Agenda and draft minutes

Resolved:-  That the minutes of the previous meeting held on 26^th February, 2008 be received as a correct record.

Proposal to Consult on the ‘Amalgamation’ of Rawmarsh Monkwood Infant and Junior Schools

Further to Minute No. 47 of the previous meeting held on 26^th February 2008, the Director of Resources and Access responded to questions raised by the Cabinet Member on the current consultation on the proposal to ‘amalgamate’ Rawmarsh Monkwood Infant and RawmarshMonkwoodJunior Schools.

It was noted that a full report on the details of the outcome of the consultation would be submitted to the next meeting.

Consideration was given to a report of the Director of Learning Services which set out the GCSE examination results for 2007 and how they compared to previous years, to the national average and to the results of statistical neighbours.

The Director of Learning Services reported on the key aspects of performance, as contained in the report.  These are:-

A. Overview

   i.      Performance at GCSE 5+A*-C across the LA rose for the fifth consecutive year

  ii.      Although the overall LA improvement was constrained by the unusually large number of students in Special schools, the average GCSE profile across the 16 comprehensive cohorts rose 3.3% on 2006

iii.      On the now critical 5+A*-C including English and Maths indicator, the LA average rose 1.5% against a national average increase of 0.9%

iv.      Performance at 5+A*-G including English and Maths also rose 1.5% against a national average improvement of 0.2%

  v.      10 of the 16 schools matched Fischer Family Trust “D” measures for progress from KS2-4 and/or KS3-4, ie progress equal to that of the top 25% of students nationally

vi.      Progress and achievement at 16+ by ethnic minority students is increasingly positive for both boys and girls

vii.      There was important improvement in key core subject departments in the Borough’s most vulnerable schools, notably in English

B. Priority areas for action 2007/8

   i.      The collaborative programme focussed on 5+A*-G performance led by the Headteacher of Wingfield CS has been sustained for a second year. In 2006/7 it produced significant improvement in the 4 lowest – performing schools

  ii.      A parallel initiative focussed on 5+A*-C incl English and Maths led by a Consultant Headteacher is promising significant impact in 2008

iii.      The culture of high expectations now pervasive across the secondary phase is exemplified in the aspirational targets set by schools for 2008 and 2009

iv.      Both schools under Notice to Improve have received positive monitoring visits from HMI and are on track to remove the Notice in the current year

C. Strategic focus of School Effectiveness Service

   i.      Targetted support for underachievement is coordinated across the School Effectiveness Service, Consultant Headteachers and the nominated three lead consultancy schools

  ii.      The School Improvement Partner (SIP) programme has sharpened school self-evaluation, increased school leadership capacity and toughened the focus on Standards and Achievement. Rotherham’s practice is judged to be Outstanding by the National Strategies

iii.      Programmes promoting the development of senior leadership capacity in the secondary Phase are an area of excellence receiving regional and national recognition

iv.      Core subject consultancy demonstrated significant impact in underperforming departments in 2007 and has been further reinforced

  v.      Partnership between schools andSES is unprecedentedly close, responsive and productive

The meeting discussed:-

-           Building Schools for the Future

-           Fischer Family Trust “D” measures

-           Best practice

-           Performance targets and their impact on children

-           The role of Examination Boards

Specific comments were made with regard to:-

-           a rise in standards of over 10% and an appreciable change in the last few years

-           percentage of  ...  view the full minutes text for item 52.

Consideration was given to a report of the Director of Learning Services which set out in detail the performance of Rotherham children at the end of Key Stage 1, in 2007.

All schools must conduct a form of statutory assessment at the end of each Key Stage (ages 5, 7, 11, 14 and 16).  At the end of Key Stage 1 (age 7) children undertake a formal assessment, informed by Statutory Assessment Tasks (SATs) which, from 2005, have been reported as teacher assessment.

Attainment at the end of KS1 has remained broadly static over the last 4 years, reporting standards below the national averages in all aspects except L3+ mathematics and science, which are slightly above.  There has been some variability between subjects and levels over the period 2004 to 2007, however gains and declines have, in the majority of instances, followed the national trend.  The exception has been in reading, which remains the furthest distance from the national (Average Point Score (APS)), but 2007 results at L2B+ were slightly above the national (+1%).

The report set out:-

-                       Overall results for Key Stage 1

-                       Results for Vulnerable Groups

-                       Gender

-                       Ethnicity

-                       Actions take

-                       Further actions to be taken

A discussion ensued on the following issues:-

-                       gender gap – overall, slightly above National average – identified gap at Foundation Stage

-                       ethnicity

-                       staff recruitment to lead on development in Key Stage 1

-                       programme of inspirational speakers

-                       need for more inspirational material

-                       visual learning images

Resolved:-  (1)  That the report be received.

(2)         That the improvements in the Key stage 1 profile, and also the declines, when compared to the national trend be noted.

(3)         That the drive to encourage all schools to continue to improve their results, and strive to reflect outcomes at least in line with national averages, be endorsed.

(4)         That the drive to improve standards, particularly in Reading, throughout this key stage, together with the attainment of boys and other vulnerable and underachieving groups, be endorsed.

(5)  That the report be submitted to the Children and Young People’s Scrutiny Panel for consideration.

Consideration was given to a report of the Director of Learning Services which set out in detail the performance in Rotherham primary schools, at the end of Key Stage 2, in 2007.

All schools must conduct a form of statutory assessment at the end of each Key Stage (ages 5, 7, 11, 14 and 16).  At the end of Key Stage 2 (age 11) pupils undertake the externally marked Statutory Assessment Tests (SATs).

Rotherham’s improvements at L4+ in 2007 exceeded those nationally in all areas, except mathematics which was in line, and regained some of the ground lost in 2006.  This improvement was most significant in English.  The gains made at L5+ were less successful, with only writing and science at this higher level reporting improvements above the national.

The 2007 Key Stage 2 Level 4+ results were encouraging, most particularly following the declines reported in 2006, but they did not match the school’s aggregated target of 79% for both English and mathematics at this level, for this cohort.  While only writing matched the high performance reported in 2005, all L4+ outcomes were above those reported in 2004.  The gap in performance between Rotherham and those nationally was 4% in all subjects/aspects except mathematics, which reported a distance of 5%.  Matching at least national averages at this level remains a priority for Rotherham.

The higher performance at Level 5+ did reflect some gains from 2006 (English, writing and science), but mathematics at this level once again reported a decline.  All aspects of English at L5+ present an improving trend over the last 4 years, with 2007 results reflecting the highest outcomes to date.  L5+ attainment remains some distance from those reported nationally. (English -8%,  Reading -9%. Writing ---4%, Mathematics -6% and Science -6%).  Improving performance at this higher level is a particular focus for 2007/08.

The report set out:-

-                      Overall Key Stage 2 results

-                      Vulnerable Groups

-                      Ethnicity

-                      Comparative Data for Looked After Children

-                      1998 – 2007 Key Stage 2 Comparisons

-                      Contextual Value Added (CVA) Summary

-                      Statutory Targets

-                      Areas for Development

Particular discussion took place with regard to:-

-                      good practice

-                      gender differences

-                      monitoring initiatives

-                      DfES floor targets

-                      Impact of migrant workers

Resolved:-  (1)  That the report be received.

(2)         That the improvements in Key Stage 1 profile, and also the declines, when compared to the national trend, be noted.

(3)         That the drive to encourage all schools to continue to improve their results, and strive to reflect outcomes at least in line with national averages, be endorsed.

(4)         That the drive to improve standards, particularly in Reading, throughout this key stage, together with the attainment of boys and other vulnerable and underachieving groups, be endorsed.

(5)  That the report be submitted to the Children and Young People’s Scrutiny Panel for consideration.

Pursuant to Minute No. 9 of a meeting of the Cabinet Member, Lifelong Learning held on 24^th July, 2007, consideration was given to a report of the Director of Resources and Access which covered issues that had arisen as a result of the annual consultation exercise with and between schools and other LEAs. 

All admission authorities must determine their arrangements by 15^th April, 2008.

Annex 1 set out the details of the LEA’s consultation document, which had been considered by governing bodies during the Autumn Term 2007.  This has also been accessible on the Authority’s website between 1^st February and 1^st March, 2008.

All feedback received by the Authority is summarised in Annex 2.

The Local Admissions Forum also needed to consider this report before final determination is made by the Authority on any changes to the admissions criteria for community and controlled schools.

In addition to the report, the meeting was provided with a copy of a Ministerial statement – “Strengthening the School Admissions System” which particularly related to 2009.

Resolved:-  (1)  That the proposed admission numbers contained within Annex 1 of the report now submitted, for community and controlled schools, be confirmed for 2009/10, subject to the clarifications/amendments contained in Annex 2 at 1Ai).

(2)         That changes relating to voluntary aided schools’ admissions criteria shown at Annex 2 b ii) of the report now submitted be noted.

(3)         That appropriate notice be published in respect of the proposed admission numbers for schools named in Annex 2, where the admission number will be less than that indicated by the current net capacity calculation.

(4)         That the report be placed on the Authority’s website.

(5)         That the report be submitted to the Local Admissions Forum (LAF) for consideration at its next meeting.

(6)         That the co-ordinated schemes for Primary and Secondary preferences be confirmed.

(7)  That a further report be submitted to the next meeting of the Cabinet Member, Lifelong Learning to be held on 15^th April, 2008 to report on any feedback from the Local Admissions Forum and to finally determine the admissions criteria for community and controlled schools for 2009/10.

Consideration was given to a report of the Director of Learning Services which set out in detail the performance of Rotherham children in Foundation Stage, in 2007.

All schools must conduct a form of statutory assessment at the end of each Key Stage (ages 5, 7, 11, 14 and 16).  The Foundation Stage Profile is assessed when children reach the end of Foundation Stage (age 5).

The report set out:-

-                       Overall Foundation Stage Results

-                       Foundation Stage Assessment Summary 2005-2007

-                       LA Level Foundation Stage Summary for 2005-2007

-                       Foundation Stage Summary for 2005 to 2007 compared to the national profile

-                       Foundation Stage Summary for 2005-2007

-                       Actions Taken

-                       Actions to be Taken

The outcomes for 2007 were disappointing, most particularly following the improvements made in 2006.  The average score for each assessment scale reported declines, except in writing where this maintained the standard reported in 2006.  The most significant declines were reported in “Calculations” (Maths Area of Learning AoL), Knowledge and Understanding of the World and Creative Development.  Assessment outcomes continue to show the weakest areas of capability are within Communication, Language and Literacy (CLLD) with an ongoing weakness in writing (average score 5.2).

The meeting discussed:-

-                       the introduction of non-entry data and summary

-                       gender gap

-                       Ofsted inspections – 87% of schools scored as good and outstanding

-                       Rotherham’s “Quality of Provision” higher than the National Profile and Statistical Neighbours

-                       National Primary Strategies

-                       Informal measures

Resolved:-  (1)  That the report be received.

(2)   That the lower outcomes in the Foundation Stage profile be noted.

(3)   That the drive to encourage all schools to continue to improve their results, and strive to reflect outcomes more in line with national averages be endorsed.

(4)   That the drive to improve standards, particularly in Communication, Language and Literacy, (CLLD) throughout Foundation Stage, together with the attainment of boys and other vulnerable and underachieving groups be endorsed.

(5)  That the report be submitted to the Children and Young People’s Scrutiny Panel for consideration.

Consideration was given to a report of the Senior Director, Children and Young People’s Services, which set out the requirements to have a strengthened 14-19 Partnership to strategically lead on the new 14-19 reforms and commission provision to meet local needs, together with suggested Terms of Reference and Membership of the 14-19 Strategic Board.

The 14-19 reform programme presents a significant challenge to all agencies, institutions and organisations in the compulsory and post-compulsory learning and skills sector.

The three areas of reforms, as set out in the 14-19 Education and Skills, Implementation Plan, DfES 2006, are as follows:-

v     Raising attainment now – getting young people on a learning programme that meets their needs, and helping them to achieve their potential

v     Designing new curriculum and qualifications – reforming 14-19 learning programmes so that what young people learn, better prepares them for life and work, enabling them to participate in, and benefit from, local economic activity

v     Delivering on the ground – creating local arrangements and infrastructure which are fit for purpose and capable of delivering the 14-19 educational entitlement

The report set out the statutory responsibility of Directors of Children’s Services for 14-19 education within local Children’s Trust arrangements, and the commissioning of work undertaken in 6^th Forms.

The local 14-19 Learning Plan is an integral element to the statutory Children and Young People’s Strategic Plan and will shape the commissioning of education provision and services for all 14-19 year olds in the local area.

Effective ways of gathering the views of young people on the content and delivery of the plan should be established, through membership of the partnership or otherwise.

The meeting discussed:-

-                         the need to establish links with the Rotherham Schools Forum and the Finance Strategy Team

-                         the changing role of Local Authorities being allocated resources

-                         representative from School Council

Resolved:-  (1)  That the requirement to strengthen arrangements for 14-19 provision be noted.

(2)  That the intention to revise the current 14-19 Partnership membership be noted.