Transcript Gifted and talented Black pupils’ achievement. Continuing

Slide 1
The dangers of stereotyping
While it is important to understand a pupil’s religion, culture
and ethnicity in order to appreciate more fully who they
are, it is simplistic to define them merely by one of these
alone.
Curriculum Review Diversity & Citizenship
(DCSF, 2007)
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Slide 2
The view from Number 10
Poverty of aspiration is as damaging as poverty of
opportunity and it is time to replace a culture of low
expectations for too many with a culture of high standards
for all...we should work on the principle of social justice for
all, that no child should be left out or lose out, that as we
raise standards we also narrow the social gap of attainment
in education and that every child should be given the best
chance to progress as far and as fast as they can.
Gordon Brown (2007)
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Slide 3
The national programme for
G&T education
Within the national programme for gifted and talented
education is a wider strategy to ensure that disadvantaged
gifted and talented learners are identified and receive the
challenge and support they need to overcome the
obstacles they face and so reach the same level of
achievement as their more advantaged peers…[this means
combining] direct support for learners with action to
improve the quality of personalised teaching and learning in
all schools.
Tim Dracup (2007)
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Slide 4
Race equality and
achievement
We need to create an educational system that sees race
equality as an essential requirement of effective gifted and
talented education provision; where all educators hold high
expectations towards their bilingual and culturally diverse
students; where schools celebrate the diversity which is
their strength; where there is a requirement to be
completely committed to breaking down the barriers that
prevent individuals from realising their potential; where high
levels of challenge are the right of all students.
The REAL Project (2008)
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Slide 5
2020 Vision – achievement
gaps
Gaps persist in part simply because they are difficult to
rectify: the factors that contribute to them are complex and
interrelated. These include individual attitudes, beliefs and
expectations of pupils, parents and teachers. Closely linked
to these are deep-seated social challenges, such as
institutional racism, urban regeneration, economic
development and migration. However the gaps also persist
because, for too many pupils, school does not engage
them or equip them with the skills they need.
2020 Vision (DfES, 2006)
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Slide 6
Personalisation – understanding
meaningful difference
Personalising learning means, in practical terms, focusing
in a more structured way on each child’s learning in order
to enhance progress, achievement and participation. All
children and young people have the right to receive support
and challenge, tailored to their needs, interests and
abilities.
2020 Vision (DfES, 2006)
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Slide 7
Factors that may make a
meaningful difference
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Gender
Ethnicity
Socio-economic background
EAL/language status
Prior achievement or learning
Active vs passive learners
Engaged vs disengaged
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Slide 8
Personalisation
High-expectation
provision that ensures
Black learners experience
challenge in everyday
learning
Personalising
approaches by
responding to the different
needs of Black pupils
Understanding learners’ needs
recognising that Black pupils may
have different learning needs from
their peers
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Slide 9
A pupil’s perspective
on identity
I’m Black. I live in London – that’s my home. My parents
are from the Caribbean but I’m really African. I’m a
Christian, but I’m E17 – that’s where I hang, they’re my
people. That’s who I am.
Curriculum Review Diversity & Citizenship
(DCSF, 2007)
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Slide 10
CREAM example
Multiple identities
Does the curriculum teach that most people have a range of affiliations,
loyalties and senses of belonging?
For example, does it illustrate that all of us, and maybe pupils from
minority ethnic backgrounds in particular, assume different roles and
behaviour patterns within different settings and readily switch between
them?
What are the issues for G&T?
• Understanding fear of assimilation
• Investigating dominant cultures
• Challenging negative peer pressure
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Slide 11
CREAM – Plenary
• What are the key aspects of an inclusive curriculum in
our school?
• What are the responses to the ‘issues for G&T pupils’?
What else would we add?
• What do we do well in our school in terms of G&T Black
pupils? Which aspects are we confident about?
• What could we do better? What are the barriers or
issues that we are working to address?
• Where do we feel we need development and/or support?
From whom?
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Slide 12
Representation – identification
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Slide 13
G&T – Can one size fit all?
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Ability is evenly spread, achievement is not
G&T provision is about potential, not the past
G&T – ‘approximately 10%’?
Identification is relative
Multiple indicators
What does an inclusive G&T population look like?
– Who are our G&T?
– What factors matter to us in deciding?
• What are the issues concerning teacher/pupil/parental
perceptions?
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Slide 14
DCSF guidance on
identification
Children and young people with one or more abilities
developed to a level significantly ahead of their year group
(or with the potential to develop those abilities).
All institutions are free to determine the size of their gifted
and talented populations, but should be able to justify this
in terms of improved standards for all learners identified.
Identifying Gifted and talented Learners (DCFS, 2008)
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Slide 15
G&T as institutional racism
Despite the rhetoric of new opportunities and benefits for
all, gifted and talented education is operating as an
additional even more extreme example of how
contemporary assessment produces racist inequalities
under the guise of a meritocracy…this amounts to a New
Eugenics of Gifted and Talented education for the few –
most of whom happen to be White.
David Gillborn (2008)
Gillborn, David. (2008) Racism and Education: Coincidence or Conspiracy? © Routledge Education
2008
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Slide 16
Missing cohorts – primary
Compared to the incidence of White British pupils identified as G&T at 9.9%
% incidence
‘Missing’ pupils
Any other White background
8.2
1940
Gypsy/Romany
Traveller of Irish heritage
3.0
1.9
390
230
Asian
of whom…
8.9
7.7
8.9
2890
2660
500
9.1
10.0
8.7
1240
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1100
9.4
3790
Black
of whom…
Pakistani
Bangladeshi
Caribbean
African
Minority ethnic pupils
(Analysis of DCSF SFR 09-2008)
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Slide 17
Missing cohorts –
secondary
Compared to the incidence of White British pupils identified as G&T at 14.1%
% incidence
Any other White background
12.0
2400
3.3
3.7
610
300
Pakistani
Bangladeshi
11.5
8.4
12.0
7500
6880
1060
Caribbean
African
9.6
10.6
8.9
1240
1620
4760
12.0
15 930
Gypsy/Romany
Traveller of Irish heritage
Asian
of whom…
Black
of whom…
‘Missing’ pupils
Minority ethnic pupils
(Analysis of DCSF SFR 09-2008)
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Slide 18
Pupil characteristics and
inclusion (1)
Proportion of…
Primary
Secondary
Girls
48.8%
52.4%
Boys
51.2%
47.6%
Primary
Secondary
Inclusion probabilities…
FSM eligible
5.7%
7.2%
Non-FSM eligible
8.5%
14.6%
EAL
8.5%
10.6%
10.0%
14.1%
Not EAL
DCSF, SFR 09-2008
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Slide 19
Pupil characteristics and
inclusion (2)
Inclusion probabilities…
Primary
Secondary
Statements of SEN
2.8%
2.8%
School Action Plus
3.6%
3.5%
School Action
3.5%
4.9%
No identified SEN
9.2%
15.9%
(DCSF, SFR 09-2008)
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Slide 20
Identification in the IQS
Entry
Developing
Exemplary
i The school/college has learning
conditions and systems to identify
gifted and talented pupils in all year
groups and an agreed definition
and shared understanding of the
meaning of ‘gifted and talented’
within its own, local and national
contexts
i Individual pupils are screened
annually against clear criteria at
school/college and subject/topic
level
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ii An accurate record of the identified
gifted and talented population is
kept and updated
ii The record is used to identify
underachievement and exceptional
achievement (both within and
outside the population) and to
track/review pupils’ progress
ii The record is supported by a
comprehensive monitoring,
progress-planning and reporting
system that all staff regularly share
and contribute to
Iii The identified gifted and talented
population Iii broadly reflects the
school/college’s social and
economic composition, gender and
ethnicity
iii Identification systems address
issues of multiple exceptionality
(pupils with specific gifts/talents and
special educational needs)
iii Identification processes are regularly
reviewed and refreshed in the light
of pupils’ performance and valueadded data. The gifted and
talented population is fully
representative of the
school/college’s population
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Multiple criteria and sources of
evidence are used to identify gifts
and talents, including through the
use of a broad range of quantitative
and qualitative data
© Crown copyright 2009
Slide 21
Missing pupils
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who have an incomplete prior attainment history
who achieve relatively less well in written work
whose achievement outside the school curriculum (for instance,
culturally specific gifts and talents) are unknown to, or unrecognised by,
the school
who are not given the opportunity to demonstrate new or hidden gifts
and talents through current provision
whose needs and aspirations do not match the offer from the school
for whom there are cultural or other resistances to participation
who are currently underachieving
for whom ‘potential’ is the strongest indicator for their inclusion
What else would you add?
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Slide 22
Pen portraits
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Slide 23
Activity – pen portraits
In small groups, each consider one of the pen portraits.
– What questions would you ask of the school, the individual or
others?
– What comments might you wish to make on the case?
– What assumptions might you make?
– What in the pen portrait might the school build on?
– What interventions or strategies could be used to begin to meet
their needs?
Write your comments or observations on a sticky note and display them
on a flipchart.
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Slide 24
CQS feature 3.2 Entry level
CQS feature 3.2
• How well is the
curriculum adapted to
address the needs of
different learners?
Entry level
• Specific needs of G&T
learners are identified
and built on, skilfully
using matched and
optimum pupil groupings,
comprehensive resources
and a wide range of
activities.
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Slide 25
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