Education

Last updated: 2019-01-09 10:36:34
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1. Summary

Last updated: 09/01/19

2. Introduction

Education is a human right, which unlocks individual potential and benefits all of society, powering sustainable development.

The wide-ranging benefits of investing in education are clear, deliver against the UK aid strategy and serve the national interest:

  • Boosts earnings and underpins growth:
  • Supports better health choices, benefiting future generations.
  • Helps institutions and public services work better.
  • Builds social cohesion and resilience.

There are huge inequalities in learning: Learning inequalities between rich and poor students begin early and grow wider over time, They are compounded by other sources of disadvantage, such as gender disability, ethnicity and location.”

 

Last updated: 09/01/19

3. Data and Intelligence

School Readiness

The proportion of children in Stockton-on-Tees who are “school ready” at 5 years old is consistently lower than the national average, however, the gap is closing each year.

 

2016

2017

2018

Disadvantaged

52%

56%

59%

Non-disadvantaged

69%

72%

73%

 

In Stockton-on-Tees (2018), 59% of disadvantaged 5 year olds had a good level of development, this is much lower than the non-disadvantaged 5 year olds (73%).

The proportion of children from the most deprived areas of Stockton-on-Tees who are “school ready” at 5 years old is significantly lower than those from the least deprived areas.

Educational Attainment

Key Stage 1

 

2017

2018

 

     DS     

   Non-DS   

     DS     

   Non-DS   

Reading

66%

83%

67%

82%

Writing

61%

76%

60%

77%

Maths

69%

81%

67%

82%

 Combined RWM 

56%

72%

57%

73%

 

In Stockton-on-Tees (2018), 57% of key stage 1 disadvantaged children had met the required standard in reading, writing and maths (combined), this is much lower than the non-disadvantaged children (73%).

Key Stage 2

 

2017

2018

 

     DS     

   Non-DS   

     DS     

   Non-DS   

Reading

56%

80%

65%

86%

Writing

65%

87%

70%

89%

Maths

64%

85%

68%

87%

 Combined RWM 

45%

73%

54%

79%

                

In Stockton-on-Tees (2018), 54% of key stage 2 disadvantaged children had met the required standard in reading, writing and maths (combined), this is much lower than the non-disadvantaged children (79%).

Key Stage 4

The proportion of children in Stockton-on-Tees who achieve 5 A*-C GCSEs is similar to the national average.

The national indicator (which compares LA disadvantaged pupils with non-disadvantaged pupils nationally) is not yet available.

The proportion of children from the most deprived areas of Stockton-on-Tees who achieve 5 A*-C GCSEs is significantly lower than those from the least deprived areas.

Qualifications

The proportion of people Stockton-on-Tees with no qualifications (10%) is higher than the national (7.7%) and regional (9.6%) averages.

Mental health and wellbeing

The proportion of 16-18 year olds in Stockton-on-Tees who are not in education, employment or training (NEET) is consistently statistically significantly higher than the national average.

The proportion of 5-16 year olds in Stockton-on-Tees who have a mental health disorder is higher than the national average.

The proportion of school age children in Stockton-on-Tees who have social, emotional or mental health needs is statistically significantly higher than the national average.

The rate of 10-24 year olds in Stockton-on-Tees who are admitted to hospital as a result of self-harm each year is consistently statistically significantly higher than the national average, however, the gap significantly reduced in 2016/17.

Transformation Plan (2017 Refresh) for Children and Young Peoples Mental Health and well- being Hartlepool & Stockton-on-Tees.

Key data from NHS Hartlepool & Stockton-on-Tees Clinical Commissioning Group shows that in Hartlepool and Stockton-on-Tees (combined) the:

  1. Total referrals to the Tees, Esk & Wear CAMHS service increased from 2,143 (2013/14) to 3,716 (2016/17)- an increase of 42.3%;
  2. Number of face to face direct contacts for the community CAMHS service increased from 18,567 (2015/16) to 30,374 (2016/17) – a rise of 38.9%; and
  3. CAMHS Crisis and Liaison Service had a rise of in its number of face to face contacts in 2016/17 compared to the previous year.

Early Help Team and Initial Interventions

A review of 830 Early Help Assessments (EHA’s) 2017/18 shows that:

  1. 405 were children aged 4–11 years (49%);
  2. 160 (40%) were female and 245 (60%) male;
  3. 69 were related to the child’s emotional health and wellbeing being the main concern (the majority of these cases related to the adult in the family having difficulties such as financial, domestic abuse or health issues);
  4. 44 were initiated by Primary Schools and of these, 22 were related to emotional wellbeing difficulties.
Last updated: 09/01/19

4. Which population groups are at risk and why?

Last updated: 09/01/19

5. Consultation and engagement

Last updated: 09/01/19

6. Strategic issues

Last updated: 09/01/19

7. Evidence base

Issue number

1 = highest priority

 

 

Emotional & Mental Health Well-Being (EMHWB) – building schools capacity & capability

1

Source

Department of Education; Department of Health & Social Care

Title incl. web link

Government Response to the Consultation on Transforming Children and Young People’s Mental Health Provision: a Green Paper and Next Steps (July 2018)

LINK

Summary

The Government aims to build on the range of excellent work that already takes place in schools and colleges. Supporting good mental health goes hand-in-hand with equipping young people with the qualifications, knowledge and resilience they need to live a fulfilling adult life.

Source

Hartlepool & Stockton-on-Tees Clinical Commissioning Group

Title incl. web link

Transformation Plan (2017 Refresh) for Children and Young Peoples Mental Health and well- being Hartlepool & Stockton-on-Tees.

LINK

Summary

The transformation plan provides a framework to improve the emotional wellbeing and Mental Health of all Children and Young People across Hartlepool and Stockton- on-Tees. The aim of the plan is to make it easier for children, young people, parents and carers to access help and support when needed and to improve mental health services for children and young people

Source

Children’s Commissioner for England Sanctuary

Title incl. web link

Briefing: Children’s Mental Healthcare in England, Children’s Commissioner , October 2017 

LINK

Summary

“Over the last year, the issue most often raised with me has been children’s mental health, and it was the top of the list in my consultation with children about my priorities for the year ahead”.

Source

Ofsted

Title incl. web link

The Pupil Premium: an update

LINK

 

 

Summary

This report provides an update on the progress schools have made in using pupil premium funding to raise achievement for pupils eligible for free school meals.

Source

The Education Endowment Foundation

Title incl. web link

The Education Endowment Foundation Toolkit

LINK

Summary

Evidence based resources, guidance and interventions to inform the practice of teachers and senior leaders in improving outcomes for economically disadvantaged pupils

Source

House of Commons Education Committee

Title incl. web link

Forgotten children: alternative provision and the scandal of ever increasing exclusions

LINK

Summary

Alternative provision (AP) is a broad term and imperfectly describes a wide variety of types of school or educational settings. Our inquiry scope included Pupil Referral Units (PRUs); alternative provision academies and free schools; hospital schools; and alternative provision delivered by charities and other organisations as well as independent or un-registered schools.

Source

Early Intervention Foundation

Title incl. web link

An initial assessment of the 2-year-old free childcare entitlement

LINK

Summary

The report looks at what explains local variation in take-up of childcare and the impact of take-up on the government’s main measures of pupil progress in the early years.

Source

Department for education

Title incl. web link

Social Mobility Action Plan – Unlocking Talent, Fulfilling Potential. A Plan for improving social mobility through education.

LINK

Summary

This plan will deliver action targeted towards the people and the places where it is needed most through five key ambitions.

Source

Gov.uk

Title inc web link

Multi-million fund to boost children’s early language skills

LINK

Summary

The EEF will trial projects in the north of England, looking at what works best in improving children’s communication skills at home before they begin school, a key part of the government’s ambition to give every child the best start in life.

 

Last updated: 09/01/19

8. What is being done and why?

Emotional & Mental Health Well-Being (EMHWB)

Building schools capacity & capability

Secondary Schools

The evaluation of the pilot work with secondary schools has been shared widely. Schools that took part are implementing the necessary changes and improvements that they have identified. All schools that took part in the SHEU survey are also in the process of implementing action plans on the back of the 2016/17 survey and as mentioned are now re-examining the health & well-being of pupils as part of a 2018/19 survey results of which will be available within the next 3 months.

Schools are continuing to develop their relationships with the CAMHS service providers and action will need to be taken to support closer links as identified in the Government Response to the Consultation on Transforming Children and Young People’s Mental Health Provision: a Green Paper and Next Steps (July 2018)

Individual schools are currently responsible for commissioning any external provision for children who require additional support.

Primary Schools;

A project is currently being run in support of 37 primary schools across Stockton-on-Tees supported by partner organisations. The strongest evidence supports prevention/early intervention approaches that include a focus on the whole school environment, particularly addressing bullying; and also teaching social and emotional skills in combination with:

  1. Working with parents/carers (families at risk may be difficult to engage) where possible in the school context as there is a high risk of dropout of families at greater risk. Individual child oriented interventions are less effective than ones which involve parents/carers although programmes are available including the Coping Power Program: CBT Problem-solving skills training which involve parents/carers to some degree; and
  2. Small group sessions for children with a focus on developing cognitive skills and positive social behaviour and staff training as part of a multi-system intervention. Interventions designed to change how teachers behave are not likely to produce clinically significant improvements in individual children in the absence of other concurrent interventions, notably parent reinforcement of classroom contingency management.

One of the key aims of this project is to build confidence and knowledge through a bespoke training programme. We can then look to build further capacity in terms of intervention and work with schools so that  they are best positioned to understand the types of intervention that work most effectively and understand what internally capacity they have to deliver such interventions.

A Health Related Questionnaire, Kidscreen-52 is being used to capture the subjective views of children. Through an action planning process we want to encourage further data collection to build local intelligence.

Disadvantaged Students

A wide range of strategies are currently in place in order to accelerate the progress and attainment of our disadvantaged pupils.  The  strategies are delivered by the Education Improvement Service and aim to:

  1. Build capacity within and across SBC teams to improve outcomes for disadvantaged pupils, including CYIOC: Health; Attendance; Exclusion; Early Help; Family Learning; SEN; Economic Development; Youth Direction; TVCA
  2. Build school leadership capacity to impact positively on disadvantaged provision and outcomes (attainment, progress, attendance, exclusions, social, emotional, behavioural).

Current strategies programmes and interventions are as follows:

  • A range of data sets have been secured from which support accurate and robust analysis and evaluation of Closing the Gaps (CtG) outcomes over time (3 years) for disadvantaged pupils.
  • Evaluation of CtG outcomes over time (3 years) has been carried out for disadvantaged pupils.
  • Identified priorities and intelligence are routinely shared via our primary and secondary Schools Strategy meetings.
  • Priority schools for CtG/ Pupil Premium challenge and support have been identified. 

A range of ongoing differentiated challenge and support  to priority Pupil Premium Schools is in place which strengthen Leadership and Management systems including:

  • Pupil Premium Reviews
  • Pupil Premium Audits
  • Higher Achievement Reviews
  • Pupil Premium: Governor Support and Challenge CPD
  • Collaborative Reviews
  • Bespoke intervention plans

Termly Closing the Gap Clusters attended by Pupil Premium Leads across the Tees Valley provide an opportunity to:

  • Showcase best practice of schools which evidence strong outcomes for disadvantaged pupils
  • Strengthen school to school support
  • Share updates to support improvement, locally, regionally, nationally and internationally
  • Adviser reports are monitored and scrutinized for proportionate, challenge and provision.

A range of resources have been designed and disseminated across the local authority to strengthen school self -evaluation and school improvement planning including:

  • Excellence in Inclusion
  • Pupil Premium Toolkit
  • Gender Audit
  • Governor Audit
  • Website checklist

Pupil Premium training has been accessed locally, regionally and nationally; effective practice has been disseminated via Closing the Gap Clusters and relevant CPD across key phase.

Transition Guarantee has been implemented which directly addresses the need to secure better progress from Year 6 to Year 7 and provide personalised pathways for pupils vulnerable to underachievement, especially those in receipt of Pupil Premium funding.

Bid applications to the Strategic School Improvement Fund and the Education Endowment Fund have been made.

Multiagency support is engaged for partnership working to deliver the above including:

  • Virtual School
  • Health
  • Attendance Team
  • Exclusion Team
  • School and Governor Support
  • SEN Team
  • Educational Psychologists
  • Community Safety
  • Youth Direction
  • Transforming Tees
  • Tees Valley Combined Authority

School Readiness

A wide range of strategies are currently in place in order to promote school readiness and raise achievement for children by the end of the EY.  These strategies are led by the Education Improvement Service and aim to:

  • Build capacity across schools and settings to deliver effective EY education
  • Build capacity and promote effective sharing of information between key stakeholders to ensure that the most vulnerable children access early intervention

Current strategies and programmes include:

  1. Assessment and Moderation meetings each term
  2. Early Years Matters (aimed at EY Leaders in schools) and Managers’ Meetings (settings)
  3. Partnership Meetings (see Section 1 above)
  4. ‘School Readiness Through Moving Forward’ Forum (see section 1 above)
  5. Getting the Balance Right – targeted intervention with schools
  6. Talking to Learn – Strategic School Intervention Fund project working with 7 targeted schools, but also aiming to develop expertise and capacity across the sector
  7. EY Leadership: Impact and Inspiration
  8. Assessment Toolkit – promoted widely to all those working with young children
  9. Moving Forward 0-5 transition guarantee

Multi-agency support is engaged in many of the above strategies and programmes, including representation from:

  • SEN
  • School
  • Early Help
  • Social Care
  • Health
Last updated: 09/01/19

9. What needs are unmet?

Last updated: 09/01/19

10. What needs to be done and why?

Last updated: 09/01/19

11. What additional needs assessment is required?

No additional needs assessment is required at present.

Last updated: 09/01/19

12. Refernces

.

Last updated: 09/01/19

13. Key contact

Key contact

 

Name: Deborah Merrett

Job title: Chief Adviser

Organisation: Education Improvement Service

Phone number: 01642 526407

Contributor/s:

Deborah Merrett - Chief Adviser

Jane Wright – Planning and Partnership Manager

Vanessa Housley - Senior Adviser Inclusion

Gill McCleave - Senior Adviser 0-11

Rob White – Future in Mind Transformational Lead

 

Last updated: 09/01/19

Email: Deborah.merret@stockton.gov.uk