Headline outcomes for children and young people in the City....

Key Stage 2

• Southampton’s 2017 KS2 achievement for the percentage of pupils achieving the Expected Standard in Reading, Writing and Maths was 61%. This is in line with the National performance of 61% and sustains Southampton’s performance of being in line or above National for the main attainment headline indicator since 2013 (previously Level 4+ in Reading, Writing and Maths). Southampton’s 2017 KS2 cohort achieved a joint rank position of 66th with 13 other Local Authorities out of a total of 150 Local Authorities.
• The proportion of Southampton pupils achieving the Higher Standard in Reading, Writing and Maths is 8%, 1% below the National average for this indicator (9%).
• 73% of Southampton’s KS2 pupils achieved the Expected Standard in Reading, 2% greater than the National average of 71%. In 2016, Southampton (66%) equalled the National average (66%) for pupils achieving the Expected Standard in Reading, therefore Southampton has had a 2% improvement relative to National from 2016 to 2017. Subsequently, Southampton’s rank has improved from 78th in 2016 to 53rd out of 150 Local Authorities in 2017.
• 77% of Southampton’s KS2 pupils achieved the Expected Standard in Writing, 1% above the National average of 76% and ranking Southampton 49th with 17 other Local Authorities out of a total of 150 Local Authorities. Southampton made no improvement to the 2016 percentage achieving the Expected Standard in Writing of 77%, whilst the National average increased from 74% in 2016 to 76% in 2017. This indicates that Southampton have regressed, relative to National, by 2%.
• 74% of Southampton’s KS2 pupils achieved the Expected Standard in Maths, 1% below the National average of 75%. In 2016, Southampton (71%) was 1% above the National average (70%) for pupils achieving the Expected Standard in Maths, resulting in Southampton’s ranking dropping from 65th in 2016 to 82nd out of a total of 150 Local Authorities in 2017.

Key Stage 4 (provisional and therefore subject to change)

• In 2017, 51% of Southampton pupils achieved a 9-5 (Strong Pass) in English GCSE. 68% of Southampton pupils achieved 9-4 (Standard Pass) in English GCSE while in 2016, 69% of Southampton pupils achieved A*-C in English GCSE. The 2016 National average for percentage of pupils achieving A*-C in English GCSE was 75%.
• In 2017, 40% of Southampton pupils achieved a 9-5 (Strong Pass) in Maths GCSE. 64% of Southampton pupils achieved 9-4 (Standard Pass) in Maths GCSE while in 2016, 62% of Southampton pupils achieved A*-C in Maths GCSE. The 2016 National average for percentage of pupils achieving A*-C in Maths GCSE was 69%.
• In 2017, 34% of Southampton pupils achieved a 9-5 (Strong Pass) in English and Maths GCSE. 57% of Southampton pupils achieved 9-4 (Standard Pass) in English and Maths GCSE which was the same outcome for percentage of Southampton pupils achieving A*-C in English and Maths GCSE in 2016 (57%). The 2016 National average for percentage of pupils achieving A*-C in English and Maths GCSE was 63%.
• In 2017, 18% of Southampton pupils achieved a 9-5 (Strong Pass) EBacc. In 2016, 21% of Southampton pupils achieved A*-C EBacc while the 2016 National average was 25%.
• In 2017, Southampton pupils achieved an Attainment 8 score of 44.1 where in 2016, the Southampton Attainment 8 score was 47.5. The 2016 National average for Attainment 8 was 50.0.

Key Stage 5 (provisional and therefore subject to change)

• In 2017, 96.6% of Southampton A Level entries achieved an A*-E grade at College or Sixth Form. This is 1.3% below National performance that saw 97.9% of A level results achieve an A*-E grade.
• 67.8% of A Level entries within Southampton’s Colleges or Sixth Forms achieved a grade C or above. The National performance for A*-C was 77.4%, a gap of 9.6% when compared with Southampton LA (67.8%).
• Out of over 1900 A-level entries within Southampton, 39.4% achieved an A*-B grade. Nationally a pass rate of 53.1% was achieved resulting in a gap of 13.7% with Southampton (39.4%).
• 15.7% of Southampton entries achieved an A-Level A* or A grade in 2017. A challenge still remains to meet National performance as A-Level A*-A grades was 26.3%, a gap of 10.6% between Southampton and National.

STA Assessment Update...

We were extremely pleased that the DfE has released some encouraging moves toward adopting a more flexible approach when it comes to assessing pupil's writing. Two particular statements were very positive to read:

A more flexible approach - teachers can now use their discretion to ensure that, on occasion, a particular weakness does not prevent an accurate judgement of a pupil's attainment overall being made. The overall standard of attainment, as set by the 'pupil can' statements, is the same.

'Pupil can' statements - these have a slightly greater emphasis on composition, while statements relating to the more 'technical' aspects of writing (grammar, punctuation and spelling) have been made less prescriptive. All changes have been made in line with the attainment targets of the relevant programmes of study.

We look forward to a system that places the emphasis on what the children can do rather than what they can't!

Being Brilliant...!

Another element of our INSET day was to review the things we do well as a school. We hold our reputation as a school very dearly and I liken this to the BBC... not that we have the same values but that we have a set of core values and principles by which we are well known for. To be an outstanding school is a privilege but it comes with great expectations and responsibilities! We need to continue to be brilliant at the basics and remember our core purpose - teaching and learning. We need to "let the systems take the strain" meaning we're so good at doing things they become second nature. Next and very importantly, we need to care about what we're doing and take pride in the work we do. Let's also be good about communicating this to each other! In other words: learning to be the best we can... now, where have I heard that before?

Updates on Behaviour...

Part of our Inset on the first day was to review and update our behaviour policy. We've recognised that we needed to both simplify our existing policy and link it to our learning value. We've come with a three line statement which we hope will embed  quickly with staff and children.

We spent a lot of time discussing how to ensure our expectations are shared with pupils. We believe building positive relationships in the classroom is key!

• Focus on specific things - what do they mean? Model good behaviours.
• Use circle times that are planned or in response to something that come up or an incident.
• Use class assemblies for the children to share things that matter to them or what's going on in the news.
• Give the children time to learn more about each other through team building activities. 
• Remember and respond – e.g. if you know 'Jimmy' is going to dad’s on Saturday – ask him about it on Monday morning.

'Relentelss routines' are a vital part of the sense of order and community. Keeping our language simple and not asking children 'why' things happened in the first instance but rather 'what' happened. when it all goes wrong...?

A few simple tips like these can make a difference.

• Use a gentle approach which is personal and non-threatening.
• Stay at eye level or lower.
• Use the pupil’s name, 
• State behaviours observed and which rule it contravenes.
• Inform the student what will happen if s/he continues. 
• Refer to previous good behaviour / learning as a model for desired behaviour.
• Use language of choice.
• Walk away – allow take up time.
• Look around the room with a view to catch somebody following the rules.

I guess we won't all get it right all of the time but we will all try to do our best.