1. Standards report Standards Report CT Board 18 th March 2016

2. Ofsted outcomes Proportion of schools judged good or better stands at 89% (2/3/16) All secondary and special schools at least good. Five primary schools are currently judged to be less than good.

3. School Improvement priorities going forward To increase the proportion of schools judged to be good or better in the primary phase: –school improvement strategy; –‘Support and Challenge’ groups. To further increase the proportion of schools judged as outstanding: –enhance the capacity for improvement across the school improvement system in Merton. To continue to support and challenge senior leaders including through the MEP programme, and clearly targeted training opportunities. To continue to support governors in developing their support and challenge role, including ensuring that new governors with relevant skills are recruited where necessary, and support is given to Chairs of Governors and clerks in particular. To ensure that safeguarding practice in all schools is based on systematically shared best practice, and continues to fulfil statutory requirements.

4. Achievement outcomes Improvements at all key stages except KS4 Challenge is to improve performance in comparison with Statistical and Outer London neighbours

5. Early Years Foundation Stage Profile The proportion of children eligible for Free School Meals achieving the GLD has increased by 11 percentage points to 55%. Gap with peers has narrowed to 14ppts (nationally, 18).

6. Early Years priorities To further improve practitioner confidence in identifying more able children who are exceeding the Early Learning Goals Improve performance in comparison with statistical and Outer London neighbours To support schools to work collaboratively with other early education providers to improve children’s readiness for school in order to improve chances for disadvantaged children. To embed baseline assessment, and to support schools with maintaining other complementary assessment and tracking systems to ensure children’s progress across the EYFS and into Key Stage 1 is identified. To improve rates of take up of the Early Years’ Pupil Premium in schools, and to monitor its impact on children’s achievement.

7. Year 1 Phonics Screening Check Improvement but below the London average Gap for PPG has narrowed to 12 ppts – narrower than national but wider than London Year 2 retakes – much lower than national average.

8. KS1 assessment Reading Improvements at L2+/L2B+ Static at L3 Below National and London averages L2B+/L3 Writing Improvements at every level Remains below National and London averages

9. KS1 assessment Mathematics Mixed picture of improvement Below National and London averages

10. KS2 tests – pupil progress Improvements in proportions making at least expected progress in reading and writing – ranked 7 th and 4 th nationally respectively Maths static Mixed picture re narrowing the gap for PPG

11. KS2 tests - attainment Improvements at every level Remains below London but above National averages Gap widened for PPG

12. Primary priorities To ensure no school falls below the Floor Standard. To ensure no school is judged to be ‘coasting’. To significantly improve the proportion of Year 2 pupils achieving the expected standard where they need to retake the Phonics Screening Check. To maximise the proportion of pupils achieving the new expected standard at the end of Key Stage 1 (KS1) and Key Stage 2 (KS2) and in mathematics in particular, and so that performance in comparison with statistical neighbours and other Outer London boroughs is improved. To continue to narrow the gaps for disadvantaged pupils: where the gaps are wider than London averages, bring them more in line with these. To improve outcomes for identified ethnic groups: in particular White Other in the Phonics Screening Check and at KS1, and Black African and Black Caribbean at KS2. To embed understanding of the new National Curriculum, and the progression of skills and knowledge within it. To embed understanding and effective practice for assessment using Herts for Learning.

13. KS4 Drop in performance from 2014 Without academies, performance would be maintained at 2014 level (64%) Gap narrowed for PPG

14. Post 16 Improvements in all indicators, though not quite as strongly as nationally for some

15. NEETS and not knowns Both improved from last year, especially proportions not known.

16. RPA Slight drop, but still in line with London, and above national.

17. Secondary Priorities To continue to ensure all secondary schools are judged good or outstanding. To support schools with changes to the curriculum and assessment at KS4 and sixth form. To maintain strong outcomes at KS4 and improve achievement at higher grades at A level. To further narrow the gaps for disadvantaged pupils in all indicators, and for Black Caribbean pupils with regard to attainment. To reduce the number of 16-17 year old NEET, by focusing on those young people that are known to the Youth Offending Team and who are at risk of NEET, and by planning for post 16 support or provision at Melbury College. To continue to track, support and monitor the cohort of young people 16 – 19, by targeting vulnerable young people in schools (who are at risk of becoming NEET) and in the community (for those who are already NEET). To maximise the destinations for young people being worked with, by maintaining the relationships with providers.

18. Performance of groups across all phases Mixed – different concerns at each assessment point, reflecting in part the changing nature of the cohort at each key stage. Year 1 phonics and KS1 – White Other KS2 - Black African and Black Caribbean KS4 – Black Caribbean and White British

19. Attendance – five half term data Very slight drops for primary and secondary Drops are expected nationally in London as well when comparative data available. Slight rise for secondary

20. Persistent Absence Primary – static Secondary – slight rise Special – significant drop

21. Permanent Exclusions Still none in primary phase Rise in secondary

22. Fixed term Exclusions Special – sharp increase (though small population) Secondary – drop Primary – slight rise (though below national average) Gap for disadvantaged pupils which is growing.

23. Groups – attendance and exclusions Attendance – white British Fixed term exclusions – SEN and Black Caribbean -both relative to Merton cohorts. Relative to these groups nationally, rates of exclusion are lower.

24. Table discussions Please discuss these headlines Do you have any further questions? How might your team/service be able to support the continued raising of standards across this academic year and beyond?