ethnic diversity service, services to people, stockport council outstanding practice in eal and smsc...
TRANSCRIPT
Ethnic Diversity Service, Services to People, Stockport Council
Outstanding Practice in EAL and SMSC
19th November 2015
Mark Sims, HMI National Lead for EAL and ESOL
Linda Cowie & Meg Henry, SMSC Consultants
David Marshall, HT Cale Green Primary School
Nicole Hand, Specialist EAL Teacher, EDS
Stephanie Longson, Head of EDS
Aamir Darr, Multicultural Books & More, Bradford
Ethnic Diversity Service, Services to People, Stockport Council
EDS Staff: specialist teachers, bilingual assistants, learning mentors, Traveller consultant, interpreters, cultural talks co-ordinator & speakers, schools linking and MUN co-ordinator
Primary EAL Network open to all schools since September 2015
EDS Secondary Events – 2 years
Training – borough level and in school• EAL• SMSC• Islamophobia: Building strong
identities
Parental Engagement
Multi-agency working
Ethnic Diversity Service
Ethnic Diversity Service, Services to People, Stockport Council
BME/EAL Pupil
Population
To …
To …
To …2011 2012 2013 2014
2015 4,541 4,756 5,056 5,2945,576
13.9% 14.6% 15.4% 15.9% 16.5%
Minority Ethnic Pupil Population
2011 2012 2013 2014 20152,106 2,165 2,223 2,325 2,5146.5% 6.6% 6.8% 7.0% 7.5%
EAL Pupil Population
Languages/dialects spoken by pupils: 116
The Changing Profile
Ethnic Diversity Service, Services to People, Stockport Council
Data&
Assessment
SIMS & EDS Mark Sheet
First Language, EAL, Home Language
First language -- Put in the language code and tick the box for EAL. Note that the October Census picks up language code but not the EAL tick box. The census is used for EAL funding.
EAL tick box – used for SMBC & EDS tracking.
Home language – should be used for pupils for whom English may be their strongest language or “first” language but also use another language at home. This is used for EDS tracking.
EAL Assessment & EDS Mark Sheet – NASSEA levels column can be added to school mark sheet. Contact Sharon McBriarty.
Ethnic Diversity Service, Services to People, Stockport Council
All Pupils % EAL % EAL + PP %
EYFS GLD 68 (NOR 3537) 60 (NOR 289)37 (NOR 30)
KS2 4B+ R 84 (NOR 3093) 75 (NOR 256)61 (NOR 72)
KS2 5+ R 54 4135
KS2 4B W 89 84 71KS2 5+ W 40 33 28
KS2 4B+ M 80 8076
KS2 5+ M 44 4531
KS4 A*-C (inc E&M) 56.9(NOR 2779) 56.6 (NOR 175)
Comprehension must be an area of focus
EDS training on Reading (primary); inference training programme
DATA
Ethnic Diversity Service, Services to People, Stockport Council
Mark SimsHMI National Lead for EAL and ESOL
Ethnic Diversity Service, Services to People, Stockport Council
Break
Please look at the book table!
Aamir Darr, Books & More, Bradford
Ethnic Diversity Service, Services to People, Stockport Council
Leicester Inference Training
2015Nicole Pilmoor
Ethnic Diversity Service, Services to People, Stockport Council
Aims
• Raise achievement of KS2 pupils in reading, through high quality delivery of intervention groups alongside whole-class strategies for all pupils
• Target intervention pupils will make 12 months progress in reading age over the 12 week intervention period
• Increase enjoyment from reading
• Boost reading miles
Ethnic Diversity Service, Services to People, Stockport Council
About the Programme
• Developed by Leicester City Council, underpinned by research showing it can offer significant gains for children with weak comprehension skills
• Inference Training is a KS2 & 3 group intervention with classroom strategies
• Improves reading comprehension and enjoyment
• It particularly helps children who decode adequately but fail to get full meaning and enjoyment from reading
Ethnic Diversity Service, Services to People, Stockport Council
Three main elements:
1.Professional development – for KS2 Teachers and Teaching Assistants
2.Classroom Strategies – provides best practice comprehension teaching and learning strategies for class teachers ensuring intervention strategies are echoed in the classroom
3.Group Intervention – 2 x 40 minute sessions per week, 24 sessions in total over 12 week period.
Ethnic Diversity Service, Services to People, Stockport Council
How do we all live together?
Exchange information/
Reflect
Cale Green Intervention Results:
• An average gain of 12 .25 months per pupil
• A total of 355 months progress made between the 29 pupils tested
• An average gain of 11.5 months per EAL pupil
• Positive gains in pupil attitudes towards reading and reading miles
David Marshall, HT
Cale Green Primary School is situated in the Davenport and Cale Green ward
Largest ethnic group is White British children - average in school over 3 years has been 64% (currently 62%) / ward average is 91.2%
Largest BME group is Asian Pakistani - average in school over 3 years is 21% (currently 23%) / ward average is 5%
BME rank 8 in Stockport schools There has been little variation recently since a rapid increase
between 2000 - 2007/8 from less than 5% in 2000
Context of Cale Green
David Marshall, HT
Super Diversity Families come from the Mirpur region of Pakistan. Very rural, agricultural and very
close community with strong family links Predominantly Sunni Muslim Spoken dialect – Mirpuri Urdu used for writing but many families have a poor knowledge of Urdu Little tradition of reading and writing at home Families know Koranic Arabic but understanding and use of this is limited outside of
an Islamic context Families, especially children, are using English much more at home Children are reluctant, despite support, to use home language at school for learning
apart from when supported by bilingual staff in the Early Years Most children now at least 2nd / 3rd generation and are using English as ‘lingua
franca’! Within the lower performing group Asian Pakistani group this group have greater
barriers to becoming successful learners.
David Marshall, HT
KS2 AttainmentMost recent data RAISEonline unvalidated October 2015:
Overall
All - APS 28.3 school / 28.8 national EAL - APS 25.3 school / 28.3 national WBRI - APS 29.6 school / 28.9 national APKN - APS 25.1 school / 28.0 national
David Marshall, HT
Reading – Attainment at KS2
Most recent data RAISEonline unvalidated October 2015: All – APS 28.5 school / 29.0 national EAL – APS 24.8 school / 28.1 national WBRI – APS 29.5 school / 29.2 national APKN – APS 26.1 school / 27.9 national
Below EAL and APKN national (APKN gap smaller as a result of 1 pupil). Prior attainment / APS at KS1 was significantly below national for this cohort. Attainment gap reduced but not closed. Contextual information – of the 5 APKN pupils were identified as SEN Support.
David Marshall, HT
KS2 Progress Measures Most recent data RAISEonline unvalidated October 2015:
Overall
All subjects 101.0 - this is significantly above national value
EAL - 102.0 - this is significantly above national value WBRI - 101.1 APKN - 102.0 - this is significantly above national value
David Marshall, HT
Reading Most recent data RAISEonline unvalidated October 2015:All 101.2 - this is significantly above national valueEAL – 102.6 - this is significantly above national valueWBRI – 101.0 APKN – 102.6 - this is significantly above national value
Expected Progress All - 100%EAL – 100% (national 91%)WBRI – 100% (national 91%)APKN – 100% (national 89%)
David Marshall, HT
Current Position Predictions from Year 1 to Year 6 for EAL children to meet Year Group Expectations are
similar to all pupils other than in 1 of the Year 1 classes LIP firmly established. All TAs / teaching staff trained and update training for new staff TAs deliver LIP during whole key stage Reading Comprehension time in groups of 4 / 6 TAs have developed their experience and provide feedback and monitor progress LIP strategies extended into GGR – TAs lead a group daily working with all children
throughout the week – strategies adapted based on previous experience and a clear understanding of what we want to achieve
EDS teacher focus on GPS – continues to monitor LIP Specific Raising Achievement / Closing the Gap and EAL action plans in place (copies
available) Progress of EAL part of Appraisal / Performance Management process Progress of these groups reported to governors A cohesive and settled school community where an ethos of acceptance / tolerance /
high achievement for all is the norm.
David Marshall, HT
Leicester Inference Programme The LIP is one of the main strategies (but not the only strategy) - after developing high
quality first teaching - in supporting EAL children Staff recognised that understanding not decoding remained an issue (although not
exclusively just for EAL children) – highlighted by general success in Phonics Screening Check
Most recent data RAISEonline unvalidated October 2015: All 81% school / 77% national EAL – 82% school / 76% national WBRI – 78% school / 77% national APKN – 78% school / 76% national
2 MWAS – 100% school / 82% national 1 IND – 100% school / 86% national
LIP identified by EDS / Nicole Pilmoor as a possible strategy Introduced in school 2014/15 [email protected]
Ethnic Diversity Service, Services to People, Stockport Council
Meg Henry & Linda Cowie
Leading Outstanding SMSC including British Values
The Linking Network
Ethnic Diversity Service, Services to People, Stockport Council
EAL Assessment Framework
Ethnic Diversity Service, Services to People, Stockport Council
Questions and Comments
Thank you!
Please complete an evaluation form.
Thank you for all your support.