RAISING THE ACHIEVEMENT OF WHITE WORKING CLASS PUPILS : BARRIERS AND SCHOOL STRATEGIES Dr Kirstin Lewis- Lecturer, Goldsmiths, University of London Dr.

RAISING THE ACHIEVEMENT OF WHITE WORKING CLASS PUPILS: BARRIERS AND SCHOOL STRATEGIES

Dr Kirstin Lewis- Lecturer, Goldsmiths, University of LondonDr Feyisa Demie- Head of Research & Statistics, Lambeth LA

The Educational Underachievement of White Working Class ChildrenNational Conference, Institute of Education, University of London

27 June 2014

Outline

1. Underachievement of White Working Class Pupils: Previous Research and Policy Makers Concerns

2. Research Questions and Methods

3. Barriers to learning in schools and the factors contributing to underachievement

4. School strategies to raise achievement

5. Conclusions and Policy Implications

Context• 19th most deprived council area nationally and the

fourth most deprived in London.

• 34% of pupils are eligible for FSM.

• Area of great diversity and social deprivation, with very high population flux.

• 85% of Lambeth's school population are from ethnic minority backgrounds, and 15% are White British.

• Over 130 languages are spoken in the LA.

• Since 1990 there has been decline in the White British population (see attached clip:

http://www.bbc.co.uk/programmes/p0094gl7

Underachievement of White Working Class Pupils: Media and Policy Concerns

• ‘White British pupils from disadvantaged backgrounds perform worse than disadvantaged pupils from any other ethnic group, and the attainment gap is much bigger’ (DfE evidence to Education Select Committee, December 2013)

• ‘White Children from low income backgrounds are being left behind. They have the lowest attainment compared with poor children from any other ethnic group’ (Michael Wilshaw, Her Majesty’s Chief Inspector Annual Report, 11 December 2013)

• MPS examine underachievement in education of White Working Class Children (BBC Parliament, Dec 2013)

• MPs on the education select committee delivered the verdict that they are ‘consistently the lowest performing group in the country’ (BBC 18 June 2014)

• ‘The problem of poor, White British under-attainment is real and the gap between those children and their better-off classmates starts in their earliest school years and widens as they get older," Graham Stuart, chair of the committee, Parliament 18 June 2014).

Underachievement of White Working Class Pupils: KS2 and GCSE evidence

Attainment by Ethnic Background in England 2013

GCSE 5+A*-C inc E&M  KS2 Reading, writing, maths

combined level 4+

Non FSM FSM GAP   Non FSM FSM Gap

Chinese 78% 77% 1   85% 87% -2Bangladeshi 67% 59% 8   78% 72% 6Pakistani 59% 47% 12   73% 65% 8Black Caribbean 57% 42% 15   74% 62% 12Black African 66% 51% 15   79% 69% 10Indian 77% 62% 16   84% 72% 12White & Black Caribbean 61% 38% 23   76% 63% 13White & Black African 68% 49% 19   78% 66% 12White British 64% 33% 32   80% 58% 22All Pupils 65% 38% 27   79% 60% 19

GCSE 5+A*-C including English and Maths in England 2013

Research Questions and MethodsResearch QuestionsThe aim of the research was to study the experiences of White Working Class pupils. Key questions for research were:

•What are the key barriers to learning?•What are the strategies used to raise achievement?Research methods1.Case studies and observations: Case studies were carried out in 13 schools. A detailed questionnaire was used to interview headteachers, staff, parents and pupils to gather evidence on the experience of white working class pupils in the school2. Focus groups: Headteacher, parent, pupil and governor focus groups were carried out to ascertain their views about the experiences of white working class pupils in the borough

3.Attitudinal survey: Questionnaires were used to get the views of pupils

4. Sample: Interviewed 25 headteachers and deputy heads, 21 class teachers, 30 teaching assistants and learning support teachers, 10 governors, 39 White Working Class parents and 61 pupils in 14 case study schools.

Research Findings- Outline

1. Barriers to learningThe case study evidence identified a number of key barriers:

•Marginalisation•Lack of parental aspiration

•The effects of poverty

•Low literacy levels

•Curriculum barriers

•Lack of targeted support

2. School StrategiesThe case study evidence identified a number of strategies to raise achievement including:

•Strong leadership and vision

•Use of data

•Inclusive curriculum

•Targeted support

Marginalisation and a perceived loss of culture

• Since 1992 there has been decline in the White British population in Lambeth- In 1992 about 37% of the school population is White British compared, with 15% in 2013. They no longer represent the largest group

• This has led to feelings of hopelessness, a lack of self esteem and marginalisation amongst this group who feel ‘stuck’- a lack of resilience to cope with the way that London is changing

‘We are the ethnic minority now’ (parent) ‘I am the only white person in my housing block’ (parent

‘Where I am now there is only me and every other culture and country’

• Bonds that tie other community groups together- church as a family focus, the mosque. There is nowhere for the white community…wine bars

• Parents suggest that ‘the British identity is lost, it’s not celebrated anymore…our children have to celebrate everyone else’s culture, what about ours?’

The Lack of Aspiration Amongst Some White Working Class Families

• Concern amongst teachers about perceived lack of aspiration, for their children’s education and futures, in white working class families

• They have low aspirations, a family history of little school success, a lack of employment and employability within the family. There is a feeling of hopelessness in some families.’ (headteacher)

• The children can be passive…..education does not have a high priority at home and this impacts on how they feel about their work at school…. (Teacher).

• Lack of knowledge and understanding of the world, a ‘self imposed glass ceiling, they don’t go anywhere, they stay in their flats watching TV. There is a sense that London is not theirs’ (headteacher).

• Lack of forward thinking coupled with a culture of instant gratification. This manifests itself in e.g. behaviour, diet. Exacerbated by reality TV/ celebrity culture

A Lack of Engagement with Children’s schooling

• Although parents expressed a desire for their children to do well, ‘There is a culture of it’s up to the school to educate the child. There is little concept that the parent is the child’s first teacher.’ (Headteachers focus group)

• Parents described as ‘young, with a legacy of hostility to school which makes it difficult to step over the threshold. They are not stakeholders in education.’ (learning mentor) A sense that education has failed them.

• Lack of engagement with Family Learning opportunities- ‘parents see this as blaming them and become defensive but also with Adult learning activities it might be a lack of confidence to have a go.’ (learning mentor)

• Lack of take up with Breakfast clubs, extended day, booster classes- a general reluctance to attend anything that is run by the school. A fear that children might move away from them if they do well at school.

The Impact of Poverty on White Working Class Achievement

• Poverty can never be used as an excuse but the stark fact is that it is a reason for low achievement and aspiration within the White Working Class group.’ (Governor focus group).

• Social deprivation is very high- safeguarding issues, learning difficulties, exclusions, prison, lack of parenting skills.’ (headteacher)

• Low incomes, benefits and the pressure of not having any money were seen to impact on the stability of family life. ‘For recreation parents turned to cheap alcohol, this impacts on regular bedtimes, family meals.’ (learning mentor) ‘Online bingo’/ loneliness

• Lack of suitable housing- has a depressing impact on children’s achievement ‘Housing is temporary; there is little space and they are cramped, there is too much noise, there is nowhere for them to play, there is always the threat of eviction.’ (Teaching Assistant). Only people who are technically homeless or have multiple social problems can aspire to be housed by the LA. Feel that they are positioned as losers in the struggle for housing stock

• The irony of the benefits trap- parents would not be able to afford the rent if they worked.

A Lack of Targeted Support

• ‘White Working Class people feel no one is listening or speaking for them. There is little targeted support to tackle generations of low aspiration and to break the cycle of poverty and disadvantage (Governors and Headteachers focus group)

• ‘An unfair weighting of resources towards immigrant children or those learning English’ (Parents focus group)

• ‘There should be support outside the classroom for children coming into the school not speaking English. It disrupts our children.’ (Parents focus group)

• Low income White Working Class families have never been a target for initiatives for achievement

• Teachers ‘hands are tied’ -White Working Class children need targeted support to access the curriculum/ with academic language

What are the key strategies schools used to raise the achievement of white working class pupils?

• Strong, visionary leadership with high expectations of pupils

• A relevant, experiential curriculum• Targeted support• Use of data to track and raise achievement• The work of Learning mentors

Strong and visionary leadership• A moral imperative to raise the achievement and aspiration of all

children regardless of background

• Many expressed working class roots/ in tune with challenges families face and spoke of a firm commitment to raising standards in ‘disadvantaged communities’

All have an immediate knowledge of the needs, aspirations and challenges in their local community- make every attempt to create a workforce who have detailed knowledge and can act as role models- e.g. office administrator- parents trust her. Family members on the staff (children don’t feel marginalised).

• Regard liaison with parents as vital in the school’s drive to raise standards- good relationships with parents/ presence in playground/ pre-empt problems

Use of a relevant and inclusive curriculum• The curriculum widens horizons, raises aspirations and gives pupils access to many

opportunities- opera/ horse riding/ business trips

• ‘We never let money be a barrier to achievement. We use the curriculum to kill class barriers. We find positive ways of transcending the class barrier, of widening their horizons. We also provide a range of first hand experience for children to learn from. They must know that London is their wider community. (headteacher)

• Experiential curriculum- assumptions are not made about children’s experiences/ learning styles.

• Planning a curriculum to include white working class identity/ lives- a ‘Community based curriculum’/ topic based to ‘explore their own individual heritage’. Explicit links – Year 5 ‘evacuation’ trip to a WW2 heritage; Queen’s Golden Jubilee street party in 2002

• Secondary school- Supported curriculum in Year 7; Increased Flexibility project in Y 10/11

Use of data to raise achievement• ‘Data is critical in raising achievement. We use it to

prompt action, to make sure that each child is doing well.’ (Senior manager)

• Excellent systems for monitoring the progress of all children by ethnicity and social background. Headteachers monitor details of learning, pupils’ work, marking, record keeping, quality of teaching, progress made by individuals and whole classes.

• Data is used to challenge assumptions about and attitudes to pupils’ performance/ target interventions

•• Pupil Progress meetings/ Learning Assessment Forum Week- ‘If they

are not achieving, we ask why? ‘It’s about having a professional conversation.’ (headteacher)

Targeted support

• Language support- Primary EAL pilot strategies within all curriculum subjects e.g. collaborative talk, planning specific language structures, talk partners. (Teachers/ Teaching Assistants trained)

• Secondary ‘Language in Literacy training’ aimed at Stage 3 learners- to make lessons more language focused. MFL teachers teach other subjects…

• Full time Speech and Language therapist- ‘We know that it is a pre requisite for high quality literacy.’

• Family Reading Project- run by TAs who live in the community and know the parents

• Targeting particular parents for school trips

The work of the Learning mentor- ‘breaking down barriers to pupils’ learning’

• Aware of the negative experiences that many parents have had at school- try to counteract this with positive reasons to come into school

• Treat them as individuals

• Family engagement- ‘We have built a good relationship with parents, the school has become a meeting place for everything. We have their children from 16 months to 11 years. Many come back again after 5 years, as parents (Learning mentor). Investing time…

• Reading club- ‘I’ve never read a book before in my life….I can’t put it down. (parent).It’s good for their children to see them reading and many began to read with their children at home.’ (Learning Mentor). Support for job applications.

• Family Support worker- ‘advocacy for children and families.’/ Uses a wide network of people to support children and families- art therapist, Children’s Country Holiday Fund to give ‘parents a sense that their children’s education is wider than just coming to school.’

Conclusions

• The study confirms the worryingly low achievement levels of many White Working Class children – this has been masked by the middle class success as Government statistics fail to distinguish the white British ethnic group by social background

• In Lambeth we found a marginalised group who lacked the resilience to cope with inner city life in a city which is embracing change at a rapid rate. If not able to leave, many of this group feel stuck. Feelings of hopelessness are exacerbated by economic deprivation, a lack of suitable housing stock, and the perception that their identities are not being affirmed in the school and community as well as being wrongly portrayed in the media

• However in a number of case study schools, the White Working Class are doing well. There are a number of reasons for doing well including successful leadership that recruits an effective diverse workforce, parental engagement, rigorous monitoring systems which track individual pupils performance against expectations,  personally tailored support and flexible intervention programmes.

Recommendations

• The government needs to recognise that the underachievement of White British Working Class pupils is not only a problem facing educational services but a daunting & profoundly serious challenge. This group have particular needs that are not always being met by the school system.

• The research suggests a series of strategies need to be developed by the Government to break the cycle of disadvantage and poverty, a legacy of low aspiration that prevents white working class pupils and parents from fulfilling their potential

• There DfE should introduce ring-fenced additional funding to support targeted initiatives to raise aspiration and achievement of White Working Class pupils. 

• There is a need to study successful practice in raising achievement of White Working Class children and share between schools