Contact: John Clarke, Deputy Director of Children's Services, 01962 846459, [email protected]

1 Summary

1.1 This report summarises the achievements of Hampshire schools during the academic year 2006-2007. It provides headline information relating to test, examination and other performance together with a commentary.

1.2 Hampshire schools continue to perform well overall against national averages and trend data maintain a secure performance against similar local authorities.

2 Recommendations

2.1 That the Executive Lead Member for Children's Services (Education)

a) endorses the actions being taken by the Children's Services Department, working with schools, to continue to improve the performance of children and young people in Hampshire;

b) notes the performance of schools in 2006-07;

c) notes the focus for the other papers that will follow, setting out the performance of schools in terms of Ofsted inspection, the performance of vulnerable groups of children listed in the Children and Young People's Plan (CYPP), and the extent of any gaps in the performance of different pupil groups.

3 Test and Examination Results 2007

3.1 Key Stage 1: Headlines

3.1.1 In 2006 there was a decline across the country in the number of seven year olds reaching the national expectation, and this was mirrored in Hampshire's schools. In 2007, in Hampshire, there has been an overall improvement in reading, writing and mathematics, whereas nationally, there is a generally static or declining picture when compared to the previous year.

3.1.2 87% of Hampshire's children achieved level 2+ (the national expectation) in reading, one point up on 2006. This was three points above the national average and one point when compared to the average of Hampshire's statistical neighbours, both of whom remained the same as last year. In Hampshire, the results at level 3 rose three points to 32%. This is six points above the national figures and two points above statistical neighbours. This improvement is much greater than the former group, while results nationally, results remain the same.

3.1.3 There is an improvement in the performance of writing at level 2+ where 85% reached this level, up one point on last year. This is above the national results by five points and those of statistical neighbours by two points. However, while the results for those reaching level 3 in writing rose by one point, this is still substantially lower than our statistical neighbours and just below the national average. Nevertheless, there has been a closing of the gap compared to the previous year, and standards have risen. Nationally and within the group of similar local authorities, our statistical neighbours, there has been a decline.

3.1.4 In mathematics, 93% reached the national expectation, equalling the highest county result ever. The number reaching level 3 rose by two points to 24%. This is above the statistical neighbours by two points and higher than the national average by four points.

3.2 Key Stage 1: Commentary

3.2.1. The number of children achieving the national expectation in Hampshire's infant and primary schools continues to ensure a very solid foundation for their future education. In the past few years the overall standards, nationally, within the statistical neighbours and in the county, have been susceptible to changing patterns of assessment. This has meant a greater reliance on teachers' professional judgements. County standards in level 3 writing, the higher attainers, and our assessment processes for that level, are the subject of our investigations.

3.3 Key Stage 2: Headlines

3.3.1 The number of Hampshire's 11 year olds achieving the national expectation of level 4+ in English rose to 82%, a rise of one point from the previous year. The rise in Hampshire was slightly above the national average for improvement in the subject. Results at level 5 also improved after a large rise last year. This means that the proportion of pupils at level 5 is now 37%, which is the highest point ever. Nationally the rise was one point and for the statistical neighbours it was three points. In both cases the Hampshire result is higher.

3.3.2 In mathematics, 79% achieved level 4+. The county rate of improvement was faster than that of the country as a whole. Level 5 was reached by 35% of pupils. At both level 4+ and level 5 the results are better than our statistical neighbours and the national picture.

3.3.3 The results for science show that 91% of pupils reached level 4+, better than statistical neighbours by one point and the national average by three points. The number reaching level 5 is down one point on last year, to 50%. This is one point above the statistical neighbours and four points above the national average.

3.3.4 The percentage of children who achieved a level 4+ in both English and mathematics (now a key indicator in setting national statutory targets) is 73%. The percentage who achieved the higher level, level 5, in both subjects, is 25%.

3.4 Key Stage 2: Commentary

3.4.1 This year has seen a significant rise in results in this Key Stage, although, relatively, the number of boys reaching national expectations in English and mathematics remains a focus for improvement. The number of pupils reaching the higher level is an important achievement and one that places pupils in the most advantageous position as they progress to the secondary school. All the evidence suggests that level 4+ in English for 11 year olds is a key measure. Failure to reach level 4 disadvantages pupils in their secondary education. Only a small percentage of those who do not reach it by 11 go on to achieve 5 A*-C GCSEs at 16.

3.4.2 In Key Stages 1 and 2, the school improvement service is working with schools to improve teacher assessment as a basis for a deeper understanding as to how individuals and groups are progressing. There has been an emphasis on using the new national frameworks for teaching English and mathematics, but ensuring that this is firmly embedded in the district structure of the county and drawing on the partnership with schools. The breadth and richness of the primary curriculum is also important, as is the development of children's creativity. But both of these have to be achieved as part of a continued, concerted effort to raise standards still further in some primary schools, particularly in reading and writing.

3.4.3 The past year has demonstrated considerable success in reducing the number of schools performing below the national floor target of 65% for pupils aged 11, in English, mathematics or both. The figures show a reduction of five schools in English to 20, and a reduction of 21 in mathematics to 30. County data shows that, where we have intervened in schools, results have been positive. For example, in the primary leadership programme and the intensive support programme (involving around 40 and 20 schools respectively) the results have risen at a greater rate than in Hampshire schools more generally.

3.5 Key Stage 3: Headlines

3.5.1 Results in English, mathematics and science at level 5+ remain above national averages and are within one point of those other local authorities with which Hampshire is compared. English results were one point below at 77%, mathematics was one point above at 78% and science was at the same level of 77%. Compared with 2006, these results are the same as last year in English. They are two points and one point lower in mathematics and science respectively.

3.5.2 The performance of pupils at level 6+ fell three points in all subjects in Hampshire compared with 2006. In English, mathematics and in science the outcomes were 35%, 59% and 44% respectively which were one point lower than in similar local authorities except in science where the outcome was the same. There was also a slight decline in level 6+ results nationally but not to the same degree.

3.5.3 Whilst the general trend of Key Stage 3 results nationally and in Hampshire is upward, the 2007 results nationally at level 5+ were the same as in 2005 in English and in mathematics and only one point higher in science. The level 6+ test results in English nationally fell three points in English from 2005, as in Hampshire.

3.6 Key Stage 3: Commentary

3.6.1 These results are somewhat mixed, both nationally and in Hampshire. They mask, for example, the improvement in schools where attainment is relatively low because of pupils' prior attainment and the socio economic factors that influence their achievement. The Children's Services Department uses an internal indicator of 65% at level 5+ as a `floor' target in these settings. This is used to decide how time and human resource are deployed to support these schools. In 2006 there were 27 subjects involving 14 schools where attainment was below level 5+. This reduced in 2007 to 22 subjects in 11 schools.

3.6.2 The local authority provides schools with data so that they can see whether any pupils seem to make little or no progress between their national tests at Key Stages 2 and 3. As the setting of statutory targets by schools moves increasingly towards a focus on the progress that pupils make, rather than just their attainment, this factor will become even more significant in their evaluation of pupils' performance. 2007 progress data suggest that this remains an important priority for both schools and the local authority.

3.6.3 A increasing number of schools choose to enter pupils for the Key Stage 3 test in Year 8. This is because they judge that some pupils are ready for an assessment earlier than in Year 9 thereby providing them with more flexibility in how they develop the curriculum thereafter and especially with the upcoming changes in 14-19 education. About one in five Hampshire schools made this decision in 2007 involving some or all of the Year 8 cohort. This explains why level 6+ results fell in Hampshire in 2007. Some pupils did not achieve level 6+ when they would probably have done so had they taken the test in Year 9.

3.6.4 Individual schools are being encouraged to examine carefully the benefits and costs of this approach. Local authority progress data suggest that the desirable curricular opportunities that may be created by this approach need to be balanced carefully against the outcomes for some pupils whose progress seems to have been compromised.

3.7 Key Stage 4: Headlines

3.7.1 GCSE results in Hampshire rose again slightly in 2007. Provisional figures compared with the final published 2006 results show that the 5+ A* - C figure rose by 0.5 percentage points to 62.1%. This increase is less than the change nationally although the overall result is above the average of similar local authorities. The number of pupils achieving 5+ A* - G grades (to include English and mathematics), at 91.9%, is also above this average.

3.7.2 An increasingly important national performance indicator is the percentage of pupils who attain 5+A*-C grades including English and mathematics. This rose by 0.7 points to 46.5% nationally. The equivalent figure for Hampshire rose by 0.8 points to 51.0%. This is almost two points higher than the average of similar local authorities and ranks third in the group of eleven of which Hampshire is part.

3.8 Key Stage 4: Commentary

3.8.1 Although Key Stage 3 results are an important milestone for pupils and schools, the outcomes at Key Stage 4 have greater significance because they mark the end of statutory education and are a point of transition. The local authority and the Government monitor the `floor' target of 30% for 5+A*-C grades to include English and mathematics. In Hampshire the number of schools below this target in 2005 was 10. It had reduced to six by 2007 which is only 8% of schools compared with a 2006 figure nationally of over 20%.

3.8.2 The GCSE results across Hampshire are characterised by improvements in schools where attainment is low, but also by sustained strong performance, as measured by their value added scores, of schools where attainment is high. The schools that seem to have most difficulty in meeting reasonable expectations at GCSE are, in fact, several of those that attain at or above the LA average. This has become an increasingly important school improvement focus.

4 Legal implications

4.1 None.

5 Financial implications

5.1 Most of the local authority support for schools in relation to national targets is provided by national strategies consultants for whom the DCSF provides part funding. The capacity of the local authority to respond proactively, as distinct from schools choosing to fund support themselves, is entirely dependent on these grants.

6 Personnel implications

6.1 The continuing employment of specialist consultants is predicated on the funding described in above.

7 Impact assessment

7.1 Race and equality impact assessment has been considered in the development of this report and no adverse impact has been identified.

8 Crime prevention issues

8.1 By improving the performance of children and young people in schools, the local authority is contributing to the way these young people achieve economic well-being. The more likely they are to become economically independent, the less likely they are to commit crime.

12 Conclusion

12.1 Whilst results have generally improved in primary schools, the picture is more mixed in secondary schools. Work continues to improve performance in those schools in both phases who are below the floor targets, and in those secondary schools attaining around the local authority average who should be adding more value to the outcomes for young people.

Section 100 D - Local Government Act 1972 - background documents

The following documents discuss facts or matters on which this report, or an important part of it, is based and have been relied upon to a material extent in the preparation of this report.

NB: the list excludes

1. Published works

2. Documents which disclose exempt or confidential information as defined in the Act.

List documents here or type `none'.

None