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Narrowing the gap for minority ethnic pupils recent findings from Ofsted. Mark Sims HMI 22 March 2010

Aims of the session. Are EAL learners narrowing the gap?The new inspection frameworkFindings from section 5 inspectionsFindings from Ofsted national surveysCurrent developments . Narrowing the gap. . Narrowing the gap ?. Attainment of pupils first language other than English" (Raiseonline 2009).

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Narrowing the gap for minority ethnic pupils recent findings from Ofsted. Mark Sims HMI 22 March 2010

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    1. Narrowing the gap for minority ethnic pupils – recent findings from Ofsted. Mark Sims HMI 22 March 2010

    2. Aims of the session

    3. Narrowing the gap

    4. Attainment of pupils “first language other than English” (Raiseonline 2009)

    5.

    6. The new inspection framework Summertime inspection judgement: emphasis on outcomes for individuals and groups of pupils Attainment The attainment of the oldest year group for which the school provides, up to the end of statutory schooling, as indicated by their test and examination results, and other evidence, taking account of: any important variations between groups of pupils, subjects and courses, and trends over time. The quality of pupils’ learning and their progress Any analysis of progress carried out by the school, including the progress made by different groups, particularly pupils with special educational needs and/or disabilities; looked after children; particular minority ethnic groups, including Gypsy, Roma and Travellers of Irish heritage; those who join the school other than at the normal date of admission; and those who are socially or economically disadvantaged.

    7. Additional Guidance for inspectors Inspecting equalities - Guidance for section 5 inspectors (090197) Ofsted, January 2010 English as an additional language – a briefing paper for section 5 inspectors  (090164) Ofsted, January 2010

    8. Findings from four recent section 5 inspection reports

    9. Context of schools Two primary; two secondary All 4 schools: barriers, challenges or advantages? High level of urban deprivation (free school meals well above average) Challenging home circumstances High mobility High percentage of diverse minority ethnic groups High EAL High proportion on SEN register

    10. Inspection Outcomes Outstanding overall effectiveness impact of leadership and management; high expectations; ethos tailored curriculum professional development consistency of approach quality of support and care can-do culture; high self esteem outstanding relationships; respect for each other effective tracking See also Ofsted Twelve outstanding secondary schools- excelling against the odds (080240) Ofsted 2009; Twenty outstanding primary schools - excelling against the odds (090170) Ofsted, 2009

    11. EAL: 1. extended language “stretch their developing language skills to think and learn at the highest levels.” (See Cummins 2010) “Staff skilfully unlock [EAL] learners’ potential” “Emphasis on promoting pupils’ English speaking skills.”

    12. EAL : 2. learning has meaning “Classrooms are hubs of enquiring youngsters supporting one another using their home language, talking with partners and researching information…“We don’t just sit on the carpet listening to the teacher. It’s our job to find things out.” “Writing activities are exciting and meaningful . They often link to visits and practical activities.”

    13. EAL: 3. Affirm identity “Pupils respect different religious beliefs and customs.” “Activities highlighted the diversity of languages spoken at the school.“ “[Pupils] supporting one another using their home language”

    14. EAL: 4. build on prior knowledge “Teachers give pupils plenty of opportunities to talk in their home language to secure understanding” “Teaching used both the students’ personal experiences and prior learning to teach key concepts prior to completion of their coursework”

    15. Summary of EAL findings “The strongest predictor for literacy attainment for bilingual pupils is literacy engagement.” (Cummins 2010) Four features of literacy engagement are: Scaffolding meaning Activate prior knowledge Affirm identity Extend language

    17. Twelve outstanding secondary schools Excelling against the odds (080240) Ofsted, 2009 Key Finding (page 6) “[The schools] prove constantly that disadvantage need not be a barrier to achievement, that speaking English as an additional language can support academic success and that schools really can be learning communities.”

    18. Case study : progress tracking “Emark is a spreadsheet ….to track the progress of groups and individuals and to ensure that no student becomes invisible….Emark is a valuable management tool in reviewing the impact of provision for… those with English as an additional language.” (page 25) (Challney Boys’ High School, Luton)

    19. Case study: focussed intervention Members of the EAL department monitor Year 7 for two weeks at the start of the year the feed their observations into the next school development meeting to inform decisions about planning. They introduce teachers to the relevant data and give very direct and personal feedback about students capabilities and particular needs (page 45) (Plashet School, Newham, London)

    20. Twenty outstanding primary schools Excelling against the odds (090170) Ofsted, 2009 Case study: involving children in the nursery curriculum The school has been developing ways the children can be involved in planning, for example children in the nursery are asked to reflect on their day… Digital photos of what is offered each day are put on to digital pens which are used to with electric photo frames to talk about the learning and help children plan their selection. These visual clues are particularly helpful to children speaking English as an additional language. (World’s End Infant and Nursery School, Birmingham)

    21. Case study: literacy skills “In relation to children who spoke English as an additional language the school needed to improve writing. The school incorporated scaffolding in developing a whole school language approach to the teaching of literacy. Speaking , listening and reading were planned to inform writing and cross curricular links were made “ (page 52) (Gateway Primary School, Westminster)

    23. Narrowing the gap in literacy: current national survey Survey conducted from 2008 to 2010. Report not yet published Looked for good practice across remits in Early Years, schools, adult settings Focus on groups : frees school meals; EAL, Looked after children Providers in challenging circumstances that are bucking the trend in outcomes for these groups

    24. TDA EAL Strategy Strategy for the development of the English as an additional language workforce in schools The TDA has commissioned the Institute of Education to advise them on the development of a national school workforce strategy foe EAL (October 2008 to October 2010) Consultation took place during summer 2009 The EAL Strategy was developed following the key findings in English as an additional language: an evaluation of pilot training courses (HMI 2649) Ofsted, 2006

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