Transcript Tracking and Monitoring Educational Impact in Burngreave NDC

Tracking and Monitoring Educational
Impact in Burngreave NDC
-Ian
Clifford
-Yemeni Community Association
(Sheffield) Ltd
Burngreave NDC (BNDfC)
Children and Young People’s Theme
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Community Education Co-ordinators (Family
learning
Family Support / Attendance support / Family
Advocacy
Community-based Study Support
Youth-work
Sports activity
Tracking the Education Theme in
Burngreave
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Project to contract with Sheffield City Council
Children and Young People’s Directorate
(formerly LEA) Research and Analysis
Section.
Separating out an area-based cohort of
pupils for the BNDfC area from the Education
Management System (EMS) database
Running a series of reports and analysis
based on this area
Area-based Data
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Attainment: Key Stages, GCSEs
Attendance data
Analysis by ethnicity
Analysis by Free School Meal status
Analysis over time
Key Stage 2 English - % Level 4+
Trends for BNDfC-resident Pupils
80
BNDfC
75
City
70
65
%
60
55
50
45
40
35
30
2000
2001
2002
2003
2004
2005
2006
2007
GCSE Attainment
GCSE: % gaining 5 A* - C
60
50
%
40
Sheffield
BNDfC
30
20
10
0
2000
2001
2002
2003
2004
Year
2005
2006
2007
Primary Attendance
95.0
94.5
BNDfC Primary
City Primary
94.0
93.5
93.0
92.5
92.0
91.5
91.0
90.5
90.0
2003
2004
2005
2006
2007
Attainment by ethnicity in BNDfC area
5A*-C GCSE, BNDfC 2001 - 2007
80
70
60
%
50
Pakistani
Caribbean
40
Som ali
30
Yem eni
20
10
0
2001
2002
2003
2004
Y ear
2005
2006
2007
Analysing Project-Level Impact
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Robust information-sharing protocols
Comparing added-value of Young People
who attend project with those who don’t
Extensively used in Burngreave to monitor
and evaluate the impact of the communitybased study support project
Study Support – National Research
John MacBeath et al (2001) Study of 8000 pupils:
 Better than predicted attainment, attitudes and
attendance.
 Effects are large, one more A–C pass at GCSE.”
 Cumulative effects: effects measurable in year x+1
 Indirect effects influencing motivation and selfesteem”.
 BME groups benefit significantly more, especially
girls.
(MacBeath, J., Kirwan, T., Myers, K., Smith, I., McCall, J. and McKay E., (2001) The impact of
Study Support: A study into the effects of participation in out-of-school-hours learning on
the academic attainment, attitudes and attendance of secondary school students. DfEE)
Community Study Support in
Burngreave - 1
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Over 280 young people
benefiting
Delivered as a consortium
with Yemeni Community
Association (Sheffield) Ltd
(YCA) as lead provider
Mainly Somali, Pakistani,
Yemeni and AfricanCaribbean pupils
Community Study Support in
Burngreave - 2
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Delivered in 5 locations – 4
community and 1 school
9 hours a week, 40 weeks a
year
Mainly English, Maths,
Science.
Some sessions meeting
broader Every Child Matters
outcomes: dangers of drugs,
weapons, PHSE, healthy
living also some art, craft,
sport etc
Community Study Support in
Burngreave - 3
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Involvement of the young people
in focus groups and an evaluation
conference to feed back and
shape the project
Also provides opportunities for
more integrated activities bringing
young people from different
backgrounds together
Compliance with Data Protection
Legislation
Your personal information
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Somali Education Breakthrough based at the 199 Verdon Street, Sheffield, S3 9QQ is a
project set up to improve the educational attainment of Somali Young People in the
Burngreave Area and will use this information for the purposes of providing high quality
study support and for the other purposes set out below. If you have any questions
regarding the handling of your personal information, please contact Mohamud Ambashe
or Nisar Ahmed on 2759040.
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The service provided by Somali Education Breakthrough is funded by Burngreave New
Deal for Communities (BNDfC), Speedicut Works, Harleston Street, Sheffield S4 7QB
through the Yemeni Community Association (YCA), The Vestry Hall, 43 Attercliffe Common,
Sheffield. S9 2AE as lead partner for Burngreave Study Support Consortium (address c/o
YCA as above). Those who take up the service should understand that Somali Education
Breakthrough may disclose to the YCA and BNDfC the personal information you have
given along with attendance information, if requested, in order to demonstrate that Study
Support is being provided in return for funding.
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Somali Education Breakthrough will also give information about attendance at the project
to Sheffield City Council’s Children and Young People’s Directorate, for research and
statistical purposes. The City Council will use this information to help make sure that
everyone who can, benefits from the services Somali Education Breakthrough provides.
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I have read the above statement
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Signed: (Student) ……………….……………………………………………………………………
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Signed: (Parent) .………………………………………….…… DATE …….………….…………..
Study Support Value-Added
Average number of GCSE A*-C
2007
2006
Predicted
Result
Difference
Predicted
Result
Difference
No Study
Support
3.6
3.5
-0.1
4
3.6
-0.4
Study Support
5.2
6.5
1.3
4.1
5.9
1.8
Study Support Value-added
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Even larger
effect with
some groups,
e.g. Yemeni
girls
Study Support Added-Value
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Multiplier effect
when links with
schools are close
Future Developments - targeting
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Identifying young people by ethnic group,
school, who are achieving poorly –
contacting the school to request referral
Modelling Vulnerability – ensuring more
vulnerable pupils take-up projects – targeting
those that don’t.
Exploring the relationship between different
vulnerability factors.