Agenda item

SBC served an area with a very high proportion of academies and free schools (75% of all primary, secondary, special schools and PRUs). It had a good relationship with these bodies, and 87% of local schools were rated as ‘good’ or ‘outstanding’ (2% below the national average). This left SBC confident that local provision was in a good position, with particularly good progress made on the Early Years Foundation Stage (EYFS). This area had seen a 13.2% rise in pupils attaining a Good Level of Development (GLD) since 2014 and had risen from below the national average to above it.

At Key Stage 2, the proportion of pupils achieving expected standards in Reading, Writing and Mathematics in Slough are above the national average for 2017. Key Stage 4 had introduced the ‘Progress 8’ and ‘Attainment 8’ measures; however, these had yet to become fully embedded and also tended to emphasise extreme results at either end of the achievement spectrum at present. However, Slough was presently above both national and local averages (although there was a recognised split between selective and non-selective schools). On Progress 8 scores (which essentially measured ‘value added’ by schools), both selective and non-selective schools were above national and local averages. At Key Stage 5, average A Level Point Score outcomes in Slough have progressed from just below the national average in 2016 to just above the national average in 2017. Meanwhile, scores for Applied General qualifications have progressed but remain just below the national average.

EYFS had a gender gap, with girls achieving better than boys on average. However, in 2016 – 17 this gap had closed whilst both boys and girls also improved their results. Part of this had been through designing activities aimed at boys; for example, girls did better in mathematics so ‘muddy maths’ had been developed to increase involvement from boys. The gender gap had also decreased at Key Stage 2 and was now below the national average. However, the gap remained larger at Key Stage 4 and SBC would work to resolve this. Meanwhile, the gender gap was negligible for A Levels.

Disadvantaged children were defined as those eligible to receive free school meals (regardless of whether they accepted the offer or not). Whilst fewer disadvantaged EYFS children achieved GLD than their peers, the percentage who did was above average, and the gap between them and their peers was below the national average. However, it was recognised that reporting at EYFS was not complete nationally. Patterns at Key Stage 2 were similar, except the local gap between disadvantaged children and their peers had slightly widened. It was recognised that work was required to rectify this. In comparison, the picture at Key Stage 4 was positive. The issue of Special Educational Needs and Disabilities (SEND) was complex and would be the subject of a separate agenda item at the next meeting.

Disadvantaged white British children were the lowest performing ethnic group in Slough at Key Stage 2, with boys attaining considerably lower results than girls. However, those who are not disadvantaged were well above Slough averages; this suggested that disadvantage and gender (not ethnicity) were the key factors. However, at Key Stage 4, non disadvantaged and disadvantaged white British children had the worst Progress 8 scores (in line with national trends). Work was being undertaken with schools on this issue.

Nevertheless, the overall picture at Key Stage 4 was positive. On Attainment 8, Progress 8, the percentage receiving Grade 4 or better in English and mathematics GCSE and the percentage achieving Grade 5 or better in English and mathematics GCSE, Slough was above national averages.

In terms of key developments, the School Effectiveness Team had appointed a Senior Education Liaison Officer. This had helped the Local School Improvement Fund (LSIF) have an impact in schools. There are a significant number of schools working together on collaborative projects, the largest of which is the Primary Vocabulary Project. A School Improvement Board had been formed, which has been able to identify priorities for initiatives in both the primary and secondary phase. A key role of this board is to revise and shape a new School Improvement Strategy document to support schools. The relationship between SBC and local schools has been supported by this, with 5 primary academies that had previously not had a working relationship with SBC now engaged. Other key developments had been the work of sepeate Senior Standards and Effectiveness Officers with primary and secondary schools, the appointment of an equivalent for SEND pupils and the work done on the 14 – 19 agenda mentioned in minute 48.

The Panel raised the following points in discussion:

·  The role of the local authority in education was always one of partnership rather than enforcement, even prior to the increase in the number of academies. However, despite the high number of such establishments in Slough, the Multi-Academy Trusts (MATs) in the area did help co-ordination. The initial period of schools becoming independent had led to some disengagement, but as time had passed so the benefits of co-operation had been appreciated. Whilst 100% engagement is unlikely, SBC would continue to try and expand its network; however, it could not oblige any school to work with it.

·  Members welcomed the progress made in the last 2 years and noted the impact of engagement on outcomes for children. The proliferation of forums for discussion had supported this; however, it was also recognised that this process needed to be continued.

·  The return of services from Cambridge Education to in-house provision had also helped. All schools had now been visited by SBC since the transfer, whilst the appointment of a permanent Director of Children’s Services was also positive. As for the future, it was noted that efforts to help key workers find local housing and the continued expansion of a permanent leadership for the Education Team would ensure progress was maintained.

·  The impact of the partnership between Beechwood and Herschel Grammar School was currently hard to measure given its relative novelty (October 2016). However, it was reported that Herschel was evaluating the suitability of Beechwood’s curriculum and that these efforts, alongside other work, were being reported favourably by those involved. However, clarity on the results of this work would need to be awaited.

Resolved:  That the report be noted.