DEPARTMENT FOR CHILDREN, SCHOOLS AND FAMILIES

The diversity of the children's workforce and its relationship with outcomes for children, young people and families

• Final report

In partnership with GHK, ETHNOS evaluated the impact of the diversity of the Children's Workforce (in terms of gender, race, religion, age and sexual orientation) on the effectiveness of the Workforce's services for children, young people and families. The evaluation sought to establish whether there is a relationship between workforce diversity and positive outcomes; what is the nature of any such relationship and how it works in practice; to what extent workforce diversity can drive positive outcomes; to what extent workforce diversity, in the form of a mismatch between workforce and community diversity, acts as a barrier to positive outcomes; how diversity mismatches can be manifested in poorer outcomes; and what policy responses can be put in place where workforce diversity does constitute a barrier to positive outcomes. These aims were achieved through an extensive literature review, national data analysis, and in-depth case studies which included an analysis of local workforce data, a series of qualitative interviews with key local authority and project staff, and interviews and sociometric maps with service users and service "avoiders".

Barriers to service use: Black and ethnic minority parents and children's services

• Final report

ETHNOS and GHK were commissioned by the Department for Children, Schools and Families to provide policy-makers and practitioners with evidence about the types of barriers that exist (or are perceived to exist) for black and minority ethnic parents in accessing children's and parental services, and the actions which can be taken to overcome these barriers. This involved a literature review, expert focus groups and an in-depth exploration of ten case studies on examples of good practice.

Recognition and support for fathers in DCSF Policy

• Final report

In partnership with GHK, ETHNOS was commissioned by the Department for Children, Schools and Families to provide policy-makers and practitioners with evidence about the role of DCSF policy in facilitating the engagement of fathers. The research consisted of three phases:

• Phase 1 examined all DCSF policy that is relevant to how family services engage with fathers
• Phase 2 surveyed local authorities to get a greater understanding of the ways in which DCSF policy affects engagement with fathers
• Phase 3 involved in-depth case studies of family services in eight local authorities

The research findings are used to support the improvement of family services for fathers by increasing awareness and understanding of the policy barriers that prevent the full and active participation of fathers in family services.

Drivers and challenges in raising the achievement of pupils from Bangladeshi, Somali and Turkish backgrounds

• Final report
• Summary report

ETHNOS, in partnership with GFK/NOP, the Institute of Education and the University of Warwick, was involved in a national research aimed at identifying the factors the drive educational achievement in pupils from Bangladeshi, Somali and Turkish backgrounds. Evidence showed that attainment rates among Bangladeshi pupils have significantly improved over recent years, while Turkish and Somali pupils continue to perform below the national average.

More specifically, the research examined:

• the range of support available specifically for Bangladeshi, Turkish and Somali groups, in primary and secondary schools, and how these impact on pupil attainment and experience of school;
• the attitudes and aspirations of pupils within these communities, focusing on how they differ, and on the pupils' experiences of school;
• the level of support parents or others in the household/community provide for their children's learning at school and at home, and how this differs between communities;
• the challenges faced by pupils and their families in the three communities which may influence achievement.

The research had five main strands:

• analysis of pupil data from the National Pupil Database and the Pupil Level Annual School Census (PLASC)
• analysis of Longitudinal Study of Young People in England data
• survey of 284 Heads of Inclusion/Ethnic Minority Achievement at primary and secondary schools with higher than average concentrations of pupils from Bangladeshi, Somali and Turkish/Kurdish backgrounds
• qualitative research with teachers, pupils and local authorities
• qualitative research with parents/carers

The research identified the main drivers behind the comparative success of Bangladeshi pupils and identified good practice and lessons of relevance to the Turkish and Somali communities.