Two Islingtons: Understanding the Problem - Islington Council

The main documents are summarised in the paper available on the Fairness Commission
website what do people think and do about fairness in Islington. Key items are grouped
2. Improving Aspirations and Education
2.1. Pupil attainment levels differ significantly within the borough. Pupils from less prosperous
backgrounds do not perform as well as those from wealthier backgrounds. Pupils eligible
for free school meals perform below those not eligible. At GCSE White British pupils underperform
against other ethnic groups and overall boys slightly outperform girls. Low
attaining groups aged between 7 and 11, (Key stage 2 - KS2) include Turkish, Kurdish,
Somali and Black Caribbean and at GCSE White, Somali, Mixed and Black Caribbean.
The largest single NEET group is White (53%) with young White men being
disproportionally represented. A high proportion of disabled people have no qualifications
and disabled people, particularly those with learning difficulties, are disproportionately
NEET.
2.2. However, year on year exam results are improving. Additionally the gap between Islington
school students on free school meals and their peers at GCSE is now the lowest in
England; while attainment of Black students is now equal to or above (in the case of those
of African origin) this group nationally. The gap for White students is also narrowing and
Islington students with English as an additional language now attain at the same level as
this group nationally.
2.3. The 2009 GCSE results showed that boys’ attainment, especially attainment by Black boys
continues to improve sharply, and there was a 7% rise in White British attainment. A
renewed focus is needed on girls in all ethnic groups, as apart from Turkish children all
ethnic group girls performed below boys of the same background and Turkish and
Bangladeshi progress may be stalling after major gains in recent years.
2.4. The Centre for Excellence and Outcomes in Children’s and Young People’s Services
(C4EO) highlights the wealth of research showing that high quality early learning has a
major and lasting positive impact on all children, but especially poor children. An effective
focus on language and literacy development in the early years, particularly for children
from disadvantaged backgrounds and those with English as an additional language, is a
particularly effective strategy in narrowing the gap.
2.5. The Narrowing the Gap programme which is supported through the Local Area
Agreement (LAA) is focussing on specific ethnic groups at both 7-11yrs (KS2) and at 14-
16yrs (KS4) and these efforts are having an impact, particularly for Black and Mixed
Heritage boys. In addition, targeted work of identifying improvements in curriculum
delivery in some schools in specific subject areas is also starting to have an impact. The
programme has a number of activities and projects that sit within it, for example, schools
are encouraged to effectively use performance data available to them so that specific
issues in relation to that particular school or class are picked up and addressed. The idea
is that the gaps are found, strategies put in place, monitored, and then success celebrated.
The issue will depend on the school and class and the gap could be across any equality
group. The 1-1 tuition project targets students who have fallen behind, or who are at risk of
falling behind, and is targeted at where the need is rather than a particular equality group.
10 hours of individual 1-1 tuition is given and monitored to help bring the child up to level
with his or her peers.
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