Agenda item

The report provided a summary of the action taken, changes made to learning improvement and an update in relation to the data, achievement and improvement across the following education phases:

·      Early Years Foundation Stage

·      Key Stage 1

·      Key Stage 2

·      Key Stage 4 (GCSE)

·      Key Stage 5 (A Level, T Levels and Applied General)

The Panel held a discussion and the following areas were highlighted;

Attainment for Children and Young People with Early Health Care Plans (ECHP) – It was acknowledged that the outlook for this area was not positive and that further work was needed.  Members heard how Special Educational Needs (SEN) across mainstream schools had a raft of options available to focus on ensuring that those needs were met, and that there were a number of plans and strategy in place for outcomes. 

It was recognised that there were some clear patterns that needed to be addressed through focusing more on attainment.  Special Needs Co-ordinators measured delivery through Headteachers and SENCO groups.    Regarding the planning of Educational Health and Care Plans (EHCP), it was felt that this needed to be refined, in order to achieve better outcomes.

Table (Page 24, Para. 30) indicative comparators and improvement in relative gaps to national as below for all entries, against disadvantage groups and by gender.  - Members sought detailed information on the breakdown of male and female around educational needs.  It was explained that ‘up to A-level’ female data had performed very well compared to national performance.

Actions/Implementation Strategy - The report provided a summary of action taken and changes made to learning improvement.  Members were informed that alongside the Skills and Education Strategy, there was a Schools Improvement Strategy that looked at all the data and information provided to identify priorities and support across schools in order to improve the teaching of reading, writing, maths and accelerated learning.  It was noted that the school was responsible for the pupil’s achievements and outcomes although the authority was in a position to effectively monitor and track this area.

Members were informed that the Implementation Strategy would be available by the end of 2022. 

A Member of the Panel commented on the number of strategies across the Council and commented that it would be useful to see how those strategies worked together. 

ACTION: For Panel Members to receive a visual diagram of how the strategies align with each other.

Phonics – Members considered it positive that the drop in phonics outcomes was lower than national performance.  In terms of the targets for 2023, it was clarified that there had been a target of 79% in 2023, which overall had been less than what was previously set at 85% prior to the pandemic.  It was felt that this was moving in the right direction with a long-term aspiration to reach 95%.  It was explained that schools set their own targets and that the Local Authority would monitor schools for concern. 

Members heard how a number of schools (that the Council had data for), were on track to meet targets and that in Year 2, the baseline had become much stronger in phonics. 

It was outlined that work had been undertaken which included working with English Hubs, local hub merger and being a member of Steering Group for Reading, Writing and Maths.

Members heard there were a number of schools that had taken support and applied for funding. It was explained that those schools of concern (that had performed below target), had undertaken intensive work with the Local Authority on issues such as phonics and reading and support with maths.  In addition to supporting those schools of concern, it was noted that it could be for the authority to look at individual schools for cohorts of children that were not achieving as well.

KS1 Results – It was considered positive that the gap had not significantly widened from national figures.  Clarification was sought as to why a focus on early reading and phonics would have caused a drop in reading outcomes at Year 2.  Members were informed that there had been an impact from the pandemic with assessments undertaken last year and a strong focus on phonics in bringing back those children to be where they should be.  Members heard that children on the threshold were not quite achieving, with hopes that the baseline was much stronger.  It was expected that their outcomes would have risen by July 2023.

KS2 Results – Positive reading results were welcomed and linked to the work of the Reading Strategy.  It was felt that results in writing were to be expected and part of a longer-term solution; however, concerns were raised around results in maths.   It was commented that this was an interesting area to look at, as there were a number of different elements to achievement and gaps in learning. 

It was explained that following an analysis of different papers, children performed better at arithmetic, but were not as good in reasoning and therefore indicated that this required more focus.  It was considered that there was a great deal of support for maths individually, through group networks as well as the Maths Hub.  Members heard how this had been identified as a priority for the Local Authority, in order to close gaps so that children have a better opportunity to improve.

GCSE Results – Concern was raised that GCSE results in Doncaster, were below national performance and that the gap had not narrowed.

It was shared that the achievement of children who do not speak English as their first language, had improved.  It was noted that there had been some improvements in outcomes with ECHPs.

Members were informed that the gap relevance must only be taken within each own schools or college’s context.  It was explained that each provision would identify its own methodology to address under performance from different groups of learners.  Schools would use credible research strategies to aid improvement in the performance of disadvantaged learners.

It was outlined that the activity survey produced by the Participation and Transition (PAT) team, showed where the current Y12 and Y13 population was currently active.  Members heard that this was reporting a figure that was comparatively better than this time last year, and continued to be better than our statistical comparators and national data.  It was explained that this suggested that more young people were accessing Education, Employment and Training (EE&T) than those who were not, although cohort numbers were continually increasing.  Reference was made to Pupil Premium strategies and how it was still expected of schools that they would include the improvement of attainment. Members were told that funding was still available for schools to access to support the education of the disadvantaged.

It was explained that next year’s exam process was expected to return to pre-pandemic arrangements with the majority of adjustments being removed

A-Level Results – It was felt that A-Level results looked positive with increased percentage and the gap against national performance closing.  There was concern around the male results and it was questioned whether there was a strategy in place for narrowing the gap with national figures.

It was explained that schools and colleges would put in place what they believed was right in their own settings using credible research.  There was the potential to look deeper into it to see what they were using in practice and performance of certain areas. 

Clarification was sought in terms of the take-up at a Technical Level. It was explained that the numbers of students taking Technical Levels had increased from last year and now doubled the national average. It was added that conversely, there had been a drop in students taking A-Level courses and that the take-up of applied courses was in line with national.

Strategies – It was acknowledged that there was a need for higher paid jobs in Doncaster and Members asked what was being doing in terms of improving educational outcomes.

It was recognised that this aspiration was part of the Education and Skills Strategy and a significant part was about how we springboard young people into being in a position to take-up those jobs.  Reference was made to the importance of employers making a commitment to young people, such as that made by the Council through its in-house Apprentice Programme.

Members heard how 1300 additional children had taken up Level 3, which was equivalent to an A-Level and would gain entry into university.  It was stressed that we needed to reach a place where people viewed vocational learning the same as A-levels.  Clarification was provided that in terms of points, Level 3 was different to those of an A-Level.

Concern was raised that although many strategies were now being developed, it was difficult to make improvements and not much progress had been made to date. 

It was confirmed that the provisional data would be validated at the beginning of 2023.

ACTION: Validated data to be forwarded to the Panel by the end of February/Early March 2023.

RESOLVED that the Panel notes:

·      That all data included in the report has been published on a provisional basis, and is subject to further checking and validation, which could lead to small changes in some figures when the final results are subsequently published.

·      The achievement outcomes for all key stages for Doncaster Children and Young People, alongside areas for continued development.

 ·     That this is the first year of formal assessments since 2019 and the relative impact both locally and nationally that the Covid period has had on overall outcomes.

·      The improved outcomes specifically for Key Stage 4, Children and Young People in Care, the gap between boys and girls and for those for whom English is an Additional Language (EAL).