Executive Summary

Jane McSherry noted there has been a rapid improvement in Ofsted outcomes and that there is good picture in terms of year-on-year and trend comparisons with national data.  The change in the Key Stage 4 performance measure in 2014 was highlighted meaning that comparison with previous data is not possible.  It was explained that the Department’s target is to do the same or better than statistical and Outer London neighbours on all measures.

In response to panel member questions, Elizabeth Fitzpatrick clarified:

·         Attendance is improving whilst rates of persistence absence are failing (these are both positive trends);

·         Support and training for Early Years assessments is on-going as there is a continual need to ensure this is strengthened and being done correctly, particularly by teachers new to the workforce; and

·         Inclusion and safeguarding are supported through safeguarding leads meeting termly or more often to share best practice, advice, policies and research on inclusion and how to support families.  This is an essential part of the school improvement process.

Keith Shipman noted consideration of wellbeing is reflected in broader achievement.

Context

Clarification was provided in response to panel member questions:

·         (Jane McSherry) Benchmarking external to the borough happens not only via national datasets but also through membership of the South West London Schools Partnership and the London Assistant Directors Group;

·         (Elizabeth Fitzpatrick) The increasing responsibility on governing bodies to scrutinise schools has resulted in a change to the required skill set of governors.  Merton has been evaluating the governing bodies in all schools with mixed outcomes.  Work is happening to develop governing bodies further; and

·         (Jane McSherry) Every school in the borough has a Merton Education Partner who is responsible for challenging and supporting the head and school leadership team to achieve school improvement.  Schools judged to be less than good, either through their most recent inspection, or as a result of concerns being raised between inspections, receive additional challenge through half termly ‘Support and Challenge’ meetings with detailed scrutiny of all data.

Early Years Foundation Stage

Elizabeth Fitzpatrick highlighted the increase in pupils achieving the ‘Good Level of Development’ and the Average Point Score.  Last year’s target to narrow the attainment gap for pupils eligible for the Pupil Premium in this phase of education focused on schools with the biggest gap, and where fewer pupils achieved the ‘Good Level of Development’.  Schools involved with the project made better than average improvements. The new baseline assessment that takes place as children join the school in Early Years has been piloted in 2015/2016 and will be implemented in the next academic year.

In response to panel member questions, Elizabeth Fitzpatrick clarified:

·         A full breakdown of the progress for all ethnic groups is available on page 83 of the agenda pack; and

·         The progress and achievement of those identified as on SEN support remains a priority with more being done to identify these pupils earlier and give them access to support.

Yvette Stanley highlighted the demographic time bomb that is affecting the whole capital with many heads hitting retirement age, and the knock on requirement to recruit strong and successful heads in their place.  The strengths of retiring headteachers are being drawn on in many ways: for example, supporting the Council’s School Improvement team. 

Primary phase

Elizabeth Fitzpatrick highlighted the 9% increase in children reaching the expected standard in phonics decoding over the past two years and the narrowing of the achievement gap achieved in this phase for pupils eligible for the Pupil Premium.  Whilst improvements at Key Stage 1 might be seen to have plateaued, it should be noted that with regard to progress across Key Stage 2, Merton is ranked 8th in the country for reading and 4th for writing.  It was highlighted that the nationally expected level to be achieved by the end of Key Stage 1 and Key Stage 2 will rise to the equivalent of a level 2b and level 4b respectively from summer 2016.

In response to panel member questions, Elizabeth Fitzpatrick clarified:

·         The less strong improvements in the maths results is linked to big changes in the primary maths curriculum; for example aspects of what used to be expected in Year 6 now have to be secured in Year 4;

·         All schools are being encouraged to provide support for parents whilst changes to assessment come into effect;

·         Both the Singapore and Shanghai models for teaching maths are being used in schools in the borough, with approaches from both being incorporated in the new National Curriculum.  Judgements about the effectiveness of schools’ approaches to teaching maths are made on whether maths teaching is having an impact and is well led in the school; and

·         Prior underachievement in Key Stage 1 is being robustly tackled.  Cohorts are now in Year 3 and above with the progress of each year group being carefully monitored.

Secondary phase

Elizabeth Fitzpatrick highlighted that whilst the headline GSCE figure is down, if the performance of Academies is removed, the authority has maintained its high performance from 2014.  At Key Stage 5, whilst performance in all indicators has improved, the Average Point Score per student has not risen as much as nationally.  This is being discussed with schools.

In response to panel member questions, Yvette Stanley clarified:

·         Changes to grade boundaries have had an impact on achievement at Key Stage 4 making this a less reliable measure. Pupils’ progress is a better measure;

·         Schools are paying to support individuals to have GCSEs remarked because access to A Level programmes depends on GCSE grades.  The desire for stability in grade boundaries was highlighted; and

·         The implementation of the English Baccalaureate is putting pressure on the recruitment and retention of maths, science and modern foreign language teachers.  The need to expand provision because of population growth means that there is also pressure on head recruitment and retention.  This is being discussed with the Department for Education.

Inclusion

Keith Shipman highlighted there has been a significant reduction in the number for which destinations are “not known”.  This means that there is a corresponding increase in the number of NEETs, but this figure remains lower overall than the national and London averages.  The overall picture for young people that are NEET and not known is a good one.  The large number of NEETs with special educational needs is being examined in depth (an increase of 27%).  Merton is part of a group of London boroughs bidding for ESF funds to support NEET provision. 

Fixed term exclusions have significantly reduced.  The increase in permanent secondary exclusions is linked to persistent disruptive behaviour.  The Department is working with a small group of Headteachers to identify reasons for this increase.

In response to panel member questions, Keith Shipman clarified:

·         Use by Merton schools of London Ambitions will be explored;

·         The number of young mothers in the NEET cohort has gone up despite teenage pregnancies decreasing.  This is because young mothers are coming into the borough from other areas to access housing.  These young mothers come under the remit of the MyFuture initiative with provision for their children through the Early Years Service

·         The number of those with SEN within the NEET cohort emphasises the need for better vocational provision and routes into employment;

·         In-depth research has found that parental illness is a key cause of persistent absence, but where schools offer support it is possible to make a difference, enabling children to achieve the 90% attendance target.  However, it is important to explain to parents that 90% attendance is the minimum required;

·         There are some inherent difficulties in successfully addressing the behaviour of children from out of the borough; it is harder to access a range of support services out of borough.

Yvette Stanley agreed that there is a need to continue to work on the inclusion of black Caribbean children including home-school relationships.

RESOLVED: to note the report.