Presentation on theme: "RAISING THE ACHIEVEMENT OF PUPILS WITH EAL:"— Presentation transcript:
1RAISING THE ACHIEVEMENT OF PUPILS WITH EAL: GOOD PRACTICE IN LAMBETH SCHOOLSFeyisa DemieAdviser for School Self-Evaluation andHead of Research & Statistics Unit, Lambeth LAAmanda Bellsham-Revell – EAL ConsultantEAL National ConferenceInstitute of Education, University of London13th March 2013
2Outline Background to Lambeth good practice research The aim of Lambeth ResearchResearch MethodologySuccessful practice5. ConclusionsGood Afternoon every one.I am really pleased to address the conference and delighted that so many of you have able to join us the conference. This research work was carried out by myself, Kirstin Lewis (Teaching and Learning Consultant),Our presentation challenges negative media image of ethnic minorities achievement and focus about the difference in school experience of those who succeeded. It focuses on schools which provide an environment in which all pupils flourish. It is about what works in raising achievement of all pupils. Our research findings will shows how low achievement can be broken and how African, Black Caribbean, white British, Mixed race children can overcome the challenge they face.OutlinePrevious Research on Raising Achievement: Strength and WeaknessesPortuguese Achievement: Concerns and issuesAims and Research MethodologyAchievement in the case study schools: All Local Authority (LA) schoolsCase Study schoolsReasons for improvement and success factorsConclusions and Policy Implications
3Why English as an Additional Language (EAL) Matters Why English as an Additional Language (EAL) Matters? Policy makers’ concernsThere is a growing bilingual population in England and it has increased by 50% since 1997.The 2012 Schools Census indicated there are over 1 million EAL pupils in England. This is about 15% of the school population (DfE, 2012)Over 200 languages are spoken in England’s schoolsBut EAL is very unevenly distributed in England- across the country the range is from 4% in the South West to 52% in inner London
4EAL Achievement Concerns A number of individual research studies have explored the relationship between EAL and attainment. For example Demie 2005; Demie and Strand 2006 analysis of a large sample of KS1, KS2 and GCSE data suggests that pupils who spoke English as an additional language scored significantly lower than those who spoke English as their first language. The studies confirm that pupils in the early stages of fluency perform at very low levels, while bilingual pupils who are fully fluent in English perform better, on average, than English-only speakers.DfE Key Stage 1, 2 and 3 data also shows show that pupils for whom English is a first language consistently outperform their peers for whom English is an additional language in all three core subjects.Somali, Bangladeshi, Polish and Portuguese pupils who achieved poor results were more likely to be relatively new to English.Underachievement of EAL pupils, particularly those not fully fluent in English, continues to be a concern for policy makers and schools.
5Background to previous Lambeth Good Practice Research Lambeth Raising Achievement Research ProjectsRaising the Achievement of Black Caribbean Pupils-2003Raising the Achievement of Mobile Pupils-2004The Achievement of African Heritage Pupils-2006Raising the Achievement of Somali Pupils-2007 & 2008Raising the Achievement of Portuguese Pupils-2008Raising Achievement of White Working Class Pupils- 2008/2009Raising Achievement: A study of Outstanding Schools- 2010Raising Achievement of Pupils with EAL /12Much of the previous research has focused on issues of EAL underachievement.The emphasis on underachievement of pupils in national research overshadows those who do achieve and has resulted in EAL pupils being labelled as educational underachievers.Policy makers and schools need more evidence ‘on what works’ which is relevant to teachers’ practical concerns.However, there is little research into good practice in schools to raise achievement of EAL pupils.
6Research Questions The aim of the Research The aim of the EAL research project was to investigate how schools have enabled pupils with EAL to achieve high standards and to identify significant common themes for success in raising achievement.It draws lessons from good practice research carried out in Lambeth Schools2. Research QuestionsWhy are the case study schools achieving well?What are the factors contributing to this success?
7Research Methodology Case studies and observations: Six primary and three secondary schools were selected for case studies. Key criteria for the selection of schools were as follows:an above-average proportion of students with EAL .exceptionally good results, high standards and a sustained KS1 to KS2 and GCSE improvement over yearsGood KS2 and KS4 achievement by students with EALA detailed questionnaire was used to interview headteachers, staff, parents and pupils to gather evidence on the experience of children with EAL in the school2. Focus groups: Headteacher, parent and pupil focus groups were carried out to ascertain their views about their experiences in the school.
8Successful EAL Good Practice in case study schools in Lambeth Key question: What are the factors that contribute to this success of pupils with EAL?The research identified the following common characteristics of the successful schools:Strong leadershipOverview of ethnic minority achievement held by senior leadersWhole school ethos recognising and embracing an understanding of EALpedagogy and practice which promotes learning for all pupilsEffective EAL strategies integral to high quality teaching and learningEffective use of dataPartnership with parentsCelebration of cultural diversityWell coordinated EAL targeted support through extensive use of:EAL teachersTeaching assistantsLearning mentors
9Success factors: Strong and inspirational leadership All schools demonstrate ‘outstanding’ leadership by the headteacher and senior management teams. Each is supported by a committed team of teachers. Leaders are described as ‘inspirational’ and ‘visionary’. Each has a strong moral drive for pupils to succeed whatever their background. One Headteacher commented:'Whatever backgrounds the children come from, we want to ensure they succeed. All pupils are given the opportunity'.'We aim to ensure the cultural and linguistic heritages of pupils are welcomed and valued within the school curriculum.'‘We are very good in using data and monitoring progress and this has been useful in identifying pupils with EAL who are underachieving.’‘We are mindful that EAL children are not seen as SEN pupils. There is a well established system in the school to differentiate between EAL and SEN pupils using staff highly trained in assessment.’A strong culture of self-evaluation pervades all areas of the schoolFocus on high standards and the needs of the individual childThe views of pupils, parents are sought regularly, are much valued and used to inform worthwhile changes.There is a high commitment to ensuring that pupils with EAL are included in all activities and the care and concern for all pupils is of a high priority.
10Success factors: Effective use of data for self-evaluation Data is used as a driving force to raise standards. All schools have high quality assessment and tracking, target setting procedures for individuals and groups.Background data such as ethnicity, language spoken, EAL level of fluency in English, date of admission, attendance rate, free school meals, SEN stage, , years in school, attendance rate and types of support are well used. This was further confirmed in one case study school as follows:‘The school has a good system for assessing and mapping the progress of pupils with EAL at individual and group level. A wide range of data on English levels of fluency and National Curriculum levels are analysed by ethnicity, levels of fluency in English and gender, enabling the school to identify support needs and organise the deployment of resources appropriately, whether for pupils with EAL or underachieving groups.’ (deputy head)Use robust data from a range of tests and assessments e.g. CATs, KS2, KS3 and GCSE assessment data to set targets/ appropriate lessonsData is used to decide priorities- planning, reviewing activities including resourcing priorities, school improvement priorities, monitoring, evaluating, reviewing effectiveness of initiatives and strategies:‘Data should be used as a lever for change. We are a school that is effective in the use of data, is responsive, and able to act on what data tells us.’ (Headteacher)
11Success factors: School ethos Each school has a different model of teaching for their children with EAL, but all have a holistic approach and shared vision, where every member of staff is a teacher of EAL, supported by those with specialist knowledge.It is integral rather than additional to the work of the schoolIt does not come under the umbrella of SEND
12Success factors: School ethos The interviews revealed this is a vision shared by staff, parents and children, that it is a conversation between all.‘The key thing about EAL is that it permeates everything we do. Itisn’t an add-on. It has to be part of the school culture …. theprovision for the pupils is the responsibility of everyone.’ (Senior leader)‘We always have a focus on language everywhere – all staff.’ (Teacher)‘…it’s consistent , we model and re-model everywhere in lessons andout in the playground.’ (Teaching assistant)‘We adjusted our curriculum map after listening to suggestions fromparents.’ (Teacher)
13Success factors: School ethos ‘We interact. If you want your child to learn then we need to worktogether .. as a team.’ (Parent)Children:‘She does it first on the board on a different subject so that we don’tcopy it and then we do it on our own.’‘Group work – every person has different ideas and that helps youmake your work better than if you did it by yourself’‘Your partner has words and knows the language and you put yourideas together and learn the language and become better.’‘They tell us the truth about our work. They don’t hide it.’
14Success factors: Teaching and learning ‘..it is not about EAL teaching but recognising that high quality teaching encompasses EAL strategies and practice.’Underpinned by:An understanding of EAL pedagogy and practice which is considered integral to high quality teaching by all.Role of training and its implementation to build sustainability.
15Success factors: Teaching and learning Withdrawal only for immediate needs of new arrivals or in time-limited programmes to address very specific needs.A school-tailored curriculum which is not only accessible to all but leads to them being ‘… enthused about their learning, seeing and doing rather than just listening.’Thorough information-gathering and assessment processes for new-arrivals and to inform teaching of content and language.Focus on English development in class and across the curriculum, both vocabulary and sentence structure.Emphasis on modelling, planned and scaffolded talk.Use of collaborative and active learning.Recognition and teaching of the different needs of new arrivals and the more advanced learners of English, of social and academic language.
16Success factors: Targeted support By EAL specialist teachers and teaching assistants.Partnership teachingInterventions:Identification of barrier to learning – language barrier or specific learning need determining nature of interventionEAL - specific programmesSubject-specific interventions adapted for an EAL contextPlanned to meet identified needs, time-limited and evaluated.Close liaison with class teachers to ensure meaningful context and application in classroom work.Use of first and shared languages
17Success factors: Partnership with parents Partnerships with parents is a key component of the schools’ success.All schoolshave strong links with parents and the communities - parents feel valued and respected by the school and describe it as ‘family’.reflect the local communities they serve, but also draw upon their knowledge and skills.enable parents to become active participants in their children's learningdeveloping partnerships, rather than ‘engagement’.
18Success factors: Partnership with parents ‘My school helps us use Fronter at home. When you’ve got homework, my mum looks to see what I’m learning at school so we can talk and if it’s hard she can help. The teachers put websites for to help you learn English and lists of free museums.’ (Child)‘The school involves parents very fruitfully, both as part of the community and in developing their children’s learning.’ (Ofsted)‘We have to be strong together to keep this school like this.’ (Parent)
19Conclusions Common characteristics of the successful schools: Strong leadershipOverview of ethnic minority achievement held by senior leadersWhole school ethos recognising and embracing an understanding of EAL pedagogy and practice which promotes learning for all pupilsEffective EAL strategies integral to high quality teaching and learningEffective use of dataPartnership with parentsCelebration of cultural diversityWell coordinated EAL targeted support