CLOSING THE GAPS

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CLOSING THE GAPS REDUCING INEQUALITIES IN
OUTCOMES FOR CHILDREN AND YOUNG PEOPLE

• BIRMINGHAM ACHIEVEMENT GROUP SEMINAR DECEMBER
  2008
• JOHN HILL
• RESEARCH STATISTICS

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• BIRMINGHAM CONTEXT
• 1 million population
• 256,000 children young people
• 180,000 school age
• 30 Black and minority ethnic (55 of children)
• 23 Under 16
• 30 lone parent
• 30 under 15 where no adults work
• 2,200 Children in Care

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Well-being

• Educational achievement is just one element of
  the outcomes for children and young people
  identified by Every Child Matters.
• We are building-up an evidence base on how
  children and young people from different groups
  are doing on all ECM outcome areas
• Enjoying and Achieving
• Staying Safe
• Being Healthy
• Making a positive contribution
• Achieving economic well-being

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Further Information

• Birminghams Examination and Assessment Results
  2008
• www.bgfl.org/perform
• In LA Data, LA Standards
• Childrens well-being survey group analysis

www.brighterfutures.bham.org.uk
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Comparison of ethnic group profile of current Y10
pupils and current Year 1 Pupils
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Black Caribbean Pupil Density Map        
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Pakistani Pupil Density Map        
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White Eligible for FSM Pupil Density
Map        
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ATTAINMENT TRENDS AT EACH KEY STAGE
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Age Stage Year Assessment
3-4 Early Years Foundation Stage    
4-5   Reception  Teacher assessments in Communication,Language,literacymathematics Personal,social,emotional developmentphysical developmentcreative development knowledge and understanding of the world.
5-6 Key Stage 1 Year 1  
6-7   Year 2 Teacher assessments in English, maths and science
7-8 Key Stage 2 Year 3  
8-9   Year 4  
9-10   Year 5  
10-11   Year 6 National tests  in English, maths and science
11-12 Key Stage 3 Year 7
12-13   Year 8
13-14   Year 9 National tests in English, maths and science
14-15 Key Stage 4 Year 10 Some children take GCSEs
15-16   Year 11 Most children take GCSEs or other national qualifications
16-18  Post-16 A level qualifications or vocational qualifications
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Groups at risk of underachieving

• Analysis of educational performance data in
  Birmingham identified inequalities in educational
  outcomes for some pupil groups. In particular
• African/Caribbean children
• White/Black Caribbean children
• Bangladeshi children
• Pakistani children
• Children from disadvantaged backgrounds
• Looked after children
• Children with disabilities/special needs
• Boys performance is generally below that of
  girls at
• each Key Stage.
• Changes in the Citys demographics, particularly
  new and emerging communities, mean that groups at
  risk of underachieving are not static.
• The Citys achievement programmes were set-up to
  raise standards and
• reduce these inequalities.

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SUMMARY (EDUCATIONAL ACHIEVEMENT)

• Compared to the national average, attainment on
  entry to school in Birmingham is much lower. More
  children in Birmingham have English as an
  additional language and more children in
  Birmingham are economically disadvantaged. These
  factors represent real challenges to raising
  achievement.
• There is evidence to show that the achievement
  gaps are closing, although not yet consistently
  across each Key Stage. Gaps remain widest in the
  early years.
• Significant improvements have been made at Key
  Stage 4. For example, between 2003-2008
• Black Caribbean boys 5A-C improved by 25
  points to 53 (5A-C with EM by 10 points to
  26)
• Black Caribbean girls 5A-C improved by 34
  points to 78 (5A-C with EM by 25 points to 49
  )
• Bangladeshi boys 5A-C improved by 18 points
  to 61 (5A-C with EM by 12 points to 38)
• Bangladesh girls 5A-C improved by 16 points
  to 74 (5A-C with EM by 19 points to 53)
• Pakistani boys 5A-C improved by 23 points to
  60 (5A-C with EM by 10 points to 35)
• Pakistani girls 5A-C improved by 22 points
  to 72 (5A-C with EM by 17 points to 46)

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Birminghams Brighter Futures Strategy To Improve
Outcomes for Children and Young People

• Clarity about outcomes
• Guided by high quality evidence on childrens
  well-being (Epidemiology)
• Logic model approach (how activities relate to
  outcomes),
• Outcomes Activities Investment
  Outputs
• Informed by robust evidence on what works
• Rigorous evaluation
• Developmental conceptiongtearly
  yearsgtprimarygtsecondarygtpost-16gtadulthood

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CHILDRENS WELL-BEING SURVEY

• Purpose
• To find out how well Birmingham children are
  doing on the ECM outcomes and where we need to
  focus attention to improve outcomes.
• To use the results to plan and prioritise
  services.
• To monitor outcomes over time to see if they are
  improving as a result of interventions.

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GROUP ANALYSIS

• Data from c15,000 children and young people
  matched to their gender, ethnic group, free
  school meal eligibility, special educational
  needs, looked after status, postcode.
• To identify any significant differences in
  outcomes for different groups of children to
  inform targeted interventions.
• To support equality impact assessment- inclusive
  and fair service delivery/reduce inequalities in
  outcomes.

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CLOSING THE GAPS IN

• PHYSICAL HEALTH
• BEHAVIOUR EMOTIONAL HEALTH
• FEELING SAFE
• ENJOYING AND ACHIEVING
• SOCIAL LITERACY
• JOB SKILLS

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PHYSICAL HEALTH

• DRINKING, SMOKING, DRUGS
• (Note Most of the young people completing the
  12-18 questionnaire were age 12-16)

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MENTAL HEALTH

• BEHAVIOUR PROBLEMS
• EMOTIONAL PROBLEMS

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FEELING SAFE

• FEELING SAFE AT SCHOOL
• FEELING SAFE WHERE YOU LIVE

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ENJOYING AND ACHIEVING

• ENJOYING SCHOOL
• LITERACY AND NUMERACY

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SOCIAL LITERACY

• BEING KIND AND CONSIDERATE OF OTHERS

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JOB SKILLS

• GOING TO COLLEGE
• GOING TO UNIVERSITY

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SUMMARY OTHER ECM OUTCOMES

• Gender differences
• Girls more likely than boys to
• enjoy going to school
• be kind and considerate of others
• have significant emotional problems
• say they are quite often bullied
• feel unsafe in their neighbourhood
• Boys more likely than girls to
• have significant behavioural problems
• How to improve girls safety and emotional
  well-being. Boys behaviour and social literacy?
• Needs of mixed race pupils- do they feature in
  school improvement strategies? (Emotional Health,
  Enjoyment of School, Post-16 participation)
• Enjoyment of secondary school and anticipated
  Post-16 participation is lowest for White boys
  and girls- how to engage?
• Alcohol smoking higher on average for White
  and mixed race boys and girls targeting health
  education programmes.