Welcome and Opening Remarks

1. Welcome and Opening Remarks Councillor Lib Peck Leader of Lambeth Council

2. What Works in Raising Achievement of Black Caribbean Pupils in Schools Chair Introduction Cathy Twist

3. Programme- Morning Session 08.45 Registration and Coffee 09.15 Welcome and Opening Remarks Councillor Lib Peck, Leader of Lambeth Council 09.25 Introduction: What Works in Raising Achievement for Black Caribbean Pupils Cathy Twist, Director, Education and Learning, Lambeth LA 09.35 Addressing Education Inequality in Schools in England Professor David Gillborn, School of Education, University of Birmingham 10.00 Schools Panel 1: Successful Strategies in Closing the Achievement Gap Chair: Kate Atkins, Headteacher, Rosendale Primary School, Lambeth LA 11.15 Tea and Coffee 11.35 Researchers Panel 2: What Does Research Tell Us About Achievement in Schools? 11.40 Black Caribbean Achievement in Schools in England: Barriers & Good Practice Feyisa Demie, Adviser for School Self-Evaluation and Christabel McLean, Former Headteacher, Lambeth LA 12.20Recommendations from the Research Report: Lambeth Headteachers Response & Initiatives Andrea Parker, Headteacher, Bonneville Primary School & Chair of Black Caribbean Working Group 12.40 Question and Answer Session 13.00 Lunch

4. Programme- Afternoon Session 13.45 Raising the Achievement of Ethnic Minority Pupils in Schools: Lessons from Ofsted Inspections Mark Sims, Her Majesty’s Inspector, Ofsted 14.10 Professionals Panel 3: Raising Aspirations & Improving Outcomes of Disadvantaged Pupils 14.10 Improving the Outcomes and Opportunities for Young Black Boys: The Hackney Initiatives Helena Burke, Leadership & Management Adviser for Hackney Learning Trust 14.30 Teaching Black History in Schools Paul Reid, Director of Black Cultural Archives 14.50 Effective Practice to Support Black Caribbean Pupils in Schools Stephen Brooks, Excell3 Birmingham and Colleen Amos, CEO of Amos Bursary 15.10 Question and Answer Session 15.25 Closing Remarks 15.30 Close

5. Raising Achievement of Black Caribbean Pupils: Lessons from Successful Schools • Aims • ‘The Achievement of Black Caribbean Pupils’ aims to examine the success factors behind outstanding achievement and improvement of schools that serve disadvantaged inner city areas. • Research Methods • Case studies and observations: • Eight primary and six secondary schools were selected for case studies. Key criteria for the selection of schools were: • Good or outstanding grades in their most recent Ofsted inspection • Exceptionally good results and a sustained KS2 and GCSE improvement • A detailed questionnaire was used to interview headteachers, staff, parents and pupils to gather evidence on what works. • Focus groups: • Headteacher, parent and pupil focus groups were carried out to ascertain their views about what works in schools.

6. The Achievement in the Case Study Schools • The case study schools’ evidence, without doubt, confirms that Black Caribbean pupils have shown a dramatic rise in achievement. This is despite a national trend of underperformance at KS2 and GCSE. • The KS2 data shows that 88% pupils in the case study schools achieved level 4 or above compared to 75% national. • Between 2008 and 2015, pupils in the case study schools improved from 64% to 88%. This is an improvement rate of 24 percentage points compared to 7 points in all schools at national level. • At GCSE, pupils in the case studies improved from 50% to 61% between 2006 and 2015.

7. Black Caribbean Pupils’ GCSE Achievement in Case Study Schools and England Schools (Percentage of GCSE 5+A*-C including English and Maths)

8. Success Factors: Reasons for Narrowing the Gap in the Case Study Schools • The main findings of the good practice research showed that KS2 and GCSE results have improved significantly in the case study schools, despite a national trend of underperformance. • The research identifies a number of factors that are successful in closing the gap: • Strong leadership in promoting equality and diversity in schools • High quality teaching and learning • Effective use of data • Effective targeted support • Effective use of diverse multi-ethnic workforce • Diversity is valued and celebrated in displays 3. Overall, the good practice study suggests that Black Caribbean pupils do well in multicultural schools with a strong school leadership on diversity and equality issues.

9. Success Factors: Strong Leadership • The single factor that links all the case study schools’ success in raising the achievement of Black Caribbean pupils is the excellence of their leadership in promoting equality and diversity in schools. A few are themselves of Black Caribbean heritage. • The schools managed to recruit and keep many exceptional school leaders who with their staff and governors have fostered a climate of high expectations. • All schools demonstrate ‘good and outstanding’ leadership by the Headteacher and senior management teams. Each has a strong moral drive for pupils to succeed whatever their background. A number of comments were made about leadership: ‘We challenge stereotypes about the area served by the school by asking questions such as why can’t a school in a disadvantaged and challenging area be a good school, where achievement is outstanding? We have strong values and high expectations that are applied consistently.’ (Headteacher) ‘It is probably quite important for parents and the community to have a black headteacher in schools with high Black Caribbean population’ ‘We had a black headteacher. I think it made a difference in school I attended (Deputy Head) ‘I think it is important that the makeup of the leadership team reflects diversity.’ ‘We have black members of the senior leadership team and in terms of gender and ethnicity there is a good mix across our faculties’ (Deputy Head)

10. Success Factors: Effective Teaching and Learning • Good and outstanding teaching by consistently high-quality staff who show great commitment and passion. • There is an active focus on learning in the schools with a sustained focus on ensuring access to the curriculum for every pupil, whatever their background. • The schools are good in using an inclusive curriculum that reflects/uses the pupils’ heritage, culture and experiences. • In the case study schools, pupils appreciated teachers’ expectations of them and the support they gave to achieve. • ‘Teachers in this school teach well and help you’ • ‘We are encouraged to aim high and we are supported to achieve it’ • ‘Teachers are very good at teaching and making lessons fun’ • ‘We all enjoy learning here’

11. Success Factors: Effective Use of Relevant Inclusive Curriculum • The schools are good in using an inclusive curriculum that reflects/ uses the pupils’ heritage, culture and experiences and meets the needs of Black Caribbean and African heritage students. • Black experience is used to enrich the curriculum in art, dance, music, geography, history and technology • The curriculum used add to their growing pride in being Black Caribbean and Black African • Black History Month linked well into mainstream curriculum • Schools use the richness of their local communities to bring greater relevance for students e.g. Olympics/ Royal ballet- broadening horizons