BAME Action Plan – Example

Our mission at xxxxxx school is to:• achieve outcomes for all children and young people as good as, or

better than, anywhere else in the country• close the gaps in attainment for our different ethnic groups and

disadvantaged pupils• tackle related inequalities and negative outcomes such as exclusions,

which impact on life chances

Priority Area 1a – The Qualiy of Education (Outcomes) – for the attainment gap between Black Caribbean and BAME pupils compared to White British to be reduced over time and for Black Caribbean and BAME pupils to achieve outcomes that are in line with Haringey averages and working towards White British averagesObjective Action Ownership/

timelineReview and Impact statement

Black Caribbean BAME White British Autumn Spring Summer Autumn Spring Summer Autumn Spring Summer

R W M R W M R W M R W M R W M R W M R W M R W M R W MY1 InternalY2 InternalY3 InternalY4 InternalY5 InternalY6 InternalGLDPhonicsKS1 SATSKS2 SATS

Conduct detailed analysis of achievement data to spot patterns/ trends in performance that can inform action planning. Where pupil numbers are very small, analysis is across classes/ year trends.Identify pupils making slow progress from starting points using end of key stage and in school data Use the toolkit for identifying pupils vulnerable to under achievement/performance Audit reading outcomes to determine if pupils read widely, often, with fluency and comprehensionAnalyse SEND profiles against BAME pupils who are underperforming. Have pupils been correctly identified and intervention carefully matched to their needs. Set ambitious targets for identified pupils, communicate to teachers and relevant staff, drawing up action plans and monitoring where appropriate

Establish cycle of focused pupil progress reviews for targeted pupils. Outcomes of which are shared with SLT and Governor responsible for BAME achievement Use school self-evaluation tools – Book Scrutiny, learning walks, pupil survey and discussion groups to triangulate with data and outcomes

Priority Area 1b – The Quality of Education (Teaching and Learning) – for Black Caribbean and BAME pupils to have equitable access to and representation in a rich and diverse curriculum with teaching and intervention which meets their needs Objective Action Ownership/

timelineReview and Impact statement

Audit language and vocabulary acquisition for pupils who are underperforming and put in place intervention where appropriate including staff training Data analysis and triangulation in relation to the development of reading for BAME and Black Caribbean pupils that are at risk of under-performance in undertaken. Interventions and 1:1 reading support are put in place. Conduct learning environment walks and resource audits focusing on cultural representation and follow up with staff training and sharing of best and impactful practice Review of the curriculum and explore ways in which it can be enhanced so that it is well planned, is more representative, engaging, challenging and relevant for BAME pupils and parental community Audit the academic, technical or vocational ambitions for pupils to determine if the curriculum is ambitious and full enough to meet needs.Audit extracurricular provision for offer and access, look at who accesses what and who doesn’t and why. Draw up actions to address inequitable access Use school self-review tools to focus on the ‘experience’ of Black Caribbean and BAME pupils Audit interventions to ensure they best meet the needs of the pupils they target and that they are time limited and impactful

Priority Area 2 – Behaviour & Attitudes – for Black Caribbean and BAME pupils to have the best possible opportunities to develop socially and emotionally and have their talents and interests recognised Objective Action Ownership/

timelineReview and Impact statement

Conduct learning walk and audit pupils’ behaviour and conduct. Consider extent to which expectations for pupils’ behavior and conduct is high and relationships among pupils and staff are positive.

Review behavior policy in tandem with an audit of behavior and exclusions – are there patterns in the triggers of poor and persistently poor incidents of behavior? Does the school s behavior policy have, or create barriers in its systems and implementation? Monitor the system of rewards and sanctions and track which children are consistently being sanctioned and rewarded. What does this tell you? Provide staff training considering behavior policy review with a focus on the teaching of self-regulation strategies and the personalisation of behavior management approaches Correlate behavior and attendance analysis and information so this is used to influence targets and interventions set

Priority Area 3 – Personal Development – for Black Caribbean and BAME pupils to have the best possible opportunities to develop socially and emotionally and have their talents and interests recognised Objective Action Ownership/

timelineReview and Impact statement

Review extent to which the curriculum provides for BME pupils’ broader development so that they develop their interests and talents.The SLT lead identifies a staff advocate for any BME pupils causing concern: a 'champion/ mentor' for that pupil who takes an interest in their welfare and achievement.Across all year groups, ensure there is explicit teaching of academic resilience, confidence, independence and physical and mental health and well-being.All leaders and staff are proactive in finding out the interests, skills and talents of underperforming or disengaged BAME pupils and set up motivational or learning opportunities, e.g. workplace trips or visitors/entrepreneurial. Raising cultural capital overseen by BAME lead To set up small group trips and workshops to widen pupils’ cultural experiences including those that are culturally relevant and celebratory of diversity and minority achievement Review extent to which BME pupils are successful and well prepared for life in modern Britain; this includes developing their understanding of British Values and equipping them to make a positive contribution to society.

Priority Area 4 – Leadership and Management - For the leadership of the school to be conspicuously ambitious and accountable for raising the profile of Black Caribbean and BAME pupils in relation to improved attainment and outcomes, understanding

of culture and valuing difference. Ensuring equitable access to the curriculum and wider school opportunities Objective Action Ownership/

timelineReview and Impact statement

Leaders develop and articulate a clear and ambitious vision for raising the outcomes of BAME pupils; this is realised through the school’s shared values, policies and practice.Identification of a senior leader who has conspicuous responsibility for championing Black Caribbean and BAME pupils within the school who will then own, review and adapt this plan Identification of a named Governor with a responsibility for monitoring progress and attainment and working with the BAME Champion on the leadership team For the BAME Champion to complete the BAME self-evaluation audit and feedback to leadership, governors and staff as appropriate and draw up actions for inclusion in this action plan with tight timescale and impact measures The BAME champion is committed to developing staff training and development so that practice and subject knowledge to better meet the needs of BAME pupils is developed over time. Review extent to which the school engages effectively with pupils and the wider community, including parents, carers, employers and local services and think creatively about the input that parents and carers from BME backgrounds could make to the school and wider community. Conduct a full pupil premium grant audit and review, include recommendations in this action plan To be proactive in diversifying the leadership and staff team at all levels across the school