Aiming High


Marie Parker-Jenkins, Des Hewitt, Simon Brownhill & Tania Sanders

  • Citations
  • Add to My List
  • Text Size

  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Dedication

    To our families and friends


    View Copyright Page

    Glossary of Terms

    • ‘Asian’ – used generically to include people of South East Asian heritage, for example Indian, Pakistani, Bangladeshi and Kashmiri.
    • asylum seeker – someone who has crossed an international border and is seeking safety or protection in another country. This involves awaiting a government decision as to whether they can remain.
    • attainment – the personal achievement of pupils and their acquisition of knowledge as measured in an academic environment and evidenced by performance in formal tests, such as the Statutory Test Framework and GCSE (QCA 1999).
    • bilingual student – a student who has access to, or needs to use, two or more languages at home and school. It does not imply fluency in the languages and includes students who are beginning to learn English (Rutter 2001).
    • Black – a term used increasingly since the 1970s to refer to people of African, Caribbean, mixed/race or dual heritage, and those of South Asian descent.
    • class – social class refers to the socio-economic position of people in society, their financial situation and their access to public services.
    • community – a group of people with shared values, ethnic, religious and/or linguistic background.
    • culture – ideas, techniques and habits which are passed on by one generation to another.
    • cultural racism – dislike or discrimination against someone on the basis of their culture.
    • development – in learning this can be conceived as the child's adaptation to his or her environment. Children develop physically, emotionally, cognitively and socially, and some would argue that children also develop at a moral or spiritual level.
    • dual heritage – the possession of two cultural backgrounds.
    • EMAG – Ethnic Minority Achievement Grant
    • English as an Additional Language – pupils who speak English as an additional language (EAL).
    • ethnicity – relates to a person's place of birth or historical place of origin, symbolized by visible signifiers such as colour, dress, lifestyle or birthplace allegiance.
    • Eurocentric – placing White Europeans and/or Americans as the norm and the sole contributors to such things as scientific discovery.
    • Every Child Matters – a new government approach (DfES 2006c) to the well-being of children and young people from birth to age 19. Organizations that provide services to children are required to work together in terms of policies and strategies to improve outcomes for children.
    • gender – refers to the social meaning of what it is to be male or female rather than biological characteristics.
    • Gypsy – a term originating in Egypt which refers to a range of different ethnic and cultural groups who live a nomadic lifestyle.
    • Islamophobia – hostility towards Islam and fear and/or dislike of Muslims.
    • Local Authority (LA) – local authority, formerly known as LEA (Local Education Authority), legally responsible for the management of public affairs at a local level.
    • madrassah – religious or mosque school.
    • mentoring – to guide, support and give advice.
    • minority ethnic group – people who are identifiably different, sometimes through language, accent, religion or dress, from the majority ethnic population.
    • mixed race – refers to people who have more than one racial origin, now more commonly replaced by the term ‘dual heritage’.
    • parent/carer – someone who has the legal responsibility for a child, aged 0-18. Legal responsibility varies according to case orders placed by the court and is mostly a matter of joint responsibility with the local authority.
    • practitioners – teachers, trainees, teaching assistants (namely adults working in the classroom with pupils).
    • racism – consists of conduct or words or practices which disadvantage or advantage people because of their colour, culture or ethnic origin. It may be overt or subtle, and underpinned by power.
    • RAISE project – funded by the Yorkshire Forward regional development agency to reduce and remove inequalities concerning the achievement of young people of Pakistani and Kashmiri heritage.
    • refugee – someone who has had to leave his/her own country and who is afraid to return there owing to a fear of being persecuted for reasons of race, religion, nationality or membership of a social or political group.
    • religious literacy – an awareness of the diversity of religious groups in society and of the importance of religion as a sense of identity.
    • Roma – gypsies originating from Eastern Europe.
    • Travellers – people who travel around the country for economic reasons or as a lifestyle choice.

    About the Authors

    Marie Parker-Jenkins is Professor of Research in Education at the University of Derby, researching issues of social justice with particular reference to ‘race’ and ethnicity. Before having an academic career in the UK, she taught in Bermuda, Canada and Australia where she obtained practical knowledge of teaching children from culturally diverse backgrounds. She is the author of over 100 publications including books, reports and journal articles. Her current research focuses on the expansion of religious schools, particularly those based on an Islamic and Jewish ethos; and in her consultancy capacity, she runs workshops on citizenship and identity.

    Dr Des Hewitt has taught from Year 5 through to doctoral students over the last year! As Assistant Head of Teacher Education he has principal responsibility for managing the initial teacher education of Primary teachers. His research and teaching encompass Primary English, Primary Modern Foreign Languages, English as an Additional Language, e-learning and the development of self-regulated learning. He has published papers in respect of teacher education, the role of schools facing challenging circumstances, and assessment for learning in higher education institutions. Des is currently working on a book about the use of learning strategies in schools (Understanding Effective Learning). Future projects include the development of out of school learning with the National Forest and the development of independent learning in Early Years settings in a professional development cluster in the East Midlands.

    Simon Brownhill (MEd) is a Senior Lecturer in Initial Teacher Education at the University of Derby, co-ordinating the PGCE 3–7 course and the Foundation Subjects for the PGCE and BEd. Prior to this he worked for a number of years in primary schools, particularly in the early years. With a varied experience of teaching children in a range of Key Stage One, Two and Three settings, Simon continues to work actively with children in primary schools on a voluntary basis. His teaching and research interests include working with learners from culturally diverse backgrounds, developing creativity in the classroom, and effective learning and teaching in English. A long-term interest in effective behaviour management has led to Simon writing a number of practical and academic books about this topic. He is currently studying for his Doctorate in Education (EdD) which examines the male role model in early years education.

    Tania Sanders (MEd) was appointed as the Primary Achievement Co-ordinator for the Ethnic Minority Achievement Service (The Access Service) for Derby City LA in 2000. Since then her work has involved teaching and supporting asylum seeker and refugee pupils. Tania also plans and delivers professional development for teachers and teaching assistants. One recent successful initiative has been the co-ordination of a cross-agency group that involves an educational psychologist, a nurse practitioner, a mental health worker and a university lecturer looking at the emotional well-being of asylum seeker and refugee pupils. This collaborative approach to training delivery has been recognized by the National Children's Bureau. Tania is also one of the authors of the Raise Project, 2004 (raising attainment in multi-ethnic and multi-faith schools with particular regard to Muslim pupils of Pakistani and Kashmiri heritage). Tania's chapter looks at the impact of the Talking Partners Project on raising the attainment of EAL pupils in one Derby city school. In her spare time Tania is an ardent rock-climber and has climbed in the Alps, the Dolomites and has made an attempt on the Old Man of Hoy, Orkney.


    There is a growing body of literature highlighting improvements in the educational attainment of Black and minority ethnic pupils in compulsory education. However, it is clear that gaps in attainment levels between Black and minority ethnic pupils and others remain. At the same time, a raft of government initiatives has been created to specifically address this situation. Current government proposals are in the shape of the Education and Inspection Act 2006. According to the Department for Education and Skills, the overarching aim of this legislation is to ensure that ‘every child in every in school in every community gets the education they need to enable them to fulfil their potential’.

    At a time when only one third of newly qualified teachers in the UK report that they feel prepared to meet the needs of pupils from Black and minority ethnic communities, it would seem that teachers and schools also need support in their work with pupils from culturally diverse backgrounds.

    This book is a valuable addition to the literature describing how practical school and classroom initiatives can assist Black and minority ethnic pupils raise their attainment. The focus on a variety of ‘culturally diverse bckgrounds’ is particularly helpful. Examples are drawn from both primary and secondary schools. These are of particular use in assisting practitioners in schools with either new arrivals and/or established minority ethnic groups.

    The main body of the book provides a series of scenarios and practical guidelines for teachers, teaching assistants and policy makers in schools who are both supporting new pupils holding refugee/asylum status and are also handling the issue of Black male underachievement and Gypsy/Traveller children. The scenarios presented and questions posed are thought provoking and valuable for both existing teachers and those working towards Qualified Teacher Status.

    Many suggestions are made with regard to parental involvement and that of the wider local community. Primary teachers/trainees and secondary teachers/trainees would benefit considerably from the practical training advice contained in the book.


    Nottingham Trent University


    Our research for this book has involved discussion and correspondence with a number of people who have all played a role in providing us with invaluable information and informing our practice. We would like, therefore, to acknowledge these individuals and organizations.

    For the purposes of the study we conducted research in successful schools which could be described as ‘attaining schools’, and our thanks go to:

    Barry Day and the staff at Greenwood Dale Community School, Sneinton, Nottingham;

    David Nichols and the staff at Littleover Community School, Derby.

    In terms of local authority support we were assisted by:

    Catherine Conchar, Equalities Officer, Nottingham City Local Authority;

    Lorna Simpson and Maureen Rhule, Advisory Support Teachers for African Caribbean Learners, Access Service, Derby City Local Authority;

    Nigel Groom, Head of the Traveller Service, Derby City Local Authority.

    We also wish to acknowledge the Teacher Development Agency in supporting our earlier project work (2002–4), much of which underpins this publication.

    We were very keen that a variety of practitioners gave input to our manuscript as it evolved and we wish to thank the following who acted as reviewers for the book: Maxine Bull, St Chad's Infant School; Judith Lloyd Williams, Sinfin Primary School; and Dr Musharaf Hussain, head teacher, the Islamic School, Nottingham.

    Within the University of Derby, we would like to acknowledge the specialist advice of Khrissey Hartley, Widening Participation Project Leader; Lyn Senior, Post-Compulsory Education and Training Manager; Jane Keeling, Subject Advisor: Education; the research assistance of Sarah Dyke and Jane Lyon; and the secretarial assistance of Selina McCarthy.

    We are also grateful to Jude Bowen at Sage Publications for on-going support of the book.

    The foreward was provided by Cecile Wright, Professor of Sociology, Nottingham Trent University, to whom we are particularly indebted.

    While a number of people and organizations have thus been consulted over issues contained in the book, the opinions expressed are our own; likewise any errors or omissions.

    MarieParker-Jenkins, University of Derby
    DesHewitt, University of Derby
    SimonBrownhill, University of Derby
    TaniaSanders, Derby City LA


    How to Use this Book

    We have shaped the book's chapters around a number of themes or strands within social diversity. Chapter 1 serves as an introduction to the book and the context in which practitioners are responding to meeting the needs of learners from culturally diverse backgrounds. Chapter 2 provides discussion and strategies for responding to the changing nature of diversity in the classroom, with particular reference to the needs of refugee and asylum seeker children and induction for new arrivals.

    The focus then moves in Chapter 3 to supporting bilingual learners with recognition of the importance of the home language and strategies to support learning in an additional language. Discussion in Chapter 4 refers to the issue of raising the attainment of ‘Black boys’, particularly those groups which government reports state are under-performing academically, namely Black Caribbean and Black African, and Pakistani and Bangladeshi boys (DfES 2006a). Here we highlight identity issues based on ethnicity, gender and social class, and consider multiple or mixed senses of identity.

    Of all the groups under-performing academically, Gypsy, Roma and Traveller children in the UK are the lowest achievers, particularly at Secondary level (DfES 2006a). In Chapter 5 we look at the work being done to respond to this group of learners. Part of the success in working with minority groups is also to engage with parents and in Chapter 6 we look particularly at how we can involve and work with parents and the community as partners in supporting children's learning.

    Overall, our aim is to move beyond theory and the rehearsing of social justice and underachievement debates, and to offer practitioners practical suggestions and activities to help raise the academic attainment of their pupils. Whilst much of the discussion has implication as good practice for all pupils, there is particular reference to pupils from culturally diverse backgrounds due to the under-attainment of specific minority ethnic groups. We are advocating an inclusive approach to make sure that every pupil can achieve academically, and that practitioners develop policies and structures which allow for all learner groups to have the best opportunities to succeed.

  • References

    Ali, N.Kalra, V. S. and Sayyid, S. (eds) (2006) A Postcolonial People: South Asians in Britain. London: Hurst and Co.
    Baker, R. (ed.) (1983) The Psychological Problems of Refugees. London: The Refugee Council.
    Beveridge, S. (2005) Children, Families and Schools. Abingdon: RoutledgeFalmer
    Bhopal, J. (2004) ‘Gypsy travellers and education: changing needs and changing perceptions,’British Journal of Educational Studies, 52(1): 47-64.
    Bhopal, K., Gundara, G., Jones, C. and Owen, C. (2000) Working Towards Inclusive Education: Aspects of Good Practice for Gypsy and Traveller Pupils. London: DfES
    Birt, Y. (2001) Being a Real Man in Islam: Drugs, Criminality and the Problem of Masculinity. Available at
    Blackledge, A. (2000) Literacy, Power and Social Justice. Stoke-on-Trent: Trentham.
    Blair, M. (2001) Why Pick on Me? School Exclusion and Black Youth. Stoke-on-Trent: Trentham.
    Bloom, B.S. (1956) Taxonomy of Educational Objectives. Susan Fauer Company Inc.
    Bolloten, B. and Spafford, T. (2003) Managing Mid-Phase Pupil Admissions: A Resource and Guidance Folder for Schools. London: London Borough of Newham.
    Brah, A. (1992) ‘Difference, diversity and differentiation’, in J.Donald and A.Rattansi (eds), Race, Culture and Difference. Buckingham: Open University.
    Brent Language Service (1999) Enriching Literacy – Text, Talk and Tales in Today's Classroom. Stoke-on-Trent: Trentham.
    Bridge, H. (2001) ‘Increasing parental involvement in the pre-school curriculum: what an action research case study revealed’, International Journal of Early years Education, 9 (1): 5-21.
    Brown, K. (1965) Social Psychology. London: Macmillan.
    Callendar, C. (1997) Education for Empowerment: The Practice and Philosophies of Black Teachers. Stoke-on-Trent: Trentham.
    Children Now (2005) ‘The culture of achievement’, 19–25 January, 20–21.
    Clark, C. and Greenfields, M. (2006) Here to Stay: The Gypsies and Travellers of Britain. Hatfield: University of Hertfordshire Press.
    Coard, B. (1971) How the West Indian Child is made Educationally Sub-normal in the British School System. London: New Beacon.
    Commission for Racial Equality (CRE) (2000) Learning for All: Standards for Race Equality in Schools. London: CRE.
    Commission on the Future of Multi-Ethnic Britain (2000) The Parekh Report. London: Profile.
    Connolly, P. (2003) Boys and Schooling in the Early Years, London: RoutledgeFalmer.
    Cork, L. (2005) Supporting Black Pupils and Parents: Understanding and Improving Home-School Relations. Abingdon: Routledge.
    Council of Europe (1972) Selected Texts: The European Convention on Human Rights and Fundamental Freedoms. Strasbourg: Council of Europe.
    Crozier, G. (2001) ‘Excluding parents: the deracialisation of parental involvement (1)’, Race, Ethnicity and Education, 4 (4): 329-41.
    Cummins, J. (1996) Negotiating Identities: Education for Empowerment in a Diverse Society. Covina, CA: California Association for Bilingual Education.
    Cummins, J. and Scheker, S. (2003) Multilingual Education in Practice: using diversity as a resource. Portsmouth: Heinemann
    Dadzie, S. (2000) Toolkit for Tackling Racism in Schools. Stoke-on-Trent: Trentham.
    Demack, S., Drew, D. and Grimsley, M. (2000) ‘Minding the gap: ethnic gender and social differences in attainment at 16’, Race, Ethnicity and Education, 3 (2): 117-43.
    Department for Education and Science (DES) (1967) Children and their Primary Schools: The Plowden Report: Central Advisory Council for Education (England). London: HMSO.
    Department for Education and Science (DES) (1975) A Language for Life (The Bullock Report). London: DfES.
    Department for Education and Science (DES) (1985) Education for all (The Swann Report). London: HMSO
    Department for Education and Science (DES) (1989) The National Curriculum. London: DES.
    Department for Education and Skills (DfES) (1998a) National Literacy Strategy. London: DfES.
    Department for Education and Skills (DfES) (1998b) National Numeracy Strategy. London: DfES
    Department for Education and Skills (DfES) (1999) Curriculum Guidance for the Foundation Stage. Norwich: DfES.
    Department for Education and Skills (DfES) (2002) The National Literacy Strategy: Supporting Pupils Learning English as an Additional Language (Module 5). London: DfES.
    Department for Education and Skills (DfES) (2003a) Aiming High: Raising the Achievement of Minority Ethnic Pupils. London: DfES.
    Department for Education and Skills (DfES) (2003b) Aiming High: Raising the Achievement of Gypsy and Traveller Pupils: A Guide to Good Practice. London: HMSO.
    Department for Education and Skills (DfES) (2004a) Aiming High: Supporting the Effective use of Ethnic Minority Education Grant. London: DfES.
    Department for Education and Skills (DfES) (2004b) Aiming High: Guidance on Supporting the Education of Asylum Seeker and Refugee Children. London: DfES.
    Department for Education and Skills (DfES) (2006a) National Curriculum Assessment: GCSE Attainment and Equivalent Attainment and Post-16 Attendance by Pupil Characteristics 2005. London: DfES.
    Department for Education and Skills (DfES) (2006b) Ethnicity and Education: The Evidence on Minority Ethnic Pupils aged 5–16. Annesley, Nottingham: DfES.
    Department for Education and Skills (DfES) (2006c) Every Child Matters. London: HMSO.
    Department for Education and Skills (DfES) (2006d) Excellence and Enjoyment: Planning and Assessment. London: DfES.
    Derby City Council (1999) ‘Supporting New Arrivals with English as an Additional Language’, (Draft 8/99). Available from The Access Service, Derby City Education Service, Middleton House, 27 St Mary's Gate, Derby DE1 3NN.
    Derrington, C. (2005) Perceptions of behaviour and patterns of exclusion, Journal of Research in Special Education Needs5 (2): 55-61.
    DfE (1993) Building Effective School-Business Links: a practical guide to improving quality. London: DfE.
    Driessen, G., Smit, F. and Sleegers, P. (2005) ‘Parental involvement and educational achievement’, British Educational Research Journal, 31 (4): 509-32.
    Dufour, B. (1990) A New Social Curriculum: A Guide to Cross-Curricular Issues. Cambridge: Cambridge University Press.
    Dyregrov, A. (1991) Grief in Children. London: Jessica Kingsley.
    Edwards, V. (1998) The Power of Babel: Teaching and Learning in Multilingual Classrooms. Stoke-on-Trent: Trentham.
    Epstein, D. (ed) (1990) Failing Boys?: issues in gender and achievement. Buckingham: Open University Press.
    Fitzgerald, D. (2004) Parent Partnerships in the Early Years. London: Continuum.
    Fletcher, S. (2000) Mentoring in schools: a handbook of good practice. London: Kogan Page.
    Fuller, M. (1980) ‘Black girls in a London comprehensive’, in R.Deem (ed.), Schooling for Women's Work. London: Routledge and Kegan Paul.
    Furedi, F. (1997) Culture of Fear. London: Cassell.
    Gaine, C. (1987) No Problem Here. London: Hutchinson.
    Gaine, C. (2005) We're All White Thanks: The Persisting Myth about ‘White’ Schools. Stoke-on-Trent: Trentham.
    Gibbons, P. (2002) Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Oxford: Heinemann.
    Gidden, A. (2001) Sociology (4th edition). Cambridge: Polity.
    Gillborn, D. and Gipps, C. (1996) Recent Research on the Achievements of Ethnic Minority Pupils. London: HMSO.
    Gillborn, D. and Mirza, H. S. (2000) Educational Inequality: Mapping Race, Class and Gender. London: OFSTED.
    Guardian (2005) ‘French unrest spreads’, 8 November, 1.
    Guardian (2006) ‘French police criticised over the deaths of youths that led to the riots’, 8 December, 28.
    Guttman, A. (ed.) (1992) Multiculturalism. Chichester: Princeton University Press.
    Hammond, J. (2001) Scaffolding – Reading and Learning in Language and Literacy Education. NSW, Australia: Primary English Teaching Association.
    Herbert, C. (2003) A PSHE and Citizenship Programme of Work for Key Stages 1 and 2. London: Westminster Education Action Zone.
    Hester, H. et al. (1993) Guide to the Primary Learning Record. Available from The Centre for Language in Primary Education, Webber Row, London.
    HMSO (1981) The Rampton Report: West Indian Children in our Schools. London: HMSO.
    Hughes, P. (2002) Principles of Primary Education Study Guide (2nd edition). London: David Fulton.
    Hunte, C. (2004) ‘Inequality, achievement and African-Carribean boys’, Race Equality Teaching, 22 (3): 31-6.
    Independent (2006a) ‘Dress Sense’, 16 October, 28.
    Independent (2006b) ‘Muslim veils should be illegal in public’, 24 December, 6.
    Johnstone, D. (2004) ‘Put parents in charge’, Headteacher Update, (Summer) 1, 4: 16.
    Jordan, E. (2001) ‘Exclusion of Travellers in state schools’, Educational Research, 43 (2): 117-32.
    Keyes, C. R. (2002) ‘A way of thinking about parent/teacher partnerships for teachers’, International Journal of Early Years Education, 10 (3): 177-91.
    Kirsh, M. (2005) ‘The Culture of AchievementChildren Now, 19–25 January, 20-21.
    Klassen, N. and Clutterbuck, D. (2002) Implementing Mentoring Schemes. Oxford: ButterworthHeinemann.
    Knowles, E. and Ridley, W. (2006) Another Spanner in the Works: Challenging Prejudice and Racism in Mainly White Schools. Stoke-on-Trent: Trentham.
    Kotler, A., Wegerif, R. and Levoi, M. (2002) ‘Oracy and the Educational Achievement of Pupils with English as an Additional Language: The impact of bringing “Talking Partners” into Bradford schools’, Journal of Bilingual Education and Bilingualism, 4(6).
    Levinson, M. and Sparkes, A. (2003) ‘Gypsy masculinities and the school-home interface: exploring contradictions and tensions’, British Journal of Sociology of Education, 24 (5): 587-603.
    London Development Agency (LDA) (2004) Research Findings: The Educational Experience and Achievements of Black Boys in London Schools. London: LDA.
    Long, R. (1986) Developing Parental Involvement in Primary Schools. London: Macmillan Education.
    Macauley, B. (2000) Raising the attainment of Ethnic Minority Pupils – What Strategies are Recognised?Stoke-on-Trent: Trentham.
    Macbeth, A. (1989) Involving Parents: Effective Parent-Teacher Relations. Oxford: Heinemann.
    MacPherson, W. (1999) Report of an Inquiry by Sir William MacPherson of Cluny: The MacPherson Report (Inquiry into the death of Stephen Lawrence). London: HMSO.
    Maiden, A. (2006) ‘Hidden treasures’, Headteacher Update, (Spring) 2 (2): 10.
    Manchester City LEA (2001) Welcome Pack. Manchester: LEA.
    Mazlow, A. (1954) Motivation and Personality. New York: Harper & Row.
    McBride, B. A. and Rane, T.R. (1997) ‘Father/male involvement in Early Childhood programs: issues and challenges’, Early Childhood Education Journal. 25 (1): 11-15.
    Miller, L., Cable, C, and Devereux, C. (2005) Developing Early Years Practice. London: David Fulton.
    Mills, J. (1996) Partnership in the Primary School. London: Routledge.
    Mirza, H. S. (1992) Young, Female and Black. London: Routledge.
    Modood, T. (2003) ‘Muslims and the politics of difference’, in S.Spencer (ed.), The Politics of Migration. Oxford: Blackwell.
    Modood, T., Berthoud, R., Lakey, J., Nazroo, J., Smilth, P., Virdee, S. and Beishon, S. (1997) Ethnic Minorities in Britain: Diversity and Disadvantage. London: Policy Studies Institute.
    Modood, T.Triandafyllidou, A. and Zapata-Barrero, R. (2006) Multicultural, Muslims and Citizenship: A European Approach. London: Routledge.
    Mouchel Parkman (2003) Raising the Attainment of Black Boys. Report prepared by L. Appiah for the DfES. Available from Mouchel Parkman Consultancy, West Hall, Parvis Road, West Byfleet, Surrey KT14 6EZ.
    Munn, P. (ed.) (1993) Parents and Schools: Customers, Managers or Partners?London: Routledge.
    Naidoo, J. (ed.) (2002) Somali Children in our Schools. London: Tower Hamlets Language Support Services.
    O'Hanlon, C. and Homes, P. (2004) The Education of Gypsy and Traveller Children: Towards Inclusion and Educational Achievement. Stoke-on-Trent: Trentham.
    OFSTED (1996a) Recent Research on the Achievements of Ethnic Minority Pupils. London: OFSTED.
    OFSTED (1996b) The Education of Travelling Children. London: HMSO.
    OFSTED (1999a) Raising the Attainment of Minority Ethnic Pupils. London: HMSO.
    OFSTED (1999b) Raising the Attainment of Minority Ethnic Pupils: Schools and LEA Responses. London: OFSTED.
    OFSTED (2001) Managing Support for the Attainment of Pupils from Minority Ethnic Groups. London: OFSTED.
    OFSTED (2002a) Achievement of Black Caribbean Pupils: Good Practice in Secondary schools. London: HMSO.
    OFSTED (2002b) The Achievement of Black Caribbean Pupils: Three Successful Primary Schools. London: HMSO.
    OFSTED (2003) The Education of Asylum-Seeker Pupils. London: OFSTED.
    Organisation for Co-operation and Developemnt (OECD) (1997) Parents as Partners in Schooling. Paris: OECD.
    Parekh, B. (2000) Rethinking Multiculturalism: Cultural Diversity and Political Theory. Basingstoke: Macmillan.
    Parker-Jenkins, M. (1995) Children of Islam – A Teacher's Guide to Meeting the needs of Muslim pupils. Stoke-on-Trent: Trentham.
    Parker-Jenkins, M. and Haw, K. (1996) ‘Equality within Islam not without it: The perspectives of Muslim girls’, Muslim Educational Quarterly, 3: 17-34.
    Parker-Jenkins, M., Hartas, D. and Irving, B. (2005) In Good Faith: Schools, Religion and Public Funding. Aldershot: Ashgate.
    Pearce, S. (2005) YOU Wouldn't Understand … White Teachers in Multi-Ethnic Classrooms. Stoke-on-Trent: Trentham
    Pugh, G. and De'Ath, E. (1989) Working Towards Partnership in the Early Years. London: National Children's Bureau.
    QCA (1999) The National Curriculum. London: QCA.
    QCA (2000) A Language In Common: Assessing English as an Additional Language. London: QCA.
    Rashid, N., Naz, I. and Hussain, M. (2005) Raising attainment of Bangladeshi and Pakistani Boys (RAPBB): Project Report and Good Practice Guide. Birmingham Advisory and Support Service (BASS).
    Rattansi, A. (1992) ‘Changing the subject? Racism, culture and education’, in J.Donald and A.Rattansi (eds), Race, Culture and Difference. London: Sage.
    Rattansi, A. (2000) ‘On Being and Not Being Brown/Black British: Racism, Class, Sexuality and Ethnicity in Post-Imperial Britain’, Interventions, vol. 2, issue 1, March, pp 118-34.
    Reay, D. (1998) Class Work: Mothers’ Involvement in their Children's Primary Schooling. London: UC Press.
    Refugee Council (1999) The Refugee Resources in the UK: A National Directory of Services for Asylum-Seekers and Refugees. London: RC Relations/Oxford: Heinemann Educational.
    Refugee Council and Save the Children (2001) In Safe Hands (a resource and training pack to support work with young refugee children). London: RC/Save the Children.
    Reynolds, M., McCartan, M. and Knipe, D. (2003) ‘Traveller culture and lifestyle as factors influencing children's integration into mainstream secondary schools in West Belfast’, International Journal of Inclusive Education, 7 (4): 403-14.
    Richardson, R. (2006) ‘Race, identity and multiculturalism – the current debates’, (notes for a talk, University of Derby, 1 March 2006).
    RichardsonR. and Wood, A. (2004) The Achievement of British Pakistani Learners: Work in Progress. (The Report of the RAISE project, 2002–4, funded by Yorkshire Forward.) Stoke-on-Trent: Trentham.
    Richman, N. (1998) In the Midst of the Whirlwind: A Manual for Helping Refugee Children. Save the Children. Stoke-on-Trent: Trentham.
    Riley, J. (1998) ‘Curiosity and Communication: Language and Literacy in the Early Years Educators’, in I.Siraj-Blatchford (ed.), A Curriculum Development Handbook for Early Childhood. Stoke-on-Trent: Trentham.
    Rowan, L., Knobel, M., Bigum, C. and Lankshear, C. (2002) Boys, Literacies and Schooling: the Dangerous Territories of Gender-Based Literacy. Buckingham: Open University Press.
    Runnymede Trust (1997) Islamaphobia: A Challenge for Us All. London: Runnymede.
    Rutter, J. (1994) Refugee Children in the Classroom. Stoke-on-Trent: Trentham.
    Rutter, J. (2001) Supporting Refugee Children in 21st Century Britain: A Compendium of Essential Information. Stoke-on-Trent: Trentham Books.
    Rutter, J. and Jones, J. (1998) Refugee Education: Mapping the Field. Stoke-on-Trent: Trentham.
    Sanders, T. (2004) ‘Cat Have Two Mouses’. Paper contributed to The Report of the RAISE project – The Achievement of British Pakistani Learners. Stoke-on-Trent: Trentham.
    Sarwar, G. (1994) British Muslims and Schools. Available from Muslim Educational Trust, 130 Stroud Green Road, London N4 3AZ.
    Sewell, T. (1996) Black Masculinities and Schooling. Stoke-on-Trent: Trentham.
    Sewell, T. (2007) Generating Genius: Boys in Search of Love, Ritual and Schooling. Stoke-on-Trent: Trentham.
    Shah, M. (2001) Working with Parents. Oxford: Heinemann.
    Sinfin Community School (2003) Supporting New Arrivals in the Classroom. Available from Language Support Department, Sinfin Community School, Farmhouse Road, Sinfin, Derby DE24 3AR.
    Skelton, C. (2001) Schooling the Boys: Masculinities and Primary Education. Buckingham: Open University Press.
    Smit, F., Driessen, G. and Sleegers, P. (2002) Parental Involvement and Educational Achievement. British Educational Research Journal, (August) 31 (4): 509-32
    Smyth, G. (2002) I Can't Read ‘Rag’ and ‘Bug’ – Bilingual Children's Creative Responses to a Monolingual Curriculum: Multicultural Teaching. Stoke-on-Trent: Trentham Books.
    Spafford, T. and Bolloten, B. (2001) ‘Supporting refugee children in east London primary schools’, in J.Rutter and C.Jones (eds), Refugee Education: Mapping the Field. Stoke-on-Trent: Trentham.
    Spafford, T. et al. (1995) The Admission and Induction of Refugee Children into School: Multicultural Teaching, Stoke-on-Trent: Trentham.
    Stacey, M. (1991) Parents and Teachers Together. Buckingham: Open University Press.
    Stead, J., Closs, A. and Arshad, R. (1999) ‘Invisible pupils: the experience of refugee pupils in Scottish schools’, Education and Social Justice, 4: 49-55.
    Teacher Training Agency (TTA) (2002) Qualified Teacher Status. London: TTA.
    Times (2007) ‘Reid set for tough new immigration rules’, 26 January, 3.
    Tizard, B. and Phoenix, A. (2002) Black, White or Mixed Race: Race and Racism in the Lives of Young People of Mixed Parentage. London: Routledge.
    Tizard, B., Mortimore, J. and Burchell, B. (1981) Involving Parents in Nursery and Infant Schools. Suffolk: Grant McIntyre.
    Tomlinson, S. (1991) Home and school in multicultural Britain. London: Batsford Academic and Educational.
    Troyna, B. (1986) ‘Beyond multiculturalism: towards the enactment of anti-racist education in policy, provision and pedagogy’, Oxford Review of Education, 13: 22-36.
    University of Derby (2006) ‘Aim Higher Derbyshire’, Newsletter. Available from Business Development Unit, University of Derby, Kedleston Road, Derby DE22 1GB.
    Van Driel, B. (ed.) (2004) Confronting Islamaphobia in Educational Practice. Stoke-on-Trent: Trentham.
    Vincent, C. and Ball, S.J. (2003) Childcare choices and class practices. London: Routledge.
    Virani-Roper, Z. (2000) ‘Bilingual learners and numeracy’, in M.Gravelle (ed.), Planning for Bilingual Learners. Stoke-on-Trent: Trentham.
    Vygotsky, L. (1962) Thought and Language. Cambridge, MA: MIT.
    Waller, H. and Waller, J. (1998) Linking Home and Setting. London: David Fulton.
    Weeks, D. and Wright, C. (1998) Improving Practice: A Whole School Approach to Raising the Achievement of African Caribbean Youth. London: The Runnymede Trust.
    Wilce, H. (2006) Complex tales of the males. Times EducationalSupplement, 7 July 2006. Accessed 21 June 2007.
    Wilkes, S. (1994) One Day we had to Run!: Refugee Children tell their Stories in Words and Paintings. London: Evans Brothers Ltd.
    Williams-Ellis, A. (1973) Gypsy folk tales. London: Pan.
    Wolfendale, S. (1992) Empowering Parents and Teachers: Working for Children. London: Cassell.
    Wormington, A., Newman, S. and Lilly, C. (eds.) (2003) The Travelling People. London: Newham, Hackney and Tower Hamlets Education Services.
    Wright, C. (1992) Race Relations in the Primary School. London: David Fulton
    Wright, C., Weekes, D. and McGlaughin, A. (2000) ‘Race’, Class and Gender in Exclusion from School. London: Falmer Press.
    Wright, M., Barge, J.K. and Loges, W.E. (2000) ‘Parent, Student and Teacher Perceptions of Parental Involvement’, British Education Research Journal28 (3): 140-63.
    Wrigley, T. (2000) The Power to Learn: Stories of Success in the Education of Asian and other Bilingual Pupils. Stoke-on-Trent: Trentham.
    Zipes, J. (1976) Fairy Tales and Urban Myths. London

    Useful Websites

    A range of resources and information can be found at the following websites:

    100 Great Black Britons
    1001 Inventions
    Active 8 activities8.htm
    Amnesty International
    Asylum Aid
    Black and Asian Historyhttp://www.channel4blackandasianhistory
    Black, Asian and Pakistani Vounteers Group
    Boys 2 Men
    British Red Cross Society
    Centre for the Use of Research and Evidence in Education (CUREE)
    Commission for Racial Equality
    Criminal Records Bureau
    Department for Education and Skills.
    Derby City Council, Race Equality Policy
    Development Education Association
    DfES Anti-racist Teaching
    DfES Statistics/Pupil Performance
    Ethiopian Community Association
    European Council for Refugees and Exiles
    European Convention on Human Rights and Fundamental Freedoms
    Family Welfare Association
    From Boyhood to Manhood
    Generating Genius
    ICAR Information Centre about Asylum and Refugees in the UK
    Immigration & Nationality Directorate of the Home Office
    Immigration Advisory Service
    Institute of Race Relations
    Internal Displacement Project
    Joint Council for the Welfare of Immigrants
    Law Centres Federation
    Liberty (National Council for Civil Liberties)
    Migrant Helpline
    National Black Boys Can Association
    National Coalition of Anti-deportation Campaigns
    National Pupil Database
    National Strategy
    North of England Refugee Centre
    Office for Standards in Education
    Parents’ Gateway
    Project Proactive
    Pupil Level Annual School Census (PLASC) tar/plasc
    QCA – Pathways to Learning for New Arrivals
    Refugee Action
    Refugee Arrivals Project
    Refugee Camp
    Refugee Council
    Refugee Housing Association
    Refugee Studies Centre
    Refugee Women's Legal Group
    Refugees Online
    Reporting and Analysis for Improvement through
    School Self-Evaluation (RAISE online)
    Respect Campaign
    Save the Children
    Scottish Refugee Council
    Standards in Schools
    Supplementary Education
    Talking Partners
    Teacher Training Agency
    The ESRC Teaching and Learning Research Programme
    UNHCR (UN Refugee Agency)
    United Nations Status of Refugees
    Welsh Refugee Council
    Useful Contacts

    National Asylum-Seekers Support Service

    Home Office

    Voyager House

    30 Wellesley Road


    CRO 2AD

    Refugee Legal Centre

    Sussex House

    Bermondsey Street


    SEI 3XF

    Refugee Support Centre

    47 Lambeth Road


    SW8 1RH

    The Resource Unit for Supplementary

    and Mother Tongue Schools

    15 Great St Thomas Apostle

    Mansion House


    EC4V 2BB

    • Loading...
Back to Top

Copy and paste the following HTML into your website