AGENDA ITEM 8
BOROUGH OF POOLE
CHILDREN AND YOUNG PEOPLE OVERVIEW AND SCRUTINY COMMITTEE
19 JANUARY 2010
TARGET SETTING FOR SCHOOLS: STATUTORY PUPIL PERFORMANCE TARGETS 2009-2011
REPORT OF THE HEAD OF CHILDREN AND YOUNG PEOPLE’S SERVICES: STRATEGY, QUALITY AND IMPROVEMENT
1.PURPOSE OF REPORT
1.1To report on the extent to which targets were attained in 2008
1.2To report on the targets for educational attainment set by schools and the Local Authority for 2011 in Foundation Stage, KS2 and KS4
1.3To report on the approach to setting targets at KS2 which use a measure of progress.
2.DECISIONS REQUIRED
2.1To agree the content of the attached report
2.2To note the outcomes for pupils which were above targets set by the local authority
2.3To agree that the targets set with schools and by the Local Authority for 2011 are challenging and securely rooted in a clear rationale and strategy for improvement at school and local authority level.
3.BACKGROUND INFORMATION
3.1A full report on the targets set for groups of pupils 2009-2011 is attached with more detailed data for each key stage and year.
Stuart Twiss
Head of Children and Young People’s Services;
Strategy Quality and Improvement
Contact Officer:Bridget Baines
Telephone No:01202 633771
Date: 14 January 2010
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BOROUGH OF POOLE
CHILDREN AND YOUNG PEOPLE: OVERVIEW AND SCRUTINY GROUP
19 JANUARY 2010
TARGET SETTING FOR SCHOOLS: STATUTORY PUPIL PERFORMANCE TARGETS 2009-2011
REPORT OF HEAD OF CHILDREN AND YOUNG PEOPLE’S SERVCES: STRATEGY QUALITY AND IMPROVEMENT
1BACKGROUND
1.1This paper sets out the sequence for statutory school and local authority target setting for pupil performance and gives information on the changes to target requirements for 2011. It gives information on targets for 2010 and 2011 and compares results against targets which were set in the autumn term 2007 for 2009.
1.2The DCSF requires schools and Local Authorities (LAs) to set annual targets for pupil performance in the KS2 National Curriculum Tests and in GCSE. Governors must agree them by the end of the Autumn term, for outcomes in tests taken at the end of the following academic year. Targets are not statutory for Early Years Foundation Stage (EYFS) and KS1 for schools, and from 2008 onwards they have not been statutory for KS3 either. However, EYFS targets are required at LA level and focus on narrowing the gap for pupils with low starting points.
1.3The aim of target setting is to encourage schools to raise standards of attainment and to focus LAs and schools on strategies for supporting individual pupils, particularly those in groups that traditionally do less well in tests and examinations.
1.4All parties are required to be aspirational when setting targets for pupils and to have a view of how they are to be achieved. Prior attainment data for pupils and the school are provided by the LA for schools, with statistical projections from national bodies to indicate potential outcomes.
1.5The national strategies for primary and secondary education are charged by the DCSF with supporting and challenging local authorities in setting and, where possible, reaching challenging targets.
2EARLY YEARS FOUNDATION STAGE
2.1At the end of the Early Years Foundation Stage (EYFS) when pupils are 5 or rising 5 they are assessed by teacher assessment using the Early Years Foundation Stage Profile (EYFSP) criteria. This system, overseen by the Qualifications and Curriculum Development Agency (QCDA), uses teacher observation noting what pupils can do using specific national criteria which are moderated.
2.2The main areas for targets are Communications, Language and Literacy (CLL) and Personal, Social and Emotional Development (PSED). The aim is for as many pupils as possible to score 6 out of 9 points on both the PSED and CLL scales (the average nationally is 5/6 points) and for all 13 areas of the EYFSP. This gives a potential total of 78 points out of a possible 117. The outcomes range between the top and the bottom nationally is wide, and local authorities have been asked by the DCSF to work with teachers to raise the average points for the bottom 20% of pupils in the LA and thereby narrow the gap between this average and the median point as a whole for the authority.
2.3In Poole, 2009 figures for the average for the lowest 20% were the highest they have ever been in Poole. A substantial rise of 3.2 points in the average total score for the lowest 20% in 2007 was followed in 2008 by a fall of 1.1 point to 64.1. This has now been more than made up by the present increase. The gap between this figure and the Poole median is the smallest ever achieved, but still wider than targeted, so there is more to be done for this group’s improvement.
Foundation Stage / 2007 target / 2007 Result / 2008 target / 2008 Result / 2009 Target / 2009 Result% with total 78 points or more / 80.9 / 83 / 82.4 / 82 / 84.5 / 83.4
% all children achieving 6 or more points on CLL and PSED areas of the profile and 78 pts or more / 54.7 / 59 / 56.2 / 60.2 / 60.6 / 61.8
median point score / 93 / 94 / 94 / 94 / 95 / 95
average score of lowest 20% / 62 / 65.2 / 64.8 / 64.1 / 67.7 / 65.9
% gap / 33.4 / 30.7 / 31.1 / 31.8 / 28.74 / 30.6
2.4Schools are not required to set targets for this stage. However, targets for Poole LA as a whole for 2010 and 2011 must be set and are shown below. These were calculated using DCSF guidance and requirements and for 2010 represent what is considered to be manageable. There is still discussion going forward with National Strategies about the manageability of the 2011 targets which will be finalised for return to the DCSF on 29 January.
Foundation Stage / 2010 Target / 2011 Target (draft only)% with total 78 points or more / 86 / 87
% all children achieving 6 or more points on CLL and PSED areas of the profile and 78 pts or more / 63.2 / 64
median point score / 96 / 96
average score of lowest 20% / 69.2 / 70.1
% gap between lowest and median / 27.9 / 27.0
2.5The slower progress narrowing the gap towards our challenging targets is felt to be because of small fluctuations in cohorts and training and monitoring needs which continue to be addressed, particularly through an additional focus on CLL and on the quality of assessment and moderation.
3KEY STAGE 1
3.1Schools do not have to set targets at KS1, and although many do, they are not returned to the DCSF as part of the cycle. However, pupils’ progress from the end of the Early Years Foundation Stage through KS1 is monitored carefully by schools. Pupils who have not achieved the Early Learning Goals by the time they move into Year 1 from Reception are supported during their time in the year group to ensure they achieve their equivalent as soon as possible thereafter.
3.2The raised achievement of boys in literacy and an increased number of pupils achieving Level 3 in maths are LA targets for 2009 and 2010. In 2009 the results for these were as below. This shows very little
movement in either national or local figures, though the Level 3 maths being slightly lower than in 2008 is a point for concern if it turns out to be a trend rather than a fluctuation.
2008 Poole / 2008 national / 2009 Poole / 2009 NationalBoys achieving at least Level 2B in reading / 69 / 66 / 68 / 67
Boys achieving at least Level 2B in writing / 59 / 51 / 60 / 52
Level 3 in mathematics (all pupils) / 31 / 21 / 29 / 21
3.3Although currently these results are above the national, there is concern that there should be an effective basis for improvement in KS2, where results are insufficiently high. KS1 moderation has been evaluated by QCA in 2003 and 2008 and judged to be high quality on both occasions. The LA will continue to scrutinise, quality assure and evaluate moderation processes at KS1.
4KEY STAGE 2
4.1Performance Targets in 2009
4.1.1Schools set their targets in the Autumn Term 2007. They are encouraged to set ambitious targets, using projected data for individual pupils that tracks their progress from KS1. This was the first cohort of pupils in Poole (and for others not in the national pilot) for whom Teacher Assessments were used as the reported level for KS1 instead of the KS1 tests. The Performance Tables, published by the DCSF, show detailed outcomes for each school.
4.1.2New statutory targets for KS2 were introduced for 2009: the new target for Level 4 or better is the percentage of pupils expected to gain at least Level 4 in both English and mathematics together.
4.1.3In 2009, 8 schools out of 16 achieved or were within 5 percentage points of their targets for pupils achieving both English and mathematics together. In several schools, some pupils gained Level 4 in one of the two but not in the other. Thus typically the figures for the two together are lower than either of the figures for the separate subjects.
4.1.4Figures for the LA were as follows:
KS2 LEVEL 4 AND ABOVE 2009English and Maths together
Targets for 2009 / Actual in 2009
Poole / 80 / 70
4.1.5As part of the change targeting English and mathematics together, the Government has set a new ‘threshold’ target of 55%, as the threshold below which concern would be triggered with the LA, DCSF and Ofsted.This compares to the threshold of 65% for English and maths separately in the past.
4.1.6In 2009, there were 3 schools in Poole achieving less than 55% in English and maths together.
4.1.7Progress targets were also introduced for the first time, with schools setting targets for the proportion of pupils expected to make 2 Levels of progress or better in English and mathematics separately during the key stage, from whatever starting point. Progress is judged from the end of KS1 Teacher Assessed results to the end of KS2 tests.
4.1.8National figures are not available for this measure at present.
PROGRESS TARGETS V ACTUALEnglish - 2 levels of progress Target / English - 2 levels of progress Actual / Maths - 2 levels of progress Target / Maths - 2 levels of progress Actual
Poole / 89 / 79 / 84 / 78
4.1.9A further paper on progress and value added has been prepared which will show in more detail the progress outcomes, including those for each starting point level and for groups of pupils.
Absence Targets for Primary Schools
4.20Absence Targets are set by all mainstream schools (not Special Schools). The most recent figures for each school were published in the KS2 Performance Tables in December 2009. These are the figures for Autumn 2008 and Spring 2009 only – they do not include the Summer Term as figures were not available when DCSF published the Tables.
Primary School Absence (Performance Tables 2009) / Overall absence / Persistent absenceAverage for Poole / 5.80% / 2.30%
England (maintained schools only) / 5.50% / 2.20%
5Targets for 2011 for KS2
5.1Targets for 2011 were set during the Autumn Term 2009 and returned to the LA by the end of December. They are being checked and collated during January prior to being sent to DCSF. Aggregated scores from schools may be raised by the LA if the total figures are judged to be insufficiently high. The DCSF and National Strategies may also challenge the LAs targets. There is a requirement for targets to be no lower than either the previous year’s results or the previous year’s targets.
5.2The increased emphasis on success for pupils in both English and mathematics together has been continued since its introduction last year. Also the emphasis on progress continues, measured from the assessments made 4 years earlier in KS1.
5.3The expectation of 2 levels of progress means that even pupils whose starting point is below average will be included in the measure – for example, if a pupil scored Level 1 at KS1 and Level 3 at KS2 they would be included in the progress figures, even though they have not attained the Level 4 standard. Threshold measures such as the percentage of Level 4+ leave out pupils achieving below that level and do not focus on progress, only outcome.
5.4Progress measures are effective when the original and subsequent measurement are a good reflection of what pupils can do at that point; it is therefore very important to have confidence in the assessment and moderation process at KS1 as well as the testing process at KS2. Where a pupil has underachieved at KS1 it is important that this is rectified during KS2 and their progress accelerated towards the end of the key stage. Assessment and tracking processes in schools should ensure that pupils’ progress during the key stage is at an appropriate rate.
Percentage of pupils on roll at end of Key Stage 2 who will be expected to achieve / Academic Year2009/10 Target / *2010/2011 draft target
English and Maths together
Level 4 and above / 80 / 83
Maths
2 levels of progression from KS1 to KS2 / 85 / 86
English
2 levels of progression from KS1 to KS2 / 89 / 89
*Targets are still being finalised with some schools so these figures may change slightly.
5.5There is evidence that some pupils do not make good progress from KS1 to KS2 and may then fall below expectations and their own capability in the KS2 tests (see also the paper on Progress and Value Added). Schools have been asked to step up progress monitoring throughout KS2, including the point at which pupils may change schools. The National Primary Strategy is funding the three year Assessment for Learning and Assessing Pupils’ Progress programme to 2011 to establish systems in schools for tracking pupil progress. These aim to bring together formative assessment as part of teaching with the assessment and testing programme at key periodic intervals and also to feed into changes to the test system currently being piloted by the DCSF and QCA.
6KEY STAGE 4
7.1Targets for 2009
6.1.1In 2009 GCSE results were the highest ever nationally for the new key indicator for this age group of 5 or more A*-C grades including both English and mathematics. In Poole, results continued the pattern of being higher than the national but there was no movement from 2008.
6.1.2Schools and Local Authorities are required to set targets for the percentage of students gaining 5+ A*-C including both English and mathematics. Targets for Poole were as follows:
2008 Target / 2008 Actual* / 2009 Target / 2009 Actual*5+ grades A* - C Including English and Maths / 57 / 56.5 / 60 / 56.5
National outcomes / 47 / 50
6.1.3Four schools out of eight were below target for 5+ Grades A*-C including maths and English, two of these being more than 5 percentage points below target.
6.1.4There were no progress targets for 2009.
6.2Absence in secondary schools – outcomes in 2009
7.2.2The DCSF set initial targets requirements for Local Authorities for reducing absence in secondary schools. For 2009 the target was 7% for persistent absence and the target for 2010 is 5.2%. Targets are in the process of being set for 2011 and must be below 5.2%.
7.2.3Below is an extract from the National Performance Tables for Secondary Schools showing absence rates in Poole. This shows that Poole has met the persistent absence target for 2009 but that there will need to be further improvements to reach the target of 5.2 in 2010.
7.2.4Overall absence includes both authorised and unauthorised absence.
Secondary Schools / Overall Absence / Persistent AbsenceLocal Authority Average / 8.2 / 6.7
England (maintained schools only) / 7.3 / 5.8
Ashdown Technology College / 9.0 / 7.5
Carter Community School / 10.3 / 12.3
Corfe Hills School / 7.8 / 5.9
Parkstone Grammar School / 5.8 / 3.4
Poole Grammar School / 6.2 / 1.9
Poole High School / 8.5 / 7.0
Rossmore Community College / 11.1 / 13.4
St Edward's Roman Catholic/Church of England School / 8.6 / 6.1
6.3Targets for 2011 in secondary schools
6.3.1For 2011 there are three targets: the percentage of students gaining 5+ grades A* - C Including English and Maths (as previously) and 2 new progress targets. As targets reflecting progress from KS3 to KS4 are no longer measured by tests as a result of removal of the statutory requirement to use tests at KS3, the measure of 3 levels of progress between KS2 and KS4 in English and maths has now become a requirement.
6.3.2The paper showing progress, also circulated to this group, looks at progress measures in more detail.
Pupils in Key Stage 4 / Academic Year / Academic Year2009/10 Targets / 2010/2011 Draft Targets*
% 5+ grades A* - C Including English and Maths / 62 / 62
% 3 Levels of progress between KS2 and KS4 for English / n/a / 76
% 3 Levels of progress between KS2 and KS4 for mathematics / n/a / 73
*the LA is still in discussion with schools about targets so this figure may in the end be different. Targets will be forwarded to the DCSF on 31st January.
7Conclusion
7.1The move towards progress targets is to be welcomed as it focuses on the progress of all pupils rather than only those likely to achieve a particular threshold or level. It will help underpin the focus on groups whose performance at school traditionally has started well but then begun to lag behind as pupils get older; and also those more able pupils who underachieve in their latter years at school.
8.2Underachievement may go undetected if it starts at a young age and if subsequent progress measures are based on initial underachievement. Early underachievement is targeted for accelerated learning where possible. Schools and the LA will need to continue to work together to ensure that these issues are fully addressed and to be vigilant in tracking pupil progress and giving the support that is needed.
STUART TWISS
CHIEF ADVISER/HEAD OF CHILDREN AND YOUNG PEOPLE’S STRATEGY: QUALITY AND IMPROVEMENT
Contact:Stuart Twiss
Tel:01202 633733
Email:
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