RAPBB Team

1
(No Transcript)
2
RAPBB Team

• Nargis Rashid
• Iram Naz
• Mohammed Hussain

3
Project Aims

• To highlight factors affecting achievement
• To disseminate good practice in Birmingham
  schools
• To consider parental aspirations and expectations
  as a factor in achievement
• To develop a framework/model which schools can
  use to raise achievement of underachieving groups
  
• To raise achievement of Pakistani and Bangladeshi
  boys

4
Introduction

• Pakistani and Bangladeshi boys are amongst the
  lowest achievers at Key stage 3 and key Stage 4
• Similar to African Caribbean students the reasons
  are complex and not fully understood

5
5 A-C of Minority Ethnic Groups in Birmingham
(2004)
Bangladeshi Boys
Pakistani Boys
6
Methodology

1. School selection
2. Setting up contact with schools
3. Designing a research framework
4. Interviews and discussions
5. Analysis and dissemination

7
General Findings and Recommendations
8
Leadership

• To permeate a learning culture in every aspect of
  the school.
• To be committed to putting all leadership
  policies into practice.
• To have strong focus on relationships and having
  high expectations.

9
Ethos

• To have school organisation/discipline and reward
  systems that compliment a positive learning
  environment.
• Displays, curriculum, assemblies and celebrations
  to promote inclusion and diversity.
• The school should be a welcoming, caring and safe
  environment with a strong focus on learning and
  progression.

10
Learning Support

• EAL assessment, support, evaluation to be
  regular, with greater awareness of EAL needs
  among staff through CPD etc.
• Schools to have a whole school and targeted
  approach to improving literacy.
• Learning Support should be inclusive and not
  single certain pupils out.

11
Expectation, Motivationand Progress

• Having high expectations should be customary.
• High achieving and middle ability boys need
  rewards and motivation to maintain and build on
  standards.
• There should be an overarching learning
  environment within the school which overrides
  negative peer pressure from outside the school.

12
Teaching and Learning Relationships

• Lesson planning should cater for different
  teaching and learning styles.
• A good rapport with the teacher helps to
  establish respect, understanding and a positive
  learning relationship.
• Curriculum and resources should cater for
  diversity of the pupils in the school.

13
Parents and the Community

• Parents having better communication with sons and
  knowledge of school procedures were able to play
  a more constructive role in supporting their
  sons.
• Achieving boys nearly always had at least one
  positive role model at home/school.
• Schools with effective home/school liaison,
  translation, an open door approach were able to
  strengthen their parental support.

14
Supplementary Schools (Madrassahs etc)

• Most Pakistani and Bangladeshi boys typically
  attend a Madrassah up to year 9 on a
  regular/daily basis.
• Mainstream schools and Madrassah links can be
  useful in sharing good practice, resources and
  premises.
• Madrassahs can be a useful link between schools,
  parents, local community and pupils.

15
LEA

• LEAs should establish local groups to work with
  schools, local community and supplementary
  schools.
• Ofsted should report back to LEAs to raise
  specific issues i.e. underachievement of
  Pakistani and Bangladeshi boys, so direct action
  can be taken.
• LEAs should target schools to analyse causes of
  underachievement and support schools to take
  action.

16
Where Next?

• Supporting schools to implement the
  recommendations made in the report.
• Working with good practice schools to make an
  action scheme for each recommendation that will
  supplement the RAPBB report.