Background
In 2009, Turning Point was commissioned by East Sussex Children and Young People’s Trust to undertake a large-scale peer-led action research project. The research explored in depth the factors impacting upon aspiration and achievement in five secondary school communities in the towns of Hastings and Eastbourne, and identified ways in which the schools could build closer relationships with parents as a means of enabling them to become more involved in their children’s learning.
Each of the schools participating in the East Sussex project serves a largely white working class neighbourhood with extensive and profound social, economic and educational deprivation. In 2011, Hastings was ranked as the 19th most deprived local authority area, out of 326. Eastbourne was ranked 84th, and the schools taking part in the project are located in the most deprived wards of the town.
Across the country, young people growing up in communities with high levels of deprivation are less likely to develop challenging aspirations and are more likely educationally to underachieve. This is something that affects future life outcomes and perpetuates a cycle of poverty and deprivation. Nationally, aspirations are lowest in white working class communities.
Click here to read the full Connected Education East Sussex report.
Funders
East Sussex Children and Young People’s Trust
The Research
26 parents were recruited and trained to become Community Researchers and undertake the research. The diversity of the parent Community Researchers meant that each brought individual experiences, views, skills and knowledge to create a rich resource for the project. The team achieved 414 in-depth interviews with other parents, averaging an hour in length and mostly carried out in people’s homes.
Schools also nominated 29 young people to become student Community Researchers. The nominated students reflected the diversity of the schools’ populations in that their needs and abilities varied widely. The student Community Researchers received a full day of training and went on to undertake 275 face-to-face interviews with peers across the five schools. In addition, 789 students completed an online survey, and 14 Focus Groups were facilitated by professional researchers to explore in more depth some of the emerging themes from the research.
Outcomes
The positive reactions from school Leadership Teams following the verbal feedback given in July 2010 indicate that both the process and the research findings have been invaluable in helping schools plan for improvements. Whilst awaiting the final version of the report, schools have been proactive in taking actions and developing plans for the forthcoming school year, based upon this early feedback and further recommendations made in the draft. During the summer term 2011, we will continue to work with individual schools to develop detailed Action Plans based around the themes of the recommendations. An evaluation of impact and outcomes is scheduled to take place in 2012.
Project Manager