Agenda item

The Corporate Director of Central Services, Virtual School Head, Education Manager, Head of SEND and SEND Team Manager presented the annual report on Standards and Quality of Education in Hillingdon 2020/21. The report provided an overview on the standards and quality of education across Hillingdon schools and settings for Hillingdon’s children, young people and adults.

It was noted that the report usually focused primarily on attainment, progress and achievement for the preceding academic year along with references to wider measures of educational success. However, due to the changes of statutory school tests and examinations during Covid-19, there was limited new data available in this report. Officers had therefore used the last published data from 2018/19 and provided updated contextual information. The report would be considered by Cabinet at its meeting on 21 April 2022.

The Committee was informed that the local education partnership would provide the platform to further improve education outcomes.

Key points across education services were highlighted to the Committee.

It was reported that schools had been using internal data to measure education outcomes. The Committee heard that the Covid recovery had been supported with closing the gap, 14 schools had been placed on the schools at risk register and Ofsted inspections had remained stable and in line with England. The education improvement four tier support and challenge model had a great impact on maintained schools and schools that were under performing had termly challenged task meetings and visits from Education Advisors, resulting in impact reports and support plans. There was a strong focus on collaboration and regular termly meetings took place to ensure a ‘One Council’ approach. Members also heard about the mental health support programmes and Post-16 digital brochure.  There was a focus on the Black Caribbean and White British underachieving cohorts for the next few years, along with cross working with the Youth Justice Service.

In terms of virtual school achievements, it was highlighted that children at KS4 attained average levels of 28, which was five grades higher than the national average. KS2 pupils also met expected levels of progress. There had been a reduction in NEET figures, attendance was higher than national averages for Looked After Children, and there was a higher level of  KS3 pupils moving onto university. Fixed term exclusion rate had continued a four year downward trend. Children Missing Education figures had decreased, exclusions were down 7% and attendance of all children was in line with statistics.

The SEND updates were outlined, and it was highlighted that the statutory compliance of 20 week plans had increased from 22% in late 2022 to 87%, 99% in phase transfer in pre 16 had been met, Published Admission Numbers had been adjusted across schools to avoid  pressured or SEND magnet schools. It was noted that 592 EHC needs assessments had been received and annual reviews had increased. A free training programme had been developed for all stakeholders and integrated half termly meetings took place where data sharing was used in early years to adopt a One Council approach. The draft SEND strategy and SEND sufficiency strategies were due to be launched for consultation and the team were preparing for an impending Ofsted inspection.

In response to Member questions around data, it was noted that the London Exclusion Network group was working well and the number of exclusions compared to neighbours was high. It was accepted figures were high and as a result, the PAN London group was initiated by Hillingdon to explore and investigate why figures differed. Investigations were ongoing into managed move processes to identify if insight could be provided. Additional funding was in the process of being sought to target intervention.

Although the report made reference to National, London and Statistical Neighbours’ data, it was confirmed that some data is only available for National. Where London or Statistical Neighbours’ data is unavailable, the Data team have referenced this.  Soft intelligent and local data had been used to receive  data about the 14 schools that were on the risk register. The four-tier model, was used to make improvements and take action for maintained schools.  Where there was continued underperformance, the Council used its local powers of intervention to issue warning notices.

During Member discussions it was noted that a recent Ofsted inspectionl about a special school had not been included in the report as the report only contained information from the academic year of 2020 – 21. The Committee was assured that officers were working closely with the school in question and this would feature in the 2021/22 report. 

Questions were asked around partnership arrangements and it was explained that the new partnership arrangements involved a working party consisting of Headteachers, Council Officers, and an independent provider commissioned jointly by schools and the Council. This has enabled equal voices and collaboration from all partners.

A working model has been developed for the Primary phase. The Secondary model stage is currently being designed with Secondary Headteachers from the Hillingdon Association of Secondary Heads(HASH).

It was emphasised that there was a real commitment from schools to improve education outcomes for children in the Borough allowing school to school led support to share resources as and when required.

Although there had been good achievements, there had been many challenges as a result of the pandemic, such as an increase in electively home educated pupils.

In term so monitoring mental health in schools, it was noted that the mental health initiative started in 2020 with national training, feedback was sought from schools  and there had been a second year of national funding used to provide accredited mental health first aid training. The funding was also used to recruit a mental health lead expert for this academic year to provide individual schools / Trusts with customised  support.

In terms of school exclusions, it was explained that 65% of pupils that had special education needs had predominantly been excluded due  to social, mental and health reasons. To manage this, schools were asked to look at behaviour management plans and local strategies to assess pupils that seemed withdrawn. Schools were also asked to provide reasonable adjustments and there had been a lot of engagement from schools for outreach and help.

During Member questions, it was noted that an offensive weapons protocol was being developed and was due to be launched in Summer 2022. A task and finish group was being established to manage the protocol. It was also confirmed that the partnership modal and internal data was used to support more able individuals.

Further information would be provided on the number of children that went to early years settings and the number of children referred to the fair access panel.

Although a form of words was suggested for Cabinet, it was agreed that this would be finalised in consultation with the Labour Lead.

Officers were thanked for the preparing the report and having regard to previous feedback provided. 

RESOLVED:

1.    That the report be noted.

2.    That the final wording of the Committee’s comments be delegated to the clerk, in consultation with the Chairman and Opposition lead.