; Ethnic Monitoring of School Pupils - Population by Ethnic Type in UK
Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out
Your Federal Quarterly Tax Payments are due April 15th Get Help Now >>

Ethnic Monitoring of School Pupils - Population by Ethnic Type in UK

VIEWS: 9 PAGES: 4

  • pg 1
									        Ethnic Monitoring of School Pupils:
          Guidance for Data Collection in Lambeth1
Introduction

This booklet is aimed at headteachers, teachers, SAOs and governors and gives details about
the ethnic monitoring of school pupils. The booklet gives guidance on the new Lambeth
ethnic categories and codes and the form for data collection. You will find advice on:

    •   The need for the collection of ethnic background data by the DfES, LEA and schools.
    •   New Lambeth ethnic categories and codes
    •   Lambeth form for data collection

Lambeth is one of the most ethnically and linguistically diverse boroughs in Britain. Most
notably, Lambeth has the largest proportion of Black Caribbean residents of any London
borough, and the third highest proportion of Black African residents. Lambeth also has a
large Portuguese population, and a significant refugee population that has grown rapidly in
recent years.

This diversity is reflected in the school population, and multiculturalism is a key feature of all
Lambeth schools. The vast majority (over 73%) of Lambeth’s school population are from
black and other ethnic minority groups. The largest groups are English/Scottish/Welsh at
23.6%, followed by Caribbean at 22.8%, African at 22.1%, Other Black at 11%, Other White
at 7.2%, Portuguese at 4.6%, Bangladeshi at 1.8%, Indian at 1.5%, Pakistani at 1.3%, Irish
at 1.3%, Chinese at 1%, Vietnamese at 0.8%, Turkish at 0.6% and Greek at 0.6%.

Since 1990, there has developed in Lambeth, and also in each individual school, a
remarkably detailed body of knowledge about the ethnic background of the school
population. The 2001 census is the tenth in the series carried out by the authority using the
above ethnic categories. The findings from this annual survey show that the number of
African pupils has more than doubled in since 1991, while the numbers of Caribbean and
English/Scottish/Welsh pupils have fallen during this time. Overall, 66% of pupils in LEA
schools belonged to black and other ethnic minority communities in 1991 compared to 73%
in 2001.

The Statutory Basis for Ethnicity Data Collection

Schools have collected information on the ethnic background of their pupils since 1990. This
is one element of data that schools must report as a statutory requirement to the DfES and the
LEA under section 537A of the Education Act 1996. This is now reported through the Pupil
Level Annual Schools’ Census (PLASC) each January.



1
  Produced by Lambeth Research and Statistics Unit, Lambeth Education,
International House, Canterbury Crescent, London SW9 7QE. For further details,
contact Anne Taplin or Katherine Ince on 020 7926 9820/9664.
                                                                                                1
The Purpose of Ethnic Data Collection

Use of ethnicity data by the DfES

The DfES needs information to help them plan and allocate resources to raise standards of
all pupils. It also helps the DfES to see how far schools and LEAs are successfully meeting
the needs of particular groups of pupils. There is evidence from research that some ethnic
groups do not do as well as others and that patterns of achievement vary between boys and
girls. Accurate national information will help to keep track of changing patterns in education,
helping the DfES to identify trends and plan more effectively.

Use of ethnicity data in Lambeth

    •    To provide management information to schools. The authority issues all its
         governors as well as all headteachers and teachers with a School Profile: Making
         Figures Speak for Themselves. The school profile offers an important tool to
         governors and headteachers to monitor trends in performance, make comparisons,
         set meaningful targets and identify management issues affecting their school.
   •    To provide to schools customised contextual reports to identify
        underperforming groups of pupils, including analysis by factors such as gender,
        ethnic background, fluency in English, free school meals and mobility rate. The
        school and governors use KS1, KS2, KS3 and GCSE contextuals to monitor
        progress over time and factors influencing performance, to identify key areas of
        action to ensure improvements, set targets and address issues of underperforming
        groups of pupils. The LEA also uses the data to identify whether improvements have
        or have not been made, and whether the attainment gap between underachieving
        groups and their peers is being reduced.
   •    For tracking individual pupil performance and value-added analysis. Value-added
        information, along with other pupil performance information, is seen in Lambeth as
        essential to enhance teachers’ abilities to analyse their effectiveness in terms of the
        progress their pupils have made and to enable them to take necessary steps for
        improvement. It has considerable value diagnostically in making it possible to track the
        progress of individual pupils. To this end, the authority provides Lambeth schools with
        value-added measures of relative performance of each school showing pupils’ progress
        between all key stages.
   •    For monitoring EMAG action plans. Data is also needed to monitor schools’ EMAG
        Action Plans. EMAG is one of the few grants which is specifically earmarked and the
        LEA uses ethnicity data to monitor the operation of the grant. Schools are required to
        provide LEAs with their action plans and specific information about how the money is
        used to support ethnic minority pupils.
   •    Funding allocation to schools. Without data, you can not have your budget. The LEA
        needs the information to help them allocate resources through EMAG and Fair Funding.

Use of ethnicity data in schools

Schools will use the information for tracking pupil performance, to see how well different groups
perform at different stages, to set targets for performance, to monitor performance, including
attendance and exclusions, and to deploy resources effectively.




                                                                                             2
New Lambeth Ethnicity Categories and Codes

White                                                              Codes
   ♦ British (English/Scottish/Welsh)1                             WBRI
   ♦ Irish                                                         WIRI
   ♦ Traveller of Irish Heritage                                   WIRT
   ♦ Gypsy/Roma                                                    WROM
   ♦ Any other White background (specify)2                         WOTW
   ♦ Greek3                                                        WGRE
   ♦ Turkish4                                                      WTUR
   ♦ Portuguese                                                    WPOR
Mixed
   ♦ White and Black Caribbean                                     MWBC
   ♦ White and Black African                                       MWBA
   ♦ White and Asian                                               MWAS
   ♦ Any other mixed background (specify)5                         MOTH
Asian or Asian British
   ♦ Indian                                                        AIND
   ♦ Pakistani                                                     APKN
   ♦ Bangladeshi                                                   ABAN
   ♦ Any other Asian background (specify)6                         AOTH
Black or Black British
   ♦ Caribbean                                                     BCRB
   ♦ African7                                                      BAFR
   ♦ Any other Black background8                                   BOTH
Chinese9                                                           CHNE
Any other ethnic background
   ♦ Vietnamese                                                    OVIE
   ♦ Any other ethnic group10                                      OOEG




1
  Includes English, Scottish, Welsh and Other White British
2
  Includes Albanian, Bosnian-Herzogovinian, Croatian, Italian, Kosovan, Serbian, Russian,
Latvian, Ukrainian, Polish, Bulgarian, Czech, Slovak, Lithuanian, Romanian, French,
German, Spanish, Scandinavian
3
  Includes Greek and Greek-Cypriot
4
  Includes Turkish and Turkish-Cypriot
5
  Includes Asian and any other ethnic group, Asian and Black, Black and any other ethnic
group, Black and Chinese, Chinese and any other ethnic group, White and any other ethnic
group, White and Chinese, Other mixed background.
6
  Includes African Asian, Kashmiri Other, Nepali, Sinhalese, Sri Lankan, Tamil, Other Asian.
7
  Includes Angolan, Congolese, Ghanaian, Nigerian, Sierra Leonian, Somali, Sudanese,
Other Black African.
8
  Includes Black European, Black North American, Other Black.
9
  Includes Hong Kong Chinese, Malaysian Chinese, Singaporean Chinese, Taiwanese,
Other Chinese
10
   Includes Afghan, Arab (Palestinian, Kuwaiti, Jordanian, Saudi Arabian), Egyptian, Filipino,
Iranian, Iraqi, Japanese, Korean, Kurdish, Latin/South/Central American, Lebanese, Libyan,
Malay, Moroccan, Polynesian, Thai, Vietnamese, Yemeni, any other ethnic group
                                                                                             3
                  LAMBETH ETHNIC BACKGROUND RECORD FORM
Pupil’s name             .………………………………………Class/Form …………………
Our ethnic background describes how we think of ourselves. This may be based on many things,
including, for example, our skin colour, language, culture, ancestry or family history. Ethnic
background is not the same as nationality or country of birth.

The Information Commissioner (formerly the Data Protection Registrar) recommends that young
people aged over 11 years old have the opportunity to decide their own ethnic identity. Parents or
those with parental responsibility are asked to support or advise those children aged over 11 in
making this decision, wherever necessary. Pupils aged 16 or over can make this decision for
themselves.

Please study the list below and tick one box only to indicate the ethnic background of the pupil or
child named above. Please also tick whether the form was filled in by a parent or the pupil.

        White
                ♦   British (English/Scottish/Welsh)
                ♦   Irish
                ♦   Traveller of Irish Heritage
                ♦   Gypsy/Roma
                ♦   Any other White background (specify)            ……………………………
                ♦     Greek
                ♦     Turkish
                ♦     Portuguese
        Mixed
               ♦ White and Black Caribbean
               ♦ White and Black African
               ♦ White and Asian
               ♦ Any other mixed background (specify)               ……………………………
        Asian or Asian British
               ♦ Indian
               ♦ Pakistani
               ♦ Bangladeshi
               ♦ Any other Asian background (specify)               ……………………………
        Black or Black British
               ♦ Caribbean
               ♦ African
               ♦ Any other Black background (specify)               …………………………… This information was
        Chinese                                                                 provided by
        Any other ethnic background
               ♦ Vietnamese                                                                    Parent
               ♦ Any other ethnic group (specify)                   ……………………………
                                                                                               Pupil
I do not wish an ethnic background category to be recorded

Please return the form to the school. Any information you provide will be used solely to compile
statistics on the school careers and experiences of pupils from different ethnic backgrounds, to help
ensure that all pupils have the opportunity to fulfil their potential. These statistics will not allow
individual pupils to be identified. From time to time the information will be passed on to the Local
Education Authority and the Department for Education and Skills (DfES) to contribute to local and
national statistics. The information will also be passed on to future schools, to save it having to be
asked for again.



                                                                                                         4

								
To top