The Strategic Director, Children’s Services will submit Document “U” which provides a summary of the outcomes from Early Years to KS5 for the Bradford East area. Some of the information is based on preliminary data which has to be confirmed by the Department for Education late in 2016 or early in 2017.

Recommended-

That the Bradford East Area Committee receive this report on education performance and standards in the area.

                                                                        (Judith Kirk – 01274 439255)

The Strategic Director, Children’s Services submitted Document “U” which provided a summary of the outcomes from Early Years to KS5 for the Bradford East area. Some of the information was based on preliminary data which had to be confirmed by the Department for Education late in 2016 or early in 2017.

Members were informed that:

·         It was a positive picture in relation to primary schools; 34 out of 47 schools were classed as good or better by Ofsted which equated to 79% compared to 74% across the district; 10 schools were inspected last academic year and 7 had improved their Ofsted judgement.

·         Of the 30 Local Authority maintained schools with current Ofsted judgements, 24 (80%) of schools are good or outstanding.

·         The key stage 2 results were positive in Bradford East.

·         Performance for key stage 4 was now assessed on a number of measures; the schools Attainment 8 and Progress 8 scores.  Three of six schools had Attainment 8 scores above the provisional national average of 48.2, and a further one was above the Bradford average.

Members commented on a number of issues which included:

·         What work was being undertaken to encourage schools that were underperforming to work with schools that were doing well on making the relevant progress and learning from good practice? Some schools in deprived areas were making remarkable achievements.

·         Dixons schools were located in deprived areas but only a handful in the local area gained a place in them; such schools could help children in deprived areas, they were letting the local community down because of their admissions policy; needed to look closely at what good schools could do in deprived areas.

·         What progress was being made with the issues relating to Hanson?

·         Primary schools progress was better but secondary school’s was worrying; needed rapid progress in secondary schools.

·         How many schools in Bradford East were in special measures?

·         How early did schools identify children likely to be NEET?

·         More information was needed on NEET and “not known”.

·         Was work undertaken by Better Start Bradford making the necessary improvements?

·         Needed to look at learning taking place in community buildings and where else outside school, learning could take place.

·         Schools should have safe, strong leadership; how stable was leadership in schools?

·         Were there any schools that did not have five days a week of learning?

·         Certain schools had a majority of one community attending it; what did that do to Community Cohesion?

·         Did we have facts and figures on teacher turnaround; what was making teachers leave and not come to Bradford?

In response to Members’ questions it was reported that:

·         In relation to Hanson, officers were working closely with the Wakefield City Academies Trust who were providing support for curriculum development;  additional support was being provided from other sources; officers were working closely with the Schools Regional Commissioner and the DFE; hoping to have leadership and management issues resolved by the end of this school term.

·         In terms of working with schools that needed improving the School Improvement Team worked closely with schools and prioritisation took place after key stage 2 results were released; the Improvement Team worked directly with schools and appropriate action took place where it was needed.

·         Bids had been submitted from schools requiring improvement to have someone from teaching schools alliance to provide professional development support etc.

·         The new assessment methods meant all schools had lower key stage 2 results, the key challenges were around complexity of the texts to read, teaching during course of year was not complex enough in autumn and spring as well as the timing the tests were taken.

·         Schools such as Bradford Academy did work with schools that needed improving in the area.

·         Work was on-going to help improve secondary schools.

·         Secondary schools were working hard to achieve better outcomes.

·         One school in Bradford East was in special measures.

·         When looking at NEET schools had risk indicators such as low attendance and early intervention, prevention work was undertaken by schools.

·         Work being undertaken by Better Start Bradford was very important as learning from the project would support schools.

·         Strong leadership was the key element of success; officers were looking at recruitment and retention and the importance of retaining good teachers.

·         Most schools had after school provision.

Resolved -

(1)       That Document “U” be welcomed and officers be thanked for their work in providing the Committee with a comprehensive report.

(2)       That a further report be presented to the Committee which provides detailed information on NEET (not in education, employment or training) and Not Known including previous trends.

(3)       That the Committee notes the low number of children attending Dixons Schools who live in the area and that the Area Committee writes to Nick Weller (Chief Executive and Executive Principal, Dixons Academies) to ask what he could do to increase access to these schools for local children.

ACTION:       Strategic Director, Children’s Services/Area Co-ordinator