Agenda item
VERIFIED KEY STAGE 4 EXAMINATION RESULTS
- Meeting of Performance Scrutiny Committee, Thursday, 1 February 2018 10.00 am (Item 5.)
- View the declarations of interest for item 5.
To consider a joint report by the Principal Education Manager and GwE’s Secondary Lead (copy attached) detailing the verified performance of Denbighshire’s schools in external examinations at Key Stage 4 and post 16.
10:05 a.m. - 10:45 a.m.
Minutes:
The Lead Member for Education, Children and Young People introduced the joint report of the Principal Education Manager and GwE’s Secondary Lead (previously circulated) which presented the Committee with the verified performance of Denbighshire schools’ external examinations results at Key Stage (KS) 4 and post 16.
During his introduction the Lead Member advised that the
validated statistics presented to the Committee did not differ significantly
from the data presented to the Committee in September 2017. However, the
Head of Education and Children’s Services confirmed that since the Committee
had considered the provisional data the Welsh Government’s (WG) Cabinet
Secretary for Education had issued a statement cautioning local authorities
against comparing the 2016/17 academic year external examination results with
those of previous years, due to the introduction of the new examinations
framework for the 2016/17 year. Under the new framework neither English nor Welsh Literature qualifications counted towards
the Level 2+ (L2+) GCSE Key Performance Indicator (KPI) and there was a
40% cap on any vocational qualifications counting towards L1, L2 and L2+ KPIs.
The Head of Education and Children’s Services and GwE’s Secondary Lead advised the Committee that whilst it was pleasing to report that Denbighshire had two of the highest performing schools across the North Wales region, Ysgol Brynhyfryd and St. Brigid’s, it also had two of the region’s most challenging schools with respect to the number of pupils entitled to Free School Meals (FSMs) within its county area, Blessed Edward Jones Catholic High School and Rhyl High School, both of whom had in excess of 30% of pupils entitled to FSMs. Having schools in both these categories accentuated the diverse and complex profile of the county in general, as well as its schools and highlighted the need for intensive targeted specialist support in certain schools.
Nationally the performance data had shown a country-wide dip in performance where there were high levels of deprivation, measured on numbers of pupils entitled to FSM. The Welsh Government were well aware of this statistic and there was a national debate was taking place with regards to the challenges of the new qualifications for some pupils entitled to FSMs.
GwE’s Secondary Lead informed members that:
·
it
was pleasing to report that Prestatyn High School and
St. Brigid’s were both out of Estyn monitoring;
·
the county’s GCSE L2+ performance had been
strong for the past 4 years. However, there had been a dip in performance
during 2016/17 which was attributable to the new qualification requiring a
higher level of reading and resilience skills. This aspect had proved
difficult for some pupils entitled to FSMs;
·
Welsh
first language performance in Denbighshire was amongst the best in the region
and in Wales. The Welsh first language examination paper and assessment
had parity with the English Language assessment and examination. It was
interesting that Denbighshire pupils’ strong performance in Welsh first
language was not reflected elsewhere in Wales;
·
performance
in the English language examination and assessment dipped in 2016/17;
·
the
general ‘Science’ qualification disappeared during 2016/17, pupils were now
required to sit a specific science subject paper and two mathematical
examinations – numeracy mathematics along with a mathematics and science exam;
and
·
for ‘A Level’ purposes WG required data to be
reported on attainment of 3 A Level at A* to C. However, Welsh
Baccalaureate (Welsh Bacc) statistics were not
permitted to be included in this data. They were reported separately;
The Council’s Principal Education Manager advised the Committee that the Authority was applying consistent strategies in a bid to improve school attendance. Whilst the Council’s pupil exclusion rates for up to 5 days was one of the highest in Wales there was a reason behind this statistic. The Authority had taken a conscious decision that all pupils asked not to attend school for a period of 5 days or less should be reported by schools to the Authority as short-term exclusions to enable the Authority to engage with them and ensure that they were not ‘lost’ for the longer term.
The Council’s performance in relation to fixed-term exclusions (5 days or more) or permanent exclusions was far better, which seemed to indicate that the stringent strategy applied for short-term exclusions, with a view to keeping pupils engaged in education and learning, was working. A detailed report on Behaviour and Absenteeism Management in the county’s schools was scheduled for presentation to the Committee at its April 2018 meeting.
Responding to Committee members’ questions the Lead Member,
Local Authority and GwE Education officers:
·
confirmed
that in relation to ‘A’ Level results pupils in the county’s schools gained
more 3 A* or A grade results than those who studied in further education
colleges, although local college results had improved. However, students
attending the Prestatyn and Rhyl 6th
provision consistently performed strongly in their ‘A’ Levels;
·
historically ‘A’ Level results
had not been subject to the same level of scrutiny from Estyn as performance at
GCSE level. However, the WG and Estyn would shortly be undertaking a
piece of work with a view to establishing better comparative information on ‘A’
Level and Vocational Qualification results;
·
outlined
the different strategies used to provide education for pupils who were at risk
from disengaging with the education system i.e. Educated other than at school
(EOTAS), vocational courses at colleges, pupils with significant additional
needs (ALN), Special Educational Needs (SEN), pupils with behavioural problems.
In a bid to keep pupils engaged in education and improve their life outcomes
bespoke education programmes were devised for them;
·
confirmed that there were a
few students in the county which were schooled at home by parental
choice, these children were known to the Council and therefore it could
ensure that it fulfilled its safeguarding responsibilities towards them.
Whilst the
Authority had a duty to provide children up to the age of 16 with a statutory
education, if parents did not choose to engage with the Council this made it
extremely difficult for the Authority to fulfil its educational duties and
sometimes to fulfil its safeguarding duties. However, the Council would
always make every effort to fulfil both duties.
A number of child
advocacy organisations had praised Denbighshire’s approach in attempting to
engage with hard to reach or disengaged parents/guardians. It was also
important to remember that a number of public bodies and organisations,
including health practitioners, had a duty to report any safeguarding concerns
to the Police and to local authorities;
·
advised that pupils had to be registered at
an examination centre to sit recognised examinations i.e. a school. The
student would only be permitted to sit an exam at whichever centre they had
been registered;
·
confirmed that the Authority
was confident that all of its pupils were known to the Council and consequently
officers knew exactly the type of support each pupil required. Whilst
absenteeism rates were in the main higher at primary and secondary schools in
the county’s coastal area it was important to understand that over 35% of the
county’s pupils attended these schools and a number of them were subject to
deprivation and/or faced severe challenges;
·
advised
that whilst WG tended to focus and place increased emphasis on L2, L2+, ‘A’
Level and Level 3 pupil attainment, it was important to remember that for some
pupils attaining L1 accreditation was an achievement. For these pupils L1
was more meaningful and would improve their life outcomes;
·
confirmed that the reporting
of attainment in relation to FSM was a WG requirement, but reassured members
that individual pupils entitled to FSM were only known unto the school
administration staff and county staff for statistical purposes. Peers
would be unaware which pupils were receiving FSMs. It was also important
to remember that being entitled to FSMs did not necessarily mean that a child
would struggle to achieve academically, it depended on each individual child’s
circumstances and the support available to them at home and at school;
·
explained the new ‘Capped 9
Score’ system which averaged an individual pupil’s performance across his/her
best 9 subjects (including English/Welsh language, two mathematical
examinations and up to a maximum of two vocational qualifications). As
the WG used this score as a performance measure for attainment, through the
stipulation that the 9 best subjects could only include a maximum of 2
vocational qualifications, the Government seemed to be disregarding what was
best for the pupil. It also seemed inconsistent with area 3 of the new
Estyn inspection framework which focused on the quality of teaching, breadth,
balance and appropriateness of the curriculum, and the provision of
skills. WG was at present examining this inconsistency;
·
explained
that whilst the Welsh Bacc was not recognised for WG
performance data purposes as either a GCSE or an ‘A’ Level qualification, all
schools were required to report pupils’ performance in gaining the
qualification. Nevertheless, an increasing number of universities
recognised the Welsh Bacc as an entry level
qualification as did the Universities and Colleges Admissions Service (UCAS);
·
advised that Qualifications Wales was the
body that regulated external qualifications. It decided on the scope of a
qualification and the method by which it would be assessed i.e. module based,
examination based or a mixture of both;
·
advised that pupils with autism and mental
health problems faced a number of challenges in their daily life.
Nevertheless a number of these pupils were high achievers. The Authority
would not wait for an official diagnosis of a pupil’s medical needs before
providing the required support. Intervention strategies and work within
schools ensured that appropriate support was provided as soon as needs were
identified. However, the large increase in the number of pupils
presenting with mental health problems in recent years was a great concern and
consequently required considerable resources to support;
·
advised
that governors were being made aware of the impact of bad and disruptive
behaviour on other pupils, and the need to reduce class sizes to manage the
problem;
·
confirmed that it was pleasing
that the Council had included in its new Corporate Plan a priority to support
the county’s young people to acquire the skills required to achieve their
potential. Effective careers advice would be crucial to ensure that
pupils realised their full potential and to support the Council’s aim of
delivering the corporate priority;
·
confirmed that the Education
Service did analyse and compare educational attainment on a gender, month of
birth, ethnicity etc. basis. This information was also available with
respect of national tests and was used as part of the weighting for the overall
performance analysis. In future analysis would be undertaken on data
relating to most able learners in a bid to ensure that they were effectively
and regularly challenged to realise their full potential;
·
confirmed that the County’s
School Standards Monitoring Group (SSMG) questioned headteachers
and chairs of governors on all aspects of their school’s performance -
education provision, leadership and management, including financial
management. Whilst county Education Service officers had a strategic
knowledge of schools’ performance, the knowledge and information on the
strengths and weaknesses of individual schools and the responsibility for
managing and addressing them lay with the Headteacher
and the Chair of Governors;
·
advised that the new round of Estyn
inspections, due to commence in September 2018, would also be examining the
quality of leadership in individual schools. Estyn’s new inspection
framework had a far wider scope than the current inspection framework.
Denbighshire’s schools and the Education Authority could potentially perform
well under the new framework as one of its strength was its education offer for
all pupils rather than a narrow focus on only achieving qualifications;
·
explained
that the County’s Education Service had a key role to play as ‘gatekeepers’ to
ensure that no child in the county was failed, to make sure wherever possible
that no child became disengaged and classified as ‘not in education, employment
or training’ (NEET) and to ensure that every pupil at the end of their
educational journey became economically active and responsible citizens.
Officers were willing to speak up nationally on how Denbighshire viewed the
importance of continually engaging with pupils and parents/guardians to ensure
that disengagement was not an option;
·
advised
that the number of pupils in Denbighshire which had become NEET had fallen from
4% to 1.1%;
·
confirmed that a lot of work
had been undertaken by Pubic Health Wales (PHW) on the impact of Adverse
Childhood Experiences (ACE) on children’s lives and future choices.
Whilst this study identified measures which needed to be taken in order to
improve outcomes for children subject to adverse experiences, for them to be
successful they needed a multi-agency approach and be owned by all partners.
In response to a number of enquiries raised during the discussion officers agreed to expand the report on Behaviour and Absenteeism Management to be presented to the Committee in April 2018 to include the following aspects:
·
the
challenge provided to schools in relation to behaviour and absenteeism;
·
the
Council’s obligations and powers with respect to the provision of education to
children from the Gypsy and Traveller community;
·
whether
there was any evidence that authorised absenteeism affected individual schools’
overall performance;
·
provisions
available for parents who wish to take their children for extended visits
abroad to attend religious events or to visit family etc. and safeguarding
measures the Authority has in place to ensure that all pupils return to full
time education following their visits;
·
details
of the increase in the number of pupils in the county’s schools presenting with
social problems in recent years, and of the work undertaken by Public Health
Wales (PHW) on Adverse Childhood Experiences (ACE); and
·
an overview of the analysis undertaken on any
potential correlation between FSM entitlement, school attendance and
attainment.
The Scrutiny Co-ordinator reminded the Committee that it had decided at an earlier meeting to invite Headteachers and the Chair of Governors of individual secondary schools, on a periodic basis, to future meetings to discuss with members their progress in delivering their school improvement plans. The objective of this approach was to provide constructive support to those in charge of schools with a view to improving all aspects of performance, be they academic, financial, managerial, attendance etc.
At the conclusion of the discussion the Committee congratulated pupils at Ysgol Plas Cefndy, the Council’s Pupil Referral Unit (PRU), on their excellent performance in external examinations in 2016/17, and:
Resolved:
(i)
subject to the above observations, to receive
the information provided on the performance of schools against previous
performance and the external benchmarks currently available;
(ii)
to confirm that, as part of its
consideration, it had read, understood and taken account of the Well-being
Impact Assessment (Appendix 5); and
(iii)
that invitations be sent to the Headteacher and Chair of Governors of two of the county’s
consistently low performing secondary schools to attend a meeting of the
Committee in the near future to discuss progress in delivering their school
improvement plans
Supporting documents:
- Exam Results Report 180118, item 5. PDF 212 KB
- Exam Results Report 180118 - App 1, item 5. PDF 40 KB
- Exam Results Report 180118 2- App 1, item 5. PDF 18 KB
- Exam Results Report 180118 - App 2, item 5. PDF 43 KB
- Exams Report Appendix 3, item 5. PDF 22 KB
- Exams Report Appendix 4, item 5. PDF 21 KB
- Exams Report Appendix 5, item 5. PDF 81 KB