Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupilsA management guide
Curriculum and Standards
Guidance
Local authority and school strategy and inclusion managersStatus: Recommended
Date of issue: 03-2007
Ref: 00069-2007BKT-EN
Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide 00069-2007BKT-ENSecondary National Strategy © Crown copyright 2007
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ContentsIntroduction 2 Background 3 waves: a common approach to intervention support How to use this document
Leadership and management 6 Working in collaboration – networking
Ethos for learning 8 Pupil voice
Making effective use of data 11
Teaching and learning 13 Partnership teaching
Parents and community 14 Working with the local community
Self-evaluation document 17
00069-2007BKT-EN Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide© Crown copyright 2007 Secondary National Strategy
Introduction
The Government’s drive to improve secondary education is based upon high expectations for all pupils with appropriate support and intervention to reduce inequalities.
The schools’ white paper Higher Standards, Better Schools for All: More Choice for Parents and Pupils ref. Cm 6677 stresses the importance of personalised learning where teaching and learning are tailored to the individual needs of all pupils, with particular attention to those pupils who have fallen behind including those from minority ethnic groups. This management guide will support schools in personalising the learning of pupils of Pakistani, Bangladeshi, Somali and Turkish heritage in order to raise their attainment.
Promoting inclusion and tackling underperformance are important aspects of the Secondary National Strategy for school improvement. Nationally pupils of Pakistani and Bangladeshi heritage underperform when compared to other groups; there is also local evidence showing underperformance of Somali and Turkish heritage pupils. The gap in attainment between many pupils from these heritage groups and the national average is marked by the time pupils reach the end of Key Stage 2 and widens through Key Stages 3 and 4. Although average attainment is rising for Pakistani and Bangladeshi pupils and pupils from these groups can and do attain at the highest level, 2006 data present a stark picture of underattainment and highlight the need for targeted intervention programmes.
2006 GCSE attainment data
0
10
20
30
40
50
60
70
80
90
Chines
e
White
/Asia
n
Indian Iri
sh
All pupils
White
/BA
EAL
Banglad
eshi
Black
Africa
n
Pakist
ani
White
/BC
Black
Carib
bean
Trav
eller
Gypsy
/Rom
a
5+ A*-C GCSE incl. En and Ma 5+ A*-C GCSE
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Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide 00069-2007BKT-ENSecondary National Strategy © Crown copyright 2007
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This guidance is intended to support senior leaders in tackling underperformance through rigorous self-evaluation and targeted action, closely aligned to other aspects of school improvement and should be used in conjunction with other guidance materials such as:
Tracking for success Ref: 1545-2005FLR-EN
Tackling underperformance: a guide for school leaders Ref: 0758-2004G
Unlocking potential: raising ethnic minority attainment at Key Stage 3 Ref: 0579/2002
BackgroundThe minority ethnic achievement programme (MEAP) was launched as a pilot in October 2004 to address the underattainment of pupils from Pakistani, Bangladeshi, Somali and Turkish (PBST) heritage. It involved 12 local authorities (LAs) and 52 schools nationally and has been extended to involve 17 LAs and 80 schools.
The programme objectives were to:
narrow the achievement gap
ensure that the educational aspirations of Bangladeshi, Pakistani, Somali and Turkish communities and their children are realised
support the development of inclusive approaches to teaching and learning.
The programme focuses on improving teaching and learning in English, mathematics and science for minority ethnic pupils at Key stage 3 and on creating inclusive schools that address the needs of all pupils.
3 waves: a common approach to intervention supportThe National Strategies advocate a systematic approach to teaching based on three ‘waves’ of tailored support. Schools will need to use a ‘waves’ approach to plan, design and tailor effective and appropriate provision. This guidance is aimed at the development of ‘wave 1’ and ‘wave 2’ intervention support.
The waves are:
Wave 1 – Tailored teaching in classes
High quality inclusive teaching is supported by effective whole-school policies and frameworks, clearly targeted on all pupils’ needs and prior learning. This needs to be based in planning and schemes of work that are designed to move all pupils from where they are to where they need to be. Where there are large numbers of pupils that share the same learning needs, then the best solution is to adjust the planning to cater for them. It means setting a new trajectory for the learning programme to take pupils to where they need to be in terms of age-related expectations. Effective wave 1 teaching anticipates the needs of pupils based on good use of yearly transition data and information.
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00069-2007BKT-EN Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide© Crown copyright 2007 Secondary National Strategy
Wave 2 – Wave 1 plus additional, time-limited, tailored intervention support programmes:
This is designed to increase rates of progress and secure learning for groups of pupils which puts them back on course to meet or exceed national expectations. This usually takes the form of a tight, structured programme of small-group support, carefully targeted and delivered by teachers or teaching assistants who have the skills to help pupils achieve their learning objectives. This can occur outside (but in addition to) whole-class lessons, or be built into mainstream lessons as part of guided work. Critically, intervention support needs to help pupils apply their learning in mainstream lessons. Intervention programmes need to be closely monitored to ensure that they meet pupils’ needs. This is about support for pupils who can get back to achieving age-related expectations. The outcome of wave 2 intervention is for pupils to be back on track to meet national expectations at the end of the key stage.
Wave 3 – Wave 1 plus increasingly individualised programmes, based on independent evidence of what works
Expectations are to accelerate and maximise progress and minimise performance gaps. This will involve one-to-one or very small group support via a specialist teacher, highly-trained TA or academic mentor, to support pupils towards the achievement of very specific targets.
The ‘waves’ model provides a useful tool to support efficient curriculum planning, inclusive teaching and personalised approaches to address diverse needs. It provides a common language that emphasises a curriculum response that can reduce the need for highly individualised strategies.
How to use this documentThis management guide provides a structured approach to identifying and addressing the needs of underperforming groups of pupils, in particular Pakistani, Bangladeshi, Somali and Turkish heritage pupils.
This guide will support senior leaders in:
reviewing the performance of all pupils from the target groups and identifying underperforming groups or individuals
reviewing key aspects of the school, for example whole-school management systems, school policies, teaching and learning, intervention, parental/carer and community partnerships and whole-school ethos
using the review findings to improve key aspects of the school and to ensure the attainment of the target groups
devising a programme for the professional development of teachers using coaching through partnership teaching
monitoring and evaluating the implementation of these changes and tracking pupils’ progress, to ensure that attainment is maintained.
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Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide 00069-2007BKT-ENSecondary National Strategy © Crown copyright 2007
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Key principles
The achievement of PBST heritage pupils is a whole-school issue.
Senior leaders are key to developing inclusive school practices for all pupils.
Teaching and learning initiatives that address PBST heritage pupils’ needs are essential to raising attainment. They should be evidence-driven and their impact evaluated.
PBST heritage pupils should be assessed and tracked as part of the school’s academic review cycle.
Pupils should be aware of their current level of attainment and know what their areas of development are. Teaching should aim to address these areas of development. Curricular target setting should inform this process.
It is essential to support parents and carers in addressing the learning needs of their children through a planned programme of training.
It is important that pupils’ views and opinions are sought to improve the climate for learning.
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Key points
Is the achievement of PBST heritage pupils a key issue in the school and addressed in the school development plan?
Is there a clear leadership structure that will monitor and evaluate the impact of actions taken on this programme and provide active support?
How are you ensuring active partnership between parents, community and the school?
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This guide is divided into the following sections: Leadership and management
Working in collaboration – networking
Ethos for learning
Pupil voice
Making effective use of data – tracking and monitoring
Teaching and learning
Partnership teaching
Parents and community
Working with the local community.
Before using the guidance, senior leaders will need to: complete the accompanying self-evaluation document
identify priorities
agree a time line for tackling the priorities.
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00069-2007BKT-EN Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide© Crown copyright 2007 Secondary National Strategy
Leadership and management The 2006 evaluation of the two-year pilot showed MEAP had the greatest impact when led by a senior leader. Their role ensured the MEAP programme had high status and was central to the work of the school. Interventions were integrated fully into the school development plan and informed the Secondary Self-Evaluation Form (SEF), Ofsted May 2006, available at www.ofsted.gov.uk.
Best practice shows that the interventions had the most impact when senior leaders set up a working group comprising:
senior leader/strategy manager
head of inclusion (EMA/EAL)
core subject leaders
head of year
home–school link worker, if available
LA consultant or adviser.
A key responsibility of this group is to complete the self-evaluation audit and to identify areas of priority. Then senior leaders in conjunction with subject leaders could plan a programme of action to raise the attainment of the focus pupils. This might include professional development of teachers that addresses particular learning needs of the target pupils, for example, implementing Literacy and learning or Assessment for learning. One of the key roles of senior leaders is to create the time required for teachers to take developments forward.
From the 2006 evaluation, the programme had the greatest impact when intervention was targeted on a small group of pupils; the most effective number was about 20 pupils. This ensured monitoring and evaluation was focused. This programme is aimed at pupils who have the potential, with support, to get at least a level 5 in the Key Stage 3 tests. Developments were most effective when they focused on the core subjects in Years 8 and 9. When setting targets for pupils it is important to remember that pupils may already have underachieved at Key Stage 2 and therefore need to be set challenging targets which aim to accelerate their progress.
The 2006 evaluation also showed that a programme of teacher professional development using partnership teaching and coaching, particularly with pupils of PBST heritage, was a key factor in improving teaching and learning and the attainment of all pupils.
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Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide 00069-2007BKT-ENSecondary National Strategy © Crown copyright 2007
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It is vital that senior leaders monitor and evaluate not just pupils’ attainment progress, but also developments in teaching and learning. This might be through:
discussions with pupils
lesson observation
book sampling
parents’ discussion
monitoring planning meetings and schemes of work.
It is helpful if senior leaders set up a forum for parents of the target cohort and work with local community groups, such as supplementary schools, to raise the attainment of PBST pupils. Guidance and case studies on this are provided in the Parents and community section.
Interventions should be integrated into existing school systems and structures. This ensures developments are sustained and embedded.
Key points
With support from the LA, schools should:
set up an intervention working group
complete the self-evaluation document to identify key priorities
produce an action plan that addresses key priorities and makes use of Secondary National Strategy and EMA resources at LA and school level
implement partnership teaching through coaching.
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Working in collaboration – networkingResearch has shown that teachers want to learn from other teachers. Many schools have found it extremely useful and beneficial to learn in collaboration with other schools. This helps to build local capacity. The MEAP programme was about collaboration, the good ideas of one school incorporated into the provision for PBST pupils in another and vice versa. Termly network meetings provided an excellent forum for professional development and an opportunity to consider how universal resources were used to impact on the attainment of a focus group, such as assessment for learning.
It is important that senior leaders attend network meetings held by the local authority and monitor developments when appropriate.
Action point
Ensure a key member of the intervention working group attends network meeting each term.•
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00069-2007BKT-EN Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide© Crown copyright 2007 Secondary National Strategy
Ethos for learning
Raising the attainment of the targeted pupils should focus on improving teaching and learning, supported by a conducive whole-school ethos that has high expectations and enables pupils to feel secure and valued. The Every Child Matters agenda, launched by the Government in 2003, addresses the needs of young people in the five key areas:
Enjoy and achieve
Stay safe
Make a positive contribution
Be healthy
Achieve economic well-being.
The main aspect of the Every Child Matters agenda for this group of pupils is:
Enjoy and achieve
Interventions are focused on teaching and learning. However, the school also needs to consider other areas that contribute to developing an inclusive ethos and ensuring pupils enjoy and achieve to their fullest potential.
The environment for the pupils inside and outside of the school needs to be considered as an essential component of pupils’ learning. Minority ethnic pupils should be viewed as a strength of the school. Treating these pupils as a part of the school’s identity is central to its ethos. This can be achieved by focusing on the pupil as an individual, by recognising and celebrating their successes and being aware of barriers they face outside the school environment for example, racism, poverty, life experiences and sometimes cultural tensions.
Recognising the progress of individual pupils in formal and informal ways, raising expectations and aspirations through use of community organisations, successful role models and mentors all contribute to giving the message to pupils that the school has the highest expectations of them and will work to help meet these expectations.
Schools should not only have knowledge of cultural and religious dates but also be proactive in celebrating these events as a whole-school community such as holding a whole-school Iftari (the meal served when the fast is broken) in Ramadan involving parents and community members.
Within the classroom the climate for learning should ensure that all pupils feel valued and challenged to extend their learning. Teachers’ planning must reflect the need for differentiation to support the learning of PBST heritage pupils and also deploy other adults (for example, teaching assistants or learning mentors) appropriately to ensure all pupils are included. Pupils should be actively involved in the assessment of their own learning.
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Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide 00069-2007BKT-ENSecondary National Strategy © Crown copyright 2007
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Stay safe
Schools should consider the physical environment of the pupils; for example, do displays around the school reflect the countries from which they originate, or contributions other countries have made to our body of knowledge and our society?
School should be a place where pupils feel psychologically as well as physically safe. The celebration of diversity in school contributes to the pupils’ sense of belonging, self-esteem and self-worth. Opportunities should be made in terms of displays, as well as within curriculum areas and teaching resources to reflect different cultures and make use of the varied experiences pupils bring with them.
Effective schools pay attention to the relationships pupils have with other pupils and the relationships they have with staff. Strategies to promote positive behaviour and good attendance are crucial in providing a secure learning environment.
The school should ensure that it has an effective policy on:
race equality
dealing with racial incidents, both victims and perpetrators
dealing with bullying.
For pupils to feel safe, it is vital that their cultural, linguistic and religious diversity is recognised and promoted. The most effective way of knowing if a school is getting an inclusive ethos right is by asking pupils. When schools actively develop a pupil voice, pupils feel their concerns and recommendations are heard and acted on. This gives pupils a sense of ownership and belonging to the school and is particularly important for minority ethnic pupils, some of whom may feel disengaged or disempowered at school.
Make a positive contribution
Pupils feel valued and respected when they are given responsibility in school and feel they have a say in the decisions which affect them. Effective use could be made of school councils, where areas of concern or interest to the pupils are highlighted and solutions discussed.
Pupils could be encouraged to work with other pupils as mentors as well as with members of the community.
Schools could facilitate a forum to tackle political or controversial issues through debate and dialogue with peers as well as teachers and local organisations.
Be healthy
Schools should ensure the physical and emotional health of pupils by being sensitive to their cultural and religious requirements. This should be reflected in all aspects of school life for example the teaching of RE and sex education. Opportunities should be provided to develop the positive self-image and self-belief of all pupils.
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00069-2007BKT-EN Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide© Crown copyright 2007 Secondary National Strategy
Achieve economic well-being
Care should be taken when giving guidance on work experience and careers so that stereotypes are not perpetuated and pupils are challenged to seek work outside their or their parents’ sphere of experiences. This is a vital element of enjoying economic well-being.
Pupils’ option choices can be monitored to ensure that no single group is overly represented in a particular area. For ex pting for PE in Key Stage 4; they reviewed the guidance they were giving to pupils with regard to option choices to ensure pupils were considering all avenues. Attention should also be paid to monitoring by gender in terms of option choices.
Pupil voice‘When schools make efforts to consult with and take note of “the pupil voice”, pupils tend to be more positive in their approach to learning and to school.’
Middle leaders’ self-evaluation guide
The most effective way a school can learn about the impact of its policies and its practices is by eliciting the views of pupils. It is vital schools have a good understanding of pupils’ perceptions, attitudes and beliefs about the school and also about what impacts on them outside the school.
It is important to remember that pupils may lack confidence or be reticent in sharing their views with teachers directly; you may wish to consider approaches such as peer-led discussions with group feedback or a home–school link worker leading pupil discussion and providing feedback.
Once pupils’ views have been sought, it is important to ensure that their responses inform schools’ actions and that the pupils are asked to give feedback on the impact of the actions taken.
Key points and actions
What are the professional development needs of your staff in light of the Every Child Matters agenda for minority ethnic pupils?
Look at the self-evaluation document on page 17 to reflect on these issues in more depth.
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Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide 00069-2007BKT-ENSecondary National Strategy © Crown copyright 2007
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Making effective use of data
Having completed the self-evaluation document, senior leadership teams will have an informed view of how data are currently used at senior and middle management levels; this section of the guidance will support senior management in improved use of data and is informed by the school improvement cycle of plan, implement and review.
It is assumed that the school regularly analyses all data by ethnicity and gender. Good practice is where attainment and other data, such as attendance, rewards, sanctions and exclusion are also analysed in relation to overall pupil achievement and by ethnicity and gender.
Effective senior leaders ensure there is a culture of high expectations for all pupils, particularly minority ethnic pupils. They model the approach that minority ethnic pupils can achieve at the highest level with support. Challenging targets are set for the identified pupils that take into account previous attainment in Key Stage 2, and teacher assessment, as well as the recognised need for accelerated progress to close the attainment gap.
The focus on Key Stage 3 for the targeted pupils is important because national data show this is where there is marked underachievement of PBST pupils. In addition, national data show:
if pupils do not have a level 5 in English at Key Stage 3 they have a less than 10% chance of getting 5 A*-C grades at GCSE
in 2006 just under a quarter of pupils who had level 5 in mathematics at the end of Key Stage 3 attained a grade A*-C in mathematics at GCSE. However, about 80% of pupils who had level 6 in mathematics at the end of Key Stage 3 attained a grade A*-C at GCSE
in 2006, in science 46% of pupils who had a level 5 at Key Stage 3 gained a grade A*-C in science at GCSE. Nearly 90% of pupils who had a level 6 in science at the end of Key Stage 3 attained a grade A*-C at GCSE.
Curricular target setting helps pupils to know what they need to do to improve and informs teachers in their planning and assessment. Guidance and support for English and mathematics teachers in assessing pupils accurately and identifying what pupils need to do to access the next level is available through the Assessing pupils’ progress materials (Assessing pupils' progress in English CD-ROM Ref: 03957-2006CDO-EN and Assessing pupils’ progress in mathematics Ref: 00007-2007DOM-EN).
The English and mathematics progression maps provide further guidance. Further support is available from English and mathematics consultants. Guidance in science is available through the publication Developing curricular target setting in specific subjects ref. 1101-2005 GCD (N.B. This is only available as part of the pack ref. 1496-2005CDO-EN).
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00069-2007BKT-EN Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide© Crown copyright 2007 Secondary National Strategy
Senior leaders should ensure that pupils’ progress is regularly tracked and monitored. This could be on a half-termly basis. The progress of identified pupils could be discussed at subject leader meetings and heads of years should also have an overview. Progress should be monitored, not just through attainment data but also through:
focused lesson observations, for example, to gauge pupil participation
book sampling, for example, to assess progress in writing skills
teacher feedback
pupil interviews
parental feedback.
Case study
A MEAP programme school set targets of 2 levels of improvement from KS2 attainment for each pupil based on ‘1+1’, 1 level of improvement from Key Stage 2 and 1 level of improvement that is the added ‘challenge’ to ensure pupils’ progress is accelerated to meet national expectations.
Partnership teaching was set up in science, making use of Literacy and Learning in Science ref. 0656/2004G publication. The EAL teacher marked work with a focus on literacy and the science teacher marked work with a focus on science.
All pupils on the intervention list have their progress reviewed half-termly. Sampling of pupils’ writing is done on a monthly basis to ensure progress is being made against the curricular targets. All pupils and parents are aware of the pupils’ curricular targets.
Key actions
Analyse Key Stage 3 data to identify a subject focus.
Target approximately 20 underachieving pupils in Year 8 or 9.
Set targets for these pupils that aim to accelerate progress.
Implement intervention using partnership teaching and coaching.
Make effective use of curricular target setting.
Monitor and evaluate progress regularly.
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Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide 00069-2007BKT-ENSecondary National Strategy © Crown copyright 2007
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Teaching and learning‘It is about our learning as well as the pupils’ learning’
MEAP programme school senior teacher
If we are going to raise the attainment of the targeted pupils we must focus our energies in the classroom and on teaching and learning. A key objective is the development of inclusive approaches to teaching and learning, this:
demands the active engagement of pupils in the learning process
has a rigorous focus on developing literacy and oracy
is informed by key principles of assessment for learning
is underpinned by the highest expectations of pupils.
Partnership teachingTo raise the attainment of the focus pupils, attention needs to be paid to pupils’ learning through a focus on teachers’ learning. A key action for senior leaders is to be familiar with the processes of partnership teaching and coaching. This supports the Secondary National Strategy’s focus on coaching as a means of professional development.
The 2006 evaluation of MEAP highlighted the benefits created by working in collaboration with other teachers. These benefits included:
higher expectations of pupils
improved pace and structure of lessons
supporting teachers in more effective planning and delivery of lessons
providing opportunities to be creative and take risks in trialling new pedagogic approaches
impact on pupils’ attainment, aspirations, attitude and behaviour for learning.
Key actions
Consider the timetabling implications and the structures that need to be set up to ensure successful implementation of partnership teaching through coaching.
Ensure teachers working in partnership have dedicated time for planning and reviewing lessons; intervention funding could be used to support this.
For further resources which can inform the partnership teaching refer to Pedagogy and Practice
Teaching and Learning in secondary schools ref. 0423-2004G.
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00069-2007BKT-EN Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide© Crown copyright 2007 Secondary National Strategy
Parents and community
‘How well is my child doing and what do I need to do to help them learn better?’
Parent in a MEAP programme school
‘We need schools working with parents, children and local communities to drive reform.’
Higher standards and better schools for all: more choice for parents and pupils 2005
Parents are a vital resource to support the learning of pupils. Effective schools ensure parents are involved not just with the pupils’ pastoral needs in schools but also have knowledge of and the ability to support their children in meeting academic demands.
It is important to remember that parents have their own expertise and experience that schools can use to raise the attainment of the focus pupils; parents should be given the opportunity to share this expertise.
Effective schools invite parents to contribute to how the school can improve the learning of their children, to give feedback on the impact of policies including the anti-racism and anti-bullying policy. It is important that the relationship with parents is based on mutual respect and partnership; schools should be mindful of their own role as holders of power. Schools should consider their role in building parents’ capacity to be equal partners.
Parents particularly welcome input from schools on how the core subjects are taught, what they can do to support their children in these subjects and what additional resources are available to do this. Parents also value modelling of current teaching strategies and lessons.
Schools should monitor attendance at parents’ evenings by ethnicity and actively seek out opportunities to involve parents and to further remove barriers to parent participation in the wider school life.
Parents found it useful to have the following information.
National education structures such as:
key phases and events in the academic year
key examinations and their implication for pupils’ life chances
agencies that can support them, including the LA
useful websites.
How they can support their children in areas such as:
importance of homework and effective use of homework diaries
the need to discuss schoolwork with their children in English or home language
effective use of online learning resources, where available
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Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide 00069-2007BKT-ENSecondary National Strategy © Crown copyright 2007
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importance of attendance and its links to pupils’ attainment
information on the key skills pupils need to have, in at least the core subject areas, in each year group. You may wish to refer to the key objective bank for English and mathematics and the yearly teaching objects for scientific enquiry.
Schools can use the following resources to support parents:
Getting involved Ref: 1206-2005VID-EN and I can explain! Ref: 1211-2005CL-EN resources produced by the Secondary National Strategy
10 for 10 mental mathematics revision ref. 0744-2004G (This is part of the How to get more pupils from level 3 to level 5 in mathematics- Part 2 course ref 0741/2004)
National Strategy resources such as Learning Challenge ref. 0393/2003, Reading Challenge ref. 0293/2003, Writing Challenge ref. 0314/2003, and Mathematics Challenge ref. 0200/2003.
Case studies
One school focused on mathematics to improve the attainment of their pupils. As well as developing teaching and learning in mathematics, the school used the 10 for 10 resources to help parents to know what they can do to help their children improve their mental skills.
They also, in conjunction with their City Learning Centre, trained parents in how to use an online mathematics resource. Parents are then able to monitor the work their pupils are working on and discuss progress with their teachers as appropriate.
Another school holds termly coffee mornings with parents to discuss what more the school could do to meet their needs. The school takes feedback on what is working well and considers parents’ ideas on what could be improved.
Key points
What information/knowledge do you currently give parents?
What structures do you have in place to work with parents as partners in their children’s learning?
How are members of staff used to develop effective links with parents?
What opportunities exist to make links with parents?
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00069-2007BKT-EN Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide© Crown copyright 2007 Secondary National Strategy
Working with the local community‘Effective school leaders project their leadership beyond the school and into the wider community. They are well known by their community and do not see their responsibility to their students confined to the school fence.’
Effective Leadership in Multi-Ethnic Schools, NCSL, 2005
Successful mainstream schools mould school culture to embrace and support diversity reflected in the community, examples of good practice are:
ensuring the community is consulted when drawing up the school calendar to ensure key cultural and religious dates are recognised
ensuring successful members of the community are recognised and celebrated in the school to raise aspirations and are encouraged to act as role models
making use of successful members of the community or local imams to act as academic mentors for the focus group
having assemblies delivered by representatives of different faith groups on a regular basis
making links with local cultural centres, which inform curriculum-based developments such as working with a Bangladeshi theatre group to develop oracy skills of the focus pupils
liaising with the local mosque to work with families where attendance has been an issue
establishing close links with supplementary schools, through inviting teachers to attend training, sharing attainment data on pupils and providing resources to the supplementary schools.
Case study
The EAL teacher, who is also a mathematics specialist, regularly works with the on-site Saturday supplementary school. She trains teachers on effective pedagogy in mathematics and shares pupils’ assessment information. The supplementary school teacher has visited mainstream mathematics lessons and the EAL teacher works in partnership with the supplementary school teacher once a month.
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Self-evaluation document
Ensuring the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupilsIt is not envisaged that school leadership teams will work their way through the entire document, rather that they read through the whole document to gain an overview, and then select one or two sections on which to focus, depending upon the perceived needs of the school.
In the column headed ‘SEF’ is the reference to the relevant part or section in the Secondary Self-Evaluation Form (SEF), Ofsted May 2006, available at www.ofsted.gov.uk. If the reference is placed alongside the Aspect heading, it refers to all the aspects in that section. Where there is a reference alongside a single numbered aspect, that reference is in addition to the aspect heading.
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al p
upils
.
4. P
erfo
rman
ce m
anag
emen
t tar
gets
incl
ude
thos
e re
late
d to
rai
sing
the
achi
evem
ent o
f BM
E a
nd b
ilingu
al
pupi
ls.
5. E
MA
G fu
ndin
g is
dep
loye
d st
rate
gica
lly a
nd is
use
d to
su
ppor
t mor
e ad
vanc
ed le
arne
rs a
s w
ell a
s ne
w a
rriv
als.
F2, F
3,
F6
6. T
he s
choo
l mon
itors
the
depl
oym
ent o
f all
addi
tiona
l fu
ndin
g su
ch a
s E
MA
G to
ens
ure
that
it is
add
ing
valu
e.
7. T
he s
choo
l act
ivel
y re
crui
ts g
over
nors
repr
esen
tativ
e of
w
ider
com
mun
ity g
roup
s.
8. T
he s
choo
l act
ivel
y se
cure
s re
pres
enta
tion
of th
e B
ME
an
d bi
lingu
al c
omm
uniti
es a
t all
leve
ls o
f non
-tea
chin
g an
d te
achi
ng s
taff.
9. T
he s
choo
l sta
ff is
cle
ar o
n th
e di
ffere
nces
bet
wee
n S
EN
and
EA
L an
d bi
lingu
al p
upils
are
not
gro
uped
or
taug
ht in
appr
opria
tely.
Par
t C
6-8
10. A
ny w
ithdr
awal
arr
ange
men
ts a
re c
aref
ully
mon
itore
d fo
r im
pact
and
to e
nsur
e fu
ll ac
cess
to th
e cu
rric
ulum
.P
art C
1
Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide 00069-2007BKT-ENSecondary National Strategy © Crown copyright 2007
��
11. T
he s
choo
l mak
es e
ffect
ive
prov
isio
n fo
r pu
pils
to
take
exa
min
atio
ns in
hom
e, c
omm
unity
and
her
itage
la
ngua
ges.
Par
t C
6-8
12. U
nder
achi
evin
g B
ME
and
bilin
gual
pup
ils a
re
targ
eted
for
supp
ort a
t key
enr
ichm
ent a
ctiv
ities
suc
h as
ho
mew
ork
club
s an
d re
visi
on c
lubs
and
thei
r at
tend
ance
is
mon
itore
d.
13. V
ulne
rabl
e B
ME
and
bilin
gual
pup
ils, i
nclu
ding
asy
lum
se
eker
s an
d re
fuge
es, a
re id
entifi
ed a
nd a
ppro
pria
te
prov
isio
n m
ade
for
them
.
Par
t B
5-6,
P
art
C6-
8
14. T
he s
choo
l act
ivel
y en
gage
s B
ME
and
bilin
gual
pup
ils
by in
volv
ing
them
in a
ll as
pect
s of
sch
ool l
ife a
nd s
eeki
ng
thei
r vi
ews
in a
var
iety
of w
ays.
Par
t C
6-8,
2a
-d
15. T
he s
choo
l pro
vide
s su
ppor
t, e.
g. a
cade
mic
tuto
rs,
enric
hmen
t act
iviti
es o
r bu
ddy
syst
ems
for
pupi
ls
iden
tified
as
‘at r
isk’
of u
nder
achi
evin
g.
16. C
lass
room
and
cor
ridor
dis
play
s po
sitiv
ely
refle
ct
the
lang
uage
s, e
xper
ienc
es a
nd h
erita
ge o
f BM
E a
nd
bilin
gual
pup
ils.
17. T
he s
choo
l ens
ures
that
all
pupi
ls a
nd p
aren
ts a
re
awar
e of
the
race
equ
ality
pol
icy
and
thei
r ro
le in
ens
urin
g th
at it
wor
ks.
18. B
ME
and
bilin
gual
pup
ils a
re re
pres
ente
d in
all
aspe
cts
of s
choo
l life
, e.g
. sch
ool c
ounc
il, s
choo
l tea
ms,
gi
fted
and
tale
nted
initi
ativ
es.
00069-2007BKT-EN Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide© Crown copyright 2007 Secondary National Strategy
20
Asp
ect
SE
FE
vid
ence
of p
ract
ice
A2:
Tra
ckin
g a
nd m
oni
tori
ng1a
, 1c
-eW
ell e
stab
lishe
dD
evel
op
ing
No
t ye
t in
pla
ce
19. T
he s
choo
l has
robu
st a
nd s
ensi
tive
syst
ems
for
colle
ctin
g co
ntex
tual
dat
a fo
r B
ME
and
bilin
gual
lear
ners
, su
ch a
s: fi
rst l
angu
age
(L1)
, oth
er la
ngua
ges
spok
en,
liter
acy
in L
1, re
fuge
e st
atus
and
leng
th o
f sch
oolin
g in
side
and
out
side
the
UK
.
20. T
he s
choo
l has
an
esta
blis
hed
time
line
for
the
colle
ctio
n an
d an
alys
is o
f att
ainm
ent d
ata.
21. T
he s
choo
l ana
lyse
s at
tain
men
t dat
a by
eth
nici
ty
and
L1 to
ens
ure
an a
ccur
ate
pict
ure
of p
rogr
ess
and
atta
inm
ent a
cros
s al
l yea
rs.
22. T
he le
ader
ship
team
ana
lyse
the
atta
inm
ent d
ata
to
iden
tify
tren
ds in
rela
tion
to s
ubje
cts,
key
sta
ges,
yea
r gr
oups
or
clas
ses
and
ensu
re th
at ta
rget
ed a
ctio
n is
ta
ken
as a
resu
lt.
3a
23. T
he s
choo
l has
cle
ar s
yste
ms
for
com
mun
icat
ing
findi
ngs
from
eth
nici
ty a
nd la
ngua
ge d
ata
anal
yses
to a
ll st
akeh
olde
rs in
clud
ing
pare
nts
and
gove
rnor
s.2b
24. T
arge
ts a
re s
et fo
r th
e at
tain
men
t of a
ll gr
oups
of
BM
E a
nd b
ilingu
al p
upils
ove
rall
and
prog
ress
is
rigor
ousl
y m
onito
red.
3c
25. C
ompo
sitio
n of
pup
il gr
oups
is m
onito
red
to
ensu
re th
at B
ME
and
bilin
gual
pup
ils a
re n
ot p
lace
d in
appr
opria
tely
or
over
-rep
rese
nted
in lo
wer
set
s.
6a, C
6,
C7
26. O
ptio
n ch
oice
s ar
e an
alys
ed to
ens
ure
that
BM
E a
nd
bilin
gual
pup
ils m
ake
appr
opria
te s
elec
tions
.
27. T
he s
choo
l ens
ures
that
CP
D is
pro
vide
d so
that
m
iddl
e an
d se
nior
man
ager
s ar
e sk
illed
and
confi
dent
in
inte
rpre
ting
and
mak
ing
use
of d
ata.
6a
Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide 00069-2007BKT-ENSecondary National Strategy © Crown copyright 2007
2�
Asp
ect
SE
FE
vid
ence
of p
ract
ice
A3:
Tea
chin
g a
nd le
arni
ng5a
-c 5
eW
ell e
stab
lishe
dD
evel
op
ing
No
t ye
t in
pla
ce
28. T
each
ers
are
awar
e of
the
need
to te
ach
acad
emic
la
ngua
ge e
xplic
itly
in o
rder
to s
uppo
rt e
ffect
ive
lear
ning
.
29. S
chem
es o
f wor
k an
d le
sson
pla
ns s
how
evi
denc
e of
hi
gh e
xpec
tatio
ns o
f BM
E a
nd b
ilingu
al p
upils
.
30. L
esso
n pl
ans
show
evi
denc
e of
the
deve
lopm
ent o
f hi
gher
-ord
er th
inki
ng s
kills
.
31. T
each
ers
use
a ra
nge
of s
trat
egie
s to
eng
age,
m
otiv
ate
and
acce
lera
te th
e pr
ogre
ss o
f BM
E a
nd
bilin
gual
pup
ils.
32. T
he c
urric
ulum
is c
ultu
rally
sen
sitiv
e an
d pr
ovid
es
oppo
rtun
ities
for
pupi
ls to
dis
cuss
issu
es o
f ide
ntity
and
et
hnic
ity..
33. S
chem
es o
f wor
k an
d le
sson
pla
ns s
how
evi
denc
e of
sup
port
for
deve
lopi
ng e
xten
ded
writ
ing
e.g.
thro
ugh
mod
ellin
g, o
ral r
ehea
rsal
, sha
red
writ
ing.
34. P
upils
are
enc
oura
ged
to u
se L
1 to
sup
port
th
eir
lear
ning
and
Eng
lish
lang
uage
dev
elop
men
t as
appr
opria
te.
35. P
upils
are
gro
uped
with
in c
lass
es in
suc
h a
way
as
to s
uppo
rt b
oth
thei
r pr
ogre
ss in
the
subj
ect a
nd th
eir
lang
uage
dev
elop
men
t.
36. T
arge
ted
pupi
ls h
ave
agre
ed c
halle
ngin
g cu
rric
ular
ta
rget
s an
d th
ese
are
used
to in
form
pla
nnin
g.
00069-2007BKT-EN Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide© Crown copyright 2007 Secondary National Strategy
22
36. S
chem
es o
f wor
k an
d le
sson
pla
ns s
how
evi
denc
e of
opp
ortu
nitie
s fo
r pu
pils
to re
flect
on
thei
r ow
n le
arni
ng
and
eval
uate
thei
r w
ork
and
prog
ress
.
Asp
ect
SE
FE
vid
ence
of p
ract
ice
A4:
Par
ents
and
co
mm
unit
y2a
-dW
ell e
stab
lishe
dD
evel
op
ing
No
t ye
t in
pla
ce
37. T
he s
choo
l has
a p
olic
y on
par
enta
l inv
olve
men
t and
its
impl
emen
tatio
n is
rig
orou
sly
mon
itore
d. A
key
ele
men
t of
the
polic
y w
ould
be
the
use
of tr
ansl
ator
s, in
terp
rete
rs
and
key
com
mun
ity c
onta
cts
in e
ngag
ing
hard
-to-
reac
h pa
rent
s.
38. T
here
is a
pol
icy
on b
ehav
iour
and
att
enda
nce
form
ulat
ed a
nd o
pera
ted
with
par
enta
l sup
port
.
39. T
he s
choo
l cre
ates
opp
ortu
nitie
s to
ens
ure
that
pa
rent
s/ca
rers
of B
ME
and
bilin
gual
pup
ils a
re a
war
e of
the
prog
ress
that
thei
r ch
ildre
n ar
e m
akin
g an
d ar
e eq
uipp
ed to
sup
port
thei
r ch
ildre
n’s
educ
atio
n, e
.g.
acad
emic
revi
ew d
ays,
info
rmat
ion
even
ings
, wor
ksho
ps,
supp
ort p
acks
.
Par
t C
6-7
40. T
he s
choo
l eng
ages
the
pare
nts
of B
ME
and
bilin
gual
pu
pils
by
activ
ely
seek
ing
thei
r vi
ews,
esp
ecia
lly w
ith
rega
rd to
thei
r ch
ild’s
cul
tura
l ide
ntity
.
41. B
ME
and
bilin
gual
par
ents
/car
ers
are
wel
l inf
orm
ed
abou
t a r
ange
of s
choo
l dev
elop
men
ts, e
.g. p
roce
dure
s fo
r na
tiona
l tes
ts, e
xam
ent
ry p
olic
y, e
nric
hmen
t cla
sses
.
42. T
he s
choo
l act
ivel
y de
velo
ps li
nks
and
effe
ctiv
e pa
rtne
rshi
ps w
ith th
e w
ider
BM
E a
nd b
ilingu
al
com
mun
ities
, e.g
. com
plem
enta
ry s
choo
ls, l
ocal
art
s gr
oups
, rel
igio
us o
rgan
isat
ions
, loc
al b
usin
esse
s.
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