Context and rationale
The 97 schools in the London Borough of Enfield include local authority maintained schools, foundation and voluntary aided schools, stand-alone academies, small multi-academy trusts (MATs), and schools that are part of larger regional or national MAT chains. There are also several federations and charitable trusts that enable groups of schools to work together.
Feedback from school visits and discussions with headteacher groups shows a strong desire for closer partnership with the local authority in decision-making, and for greater transparency and ownership of decisions. There is also a call for a 'One Enfield' approach, where everyone involved in education shares the same vision for excellence for all children and young people.
There is much that is good – and often excellent – about education in the borough. However, Enfield schools face a number of challenges. Overall pupil progress in both primary and secondary sectors is above average, but there is considerable variation between schools. Academic attainment, when compared with other London boroughs, tends to fall in the lower quartile.
Underlying this data is relatively low achievement for disadvantaged pupils and some minority ethnic groups. Permanent exclusions are low, but suspensions remain high. There has also been a worrying rise in youth violence during 2022, with Enfield recording the highest number of incidents compared with other London boroughs, despite being only the fifth largest by population.
The Enfield Learning Excellence Partnership Board was established to address these local needs, including:
- Raising attainment across all key stages to at least the London average
- Ensuring all Enfield schools are judged by Ofsted to be at least 'good'
- Improving Post-16 outcomes and ensuring high-quality vocational and academic provision
- Reducing fixed-term exclusions
- Tackling high levels of youth violence
- Meeting the needs of pupils with special educational needs, including mental health support
- Effective pupil place planning
Aims and objectives of the Enfield Learning Excellence Partnership (ELEP)
ELEP is a partnership that takes collective responsibility for driving improvement for children and young people in Enfield schools and colleges.
It is committed to ensuring every child and young person in Enfield has the chance to achieve their full potential.
ELEP is ambitious for every learner and provides support and challenge within a school-led system of improvement.
The purpose of ELEP is to:
- provide strategic guidance to the council and its officers
- support council decision-making and enhance educational outcomes across Enfield
- review data and evidence on school progress, individually and collectively
- determine the overall strategy for school improvement and promote this to schools
- identify priorities for improvement and agree how these should be addressed
- regularly review the impact of all partners' work to support school improvement
Key performance indicators
- Attainment in Key Stage 2 SATs (Reading, Writing and Maths) and at KS4 (Grade 5+ in English and Maths) close to or at the London average (by 2025)
- Attainment of disadvantaged pupils at least at the London average (Key Stages 2, 4 and 5) (by 2025)
- Significant improvement to at least the London average for all pupils from the 2019 baseline in GCSE outcomes for lower performing groups, including boys and Black Caribbean pupils (by 2025)*
- Proportion of pupils attaining a good level of development (GLD) at least at the London average (by 2025)
- Proportion of pupils attending higher education institutions at least at the London average (by 2025)
- All Enfield schools and colleges graded 'good' or better by Ofsted (by 2025)
- No permanent exclusions from Enfield schools (by 2025)
- Fixed-term exclusions below both London and national average (by 2025)
- Reduction in youth violence to at least the London average (by 2025)
- 100% of education, health and care (EHC) assessments completed within 20 weeks (by September 2023)
- Evidence from a variety of sources, including inspections, parent and pupil surveys and service reports showing special needs and mental health needs are effectively met (by 2023)
- Sufficient special school places to meet demand
* 'Significant' would be judged by the Board, with detailed work developed by the appropriate sub-group to develop a quantitative target as appropriate.