What Does Research Tell Us About Achievement in Schools? Researchers Panel:

1. What Does Research Tell Us About Achievement in Schools? Researchers Panel: Feyisa Demie, Head of Research and Adviser for School Self-evaluation, Lambeth LA Christabel McLean, Former Headteacher and Adviser for School Self-evaluation Andrea Parker, Headteacher of Bonneville Primary School and Chair of Black Caribbean Working Group

2. Raising the Achievement of Black Caribbean Pupils: Barriers to Learning and Good Practice in Schools Feyisa Demie, Head of Research and Adviser for School Self-evaluation Christabel McLean, Former Headteacher and Education Consultant UCL IOE National Conference 26th January 2018

3. Quotation ‘We are now seeing the third and in some cases the fourth generation of Black Caribbean pupils in schools in England. Their grandparents came from the Caribbean from the late 1940s, recruited to work in Britain after the Second World War. Like other black settlers before them, they hoped for a prosperous future for themselves and enhanced educational opportunities for their children. It would be natural to expect those hopes to have been realised by now and to assume that the majority of Black Caribbean children in schools in England are sharing the higher educational standards attained by the most successful pupils in our schools. This is not the case.’ (Ofsted 2002:1)

4. There is still a long way to go to close the achievement gap… The journey is not over…..

5. The Aim of the Session • This session aims to share the finding of the research project on the achievement of Back Caribbean pupils in schools in England. The main aim of the research project was to investigate the reasons why pupils from Black Caribbean heritage backgrounds are underachieving and to identify success factors to raise achievement. • We hope to answer four questions during our presentation including:- • What does the data tell us about Black Caribbean achievement? • What are the reasons for underachievement in England schools? • What are the success factors behind raising the achievement in schools? • What are the implications for policy and practice? 3. Underpinning the LA’s approach to raising achievement is the recognition of the need to use research to identify what works in schools. Schools need more evidence on ‘what works’ which are relevant to teachers practical concerns. 4. The research into achievement of Black Caribbean pupils in schools in England was undertaken to support schools in their efforts to raise achievement.

6. Research Methodology • Data Analysis: NPD data is KS2 and KS4 for achievement study. The sample size of the pupils who completed KS2 in summer 2014 is 544,220 and GCSE is 558,432 pupils. 2. Case Studies and Observations: 8 primary and 5 secondary schools were selected for case studies. Key criteria for the selection of schools were: • high number of Black Caribbean pupils • exceptionally good results and sustained KS2 and GCSE improvement over time A detailed questionnaire was used to interview headteachers, staff, parents and pupils to gather evidence on the experiences of Black Caribbean pupils in the school. 3. SENCO and EP Interviews and Focus Groups:Interviews with SENCOs and EPs took place including group discussions to ascertain their views concerning the reasons for Black Caribbean underachievement, over representation on exclusions and what practical steps needed to be taken in order to improve levels of achievement and to reduce the exclusion rate in schools. 4. Headteacher, Parent, Governor and Pupil Focus groups were carried out to ascertain their views concerning the reasons for Black Caribbean underachievement and what practical steps needed to be taken in order to improve levels of achievement for Black Caribbean pupils.

7. Number Interviewed or in Focus Groups • A total of 124 people participated in the interviews and focus groups • 13 schools took part in the case studies, and 22 participated in the focus groups • A range of school staff, pupils, parents, governors, educational psychologists and church leaders. • The majority of the staff interviewed were white, while almost all the parents and pupils were black or mixed white and black. 

8. Black Caribbean Underachievement in England-What does the data tell us about the achievement gap? KS2 and GCSE evidence • Research in British schools between 1965 to 2000 shows underachievement of Black Caribbean pupils (Tomlinson 1983). • The most comprehensive influential studies into the education of children of ethnic minorities were undertaken by the Rampton Committee (1981); Swann Committee (1985), Gillborn & Mirza, (2000), Demie (2006), Strand (2012). Each of these appeared to show considerable underachievement of Black Caribbean pupils, when compared with the average level of achievement of White British children. • Government statistics also confirm Black Caribbean pupils lag far behind the average achievement of their peers. The DfE data suggests that Black Caribbean and Pakistani pupils were least successful academically (DfE 2015).

9. KS2 and GCSE Attainment in England

11. Black Caribbean GCSE Performance by LA (5+A*-C including English and Maths)

12. Black Caribbean GCSE Achievement Compared to Main Ethnic Groups (5+A*-C incl. English and Maths)

13. Conclusions and Implications from the Data about the Achievement Gap • Overall the national data confirms that the gap is growing between the highest and lowest achieving ethnic groups and Black Caribbean heritage pupils are achieving significantly below the level of other main ethnic groups at KS2 and GCSE. • The national data in England also suggests that Black Caribbean underachievement in education is real and persistent and they are consistently the lowest performing group in the country. • The reasons for underachievement of Black Caribbean are wide‐ranging and complex. Our study also identified a number of reasons for underachievement of Black Caribbean pupils in British schools

14. Factors Responsible for Underachievement Black Caribbean Underachievement in Schools in England

15. Factors that may contribute to Caribbean pupils’ underachievement Institutional racism definition: ‘The collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin. It can be detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racial stereotyping’ The Macpherson Report

16. School factors that may contribute to Caribbean pupils’ underachievement • Headteachers’ poor leadership on equality issues (values, recruitment, training, parental engagement) • Teachers’ low expectations (achievement and behaviour) • Curriculum relevance and barriers (lack of representation) • Diversity in the workforce (91% leadership, 86% teachers, 87% TAs are white) • Lack of targeted support (no national strategies, no Sure Start) • Labelling of pupils, cultural clashes and behaviour (teachers may misinterpret) • Exclusions and racial equality (black boys most excluded group)

17. Family and home factors that may contribute to Black Caribbean pupils’ underachievement • Lack of parental aspiration and low expectations (no access to support networks; no aspiration within own circle; little interest) • Low literacy levels and language barriers (many recent arrivals from Jamaica, Visa over-stayers; disengaged from system; assumption that they do not need language support). • Teenage pregnancy (‘baby mums’); no experience of life outside immediate area; lack parenting skills; bring up ‘friends’ not children • Absent fathers (Millennium cohort study at age 11 shows 86% South Asian pupils live with both parents, but only 30% of BC pupils).

18. Wider social issues and other factors that may contribute to Black Caribbean pupils’ underachievement • Institutional racism (less overt but is reflected in few black policemen, teachers, educational psychologists, stereotyping, the Criminal Justice system; everyone frightened of being called racist) • ESRC research links racism with poorer health and development in children leading to long-term impact on their well-being • Cultural and identity issues (troublesome history of slavery and colonialisation) • Media negative profiling and stereotyping (entertainers/footballers) • Police stop and search and its adverse impact on race issues (17.5 times more likely to be stopped by police) • Recruitment and training issues of teachers, SENCos and EPs (barriers to entry)

19. Success Factors in Raising Achievement of Black Caribbean Pupils: Lessons from Successful Schools All the factors mentioned above can perpetuate low attainment. However, the situation is not doom and gloom. There are good schools that did not accept these factors are barriers. In successful schools they buck the national trend. Our good practice research evidence and previous national initiatives suggest that it is possible to raise achievement of Black Caribbean pupils and narrow the gap nationally with appropriate investment. Our research shows Black Caribbean pupils do well in multicultural schools. Key features and success factors identified in the research included: Headteachers’ excellent leadershipon diversity and equality issues Effective teaching and learning Use of a relevant inclusive curriculum Effective targeted support Effective use of diverse multi-ethnic workforce Celebration of cultural diversity

20. Success Factors: Effective Targeted Support • All groups of pupils do exceptionally well and excellent progress from the starting point. 2. Effective targeted support through extensive use of: • the best teachers to teach English and maths intervention groups “I took my strongest teachers out of class in each phase teams EYES, Year1 and 2, Year 3 and 4 and Year 5 and 6 and each picking up intervention groups. This has helped SEN, Black Caribbean and other disadvantaged pupils in the intervention groups who were at level 3 or below to achieve level 4 and 5 at end of KS2” ( Headteacher School A) “Making decision to give best teachers to deprived children reflects the leadership concern that all pupils, despite their starting points, will achieve the best possibly they can” (Headteacher school B) • one to one support • the pupils’ class teacher to deliver booster classes • Use of highly skilled and well trained Teaching Assistants (TA) working effectively alongside classroom teachers • Wide range of visits • Parental engagement

21. Success Factors: Effective use of diverse multi-ethnic workforce • The case study schools pride themselves on the diversity of its workforce. • Schools actively recruit from the local community. Promotes racial harmony and shows loyalty to the community. • Schools reflect the local community they serve and respond to their needs. Staff of BME 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, Black Caribbean, Irish, Portuguese teachers, Mixed race White and Black Caribbean, a Welsh teacher and two South Americans who speak Portuguese and Spanish. ….’ (Teacher) • Large number of staff and learning mentors are recruited from local communities • One teacher concluded: ‘It is nice for children here to see a teacher that represents their culture’

22. Percentage of BME Staff in the Case Study Schools’ Workforce

23. Conclusions and Key Messages (1) • Overall, the national data has shown that Black Caribbean underachievement is real and persistent with consistently low levels of attainment and the difference between their performance and that reported nationally is the largest of any ethnic group. • The were a number of reasons for the underachievement. But key factors were:- • Headteachers’ poor leadership on equality • Institutional racism • Stereotyping • Teachers’ low expectations • Curriculum barriers and relevance • Lack of diversity in the work force • Lack of targeted support • 3. However, the situation is not all doom and gloom. Lessons from National Strategies (2003-2011) show that the gap halved between 2004 and 2013 to an 8 point gap. • 4. If this improvement had continued the gap would have been closed by 2019. GCSE Black Caribbean and White British Achievement Gap in England (5+A*-C inlc. English and Maths) %

24. Conclusions and Key Messages (2) • Our research also shows Black Caribbean pupils do well in multicultural schools. • The main findings of the good practice research in the case study schools showed that KS2 and GCSE results have improved significantly. • Key features and success factors identified in the research included: • Headteachers’ excellent leadershipon diversity and equality issues • Effective teaching and learning • Use of inclusive curriculum • Strong link with the community • A clear stand on racism • Diversity in the school workforce • Celebration of cultural diversity • Effective use of pupil voice GCSE Black Caribbean and White British Achievement Gap in Case Study Schools (5+A*-C inlc. English and Maths) %

25. Recommendations Recommendations for The Department for Education The Department for Education should: • Establish a national Black Caribbean Raising Achievement Project • Establish ring-fenced Black Caribbean funding to schools • Provide funding to schools and community groups to establish partnership working • Review guidance to schools on exclusions • Provide leadership and guidance to tackle institutional racism in public services and schools • Develop a curriculum and workforce that more reflects the UK’s rich cultural diversity

26. Recommendations for Schools, LAs and MATs Schools should: • Audit workforce and pursue diversification that reflects the local community • Discuss race issues and ethnic diversity within lessons and as a part of staff CPD • Celebrate cultural diversity in school Local Authorities and Multi-Academy Trusts should: • Audit workforce and pursue diversification that reflects the local community including at senior management level • LAs should use data effectively to improve teachers’ and managements’ understanding of Black children as learners Teacher Development Agency, School Teaching Alliance and Universities should: • Develop mandatory training for trainee teachers on the barriers to learning facing Black and Black Caribbean pupils • Universities to set targets to recruit more Educational Psychologists from BME background

27. End of Presentation - Thank You Contact: fdemie@lambeth.gov.uk Good practice research report website: http://www.lambeth.gov.uk/rsu/research-reports

28. Recommendations from the Research Report: Lambeth Headteachers Response and Initiatives Andrea Parker, Headteacher Bonneville Primary School Chair of Black Caribbean Pupil Achievement Working Group

29. The Working GroupSet up through the Lambeth Schools Partnership • 1 Church School • 2 Community Primary schools • 1 Through Secondary School • 1 Secondary School All with significant BCRB communities

30. Best practice • Headteachers’ excellent leadership on diversity and equality issues • Effective teaching and learning • Use of a relevant inclusive curriculum • Parental engagement • Link with the community • The work of learning mentors in supporting Black Caribbean families • Church and community support and guidance • A clear stand on racism • Diversity in the school workforce • Celebration of cultural diversity • Effective use of pupil voice

31. Lambeth’s Response Raising the Achievement of Black Caribbean Children • Early intervention • Reducing exclusions • Raising the game

32. Actions that lead to striking impact! Early Intervention • BCRB achievement is on schools leadership agenda and has a place on the leadership team. • Identifying the right staff. • Embedded consistent approaches to parental engagement.

33. Actions that lead to striking impact! Reducing Exclusions • School to school collaborative approaches • Strong relationships and inspiring teachers • An inclusive approach • Community • Challenging head on, low expectations and low aspirations

34. Actions that lead to striking impact! Raising the Game • Setting high expectations whilst planning and resourcing to ensure they are met. • Robust monitoring and tracking routines. • An engaging curriculum and learning journey where pupils have opportunities to see themselves.

35. The plan • 3 initiatives • Bid for funding • Trial and review initiatives • Roll out initiatives within Lambeth schools to maximise impact

36. What Does Research Tell Us About Achievement in Schools? Question and Answer Session

37. Questions for Discussion Question 1: What does the data tell you about the achievement of Black Caribbean in your school or your LA compared to England? Question 2: To what extent do you agree or disagree with the factors that were identified in Lambeth research as the main reasons for underachievement of Black Caribbean pupils in English schools? Question 3. To what extent do you agree or disagree the good practice identified from Lambeth case study schools, such as strong leadership on race and equity issues, extensive use of diversified multi-ethnic workforce and celebration of cultural diversity, providing an inclusive curriculum that adds to their growing pride in being Black Caribbean pupils are useful to tackle the underachievement of Black Caribbean pupils in English school system?

38. Lunch Break