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Agenda item

Cardiff School's Annual Report

(papers to follow)

 

To carry out pre-decision and performance monitoring scrutiny of the perfomrance of the Schools, including analysis of results across ethnic groups and gender.

 

Minutes:

The Chairperson and Committee agreed that both this item and the Central South Consortium’s (CSC) contribution to raising standards in Cardiff’s Schools would be dealt with together. 

 

Members were advised that the Cardiff Schools Annual Report summarises the performance of Cardiff Schools in 2018/2019, and provides an overview of the progress made in raising standards attained by pupils, which in turn helps to achieve the objectives and targets set by the Council.  The CSC report deals with the progress made by CSC in relation to standards in Cardiff’s schools and how it compares across the whole consortium. 

 

The Chairperson welcomed Councillor Sarah Merry (Deputy Leader and Cabinet Member – Education, Employment and Skills) Nick Batchelar (Director Education and Lifelong Learning), Mike Tate (Assistant Director Education and Lifelong Learning),Catherine Rowlands (Senior Challenge Advisor – Primary), Geraint Lewis (Senior Challenge Advisor – Secondary) and Andrew Williams (Acting Assistant Director, Central South Consortium) to the meeting.

 

Councillor Merry was invited to make a statement during which she reiterated that education is a key priority; education provides the best start in life and remains the surest route out of poverty.  The aim is to deliver for every child.

 

The Assistant Director presented the annual report, outlining the overall key strengths of Cardiff’s performance in 2019 but advised that there is still further work to be done, notably in the secondary phase.  The inconsistencies across schools needs to be addressed; further work involving vulnerable groups is required; and there needs to be a focus on challenge and support.

 

The Chairperson invited questions and comments from members.

 

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Members asked about the practice of off-rolling and how extensive the issue was. They were advised that there are a range of reasons, protocols needs to be developed to ensure consistent practice with regard to ownership of these pupils; there needs to be remediation and good restorative practices.

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Members referred to the attainment gap between pupils eligible for free school means (eFSM) and those not eligible for free schools meals (nFSM) and asked whether there were similarities in the demographics which could be used to focus support.  It was noted that although Cardiff was performing well relative to Wales the gap is still significant.  Members were advised that no pupil is the same, and that there may in fact be several issues.  Work is ongoing with schools to identify the progress of learners.

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Members noted that there has been a significant expansion in Welsh Medium Schools and further investment will deliver additional places in both mainstream and Additional Learning Need (ALN) settings.  Members were advised that Cardiff is looking at inclusion provision through the medium of Welsh; however the growing need continues to outstrip supply.  There is also the challenge of finding teachers who can and want to work in Welsh Medium Schools.

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Members asked about the increasing gap between girls and boys who are eFSM and why, despite the focus on trying to decrease that gap, it does not appear to be working.  The Challenge Advisor for primary schools advised that the vulnerable learners’ project is still running and will continue into the next academic year, it will provide useful information.  There has been a change of  approach and more intelligence is being received from schools. 

 

The inclusion expert pilot which involves identifying successful practice in supporting vulnerable learners, as well identifying where improvements can be made, means that a new strategy is now being formulated. 

 

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Members referred to the figures provided in relation to the attendance of pupils, in particular the proportion of persistent absence across Cardiff secondary schools, which  has increased from 724 to 838.  Members asked for further information in relation to whether the absence was from specific schools and what work was underway  to address the issue. 

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The Committee noted that the number of schools categorised as Green has increased, but that at current rates it would take a long time before all schools were categorised as Green.  Members were advised that these were last year’s figures and the figures for this year were more positive although categorisation of schools was only a small part of the work being undertaken.  It is also important to learn from the stronger schools to ensure that all schools fulfil their potential.

 

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Members discussed the EOTAS (Educated other than at school) and were concerned to note that although learner outcomes were showing improvement work needed to continue to ensure that transfers to EOTAS from mainstream schooling are reduced.  The Assistant Director advised that it is necessary to ensure that what is being considered is what is important for the child; for example vocational provision has been linked to the reduction in those not in employment, education or training (NEET). There are wider qualifications offered which do not form part of the measures.   

 

Queries were raised as to whether progress was monitored, there had to be evidence of provision, there is an officer with responsibility for monitoring, and schools are  responsible for notifying the authority.  It is important that both Education and Children’s Services are collaborating; and that there is shared intelligence. 

 

The Chairperson invited Andrew Williams (Acting Assistant Director, Central South Consortium) to add any further information that he felt should be provided.  He advised the Committee that the report from the Consortium is very similar and aligns with the Annual Report. 

 

The Chairperson invited questions and comments from members.

 

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Members asked whether schools have been overrated and the Acting Assistant Director of the Consortium advised that he did not believe that to be the case.  It is now about the pupil as opposed to the school.  Schools are asked to self-evaluate and let the Consortium know if they should be concerned.  There are always checks and balances.  The key now is the intelligence being obtained from schools and the advisors knowledge of schools.

 

AGREED – That the Chairperson writes to the Cabinet Member on behalf of the Committee expressing their comments and observations discussed during the way forward.

 

Supporting documents:

 

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