Agenda Item No.
THE VALE OF GLAMORGAN COUNCIL
CABINET MEETING: 20th JUNE
2007
REPORT OF THE DIRECTOR OF LEARNING AND
DEVELOPMENT
SCHOOL PERFORMANCE 2005/2006
Purpose of Report
1. The purpose of
this report is to provide Cabinet with details of performance
across schools within the Vale of Glamorgan.
Background
2. The main aim of
all schools and the Council is to raise standards – a continuous
process in which poor becomes good and good becomes
excellent. Primary responsibility rests with each school but
the Education Service has an important role to play in supporting
schools and challenging them to do better. In return, schools have
a right to expect high quality advice and support.
3. School
performance data can help indicate which schools achieve good
outcomes for pupils and those which are less effective. The School
Improvement Service (SIS) uses performance data to identify good
practice in schools and facilitate its dissemination to all Vale
schools. The SIS also targets support e.g. for English and
mathematics for weaker performing schools.
4.
Performance data may also be used in helping schools to set
challenging targets for its pupils and teachers and ensure that
under-performance does not occur.
5. A clear
understanding of each others’ roles helps ensure that schools,
governing bodies and the Education Service work in partnership and
so have a powerful impact in raising standards.
Relevant Issues and Options
6. The Vale ranks
10th out of the 22 Welsh unitary authorities for primary
school pupil numbers and 8th for secondary pupil
numbers. Rankings for class sizes are 12th highest for
primary schools and 4th highest for secondary schools.
The Vale is relatively advantaged in socio-economic terms but with
notable pockets of deprivation within the Barry area. As a
consequence, aggregated school performance within the Vale would be
expected to be higher than all-Wales averages.
7.
Performance across Wales is assessed at the end of Key Stages.
There are four Key Stages which represent the following school
years and age groups:
|
Key
Stage
|
Years
|
Age
Range
|
|
Key Stage 1
|
Years 1-2
|
5 – 7
|
|
Key Stage 2
|
Years 3-6
|
7 – 11
|
|
Key Stage 3
|
Years 7-9
|
11 – 14
|
|
Key Stage 4
|
Years 10-11
|
14 – 16
|
8.
Aggregated school performance in the Vale at Key Stages 1-4 for the
period 2000-06 is shown in Appendix 1 (figures in
brackets indicate all-Wales averages). There are National
Curriculum performance levels that (average) pupils are expected to
achieve / exceed at each Key Stage. These are: -
- Key Stage 1 – Level 2 or higher
- Key Stage 2 – Level 4 or higher
- Key Stage 3 – Level 5 or higher
Key Stage 4 has a number of different and
specific indicators including pupils gaining 5 or more GCSE grades
A*-D and average points score (where an A* grade = 8 points, a B
grade = 7 points etc.)
The core subject indicator (CSI) is a measure
of all-round ability and is gained when a pupil attains the
appropriate Key Stage level in each core subject i.e. language
(English or Welsh), mathematics and science.
- The key points are as follows:-
(i) At Key
Stage 1, aggregated school performance was above the
all-Wales average for all indicators. Actual outcomes fell slightly
for all indicators except Welsh. However, Vale performance ranked
highly compared with other Welsh unitary authorities (see
Appendix 2).
(ii)
At Key Stage 2, aggregated school performance was
above the all-Wales average for all indicators. Actual outcomes
fell slightly for English and science and more substantially Welsh.
The latter is substantially due to variations in the relatively
small numbers of pupils within Welsh medium primary schools.
Performance improved slightly for mathematics and remained the same
for the core subject indicator (CSI). Overall, Vale performance
ranked highly compared with other Welsh unitary authorities (see
Appendix 2).
(iii) At
Key Stage 3, aggregated school performance was
above the all-Wales average for all indicators. Actual outcomes
fell for English and science and remained the same for mathematics
and the core subject indicator (CSI). Overall, Vale performance
ranked highly compared with other Welsh unitary authorities (see
Appendix 2).
(iv) At
Key Stage 4, aggregated school performance was
above the all-Wales average for all indicators. Actual outcomes
improved or remained the same for indicators except for the core
subject indicator (CSI). Overall, Vale performance ranked highly
compared with other Welsh unitary authorities (see Appendix
2).
10.
Overall, and for all Key Stages, the aggregated performance
outcomes for schools are high and generally in line with that
expected and described by the contextual indicators for the Vale.
However, there is significant variation in the individual
contribution that schools make to these high performance
levels.
Training and Development
11. The
SIS employs school performance data and other contextual to inform
its training and support programmes. Training programmes
address both national and local priorities and allow opportunity to
disseminate good practice identified within high performing
schools. Training may be provided centrally (e.g. for school
leaders, subject leaders, learning support assistants) or at
cluster and school levels. Cluster and school based training is
specifically tailored to the needs of the participants.
12.
Underachieving schools are targeted for specific leadership and
curriculum support. School support programmes are developed and
implemented in partnership with schools. The success of the
programmes is monitored and evaluated by curriculum advisers and
SIS managers.
13. Link
advisers focus upon school performance during Autumn term visits
and provide appropriate challenge where underachievement is
indicated and school targets are insufficiently challenging.
Resource Implications (Financial and
Employment)
14. There
are no resource implications arising directly from this report.
Legal Implications (to include Human Rights
Implications)
Crime and Disorder Implications
16. There are no crime and
disorder implications arising directly from this report.
Equal Opportunities Implications (to
include Welsh Language Issues)
17.
Education provision is delivered in accordance with agreed policies
to meet equal opportunities obligations at Council and school
levels.
Corporate/Service Objectives
18. This
report reflects the progress of the Council towards achieving its
objectives for Education and Lifelong Learning.
Policy Framework and Budget
19. This
report is a matter for executive decision by the Cabinet.
Consultation (Including Ward Member
Consultation)
Appropriate Scrutiny Committee
21.
Lifelong Learning.
RECOMMENDATIONS
1. That Cabinet
note the performance of schools within the Vale of Glamorgan.
Reasons for recommendations
1. To meet good
practice regarding the need to brief members on school
performance.
Background Papers
None.
Contact Officer -
Jeff Loxton, 01446 709199
Officers Consulted -
BRYAN JEFFREYS
DIRECTOR OF LEARNING AND
DEVELOPMENT
|
|
|
APPENDIX 1
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
VALE OF GLAMORGAN - KEY STAGE
PERFORMANCE (2000-06)
|
|
|
|
|
|
|
|
|
|
|
|
|
Key Stage 1 Performance % Level 2+ LEA
(Wales)
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2000
|
2001
|
2002
|
2003
|
2004
|
2005
|
2006
|
|
|
|
English
|
91 (82)
|
90 (83)
|
89 (83)
|
87 (82)
|
88 (83)
|
90 (84)
|
88 (83)
|
|
|
|
Welsh
|
89 (87)
|
93 (86)
|
91 (87)
|
89 (87)
|
94 (88)
|
89 (90)
|
92 (89)
|
|
|
|
Maths
|
94 (88)
|
93 (89)
|
93 (88)
|
90 (87)
|
91 (87)
|
92 (87)
|
91 (87)
|
|
|
|
Science
|
93 (87)
|
93 (88)
|
94 (88)
|
90 (88)
|
93 (89)
|
94 (89)
|
93 (89)
|
|
|
|
CSI
|
88 (80)
|
87 (81)
|
87 (80)
|
85 (79)
|
87 (80)
|
88 (81)
|
86 (81)
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Key Stage 2 Performance % Level 4+ LEA
(Wales)
|
|
|
|
|
|
|
|
|
|
|
*TA
|
*TA
|
|
|
|
|
2000
|
2001
|
2002
|
2003
|
2004
|
2005
|
2006
|
|
|
|
English
|
78 (74)
|
78 (77)
|
87 (80)
|
84 (79)
|
86 (79)
|
83 (79)
|
82 (79)
|
|
|
|
Welsh
|
71 (68)
|
75 (71)
|
86 (75)
|
88 (78)
|
85 (79)
|
89 (76)
|
83 (76)
|
|
|
|
Maths
|
73 (69)
|
76 (74)
|
79 (73)
|
81 (75)
|
84 (78)
|
83 (80)
|
84 (81)
|
|
|
|
Science
|
85 (81)
|
83 (82)
|
92 (86)
|
92 (88)
|
95 (89)
|
92 (87)
|
89 (86)
|
|
|
|
CSI
|
67 (63)
|
69 (68)
|
76 (68)
|
77 (71)
|
80 (72)
|
79 (74)
|
79 (74)
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Key Stage 3 Performance % Level 5+ LEA
(Wales)
|
|
|
|
|
|
|
|
|
*TA
|
|
|
|
|
2000
|
2001
|
2002
|
2003
|
2004
|
2005
|
2006
|
|
|
|
English
|
66 (59)
|
69 (62)
|
71 (61)
|
71 (63)
|
70 (65)
|
73 (67)
|
71 (68)
|
|
|
|
Welsh
|
|
|
|
|
|
|
|
|
|
|
Maths
|
67 (61)
|
67 (62)
|
69 (62)
|
73 (68)
|
74 (71)
|
79 (71)
|
78 (72)
|
|
|
|
Science
|
67 (58)
|
72 (63)
|
76 (67)
|
76 (69)
|
78 (74)
|
80 (71)
|
78 (73)
|
|
|
|
CSI
|
55 (46)
|
57 (50)
|
60 (50)
|
63 (54)
|
62 (57)
|
64 (57)
|
64 (58)
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Key Stage 4 Performance % LEA
(Wales)
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2000
|
2001
|
2002
|
2003
|
2004
|
2005
|
2006
|
|
|
|
Eng (C+)
|
62 (54)
|
62 (54)
|
61 (55)
|
63 (56)
|
62 (55)
|
62 (55)
|
65 (58)
|
|
|
|
Welsh
|
|
|
|
|
|
|
|
|
|
|
Ma (C+)
|
49 (47)
|
52 (44)
|
52 (45)
|
52 (45)
|
53 (46)
|
56 (48)
|
56 (50)
|
|
|
|
Sci (C+)
|
57 (48)
|
57 (47)
|
55 (48)
|
54 (48)
|
56 (48)
|
51 (48)
|
51 (49)
|
|
|
|
CSI
|
43 (36)
|
46 (37)
|
43 (37)
|
44 (38)
|
45 (38)
|
45 (38)
|
44 (39)
|
|
|
|
5+A*-C
|
58 (49)
|
59 (50)
|
60 (50)
|
62 (51)
|
63 (51)
|
62 (52)
|
65 (54)
|
|
|
|
5+A*-G
|
90 (85)
|
88 (85)
|
90 (85)
|
90 (85)
|
91 (85)
|
90 (85)
|
90 (86)
|
|
|
|
Av.Points
|
42 (38)
|
43 (38)
|
45 (39)
|
46 (39)
|
48 (40)
|
47 (40)
|
48 (41)
|
|
|
APPENDIX 2
|
2006 Unitary Authority
Rankings
|
|
|
|
|
|
|
Subject
|
KS1
|
KS2
|
KS3
|
|
English
|
=1
|
=1
|
7
|
|
Welsh
|
4
|
=3
|
|
|
Maths
|
2
|
=2
|
3
|
|
Science
|
=1
|
=1
|
3
|
|
CSI
|
=1
|
=1
|
3
|
|
Subject
|
KS4
|
|
CSI
|
5
|
|
5+ A*-C
|
1
|
|
5+ A*-G
|
=3
|
|
Points Score
|
=1
|