David Bartram David@londonleadershipstrategy Twitter: @davidbartram_

1. David Bartram David@londonleadershipstrategy.com Twitter: @davidbartram_

3. The Numbers..... 2.8 36 8,100,000 1,673,895 20.6 24,605 64

5. This is not an option

6. London schools overtook the national average at KS4 For eight years London secondary schools have outperformed the national average (5+ A*-C inc E+M). At break in the time series, end of Key Stage 4 attainment was consistently 0.2ppt above equivalent figures for 15 year olds. End of Key Stage 4 15 year olds

7. http://londonleadershipstrategy.com

8. http://www.challengepartners.org

9. Income deprivation and GCSE results are highly correlated, but there is large variation between schools

10. School improvement – upwards convergence Growing the Top.... Increase the top through effective mainly external learning partnerships Reduce the disparity through effective mainly internal learning partnerships Increased performance Reducing the disparity in performance and growing the top Time

11. Why the need for SEN school-to-school support? • Paul Harwood, London Challenge Adviser for behaviour, identified the link between inadequate SEN/D provision and poor behaviour in the schools he visited. • The opportunity for outstanding SENCOs and inclusion • leads to share their knowledge and good practice with • other colleagues was limited and in this respect we were • ignoring our greatest resource in raising standards for • children with SEN. • The recruitment concerns regarding headship had been well • documented. Yet schools were facing their own challenges • regarding the recruitment and training of SENCOs.

12. Process • Scoping visit • Audit • Report • Matching • Deployment

14. “I’ve talked enough about myself for the moment. Now, what do you think about me?”

15. SEN staff from Acton High School in Ealing, worked with Rokeby School in Newham to develop their identification of SEN pupils and to support a newly appointed SENCO.ImpactFixed term exclusions reduced from 800 days in 2007/8 to 100 days in 2009/10.Permanent exclusions reduced from 5 in 2007 to 0 between 2008 and 2009.Results improved from 43% A*-C Grade (Inc Eng & Maths) in 2009 to 65% A*-C grade (inc English and Maths) in 2010

17. Permanent Exclusions in England in 2011 What patterns do you notice? What are the implications of this chart for schools in Herts? What questions do you have?

19. Preparing our students for work and further education Working alongside colleagues at Swiss Cottage Special School • Ensuring our pupils are undertaking qualifications that will be meaningful in the "world of work.” • Investing in the qualifications alongside meaningful work experience. • Investing time in students, understanding their hopes, fears and strengths.

20. Actions • Appointment of academic mentor for our SEN and vulnerable students. • Bespoke tutor group for targeted pupils focusing on preparation for adulthood and work. • 1-1 interviews with academic mentor • Interviews with parents. • Group session with other students. • 1-1 Interviews with careers advisor • Careful brokering of work experience placements • Autumn Term visits to colleges. • No NEET students in the last 3 years. • 96.2% attendance for statemented + SA+ students • “Outstanding outcomes for children with SEND.” Ofsted 2013 Outcomes

23. What Do Outstanding Inclusion Departments Get Right? LEADERSHIP COMMUNICATION COORDINATION IDENTIFICATION

24. Leadership “The leadership of inclusion and SEN in schools not only demands excellent skills, but also plays a pivotal role in determining the ethos of the school, improving behaviour and the outcomes of children with SEN.” Brian Lamb OBE “There is a kind of supposedly privileged knowledge that has persuaded teachers in ordinary schools across the globe that they may not be sufficiently knowledgeable or sufficiently expert to help children that are experiencing difficulty.....yet intellectual castles created in the field of special pedagogy often fall short in understanding why children fail at school.” Thomas and Loxley

25. LEADERSHIP • Leading Inclusion and SEN in any school is a challenging role. • Largest department in the school • Parents, staff, outside agencies, pupils • Teaching assistants • Statutory requirements • Changes to national policy • Large numbers of SENCOs/Inclusion leads relatively new to post. • The importance of vision • Mentoring and coaching

26. Identification

27. Coordination SENCO 57 teaching assistants

28. Coordination Cons. Ed Psych Connexions Mentoring Launch Pad Learning Support Department BIP Counsellors INCLUSION E A L Modified ESW Clinical Psych Duty Room Traveller Support Drugs Worker

29. Coordination

30. COMMUNICATION

31. “To try to be wise all on one’s own is sheer folly.” La Rochefoucauld

32. “Humans are not like most other living things. We are the most parent-dependent species on the face of the Earth. Unless competent caring older people are there to help, no human baby would ever learn to walk, let alone talk, think, feel or love.” Biddulph

34. David Bartram David@londonleadershipstrategy.com Twitter: @davidbartram_