Enhancing Achievement of Pakistani and Bangladeshi Boys in Birmingham Schools

2. RAPBB Team Nargis Rashid Iram Naz Mohammed Hussain

3. Project Aims • To highlight factors affecting achievement • To disseminate good practice in Birmingham schools • To consider parental aspirations and expectations as a factor in achievement • To develop a framework/model which schools can use to raise achievement of underachieving groups • To raise achievement of Pakistani and Bangladeshi boys

4. Introduction • Pakistani and Bangladeshi boys are amongst the lowest achievers at Key stage 3 and key Stage 4 • Similar to African Caribbean students the reasons are complex and not fully understood

5. 5 A*-C of Minority Ethnic Groups in Birmingham (2004) Pakistani Boys Bangladeshi Boys

6. Methodology • School selection • Setting up contact with schools • Designing a research framework • Interviews and discussions • Analysis and dissemination

7. General Findings and Recommendations

8. Leadership • To permeate a learning culture in every aspect of the school. • To be committed to putting all leadership policies into practice. • To have strong focus on relationships and having high expectations.

9. Ethos • To have school organisation/discipline and reward systems that compliment a positive learning environment. • Displays, curriculum, assemblies and celebrations to promote inclusion and diversity. • The school should be a welcoming, caring and safe environment with a strong focus on learning and progression.

10. Learning Support • EAL assessment, support, evaluation to be regular, with greater awareness of EAL needs among staff through CPD etc. • Schools to have a whole school and targeted approach to improving literacy. • Learning Support should be inclusive and not single certain pupils out.

11. Expectation, Motivationand Progress • Having high expectations should be customary. • High achieving and middle ability boys need rewards and motivation to maintain and build on standards. • There should be an overarching learning environment within the school which overrides negative peer pressure from outside the school.

12. Teaching and Learning Relationships • Lesson planning should cater for different teaching and learning styles. • A good rapport with the teacher helps to establish respect, understanding and a positive learning relationship. • Curriculum and resources should cater for diversity of the pupils in the school.

13. Parents and the Community • Parents having better communication with sons and knowledge of school procedures were able to play a more constructive role in supporting their sons. • Achieving boys nearly always had at least one positive role model at home/school. • Schools with effective home/school liaison, translation, an open door approach were able to strengthen their parental support.

14. Supplementary Schools (Madrassahs etc) • Most Pakistani and Bangladeshi boys typically attend a Madrassah up to year 9 on a regular/daily basis. • Mainstream schools and Madrassah links can be useful in sharing good practice, resources and premises. • Madrassahs can be a useful link between schools, parents, local community and pupils.

15. LEA • LEAs should establish local groups to work with schools, local community and supplementary schools. • Ofsted should report back to LEAs to raise specific issues i.e. underachievement of Pakistani and Bangladeshi boys, so direct action can be taken. • LEAs should target schools to analyse causes of underachievement and support schools to take action.

16. Where Next? • Supporting schools to implement the recommendations made in the report. • Working with good practice schools to make an action scheme for each recommendation that will supplement the RAPBB report.