Following on from the EIC/EMAG Pilot Project 1 the EiC/EMAG pilot project 2 aimed to:
embed good practice principles around school-based data collection and monitoring
ensure that effective monitoring of school policies and practices is established as part of the fabric of school life
support the development and implementation of a range of innovative approaches and projects aimed at raising achievement of minority ethnic pupils, through effective, joined up use of EiC and EMAG funding streams.
Objectives
to devise strategies around data collection and monitoring school policies that will narrow the achievement gap
to develop whole school strategies that will support work currently being undertaken by EiC/EMAG pilot project
to produce models of good practice that can be shared with and replicated in other schools within the LEA and other LEAs and will support the delivery of the Ethnic Minority Achievement Strategy.
Number of LEAs to be supported
5 LEAS were selected based on their minority ethnic school population and EDP2s. They were Brent, Haringey, Sandwell, Sheffield and Wolverhampton.
The grant
Each of the participating LEAs received a one off payment of £20,000 to be divided equally between two secondary schools, one with a high proportion of African Caribbean pupils and one with a high proportion of pupils for whom English is an additional language.
Eligible expenditure
The grant was used to support the aims of the project and could include to:
release SMT/ teacher time to support delivery of the project
to purchase IT software to facilitate the collection and effective use of school data
to provide whole school INSET to support delivery of the project
The projects
The projects were to monitor the impact of school policies and practices on minority ethnic pupils and devise strategies to address any inequalities. They must be sustainable once the project has finished.
As part of the project schools were expected to:
Appoint a member of the school leadership team to co-ordinate the project
Analyse non-entries and tier entries at GCSE for 2001 by gender, ethnicity and subject
Conduct an analysis of Year 11 pupils in danger of not being entered for GCSE and identify the reasons for non entry
Conduct an analysis of proposed tier entry for pupils in Year 11 and compare to pupils’ KS2 and KS3 SATs scores/ baseline assessment tests where available
Identify Year 11 pupils behind with coursework and take action to address this
Conduct a survey of Year 11 pupils focussing on work patterns and successful strategies to raise achievement
Analyse internal and fixed term exclusions each term and the reasons for exclusions by ethnicity, gender, year group and subject group
Analyse detentions and pupils sent out lessons by ethnicity, gender, subject and year group
Analyse rewards by ethnicity, gender, year group and subject group
Introduce strategies to remedy any inequalities and address the issues raised
Begin similar work with pupils in Year 10 starting with in the Spring term.
Strategies could include some of the following:
Individual pupil action plans
Compulsory homework clubs
Interviews with pupils and parents
GCSE evening for parents and pupils to explain the exam process
Targeted study support sessions focussing on exam technique, time management, planning and organisation
Revision residentials
Revision classes
Study Skills workshops
Positive behaviour management training for teaching and ancillary staff
Specific training programmes for targeted pupils
Click here 39KB to download case studies that show how schools have used school based data to raise achievement.
Evaluation
Schools were expected to produce a written report which outlines both qualitative and quantitative outcomes and examines how emerging strategies have impacted on whole school practice and achievement.
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