Agenda item

Context:

To scrutinise validated Key Stage 4 and 5 data across Monmouthshire for the academic year 2016/17.

Key Issues:

Key Stage 4

·                Significant revisions to examinations in 2016/17 means that it is not possible to make a meaningful comparison to previous years.

·                Performance in 2017 in the Level 2 threshold including English / Welsh and mathematics is consistent with 2016 and the highest in Wales.

·                Results across all indicators at the end of Key Stage 4 in 2017 are above the national average.

·                The decline in performance in the Level 2 threshold reflects the trend across Wales in 2017. The decline in performance in Monmouthshire for this indicator is smaller than the national average. Monmouthshire is ranked second for this indicator.

·                Performance in the Level 1 threshold in 2017 is 1.9 percentage points below 2016 and reflecting the national trend this year. However, the decline in Monmouthshire is greater than the decline across Wales. As a result, Monmouthshire is ranked 14^th in Wales.

·                Performance in Capped Point 9 is significantly above the national average and places Monmouthshire third in Wales. This is the first year for this indicator.

·                Results in English and science (A* - C) are lower than in 2017 and reflect the national trend for these subjects. However, performance in Monmouthshire for both subjects is above the national average.

·                Performance in mathematics in Monmouthshire is higher than in 2016 and does not reflect the declining trend across Wales in 2017.

·                Overall, in 2017, Monmouthshire is ranked first for English and mathematics and eighth for science.

·                Pupil performance at the 5A*/A grades increased significantly in 2017 compared to 2016 and as a result, Monmouthshire is above the Wales average for this indicator for the first time in the last five years.

·                The gap in gender performance has narrowed in 2017 to 4.9 percentage points in favour of girls. The gap in Monmouthshire is now narrower than across Wales.

·                The gap in performance between Free School Meals (FSM) pupils and non-FSM pupils in Monmouthshire in 2017 has widened for the Level 2 threshold including English / Welsh and mathematics compared to 2016.

·                The majority of Monmouthshire secondary schools are in the bottom FSM benchmark quartile for the Level 1 threshold in 2017, indicating a three-year declining trend.

·                Monmouthshire’s performance compared to the Welsh Government Modelled Expectations continues a four year improving trend in both the Level 2 Threshold including English / Welsh and mathematics and Capped Average Wider Point Score (replace by Capped 9 in 2017).

Key Stage 5

·                Overall performance in the Level 3 threshold, including vocational qualifications, decreased by 1.8 percentage points in Monmouthshire in 2017 compared to the previous year.

·                This decrease is greater than across the region and nationally.

Member Scrutiny:

·         Research indicates that it is not only free school meals but it is a range of disabilities where the number of these children in Monmouthshire’s schools is very small in a large cohort and is difficult to address the needs of these children effectively.

·         The Authority is in a position to move forward in addressing these issues.

·         Non verified Key Stage 4 results had been received at a previous meeting of the Select Committee.  However, it was noted that there was very little difference between the non-verified results and the results presented to the Committee today.

·         In response to a question raised regarding BTEC science, it was noted that, statistically, BTEC results will no longer show up on schools’ data.  Schools are often driven by moral purpose rather than statistical purpose.  There are a number of science options available, namely, a) the single science where the three subjects are taken, b) double science and c) applied science which is far more challenging than BTEC science.  This has a 30% practical element to it.  It was the practical element and the course work that was best suited to most disadvantaged learners.  Decisions regarding what is best for learners needs to be taken at school level.