Achievement, Progression & Inclusion Raphael Richards Black Minority Ethnic (BME) Children and Young People.

Achievement, Progression & Inclusion

Raphael Richards

Black Minority Ethnic (BME) Children and Young People

Making a Difference

There is no inherent reason why Black children should not achieve as well as the majority of other children

• Improvements to Black children’s achievement will occur through the combined efforts of school, child and home

• High-quality teaching and assessment plus necessary specialist interventions, effectively supported by school leaders, are key factors in improving the achievement of Black children, as a group and as individuals

DfES National Strategy Advisers

Every Child Matters

Seeks to secure from adults a commitment to safeguard the well-being of children and young people from birth to age 19. The aim is for every child, whatever their background or their circumstances, to have the support they need to:

–Be healthy –Stay safe –Enjoy and achieve –Make a positive contribution –Achieve economic well-being

Proportion of Ethnic Minority Pupils in Year Group Cohorts January 2005

0

5

10

15

20

25

Year Group

%

Percentage BME in Primary Schools

0

10

20

30

40

50

60

70

80

90

100

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80

No. Schools

% P

up

ils

Eth Minority Total

Pakistani

Somali

Caribbean/White

Caribbean

Yemeni

Bangladeshi

Percentage BME in Secondary Schools

0

10

20

30

40

50

60

70

80

90

100

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

No. Schools

% P

up

ils Eth Minority Total

Pakistani

Somali

Caribbean/White

Caribbean

Yemeni

Bangladeshi

National Benchmarks - Key Stage 1 - %L2+ Reading

0

20

40

60

80

100

120

White British Pakistani Bangladeshi Caribbean Somali White/BlackCaribbean

White/Asian Yemeni Ethnicminority total

Shef 2003UK 2003Shef 2004UK 2004Shef 2005UK 2005

Sheffield Progression at Key Stage 1 - % L2+ Reading 2003 - 05

0

20

40

60

80

100

120

White British Pakistani Bangladeshi Caribbean Somali White/BlackCaribbean

White/Asian Yemeni Ethnicminority total

Shef 2003

Shef 2004

Shef 2005

Attainment of BME pupils in Sheffield

2001 2005% L2b+ % L4+

Reading Writing Maths English Maths ScienceLEA 64.7 54.7 72.8 73.1 69.1 82.2Ethnic Group 56.0 46.0 62.4 60.3 56.6 72.7White Total 67.1 57.0 75.4 76.3 72.2 84.5Indian 69.2 61.5 69.2 91.3 91.3 91.3Pakistani 56.0 48.3 58.3 56.1 52.1 68.0Bangladeshi 47.4 52.6 50.0 65.8 57.9 76.3Any other Asian Background 45.2 41.9 71.0 65.8 66.7 74.4Caribbean 63.8 53.2 74.5 66.7 59.3 83.3Somali 42.4 27.3 56.1 38.5 41.3 58.3African (not Somali) 40.0 20.0 40.0 63.6 48.5 75.4Any other Black Background 60.0 40.0 70.0 76.2 42.9 66.7White & Black Caribbean 57.0 48.8 68.6 67.8 64.5 81.0White & Black African 80.0 66.7 100.0 88.9 72.2 88.9White & Asian 73.0 59.5 67.6 82.6 76.1 82.6Any other Mixed Background 66.7 41.3 65.1 65.6 57.4 80.3Yemeni 34.3 22.9 45.7 35.8 49.1 60.4Chinese 82.4 76.5 100.0 76.2 90.0 95.0

Progress from KS1 2001 to KS2 2005 for ethnic groups in Sheffield displayed on DfES ‘value added’ line

15

21

27

33

11 12 13 14 15 16 17 18

2001 Key Stage 1 Average Points

2005

Key

Sta

ge

2 A

vera

ge

Po

ints

Somali

Yemeni

Pakistani

Bangladeshi

Ethnic Minority

Caribbean

White & Asian

White & Black Caribbean

Sheffield LEA

White British

Black Children’s AchievementChanges in the attainment gap at Key Stage 2 English from 2003-2005

-4

-3

-2

-1

0

1

2

3

4

5

-14 -12 -10 -8 -6 -4 -2 0 2 4 6 8

2005 attainment gap(Percentage point difference between each ethnic group and the average for all pupils)

Ch

an

ge

in

att

ain

me

nt

ga

p f

rom

20

03

-20

05

White BritishIndian White and Asian

Any other mix ed

background Chinese/Irish

Pupils performing above the average for all

pupils in 2005 and for whom the attainment

gap has narrowed since 2003

Pupils performing above the average for all

pupils in 2005 and for whom the attainment

gap has widened since 2003

Pupils performing above the average for all

pupils in 2005 and for whom the attainment gap

is unchanged since 2003

White & Black

African

Any other Black

background

Any other

White

backgroundAny other

Asian

background

Black African

BangladeshiAny other ethnic group

Pakistani

Black Caribbean

White & Black

Caribbean

Pupils performing below the average for all

pupils in 2005 and for whom the attainment

gap has narrowed since 2003

Pupils performing below the average for all

pupils in 2005 and for whom the attainment

gap has widened since 2003

Pupils performing below

the average for all pupils

in 2005 and for whom the

attainment gap is

unchanged since 2003

Note that althought the absolute

attainment gap for this group has

narrowed they have gone from

performing above the average in 2003

to below the average in 2005

Key Stage 3 %L5+ English Benchmarks

LEA National LEA - National Gap

Group

2003 2004 2005

LEA Trend

2003-05 2003 2004 2005 2003 2004 2005 White British 65.9 65.1 68.1 2.2 70 72 73.3 -4 -7 -5.2

Pakistani 40.8 48.3 49.1 8.3 57 68 58.3 -16 -20 -9.2

Bangladeshi 56.0 46.0 65.6 9.6 58 69 61.6 -2 -23 4.0

Caribbean 46.2 56.5 48.9 2.7 56 62 60.3 -10 -5 -11.4

Somali 37.0 40.0 37.9 0.9

White/Black Caribbean

51.8 50.9 52.8 1.0 62 66 64.6 -10 -15 -11.8

White/Asian 64.5 52.9 61.3 -3.2 78 82 79.0 -13 -9 -17.7

Yemeni 36.7 34.0 43.4 6.7

Ethnic minority total

51.6 53.2 54.5 2.9 64 72 -12 -19

Progress from KS3 2003 to GCSE 2005

0

100

200

300

400

500

600

700

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

Key Stage 3 2003 Average Points Score

Tota

l 200

5 G

CSE

and

Equi

vale

nt P

oint

Sco

re

andabove

and below

Yemeni

Somali Pakistani

Bangladeshi

White & Black Caribbean

CaribbeanEthnic Minority

Sheffield LEA

White Total

White & Asian

GCSE %5+ A*-C Trends by Ethnicity

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

Whit

e

Pakis

tani

Bang

lades

hi

Carib

bean

Soma

li

Carib

bean

/Whit

e

Asian

/Whit

e

Yeme

ni

Ethn

ic Mi

nority

2001

2002

2003

2004

2005

Sheffield

GCSE %5+ A*-C Benchmarks

LEA National LEA - National Gap

Group

2003 2004 2005

LEA Trend

2003-05 2003 2004 2005 2003 2004 2005 White British 44.4 46.1 47.2 2.8 51.3 52.3 55 -6.9 -6.2 -7.8

Pakistani 30.8 33.1 37.9 7.1 41.5 45.2 48 -10.7 -12.1 -10.1

Bangladeshi 38.2 35.9 36.7 -1.5 45.5 48.4 53 -7.3 -12.5 -16.3

Caribbean 24.3 31.2 35.0 10.7 32.9 35.7 42 -8.6 -4.5 -7.0

Somali 31.2 21.6 31.3 0.1

White/Black Caribbean 23.7 24.7 37.3 13.6 39.9 39.7 44 -16.2 -15.0 -6.7

White/Asian 60.7 50.0 54.8 -5.9 64.7 65.7 67 -4.0 -15.7 -12.2

Yemeni 15.4 22.4 23.7 8.3

Ethnic minority total 34.6 36.7 43.5 8.9 48.8 50.9 54 -14.2 -14.2 -10.5

Percenatge 5 + A*-C Trend for 'White British' and 'Ethnic Minority' pupils in Sheffield compared to National figures

30

35

40

45

50

55

60

2003 2004 2005

Year

%5+

A*-

C

Sheffield 'White British' National 'White British'

Sheffield 'Ethnic Minority' National 'Ethnic Minority'

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

Wh

ite

Pak

ista

ni

Car

ibb

ean

So

mal

i

Car

ibb

ean

/Wh

ite

Asi

an/W

hit

e

Ye

me

ni

Eth

nic

Min

ori

ty

%

20022003

2004

Primary Fixed Term Exclusions 2002-04

Secondary Fixed Term Exclusions 2004-05

0

5

10

15

20

25

30

35

Wh

ite B

ritis

h

Pa

kist

an

i

Ba

ng

lad

esh

i

Ca

rib

be

an

So

ma

li

Oth

er

Bla

ck

Ca

rib

be

an

/Wh

ite

Asi

an

/Wh

ite

Oth

er

Mix

ed

Ye

me

ni

Eth

nic

min

ori

ty

BoysGirlsTotal

A vision of inclusionAn educationally inclusive school is one in which the teaching and learning, achievements, attitudes and the well-being of every young person matter. This shows, not only in their performance, but also in the ethos and willingness to offer new opportunities to pupils who may have experienced previous difficulties.

This does not mean treating all pupils in the same way, rather, it involves taking account of pupils’ varied life experiences and needs.

Ofsted

Race Relations Act Amendment 2000

Extends protection against racial discrimination and places a new enforceable general duty on all schools/LAs/other public authorities to have due regard to the need to…

• eliminate unlawful racial discrimination• promote equality of opportunity• promote good race relations between people

from different racial groups

Factors in school success in raising Black children’s achievement

• A clear stand on racism• Building an inclusive ethos• Leadership and teamwork• Tradition and innovation• Meeting special needs• Enriching the curriculum• Partnership with parents and the community• Keeping the momentum going

Achievement of Black Caribbean pupils: three successful primaryschools, Ofsted, HMI 447