Excellence and Enjoyment: learning and teaching for Black...

The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources.

Excellence and Enjoyment: learning and teaching for Black children in the primary years Unit 1: Conditions for learning

Excellence and Enjoyment: learning and teaching for Black children in the primary years

Unit 1: Conditions for learning

Excellence and Enjoyment: learning and teaching for Black children in the primary yearsUnit 1: Conditions for learning

First published in 2008

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© Crown copyright 2008

1The National Strategies | Primary Excellence and Enjoyment:

learning and teaching for Black children in the primary years

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Contents

Introduction 7

Section 1: School culture 10

Section 2: Transition and transfer 23

Section 3: Partnership with parents, carers and community 31




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Who are our Black children?In this guidance, the term Black refers to children of Black Caribbean, Black African, mixed White/Black Caribbean and mixed White/Black African heritage. These descriptions of groups are used in the collection and analysis of data by schools as part of the annual schools census (ASC) and are valuable in checking the impact of what we do in our work on raising Black children’s achievement.

Black child or children are used in this publication to refer to children with at least one Black parent, grandparent or great grandparent who was born in Africa, the Caribbean or South America (Guyana). Schools should find out about their children’s heritage, as the various terms used to identify Black children incorporate a range of different cultures, histories, experiences and needs.

Like all children, Black children have a range of influences that extend beyond ethnicity. The Diversity and Citizenship Curriculum Review (00045-2007) identifies that:

‘ …while it is important to understand a pupil’s religion, culture and ethnicity in order to appreciate more fully who they are, it is simplistic to define them merely by one of these alone.’ (DCSF, 2007)

It is vital that schools recognise and acknowledge these multiple influences and thereby break the cycle of cultural stereotyping of Black children and their parents, which can have a negative impact on relationships, expectations and ultimately, attainment.

Parents and carers of Black children is a term which makes clear that Black children, as defined above, may have parents who are Black or may have one parent who is not Black. In addition, the primary carer for the child might not be the parent and the primary carer may not be a Black person.

The picture is complex, and children often juggle numerous identities in their everyday lives, switching from one to the other as necessary.

4 The National Strategies | Primary Excellence and Enjoyment: learning and teaching for Black children in the primary years

© Crown copyright 200800059-2008BKT-EN

AcknowledgementsWe are fortunate to have been assisted in this work by many people from across the country; in particular we acknowledge the contribution of staff from the following local authorities:

Bedfordshire

Birmingham

Brent

Buckinghamshire

Croydon

Devon

Ealing

Essex

Hackney

Harrow

Havering

Kent

Kirklees

Lambeth

Leeds

Lewisham

Manchester

Merton

Milton Keynes

Newham

Nottingham City

Nottinghamshire

Oldham

Reading

Sheffield

Slough

Southwark

Wandsworth

Wolverhampton




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PrefaceThis publication aims to support schools and settings in promoting the progress and achievement of all learners.

It is underpinned by the three principles of the National Curriculum inclusion statement:

setting suitable learning challenges ●

responding to pupils’ diverse learning needs ●

overcoming potential barriers to learning and assessment for individuals and groups of pupils. ●

The Primary National Strategy model of three circles of inclusion illustrates these three principles in practice, and has been used to ensure that this publication will support the diverse learning needs of all children and in particular Black children.

Learningobjectives

Teachingstyles

Access

Inclusion

Teachers will need to further adapt the materials for individual children. Some examples of how this has been done have been provided and exemplified in the elearning modules which accompany this booklet. These are examples only; the particular choice of appropriate learning objectives, teaching styles and access strategies lies with the informed professionalism of the teacher working with the children, teaching assistants, other professionals, parents and carers.



Key principlesThere is no inherent reason why Black African and Black Caribbean children should not achieve ●

as well as the majority of other children.

Improvements to the achievement of Black African and Black Caribbean children will occur ●

through the combined efforts of school, child, home and community.

High-quality teaching and effective Assessment for Learning as well as appropriate specialist ●

interventions, supported by school leaders, are key factors in improving the achievement of Black African and Black Caribbean children, as a group and as individuals.

Progress, so far, has been too slow.

Momentum measure: educational attainment If the achievement of 11-year-olds at Key Stage 2 continues to improve at its current rate of progress, how long will it be before children from these groups close the attainment gap in English and mathematics?

2010

2014

2017

2025

2045

2053

Bangladeshi

Mixed White and Black Caribbean

Pakistani

other Black

Black Caribbean

Black African

Fairness and freedom: the final report of the equalities review, Cabinet Office, 2007




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General introductionThis booklet is Unit 1: Conditions for learning in the set of materials, Excellence and Enjoyment: learning and teaching for Black children in the primary years. There are links between this booklet and module 4 of the elearning materials.

The materials consist of the following:

Introductory guide: Supporting school improvement

Leadership and management ●

About data ●

Unit 1: Conditions for learning

School culture ●

Transition and transfer ●

Partnership with parents, carers and the community ●

Unit 2A: Learning and teaching: planning, assessment and the curriculum

Pedagogy ●

Assessment for learning ●

Inclusive curriculum ●

Unit 2B: Learning and teaching: language and learning

Language for learning ●

Using the Primary Framework: literacy and mathematics ●

36 photographs to support continuing professional development (CPD) modules and for classroom teachers

A flier: Information for school governors

A poster: route map providing an overview of and some guidance for using these materials

The elearning tool – www.nationalstrategiescpd.org.uk

A DVD-ROM linked to the elearning tool modules



Pauses for reflection and action points are included in the guidance, enabling headteachers and senior leaders to identify priorities and areas to develop within whole-school systems and classroom practice.

The photographs in this pack are intended to support professional development of teachers and practitioners and can be used in conjunction with the Excellence and Enjoyment: learning and teaching for Black children materials.

The photographs may also be used by classroom teachers to support and enhance children’s learning and to stimulate discussion about school with children or parents and carers. The photographs will particularly support the development of effective school policy and practice to take account of Black children and what school ’feels like’ for Black children, their families and the adults that work there.

These materials should be used in conjunction with other Primary National Strategy materials:

Excellence and Enjoyment: learning and teaching in the primary years ●

Excellence and Enjoyment: learning and teaching for bilingual children in the primary years ●

Excellence and Enjoyment: social and emotional aspects of learning ●

Practice guidance for the Early Years Foundation Stage setting the standards for learning, development and ●

care for children from birth to five

and with reference to the requirements of the Race Relations (Amendment) Act, 2000.




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Contents

Section 1 School culture

School vision and values Relationships

Children’s interest and involvement in school

Pupil voice Identity Trust development – conflict avoidance

Section 2 Transition and transfer

Transfer from Early Years Foundation Stage to entry to Key Stage 3 Transition New arrivals from Africa and the Caribbean

Section 3 Partnership with parents, carers and community

Positive relationships right from the start Building and maintaining effective partnerships with parents and carers Communication – information getting and information sharing Co-educating Involving the wider community: supplementary learning



Section 1

School culture

Our definition of an equal society

An equal society protects and promotes equal, real freedom and substantive opportunity to live in the ways people value and would choose, so that everyone can flourish.

An equal society recognises people’s different needs, situations and goals and removes the barriers that limit what people can do and can be.


Our concern…is with ways of enabling young people, through education, to understand and make their way in the increasingly challenging social and personal circumstances of the contemporary world. For these reasons, and because of its inherent importance for education we will also use the term ‘culture’ …in its broader social sense. Accordingly we define culture as:

‘The shared values and patterns of behaviour that characterise different social groups and communities’

All our futures, DCMS/ DfEE, 1999

Although curriculum choices, contexts and resources and learning and teaching approaches are crucial for achievement, it is the school ethos, the culture, which plays a central role in the way children experience their schooling. The ethos created by a school is crucial to raising the attainment of Black children. Creating a positive school culture is achieved through commitment, combined effort and clarity of vision from all: the headteacher, governors, all staff, children, parents and carers, and the wider school community. A school’s culture and its ethos are determined by ‘the way in which things are done around here’.

Previously I don’t think I had placed enough emphasis on ethos and climate for learning… I really think to move forward in school you need to unpick all this… ethos and attitudes




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As early as 1988, The Runnymede Trust emphasised the importance of a whole-school approach to raising the attainment of specific groups of children.

‘Clearly initiatives to tackle the underachievement of specific groups need to address all who are implicated in their learning, including the young people themselves and their parents. Teachers and school managers may need to address their own attitudes, expectations, and wider issues relating to the organisation of teaching and learning.’

Improving Practice: A Whole-school Approach to Raising the Achievement of African Caribbean Youth Runnymede Trust, 1988

There is a statutory framework for this action which includes the National Curriculum (2000) inclusion statement; the school’s duty to promote race equality under the Race Relations (Amendment) Act 2000 and the Education and Inspections Act 2006 introduced a duty on all maintained schools in England to promote community cohesion.

The National Curriculum (2000) is prefaced by a statutory statement referring to the effective inclusion of all children. The statement is rooted in three key principles:

Setting suitable learning challenges For children of Black African and Black Caribbean heritage this means ensuring that teacher expectations are set suitably high.

Responding to pupils’ diverse learning needs Black children come from a variety of ethnic, cultural, linguistic and religious backgrounds and may have a range of different experiences of learning. Schools need to use a range of teaching styles and strategies to meet diversity of need. This is explored in more detail in Unit 2B.

Overcoming potential barriers to learning Schools need to ensure that they tackle structural barriers such as racism and provide access for all children to the curriculum.

The Race Relations (Amendment) Act 2000 requires schools to:

tackle racial discrimination ●

promote equality of opportunity ●

actively promote good relations between members of different ethnic groups. ●

Schools have a duty to review policies, including their race relations, behaviour and anti-bullying policies, the impact of sanctions and rewards and schemes of work, to assess their impact on different groups of children and therefore race equality. Analysing school practices can show what effect they may be having on the performance of Black children.



Headteachers have a key role to play as they have responsibility for how the school brings to life its vision for improving the achievement children of Black heritages. Developing a school culture which creates and maintains the conditions for raising the achievement of Black children takes time, energy, commitment and integrity. To be successful in this task, school staff must be prepared to:

reflect honestly and critically ● on ‘the way in which things are done around here’, on ‘what it feels like to work here’ and to consider what the answers mean for Black children in the school

take constructive action ● for Black children, based upon what they have discovered about the impact of school policy and practice on the school’s culture and ethos

involve all those with a real interest in the school’s future ● in defining, re-defining and developing the school’s values and vision.

There are some key factors which need to be considered by school staff who are aiming to develop an inclusive school culture and ethos which encourages Black children to achieve. These are:

school vision and values ●

relationships: between children, between staff and children and between staff promoting respect ●

celebrating identity and image. ●

These factors are tangible both in the physical environment of the school, for example corridor and classroom displays reflect the backgrounds of all children, including those who are of African and Caribbean heritage, in who plays with whom in the playground and also embodied in school policies and practice.




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School vision and values

‘Headteachers held strong, equity-focused values and were almost aggressive in communicating these within and outside school boundaries. Their values were very personal to their educational and personal existence and vision, and this appeared to be the main factor driving their constant and forceful messaging.’

‘As well as wearing their values ‘on their sleeves’, they regularly reflected upon these values and how to apply them practically as strategies within their schools and the broader community.’

Effective leadership in multi-ethnic schools NCSL, 2005

Schools that are effective in raising the attainment of Black children:

ensure that the school’s vision for its future and the children who attend it are aspirational ●

have high expectations of what Black children can achieve in terms of attainment and progress ●

but are clear that they are concerned with the development of the whole child. The school’s policies and the way in which the school works show that children thrive when their education takes account of their social, emotional, intellectual, spiritual and physical well-being. The picture of the future will include the hopes and dreams for worthwhile education that parents and carers of Black children have for their children

make sure that the school’s vision has been developed in consultation with Black children and with ●

their parents or carers and that principles and standards demonstrate the school’s commitment to equal opportunities and to race equality

use the school improvement plan to turn the vision for raising the achievement of Black children into ●

whole-school practice

demonstrate that respect for each other is a core school value. School staff work to create a school ●

culture in which all members of the school community are respected

acknowledge and celebrate diversity, including the culture and experiences of children of African ●

and Caribbean heritage

make sure that the school’s vision and values are shared with Black children, their parents and the ●

wider community

ensure that the school’s values take account of the damaging effects of racism and work against ●

unhelpful stereotypes of the African and Caribbean communities in Britain and abroad

are confident in their knowledge of African and Caribbean cultures and are able to challenge ●

stereotypes and help children to understand that they should be able to recognise and reject racial prejudice.

Linking work on Black children’s achievement with work on Excellence and Enjoyment: social and emotional aspects of learning (SEAL) will be helpful to school staff in developing a school culture which is constructive, open and supportive of children, helping them to grow safely and confidently as human beings and as learners. The main aims for children of the SEAL programme are so consonant with key features of work on raising Black children’s achievement that they are set out below:

be effective and successful learners ●

make and keep friendships ●

deal with and resolve conflicts fairly ●

solve problems with others ●

manage strong feelings such as frustration and anger ●



recover from setbacks ●

work and play cooperatively ●

compete fairly and win and lose with dignity with respect for others ●

recognise and stand up for their rights and the rights of others ●

understand the differences between people, respecting the values and beliefs of others. ●

Relationships

‘We want children who:

‘…learn how to communicate their feelings, set themselves goals and work towards them, interact successfully with others, resolve conflicts peaceably, control their anger and negotiate their way through the many complex relationships in their lives today and tomorrow.’

Adapted from Reva Klein, Defying Disaffection

‘Successful schools actively foster a culture of respect for people as individuals, and as members of particular communities. The keyword is respect: between individuals, and also between the school and its pupils.’

Removing the Barriers: Raising Achievement Levels for Minority Ethnic Pupils; Exploring Good Practice 2002

Relationships are an important part of ethos and they are the aspect of school life that people most focus on when they recall their school experiences – people remember their teachers more than they recall particular lessons.

Although most staff and children try to use positive language when they interact with children to build confidence and self-esteem, some evidence suggests that teachers are likely to interact more with children from a background similar to their own and to interact less with children from backgrounds they know little about.

When teachers overlook children time after time, children’s motivation will be affected. They may behave badly to gain attention or become withdrawn. This may, in turn, lead to a lowering of their teachers’ expectations of them, which could become a self-fulfilling prophecy.


have high expectations of Black African and Black Caribbean heritage children ●

understand and identify the political and social factors that affect the lives of Black children and their ●

parents or carers

recognise positive staff–children relationships as being important to the achievement of Black ●

children and staff are consistent, fair and respond to the needs of Black children




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create environments, rules and procedures ●

which make disruptive behaviour difficult and desirable behaviour easy. Fair and firm boundaries are consistently applied

provide training for all staff and children in ●

finding alternatives to conflict and dealing with conflict constructively if necessary

use learning mentors, senior staff and people ●

from backgrounds similar to the children to provide constructive reinforcement for Black children who are becoming detached from school life. Recognise that this disaffection can be reversed if children feel that significant people in the school are able to see and acknowledge some of their strengths.

For practical suggestions see the ‘Relationships’ theme in Excellence and Enjoyment: social and emotional aspects of learning.



Children’s interest and involvement in school

Pupil voiceListening to and engaging children in their learning is a key feature of school improvement, and is particularly important for schools wishing to raise the attainment of Black children. Black children, like all children, need to feel valued, respected and to believe that they have a positive contribution to make to their education and their school. This is an important aspect of school culture and ethos. Children need to feel that their voice is heard by their teachers and that actions are taken where necessary. Interviews with Black children highlight the importance of being listened to, involved and having someone in school who they feel has their particular interests, as learners, at heart.

I think because we’ve been brave enough as a sta� to face some of the di�cult issues, people are actually feeling able to let children face the same issues as a group in a safe environment… which must lead to the children feeling more valued, more at home and they have a voice… and that’s contributed to the better ethos in the school.

The children are very much happier and some of it has to be down to the attitudes within the school and how they feel valued. We had quite a high exclusion rate and it’s plummeted, very distinctly plummeted.

Meaningful participation involves children in the design, delivery and evaluation of their education. Apart from the obvious benefits that improving participation will bring to children themselves, such as increased confidence, motivation and development of life skills, engaging with and listening to children will ultimately result in improved practice. Decisions and actions taken will be informed by the views of the children themselves. Moreover, they often bring a fresh perspective to a situation, which can result in new and innovative ideas to support school improvement.

Familiar strategies for developing pupil voice include school councils, buddying schemes, pupil governors and opportunities for children to take charge of some communications systems like notice boards and newsletters. The most important aspect of developing pupil voice is that it should be able to make a difference; things should change as a result of children’s voices being heard. In one school the worry box in each classroom is a simple and effective means of children being able to express what concerns them, in confidence that their concerns will be followed up. In another school the expression of pupil voice is linked with aspects of curriculum change and with links with parents and carers of Black children.




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Case study: a south of England primary schoolA group of Black boys from Year 5 were chosen by the headteacher to pilot a personalised learning strategy to address the issue of pupil voice from a Black child’s perspective. All the boys were academically able although three of them were causing concern because of their behaviour.

Several whole-school assemblies were delivered during the spring and summer terms to highlight the work being done in the school to address the issue of pupil voice from a Black child’s perspective. The termly newsletter was used to inform parents and the local community about the work taking place in the school.

The headteacher and senior staff discussed the initial plans and the Year 5 teachers were consulted about the best time for the specific sessions to take place and were kept updated on the progress of the boys in their respective classes. The ICT suite was used for an after-school club for the boys to continue with their research for the presentation.

Year 5 summer discussion and research group

What was done? An outline of lessons was written by a specialist teacher, to address the concerns raised by the headteacher about the group of children who had been identified to take part in the work.

What did the school do differently? They increased the amount of group work including the use of idea showers, discussions, group report back and sessions to develop speaking, listening and empathy. The children were taught how to do a presentation and presented their work at the Black Children’s Achievement seminar. This was a forum for parents and the community to discuss issues and ideas concerning Black children’s achievement, their attainment and ways to increase parental involvement.

The impact The Year 5 boys showed a great deal of maturity during the run up to the conference. They raised pertinent points about topics being studied. They saw the relevance of the work to their heritage and a number of their questions about Black history have been answered to their satisfaction.

The boys presented their work to an audience of parents, children and community members. They remained for the entire seminar and presented their work unaided by teachers.

The boys were also presented with a certificate of attendance and achievement, to record the event, and for their portfolio of evidence when they transfer into Year 7.

Outcomes To embed this into the work of the school the inclusion manager is leading on the continuation of the programme of study for the current Year 5 group and to start a new group next year in Year 5. The school recognises that it would be advantageous to arrange a special parents' meeting to launch the initiative, so that parents could become more involved at the start of the work and to get parents and children to sign a contract pledging their support throughout the programme and beyond.

The boys will present their work during a whole-school assembly next term and they will improve and adapt their performance for the audience of children and teachers, by making it more interactive. This will also provide an opportunity for the next Year 5 group to see what will be expected of them.

The headteacher gave the boys an opportunity to disprove the stereotype that Black boys cannot achieve well if they have behaviour issues. Although there have been fluctuations, teachers have reported positive changes in the attitude and behaviour of the boys in the group. They also spend more time together during lunch times.



Pause for reflectionWhat does pupil voice mean to you? ●

What changes have children managed to bring about in your school in the last year? ●

How do Black children view the education they receive? ●

How do you ensure Black children are able to represent their peers as buddies, school council ●

members and governors?

Identity

‘The average age in the UK in this country [sic] is 39.6, and growing older. But the black demographic is on average younger. In London, where half the black population live, 40 per cent of children under the age of five have one non-white parent. By what label will these children call themselves? What will be available for them? How will they reconfigure the world?’

Bonnie Greer, ‘The New Review’ in The Independent on Sunday, 4 November 2007

Identity is about personal knowledge. Knowing who you are, whether you are a member of staff or a child, helps you to understand where you fit in this world. Feeling comfortable with the fit allows us to get involved. Feeling comfortable allows us to be confident enough to affect the settings in which we find ourselves.

Questions of identity can take on great significance as Black children try to manage different expectations of themselves as scholars, friends, siblings and developing young people. Schools are not always able to match what they offer to the picture which the young people hold of themselves.

A positive view of their identity is crucial to an individual’s ability to learn and succeed. For many Black children (and staff) the process of defining a personal identity is a complex one. It is influenced by personal and group experiences and by the impact of other people’s perceptions and statements. In a changing Black population, the sense of identity of many children of Black African and Black Caribbean heritage may be as much to do with being Black British as it is with being Black in Britain. Many parents and children of African Caribbean heritage have never been to the Caribbean nor have lived there yet are part of the history of the islands and of settlement in Britain. This will be the position for an increasing number of young people whose families came to England from African countries.

‘Race is another. A Black minority in a White majority culture. An individual who cherishes privacy from the tribe, from outward demonstrations of tribal loyalty, is isolated to begin with. This is compounded by movement as a minority from one majority culture to another. But the isolation from the tribe is a vote of sorts of no confidence in skin colour as a reliable measure of group loyalty, and a mistrust of any simple cause or factor that can account for the person or the soul.’

Home is always elsewhere, Fred D’Aguiar in Black British Culture and Society, Ed. Kwesi Owusu, 2000

‘I’m probably treated normal because I’ve got white in me and black so I’m probably just treated halfly. But some people around my area just take other races as a joke.’

Year 5 boy

Misguided by our preconceptions ‘He had endured a shortened version of Kafka’s Trial – the man who had done nothing but it made no difference. His characteristics – a) 37 years old in a student town; b) Congolese; c) bar owner – all played their part in my response to the initial news. I suspect that I am not alone. In future I shall be more careful.’

David Robson, Daily Express, November 24 2007




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The three quotations above present different contemporary views of race, colour and identity. Black children in school have to manage these different viewpoints and decide, from the range of possibilities, what version of a person they will be. The representation of people like ‘ourselves’ in our surroundings contributes to our feelings of well-being, safety and security.

Whether Black children are in schools where there are few Black children or where there are many some things are likely to be similar:

there are likely to be few teaching staff who are Black ●

there are likely to be few Black people in positions of authority in the school ●

there are likely to be few, if any, Black men working in the school ●

resources in the school have few images of Black people doing ordinary things ●

Black history will be addressed once a year as a ‘special curriculum feature’ ●

when no children are present there is little evidence that Black children take a part in the life of the ●

school.

Outlined below are five key areas that a school should consider when working to improve the achievement of Black children through increasing their involvement in their education. Schools that are effective in raising the achievement of Black children:

provide opportunities for children to discuss issues of identity and explore how both Black men and ●

women are portrayed in the media

encourage children of dual or mixed heritage to draw on more than one cultural background as a ●

natural and usual source of pride

promote positive images of Black and mixed heritage peoples and discuss their contributions to ●

world history and development as part of the learning experience



provide access to Black role models for children; including the use of peer mentoring with older ●

children in Key Stage 2, children from a partner secondary school or through well-managed web links

provide adult mentoring support for Black children in response to identified need. ●

Case study: mentoring As part of their work to improve Black children’s achievement one junior school established a mentoring programme.

Each child who has been identified for mentoring has their own assigned member of staff. The mentors are all members of staff from the school, either teachers or teaching assistants. No child is mentored by their own class teacher. The mentor, who is a volunteer, meets regularly with their mentee at a mutually agreeable time, outside of lessons, for about ten minutes at a time, to discuss aspects of their work. This may be about areas causing them problems or ways that they can get the most out of all parts of the learning experience.

To support this work the school has developed an observation sheet to monitor the level of involvement of mentored children in the daily mathematics and literacy lessons. This includes reference to the different parts of the lesson and the learning styles being used so that teachers and mentors can work together to maximise engagement throughout lessons.

All the mentors then meet with class teachers, as a group, to talk through any issues that have come up. The meeting is timetabled so that all staff have an opportunity to share their successes and concerns and identify next steps.

The scheme has had a very positive impact on children’s learning. The children have fed back positively to the school about the support they have received and the mentors have generally found it to be a rewarding activity.

The school is now seeking some training for the mentors to develop the work further as they have recognised the benefits for the children. Using progress data, the school has identified the next cohort of children to be mentored using progress data following the success of the mentoring programme.

For other practical suggestions see the ‘Good to be me’ theme in Excellence and Enjoyment: social and emotional aspects of learning.

Trust development – conflict avoidance

‘They bully me because of my colour. They call me racist names, hit me and make comments about my family. The hitting hurts, but the words hurt more. My dad has suggested that I punch the bullies. I think this will make things worse though, as the bullies are very popular. The whole school could end up hating me.’ Nat (aged 12)

Walking in my shoes: personal experiences of inequality in Britain, Cabinet Office, 2007

Discussion of identity for Black Caribbean and Black African children is intertwined with the sensitive but pertinent issue of race. This means that schools have to have in place firm procedures for countering racism.




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Countering racism in school

There are a number of principles to keep in mind when dealing with racism:

Try to work out what the racist behaviour means in context. Is it really about race or are there ●

underlying issues?

Put tight controls around unacceptable behaviour but be prepared to work non-judgementally ●

with unacceptable attitudes.

Keep talking about it. Children raised in families that sought to minimise racism by avoiding issues ●

of race altogether, by focussing instead on other attributes, were found to be the most anxious in their social interactions.

Make peer pressure work for you. Aboud and Doyle (1966) found that the biggest shift in attitudes ●

of highly prejudiced children occurred as a result of discussions with less prejudiced friends.

Create a ‘jigsaw’ classroom. This effective technique for combating racism involves making ●

children in racially diverse groups mutually dependent on every group member for the achievement of shared goals. In short, it turns ‘them’ into ‘us’.

Foster empathy. Role-play incidents by encouraging pupils to put themselves in the other ●

person’s shoes.

Taken from Briers, S. TES, 23 March 2007

One of the areas which presents challenges for children and for schools is that of disaffection from school. The rise in disaffected and discouraged Black children has a real impact on their achievement, on the mood of schools which the children attend and on their futures. Black children should be able to make choices about the lives they wish to lead and not have their opportunities narrowed or curtailed because they have underperformed at school. The roots of this disaffection will differ from child to child but there are a number of themes which come up in conversation with children and their parents:

The work is boring

I can’t do the work

I haven’t got any friends

No-one helps me

They pick on me and it’s not my

fault

My teacher doesn’t like

me

The work is for babies



Trust development and conflict avoidance supports disaffected children to remain within the education system and benefit from it. Schools are more likely to sustain trust development and conflict avoidance when all staff:

behave in consistent ways towards all children, avoiding behaviour which may embarrass ●

or humiliate them

are open and welcoming towards children of Black African and Black Caribbean heritage ●

find ways of building children’s self-confidence through giving praise and showing appreciation ●

wherever possible

build trust by listening to children and allowing them opportunities, in private as well as in public, ●

to talk about difficulties and grievances

discuss and devise ways to demonstrate their respect of children as a way of encouraging Black ●

African and Black Caribbean heritage children to show respect in their own dealings with staff and with other children

develop strategies for understanding and managing children’s anger constructively ●

recognise that rewards and sanctions have to be fairly used. Using both sanctions and rewards sends ●

out unconscious and powerful messages to all children about who is valued and liked in the school.

Excellence and Enjoyment: social and emotional aspects of learning provides practical suggestions around managing feelings, self-awareness and empathy.




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Section 2

Transition and transfer

‘The skills which children need to attain well in their academic work are not the same skills that they need to effect good transfers to new school settings.’

Primary headteacher, West London

This section focuses on:

the continuing developments which enable school staff, parents and carers to strengthen school ●

transition and transfer practices

greater understanding of the potential challenges which may be faced by Black children at transfer ●

and transition times

the materials available to support effective transition and transfer practices in schools. ●

Transfer occurs when a whole cohort of children move en masse to a different school, for example from primary to secondary school. The term can be confused with transition, which takes place when children move from one school year and class to the next within the same school, or from one setting to another within the Early Years Foundation Stage.

Mid-term admissions is a term which refers to children who transfer between schools at a time other than the beginning of the autumn term, often as an individual as a result of moving home or being excluded from their previous school.

Continuity and progression refers to both continuity of experience, expectations and aspiration and familiarity with and progress within the context of the learning and teaching environment, areas of learning and programmes of study.

Children need to enjoy and appreciate where they are as well as look forward to and be prepared for where they will be going. It is helpful to see transition as a process, not an event.

Children of Black Caribbean heritage, in particular, as a group, make less and less progress as they move through the education system. They underachieve by the end of Key Stage 2 and become one of the lowest performing groups by the end of Key Stage 4. Thus the continuation of progress at all points of transition and transfer from Early Years Foundation Stage onwards are crucial to reversing this trend. School staff should look carefully at the school experience they are providing for their Black children, particularly those of Black Caribbean heritage.

Children in the Early Years Foundation Stage, our youngest and most vulnerable children, are likely to make more transitions than at any other phase of education. They will all, at some point, make that first momentous transition from home to setting or school. If a child’s first experience of transition from home is to a school setting, especially if this is a Reception class rather than a nursery class or Foundation Stage unit, it is likely that they might take longer to settle into the unfamiliar routines and find it more difficult to cope with sharing a smaller number of adults with a larger number of children.



While this is so for all children, not only those from Black and minority ethnic families, research indicates that children from some Black family backgrounds are less likely to take up early education opportunities for a variety of reasons.

The national evaluation of Sure Start found that:

‘Gender also has an important impact women of African-Caribbean origin have a much higher labour market participation rate than women in general, with the implications this has for childcare issues. Barely a quarter of African-Caribbean respondents to Middleton and Ashworth’s survey of children’s lifestyles (1995) were able to use grandparents to provide childcare (compared with about 70% of South Asian families and 50% of White families); The Fourth National Survey of Ethnic Minorities (Modood, Berthoud et al. 1997) found that African-Caribbean women not only had the lowest level of free childcare and used child minders relatively more than any other ethnic group, those using childcare paid for all or some of their childcare at a rate (58%) almost twice that of the next highest scoring group. (SEU2004) Consultation by the Daycare Trust with minority parents found that childcare services were ‘insensitive to the differing needs and perceptions of ethnic (sic) communities’ (Community Care, 17.10.2003), with some parents reporting outright racism in relation to service delivery.’

Gender and family structure 2.3

In October 2005 the White Paper Higher Standards, Better Schools acknowledged that ‘transfer and transition from one phase to another, and from one school to another can be particularly challenging’. (DfES, 2004, 447). The White Paper stressed the need to focus on the progress of every child through personalised learning, better use of Assessment for Learning and encouraged the use of school improvement partners to scrutinise the progress that different groups of children are making.




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Transfer: from Early Years Foundation Stage to entry to Key Stage 3For children of Black African or Black Caribbean heritage, their first transition from home to a setting ●

may also be their first experience of being cared for in a setting where many and perhaps all of the adults are from a White background.

Government reports and a number of education research projects have acknowledged that transition ●

between year groups and transfer between key stages or schools can open up potential barriers to raising achievement. This is often particularly evident when children transfer to secondary schools or to a new school. It is important that Black children’s attainment and progress does not ‘dip’ on transfer as nationally they are already underperforming at Key Stage 2.

Ofsted evaluations have identified key issues relating to the quality of pupil tracking and an overall ●

weakness in planning for continuity and progression in primary schools and, although improvements in induction arrangements for new children have been recognised, there remain issues around curriculum continuity and progression at the start of secondary education.

Schools and practitioners have a responsibility to act on information and knowledge about children’s progress from all relevant sources including home and previous settings to personalise learning, maximise individual potential and create a continuous learning journey that is not hindered at points of transition or transfer.

In this section you have the opportunity to consider what can be done to strengthen transition and transfer practices. Practice which supports children from minority backgrounds will support all children; it is important that at an individual and an institutional level you are also able to identify those actions which have specific relevance for the Black African and Caribbean children in your school or setting.

Transitions and continuity

‘While there are benefits in a diverse system of childcare, differences between one situation and another can be so great as to be daunting. This can unsettle children and affect their ability to thrive and learn. Young children’s understanding is related to what they have experienced and know. If things are presented in an unfamiliar way or by using terms other than those a child knows they will be confused. Where experiences are different but complementary they can contribute positively to children’s development and learning.’

Early Years Foundation Stage 3.4 Enabling Environments; The wider context

Schools need to know the prior experience of their intake into nursery or Reception classes in order to effectively meet their needs. Home visiting can be an effective way of forging good relationships with families and increasing understanding. It does, however, need to be approached with sensitivity and an understanding that not everyone will feel comfortable with their child’s school teacher visiting their home. Some families will welcome the opportunity to display their hospitality and share aspects of their culture; this is as individual as the families. Where this is not an option, there should be opportunities for children and families to become familiar with the school setting and meet practitioners prior to entry. Schools need to ensure that family aspirations and values are shared.

It is at this key point of transition, from home to school, that early disaffection may begin, particularly if parents and children’s expectations of school are not met and they feel they have no voice in the school. Excellent communication with parents is necessary, particularly during the initial transition from home. Parents and children also need to understand the language codes of the school or setting. These initial cultural exchanges between home and setting are of key importance to successful transition and transfer.



Schools and settings have a great variety of profiles. Some Black children will be entering a school setting where a large number of children and staff are also Black; others may be entering a setting where for the first time most of the adults they encounter are White. What impact does this have for Black children, their self identity and their achievements? Research and consultation indicates that some families may have more confidence in settings where there are Black members of staff; children may feel the same, or absorb those feelings from parents and carers. Views on cultural and language issues vary a great deal between parents. For some parents, having a childcare setting that understands their language and culture is an important consideration when making childcare choices.

‘Me personally if I went to a nursery and it was all white I wouldn’t (use it) … It’s just the fact that if, I can’t even explain it but I just know that personally I would not feel comfortable and I think there need to be other ethnic origins around you – people from other ethnic origins working where my child is going to be cared for – also I don’t know if they can kind of relate to me and my child in a certain way…’ Black Caribbean parent, Birmingham

‘It’s part of who they are so it’s important that you maintain the culture of your children and if it's not included whether that’s in books, toys or food or celebration then it's denying who they are and that’s you know key you know it should be included. It’s about equality isn’t it - so it’s important.’ Black Caribbean adult, Birmingham

Listening to black and minority ethnic parents about childcare, Daycare trust 2007

Transition from the end of the Foundation Stage into Key Stage 1 is well documented and researched because it can have a profound effect on the continuity and progression of a child’s learning experiences. Without a thorough understanding of a child’s attainment in relation to the Foundation Stage Profile, Year 1 teachers can waste time by failing to build on prior learning experiences or creating a sense of failure by introducing children to the Key Stage 1 curriculum before they are ready.

As children progress through the key stages the disaffection of underachieving groups becomes more apparent and harder to remedy. Points of transition are opportunities to make a difference. Change can be a positive experience for many children, but they need to be well informed and ready for the new routines and challenges. Aspects of transition are closely linked to pupil voice, assessment and all aspects of conditions for learning.

Research has revealed that while most schools make sure that children are prepared socially for the transfer to a new school they have been less successful in managing academic progress. Sometimes there has been too little attention paid to tracking pupil progress in a new setting and building on prior learning.

Results from the Intensifying Support Programme, aimed initially at underperforming schools, have shown that by taking a rigorous approach to pupil tracking and target setting, performance is improved. To ensure success for all children both academically and socially a key element of the process will involve both the pupil voice and the involvement of parents and carers. It is especially important that the progress of Black African and Black Caribbean heritage children is tracked systematically and that challenging targets are set to accelerate progress in order to meet national expectations by the end of Key Stage 2.

Giving parents and carers an opportunity for open dialogue about expectations prior to or during periods of transition and transfer is particularly important for families who are unfamiliar with the education system or who have previously found it difficult to become involved. Schools need to be proactive in seeking out the parents who are not responding to invitations to become involved. Face to face contact is easier in infant and primary schools but invitations can be personalised with appropriate support and some creative use of resources, including community representatives and interpreter services where appropriate.




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Transfer to secondary school


set up parents’ information evenings and put together information packs intended to support ●

parents and carers in making good choices with and for their child. It is most effective when this takes place during Year 5

offer extra support for parents in completing applications and preparing children for interviews, ●

within professional boundaries

use liaison activities for children before and after the change of school including induction days, ●

counselling sessions for at-risk children

offer summer classes so that children who need to catch up have a chance to do so ●

identify learning mentors who have worked with children in Year 6 to work with them in Year 7 ●

start buddy systems between Year 7 and Year 6 children, passing on lessons learned to successive ●

groups of children and members of staff.

Case studyOne school used children's feelings of excitement and worry about transferring to secondary school within their Year 6 literacy work. This is a poem a group of children wrote.

Moving On

I'm going to high school this year I'm feeling nervous, I'm feeling the fear

Leaving all my old friends behind I don't think my new friends will be so kind

I've been feeling so worried for so long Friends and family are saying chin up But when it comes to me I never have any luck

PACE has helped me through My opinions have changed, I'm moving on

All my feelings of fear have suddenly gone I can't wait until the big day

If my friends give me confidence, I'll find out that it will all be okay

I'm finding new friends everyday I shall keep in contact though I'm far away

Now I'm happy in my new school Chilling with my friends, acting so cool

Facing challenges ahead Looking towards the future, it's mine to decide

For further guidance on transition:

www.supportingselfevaluation.org.uk

This is a school self-evaluation website which has a specific section on transition and transfer. The areas of use of data and information, targeting support and intervention, continuity of curriculum, teaching and learning, school ethos and climate for learning and parent partnerships are evaluated within ‘Strengthening transfer and transition’.



Additional self-evaluation information about transitions and transfer can be found in the ethnic minority achievement section of the site, under ‘leadership and management’.

An electronic professional Development module (ePD) which supports ‘strengthening transfer and transition’ is also available. It covers using data and information, targeting support and intervention, continuity of curriculum, teaching and learning, school ethos and climate for learning and parent partnerships.

www.supportingselfevaluation.org.uk/training/d4/index.html

Transition These are key areas a school staff will need to consider when working on improving the achievement of Black children during transition within school.


involve subject leaders and coordinators for special educational needs and ethnic minority ●

achievement in planning for curriculum continuity from the reception year to Year 1, from Year 2 to Year 3 and, crucially, from Year 6 to Year 7

give a clear message that learning in ● all years is important

provide induction events that help children to look forward to the year ahead with excitement and ●

confidence

make use of peer mentoring and learning activities. These give older children real responsibility for ●

helping others to learn better. They provide constructive examples of older children as learners for younger Black African and Black Caribbean children to copy.




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New arrivals from Africa and the Caribbean

New arrivals may be described as:

International migrants – including refugees, asylum seekers and economic migrants from overseas. ●

Internal migrants – including pupils joining the school as a result of moving home within the UK, ●

for example, Gypsy, Roma and Traveller pupils.

Institutional movers – pupils who change schools without moving home, including exclusions and ●

voluntary transfers.

Individual movers – pupils who move without their family, for example looked after children and ●

unaccompanied asylum seeking children.

New Arrivals Excellence Programme Guidance

In recent years there has been an increase in the number of new arrivals to English schools both from the Caribbean and from a range of African countries. The experience of schooling and migration varies widely, but we know that some new arrivals have had full schooling in another country; have had no previous schooling; have had interrupted schooling; may not be living with their parents; may be experiencing cultural disorientation as well as feelings of loss, grief and isolation. It is vitally important to acknowledge this diversity and complexity at the outset in order to:

respond to children’s diverse learning needs ●

set suitable learning challenges ●

overcome potential barriers to learning. ●

Some teachers may feel anxious about how they can support new arrivals individually, within the demands of a busy classroom. There is considerable guidance from the New Arrivals Excellence Programme available to help school staff to support children who are newly arrived.

Children from African and Caribbean backgrounds and new arrivals into Britain from African countries and the Caribbean move between and manage the different cultural settings of home and of other areas of their lives. School represents another setting, with its own culture, that they understand and manage. Settling in takes time and energy away from the basic learning about the curriculum.

Case studyTo support the effective inclusion and assessment of young Somali and African-Caribbean children one local authority has devised a targeted proforma for schools to support moderation of the Early Years Foundation Stage profile. The proforma invites responses about establishing a positive climate to enable Somali children to make progress and achieve their full potential, enabling Somali children to become independent learners, involvement of parents/carers and analysis of Foundation Stage Profile Data.

There is a clear need to respond to the language needs of the children of new arrivals in schools, and it is important that the differences between the English languages spoken around the world are recognised.

‘I had this accent that was not East London, nor South London. Because I spoke rapidly too it was Guyanese, more commonly referred to as West Indian [sic]. It made being understood difficult. My English was broken – shortened words and collapsed phrases, verb-driven and therefore active, yet incomprehensible because of its idiosyncratic grammar.’

Home is always elsewhere, Fred d’Aguiar in Black British culture and society, Ed. Kwesi Owusu, 2000



There is also a need to be cautious, to not identify the main and major concern for all incoming Black children as English language learning when this may well not be the case. Accurate, relevant and comprehensive assessments still need to be done.

Pause for reflectionWhat do we find out about Black African and Black Caribbean children from their parents ●

and carers?

How do we use this information to ensure children are motivated and continue to achieve ●

throughout primary school and into Year 7?

Are we sensitive to the concerns of the parents of our Black children when their children come to ●

our school or setting for the first time?

What steps are we taking to ensure that the transitions from pre-school and home into the school ●

setting lay the foundations for future success?

What do we do to ensure that transitions into, within and from the Early Years and Foundation ●

Stage support continuity of learning and support?

What expectations do we have of Black children’s progress and how do we track it across ●

transitions?

What links have we made with secondary schools to ensure that our Black children accelerate ●

their progress into and through Year 7?

How do we support those parents who may find it difficult when their children move schools? ●

Some Black parents or carers may not be confident about working with the school because of their child’s or their own past experiences of school.

How do we use information from the previous school or schools for new arrivals, identifying areas ●

of strengths and targeting appropriate support?

How do we identify a class friend who will help the newly arrived child to settle? If possible, this ●

should be a child who speaks or understands the child’s language, Creole or patois.




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Section 3

Partnership with parents, carers and communityIt has long been recognised that, outside of school, the single most important contributing factor to a child’s success and attainment at school is his/her parents. Parents have an important role in raising the attainment of Black children.

Effective parent/carer partnerships can be difficult to establish and equally challenging to maintain, but the impact of these partnerships on the attainment of Black children can be significant.

Schools that are effective in raising the attainment of Black children recognise that most parents of Black children want to support their child’s education but may need support to do this and they make a priority of building their links with parents.

‘We think listening to parents is very important. It is a myth to say Black parents are not supportive. We try to understand their aspirations. Families want it to be straightforwardly put. I believe we should take people from where they are and realise they have high aspirations. It might not always be expressed in the same way as other groups of parents but it is there …’

‘But some parents find it hard to engage with teachers and schools, and Black parents often feel that they face additional barriers, including teacher perceptions and stereotyping of Black boys and Black families. This leads to them feeling disempowered and disengaged.’

Reach report July 2007

‘Common to the schools is the quality of their contacts with parents and the value they place on their active involvement in their children’s education.’

‘It has taken time and commitment in all three schools to develop good links with parents and other sections of the community.’

‘Parents feel welcome and valued and relationships are generally highly constructive.’

Achievement of Black Caribbean pupils: Three Successful Primary Schools Ofsted 2002 HMI 447



Key issues for schools to consider when developing work to engage and involve parents and carers of Black children

Parents should be viewed as ‘real’ partners and co-educators. ●

How, when and what the school communicates with parents are key factors in defining ●

the relationship.

Schools should provide support for parents so that they can better support their children’s education. ●

Headteachers need to ensure consistency in terms of how parents are treated. ●

Schools need to be honest about what they do well and where they need to improve. ●

All perceptions are valid. Parents’ perceptions differ from those of the school. The school may have to ●

hear things it doesn’t like and doesn’t agree with.

Teachers need time to reflect on their own practice in relation to perceptions of, attitudes to and ●

interactions with parents of Black children.

Schools need to ask parents what they want and what they think, rather than assuming that the ●

school knows what they want and need.

Schools should assess the quality of relationships and be clear about expectations on both sides. ●

Not all parents of Black children are Black. ●

We had one of the best parents’ meetings we’ve ever had … people were there, interested and asking questions and challenging me, engaging in proper debate about their children’s progress.




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Positive relationships right from the start This section focuses on the crucial early relationships which school and setting staff make with parents and carers of Black children. Although the headteacher takes the lead in establishing effective partnerships with parents, the staff who take the lead in developing and sustaining these relationships are likely to be Early Years Foundation Stage practitioners. They are uniquely placed to develop strong parent and carer partnership and community links. Parents and carers usually bring children into the school and are made to feel welcome at the start and end of sessions.

Even before children start school Early Years Foundation Stage 2 practitioners may be working with children and families as in many schools home-visiting precedes school entry. These important introductions to Early Years care and education set the scene for relationships between school and community and set out the values of the whole school. These relationships need to be maintained and developed as the child moves through the school.

’Successful relationships between parents and educators can have long-lasting and beneficial effects on children’s learning and well-being.’

’Successful relationships become partnerships when there is two-way communication and parents and practitioners really listen to each other and value each other’s views and support in achieving the best outcomes for each child.’

Early Years Foundation Stage 2.2 Positive relationships, parents as partners

Parents and carers provide a learning environment which is enduring and comprehensive. It begins even before birth, operates beyond the child’s day at the setting or school and provides continuity as the child transfers from one setting or school to another. Typically, over 70% of a child’s day is spent, not in a setting, but with their family and the wider community. When a child joins school full-time this percentage is reduced but the majority of a child’s time will still be spent out of school and with family and the wider community. The home and community are significant learning environments in the lives of children. All parents and carers can improve their child’s development and learning. They have the right to play a central role in making decisions about their child’s care and education at every level.



By age 6, initially underachieving children from more advantaged homes will tend to out-perform initially high-achieving children from less advantaged homes.

100

90

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20 30 40 50 60 70 80 90 100 110 120

Age in months

Aver

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Less able richer children overtake more able poorer children by the age of six

Figure 3.1: Progress in educational outcomes for very young children, by socio-economic status at birth

High SESHigh early rank

Low SESHigh early rank

High SESLow early rankLow SESLow early rank

However, these disadvantages are not set in stone. A significant difference to children’s success at school can be made by improvements in two areas: what families do for under-5s in the home, and children’s experience of pre-school education. The Effectiveness of Pre-school and Primary Education (EPPE) project has shown that what takes place in the home – particularly how parents support the learning of their children – can be more influential in producing good educational out-comes than socio-economic status (SES). A parent who reads with their child, helps them to play with letters, learn songs or rhymes, paint, draw or visit the library, is providing a strong home learning environment (HLE) for their child.


Ensuring that, right from the start, parents and carers of Black children in schools and settings have confidence that their children’s needs will be met is vital to building secure links. Consultation and research indicates that for many Black parents and carers it is important that there are Black staff with whom they and their children can relate, particularly in Early Years childcare settings. However, the most important factor, at all times, is to see every child and member of staff as an individual first but to acknowledge the importance of role models in supporting and forming an individual identity. It is likely that some practitioners and school staff will benefit from professional development and further training in working with diverse communities, particularly in challenging stereotypes about children and families of African and Caribbean heritage.

Building and maintaining effective partnerships with parents and carers

‘For a variety of reasons, communication with parents in multi-ethnic schools often requires greater resourcefulness and a more innovative approach than in other schools. Parents do not always find it easy to contact schools about their concerns.’

Removing the barriers, Ref: 0001-2002




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Effective partnerships between schools, the communities which they serve and parents of Black children are built upon trust, honesty and mutual respect.

Most Black parents, like most parents, have a keen interest in how well their children do at school. However, for some, the education system has left them feeling that they have little influence or are powerless to change things. Unhelpful and stereotypical views about parents of African and Caribbean heritages and about the wider Black community result in poor relationships between schools, the communities which they serve and the parents themselves.

Mixed and dual heritage families may have specific and different issues to address and these may be linked to identity and belonging. School staff will need to recognise that children of dual heritage will have first-hand knowledge and experience of social and cultural circumstances which are likely to be broader than many children.

Case study: working with parents As part of the audit to identify key areas for development one school sought the views of parents. The school held a meeting for parents of Black children to explain the school’s drive to improve the achievement of their children, to stimulate discussion about the achievement of Black children and to seek the views of parents on what the school and parents could do to support this drive at home.

The meeting was held in the evening; refreshments were provided and there was a crèche. Between sixty and seventy parents attended and heard a variety of speakers including a champion triple jumper who spoke about the role his parents played in supporting him in achieving his goals and the headteacher of a neighbouring high school who talked about being a Black parent and the need for partnership working between schools, parents and children.

Parents were asked to share their ideas about what the school could do to raise achievement of their children. There was a very positive atmosphere at the meeting and parents’ responses indicated that they welcomed the opportunity to come and discuss the issues.

As a result of the consultation process that took place at the meeting the school now has a clearer idea of the views of the Black parents. School staff can now plan how the school, the parents and children can work together on raising achievement with particular reference to the priorities of the parents. Another positive impact is that the school has a number of parents who volunteered to become involved in the learning of all children.



Schools must take a lead in ensuring that parents of Black children are fully included and in doing so acknowledge that:

for many people of African and Caribbean heritages, the experience of the British education system ●

has been negative. Low expectations, racial prejudice and stereotyping lie behind their experiences

many parents of Black children have not had their voices heard in school nor have they been listened ●

to constructively. School policies and practices should promote and develop worthwhile relationships with parents of Black children

the types of relationships that currently exist between school staff and parents of Black children are ●

likely to be affected by common stereotypes about the Black community. School staff should consider where they stand on addressing and challenging these stereotypes.

Pause for reflectionWhat do we know about the current pattern of participation of parents of Black children at ●

meetings, school events and school life?

How do we currently involve the parents of Black children in their child’s education? ●

In what areas do we need to establish, further develop or strengthen parent, carer and ●

community partnerships?




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Communication – information getting and information sharing

‘Most parents care deeply about their children’s education and want to know about their academic progress, the development of the curriculum, homework and issues such as setting and banding. In a broader sense, they want useful information about their children’s progress and what they can do to help.’

Removing the barriers, Ref: 0001-2002

‘I give thanks to… that she was the headteacher.’ Comment from parent who raised a concern about the way in which a member of the school support staff spoke to her son. The head teacher set out to observe the member of staff, identified a problem and dealt with it.

Achievement of Black Caribbean pupils: Three Successful Primary Schools, Ofsted HMI 447

Schools have a range of mechanisms for communicating with parents. How and when a school communicates with parents, can send clear signals about the level of engagement the school expects and wants from parents, and whether it values their contributions and support.

Some schools have asked a focus group of parents and carers of Black children for their views on what they find helpful and what further information they require. This led to further opportunities for parents and carers to contribute to an ongoing dialogue about teaching and learning. The aim of such a dialogue is to develop a shared understanding and set of expectations about learning. Parents and carers need information about:

the curriculum, expectations of progress and what ‘levels’ and targets mean in practice ●

key dates and events ●

the school’s expectations of children in terms of dress code, equipment and behaviour for learning ●

including the rewards and sanctions which the school uses and the circumstances in which these might be used

procedures for contacting the school and relevant personnel ●

how they can help and support their child’s learning. ●

And, in the true nature of a partnership, the school should also elicit parents’ and carers’ expectations of what they would like the school to provide for their children and the support they can offer in return. Showing an understanding of the concerns that parents and carers of Black children have about their children’s education builds confidence and will strengthen partnerships. Parents, carers and families are the first educators of their children, and as ‘co-investors’ need to be engaged in the ongoing education process with schools.

Interviews with parents of Black children suggest that many feel that too often communications from school have focused ‘more on behaviour than learning’.

‘They let you know when your child has been rude but not when your child is underachieving, especially Black children.’

Supporting Black Pupils and Parents: Understanding and improving home-school relations Lorna Cork, Routledge, 2005



Moreover, parents feel that they were not contacted early enough and that the first contact frequently came as a negative experience in the form of a report of ‘trouble’. Rarely are parents contacted with the good news about small learning successes. This may be particularly significant for parents whose own experiences of schooling were negative. Many parents believe that stereotypical views of parents of Black children still prevail. It is therefore essential that schools effectively break the cycle of common cultural stereotyping of Black children or their parents that may have contributed to low expectations and poor attainment in the past. Research indicates that parents want to be in a position to intervene early and respond to any concerns from the school before these concerns become major problems and escalate to a point of exclusion.

Schools will need to take extra care in building relationships with parents who feel that school offers little for them or that their children are being unfairly judged. There remains a ‘perception that parental involvement and relationships [are] currently problematic’ (Aiming High, 2007). As with other parents, the parents and carers of Black children require consistent and good quality communication with school staff about how their children are getting on in school.

Schools which have developed effective partnerships with parents:

ensure there is a whole-school policy and practice about verbal and written communication to ●

parents

develop a culture where parents feel able to approach school staff. Informal contacts can be made ●

with teaching staff at regular times in the school day

share accurate, relevant and regular information about their child’s academic progress with parents ●

and explain how they might support them at home

communicate the positive aspects of school life and about what their children have achieved ●

ensure that school staff respond promptly and with care to parents’ and carers’ concerns and ●

complaints

ensure that school newsletters and governors’ reports acknowledge the achievements and ●

contributions of parents, carers and children within the community, including the achievement of children of African and Caribbean heritages.




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Case study An issue raised through the parents’ audit was that some parents, while they felt able to approach the school and present their viewpoints, did not feel that their comments were necessarily acted upon.

The school launched its focus on raising Black children’s achievement to all parents in the spring term and allowed an opportunity for parents to discuss what was proposed as well as other strategies that were already taking place in the school. Parents were also introduced to other ways in which they could become further involved in school life. Thirty-one parents attended, 11 of whom were parents of Black children. The headteacher, lead for the work and specialist local authority and curriculum representatives also attended the meeting and discussed their roles either within the framework of the initiative or within existing school strategies.

All parents were invited to participate in a parents‘ consultation group which was announced at the launch meeting. This was followed up by a letter to all parents announcing the date of the first meeting and the focus, to review the home–school agreement and the race equality statement.

The meeting was held after school, between 4pm to 5pm and refreshments were provided. The parents who attended included parents of children from 7 out of the 12 classes in school. The home–school agreement and racial equality statement were reviewed with some interesting discussions. Parents were extremely positive and constructive. The amended documents were then circulated to all.

The parents‘ consultation group has established a clear forum for parental voice in a positive setting in which views can be expressed constructively and are taken into account in the school. The group provides an opportunity for discussion between parents and school staff without the need for a personal issue or concern to stimulate that dialogue.

Parents, having become involved, have offered practical support. Additional issues have been raised and suggestions made during discussions which would otherwise not been.

Teaching staff in the school were requested to keep a detailed record of the frequency, nature and type (positive, negative or informative) of contact made with all parents. Current attainment data of individual children was shared with parents and predicted targets for the next year. Future meetings have been planned for a year ahead. These meetings will have a clear learning focus to enable parents to better support their children.

The outcomes of these meetings are shared at staff meetings, governors’ meetings and school council meetings as appropriate.

The school notes that: ‘this is potentially the most significant single initiative we have undertaken during the work on raising the achievement of Black children. By creating this forum, which we shall need to nurture and develop, there is huge potential for raising and addressing issues and building the parent/school partnership.’

Pause for reflectionHow can we improve our communications with parents and carers of Black children? ●



Case studyOne school took responsibility to ensure that parents and carers of Black children were well informed about the methods that the school was using to track each child’s progress. To ensure that everyone in school gave the same message they developed and presented a specific professional development module which rehearsed aspects of the Intensive Support Programme tracker, the Early Years Foundation Stage profile and the benefits of using these measures.

‘(We) found that to have something ‘visual’ to look at was veryhelpful in understanding the progress both the girls had made during the term. It is a very good and useful idea.’

The context – Our baseline

How we share Information –

How has it helped to meet theneeds of black children?

A lot was being done already

• The work started as a result of a personal questionnaire.

• We received an extremely positive response for all questions. However, the poorest response was to how well informed parents felt about how their child was ‘getting on’- despite lots of di�erent methods of sharing info.

My child likes school

My child is making good progress

Children behave well at school

My child is not bullied orharassed at schoolTeaching is good

I am kept well informed about howmy child is getting on

Stronglyagree Agree Disagree Strongly

DisagreeDon’tknow

However, parents wanted to know more speci�c information related to their child.

• Given very speci�c information to parents about their child’s progress.

• Highlighted speci�c areas of learning that may be a cause of concern.

• Showed strengths of their child.

• Newsletters home/on website- With homework suggestions.

• Parents forums/workshops.

• Home/School record diaries

• OFSTED feedback

• Regular questionnaires and feedback.

• Achievement assemblies

• Detailed reports

• Parents evenings & opportunities to look at ‘Learning Journey books’.

‘very useful to see information provided in such a conciseformat’

‘The report is a very good idea and helps parents know their kids’progress. Thank you’

‘I found this chart very useful and easy to understand. It helpedme know how (my child) was doing and if she needed any extrahelp with anything’














DisagreeDon’tknow








• OFSTED feedback





















DisagreeDon’tknow








• OFSTED feedback











00059-2008BKT-EN

Case studyOne school decided to run a professional development meeting with all staff around working with parents of Black children. This is an outline of what they did.

Activity

Welcome and introduction Aims and objectives

Warm up activity: Principles of parent and carer involvement

identify a time when working with a parent or carer made a difference –

for example, school trip, class activity, parents’ evening, reading friends –

3 minutes each to talk Report back messages from research

A closer look at our school audit about views of parents of Black children

Assessing barriers to parent partnerships

in pairs identify the barriers and write them on sticky notes –

place sticky notes on to flipchart –

review all charts –

Analysing barriers

questions –

any patterns? –

Barriers to partnerships Commentator – parents’ experiences

Some ideas from other schools Ten effective strategies for raising Black children’s achievement Any questions Aims and objectives reiterated Evaluation



Co-educatingBuilding relationships with parents and carers of Black children can be developed further, moving towards regarding parents and carers as co-educators. The position of parents and carers as their child’s first educators is acknowledged: there are clear benefits for children if school staff take this first educator role seriously and develop it into partnered co-educating.

A first step involves parents and carers as supporters who are involved in the work of the school; being positive about what the school offers and who are invited and respond to invitations from school. The next stage is for the school to work with parents and carers of Black children on educational issues and activities which make changes to the school's curriculum, processes and outlook. The aim is to move from engaging parents and carers, to keeping them involved to establishing them as co-educators with school staff.

Stage 1 Engaging parentsRefreshments after assemblies ●

Coffee mornings ●

Dialogue with parents on the playground (giving specific information, responding to queries, ●

sharing good news, canvassing)

Parent-friendly reception area (information and literature easily available and accessible, ●

welcoming reception staff)

Parents’ room or parents’ time in staff room ●

Drop in sessions – receptive and responsive ●

Informal workshops, games activities with their children ●

Community lunches ●

Inviting parents to join in school lunchtimes on a class rota basis ●

Parents’ evenings ●

Key personnel (home–school liaison) ●

Managing communication ●

Stage 2 Keeping parents involvedParent advocates – key parents, formal body, friends of the school

PTA – focus groups (hearing readers, school trips, extended out of school visits, community events, fundraising)

Parent workshops (curriculum and interest)

Parents attending curriculum evenings

Parents in school telling stories, sharing experiences, contributing to assemblies

Regular formal parent consultations

Parent governor appointments

Audit of parent skills and talents

Celebrating parents’ talents and achievements

International evenings

Family outings




00059-2008BKT-EN

Stage 3 Parents as co-educatorsParents recognised as co-educators ●

Parents in the classroom supporting children ●

Parents as speakers at events ●

Parent governor linked with each year group ●

Homework partnerships ●

Working in tandem with parents ●

Establishment of a parents’ group for consideration of strategic developments ●

(not the same as a PTA)

Provide homework activities which engage families ●

Parents as mentors ●

School record of role models of parents and carers as achievers ●

This approach was devised through work from three local authorities.

Pause for reflectionWhat will a school that has parents and carers as co-educators look like? ●

What will be the benefits for children’s attainment and progress? ●

What is happening now in our school? What can we build on? ●

What are the possible barriers and how can we overcome them? ●

What additional training will be needed? ●

How can we keep this high on the agenda? ●

How can we share good practice? ●

Where can we get support? ●

How can we ensure shared ownership and responsibility by parents and the school? ●



What can we do to improve our relationship with parents and carers of Black children?Actions for school development: for school leaders

Check the quality of communications between all staff (including the leadership team) and parents or carers of Black children. Are they effective in developing constructive and respectful partnerships between home and school? How do you know?

Analyse the quantity and types of communication with parents and carers of Black children. Analyse the written communications by tone and content.

Carry out an audit of the opportunities provided for involvement in school life for carers and parents of Black children. Identify actions which would increase the range, quality and quantity of these opportunities.

Review the school’s parental partnership policy. Develop or improve guidelines for all written communications to parents.

Set up a forum for parents and carers of Black children where their views can be sought. This would include how they would like to be involved in school life and how they would like to be supported to help their children make progress.

Organise a professional meeting for staff to:

explore the benefits of working in partnership with parents and carers of Black children ●

consider pertinent messages from research ●

identify barriers to and strategies for improving partnerships with parents and carers of Black ●

children

reflect on your audit findings for ‘Partnership with parents, carers and community’ ●

plan to put reviewed strategies into place, check the impact of the work and decide where the ●

outcomes will be shared with the full staff.

Involving the wider community: supplementary learning

‘… the best schools more often than not combine a drive for high achievement with a strong community programme which both promotes, and benefits from, good race relations.’

‘… schools cannot ‘go it alone’ against the forces of racial inequality, prejudice and social exclusion that are outside their gates but reach into the classroom.’

Raising the Attainment of Minority Ethnic Pupils Ofsted, 1999

It is clear from recent research that schools who serve their children well also seek to develop active partnerships with the community in which they work. This means more than ‘opening the doors’; rather, it entails establishing a ‘fluidity’ between the school and the surrounding community, to ensure that no child ‘leaves their culture at the gates’. If schools are to fully understand their children, they need to have some understanding and knowledge of the community from which they come. Understanding the local context is vital if schools are to respond to the needs of their Black children.

Developing effective partnerships with community groups can provide a powerful tool in supporting a school’s drive to raise standards. Many supplementary schools have had great success with ‘hard to reach’ Black children and mainstream schools can learn from their achievements. Schools that have established good community links note that this has strengthened the work of the school beyond the school gates. Local groups can be powerful advocates in the community for what the school is trying to achieve.




00059-2008BKT-EN

While developing links with the wider community is clearly important for all children, it is essential for Black African, Black Caribbean and dual heritage children, whose communities may not feel easily able to contribute to the life of the school. A significant number of parents and carers of Black children may have experienced difficulties at school and may feel excluded themselves.

By involving different community groups in the life of the school staff will be able to enrich what is offered, offer a more culturally relevant curriculum and unlock teachers’ understanding of the lives and worlds of children from different backgrounds.

The establishment of supplementary schools for, initially, African Caribbean children, follows a long tradition of settlers to England setting up schools and other groups to keep culture and language alive as well as supporting children in their school work. Far from being ‘turned off’ from education, many Black children attend supplementary schools (sometimes called complementary or Saturday schools). These schools were first developed in the UK over 25 years ago, when Black Caribbean parents and carers became dissatisfied with the educational progress of their children. Many of these schools still receive grants from local authorities and some have achieved high levels of success with children not doing well at school. In one area the supplementary school grew from an African Caribbean people’s social organisation. When the parents in the group saw their children struggling to make headway in school they worked with the local authority and the local Commission for Racial Equality branch to set up a supplementary school, meeting twice a week and led by Black qualified teachers. This supplementary school was established as a result of parents being ambitious for their children, effective links with local government and faith organisations and the availability of suitably qualified Black educators to lead the work. Changes to populations means that some supplementary schools are seeing the group that they cater for including a greater number of children from African countries. In one instance, attendance at the school is now largely supported by the Somali community.



What are supplementary schools?

The term ‘supplementary schools’ covers a wide variety of organisations ranging from groups with paid staff teaching large classes of children to small, entirely voluntary groups, where parents both run the group and carry out the teaching and support for their children perhaps in their own homes.

Supplementary schools are usually associated with one or more of the many ethnic communities within Britain. Their main aims are developing their child's cultural identity, self-esteem and confidence.

Supplementary schools aim to enhance/advance the educational opportunities of young people from ●

their community through the provision of out-of-school educational initiatives. They seek to promote and develop the cultural identity of the children attending.

Mother tongue classes are one common way of doing this. They support and complement the ●

children’s achievements within mainstream schools, through additional classes and homework classes promoting the achievement of their children in state-maintained schools.

Many operate in isolation from their local authorities or mainstream schools themselves. These ●

schools supplement mainstream education through a programme that emphasises culture alongside the skills required to achieve academically.

Schools are managed and run by local community groups on a voluntary basis, and in a variety of ●

community venues, including mosques, churches, temples, gurdwaras, community centres, schools, etc. They cater for children between 4 and16 years old and operate mainly in the evenings and at weekends.

The schools often provide support for ●

children excluded from school and for their parents in order to enable access back into mainstream schools. They also support children who as new arrivals, particularly in Key Stage 3 and Key Stage 4, may have difficulty getting a school place.

The fundamental principles underpinning the community supplementary schools

A curriculum which focuses on ●

the development of cultural awareness alongside literacy and numeracy skills.

A shared value of education by ●

parents and staff.

A commitment to the importance of ●

parental involvement.

An ethos of self-determination ●

and self-help.

A predominance of Black, Asian and ●

ethnic minority volunteers working with youngsters.

A suggested code of practice for supplementary schools.




00059-2008BKT-EN

In general, supplementary schools are non-profit making organisations, frequently registered as charities that often rely on enthusiastic and able members of the community as well as on the generosity of funders to operate and progress.

For children and young people participating in their educational activities, their confidence improves and their performance in school is enhanced; for mainstream schools they could be a valuable source of expertise and support.

Supplementary schools are often successful at gaining the trust of hard-to-reach Black children and there is much to be gained by mainstream and supplementary schools working together to ensure that Black children do as well as they can at school. There are many mutual benefits of developing stronger links between mainstream and local supplementary schools.

Pause for reflectionThe statements below are adapted from a report on the supplementary school movement. They are the views of Black parents and educators.

The education system is still failing Black children.1.

Supplementary schools are needed to counter the impact of racism and the ‘miseducation’ of 2. Black children.

Supplementary schools are needed to fill in the gaps: cultural identity, values and traditions. 3.

Supplementary schools are needed to fill in the gaps in children’s learning in the National 4. Curriculum (home and course support).

Supplementary school students have been phenomenally successful and have achieved at high 5. levels due to the presence of Black role models, raising the aspirations and confidence of Black parents and children alike.

There is a need to determine and deliver a curriculum which is more appropriate for Black 6. children, to stop supplementing and become the mainstream.

There needs to be greater collaboration with state schools.7.

Adapted from Towards a Vision of Excellence, London Schools and the Black Child Conference report, 2002

With which statements do you agree? ●

Which of the statements are you able to address in your school? ●

Which of the statements is the most relevant to your school? ●

What statements would you add to the list? ●



Many schools make their premises available to supplementary schools. This is most effective when good liaison between the two schools has been established and the mainstream school is knowledgeable about the activities provided by the supplementary school. The mutual benefits of developing stronger links between mainstream and local supplementary schools are many, and include the following:

Children enjoy greater continuity of practice between their mainstream and supplementary ●

education.

The supplementary schools may have the opportunity to update their knowledge and practice in ●

terms of teaching, learning and curriculum innovations.

Supplementary schools may have opportunities to learn from school pedagogy. ●

Mainstream schools will be able to build on the learning experienced in supplementary schools. ●

Pause for reflectionWhat do you know about the supplementary schools operating in your area and attended by ●

your children?

Which of your children currently attend a heritage or supplementary school? ●

What current links does the school have with these schools? ●

What further opportunities might there be to establish greater continuity for learning? ●




00059-2008BKT-EN

ReferencesAchievement of Black Caribbean pupils: Three Successful Primary Schools Ofsted HMI 447

Achievement of Black Caribbean pupils: good practice in secondary schools HMI 448, (Ofsted, 2002)

Aiming High: raising the achievement of minority ethnic pupils (Ref: 0183-2003)

All our futures: creativity, culture and education DCMS/DFEE, 1999

Attachment relationships: quality of care for young children, John Oates (ed.) The Open University, 2007

Black Masculinities and Schooling: How Black Boys Survive Modern Schooling, Sewell, T., Trentham, 1997

Changing schools: an evaluation of the effectiveness of transfer arrangements at age 11, HMI 550 (Ofsted, 2002)

Code of Practice for Supplementary Schools, Continyou, National Resource Centre for Supplementary Education

Complementing teachers: a practical guide to promoting race equality in schools ISBN 184085 9121 The Runnymede Trust, 2003

‘Concluding comments: transfer and transition: the next steps’ Galton, M. & Morrison. I, International Journal of Educational Research, 33, pp. 443–449, 2000

Dips in performance and motivation: a purely English perception? Thematic Probe, QCA / NFER

Does talk of race foster prejudice or tolerance in children? www.cpa.ca/cjbsnew/1996/ful_aboud.html, 1997

Early Children and Primary Education: transitions in the lives of young children, Martin Woodhead and Peter Moss (ed.) The Open University, 2007

Educational experiences and achievements of Black boys in London schools 2000–2003, London Development Agency, 2004

Effective Leadership in multi-ethnic schools, National College for School Leadership, 2005

Experiences of black and minority ethnic young people following the transition to secondary school, Caulfield, C. et al University of Glasgow, 2005


Gleams from the beacon: good practice in transition in education: The Beacon Council Scheme 2002–3, Arnold, R. NFER, 2002

Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment: 2003

Impact of school transitions and transfers on pupil progress and attainment (DfEE RR131)

Making the difference: teaching and learning strategies in successful multi-ethnic schools (DfES RR59/RB59, 1998)

Primary side of the transfer divide: heads’ perceptions and pupil progress, Gray, J., Charles, M., Schagen, I. and Hussey, S., NFER

Race, Ethnicity and Education: Teaching and Learning in Multi-Ethnic Schools London, Unwin Hyman, Gillborn, D, 1990

Raising Achievement of Black Caribbean Pupils: Good Practice in Lambeth Schools’, Lambeth Education, 2003

REACH Report Department for Communities and Local Government (07 REU 04778)

Recent Research on the Achievement of Ethnic Minority Pupils, OFSTED Reviews of Research HMSO, London, Gillborn, D. and Gipps, C.,1996



Remember me: achievements of mixed race people past and present, Hoyles, A. and Hoyles, M., 1999

Towards a vision of excellence: London schools and the Black child, Conference Report, Greater London Authority.

Transfer and transitions in the middle years of schooling (7–14): continuities and discontinuities in learning, DfES Research Report 443, Chapter 2, pp.5–42, 2003

Walking in my shoes: personal experiences of inequality in Britain, Cabinet Office, 2007

AcknowledgementsPage 6, Chart from Fairness and freedom: the final report of the equalities review, Cabinet Office, 2007. © Crown copyright 2007.

Page 11, Extract from Improving Practice: A Whole-school Approach to Raising the Achievement of African Caribbean, Youth Runnymede Trust, 1988. © Caribbean Youth Runnymede Trust. Used with kind permission.

Page 13, Extract from Effective leadership in multi-ethnic schools, National College for School Leadership. © National College for School Leadership. Used with kind permission.

Page 14, Adaptation of Defying Disaffection. © Crown copyright 2003.

Page 14, Extract from Removing the barriers: Raising Achievement Levels for Minority Ethnic Pupils; Exploring good practice, 2002. © Crown copyright 2002.

Page 18, Extract from Greer, B. (2007) ‘The New Review’, The Independent on Sunday, 4th November 2007. Used with kind permission.

Pages 18 & 29, Extracts from Owusu, K. (2000) ‘Home is always elsewhere’, Black British Culture and Society, ed F. D’Aguiar, Routledge. Used with kind permission.

Page 18, Extract from Robson, D. (2007) Daily Express, November 24th 2007. Used with kind permission.

Page 20, Extract from Walking in my shoes: personal experiences of inequality in Britain, Cabinet Office, 2007. © Crown copyright 2007.

Page 21, Extract from Briers, S. (2007) Times Educational Supplement, 23 March 2007. Used with kind permission.

Page 31, Extract from The Reach Report: An independent report to Government on raising the aspirations and attainment of Black boys and young Black men. Crown copyright 2007.

Pages 31 & 37, Extract from Achievement of Black Caribbean pupils: Three Successful Primary Schools, Ofsted 2002 HMI447. © Crown copyright 2007.

Page 34, Graph from Fairness and freedom: the final report of the equalities review, Cabinet Office, 2007. © Crown copyright 2007.

Page 37, Extract from Cork, L. (2005) Supporting Black Pupils and Parents: Understanding and improving home-school relations, Routledge. Used with kind permission.

Page 44, Extract from Raising the Attainment of Minority Ethnic Pupils Ofsted, 1999. © Crown copyright 1999.

Page 46, Image of Code of practice for Supplementary Schools, ContinYou. © ContinYou 2007. Used with kind permission.

Page 47, Adaptation from Appiah, L. (2002) 'London Schools and the black Child: towards a vision of excellence', Multicultural Teaching Journal (MCT), Vol 20, No.3. © Trentham Books 2002. Used with kind permission.

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Audience: Headteachers, teachers and practitioners at Foundation Stage, Key Stage and Kay Stage 2. Date of issue: 03-2008

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