BME/EAL/GRT and Self Evaluation

Raising the Achievement of all pupils with a specific focus on Black and Minority Ethnic Pupils (BME/EAL/GRT learners)

BME/EAL/GRT and Self Evaluation

Achievement of Pupils – 1

Question Prompts:

What are the main characteristics of your school and community?

What processes are in place to ascertain characteristics of your school and your local community?
Are these shared whole school?

Are there specific issues, which may impact on the attainment of learners within your school (e.g. mobility, socio-economic background, isolation)?
Have equality objectives been set for particular groups of children?

Achievement of Pupils – 2

Question Prompts:

Pupils’ attainment

The quality of pupils’ learning and their progress
Charting the progress of mid-phase new arrivals /

Is there awareness of differences in attainment and progress of particular learners? How well do learners make progress relative to their starting points, using contextual value added and other value added measures? Are there particular groups who could be doing better, regardless of the size of group?

To what extent is data used to make improvements?

What policies and procedures are in place to provide data tracking and analysis across a range of subjects taking account of trends data for previous 3 years, with a focus on particular vulnerable BME groups/individuals?

What procedures are in place to chart the progress of mid-phase new arrivals?

Inadequate / Requires improvement / Good / Outstanding
% BME including GRT/EAL known but no tracking of achievement, no knowledge of BME CYP, e.g. ethnic origin, home/community language, religion, participation in community language classes / % BME including GRT/EAL and tracking embedded in school data but not analysed by EM group / % BME including GRT/EAL included in tracking and analysis in place to show value added. There is an accurate picture of progress and attainment across all years. / Attainment from previous school or educational background included in analysis
Processes in place to ascertain characteristics of EAL/EM learners
School staff have limited experience of tracking and analysing BME data and no ready access to existing data / School staff have opportunities to track and analyse data and have ready access to existing data / School staff are confident in tracking and analysing data and setting appropriate narrowing the gap targets for BME CYP / Senior management and governors co-operate to use tracking and analysis to set targets to raise standards in En, Ma and across curriculum for all BME CYP
The leadership team provides attainment and value added data as required for LA and DfES but this is not used to make improvements for CYP / Achievement data is collected and analysed using a range of indicators, e.g. ethnicity, gender, first language, FSM (school census data) / The leadership team compares and analyses trends against LA and national BME attainment data, in relation to subjects, key stages, year groups or classes and ensures that targeted action is taken as a result. / School compares attainment and value added trends against schools of similar ethnic composition
Inadequate / Requires improvement / Good / Outstanding
School (including school with isolated bilingual learners) does not have robust systems or procedures to analyse achievement at individual and BME group level / School is beginning to use data to inform judgements on standards noting patterns across school in CYP achievement. Analysis of assessment outcomes begins to provide useful information about individuals and groups of CYP / Pupil tracking and analysis used effectively to set targets for individuals, year groups, classes and BME cohorts / Specific and targeted action to promote highest attainment of all CYP (identified at risk of underachievement)
Little work on staff realising that achievement of different BME groups is a crucial part of theschools’ equality strategy, within the wider equalities strategy / Staff aware that making provision to tackle underachievement is crucial part of equality strategy / School has developed a range of strategies to tackle any identified underachievement / Achievement of BME CYP and celebration of success in addressing any underachievement is a critical part of head teacher’s report to parents and governors in discussing school’s race equality strategy

Behaviour and safety – 1

Question Prompts:

The extent to which the pupils feel safe

How does the school reflect culturally diverse aspects of personal development?

Do learners feel safe from all forms of prejudice?

(age/SEN/disability/race/gender/sexual orientation/faith)

To what extent does the school address prejudice incidents?

How do you raise awareness of the implementation of the equalities strategy to pupils/staff/parents/carers?

Inadequate / Requires improvement / Good /

Outstanding

Prejudice driven incidentsare not specifically logged or monitored / Prejudicedriven incidents, may be dealt with appropriately and reported to the Ethnic Minority Achievement Service (EMTAS), but without reference to school systems / Clear procedures are in place to deal with Prejudice driven incidents, i.e. routinely logged, analysed and reported to EMTAS / School works with CYP on planned activities that challenge prejudice, including analysis of incidents in school. There is whole school awareness and collaborative working with CPD
Victims receive no support and there is no parental involvement / Some follow up to Prejudicedriven Incidents for victims, but with short term support only / School systems in place to support victims including peer & cross cultural counselling/involvement of youth councils / In addition school proactive in tackling consequences of Prejudice driven incidents, e.g. work with perpetrators and victims together
Processes, attitudes and behaviour contributing to witting or unwitting prejudice in school or local community might easily go unchecked / Staff are aware of processes, attitudes and behaviour contributing to prejudice but no systems to tackle across school / School has developed system to tackle prejudice (including unwitting prejudice) / School staff and governors work proactively to tackle prejudicein school and community
No focus on preparing all children for life in diverse society and tackling prejudice, in school improvement plan / School’s commitment to preparing all CYP for life in diverse society is made clear in school prospectus, staff handbook, school improvement plan, displays, at school meetings / Issues of isolated learners, service families and other turbulence/mobility issues addressed. Impact of preparing all children for life in diverse society and tackling prejudice / Strong impact of improvement plan on preparing all children for life in diverse society and tackling prejudice

Behaviour and safety – 2: how well are pupils doing, taking

account of any variation?

Question Prompts:

The extent to which pupils contribute to the school and to the wider community

Pupils’ attendance /

To what extent does the school know and value the backgrounds of its pupils and celebrate diversity throughout the school?
How does this knowledge impact on admissions/attendance/exclusions and therefore involvement in the school and community?

Inadequate / Requires improvement / Good / Outstanding
No recognised ways within school which children and young people can use to make views known (e.g. pupil attitude survey, group discussions) / Children and young people can voice attitudes and opinions including on ethnic minority achievement and race issues / Children and young people have representation on matters of ethnic minority achievement and race and other issues. / Children and young people have impact on decision making on issues of ethnic minority achievement and race, with feedback to all
Children and young people listened to on individual basis only / Children and young people listened to wherever appropriate and patterns established and analysed / School acts on analysis of views expressed / School anticipates needs where possible on basis of analysis and makes provision accordingly
No monitoring of attendance by ethnicity and language / Monitoring of attendance by ethnicity and language takes place, but there is no analysis action taken where necessary / The school acts on the analysis of attendance data by ethnicity and by language / The school works with the community to reduce the barriers which impact on attendance

Spiritual, moral, social and cultural development

Question Prompts:

The extent of pupils’ spiritual, moral, social and cultural
development /

How does the school reflect culturally diverse aspects of personal development?

To what extent do all pupils have an understanding and an appreciation of the wide range of cultural influences which have shaped their own heritage?

To what extent has the school developed their pupils’ understanding of religious, ethnic and socio-economic characteristics of their community in a local, national and global context?
To what extent is the curriculum culturally sensitive and does it provide opportunities for pupils to discuss issues of difference and diversity?

Inadequate / Requires improvement / Good / Outstanding
School does not consider importance of culturally diverse aspects of personal development and well being, e.g. culturally diverse healthy foods or barriers to healthy lifestyle, e.g. same sex swimming / School offers some diverse aspects of personal development and well being and encourages a range of diverse options in curriculum / School offers a wide range of diverse curricular options across school and community / School celebrates success in incorporating a wide variety of diverse curricular options across school and community
The school does not effectively ensure that health, safety, spiritual, moral, social and cultural issues are addressed appropriately within the curriculum, taking into account diversity in its community / The school is aware of areas of sensitivity within the curriculum for its diverse community and attempts to make inclusive plans,
e.g. social and religious education within a flexible curriculum / The school makes effective links with local community groups in order to promote an appropriate curriculum / The school has excellent links with local community groups and makes use of their knowledge in order to teach effectively in matters concerning the health, safety, spiritual, moral, social and cultural issues
e.g. providing a quiet space for prayer

Quality of teaching and learning – 1

How effective is the provision? /

Question Prompts:

The quality of teaching
The use of assessment to support learning /

How well does teaching promote learning, progress and enjoyment for C & YP from all ethnic backgrounds including Travellers, refugees and pupils with EAL?
How well is assessment used to meet the needs of mid phase new arrivals/advanced learners of EAL and GRT pupils?
To what extent are school staff clear on the differences between SEN/EAL/missed schooling?

Inadequate / Requires improvement / Good / Outstanding
Allocation of children and young people to groups is not done appropriately e.g. taking into account prior learning rather than level of English / Principles of equitable placement are understood and implemented by some members of staff and governors / All children and young people are placed in groups or sets appropriately. / Staff are aware of and contribute to principles Children and young people are aware of and can contribute to principles of equity in placement and actively work to raise aspirations
School staff have little or no knowledge of the bilingual skills of children and young people and do not see the relevance of these skills / Bilingual activities occur occasionally where possible / Language is recognised as an important part of identity. Bilingualism and multilingual skills are celebrated by the school. There are enhanced opportunities for speaking and listening with effective models of spoken and written language.
Teachers have high expectations for GRT and EAL learners and ensure they are engaged in active learning and assessment.
BME, including GRT/EAL pupils’ own interest and learning styles are valued and used to develop a personalised learning experience / The school maximizes the opportunities for speaking and listening to support literacy development, utilizing bilingual strategies for teaching and learning in the classroom, where possible.
Staff consult with pupils about what helps them learn effectively.

Inadequate

Requires improvement

Good

/ Outstanding
Assessment methods do not take into account the need for cultural sensitivity or suitability / Attempts are made to modify cultural bias in tests / Assessment methods are regularly checked for cultural bias / All assessment methods are scrutinised, refined and developed to maximise access and remove cultural bias
The school does not use the EMTAS ‘Stages of Language Acquisition’ (linked to QCA ‘A Language in Common’ guidelines) to assess bilingual children and young people’s curriculum levels or involve any specialist or trained staff in assessment. Target setting /interventions not in place. / Some teachers and/or specialist staff use the QCA ‘A Language in Common’ guidelines to assess bilingual children and young people’s curriculum levels. Afl and APP resources are used alongside ‘A language in Common’ / All teachers are aware of and use QCA’s ‘A Language in Common’ guidelines in assessing early stage bilingual learners. Use is made of all available additional information such as prior learning, community language fluency and length of UK schooling. Afl and APP resources are used effectively to raise attainment. Individual targets are set, including targets for GRT and EAL advanced learners. Progress is rigorously monitored, gaps in learning identified, and interventions are put in place where necessary and impact evaluated. / SMT makes effective provision for ensuring pupil profiles are accurate and up to date.
Teaching does not take into account the needs of children and young people from different ethnic groups, e.g. .EAL needs including the needs of Advanced Bilingual Learners, preferred learning styles / Some staff are aware of a range of inclusive teaching strategies. Some staff adapt teaching styles to suit different learning styles. / The school ensures that teachers are trained in inclusive strategies to support bilingual children and young people’s language development and learning / SMT ensures that schemes of work and lesson plans enable teachers to meet the diverse language and learning needs of all pupils. Expectations of all children and young people are consistently high across the school
The school has no-one with any knowledge of effective approaches in English as an additional language / SMT is aware of the need to plan for curriculum and inclusion. / The school actively trains and reviews training needs of all teachers in supporting bilingual children and young people / School staff actively research and share good practice in teaching EAL
School has a named EAL co-ordinator

Quality of teaching and learning - 2

How effective is the provision?

Question Prompts:

The extent to which the curriculum meets pupils’ needs including, where relevant, through partnerships / How relevant is the curriculum, to the needs of BME individuals and groups of pupils, including Travellers, and what is the impact on outcomes ( behaviour, spiritual, moral, social and cultural development)?

Has consideration been given to the curriculum from the pupils’ perspective in terms of its design, range and depth?
To what extent does the long, medium and short term curriculum planning build systematically upon pupils’ prior experience and look ahead to the next stage?
Does the school provide the curriculum to which the pupils are entitled?

Inadequate / Requires improvement / Good / Outstanding
Curriculum planning takes no account of ethnicity, language and prior learning / Staff take some account of ethnicity, language and prior learning when planning the curriculum / Curriculum planning routinely takes account of the ethnicity, language and prior learning providing opportunities for addressing issues of stereotyping and prejudice related bullying / Issues of ethnicity, language and prior learning are embedded in curriculum planning which takes account of parents’ and governors’ involvement
Curriculum monitoring takes no account of effectiveness for different ethnic groups nor prepares all children and young people for life in a diverse society / Curriculum monitoring takes some account of effectiveness for different ethnic groups and to some extent prepares all children and young people for life in a diverse society / School staff monitor the effectiveness and appropriateness of the curriculum for children and young people from all ethnic groups and prepares all children and young people for life in a diverse society / The school involves children and young people in reviewing and evaluating curriculum relevance and monitors the appropriateness of the curriculum

Engagement with parents– 1