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Young Merton Together

Merton’s young learners are school ready

In Merton we are committed to supporting children in need of early help and those subject to the effects of disadvantage. This is a key priority area included in our Merton’s Children and Young People’s plan.

One key area of work under this priority is to focus on improving our ‘school readiness’ scores for children at the end of their early years education (end of Reception year). ‘School readiness’ is based on the ‘Good Level of Development (GLD)’ performance indicator, and our aim is to ensure that this is in line with the national benchmark.

Academic outcomes for 2015-16 released in Merton’s School Standards Report show that the proportion of pupils achieving a ‘Good Level of Development’ in Merton rose 3.5 percentage points to 71.2%; this is in line with the London and outer London average and above the national average.

Since 2014 (three-year trend), the increase of 11 percentage points has been greater than the improvements seen across London and nationally (9 percentage points). The Average Point Score (APS) for pupils has also risen by 2.5 percentage points – a greater rate than nationally and in London. At 34.7, this is the first time in Merton it is above national and in line with London averages.

Further GLD data highlighted the following outcomes granulated by equalities characteristics and vulnerable groups:

  • Merton girls continue to perform better than boys (78% compared to 65%, respectively) however, the gender gap has narrowed by 1% and nationally the gap is wider.
  • The proportion of children eligible for Free School Meals (FSM) achieving the GLD has increased by four percentage points to 59%. Performance of all other pupils also improved at the same rate so the 14% gap remains – nationally, the gap is 18%.
  • Although performance improved in 2016, Merton children with Special Educational Needs (SEN) attained below the national and London averages. The performance of children on SEN Support, in particular, will be a focus of improvement at this phase as it will be across other key stages.
  • Ethnic groups with the largest representation of pupils in Merton’s Early Years Foundation Stage Profile (EYFSP) outperformed children of the same ethnic heritage nationally. In particular, the proportion of Asian Other children achieving the GLD rose by 5% - greater than the improvement made by all children.

For more information on the outcomes for pupils at all stages see the Merton’s School Standards Report. And for information on early year’s education see: Merton Early Education.

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