Agenda item

Consideration was given to a report of the Acting Principal School Improvement Adviser which set out attainment in Rotherham primary schools in 2004.

The report set out a 2004 Foundation Stage and Key Stages 1 & 2 Assessment Summary for the following:-

(a)                Foundation Stage

(b)                Key Stage 1

(c)                Key Stage 2

(d)                1998-2003 Key Stage 2 Comparisons

(e)                Floor Targets apply to English, mathematics and science

An explanation of the scoring system was given.

At the Foundation Stage, assessment outcomes showed the weakest areas of capability are within Communication, Language and Literacy with a particular weakness in writing with an average score of 5.2 compared to the highest level of capability in the mathematics scale of Numbers as Labels and for Counting with an average score of 6.9.  The differences in performance between girls and boys are evident at this stage, as reflected in this initial formal assessment.  Girls outperform boys in all assessment scales.  This is most pronounced in writing and creative development, reporting a gap of 0.8.

At Key Stage 1, in reading and writing the difference in performance between girls and boys remains a significant issue both locally and nationally.  At Level 2 or better in reading the difference between girls and boys attaining that level is almost 9% (8% nationally)  and in writing 13% (11% nationally).  The gap has reduced in reading on 2003 and writing reflects a similar profile.  At Level 2B the gap has narrowed slightly in reading, 13% (11% nationally), but writing has widened to 18% (16% nationally).  At Level 3, the gap in reading is 10% (9% nationally) and in writing it is 11% (10% nationally).  These differences between the boys and girls are not a significant feature of performance in mathematics, though at Level 3 the boys do perform better than the girls.

At Key Stage 2 Level 4+, the results present a very positive profile of improvements for Rotherham compared to those reported nationally.  The greatest majority of improvements at this level exceeded those nationally and prompted a letter of congratulations from David Milliband, the then Minister of State for School Standards.  He praised the “excellent” Key Stage 2 results in 2004, and stated that children in Rotherham had some of the most improved results in the country for English and maths.

The report showed the improvement in Level 4 results from 1998-2004 and also the number of schools attaining 90% Level 4 or better, and the number of schools attaining below 50% Level 4.

In addition, the report indicates the number of schools with results below the DfES Floor Target of 65% Level 4+ attainment for primary schools.  In 2004 the proportion of schools below this critical measure has been reduced from 2003 in English and mathematics.  This reduction must continue and forms a specific focus for 2004/05 planned intervention in primary schools.

The meeting discussed the recent dip in Key Stage I results and it was reported that a review focussing on reading was to be carried out by the School Improvement Service, together with further work to identify characteristics of high performing schools.

In addition, it continues to be a priority in Rotherham to raise attainment in Key Stage 2 results.

The Acting Executive Director made the point that due to FSS funding, the spend on the School Improvement Service in Rotherham was amongst the lowest in South Yorkshire.

A chart was referred to showing Rotherham’s performance compared with England and local LEA’s for Key Stage 2 Aggregate Scores 1998-2004. 

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

(2)                  That the emerging declining trends in Key Stage 1 be noted with concern, but the improvements in Key Stage 2, most particularly at L4+ be noted with pleasure.

(3)                  That members of this Scrutiny Panel encourage all schools to improve their results, and particularly those not currently meeting the DfES target of 65%.

(4)  That further reports containing summary findings of the Key Stage 1 review of results be submitted to this Scrutiny Panel.