GCSE Attainment and Deprivation

GCSE Attainment and Deprivation Final Report Contents Membership of the Select Committee Summary Introduction Examination Results 2007 Examination Results 2008 Nottinghamshire Local Education Authority Response

• Early Years

• Primary school children (5 – 11 years)

• Secondary age children (11 – 16 years)

o Advanced skills teachers

o The National Challenge

o Sharing best practice

o School improvement advisors

o Extended services in school

o Disadvantage subsidy

o Joint access teams Schools Response Conclusion and Recommendations

GCSE Attainment and Deprivation

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Members of the Select Committee

• Councillor Yvonne Davidson (Chair) • Councillor Andy Stewart • Councillor Peter Barnes • Councillor Jen Cole • Councillor Philip Owen • Councillor Martin Suthers • Councillor Kevan Wakefield • Councillor Yvonne Woodhead

There were also four statutory co-opted members:

• Mr E Haynes (Diocese of Nottingham) • Mr D Richards (Diocese of Southwell and Nottingham) • Mr J Rudd (Parent Governor) • Mr J Parry (Parent Governor)

The Select Committee would like to thank the following schools for their contributions to the review:

• Dukeries Community College, Ollerton • Wheldon School and Sports College, Carlton

And the following individuals:

• John Slater, Service Director – Learning and Achievement, Children and Young People’s Services

• Colin Shepherd, Principal Officer - Data Analysis, Children and Young People’s Services

Support for the Committee was provided by: Helen Lee, Scrutiny Officer Ruth Rimmington, Senior Administrative Officer Ashley Jackson, Research and Information Officer


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Summary

1. Eligibility for free school meals provides a broad indicator of deprivation for pupils attending a school; it includes all pupils who are eligible rather than those that claim free school meals. Children are eligible for free school meals if their parents or carers receive specfic means tested benefits or have an annual income less than £15,575. Approximately 20% of children entitled to free school meals (FSM) do not take them.

2. Educational attainment is lower in areas classed as deprived and this lack of success can influence life chances. Young people with low attainment, leaving school with few qualifications, are more likely not to be in Education, Employment or Training (NEET) after leaving school and find it more difficult to secure employment as they get older. Pupils eligible for free school meals perform less well at Key Stage 4 (KS4) than those who are not eligible. However, some young people in receipt of free school meals do achieve good examination results.

3. There have been improvements among all pupils at KS4 in all Nottinghamshire schools, evidenced by increased attainment at GCSE. However, Contextual Value Added (CVA) scores offer a more accurate reflection of the direction of travel of schools. CVA measures how pupils have progressed over time taking into account a number of factors.

4. Raising attainment is a complex area with many strands with no instant fix. Strategies are currently being developed starting in the early years of education which recognise barriers to achievement allowing intervention and support strategies to be developed.

5. Data which identifies and monitors pupils who are underachieving is used as an important mechanism for raising achievement.

6. The relationship between the pupil, family and school is important. Children are influenced by the aspirations of their parents from a young age. Schemes are now being developed to mitigate this starting at an early age, and continuing through to KS4.

7. Schools with the support of the Children and Young Peoples Department (C&YP) are introducing a number of different schemes to raise attainment, such as personalised learning packages tailored to the needs of individual pupils, allowing alternative curriculum options that encourage pupils who may be disengaged from school.

8. Best practice is shared across a number of schools with some schools developing more formalised arrangements.

9. Many of the programmes that are addressing disadvantage are not evidenced in results until they have been in place for a number of years and a child has progressed through all the Key Stages.


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10. Raising educational attainment has to be part of a whole school improvement strategy to motivate young people to attend school and improve their achievement. This includes motivating pupils by individually tailored teaching, and increasing curriculum choice. Monitoring pupils’ attendance and achievement and enabling support for pupils helps remove barriers to learning. Strong school leadership and vision is integral to this.

Introduction

11. The Overview and Scrutiny Committee at it’s meeting on 13 October commissioned a review to examine GCSE attainment levels among pupils who are in receipt of free school meals. Free school meals provide a broad indication of the level of deprivation among pupils attending a particular school. The use of eligibility for FSM is only one indicator of deprivation that affects a pupil’s performance. A special educational need for example is one of a number of factors that can have a detrimental effect on a child’s attainment.

12. A league table by Save the Children in August 2008 indicated that Nottinghamshire was at the bottom with only 22% of children who are eligible for free school meals achieving five good GCSE (A*- C) compared with 59% of children not eligible for FSM. The Department for Children, Schools and Families (DCSF) preferred indicator for Key Stage 4 achievement is 5 GCSE A* – C (including English and maths). For the academic year 2007 Nottinghamshire was ranked 130th out of 148. 13.9% of FSM pupils attaining the measure compared with 45% of pupils not eligible for FSM. Nationally 21% of FSM pupils achieved 5 GCSE A* – C including English and maths.

13. The review examined the performance of Nottinghamshire schools at Key Stage 4 and considered if schools are doing enough to improve outcomes for pupils eligible for free school meals. The review also looked at how Nottinghamshire County Council is supporting this.

14. Although the specific focus for the review was pupils eligible for free school meals it has been necessary to look at attainment across all pupils at Key Stage 4. Programmes and projects used by schools and the County Council are working to raise attainment for all pupils and by doing this will deliver improved outcomes for pupils eligible for free school meals.

Whilst gathering evidence for the review members:

• received data supplied by the Children and Young Peoples Services. This enabled Members to examine the statistics for GCSE attainment and equivalents for pupils at the end of Key Stage 4 and to find out what other indicators are used to assess achievement

• received presentations and discussed with departmental officers the challenges to improving attainment. Members learnt about a number of programmes within the Children and Young Peoples Services and how the School Improvement Service works to


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improve standards throughout schools promoting improvements, not just of attainment but also behaviour and attendance. The role of Advanced Skills Teachers, the National Challenge Programme, the projects in place for raising attainment of primary school age children and many other initiatives used to support schools, were discussed

• visited schools to examine what they are doing to improve standards and raise attainment. Members were able to meet and discuss with head teachers and teachers, the success of the various initiatives used to identify and monitor progress of young people who are underachieving and the additional support mechanisms available, including personalised learning packages and alternative curriculum. By discussing the issues with practitioners, Members were able to gain an insight into the issues schools face and the individual approaches they take.

NB Key Stage 4 represents GCSE results taken by pupils at 15 years old, years 10 and 11. Pupils in year 6 (up to age 11) have Key Stage 2 exams and pupils in year 9 (11 – 14) Keys Stage 3. The Department for Children Schools and Families Attainment tables were used for the data in this report.

Examination Results 2007

15. In 2005 just 13.8% of pupils eligible for FSM achieved five or more A*- C GCSE’s. Nottinghamshire was the worst performing authority in England. Results for 2007 showed a significant increase with 22% of pupils performing to this standard.

16. A league table released by Save the Children as part of End Child Poverty’s Keep the Promise campaign, 20 August 2008, indicated Nottinghamshire to be bottom for pupils achieving 5 good GCSE’s.

17. Using the Government’s preferred Key Stage 4 indicator of 5 A*- C passes (including English and maths), 13.9% of Nottinghamshire pupils in receipt of free school meals achieved 5 A* to C passes at GCSE including English and Maths, a noticeable increase from 8.8% in 2005. 45% of pupils not eligible for free school meals achieved this level. Nationally 21.1% of pupils eligible for FSM achieved 5 A*- C passes (including maths and English).

18. Results in Nottinghamshire 2006/7 were significantly below other authorities.

Examination Results 2008

19. Results for 2008 showed improvement and the percentage of pupils eligible for FSM who achieved 5 A*– C grades increased to 25.4%. Despite this increase Nottinghamshire has one of the lowest achievement rates for FSM pupils.


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20. There was a similar improvement using the Government’s preferred measure of 5 A*- C (including English and maths). 14.5% of pupils achieved the standard, but compared to other authorities Nottinghamshire remains in the bottom quartile. Nationally 23.6% of FSM eligible pupils achieved this level.

21. 46.2% of pupils not eligible for FSM achieved this level compared to 51.4% nationally.

22. Local Authorities with low overall outcomes also have low outcomes for FSM pupils so it is necessary to consider the difference between FSM and non FSM cohorts. In 2008 the Government introduced a new performance measure (NI 102) specifically to look at the achievement gap between pupils eligible for FSM and their peers.

23. The percentage gap in Nottinghamshire in 2008 is 31.7% compared to the national average of 27.5%. Using this measure Nottinghamshire is ranked 102 (out of 148) in England and is in the 3rd quartile. The aim of Nottinghamshire County Council is to reduce this gap.

24. Within different districts in Nottinghamshire the attainment gap between pupils on FSM and their peers is variable. Bassetlaw has the biggest gap of 32.1% compared to Ashfield which is only 20.0%

25. The progress pupils’ make between Key Stages is used as another performance measure. Contextual Value Added (CVA) is an indicator of how pupils have progressed over time and measures pupils’ achievement compared to what they might have been expected to achieve. This ‘expectation’ is created by the use of a mathematical model that takes into account a pupil’s prior attainment and also a range of contextual factors, such as gender, free school meals, Special Educational Needs (SEN), first language, ethnicity, measures of deprivation, measures of pupil mobility, exact age, an 'in care' indicator, and the spread of abilities within the school. The contextual factors used are those which affect performance and are outside the school's control. Prior to this value added calculations were based solely on attainment. Schools achieving adequate GCSE passes may have a low CVA and may be coasting rather than trying to improve on their examination pass rate. The DCSF uses CVA to gauge progress for pupils and schools between Key Stage 2 and Key Stage 4.

26. The progress made by FSM pupils in 13 Nottinghamshire schools is below the expected level of progress. Three schools are above the expected level of progress for young people eligible for FSM. Progress made by the remainder of schools is in line with expected levels. Progress made by the FSM cohort was better than the non FSM cohort. Nottinghamshire is improving its CVA scores but is not progressing as quickly as expected.

27. One factor which contributes to the poor achievement figures for Nottinghamshire is the unusual variation in the types of communities it serves compared too many local authorities, such as Mansfield and Rushcliffe. This wide variation increases the gap. Further if pupils claiming FSM are a small minority as in Rushcliffe they perform closer to


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the majority, and conversely if there is a high number of pupils eligible for FSM there may be a detrimental effect on attainment.

28. Academic drift by some pupils after Key Stage 2 to Lincolnshire or faith schools in Nottingham City has an effect on the attainment in Nottinghamshire schools. Cohorts achieving good results at Key Stage 2 are not the same as those at Key Stage 4 and although Nottinghamshire gains pupils from other areas, the performance of those lost tends to be better than those gained.

Nottinghamshire Local Education Authority Response

29. The aspirations of young people are often influenced by parents’ attitudes, their experience of school and education. Disadvantage for children starts before birth. By the time a child gets to preschool, differences are apparent and the gap continues to widen when starting school continuing throughout their school life. Some children do not experience a home learning environment where the skills and attitudes needed to prepare them to attend school are fostered. The importance of regular attendance, the ability to sit down and listen and pre reading skills, are all dependent on parents/carers. Measures to support parents to change their own attitudes and aspirations can contribute to a pupil’s achievement.

30. Nottinghamshire County Council has recognised these concerns and taken measures to balance out these disadvantages through all stages of a child’s life.

Early Years

31. Nottinghamshire has rolled out early intervention programmes to try to diminish early disadvantage for children aged 3 - 5. The Sure Start Initiative located in neighbourhoods with the highest 20% of deprivation and Children’s Centres with indices of 30%, offer a range of support for young children and families to combat this early disadvantage.

Primary School Children (5 – 11 years)

32. Lack of interest by parents needs to be identified and addressed at an early age and schools actively support pupils and families to maintain attendance, engage them in their child’s progress and emphasise the importance of educational achievement. A range of programmes and projects in primary schools focus on children who are falling behind expectations. These provide intensive reading recovery schemes with a particular focus on writing - often a major problem for boys. Cognitive Acceleration in Mathematics Education (CAME) - an innovative five term programme to improve maths by teaching thinking skills focuses on schools in areas of deprivation. Other initiatives include Teaching Reading and Writing for Learning (TRAWL) and “learning to talk/talking to learn”, led by speech therapists an early intervention project to help children access language through speech. An additional 17 schools receive extra


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funding to focus on level 3 children at the end of Key Stage 2. A government initiative which takes place outside the normal school day, targets funds for one to one tuition for children at risk of not attaining level 4 at Key Stage 2. These early interventions and the focus on literacy and numeracy skills should have a positive impact in later years for pupils at Key Stage 4. Good practice is shared between schools to promote these improvements in learning.

33. These initiatives are working and are raising the levels of English and maths at Key Stage 2. 82% of pupils attained English and maths at level 4 (2008) taking Nottinghamshire for the first time above the national average. Nottinghamshire is now ranked 5th for English and 1st for maths and science when compared with our 11 statistical neighbours.

Secondary Age Children (11 – 16 years)

34. The County Council has implemented a number of programmes to improve the spread of good practice to raise standards and improve the quality of provision. £1.5m was allocated for 2006 – 2009 to fund improvement programmes and a further £ 0.5m in 2009 –11. This included £10.000 allocated to all secondary schools to enable them to look at best practice and £30,000 for a data officer to track and inform attainment.

35. The priorities are to:

• raise standards, particularly in the core subjects of English, maths and science

• improve the quality of teaching, learning and curriculum provision to engage with more young people

• improve the motivation of students and the climate within schools, using anti-bullying strategies to provide a safe environment

• promote post 16 participation in education

• develop leadership and management at all levels

• support schools with additional needs such as those serving disadvantaged communities or who receive students from poorly performing primary schools

• broaden the curriculum and extend curriculum choices to young people making it more appealing and relevant to better engage pupils

• encourage schools to use data to track and monitor the progress of pupils’ and identify under achieving pupils who need additional support

• provide additional support for vulnerable or under achieving groups including under performing ethnic minority groups and white working class boys


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• promote improvements in behaviour and attendance.

36. These priorities have been developed though a number of core programmes which have been applied to schools with the more successful schools supporting others.

37. Programmes and projects include:

38. Advanced Skills Teachers (ASTs) - Teachers, who have achieved high standards in classroom practice, support the sharing of good practice and development of skills in their own and other schools. ASTs are given an additional payment and have increased non contact time to enable them to share their skills and experience. Schools appoint and make good use of AST’s although there is a shortage of skilled teachers who have the ability to teach maths. The focus is on the core development with 2 levels of progress for each young person as a goal. Strategies used to achieve this goal are being shared across all schools.

39. Teach First - This programme allows graduates who are recruited because of their high levels of ability in areas such as leadership and communication. who my not otherwise have considered teaching, or are not sure if it is their long term career, to spend two years working in secondary schools. Schools benefit because of the high calabre of these graduates, especially in the hard to recruit subjects of maths and science, Nottinghshire will be included in this scheme from September 2009.

40. The National Challenge - A Government initiative which focuses on raising standards for school whose pupils attain 30% or below 5 A*- C passes including English and maths at GCSE. It seeks to put in place interventions tailored to local circumstances to help schools overcome their individual problems and barriers to achievement. Schools identified as part of the programme devise an action plan for approval by the DCSF, targeting support for teachers and pupils to improve attainment, using the best practice of better performing schools as a guide. Funding is available for schools to support the programme. There is a focus on narrowing the gap between FSM pupils and non FSM pupils. Based on 2007 results Nottinghamshire had 13 schools below the 30% threshold. All of the schools have made progress, implementing programmes tailored to meet their own individual circumstances and should the 30% threshold remain in place, it is predicted that only three of the 13 will be included in the programme.

41. Sharing best practice - Best practice is shared across a number of schools to raise standards, support professional development and improve quality of provision. Some schools are forging close links with best performing schools advising others how they have been able to raise attainment.

42. School Improvement Advisors – Advisors work with schools to increase attainment by improving learning and teaching standards and the performance of schools, including leadership and management. Some of this work is undertaken by the School Improvement Partners (SIPS) and


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National Challenge Advisors (NCOs), who are engaged as part of a national Government initiative to present “challenge” to schools.

43. Extended services in schools - These offer a range of extra curricular activities and support for pupils and the community. For most schools the core service is provided by a mix of school actions and partnership work with other agencies. It is believed that this approach motivates pupils, helps engage parents and provides stronger links with the community. It is hoped that 80% of Nottinghamshire schools will be providing a full extended service by 2009 with all schools by July 2010. It is believed that young people, who are involved in activities at school outside the normal school day, are more likely to attend.

44. A disadvantage subsidy - This provides selected schools with additional funding to focus on before/ after school and holiday activities for economically disadvantaged pupils. Free school meals are one of the four criteria used to identify pupils and families who may benefit from this support.

45. Joint Access Teams (JATs) - Provide an early intervention programme across the County. These allow individual pupils to be supported by a range of services, providing assistance and guidance to young people experiencing problems attending and attaining, at school. JATs are being developed around families of schools and by spring 2010 all schools will be included in the programme.

46. Nottinghamshire County Council provides leadership, advice, support and coordination for all these services ensuring consistency across the county. Improved use of data allows for more informed decision making and targeting of services, with provision of a more integrated service and the ability to review progress within schools.

Schools Response

47. Schools do not specifically focus on young people eligible for free school meals. Although this is used as an indicator of deprivation and a broad indicator of a school attainment there are many other circumstances that contribute to a pupil’s success. Schools have effective systems in place that support all pupils to achieve. Early identification of pupils who are underachieving allows individual targets and personalised learning plans to be devised. The use of individual pupil data, tracking pupils’ progress allows schools to identify those pupils in need of additional assistance and identify appropriate targets, allowing for personalised learning plans. Recognition of pupils’ individual needs enables barriers to learning - both educational and social - to be tackled and starts in primary schools.

48. Although the local authority provides guidance and advice, it is an individual schools responsibility, to decide how they wish to address issues around attainment and use their staff and budget. Each school has different ways of identifying and targeting pupils. Schools will try to develop a package of education which will equip young people for the


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future. This more personalised and tailored curriculum, may include traditional academic qualifications, but may also include a wider choice for those disillusioned with the mainstream programme.

49. The introduction of new vocationally aligned BTEC and Diploma courses, offer alternative accreditation routes. Vocational courses now available in Nottinghamshire include brickwork, motor vehicle maintenance, hairdressing and child care. To enable these courses to be offered, schools are working with other schools and further education colleges to enable a broad range of subjects to be available, catering across a number of different sites, accessing different funding streams to pay for specialist training providers. These creative learning packages, which offer individual curriculum options and personalised learning, keep young people in school and have resulted in pupils attaining qualifications that engage and equip them for work.

50. The biggest contribution to attainment is what happens in the classroom and is dependent to a great extent on the enthusiasm and ability of individual teachers. A good teacher inspires and encourages pupils’ interest to learn and achieve. Strong leadership within schools is vital to lead a whole school approach to attainment and instil a school ethos of working towards success.

51. Persistent absenteeism clearly has a link with attainment. The less time a pupil spends in school, the less likely they are to attain qualifications. Policies and procedures introduced by individual schools, in conjunction with the Education Welfare Service, are resulting in improvements in attendance. Clear and sustained action, good leadership and management within a school and an expectation of pupils’ and parents’ responsibilities, are effectively challenging the issues of absence.

52. The additional funds available to National Challenge schools are not prescribed and schools are able to choose how they feel the funding might be deployed to address their own particular concerns.

53. The policy of inclusion for all children in main stream schooling does create challenges for schools. It is difficult to assimilate all pupils and some that may have been in special schools can present challenging behaviour, both in the class room and in the wider school community. In addition, pupils integrated from other schools because of exclusion, may have a detrimental effect on whole school achievement. There is no access to additional funds to provide additional support for these pupils who may have been missing from education and who may need additional assistance to help them achieve.

54. Improvement at Key Stage 4 has been greater in some schools than others and their best practice is shared across a number of schools. Some schools are forming more formalised arrangements such as the Minster and Magnus schools which are working together to raise performance.


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55. In addition schools are using a whole raft of schemes to improve educational opportunity and encourage students to want to achieve.

These include:

• the introduction of targeted additional support in English and maths, course-work-catch-up sessions and one to one tuition, are used to help students stay engaged with the education process and obtain qualifications

• personalised learning packages, which are often key to attainment, and alternative tailored curriculum makes sure that the needs of the individual pupil are addressed in an appropriate way

• early recognition of problems assisted by improved data capture and analysis has assisted schools to identify pupils in need of additional help

• improvement planning is increasingly used to develop a long term, whole school approach to learning and achievement

• planned revision programmes for the whole examination period and no study leave strategies

• addressing the influences of peer pressure. Recognising that some pupils have an effect on a cohorts attitude to learning and developing individual strategies to keep these young people interested

• study and revision skills

• course work clubs to ensure all students complete course work in plenty of time

• proactive carers programmes to help student appreciate the difference that examination success can make to their future careers

Conclusion and Recommendations

56. The focus of this review was to consider the low attainment levels of pupils’ in receipt of free school meals. Although this does have an impact on a pupil’s achievement it does not appear to have a greater effect than a whole range of issues that can influence young peoples’ lives. Schools do not specifically target pupils in receipt of free school meals, but work with all young people to increase achievement.

57. The initiatives that have been developed by both the C&YP and schools are having a positive impact on attainment. Programmes and projects have been effective in delivering higher achievement across a whole range of examination results and not just the narrow attainment of 5 GCSEs. The improvements in the CVA scores of schools are a more accurate reflection of a schools success. The Committee recognises that there is a vast amount of creative work that is being done to make young people want to


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attend school and attain qualifications that will equip them for the future. The projects and programmes are beginning to show results and in order for these to progress, initiatives should continue to be supported and resourced by Nottinghamshire County Council. The success of schemes that start in the early years of a child’s education will not show results immediately and feed through into examination success for many years. The Committee felt that in order to fully determine the success of the current initiatives it would be necessary to allow time for them to fully develop and demonstrate continuous and sustained improved attainment. The impact of these projects needs to be evaluated to measure their effectiveness in securing the best outcomes for pupils.

Recommendation

The current programmes continue. The Overview and Scrutiny Committee

be kept informed of the progress of Nottinghamshire’s pupils’ in 2009. A

further select committee be convened to consider examination results if

the improved attainment is not sustained.

58. Members were informed that although attainment in Nottinghamshire is

improving, so is the performance of other local authorities. This means that although results have improved, Nottinghamshire will still remain in the bottom quartile, because all the other results have also moved forward. Members recognised the good work that is being undertaken in Nottinghamshire, but were interested to learn what other local authorities are doing. This information was not available during the review. Members requested that a further select committee be convened to consider how other local authorities are addressing problems of attainment, especially those authorities that are statistical neighbours.

Recommendation

Consideration is given to a further select committee to review

Nottinghamshire’s examination attainment in relation to its statistical

neighbours.

59. The Committee identified that data capture by schools is inconsistent and

that some schools use the data available for tracking pupils’ progress better than others. Improved use of data and better identification of pupils allows for the setting of appropriate targets and allows schools to offer personalised curriculum options that will help them achieve.


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Recommendation

All schools should be encouraged and informed on how to make the best

use of the data that is available to track pupils.

60. Members were concerned about the shortage of suitably qualified maths

and science teachers and recognised that this may lead to underperformance of these subjects in some schools. It was recognised that programmes like the Teacher First programme should help meet the shortage. However, it was felt that more could be done to encourage teachers to Nottinghamshire, by promoting the county as a vibrant and diverse place to work.

Recommendation

Flexible and innovative systems to recruit maths and science teachers to

Nottinghamshire schools are explored.

Children and Young People’s Services should actively encourage schools to

appoint Advanced Skills Teachers across all subject areas.

61. Members recognised that schools are using a number of different

mechanisms to help young people achieve and felt that that there may be more opportunity for the spreading of good practice between schools.

Recommendation

Children and Young People’s Services encourage further sharing of good

practice between schools and considers producing a good practice guide

highlighting what schools are doing.

_________________________________________________ This report and the recommendations will be presented to Cabinet. A response from the Portfolio Holder will be expected by the Overview and Scrutiny Committee within three months. Recommendations will then be monitored by the Committee until a recommendation has been implemented unless there are reasons why it may not be possible to take it forward.


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Summary of Recommendations

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The current programmes continue. The Overview and Scrutiny

Committee be kept informed of the progress of

Nottinghamshire’s pupils’ in 2009. A further select committee be

convened to consider examination results if the improved

attainment is not sustained.

2 Consideration is given to a further select committee to review

Nottinghamshire’s examination attainment in relation to its

statistical neighbours.

3 All schools should be encouraged and informed on how to make

the best use of the data that is available to track pupils.

4 Flexible and innovative systems to recruit maths and science

teachers to Nottinghamshire schools are explored.

5 Children and Young People’s Services should actively encourage

schools to appoint Advanced Skills Teachers across all subject

areas.

6 Children and Young People’s Services encourage further sharing

of good practice between schools and considers producing a

good practice guide highlighting what schools are doing.

The Select Committee took evidence on: 15 December, 9 February and 20 April 2009. For more information about this review, contact the lead scrutiny officer Helen Lee e-mail: [email protected] or see the scrutiny web site at www.nottinghamshire.gov.uk/scrutiny

Contacting usemail [email protected] 0115 977 2258fax 0115 977 3030post Scrutiny Team, Chief Execs, County Hall, West Bridgford, Nottingham, NG2 7QPinternet www.nottinghamshire.gov.uk/scrutinypublished May 2009

GCSE Attainment and Deprivation

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