2016 Katie Hamshaw Senior Project Officer

Sheffield Children’s University How does it make a difference? Evidencing the impact of out of school learning accredited and celebrated by Children’s University in Sheffield

Acknowledgements As always, this report would not be possible without our thriving network of Sheffield schools and Learning Destinations who inspire us daily with their commitment to providing high quality learning opportunities for children and young people. Sincere thanks to school staff and activity leaders not only for providing the participation data that is vital for this report, but also for helping us to ensure that the children and young people of our city are rewarded for all their efforts, and are motivated and inspired to learn outside of the classroom. Huge thanks to all the parents/carers, children, young people and families who are part of Children’s University in Sheffield. We are very grateful for all your support and love meeting you and hearing about your learning adventures. Thank you to those we have supported and sponsored our work this year which include Sheffield Hallam University, The University of Sheffield, Sheffield Music Hub and Sheffield International Venues. We hope to continue working closely with you moving forward to provide even more opportunities for the children and young people of Sheffield. Special thanks to Anita de Brouwer for supporting us through our QiSS Advanced submission in her role as Critical Friend and helping to ensure our success. My sincere gratitude is also extended to Mark Miller from the Performance and Analysis team for his professional input and valuable support. To my team, thank you for all your support, hard work and dedication. And finally, to Helen Oades, thank you for sharing my passion for Sheffield CU and always picking up where I leave off. Your input and constant support is invaluable.

Contents Introduction ............................................................................................................................. 1 Key Figures July 2017 ............................................................................................................... 1 Reflection ................................................................................................................................. 2 Overview .................................................................................................................................. 3 Primary Key Findings ................................................................................................................ 4 Secondary Key Findings ........................................................................................................... 4 Primary Participation and Performance Analysis .................................................................... 5 -

Progress............................................................................................................................. 6

-

Attendance........................................................................................................................ 7

-

Pupil Premium................................................................................................................... 8

-

Special Educational Needs (SEN) ...................................................................................... 9

-

Income Deprivation Affecting Children Index (IDACI) .................................................... 10

Secondary Participation and Performance Analysis .............................................................. 11 -

Progress 8........................................................................................................................ 12

-

Attendance...................................................................................................................... 13

-

Pupil Premium................................................................................................................. 14

-

Special Educational Needs (SEN) .................................................................................... 16

-

Income Deprivation Affecting Children Index (IDACI) .................................................... 16

Post-16 Progression ............................................................................................................... 18 Case Studies ........................................................................................................................... 19 -

Southey Green Community Primary School & Nurseries ............................................... 19

-

Sheffield Wildcats Roller Hockey Club ............................................................................ 22

Conclusion .............................................................................................................................. 25

Introduction Sheffield Children’s University (CU) is part of a national initiative that encourages and celebrates participation in a wide range of learning opportunities outside of normal school hours. Children and young people are awarded one CU credit per hour of engagement and are presented with award certificates at intervals of 30 (Bronze), 65 (Silver) and 100 (Gold), continuing to 1000 credits. Special award ceremonies are held in schools, at the Town Hall and the city’s universities (amongst other venues) to celebrate achievement and encourage continued participation. Children receive a detailed learning profile evidencing their activities and hours of engagement with every award. The key objectives of Sheffield CU are to:       

Encourage children, young people and families to seek high quality learning opportunities both in school and in the community Raise aspirations of children, young people and their families Raise attainment and attendance at school Have a positive impact on attitude and behaviour Support children’s health and wellbeing Encourage children and young people to take control of their learning Inspire, demonstrate and share best practice in extended learning provision

The success and continued growth of Children’s University in Sheffield is a result of a strong and thriving network of both schools subscribed to CU and community Learning Destinations (approved activity providers and clubs) where children and young people can collect CU credits using a Passport to Learning. Both schools and Learning Destinations commit to adding value to their activities by providing participation data to ensure children and young people are recognised for their commitment to out of school learning. This information is entered into a CU module on the Capita ONE database and analysis of participation is shared with schools, families, organisations and the Local Authority. Key Figures July 2017 Sheffield children & young people with CU credits Girls/Boys participating CU credits awarded so far Schools subscribed to CU Passports in circulation Sheffield Learning Destinations Awards Issued per year Bronze = 30, 130, 230 etc hours Silver = 65, 165, 265 etc hours Gold = 100, 200, 300 etc hours

2014/15

2015/16

2016/17

30,626

34,316

39,220

15,330 girls 15,296 boys 1,484,196

17,232 girls 17,084 boys 1,787,984

19,656 girls 19,564 boys 2,315,838

70 14,000 140 3,399 Bronze 2,153 Silver 1,424 Gold

70 16,000 170 4,497 Bronze 2,728 Silver 1,937 Gold

70 18,000 200 5,101 Bronze 3,725 Silver 2,632 Gold 1|Page

Reflection 2016/17 was a period of significant growth for Sheffield CU, with over 39,000 children in the city now recorded as having CU credits. This represents an increase in participants of approximately 28% over the past two years, as well as a 56% increase in the number of credits awarded. As a result, the number of award winners has also significantly increased, with a 50% rise in Bronze level award winners, 73% rise in Silver level award winners, and 85% increase in the number of Gold level award winners over a two year period. Evidence of our growth is further demonstrated by the celebration of 2 million hours of out of school learning tracked and rewarded by our service and our 50 th Gold Award ceremony hosted at the University of Sheffield, both of which took place during this year. Whilst this reflects the continued success of our work, it has also presented a number of challenges to our central team in terms of capacity, and our ability to capitalise on new opportunities for growth and development. Staffing levels have remained static during this period of growth creating pressures at critical times. A long term consultation and review of our award ceremonies is also ongoing as we strive to build capacity for such rapidly increasing numbers of award winners. The use of alternative venues such as the City Hall, and English Institute of Sport has helped us to meet this need, and also offered new opportunities to inspire families and showcase what Sheffield has to offer. Through partnership work with our extensive Learning Destination network, we have been able to attract sponsorship for these developments and are hopeful this will continue. Delivery of special projects has continued and grown throughout this academic year, with more schools and families engaged than ever before. Over 20 new out of school activities, requested and designed by children and young people in CU schools, have been funded through our Acorn Fund. More than 30 schools were also trained to deliver samba music sessions enabling us to bring together 300 children and young people in Sheffield’s largest samba band, delivered in partnership with Sheffield Music Hub. A further 30 schools received gardening boxes as part of our ‘project-in-a-box’ programme enabling them to set up their own sustainable clubs in school and come together to celebrate their learning at special events in Norfolk Heritage Park with Heeley City Farm. Ensuring we continue to deliver a high quality service despite facing new challenges has always been a key priority, and led us to achieve Quality in Study Support (QiSS) Advanced status back in June 2014. The award, which is the final level of a 3 step award framework, demonstrates excellence in a variety of areas including raising attainment and achievement and engaging learners with a variety of needs. In order to maintain our Advanced status which expires after 3 years, we embarked on building another portfolio during this academic year which provided detailed evidence of how we have continued to develop our high quality service. We also demonstrated how we have developed our Advanced practice even further by leading training and strategically supporting our area of work at local and national levels. We were thrilled to be successful in our bid to maintain our Advanced status demonstrating that Sheffield CU has a clear impact on the schools, Learning Destinations, families and children and young people who take part. 2|Page

Overview As in previous years, this report provides an analysis of results in Sheffield comparing academic performance in Key Stage 2 SATS taken in Y6 at primary school, and Key Stage 4 GCSE’s taken in Y11 with participation in CU activities. Year on year, results of this analysis have continually shown a clear link between participation in CU activities and achievement and attendance at school. This report hopes to reflect this trend, which has been evident in previous Sheffield CU impact reports since 2009. During 2016, significant reforms in both accountability and assessment were implemented by Government for both primary and secondary schools. This report will reflect these changes by utilising the new assessment frameworks and analysing current performance measures in order to demonstrate impact. As CU participation amongst Y6 children has grown further this year, the primary analysis will continue to utilise citywide data for comparison due to the size and spread of participants. However, as previously, the majority of secondary participation continues to take place in the North East around a small number of CU subscribed schools. As a result of this concentrated engagement, the secondary analysis will continue to focus on this area of the city specifically in order to create a meaningful comparison. This report will also include a number of case studies which aim to provide a valuable insight into the further impact of Sheffield CU on individual families, schools and Learning Destinations. It will also include a look at progression routes for post 16 students, building on analysis introduced in recent reports.

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Primary Key Findings – Y6 SATs 2016  52.8% of CU pupils achieved the expected standard in Reading, Writing and Maths combined, whilst non CU pupils (51.3%) fell below this measure. This rose to 62.8% for those pupils who have achieved over 100 hours, exceeding both the local and national average by around 10%.  CU pupils improved on citywide Reading progress results which were significantly below average, performing as well and in some cases better than those with similar prior attainment nationally. This trend was reflected in Maths progress scores which saw CU pupils as a whole and those at each award level performing significantly better than the national average for those with similar prior attainment.  39.2% of CU Pupil Premium (PP) pupils achieved the expected standard in Reading, Writing and Maths combined, compared with 33.7% of non CU pupils who fell below the city average for PP pupils by 3%. For those at CU award levels, results were significantly better, particularly for those with over 200 hours who exceeded the Sheffield average for PP pupils by over 15%, bringing them in line with the national average for all pupils.  Non CU Pupil Premium progress in Maths was significantly below others with similar prior attainment nationally. However, CU PP students performed as well as other pupils nationally, with a significantly above average progress score for both those achieving Silver and Gold Awards. Secondary Key Findings – Y11 GCSE’s 2016  50.8% of CU students in the North East achieved the threshold of A*-C in both English and Maths. This is significantly better than their non CU counterparts with 42.5% achieving this measure, over 16% lower than the city average, and 20% lower than the national average. For those students at CU award levels, performance exceeded both the Sheffield and national average.  Attendance for both low and middle attaining CU students is significantly better than their non CU counterparts. At each of the award levels, attendance further improves, bettering the Sheffield average in most cases.  The Attainment 8 score for Sheffield was 48.3, whilst the national average was 50.1. Though both CU and non CU students in the North East fell below these average scores, CU students did narrow the gap. Furthermore students who have achieved CU awards bettered the Sheffield average in all cases, and were within 1% of the national average.  CU students in the North East reflected the citywide Progress 8 score and as a whole performed as well as other students with similar prior attainment nationally. In comparison, non CU students achieved almost a quarter of a grade less than other students with similar starting points nationally. At each of the CU award levels, CU students progressed as well, and in some cases better on average at KS4 when compared to others with equivalent prior attainment nationally.

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Primary Participation and Performance Analysis 2016 saw significant growth at primary level as 51% of the Y6 pupils who took their SATS during this year had CU credits, a total of 2,986 children. This is a 12% increase on last year’s figure, and reflects an almost 40% increase in numbers of CU Y6 participants over the past 3 years. Significantly it is also the first time that there were more CU pupils taking their SATs than non CU pupils. As numbers of primary schools engaged has remained static, this increase in participation is most likely due to sustained engagement within subscribed schools who have embedded CU practices, as well as increasing numbers of primary age children participating independently of school using the Passport to Learning. Furthermore, CU primary participation appears to have spread further across the city during 2016, as there is a 3% decrease in the number of CU Y6 participants in the North East, which traditionally has seen the majority of participation. Though it still remains the largest area, both the North and the East saw growth of around 3% respectively during this period. Of the 2,986 Y6 CU pupils, 54% have achieved at least a Bronze Award for 30 hours of participation, an increase of 2% on last year’s figure. 22% of these pupils have also achieved a Gold Award for 100 hours, rising from 18% in the previous year. The number of pupils with over 200 hours also rose from 151 the previous year to 215 during this period. Percentage of KS2 pupils achieving the expected standard in Reading, Writing and Maths combined Sheffield Average

Non CU pupils

National Average

(%)

All Childrens University 30 hours (Bronze) 65 hours (Silver) 100 hours (Gold) 200 hours (Gold Cert) 0%

10%

20%

30%

40%

50%

60%

70%

80%

As a result of changes to the primary assessment framework, test results are no longer reported as levels but instead each pupil receives a scaled score between 80 and 120. Pupils achieving the expected standard have a scaled score of over 100 in Maths and Reading and have been teacher assessed to be ‘working at the expected standard’ in Writing. This is now utilised as the key benchmark for pupils, replacing the ‘Level 4+’ standard used in previous 5|Page

reports. Citywide, there was a significant decrease in the numbers achieving this new measure when compared to those achieving Level 4+ during 2015. This is likely to be a result of the expected standard being significantly higher than in the previous assessment framework. Though this seems to indicate a less positive result, Sheffield has actually closed the gap and is only 1% below the national average of 53%. The performance of CU pupils reflects this citywide outcome, and in most cases improves on it. The chart shows that the percentage of CU pupils achieving the expected standard in Reading, Writing and Maths combined was 52.8%, slightly above the local average and in line with the national average, whilst non CU pupils (51.3%) fell below both measures. This achievement rose to 62.8% for those pupils who have achieved their Gold Award for 100 hours, and Gold Certificate for 200 hours, exceeding the local and national average by around 10%. Whilst CU pupils as a whole performed slightly better than non CU pupils, for those CU pupils who have achieved CU awards, performance was better by an average of 7%, surpassing both the local and national average at all levels. Progress New progress measures introduced during this year are significantly different from those used in previous reports. This new value added measure shows whether pupils make more or less progress when compared with other pupils with similar prior attainment nationally. Measuring progress in this way means the different starting points of pupils is accounted for as prior attainment is the strongest indicator of what a pupil might achieve in future. It also ensures that schools are rewarded for making progress with all pupils, whether they are the low, middle or high attainers. Progress results for Reading Non CU

Key Significantly below average

-0.3

Not significantly different All CU

-0.2

Significant above average 30 hours

0.1

65 hours

0.6

100 hours

0.4 -1.5

-1

-0.5

0

0.5

1

1.5

When evaluating a schools progress score, confidence intervals are applied to determine whether results are significantly different from the national progress average, which is set at 6|Page

0. This ensures that the natural uncertainty around results is accounted for and ensures the result is statistically significant. If, when taking into account the lower confidence limit, the result is greater than zero, it means the school is above the national average. If the upper limit is below zero, the school has made less than average progress. Where these lines overlap zero, it means results are not significantly different. Citywide, Reading progress results were below zero, meaning progress was significantly below average when compared with others nationally. Looking at the chart, we can see that as a whole non CU pupils reflected this result, with performance remaining below average. However, CU pupils performed as well as other pupils with similar prior attainment nationally, improving on the citywide result, with those achieving CU awards performing significantly above the national average in some cases. We can also see a similar trend when looking at the Maths progress scores which were close to zero citywide. From the chart below, we can see that the performance of non CU pupils was not significantly different from average. Comparatively, CU pupils as a whole and those at each award level performed significantly better than average. Key

Progress results for Maths

Significantly below average Non CU

-0.2

Not significantly different All CU

0.3

30 hours

Significant above average 0.5

65 hours

1.2

100 hours

1.4 -1.5

-1

-0.5

0

0.5

1

1.5

Attendance The chart reflects results from previous reports and shows that the attendance of CU primary pupils is above the Sheffield average whilst their non CU counterparts fell slightly below. At each of the award levels, attendance improves, rising to 97.2% for those achieving a Gold Award for 100 hours, and 97.9% for those with a Gold Certificate for 200 hours, bettering the Sheffield average by 2%.

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Sheffield Average

Attendance of Y6 pupils Non CU pupils

(%)

All Childrens University 30 hours (Bronze) 65 hours (Silver) 100 hours (Gold) 200 hours (Gold Cert) 50%

60%

70%

80%

90%

100%

Pupil Premium The Pupil Premium (PP) is additional funding given to schools for each child registered as eligible for free school meals at any point in last 6 years in order to raise their attainment and help close the gap. There were 2,082 Y6 PP pupils registered in Sheffield during 2016. Of these pupils, 56% have CU credits, a 4% increase on the previous year. Percentage of KS2 Pupil Premium pupils achieving the expected standard in Reading, Writing and Maths combined Non CU pupils Sheffield Average

(%)

All Childrens University 30 hours (Bronze) 65 hours (Silver) 100 hours (Gold) 200 hours (Gold Cert) 0%

10%

20%

30%

40%

50%

60%

70%

The percentage of CU PP pupils achieving the expected standard was 39.2%, whilst 33.7% of non CU pupils achieved this measure, falling below the city average for PP pupils by 3%. For those CU pupils at award levels, performance was significantly better, consistently exceeding the Sheffield average. Results were particularly striking for those pupils who have 8|Page

earned a Gold Certificate for 200 hours and above, as they exceeded the Sheffield average for PP pupils by over 15%, bringing them in line with the national average for all pupils. Key

Progress results for Maths - Pupil Premium

Significantly below average Non CU

-0.9

Not significantly different All CU

0.1

30 hours

Significant above average

0.4

65 hours

1.1

100 hours

1.3 -1.5

-1

-0.5

0

0.5

1

1.5

CU PP pupils progress results were also significant, as shown in the chart above. As a whole, non CU PP pupils progress in Maths was significantly below others with similar prior attainment nationally. However, CU PP students performed as well as other pupils nationally, with a significantly above average progress score for both those achieving Silver and Gold Awards. Special Educational Needs (SEN) Percentage of KS2 SEN pupils achieving the expected level in Reading, Writing and Maths combined Sheffield Average

Non CU pupils

(%)

All Childrens University

Bronze

Silver

Gold 0.0%

10.0%

20.0%

30.0%

40.0%

52% of Y6 SEN pupils across the city have CU credits, an increase of 8% on last year’s figure of 44%. Again, this figure is significant as it is the first time there has been more CU SEN 9|Page

pupils than non CU SEN pupils taking their SATs. From the chart we can see that 18.1% of CU SEN pupils achieved the expected standard in Reading, Writing and Maths combined, surpassing their non CU counterparts by over 5%, and the city average by 3%. For those SEN pupils who have achieved a Gold Award, performance was better by nearly 10%. Income Deprivation Affecting Children Index (IDACI) IDACI measures the proportion of children under the age of 16 in a local area that live in low income households. For those Y6 pupils who live in the bottom 30% of lower super output areas (an area defined by population for statistical purposes), we also see a similar trend appear. Percentage of KS2 IDACI lowest 30% pupils achieving the expected level in Reading, Writing and Maths combined Non CU pupils Sheffield Average

(%)

All Childrens University 30 hours (Bronze) 65 hours (Silver) 100 hours (Gold) 200 hours (Gold Cert) 0%

10%

20%

30%

40%

50%

60%

70%

From the chart above, we can see that CU pupils as a whole performed better than non CU pupils and the Sheffield average for these children. Furthermore, at each of the CU award levels, pupils performed significantly better. This rose to 55.4% for those who have achieved a Gold Award for 100 hours bettering not only the city average, but also the national average for all pupils of 53%.

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Secondary Participation and Performance Analysis 2016 saw a slight decrease in the number of secondary students participating in CU across the city as 834 of the Y11 students who sat their GCSE’s had CU credits (16%), compared with 19% last year. The spread of participation across the city has further increased however, as 54% of Y11 students who have CU credits also attend a CU subscribed secondary school, compared with 60% last year, and 73% the year before. Again, this change is further evidence of the increased uptake of the Passport to Learning, as well as a slight decrease in the number of secondary schools subscribing the CU during this year. Though numbers of secondary schools subscribed did decline slightly during this year, the core of longstanding schools in the North East remains. This has resulted in the majority of participation still taking place in this area which contains some of the most deprived neighbourhoods in the city and where traditionally attainment and attendance is below average. As a result, analysis will focus on this area in order to create a meaningful comparison. Within the North East, 43% of all Y11 students had CU credits, a total of 480 students. Percentage of KS4 students in CU area achieving A* - C in English and Maths Sheffield Average National Average

Non CU pupils

(%)

All Childrens University 30 hours (Bronze) 65 hours (Silver) 100 hours (Gold) 0%

10%

20%

30%

40%

50%

60%

70%

80%

The chart above shows that the percentage of CU students in the North East achieving the threshold of A*-C in both English and Maths is 50.8%. This is significantly better than their non CU counterparts with 42.5% achieving this measure, over 16% lower than the city average, and 20% lower than the national average. For those students at CU award levels, performance was significantly better, exceeding the Sheffield average by around 4% and meeting or exceeding the national average in all cases.

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New accountability and assessment measures were also introduced at secondary level during 2016. Attainment 8 is a student’s average achievement across a range of 8 subjects which includes English and Maths which are each double weighted, 3 qualifications that count towards the English Baccalaureate (which includes science, languages, history and geography), and 3 further qualifications. Each grade a student achieves in these subjects is given a point score which is then added together to create the Attainment 8 score. Sheffield Average

Attainment 8 score in CU area

National Average

Non CU pupils All Childrens University 30 hours (Bronze) 65 hours (Silver) 100 hours (Gold) 0

5

10

15

20

25

30

35

40

45

50

55

The Attainment 8 score for Sheffield was 48.3, whilst the national average was 50.1. From the chart above we can see that whilst both CU and non CU students in the North East did fall below these average scores, CU students did narrow the gap. Furthermore students who have achieved CU awards bettered the Sheffield average in all cases, and were within 1% of the national average. Progress 8 A significant new measure introduced during 2016 is Progress 8, which aims to capture the progress a student makes from primary to secondary school. Progress is now the key emphasis at Key Stage 4, and this value added measure allows the comparison of student’s results to the achievements of others with similar prior attainment. Furthermore, an average Progress 8 score is now used to determine whether a school is considered below the floor standard which is set at -0.5. The Progress 8 score for Sheffield as a whole is 0.01, which is considered a good result and is a significant improvement compared to last year’s performance in the previous measure of 5A*-C including English and Maths. 12 | P a g e

Progress 8 for CU Area Non CU

Key Significantly below average

-0.2

All CU

Not significantly different

-0.1

Significant above average 30 hours

0.2

65 hours

0.2

100 hours

0.1 -1.5

-1

-0.5

0

0.5

1

1.5

CU students in the North East reflect this result and as a whole perform as well as other students with similar prior attainment nationally. As this is an area where traditionally attainment is low, this is also to be considered a good result especially when compared with non CU students who achieved almost a quarter of a grade less than other students with similar starting points nationally. From the chart we can also see that students who have achieved CU award levels performed as well and in some cases better on average at KS4 when compared to others with equivalent prior attainment nationally. Attendance CU Area Average

Attendance of KS4 students in CU area

Sheffield Average

Non CU pupils

(%)

All Childrens University 30 hours (Bronze) 65 hours (Silver) 100 hours (Gold) 60%

70%

80%

90%

100%

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The chart shows that the attendance of Y11 CU students as a whole is above both the CU area average, and also the average for the city. In comparison, non CU students fell below average by around 3%. Figures for CU award winners are considerably better, with an attendance of 96% or more at each level, which is particularly significant for this area of the city. For those who have achieved a Gold Award for 100 hours, attendance rose to 97%, reflecting last year’s figure. Attendance of KS4 low and middle attaining CU area students Non CU pupils All Childrens University

Low Attaining

30 hours (Bronze) 65 hours (Silver) 100 hours (Gold) Non CU pupils All Childrens University

Middle attaining

30 hours (Bronze) 65 hours (Silver) 100 hours (Gold) 70%

80%

90%

100%

When looking at the attendance by KS4 prior attainment group, as introduced in the previous report, we can see that attendance for both low and middle attaining CU students is significantly better than their non CU counterparts. At each of the award levels, attendance further improves, bettering the Sheffield average in most cases, indicating that these students have more opportunity to learn and achieve in school. Pupil Premium During 2016, 1,595 Y11 students in Sheffield were eligible for Pupil Premium (PP). Of these students 23% have CU credits, a decrease of around 4% from last year’s figures. In the North East of the city, 47% of all PP students have CU credits, a total of 261 students. This accounts for 72% of all Y11 PP students in the city with CU credits, a slight increase on the previous figure. When looking at the chart, we can see the Attainment 8 scores of PP CU students are significantly higher than the non CU students bettering the CU area average for Pupil Premium, and meeting the Sheffield average. This result was mirrored at each award level, as scores exceeded the CU area average and also the Sheffield average in all cases.

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Sheffield Average CU Area Average

Attainment 8 score of Pupil Premium in CU area Non CU pupils All Childrens University 30 hours (Bronze) 65 hours (Silver) 100 hours (Gold) 0

5

10

15

20

25

30

35

40

45

50

When looking at citywide Progress 8 scores for all students, disadvantaged students had the most negative Progress 8 scores of all pupil groups along with SEN students indicating they are not progressing as well as they should at secondary level. However, when we look at scores for CU PP students in the North East, results are more positive, especially for those who have achieved CU award levels. Progress 8 for Pupil Premium in CU Area Non CU

Key Significantly below average

-0.5

All CU

Not significantly different

-0.3

Significant above average 30 hours

0

65 hours

0

100 hours

-0.1 -1.5

-1

-0.5

0

0.5

1

1.5

From the chart above, we can see that non CU PP students did worse when compared with those with similar prior attainment nationally, achieving nearly half a grade less on average. CU PP student scores are slightly better but still below average. However, when looking at the award levels, performance improves, with students on average doing as well at KS4 as those with the equivalent starting points. 15 | P a g e

Special Educational Needs (SEN) Within the CU area, 40% of SEN Y11 students have CU credits, a decrease of around 6% on last year’s figure. The chart below shows when looking at Attainment 8 scores, both CU and non CU students as a whole met the CU area average for SEN pupils. However at each CU award level, we can see performance slightly improved, bettering the CU are average, and falling within 2% of the Sheffield average for SEN students. Sheffield Average

Attainment 8 score of SEN in CU area

CU Area Average

Non CU pupils

(%)

All Childrens University 30 hours (Bronze) 65 hours (Silver) 100 hours (Gold) 0

5

10

15

20

25

30

35

40

Income Deprivation Affecting Children Index (IDACI) Percentage of KS4 IDACI lowest 30% students in CU area achieving A* - C in English and Maths Sheffield Average

Non CU pupils

CU Area Average

(%)

All Childrens University 30 hours (Bronze) 65 hours (Silver) 100 hours (Gold) 0%

20%

40%

60%

80%

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During 2016, 2,246 Y11 students were living in the bottom 30% of super output areas, as assessed by IDACI. Of these students, 43% live in the North East which contains some of the most deprived areas of the city and is the focus of this secondary analysis. In this CU area, 47% of these students have CU credits, a small decrease on last year’s figure of 50%. From the chart on the previous page, we can that 49.1% of CU students in this area achieved an A*-C in both English and Maths, over 8% more than non CU students. Furthermore CU students as a whole exceeded both the CU area and city average, whilst non CU students fell below by around 3%. At Bronze, Silver and Gold award levels, CU students consistently performed significantly better than both the area and city average by around 15%.

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Post 16 Progression Analysis of progression routes for post 16 students alongside CU participation has been included in these reports over the past 2 years. As a result, we are now able to draw a 3 year comparison which allows us to build on this work and also to start to identify any links or trends. During 2016, numbers of Y11’s participating in CU increased significantly, as 35% had CU credits on leaving secondary school compared with 30% the previous year. CU Y11 Post 16 Destinations - 3 Year Comparison

85.0%

85.3%

85.4%

95.8%

96.1%

80%

94.0%

100%

60%

2.5%

3.0%

4.3%

5.9%

6.2%

5.4%

3.2%

20%

5.0%

40% 4.6%

%

0% Into Learning

Full Time Education Full Time Training 2014 2015 2016

Employment

NEET

From the chart above, we can see that in 2016 95.8% of CU students moved into full time education, which is a slight decrease on last year’s figure but is in line with the city average of 95.8%. An increase in students moving into full time training can also be seen during this year, rising to 5% which is above the city average of 4.4%. The number of CU students not in education, employment and training (NEET) again decreased to 2.5% moving closer in line with the city average of 2.4%. For students at CU award levels, progression routes do differ slightly, as in previous reports. For those who have achieved a Bronze Award for 30 hours and a Silver Award for 65 hours, 87% move into full time education, an increase of over 7% based on last year’s figure. Furthermore, this rises to 96% for the growing number of students who have achieved a Gold Certificate over 200 hours, which is slightly above the city average. As the majority of these students are from the North East of the city where attainment is consistently below the city average and aspirations are traditionally very low, this is a significant increase. The number of students at CU award levels considered NEET also fell to under 3% across the board, a significant improvement on last year’s figures which were an average of 4%. Overall analysis of progression routes for CU students across the three years is positive, with more students engaging with CU, and significant improvements now seen year on year for those at CU award levels. Further analysis of post 16 destinations will continue and hopefully progression to Higher Education can be included in future reports. 18 | P a g e

Case Studies Southey Green Community Primary School and Nurseries Wendy Taylor, and her daughter Phoebe, aged 7, are in the library at Southey Green Community Primary School amongst the colourful books and artwork walls, telling inspiring stories about what they get up to out of school. When Phoebe says ‘out of school’ she means when she is at university; Sheffield Children’s University (CU). It’s part of a national initiative that encourages and celebrates participation in learning opportunities outside school hours. Southey Green is one of many places that is part of Sheffield CU and provides a whole range of extended learning activities for children to try. Phoebe said: “We have a music club (I’ve been trying the cornet), we read, we do yoga and lots of other activities. There are some I haven’t even tried yet.” Wendy is keen to point out that she knows exactly why she encouraged Phoebe and her two other daughters, Jennifer and Georgia, to get CU ‘Postgraduate’ qualifications at such an early age. “I always lacked confidence when I was younger and I didn’t want my girls to find that they lacked confidence too. The Children’s University is an almost guaranteed way of making sure that the confidence they gain will bring them success in the future.” National research shows a clear link between participation in activities out of school and academic progress due to increased self-esteem and confidence. Wendy’s eldest daughter Jennifer is now at ‘real’ University and became a member of CU when she was 9. Phoebe’s other sister Georgia, 11, has been taking part in CU activities for three years. Wendy said: “Georgia and Phoebe are both quite different in that Georgia enjoys and loves absolutely every activity and finds it hard to choose what activities she wants to do. She wants to do everything! She grows strawberries, potatoes and all sorts in the school’s garden, loves drama club and is ‘a little actress’ and goes to snooker club where she now helps out with showing the younger children some skills.” 19 | P a g e

“For Phoebe I’d say it was harder to find the activities that she was really really interested in; she needed to build more confidence to feel like she could try new things. We found that she did the activities that fitted into the family timetable, with having both her and Georgia doing lots of activities throughout the week. We’ve become a very busy family!” That’s the beauty of CU – there’s something for everyone. However busy their family life is, the girls are always involved and excited by collecting CU credits; being rewarded for the time spent doing the activities has a real impact. Georgia is now top of the school leader board with her Bronze Postgraduate Certificate for 530 hours, and this year, Georgia was the child who achieved the 2 millionth hour in Sheffield Children’s University’s history. She loved the prizes she got for this; a special Sheffield Hallam University goodie bag, including a Hallam University water bottle, a teddy and a beautiful pen. Wendy said: “There’s lots of competition in our house because everything counts towards Children’s University hours. When we got our CU Passports we didn’t know that swimming lessons count as passport credits. Now we know, we are adding them to the total hours we’ve gained as a family.” One credit is awarded for each hour of learning that takes place. At 30 hours you are awarded ‘Bronze’, at 65 hours you are awarded ‘Silver ‘and at 100 hours you are awarded Gold. Phoebe always knows how many hours she has done down to the last minute. As of today she is on her 390th hour and 46th minute! By anyone’s calculations, that’s a very impressive number of hours of extra learning, but most importantly, she’s having fun at the same time. Wendy said: “Even the Herd of Sheffield elephants sculpture trail counted towards Passport hours. We visited each elephant twice, completed the trail activity and took a photograph each time. It was lots of fun.” Back in school, Southey Green provides over 28 activities for each key stage, each with around 20 places. They take different children’s needs into account too, so there is so much to do and enjoy. The aim is to provide a fair balance so that there really is something for everyone. 20 | P a g e

Wendy’s tip is to keep your Passport with you at all times so that you can use it to record every CU activity you take part in. Phoebe proudly shows her Passport to Learning and it says everything when you look at the stickers she has attached to the front cover – they are shiny yellow smileys. Sam Wild, the school’s Classroom Support & Extended Services Manager said: “Sometimes children involved in the Children’s University are hand-picked to be mentors when it’s clear that being asked to help others will help that child develop their own skills. By ‘buddying up’ they don’t notice the skills they are learning in their own right.” “The most important thing for me is that children are having fun whilst learning at the same time, which they don’t realise. Georgia is panicking because there isn’t a Children’s University at her new secondary school and she knows how much she is going to miss the out of school activities at Southey Green that she loves.” But the good news is that come September, Georgia can continue collecting her CU credits in her Passport to Learning at activities away from school, at over 200 Learning Destinations in Sheffield alone. The family competition is set to continue! “It’s so easy to get involved in the Children’s University and worth every minute.”

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Sheffield Wildcats Roller Hockey Club The low ceiling in the Concord sports hall adds to the buzzing atmosphere as echoes ring around the room – it’s noisy, deafening at times, but those sounds are all laughter, cheering, and encouraging words of praise, not just from the coaches but between the children themselves. ‘This is what keeps them hooked’ says Keith Whitton, the Chairman of Sheffield Wildcats Roller Hockey Club. True team spirit is alive and well with the Wildcats. There are a number of less experienced children learning to skate at one end, mastering the basics of skating in a straight line then being able to stop and turn. All the while, the more experienced kids are learning at the other end of the room, mastering their intricate foot work, combining this with some handy stick work and ball control. The ‘newbies’ are always looking on, being inspired to develop their skills by seeing what they can achieve with some hard work and concentration. But Keith is keen to point out ‘We always give them a stick and a ball towards the end of the session, so they can start to get a handle on what roller hockey involves, and so they really feel like part of the club. The balls are flying everywhere but that doesn’t matter –the kids come off red faced, hot and sweaty but their huge smiles say it all – they’re progressing, having lots of fun and that’s what it’s all about’. The Sheffield Wildcats became a Learning Destination with Sheffield Children’s University (CU) around 18 months ago, and they’ve never looked back. ‘There are lots of benefits to being part of Sheffield CU, like all the periphery events and activities that we can get involved in as a club and the benefits like networking that they bring. For example, we had a stall in the market place at a Sheffield CU Schools’ Conference. We made contact with staff from a number of schools and we’re going to hopefully run some free sessions in those schools in the new academic year. We also made contact with representatives from other Learning Destinations. One of those is supporting the development of a community centre not too far away from us. They’ve asked if we can go down and look at the new floor surface there in the hope that we can run some of our sessions for the children from that community too. There are benefits everywhere you turn. CU opens doors to opportunities we wouldn’t otherwise get’ says Keith. He’s proud to tell the history of his beloved sport. Roller hockey has been around for about a century and the Sheffield Wildcats Club goes back to 1947 when roller hockey was played in many towns and villages to enable socialising with friends. Roller dancing was popular 22 | P a g e

too – the post-war version of the roller disco! But the 1960s saw the rise of the ‘modern’ pastimes of bingo and bowling alleys which resulted in the decline of roller hockey. Keith had been playing in his local Heckmondwike, West Yorkshire, but then adult and family life took over. That was until an old roller hockey friend got in touch and asked if he’d come over and coach the club and play as part of the team. So, in 1982, the club started up again as part of a Council initiative, and the ‘City of Sheffield Roller Hockey Club’ was born. Right from the start, they were keen to engage young people in the sport. The club were not very successful initially but within two years, they’d won the Northern League. This success led to some playing internationally and in super leagues, and that combined with starting families meant the club was once again facing real challenges. The team’s success meant they could poach players from other clubs, but that didn’t help the succession planning. It was at this point they acknowledged they needed to engage new children or watch the club decline and close, so they began a campaign to attract new members, beginning with their own children and their friends. In 2015, the Sheffield Wildcats received a grant from Big Lottery which allowed them to purchase sets of equipment – the skates, the pads, the sticks and balls to ensure children could simply turn up and play. They had the kit, they had the venue (the local sports centre), but they just needed the children and that’s when they contacted Sheffield CU. ‘We wanted to get the kids in, give them a good experience but CU means they get rewarded as well. It’s been very fruitful – we have around 60 kids on our books now. Some have drifted off but we’re starting to build again. Others have become star players who are obsessed with roller skating. There are two teams of Under 11’s and Under 13’s who play against teams from other clubs such as Manchester and Middlesbrough in the Northern Counties roller hockey leagues. A couple of children have made so much progress that their mums now take them to the England training centre once a month in Peterborough. Their skills are really growing – not just hockey skills from the England training but also their soft skills from being part of the Wildcats club – their Mums say its showing in their school life too ’. Keith described one of the club’s priorities – ‘We know we have a gap in the 8/9/10 age group as they’ve now moved up to the older sections, so we need to go back to primary schools to help recruit some more younger ones. CU can help us do that. Our vision is to 23 | P a g e

have 150 kids on our books by 2020. We know it’ll take lots of hard work but that’s what makes our club work. Fun is the key.’ So how does CU help a developing roller hockey club to grow? Keith thinks it’s obvious - ‘It’s brilliant to be involved in CU from our side – there’s loads of opportunities for us to promote our activities to the schools, children and families of Sheffield which is what we really need help with right now. But not only that, the children are encouraged to keep coming back week in, week out, as they know they’ll receive their CU credits. They know they’ll get to go to one of the award ceremonies if they keep trying – one of our members even insisted on wearing his Wildcats shirt rather than the CU cap and gown!’ ‘Our ongoing validation with Sheffield CU means our membership is sustained, it helps us grow’. Being part of the CU Festival of Fun again proved beneficial for the Wildcats. Once again their activities were oversubscribed, and they had new members join the club’s regular activities as a result. One of these children now plays in the Under 11s Northern League and has been training with the older Wildcats members as well. ‘She always comes off the floor with bright red cheeks and a beaming smile’ says Keith. It’s not all about recruiting young children though. ‘We realised as a club that we need to recruit more 13-15 year olds as well as the younger ones and we were lucky enough to receive a grant from Mondelez International so we could buy some larger sized skates. We need this older age group to keep our club going – not just as players but as our volunteers of the future’. Keith didn’t start skating until he was 18 years old, so he’s proof that you’re never too old to learn. He’s also keen to point out that it was only through the opportunity of an ‘extra-curricular’ activity at Loughborough University that he even tried roller hockey. He was exploring the different clubs and societies on offer and thought ‘I’ll have a crack at this’. His University version of a ‘CU’ activity led him to where he is now, and it’s that that drives him on to offer this to hundreds of children. The Sheffield Wildcats are keen to share their story – ‘I’d advise any other organisation to do what we did! We had an aspiration and in a way, we managed it. It was to become more engaged with other organisations and communities, and to recruit more members through this’. ‘Some of the children will have the capabilities of being shining stars – they just don’t know it yet. We need to give them the opportunities and support to realise it’ beams Keith. 24 | P a g e

Conclusion Significant reforms in accountability and the introduction of new assessment frameworks at both primary and secondary level during this year have required analysis to evolve, adapting to new benchmarks and indicators in order to be able to demonstrate the impact of CU participation in Sheffield. Despite these significant changes, analysis of new performance measures provides further evidence of the clear link between participation in CU activities and academic performance and attendance, reflecting findings of annual reports produced in Sheffield since 2009. In each performance measure, children and young people who are members of Sheffield CU consistently perform better than their non CU counterparts as well as the local and citywide average. Through detailed analysis of attainment, attendance and progress, the impact of participation on the different pupil groups such as Pupil Premium and SEN is clearly demonstrated. Furthermore performance significantly improves as children and young people progress through the CU award levels, and are invited to attend citywide award ceremonies to celebrate their achievements. This again reflects previous trends, further demonstrating the impact of continued participation in CU. New progress measures at both primary and secondary have also provided a more detailed value added measure that allows for results to be compared to the actual achievements of other children and young people with similar prior attainment nationally. Analysis of these measures strengthen previous analysis of prior attainment and show that students who participate in CU activities on average make the same or in many cases, better progress than other students nationally with similar starting points. The positive impact of Sheffield CU on all those who participate is also evident in the case studies included as part of this report. Building confidence, providing new opportunities and increased engagement are just some of the key benefits highlighted. This is not only for children and families who seek new opportunities to learn, but also our Learning Destinations who credit CU with opening doors to new opportunities around networking, promotion and engagement which are vital to their success.

Sheffield Children’s University People’s Service Sheffield City Council www.sheffield.gov.uk/cu Find us on Twitter: @SheffieldCU Visit us on Facebook: www.facebook.com/SheffieldCU Follow our blog: www.sheffieldcu.blogspot.com 25 | P a g e

© Sheffield Children’s University 2017