Raising Achievement in Lambeth Schools · educational achievement. This is followed by a discussion...

Raising the Achievement of

White Working Class Pupils

Barriers and School Strategies

Feyisa DemLewis

Raising Achievement in Lambeth Schools

Success and Challenges in Narrowing the Achievement Gap

February 2019

Feyisa Demie, Rebecca Butler, Robert Tong, James McDonald, and Andy Hau

Enquiries to: Research and Statistics Unit 1st Floor Civic Centre, 6 Brixton Hill, Brixton SW2 1EG

28th February 2019

Raising Achievement in Lambeth Schools 2017-2018

Contents Page

1. Introduction 1

2. Standards of Achievement and Pupil Progress 2

Standards at Early Years Foundation Stage 2

Standards in Phonics 2

Standards at Key Stage 1 3

Standards at Key Stage 2 3 Standards at Key Stage 4 4 Standards at Key Stage 5 (Post-16) 5 3. The Achievement Gap in Lambeth Schools 6

The Achievement Gap of Ethnic Minority Children in Schools 6 The Achievement Gap of Mobile and Non-Mobile Pupils 7 The Achievement Gap of Boys and Girls 8 The Achievement Gap of EAL Pupils 9 The Achievement Gap of Pupils Eligible for a Free School Meal 10

The Achievement Gap of Pupil Premium Pupils 11

The Achievement Gap of Pupils by FSM status and Ethnicity 12 The Achievement Gap of SEN Pupils 15

4. Conclusions 17

Appendices

1

1. INTRODUCTION A vital element of school improvement is raising the levels of achievement of underperforming groups of pupils in schools.

LA research into ethnic1 and gender differences2 in educational achievement and pupil mobility3 has also highlighted the importance of raising achievement in Lambeth schools. Research based on school case studies draw on the views of headteachers, staff, governors, parents and pupils. Overall conclusions were that the local authority schools had bucked the national trend through the use of a range of strategies which include leadership, effective teaching and learning, parental involvement, partnership with parents and the community, an inclusive curriculum, effective use of data, well co-ordinated support and guidance, effective use of a diverse black and white workforce and a commitment to equal opportunities and the diversity agenda. Black Caribbean and African students who attend case study schools in the authority are performing well above the national average suggesting that with commitment, similar results could be achieved elsewhere. The LA studies also confirm that the quality of education provided in the local authority schools is the reason for bucking national trends. There is a clear and comprehensive policy on school improvement that has been developed and made more robust over many years in Lambeth. Schools work well with and receive rigorous challenge from the school improvement services. The borough has had a high percentage of schools recognised as good and outstanding by HMCI and work in raising achievement has been well recognised and noted in national and local media. The recent Ofsted HMCI annual report confirms that 84 per cent of Lambeth children attend a primary school that is rated either ‘good’ or ‘outstanding’, putting Lambeth eighth equal for local authority areas out of 150 LAs nationwide. This is fantastic recognition for the quality of our schools and shows that if you live in Lambeth, your child is more likely to go to a good or outstanding school than virtually anywhere else.

LA research into Portuguese, Somali, EAL and mobile children also notes improvement in performance over the last 10 years. This is despite challenges in English support for large numbers of new arrivals in the local authority. Overall Lambeth has a positive story of gradual improvement in attainment over the last ten years and in some instances that improvement has been faster than the national level. The LA and schools have focused considerable time and resources to ensure that pupils achieve well in basic skills. There has been a noticeable improvement in attainment in English and mathematics as a result of this work over the last 10 years. It is accepted by all in schools that if young people are going to succeed when adults a good understanding of English and mathematics is essential in gaining employment, post 16 and higher education qualifications. This report examines the standards of pupils’ progress. The performance of three cohorts of pupils at KS1, KS2, and GCSE is analysed to illustrate the effects of gender, ethnicity, English fluency and mobility on educational achievement. This is followed by a discussion of the achievement gap in Lambeth schools.

1. For details see Ethnic Differences in educational achievement and implications for school improvement strategies, Research and Statistics Unit, Lambeth Education, Spring Term 2001; McKenley, J., Power, C., Louise, I. and Demie, F. (2003). Raising Achievement of Black Caribbean Pupils: Good Practice in Lambeth Schools, Research and Statistics Unit, March; Ethnicity and Educational Achievement: Implication for school Improvement strategies, Research and Statistics Unit, London Borough of Lambeth, March 2010.

2. For details see Gender Differences in Levels of Attainment in Lambeth Schools, Research and

Statistics Unit, Lambeth Education, Autumn Term 2000. 3. For details see, Pupil Mobility in Lambeth Schools: Implications for Raising Achievement &

School Management. Inclusion and Standards Division, Lambeth Council, 2004.

2

2 STANDARDS OF PUPIL ACHIEVEMENT

2.1 There were significant changes in both KS1 and KS2 assessment in 2016 and so

comparison with previous years is not appropriate as the old system of national

curriculum levels has been abolished.

Standards in the Foundation Stage Profile Table 1. Percentage of pupils with a good level of development 2014-2018

Lambeth National Gap

2014 56% 60% -4

2015 63% 66% -3

2016 68% 69% -1

2017 71% 71% 0

2018 72% 72% 0

2014-2018 improvement +16% +12% -

2.2 The key measure for the foundation stage is the percentage of children with a good level

of development. This is based on children at the end of their reception year. From 2013, children were defined as having reached a good level of development at the end of the EYFS if they achieve at least the expected level in:

the early learning goals in the prime areas of learning (personal, social and emotional

development; physical development; and communication and language)

the early learning goals in the specific areas of mathematics and literacy.

Table 1 shows that Lambeth has closed the gap with the national position over the last five years and results now are at the same standard as nationally. Standards in Phonics Table 2. Percentage of children meeting the phonics standard


2012 66 58 +8

2013 73 69 +4

2014 79 74 +5

2015 82 77 +5

2016 84 81 +3

2017 84 81 +3

2018 85 82 +3

2.3 Table 2 shows that phonics results in Lambeth have been higher than nationally since

the inception of the test in 2012. However, results in Lambeth are improving at a slower rate than nationally, and the gap has more than halved. In 2018, 85% of Lambeth pupils and 82% of pupils nationally met the phonics standard.

Standards at Key Stage 1 2.4 With the advent of the new curriculum in 2016, attainment in Lambeth was higher for each

subject than the corresponding national figure for KS1. This has been replicated in each of the following two years. In 2018, results in Lambeth were higher than nationally, by five percentage points in writing, and by four percentage points in both reading and maths.

3

Table 3. Percentage of pupils meeting the expected standard at KS1, 2016 -2018

2016 2017 2018

Lambeth National Gap Lambeth National Gap Lambeth National Gap

Reading 78 74 +4 79 76 +3 79 75 +4

Writing 72 65 +7 73 68 +5 75 70 +5

Maths 76 73 +3 79 75 +4 80 76 +4

Standards at Key Stage 2

Table 4. Percentage of pupils meeting the expected standard at KS2, 2016-2018

2016 2017 2018

Lambeth National Gap Lambeth National Gap Lambeth National Gap

Reading 72 66 +6 79 72 +7 79 75 +4

Maths 79 70 +9 83 75 +8 81 76 +5

Writ TA 81 74 +7 83 76 +7 83 78 +5

RWM* 62 53 +9 70 61 +9 70 64 +6

*RWM – pupil reached expected standard in each of reading, writing and maths

2.5 In each subject, Lambeth has consistently had higher levels of achievement than nationally at KS2. In 2018, 64% of pupils nationally reached the expected standard in reading, writing and maths combined, whilst the figure for Lambeth was 70%, placing it as the 23rd highest LA nationally.

2.6 In addition to looking at overall attainment, the DfE also looks at the progress of pupils between KS1 and KS2. Table 5 shows that this is an indicator where Lambeth is again doing well (The national figure for progress is 0). Lambeth made particularly strong progress in writing in 2018, with a result bettered by only four other LAs nationally (out of 150). Similarly, Lambeth’s progress measure was ranked joint 14th highest in reading, and 16th in maths. It is pleasing to note that Lambeth scores highly on both progress and attainment. This is a similar picture to that found in 2016 and 2017.

Table 5. Key Stage 1 – Key Stage 2 Progress Measure –Top LAs (%)

Reading Writing Mathematics

Richmond upon Thames 2 City of London3 3.8 Newham 3.5

Camden 1.8 Newham 2.1 City of London3 2.8

Kensington and Chelsea 1.8 Redcar and Cleveland 1.8 Kensington and Chelsea 2.2

Newham 1.8 North East Lincolnshire 1.7 Redcar and Cleveland 2.1

Barnet 1.8 LAMBETH 1.6 Harrow 2.1

Gateshead 1.6 Newcastle upon Tyne 1.5 Merton 2.0

Hammersmith and Fulham 1.6 Haringey 1.5 Richmond upon Thames 2.0

Islington 1.5 Islington 1.5 Camden 1.8

Merton 1.5 Kensington and Chelsea 1.5 Tower Hamlets 1.8

Newcastle upon Tyne 1.4 Tower Hamlets 1.5 Barnet 1.8

Herefordshire, County of 1.4 Waltham Forest 1.5 Redbridge 1.8

Redcar and Cleveland 1.3 Hackney 1.4 Hammersmith and Fulham 1.7

Sunderland 1.3 Sunderland 1.3 Westminster 1.7

LAMBETH 1.2 Redbridge 1.3 Newcastle upon Tyne 1.6

Kingston upon Hull, City of 1.2 Middlesbrough 1.2 Brent 1.6

Hackney 1.2 Wolverhampton 1.2 North East Lincolnshire 1.5

Trafford 1.1 Camden 1.2 LAMBETH 1.5

4

Standards at Key Stage 4 (GCSE) 2.7 Changes were made in 2016 to GCSE reporting, with the introduction of Progress 8 and

Attainment 8 measures. The DfE’s main measure is now Progress 8 – KS2-GCSE

progress across 8 subjects. This includes English (double-weighted), Maths (double-

weighted), 3 English Baccalaureate qualifications and 3 other qualifications which can

include English Baccalaureate subjects and other high value academic, arts and

vocational qualifications from the DfE approved list. Attainment 8 gives a points score

across the same 8 subjects. (Attainment 8 is not directly comparable between 2016 and

2017 due to changes to the scoring system.)

2.8 Table 6a shows Lambeth’s performance at GCSE is broadly similar to that found nationally, with table 6b showing Lambeth is below other inner London local authorities and its statistical neighbours.

Table 6a. GCSE Performance

2016 2017 2018

Lambeth National Lambeth National Lambeth National

Attainment 8 49.7 50.1 44.3 44.6 44.6 44.5

Progress 8 score 0.06 -0.03 -0.12 -0.03 -0.05 -0.02

English & maths 4-9 62.4 59.3 60.2 59.1 59.8 59.4

English & maths 5-9 n/a n/a 39.3 39.6 39.3 40.2 *overall national figures are based on all pupils. Information on ethnic background and gender is only available for state maintained pupils

Table 6b. GCSE performance by Inner London LAs and statistical neighbours.

Region/ Local Authority

Stat Neighbour

English and maths GCSEs. % at grade

9-4

Average Attainment

8 score per pupil

Ebacc, % at grade

9-4

Average Attainment

8

Average Progress 8 score

Westminster 73.8 52.9 35.6 52.9 0.47

Kensington and Chelsea 73.7 51.6 15.5 51.6 0.11

Wandsworth 71.7 50.8 37.6 50.8 0.30

Hammersmith and Fulham Y 70.7 52.9 41.8 52.9 0.34

Southwark Y 68.5 50.2 37.4 50.2 0.30

Hackney Y 67.6 49.0 32.3 49.0 0.31

Camden 66.2 48.0 29.6 48.0 0.07

Newham 65.6 48.7 34.9 48.7 0.32

Tower Hamlets 64.3 46.8 24.7 46.8 0.15

Islington Y 64.1 46.3 24.0 46.3 0.15

Croydon Y 63.4 45.8 23.7 45.8 0.07

Waltham Forest Y 63.3 46.1 25.2 46.1 0.21

Haringey Y 62.1 46.3 25.7 46.3 0.16

Enfield Y 61.4 46.3 27.9 46.3 0.08

Lewisham Y 60.9 44.9 25.3 44.9 -0.22

Lambeth 59.8 44.6 27.8 44.6 -0.05

Greenwich Y 58.5 44.5 23.8 44.5 -0.18

London 67.9 49.4 32.8 49.4 0.23

Inner London 66.1 48.3 30.8 48.3 0.19

England All 59.4 44.5 22.2 44.5 .

Total (state-funded sector)1 64.4 46.6 24.2 46.6 -0.02

5

Standards at Key Stage 5 (Post 16) 2.9 At A level in both 2017 and 2018, Lambeth was in line with the national in Average Point

Score (APS) per entry, above in applied general qualifications this year, and above in

technical qualifications (although it should be borne in mind the cohort has fallen

significantly this year). In 2017 Lambeth was above the national in the proportion of

students achieving 3 AABs or better at A level, whereas the reverse is true this year.

However, the difference is only one percentage point.

Table 7 Post 16 Performance Data 2017 & 2018

2017 2018

Lambeth National Lambeth National

Cohort 16-18 at end of study 2,176 n/a

1,911 n/a

Cohort - A levels only 853 n/a

852 n/a

APS per entry - A level 32.7 32.4 31.7 33.3

APS per entry A level - expressed as a grade C+ C+ C+ C+

Cohort - academic quals 861 n/a

882 n/a

APS per entry - academic 32.9 32.7 31.8 33.6

APS per entry academic - expressed as a grade C+ C+ C+ C+

Cohort - tech quals 164 n/a

19 n/a

APS per entry - tech quals 29.5 32.3 31.3 28.1

APS per entry tech quals - expressed as a grade Merit+ Dist- Dist- Merit+

Cohort - applied general quals 340 n/a

163 n/a

APS per entry - applied general quals 37.0 35.7 25.9 28.5

APS per entry applied quals - expressed as a grade Dist+ Dist Merit Merit+

% achieving AAB or better at A level 18.2% 17.0% 15.2% 16.2%

School Floor Standards

2.10 The DfE’s floor standard is the minimum standard for pupil attainment/progress that the

government expects schools to meet. In 2017, no primary schools in Lambeth were

below floor standard, while five secondary schools were. However, the DfE

acknowledged that changes to the GCSE points measures in 2017 resulted in a

significant number of schools being below floor standards and that this indicator should

not be taken in isolation. In 2018, one primary school and one secondary school was

below floor. The floor standard for primary schools is that a school will be above the

floor if at least 65 per cent of pupils meet the expected standard in reading, writing and

maths at key stage 2, or if it achieves “sufficient progress scores” in all three subjects

(required progress scores are -5 in reading, -5 in maths and -7 in writing). In 2018, the

secondary floor standard was based on the progress 8 figure. A school with a progress

8 below -0.5 (taking into account the confidence interval) was deemed to be below

floor.

6

The Achievement Gap

The Achievement Gap of Ethnic Minority Children4 2.11 It is now widely acknowledged that closing the gap in educational attainment between

different ethnic groups is a pressing concern of both local and national importance. Lambeth has been focussing on closing the gap between Black Caribbean and their peers in 20108-2020.

Table 8. KS1 attainment by ethnic background 2018 (% meeting expected standard)

Lambeth National Average Reading Writing Maths Av. Reading Writing Maths Av. Gap

Black African 79 77 78 78 78 74 76 76 +2

Somali* 74 70 78 74 n/a n/a n/a n/a n/a

Black Caribbean 76 70 73 73 73 66 69 69 +4

Black Other 69 61 68 66 75 69 72 72 +6

Portuguese* 67 65 74 69 n/a n/a n/a n/a n/a

White British 83 80 85 83 76 70 76 74 +7

White Other 79 72 81 77 71 67 75 71 +6 Somali and Portuguese data is separately collected in Lambeth but not nationally

2.12 In 2018, White British pupils had the highest levels of attainment in each subject, whilst

Portuguese and Black other pupils were least likely to meet the expected standard. Comparing the achievement of Lambeth pupils to nationally based on ethnic background, it is pleasing to note that all groups in the borough did better than their peers nationally.

Table 9 KS2 attainment by ethnic background 2018 (% reaching the expected standard)

Lambeth National RWM gap Reading Maths Writ TA RWM Reading Maths Writ TA RWM

Black African 76 81 83 69 75 78 80 66 +3

Somali 77 87 83 72 n/a n/a n/a n/a n/a

Black Other 79 79 82 66 72 72 77 61 +5

Black Caribbean 72 68 78 57 70 66 73 55 +2

Portuguese 66 72 72 55 n/a n/a n/a n/a n/a

White British 90 89 89 82 76 75 79 65 +17

White Other 82 85 83 74 69 76 74 61 +13

2.13 In 2018, Portuguese pupils in Lambeth at KS2 had the lowest levels of attainment with

55% reaching the expected standard in reading, writing and maths. They were followed by Caribbean pupils (57%), while White British pupils had the highest levels of achievement, with 82% meeting the standard. The performance of all the ethnic groups in Lambeth was higher than their peers nationally.

4 The ethnic categories used in this report are based on available official national statistics. However, it needs to be noted that

the national categories used for ethnic groups have weaknesses and there is a lack of detailed ethnically based statistics at

national or local level in UK to be able to get a complete picture in the local authority. The achievement of different ethnic

groups in British schools is complicated by the problem of categorisation under groups which are too broadly defined nationally

as Black African, White Other, Black Other, Indian, Pakistani, Other Ethnic Group etc. As a result of the lack of detailed social

class and ethnically based data, there are limitations in past research into different ethnic groups. The absence of detailed

national data which identifies patterns of achievement of ethnic minority children of African, Asian, Black British, Latin

American and European heritage in British schools, places serious constraints on effective targeting policies and developments

at national and local level.

7

Table 10. GCSE attainment by ethnic background 2018

Lambeth National

Att8 Prog8 E+M 4-9 Att8 Prog8 E+M 4-9

Black African 46.0 0.08 65 47.5 0.31 65

Black Caribbean 36.3 -0.60 43 39.6 -0.30 49

Portuguese 43.1 0.10 47 n/a n/a n/a

White British 47.1 -0.22 63 46.1 -0.14 64

White Other 51.0 0.69 70 47.0 0.51 62

2.14 White other were the highest attaining group in Lambeth, with 70% gaining 4-9 passes in

English and maths. They also had the highest progress 8 scores. In contrast, the lowest performing group in the borough were Black Caribbean pupils, and this was true on all three indicators. Comparing the results with their peers nationally, White Other was the only ethnic group in Lambeth to have higher performance across all three indicators.

Figure 1. GCSE English and Maths A*-C by ethnic background (2018)

The Achievement Gap of Mobile and Non-mobile pupils

2.15 Tables 11 demonstrates the effect mobility has on attainment. Those pupils who were at the school for the whole of the key stage were more likely to reach the required standard.

Table 11. KS2 performance by length of time spent in school, 2018

Reading Maths Writ TA RWM

Joined in year 6 69 69 67 56

Joined in year 4 or 5 68 73 71 59

Joined in Y3 or before 80 82 85 71

Table 12. GCSE performance by length of time spent in school, 2018

Att8 Prog8 E+M 4-9 Cohort

Joined in year 7 45.2 0.00 61% 1,810

Joined in year 8 43.7 -0.11 53% 88

Joined in year 9 37.0 -0.86 46% 100

Joined in year 10

40.6 -0.54 53% 104

Joined in year 11 21.7 -0.70 28% 18

43%47%

63% 65%70%

78%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

BlackCaribbean

Portuguese WhiteBritish

BlackAfrican

White other Somali

8

2.16 Table 11 clearly shows the gap between those who were at the school who were at the school for the whole of KS2, compared with those who joined in years 4, 5 and 6. Only 56% of those who joined in year 6 met the expected standard in RWM, compared with 71% of those who were there from year 3. Similarly, table 12 shows that those who joined in year 7 had the strongest performance, whilst the results fluctuated more for those who joined later in the school (although absolute numbers are small for each group).

The Gender Gap Table 13. KS1 performance by gender 2018 (% reaching the expected standard)

Lambeth National

Reading Writing Maths Average Reading Writing Maths Average

Boys 75 70 78 74 71 63 75 70

Girls 83 80 81 81 80 77 77 78

Gap 8 10 3 7 9 14 2 8

2.17 In 2018, both boys and girls in the borough had higher levels of attainment than that

recorded nationally, whilst girls outperformed boys in each subject. There was a gap of 10 percentage points in writing, 8 in reading and three in maths – all in favour of girls.

Table 14. KS2 performance by gender 2018 (% reaching the expected standard)

Lambeth National

Reading Maths Writ TA RWM Reading Maths Writ TA RWM

Boys 75 79 78 66 72 75 72 61

Girls 83 82 88 74 79 76 84 68

Gap +8 +3 +10 +8 +7 +1 +12 +7

2.18 In 2018, girls in Lambeth outperformed boys in writing by the largest margin (10

percentage points); the gap was slightly smaller in reading (8 points) and less again in maths (three points). Both groups of pupils in the borough outperformed their peers nationally in each subject.

Figure 2 – KS2 Performance 2018 (% meeting expected standard in RWM)

66%

60%

74%

68%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Lambeth National

Boys Girls

9

Table 15. GCSE performance by gender 2018

Lambeth National


Girls 47.4 0.24 63% 49.3 0.21 64%

Boys 41.9 -0.34 57% 43.8 -0.26 56%

All 44.6 -0.05 59.8% 44.5 -0.02 59.4%

2.19 Girls consistently outperform boys in the borough, on each of the key indicators. In 2018,

63% of girls and 57% of boys got a grade 4-9 in English and maths. This is slightly wider than the gap reported nationally. Girls in the borough had slightly better progress than girls nationally, but this was not true for the boys.

The Achievement Gap for EAL Pupils 2.20 The speed of acquisition of English for pupils with English as an additional language and

its implications for performance is, as yet, a relatively under-researched field, but one of crucial importance to all involved in education. In this section of the report we look at the influence of fluency in English on pupils’ performance at different key stages. Lambeth, in common with many other inner London boroughs, has a high proportion of pupils whose first language is not English. This year, for the second time, DfE stages of fluency are being used.

Table 16. Percentage of EAL pupils at each level of fluency by Key Stage 2018

Fluency Level Key Stage 1 Key Stage 2 GCSE

Stage A – new to English 4 1 1

Stage B – Early Acquisition 11 5 1

Stage C –Developing Competence 17 13 5

Stage D - Competent 9 18 12

Stage E – Fluent 9 15 22

EAL – All 50 52 41

2.21 As table 16 shows, most of the bilingual pupils with low levels of English fluency (stages

A and B) have been at KS1 and KS2, and by the time they reach secondary school far fewer are at this level. Of course, there will be some pupils who may have no English if they join a secondary school from abroad and this is reflected in the figures.

EAL Attainment at KS2 2.22 National testing and assessment provides a comprehensive account of the attainment of

bilingual pupils at various key stages of the National Curriculum. Amongst bilingual pupils at all key stages, the general trend has been as fluency in English improves so average outcomes correspondingly increases.

Table 17. KS2 performance by stage of fluency 2018 (% reaching the expected standard)

Fluency Level Reading Maths Writing RWM Cohort

Stage A – new to English 0 17 4 0 23

Stage B – Early Acquisition 45 60 46 33 146

Stage C –Developing Competence 63 73 72 53 400

Stage D - Competent 85 87 90 77 520

Stage E – Fluent 91 94 96 88 452

EAL – All 76 82 82 69 1,543

English speaker 82 79 84 70 1,403

10

2.23 As for KS2, fully fluent bilingual speakers had the highest levels of attainment, with 88%

meeting the expected standard in RWM combined. This compares with 70% of English only speakers and 77% of bilingual competent speakers.

EAL Attainment at GCSE Table 18. GCSE performance by stage of fluency2018

Fluency Level Attainment 8 Progress 8 E+M 4-9 Cohort

Stage A – New to English 16.2 -1.34 0% 17

Stage B – Early Acquisition 26.5 -0.14 10% 29

Stage C – Developing Competence 40.0 0.30 49% 116

Stage D - Competent 49.6 0.32 69% 264

Stage E – Fluent 49.4 0.16 68% 459

EAL – All 46.9 0.22 62% 886

English Only 41.8 -0.35 55% 1,083

2.24 This year, bilingual competent speakers and fully fluent speakers had very similar levels

of attainment for both attainment 8 and the percentage gaining English and maths (grade 4). In both cases, these results were substantially above the corresponding figures for English only speakers.

2.25 It should be remembered that pupils at the earliest stages of English fluency often

comprise small cohorts, especially at secondary level. At each key stage their improvement rate was much lower than that found in the borough overall, and the gap is widening with their more fluent peers. This may not be surprising as until they have an adequate grasp of English in order to access the curriculum effectively, it is a bar to attainment and improvement. What is notable is that fully fluent bilingual learners outperform English only speakers by a considerable margin.

The achievement gap by eligibility for free school meals 2.26 Social class differences have commonly been assumed to play a large influence on

educational attainment. Eligibility for free schools has often been used as a proxy for deprivation in a number of studies, both in Lambeth and nationally. School level data shows a clear relationship between levels of poverty and examination results.

Table 19. KS1 performance by FSM status 2018 (% reaching the expected standard)


Reading Writing Maths Reading Writing Maths Reading Writing Maths

Eligible 68 66 69 60 53 61 +8 +13 +8

Not Eligible 82 77 82 78 73 79 +4 +4 +3

Gap -14 -11 -13 -18 -20 -18

2.27 There was a clear consistent gap in performance between those eligible for a free meal

and those who paid for a meal at key stage 1. This was true both in Lambeth and nationally. Both Lambeth pupils who were eligible for a FSM, and those who paid, outperformed their peers nationally by a clear margin.

11

Table 20 – KS2 performance by FSM status 2018 (% reaching the expected standard)


Read Writ Maths RWM Read Writ Maths RWM Read Writ Maths RWM

Not eligible 84 83 86 75 78 81 78 68 +6 +2 +8 +7

Eligible 68 67 72 54 60 63 59 46 +8 +4 +13 +17

Gap -16 -16 -16 -21 -18 -18 -19 -22

2.28 Table 20 shows that both those eligible for a free meal and those who paid were more

likely to reach the expected standard in each subject in Lambeth than nationally. Furthermore, the gap between disadvantaged and non disadvantaged pupils was smaller in Lambeth for each subject.

Table 21. GCSE performance by FSM status 2018

Lambeth National

Att8 Prog8 E+M Att8 Prog8 E+M 4-9

Not Eligible 46.3 0.03 63% 48.5 5

0.05 68%

Eligible 38.3 -0.34 50% 34.4 -0.53 40%

All 44.6 -0.05 59.8% 44.5 -0.02 59.4%

2.29 Comparison with the national breakdown in 2018, shows that Lambeth had a smaller gap

and that their FSM pupils outperformed FSM pupils nationally. In Lambeth, 50% of those eligible for FSM got grade 4-9 in English and maths compared with 40% of pupils nationally.

The achievement gap for Pupil Premium pupils 2.30 This year, for the sixth time, the DfE is providing additional funding known as the ‘pupil

premium’ to target disadvantaged pupils. To be eligible for the funding, pupils must have been entitled to a free meal at any time during the preceding six years or be a child looked after.

Table 22. KS2 Pupil Premium 2018

Lambeth National

Disadvantaged Pupils (i)

Other Pupils (ii)

Gap Disadvantaged

Pupils (i) Other

Pupils (ii) Gap

RWM combined 62 77 +15 51 70 +19

Maths 74 87 +13 64 81 +23

Writing 78 88 +10 67 83 +16

Reading 73 84 +11 64 80 +16

(i) disadvantaged pupils – eligible for a free meal in the last six years, or a looked after child

(ii) Other pupils, never identified as eligible for a FSM in the last six years 2.31 Table 22 clearly shows Lambeth’s success in closing the gap between disadvantaged

and other pupils. In 2018, the gap was again smaller for each indicator than nationally, but in addition both disadvantaged and non-disadvantaged pupils in the borough did better than their peers nationally. 63% of disadvantaged pupils in Lambeth met the expected standard in RWM combined compared with 51% nationally. Similarly, table 24 shows that there is also a smaller gap in Lambeth than nationally at GCSE, although PP pupils in the borough outperform PP pupils nationally, this is not the case for non deprived pupils.

12

Table 23. GCSE pupil premium 2018

English and maths 4-9 (%) Other Disadvantaged Gap

Lambeth 68 52 -16

National 72 44 -28

Gap -4 +8 -

The Achievement of pupils by free school meals status and ethnic background 2.32 There is increasing evidence that the performance of pupils from a White background in

inner city schools are beginning to fall behind that of some of the other ethnic groups. Yet the educational underachievement of particularly White British pupils in inner city schools has seldom been discussed in the achievement debate and national policy formulation. Tables 24-27 break down performance by ethnicity and FSM, and also ethnicity, gender and FSM. Overall, in Lambeth it is notable that the biggest gap in attainment is for White British pupils at both KS2 and GCSE. At KS2, 86% of White British pupils not eligible for a FSM met the expected standard in RWM, but only 52% of those eligible did so – a gap of 34 percentage points. At GCSE, 69% of non FSM pupils and 36% of White British FSM pupils got a grade 4-9 in English and maths. Breaking down this data further by gender shows that the gap between those eligible and not eligible, for any of the main ethnic groups, is wider for White British boys, and this true at both KS2 and GCSE.

13

Table 24. KS2 (RWM) by ethnicity and FSM status (%) 2018

Lambeth National

All pupils

Not FSM FSM Gap All pupils Not FSM FSM Gap

Black African 69 73 58 -15 66 68 57 -11

Black Other 66 70 59 -11 61 63 54 -9

Black Caribbean

57 61 49 -12 55 58 47 -11

Portuguese 54 56 50 -6 n/a n/a n/a n/a

White British 82 86 52 -34 65 68 43 -25

White Other 74 77 56 -21 61 62 48 -14

All pupils 70 75 54 -20 64 68 46 -22

Table 25. GCSE English and Maths (% grade 4-9) by ethnicity and FSM status 2018

Lambeth National

All Pupils

Non FSM

FSM Gap All

Pupils Non FSM

FSM Gap

Black African 65 68 59 -9 65 68 55 -7

Black Other 62 61 64 -3 55 58 42 -16

Black Caribbean

43 47 32 -15 49 53 34 -21

Portuguese 47 50 35 -15 n/a n/a n/a n/a

White British 63 69 36 -33 64 68 34 -34

White Other 70 72 63 -9 62 63 47 -16

All pupils 60 63 50 -13 64 68 40 -18

Table 26. KS2 (RWM) by ethnicity, gender and FSM (%) 2018

Female Male

Not FSM FSM Gap Not FSM FSM Gap

Black African 75 63 -12 72 54 -18

Black Other 79 64 -15 60 55 -5

Black Caribbean 64 51 -13 57 46 -11

Portuguese 64 50 -14 49 50 +1

White British 90 78 -12 83 31 -52

White Other 77 79 -2 76 41 -35

All pupils 77 61 -16 72 49 -23

Table 27. GCSE English and Maths (% grade 4-9) by Ethnicity, gender and FSM 2018

Female Male

Not FSM FSM Gap Not FSM FSM Gap

Black African 72 59 -13 63 58 -5

Black Other 66 85 +19 57 42 -15

Black Caribbean

52 42 -10 41 19 -22

Portuguese 49 44 -4 51 25 -26

White British 73 35 -38 66 38 -28

White Other 73 58 -15 71 68 -3

All pupils 66 53 -12 60 47 -13

14

2.33 The Lambeth and national data also suggests that there is a strong association between poverty and successful achievement in education.

2.34 Tables 24 and 25 show that the gap in attainment between White British pupils eligible

and not eligible for free school meals was 34 percentage points in Lambeth at KS2 and

33 percentage points at GCSE while for White other and Black African pupils it was 9

percentage points at GCSE .

2.35 While poverty makes little difference to the achievements at school of some ethnic

groups, it makes a notable difference to White British children on free school meals.

Making comparisons between the educational attainments of different ethnic groups

without explicitly considering the effect of economic disadvantage, effectively treating

White British as a single group, is extremely misleading.

The Achievement trends of main ethnic groups in Lambeth

2.36 The underachievement of Portuguese pupils was raised as an issue in Lambeth schools in the late 1990s, and arrangements were made to separately identify and record their academic achievements. Although the format of tests and examinations have drastically changed over the last 15 years, it is possible to demonstrate that Portuguese pupils are closing the gap, albeit from a very low starting point.

2.37 Table 28 shows the performance of Portuguese pupils in Lambeth with results for 2000

(2006 for GCSE) and 2018, and shows the gap in attainment with the corresponding Lambeth results. Although the format of the tests have changed, it clearly shows that the relative performance of Portuguese pupils improved substantially at KS1 and GCSE and the gap has been narrowed with Lambeth. However this is not true for KS2 where the picture is more mixed.

Table 28. Trend Performance of main ethnic groups, 2000 & 2018 (%)

2000* 2018 2000-2018 Change

KS1 Average

Portuguese 32 69 +37

Black African 66 78 +12 Black Caribbean 59 73 +14 White British 64 83 +19 White Other 63 77 +14 Lambeth 60 78 +18 National 61 74 +13

KS2 RWM

Portuguese 55 55 0 Black African 73 69 -4 Black Caribbean 67 57 -10 White British 74 82 +8 White Other 75 74 -1 Lambeth 68 70 +2 National 74 64 -10

GCSE

Portuguese 17 47 +30 Black African 47 65 +18 Black Caribbean 36 43 +7 White British 38 63 +25 White Other 32 70 +38 Lambeth 41 60 +19 National 49 59 +10

15

The achievement gap for pupils with special educational needs 2.38 Table 27 demonstrates a clear link with level of special educational need and

attainment. In Lambeth, 80% of those with no identified SEN met the expected standard in RWM combined, compared with 17% of pupils with an Educational healthcare plan (EHCP), while 37% of those with SEN support reached this standard. For each level of SEN and subject, pupils in Lambeth were more likely to meet the expected standard than pupils nationally.

Table 29. KS2 performance by stage of SEN 2018 (%)

Lambeth National

Reading Maths Writ TA RWM Reading Maths Writ TA RWM

No SEN 87 89 93 80 83 84 88 74

SEN Support 56 57 53 37 43 42 38 24

Statement/EHCP 27 30 25 17 16 15 13 9

All pupils 79 80 83 70 75 76 78 64

2.39 However simply looking at level of SEN does not consider the type of special

educational need. Table 30 breaks down attainment by prime SEN need. Some groups are very small and so caution should be exercised when drawing any conclusions. Nevertheless it clearly shows that pupils with different SEN needs have different levels of attainment.

2.40 The most common SEN recorded was for speech, language and communication needs with 148 pupils. 34% of these pupils met the expected standard in RWM compared with 18% of their peers nationally. The next largest group was those pupils with social, emotional and mental health needs. Again, in Lambeth this group were more likely to reach the expected standard than pupils nationally, (48% getting RWM compared with 33% nationally). The only other group with a cohort size over 100 was for pupils with moderate learning difficulties, and this group also had higher attainment levels with 25% getting RWM compared to 11% of pupils nationally.

16

Table 30. KS2 performance by type of SEN 2018 (%)

Lambeth National

Reading Writing Maths RWM Cohort Reading Writing Maths RWM

specific learning difficulty

52 51 52 32 97 43 33 41 20

moderate learning difficulty

56 37 45 25 110 28 23 27 11

severe learning difficulty

0 0 22 0 9 2 2 3 1

profound & multiple learning difficulty

0 0 0 0 5 2 2 2 1

social, emotional and mental health

67 66 63 48 129 53 46 48 33

speech, language & communication

45 46 57 34 148 31 30 36 18

hearing impairment

100 100 100 100 4 56 59 56 43

visual impairment 67 67 67 67 3 56 53 53 40

multi-sensory impairment

100 100 100 100 1 52 47 47 32

physical disability 40 40 47 20 15 53 49 47 36

autistic spectrum disorder

39 41 45 32 56 41 37 39 28

other difficulty/disability

38 26 44 24 34 46 40 43 27

All pupils 79 83 80 70 n/a 75 78 76 64

2.41 As for KS2, at GCSE there is a clear relationship between SEN and attainment,

although Lambeth’s results were similar to that found nationally. Only about 11% of pupils with an ECHP got a grade 4-9 in English and maths compared with 67% of pupils with no SEN in Lambeth.

Table 31. GCSE performance by SEN 2018 (%)

Lambeth National


No identified SEN 48.2 0.07 67.4% 49.8 0.08 70.6%

SEN Support 36.0 -0.30 38.4% 32.2 -0.43 31.3%

statement or EHC plan

14.8 -1.04 10.9% 13.5 -1.09 10.5%

All pupils 44.6 -0.05 59.8% 44.5 -0.02 59.4%

2.42 At GCSE, pupils in Lambeth were most likely to have a need of moderate learning

difficulties (143 pupils) and 44% got grade 4-9 in English and maths (compared with 13% nationally). The next most common need was specific learning difficulty, and pupils with this need in Lambeth were less likely than pupils nationally to get English and maths (28% compared with 35%).

17

Table 33 – GCSE performance by prime SEN need 2018 (%)

Lambeth National

Att8 Prog8 E+M 4-9 Cohort Att8 Prog8 E+M 4-9

specific learning difficulty 33.4 -0.21 28.2% 85 34.0 -0.19 35.0%

moderate learning difficulty 36.2 -0.14 44.1% 143 21.8 -0.58 12.6%

severe learning difficulty 0.0 -1.34 0% 15 2.5 -1.28 1.2%

profound & multiple learning difficulty 9.9 -0.69 0% 3 2.3 -1.29 0.9%

social, emotional and mental health 30.7 -1.03 34.9% 63 25.9 -1.20 25.7%

speech, language & communications needs 28.3 -0.63 19.1% 68 25.8 -0.40 20.5%

hearing impairment 39.3 0.02 42.9% 7 39.2 -0.04 48.0%

visual impairment 30.0 -2.12 66.7% 3 40.4 -0.14 51.7%

multi-sensory impairment 24.5 -1.08 0% 2 29.2 -0.49 31.2%

physical disability 31.2 -0.26 40.0% 5 32.6 -0.45 38.2%

autistic spectrum disorder 19.8 -1.15 17.3% 52 27.5 -0.72 31.3%

other difficulty/disability 38.6 0.45 47.6% 21 32.6 -0.42 33.2%

4. Conclusions

The LA’s school improvement initiatives put much emphasis on the monitoring of performance and the need to identify the factors behind underachievement in order to close the gaps between different groups. The main findings from the 2018 data suggests:

Lambeth had higher levels of attainment in phonics, KS1 and KS2 than nationally, while results for the foundation stage and GCSE were broadly in line. Furthermore, on the KS1-KS2 progress measure, Lambeth achieved extremely highly, being 5th highest LA nationally in writing and in the top 20 out of 150 in both reading and mathematics.

Again this year, Portuguese pupils had amongst the lowest levels of attainment, consistently below the Lambeth average, for KS1 and KS2, although GCSE results were closer to overall in the borough which demonstrates the progress that this group of pupils make during their time in Lambeth schools.

Caribbean pupils also remain another under performing group, being the lowest achievers in all three indicators at GCSE.

White British pupils had consistently high levels of attainment at KS1 and KS2, but this was not true at GCSE.

Girls outperformed boys across the board this year in KS1, KS2 and GCSE.

Fully fluent (stage D) bilingual pupils outperformed the English only speakers at both KS2 and GCSE.

Lambeth pupils eligible for free school meals match the national expectation, by performing below their paid meal peers, with the greatest gap at KS2.

Disadvantaged pupils in Lambeth perform above the same cohort nationally at both KS2 and GCSE, albeit the gaps remain to their non-disadvantaged peers (ranging from 10 percentage points to 16 in 2018).

Appendix 1

EYFS Results by Social Characteristics – Lambeth and National 2018

Social factors

LAMBETH EYFS Results 2018 NATIONAL EYFS Results 2018

Average Points Score

% of pupils at

GLD

% at or above all Learning

Goals

Cohort Average Points Score

% of pupils at

GLD


Goals

Cohort

Gender

Female 34.6 78% 77% 1,576 35.8 78% 77% 318,270

Male 32.8 67% 64% 1,597 33.4 65% 63% 334,079

Meal Status

Free Meals 31.8 62% 60% 638 31.5 57% 55% 87,190

Paid Meals 34.1 75% 73% 2,535 35.0 74% 73% 565,159

Ethnic Background

African 32.9 72% 67% 661 33.6 71% 69% 22,099

Any Other Group 32.7 62% 62% 113 32.5 64% 62% 12,037

Asian Other 35.4 86% 83% 36 33.6 71% 69% 11,617

Bangladeshi 33.1 75% 75% 28 33.0 68% 66% 10,271

Black Other 33.0 66% 66% 117 33.5 68% 67% 4,584

Caribbean 32.6 68% 66% 325 33.8 69% 67% 5,659

Chinese 33.5 84% 84% 19 35.8 79% 76% 3,278

Greek SUPP SUPP SUPP 4 n/a n/a n/a n/a

Gypsy/Roma SUPP SUPP SUPP 1 28.4 34% 33% 2,024

Indian 33.1 76% 65% 17 35.4 79% 77% 20,190

Mixed Other 33.6 67% 66% 248 35.1 74% 72% 15,677

Mixed White/Asian 36.9 83% 83% 53 35.7 76% 74% 10,288

Mixed White/Black African 33.7 74% 71% 68 34.7 73% 72% 5,683

Mixed White/Black Caribbean

32.9 65% 63% 139 34.2 70% 68% 9,973

Pakistani 32.5 64% 64% 47 32.5 65% 63% 27,076

Portuguese 31.7 64% 63% 98 n/a n/a n/a n/a

Turkish 28.1 43% 43% 7 n/a n/a n/a n/a

Vietnamese 34.3 71% 71% 7 n/a n/a n/a n/a

White British 35.9 83% 82% 642 35.1 73% 72% 424,179

White Irish 36.9 91% 91% 22 36.0 75% 74% 1,598

White Other 33.3 72% 71% 411 33.0 66% 64% 45,606

Fluency in English

Stage A – New to English 28.9 46% 44% 353 n/a n/a n/a n/a

Stage B – Early Acquisition 32.9 70% 69% 417 n/a n/a n/a n/a

Stage C – Developing Competence

33.8 77% 72% 313 n/a n/a n/a n/a

Stage D - Competent 34.1 77% 75% 225 n/a n/a n/a n/a

Stage E – Fluent 36.7 90% 88% 144 n/a n/a n/a n/a

English Only 34.7 76% 75% 1,631 n/a n/a n/a n/a

All pupils 33.7 72% 70% 3,173 34.6 72% 70% 652,349

This table does not include pupils for whom social characteristics are unknown, or were recorded as ‘unclassified’.

n/a = data not available. Where this is shown figures are not published at the national level by the DfE. SUPP = data suppressed where cohorts are fewer than five pupils.

Appendix 1

Year 1 Phonics Results by Social Characteristics – Lambeth and National 2018

Social factors

LAMBETH Phonics Results 2018

NATIONAL Phonics Results 2018

% Wa Cohort % Wa Cohort

Gender

Female 89% 1,597 86% 324,257

Male 82% 1,596 79% 340,242

Meal Status

Free Meals 79% 638 70% 91,891

Paid Meals 87% 2,553 84% 572,608

Ethnic Background

African 85% 616 85% 23,185

Any Other Group 80% 127 81% 12,269

Asian Other 80% 40 87% 11,744

Bangladeshi 82% 33 83% 10,653

Black Other 87% 114 83% 5,002

Caribbean 80% 379 80% 6,042

Chinese 92% 24 91% 3,342

Greek SUPP 4 n/a n/a

Gypsy/Roma SUPP 2 42% 2,346

Indian 96% 28 90% 20,858

Mixed Other 87% 272 85% 15,534

Mixed White/Asian 98% 46 88% 10,315

Mixed White/Black African 84% 64 84% 5,814

Mixed White/Black Caribbean 82% 159 79% 10,550

Pakistani 85% 55 82% 28,474

Portuguese 81% 106 n/a n/a

Turkish 67% 6 n/a n/a

Vietnamese 71% 7 n/a n/a

White British 90% 613 83% 439,105

White Irish 90% 10 83% 1,601

White Other 86% 409 81% 47,278

Fluency in English

Stage A – New to English 71% 265 n/a n/a

Stage B – Early Acquisition 83% 396 n/a n/a


87% 342 n/a n/a

Stage D - Competent 96% 189 n/a n/a

Stage E – Fluent 93% 188 n/a n/a

English Only 86% 1,755 n/a n/a

All pupils 85% 3,193 83% 664,499



Appendix 1

KS1 Teacher Assessments by Social Characteristics – Lambeth and National 2018

LAMBETH KS1 Results 2018 (% expected

standard) NATIONAL KS1 Results 2018 (% expected

standard)

Social factors Reading Writing Maths Average Cohort Reading Writing Maths Average Cohort

Gender

Female 80% 77% 77% 78% 1,529 80% 77% 77% 78% 324,067

Male 71% 63% 75% 70% 1,611 69% 63% 75% 69% 340,912

Meal Status

Free Meals 68% 66% 69% 67% 643 60% 53% 61% 58% 91,174

Paid Meals 82% 77% 82% 80% 2,466 78% 73% 79% 77% 573,805

Ethnic Background

African 79% 77% 78% 78% 644 78% 74% 76% 76% 24,153

Any Other Group 76% 71% 81% 76% 119 69% 65% 72% 69% 12,481

Asian Other 83% 72% 81% 79% 36 79% 76% 81% 79% 11,786

Bangladeshi 83% 78% 75% 79% 36 77% 73% 78% 76% 10,629

Black Other 69% 61% 68% 66% 94 75% 69% 72% 72% 5,023

Caribbean 76% 70% 73% 73% 397 73% 66% 69% 69% 6,409

Chinese 86% 86% 91% 88% 22 84% 83% 91% 86% 3,082

Greek n/a n/a n/a n/a 0 n/a n/a n/a n/a n/a

Gypsy/Roma n/a n/a n/a n/a 0 29% 25% 34% 29% 2,357

Indian 80% 80% 80% 80% 20 84% 81% 85% 83% 20,428

Mixed Other 80% 76% 82% 80% 249 78% 73% 78% 76% 15,399

Mixed White/Asian 96% 94% 96% 95% 48 81% 77% 81% 80% 9,937

Mixed White/Black African 77% 79% 82% 79% 71 78% 73% 76% 76% 5,866


78% 71% 73% 74% 156 72% 65% 71% 69% 10,704

Pakistani 82% 76% 82% 80% 45 73% 68% 73% 71% 27,862

Portuguese 67% 65% 74% 69% 141 n/a n/a n/a n/a n/a

Turkish 100% 80% 100% 93% 5 n/a n/a n/a n/a n/a

Vietnamese 86% 86% 86% 86% 7 n/a n/a n/a n/a n/a

White British 83% 80% 85% 83% 536 76% 70% 76% 74% 440,711

White Irish 94% 76% 100% 90% 17 77% 70% 76% 74% 1,637

White Other 79% 72% 81% 77% 418 71% 67% 75% 71% 48,029

Fluency in English

Stage A – New to English 35% 30% 40% 35% 110 n/a n/a n/a n/a n/a

Stage B – Early Acquisition 63% 56% 67% 62% 361 n/a n/a n/a n/a n/a

Stage C – Developing Competence 80% 77% 82% 80%

531 n/a n/a n/a n/a n/a

Stage D - Competent 90% 91% 90% 90% 269 n/a n/a n/a n/a n/a

Stage E – Fluent 94% 92% 93% 93% 275 n/a n/a n/a n/a n/a

English Only 80% 75% 80% 78% 1559 n/a n/a n/a n/a n/a

All pupils 79% 74% 79% 77% 3,140 75% 70% 76% 74% 664,979



Appendix 1 continued

KS2 Results by Social Characteristics – Lambeth and National 2018

LAMBETH KS2 Results 2018 (% expected

standard) NATIONAL KS2 Results 2018 (% expected

standard)

Social factors Reading Writing

TA Maths R,W,M Cohort Reading

Writing TA

Maths R,W,M Cohort

Gender

Female 83% 86% 82% 74% 1,452 79% 84% 76% 68% 302,767

Male 76% 78% 79% 67% 1,561 72% 72% 75% 61% 316,583

Meal Status

Free Meals 66% 72% 68% 54% 715 60% 63% 59% 46% 91,034

Paid Meals 82% 86% 84% 74% 2,298 78% 81% 78% 68% 528,316

Ethnic Background

African 76% 83% 81% 69% 733 75% 80% 78% 66% 25,205

Any Other Group 73% 82% 83% 67% 153 68% 74% 76% 61% 11,647

Asian Other 80% 89% 89% 73% 45 78% 83% 85% 72% 11,375

Bangladeshi 80% 82% 75% 70% 44 76% 82% 81% 69% 10,962

Black Other 79% 82% 79% 66% 107 72% 77% 72% 61% 4,939

Caribbean 72% 78% 68% 57% 456 70% 73% 66% 55% 7,216

Chinese 80% 93% 93% 80% 15 83% 89% 94% 81% 2,543

Greek 0% 50% 100% 0% 2 n/a n/a n/a n/a n/a

Gypsy/Roma 100% 0% 100% 0% 1 28% 32% 30% 18% 2,160

Indian 85% 77% 92% 77% 13 81% 86% 87% 76% 18,165

Mixed Other 83% 84% 83% 75% 179 79% 81% 78% 68% 12,820

Mixed White/Asian 100% 100% 90% 90% 21 81% 84% 81% 72% 8,307

Mixed White/Black African 83% 89% 86% 79% 71 77% 80% 76% 65% 4,794


78% 78% 73% 66% 157 72% 74% 67% 57% 9,564

Pakistani 79% 92% 90% 74% 39 70% 77% 75% 61% 27,358

Portuguese 66% 71% 71% 54% 132 n/a n/a n/a n/a n/a

Turkish 56% 78% 89% 56% 9 n/a n/a n/a n/a n/a

Vietnamese 100% 100% 100% 100% 9 n/a n/a n/a n/a n/a

White British 90% 89% 89% 82% 438 76% 79% 75% 65% 416,127

White Irish 89% 89% 89% 78% 9 82% 79% 78% 70% 1,690

White Other 81% 83% 84% 73% 341 69% 74% 76% 61% 38,458

Fluency in English

Stage A – New to English 0% 4% 17% 0% 23 n/a n/a n/a n/a n/a

Stage B – Early Acquisition 45% 46% 60% 33% 146 n/a n/a n/a n/a n/a


63% 72% 73% 53% 400 n/a n/a n/a n/a n/a

Stage D - Competent 85% 90% 87% 77% 520 n/a n/a n/a n/a n/a

Stage E – Fluent 91% 96% 94% 88% 452 n/a n/a n/a n/a n/a

English Only 82% 84% 79% 70% 1,403 n/a n/a n/a n/a n/a

All pupils 79% 83% 81% 70% 3,013 75% 78% 76% 64% 619,350


n/a = data not available. Where this is shown figures are not published at the national level by the DfE. SUPP = data suppressed where cohorts are fewer than five pupils. R,W,M = reading, writing and maths combined.


GCSE Results by Social Characteristics – Lambeth and National 2018

LAMBETH GCSE Results 2018 (Key

Indicators) NATIONAL GCSE Results 2018 (Key

Indicators)

Social factors

Attainment 8

Progress 8

% grade 4+ in E&M

Ebacc APS

Cohort Attainment

8 Progress

8

% grade 4+ in E&M

Ebacc APS

Cohort

Gender

Female 47.2 0.24 63% 4.23 1,042 49.3 0.22 68% 4.29 256,720

Male 41.6 -0.34 56% 3.70 1,078 43.8 -0.25 61% 3.80 266,906

Meal Status

Free Meals 38.3 -0.34 50% 3.40 505 34.4 -0.53 40% 2.85 66,365

Paid Meals 46.3 0.03 63% 4.10 1,611 48.3 0.05 68% 4.22 457,261

Ethnic Background

African 46.0 0.08 65% 4.13 515 47.5 0.31 65% 4.20 18,358

Any Other Group 45.0 0.58 56% 4.23 143 47.2 0.55 62% 4.28 8,573

Asian Other 51.3 0.51 73% 4.64 33 53.6 0.65 75% 4.86 8,938

Bangladeshi 54.6 0.46 83% 5.02 36 49.6 0.44 69% 4.34 9,384

Black Other 42.7 -0.26 62% 3.76 102 43.0 0.08 55% 3.73 3,658

Caribbean 36.3 -0.60 43% 3.04 395 39.6 -0.30 49% 3.33 6,933

Chinese 59.0 0.41 81% 5.64 16 64.2 1.03 87% 6.01 1,875

Greek 36.3 -0.56 50% 2.75 2 n/a n/a n/a n/a n/a

Gypsy/Roma n/a n/a 92% 4.74 18.2 -0.78 13% 1.39 1,107

Indian 56.0 1.05 92% 4.74 13 56.3 0.72 79% 5.12 14,575

Mixed Other 44.8 -0.02 65% 4.05 109 49.1 0.12 67% 4.36 9,080

Mixed White/Asian 52.9 -0.15 67% 4.80 9 52.5 0.22 73% 4.69 5,537

Mixed White/Black African 48.3 -0.07 76% 4.39 46 46.5 0.01 64% 4.08 2,936


39.2 -0.66 54% 3.38 94 41.3 -0.37 54% 3.47 7,093

Pakistani 46.7 0.39 64% 4.38 14 45.7 0.23 61% 3.97 22,840

Portuguese 43.1 0.10 47% 3.88 99 n/a n/a n/a n/a n/a

Turkish 50.1 0.68 80% 4.85 5 n/a n/a n/a n/a n/a

Vietnamese 59.0 -0.76 100% 5.17 2 n/a n/a n/a n/a n/a

White British 47.1 -0.22 63% 4.20 223 46.1 -0.14 64% 3.96 367,680

White Irish 53.1 -0.29 88% 4.63 8 52.2 0.11 75% 4.64 1,646

White Other 51.0 0.69 70% 4.78 206 47.0 0.51 62% 4.27 26,136

Fluency in English

Stage A – New to English 16.2 -1.34 0% 1.54 17 n/a n/a n/a n/a n/a

Stage B – Early Acquisition 26.5 -0.14 10% 2.39 29 n/a n/a n/a n/a n/a


40.0 0.30 49% 3.60 116 n/a n/a n/a n/a n/a

Stage D - Competent 49.6 0.32 69% 4.62 264 n/a n/a n/a n/a n/a

Stage E – Fluent 49.4 0.16 68% 4.49 459 n/a n/a n/a n/a n/a

English Only 41.8 -0.35 55% 3.63 1,083 n/a n/a n/a n/a n/a

All pupils 44.6 -0.05 60% 3.98 2,120 46.5 -0.02 64% 4.04 522,626

This table does not include pupils for whom social characteristics are unknown, or were recorded as ‘unclassified’. n/a = data not available. Where this is shown figures are not published at the national level by the DfE.

Appendix 2

Lambeth EYFS Results by Gender - 2018

Social factors

LAMBETH GIRLS EYFS Results 2018 LAMBETH BOYS EYFS Results 2018

Average Points Score

% of pupils at

GLD


Goals

Cohort Average Points Score

% of pupils at

GLD


Goals

Cohort

Meal Status

Free Meals 33.2 69% 68% 314 30.5 55% 53% 324

Paid Meals 34.9 80% 79% 1,262 33.3 70% 67% 1,273

Ethnic Background

African 34.4 78% 76% 310 31.6 66% 60% 351

Any Other Group 33.6 71% 71% 55 31.8 53% 53% 58

Asian Other 34.9 86% 86% 22 36.2 86% 79% 14

Bangladeshi 34.9 86% 86% 14 31.2 64% 64% 14

Black Other 33.6 71% 71% 58 32.5 61% 61% 59

Caribbean 33.6 74% 74% 167 31.7 61% 58% 158

Chinese 32.5 82% 82% 11 34.9 88% 88% 8

Greek n/a n/a n/a 2 n/a n/a n/a 2

Gypsy/Roma n/a n/a n/a 0 n/a n/a n/a 1

Indian 31.5 80% 70% 10 35.3 71% 57% 7

Mixed Other 34.6 74% 73% 123 32.5 60% 59% 125

Mixed White/Asian 37.3 78% 78% 27 36.5 88% 88% 26

Mixed White/Black African 34.3 84% 78% 37 32.9 61% 61% 31


34.0 69% 66% 68 31.8 61% 59% 71

Pakistani 33.1 68% 68% 28 31.5 58% 58% 19

Portuguese 32.8 70% 70% 43 30.8 60% 58% 55

Turkish 31.0 60% 60% 5 n/a n/a n/a 2

Vietnamese n/a n/a n/a 1 34.2 67% 67% 6

White British 36.7 89% 88% 313 35.2 78% 76% 329

White Irish 37.4 91% 91% 11 36.4 91% 91% 11

White Other 34.0 75% 74% 214 32.6 70% 68% 197

Fluency in English

Stage A – New to English 30.2 54% 52% 169 27.7 39% 36% 184

Stage B – Early Acquisition 33.3 74% 73% 204 32.4 67% 66% 213


34.9 83% 80% 164 32.6 70% 64% 149

Stage D - Competent 35 82% 82% 119 33.1 72% 67% 106

Stage E – Fluent 36.5 91% 91% 64 36.8 89% 86% 80

English Only 35.7 83% 82% 809 33.6 70% 68% 822

Gender Totals 34.6 78% 77% 1,576 32.8 67% 64% 1,597


n/a = data not available. SUPP = data suppressed where cohorts are fewer than five pupils.


Lambeth Year 1 Phonics Results by Gender - 2018

Social factors

LAMBETH GIRLS Phonics Results 2018

LAMBETH BOYS Phonics Results 2018

% Wa Cohort % Wa Cohort

Meal Status

Free Meals 84% 303 73% 335

Paid Meals 90% 1,294 84% 1,259

Ethnic Background

African 88% 316 82% 300

Any Other Group 83% 63 78% 64

Asian Other 76% 17 83% 23

Bangladeshi 95% 19 64% 14

Black Other 90% 50 84% 64

Caribbean 85% 182 76% 197

Chinese 100% 11 85% 13

Greek n/a 3 n/a 1

Gypsy/Roma n/a 1 n/a 1

Indian 100% 11 94% 17

Mixed Other 93% 138 81% 134

Mixed White/Asian 96% 28 100% 18

Mixed White/Black African 89% 27 81% 37

Mixed White/Black Caribbean 87% 87 76% 72

Pakistani 92% 24 81% 31

Portuguese 88% 59 72% 47

Turkish 60% 5 n/a 1

Vietnamese n/a 3 n/a 4

White British 93% 321 86% 292

White Irish n/a 4 100% 6

White Other 86% 194 86% 215

Fluency in English

Stage A – New to English 76% 121 66% 144

Stage B – Early Acquisition 86% 183 81% 213


90% 164 84% 178

Stage D - Competent 96% 96 97% 93

Stage E – Fluent 95% 105 90% 83

English Only 90% 904 82% 851

Gender Totals 89% 1,597 82% 1,596


n/a = data not available. SUPP = data suppressed where cohorts are fewer than five pupils.


Lambeth KS1 Teacher Assessment Results by Gender – 2018

LAMBETH GIRLS KS1 Results 2018 (% expected standard)

LAMBETH BOYS KS1 Results 2018 (% expected standard)

Social factors Reading Writing Maths Average Cohort Reading Writing Maths Average Cohort

Meal Status

Free Meals 75% 72% 72% 73% 323 60% 60% 66% 62% 320

Paid Meals 85% 82% 83% 83% 1,189 79% 72% 81% 77% 1,277

Ethnic Background

African 83% 83% 80% 82% 332 75% 71% 76% 74% 312

Any Other Group 75% 74% 79% 76% 61 76% 67% 83% 75% 58

Asian Other 87% 80% 87% 84% 15 81% 67% 76% 75% 21

Bangladeshi 100% 89% 89% 93% 19 65% 65% 59% 63% 17

Black Other 82% 67% 69% 73% 39 60% 56% 67% 61% 55

Caribbean 83% 78% 79% 80% 185 69% 63% 68% 67% 212

Chinese 90% 90% 90% 90% 10 83% 83% 92% 86% 12

Greek n/a n/a n/a n/a 0 n/a n/a n/a n/a 0

Gypsy/Roma n/a n/a n/a n/a 0 n/a n/a n/a n/a 0

Indian 100% 100% 100% 100% 7 69% 69% 69% 69% 13

Mixed Other 84% 81% 81% 82% 112 77% 72% 83% 77% 137

Mixed White/Asian 100% 100% 100% 100% 19 93% 90% 93% 92% 29

Mixed White/Black African 80% 82% 82% 81% 44 74% 74% 81% 77% 27

Mixed White/Black Caribbean 83% 79% 76% 79% 82 73% 61% 70% 68% 74

Pakistani 82% 76% 76% 78% 17 82% 75% 86% 81% 28

Portuguese 74% 74% 78% 75% 68 60% 58% 71% 63% 73

Turkish n/a n/a n/a n/a 2 n/a n/a n/a n/a 3

Vietnamese n/a n/a n/a n/a 3 n/a n/a n/a n/a 4

White British 86% 85% 85% 85% 264 80% 75% 85% 80% 272

White Irish 86% 86% 100% 90% 7 100% 70% 100% 90% 10

White Other 79% 75% 81% 78% 208 78% 70% 80% 76% 210

Fluency in English

Stage A – New to English 39% 29% 41% 37% 41 33% 30% 39% 34% 69

Stage B – Early Acquisition 64% 58% 65% 63% 171 63% 54% 69% 62% 190


85% 84% 84% 84% 262 76% 70% 80% 75% 269

Stage D - Competent 93% 96% 89% 93% 139 87% 86% 92% 88% 130

Stage E – Fluent 96% 95% 93% 95% 152 91% 89% 93% 91% 123

English Only 84% 81% 81% 82% 745 77% 71% 78% 75% 814

Gender Totals 80% 77% 77% 78% 1,529 71% 63% 75% 70% 1,611


SUPP = data suppressed where cohorts are fewer than five pupils.


Lambeth KS2 Results by Gender – 2018

LAMBETH GIRLS KS2 Results 2018 (% expected standard)

LAMBETH BOYS KS2 Results 2018 (% expected standard)

Social factors Reading Writing

TA Maths R,W,M Cohort Reading

Writing TA

Maths R,W,M Cohort

Meal Status

Free Meals 72% 80% 71% 60% 334 60% 62% 63% 48% 381

Paid Meals 85% 89% 84% 76% 1,118 79% 82% 83% 71% 1,180

Ethnic Background

African 80% 88% 82% 71% 331 72% 78% 79% 66% 402

Any Other Group 77% 84% 81% 69% 75 64% 74% 78% 60% 78

Asian Other 88% 100% 94% 82% 17 71% 82% 86% 64% 28

Bangladeshi 89% 89% 84% 79% 19 72% 76% 68% 64% 25

Black Other 83% 87% 87% 75% 52 75% 78% 73% 58% 55

Caribbean 71% 84% 69% 59% 242 70% 69% 65% 53% 214

Chinese 90% 100% 100% 90% 10 60% 80% 80% 60% 5



Indian 67% 67% 83% 67% 6 100% 86% 100% 86% 7

Mixed Other 85% 85% 80% 76% 94 80% 81% 86% 73% 85

Mixed White/Asian 100% 100% 93% 93% 15 100% 100% 83% 83% 6

Mixed White/Black African 90% 90% 90% 84% 31 75% 85% 80% 73% 40

Mixed White/Black Caribbean 81% 83% 74% 69% 70 75% 74% 71% 63% 87

Pakistani 88% 100% 88% 75% 16 74% 87% 91% 74% 23

Portuguese 74% 84% 75% 61% 61 58% 59% 66% 48% 71

Turkish n/a n/a n/a n/a 3 50% 83% 100% 50% 6

Vietnamese n/a n/a n/a n/a 4 100% 100% 100% 100% 5

White British 95% 93% 91% 88% 215 84% 83% 85% 76% 223

White Irish 80% 100% 100% 80% 5 n/a n/a n/a n/a 4

White Other 82% 84% 84% 75% 167 77% 78% 82% 69% 174

Fluency in English

Stage A – New to English 12% 18% 29% 12% 17 0% 0% 5% 0% 21

Stage B – Early Acquisition 54% 51% 63% 35% 68 34% 36% 53% 27% 88


70% 78% 73% 58% 171 56% 67% 72% 48% 232

Stage D - Competent 84% 93% 85% 76% 251 86% 88% 88% 78% 269

Stage E – Fluent 92% 97% 93% 88% 237 90% 94% 94% 88% 216

English Only 85% 89% 81% 75% 694 78% 78% 76% 66% 718

Gender Totals 83% 86% 82% 74% 1,452 76% 78% 79% 67% 1,561


SUPP = data suppressed where cohorts are fewer than five pupils.


Lambeth GCSE Results by Gender – 2017

LAMBETH GIRLS GCSE Results 2017 (Key

Indicators) LAMBETH BOYS GCSE Results 2017 (Key

Indicators)

Social factors

Attainment 8

Progress 8

% grade 4+ in E&M

Ebacc APS

Cohort Attainment

8 Progress

8

% grade 4+ in E&M

Ebacc APS

Cohort

Meal Status

Free Meals 41.16 -0.08 53% 3.65 250 35.49 -0.60 47% 3.18 255

Paid Meals 49.12 0.34 66% 4.42 792 43.63 -0.26 60% 3.88 819

Ethnic Background

African 49.03 0.42 69% 4.44 264 42.9 -0.26 62% 3.8 251

Any Other Group 45.66 0.86 60% 4.27 77 44.22 0.18 52% 4.19 66

Asian Other 55.53 0.88 80% 5.08 15 47.69 0.21 67% 4.27 18

Bangladeshi 49.36 0.48 82% 4.59 11 56.88 0.45 84% 5.21 25

Black Other 47.03 0.14 71% 4.11 48 38.77 -0.65 54% 3.45 54

Caribbean 40.29 -0.34 49% 3.41 212 31.72 -0.89 36% 2.62 183

Chinese 57.81 0.79 63% 5.5 8 60.13 0.08 100% 5.78 8



Indian 59 1.17 100% 5.5 1 55.71 1.04 92% 4.68 12

Mixed Other 46.93 0.29 71% 4.24 49 43.08 -0.29 60% 3.89 60

Mixed White/Asian n/a n/a n/a n/a 4 50 -0.72 80% 4.53 5

Mixed White/Black African 48.91 0.22 74% 4.3 19 47.82 -0.26 78% 4.45 27


47.24 0.06 61% 4.1 36 34.22 -1.13 50% 2.94 58

Pakistani 36.5 -0.35 33% 3.08 6 54.31 0.76 88% 5.35 8

Portuguese 45.73 0.37 48% 4.05 48 40.69 -0.16 47% 3.72 51

Turkish n/a n/a n/a n/a 3 n/a n/a n/a n/a 2

Vietnamese n/a n/a n/a n/a 2 n/a n/a n/a n/a 0

White British 50.25 0.12 66% 4.53 112 43.97 -0.55 59% 3.86 111

White Irish 58.7 0.27 80% 5.1 5 n/a n/a n/a n/a 3

White Other 54.24 0.82 70% 5.13 94 48.3 0.58 71% 4.48 112

Fluency in English

Stage A – New to English 23.47 n/a 11% 1.8 9 13.89 -1.34 0% 1.28 9

Stage B – Early Acquisition 27.25 -0.25 19% 2.34 16 25.67 0.01 0% 2.45 13


41.42 0.54 43% 3.65 51 38.88 0.10 54% 3.55 65

Stage D - Competent 52.27 0.54 72% 4.83 115 47.57 0.14 66% 4.45 149

Stage E – Fluent 51.00 0.47 68% 4.67 227 47.91 -0.12 67% 4.31 232

English Only 45.78 -0.02 60% 4.02 543 37.89 -0.69 51% 3.25 540

Gender totals 47.2 0.24 63% 4.23 1,042 41.6 -0.34 56% 3.70 1,078

This table does not include pupils for whom social characteristics are unknown, or were recorded as ‘unclassified’. SUPP = data suppressed where cohorts are fewer than five pupils.

Published by: Schools' Research and Statistics Education and Learning 1st Floor Civic Centre Brixton SW2 1EG

www.lambeth.gov.uk/rsu

© Lambeth Council. All rights reserved. February 2019

http://www.lambeth.gov.uk/rsu

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