DECISION

1. To agree the action plan in response to the review recommendations.

Action by:

CORPORATE DIRECTOR, CHILDREN’S SERVICES (D. JONES)

Councillor Rachael Saunders, Cabinet Member for Education and Children’s Services, introduced the report. She welcomed the review and the proposed action plan and highlighted the intention to strengthen both the services that the Council provided and those of partner organisations.

In response to the pre-scrutiny questions she reported that Skills Match had decided to stop using the Triage Tool which directed users to various support services. She would work with the Cabinet Member for Work and Economic Growth on the best way of providing that service. She also provided a summary of the Council’s plans for nursery provision including that the council was reviewing provision with the aim of improving the options available.

The Mayor welcomed the report and agreed recommendation as set out.

RESOLVED

1. To agree the action plan in response to the review recommendations.

The Committee received and noted a report that provided recommendations following a scrutiny review to support literacy skills across Early Years, Primary, Secondary and Adult Learning.  The review took place throughout February and March 2015, led by Cllr Denise Jones, Scrutiny Lead for Children, Schools and Families.

The Committee noted that literacy has a significant impact in improving life outcomes ranging from better employment prospects, health and wellbeing outcomes and economic benefits to the taxpayer.  Tower Hamlets as a deprived borough has high levels of functional illiteracy amongst its adult population. In addition, based on the results from 2014, 13% of students did not achieve a Level 4 in reading and writing at Key Stage 2 whilst approximately 40% of learners left secondary school without 5 A*-C grades which included English and Maths. At the Early Years stage, results are below the London average.

The review it was noted had been underpinned by following three core questions:

1. What are the key causes of underachievement and how can attainment be sustained?
2. What are the interventions available to all teachers to identify and tackle poor literacy in children?
3. How effective are the adult learning provisions in identifying and reaching out to learners with poor literacy?

The main points of the discussion on the report are summarised as follows:

The Committee heard that:

• Literacy is recognised as a basic right and ‘is fundamental to informed decision-making, personal empowerment, active and passive participation in local and global social community.’ Investment in developing literacy skills has shown to have supported statistically significant increases in life satisfaction, mental well-being, locus of control and self-esteem’ and provides a greater return to the taxpayer;
• Whilst exploring the attainment figures for pupils at the end of Key Stage 4, the review explored the issue of underachievement amongst White British pupils in the borough. Setting out the disparity in attainment, the Ethnic Minority Officer presented statistical evidence which suggested ethnic minorities such as the borough’s Bangladeshi population were meeting national expectations whilst the White British population were typically amongst the lowest 20%.
• To further support the objective of delivering universal access the service had invested in the development of a triage tool aimed at capturing data and allowing for users to be directed more precisely to relevant services. The tool was to undergo a pilot testing period at two of the major Idea Stores in Whitechapel and Chrisp Street Market.

• There is a possible relationship between criminal behaviour and literacy. It is frequently claimed that low literacy is related to unemployment, a lack of aspirations, poor physical and mental health, and/or great deprivation, which can lead to crime. Therefore, it is said that literacy is a key part of any crime prevention strategy.
• Consideration is being to looking at the education journey and where appropriate interventions do and do not work.  Accordingly, the Committee felt that research should be undertaken as to where the system was not meeting the students’ needs and aspirations.

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