Aiming High Head teachers Meeting

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Aiming High Head teachers Meeting

• 7th November 2006
• Baljit Birring

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Headline EM attainment data

• Foundation stage
• For the last three years less than 50 Pakistani
  pupils have achieved L6
• 10 gender differential, boys doing less well

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Key Stage 1 - reading

• Pupils from mixed White and Black Caribbean and
  Indian backgrounds have continued to improve and
  for the last two years have achieved above the LA
  average
• Steady improvement for Pakistani pupils, from 74
  in 2004 to 77 in 2006, the gap between the LA
  average has reduced from 11 to 8 RW
• Indian pupils are the highest achieving group
  amongst all pupils
• Attainment of Black Caribbean pupils continues to
  fluctuate cohort, in the last two years they
  were above the LA average but in 2006 they
  achieved below the LA average W
• Issues- writing for Pakistani pupils, Black
  Caribbean cohort

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Key Stage 2

• The four main minority ethnic groups have
  continued to improve and close the gap. Indian
  pupils achieving above LA averages in all three
  subjects
• In English, only Indian and Caribbean pupils
  achieved above all minority ethnic groups
• In Maths only Indian pupils achieved above all
  minority ethnic groups
• In Science pupils from Indian and Mixed white and
  Black Caribbean achieved above all minority
  ethnic groups
• Pupils do best in Science followed by English and
  then Maths, this is in line with all pupils
  attainment
• Gender differentials, girls out performing boys
  in English and Science

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Key Stage 3

• The four main minority ethnic groups have
  continued to improve and close the gap. Indian
  pupils achieving above LA averages in all three
  subjects
• In English and Maths only Indian pupils achieved
  above all minority ethnic groups, black pupils
  did not sustain improvements from the previous
  year, Pakistani pupils continue to improve
• In Science Indian and black pupils achieved above
  all minority ethnic groups. Pakistani pupils were
  the lowest attaining group, 22 gap LAPakistani
  pupils
• Pupils do best in Maths followed by English and
  Science, but minority ethnic pupils do less well
  than the LA average in Science
• Gender differentials, girls out performing boys
  in English, in Maths Pakistani girls outperform
  boys and in Science girls from Pakistani and
  mixed white black grounds outperform boys

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GCSE National results 2006

• 58 KMC 53 achieved 5 or more grades A-C at
  GCSE or equivalent.
• 45 KMC 41 achieved 5 or more grades A-C
  including English and mathematics at GCSE or
  equivalent,
• 89 KMC 89 achieved 5 or more grades A-G at
  GCSE or equivalent,
• 96 KMC 95 achieved any passes at GCSE or
  equivalent,
• Girls continue to outperform boys, particularly
  at the higher grades (A-C) 63 of girls
  achieved 5 or more grades A-C compared to 53 of
  boys

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GCSE 2004-5

• 51 of pupils achieved 5 or more grades A-C at
  GCSE, 46 of minority ethnic pupils
• 63 Indian pupils
• 43 Pakistani pupils
• 24 Mixed white black pupils
• 40 Black Caribbean pupils

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Ranking by ethnic group
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So what do we do?

• 1. Why do some minority ethnic pupils continue to
  underachieve?
• 2. What strategies have worked? themes
• 3. Do we need additional and specific strategies
  for specific minority ethnic groups? If so, what?
• 4. What additional intervention strategies can
  schools use?
• 5. What do schools need from the LA to
  support/challenge schools?

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Discussion points raised
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Themes

• School improvement
• Personalised learning, role of leadership team,
  co-ordinating EAL
• Inclusive learning environment
• Ethos, culturally inclusive curriculum,
  partnership with parents
• Planning and assessment
• EAL pedagogy, language across the curriculum,
  talk, assessment
• Speaking, listening and learning
• Opportunities for oral language

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PNS-EAL Programme Evaluation

• At Local Authority level, on
• alignment between the Primary Strategy team, the
  Ethnic Minority Achievement team, Link Advisers
  and the School improvement teams
• LA capacity to support the closing of the
  achievement gap for bilingual learners
• At school level, on
• pupils attainment in each year group
• pupils confidence and self esteem
• leadership and management in schools
• teachers pedagogic knowledge and expertise and
  confidence
• curriculum development and design
• parents and carers roles in supporting their
  childrens learning

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PNS EAL Programme

• Schools involved
• The following schools were involved from the
  outset, in the summer term of 2004
• Boothroyd JIN, Carlton JIN, Cawley JIN, Crosland
  Moor J, Eastborough JIN, Field Lane JIN,
  Headfield J, Hyrstmount JIN, Mount Pleasant JIN
  and Ravensthorpe J.

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Pupils questionnaire LA summary

• 90 of all pupils were able to identify their
  class targets for Mathematics and/or English.
• 70 of all pupils stated that they were actively
  encouraged by their teachers to use their
  heritage language for learning.
• 98 of all pupils were able to identify a talk
  frame and where they had applied it.
• Pupils also said that there was more talk in the
  classroom in pairs and groups.
• It is evident, therefore, that the strategies
  which had been the focus of the Professional
  development modules are being used consistently
  within a majority of classrooms.

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Pupils

• Just over half of all pupils felt more confident
  as a result of more peer classroom talk.
• There was no significant impact on behaviour or
  independent working for most pupils

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Pupils

• 85 of all pupils recognised that their school
  supported them through religious celebrations.
• 43 of all pupils mentioned specific procedures
  schools introduced during specific times of year,
  even if they themselves did not use the facility
  (for example the option to say indoors during
  Ramadan). They also felt that the general ethos
  of the school was conducive to their needs.
• Most children felt that they were supported
  sufficiently, however, there were frequent
  requests for
• Lessons about other religions
• Prayer room during Ramadan
• More displays reflecting different cultures and
  religions. Some children felt that although they
  were reflected, the displays were not diverse
  enough and omitted other cultures, whereas some
  felt that their was not enough to reflect the
  culture of any minority group.

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Parents questionnaire LA summary

• All schools had excellent relationships with
  parents since 100 of those questioned felt
  welcome in school.
• Only 35 of parents had been informed explicitly
  about the PNS-EAL Programme.
• Some schools felt that they already had excellent
  links with parents and chose to tell them about
  the key messages only, where as others had
  meetings to explain and discuss the aims of the
  Programme.
• The results of Q4 suggest that parents still
  require further support to help them to help
  their childs learning.
• It should be noted that schools were not required
  to inform parents about the Programme

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Teachers questionnaire LA summary

• The majority of teachers said programme had given
  them more confidence.
• The majority of teachers indicated the use of new
  strategies as a result of the Programme. These
  consisted of, in the majority of cases, the use
  of talk frames to increase the amount of pupil
  talk in the classroom and the use of layered
  targets.
• The majority of teachers indicated an improvement
  in pupil attainment and provided evidence of how
  they reached this conclusion. Teacher
  observation and assessment provided the majority
  of evidence.
• The majority of teachers felt that the confidence
  of pupils had grown as a result of the Programme
  and they were able to make this judgement based
  on the time spent on talk for learning, by
  children.

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School Leadership Evaluation- LA summary

• The majority of schools felt that the
  introduction of the Programme had been too swift
  and messages had been confused in the initial
  stages. This is consistent with the findings of
  the NFER evaluation report.
• All but one school mentioned the Head teacher
  network meetings as useful for networking and
  sharing information.
• All but one school indicated that the involvement
  of the local authority consultant was practical,
  supportive and constructive. Most schools felt
  it had been tailored to and complemented their
  identified priorities.
• All schools indicated that they would wish to
  continue with the programme, either through
  various networks and meetings or within the
  school across a variety of curriculum areas.

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School Leadership Evaluation- LA summary

• All but one school indicated that the Programme
  had impacted on the leadership team such that the
  Programmes messages had either been incorporated
  into the School Improvement Plan or that they
  provided a discussion focus during meetings.
• All schools indicated impact in at least one of
  the following areas
• Raised awareness of teachers regarding language
  acquisition
• Raised awareness and increased knowledge of
  teaching assistants
• Raised awareness of staff when planning for
  learning
• Parental knowledge of the role of the heritage
  language in learning English
• Most schools indicated positive impact in each of
  the 4 areas.
• All but one school indicated (in the General
  box) that the Programme had been extremely useful
  in relation to how the school had developed the
  key messages.

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Overall successes

• Raised awareness of all staff and pupils about
  the role of the heritage language in the
  acquisition of English language skills
• Teachers are actively promoting the use of
  heritage language for classroom learning
• Teachers are planning for talk, using a variety
  of techniques including talk frames
• Training of teaching assistants resulted in the
  strengthening of their knowledge of the key
  messages of the Programme and this had impact in
  their practice
• Schools are setting class targets in either or
  both of Maths and English and sharing these with
  pupils
• At local authority level there has been a greater
  level of joint working between the Primary
  Strategy Team and the Ethnic Minority Achievement
  Team

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Next steps

• Support for schools in phase 2
• Embedding and extending in phase 1 schools
• Building capacity at LA level
• Working with the PNS Team to align the revised
  framework and the EAL materials

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EAL Programme hubs

• LA managed networks - opportunities for sharing
  and developing expertise and good practice across
  schools and LAs within a region.
• supporting dissemination of the EAL toolkit to
  consolidate and embed the EAL programme in their
  own and neighbouring LAs
• sharing effective practice on use of data and
  pupil tracking
• CPD for consultants
• Working with leading teachers and head teachers