Agenda item
PUPIL PROGRESS FROM YEAR 10 TO YEAR 11 (KS4)
To consider a report by the Principal Education Manager (copy enclosed) on the findings of the study undertaken on Year 10 pupils from choice subjects to attainment.
10:05 a.m. – 10:45 a.m.
Minutes:
In welcoming
the Lead Member for Education, Children and Young People, the Head of Education
and Children’s Services and the Senior School Improvement Officer – Secondary
to the meeting to present the first report, the Committee congratulated
them on their hard work which had resulted in Estyn, following its recent
inspection, judging the Service to be achieving good outcomes, delivering
quality education services and to have excellent leadership and
management. The leadership qualities of the Head of Education and
Children’s Services had been cited as “highly effective and exemplary”, members
congratulated her and asked her to convey their congratulation to all staff
within the Service.
The Lead
Member for Education, Children and Young People introduced the report
(previously circulated) which sought the Committee to consider the
findings of the study undertaken on Year 10 pupils from choice of subjects to
attainment. During his introduction the Lead Member informed the
Committee that the Council’s Corporate Plan for 2017-2022 included an ambition
to see every child that was achieving the expected standard at the end of
primary school, achieving as a minimum 5 GCSEs A* - C (including English or
Welsh and Maths) by the end of secondary school. Estyn had referred
to this ambition in its recent report.
The Head of
Service advised that the Council acknowledged that a deficit in attainment
existed between Key Stage (KS) 2 and KS4, with performance dipping
significantly in the region of 20% to 25% between both key stages.
Officers had devised a number of intervention measures to support pupils
transferring from primary to secondary schools in a bid to make sure that they
did not become excluded or disengaged with the education process and consequently
under achieve, as this could impact on their life outcomes. Listed in the
report were the different types of support and intervention measures available
to pupils. A number of intervention measures could be triggered if a
pupil was beginning to disengage with the education system i.e. by the use of
the TRAC system. This system would identify the most appropriate type of
support for a pupil on an individual basis, including the most effective
educational environment required to support their learning to ensure the pupil
thrived and achieved their potential. However, it was important to
realise that not all pupils would achieve the Level 2 inclusive threshold at
KS4, nevertheless the aim was to ensure that they would achieve to the best of
their ability.
Denbighshire
tracked each individual pupil from the day they entered the County’s education
system until the day they left. Whilst the local authority knew its
pupils and their needs very well, it probably needed to evidence its processes
and the extent of its knowledge better. Appendix 1 to the report
contained an example of a tracking matrix used to monitor the progress of
pupils identified as having special educational needs (SEN), or who qualified
for free school meals (FSMs), had English as an additional language (EAL), or
were regarded as transient pupils. This matrix profiled each pupil who
may require additional support. The use of this matrix ensured that all
factors were taken into account when determining the type of additional support
they required. When determining the type and level of any additional
support required officers would also have regard to a pupil’s attendance
record, behaviour and any school exclusions imposed.
Whilst
accountability measures were due to change again during the 2018/19 academic
year which would further complicate the process of identifying support needs,
every effort was being made to develop a system that would identify all pupils
requiring support to enable appropriate intervention strategies to be put in place.
Responding to
members’ questions the Lead Member, Head of Service and Senior School
Improvement Officer – Secondary advised that:
·
The
matrix document had been developed to be used by all school based education
staff, both primary and secondary sector i.e. Headteacher,
Head of Year, Head of Department, Education Service officers including the Head
of Education and Children’s Services. School based staff used it to
determine and put in place appropriate intervention measures. GwE also held similar information and the Education Service
at their regular meetings with GwE would triangulate
the evidence held and challenge any support they provided to ensure it was
appropriate for each pupil based on their individual profiles. The Head
of Service illustrated an example of how support had been identified and put in
place for an individual pupil using the profile built up on the matrix;
·
Officers
acknowledged that the transition between primary and secondary education was
more challenging for some pupils than others, resulting in some who performed
well at primary level not performing as expected following transition.
However, due to the amount of data the Service had on each pupil they could
identify pupils who struggled following transition early on to enable
sufficient intervention and support to be put in place to ensure that they
would achieve their full potential by the end of their period of statutory
education;
·
information was held on which primary school a pupil had attended
prior to entering the secondary sector, therefore officers could identify any
developing patterns or trends of under achievement. However, none of the
county’s primary schools were subject to any Estyn measures, they were all
performing well;
·
since the introduction of KS3 the curriculum had not been
revised. This had been recognised nationally as a problem and work was
underway to revise its contents to better suit future needs;
·
If
anomalies came to light between teacher assessments and national test results
Education officers would examine such anomalies to ensure that the teacher
assessment process was robust and challenging. Any anomalies would also
be discussed with GwE at the fortnightly meetings
held between Education Service staff and GwE
officers;
·
one
trend identified under the individual pupil profiling process used by the
county was that pupils who performed well in maths and sciences generally
tended not to perform as well in English or Welsh language, and vice-versa;
·
the
fact that English or Welsh literature examination results no longer counted
towards attaining the KS4 Level 2 inclusive threshold was proving to be a
challenge;
·
pupils who transferred from English-medium primary education to
Welsh-medium secondary education were introduced to the language and terminology
via the immersion provision. Their progress was tracked on a regular
basis via the database;
·
Ysgol Brynhyfryd had developed a
very sophisticated tracking database for its pupils, which seemed to be
extremely effective. Other schools within the county were now adopting
elements of this system and adapting them to suit their data analysis needs;
and
·
if
officers suspected that a school was presenting inaccurate or invalidated data
they would be robustly challenged by the Head of Education and Children’s
Services
Responding to
members’ concerns on whether the Council had set itself up to fail due to the
extent of its ambition in respect of the pupil achievement element of the
corporate priority relating to young people in its Corporate Plan, the Head of
Service advised that the aim was to make sure that the county’s pupils achieved
to the best of their ability within an imperfect system.
Members
thanked the Lead Member and officers for the report and explanations, and:
Resolved: subject to the above observations
and reassurances given that the Committee was confident that all pupils were
supported to achieve their full potential at Key Stage 4
Supporting documents:
- Pupil Progress Report 260418, item 5. PDF 508 KB
- Pupil Progress Report 260418 - Appendix1, item 5. PDF 82 KB