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Ensuring the attainment ofBlack Caribbean boysAn approach to school self-evaluationThe target group is Black boys who were born in the Caribbean or who havea parent with Caribbean origins. The term is seen as an inclusive one thatwould encompass those boys of dual heritage, with one parent ofCaribbean heritage. It is currently in wide usage but will no doubt besubstituted by definitions of ethnic group membership based on the newethnic categories in the Pupil Level Annual School Census (PLASC). Thosethat appear to be most relevant to the concerns of this briefing are ‘Black orBlack British-Caribbean’ and ‘Mixed-White and Black Caribbean’.In trying to develop any document that focuses on the needs of a specificgroup of pupils, the issue of whether the material is relevant only to thatgroup or more generically applicable has to be considered. It is hoped thatthe points raised are specific enough to highlight key issues for practicerelevant in the process of raising the attainment and achievement of BlackCaribbean boys. At the same time it will be consistent with whole-schoolself-evaluation of which this specific focus is but one dimension.The following points are offered as starting points for discussion on the specificelements of a school’s provision that need to be considered when addressingthe issue of ensuring the attainment of Black Caribbean boys. The document isorganised under the following headings:1 Transfer and transition2 Organisation and management3 Curriculum4 Teaching and learning5 Monitoring progress6 Communicating policy7 Support and guidance8 Parental partnerships and perceptionsIn the section ‘Approaches to staff development’ we have highlightedopportunities for this self-evaluation document to be discussed during eachsession. By using these opportunities, your school’s self-evaluation will informthe staff development session and all staff will be involved in discussing theimplications for school practice.It is not envisaged that school leadership teams will work their way through all ofthe document, rather that they read through the whole document, to gain anoverview, and then select one or two sections to focus on, depending upon theperceived need of the school. We have included a planning sheet at the back ofthis document, to help with this selection process.© Crown copyright 2004 Key Stage 3 National StrategyRef: DfES 0548-2004 GEnsuring the attainment of Black Caribbean boys: An approach to school self-evaluation
Points for actionHaving discussed the self-evaluation questions, note any key points for action in the relevant section below:1 ■Transfer andtransition■■2 Organisationandmanagement■■■3 Curriculum■■■4 Teaching andlearning■■■5 Monitoringprogress■■■6. Communicatingpolicy■■■7 Support andguidance■■■8 Parentalpartnershipsand perceptions■■■© Crown copyright 2004 Key Stage 3 National StrategyRef: DfES 0548-2004 GEnsuring the attainment of Black Caribbean boys: An approach to school self-evaluation
Page 3: How to use these materialsWe sugges
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Page 9 and 10: Before you startBefore planning sta
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The choice of approach will depend
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In the first session some key ‘gr
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Suggested content for academictutor
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continues. . .You could then ask th
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Explain that the idea is for any in
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The ACE project is part of an integ
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Setting writing targets Handout 1.1
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64 Key Stage 3 National Strategy ©
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Handout 1.32 of 2Being the best I c
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