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Integration and Identity

Learn about Chalvedon School's commitment to inclusion, achievement, and creating a great learning environment. Discover their success in educating the Traveller community and their efforts to counter prejudice and racism.

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Integration and Identity

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  1. Integration and Identity 4th December, 2008 1

  2. for forfor2 Chalvedon School and Sixth Form Collegeserves the most socially and economically deprived community in Essex and federated in 2006 with nearby Barstable School Teaching Award for SEN 2000 pupils, 11-19 Schools Curriculum Award 21years as Head The School, in Pitsea, Basildon A “High Value-Adding” School 2

  3. As a headteacher, my bottom line is: • Inclusion and pupil achievement – no compromise! • Quality of school climate – a great place to work, a great place to learn – no compromise! • Quality of classroom climate - professional teachers with empathy – no compromise! 3

  4. The Federation Is committed to inclusion ; Chalvedon has excluded no pupils since 1997 Provides Initial Teacher Training Uses every funding opportunity and every flexibility to create the kind of environment we want for our children Is a full service, extended school – we host 35 support agencies and the Local Delivery Group with its Team Around the Child 4

  5. Characteristics of transformed schools A core belief that every pupil can achieve high standards Effective systems that enable high expectations to be met Every pupil working towards explicit targets in each subject Every teacher using assessment, diagnosis and data to maximise the progress of pupils Every teacher knowing his/her impact on pupil performance, with time and opportunity to improve own practice Regular review of curriculum, timetable and other resources to achieve high standards Personal support and conditions for learning for every pupil that help them overcome barriers to learning A clear awareness of appropriate benchmarks, pockets of underperformance, and priorities for improvement A strong contribution to improving the school system as a whole 5

  6. The success of our links with the Traveller community was recognised in the award to Chalvedon of the Charter Mark Our success in meeting impressive performance targets Our Accelerated Learning Programmes Our success in the education of Travellers Our effective use of the Single Regeneration Budget to support disadvantaged children in 19 secondary schools In 2001, the Teaching Award for Excellence in Special Needs was awarded to Barbara Blaney, SENCO and Specialist Teacher of Travellers. She was awarded the MBE in 2002 Chalvedon – a case study in the DCSF “Aiming High” consultation 6

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  8. We work consistently to counter and eradicate the racism, prejudice and hostility sometimes directed at Travellers and acknowledge their needs as a minority group. Flexible approach to rules (but not policies) Ensuring we have expertise: a Specialist Traveller Teacher, staff induction and CPD Keeping Traveller traditions, culture and lifestyle up-front Acknowledging the contribution of Travellers to the School Making sure Chalvedon remains the Travellers’ school of choice Our care, support and education of Traveller pupils have contributed to our development as an inclusive school Had it not been for our Travellers, there would have been little cultural diversity in East Basildon 8

  9. Sherrie Price Ex-pupil, author and Teaching Assistant 9

  10. In 1996 HMI reported that Access to the curriculum for secondary aged Traveller children remains a matter of grave concern. Perhaps as many as 10,000 aren’t even registered with a school. The number of Travelling young people who have access to, and take advantage of, post school vocational training and further and higher education is worryingly small The attendance at school of Travelling children is slowly improving, but the average figures are still unacceptably low Standards of achievement at the secondary phase are very variable, but on the whole unsatisfactory A disproportionate number of Travelling pupils, particularly at the secondary phase, are excluded from school Swann (1985) and HMI (long before that!) were voicing the same concerns – and giving us advice and strategies 10

  11. In February 2004, the research (by the Nuffield Foundation) on Gypsy Traveller pupils in English secondary schools told us that, in their sample: Most entered secondary school – a new pattern! But more than half dropped out of school by the age of 14 – most commonly in Year 8 And the picture would probably have been worse had the research focused other than on “settled” Travellers Those with the worst attendance were the most likely to drop out 11

  12. More than 80% were called racist names or were bullied in school ¼ were excluded at least once ¼ underperformed Most operated below the nationally expected standard in both KS2 and KS3, and none achieved above it ¾ of the parents did not attend parents’ evenings / 45% were on the SEN ‘register’ – nationally 20% approximately 12

  13. School leaders and teachers need practical advice and examples of best practice and effective systems that they can emulate or replicate – “Aiming High” DfES/0443/2003) was a start. Currently DCSF is collecting information on Gypsy, Roma and Traveller pupils, investigating The issues they face in Key Stages 2-4 Access Attendance Attainment And how (and why) these outcomes differ from those of other ethnic groups and from the national average What can be done to improve their educational outcomes 13

  14. In 1999, Ofsted (Publication HMI 170) told us: “Gypsy Traveller pupils are the group most at risk in the education system” Whilst there is no statutory Code of Practice relating specifically to the education of Travellers, inconsistencies will remain and Travellers will be well served only by those schools that equip themselves for the task of educating them. 14

  15. Our experience at Chalvedon suggests that schools should strive to - improve the personal support and conditions for learning for Travellers - address the inclusion/exclusion, attendance, achievement and behaviour of Travellers and the racism, prejudice and hostility towards them - have in place - demonstrate commitment by An Equal Opportunities Policy and a School Development Plan that show a serious commitment to meeting the educational needs of all pupils, including Travellers A flexible approach to rules (but not policies) Expertise: a specialist Traveller Teacher; staff induction and CPD Protocols that ensure continuity of education (e.g. record card procedures and distance learning packs) Keeping Traveller traditions, culture and lifestyle up-front Engaging Traveller parents in partnership and understanding what this involves Facilitating developments that promote positive images of the Travelling communities. Acknowledging the contribution of Travellers to the school 15

  16. Federation of Chalvedon and Barstable Schools c/o Chalvedon School and Sixth Form College, Wickford Avenue Pitsea Basildon Essex SS13 3HL e-mail: aroach@chalvedon-barstable.com web: www.chalvedon-barstable.com 16

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