Issue - meetings

The Board received a summary of changes to this year’s school assessment process on the provisional outcomes for Halton’s Children and Young People and their performance in comparison to unvalidated National data and North West Regional data.   

A verbal update was provided on data relating to:-

·       Early Years Foundation Stage;

·       Year One Phonics Testing;

·       Key Stage One results;

·       Key Stage Two;

·       Attainment Floor Standards;

·       Coasting Schools;

·       Data by Gender and results for those described as ‘Disadvantaged’;

·       Progress between Key Stages One and Two; and

·       A level, BTEC and Vocational Qualifications.

Members made the following observations:

What does Phonics de-coding involve? How does Halton compare nationally?

Phonics screening was introduced in 2012; Halton had seen an increase in the number of children reaching the expected standard, (76% in Halton) against a national average of 81%. De-coding testing was carried out on a one to one basis by teachers known to the pupil who were asked to read a list of 40 real and pseudo-words.

What difficulties had teachers experienced in the introduction of the new National Curriculum at Key Stage 2? How have these changes affected performance?

The new National Curriculum was introduced in 2014, so pupils have only had two years to study a new four year programme.  It is also a new assessment process so cannot be compared with previous year’s results. However, when analysed at a North West level, Halton pupils had declined in percentage terms in achieving the expected standard in Reading, Writing and Maths, as was also evident in other North West Local Authorities and nationally. Halton LA was working with school improvement colleagues in neighbouring authorities to share best practice and learn from other region’s best practice, whilst reviewing assessment processes under this new system.

It is possible that standards have not altered, but the way in which they are measured has?

Data comparisons were difficult in the immediate period following changes to curriculum, until sufficient time had elapsed for meaningful, reliable data to be produced. It is also a new more challenging curriculum with a different method of assessment so cannot be compared with previous results. (as also noted by the DFE).

RESOLVED:  That the report be noted.