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Autumn Term Headteacher Briefing

Analysis of children's educational performance in Bradford across EYFS, Phonics, Key Stage 1 & 2, highlighting improvements and challenges in literacy and numeracy.

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Autumn Term Headteacher Briefing

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  1. Autumn TermHeadteacher Briefing 21 and 27 November 2017 Children’s Services

  2. Welcome Michael Jameson Strategic Director, Children’s Services

  3. Standards • EYFS - Lynn Donohue, Early Years Strategic Manager • Primary – Yasmin Umarji, Primary Strategy Manager • Secondary, Adrian Kneeshaw, Headteacher, Carlton Bolling College

  4. EYFS % Pupils Achieving A Good Level of development (GLD) 2017 National uses NCER data

  5. Early Years Foundation Stage • The % of children achieving a GLD has continued to improve but the gap between Bradford and nationally results has stayed the same at 3 percentage points • The gap between the performance of girls and boys achieving a GLD in Bradford has reduced at a faster rate than national since 2015; however, the gender gap remains. • The DfE also publishes a further measure which is the mean average points score. This measure takes account of all children’s results across all 17 Early Learning Goals, and therefore, gives a broader view of a child’s achievements. Bradford scored 33.8 mean average points in 2017, an improvement of 0.1 points on 2016. Nationally the mean average point score remained at 34.5 in 2017.

  6. EYFSP GLD Gender Gap

  7. Early Years Foundation Stage • The % of children eligible for FSM achieving the GLD has not improved in 2017 and remains at 57%. • There were 5285 children in the 30% most deprived wards in Bradford being assessed in 2017 which accounts for 68% of the total number of children assessed. There has been little change over the last 3 years in the percentage of these children achieving a GLD.

  8. Early Years Foundation Stage • The number of children who have received the “two year old offer” has been increasing year on year. In 2017 40% of children assessed had received this offer and of these children 63% achieved a GLD. This is an increase of 16% since 2015 and has closed the gap with children who did not receive the offer from 17% in 2015 to 8% in 2017.

  9. Phonics% Pupils Achieving Phonics Standard by end of Year 1 2017 National uses NCER data

  10. Phonics Gender Gap

  11. Phonics • A slightly higher proportion of Year 1 pupils achieved the required standard in Phonics in 2017, with a +1% increase in Bradford figures between 2017 and 2016. The gap with the national average has now fallen to just -1%. • Girls in Bradford did as well as girls nationally in the Phonics assessment in 2016, and their result this year is 1% below girls nationally. • The gap between boys and girls has been reduced by 1%. • The challenges facing lower performing schools are boys’ underperformance and the monitoring of the teaching of phonics. • Schools with 10% below the national average targeted and improvements made by the majority. • Schools with low phonics scores are signposted to learn from the improved practice in local schools.

  12. Key Stage 1% Pupils achieving the Expected Standard 2017 National uses NCER data

  13. Key Stage 1: Gender Gap

  14. Key Stage 1 • The proportion of pupils achieving the expected standard in each of reading has risen by +2%. In reading the gap to the national average remains the same as in 2016. Out of 150 Local Authorities, Bradford ranked as 126th – same as last year. • In writing there has been an increase of 2% and the gap has widened slightly to -2% from -1% ranking Bradford inn 106th position from 93rd in 2016. • in maths there has been a 3% increase and the gap with national has narrowed by 1 percentage point to -2%. This ranks Bradford in 110th position from 114th in 2016. • Girls continue to do better than boys in all three subjects. In 2017 the performance gap has widened further as the results for girls have risen more quickly than that of boys. • The gap is particularly large in reading (-10%) and in writing (16%). • The challenge is boys’ underperformance in literacy.

  15. Key Stage 2% Pupils achieving the Expected Standard

  16. Key Stage 2% Pupils achieving the Expected Standard by Gender

  17. Key Stage 2 • In the main performance measure, the percentage of pupils meeting the expected standard in all of reading, writing and mathematics (RWM) increased by +9% in 2017. The gap with the national average is now -5%. (-6% in 2016). Further improvements in reading results are needed to help to reduce this gap further. • The proportion of pupils achieving the expected standard in reading rose by +8% this year. • In reading the gap between the boys and girls has narrowed from -7 to -6 but in writing the gap has widened from -5 to -12.

  18. Key Stage 2: Ranking • The 2017 RWM results ranks Bradford in 126th position out of the 152 Local Authorities nationally which is 13 places higher than 2016 (139th in 2016). • The 2017 reading results ranks Bradford in 137th position out of the 152 Local Authorities nationally which is 11 places higher than 2016 (148th in 2016). • The 2017 mathematics results ranks Bradford in 110th position out of the 152 Local Authorities nationally which is 15 places higher than 2016 (125th in 2016). • The 2017 writing results ranks Bradford in 106th position out of the 152 Local Authorities nationally which is 25 places lower than 2016 (81st in 2016). • The 2017 GPS results ranks Bradford in 104th position out of the 152 Local Authorities nationally which is 23 places higher than 2016 (127th in 2016).

  19. What are we doing/Next steps • Early Years Learning Team working with settings and schools to reduce the gender gap. • Literacy Hub Early Years projects focusing on parental engagement • Continue with existing language focused projects • Continue with monitoring of phonics • Calderdale writing programme for KS1 and KS2 • Reading Campaign • Top and bottom 20 schools – Re/Wr/Ma • Local Literacy Champions • Voice Bradford (TSA led) • Explore Hackney Learning Trust Reading programmes for KS1 and KS2

  20. Progress 8 • Main performance measure • Progress made from end KS2 to end KS4 • Good news for Bradford (secondary)

  21. Progress 8 2017: Statistical Neighbours

  22. Progress 8 2017: Statistical Neighbours 2016 v 2017

  23. Progress 8: Neighbouring Urban LAs

  24. Progress 8 Improvement: Neighbouring Urban LAs

  25. Progress 8 2017: Further Facts Bradford • Ranked 56/151 LA’s for progress (+0.01) • Rise +0.16 Fourth (equal) most improved LA in the country

  26. KS4 Attainment 2017 Basics: Percentage of students attaining both English and Maths at grade 4 or above Bradford 2017: 55.4% Bradford 2016: 52.1% • 11th most improved LA nationally

  27. KS4 Attainment 2017 Achieving Ebacc: Percentage of students with Maths/English/Science/Languages/Humanities at C/4 or above Bradford 2017: 18.8% Bradford 2016: 17.2% • 16th most improved nationally

  28. Individual School Performance: Top P8 Scores

  29. Individual School Performance: Biggest P8 Improvers

  30. Prevention and Early Help Judith Kirk, Deputy Director, Education, Employment & Skills Jim Hopkinson, Deputy Director, Social Care Mark Anslow, Early Help Programme Director Children’s Services

  31. Vision Our vision as a District is to draw on the energy, experience and effort of the whole system so that babies, children and young people have a great start and improved life chances • Families will receive the right support at the earliest time • Supporting good relationships within families and communities • Confident universal and prevention services • More intensive support when needed to those families with the most complex needs • Proactive approach - reduce the demand for late and specialist services - based on the best available evidence of what works

  32. Principles Prevention is about stopping problems emerging in the first place. Early Help is about preventing problems that are occurring from becoming worse We will work together to the following principles: • Signs of Safety and ‘People Can’ ethos – build on strengths • Early support at the right time – build independence • Evidence-based and innovative

  33. Deprivation indicators - by ward

  34. Government funding • Unprecedented reduction and changes in Government funding • High demand on social care services, high hospital admission rates for children - increasing numbers of children with complex needs • Outcomes for children and young people are improving – some outcomes remain worse than regionally and nationally • Need for greater targeting

  35. Proposed 0-19 Prevention and Early Help Service providing mandatory and prevention and early help programmes (up to 25 for young people with disabilities) • Move from separate services (including the seven Children’s Centre clusters) to a new Prevention and Early Help Service • Cut out duplication - a ‘whole family’ approach - families do not receive a series of interventions from different services • We are proposing to deliver the following services centrally: • Early Help Gateway (incorporating Families Information Service) • Oversight of education safeguarding & attendance • Specialist behaviour support and inclusion • Short breaks for disabled children • Intensive family support • Youth offending services • Service support, for example admin, commissioning, data, finance and project management

  36. Proposed Prevention and Early Help Service / contd. • Proposed four area based 0-19 Prevention and Early Help Teams (target those wards and neighbourhoods with the poorest outcomes) to cover: • Keighley/Shipley combined • East • West • South • Proposed Area Teams would bring together in single teams the delivery of: • the children’s centre core offer across the District • targeted key work with individual children and families (Families First) • parenting support • early education and childcare quality and take up • education safeguarding and attendance • diversity and cohesion

  37. Proposed Prevention and Early Help Service /contd. • Area teams - Prevention Co-ordinators and workers - work with families and local community - evidence based programmes • Area Prevention Fund for each area to support community involvement • Area teams - generic 0-19 Family Key worker post created with specialisms on early childhood development & working with young people within each team • Area teams – childcare quality & take up • Build on the work of our multi-agency Early Help Panels • That responsibility for short breaks and specialist behaviour support would move or align from Specialist Services to the proposed SEND Services • That responsibility for Assessed Contact would remain within Children’s Specialist Services

  38. Proposals cont/d… • Council would continue with commissioning intentions related to short breaks, Families First and other targeted services • YOT structure to remain as is (service support functions in scope) • The proposed model will align with the Council’s Youth Services and Ward Partnerships which will continue to be managed within Places Services • Proposed - Council to provide core teams alongside a number of commissioned services (potential 220 – 240 FTE reduction) (47%-51%)

  39. Public Health 0-19 years Children Services • Public Health services for 0-19 years (currently health visiting, school nursing and oral health services) to be re-commissioned • New service specification will be developed - fully integrated with the proposed Prevention and Early Help model & four areas - integrate and co-locate teams accordingly • This service will include both universal and targeted services focused on: • Pregnancy and early years including the mandated health checks for young children • Delivery of the Healthy Child Programme 0-19 years • Delivery focused on High Impact Areas • Oral health improvement • Evidence based interventions and will be outcomes & inequalities focused

  40. Children Centre buildings • Looked at geographical spread - usage of children’s centre buildings for on-site timetabled delivery to families • No buildings proposed to close at this stage • Develop community/family hubs over time • Proposal that following buildings are reconfigured as Outreach bases (which are proposed to deliver a minimum of 8 hours of activities per week with children and families): • Hirst Wood • Highfield • Parkland • Farcliffe & Lilycroft • Princeville • Bierley • Tyersal • Wyke

  41. Services in scope

  42. All the services below within Education, Employment & Skills also include financial, administrative, performance, data and project posts. These service support posts are in scope:

  43. Consultation • The consultation will run for 90 days, from 15 November 2017 to 12 February 2018 inclusive • Throughout the consultation all stakeholders will be able to submit feedback, comments and questions via questions@bradford.gov.uk • There will be opportunities for the public and partners to attend one of the Consultation Events which are running across the District. Bookings can be made via the website ‘Learn and Develop with Bradford’. • A feedback summary document will be published on-line. • Council’s Executive will receive a further paper in April 2018.

  44. Consultation timeline • All events can be found on the Prevention and Early Help webpage (a link will be cascaded to all staff) • Key dates during and after the consultation include:

  45. Questions and comments • Submitting questions via the consultation email address • Questionnaire capturing your views on the preferred model. • Available information: • Executive Report • Prevention and Early Help consultation webpage • FAQs available on the website • Any questions or comments?

  46. Opportunity Area Fund Jenny Cryer Assistant Director, Performance, Commissioning and Partnership Children’s Services

  47. Opportunity Areas The primary purpose of Opportunity Areas is to focus local and national resources on a common goal – to increase social mobility. We want to learn from what works in these initial 12 areas, capturing which challenges all areas share and what is unique to a particular place. Wave Two: Doncaster Bradford Stoke-on-Trent Ipswich Hastings Fenland &East Cambridgeshire Wave One: Blackpool Scarborough Oldham Derby Norwich West Somerset

  48. The Department’s ‘offer’

  49. What support will OAs access • £72 million of new funding to support targeted, local work in a small number of Opportunity Areas to address the biggest challenges each of these areas face. (e.g. circa £6m per OA. Included within this contribution to evaluation and funding for local delivery support) • Plus national programmes which have been ‘tilted’ towards Opportunity Areas: • Teaching and Leadership Innovation Fund – 6 projects are starting in Braford • Strategic School Improvement Fund – Two bids were successful in Bradford in Round 1 (from schools with bases outside Bradford). A further 3 bids from Bradford MATs are planned to resubmitted in Round 2. • Education Endowment Foundation (EEF) Research Schools – Dixons Academies are EEFs partner that have been chosen to run Bradford’s Research School - supporting schools in the area use the best available evidence and research. The Research school will also offer three programmes which link to /contribute to the OA priorities • Investing in improving careers and enterprise provision through the Careers and Enterprise Company. Each secondary school will have a dedicated enterprise advisor, leading to at least four meaningful encounters with the world of work.  • The National Collaborative Outreach Programme – aiming to increase the number of disadvantaged young people in HE • National Citizen Service (NCS) are working to ensure that more young people can experience and benefit from this four week programme of personal development and volunteering • NCS aim to have 2,400 15-17 year olds delivering ^35,000 social • action hours by 2020

  50. Over the last few months we have… • Conducted desktop analysis – with national level comparisons and local authority data • Wider stakeholder conversations with Headteachers, HE/FE, Early Years, VCS, Health, Police and Employers • Stakeholder kick off event (100+ attendees) • Partnership Board in place – to develop and help deliver a plan to increase social mobility • Most importantly, starting to identify and share initial priorities…

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