Transcript No Slide Title

RAISING THE ACHIEVEMENT OF PUPILS WITH EAL:
GOOD PRACTICE IN LAMBETH SCHOOLS
Feyisa Demie
Adviser for School Self-Evaluation and
Head of Research & Statistics Unit, Lambeth LA
Amanda Bellsham-Revell – EAL Consultant
EAL National Conference
Institute of Education, University of London
13th March 2013
Outline
1. Background to Lambeth good practice research
2. The aim of Lambeth Research
3. Research Methodology
4. Successful practice
5. Conclusions
Why English as an Additional
Language (EAL) Matters? Policy
•
•
makers’ concerns
There is a growing bilingual
population in England and it
has increased by 50% since
1997.
The 2012 Schools Census
indicated there are over 1
million EAL pupils in England.
This is about 15% of the
school population (DfE, 2012)
1200000
1007090
957490
1000000
798110
800000
600000
•
Over 200 languages are
spoken in England’s schools
400000
•
But EAL is very unevenly
distributed in England- across
the country the range is from
4% in the South West to 52%
in inner London
200000
505200
566768 590405
542167 546484
632718
657297
686200 702190
832790
865590
905620
742590
0
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
EAL Achievement Concerns
•
A number of individual research studies have explored the
relationship between EAL and attainment. For example Demie 2005;
Demie and Strand 2006 analysis of a large sample of KS1, KS2 and
GCSE data suggests that pupils who spoke English as an additional
language scored significantly lower than those who spoke English as
their first language. The studies confirm that pupils in the early
stages of fluency perform at very low levels, while bilingual pupils
who are fully fluent in English perform better, on average, than
English-only speakers.
•
DfE Key Stage 1, 2 and 3 data also shows show that pupils for whom
English is a first language consistently outperform their peers for
whom English is an additional language in all three core subjects.
•
Somali, Bangladeshi, Polish and Portuguese pupils who achieved
poor results were more likely to be relatively new to English.
•
Underachievement of EAL pupils, particularly those not fully fluent in
English, continues to be a concern for policy makers and schools.
Background to previous Lambeth Good
Practice Research
•
Much of the previous research
has focused on issues of EAL
underachievement.
•
The emphasis on
underachievement of pupils in
national research overshadows
those who do achieve and has
resulted in EAL pupils being
labelled as educational
underachievers.
•
Policy makers and schools need
more evidence ‘on what works’
which is relevant to teachers’
practical concerns.
•
However, there is little research
into good practice in schools to
raise achievement of EAL pupils.
Lambeth Raising Achievement
Research Projects
1. Raising the Achievement of Black
Caribbean Pupils-2003
2. Raising the Achievement of
Mobile Pupils-2004
3. The Achievement of African
Heritage Pupils-2006
4. Raising the Achievement of
Somali Pupils-2007 & 2008
5. Raising the Achievement of
Portuguese Pupils-2008
6. Raising Achievement of White
Working Class Pupils- 2008/2009
7. Raising Achievement: A study of
Outstanding Schools- 2010
8. Raising Achievement of Pupils
with EAL - 2011/12
Research Questions
1. The aim of the Research
• The aim of the EAL research project was to investigate
how schools have enabled pupils with EAL to achieve
high standards and to identify significant common
themes for success in raising achievement.
• It draws lessons from good practice research carried out
in Lambeth Schools
2. Research Questions
• Why are the case study schools achieving well?
• What are the factors contributing to this success?
Research Methodology
1. Case studies and observations:
 Six primary and three secondary schools were selected for
case studies. Key criteria for the selection of schools were
as follows:
• an above-average proportion of students with EAL .
• exceptionally good results, high standards and a sustained
KS1 to KS2 and GCSE improvement over years
• Good KS2 and KS4 achievement by students with EAL
 A detailed questionnaire was used to interview
headteachers, staff, parents and pupils to gather evidence
on the experience of children with EAL in the school
2. Focus groups: Headteacher, parent and pupil focus groups
were carried out to ascertain their views about their experiences
in the school.
Successful EAL Good Practice in case
study schools in Lambeth
Key question: What are the factors that contribute to this success of pupils with
EAL?
The research identified the following common characteristics of the successful
schools:
•
Strong leadership
•
Overview of ethnic minority achievement held by senior leaders
•
Whole school ethos recognising and embracing an understanding of EAL
pedagogy and practice which promotes learning for all pupils
•
Effective EAL strategies integral to high quality teaching and learning
•
Effective use of data
•
Partnership with parents
•
Celebration of cultural diversity
•
Well coordinated EAL targeted support through extensive use of:
•
EAL teachers
•
Teaching assistants
•
Learning mentors
Success factors: Strong and inspirational leadership
•
All schools demonstrate ‘outstanding’ leadership by the headteacher and
senior management teams. Each is supported by a committed team of
teachers. Leaders are described as ‘inspirational’ and ‘visionary’. Each
has a strong moral drive for pupils to succeed whatever their background.
One Headteacher commented:
 'Whatever backgrounds the children come from, we want to ensure they
succeed. All pupils are given the opportunity'.
 'We aim to ensure the cultural and linguistic heritages of pupils are welcomed
and valued within the school curriculum.'
 ‘We are very good in using data and monitoring progress and this has been
useful in identifying pupils with EAL who are underachieving.’
 ‘We are mindful that EAL children are not seen as SEN pupils. There is a well
established system in the school to differentiate between EAL and SEN pupils
using staff highly trained in assessment.’
•
A strong culture of self-evaluation pervades all areas of the school
•
Focus on high standards and the needs of the individual child
•
The views of pupils, parents are sought regularly, are much valued and
used to inform worthwhile changes.
•
There is a high commitment to ensuring that pupils with EAL are included
in all activities and the care and concern for all pupils is of a high priority.
Success factors: Effective use of data for
self-evaluation
•
Data is used as a driving force to raise standards. All schools have high quality
assessment and tracking, target setting procedures for individuals and groups.
•
Background data such as ethnicity, language spoken, EAL level of fluency in
English, date of admission, attendance rate, free school meals, SEN stage, , years
in school, attendance rate and types of support are well used. This was further
confirmed in one case study school as follows:
‘The school has a good system for assessing and mapping the progress of pupils
with EAL at individual and group level. A wide range of data on English levels of
fluency and National Curriculum levels are analysed by ethnicity, levels of fluency
in English and gender, enabling the school to identify support needs and organise
the deployment of resources appropriately, whether for pupils with EAL or
underachieving groups.’ (deputy head)
•
•
Use robust data from a range of tests and assessments e.g. CATs, KS2, KS3 and
GCSE assessment data to set targets/ appropriate lessons
•
Data is used to decide priorities- planning, reviewing activities including resourcing
priorities, school improvement priorities, monitoring, evaluating, reviewing
effectiveness of initiatives and strategies:
‘Data should be used as a lever for change. We are a school that is
effective in the use of data, is responsive, and able to act on what data tells
us.’ (Headteacher)
Success factors: School ethos
• Each school has a different model of teaching for their
children with EAL, but all have a holistic approach and
shared vision, where every member of staff is a teacher
of EAL, supported by those with specialist knowledge.
• It is integral rather than additional to the work of the
school
• It does not come under the umbrella of SEND
Success factors: School ethos
The interviews revealed this is a vision shared by staff, parents and
children, that it is a conversation between all.
‘The key thing about EAL is that it permeates everything we do. It
isn’t an add-on. It has to be part of the school culture …. the
provision for the pupils is the responsibility of everyone.’ (Senior leader)
‘We always have a focus on language everywhere – all staff.’ (Teacher)
‘…it’s consistent , we model and re-model everywhere in lessons and
out in the playground.’ (Teaching assistant)
‘We adjusted our curriculum map after listening to suggestions from
parents.’ (Teacher)
Success factors: School ethos
‘We interact. If you want your child to learn then we need to work
together .. as a team.’ (Parent)
Children:
‘She does it first on the board on a different subject so that we don’t
copy it and then we do it on our own.’
‘Group work – every person has different ideas and that helps you
make your work better than if you did it by yourself’
‘Your partner has words and knows the language and you put your
ideas together and learn the language and become better.’
‘They tell us the truth about our work. They don’t hide it.’
Success factors: Teaching and learning
‘..it is not about EAL teaching but recognising that high
quality teaching encompasses EAL strategies and practice.’
Underpinned by:
• An understanding of EAL pedagogy and practice
which is considered integral to high quality teaching
by all.
• Role of training and its implementation to build
sustainability.
Success factors: Teaching and learning
• Withdrawal only for immediate needs of new arrivals or in time-limited
programmes to address very specific needs.
• A school-tailored curriculum which is not only accessible to all but
leads to them being ‘… enthused about their learning, seeing and
doing rather than just listening.’
• Thorough information-gathering and assessment processes for newarrivals and to inform teaching of content and language.
• Focus on English development in class and across the curriculum,
both vocabulary and sentence structure.
• Emphasis on modelling, planned and scaffolded talk.
• Use of collaborative and active learning.
• Recognition and teaching of the different needs of new arrivals and
the more advanced learners of English, of social and academic
language.
Success factors: Targeted support
By EAL specialist teachers and teaching assistants.
• Partnership teaching
Interventions:
Identification of barrier to learning – language barrier or specific learning
need determining nature of intervention
• EAL - specific programmes
• Subject-specific interventions adapted for an EAL context
• Planned to meet identified needs, time-limited and evaluated.
• Close liaison with class teachers to ensure meaningful context and
application in classroom work.
• Use of first and shared languages
Success factors: Partnership with parents
Partnerships with parents is a key component of the
schools’ success.
All schools
• have strong links with parents and the communities - parents feel
valued and respected by the school and describe it as ‘family’.
• reflect the local communities they serve, but also draw upon their
knowledge and skills.
• enable parents to become active participants in their children's
learning
•
developing partnerships, rather than ‘engagement’.
Success factors: Partnership with parents
‘My school helps us use Fronter at home. When you’ve
got homework, my mum looks to see what I’m learning at
school so we can talk and if it’s hard she can help. The
teachers put websites for to help you learn English and
lists of free museums.’ (Child)
‘The school involves parents very fruitfully, both as part
of the community and in developing their children’s
learning.’ (Ofsted)
‘We have to be strong together to keep this school like
this.’ (Parent)
Conclusions
Common characteristics of the successful schools:
•
•
•
•
•
•
•
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Strong leadership
Overview of ethnic minority achievement held by senior
leaders
Whole school ethos recognising and embracing an
understanding of EAL pedagogy and practice which promotes
learning for all pupils
Effective EAL strategies integral to high quality teaching and
learning
Effective use of data
Partnership with parents
Celebration of cultural diversity
Well coordinated EAL targeted support