Memorandum submitted by Saltley School,
Birmingham
PUPIL ACHIEVEMENT
1. GENERAL
We welcome the following, which have contributed
to improvement in pupil achievement.
— "Excellence in Cities"
funding which has extended opportunities for all pupils.
— "EMTAG funding"—through
which we have adapted a whole school approach.
These together with Birmingham LEA's funding
has enabled Saltey School to develop Teaching and Learning together
with Pupil Support mechanisms which have demonstrably raised pupil
achievement.
2. STRATEGIES
CONTRIBUTING TO
HIGHER PUPIL
ACHIEVEMENT
2.1 An appropriate curriculum with high
quality teaching and learning, we welcome the opportunities presented
by a more flexible 14-19 curriculum.
Particular successes are:
— Flexible pathways across the curriculum
for pupils of all abilities.
— Pupil grouping which allows progression
to higher levels according to individual progress.
— Timetabled flexible curriculum for
potentially disaffected pupils enhances GCSE success (Compact/ASDAN).
— Bi-lingualism and EAL used positively
in the classroom. A whole school approach necessary—e.g.
Drama focusing on the use of "formal speech" to improve
writing.
— Immersion in cultural aspects rather
than bolt on modules of "ethnic" material (see 2.4).
2.2 Raising Achievement Project (RAP)
Initially funded by SRB, now by NOF.
| Extended study: |
three evenings 5pm-7pm; and |
| Saturday morning from 10am-12 noon.
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This provides an environment for study and access to ICT
facilities, which many pupils do not have at home.
2.3 Teaching and Learning Centre (TLC)
Initially funded by Pupil Learning Credits and working in
conjunction with EiC Learning Mentors, the TLC offers temporary
full and part-time support to pupils who are not coping with mainstream
classes. As part of our inclusion strategy this includes individualised
programmes of Behaviour Support, Literacy booster work, Self-esteem
development and Anger management.
2.4 Staff Profile
The school celebrates its ethnic diversity. Anti-Racists
policies need to be lived. Tolerance needs to be replaced by embrace.
The school staff has become multi-ethnic and acts an inspirational
role model to pupils.
3. CHALLENGES TO
PUPIL ACHIEVEMENT
3.1 Teacher Recruitment
Urban schools are experiencing difficulty in recruiting appropriate
teachers. Inner city schools are particularly hard hit.
3.2 League Tables and PANDA benchmark groups—which
are simplistic and do not take multiple factors into account.
For example, Saltley is in a ward where 7% go to selective schools.
We are compared to comprehensive schools. Saltley has 65% boys.
We are compared to schools with "balanced" intakes.
We welcome the moves to "Value Added Progress Measures"
but continuing work in this area is vital.
3.3 Urban Culture
The effects and stresses of urban life are frequently evident.
Poverty, street crime, drugs and violence are the daily experiences
of many of our youngsters. Juxtaposed with a school culture of
order and achievement, education can be a bewildering experience.
Some parents need support in developing their skills.
Adolescent confusion is caught in the headlights between
"Phil Mitchell" and "Friday prayers", "Fame
Academy or French homework?" is the reality. The issue is
one of cultural location rather than viewing choice!
3.4 Attendance
We have clear evidence that pupils with high attendance rates
achieve beyond our (high) expectations.
The extent to which parents value education, together with
their own experience of education, has an important bearing on
the attendance rates of their children.
Poor attendance can signal disengagement or family stress,
both can result in under-achievement.
Investment in "Good Attendance Strategies" is very
important at Saltley.
3.5 Social Class, Poverty and Ethnicity
Often judgements about the above factors are viewed in isolation.
There are many inter-relationships between these issues, which
together with gender, need further research to enable high focus
intervention.
80% of young people's lives is spent outside school but it
is school which is central and which tries to make sense of these
complexities through values of order, inspiration and achievement.
April 2003
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