Agenda item

Update on the Closing the Gap Board and revised delivery plan including report on the £500k DfE Strategic School Improvement Fund bid 'narrowing the gap in Warwickshire' Sept 17 to July 2019

This item was introduced by Sophie Thompson from Learning and Performance Administration. It was reported that academically, Warwickshire was a high achieving county at key stage 4. However, it reflected the national pattern that disadvantaged pupils performed at a lower level. This situation had remained unchanged despite a variety of initiatives.

For the first time in several years, the gap between poorer pupils and their peers at GCSE had stopped closing. The ‘Closing the Gap’ project was established in January 2015 in response to the challenge of closing the attainment gap between disadvantaged pupils and their peers in Warwickshire. A table showed the attainment gap at various academic stages and recent trends over time in the gaps at these key stages.

The Closing the Gap project was reviewed in summer 2018 to evaluate the progress made. The project board concluded that the impact of the work could not be measured with headline data, because of ongoing changes in assessments. However, without the work of the project, the gaps might be larger.
 

Research showed that disadvantaged learners often faced multiple barriers. The board monitored progress in a number of areas, which were set out in a further table within the report and covered: school improvement, SEND and inclusion, economy and skills, public health, education entitlement team, children looked after, school governance, poverty strategy, widening participation in higher education and early years.

Sophie Thompson referred to the board’s key projects and current focusses. These included the use of different measures to assess the gap in attainment. She spoke of the Nuneaton Education Strategy, work with admissions to afford priority to disadvantaged pupils and tracking pupils through to their GCSE examinations. Achieving a good level of development was discussed, especially the gaps identified in pupils at reception school age and how those pupils made progress through to the end of primary school. Evidence showed that this gap was not addressed.

A verbal update was provided on the Department for Education (DfE) monies secured for a Strategic School Improvement Fund. This had provided for £500,000 for two years from 2017 to 2019. Work had been undertaken through six teaching schools in Warwickshire and the University of Warwick on leadership development, work with governors, boys’ reading and maths problem solving. Support was provided to 35 schools. The assessment of the work undertaken was rated positively both throughout the project and afterwards by the DfE. An outline was given of the impact of the project, its positive outcomes and ongoing development of the initiatives embedded into schools. There had been limited performance information to date, so continued monitoring of impacts would take place.

Councillor Hayfield considered this to be an important strand of work that had been well led. Where attainment gaps were identified, it seemed difficult to address them. It was not understood why the various initiatives were not improving academic success for the cohort. It was not just about specific schools in deprived areas. However, it was disproportionate in terms of children looked after and there was a role for the County Council as corporate parents. Addressing the gap during early years education seemed to be the key. It was probable that the position would be worse without the initiatives implemented.

Questions and comments were invited, with responses provided as indicated:

·       A member agreed that addressing this issue in early years education was important, as was finding appropriate measures to monitor pupils’ improvement. Effective communication between primary and secondary schools was needed. In terms of further education, there was a need for quality apprenticeships for those who were not likely to undertake college or university education and to give equality of opportunity. Addressing the difficulties associated with environment, the roles of the school, head teachers and those of parents were all referenced. It was also important to recognise that the majority of pupils achieved good academic results.

·       Officers confirmed the transition work underway to simulate dailogue between subject leads at primary and secondary schools. The schools that were most successful in closing the attainment gap had demonstrated a belief throughout all their staff in every pupil and their potential to succeed.

·       A member referred to the increase in diagnosis of autism and attention deficit hyperactivity disorder (ADHD). He spoke of the difficulties those children often experienced in school and potential for people to go on to have successful businesses or employment.

·       Reference was made to phonics, the method for teaching reading and writing by developing learners' phonemic awareness. In some Warwickshire schools, optional classes were offered. These were funded by the school and had assisted the children participating in them. There was a challenge in getting some parents to participate. The member asked how the County Council could encourage parents to take up the offer of the optional classes where there were available. An outline was given of the various initiatives to support children with ADHD and autism and to support and train teachers. The closing the gap work was targeted at disadvantaged pupils, but there were multiple factors which impacted on pupil attainment. Through the Nuneaton Education Strategy, a holistic approach was being taken with innovative approaches, some of which were outside the school setting, including work with families. Reference was also made to a specialist seven-week course delivered through George Eliot Hospital, which had yielded good results, but this course was expensive and therefore had a low take up from schools.

·       In Nuneaton, there was a geographic split across the town in academic attainment levels. Parental support was a key aspect and there was a noted deterioration when pupils moved into secondary education and there was less parental contact. These aspects could have been explored in more detail in the report. Some families had limited expectations and raising them would be welcomed through initiatives like ‘aim higher’. Educating parents was accepted as a key issue. Additional funding had been secured by the University of Warwick through a national collaborative outreach programme. Resources were targeted at areas where there were good GCSE results, but a lower number of pupils going on to higher education. This initiative comprised a mentoring scheme, a scholar’s programme and a bursary towards higher education at the University.

·       There had been a significant reduction between 2016 and 2017 in numbers of 16/17 year olds not in education, employment or training. This reduction from 660 to 410 was the biggest reduction in the West Midlands region. Members were concerned however about subsequent opportunities, reiterating the need for good employment prospects.

Resolved

That the Overview and Scrutiny Committee notes the report and the initiatives being taken to close the attainment gap between disadvantaged and non-disadvantaged pupils in Warwickshire.