Educational Attainment in Hastings Presentation to the Hastings

Educational Attainment in Hastings Presentation to the Hastings LSP Fiona Wright 22 October 2012

Overview • Attainment at: – Foundation Stage – Key Stage 2 – Key Stage 4 • The Hastings Story - improving outcomes for young people in Hastings schools

The Early Years • Early Years Foundation Stage is recognised as a separate stage of learning, laying the foundations for when children begin more formal education. • Success at the Foundation Stage is a proven indicator of success further on in a child’s academic career.

Foundation Stage Profile – age 5 Attainment at Foundation Stage Percentage of pupils scoring at least 6 points in all PSE and CLL assessments, and scoring at least 78 points overall 67 64 61 58 55 52 49 46 43 40 2009 2010 2011 2012 England (all schools) East Sussex Eastbourne Hastings Lewes Rother Wealden

Hastings FSP results compared to results in similar areas

FSP FSM/non FSM attainment gap Percentage point gap between FSM and non-FSM pupils for main FSP indicator 25 23 21 Hastings Percentage 19 17 15 EAST SUSSEX 13 11 9 ENGLAND 7 5 2009 2010 2011 2012 Year EYFS results indicate that in Hastings Children are starting primary school less prepared that in other parts of East Sussex

Key Stage 2 – age 11 Attainment at Key Stage 2 Percentage of pupils attaining Level 4 or above in both English & Maths England (all schools) East Sussex 84 81 Eastbourne 78 Hastings 75 Lewes 72 69 Rother 66 Wealden 63 60 2009 2010 2011 2012

Key Stage 2 Mathematics Progress Achievement at Key Stage 2 Percentage of pupils making 2 levels of progress or more in maths between KS 1 & KS 2 England (all schools) 90 East Sussex 88 86 Eastbourne Percentage 84 Hastings 82 80 Lewes 78 76 Rother 74 Wealden 72 70 2008 2009 2010 Year 2011

Key Stage 2 English Progress Achievement at Key Stage 2 Percentage of pupils making 2 levels of progress or more in English between KS 1 & KS 2 England (all schools) 91 East Sussex Percentage 86 Eastbourne 81 Hastings Lewes 76 Rother 71 Wealden 66 2008 2009 2010 Year 2011

FSM/non FSM KS 2 attainment gap Percentage point gap between FSM and non-FSM pupils Level 4+ in English and Maths combined 30 Hastings 28 Percentage Gap 26 24 22 EAST SUSSEX 20 18 16 14 ENGLAND 12 10 2009 2010 2011 Year 2012

Key Stage 4 – age 16

Hastings Schools – KS 4

Key Stage 4 – Mathematics Progress Achievement at Key Stage 4 Percentage of pupils making 3 levels of progress or more in maths between KS 2 & KS 4 England (all schools) East Sussex 80 Eastbourne 75 70 Hastings Percentage 65 60 Lewes 55 50 Rother 45 40 Wealden 35 30 2008 2009 2010 Year 2011

Key Stage 4 – English Progress Achievement at Key Stage 4 Percentage of pupils making 3 levels of progress or more in English between KS 2 & KS 4 England (all schools) East Sussex 80 76 Eastbourne Percentage 72 68 Hastings 64 60 Lewes 56 52 Rother 48 Wealden 44 40 2008 2009 2010 Year 2011

Hastings Community Strategy Targets for Attainment • Community Strategy Target 6. 5 GCSE A*-C grades including English & Maths 2010/11 47. 7% 2011/12 49% Outcome in 2012: 48. 2% • Community Strategy Target 7. Key Stage 2 achieving level 4 including English & Maths 2010/11 63. 4% 2011/12 76% Outcome in 2012: 71. 6%

The Academies • The Hastings Academy 5 GCSE A*-C grades including English & Maths 2012: 47% (ES: 57. 4%) 5 GCSE A*-C grades 2012: 94% (ES: 80. 3%) • St Leonards Academy 5 GCSE A*-C grades including English & Maths 2012: 48% (ES 57. 4%) 5 GCSE A*-C grades 2012: 90% (ES: 80. 3%) •

The story • A large proportion of Foundation Stage children are not ready for school - worse in Hastings than can just be explained by deprivation levels • Although attainment is lower in Hastings schools the progress made by pupils is in line with that of pupils in other East Sussex schools • But poor start means many don’t catch up by age 16 • The Hastings and St Leonards Academies are sustaining the improvements secured when the schools were federated • We suggest that to make a difference to community strategy targets set for GCSEs, action is really needed at an earlier stage to ensure a better starting point for all pupils.