Minority Ethnic Achievement Project:
Raising the Attainment of Pakistani, Bangladeshi, Somali
and Turkish heritage pupils
Project Directors
Asyia Kazmi and Vinod Hallan
Key messages
• Education vital to enabling young people to reach their
potential
• All children can succeed
• There are children from every ethnic group achieving at
the highest level
General Picture
Where we started
2002
• Concern as to under-achievement of some minority
ethnic groups but no national picture and no national
focus
• Issues of ethnicity too marginal to DfES policy
• Little or no national lead on meeting the needs of
Bilingual learners
• Concern as to allocation and use of EMAG
Getting started
• February 2003 – launched “Aiming High” consultation
document setting out for the first time: where we felt we
were on these issues and how we should respond
• Well received and an excellent response – over 350 formal
responses, national conferences, voluntary sector seminars
and research examining the views of young people
What you told us?
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•
•
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•
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Strong support for a national strategy
More funding and on a longer funding cycle – 3 Years
Reform process for allocating EMAG
Supportive of a national focus - African Caribbean, bilingual &
highly mobile pupils
Need to do more to create a diverse workforce
Training for staff at all levels on meeting needs of minority ethnic
pupils
Support for schools with small populations of minority ethnic
pupils
Support schools to take forward implications of RR(A)A 2000
Aiming High – the strategy
• Mainstreaming – particular focus on improvement
strategies, behaviour, SEN, T&G, leadership and workforce
• Targeted
• African Caribbean Achievement Project
• National framework of support for Bilingual pupils
• Support for Pakistani, Bangladeshi, Somali & Turkish
heritage pupils
• Focus on Gypsy & Traveller pupils
Aiming High – the strategy
• Accountability
• Work with OfSTED to strengthen inspection
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•
•
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frameworks
Publication of annual achievement data by LEA
Requiring LEAs to set targets by ethnicity through EDP
process
Central issue in stocktake meetings
Central feature of New Relationships with Schools
Aiming High – the strategy
• Developing capacity - resources
• EMAG - an increase of 27% from £150m in 2002-3 to
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•
•
•
£190m by 2007-8
Retained the ringfence
Announced 3 year funding from 2005-6
Moved allocation toward a needs basis
Produced guidance – emphasising use of EMAG to
support bilingual and other underachieving pupils
Aiming High – the strategy
• Developing capacity - commissioned research and
published a suite of guidance:
• Understanding needs of mixed heritage pupils
• Supporting effective use of EMAG
• Supporting Gypsy/Traveller Children
• Meeting the needs of minority ethnic pupils in mainly
White schools
• Supporting Asylum Seeking and Refugee children
So what is the current position?
Achievement by ethnicity:
GCSE/GNVQ 2003 & 2004
Performance across key stages
2003 Cohorts: Re lativ e Pe rformance of Ethnic Groups against the National Av e rage
at the Expe cte d Le v e l in Ke y Stage 1, 2, 3 and GCSE English
All
White British
Irish
Indian
Bangladeshi
Caribbean
Black Af rican
Chinese
Pakistani
20%
10%
-5%
KS3
KS2
0%
GCSE/GNVQ
5%
KS1
Discrepancy from the National Average
15%
-10%
-15%
Source: National Pupil Database (2003 Unamended Dataset)
Coverage: All Pupils w ith Attainment Data and PLASC Data
-20%
Attainment across the Key Stages
2004 average point score in maintained schools at Key Stages 1, 2 and 3 by ethnic group
Level 1
Average Point Score
1
2
3
4
5
6
7
8
Level 2
Level 3
Level 4
Level 5
Level 6
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Chinese
Indian
White British
White Other
White and Black Caribbean
Bangladeshi
Black African
Pakistani
Black Caribbean
Traveller of Irish Heritage /
Gypsy / Roma
'Expected Progress'
Source: 2004 NPD (amended KS2, unamended KS1, KS3)
Key Stage 1
Key Stage 2
Key Stage 3
All non-FSM pupils
Ethnic Group
All FSM pupils
Unclassified2
23.1
36.1
55.5
50.7
50.5
51.6
50.8
58.5
68.3
65.2
69.2
71.7
75.0
Average for all FSM pupils is 26.1%
Any other ethnic
group
39.9
53.5
49.2
46.3
42.9
39.1
36.8
36.4
32.4
27.7
26.0
29.6
30.7
45.6
60.1
80
Chinese
Any other Black
background
Black African
Black Caribbean
Any other Asian
background
Bangladeshi
24.5
33.6
45.4
64.9
Average for all non-FSM pupils is 56.1%
Pakistani
Indian
Any other mixed
background
White and Asian
White and Black
African
White and Black
Caribbean
21.4
40
Any other White
background
4.1
10
Gypsy/Roma
1.9
50
Traveller of Irish
Heritage
30
27.3
56.2
70
Irish
21.8
60
White British
% of pupils achieviving 5A*-C
Attainment, FSM and ethnicity
2004 GCSE and equivalent: attainment by ethnicity and FSM eligibility
20
0
0
Ethnic Group
Boys
Girls
29.8
27.3
43
43
37.3
54.8
55.2
54.4
48.9
43.8
41
52.1
71.9
69.9
69.5
65.9
61.6
57.1
61.4
79.1
Average f or all girls is 57.0%
Any other ethnic
group
Chinese
Any other Black
background
Black African
Black Caribbean
Any other Asian
background
Bangladeshi
38.8
51
47.1
43.5
44.9
61.3
80
Pakistani
34.1
49.3
Average f or all boys is 46.8%
Indian
Any other mixed
background
White and Asian
White and Black
African
White and Black
Caribbean
Any other White
background
20
15
12.7
39.7
40
Gypsy/Roma
30
23.3
62.5
70
Traveller of Irish
Heritage
54
57.3
60
Irish
47.3
50
White British
% Achieving 5 or more A*-C grades
Gender, ethnicity & achievement
2004 GCSE Cohort: Proportion Achieving 5+A*-C GCSE and equivalent
for pupils in maintained schools by ethnicity and gender
90
10
Gender, ethnicity & achievement
Percentage point difference between the % of girls and boys achieving 5+A*-C at GCSE and
equivalent 2004
Black Caribbean
16.5
Traveller of Irish Heritage
16.4
Bangladeshi
14.2
Pakistani
13.3
Any other Black background
13.2
Any other White background
12.0
Black African
11.6
Any other ethnic group
11.4
Any other Asian background
11.1
White and Black Caribbean
10.8
Indian
10.3
Any other mixed background
10.0
White British
10.0
Chinese
9.6
Unclassified
9.3
White and Asian
8.5
Irish
8.5
White and Black African
7.5
-2.3 Gypsy/Roma
All pupils
-5
10.2
0
5
10
Percentage point difference
15
20
Minority Ethnic Achievement Project –
Raising the Attainment of Pakistani, Bangladeshi, Somali
and Turkish heritage pupils
The story so far
• There are pupils from these communities achieving at the
highest levels
• Achievement moving in the right direction
• Pakistani – At GCSE up 3.7 percentage points to
45.5% achieving 5 A*- Cs
• Bangladeshi – Up 3 percentage points to 48.5 %
• Recognise that we need to raise our game
Project to address the needs of Pakistani,
Bangladeshi, Somali & Turkish heritage pupils
• Key groups at risk of not reaching potential
• Recognise similarities and differences within these groups
• Address the issues as they are experienced locally
• Some factors to consider
• Socio-economic
• High levels of bilingual pupils
• Capacity of parents to support their children
• Failure of schools to embrace diversity
Project to address the needs of Pakistani,
Bangladeshi, Somali and Turkish heritage pupils
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12 LEAs – nationally working with 3–6 schools each
Collaboration and learning between LEAs
Two Regional Directors to work with LEAs
Work through National Secondary Strategy and
support other Regional Directors and LEA consultants
Project to address the needs of Pakistani,
Bangladeshi, Somali & Turkish heritage pupils
Focus
• Identifying underperformance of pupils from these
communities
• Targeting appropriate support
• Developing appropriate teaching and learning
Aim
• Maximise progress of pupils in Years 8 & 9
• Close the attainment gap
• Increase the number of pupils gaining L5+ at Key Stage 3
Project design - key elements
The aims will be achieved by:
• ensuring the active participation of senior leadership
teams
• enhancing whole school systems and embedding
effective teaching and learning
• improving the active involvement of parents,
community and supplementary schools
• encouraging effective collaboration between KS3 and
EMA staff, at both LEA and school level
12 LEAs, 52 Schools
Midlands and North
• Birmingham
• Bradford
• Kirklees
• Oldham
• Manchester
South
• Camden
• Enfield
• Haringey
• Luton
• Newham
• Tower Hamlets
• Waltham Forest
Birmingham Schools
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Broadway School
Golden Hillock School and Sports College
The Heartlands High School
Park View Secondary School
Small Heath Technology College
Very positive response from schools and LEAs
Resources
• Small amount of funding
• Make use of existing Strategy resources
• New materials on coaching for summer 05
Resources and Training
• Generic Key Stage 3 materials
• Assessment for Learning
• Literacy and Learning
• Leading in Learning
• Subject specific materials
• Increasing rates of progress course
• Strategy targeted materials
• ‘Access and engagement’ series
• Unlocking potential: Raising ethnic minority attainment at KS3
• Raising aspects of ethnic minority achievement
Issues that may arise
Barriers to implementation identified by participants at
national conferences were:
• initiative overload;
• lack of time;
• lack of collaboration between EMA and KS3
colleagues.
Emerging effective practice
• Science and mathematics departments trained on the
use of oracy to develop subject language.
• Assessment for learning is being developed in
partnership with Science and EMA departments to
accelerate progress
• Observation of focus groups in class led to
personalised learning plans for pupils in mathematics,
in conjunction with Literacy in mathematics training
Emerging practices
• Culturally inclusive curriculum development
• Developing thinking skills in science, in addition,
setting up a science club which will seek to investigate
contributions made to science by Muslim scientists.
• Collaboration between mainstream school and a
complementary school.
• Teaching of the curriculum through MFL classes
Working with parents
• Half-termly parents forum to investigate barriers to
family involvement in pupil achievement.
• Developing a pupil-parent mentoring system targeting
pupils in the classroom during lesson time.
• Termly workshop for parents delivered in English and
community languages
Consultative group
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A consultative group with representatives from:
Headteachers,
Community leaders,
LEA KS3 and EMA advisers
Higher education teacher trainers,
has been established to ensure that the project aims
are fulfilled
Expected outcomes
• At the end of the project
• Sustainable mainstreamed practice
• Reduction in the attainment gap
• Disseminate findings through
conferences/resources in Summer 06
If you hear my need
then hear too my unsung strength
in equal measure
Valerie Witonska
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