Abstract

This research was commissioned to Dr Sarah Martin-Denham, Associate Professor of Care and Education at the University of Sunderland, by the SHINE Trust. SHINE was set up as an education charity by a group of committed philanthropists from the business and finance sectors. The SHINE Trust commissioned the research and is one of four research elements informing a £10m philanthropic donation.

This report is element 2.

The commissioned research has four elements:

Analysis of school census data between 2018/19 and 2022/23 using descriptive statistics and multi-level modelling.
Thematic analysis of contributions from 84 participants (37 interviews), focus groups and a film project, ‘pullupachair’. The participants included 28 headteachers and senior leaders, 24 children (aged 11-16), 10 young people (aged 16-21), eight teachers, eight participants from the third sector/ statutory services and 6 parents.
A co-created film with ten young people in a vocational Further Education (FE) provision.
Mapping key relationships and networks that support GCSE achievement in Sunderland.
This research shares the findings of element 2, with the following aims and objectives:

Aim 1. Investigate the factors influencing GCSE achievement in secondary education in Sunderland.

Aim 2. Conduct an in-depth consultation exercise to collate and interpret the experiences, perspectives and expertise of children and young people, headteachers, senior leaders, teachers, parents, services, communities and key stakeholders about barriers to the achievement of children up to GCSE-level in Sunderland.

Objective 1. Establish what conclusions can be drawn about the challenges, experiences and attainment of children in Sunderland throughout their secondary education.

Objective 2. Establish how factors relating to children’s prior attainment and life experiences influence their transition between primary and secondary school, informing their attainment during their secondary school journey.

Objective 3. Establish how socio-economic, demographic or community factors influence their attainment during their secondary school journey.

Objective 4. Provide a preliminary understanding of how attainment at age 16 may inform to post-16 destinations and opportunities for children in Sunderland.

Objective 5. Identify potential gaps and challenges in provision within and outside school environments, that may influence the attainment of children up to GCSE in Sunderland.

Objective 6. Provide high-level recommendations for establishing a school fund in Sunderland.

Objective 7. Propose an effective evaluation framework for evaluating the effectiveness of the school fund that encapsulates learning and local/contextual perspectives effectively and efficiently.

The methodology for this research is grounded in a phenomenological interpretive stance, with a belief in the importance of lived experiences to gain insight into the factors influencing GCSE achievement at KS4.

Data was collected through 1:1 and 1:2 semi-structured in-depth interviews and focus groups with headteachers and senior leaders (n=28), teachers (n=8), service providers (n=8), parents (n=6), children (n=24), and young people aged 16-21 (n=10). The reflections of young people on a vocational Further Education pathway on their secondary mainstream schooling were collected over a five-day creative arts project called ‘pullupachair’. The data was analysed using reflexive thematic analysis.

Key findings

Finding 1: ‘Going the extra mile’ was identified as the overarching theme to conceptualise the five protective themes and having the greatest combined potential to positively influence GCSE achievement at KS4. First, mental health support (a school within a school, bespoke support/staffing). Second, parents as partners (parental involvement and engagement and a regulating home environment). Third, a focus on literacy (whole class daily literacy sessions and intervention for reading, comprehension and communication). Fourth, supported transitions (visiting primary schools to build relationships, mindfulness and safe spaces, modifying year 7 and 8 behaviour structures). Fifth, promoting careers and pathways (careers advisors and external visits and embedding a career-based mindset).

Finding 2: The challenges to achievement at GCSE in secondary school included four conceptual themes and ten subthemes. First, a fish out of water (the legacy of Covid and persistent absence). Second, not my cup of tea (memory test and literacy and one size fit’s all). Third, the perfect storm (being care-experienced, County Lines and substance misuse, parental support and engagement. Fourth, glass ceilings (middle of the pack, limited opportunities for low attainers and pushing apprenticeships).

Finding 3: The 84 participants were asked to identify three recommendations for the £10m fund that would, be most likely to positively influence attainment of all children. ‘Thinking outside of the box’ was identified as the theme that conceptualises their views with five subthemes. First, literacy initiatives (qualified staff delivering interventions, reading at home and a whole city leadership approach to share good practice). Second, SEND and SEMH (alternatives to isolation as a sanction and the creation of additional alternative provision). Third, masterclasses, mentors and independent study (more tutors and afterschool support, independent quiet study spaces and a consortium of teachers across the city to deliver core subject support. Fourth, parent partnership (financial support for families and the employment of family support workers). Fifth, breaking the mould (funded visits and experiences to raise aspirations and employment and university visits).

This research provides valuable insights into the barriers to achievement at GCSE in Sunderland. This research demonstrates the knowledge and understanding held locally on what needs to be done to ensure every child thrives and achieves regardless of their prior attainment, life experiences or current circumstances. One of the critical priorities for the local area is addressing the literacy challenges, particularly reading and comprehension. Other challenges outlined in this report are due to curriculum, assessment and funding shortfalls that need to be addressed nationally. The exam system is a memory test that is not capturing the strengths of all children. There are too many exams in too little time. The curriculum is not broad enough for all children, there needs to be a re-think of how we can best prepare children for life beyond school. Schools were doing their best with limited funding to support children with rising SEMH difficulties, that were increasing in complexity. Waiting lists for health services are too long and this is negatively impacting everyone supporting these children who deserve better. The findings have important implications for the local area in terms of strategic planning and have potential to inform the Curriculum and Assessment review and hopefully change at a national level.