Transcript No Slide Title

RAISING ACHIEVEMENT OF SOMALI PUPILS:
School Responses
Feyisa Demie- Head of Research & Statistics, Lambeth LA
Christabel McLean- Education Advisor, Lambeth LA
Raising Achievement of Somali Pupils Conference
16th October 2007, Lambeth Town Hall
WHY SOMALI ACHIEVEMENT CONFERENCE?
Lambeth Raising Achievement Projects
Research Projects completed:
•
Raising Achievement of Black Caribbean Pupils – 2003
•
Raising Achievement of Mobile Pupils – 2004
•
Raising Achievement of Portuguese Pupils – 2005
•
Achievement of African Heritage Pupils – 2006
Projects in Progress 2006/2008
•
Raising Achievement of Somali Pupils - 2006/7
•
Raising Achievement of White British Pupils – 2007/8
QUOTATIONS
• Somali pupils lagging behind other
ethnic groups (TES 7 September 2007)
• ‘The worryingly low achievement levels
of many Somali pupils in English
schools has been masked by
Government statistics that fail to
distinguish between Black African
ethnic groups’ (BERA Press Statement,
2 Sep 2007)
• ‘No national statistics on the Somali
population and no one knows the
number of Somalis in Britian. (Raising
Achievement of Somali Pupils: Challenges
and school responses, Research Report,
Lambeth LA, July 2007)
Somali Population Estimates and
National Concerns: Data Issues
• National statistics are unreliable. For example, 2001 Census
reported about 43,000 – But recent estimates range from 95,000
to 250,0000 (Lewis 2002; Harris 2004 and BBC 2004).
• In UK since 19th century- Mainly in Bristol, Liverpool, Cardiff,
London, Tower Hamlets, Birmingham, Sheffield, Leeds and
Leicester.
• Somali population statistics have been complicated by the
problem of categorising different African ethnic groups
including Somali within broadly defined ‘Black’ or ‘Black
African’ groups.
Underachievement Debate and National
Concerns: GCSE 5+A*-C Issues - 2006
• Black Caribbean,
African and Somali
pupils lag far behind
the average
achievement of their
peers.
• Gap in achievement
is growing.
• Key questions-Why are they are
underachieving
- What are the
strategies used by
schools to raise
achievement???
Chinese- National
80%
GCSE 5+A*-C
Indian-National
Somali- London
34%
Portuguese-Lambeth
35%
Black African-Lambeth
Black Caribbean-National
45%
Pakistani-National
51%
British-National 51%
BlackWhite
African-National
Black Caribbean-Lambeth
52%
Bangladeshi-National
Bangladeshi-National 57%
White British-National
58%
Black
59%
BlackAfrican-Lambeth
Caribbean-Lambeth
Indian-National
72%
Chinese- National
80%
Black African-National
72%
59%
58%
57%
52%
51%
Pakistani-National
51%
Black Caribbean-National
45%
Portuguese-Lambeth
35%
Somali- London
34%
0%
10% 20% 30% 40% 50% 60% 70% 80% 90%
Aims of the Research
1. To examine the school experiences of Somali
heritage pupils in schools.
2. To examine the achievement of Somali heritage
pupils at the end of KS2, KS3 and KS4.
3. To identify reasons for underachievement.
4. To explore strategies that need to be taken to
raise achievement.
Research Methods: Three Complementary
Methodological Approaches
• Firstly KS2, KS3 and GCSE statistical trends and
patterns of performance are analysed.
• Secondly, using an ethnographic approach, detailed
case study research was carried out in 8 schools. A
structured questionnaire was used to interview
headteachers, teachers, parents and pupils to gather
evidence on barriers to learning, the school’s links
with parents, parents’ and pupils’ views about the
school.
• Thirdly, parent, pupil and community focus groups
were carried out to ascertain views and to identify
whether their experiences mirrored the views of
participants in the case study interviews.
LA Context: Background Data
1.
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•
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LA school population background data:
4% of school population is Somali.
24% Black African.
20% Black Caribbean.
19% White British.
6% Portuguese.
2. Somali school population:
• 1000 Somali pupils in LA schools in 2007.
• 100% on FSM at GCSE and 82% at KS2.
•
•
•
•
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88% of Somali pupils are not fully fluent in English.
23% stage 1- beginner.
37% stage 2 - considerable support.
27% stage 3 - some support and becoming confident.
12% - fully fluent in English.
LA Context: Growth of Somali School
Population in Lambeth
1200
1000
1000
835
800
707
561
600
423
327
400
200
100
147
160
1998
1999
222
236
2000
2001
0
1997
2002
2003
2004
2005
2006
2007
Somali Pupils Attainment in Lambeth:
KS1, KS2, KS3 and GCSE Results 2006
KS1 (2b+)
KS2 (level 4+)
KS3 (level 3+)
KS4
White British
71%
82%
69%
53%
African inc. Somali*
61%
74%
66%
59%
Caribbean
57%
69%
61%
52%
Portuguese
42%
63%
64%
35%
Somali
44%
60%
38%
33%
Lambeth average
61%
77%
68%
54%
KS2 Performance by Level of
Fluency in English in Lambeth 2006
Stages of Fluency in
English
No
English
Maths
Science
Average
7
0%
14%
29%
14%
Stage 2 – considerable
support
28
21%
29%
39%
30%
Stage 3 – some support
30
67%
70%
70%
69%
Stage 4 – Fully fluent
12
92%
75%
83%
83%
Stage 1 - Beginner
KS2 Performance by Level of Fluency in
English (Average L 4+) in Lambeth
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
83%
69%
30%
14%
Stage 1 -
Stage 2 –
Stage 3 – some
Stage 4 – Fully
Beginner
considerable
support
fluent
support
Pupil Mobility and Somali GCSE
Attainment (5+A*-C) in Lambeth
Joined Years 7-9
42%
Joined Year 10
Joined Year 11
20%
0%
0%
10%
20%
30%
40%
50%
Somali KS2 and GCSE Performance
by Gender – 2006
All pupils
KS2 (level 4+) GCSE (5+A*-C)
60%
35%
Boys
55%
40%
Girls
67%
29%
Gap
12%
-11%
Improvement in KS2 in Lambeth
Main Ethnic Group
African inc. Somali
Somali
Caribbean
White British
Portuguese
All Pupils
Average Average
Improvement
2005
2006
76%
47%
68%
81%
63%
75%
74%
60%
69%
83%
77%
77%
-2%
13%
1%
2%
14%
2%
GCSE Improvement Rate of Main Ethnic
Groups
Main Ethnic Group
2005
2006
% Change
African inc. Somali
57%
59%
+2%
Somali
12%
33%
+21%
Caribbean
43%
52%
+9%
White British
46%
53%
+7%
Portuguese
37%
35%
-2%
All Pupils
52%
54%
+2%
Somali Pupils KS2, KS3 and GCSE
Performance in London Schools 2006
KS2 (Level 4)
White British
KS3 (Level 5)
GCSE (5+A*-C)
Chinese
82
90
75
84
58
80
Indian
Pakistani
Bangladeshi
Black Caribbean
85
69
75
72
82
61
64
63
72
51
57
45
African inc. Somali
Somali*
70
61
63
43
51
34
All pupils
80
74
57
Somali Pupils Performance in
London Schools: KS2 Results (L 4+)
90%
77%
80%
71%
70%
60%
60%
LEA 7
LEA 6
LEA 10
65%
LEA 4
LEA 1
54%
60%
50%
60%
64%
47%
48%
LEA 5 *
LEA 3 *
40%
30%
20%
10%
0%
LEA 2
London: Somali
LEA 8
National: All Pupils
LEA 9
Somali Pupils Achievement in London
Schools: GCSE Results 5+A*-C 2006
70%
60%
50%
40%
29%
31%
33%
33%
LEA 3 *
LEA 6
LEA 10
LEA 2
41%
42%
LEA 1
LEA 9
47%
50%
30%
19%
20%
13%
10%
0%
LEA 5 *
LEA 8
London: Somali
LEA 7
National: All Pupils
LEA 4
Conclusions from Data and Implications
for Case Study Research?
• Lambeth and London data, without doubt,
confirms Somali children were underachieving
but the latest data suggests they have made
good improvement.
• Key questions- Why are they are underachieving?
- What are the strategies used by schools
to raise achievement?
Reasons for Underachievement:
Language Barriers
• Many Somali children are beginners in the English language.
• Many Somali parents can’t speak / read English.
• Parents are not able to support children with homework.
“Some parents do not know how to help. It is the English
language that is the issue. They need help with the language.
(Somali Community Leader)
• The Somali community in the UK speaks Somali language in
their homes. “If they get support with their language they can
do everything better. Education is important, you can’t live
without education, it’s for the future.” (Parent)
•
87% are on stage 1-3 level and not fully fluent in English.
Reasons for Underachievement: Lack of
Understanding of British education system
• Education system: children pass from stage to stage according to
their age in UK but in Somalia according to their ability.
• Little or no educational experience before arriving to UK:
“It is unknown what type of schooling children coming from Somalia
have had, whether it is rural where they have spent time growing
things or city based or whether it has been maybe more consistent.
Many Somali children find it difficult to fit into routines e.g. sitting
quietly in the classroom, the school ethic”. (Headteacher)
• Many Somali parents have a lack of knowledge about the school
system. Most parents don’t understand levels (1-8) as measurement of
their child’s progress.
• Parents often do not know what the school expects from them:
“Parents often see the home / school agreement as an added pressure
or blame culture.” (Teacher)
Reasons for Underachievement: Lack of
Role Models, Single Parents and Poverty Factors
• There are few positive male role models. Few fathers take part in their
children’s school life: “our children do not have any role models.”
(parent).
• Unemployment rate of Somalis is 82%. Many arrivals are refugees.
• Poverty factor: 92% of KS2 and 100% GCSE pupils were on FSM.
• Many families are headed by women (20-70% Rutter (2004:4). “It is
difficult if it is just mum at home with 5 or 6 children”. (Community
representative).
• Overcrowding and housing problems: Many Somali families live in
overcrowded accommodation. A typical Somali family can have six
children.
• Pupil mobility is an issue. “I was in my current school from Year 2 but
before that I was in Leicester and then we moved to Northampton. I
have been to four schools”. (Somali pupil).
School Strategies: Parental Engagement
• Schools enable Somali parents to “engage with the system and
make the most of the system”.
• In one school ESOL classes “helped give Somali mothers a
presence in the school. They came on masse and then started to
come to other things”. (Teacher).
• English language support is strong and used to engage parents.
• Somali parents value education very highly. Many schools
confirmed that: ‘Somali parents are educated and articulate; they
help with homework. Even one who doesn’t speak English is still
very involved and wants the best for her child’.
• A Year 6 teacher described one family as “having high
aspirations for themselves as parents and their children, they
have a thirst for knowledge”.
• Somali parents feel valued and respected by the school.
• Schools have very strong links with Somali community groups.
School Strategies: Effective Support for EAL
• The schools recognised that proficiency in English was
the key to educational success for their bilingual
learners.
• EMAG funding was used to meet the needs of early stage
learners of English.
• Teaching strategies to engage EAL learners have been
carefully planned in all the case study schools. One
member of staff confirmed that:
“The EAL pilot project which promotes talk partners, talking first
and talking frames has moved the school and the Somali pupils
on. Talking models and the school ethos encourages them to talk
in Somali which they are not embarrassed to do.” (Teacher).
School Strategies: Effective Support for
EAL (continued)
• In another school the EMAG co-ordinator has moved away from the
model of taking small groups out of the classroom, to working in
class with teachers by peer teaching and planning with one teacher
per half term, supporting teachers to support groups:
“They are building up their practice with talk partners, collaborative groups,
visual curriculum and planned specific language structures per lesson - this
leads to academic language / talk for writing. Teachers here are positive people are building a little more into their daily practice.”
• Students are supported with their English language development
through:
“An English language assessment for new arrivals which is done on arrival”.
“Bilingual Somali translators help in any translations for pupils and
parents”.
“An after school homework club for bilingual students and Somali children”.
“Parents’ literacy classes, lunchtimes clubs and after school clubs”.
“Somali pupils are supported individually in class and bilingual resource
packs are provided by schools, including books’. (Teacher)
School Strategies:
Effective Use of Diverse Workforce
•
Schools have a diverse workforce.
•
Staff of African heritage are represented
across the school and within the
leadership team.
School Strategies:
Effective Use of Relevant Inclusive Curriculum
• Schools are good in using an inclusive curriculum that
meets the needs of African and Somali heritage
students.
• Schools have no problem in questioning the national
curriculum.
• African and Somali experience is used to enrich the
curriculum in art, dance, music, geography, history and
technology.
• Headteachers encourage teachers to use their creative
intuition to deepen the quality of learning: “Our
curriculum is very structured and planned carefully and
we create time for staff to come together collectively to
discuss EAL and speaking and listening strategies”.
(Headteacher)
School Strategies:
Effective Use of Data for Self-Evaluation
• Use of performance data for school improvement is a strength of
the schools. Data is used as a driving force for raising standards.
• Schools have well developed pupil tracking systems and have
detailed CATs, KS2, KS3 and GCSE assessment data with
background data such as ethnicity, language spoken, EAL level
of fluency in English, date of admission, attendance rate,
eligibility for free school meals, SEN stage, mobility rate, years in
school, which teacher’s class was attended, attendance rate,
types of support and postcode data.
“Data is critical for raising standards. Without data it is
difficult to assess the strengths and weaknesses of the
school and track individual students’ performance to
improve teaching and learning.”. (Deputy Headteacher)
Conclusions
•
London data and evidence from case study schools have shed
light on issues that were poorly understood in English schools.
Generally Somali children were underachieving but the latest data
suggests they have made good improvement.
•
One of the main reasons for underachievement is the Language
barrier - 87% of Somali pupils in one case study LA schools are
not fluent in English.
•
The main reasons for Somali pupil underachievement are the
language barrier, low expectations, economic deprivation, poor
housing, overcrowding, a disrupted or non existent prior
education and parental lack of understanding of the British
education system.
•
The case study schools have adopted a number of strategies to
overcome some of the barriers to achievement including parental
engagement, effective use of a more diverse workforce,
developing an inclusive ethos and inclusive curriculum, effective
support for EAL pupils and effective use of data for selfevaluation.
RECOMMENDATIONS
•
It is important that the DCSF collect this data as part
of national data collections and also draw on the best
practice in this field which has been developed in
certain schools and local authorities.
•
Schools and LAs need to use precise and
appropriate categories, regardless of DCSF
requirements.
•
Extend Lambeth research into other London schools
to get more insight into what works with Somali
pupils.
•
Raise schools, LA and parent awareness of the key
issues through effective use of data and
dissemination of the findings.
End of presentation – Thank you
Contact details:
Feyisa Demie, Head of Research and Statistics, Lambeth CYPS,
Canterbury Crescent, London SW9 7QE
[email protected]
Acknowledgements:
The work on Raising Achievement of Somali Children in
Lambeth is supported by the Walcot Education Foundation,
Lambeth Council and Clapham Park Project. We would like to
thank for their financial support.
Special thanks also go to the 8 Lambeth case study schools,
pupils, parents and teachers involved in the project including
Lilian Baylis, Stockwell Park, Woodmansterne, Loughborough,
Hitherfield, Larkhall, Richard Atkins and Glenbrook School.