Birmingham Council’s ‘Annual Education Performance Report’ was presented at the Education, Children and Young People Overview and Scrutiny Committee meeting on 10 April. (See Link 1 below to access the report and the recording of the meeting’s webcast.) The report was introduced by Sue Harrison, Director of Children’s Services, and presented, with slides, by Lisa Smith, School Improvement Lead for Strategic Development. The meeting was chaired by Cllr Kerry Jenkins as Chair of the Scrutiny Committee. Cllr Karen McCarthy, Cabinet Member for Children, Young People and Families, was present but did not speak in the discussion.
The report, including appendices, is 242 pages long and packed with data including numerous graphs and tables. The presentation by Lisa Smith, its author, took 22 minutes, including a total of 8 minutes to summarise the data on Key Stages 2 and 4. The presentation was followed by 28 minutes of discussion, including a 3 minute report by Tim Boyes, Head of the Birmingham Education Partnership.
The first point to make is that while it is valuable to have available as much relevant data as possible, a much shorter report should have been presented at the meeting focusing on the key issues and data. This point was made by the Chair, Cllr Kerry Jenkins, and accepted by Sue Harrison.
The overriding focus of the report is on comparisons between the performance of the Birmingham school system and national data, and data from other local authorities, including Core cities and statistical neighbours. In terms of specific categories of pupils the report focuses largely on pupils with Special Needs, and the presentation did so almost exclusively. There was also some mention of Exclusions. These issues were also the main themes of the discussion with Councillors after the presentation.
What is most striking about the report, and its fundamental weakness, is its failure to address issues of inequality, with the exception of SEND. The report contains numerous graphs and tables providing data. Almost all the data on inequality is presented separately as ethnicity, gender or ‘disadvantage’. However in reality in the lives of children and young people, and in their progress and attainment in schools, the three factors don’t operate separately, they combine in various complex ways to profoundly shape the performance of pupils in our schools. There is no discussion in the report – and there was none in the presentation of it at the Committee meeting and the discussion there – of the gross inequalities of gender, ethnicity and social class that the report reveals: of what might be its causes and what should be done to address these inequalities, including what schools and the Local Authority are doing and what more they could do. It is indicative, and extraordinary, that in the 242 pages of the report the words “equality” and “equalities” don’t appear at all.
Out of the dozens of tables in the report there are only two which combine data on gender, ethnicity and social class to report the joint impact of all three factors on attainment. One set is about Key Stage 2 Reading, Writing and Maths (p73). The second set (p114) is about Progress 8, a measure of attainment at age 16. These tables show the differences in attainment in terms of ethnicity, gender (shown as G for Girls and B for Boys) and ‘disadvantaged’ status (shown as Y for disadvantaged and N for non-disadvantaged). The official data category of ‘Disadvantaged’ is a crude indicator of social class.
I have based the table below on data taken from the table on page 73 of the report headed “% Difference to LA average for KS2 Reading, Writing and Maths At Least Expected by Gender, Ethnic Group and Disadvantaged”. It presents the data in 60 levels of attainment from the highest achieving group to the lowest. I have listed here for illustration the top 10 and bottom 10 groups according to their attainment scores. The groups are defined by ethnicity, gender, and whether ‘Disadvantaged’ (Yes or No).
KS2 Reading, Writing and Maths
TOP 10 |
White – Irish |
Girls |
No |
24.8 |
Indian |
Girls |
No |
24.1 |
Any other Asian background |
Girls |
No |
22.9 |
Chinese |
Girls |
Yes |
21.4 |
White and Asian |
Girls |
No |
20.3 |
White and Asian |
Boys |
No |
19.4 |
Bangladeshi |
Girls |
No |
18.4 |
White and Black African |
Girls |
No |
15.1 |
Chinese |
Boys |
Yes |
14.1 |
White – British |
Girls |
No |
13.9 |
BOTTOM 10 |
Any other black background |
Girls |
Yes |
-11.0 |
White British |
Girls |
Yes |
-11.4 |
Any other white background |
Girls |
Yes |
-12.7 |
White and Asian |
Boys |
Yes |
-13.7 |
White and Black Caribbean |
Girls |
Yes |
-13.8 |
White and Black Caribbean |
Boys |
Yes |
-20.2 |
White British |
Boys |
Yes |
-21.9 |
Any other white background |
Boys |
Yes |
-22.1 |
Black Caribbean |
Boys |
Yes |
-25.6 |
Any other black background |
Boys |
Yes |
-31.8 |
The report offers no analysis or discussion of its data on ‘KS2 Reading, Writing and Maths’. Here are my notes of some key findings from the tables above:
Of the 10 highest performing categories:
- 8 are Girls
- 8 are Not Disadvantaged
- The 2 Disadvantaged groups are Chinese Girls and Boys
Of the 10 lowest performing categories:
- All are Disadvantaged
- 6 are Boys
- 2 groups are White British.
- 5 groups are Black Caribbean or White and Black Caribbean (2) or Any other black background (2)
The only other table which presents data which combines gender, ethnicity and social class is headed ‘% Difference to LA average Progress 8 Score by Gender, Ethnic Group and Disadvantaged eligibility’, on page 114 of the report. Progress 8 is a measure of pupil performance that compares pupils’ progress from the end of primary school to the end of Key Stage 4. It is based on the attainment of pupils across eight different subjects.
Like the Key Stage 2 table, the Progress 8 report presents the data in 60 categories of different combinations of ethnicity, gender and social class (the latter indicated by the official data category of ‘Disadvantaged’). I have based the table below on the top 10 and bottom 10 groups according to their attainment scores in the Report. The groups are defined by ethnicity, gender, and ‘Disadvantaged’ (indicated by ‘Yes’ or ‘No’). The Progress 8 LA Average score is 0.03.
Progress 8
TOP 10 |
Chinese |
Girls |
No |
1.41 |
Chinese |
Boys |
No |
1.20 |
Indian |
Girls |
No |
0.92 |
Any other white background |
Girls |
No |
0.76 |
Indian |
Boys |
No |
0.73 |
Black – African |
Girls |
No |
0.67 |
Any other Asian background |
Girls |
No |
0.67 |
White and Black African |
Girls |
Yes |
0.66 |
Bangladeshi |
Girls |
No |
0.59 |
Any other black background |
Girls |
No |
0.56 |
BOTTOM 10 |
Any other mixed background |
Boys |
Yes |
-0.45 |
Any other white background |
Boys |
Yes |
-0.46 |
White – Irish |
Boys |
Yes |
-0.47 |
White and Black Caribbean |
Girls |
Yes |
-0.49 |
White and Asian |
Boys |
Yes |
-0.55 |
Black Caribbean |
Boys |
No |
-0.65 |
Gypsy/Roma |
Boys |
Yes |
-0.73 |
White British |
Boys |
Yes |
-1.03 |
White and Black Caribbean |
Boys |
Yes |
-1.08 |
Gypsy/Roma |
Boys |
No |
-1.17 |
The report offers no analysis or discussion of its data on ‘Progress 8’. Here are my notes of some key findings from the tables above:
Of the 10 highest performing categories:
- 8 are Girls. They comprise Chinese, Indian, Any other white background, Black – African, Any other Asian background, White and Black African, Bangladeshi, and Any other black background.
- Only 1 group is Disadvantaged: ‘White and Black African’ Girls.
- The highest scoring Boys are Chinese (2nd) and Indian (5th). Neither group are ‘Disadvantaged’.
- The highest scoring White British group, in 7th place, is Non-Disadvantaged Girls.
Of the 10 lowest performing categories:
- 9 of the 10 are Boys.
- The only Girls category is ‘White and Black Caribbean’ Girls.
- 8 groups are Disadvantaged. 2 groups are Non- Disadvantaged: Black Caribbean Boys (in 6th place) and Gypsy/Roma Boys (in 10th place).
The two tables in the Report, and my extracts from them, illustrate the complexity of patterns of school attainment when all three interrelated factors are taken into account together, not just reported separately. The only combined comment provided by the report is “Generally, the pupil groups achieving more than the LA average are non-disadvantaged with a higher ratio of girls than boys. Disadvantaged ‘White and Black Caribbean’, ‘White British’ and ‘Black Caribbean’ boys are the furthest below the LA average for Progress 8.” (p113). But the report offers no analysis and no discussion of these results, their interrelationships, what could be their causes and how might schools and the Local Authority best address them.
What can we do in Birmingham?
These findings demonstrate how a complex of interrelated inequalities permeates our schools. That raises some key questions, in the context of the social and ethnic spatial divisions of our city. To what extent and in what ways are educational inequalities generated, reinforced or ameliorated
- by national education policy? (There is of course a huge literature about this issue.)
- by the structure of the state school system in Birmingham? (For example, by the existence of the 8 grammar schools.)
- by factors in the cultures of children and young people? (For example by racist behaviours or certain cultures of male youth identity.)
- by the policies, structures and professional practices within our schools?
And most importantly, what are schools and teachers in Birmingham doing that is having most success in tackling the inequalities of class, race and gender? And what can other schools and teachers learn from them, and how?
These patterns of inequality are fundamental features of education in Birmingham schools. They are very complex and multi-level, from the overall social structure to individual children’s life-worlds. Addressing them is an absolute priority. They cannot be fully solved solely at individual school level. But we know that some teachers and some schools are more successful at addressing them than others. We urgently need to identify them and find ways of sharing their expertise. And we can also draw on the research studies which present the evidence for successful strategies.
What do we know about successful strategies in Birmingham schools?
In Birmingham there is a wealth of relevant information about successful strategies for tackling inequalities in education in our schools. Much of it may be trapped within individual schools, perhaps even individual classrooms. How can this knowledge be systematically identified, collected, centralised, analysed, disseminated and shared?
One way would be through a research project run by academic researchers. This could undoubtedly collect valuable evidence, though it would need to be on a large enough scale to do justice to good practice concerning the three interrelated issues of class, ethnicity and gender across the age ranges and in a range of different schools, and that would require grant funding. But it would be wrong to think that the best way to improve policy and policy and practice is to rely on a time-limited research project whose findings could be used as a sort of recipe for improved practice. The sort and scale of change that is needed is an iterative and collective process of making changes, learning from them, sharing them and revising them over time, not the one-off application of a model.
The principal agency that is already doing this on behalf of the Council is of course the Birmingham Education Partnership, which has a 7-year contract with the Council, focusing on Key Stages 1 and 2 and promoting groups of schools to work together to share knowledge and practice as local clusters or MATs and academy groups.
The teaching unions are also actual or potential sites for sharing knowledge of successful strategies. And relevant local information and knowledge may also be being circulated and shared among informal networks of teachers and of parents.
The challenge now is to address issues of educational inequality in the city by coordinating, deepening and upscaling this potentially rich assemblage of knowledge and practice, infusing it with the most relevant evidence from outside Birmingham, and finding the most effective ways of sharing it with schools, teachers, parents and communities across the city. The process to enable this needs to be constructed, and the only body with the potential to coordinate and lead it is the Local Authority.
How could this be done? Slide 10 of the ‘Annual Education Performance Report’ presentation is headed “Keeping what’s great and building on it”. It says “But we need to recognise that there has been a lack of education strategy across the city – schools have carried on working themselves but now there needs to be a genuine partnership with the local authority”. The Council’s practice of publishing an annual report of pupil performance is proof that it accepts this responsibility. But what it does not do is carry out the responsibility of tackling the inequalities that it identifies.
Some Council statements about tackling inequalities that need to be built on
Equality issues are one of the Council’s priorities, addressed in the Birmingham City Council Report to Cabinet 6 September 2022 ‘Everyone’s Battle, Everyone’s Business Equality Action Plan 2022 -23’. Its author, Cllr John Cotton, who was Cabinet Member for Social Justice, Community Safety and Equalities at the time and is now Council Leader, said: “Everyone’s Battle, Everyone’s Business is a strategy for the whole council: no single team or directorate can do this on their own – it has to be a collective effort by everyone.” “… we are making good progress, but this work will not stop while our communities continue to face inequalities in our city. We want to build a Birmingham that is fair for all, where inequalities are tackled wherever they are found.” These aims have yet to be embodied in the Council’s work in education.
Another potentially positive statement that has yet to be put into practice can be found in the documentation of the 14 June 2023 meeting of the Scrutiny Committee – ‘Appendix 3: Corporate Priorities, Performance and City Outcomes’. Under the heading of ‘Grand Challenges’ it lists ‘Priorities’, three of which could provide the foundation for a reinvigorated policy for education:
- Tackle poverty and inequalities
- Empower citizens and enable the citizen voice
- Support and enable all children and young people to thrive
The most recent relevant Scrutiny Committee document was launched at its meeting on 29 November 2023 and is titled ‘School Improvement – the New Relationship with Schools’. It is a 19 page report by Sue Harrison, Director Children and Families, authored by Lisa Smith, School Improvement Lead for Strategic Development. It says “This report accompanies a presentation which sets out a proposed new relationship with schools that is currently being discussed with school leaders.” The Report was presented by Sue Harrison and was based on a series of slides (Link 2).
The report notes the “High levels of diversity and deprivation” in Birmingham schools, the “Constant churn of senior leadership at the council and lack of systems leadership”, and that there is “No way of holding schools to account where policy impacts negatively on children or on other schools”. It continues “But we need to recognise that there has been a lack of education strategy across the city – schools have carried on working themselves but now there needs to be a genuine partnership with the local authority”. The report notes the “Positive engagement from schools with Director for Children’s Services, who is building a stable leadership team to last”. It makes no mention of the role of the Cabinet Member for Children, Young People and Families.
The report lists the principles of “Our new relationship with schools” (p12), including:
- The council must own its statutory duties relating to schools causing concern and school improvement
- Local authority services will be held to account in a professional way
- Individual schools and governing boards will be held to account in a professional way
- This requires a significant system change if we are going to deal with the ever-growing pressures that are affecting our frontline teachers and school leaders.
The report then illustrates the proposed “New ways of working” with a diagram of 6 concentric circles, at the centre of which is the Director of Children’s Services. This “Ensures headteachers, school governors, academy sponsors, principals, local authority services promote educational excellence for all children and young people and be ambitious in tackling underperformance”. Again there is no mention of the role of the Cabinet Member for Children, Young People and Families.
‘School Improvement – the New Relationship with Schools’ could offer an opportunity for significant improvements. But there are three big problems with it.
First, it does not represent a break from the Council’s tradition of offering no combined analysis of equality issues. In fact the “Universal truths underpinning the vision” (p13) include “Statutory duty on the council in terms of education performance for all children” and “Inclusion, SEND, attendance and achievement are everyone’s business”, but again, as with the ‘Annual Education Performance Report’, avoids prioritising tackling the interrelated inequalities of ethnicity, gender and class. The report actually states that “There are no direct equalities implications associated with the proposed new relationship set out in the presentation”.
The failure of the “School Improvement – the New Relationship with Schools” report to prioritise and offer an analysis of inequality issues in pupil attainment and how they need to be addressed is not just an isolated omission, it is rooted in the culture of the Birmingham Council. The Council needs to recognise that its conceptual and practical framework for school education needs fundamentally reworking, drawing on the best of existing theory and practice.
The second problem concerns citizen participation: where is the public voice in the “new relationship with schools”? In recent years, in keeping with a national trend, Birmingham Council has given some more prominence to issues of public participation in policy and practice. The most recent statement is “Powered by People: Putting the public at the heart of everything we do”, a new 20 page City Council policy document headed by Cllr Sharon Thompson, the Deputy Leader. (See Link 3). It promises to ‘Build the voices of the public into governance structures so that people are part of all decision-making processes…’. But this document has now been withdrawn, including from the Council website, without explanation.
Is the commitment to “Putting the public at the heart of everything we do” embodied in “School Improvement – the New Relationship with Schools”? The short answer is, it isn’t. In particular, there is no mention at all of the role of parents in the proposed new policy agenda. In fact the word ‘parent’ only appears twice in the Report – once to state that we “Need to understand all our children – we’re all corporate parents” and once to recommend “School Attendance Workshops for schools, headteachers and parents”. There is no notion at all that if we are to tackle inequalities parents need to be involved in the whole policy process at Local Authority level, just as they are at school level, including as parent governors. Also absent are the voices of teachers and their unions, and the voices of school students. On these issues too the Report needs urgently rethinking and amending.
The third problem with “School Improvement – the New Relationship with Schools” concerns the roles of Council officers and elected Councillors. The report is written and presented by officers. In this new plan there is no mention at all of the Councillors who are leading the work of the Council on education: Karen McCarthy as Cabinet Member for Children, Young People and Families and Kerry Jenkins as Chair of the Scrutiny Committee. In contrast, the central role in the proposed structure of “the New Relationship with Schools” is taken by Sue Harrison, Director of Children’s Services, who also wrote the report.
It is striking that, at the meeting of the Scrutiny Committee on 29 November at which this intended groundbreaking policy was launched, Cllr McCarthy, the Cabinet Member for Children, Young People and Families, was not present. Nor was Cllr Jenkins, the Chair of the Scrutiny Committee and 5 of the other 9 Councillors on the Committee, nor any of the 4 non-Councillor members. In contrast, the report speaks of “Positive engagement from schools with Director for Children’s Services, who is building a stable leadership team to last”. Is it a tacit acknowledgement that education policy in Birmingham’s Council is actually made and led by officers, not elected Members?
This whole issue raises the question of the role of Cllr Karen McCarthy as Cabinet Member for Children, Young People and Families, which includes education and schools. At the Education Scrutiny Committee meeting in June 2023, Appendix 2 lists “Cabinet Member Priorities and Pending Decisions which relate to the remit of the Committee”. They include:
- To continue efforts on ensuring our services are sustainable, compliant and designed to deliver best outcomes for children, young people, families and communities through working with our partners and wider city council team.
- To continue to ensure everything we do is inclusive for all our children and young people from all communities, backgrounds and needs.
But the focus is on SEND support: again, there is no mention of the wider issues of inequalities of social class, gender and ethnicity that shape pupil attainment throughout the whole school system. And the priorities are not embedded in a plan of action by the Cabinet Member responsible.
Three strategies for a new relationship for education in Birmingham between citizens and the Council
A new relationship between the City Council and Birmingham schools and Birmingham parents is urgently needed. The immediate step should be to set up a Sub-Committee of the Scrutiny Committee specifically on Equality Issues. The Council’s Constitution says that Scrutiny Committees can “Establish sub-committees to undertake aspects of that committee’s remit, or Task and Finish Committees to carry out specific time limited enquiries”. The Education, Children and Young People Overview and Scrutiny Committee should set up a Sub-Committee to address inequality issues. The Sub-Committee should expand its capacity, expertise and representativeness by including representatives of parents (as the present Committee already does), teachers’ unions (as the Committee used to), and representatives of school students (as the Council’s Youth City Board already does). It could also draw in Councillors who are not members of the Education, Children and Young People Scrutiny Committee who want to contribute. It could also involve activists from the affected communities and related campaigns. It may well need to establish a more long-term perspective and status.
The second step that should be taken is to rethink the role of the Cabinet Member for Children, Young People and Families. The Cabinet Member needs to be a leading public figure in the city, well-known to parents and teachers. This should be achieved through two strategies that feed into and complement each other. One strategy is to be developing and leading key policies for education aimed at raising standards in schools and offering a radical and progressive vision, including of course tackling issues of inequality. The second strategy for the Cabinet Member is to accompany this by being an active public figure in the city, including often holding public meetings in local areas.
There is a third and major reform of local government which we need in Birmingham: participatory democracy to transform the policy process through regular thematic city-wide open public Assemblies where citizens can, in person and on-line, engage with Council policy-makers, discuss concerns, raise proposals and help shape Council policy. (Link 4). They should include regular Assemblies on education issues, including of course concerns, evidence, policies and actions about inequalities. The Cabinet Member for Children, Young People and Families would be expected to take part, as would all the members of the Education, Children and Young People Overview and Scrutiny Committee.
Richard Hatcher
14 April 2024
Richard.Hatcher@bcu.ac.uk
LINKS
- “Annual Education Performance Report”
https://birmingham.cmis.uk.com/Birmingham/Document.ashx?czJKcaeAi5tUFL1DTL2UE4zNRBcoShgo=UTJgtXwFPvq1fZB4rtWbzoAzIGGAgt29tazTEbfUeOiARnxhssKX8Q%3d%3d&rUzwRPf%2bZ3zd4E7Ikn8Lyw%3d%3d=pwRE6AGJFLDNlh225F5QMaQWCtPHwdhUfCZ%2fLUQzgA2uL5jNRG4jdQ%3d%3d&mCTIbCubSFfXsDGW9IXnlg%3d%3d=hFflUdN3100%3d&kCx1AnS9%2fpWZQ40DXFvdEw%3d%3d=hFflUdN3100%3d&uJovDxwdjMPoYv%2bAJvYtyA%3d%3d=ctNJFf55vVA%3d&FgPlIEJYlotS%2bYGoBi5olA%3d%3d=NHdURQburHA%3d&d9Qjj0ag1Pd993jsyOJqFvmyB7X0CSQK=ctNJFf55vVA%3d&WGewmoAfeNR9xqBux0r1Q8Za60lavYmz=ctNJFf55vVA%3d&WGewmoAfeNQ16B2MHuCpMRKZMwaG1PaO=ctNJFf55vVA%3d
- “The new relationships with schools”
https://birmingham.cmis.uk.com/Birmingham/Document.ashx?czJKcaeAi5tUFL1DTL2UE4zNRBcoShgo=kdzd2ctdzI9mZSDcwBDdwSN5uE2kwRobwo0%2fpPUHYb8O1%2fVm%2b5S%2bUg%3d%3d&rUzwRPf%2bZ3zd4E7Ikn8Lyw%3d%3d=pwRE6AGJFLDNlh225F5QMaQWCtPHwdhUfCZ%2fLUQzgA2uL5jNRG4jdQ%3d%3d&mCTIbCubSFfXsDGW9IXnlg%3d%3d=hFflUdN3100%3d&kCx1AnS9%2fpWZQ40DXFvdEw%3d%3d=hFflUdN3100%3d&uJovDxwdjMPoYv%2bAJvYtyA%3d%3d=ctNJFf55vVA%3d&FgPlIEJYlotS%2bYGoBi5olA%3d%3d=NHdURQburHA%3d&d9Qjj0ag1Pd993jsyOJqFvmyB7X0CSQK=ctNJFf55vVA%3d&WGewmoAfeNR9xqBux0r1Q8Za60lavYmz=ctNJFf55vVA%3d&WGewmoAfeNQ16B2MHuCpMRKZMwaG1PaO=ctNJFf55vVA%3d
Here is the link to the webcast:
https://birmingham.public-i.tv/core/portal/webcast_interactive/867115
3. https://birminghamagainstthecuts.wordpress.com/2023/12/31/bccs-new-report-powered-by-people-putting-the-public-at-the-heart-of-everything-we-do/
- “What we need in Birmingham is regular thematic city-wide open public Assemblies where citizens can influence Council policy-makers and shape Council policy”
Short version: https://birminghamagainstthecuts.wordpress.com/2024/03/24/what-we-need-in-birmingham-is-regular-thematic-city-wide-open-public-assemblies-where-citizens-can-influence-council-policy-makers-and-shape-council-policy/
Full version: https://www.dropbox.com/scl/fi/7c695hb4fz4rt6hx9us6h/24-3-24-BCC-Public-Assemblies.pdf?rlkey=3ts8lvwtixqah7sruvzn95797&dl=0