Agenda Item 3(b)

ACHIEVEMENT OF MINORITY ETHNIC PUPILS IN HERTFORDSHIRE

-This data on pupil achievement has been prepared using from Pupil Level Annual School Census (PLASC) ethnicity data as reported by schools.

-Hertfordshire minority ethnic communities are small and year to year variations must be viewed with considerable caution. This is particularly the case for exclusion data.

-2005 Data on achievement of Traveller heritage pupils is forthcoming.

-In Hertfordshire schools some 110 languages other than English are represented.

-The achievement of Black Caribbean, Bangladeshi and Pakistani and Traveller heritage groups continue to be of concern, both nationally and locally.

-The relation between gender and achievement is complex and not consistent for all Key Stages, curriculum areas and groups.

-The progress of bilingual pupils learning with English as an additional language (EAL) is most evident in Key Stages 3 and 4.

KEY STAGE 1 [1998/99 – 2004/05]

Table 1

Summer 2005 Key Stage 1% of pupils reaching Level 2+ Reading/Writing/Maths

Fig. 1

1998/99 / 1999/00 / 2000/01 / 2001/02 / 2002/03 / 2003/04 / 2004/05 / No. of pupils
04 -05

Bangladeshi

/ 68/66/77 / 65/70/81 / 70/70/79 / 71/72/74 / 76/71/82 / 79/75/81 / 66/65/77 / 86
Black African / 89/87/89 / 91/94/91 / 83/80/83 / 82/77/92 / 82/81/90 / 87/84/87 / 88/81/88 / 144
Black Caribbean / 74/70/75 / 81/85/89 / 82/81/88 / 90//84/84 / 90/83/90 / 90/84/94 / 80/73/84 / 55
Chinese / 90/88/95 / 94/94/100 / 87/89/100 / 96/96/98 / 96/93/98 / 95/95/95 / 95/93/98 / 40
Indian / 88/85/89 / 92/94/94 / 90/95/98 / 93/92/90 / 93/95/94 / 97/97/99 / 93/90/95 / 176
Pakistani / 69/64/64 / 68/66/75 / 76/81/85 / 72/73/78 / 74/68/90 / 73/68/81 / 79/73/83 / 187
Hertfordshire / 84/84/88 / 85/86/92 / 86/86/92 / 87/86/92 / 88/85/93 / 89/86/92 / 89/86/93 / 12347
White (UK) / 86/85/90 / 86/87/93 / 87/87/92 / 88/87/93 / 88/86/93 / 89/86/92 / 10011
  • Whereas in previous years there was an improving trend for Bangladeshi and Pakistani pupils, data for 2005 shows that this has not been sustained in the case of Bangladeshi pupils. However note group size.
  • The trend for Pakistani pupils has been sustained with continuing substantial improvements in 2005. The gap between this group and the average for Hertfordshire is closing significantly in reading and Maths
  • Although Black Caribbean pupils had performed above the Hertfordshire average for the previous three years, the 2005 cohort performed well below the Hertfordshire average. Black African pupils performed slightly below the CSF average. However note group size.
  • Chinese and Indian origin pupils continued to perform well above the CSF average.

KEY STAGE 2 [1998/99 - 2005]

Table 2

Summer 2005- Key Stage 2% of pupils reaching Level 4+ English/Maths

1998/99 / 1999/00 / 2000/01 / 2001/02 / 2002/03 / 2003/04 / 2004/05 / 2005
(CSF
targets) / No. of pupils 04 - 05
Bangladeshi / 63/60 / 61/62 / 67/64 / 68/67 / 78/60 / 77/64 / 77/79 / 76/65 / 70
Black African / 77/77 / 87/70 / 94/84 / 84/80 / 81/78 / 85/73 / 72/65 / 147
Black Caribbean / 62/58 / 74/65 / 80/71 / 74/62 / 69/67 / 75/71 / 74/62 / 86/76 / 82
Chinese / 83/94 / 92/95 / 94/100 / 84/93 / 86/88 / 90/94 / 88/98 / 43
Indian / 87/88 / 90/82 / 86/84 / 86/85 / 89/87 / 89/88 / 90/89 / 187
Pakistani / 55/47 / 61/55 / 59/52 / 68/67 / 54/50 / 65/51 / 72/60 / 76/70 / 160
Hertfordshire / 77/75 / 81/76 / 80/76 / 81/79 / 90/76 / 83/79 / 83/80 / 90/88 / 12096
White (UK) / 78/76 / 81/77 / 80/75 / 82/79 / 81/77 / 82/78 / 10512
  • Chinese and Indian pupils preformed at well above the CSF average
  • Black Caribbean, Black African and Pakistani pupils performed significantly below the CSF average
  • Bangladeshi pupils performed at 4% below CSF average which, given their starting point, represents a significant closing of the gap between this group and the CSF average. The figures for Bangladeshi pupils show they exceeded CSF targetsfor this group
  • The performance of Black Caribbean, Black African and Pakistani groups was significantly lower in Maths than in English

KEY STAGE 3 [2002/03 – 2004/05]

Table 3

Summer 2005 Key Stage 3 % of pupils reaching Level 5+ English/Maths

2002/03 / 2003/04 / 2004/05 / 2005 CSF targets / No. of Pupils
04 - 05
Bangladeshi / 59/58 / 58/62 / 73/72 / 69/68 / 57
Black African / 74/68 / 80/70 / 75/68 / 91
Black Caribbean / 51/58 / 70/68 / 74/70 / 62/75 / 74
Chinese / 85/95 / 83/98 / 90/94 / 60
Indian / 91/90 / 89/91 / 89/89 / 177
Pakistani / 63/59 / 62/62 / 79/67 / 69/62 / 125
Hertfordshire / 73/76 / 79/78 / 81/80 / 80/82 / 10846
White (UK) / 74/77 / 77/79 / 8813

NBEthnicity data has been collected and analysed for Key Stage 3 since summer 2003 only

  • All groups with the exception of the Black African group,maintained or improved their performance compared with the two previous years.
  • The gains made by Bangladeshi and Pakistani pupils are particularly significant.
  • The gain made by the Black Caribbean group over two years is also significant. However this group continue to perform below the CSF average.
  • Bangladeshi, Pakistani and Black Caribbean groups exceeded their respective CSF targets. However note group size.
  • Chinese and Indian pupils performed above CSF average
  • The performance of Pakistani pupils in Maths was substantially lower than in English

KEY STAGE 4 [1999/00 – 2004/05]

Table 4

Key Stage 4 2005 – GCSE % of pupils achieving 5+ A* - C (Including English & Maths)

1999 / 2000 / 2001 / 2002 / 2003 / 2004 / 2005 / No. of pupils
04 - 05
Bangladeshi / 31% / 41% / 55% / 46% / 45% / 59% / 49% / 71
Black African / 56% / 57% / 56% / 58% / 55% / 55% / 62% / 103
Black-Caribbean / 3% / 29% / 30% / 43% / 39% / 41% / 43% / 80
Chinese / 86% / 78% / 77% / 87% / 81% / 80% / 75% / 63
Indian / 75% / 75% / 78% / 79% / 79% / 75% / 83% / 179
Pakistani / 40% / 39% / 45% / 47% / 39% / 49% / 47% / 112
Travellers / 100% / 50% / 33% / 0% / 5
White-British / 53% / 56% / 58% / 62% / 59% / 52% / 61% / 10160
White-Italian / 61% / 55% / 67% / 52
White-Turkish / 5% / 60% / 48% / 21
Hertfordshire/LA / 55% / 55.5 / 56% / 56% / 58% / 58% / 61% / 12712
  • Chinese, Indian, Italian and Black African heritage groups performed above the CSF average
  • Black Caribbean pupils and Pakistani pupils performed well below the CSF average
  • Bangladeshi pupils did not maintain the striking progress made over the previous 6 year period
  • Although Chinese pupils remain a high performing group, progress of the2005 cohort was below expectation.

Performance across key stages

  • In 2005 the overall performance of Indian, Chinese and White Irish heritage pupils has been above CSF average across all key stages, with the Indian cohort achieving highest at Key Stage 4.
  • Groups who achieved below CSF average across all key stages include Bangladeshi, Caribbean, Pakistani and African heritage pupils.
  • At Key Stage 4 the achievement gap was least significant for African heritage pupils but Caribbean heritage pupils had the widest achievement gap.

Progress by cohorts (matched data)

  • This year data is available to track the progress of groups within the KS1 cohort of 1999 through to Key Stage 3 in 2005. In this particular cohort the Indian and Chinese groups have maintained their rate of progress which the African heritage pupils have steadily dropped from starting at above CSF average levels at Key Stage1 to 6% below it at Key Stage 3. Trends for Caribbean, Bangladeshi and Pakistani groups show overall progress Key Stage 3 in 2005.

Permanent Exclusion

TABLE 5

HERTFORDSHIRE EXCLUSION AND ETHNICITY

2002-03 / 2003-04 / 2004-05 / 2004-05
% / % / % / No’s
HCC / 0.14 / 0.16 / 0.17 / 261
Bangladeshi / 0.00 / 0.00 / 0.31 / 3
Black African / 0.11 / 0.21 / 0.24 / 3
Black Caribbean / 0.52 / 0.35 / 0.22 / 2
Chinese / 0.00 / 0.17 / 0.00 / 0
Indian / 0.00 / 0.10 / 0.00 / 0
Pakistani / 0.16 / 0.06 / 0.05 / 1
White UK / 0.15 / 0.16 / 0.15 / 188
  • In 2005 Exclusion rates in Hertfordshire were above CSF average for Bangladeshi, African and Caribbean groups.
  • Data on exclusion rates across CSF is complex. Since 2003 the overall rate of exclusions have dropped significantly for Caribbean heritage pupils. This trend is evident to a lesser degree for Pakistani, Indian and Chinese groups too.
  • A significant rise is evident in the rate of exclusions for Bangladeshi pupils during 2005.

AIMING HIGH

Key extracts

“Research by the Department, Ofsted and the Runneymede Trust has shown that schools which achieve successful outcomes for their minority ethnic pupils are characterised by certain principles.

  • Strong leadership: The headteacher and senior teachers lead an effective strategy that is applied across the whole school
  • Effective teaching and learning: Lessons are planned and delivered as effectively as possible, with support provided for bilingual pupils. And teachers are able to reflect the cultures and identities of the communities represented in the school in their lessons
  • High expectations: Every pupil is expected and encouraged to achieve their potential by teachers and parents. These expectations are underpinned by the practical use of data and monitoring. Policies and exam results are monitored for their effect on particular groups of pupils to pinpoint and tackle underperformance
  • Ethos of respect with a clear approach to racism and bad behaviour: There is a strong ethos and culture of mutual respect where pupils are able to have their voices heard. There are clear and consistent approaches to bad behaviour, bullying and tackling racism across the whole school with a focus on prevention
  • Parental involvement: Parents and the wider community are positively encouraged to play a full part in the life and development of the school.”

“We also recognise that some minority ethnic pupils have particular needs which schools have a responsibility to meet. Section three sets out specific proposals for:

  • meeting the needs of bilingual learns
  • raising the achievement of African Caribbean pupils
  • supporting schools to support mobile pupils more effectively.”

“Our vision is simple: real equality of opportunity and the highest possible standards for all pupils in all schools. We have argued the case here for seeing the needs of minority ethnic pupils as an integral part of all mainstream policies and programmes, rather than simply an add-on.”

Implications:

  • Link to whole school strategies and ‘school effectiveness’.
  • Continuation of targeted work with:

-African Caribbean pupils [MECSS African Caribbean Project team]

-Bilingual pupils [through consultancy work]

-Supporting – parental involvement [through MECSS family learning team]

CSF PLAN 2005-2008

Please note: detail is to be found in operational plans

LSE10

Tackle underachievement [performance of pupils or schools through a programme of support] challenge and intervention.

LSE 13

Develop family learning and the involvement of parents and carers in early years, schools and other educational settings.

PE7

Confront and manage bullying and harassment by supporting and working with schools, children, young people and families.

1

3b comparison of herts achievement