3. Will the Minister make a statement on the National Schools Categorisation System? OAQ(5)0044(EDU)

Diolch yn fawr, Adam. Developed by the system, for the system, categorisation provides a picture of how well schools are doing and the level of support that they need to do even better. Importantly, the system also identifies schools with the capacity to support others, acting as a driver for collaboration and sharing expertise and excellence.

I thank the Cabinet Secretary for her answer. We have exchanged correspondence on this issue over the summer, therefore she’ll be aware that I have met with a headmaster in a local primary school who had conveyed concerns to me about the possibility for schools to present data in a misleading way in order to improve their categorisation. Now, in her response to me, the Minister said that her officials weren’t aware of any extensive concerns. But, since then, local teachers have contacted a newspaper to say that they have been put under pressure to treat the data in that way. So, could I ask the Cabinet Secretary to say if it’s possible to manipulate the data in the way that’s been suggested? And, if it is possible to do that, can we have an independent inquiry to see how extensive this is, and, more importantly, can we change the system in order to avoid a situation where teachers and headteachers are put under pressure to deal with the data in this way?

Thank you, Adam. I think the first thing to say is that it’s important to remember that the school categorisation system is not a system that is based on data alone. There are different factors as well as data that go into the school categorisation. If there was any evidence that people were acting in such a way, it would be dishonest and it would be unprofessional. If teachers have evidence of that, I would like to see it and I would treat it most seriously. I’m always open to looking at ways in which we can perfect the methodology around the school organisation code. If the Member, or indeed any Member, has an idea about how we can make the school organisation code methodology more robust, I’m always willing to look at that and I would not be afraid to amend it or change it.

With regard to teacher assessments, we do know that teacher assessments—the quality of them—need to improve. Estyn tell us it is improving, especially when we have group validation and other teachers looking at how teachers from other schools have come to their judgment and an evaluation on an individual child’s work. But the offer is a genuine one to the Member: if you feel that you have ideas on how we can make the schools organisation code more robust, I’m willing to look at that and I’m not afraid to change it.

Cabinet Secretary, in your predecessor’s written statement on 28 January this year, Huw Lewis said that the system is not about labelling or creating crude league tables. He also said that any school performing below agreed performance of free school meals would be awarded yellow at best. I can see the rationale behind this, particularly in areas of high free school meals uptake, but it does mean that some schools performing very well in other areas have been marked down. Is this still an absolute rule? Are you keeping this model under review? How are you achieving that very difficult balance between labelling, which is a necessary part of this with that colour scheme, and making sure that schools are treated fairly?

Thank you, Nick. As I said to Adam Price, if the Member—. Or, indeed, the offer has been made to the teaching profession: if they have ideas of how we can make the school categorisation system more robust, for instance in the field of value added, and how can we put that into the system, then I am happy to look at it and, as I’ve said, I will not be afraid to change it. I think it is an important tool of accountability that we do look and we do name the level of support that an individual school needs. I will make no excuse; even where schools have a small number of children on free school meals, that school needs to deliver for all of its pupils. I will be relentless in my focus on ensuring that our poorest children have the best educational opportunities, even if that means there are just one or two of them in a particular school. Their life chances are as important as anybody else’s.