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LAMPTON SCHOOL. Situated in west London about four miles from Heathrow, and directly beneath the flight path of Runway 27 Right! Situated in west London.

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Presentation on theme: "LAMPTON SCHOOL. Situated in west London about four miles from Heathrow, and directly beneath the flight path of Runway 27 Right! Situated in west London."— Presentation transcript:

1 LAMPTON SCHOOL

2 Situated in west London about four miles from Heathrow, and directly beneath the flight path of Runway 27 Right! Situated in west London about four miles from Heathrow, and directly beneath the flight path of Runway 27 Right! Good route centre for West End, M4, M5, M3 and thus to most places north, south and west of London. Good route centre for West End, M4, M5, M3 and thus to most places north, south and west of London. (Routes to the east of London are not bad either). Pupil families come largely from council estate and poorer quality owner occupied homes, with others living in typical suburbansemis. There are a number of children in (usually very poor) temporary accommodation. Pupil families come largely from council estate and poorer quality owner occupied homes, with others living in typical suburbansemis. There are a number of children in (usually very poor) temporary accommodation.

3 School profile Current roll: 1337 - 6 th Form: 300+ Current roll: 1337 - 6 th Form: 300+ 145 staff: 95 teachers 145 staff: 95 teachers 40+ languages spoken as mother tongue with 75% of pupils having heritage outside the UK 40+ languages spoken as mother tongue with 75% of pupils having heritage outside the UK Largest Somali school community in the LEA Largest Somali school community in the LEA 20% pupils with EAL support 20% pupils with EAL support 5% seeking refugee status 5% seeking refugee status 22% FSM 22% FSM

4 School profile Average school turbulence of 10-11% (i.e.this means that 10% of pupils will have changed across the whole school between Y7 & Y11. In 2003/4 the figure was 25% for Y11 alone). Average school turbulence of 10-11% (i.e.this means that 10% of pupils will have changed across the whole school between Y7 & Y11. In 2003/4 the figure was 25% for Y11 alone). Schools 4 main religions: Sikhism, Islam, Christianity and Hinduism; split almost equally. Schools 4 main religions: Sikhism, Islam, Christianity and Hinduism; split almost equally. 53+ Statements. Approx. 4% of school population. 53+ Statements. Approx. 4% of school population. 26% non-Statmented SN. 26% non-Statmented SN. Regional Speech and Language centre attached to school. Regional Speech and Language centre attached to school.

5 Monitoring 57% GCSE 5 A-Cs (Risen from 29% in 1997) 57% GCSE 5 A-Cs (Risen from 29% in 1997) Panda scores A/A* for similar schools. Panda scores A/A* for similar schools. Good value added in published data. Good value added in published data. Extensive academic monitoring of pupils available to all staff by e-communication. Extensive academic monitoring of pupils available to all staff by e-communication. Regular target setting days set aside for each year group. Regular target setting days set aside for each year group. 94.6% attendance – highest in LEA 94.6% attendance – highest in LEA

6 Inclusive Education If teaching is a moral activity then inclusivity is a moral imperative. Ainscow 1997 The inclusive school is one …..in which continuing emphasis on valuing individual differences leads all pupils, irrespective of social or cultural background, disability or difficulty in learning, to succeed in terms of the fulfilment of academic and social goals, and in the development of positive attitudes to self and others …..in which continuing emphasis on valuing individual differences leads all pupils, irrespective of social or cultural background, disability or difficulty in learning, to succeed in terms of the fulfilment of academic and social goals, and in the development of positive attitudes to self and others Richards 1999

7 The inclusive school will….. be committed to maximising inclusion and minimising exclusion be committed to maximising inclusion and minimising exclusion plan for diversity plan for diversity work to develop appropriate environments for all children, rather than attempting to oblige all pupils to fit the school work to develop appropriate environments for all children, rather than attempting to oblige all pupils to fit the school have appropriate teaching methods and approaches have appropriate teaching methods and approaches take care to have appropriate pupil groupings take care to have appropriate pupil groupings support all pupils with identified needs support all pupils with identified needs

8 FACTORS AFFECTING THE INCLUSIVE SCHOOL Purposeful & sensitive leadership School ethos Academic standards Interpersonal relationships Standards of attendance & behaviour Pupil self esteem Pupil attitudes to school Curriculum content and organisation INCLUSIVE EDUCATION Home-school links Quality of teaching School- community links Quality of resources Multi-agency cooperation Access to latest research Continued professional development Attitudes of staff Teacher self esteem (Ainscow & Richards 1997)

9 SCHOOL ETHOS ORGANISATION HIGH CONFIDENCE CLASSROOM PRACTICE Ethos & actions that value the pupil as an individual of worth Pupils feel valued by the teacher & the school Pupil has a clear sense of purpose and direction Precise, well defined long term goals Teacher & other pupils value what has been achieved Pupils feel that his/her work is valued Pupil is set tasks matched with her/his ability & is motivated. Setting realistic targets and short, interesting tasks Teacher & other pupils recognise what has been achieved Pupils feel that his/her work is recognised Pupil is able to achieve success on tasks set Providing appropriate cues, removing distractions HIGH COMPETENCE Raising Self Esteem Adapted from Albon-Metcalfe 2001

10 Equality statement (now adopted as the schools vision statement) The Lampton School community values diversity and seeks to give everyone in the school an equal chance to learn, work and live, free from the action, or fear, of racism, discrimination, or prejudice. By our actions we will work together for a community that is just and fair for all people who work at or visit Lampton School. The Lampton School community values diversity and seeks to give everyone in the school an equal chance to learn, work and live, free from the action, or fear, of racism, discrimination, or prejudice. By our actions we will work together for a community that is just and fair for all people who work at or visit Lampton School.

11 Making the ethos work Appointment of Equalities Manager Appointment of Equalities Manager Active and committed Equalities Team Active and committed Equalities Team Appointment of Anti-Bullying Manager Appointment of Anti-Bullying Manager Assemblies – most curriculum areas take whole school assembly about twice a year Assemblies – most curriculum areas take whole school assembly about twice a year Whole school RE – all take full course GCSE Whole school RE – all take full course GCSE Student voice – School Council and Pupil Change Team active (and voluble!) Student voice – School Council and Pupil Change Team active (and voluble!) Parents involved in writing and reviewing policies (apart from Parent Governors) Parents involved in writing and reviewing policies (apart from Parent Governors)

12 Using the curriculum The Stepping-up Programme Designed for disaffected and at risk pupils in final term of Year 10 and whole of Year 11 Designed for disaffected and at risk pupils in final term of Year 10 and whole of Year 11 Designed for 8 – 12 pupils (mixed gender) Designed for 8 – 12 pupils (mixed gender) Off-site and on-site provision (skill centre, narrow boat experience with Connexions, local college, trips and visits) Off-site and on-site provision (skill centre, narrow boat experience with Connexions, local college, trips and visits) Identified team of teachers and one LSA Identified team of teachers and one LSA Use of local church as centre for teaching most subjects Use of local church as centre for teaching most subjects Most pupils take 5 GCSE as well as life skills Most pupils take 5 GCSE as well as life skills Experience indicates that achievement in GCSE is greater than might have been expected Experience indicates that achievement in GCSE is greater than might have been expected

13 All staff are responsible for……. All staff are responsible for……. dealing with racial incidents, and being able to recognise and tackle racial bias and stereotyping; dealing with racial incidents, and being able to recognise and tackle racial bias and stereotyping; promoting equal opportunities and good race relations, and avoiding discrimination against anyone for reasons of race, colour, nationality, or ethnic or national origins; and promoting equal opportunities and good race relations, and avoiding discrimination against anyone for reasons of race, colour, nationality, or ethnic or national origins; and keeping up to date with the law on discrimination, and taking up training and learning opportunities. keeping up to date with the law on discrimination, and taking up training and learning opportunities. Post Lawrence whole staff INSET

14 Heads of curriculum areas must…. ensure that the teaching programme in their curriculum area takes account of the racial and ethnic diversity within the school ensure that the teaching programme in their curriculum area takes account of the racial and ethnic diversity within the school ensure that teaching and learning materials in their curriculum area are appropriate and do not perpetuate or encourage racial bias or stereotyping; ensure that teaching and learning materials in their curriculum area are appropriate and do not perpetuate or encourage racial bias or stereotyping; ensure that teachers within their curriculum areas are aware of the racial equality policy and its implications for their teaching ensure that teachers within their curriculum areas are aware of the racial equality policy and its implications for their teaching

15 THE ANSWER IS IN THE QUESTIONS (with help from the CRE)

16 Critical friend questions These questions need to be asked of the School Leadership Team and curriculum leaders by Governors How is the curriculum planned to incorporate the principles of racial equality and to promote positive attitudes towards diversity? How is the curriculum planned to incorporate the principles of racial equality and to promote positive attitudes towards diversity? How are pupils given the opportunity to explore concepts and issues relating to identity, racial equality and racism? How are pupils given the opportunity to explore concepts and issues relating to identity, racial equality and racism? How does a curriculum area monitor and evaluate its effectiveness in providing an appropriate curriculum for pupils from all racial groups? How does a curriculum area monitor and evaluate its effectiveness in providing an appropriate curriculum for pupils from all racial groups? How does a curriculum area ensure that diversity involves a personal encounter with other cultures? How does a curriculum area ensure that diversity involves a personal encounter with other cultures? How do extra-curricular activities and events cater for the interests and capabilities of all pupils and take account of parental concerns related to religion and culture? How do extra-curricular activities and events cater for the interests and capabilities of all pupils and take account of parental concerns related to religion and culture?

17 Teaching and Learning questions How do staff in the curriculum area create an environment where all pupils can contribute fully and feel valued? How do staff in the curriculum area create an environment where all pupils can contribute fully and feel valued? How does teaching take account of pupils cultural backgrounds, linguistic needs, or other issues to do with the pupils race or ethnic heritage? How does teaching take account of pupils cultural backgrounds, linguistic needs, or other issues to do with the pupils race or ethnic heritage? How are these issues monitored within the curriculum area? How are these issues monitored within the curriculum area?

18 Curriculum area questions How does the curriculum area recognise and value all forms of achievement? How does the curriculum area recognise and value all forms of achievement? How does the curriculum area ensure that it has equally high expectations of all pupils and is committed to encouraging and enabling all pupils to achieve the highest standards? How does the curriculum area ensure that it has equally high expectations of all pupils and is committed to encouraging and enabling all pupils to achieve the highest standards? How does teaching take account of pupils cultural backgrounds, linguistic needs, or other issues to do with the pupils race or ethnic heritage? How does teaching take account of pupils cultural backgrounds, linguistic needs, or other issues to do with the pupils race or ethnic heritage?

19 Questions on attainment, progress and assessment How does your curriculum area ensure that it has equally high expectations of all pupils and is committed to encouraging and enabling all pupils to achieve the highest standards? How does your curriculum area ensure that it has equally high expectations of all pupils and is committed to encouraging and enabling all pupils to achieve the highest standards? How does the curriculum area recognise and value all forms of achievement? How does the curriculum area recognise and value all forms of achievement? Are pupil attainment and progress data monitored by racial group and evaluated to identify trends and patterns of underachievement? Are pupil attainment and progress data monitored by racial group and evaluated to identify trends and patterns of underachievement? What action is taken to remove disparities between pupils from different racial groups? What action is taken to remove disparities between pupils from different racial groups?

20 Questions of personal development and pastoral care How does the school ensure that pastoral support takes account of religious and ethnic differences, and the experiences and needs of particular groups of pupils such as Gypsy/Roma, Travellers of Irish Heritage, refugees and asylum seekers? How does the school ensure that pastoral support takes account of religious and ethnic differences, and the experiences and needs of particular groups of pupils such as Gypsy/Roma, Travellers of Irish Heritage, refugees and asylum seekers? How are all pupils encouraged to consider the full range of career and post 16 options? How are all pupils encouraged to consider the full range of career and post 16 options? Are work experience opportunities monitored by racial group to ensure that there is no stereotyping in placements? Are work experience opportunities monitored by racial group to ensure that there is no stereotyping in placements? What support is given to victims of racism and racial harassment, using the support of external agencies where appropriate What support is given to victims of racism and racial harassment, using the support of external agencies where appropriate

21 More questions What cognisance is given to pupils from different cultures with special needs and different learning styles? What cognisance is given to pupils from different cultures with special needs and different learning styles? How are different cultural traditions valued in their own terms and made meaningful to pupils? How are different cultural traditions valued in their own terms and made meaningful to pupils? Are all pupils helped to make connections with their own lives? Are all pupils helped to make connections with their own lives? How do teachers challenge stereotypes and build pupil awareness so that pupils can detect bias and challenge racial discrimination? How do teachers challenge stereotypes and build pupil awareness so that pupils can detect bias and challenge racial discrimination?

22 Yet more questions What cognisance is given to pupils from different cultures with special needs and different learning styles? What cognisance is given to pupils from different cultures with special needs and different learning styles? How do teachers challenge stereotypes and build pupil awareness so that pupils can detect bias and challenge racial discrimination? How do teachers challenge stereotypes and build pupil awareness so that pupils can detect bias and challenge racial discrimination? How does the school ensure that pastoral support takes account of religious and ethnic differences, and the experiences and needs of particular groups of pupils such as Gypsy/Roma, Travellers of Irish Heritage, refugees and asylum seekers? How does the school ensure that pastoral support takes account of religious and ethnic differences, and the experiences and needs of particular groups of pupils such as Gypsy/Roma, Travellers of Irish Heritage, refugees and asylum seekers?

23 What next……….? Whole school lesson plans which prompt for inclusive activity and against inappropriate bias. Whole school lesson plans which prompt for inclusive activity and against inappropriate bias. Regular review of pastoral support – when? where? what? who? why? when? Are we doing what we say we do? Regular review of pastoral support – when? where? what? who? why? when? Are we doing what we say we do? Using up to date research from educational sources as well as initiating and responding to well structured In house research Using up to date research from educational sources as well as initiating and responding to well structured In house research INSET – need to keep abreast of appropriate initiatives INSET – need to keep abreast of appropriate initiatives Sharing good practice between schools Sharing good practice between schools Continuing to seek and develop innovative solutions to problems and issues which arise Continuing to seek and develop innovative solutions to problems and issues which arise

24 How do we make intent a reality? Schools need to be monitored and asked questions. Schools need to be monitored and asked questions. Better if done supportively rather than inspectorially, but there must be appropriate sanctions for non-compliant schools. Better if done supportively rather than inspectorially, but there must be appropriate sanctions for non-compliant schools. There need to be simple, but effective procedures developed so that daily practice can be matched with intent – and be seen to be done There need to be simple, but effective procedures developed so that daily practice can be matched with intent – and be seen to be done

25 EQUALITIES ISSUES Identified through school audit CONSULTATION pupil voice, parents, the community LANGUAGE ACCESS Especially guidance and information MAKING IT WHOLE SCHOOL The passionate few v institutional inertia TEACHING & LEARNING Planned opportunities in curriculum time. Pastoral opportunities POLICY LAUNCH WEEK It got forgotten!! STAFF TRAINING Particularly self review & incidents

26 Looking ahead Small, skilled drop in roving teams across the nation – (if people are warned about a race inspection a la OFSTED we run the risk of having the same problems encountered by OFSTED inspections viz Is this a real picture of the school?) Small, skilled drop in roving teams across the nation – (if people are warned about a race inspection a la OFSTED we run the risk of having the same problems encountered by OFSTED inspections viz Is this a real picture of the school?) Small teams would be cheaper, and more nimble in dealing with issues. Small teams would be cheaper, and more nimble in dealing with issues. Teams should be CRE/OFSTED Teams should be CRE/OFSTED Greater efforts must be made to recruit and retain teachers from ethnic minorities, and monitor their progress. Greater efforts must be made to recruit and retain teachers from ethnic minorities, and monitor their progress.

27 Are we there yet? No, but we have the map, and the route is clear – even if the traffic is very heavy with some dangerous junctions. We also know where we want to be.The vehicle must be kept in good order and have regular inspections, but above all the driving must be committed, professional and passionate !


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