Ethnic Minority Achievement - NASUWT

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Enrolment AgeExcursionsFirst AidGroomingHealthPrep is the first formal year of primary/elementary school. It isequivalent to Year 1 in many countries.Minimum age requirements for the Murray Site are as follows:- Prep – 5 before March 31- Grade 1 – 6 before 31 March- Grade 2 – 7 before 31 March- Grade 3 – 8 before 31 March- Grade 4 – 9 before 31 March- Grade 5 – 10 before 31 March- Grade 6 – 11 before 31 March- Grade 7 – 12 before 31 March- Grade 8 – 13 before 31 MarchExcursions are important educational activities which enrichand broaden children’s experiences. They can be used for partof a unit of work, as a springboard or motivating factor or asthe culmination of that unit. All children are expected to attendexcursions.Excursions may take place either at school or away from schoolwith the approval of the Principal and the consent of theparents.First Aid equipment is provided in classrooms and in theschool office. This equipment is maintained for the treatmentof minor injuries or accidents which may occur whilst studentsare engaged in school activities. If an accident requiring adoctor happens, initial first aid treatment may be given, andparents are contacted immediately. No medication will begiven without written instructions from a doctor.Children are asked to wear full school uniform and be neatlygroomed. Long hair must be tied back. We feel it is importantat a young age to develop a pride in appearance and theconcept of appropriateness of dress and appearance to suit theoccasion.Our role is to promote good health practices. If your childbecomes ill, you will be contacted immediately to collecthim/her. If your child contracts one of the many contagiouschildhood diseases such as chicken pox, mumps, head lice orconjunctivitis, please keep them at home, then let us know, sothat we can give you information regarding treatment andincubation periods. Malaria is endemic to PNG. We regularlyspray to reduce the mosquito population. Children areencouraged to wear insect repellent to school. Also, for yourchild’s health and safety, s/he is required to wear a school hatand shoes, at all times outside.Parent Information Handbook 9
minority ethnic, refugee and Traveller pupils and pupils with backgrounds asspeakers of first languages other than English. 11In respect of arrangements for funding, the replacement of Section 11arrangements by the Ethnic Minority Achievement Grant in 1999, which was alsoassociated with a reallocation of national-level policy responsibility in this areafrom the Home Office to the then Department for Education and Employment(DfEE), was particularly significant.Ethnic Minority Achievement GrantThe Ethnic Minority Achievement Grant formalised the broader scope of servicesfor black and minority ethnic and English as an Additional Language pupils thathad begun to emerge under Section 11 and sharpened the focus of policy andpractice on sustaining and enhancing levels of educational progress andachievement. 12The introduction of the Ethnic Minority Achievement Grant was also accompaniedby the implementation of arrangements in which local authorities were requiredto devolve a significant proportion of funding to schools. While this led in somecircumstances to schools taking greater direct responsibility for resourcing ethnicminority achievement and English as an Additional Language provision for theirown pupils, it is also important to note that the Government in office during thisperiod attached strict conditions for ‘ring-fencing’ that sought to prevent itsdeployment in supporting activities that were not aimed specifically at supportingthe progress and achievement of pupils. 13 The ‘ring-fencing’ of the Ethnic MinorityAchievement Grant provided an important incentive for schools to buy-backresource-intensive ethnic minority achievement and English as an AdditionalLanguage services from local authorities as there were no other purposes to whichthe money might otherwise have been put.This feature of the Ethnic Minority Achievement Grant, combined with significantincreases in per-pupil funding levels of over £1000 per relevant pupil in real termsbetween 1997 and 2006, resulted in the retention by many local authorities ofcomprehensive, high-quality ethnic minority achievement and English as anAdditional Language services. 14Although the impact of these changes on local authority-led provision was variable,it is important to acknowledge that the strategy developed by the then Governmentthat underpinned these reforms, ‘Aiming High’, continued to set out clearexpectations that local authorities should continue to take a leading role in theoversight of ethnic minority achievement and English as an Additional Language11Watters, C. (2008) Refugee Children: Towards the Next Horizon. Routledge; Oxford.12ibid.13Department for Education and Skills (DfES) (2004) Aiming High: Supporting Effective use of EMAG. DfES; London.14DfES (2003) Aiming High: Raising the Achievement of Minority Ethnic Pupils. DfES; London.11
Page 3: INTRODUCTIONThe development of effe
Page 6 and 7: n A third of school leaders confirm
Page 8 and 9: underdeveloped, the educational out
Page 12 and 13: provision, whether through direct p
Page 14 and 15: the overall school budget allocated
Page 16 and 17: SurveyThis desk research was follow
Page 18 and 19: across their local authority were d
Page 20: CONCLUSIONSThe findings of the NASU

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