Greenwich Council

Agenda item.

Education Standards 2015-16

The report provides an analysis of educational performance during the 2015/16 academic year, including:


      Summary of the quality of education offered, as judged by Ofsted inspections;

      Borough level summary of outcomes achieved by children and young people at each key stage;

      Acknowledging the significant changes in assessment 2016 and the impact that this has had on reporting outcomes;

      Analysis of the performance of vulnerable groups.


The Children and Young Peoples Scrutiny Panel noted the presentation item 9.5 - Royal Greenwich schools making “Greenwich a great place to grow up” 2016 outcomes.


The report was presented by the Assistant Director Inclusion, Learning and Achievement, the Head of Performance Analysis Service, the Head of Secondary Standards and the Head of EYFS and Primary Standards and the following statistics were highlighted; Persistent Absence had a threshold of 10% and Royal Borough of Greenwich (9.6%) was better than both the London (10%) and National (10.3%) averages. A key priority was the reduction of Fixed Term Exclusions, and this tended to be a secondary school issue. For Permanent Exclusions the Borough was rated as 5th best but Fixed Term Exclusion was 30th in London for 2014/15.


Royal Borough of Greenwich was rated 1st nationally for the Early Years Foundation stage. In Key Stage 1 there had been significant changes in assessment levels that were no longer recorded and the Borough outperformed national levels in all categories for 2016. Key Stage 2 (KS2) performance was also above the national level in all categories. In KS2, disadvantaged pupils also achieved above the national level. The looked After Children data for KS2 was provisional.


In Key Stage 4 there were changes to how data was collected in 2016. The Borough’s children performed well in English A-C but Maths A-C outcomes were lower, the two scores were combined which affected the Borough’s overall performance (60.6%). Therefore Greenwich was below the London score of 65.9% but above the national of 58.7%. Improving this statistic was a priority for the Borough and was being reviewed in detail.


In Key Stage 4 English Baccalaureate Greenwich were ranked 50th nationally at 26.5% which was above the national average.


50% of Disadvantaged Children in Key Stage 4 achieved A-C grades in the Borough. Schools were challenged and individual children’s needs were reviewed. Provisional Attainment 8 and progress 8 also outperformed the 2016 national average, but again Maths was the problem.


In responses to questions from the Panel the Officers provided the following answers; in schools where the English grades were largely below C, staff in schools with good grades were liaising with them and sharing their teaching models. Recruitment of Maths and Physics teaching staff had proved to be difficult. The Baccalaureate was not appropriate for all pupils as the children had to able to study a modern foreign language. The aspiration was for every child to achieve the best they could.


The Panel asked that a report be brought to a future meeting demonstrating the outcomes of high achieving Year 6 teachers collaborating with Secondary teachers to improve attainment in Key Stage 4.

Action: Assistant Director Inclusion, Learning and Achievement


The Officers continued that Key Stage 5, A level entry was lower than the national average and the gap was not closing. This was a cause for concern. The BTEC entries at Distinction were improving. Vocational attainment versus academic was better against the national average.

Young people Not in Education, Employment or Training (NEET) had worsened to 6.2% at the beginning of 2017 but by mid January had reduced to 4.2%. The percentage of Greenwich children progressing to Higher Education had increased to 52%.


The Panel queried how many children moved out of borough for their sixth form education and specifically how many students go to grammar for sixth form from the borough’s schools and what impact this movement had. A response would be provided to the Panel.

Action: Assistant Director Inclusion, Learning and Achievement


Some of the strategies for improvement were; monitoring meetings held by the local authority with schools, at which they would challenge and hold them to account but also provide support when necessary. Schools and the authority were working together to try and secure well qualified Maths teachers and continuing to raise children’s aspirations.


Officers also asked that it be noted that the performance of White British male pupils versus Black and Minority Ethnic (BME) pupils was a challenge and being looked in to.


The Panel agreed that the Education Standards report for 2016-17 should be a single agenda item to enable them to ask questions and scrutinise it fully and this should be added to the Work Programme for 2017/18.

Action: Senior Corporate Development Officer


The Chair requested that Panel members refer any further questions to officers in writing.

Action: Children and Young Peoples Scrutiny Panel / Children’s Services


The Cabinet Member for Children and Young People thanked the officers for all their hard work and input into the report.




That the Panel noted the report and presentation on Education Standards 2015-16.

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