standards2008/9

In the academic year 2008/9 the PRU worked with a total of 1325 young people across all its provisions. Of this total 58.79% returned to school or other provisions. 12.08% reached statutory school leaving age and 29.13% continued their education into the next academic year.

In the previous year 2007/8 the PRU worked with 1102 young people. 42.83% returned to school or other provisions. 15.52% reached statutory school leaving age and 41.65 % continued their education into the next academic year.

The mobility at the PRU is extremely high. Expressed as an average per week in 2007/8 there were 24.42 admissions across the service with 16.92 leaving each week. In 2008/9 there were 22.79 admissions each week with 24.71 leaving per week on average. This figure was affected by the cohort of pupils in year 11. If one looks at the leaving rate for those below year 11 it averaged 12.42 per week in 2007/8 compared with 20.50 per week in 2008/9. The numbers of children returning to school has increased and their time within the PRU reduced. This may, in part, be attributed to the fair access protocol.

Progress prior to PRU referral

There were 137 pupils who left the PRU at the end of Key Stage 4 in 2009.

Of the 98 pupils for whom we were able to obtain some Key Stage information it was impossible to tell whether there had been any progress between Key Stage 2 and 3 for 25 of these pupils. This was either due to incomplete or missing data. For example one

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pupil was absent thoughout with no assessment recorded. Other were perhaps not in the country and off roll during KS3. Some did not arrive in the UK until secondary education began. Several were absent either at the earlier or later phases.

Of those whom it was possible to view complete data. 12 pupils maintained the same levels recorded at KS2 in their KS3 results Having made no progress in their learning. 14 pupils regressed in their levels between Key Stage 2 and 3.

KS2-3 English 25 pupils made one level of progress. 4 Pupils progressed by 2 levels. 1 pupil progressed by 3 levels but they were previous working below the test levels at KS2 and were below the average expected levels.Two pupils regressed by one level.

KS2-3 Maths26 pupils made one level of progress. 6 Pupils progressed by 2 levels.1 pupil progressed by 3 levels but they were previous working below the test levels at KS2 and were below the average expected levels.Three pupils regressed by one level.

KS2-3 Science21 pupils made one level of progress. No pupil made two levels of progress.1 pupil progressed by 3 levels. Seven pupils regressed by one level and two pupils regressed by two levels.

Key Stage 2Key Stage 2Key Stage 2Key Stage 2

English Maths Science

No data Available 49 49 49Absent 3 3 3

Below Test 7 4 0

Not Awarded 4 3 2

Level 3 24 36 14

Level 4 42 34 49

Level 5 8 8 20

Key Stage 3Key Stage 3Key Stage 3Key Stage 3

English Maths Science

No data Available 43 43 43Absent 16 13 15

Below Test 13 2 4

Not Awarded 9 1 2

Level 3 4 15 16

Level 4 21 37 47

Level 5 21 26 19

Level 6 3 9 2

The % of pupils leaving GCSEs KS4 PRU Attainment434 Passes at GCSE or equivalents were achieved by young people.

36 Young people left with more than 5 GCSE passes

68% left with betweem 1 and 4 GCSEs.

100 pupils left with a GCSE pass in both English and Maths (73%)

2 young people achieved grades A in the GCSE subjects.15% of young people achieved GCSE at Grades C or above77% of pupils left the PRU with 3 or more GCSEs

102 pupils left with at least one GCSE A*-G (74%)

A further 19 young people left with Level One qualifications other than GCSE.

26 young people also obtained Unit Awards

Every young person engaged with the PRU left with at least one externally accredited qualification. (100%)

0

125

250

375

500

1997 1999 2001 2003 2005 2007 2009

PRU GCSE Passes over time

A*-C Grades over time

 A*- C Grades 2004 2005 2006 2007 2008 2009

5 or 5+ A*-C GCSEs 0% 5%  0%  1%  4%  4%

4 A*-C GCSEs 3% 2%  2%  4%  2%  1%

3 A*-C GCSEs 3% 0%  2%  4%  1%  3%

2 A*-C GCSEs 7% 2%  2%  5%  5%  7%

1 A*-C GCSEs 11% 19%  19%  22%  13%  15%

 GCSE Passes A*-G 2004 2005 2006 2007 2008 2009

10 GCSEs 0% 1% 0% 0%  0% 0%

9 GCSEs 0% 1% 0% 0% 1% 3%

8 GCSEs 1% 1% 0% 2% 1% 4%

7 GCSEs 4% 9% 3% 6% 4% 9%

6 GCSEs 6% 7% 9% 10% 13% 12%

5 GCSEs 18% 12% 9% 11% 5% 8%

4 GCSEs 13% 9% 13% 8% 11% 19%

3 GCSEs 15% 14% 18% 16% 22% 21%

2 GCSEs 24% 26% 29% 31% 22% 16%

1 GCSE 19% 20% 19% 16% 21% 10%

KS4 EnglishA student achieved the first A Grade GCSE in this subject. There were 100 passes at A*-G.

KS4 MathsThis was the first year that pupils were assessed without the coursework element. This did not advantage our pupils who previously had benefitted from the inclusion of coursework. A total of 101 passes were achieved at grades A*-G,

KS4 ScienceScience was a complex entry made more complex by the number of different modules undertaken by pupils who joined the PRU at a late stage. 42 passes were achieved at grades A*-G.

KS4 Foundation SubjectsA pupil was awarded an A grade in Bengali, Pupils took GCSEs in Citizenship, Preparation for Working Life, Art, RE, Music, PSHEE, Business Studies and ICT. In addition pupils also took a number of Level 1 Courses in Construction and Hair and Beauty as vocational options.

0%

12.500%

25.000%

37.500%

50.000%

4.00%1.00%

45.00%47.00%

COMPARISON DATA

5 or more GCSE Passes A*-C

PRU LBTHPRU UK

Mainstream

The exams in 2009 were a more complex process than in past years. There were several late entries that had to be made. rangements for some Year 11 pupils to take their exams at their original school resulted in them being entered at higher levels than their capabilities and in some cases had insufficient coursework to gain a qualification. In the future we would advise schools that this works against the interests of the young person.

Mainstream LBTH

KS3 to 4 Progress

All young people referred to the PRU were in danger of underachieving at school or not achieving any qualification through non attendance or behavioural issues that were impacting on progress. The KS2 and 3 data for the year 11 cohort would indicate that pupils referred to the PRU are at significantly lower levels than the majority of their peers in mainstream school. Only 17% had reached the expected level at KS3 in English, 25% in Maths and 15% in Science. However most of the year 11 cohort were absent from school for long periods in year 10 further ilimiting progress.

0%

10.00%

20.00%

30.00%

40.00%

A* A B C D E F G U X

English GCSE

National PRU

0%

10.00%

20.00%

30.00%

40.00%

A* A B C D E F G U X

Maths GCSE

National PRU

Comparative Results with similar KS3 Levels

The exams in 2009 were a more complex process than in past

years. There were numerous late entries that had to be made.

Some Year 11 pupils were intending to take their GCSEs at

their original school. This caused some difficulties with PRU

staff discovering that these pupils had been entered at higher

levels than their capabilities and in some cases had insufficient

coursework to gain a qualification. It also caused some

difficulties in the organisation of teaching as we were teaching a

range of different syllabi in each subject. In the future we would

advise schools that this offer although a requirement under

legislation works against the interests of the young person.

KS3 to 4 ProgressAttainment within the PRU is lower than the national average. This is not surprising given the disrupted educational history of its pupils.

Progress is however good for the majority of pupils who at KS4 achieve higher conversion from their KS3 levels than those at similar KS3 levels within mainstream school.

For most pupils the progress at KS3 was fairly static from KS2 and would have likely achieved grades at F or below. For a substantial group many would not have passed or not attended the exam.

Only a handful of pupils progressed at the average rate in their previous schooling but in each case there were major factors that would have inhibitted progress at KS4.

All pupils referred would not have been expected to make the average progress from KS3 to 4.

All pupils are at SEN School Action Plus or have a statement of SEN.

56% of the pupils in year 11 had English as their second language.

All pupils moved into the PRU at a standard non transfer time.

All pupils would score highly on any deprivation index.

Pupils at KS4 in the PRU had a Contextual Value Added points score that averaged 27.34 at KS3 with an average points score of 15.74 at KS2.

0%

10.00%

20.00%

30.00%

40.00%

A* A B C D E F G U X

Science GCSE

National PRU

This would generally predict a national median of 104 achievement at KS4 within mainstream. The average points achieved by pupils in the PRU at KS4 was 90.57. As such pupils do progress academically at a lower rate than their mainstream counterparts, If compared to the national medians of special school it is approximately 40 points higher, therefore having generally greater academic progress than those pupils in special education.

An extra GCSE pass at grade G or equivalent per pupil would have secured a progress rate that would bring the PRU in line with national average of mainstream and totally compensated for the lack of engagement at KS3 & 4.

Given that through prior non attendance and behaviour the more likely outcomes of this group would have been a single qualification at a G or no qualification, 91% of all the examinations taken by pupils in the PRU were graded F or above. This was achieved with effectively two terms or less teaching for the majority of pupils. I we could factor this into the context it would be clear that a much higher value added figure was being achieved at the PRU.

In other areas such as attendance the PRU has narrowed the gap to the level of most local secondary schools. Most pupils are referred with 50% or more absence from school in addition to behavioural and other factors. The achievement with attendance within a short timeframe marks considerable progress for many of the young people.

9%

91%

Percentage of G grades

Percentage of higher grades

Cable Street had one less pupil than last year achieving an average of 4.19 passes at GCSE grades A*-G. Last year they achieved an average of 3.13 passes at this level. The percentage of A*-Cs rose to 37% increasing from last year by 11%. The highest entries were for English Maths and Preparation for Working Life.

Docklands had 10 more pupils than last year. The pupils achieved an average of 2.18 passes compared to 2.62 in the previous year. The percentage of grades A*-C rose by 7% to 14% this year. The highest entries were for English, Maths, Science, Citizenship and Preparation for Working Life.

Third Base had 17 pupils more than last year and the pupils achieved an average of 2.91 passes at grades A*-G. The percentage of A*-C rose by 1% this year to 14%. The highest entries were for English, Maths, Science and Preparation for Working Life.

There were no year 11 pupils at the ISC this year but 4 pupils leaving in year 10 achieved 4 C grades in Maths as part of an early achievement programme prior to transition into year 11.

KS4 Analysis by Centre

GCSE by Centres

A*-C A*-G

Cable Street

Docklands

Third Base

ISC

0 75 150 225 300

Percentage of entry 2009

Cable St Docklands Third Base

45%

39%

15%

CAF elements Average Score

Average Review Score

Average Change

General Health 2.22 2.27 0.05Physical Development 1.73 1.76 0.02

Speech, Language and Communications Development 1.98 1.90 -0.07

Emotional and Social Development 3.46 3.32 -0.15Behavioural Development 3.68 3.10 -0.59

Identity, Self Esteem, Self Image & Social Presentation 3.44 3.27 -0.17

Family & Social Relationships 3.22 3.02 -0.20Self Care Skills and Independence 2.32 2.07 -0.24

Understanding & Reasoning and Problem Solving 2.80 2.59 -0.22

Progress in Achievement & Learning 4.34 3.73 -0.61

Participation in Learning, Education and Employment 4.39 3.54 -0.85

Aspirations 3.24 3.07 -0.17

Basic Care, Ensuring Safety and Protection 2.10 2.00 -0.10

Emotional Warmth and Stability 2.22 2.05 -0.17Guidance, Boundaries and

Stimulation 3.22 3.00 -0.22

Family History, Functioning and Well Being 2.90 2.73 -0.17

Wider Family 2.02 2.12 0.10Housing Considerations 1.66 1.54 -0.12

Employment Considerations 2.10 2.46 0.37

Financial Considerations 1.90 1.95 0.05

Social & Community Elements & Resources 2.12 2.34 0.22

Total 57.07 53.83 -3.24

CHIL

D DE

VELO

PMEN

TPA

RENT

SFA

MIL

Y EN

VIRO

NMEN

T

Negative Scores indicate a reduction in risk

KS4 Wider ProgressAll young people referred to the PRU were in danger of underachieving at school or not achieving any qualification through non attendance or behavioural issues that were impacting on their progress.

All young people were referred with a CAF or other statutory assessment.

Of those referred with a CAF where a review was undertaken (ie those who were not referred in the last term) and where the PRU was the prime agent of delivery to the Social Inclusion Panelʼs plan there was a fairly consistent reduction in the level of risk within the CAF scores.

The highest reduction in risk came within participitaion in learning, education and employment, behavioural development and progress in achievement and learning. This happened against a background where family poverty generally worsened or remained the same.

We were less sucessful at impacting on general health and physical development and wider family environmental factors. Although it must be noted that we did reduce risk with regard to Family functioning and well being.

Not suprisingly pupils who were at the PRU are in the highest percentage of young people in the NEET category and also figure in the vulnerable target support groups. From the leavers in 2008/9 13% were recorded as NEET in September. (18 young people not confirmed as attending their offer) This figure will reduce in the December monitoring as more accurate take up of offers are recorded. Prior to September 96% of year 11s had an offer of education,employment or training.The vocational team target all young people from September who are in the NEET category and support to engage in their chosen option from the PRU team continues for a term or until the young person is handed onto the specialist Connexions advisers.

0%

3.25%

6.5%

9.75%

13%

2005 2006 2007 2008

LBTH Reduction of NEET over time

Proportion of Leavers in NEET Category Sept 2009

68%

32%

PRU

OTHERS

The above is based on incomplete data

Destinations Education Employment Training

The final destinations are reported in December

Attainment Monitoring EqualitiesThe gender breakdown in 2008/9 in year 11 was 28% female and 72% male.

Girls achieved 38% of the total passes in GCSEs A*-G.Boys achieved 66% of the total passes in GCSEs A*-G.

Girlsʼ Achievement

On average each girl achieved 3.74 passes whereas boys averaged 2.94 passes each.Girls therefore achieved slightly more than boys overall which is in line with national trends.28% of the passes that girls achieved were at A*-C whilst 13% of the passes that boys achieved were at this level confirming that girls are achieving at higher levels than boys. This is a continuance of past trends and does not indicate any imbalance in terms of equalities.

Bangladeshi girls accounted for 11% of the year 11 cohort. They achieved an average of 4.88 passes and 1.8 passes at grades A*-C.Girls of White Asian heritage were 1% of the cohort achieving an average of 1 pass at GCSE A*-C.Black Caribbean girls were 2% of the cohort achieving an average of 3.5 exam passes each and an average of 1 GCSE at grades A*-C.White British girls comprised 15% of the cohort. They achieved an average of 3.2 passes at grades A*-G with an average of 0.6 passes each at grades A*-C.From this Bangladeshi girls are achieving higher than their counterparts in GCSE. This is similar to the local pattern.White British girls are the underachieving group discounting the statistical anomaly of girls from White Asian heritage.

Attainment Monitoring Equalities

The gender breakdown in 2008/9 in year 11 was 28% female and

72% male.

Girls achieved 38% of the total passes in GCSEs A*-G.

Boys achieved 66% of the total passes in GCSEs A*-G.

Girls Achievement

On average each girl achieved 3.74 passes whereas boys averaged

2.94 passes each.

Girls therefore achieved slightly more than boys overall which is in

line with national trends.

28% of the passes that girls achieved were at A*-C whilst 13% of the

passes that boys achieved were at this level confirming that girls are

achieving at higher levels than boys. This is a continuance of past

trends and does not indicate any imbalance in terms of equalities.

Bangladeshi girls accounted for 11% of the year 11 cohort. They

achieved an average of 4.88 passes and 1.8 passes at grades A*-C.

Girls of White Asian heritage were 1% of the cohort achieving an

average of 1 pass at GCSE A*-C.

Black Caribbean girls were 2% of the cohort achieving an average of

3.5 exam passes each and an average of 1 GCSE at grades A*-C.

White British girls comprised 15% of the cohort. They achieved an

average of 3.2 passes at grades A*-G with an average of 0.6 passes

each at grades A*-C.

From this Bangladeshi girls are achieving higher than their

counterparts in GCSE. This is similar to the local pattern.

White British girls are the underachieving group discounting the

statistical anomaly of girls from White Asian heritage.

72%

28%

Gender Yr 11 2008/9

Girls Boys

0

3.75

7.50

11.25

15.00

Bangladeshi White Asian Black Caribbean White British

Girls Ethnicity

Boysʼ Achievement

Bangladeshi boys were 39% of the year 11 cohort. They achieved an average of 2.98 passes each at grades A*-G and achieved an average of 0.7 passes each at grades A*-C.

White British boys were 25% of the cohort. They achieved an average 2.91 passes at grades A*-G and achieved 0.12 passes each at grades A*-C.

Boys that were travellers of Irish heritage were 1% of cohort achieving an average of 1 GCSE grades A*-G with no grades at A*-C.Black Caribbean boys were 1% of the cohort achieving an average of 5 passes each at grades A*-G and an average of 1.5 GCSE grades at A*-C.

Black African pupils were also 1% of the cohort. Achieving an average of 3.3 passes each at grades A*-G with no passes at grades A*-C.

Boys of White Asian heritage were 1% achieving 2 passes on average at GCSE A*-G. with no passes at grades A*-C.

Other ethnicity accounted for 2% of the cohort. Achieving 1.6 passes each on average at GCSE A*-G. with no passes at grades A*-C..

The highest achieving group were boys of Black Caribbean heritage but as the cohort was so small it is difficult to draw significant conclusions from other than they were not disadvantaged by being in a minority.

Boys Achievement

Bangladeshi boys were 39% of the year 11 cohort. They achieved

an average of 2.98 passes each at grades A*-G and achieved an

average of 0.7 passes each at grades A*-C.

White British boys were 25% of the cohort. They achieved an

average 2.91 passes at grades A*-G and achieved 0.12 passes

each at grades A*-C.

Boys that were travellers of Irish heritage were 1% of cohort

achieving an average of 1 GCSE grades A*-G with no grades at A*-

C.

Black Caribbean boys were 1% of the cohort achieving an average

of 5 passes each at grades A*-G and an average of 1.5 GCSE

grades at A*-C.

Black African pupils were also 1% of the cohort. Achieving an

average of 3.3 passes each at grades A*-G with no passes at

grades A*-C.

Boys of White Asian heritage were 1% achieving 2 passes on

average at GCSE A*-G. with no passes at grades A*-C.

Other ethnicity accounted for 2% of the cohort. Achieving 1.6

passes each on average at GCSE A*-G. with no passes at grades

A*-C..

The highest achieving group were boys of Black Caribbean heritage but as the cohort was so small it is difficult to draw significant conclusions from other than they were not disadvantaged by being in a minority.

0

10

20

30

40

Ban

gla

desh

i

Wh

ite A

sia

n

Bla

ck C

arib

bean

Wh

ite B

ritish

Tra

velle

rs

Bla

ck A

fric

an

Oth

er

Boys Ethnicity

0

1.25

2.50

3.75

5.00

Bang

lad

eshi

White A

sia

n

Bla

ck C

arib

bean

White B

ritish

Tra

velle

rs

Bla

ck A

fric

an

Oth

ers

Average GCSE passes By Etnicity and Gender

Achievement High Vulnerability GroupsLooked After ChildrenIn year 11 2008/9 there were 4 LAC Pupils. In total they achieved 15 passes at GCSE 3 of which were at Grades A*-C. On average they attained 3.9 passes each.

Pregnant Girls/Schoolage MothersThere were two pupils in this category in year 11 2008/9 they achieved 7 passes at GCSE A*-G three of which were at grades A*-C.

Young People with YOT OrdersThere were 9 young people with current YOT orders in year 11 at the time of the exams. They achieved a total of 32 GCSEs at grade A*-G with one grade A*-C.

Young People with Statements of SENThere were 13 pupils with Statements of SEN in year 11 in 2008/9. They achieved a total of 31 GCSE passes or equivalent at Grades A*-G. 2 of which were at Grades A*-C. They averaged 1.3 passes each. Pupils in this group also achieved 22 Unit Awards

73%

3%

7%

8%

9%

Vulnerable Groups

SEN

YOT

LAC

SAM

PRU AttendanceWithin the academic year 2008/9 There were a possible 104,642 Sessions that pupils could attend. Of this 2026 sessions of absence were authorised and 4334 sessions of absence were unauthorised.

The overall attendance was therefore 93.01 % compared to 91.61% in the previous academic year.

Authorised absence

In 2007/8 stood at 4.47% in 2008/9 this dropped to 1.94%

Unauthorised absence

In 2007/8 stood at 3.91% in 2008/9 this rose to 5.06%.

YEAR Overall Actual Attendance

1997 79.89

1998 79.96

1999 80.44

2000 80.66

2001 80.12

2002 80.77

2003 80.65

2004 80.78

2005 80.99

2006 81.68

2007 84.32

2008 91.61

2009 93.01

Actual Attendance over time

PRU Safeguarding Young PeopleIn 2008/9

All staff received updated safeguarding training by an acreditted trainer.All staff had a full enhanced CRB check and were entered onto a single register.All staff updated their certificate in Non Violent Crisis Intervention.All appropriate Risk assessments were undertaken.An independent Safety Audit was undertaken at the ISC. Six senior staff were trained in Safer Recruitment.

Return to schoolOf pupils who were referred to support a return to school 58.79 % returned. The remainder either transferred into the year 11 provisions or continued within the PRU into the next academic year.

YEAR % Returning to school

1997 36.84%

1998 40.95%

1999 44.06%

2000 48.03%

2001 50.00%

2002 66.45%

2003 62.50%

2004 63.71%

2005 59.87%

2006 51.65%

2007 53.97%

2008 42.83%

2009 58.79%

Return to School over time

BehaviourThere were no permanent exclusions from the PRU.

4 girls were excluded for fixed terms. These girls accounted for six incidents amounting to 16 sessions of exclusion.

21 boys were excluded for fixed term. These boys accounted for 30 incidents amounting to 144 sessions of exclusion.

Of the four girls1 was of Black Caribbean origin accounting for 2 incidents – 5 sessions in total3 were of White UK origin accounting for 4 incidents – 11 sessions in total One incident was serious involving police intervention, arrest and subsequent prosecution for an assault on two members of staff.I girl had two separate periods of fixed term exclusion in the year.

Of the 21 boys:

4 were of White UK origin accounting for 5 incidents – 23 sessions in total

I boy had two separate incidents of exclusion.1 was of Black Caribbean origin accounting for 2 separate incidents- 9 sessions in total1 was of Black African origin accounting for 1 incident - 5 sessions in total15 were of Bangladeshi origin accounting for 22 incidents – 107 sessions in total5 boys were excluded on 2 separate occasions. These exclusions were related to continuance of gang related behaviour in the neighbourhood where police were also involved and other pupils were assaulted.

In total 160 sessions were lost through exclusion in the 2008/9 academic year. In total 80 days.

This was greater than last year in total there were 92 sessions of exclusion in 2007/8 with a total of 46 days lost to exclusion.

The possible reasons for this increase are that a number of boys were referred to the PRU from two schools within the borough where there were existing gang tensions in year 9/10. Young people were admitted into the PRU either through the FAP process or Social Inclusion Panel and placed at the Inclusion Support Centre. The rival groups did not immediately cease their gang related rivalry and there were subsequent poor behaviour. This coincided with the School Based Police Officer being on long term sick leave.

Involvement from the police, and gang mediation continued for a term.

In comparison with schools in Tower Hamlets the fixed term incidents are relatively lowType to enter text

Cost Comparison per pupil

National PRUs

LBTH PRU

13000 13500 14000 14500 15000