Agenda item

- to receive the report and note the 2006 end of Key Stage 3 Statutory Test Results

Consideration was given to a report of the Director of Learning Services which gave details of the results of the statutory assessment at the end of Key Stage 3 in 2006.

Appendix A shows the performance of individual schools in English, mathematics and science from 2002-2006.

Appendix B shows the comparison in the trend of performance by LA, the average of RMBC’s group of statistical neighbours and national.

Schools are required to assess the attainment of all pupils in each of the National Curriculum subjects at the end of each key stage at ages 7 (Key Stage 1) 11 (Key Stage 2) and 14 (Key Stage 3).  Statutory assessment includes statutory tests in the core subjects (English, mathematics and science) together with teacher assessment in all subjects.

The expected performance for pupils at the end of Key Stage 3 is level 5/6.  Nationally, comparative figures are given for the percentage of pupils achieving level 5 or above and level 6 or above in the statutory test.  Comparisons with statistical neighbours are also included.  Comparative data is also provided for the average points score and this includes the attainment of all pupils.

The report set out the following conclusion:

·         The LA’s overall trend of improvingperformance in the statutory Key Stage 3 tests has been consistently inline withthe improving national averages.

·         There is a continued need for improvement to close the gap; this is especially true for English.

·         There is evidence of the positive impact of the Secondary National Strategy on teaching and learning in Rotherham schools. This is clearly demonstrated by the improvements to APS and the decreasing gap to FFT D predictions.

·         It is anticipated that the impact of the Secondary National Strategy, whose capacity has been strengthened through school partnerships, will lead, over time, to significantly improved results in Key Stage 3.

·         Boys’ performance in maths and science is not significantly different to girls’; in English the differential between boys’ and girls’ performance is similar to national patterns.

·         The performance of BME is below that of White British and is currently being targeted through the Secondary National Strategy.

A discussion took place on the following issues:-

-                       an understanding of the marking system

-                       technical issues to demonstrate ability

-                       new model of Consultancy

-                       Contextual Value Added – Main Factors

-                       Possible impact/disruption from PFI build

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

(2)    That the improved performance in Mathematics and Science broadly in line with improvements nationally be noted.

(3)   That Members encourage all schools to continue to improve their results and strive to achieve outcomes at least in line with national average rates of improvement.

(4)   That the disappointing results in English be noted and the work conducted since September 2006 to address the underperformance be endorsed.

(5)   That Members endorse the drive to:

-           reduce the gap between Rotherham’s performance and the national average performance in the core subjects

-           improve boys’ attainment, especially in English

-           improve the performance of black, minority ethnic (BME) pupils, and

-           improve the attainment of Looked After Children (LAC)