Camden School Improvement Service

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Camden School Improvement Service

GUIDANCE NOTES

LA – CHAMPION ROLE: VULNERABLE GROUPS –

CAMDEN AWARD FOR INCLUSION 2011

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The Role of LA – vulnerable groups

“Local Authorities will have a strong strategic role as champions for parents and families, for vulnerable pupils and of educational excellence. Their key role will be to support vulnerable pupils – including Looked After Children, those with Special Educational Needs and those outside mainstream education. White Paper 2010”

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Camden data in CYP PLAN

31% of dependent children live in households where no adults are in employment

39% of wards in top 10% of most deprived nationally C. 3000 households are overcrowded C. 1750 children under 16 live in temporary accommodation 270 children are looked after by the local authority C. 450 children have “complex needs” 61% of primary and 48% secondary speak English as an

additional language – over 100 languages spoken in our schools FSM eligibility: 41% of primary pupils and 32% of secondary

pupils 25% (5483) of CYP have SEND – c. 870 with a SEN statement C. 26% of school roll identified as refugees

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OFSTED 2012 – A CLEAR FOCUS on vulnerable groups’ outcomes + learning

“Evaluate how well gaps are narrowing between the performance of different groups of pupils in the school and compared to all pupils nationally”

Consider evidence .. on the learning and progress of different groups of pupils, including looked after children and those with special educational needs and/or disabilities… “

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OFSTED 2012 – A CLEAR FOCUS on vulnerable groups

“Review the overall and persistent absence and attendance rates for different groups, using data in RAISEonline and the school’s own data;

Review case studies to evaluate the experience of particular individuals and groups, including looked after children.”

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CAMDEN AWARD for INCLUSION

Supported School Review – Self-Evaluation process with an inclusion focus: meets new OFSTED expectations of accuracy, clarity and impact

Additional Educational Needs Evaluation Framework 1-4 Embedding and sustaining successful practice,

including Achievement for All Accredited by the Institute of Education Measures Impact + Outcomes

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CAI – the LA-School contract

Cost Neutral – though schools can buy in extra support if they choose

Schools agree to:– Review provision and outcomes – involving

relevant stakeholders: complete the CAI– Identify up to six aspects they will share with other

school– Share copies of agreed documents – for other

schools– Provide an inclusion “open-day”

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CAI – the process

Designed to be conversation rich, bureaucracy “lite” “Appreciative Enquiry” Start up meeting – 2.5 hours

– Go through the format– Model the process, e.g. making judgements; what counts as

good evidence, Case Studies etc..– Set possible dates for another CAI session– “Thanks so much for this morning - VERY HELPFUL (and

rigorous)! You have put together a brilliant and impressive piece of work.” Camden Head Autumn 2011

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CAI – the Award

One day validation visit – x 2 LA officers covering all vulnerable groups

School “presents” its inclusive provision and outcomes

Discussions – children, parents, staff, leaders, governor etc., Learning Walks, data and document review – but not onerous!

Decision and feedback @ 4.30! Letter celebrating the Award Review in 18 months to refresh and agree ONE area

of focus to work on

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CAI – the Award

Award Assembly + Assistant Director Photographs and publicity Plaque Letter Certificate Letter Head

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CAI – to challenge all schools

We will encourage all Camden schools choose to engage with the process

It becomes a resource and process for encouraging school to school support across Camden

It is an efficient and effective way to spread best practice on inclusion and improve outcomes for vulnerable learners

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CAI – an evolving process

Core structure remains the same – it works Revising CAI each term to ensure that it is

totally up-to-date: e.g. new OFSTED framework; guidance on the Equality Act

Documents available in the CAI MLE Linkage to the National Quality Mark for

Achievement for All Extend beyond Camden?

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Equalities in Action

Diversity is celebrated and used to improve outcomes Difficulties for individuals are tackled as quickly as possible Staff do whatever is necessary to ensure all learners maintain

access to a good education High achievement is expected – no excuses made Learners and their families welcomed and respected Learners and their families trust the staff: the feel staff listen to

them, their views are valued and acted on Regular communication, including electronic communication,

ensures that learners and their families are involved and well informed

Senior leaders have high expectations and they communicate these to all staff

(OFSTED 2010)

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Contact information

If you would like to find out more about the Camden Award for Inclusion (CAI) please contact Neil Smith SEN/D and Inclusion Manager

[email protected] 0207 974 1623