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Camden School Improvement Service

Camden School Improvement Service. LA – CHAMPION ROLE: VULNERABLE GROUPS – CAMDEN AWARD FOR INCLUSION 2011. GUIDANCE NOTES. The Role of LA – vulnerable groups.

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Camden School Improvement Service

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  1. Camden School Improvement Service LA – CHAMPION ROLE: VULNERABLE GROUPS – CAMDEN AWARD FOR INCLUSION 2011 GUIDANCE NOTES

  2. 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”

  3. 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

  4. 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… “

  5. 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.”

  6. 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

  7. 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”

  8. 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

  9. 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

  10. CAI – the Award • Award Assembly + Assistant Director • Photographs and publicity • Plaque • Letter • Certificate • Letter Head

  11. 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

  12. 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?

  13. 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)

  14. 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 • neil.smith@camden.gov.uk • 0207 974 1623

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