RAPBB Team

Nargis Rashid

Iram Naz

Mohammed Hussain

Project Aims

• To highlight factors affecting achievement

• To disseminate good practice in Birmingham schools

• To consider parental aspirations and expectations as a factor in achievement

• To develop a framework/model which schools can use to raise achievement of underachieving groups

• To raise achievement of Pakistani and Bangladeshi boys

Introduction

• Pakistani and Bangladeshi boys are amongst the lowest achievers at Key stage 3 and key Stage 4

• Similar to African Caribbean students the reasons are complex and not fully understood

5 A*-C of Minority Ethnic Groups in Birmingham (2004)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

760 1964 115 429 6241 891 50 10450

BlackCaribbean

Pakistani BlackAfrican

Bangladeshi White British Indian Chinese All Groups

Boys

Girls

Bangladeshi BoysPakistani Boys

Methodology

1. School selection

2. Setting up contact with schools

3. Designing a research framework

4. Interviews and discussions

5. Analysis and dissemination

General Findings and Recommendations

Leadership

• To permeate a learning culture in every aspect of the school.

• To be committed to putting all leadership policies into practice.

• To have strong focus on relationships and having high expectations.

Ethos

• To have school organisation/discipline and reward systems that compliment a positive learning environment.

• Displays, curriculum, assemblies and celebrations to promote inclusion and diversity.

• The school should be a welcoming, caring and safe environment with a strong focus on learning and progression.

Learning Support

• EAL assessment, support, evaluation to be regular, with greater awareness of EAL needs among staff through CPD etc.

• Schools to have a whole school and targeted approach to improving literacy.

• Learning Support should be inclusive and not single certain pupils out.

Expectation, Motivationand Progress

• Having high expectations should be customary.

• High achieving and middle ability boys need rewards and motivation to maintain and build on standards.

• There should be an overarching learning environment within the school which overrides negative peer pressure from outside the school.

Teaching and Learning Relationships

• Lesson planning should cater for different teaching and learning styles.

• A good rapport with the teacher helps to establish respect, understanding and a positive learning relationship.

• Curriculum and resources should cater for diversity of the pupils in the school.

Parents and the Community

• Parents having better communication with sons and knowledge of school procedures were able to play a more constructive role in supporting their sons.

• Achieving boys nearly always had at least one positive role model at home/school.

• Schools with effective home/school liaison, translation, an open door approach were able to strengthen their parental support.

Supplementary Schools (Madrassahs etc)

• Most Pakistani and Bangladeshi boys typically attend a Madrassah up to year 9 on a regular/daily basis.

• Mainstream schools and Madrassah links can be useful in sharing good practice, resources and premises.

• Madrassahs can be a useful link between schools, parents, local community and pupils.

LEA

• LEAs should establish local groups to work with schools, local community and supplementary schools.

• Ofsted should report back to LEAs to raise specific issues i.e. underachievement of Pakistani and Bangladeshi boys, so direct action can be taken.

• LEAs should target schools to analyse causes of underachievement and support schools to take action.

Where Next?

• Supporting schools to implement the recommendations made in the report.

• Working with good practice schools to make an action scheme for each recommendation that will supplement the RAPBB report.