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LAMPTON SCHOOL

LAMPTON SCHOOL. LAMPTON SCHOOL. 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.

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LAMPTON SCHOOL

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  1. LAMPTON SCHOOL

  2. LAMPTON SCHOOL 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. (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 suburban“semis”. There are a number of children in (usually very poor) temporary accommodation.

  3. School profile • Current roll: 1337 - 6th Form: 300+ • 145 staff: 95 teachers • 40+ languages spoken as mother tongue with 75% of pupils having heritage outside the UK • Largest Somali school community in the LEA • 20% pupils with EAL support • 5% seeking refugee status • 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). • School’s 4 main religions: Sikhism, Islam, Christianity and Hinduism; split almost equally. • 53+ Statements. Approx. 4% of school population. • 26% non-Statmented SN. • Regional Speech and Language centre attached to school.

  5. Monitoring • 57% GCSE 5 A-C’s (Risen from 29% in 1997) • Panda scores A/A* for similar schools. • Good value added in published data. • Extensive academic monitoring of pupils available to all staff by e-communication. • Regular target setting days set aside for each year group. • 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” Richards 1999

  7. The inclusive school will….. • be committed to maximising inclusion and minimising exclusion • plan for diversity • 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 • take care to have appropriate pupil groupings • support all pupils with identified needs

  8. FACTORS AFFECTING THE INCLUSIVE SCHOOL (Ainscow & Richards 1997)

  9. Raising Self Esteem The virtuous circle Adapted from Albon-Metcalfe 2001

  10. Equality statement(now adopted as the school’s 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.

  11. Making the ethos work • Appointment of Equalities Manager • Active and committed Equalities Team • Appointment of Anti-Bullying Manager • Assemblies – most curriculum areas take whole school assembly about twice a year • Whole school RE – all take full course GCSE • Student voice – School Council and Pupil Change Team active (and voluble!) • 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 8 – 12 pupils (mixed gender) • 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 • Use of local church as centre for teaching most subjects • Most pupils take 5 GCSE as well as “life skills” • Experience indicates that achievement in GCSE is greater than might have been expected

  13. Post Lawrence whole staff INSET • All staff are responsible for……. • 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 • keeping up to date with the law on discrimination, and taking up training and learning opportunities.

  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 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 it’s 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 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 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 andculture?

  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 does teaching take account of pupil’s cultural backgrounds, linguistic needs, or other issues to do with the pupil’s race or ethnic heritage? • 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 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 pupil’s cultural backgrounds, linguistic needs, or other issues to do with the pupil’s race or ethnic heritage? • How does teaching take account of pupil’s cultural backgrounds, linguistic needs, or other issues to do with the pupil’s 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 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? • 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 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? • 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? • 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? • 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? • 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?

  23. What next……….? • 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? • 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 • Sharing good practice between schools • 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. • 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

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

  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 teams would be cheaper, and more nimble in dealing with issues. • Teams should be CRE/OFSTED • 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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