Agenda item

Context:

To scrutinise the summary of the performance of pupils at the end of Foundation Phase and Key Stages 2 and 3 for the academic year 2016/17.

Key Issues:

Foundation Phase

·         Performance in the Foundation Phase in 2016/17 improved across all outcome 5+ indicators compared to the previous year and as a result, Monmouthshire is ranked first in Wales for all indicators when compared to other authorities matching the Local Authority’s Free School Meals (FSM) ranking of first in Wales based on January 2017 Pupil Level Annual School Census (PLASC) data.

·         Monmouthshire’s performance at the higher level compares well with other similar authorities and is ranked first in Wales across all indicators in 2016/17. 

·         The differential in performance between boys and girls has decreased for all indicators in the Foundation Phase at both outcome 5+ and Outcome 6+.

Key Stage 2

·         Performance at the end of Key Stage 2 declined across all level 4+ indicators compared to the previous year. However, performance remained above 93% for all indicators apart from Welsh.  As a result, Monmouthshire remained first in Wales for English and science with the Key Stage 2 Core Subject Indicator (CSI) and mathematics in second place in 2016/17.

·         Performance in Welsh language declined by 8.3 percentage points in 2016/17 and as result, Monmouthshire is ranked twenty-first in Wales for this indicator.

·         Performance at level 5+ at the end of Key Stage 2 improved across all key indicators continuing the upward trend of the last four years.

·         At the end of Key Stage 2, the differential in performance between boys and girls has decreased for English and science at level 4+ and in mathematics at level 5+. However, there has been an increase in the gap for English at level 5+.

Key Stage 3

·         Performance at the end of Key Stage 3 across all Level 5+ indicators continues the improving trend of the last three years with 92.7% of pupils achieving the Key Stage 3 CSI, an improvement of 0.8 percentage points compared to 2015/16.

·         Performance at level 6+ at the end of Key Stage 3 has improved in mathematics and science but declined in English compared to the previous year.

·         The gender gap at the end of Key Stage 3 has decreased for all indicators at level 5+. However, the gap at level 6+ in mathematics and science has increased compared to 2015/16.

Member Scrutiny:

·         In response to a question raised regarding the decline at the expected level at Key Stage 2, it was noted that at Key Stage 2 this year there were a number of pupils that had been identified within schools on the code of practice and therefore, whilst those pupils did achieve their potential and in some cases exceeded their targets, that reflected in overall results for some of Monmouthshire’s schools. Therefore, Monmouthshire’s ranking had dropped by 0.4% to the Authority above Monmouthshire. Challenge Advisors going into these schools would be discussing these matters with the head teachers with a view to identifying the support that is being put in place for these pupils with additional learning needs (ALN).

·         Pupil targets set by the schools are looked at during this time of the year.  Schools are being asked to provide a full account of what the targets are with a view to ensuring that each pupil has the means to achieve his / her very best.

·         It was noted that one or two children in a class with ALN can have a real impact with regard to the outcomes of that cohort.

·         Key Stage 3 outcomes in English are not at the same level as maths and science.  Challenge Advisers are going into the schools providing literacy support with a view to improving levels of teaching to raise standards.