Agenda item

To report on educational attainment and performance in recent tests and

examinations.

James Page, the Chief Executive of Haringey Education Partnership, reported on educational attainment and performance data for children taking tests and exams within Haringey schools in 2018.  The data from these had only recently been validated externally.  It had previously been presented to the Panel by the relevant Assistant Director within the Children and Young People’s Service but responsibility had now passed to Haringey Education Partnership. 

He reported that 76% of Haringey pupils within early years had reached a Good Level of Development (GLD), which was above the London average.  There was nevertheless some evidence of lower performance by Turkish children.  In Key Stages 1 and 2, there had been a considerable increase in performance in phonics but there was evidence of slight underperformance in this by Black Caribbean and Turkish children.  In Key Stage 1 tests, outcomes at the Expected Standard and the higher Greater Depth standard were now above national averages in all subjects.  However, there were lower levels of performance amongst Turkish and Black Caribbean children.  For Key Stage 2, attainment in all subjects was in line with or above national averages.  A high percentage of those achieving the Greater Depth levels of performance were from the affluent white communities within the borough. 

For Key Stage 4 (GCSE), Haringey pupils scored 0.16 in the Progress 8 figures, which was above the national average.  Haringey was 24^th out of the 32 London boroughs.  Pupils from white British backgrounds performed substantially better than other groups.  Black Caribbean, black African and Turkish pupils were not performing to quite the same levels though.  However, there was evidence that the gap in attainment for Turkish pupils was diminishing.  In respect of post 16, the Panel noted that 51% of young people, including 80% of those in the east of the borough, went outside of the borough.  The average grade achieved at ‘A’ Level was C+.

In answer to a question regarding what was being done to improve the performance of Turkish children, Mr Page reported that work was taking place with schools and Key Stage 2 was being looked at specifically.  There was a BAME Achievement Group that was looking at underperformance and, in particular, linking up with similar London boroughs. The underperformance of Black Caribbean and Black African children was a national issue but that of Turkish children was a more localised matter.  All schools received a data pack outlining performance, including those of different groups and how results compared with those in London and nationally.  School improvement partners visited each school that had bought into the services of Haringey Education Partnership at least three times per year.  Some schools had bought additional support.  Schools also learnt from each other through the peer partnership programme.

Mr Page stated that school improvement partners looked at relevant data with schools and worked with their leadership teams.  They also went into classrooms and made suggestions on how teaching practice could be improved.  High quality teaching was the most effective way of addressing underperformance and, in particular, overcoming language difficulties and disaffection with school. 

In answer to a question regarding supplementary schools and additional tuition, Mr Page stated that it was difficult to determine how effective they were.  The boroughs which had the most of such provision tended to have the 11 Plus.  Haringey performance at early year’s stage was near the top in London.  By Key Stage 1, it was just above average and it was in the bottom third for London by Key Stage 4.  The boroughs near the top tended to be those with selective schools. 

Councillor Elin Weston, the Cabinet Member for Children and Families, commented that there was no suggestion that Haringey schools were underperforming.  Haringey was one of only five local authorities where all schools were rated as either being good or outstanding. 

In answer to a question regarding ESOL (English for Speakers of Other Languages) classes, Mr Page stated that the College of North East London was able to provide teaching for this and were keen to assist. 

In answer to another question regarding help for children who found it difficult to access quiet space and the facilities to complete their homework satisfactorily, the Cabinet Member stated that there were examples of schools that provided additional help.  However, there was pressure on all school budgets and, whilst they did their best, it was difficult for them.  She stated that Haringey Education Partnership was contracted to deliver school improvement services for those schools that had bought into the service.  Specific recommendations could be made to schools if necessary and this was something that could be considered.