EMTAS Summary Report
2016 performance and latest cohort data
March 2017
Produced by:
Organisational Intelligence Team
2
Aim of Report
This report summarises for pupils with English as an Additional Language and pupils whose ethnicity is other than
White British.:
• The latest available cohort information
• Performance across key stages in 2016
• Cohort and performance data for pupils who are Gypsy/Roma or Traveller of Irish Heritage
Data Source
Language cohorts from October 2016 School Census
Ethnicity cohorts from January 2016 School Census
Attainment data:
EYFS, Year 1 Phonics and KS1 – collected from schools May to July 2016 and processed in NEXUS
KS2 and KS4 – downloads of Performance Tables pupil files from Key to Success (revised data)
All national data sourced from DfE Statistical First Releases
About the Data
Assessments at the end of Key Stage 1 are made by teachers. From 2016, KS1 National Curriculum outcomes
were no longer reported using levels. Scaled scores in Reading and in Maths are now used to inform the overall
Teacher Assessment. For Writing and Science, children are assessed against the criteria set out in the Interim
Teacher Assessment Frameworks. In order to measure pupil attainment and progress by the end of Key Stage 1
pupils are assessed to determine whether they have reached at least the expected standard in Reading, Writing
and Maths compared with their end of Early Years outcomes in the Early Learning Goals.
The previous system of pupils being assigned a level (the expectation being that pupils should achieve Level 4+ by
age 11), now sees pupils assigned a scaled score in Reading and in Maths, which is aligned to a series of
standards set out in the Interim Teacher Assessment Frameworks. For Writing and Science, children are assessed
against the criteria set out in the Interim Teacher Assessment Framework as there are no tests for these subjects.
The expectation is that pupils achieve at least the expected standard for their age. Progress is measured from each
pupil’s end of KS1 outcome for each of Reading, Writing and Maths. Due to the changes to the assessment
framework in 2016, this means that it is no longer possible to use trend data for Key Stage 2.
2016 saw a shift away from headline measures previously reports (5+ A*-C including English and Maths). The
focus is now on pupils/schools achieving both good performance and progress across a range of subjects. The
measures used are Attainment 8 and Progress 8, supplemented by English Baccalaureate measures.
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Contents
Page
1. Ethnicity………………………………………………………………………………………
4
2. Language…………………………………………………………………………………….
5
3. Performance………………………………………………………………………………….
8
3.1 EYFS……………………………………………………………………………………..
8
3.2 Year 1 Phonics………………………………………………………………………….
10
3.3 KS1……………………………………………………………………………………….
11
3.4 KS2……………………………………………………………………………………….
12
3.5 KS4……………………………………………………………………………………….
14
4. Gypsy, Roma, Travellers…………………………………………………………………...
16
4.1 EYFS……………………………………………………………………………………..
16
4.2 Year 1 Phonics………………………………………………………………………….
17
4.3 KS1……………………………………………………………………………………….
17
4.4 KS2……………………………………………………………………………………….
18
4.5 KS4……………………………………………………………………………………….
18
EMTAS Summary Report
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4
1. Ethnicity
2012
Ethnic Group
2013
No. of
pupils
% pupils
Asian - Bangladeshi
660
Asian - Indian
1592
Asian - Pakistani
2014
No. of
pupils
% pupils
0.3
684
0.8
1688
690
0.4
Asian - Other
887
Black - African
Black - Caribbean
2015
No. of
pupils
% pupils
0.3
696
0.9
1781
736
0.4
0.5
892
2675
1.4
613
0.3
Black - Other
689
Chinese
2016
No. of
pupils
% pupils
No. of
pupils
% pupils
0.4
703
0.9
1921
0.4
706
0.3
1.0
2201
766
0.4
1.1
788
0.4
872
0.5
1023
0.4
0.5
1038
0.5
1164
0.6
2851
1.4
641
0.3
3054
1.5
3352
1.7
3628
1.8
658
0.3
681
0.3
683
0.4
738
0.3
0.4
840
0.4
944
0.5
1043
709
0.4
0.5
728
0.4
733
0.4
757
0.4
795
0.4
Mixed - White/Asian
1309
Mixed - White/Black African
848
0.7
1454
0.7
1565
0.8
1638
0.8
1780
0.9
0.4
1003
0.5
1124
0.6
1209
0.6
1303
Mixed - White/Black Caribbean
0.6
1839
0.9
2013
1.0
2011
1.0
2106
1.1
2213
1.1
Mixed - Other
2853
1.5
2971
1.5
3244
1.6
3478
1.7
3635
1.8
White - British
168961
87.0
171288
86.5
169434
85.2
168464
84.4
169180
83.3
White - Irish
513
0.3
523
0.3
534
0.3
545
0.3
530
0.3
White - Gypsy/Roma
286
0.1
331
0.2
335
0.2
310
0.2
299
0.1
White - Traveller of Irish Heritage
219
0.1
188
0.1
162
0.1
159
0.1
218
0.1
White - Other
5525
2.8
5904
3.0
6540
3.3
7132
3.6
7889
3.9
Other
1444
0.7
1276
0.6
1431
0.7
1525
0.8
1496
0.7
Unclassified/Refused
1880
1.0
2111
1.1
2821
1.4
2800
1.4
3524
1.7
194192
100.0
198020
100.0
198752
100.0
199550
100.0
203159
100.0
Grand Total
Source : January 2016 School Census (single and main registration only). Unknowns excluded. Prior to 2012 data only collated for non academies.
There have been significant rises in numbers across most ethnic groups apart from Gypsy Roma pupils.
Questions
1. Does the Essex trend reflect your own school’s trend in terms of pupils from diverse
backgrounds?
2. How does your school aim to reflect ethnic and cultural diversity in the curriculum and the school
environment?
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2. Language
District
EAL pupils
All Pupils
% EAL pupils
Harlow
2376
13940
17.0%
Brentwood
1308
13233
9.9%
Epping Forest
1457
15729
9.3%
Colchester
2401
26181
9.2%
Basildon
2126
26924
7.9%
Essex
13831
205781
6.7%
Chelmsford
1725
27018
6.4%
Braintree
811
19830
4.1%
Uttlesford
436
11547
3.8%
Tendring
542
19100
2.8%
Castle Point
297
13053
2.3%
Maldon
146
6750
2.2%
Rochford
206
12476
1.7%
Significant rises in the number of pupils
with English as an additional language
although Essex is below the national
average even in districts with higher
numbers.
There are 40 schools in Essex where
more than 20% of pupils have English as
an additional language.
NB. Country of birth, nationality and EAL
level of proficiency are three new factors
but unfortunately the LA cannot access
this data for academies.
Source : October 2016 School Census
Questions
1.
2.
3.
4.
5.
Does the Essex trend reflect your own school’s trend in terms of numbers of EAL pupils?
How ‘EAL friendly’ are your classrooms?
Does your school have an EAL policy?
Does your school have an EAL Co-ordinator?
How does your school celebrate linguistic diversity?
3. Performance
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6
The top 20 most commonly spoken first languages
in Essex schools (excluding English)
Language
Number of pupils
Polish
1779
Romanian
669
Other than English*
641
Lithuanian
579
Bengali
524
Urdu
497
Turkish
420
Tamil
407
Spanish
393
Arabic
389
Malayalam
381
Portuguese
374
French
360
Italian
359
Russian
344
Yoruba
322
Chinese
289
Bulgarian
272
German
219
Hungarian
214
179 languages are spoken in Essex.
Increasing numbers of speakers of Romanian
and Bulgarian. Polish remains the most
commonly spoken language in Essex after
English.
* known to be other than English but exact language not stated
Source : October 2016 School Census
Questions
1. How easily can your school access resources in children’s home languages?
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Percentage of EAL pupils identified as
having SEN low which is a good indicator
that many schools do not confuse the
needs of most EAL learners with children
who have a learning difficulty.
Of 13831 EAL pupils:
91.8% have no special educational needs
6.1% have SEN Support
2.1% have a Statement/EHC Plan
Some of the key language backgrounds
for pupils identified as having SEN:
Polish, Lithuanian, Turkish, Urdu, Italian
and Romanian. Figures given above are
similar to last year’s although the
percentage of EAL pupils with SEN is
slightly lower.
Questions
1. If you have a concern about the progress of an EAL learner, what steps do you take? E.g. First
language assessment, collect further information about prior educational experience, etc.
National research shows that
pupils from many ethnic
backgrounds and who have EAL
still tend to achieve well in spite
of any socio-economic
disadvantage.
Questions
1. Do you use pupil premium funding to ensure that effective additional provision is in place for
EAL learners at the beginner stage and beyond?
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3. Performance
Across all key stages many pupils from diverse backgrounds and who have EAL achieve well, often above
the national average.
Questions
1. Does the Essex trend reflect your own school’s trend in terms of pupils from diverse
backgrounds and those with EAL?
2. How do you monitor the achievement and progress of specific groups? Do you set targets which
are both stretching and achievable?
3. Is the information you collect shared with staff and school governors? When and how?
3.1 EYFS
2016 EYFS Performance
Pupil Group
% GLD
Essex England
All Pupils
72
69
Boys
65
62
Girls
79
77
FSM
55
54
Non FSM
74
72
Non EAL
64
63
EAL
73
71
No SEN
76
75
SEN Support
30
26
Statement/EHC
8
4
White
73
70
Mixed
72
71
Asian
71
68
Black
73
68
Chinese
62
69
Significantly higher than England
Significantly lower than England
Not significantly different
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3.2 Year 1 Phonics
2016 Year 1 Phonics Performance
Pupil Group
% required level
Essex England
All Pupils
81
81
Boys
78
77
Girls
85
84
FSM
67
69
Non FSM
83
83
Non EAL
81
81
EAL
83
80
No SEN
87
86
SEN Support
43
46
Statement/EHC
30
18
White
81
80
Mixed
83
82
Asian
91
84
Black
86
82
Chinese
88
88
Significantly higher than England
Significantly lower than England
Not significantly different
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3.3 Key Stage 1
2016 KS1 Performance : % pupils achieving at least the expected standard
Pupil Group
Reading
Writing
Maths
Essex
England
Essex
England
Essex
England
All Pupils
77
74
68
65
74
73
Boys
72
70
60
59
73
72
Girls
82
78
76
73
76
74
FSM
62
60
49
50
58
58
Non FSM
79
77
71
68
77
75
Non EAL
77
75
68
66
74
73
EAL
74
70
69
64
77
72
No SEN
85
82
76
74
82
80
SEN Support
30
32
18
22
31
33
Statement/EHC
21
14
16
9
22
14
White
77
74
68
65
74
73
Mixed
78
76
70
68
75
74
Asian
84
76
78
69
82
75
Black
80
76
73
69
74
71
Chinese
84
80
82
77
92
88
Significantly higher than England
Significantly lower than England
Not significantly different
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3.4 Key Stage 2
2016 KS2 Performance : % pupils achieving at least the expected standard
Pupil Group
RWM
Reading
Writing
Maths
Essex
England
Essex
England
Essex
England
Essex
England
All Pupils
56
53
67
66
76
74
71
70
Boys
52
50
63
62
70
68
72
70
Girls
60
57
71
70
83
81
71
70
Disadvantaged
38
39
52
53
63
64
57
58
Other
62
61
72
73
81
79
76
76
Non EAL
56
54
67
68
76
74
71
69
EAL
60
52
67
61
82
75
77
74
No SEN
64
62
75
74
85
84
79
78
SEN Support
13
16
28
32
31
32
33
36
Statement/EHC
9
7
16
14
18
13
18
15
White
55
54
67
67
76
74
71
69
Mixed
59
56
69
69
78
76
74
71
Asian
71
56
76
64
86
78
83
75
Black
57
51
66
63
82
76
73
69
Chinese
76
72
78
76
91
85
94
92
Significantly higher than England
Significantly lower than England
Not significantly different
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3.5 Key Stage 4
2016 KS4 Performance
Pupil Group
Progress8
Attainment8
% A*-C in E&M
% Ebacc entered
% EBacc achieved
Essex
England
Essex
England
Essex
England
Essex
England
Essex
England
All Pupils
0.00
-0.03
50.4
50.1
64.3
63.3
38
39.8
23.4
24.8
Boys
-0.12
-0.17
48.2
47.8
60.7
59.4
32.9
34.6
18.4
19.7
Girls
0.12
0.11
52.8
52.4
67.9
67.3
43.3
45.3
28.6
30.1
Disadvantaged
-0.35
-0.38
41.1
41.2
42.8
43.2
20.9
25.2
9.7
11.7
Other
0.10
0.10
53.0
53.5
70.3
71.0
42.8
45.5
27.2
29.8
Non EAL
-0.02
-0.09
50.2
50.0
64.1
63.5
37.1
38.8
22.6
24.2
EAL
0.58
0.39
54.7
50.8
67.7
62.8
55.2
46.6
38.7
28.7
No SEN
0.07
0.06
53.5
53.3
70.7
70.1
42.6
44.7
26.4
28.3
SEN Support
-0.31
-0.38
35.2
36.2
25.1
29.0
8.9
14.7
3.4
6.0
Statement/EHC
-0.76
-1.03
18.1
17.0
10.4
10.5
2.7
4.0
1.8
1.8
White
-0.02
-0.09
50.0
49.8
63.5
63.0
36.3
38.3
21.7
23.7
Mixed
0.05
-0.04
51.6
50.6
66.4
62.9
47.1
42.4
30.3
26.9
Asian
0.49
0.31
62.2
52.9
82.5
68.1
70.9
47.7
58.2
31.7
Black
0.40
0.17
53.8
48.9
70.6
59.8
54.7
43.4
39.0
23.2
Chinese
0.57
0.68
59.4
63.0
80.4
84.3
62.7
63.7
51.0
53.0
Significance testing has not been applied to this table
EMTAS Summary Report
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4. Gypsy, Roma, Travellers
Please note that across all key stages, numbers are small. Sadly, the pattern remains the same as in
previous years in terms of pupil progress and attainment. In common with national data and trends,
Gypsy Roma children and children of Irish Heritage are the lowest performing ethnic groups.
Questions
1. Does the Essex trend reflect your own school’s trend in terms of the achievement of GRT
pupils?
2. What steps does your school take to:
• support the induction of GRT pupils who may have learning gaps and limited educational
experience
• encourage parental engagement
• reflect the cultural and linguistic backgrounds of these pupils
• address attendance issues
• liaise with the outreach workers on the Essex Countywide Traveller Unit
• develop personalised learning programmes
• foster good relations between GRT pupils and other groups at your school.
4.1 EYFS
Essex pupils:
31 Gypsy/Roma
21 Traveller of
Irish Heritage
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4.2 Year 1 Phonics
Essex pupils:
28 Gypsy/Roma
24 Traveller of
Irish Heritage
4.3 Key Stage 1
Essex pupils:
32 Gypsy/Roma
21 Traveller of
Irish Heritage
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4.4 Key Stage 2
Essex pupils:
32 Gypsy/Roma
13 Traveller of
Irish Heritage
4.5 Key Stage 4
Essex pupils:
8 Gypsy/Roma
<5 Traveller of
Irish Heritage
Questions
1. When did your school review its equality objectives and associated action plan?
EMTAS Summary Report
Produced by Organisational Intelligence team
This information is issued by
Organisational Intelligence
Essex County Council
EUG Zone 1, County Hall, Chelmsford, Essex CM1 1QH
You can contact us in the following ways:
[email protected]
www.essex.gov.uk
0333 000 0000
Quality Assurance
Report author: Mark Gant
Quality assured by: Tricia Smith
Visit Essex Insight information hub: www.essexinsight.org.uk
Visit our Council website: www.essex.gov.uk
Read our online magazine at www.essex.gov.uk/ew
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facebook.com/essexcountycouncil
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