Local authority National Indicator Map 2009

Transcription

1 November The Home Access programme Local authority National Map 2009 Delivered by

2 2 Contents: Section 1 About the National Map Section 2 National Map tables Section 3 National supporting evidence Go to page 3 Go to page 7 Go to page 13 Section 4 National supporting evidence reference Go to page 36 Becta acknowledges that the production of this Home Access National map is through consultation with key Home Access stakeholders including the DC10plus Network.

3 Section 1 About the National Map Section 1 About the National Map Delivered by

4 Section 1 About the National Map Introduction Local authorities will play a key role in supporting schools to take advantage of the growth in access to technology at home. In addition, local authorities can also benefit from the programme as Home Access can support a range of local priorities. For example, during the pilot the Suffolk and Oldham local authorities helped parents and learners use the technology to benefit learning inside and outside of school. They also used the increased access to technology to support the delivery of other local priorities in areas such as adult learning, employability and regeneration. 4

5 Section 1 About the National Map 5 National categories Becta want the national rollout of Home Access to build on the pilot s success. Becta has been working with some local authorities and their partners to develop material illustrating how Home Access can contribute to local success. Based on the findings from the Home Access pilot, we have developed a map to display the local authority National s (NI) for in four different categories depending upon the impact Home Access can have on them. This map is designed to help local authorities see the range of ways in which Home Access can support them... n authority achieving. achieving. Section 3 provides the evidence to support these classifications.

6 Section 1 About the National Map About the maps 6 The main map The main map shows NIs by frequency of choice among local authorities. The first page shows the top 50 most popular indicators as selected by local authorities. For example, ranked No. 1 is NI 117 which has been chosen by the largest number of local authorities as one of their priorities. The second page shows the middle 100 NIs selected by local authorities and the remaining 50 indicators are on the third page. All National s have been placed against a government outcome area which also shows the Public Service Agreements they are linked to and the government department responsible for them. Additional maps To complement the main map we have provided two additional maps for the two main central government outcome areas: Children and Young People and Local Economy. Both maps contain the same core information as the main map but show how each Public Service Agreement is supported by Home Access. In addition, the local authority stakeholder map highlights the extent to which the programme can support authorities. Becta is in the process of compiling a suite of materials to highlight the contribution Home Access can make to these targets and the findings from the pilot. Becta will make further information on Home Access available to local authorities over the coming autumn and winter. Any comments or suggestions? We hope that this map is useful to local authorities and welcome any comments to: engage@becta.org.uk Find out more For further information about the Home Access programme, please visit:

7 Section 2 National Map tables Section 2 National Map tables Delivered by

8 8 Main map: Top 50 most popular National s Central Government Outcome Area Stronger Communities 01 Safer Communities 02 Children and Young People 03 Adult Health and Wellbeing 04 Tackling Exclusion and 05 Promoting Equality Local Economy 06 Environmental Sustainability 07 Central Government Departments Department for Communities and Local Government Department for Culture, Media and Sport Home Office Cabinet Office Home Office Ministry of Justice Department for Children, Schools and Families Department for Children, Schools and Families Department of Health Department for Work and Pensions Cabinet Office Department for Communities and Local Government Department for Work and Pensions Department for Communities and Local Government Department for Work and Pensions Department of Health Department for Transport Department for Environment, Food and Rural Affairs Department for Transport Department for Children, Schools and Families National Public Services Agreements (PSAs) PSA15 PSA21 PSA23 PSA25 PSA2 PSA10 PSA11 PSA12 PSA13 PSA14 PSA17 PSA18 PSA19 PSA15 PSA16 PSA2 PSA5 PSA6 PSA8 PSA20 PSA27 PSA28 Top 50 most popular indicators selected RANK 11: NI 4 % of people who feel they can influence decisions in their locality RANK 12: NI 1 % of people who believe people from different backgrounds get on well together in their local area RANK 16: NI 8 Adult participation in sport and active recreation RANK 28: NI 7 Environment for a thriving third sector RANK 40: NI 5 Overall/general satisfaction with local area RANK 41: NI 6 Participation in regular volunteering RANK 7: NI 16 Serious acquisitive crime rate RANK 13: NI 20 Assault with injury crime rate RANK 14: NI 30 Re-offending rate of prolific and other priority offenders RANK 18: NI 32 Repeat incidents of domestic violence RANK 21: NI 39 Rate of hospital admission per 100,000 for alcohol-related harm RANK 22: NI 40 Number of drug users recorded as being in effective treatment RANK 30: NI 21 Dealing with local concerns about anti-social behaviour and crime issues by the local council and police RANK 31: NI 17 Perceptions of anti-social behaviour RANK 35: NI 47 People killed or seriously injured in road traffic accidents RANK 36: NI 15 Serious violent crime rate RANK 37: NI 19 Rate of proven re-offending by young offenders NI 92 mandatory Early year (EYFSP) to narrow the achievement gap at age 5 NI 72 mandatory Early Year (EYFSP) to increase achievement for all children at age 5 NI 73 mandatory Key Stage 2 to increase proportion achieving Level 4+ in both English and Maths NI 93 mandatory Key Stage 1 2 to improve proportion progressing to national curriculum levels in English NI 94 mandatory Key Stage 1 2 to improve proportion progressing to national curriculum levels in Maths NI 75 mandatory Key Stage 4 to increase proportion achieving 5 A*-C grades at GCSE and equivalent including GCSE English and Maths NI 87 mandatory Attendance to reduce persistent absentee pupils in secondary schools NI 99 mandatory Children in care to increase proportion achieving Level 4+ in English at Key Stage 2 NI 100 mandatory Children in care to increase proportion achieving Level 4+ in Maths at Key Stage 2 NI 101 mandatory Children in care to increase proportion achieving 5 A*-C grades at GCSE and equivalent including English and Maths RANK 01: NI to 18 year olds who are not in education, employment or training (NEET) RANK 02: NI 112 Under 18 conception rate RANK 05: NI 56 Obesity among primary school age children in Year 6 RANK 01: NI 110 Young people s participation in positive activities RANK 23: NI 111 First time entrants to the Youth Justice System aged RANK 39: NI 116 Proportion of children in poverty RANK 42: NI 51 Effectiveness of child and adolescent mental health (CAMHs) services RANK 49: NI 79 Achievement of a Level 2 qualification by the age of 19 RANK 50: NI 115 Substance misuse by young people RANK 9: NI 123 Stopping smoking RANK 10: NI 120 All-age all cause mortality rate RANK 15: NI 130 Social Care clients receiving Self Directed Support per 100,000 population RANK 17: NI 135 Carers receiving needs assessment or review and a specific carer s service, or advice and information RANK 34: NI 121 Mortality rate from all circulatory diseases at ages under 75 RANK 38: NI 136 People supported to live independently through social services (all adults) RANK 43: NI 125 Achieving independence for older people through rehabilitation/ intermediate care RANK 25: NI 141 Percentage of vulnerable people achieving independent living RANK 3: NI 154 Net additional homes provided RANK 4: NI 155 Number of affordable homes delivered (gross) RANK 8: NI 163 Proportion of population aged for males and for females qualified to at least Level 2 or higher RANK 19: NI 171 New business registration rate RANK 24: NI 152 Working age people on out of work benefits RANK 29: NI 153 Working age people claiming out of work benefits in the worst performing neighbourhoods RANK 33: NI 175 Access to services and facilities by public transport, walking and cycling RANK 44: NI 164 Proportion of population aged for males and for females qualified to at least Level 3 or higher RANK 45: NI 167 Congestion average journey time per mile during the morning peak RANK 48: NI 156 Number of households living in Temporary Accommodation RANK 6: NI 186 Per capita reduction in CO 2 emissions in the LA area RANK 26: NI 195 Improved street and environmental cleanliness RANK 27: NI 192 Percentage of household waste sent for reuse, recycling and composting RANK 32: NI 188 Planning to adapt to climate change RANK 46: NI 187 Tackling fuel poverty % people receiving income based benefits living in homes with a low energy efficiency rating RANK 47: NI 191 Residual household waste per household n authority achieving achieving this afford

9 9 Main map: Middle 100 National s Central Government Outcome Area Stronger Communities 01 Safer Communities 02 Children and Young People 03 Adult Health and Wellbeing 04 Tackling Exclusion and 05 Promoting Equality Local Economy 06 Environmental Sustainability 07 Middle 100 indicators selected RANK 66: NI 11 Engagement in the arts RANK 95: NI 9 Use of public libraries RANK 111: NI 2 % of people who feel that they belong to their neighbourhood RANK 112: NI 3 Civic participation in the local area RANK 125: NI 13 Migrants English language skills and knowledge RANK 143: NI 10 Visits to museums or galleries RANK 65: NI 18 Adult re-offending rates for those under probation supervision RANK 75: NI 35 Building resilience to violent extremism RANK 76: NI 38 Drug-related (Class A) offending rate RANK 77: NI 45 Young offenders engagement in suitable education, employment or training RANK 81: NI 33 Arson incidents RANK 83: NI 49 Number of primary fires and related fatalities and non-fatal casualties, excluding precautionary checks RANK 100: NI 27 Understanding of local concerns about anti-social behaviour and crime issues by the local council and police RANK 113: NI 41 Perceptions of drunk or rowdy behaviour as a problem RANK 118: NI 23 Perceptions that people in the area treat one another with respect and consideration RANK 126: NI 42 Perceptions of drug use or drug dealing as a problem RANK 132: NI 26 Specialist support to victims of a serious sexual offence RANK 133: NI 36 Protection against terrorist attack RANK 137: NI 29 Gun crime rate RANK 138: NI 48 Children killed or seriously injured in road traffic accidents RANK 144: NI 22 Perceptions of parents taking responsibility for the behaviour of their children in the area RANK 55: NI 53 Prevalence of breastfeeding at 6 8 weeks from birth RANK 59: NI 63 Stability of placements of looked after children: length of placement RANK 63: NI 55 Obesity among primary school age children in Reception Year RANK 64: NI 57 Children and young people s participation in high-quality PE and sport RANK 67: NI 69 Children who have experienced bullying RANK 70: NI 54 Services for disabled children RANK 71: NI 102 Achievement gap between pupils eligible for free school meals and their peers achieving the expected level at Key Stages 2 and 4 RANK 72: NI 50 Emotional health of children RANK 73: NI 80 Achievement of a Level 3 qualification by the age of 19 RANK 80: NI 60 Percentage of core assessments for children s social care that were carried out within 35 working days of their commencement RANK 82: NI 62 Stability of placements of looked after children: number of placements RANK 84: NI 59 Percentage of initial assessments for children s social care carried out within 7 working days of referral RANK 89: NI 114 Rate of permanent exclusions from school RANK 90: NI 118 Take-up of formal childcare by low-income working families RANK 94: NI 65 Percentage of children becoming the subject of a Child Protection Plan for a second or subsequent time RANK 96: NI 68 Percentage of referrals to children s social care going on to initial assessment RANK 101: NI 78 Reduction in number of schools where fewer than 30% of pupils achieve 5 or more A*-C grades at GCSE and equivalent including GCSEs in English and Maths RANK 102: NI 106 Young people from low income backgrounds progressing to higher education RANK 108: NI 91 Participation of 17 year-olds in education or training RANK 114: NI 108 Key Stage 4 attainment for Black and minority ethnic groups RANK 115: NI 113 Prevalence of Chlamydia in under 25 year olds RANK 119: NI 58 Emotional and behavioural health of looked after children RANK 120: NI 64 Child protection plans lasting 2 years or more RANK 127: NI 70 Reduce emergency hospital admissions caused by unintentional and deliberate injuries to children and young people RANK 128: NI 121 Inequality gap in the achievement of a Level 3 qualification by the age of 19 RANK 134: NI 90 Take-up of learning diplomas RANK 139: NI 66 Looked after children cases which were reviewed within required timescales RANK 141: NI 105 The Special Educational Needs (SEN)/non-SEN gap achieving 5 A*-C GCSE inc. English and Maths RANK 140: NI 82 Inequality gap in the achievement of a Level 2 qualification by the age of 19 RANK 145: NI 52 Take-up of school lunches RANK 146: NI 61 Timeliness of placements of looked after children for adoption following an agency decision that the child should be placed for adoption RANK 147: NI 89 Reduction in number of schools judged as requiring in special measures and time taken to come out of the category RANK 74: NI 124 People with a long-term condition supported to be independent and in control of their condition RANK 78: NI 139 The extent to which older people receive the support they need to live independently at home RANK 85: NI 134 The number of emergency bed days per head of weighted population RANK 91: NI 132 Timeliness of social care assessment (all adults) RANK 92: NI 126 Early access for women to maternity services RANK 103: NI 119 Self-reported measure of people s overall health and wellbeing RANK 104: NI 131 Delayed transfers of care RANK 105: NI 137 Healthy life expectancy at age 65 RANK 121: NI 122 Mortality from all cancers at ages under 75 RANK 122: NI 128 User reported measure of respect and dignity in their treatment RANK 129: NI 129 End of life care access to appropriate care enabling people to be able to choose to die at home RANK 130: NI 138 Satisfaction of people over 65 with both home and neighbourhood RANK 148: NI 127 Self reported experience of social care users RANK 149: NI 133 Timeliness of social care packages following assessment RANK 51: NI 142 Percentage of vulnerable people who are supported to maintain independent living RANK 57: NI 150 Adults in contact with secondary mental health services in employment RANK 60: NI 146 Adults with learning disabilities in employment RANK 97: NI 144 Offenders under probation supervision in employment at the end of their order or licence RANK 98: NI 145 Adults with learning disabilities in settled accommodation RANK 106: NI 140 Fair treatment by local services RANK 109: NI 149 Adults in contact with secondary mental health services in settled accommodation RANK 116: NI 148 Care leavers in employment, education or training RANK 150: NI 143 Offenders under probation supervision living in settled and suitable accommodation at the end of their order or licence RANK 53: NI 151 Overall employment rate RANK 58: NI 165 Proportion of population aged for males and for females qualified to at least Level 4 or higher RANK 61: NI 166 Median earnings of employees in the area RANK 68: NI 158 Percentage of non-decent council homes RANK 69: NI 172 Percentage of small businesses in the area showing growth RANK 79: NI 161 Number of Level 1 qualifications in literacy (including ESOL) achieved RANK 86: NI 159 Supply of ready to develop housing sites RANK 87: NI 162 Number of Entry Level qualifications in numeracy achieved RANK 88: NI 177 Local bus and light rail passenger journeys originating in the authority area RANK 93: NI 169 Non-principal roads where maintenance should be considered RANK 99: NI 168 Principal roads where maintenance should be considered RANK 117: NI 179 Value for money total net value of on-going cash-releasing value for money gains that have impacted since the start of the financial RANK 123: NI 173 Flows on to incapacity benefits RANK 131: NI 178 Bus services running on time RANK 135: NI 181 Time taken to process Housing Benefit/Council Tax Benefit new claims and change events RANK 136: NI 182 Satisfaction of businesses with local authority regulatory services RANK 142: NI 176 Working age people with access to employment by public transport (and other specified modes) RANK 52: NI 185 CO 2 reduction from local authority operations RANK 54: NI 198 Children travelling to school mode of travel usually used (5 16yrs car (including vans and taxis)) RANK 56: NI 193 Percentage of municipal waste landfilled RANK 62: NI 197 Improved local biodiversity proportion of local sites where positive conservation management has been or is being implemented RANK 110: NI 196 Improved street and environmental cleanliness fly tipping RANK 124: NI 189 Flood and coastal erosion risk management n authority achieving achieving this afford

10 10 Main map: Bottom 50 s not selected in any locality Central Government Outcome Area Stronger Communities 01 Safer Communities 02 Children and Young People 03 Adult Health and Wellbeing 04 Tackling Exclusion and 05 Promoting Equality Local Economy 06 Environmental Sustainability 07 Bottom 50 indicators not selected in any locality RANK 167: NI 14 Avoidable contact: the proportion of customer contact that is of low or no value to the customer RANK 154: NI 28 Serious knife crime rate Rank 155: NI 44 Ethnic composition of offenders on Youth Justice System disposals Rank 170: NI 34 Domestic violence murder Rank 171: NI 37 Awareness of civil protection arrangements in the local area Rank 172: NI 43 Young people within the Youth Justice System receiving a conviction in court who are sentenced to custody Rank 173: NI 46 Young offenders access to suitable accommodation Rank 156: NI 67 Percentage of child protection cases which were reviewed within required timescales Rank 157: NI 71 Children who have run away from home/care overnight Rank 158: NI 76 Reduction in number of schools where fewer than 65% of pupils achieve level 4 or above in both English and Maths at KS2 Rank 159: NI 88 Percentage of schools providing access to extended services Rank 160: NI 104 The Special Educational Needs (SEN)/ non-sen gap achieving Key Stage 2 English and Maths threshold Rank 161: NI 109 Delivery of Sure Start Children Centres Rank 177: NI 84 Achievement of 2 or more grades in Science GCSEs or equivalent Rank 178: NI 85 Post-16 participation in physical sciences (A Level Physics, Chemistry and Maths) Rank 179: NI 86 Secondary schools judged as having good or outstanding standards of behaviour Rank 184: NI 103 Special Educational Needs statements issued within 26 weeks Rank 185: NI 107 Key Stage 2 attainment for Black and minority ethnic groups Rank 189: NI 199 Children and young people s satisfaction with parks and play areas Rank 162: NI 147 Care leavers in suitable accommodation Rank 151: NI 157 Processing of planning applications Rank 152: NI 170 Previously developed land that has been vacant or derelict for more than 5 years Rank 153: NI 174 Skills gaps in the current workforce reported by employers Rank 163: NI 160 Local authority tenants satisfaction with landlord services Rank 164: NI 180 The number of changes of circumstances which affect customers Housing Benefit/ Council Tax Benefit entitlements within the year Rank 186: NI 183 Impact of local authority regulatory services on the fair trading environment Rank 165: NI 194 Air quality % reduction in NOx and primary PM10 emissions through local authority s estate and operations Rank 188: NI 190 Achievement in meeting standards for the control system for animal health n authority achieving achieving this afford

11 11 Central Government Outcome Area: Children and Young People Map 03 Central Government Departments Strategic Objectives (DSOs) Department for Children, Schools and Families DSO 2 Safeguard the young and vulnerable Department for Children, Schools and Families DSO 3 Achieve world-class standards in education Department for Children, Schools and Families DSO 5 Ensure young people are participating and achieving their potential to 18 and beyond Department for Children, Schools and Families DSO 4 Close the gap in educational achievement for children from disadvantaged backgrounds Department for Children, Schools and Families DSO 1 Secure the well-being and health of children and young people Department for Children, Schools and Families DSO 6 Keep children and young people on the path to success Department for Children, Schools and Families DSO 7 Leading and managing systems (Cross Cutting DSO & NI) National Public Services Agreements (PSAs) PSA 13 Improve children and young people s safety PSA 2 Improve the skills of the population on the way to ensuring a world class skills base by 2020 (BIS led) PSA 10 Raise the educational achievement of all children and young people (DCSF led) PSA 11 Narrow the gap in educational achievement between children from low income and disadvantaged backgrounds and their peers (DCSF led) PSA 12 Improve the health and well-being of children and young people (joint lead between DoH & DCSF) PSA 14 Increase the number of children and young people on the path to success (DCSF led) National s RANK 67: NI 69 Children who have experienced bullying (RISK) RANK 125: NI 70 Reduce emergency hospital admissions caused by unintentional and deliberate injuries to children and young people Rank 8: NI 163 Proportion of population aged for males and for females qualified to at least Level 2 or higher Rank 44: NI 164 Proportion of population aged for males and for females qualified to at least Level 3 or higher Rank 58: NI 165 Proportion of population aged for males and for females qualified to at least Level 4 or higher Rank 89: NI 114 Rate of permanent exclusions from school RANK 79: NI 161 NI 161 Number of Level 1 qualifications in literacy (including ESOL) achieved RANK 87: NI 162 NI 162 Number of Entry Level qualifications in numeracy achieved RANK 134: NI 90 NI 90 Take up of learning diplomas NI 72 mandatory Achievement of at least 78 points across the Early Years Foundation Stage with at least 6 in each of the scales in Personal Social and Emotional Development and Communication, Language and Literacy NI 73 mandatory Achievement at level 4 or above in both English and Maths at Key Stage 2 NI 75 mandatory Achievement of 5 or more A*-C grades at GCSE or equivalent including English and Maths Rank 158: NI 76 Reduction in number of schools where fewer than 65% of pupils achieve Level 4 or above in both English and Maths at Key Stage 2 Rank 101: NI 78 Reduction in number of schools where fewer than 30% of pupils achieve 5 or more A*-C grades at GCSE and equivalent including GCSEs in English and Maths Rank 49: NI 79 NI 79 Achievement of a Level 2 qualification by the age of 19 Rank 73: NI 80 Achievement of a Level 3 qualification by the age of 19 Rank 177: NI 84 NI 84 Achievement of 2 or more A*-C grades in Science GCSEs or equivalent Rank 179: NI 86 Secondary schools judged as having good or outstanding standards of behaviour NI 87 mandatory Secondary school persistent absence rate NI 92 mandatory Narrowing the gap between the lowest achieving 20% in the Early Years Foundation Stage Profile and the rest NI 93 mandatory Progression by 2 levels in English between Key Stage 1 and Key Stage 2 NI 94 mandatory Progression by 2 levels in Maths between Key Stage 1 and Key Stage 2 NI 95 Deleted (Progression by 2 levels in English between Key Stage 2 and Key Stage 3) NI 96 Deleted (Progression by 2 levels in Maths between Key Stage 2 and Key Stage 3) NI 97 Deleted (Progression by 2 levels in English between Key Stage 3 and Key Stage 4) NI 98 Deleted (Progression by 2 levels in Maths between Key Stage 3 and Key Stage 4) Rank 70: NI 102 Achievement gap between pupils eligible for free school meals and their peers achieving the expected level at Key Stages 2 and 4 Rank 100: NI 106 Young people from low income backgrounds progressing to higher education Rank 11: NI 108 Key Stage 4 attainment for Black and minority ethnic groups NI 101 mandatory Looked after children achieving 5 A*-C GCSEs (or equivalent) at Key Stage 4 (including English and Maths) Rank 160: NI 104 The Special Educational Needs (SEN)/non-SEN gap achieving Key Stage 2 English and Maths threshold Rank 141: NI 105 The Special Educational Needs (SEN)/non-SEN gap achieving 5 A*-C GCSE inc. English and Maths Rank 128: NI 81 Inequality gap in the achievement of a Level 3 qualification by the age of 19 NI 99 mandatory Looked after children reaching level 4 in English at Key Stage 2 Rank 140: NI 82 Inequality gap in the achievement of a Level 2 qualification by the age of 19 NI 100 mandatory Looked after children reaching level 4 in Maths at Key Stage 2 Rank 185: NI 107 Key Stage 2 attainment for Black and minority ethnic groups Rank 145: NI 52 Take up of School lunches RANK 67: NI 69 Children who have experienced bullying (RISK) RANK 70: NI 54 Services for disabled children RANK 55: NI 53 Prevalence of breastfeeding at 6 8 weeks from birth RANK 5: NI 56 Obesity among primary school age children in Year 6 RANK 64: NI 57 Children and young people s participation in high-quality PE and sport RANK 115: NI 113 Prevalence of Chlamydia in under 25 year olds Rank 108: NI 91 Participation of 17 year-olds in education or training RANK 178: NI Post-16 participation in physical sciences (A Level Physics, Chemistry and Maths) RANK 1: NI to 18 year olds who are not in education, employment or training (NEET) RANK 20: NI 110 Young people s participation in positive activities RANK 23: NI 111 First time entrants to the Youth Justice System aged RANK 2: NI 112 Under 18 conception rate RANK 50: NI 115 Substance misuse by young people RANK 90: NI 118 Take up of formal childcare by low-income working families n authority achieving achieving this afford

12 12 Central Government Outcome Area: Local Economy 06 Central Government Departments Strategic Objectives (DSOs) Communities and Local Government DSO 2 To improve the supply, environmental performance and quality of housing that is more responsive to the needs of individuals, communities and the economy Communities and Local Government DSO 3 To build prosperous communities by improving the economic performance of cities, sub-regions and local areas, promoting regeneration and tackling deprivation Communities and Local Government DSO 5 To provide a more efficient, effective and transparent planning system that supports and facilitates sustainable development, including the Government s objectives in relation to housing growth, infrastructure delivery, economic development and climate change Department for Work and Pensions DSO 2 Maximise employment opportunities for all and reduce the numbers on out-of-work benefits Department for Transport DSO 1 To sustain economic growth and improved productivity through reliable and efficient transport networks Department for Transport DSO 4 To enhance access to jobs, services and social networks, including for the most disadvantaged Business, Innovation and Skills DSO 2 Improve the skills of the population throughout their working lives to create a workforce capable of sustaining economic competitiveness, and enable individuals to thrive in the knowledge economy Business, Innovation and Skills DSO 3 Build social and community cohesion through improved social justice, civic participation and economic opportunity by raising aspirations and broadening participation, progression and achievement in learning and skills Business, Innovation and Skills DSO 1 Promote the creation and growth of business and a strong enterprise economy across all regions National Public Services Agreement (PSAs) PSA 20 Increase long-term housing supply and affordability PSA 8 Maximise employment opportunity for all PSA 5 Deliver reliable and efficient transport networks that support economic growth PSA 2 SKILLS FOR PROSPERITY Ensure our people have the right skills to deliver economic prosperity now and in the future and increase skills and career choices in STEM subjects PSA 6 Deliver the conditions for business success in the UK National s RANK 48: NI 156 Number of households living in Temporary Accommodation RANK 68: NI 158 % non-decent council homes RANK 163: NI 160 Local authority tenants satisfaction with landlord services RANK 117: NI 179 Value for money total net value of on-going cash-releasing value for money gains that have impacted since the start of the financial year RANK 4: NI 155 Number of affordable homes delivered (gross) RANK 86: NI 159 Supply of ready to develop housing sites RANK 152: NI 170 Previously developed land that has been vacant or derelict for more than 5 years RANK 3: NI 154 Net additional homes provided RANK 151: NI 157 Processing of planning applications Rank 53: NI 151 Overall employment rate Rank 29: NI 153 Working age people claiming out of work benefits in the worst performing neighbourhoods Rank 24: NI 152 Working age people on out of work benefits RANK 61: NI 166 Median earnings of employees in the area RANK 135: NI 181 Time taken to process Housing Benefit/Council Tax Benefit new claims and change events RANK 39: NI 116 Proportion of children in poverty RANK 90: NI 118 Take up of formal childcare by low-income working families RANK 123: NI 173 Flows on to incapacity benefits RANK 164: NI 180 The number of changes of circumstances which affect customers Housing Benefit/ Council Tax Benefit entitlements within the year RANK 45: NI 167 Congestion average journey time per mile during the morning peak RANK 88: NI 177 Local bus and light rail passenger journeys originating in the authority area RANK 93: NI 169 Non-principal roads where maintenance should be considered RANK 99: NI 168 Principal roads where maintenance should be considered RANK 131: NI 178 Bus services running on time RANK 33: NI 175 Access to services and facilities by public transport, walking and cycling RANK 142: NI 176 Working age people with access to employment by public transport (and other specified modes) Rank 8: NI 163 Proportion of population aged for males and for females qualified to at least Level 2 or higher Rank 44: NI 164 Proportion of population aged for males and for females qualified to at least Level 3 or higher Rank 58: NI 165 Proportion of population aged for males and for females qualified to at least Level 4 or higher Rank 87: NI 162 Number of Entry Level qualifications in numeracy achieved RANK 153: NI 174 Skills gaps in the current workforce reported by employers Rank 79: NI 161 Number of Level 1 qualifications in literacy (including ESOL) achieved RANK 19: NI 171 New business registration rate RANK 69: NI 172 Percentage of small businesses in the area showing growth RANK 136: NI 182 Satisfaction of businesses with local authority regulatory services RANK 186: NI 183 Impact of local authority regulatory services on the fair trading environment n authority achieving achieving this afford

13 Section 3 National supporting evidence Section 3 National supporting evidence Delivered by

14 Section 3 National supporting evidence 14 NI 73 Mandatory NI 75 Mandatory Achievement at Level 4 or above in both English and Maths at Key Stage 2 Achievement of 5 or more A*-C grades at GCSE or equivalent including English and Maths Evidence of home ICT access impacting positively on achievement (in English and Maths, in primary). Valentine et al. (2005) found a statistically significant positive association between pupils home use of ICT for educational purposes and improved attainment in national tests for Maths KS2 (PIPS added value 6.00). p.7 The ICT Test Bed Evaluation (2006) demonstrated that effective use of technology can lead to positive outcomes for learners at Key Stage 2. Evidence of home ICT access impacting positively on achievement (in secondary). Valentine et al. (2005) found a statistically significant positive association between pupils home use of ICT for educational purposes and improved attainment in national tests at GCSE Maths and English. The NFER E-maturity Learner Survey found that home access to technology had the strongest positive effect on secondary learners e-confidence and skills. (p.26) Data from the Longitudinal Survey of Young People in England shows that the availability of a computer at home is significantly positively associated with Key Stage 4 test scores. This association amounts to around 14 GCSE points (equivalent to 2 GCSE grades). Losing access to a computer is associated with a reduction of 20 GCSE points, even after controlling for prior attainment. (Research by the Institute of Fiscal Studies suggests that if a young person doing their GCSEs loses their computer at home, they may achieve 3 grades lower than they could have done.) Gaining access to the internet is associated with 10 GCSE points, again controlling for achievement at Key Stage 3. n authority achieving Institute of Fiscal Studies research (2009) shows that learners who use a computer at home for schoolwork could add as much as half a grade to their GCSE results and as much as a term onto their GCSE learning. More recent evidence has suggested that having a computer at home associates with a 2 grade improvement in one subject at GCSE, ie a pupil who would have got a D could, with effective use of technology at home, get a B. achieving NI 87 Mandatory Secondary school persistent absence rate Evidence of online communication to parents in secondary schools impacting positively on pupil attendance and behaviour (eg DfES e-registration pilot, online reporting). Electronic registration can play an important role in helping schools with high rates of absence to improve attendance. Academic achievement, as measured by GCSE grades A*-C or equivalent, increased in e-registration schools to a greater degree than the national average.

15 Section 3 National supporting evidence Parents can be notified of absence more quickly and easy. Absence decreased over the period of this project (Evaluation of Capital Modernisation Funding for Electronic Registration in Selected Secondary Schools), The percentage of pupils gaining 5 A*-C grades at GCSE increased from 33.6% from , and 41.4% from This was an increase of 7.8 percentage points against a national trend of 5.7 percentage points. In the ICT Test Bed Evaluation (2006) the use of electronic registration improved attendance levels in some schools by 3-4%, while behaviour management systems were perceived to have a positive impact on both behaviour and attendance NI 93 Mandatory NI 94 Mandatory NI 76 Progression by 2 levels in English between Key Stage 1 and Key Stage 2 Progression by 2 levels in Maths between Key Stage 1 and Key Stage 2 Reduction in number of schools where fewer than 65% of pupils achieve level 4 or above in both English and Maths at KS2 Evidence of home ICT access impacting positively on achievement (in English, in primary). The ICT Test Bed Evaluation (2006) demonstrated that effective use of technology can lead to positive outcomes for learners at Key Stage 2. Evidence of home ICT access impacting positively on achievement (in Maths, in primary). Valentine et al. (2005) found a statistically significant positive association between pupils home use of ICT for educational purposes and improved attainment in national tests for Maths KS2 (PIPS added value 6.00). VP p.7 Evidence on home ICT access impacting positively on pupil achievement (in secondary). Valentine et al. (2005) found a statistically significant positive association between pupils home use of ICT for educational purposes and improved attainment in national tests at GCSE Maths and English. The NFER E-maturity Learner Survey found that home access to technology had the strongest positive effect on secondary learners e-confidence and skills. (p.26) Data from the Longitudinal Survey of young People in England shows that the availability of a computer at home is significantly positively associated with Key Stage 4 test scores. This association amounts to around 14 GCSE points (equivalent to 2 GCSE grades). n authority achieving achieving Losing access to a computer is associated with a reduction of 20 GCSE points, even after controlling for prior attainment. (Research by the Institute of Fiscal Studies suggests that if a young person doing their GCSEs loses their computer at home, they may achieve 3 grades lower than they could have done.)

16 Section 3 National supporting evidence 16 Gaining access to the internet is associated with 10 GCSE points, again controlling for achievement at Key Stage 3. NI 78 Reduction in number of schools where fewer than 30% of pupils achieve 5 or more A*-C grades at GCSE and equivalent including GCSEs in English and Maths Institute of Fiscal Studies research (2009) shows that learners who use a computer at home for schoolwork could add as much as half a grade to their GCSE results and as much as a term onto their GCSE learning. More recent evidence has suggested that having a computer at home associates with a 2 grade improvement in one subject at GCSE, ie a pupil who would have got a D could, with effective use of technology at home, get a B. E-maturity is linked to higher school performance and also to greater investment in learning by pupils, which is a crucial factor in pupil school performance. E-maturity shows a clear, positive relationship to school performance in Key Stage 3 mathematics and GCSE Level 1. Also evidence on link between school e-maturity and rate of improvement (from Becta Impact 2007 & 2008 studies). Evidence on home ICT access impacting positively on pupil achievement (in secondary). Valentine et al. (2005) found a statistically significant positive association between pupils home use of ICT for educational purposes and improved attainment in national tests at GCSE Maths and English. The NFER E-maturity Learner Survey found that home access to technology had the strongest positive effect on secondary learners e-confidence and skills. (p.26) Data from the Longitudinal Survey of Young People in England shows that the availability of a computer at home is significantly positively associated with Key Stage 4 test scores. This association amounts to around 14 GCSE points (equivalent to 2 GCSE grades). n authority achieving Losing access to a computer is associated with a reduction of 20 GCSE points, even after controlling for prior attainment. (Research by the Institute of Fiscal Studies suggests that if a young person doing their GCSEs loses their computer at home, they may achieve 3 grades lower than they could have done.) Gaining access to the internet is associated with 10 GCSE points, again controlling for achievement at Key Stage 3. achieving Institute of Fiscal Studies research (2009) shows that learners who use a computer at home for schoolwork could add as much as half a grade to their GCSE results and as much as a term onto their GCSE learning. More recent evidence has suggested that having a computer at home associates with a 2 grade improvement in one subject at GCSE, ie a pupil who would have got a D could, with effective use of technology at home, get a B.

17 Section 3 National supporting evidence NI 79 Achievement of a Level 2 qualification by the age of 19 Also evidence on link between school e-maturity and rate of improvement (from Becta Impact 2007 & 2008 studies). E-maturity is linked to higher school performance and also to greater investment in learning by pupils, which is a crucial factor in pupil school performance. E-maturity shows a clear, positive relationship to school performance in Key Stage 3 mathematics and GCSE Level 1. Evidence on home ICT access impacting positively on learner achievement (up to age 19). Learners with A-Levels stand to make over 1.2 million in their lifetime, this is over 300,000 more than those with no qualifications (ONS/LSC 2007). Valentine et al. (2005) found a statistically significant positive association between pupils home use of ICT for educational purposes and improved attainment in national tests at GCSE Maths and English. The NFER E-maturity Learner Survey found that home access to technology had the strongest positive effect on secondary learners e-confidence and skills. (p.26) Data from the Longitudinal Survey of Young People in England shows that the availability of a computer at home is significantly positively associated with Key Stage 4 test scores. This association amounts to around 14 GCSE points (equivalent to 2 GCSE grades). Losing access to a computer is associated with a reduction of 20 GCSE points, even after controlling for prior attainment. (Research by the Institute of Fiscal Studies suggests that if a young person doing their GCSEs loses their computer at home, they may achieve 3 grades lower than they could have done.) Gaining access to the internet is associated with 10 GCSE points, again controlling for achievement at Key Stage 3. Institute of Fiscal Studies research (2009) shows that learners who use a computer at home for schoolwork could add as much as half a grade to their GCSE results and as much as a term onto their GCSE learning. More recent evidence has suggested that having a computer at home associates with a 2 grade improvement in one subject at GCSE, ie a pupil who would have got a D could, with effective use of technology at home, get a B. 17 n authority achieving achieving

18 Section 3 National supporting evidence NI 80 Achievement of a Level 3 qualification by the age of 19 NI 81 Inequality gap in the achievement of a Level 3 qualification by the age of 19 Evidence on home ICT access impacting positively on learner achievement (up to age 19). Learners with A-Levels stand to make over 1.2 million in their lifetime; this is over 300,000 more than those with no qualifications (ONS/LSC 2007). Valentine et al. found a statistically significant positive association between pupils home use of ICT for educational purposes and improved attainment in national tests at GCSE Maths and English. The NFER E-maturity Learner Survey found that home access to technology had the strongest positive effect on secondary learners e-confidence and skills. (p.26) Data from the Longitudinal Survey of Young People in England shows that the availability of a computer at home is significantly positively associated with Key Stage 4 test scores. This association amounts to around 14 GCSE points (equivalent to 2 GCSE grades). Losing access to a computer is associated with a reduction of 20 GCSE points, even after controlling for prior attainment. (Research by the Institute of Fiscal Studies suggests that if a young person doing their GCSEs loses their computer at home, they may achieve 3 grades lower than they could have done.) Gaining access to the internet is associated with 10 GCSE points, again controlling for achievement at Key Stage 3. Institute of Fiscal Studies research (2009) shows that learners who use a computer at home for schoolwork could add as much as half a grade to their GCSE results and as much as a term onto their GCSE learning. More recent evidence has suggested that having a computer at home associates with a 2 grade improvement in one subject at GCSE, ie a pupil who would have got a D could, with effective use of technology at home, get a B. Evidence on home ICT access impacting positively on learner achievement (up to age 19) and this not being limited to learners from advantaged socio-economic backgrounds. Valentine et al. s study (2005) found that use of ICT to support learning at home delivered a range of benefits including motivational and self-confidence effects, particularly for under-achieving learners. The study found a statistically significant positive association between pupils home use of ICT for educational purposes and improved attainment in national tests at GCSE Maths and English. The NFER E-maturity Learner Survey found that home access to technology had the strongest positive effect on secondary learners e-confidence and skills. (p.26) 18 n authority achieving achieving

19 19 Data from the Longitudinal Survey of Young People in England shows that the availability of a computer at home is significantly positively associated with Key Stage 4 test scores. This association amounts to around 14 GCSE points (equivalent to 2 GCSE grades). Losing access to a computer is associated with a reduction of 20 GCSE points, even after controlling for prior attainment. (Research by the Institute of Fiscal Studies suggests that if a young person doing their GCSEs loses their computer at home, they may achieve 3 grades lower than they could have done.) Gaining access to the internet is associated with 10 GCSE points, again controlling for achievement at KS3. Institute of Fiscal Studies research (2009) shows that learners who use a computer at home for schoolwork could add as much as half a grade to their GCSE results and as much as a term onto their GCSE learning. More recent evidence has suggested that having a computer at home associates with a 2 grade improvement in one subject at GCSE, ie a pupil who would have got a D could, with effective use of technology at home, get a B. Citizens Online: access to the internet helps motivate disaffected pupils to read, and software packages support writing skills. Home Access Lit Review: in a recent US study (Jackson et al., 2006) on home internet use, home computers were supplied to low SES families aged years. Jackson et al. reported a positive impact on academic achievement and associated higher internet use with improved GPAs and reading scores. They also suggested that academic performance enhancement is greater for low-income children than for others. n authority achieving NI 82 Inequality gap in the achievement of a Level 2 qualification by the age of 19 Evidence on home ICT access impacting positively on learner achievement (up to age 19) and this not being limited to learners from advantaged socio-economic backgrounds. Valentine et al. (2005) found a statistically significant positive association between pupils home use of ICT for educational purposes and improved attainment in national tests at GCSE Maths and English. The NFER E-maturity Learner Survey found that home access to technology had the strongest positive effect on secondary learners e-confidence and skills. (p.26) achieving Data from the Longitudinal Survey of Young People in England shows that the availability of a computer at home is significantly positively associated with Key Stage 4 test scores. This association amounts to around 14 GCSE points (equivalent to 2 GCSE grades).

20 20 Losing access to a computer is associated with a reduction of 20 GCSE points, even after controlling for prior attainment. (Research by the Institute of Fiscal Studies suggests that if a young person doing their GCSEs loses their computer at home, they may achieve 3 grades lower than they could have done.) Gaining access to the internet is associated with 10 GCSE points, again controlling for achievement at KS3. Institute of Fiscal Studies research (2009) shows that learners who use a computer at home for schoolwork could add as much as half a grade to their GCSE results and as much as a term onto their GCSE learning. More recent evidence has suggested that having a computer at home associates with a 2 grade improvement in one subject at GCSE, ie a pupil who would have got a D could, with effective use of technology at home, get a B. Citizens Online: access to the internet helps motivate disaffected pupils to read, and software packages support writing skills. Home Access Lit Review: in a recent US study (Jackson et al., 2006) on home internet use, home computers were supplied to low SES families aged years. Jackson et al. reported a positive impact on academic achievement and associated higher internet use with improved GPAs and reading scores. They also suggested that academic performance enhancement is greater for low-income children than for others. NI 84 Achievement of 2 or more A*-C grades in Science GCSEs or equivalent Evidence on home ICT access impacting positively on pupil achievement (in science, in secondary). Data from the Longitudinal Survey of Young People in England shows that the availability of a computer at home is significantly positively associated with Key Stage 4 test scores. This association amounts to around 14 GCSE points (equivalent to 2 GCSE grades). Losing access to a computer is associated with a reduction of 20 GCSE points, even after controlling for prior attainment. n authority achieving (Research by the Institute of Fiscal Studies suggests that if a young person doing their GCSEs loses their computer at home, they may achieve 3 grades lower than they could have done.) Gaining access to the internet is associated with 10 GCSE points, again controlling for achievement at KS3. achieving Institute of Fiscal Studies research (2009) shows that learners who use a computer at home for schoolwork could add as much as half a grade to their GCSE results and as much as a term onto their GCSE learning. More recent evidence has suggested that having a computer at home associates with a 2 grade improvement in one subject at GCSE, ie a pupil who would have got a D could, with effective use of technology at home, get a B.

21 21 NI 86 Secondary schools judged as having good or outstanding standards of behaviour Evidence of online communication to parents in secondary schools impacting positively on pupil attendance and behaviour (eg DfES e-registration pilot Electronic registration can play an important role in helping schools with high rates of absence to improve attendance. Academic achievement, as measured by GCSE grades A*-C or equivalent, increased in e-registration schools to a greater degree than the national average. Parents can be notified of absence more quickly and easy. Absence decreased over the period of this project (Evaluation of Capital Modernisation Funding for Electronic Registration in Selected Secondary Schools), The percentage of pupils gaining 5 A*-C grades at GCSE increased from 33.6% from , and 41.4% from This was an increase of 7.8 percentage points against a national trend of 5.7 percentage points. In a study which explored how digital creativity could engage and motivate hard-to-reach learners in behavioural, emotional and social difficulties (BESD) schools, it was found that disaffected students became engaged and produced professional results. They were proud to present their work to peers, teachers and parents, and headteachers reported increased attendance in classes where pupils were involved in digital creativity activities. An IPSE study (2008) on school improvement showed that failing schools which make effective use of technology to manage and use information report that this accelerates their improvement n authority achieving NI 91 Participation of 17 year-olds in education or training Evidence on home ICT access impacting positively on educational achievement (and thus progression) among young people. Valentine et al. (2005) found a statistically significant positive association between pupils home use of ICT for educational purposes and improved attainment in national tests at GCSE Maths and English. The NFER E-maturity Learner Survey found that home access to technology had the strongest positive effect on secondary learners e-confidence and skills (p.26). achieving Data from the Longitudinal Survey of Young People in England shows that the availability of a computer at home is significantly positively associated with Key Stage 4 test scores. This association amounts to around 14 GCSE points (equivalent to 2 GCSE grades).

22 22 Losing access to a computer is associated with a reduction of 20 GCSE points, even after controlling for prior attainment. (Research by the Institute of Fiscal Studies suggests that if a young person doing their GCSEs loses their computer at home, they may achieve 3 grades lower than they could have done). Gaining access to the internet is associated with 10 GCSE points, again controlling for achievement at KS3. Institute of Fiscal Studies research (2009) shows that learners who use a computer at home for schoolwork could add as much as half a grade to their GCSE results and as much as a term onto their GCSE learning. More recent evidence has suggested that having a computer at home associates with a 2 grade improvement in one subject at GCSE, ie a pupil who would have got a D could, with effective use of technology at home, get a B. Personal access to technology makes a real difference to young people who are NEET by providing them with the right information, at the right time, and in the right way. Connexions services provide young people who are NEET with information about employment and training opportunities, and this provision could be expanded substantially by uses of technology. NI 106 Young people from low income backgrounds progressing to higher education Evidence on home ICT access impacting positively on educational achievement (and thus progression) among young people from low income backgrounds (ie evidence that shows that ICT impact is not limited to more advantaged socio-economic groups). Valentine et al. s study found that use of ICT to support learning at home delivered a range of benefits including motivational and self-confidence effects, particularly for under-achieving learners. Citizens Online: access to the internet helps motivate disaffected pupils to read, and software packages support writing skills. Home Access Lit Review: in a recent US study (Jackson et al., 2006) on home internet use, home computers were supplied to low SES families aged years. Jackson et al. reported a positive impact on academic achievement and associated higher internet use with improved GPAs and reading scores. They also suggested that academic performance enhancement is greater for low-income children than for others. n authority achieving achieving Computer and internet access in the home: computer and internet access at home are significantly positively associated with Key Stage 3 and 4 results, and with progress between the two Key Stages. (IFS) Examples of national-level initiatives (eg Aimhigher) and individual HE institutions (and FE colleges delivering HE courses) using technology for widening participation activities.

23 23 NI 107 Key Stage 2 attainment for Black and minority ethnic groups Evidence on home ICT access impacting positively on educational achievement among minority ethnic groups in primary (ie evidence that shows that ICT impact does not vary significantly according to pupil ethnicity) Research by Strand (2008) found that where ethnic minority households owned a home computer for use by the child, this had a positive association with attainment, although it is noted that this variable only had a small effect on ethnic gaps (however it implies that this is because fewer ethnic minority families own computers, rather than because they benefit ethnic minority groups less). p.33 NI 108 Key Stage 4 attainment for Black and minority ethnic groups Evidence on home ICT access impacting positively on educational achievement among minority ethnic groups in secondary (ie evidence that shows that ICT impact does not vary significantly on the basis of pupil ethnicity). Research by Strand (2008) found that where ethnic minority households owned a home computer for use by the child, this had a positive association with attainment, although it is noted that this variable only had a small effect on ethnic gaps (however it implies that this is because fewer ethnic minority families own computers, rather than because they benefit ethnic minority groups less). NI 114 Rate of permanent exclusions from school p.33 Evidence of online communication to parents in secondary schools impacting positively on pupil attendance and behaviour (eg DfES e-registration pilot, online reporting) The DfES Evaluation of Capital Modernisation Funding for Electronic Registration in Secondary Schools found that electronic registration can play an important role in helping schools with high rates of absence to improve attendance. n authority achieving Academic achievement, as measured by GCSE grades A*-C or equivalent, increased in e-registration schools to a greater degree than the national average. Parents can be notified of absence more quickly and easily. Absence decreased over the period of this project ( ). The percentage of pupils gaining 5 A*-C grades at GCSE increased from 33.6% in , to 41.4% in This was an increase of 7.8 percentage points against a national trend of 5.7 percentage points. achieving

24 24 Examples of technology enabling pupils at risk of exclusion to access alternative provision online: The Models of Innovative Learning Online (MILO) at Key Stage 3 and project (2008) found that students favoured a blend of face-to-face teaching and learning online, and the project report recommended that a national policy was needed to encourage families to provide portable computing devices and to support families who were unable to meet the costs. The Bridge Academy case study in the MILO report offered evidence that online learning can be a useful tool in engaging disaffected students in education, as it supports personalised learning and a flexible approach, enabling learners to work at the times and locations which suit them best. Anecdotal evidence suggests that remote online learning has a positive impact on attainment. NI 151 Overall employment rate Statistics on the proportion of jobs that require IT skills 90% of new jobs require digital skills. Delivering Digital Inclusion An Action Plan for Consultation (2008) The total IT & Telecoms workforce in the UK now comprises 1.5 million individuals one in twenty of the total current UK workforce. (Technology Counts, e-skillsuk, 2008) Examples of national and/or local initiatives to promote skills development through online learning n authority achieving NI 152 Working age people on out of work benefits Statistics on the proportion of jobs that require IT skills 90% of new jobs require digital skills. Delivering Digital Inclusion An Action Plan for Consultation (2008) The total IT & Telecoms workforce in the UK now comprises 1.5 million individuals one in twenty of the total current UK workforce. (Technology Counts, e-skillsuk, 2008) achieving 21.5 million people use ICT in their everyday work, but 1 in 4 employers feel that skill levels are inadequate (Passey 2005, David Perry Associates 2005, Somekh et al. 2005) (e-skills Council).

25 25 Examples of national and/or local initiatives to promote skills development through online learning Parents are more likely to participate in online learning if there is technology in the home, which improves chances of employment. Access to the internet at home provides parents with the confidence to access government services and job-related websites (Passey 2005, David Perry Associates 2005, Somekh et al., 2005). Children who do not have access to a computer are less likely to stay in education post-16 (Sabates 2008). Having a minimum level of qualifications, such as 5 A*-C GCSEs, can lead to earning 17% more than those workers with no qualifications. This is around extra in a lifetime. Learners with A-Levels stand to make over 1.2 million in their lifetime, this is over more than those with no qualifications (ONS/LSC 2007). NI 153 Working age people claiming out of work benefits in the worst performing neighbourhoods Statistics on the proportion of jobs that require IT skills 90% of new jobs require digital skills. Delivering Digital Inclusion An Action Plan for Consultation (2008) The total IT & Telecoms workforce in the UK now comprises 1.5 million individuals one in twenty of the total current UK workforce (Technology Counts, e-skillsuk, 2008). n authority achieving Examples of national and/or local initiatives to promote skills development through online learning achieving

26 26 NI 161 Number of Level 1 qualifications in literacy (including ESOL) achieved NI 162 NI 163 Number of Entry Level qualifications in numeracy achieved Parents are more likely to participate in online learning if there is technology in the home, which improves chances of employment. Access to the internet at home provides parents with the confidence to access government services and job-related websites (Passey 2005, David Perry Associates 2005, Somekh et al., 2005). Evidence on numbers of adults engaging in formal literacy learning at home through technology. We estimate that approximately adults may be learning online (based on data from DCSF/ DIUS and data about the number of learners enrolled with Learndirect): Examples of national and/or local initiatives to engage adults in literacy learning, which use online communication channels Directgov provides details on the national Skills for Life initiative. Certificates can be obtained in literacy, numeracy and ICT: Evidence on numbers of adults engaging in formal numeracy learning at home through technology. We estimate that approximately 327,000 adults may be learning online (based on data from DCSF/ DIUS and data about the number of learners enrolled with Learndirect): Examples of national and/or local initiatives to engage adults in numeracy learning, which use online communication channels Directgov provides details on the national Skills for Life initiative, certificates can be obtained in literacy, numeracy and ICT: Evidence on numbers of adults engaging in formal learning at home through technology. We estimate that approximately adults may be learning online (based on data from DCSF/DIUS and data about the number of learners enrolled with Learndirect): n authority achieving achieving

27 27 Examples of national and/or local initiatives to engage adults in learning, which use online communication channels NI 164 Proportion of population aged for males and for females qualified to at least Level 3 or higher Evidence on numbers of adults engaging in formal learning at home through technology. We estimate that approximately 327,000 adults may be learning online (based on figures from DCSF/DIUS and data about the number of learners enrolled with Learndirect): Examples of national and/or local initiatives to engage adults in learning, which use online communication channels NI 164 Proportion of population aged for males and for females qualified to at least Level 4 or higher Evidence on numbers of adults engaging in formal learning at home through technology. We estimate that approximately adults may be learning online (based on data from DCSF/DIUS and data about the number of learners enrolled with Learndirect): n authority achieving Examples of national and/or local initiatives to engage adults in learning, which use online communication channels achieving

28 28 NI 9 Use of public libraries Examples of national and/or local initiatives to promote use of public libraries, which utilise online channels NI 10 Visits to museums or galleries The London Libraries Development Agency provides information about libraries across London, as well as online resources: Librarians in the North West have pioneered partnership working to encourage new readers into libraries. All 22 public library authorities in the region are involved: In there was an estimated 64,016 web visits to UK library websites, up from 22,098 in (CIPFA data as cited in Examples of national and/or local initiatives to promote use of public libraries, which utilise online channels The London Libraries Development Agency provides information about libraries across London, as well as online resources: Librarians in the North West have pioneered partnership working to encourage new readers into libraries. All 22 public library authorities in the region are involved: Evidence on proportion of museums and galleries which have some form of online presence AND/OR examples of museums or galleries using online channels as a means of encouraging physical visitors The National Museums Online Learning Project involves 9 national museums (including the British Museum, the Tate and the National Portrait Gallery), and aims to get partner museum websites better used, to engage new audiences, and to transform the way they think about existing digital collections: n authority achieving achieving

29 29 The DCMS claimed that four sectors saw a significant year-on-year increase in the percentage of adults visiting a sector-related website in the past 12 months arts, sports, archives and libraries. The Taking Part survey found that 44.5% of adults had attended a museum, gallery or archive at least once in the past 12 months, and that 39.6% had used a public library service at least once in the past 12 months. NI 11 Engagement in the arts Examples of national and/or local initiatives to promote engagement in the arts, which utilise online channels MadforArts was a project which celebrated the personal responses to art by mental health users and survivors; 12 of the contributions to the website were made into short films which 2 million people watched on Five and the Community Channel, and which thousands more watched online: The ArtisanCam project encourages young people to observe artists and inspires them to make art themselves. They can watch artists in their studios and discuss techniques and influences with them via video conferencing. These videos are complemented by a wide range of online activities and step-by-step guides to making art and crafts fun. The project includes National Curriculum resources for Key Stages 2 and 3. The Origination Insite project enabled users throughout the country to create websites that uncovered and communicated their cultural heritage and the relationship that they have with England. Participants were invited to add their own stories and objects to those provided by museums, galleries, libraries and science centres. n authority achieving NI 13 Migrants English language skills and knowledge Examples of national and/or local initiatives to provide online support to migrants in developing English language skills and knowledge British Council site for learning/improving English for a range of audiences. achieving Resources for students whose first language is not English (developed by University of Southampton and funded by the Prime Minister s Initiative for International Education through the UK Council for International Student Affairs.

30 30 NI 14 NI 85 Avoidable contact: The proportion of customer contact that is of low or no value to the customer Post-16 participation in physical sciences (A Level Physics, Chemistry and Maths) Examples of local authorities enabling people to access services online (eg making council tax payments). Directgov lists the services which can be accessed online and directs the user to the appropriate site for their local authority. Services listed include applying for a Blue Badge parking permit, paying council tax, renewing library books etc. Examples of national-level initiatives utilising technology to encourage post-16 participation in physical sciences (eg DCSF? LSC? Association for Science Education?) Ofsted report: found that science teachers engaging in best practice used PowerPoint, video clips and Web downloads skilfully in order to ensure that lessons were interesting and relevant, and encouraged students to explore further outside of lessons. Some courses had extensive course materials on CD-ROM or on the Web which students could access easily. Teachers passed on interesting and relevant Web addresses to their students, and students appreciated this, being confident users of ICT on a personal level. Departmental or subject intranets were developing well, and some were already well-developed, providing interesting and user-friendly information for students and staff. The best subject sites contained summaries of key concepts, examination questions and mark schemes, links to useful websites and photographs, diagrams and video/tv clips. n authority achieving NI 90 Take up of learning diplomas Examples of schools and FE colleges delivering diplomas in ways that make extensive use of learning technologies (within and beyond formal learning environments). There are examples of this in the Deep Learning project, such as requiring students to present their Diploma in Digital Applications work in the form of an e-portfolio and providing useful guidance and support for this via a web-based tool. Moodle was also used to try and encourage deep learning for the BTEC National Diploma for IT Practitioners. achieving

31 31 NI 110 Examples of national and/or local initiatives to promote and support young people s participation in positive activities, utilising online channels for example, BBC Bitesize: Positive Futures promotes sport and leisure activities as a catalyst to encourage project participation and steers young people towards education, training and employment: New Deal for Communities (interactive media section): NI to 18 year olds who are not in education, employment or training (NEET) Young people that are not in education, employment or training (NEETs) tend to be high users of technology. Personal access to technology makes a real difference to young people who are NEET by providing them with the right information, at the right time, and in the right way. Connexions services provide young people who are NEET with information about employment and training opportunities, and this provision could be expanded substantially by uses of technology. The cost benefits arising from effective uses of ICT with young people who are NEET could be considerable: Godfrey et al. (2002) said if 10,000 (less than 10% of the estimated population of 157,000 NEET population) people were removed from the group of NEET or socially excluded young people, total current savings would be 53 million in resource costs and 55 million in public finance costs. (p.11) Computer and internet access in the home: computer and internet access at home are significantly positively associated with Key Stage 3 and 4 results, and with progress between the two Key Stages. (IFS) n authority achieving NI 166 Median earnings of employees in the area Statistics on the proportion of jobs that require IT skills 90% of new jobs require digital skills. Delivering Digital Inclusion An Action Plan for Consultation (2008) The total IT & Telecoms workforce in the UK now comprises 1.5 million individuals one in twenty of the total current UK workforce (Technology Counts, e-skillsuk, 2008). achieving

32 32 NI 4 % of people who feel they can influence decisions in their locality Examples of national and/or local initiatives to promote skills development through online learning Examples of local authorities running online consultations. Many LAs do run online consultations, Directgov routes users to the relevant websites: out about local consultations Warwickshire County Council: NI 6 NI 21 Participation in regular volunteering Dealing with local concerns about anti-social behaviour and crime issues by the local council and police Examples of national and/or local initiatives to promote and support participation in volunteering, utilising online channels (eg Examples of national and/or local initiatives to enable dialogue, through online channels, between public, councils and police on anti-social behaviour and crime issues (eg Changes in computer access over time are associated with behavioural outcomes at age 16. For example, gaining access to a computer between ages 14 and 16 is associated with a 1.4% reduction in the probability of being a frequent smoker at age 16, and a 2.5% reduction in the probability of being a frequent drinker at age 16 (IFS, 2009). Lack of a home computer has been linked to numerous outcomes of deprivation such as frequent truanting, suspension or exclusion, smoking, drinking and anti-social behaviour (Sabates, 2008). n authority achieving achieving

33 33 NI 27 Understanding of local concerns about anti-social behaviour and crime issues by the local council and police Examples of national and/or local initiatives to enable online communication and dialogue between public, council and police on issues relating to anti-social behaviour and crime (eg Changes in computer access over time are associated with behavioural outcomes at age 16. For example, gaining access to a computer between ages 14 and 16 is associated with a 1.4% reduction in the probability of being a frequent smoker at age 16, and a 2.5% reduction in the probability of being a frequent drinker at age 16 (IFS, 2009). Lack of a home computer has been linked to numerous outcomes of deprivation such as frequent truanting, suspension or exclusion, smoking, drinking and anti-social behaviour (Sabates, 2008). NI 111 NI 115 First time entrants to the Youth Justice System aged Substance misuse by young people General evidence linking technology to educational attainment (plus non-ict evidence linking educational attainment to staying on the path to success), DCSF Breaking the Link. Technology motivates young people (DL benefits doc). This motivation can lead to improved attainment (Passey et al. 2004, Valentine et al. 2005), improved attendance, and reduced likelihood of offending (Gutman and Feinstein, 2008). Lack of a home computer has been linked to numerous outcomes of deprivation such as frequent truanting, suspension or exclusion, smoking, drinking and anti-social behaviour (Sabates, 2008). Improved educational attainment can lead to improved health, reduced crime rates and greater social cohesion (Gutman and Feinstein, 2008, Dutton, Gennaro and Hargrave, 2005). Examples of national and/or local health promotion campaigns which utilise online channels (including online support groups) n authority achieving Changes in computer access over time are associated with behavioural outcomes at age 16. For example, gaining access to a computer between ages 14 and 16 is associated with a 1.4% reduction in the probability of being a frequent smoker at age 16, and a 2.5% reduction in the probability of being a frequent drinker at age 16 (IFS, 2009). Lack of a home computer has been linked to numerous outcomes of deprivation such as frequent truanting, suspension or exclusion, smoking, drinking and anti-social behaviour (Sabates, 2008). achieving

34 34 NI 116 Proportion of children in poverty Statistics on the proportion of jobs that require IT skills. 90% of new jobs require digital skills. Delivering Digital Inclusion An Action Plan for Consultation (2008) The total IT & Telecoms workforce in the UK now comprises 1.5 million individuals one in twenty of the total current UK workforce (Technology Counts, e-skillsuk, 2008). Examples of national and/or local initiatives to promote skills development through online learning NI 123 Stopping smoking Examples of national and/or local health promotion campaigns which utilise online channels (including online support groups). NI 140 NI 174 Fair treatment by local services Skills gaps in the current workforce reported by employers Changes in computer access over time are associated with behavioural outcomes as age 16. For example, gaining access to a computer between ages 14 and 16 is associated with a 1.4% reduction in the probability of being a frequent smoker at age 16, and a 2.5% reduction in the probability of being a frequent drinker at age 16 (IFS, 2009). Lack of a home computer has been linked to numerous outcomes of deprivation such as frequent truanting, suspension or exclusion, smoking, drinking and anti-social behaviour (Sabates, 2008). Examples of local authorities enabling people to feed back online on quality of service provision Directgov provides a directory of local authority contact details: Examples of national and/or local initiatives to promote skills development through online learning n authority achieving achieving

35 35 Digital Britain: the report claims that our society and our economy are being transformed by the development and use of innovative digital technologies... further growth is dependent on research and innovation. And it is dependent on our having enough people with the right skills, in the right place, at the right time to develop, apply and maximise the impact of those new technologies for our economy (p.165). John Denham and Estelle Morris Independent Review of ICT User Skills: Reiterates the importance of the role that Digital Life Skills play in the health and wellbeing of UK citizens and the wider UK economy. They have an impact on an adult s equality of access to information and services, employability, social inclusion, engagement in further learning, and also on wider business productivity. The Review recommends that a more concerted approach is now needed to make provision available and ensure that adults can access the skills they need to get online (p.172), see figure 7 p Find out more Click here for further video evidence and to see how partners are getting involved: n authority achieving achieving

36 Section 4 National supporting evidence reference Section 4 National Supporting evidence reference Delivered by