A Great Start in Life
Southwark Standards Report
2021-22
APPENDIX 1
FOREWORD - COUNCILLOR JASMINE ALI, DEPUTY LEADER AND CABINET MEMBER FOR
CHILDREN, YOUNG PEOPLE, EDUCATION AND REFUGEES
This annual school standards report marks an important part of the council’s calendar. Each year
the report has shown an improvement in school standards as we move at pace towards our goal
of 100% outstanding schools in Southwark.
It is important to note that the past three years have provided exceptional challenge for
educational settings, in Southwark, with many of our children experiencing disruption to their place
and quality of learning, which, unsurprisingly, has had a detrimental impact on their achievement.
Evidence is showing that our youngest pupils and our most disadvantaged pupils have felt the
greatest impact. Our next steps must be to help schools to support those pupils who may have
been most negatively impacted by the disruption to schooling (the youngest and/ or most
disadvantaged) to catch up.
The overall contents of the report show that we in a good position to narrow attainment gaps in
educational outcomes between disadvantaged pupils and their better off counterparts.
Positive accounts show how Southwark’s pupils performed strongly in their most recent
assessments, in many cases better than pupils in the rest of London and always better than pupil
performance nationally, and 98% of Southwark’s schools are (at the time of writing) currently rated
by Ofsted as good or outstanding, an achievement we are rightly, and extremely, proud of.
This can be seen in the highlights of this school standards and achievement report which includes:
• 68.3% of children achieved a Good Level of Development (GLD) at Early Years
Foundation Stage in 2021-2022.
• Southwark performance in the Phonics Screening Check is once again above national.
• Key Stage 1-Performance across all measurements in Key Stage 1 declined nationally,
and performance in Southwark and London mirrored this decline but remain higher than
national.
• At expected standard, Southwark reported better performance than right across London
and nationally in reading and writing, and the same performance as London, but above
national in mathematics and science.
• At Greater Depth, Southwark’s performance was above national across all measures and
below London in reading and mathematics, and equalled London performance in writing,
• Southwark’s results at Key Stage 2 are consistently above those reported nationally in all
subjects and above London for the first time in reading and in the key headline measure of
RWM combined.
• There has been a significant improvement in KS2 reading. This year, outcomes are above
both national and London.
• Key Stage 4 Performance information for Key Stage 4 in all key measures have improved
since 2019.
• Southwark’s performance at the Attainment 8 measure has improved since 2019.
• The percentage of pupils achieving grades 5 to 9 in English and Maths has increased by
more than 6 percentage points.
• The average point score in the English Baccalaureate is higher than in 2019.
• Key Stage 5 is stronger than before with A level performance consistently higher than that
reported in 2019, at all grade boundaries in Southwark.
• Southwark Special Educational Needs and or Disabilities (SEND) is also strong. Pupils
at school supported and with an Education Health Care Plan (EHCP) in primary, continue to
perform in line with or above national outcomes. SEND pupils at school support and EHCP
at Key Stage 4 perform better than both nationally and in London at Progress 8, Attainment
8 and EBacc.
• More positive news for the children in our care - there was a very good improvement in
the percentage of children achieving a standard pass in English at GCSE. A significantly
higher number of children took A level and entered university in 2022.
• 99.3% of Southwark 16 & 17 year olds had an offer of education or training. This is an
improvement on the previous year’s figure of 98.5% and better than the national
performance of 94.3%. This is a marked improvement for those children and young people
who find our services hard to access and are categorised in policy terms as Not In
Education, Employment or Training.
The contents of the report show that our next steps must be to help schools to support those
pupils who may have been most negatively impacted by the disruption to schooling (the youngest
and the most disadvantaged) to catch up.
There are other important steps that the council will take to support great education in Southwark.
We will work with schools to manage surplus capacity in schools. We will work to ensure our
children and young people with Special Educational Needs and/or Disabilities is appropriate, good
value and, wherever possible, delivered in borough. We will continue to work with schools to
maintain and better out high standards across all of our education settings.
Last and but not least, I want to acknowledge the incredible journey it has taken to get Southwark
schools to 98% good and outstanding. I want to thank our own education team, our parents, the
fantastic teachers and school staff in this borough, and our exceptional children and young people
for making this happen.
5
Education in Southwark
Context
Southwark is a diverse borough with residents from a wide range of ethnicities and backgrounds.
Latest estimates
1
indicate that 51% of people living in Southwark have a white ethnic background
compared to 84% nationally. A much larger proportion of our residents come from black and mixed
ethnic backgrounds when compared to England. The diversity of Southwark is much greater
among our children and young people, with roughly equal proportions of young people from white
and black ethnic backgrounds.
The numbers and proportion of pupils with SEND have risen year-on-year for the past six years
nationally, across London and in Southwark. The percentage of pupils with EHC plans in
Southwark is broadly in line with that in other London boroughs, however, the percentage of
‘SEND support’ pupils in Southwark has been above London averages for the past six years.
At the start of the academic year, 2021-22, Southwark’s state- funded schools
2
served 43,288
Southwark pupils
3
. According to the January 2022 School and Alternative Provision (AP) Census,
41% of our pupils are eligible for the pupil premium
4
.
At end of academic year 2021-22
Phase
Total Number
of schools
Number of
community,
foundation or
voluntary-aided
schools
Number of
Academies
Number of
Free Schools
Nursery
5
5
0
0
Primary
73
57
10
6
Secondary
19
3
13
3
All-through
1
0
1
0
Special
8
5
2
1
Pupil Referral Unit
1 (places
commissioned
by the Local
Authority)
0 0 0
Hospital Schools
2
2
0
0
1
JSNA Annual Report, 2022: https://www.southwark.gov.uk/health-and-wellbeing/public-health/health-and-wellbeing-in-
southwark-jsna/southwark-profile
2
Number and types of schools in Southwark, sourced from DfE website https://get-information-schools.service.gov.uk/
3
Details includes hospital schools. Sourced from DfE publication: - Schools, pupils and their characteristics: January 2022.
https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2022
4
Pupil premium figure sourced from DfE publication https://www.gov.uk/government/publications/pupil-premium-allocations-and-
conditions-of-grant-2022-to-2023
6
Community, Foundation and Voluntary- Aided Schools
The funding for these schools comes from central government, via the Local Authority. They are
maintained by the Local Authority and follow the national curriculum.
Academies and Free Schools
These are state funded schools which are not required by law to follow the national curriculum and
are able to set their own term times. They must comply with the School Admissions Code
5
and
school admissions appeal code
6
. Academies and free schools receive funding directly from central
government, not via the Local Authority.
Multi- Academy Trusts (MATs) with a presence in Southwark are: The Harris Federation; Ark; City
of London Academies Trust; Communitas Education Trust; The Charter School Educational Trust;
United Learning, and SPA Education Trust (special schools).
5
https://www.gov.uk/government/publications/school-admissions-code--2
6
https://www.gov.uk/government/publications/school-admissions-appeals-code
7
Executive Summary
• The past three years have provided challenge for education settings, in Southwark, with
many of our children experiencing disruption to their place and quality of learning which, as
we expected, has had a detrimental impact on their achievement. Anecdotal evidence has
shown that our youngest pupils and our most disadvantaged pupils have felt the greatest
impact.
• However, early indications are that Southwark’s pupils performed strongly in their most
recent assessments, in many cases better than pupils in the rest of London and always
better than pupil performance nationally. This is testament to the way in which our schools
and services across the council have worked, and continue to work, to support children and
families.
EYFS- There have been significant changes made to the Early Years Foundation Stage Profile
framework, which make it difficult to compare performance fairly year on year. 68.3% of children
achieved a Good Level of Development (GLD) in 2021-2022.
Phonics- Southwark performance in the phonics Screening Check is once again above national.
Key Stage 1- Performance across all measurements in Key Stage 1 declined nationally, and
performance in Southwark and London mirrored this decline but remain higher than national.
• At expected standard, Southwark reported better performance than in London and
nationally in reading and writing, and the same performance as London, but above national
in mathematics and science.
• At Greater Depth, Southwark’s performance was above national across all measures and
below London in reading and mathematics, and equalled London performance in writing,
Key Stage 2- Southwark’s results at KS2 are consistently above those reported nationally in all
subjects.
• Outcomes above London for the first time in reading and in the key headline measure of
RWM combined.
• There has been a significant improvement in KS2 reading. This year, outcomes are above
both national and London.
Key Stage 4- Performance information for Key Stage 4 in all key measures have improved since
2019.
• Southwark’s performance at the Attainment 8 measure has improved since 2019 and is
above both London and national results.
• Progress 8 score has improved over time and is better than those in London and nationally.
• The percentage of pupils achieving grades 9 to 5 in English and Maths has increased by
more than 6 percentage points. These results are above both London and national.
• The average point score in the English Baccalaureate is higher than in 2019, and remains
above both London and national.
Key Stage 5- The A level performance in Southwark is consistently higher than that reported in
2019, at all grade boundaries.
8
• The White Paper, “Opportunity for All”
7
, released in March, 2022, placed a great deal of
emphasis on supporting children to catch up, and on ensuring that schools across the
country focused on the basics of teacher development, curriculum enrichment, attendance
and mental health: core threads running through the work delivered by the Learning and
Achievement team in Southwark. 97% of Southwark’s schools were (at the end of the
2021/22 academic year) rated by Ofsted as good or outstanding, an achievement we are
rightly, and extremely, proud of.
• The Education Directorate in Southwark Council provides a wide remit of services, both
statutory and non- statutory, to education settings across the borough, adding value to the
excellent work delivered by our schools, nurseries, colleges and adult learning provide
• Our challenge over the next period is to ensure that we build on this high quality of
education by ensuring that our schools are full, well-funded and able to provide the
specialist support that they need to, for all of our children and young people. To this end,
our priority areas of focus in 2022-23 are:
- To maintain and better our high standards across all of our education settings;
- To ensure provision for our children and young people with Special Educational Needs and/
or Disabilities is appropriate, good value and, wherever possible, delivered in borough
8
;
- To manage effectively the surplus capacity in our schools
9
.
7
https://www.gov.uk/government/news/schools-white-paper-delivers-real-action-to-level-up-education
8
https://moderngov.southwark.gov.uk/documents/g7339/Public%20reports%20pack%20Tuesday%2013-Sep-
2022%2011.30%20Cabinet.pdf?T=10
9
Insert link to strategy when published
9
1. Primary Achievement
Early Years Foundation Stage (EYFS) 2021-22
EYFS Highlights:
68.3% of children achieved a Good Level of Development (GLD) in 2021-2022
65% of children with English as an additional language (EAL) achieved a GLD compared
with 70.9% of children with English as a first language;
58.2% of children defined as disadvantaged achieved a GLD compared with 71.7% of
children not defined as disadvantaged;
23.8% of children with Special Educational Needs (SEN) achieved a GLD compared with
76.0% of children with no SEN. The more advanced the level of SEN the smaller the
percentage of the cohort that achieved a GLD.
Pupils achieving a Good Level of Development (GLD)
2022
Southwark 68.3%
London TBC
National Nov 2022
EYFS Priorities for Improvement: 2022-23
o Removing barriers to learning through a focus on improving provision for disadvantaged
children and children with SEND to address social disadvantage and improve outcomes.
o Creating a high-quality, rich and progressive provision offer with particular focus on
communication and language, personal, social and emotional development, literacy and
mathematics.
o Legacy- creating high-quality long-lasting resources to support professionals in early years
and as part of graduated offer to help schools support themselves.
Phonics Screening Check at years 1 and 2 (provisional) 2021-2022
Phonics Screening Check Highlights:
Outcomes in both year 1 and year 2 phonics in Southwark are once again above national
and in line with London.
10
Year 1 Phonics Screening Check
10
2016
2017
2018
2019
2022
Southwark 82% 84% 85% 84% 78%
London 83% 84% 85% 84%
78%
National 81% 81% 82% 82% 75%
End of Year 2
11
2016
2017
2018
2019
2022
Southwark 91% 92% 92% 92% 88%
London 92% 92% 93% 92%
88%
National 91% 92% 92% 91%
87%
Key Stage 1 (year 2) Teacher Assessments (Provisional) 2021-2022
Key Stage 1 Highlights:
Southwark’s performance at KS1 has remained consistently above national outcomes.
Outcomes in Southwark are above London in reading and writing and in-line with London in
mathematics and science at the expected standard.
At the greater depth standard, Southwark’s results remain above national and in-line with
London outcomes in writing.
Working at the Expected Standard at Key Stage 1 (KS1)
Reading Writing Mathematics Science
2018
2019
2022
2018
2019
2022
2018
2019
2022
2018
2019
2022
Southwark 79% 79% 71% 74% 73% 65% 78% 78% 71% 82% 83% 78%
London 78% 77%
70%
73% 73%
63%
79% 79% 71% 84% 83%
78%
National 75% 75%
67%
70% 69%
58%
76% 76%
68%
83% 82%
77%
10
See Appendix 1 for cohort characteristics analysis
11
Consists of all Year 2 pupils who were screened in Year 1 and met the required phonics standard, plus any pupils in Year 2 who
were re-screened or screened for the first time. Arising from the cancellation of all primary assessments in 2020 and 2021 as a
result of Covid-19, the 2022 Year 2 cohort were not screened for phonics in Year 1. Rather, these pupils were first screened in
autumn 2021.
11
Working at Greater Depth at KS1
12
Reading Writing Mathematics
2018
2019
2022
2018
2019
2022
2018
2019
2022
Southwark
26% 25% 19% 18% 17% 12% 24% 23% 18%
London 28% 28% 22% 19% 18%
12%
25% 25% 20%
National 26% 25% 18% 16% 15% 8% 22% 22% 15%
Key Stage 2
13
(year 6) SATs (provisional) 2021-22
Key Stage 2 Highlights:
Since the introduction of the revised Key Stage 2 assessment (2016), we have shown
substantial improvement over time and Southwark schools are performing well.
Whilst outcomes have declined in the KS2 headline measure of reading, writing and
maths combined (as in other key stages due to the Covid pandemic), the decline is not as
large as experienced nationally and across London.
Southwark’s results at KS2 are consistently above those reported nationally in all
subjects, and above London for the first time (since the introduction of the revised KS2
assessments) in separate reading, writing and science and in RWM combined.
There has been improvement in KS2 reading. This year, outcomes are above both
national and London, which is the result of exceptional work that leaders and teachers
have done to improve both reading lessons as well as the wider curriculum. This has
enabled pupils to tackle more complex texts with greater knowledge and confidence.
Southwark’s performance at a higher standard or greater depth, as in previous years,
was better than the national average for all subjects including reading, writing and maths
combined in 2022.
Pupil progress is, once again, above national standards in all three subjects of reading
and writing and maths.
12
See Appendix 2 for KS1 cohort characteristics analysis
13
See Appendix 2 for the full KS2 cohort characteristics analysis.
12
Showing the % of pupils working at the expected standard
Standard Assessment Tests (SATs)
Reading
(test)
GPS
(test)
Mathematics
(test)
RWM
(test & TA)
2018
2019
2022
2018
2019
2022
2018
2019
2022
2018
2019
2022
Southwark
77% 76% 79% 80% 82% 76% 80% 81% 74% 69% 68% 66%
London 79% 78% 78% 83% 84% 78% 81% 83% 77% 70% 71% 65%
National 76% 74% 74% 78% 78% 72% 76% 79% 71% 65% 65% 58%
Teacher Assessments
Writing
(TA)
Science
(TA)
2018
2019
2022
2018
2019
2022
Southwark 80% 81% 75% 84% 85% 82%
London 82% 82% 74% 85% 86% 81%
National 79% 79% 69% 83% 83% 78%
Showing the % of pupils working at a higher standard and greater depth
Standard Assessment Tests (SATs)
Reading
(test)
GPS
(test)
Mathematics
(test)
RWM
(test & TA)
2018
2019
2022
2018
2019
2022
2018
2019
2022
2018
2019
2022
Southwark
29% 28% 33% 40% 41% 35% 27% 29% 27% 12% 12% 11%
London 31% 31% 32% 44% 45% 37% 30% 34% 30% 13% 14% 11%
National 28% 27% 28% 35% 36% 28% 24% 27% 22% 10% 11% 7%
Teacher Assessments
Writing
(TA)
2018
2019
2022
Southwark 22% 23% 20%
London 24% 24% 17%
National 20% 20% 13%
13
Progress from Key Stage 1 to Key Stage 2
14
Progress at Key Stage 2 (KS2) is measured using pupils’ prior attainment at Key Stage 1 (KS1). The
national average is set at 0 and a school’s overall progress score is determined by finding the average
progress of each year 6 pupil compared with others in the same prior attainment group at KS1. Most pupils
are expected to make good or better progress from their relative starting points. Any figure above 0 is
considered to be better than expected for that group, and the higher the figure, the better the progress
made.
Reading Writing Mathematics
2018
2019
2022
2018
2019
2022
2018
2019
2022
Southwark +1.1 +1.0 +0.9 +1.1 +1.1 +1.4 +1.3 +0.9 +0.7
London +0.8 +0.8
Not yet
available
+0.8 +0.8
Not yet
available
+1.3 +1.2
Not yet
available
National* 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
* Assumption that progress score at national level will be 0.0
Key Stage 1 and 2 Priorities for Improvement: 2022-23
o Plan for and monitor closing gaps between disadvantaged pupils and others in order to
raise attainment at KS1.
o Ensure there is a full curriculum offer and that it is impacting positively on reading and
writing outcomes at the end of KS2.
o Deliver a targeted writing project for identified lower attaining schools in order to raise
attainment at KS2.
14
Progress figures at LA level sourced from provisional tables checking data. Regional level data not yet available.
14
2. Secondary Achievement
Key Stage 4 (Years 10 and 11): GCSEs (Provisional)
15
Key Stage 4 Highlights:
Southwark’s performance at the Attainment 8 measure has improved since 2019 and is
above both London and national results.
Progress 8 score has improved over time and is better than those in London and
nationally.
The percentage of pupils achieving grades 9-5 in English and Maths has increased by
almost 13.5 percentage points. These results are above both London and national.
The average point score in the English Baccalaureate is higher than in 2019, and
remains above national. This year our result also was above the London average.
Attainment and Progress 8 Scores
Attainment 8 Score Progress 8 Score
2018
2019
2022
2018
2019
2022
Southwark 50.2 49.5 53.4 0.30 0.25 0.34
London 49.4 49.7 52.6 0.23 0.22 0.23
National 46.6 46.8 48.8 -0.02 -0.03 -0.03
English & Mathematics and English Baccalaureate
English and Mathematics
% Grades 9 to 5
English Baccalaureate
Average Point Score
2018
2019
2022
2018
2019
2022
Southwark 48.3% 45.5% 58.9% 4.52 4.45 4.91
London 48.7% 49.0% 57.3 4.42 4.47 4.77
National 43.5% 43.4% 49.8 4.05 4.08 4.28
15
Notes: Results for 2022 are provisional and based on published DfE data. Revised data will be available in January 2023.
15
Key Stage 5 (Year 13): A- Levels
16
2021-2022
The data presented in the table below is only indicative as it comes from the unvalidated results that three
quarters of schools shared with us. However, according to the data we have available from schools, this
has been another exceptionally good year overall for Southwark A- level students and is marked by a
strong performance across the board.
Key Stage 5 Highlights:
The A level performance in Southwark is consistently higher than that reported in 2019, at all
grade boundaries.
At the very top grades, Southwark’s performance increased by more than 14 percentage
points.
Percentage of A- Level Entries by Grade
A* - A A* - C A* - E
2018
2019
2022
2018
2019
2022
2018
2019
2022
Southwark 24.7% 25.1% 39.6% 78.8% 77.1% 85.9% 98.0% 97.8% 99.2%
National 26.2% 25.2% 35.9% 76.8% 75.5% 82.1% 97.6% 97.5% 98.4%
Key Stages 4 and 5 Priorities for Improvement: 2022-23
o Make better use of data to reduce inequalities in the performance of particular ethnic
groups in exams.
o Support schools attaining the Race Charter Mark (a national accreditation achieved in
conjunction with the Schools, Students and Teachers Network, SSAT) to provide a
sustainable means of developing and sharing best practice.
o Promote Inclusion Charter guidance
3. Quality of Education in Southwark’s Schools
Quality of Education Highlights: 2021-22
At the end of the academic year 2021/22, 97% of Southwark schools in Southwark were
judged by Ofsted to be good or better. This eight percentage point increase since 2015 puts
Southwark schools three percentage points above London and nine percentage points above
national.
This is the best position for schools within the authority ever and shows that the vast majority
of our pupils and students are receiving a good education on a daily basis.
16
Note: LA results for 2022 are unvalidated, provisional and derived from directly provided data from schools. Not all schools
have provided their data for 2022
16
Over this same period the Ofsted framework has changed on a number of occasions and
expectations on schools have increased. Despite the additional challenge this has brought to
school outcomes for pupils and students have improved to this level.
Overall Ofsted Judgements as at end of August 2022
A summary of Ofsted judgements of Southwark schools is shown in the table below, with a full breakdown
of the Ofsted ratings for every school set out in Appendix 3.
106 schools currently with an Ofsted Judgement (including Special Schools) 2022 %
2 Schools in Special Measures (1 secondary academy; 1 primary academy) 2%
0 Schools in Serious Weaknesses 0%
1 School Requires Improvement (1 maintained primary school) 1%
69 Schools Judged Good 65%
34 Schools Judged Outstanding 32%
103 Schools Judged Good or Outstanding 97%
Improvement over time
Overall Ofsted Judgements
17
2015 2016 2017 2018 2019 2020 2021 2022
Special Schools judged either
Good or Outstanding
100% 100% 100% 100% 100% 100% 100% 100%
Primary / Infant & Nursery
Schools judged either Good or
Outstanding
87% 91% 87% 87% 91% 92% 92% 97%
Secondary Schools judged
either Good or Outstanding
94% 94% 94% 94% 95% 95% 95% 97%
All Schools judged either Good
or Outstanding
89% 92% 89% 89% 93% 93% 93% 97%
17
Position as at 31st August of each year
17
4. Learning and Achievement in Special Educational Needs and/ or Disabilities
(SEND)
SEND Highlights: 2021-22
All special schools in Southwark are good or outstanding; five out of the seven special
schools are outstanding.
Southwark SEND pupils at school support and EHCP in primary, continue to perform in
line with or above pre-pandemic outcomes, which were in line with or above national
outcomes.
Between 2016 and 2018 the percentage of pupils with EHC plans meeting the required
standard in the Year 1 phonics screening check has been in line with, or above, both
London and national averages. Despite dropping in 2019, the percentage of pupils with
EHC plans meeting the required standard has risen by just over 3% in 2022.
The percentage of pupils at SEN support meeting the required standard in the Year 1
phonics screening test has consistently been above national averages to 2019. In 2022
the percentage of pupils at SEN support meeting the required standard in the Year 1
phonics screening test has fallen by 5% to 53%.
At Key Stage 2, the percentage of pupils with an EHCP and with SEN support reaching
the expected standard in the combined reading, writing, mathematics (RWM) measure,
has steadily increased since 2017 and has mirrored national and London performance
improvement. For pupils with an EHCP this increase has been by 3 percentage points
and for SEN support by 6 percentage points.
Southwark SEND pupils at school support and EHCP at Key Stage 4 perform better than
both nationally and in London at Progress 8, Attainment 8 and EBacc.
(SEN) Attainment at key stages in 2021-22
The cohort of pupils with EHC plans, although rising, is small. The needs of pupils with EHC plans are
individual and are different year-on-year. Consequently, there are no expectations that the outcomes for
pupils with EHC plans can be compared with previous years. This is the case for all Key Stages.
Special Educational Needs (SEN) attainment data in the tables below are based on published DfE data.
The most recent data available is used in all cases. Data for 2022 is provisional.
18
(SEN) Pupils with Education Health and Care Plans achieving a Good Level of Development
(GLD) in EYFS
2016
2017
2018
2019
2022
Southwark 7% X
18
5% 8% 2.5%
London 5% 5% 5% 6%
Not yet
available
National 4% 4% 4% 5%
Not yet
available
(SEN) Pupils at SEN Support achieving a Good Level of Development (GLD)
2016
2017
2018
2019
2022
Southwark 35% 33% 29% 27% 29.5%
London 31% 31% 32% 34%
Not yet
available
National 26% 27% 28% 29%
Not yet
available
(SEN) Year 1 Phonics Screening Check (Provisional)
Pupils with Education Health and Care Plans meeting the required standard
It is inadvisable to compare year on year outcomes, and London and national outcomes given the
complexity of pupils’ needs and the size of the cohort.
2016
2017
2018
2019
2022
Southwark 25% 22% 22% 17% 20.2%
London 23% 22% 23% 27%
Not yet
available
National 18% 18% 19% 20%
Not yet
available
(SEN) Pupils at SEN support meeting the required standard
2016
2017
2018
2019
2022
Southwark 56% 59% 55% 58% 53%
London 57% 57% 59% 60%
Not yet
available
National 46% 47% 48% 48%
Not yet
available
18
X= Suppressed to preserve confidentiality; small number of 1 or 2, or % based on small number
19
(SEN) Key Stage 2 (KS2)- Year 6 SATS (Provisional)
It is inadvisable to compare year on year outcomes given the complexity of pupils’ needs and the size of
the cohort.
(SEN) Pupils with Education Health and Care Plans reaching the Expected Standard at KS2
in reading, writing and mathematics combined
2017
2018
2019
2022
Southwark 8% 9% 9% 11%
London 9% 11% 10%
Not yet
available
National 7% 8% 9%
Not yet
available
(SEN) Pupils with SEN support reaching the Expected Standard at KS2 in reading, writing
and mathematics combined
2017
2018
2019
2022
Southwark 30% 35% 35% 36%
London 29% 33% 36%
Not yet
available
National 21% 24% 25%
Not yet
available
(SEN) Key Stage 4
Comparable Key Stage 4 pupil characteristics data for 2022 is not available yet so we have made the
decision to include only performance information up to 2021. Due to the cancellation of exams in response
to COVID-19 and the change to using teacher assessments, 2020 and 2021 exam results are not directly
comparable with other years. It is inadvisable to compare year on year outcomes, and London and national
outcomes given the complexity of pupils’ needs and the size of the cohort.
(SEN) Pupils with Education Health and Care Plans achieving English Baccalaureate (A*-C /
Grades 9-4)
2018
2019
2020
2021
Southwark 1% 1% 1% 9%
London 3% 3% 3% 3%
National 2% 2% 2% 2%
20
(SEN) Pupils at SEN support achieving English Baccalaureate (A*-C / Grades 9-4)
2018
2019
2020
2021
Southwark 13% 16% 26% 23%
London 10% 10% 10% 16%
National 6% 7% 9% 9%
(SEN) Average attainment 8 score for pupils with ECHP
2018
2019
2020
2021
Southwark 13.7 15.2 16.9 20.6
London 15.5 15.7 15.5 16.4
National 13.5 13.7 15.2 15.7
(SEN) Average attainment 8 score for pupils with SEN support
2018
2019
2020
2021
Southwark 38.3 38.6 45.0 44.2
London 35.3 35.1 35.3 40.1
National 32.2 36.7 36.4 32.6
(SEN) Average progress 8 score for pupils with Education Health and Care Plans
2018
2019
2020
2021
Southwark -1.03 -1.14 * *
London -0.91 -1.12 * *
National -1.09 -1.17 * *
21
(SEN) Average Progress 8 Score for Pupils with SEN support
2018
2019
2020
2021
Southwark -0.12 -0.20 * *
London -0.24 -0.39 * *
National -0.43 -0.43 * *
(SEN) Post- 16 Attainment by age 19
Attainment figures for 2022 are not available yet so we have made the decision to include only performance
information up to 2021. Due to the cancellation of exams in response to COVID-19 and the change to using
teacher assessments, 2020 and 2021 exam results are not directly comparable with other years. It is
inadvisable to compare year on year outcomes given the complexity of pupils’ needs and the size of the
cohort.
(SEN) % of 19 year olds with statement of SEN or plan qualified to level 2 including English
and mathematics
2018
2019
2020
2021
Southwark 15.9% 22.9% 21.9% 15.2%
London 16.4% 17.2% 16.4% 16.7%
National 14.8% 14.9% 14.7% 16.1%
(SEN) % of 19 year olds with SEN support qualified to level 2 including English and
mathematics
2018
2019
2020
2021
Southwark 38.6% 39.8% 45.6% 48.5%
London 42.3% 44.2% 42.3% 46.9%
National 35.6% 36.0% 36.3% 40.9%
22
5. Learning and Achievement of young people not in education, employment or
training (NEET).
Southwark is required to track and support young people leaving school to secure, as far as possible, their
journey into further education, training or employment. Performance in this area is measured by identifying
the number of young people who are aged 16 and 17 at the beginning of years 12 and 13, and who are not
in employment education or training (NEET), or whose activity is not known. This often includes young
people who turn 18 after 1
st
September. The size of the average post 16 cohort currently is 6000. Local
authorities have a duty to ensure that every young person (16-17 years old) has an offer of education or
training. This is called the “September Guarantee”.
NEET Highlights
In September 2020 (the most up to date validated performance available at the time of
writing), 99.3% of Southwark 16 & 17 year olds had an offer of education or training.
This is an improvement on the previous year’s figure of 98.5% and better than the
national performance of 94.3%.
As a result, of good, tailored, careers guidance we have achieved improvements. In
March 2022, 97% of the post- 16 cohort were in education, employment or training,
bringing us above the London (96%) and national (93%) figures.
Improved data sharing with schools in Southwark has helped us to identify at an earlier
stage young people without an offer of education and training in September. This has
enabled us to contact more young people so that they receive support to engage
before they become NEET.
% 16-17 year olds made an offer of an education place under September Guarantee
Year
Southwark
London
National
2017
97.8%
95.7%
94.7%
2018
98.4%
95.1%
94.5%
2019
98.5%
95.5%
95.0%
2020
99.3%
95.9%
94.3%
2021
tbc
tbc
tbc
23
The percentage of 16-17 year olds recorded as NEET/ not known
This data is published annually and covers the average of the period December to February known as the
score card data.
The lower the NEET or not known figure, the better the performance
19
.
NEET Priorities for Improvement 2022-2023
o Partner agencies to be up to speed on and promote the Raising the participation age (RPA)
and concentrate on sustainable progression routes at key points of the academic year.
o Development of systems to improve the notification and tracking of young people leaving
post 16 provision before the end of a course.
o Early identification by schools of at risk of NEET young people and establishment of a
process of escalation for schools and providers who fail to provide statutory data.
19
The data above is based on the December to February averages and is published in October by the DfE, eight months after
collection on GOV.UK in the NEET scorecard data. 2021/22 data is presented as an approximation from our internal data, so
could be subject to change denoted by “*”.
24
6. Learning and Achievement of Southwark’s Looked After Children
The Head Teacher of the Virtual School publishes a full report every year. At the time of writing the
report (5
th
April, 2022), there were 430 students recorded on the Virtual School roll: 293 of
statutory school age and 137 in Key Stage 5. This was a slight increase from the previous school
year (422 students in total). 46% of the student roll were identified as having Special Educational
Needs (SEN), which compares to 12.6% across the national population of statutory school age
looked after children. 74% of Southwark’s Looked After Children are placed outside of Southwark.
Looked After Children Highlights:
There was a very good improvement in the percentage of children achieving a standard
pass in English at GCSE.
A significantly higher number of children took A level and entered university in 2022.
English and Maths
2020
2021
2022
English Standard, 9-4
32%
27%
47%
English Strong, 9-5
26%
16%
17%
Maths Standard, 9-4
13%
27%
17%
Maths Strong, 9-5
7%
20%
15%
Achieving a pass in both English and Maths
2019
2020
2022
Standard, 9-4
22%
14%
Strong, 9-5
10%
15%
11%
Number of Looked After Children entering University
Year
Taking A Level/ L3
Progressing to University
2020
13
4
2021
14
5
2022
22
13
Key Stages 4 and 5 Priorities for Improvement: 2022-23
• Narrow the attainment gap through support and interventions for schools and children to
improve outcomes
• Support the development of attachment aware and trauma informed schools in Southwark by
delivering a flexible and diverse virtual training programme
25
7. Learning and Achievement in Adult Learning 2021 - 2022
Adult Learning Highlights:
More than 2000 people benefited from a range of courses at Southwark Adult Learning
Service in the academic year 2021-2022.
A high proportion of learners who start a course successfully complete it. For most
courses, this means nine in ten learners will achieve their learning goal.
There was increased demand for more Entry level mathematics, and additional provision
was arranged to meet it.
External quality assurance from City & Guilds’ judged standards to be consistently good
or better in ESOL, English and maths at Entry levels. The last QA report from C&G
reported: ‘A good level of evidence was presented by the learners, who were being
assessed at a level appropriate to their skills set’ ‘Assessment was consistently accurate,
and IQA was thorough’.
8. Innovations and Wider Achievements
Southwark is an innovative borough: seeking continuous improvement to its practices to ensure
best value for money for its residents. Below are some examples of innovation within Education in
2021-22 that have resulted in more effective partnership- working across the Council and with
external partners and organisations, which has led to a stronger, more joined up commitment to
finding solutions to the challenges our children and young people face today.
Southwark’s Wellbeing First: Improving Mental Health & Resilience in Schools (IMHARS)
Programme
.................................................................................
Supporting Southwark Council’s Thrive Model, and working in collaboration with schools, £2m is
being invested in mental health prevention in schools through the launch of Southwark’s Wellbeing
First: Improving Mental Health & Resilience in Schools (IMHARS) Programme. The aim of the
programme is to build resilience through schools so that children and young people can cope with
challenges by ensuring more children live in stronger families.
We aim to deliver a sustainable, universal infrastructure across all schools in Southwark, as
part of our local, schools-led system, based on effective collaborations and partnerships,
with IMHARS aligned to the open access service The Nest.
To date, 92 schools (5 nursery, 64 primary, 6 special and 17 secondary schools) have
made successful funding applications for a range of school-based initiatives designed to
build resilience and promote mental health that will benefit at least 30,000 pupils,
accounting for more than two thirds of all school children in Southwark.
A key strand of the project is collaboration between schools, which has resulted in
successful shared projects, examples include an art therapy programme, a sensory space
26
for students requiring more targeted support, new curriculum and teaching and learning
resources, pupil voice and resilience leadership support, ELSA training across three
secondary schools and specialist training for parents and carers.
As part of Thrive London, our Mental Health First Aid (MHFA) two- day course has trained
over 350 Mental Health First Aiders across 93 schools and Southwark Council with its
partners has facilitated and delivered sessions to school staff on wellbeing for staff and
pupils, as well as co-designing and delivering sessions on PSHE and Wellbeing Education.
We have facilitated and supported the development of Southwark’s IMHARS School
Champions, who have further developed the PSHE and Wellbeing curriculum framework,
resources and reading lists. In addition to school for school support, the Champions have
enhanced template policies, attended conferences and training events, quality-assured
resources as well as delivered training to and shared best practice and learning with
schools across the borough.
To date, 85 schools that have achieved Southwark’s “Wellbeing First IMHARS” awards or
“Healthy Schools London” accreditations, with more than 25 at Gold or Enhanced level.
In the year 21/22, wider achievements included:
28 additional Mental Health First Aiders across 27 schools;
CPD and training delivered to over 100 participants across 48 schools, including:
Relationships and Sex Education; Trauma- & Mental Health-Informed Schools; Wellbeing
First IMHARS; MHFA, ELSA, curriculum support, etc;
20 headteachers participated in leadership coaching to support school effectiveness;
24 schools have achieved Southwark’s “Wellbeing First IMHARS” or Healthy Schools
London awards, with several at Gold or Enhanced level;
14 IMHARS & Healthy Schools Champions who have supported over 30 schools, through
school-for-school work and/or sharing IMHARS practice;
Two successful IMHARS celebration events, with over 90 attendees, across over 40 unique
schools. Delegates attended informative training workshops to continue building on their
school’s IMHARS practice. New IMHARS school films highlight the impact of Southwark’s
IMHARS Programme
20
With our collaborative work in 21/22, 100% of schools in Southwark have engaged with
Southwark’s Wellbeing First IMHARS programme and wider offer.
The Southwark Scholarship Scheme
21
Each year Southwark Council opens applications to young people (under 25 years old) who have
lived in the borough for a minimum of 3 years, to go to university without the worry of tuition fees.
Since the scheme began in 2011, Southwark Council has helped 121 people pursue higher
education on the scholarship, which covers the full tuition fees for their chosen course. Our
scholarship supports young people who have an excellent academic record of achievement, made
20
https://education.southwark.gov.uk/pshe-healthy-schools/imhars-about
21
www.southwark.gov.uk/scholarships
27
a positive contribution to their local community and have a combined household income of less
than £25,000.
Since graduating from university, our scholars have gone on to careers in Education, Engineering,
Law, Medicine as well as other pioneering fields.
For the 2021-22 intakes, 10 students were awarded the scholarship, as detailed below:
School
University
Course of Study
Sacred Heart Sixth Form Lancaster University Business Management
Kingsdale Foundation School University of Manchester Mechanical Engineering
ARK Walworth Academy University of Kent LLB Law
Kingsdale Foundation School Southampton University Economics
ARK Walworth Academy London South Bank University Midwifery Practice
St Saviour’s and St Olave’s Coventry University English Literature
St Michael’s Catholic College University of Exeter
LLB Law with European
Studies
La Retraite Catholic School Durham University LLB Law
City of London Academy King’s College London
BSc Computer Science with
year in industry
Southwark College* University of Roehampton* Primary Education with QTS*
*Since 2013, St Olave’s United Charity has been supporting the scheme by funding the
scholarship of one additional scholar each year through our recruitment process, which is included
in the list above (T&Cs apply.)
Southwark Stands Together (in Schools)
22
Following the murder of George Floyd in 2020, Southwark council set up listening groups for its
residents to identify issues of concern of racism and discrimination locally, listen to people from
Black, Asian and minority ethnic communities about their experience and learn from our residents
and council colleagues about how the council can become an anti-racist organisation.
Marginalisation in education was identified as one of the themes and so project groups, made up
of council officers from education and children’s social care, head teachers and governors, were
set up to focus on the areas of:
22
https://moderngov.southwark.gov.uk/documents/b50014675/Supplemental%20Agenda%20No.%201%20Monday%2018-Jul-
2022%2011.00%20Cabinet.pdf?T=9
28
- Professional development of school staff
- Curriculum
- Work experience
- Inclusion
To date, the groups have created a webpage
23
to create, collect and share resources for subject
leads and teachers, careers leads and young people which show them examples of alternative,
inclusive curricula and resources, careers journeys that show the types of jobs that Southwark’s
diverse people do and how they got them, and opportunities for staff development. Our aim is to
encourage more schools to use and share these resources to celebrate the work our schools are
doing to become anti-racist.
In addition, we have identified a charter mark, the Race and Conscious Equality (RACE) charter
mark
24
, which we are encouraging schools to apply for (and are supporting them financially to do
so). Having this mark will show commitment to Black, Asian and Minority Ethnic staff and children
and will support schools to develop their confidence in identifying and challenging racism and
racist/ non-inclusive practice.
Our governors have received training and support to develop their racial literacy and Southwark
Stands Together is now a standing item on any agenda our Governor Services team clerk.
Southwark Stands Together is also a golden thread running through school improvement, with all
new pilot activities including a section in their creation on how to incorporate the key values of the
work.
Our data analysis in this area is becoming more robust and we work closely with Family Early Help
in Children’s Social Care to examine disproportionality in exclusions and to support their work with
data that we have access to.
Southwark Inclusion Charter
25
Children have a fundamental right to a good education. Everyone has a part to play in reducing
barriers to education, and we are all accountable and responsible for supporting inclusion in
Southwark. The Southwark Inclusion Charter (signed off by Cabinet in July 2021) is a joint
undertaking between the council, schools, health services (including mental health), colleges, and
safeguarding partnership agencies across the borough, with the expectation that all relevant
parties will endorse it. The need for the Charter is driven by a shared recognition that permanent
exclusion from education can have a significant negative impact on the wellbeing of children and
their future. We are further motivated by our desire to confront and tackle inequalities exposed by
the disproportionate exclusion of children with particular characteristics.
Southwark’s permanent exclusion rate (0.02) is below Inner London (0.04) and National (0.06)
rates. However, data still indicates a disproportionate rate of exclusion for children on Free School
Meals (2.5 times higher) and SEN support (2.2 times higher). There has been an increase in the
number of girls receiving a permanent exclusion and there is now a similar rate for both genders.
Ethnicity data shows a disproportionate rate of permanent exclusion for Black Caribbean children
which is almost six times higher than the rate for White British children (0.51 compared to 0.09).
23
https://education.southwark.gov.uk/southwark-stands-together
24
https://figtreeinternational.org.uk/race-charter-mark
25
(Public Pack)Agenda Document for Cabinet, 18/07/2022 11:00 (southwark.gov.uk)
29
We will strive for best practice across our policies and processes and towards 100% inclusion
approaches to behaviour in education settings, whilst recognising that there are rare instances
where exclusion is unavoidable to safeguard children.
31
NOTE: The commentary below refers only to attainment. This does NOT include the amount of progress individuals or groups of pupils
have made in phonics, reading, writing and mathematics. Progress is a key factor in determining how well children achieve. Commentary
relating to performance by pupil ethnicity is based on pupils where their ethnicity is known and where the cohort size is 30 or more.
Commentary relating to performance by pupils’ SEN and EAL status does not include pupils where their status (for the specific
characteristic) is unknown. All commentary is based on provisional 2022 data.
List of abbreviations:
RWM - Reading, writing and mathematics GPS – grammar, punctuation and spelling FSM - free school meals SEN - special educational needs
EHC - education, health and care plan
Cohort
Phonics
KS1
KS2
Total cohort
77.5% of Year 1 children
achieved the required phonics
screening standard of 32 or more
points.
71.4%; 65.4%; 70.6%; and 78.3%
of pupils achieved the expected
standard and above in KS1
reading, writing, mathematics,
and science respectively.
Attainment was highest in KS1
science, followed by reading.
79.0%; 74.8%; 76.4%; 74.5%,
81.6%; and 65.6% were working
at the expected standard in KS2
reading; writing; GPS; maths;
science and RWM combined
respectively.
Attainment was highest in science
followed by reading.
Gender
Boys
Girls
Girls were more likely to achieve
the required phonics standard
compared to boys, with about four
in every five girls achieving the
standard compared to around
three quarters of boys.
If looking at the proportions that
boys and girls each account for of
the eligible Year 1 phonics cohort
and the cohort of Year 1 pupils
reaching the phonics standard,
Girls outperformed boys in all
KS1 subjects. The gap between
the two was largest in writing at
10.3 percentage points.
Conversely the gap was smallest
in mathematics at 1.4 percentage
points.
Comparing the share boys
represent of the eligible cohort,
and the proportion they account
for of the cohort achieving the
Girls outperformed boys in all
KS2 subjects. The gap between
the two cohorts was largest, at
12.3 percentage points, in writing.
Conversely, the gap between
boys and girls was smallest in
maths, at 1.8 percentage points.
The proportion of boys working at
the expected standard was lower
than their representation of the
Appendix 1. Detailed Cohort Characteristics in relation to attainment only.
32
Cohort
Phonics
KS1
KS2
boys were slightly
underrepresented amongst the
latter group.
expected standard and above,
boys were repeatedly
underrepresented (be it by a
small amount) in all subjects.
eligible cohort and across all KS2
subjects.
FSM eligible
Eligible
Not eligible
70.2% of those children identified
as eligible for FSM achieved the
required phonics standard. This
compared to 81.2% of pupils who
were not eligible for FSM - a
difference of close to 11
percentage points.
Children who were eligible for a
FSM, were slightly
underrepresented amongst those
achieving the required phonics
standard - accounting for just over
one-third of the overall eligible
Year 1 phonics cohort, yet,
making up only 30.4% of those
reaching the standard.
Pupils eligible for FSM performed
less well than their non eligible
counterparts in all KS1 subjects -
by more than 10 percentage
points each, across all subjects.
The gap was largest in
mathematics (a 12.9 percentage
point gap).
Additionally, pupils eligible for
FSM were underrepresented
amongst those achieving the
expected standard and above
across all KS1 subjects.
Children identified as eligible for
FSM performed less well
compared to their non eligible
counterparts. The gap in
performance was largest in
reading, writing and mathematics
combined at 18.8 percentage
points, or, if looking at separate
KS2 subjects, in mathematics
with a gap of 17.9 percentage
points.
Taking into consideration the
share of the overall eligible cohort
accounted for by FSM eligible
children, this group of children
were underrepresented amongst
those working at the expected
standard across all KS2 subjects.
SEN detailed
No SEN
SEN support
Statement or EHC Plan
85.4% of children with no SEN
achieved the required phonics
standard. This compared to
44.9% of children with SEN.
The more advanced the SEN, the
smaller the percentage of the
Children with SEN performed less
well and by a substantial amount,
across the whole of KS1, than
their peers that had no registered
SEN. The gap in attainment was
largest in writing - a 45.5
percentage point gap, followed by
Across the whole of KS2, children
with SEN fared less well than
those with no registered SEN.
The attainment gap for the
separate KS2 subjects was
largest in writing - 47.2
percentage points gap, followed
33
Cohort
Phonics
KS1
KS2
cohort that achieved the required
phonics standard, i.e., 20.2% of
children with an EHC plan met the
phonics required standard
compared to 52.8% of children
with SEN support.
SEN children as a whole were
disproportionately
underrepresented and by quite a
fair amount. Although making up
17.3% of the overall eligible
cohort, children with SEN
represented only 10.0% of the
cohort who achieved the required
phonics standard. The disparity
was largest amongst children with
SEN support.
reading - a 44.7 percentage point
gap.
The more advanced the SEN
stage, the smaller the percentage
of the cohort that achieved the
expected standard at KS1 and for
all subjects.
Taking into consideration the
share of the eligible cohort
represented by SEN children
compared with the share they
account for amongst those who
achieved the expected standard
and above at KS1, SEN children
as a whole and for all stages were
underrepresented in all KS1
subjects - by a considerable
amount. SEN support children,
particularly, were most
underrepresented across all KS1
subjects.
by GPS - 44.6 percentage points
gap. For reading, writing and
mathematics combined, the gap
was 46.0 percentage points.
The more advanced the SEN
stage, the smaller the percentage
of the cohort working at the
expected standard at KS2 and in
all subjects.
When taking into account the
share of the eligible cohort
represented by children with SEN
compared to their representation
amongst those working at the
expected standard at KS2, SEN
children were underrepresented
in all subjects. More noticeably,
the difference in share of the
eligible cohort compared to share
of those meeting the standard
was largest amongst children with
SEN support.
Ethnicity
Asian or Asian British
Bangladeshi
Indian
Pakistani
Any Other Asian
White and Asian children jointly
with children from any other White
background had the highest
performance with 86.2% of each
of the specified ethnic groups
reaching the standard. In
contrast, at 65.6%, phonics
White and Asian children and
Chinese children had the highest
performance for percentage of
children reaching the expected
standard and above in the
different KS1 subjects. White and
Asian pupils performed the best
White and Black African, White
and Asian, and Chinese children
were the highest achievers across
the KS2 subjects when working at
the expected standard. White and
Black African children performed
the best in reading, White and
34
Cohort
Phonics
KS1
KS2
Black or Black British
Black African
Black Caribbean
Any Other Black
Chinese
Mixed / Dual Heritage
White & Black African
White & Black Caribbean
White & Asian
Any Other Mixed
White
White British
Irish
Traveller of Irish
Heritage
Gypsy Roma
Any Other White
Any Other Ethnic Group
attainment was lowest for White
and Black Caribbean children
when compared to all other
children. Children from any other
ethnic background had the
second lowest performance at
68.0%.
If taking into consideration the
share children from each ethnic
background accounted for of the
overall eligible cohort, compared
to the share they represented of
pupils meeting the phonics
standard, there was a lower
proportion than expected of Black
Caribbean children; White and
Black Caribbean children; and
those from any other ethnic
group, meeting the phonics
standard.
for reading - 85.5% and writing -
81.8%, whilst Chinese children
had the highest results for
mathematics - 86.5% and science
- 91.9%. Conversely, Black
Caribbean children and those
from any other ethnic background
had the lowest performance for
working at expected standard and
above across the KS1 subjects.
Black Caribbean pupils had the
lowest percentage for achieving
writing - 54.4% and mathematics -
57.9%, whilst children from any
other ethnic background achieved
the lowest at reading - 56.9% and
science - 67.1%.
If comparing the share of the
overall eligible cohort against the
share of the cohort of children
successfully working at expected
standard by the different ethnic
groups, Black Caribbean children;
those from any other Black
background; those from any other
mixed background; and children
from any other ethnic group, all
were slightly underrepresented
across the full range of KS1
subjects.
Asian children had the highest
performance in writing, GPS and
RWM combined, and Chinese
children performed the best in
maths and science. Conversely,
children from Black Caribbean,
White and Black Caribbean
backgrounds together with
children of any other ethnic group
achieved the lowest results
across the various KS2 subjects.
Children of any other ethnic group
had the lowest attainment in
reading and writing, White and
Black Caribbean children had the
lowest performance in GPS, and
Black Caribbean had the lowest
achievement in the remainder of
the KS2 subjects including RWM
combined.
When factoring in how much each
ethnic group accounts for of the
eligible cohort, Black Caribbean,
any other Black, White and Black
Caribbean, and children from any
other ethnic group repeatedly had
lower representations - by small
amounts - across all KS2
subjects.
35
Cohort
Phonics
KS1
KS2
EAL
English
Other than English
Unknown / Missing
Children whose first language
was English performed just
marginally better than those
whose mother tongue was not
English - 78.5% versus 78.0%
respectively.
Children with English as their first
language performed better than
pupils with other than English as
a first language in all KS1
subjects.
The proportion of children with
English as an additional language
working at the expected standard
was lower than their
representation of the eligible
cohort and across all KS1
subjects.
With the one exception of
separate reading, children with
English as an additional language
did better in all KS2 subjects
compared with pupils that had
English as a first language.
Disadvantaged pupils
(In receipt of pupil premium for
FSM6; adopted from care; LAC)
Disadvantaged children
performed less well than their non
disadvantaged counterparts -
70.2% compared to 81.2%
respectively - a difference of 11
percentage points.
If taking into consideration the
proportion of the overall cohort
made up by disadvantaged
children compared against the
proportion they account for of
those who successfully met the
required phonics standard,
disadvantaged children were
underrepresented by a small
amount in the latter cohort.
Pupils defined as being
disadvantaged performed less
well than their non disadvantaged
counterparts and by a substantial
amount. The largest difference in
performance was in mathematics
- a 13.2 percentage points gap.
Taking into account their share of
the overall cohort, disadvantaged
children were additionally and
repeatedly underrepresented
amongst those working at the
expected standard and above,
across all KS1 subjects.
Children identified as
disadvantaged performed less
well than their non disadvantaged
counterparts and by large
amounts.
Additionally, disadvantaged
children were consistently
underrepresented amongst the
cohort of children working at the
expected standard and in all KS2
subjects.
36
Notes: Analysis based on internally held provisional attainment data: Phonics and KS1 – July 2022; and KS2 – September 2022. Analysis of performance by pupil characteristics based on matched
January 2022 school census data and pupil premium data.
Sources: Provisional Phonics, KS1 and KS2 2022, and January 2022 school census.
37
Appendix 2. Key Stage 4 Attainment- School Level Results 2018 to 2022
Attainment 8
2018
2019
2022*
Ark All Saints Academy
41.9
43.6
48.6
Ark Globe Academy
46.6
45.8
50.9
Ark Walworth Academy
40.6
42.1
44.7
Bacon's College
48.5
50.6
54.7
The Charter School East Dulwich
n/a
n/a
57.0
The Charter School North Dulwich
59.9
60.5
64.3
City of London Academy
52.8
44.7
51.7
Compass School Southwark
40.5
46.3
42.3
Harris Academy Bermondsey
53.3
53.4
55.0
Harris Academy Peckham
42.9
41.0
47.6
Harris Boys Academy East Dulwich
55.1
52.4
57.2
Harris Girls' Academy East Dulwich
52.3
51.8
56.0
Kingsdale Foundation School
55.9
54.9
59.3
Notre Dame RC Girls' School
47.4
48.3
49.7
Sacred Heart RC Secondary School
55.0
55.5
62.6
Southbank University Academy
n/a
41.3
41.8
St Michaels' RC School
54.2
53.4
55.1
St Saviour's & St Olave's CofE School
56.7
55.2
58.3
The St Thomas the Apostle College
53.8
53.4
60.8
Southwark
50.2
49.5
53.4
London
49.4
49.7
52.6
National
46.6
46.8
48.8
Progress 8
2018
2019
2022*
Ark All Saints Academy
-0.07
0.08
0.38
Ark Globe Academy
0.39
0.41
0.48
Ark Walworth Academy
-0.44
-0.18
-0.03
Bacon's College
-0.04
0.08
0.48
The Charter School East Dulwich
n/a
n/a
0.47
The Charter School North Dulwich
0.68
0.65
0.70
City of London Academy
0.09
-0.47
-0.01
Compass School Southwark
-0.53
0.01
0.48
Harris Academy Bermondsey
0.91
0.93
0.73
Harris Academy Peckham
0.15
0.18
0.17
Harris Boys Academy East Dulwich
0.80
0.75
0.83
Harris Girls' Academy East Dulwich
0.79
0.64
0.69
Kingsdale Foundation School
-0.07
-0.22
-0.12
Notre Dame RC Girls' School
0.60
0.31
0.27
Sacred Heart RC Secondary School
1.10
0.98
1.28
Southbank University Academy
n/a
-0.53
-0.65
St Michaels' RC School
0.22
0.52
0.39
St Saviour's & St Olave's CofE School
0.56
0.50
0.67
38
Progress 8
2018
2019
2022*
The St Thomas the Apostle College
0.90
1.00
1.22
Southwark
0.30
0.25
0.34
London
0.23
0.22
0.23
National
-0.02
-0.03
-0.03
English & mathematics
% Grades 9 to 5
2018
2019
2022*
Ark All Saints Academy
26%
28%
45%
Ark Globe Academy
48%
37%
52%
Ark Walworth Academy
27%
32%
49%
Bacon's College
47%
50%
64%
The Charter School East Dulwich
n/a
n/a
63%
The Charter School North Dulwich
69%
68%
78%
City of London Academy
54%
36%
59%
Compass School Southwark
17%
32%
34%
Harris Academy Bermondsey
42%
45%
56%
Harris Academy Peckham
29%
26%
50%
Harris Boys Academy East Dulwich
50%
46%
58%
Harris Girls' Academy East Dulwich
55%
49%
61%
Kingsdale Foundation School
61%
60%
67%
Notre Dame RC Girls' School
33%
37%
50%
Sacred Heart RC Secondary School
64%
53%
80%
Southbank University Academy
n/a
31%
37%
St Michael’s RC School
56%
54%
61%
St Saviour's & St Olave's CofE School
65%
65%
66%
The St Thomas the Apostle College
54%
58%
76%
Southwark
48.3%
45.5%
58.9%
London
48.7%
49.0%
57.3%
National
43.5%
43.4%
49.8%
* 2022 data is provisional and is sourced from DfE Performance Tables: https://www.gov.uk/school-performance-tables
Sources: GCSE 2018 to 2019 and 2022 - DfE performance tables and DfE statistical releases.
Notes: School level results above are for mainstream schools that were still operating at the end of 2021/22 academic year. School
level results are not available for 2020 and 2021 due to the cancellation of all exams and assessment because of the COVID-19
pandemic. LA and national results are for all state-funded funded schools.
39
Key: 1 – Outstanding. 2 - Good. 3 - Requires Improvement. 4 - Inadequate/Special Measures.
Newly opened schools do not have an inspection judgement in their first three years of operation. (represented by “null” in table
below).
School Name
Type
Current
Ofsted
Inspection
Rating
Ward
Nursery Schools
Ann Bernadt Nursery School
Nursery
2
Peckham
Dulwich Wood Nursery School
Nursery
2
Dulwich Wood
Kintore Way Nursery School and
Children's Centre
Nursery
1
South Bermondsey
Nell Gwynn Nursery School
Nursery
2
Peckham
The Grove Nursery School
Nursery
2
St Giles
Primary Schools
Albion Primary School
Primary
1
Rotherhithe
Alfred Salter Primary School
Primary
2
Rotherhithe
Angel Oak Academy
Primary
1
Peckham
The Belham Primary School
Primary
2
Rye Lane
Bellenden Primary School
Primary
2
Rye Lane
Bessemer Grange Primary School
Primary
2
Champion Hill
Boutcher Church of England
Primary School
Primary
1
South Bermondsey
Brunswick Park Primary School
Primary
2
Camberwell Green
Camelot Primary School
Primary
2
Old Kent Road
The Cathedral School of St Saviour
and St Mary Overie
Primary
1
Borough & Bankside
Charles Dickens Primary School
Primary
1
Borough & Bankside
Charlotte Sharman Primary School
Primary
2
St George's
Cobourg Primary School
Primary
3
Old Kent Road
Comber Grove School
Primary
2
Camberwell Green
Crampton Primary
Primary
1
Newington
Crawford Primary School
Primary
2
Camberwell Green
Dog Kennel Hill School
Primary
2
Champion Hill
Dulwich Hamlet Junior School
Primary
1
Dulwich Village
Dulwich Village Church of England
Infants' School
Primary
1
Dulwich Village
Dulwich Wood Primary School
Primary
2
Dulwich Wood
English Martyrs' Roman Catholic
Primary School
Primary
2
North Walworth
Appendix 3. Ofsted Ratings - 31
st
August 2022
40
School Name
Type
Current
Ofsted
Inspection
Rating
Ward
Friars Primary Foundation School
Primary
2
Borough & Bankside
Galleywall Primary School
Primary
1
South Bermondsey
Goodrich Community Primary
School
Primary
2
Dulwich Hill
Goose Green Primary and Nursery
School
Primary
2
Goose Green
Grange Primary School
Primary
2
London Bridge & West
Bermondsey
Harris Primary Academy East
Dulwich
Primary
1
Goose Green
Harris Primary Academy Peckham
Park
Primary
2
Peckham
Harris Primary Free School
Peckham
Primary
2
Rye Lane
Heber Primary School
Primary
2
Goose Green
Hollydale Primary School
Primary
2
Nunhead & Queen's Road
Ilderton Primary School
Primary
1
Old Kent Road
Ivydale Primary School
Primary
2
Peckham Rye
John Donne Primary School
Primary
1
Nunhead & Queen's Road
John Keats Primary School
Primary
NULL
Old Kent Road
John Ruskin Primary School and
Language Classes
Primary
1
Camberwell Green
Judith Kerr Primary School
Primary
2
Dulwich Village
Keyworth Primary School
Primary
2
Newington
Lyndhurst Primary School
Primary
2
St Giles
Michael Faraday School
Primary
2
Faraday
Oliver Goldsmith Primary School
Primary
2
St Giles
Peter Hills with St Mary's and St
Paul's CofE Primary School
Primary
2
Surrey Docks
Phoenix Primary School
Primary
1
Old Kent Road
Pilgrims' Way Primary School
Primary
2
Old Kent Road
Redriff Primary School
Primary
1
Surrey Docks
Riverside Primary School
Primary
1
North Bermondsey
Robert Browning Primary School
Primary
2
North Walworth
Rotherhithe Primary School
Primary
2
Rotherhithe
Rye Oak Primary School
Primary
2
Rye Lane
Saint Joseph's Catholic Primary
School, the Borough
Primary
2
Borough & Bankside
Snowsfields Primary School
Primary
2
London Bridge & West
Bermondsey
Southwark Park Primary School
Primary
2
North Bermondsey
41
School Name
Type
Current
Ofsted
Inspection
Rating
Ward
St Anthony's Catholic Primary
School
Primary
2
Dulwich Hill
St Francesca Cabrini Primary
School
Primary
2
Peckham Rye
St Francis RC Primary School
Primary
2
Old Kent Road
St George's Cathedral Catholic
Primary School
Primary
2
St George's
St George's Church of England
Primary School
Primary
2
St Giles
St James' Church of England
Primary School
Primary
2
North Bermondsey
St James the Great Roman
Catholic Primary School
Primary
2
Peckham
St John's and St Clement's Church
of England Primary School
Primary
2
Goose Green
St John's Roman Catholic Primary
School
Primary
2
Surrey Docks
St Joseph's Catholic Infants School
Primary
2
Camberwell Green
St Joseph's Catholic Junior School
Primary
2
Camberwell Green
St Joseph's Catholic Primary School
Primary
1
Rotherhithe
St Joseph's Roman Catholic
Primary School
Primary
2
North Bermondsey
St Jude's Church of England
Primary School
Primary
2
St George's
St Mary Magdalene Church of
England Primary School
Primary
2
Rye Lane
St Paul's Church of England
Primary School, Walworth
Primary
4
Newington
St Peter's Church of England
Primary School
Primary
2
Faraday
Surrey Square Primary School
Primary
1
Faraday
Tower Bridge Primary School
Primary
2
London Bridge & West
Bermondsey
Townsend Primary School
Primary
2
North Walworth
Victory Primary School
Primary
2
North Walworth
Secondary Schools
Ark All Saints Academy
Secondary
2
Camberwell Green
Ark Globe Academy
Secondary
2
Chaucer
Ark Walworth Academy
Secondary
2
Faraday
Bacon's College
Secondary
4
Rotherhithe
The Charter School East Dulwich
Secondary
2
Goose Green
42
School Name
Type
Current
Ofsted
Inspection
Rating
Ward
The Charter School North Dulwich
Secondary
1
Champion Hill
City of London Academy
(Southwark)
Secondary
2
South Bermondsey
Compass School Southwark
Secondary
2
North Bermondsey
Haberdashers' Aske's Borough
Academy
Secondary
NULL
Borough & Bankside
Harris Academy Bermondsey
Secondary
1
South Bermondsey
Harris Academy Peckham
Secondary
2
Rye Lane
Harris Boys' Academy East Dulwich
Secondary
1
Dulwich Hill
Harris Girls' Academy East Dulwich
Secondary
1
Peckham Rye
Kingsdale Foundation School
Secondary
1
Dulwich Wood
Notre Dame Roman Catholic Girls'
School
Secondary
1
St George's
Sacred Heart Catholic School
Secondary
1
Camberwell Green
South Bank University Academy
Secondary
2
Faraday
St Michael's Catholic College
Secondary
1
North Bermondsey
St Saviour's and St Olave's Church
of England School
Secondary
1
Chaucer
The St Thomas the Apostle College
Secondary
1
Nunhead & Queen's Road
Special Schools
Beormund Primary School
Special
2
London Bridge & West
Bermondsey
Cherry Garden School
Special
1
Rye Lane
Evelina Hospital School
Special
1
Bishop's
Haymerle School
Special
2
Old Kent Road
Highshore School
Special
2
Camberwell Green
Maudsley and Bethlem Hospital
School
Special
1
St Giles
Newlands School
Special
2
Peckham Rye
Spa School
Special
1
South Bermondsey
Spa School Camberwell
Special
NULL
St Giles
Tuke School
Special
1
Peckham
PRU
Southwark Inclusive Learning
Service (Sils)
PRU
2
Peckham
Notes: Table above based on latest inspection judgements for schools with an inspection and report published by August
2022.
Source: School Inspections and Outcomes: Management Information
43
Appendix 4: Guide to Assessments and Examinations
Early Years
Foundation
Stage (EYFS)
(typically aged
5)
At this stage, children are assessed by their class teacher to determine if they
have reached a good level of development for their age in the areas of
communication and language, physical development, personal, social and
emotional development and basic literacy and mathematics.
Phonics
screening:
Years 1 and 2
(typically aged
6)
This national assessment confirms whether children have learnt phonic
decoding to an appropriate standard – i.e., they are able to translate sounds into
the written word.
Key Stage 1:
Year 2
(typically aged
7)
Statutory teacher assessments take place at the end of year 2. Children are
assessed through work set by their teacher in reading, writing, mathematics and
science. They also take tests in reading and mathematics which inform the final
teacher assessment. An optional test in grammar, punctuation and spelling
(GPS) is available to support teacher assessment.
Multiplication
Tables Check
(New for
2022): Year 4
(typically aged
9)
This is a new statutory assessment introduced in 2022. The purpose of the
multiplications check is to identify and determine whether pupils can recall their
times tables fluently, which is essential for future success in mathematics.
Key Stage 2:
Year 6
(typically aged
11)
As with KS1, statutory teacher assessments and tests (Standard Assessment Tests –
SATs) also take place at the end of year 6. Writing is formally assessed by the teacher
but there are formal, external national tests in reading, mathematics and grammar,
punctuation and spelling (GPS). The key headline measure of primary School
accountability is a combined measure Reading Writing Mathematics Combined (RWM).
44
Key Stage 4:
Year 11
(typically aged
16)
From 2016, the old threshold measure of 5 or more GCSEs and equivalent including
English and mathematics was replaced by a new measure based upon point scores
across 8 subjects. The previous grading system of A*-G has been replaced with a
grading scale of 9 to 1 with 9 as the top grade.
Key Stage 5, A
Level: Year 13
(typically aged
18)
Young people who choose to follow an academic route after their GCSEs will ordinarily
study for Advanced levels. They are examined at the end of the two year sixth form
course.
GCSE Grades (Introduced in 2017)
New grading structure
Old / current
grading
structure
9
A*
A
8
7
6
B
C
5 (strong pass)
4 (standard pass)
3
2
1
D
E
F
G
U
U
The new and old grades are not directly equivalent and consequently the Department for Education (DfE)
has stressed that the new and old grading systems cannot be directly compared. That being said, the new
grades 9 to 4 represent a standard pass and most closely resemble the old grades A*-C pass at GCSE.
When the DfE is measuring a school’s performance, they use grades 9 to 5 (a strong pass) to determine the
proportion of pupils achieving English and mathematics.
45
Appendix 5: Southwark Adult Learning Context
The Adult Learning Service is part of the Education Directorate in the Children and Adults’
Services Department of the council. Approximately two thirds of the provision is delivered directly
by the council from the Thomas Calton Centre, in the heart of Peckham. The remaining third of
provision is delivered through a network of five local community providers working from various
settings distributed across the borough.
Courses are delivered in the daytime and evening where all Entry learners to Level 2 have the
opportunity to gain nationally recognised qualifications. These qualifications support their
employability potential and provide routes and access to further and higher education and training.
More than 2000 people benefited from a range of courses at Southwark Adult Learning Service in
the academic year 2021-2022. These enrolment numbers herald a healthy return to the pre-
pandemic levels of participation in local adult learning. A high proportion of learners who start a
course successfully complete it. For most courses, this means nine in ten learners will achieve
their learning goal.
Southwark council’s adult and community learning service offers a good variety of type and level
of courses. The provision is a mix of nationally accredited qualifications, and in-house (non-
accredited) community learning courses.
The focus of the service is on disadvantaged residents who are least likely to participate in
structured and formalised adult learning opportunities.
The provision is aligned to the council’s vision of a Fairer Future for All residents, bringing together
Southwark residents from different ethnic and social backgrounds, cultures, and income groups.
The purpose is to deliver and support learning and progression that enable citizens to become
more self-reliant and self-confident from their starting point.
Southwark Adult Learning works closely with the council’s Local Economy Team to realise our
vision for a high quality local skills offer that is accessible and responsive to learner and employer
needs. This includes mathematics, English and digital skills provision to ensure that residents can
access the skills needed for everyday life and for meaningful work.
COVID-restrictions were eased at the start of September 2021 and Adult Learning was able to
welcome learners back to in classroom teaching and learning. Where appropriate, some courses
continued to be delivered online and in a hybrid mode (onsite and online).
Qualifications and attainment levels
Qualification/ Award
Notional equivalent
Pre-entry
Basic Levels
Entry 1
Entry 2
Entry 3
Level 1
GCSE, grades 3-1
Level 2
GCSE, grades 9-4
Level 3
A- Level
46
Accredited provision
English, English for Speakers of Other Languages (ESOL), and mathematics
Accredited courses include those in the subject areas of Preparation for Life and Work, and
childcare. English, ESOL, and mathematics are a part of the Preparation for Life and Work
curriculum area.
Enrolments and initial assessments for 2021-22 courses took place in person at the Thomas
Calton Centre in the heart of Peckham. Courses at Pre-Entry and Entry level classes in particular
were full very quickly. There was a steady number of new learners enrolling for the first time, and
returning or continuing learners enrolling to progress on a higher level course.
There was increased demand for more Entry level mathematics, in particular, and additional
provision was arranged to meet it.
Learners reported that they were looking forward to moving on to a higher level of vocational
studies as they are now meeting the required standards of English and maths. ESOL recruited
well at the different available levels.
As a City & Guilds’ accredited centre we are subject to external quality assurance by this awarding
body. These assessments judge our standards to be consistently good or better in ESOL, English
and maths at Entry levels. The last QA report from C&G reported: ‘A good level of evidence was
presented by the learners, who were being assessed at a level appropriate to their skills set’
‘Assessment was consistently accurate, and IQA was thorough’.
Tutors work effectively with their learners and help them gain the most from their studies. They
understand their learners’ individual learning needs and meet them well. The detailed initial
assessment information is used to inform lesson planning. Arrangements to carry out initial
assessment of learners at the start of their programmes are good. Residents wishing to enrol
benefit from one-to-one information, advice and guidance consultations with relevant tutors. These
consultations are held at time slots to suit the prospective learner’s availability, and childcare
support is arranged if needed. The initial assessment allows for the learners to be matched with
the type and level of course most suited to their starting points and aspirations. Their learning
support needs and further assessments, as appropriate to their declared learning difficulties or
disabilities are also discussed. Reasonable adjustments are made to maximise the individual
learning gain.
47
The evidence for measuring the impact of our courses includes monitoring learner progress,
achievement, progression and by the gain in self-confidence/well-being that is reported by the
learners. Our conversations with learners and from their own individual learner feedback forms
plus reviews of course documents and lesson observations all feed into the evidence of how well
the curriculum is implemented and the impact it has on the learners.
Childcare courses range from introductory level to level 2. Level 2 is notionally equivalent to
GCSEs. In addition, new courses in 2021-22 in childcare included level 2 Autism and level 3 Early
Years (this is notionally equivalent to GCE A-levels) which have contributed to the overall success
and provide an excellent in-house progression pathway. Both of these courses have shown
excellent outcomes for learners verified by external quality assurance from the accredited body
CACHE such as finding relevant fulfilling employment or further training and putting into practice
the knowledge learnt in their home environment.
SALS is encouraged that a number of local nurseries have specifically requested that our learners
apply to them for employment following the successful work placements in their settings.
One childcare learner has produced a Youtube video sharing her experiences of suffering from
depression and anxiety to changing her life around. This was thanks to SALS who supported and
encouraged her to continue and complete a beginners, level 1 and level 2 Diploma in childcare.
She has done this while supporting a sick relative but is now employed in a nursery.
Community Learning
Community learning includes interest-based courses such as woodwork, pottery, sewing, painting,
photography and yoga. Learners are provided with structured, yet individually paced, learning with
challenging and achievable goals agreed between them and their tutor. In addition to the skills and
knowledge developed in these courses, feedback showed a much needed respite from social
isolation which supported the Council’s agenda to support the health and wellbeing of its
residents. One learner commented ‘Pottery turned out to be the perfect choice for me from a
mental health perspective - I found the act of making something out of clay to be very meditative
and relaxing because it forces you to clear everything else out of your head in order to concentrate
on the piece you're working on.’
48
Family learning courses form an important and integral part of this offer. Different types of families
learn together on Family Learning courses. Effective partnership work with local schools broadens
learning opportunities for those who may not yet have the self-confidence to study at a larger
provider. For example, in a local school, learner x who was a full time parent, attended a family
literacy course “Help your child with reading and writing;” then progressed to a beginners’
childcare course, and then onto a teaching assistant course in the same school. They successfully
secured a job there. One learner felt very isolated during lockdown and was worried that it would
get worse. She also felt so limited and fearful especially about her son’s behaviour and speech but
had no idea what to do. She started opening up during the family learning activities last year and
registered for the Childcare for beginners’ course. She believes that the learning has impacted her
so much and is understanding more about children’s behaviour.
Southwark Adult Learning Service is committed to playing its part in realising the council’s
ambitions for sustainable social and economic development.
