Index of information on this page:

• Context
• Key Messages
• What We Know
• Improving Behaviour & Attendance
• What People Have Told Us
• Our Priorities For The Future

Children & Young People People from Disadvantaged Backgrounds (Their Achievement, Skills and Employment)

Context:

The Government has made a promise to eradicate child poverty by 2020. Child poverty means growing up in a household with low income. Research shows that children who grow up in poverty face a greater risk of having poor health, being exposed to crime and failing to reach their full potential. These are key strategic themes within the refreshed Commissioning Strategy

Health inequalities are the result of a complex and wide-ranging network of factors.  People who experience material disadvantage, poor housing, lower educational attainment, insecure employment or homelessness are among those more likely to suffer poorer health outcomes and an earlier death compared with the rest of the population.

The Narrowing the Gap policy paper written in 2009 highlights the fact that there is a fundamental inequality issue that exists within Northumberland relating to educational attainment of children and young people.

Research has shown that children growing up in poverty and disadvantage are less likely to do well at school. By age 7, gaps in children’s ability have already emerged with those from professional and non-manual family backgrounds exhibiting higher rates of educational performance and significantly greater skills than those from less privileged backgrounds.

Trends in data have shown that, whilst education attainment is generally strong in Northumberland, the gap between disadvantaged groups such as looked after children, those with special educational needs, and those from low income families, is larger than we would want it to be.  

Poor social skills in young people are strongly correlated with their engagement in a variety of risky behaviours including offending, drug abuse and non-attendance at school. 

Educational qualifications are a key determinant of an individual's likely future position within the labour market; this in turn influences income, housing and other material resources which are related to health and health inequalities.  As a consequence, education is a traditional route out of poverty for those living in disadvantage.

Employment is a key determinant of health. For a small minority, unemployment appears to lead to an improvement in health, but for the majority it tends to have a significant adverse effect on both physical and mental health. Unemployed people tend to have lower levels of psychological well-being, ranging from symptoms of depression and anxiety to self-harm and suicide; and higher levels of some physical health problems resulting in a higher risk of morbidity and premature mortality.

Key Messages

In Northumberland there are pockets of extreme disadvantage when it comes to analysing patterns of worklessness. 

Evidence here shows that some inequalities, for example the proportion of 16-18 year olds who are NEET (Not in Education, Employment or Training) between areas of the county have been reduced over the last few years overall, e.g. in Amble and Blyth. Reports demonstrate how the local intelligence is being used to identify the actions that are most needed to make a difference in each area. 

Local intelligence tells us there is a particular need around developing more employment opportunities without training for 18 year olds, making courses more attractive, and pre-foundation training required.

Better housing opportunities are needed for older teenagers, especially offenders coming out of Castington. See the Looked After Children section for further details about care leavers.

Nationally, the plans to reduce spending in the public sector could significantly affect employment rates in Northumberland as the Council is by far the largest employer in Northumberland. This will affect government targets to have 20% of unemployed people undertaking a worklessness apprenticeship (to work in rural areas, in companies with 10 or less employees). Also as the neighbourhood renewal fund ends in 2011, the funding to increase employability skills will also end, thereby affecting the worklessness population.

Overall education attainment in Northumberland is good and above average, with more schools meeting their pupil’s needs than average. However, one of Northumberland’s key needs is to improve progress from KS1 to KS2 and this continues to be a challenge as the national strategies funding will cease in March 2011, resulting in a reduced service centrally and the School Improvement Partner role will be reduced to more of a commissioning and intervention role. 

Whilst the education achievement gap between those from disadvantaged communities and their peers needs to narrow, there are many examples where programmes have been developed in response to need and have been effective.  See What we know, below for more details.  See the Special Educational Needs and Those with Learning Disabilities section for further key messages in this area.

The link between social and economic deprivation and poor health has long been recognised. The Index of Multiple Deprivation (IMD) 2007 provides an overall deprivation score for local authorities and smaller geographic areas. According to the IMD 2007, Wansbeck is the 46th most deprived local authority of the 354 in England; together with Blyth Valley ranked 80th.  These districts were Spearhead local authorities - because they fall into the “fifth of areas with the worst health and deprivation indicators”. In these areas, Government policy requires faster than national average progress on key mortality measures in order to reduce health inequalities.  See health inequalities section.

What we know - statistical information

NEET (Not in Education, Employment or Training) has increased by 1% since 2009 meaning 7.3 per cent of 16-18 year olds were NEET in January 2010. We know this is more of an issue in Blyth Valley, Wansbeck, and Amble. The number of 18 yr olds who have dropped out of college has increased, and some key projects in 2009 to keep young people in learning could not be funded in 2010. Prior to the last 12 months, the NEET numbers had reduced, with a range of interventions being deployed to address the needs in different areas, including: Starting Early to identify and support those at risk of not progressing positively; Information Advice and Guidance and Personalised Support.  Reducing NEET is a local area agreement target (NI 117).  

For more information about NEET, read the Northumberland Local Area Agreement 2008-2011 and visit the Connexions website.

There are pockets of extreme disadvantage when it comes to analysing patterns of worklessness, e.g. through generations in families and also within rural communities. The majority of workless households with dependant children are in the South East of the county, as well as pockets of deprivation in Hexham, Berwick and along the coastal area. Rurally there is less training available than in urban areas and there is a need to support the development of small businesses, and harness the skills required to sustain them.

2008 data show that 16% of children were living in a household dependant on workless benefits compared to the national average of 20.5%. Although Northumberland has increased in line with the national figure from 2007, Northumberland’s increase is not as great at 0.7% compared to the national picture at 2.5%. However, the most pressing issue in Northumberland is the gap between different areas - parts of Blyth, Newbiggin and Ashington have worklessness rates of more than 4 times those of areas in Morpeth and Ponteland.

NI116 Children in Poverty

The proportion of parents taking up the child care element of the working tax credit has increased and the gap between Northumberland and the national average is narrowing (NI 118).

Improving Behaviour & Attendance

This is a key ‘need’ in determining future life chances for children and young people.  The attendance figures from the school census show that the level of PA has been reduced in 7 of the 8 PA schools during 2008/09 academic year. Also by using data, the education welfare officers have been encouraging schools to ‘target’ those students who are in the 85% attendance and above category. A more proactive approach before these students fall into the PA category.

There were 33 permanent exclusions in the 2009-10 school year compared with 70 in 2007-08, resulting from a thorough analysis of need between Education Other Than at School (EOTAS) and the head teachers discussing cases where the head teacher feels the young person is moving towards permanent exclusion. We have then worked with the school to put together an alternative curriculum package to make permanent exclusion unnecessary, involving other agencies as well, in a co-ordinated effort to tailor services to meet young people’s needs and therefore prevent permanent exclusion. Meeting the needs of those presenting with behavioural problems at an early stage has been identified as being central to reducing the need for children going to costly out of county resources later in life.  A protocol has been developed and shared with all schools to ensure that young people excluded for drug related offences are treated equitably across the county and where possible exclusion avoided and support to services accessed

Data on academic progress shows that where children live is a key factor in influencing educational achievement and consequently people’s life chances.  For example, the data show that children living in Hirst area who are eligible for free school meals perform worse at KS2 than those eligible for free school meals who live in Morpeth. Typically, 35-50% of those pupils eligible for free school meals also have some form of special educational needs and narrowing the attainment gap is a key area for improvement for the Council.

Free School Meal Tables 2009 Academic Year

Targeted schools:   Key Stage 2 Floor Targets:

7 schools were below the national 55% floor target in English and maths combined in 2009. In 2010 one of these schools boycotted the tests so no comparisons can be made. Of the schools that took part in the tests in 2010, performance has improved by 4% at level 4+ and 5% at level 5. As of September 2010 the LA now has only two schools from this group remaining below floor target. One additional school fell below floor target in 2010 meaning the LA now has 3 schools below floor target compared to 7 in 2009.

5 schools were below the ‘old’ 65% floor target in English in 2009. Of the schools taking part in the tests in 2010, performance in English has improved by 7% at level 4+ and 8% at level 5. 2 of these schools now remain below this floor target.

5 schools were below the ‘old’ 65% floor target in maths in 2009. Of the schools taking part in the tests in 2010, performance has improved by 3% at level 4+ and 6% at level 5+. One of these schools now remains below this floor target.

Cramlington Primary Schools:

In the first area where the LA has reorganised to two-tier education, Cramlington, performance in Primary Schools in 2010 has increased by 5% in English, 6% in maths and 9% in the combined measure of performance in English AND maths. Performance in the Cramlington schools is well above both the Northumberland and the national performance. In English performance is 7% higher than national and 8% higher than the LA. In maths performance is 5% higher than national and 9% higher than the LA. In English and maths combined performance is 8% higher than national and 11% higher than the LA.  No schools remain below floor target. This suggests that the reorganisation of the schools to primary is starting to successfully address the LA problems of absolute standards and pupil progress from key stage 1 to key stage 2.

Key stage 4 (KS4):

Whilst unvalidated data for 2010 shows that one school that was in the National Challenge has significantly improved in meeting standards, there is another that was not in the National Challenge whose attainment fell to below the KS4 floor target.  In 2009 the gap at KS4 between the performance of pupils eligible for free school meals and their peers was 34.8%. In 2010, provisional results show the gap has reduced to 27.8%.

With regards to progress made between KS1-2, in the “primary” sector our SITU (School Improvement Target Unit) project has run for the past 2 years. This has targeted 20 schools (first and middle whose performance was below or in danger of being below national floor targets). These schools tend to have higher than average numbers of FSM and SEN pupils (see appendix A). In 2008 the project has been successful in improving overall performance in these schools.

For the past two years Wave 3 networks have been established, helping schools to improve the performance of pupils who while not LDD (Learning difficulties and/or disabilities) were below average in terms of attainment.

One to one tuition funding was provided in Spring 09 to all schools with Y5/6 pupils to support those in danger of not making the required progress. This has been rolled out to all of KS2 and KS3 from September 09. Nationally, this intervention has been acclaimed for the difference it makes in improving attainment.

We know that the Playing for Success (PfS) programme has met children’s learning needs for 10 to 14 year olds where they are at risk of underachieving. The DCSF and partners are establishing study support centres within sports clubs’ grounds and sporting venues. Blyth Spartans is the centre in Northumberland, partly funded by NCC. The centres open out of school hours and mainly cater for young people who are at risk of underachieving, using the stimulus of sport to motivate them. Typically, each student receives 20 hours of tuition. Learning programmes include literacy and numeracy activities using sport as a theme; training in the use of IT; sessions to improve study and learning skills;  sport as a route to other knowledge, skills and understanding (for example statistics, geography, history and science), and opportunities for support and homework.

The table below provides some statistics for the pupils who took part in PfS from the Cramlington Learning Village:

Other Related Performance Indicators are:

NI 92: narrowing the gap between the lowest achieving 20% in the Early Years Foundation Stage Profile and the rest. In 6 out of the 15 school partnerships the gap between the bottom 20% of pupils and the rest of the cohort has narrowed since 2007. Of the remaining partnerships Morpeth has seen the biggest increase in the gap, followed by Alnwick, Ashington and Bedlington. Blyth and Coquet have the smallest gap in attainment whilst Morpeth, Alnwick and Hexham have the widest.

NI 72: achievement of at least 78 points across the Early Years Foundation Stage with at least 6 in each of the scales in Personal, Social, and Emotional Development, Communication, Language and Literacy Performance has fallen in 2009 for Foundation Stage Profile achievement. A dip was anticipated due to enforcement of early years foundation stage (EYFS) guidance and new training. Performance is expected to remain well above national average.

NI 87: secondary school persistent absence rate. Persistent absence is highest in Ashington, Blyth, Bedlington and Hirst. The Persistent Absence rate has decreased significantly in Hirst since 2007. Ashington and Blyth have also seen a reduction.  Persistent Absence is lowest in Alnwick and Haydon Bridge. Haydon Bridge, Cramlington and Ponteland have all seen a big improvement since 2007.

What people have told us – consultation and feedback

The Narrowing the Gap policy paper includes useful context about the strategic direction in tackling the wider narrowing the gap issues.

The TellUs Survey gives us school aged children’s perspectives on what would make life better.  The highest response was for more places to go and spend time with friends, in line with the national picture. Older children are less positive about parks and play areas in Northumberland than is the case nationally.

The table below shows that this is particularly the case in Wansbeck, Blyth Valley and Berwick.

Our priorities for the future

Like many local authorities, Northumberland needs to review how it delivers its priorities in the face of reductions in public spending.  This review is underway and a clearer picture will be available by the winter. Actions currently identified are:

We want to strengthen the skills base to improve long term life chances and improve the pathways that young people can take to acquire them, by analysing the needs of the labour market and responding by developing the skills required by promoting the STEM subjects (English, Maths, Science, and Technology); forming a closer partnership with Northumberland College, the only FE provider in the county, and the Council taking a lead on responding to the economic needs of the area through the delivery of the Economic Strategy

In terms of policy, the Council will focus on addressing the Key Stage 2 issues to ensure that the best possible education system is provided to children. However this needs to be set in the context of a wider strategy of narrowing the gap in achievement across the county.

The Council and its partners have a vital role in relation to reducing childhood poverty and attainment gaps in Northumberland. This is a broad, strategic approach that supports the aims of the Government’s Child Poverty Bill 2009; education, health and the family; employment and adult skills; housing and neighbourhoods, and financial support.

Strengthen communities where children and young people feel valued, and involvement in offending is reduced.

Reduce those Not in Employment, Education or Training, teenage conception rates, youth offending and substance misuse through personalised interventions with the most vulnerable groups and individuals (specifically LDD, LAC and leaving care and teenage parents).

High quality impartial information advice and guidance to support young people in their choices

Effective links with employers so we have a workforce across the county prepared to deliver a broad range of high quality provision

Capital and revenue have been targeted to the schools in the more disadvantaged areas (£50m going into the Blyth school system, with a similar amount going into Hirst, 2 areas where the gap between those eligible for FSM and their peers is striking). In both Blyth and Hirst, we are using an academy sponsor with a strong track record of improvement.  The academies will work with the children from 4 to 18, giving greater opportunity to embed good behaviour, and give a clear pathway of support for a longer period of time than was the case with the 3 tier system.

Through the Extended Services partnership model schools are working proactively with a range of partner agencies to ensure all children and families are supported. At a local level the Disadvantaged Subsidy Grant, will be allocated to the most in need to remove the barriers that currently prevent them from attending extra curricular activities that can enhance their school experience and impact on their learning.