Contact: John Clarke, Deputy Director of Children's Services Tel: 01962 846464
Email: [email protected] or Ian Massey, Intercultural Inspector, Fleet Local Office. Tel: 01252 814772 Email: [email protected]

1 Summary

1.1 This report provides an overview of the work of Children's Services in relation to its statutory duty to promote race equality, including the annual data on racial incidents in schools.

1.2 There continues to be progress in embedding this aspect in the educational agenda across schools and the department and this is reflected in the practical actions from training to curriculum development.

1.3 The percentage of schools making a racist incident annual return to the Local Authority (LA) this year was 98%.

1.4 There has been a slight decrease in the total number of incidents recorded from 646 for 2005 to 617 for 2006. The majority of incidents, 82%, relate to name calling or comments in discussion, with more serious incidents of physical assault accounting for 2.5%.

1.5 The 2006 Pupil Attitude Survey data on children and young people's experience of bullying and racial abuse in and out of school is similar to 2005 and suggests many more pupils perceive this happening to them than most schools suppose.

1.6 In conjunction with headteachers we will be developing a new self evaluation tool to enable schools to assess how well they are meeting their obligations to promote cultural diversity and race equality.

2 Race equality development

2.1 For the second year we have monitored a sample of incidents from schools. The process was agreed with headteacher representatives. A sample of 10 schools, who had recorded at least one racist incident, were asked to return documentation showing how the incident was handled. The sample of incidents took place in a variety of settings including the classroom, the playground and sports field and the documentation indicates schools making use of the good practice of which they have been advised.

· Incidents were reported by teachers, pupils themselves and in one case a parent. The ages involved ranged from five to thirteen years. In one case a lunch time supervisor was a victim.

· All the incidents included name calling, including those that led on to physical assault.

· All incidents were treated seriously by the schools. Individual teachers were involved in dealing with the incidents but so too were senior members of staff such as deputy headteachers and headteachers.

· Schools often followed up incidents by the use of assemblies or with very young children, the use of circle time. Letters of apology to victims were also used.

· The schools are recording actions taken to deal with the perpetrator and support the victim. Phone calls and letters to parents were used to explain the situation and actions taken. This also included statements explaining the school's determination to deal with racist behaviour.

· There is increasing use of a named member of staff to whom pupils are asked to report any further incidents.

· Most schools continue to use the recording form devised by the LA. Where schools use their own format, we are writing to them to ensure that they record all the required information.

3 Promoting cultural diversity

3.1 Ofsted inspection reports are routinely monitored for references about how well schools are promoting intercultural education. For the period September 05 to July 06 there were 114 inspection reports available on Hampshire schools, 85 on primary schools, seven special and 22 secondary. These were all undertaken under the new framework and methodology of shorter inspections and reports.

3.2 For aspects such as a cultural diversity this presents some new difficulties in interpreting findings and comparing the reports with previous year's judgements. This is because in previous years these judgments were based on `how well pupils were being prepared for the cultural diversity of society and the world', whereas the emphasis at the moment appears to be on opportunities for pupils to learn about or experience cultural diversity. Consequently the issue of the quality of the learning, depth of understanding or the experience is not addressed.

3.3 The aspect is still within the Spiritual Moral Social and Cultural (SMSC) section but cultural diversity is not always commented upon. Thirty reports (over 25%) made no specific reference to cultural diversity, although SMSC as a whole was often judged to be good or better.

3.4 In primary school reports there were 41 (48%) statements of good or similar phrases such as `works well', three in special and eight (36%) in secondary. However these judgements were frequently about `opportunities for...' or `awareness of other cultures....' or `celebration of..'

3.5 Only two reports mentioned race equality specifically. For one primary school this was in the context of pupils' understanding of and avoidance of racism and a secondary school was praised for its positive commitment to race equality. Four more reports did make a positive mention of the schools racial harmony or lack of discrimination. This means that the `commitment to race equality' is not being addressed in the vast majority of reports.

3.6 For two primary schools improving cultural diversity was identified as an issue for improvement. A further 16 schools, mainly primary, were identified where this aspect was `limited' or would benefit from additional development. These schools have been contacted and reminded of the support available to them.

3.7 There were two references to where RRR had enabled a natural local and global understanding of diversity issues to be developed.

3.8 As a result of these weaknesses in Ofsted inspections we have embarked on a new development with a small group of headteachers. This group will produce a more relevant self evaluation guidance document. This will enable schools to identify their progress on cultural diversity and race equality using the Ofsted 4 point scale from inadequate to outstanding. For the first time it will offer criteria which schools can use to self assess along with examples of practice.

4 Resource support

4.1 Schools in Hampshire continue to benefit from intercultural resource provision provided by the Intercultural Centre. Schools subscribe to this service and it is part of a wider resource provision which includes the History, Maths and Religious Education Centres. It is also open to Portsmouth and Southampton schools. The centre offers resources for schools to borrow from a range of cultural traditions in and beyond the UK. Resources range from books, to textiles and musical instruments. It includes special topic boxes covering common topics in the primary curriculum.

4.2 An indication of Hampshire schools' commitment to promoting cultural

diversity is the usage of the centre. There has been a slight increase in the number of subscribers from 370 to 391. The level of activity in terms of school usage of the centre is similar to last year with 4,882 loans of resources to schools. The centre also responded to 612 telephone enquiries which is a considerable increase on last year's 426 requests for advice on resources or contacts for a range of artists. There were also 152 visitors to the centre who came to access resources or seek support on their curriculum plans.

5 Continuing professional development

5.1 Intercultural professional development is offered to schools via a mixture of school based in-service or centre based training. It covers aspects of race equality and cultural diversity. As with any Hampshire Inspection and Advisory Service (HIAS) training, school based training is geared to the specific needs of the school staff. It may include twilight sessions, whole day training, work with a co-ordinator and a possible follow up evaluation of impact. Over the past year we have worked with eight schools on aspects of policy or training on classroom practice.

5.2 There are also two-day centre based courses aimed at schools where cultural diversity has been identified as a weakness and at new co-ordinators for whom this is a new development. There is a further course for those schools that wish to develop their policy and practice further. Other centre based in- service focused on the provision of promoting race equality and responding to racial incidents.

5.3 In order to keep schools up-to-date the intercultural website offers ongoing advice on changes to requirements and expectations. It is also home to examples of practice, such as school race equality policies and exemplar curricular materials as well as in-service material which enables schools to run their own training on dealing with racist incidents.

6 Curriculum support

6.1 The new material for supporting teachers in Years 3 and 4 using literacy texts to address issues of similarities and difference has now been made available to all schools.

7 Links to Rights, Respect and Responsibilities (RRR)

7.1 The promotion of race equality is now set within the context of wider LA developments on RRR. and the United Nations (UN) Convention on the Rights of the Child. This means that this issue features within the county training on RRR.

7.2 Last year we were approached to make a contribution to the DfES Diversity and Citizenship review because of our work on RRR and the Convention. A summary of Hampshire's RRR initiative featured in the final report as the only example chosen of a good local authority approach to this aspect.

7.3 We were also approached to make a contribution to the Government Commission on Integration and Social Cohesion, which has yet to be published.

7.4 The DfES has also asked us to comment on the first draft of a consultation guidance document on Community Cohesion to go to all schools in July.

8 Support and progress of ethnic minority pupils

8.1 There has been a 21% increase in new arrivals referred to the service in 06-07 over 05-06 which places a very heavy demand on the service. There are now over 90 languages other than English spoken in Hampshire schools.

8.2 As well as the usual performance information, data analysis now includes tracking of ethnic minority cohorts, analysis of value added of schools, issues arising from different contexts including school places, admissions, asylum seekers and refugees, and attendance. Data on performance shows that underachieving groups at KS1 and KS2 include Pakistani and Bangladeshi pupils and at KS3/4 Black Caribbean, Black African and Chinese. These groups are targeted for support.

8.3 Preparations of a policy are still continuing to consider best options for raising ethnic minority achievement in the light of

- proposed Children's Services

- proposed introduction of single school improvement grant

- and the currently stretched nature of the Ethnic Minority Achievement (EMA) service.

8.4 Specialist teachers contribute to area review meetings about achievement and the five outcomes in schools. There are good links developing with extended services, particularly in Rushmoor. The British Minority Ethnic (BME) children's development officer makes links with other agencies across the county. The current priorities are the Common Assessment Framework (CAF) and Children's Centres. The service has responded to the Children and Young People's Plan with an outcomes plan for raising ethnic minority achievement.

8.5 The EMA service will consult on a shift to delivering provision in a set block of time with schools receiving new arrivals so that schools will receive early profiling for children and young people, training in strategies, link with parents and guidance on self-evaluation at the same time. Some schools have already made provision for increasing numbers.

8.6 EMA service has developed a lead teacher programme with EAL leading teachers contributing to providing advice and training in their own schools and beyond.

8.7 Currently there are 392 Gypsy and Traveller children in Hampshire schools who have identified themselves. Their achievement are substantially lower than their mainstream peers.

(academic year 2005/06).

At Key Stage 4, 13 children achieved GCSE results A-E.

1 Child gained 9 GCSEs A-C grades

1 Child gained 9 GCSEs A-E grades

8.8 The Traveller Service is currently involved in managing a number of projects including:

· breakfast club facilitating homework support for Traveller children

· managing visits of mobile bus projects to sites to encourage positive parenting and pre-school attendance.

· pre-school project - encourage inclusive practice in pre-school settings.

· laptop scheme - working with schools and Showman families to facilitate distance learning when travelling.

9 DfES national guidance on countering racist bullying

9.1 Last year we were asked to host one of the regional launches of the new DfES guidelines on Racial Bullying. As a result we have recommended that schools base their response to incidents on these guidelines and make available to schools a modified internal recording form. This meets new standards and is downloadable from the Intercultural website.

10 Racist incidents

10.1 The annual collation of data on racial incidents again made use of the on-line form on the Hampshire Intranet.

10.2 The data for 2006 are in Appendix 1. There are several elements worth noting:

· The percentage of schools making a return for 2006 is up from 93% to 98%. When analysed by phase of school, it shows that 98% infant, 93% junior, 100% primary and 96% special schools made a return. The number of secondary schools making a return is up from 88 % for 2005 to 94% for 2006.

· There has been a slight decrease in the total number of recorded incidents from 646 for 2005 to 617 for 2006.

· `Name calling' and `comments in discussion', still account for the majority of incidents at 82%. Those incidents which involve a more physical element are still comparatively low at 2.5% and mainly confined to secondary schools.

· Secondary schools account for 46% of all racist incidents and are the place where most of the more serious incidents take place. Junior schools make up 26% of all incidents.

· Schools not making a return for 2006 be will be contacted to remind them of their obligations.

10.3 For the second year, the pupil attitude survey asked questions about pupils' perceptions of being bullied or racially abused both in and out of school. The number involved was over 36,000 pupils in primary and secondary schools from Years 2 and 6 in primary schools to Years 7 and 9 in secondary. The data still indicates that more children perceive they have been the subject of racial bullying in or out of school than the annual collation exercise would suggest. The data compared to last year shows no significant differences. This data is fed back to individual schools and we will remind schools of the best practice guidance on this aspect.

11 Legal implications

11.1 None.

12 Financial implications

12.1 None.

13 Personal implications

13.1 None.

14 Impact assessment

14.1 This report contributes towards the authority's race and equality policies.

15 Crime prevention issues

15.1 The work done by schools in fostering good relationships between children and young people of different ethnic backgrounds is a crucial part of the community's prevention strategy, in respect of race-related crime and disorder. Generally, the work of schools in this area is good, but this report makes clear that the issue is one for everybody and that all adults who work with children and young people need to be sensitive to it and to maintain their vigilance.

16 Views of the Local County Councillor

16.1 Not sought in the drafting of this report.

Section 100 D - Local Government Act 1972 - background documents

The following documents discuss facts or matters on which this report, or an important part of it, is based and have been relied upon to a material extent in the preparation of this report.

NB: the list excludes

1. Published works

2. Documents which disclose exempt or confidential information as defined in the Act.

Ofsted reports and cultural diversity in Hampshire schools 2006

Hampshire schools' racial incidents - by phase and type Year end.

Appendix 1

HAMPSHIRE schools racial incidents - by phase of school and type of incident- Year end 2006

Percentage of schools making returns