RAISING ACHIEVEMENT OF AFRICAN PUPILS: Success Factors

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• RAISING ACHIEVEMENT OF AFRICAN PUPILS Success
  Factors
• Feyisa Demie
• Adviser for School Self-Evaluation
• Head of Research and Statistics
• Workshop Local Authority Initiatives to Raise
  BME Achievement
• Every BME Child Matters Closing the Attainment
  Gap Conference
• Wednesday 14 May 2008

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The LA Context Background Data

• Lambeth is one of the most ethnically and
  culturally diverse boroughs in Britain (e.g. 81
  ethnic minorities 145 languages spoken at home)
• Black African pupils formed the largest ethnic
  group with 24, followed by 20 Black Caribbean
  and 19 White British
• 40 of pupils are eligible for free school meals
• Attainment of African heritage pupils at KS2 and
  GCSE have been consistently high for many years
  and above national and LA averages

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The LA Context Number of African Pupils in
Lambeth Schools, 1995-2008
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The LA Innovative Initiatives Raising
Achievement Projects

• Projects completed
• Raising Achievement of Portuguese Pupils-2001
• Raising Achievement of Black Caribbean
  Pupils-2003
• Raising Achievement of Mobile Pupils-2004
• Achievement of African Heritage Pupils-2006
• Raising Achievement of Somali Pupils-2007 2008
• 2. Projects in Progress 2008/2010
• Raising Achievement of White British Pupils
  2008/2009

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Why Raising Achievement Initiatives in Lambeth?

• Key Aims of Raising Achievement Research
  Projects
• To identify success factors in raising
  achievement in Lambeth
• To use research evidence and data to raise
  awareness of underachievement issues with
  teaching staff and governors
• To use research as a catalyst for influencing the
  culture of schools to talk about their own good
  practice
• To develop effective strategies to support
  schools in their effort of raising standards
• To share schools good practice with other schools
  locally and nationally
• To celebrate achievement of Lambeth schools

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Underachievement Debate and National Concerns
GCSE 5A-C Issues - 2006

• Black Caribbean African pupils lag far behind
  the average achievement of their peers nationally
• Gap in achievement is growing
• Key questions-
• -Why are they are underachieving
• - What strategies are used by schools to
  raise achievement?

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Aims of the Research

• To study the achievement of African heritage
  pupils
• To examine the school experiences of African
  heritage pupils in relation to classroom
  experience and support from home
• To discover factors which contribute to the
  success of African heritage pupils in Lambeth
  schools

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Research Methodology

• Firstly KS2, KS3, KS4 statistical trends and
  patterns of performance were analysed
• Secondly, using an ethnographic approach,
  detailed case study research was carried out in 5
  secondary and 7 primary schools. A structured
  questionnaire was used to interview headteachers,
  teachers, parents and pupils to gather evidence
  on barriers to learning, the schools links with
  parents, and parents and pupils views about the
  school
• Thirdly, teacher, parent, pupil and community
  focus groups were carried out to ascertain views
  and to identify whether their experiences
  mirrored the views of participants in the case
  study interviews
• The case study schools covered between them a
  range of ethnic groups, eligibility for free
  school meals, languages spoken at home and
  similar school family groupings based on social
  factors
• Staff, parents and pupils were interviewed
• Questionnaires were used to obtain pupils views

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LA Schools PerformanceKS2 evidence 2005 ( level
4)
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LA Schools Performance GCSE evidence 2005
(5A-C)
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African Heritage Pupils Performance in Lambeth
GCSE Trend Evidence
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African Heritage Pupils Performance in Lambeth
England GCSE 5A-C 2007
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Case Study Schools Evidence and Key Questions for
Raising Achievement

• The case study evidence, without doubt, confirms
  that African pupils have shown a dramatic rise in
  achievement. This is despite a national trend of
  underperformance.
• Lambeth Black African pupils buck national trend
  by getting better exam results (Lambeth LA Press
  Statement, 13 July 2006)
• Top of the Class Black African children buck
  the trends of years of underachievement by Black
  pupils (Evening Standard, 13 Sept 2006)
• African heritage pupils in Lambeth are
  confounding national stereotypes and
  outperforming most of their peers throughout the
  country (Streatham Guardian 21 July 2006)
• Black African Pupils in all Lambeth schools are
  performing above national averages (South London
  Press, 4 March 2006)
• 2. Key questions
• Why are pupils achieving well and bucking the
  national trend in the case study schools and in
  Lambeth?
• What are the factors that contribute to this
  success?

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Why? What are the factors that contribute to this
success?

• This research is not just about good schools
• All the case study schools share many of the
  characteristics of successful schools nationally
• The research is about what the case study schools
  are doing differently or additionally to raise
  achievement
• Key aim is to look at the factors that contribute
  to this success

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SUCCESS FACTORS Strong African Identity

• All parents describe themselves as African
  rather Nigerian, Ghanaian, Ethiopian, Ugandan or
  Kenyan. They want their children to retain their
  African identify, language, culture and above
  all, respect for elders
• We are Africans it doesnt matter which
  country. I identify myself as African. We
  always try to instil into the children their
  roots so that they do not lose African
  identities. We would always try to teach our
  children to respect their elders. (Nigerian
  parent)

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SUCCESS FACTORSParental Support

• African parents value education very highly
• Africans invest in education because we
  need it. Back home we do not have the
  opportunity that these children have. Education
  makes a way for you. (Parent)
• Parents build and support a culture of
  achievement at home to support their childrens
  education
• Parents feel valued and respected by the school
  and describe it as family

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SUCCESS FACTORSParental Support

• African parents may sometimes be poor, but their
  standards are high. They expect and want their
  children to do well and will do whatever they can
  to help them and make sure it happens. (Deputy
  Headteacher)
• I like to teach here because I know I have the
  support of African parents. If I advise them what
  to do they will do it, whereas other parents
  might not. (Teacher)

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SUCCESS FACTORS Attitudes to Authority

• Parents have strong views on the importance of
  mutual respect and respect for authority
• African parents support the authority of teacher
  and expect their children to
• do hard work, have respect, discipline, listen
  to the teacher, work together.
• Teachers say African parents
• show respect for teachers, they want to know
  what they can do to help and it is backed by
  action.

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SUCCESS FACTORS Strong Partnership with
Community and Parents and Shared Values

• All schools have strong links with African
  communities
• Schools have respect for the culture and
  aspirations of African parents
• Schools reflect the local community they serve
  and respond to their needs
• Schools are very strong in equal opportunities
  and value cultural diversity
• Large number of staff and learning mentors are
  recruited from local communities

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SUCCESS FACTORS Good Awareness of African
Culture and Heritage

• Case study schools are truly multi-cultural
  schools where the diversity of ethnic origin,
  languages spoken and cultural heritage, brings
  real life to learning
• Cultural diversity is celebrated through
  organising heritage days, Black History Month,
  International days, Family learning days and the
  Achievement Award Ceremony
• Displays in the school reflect the school
  community including African contribution to
  history, great people in Black history, African
  cultural artefacts, cultural and language
  background of people of Africa, historical and
  political maps of Africa and Black History Month
  activities

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SUCCESS FACTORS Effective Use of Diverse
Multi-ethnic Workforce

• Schools have a diverse workforce. Staff of
  African heritage are represented across the
  school and within the leadership team
• Our staff are ethnically diverse and we have a
  good number of African teachers from Ghana and
  language support assistants who speak Twi, Ga
  and French between them, a Greek Cypriot, Irish,
  two Maltese, a Welsh teacher and two South
  Americans who speak Portuguese and Spanish. .
• (Teacher with 19 years years teaching in the
  same school)

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SUCCESS FACTORS Effective Use of Relevant
Inclusive Curriculum (1)

• The schools are good in using an inclusive
  curriculum that meets the needs of African
  heritage students
• African experience is used to enrich the
  curriculum in art, dance, music, geography,
  history and technology
• The curriculum used adds to their growing pride
  in being African

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SUCCESS FACTORS Effective Use of Relevant
Inclusive Curriculum (2)

• Schools are engaged in curriculum development and
  innovation using the richness of of their local
  communities to bring greater relevance for
  African students
• Schools have no problem in questioning the
  national curriculum
• Headteachers encourage teachers to use their
  creative intuition to deepen the quality of
  learning

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SUCCESS FACTORS Leadership and Vision

• The single factor that links all the case study
  schools success in raising achievement of pupils
  is the excellence of leadership. Universally,
  they focus on high standards and high achievement
  and equality of opportunity
• They build strong, cohesive teams and lead by
  example
• Significant numbers of staff are of Black African
  or Caribbean heritage
• All have a commitment to creating an ethos and
  relationship with pupils, parents and staff that
  have developed a real sense of community
• Staff have given many years service to the
  schools within the LA

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SUCCESS FACTORS Effective Use of Data for
Self-Evaluation

• Use of performance data for school improvement is
  a strength of the schools. Data is used as a
  driving force for raising standards
• Schools have well developed pupil tracking
  systems and have detailed CATs, KS2, KS3 and GCSE
  assessment data with background data such as
  ethnicity, language spoken, EAL level of fluency
  in English, date of admission, attendance rate,
  eligibility for free school meals, SEN stage,
  mobility rate, years in school, which teachers
  class was attended, attendance rate, types of
  support and postcode data.
• Data is critical for raising standards.
  Without data it is difficult to assess the
  strengths and weaknesses of the school and track
  individual students performance to improve
  teaching and learning. Teachers need good data
  and it is essential for all schools. Not just
  having it but using effectively. (Deputy
  Headteacher)

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Conclusions

• Achievement
• 79 percent of African heritage pupils in the
  case study schools achieved 5A-C compared to
  56 nationally and 65 in Lambeth
• Black African pupils in all Lambeth schools are
  performing above national averages and bucking
  the national trends
• Reasons for bucking national trends
• African parents value education very highly
• Parents respect authority and value good
  discipline
• Parents, pupils and staff value diversity
• The leadership in schools is outstanding
• Schools use performance data effectively
• Schools have an inclusive curriculum that adds to
  their growing pride in being African
• Schools have strong links with the African
  community

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Key Messages

• The LA schools have bucked the national trend
  through the use of range of strategies. Without a
  doubt reasons for bucking national trends is due
  to the quality of education provided in the local
  authority schools
• Lambeth has a number of excellent schools that
  offer good education to African pupils, which
  contribute to raising standards nationally
• Celebrating diversity and reflecting Englands
  multi-ethnic communities are important features
  of the ethos of schools in Lambeth
• Lambeth schools have experience and expertise to
  share with the rest of the country

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End of Presentation - Thank You

• Questions?
• Contact details
• Feyisa Demie, Adviser for Self-Evaluation / Head
  of Research and Statistics, Lambeth LA
• fdemie_at_lambeth.gov.uk
• Tel. [phone]

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Some Key Questions - Group Discussion

• The Lambeth study confirms without doubt the key
  factors for high achievement are strong parental
  support, an innovative curriculum that meets the
  needs of African pupils and strong links with
  African community. To what extent do you agree
  with the main reasons identified in the Lambeth
  research for good performance of African children
  in schools? Please share any experience in LA or
  schools
• 2. The Lambeth study questions the
  appropriateness of the national curriculum to
  African heritage pupils and calls for reforms to
  enable all schools to adapt lessons to the needs
  of ethnic minority pupils. What can be done to
  ensure this is happening?
• 3. What are the main reasons why Black Children
  are underachieving in British schools? What
  should the DCSF and LA do to narrow achievement
  gaps at national level?
• 4. What strategies are used to address
  underachievement of African heritage pupils or
  any other groups in your school or LA?