Agenda item

Officers introduced the Standards and Quality in Education in Hillingdon 2016/17 report and provided a verbal summary. This was the annual report which would go to Cabinet on 15 February 2018.

The report provided the Committee with an overview of the standard and quality of education across Hillingdon schools and settings for Hillingdon's children and young people. The report focused on attainment, progress and achievement for the academic year 2016/17.

In summary, officers explained that there had been strong progress in the challenges the council faces. Hillingdon's Ofsted inspection data demonstrated an overall improvement in 2016/17 when compared with previous years with 87% of schools judged good or better by the end of the 2016/17 academic year, compared to less than 80% of schools judged good or better 2013/14. This was headline progress.

It was reported that within the early years and primary phases performance measures continued to rise. All of the key indicators demonstrating outcomes were performing above the national average and in line with London averages. Within the primary phase, good outcomes at Key Stage 1 meant that children in Hillingdon were now achieving more strongly than their peers nationally and were increasingly at a similar level to other children in the London region.

In relation to key stage two, officers explained that there had been strong attainment. Outcomes continued to compare positively with national averages and progress scores in Writing and Maths demonstrating strong outcomes.  Within the secondary phase, overall attainment using the new performance and progress measures had improved compared to 2015/16 and were now above the national comparators. Overall, outcomes were moving in the right direction.

Key stage 5 remained an area for development in the secondary phase.

The Committee acknowledged that there had no doubt been improvements.

During Member questions it was reported:

·         The gap between London averages and Hillingdon was growing. Reading in KS2 was a big area for concern in schools and a big focus going forward. To manage this there has been strong communications between officers and head teachers, a change of focus working intensively with schools which includes working with specialist staff.

·         Underperformance in key stage 5 was a complex area. Factors such as quality of careers and advice. Due to financial challenges schools were keen to keep children in their six form. Following the attendance at a head teacher conference, officers confirmed it was clear that schools worked together to ensure that children obtained the best results.

·         Funding was DFE generated and held to account by Ofsted.

·         Children with English as a second language had strong reading levels and outperformed London boroughs. Schools worked closely with pupils. Schools used EAL support.

·         Reading levels had gone down as a result of testing being changed. This had taken effect two years when the new reading test was introduced. There was previously a concern in relation to writing and that was reported to be poor, but this shifted to a focus on reading.

·         A large percentage of unaccompanied asylum seeking children needed to be supported and in many cases had no education provision in place at the point they entered the care system. Officers explained that this may be owed to age assessments taking time although there was an aim to complete them within 20 day school days. This related to only a handful of children.

·         Pupil premium funding was monitored. Schools were required by Ofsted to publish how funding was being spent, and how much was received.

RESOLVED -

1.    That officers be thanked and congratulated for their work.

2.    That the report be noted.