A report to consider School Standards and Attainment, and priorities and planned activity to improve attainment.

The Committee received a report presenting the Annual School Standards and Achievement Report for the academic year 2023/2024. The report outlined the performance of schools in Reading, highlighted key trends in attainment and attendance, and set out strategic priorities for continued improvement.

The Lead Member for Education & Public Health, and the Director of Education introduced the report, noting that it was based on verified data from the 2023/24 academic year. The positive impact of early years and primary phase interventions were highlighted particularly in phonics and reading outcomes, and noted improvements in outcomes for disadvantaged pupils and those with SEND. However, there were ongoing challenges, including variability in secondary outcomes, persistent absenteeism, and disparities affecting children of Black Caribbean Heritage.

The Committee was informed that the Education Partnership Board had identified strategic priorities to address these issues, including enhanced community engagement, targeted support for vulnerable groups, and a strengthened focus on 14–19 education pathways. The report also included, for the first time, a detailed analysis of attendance and its impact on attainment.

Simon Uttley, Headteacher of Blessed Hugh Faringdon Catholic School, and Co-Chair of the Reading Education Partnership Board was present at the meeting, addressed the Committee and answered questions. The main points noted were:

·       The Education Partnership Board was not common across all authorities, making it a unique and valuable entity.

·       The board’s role was to unite school leaders, governors, officers, and other stakeholders around a shared vision.

·       The new substantive head of the John Madejski Academy, who would begin in September and had already engaged with the community at the secondary heads residential conference.

·       There had been a positive reception of the new head’s involvement and commitment to the shared vision in Reading.

·       The current work of the partnership was exciting and innovative.

·       There was active engagement being undertaken with the university sector and employers.

·       Medium-term strategic planning would also soon be undertaken with the Board and officers.

Members asked a number of questions and the following points were noted:

·       The Children Missing Education report was included in the materials for the upcoming Suspensions and Exclusions Task and Finish Group.

·       EHCP students undergo formal assessment, while SEN Support students were supported directly by schools.

·       A recent anti-racism education conference was held in partnership with Reading University, focusing on inclusive curricula and pedagogy.

·       Schools were working on anti-racist practices, with some staff engaged in doctoral-level research.

·       A School Effectiveness Framework would be implemented from September to support inclusive practices.

·       A community action plan was being developed, with events planned before the end of the summer term. Councillors would be invited to participate in these initiatives and visit schools to observe best practices.

·       Year 1 phonics results showed 80.7% of students achieved expected standards, surpassing the national average.

·       The School Effectiveness Team had played a key role in supporting and challenging schools to improve outcomes.

·       Strategic direction over the past 2–3 years was beginning to yield positive results, especially in early years and primary education.

·       Teachers in primary settings were dedicated to raising standards and improving student outcomes.

·       The standards team was recognised for its credibility, professionalism, and impact on school performance.

·       Persistent attainment gaps for Black and Caribbean heritage children were highlighted as a key concern.

·       Emphasis on trauma-informed approaches and decolonising education to improve learning outcomes.

·       Teachers and schools were voluntarily contributing efforts to address equity and inclusion challenges.

·       Focus needed to extend beyond primary education to include FE colleges, apprenticeships, and work readiness.

·       Challenges remained for students aged 14–19, particularly those with SEND needs.

·       A recommendation was proposed to explore partnerships to better support 14–19-year-olds.

Members welcomed the report and commended the work of Brighter Futures for Children and school leaders. They discussed the importance of addressing cohort complexity, supporting schools with high proportions of vulnerable pupils, and ensuring that all children have access to high-quality, inclusive education.

The Committee noted the removal of the School Improvement and Monitoring Brokerage Grant and the continued funding of improvement work through the Dedicated Schools Grant.

Resolved –

(1)           That the position regarding school standards and attainment be noted;

(2)           That the priorities and current and planned activity to further improve attainment, with a focus on reducing inequalities, as set out in Section 16 of the associated report, be endorsed;

(3)           That the Committee receive a future update from the Task and Finish Group on attendance and suspensions.

(4)           That partnerships working be explored to better support 14–19-year-olds.