Education

Introduction

Impact of education on health

Education plays an important role in influencing inequalities in health when health is viewed in its widest sense. Educational qualifications contribute to determining an individual’s labour market position and future social standing; these factors go on to influence the individual’s socio economic position. Early education has a role in preparing children for life, in particular helping to ensure that they have the practical, social and emotional knowledge and skills to achieve a full and healthy life. The Marmot Review (external link) has highlighted the need for access to good quality lifelong learning in order to reduce health inequalities.

As part of the Every Child Matters agenda (Be Healthy) (external link) all schools are required to raise awareness of healthy living. This includes learning about healthy eating, knowledge around the issues of obesity, drugs awareness including tobacco and alcohol, sex and relationships education and the need for physical exercise.

|Back to top

Key Issues and gaps

The mid year ONS 2010 population estimates for Haringey children aged 4-10 (inclusive) is 19,202 (9811 boys, 9391 girls). This age group covers reception to year 6 in primary schools. The population estimates for 11-15 (inclusive) is 10,497 (5211 male, 5286 male). This age group covers years 7-11 in secondary schools.

Attainment in the Early Years Foundation Stage (EYFS) at the end of reception year improved significantly in 2011. The percentage achieving a good level of development in the EYFS (at least 78 points and 6+ in all of personal, social and emotional development (PSE) and communication, language and literacy (CLL) is 54% compared to 59% in England.

EYFS graph

Fig 1 Percentage of children achieving a good level of development in the Early Years Foundation Stage - Source: Department for Education

Attainment at Key Stage 2 (end of primary education) is 80% (level 4 and above) in English, 77% in maths and 71% in combined English and maths (results in England are 1%, 3% and 3% higher respectively). Attainment at GCSE has caught up significantly with results in England. 57.3% of pupils achieve 5+ A* - C (including English and maths), results in England are 58.9%. (Data refers to 2011 results).

gcse 5a-c

Fig 2 Percentage of children achieving 5+ A* -C (including English and Maths) - Source: Department for Education

A key aim of education strategy is to reduce inequalities and close gaps in attainment between different groups of pupils. The gap between the attainment of pupils eligible for free school meals (FSM) and other pupils is a national as well as local issue. The data show significant difference in attainment between these two groups. In 2011, 47% of Haringey pupils eligible for FSM attained 5+ A* - C grades (including English and maths) compared to 62% of non eligible pupils.

|Back to top

Who is at risk and why

As a general rule children and young people who live in the more deprived areas of Haringey have lower levels of attainment than their more affluent peers. This issue has a greater impact on children from black and other ethnic minority groups and children who are eligible for free school meals. Children from Gypsy Roma and Irish Traveller backgrounds often have low levels of attainment in Haringey schools, although their numbers are quite small. Children who have special educational needs and/or disability (SEND) tend to have lower levels of attainment although this will vary significantly with their particular needs. Schools and others also need to be aware of families who are not able to access public funds. Children from such families will not be eligible for FSM but may well have similar needs to children who do have recourse to such funds.

Looked After Children (LAC) are also a group whose attainment falls significantly below the national average. In 2011 only 13% of LAC in England gained 5+ A* - C (including English and maths), compared to the England average of 58%. 20% of Haringey LAC achieved this level in 2010, but this has declined to 10% in 2011.

|Back to top

The level of need in the population

There are approximately 3,000 children attending schools and other settings in Haringey who took the Early Years Foundation Stage assessment. 1,788 of these children live in the 10% most deprived areas in England. 49% of these children achieved a good level of development in the EYFS compared to 72% in the 31%+ least deprived areas.

There are approximately 2,100 pupils taking GCSE exams in 2011 in Haringey schools. The percentage of pupils who attained 5+ A* - C (including English and maths) who are eligible for free school meals (FSM) was 47% compared to 62% for pupils not on FSM.

|Back to top

Current services in relation to need

The Children and Young People’s Service supports schools in raising the attainment of all children attending Haringey schools. Since April 2011, the service has been significantly reduced and therefore school support is prioritised according to need.

The Virtual School is an organisational tool to enable effective coordination of educational services for Looked After Children, at a strategic and operational level. The school does not exist in real terms as a building, and children do not attend; they remain the responsibility of the school at which they are enrolled. The Virtual School will challenge and offer support to young people and adults to ensure that the best possible progress is made by the young person, in the best possible educational placement.

|Back to top

Service users and carers opinion

(Source: School Ofsted inspections in Haringey March to December 2011)

In responses to Ofsted’s questionnaire prior to a school inspection, 91% of parents and carers responded that they strongly agree or agree that the school helps their child to have a healthy lifestyle and meets their child’s particular needs.

|Back to top

Expert opinion and evidence base

There is good evidence to show that if children fall behind in early cognitive development, they are more likely to fall further behind at subsequent educational stages. The evidence also shows that the development of early cognitive ability is strongly associated with later educational success, income and better health (Marmot report - (external link)). The new pupil premium is targeted at raising the achievement of disadvantaged pupils. It will provide additional funding for disadvantaged pupils to ensure they benefit from the same educational opportunities as pupils from wealthier families. The toolkit of strategies to Improve Learning produced by the Sutton Trust (website - external link) provides a variety of strategies which schools can use to improve outcomes for pupils.

|Back to top

Recommendations for commissioning

Since April 2011 and the reduction of the School Standards and Inclusion team, the responsibility for the development and monitoring of the Healthy Schools Programme has transferred to the Public Health Directorate in the council. The School Standards and Inclusion team will continue to monitor attainment and curriculum offer in schools and make recommendations for commissioning as required.

|Back to top