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Area Headteacher Meetings November 2013 Patrick Leeson Corporate Director Education, Learning and Skills.

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Presentation on theme: "Area Headteacher Meetings November 2013 Patrick Leeson Corporate Director Education, Learning and Skills."— Presentation transcript:

1 Area Headteacher Meetings November 2013 Patrick Leeson Corporate Director Education, Learning and Skills

2 Recent Developments Update from the KAH Area Board Further development of school collaborations PRU Key Stage 2 support Development of integrated 0-11 service

3 Narrowing the Gap 2013 Performance and Achievement Gaps Effective use of the Pupil Premium School Presentations

4 2013 Performance in Kent Improvements at every key stage, in the Key Stage 1 and 2 and public examination results at GCSE and A level. Above national average at EYFS, GCSE, just below at KS2 and in line at KS, below average at A’ level Kent’s performance is improving as it is nationally and for our statistical neighbours But achievement gaps for vulnerable groups are not improving

5 Early Years Foundation Stage In the EYFS 64% achieved a good level of development compared to 52% nationally. Achievement gap between disadvantaged children and other children is 19%, reduced from 24% in This is the third best nationally. District variations for good level of development – the smallest attainment gap between disadvantaged children and other children is 7.3%, the largest gap is 24.8% Significant gender gap, 72% of girls and 55% of boys achieved a good level of development.

6 Year 1 Phonics Check 68% of pupils achieved pass mark of 32 or more, compared to 69% nationally Gender gap, 64% of boys and 72% of girls achieved the pass mark. Similar 8% gap nationally. 35% pupils with SEN (no statement) achieved the pass mark or better, compared to 34% nationally 50% pupils with fsm achieved the pass mark or better, compared to 56% nationally. Kent ranked 7 th among 10 statistical neighbours on the fsm measure No correlation with Key Stage 1 results

7 Key Stage 1 At Key Stage 1 we have achieved all the 2013 improvement targets set out in Bold Steps for Education. Standards in Reading at level 2b+ improved by 3.6%, to 79.3%, level 3+ improved by 2.6%, to 30%. Standards in Writing at level 2b+ improved by 5.4%, to 66.7%, level 3+ by 2.2% to 15%. Standards in Maths improved at level 2b+ by 2.6% to 79.2%, and at level 3+ by 2% to 23.3%. These improvements reflect a three year upward trend, and they are in line with or above the national averages. They provide an even stronger basis for improved pupil progress and outcomes in Key Stage 2. Closing the gap between Reading and Writing continues to be a priority.

8 Key Stage 2 In Reading, Writing and Mathematics, 74% of pupils attained level 4 or above, compared to 76% nationally. This is an improvement of 2%, compared to the same measures in At level 5, 22% of pupils attained this combined outcome, an improvement of 2% compared to the previous year. Standards in writing improved at levels 4 and 5, they dipped very slightly in reading, and were maintained in maths at level 4 and improved at level 5. Kent’s results are just below the national average for combined Reading, Writing and Maths at level 4 and in line at level 5. This reflects a good upward trend in the past 3 years. If Kent were to achieve the same % as National for L4+ Reading, Writing and Maths, another 453 pupils would need to achieve L4+ in all three subjects (based on 2013 figures).

9 Key Stage 2 Rates of Progress 86% of Kent pupils made 2 Levels of Progress in Reading in 2013 compared to 88% in The National rates of progress also decreased by 2% in % of Kent pupils made 2 Levels of Progress in Writing in 2013 compared to 87% in The National rates of progress only increased by 1% in % of Kent pupils made 2 Levels of Progress in Maths in 2013 compared to 85% in The National rates of progress also increased by 1% in 2013.

10 Key Stage schools improved their results 59 schools performed below the floor standard 177 schools narrowed the FSM achievement gap Of the 177 schools who narrowed the FSM achievement gap, 16 were rated Outstanding (Overall Effectiveness) by Ofsted, 90 were Good, 55 were Requires Improvement and 5 were Inadequate. 11 schools had no previous inspection.

11 GCSE At Key Stage 4 there has been very good improvement in GCSE results this year. 75% of schools have maintained or improved their GCSE performance, which is excellent. The Kent performance for 5 or more A* - C grades including English and Maths is 63%. It represents an improvement of 2% on the 2012 outcome of 61%. 61 Secondary schools improved or maintained their performance and a further 14 schools declined by only 1% or less. Nine Secondary schools are now below the floor standard of 40% compared to 19 schools in schools narrowed the FSM achievement gap, 8 were rated Outstanding (Overall Effectiveness) by Ofsted, 22 were Good, 7 were Requires Improvement and 1 was Inadequate. 5 schools had no previous inspection.

12 GCSE 74.0% of Kent pupils made expected progress (3 levels) in English in 2013 compared to 68.7% in 2012 which is an increase of 5.3%. The National figure is 71%, the increase from 2012 is 3.3%. 72.9% of Kent pupils made expected progress (3 levels) in Maths in 2013 compared to 70.8% in 2012 which is an increase of 2.1%. The National figure is 72%, the increase from 2012 is 3.1%.

13 Post 16 There has been a further slight improvement in overall ‘A’ level performance in The percentage of two or more passes at grades A+ - E has decreased to 90% from the 2012 figure of 92%. Kent is ranked 91 of 150 local authorities on this measure. There has been a small increase in the Average Point Score per entry from 211 to 212, compared to 209 nationally. Average point score per student is 722, compared to 709 nationally. The greatest improvement has been in the number of students gaining three or more A and B grades which up from 5% in 2012 to 8.5% in 2013, compared to 7.4% nationally.

14 Narrowing the FSM Gaps in Kent Over the last few years Kent FSM achievement gaps have not reduced in line with national figures and are wider than national gaps Significant gap reduction (5%) at KS2 in 2012 for FSM but none in 2013, the gap is 22% with no change compared to National KS2 gap in 2012 was 17% At KS2, 57% FSM pupils attained L4 combined, compared to 79% non FSM pupils in 2013 At KS4 little or no gap reduction, 33% compared to 26% nationally. 36% FSM pupils attained 5 GCSE inc En and Ma compared to 69% non FSM pupils in 2013 There is currently no 2013 Post-16 gap data available however the gap between 2011 and 2012 increased by 2% for Level 2 and 1.2% for Level 3

15 Narrowing the FSM Gaps in Kent (2) For KS2 the gap for 2 Levels of progress between FSM and Non FSM pupils in: Reading was 7.2 Writing was 6.5% Maths was 8.6% For KS4 the gap for 3 Levels of progress between FSM and Non FSM pupils in: English was 22.7% Maths was 26.7%

16 District Attainment Gaps - FSM In Reading, Writing & Maths at KS2 the attainment gap between FSM and non FSM pupils ranged from 18.1% to 26.2% For 2 Levels of Progress in KS2 Reading the gap between FSM and non FSM pupils ranged from 1.1% to 11.2%. The range for 2 Levels of Progress in Writing was 3.0% to 10.7% and for Maths 4.1% to 11.3% For 5+ A*-C including English and Maths attainment at KS4 the attainment gap between FSM and non FSM pupils ranged from 12.1% to 39.9% For 3 Levels of Progress in KS4 English the gap between FSM and non FSM pupils ranged from 7.7% to 27.1%. The range for 3 Levels of Progress in Maths was 11.5% to 32.9%

17 Narrowing the SEN Gaps in Kent Over the last few years Kent SEN achievement gaps have remained mostly static and mostly wider than national figures At KS2, the gap for pupils with statements has not improved and is wider than the national figure (10% attained L4 combined in 2013 compared to 17% nationally in 2012) The gap for all other SEN has widened (36% attained L4 combined in 2013 compared to 47% nationally in 2012 ) At KS4, the gap for pupils with statements has not improved and is in line with the national figure (9% attained 5 GCSE inc En and Ma in 2013 compared to 8% nationally in 2012) The gap for all other SEN has narrowed (29% attained 5 GCSE inc En and Ma in 2013 compared to 25% nationally in 2012 ) At KS2 (L4+ Reading, Writing & Maths), 224 schools have narrowed the SEN attainment gap since At KS4 (5+ A*-C inc English & Maths), 47 schools have narrowed the SEN attainment gap since 2012.

18 District Attainment Gaps - SEN In Reading, Writing & Maths at KS2 the attainment gap between SEN and non SEN pupils ranged from 44.2% to 58.7% For 2 Levels of Progress in KS2 Reading the gap between SEN and non SEN pupils ranged from 11.8% to 24.1%. The range for 2 Levels of Progress in Writing was 9.1% to 20.9% and for Maths 14.5% to 26.1% For 5+ A*-C including English and Maths attainment at KS4 the attainment gap between SEN and non SEN pupils ranged from 30.6% to 54.5% For 3 Levels of Progress GCSE English the gap between SEN and non SEN pupils ranged from 22.6% to 37.8%. The range for 3 Levels of Progress in Maths was 25.4% to 41.4%

19 Narrowing the Gender Gaps in Kent Over the last few years achievement for boys and girls has improved at the same rates and in 2013 gaps have widened slightly At KS2, the gender gap widened to 7% compared to 5% in 2012 (70% boys and 77% girls attained L4 combined in 2013 compared to 77% boys and 82% girls nationally in 2012) At KS4, the gender gap widened to 9% compared to 8% in 2012 (58% boys and 67% girls attained 5 GCSE inc En and Ma in 2013 compared to 54% boys and 64% girls nationally in 2012) At KS2 (L4+ Reading, Writing & Maths), only 90 schools have narrowed the gender attainment gap since 2012 At KS4 (5+ A*-C inc English & Maths), 34 schools have narrowed the gender attainment gap since This is from the total of 67 mixed gender secondary mainstream schools

20 Boys Contextual Data The proportion of boys with an SEN Statement is 74.6% (May School Census 2013) The proportion of boys with SEN but no Statement is 63.8% (May School Census 2013) The proportion of boys who are “FSM Ever” is 51.2% (Pupil Premium data ) The proportion of boys who are 12+ Month CIC is 61.5% (based on 12+ Months at 01/09/13) The proportion of boys who were permanently excluded from school in is 77.1% (Impulse database) The proportion of boys who were persistently absent (15%+) from school in is 51.0% (2013 School Census)

21 Narrowing the CiC Gaps in Kent Over the last few years Kent achievement for Children in Care has improved but gaps have remained wider than national figures At KS2, attainment for CiC has improved (43% attained L4 combined in 2013 compared to 38% in 2012) but the gap is wider than the national figure (50% attained L4 combined in 2012) At KS4, attainment for CiC has improved (13% attained 5 GCSE inc En and Ma in 2013 compared to 10% in 2012) but the gap is wider than the national figure (15% attained 5 GCSE inc En and Ma in 2012)

22 CiC Progress 61.4% of 12+ Months CiC pupils achieved 2 Levels of Progress in KS2 Reading compared to 86.3% for all pupils 68.4% of 12+ Months CiC pupils achieved 2 Levels of Progress in KS2 Writing compared to 91.0% for all pupils 56.1% of 12+ Months CiC pupils achieved 2 Levels of Progress in KS2 Maths compared to 85.9% for all pupils 26.1% of 12+ Months CiC pupils achieved 3 Levels of Progress in KS4 English compared to 74.0% for all pupils 20.2% of 12+ Months CiC pupils achieved 3 Levels of Progress in KS4 Maths compared to 72.9% for all pupils

23 Effective Use of the Pupil Premium Spend per Pupil £623 per pupil £900 per pupil Total Spend in Kent £26.2 million £40.2 million

24 Effective Use of the Pupil Premium Sutton Trust ApproachPotential Gain CostApplicabilitySummary Pupil Feedback9 months££Pri, Sec, Maths, Eng, Science Very high impact for low cost Meta-cognition8 months££Pri, Sec, Eng, Maths, Science High impact for low cost Peer tutoring6 months££Pri, Sec, Maths, Eng High impact for low cost Early years intervention 6 months£££££Pri, Maths, Eng High impact for very high cost One-to-one5 months£££££Pri, Sec, Maths, Eng Moderate impact for very high cost Homework5 months£Pri, Sec, Eng, Maths, Science Moderate impact for very low or no cost ICT4 months££££Pri, Sec, All subjects Moderate impact for high cost Phonics teaching4 months£Pri, EngModerate impact for very low cost

25 Effective Use of the Pupil Premium Marzano – Classroom Instruction that Works Best Similes and analogies Note making and summarising Reinforcing effort Homework which involves practice Graphical methods Cooperative learning Goals setting and feedback Hypothesis testing Activating prior knowledge Advance organisers

26 Effective Use of the Pupil Premium Get the basics right, intervene early Target individual pupils effectively Give priority attention to literacy and numeracy Provide small group focused teaching Ensure all teaching and all TA support is at least good Focus on good assessment and tracking of individual pupils’ progress Aim for stretching targets of 3 levels of progress and four levels of progress, for KS2 and GCSE outcomes Maximise out of school learning and parental support plus use of the CAF

27 Presentations By Headteachers Effective use of the pupil premium and successful strategies for narrowing the fsm achievement gap


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