Transcript Microsoft Powerpoint Files

DEVELOPING A CULTURALLY
INCLUSIVE ETHOS
Lindsey Clark - Head Teacher
Kamal Hanif - Deputy Head Teacher
Park View School
School context
Inner city - Washwood Heath/Alum
Rock
Mixed secondary - 600 students
Very high FSM - above 65%
3rd highest with regards to
deprivation factor
High mobility (last years year 11-only
63% started with us and stayed with
us.
School performance 2004
Highest ever SAT’s results English
Maths
Science
66%
54%
47%
5 or more A*-C
39%
5 or more A* - G 80%
1 or more A* - G 98%
Background
Pakistani
- Mirpuri (73%)
- Pathaan (10%)
- Punjabi & Urdu
speakers (5%)
Bangladeshi (8%)
Other (4%)
Teaching Staff Ethnic Analysis
11 1
Afro-carribean
1
African
5
Arab
European
20
4
Indian
Kashmiri
7
Pakistani
White British
Staff Faith Analysis
1 2
Christian
H
20
14
hindu
Muslim
No religion
Sikh
2
Clerical Staff
1
1
White
Kashmiri
2
6
Somali
Indian
Clerical staff
1
3
Muslim
Christian
Hindu
6
Teaching Assistants
1
4
3
White
Indian
Pakistani
Kashmiri
6
Teaching Assistants
2
Muslim
2
Christian
Hindu
10
Governor representation
1 Indian (Sikh)
4 White (3 Christian, 1 Muslim)(inc HT)
1 African (Muslim)
10 Pakistani/Kashmiri
Issues
“I share my bedroom with 2 sisters. I do my homework
wherever I can find room”
HG,Mirpuri
“When I’m trying to revise I get disturbed by noise in the
house and there’s always a lot of noise outside the
window in the street- kids and mothers shouting; My mom
makes a lot of noise even when she is speaking normally”
LG,Mirpuri
Issues
“We have 5 or 6 different visitors every day. It’s always noisypeople talking all the time and I’m always making tea”
HG,Mirpuri
“When we get visitors I have to look after the young ones,
take them to the garden to play or upstairs to watch TV”
LG,Mirpuri
Issues
Language skills
“The average reading age of Pakistani pupils aged 11 is
7 years and 10 months”
(PVS reading assessment)
Issues
Immigrating Community
“It’s because parents think that the girls in England are too
westernised and they want a good old-fashioned Pakistani
daughter in law who will do as she is told”
HB,Mirpuri
Issues
Links with Pakistan
“When my dad is sitting with his friends, one of them will
read out a section from the “Daily Jang” saying what’s
happened recently in Kashmir and then they’ll spend the
whole evening arguing about it and how they would sort the
situation out”
HB,Mirpuri
“Our parents spend all their time talking and debating about
Nawaz Sharif & Benazir Bhutto”
HG,Mirpuri
Issues
The Mosque
“I went to mosque for just one day and the Molvi beat me for
no reason. My mom then had a big argument with him and I
never went back”
HG,Bangladeshi
“Mosque teachers don’t know anything-we get hit for no
reason so we might as well mess around and get hit”
LG,Mirpuri
Issues
Parental Involvement
Parent comments
“when my child comes to your school, you take
over full responsibility”
“It is the schools job to teach my child”
“look can you come round and get my (child) to
school as I can’t get them out of bed”
“if you get hit, then hit them back harder”
Issues
Insecurity with this country
“My dad is a postman. He works 12 hours a day. He has built
a big house in Pakistan, he sends lots of money there. He
says you have to be ready for when England kicks you out”
HB, Pathaan
“My dad works all day on taxis. He has started to build a
house in Pakistan getting ready for when these British kick
us out”
HG,Mirpuri
Issues
Teachers lack of Pakistani culture
awareness
“ What’s wrong with girls wearing skirts
and a T shirt in PE”
“Arranged marriages are forced
marriages”
Issues
Separation of Home &
School
Living between two cultures
“ my son will only speak in English at
home, I do not speak in English”
(Urdu speaking mum)
“My daughter is always round her
friends house, I do not agree with her
smoking and talking to boys.”
THE WAY FORWARD
What can parents do?
- Parents need to create a vision for the future of
their children in this country.
- Check homework diaries on a regular basis.
-Provide a table and chair in a quiet place in the
house where their child can do his/her homework.
- Allow children to speak English more at home.
- Create a vision in their child's head; something
that he/she can aim for.
THE WAY FORWARD
What has the school done?
- Development of Cultural inclusion within all areas
of the school.
- Muslim culture awareness programmes on
teacher days. Cultural Inclusivity Training days.
- Provision of Arabic, Urdu & Islamic studies within
school curriculum.
- Provision of daily acts of Collective Islamic
Worship (Assemblies, Prayers, Jummah…)
Restructuring school day
THE WAY FORWARD
What has the school done?
- empathetic development of certain specific
curriculum areas, e.g. Music, PE, Citizenship.
Improvements to school buildings/facilities
e.g. working facilities - halal food
THE WAY FORWARD
What has the school done? Cont..
- Homework clubs
- Make the school more welcoming for the
community (displays, entrance area..)
- Greater presence of teachers from a Pakistani
background outside school gates.
- Work closer with local mosque committees and
community groups.
- Try new methods of working closer with parents.
- Home school links through teaching assistants/
learning mentors and MEAP project
THE WAY FORWARD (cont.)
Regular displays of religious and cultural festivals
Music in reception from different cultural
backgrounds
Eid and Ramadhan celebration events and meals.
Audit of cultural inclusivity
Developing stronger an ethos of listening and the
technique of advocacy
Guidance to staff
Staff guidance on:The aims of a culturally inclusive
curriculum
Planning and evaluating the
curriculum
Understanding the outcomes of a
culturally inclusive curriculum
Outcomes
Pupils understand that excellence is not
restricted to the achievement of people from
dominant cultures, but that people from all
cultures and religions, today and past,
achieve excellence.
Pupils know that most people have a range
of affiliations, loyalties and sense of
belonging.
Pupils understand that with every event
there are a variety of perceptions,
interpretations and perspectives.
Pupils have a strong sense of identity,
feeling that they belong in Britain and that
Britain belongs to them.
Pupils see diversity and differences as
interesting and exciting.
Pupils understand that there are shared
values across cultures, religions and that all
people share common aspirations, needs
and concerns.
Pupil’s viewpoints are explored and
developed.
Pupils develop their critical thinking and
analysis skills in order for them to make
informed choices.
Pupils are skilled in challenging prejudices
and stereotypes, racism, xenophobia,
Islamaphobia, injustice and unfairness.
Pupils understand and respect others.
Pupils self-esteem is enhanced.
Pupils understanding that the dominant
culture in society is not ‘norm’ against which
all other cultures are judged.
BEING CONFIDENT ENOUGH TO
TACKLE THE CHALLENGES.
BEING BRAVE ENOUGH NOT TO
MAKE THE EASY DECISION!