Research School Network: Leading a culture where disadvantaged students can thrive Written by Susie Fraser with contributions from Sue Watmough & John Rowlands

September 2024 marks twenty years since my teaching career began. That’s twenty exam series and twenty results day. Twenty years of seeing young people open those little envelopes and be overcome with joy and pride. This year, the lasting memory I will have is of the football team (2024 Manchester Cup Champions) arriving together, hiding behind the Drama studio curtains, apprehensive and visibly nervous, to open their little envelopes. I’ll remember hearing the sounds of joy when they realised what they had achieved; pride-for themselves and for each other, the urgency to call loved ones and to say thank you to teachers. Recalling it now brings back the goosebumps and the lump in my throat.

This moment mattered to those students and it will always matter. Here is an environment where those boys can thrive on the football field, but also academically and personally – this was a collective success for them. My four-year-old daughter was with me as we watched this unfold. She held my hand and said ​‘mummy, they are so happy!’ (Another lump in the throat.)

How lucky we are to witness these moments and be part of their journey.But this sits within the wider context of what many students from disadvantaged backgrounds are facing. On The Sutton Trust website, these statistics can be found as a stark reminder of the reality facing many of these students:

So despite our joy, our outrage continues and with that, our relentless pursuit for better.

At Manchester Communication Academy, our approach to leading a culture where all students, but especially our disadvantaged students, can thrive can be summarised as follows:


1.Challenge a deficit narrative

In 2018, the Education Policy Institute published their annual report on education in England[1] and included an analysis and commentary on the different practices within school that impact on outcomes for disadvantaged students. One factor that is identified is that of unconscious bias. According to the Office of Diversity and Outreach at University of California San Francisco, unconscious biases are ​‘social stereotypes about certain groups of people that individuals form outside their conscious awareness’.

In some schools, teachers and leaders may hold these unconscious biases about students from lower socio-economic backgrounds. Phrases like ​‘our kids can’t do homework’ or ​‘school isn’t valued in this community’ all lead to lower expectations and lower aspirations. They are also simply not true. Our community is asset rich, our children are capable and brilliant. As a leader, it is important to call out any unconscious bias and challenge any deficit narrative. Even better, ensure your school is a place where everyone feels empowered to call it out.

2. Establish a safe, structured environment, rooted in routines and habits

Young people thrive when they know what to expect. They can also thrive when they have the cognitive capacity to learn. We can create this learning capacity by removing any distractions or unpredictable situations that requires cognitive processes. Once behaviours become routine and habitual, young people can then direct their attention to the important information-the knowledge that is being taught. A consistent approach to simple activities like starts to lessons, movement around the building and responding to questions can provide a safe, stable and predictable environment.

3. Prioritise teaching and learning alongside exceptional pastoral care and well-being

The Education Endowment Foundation Pupil Premium Guide [2] advises taking a tiered approach to pupil premium spending, ensuring that an investment in high quality teaching is a top priority. At MCA, high quality professional development is our number one priority for our pupil premium strategy. We have invested in a director of professional development and a team of teacher educators to ensure they are equipped with the knowledge and skills to effectively embed evidence informed practice across the Academy.

We also recognise the importance of authentic pastoral care that is rooted in genuine relationships with families. Our family partnership team are dedicated to finding ways to support families through our bespoke early help framework. Not only does this mean that barriers can be removed early, but there is a dialogue between home and school that is invaluable.

4. Find valued time and space for a high quality personal development curriculum

At MCA, our school values are Respect, Responsibility and Resilience and we encourage our students to Be Brave, Be Brilliant and Be Kind. An effective personal development curriculum is not simply a series of lessons mapped out on a curriculum journey. A personal development curriculum permeates every corner of an effective school culture. How do teachers interact with young people and with each other? How do you support staff to tackle the difficult conversations with honesty, integrity and kindness? What do you recognise and what do you celebrate? Personal development takes place within and outside the classrooms, where students learn from the models they see.

5. Be restless

Finally, we are never done and we never will be. A leader of a culture where children can thrive creates an environment where success is celebrated but so is grit, determination and a belief that any glass ceilings can be smashed.

I’d like to finish this blog with a saying from Jonny Bairstow, England cricketer, who we were lucky enough to have join us on our September INSET day. He said: ​‘Be proud of where you come from, but have pride in where you can get to.’

Schools that encapsulate that, will be places where students can thrive, now and in their futures.

References

[1]https://epi.org.uk/wp-content/uploads/2018/07/EPI-Annual-Report-2018-Lit-review.pdf

[2]https://educationendowmentfoundation.org.uk/education-evidence/using-pupil-premium