ABCDE Members Seminar 23rd September 2014 Torfaen Schools’ Performance 2013 – 2014

Performance overall Trend Year Improvement 3 Year Improvement Foundation Phase FPI* LA Wales KS 2 CSI* LA Wales KS3 CSI* LA Wales KS 4 L2 Threshold E/W & M 1 LA Wales KS 5 L3 Threshold LA Wales [1] [1] Figure correct 3 rd September* denotes teacher assessment

Foundation Phase Performance has improved across all aspects We are ranked 2 nd best performer in Wales on the Foundation Phase Indicator However a significant number of schools missed their target. Trend Year Improvement 3 Year Improvement Foundation Phase FPI LA Wales

Key Stage 2 Trend Year Improvement 3 Year Improvement KS 2 CSI LA Wales There has been improvement over 3 years in all areas except Welsh first language We are range 1 st in Wales for performance on the Core Subject Indicator However a significant number of schools missed their target.

Key Stage 3 There has been improvement in English, Mathematics and the Core Subject Indicator for the last three years Torfaen is ranked 11 th in Wales on CSI Trend Year Improvement 3 Year Improvement KS3 CSI LA Wales

Key Stage 4 Name% Level 2 Threshold inc E & M Change Abersychan Croesyceiliog Fairwater Llantarnam St Albans West Mon Gwynllyw PRU 0.00 Crownbridge 0.00 Torfaen

Key Stage 4 cont. As of today the L2+ improvement is c 2.5% The rate of improvement is slowing and is now close to that of Wales 9 based on WLGA estimates). This means unless we make further improvement next year we will not close the gap for our learners. Performance is patchy with some schools making significant gains and others losses. Several of these movements were not predicted by the school nor the EAS.

Issues Arising  The pattern of improvement over time in primary is exceptional. This progress should be having a significant impact on attainment rates in Key Stage 3 and 4 but this is not the case.  There are significant discrepancies between teacher assessments of pupils and the national test outcomes. These differences are substantial in a large proportion of schools. This calls into question the reliability of teacher assessments in many schools and requires urgent attention.

English Reading 116+Welsh Reading 116+Numeracy Procedural 116+Numeracy Reasoning Monmouthshire Cardiff Ceredigion Ceredigion Vale of Glamorgan Monmouthshire Vale of Glamorgan Anglesey Ceredigion Vale of Glamorgan Monmouthshire Gwynedd Powys Denbighshire Gwynedd Powys Pembrokeshire Gwynedd Anglesey Vale of Glamorgan Cardiff Powys Swansea Carmarthenshire Swansea Ceredigion Carmarthenshire Swansea Anglesey Conwy Powys Monmouthshire Flintshire16.7 Wales Pembrokeshire Pembrokeshire Carmarthenshire Carmarthenshire Cardiff Cardiff Gwynedd Merthyr Tydfil Bridgend Bridgend14.9 Wales Pembrokeshire16.6 Wales15.5 Wales Bridgend Anglesey Neath Port Talbot Wrexham Conwy Swansea Wrexham Flintshire Wrexham Neath Port Talbot Conwy Denbighshire Newport Wrexham Flintshire Conwy Denbighshire Torfaen Denbighshire Neath Port Talbot Neath Port Talbot Flintshire Newport Newport Torfaen Bridgend Caerphilly Torfaen Rhondda Cynon Taf Caerphilly Merthyr Tydfil Caerphilly Caerphilly Rhondda Cynon Taf Torfaen Rhondda Cynon Taf Merthyr Tydfil Newport Rhondda Cynon Taf Merthyr Tydfil Blaenau Gwent Blaenau Gwent Blaenau Gwent Blaenau Gwent7.3 National Tests 2014 (Cumulative performance for Years 2-9 pupils attaining a standard score of 115+)

There are significant disparities in KS 2 and 3 between teacher assessment and pupils outcomes in national tests. This is a matter of significant concern and is being addressed by head teachers, the LA and the EAS. SchoolSchool L4+NFER L4+Difference Victoria Primary Pontymoile Primary Blenheim Road CP Blaenavon Heritage VC Nant Celyn Primary Greenmeadow Primary Cwmffrwdoer Primary Padre Pio RC Primary Coed Eva Primary Ysgol Bryn Onnen George Street Primary Pontnewydd Primary Maendy Primary Croesyceiliog Primary Griffithstown Primary Ysgol Cwmbran Henllys CiW Primary New Inn Primary Llantarnam CP Our Lady of The Angels RC Pontnewynydd Primary Ponthir CiW Primary Garnteg Primary Woodlands Llanyrafon Primary Penygarn CP St David's RC Primary

Issues Arising cont. All schools set their targets for their learners in the Autumn term. Given the poor correlation of teacher assessment with national tests outcomes we cannot allow this process to proceed as planned and will be agreeing a more accurate process based on more stringent assessment of pupils. The new process will be agreed with the EAS and head teachers in the coming weeks and is likely to be based on the national test performance outcomes. Although Torfaen’s performance is ranked second in the consortium, we are ranked 17 th overall in Wales in terms of the Level 2 threshold indicator (5 A*-C GCSEs). Pupils’ performance in national tests across years 2 to 9 are closely aligned to the L2+ outcome. We are ranked 12 th in Wales for free school meals.

Issues Arising cont. Categorisation of schools later this term will be based on submitted data. However the second judgement on leadership and the quality of teaching will be based on firm evidence that the reported performance of pupils is born out through the EAS’ scrutiny of books and teaching in schools. We anticipate this will mean many schools will see an impact on their categorisation. Discussions with the Recovery Board and our link Estyn colleagues have focused on the issues outlined above and there are high expectations that we will bring about change in teacher assessment processes this year. There is general acceptance and understanding for our statutory partners that this will result in a significant drop in reported performance as we get more accurate and reliable processes in place. This will bring some challenges but is a vital step in ensuring we know our learners well and can make consistent progress over time.

Improving Teacher Assessment – Next steps Outcome from the conference on the 25 th will be a new assessment policy for Torfaen which will act as a pilot for the consortium which will:  Address issue of target setting this year which will need to be based on an objective measure of performance and not submitted teacher assessment data  Agree the use of national and other test data as a fundamental part of the assessment process  Include details of random sampling by EAS/ partner head teachers and support for teachers e.g. moderation library, training, cluster support. EAS and LA will discuss implications for current commission and any additional resources required 