WWC0034

Written evidence submitted by Feyisa Demie,

Head of Research and Statistics, Lambeth LA.

1. Introduction

1.1         In 2010 Lambeth LA published a report called ‘Raising the Achievement of White Working Class: Barriers and School Strategies.’ The report sets out a number of evidences and recommendations for the purpose of the evidence.

1.2         One of the difficulties with our research has been in defining the term, ‘working class’. In our study we asked headteachers, governors and teachers to tell us what they understand by the term white working class[1] (see Demie and Lewis 2010). However, the discussion during the focus groups and case studies regarding the terminology ‘white working class’ did not yield any precise definition.

1.3         Headteachers, governors and teachers talked more in general about how they see the issue from their own school’s perspective and experience. Casual usage of ‘working class’ differs widely.

1.4         The term ‘white working class’ for the purpose of evidence, refers to pupils from a white British background who are eligible for free school meals. This has also been used by a number of researchers including DfE. We recognise this is not the perfect indicator but it is the best that we have at present unless the DfE decides to collect parental occupation or data related to white working class in the School Census.

2. The extent of white working class pupils educational underachievement

2.1         There is no doubt that white working class pupils are underachieving. The worryingly low achievement levels of many white working class pupils has been masked by the success of middle class white children in the English school system and failure of Government statistics to distinguish the white British ethnic group by social background.

2.2         The national data confirms that one of the biggest groups of underachievers is the white working class. National data shows that at GCSE, 31% of white British pupils eligible for free school meals achieved 5+A*-C, compared with 63% of pupils who were not eligible.  There is a gap of 32 percentage points for white British compared to a 15 percentage point gap for black African, a 13 point gap for black Caribbean, an 18 point gap for Indian, an 11 point gap for Pakistani, whilst the gap for Bangladeshis is smaller at six points and Chinese nine percentage points. (Table 1).

Table 1 - GCSE Performance by free school meals and ethnic background in England 2012 (5+ A*-C including English and Maths)

Source: Source: National and Local Authority Tables: SFR04/2013-https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/219338/sfr04-2013ntla.xls

2.3         The Lambeth data also shows that at GCSE, 53% of white British pupils eligible for free school meals achieved 5+A*-C, compared with 73% of pupils who were not eligible.  There is a gap of 20 percentage points for white British compared to a one percentage point gap for black African, a nine point gap for black Caribbean, and 10 point gap for Pakistani, whilst the gap for Bangladeshis is smaller at two percentage points.  White British pupils on FSM in Lambeth do better than their peers at a national level.

Table 2: Lambeth- 5+ A*-C including English and Maths by Ethnicity and Free School Meals (%) 2013

Source: Research and Statistics Unit, Lambeth LA.

2.4         Both Lambeth and national data also suggests that there is a strong association between poverty and successful achievement in education. In particular white British pupils are the ethnic group most polarised by the impact of socio-economic disadvantage.

2.5         However, it is important to recognise underachievement in schools is not only related to the white British working class. The other groups which are underachieving in British schools include “Black Caribbean, a number of African groups, Portuguese, Czech, Slovak, Latvian, Kurdish, Hungarian, Polish, Lithuanian, Romanian, Turkish, Russian, Italian, Bulgarian and Spanish.’ The NPD data shows these groups are achieving below the national average when compared to white British on FSM. (see Demie 2013a, pp 6)

Regional difference in attainment between FSM and all other pupils in England

2.6         Over the last decade, attainment at GCSE has risen much faster in Lambeth than nationally and the LA has closed the gap and now 6 percentage points above national average for 5+A*-C including English and Maths (See Table 3)

Table 3. Lambeth 5+A+-C including English and Maths

Source: Research and Statistics Unit, Lambeth LA.

2.7              There is a wide variation in the performance of white FSM pupils by LAs.  Figure 1 shows the difference in attainment of white FSM pupils compared to all other pupils within each Local Authority. The data shows that white FSM pupils perform less well than their peers across LAs. The evidence also confirms that white British pupils on FSM do better in Lambeth when compared to their peers at national level.

2.8         In Lambeth the percentages of White pupils on free school meals achieving 5+A*-C is 49.6% compared to Slough (20%), Kingston upon Thames (25%) and England average of 31%.  The gap difference in Lambeth is very small (14%) compared to 9 LAs which have over 40% gap (See Figure 2).

Whether the problem is significantly for white working class boys than girls?

2.9              Table 4 and 5  shows that Levels of attainment for boys are generally lower than girls. This is true for White Working Class pupils as well as any other ethnic groups in England and Lambeth.

Table 4. National GCSE 5 A* to C including English and Maths 2012

Source: National and Local Authority Tables: SFR04/2013-https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/219338/sfr04-2013ntla.xls

Table 5. Lambeth  GCSE 5 A* to C including English and Maths 2013

Source: Research and Statistics Unit, Lambeth LA.

3.              The Factors Responsible for White Working Class Pupils’ Underachievement

3.1         There are a number of reasons why white working class pupils are underachieving. As part of our interviews with headteachers, governors, parents, pupils and teachers they were asked, ‘what are the main barriers to achievement for white working class pupils in schools?’ The main findings are summarised below. They include a lack of parental aspiration and engagement in school life, poverty and inadequate housing stock and marginalisation.

The lack of parental aspiration for their children education:

3.2         Of major concern to those involved in raising the achievement of white working class pupils in schools is the perceived lack of aspiration amongst parents for their children’s education and future. Headteachers expressed their concern about the gap between the high aspirations for children’s learning at the school and the lower aspirations of the parents. Many highlighted the lack of education amongst white working class parents as a causative factor for low aspiration. They do not feel themselves to be stakeholders in education.

3.3         Amongst school staff there was an opinion that the high value that other community groups place on education in Lambeth, the high aspirations that they have for their children would seem lacking in many white working class families. One teacher commented that the white working class parents in the school did not ‘possess the immigrant mentality- the positives’

‘These children are passive in the classroom.  Education does not have a high priority at home and this has an impact on what children feel about their work at school. It is not on the cards to go to University. If you are generally ok you don’t need to worry about this.’

‘One white mother always talks about her child getting tired so she won’t send her to extra lessons, e.g. 1:1, booster.’ (Demie and Lewis, 20110a, pp 9)

Marginalisation and a perceived lack of culture:

3.4         Demie and Lewis (2010) state that since 1992 there has been decline in white British in Lambeth schools from 35%  to 15%  and they no longer represent the largest group. School staff talked of a marginalised group. One headteacher described how twenty years ago half her school population was white British but now many have moved out to Kent or Essex or Croydon. She suggests that,

‘Twenty years ago half the school population was White British- now most of them have disappeared. Many have moved out to Kent or Essex or Croydon. …We are left with in the area with groups who have no social mobility and no way of getting out. Many of them were born and brought up in the immediate area’. (Demie and Lewis, 20110a, pp 9)

The effects of poverty:

3.5         Poverty was seen to play a major role in the underachievement of white working class pupils in the case study schools. Low incomes, benefits and the pressure of not having any money were seen to play their part, affecting the stability of family life.

3.6         A lack of suitable housing appeared to be the first concern of many white parents in the borough.  School staff stated that housing related issues had a depressing effect on children’s achievement at the school.

Lack of targeted support:

3.7         There was a general feeling amongst staff, governors and parents that little support was targeted at white working class pupils.

‘White working class people feel no one is listening or speaking for them. They have been overlooked by politicians of all parties as part of broader strategy to woo middle class voters and occupy the political centre’. As a result there are few national strategies or little targeted support to tackle generations of low aspiration and to break the cycle of poverty and disadvantage’ (Governors and Headteachers focus group, see Demie and Lewis 2010, pp 12a)

3.8         There is a need for targeted support for tacking low aspiration and disinterest in learning among the white working class community.

4. What steps can we take to improve the educational outcomes and attainment of white working class pupils?

4.1              Lambeth has completed a number of ground breaking research into what works in schools to support school improvement and to raise achievement of underperforming groups.  These include research reports on Black Caribbean, Mobile, African and Somali pupils.  Research on white working class pupils included:-

•       Raising the Achievement of White Working Class Pupils: Barriers and School Strategies- Executive Summary 2010

•       Raising the Achievement of White Working Class pupils: Barriers to learning - 2010

•       Raising the Achievement of White Working Class pupils: School Strategies - 2010

4.2              Despite challenging circumstances, the main findings of the research show that KS2 and GCSE results have improved significantly in Lambeth LA. Overall the data shows that from the generally low starting points, students reach exceptionally high standards at KS2 and GCSE in all schools, performing above national average for all pupils and groups. In 2013 Lambeth performance at GCSE is 6 percentage points above national average. There are a number of reasons why the schools are bucking the national trends and are doing much better. The research identified the reasons behind the schools’ success in Lambeth, which includes effective teaching and learning, effective leadership at all levels including paying attention to individual student’s needs, inclusive pastoral care, strong values and high expectations that are applied consistently and effective use of data to monitor performance and to identify underachieving groups.

4.3              What is particularly special about the case study schools in Lambeth is that the headteachers are committed to creating a school ethos that stresses high achievement, equal opportunities and valued cultural diversity. The schools employed a range of strategies and targeted support to challenge underachievement of white working class pupils and poverty through extensive use of a diversified workforce including teaching assistants and learning mentors. There were many local people working at the case study schools both in teaching and other posts who speaks many of the languages of the local community.  Teachers were able to reflect the cultures and identities of the communities represented in their school in their lessons. This study also confirms, without a doubt that the education provided in the local authority schools is the reason for huge improvement. Each of the above school’s strategy and good practices are explored in detail in the all of these studies to reveal exactly what the schools do to ensure it provides the very highest quality of education for all its students and narrows the achievement gap. These good practices are shared and used in schools to raise the achievement of white working class pupils and to narrow the achievement gaps in Lambeth.

4.4              There are also other reasons for this success story and bucking the national trend. The Council knows its schools well and have strong relationship with them. It takes its statutory role of monitoring, challenging and supporting its schools very seriously and intervenes where necessary to ensure improvement. The Council supports its schools through a high calibre advisory service and education research and statistics team.  The school research and statistics team offers a high quality data analysis and good practice research through its well-developed trading service. Ofsted have also confirmed the school improvement service works well together in Lambeth and have continued providing comprehensive data to schools to support school improvement. (Ofsted 2013)

4.5              In addition, there is a strong well developed partnership between the schools and the LA. The Headteachers involved in the good practice research projects have taken responsibility as a group to share and disseminate the project findings in partnership with the LA and as part of the network of schools in Lambeth. The good practice report is seen as a signal of a renewed energy to tackle the issues of underachievement and underperformance in Lambeth schools, involving other schools as well as their own in a spirit of collegiality, collaboration and shared purpose.  What is critical for raising the achievement of white working class pupils is ring fenced targeted support. 

5.              Recommendations

Department for Education (DfE)

5.1              The government needs to recognise that the underachievement of white British working class pupils is a problem facing educational services.  Lambeth research also suggests a series of measures which include developing strategies to break the cycle of poverty and disadvantage, a legacy of low aspiration and a disinterest in learning that prevents pupils from fulfilling their potential across a range of areas.

5.2              To tackle the underachievement of white working class pupils in Britain:

• There should be statutory, DfE led national annual collection of social class data from schools through the School Census including data on parental occupation.

• Effectively treating white British as a single group is extremely misleading.   Data need to be produced by sub-division by FSM and Non FSM to identify underachievement in schools.

• The DfE should introduce targeted funding to support schools and LAs to address underachievement of working class pupils and other groups which are underachieving. This needs to be ring fenced to ensure it can be monitored that it has an impact on raising achievement of White working class.

• Support schools and LAs to develop a multicultural curriculum that treats white British identity in the same way as ethnic minorities. This curriculum should give confidence for white working class British pupils to proudly assert their identity as an ethnic group.

5.3.               There are also other groups that are underachieving and needs targeted support including:

• Black Caribbean
• EAL
• Other underperforming ethnic groups
• Disadvantaged FSM pupils through pupil premium

Schools

5.3                                                                                                                     School should use data effectively to monitor performance of white British pupils by background factors including FSM, gender and social background.

5.4                                                                                                                     Schools should be encouraged to audit their curriculum to reflect the diversity of the school community and the needs of all pupils. In the light of this audit, all schools should map provision across years and subjects and ensure that coverage is coherent and address the needs of the white working class.

References:

Demie, F (2013a). Language Diversity and Attainment in British Schools, Research and Statistics Unit, London Borough of Lambeth, October.

Demie, F (2013b). Using Data to Raise Achievement: Good Practice in Lambeth schools, Research and Statistics Unit, London Borough of Lambeth, October.

Demie, F.  (2013c). Raising the Achievement of Black African Pupils: Good Practice in Schools, Research and Statistics Unit, London Borough of Lambeth, October.

Demie, F  and Mclean , C. (2013). Outstanding Primary Schools: A study of successful Practice in Lambeth, Research and Statistics Unit, London Borough of Lambeth, November.

Demie, F  and Lewis , K. (2013). Outstanding Secondary Schools: A study of successful Practice in Lambeth, Research and Statistics Unit, London Borough of Lambeth, November.

Demie, F. and Gay, A.  (2013). English as an Additional Language: Good practice in secondary schools,Research and Statistics Unit, Lambeth LA

Demie, F. and Bellsham- Revell, A.  (2013). English as an Additional Language: Good practice in primary schools,Research and Statistics Unit, Lambeth LA

Demie, F and Lewis, K.  (2011). White Working Class Achievement: An Ethnographic Study of Barriers to Learning in Schools, Educational Studies, Vol. 37 (3), p245-264

Demie, F. and Lewis, K.  (2010). Raising the Achievement of Portuguese pupils in British schools: a case study of good practice, Educational Studies, Volume 36, Number 1, February 2010 , pp. 95-109

Demie, F.; Lewis, K. (2010a).Raising the Achievement of White Working Class Pupils: Barriers and School Strategies- Executive Summary

Demie, F.; Lewis, K. (2010b). White Working Class: Barriers to learning, Research and Statistics Unit, London Borough of Lambeth, January.

Demie, F.; Lewis, K. (2010c).  Raising Achievement of White working Class pupils:  School Strategies, Research and Statistics Unit, London Borough of Lambeth,  January.

Demie, F, Lewis, K and McLean, C (2007) Raising Achievement of Somali Pupils: Good Practices in London Schools, Lambeth Research and Statistics Unit, London Borough of Lambeth.

Demie, F. (2005).The Achievement of Black Caribbean Pupils in British Schools: Good Practice in Lambeth Schools. British Educational Research Journal, Vol. 31, No. 4, August 2005, pp. 351-378.     

December 2013

Figure 1 Annex. Regional Differences in Attainment of White FSM pupils - 5+A*-C inc. English and maths 2012

Figure 2. Achievement Gap by Local Authorities in England- White FSM pupils vs all other pupils. 5+A*-C inc English and maths 2012

Source: DfE (2012)

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