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School Improvement Overview 2016-2017

Tracy RuddleSeptember 2017

16-17Birmingham Education Partnership

A

Contents

School Improvement Advisory Board (SIAB) P3

Categorisation Process P4

Support and Challenge to Schools P5

Intervention P5

Whole City Support P6

Ofsted Inspection Outcomes P7

Special Measures Schools P8

Requires Improvement Schools P11

Vulnerable Good Schools P13

Priority School Decision Flowchart P14

Provisional School Performance Results (EYFS-KS5) P15

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School Improvement Advisory Board (SIAB):The Board is made up of Professor David Woods, Christine Owen, Paul Roberts, Viv Randall, Cheryl Millard and Elaine Kenney. Elaine replaced Lin Riley during the year.

During the year the SIAB met 21 times. During this time as well as monitoring the actions and outcomes of all individual priority schools each fortnight they also :

Agree schools for inclusion as a priority or agree removal once sustainable improvements are evident.

Analysed 2016 results at all key stages and contributed significantly to ideas for whole city school improvement projects including RADY and Reading partners.

Supported the reading partners’ project by finding partners, attending the reading events as well as writing and delivering a reading leaders CPD day and receiving regular updates on progress including mid-point reviews of each school. See page 20 for impact.

Provided support for RADY by attending and presenting at events as well as identifying schools who would benefit from being involved and encouraging these schools to attend.

Supported the development of an Infant School Action Plan and were members of the working party to address underperformance and Ofsted readiness of infant schools. As a result of this work no infant schools inspected after this fell to RI or Inadequate.

Acted as ‘Priority’ school partners for a number of complex individual schools across the city to assess vulnerability and provide experienced ‘crisis’ support.

Quality assured the work of District Leads by shadowing them on visits to schools and providing feedback. As a result greater consistency of school visits was noted.

Worked on terms of reference for the SIAB and contributed to the BEP School Improvement Framework to ensure stakeholder understanding of SIAB role.

Attended ACTS meetings as required to enable response to work commissioning. Analyzed the pilot Family of Schools Data & agreed method of dissemination across the

city to develop the product towards a collaborative school improvement tool. As a result of successful communication schools across the city have requested Families of Schools data for KS1, 2 and 4 following 2017 results.

Provided training for District Leads on how to analyse Special School performance on school visits developing the capacity of these staff to operate across all settings. As a result Special schools could have greater confidence in the ability of the district lead to support their school more effectively.

Evaluated the ‘No More Marking’ project before communicating it to the city to improve assessment accuracy. As a result of number of Birmingham primary schools elected to take part in the national pilot

Supported Headteacher recruitment processes across the city to meet the demand for this costed service. The number of schools requesting this service is growing and 10+ schools used the service over the year.

Carried out some QA of visit notes to ensure consistency of high visit standards. Contributed to the revised BCC contract to feedback on sustainability of planned activities. Wrote SLAs for a number of schools receiving support to define milestones for impact and

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next steps where services have been ineffective. Supported the instigation of a weekly School Improvement blog from BEP and provided

marketing support. This blog is now widely read by Headteachers across the city and is evidence indicates that it is well received and useful .

Were observed as part of the BCC ‘Intelligent Client Function’ by Dr Calvin Pike to ensure the rigour of BEP school improvement processes.

Identified schools which may be considered for a formal Warning Notice to address underperformance. See page 6 for impact.

Received updates from the MAT meetings to remain aware of resource availability in comparison to demand.

Offered suggestions for Strategic School Improvement Fund bid and established a system for monitoring the effectiveness of the bid ready for Autumn 2017 implementation. The bid was successful.

As already shared with the board the outcomes of the external monitoring by Dr Calvin Pike clearly identified the effectiveness of the SIAB.

Categorization Process:

As the board is aware we have a list of schools which are considered to be a priority and receive BEP Support. This list is created in September and October of the academic year. These are schools in Special Measures and found to Require Improvement. We also include as priorities ‘vulnerable’ good and outstanding schools. These are schools expecting an Ofsted inspection that are vulnerable by leadership capacity and/or data. During the year the list is amended to include schools with an unforeseen crisis (usually leadership) and schools who receive an unfavourable Ofsted judgement. Schools are also removed from the list when secure sustainable long-term improvement is established.

During this year 110 schools had some form of active input from BEP, this has ranged from one-off visits to intensive review, support and brokerage to others.

Schools are removed from the list when Ofsted judgements are Good or better or when leadership stabilizes and is effective for the long term.

The Priority List began at 69 and grew to 86 by March 2017, this rise was due to variability in judgement by priority partners. This variability was addressed through SIAB moderation of visits. The enhanced consistency of visits along with a reduction in the number of vulnerable schools meant that by the end of the year the list had fallen to 58 schools, of which 9 are Special Measures and 25 Require Improvement.

In relation to accuracy of BEP’S evaluation of vulnerability and ability to accurately assess a school’s Ofsted outcome of the 83 inspections of maintained schools 95% of the outcomes were as expected.

Between September and July there were 32 inspections of priority schools with 97% accuracy of the school’s outcome. The one school which was inaccurately assessed was expected by BEP to go into SM but received a second RI.

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Support and Challenge to Schools:

1,229 visits were made to maintained and academy schools during the year. Not all academies were visited although all were offered a visit. All maintained schools were visited. This provided BEP with accurate qualitative information on the maintained schools in the city.

Priority Schools received 794 visits over the course of the year from priority partners, district engagement leads and the DCSI allowing examination of stability, diagnosis of required support and assessing impact of activities.

There were 12 schools involved in the school Performance Review Group Process pilot. The evaluation of this pilot has formed the basis of our successful Strategic School Improvement Bid for Autumn 2017.

We provided termly School Improvement Boards for 18 Priority schools and 16+ non-priority schools who purchased the service. Nine of the priority schools involved in this work have now got or are expected to get a ‘Good’ at their next inspection the remaining schools are now working to address the key weaknesses in their SEF.

We commissioned 16 teaching and learning reviews of priority schools and a number of non-priority schools also purchased reviews. Ofsted meetings between BEP and inspectors identify the reviews are accurate and highlight the necessary next steps for improvement.

We brokered intensive support for 30 priority SM and RI schools and 24 vulnerable good and outstanding schools to address the individual areas of improvement for each school. See pages 7 & 8 for impact.

We also brokered 20+ pupil premium and governance reviews for schools following inspections to accurately identify next steps for improvement in these schools.

We provided long term interim Headteachers for 5 schools as a result stabilizing schools in crisis

With reading attainment and progress a priority for primary schools a reading project was established in September 2017 for 23 schools supported by a partner school. 39 schools were involved in total. Schools in this project increased their reading attainment by 16% which is 8% above the national and city rate of increase.

RADY has been taken up by 14 Secondary schools in the city and ongoing monitoring and support as well as ‘best practice’ events qualitative evidence indicates schools involved in this work are improving provision for Year 7 pupils.

83 out of 85 maintained schools which had an inspection had support from BEP, meeting inspectors and attending feedback allowing BEP to remain up to date with Ofsted key lines of enquiry and provisional judgements.

Intervention

During this academic year (May 2017) one Warning Notice was issued to Sacred Heart Primary. This school went into Special Measures at its subsequent inspection

in June 2017. BEP is now working closely with the Archdiocese to secure a sponsor for

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the school.

A second school had been identified as a potential for a notice but given a ‘Taking Effective Action’ monitoring inspection this has been put on hold for now.

At the end of the last academic year in June 2016 we issued 7 warning notices. This allows access to the local authority powers of intervention to ensure schools comply and engage with improvement recommendations and support.

Cardinal Wiseman Catholic Technology College: Following a raft of support from BEP this schools was inspected and received a ‘good’ outcome in the Autumn Term

Forestdale Primary School: This school continues to receive priority partner support and was inspected in June 2016 when it was found to again be RI

Ladypool Primary School: Following a raft of support this school was inspected and received a ‘Good’ outcome May 2017

St Mary and St John Junior and Infant School went into Special Measures in April 2017. BEP continues to carry out monitoring visits

St Peter's Catholic Primary School: Issues around a lack of willingness to take support from BEP continued throughout the year. Some progress was made and the school remained RI when inspected

Bordesley Village Primary School. This school went into Special Measures BEP ensured it received support from the likely sponsor as soon as they went into special measures as a result of close work between BEP the RSC and local MAT. As a result of this proactive working there have been significant improvements in outcomes as well as having a long term secure future within 12 months of being judged as requiring special measures.

Turves Green Junior and Infant School. This school went into Special Measures. BEP ensured it received support from the likely sponsor as soon as they went into special measures as a result of close work between BEP the RSC and local MATs. As a result of this proactive working there have been significant improvements in outcomes as well as having a long term secure future within 12 months of being judged as requiring special measures.

Whole City SupportAs well as working with individual schools BEP also provided a range of offers for all schools to impact on School improvement over and above the Conference and Peer Review.

The DCSI established a weekly School Improvement ‘E’ Post card which goes out to all schools weekly highlighting key documents to support school improvement. Feedback on this shows that it is reaching a wide range of Headteachers including some Chairs of Governors.

Ofsted Updates briefings were attended by 265 delegates and included presentations from 4 Birmingham Headteachers as well as James McNeillie Regional HMI to support schools expecting an inspection. Take up rates indicate that BEP are clearly aligned with the priorities of the Headteachers of the city.

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RAISE on-line training for all school phases and governors was attended by 304 delegates enhancing data comprehension across the city. Take up rates indicate that BEP are clearly aligned with the priorities of the Headteachers of the city.

The reading partner project along with RADY was offered to all schools in the city in response to BEP identified citywide development areas and was taken up by both academies and maintained schools in primary and secondary indicating correct analysis of school improvement need in both primary and secondary schools.

A pilot of KS2 Family of Schools (FoS) was created and successfully launched and extremely well received across the city. Following requests from Headteachers in Autumn 2017 three FoS documents (KS1,2,4) will be created and used by BEP to partner schools for intensive school improvement.

We have continued to promote and provide the most appropriate resources we can through the web site and weekly ‘e’ postcard. The DCSI has also delivered a series of Maths twilights to 8 individual primary schools both maintained and academies. The impact of this has been to secure continued improvement in Primary Maths attainment and progress.

We also offered Writing an effective SEF and Monitoring for Impact CPD sessions to all schools which was attended by 60 delegates and has developed knowledge and practices.

We also offered and ran Effective Primary Teaching Practice, Improving the performance of Pakistani boys and a session on building Successful MATs which in total were attended by 60+ schools. These were deployed as a direct response to identified citywide areas for development.

Ofsted Inspection Outcomes of Maintained Schools

Over the course of the year there were 81 inspections of maintained schools primary, Secondary, Special, Infant and Junior inspections an increase of 45 from the previous year. As a result of the above work there are clear improvements in Ofsted inspection outcomes

2015-2016 2016-2017Maintained Good or better 17% 57%Maintained RI or better 31% 63%Declined 25% 20%Improved 44% 14%

There were four inspections of outstanding schools: two infant schools, a junior school and a special school. The special school maintained its outstanding, the other three were judged to be good. This appears to show that schools previously judged outstanding are now highly vulnerable to losing their top grade at a subsequent inspection this is likely to be due to changes in the Ofsted framework along with a perception that outstanding schools will not be re-inspected.

One primary school and one secondary school went from good to outstanding.

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Maintained Ofsted outcomes currently

Ofsted Inspection Outcome 2016 2017Good or better 85% 86%RI 12% 9%Inadequate 3% 5%

Between September 16 and September 17 the number of pupils in RI and SM LA Maintained schools reduced by 7,348.  This was a reduction from 21% to 16% of the LA Maintained pupil population.

Reduction (no. of pupils) 2016 % of LA population 2017 % of LA population

Nursery 0 0 0

Primary 2,181 15 14

Secondary 5,433 39 24

Special -266 17 25

Special Measures Schools:

Date of SM School Name Commentary over the year as a whole

Nov 14

Holy Trinity Catholic School

The support provided by Archbishop Ilsley has continued throughout the year and has been intensive and effective. Attainment 8 is up by 1.1% pts. The concern around this school is the delay in sponsorship is continually being pushed back and the latest suggestion is now September 2018.

Jan 15 Small Heath

The IEB have effectively managed the intransigent staffing problems through a year that couldn’t have seen greater challenges. There are been no days lost through industrial action as a result of learning the school was to become a sponsored academy. Attainment 8 has increased by 10%pts. The process for converting to an academy is now well underway and Tauheedal the sponsor is working very closely with the school and have recruited a new Executive Headteacher. There is a deficit budget of £1.3million

May 15

Springfield Primary

This school has remained a significant concern across the year. While REACH 2 are the preferred sponsor wrangling between DFE and REACH have proved problematic throughout the year. BEP secured substantial SLT support using Westminster Primary School for the year who successfully stabilised the staff absence issue (often running at 16 teachers a day) and made some progress with the quality of teaching and learning. As a result, outcomes for pupils have not improved and remain below floor targets. Half termly cross cutting meetings were in place to support the IEB and interim leadership team led by BEP. BEP are supporting the support staff restructure through Greet TSA. In June REACH 2 confirmed they would provide a full time

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Date of SM School Name Commentary over the year as a whole

HT from September which they then withdrew with 8 days left of the Summer Term. BEP rapidly secured a new interim HT to ensure the school remained as stable as possible who had time to liaise with the outgoing team. This school has now had 4 Headteacher since its inspection. There is no confirmed date for sponsorship; the latest suggestion is Sep 18.

Jan 16

John Willmott School

The effective and intensive support provided by ATLP the named sponsor continues and the school had a 2 day monitoring inspection in May 2017where it was found to be taking effective action. Sponsorship is planned for Jan 1st 2018. BEP carries out termly round table reviews which were highlighted in the Ofsted report.“The local authority’s commissioned improvement services meet leaders regularly to review and evaluate the work they do. Leaders’ judgements of the school’s overall effectiveness are validated and clear actions are identified and followed-up rigorously at subsequent meetings. Challenge is provided through external evaluation of clear, objective evidence from a variety of sources.”Attainment 8 increased by 7% pts in 2017.

Dec 16

Wilkes Green Infants

Despite BEP securing and stabilising interim Headteacher leadership at the school and the formation of an IEB the school is making slow progress. Key outcomes have declined since 2016 and despite the academy order there is no confirmed sponsor for the school. The preferred option is for the school to join the juniors and become one school, however a number of issues have to be resolved and agreed before this can happen. The Statement of Action was found to be ‘fit for purpose’. Outcomes at GLD, phonics, KS1 writing and Maths all declined in 2017. Reading increased by 6%pts.

Mar 17

Al-Hijrah School (all through)

A worse year for the school would be difficult to imagine. The challenge of a number of different Ofsted judgements confusing the staff with different priorities and the death of a child, the subsequent inquest and the ensuing adverse media coverage have been immensely challenging to support. Furthermore, the ongoing challenges of site, trust and other court cases with a deficit of £3.4 million and a staffing restructure has made it difficult to drive forward school improvement. Provisional Attainment 8 (2017) indicates a fall of 19%pts. A positive relationship with additional support is growing with Tauheedal. The Statement of action was found to be ‘Fit for Purpose’

April 17

St Mary and St John Junior &

Infants

The school has been receiving intensive and effective support from St Nicholas Primary School who are part of the MAC which is the named sponsor. A new HT has been recruited from within the supporting school starting September 2017. Outcomes are similar to last year and remain below floor targets. The date for conversion has not yet been confirmedThe Statement of Action was found to be ‘fit for purpose’.

May 17

Sacred Heart Primary

This was an expected inspection outcome. The Statement of Action was found to be ‘fit for purpose’ The school budget is extremely tight and there is insufficient money to bring about rapid school improvement. However, the long-term plan for the sponsorship of this school remains undecided and BEPs concern is this school needs significant support. Nevertheless 2017 outcomes were significantly improved at KS2 with an increase of 34%pts for RWM combined There are also likely to be land issues during the process as land is shared with Birchfield Primary (below)

June 17

Birchfield Primary

This was an expected inspection outcome. As a result of the background work between BEP and the RSC we were able to use the confirmed sponsor as the provider of support for the school immediately the report

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Date of SM School Name Commentary over the year as a whole

was published. The statement of action was written in partnership with the preferred sponsor and is fit for purpose. The substantive HT has resigned and the new sponsor is the Executive Headteacher. Sponsorship is planned for March 2018. Delays may occur due to land share issues with Sacred Heart Primary. 2017 outcomes indicated a 7%pts increase in RWM combined.

The RAG rating relates to the end of year position in terms of security of confirmed sponsor support and likelihood of sponsorship taking place during the 2017-2018.

As a result of BEP work with these schools and the ongoing concern about the speed of securing a sponsor, despite a reduction in the contract the visits to these schools continue and have been recategorised into 3 types of schools with the number of visits by a priority partner adjusted to take account of the categorisation; entrenched, secure sponsorship, new to SM. BEP also regular meets with HMI to update on the progress of these schools.

All of these schools are individually monitored fortnightly by the SIAB (see p2) and at monthly ‘Schools Causing Concern’ meetings with BCC. These are attended by BEP School Improvement staff, along with HR, School Governor Services, Schools Finance Services, Employer Relations, SEN Assistant Director and Safeguarding Assistant Director. They are also discussed monthly at EIG meetings between BCC, RSC, Ofsted and BEP and are discussed as part of the biannual Stocktake meetings with Sir David Carter. As a result these schools and concerns about them are well known to all relevant stakeholders and meetings are ‘joined up’ and focussed on finding agreed solutions

In 2016-2017 five schools went into Special Measures (last 5 schools on the page 8 chart) all 5 schools were Priority schools and had previously been Requires Improvement. The outcome in all cases was expected and intensive priority partner work had already begun. All statements of action written by BEP have been ‘fit for purpose’

Four schools left this category during the year as a result of Academisation

Turves Green Primary Bordesley Village Primary The International School and Hallmoor Special School

BEP ensured both Turves Green and Bordesley Village received support from the likely sponsor as soon as they went into special measures as a result of close work between BEP the RSC and local MATs. As a result of this proactive working both schools have had significant improvements in outcomes as well as having a long term secure future within 12 months of being judged as requiring special measures.

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Requires Improvement SchoolsAt the start of the academic year the following 33 maintained schools were Requires Improvement. All of these schools had support from a priority partner.

By the end of the year 20 of these schools remain on the priority list, 9 awaiting inspection, 6 with a second RI and 5 now in Special Measures.

Of those RI schools inspected (19) during 2016-2017

42% are now judged as Good

32% have stayed Requires Improvement and

26% have declined to Special Measures.

School Outcome

King’s Norton Boys School This school has not been inspected in the last year and will be inspected during 17-18

Balaam Wood Secondary This school has not been inspected in the last year and will be inspected during 17-18

Marsh Hill Primary This school has not been inspected in the last year and will be inspected during 17-18

Forestdale Primary This school has not been inspected in the last year and will be inspected during 17-18

Paganel Primary This school has not been inspected in the last year and is now overdue an inspection

Thornton Primary This school has not been inspected in the last year and an inspection is imminent

Queensbury School This school has not been inspected in the last year and will be inspected during 17-18

St Edmund Campion School This school has not been inspected in the last year and will be inspected during 17-18

Hunters Hill TC This school has not been inspected in the last year and will be inspected during 17-18

Marlborough Junior This school was judged as Requires Improvement for a second time

Hollywood Primary This school was judged as Requires Improvement for a second time

St Peter’s Catholic Primary This school was judged as Requires Improvement for a second time

Harper Bell Primary This school was judged as Requires Improvement for a second time

Heath Mount Primary This school was judged as Requires Improvement for a second time

Elms Farm Primary This school was judged as Requires Improvement for a second time

Adderley Primary This school was judged as Good at its inspection during 16-17

Al Furqan Primary This school was judged as Good at its inspection during 16-17

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Cardinal Wiseman Secondary This school was judged as Good at its inspection during 16-17

Holly Hill Infants This school was judged as Good at its inspection during 16-17

Kingsthorne Primary This school was judged as Good at its inspection during 16-17

Ladypool Primary This school was judged as Good at its inspection during 16-17

Regents Park Primary This school was judged as Good at its inspection during 16-17

Sundridge Primary This school was judged as Good at its inspection during 16-17

St Mary and St John This school was inspected and judged as Special Measures

Wilkes Green Infants This school was inspected and judged as Special Measures

Sacred Heart Primary This school was inspected and judged as Special Measures

Birchfield Primary This school was inspected and judged as Special Measures

Al Hijrah (All through) This school was inspected and judged as Special Measures

Chandos Primary Became an Academy during 16-17, removed from list

Cockshut Hill Secondary Became an Academy during 16-17, removed from list

The Firs Became an Academy during 16-17, removed from list

Great Barr Secondary Became an Academy during 16-17, removed from list

Hodge Hill Primary Became an Academy during 16-17, removed from list

During the year the following schools were judged as Requires Improvement having previously been judged as good. As a result of BEPs policy of identifying and working with ‘vulnerable good and outstanding schools 70% of these schools had been accurately identified as at risk of a decline in Ofsted judgement and provided with a priority partner.

Nov-16 Bellfield Infant On the priority list as AMBER

Nov-16 Marlborough Infant On the priority list as AMBER

Dec-16 Birches Green Infant On the priority list as AMBER

Jan-17 Welford Primary On the priority list as RED

Feb-17 Woodgate Primary On the priority list as RED

April -17 Parkhill Primary Not on the priority list

May -17 Birches Green Juniors On the priority list as RED

May-17 Mayfield Special On the priority list as AMBER

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June 17 Minworth Primary Not on the priority list

June 17 Paget Primary Not on the priority list

The year ended with 25 schools on the RI priority list a decrease of 8 schools from September 2015

Vulnerable Good/Outstanding Schools

The year started with 36 schools on the vulnerable good and outstanding list. The list changed over the year however of the original 36. 66% (24 schools) were not inspected17% (6 schools) were inspected and got Good. 8% (3 schools) were inspected and got Requires Improvement8% (3 schools) converted to academy status.

All of these schools had intensive BEP priority partner support. Overall of the schools inspected in this category 66% got Good and 33% got RI.

The benefits of working with such schools are clear as proactive remedial work ensured secured outcomes for 6, as all 9 were at significant likelihood of being judged RI, as all were RAG rated red or amber at the start of the year.

Of the original list of 36 there are 8 Primary schools currently identified as Good or Outstanding expecting an imminent inspection which would most likely result in an RI judgement and 2 which could be Special Measures. These schools are aware of this and already know they are a priority for 17-18 academic year.

The remainder of the 16-17 vulnerable priority schools are currently being analysed using the flow chart on page 13 and will stay or be removed from the list following a visit from a priority partner if necessary.

We have also identified a further 15 schools who appear vulnerable by 2017 data and these schools have been scheduled for a visit or conversation to ensure that they become a priority if they too meet the criteria.

At the end of this process all maintained schools will receive a letter informing them if they meet the priority criteria or not.

If no school is removed from the vulnerable list following the analysis of hard and soft data, the year will start with a priority list totaling 73. This is made up of 34 SM and RI schools and 39 vulnerable schools. This list will then be agreed with BCC. This is slightly higher than 2015-2016 when 69 schools were identified.

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School Improvement Advisory Board: SIAB

Birmingham City Council: BCC

Birmingham Education Partnership: BEP

Lead key:

SIAB will make recommendations on: Schools that are not engaging with

Rapid Recovery plan: Letters of concern, notification to BCC

Issue of formal warning notices to BCC Director of Children’s Services

STOP

School Improvement Advisory Board (SIAB) quality assurance will include:

Review of schools in scope Amendments to Rapid Recovery

plans School engagement with Rapid

Recovery plan activities Impact of Rapid Recovery plan

activities

BCC inform maintained schools that if they need to raise their own school as vulnerable, this should be done through BEP.

BCC refer non-maintained schools

to RSC

BCC Data AnalysisInitial list created based on:

Current Ofsted Coasting (including 1yr) Below floor Ofsted date

BCC agree schools to be included in the BEP scope of

work

BEP contact Head Teacher to inform of inclusion as a school causing concern along with the rational. Followed by joint BEP BCC letter to confirm categorisation and outline next steps.

BEP Review and PrioritisationCombine BCC data list with leadership and management vulnerability to produce a combined proposed list of Birmingham schools causing concern along with those in crisis. Prioritised by:

Ofsted rating Assessed degree of concern Ofsted date

Included

Not Included

Not Included

HT and CoG meet with BEP to agree a School ‘Rapid Recovery’ Plan that specifies:

Work to improve school performance Who is responsible for each action Timescale for action Available resources

BEP will broker for any identified support needs and monitor progress

IncludedSelf Identify

Provisional 2017 Performance Information

Early Years Foundation Stage

GLD 2016 % 2017 % Difference

National 69 71 +2

Birmingham 64 66 +2

B’ham Disadvantaged 56 58 +2

B’ham Non Disadvantaged

67 68 +1

Attainment of the good level of development standard in Birmingham has improved at the same rate as the national improvement, however it remains 5% behind the national average. National non disadvantaged performance is not yet available, but when comparing the rate of improvement of Birmingham disadvantaged with their non-disadvantaged peers the disadvantaged are improving faster but are 10% behind.

Phonics Screening Check

Year 1 Phonics 2016 % 2017 % Difference

National 81 81 0

Birmingham 79 80 +1

B’ham Disadvantaged 75 75 0

B’ham Non Disadvantaged

82 83 +1

Attainment by year 1 pupils of the phonics standard in Birmingham has improved at a faster rate than national improvement, however it remains 1% behind the national average. National non disadvantaged performance is not yet available, but when comparing the rate of improvement of Birmingham disadvantaged with their non-disadvantaged peers the disadvantaged have not improved so have fallen further behind, the difference is now 8%.

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KS1

Reading EXS+ Reading GDS Writing EXS+ Writing GDS Maths EXS+ Maths GDS

2016

2017

Chan

ge

2016

2017

Chan

ge

2016

2017

Chan

ge

2016

2017

Chan

ge

2016

2017

Chan

ge

2016

2017

Chan

ge

National 74% 76% +2% 24% 25% +1% 66% 68% +2% 13% 16% +3% 73% 75% +2% 18% 21% +3%

B’ham 69% 72% +3% 14% 18% +4% 61% 64% +3% 6% 10% +4% 67% 71% +4% 11% 15% +4%

B’ham Disadvantaged 63% 67% +4% 10% 13% +3% 55% 58% +3% 4% 7% +3% 60% 64% +4% 7% 11% +4%

B’ham Non Disadvantaged

74% 75% +1% 16% 21% +5% 65% 68% +3% 8% 13% +5% 72% 76% +4% 13% 18% +5%

Figures taken from Birmingham City Council School Improvement Dataset version 1.51 (8 August 2017)

Maths is the strongest area of improvement this year with consistently high levels of year on year improvement in both attainment of the expected and greater depth standards.

In all subject areas at both the expected and greater depth standards Birmingham’s rate of improvement is faster than national, this means that although Birmingham still remains below the national level of performance the difference has reduced.

National data for non-disadvantage is not yet available.

Within Birmingham disadvantaged pupils are not performing as well as their non-disadvantaged peers, they are improving faster in attaining the reading expected standard and reducing the difference. They are improving in attaining the writing and maths expected standards at the same rate as their non-disadvantaged peers so the difference in performance remains the same as 2016. Disadvantaged pupils are falling further behind their non-disadvantaged peers at achieving greater depth standards in all subjects.

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KS2RWM EXS+ RWM HS Reading EXS+ Reading HS Reading Progress Writing EXS+ Writing GDS Writing Progress Maths EXS+ Maths HS Maths Progress

2016

2017

Chan

ge

2016

2017

Chan

ge

2016

2017

Chan

ge

2016

2017

Chan

ge

2016

2017

Chan

ge

2016

2017

Chan

ge

2016

2017

Chan

ge

2016

2017

Chan

ge

2016

2017

Chan

ge

2016

2017

Chan

ge

2016

2017

Chan

ge

National

53%

61%

+8%

5% 9% +4%

66%

72%

+6%

19%

25%

+6%

0.0

0.0

0.0

74%

76%

+2%

15%

18%

+3%

0.0

0.0

0.0

70%

75%

+5%

17%

23%

+6%

0.0

0.0

0.0

Birmingham

47%

56%

+9%

3% 6% +3%

59%

65%

+6%

14%

19%

+5%

-1.1

-0.9

+0.2

69%

72%

+3%

6% 11%

+5%

-1.2

-0.9

+0.3

66%

72%

+6%

15%

22%

+7%

-0.3

0.0

+0.3

Birmingham Disadvantaged

38%

48%

+10% 1% 4% +3%

51%

60%

+9%

8% 13%

+5%

-1.6

-1.4

+0.2

63%

67%

+2%

4% 8% +4%

-1.3

-1.0

+0.3

58%

65%

+7%

10%

15%

+5%

-0.9

-0.7

+0.2

Birmingham Non Disadvantaged

56%

63%

+7%

4% 8% +4%

67%

70%

+3%

20%

25%

+5%

-0.5

-0.4

+0.1

76%

77%

+1%

9% 14%

+5%

-1.1

-0.7

+0.4

74%

78%

+4%

21%

29%

+8%

0.3

0.7

+0.4

Figures taken from Birmingham City Council School Improvement Dataset version 1.51 (8 August 2017)

Maths is the strongest area for both performance and improvement at KS2 in Birmingham with the city’s progress figure improving to match national and attainment of the higher standard only 1% behind the national figure following a 7% improvement.With the exception of the reading expected standard and the reading and combined reading, writing and maths higher standard Birmingham’s rate of improvement is faster than national for progress and attaining the expected standard, greater depth standard and higher standard in all other areas. As with KS1, this means that although the Birmingham performance is below the national level the difference has reduced.

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Core Cities and Statistical NeighboursFor the measure of pupils reaching the expected standard in comparison to the other seven core cities Birmingham rank equal bottom with Leeds, this ranking is down in comparison to 2016 (in 2016 Birmingham were 7th of 8). Birmingham are 2% behind the Core City average, this difference is closer than the 3% difference in 2016.

For the measure of pupils reaching the higher standard Birmingham rank equal 6 th of 8 with Nottingham and are 1% behind the Core City average.

Attainment at the end of key stage 2 in reading, writing and mathematics Number of eligible pupils Percentage of pupils reaching the

expected standardPercentage of pupils reaching a higher

standard

ENGLAND (state-funded schools)5 599,771 61 9

ENGLAND (all schools)6 600,066 61 9

West Midlands 67,157 58 7

CORE CITIES 52,011 57 7

Newcastle upon Tyne 2,778 62 9

Bristol, City of 4,382 60 10

Sheffield 5,920 59 8

Manchester 6,577 58 7

Nottingham 3,373 57 6

Liverpool 4,882 56 5

Leeds 8,773 55 7

Birmingham 15,326 55 6

Core City figures taken from SFR43/2017: National curriculum assessments at key stage 2, 2017 (provisional), published 31 st August 2017

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For the measure of pupils reaching the expected standard in comparison to the other ten Statistical Neighbours Birmingham rank 8 th of 11, this ranking is up two places in comparison to 2016. Birmingham are 2% behind the Statistical Neighbour average, this difference is closer than the 3% difference in 2016.

For the measure of pupils reaching the higher standard Birmingham rank equal 7 th of 11 with Nottingham and Sandwell, Birmingham are 1% behind the Statistical Neighbour average.

Attainment at the end of key stage 2 in reading, writing and mathematics Number of eligible pupils Percentage of pupils reaching the

expected standardPercentage of pupils reaching a higher

standard

ENGLAND (state-funded schools)5 599,771 61 9

ENGLAND (all schools)6 600,066 61 9

West Midlands 67,157 58 7

STATISTICAL NEIGHBOURS 52,228 57 7

Waltham Forest 3,242 64 11

Slough 2,132 62 10

Wolverhampton 3,069 59 8

Enfield 4,394 59 8

Manchester 6,577 58 7

Nottingham 3,373 57 6

Sandwell 4,314 57 6

Birmingham 15,326 55 6

Derby 3,063 54 7

Walsall 3,694 53 5

Luton 3,044 53 5

Statistical Neighbour figures taken from SFR43/2017: National curriculum assessments at key stage 2, 2017 (provisional), published 31 st August 2017

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Disadvantaged National data for non-disadvantage is not yet available.

Within Birmingham disadvantaged pupils are not performing as well as their non-disadvantaged peers, they are reducing the difference in attaining the expected standard for combined reading, writing and maths along with reading, writing and maths. They are also improving their reading progress faster than their non-disadvantaged peers, reducing the difference in reading progress. Disadvantaged pupils are improving their attainment of the reading higher standard at the same rate as their non-disadvantaged peers so the difference in performance remains the same as in 2016, in all other higher standard (RWM and maths), greater depth (writing) and progress (writing and maths) areas they are improving slower than their non-disadvantaged peers so are falling further behind.

Provisional Floor and Coasting18 schools provisional figures put them below the floor standard, 6 of these also meet the coasting criteria (5 meet the three year criteria for the first time).

15 schools that are above the floor standard meet the coasting criteria (7 meet the three year criteria for the first time), giving a total of 21 coasting schools (12 new, 9 coasting for four years).

Reading Project has been delivered through coordinated work between BEP and the Greet TSA to address the attainment of reading standards in primary schools. 39 schools were involved in the project, 23 of the schools were supported by the partner schools.

o Provisional figures show that supported schools improved their reading TA (teacher assessment) by 16% from their 2016 ARE (age related expectation) in reading. This compares well against the Birmingham average improvement of 7%.

o Provisional figures also show that supported schools improved their combined RWM (reading, writing and maths) by 16% from their 2016 ARE in RWM. This compares well against the Birmingham average improvement of 9%.

o The project was successful in focusing attention on reading in both supporting and supported schools.

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KS4

In relation to KS4 the provisional update is as follows:

Note: The Birmingham Education Partnership (BEP) carried out communication with 82 Birmingham secondary schools at the end of the summer term to gain agreement from schools to share their results by completing and returning an electronic form. 78% of Birmingham schools submitted a completed results collection template to BEP so at this time it is not possible to give an accurate picture of the overall GCSE performance across Birmingham. The DfE will release provisional GCSE data in October followed by the revised information in January 2018.

The young people receiving their GCSE results this summer are the first to take the newly reformed exams in English language, English literature and maths. This year their results are reported as a mixture of numbers and letters.

Provisional figures were received from 64 of the 82 secondary schools in the city where students took the new style exams. These show that 34 schools improved on last year in both English and maths when comparing 2017 grade 9-4 to 2016 A*-C performance. An additional two schools sustained their 100% rates.

Provisional figures were received from all 27 of the maintained secondary schools. These indicate 10 schools improved on last year in both English and maths when comparing 2017 grade 9-4 to 2016 A*-C performance.

The shake up of the GCSE system means that the traditionally reported A* to G grades are being gradually replaced with a 9 (highest) to 1 (lowest) system.

English and maths, as core subjects in the curriculum are the first to move over to the new system, others will move over the next two years.

In the new system grade 7 is equivalent to an A grade and 4 is a grade C, however a ‘strong pass’ in the new system is a 5. The reformed GCSEs have been developed to meet the requirement of Government which wanted more challenging qualifications that also enable the better differentiation of those students achieving a standard grade 4 pass versus the strong grade 5 pass whilst also identifying the students at the top grades.

In relation to ‘basics’ 2016 A*-C English and maths vs 2017 9-4 English and maths: On average schools have improved by 0.1% in comparison 2016 The average deviation of year-on-year change is 6.2% (+6.3% to -6.1%) The standard deviation of year-on-year change is 8.0% (+8.1% to -7.9%)

In relation to the progress figures, only 23 of the 57 schools submitted a provisional P8 figure: The average P8 figure so far from the submissions is -0.03 The average deviation for P8 from the submissions is 0.33 (0.30 to -0.36) The standard deviation for P8 from the submissions is 0.43 (0.40 to -0.46) These figures put 2 schools below the floor standard and another 3 continuing as coasting schools

Nationally GCSE results show: Across English language, English literature and maths, there were 51,257 grade 9s awarded Entries in the reformed GCSE subjects of English language, English literature and maths all increased

from last year There have been record entries into geography GCSEs this year Post-16 attainment for a standard pass in English has risen from 24.4% last year, to 31.1% in England Attainment in modern foreign languages remains broadly stable, including French, German and

Spanish More pupils appear to be taking their maths GCSEs at a time that is right for them as early entries in

maths reduced by 64.6%, but the number of entries gaining a grade 9 is at 13.3%, compared to 3.5% overall

KS5

At this stage it is not possible to give an accurate picture of the overall A-Level performance across Birmingham. So far the picture is positive: 83% of the schools with sixth form who have shared their 2017 results have improving A-Level results in comparison to 2016.

Direct comparison between this and last year’s A-Level results are difficult because 13 key subjects have changed how they are marked. Rather than taking coursework into account students are now graded solely on the results of a single final exam. Over the next three years this system will be applied to most A-Level subjects.

Initial 2017 figures returned by 18 of the 53 schools in Birmingham with sixth forms show that 15 have improving average grades (by average point score) in comparison to last year.

Initial 2017 figures returned by 9 of the 13 maintained sixth forms show that all 9 were able to improve average grades (by average point score) in comparison to last year.

Nationally A-Level results show:

The overall UK pass rate (A* to E) has remained stable since 2009, and is 97.9% for 2017 The percentage of entries awarded the top A* or A is 26.3%, an increase on last year Mathematics remains the most popular A level subject, followed by combined English (literature and

language) The proportion of all entries in science, technology, engineering and technology (STEM) has

increased There are more female entries in chemistry than males for the first time since 2004 The number of entries to facilitating subjects has increased, including in mathematics, further

mathematics, geography and physics The proportion of A* to A grades awarded in French, German and Spanish all increased The percentage of entries awarded the top grade at AS level has increased to 23.8%

Important note: The DfE will release provisional A-Level data in October followed by the revised information in January 2018.