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RAISING ACHIEVEMENT OF AFRICAN PUPILS: Success Factors

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Title: RAISING ACHIEVEMENT OF AFRICAN PUPILS: Success Factors


1
  • 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

2
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

3
The LA Context Number of African Pupils in
Lambeth Schools, 1995-2008
4
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

5
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

6
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?

7
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

8
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

9
LA Schools PerformanceKS2 evidence 2005 ( level
4)
10
LA Schools Performance GCSE evidence 2005
(5A-C)
11
African Heritage Pupils Performance in Lambeth
GCSE Trend Evidence
12
African Heritage Pupils Performance in Lambeth
England GCSE 5A-C 2007
13
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?

14
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

15
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)

16
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

17
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)

18
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.

19
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

20
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

21
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)

22
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

23
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

24
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

25
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)

26
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

27
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

28
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. (020) 7926 9448

29
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?
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