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Ethnicity and Achievement in Bristol Schools
Emma Bent, John Hill, Jo Rose & Leon Tikly
Key Points
Increasing diversity in Bristol schools
Overall improvement in attainment over past five years
but variation across ethnic groups
Factors affecting achievement differ across groups
Some Bristol schools are ‘making the difference’ and are
closing the attainment gap
The Bristol Context
Fig. A.1 Percentage of pupils from each ethnic group attending Bristol state-funded schools 2007-
2012
0.4%
0.8%
1.5%
2.9%
1.3%
2.2%
1.1%
2.7%
1.7%
0.8%
0.4%
1.0%
2.8%
0.6%
0.7%
2.3%
0.1%
0.6%
0.8%
0.3%
2.2%
1.7%
4.9%
1.7%
2.2%
1.3%
3.1%
2.1%
0.8%
0.5%
1.8%
3.2%
0.8%
1.2%
2.5%
0.3%
0.7%
0.7%
0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0%
White British
White - Irish
White Eastern European
White other
Black - Somali
Black African(excluding Somali)
Black Caribbean
Black other
Pakistani
Indian
Bangladeshi
Chinese
Asian other
White and Black Caribbean
White and Black African
White/Asian
Mixed/dual background other
Gypsy/Traveller
Any other group
Refused/Not obtained
2007
2012
75.4%68.0%
Fig. A.5 Percentage of Bristol children attending state-funded schools living in the 20% most
deprived wards nationally for Income Deprivation Affecting Children (2011)
0%
10%
20%
30%
40%
50%
60%
Ban
glades
hi
Bla
ck -
Afric
an
Any
Oth
er B
lack
Bac
kgro
und
Bla
ck C
arib
bean
Gyp
sy /
Rom
a
White
and B
lack
Afric
an
Trave
ller of I
rish
Her
itage
Pak
ista
ni
Any
Oth
er A
sian
Bac
kgro
und
White
and B
lack
Car
ibbea
n
Any
Oth
er M
ixed
Bac
kgro
und
White
Eas
tern
Euro
pean
Any
Oth
er E
thnic
Gro
up
Chin
ese
White
- Britis
h
India
n
White
and A
sian
Bristol average
Fig. A.14 Percentage of Bristol children attending state-funded schools achieving Level 4 and
above in English & Maths at the end of KS2 2011 by ethnic group and gender
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Ban
glades
hi Girl
White
UK G
irl
India
n Girl
Chin
ese
Girl
White
Oth
er B
oy
White
Oth
er G
irl
White
Eas
tern
Euro
pean G
irl
Chin
ese
Boy
White
/Bla
ck C
arib
bean G
irl
White
UK B
oy
India
n Boy
Pak
ista
ni Girl
Bla
ck A
fric
an (E
x.Som
ali)
Girl
Pak
ista
ni Boy
Ban
glades
hi Boy
Bla
ck C
arib
bean G
irl
White
Eas
tern
Euro
pean B
oy
White
/Bla
ck C
arib
bean B
oy
Bla
ck A
fric
an (E
x. S
omal
i) Boy
Bla
ck S
omal
i Girl
Bla
ck C
arib
bean B
oy
Bla
ck S
omal
i Boy
Girl Boy
Bristol average National average
Trends in the proportion of children achieving Level 4 and above in English and maths at the
end of Key Stage 2: Girls from ethnic groups most at risk of underachieving
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
2007 2008 2009 2010 2011
All gIrls
White Eastern European GirlsWhite/Black Caribbean Girls
Pakistani Girls
Black Caribbean Girls
Black Somali Girls
Trends in the proportion of children achieving Level 4 and above in English and maths at the
end of Key Stage 2: Boys from ethnic groups most at risk of underachieving
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
2007 2008 2009 2010 2011
All Boys
Pakistani Boys
White/Black Caribbean Boys
Whit Eastern European Boys
Black Caribbean Boys
Black Somali Boys
Fig. A.19 Percentage of Bristol students attending state-funded schools achieving 5 or more
A*-C grades including GCSE English and Maths in 2011 by ethnic group and gender
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Chi
nese
Girl
Bla
ck A
fric
an (E
x.Som
ali)
Girl
Chi
nese
Boy
Whi
te O
ther
Girl
Bla
ck A
fric
an (E
x. S
omal
i) Boy
Indi
an B
oy
Whi
te/B
lack
Car
ibbe
an G
irl
Indi
an G
irl
Whi
te U
K G
irl
Whi
te U
K B
oy
Pak
ista
ni G
irl
Whi
te O
ther
Boy
Whi
te E
aste
rn E
urop
ean
Girl
Pak
ista
ni B
oy
Bla
ck S
omal
i Girl
Whi
te E
aste
rn E
urop
ean
Boy
Whi
te/B
lack
Car
ibbe
an B
oy
Bla
ck S
omal
i Boy
Bla
ck C
arib
bean
Girl
Bla
ck C
arib
bean
Boy
BoysGirls
National average
Bristol average
Trends in the proportion of students achieving 5A*-C including English & Maths at the end of
Key Stage 4: Girls from ethnic groups most at risk of underachieving
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
2007 2008 2009 2010 2011
All Girls
White/Black Caribbean Girls
Pakistani Girls
White Eastern European Girls
Black Somali Girls
Black Caribbean Girls
Trends in the proportion of students achieving 5A*-C grades including English and maths at
the end of Key Stage 4: Boys from ethnic groups most at risk of underachieving
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
2007 2008 2009 2010 2011
All Boys
Pakistani Boys
White Eastern European Boys
White/Black Cariibbean BoysBlack Somali Boys
Black Caribbean Boys
Fig. A.27 Attainment of Gypsy/Roma and Traveller children attending Bristol state
funded schools (2009-2011 three year average results).
Gypsy/Roma and
Traveller
All Bristol
pupils
Gypsy/Roma and
Traveller
All Bristol
pupils
Girls Girls Boys Boys
EYFS Achieving a good level of
development
22% 61% 0% 45%
KS1 L2+ Reading 30% 87% 0% 80%
KS1 L2+ Writing 30% 84% 0% 74%
KS1 L2+ Maths 30% 89% 18% 86%
KS2 L4+ in English and Maths 8% 73% 0% 68%
KS4 5+A*-C including English and
Maths
Only one girl in the
cohort. This girl
achieved the standard
Only two boys in the
cohort, one of which
achieved the standard
Implications for closing achievement gaps
Overall, educational standards in the City are
improving at each Key Stage, following a period
of consistently low attainment.
For example, half of Bristol’s sixteen year olds
attending state-funded schools achieved 5A*-C
grades including GCSE English and Maths in 2011
compared with a third five years ago.
While the results for most ethnic groups have
improved over this period, improvement rates
vary and inequalities in educational outcomes
remain at each Key Stage.
Groups at particular risk of underachieving are
Somali, White Eastern European, Pakistani, Black
Caribbean, White/Black Caribbean, Gypsy /Roma
and Traveller children.
While more needs to be done, gaps are narrowing year-on-year for Somali, White Eastern European and Pakistani children.
The progress of Black Caribbean children and White/Black Caribbean boys is more variable and gaps are not closing to the same extent.
Although the attainment of Indian children is above the Bristol average, it remains below the national average for this group.
Factors affecting
achievement
Economic disadvantage
There is a correlation between levels of deprivation and low
educational attainment which affects all groups to a greater
or lesser degree. Socio-economic attainment gaps are much
bigger than ethnic group differences
Ethnic groups with the highest percentages of economically
disadvantaged learners (such as Somali and Black Caribbean
groups, see Figure 5) are therefore disproportionably affected
in terms of challenges to achievement
White British children eligible for free school meals represent
a significant“at risk of underachievement” group together
with the BME groups already referred to.
Newly arrived learners
There have been a growing number of newly arrived
learners over the last five years. The majority of these
have been from Somalia and from Eastern Europe.
Both the Somalis and Eastern Europeans along with
Gypsy/Roma and Travellers represent transient and
mobile groups. As a consequence, some Bristol schools
have high levels of pupil mobility with over a third of
pupils each year joining other than at the beginning of
the school year. Mobility disrupts pupil progress
Educational aspirations
Young people’s educational aspirations and those of
their parents influence their educational attainment
and later life outcomes. 11-14 is a key age range, when
young people move from idealistic to more realistic
ambitions.
Many BME communities, including those from
economically disadvantaged backgrounds tend to have
higher educational aspirations than their White British
counterparts
Teacher expectations
Teacher expectations based on stereotypical
assumptions can have a significant negative impact on
the educational achievement of some ethnic groups
Language, literacy and numeracy
Many pupils in Bristol (18% of primary school pupils in 2012) do not have English as their first language
However, not speaking English at home is a short-lived disadvantage, which many African and Asian students usually overcome by the time of secondary schooling
Attainment in reading, writing and numeracy at primary school is strongly associated with later achievement and outcomes
The need for basic skills in language, literacy and numeracy affects many groups at risk of underachieving besides EAL learners including, for example, White British and Black Caribbean boys.
Parental engagement
Linked to low aspirations and low expectations can be a
lack of engagement between schools and parents.
For those parents who have been educated in another
country, low levels of familiarity with the English
education system can lead to misunderstandings and
differences in expectation
Other parents may have had a negative experience of
schooling in the UK
Positive role models
Low numbers of BME teachers. Only 4.4% of Bristol’s
teachers were BME in March 2008, up slightly from 3.7%
in the previous year. Just 1.79% of teachers were Black
or Black British with just one Somali.
It is important not to oversimplify the issue of role
models. A teacher or mentor does not necessarily have
to come from the same ethnic background as a learner
to act as a suitable role model. A priority is to ensure
that all members of staff are positive and confident in
engaging with diversity.
A model of successful
practice