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Tracking and Monitoring Educational Impact in Burngreave NDC
-Ian Clifford -Yemeni Community Association
(Sheffield) Ltd
Burngreave NDC (BNDfC) Children and Young People’s Theme
Community Education Co-ordinators (Family learning
Family Support / Attendance support / Family Advocacy
Community-based Study Support Youth-work Sports activity
Tracking the Education Theme in Burngreave
Project to contract with Sheffield City Council Children and Young People’s Directorate (formerly LEA) Research and Analysis Section.
Separating out an area-based cohort of pupils for the BNDfC area from the Education Management System (EMS) database
Running a series of reports and analysis based on this area
Area-based Data
Attainment: Key Stages, GCSEs Attendance data Analysis by ethnicity Analysis by Free School Meal status Analysis over time
Key Stage 2 English - % Level 4+ Trends for BNDfC-resident Pupils
30
35
40
45
50
55
60
65
70
75
80
2000 2001 2002 2003 2004 2005 2006 2007
%
BNDfC
City
GCSE Attainment
GCSE: % gaining 5 A* - C
0
10
20
30
40
50
60
2000 2001 2002 2003 2004 2005 2006 2007
Year
%
Sheffield
BNDfC
Primary Attendance
90.0
90.5
91.0
91.5
92.0
92.5
93.0
93.5
94.0
94.5
95.0
2003 2004 2005 2006 2007
BNDfC Primary
City Primary
Attainment by ethnicity in BNDfC area
5A*-C GCSE, BNDfC 2001 - 2007
0
10
20
30
40
50
60
70
80
2001 2002 2003 2004 2005 2006 2007
Year
%
Pakistani
Caribbean
Somali
Yemeni
Analysing Project-Level Impact
Robust information-sharing protocols Comparing added-value of Young People
who attend project with those who don’t Extensively used in Burngreave to monitor
and evaluate the impact of the community-based study support project
Study Support – National Research
John MacBeath et al (2001) Study of 8000 pupils: Better than predicted attainment, attitudes and
attendance. Effects are large, one more A–C pass at GCSE.” Cumulative effects: effects measurable in year x+1 Indirect effects influencing motivation and self-
esteem”. BME groups benefit significantly more, especially
girls.(MacBeath, J., Kirwan, T., Myers, K., Smith, I., McCall, J. and McKay E., (2001) The impact of
Study Support: A study into the effects of participation in out-of-school-hours learning on the academic attainment, attitudes and attendance of secondary school students. DfEE)
Community Study Support in Burngreave - 1
Over 280 young people benefiting
Delivered as a consortium with Yemeni Community Association (Sheffield) Ltd (YCA) as lead provider
Mainly Somali, Pakistani, Yemeni and African-Caribbean pupils
Community Study Support in Burngreave - 2
Delivered in 5 locations – 4 community and 1 school
9 hours a week, 40 weeks a year
Mainly English, Maths, Science.
Some sessions meeting broader Every Child Matters outcomes: dangers of drugs, weapons, PHSE, healthy living also some art, craft, sport etc
Community Study Support in Burngreave - 3
Involvement of the young people in focus groups and an evaluation conference to feed back and shape the project
Also provides opportunities for more integrated activities bringing young people from different backgrounds together
Compliance with Data Protection Legislation
Your personal information Somali Education Breakthrough based at the 199 Verdon Street, Sheffield, S3 9QQ is a
project set up to improve the educational attainment of Somali Young People in the Burngreave Area and will use this information for the purposes of providing high quality study support and for the other purposes set out below. If you have any questions regarding the handling of your personal information, please contact Mohamud Ambashe or Nisar Ahmed on 2759040.
The service provided by Somali Education Breakthrough is funded by Burngreave New Deal for Communities (BNDfC), Speedicut Works, Harleston Street, Sheffield S4 7QB through the Yemeni Community Association (YCA), The Vestry Hall, 43 Attercliffe Common, Sheffield. S9 2AE as lead partner for Burngreave Study Support Consortium (address c/o YCA as above). Those who take up the service should understand that Somali Education Breakthrough may disclose to the YCA and BNDfC the personal information you have given along with attendance information, if requested, in order to demonstrate that Study Support is being provided in return for funding.
Somali Education Breakthrough will also give information about attendance at the project to Sheffield City Council’s Children and Young People’s Directorate, for research and statistical purposes. The City Council will use this information to help make sure that everyone who can, benefits from the services Somali Education Breakthrough provides.
I have read the above statement Signed: (Student) ……………….…………………………………………………………………… Signed: (Parent) .………………………………………….…… DATE …….………….…………..
Average number of GCSE A*-C
2006 2007Predicted Result Difference Predicted Result Difference
No Study Support 3.6 3.5 -0.1 4 3.6 -0.4
Study Support 5.2 6.5 1.3 4.1 5.9 1.8
Study Support Value-Added
Study Support Value-added
Even larger effect with some groups, e.g. Yemeni girls
Study Support Added-Value
Multiplier effect when links with schools are close
Future Developments - targeting
Identifying young people by ethnic group, school, who are achieving poorly – contacting the school to request referral
Modelling Vulnerability – ensuring more vulnerable pupils take-up projects – targeting those that don’t.
Exploring the relationship between different vulnerability factors.