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Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupilsA management guide

Curriculum and Standards

Guidance

Local authority and school strategy and inclusion managersStatus: Recommended

Date of issue: 03-2007

Ref: 00069-2007BKT-EN

Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide 00069-2007BKT-ENSecondary National Strategy © Crown copyright 2007

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ContentsIntroduction 2 Background 3 waves: a common approach to intervention support How to use this document

Leadership and management 6 Working in collaboration – networking

Ethos for learning 8 Pupil voice

Making effective use of data 11

Teaching and learning 13 Partnership teaching

Parents and community 14 Working with the local community

Self-evaluation document 17

00069-2007BKT-EN Raising the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupils: a management guide© Crown copyright 2007 Secondary National Strategy

Introduction

The Government’s drive to improve secondary education is based upon high expectations for all pupils with appropriate support and intervention to reduce inequalities.

The schools’ white paper Higher Standards, Better Schools for All: More Choice for Parents and Pupils ref. Cm 6677 stresses the importance of personalised learning where teaching and learning are tailored to the individual needs of all pupils, with particular attention to those pupils who have fallen behind including those from minority ethnic groups. This management guide will support schools in personalising the learning of pupils of Pakistani, Bangladeshi, Somali and Turkish heritage in order to raise their attainment.

Promoting inclusion and tackling underperformance are important aspects of the Secondary National Strategy for school improvement. Nationally pupils of Pakistani and Bangladeshi heritage underperform when compared to other groups; there is also local evidence showing underperformance of Somali and Turkish heritage pupils. The gap in attainment between many pupils from these heritage groups and the national average is marked by the time pupils reach the end of Key Stage 2 and widens through Key Stages 3 and 4. Although average attainment is rising for Pakistani and Bangladeshi pupils and pupils from these groups can and do attain at the highest level, 2006 data present a stark picture of underattainment and highlight the need for targeted intervention programmes.

2006 GCSE attainment data

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10

20

30

40

50

60

70

80

90

Chines

e

White

/Asia

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Indian Iri

sh

All pupils

White

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Banglad

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Black

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Pakist

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White

/BC

Black

Carib

bean

Trav

eller

Gypsy

/Rom

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5+ A*-C GCSE incl. En and Ma 5+ A*-C GCSE

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This guidance is intended to support senior leaders in tackling underperformance through rigorous self-evaluation and targeted action, closely aligned to other aspects of school improvement and should be used in conjunction with other guidance materials such as:

Tracking for success Ref: 1545-2005FLR-EN

Tackling underperformance: a guide for school leaders Ref: 0758-2004G

Unlocking potential: raising ethnic minority attainment at Key Stage 3 Ref: 0579/2002

BackgroundThe minority ethnic achievement programme (MEAP) was launched as a pilot in October 2004 to address the underattainment of pupils from Pakistani, Bangladeshi, Somali and Turkish (PBST) heritage. It involved 12 local authorities (LAs) and 52 schools nationally and has been extended to involve 17 LAs and 80 schools.

The programme objectives were to:

narrow the achievement gap

ensure that the educational aspirations of Bangladeshi, Pakistani, Somali and Turkish communities and their children are realised

support the development of inclusive approaches to teaching and learning.

The programme focuses on improving teaching and learning in English, mathematics and science for minority ethnic pupils at Key stage 3 and on creating inclusive schools that address the needs of all pupils.

3 waves: a common approach to intervention supportThe National Strategies advocate a systematic approach to teaching based on three ‘waves’ of tailored support. Schools will need to use a ‘waves’ approach to plan, design and tailor effective and appropriate provision. This guidance is aimed at the development of ‘wave 1’ and ‘wave 2’ intervention support.

The waves are:

Wave 1 – Tailored teaching in classes

High quality inclusive teaching is supported by effective whole-school policies and frameworks, clearly targeted on all pupils’ needs and prior learning. This needs to be based in planning and schemes of work that are designed to move all pupils from where they are to where they need to be. Where there are large numbers of pupils that share the same learning needs, then the best solution is to adjust the planning to cater for them. It means setting a new trajectory for the learning programme to take pupils to where they need to be in terms of age-related expectations. Effective wave 1 teaching anticipates the needs of pupils based on good use of yearly transition data and information.

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Wave 2 – Wave 1 plus additional, time-limited, tailored intervention support programmes:

This is designed to increase rates of progress and secure learning for groups of pupils which puts them back on course to meet or exceed national expectations. This usually takes the form of a tight, structured programme of small-group support, carefully targeted and delivered by teachers or teaching assistants who have the skills to help pupils achieve their learning objectives. This can occur outside (but in addition to) whole-class lessons, or be built into mainstream lessons as part of guided work. Critically, intervention support needs to help pupils apply their learning in mainstream lessons. Intervention programmes need to be closely monitored to ensure that they meet pupils’ needs. This is about support for pupils who can get back to achieving age-related expectations. The outcome of wave 2 intervention is for pupils to be back on track to meet national expectations at the end of the key stage.

Wave 3 – Wave 1 plus increasingly individualised programmes, based on independent evidence of what works

Expectations are to accelerate and maximise progress and minimise performance gaps. This will involve one-to-one or very small group support via a specialist teacher, highly-trained TA or academic mentor, to support pupils towards the achievement of very specific targets.

The ‘waves’ model provides a useful tool to support efficient curriculum planning, inclusive teaching and personalised approaches to address diverse needs. It provides a common language that emphasises a curriculum response that can reduce the need for highly individualised strategies.

How to use this documentThis management guide provides a structured approach to identifying and addressing the needs of underperforming groups of pupils, in particular Pakistani, Bangladeshi, Somali and Turkish heritage pupils.

This guide will support senior leaders in:

reviewing the performance of all pupils from the target groups and identifying underperforming groups or individuals

reviewing key aspects of the school, for example whole-school management systems, school policies, teaching and learning, intervention, parental/carer and community partnerships and whole-school ethos

using the review findings to improve key aspects of the school and to ensure the attainment of the target groups

devising a programme for the professional development of teachers using coaching through partnership teaching

monitoring and evaluating the implementation of these changes and tracking pupils’ progress, to ensure that attainment is maintained.

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Key principles

The achievement of PBST heritage pupils is a whole-school issue.

Senior leaders are key to developing inclusive school practices for all pupils.

Teaching and learning initiatives that address PBST heritage pupils’ needs are essential to raising attainment. They should be evidence-driven and their impact evaluated.

PBST heritage pupils should be assessed and tracked as part of the school’s academic review cycle.

Pupils should be aware of their current level of attainment and know what their areas of development are. Teaching should aim to address these areas of development. Curricular target setting should inform this process.

It is essential to support parents and carers in addressing the learning needs of their children through a planned programme of training.

It is important that pupils’ views and opinions are sought to improve the climate for learning.

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Key points

Is the achievement of PBST heritage pupils a key issue in the school and addressed in the school development plan?

Is there a clear leadership structure that will monitor and evaluate the impact of actions taken on this programme and provide active support?

How are you ensuring active partnership between parents, community and the school?

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This guide is divided into the following sections: Leadership and management

Working in collaboration – networking

Ethos for learning

Pupil voice

Making effective use of data – tracking and monitoring

Teaching and learning

Partnership teaching

Parents and community

Working with the local community.

Before using the guidance, senior leaders will need to: complete the accompanying self-evaluation document

identify priorities

agree a time line for tackling the priorities.

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Leadership and management The 2006 evaluation of the two-year pilot showed MEAP had the greatest impact when led by a senior leader. Their role ensured the MEAP programme had high status and was central to the work of the school. Interventions were integrated fully into the school development plan and informed the Secondary Self-Evaluation Form (SEF), Ofsted May 2006, available at www.ofsted.gov.uk.

Best practice shows that the interventions had the most impact when senior leaders set up a working group comprising:

senior leader/strategy manager

head of inclusion (EMA/EAL)

core subject leaders

head of year

home–school link worker, if available

LA consultant or adviser.

A key responsibility of this group is to complete the self-evaluation audit and to identify areas of priority. Then senior leaders in conjunction with subject leaders could plan a programme of action to raise the attainment of the focus pupils. This might include professional development of teachers that addresses particular learning needs of the target pupils, for example, implementing Literacy and learning or Assessment for learning. One of the key roles of senior leaders is to create the time required for teachers to take developments forward.

From the 2006 evaluation, the programme had the greatest impact when intervention was targeted on a small group of pupils; the most effective number was about 20 pupils. This ensured monitoring and evaluation was focused. This programme is aimed at pupils who have the potential, with support, to get at least a level 5 in the Key Stage 3 tests. Developments were most effective when they focused on the core subjects in Years 8 and 9. When setting targets for pupils it is important to remember that pupils may already have underachieved at Key Stage 2 and therefore need to be set challenging targets which aim to accelerate their progress.

The 2006 evaluation also showed that a programme of teacher professional development using partnership teaching and coaching, particularly with pupils of PBST heritage, was a key factor in improving teaching and learning and the attainment of all pupils.

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It is vital that senior leaders monitor and evaluate not just pupils’ attainment progress, but also developments in teaching and learning. This might be through:

discussions with pupils

lesson observation

book sampling

parents’ discussion

monitoring planning meetings and schemes of work.

It is helpful if senior leaders set up a forum for parents of the target cohort and work with local community groups, such as supplementary schools, to raise the attainment of PBST pupils. Guidance and case studies on this are provided in the Parents and community section.

Interventions should be integrated into existing school systems and structures. This ensures developments are sustained and embedded.

Key points

With support from the LA, schools should:

set up an intervention working group

complete the self-evaluation document to identify key priorities

produce an action plan that addresses key priorities and makes use of Secondary National Strategy and EMA resources at LA and school level

implement partnership teaching through coaching.

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Working in collaboration – networkingResearch has shown that teachers want to learn from other teachers. Many schools have found it extremely useful and beneficial to learn in collaboration with other schools. This helps to build local capacity. The MEAP programme was about collaboration, the good ideas of one school incorporated into the provision for PBST pupils in another and vice versa. Termly network meetings provided an excellent forum for professional development and an opportunity to consider how universal resources were used to impact on the attainment of a focus group, such as assessment for learning.

It is important that senior leaders attend network meetings held by the local authority and monitor developments when appropriate.

Action point

Ensure a key member of the intervention working group attends network meeting each term.•

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Ethos for learning

Raising the attainment of the targeted pupils should focus on improving teaching and learning, supported by a conducive whole-school ethos that has high expectations and enables pupils to feel secure and valued. The Every Child Matters agenda, launched by the Government in 2003, addresses the needs of young people in the five key areas:

Enjoy and achieve

Stay safe

Make a positive contribution

Be healthy

Achieve economic well-being.

The main aspect of the Every Child Matters agenda for this group of pupils is:

Enjoy and achieve

Interventions are focused on teaching and learning. However, the school also needs to consider other areas that contribute to developing an inclusive ethos and ensuring pupils enjoy and achieve to their fullest potential.

The environment for the pupils inside and outside of the school needs to be considered as an essential component of pupils’ learning. Minority ethnic pupils should be viewed as a strength of the school. Treating these pupils as a part of the school’s identity is central to its ethos. This can be achieved by focusing on the pupil as an individual, by recognising and celebrating their successes and being aware of barriers they face outside the school environment for example, racism, poverty, life experiences and sometimes cultural tensions.

Recognising the progress of individual pupils in formal and informal ways, raising expectations and aspirations through use of community organisations, successful role models and mentors all contribute to giving the message to pupils that the school has the highest expectations of them and will work to help meet these expectations.

Schools should not only have knowledge of cultural and religious dates but also be proactive in celebrating these events as a whole-school community such as holding a whole-school Iftari (the meal served when the fast is broken) in Ramadan involving parents and community members.

Within the classroom the climate for learning should ensure that all pupils feel valued and challenged to extend their learning. Teachers’ planning must reflect the need for differentiation to support the learning of PBST heritage pupils and also deploy other adults (for example, teaching assistants or learning mentors) appropriately to ensure all pupils are included. Pupils should be actively involved in the assessment of their own learning.

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Stay safe

Schools should consider the physical environment of the pupils; for example, do displays around the school reflect the countries from which they originate, or contributions other countries have made to our body of knowledge and our society?

School should be a place where pupils feel psychologically as well as physically safe. The celebration of diversity in school contributes to the pupils’ sense of belonging, self-esteem and self-worth. Opportunities should be made in terms of displays, as well as within curriculum areas and teaching resources to reflect different cultures and make use of the varied experiences pupils bring with them.

Effective schools pay attention to the relationships pupils have with other pupils and the relationships they have with staff. Strategies to promote positive behaviour and good attendance are crucial in providing a secure learning environment.

The school should ensure that it has an effective policy on:

race equality

dealing with racial incidents, both victims and perpetrators

dealing with bullying.

For pupils to feel safe, it is vital that their cultural, linguistic and religious diversity is recognised and promoted. The most effective way of knowing if a school is getting an inclusive ethos right is by asking pupils. When schools actively develop a pupil voice, pupils feel their concerns and recommendations are heard and acted on. This gives pupils a sense of ownership and belonging to the school and is particularly important for minority ethnic pupils, some of whom may feel disengaged or disempowered at school.

Make a positive contribution

Pupils feel valued and respected when they are given responsibility in school and feel they have a say in the decisions which affect them. Effective use could be made of school councils, where areas of concern or interest to the pupils are highlighted and solutions discussed.

Pupils could be encouraged to work with other pupils as mentors as well as with members of the community.

Schools could facilitate a forum to tackle political or controversial issues through debate and dialogue with peers as well as teachers and local organisations.

Be healthy

Schools should ensure the physical and emotional health of pupils by being sensitive to their cultural and religious requirements. This should be reflected in all aspects of school life for example the teaching of RE and sex education. Opportunities should be provided to develop the positive self-image and self-belief of all pupils.

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Achieve economic well-being

Care should be taken when giving guidance on work experience and careers so that stereotypes are not perpetuated and pupils are challenged to seek work outside their or their parents’ sphere of experiences. This is a vital element of enjoying economic well-being.

Pupils’ option choices can be monitored to ensure that no single group is overly represented in a particular area. For ex pting for PE in Key Stage 4; they reviewed the guidance they were giving to pupils with regard to option choices to ensure pupils were considering all avenues. Attention should also be paid to monitoring by gender in terms of option choices.

Pupil voice‘When schools make efforts to consult with and take note of “the pupil voice”, pupils tend to be more positive in their approach to learning and to school.’

Middle leaders’ self-evaluation guide

The most effective way a school can learn about the impact of its policies and its practices is by eliciting the views of pupils. It is vital schools have a good understanding of pupils’ perceptions, attitudes and beliefs about the school and also about what impacts on them outside the school.

It is important to remember that pupils may lack confidence or be reticent in sharing their views with teachers directly; you may wish to consider approaches such as peer-led discussions with group feedback or a home–school link worker leading pupil discussion and providing feedback.

Once pupils’ views have been sought, it is important to ensure that their responses inform schools’ actions and that the pupils are asked to give feedback on the impact of the actions taken.

Key points and actions

What are the professional development needs of your staff in light of the Every Child Matters agenda for minority ethnic pupils?

Look at the self-evaluation document on page 17 to reflect on these issues in more depth.

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Making effective use of data

Having completed the self-evaluation document, senior leadership teams will have an informed view of how data are currently used at senior and middle management levels; this section of the guidance will support senior management in improved use of data and is informed by the school improvement cycle of plan, implement and review.

It is assumed that the school regularly analyses all data by ethnicity and gender. Good practice is where attainment and other data, such as attendance, rewards, sanctions and exclusion are also analysed in relation to overall pupil achievement and by ethnicity and gender.

Effective senior leaders ensure there is a culture of high expectations for all pupils, particularly minority ethnic pupils. They model the approach that minority ethnic pupils can achieve at the highest level with support. Challenging targets are set for the identified pupils that take into account previous attainment in Key Stage 2, and teacher assessment, as well as the recognised need for accelerated progress to close the attainment gap.

The focus on Key Stage 3 for the targeted pupils is important because national data show this is where there is marked underachievement of PBST pupils. In addition, national data show:

if pupils do not have a level 5 in English at Key Stage 3 they have a less than 10% chance of getting 5 A*-C grades at GCSE

in 2006 just under a quarter of pupils who had level 5 in mathematics at the end of Key Stage 3 attained a grade A*-C in mathematics at GCSE. However, about 80% of pupils who had level 6 in mathematics at the end of Key Stage 3 attained a grade A*-C at GCSE

in 2006, in science 46% of pupils who had a level 5 at Key Stage 3 gained a grade A*-C in science at GCSE. Nearly 90% of pupils who had a level 6 in science at the end of Key Stage 3 attained a grade A*-C at GCSE.

Curricular target setting helps pupils to know what they need to do to improve and informs teachers in their planning and assessment. Guidance and support for English and mathematics teachers in assessing pupils accurately and identifying what pupils need to do to access the next level is available through the Assessing pupils’ progress materials (Assessing pupils' progress in English CD-ROM Ref: 03957-2006CDO-EN and Assessing pupils’ progress in mathematics Ref: 00007-2007DOM-EN).

The English and mathematics progression maps provide further guidance. Further support is available from English and mathematics consultants. Guidance in science is available through the publication Developing curricular target setting in specific subjects ref. 1101-2005 GCD (N.B. This is only available as part of the pack ref. 1496-2005CDO-EN).

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Senior leaders should ensure that pupils’ progress is regularly tracked and monitored. This could be on a half-termly basis. The progress of identified pupils could be discussed at subject leader meetings and heads of years should also have an overview. Progress should be monitored, not just through attainment data but also through:

focused lesson observations, for example, to gauge pupil participation

book sampling, for example, to assess progress in writing skills

teacher feedback

pupil interviews

parental feedback.

Case study

A MEAP programme school set targets of 2 levels of improvement from KS2 attainment for each pupil based on ‘1+1’, 1 level of improvement from Key Stage 2 and 1 level of improvement that is the added ‘challenge’ to ensure pupils’ progress is accelerated to meet national expectations.

Partnership teaching was set up in science, making use of Literacy and Learning in Science ref. 0656/2004G publication. The EAL teacher marked work with a focus on literacy and the science teacher marked work with a focus on science.

All pupils on the intervention list have their progress reviewed half-termly. Sampling of pupils’ writing is done on a monthly basis to ensure progress is being made against the curricular targets. All pupils and parents are aware of the pupils’ curricular targets.

Key actions

Analyse Key Stage 3 data to identify a subject focus.

Target approximately 20 underachieving pupils in Year 8 or 9.

Set targets for these pupils that aim to accelerate progress.

Implement intervention using partnership teaching and coaching.

Make effective use of curricular target setting.

Monitor and evaluate progress regularly.

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Teaching and learning‘It is about our learning as well as the pupils’ learning’

MEAP programme school senior teacher

If we are going to raise the attainment of the targeted pupils we must focus our energies in the classroom and on teaching and learning. A key objective is the development of inclusive approaches to teaching and learning, this:

demands the active engagement of pupils in the learning process

has a rigorous focus on developing literacy and oracy

is informed by key principles of assessment for learning

is underpinned by the highest expectations of pupils.

Partnership teachingTo raise the attainment of the focus pupils, attention needs to be paid to pupils’ learning through a focus on teachers’ learning. A key action for senior leaders is to be familiar with the processes of partnership teaching and coaching. This supports the Secondary National Strategy’s focus on coaching as a means of professional development.

The 2006 evaluation of MEAP highlighted the benefits created by working in collaboration with other teachers. These benefits included:

higher expectations of pupils

improved pace and structure of lessons

supporting teachers in more effective planning and delivery of lessons

providing opportunities to be creative and take risks in trialling new pedagogic approaches

impact on pupils’ attainment, aspirations, attitude and behaviour for learning.

Key actions

Consider the timetabling implications and the structures that need to be set up to ensure successful implementation of partnership teaching through coaching.

Ensure teachers working in partnership have dedicated time for planning and reviewing lessons; intervention funding could be used to support this.

For further resources which can inform the partnership teaching refer to Pedagogy and Practice

Teaching and Learning in secondary schools ref. 0423-2004G.

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Parents and community

‘How well is my child doing and what do I need to do to help them learn better?’

Parent in a MEAP programme school

‘We need schools working with parents, children and local communities to drive reform.’

Higher standards and better schools for all: more choice for parents and pupils 2005

Parents are a vital resource to support the learning of pupils. Effective schools ensure parents are involved not just with the pupils’ pastoral needs in schools but also have knowledge of and the ability to support their children in meeting academic demands.

It is important to remember that parents have their own expertise and experience that schools can use to raise the attainment of the focus pupils; parents should be given the opportunity to share this expertise.

Effective schools invite parents to contribute to how the school can improve the learning of their children, to give feedback on the impact of policies including the anti-racism and anti-bullying policy. It is important that the relationship with parents is based on mutual respect and partnership; schools should be mindful of their own role as holders of power. Schools should consider their role in building parents’ capacity to be equal partners.

Parents particularly welcome input from schools on how the core subjects are taught, what they can do to support their children in these subjects and what additional resources are available to do this. Parents also value modelling of current teaching strategies and lessons.

Schools should monitor attendance at parents’ evenings by ethnicity and actively seek out opportunities to involve parents and to further remove barriers to parent participation in the wider school life.

Parents found it useful to have the following information.

National education structures such as:

key phases and events in the academic year

key examinations and their implication for pupils’ life chances

agencies that can support them, including the LA

useful websites.

How they can support their children in areas such as:

importance of homework and effective use of homework diaries

the need to discuss schoolwork with their children in English or home language

effective use of online learning resources, where available

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importance of attendance and its links to pupils’ attainment

information on the key skills pupils need to have, in at least the core subject areas, in each year group. You may wish to refer to the key objective bank for English and mathematics and the yearly teaching objects for scientific enquiry.

Schools can use the following resources to support parents:

Getting involved Ref: 1206-2005VID-EN and I can explain! Ref: 1211-2005CL-EN resources produced by the Secondary National Strategy

10 for 10 mental mathematics revision ref. 0744-2004G (This is part of the How to get more pupils from level 3 to level 5 in mathematics- Part 2 course ref 0741/2004)

National Strategy resources such as Learning Challenge ref. 0393/2003, Reading Challenge ref. 0293/2003, Writing Challenge ref. 0314/2003, and Mathematics Challenge ref. 0200/2003.

Case studies

One school focused on mathematics to improve the attainment of their pupils. As well as developing teaching and learning in mathematics, the school used the 10 for 10 resources to help parents to know what they can do to help their children improve their mental skills.

They also, in conjunction with their City Learning Centre, trained parents in how to use an online mathematics resource. Parents are then able to monitor the work their pupils are working on and discuss progress with their teachers as appropriate.

Another school holds termly coffee mornings with parents to discuss what more the school could do to meet their needs. The school takes feedback on what is working well and considers parents’ ideas on what could be improved.

Key points

What information/knowledge do you currently give parents?

What structures do you have in place to work with parents as partners in their children’s learning?

How are members of staff used to develop effective links with parents?

What opportunities exist to make links with parents?

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Working with the local community‘Effective school leaders project their leadership beyond the school and into the wider community. They are well known by their community and do not see their responsibility to their students confined to the school fence.’

Effective Leadership in Multi-Ethnic Schools, NCSL, 2005

Successful mainstream schools mould school culture to embrace and support diversity reflected in the community, examples of good practice are:

ensuring the community is consulted when drawing up the school calendar to ensure key cultural and religious dates are recognised

ensuring successful members of the community are recognised and celebrated in the school to raise aspirations and are encouraged to act as role models

making use of successful members of the community or local imams to act as academic mentors for the focus group

having assemblies delivered by representatives of different faith groups on a regular basis

making links with local cultural centres, which inform curriculum-based developments such as working with a Bangladeshi theatre group to develop oracy skills of the focus pupils

liaising with the local mosque to work with families where attendance has been an issue

establishing close links with supplementary schools, through inviting teachers to attend training, sharing attainment data on pupils and providing resources to the supplementary schools.

Case study

The EAL teacher, who is also a mathematics specialist, regularly works with the on-site Saturday supplementary school. She trains teachers on effective pedagogy in mathematics and shares pupils’ assessment information. The supplementary school teacher has visited mainstream mathematics lessons and the EAL teacher works in partnership with the supplementary school teacher once a month.

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Self-evaluation document

Ensuring the attainment of Pakistani, Bangladeshi, Somali and Turkish heritage pupilsIt is not envisaged that school leadership teams will work their way through the entire document, rather that they read through the whole document to gain an overview, and then select one or two sections on which to focus, depending upon the perceived needs of the school.

In the column headed ‘SEF’ is the reference to the relevant part or section in the Secondary Self-Evaluation Form (SEF), Ofsted May 2006, available at www.ofsted.gov.uk. If the reference is placed alongside the Aspect heading, it refers to all the aspects in that section. Where there is a reference alongside a single numbered aspect, that reference is in addition to the aspect heading.

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choo

l sta

ff is

cle

ar o

n th

e di

ffere

nces

bet

wee

n S

EN

and

EA

L an

d bi

lingu

al p

upils

are

not

gro

uped

or

taug

ht in

appr

opria

tely.

Par

t C

6-8

10. A

ny w

ithdr

awal

arr

ange

men

ts a

re c

aref

ully

mon

itore

d fo

r im

pact

and

to e

nsur

e fu

ll ac

cess

to th

e cu

rric

ulum

.P

art C

1


��

11. T

he s

choo

l mak

es e

ffect

ive

prov

isio

n fo

r pu

pils

to

take

exa

min

atio

ns in

hom

e, c

omm

unity

and

her

itage

la

ngua

ges.

Par

t C

6-8

12. U

nder

achi

evin

g B

ME

and

bilin

gual

pup

ils a

re

targ

eted

for

supp

ort a

t key

enr

ichm

ent a

ctiv

ities

suc

h as

ho

mew

ork

club

s an

d re

visi

on c

lubs

and

thei

r at

tend

ance

is

mon

itore

d.

13. V

ulne

rabl

e B

ME

and

bilin

gual

pup

ils, i

nclu

ding

asy

lum

se

eker

s an

d re

fuge

es, a

re id

entifi

ed a

nd a

ppro

pria

te

prov

isio

n m

ade

for

them

.

Par

t B

5-6,

P

art

C6-

8

14. T

he s

choo

l act

ivel

y en

gage

s B

ME

and

bilin

gual

pup

ils

by in

volv

ing

them

in a

ll as

pect

s of

sch

ool l

ife a

nd s

eeki

ng

thei

r vi

ews

in a

var

iety

of w

ays.

Par

t C

6-8,

2a

-d

15. T

he s

choo

l pro

vide

s su

ppor

t, e.

g. a

cade

mic

tuto

rs,

enric

hmen

t act

iviti

es o

r bu

ddy

syst

ems

for

pupi

ls

iden

tified

as

‘at r

isk’

of u

nder

achi

evin

g.

16. C

lass

room

and

cor

ridor

dis

play

s po

sitiv

ely

refle

ct

the

lang

uage

s, e

xper

ienc

es a

nd h

erita

ge o

f BM

E a

nd

bilin

gual

pup

ils.

17. T

he s

choo

l ens

ures

that

all

pupi

ls a

nd p

aren

ts a

re

awar

e of

the

race

equ

ality

pol

icy

and

thei

r ro

le in

ens

urin

g th

at it

wor

ks.

18. B

ME

and

bilin

gual

pup

ils a

re re

pres

ente

d in

all

aspe

cts

of s

choo

l life

, e.g

. sch

ool c

ounc

il, s

choo

l tea

ms,

gi

fted

and

tale

nted

initi

ativ

es.


20

Asp

ect

SE

FE

vid

ence

of p

ract

ice

A2:

Tra

ckin

g a

nd m

oni

tori

ng1a

, 1c

-eW

ell e

stab

lishe

dD

evel

op

ing

No

t ye

t in

pla

ce

19. T

he s

choo

l has

robu

st a

nd s

ensi

tive

syst

ems

for

colle

ctin

g co

ntex

tual

dat

a fo

r B

ME

and

bilin

gual

lear

ners

, su

ch a

s: fi

rst l

angu

age

(L1)

, oth

er la

ngua

ges

spok

en,

liter

acy

in L

1, re

fuge

e st

atus

and

leng

th o

f sch

oolin

g in

side

and

out

side

the

UK

.

20. T

he s

choo

l has

an

esta

blis

hed

time

line

for

the

colle

ctio

n an

d an

alys

is o

f att

ainm

ent d

ata.

21. T

he s

choo

l ana

lyse

s at

tain

men

t dat

a by

eth

nici

ty

and

L1 to

ens

ure

an a

ccur

ate

pict

ure

of p

rogr

ess

and

atta

inm

ent a

cros

s al

l yea

rs.

22. T

he le

ader

ship

team

ana

lyse

the

atta

inm

ent d

ata

to

iden

tify

tren

ds in

rela

tion

to s

ubje

cts,

key

sta

ges,

yea

r gr

oups

or

clas

ses

and

ensu

re th

at ta

rget

ed a

ctio

n is

ta

ken

as a

resu

lt.

3a

23. T

he s

choo

l has

cle

ar s

yste

ms

for

com

mun

icat

ing

findi

ngs

from

eth

nici

ty a

nd la

ngua

ge d

ata

anal

yses

to a

ll st

akeh

olde

rs in

clud

ing

pare

nts

and

gove

rnor

s.2b

24. T

arge

ts a

re s

et fo

r th

e at

tain

men

t of a

ll gr

oups

of

BM

E a

nd b

ilingu

al p

upils

ove

rall

and

prog

ress

is

rigor

ousl

y m

onito

red.

3c

25. C

ompo

sitio

n of

pup

il gr

oups

is m

onito

red

to

ensu

re th

at B

ME

and

bilin

gual

pup

ils a

re n

ot p

lace

d in

appr

opria

tely

or

over

-rep

rese

nted

in lo

wer

set

s.

6a, C

6,

C7

26. O

ptio

n ch

oice

s ar

e an

alys

ed to

ens

ure

that

BM

E a

nd

bilin

gual

pup

ils m

ake

appr

opria

te s

elec

tions

.

27. T

he s

choo

l ens

ures

that

CP

D is

pro

vide

d so

that

m

iddl

e an

d se

nior

man

ager

s ar

e sk

illed

and

confi

dent

in

inte

rpre

ting

and

mak

ing

use

of d

ata.

6a


2�

Asp

ect

SE

FE

vid

ence

of p

ract

ice

A3:

Tea

chin

g a

nd le

arni

ng5a

-c 5

eW

ell e

stab

lishe

dD

evel

op

ing

No

t ye

t in

pla

ce

28. T

each

ers

are

awar

e of

the

need

to te

ach

acad

emic

la

ngua

ge e

xplic

itly

in o

rder

to s

uppo

rt e

ffect

ive

lear

ning

.

29. S

chem

es o

f wor

k an

d le

sson

pla

ns s

how

evi

denc

e of

hi

gh e

xpec

tatio

ns o

f BM

E a

nd b

ilingu

al p

upils

.

30. L

esso

n pl

ans

show

evi

denc

e of

the

deve

lopm

ent o

f hi

gher

-ord

er th

inki

ng s

kills

.

31. T

each

ers

use

a ra

nge

of s

trat

egie

s to

eng

age,

m

otiv

ate

and

acce

lera

te th

e pr

ogre

ss o

f BM

E a

nd

bilin

gual

pup

ils.

32. T

he c

urric

ulum

is c

ultu

rally

sen

sitiv

e an

d pr

ovid

es

oppo

rtun

ities

for

pupi

ls to

dis

cuss

issu

es o

f ide

ntity

and

et

hnic

ity..

33. S

chem

es o

f wor

k an

d le

sson

pla

ns s

how

evi

denc

e of

sup

port

for

deve

lopi

ng e

xten

ded

writ

ing

e.g.

thro

ugh

mod

ellin

g, o

ral r

ehea

rsal

, sha

red

writ

ing.

34. P

upils

are

enc

oura

ged

to u

se L

1 to

sup

port

th

eir

lear

ning

and

Eng

lish

lang

uage

dev

elop

men

t as

appr

opria

te.

35. P

upils

are

gro

uped

with

in c

lass

es in

suc

h a

way

as

to s

uppo

rt b

oth

thei

r pr

ogre

ss in

the

subj

ect a

nd th

eir

lang

uage

dev

elop

men

t.

36. T

arge

ted

pupi

ls h

ave

agre

ed c

halle

ngin

g cu

rric

ular

ta

rget

s an

d th

ese

are

used

to in

form

pla

nnin

g.


22

36. S

chem

es o

f wor

k an

d le

sson

pla

ns s

how

evi

denc

e of

opp

ortu

nitie

s fo

r pu

pils

to re

flect

on

thei

r ow

n le

arni

ng

and

eval

uate

thei

r w

ork

and

prog

ress

.

Asp

ect

SE

FE

vid

ence

of p

ract

ice

A4:

Par

ents

and

co

mm

unit

y2a

-dW

ell e

stab

lishe

dD

evel

op

ing

No

t ye

t in

pla

ce

37. T

he s

choo

l has

a p

olic

y on

par

enta

l inv

olve

men

t and

its

impl

emen

tatio

n is

rig

orou

sly

mon

itore

d. A

key

ele

men

t of

the

polic

y w

ould

be

the

use

of tr

ansl

ator

s, in

terp

rete

rs

and

key

com

mun

ity c

onta

cts

in e

ngag

ing

hard

-to-

reac

h pa

rent

s.

38. T

here

is a

pol

icy

on b

ehav

iour

and

att

enda

nce

form

ulat

ed a

nd o

pera

ted

with

par

enta

l sup

port

.

39. T

he s

choo

l cre

ates

opp

ortu

nitie

s to

ens

ure

that

pa

rent

s/ca

rers

of B

ME

and

bilin

gual

pup

ils a

re a

war

e of

the

prog

ress

that

thei

r ch

ildre

n ar

e m

akin

g an

d ar

e eq

uipp

ed to

sup

port

thei

r ch

ildre

n’s

educ

atio

n, e

.g.

acad

emic

revi

ew d

ays,

info

rmat

ion

even

ings

, wor

ksho

ps,

supp

ort p

acks

.

Par

t C

6-7

40. T

he s

choo

l eng

ages

the

pare

nts

of B

ME

and

bilin

gual

pu

pils

by

activ

ely

seek

ing

thei

r vi

ews,

esp

ecia

lly w

ith

rega

rd to

thei

r ch

ild’s

cul

tura

l ide

ntity

.

41. B

ME

and

bilin

gual

par

ents

/car

ers

are

wel

l inf

orm

ed

abou

t a r

ange

of s

choo

l dev

elop

men

ts, e

.g. p

roce

dure

s fo

r na

tiona

l tes

ts, e

xam

ent

ry p

olic

y, e

nric

hmen

t cla

sses

.

42. T

he s

choo

l act

ivel

y de

velo

ps li

nks

and

effe

ctiv

e pa

rtne

rshi

ps w

ith th

e w

ider

BM

E a

nd b

ilingu

al

com

mun

ities

, e.g

. com

plem

enta

ry s

choo

ls, l

ocal

art

s gr

oups

, rel

igio

us o

rgan

isat

ions

, loc

al b

usin

esse

s.

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