A Council report, being considered next week, confirms that the City’s education system is continuing to achieve above average performance results.
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Exam results at both GCSE and advance level stages show an improvement over the previous year.
OFSTED inspections reveal that, as of 9th October 2015, 89% of York secondary schools are rated “good or outstanding”, 88% of primaries are “good or outstanding” and 100% of our special schools are “good or outstanding”.
This means that overall, of the 64 schools in the city, 89% are good or outstanding.
At most education stages the difference in achievement between less well off pupils (entitled to pupil premium) and others, has either narrowed or remained constant, although the gap widened in mathematics at Key Stage 2
Detailed performance graphs can be found by clicking here
- 92% of York children have been allocated their first preference primary school for September 2015.
- 100% of York children have been allocated their first preference junior school for September 2015.
- 8% of York children were allocated their 1st, 2nd or 3rd preference primary school. Need help or advice? – email firstname.lastname@example.org
Larger class sizes in York
The Council has also released details of overcrowding at some schools following a Freedom of Information request
In 2014 there were 8 infant classes with a size of over 30
These were at Poppleton Ousebank, Wheldrake, Elvington, St Lawrences, Bishopthorpe and Ralph Butterfield (3)
By 2015 this figure had increased to 12.
The schools affected are
- Our Lady Queen of Martyrs,
- Whedrake (2),
- St Aelreds,
- Bishopthorpe (5) and
- Ralph Butterfield (2)
LibDems announce education manifesto
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A new Centre for City’s study has put York bottom of a league table when measuring the exam results achieved by disadvantaged pupils.
Although the number of pupils achieving 5+ A*-C GCSEs including Maths and English in 2013/14 was good, the results for those from disadvantaged backgrounds was worse then elsewhere in the country.
The gap in York at primary school age (KS2) is 23 percentage points.
This widens to a 40 percentage point difference between disadvantaged pupils and their peers at GCSE level: just 29 per cent of disadvantaged pupils in York achieve five or more good GSCEs, while 69 per cent of their peers do.
The government’s flagship “pupil premium” funding was intended to address this issue.
Someone at the York Council needs to start explaining why some secondary schools seem to be letting down those pupils from a disadvantaged background.
Council Leaders have been quick to jump on any good news from this organisation.
When a downturn in performance become apparent, silence isn’t an adequate explanation.
Liberal Democrats have welcomed the news that nurseries, childminders and other early years providers in York are set for a £103,330 cash boost to help three and four-year-olds from disadvantaged families.
Lib Dems say the extra investment could help close York’s ‘attainment gap’ – the difference in education performance between children from disadvantaged backgrounds and their peers.
Local Liberal Democrats have welcomed the news that in total 5,819 children in York will benefit from the introduction of universal Free School Meals when term begins next week.
All reception, year 1 and year 2 pupils will now get their meals paid for under the scheme, which was first announced by the Liberal Democrats in 2013.
Although some children previously qualified for school meals, some do not take them due to the stigma, and others who don’t qualify struggle to afford them.
Research and pilot schemes in places such as Durham and Wolverhampton show that introducing universal free school meals leads to positive improvements in health, attainment and social cohesion, as well as helping families with the cost of living.
York schools are being challenged to strive for excellence as part of a new initiative launched this autumn.
York Challenge aims to empower the city’s schools to achieve excellence in four key areas: leadership, curriculum, teaching and ‘narrowing the gap’ to accelerate the progress of under achieving children. Focusing on partnership working, schools will work in geographical groups – school improvement clusters – with the emphasis on ensuring that all schools become good and outstanding through working on improvement priorities as a cluster.