The report of the of the Strategic Director of Children’s Services (Document “H”) outlines some of the provisional outcomes for Bradford schools from the 2018 Early Years, Key Stages 1 and 2 national tests and teacher assessments. Much of the report is based upon provisional data.  A few 2018 national averages have been released and where they exist they have been used. The validated results will be reported to the Committee in February 2019.  Results for 2018 generally indicate that the proportion of pupils achieving the expected standard across the range of subjects and age groups within the Primary Phase have continued to rise. However, the improvements are not sufficient to reduce the gaps against the indicative national averages.

Recommended -

 

That Overview and Scrutiny Committee receives this report on the provisional performance of Bradford’s Children and Young People in Early Years, Key Stage 1 and 2 tests for 2018.

 

(Marium Haque – 01274 431078)

 

The report of the of the Strategic Director of Children’s Services (Document “H”) outlined some of the provisional outcomes for Bradford schools from the 2018 Early Years, Key Stages 1 and 2 national tests and teacher assessments. Much of the report was based upon provisional data.  A few 2018 national averages had been released and where they existed they had been used. The validated results would be reported to the Committee in February 2019.  Results for 2018 generally indicated that the proportion of pupils achieving the expected standard across the range of subjects and age groups within the Primary Phase had continued to rise. However, the improvements were not sufficient to reduce the gaps against the indicative national averages.

 

It was noted that girls continued to outperform boys but the rate of improvement for boys was better than girls showing a positive impact of the initiatives targeted at boys’ achievement.  Schools that were performing at a percentage below national were identified and being visited to identify what could be done to improve outcomes for children.

 

The head teacher of St Clare’s Catholic Primary School attended the meeting and gave a presentation on the Phonics Action Plan that had resulted in an improvement in the levels of pupils passing phonics screening in years 1

and 2.

 

The following questions were asked and answers given:

 

Q         What was the impact of delays in getting intervention from CAHMS and     NHS?

A         Early identification was important.  The Local Authority was making            sure that it was able to support education settings at the earliest            opportunity.  Health waiting times had been noted and the authority would work together with the Health Service.  Reference was made to        the glasses for classes initiative as a means of addressing a barrier to           learning.  The authority needed to look at getting support as quickly as         possible to children that needed it.

 

Q         How does Bradford compare with its statistical neighbours?

A         In phonics Bradford is 6th out of 10 with its statistical neighbours.  In          writing it is 9^th out of 10.

 

Q         How do you engage with parents who’s first language is not English?

A         The schools where phonics are 10% below are not schools where parents have English as an additional language.  At phonics workshops for parents comments were made that they had not been taught that way.

 

Q         What provision was there to challenge schools regarding the difference in gender performance?

A         Literacy Hub, work with dads and lads, books in restaurants, displays in school with men reading, work through play and construction corners.  Research shows that boys catch up in later life.

 

Q         Should more be done to close the gap between the performance of girls and boys at GCSE and A level?

A         Schools offer additional classes after school in different, more practical ways.  The need to accelerate improvements was accepted, however the need for parents to take ownership was stressed.

 

Q         What were the outcomes of children who qualified, for but did not take up the 2 year old offer?

A         Those that did not take up the offer were not tested so could not be tracked, however those that participated in the offer did have better outcomes.  Research could be undertaken looking at children in year 1 to compare those that took up the offer and those that were eligible but did not take it up.

 

Q         To what do you attribute the increase in reading results at Key

            Stage 2?

A         Small clusters of schools sharing resources and using local resources.

 

Q         Who in the Local Authority is working with schools?

A         A small Local Authority team works with schools to identify best practice and put people in touch with one another.  Other schools are asked to provide support where weaknesses are identified.  The West Yorkshire Partnership also identified best practice.

 

Q         Is there any linkage with the Opportunity Area Fund?

A         The Opportunity Area has just started however there was confidence that concerns would be shared with them.

 

Q         What is happening at  the Education Improvement Board?

A         The Education Improvement Board will meet in early December to discuss how to take forward their commissioned review of arrangements regarding accountability and vulnerable learners.

 

Q         Is the impact of the Better Start Bradford £50m enhanced provision being monitored to ensure value for money?

A         The impact on the three wards involved in Better Start Bradford will be reported to the Committee.

 

Q         With the demographic changes in the number of 2 year olds in Bradford declining will this put 2 year old nursery provision at risk?

A         The reducing number of children will have an impact, consideration would have to be given to managing resources.

 

It was noted that the issue of  settings not being able to provide the 2 year old offer and the 30 hour offer was a national one  and that there was a need to have a dialogue to ensure that there was a sufficiency of places.

 

Research could be undertaken as part of the Opportunity Area into options available to single form entry schools to address the issues that boys performed better in mixed classes and girls in single sex classes.

 

The Commissioner Youth Provision attended the meeting and summarised the Youth Voice Feedback that had been gathered through social media and some youth provision below:

 

We asked do you feel you’re doing the best that you can at school?

 

·         50% said Yes 50% said No

 

We asked is there anything you think schools can do to help you to do better?

 

·         More booster sessions

·         Vary the teaching styles

·         Provide literally anything to prevent an impending mental breakdown

·         Actually teach me something for once

·         Relax the rules

·         Less fuss form teachers about things such as how a student is dressed

·         Less use of temp/supply teachers who we have no relationship with”

·         Provide a wider range of subjects/courses so that everyone can be catered for

·         Actually listening and acting on the School council’s ideas

 

We asked what do you think young people can do to achieve higher outcomes?

 

·         I am already achieving 3 A’s

·         Act sensibly so that those who want to learn are able to without the teacher having to take time out to deal with disruptive young people

 

We asked is there anything that you think would support you to achieve more?

 

·         Less emphasis on discipline over anything else

·         Not having exams

·         Mental health awareness for everyone not just the targeted pupils so that everyone understands

·         Having a class who all want to learn

·         Having good teachers

·         Better schools in my area

·         Having inspections more often, not just once every few years and don’t send the bad children away when the inspectors do come

 

 

Resolved –

 

That the Committee notes the continued slight improvement in the unvalidated results and looks forward to receiving a report on “raising standards” at its meeting in November 2018.

 

ACTION:        Strategic Director of Children’s Services