Why do Somali Pupils Achieve Why do SomaliPupils Achieve Why do Somali Pupils Achieve Whydo Why Pupils Achieve

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Haweya Mousa Haweya Mousa Haweya Mousa Haweya Mousa Haweya Mousa Haweya Mousa Haweya Mousa Haweya Mousa Haweya Mousa Haweya Mousa Haweya Mousa Haweya Mousa

Haweya Mousa Haweya Mousa Haweya Mousa

Contents Page Contents Page Contents Page

Contents Page ...................................................................................................................... 2 Contents Page ...................................................................................................................... 2 Contents Page ...................................................................................................................... 2 Executive Summary .............................................................................................................. 2 Executive Summary .............................................................................................................. 2 Executive Summary .............................................................................................................. 2 Chapter 1: ............................................................................................................................. 3 Chapter 1: ............................................................................................................................. 3 Chapter 1: ............................................................................................................................. 3 (i) Central aim ................................................................................................................ 3 (i) Central aim ................................................................................................................ 3 (i) Central aim ................................................................................................................ 3 (ii) The purpose of your research ................................................................................... 4 (ii) The purpose of your research ................................................................................... 4 (ii) The purpose of your research ................................................................................... 4 (iii) Literature review....................................................................................................... 4 (iii) Literature review....................................................................................................... 4 (iii) Literature review....................................................................................................... 4 (iv) Methodology ............................................................................................................ 8 (iv) Methodology ............................................................................................................ 8 (iv) Ethical considerations ............................................................................................... 8 (v) Methodology ............................................................................................................ 9 (v) Ethical considerations ............................................................................................... 9 (v) 2: Research findings ............................................................................................... 9 ChapterEthical considerations ............................................................................................. 10 Chapter 2: Research findings ............................................................................................. 10 Chapter 2: Research findings ............................................................................................. 10 Chapter 3: Discussion......................................................................................................... 13 Chapter 3: Discussion......................................................................................................... 13 Chapter 3: Discussion......................................................................................................... 13 Chapter 4 ............................................................................................................................ 15 Chapter 4 ............................................................................................................................ 15 Chapter 4 ............................................................................................................................ 15 (i) Conclusions ............................................................................................................. 15 (i) Conclusions ............................................................................................................. 15 (i) Conclusions ............................................................................................................. 15 (ii) Recommendations .................................................................................................. 15 (ii) Recommendations .................................................................................................. 15 (ii) The strengths and limitations of research ............................................................... 15 (iii) Recommendations .................................................................................................. 16 (iii) The strengths and limitations of research ............................................................... 16 (iii) The ........................................................................................................................ 17 Bibliographystrengths and limitations of research ............................................................... 16 Bibliography ........................................................................................................................ 17 Bibliography ........................................................................................................................ 17 Appendices ......................................................................................................................... 18 Appendices ......................................................................................................................... 18 Appendices ......................................................................................................................... 18

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Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School?

Executive Summary Executive Summary Executive Summary

This research report examines the reasons why Somali pupils are underachieving in This research report examines the reasons why Somali pupils are underachieving in This research report examines the reasons why Somali pupils are Somali pupils. The schools in London, and to understand the schooling experiences of underachieving in schools in London, and to understand the schooling experiences of Somali pupils. The schools inaims to studyto understand the schooling experiences of Somali pupils. The research London, and the achievements of Somali pupils at GCSE level, identify research aims to study the achievements of Somali pupils at GCSE level, identify research for underachievement, and the main Somali pupils at GCSE level, identify reasons aims to study the achievements of barriers faced by Somali pupils. Also reasons for underachievement, and the main barriers faced by Somali pupils. Also reasons factors which contribute to the success of Somali faced by Somali pupils. Also discover for underachievement, and the main barriers pupils. discover factors which contribute to the success of Somali pupils. discover factors which contribute to the success of Somali pupils. The purpose of my research is to find out the barriers for underachievement in schools, The purpose of my research is to find out the barriers for underachievement in schools, The which support research is to find out the barriers for underachievement in schools, and purpose of my do Somali pupils need, and to provide recommendation to schools, and which support do Somali pupils need, and to provide recommendation to schools, and which support do to give improved support to Somali children especially schools, and local communities Somali pupils need, and to provide recommendation to to those and local communities to give improved support to Somali children especially to those and came into the system from Somalia support to Somali children especially to those who local communities to give improvedat late primary or secondary level who have had who came into the system from Somalia at late primary or secondary level who have had who came into system of from Somalia at late primary or secondary level who have had a very different the systemeducation. a very different system of education. a very different system of education. The methods used for my research were questionnaires and interviews. The methods used for my research were questionnaires and interviews. The methods used for my this research are that Somali pupils are underachieving in The main findings from research were questionnaires and interviews. The main findings from this research are that Somali pupils are underachieving in The main findings from this research aregroupsSomali pupils are underachieving in schools and they are the lowest achieving that in schools. One of the main reasons schools and they are the lowest achieving groups in schools. One of the main reasons schools and they are the lowest achieving groups in schools. One of and main reasons for Somali pupils underachievement identified from the questionnaire the case study is for Somali pupils underachievement identified from the questionnaire and case study is for Somali pupils underachievement identified from the questionnaire and case study is the language barrier and parents not supporting their children. It is also due to poor the language barrier and parents not supporting their children. It is also due to poor the language barrier and disruptednot non-existenttheir children. It and parentalto poor housing, overcrowding, a parents or supporting prior education is also due lack of housing, overcrowding, a disrupted or non-existent prior education and parental lack of housing, overcrowding, a disrupted or system. understanding of the British education non-existent prior education and parental lack of understanding of the British education system. understanding of the British education system. Detailed recommendations were after school classes for underachieving pupils, extra Detailed recommendations were after school classes for underachieving pupils, extra Detailed classes, Somali bilingual staffs should be used to build links between schools, weekend recommendations were after school classes for underachieving pupils, extra weekend classes, Somali bilingual staffs should be used to build links between schools, weekend classes, Somali bilingual staffs should be used to build links between schools, and Somali families. and Somali families. and Somali families. Low cost tutoring for parents who cant afford private tuition for their children such as Low cost tutoring for parents who cant afford private tuition for their children such as Low cost tutoring for parents who cant afford private tuition for their children such as Best Tutors. Best Tutors. Best Tutors.

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Chapter 1: Chapter 1: Chapter 1:

(i) Central aim (i) Central aim (i) Central aim this The central aim of

research is to identify the reasons why Somali pupils achieve The central aim of this research is to identify the reasons why Somali pupils achieve The central aimschools, research is to identify schooling experiences of Somali pupils. lower grades in of this and to understand the the reasons why Somali pupils achieve lower grades in schools, and to understand the schooling experiences of Somali pupils. lower grades in schools, and to understand the schooling experiences of Somali pupils. The research aims to: The research aims to: Theresearch the achievements of Somali pupils at GCSE level Study aims to: Study the achievements of Somali pupils at GCSE level Study the achievements of Somali pupils at GCSE main barriers faced by Somali Identify reasons for underachievement, and the level Identify reasons for underachievement, and the main barriers faced by Somali pupils reasons for underachievement, and the main barriers faced by Somali Identify pupils pupils Discover factors which contribute to the success of Somali pupils Discover factors which contribute to the success of Somali pupils Discover factors which contribute to the success of Somali pupils The reason I chose this particular topic is because Ive had a difficult experience at The reason I chose this particular topic is because Ive had a difficult experience at The reason I to the UK particular topic is because Ive had a difficult experience at school. I camechose this in 1990 when the war started in Somalia and I couldnt speak school. I came to the UK in 1990 when the war started in Somalia and I couldnt speak school. I came to the at all. When when the war started in Somalia it difficult as I had no the English language UK in 1990 I was doing my GCSEs I found and I couldnt speak the English language at all. When I was doing my GCSEs I found it difficult as I had no the English language at all. When I was were my supportive, and difficult as no after support with my English and teachers doing not GCSEs I found itthere were I had no support with my English and teachers were not supportive, and there were no after supportclasses at English and teachers were not supportive, wasnt able were no after school with my the time. My grandmother was illiterate and and there to support me school classes at the time. My grandmother was illiterate and wasnt able to support me school classes at the time. My of how I was doing in school. I took 9 to support me with homework, or be aware grandmother was illiterate and wasnt able GCSEs and I with homework, or be aware of how I was doing in school. I took 9 GCSEs and I with homework, C and the rest how I was doing E. I feel if took 9 GCSEs from achieved 1 B andor be aware of were mainly D, and in school. II had more supportand I achieved 1 B and C and the rest were mainly D, and E. I feel if I had more support from achieved 1 B and C and and had private tuition would have if I had more grades. teachers with my English,the rest were mainly D, Iand E. I feel gained better support from teachers with my English, and had private tuition I would have gained better grades. teachers with my English, and had private Ituition I would have gained better grades. so I I am quite passionate about this topic as feel education is the key to success, and I am quite passionate about this topic as I feel education is the key to success, and so I I am quite passionate about this are as I feel education is the and what are and so I want to find out if Somali pupils topic doing better than before, key to success,the main want to find out if Somali pupils are doing better than before, and what are the main want to for their if Somali pupils in schools. better than before, and what are improving barriers find out underachieving are doing I also want to find out ways of the main barriers for their underachieving in schools. I also want to find out ways of improving barriers for Somali pupils facing similar problems as I want to find outago. of improving support for their underachieving in schools. I also faced 12 years ways support for Somali pupils facing similar problems as I faced 12 years ago. support for Somali pupils facing similar problems as I faced 12 years ago.

ii) The purpose of your research ii) The purpose of your research ii) The purpose of your to find out the barriers for underachievement in schools, research The purpose of my research is

The purpose of my research is to find out the barriers for underachievement in schools, The purpose of my research is to find out the barriers for support do Somali pupils need so that something can be changed. Also to find out which underachievement in schools, so that something can be changed. Also to find out which support do Somali pupils need so that something can be changed. Also to find out local communitiesSomali pupils need and to provide recommendation to schools and which support do to give improved and to provide recommendation to schools and local communities to give improved and to provide recommendation to schools and local communities to give improved

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Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School?

support to Somali children, especially to those who came into the system from Somalia support to Somali children, especially to those who came into the system from Somalia support to Somalisecondaryespecially have hadwho came into the system education. at late primary or children, level who to those a very different system of from Somalia at late primary or secondary level who have had a very different system of education. at late primary or secondary level who have had a very different system of education. Education is important as unemployment is high in Somali communities in the UK. Education is important as unemployment is high in Somali communities in the UK. Education is important as unemployment is high in Somali communities in the UK.

(iii) Literature review (iii) Literature review (iii) Literature there has review Since the 1960s

been a steady migration of Somalis to Britain, but large Since the 1960s there has been a steady migration of Somalis to Britain, but large Since the 1960s there has been a steady migration of Somalis to Britain, but first numbers arrived in 1980s and 1990s following the civil war in Somalia. Somalislarge numbers arrived in 1980s and 1990s following the civil war in Somalia. Somalis first numbers Britain in the lateandth1990s following link, civil war in Somalia. Somalis first came to arrived in 1980s 19th century (BBC the 2010). The 2001 census records came to Britain in the late 19th century (BBC link, 2010). The 2001 census records came to Britain in the late 19being resident in the UK with the largest concentration in 43,532 people born in Somalia century (BBC link, 2010). The 2001 census records 43,532 people born in Somalia being resident in the UK with the largest concentration in 43,532 people born Birmingham, Cardiff, Liverpool, UK with the largest concentration in London, Sheffield, in Somalia being resident in the Manchester, Leeds and Leicester. London, Sheffield, Birmingham, Cardiff, Liverpool, Manchester, Leeds and Leicester. London, Sheffield, Birmingham, Cardiff,the full Somali population as it and Leicester. However, this is only a percentage of Liverpool, Manchester, Leeds does not take However, this is only a percentage of the full Somali population as it does not take However, this is children percentage of the full Somali population as it does not take account UK born only a of Somali parents. account UK born children of Somali parents. account UK born children of Somali parents. There is a very big gap in the educational system compared to other ethnic minorities. There is a very big gap in the educational system compared to other ethnic minorities. There is a very big of achievement are those of Asian background, with the minorities. The highest levels gap in the educational system compared to other ethnic first being The highest levels of achievement are those of Asian background, with the first being The highest levels pupils. The lower groups Asian background, with the first being Chinese, and whiteof achievement are those ofare mainly Black Africans, Caribbeans Chinese, and white pupils. The lower groups are mainly Black Africans, Caribbeans Chinese, and as Somalis. The lower Diriye are mainly Black Africans, Caribbeans and the lowest white pupils. (Demie 2006:groups 2006) and the lowest as Somalis. (Demie 2006: Diriye 2006) and the lowest as Somalis. (Demie 2006: Diriye 2006) From as early as 1997, there was more awareness about under-achieving Somalis in From as early as 1997, there was more awareness about under-achieving Somalis in From as In 1999, just one Somali child out of 330 gained five grades A*-C at GCSE in schools. early as 1997, there was more awareness about under-achieving Somalis in schools. In 1999, just one Somali child out of 330 gained five grades A*-C at GCSE in schools. In 1999, just one Somali child same year,gained five grades A*-C of GCSE in six London local authorities. In the out of 330 the London borough at Camden six London local authorities. In the same year, the London borough of Camden six London local authorities. In the same of Somali children attained fiveof Camden undertook research that showed 3.1 per cent year, the London borough grades A*undertook research that showed 3.1 per cent of Somali children attained five grades A*undertook research that showed per centcent of Somali in that local authority (Jones and C at GCSE, compared with 47.7 3.1 per of all children children attained five grades A*C at GCSE, compared with 47.7 per cent of all children in that local authority (Jones and C 2000). Aliat GCSE, compared with 47.7 per cent of all children in that local authority (Jones and Ali 2000). Ali 2000). Furthermore there has been more research and information generated that shows Furthermore there has been more research and information generated that shows Furthermore there has been more research and information generated that shows concern: concern: concern:

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In 2003 Somali children secured GCSE results that were 11.6 per cent lower than their In 2003 Somali children secured GCSE results that were 11.6 per cent lower than their In 2003 Somali children secured GCSEcent below werenational average. But GCSE local authority average and 24 per results that the 11.6 per cent lower than their local authority average and 24 per cent below the national average. But GCSE local authority average and 24 per cent Somali students securing 5 Grade GCSE performance ranged between 16 per cent of below the national average. But A*-C to performance ranged between 16 per cent of Somali students securing 5 Grade A*-C to performance ranged between 16 per cent of Somali students securing 5 Grade A*-C to 40 per cent. 40 per cent. 40 per cent. In two local authorities, Somali students outperformed white students at GCSE in 2003, In two local authorities, Somali students outperformed white students at GCSE in 2003, In two local authorities, Somali students per cent below the students at GCSE although their GCSE results were still 11 outperformed whitenational average. in 2003, although their GCSE results were still 11 per cent below the national average. although their GCSE results were still 11 per cent below the national average. At 14 years Somali children secured test results 18.2 per cent lower than the local At 14 years Somali children secured test results 18.2 per cent lower than the local At 14 years Somali children secured test results 18.2 authority average in English, mathematics and science. per cent lower than the local authority average in English, mathematics and science. authority average in English, mathematics and science. At 11 years Somali children secured test results 23.3 per cent lower than their local At 11 years Somali children secured test results 23.3 per cent lower than their local At 11 years Somali children secured a large range across different local authorities. authority average, again there was not test results 23.3 per cent lower than their local authority average, again there was not a large range across different local authorities. authority average, again there was not a large range across different local authorities. At seven years Somali children secured test results 20.7 per cent lower than their local At seven years Somali children secured test results 20.7 per cent lower than their local At seven average. authority years Somali children secured test results 20.7 per cent lower than their local authority average. authority average. In the six local authorities Somali students were the lowest or second lowest achieving In the six local authorities Somali students were the lowest or second lowest achieving In the six local group in tests at seven, 11, and 14the the period second lowest achieving minority ethnic authorities Somali students were in lowest or 1999-2003, although not minority ethnic group in tests at seven, 11, and 14 in the period 1999-2003, although not minority ethnic group in tests at seven, 11, and 14 in the period 1999-2003, although not at GCSE. at GCSE. at GCSE. The author (Rutter 2004) states that there is more evidence in Lambeth The author (Rutter 2004) states that there is more evidence in Lambeth The author continuous underachievement of Somali children in Lambeth pattern of (Rutter 2004) states that there is more evidence compared pattern of continuous underachievement of Somali children compared pattern of continuous underachievement of Somali children compared authority (LA) average of white British, African, Caribbean, Indians, and authority (LA) average of white British, African, Caribbean, Indians, and authoritygroups" (Demieof white British, African, trend data in Indians, and minority (LA) average et al 2006). The GCSE Caribbean, a number of minority groups" (Demie et al 2006). The GCSE trend data in a number of minority groups" (Demie et al 2006). The GCSE trend data (Rutter, 2004) also indicates Somali pupils were the lowest attaining group in a number of also indicates Somali pupils were the lowest attaining group (Rutter, 2004) also indicates Somali pupils were the lowest attaining group (Rutter, 2004) showing " a showing " a showing " a to the local to the local to theethnic other local other ethnic other ethnic London LAS London LAS London LAS

From previous research, there is evidence that Somali's under-achievement comes From previous research, there is evidence that Somali's under-achievement comes From to lack of understanding of is evidence that Somali's under-achievement comes down previous research, there UK education system, over-crowding, their parents not down to lack of understanding of UK education system, over-crowding, their parents not down toeducation in school inof UK educationthe kids over-crowding, their parents not having lack of understanding Somalia, and system, themselves arriving with no or having education in school in Somalia, and the kids themselves arriving with no or having education severe emotional problems and trauma due to the on-going war, limited education, in school in Somalia, and the kids themselves arriving with no or limited education, severe emotional problems and trauma due to the on-going war, limited education, severe emotional problems and trauma duethese factors), poverty bullying, lower rates of attendance (due to a combination of all to the on-going war, bullying, lower rates of attendance (due to a combination of all these factors), poverty bullying, lower rates of attendance (due to a combination of all these factors), poverty

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Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School?

and lack of good communication between the school and their parents. (Jones and Ali, and lack of good communication between the school and their parents. (Jones and Ali, and lack 2000). of good communication between the school and their parents. (Jones and Ali, 2000). 2000). Newly arrived children can find themselves isolated because they Newly arrived children can find themselves isolated because they Newly arrived can't communicate with the other children and maythey language and children can find themselves isolated because feel language and can't communicate with the other children and may feel language and can't communicate the the other children outsiders and may not fit in due to withdifferent system. and may feel outsiders and may not fit in due to the different system. outsiders and may not fit in due to the different system. don't speak don't speak don't speak like they are like they are like they are the the the the the the

One example can be because some of their parents/ carers cant afford trips or activities One example can be because some of their parents/ carers cant afford trips or activities One example can be because some of their parents/ carers cant afford trips or activities outside schools. (Rutter, 2004). outside schools. (Rutter, 2004). outside schools. (Rutter, 2004). Few children have access to computers or the internet at Few children have access to computers or the internet at Few children who works as an advocate foror Somali womens representative have access to computers a the internet at representative who works as an advocate for a Somali womens representative who works as an advocate for a Somali womens difficult; it is just mum at home with 5 or 6 children. difficult; it is just mum at home with 5 or 6 children. difficult; it is just mum at home with 5 or 6 children. home. A community home. A community home. A community group stated that it is group stated that it is group stated that it is

A lot of Somali men are unable to provide for their children because they can't get jobs. A lot of Somali men are unable to provide for their children because they can't get jobs. A lot affects the men are unable to provide for their children because they can't get jobs. This of Somali whole family. This affects the whole family. This affects the whole family. Khat is also an issue. It is a legal drug that can cause family breakdown. They get home Khat is also an issue. It is a legal drug that can cause family breakdown. They get home Khat is also an issue. It is a legal drug thatchat, causeitfamilythen get hooked. They look sick; they go to the community centre to can take and breakdown. They get home sick; they go to the community centre to chat, take it and then get hooked. They look sick; they go to in hell inside. They are to chat, all night and in bed all day. Many have normal but are the community centre awake take it and then get hooked. They look normal but are in hell inside. They are awake all night and in bed all day. Many have normal but areproblems; they They are awake all and reclusive. They lose Manyfamily mental health in hell inside. might be shamed night and in bed all day. their have mental health problems; they might be shamed and reclusive. They lose their family mental health Sometimes boys might and 15 take itand reclusive. They lose their family because of it. problems; they of 14 be shamed (see Diriye2006). because of it. Sometimes boys of 14 and 15 take it (see Diriye2006). because of it. Sometimes boys of 14 and 15 take it (see Diriye2006). Language issues present barriers to learning. The official language of education in the Language issues present barriers to learning. The official language of education in the Language issues presentEnglish. Therefore fluency official language of education in the schools here in Britain is barriers to learning. The in English is essential to succeeding schools here in Britain is English. Therefore fluency in English is essential to succeeding schools here in Britain is English. Somali communityin English is are in a disadvantaged in education. In this matter the Therefore fluency in the UK essential to succeeding in education. In this matter the Somali community in the UK are in a disadvantaged in education. In this matter theof former community in the UK are in ais the academic position compared to a number Somali British colonies where English disadvantaged position compared to a number of former British colonies where English is the academic position compared official language used British colonies where English is thepolitics. In language and an to a number of former for administration, business, and academic language and an official language used for administration, business, and politics. In language and an official language used for administration, business, and the Britain Somalia the language used is Somali, so its difficult when Somalis come to politics. In Somalia the language used is Somali, so its difficult when Somalis come to the Britain Somalia the language used language. Therefore parents Somalis come support their and dont speak the Englishis Somali, so its difficult when are not able to to the Britain and dont speak the English language. Therefore parents are not able to support their and dont speak the English language. do not know how are not is the support that children with homework. Some parents Therefore parentsto help. Itable tolanguage their children with homework. Some parents do not know how to help. It is the language that children with homework. Some parents do not know how to help. It is the language that

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is the issue; they might understand the maths but cant explain it in English. They need is the issue; they might understand the maths but cant explain it in English. They need is thewith the language. The school ismathsmain cant explain it in English. They need help issue; they might understand the the but teacher. The children do not have help with the language. The school is the main teacher. The children do not have help with the language. Thedo the parents (Diriye teacher. The children do not have enough language and neither school is the main 2006) enough language and neither do the parents (Diriye 2006) enough language and neither do the parents (Diriye 2006) expectations are concerned Some community representatives feel that as far as school Some community representatives feel that as far as school expectations are concerned Some community to raise achievements. Some feel that the expectations fed up with the schools that have representatives feel that as far as school teachers get are concerned schools that have to raise achievements. Some feel that the teachers get fed up with the schoolsthat young to raise achievements. Somebeingthat the teachers get fed up with the issues that have Somalis present, language feel one. They would like to see more issues that young Somalis present, language being one. They would like to see more issues that young Somalis present, language being one. They would like to see more Somali staff in schools, and the school and community working together. Somali staff in schools, and the school and community working together. Somali staff in schools, and the school and community working together. A difficulty is that a numbers are qualified as teachers (from Somalia) but their A difficulty is that a numbers are qualified as teachers (from Somalia) but their A difficulty is that a numbers are qualified a teachers (from there needs their qualification is not accepted enough to work inas teaching job. Yet Somalia) but to be qualification is not accepted enough to work in a teaching job. Yet there needs to be qualification is not accepted enough to work in a teaching to encourage the to be more Somali teachers in schools to act as role modelsjob. Yet there needs young more Somali teachers in schools to act as role models to encourage the young more Somali become teachers. Alsoto is a vicious circle, they need experience to work generation to teachers in schools it act as role models to encourage the young generation to become teachers. Also it is a vicious circle, they need experience to work generation tothe experience. (ibid.) it is a vicious circle, they need experience to work but cant get become teachers. Also but cant get the experience. (ibid.) but cant get the experience. (ibid.) Community representative feel a summary of the main reasons for underachievement Community representative feel a summary of the main reasons for underachievement Community representative feel a summary of the main reasons for underachievement are: are: are: The lack of English language acting as a barrier to learning. The lack of English language acting as a barrier to learning. The lack of English language acting ascommunity for young Somalis The general lack of role models in the a barrier to learning. The general lack of role models in the community for young Somalis The general lack of about the school community for young Somalis A lack of knowledgerole models in the system. A lack of knowledge about the school system. A lack of knowledge about the school system.and community. Lack of working together between the school Lack of working together between the school and community. Lack of working together between the school and community.

The Somali community is very tight. There is little mixing amongst the community. Often The can be a way to getis very tight. There is little mixing amongst the community. Often this Somali community jobs but it is not in the Somali community. Studies conducted in this can be a way to get jobs but it is not in the Somali community. Studies conducted in this can be a way to unemployment not in the Somali and 97 per cent for Somali men the 1990s state that get jobs but it is rates between 70community. Studies conducted in the 1990s state that unemployment rates between 70 and 97 per cent for Somali men the 1990s state (Ahmed, 1991). that unemployment rates between 70 and 97 per cent for Somali men (Ahmed, 1991). (Ahmed, 1991). Since then, there have been some changes with improved rates of employment Since then, there have been some changes with improved rates of employment Since then, there have been some researchers improved male unemployment (although lower paid jobs). However changes with believe the rates of employment (although lower paid jobs). However researchers believe the male unemployment (although lower paid jobs). However researchers believe the male unemployment

Further Social Issues for the Somali Community Further Social Issues for the Somali Community Further Social Issues forThere Somali Community the is little mixing amongst the community. Often The Somali community is very tight.

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Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School?

among Somalis is probably in excess of 75 per cent. In the 2001 census, just 13.8 per among Somalis is probably in excess of 75 per cent. In the 2001 census, just 13.8 per among Somalis is probably employment. cent of adult Somalis were inin excess of 75 per cent. In the 2001 census, just 13.8 per cent of adult Somalis were in employment. cent of adultgovernor were in employment. come to the UK thinking that they will have a One school Somalis commented: parents One school governor commented: parents come to the UK thinking that they will have a One schoolWith a lack of education in Somalia they dont thinking they they will it here. better life. governor commented: parents come to the UK believe that can do have a better life. With a lack of education in Somalia they dont believe they can do it here. better life. interest in of education situation back home believe they can do it They Many lose With a lackeducation; the in Somalia they dont makes them hopeless. here. Many lose interest in education; the situation back home makes them hopeless. They Many work here. in education; the situation back bus makes them cannotlose interestThey can only do security jobs andhomedriving. (ibid.) hopeless. They cannot work here. They can only do security jobs and bus driving. (ibid.) cannot work here. They can only do security jobs and bus driving. (ibid.)

(iv) Methodology (iv) Methodology (iv) methods used for my research Methodology The

were questionnaires and interviews. The reason I The methods used for my research were questionnaires and interviews. The reason I The methods used for my research were questionnaires you get higher The reasonof chose a questionnaire is because its inexpensive, and interviews. numbers I chose a questionnaire is because its inexpensive, you get higher numbers of chose a questionnaire methods, and its inexpensive, you get The other methodof respondents than other is because can be easier to analyse. higher numbers I respondents than other methods, and can be easier to analyse. The other method I respondents than other methods, and gain belot of information from theother method I chose was interviews because you can can a easier to analyse. The pupils, and its chose was interviews because you can gain a lot of information from the pupils, and its chose was interviews because you can gain a lot of information from the pupils, and its inexpensive and easy to carry out. The interviews also allowed me to get in depth inexpensive and easy to carry out. The interviews also allowed me to get in depth inexpensive school performancesout. The interviews also allowed me to get in depth insights into and easy to carry and develop into case studies. insights into school performances and develop into case studies. insights into school performances and develop into case studies. The difficulties I faced in carrying out the questionnaire were to get the pupils to fill out The difficulties I faced in carrying out the questionnaire were to get the pupils to fill out Thesurveys as some pupils felt embarrassed in taking part. the difficulties I faced in carrying out the questionnaire were to get the pupils to fill out the surveys as some pupils felt embarrassed in taking part. the surveys as some pupils felt embarrassed in taking part. The interviews were successful as I interviewed 2 pupils and this gave me the The interviews were successful as I interviewed 2 pupils and this gave me the The interviews were successfulperforming at school. pupils and this gave me the opportunity to see how they were as I interviewed 2 opportunity to see how they were performing at school. opportunity to see how they were performing at school. I did not use focus groups as I felt the pupils might not feel comfortable in answering I did not use focus groups as I felt the pupils might not feel comfortable in answering I did not usepublic and in frontI of other pupils might not feel comfortable in answering questions in focus groups as felt the pupils. They also might feel embarrassed and questions in public and in front of other pupils. They also might feel embarrassed and questions in public and in their performance in school.also might feel embarrassed and not honest in talking about front of other pupils. They not honest in talking about their performance in school. not honest in talking about their performance in school. This research is a mixture of qualitative and quantitative methods. The interviews were This research is a mixture of qualitative and quantitative methods. The interviews were This research is was used to try and really understand what young people go through at qualitative - this a mixture of qualitative and quantitative methods. The interviews were qualitative - this was used to try and really understand what young people go through at qualitative - this was - they try idea of qualitative research). The questionnaires were school (going deeperused to keyand really understand what young people go through at school (going deeper - they key idea of qualitative research). The questionnaires were school (going deeper they key they key idea was research). The questionnaires part of the quantitative -research - idea of qualitative to get statistics of the pupils. were part of the quantitative research - they key idea was to get statistics of the pupils. part of the quantitative research - they key idea was to get statistics of the pupils.

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(v) Ethical considerations (v) Ethical considerations (v) ethical considerations I took when carrying out my research were: Ethical considerations The

The ethical considerations I took when carrying out my research were: Theethical considerations I took when carrying out were required for the questionnaires Confidentiality of the pupils so no names my research were: Confidentiality of the pupils so no names were required for the questionnaires Confidentiality of the pupils were assured of anonymity. There are no names on and interviews. Participants so no names were required for the questionnaires and interviews. Participants were assured of anonymity. There are no names on andcase studies. the interviews. Participants were assured of anonymity. There are no names on the case studies. the case studies. pupils what the research is about, and asking the pupils and Explaining to the Explaining to the pupils what the research is about, and asking the pupils and Explaining to consent for what the research is about, and asking the pupils and their parents the pupils the interviews to be held. their parents consent for the interviews to be held. their parents consentteachers consent to be held. out the questionnaires and Asking parents and for the interviews before filling Asking parents and teachers consent before filling out the questionnaires and Asking parents and teachers consent before filling out the questionnaires and doing the interviews. doing the interviews. doing the interviews.

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Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School?

Chapter 2: Research findings Chapter 2: Research findings Chapter 2: from the researchfindings Somali pupils are underachieving in Research suggest that The main findings

The main findings from the research suggest that Somali pupils are underachieving in The main findings also form research suggest that Somali pupils are underachieving in schools, and they from the one of the fastest growing ethnic groups in London. I have schools, and they also form one of the fastest growing ethnic groups in London. I have schools, and they also and carried out two interviews. ethnic groups in London. I have carried out 20 surveys, form one of the fastest growing carried out 20 surveys, and carried out two interviews. carried out 20 surveys, and carried out two interviews. I found that the 40 percentage of Somali pupils are achieving (A.C) grades, and these I found that the 40 percentage of Somali pupils are achieving (A.C) grades, and these I found that the girls, and are of Somali pupils are achieving (A.C) grades, and these pupils are mainly40 percentagegetting support from their parents e.g. by paying a private pupils are mainly girls, and are getting support from their parents e.g. by paying a private pupils at mainly girls, and encouraging them to their parents e.g. by The a private tuition are best tutors, and are getting support from do their homework. paying other 60 tuition at best tutors, and encouraging them to do their homework. The other 60 tuition at best the Somali pupils were not to do their homework. The lack of percentage of tutors, and encouraging them achieving and this is due toother 60 percentage of the Somali pupils were not achieving and this is due to lack of percentage of the over crowded were and parents and this is due to lack of concentration due toSomali pupils house,not achievingnot encouraging them to study concentration due to over crowded house, and parents not encouraging them to study concentration due to over crowded house, and parents not encouraging them to study and do their homework. and do their homework. and do their homework. I also visited a private tuition centre where Somali pupils do get extra support from I also visited a private tuition centre where Somali pupils do get extra support from I also visited a private tuition surprised at Somali some of get extra support from bilingual teachers. I was quitecentre where how wellpupils do the Somali pupils were bilingual teachers. I was quite surprised at how well some of the Somali pupils were bilingual teachers. was quite surprised achieving A-C grades. doing in Best Tutors Ias some of them wereat how well some of the Somali pupils were doing in Best Tutors as some of them were achieving A-C grades. doing in Best Tutors as some of them were achieving A-C grades. I also carried out two interviews, and developed into case studies. I also carried out two interviews, and developed into case studies. I also carried out two interviews, and developed into case studies. lack of support, and Pupil A said they are underachieving in school and its due to Pupil A said they are underachieving in school and its due to lack of support, and Pupil A not pushingare underachieving in said sheand itslike morelack of support, and parents said they her enough. She also school would due to after school classes, parents not pushing her enough. She also said she would like more after school classes, parents not pushing her enough. She also tuition towould like more after school classes, and her parents paying for a private said she achieve better grades. She also and her parents paying for a private tuition to achieve better grades. She also and her parentsways to help other children in future achieve better grades. they know recommended of paying for a private tuition to by educating parents so She also recommended of ways to help other children in future by educating parents so they know recommended of ways to help other children in future by educating parents so they know how to support their children, and holding meetings within the school. how to support their children, and holding meetings within the school. how to support their children, and holding meetings within the school. Pupil B said hes achieving his target grades which are mainly C. Pupil B said hes achieving his target grades which are mainly C. Pupil Bachieving achieving he feels supported in his education by teachers, and after He is said hes because his target grades which are mainly C. He is achieving because he feels supported in his education by teachers, and after He is achievingHe also attends private tuition called Best Tutors by teachers,aand after school classes. because he feels supported in his education tuition once week for school classes. He also attends private tuition called Best Tutors tuition once a week for school classes. He also attends private tuition called push their children more, week for extra support. He recommends that parents need to Best Tutors tuition once a and give extra support. He recommends that parents need to push their children more, and give extra support. He recommends that parents and doing projects children more, and give them rewards when they do their homework, need to push their within the school to help them rewards when they do their homework, and doing projects within the school to help them rewards when they do their homework, and doing projects within the school to help Somali pupils. Somali pupils. Somali pupils.

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Further Responses from my research Further Responses from my research Further Responses from my research 1. Are you male or female? 1. Are you male or female? From1. Are you male clear that 20% were boys, 80% girls. the graph, it is or female? From the graph, it is clear that 20% were boys, 80% girls. From the graph, it is clear that 20% were boys, 80% girls. 2. How old are you? 2. How old are you? 2.60% were are you? other 40% 18+. How old 12-17, the 60% were 12-17, the other 40% 18+. 60% were 12-17, the other 40% 18+.
3. Were you born in the UK? 3. Were you born in the UK? 3.65% were and 35%the UK? Were you born in were either born in Somali or Europe. 65% were and 35% were either born in Somali or Europe. 65% were and 35% were either born in Somali or Europe.

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Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School?

4. Were your parents born in the UK? 4. Were your parents born in the UK? 4.100% ofyour parents born in the UK? Were their parents were born outside of the UK (mainly Somalia). 100% of their parents were born outside of the UK (mainly Somalia). 100% of their parents were born outside of the UK (mainly Somalia). 5. Do your parents support you with your schooling? 5. Do your parents support you with your schooling? 5.60% your but thissupport you withmore schooling? Do did parents was actually your from private tuition rather than the 60% did but this was actually more from private tuition rather than the 60% did but this was actually more from all. parents directly. 40% received no support at private tuition rather than the parents directly. 40% received no support at all. parents directly. 40% received no support at all. 6. Do you think youre achieving or under achieving in school? 6. Do you think youre achieving or under achieving in school? 6.40% felt think youre achievingor underis very promising; 40% were worried Do you they were achieving which achieving in school? 40% felt they were achieving which is very promising; 40% were worried 40% were not getting the predicted grades. promising; 40% were worried they felt they were achieving which is very they were not getting the predicted grades. they were not getting the predicted grades. 7. On average what grades are you achieving in school? (A-B/ C-D/E-G) 7. On average what grades are you achieving in school? (A-B/ C-D/E-G) 7.I asked what they were achieving, 40% were A to C and (A-B/ C-D/E-G) On average what grades are you achieving in school? the rest below this. I asked what they were achieving, 40% were A to C and the rest below this. I asked what they were achieving, 40% were A to C and the rest below this. 8. 8. 8. If under achieving why do you think youre under achieving? No after school If under achieving why do you think youre under achieving? No after school If under teachers not supportingthink parentsunder achieving? No after school support/ achieving why do you you/ youre not supporting you? support/ teachers not supporting you/ parents not supporting you? support/ teachers not supporting you/ teachers supporting you? Interestingly, the pupils found their parents notdid support them and were Interestingly, the pupils found their teachers did support them and were Interestingly, the pupils private their teachersafter-school private tutors but accessing other types of found support, e.g. did support them and were accessing other types of private support, e.g. after-school private tutors but accessing other types them were very high at 60%. parents not supportingof private support, e.g. after-school private tutors but parents not supporting them were very high at 60%. parents not supporting them were very high at 60%.

9. Have you ever been bullied in school? Yes/ no 9. Have you ever been bullied in school? Yes/ no 9.Only one or two pupils admitted bullying/no Have you ever been bullied in school? Yes/ name-calling. I wondered if this Only one or two pupils admitted bullying/ name-calling. I wondered if this Onlybecausetwo pupils kids and were ashamed to admit this. was one or they were admitted bullying/ name-calling. I wondered if this was because they were kids and were ashamed to admit this. was because they were kids and were ashamed to admit this.

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Chapter 3: Discussion Chapter 3: Discussion Chapter 3: Discussion

The central aim of this research was to identify the reasons why Somali pupils achieve The central aim of this research was to identify the reasons why Somali pupils achieve The central aim schools, and to understand the the reasons why Somali pupils achieve lower grades in of this research was to identify schooling experiences of Somali pupils. lower grades in schools, and to understand the schooling experiences of Somali pupils. lower grades in schools, and to understand the schooling experiences of Somali pupils. The research aims to: The research aims to: Theresearch the achievements of Somali pupils at GCSE level Study aims to: Study the achievements of Somali pupils at GCSE level Identify reasons for underachievement, at the main barriers faced by Somali Study the achievements of Somali pupilsandGCSE level Identify reasons for underachievement, and the main barriers faced by Somali pupils reasons for underachievement, and the main barriers faced by Somali Identify pupils pupils Discover factors which contribute to the success of Somali pupils Discover factors which contribute to the success of Somali pupils Discover factors which contribute to the success of Somali pupils My research has confirmed that many Somali pupils are underachieving in schools, and My research has confirmed that many Somali pupils are underachieving in schools, and My research has confirmed that many Somali some of the pupils I interviewed were not that the main issue is the language barrier as pupils are underachieving in schools, and that the main issue is the language barrier as some of the pupils I interviewed were not that thethe UK. born in main issue is the language barrier as some of the pupils I interviewed were not born in the UK. born in the UK. Also the other main issue is parents not speaking the English language, and not being Also the other main issue is parents not speaking the English language, and not being Also to supportmain issue is parents not speaking the Englishpoints made by not Rutter. able the other their childrens education which supports the language, and Jill being able to support their childrens education which supports the points made by Jill Rutter. able to support theirtop issues were parents not supports the points made byand Rutter. From the graph the childrens education which supporting with homework, Jill no after From the graph the top issues were parents not supporting with homework, and no after From the graph the top issues were parents not supporting with homework, and no after school support. school support. school support. However from the graph there were 40% of the Somali pupils achieving A-C grades and However from the graph there were 40% of the Somali pupils achieving A-C grades and Howeverto the the graph there were 40% of the Somali pupils achieving private tuition this due from extra support they receive at Best Tutors where they get A-C grades and this due to the extra support they receive at Best Tutors where they get private tuition this due to thehomework. and help with extra support they receive at Best Tutors where they get private tuition and help with homework. and help with homework. This means that extra tutoring is working, and should be provided at lower cost as some This means that extra tutoring is working, and should be provided at lower cost as some This means that extra tutoring is working, and should be provided at lower cost as some parents cant afford private tuition for their children. parents cant afford private tuition for their children. parents cant afford private tuition for their children. One of the main reasons for Somali pupils underachievement identified from the case One of the main reasons for Somali pupils underachievement identified from the case One of the main reasons for Somali pupils underachievement identified from the their study and questionnaire is the language barriers and parents not being to supportcase study and questionnaire is the language barriers and parents not being to support their study and education, andis the language barriers and parents not being to support their childrens questionnaire parental lack of understanding of the British education system. childrens education, and parental lack of understanding of the British education system. childrens education, and parental lack of understanding of the British education system.

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Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School?

Its also due to poor housing, overcrowding and disruption or non-existent prior to Its also due to poor housing, overcrowding and disruption or non-existent prior to Its also due to poor literature review). education (from the housing, overcrowding and disruption or non-existent prior to education (from the literature review). education (from the literature review). My research shows that the pupils were doing quite well with after-school support and My research shows that the pupils were doing quite well with after-school support and My research but for those pupils were doing this is not the after-school support and private tuitionshows that thenot accessing this, quite well withcase. private tuition but for those not accessing this, this is not the case. private tuition but for those not accessing this, this is not the case. From my literature review and personal experience, it is still clear to me that the Somali From my literature review and personal experience, it is still clear to me that the Somali From can still be the lowest achieving experience, pupilsmy literature review and personalin schools. it is still clear to me that the Somali pupils can still be the lowest achieving in schools. pupils can still be the lowest achieving in schools. As Rutter's states (2004), there is a big difference from their peers. The gap increases at As Rutter's states (2004), there is a big difference from their peers. The gap increases at As end of states and secondary education. the Rutter'sprimary(2004), there is a big difference from their peers. The gap increases at the end of primary and secondary education. the end of primary and secondary education. There may be a lot of research on this and interest but the situation is not changing as There may be a lot of research on this and interest but the situation is not changing as There may be a lot of research on this and interest but the situation is not changing as fast as it could. fast as it could. fast as it could.

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Chapter 4 Chapter 4 Chapter 4

(i) Conclusions (i) Conclusions (i) Conclusions The aim of the research was to:

The aim of the research was to: Theaim of the research was to: of Somali pupils at GCSE level Study the achievements Study the achievements of Somali pupils at GCSE level Study the achievements of Somali pupils at GCSE level Identify reasons for underachievement, and the main barriers faced by Somali Identify reasons for underachievement, and the main barriers faced by Somali Identify reasons for underachievement, and the main barriers faced by Somali pupils pupils pupils Discover factors which contribute to the success of Somali pupils. Discover factors which contribute to the success of Somali pupils. Discover factors which contribute to the success of Somali pupils. The findings from the questionnaire, interviews and literature review show that Somali The findings from the questionnaire, interviews and literature review show that Somali The findings from the questionnaire, and they and literature achieving groups in pupils are underachieving in schools,interviews are the lowest review show that Somali pupils are underachieving in schools, and they are the lowest achieving groups in pupils are underachieving in schools, and they are the lowest achieving groups in schools. schools. schools. One of the main reasons for Somali pupils underachievement is the language barrier, One of the main reasons for Somali pupils underachievement is the language barrier, One of the main reasons for Somali pupils underachievement is and parents not being able to support their childrens education. the language barrier, and parents not being able to support their childrens education. and parents not being able to support their childrens education. It is clear that Somali pupils form an underperforming group at each stage of the national It is clear that Somali pupils form an underperforming group at each stage of the national It is clear that Somali pupils form an underperforming groupstage are considerably below curriculum and at GCSE level. Their outcomes at each key at each stage of the national curriculum and at GCSE level. Their outcomes at each key stage are considerably below curriculum and at GCSE level. Their outcomes at each key stage are considerably below those achieved by all pupils across the LAS. those achieved by all pupils across the LAS. those research needs pupilscarried out for the future. More achieved by all to be across the LAS. More research needs to be carried out for the future. More research needs to be carried out for the future.

(ii) Recommendations (ii) Recommendations (ii)help raise the achievement of Somali pupils, schools, policy makers, should provide: Recommendations To
To help raise the achievement of Somali pupils, schools, policy makers, should provide: To help raise the achievement of Somali pupils, schools, policy makers, should provide: After school classes for underachieving pupils After school classes for underachieving pupils After weekend classes underachieving pupils Extra school classes for for pupils who are underachieving. Extra weekend classes for pupils who are underachieving. Extra weekend Somali pupils develop their IT skills. ICT clubs whereclasses for pupils who are underachieving. ICT clubs where Somali pupils develop their IT skills. ICT clubs where Somali classes held after school. Extra English and mathspupils develop their IT skills. Extra English and maths classes held after school. Extra English and maths classes held after school.

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Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School? Why do Somali Pupils Achieve Lower Grades in School?

A range of strategies is used to improve the English language skills of pupils at A range of strategies is used to improve the English language skills of pupils at A range of strategies is used to improve the English language skills of pupils at Different levels. Different levels. Different levels. staffs should be used to build links between schools and Somali Somali bilingual Somali bilingual staffs should be used to build links between schools and Somali Somali bilingual staffs should be used to build links between schools and Somali families. families. families. should concentrate on basic literacy, numeracy, and English with new Teachers Teachers should concentrate on basic literacy, numeracy, and English with new Teachers should concentrate on basic literacy, numeracy, and English with new arrivals. arrivals. arrivals. should provide grants to fund home tutors for underachieving pupils and The LEA The LEA should provide grants to fund home tutors for underachieving pupils and The LEA should provide grants to fund home tutors for underachieving pupils and new arrivals. new arrivals. new arrivals. recommendation is setting up low cost tutoring for parents who cant Also another Also another recommendation is setting up low cost tutoring for parents who cant Also another recommendation is setting upBest cost tutoring for parents who cant afford private tuition for their children such low Tutors. afford private tuition for their children such Best Tutors. afford private tuition for their children such Best Tutors.

The interviews worked well as I was able to interview 2 pupils to understand their The interviews schools and what support they received. The challenges I faced during experiences of worked well as I was able to interview 2 pupils to understand their experiences of schools and what support they received. The challenges I faced during experiences of schools and questionnaire they received. Thepupils as theyfaced during my research was to get the what support filled out by some challenges I felt my research was to get the questionnaire filled out by some pupils as they felt my research was to get the and I had to push them by some pupils as they felt embarrassed in taking part questionnaire filled out and reward them. embarrassed in taking part and I had to push them and reward them. embarrassed in taking part and I had to push them and reward them. If I had more time I would have interviewed more pupils and visited schools, and If I had more time I would have interviewed more pupils and visited schools, and If I had more time I would have interviewed more pupils and visited information and interviewed parents and teachers. This would have given me more schools, and interviewed parents and teachers. This would have given me more information and interviewed parents and teachers. This would the communities. I did visit the private different perspectives from different people in have given me more information and different perspectives from different people in the communities. I did visit the private different perspectivesTutorsdifferentthe Somali the communities. I did visit the private tuition centre at Best from where people in pupils do get extra support from other tuition centre at Best Tutors where the Somali pupils do get extra support from other tuition centre at Best Tutors where the Somali pupils do get extra support fromthey were bilingual teachers but I wasnt able to interview the teachers at Best Tutors as other bilingual teachers but I wasnt able to interview the teachers at Best Tutors as they were bilingual teachers but I wasnt able to interview the teachers at Best Tutors as they were busy. busy. busy.

(iii) The strengths and limitations of research (iii) The strengths and limitations of research (iii) interviews worked well as Ilimitations of researchto understand their The strengths and was able to interview 2 pupils The

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Bibliography Bibliography Bibliography

Ahmed, I (1998) Feeling Exclusion? A Survey of the Somali Community in Ahmed, I (1998) Feeling Exclusion? A Survey of the Somali Community in Ahmed, I (1998) Feeling report, London Borough of Somali Community in Lewisham, unpublished Exclusion? A Survey of the Lewisham Lewisham, unpublished report, London Borough of Lewisham Lewisham, unpublished report, London Borough of Lewisham BBC "Immigration and emigration: South East Wales Somali community". BBC. BBC "Immigration and emigration: South East Wales Somali community". BBC. BBC "Immigration and emigration: South East Wales Somali community". BBC. February 2004. Retrieved March 2012 February 2004. Retrieved March 2012 February 2004. Retrieved March 2012 Demie, F: Mclean c, Lewis, K. (2007). Raising achievements in Somali pupils: Demie, F: Mclean c, Lewis, K. (2007). Raising achievements in Somali pupils: Demie, F: Mclean and challenges, research and statistics unit, London Borough school responsesc, Lewis, K. (2007). Raising achievements in Somali pupils: school responses and challenges, research and statistics unit, London Borough school responses and challenges, research and statistics unit, London Borough of Lambeth, March. of Lambeth, March. of Lambeth, March. Jones, C and Ali, E. (2000) Meeting the educational needs of Somali pupils in Jones, C and Ali, E. (2000) Meeting the educational needs of Somali pupils in Jones, C schools, E. (2000) borough the educational needs of Somali pupils in Camden and Ali, London Meeting of Camden. Camden schools, London borough of Camden. Camden schools, London borough of Camden. Kahin, M (1997). Educating Somali children in Britain, Trentham Books, stoke on Kahin, M (1997). Educating Somali children in Britain, Trentham Books, stoke on Kahin, M (1997). Educating Somali children in Britain, Trentham Books, stoke on Trent little, KL (1948) Trent little, KL (1948) Trent little, KL (1948) Rutter, J. (2004). Refugee communities in the UK: Somali childrens educational Rutter, J. (2004). Refugee communities in the UK: Somali childrens educational Rutter, J. and lifeRefugee communities in the UK: Somali childrens educational progress (2004). experiences. progress and life experiences. progress and life experiences.

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Appendices Appendices Appendices

Interview questions. Interview questions. Interview questions.you are achieving or under-achieving in school? Why? 1) Do you think 1) Do you think you are achieving or under-achieving in school? Why? 1) Do you think you are achieving or under-achieving in school? Why? 2) Do you feel supported in your educational? By who, and how? 2) Do you feel supported in your educational? By who, and how? 2) Do you feel supported in your educational? By who, and how? 3) What type of support do you think would help you do better in school? 3) What type of support do you think would help you do better in school? 3) What type of support do you think would help help other children or young 4) Do you have any recommendations of ways toyou do better in school? 4) Do you have any recommendations of ways to help other children or young 4) Do you in the any recommendations of ways to help other children or young people have future? people in the future? people in the future? Questionnaire: Questionnaire: Questionnaire: male or female? (Male female) 1. Are you 1. Are you male or female? (Male female) 1. Are you male or (14- 15/ (Male female) 2. How old are you? female? 16-17/18-19) 2. How old are you? (14- 15/ 16-17/18-19) 2. How old are you? (14- UK?16-17/18-19) 3. Were you born in the 15/ Yes/ no 3. Were you born in the UK? Yes/ no 3. Were you born in the UK? Yes/UK? Yes / no 4. Were your parents born in the no 4. Were your parents born in the UK? Yes / no 4. Were your parents born you with your / no 5. Do your parents supportin the UK? Yes schooling? Yes/ no 5. Do your parents support you with your schooling? Yes/ no 5. Do yourthink youre achieving or under schooling? Yes/ no Achieving/ 6. Do you parents support you with your achieving in school? 6. Do you think youre achieving or under achieving in school? Achieving/ 6. Do you think not achieving youre achieving or under achieving in school? Achieving/ not achieving not achieving what grades are you achieving in school? (A-B/ C-D/E-G) 7. On average 7. On average what grades are you achieving in school? (A-B/ C-D/E-G) 7. On average what grades are you achieving in school? (A-B/ C-D/E-G) 8. If under achieving why do you think youre under achieving? No after 8. If under achieving why do you think youre under achieving? No after 8. If under achieving why do you think youre under achieving? No after school support/ teachers not supporting you/ parents not supporting you? school support/ teachers not supporting you/ parents not supporting you? school support/ teachers not supporting you/ parents not supporting you? 9. Have you ever been bullied in school? Yes/ no 9. Have you ever been bullied in school? Yes/ no 9. Have you ever been bullied in school? Yes/ no

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 Africa Educational Trust and Evelyn Oldfield Unit, 2012 Africa Educational Trust and Evelyn Oldfield Unit, 2012 Africa Educational Trust and Evelyn Oldfield Unit, 2012 Africa EducationalTrust and Evelyn Oldfield Unit, 2012 Africa Educational Trust and and Evelyn Africa Educational Trust and Evelyn Oldfield Unit, 2012 Africa Educational Trust Evelyn Oldfield Unit, 2012 Unit, 2012