Agenda item

To report on educational attainment and performance in recent tests and examinations.

Jane Blakey, Head of School Performance, Standards and Provision, reported on test and examination results for 2017.  These had been very positive.  Almost every attainment and progress measure in all phases from Early Years to Key Stage 5 (KS5) had shown progress that was at or above national averages.    Most showed the best results for the borough to date and, in particular, the achievement of disadvantaged pupils was a key strength.  Results for science, technology, engineering and maths (STEM) subjects were particularly good and above national levels.  An increasing percentage of young people were going to university and there had been a big increase in those taking up apprenticeships.  Haringey was also now out performing national averages in most, if not all, areas. 

There were nevertheless a few small areas where results had not been as positive:

·         Key Stage 4 results for vocational subjects had not been as good as had been expected. It was felt that this was due in part to the introduction of a written examination.

·         Results from the College of North East London (CoNEL) had not been as strong as those of school sixth forms.  However, performance at Haringey 6^th Form Centre had improved;

·         There was still also some work to be done to bring schools in the east of the borough up to the same levels as those in west.  In addition, the attainment gap for Turkish and Black Caribbean pupils needed to be narrowed further.  Work was being undertaken by schools to identify those young people who were at risk at underperformance at an earlier in order to provide them with greater support.

In answer to questions, she stated that performance by girls within the borough was very good and better than that of boys. However, take up of STEM subjects could be improved upon. No specific consideration had been given to the performance of LGBT pupils.  In terms of Turkish young people, classes could be arranged if there was a need for assistance with English language.   However, take up of English as an additional language (EAL) was not good.  The under performance if Turkish pupils could also be due to issues relating to application and parental aspiration.  Councillor Weston, the Cabinet Member for Children reported that there was a BAME toolkit that could be used to address issues of underperformance. 

The Panel noted that the BAME categories that were used were set by the Department for Education and depended on how parents defined themselves.  Ms Blakely acknowledged that the categories were not perfect and, in particular, failed to record differences in performance levels amongst pupils of African origin.   The Panel also noted that young people who were educated within the borough were performing better at post 16 than those who went outside.  The post 16 offer was being looked at with aim of developing more collaboration between providers.  There was a particular challenge in developing apprenticeships and encouraging greater take up. 

The Panel noted that funding had been provided to support schools in preparing pupils for tests.  Information from Pupil Premium lists and the Indices of Multiple Deprivation were used to target the schools that received specific assistance.