Ethnic Minority Achievement - NASUWT

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across their local authority were decreasing, with resources being divertedtowards other activities.‘In our school, we are seeing English as an Additional Language resourcesincreasingly diverted to other uses, especially supporting pupils with specialeducational needs.’School-based English as an Additional Language specialist teacher (metropolitan authority)A significant proportion of school leaders (32%) confirmed that local authoritysupport for black and minority ethnic and English as an Additional Languagepupils had become more difficult to access over the past year.‘The number of centrally employed ethnic minority achievement and Englishas an Additional Language specialist staff posts in our authority has beenhalved this year…’School leader (inner London)However, the evidence from the <strong>NASUWT</strong>’s survey indicates that it is unlikely thatschools will be in a position to address shortcomings in provision from their ownbudgets. When asked to predict future changes to the proportion of their schools’budgets allocated to securing ethnic minority achievement and English as anAdditional Language services, almost half of respondents expressed the view thatallocations of funding for these services would be likely to decline.‘Our school has a 0.6 ethnic minority achievement teaching post but it nowhas to be kept under review every term.’School leader (unitary authority)Almost one in ten respondents confirmed that cost pressures had led toredundancies among ethnic minority achievement and English as an AdditionalLanguage teachers in their schools, while 19% of school leaders reported thatthey were aware of redundancies of ethnic minority achievement and English asan Additional Language staff in their local authority or in other schools in theirlocal authority area.It is also important to note that reductions in the extent of ethnic minorityachievement and English as an Additional Language provision are occurring at aperiod when demand for such services is increasing.Half of all school leader respondents to the <strong>NASUWT</strong>’s survey stated thatpressures on schools to meet the needs of pupils with English as an Additional18
Language had increased over the past year, with a further 65% stating that currentresources were insufficient to meet these demands.‘We have 19 languages spoken here, a vast increase over 12 months. Weare finding it increasingly difficult to manage...thank heavens for Googletranslate!’School leader (unitary authority)19
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 10 and 11: Enrolment AgeExcursionsFirst AidGro
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 20: CONCLUSIONSThe findings of the NASU

Ethnic Minority Achievement - NASUWT

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