1. CLOSING THE GAPS – REDUCING INEQUALITIES IN OUTCOMES FOR CHILDREN AND YOUNG PEOPLE BIRMINGHAM ACHIEVEMENT GROUP SEMINAR DECEMBER 2008 JOHN HILL RESEARCH & STATISTICS

2. BIRMINGHAM CONTEXT –1 million population –256,000 children & young people –180,000 school age –30% Black and minority ethnic (55% of children) –23% Under 16 –30% lone parent –30% under 15 – where no adults work –2,200 Children in Care

3. Well-being Educational achievement is just one element of the outcomes for children and young people identified by Every Child Matters. We are building-up an evidence base on how children and young people from different groups are doing on all ECM outcome areas: Enjoying and Achieving Staying Safe Being Healthy Making a positive contribution Achieving economic well-being

4. Further Information Birmingham’s Examination and Assessment Results 2008 www.bgfl.org/perform In LA Data, LA Standards Children’s well-being survey group analysis www.brighterfutures.bham.org.uk

10. Comparison of ethnic group profile of current Y10 pupils and current Year 1 Pupils

13. Black Caribbean Pupil Density Map

14. Pakistani Pupil Density Map

15. White – Eligible for FSM Pupil Density Map

16. ATTAINMENT TRENDS AT EACH KEY STAGE

17. AgeStageYearAssessment 3-4Early Years Foundation Stage 4-5 Reception Teacher assessments in Communication,Language,literacy;mathematics; Personal,social,emotional development;physical development;creative development; knowledge and understanding of the world. 5-6Key Stage 1 Year 1 6-7 Year 2Teacher assessments in English, maths and science 7-8Key Stage 2 Year 3 8-9 Year 4 9-10 Year 5 10-11 Year 6National tests in English, maths and science 11-12Key Stage 3 Year 7 12-13 Year 8 13-14 Year 9National tests in English, maths and science 14-15Key Stage 4 Year 10Some children take GCSEs 15-16 Year 11Most children take GCSEs or other national qualifications 16-18 Post-16A level qualifications or vocational qualifications

18. Groups at risk of underachieving Analysis of educational performance data in Birmingham identified inequalities in educational outcomes for some pupil groups. In particular: –African/Caribbean children –White/Black Caribbean children –Bangladeshi children –Pakistani children –Children from disadvantaged backgrounds –Looked after children –Children with disabilities/special needs Boys performance is generally below that of girls at each Key Stage. Changes in the City’s demographics, particularly new and emerging communities, mean that groups at risk of underachieving are not static. The City’s achievement programmes were set-up to raise standards and reduce these inequalities.

35. SUMMARY (EDUCATIONAL ACHIEVEMENT) Compared to the national average, attainment on entry to school in Birmingham is much lower. More children in Birmingham have English as an additional language and more children in Birmingham are economically disadvantaged. These factors represent real challenges to raising achievement. There is evidence to show that the achievement gaps are closing, although not yet consistently across each Key Stage. Gaps remain widest in the early years. Significant improvements have been made at Key Stage 4. For example, between 2003-2008: Black Caribbean boys’ 5A*-C improved by 25 points to 53% (5A*-C with E&M by 10 points to 26%) Black Caribbean girls’ 5A*-C improved by 34 points to 78% (5A*-C with E&M by 25 points to 49% ) Bangladeshi boys’ 5A*-C improved by 18 points to 61% (5A*-C with E&M by 12 points to 38%) Bangladesh girls’ 5A*-C improved by 16 points to 74% (5A*-C with E&M by 19 points to 53%) Pakistani boys’ 5A*-C improved by 23 points to 60% (5A*-C with E&M by 10 points to 35%) Pakistani girls’ 5A*-C improved by 22 points to 72% (5A*-C with E&M by 17 points to 46%) White boy’s on FSM 5A*-C improved by 15 points to 40% (5A*-C with E&M by 4 points to 18%) White girl’s on FSM 5A*-C improved by 15 points to 48% (5A*-C with E&M by 8 points to 27% ) While these improvements are not sufficient to close the gaps completely (particularly in 5A*-C including English and maths for boys), they do represent significant progress.

36. Birmingham’s Brighter Futures Strategy To Improve Outcomes for Children and Young People Clarity about outcomes Guided by high quality evidence on children’s well-being (Epidemiology) Logic model approach (how activities relate to outcomes), Outcomes Activities Investment Outputs Informed by robust evidence on what works Rigorous evaluation Developmental: conception>early years>primary>secondary>post-16>adulthood

37. CHILDREN’S WELL-BEING SURVEY Purpose: To find out how well Birmingham children are doing on the ECM outcomes and where we need to focus attention to improve outcomes. To use the results to plan and prioritise services. To monitor outcomes over time to see if they are improving as a result of interventions.

38. GROUP ANALYSIS Data from c15,000 children and young people matched to their gender, ethnic group, free school meal eligibility, special educational needs, looked after status, postcode. To identify any significant differences in outcomes for different groups of children to inform targeted interventions. To support equality impact assessment- inclusive and fair service delivery/reduce inequalities in outcomes.

39. CLOSING THE GAPS IN: PHYSICAL HEALTH BEHAVIOUR & EMOTIONAL HEALTH FEELING SAFE ENJOYING AND ACHIEVING SOCIAL LITERACY JOB SKILLS

40. PHYSICAL HEALTH DRINKING, SMOKING, DRUGS (Note: Most of the young people completing the 12-18 questionnaire were age 12-16)

44. MENTAL HEALTH BEHAVIOUR PROBLEMS EMOTIONAL PROBLEMS

49. FEELING SAFE FEELING SAFE AT SCHOOL FEELING SAFE WHERE YOU LIVE

54. ENJOYING AND ACHIEVING ENJOYING SCHOOL LITERACY AND NUMERACY

57. SOCIAL LITERACY BEING KIND AND CONSIDERATE OF OTHERS

60. JOB SKILLS GOING TO COLLEGE GOING TO UNIVERSITY

63. SUMMARY: OTHER ECM OUTCOMES Gender differences Girls more likely than boys to: enjoy going to school be kind and considerate of others have significant emotional problems say they are quite often bullied feel unsafe in their neighbourhood Boys more likely than girls to: have significant behavioural problems How to improve girls’ safety and emotional well-being. Boys’ behaviour and social literacy? Needs of mixed race pupils- do they feature in school improvement strategies? (Emotional Health, Enjoyment of School, Post-16 participation) Enjoyment of secondary school and anticipated Post-16 participation is lowest for White boys and girls- how to engage? Alcohol & smoking – higher on average for White and mixed race boys and girls – targeting health education programmes.