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https://rolls-crescent.manchester.sch.uk/inclusion/ema
EMA: Ethnic Minority Attainment. The Ethnic Minority Achievement team forms part of our Inclusion team. They work alongside class teachers to ensure that ethnicity or language are not barriers to children’s learning. They provide curriculum and pastoral, as well as language support.
https://www.milton-keynes.gov.uk/assets/attach/51749/2018%2004%2016%20doc%20HortonS%20EMA%20Network%20Training%20Booklet%202018%20-%202019%20Final.pdf
Ethnic Minority Achievement Network CPD programme The Ethnic Minority Achievement (EMA) Network’s 2018-19 continuing professional development and support programme is timely and relevant. It looks ahead to the challenges brought by the super-diverse Milton Keynes population. The courses will be most relevant to school leaders and
https://www.milton-keynes.gov.uk/schools-and-lifelong-learning/ethnic-minority-achievement/ethnic-minority-achievement-ema
Jul 03, 2019 · Ethnic minority achievement (EMA) EMA network works with schools and settings to ensure positive outcomes for children of minority ethnic heritage and other vulnerable groups. EMA network staff are experienced in supporting BME and EAL children and young people, including those of Gypsy, Roma and Traveller origin.
https://www.milton-keynes.gov.uk/assets/attach/38843/Services%20to%20schools%20PDF%20from%20DR.pdf
The EMA Network offers core activities for local authority In an increasingly diverse and changing climate, the maintained primary schools: Ethnic Minority Achievement (EMA) Network provides quality support which aims to close attainment gaps for vulnerable and underperforming Black and minority ethnic (BME) children and young people (CYP).
https://twitter.com/EMA_Service/
The latest Tweets from Lancs Ethnic Minority Achievement Service (@EMA_Service). working with schools to raise attainment of ethnic minority children …Followers: 101
https://quizlet.com/138764878/g673-ethnicity-in-attainment-cultural-factors-flash-cards/
old ethnic minority student's aspired to go to university compared to 68% of white students. This may be a result of lack of parental support as many white working class parents have a negative attitude towards education. Whereas emg parents may be more supportive as they see education as
https://www.milton-keynes.gov.uk/schools-and-lifelong-learning/ethnic-minority-achievement
The Ethnic Minority Achievement Network team (EMA Network) supports schools, settings and communities in raising the aspirations and attainment of Black and Minority Ethnic (BME) children and young people in Milton Keynes. In this section you will find resources, links, training information and latest news and developments.
http://wsassets.s3.amazonaws.com/ws/nso/pdf/10850d43f1eef5baa7e2e34661c8d3d2.pdf
Unlocking potential: raising ethnic minority attainment at Key Stage 3 © Crown copyright 2002 ….…………… …………………
https://dera.ioe.ac.uk/1877/1/110112meagfinalen.pdf
on the achievement of minority ethnic pupils for whom English is an additional language is their level of proficiency in English. iii. The position is complex, however: “Controlling for prior attainment and other variables, most ethnic groups make more progress than White British pupils with similar characteristics and levels of prior attainment.
http://www.milton-keynes.gov.uk/assets/attach/8869/Final-raising-attainment.pdf
The 1999 Ofsted Report, “Raising the Attainment of Minority Ethnic Pupils – School and LEA Responses” indicates that the attainment of minority ethnic groups as a whole is improving and within ethnic groups there will are differences in attainment. Some groups, however,
https://www.egfl.org.uk/elp-services/equality-and-achievement/ethnic-minority-achievement
Ethnic minority achievement (EMA) The aim of this resources page is to support the schools to build on evidenced based strategies to close the achievement gap and further improve the life chances for all children and young people in Ealing schools.
https://www.sgsts.org.uk/SupportForVulnerablePupils/EMTAS/Shared%20Documents/Policy%20for%20Induction%20and%20Assessment%20of%20newly%20arrived%20students%20in%20secondary%20schools.November%202014.doc
ETHNIC MINORITY. ACHIEVEMENT SERVICE. POLICY FOR INDUCTION AND ASSESSMENT OF NEWLY ARRIVED STUDENTS IN SECONDARY SCHOOLS. November 2014 Induction and assessment guidance for newly arrived students- developing an Induction and Assessment Policy. See: New Arrivals Excellence Programme Guidance, DCSF ref 00650- 2007-BKT-EN
https://marille.ecml.at/Resources/Resourcesforteaching/tabid/1843/language/en-GB/Default.aspx
The introduction to this book is available online and provides a useful introduction for mainstream subject teachers to ways of supporting bilingual learners. The NATEPACK: Multicultural Perspectives in the English Classroom
https://www.meadschool.info/docs/2-10%20Teaching%20English%20as%20an%20Additional%20Language%20Policy.pdf
2-10 English as an Additional Language Policy This Policy applies to the entire setting including the EYFS. Introduction The term EAL (English as an Additional Language) is used to …
https://www.naldic.org.uk/Resources/NALDIC/Home/Documents/NUTNALDICSurveyreport060211.pdf
impact of Ethnic Minority Achievement (EMA) Grant and local authority (LA) funding changes on provision for the education of bilingual and minority ethnic pupils. This was done through Survey Monkey, the online survey software. 110 responses were received but the numbers responding to each question vary. II. Service Details
https://documents.hants.gov.uk/childrens-services/EMTASSLABookletOct2016.pdf
support with: l Training your Ethnic Minority Achievement (EMA), EAL and GRT coordinator in school. l Training sessions for any combination of staff focusing on aspects of pedagogy, practice and provision in relation to BME, GRT and EAL learners. Sessions can focus …
https://www.pinterest.com/GerardDoyle/eal/
See more ideas about Language, Eal resources and Teaching. 5 Jul 2019 - English as an Additional Language resources. See more ideas about Language, Eal resources and Teaching. ... EMA - Online Support for Ethnic Minority Attainment. ... Black and ethnic minority students miss out on university, finds report See more.
https://baringfoundation.org.uk/wp-content/uploads/2015/07/Funding-for-BAME-VCOs-Report-July-2015-V4CE-II.pdf
The Black, Asian and Minority Ethnic (BAME) volun-tary and community sector (VCS) has a long history in the UK, dating back to the Windrush generation of the 1950’s. They set up Diaspora groups, supplemen-tary schools, advice clinics and other services geared to …
https://researchbriefings.files.parliament.uk/documents/SN05778/SN05778.pdf
Education Maintenance Allowance (EMA) Take-up, YPLA The 643,000 young people who received EMA in 2009/10 represent around 32% of all 16 -18 year olds in England young people, or 47% of those in full -time education.2 Up to the end of December 2010 603,000 students were in receipt of EMA.3 Unless these figures are revised
http://www.shambles.net/pages/staff/EqualOp/
Online Support for Ethnic Minority Attainment (EMA) This online resource base for teachers has been developed by Birmingham, Leeds and Manchester LEAs with funding from the DfES. It aims to become a focal point for teachers and others supporting Black and Minority Ethnic pupils, by providing content, encouraging contribution and signposting to ...
https://ealresources.bell-foundation.org.uk/sites/default/files/document-files/New%20Arrivals%20Guidance.pdf
Deployment of Ethnic Minority Achievement (EMA) staff and alignment of their work with primary and secondary National Strategies’ consultants, school improvement teams and Children’s Services teams. With the increase in numbers of new arrivals, LAs may have to reconsider the scope of EMA support. Many schools expect direct LA
https://www.york.ac.uk/media/iee/documents/Closing%20the%20Gap.pdf
• Nevertheless, the link between poverty and attainment is a multi-racial phenomenon, with socio-economic gaps much greater than ethnic group differences. What evidence is available? • There is an extensive amount of research in the UK analysing the link between poverty and attainment, and in relation to other factors (gender, ethnicity,
https://www.teachers.org.uk/files/NUT-NALDIC-Survey-report-06-02-11_0.doc
February 2011 A Summary of Findings I. Summary of Main Findings. In December 2010 the NUT, in partnership with the National Association for Language Development in the Curriculum (NALDIC) carried out a survey on the impact of Ethnic Minority Achievement (EMA) Grant and local authority (LA) funding changes on provision for the education of bilingual and minority ethnic pupils.
https://www.academia.edu/19196675/Exploring_the_impact_of_supplementary_schools_on_Black_and_Minority_Ethnic_pupils_mainstream_attainment
Exploring the impact of supplementary schools on Black and Minority Ethnic pupils’ mainstream attainment. Download. Exploring the impact of supplementary schools on Black and Minority Ethnic pupils’ mainstream attainment. Alistair Ross. Tozun Issa. Kuyok Abol Kuyok. Sarah Minty. Uvanney Maylor. Alistair Ross.
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