Agenda item
Education achievement in Brent 2011: Analysis by ethnicity
This report provides a detailed overview of the educational attainment levels of under achieving groups in the borough.
Minutes:
Naureen Kauser (Strategic Lead for Ethnic Minority and Traveller Achievement) presented a report to the committee detailing education achievement in Brent in 2011 by ethnicity. 92 % of pupils in Brent were from minority ethnic groups and improving the outcomes of underachieving groups of pupils was a high priority for Services to Schools. The report focussed on five main ethnic groups; Asian Indian, Asian Pakistani, Black African, Black Caribbean and White Other. The Black African group had been further unpicked to focus on Somali pupils who formed the majority of this group in Brent schools; however, it was noted that there was no national data available for the attainment of Somali pupils prior to Key Stage 4 (KS4).
Naureen Kauser drew members’ attention to the tables provided for each educational stage. For the Early Years Foundation stage, there had been significant improvement in education attainment for Somali pupils and a steady upward trend for Black Caribbean children, although for 2011 it remained below the Brent and National averages. At Key Stage 1 (KS1), Asian Indian pupils performed above Brent averages and above or in-line with national averages in reading, writing and mathematics. There had been significant improvement in Somali pupils attainment across these subjects. For Black Caribbean pupils however, attainment had been fairly static for the previous five years. Asian Indian pupils similarly outperformed Key Stage 2 (KS2) attainment for the group nationally in 2010 and 2011. Attainment of Black Caribbean pupils declined in 2011, although remained in line with that for all Brent pupils. Achievement of Somali pupils at this stage had declined significantly for 2011. The key measure for Key Stage 4 (KS4) was the attainment of five A* to C grades at GCSE, including English and Mathematics. Against this measure, the low performance of Black Caribbean pupils continued to be a concern. Somali pupils’ attainment however, had improved the most comparatively. The performance of Asian Indian pupils again was significantly above the national average for all students. The attainment for White Other pupils and Asian Pakistani pupils was well below national averages.
Naureen Kauser explained that Ethnic Minority and Traveller Achievement (EMTA) Team carried out a range of activities to support schools in raising achievement of underperforming groups. The EMTA team analysed data at both Local Authority and individual school level. This information was disseminated widely to schools and officers to enable appropriate challenge and support of schools through the school Link advisers. Via investigative action research projects, the EMTA team also aimed to identify and disseminate good practice to schools in relation to the strategies employed to tackle underperformance. These action research projects have proved very successful. A new audit process has also been established to help schools identify their strengths and areas for development with regard to ethnic minority achievement. The EMTA team has a Refugee Education officer who supported schools in raising attainment of Somali pupils via methods including in-class targeted support, language development, creation of effective induction programmes, and promoting positive home-school links.
Naureen Kauser advised that the EMTA team also worked with a range of other partners. The team supported supplementary schools to help them achieve the Quality Framework Award. This Award provided Supplementary Schools with a self-assessment tool to evidence their commitment to quality assurance and safeguarding and could assist them in improving the services they provide. An Improving Outcomes task group also worked closely with community groups to explore ways of reducing the disproportionate numbers of exclusions of pupils of Black African and Black Caribbean heritage.
In concluding, Naureen Kauser noted that priorities for the coming year continued to focus on raising the attainment of Somali pupils and improving outcomes for Black Caribbean pupils, particularly at KS2 and KS4. A further focus would be placed on providing schools with specific support to improve the quality of teaching and learning for ethnic minority pupils.
The committee raised several issues in the subsequent discussion. Mrs Gouldbourne queried whether the Improving Outcomes task group worked with schools as well as community groups. Mr Frederick queried whether this task group worked with all schools. Councillor Choudhary queried why Brent had performed below the national average at KS2. Councillor Pavey sought further details regarding efforts to encourage parental and family involvement, particularly with Black Caribbean families. Mr Frederick queried how best practice identified in better performing schools was disseminated to other schools. Ms Cooper queried whether any relationship had been identified between the better performing schools and the concentration of ethnic or FSM groups. Councillor Choudhary further queried whether there were career officers in each school.
Responding to the committee’s questions, Naureen Kauser advised that the Improving Outcomes task group included a secondary Head Teacher from the NW10 locality and did work with schools in this locality directly. Children from this area were more likely to be excluded from school and the task group aimed to provide additional support to try to reduce this likelihood. At present, the task group was attempting to identify whether there were some supplementary schools through which additional support could be provided to pupils at risk of exclusion. A further report on this task group could be provided at a future meeting of the committee. Mr Frederick requested a copy of the programme.
With regard to education achievement at KS2, Naureen Kauser advised that the achievement for 2010 had been unusually high and that the fall in levels of attainment at KS2 reflected this. However, it was recognised that this was an area that required further attention. The council did assist in the dissemination of good practice and the head teachers of high performing schools were invited to discuss as a group what it was that they felt made a difference. Often however, this could be hard to identify as a key element in the success of a school was good leadership. A website had been set up to share good practice and all schools that performed well were invited to contribute. This website had not been particularly successful thus far. There was no recognisable trend between better performing schools, their locality or concentration of ethnic or FSM groups. Family involvement was a key element of raising pupil achievement however, and considerable work was carried out with schools, supplementary schools and at a borough level to address this issue. This work had been particularly successful in engaging Somali families but had been less successful with Black Caribbean families. With regard to careers advisers in schools, until April 2012 the local authority had held the statutory responsibility for this provision; this was now the responsibility of each school but all Brent schools, except one, had chosen to purchase this service via the council.
Ms Cooper commented that there needed to be a further breakdown of the White Other grouping as this may help to identify issues associated with particular ethnic groups and allow for better targeted action. Naureen Kauser advised that the group was very diverse and efforts would be made in conjunction with schools to unpick this group further; however, it was recognised that some ethnic groups within this group would be very small.
Councillor Arnold commented that it was also important for members to recognise the progress achieved and celebrate high performing schools. Naureen Kauser added that there had been significant improvement in the education attainment of Somalian pupils and the numbers of exclusions had been halved.
RESOLVED
i. That the report be noted.
ii. That the continuing improvements in education standards be noted
iii. That the contribution made by Services to Schools be noted.
Supporting documents: