The most important outcome for any school is to give as many pupils as possible the knowledge and skills to flourish in the later phases of life, including providing qualifications for continuing education and employment. However, they also need to consider the other ways they need to educate and nurture the children in their care, including through personal development, and the teaching of life skills.

Academic success has a strong positive impact on children’s subjective sense of how good they feel their lives are (life satisfaction) and is linked to higher levels of well-being in adulthood ^[i].

Measurements of the personal development and well-being of children are currently limited, particularly after the foundation phase of education (aged 3-7). However, some of the markers of educational development show distinct differences between the attainment of children in the most deprived families (indicated by those in receipt of free school meals) and the rest of the school population.

Foundation phase (aged 3-7)

Foundation phase assessment by teachers of all children aged 3-7 measures personal and social development for all children, as well as language and numeracy skills, and physical and creative development. The Foundation Stage Indicator sets a level 5 achievement threshold for all areas of development.

• In 2015 the difference between children receiving free school meals (FSM) and those not receiving FSM was about seventeen percentage points in both Conwy CB (69% compared to 86%), and Denbighshire (73% compared to 90%). The attainment gap for Wales was fifteen percentage points.
• Conwy CB has performance levels below the Welsh average, and though overall levels have improved since 2012 the rate has fallen for those on free school meals.
• Overall, Denbighshire results are comparable to the Welsh average, and have improved across the board since 2012, though the improvement has been steadiest and greatest amongst non FSM pupils ^[ii]

Chart 2.16.1: percentage of children at foundation stage reaching at least level 5 outcomes (foundation stage indicator – aged 3-7)

Source: national teacher assessment data collection, Welsh Government

 

Definition: The Foundation Phase Indicator represents the percentage of pupils achieving at least outcome 5 in “Personal and social development, well-being and cultural diversity”, “Language, literacy and communication skills – English” / “Language, literacy and communication skills – Welsh” and “Mathematical development” in combination

FSM = pupils receiving free school meals

Key stage 2 (year 6)

All learners in their final year of Key Stage 2 – the stage at which pupils leave primary school and move on to secondary education – are assessed by their teachers. The general expectation is that the majority of 11 year olds will attain level 4 in each subject. Key stage 2 core subject indicator measures the percentage of pupils achieving at least level 4 in English or Welsh (first language), mathematics and science in combination.

• Overall in 2015, Conwy CB’s attainment levels were just below Wales averages, though pupils in receipt of free school meals are about five percentage points below the national average. Denbighshire’s attainment levels are similar to the national average for all groups.
• The gap in attainment between those receiving free school meals and those who don’t is wider at age 10-11 than at the foundation stage (aged 3-7) for Conwy CB and the Welsh average – about nineteen percentage points for Conwy CB (70% compared to 89%).
• In Denbighshire the gap is narrower than at foundation phase, at eleven percentage points (79% compared to 90%)
• The gap between those who received free school meals and those who don’t has narrowed since 2012 by about 4.6 percentage points in Conwy CB and by 12 percentage points in Denbighshire (average Wales reduction was 4.3 percentage points).

Chart 2.16.2: percentage of children at key stage 2 reaching at least level 4 in core subjects (aged 10-11)

Source: national teacher assessment data collection, Welsh Government

Definition: Key Stage 2 core subject indicator represents the percentage of pupils achieving at least level 4 in English or Welsh (first language), mathematics and science in combination.

FSM = pupils receiving free school meals

Key stage 4 – school leavers (year 11)

Exam results for all pupils who are leaving compulsory education at the end of year 11 (usually aged 15 or 16) are measured against an attainment standard called the key stage 4 level 2 threshold in core subjects indicator. This is equivalent to 5 GCSEs at grade A*-C including one in English or Welsh first language, one in mathematics and one in science. This measure has been reviewed and will be replaced from 2015/16 onward.

Chart 2.16.3: percentage of school pupils achieving GCSE level 2 threshold in Core Indicator Subjects)

Source: national teacher assessment data collection, Welsh Government

Definition: Level 2 threshold in core indicator subjects is equivalent to 5 GCSEs at grade A*-C including one in English or Welsh first language, one in mathematics and one in science.

FSM = pupils receiving free school meals

• Overall, both Conwy CB and Denbighshire have attainment levels several percentage points below the Wales level. Conwy CB’s levels are lowest of the two, though have seen a 3 percentage point improvement since 2012 whereas Denbighshire levels have stayed around the same.
• With attainment levels for this measure at only 51 in Conwy CB and 52% in Denbighshire, there is considerable room for improvement.
• The attainment gap between those receiving free school meals and those who don’t is over 29% in both areas (28% compared to 57%). The all-Wales attainment gap is 32%.
• This is a much bigger gap than seen at the foundation phase or key stage 2, suggesting that inequalities widen as children move through the education system.
• The gap between those who received free school meals and those who don’t has narrowed since 2010/11 by about 3.1 percentage points in Conwy CB, but had widened slightly for Denbighshire (by less than 1 percentage point). The general trend appear to be towards only marginal improvement in closing the gap.

Data on the level 3 threshold attainment (A-level or equivalent) are available, but they include only pupils in maintained schools and exclude students at further and higher education establishments. As this does not provide a full picture of qualifications at this level, the data has not been included in this assessment.

The 21Century Schools programme aims to ensure that school buildings and facilities are developed sustainably to support improvements in attainment and the wider educational experience.

Denbighshire has worked with the Welsh Government to deliver the 21 Century Schools programme, managing surplus places and modernising school buildings. Current projects underway in Denbighshire include an extension and remodelling of Ysgol Glan Clwyd (building work is in progress, and due for completion in September 2017), and the building of two new school on a single site in Ruthin is due to commence in November 2016 and will be completed during the 2017/18 academic year.

Detail from Conwy to be added shortly.

[i] Chanfrreau J, Lloyd C, Byron C, Roberts R, Craig, D, De Foe D & McManus S (2013). Predicting well-being. Prepared by NatCen Social Research for the Department of Health. www.natcen.ac.uk/media/205352/predictors-of-well-being.pdf

[ii] National teacher assessment data collection, Welsh Government