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Rampton (1981) Notes on the text Preliminary pages Membership, Contents, Preface, Introduction Chapter 1 Evidence of underachievement Chapter 2 Factors contributing to underachievement Chapter 3 Support for schools and teachers Chapter 4 Programme for action |
The Rampton Report (1981)
West Indian children in our schools Interim report of the Committee of Inquiry into the education of children from ethnic minority groups Chairman: Anthony Rampton OBE Presented to Parliament by the Secretary of State for Education and Science by Command of Her Majesty June 1981 Cmnd. 8273 London: Her Majesty's Stationery Office 1981
Appendices Appendix A Co-opted members to sub-committees
Although our membership covered a wide range of interest and expertise, we felt that we would benefit from the presence on our sub-committees of additional members with further knowledge and experience. We therefore co-opted a number of members, to whom we are extremely grateful for their help. We list them below: Ms J Barrow OBE, Lecturer, University of London, Institute of Education
We are especially grateful to Mr AD Matthews MBE - a retired multicultural adviser with the London Borough of Ealing - who in addition to serving on one of our sub-committees visited a considerable number of schools on our behalf. We are indebted to him for his valuable help and advice.
Appendix B Example of a leaflet issued by one LEA to parents with young children
Your child's development begins at birth and the years before school are of great importance. It is during these years that a child grows more rapidly and learns more quickly than at any other time. Your child learns from you. Here are some ways in which you can help your child make a confident start. Talk with your child. Listen to him and encourage him to talk and ask questions as he helps in the home. The sort of language you and your child will want to share may develop when you are cooking, setting the table, eating a meal or washing up. Here are some of the words which your child will need to use. Cooking: 'mixing' 'flour' 'pan' 'stirring' 'eggs' 'oven' Setting the table and eating a meal: 'plates' 'cups and saucers' Washing up: 'clean' 'wet' 'hot' 'dirty' 'dry' 'cold' Your home, garden, street, shops and the supermarket are full of chances for you to point out things of interest and answer your child's questions. Let him help you whenever he can.  Visits to the park, the seaside, the zoo and to grandparents are also times when you can encourage your child to talk and express his feelings.  Take opportunities to talk with your child as he plays with his toys. Let him tell you about what he is making. Encourage your child to tell you about the shape, size and colour of the things.  If your child is playing with bricks, he may be able to tell you all these things, but also let him tell you his own ideas about his building. Sometimes your child will not know the words to use and will look to you for help.  Try to answer your child's many questions and encourage him to talk freely. Let him know that you are interested in what he has to say. You may find it difficult to make time for this, but if you do your child will be ready to share his ideas with you, his teacher and his friends in school. Before your child learns to read he needs to have stories told and read to him. Sit with him and enjoy colourful picture books and stories.  Help your child to learn nursery rhymes and songs by singing with him. Your child may watch television and listen to radio from an early age. You can help your child to understand what he sees. Talk with him and choose the programmes especially those produced for young children. Watch, listen and talk with your child about programmes such as 'You and Me', 'Play School', 'My World', 'Listen with Mother' and 'Playtime'. You will help to extend his language and develop his ability to listen.  Your child learns through play.  Give your child clothes for dressing up, boxes for building and empty pots and pans so that he can use them to develop his play. Programmes such as 'Play School' are full of ideas for play. As he nears school age your child will enjoy playing with other children and will learn to share his toys through play. On his own or with his friends he will sort things into groups: large buttons into different colours, boxes and packets into groups of different sizes and shapes. Encourage your child by giving him anything which can be sorted.  Before your child learns to write he needs to use large crayons, paint brushes and pencils.  Let him make his own big pictures and tell you about them. Give your child odds and ends such as paper plates, egg boxes, packets, cotton reels, wool, cards and pieces of material. With these he will enjoy making his own pictures and models.  In order to keep your child healthy and happy you will need to see that he has plenty of fresh air and sleep. When you take your child out try to find a safe place where he can run and climb. He will enjoy playing a game of ball with you.  A quiet time at the end of the day, with a favourite book or toy will help to make bedtime calm and pleasant. You can talk together about the day or what is going to happen tomorrow. Your child will need help with dressing and undressing. As he gets older encourage him to do these things for himself. Zips are easier than buttons or laces,
Learning to dress himself will take time but be patient because it will help your child to be confident to do this for himself. Before he starts school help him to know his own clothes, which should be clearly marked with his own name and to know how to use a handkerchief. When your child goes to school he will need to take care of himself at the toilet. Please help him to do this and to ask to go to the toilet in an acceptable way. Help your child to look forward to starting school as a happy time. Don't tell him that the teachers will be cross with him for the things he can not do. Tell him instead how pleased his teachers will be with the things he can do.  At school your child will have a drink of milk; encourage him to drink through a straw. Let your child try many different kinds of food with you at home. Teach him how to use a knife and fork. If you do this, school meals will later be no problem to him. You and your child should get used to the journey to and from school before he starts school. Find the best route and teach him road safety on the way. On these journeys your child needs to learn to stop, look and listen before crossing the road. If there is a school crossing teach your child to use it with the help of the traffic warden.  When your child starts school you will want to take him and meet him when he leaves. Try not to keep him waiting as children quickly become worried if they don't know where you are. If you are unable to meet your child make sure that he knows which other adult he should come home with.  Before your child is admitted to school try to visit the school with him when you are invited. When you have met his teacher and seen his classroom you can talk about the visit and help him look forward to starting school. It is important for your child to know that you and his teachers are all interested in what he does.  You can support your child's school in many ways. Do offer to help if possible when the school needs you at Sports Days, on visits, at sales or when making things for the children. Try to attend any meetings and Open Days to which you are invited, when you will find that your child's teacher will be pleased to talk with you about your child's work. Teachers always find these meetings with parents valuable and remember that your child will be disappointed if you do not show interest in his progress. It will help your child if he attends school regularly and, if possible, does not go away on holiday during the school term. HEALTH AND WELFARE SERVICES There are a number of services provided for all children attending school and some services which help children who have special problems. These services are well known lo the Head Teachers of schools and they are the best people to put you in touch with them. Please go to the Head Teacher for help and advice. HEALTH The National Health Service looks after the health of your child at school and provides for all children the services of: 1 The Child Health Medical Officer, who visits school and will help with, and follow up, any health problems your child may have.If your child has special problems the services of hospital specialists, psychiatrists, speech therapists, physiotherapists, and chiropodists can be arranged as required, either in school or at special centres. WELFARE The Education Welfare Officer will help and advise you on many matters including free school meals, choice of school or problems with your child either at home or school.
Appendix C NUT checklist for using books for multi-ethnic education
Do not pass over or ignore a racist concept or cliché in a text book; if you have decided to use the book, point out its inadequacies and false assumptions and use it to stimulate discussion. Do not use books which would cause offence to ethnic minority group pupils by derogatory references which suggest the inferiority of minority groups. Point out stereotypes: do not allow them to pass unchallenged, and be ready with counter-examples which show other attributes of personality and achievement of the ethnic group in question. Look carefully at illustrations; do they correctly represent the ethnic group depicted? Are these illustrations realistic, and not caricatures? Check that books do not either by text or illustration reinforce the image of a power structure in which white people have all the power and make all the decisions, with ethnic minorities functioning in subservient roles. Black and brown people should be shown in all kinds of jobs, reflecting their increasingly important role in our society. In stories about children, the question should be raised whether the non-white child has to strive harder for acceptance and, in friendships, whether he or she has to do most of the understanding and forgiving. Check whether there are people in the story with whom black or brown children could identify, thereby enhancing their self-concept and self-esteem. Assess whether the book is factually accurate and ensure that it does not perpetuate the myth of white superiority. Books about urban life should contain reference to minority groups. Ask these questions: is the book written from the standpoint of a multicultural society? Does it recognise cultural diversity? Are its moral assumptions those of parity of esteem between people of different ethnic groups? Could a child of any nationality retain his cultural pride and dignity whilst reading it?
Appendix D Extracts from a school handbook
The following extracts from a school handbook set out the pastoral roles of the form tutor and year head: THE JOB SPECIFICATION OF THE FORM TUTOR This may be summarised as follows: a. General administration and daily registration of tutor group.THE JOB SPECIFICATION OF THE HEAD OF YEAR The major responsibility of Heads of Year and their Deputies is the oversight of the academic and social development of pupils in the Year Group. This is effected by: a. The leadership of a team of tutors, which includes preparation of Tutorial work for pupils, guidance to the tutors on the pupils in their care and the organisation of tutorial meetings and year assemblies. 
Appendix E Number of pupils suspended/excluded on 31 January 1980 in one urban multiracial LEA
Appendix F Induction programme: extract from school handbook
The probationary years The probationary years are vital years of adjustment for all new teachers since patterns established now are likely to determine future success or otherwise in the teaching profession. We have all been probationers at some time in our lives and the following notes of guidance are, therefore, based on personal experience - needless to say, this has not always been pleasant! Entry into school life affects people differently but most would agree that this is the time to bring theory out into the open and face the practical teaching situation. 'Realism' must be brought into analysing one's own particular strengths, weaknesses, likes, dislikes, prejudices etc, as equally it must appraise the classroom situation coherently. Children in the classroom do not act from laws laid down in textbooks. They are unique, their inter-reaction is unique and their inter-reaction with each teacher is similarly unique. Realism and practical common sense needs to be supported by other qualities, all of which will be developed by a 'good' teacher eg fairness, consistency, perseverance, high expectation from pupils, sound personal standards or, in brief, the creation of a secure relationship structure within which pupils can develop. A 'good' teacher does not need 'to be popular'. Dealings with pupils must be determined by the needs of the child or of the group (occasionally these may conflict) and not by any desire to satisfy one's own personal inadequacies. The 'good' teacher is usually the well adjusted teacher and the pupils are quick to detect this. We accept that the first year can be full of traumatic experiences for some, whilst others will pass through it apparently unconcerned. Our aim is to ensure that we provide a framework within which you can develop both your teaching skills and assist the emotional and social growth of pupils in your care. Above all, we want you to enjoy teaching and your work with young people. We hope that you will not hesitate to draw on the cumulative experience of all staff and that despite temporary crises you appreciate that we are all human and that we all have teaching problems even if for some they are not apparent at the moment. THE SYSTEM There are two broad themes to our support system - formal and informal. In brief, formal support will be given through group meetings of all probationers, whilst informal support will be by individual discussion sessions with Mr X, Mr Y, Mr Z or myself. No system is infallible neither must it become a straitjacket, so it is important to ask for help when you need it and not only when it is offered as part of the support system. a. 'Formal' Programme - September to April Session I Theme: 'The probationary year - coming down to earth!' A session on the basics of teaching including classroom control. Date: Wednesday 12 September at 3.45 pm. Venue: Headmaster's Room. Session II Theme: 'The child in school - the tip of the iceberg!' A session on the pastoral organisation of the school; understanding the 'whole' child, home and school and record system - The practice - a session with Heads of Year. Session III Theme: 'The child in school - the tip of the iceberg!' A session on the pastoral organisation of the school; understanding the 'whole' child, home and school and record systems - The Theory Session. Date: Tuesday 2 October at 3.45 pm. Venue: Headmaster's room. Session IV Theme: 'Our school - how it works behind the scenes' A session with Heads of Faculty on aspects of school organisation: timetable, options, finance etc. Date: Monday 15 October at 3.45 pm. Venue: Headmaster's room. Session V Theme: 'Them and us' (myth exploded) - working with parents, reports, parental contact. A session in preparation for parents' evenings and report writing. Date: Wednesday 7 November at 3.45 pm. Venue: Headmaster's room. Session VI Theme: 1. 'The school and the wider community' 2. 'Remedial Education' A session with (1) Mr X, Head of Community Education and (2) Mrs Y, Head of Remedial Education. Date: Wednesday 14 November at 3.45 pm. Venue: Headmaster's room. Session VII Theme: 'Half-way house! (nearly!)' An appraisal: constructive look back over five months of teaching. This session will also hope to assess the value of the probationary support system with a view to future modification. Date: Tuesday 15 January at 3.45 pm. Venue: Headmaster's room. Starting times: (3.45 pm) will be strictly adhered to and meetings will not normally last longer than 1 hour. Attendance: All probationary staff are asked to make attendance at these sessions an absolute priority in view of the importance of the subject matter. b. 'Informal' programme from September During the year probationers will be attached to the Headmaster or one of the Deputy Heads for the purpose of regular consultations. These sessions (about half hour) will be structured as follows: Term 1 (1st half) SEPTEMBER-OCTOBER - one weekly sessionModifications to this schedule will be arranged should circumstances demand it. Similarly, should YOU want to discuss a matter before the appointed day, DO NOT HESITATE TO SAY! Probationer attachments to Senior Staff will be as follows: List of probationers/List of staff attachments c. The Authority and the Adviser All probationers are invited to an induction day by the local authority prior to the commencement of the autumn term. Each probationer is attached by the authority to an adviser who is usually a specialist in the probationer's subject. The adviser will give guidance and, together with the school, makes the assessment required to determine the outcome of the probationary period. d. Others to consult Heads of Faculty/Department and Heads of Year in this school are always keen to discuss with you any of your concerns. We believe we need to help and support each other and no doubt you, too, will play your part. We hope you will find this scheme a support to you and that your career in the teaching profession will be rewarding and successful in every way. HEADMASTER
Appendix G In-service programme
Aims and objectives of the Curriculum Development Team Aims 1. To develop language across the curriculum.Objectives (These are numbered to refer to the appropriate aim). 1. To develop an awareness in staff of the following:CURRICULUM DEVELOPMENT TEAM A brief survey of involvement to date The team spent the first half term (September-November 1979) in a careful determination of their aims and objectives and methods of operation. A systematic input from the specialist staff of the Language Centre for ESL was greatly appreciated. Half-termly programmes were to operate with the coordinator making himself available to cover the lessons of staff wishing to work with the team. Briefly, the priorities for the team's work lay in three areas: a. Influencing curriculum accessibility through a language across the curriculum policy.Each of these areas has to date received an input from the team as follows: 1. 3rd Year Chemistry - consultations over one term working with language concepts, work sheets, mixed ability approaches.
Appendix H Three year part-time course leading to the Degree of BEd (Multicultural Studies)
The course The general aim of the course is to promote the professional competence of practising teachers in multicultural situations and to increase their knowledge, their analytic skills and their understanding of the educational implications of social processes in a multicultural society. By achieving this aim it is felt that the development through education of Britain's multicultural society will be enhanced. Course content Part 1. Foundation Section A Historical backgrounds and present situation of ethnic minorities in Britain. 1. Study of one ethnic group. (Muslims, Hindus/Sikhs, Caribbean people.)Section B Multicultural studies - concepts and perspectives. 1. Approaches to the multicultural society.Part 2. Interaction in school and society Section A Teachers and children in multicultural schools. 1. Teachers in a Multi-cultural Society.Section B Language and minority groups in a multicultural society. 1. Theoretical introduction; socio-linguistics.Part 3 Curriculum for a multicultural society 1. Analysis of current curriculum.
Appendix I Sources of information and advice on multicultural education and the education of West Indian children
The following list is by no means comprehensive but is simply intended to provide some initial contact points and to illustrate the range of advisory services available. Not listed here are the many parents' groups, supplementary schools, black church organisations and other community organisations which exist in almost every town where there are West Indians, many of which are concerned with education. [Note Some of the following information - especially the phone numbers - may now be out of date.] National Advisory and Information Centres Centre for Multi-cultural Education Institute of Education, Bedford Way London WC1 0AL Tel 01 636 1500 Commission for Racial Equality, Elliot House 10-12 Allington Street London SW1 Tel 01 828 7022 Commonwealth Institute, Kensington High Street London W8 Tel 01 602 3252 National Association of Community Relations Councils*, Mary Ward House 5-7 Tavistock Place London WC1H 9SS Tel 01 388 3368 (*NACRC can supply a list of all local CRCs.) National Association for Multiracial Education, 86 Station Road Mickleover Derby DE3 5FB Tel 0332 511751 Runnymede Trust, Victoria Chambers 16-18 Strutton Ground London SW1 Tel 01 222 0701 Schools Council for Curriculum and Examinations, 160 Great Portland Street London W1 Tel 01 580 0352 NB. A number of the main teacher unions should also be able to offer advice on multicultural education. West Indian Information Centres and Local Centres for Multicultural Education (with particular reference to West Indians) AFFOR, 1 Finch Road Lozells Birmingham B19 1HS Tel 021 523 8076 Afro-Caribbean Education Resource Project, ILEA Centre for Learning Resources 275 Kennington Lane London SE11 Tel 01 582 2771 Coventry Minority Groups Support Services, South Street Hillfields Coventry CV1 Tel 0203 26888 Haringey Multicultural Curriculum Support Group, St Mary's Primary School Rectory Gardens Hornsey London N8 Tel 01 348 2827 Association for Teaching of Caribbean and African Literature (ATCAL), 113 Bedford Court Mansions Bedford Avenue London WC1 Black Peoples Information Centre (BPIC), 301-303 Portobello Road London W1O Tel 01 969 9825 Caribbean Communications Project (CCP), Elimu Centre 470 Harrow Road London W9 Tel 01 289 0151 Centre for Urban Educational Studies, 34 Aberdeen Park London N5 Tel 01 226 5437 Manchester Support Service, Ducie High School Denmark Road Manchester Tel 061 273 4241 Multicultural Education Panel, Brent Teachers Centre Ealing Road Alperton Wembley Middlesex Tel 01 903 0661 Waltham Forest Supplementary Service for West Indian Pupils, Kirkdale Centre Kirkdale Road London E11 Tel 01 556 0406 West Indian Teacher Organisations Caribbean Teachers Association (CTA), 8 Camberwell Green London SE5 Tel 01 639 6599 Afro-Caribbean Teachers Association, 50 Richmond Road Bearwood, Warley West Midlands B66 4ED Afro-Caribbean Teachers Association, 164 Derby Road Beeston Nottingham West Indian Bookshops Walter Rodney Bookshop (run by Bogle-L'Ouverture Publications), 5a Chigwell Place London W13 Tel 01 579 4920 Grass Roots Storefront, 61 Golbourne Road London W10 Tel 01 969 0687 New Beacon Books, 76 Stroud Green Road London W4 Tel 01 272 4898 Headstart Books and Crafts, 25 West Green Road London N4 Tel 01 802 2838 Sabarr Books, 378 Coldharbour Lane London SW9 Tel 01 274 6785 Harriet Tubman Bookshop, 27-29 Grove Lane Handsworth Birmingham Tel 021 554 8479 The Bookplace, 13 Peckham High Street London SE15 Tel 01 701 1757 
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