A THIRD OF FREE SCHOOL MEALS PUPILS ACHIEVE GOOD GCSEs

GCSE RESULTS

Just 34% of Free School Meals Pupils achieve five good GCSEs

Comment

Latest up-dated data is just out for 2010/11 on attainment for GCSE and equivalent results for pupils attending maintained schools (including CTCs and academies). The information covers different pupil characteristics, specifically gender, ethnicity, English as a first language, eligibility for free school meals (FSM) and special educational needs (SEN) at national and local authority level. It shows:

58.2 per cent achieved 5 or more A*-C grades at GCSE or equivalent including English and mathematics GCSEs (an increase of 3.0 percentage points from 2009/10).

Girls continue to outperform boys: 61.9 per cent of girls achieved 5 or more A*-C grades at GCSE or equivalent including English and mathematics GCSEs compared with 54.6 per cent of boys.

Chinese pupils are the highest attaining ethnic group, with 78.5 per cent achieving 5 or more A*-C grades at GCSE or equivalent including English and mathematics GCSEs.

58.5 per cent of pupils whose first language is English achieved 5 or more A*-C grades at GCSE or equivalent including English and mathematics GCSEs, compared to 55.8 per cent of pupils for whom English is not a first language.

34.6 per cent of pupils eligible for FSM achieved 5 or more A*-C grades at GCSE or equivalent including English and mathematics GCSEs, compared to 62.0 per cent of all other pupils.

33.8 per cent of disadvantaged pupils (pupils eligible for FSM or looked after children) achieved 5 or more A*-C grades at GCSE or equivalent including English and mathematics GCSEs, compared to 62.3 per cent of all other pupils.

The proportion of pupils with SEN without a statement achieving achieved 5 or more A*-C grades at GCSE or equivalent including English and mathematics GCSEs is 24.7 per cent, compared to 8.5 per cent of pupils with SEN with a statement, and 69.5 per cent of pupils with no identified SEN.

http://www.education.gov.uk/rsgateway/DB/SFR/s001057/index.shtml

February 15, 2012 - Posted by montrose42 | qualifications/exams, quality assurance, SPECIAL NEEDS | a third of fsm pupils get hood gcses, poor results in gcse for disadvantaged pupils, pupils on free school meals gcse results

1 Comment »

The really worrying figure here is the 24.7% who don’t have statements. These will be children the schools themselves designate SEN and that can cover everything from a serious, undiagnosed psychological condition to…a recently deceased pet!

Comment by Joe Nutt | February 15, 2012 | Reply

About

Patrick Watson provides policy intelligence and analysis, with a range of other public affairs support services, to clients in the education, skills, training and guidance sectors.

He is Managing Director of Montrose Public Affairs Consultants Ltd.

He believes that the best education systems, worldwide, give autonomy to schools, rooted in their local communities, to run their own affairs. Centrally driven interventions should be kept to a minimum, and then only in inverse proportion to success. Interventions driven by short-term political agendas can, too often, be immensely damaging to learners’ interests, imposing additional costs and bureaucracy on Heads, governors and teachers, while failing to add value or to measurably improve outcomes. Sound evidence should inform both policy and practice and the system should be accountable and transparent, driven by learners interests.

Education should not be a state monopoly and there should be mixed service provision, offering a diverse range of service providers from state, profit and not for profit sectors, demand rather than supply driven. The current system too often allows producers perceived interests to prevail.

Good teachers and good teaching are at the core of the best education systems. So, recruit the best, give them throughout their careers the best training and reward their success. If teachers fail to meet the highest standards , help them to improve, or assist their exit from the profession. We owe this to our children.

The Government’s role should be limited to maintaining an enabling environment, to allow autonomous schools to thrive, to ensure proper regulation and accountability for both standards and the use of public funds, while safeguarding the interests of the most disadvantaged, including, particularly, those most at risk of exclusion.

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This site includes selected Montrose comment pieces for clients (about fifteen per cent of our comment output) extracted from different weekly reports. Our bespoke client reports, apart from the policy analysis element , include monitoring of the media, the web and blogosphere ( Web sites,blogs and Tweets), Westminster, Whitehall, the Think Tanks, Research and Non Departmental Public Bodies and international developments in education. Our reports are designed to suit individual clients’ interests and to support senior managers in making informed decisions. We also undertake commissioned research on education policy issues, domestic and international. For further information:

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