Early Years Foundation Stage
|Early Years Foundation Stage (EYFS) refers to children who at age five have completed their Reception year in primary, infant or first schools. The main overall indicator for children at the end of the Early Years Foundation Stage is the percentage of children achieving a good level of development (GLD) for which they need to achieve Expected or Exceeding in all prime Learning Goals (including Literacy and Mathematics).
In Somerset, 68.7% of children achieved GLD in 2016. This was 2 percentage points higher than in 2015 and continued a 5 year improvement trend. The national average in 2016 was of 69.3%.
Girls continue to outperform boys on most indicators, including the GLD indicator. In 2016, girls achieved 75.3%, boys achieved 62.1%. Whilst the gender gap has widened very slightly Somerset remains better than national average and statistical neighbour averages in terms of the difference in performance between boys and girls.
Free School Meals
The achievement gap between those in receipt of Free School Meals (FSM) and their peers was 19.3 percentage points for the GLD in 2016, a very slight increase on 2015.
Key Stage 1 (KS1)
|Key Stage 1 refers to children who have completed Year 2 in primary, first or infant schools and are aged seven years old. In 2016 a new assessment system was implemented for the first time in Key Stage 1. Instead of levels, children were assessed as reaching Expected Standard (ES) or Higher Standard (HS).This assessment was used for all indicators of performance either as a combined result or separately as Reading, Writing, or Mathematics.
The combined Reading, Writing, Mathematics (RWM) Expected Standard (ES) for Somerset was 61% against a national average of 60%. Those children gaining the Higher Standard (HS) were 8%, against a national average of 9%.
|In terms of progress, assessment is now measured on a scale where 0 is average. Anything below 0 is slightly below or below average, and anything above is slightly above or above average.
In 2016 for RWM Expected Standard, Somerset was -2, and progress at the Higher Standard was also -2. Somerset was therefore slightly below the national average but not significantly. In Reading, Writing and Mathematics (not combined) Somerset was in line with the national average for all indicators with the exception of the HS for Maths where Somerset was 2.5% below the national average.
In 2016 the overall phonics result for KS1 was 78.5% in Somerset, against a national performance of 81%. This was a local improvement on 2015.
Vulnerable Group Difference
The gap between Free School Meals children and their peers on the RWM combined indicator widened from 17% in 2015 to 22% in 2016. Gaps continue to widen between children with SEND and their peers. There is a focus on vulnerable groups in 2017 to narrow the gaps.
Key Stage 2 (KS2)
|Key Stage 2 refers to children who have completed Year 6 in primary, junior or middle schools and are aged 11 years old. In 2016 a new assessment system was implemented for the first time. Instead of ‘levels’, children are now assessed as reaching Expected Standard (ES) or higher standard (HS). This assessment is used for all indicators of performance either as a combined result or separately for areas such as Reading, Writing or Maths.
The combined Reading, Writing, Maths Expected Standard for Somerset was 52% in 2016, against a national average of 52%. Those children gaining the HS were 8% in Somerset against 8% nationally. In 2015 the national average was 80% and Somerset achieved 78.4% (under the previous assessment system), so a difference of 1.6 percentage points.
In terms of progress, again the new national average is 0. For Reading, Writing, Maths combined at Expected Standard for KS2, Somerset achieved - 3%, so below the national average. Reading and Writing were in line with the national average, whilst Maths and Spelling, Grammar and Punctuation (SPAG) were slightly below.
In Reading, Writing and Maths combined girls continue to do better than boys: 49.4% girls to 55% boys. The gender gap is therefore 5.6%. Nationally the gender gap is 7.5. Somerset continues to do well in narrowing this difference.
Vulnerable group difference
The gap between Free School Meals children and their peers was 17.3% in 2016. This was slightly higher than in 2015 and wider than the national FSM gap of 14.5%.The gap between children requiring SEND (Special Educational Needs and Disability) support and those without SEND narrowed in 2016 by 7 percentage points.
Key Stage 4 (KS4) / GCSE
|Key Stage 4 refers to young people who have completed Year 11 and are aged 16. In 2016 the assessment arrangements for KS4 have changed. This means that for the majority of indicators it is not possible to look at trends. It is therefore important to consider Somerset’s performance against the national and regional attainment and achievement.
In terms of the proportion of children achieving A* to C GCSEs in English and Maths, Somerset achieved 62% which was exactly in line with the national average. KS4 progress, which measures the value that secondary schools add from prior KS2 attainment, showed a progress score of +0.03. This was significantly above the national average of 0.
Higher performing groups in 2016 included: First Language not English, Black Caribbean, Other Asian, Black and African and Female. It is important to note that with the exception of females, these groups are very small in Somerset and are not statistically significant. Lower performing groups included those pupils with an Education, Health and Care Plan, Free School Meals (FSM), SEN support and ‘FSM in the last 6 years’, plus those that joined in Year 10 or 11.
Gender difference showed a 0.5 bias to girls but this was a relatively positive situation between the two genders. The progress difference was more significant, with a –0.11 for boys to +0.17 for girls.
Key Stage 5 (KS5) / A Level
|Key Stage 5 refers to young people who have completed Year 13 and who are aged 18.
In 2016 there were 4,073 students completing their Key Stage 5 education, of which 1,011 were in schools with sixth forms and the remainder at the four Further Education (FE) colleges.
The average point score (APS) per entry for those attending Somerset schools was 31.58. This was slightly above the National Average (NA) of 31.52. For Somerset overall when combining the colleges and schools results the APS entry was slightly below the NA at 29.31. For those taking A levels in schools 17.1% achieved AAB or better which is above the NA of 16.7%. For Somerset overall including the colleges the result was 13%.
In vocational terms the APS per entry for Applied General Students in schools was 40.82 above the NA of 34.70. The entry for technical level student was 30.7 slightly below the NA of 30.83. The combined school and college data shows that Somerset was above the NA for both general and technical students per entry.
The overall grade at A level was a 'C-' which was exactly in line with the NA. The average grade for a student’s best 3 A levels was a C+ and again Somerset was exactly in line with the NA. The proportion of students attaining 3 A*to A grades was 11%, which again was in line with NA.
Children in Care – The Virtual School
The Virtual School (VS) is a national construct designed to improve the educational outcomes of Children who are Looked After (CLA). The VS is led by a Virtual Head teacher and has a staffing compliment of advisory teachers and education support workers. The Virtual Head works closely with Children’s social care to ensure education is a pivotal aspect in reviewing children and young people’s placements, any potential moves as well as transitions in schooling terms.
The results for the VS can be difficult to interpret as many factors such as small cohorts in age groups, time spent in care, special educational needs as well as significant trauma all impact on the ability of children to be able to learn appropriately and to achieve in the same way and time frame as their peers.
Key Stage 1 (14 children)
43% of 7 year old CLA achieved the expected standard in Reading, 29% in writing and 36% in Mathematics. In the combined, 29% achieved the expected standard. It is important to note that 64% (9 children) had some form of SEND (Special Educational Needs and Disability).
Key Stage 2 (25 children)
32% of 11 year old CLA achieved the expected standard in Reading, 44% in Writing, 40% in Maths. In the combined 20% achieved the expected standard against 53% of their peers. It is important to note that 64% (16 children) had some form of SEND.
Key Stage 4 (45 children)
13% of CLA (6 children) achieved 5 or more GCSEs at grades A* to C including English and Maths, against 55% of their peers. 20% (9 children) achieved their 5+ A* to C. This is broadly in line with 2015 although the cohort was 40% larger in 2016. Over two-thirds (68%) of the 2016 cohort had some form of SEND. Half (50%) of the cohort attended an independent school, a special school or a Pupil referral Unit. In 2015 this figure was 29%.
Of those children who attended a mainstream setting, 28% (5 children) achieved 5+ A* to C including English and Maths. 44% (8 children) achieved 5+ A* to C and 89% (16 children) achieved 5+ A* to G. These were good results for CLA in mainstream education.