Springfield Primary School, Sheffield Local Authority

Why was Somali chosen?

Springfield Primary is an inner city school in Sheffield. Its 192 children are from diverse backgrounds:

• 40% - Somali
• 15% - mainly Arab
• 4% - White British
• 41% - other ethnic origins

90% have English as an Additional Language. There are typically 15 different languages spoken in the school though the exact number fluctuates due to high levels of mobility - on average 40-50% of pupils leave or arrive each year. Many arrive as refugees and asylum seekers, and some children attend Springfield temporarily whilst their parents stay in nearby homeless family accommodation, domestic violence refuges or drug rehabilitation. With 30% classified as vulnerable children, mental health and emotional problems are key issues.

Somali was introduced as part of an ‘Our Languages’ project to develop community languages teaching in partnership with the ‘Somali Community Cultural and Language School’, a local complementary school. Initially, teaching Arabic was seriously considered. Its international status and cultural relevance for the 88% of children with Muslim faith presented a strong case.  However, a whole school review indicated that teaching Somali had greater potential to directly address raising attainment in English, Maths and Science. This is a priority for Springfield as its performance is below floor target, despite 65% achieving Level 4 English and Maths in 2009.

Discussions with EAL Adviser Mary Clifton revealed that underachievement was a particular issue for Somali children, often starting school speaking some English, mixed with a little Somali. Children’s lack of Somali interaction at home was a major issue, influenced by cultural and social factors; it is not customary in Somali culture to talk a lot to babies; parents feared speaking Somali would interfere with learning English. As a result, Somali children did not have a firm basis in their first language to build further language and thinking skills and struggled to make progress.

Arabic-speaking children typically did not share these issues with underachievement. Most were fluent in their first language and support was more readily available through access to religious texts, use of Arabic at home and homework from language schools. These disparities in performance and support secured the case for teaching Somali.

How does the curriculum model work?

Somali is taught to all Year 3 children. Senior Teaching Assistant Yasmin Ali leads the lessons and is supported by the class teacher who learns alongside the children. Yasmin’s main language is English but she has knowledge of Somali through her Somali heritage. Springfield’s partnership with the Somali Community Cultural and Language School provides Yasmin with in-depth language support and she works closely with Headteacher, Abdirashid Osman.

Somali is taught for 30 minutes per week. The approach is highly cross-curricular and focuses on developing Knowledge about Language, Language Learning Strategies and Intercultural Understanding. Linking with English literacy is a priority and the aim is that all children work towards Level 4 in Year 6. Involving the class teacher helps to ensure that the skills being developed in Somali are fully integrated with other subjects. These skills are further developed in Year 4 when the children begin Spanish, introduced by an enthusiastic native speaker appointed as a sports teacher.

Language learning in lower Key Stage 2 equips children with a range of skills, knowledge and strategies to apply to learning French in Years 5 and 6. Springfield has taught French for over ten years in partnership with Silverdale Specialist Language College, the local secondary school for most children. This well-established partnership focuses on developing children’s competence so that can aim to achieve the Level 4 outcomes expected by the end of Year 6. As French is the most commonly taught language in secondary schools, this helps to ensure that Springfield’s children retain their equal opportunities to learning and achievement in KS3.

Resources

Yasmin produced a set of ten Year 3 lesson plans, based on Asset Languages resources leading up to Languages Ladder ‘Breakthrough’ level (approximately equivalent to National Curriculum levels 1-3).  

Yasmin adapted the resources by creating a Somali-speaking character to feature in the lessons. This central character helped provide a motivating age-appropriate context for language learning. The lessons focused on a series of topics including family and friends, buying gifts for Eid and going on holiday. Yasmin and the class teacher worked together in lesson planning to ensure that the aims and objectives were firmly rooted in the Key Stage 2 Framework for Languages. Mr Osman was also closely involved, providing support with the written language and translating the plans into Somali.

Visit the Our Languages website to download the plans in English and Somali.

What are the benefits for Somali children?

Becoming a language of the school raised the status of Somali and encouraged its use at home. Feedback from staff has cited increased first language use at home as grounds for the significant improvements in Somali children’s attainment they have observed.

There has been a positive impact on Somali children’s self-esteem especially as they have gained a new active role in leading lessons whilst Yasmin and the class teacher learn alongside the class. In the case of 7 year old Barhad, there have been dramatic improvements in behaviour and family relationships. Leading lessons with his mother has enabled him to better understand his identity, develop pride in his specialist knowledge and see his mother in a new context, respected by his peers. Through this model, Somali teaching has also become more sustainable. Over the year teaching developed sufficiently for the class teacher and children to continue with Somali whilst Yasmin was away for a term.

What are the benefits for children new to Somali?

Teaching Somali has been highly successful in promoting inclusion. With such a diverse range of languages spoken at Springfield, Somali is a new language to many and therefore offers a common new experience to share. Learning Somali has especially helped the minority of white British children in the process of fitting in, providing a tangible link to the community which reinforces their sense of belonging.

All children have developed skills through language learning that support their personal development and understanding across the curriculum. Headteacher Beth reports how gaining Somali as a second, third or even fourth language has broadened children’s communicative range and enabled them to better articulate their emotions. The children are also aware of these benefits: ‘it’s good to learn Somali because it helps your brain with learning’ says one child.

How has this initiative impacted on community cohesion?

Teaching Somali has brought positive recognition to the community. ‘People walk prouder and taller because Somali is being so valued’ describes Beth. Community cohesion is central to the whole school ethos – everyone sharing and contributing to a common vision for the neighbourhood, city and country. Ofsted recently acknowledged the strength of this vision, finding Springfield ‘outstanding’ in community cohesion, equal opportunities, spiritual, moral and cultural education and learner enjoyment.

Teaching Somali is an outward sign of Springfield’s community-orientated approach. Linking with the Somali Community Cultural and Language School and Beth’s role as Chair of the Broomhall Forum residents’ group has further helped the school gain the trust and respect of the wider community. Approachable dedicated office staff have also been pivotal in changing attitudes. Parents are now comfortable to come into school for informal advice and the recent 70% attendance at parents’ evening demonstrates Springfield’s success in engaging families.

Nurturing independent active learners is a priority that Springfield extends towards parents as much as children. The school is involved in the Leading Parental Partnership Award, a government-recognised framework which focuses on using parental education to support the Every Child Matters agenda. Teachers, Family Learning Trust staff and health workers run a weekly programme of workshops on topics such as early years literacy and parenting skills. Consulting parents over potential topics has proved the key to their success.

Where next?

Developing children’s local identities is the next focus. The ‘I am a Sheffielder’ project will look at Sheffield’s heritage and local history, and build links between Springfield and other very different primary schools. The aim is to build on the already strong international dimension to promote a sense of belonging to a local community, as well as a wider global one. Parents have supported these plans and Somali families have particularly welcomed the opportunity to learn more about where they live.

The partnership with the Somali Community Cultural and Language School continues to evolve. Developing more focused homework support is a priority and secondary schools are also beginning to become more involved. As a result, Springfield now hosts an apprentice and is working to increase Somali provision in Key Stages 3 and 4. Maintaining parental involvement is a crucial factor in encouraging children to continue with Somali beyond Year 6 and Springfield is exploring ways to develop ongoing relationships with families, including plans to introduce family learning around parenting teenagers.

October 2010