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Minority Ethnic Achievement Project:
Raising the Attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils
Project DirectorsAsyia 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?
• 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
• Accountability• Work with OfSTED to strengthen inspection
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
£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
Aiming High – the strategy
So what is the current position?
Achievement by ethnicity:GCSE/GNVQ 2003 & 2004
Percentage of pupils achieving 5 A*-C at GCSE and equivalent in 2003 and 2004
51.3
60.1
41.6
23.2
52
39.9
47.5
64.7
51.6
65.2
41.5 4
5.5
59
32.9
40.7
33.6
74.8
52.3
58.3
30.2
13.5
55
39.7
47.1
65.7
52.3
66.6
45.2 48.4
60
35.7
43.3
36.2
74.2
0
10
20
30
40
50
60
70
80
White
Britis
h
Iris
h
Tra
velle
r of Ir
ish
Herita
ge
Gypsy/R
om
a
Any o
ther
White
backgro
und
White
and B
lack
Caribbean
White
and B
lack
Afr
ican
White
and A
sia
n
Any o
ther
mix
ed
backgro
und
India
n
Pakis
tani
Bangla
deshi
Any o
ther
Asia
n
backgro
und
Bla
ck C
aribbean
Bla
ck A
fric
an
Any o
ther
Bla
ck
backgro
und
Chin
ese
Ethnic Group% achieving 5A*-C in 2003 % achieving 5 A*-C in 2004
Average for all pupils in 2004 w as 51.9%
Performance across key stages
2003 Cohorts: Relative Performance of Ethnic Groups against the National Average at the Expected Level in Key Stage 1, 2, 3 and GCSE English
-20%
-15%
-10%
-5%
0%
5%
10%
15%
20%
KS
1
KS
2
KS
3
GC
SE
/GN
VQ
Dis
cre
pancy fro
m the N
ational A
vera
ge
All White British Irish Indian Pakistani
Bangladeshi Caribbean Black African Chinese
Source: National Pupil Database (2003 Unamended Dataset) Coverage: All Pupils w ith Attainment Data and PLASC Data
Attainment across the Key Stages2004 average point score in maintained schools at Key Stages 1, 2 and 3 by ethnic group
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Average Point Score 1 2 3 4 5 6 7 8 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'
Key Stage 1 Key Stage 2 Key Stage 3Source: 2004 NPD (amended KS2, unamended KS1, KS3)
Attainment, FSM and ethnicity2004 GCSE and equivalent: attainment by ethnicity and FSM eligibility
56
.2
64
.9
45
.4
21
.4
60
.1
45
.6
53
.5
71
.7
58
.5
69
.2
50
.8
51
.6
65
.2
39
.1
50
.5
39
.9
75
.0
55
.5
50
.7
21
.8
27
.3
1.9 4
.1
33
.6
24
.5
30
.7
36
.4
29
.6
49
.2
36
.8
46
.3
42
.9
26
.0
32
.4
27
.7
68
.3
36
.1
23
.1
0
10
20
30
40
50
60
70
80
Wh
ite B
ritis
h
Iris
h
Tra
velle
r o
f Ir
ish
Heri
tag
e
Gyp
sy/R
om
a
An
y o
ther
Wh
iteba
ckgro
un
d
Wh
ite a
nd B
lack
Cari
bbe
an
Wh
ite a
nd B
lack
Afr
ica
n
Wh
ite a
nd A
sia
n
An
y o
ther
mix
ed
ba
ckgro
un
d
India
n
Pa
kist
an
i
Ba
ng
lad
esh
i
An
y o
ther
Asi
an
ba
ckgro
un
d
Bla
ck C
ari
bbe
an
Bla
ck A
fric
an
An
y o
ther
Bla
ckba
ckgro
un
d
Chin
ese
An
y o
ther
eth
nic
gro
up
Uncl
ass
ifie
d2
Ethnic Group
% o
f p
up
ils
ac
hie
viv
ing
5A
*-C
All non-FSM pupils All FSM pupils
Average for all non-FSM pupils is 56.1% Average for all FSM pupils is 26.1%
Gender, ethnicity & achievement
2004 GCSE Cohort: Proportion Achieving 5+A*-C GCSE and equivalent for pupils in maintained schools by ethnicity and gender
47.3
54
23.3
15
49.3
34.1
43.5
61.4
47.1
61.6
38.8
41
54.8
27.3
37.3
29.8
69.5
43
57.3 6
2.5
39.7
12.7
61.3
44.9 5
1
69.9
57.1
71.9
52.1 55.2
65.9
43.8 4
8.9
43
79.1
54.4
0
10
20
30
40
50
60
70
80
90
White
Britis
h
Iris
h
Tra
velle
r of Ir
ish
Herita
ge
Gypsy/R
om
a
Any o
ther
White
backgro
und
White
and B
lack
Caribbean
White
and B
lack
Afr
ican
White
and A
sia
n
Any o
ther
mix
ed
backgro
und
India
n
Pakis
tani
Bangla
deshi
Any o
ther
Asia
n
backgro
und
Bla
ck C
aribbean
Bla
ck A
fric
an
Any o
ther
Bla
ck
backgro
und
Chin
ese
Any o
ther
eth
nic
gro
up
Ethnic Group
% A
ch
ievin
g 5
or
mo
re A
*-C
gra
des
Boys Girls
Average for all boys is 46.8% Average for all girls is 57.0%
Gender, ethnicity & achievementPercentage point difference between the % of girls and boys achieving 5+A*-C at GCSE and
equivalent 2004
10.2
-2.3
7.5
8.5
8.5
9.3
9.6
10.0
10.0
10.3
10.8
11.1
11.4
11.6
12.0
13.2
13.3
14.2
16.4
16.5
-5 0 5 10 15 20
All pupils
Gypsy/Roma
White and Black African
Irish
White and Asian
Unclassified
Chinese
White British
Any other mixed background
Indian
White and Black Caribbean
Any other Asian background
Any other ethnic group
Black African
Any other White background
Any other Black background
Pakistani
Bangladeshi
Traveller of Irish Heritage
Black Caribbean
Percentage point difference
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
• 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
• 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
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 measureValerie Witonska
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