cooperation throughout the planning and · Advertise new posts implementation process of key stakeholders and members of the local · Cardiff play officer to develop plan for the open community access play element of the centre · Positive support from local stakeholders and determination to take project forward Weaknesses: · Complex process for implementation with funding needed to be drawn down from a wide variety of sources for capital and revenue · Timings for drawing down/applying for/maximising funding are not in sequence · Multi-agency/consultative approach slows process down and impacts on implementation
48 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 4. The number of secondary schools with plans for developing study support and community access to learning. 16 schools July 2004 Key Actions taken: · Identify the barriers to providing access for adult (2002 baseline: 8 schools) · Co-ordinator assigned to supporting the work with schools in Phase 3 learning in the schools Learning Centres to develop plans for study support · Begin to explore the ways these issues can be Position in March 2003 · Phase 3 Learning Centre Co-ordinators now attending training meetings addressed by schools Target has been met for with Phase 1 and 2 · Provide support to co-ordinators in providing Inset to schools with study support Strengths: senior management team and subject departments on plans in place; · Sharing best practice and networking between co-ordinators the impact of study support · Good take-up of programmes by pupils · Network with practitioners in England which will 8 schools currently have Weaknesses: signpost good practice and ways of moving forward community access to · Progress towards community access is slow, affected by being unable learning. to identify funding for community learning
· Need for co-ordinators to have more time to develop their role within Revisions: Revisions: the school 19 schools None PI 5. The number of learning centres offering learning programmes to the wider community, including young people and parents. 10 centres January 2004 Key Actions taken: · Establish a task group with the Leisure and Lifelong (2002 baseline: 5 centres) · Training given in building partnerships with other agencies and other Learning Service for identifying adult learning needs council departments in the community Position in March 2003 Strengths: · Provide opportunities for training and support for 7 centres currently have · Good practice in the learning centre model for working with a range of learning centre co-ordinators to explore the roles and programmes for the wider organisations responsibilities of their schools in the community community · Recognition that schools need to work with groups in the community to · Include awareness raising sessions on developing the increase opportunities for adult learning community dimension of schools at co-ordinator Revisions: Revisions: Weaknesses: meetings None None · In some of the communities which schools serve, adults do not value · Encourage schools to consider the barriers that exist learning for themselves and are reluctant to take up provision for adults in engaging with learning at the high · A large number of adults have a negative perception of schools which school and look for ways in which these issues can be can act as a barrier to returning to learn addressed
49 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 6. The number of schools gaining the national standard in study support at the next level 9 Secondary July 2003 Key Actions taken: · Advise primary colleagues about bursaries to allow (2002 baseline: 7 gaining · Extensive training and support for co-ordinators to undertake the work them the time to undertake the quality standard level 1 or 2) for gaining the quality standard · Include sessions on reflective practice at co-ordinator 12 Primary · Training given for co-ordinators to enable them to act as local critical meetings in order to support and refresh the local (2002 baseline: no schools) friends critical friend training already undertaken
Strengths · Identify and encourage those schools who could Position at March 2003 · Co-ordinators have dedicated time to fulfil their role within the learning begin to develop their evidence of good practice 7 Secondary schools centre 2 Primary schools · Authority co-ordinator to begin training as a national · The code of practice followed for the quality standard provides a clear critical friend with the Centre for Educational
framework for the development of study support Leadership in England Revisions: Revisions Weaknesses 12 secondary schools by Target date for · Continue the partnership with the NYA/DFES quality in study support framework July 2004 Secondary and · The primary schools need to identify a staff member who will take the lead on study support –this will only happen where there is strong 6 Primary schools by July Primary support from the headteacher 2004 schools -July 2004 · Non-contact time for primary teachers is an issue of resources and commitment from the headteacher
50 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective To develop, with other partners, the concept of Lifelong Learning, working to increase participation, achievement and progression through youth, ESP Obj. 15 community, family and adult learning, essential skills, arts, libraries, sports development, play services and leisure services
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The number of robust strategies that contribute to the Lifelong Learning agenda and the City of Learning concept, enabling widening participation. All functions of the September Key Actions taken: · Complete overarching Leisure and lifelong Learning Leisure and Lifelong 2003 · National strategies used to inform the ongoing development of local Strategy to be completed Learning Service have strategies, business and operational planning · Finalise service area draft strategies strategies in place · City of Learning concept presented to corporate management team and · Consult with service deliverers and users HR service area Position in March 2003 · Undertake strategic review of Community Learning Strengths: (April 2003) Target not yet met Council planning framework enables clarity of processes from delivery · points to strategic direction Revisions: Revisions: None None · Draft strategy for Youth, at consultation stage · City of Learning, Lifelong Learning service in progress stage. · Library ‘Best Value’ 3 year plan submitted to NAfW Weaknesses: · Time frames for planning cycles insufficiently aligned · Progress slower than anticipated, time factors in responding to plethora of external consultation documents · Not enough time spent on embedding strategic thinking into practice · Aligning partnership strategic planning processes with corporate requirements
51 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 2. The number of appropriate, accessible learning centres/venues established in each community locality. 16 centres September Key Actions taken: · Undertake asset management exercise and (2002 baseline: 14 centres) 2004 · Review of premises used rationalisation of buildings in service area
· Use of additional service area venues · Identify of primary and secondary school venues for Position in March 2003 · Development of ICT learning points learning 16 centres used · ISO 9001/2 assessment on building processes · Relocate professional staff to deliver learner focused programmes Revisions: Revisions: · DDA compliance audits None None Strengths: · Undertake development of Generic Centres outreach · Some centres well used and fit for purpose with disabled access work · Locations in local communities · User friendly environment · Increase in ICT networked provision Weaknesses: · Adequate resources are not available to improve premises or staffing ratios · A plethora of uneconomic smaller venues · A decline in Community Associations · Statutory restraints on provision · Complex lease arrangements
52 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 3. The number of effective quality assurance systems in place. All centres following September Key Actions taken: · Continuous assessments planned IS09001/2000 standards 2004 · Personnel trained as internal assessors · Increase number of trained internal assessors · Programme of continuous assessment agreed Monitor staff familiarisation with CIS site Position in March 2003 · · Staff training on CIS site Registration gained for · Introduction of IIP principles whole service area · Estyn‘ Common Inspection Framework’ introduced to all staff · Increase number of CEO’s gaining IOSH September 2002 · Estyn inspection for third party franchise provision (Coleg Glan accreditation Hafren) · Introduce systems to share good practice Revisions: Revisions: · Conference for adult/family CEO’s – perspectives from ELWa · Implement and action knowledge gained from IOSH None None Strengths: course-localised H and S action plan · Continuous assessment process of service area identifies key areas for · For Community Learning improvement and examples of best practice which will be disseminated · Training records to be updated and system introduced to entire service area. Community Learning assessors will also assess across service area other service areas to gain wider knowledge and understanding · Risk Assessments to be followed up · Good feedback systems · Development of data system for youth activities · Tutor availability meets student expectations · Training across service area on elements of self- · Centre newsletters –good practice assessment e.g. peer assessment · Programme planning and evaluation well documented · Introduce self-assessment processes across whole of · ‘Bee Healthy’ project won Youth Excellence Award Community Learning and Youth Services · Basic Skills and ESOL programme areas retained their high · Draw up action plan to address those elements performance threshold –formal report awaited. ‘Stunning files and identified in Estyn inspection teaching’ reported. Weaknesses: · No training records logged across service area · Questionnaires to be standardised where appropriate · Statistical information not readily available · Processes to be determined for BAIL support/Learning Outdoors, Health and safety awareness
53 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 4. The number of successful active learning partnerships in place including the local CCET (Capitalearning) partnership. 25 July 2005 Key Actions taken: · Co-ordinate approach to seek external funding · Partnership working promoted through policy and practice involving: · Undertake partnership training Position in March 2003 Capitalearning CCET, Steel Partnership Wales, FE colleges – · Raise profile and understanding of service Barry/Coleg Glan Hafren, Community For aYouth/ YOT/CYP, · Develop learner focused fora. Revisions: Revisions: Playwork Partnership/CGH, Sportrain None None Strengths: · New learners attracted to service · External funding secured Weaknesses: · Managing quality assurance processes in partnerships PI 5. The number of learning opportunities offered through a broad/wide ranging curriculum. 6,120 July 2004 Key Actions taken: · Undertake review of curriculum area groups (2002 baseline: 6,000) · Planned programme of 1246 courses delivered · Provide staff development and training programme
Strengths: · Review baseline data Position in March 2003 · Varied curriculum · Complete annual self-assessment report · Balance of vocational and non-vocational subject areas Revisions: Revisions: None None · Advice and guidance offered · Progression opportunities, levels of provision · Local, accessible venues Weaknesses: · Limited innovative programme development through historic target incomes · Lack of research and marketing
54 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 6. The number of young people and adults from economically disadvantaged areas of the city participating in learning. 6,120 July 2004 Key Actions taken: · Continue to explore external funding streams (2002 baseline: 6,000) · Programme of informal learning; entry level learning; non -accredited · Consult with users and non-users
courses; taster sessions; short courses in local and targeted venues · Continue entry level learning Position in March 2003 Strengths: · Consider data collection mechanisms that reflect Target met · Subsidised programmes ward/geographical areas NOF CALL project offering free provision – significant increase in Revisions: Revisions: · access to ICT None None · ESF crèche support; family learning · Integrated Leisure and Lifelong Learning facilities opened in South Cardiff Weaknesses: · Fee barriers to learning · Short-term funding for projects PI 7. The number of young people and adults engaged in essential skills programmes. 3,300 July 2003 Key Actions taken: · Continue to develop targeted provision concerning (2002 baseline: 3,000) · Programme operated as per schedules under contract arrangements with for example: asylum seekers: workplace ESOL, Coleg Glan Hafren and Barry College Family Learning ESOL Position in March 2003 Strengths: · Establish new partnerships and strengthen existing 3,000 · Achieved targets for 16+ age group · Create demand
· ESOL - 1745 Revisions: Revisions: · Undertake collaborative working with Youth Service None None · Basic Skills - 1600 · Embed Basic Skills activities in each youth setting · DART - 598 · Undertake research pilots into retention and · Verification of high quality service through ESTYN inspection attainment Weaknesses: · No target set for under 16’s · Data not robust on youth involvement · Capacity to deliver restricted by dearth of trained staff · Potential capacity for growth limited by funding mechanism
55 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 8. The percentage of young people and adults supported through structured mentoring activity - youth mentoring - looked after children, older adults (opsimaths), community mentors. 10% increase September Key Actions taken: · Complete project evaluation (2002 baseline: 400 2004 · In the Youth Mentoring Programme reviewed and strengthened referral · Apply for the National Mentoring Network (NMN) opportunities) systems and consolidated monitoring systems approved provider standard
Strengths: · Strengthen networks within Cardiff with other Position in March 2003 Coherent referral route through School’s Service and Children’s 150 young people looked · mentoring organisations to facilitate a picking up of Services established cases not allocated to the Youth Mentoring after or at risk of becoming · Faster identification of those considered most in need of mentor support Programme, but still in need of mentor support looked after. 50 Community Mentors · ICT project recruiting community Mentors · Increase number of community mentors for ICT Weaknesses: · Introduce learning ambassador scheme Revisions Revisions: · Reduction in mentor support for numbers of young people ‘At Risk’ of None None episodes in care · NIACE project for adult mentors not pursued – financial constraints
56 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective To encourage all staff in schools and the Schools Service, as well as pupils, to see themselves as learners; to build a culture of enquiry and ESP Obj. 16 promote a professional discourse which focuses on considering and continually developing high quality learning and teaching. (see also links with objective 18)
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The number of school self-reviews which comment on quality of learning/teaching; draw on appropriate criteria, identify strengths and areas for improvement. All schools January 2005 Key Actions taken: · Undertake work to refine guidance on self-review and (2002 baseline: 50%) · Improving learning and teaching maintained as an LEA common improvement planning in the light of the new interest priority for a further year and schools encouraged to address in inspection framework Position at March 2003 improvement plans · Continue to support schools in identifying success 53% · Improving learning and teaching retained as a key focus in the central criteria which aid the evaluation and forward planning Inset programme of good quality learning and teaching Revisions: Revisions: Strengths: · Provide exemplars of good practice in self-review of None None · In an increasing proportion of schools, about a third, mainly in the learning and teaching in any revised guidance primary sector, criteria are identified and used to determine the quality of existing provision and practice and as a guide to further improvement Weaknesses: · In about half of schools, self-reviews give insufficient attention to comment about the quality of teaching and learning
57 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 2. The number of schools/secondary departments with action plans to improve the quality of learning and/or teaching. All schools January 2005 Key Actions taken: · Undertake further work through the programme of (2002 baseline: 69%) · Link adviser visits in autumn term 2002 focused on self-review and link adviser visits to evaluate and support further improvement planning, including self-review of learning and teaching improvement in action planning for learning and Position at March 2003 as part of approaches to wider self-review teaching 75% · Second round of secondary S3D visits commenced in current academic · Develop further the Schools Service policy on year learning and teaching and supplement with examples Revisions: Revisions: · Work continued with ten secondary schools wishing to develop as which exemplify how policy has been translated into None None learning organisations- 5 schools receiving more substantial support in practice this · Develop a model for self-review and improvement · A second cohort of teachers participated in the learning to learn planning for a school as a learning organisation and programme focused on engaging in classroom enquiry to improve which identifies the characteristics of such an learning and practice organisation Strengths: · Pilot the self-review tool with an identified group of · Most plans in primary schools focus on aspects which are designed to schools improve learning and teaching and strengthen links with raising standards · Virtually all plans in secondary schools focus on aspects connected with teaching and learning and the vast majority have identified KS3 and related priorities as at the heart of their agenda · In the best plans, the success criteria describe the characteristics of quality which the school is seeking to achieve as an outcome for its improvement work · Al of the secondary schools developing as learning organisations submitted development plans to continue in the second year; learning forums are now established in 8 schools · There is a growing emphasis on promoting dialogue about learning across Cardiff Weaknesses: · In a small minority of plans, the detail of the strategy for securing improvement is too sketchy to be a useful guide to the action required to effect improvement · In over half of secondary schools’ plans there is insufficient clarity in how whole-school priorities to improve learning and teaching are connected with strategies at departmental level · A coherent strategic approach which links all developments concerning learning in Cardiff is not yet sufficiently in place 58 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 3. The number of schools reported to have increased percentages of good and very good teaching compared with their last inspection. All schools Annually to Key Actions taken: · Undertake further work through the programme of (2002 baseline: 73%) 2005 · Maintenance of the improvement of learning and teaching as an LEA link adviser visits to evaluate and support further common interest priority in development planning improvement in action planning for learning and Position at March 2003 · A number of initiatives designed to bring improving learning and teaching 90% teaching to the fore maintained, vis: learning to learning/ classroom · Develop further the Schools Service policy on enquiry through the central Inset programme; support for schools learning and teaching and supplement with examples Revisions: Revisions: developing as learning organisations; the maintenance of a directory of which exemplify how policy has been translated into None None school-identified good practice as a resource for schools practice Strengths: · Develop a model for self-review and improvement · The vast majority of schools have registered improvements in the planning for a school as a learning organisation which quality of teaching since their last inspection identifies the characteristics of such an organisation · In just over two-thirds of primary schools teaching is good or better overall; in the secondary sector it is good or better overall in just under two-thirds of schools; in the special school sector it is good or better in four-fifths of schools. Weaknesses: · Improvements in the quality of teaching have not been registered in every school PI 4. The number of schools with improving consistency of teaching as a key issue in their inspection report. No schools September Key Actions taken: · Undertake further work through the programme of (2002 baseline: 10%) 2003 · Maintenance of the common interest priority and a number of initiatives link adviser visits to evaluate and support further as described above improvement in action planning for learning and Position at March 2003 Strengths: teaching 32% · Most commonly these are: increased evaluation of teaching; teachers’ · Develop further the Schools Service policy on knowledge/skills; shared learning objectives, active involvement in learning and teaching and supplement with examples Revisions: Revisions: learning, independent learning; pace/ variety; effective use of pupils’ which exemplify how policy has been translated into None July 2005 knowledge, experience, views; using and reinforcing key skills in practice primary schools · Develop a model for self-review and improvement Weaknesses: planning for a school as a learning organisation and · Most commonly these are; inconsistency of expectation of pupils; which identifies the limited range of strategies; match of work to needs and lack of challenge; the progress made by pupils of average or below average ability; giving pupils insufficient opportunity to think through answers and develop ideas; insufficient development of key skills across the curriculum in secondary schools especially 59 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 5. The number of schools with relevant policies on learning and teaching. All schools January 2005 Key Actions taken: · Discuss the appropriateness of this for inclusion as a (2002 baseline: circa 40%) · Owing to reduced management capacity in this area of work and other particular focus in the cycle of link adviser visits priorities no additional actions have been taken n respect of this · Agree a timescale which would allow for conclusions Position at March 2003 performance indicator during the current year to be drawn in advance of January 2005 No change Strengths: · Undertake the actions in relation to learning and · No judgement possible for the reasons above teaching identified above Revisions: Revisions: Weaknesses: None None · No judgement possible for the reasons above PI 6. The number of robust self-re views and forward plans within the Schools Service which reflect the purposes and principles of the service policy for learning and teaching. All development plans in Annually to Key Actions taken: · Re-establish line management responsibility for this the Advisory Service, 2005 · Owing to reduced management capacity in this area of work and other area of work Pupil Support Service, priorities no additional actions have been taken n respect of this · Re-establish joint working group to review current Minority Ethnic performance indicator during the current year position and identify next steps Achievement Service, and Strengths: Governors' Support · No judgement possible for the reasons above Service Weaknesses: (baseline to be established by · No judgement possible for the reasons above March 2003)
Position at March 2003 Target not yet met owing to reduced management capacity to undertake necessary developmental work
Revisions: Revisions: None None
60 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 7. The number of features of 'The Intelligent LEA' (Myers 1998) for which there is strong evidence in annual self-evaluation. Annual increase in number July 2003 and Key Actions taken: · Re-establish line management responsibility for this of features from a baseline annually · Owing to reduced management capacity in this area of work and other area of work established in March 2003 thereafter priorities no additional actions have been taken n respect of this · Build developmental work, review and forward performance indicator during the current year planning into cycle of team meetings Position at March 2003 Strengths: Target not met owing to · No judgement possible for the reasons above reduced management Weaknesses: capacity to undertake · No judgement possible for the reasons above necessary work
Revisions: Revisions: Establish baseline by July July 2004 and 2004 annually thereafter
61 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective ESP Obj. 17 To provide increased opportunities for young people to develop personally and socially, to participate in decision-making CASE Development Plan Obj 2.1 processes and to improve their health and well being
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The percentage of schools with high quality development plans for addressing all the aspects of the ACCAC PSE framework. 100% of schools July 2004 Key Actions taken: · Continue the production of a termly newsletter in (2002 baseline: 15%) · Inset for secondary PSE co-ordinators included updated guidance about PSE focusing on specific aspects of PSE provision
strategies for review and action planning · Use one of the newsletters to provide further Position in March 2003 · Inset for primary PSE co-ordinators revisited key aspects of co-ordination guidance on the management and co-ordination of No comprehensive and management of PSE PSE and aspects of self-evaluation and review information yet in place to · All schools have received a reminder of the new statutory requirements in · Seek further ways of disseminating examples of give reliable view of position PSE and guidance in substance misuse and sex and relationships education good practice in review and development in the form of a new termly newsletter planning, including in-school support and INSET
Strengths: Revisions: Revisions: · Begin the process of monitoring development None None · More schools are requesting help in planning for PSE in the light of its plans as part of the S3D visits to secondary statutory status from September 2003 schools · Many actions in the Healthy Schools Scheme are related to the wider aspects of PSE, in particular an audit of existing provision and an action plan to develop the provision Weaknesses: · No comprehensive view at present of the rate of progress in the production of development plans in PSE PI 2. The percentage of schools using circle time procedures. 75% of primary schools July 2004 Key Actions taken: · Provide guidance on how to use Circle Time as (2002 baseline: 30%) · 6 whole school Circle Time Inset sessions delivered part of whole school planning for children’s Strengths: participation and consultation Position in March 2003 · The revised LEA Circle Time resource has been received very positively · Develop guidance on how Circle Time can be 45% using to some extent and is being used widely as a framework for a Years 1-6 programme used in different curricular contexts
Revisions: · The LEA Early Years Circle Time resource is being used extensively · Establish links between Circle Time procedures Revisions: Weaknesses: and philosophy for children None None · Many schools using Circle Time only sporadically and often not as a whole · Promote more vigorously the opportunities for school project whole school Inset and thereby introduce more schools to Circle Time
62 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 3. The number of schools registered for the eco schools scheme and the number achieving green flag status. 46 schools registered July 2004 Key Actions taken: · Inset planned in summer term with the purpose of (2002 baseline: 26) · The promotion of Sustainable Education Day (March 10th) was very well recruiting more schools to the project 13 schools achieving green attended · Support to be targeted at schools preparing for flag status · Links have been established with the Global Footprint Challenge at the application for the green flag award (2002 baseline: 7) National Museum of Wales, providing free workshops for pupils/teachers · Further awareness raising of the scheme including Strengths: using the termly PSE newsletter Position in March 2003 Strong links with the national Eco schools movement 40 registered · · Placing more emphasis upon linking the Eco 7 with flags · WAG continues to support schools in sustainable development with schools scheme with the other active citizenship documentation and training materials projects Revisions: Revisions: · Good progress towards achieving target of registered schools – at present None None the figure is 40 Weaknesses: · The amount of time available to provide sustained help to schools · No further movement towards the increase of schools achieving green flag status PI 4. The number of schools participating in the Cardiff Network of Healthy Schools (CNHS). 70 schools July 2004 Key Actions taken: · Prepare recruitment strategy for 2003-04 (2002 baseline: 38) · Training Day for newly recruited schools held in January was well attended · Continue to provide in-school support and monitor and received very positive evaluations and validate progress in current schools Position in March 2003 · A grant application has been submitted to NOF to fund an additional · Collect school portfolios of schools in the scheme 47 schools member of the healthy schools team. This will allow future expansion of · Co-ordinate support by external agencies the Network inline with ESP targets Continue with Class Moves dissemination through Revisions: Revisions: Strengths: · None None INSET and in-school support · Recruitment of schools has continued according to plan and 47 Cardiff schools have now been recruited to CNHS · Good working relationships with the local Health Authority, the other partner in the scheme · Schools very positive about the benefits of the scheme and the contribution to PSE Weaknesses: · As the number of schools increases it is becoming more difficult to provide existing levels of in-school support
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 5. The number of schools with effective school councils. 100% of secondary July 2004 Key Actions taken: · Establish situation in primary schools and schools · Guidance on setting up a school council distributed to all schools promote match funding (2002 baseline: 50%) · In-school support and training for pupils delivered in many schools · Develop exemplar video materials for training 60% of primary schools · Match funding for schools has been offered to facilitate the setting up of purposes (2002 baseline: 11%) the council · Formalise arrangements for Students Forum
Position in March 2003 · Successful monitoring visit to one school council undertaken by Cabinet · Explore the possibility of a county forum for Secondary: 95% in process Member, Chief Schools Officer and adviser primary schools of establishing · Secondary Schools Student Forum held successfully with 42 students · Deliver central Inset on setting up and managing Primary: 26% representing 20 schools a school council Strengths: Revisions: Revisions: · 19 secondary schools have or are in process of establishing a school None None council (95%) – confirmed by direct contact with individual schools. 10 secondary schools have applied for match-funding · 15 primary schools have received specific support and 16 primary schools have applied for match-funding Weaknesses: · Lack of response from primaries for match funding · Limited opportunities to monitor school council meetings in schools PI 6. The percentage of schools using a system of peer support. 75% of schools July 2004 Key Actions taken: · Extend the survey to gain more evidence (2002 baseline: 22%) · Central Inset on the different forms of peer support · Identify existing examples of good practice
· A survey of current practice in primary and secondary schools Position in March 2003 · Establish pilot project with a group of schools Partnership established with the Education Officer at NSPCC Project just beginning · · Produce guidance and support materials Strengths: · Disseminate the project through central Inset and Revisions: Revisions: · Good practice in the secondary phase provides a good base on which to in-school support 60% None build · Survey indicates a very strong interest in this area Weaknesses: · Project just beginning due to the priority given to school councils · Lack of funding may restrict opportunities for pilot work
64 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 7. The percentage of schools with improved PE and sports facilities for school and community use through NOF funding. 10% of schools from a September Key Actions taken: · Appointment of a curriculum development centre baseline of no schools in 2003 · £193,000 over 3 years secured from September 2003 to enhance out-of- co-ordinator who will commence work in 2002 hours PE and sport in primary/special schools providing I new activity per September 2003 term, 1 session per week · Development of two additional curriculum Position in March 2003 · New curriculum development centre from September 2003 at Llanrumney development centres centred on high schools and 31% of schools through 3 High and partner primary schools partner primaries over the next two years year funding programme · £4.8 million allocated to Cardiff by NOF for PE/sport capital programme; · Submit projects on the priority list for capital for out-of-hours PE in stage 1 completed; portfolio of 17 projects agreed funding for consideration by NoF on a rolling primary schools Strengths: programme up to April 2004 · Target exceeded and groundwork in place for important enhancements to Revisions: Revisions: provision over the next two years 33% September · The Authority is not yet in a position to evaluate strengths and weaknesses 2004 in the quality of provision and the capacity to do this will depend on staffing arrangements determined over the next year 45% September Weaknesses: 2005 · Substantial further work remains to be done in relation to the NoF capital programme PI 8. Participation rates by school aged pupils and adults in PE and sport at times other than during the school day. 5% annual increase over Annually Key Actions taken: · Submit projects on the priority list for capital baseline established in July from · Advantage taken of two funding programmes as described above to enhance funding for consideration by NoF on a rolling 2003 September PE and sport facilities for school and community use programme up to April 2004 2003 Strengths: · Continue programme to support out-of-hours Position at March 2003 · The Authority is not yet in a position to monitor sufficiently or to evaluate provision in 40 primary/special schools in each of Baseline for adult strengths and weaknesses in the quality of provision and the capacity to do the next two years participation is nil; this will depend on staffing arrangements determined over the next year · Establish clear baseline by July 2003 against baseline for pupils is 2000 Weaknesses: which to judge progress in future years · Participation rates by adults are currently understandably low given the very Revisions: Revisions: early stage of development outlined above None None
65 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Plan Reference Objective To ensure the continuing professional development of staff in schools and in the Schools Service which will enhance schools' capacities in all ESP Obj. 18 aspects of pedagogy, leadership and management
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The number of schools with robust policies and practices for supporting the induction and further development of newly qualified teachers. All schools from a baseline September Key Actions taken: · Provide a series of induction tutor briefing sessions established in September 2004 · Induction tutor briefings provided for primary and secondary phases in for primary and secondary phases with specific 2003 2002-2003 giving clear advice on the requirements of an effective advice on the requirements of an effective induction induction programme linked to the new statutory requirement as of programme linked to the new statutory requirements Position in March 2003 September 2003 · Distribute bilingual NQT professional development Information on how far · The production of a draft NQT professional development portfolio portfolios to schools during the latter part of the target will be met not aimed at supporting the development and implementation of high summer term available until link quality induction programmes · From the autumn term 2003 involve link advisers in advisers undertake Strengths: monitoring the effectiveness of school induction programme of monitoring · Evaluations of induction tutor briefing sessions indicate 98% programmes to be initiated during the considering them good or better · As of Autumn term 2003 identify a named LEA Autumn term. · Evaluations by the four schools participating in the WAG pilot using contact officer with responsibility for specific issues the draft NQT Professional Development Portfolio extremely positive relating to the implementation of NQT induction Revisions: Revisions: Weaknesses: policies and practices and to whom schools may refer All schools from a baseline None · Progress towards the current target delayed until implementation of the established by December statutory programme of NQT Induction and Early Professional 2003 Development September 2003 PI 2. The percentage of schools with effective professional development plans. 100% from a baseline July 2005 Key Actions taken: · Allocate responsibility for the strategic planning of established by July 2003 · Extensive training to implement performance management for all staff development at a senior level in the advisory schools in 2002-2003 service following the review Position at March 2003 Strengths: · Identify and then address the professional This target will not be met · Implementation of performance management emphasising importance development needs of staff development co- of coherent training plans related to school and individual priorities ordinators as part of revised leadership strategy Revisions: Revisions: · In best practice coherent links between training plans and development following the review 50% from a baseline None planning in place · Include in the central Inset programme sessions for established by July 2004 Weaknesses: primary and secondary schools on the strategic · Progress towards current target delayed - affected by the temporary planning of professional development reduction in strategic management capacity in the advisory service - · Establish baseline and through task group plan awaiting implementation of advisory review recommendations support and produce guidance · Professional development needs for staff development co-ordinators · Link with the development of performance remain management. 66 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 3. The number of teachers participating in opportunities for action research and accessing professional bursaries and/or accredited continuing professional development. 50% July 2005 Key Actions taken: · Continue to offer the Learning to Learn and middle (baseline to be established by · Teachers encouraged to take advantage of GTCW funding to support management programmes in 2003-2004 March 2003 in collaboration professional development · Continue to offer accreditation and place a stronger with GTCW) · Learning to Learn/ classroom enquiry programme offered again in Inset emphasis on this as part of the middle management 25% July 2005 programme and take-up by over 50 teachers programme (baseline established as above) · Middle management programme continued for fourth year with national · Seek opportunities for accreditation in other parts of accreditation on offer the programme
Strengths: · Liaise with the GTCW to obtain a full and accurate Position at March 2003 53 teachers pursuing · Strong response to Cardiff’s classroom enquiry programme for second picture of the number of Cardiff teachers taking year advantage of the various funding streams available action research through · Anecdotal evidence of strong take-up in Cardiff or professional for professional development LEA Inset programme; 12 pursuing accreditation development bursaries and other funding via GTCW Weaknesses: Revisions: Revisions: · GTCW has not yet made available to LEAs a breakdown- therefore, 10% None data is incomplete · The pursuit of accreditation has received a mixed response and only a low take-up · Evaluation of the impact of these programmes over the longer term is under-developed PI 4. The number of enrolments on central courses; the percentage judging courses to be satisfactory or good. Number of enrolments Annually to Key Actions taken: · Continue to provide a comprehensive programme of maintained at over 4,000 2005 · A full programme of over 300 courses was provided in 2002-2003 professional development in 2003-2004 (2001 baseline: 4,700) covering the curriculum and management · Ensure that the programme responds appropriately to Percentage satisfactory+ or · Performance management training was offered as a new item in 2002- new demands such as those concerning the good+ maintained at least 2003- all schools participated with 611 enrolments implementation of the induction year for newly at 98% and 91% Strengths: qualified teachers and reflects local priorities for · Comprehensive provision continues to be provided and is judged via improving learning and teaching and leadership skills Position at March 2003 course evaluations to be of good quality · Respond to the Advisory Service Best Value Number of enrolments: Weaknesses: Review’s action plan which requires the development 4818 · There are a few variations in the proportion of courses judged to be of partnerships with one or more other LEAs to 99% satisfactory +; good or better provide or broker advice, support and training 94% good+ · There remain some gaps in provision to meet specialist needs and the services by April 2004 needs for example of Welsh medium schools are not yet fully met Revisions: Revisions: None None
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 5. The number of teachers undertaking professional development linked to the national standards for subject leaders and leadership programmes for senior staff. The proportion of school July 2005 Key Actions taken: · Establish school leadership task group by Dec. 03 to leaders who have · LPSH, PHIP and NPQH have continued – participation in line with that identify needs and develop overarching strategy for participated in each of previous years all levels of leadership by July 04 programme increases · Fifth cohort of middle managers course with similar levels of · Review content and approach of current middle annually by 2.5% participation management programme with primary and secondary (2002 baseline: 8%) Strengths: senior managers; make any amendments from · Evaluations continue above 90% good or better September 2004 Position at March 2003 · Good take-up of programmes continues · Adjust format in 2003-2004 to include one full day Target met: 44 NPQH; 18 Weaknesses: and two half-days for each module LPSH; 9 PHIP; 55 middle · Slight reduction in participation from secondary heads of department in · Re-establish network steering groups for subject management course middle managers’ programme leaders
· Develop modular programme for secondary assistant Revisions: · Needs of some groups such as secondary assistant heads not currently Revisions: catered for heads and trial for one year in 2003-2004 None None PI 6. The number of Schools Service personnel who have participated in performance review and associated setting of objectives. All personnel September Key Actions taken: · Continue implementation of first round of (2002 baseline: 10 personnel) 2003 · Performance review implemented in full from September 2002 using performance review to completion agreed Schools Service framework- undertaken through line managers · Implement progress reviews consistently across the Position at March 2003 · New IIP assessment carried out in April 2003 service 144 personnel out of 264- Strengths: · Implement second round of performance review from 54% · Schools service awarded IIP status September 2003 · Approach agreed and now implemented; good progress made towards · Identify good practice in the development of training Revisions: Revisions: target plans and evaluation of impact and disseminate None September · Identifies performance and professional development objectives related 2003 and then to plans annually Weaknesses: · Development of training plans out of performance review is at an early stage of development · Evaluation of impact of professional development on performance and service delivery is at an early stage of development
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Plan Reference Objective To effectively support and assure the capacity of all schools, including secondary subject departments, to review their work, plan and implement ESP Obj. 19 improvements and evaluate progress
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The number of schools with robust procedures for self-evaluation and planning for improvement addressing all aspects of the school's work.1 All schools Autumn 2003 Key Actions taken: · Review the guidance concerning supported school (2002 baseline: 70%) · Autumn term visit 2002 focused on all three key aspects: self-review of self-development standards, of quality of education and planning for improvement. Agreed · Undertake work necessary to support schools in Position at March 2003 view arrived at with school using continuum of judgements from well- next stage of development Judged to be well- developed to undeveloped · Reflect the requirements of the new inspection developed or developed: · All but 12 schools involved in evaluation framework in any revised guidance 63% self-review of Strengths: · Develop more phase specific guidance where standards; 52% wider self- · Increasing number of schools: give good attention to self-review of appropriate review; 68% improvement standards in the core subjects; analyse data with reasons for performance. · Review the nature and focus of visits to secondary planning. In best examples, schools carefully analyse standards in non-core departments (see objective 7) These judgements arrived subjects · Continue to support schools’ development of self- at through link visits- · Analysis of progress on previous priorities more frequently in place review and planning for improvement from their previously done through · Increasing number of primary schools are addressing self-review of current baseline through the link adviser programme analysis of self-reviews wider factors contributing to standards and quality of education: best of visits and through the professional development and SDPs examples give clear view of weaknesses to be addressed programme
· In a minority of secondary schools, some progress is being made in Revisions: Revisions: July 2005 analysing progress on previous priorities with some evidence of None conclusions being drawn on the impact of improvement work on quality- less so on standards Weaknesses: · Too many analyses still focus on the actions taken rather than their impact · Self-review of quality of education/ contributory factors is still less strong than self-review of standards and review of progress · Self-review remains weaker in relation to the non-core subjects in primary schools, although increasing numbers of schools are now including in SDPs subject plans some of which contain a review of the previous year · The quality of self-evaluation and development planning remains of variable quality in secondary departments
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 2. The number of schools annually including updated good quality strategic self-reviews as part of school development plans which are returned to the LEA.1 All schools Autumn 2003 Key Actions taken: · Review the guidance concerning supported school (2002 baseline: 50%) · As indicated above, link visits in autumn 2002 focused on the process self-development as indicated above of self-review and provided both and agreed evaluation of the current · Undertake work necessary to support schools in next Position at March 2003 position in link schools as well as support for how the process might be stage of development 51% (based on 111 plans improved · Reflect the requirements of the new inspection analysed) · The spring term visit also focused on schools’ own priorities for framework in any revised guidance improvement, the action taken to date and how the school proposed to · Develop more phase specific guidance where Revisions: Revisions: review progress and impact appropriate None July 2005 Strengths: · Review the nature and focus of visits to secondary · Just over half of schools now have annually updated self-reviews as departments (see objective 7) part of SDPs covering review of standards, quality and progress · Continue to support schools’ development of self- · In the best examples these are comprehensive, analytical, identify review and planning for improvement from their reasons for performance and areas where further improvement is current baseline through the link adviser programme required of visits and through the professional development · There are some improvements in the quality of documented self-review programme as indicated above in secondary schools, although usually at a whole-school rather than at departmental level Weaknesses: · Documented self-review remains a greater strength in primary schools when compared with secondary schools · Although the overall total of schools with good quality self-reviews has only marginally increased a further 20% of schools have plans which contain self-reviews which contain two out of self-review of standards, quality, progress
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 3. The proportion of departments with effective strategies for self-evaluation and good improvement plans.1 All secondary departments July 2004 Key Actions taken: · Review current guidance in the S3D manual as it (2002 baseline: circa 10%) · A second round of S3D visits by specialist advisers to subject applies to departments departments has commenced during the current academic year · Provided renewed guidance which breaks down Position at March 2003 · The importance of self-review and planning for improvement underpins departmental self-review and audit into practical steps 10% several of the improvement strategies being developed at KS3 · Draw on relevant guidance such as that which is part Strengths: of the KS3 strategy in England for this purpose and Revisions: Revisions: · Increasing numbers of departments are using consistent formats for adapt to meet local conditions where necessary July 2005 None setting out DDPs in line with whole-school policy and are required to · Use the renewed guidance in follow-up S3D visits, in reflect whole-school priorities in plans the middle managers’ course and in Central Inset · The majority of plans give appropriate attention to improving aspects of the curriculum, standards, learning or teaching · Improvements continue to be made in some of the detail in plans concerning the plan’s tasks, responsibilities, deadlines · In several plans improvements are also being made in the clarity with which targets and/ or success criteria are set out Weaknesses: · Not all plans systematically set out the department’s contribution to achieving priorities which may have been identified at a whole-school, level- such as for raising standards at KS3 · A significant number of plans are unclear about the desired outcomes or impact of the improvement work undertaken in relation to standards, teaching and learning and do not always give a clear idea of how progress will be monitored or evaluated
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 4. The number of schools judged in inspection to be good or very good in: the quality of self-evaluation and planning for improvement. All schools July 2005 Key Actions taken: · Review the guidance concerning supported school (2002 baseline: 75%) · The cycle of link adviser visits continues to give prominence to these self-development as indicated above Note: in future this aspects as indicated above · Reflect the requirements of the new inspection performance indicator will · The central training programme and in school support also continue to framework in any revised guidance focus only on self-evaluation and planning for recognise and support the vital contribution made to improvement of · Continue to support schools’ development of self-
improvement and not the self-evaluation and planning for improvement review and planning for improvement from their broader issues of leadership Strengths: current baseline through the link adviser programme and efficiency as suggested · Significant improvements continue to be made in the primary/ special of visits and through the professional development originally in the ESP as these sectors in particular in respect of: the development of the role of subject programme as indicated above are too diverse leader; analysis and use of data; scrutiny of pupils’ work and discussion of the quality of pupils’ learning and quality of teaching; classroom Position at March 2003 observation; tracking the results of self-evaluation through to 85% primary improvement plans 80% special · In secondary schools improvements are recorded in: greater 40% secondary involvement of senior and middle managers in lesson observation; use of data to reflect on past performance; more systematic involvement of Revisions: Revisions: SMT in monitoring linked departments’ progress; greater scrutiny of None None pupils’ work and research of pupils’ attitudes in some schools; greater connection in some schools between whole-school and departmental planning Weaknesses: · In primary/special schools: the degree of involvement of subject leaders in aspects of monitoring and evaluation and decision-making varies; evaluation of the impact of particular improvement initiatives whether initiated by the school or in partnership with the LEA remains patchy; evaluation of work in the core subjects is still stronger than that in non core subjects; · Some targets/success criteria are too vague to be used to judge progress · In secondary schools : insufficient systematic follow-through to ensure that priorities identified are being progressed; underdeveloped use of data to inform future actions especially by departments; continuing variations in the connection between whole-school and departmental plans, the quality of DDPs and in how self-evaluation is undertaken by departments; the use of first-hand evaluation of teaching and learning to inform future development is underdeveloped in too many cases still
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 5. The number of schools identified through LEA procedures for identifying schools experiencing times of difficulty making good progress towards improvement. All schools so identified Annually to Key Actions taken: · Continue work to ensure that following through next (baseline established by May 2005 · More systematic procedures for identifying schools in difficulty in steps with particular schools is as effective as possible each year. place over the last year · Refocus the provision of intensive and enhanced 2002 baseline: 10 schools of · Also more systematic procedures for agreeing support and for support to some primary and secondary schools significant concern; 8 of monitoring progress, involving all schools service officers drawing on additional consultancy expertise where moderate concern) Note; description of level of · Further guidance on criteria and procedures discussed through Progress appropriate difficulty has been changed to In partnership and with whole-school community to ensure · Continue work to ensure that all schools are clear reflect Schools Service transparency about the procedures and processes guidelines Strengths: · Continue work to ensure that the contact with · Greater clarity concerning procedures schools, the strengths and weaknesses of progress Position at March 2003 · Greater involvement of wider Schools Service officers in process realised are recorded systematically and thoroughly 11 schools of significant · 5 schools have made progress either moving from significant to · Disseminate the approaches and strategies that are concern; 6 of moderate moderate concern or from moderate concern to routine support proving most effective in order to build our capacity
concern · A number of the schools supported have received encouraging to be even more effective in supporting and inspection reports over the last year monitoring improvement Revisions: Revisions: Weaknesses: None None · In about a third of the schools progress is slow · In a small minority of schools the seriousness of the concerns has been confirmed by inspection
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 6. Number of outcomes for implementation of PM identified by the South-East Wales Consortium which have been met in full.2 Number of schools implementing PM policies effectively linked to school development plans. All outcomes fully met in Annually to Key Actions taken: · As part of the cycle of link adviser termly visits, keeping with timescales 2005 · Performance management consultants trained and deployed between monitor the implementation of the performance identified by Consortium May and October 2002 management cycle. Specifically in the summer term · External advisers trained and deployed between October 2002 and visit of 2003: check that objectives were agreed with All schools January 2003 the headteacher and other teaching staff by the WAG Annually to · The LEA has provided its quota of performance management advisers deadlines; discuss with headteachers the relationship Position in March 2003 2005 to the Consortium between teachers’ objectives and the priorities and All outcomes up to March · Headteachers trained spring term 2002 targets in school development plans 2003 fully met in keeping · Governors trained summer and autumn terms 2002 · Continue to offer to schools any support required to with timescales identified · Each school received an entitlement of 8 hours of consultancy time by ensure the effective implementation of performance by Consortium the end of November 2002 management policies
· Up to 17 March 2003 the LEA has provided 28 one day courses to train · Provide additional training opportunities for new and All schools have in place a team leaders established governors so that governing bodies can performance management · Rounds 2 and 3 of Threshold Assessment have been completed on time undertake their statutory performance management policy. responsibilities effectively Strengths:
Revisions: Revisions: · With the exception of thee minor problems no complaints have been None None received by the LEA about the introduction of performance management into Cardiff schools · No difficulties reported by link advisers other than the minor problems referred to above · 87 schools responded to a Consortium survey about the introduction of performance management in Cardiff schools. 94% of school rated the support provided by performance management consultants as satisfactory or better. 76% of schools rated the support provided as good or excellent. 6% of the respondents did not take up their entitlement Weaknesses: · Governor performance management training. 6 primary schools had no governors trained. 12 schools had no governors undertaking module 1 of the training and 31 schools had no governors undertake modules 2 / 3 of the training
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Plan Reference Objective ESP Obj. 20 To improve the effectiveness of governing bodies through enhanced communication, support, training and monitoring of their work
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The percentage of governing bodies undertaking whole governing body training sessions. 35% July 2005 Key Actions taken: · Highlight the availability of the courses to link (2002 baseline: less than · Provision of a menu of 12 courses available to all governing bodies training governors and arrange to hold a link 10%) who are signed into the service level agreement. governor forum
Regular advertising of the availability of these courses in the newsletter Consult further with representative governors on the Position at March 2003 · · and on the website type of courses required No change over baseline Strengths:
Revisions: Revisions: · Evaluations of those who have participated continue to be good or very None None good Weaknesses: · Limited participation by schools in the programme and hence limited progress towards the current target PI 2. The percentage of governors finding training seminars good or very good. Maintaining current Annually to Key Actions taken: · Meet with link governors to establish why courses are baseline of 91% 2005 · The production of a varied training programme for 2002/2003 to often poorly attended and to work on a way forward include courses requested by governors through the Best Value Review · Consider changing from a 5 point to a 4 point Position at March 2003 · Varying the venues and timings of courses to accommodate the needs evaluation scale as advised by BSI Inspector Baseline maintained of more governors Monitoring the evaluations received from governors and wherever Revisions: Revisions: · possible acting on comments received None None Strengths: · Evaluations continue to be above 90% good or very good · Target met for the current year Weaknesses: · Some courses have had to be cancelled because of lack of participation · Specific training for voluntary-aided schools needs to be provided
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 3. The percentage of Estyn inspection reports showing that governor leadership and management is at least good. 80% July 2005 Key Actions taken: · Use inspection reports to feed into the self-review (2002 baseline: 68%) · All Estyn reports are scanned for comments on governor leadership and process
management · Where necessary, help to develop individual Position at March 2003 · Revision of self-review document based on the 5 aspects of the role of a governing body development plans
governing body · Where necessary, closely monitor governing body Revisions: Revisions: None · Induction training to include information on the terms of reference and minutes the strategic role of a governing body Strengths: · The self-review process highlights the strategic role of the governing body · The regular monitoring of inspection reports provides independent data on the performance of governing bodies Weaknesses: · Not all inspections report directly on the work of the governing body PI 4. The number of governing bodies undertaking self-review sessions. 40 July 2005 Key Actions taken: · Promote self-review sessions through link training (2002 baseline: 10 per year) · The provision of self-review sessions to all governing bodies who governors request it · Ensure there is prior agreement between the Position at March 2003 · Regular reminders of the service in the annual training programme and Governor Services Unit and the governing body as to termly newsletter what is required from the session Revisions: Revisions: None · Revision of the self-review document which now includes a governing body development plan Strengths: · The evaluation of the self-review sessions taken to date has been good · For some schools experiencing times of difficulty the process has provided a focus of development for the governing body role with specific actions for improvement Weaknesses: · The uptake by schools of the reviews has been limited
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 5. The percentage of governor and clerk vacancies. Reduction from current July 2004 Key Actions taken: · Continue to advertise in the local press for governors baseline of 15% to 10% · Implementation of a new Council scheme for the appointment of LEA · Work with schools to find nominees for some LEA governors vacancies Position at March 2003 · Work with organisations such as RSVP to recruit more governors · Work with other agencies to increase recruitment Governor vacancies 13% · Advertising in the Community Safety Booklet Clerk vacancies 4% · Consider the ethnic minority data for governors and · Assisting schools in recruiting co-opted governors by matching their look to recruit more governors from underrepresented Revisions: Revisions: needs to the database of prospective governors areas None · Assisting schools in recruiting governing body clerks Strengths: · There has been a reduction in governor and clerk vacancies Weaknesses: · There are retention as well as recruitment problems with governors · Specific problems with the recruitment of governors in certain areas of Cardiff persist PI 6. The percentage of governing bodies satisfied with the information received from the LEA and satisfied with the overall quality of the Governors Support Service. Maintain current baseline July 2003 Key Actions taken: · To secure increased involvement of governors in the of 96% · A consultation exercise undertaken with all governing bodies on the PiP structure through involvement in the strategic or type of service they require task groups Position at March 2003 · Annual Satisfaction Surveys sent to all schools · To continue to work with Cardiff Governors
Implementation, through the Best Value Action Plan, of the suggestions Association and Governors Wales Revisions: Revisions: · received from governors · To develop better communication and support to None Strengths: governors · A good response was received from the consultation with governing · To create a task and finish group of officers/ bodies governors to consider ways of fostering and · The satisfaction survey showed that of those governors who responded encouraging greater involvement of governors in the most were satisfied with the information received from the LEA consultation process Weaknesses: · It has proved difficult to involve governors in focus groups. Governing bodies do not always have an input into the satisfaction survey
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Plan Reference Objective To review and improve the formula for allocating budgets to schools and to improve the deployment, management and evaluation of resources ESP Obj. 21 within the Schools Service and within schools and to improve medium and long-term financial planning
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The number of schools accessing the Audit Commission website on an annual basis. All Schools Key Actions taken: · Develop further the internal financial bench- marking (2002 baseline: 29 schools) · Raised awareness of the Audit Commission’s web-site through data
meetings with headteachers and LFM support officers · Continue to encourage schools to access the Audit Position in March 2003 · Provided headteachers with information on how to access the web-site Commission’s web- site 64 schools · Where interest has been expressed, officers have provided training on a
Revisions: one-to-one basis on accessing the site and interpreting the Revisions: benchmarking information None July 2005 Strengths: · It has raised awareness of the benefits of financial bench- marking and as a result the schools have been provided with internal financial benchmarking data relating to Cardiff’s Schools Weaknesses: · Reluctance on the part of many headteachers to spend the time accessing the Audit Commission’s web-site and obtaining the information · Limitations of the Audit Commission’s website – it is often quite difficult to identify a family of schools with which to make comparisons · Difficulties with the information technology- internal to the Council
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 2. The number of schools with staff attending training on resource management. All Schools April 2004 Key Actions taken: · Promote a joint annual visit to schools with both the (2002 baseline: no schools) · Organised a one-day seminar on ‘Effective Financial Management’ for link adviser and finance officer attending headteachers of all primary and special schools Position in March 2003 · Supported and delivered training to school based middle management 89 Headteachers attended on ‘financial management within schools’ the seminar out of a Supported and delivered training to newly appointed Headteachers on possible 115 · resource management Strengths: Revisions: Revisions: None None · The high attendance figure for the one day seminar · The evaluation on the one day seminar indicated that the course was well received and met its objectives Weaknesses: · Lack of a holistic approach to resource management that involves both financial and educational perspectives PI 3. The percentage of schools without plans for use of surplus balances above 5% of the school’s formula allocation. No schools April 2003 Key Actions taken: · Continue to monitor individual schools’ balances and (2002 baseline: 9% of · The balances of individual schools have been identified to challenge the intended use of those balances schools) Headteachers and governors asked to outline reasons for the balances Improve planning and the co-ordination of income · · sources for schools to ensure earlier notification to Position in March 2003 · Schools challenged where the reasons were unsound Strengths: schools of income due to schools 100% of schools have provided information on · Target met the intended use of their · Robust baseline information on schools balances has been obtained surplus balances. Weaknesses: · In some cases income is credited to schools budgets late in the financial Revisions: Revisions: year increasing end of year balances None Annually · The timing and mechanism for allocating grants to schools does not support the school planning process
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 4. The percentage of schools with robust development plans which make sound links with the strategic management of resources. All schools from a baseline April 2005 Key Actions taken: · Continue to promote medium-term financial planning established by January · Headteachers have been encouraged to supplement their school · Continue to promote the use of premises plans, asset 2003 improvement plans with premise plans and asset renewal plans renewal plans
· Headteachers have been provided with information on projected · Improve information to schools Position in March 2003 number on roll and future trends in funding Baseline not established Officers have worked with a small number of Headteachers to develop owing to reduced · detailed medium term financial plans management capacity in Strengths: the advisory service · Awareness of the importance of medium-term financial planning Revisions: Revisions: promoted, in particular where there are significant changes in numbers Baseline established by None on roll July 2004 Weaknesses: · Funding is allocated on a yearly basis · There is a reliance by schools on other Council Departments to provide them with timely, relevant information
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 5. The percentage of schools evaluated by the Internal Audit section as having no areas of financial control categorised as high risk. No Schools April 2004 Key Actions taken: · Obtain formal Cabinet approval (2002 baseline: all schools · New financial procedure rules for schools have been finalised following · Monitor the new reporting arrangements have some aspects identified extensive consultation · Maximise use of technology by use of e-mails as high risk) · The audit approach and test programmes applicable to schools have · Enhance risk-based approach to school audits and been evaluated and changes made to avoid duplication, direct audit Position in March 2003 consider introduction of new CIPFA Risk matrices in Of 35 school audits resources to higher risk areas and to improve the efficiency and some areas effectiveness of audit reporting undertaken in 2001/02, 28 · Pilot self-assessment for financial control Closer working relationship between Audit and LFM to identify schools had some areas of · · Continue close liaison between the Audit and LFM common issues within schools and ensure relevant support/guidance to financial control teams schools categorised as high risk. Undertake further work on tendering and contracting Guidance notes on a range of financial systems have been reviewed and · · matters to be finalised in 2003/04 Revisions: updated in consultation with school representatives. Audit bulletins Revisions: Draft guidance on individual schools’ financial None have been prepared on key financial systems and made available to all · July 2005 regulations schools via a new Audit web page · Task and finish groups including representatives from the schools and · Continue to develop joint working initiatives between LFM were set up to review financial procedure rules and the approach Audit and school representatives on financial matters taken to audits · An Audit newsletter sent to schools on a term basis, highlighting current issues Strengths: · Greater awareness and understanding within schools of the role and aims of internal audit · Greater understanding of financial issues and rules that have to be applied · Improved co-ordination between Audit and schools by task and finish group working · Improved facilities to schools for locating rules and guidance/bulletins on a wide range of financial systems Weaknesses: · Schools unable to access information using information technology · Some schools have misconceptions on the role of internal audit in adding value to them
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 6. The proportion of schools recording satisfaction with the revisions to the funding formula. All Schools Annually from Key Actions taken: · Reconvene Progress in Partnership and Officer April 2003 · Review undertaken and consultation document issued to all interested Steering Group to establish what needs to be Position in March 2003 parties reviewed and how Review of the formula not · General consensus on set of principles used to review the formula · Review Welsh Assembly Government’s new complete will continue · Major proposals on changes to distribution of teaching costs not agreed proposals on funding formulae into 2003/04 to by schools and therefore delayed · Agree changes and provide financial models to show · Some of the less contentious proposals agreed by Cabinet and impact on schools Revisions: Revisions: implemented in 2003/04 budget · Consult widely on proposed changes None Annually from Strengths: · Introduce the revised formula with effect from 1 April April 2004 · Agreed rationale for reviewing formula and need to provide for social 2004 deprivation · Review and consult on special schools’ formula and · Revised and updated funding formula more in line with schools’ current introduce with effect from 1 April 2004 needs · Changes that have been agreed have reallocated limited funds between schools Weaknesses: · Disagreement on level of support required for social deprivation · Revised proposals require significant transfer of funds between schools · Special schools formula not yet reviewed
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Plan Reference Objective To secure effective planning of school places over the longer term which enables the County Council to ensure a sufficiency and variety of school ESP Obj. 22 places to meet needs; to develop a Schools Service Asset Management Plan
Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 1. The number of infant, junior, primary and secondary schools with 25% or more unfilled places. 14 schools July 2005 Key Actions taken: · Present draft strategic planning framework to Cabinet (2001 baseline: 28 schools) · Future levels of school demand, based on local child population from Bro Taf Health Authority, now analysed Position in March 2003 · Account taken of likely demand for Welsh Medium and Voluntary 29 schools Aided schools · Account taken of approved and proposed housing developments Revisions: Revisions: Strengths: None September · Analyses based on local secondary school catchment areas are likely to 2005 be meaningful to stakeholders · Most large scale housing development sites known Weaknesses: · Capacity data allows scope for inconsistency arising out of individual school level decisions · The achievement of targets could be hampered by the physical constraints of school premises, financial limitations and local resistance · Some small-scale housing developments cannot be accurately forecast · Rate of house building difficult to predict
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 2. The number of infant, junior, primary and secondary schools where pupil numbers exceed capacity by more than 10%. 5 schools July 2005 Key Actions taken: · Present draft strategic planning framework to Cabinet (2001 baseline: 10 schools) · Future levels of school demand, based on local child population from Bro Taf Health Authority, now analysed Position in March 2003 · Account taken of likely demand for Welsh Medium and Voluntary 12 schools Aided schools · Account taken of approved and proposed housing developments Revisions: Revi sions: Strengths: None September · Analyses based on local secondary school catchment areas are likely to 2005 be meaningful to stakeholders · Most large scale housing development sites known Weaknesses: · Capacity data allows scope for inconsistency arising out of individual school level decisions · The achievement of targets could be hampered by the physical constraints of school premises, financial limitations and local resistance · Some small-scale housing developments cannot be accurately forecast · Rate of house building is difficult to predict PI 3. The extent to which local (as defined by secondary school catchment areas) infant, junior, primary and secondary school occupation is within 85%-105% of local capacity. Target to be set once July 2003 Key Actions taken: · Analyse data to establish baseline baseline established · Data covering school capacity and pupil rolls now available by · Consider targets in light of progress on draft strategic secondary catchment area planning framework being presented to Cabinet Position in March 2003 Strengths: On target · Analyses based on local secondary school catchment areas are likely to be meaningful to stakeholders Revisions: Revisions: · Most large scale housing development sites known None Weaknesses: · Capacity data allows scope for inconsistency arising out of individual school level decisions · The achievement of targets could be hampered by the physical constraints of school premises, financial limitations and local resistance · Some small-scale housing developments cannot be accurately forecast · Rate of house building difficult to predict
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 4. Levels of parental satisfaction with school places allocated to their children measured by: a. The number of admission appeals as a percentage of the total number of applications. b. The number of first preferences granted as a percentage of the total number of applications. a. Maintain at less than 5% Annually Key Actions taken: · Wherever possible seek to rationalise surplus places (2001 baseline: 0.92%) · Admissions analysed as part of a positive exercise accompanied by b. Maintain in excess of Strengths: investment in those local schools that currently admit 95% · Some local catchment areas have places in excess of local demand thus relatively low percentages of local children (2001 baseline: 98.4%) enabling a relatively high number of preferences to be granted to children living outside the locality Position in March 2003 Weaknesses: a. 1.29% · As surplus places are removed under PI 3 it is likely to reduce the On target capacity to grant first preferences with an attendant potential for an b. 97.9% increase in the number of admission appeals On target · Baseline dates and percentages changed following review of data
Revisions: Revisions: None None PI 5. The percentage of schools with classes of no more than 30 pupils at KS2. 100% of schools July 2003 Key Actions taken: · Produce draft strategic planning framework to enable (2002 baseline: 52.17%) · Draft Strategic Planning Framework produced consideration to be given to revising school Strengths: admission numbers Position in March 2003 · Progress towards the target has been made and will continue as large Y6 65.6% classes transfer to secondary schools · Any revisions to school admission numbers should bring them more in Revisions: Revisions: line with projected local demand and more able to facilitate cost None September effective class structures 2003 Weaknesses: · Large class sizes might occasionally be caused by unavoidable circumstances such as parents moving into localities · Baseline percentage changed following review of data
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Targets Timescale Evaluation of progress against Next Steps Objective/Targets(s) (key actions for 2003-2004) PI 6. The sufficiency of Welsh medium school places for pupils under the age of 5 and for primary and secondary pupils. Welsh medium places Annually to Key Actions taken: · Present draft strategic planning framework to Cabinet available for every pupil 2005 · Capacity has been increased by construction of the new Berllan Deg whose parents wish it Primary School due to open in September 2003 and through the addition of a classroom at Treganna Primary School earlier this year Position in March 2003 · Pwll Coch Primary School continues to expand to a full 2 form entry Target met school · Plas Mawr secondary school will be extended for the academic year Revisions: Revisions: 2003/2004 None None Strengths: · Annual requests for places continue to be fully met Weaknesses: · Difficult to assess the full potential future demand for places · Ease of geographic access to schools varies across the county · Any increase in the Welsh Medium share of demand could exacerbate the problem of unfilled places in other schools
86 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003 EDUCATION STRATEGIC PLAN - LEA TARGETS : SUMMARY SHEET Performance Targets 2001-02 2001-02 2002-03 2003-04 2004-05 LEA LEA Wales LEA LEA Wales LEA Primary Schools Key Stage 2 English % achieving level 4+ 80% 74% 70% - 80% 80% 81% 80% - 85% 82% Welsh % achieving level 4+ 87% 84% 70% - 80% 85% 87% 80% - 85% 87% Mathematics % achieving level 4+ 70% 75% 70% - 80% 76% 79% 80% - 85% 80% Science % achieving level 4+ 86% 78% 70% - 80% 83% 88% 80% - 85% 89% % achieving Core Subject Indicator 66% 70% - 72% 74% - 75% % boys achieving Core Subject Indicator 64% 66% - 69% 71% - 73% % girls achieving Core Subject Indicator 68% 74% - 75% 76% - 78% Secondary Schools Key Stage 3 English % achieving level 5+ 61% 67% 70% - 80% 68% 69% 80% - 85% 70% Welsh % achieving level 5+ 75% 79% 70% - 80% 84% 77% 80% - 85% 82% Mathematics % achieving level 5+ 62% 65% 70% - 80% 68% 67% 80% - 85% 69% Science % achieving level 5+ 66% 64% 70% - 80% 67% 69% 80% - 85% 70% % achieving Core Subject Indicator 50% 53% - 54% 55% - 56% % boys achieving Core Subject Indicator 47% 51% - 52% 53% - 55% % girls achieving Core Subject Indicator 52% 54% - 56% 57% - 58% 15 year olds % entered for at least one ELQ # or GCSE (incl. Short course) 94% 96% - 97% 97% - 97% % achieving at least 5 A* - C grade GCSEs or equivalent 46% 50% 54% 51% 52% 58% 53% % achieving at least 5 A*- G grade GCSE or equivalent 81% 87% 91% 88% 89% 95% 89% % achieving Core Subject Indicator 34% 40% 50% 41% 42% 50%+ 44% % boys achieving Core Subject Indicator 31% 38% - 39% 39% - 41% % girls achieving Core Subject Indicator 36% 43% - 43% 46% - 48% Pupils leaving full-time education without a recognised qualification 5.4% 4.0% 3.1% 3.3% 2.8% 2.8% 2.8% Compulsory School % of sessions missed because of unauthorised age (secondary) absence 3.7% 3.5% 1.0% 3.2% 3.0% - 3.0% Exclusions Permanent - total as % of NOR 0.16% 0.13% - 0.12% 0.11% - 0.10% Fixed-Term - total as a % of NOR 5.52% 4.38% - 4.08% 3.76% - 3.76% *Cardiff Schools Service has limited power to influence levels of unauthorised absence and fixed term exclusions and plans to draw up agreements with schools to secure improvements
87 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003 in these areas and achieve stability at the current level. 2004-05 targets are therefore set at 2003-04 levels. When the situation has stabilised, challenging targets will be set for the future.
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Annexe B (Sheet 2) Absence and Exclusions Targets Summary
(i) Unauthorised absence - Secondary Schools Only Number and percentage of sessions missed due to unauthorised absence 2000 - 2001 2000 - 2001 Target Actual Target Target Target* Actual Target 2001 - 2002 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 % of sessions % of sessions No. % of No. % of No. % of No. % of No. % of sessions missed missed missed sessions sessions sessions sessions missed missed missed missed
3.8% 2.3% 216,238 3.5% 3.7% 228,854 197,704 3.2% 185,347 3.0% 185,347 3.0%
(ii) Permanent exclusion targets - Primary and Secondary Schools No. of permanent exclusions* * Number of actual exclusions rather than number of pupils excluded 2000 - 2001 2000 - 2001 Target Actual Target Target Target Actual Target 2001 - 2002 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 Number Number Number Number Number Number Number
65 50 66 78 60 55 50
(iii) Fixed term exclusion targets - Number of days and number of occasions - Primary and Secondary Schools 2000 - 2001 2000 - 2001 Target Actual Target Target Target* Actual Target 2001 - 2002 2001 - 2002 2002 - 2003 2003 - 2004 2004 - 2005 Number of Number of Maximum Total Maximum Total Maximum Total number Maximum Total number Maximum Total number days days days occasions days occasions number of of occasions number of of occasions number of of occasions days days days
7609 5235 7000 2150 9428.5 2710 6500 2000 6000 1850 6000 1850
**Figure awaited from WAG. *Cardiff Schools Service has limited power to influence levels of unauthorised absence and fixed term exclusions and plans to draw up agreements with schools to secure improvements in these areas and achieve stability at the current level. 2004-05 targets are therefore set at 2003-04 levels. When the situation has stabilised, challenging
89 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003 targets will be set for the future.
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Policy and Strategy to Promote Racial Harmony
Policy
A comprehensive Equal Opportunities Policy for the Schools Service is currently being drafted. The policy encompasses the Council’s policy for the promotion of racial awareness in schools. It is anticipated that the policy will be published at the end of the current academic year subject to political approval.
Strategy
In April 2002 the Schools Service provided guidance to schools on preparing and maintaining their race equality policies. This was followed by training, offered to all Headteachers, to raise awareness of the Race Relations Amendment Act and to support development of race equality action plans. In all, 88 headteachers have attended the training to date and further sessions are planned for autumn 2003.
An Equal Opportunities Officer has been in post since May 2002 to implement the LEA’s strategy and policy development.
The Equal Opportunities Officer has developed a programme of training for school managers, teachers and school governors to further support equal opportunities and race equality.
The Equal Opportunities Officer has established a number of working parties to develop, identify and share good practice across the Authority’s schools.
In October 2002 the Authority’s Macpherson Working Group reconvened to review the progress with the monitoring of racist incidents in schools. In response to issues raised in schools the Guidelines were revised and republished. These were presented and discussed at cluster meetings involving all headteachers in March 2003.
The Schools Service has made good progress on the objectives identified in the Council’s Race Equality Scheme and these will be reviewed and updated for the coming year.
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Annexe 1
1.0 Evaluation commentary on achievements against targets in 2001-2002
1.1 Summary of performance in 2002:progress in meeting national and local targets
Success in raising the achievement of primary school pupils was maintained in 2002. Results for younger pupils in secondary schools, at key stage 3, also showed some more modest improvement. Results for older pupils in secondary schools, at key stage 4, showed little improvement in 2002.
The steady improvement over the last five years in the percentage of pupils achieving the expected level at the end of key stage 1 was not repeated in 2002, where broadly the same proportion of pupils achieved the expected levels as in 2001. However, all locally set targets were exceeded and achievement at this key stage continues to compare favourably with the all-Wales averages.
The strong rise in achievement at key stage 2 was maintained in 2002. The performance of Cardiff’s schools at this key stage has now reached the Wales average except in mathematics and the core subject indicator. The national achievement targets for the core subjects for 2002 have been met or exceeded in most respects, although achievement in mathematics has not improved by as much as the other core subjects and further work remains to be done to meet targets in this subject and to build on previous improvements.
Results at key stage 3 continued to improve in 2002 particularly in science. However, these improvements have only occurred to any significant degree in the last two years and the pattern of improvement is not consistent across all subjects. This has meant that none of the national achievements targets set for 2002 have been achieved except in Welsh first language. Only in science in 2002 were Cardiff’s targets met. The Schools Service will continue its commitment to supporting schools as part of its key stage 3 strategy which remains a priority in the Council’s Education Strategic Plan for 2002 – 2005.
There was little improvement in achievement at key stage 4 in 2002 as in the previous two years. Achievement fell short of Cardiff’s targets in all respects in 2002 and none of the national targets for 2002 has been met. Schools Service officers, working with a representative group of secondary headteachers, have drafted a key stage 4 improvement strategy. It is intended that the first stage of implementation will begin from the summer term 2003.
The standards achieved by pupils aged 16-19 at A level have continued to be strong. There were significant increases in the percentage achieving A-E and A-C grades in 2002 bringing performance at A level in line with the Wales averages.
1.2 Performance of girls and boys
The relative under-performance of boys continues from as early as key stage 1; girls continue to perform better than boys in all core subjects at key stages 1 and 2, and in English at key stage 3. The difference in the attainment of boys and girls in English is 9% at key stage 1, 10% at key stage 2 and 14% at key stage 3. In 2002 at key stage 3, boys outperformed girls in Welsh, mathematics and science but, despite this, more girls than boys achieved the expected level in each of the core subjects in combination.
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1.3 Attainment of ethnic minority pupils
Throughout the key stages, minority ethnic pupils continue to achieve less well when compared with the achievement of all pupils in Cardiff. However, results in English and mathematics have improved at key stage 1 and key stage 2 in 2002 and in science across all key stages thus slightly narrowing the gap in achievement between minority ethnic pupils and the averages for all pupils in Cardiff.
There continue to be wide variations in the achievement of particular ethnic groups which are most evident at key stage 3 and key stage 4. Some groups achieve well when compared with the achievement of all pupils, while the performance of some other groups compares much less favourably.
1.4 Improvements over the five year period 1997 – 2002
Comparison of Cardiff’s rate of improvement in the core subjects of English, Welsh (first language), mathematics, science and in the core subject indicator (CSI) with that at an all-Wales level suggests:
· The rate of improvement in Cardiff in most achievement performance indicators has been faster at all key stages with the exception of key stage 4. · Achievement in Cardiff is now in line with or above the Wales average in all performance indicators at key stage 1 and key stage 3 and is in line with or above most indicators at key stage 2 except for mathematics and the CSI. · Achievement in Cardiff is below the Wales average by several percentage points in all performance indicators at key stage 4.
The improvements in Cardiff in key stages 1 to 3, and the relative lack of progress at key stage 4, is confirmed when considering Cardiff’s position relative to that of other authorities (for the proportion of pupils attaining the expected level at the end of the key stage).
English WelshL1 Maths Science CSI 1997 2002 1997 2002 1997 2002 1997 2002 1997 2002 Key 16th 6th 5th 3rd 20th 9th 20th 8th 20th 6th stage 1 Key 14th 12th 1st 1st 19th 18th 21st 10th 17th 16th stage 2 Key 13th 11th N/A 5th 17th 12th 18th 11th 17th 12th Stage 3
5 A*-C 5 A*-G CSI 1997 2002 1997 2002 1997 2002 Key Stage 4 14th 16th 18th 21st 13th 15th
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2.0 Key Stage 1
2.1 During 2002, Tests and Tasks at Key Stage 1 (KS1) were discontinued – so the results shown relate to Teacher Assessment for all subjects. At Key Stage 1 there is no national requirement to set targets. The general expectation is that 80% of pupils will reach level 2 in each of the core subjects of English or Welsh, mathematics and science. Locally, targets were set in Cardiff for the percentage achieving level 2 or better in each of the core subjects, and for the core subject indicator.
2.2 Results for Cardiff at KS1 in the four core subjects exceeded all locally set targets. In 2002, results in:
· English were the same as those achieved in 2001, and results have improved by 6% over the last 5 years. This year’s performance exceeds the locally-set target by 1%, and Cardiff is 1% above the all-Wales average. · Welsh improved on its high level by 1% to reach 92%; 5% above the all-Wales average of 87%. The Cardiff 2002 target for Welsh is 87%. · Mathematics results fell back by 2% to the 2000 level of 88%. However this exceeds the local target by 2% and represents a 6% improvement over the last 5 years. Results at the all-Wales level also declined this year to 88%. · Science results in Cardiff levelled off this year at 89% - 2% above the local target. Cardiff Science results are 1% better than the all-Wales results which also saw a levelling off this year. Science results have also improved by 6% over the last 5 years. · The Core Subject Indicator remained the same at 82% - 2% ahead of the all-Wales average. The Cardiff 2002 target for the core subject indicator is 83%.
2.3 Graph 1 below, which shows the percentage of pupils attaining at least level 2 in the four core subjects – English, Welsh, Mathematics and Science - illustrates the rising trend of standards at KS1 over the last 5 years.
National Achievement Targets - Key Stage 1 (All Subjects) 100% 1998 90%
80% 1999 70% 2000 60%
50% 2001 40%
30% 2002
% attaining at least Level 2 20% Cardiff 10% Targets 2002 0% English TA Welsh TA Maths TA Science TA Gra ph 1
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2.4 At each key stage, there is a significant variation between the performances of schools in different parts of the city. At KS1, the core subject indicator results are in the range 45% to 100% (the same range as the previous year). However, the vast majority of schools continue to have results that lie within the range 60% and 100%.
2.5 The lower performance of boys than girls continued in 2002. Despite a slight improvement in the performance of boys in English and Welsh in 2000 and 2001, there remains a 9% difference in attainment in English, a 7% difference in Welsh and an 8% difference in the Core Subject Indicator.
2.6 Minority ethnic pupils at Key Stage 1
Results for minority ethnic pupils at KS1 in English, Mathematics and Science improved compared to 2001. In each of the subjects, results show a reduction in the difference between the scores for minority ethnic pupils and the average scores for all pupils in Cardiff. In 2002, results in:
· English improved by 1% to 75%; this was 9% below the average for all pupils in Cardiff, compared with a difference of 10% in 2001. · Mathematics improved by 1% to 83%, compared with the average for all pupils in Cardiff of 88%; a reduction of 2% in the difference compared with 2001. · Science improved by 1% to 80%; this was 9% below the average for all pupils in Cardiff, compared with a difference of 10% in 2001.
Key Stage 1 Results for Ethnic Minority Pupils 2002: % at level 2 or above English Mathematics Science Indian 77% 84% 82% Pakistani 75% 84% 82% Bangladeshi 68% 72% 70% Somali 57% 69% 71% Arabic 69% 76% 73% Black Caribbean 89% 95% 97% All EM Groups 75% 83% 80% All Cardiff Pupils 84% 88% 89%
Key Stage 1 Results Cardiff Wales 2002 1998 1999 2000 2001 2002 2002 Actual Targets English 78.0% 79.5% 81.9% 84% 84% 83% 83% TA Welsh TT 90.1% 87.3% 91.8% 91% 92% 87% 87% Maths TT 81.7% 84.6% 88.2% 90% 88% 86% 88% Science 83.3% 84.0% 88.0% 89% 89% 87% 88% TA
CSI Boys 70% 73% 76% 78% 78% 79% 77% CSI Girls 79% 81% 85% 86% 86% 86% 84% CSI Total 74% 77% 81% 82% 82% 83% 80% Boys vs. -9% -8% -9% -8% -8% -7% -7%
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3.0 Key Stage 2
3.1 At key stage 2 (KS2), there are national and local targets set for improvement in standards in the core subjects. Graph 2 below illustrates key stage 2 results of pupils achieving level 4 in the core subjects over 5 years and progress against targets. The graph shows that:
· Standards continue to rise overall at key stage 2. · Performance in all the individual core subjects exceeded the local targets, except for mathematics. · The national targets for 2002 have been met in all subjects.
National Achievement Targets - Key Stage 2 (All Subjects - Tasks / Tests)
100%
90%
80% Wales 2002 target 70%
60% 1998 50%
1999 40%
30% 2000 % attaining at least Level 4 20% 2001
10% 2002 0% English Welsh Maths Science Cardiff 2002 By 2002 between 70% and 80% of 11 year olds should attain at least Level 4 Target
Graph 2
3.2 Overall standards continue to improve at Key Stage 2:
· English improved by 2% to 80%, an improvement of 15% over 5 years. The Cardiff figure is the same as that for all-Wales. Cardiff’s 2002 target was 74%. · In Welsh, results improved by 3% to 87%, 12% above the all-Wales average of 75%. The Cardiff target for 2002 was 84%. · Achievement in mathematics dropped by 2% to 70%, while the all-Wales figure also declined – by 1% to 73%. Cardiff’s target for 2002 of 75% was not achieved, but the national target of between 70% and 80% has been reached. Cardiff’s performance in mathematics has improved by 13% over the last 5 years. · Science improved by 4% to 86%, the same as the all-Wales figure. This represents an improvement of 22% in five years. The Cardiff target for 2002 was 78%. · In the core subject indicator, performance in the tasks and tests declined slightly from 67% to 66%, so the Cardiff 2002 target of 70% was not achieved. Cardiff’s achievement is 2% behind the all-Wales average. However, the improvement in the Core Subject Indicator in Cardiff over 5 years has been greater than 18%.
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3.3 Girls continue to perform better than boys in all subjects at Key Stage 2. In English, the girls’ improvement in 2002 was greater than that of boys, and the gap has now widened to over 10%. In Welsh, boys narrowed the gap from 16% to 5%. The achievement of boys and girls is closest in Mathematics where the difference is less than 1%. In the Core Subject Indicator, the difference of 5% is the same as that at the all-Wales level.
3.4 Minority ethnic pupils at Key Stage 2
Results for minority ethnic pupils at KS2 in English, Mathematics and Science improved compared to 2001. In each of the subjects, results show a reduction in the difference between the scores for Minority Ethnic pupils and the average scores for all pupils in Cardiff. In 2002, results in:
· English improved by 9% to 75%; this was 5% below the average for all pupils in Cardiff, compared with a difference of 13% in 2001. · Mathematics improved by 7% to 64%; this was 6% below the average for all pupils in Cardiff, compared with a difference of 15% in 2001. · Science improved by 7% to 81%; this was 5% below the average for all pupils in Cardiff, compared with a difference of 8% in 2001.
Key Stage 2 Results for Ethnic Minority Pupils 2002: % at level 4 or above English Mathematics Science Indian 66% 66% 83% Pakistani 63% 63% 87% Bangladeshi 49% 49% 71% Somali 56% 56% 67% Arabic 74% 74% 82% Black Caribbean 69% 69% 92% All EM Groups 64% 64% 81% All Cardiff 70% 70% 86% Pupils
3.5 The graph below shows the correlation between performance of individual schools on the core subject indicator and the percentage of pupils entitled to free school meals.
KS2 2002 – CORE SUBJECT INDICATOR (TT) AND FSM BY SCHOOL CARDIFF COUNCIL SCHOOLS SERVICE CYNGOR SIR CAERDYDD GWASANAETH YSGOLION KS2 2002 - Core Subject Indicator (TT) and FSM by School
6.3% 0.8% 100% 0.8% 2.7% 0.5% 2.6% 5.0% 3.0% 6.3% 11.7% 90% 1.4% 5.5% 15.6% 3.3% 4.5%5.7% 16.5% 2.9% 7.3% 16.5% 0.2% 4.3% 4.4% 9.0% 12.2% 80% 5.8% 22.9% 26.5% 15.0% 73.2% 3.8% 12.5% 17.9% 2.1% 4.4% 10.6% 21.3% 30.2% 36.3% 56.5% 22.4% 70% 10.0% 15.9% 25.1% 44.7% 4.9% 17.6% 21.1% 31.6% 36.4% 38.9% 3.3% 8.3% 19.2% 22.4% 36.1% 20.0% 44.3% 60% 27.0% 34.5% 20.1% 50.2% 23.7% 28.0% 31.7% 46.4% 19.3% 40.3% 34.0% 50% 28.0% 36.8% 45.2% 20.8% 43.6% 29.3% 33.4% 54.5% 17.3% 41.3% 40% 17.9% 61.3% 35.0% 18.1% 22.2% 35.2% 52.4% 39.0% 26.5% 30% 56.7% 50.6% Percentage of Pupils at Level 4 or above 20%
10% 58.1% 0% 0% 10% 20% 30% 40% 50% 60% 70% 80%
Percentage of Pupils Eligible for Free School Meals
“High Achievement for All” “Cyrhaeddiad uchel i bawb” 98 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
Key Stage 2 Results
Cardiff Wales 1998 1999 2000 2001 2002 2002 2002 Targets Actual English 64.4% 69.0% 73.4% 78% 80% 74% 80% TT Welsh TT 76.4% 79.5% 82.0% 84% 87% 84% 75% Maths 56.7% 63.7% 66.9% 72% 70% 75% 73% TT Science 64.1% 75.2% 80.3% 82% 86% 78% 86% TT
CSI Boys 46% 55% 59% 65% 64% 66% 66% CSI Girls 50% 58% 64% 69% 69% 74% 71% CSI Total 48% 56% 62% 67% 66% 70% 68% Boys vs. -4% -3% -5% -4% -5% -8% -5% Girls
3.6 The key stage 2 core subject indicator results display a significant variation between the performance of schools in different parts of the city. The CSI (task and tests) results at key stage 2 are in the range 10% to 100%; a range that is wider than in previous years.
4.0 Key Stage 3
4.1 At key stage 3 (KS3), there are national and local targets for improvement in standards in the core subjects. Graph 3 below illustrates key stage 3 results of pupils achieving level 5 in the core subjects over 5 years and progress against targets. The graph shows:
· There have been improvements in maths and science in 2002; · Science was the only core subject to reach the Cardiff targets for 2002; · National targets in the four core subjects by 2002 have only been met in Welsh (first language). This situation in Cardiff reflects the picture across Wales.
4.2 Results for each of the subjects at key stage 3 show that:
· Achievement in English dropped by 1% to 61%, which is 1% below the all-Wales figure and 6% below the Cardiff 2002 target. Over the last 5 years, results in English have remained broadly the same. · Results in mathematics improved by 2% to 62%, building upon a similar improvement in 2001. This result is the same as that at the all-Wales level, but is still 3% below Cardiff’s 2002 target of 65%. However, results in mathematics have improved by 4% over the last 5 years. · Results in Welsh (first language) dropped significantly from 83% to 75%. This figure is 4% short of the Cardiff target for 2002, but exceeds the national targets for 2002. Due to this year’s figure, performance in Welsh over the last 5 years has declined by 4%. However, Cardiff results in Welsh are still 4% above the all-Wales average of 71%.
99 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003
· In 2002, results in science improved by 5% to 66%, building upon the 4% improvement achieved in 2001. Over the last 5 years, results in science have improved by 15%, and the target for Cardiff in 2002 has been exceeded by 2%. Cardiff pupils’ achievement in Science is within 1% of that for all-Wales.
· In the Core Subject Indicator, results improved by 1% to 50% - the same as the all-Wales figure. The local target figure of 53% was not achieved, but over the last 5 years, results for the Core Subject Indicator have improved by 7%.
National Achievement Targets - Key Stage 3 (All Subjects)
100% 90% Wales 80% 2002 70% Target 60% 50% 1998 40% 1999 30% 2000
% attaining at least Level 5 20% 10% 2001 0%
English Welsh Maths Science 2002 By 2002 between 70% and 80% of 14 year olds should attain at least
level 5 Cardiff Target 2002 Gra ph 3
4.3 At key stage 3, the performance of boys in comparison to girls presents a different picture to that evident at the other key stages:
· Boys continue to under-perform significantly in English in comparison to girls at key stage 3 where there is a gap of 14%. · The decline in the results for Welsh (first language) in 2002 can be attributable to the decline in the performance of girls. As a result, boys’ results are almost 1% better than girls, whereas in 2001 girls out-performed boys by 7%. · In mathematics, boys have out-performed girls by 3% - reversing the trend of the previous 2 years. · Despite boys performing better than girls in three of the core subjects, a significantly higher percentage of girls (5%) achieved the Core Subject Indicator.
4.4 Ethnic Minority pupils at Key Stage 3
Results in English were 9% below those of Cardiff overall, as compared with a difference of 5% in 2001; results in mathematics were 12% below the average for all pupils in Cardiff, compared with a difference of 7% in 2001; science improved by 4% to 53%, 13% below the average for all pupils in Cardiff, the same as in 2001.
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Key Stage 3 Results for Ethnic Minority Pupils: % at level 5 or above English Mathematics Science Indian 57% 56% 57% Pakistani 59% 52% 63% Bangladeshi 53% 43% 40% Somali 29% 28% 41% Arabic 57% 63% 60% Black Caribbean 39% 39% 39% All EM Groups 52% 50% 53% All Cardiff Pupils 61% 62% 66%
Key Stage 3 Results
Cardiff Wales 1998 1999 2000 2001 2002 2002 2002 Target Actual s English 61.7% 62.1% 58.3% 62% 61% 67% 62% Welsh 78.6% 78.5% 81.6% 83% 75% 79% 71% Maths 57.7% 57.7% 58.4% 60% 62% 65% 62% Science 51.2% 53.1% 57.0% 61% 66% 64% 67%
CSI Boys 42% 44% 43% 46% 47% 51% 46% CSI Girls 43% 46% 49% 52% 53% 54% 54% CSI Total 43% 45% 46% 49% 50% 53% 50% Boys vs. -1% -2% -6% -6% -6% -3% -8% Girls
4.5 As noted in 2000 and 2001, the slow progress in achieving improvements at KS3 is a feature at an all-Wales level and is not unique to Cardiff. Results in Cardiff at KS3 are very similar to the all-Wales average, with neither reaching the targets set by the Assembly for 2002 (except in Welsh). The Schools Service will continue its commitment to supporting schools as part of the KS3 strategy, which remains a priority in the Council's Education Strategic Plan for 2002- 2005.
4.6 End of Key Stage 3 Teacher Assessment: Non-Core Subjects – Percentage at Level or above
Cardiff 2001 Cardiff 2002 Wales 2002 Art 70.3 63.6 70.5 Design and technology 65.9 65.9 68.4 Geography 63.6 63.6 63.7 History 63.9 64.4 65.0 Information technology 59.7 67.3 64.1 Modern Foreign Languages 46.1 42.2 46.0 Music 57.2 65.1 62.9 Physical Education 51.8 65.6 64.8 Welsh Second Language 31.7 37.2 42.3
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A higher percentage of pupils achieved level 5 or above in 2002 when compared with 2001 in: history, information technology, music, physical education and Welsh second language. Performance was similar to that of the previous year in design and technology and geography. A lower percentage achieved level 5 or above in: art and modern foreign languages. Performance in Cardiff’s schools is broadly in line with or above the Wales average in geography, information technology, music and physical education.
The key stage 3 Core Subject Indicator results display a significant variation between the performance of schools in different parts of the city. The CSI (task and tests) results at key stage 3 are in the range 22% to 80%; a range that is broadly similar to that in previous years. Cardiff secondary schools’ results fall into two distinct groups – one group with a range of performance from 60% to 80%, and the other with results in the range 22% to 41%. The graph below shows the correlation between the percentage of pupils in individual schools achieving the expected level in the core subject indicator at key stage 3 and the percentage of pupils entitled to free school meals.
KS3 2002 – CORE SUBJECT INDICATOR (TT) AND FSM BY SCHOOL
KS3 2002 - Core Subject Indicator (TT) and FSM by School
100%
90%
80% 3.1% 3.4% 70% 7.5% 6.2% 7.8% 3.6% 9.7% 6.6% 60% 8.4% 50% 25.6% 40% 26.0% 39.4% 25.4% 37.7% 30% 24.0% 31.0% 21.2% 38.7% Percentage of Pupils at Level 5 or above 35.0% 41.1% 20% 0% 10% 20% 30% 40% 50% Percentage of Pupils Eligible for Free School Meals
5.0 Key Stage 4
5.1 At Key Stage 4 (KS4) targets are set locally, and the Welsh Assembly Government set the following all-Wales targets for 2002:
· 54% of 15 year olds to achieve 5 GCSE A* to C grades or equivalent; · 91% of 15 year olds to achieve 5 GCSE A* to G grades or equivalent; · 50% of 15 year olds to achieve the Core Subject Indicator.
5.2 Performance in key stage 4 (KS4) was very similar to that achieved in 2000 and 2001. While there were slight improvements in certain areas, none of the targets set locally for 2002 were met.
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5.3 Results at key stage 4 show that:
· the percentage achieving 5 GCSE grades A* to C or equivalent was 46%. This was an improvement of 1% over 2001 towards the Cardiff target for 2002 of 48%. The achievement at the all-Wales level was 50% - the same as the previous year. · the percentage of pupils achieving 5 GCSE grades A* to G or equivalent was 81%; the same as that for 2000 and 2001, and falls short of the Cardiff target for 2002 of 87%. · the percentage gaining the Core Subject Indicators was 34% - an improvement of 1% over that in 2001. The Cardiff target for 2002 is 40%. · the percentage entered for at least one examination was 94%, comparable with that achieved for the last 3 years; the Cardiff target for 2002 is 96%.
5.4 The gap between boys’ and girls’ achievements has widened by a further 2% this year with 31% of boys obtaining the core subject indicator, compared to 36% for girls. The gap for the percentage obtaining 5 GCSE A*-C has widened from 8% to 11%, with boys achieving 41% (the same as last year), and girls improving by 3% to 52%.
5.5 Ethnic Minority pupils at Key Stage 4
· In a sample of four Secondary schools with significant numbers of Ethnic Minority pupils, results at GCSE show an increase by 1% to 31% in the number of pupils attaining 5 or more A* to C grades; this is the third successive year to show an improvement. This is 15% below the average for all pupils in Cardiff, the same difference as in 2001. · The sample shows that the attainment of a small number of Ethnic Minority pupils is significantly higher than the average for all pupils in Cardiff, but that the attainment of the majority continues to lag behind.
Key Stage 4 Results for Ethnic Minority Pupils The percentage of minority ethnic pupils achieving 5 A*-C grades at the 4 Cardiff EAL supported secondary schools
Minority ethnic Number Number % Attaining % Attaining % Change group on Roll attaining 5 5 A*-C 2002 5 A*-C 2001 2002 A*-C 2002 Bangladeshi 53 18 33.96 42.59 down 8.63% Indian 35 17 48.57 36.36 up 12.21% Sri Lankan 5 5 100 37.5 up 62.5% Pakistani 61 21 34.43 31.82 up 2.61% Arabic 11 4 36.36 16.67 up 19.69% Black Caribbean 17 2 11.76 21.74 down 9.98% Somali 32 5 15.63 18.42 down 2.79% Black Other 11 3 27.27 25 up 2.27% Chinese 3 3 100 60 up 40% White Other 8 3 37.50 0 up 37.5% Other/Unc 26 12 46.15 62.96 down 16.81% TOTAL 262 93 35.50 33.58 up 1.92%
103 rh/esp02-05/objct_prog rprts apr03 (2) City and County of Cardiff Schools Service Education Strategic Plan - April 2003 5.6 There is a wide variation in achievement at Key Stage 4 between schools in different parts of the city – where there is a difference of 60% in the Core Subject Indicator between the top and lowest performing schools.
KS4 - Cardiff Performance at GCSE 1998 1999 or equivalent examinations 2000 2001 2002 Cardiff 2002 Target 100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0% 5 GCSEs grades A*-C 5 GCSEs grades A*-G Core Subject Indicator Entered for at least one GCSE or equivalent Graph 4
Key Stage 4 Results
Cardiff Wales 2002 2002 1998 1999 2000 2001 2002 Target Actual
Pupils entered for at 93% 95% 94% 95% 94% 96% 97% least one examination
Percentage gaining at 78.0 79.0 81% 81% 81% 87% 85% least 5 GCSEs grades % % A*-G
Percentage gaining at least 5 GCSEs grades 44.0 44.4 45% 45% 46% 50% 50% A*-C % %
Percentage achieving the Core Subject 34.0 32.1 33% 33% 34% 38% 37% Indicator % %
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6.0 A Levels
6.1 There are no all-Wales targets set at A Level. Cardiff has set a target for 2002 that 91.5%% of pupils will achieve two or more A Levels at grades A to E. The figure achieved for Cardiff pupils this year was 93%; a 3% improvement on that achieved in 2001. 6.2 The percentage of pupils entered for at least two examinations who achieved two or more A Levels at grades A to C was 67%; a 7% improvement on 2001. This compares with the all- Wales average of 66%.
A Level Results RESULTS Cardiff Wales 2002 2002 1998 1999 2000 2001 2002 Target Actual YEAR 13 Gaining 2 or more A levels or equivalent – 91% 90% 90% 90% 93% 91.5% 94% Grades A - E (based on pupils entered for at least two examinations) Gaining 2 or more A levels or equivalent – 61% 58% 59% 60% 67% n/a 66% Grades A - C (based on pupils entered for at least two examinations)
Commentary on Targets up to 2004
In reviewing targets for 2004 and in setting provisional targets for 2005, the process followed within the LEA was in line with the policy described in the Education Strategic Plan on page 84. All schools were asked to set their own targets in the same categories as the LEA targets. Individual schools set targets for the numbers of pupils to achieve against the key indicators. Every school was visited by a link adviser to discuss and agree the school’s targets. LEA targets were aggregated from the schools’ returns on the basis of actual pupil numbers so that Cardiff’s targets would reflect targets for a real percentage of Cardiff’s pupils.
At KS2, the initial aggregation of schools’ targets in English, Welsh, and science indicated achievement at a lower level than that achieved in 2002, if accepted without amendment. Targets, therefore, have been set at the overall LEA level for these three subjects and are more representative of the pattern of improvement over the last three years. This has necessitated an increase of 1% over schools’ aggregated targets in Welsh, 4% in English and 5% in science. No adjustments have been made in mathematics or the core subject indicator: in both these instances it is felt that the schools’ aggregated targets are already sufficiently challenging given current attainment levels. Overall, this means that, compared with the provisional targets set in the 2002- 2005 ESP there is a slight adjustment down of 1% in English, an increase of 1% in Welsh and the core subject indicator (boys and all pupils), an increase of 2% in mathematics and of 4% in science.
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In setting targets at KS3, careful consideration has been given to the baseline of schools’ achievement in 2002. Other than in science schools are not meeting the targets as set previously. At KS3, the schools’ aggregated targets for 2003 and 2004 anticipate between a 2% and 8% increase for the proportion of pupils achieving level 5 or above at the end of KS3 in English, Welsh, mathematics and science, when compared with achievement in 2002. In this instance, it has been determined that no adjustment was necessary to the schools’ aggregated targets. This means that compared with the provisional targets for 2004 in the ESP the targets have been set 2% lower in English and the core subject indicator and 3% lower in mathematics and science. The target for Welsh is 4% lower but account has to be taken of the relatively small number of pupils in the cohort in the two schools concerned.
A strategy for raising standards at KS3 has been included as a priority in the ESP. It is anticipated that the work undertaken will have some immediate benefits for improving standards and the quality of education but that the full impact will require three years to be fully evident at KS3.
At KS4, a 6% increase is targeted for the proportion of pupils achieving 5 grades A*-C, an 8% increase for those obtaining 5 grades A*-G, an 8% increase in those obtaining an A*-C grade in the core subjects in combination, and a 2.6% reduction in the proportion of pupils leaving school without a recognised qualification. Again, at this key stage, no adjustments were made to the schools’ aggregated targets. Compared with the provisional targets, the actual targets for 2004 are 1% lower for the proportion entering 1 GCSE or equivalent and achieving the core subject indicator and 0.1% lower for the proportion leaving school without any qualification. In all other respects the targets are unchanged.
The targets at KS4 reflect a need to increase the rate of improvement at this key stage and to narrow the gap with Welsh averages. Work to improve standards at KS4 has also been identified as an area of priority in the ESP and work has begun to identify the actions to be pursued in order to raise standards at this key stage.
Overall, the targets at KS3 and KS4 still represent a substantial increase on current levels of improvement. The LEA believes, therefore, that while these targets are challenging, they reflect schools’ willingness to seek significant improvement at these key stages as well as anticipating the impact of the improvement strategies being put in place in partnership with the LEA.
Attendance and Exclusions
A slight improvement of 0.1% was achieved in the rate of unauthorised absence in 2002 compared with 2001. No adjustments to the targets as set out in the ESP are proposed and so the target for 2004 remains at 3.0%.
As indicated in the progress report for objective 11, several initiatives are being developed to support schools in their efforts to improve overall attendance rates and to reduce unauthorised absence. These include:
· The provision of comprehensive comparative data on a termly basis. · The refocusing of the work of education welfare officers to target action in schools with higher rates of unauthorised absence. · Undertaking regular truancy sweeps in Cardiff.
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Exclusions (Fixed term and permanent)
The targets set for 2002 were not met. There was a rise in the number of permanent exclusions and a significant increase in the number of fixed term exclusions and number of days lost.
Ass indicated in the progress report for objective 10, several initiatives are being developed which involve work with schools to improve behaviour management strategies. These initiatives involve:
· Training to support schools in the development of behaviour management policies and procedures prioritised in those schools with the greatest challenges. · Implementation of a consistent approach to the management of referrals. · The review and implementation of an exclusion protocol for the management of permanent exclusions.
Measures to comply with the statutory requirement for 25 hours of tuition per week through a range of approved provision.
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Report on the Authority’s activities for promoting racial awareness in schools and preventing and addressing racism in schools
The following actions have been completed during 2002-2003
· Appointment of a full-time Equal Opportunities Officer. · Attendance by over two-thirds of headteachers at training related to the race relations Amendment Act and schools’ duties under the act. · Guidance and support provided to all schools in establishing and implementing their race equality policies to assist them in meeting the requirements of legislation and to develop good practice. · Audit of schools’ Race Equality policies completed. · Establishment of Equal Opportunities Steering and Working groups to review, improve and oversee the development of policy and guidance. · Collection and monitoring of racist incidents in schools on a termly basis. · Collection and analysis of achievement and exclusion data for minority ethnic pupils annually. · Identification of groups for whom there might be a need for targeted resources through the monitoring of achievement data by ethnicity in all schools. · Setting of targets for reducing differences in achievement between minority ethnic groups and raising the standard in underachieving groups. · Provision of targeted support for pupils of different ethnic backgrounds to raise achievement. · Development of good educational practice which supports the aims of the Race Relations Amendment Act.
Key Actions For 2003-2004
1. Use the cycle of link adviser visits to monitor progress with implementation of the requirements of the act and to identify further support needs.
2. Continue to provide a training programme to support schools in meeting the race equality duties.
3. Establish groups to share good practice drawing on the Commission for Racial Equality’s Learning For All.
4. Develop a school self-review tool to support schools in meeting th duty to assess all policies for impact on equality.
5. Plan a review of the policy and curriculum guidance provided to schools, to make sure it refers to race equality throughout.
6. Research and disseminate successful strategies for raising attainment and reducing the exclusion of minority ethnic pupils.
7. Provide all schools with KS1, KS2 and KS3 SAT results broken down by ethnicity in time for school annual reviews.
8. Improve procedures for monitoring GCSE results by ethnicity.
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9. Encourage the establishment of ‘employee groups’ to identify recruitment and retention issues for minority ethnic staff.
10. Establish an Equal Opportunities page on the Schools Service Intranet to improve information to schools.
11. Produce regular briefing papers for the Schools Service’s business improvement meetings to improve the cascade of information on equality initiatives.
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Supplementary Information on Pupils with Special Education Needs
The number and percentage of pupils with statements of SEN in 2001/2002 and the three year trend:
January 2003 1843 Statemented Pupils = 3.5% January 2002 1791 Statemented Pupils = 3.4% January 2001 1776 Statemented Pupils = 3.35%
There is a slow but steady growth in the number of pupils with statements of SEN
The number and percentage of pupils with SEN but without a Statement (i.e. School Action and School Action + of the Code of Practice):
January 2003 7,137 Pupils = 13.6%* January 2002 11,229 Pupils = 21.36% January 2001 11,407 Pupils = 21.5%
* Note: in 2003 only children at school action (formerly stage 2) and school action + (formerly stage 3) are counted.
(including Stage 4 pupils):
January 2003 7,247 Pupils = 13.8% January 2002 11,337 Pupils = 21.56% January 2001 11,534 Pupils = 21.8%
January 2001 January 2002 January 2003 GL SpL EB ME GL SpL EB ME GL SpL EB ME D D D D D D D D D D D D Stage 1 2787 388 911 565 2710 412 770 646 N/A N/A N/A N/A Stage 2 3798 428 908 227 3811 431 988 183 3843 495 949 318 Stage 3 732 228 268 167 623 223 286 146 964 254 520 176 Stage 4 45 18 28 36 54 10 17 27 N/A N/A N/A N/A
Note: stages 1 and 4 are no longer stages in the Code Of practice. Stage 2 corresponds to school action and stage to school action +.
GLD General Learning Difficulties SpLD Specific Learning Difficulties EBD Emotional and/or Behavioural Difficulties MED Medical (i.e., Physical, Visual, Hearing, Speech and Language, Medical conditions).
The number and percentage of statemented pupils on the roll of mainstream schools:
January 2003 1,210 Pupils = 65.6% of statemented pupils
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The number and proportion of pupils in special schools, including residential and independent special schools:
As at January 2003
Maintained Special Schools – in Cardiff 468 Maintained Special Schools – outside Cardiff area 71 Independent Schools 12 551
= 29.9% of statemented pupils
The number of pupils in special schools as a percentage of the total number of pupils in 2002- 2003:
In all special schools, including residential and 1.05% Independent schools (both in and outside Cardiff):
In all Cardiff maintained special schools: 0.89%
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Minority Ethnic Pupils In Cardiff's Schools
Total AAFR - African Asian 22 ABAN - Bangladeshi 1035 AIND - Indian 635 AKAS - Kashmiri 15 AMPK - Mirpuri Pakistani 12 ANEP - Nepali 5 AOPK - Other Pakistani 1105 AOTA - Other Asian 54 AOTH - Any other Asian background 36 APKN - Pakistani 83 ASLT - Sri Lankan Tamil 14 ASNL - Sinhalese 12 BAFR - African 68 BAOF - Other Black African 111 BCRB - Black Caribbean 174 BEUR - Black European 23 BGHA - Ghanaian 15 BNAM - Black North American 1 BNGN - Nigerian 21 BOTB - Other Black background 45 BOTH - Any other Black background 5 BSLN - Sierra Leonian 11 BSOM - Somali 729 BSUD - Sudanese 29 CHKC - Hong Kong Chinese 94 CHNE - Chinese 22 CMAL - Malaysian Chinese 19 COCH - Other Chinese 71 CTWN - Taiwanese 5 MABL - Asian/Black 48 MACH - Asian/Chinese 8 MAOE - Asian/Other 18 MBCH - Black/Chinese 6 MBOE - Black/Other 39 MCOE - Chinese/Other 13 MOTH - Any other Mixed background 63 MOTM - Other mixed background 262 MWAS - White/Asian 306 MWBA - White/Black African 202 MWBC - White/Black Caribbean 752 MWCH - White/Chinese 74 MWOE - White/Any other 268 OAFG - Afghanistani 53 OARA - Arab 272
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OEGY - Egyptian 33 OFIL - Filipino 26 OIRN - Iranian 91 OIRQ - Iraqi 87 OJPN - Japanese 46 OKOR - Korean 49 OKRD - Kurdish 25 OLAM - Latin American 16 OLEB - Lebanese 6 OMAL - Malay 67 OMRC - Moroccan 10 OOEG - Other Ethnic Group 64 OOTH - Any other Ethnic Group 57 OTHA - Thai 13 OVIE - Vietnamese 7 OYEM - Yemeni 168 REFU - Refused 454 Traveller - Irish Heritage 122 WALB - Albanian 12 WBOS - Bosnian-Herzegovinian 3 WCRO - Croatian 4 WEEU - White Eastern European 49 WEUR - White European 433 WGRE - Greek/Greek Cypriot 104 WKOS - Kosovan 10 WOTH - Any other White background 63 WOTW - Other White 768 WROM - Roma/Roma Gypsy 133 WSER - Serbian 6 WTUR - Turkish/Turkish Cypriot 12 WWEU - White Western European 147 Total 9940
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Education Provision for Traveller Children
1. Number of Traveller Children
(a) 555 Traveller children (0-16) were known to the Traveller Education Service over the academic year 2002/3. (284 in primary schools, 137 in secondary, 9 in special schools)
(b) 289 Traveller pupils were enrolled in 40 Cardiff schools (24 primary, 13 secondary and 3 special) for the academic year 2002/3.
(c) 73 Traveller children were registered as receiving ‘Education Otherwise’ for the academic year 2002/3.
2. Duration of Stay
Mobility is an important cultural ideal for Traveller families, including those housed. Approximately one third of the cohort can be described as frequently mobile, one third as seasonally/occasionally mobile, whilst one third is less often mobile except for shorter periods to attend cultural/family events. Duration of stay cannot be predicted as external circumstances, such as eviction, have to be considered. Importantly non-ethnic Traveller groups such as visiting fairground/circus families must also be noted.
3. Provision in Place to Support Them
In partnership with their school and family the Cardiff Traveller Education Service provides the following additional supports to help meet the specific educational needs of Travellers:
(a) Direct teaching support within schools. (b) Advice/advocacy/guidance. (c) Distance/open learning materials. (d) Structure for those choosing ‘Education Otherwise’. (e) Culturally reflective, multi-media resource collection. (f) Production of culturally reflective and other materials. (g) ‘Drop in’ centre/administrative base. (h) Home /school liaison and outreach. (i) In service presentations/conference participation etc. (j) Practical assistance. (k) Multi-agency networking. (l) Adult literacy in collaboration with Community Education. (m) On site Homework club.
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Financial Information
Introduction
For the financial year 2003-2004, the Council will spend £192.960 million on providing a comprehensive range of education services to the population of Cardiff. Of this £30.308 million is financed by either specific grants or income, which leaves the Council with a net revenue budget provision of £162.652 million.
In addition to this the Council has also budgeted for capital expenditure on new and existing Educational establishments of £7.810 million.
Of the £192.960 million gross revenue budget provision £145.026 million or 75.15% is directly delegated to individual schools and forms the aggregate of their Formula allocated budgets for which the governing body is responsible.
Of the £192.960 million, the Council has identified that approximately £40.775 million of the planned expenditure may be attributed to the priorities set out in the Education Strategic Plan.
The overall spending on the priorities may be summarised from the following sources;
1. Grant funding
The LEA is able to spend £23.065 million on education services by securing specific grants from external bodies. A large proportion of the services, which are funded through this mechanism, may be attributed to the priorities set out in the ESP.
The Authority has also received, on behalf of schools, a specific grant allocation from the Welsh Assembly Government (WAG). The WAG have directed the LEA to pass a large proportion of this grant directly to schools to assist individual schools in raising standards.
In the financial year 2003-2004 this has been largely directed towards schools with either Key Stage 2 or Key Stage 3 pupils. In addition to these sums the WAG have also allocated a sum of £319,930 to be directed at low performing schools plus a sum of £198,000 to be directed at reducing the bureaucratic burden on teachers.
The LEA has decided, after consulting schools, to retain £210,000 to assist individual Secondary schools with strategies for improving standards at Key Stage 3.
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The current specific grant streams are;
Grant Primary Secondary Special Total Gross Grant Net received contribution by LEA £ £ £ £ £ £ GEST 2,101,761 2,101,761 221,238 4,424,760 2,654,856 1,769,904 GEST-EAL 1,351,800 901,200 2,253,000 1,351,800 901,200 Welsh 230,667 230,667 173,000 57,667 Travellers 147,688 24,911 5,338 177,937 133,453 44,484 NOF Children & Youth 1,329,303 234,583 1,563,886 1,563,886 Partnership Surestart 461,367 461,367 444,111 17,256 Programme Youth Access 337,050 337,050 337,050 initiative Childcare 289,000 289,000 289,000 Strategy School Specific 2,023,720 1,392,407 144,551 3,560,681 3,560,681 Grants ELWA 8,123,440 1,150,995 9,274,435 9,274,435 National Grid for 246,370 246,370 492,640 295,584 197,156 Learning (Capital)
Grand Total 8,181,676 13,361,722 1,522,122 23,065,520 20,660,333 2,987,664
2. Implementation of the Education Strategic Plan
The overall costs of implementing the ESP, as set out in the Council’s RA return for 2003- 2004, are as follows:
School Improvement - Line 3 GEST 3,459,015 Schools Retained 1,019,161 School Improvement 1,017,051 Management & Support 208,939 Advisers 1,387,568
Total 7,091,734
3. LEA Provision on special educational needs
The funding arrangements for SEN are made explicit within the Schools Standards and Framework Act 1998. In summary:
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The total SEN Budget is £23,608,298.
Of this the LEA devolves or delegates 59.90% to schools. The LEA retains 40.10% to provide the services to schools and pupils for which it retains responsibility.
The total planned expenditure for 2003-2004 to support the Behaviour Support Plan is £454,325.
4. Delegated budgets
(a) Early Years Early years education places are funded primarily through the funds delegated to schools, at a cost of £4.031 million. The LEA also retains a budget to fund places with private providers of £0.178 million for those areas of the City without sufficient school based places. In addition to these budgets the WAG has also allocated the Council £539,562 in 2003-2004 to secure additional places for three year olds.
(b) Total of funds met from school budget shares for school improvement.
As discussed with the National Assembly and others, the LEA is not intending to collect information from schools about the funds they are allocating to school improvement within their school development plans.
(c) Funds provided to schools for curriculum, advisory and training services
The net expenditure on the Education Advisory Service is £2.289 million.
Of this £0.533 million is funded by GEST and devolved to schools for curriculum and training services.
The GEST budget allocates a further £1.141 million to schools for training purposes.
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Teaching of English as an Additional Language
The Ethnic Minority Achievement Service (EMAS), Cardiff
The aim of EMAS is to provide equality of access to the National Curriculum for students whose first language is not English or Welsh.
The objectives are to:
· Raise the fluency in English of all pupils targeted for support.
· Ensure mainstream and support teachers and bilingual assistants are well trained to support learners in the mainstream.
· Improve target setting and record keeping with bilingual pupils.
· Maximise funding for the support of bilingual pupils.
Teachers and bilingual assistants are allocated to schools as identified by an annual needs assessment survey conducted in all schools in Cardiff. Access to bilingual staff is available in the following languages: Arabic, Bengali, Gujerati, Hindi, Korean, Punjabi, Somali, Urdu, Japanese and Czech.
An outreach programme is provided for new arrivals, which includes advice and support for the class teacher, assessment of language needs, home visits where appropriate, access to resources and monitoring of progress.
Support is provided for school-based staff who are working towards the creation of an appropriate curriculum for all pupils including the preparation of specific programmes of work for targeted pupils.
Bilingual pupils’ level of attainment in English and, where relevant, mother tongue is identified.
Programmes of courses for EMAS staff and mainstream staff are provided to enhance skills and knowledge in relation to English language acquisition.
Currently 38 primary and seven secondary schools receive regular support throughout the school year. Allocations are made for each September based on the level of need with priority going to early stage learners. Schools receive a minimum of 0.2 (FTE) of teacher time. This leaves a large number of schools where there are small numbers of EAL learners who receive no regular timetabled support. However, the level of resources are such that it would dilute levels of support too thinly if more schools were included. Also there are more languages spoken by pupils than available from bilingual assistants. Again there are only a limited number of bilingual posts available so that some pupils are unable to receive mother tongue support.
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LEA Level Data - Key Stage and EAL stage of EAL pupils
EAL stage Key Stage Year Group A B C D E Total Early Years N1 (nursery) 64 11 3 5 12 95 N2 (nursery) 261 106 40 19 96 522 Reception 230 133 67 44 192 666 Key Stage 1 Year 1 205 170 92 46 213 726 Year 2 91 180 149 72 206 698 Key Stage 2 Year 3 67 192 116 70 192 637 Year 4 44 149 196 91 256 736 Year 5 31 99 194 114 246 684 Year 6 25 71 198 147 286 727 Key Stage 3 Year 7 59 70 143 138 266 676 Year 8 34 85 159 150 273 701 Year 9 23 67 132 167 265 654 Key Stage 4 Year 10 15 49 126 203 240 633 Year 11 6 33 117 169 248 573 Beyond Key Stage 4 Year 12 6 23 55 90 158 332 Year 13+ 4 7 53 73 111 248 Total 1165 1445 1840 1598 3260 9308
Data check 9308
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Looked After Children
Policy
Work is currently in train to complete a draft policy for the education of looked after children. It is anticipated that the draft will be completed by July 2003 and, subject to political approval, published thereafter.
In the interim, the School Liaison Team for looked after children is following the National Assembly for Wales Circular 2/2001 Guidance on the Education of Children Looked After by Local Authorities. This guidance document emphasizes the need for joined-up solutions across services regarding looked after children, and includes recommendations to plan for effective education and the best possible educational outcomes.
The Education Standards which Looked After Children should be achieving
The Education Standards that looked after children should be achieving are set within the guidance document. The National Targets for 2002 were for at least 50% of children leaving care at 16 or over to have two or more GCSEs/GNVQs, and 75% to achieve this by 2003. However, there is no consideration within these targets for children with Special Educational Needs who may not be part of the GCSE process and for whom COEA examinations would be more appropriate.
As indicated in the progress report on objective 9, in 2002 85% of the Y11 cohort of children who are looked after children in the Authority achieved at least 1 GCSE or equivalent.
Plans and progress in relation to Personal Education Plans
The Personal Education Plan (PEP) has been devised and trialled in Cardiff’s schools by the School Liaison Team for looked after children. However, further progress has been impeded by weaknesses in communication and sharing of information between the School Liaison Team for looked after children and Children’s Services. The need to improve collaboration and training have been identified as important improvement actions for 2003-2004.
Nevertheless, the target that 90% of looked after children should have PEPs in place by September 2002 has been largely met. PEPs are either in place for all children or are in the process of being prepared by schools.
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