Agenda item

Purpose: To clarify to the Commission the previously reported performance information on GCSE maths results in the District’s schools.

The Commission considered a report on performance information for GCSE maths results in the District’s schools. 

Following questioning, Ian Pearson made the additional points that:

·        It was recognised that Key Stage 4 maths classes were taught by maths specialists, however Key Stage 3 maths classes were more often taught by non-specialists. Over the last two years a government programme had been implemented to train and put in place maths specialists. To date there were 16 specialists who were able to communicate to school Head Teachers and others how the programme worked and what assistance was available to their schools.

·        55% of those achieving grade D in maths, achieved a grade C or higher in English;

·        Opinion broadly suggested that it would always be beneficial to return to basics in order to provide a good grounding in maths principles and subsequently improve results.

Councillor Tony Vickers asked whether a difference had been noticed as a result of losing a full time mathematics consultant due to the loss of government grant for this post. Ian Pearson responded that there remained a part time post covering secondary schools, and went on to explain that there were two levels of monitoring that took place, that of the management of maths teaching and the quality of classroom teaching.  Whilst the level of monitoring was depleted, this had been countered by coaching and peer support within schools.

Councillor David Rendel requested information on the likely impact of cuts to the School Improvement Programme. Ian Pearson responded that further posts would be lost this year following a significant reduction in numbers last year due to the loss of government grants.  It would be necessary to retain a focussed leadership but where reconfiguration was found to be necessary, this would take place.

Councillor Mike Johnston requested clarification as to whether the percentages provided in the report were based on the number of pupils who took the exam or the number of pupils on roll. Ian Pearson responded that the figures were based on the number that took the exam, but that this was likely to be almost all pupils.

Councillor Mike Johnston went on to ask whether the grades achieved in maths had been compared to other, similar subjects, such as science. Ian Pearson responded that this information was not to hand and would be time consuming to analyse, although the information could be made available.  However anecdotal evidence showed that grades in maths were not immediately comparable to science.

Councillor Mike Johnston requested information to understand whether higher achieving students were being pushed to achieve a higher grade, or whether the focus was on improving grade D to a C. this request was developed by Councillor David Rendel who was concerned about school league tables which encouraged schools to place most emphasis on improving grade D to C and that this could easily be to the detriment of other pupils. Ian Pearson responded that all pupils should be encouraged to improve their grades within their potential. Councillor Irene Neill added that schools were aware of the implications of achieving a C or a D grade for pupils when applying for further education places for example.

Councillor Dave Goff wondered if there would be value in gathering feedback directly from pupils as to their experiences of being taught maths, and considered whether this route might raise more general issues such as a lack of parental support. Ian Pearson responded that whilst this was not currently undertaken, there could be merit in it.  He went on to explain that many primary schools offer parents training in order to assist parents in helping their children.  Schools would cover what was going to be taught, how it would be taught and also aim to increase parent confidence in being able to help their children.

Councillor Dave Goff asked what the requirements were to teach in West Berkshire. Ian Pearson responded that many teachers were trained to teach more than one subject, specialising in one and having a secondary subject. Whilst there was always a desire to match teachers with their specialist area, when timetables are set in schools, there were often mismatches between teacher specialisms and classes that must be taken. In these cases, the most appropriate, available teacher would be appointed to take the class.

Councillor Dominic Boeck recognised the national debate regarding the lack of basic skills that children would need on entering the workplace.  He asked whether the Council was aware how prepared local children were for the workplace. Ian Pearson responded that schools must teach with recognition of the different routes that pupils may take after school, such as further education or employment. The need is wider than maths and schools aimed to equip all pupils with the necessary skills in all areas to enable them to choose their future direction.

Councillor Virginia von Celsing asked whether there were plans within West Berkshire to offer and recognise the IGCSE (International GCSE) which can be offered in private schools. Ian Pearson responded that schools used a tiered system to enter pupils for exams at an appropriate level for their abilities.

Councillor David Rendel stated that maths was a subject that relied on teachers being able to enthuse their pupils and to provide sufficient encouragement so as to build confidence in pupils that they were able to achieve in the subject.  He further asked whether pupil to pupil support was employed in West Berkshire schools. Ian Pearson responded that he agreed that it was important to build pupils’ confidence in maths before imposing harder tasks.  He was able to confirm that pupil to pupil support was in use in primary schools in the District, but was unaware of the extent of use.

Councillor Carol Jackson-Doege asked whether monitoring systems had been put in place to ensure that the factors identified in the report as contributing to lower performance in maths, were improved. Ian Pearson responded that schools had put in place their own systems to monitor improvements and the Council was working with schools as necessary to achieve improvements.

RESOLVED that the information be noted