achievement, progression & inclusion raphael richards black minority ethnic (bme) children and...
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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
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