Post on 04-Jan-2016
CLOSING THE GAPS – REDUCING INEQUALITIES IN OUTCOMES FOR
CHILDREN AND YOUNG PEOPLE
BIRMINGHAM ACHIEVEMENT GROUP SEMINAR DECEMBER 2008
JOHN HILLRESEARCH & STATISTICS
BIRMINGHAM CONTEXTBIRMINGHAM CONTEXT
– 1 million population– 256,000 children & young people– 180,000 school age– 30% Black and minority ethnic (55% of
children)– 23% Under 16– 30% lone parent– 30% under 15 – where no adults work– 2,200 Children in Care
Well-being• Educational achievement is just one element of the
outcomes for children and young people identified by Every Child Matters.
• We are building-up an evidence base on how children and young people from different groups are doing on all ECM outcome areas:
• Enjoying and Achieving• Staying Safe• Being Healthy• Making a positive contribution• Achieving economic well-being
Further Information
Birmingham’s Examination and Assessment Results 2008
www.bgfl.org/perform
In LA Data, LA Standards
Children’s well-being survey group analysis
www.brighterfutures.bham.org.uk
Ethnic group profile of children attending Birmingham LA maintained schools 2008 (Groups with 500+ children)
42.7%
22.0%
6.3% 5.6% 5.3% 4.7%2.5% 2.0% 1.8% 1.5% 1.2% 1.1% 1.1% 0.4%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Key
5% BLACK - CARIBBEAN
4% BLACK - AFRICAN
Ethnic Groups of Pupils Aged 5-15 in Birmingham Schools as at Jan 2008
46% WHITE
6% MIXED RACE
6% OTHER ETHNIC GROUPS
22% PAKISTANI
6% INDIAN
5% BANGLADESHI
##
Key
63% English
1% Arabic
11% Any Other Language
10% Urdu
5% Panjabi (Gurmakhi)
4% Panjabi (Mirpuri)
Home Languages of Pupils Aged 4-15 in Birmingham Schools as at Jan 2008
4% Bangladeshi
2% Somali
##
Key
30% CHRISTIAN
23% NO RELIGION/NOT GIVEN
%
11% CHRISTIAN RC
29% MUSLIM
3% SIKH
Faith Communities of Pupils Aged 4-15 in Birmingham as at January 2007
2% HINDU
2% OTHER FAITHS
Changes in the ethnic group profile of children attending Birmingham LA maintained schools 2003-2008
0
10000
20000
30000
40000
50000
60000
70000
80000
2003
2008
Comparison of ethnic group profile of current Y10 pupils and current Year 1 Pupils
No. % No. %Arab/Yemeni 125 1.0% 183 1.4% 0.4%Asian - Bangladeshi 486 3.8% 751 5.8% 2.0%Asian - Indian 762 6.0% 655 5.0% -0.9%Asian - Other 178 1.4% 203 1.6% 0.2%Asian - Pakistani 2568 20.1% 3567 27.4% 7.3%Black - African 226 1.8% 254 2.0% 0.2%Black - Caribbean 727 5.7% 649 5.0% -0.7%Black - Somali 209 1.6% 352 2.7% 1.1%Chinese 57 0.4% 47 0.4% -0.1%Mixed Race - Other 258 2.0% 342 2.6% 0.6%Mixed Race - White/Asian 102 0.8% 181 1.4% 0.6%Mixed Race - White/Black 376 2.9% 338 2.6% -0.3%Not Known 114 0.9% 110 0.8% 0.0%Other 128 1.0% 126 1.0% 0.0%Vietnamese 32 0.3% 26 0.2% -0.1%White - Other 334 2.6% 421 3.2% 0.6%White - UK 6073 47.6% 4803 36.9% -10.7%
Total 12755 13008
Ethnic Group DiffYr 1Yr 10
Percentage of pupils from Birmingham's two largest ethnic groups by Year Group 2008
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
11 10 9 8 7 6 5 4 3 2 1
Year Group
White UK pupils
Pakistani pupils
Change in the percentage of Birmingham pupils with English as an additional language (EAL) 2003 -2008
38.1%
32.60%
25%
30%
35%
40%
EAL
20032008
Black Caribbean Pupil Density Map
Pakistani Pupil Density Map
White – Eligible for FSM Pupil Density Map
ATTAINMENT TRENDS AT EACH KEY STAGE
Age Stage Year Assessment
3-4 Early Years Foundation Stage
4-5 Reception Teacher assessments in Communication,Language,literacy;mathematics;Personal,social,emotional development;physical development;creative development; knowledge and understanding of the world.
5-6 Key Stage 1
Year 1
6-7 Year 2 Teacher assessments in English, maths and science
7-8 Key Stage 2
Year 3
8-9 Year 4
9-10 Year 5
10-11 Year 6 National tests in English, maths and science
11-12 Key Stage 3
Year 7
12-13 Year 8
13-14 Year 9 National tests in English, maths and science
14-15 Key Stage 4
Year 10 Some children take GCSEs
15-16 Year 11 Most children take GCSEs or other national qualifications
16-18 Post-16 A level qualifications or vocational qualifications
Groups at risk of underachieving
Analysis of educational performance data in Birmingham identified inequalities in educational outcomes for some pupil groups. In particular:
– African/Caribbean children– White/Black Caribbean children– Bangladeshi children– Pakistani children– Children from disadvantaged backgrounds– Looked after children– Children with disabilities/special needs
Boys performance is generally below that of girls ateach Key Stage.Changes in the City’s demographics, particularly new and emerging communities, mean that groups at risk of underachieving are not static.
The City’s achievement programmes were set-up to raise standards andreduce these inequalities.
Performance trends 1998-2008
20%
30%
40%
50%
60%
70%
80%
90%
100%
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
KS1 Maths L2+
KS1 Reading L2+
KS2 English L4+KS2 Maths L4+
KS3 Maths L5+KS3 English L5+
GCSE 5A*-C
GCSE 5A*-C incl. English & Maths
Early Years Foundation Stage Profile Assessments; Children achieving the majority of the Early Learning Goals in Communication, Language and Literacy (2006-2008)
43% 43%
47%
53%
50%
48%
30%
35%
40%
45%
50%
55%
60%
2006 2007 2008
England
Birmingham
(Target 43.7%)
Percentage of pupils achieving the majority of the Early Learning Goals in Foundation Stage Communication , Language and Literacy (2007 & 2008)
0%
10%
20%
30%
40%
50%
60%
70%2007
2008
Birmingham LA average 2008
KS2 English Trends 2003-2008 (% Boys achieving Level 4+)
30
40
50
60
70
80
90
100
2003 2004 2005 2006 2007 2008
Indian Boys
All pupils (Boys and Girls)
White Boys
Pakastani Boys
Bangladeshi BoysBlack Caribbean Boys
Black African Boys
KS2 English Trends 2003-2008 (% Girls achieving Level 4+)
30
40
50
60
70
80
90
100
2003 2004 2005 2006 2007 2008
Indian Girls
All pupils (Boys and Girls)
White Girls
Black Caribbean GirlsBangladeshi GirlsPakistani Girls
Black African Girls
KS2 Maths Trends 2003-2008 (% Boys achieving Level 4+)
40
45
50
55
60
65
70
75
80
85
2003 2004 2005 2006 2007 2008
% L
evel
4+
Birmingham average (all pupils)
White Boys
Bangladeshi Boys
Black Caribbean Boys
Pakistani Boys
Black African Boys
Indian Boys
KS2 Maths Trends 2003-2008 (% Girls achieving Level 4+)
35
45
55
65
75
85
2003 2004 2005 2006 2007 2008
% L
evel
4+
Birmingham average (all pupils)
Black Caribbean Girls
Bangladeshi Girls
White Girls
Pakistani Girls
Black African Girls
Indian Girls
GCSE & Equivalent 5A*-C Trends for Boys at risk of underachieving (2007 England average for each group in brackets)
26%28%
23%
39%
43%
51%53%
43% 43%45%
50%
54%
57%
61%
33%
37% 37%
46%45%
51%
60%
22%
25%
20%
31%
28%
38%40%
45%
50%51%
57%59%
62%
66%
13.50%
10%
13% 13% 13%
0%
10%
20%
30%
40%
50%
60%
70%
2002 2003 2004 2005 2006 2007 2008
Birmingham average (National 62%)
Bangladeshi Boys (National 52%)
Pakistani Boys (National 47%)
Black Caribbean Boys (National 42%)
White FSM Boys (National 31%)
Looked After Children (National 13%)
Changes in the percentage of pupils achieving 5+A*-C grades 2003-2008 (Boys at risk of underachieving)
40%
28% 28%
43%
37%
25%
61%
53%
49%
61% 60%
40%
0%
10%
20%
30%
40%
50%
60%
70%
Black African Black Caribbean White/BlackCaribbean
Bangladeshi Pakistani White FSM
2003
2008
Birmingham LA average 2003
Birmingham LA average 2008
GCSE & Equivalent 5A*-C including English and maths trends for Boys at risk of underachieving (2007 England average for each group in brackets)
16%
18%
25% 25%
27%26%26%
28% 28%
37%
35%
38%
25%26%
28%
30%
34%35%
14%
11%
17%
12%
18% 18%
35%
37%
39%
41%42%
45%
6%
9%
5%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
2003 2004 2005 2006 2007 2008
Birmingham average (National 45%)
Bangladeshi Boys (National 36%)
Pakistani Boys (National 33%)
Black Caribbean Boys (National 27%)
White FSM Boys (National 15%)
Looked After Children
Changes in the percentage of pupils achieving 5+A*-C including English & maths 2003-2008 (Boys at risk of underachieving)
13%
16% 16%
26%25%
14%
26% 26%27%
38%
35%
18%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Black African Black Caribbean White/BlackCaribbean
Bangladeshi Pakistani White FSM
20032008
Birmingham LA average 2008
Birmingham LA average 2003
GCSE & Equivalent 5A*-C Trends for Girls at risk of underachieving (2007 England average for each group in brackets)
52%
54%
60%
62%
64%
44%
47%
54%
59%60%
49%
55%
60%
63%
59%
50%
54%
59% 59%
61%
72%
29%
33%
37%
39%
47%
50%51%
57%
59%
62%
73%
78%
68%
74%
48%
66%
20%
30%
40%
50%
60%
70%
80%
2003 2004 2005 2006 2007 2008
Black Caribbean Girls (56%)
Bangladeshi Girls (64%)
Black African Girls (61%)
Pakistani Girls (60%)
White/Black Caribbean Girls (55%)
White FSM Girls (35%)
Birmingham average Boys & Girls (59%)
Changes in the percentage of pupils achieving 5+ A*-C grades 2003-2008 (Girls at risk of underachieving)
44% 43%
58%
50%
29%
73%
78%
68%
74%72%
48%
52%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Black African Black Caribbean White/BlackCaribbean
Bangladeshi Pakistani White FSM
2003
2008
Birmingham LA average 2003
Birmingham LA average 2008
GCSE & Equivalent 5A*-C including English and maths trends for Girls at risk of underachieving (2007 England average for each group in brackets)
33%
30%
41%
46%
37%
24%27%
30%
37%35%
37%
34%36% 36% 36%
45%
34%36% 35%
40% 40%
59%
67%
63%65%
67%
14%
17%19% 20%
22%
27%
35%37%
39%41% 42%
45%
37%
49%
53%
71%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2003 2004 2005 2006 2007 2008
Indian Girls (67%)
Bangladeshi Girls (46%)
Black Caribbean Girls (38%)
Pakistani Girls (42%)Birmingham average Boys & Girls (45%)
White/Black Caribbean Girls (40%)
Black African Girls (45%)
White FSM Girls (20%)
Changes in the percentage of pupils achieving 5+A*-C including English & maths 2003-2008 (Girls at risk of underachieving)
33%
24%22%
34%
29%
19%
37%
49%
45%
53%
45%
27%
0%
10%
20%
30%
40%
50%
60%
Black African Black Caribbean White/BlackCaribbean
Bangladeshi Pakistani White FSM
20032008
Birmingham LA average 2008
Birmingham LA average 2003
2008 GCSE and Equivalent 5+ A*-C inc GCSE English and Maths by Ethnic Group, Gender and Free School Meals
18% 19%
27%29% 29%
33%
38%
45%
39%
45% 46% 47%50% 48% 50%
51%
57%59%
74% 75%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Wh
ite
B
Bla
ck C
arb
.B
Wh
ite
G
Pak
ist.
B
Bla
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arb
.B
Ban
gla
. B
Pak
ist.
G
Bla
ck C
arb
.G
Pak
ist.
B
Ind
ian
B
Ban
gla
. B
Ind
ian
G
Bla
ck C
arb
.G
Wh
ite
B
Ban
gla
. G
Pak
ist.
G
Ban
gla
. G
Wh
ite
G
Ind
ian
B
Ind
ian
G
FSM FSM FSM FSM NoFSM
FSM FSM FSM NoFSM
FSM NoFSM
FSM NoFSM
NoFSM
FSM NoFSM
NoFSM
NoFSM
NoFSM
NoFSM
Pupils eligible for Free School Meals Pupils not eligible for Free School Meals
Boys Girls
LA Average
SUMMARY (EDUCATIONAL ACHIEVEMENT)• Compared to the national average, attainment on entry to school in Birmingham is much lower. More children in
Birmingham have English as an additional language and more children in Birmingham are economically disadvantaged. These factors represent real challenges to raising achievement.
• There is evidence to show that the achievement gaps are closing, although not yet consistently across each Key Stage. Gaps remain widest in the early years.
• Significant improvements have been made at Key Stage 4. For example, between 2003-2008:
Black Caribbean boys’ 5A*-C improved by 25 points to 53% (5A*-C with E&M by 10 points to 26%)
Black Caribbean girls’ 5A*-C improved by 34 points to 78% (5A*-C with E&M by 25 points to 49% )
Bangladeshi boys’ 5A*-C improved by 18 points to 61% (5A*-C with E&M by 12 points to 38%)
Bangladesh girls’ 5A*-C improved by 16 points to 74% (5A*-C with E&M by 19 points to 53%)
Pakistani boys’ 5A*-C improved by 23 points to 60% (5A*-C with E&M by 10 points to 35%)
Pakistani girls’ 5A*-C improved by 22 points to 72% (5A*-C with E&M by 17 points to 46%)
White boy’s on FSM 5A*-C improved by 15 points to 40% (5A*-C with E&M by 4 points to 18%)
White girl’s on FSM 5A*-C improved by 15 points to 48% (5A*-C with E&M by 8 points to 27% )
While these improvements are not sufficient to close the gaps completely (particularly in 5A*-C including English and maths for boys), they do represent significant progress.
Birmingham’s Brighter Futures Strategy To Improve Outcomes for Children and Young People
• Clarity about outcomes• Guided by high quality evidence on children’s well-
being (Epidemiology)• Logic model approach (how activities relate to
outcomes), Outcomes Activities Investment Outputs
• Informed by robust evidence on what works• Rigorous evaluation• Developmental: conception>early
years>primary>secondary>post-16>adulthood
CHILDREN’S WELL-BEING SURVEY
Purpose:• To find out how well Birmingham children are
doing on the ECM outcomes and where we need to focus attention to improve outcomes.
• To use the results to plan and prioritise services.
• To monitor outcomes over time to see if they are improving as a result of interventions.
GROUP ANALYSIS
• Data from c15,000 children and young people matched to their gender, ethnic group, free school meal eligibility, special educational needs, looked after status, postcode.
• To identify any significant differences in outcomes for different groups of children to inform targeted interventions.
• To support equality impact assessment- inclusive and fair service delivery/reduce inequalities in outcomes.
CLOSING THE GAPS IN:
• PHYSICAL HEALTH
• BEHAVIOUR & EMOTIONAL HEALTH
• FEELING SAFE
• ENJOYING AND ACHIEVING
• SOCIAL LITERACY
• JOB SKILLS
PHYSICAL HEALTH
• DRINKING, SMOKING, DRUGS
(Note: Most of the young people completing the 12-18 questionnaire were age 12-16)
% of children who say they drink at least once a week (12-18)
0
5
10
15
20
25
Boys Girls
Birmingham average
% of children who say they smoke (12-18)
0
5
10
15
20
25
30
Boys Girls
Birmingham average
% of children who say they have used drugs in the last month (12-18)
0
2
4
6
8
10
12
14
Male Female
Birmingham average
MENTAL HEALTH
• BEHAVIOUR PROBLEMS
• EMOTIONAL PROBLEMS
% of those with significant behaviour problems (7-11)
0
5
10
15
20
25
30
35
40
Birmingham average
% of children with significant behaviour problems (12-18)
0
5
10
15
20
25
30
35
Birmingham average
% of those with significant emotional problems (7-11)
0
2
4
6
8
10
12
14
16
18
20
Birmingham average
% of those with significant emotional problems (12-18)
0
2
4
6
8
10
12
14
16
18
Birmingham average
FEELING SAFE
• FEELING SAFE AT SCHOOL
• FEELING SAFE WHERE YOU LIVE
% of those who are quite often bullied (7-11)
0
5
10
15
20
25
30
35
40
45
Birmingham average
% of those who are quite often bullied (12-18)
0
5
10
15
20
25
30
35
Birmingham average
% of those who feel safe in their neighbourhood all of the time (7-11)
0
5
10
15
20
25
30
35
40
45
50
Birmingham average
% of those who feel safe in their neighbourhood all of the time (12-18)
0
5
10
15
20
25
30
35
40
45
50
Birmingham average
ENJOYING AND ACHIEVING
• ENJOYING SCHOOL
• LITERACY AND NUMERACY
% of those who enjoy going to school most of the time (7-11)
0
10
20
30
40
50
60
70
80
Birmingham average
% of those who enjoy going to school most of the time (12-18)
0
10
20
30
40
50
60
70
Birmingham average
SOCIAL LITERACY
• BEING KIND AND CONSIDERATE OF OTHERS
% of those who are kind and considerate of others (7-11)
0
10
20
30
40
50
60
70
80
90
100
Birmingham average
% of those who are kind are considerate of others (12-18)
0
10
20
30
40
50
60
70
80
90
100
Birmingham average
JOB SKILLS
• GOING TO COLLEGE
• GOING TO UNIVERSITY
% of those who think it is important to get a qualification from college (12-18)
0
10
20
30
40
50
60
70
80
90
100
Birmingham average
% of those who think it is important to go to university (12-18)
0
10
20
30
40
50
60
70
80
90
Birmingham average
SUMMARY: OTHER ECM OUTCOMES• Gender differences
Girls more likely than boys to:enjoy going to schoolbe kind and considerate of othershave significant emotional problemssay they are quite often bulliedfeel unsafe in their neighbourhood Boys more likely than girls to:have significant behavioural problems
• How to improve girls’ safety and emotional well-being. Boys’ behaviour and social literacy?
• Needs of mixed race pupils- do they feature in school improvement strategies? (Emotional Health, Enjoyment of School, Post-16 participation)
• Enjoyment of secondary school and anticipated Post-16 participation is lowest for White boys and girls- how to engage?
• Alcohol & smoking – higher on average for White and mixed race boys and girls – targeting health education programmes.