In this report we examine why attainment rates amongst Bangladeshi pupils have significantly improved over recent years while Turkish and Somali pupils continue to perform below the national average. We explore the experiences of pupils within the education system, the characteristics and policies of their schools, the support received from the local authorities and the impact of parental involvement and parents’ attitudes to school.
We also suggest the factors and school strategies likely to have contributed to improved outcomes for underperforming ethnic minority pupils. Evidence will include examples of good practice in schools with high performing pupils from these groups. Wherever possible we identify factors that are specific to the three groups in this study, and in particular the factors that explain increasing attainment rates amongst Bangladeshi pupils
