Narrowing the Gap

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Narrowing the Narrowing the Gap Gap Our Role in Reducing Child Our Role in Reducing Child Poverty Poverty

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Narrowing the Gap. Our Role in Reducing Child Poverty. What Is Child Poverty?. - PowerPoint PPT Presentation

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Page 1: Narrowing the Gap

Narrowing the Narrowing the GapGap

Our Role in Reducing Child Our Role in Reducing Child PovertyPoverty

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What Is Child Poverty? The official government measure of

child poverty is defined as children living in a family with an income less than 60% of the national average after taking into account household size and composition. Children are defined as individuals under the age of 16 plus 16/17 years old if in full time education.

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Why eradicate child poverty?

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To improve people’s

quality of life

To aid child fulfilment

To make life fair for everyone

To create an enabling society

It’s a moral duty

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The Child Poverty Act 2010

Cooperate with partners to tackle child poverty

Carry out a Local Needs Assessment to understand the local drivers of child poverty

Develop a joint local child poverty strategy

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Proportion of children in families in receipt of out of work benefits

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What are we doing about it?

Child Poverty Strategy 2008 – 2011

Child Poverty Action Group & sub-groups

Local Needs Assessment

New Child Poverty Strategy

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Unbelievable facts…………

1 - Are there any statements in your packs that you think are untrue?

3 - What are the implications of these for your service?

4 - Are there any particular points that you would like to share with the group?

2 – Pick out three that you find most surprising

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Avi BeckerAvi BeckerHead of Management Information Systems Head of Management Information Systems

Update on Test and Exam Update on Test and Exam Results and Narrowing Results and Narrowing the Gapthe Gap

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Foundation Stage Haringey 2009 and 2010 with National 2009In nearly all scales there has been a fall

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Haringey 2009 Haringey 2010 provisional National 2009

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Personal, social and emotional development and Communication, Language and Literacy2010 data is provisional

73%71%

81%

59% 58%

68%

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40% 39%

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35% 34%

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2009 Haringey Girls 2010 Haringey Girls National 2009 Girls 2009 Haringey Boys 2010 Haringey Boys National 2009 Boys

PSE all 3 scales CLL all 4 scales PSE and CLL combined all 7 scales

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FSP % achvg at least 78 points and 6+ in all PSE and CLL

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Haringey National

% gap between median and bottom 20%

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38.938.1

35.136.4

38.337.2

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2006 2007 2008 2009 2010 provisional

Haringey National

National Indicators

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2009 North South West

Number of children 840 1149 1003

Personal, social and emotional development (PSE) - all 3 scales 56% 57% 84%

Communication, language and literacy (CLL) - all 4 scales 42% 44% 61%

Personal, social and emotional development (PSE) and Communication, language and literacy (CLL) combined - all 7 scales

34% 38% 59%

Percentage achieving at least 78 points and 6+ in all PSE and CLL 34% 38% 59%

Average total FSP score 78 79 89

2010 North South West

Number of children 837 1161 995

Personal, social and emotional development (PSE) - all 3 scales 56% 57% 80%

Communication, language and literacy (CLL) - all 4 scales 38% 39% 61.5%

Personal, social and emotional development (PSE) and Communication, language and literacy (CLL) combined - all 7 scales

32% 35% 58%

Percentage achieving at least 78 points and 6+ in all PSE and CLL 32% 35% 58%

Average total FSP score 76 76 88

Network Learning Communities

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Lowest scoring groupsHaringey ethnicity Number % PSE CLL all 7

White Gypsy/Roma 7 0.0%White Irish Traveller 5 0.0%

Chinese 18 11.1%Other Vietnamese 12 16.7%

White Turkish 176 17.6%Other 83 26.5%

Black Somali 125 27.2%Black Congolese 58 29.3%

Other Latin American 42 31.0%Other Kurdish 37 32.4%

Asian Pakistani 21 33.3%White Turkish Cypriot 21 33.3%

Black Caribbean 271 34.3%White Kosovan 20 35.0%

Highest scoring groupsHaringey ethnicity Number % PSE CLL all 7Mixed White Asian 48 66.7%

White British 627 63.3%White Irish 33 60.6%Asian Other 83 50.6%

Mixed White Caribbean 84 48.8%Mixed Other 104 48.1%Black Other 51 43.1%White Other 332 42.5%

2010 EYFSP ethnicity

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Reading Table A2.2: Percentage of pupils achieving Level 2+ Reading at the end of Key Stage 1

KS1 Reading % L2+ 2007 2008 2009 2010

Haringey Girls 86% 86% 84% 85% Boys 76% 78% 76% 75%

All 81% 81% 80% 80% National

Girls 88% 88% 89% 89% Boys 80% 80% 81% 81%

All 84% 84% 84% 85% Writing Table A2.3: Percentage of pupils achieving Level 2+ Writing at the end of Key Stage 1

KS1 Writing % L2+ 2007 2008 2009 2010

Haringey Girls 81% 80% 80% 81% Boys 72% 70% 69% 68%

All 76% 75% 75% 74% National

Girls 86% 86% 87% 87% Boys 75% 75% 75% 76%

All 80% 80% 81% 81%

Trends at Key Stage 1 have mainly remained stable in Haringey and national

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Table A2.11: Maths KS1 Maths % L3+

2007 2008 2009 2010 Haringey

Girls 20% 14% 16% 15% Boys 23% 21% 19% 20%

All 22% 18% 17% 17% National

Girls 20% 19% 19% 18% Boys 23% 24% 23% 23%

All 22% 21% 21% 20% Table A2….Average point score

2010 Reading Writing Boys Girls All Boys Girls All

Haringey 14.4 15.5 14.9 12.9 14.3 13.5 National 15.1 16.3 15.7 13.6 15.2 14.4

Table A2….Average point score

2010 Mathematics Science Boys Girls All Boys Girls All

Haringey 15.1 15.0 15.0 14.8 14.8 14.8 National 15.7 15.7 15.7 15.4 15.6 15.5

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English Table A3.1: Percentage of pupils achieving Level 4+ in English at the end of Key Stage 2

2006 2007 2008 2009 Provisional 2010

Haringey All 75% 76% 75% 76% 79%

National All 79% 80% 81% 80% 81%

Mathematics Table A3.2 Percentage of pupils achieving Level 4+ in Maths at the end of Key Stage 2

2006 2007 2008 2009 Provisional 2010

Haringey All 70% 73% 72% 75% 79%

National All 76% 77% 79% 79% 80%

DFE release of test results – based on 20 schools only

Coverage

Number of eligible pupils

(thousands) 2 English Reading

Total number

of schools

Number of participating

schools Boys Girls All Boys Girls All Boys Girls All

Haringey 57 20 0.5 0.4 0.9 78 85 81 78 84 81

ENGLAND (All schools) 3 - - - 76 85 81 81 87 84

Writing Mathematics

Boys Girls All Boys Girls All

Haringey 69 79 74 78 77 77

ENGLAND (All schools) 3 64 79 71 80 80 80

Key Stage 2 provisional results – these are based on the amalgamation of test and TA data for Haringey

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Table A3.5 KS2 combined English and maths level 4+ 2006 2007 2008 2009 Provisional

2010 Haringey

Girls 66% 70% 68% 70% 75% Boys 62% 64% 62% 65% 70%

All 64% 67% 66% 68% 72% National

Girls 72% 73% 75% 75% 77% Boys 68% 70% 71% 70% 71%

All 70% 71% 73% 72% 74%

Table A3.6 KS2 combined English and maths level 5

2006 2007 2008 2009 Provisional 2010

Haringey Girls 21% 21% 17% 20% 25% Boys 19% 17% 18% 15% 23%

All 20% 19% 18% 18% 24% National

Girls 23% 22% 21% 22% 25% Boys 20% 21% 18% 18% 20%

All 22% 22% 20% 20% 23%

Key Stage 2 2010 based on amalgamated test and TA results for Haringey

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KS2 2010 TA Level 4+

Boys Girls All Boys Girls All Boys Girls All

Haringey 71 80 75 77 77 77 77 79 78

ENGLAND (All schools) 3 76 86 81 81 82 81 84 86 85

KS2 TA Level 5

Boys Girls All Boys Girls All Boys Girls All

Haringey 27 34 30 37 32 34 34 31 33

ENGLAND (All schools) 3 26 39 32 37 33 35 37 36 37

Mathematics Science

English Mathematics Science

English

Key Stage 2 National release for Teacher Assessment

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English 4+ 2006 2007 2008 20092010

provisionalAfrican 71% 73% 72% 73% 78%African Caribbean 71% 72% 72% 74% 77%Kurdish 38% 47% 44% 64% 65%Turkish 48% 55% 50% 59% 63%White UK 90% 91% 90% 87% 90%All 75% 76% 75% 76% 79%

Maths 4+ 2006 2007 2008 20092010

provisionalAfrican 61% 69% 65% 66% 75%African Caribbean 58% 66% 61% 69% 69%Kurdish 49% 62% 52% 69% 74%Turkish 51% 60% 61% 64% 74%White UK 87% 88% 87% 89% 88%All 70% 74% 72% 75% 79%

Science 4+ 2006 2007 2008 2009TA 2010

provisionalAfrican 72% 76% 77% 77% 77%African Caribbean 75% 80% 80% 81% 75%Kurdish 46% 65% 61% 72% 70%Turkish 55% 66% 68% 70% 65%White UK 93% 93% 94% 94% 92%All 79% 84% 82% 82% 80%

KS2 results for the larger ethnic groups in Haringey

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English 5+ 2006 2007 2008 20092010

provisionalAfrican 22% 19% 17% 18% 23%African Caribbean 19% 18% 15% 19% 22%Kurdish 7% 5% 3% 5% 7%Turkish 5% 6% 8% 8% 11%White UK 54% 51% 48% 45% 59%All 30% 29% 26% 26% 33%

Maths 5+ 2006 2007 2008 20092010

provisionalAfrican 14% 19% 14% 21% 23%African Caribbean 13% 15% 13% 21% 19%Kurdish 8% 11% 12% 15% 24%Turkish 9% 16% 13% 18% 24%White UK 53% 51% 48% 54% 59%All 28% 29% 26% 32% 35%

Science 5+ 2006 2007 2008 20092010

provisionalAfrican 23% 30% 25% 24% 23%African Caribbean 23% 28% 24% 28% 22%Kurdish 11% 14% 11% 10% 9%Turkish 11% 15% 18% 15% 12%White UK 70% 64% 63% 65% 61%All 38% 40% 37% 37% 34%

KS2 results for the larger ethnic groups in Haringey

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FSM/non FSM Key Stage 2 gap

Table A3.7 KS2 combined English andmaths with FSM (National Indicator NI102a)

2006 2007 2008 20092010

provisionalHaringey FSM

All 49% 54% 51% 59% 61%No FSM

All 73% 76% 75% 74% 78%National FSM

All 52% 51% 54%  53.3% NANo FSM

All 74% 75% 76%  75.5% NA

FSM/non FSM gap

Haringey gap 23.70% 21.50% 23.50% 15.20% 17%

National gap 25.10% 23.90% 22.30%  22.2%

KS2 Both English and Maths FSM % L4+

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Table A3.26 % 2 levels of progressfrom Key Stage 1 to Key Stage 2English (National Indicator NI 93)2 levels of progress in English (KS1 to

KS2) 2006 2007 2008 2009 2010Haringey 81% 85% 85% 83% 88%National 81% 84% 82% 82% NA

Table A3.27 % 2 levels of progressfrom Key Stage 1 to Key Stage 2Mathematics (National Indicator NI94)

2 levels of progress in maths (KS1 to KS2) 2006 2007 2008 2009 2010

Haringey 72% 75% 75% 80% 83%National 74% 76% 78% 81% NA

KS1 to KS2 2 Levels of progress

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GCSE 5+ A* - C trend

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GCSE % 5+ A* - C (including English and maths) trend

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34.337.4

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Table A4.5a: National Indicator 101 Looked After Children 2008 2009 National 5+ A* - C (including English and maths) Not available 9.8% Haringey 5+ A* - C (including English and maths) 17.5% 18.8% Table A4.6: Key Stage 4 results for eligible and not eligible for Free school meals National Indicator (NI 102b)

5+ A* - C (inc Eng and maths) 2007 2008 2009

Haringey FSM 23.8% 28.9% 36%

No FSM 43.1% 48.8% 50.2%

National FSM 21.1% 23.8% 26.6%

No FSM 49.1% 51.6% 54.2%

FSM/non FSM gap Haringey gap 19.3% 19.9% 14.2% National gap 28.0% 27.8% 27.6%

GCSE narrowing the gap

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School 2007 5+

A*-C 2008 5+

A* - C 2009 5+

A* - C Provisional

2010 5+ A* - C 2007 5+ A* -

C in E&M 2008 5+ A* - C inc E&M

2009 5+ A* - C inc

E&M

Provisional 2010 5+ A* - C

inc E&M

Alexandra Park 52 69 71 82 48 60 62 67

Fortismere 72 79 81 85 64 70 73 75

Gladesmore 46 64 73 91 38 42 46 47

Greig City Academy 64 53 62 Not available 21 30 40 Not available

Highgate Wood 55 54 62 60 47 46 51 44

Hornsey School for Girls 61 62 67 61 50 42 51 52

John Loughborough 32 58 45 67 19 39 34 31

Northumberland Park 70 63 77 79 32 38 35 40

Park View 59 57 61 73 30 30 31 44

St. Thomas More RC 61 64 68 69 21 36 30 33

Woodside High 41 43 66 78 17 28 38 47

Haringey 56.2 60 67.7 72 37.4 42.0 45.7 48

England Average 62 65.3 69.7

Not available until about mid

October 46.7 47.6 49.7

Not available until about mid

October

School provisional GCSE results

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2008 2007 School/Centre Provisional 2010

Percentage of A* to E grades

Provisional 2010

Percentage of A* to C grades

2009 Percentage

of A to E grades

2009 Percentage

of A to C grades

2008 Percentage

of A to E grades

Percentage of A to C grades

2007 Percentage

of A to E grades

Percentage of A to C grades

Alexandra Park 99.6% 79.1% 100% 71% 95% 63% 98% 68%

Fortismere 99% 87.2% 99.60% 91% 99% 81% 99% 82%

Greig City Academy

97.9% 66.4% 93% 44% 100% 52% 93% 42%

Sixth Form Centre 93.9% 46.8% 91% 51% N/A N/A N/A N/A

Highgate Wood 98.4% 70.6% 97% 70% 97% 66% 91% 63%

Hornsey 100% 55.2% 100% 65% 96% 56% 98% 61%

St Thomas More 100% 62.9% 95% 62% 91% 38% 92% 39%

Haringey total 98.2% 71.9% 97.80% 71.40% 96.80% 67.10% 97.10% 69.60%

National 97.6% 75.4% 98.10% 75% 97.80% 74% 97.40% 73%

School provisional A level and equivalent results

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Campsbourne Infant and Campsbourne Infant and Junior SchoolsJunior Schools

Stonecroft (Phase 1) and Stonecroft (Phase 1) and Campsbourne (Phase 2) Campsbourne (Phase 2)

Children’s CentresChildren’s Centres

Campsbourne PlaycentreCampsbourne Playcentre

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'Narrowing the Gap' is concerned with improving outcomes for vulnerable children and those who are most at risk, with a view to reducing the differences/deficits in outcomes between these groups and children and young people as a whole - whilst improving outcomes for all.

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Know your school community

We are the people we’ve been waiting for…….. (dvd)

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Campsbourne Schools Premises 10

Administration 5

Support Staff 30

Lunch 10

Teaching 22

Agencies Sp&L, FSW, EP, BS, Therapists, Social Workers, Youth Workers, YOP,

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CAMPSBOURNE SCHOOL AND CHILDRENS CENTRE2010 -2011 BUDGET

£2.4 M REVENUE

STAFF COSTS -TEACHING = 45%

STAFF COSTS -SUPPORT = 27%

OTHER EMPLOYEECOSTS = 1%

OCCUPANCY COSTS =5%

LEARNINGRESOURCES = 2%

OTHER COSTS = 12%

EXTENDED SCHOOL =8%

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SOME INTERESTING TRENDS

2010 – 2011 Budget based on 396 Pupils

September 2010 Pupils = 407; September 2011 Pupils = 413; {33

places} FTE Teaching 18 (April 10) ; 21 (April

11) Pupil/Teacher Ratio 22 (April 10) ;19.38

(April 11) Learning Resources = £46K (less

photocopier/visits/general capitation) leaving circa £50 per pupil

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The Every Child Matters agenda The Every Child Matters agenda and the standards agenda are one and the standards agenda are one single strategysingle strategy

The management ethos - a fair The management ethos - a fair environment where leadership is environment where leadership is not something that only certain not something that only certain people can have, it’s open to people can have, it’s open to everyone. everyone.

A HAPPY team!A HAPPY team!

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A Leading Sustainable SchoolA Leading Sustainable School

A full service school – leisure A full service school – leisure facilities, health clinic, adult facilities, health clinic, adult learning, youth workers etc.....learning, youth workers etc.....

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Campsbourne believe where communities talk Campsbourne believe where communities talk to each other and engage in activities together to each other and engage in activities together – have lower crime, better education results – have lower crime, better education results and better care of the vulnerableand better care of the vulnerable

Open door policy, listen to “problems” around Open door policy, listen to “problems” around and outside the school – TAKE ACTION and outside the school – TAKE ACTION (dvd)(dvd)

The Children Act – A greater focus on the The Children Act – A greater focus on the extended school, multi-agency working, extended school, multi-agency working, children’s centres and schools at the heart of children’s centres and schools at the heart of the local community the local community

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Campsbourne School has a central Campsbourne School has a central role within the communityrole within the community

Ofsted 2010Ofsted 2010

““The school's outstanding The school's outstanding engagement with parents has engagement with parents has ensured that it has become the ensured that it has become the hub of the local community.hub of the local community. “

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The school encourages the attitude that The school encourages the attitude that everyone is a potential leader. Anything is everyone is a potential leader. Anything is possible.possible.

Provide the space and resources to try things Provide the space and resources to try things out and learn from their efforts. out and learn from their efforts.

Netball Mums, Somali cooking club, dads groupNetball Mums, Somali cooking club, dads group

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Campsbourne School will enable the Campsbourne School will enable the community to operate in a no-blame, yet community to operate in a no-blame, yet accountable culture of trust and autonomyaccountable culture of trust and autonomy

Working with all agenciesWorking with all agenciesCamspaceCamspace

TATA

CubsCubs

PolicePolice

Youth Outreach TeamYouth Outreach Team

Woodcraft FolkWoodcraft Folk

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Campsbourne continues to encourage Campsbourne continues to encourage an outward facing learning culture. an outward facing learning culture. Campsbourne will learn from others Campsbourne will learn from others and is willing to lead and learn and is willing to lead and learn beyond the school boundaries beyond the school boundaries

NLCNLC

KoriKori

PDCPDC

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As the Head teacher I have to have As the Head teacher I have to have the strongest voicethe strongest voice

High expectationsHigh expectations Unfailing optimismUnfailing optimism Support all staff – Satisfactory is Support all staff – Satisfactory is

not good enoughnot good enough Wellbeing Wellbeing

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2010/2011 PrioritiesImprove Attendance and punctualityImprove attainmentMathematicsDevelop Cross CurriculaDevelop the outdoor curriculumEmpowering familiesOpen a dialogue with local gangs to

improve life on Campsbourne Estate

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Over to you

What can your team offer the school to achieve the priorities?

Finally … We don’t want…….