Agenda item

Context:

To scrutinise the 2018 end of Key Stage Teacher Assessment Outcomes and National Test results for Monmouthshire.

Key Issues:

All schools are subject to rigorous reporting and monitoring of standards each year, with the principal focus in Key Stages 2 and 3 being on English / Welsh first language, mathematics and science, and the percentage of pupils achieving the expected level in all three core subjects – the core subject indicator (CSI).

In the Foundation Phase schools report on the performance of 7 year olds in language, literacy and communication (English or Welsh language) (LLC), mathematical development (MD), and personal and social development, wellbeing and cultural development (PSDWCD). The foundation phase indicator (FPI) measures the percentage achieving the expected outcome in all three areas of learning.

Member Scrutiny:

·         The Foundation Phase, Key Stages 2 and 3 are teacher assessed. Key Stages 4 and 5 are assessed via external examinations.

·         With regard to the Donaldson report and reference to curriculum changes, this is still a work in progress. The Education Achievement Services (EAS) is working on its six areas of learning and experience.  Within those six areas there are a number of what matters statements and in these statements there are a number of progress steps. It is not yet known how the Authority will be reported on in respect of these areas.  However, for the next two years, we will continue to receive updates in the current format.

·         The report indicates that one in two children are more able. The key issues are that if we are placing reliance on teachers’ assessments there is a need to ensure that these figures at the end of Key Stage 2 translate much better to the end of Key Stage 4.

·         Analysis of the Fischer Family Trust data, which maps children’s progress from the end of Key Stage 2 to the end of Key Stage 4, will be presented to a future meeting of the Select Committee.

·         Primary school children also sit nationally marked reading, numeracy and procedural tests. These are scored on a standardised basis and the Authority has this data for all of its schools.  Historically, the Authority would be able to use this as a guide to correlate schools’ performance in national tests. However, from this year onwards, the national reading and writing tests are now adaptive, whereby, children undertake these tests on a computer and the test changes for that individual child as the child answers the questions.  Therefore, there is no longer a standardised score that the Authority can work from.

·         Welsh Government considers that an upward trend in our PISA outcomes would be highly valued. 

·         In October 2014 the Foundation Phase Areas of Learning were revised to align them with the National Literacy and Numeracy Framework, as well as making them more demanding. They were introduced on a statutory basis from September 2015. This means that the cohort of children that started Reception in September 2015 were the first children to be formally assessed against the revised outcomes at the end of the Foundation Phase in the summer of 2018.

·         In response to a question raised regarding support for children at the Foundation Phase who had not achieved the expected level, it was noted that all of Monmouthshire’s schools work across the whole class and support mechanisms are put in place to provide the required support.

·         A report outlining vulnerable groups’ data will be presented to the Select Committee in the New Year.

·         Categorisation has changed. The removal of the data driven element means that the Authority is more focussed around standards of teaching and learning, leadership and schools’ capacity to improve. It is hoped that following significant intervention in a school, that there is progress being made and therefore change its categorisation colour in a positive way.