Policy and Strategy for Black and Minority Ethnic Children & Young People Including Travellers

Policy and Strategy for raising the achievement of Traveller and Black and Minority Ethnic (BME) Children & Young People 2007-2010

______List of Contents Page

Section 1

Foreword - by John Nash, Policy Director (Children’s Services) 2

Section 2

Introduction 3

Section 3

Vision 3

Section 4

The Local Context 5

Section 5

Aims 6

Section 6

Principles underpinning the raising of Traveller and BME Children & Young People’s achievement 7

Section 7

The Borough’s current and planned support for Traveller and BME children 8

Section 8

Inclusion of raising Traveller and BME achievement in the Borough’s Planning 8 Documentation

Section 9

Strategy in order to Implement Policy: planning for improvements 9

Section 10

Review of Policy and Strategy 12

Section 11

Glossary of Terms 13

Appendix 1 LA Model School Policy for Race Equality 14 Appendix 2 LA Ethnicity and Language Data 18 Appendix 3 DfES Strategy for Minority Ethnic Achievement 20 Appendix 4 METAS Service Level Statement (SLS for schools) 22

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1.0 Foreword by John Nash

The 2004 Children Act placed a duty on local authorities to lead a wide range of partners in working together for children. In Poole, with our partners we have a shared vision based on:

 placing the child or young person at the centre of our work  a single system of support for children  genuine partnership with parents and children  all agencies working together with a common purpose and commitment to quality  engaging neighbourhoods and communities in shaping services

The policy and strategy for raising the achievement of Traveller and black and minority ethnic (BME) children & young people, is based on our vision for children.

The Children Act also sets all professionals working with children and young people five outcomes for all:

 be healthy  stay safe  enjoy and achieve  make a positive contribution  achieve economic well-being

Travellers and black and minority ethnic children and young people have the same right to these outcomes as any other child or young person. This policy is designed to support them in achieving these goals.

All our children and young people need to be prepared for life in an increasingly diverse society. Poole is becoming more diverse in terms of its ethnic composition, recent census data (2006) indicating that around 9% of the school population are from black and minority ethnic groups, including Travellers. Of these learners, many have English as an Additional Language needs. However, it must be clear that this policy is aimed at individuals and not a general class of people. Its purpose is to provide a common framework for a common strategy with the aim of meeting the needs of individual children and young people following inclusive principles and practice.

John Nash Policy Director (Children’s Services)

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2.0 Introduction

This Traveller and Black and Minority Ethnic achievement Policy and Strategy has been informed by the following legislation and guidance.

 The Race Relations (Amendment) Act 2000  Learning for All, – CRE 2000, Standards for Race Equality in Schools  Education Act 1996  Education Act 2005  Human Rights Act 1998 (implemented Oct. 2000)  Aiming High: Raising the Achievement of Gypsy Traveller Pupils DfES July 2003  Aiming High: Raising the Achievement of Minority Ethnic Pupils DfES 2003  Ethnicity and Education: the Evidence on Minority Ethnic Pupils DfES 2005  Race Equality Policies – from Issues to Outcomes DfES Dec 2004  Race Equality in Education – Ofsted Report Nov 2005  A New Relationship with Schools: Improving Performance through School Self -Evaluation DfES 2005  Every Child Matters: Change for Children – Delivering Services  Effective Use of the Ethnic Minority Achievement Grant – DfES guidance and OFSTED reports – TEN Policy Briefing April 2004  Children Act 2004

It has been developed in consultation with Children’s Services Officers, Governors and Headteachers.

3.0 Vision

3.1 The vision for the educational provision for Traveller and BME children and young people within the Borough is based on the Council’s values of:

 Equality – ensuring that all sections of the community and workforce have equal opportunities  Public focus – protecting the most vulnerable and giving prime consideration for people most affected by the council’s decisions.

Cross reference: Corporate Equality Policy and Action Plan

The council upholds the principle that education needs to be inclusive of those from black and minority ethnic backgrounds so as to create an inclusive and caring community, enabling every child to fulfil their potential.

Race Equality

Poole LA is committed to Race Equality in all aspects of its work. The Borough’s Minority Ethnic and Traveller Achievement Service (METAS) works within the wider LA equalities context. The service has a central role in supporting schools to fulfil their statutory duties under the Race Relations (Amendment ) Act 2000. ______4

As part of their general duties, schools are required to:

 Eliminate unlawful racial discrimination  Promote equality of opportunity and good relations between persons of different racial groups

Specific duties include:

 Having a written policy on Race Equality  Assessing the impact of policy and Race Equality policy in particular, on the attainment levels of pupils  Monitoring the operation of all policies, through the impact they have on pupils, staff and parents with particular reference to their impact on the attainment levels of pupils.

3.2 The Government’s strategy to raise Traveller and BME children and young people’s achievement reflects this vision. It focuses on the above statutory requirements of race equality and the principles of inclusion as laid down in QCA’s National Curriculum 2000 Inclusion Statement, which specifies that:

All individuals should be:

 Set suitable learning challenges  Have their diverse learning needs responded to  Have potential barriers to learning and assessment overcome

3.3 These values and principles underpin the DfES Aiming High strategies for BME and Traveller pupils. Our vision is that:

 every child has the right to a broad, balance and relevant curriculum and equal access to assessment procedures.

 the LA, schools, parents/carers, community groups and other agencies will work in partnership to ensure that every minority ethnic pupil is expected and encouraged to achieve their potential

 the Minority Ethnic and Traveller Achievement Service (METAS) and other LA services will work with schools, through a process of self evaluation and training, so that there are whole school strategies in place to ensure:

- development of the cultural, religious and personal identities of all learners - an ethos of respect, with a consistent approach to combating racism, with the focus on prevention - high expectations, underpinned by data analysis to monitor and address any underperformance by minority ethnic pupils.

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Cross Reference: Appendix 1, Model School Policy for Race Equality

3.4 Terminology

3.4.1 Ethnicity

Monitoring of Black and Minority Ethnic Achievement within the LA is based on the use of ethnic categories which reflect those of the national census. Black and Minority Ethnic (BME) refers to ethnicities which are other than White British. Children and Young People may be:

 Born in Britain and second/third generation of well established families  New arrivals from country of origin  Returnees from extended stays abroad  Travellers*: Gypsy Roma and Travellers of Irish Heritage (settled or highly mobile).  From refugees or asylum seeking backgrounds – this group may includes unaccompanied asylum seekers under the age of 16  Short stay migrants e.g. linked to Bournemouth University or Poole Hospital, or to multi-national companies  Of dual heritage

*Traveller is a generic term used to cover all travelling communities, including mobile groups such as Showmen (Fairground people), Circus People and New Age Travellers, Boat People. Groups legally recognised as minority ethnic groups are Gypsy/Roma Travellers, and Travellers of Irish Heritage.

3.4.2 English as an Additional Language (EAL)

A Definition of an EAL Learner

An EAL learner is one who currently uses or has access to more than one language at home or at school i.e. pupils who are living and learning in more than one language. It does not necessarily imply full fluency in all languages. An EAL learner will have had access to more than one language before the age of five years and has their own specific EAL learning needs.

A child or young person must not be regarded as having a learning difficulty solely because the language or medium of communication of the home is different from the language in which he or she will be taught. (SEN Code of Practice)

4.0 The Local Context

The majority of schools are defined as ‘mainly white’* with most having fewer than 6 %of Children & Young People from BME backgrounds. However schools are becoming increasingly diverse in which over 40 languages are spoken. Within the borough there are disparities between schools, with percentages of BME pupils ranging from less than 1% to more than 20%. Over the past 3 years there has been ______6

a significant increase in the percentage of BME pupils overall and in particular the percentage of pupils with EAL. Settled Gypsy Roma and Travellers of Irish Heritage, underrepresented by the ethnicity data, form a significant community. The number of highly mobile Traveller Children & Young People is very small. * as defined in ‘ Minority Ethnic Pupils in Mainly White Schools’ – Tony Cline, published in 2002 .

Cross reference: Appendix 2, LA ethnicity and language data

5.0 Aims

5.1 To support schools with meeting the individual language and learning needs of Traveller and BME children and young people effectively, and to ensure that the child or young person feels safe and settled in the school environment. To this end, the Minority Ethnic and Traveller achievement service (METAS) works in partnership with parents, schools, colleges and other agencies such as Social Services, Health, and the voluntary sector, as laid out in ‘Every child matters’.

5.2 The Authority will promote the inclusion of all Traveller and BME children and Young people within mainstream schooling, including those with EAL, unaccompanied asylum seekers under the age of 16 years, children of Traveller families on unauthorised Encampments on Council Land or from the settled Gypsy Traveller community.

Cross reference: Appendix 4, METAS Service Level Statement

5.3 The Authority will promote professional development for Governors, Head teachers, and Inclusion Managers/SENCos/ EAL Coordinators, so they have the necessary knowledge and understanding to meet Race Equality responsibilities. Regular professional development opportunities will be offered to teachers, teaching assistants and school support staff, ensuring that they have the necessary skills, knowledge and understanding to meet individuals’ language and learning needs in the classroom. Whenever appropriate, training will be delivered in partnership with PNS and SNS consultants on teaching and learning pedagogy. Multi agency training opportunities will be provided within the broader Local Area Agreement context to enable a shared understanding of cultural differences so that Children’s Services professionals are able to deliver services to BME, including Traveller communities, more effectively and sensitively.

Cross reference: Appendix 4, METAS SLS

5.4 METAS aims to provide support for individual BME children and young people within the maintained school/college setting, following their admission and referral. The amount and duration of pupil focused support depends on service level demands. Support is prioritised according to the level of difficulty the individual has in accessing the curriculum and according to the individual’s circumstances.

Cross reference: Appendix 4, METAS SLS

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6.0 Principles Underpinning the Borough’s Provision for BME and Traveller Children & Young People

The following are the main principles which underpin the Borough’s approach to raising Black and Minority Ethnic Achievement, including the achievement of Travellers.

6.1All BME and Traveller children and young people are entitled to a safe environment free from racial harassment and to a broad, balanced, relevant and differentiated curriculum. They should have equality of opportunity to achieve according to their full capabilities, regardless of their ethnic background.

6.2Racism in all its forms is challenged and victims supported. LA recording and reporting procedures are consistently followed.

6.3 Culturally relevant learning experiences need to be embedded across the curriculum, building on learners’ prior knowledge and understanding.

6.4 All children and young people should have their language and learning needs identified and met at an early stage, with appropriate intervention strategies implemented.

6.5 All BME Children & Young People and their parents/ carers should be involved in discussions and decisions about their education, which may involve calling on the services of interpreters. Parents/carers need to be informed on how to best support with EAL acquisition, curricular access and the importance of valuing the first language as a tool for learning as well as for communication.

6.6 All BME Children & Young People with EAL should be grouped according to cognitive ability rather than their current level of EAL acquisition, in order to maintain the individual’s self esteem.

6.7 Allocation of METAS resources will be needs led. Where there is a shared concern that a child or young person is not making sufficient progress despite a differentiated curriculum and adequate support, the school should refer the case to Children and Young |People’s Integrated Service . An interpreter may be required to work alongside the relevant officer to ensure that an accurate and comprehensive assessment is made and to ensure parents are fully informed regarding the child or young person’s needs.

6.8 Diversity Governors and Inclusion Managers/ SEN or EAL Coordinators need to be supported via training and advice on fulfilling their roles

6.9 Training needs to be provided for Governors and school staff so that they each have an understanding of how to raise the achievement of BME Children & Young People including Travellers, and an awareness of the Race Equality context.

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6.9.1 BME and Traveller children and young people’s needs will be best met when schools’ staff and Governors work in close partnership with METAS and other services, maximising the support of parents/carers and the community and working collaboratively at local and regional levels.

7 The Borough’s Current Support for school staff, for BME parents and Children & Young People including Travellers

7.1Support from the Minority Ethnic and Traveller Achievement Service is available to all schools and is set out in the METAS SLS which is reviewed annually. Support is offered to progress Leadership and Management (Race Equality), and Teaching and Learning for teachers and teaching assistants either through training or 1:1 advice. Classroom support from the service’s peripatetic specialist teaching assistant is allocated to C & YP who have the greatest difficulty in accessing the curriculum, as is indicated from quantitative and qualitative assessment information. All referrals to the service are followed up with an assessment of EAL needs and advice on target setting, if requested.

7.2 A service website (www.poolemetas.net) has been recently established aimed to serve as ‘a one stop shop’ for parents and pre-school /school staff. Links to other minority ethnic achievement sites support with advice, guidance and access to teaching and learning resources. The site facilitates access to: government updates; local interpretation and translation services; to the expertise of larger, more ethnically diverse Las; to other relevant organisations, such as the National Association for Language Development in the Curriculum (NALDIC), and the National Association of Traveller Teachers.

7.3The service works in partnership with a wide range of services: education, health, social services, housing and voluntary agencies (eg Development Education in Dorset) to further professional development of staff and/or to meet a child or young person’s needs more effectively by working across agencies.

8 Inclusion of raising Traveller and BME achievement in the Borough’s Planning Documentation

The Borough has a number of plans that set out actions, targets and time scales for improving support for BME Children & Young People.

Currently there is:

 Children and Young People’s Plan for Poole 2006 2009

 The Borough’s Corporate Equality plan 2005-2008, into which links the annually updated METAS Action Plan

 The Education Achievement Partnership Plan (EAPP) 2006 –2009 which includes measurable targets for BME achievement and Race Equality

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performance indicators

 The Admissions Code of Practice and the Borough of Poole’s Coordinated Admission arrangements: all admissions are dealt with in line with this code and arrangements.

 Improving Behaviour and Attendance Guidance on Exclusion from Schools and Pupil Referral Units, Paragraphs 17 (b) and (d)

 Children Services Plan

 Anti-Bullying Guidelines

9 Strategy in order to Implement Policy

9.1Improve Provision for Traveller and BME Children and Young People experiencing Behavioural, Emotional and Social Difficulties

 Improve partnership working with other agencies in supporting schools, early years providers and parents/carers  Ensure early intervention strategies are implemented, including, where appropriate, the provision of vocational pathways for Traveller and BME pupils/students who are at risk of becoming disaffected and permanently excluded

Cross Reference: EAPP , METAS Action Plan

9.2Improve Early Years’ Provision for BME children including Travellers and children with EAL

 Ensure consistency of support, for children across all types of early years’ provision, particularly the settings.  Ensure Children’s Centres staff, Early Years Providers and schools are trained in accelerating EAL acquisition and have an understanding of diverse cultures.  Encourage higher take up of pre- school education by families of Traveller heritage

Cross reference: METAS Action Plan and Early Support Programme Priorities

9.3Develop and Improve Systems of Provision

 Continue to support schools with developing their Race Equality Action Plans so ensuring that adequate school resources, are allocated to this area of school improvement.

 Work in partnership with the LA’s Community Safety Officer to promote schools’ use of the LA’s new Prejudice Reporting form and to support with facilitating staff training on addressing racist incidents.

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 Promote to schools the need for having a governor with a diversity brief and for governing bodies to be representative of the school population in terms of ethnicity.

 Continue to support schools with the analysis of BME attainment data to identify and raise the attainment of any underachieving groups or individuals. Review attainment and progress of BME groups across the LA to inform resourcing needs.

 Disseminate good practice for addressing the needs of more advanced bilingual learners following DfES Guidance in ‘Excellence and Enjoyment: Learning and Teaching for bilingual children in the primary years’ , working in partnership with national strategy consultants and drawing on regional LA expertise.

 Disseminate DfES guidance and support materials relating to the needs of newly - arrived children New to English, Black and Gypsy Roma and Traveller children and Young People.

 Further develop METAS Traveller and EAL resource bases newly established in schools.

 To improve the attendance of BME children and young people where this has been identified by the school and/or the Education Welfare Service as cause for concern, through partnership working.

 Continue to develop the METAS website as a tool to disseminate advice and guidance to preschools, schools and to share good practice.

Cross reference: EAPP Plan, METAS Action Plan

9.4 Improve Partnership working with Parents and other Agencies

 Support schools with making community links to improve minority ethnic parents/carer’s access to information

 Support schools with involving minority ethnic parents in their children and young people’s education

 Continue to work in partnership with Development Education in Dorset (DEED) linking projects to schools’ race equality action plans

 Develop closer links with agencies working with Travellers under LAA arrangements

Cross reference: METAS Action Plan, SEN Policy and strategic Plan

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9.5Raise Expectations and Achievements for BME Children and Young People including Travellers and children with EAL

 Build capacity in schools through the provision of training, 1:1 advice and support for pre-school and school staff  Build capacity in schools through LA/school recruitment of bilingual teachers and teaching assistants to address specific language needs  Provide training for minority ethnic parents/carers and for professionals within Children’s Services  Increase school staff expertise, by providing further training on the use of the QCA extended national scale for the assessment of EAL learners ‘New to English’, so more staff are confident to assess and to set appropriate and challenging language acquisition targets, sharing these with parents/carers  Ensure assessment and target setting for EAL learners is embedded in the whole school assessment and target setting and review process  Dissemination of good practice in and between schools and early years providers  Ensure schools request the services of quality assured interpretation/translation services when necessary so that where there are overlapping EAL and SEN needs, these are sensitively addressed , fully involving parents/carers in discussions and decision making

Cross reference: Appendix 3, DfES PNS and SNS Minority Ethnic Achievement Strategies

9.6 Targeting resources effectively, monitoring and evaluating the Impact of Provision

 Improve the system for monitoring the progress of EAL learners New to English by ensuring schools evaluate the use of devolved funding and peripatetic TA support and the impact on progress  Involve parents, carers, children and young people in monitoring and evaluating educational provision  Adapt a flexible approach to resourcing depending on the LA’s BME Children and Young People’s needs

9.7Remove Barriers to access and learning by Planning for school admission and Improving Transition for BME children and Young People, including Travellers (transient and settled) and unaccompanied asylum seekers under the age of 16

 Provide information for parents/carers about admission and transition arrangements, using the services of interpreters/translators when necessary  Develop work with the Connexions Service and the college focusing on forward planning for KS4 new arrivals with EAL and Travellers transferring to secondary phase  Develop work with Pastoral Support Workers and Learning Mentors

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 Continue to operate protocols to secure early school admission for transient Travellers (unauthorised encampments)

Cross reference: EAPP Plan, METAS SLS, Admissions and Unaccompanied Asylum Seekers Protocol

10 Reviewing the Policy and Strategy for raising the achievement of Black & Minority Ethnic (BME) Children & Young People, including Travellers

10.1 The policy will be reviewed in consultation with schools, preschools, other agencies and partners (statutory and voluntary), and children and young people and their carers, with reference to the Audit Commission reports (annual) and the targets developed from Every Child Matters, in 2010

10.2 Use of the Qualifications and Curriculum Authority and DfES document ‘Marking progress: Training Materials for Assessing EAL ’ should help in identifying whether the support provided by schools and the LA for BME C & YP with EAL (New to English) is resulting in improvements in their achievement, as will the annual School Improvement Partner school visits and LA data analysis.

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Glossary of Terms:

BME Black and Minority Ethnic

C& YP Children and Young People

CRE Commission for Racial Equality

DfES Department for Education and Skills

EAL English as an Additional Language

EAPP Education Achievement Partnership Plan

IEP Individual Education Plan

LA Local Authority

METAS Minority Ethnic and Traveller Achievement Service

NALDIC National Association for Language Development in the Curriculum

OFSTED The Office for Standards in Education

PNS Primary National Strategy

QCA Qualifications and Curriculum Authority

SEN Special Educational Needs

SENCO Special Education Needs Coordinator

SLS Service Level Statement

SNS Secondary National Strategy

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Appendix 1 LA Model School Policy for Race Equality

MODEL SCHOOL POLICY FOR RACE EQUALITY

The School's Aims, Values and Commitment to Racial Equality

Race equality is central to the ethos and core values of this School. To establish and maintain this, the School is fully committed to:

 ensuring that all pupils have equality of opportunity to achieve according to their full capabilities, regardless of their ethnic background;  valuing equally all members of the school community;  promoting positive attitudes towards life in a multicultural, multiethnic and multi-faith society and celebrating cultural diversity;  combating racial harassment and racial discrimination and challenging racism in all its forms;  equipping pupils with the knowledge, understanding, skills and attitudes to recognise and challenge examples of racism that they meet in their lives;  establishing a close partnership with parents and the local community, with sensitivity and openness to the experiences, aspirations and perspectives of those of ethnic minority background.

In fulfilment of this commitment, the School recognises the general duty of its Governing Body, under the Race Relations (Amendment) Act 2000:

(a) to eliminate unlawful racial discrimination; and

(b) to promote equality of opportunity and good relations between persons of different racial groups.

The school recognises that minority ethnic groups include Gypsy Travellers, refugees, asylum- seekers and other less visible minority groups, e.g. Irish.

In implementing this policy and monitoring its impact, the School will make use of the Commission for Racial Equality Publication. "Learning for All". [This has been sent to all LEA schools].

The policy has been shared with all members of the school community, including parents. All new parents will be made aware of this policy and the school's commitment to race equality. This commitment will also be referred to in the School Prospectus.

The School's Context

As a school in a mainly "white" part of the country, with few pupils of ethnic minority background, we recognise the following:  the particular need for vigilance to ensure that ethnic minority pupils are neither victims of racism or experiencing a sense of isolation and/or marginalisation  the particular need to train all members of the school community to avoid negative and stereotypical assumptions about those from ethnic minority backgrounds  the importance of recognising the significance of and responding to cultural, linguistic and "racial" differences in striving to ensure to achieve equality of opportunity for all.

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The school appreciates that there may, on occasions, be difficulties in establishing a full and accurate understanding of some issues of racism and cultural diversity, particularly where there are no staff members of ethnic minority background. We will therefore make use of all available sources of support, including the Dorset Race Equality Council.

Leadership, Management and Governance

The Governing Body is responsible for:  ensuring that the school complies with Race Relations legislation; and  ensuring that the policy and its related procedures and strategies are implemented.

The Headteacher is responsible for:  on a day to day basis, ensuring that the policy is implemented;  ensuring that all staff are aware of their responsibilities and are given appropriate training and support  taking appropriate action in any cases of racial discrimination.

All Staff are responsible for:  dealing with any racist incidents, and knowing how to identify and challenge racial bias and stereotyping;  promoting racial equality and good race relations and not discriminating on racial grounds.

Dealing with Racist Incidents

 The school adopts the definition of a Racist Incident recommended by the report of the Inquiry into the murder of Stephen Lawrence (the Macpherson report), which is also the definition adopted by the LEA:

"any incident which is perceived to be racist by the victim or any other person."

 The school will fulfil its statutory obligation to keep a formal record of all racist incidents and to report on the nature and frequency of any racist incidents annually to the Local Education Authority, including reporting when no such incidents have been recorded during the year.

 The school recognises that it is possible for a racist incident (e.g. the use of racist language) to occur in a school where there are no pupils of ethnic minority background.

 The school will take every possible step to support the victims of racial harassment.

 All racist incidents will be regarded as a serious matter. Sanctions will be set out in the school's Behaviour Policy and include the possibility of pupil exclusion.

 The school will take all possible steps to establish a climate in which all members of the school community have the confidence to report racist incidents and will ensure that all staff receive training in defining and responding to racist incidents.

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Other Actions to ensure Race Equality

To promote the knowledge, understanding, skills, values and attitudes necessary for racial equality and the elimination of racism the school will:

 use opportunities within the curriculum, extra-curricular activities and assemblies to promote positive attitudes towards cultural and ethnic diversity and differences;  provide opportunities within the curriculum, appropriate to pupils' age and attainment, for pupils to understand and recognise racism and to challenge the myths and negative stereotypes that underpin racism and racist attitudes;  ensure that learning resources are not used which reproduce and reinforce negative stereotypes of people of ethnic minority background or of communities in the "Third World";  make use of the curriculum, extra-curricular activities and assemblies to positively affirm the cultural and religious identities of all pupils, including those from minority ethnic and faith communities;  regularly monitor the curriculum to ensure that these learning opportunities are in place.

To ensure that all pupils achieve their best, according to capabilities and regardless of ethnicity, the school will:

 monitor the achievement of pupils of ethnic minority background to ensure that they are achieving according to their full capabilities, taking appropriate action where underachievement is identified;  ensure that assessment activities and tasks are not culturally biased so as to discriminate against any pupil or group of pupils;  ensure that teachers' expectations and teaching styles and strategies provide equal opportunities for all pupils to achieve according to their full capabilities;  ensure that all pupils have equality of access to the curriculum, including those for whom English is an Additional Language;  maintain and develop a positive valuing of linguistic diversity, celebrating the achievements of pupils who are multi-lingual; the School will ensure that any pupil for whom English is an Additional Language, and who has not yet achieved a functional level of English, is appropriately supported to gain access to the curriculum rather than treated as having a learning difficulty;  monitor the impact of the school's behaviour policy and system of rewards and sanctions on pupils according to ethnicity (where appropriate, according to the composition of the pupil population);  record and monitor all pupil exclusions by ethnicity;  listen to the views and experiences of ethnic minority pupils as part of the monitoring of this policy;  monitor pupil grouping, including setting, arrangements to ensure that they do not disadvantage pupils of ethnic minority background;  ensure that religious and cultural differences are fully recognised in meeting the needs of all pupils.

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Strategic Development and Review

The Governing Body of the School will meet its requirement under the Race Relations (Amendment) Act 2000:  to ensure that the School has an Action Plan for the implementation of the Race Equality policy, as part of its general school improvement plan, incorporating targets for action, within appropriate time-scales;  to ensure that the impact of the policy is regularly reviewed through the School's arrangements for policy review and self-evaluation.

Date of adoption of policy by the Governing Body:

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Appendix 2 LA Ethnicity and Language Data

The report looks at the achievement of minority ethnic groups in Poole maintained schools. A minority ethnic group is defined as any group that is not White British.

The LA Context:

The minority ethnic pupil population has increased as a percentage of the total pupil school population over the past 3 years now forming 8.8% of the school population.

Minority Ethnic Population proportional to White British Population 2004 – 2006

2004 2005 2006 % Number % Number % Number of Pupils of Pupils of Pupils White British 87.37 15,751 89.71 16,028 86.91 15,546 Total number of 3.99 718 4.4 786 8.8 1575 Black and Minority Ethnic (240)* (320)* (383)* pupils

Refused to 2.86 516 3.16 565 2.94 525 provide Information not 5.78 1042 2.73 487 1.35 241 obtained

Total number of 100% 18027 100% 17866 100% 17887 Pupils Source: January Annual School Census Data * indicates number of pupils with EAL

This table shows that the accuracy of the LA ethnicity data is improving with the number of pupils registered under the category ‘ information not obtained’ decreasing over the three year period. It is the aim of the Authority to work with schools to improve on data accuracy where this is an issue.

More detailed analysis of the Annual School Census data indicates that there is an even spread of pupils across ethnicities. One ethnicity category exceeds 1% (White- any other white background). Categories exceeding half a percent are: ‘mixed- any other mixed background and ‘ Mixed – white and Asian’.

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Languages Identified as in Annual School Census (statutory school age only) January 2007

Key No. Bengali 45 Polish 23 Russian 21 Malayalam 16 Hindi 11 Spanish 11 Portuguese 10 French 9 Tamil 8 German 6 Gujarati 6 Shona 6 Chinese 5 Turkish 5 Urdu 3 Afrikaans 2 Caribbean Creole English 2 Welsh 2 Kurdish 2 Pashto/Pakhto 2 Swedish 2 Tagalog/Filipino 2 Filipino 2 Thai 2 Albanian/Shqip 1 Arabic 1 Bulgarian 1 Czech 1 Dutch/Flemish 1 Finnish 1 Greek 1 Hungarian 1 Icelandic 1 Korean 1 Lithuanian 1 Norwegian 1 Panjabi 1 Persian/Farsi 1 Romanian 1 Serbian/Croatian/Bosnian 1 Sinhala 1 Tagalog 1 Total Languages 42

Appendix 3 DfES Strategy for Minority Ethnic Achievement

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Background

The Primary National Strategy is responsible for the implementation of the national strategy “Aiming High : Raising the achievement of minority ethnic pupils”. Key outcomes include improved attainment of underperforming minority ethnic groups, improved confidence and expertise of mainstream teachers and developing a whole-school approach to EMA. Targeted work to date has focussed on children who are more advanced learners of English, Black children who are underperforming, highly mobile learners, particularly Gypsy, Roma and Traveller (GRT) children.

Current priorities and looking ahead

. Support LA EAL hubs to develop their roles and share expertise within their region.

. Ensure that EAL CPD materials are used to support the implementation of the renewed Primary Framework.

. LA EMA advisory staff and consultants to support the roll-out of CPD on the renewed Primary Framework, both centrally and based in schools.

. Establish a framework of support for the Primary Strategy manager, LA advisers and inspectors (LAIs), SIPs, EMA managers and LA consultants in pilot LAs in order to implement the Black Children’s Achievement programme.

. Establish a framework of support for the Primary Strategy manager, LAIs, SIPs, Traveller Education Services staff and LA consultants in pilot LAs in order to implement the GRT programme.

. Raise awareness of available guidance and support materials relating to the needs of newly-arrived children new to English.

. Launch the Black Children’s Achievement targeted programme in 20 LAs on 14 November.

. Develop regional hubs of expertise in EAL with specific reference to advanced learners of EAL. This initiative is due to be officially launched on 7 December.

. Develop a cross-phase GRT programme.

. Hold national EMA network meetings in February and March, to which Primary Strategy managers and senior EMA managers are invited. These will focus on the educational issues faced by Black children and GRT children.

. Provide primary SIP training on EMA in March 2007.

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Source: Autumn Term Bulletin 2006, DfES

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Appendix 4 METAS Service Level Statement (SLS for schools)

SERVICE LEVEL STATEMENT

Children & Young People’s Strategy, Quality & Improvement

MINORITY ETHNIC & TRAVELLER ACHIEVEMENT SERVICE (METAS)

1 April 2007 – 31 March 2008

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Service Level Statement: Minority Ethnic & Traveller Achievement Service (METAS)

1 SERVICE LEVEL STATEMENT (SLS)

This statement sets out the aims and principles governing service provision reflecting national DfES guidance and the LA context. It sets out the criteria used to allocate support for pupils and provides the opportunity for those schools whose pupils do not meet the criteria for support to purchase the services of METAS.

2 Duration of the SLS

The SLS will be effective from 1 April 2007 to 31st March 2008 and will be reviewed annually, taking into account changing circumstances and feedback from schools.

3 Aims

METAS is centrally funded (Standards Fund) and managed as part of Children Services: Children and Young People’s Strategy, Quality and Improvement, within the LA. Working in partnership with schools and other services/agencies as appropriate, its purpose is to support schools with raising the educational achievement of black and minority ethnic(BME) pupils. The service works at both whole school improvement level (monitoring of Race Equality policies and action plans, attainment data analysis and provision of training) and at pupil focused level, providing support to those BME pupils who have the greatest difficulties in accessing the curriculum.

4. Whole School Provision

All schools, whether or not they have any black or minority ethnic pupils, have a duty to promote Racial Equality as required by the Race Relations Amendment Act 2000.

Working in partnership with the school and, as appropriate, other agencies, METAS can support with

 Identification of BME pupil underachievement (whole school BME attainment data analysis)  Signposting to external agencies and the appropriate LA personnel for: pupil intervention strategies, training/advice on the recording and handling of racist incidents, assessment related queries, translation and interpreting services.  The provision of training through courses, inputs at development groups, primary and secondary BME achievement support groups. Separate primary and secondary support groups are held termly at no additional costs to ______24

schools. Staff meetings, INSET and additional courses tailor made to schools’ needs are available upon request, requiring a consultancy agreement and charged at the current C & CP’s Strategy, Quality and Improvement rates.  1:1 informal advice/support (up to I hr session) which is focused on an individual pupil’s learning needs is available to teachers/SENCos at no additional cost.  Race Equality Policy and Action Planning: support for schools will be prioritised based on the LA’s monitoring evidence. Support for other schools will be tailored according to needs within the agreed criteria.

5. Pupil Level Support

i) Criteria for Referral

Underachievement by any pupil identified from school census data as from an ethnic group other than white British. (Appendix 1 Minority Ethnic Groups)

 Pupils from a Traveller background *  Pupils with English as an Additional Language (EAL)  New arrivals in the UK or to the school, priority being given to those who are “New to English” **  Asylum seekers and refugees  Concerns about educational attainment, inclusion or behaviour related to ethnicity, language or cultural identify.

* Traveller is a generic term used to cover all travelling communities. The remit of the service includes smaller mobile groups such as Showmen (Fairground people) and Circus People, as well as the groups legally recognised as minority ethnic groups, namely Gypsy/Roma Travellers, and Travellers of Irish Heritage.

** Pupils who are “New to English” are defined as those who have not yet acquired oral social fluency in English and are achieving below level 2 on the QCA extended scale for EAL Learners for Speaking/ Listening/Reading or Writing.

ii) How to make a referral:

Referrals should be made using the Pupil Referral Form (Appendix 2) which may be handed to a METAS team member or sent by fax or e-mail. The Service will respond within 5 school days of receiving the referral. Should a more prompt response be required, schools are encouraged to request assistance, by telephone, fax or e-mail. Schools are reminded, however that support cannot begin until the Pupil Referral Form has been submitted. A separate form needs to be completed for each referral.

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iii) Following Referral:

The METAS Adviser will arrange to visit the school by appointment. During this initial visit, the METAS Adviser will:

 Observe the pupil in class  Carry out an initial assessment if requested  Complete records giving advice regarding target setting, teaching and learning strategies and resources.  Meet with the SENCO/Minority Ethnic Achievement Coordinator and /or class teacher to share assessment outcomes/information and to set a review date.  A key role of METAS as defined by DfES policy is to build schools’ capacity to address the needs of English as an Additional language learners. This includes training school based staff (teachers or HLTAs) to make assessments of EAL acquisition. Schools whose staff have undertaken training will feel confident to carry out the initial assessments and to set initial language targets (using the QCA extended scale based on their document ‘A Language in Common’ ref: QCA/00/584). In this interim year, a follow up visit to support with the assessment and/or monitoring by the METAS Adviser is recommended and available upon request (Pupil Referral Form, Appendix 2)

iv)Assessment Records

A copy of the initial assessment profile and individual action plan will be given to the class teacher/Head of Year and a copy given to the Minority Ethnic Achievement Leader (in many cases this will be the Inclusion Coordinator/SENCO). In the case of schools undertaking their own assessments, a copy of the assessment profile and individual action plan should be forwarded to METAS.

v) Allocation of METAS TA support

METAS provides support to schools for Minority Ethnic pupils from Foundation to Sixth form phases, but prioritisation for pupil support is given to those of statutory school age.

Of those pupils of statutory school age, prioritisation is then given to:

 Short stay (non-settled) Traveller pupils who are most at risk in terms of educational underachievement.  EAL learners who are ‘New to English’. Within this group pupils are prioritised for support according to the levels of difficulty they experience in accessing the curriculum. Therefore, support as a rule, is prioritised from Key Stage 4 downwards.

Support may be allocated in other circumstances where there are compelling reasons, for instance, impending school transfer, refugee status or emotional difficulties.

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vi) Monitoring of pupil progress

Monitoring for supported pupils will take place termly by appointment. The purpose of the review meeting will be to:

 Observe the pupil in class/ interview with pupil.  Give advice to individual members of staff.  Review the pupil’s progress against targets set, using a range of assessment evidence e.g. current assessment data, school / METAS TA support records, examples of unaided writing.  Update the pupil’s action plan or IEP.  Determine future level of METAS support.

For effective partnership working to take place, it is essential for this time to be planned for and for staff working with the pupil to have an input , in order to achieve the above outcomes.

vii) Cessation of METAS TA support

The service aims to phase out support in a stepped approach, moving pupils from:

Support caseload to Advisory caseload to Lapsed caseload

The model is intended to be flexible with pupils moving between levels according to their language needs and service demands. It is recognised that not all EAL learners “New to English” will receive support from the service immediately. In such cases advisory support will be given. Consultation with the relevant school staff will take place before a pupil is moved from one level to another and written notification will be given when a pupil is removed from the METAS caseload altogether.

6. Working in partnership with schools and external agencies

METAS guidelines to assist effective partnership working with schools for all aspects of the service’s remit are outlined in Appendix 3. Appendix 4 outlines how the service links with other service providers in the LA.

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7. Summary of Services Provided

The service will provide assessment, advice and support for pupils for whom English is an Additional Language (EAL) and will seek to raise the achievement of all minority ethnic and Traveller pupils. It will undertake the following activities to achieve this goal:

 Offering training/advice to schools through courses, networks, staff meetings and in- school training.

 Monitoring the progress of all minority ethnic pupils in partnership with schools and seeking to raise the academic attainment of any underachieving minority ethnic groups or individuals. This service is provided in collaboration with the Assessment, Data and Statistics Team.

 Initial assessment of English as an additional language acquisition or support to teachers or HLTAs carrying out EAL assessments. Follow up support via the pupil progress review process.

 Advice to schools on tracking the attainment for pupils from minority ethnic and Traveller backgrounds, including pupils with EAL, and in setting realistic targets to improve any underachievement by individual pupils.

 Support for class/subject teachers with setting suitable learning challenges for those pupils “New to English”; support for teaching assistants in implementing intervention language support programmes.

 Teaching assistant support, either by curriculum based time-limited withdrawal or in- class support.

 Provision of a local library of resources available to schools. Provision of information enabling schools to purchase their own resources to develop a culturally inclusive curriculum and to accelerate EAL acquisition. Advice and support with planning these resources into the curriculum. METAS resource bases: For EAL Learners – Sylvan First School; Traveller resources: Manorside Combined and Rossmore Community College

Resources are available for free loan on a half termly basis. A list of resources is available form the service.

 Advice on appropriate teaching and learning materials

 Liaison with parents/carers and negotiated interpretation and translation services within the educational context subject to availability.

 Advice regarding linguistic and cultural matters, including religious and dietary information.

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 On-going advice to teachers regarding meeting the curriculum needs of developing bilingual and Black and minority ethnic pupils, including lesson observation and feedback.

 Liaison with other professionals as appropriate, for instance educational psychologists, health and social workers. Provision of reports to support the SEN identification process/support with target setting for IEPs where appropriate

 Offering advice in the recording and handling of racial incidents, policy writing and action plans.

 Maintaining a central database, identifying pupils referred to the Service.

 Access to Information/Advice/Resources via a website : www.poolemetas.net linked to key sites in the field of Minority Ethnic Achievement.

8. School Responsibilities

The school will provide:

 Records of ethnicity and home languages of every pupil in the school.* (as required for the annual school census and for the Common Basic Dataset)

 A named member of staff within the school, who has responsibility for minority ethnic achievement. It is expected that this member of staff or a representative will attend the central training networks (provided by the LA from central DfES funding)*

 School staff with the opportunity to attend appropriate training.*

*These points apply to all schools, including those whose minority ethnic pupils may not be currently receiving direct teaching support from the service.

 Schools will make new referrals to METAS as soon as possible, using the appropriate Pupil Referral Form (Appendix 2). This is also available to download from the METAS website: www.poolemetas.net

 Following a welcoming induction, provide:

(a) normal day-to-day class teaching, suitably differentiated so that each developing bilingual/minority ethnic and Traveller pupil can meaningfully take part; and (b) access to social experiences available to all pupils.

 Recruit, manage and provide day-to-day supervision of any teaching assistants who are working with developing bilingual children and Travellers.

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 Provide a suitable environment where METAS staff can assess new arrivals or other pupils being monitored or re-assessed.

 Provide the opportunity for class/subject teachers and teaching assistants to have time to liaise with the METAS Adviser in planning and reviewing support.

 Provide opportunities for parental involvement.

 Provide attendance records on request by METAS in cases where this information is not available centrally.

 In partnership with the Service, provide Distance Learning Packs for resident pupils who seasonally travel.

 Notify METAS immediately if a pupil supported by the service leaves the school, forwarding records of METAS support to the receiving school [if known].

9. Delivering the Service

The Service will be delivered by the following people:

Patricia Di Capite METAS Adviser Tel: 262735 (based at Crown Offices) email: [email protected]

Yvonne Tait Teaching Assistant Tel: 262735 (based at Crown Offices) email: [email protected]

Kirsten Boundy Traveller Support Worker Tel: 262271 (based within Children & Young People’s Integrated Services, the Dolphin Centre) email: [email protected]

The Service is based at Floor 7, Crown Offices, Park Road, Poole, Dorset, BH15 2RP

The team consists of an Adviser, who has had many years of experience both teaching and supporting minority ethnic pupils in schools; a Teaching Assistant, with specialist training in supporting pupils with English as an Additional Language and experience of working with Traveller pupils; a Traveller Support Worker, who facilitates school admission for short stay Traveller pupils, liaising with admissions, school staff, parents, team members, and other agencies as appropriate. Members of the team have different but complementary roles and work closely together in the best interests of families and schools. The Senior Adviser for Inclusion has overall responsibility for the Service.

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Service Availability

The Service will be available between the hours of 9.00am - 5.00pm Monday to Thursday, 9.00am - 4.45pm Fridays.

Monitoring the Service Level Statement

As part of our aim for continuous improvement, the Minority Ethnic and Traveller Achievement Service encourages feedback from service users at any time. In order to evaluate provision more formally, a systematic survey will be conducted from time to time.

9. Additional Services

Schools are able to buy time from the Service for pupils who do not meet the service criteria. Specialist teaching support will be charged at £100 per hour, specialist teaching assistant support at £30 per hour. Please contact Patricia Di Capite, METAS Adviser, to discuss arrangements for drawing up a Consultancy Agreement.

10. Resolving Disagreements

In the event that a school is not satisfied with the work or performance of METAS recourse should be made in accordance with the following procedures:

 Amicable resolution through reference to the service specification and discussion between the Headteacher and METAS Adviser

 Reference to Head of Children and Young People’s Strategy, Quality and Improvement

 Written reference to the Policy Director (Education)

METAS will strive to adhere to the above criteria. However, in the event of heavy service demands, advisory, rather than teacher/TA support, may be provided. This will occur in the case of referred “Advanced Learners” of EAL (defined as socially fluent in English, but encountering difficulties with academic English). Advisory support will be offered to teachers on a 1:1 basis, in addition to the courses on offer which focus on the needs of advanced learners.

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Minority Ethnic Groups and Interdependent Factors Influencing Learning and Achievement

Legally recognised minority ethnic groups used for monitoring achievement Minority Ethnic Pupils (broad categories): Asian or Asian British Indian Pakistani Bangladeshi Any other Asian background Black or Black British Caribbean African Language Any other Black background Cultural, Social, Chinese Refugees Mixed EAL* Emotional White and Black Caribbean Asylum- White and Black African White and Asian seekers Travellers of Irish heritage Any other mixed background White “Advanced Gypsy Roma Afro-Caribbean British learner” Irish Traveller of Irish heritage New to English Gypsy/Roma Any other White background Any other ethnic background

Traveller Groups: New age; Bargees; Fairground  Cultural, social, emotional influences (show people); Settled; play a variable role in an individual’s rate of Roadside language acquisition. Depending on ethnicity, individuals may or may not fall ______into the minority ethnic legally * EAL = English as an additional language recognised groups.

31 PUPIL REFERRAL FORM Minority Ethnic & Traveller Achievement Service Children & Young People’s Strategy, Quality and Improvement Floor 7, Crown Offices, Park Road, Poole, BH15 2RP Tel no: 01202 262735 Fax no: 01202 633866 e-mail: [email protected]

First name(s): Address and Postcode: School:

Surname:

Date of Birth: Telephone: Class/Year Group on Entry:

U.P.N: Gender: Date of admission to school: omit if sending electronically

Parents/Carers names: Languages spoken by parents/carers Position in Family: including English Contact teacher School:

LAC: Yes / No Place of Birth: School Minority Ethnic Achievement Contact: SEN CoP: Yes / No [delete as appropriate] Class teacher/Head of Year:

If yes circle level: A P Q S Ethnicity: Religion:

METAS Adviser: Patricia Di Capite Language(s) spoken: Core Subject Assessment Data (levels / grades, teacher assessment or test data if available) Language(s) read/written: English: Speaking/listening Reading: Writing: Previous schooling: Maths: Science: Other relevant background information - please complete as fully as possible: e.g. Family, siblings, experiences, health, length of stay etc.

Indicate by Request for assessment: Date of referral: ticking eg pupils new to English to appropriate establish level of English boxes language acquisition Request for advisory support / consideration for pupil support

______32 Poole Minority Ethnic and Traveller Achievement Service (METAS)

The Service recognises that there is a shared responsibility for supporting the pupils listed below during the academic year 2006 / 07. The following points are a tool for negotiation between METAS and:

Name: Year Group: Involvement: Ethnicity:

METAS PROVISION SCHOOL PROVISION 1. Assessment/recommendations for support. 1.i. Initial meeting to discuss classroom strategies (TA/CT/SENCO) if possible. 1.ii. Pupil information and relevant data. 2. Initial/subsequent meeting with school rep, eg 2. Termly review of pupils’ language and curricular SENCO/Cross-curricular Co-ordinator. targets for pupils receiving METAS TA support 3. Advice and guidelines. Support strategies. 3. Acknowledge difference between EAL and SEN Termly review of pupils’ progress for those receiving support for pupils. METAS TA support. 4. Liaison with parents. 4.i. Assist METAS in arranging parental contacts. 4.ii. Opportunities sought for parental involvement/ contact. 5. Curriculum/topic planning for “beginner” EAL 5. Liaise with METAS TA minority ethnic pupils. 6.i. Loan of materials and teaching resources. 6.i. Identify/use appropriate in-house resources from 6.ii. Help with distance learning packs. varying key stages. 7. INSET (CT, SENCO, TA, Governor, Non-teaching 7.i. Opportunities provided for School INSET (CT, staff, Admin) available. SENCO, TA, Governor, Non-teaching staff, Admin). 7.ii. Availability of TA for Service Training. 8. Departmental INSET available. 8. Dissemination of information. 9. Provision of time limited, in-class support/ 9.i. TA to work in class primarily or through curriculum withdrawal to be negotiated. (TA line managed through based time limited withdrawal. METAS Service.) 9.ii. Liaison/planning time between class/subject teacher and TA. ESSENTIAL. 9.iii. TA access to medium term curriculum planning in advance. ESSENTIAL. 9.iv. TA access to weekly curriculum planning. IF POSSIBLE. 9.v. TA access to photocopying and resources. 10. Bilingual support teaching if possible. 10.i. Liaison with METAS/other agencies for pupil causing concern. 10.ii. Monitoring of attendance - liaison with EWO/ Traveller Liaison Officer (P&PYS). 10.iii.Submission of attendance data to Traveller Liaison Officer/EWO for Housed Travellers. 11.i. Assessment in first language for pupils causing 11. Review/development of appropriate school policies. concern, if possible. 11.ii. Support with initiatives to improve attendance where this is causing concern. 12. Advice and support in developing appropriate 12. To involve METAS in public examinations, eg first school policies on request. language GCSE. 13. Advice and support concerning EAL pupils/public 13. Notify METAS of pupil absence, departure, school, examinations when appropriate. closure, trips etc. 14. Termly review of support/contract. 14. Close liaison with Service/LEA concerning racist incidents.

Signed ……………………..…..……… Signed ……………..………..……… METAS Adviser Headteacher/SENCO

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32 METAS MODEL OF SUPPORT - LINKS WITH OTHER SERVICE PROVIDERS

School refers Minority Ethnic Pupil[s] with/without EAL School refers Minority Ethnic Pupil[s] at risk of underachieving [including Travellers] School refers refugee pupil[s] with/without EAL

Language Assessment by METAS Adviser/or trained teacher/HLTA if needed Listening and Speaking Literacy Understanding of key maths/science vocabulary Support plan agreed

High Priority Low Priority Children out of step with Pupils broadly in line with Expected attainment expected attainment

Advisory Teaching Assistant Support Few difficulties in accessing the NC with differentiated support, following Pupil experiencing difficulties with annual review, move to: identified specific areas[s] of NC Lapsed SHORT TERM SUPPORT

Joint Monitoring of Progress by School and METAS SEN Code of Practice Involvement of outside Possible agencies when Learning Difficulties appropriate Intensive Teaching Bilingual Assessment Follow Common Assistant Support when appropriate Assessment Framework Pupils experiencing severe difficulties (contact METAS) Procedure, recording with access to NC. Not yet achieved level METAS Prior Involvement 2 on NC assessment scale. (1 session weekly minimum) Source: Poole LEA Assessment of progress Guidance Document Joint Monitoring of Progress by School Review Evaluation and “Overlapping Needs: and METAS Support plan EAL and SEN” 2000

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