Agenda item

The Doncaster Education Attainment Summary 2019 report provided an update for review by the Panel in relation to provisional data and early indications of achievement and improvement across the following education phases:

•           Early Years

•           Year 1 Phonics Screening Check

•           Key Stage 1

•           Key Stage 2

•           Key Stage 4 (GCSE)

•           Key Stage 5 ( A Level)

It was explained that the data contained in the report was provisional and represented early indications (and was therefore subject to change). It was continued that formal and final validated data would be released by DFE later in the autumn term and will be presented to the Panel at that time.

The Head of Education provided the Panel with highlights from the results.  Members complimented the results and the significant improvement made and commented that a clearer explanation of the acronyms presented in the report in future would be helpful. 

Reporting of Results - A Member raised concern about how partial other data sets reported through the media in isolation and out of context could have a negative impact on what is a very positive set of results across all key stages. results when reported through the media.  It was felt that positive results should be promoted accordingly in a constructive manner.  Officers commented that more positive reports were now being made through the media which was viewed as a step forward.

Pupil Premiums – Concern was raised about the differences between those children that were on pupil premiums and those children who were not.  it was detailed that for those children in receipt of pupil premium, 48% of pupils achieved the combined measure compared with 50% of pupil premium children nationally indicating that it was a national issue (whereas the figure for non-pupil premium children at KS1 was in line with the national figure at 69%). Members were assured the Council was aware of this and that the achievement and progress of pupil premium children and other disadvantaged and vulnerable groups remained a priority in line with the Doncaster Opportunity Area, Priority 1.  It was noted that some schools in disadvantaged areas were addressing this issue very well.

It was clarified that there wasere more than one data set which formed the criteria for Pupil Premiums (such as Free School Meals, Sports Premiums, Looked After Children and other data sets). Members were reassured that any data that had been released would not have involved fully validated data and a more comprehensive response would be possible once that validated data had been released.

Final Validated Data – The Assistant Director, Commissioning and Business Development explained that a more detailed report would be shared with Members later in the calendar year once the validated data was made available. This report would focus specifically on achievement for vulnerable and disadvantaged groups, and included those children in receipt of Pupil Premium.

Future Priorities - In terms of future priorities, it was explained that there was a support, development  and challenge process within individuals schools and that relevant tiers associated would be broken down by;

•           overall borough;

•           by ward;

•           multi-academy trusts; and

•           individual schools.

It was outlined that the level of challenge to senior leadership level was equally mirrored down the support system. It was noted that the team within the Council had the responsibility for of thea case management of schools, by area.  In terms of the broader strategic picture, it was explained that the challenge element was part of a much broader footprint than school learning standards and effectiveness, for example, Special Educational Needs Support, Education Psychology and the wider inclusion agenda.  It was concluded that it was about having a single point of contact for individual schools for a ward of schools for individualand Multi-Academy Trusts mats  so to be able to tailor that support accordingly.

Reading – It was reported that reading remained a priority and that outcomes at Key Stage 1 were now in line with the national results for the combined measure of Reading, Writing and Maths but remained below in reading.  It was noted that reading, particularly early reading development, remained a priority at Y1 and Y2 with support being provided through continued strategic interventions.

It was outlined that Officers were analysing results with the intention to share good practice.  It was added there was the aspiration to improve the results through specific training events being held in schools where results had reduced.  Members were provided with assurances that key messages (emerging from the new Ofsted framework) were being put forward about the importance of early reading and phonics.  It was acknowledged that Maths had shown a significant improvement.

Gradings - Clarification were provided on GCSE grading’s presented in the report and it was explained they took account of average attainment point scores and had been compared with the results from 2018.  In respect of ‘A’ Levels, It was reported that information was available which would show what was available through the new and existing processes and what it would look like in terms of previous current grades and points.

The Assistant Director, Commissioning and Business Development offered to send out more detailed breakdown of current position for GCSE results/grades for schools showing change to previous years, which would include an explanation and comparison to previous grading systems. 

A Young Adviser commented how positive the GCSE results were and added that it would be helpful to have sight of what room there was for improvement within in each bullet point.  It was noted that this information would be provided within the validated data to be provided later in the year.

Schools Performance - In terms of schools performance, it was noted that 12 out of 18 done better, meaning that 6 were static or had not performed as not as well as they could have done.  It was questioned what was being done with those schools whether there were any correlation with academies that were not doing so well and could any conclusions be drawn, for example, was there any correlation to persistent absenteeism or exclusions.

It was felt that there was some correlation between Doncaster’s most inclusive/least excluded schools and the greater leaps with attainment in Key Stage 4 figures.  It was supported that the link between persistent absenteeism and outcomes was there, although there was a mixed picture with some schools who had achieved the best outcomes as well as also improvements in attendance 

RESOLVED that the Panel note;

•        The indicative provisional improvements to date where available.

•        The work of school leaders, teachers and schools and the wider school

•        improvement system, including:

•        The review and development of the learning standards and effectiveness provision.

•        The commissioning of Partners in Learning.

•        Greater collaboration across the system with and between schools, leading to greater capacity for support across the phases.

•        The further development of the school improvement system of support and challenge, enabling specific provision to be targeted at schools requiring further development.