BME Communities (Educational Attainment)

(Limited Text - Ministerial Extracts only)

Tuesday 26th June 2012 Westminster Hall

[The Minister of State, Department for Education (Mr Nick Gibb)]

I start by congratulating the hon. Member for Oldham East and Saddleworth (Debbie Abrahams) on securing this debate on an issue of enormous importance—tackling the differences in attainment among certain groups of pupils.

The overarching objective of the Government’s education policy is to close the attainment gap between those from wealthier and poorer backgrounds, between girls and boys and between those from different ethnic minorities. As hon. Members have already argued, the gap in attainment between black and minority ethnic pupils and other pupils is too wide, and has been too wide for too long.

The hon. Member for Oldham East and Saddleworth pointed to the educational attainment gap between BME students and their peers. She pointed to the high levels of unemployment among black men. It is 55.5% in the 16-to-24 age group. She pointed to the fact that young Indian people are more likely to be unemployed than their white peers, despite being in one of the highest-performing ethnic groups educationally.

The hon. Lady pointed to the high degree of variation in the educational achievements of different ethnic groups. She pointed to the poor attainment levels of Gypsy, Roma and Traveller pupils. For example, in 2011, 25% of Gypsy, Roma and Traveller pupils achieved level 4 or above in English and maths at the end of primary education, compared with 74% of all pupils. That is one of the largest attainment gaps for any minority ethnic group. At key stage 4 in 2011, 12% of GRT pupils achieved five or more good GCSEs including English and maths, compared with 58.2 % of all pupils. We have established a ministerial working group on tackling the inequalities experienced by Gypsies and Travellers. We are taking action, including by piloting a virtual head teacher for GRT pupils, looking again at the impact of legislation with regard to not prosecuting families for non-attendance at school, and so on.

The hon. Member for Hackney South and Shoreditch (Meg Hillier) pointed to the attainment gap of 6% between Caribbean-heritage boys and the rest of the cohort at GCSE level. For girls, it was 5%. The hon. Member for Hackney North and Stoke Newington (Ms Abbott) pointed out that when black children enter primary school at the age of five, they are doing as well as, and in certain circumstances better than, their peers attending the same primary school, but by the age of 11, achievement starts to drop off, and by 16 there are real attainment gaps for that group of children. I agree with her that this does matter—it is a matter of social justice and fairness. She is right to have devoted so much of her life to trying to tackle these issues and raise awareness of them. I join the hon. Member for Cardiff West (Kevin Brennan) in paying tribute to her for the work that she has carried out over three decades in seeking to address the issue of higher educational standards for BME children in general, and black boys in particular.

The hon. Member for Hackney North and Stoke Newington is right to say that the focus must be on raising educational achievement for black children, and children from groups that historically have underperformed educationally. She is right to point to the importance of data and making the data available. That is something that we are doing. We have put increasing amounts of educational attainment data in the performance tables. Those are broken down by free school meals, by low prior attainment and by high prior attainment. The underlying data are also available. They break down achievement by different ethnic and minority groups. We intend to put ever more data on the website over time, so that they are available to the public, and to academics who want to drill down further than the general public.

Attainment gaps are a complex issue. BME pupils’ underperformance may be due to a combination of factors, including financial deprivation, low parental literacy levels and aspirations for children’s academic achievement, poor attendance and bullying.

[Ms Abbott]

The Minister mentions low literacy levels among parents as a reason for educational underachievement. Let me tell me him that many parents with whom my hon. Friend the Member for Hackney South and Shoreditch (Meg Hillier) and I work would resent that inference.

[Mr Gibb]

I take the hon. Lady’s point. I am making a general point about the issue of underperforming groups in society. The range of causes is complex, and one of them can be—it is not always—literacy among parents generally.

Particular combinations of pupil characteristics can indicate that a child is especially vulnerable. Currently, white or black Caribbean boys eligible for free school meals are among those making the slowest progress. Gypsy, Roma and Traveller children significantly underperform. Many of the lowest-achieving free school meal pupils also have a special educational need, and therefore face an even steeper struggle to succeed.

Nationally, in 2011, 58.2% of pupils gained five or more GCSEs, including English and maths, but the attainment levels of black and minority ethnic groups were lower. Some 52.6% of children of Pakistani origin obtained five or more GCSEs at grades A* to C, including in English and maths, while 54.3% of black pupils, including those of African and Caribbean background, attained the same GCSE results. The figures show that some attainment gaps have narrowed in recent years, as hon. Members have mentioned. For example, attainment levels for pupils of Pakistani origin have improved at a greater rate, narrowing the gap from 12 to six percentage points since 2006.

Narrowing the gap between those from wealthier and poorer backgrounds is key to raising attainment levels among those black and minority ethnic groups with higher than average levels of deprivation. For example, 30% of key stage 4 students of Pakistani origin were eligible for free school meals in 2011, compared with 14% of all key stage 4 pupils.

Our policy is to improve reading in primary schools through systematic synthetic phonics and the new draft primary curriculum for English, with its focus on rigour and ensuring that children become fluent readers and develop a long-lasting love of reading, as well as being taught the rules of English grammar. That is key to closing the attainment gap, as are our other programmes of study for maths and science.

The academies and free schools programmes are designed to raise standards in schools throughout the system, particularly in areas of deprivation. Similarly, the new floor standards for primary and secondary schools and the new focused Ofsted inspection framework are designed to raise academic standards in the least well-performing schools. The pupil premium will direct £600 of extra school funding to each pupil eligible for free school meals, giving schools the resources to tackle all the challenges that they undoubtedly face in overcoming disadvantage.

The hon. Member for Hackney North and Stoke Newington is right that schools must not hide behind social difficulties as a reason for poor educational attainment. That is one reason for the pupil premium. It is a challenge: “Here are the resources to deliver high attainment, so there can be no reason for not delivering.” Total funding for the premium was £625 million last year. It will be £1.25 billion this year, rising to £2.5 billion a year by 2014-15. In 2012-13, coverage of the pupil premium is being extended to include pupils who have been eligible for free school meals at any point in the last six years, extending the premium from 1.2 million pupils to about 1.7 million. The Deputy Prime Minister also recently announced an additional £10 million for the education endowment fund to support projects aimed at transition and literacy catch-up for disadvantaged pupils who did not achieve level 4 at key stage 2 in English at the end of primary school.

The hon. Members for Oldham East and Saddleworth and for Cardiff West raised the issue of the ethnic minority achievement grant. Raising the attainment of children from minority ethnic communities remains a key priority for the coalition Government, but we believe that head teachers understand the particular needs of their schools and are best placed to decide for themselves how that money should be spent. That is why, as part of our school funding settlement for 2011-12, we decided to simplify the funding system by mainstreaming some grants, including the ethnic minority achievement grant, into the dedicated schools grant. Although the EMAG will not continue as a separate ring-fenced grant, we are maintaining last year’s funding levels during 2012-13 at just over £201 million. That means that schools still have funds to support underperforming minority ethnic pupils, and to contribute to the additional costs of supporting pupils with English as an additional language.

[Debbie Abrahams]

Does the Minister accept that as schools are under severe financial pressure at the moment, the funds might not be targeted specifically at reducing the inequalities in attainment for which they were originally intended?

[Mr Gibb]

I accept that that is always a risk, but our philosophy is to trust the professionals to make the decisions, and not have decisions always taken in Whitehall that direct head teachers, who are experienced professionals, on how to spend their budgets. The funding of £201 million is in the dedicated schools grant to address such issues.

This country performs poorly in helping young people to overcome their socio-economic backgrounds. The OECD recently reported that just 24% of disadvantaged students are able to overcome their backgrounds and achieve as well as their peers academically. That is compared with 76% in Shanghai, 72% in Hong Kong and 46% in Finland, which puts the UK 39th out of 65 OECD countries in terms of what it calls the “educational resilience” of children from poorer backgrounds.

In this country, however, there are many schools where pupils of all backgrounds succeed. In Challney high school for boys and community college in Luton, for example, 29% of pupils are in receipt of free school meals, and 61% are of Pakistani origin and 11% of Bangladeshi origin. It saw 77% of its students achieve five good GCSEs, including English and maths. The national attainment figure is 58.2%. In Valentines high school in Redbridge, 19% of pupils are in receipt of free school meals, and 24% are of Pakistani origin and 10% of Bangladeshi origin. It saw 76% of its students achieve five good GCSEs, including English and maths. The question we must ask is this: if such schools are able to achieve those results and that standard of education for their pupils, why not all schools?

As the hon. Member for Hackney North and Stoke Newington pointed out, black children sometimes have a culture of low expectation. When Sir Michael Wilshaw was head at St Bonaventure’s and at Mossbourne community academy, however, he transformed the educational achievement of the youngsters with a combination of high expectations and strong limits and boundaries on behaviour. The hon. Member for Hackney South and Shoreditch cited Mossbourne community academy and its very high academic achievement. It saw 84% of pupils achieve five or more GCSEs at A* to C and nine pupils offered places at Oxbridge last year, despite high levels of deprivation in that part of Hackney and a very high proportion of pupils with English as an additional language.

The hon. Lady pointed to City academy, and the high academic achievement of pupils who had low attainment prior to coming to the school. She said that good heads and good rigour are key, and I certainly agree. She also pointed to the exemplar behaviour policy at the Petchey academy in Hackney, which brings me to school attendance and how regular attendance is key to raising academic standards.

Absence rates for some BME groups are higher than the national average. The absence rate of children of Pakistani origin is 6.7%, but the national average is 5.8%. Nationally, over 54 million school days were lost in 2010-11 due to absence. A pupil missing about nine—

[Hywel Williams (in the Chair)]

Order.