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Building a Learning City Together

Enhancing education outcomes by championing children, improving partnerships, and developing strategies for greater inclusion and school organization. Creating opportunities for all children to succeed.

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Building a Learning City Together

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  1. Learning City - Strategic Overview September 2014 Paul JacobsService Director – Education & Skills

  2. Core Role of the Local Authority in the New Landscape • Champion for Children, especially the more vulnerable • Commissioner of places • Accountable for performance • System Leader for learning partnerships

  3. People Directorate

  4. Education & Skills • Improving outcomes further • Supporting/enabling partnerships • Raising the profile of education across the City; changing perceptions • Developing our Inclusion Strategy and practice • Refreshing our School Organisation Plan • Supporting the development of early intervention Building the Learning City infrastructure:

  5. Key Pledges • Education achievement is in the top 50 LAs • No Bristol school below floor standard • Disadvantaged learners make better progress than national • Every young person to leave education with a place in learning, training or a job with training

  6. 2014 Headlines • Early Years Good Level of Development +8.4% to 58.4% (60.4%) • KS2 L4+ Reading, Writing & Maths -1% to 75% (79%) • 5+A*-C (incl. E&M) + 3% to 55%

  7. Provisional Results 2014 Bristol

  8. EYFS

  9. Good Level of Development

  10. Early Years Update: • 58% of Bristol children achieved a good level of development at the end of the Early Years Foundation Stage in 2014 – an increase of 8ppts since 2013 • National data will be available in October but the provisional national figure is 60% • Attainment has improved in all areas of learning but particularly in mathematics which has improved by 7ppts • Attainment in Writing continues to be the weakest area, despite an increase of 6ppts this year.

  11. Early Years Update: • 51% of children living in the most disadvantaged areas achieved a good level of development – at 14% the gap between this group and children not living in areas of disadvantage has reduced by 4ppts this year • 44% of children eligible for Free School Meals achieved a good level of development - at 19% the gap between these children and their peers has also reduced by 4ppts this year • The gender gap is 15% which is 1ppt wider than in 2013 and at 21% is widest for children of Black or British Black heritage. • The greatest improvement has been for children of dual heritage whose attainment has increased by 14ppts in 2014

  12. Early Years Update: • From 1st September, 40% of two year olds have been entitled to 15 hours a week of free early education – this equates to 2,500 children in Bristol • Almost 2,000 new two year old places have been created across the early years sector so far, with the aim of providing high quality early learning experiences and a good start in life for all children • Bristol Early Years Teaching School Consortium and BCC Early Years Service are working in partnership to promote continuous quality improvement, linked to strategic priorities, across the early years sector • Ofsted inspection outcomes continue to improve across the early years sector, but particularly for PVI settings.

  13. Key Stage 4Provisional Results 2006-2014

  14. 5A*-C GCSE English & Maths

  15. Inclusion Update • Pupils Missing Education • Alternative Provision • SEND reforms • LA Safeguarding Inspection

  16. Pupils Missing Out on Education (PME) Local authorities have a statutory duty to arrange suitable full-time education for children of compulsory school age at school, or otherwise for children and young people who do not attend school in the usual way. “Too often, children and young people receive only a part-time education, or have none at all - this can be a safeguarding as well as an educational matter.”

  17. Pupils Missing Out on Education (PME) Each local authority should: • Establish a central record of all children not accessing full-time education in the usual way • Identify clear lines of accountability for the quality and amount of provision • Share information across local authority boundaries • Ensure that every child is on the roll of a school, regardless of circumstances

  18. Pupils Missing Out on Education (PME) Each School, including Academies and Free Schools, should: • Stop unlawful exclusions • Establish clear accountability for the achievement, safety and personal development of all children and young people • Inform the local authority of any part-time education arrangements • Keep children and young people on the school roll during periods of illness or custody • Give governors sufficient information about children and young people not accessing school in the usual way

  19. Alternative Learning Provision (ALP) Alternative provision can be defined as something in which a young person participates as part of their regular timetable, away from the site of the school or the pupil referral unit where they are enrolled, and not led by school staff

  20. Alternative Learning Provision (ALP) Positive aspects of the schools’ use of alternative provision: • Good commissioning of the provision • Partnership working with the local authority • The quality of information about the students’ needs given to providers • Schools giving good support to providers • Useful qualifications with clear progression routes • Students reflecting positively on the impact of their experiences

  21. Alternative Learning Provision (ALP) The recent Ofsted report on ALP shares the recurring areas for improvement: • The quality of reporting from providers to schools • The monitoring of the quality of provision • Insufficient pre-placement information given to providers or students • The evaluation of the impact of the provision on the outcomes for students • Governors’ knowledge of alternative provision • Health and safety and safeguarding

  22. Working Together We need to consider the findings and recommendations from both these reports: • Share best practice and develop joint accountability • Review and revise our current systems • Share and analyse information to improve our practice • Note the resultant changes and focus in Ofsted inspections

  23. Making a difference for children and young people Bristol to bea Learning Citywhere every citizenhas access togood education and isable to acquire the skills they need to joinBristol’s world class workforce

  24. Learning City - Strategic Overview September 2014 Thank you

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