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Northumberland County Council 2013/14
The report of the Director of Education and Skills Schools EDUCATION ANNUAL REPORT_Layout 1 07/01/2015 14:16 Page 2
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Contents
Executive Summary 4
What does Northumberland look like? 6
Tackling underperformance across Northumberland 7
Ofsted inspections of schools in Northumberland in 2013/14 10
Teaching 14
Academies: a new landscape 16
Leading improvement across the system 17
Key statistics 20
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Executive Summary
1. Children in Northumberland now have 4. In the best schools, strong leaders and the best chance they have ever had of governors challenge low expectations. attending a good school. Despite raising They recruit and retain good teachers, includ- the inspection bar, Ofsted judged more ing ensuring effective support for new schools to be good or outstanding in teachers. They insist on high standards of Northumberland than in the previous year. behaviour. These leaders reward good However, we have a long way to go to performance and do not shy away from ensure every child has a good education. making difficult decisions.
2. Greater accountability and more 5. There is inconsistency in the teaching of focussed activity from the local English and Mathematics. Without a authority is needed to aid improvement strong foundation in English and in many of the weaker schools. Schools Mathematics, children cannot succeed in are responding positively to the recent chal- their education or make the progress of lenge from the local authority to provide a which they are capable; they will struggle to good education for all. The local authority is gain and sustain employment. very concerned that only 54% of schools judged as requires improvement are making satisfactory progress in remedying weaknesses.
3. Too many of Northumberland’s schools require improvement. There are three key barriers to raising standards:
Mediocre teaching and weak leadership in a minority of schools. Pockets of poor behaviour in schools, and lack of support from the authority. Significant underachievement of children from low-income families, particularly at the end of Key Stage 4.
Data as August 2014
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Executive Summary
6. The proportion of children attending good or outstanding primary schools Academies established so far have a increased this year. 92% of primary schools mixed track record of driving forward are good or better, exceeding the national improvement. Some have performed average of 81% and the North East average strongly, however, others are not doing of 80%. However, in October 2014 there well enough. were still 3,411 pupils in primary schools that required improvement and two schools were in Ofsted categories of concern.
7. The local authority has major concerns 10. Overall, schools are better than in about secondary school provision. It is 2012/13, however, much more needs unacceptable that in September 2014, to be done. The local authority has fourteen of the 44 high and middle schools strengthened its arrangements to tackle required improvement and three schools in weaknesses and support schools to improve all phases were in categories of concern. their performance. We will review the performance of schools again in December 8. Children from low income backgrounds 2015. are being left behind. In too many schools, poverty of expectation for these 11. Good governance of schools is a key factor in children leads to low levels of attainment their success. In Northumberland we have a that shows little sign of improvement. large number of committed and talented Economic disadvantage does not have to individuals who give up their time to be lead to low attainment. governors. The local authority needs to do more to support them to ensure they can 9. Academies are now a well-established challenge school leaders where neccessary. part of the educational landscape in Northumberland. Around a third of high schools are now academies. The local authority is now working closely with academies and their sponsors to provoke and support improvement where it is needed.
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What does Northumberland look like?
12. There were 180 schools in Northumberland 14. The local authority has a vitally important with 2,913 teachers and 45,517 children in role. We are determined not to retreat and October 2014. 123 are first or primary become defensive or make excuses. The schools, 16 are high, 28 are middle (deemed Ofsted focussed inspection clearly highlights secondary), nine are special schools, three are areas for improvement in schools and in the independent and there is one Pupil Referral local authority. Unit. Fourteen schools are academies and there is one free school. 15. The process of improvement has already started and we must sustain this, anticipate 13. The changes in the status of many schools setbacks and ensure we are part of the and wider educational reforms are influenc- answer rather than part of the problem. ing the character and the landscape in which the local authority works. However, our 16. System leadership is the key to future statutory responsibility to ensure a good direction of travel for Northumberland. education for all the children in Northumber- The Local Authority must be a key player. land has not changed.
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Tackling underperformance across Northumberland Children from low income families fall too far behind
17. In October 2013 Ofsted carried out a focussed inspection of schools across the county. They expressed serious concerns about the performance of many schools and placed four of the seventeen they inspected into special measures. A further 9 schools were judged to require improvement.
18. Overall the examination and test success at the end of Key stage 2 and 4 was also a seri- ous cause for concern compared with the regional and national picture. In particular children from the most deprived back- grounds did not achieve the standards of which they were capable.
19. Ofsted concluded that the local authority’s strategy for improving school’s performance was inadequately communicated to schools. They found that there was considerable uncertainty amongst many schools about how the local authority identified concerns. In response the Council produced and circulated a new strategic vision. Three key aspects were emphasised, partnership, innovation and long term sustainability. The role of the local authority is to be a champion for children, families and schools.
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Tackling Underperformance Across Northumberland
20. In addition to the weaknesses identified by tests in Year 4 and Year 8, almost all schools Ofsted, the local authority’s own analysis took part. The results of these tests were identified 41 schools that were seriously then compared with schools assessments and underperforming. The authority continues to clearly indicated that there is a problem with have a range of statutory duties in relation to consistency in many schools. underperforming schools and has had to resort to sending warning notices and impos- 23. The authority commited significant funds to ing interim executive boards to replace establish education partnerships across the governing bodies this year. Good and county, schools will work together to ensure outstanding schools are keen to work with that assessment methods become more the authority to improve the standards they accurate and useful. In addition, a series of achieve and support other schools in need. conferences have been held to examine the nature of the problem and discuss and 21. The level of challenge offered to schools by establish solutions. It is important that the local authority was heavily criticised by schools themselves find the solutions rather Ofsted . Some evaluations offered to schools than feeling they are having a method were described as ‘over-generous’ or imposed upon them. superficial and ‘lacking in objectivity’. In October 2014, Ofsted recognised that, 24. The county’s use of best practice in recently, action has been taken to address supporting schools was a key weakness last these issues and the local authority has year. Ofsted said there was a lack of a raised the bar. strategy to engage with schools and harness their collective strengths or identify support 22. Responses from a number of schools from outside the county. Improving the raised significant concerns about the authority’s ability to communicate with accuracy and use of school data. Often schools is a key element of our plan for the schools over-estimate levels of attainment next year. Three Commissioners of Education and progress and this means that too often will be appointed in 2015. They will play a the predicted improvement in Key Stage tests strategic role in building capacity and or GCSE examinations does not come to creating a thriving community of schools fruition. To research this issue in more depth across Northumberland. The teaching the authority intoduced standardised schools are making a useful contribution to
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Tackling Underperformance Across Northumberland
improving teaching, learning and leadership support is not working they need to and the authority is keen to support and intervene. Headteachers and governors enhance this work. The work of the local expressed concerns that they were not being authority’s school improvement partners is supported sufficiently by the local authority being reviewed and reformed to ensure an to challenge performance. This is another approach that is focussed more clearly on aspect of the authority’s work that is challenging schools to improve and then under review. pointing them in the right direction. 27. It is important that the authority works with 25. Good teachers are the most valuable re- all schools across Northumberland, including source any school can have. It is essential academies. The two academies inspected in they are supported by school leaders to en- October 2013 considered the authority to be sure that the conditions in schools allow a ‘distant’ body and leaders said that the them to teach effectively. The standards of authority had failed to engage with them. behaviour in a minority of schools inspected In response to this the Director of Education was of concern and this continues to be an and Skills has visited each academy and issue across the authority. The authority is re- stronger lines of communication have been viewing all aspects of the way it supports established. All academies have expressed a schools and pupils. strong desire to improve their relationships with the authority and are keen to take part 26. Leaders cannot shy away from tackling in a reinvigorated educational community continued underperformance and when across the county.
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Ofsted’s Inspections of Schools in Northumberland in 2013/14
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Schools in Northumberland 2013/14
More good schools than ever before, but we have a long way to go
28. 92% of primary schools were good or Northumberland did better, as a county we better but only 65% of secondary (including still did not perform well compared with middle schools) were good or better. most other authorities in the region and This means that on 31 October 2014, 17,394 across England. If our education system is to children were in good or better primary or become better, we need to raise the standard first schools but 3,411 were not. In second- of teaching and leadership most particularly ary (and middle) the picture is much worse for deprived pupils. with 16,738 children in good or better schools but 6,460 in schools that are not good.
29. The improving profile of inspection grades in Northumberland reflects better teaching in many schools and more effective senior and middle leadership, which are central to achieving better outcomes for pupils. In less effective schools, there remain weaknesses in teaching and leadership. While schools in
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Schools in Northumberland 2013/14
30. Children and young people in maintained 31. Key Stage 1 to Key Stage 2 progress in all schools and academies in Northumberland three measures in Northumberland schools have the best chance they have ever had of was the lowest in the North East region in attending a good school. Good and out- 2013. Whilst some inprovement has been standing schools made up 85% of all schools made in this area there is still a long way to inspected. However, this proportion does go. (See figure 10). mask a significant difference between schools for secondary age children and those in primary or first schools.
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Schools in Northumberland 2013/14
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Teaching
32. Teaching is at the heart of school What are the myths? improvement – not a particular style of teaching, but teaching that gets children 36. Ofsted evidence shows that there are some ready for the next stage in education or common misconceptions about what employment. The best teachers always constitutes good teaching. Too often senior challenge children to do better, and are and middle leaders mistake a ‘busy’ lesson flexible and adapt lessons to meet their for a good one, or insist on an approach to needs. However, teachers can only teach planning or teaching that is overly well if behaviour in class is orderly and bureaucratic. Other common misconceptions children are attentive. identified were:
Leaders must focus on Pace – a belief that the faster the pace improving teaching the better the lesson. Number of activities – teachers often 33. In the best schools, good teachers are cram as many activities as they can into identified and rewarded, through effective lessons, particularly if they are being performance management. Headteachers observed, this can be counter productive. ensure that the culture and expectations in Constant assessment of learning in the school support good teaching and lessons – teachers often spend too long learning. It is the role of the local authority getting pupils to explain their learning to challenge and support school leaders to and too little time developing skills, do this. knowledge and understanding.
34. High performing leaders of teaching should The local authority must do more to help schools be credible teachers themselves and a source adopt the right principles and improve teaching of advice and inspiration for others. They and not over-emphasise assessment. should ensure consistency across a school by ensuring all teachers have the same expectations of behaviour and presentation Making the right start as a teacher of work. 37. Far too many newly qualified teachers leave 35.The best leaders are able to devote time to the profession after only a few years. leading teaching because they can delegate Recruiting good young teachers to schools in other duties such as business management Northumberland is a major challenge for to others. The local authority has a duty to schools. The local authority must do all it keep its bureaucratic and administrative can to support them. demands to a minimum. We will be review- ing our approach to this next year.
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Teaching
Better English and Mathematics
38. Achieving basic competence in English and 40. Some key challenges in raising Mathematics is critical for every child’s life standards in English chances. Raising levels of these basic skills is critical for Northumberland. The teaching of writing often needs to be more effective with more emphasis on 39. Some key challenges in improving spelling and handwriting. Lessons can mathematics in schools often offer too little time to complete extended writing tasks. Wide variation in teaching quality. Pupils don’t receive enough Schools find it difficult to recruit and encouragement to read widely for retain specialist mathematicians. pleasure. Understanding and problem solving are Too many pupils, especially older ones, do under-emphasised. Too often teaching not see English as a subject that affects focuses on ‘how’ without understanding their daily lives. Pupils need to see ‘why’ so pupils do not build a secure practical benefits of the subject. foundation for learning. Too many pupils Boy’s attainment in English is much lower spend too long working on straight than that of girls. forward questions. Teaching isn’t always adapted in the light of pupils’ understanding. Pupils’ errors and misconceptions are missed and not acted on.
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Academies: A new landscape
41. Academies can be all-ability, independent, state funded schools. Sponsor-led academies were introduced 13 years ago to replace failing schools. In most cases they are located in the most socially deprived and economically disadvantaged areas of England.
42. Newer sponsor-led ‘academy converters’ were approved under the Academies Act of 2010. These schools had to be judged good or better at their last inspection.
43. There are 14 academies in Northumberland out of 180 schools. Over a third of high schools are academies. The majority of sponsor-led academies are part of multi- academy trusts (MATs). Ofsted inspect schools and academies in the same way. The local authority is held responsible for the quality of education in Northumberland irrespective of whether schools are academies or not.
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Leading improvement across the System
44. Good system leadership from the local 46. The whole system must work together. The authority is crucial to tackling underperfor- relative lack of apprenticeship provision and mance and supporting improvement in proportion of young people not in education schools. The key to improvement lies in or training (NEET) is a focus. The authority improving the quality of teaching. Although recognises that they need to improve links ensuring assessment methods are accurate is with the Local Enterprise Partnership (LEP) important, it is only part of a wider process and develop more provision that is responsive of improving the development of skills, to employer needs. Many schools have sixth knowledge and understanding. forms, they tend to be rather smaller than average and have a relatively narrow 45. Complacent leadership leads to school curriculum offer. failure. The local authority doesn’t do schools any favours by being over-generous. This year 47.For children with special educational needs, there has been a quantum shift in the 2015 will be a key year. The implications of challenge provided. Four schools were the Children and Family Act and the Local placed in special measures in October 2013, Authority’s response to it are crucial. The two have been closed. One has moved out of Local Authority has met its statutory duty in serious weaknesses, one was judged to be that the local offer is established, but it needs making reasonable progress at its most to do much more to ensure that the whole recent monitoring visit. There remains too system works together well to provide much inconsistency in the 41 schools judged children with the very best support. The by the local authority to be at risk. Much authority is currently reviewing the arrange- work still remains if the authority is to reach ments that are in place to support children and exceed national levels of success. with special educational needs.
48.Next year will be a crucial one for the county.
Number Number It is now clear where improvements are 2013/14 Newly at start Improved Closed at end School identified necessary. Schools must collectively take of year of year Year responsibility and the lead. The local author- Special ity must act as a critical friend and supporter 0 530 2 measures so that outcomes for children improve and Serious 1 0100 they have access to the highest quality weaknesses education.
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Leading Improvement Across the System
49. This year has seen a significant improvement Figure 12: 5+GCSE at grades A* - C in the proportion of Northumberland’s including English and mathematics for looked after children and young people who looked after children gained 5 or more GCSEs including English and Maths. The data in figure 12 shows the ENGLAND 12.0 position in Northumberland to be more than twice as good as the national average. This NORTH EAST 12.0 has resulted in the gap between looked after NORTHUMBERLAND 27.3 children and young people and their peers closing significantly.
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Leading Improvement Across the System
50. There is a significant gap between the attainment of boys and grils at the end of Key Stage 4. Figure 13 shows that in Northumberland the gap has widened further this year, in contrast the gap nationally is reducing.
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Key Statistics
Key Statistics 2013 and 2014
Table 1 High/Secondary schools, current Ofsted grade, %5A*-C including English and Maths figures for all pupils and pupil premium gap. 3 levels of progress in English and 3 levels of progress in Maths. Both 2012/13 and 2013/14 figures for each measure.
Table 2 Middle schools current Ofsted grade, 2012/13 Ofsted grade.
Table 3 Primary schools current Ofsted grade, 2012/13 Ofsted grade.
Table 4 First schools, current Ofsted grade, 2012/13 Ofsted grade.
Table 5 Special schools, current Ofsted grade, 2012/13 Ofsted grade.
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Key Statistics
* LA Averages include special schools ** 2013/14 GCSE figures are provisional first entry figures (data taken from unvalidated RAISE Online 2014); 2012/13 are the best attempt *** % Pupil Premium Gap is 21 the difference in achievement between the disadvantaged group and the non disadvantaged group. www.northumberland.gov.uk EDUCATION ANNUAL REPORT_Layout 1 07/01/2015 14:14 Page 22
Key Statistics
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Key Statistics
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Key Statistics
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Key Statistics
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