Agenda item

To consider an overview of test and examination results for 2015.   

Jane Blakey, Head of School Standards and Performance, reported on the outcome of 2015 Tests and Examinations.  With the exception of Key Stage 4, improvement had been either maintained or further accelerated in all areas and remained above the national average.  This was despite the borough being the 24^th most deprived local authority in the country. 

In respect of early years, performance was above the national average and the gap with the London average had been narrowed.  The setting of targets for schools had led to improvements in this area. Key stages 1 and 2 had shown the biggest improvements with performance being above the national average and in line with the London average.  For Key Stage 2 reading, progress had been in the top ten nationally.  This had followed a particular focus on reading and, in particular, teaching.  The School Improvement Team was very small though, with only 5 staff to cover 90 schools. 

There were major changes to tests and examinations in progress.  GCSEs were to become more academically rigorous and fewer vocational routes were now recognised.  Performance was now assessed exclusively by test.  This had affected results already. From 2016, the main measure of progress by schools at KS4 would be Progress 8, which will be based on students’ progress measured across eight subjects. 

At post 16, there had been strong improvement with the gap with other London boroughs being narrowed.  Across all tests and examinations, performance of disadvantaged children was generally above national averages. Groups that were making good progress but which needed to make better than expected progress in order to narrow attainment gaps were black caribbean pupils and school action plus/statemented pupils.

In answer to a question, Ms Blakey reported that specific groups within schools had been targeted in order to accelerate progress against challenging targets.  Work had also been undertaken to identify where weaknesses lay.  It was noted that the percentage of schools rated as either good or outstanding had increased from 61% to over 90%.  School data was analysed by the Fischer Family Trust, which looked at data for every group and which ensured that schools were fully aware of any specific issues. School governors were also challenged in respect of performance issues of schools.

Panel Members were concerned that the changes in the curriculum might result in schools focussing disproportionately on high achievers.  There were also recruitment and retention issues facing schools in respect of teachers.  Ms Blakey stated that all areas were facing challenge in dealing with these issues.  In addition, there were demographic issues including a large number of teachers reaching retirement age. 

The Director of Children’s Services reported that the role of local authorities in respect of schools had diminished considerably.  Schools paid for the work undertaken by the Council’s School Improvement Team due to the high regard in which they were held.  The key issue facing the borough was how progress could be maintained in the light of the challenges now being faced. 

In answer to a question, Ms Blakey reported that there was no specific definition of illiteracy.  What could be regarded as functional illiteracy was very low and Haringey’s performance was in line with the national average at 1.7%.

AGREED:

That the report be noted.