Agenda item

Purpose

The purpose of the Annual Chief Officer’s report is to inform Council of the progress that the education system has made in the past twelve months since the last report. 

•This reporting period includes the examination period that ended in August 2018, this is the second year of the ‘new GCSEs’.

•The report is not limited to analysis of school based outcomes but is intended to offer a broader view of the services that is offered to children in Monmouthshire.   

Key Issues

·         The Annual Report to Council provides all councillors with a clear understanding of where Monmouthshire’s education system is, focussing on outcomes and reporting every indicator and variance.  The report also reflects on the system as a whole.  The section on student outcomes focuses on strengths as well as areas for improvement.  Much of the comparative detail from other local authorities is no longer available but all the detailed reports have been presented to Children and Young People’s Select Committee.

·         The last year has been challenging.  Student outcomes in 2018 changed from the previous near continuous progress in the last three years.  In particular Foundation Phase and Key Stage 4 were not at expected levels. 

·         The Categorisation process in 2019 was more challenging than in previous years.  There was more volatility in the primary phase.  Some schools continued their improvement but more schools needed greater levels of support.  At the secondary stage two of our schools are now ‘Green’, this represents 1/3 of all green secondary schools in the region.

·         Delivering excellent outcomes is only part of the role of our schools.  There is also a wide range of services that Monmouthshire offers to its children and young people.  In 2018/19 attendance was better than other authorities; rates of 95.2% for our primary schools and 94.8% for our secondary schools.

·         There is an emerging trend of higher fixed term exclusions from our schools.  Headteachers have indicated that behaviour is becoming more challenging.  The causes can include underlying additional learning need, links with childhood trauma or the effects of events at home.  We need to work closely with all services to provide appropriate support for these learners. 

·         In preparation for implementing the ALN and Tribunal Act, significant work has been undertaken to streamline Statutory ALN Service functions.

·         2018/19 has been a year of significant change in school leadership.  50% of our secondary Headteachers have moved on to new opportunities and last year 30% of our primary Headteachers (9 schools) have changed.  It is recognised that the role is becoming more demanding and that the resilience of our school leaders (and all staff) needs support.

·         There are significant changes across the education system in Wales.  The new curriculum is the cornerstone of the Welsh Government’s ‘National Mission’ and will be a huge opportunity for our schools to change the way we teach our children.  This level of change will also bring challenges and it will be critical that Monmouthshire responds as a whole education system, not as individual schools, to ensure that there is equity across our County.

·         In the last year there has been more involvement with partnerships such as Education Achievement Service (EAS) and we are evolving the relationship to ensure that its focus is clearly on the concerns that are identified in the system.  It remains a close and effective relationship which has brought challenge but also support.  The Directorate continues to be supported by our External Reference Group (ERG) which provides advice and challenge on a termly basis.

·         The funding of wellbeing and mental health initiatives by the Welsh Government’s transformation funding has been led by the regional Children and Families Partnership.  We need to ensure that we maximise our involvement in this work to ensure that our young people gain the most benefit. 

Member Scrutiny

The Chief Officer, Chief Officer Children and Young People presented his annual report.  Questions were invited from Members and responses provided as follows:

·         A Member commented on the good performance of Free School Meals (FSM) learners at Foundation Phase (FP) /Key Stage 2 (KS2) that decreases from Key Stage 3 and the importance of parental support and encouragement.  It was also commented that the high number of exclusion days doesn’t reflect that this relates to a recurring, small number of learners.  The Chief Officer explained that some primary schools have very low numbers of FSM pupils who benefit from the cohort around them which can lead to smaller gaps at FP and KS2.  There is research that supports that it can be more difficult to make progress in more affluent schools.  Where children need support to achieve expectations, other services can help e.g. youth service for care support and guidance.  It was confirmed that the authority doesn’t have access to some grants because of low FSM numbers.  Regarding exclusions, detailed analysis shows pockets of challenging behaviour not general poor behaviour.

·         Regarding FSM performance, a Member pointed out that the Vale of Glamorgan performs better.  It was queried what strategies are used and what support can be given especially at KS4.  It was responded that Chief Officers are now required to sign off Pupil Development Grants following review by EAS and cross reference to Sutton Trust data.  Some were sent back to schools for resubmission.  The authority will ensure that its funded interventions are the best possible and work will continue with the Vale of Glamorgan and other colleagues.  

·         A Member commented on the high percentage of leadership changes and questioned if it is the same across Wales.  The Chief Officer agreed that there are significant concerns about resilience of the workforce and explained that actions have been undertaken with schools to reduce some pressures. It was agreed that there are challenges in recruitment.  There is an opportunity to build capacity of middle leaders and deputy heads as we want good candidates from in county for the future.

·         A Member referred to the good levels of attendance in comparison with other areas. 

·         It was clarified that the Capped 9 score is based on an average score for nine qualifications on a points basis.  Points are awarded for five of the nine qualifications used to calculate the score will be GCSE English Language or GCSE Welsh Language, GCSE Mathematics (Numeracy) and GCSE Mathematics, the learner’s best two science GCSEs and four of the  learner’s best (highest grade) other qualifications. It is expected that this score will improve in the summer examinations. It was agreed to ask the EAS to provide an all member’s (and other members of this Select Committee) seminar on this topic and to include an explanation in the report. 

·         It was agreed to change the presentation of the FSM tables to show the different key stages in Wales and Monmouthshire.  For the Additional Learning Needs table, it was agreed to include numbers and percentages to provide better context.

·         A Member commented on the importance of presenting data on both achievement (progress) and attainment (results) in view of the new system.  It was agreed that the definition of attainment and achievement would be included in the report.

·         A Member noted that one secondary schools was doing better with FSM learners.  The difference between Green (categorisation) and Excellent (Estyn) was explained noting that they don’t always correspond.

·         It was explained that the new curriculum is under consultation and reform of GCSEs will follow.

·         It was clarified that last year Welsh Government announced significant grant funding directly to schools for professional learning to prepare for the new curriculum.  More funding is due this year that will be allocated to schools through the authority. 

·         In response to a question, it was confirmed that Estyn was reviewed by Prof Donaldson who suggested that inspections are paused for a year to allow schools to prepare for the new curriculum.  Estyn follow-up visits will still take place. 

·         Regarding exclusions, it was queried what strategies are in place to improve the situation.  It was responded that schools are supported in the use of their own wide range of strategies and they have access to other initiatives such as ELSA, THRIVE and Play Therapy.   

·         Additionally, some information was requested on complex Individual Development Plans (IDPs).  It was explained that complex needs are where a child has more than one need.  The authority will be working closely with schools on IDPs.

·         Concerning leadership, a Member questioned the concept of the use of executive headship and federation stating that parents don’t like this approach. It was responded that there had been very positive responses to a federation in Abergavenny from staff and parents; pupils are benefitting and there is good leadership across both schools. In the case described, there was an opportunity for two VA schools to work together.  In the case of the secondary school arrangement, it was explained that for 3 days a week there will be an Executive Headteacher and 5 days a week a Head of Learning.  The two new arrangements will be reviewed and monitored. Members supported the point of view that a good senior leadership team can step in at any time.

·         Regarding the availability of £900,000 extra capital, the Chief Officer confirmed that there are discussions ongoing with Cabinet on a range of suggestions.