rapbb team nargis rashid iram naz mohammed hussain
TRANSCRIPT
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RAPBB Team
Nargis Rashid
Iram Naz
Mohammed Hussain
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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
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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
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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
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Methodology
1. School selection
2. Setting up contact with schools
3. Designing a research framework
4. Interviews and discussions
5. Analysis and dissemination
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General Findings and Recommendations
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.