Haringey Raising BME Achievement Conference Part 2, Nov 2017
Sharing the work of the Steering Group Raising BME Achievement Conference Agenda: • Conference opening: Cllr Weston (Cabinet member for Children and Families) Children and Patrick Cozier (Heateacher of Highgate Wood Secondary School) • Recap on rationale/ context (following last October’s launch ) • Jane Blakey – Head of School Effectiveness • Jennifer Sergeant – Head of Targeted Response and Youth Justice • Deborah Tucker – Alternative Provision Commissioner • Ceri May – Project Manager - Anchor Project • Learning journey snapshots: • Patrick Cozier – Headteacher of Highgate Wood Secondary Schools • Dee Buchanan – Governor, Hornsey School for Girls • Zoe Judge – Acting Headteacher, Fortismere Secondary School
haringey.gov.uk Raising BME Achievement Conference
Agenda: • Share the work of the steering group • Group discussion task • Agree priority actions with schools and governors • Natasha Beckles, DHT, The Willow Primary School • Shape the Steering Group’s next steps • Allana Gay, DHT, Lea Valley Primary School
haringey.gov.uk Weighted % pupils achievement for GCSE 2016 pupils at KS1, KS2 and GCSE 80%
70%
60%
50%
40%
30%
20%
10%
0% BAFR BCRB BOTH MWBC WBRI WOTH All pupils
KS1 RWM 2B+ KS2 RWM 4B+ 5 A*-C inc EM KS2 RWM 4+ /EXP+
100
90
Haringey All pupils
Haringey White British 80
Haringey Black Caribbean
Haringey Black African 70
Haringey Other White
National All pupils 60
National White British
National Black Caribbean 50
National Black African
National Other White 40
30 2013 2014 2015 2016 2017 KS4 5+ A* - C inc E&M Ethnic group
80
75
70
Haringey All pupils
65 Haringey White British
Haringey Black Caribbean 60 Haringey Black African
55 Haringey Other White
National All pupils 50 National White British
National Black Caribbean 45
National Black African
40 National Other White
35
30 2013 2014 2015 2016 2016 % of level 5 pupils getting A*-B in GCSE English 100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Somali(16)
Ghanaian (9) Ghanaian
Nigerian (14) Nigerian
Congolese (5) Congolese
All pupils(510) All
Black (4) Other Black
White Other (66) White
Black African (56) African Black
White British (206) British White
Black (33) Caribbean Black Mixed White and Black (20) Black Caribbean and MixedWhite 2016 % of level 5 pupils getting A*-B in GCSE Maths 100%
90%
80%
70%
60%
50%
40%
Somali(35)
Ghanaian (5) Ghanaian
Nigerian (16) Nigerian
Congolese (6) Congolese
All pupils(599) All
Black (7) Other Black
White Other (99) White
Black African (78) African Black
White British (211) British White
Black (37) Caribbean Black Mixed White and Black (13) Black Caribbean and MixedWhite
Pupil Premium Percentages by Group
Number of % on PP in Ethnic Group pupils Haringey
White Irish Traveller 54 92% Black African 2863 52% Black Caribbean 1431 50% Asian Bangladeshi 343 34% White Irish 101 31% Mixed Other 562 31% Asian Pakistani 98 28% White Other 2647 26% Not Obtained 123 25% Chinese 90 23% Asian Other 103 20% Asian Indian 57 17% White British 921 12% Mixed White and Asian 81 11% Haringey Total 11467 31% Youth Justice – BAME & Disproportionality
• Haringey Youth Justice - third highest Contributing factors over-representation of BAME across • Absence of positive male role London YOTS model/father figure • Young people excluded are at risk of • Deprivation becoming involved in criminality • School exclusions • Young people with poor educational • Unmet mental health needs experiences in Youth Justice also have low attainment levels • Bias and Stereotyping
haringey.gov.uk Vulnerabilities of Young People • Age 0 • Age 7 Poor parenting evident in 45% 30% witnessing domestic abuse • Age 1 • Age 10 Parental involvement in Substance Performing poorly in education misuse in 25% • Age 13 • Age 4 Average age of first offence • Young people exhibiting • Age 14 challenging behaviour First contact with YJB • Age 5 • Age 16 90% of young people experienced bereavement or loss of a carer 50% reported missing haringey.gov.uk National Trends
EHCPs Ethnicity SEN Support Pupils with an Education, Health and Black Caribbean pupils were over Care (EHC) = the highest fixed period SEN support = almost 7 times more three times more likely to be exclusion rate and were almost 6 likely to receive a permanent permanently excluded than the times more likely to receive a fixed exclusion than pupils with no SEN school population as a whole. period exclusion than pupils with no SEN
Reasons Persistent disruptive behaviour = Deprivation most common reason for permanent FSM = around four times more likely exclusions accounting for 34.6 per cent to receive a permanent or fixed of all permanent exclusions in 2015/16. period exclusion It is also the most common reason for fixed period exclusions accounting for 27.7 per cent of all fixed term exclusions
SEND Gender Pupils with identified special Boys = three times more likely to educational needs (SEN) accounted receive a permanent exclusion and for almost half of all permanent almost three times more likely to exclusions and fixed period receive a fixed period exclusion than exclusions girls Primary Schools - Borough Comparisons
Primary FTE rates 2015/16 3.00
2.50
2.00
1.50
1.00
0.50
0.00 Secondary School Borough Comparisons
Secondary FTE rates 2015/16 16.00
14.00
12.00
10.00
8.00
6.00
4.00
2.00
0.00 Local Trends Across 3 years, 2013/14 – 2015/16
Reasons (FTE) Secondary Permanent Exclusions Reasons (Permanent Exclusions) ‘Other’ (32%) and ‘Physical Assault 30% of all secondary permanent Secondary school permanent Against Pupil’ (22.4%) were the main exclusion were weapons related, 30% exclusions have averaged 26. Fixed reasons given for FTE from secondary. term exclusions averaged 1141 physical assault (pupils and adults) Disruptive Behaviour (28.7%), Physical exceeding the national rate of Almost all primary school permanent Assault (20.6%) and Physical Assault exclusions per population 9. 95 exclusion were due to physical assault (25.4%) formed the majority of all (2015/16) compared to the national against other pupils average of 8.46 primary school FTE
Primary Permanent Exclusions Deprivation Primary school permanent exclusions 59% of students receiving a fixed averaged at 2 in the three years period exclusion lived in areas in 2013/16. Haringey that are the most deprived Fixed term exclusions averaged (177 fifth in the country compared to 41% separates exclusions). Under the in the least deprived national average of 1.29 per 51% of FTE came from schools in East population at .69 and 49% in the West
Gender SEND Primary aged boys were 7 times more 41% of school students to receive a likely to be excluded compared to girls fixed term exclusion had SEND. Most Secondary aged boys 2 times more were SEND support at 34.97% likely to be excluded compared to girls. Disproportionality and Ethnicity
• In Haringey black boys are 1.5 times more likely to be permanently excluded compared to their peers
• Black boys are 2 times more likely to experience fixed term exclusion compared to their peers
• 18.1% of all FTE in 2015/16 were for black boys with SEN
• Over three years: • Black African students represented 20.99% of FTE (15.43% of pop 2016) • Black Caribbean students represented 19.39% of FTE (8.01% of pop 2016) • White British students represented 11.20% of FTE (19.13% of Pop 2016) • White Other students represented 19.14% of FTE (26.46% of pop 2016) Epigenetics – new science • 1952 – James Watson & Francis Crick • Double Helix structure – less than 5% • Junk DNA – 95% space • 4 million switches allow cells to adapt to their environment • Turn genes on & off
• Epigenetic changes are caused by experience • Food, drink, pollution, medication, climate, altitude • Emotional experience, stress, oppression, neglect, abuse
• Potentially reversible Cross-generational effects: • Most epigenetic markers are erased for next generation • Some changes passed on for 3-4 generations • Trauma • Cultural trauma
• Cross-generational effects trauma • Heightened stress reactivity • Chronic health problems
• We can create environments • For positive epigenetic changes • Continues across the lifespan Biosocial Attachment Achievement Autonomy Altruism R Growth Needs E Hierarchy of Self- Self- Human Needs Belongingness Esteem S Actualization Transcendence E Maslow, 1943 A Foundations of Self Worth Significance Competence Power Virtue R Coopersmith, 1967 O C V Developmental Emotional Increasingly Gain Power with Reciprocity of H Relationships E Attachment Complex Tasks Development Relationships Bronfenbrenner, 1979 R & Circle of Courage T Cultural Values Belonging Mastery Independence Generosity P Brokenleg, 1990 I R Resilience M Social Research Problem Solving Autonomy Purpose E A Competence C Benard, 2004 T Resilient Brain Mastery Spirituality Attachment Self-Efficacy I Modules Motivation & Purpose Masten, 2014 C Haringey, UK E Resilience Wheel Belonging Achieving Empowerment Purpose Brendtro May, 2017 Promoting health & wellbeing to support learning: Tools
Staff in schools & social care Staff in health
Parents Club Leaders
Attachment aware practice: beneficial to all, essential for some Engaging meta-cognitive processes:
• Anchor Project supports schools to understand and promote wellbeing in a variety of ways
• Philosophical Enquiry helps children to consider emotional experiences in a cognitive way
• Voice of the child (Nov ’17) Bruce Grove Primary School Park View Secondary School School Development Plan Priorities 2017/18
haringey.gov.uk haringey.gov.uk haringey.gov.uk haringey.gov.uk Equality
haringey.gov.uk Equality Equitability
haringey.gov.uk Equality Equitability Removal of Barriers
haringey.gov.uk Reducing the Gap Between the Disadvantaged Students and Other Students
If we are going to close the gap for our disadvantaged students then ‘equality’ is not enough
We need to give them more support than other students to overcome barriers – Disadvantaged students must benefit from things that other students don’t
In addition to the support that we give, we have to consider to what extent we can remove the barriers for all students
haringey.gov.uk So how big is the problem nationally?
haringey.gov.uk Research from the Sutton Trust on Pupil Premium Use The Sutton Trust surveyed 1,361 teachers in its annual teacher polling through the National Foundation for Educational Research Teacher Voice Omnibus survey, highlighting how budget cuts are affecting schools across the country. April 2017
• Almost a third (30%) of heads say the funding they get for poorer pupils is being used to plug gaps in their school’s budget.
• Almost two-thirds (65%) of the secondary school heads polled said that their school had cut back on teaching staff to save money. Four-fifths (80%) said they had cut back on either teaching staff or teaching assistants and 50% said they had cut both.
• Schools with more disadvantaged intakes were more likely to report cuts to staff too.
• Teachers in London and the North East were most likely to report staff cuts and pupil premium funding being used to plug gaps.
• 72% of secondary senior leaders said they had considered research evidence on the impact of different approaches and programmes; while six out of ten said they had used the Sutton Trust- EEF Teaching and Learning Toolkit too. haringey.gov.uk Sutton Trust Research - 2015
haringey.gov.uk Sutton Trust Research - 2015
haringey.gov.uk So what is the situation at HWS?
At HWS our disadvantaged students make reasonable progress but the attainment gap remains large and hence life chances are negatively impacted
Some HWS Data…
haringey.gov.uk So what is the situation at HWS?
School Phase Proportion of PP Students
Years 7 to 11 37%
Post 16 21%
haringey.gov.uk So what is the situation at HWS?
School Phase Proportion of PP Students
Years 7 to 11 37%
Post 16 21%
Is HWS a genuine 7 year journey for all groups of HWS students?
haringey.gov.uk So what is the situation at HWS?
PP/Non PP % of PP Number of Tutor Group Merits Balance Students Incidents
7A
7I
haringey.gov.uk So what is the situation at HWS?
PP/Non PP % of PP Number of Tutor Group Merits Balance Students Incidents
7A 3/22
7I 14/12
haringey.gov.uk So what is the situation at HWS?
PP/Non PP % of PP Number of Tutor Group Merits Balance Students Incidents
7A 3/22 12%
7I 14/12 54%
haringey.gov.uk So what is the situation at HWS?
PP/Non PP % of PP Number of Tutor Group Merits Balance Students Incidents
7A 3/22 12% 11,309
7I 14/12 54% 9,460
haringey.gov.uk So what is the situation at HWS?
PP/Non PP % of PP Number of Tutor Group Merits Balance Students Incidents
7A 3/22 12% 11,309 399
7I 14/12 54% 9,460 815
haringey.gov.uk So what is the situation at HWS?
PP/Non PP % of PP Number of Tutor Group Merits Balance Students Incidents
7A 3/22 12% 11,309 399
7I 14/12 54% 9,460 815
Are there any other impacts of such an imbalance other than merits and demerits?
haringey.gov.uk So what is the situation at HWS?
PP/Non PP % of PP Number of Tutor Group Merits Balance Students Incidents
7A 3/22 12% 11,309 399
7I 14/12 54% 9,460 815
Are there any other impacts of such an imbalance other than merits and demerits?
What do we do about this? Re-set all tutor groups in year 8? haringey.gov.uk So what is the situation at HWS?
Students % of Cohort % of Demerits given
PP Students
Other Students
haringey.gov.uk So what is the situation at HWS?
Students % of Cohort % of Demerits given
PP Students 37%
Other Students 63%
haringey.gov.uk So what is the situation at HWS?
Students % of Cohort % of Demerits given
PP Students 37% 59%
Other Students 63% 41%
haringey.gov.uk So what is the situation at HWS?
% of Students who have % of Students who have Students been Isolated been Excluded
PP Students
Other Students
haringey.gov.uk So what is the situation at HWS?
% of Students who have % of Students who have Students been Isolated been Excluded
PP Students 31%
Other Students 11%
haringey.gov.uk So what is the situation at HWS?
% of Students who have % of Students who have Students been Isolated been Excluded
PP Students 31% 10%
Other Students 11% 5%
haringey.gov.uk So what is the situation at HWS?
% of Students who have % of Students who have Students been Isolated been Excluded
PP Students 31% 10%
Other Students 11% 5%
What impact does this absence from the curriculum have on progress?
haringey.gov.uk So what is the situation at HWS?
Year 11 Progress 8 Progress 8 GCSE 2016 2017
PP Students + 0.11 0.00
Other + 0.34 +0.48 Students
haringey.gov.uk So what is the situation at HWS?
% 5 A*-Cs % 5 A*-Cs Year 11 including including GCSE English & English & Students Maths Maths 2016 2017
PP Students 49% 42%
Other 82% 78% Students haringey.gov.uk So what is the situation at HWS?
If PP students matched the attainment % of non PP students that would have enabled an additional 30 students from PP backgrounds to access level 3 academic study in year 12
(76 from 93 students instead of 46)
haringey.gov.uk So what does all this mean?
Improved progress is important, but high attainment is key
It is high attainment that opens doors and widens choices
haringey.gov.uk haringey.gov.uk haringey.gov.uk ‘The first step toward change is awareness. The second step is acceptance.’
Nathaniel Branden
haringey.gov.uk ‘When you’re accustomed to privilege, equality feels like oppression.’
Afropunk
haringey.gov.uk haringey.gov.uk Hornsey School For Girls and Co-ed Sixth Form haringey.gov.uk Committees
• Curriculum • Analysing data for significant trends and delivery of a broad based curriculum evaluation • Standards of achievement and provision for all groups • Achievement meetings provide an in-depth analysis of how the curriculum is working • Staffing • Restructure - constantly evaluating and analysing the impact of the new structure • Involved in appraisal and staff pay structure • Governors Panels • Served on Governor recruitment and exclusion panels
haringey.gov.uk Link Governor Roles
• Pupil Premium/SEND/LAC/FSM/MAP • Ability to compare data and the impact on the students
• Safeguarding and SEND • Role shared with the Vice Chair who is also responsible for the Central Record in her Safeguarding capacity. • Termly meeting agreed to discuss interventions and what impact it is having on the students. • Meet staff sharing good practice • Observing intervention lessons
haringey.gov.uk • I am very passionate about children achieving. Not just achievement in learning but achievement in what they aspire to - what motivates them and moves them to achieve. • I began to think about how I can raise awareness and to start assessing our practice.
I asked questions such as: • “What experiences are the BME in Hornsey having?” • “What are we doing for the BME Students?” • “What are we doing that we can audit as best practice?”
haringey.gov.uk Exclusions • BME pupils are more likely to be excluded than any other group. • Ask questions and look at the data for fixed and permanent exclusions. • Awareness of what this is showing for our school and what can we do to decrease this. • Looking at the links between behaviour and rewards and how this can be improved. • Advocate to Governors the importance of the decision to exclude. • It must be lawful and fair – follow the guidelines!
haringey.gov.uk Generating Genius During the last half-term they participated in: ▪Chemistry Masterclass at the Royal Institution, ▪STEM in Action Day all about Exploring Maths.
“They were all really great and made a nice impression, getting on well and working with other students” (Sasha Pratt – Project Officer)
This term (Autumn) they had: - A professional development Masterclass in partnership with Latymer Upper School, Hammersmith - A Women In STEM Networking event at UCL - Insights into Business, Finance & Opportunity to meet some of the girls on the Accountancy, with our corporate partners; project. Barclays and Buzzacott Chartered Accountant. haringey.gov.uk Generating Genius • Their high self-confidence was what first struck me . They were articulate in describing their journey. • They had aspirations about where this could lead them and finally what I saw was they had choices that they could make. • Parents feelings about the project: “They are glad that they have something that keeps them busy!” • Role models • Sasha the Project Officer- who organises and runs the programme at Generating Genius
haringey.gov.ukattended Hornsey School for Girls! BME Mentoring
• Looking at what skills and good practice I can bring to the BME group • To apply this to help raise attainment • A strategic approach that I can develop for this group of students • Early this year I began to mentor BME students to support them in their learning • Opportunity to mentor 6, Year 11 girls who were preparing to sit their GCSE • 1-1 sessions every week (15mins) • Revision, organisation, fears, achievement levels etc • Very rewarding for the girls as well as myself • Gave them a voice • The girls were very open and articulate • One student commented: “I feel listened to….” haringey.gov.uk I attended results day for GCSE and shared their achievements with them. It was a great day to see! • Impact - Taking ownership and responsibility for their own learning • Impact - Aspirations and wanting to achieve their best • Impact - Began to see the shift in their confidence • Impact – Having the belief that they can succeed • Impact – Wanted mentoring to continue in Sixth Form • Impact – Other students asked if they can also be mentored. Grace achieved 10 A-C grades 3 A* haringey.gov.uk Coaching
haringey.gov.uk • I see my one of my roles as a governor very much about raising attainment and strategic planning for the BME group • Developing positive links with staff • Low attainment and behaviour interventions • Continue to work with staff and governors in using the Audit Tool Kit for Mentoring and evaluating our BME students • Continue to monitor and evaluate good practice • Continue to be a role model for all our students • I will continue with my 1-1 mentoring/Coaching.
haringey.gov.uk haringey.gov.uk Leadership opportunities and pathway visioning
The ‘Changing Outcomes’ Project
Joint project: Fortismere (secondary ) & Crowlands Primary (Spring 2017)
haringey.gov.uk The ‘Changing Outcomes’ Project
• Focus on Transition Phases • Year 9 boys/Year 6 boys • 8 week programme (Joint) • Inspirational speakers, group mentoring, football coaching training, peer mentoring (self devised programmes), joint review, reflection & evaluation • Increased opportunities in school • Visits (Westminster), inspirational visits from Alumni, regular mentoring and group sessions
haringey.gov.uk Impact: Explain how you feel when you are at school on an average day
Fortismere
February 2017 September 2017 ‘If I like the lesson then I will enjoy’ ‘Ok I guess.’ ‘Bored because the teacher doesn't really pay me any mind’ ‘Normal’ ‘Im doing really well at science this year.’ ‘I get bored in lessons that aren't important to me’
haringey.gov.uk Impact: What do you see yourselves doing in 5 years from now?
Fortismere
February 2017 September 2017 ‘Hopefully a job that pays at least 40K’ ‘Successfully working’ ‘Footballer’ ‘College or uni’ ‘Basketball player’ ‘Hopefully have my own business.’
haringey.gov.uk February 2017 September 2017
haringey.gov.uk Rivaree’s experience of the programme (2017) On mentoring…. ‘It was helpful in many ways. One reason was whilst we were educating the young people you could actually hear yourself talk. I realised that as I was describing the behaviour they should have I should listen to my own words. I realised that I should change my behaviour so I could really be a role model to these kids.’ On school.. ‘Before I used to think that all the teachers were on my case but know realise that some teachers think a lot about my future.’ On the future…. ‘I still want to be an entrepreneur but I realise that there are lots of options for me. I know that if I want something I will have to go for it.’ haringey.gov.uk ‘Pathways visioning’ – Where next?
Considerations Creating access to opportunity The long game – IAG and careers Developing the project - Fortismere • Big brother/sister programmes • Year 9 boys/Girls transition group • Alumni programme • Careers opportunities and work experience • High profile celebration events between schools
haringey.gov.uk Discussion Task • Introduction to Best Practice Audit: Patrick Cozier • Group discussion of a section of the audit: • What are the quick wins? • High impact actions for the longer term? • Any gaps? 1. Leadership and Management of School Culture 2. Tracking and intervention 3. Pupil Personal Development 4. Curriculum and Participation 5. Parental Engagement 6. Vulnerable to Underachievement Checklist and the Early Transfer Form to support transition of Y6 pupils into Y7
haringey.gov.uk Feedback Quick Wins
haringey.gov.uk Feedback High Impact Action for the Longer Term
haringey.gov.uk Feedback Gaps/ Comments
haringey.gov.uk Shaping the Future Work of the Steering Group
haringey.gov.uk Plenary
• Post –it Commitments
haringey.gov.uk