LAMPTON LAMPTON SCHOOLSCHOOL

LAMPTON SCHOOLLAMPTON SCHOOL Situated in west London about four miles from Situated in west London about four miles from Heathrow, and directly beneath the flight path of Heathrow, and directly beneath the flight path of

Runway 27 Right!Runway 27 Right!

Good route centre for West End, M4, M5, M3 and Good route centre for West End, M4, M5, M3 and thus to most places north, south and west of thus to most places north, south and west of

London.London.(Routes to the east of London are not bad either).(Routes to the east of London are not bad either).

Pupil families come largely from council estate and Pupil families come largely from council estate and poorer quality owner occupied homes, with others poorer quality owner occupied homes, with others

living in typical suburban“semis”. There are a living in typical suburban“semis”. There are a number of children in (usually very poor) number of children in (usually very poor)

temporary accommodation.temporary accommodation.

School profileSchool profile Current roll: 1337 - 6Current roll: 1337 - 6thth Form: 300+ Form: 300+ 145 staff: 95 teachers145 staff: 95 teachers 40+ languages spoken as mother tongue 40+ languages spoken as mother tongue

with 75% of pupils having heritage outside with 75% of pupils having heritage outside the UKthe UK

Largest Somali school community in the Largest Somali school community in the LEALEA

20% pupils with EAL support20% pupils with EAL support 5% seeking refugee status5% seeking refugee status 22% FSM22% FSM

School profileSchool profile Average school turbulence of 10-11% Average school turbulence of 10-11%

(i.e.this means that 10% of pupils will have (i.e.this means that 10% of pupils will have changed across the whole school between changed across the whole school between Y7 & Y11. In 2003/4 the figure was 25% for Y7 & Y11. In 2003/4 the figure was 25% for Y11 alone).Y11 alone).

School’s 4 main religions: Sikhism, Islam, School’s 4 main religions: Sikhism, Islam, Christianity and Hinduism; split almost Christianity and Hinduism; split almost equally. equally.

53+ Statements. Approx. 4% of school 53+ Statements. Approx. 4% of school population.population.

26% non-Statmented SN.26% non-Statmented SN. Regional Speech and Language centre Regional Speech and Language centre

attached to school.attached to school.

MonitoringMonitoring

57% GCSE 5 A-C’s (Risen from 29% in 57% GCSE 5 A-C’s (Risen from 29% in 1997)1997)

Panda scores A/A* for similar schools.Panda scores A/A* for similar schools. Good value added in published data.Good value added in published data. Extensive academic monitoring of pupils Extensive academic monitoring of pupils

available to all staff by e-communication.available to all staff by e-communication. Regular target setting days set aside for Regular target setting days set aside for

each year group.each year group. 94.6% attendance – highest in LEA94.6% attendance – highest in LEA

Inclusive EducationInclusive Education““If teaching is a moral activity then inclusivity is If teaching is a moral activity then inclusivity is

a moral imperative.”a moral imperative.”Ainscow 1997Ainscow 1997

The inclusive school is oneThe inclusive school is one “… “…..in which continuing emphasis on valuing ..in which continuing emphasis on valuing

individual differences leads individual differences leads all all pupils, pupils, irrespective of social or cultural background, irrespective of social or cultural background, disability or difficulty in learning, to succeed in disability or difficulty in learning, to succeed in terms of the fulfilment of academic and social terms of the fulfilment of academic and social goals, and in the development of positive goals, and in the development of positive attitudes to self and others”attitudes to self and others”

Richards 1999Richards 1999

The inclusive school The inclusive school will…..will…..

be committed to maximising inclusion and be committed to maximising inclusion and minimising exclusionminimising exclusion

plan for diversityplan for diversity work to develop appropriate environments work to develop appropriate environments

for all children, rather than attempting to for all children, rather than attempting to oblige all pupils to “fit the school”oblige all pupils to “fit the school”

have appropriate teaching methods and have appropriate teaching methods and approachesapproaches

take care to have appropriate pupil take care to have appropriate pupil groupingsgroupings

support all pupils with identified needssupport all pupils with identified needs

FACTORS AFFECTING THE INCLUSIVE SCHOOLFACTORS AFFECTING THE INCLUSIVE SCHOOL

Purposeful & sensitive leadershipPurposeful & sensitive leadership School ethosSchool ethos

Academic Academic standardsstandards

Interpersonal Interpersonal relationshipsrelationships

Standards of Standards of attendance attendance & behaviour& behaviour

Pupil self Pupil self esteemesteem

Pupil Pupil attitudes attitudes to schoolto school

CurriculuCurriculum content m content

and and organisatiorganisati

onon INCLUSIVE INCLUSIVE EDUCATIONEDUCATION

Home-Home-school school linkslinks

Quality of Quality of teachingteaching

School-School-communitcommunit

y linksy links

Quality of Quality of resourcesresources

Multi-Multi-agency agency

cooperatiocooperationn

Access to Access to latest latest

researchresearch

Continued Continued professional professional developmentdevelopment

Attitudes of staffAttitudes of staff Teacher Teacher self self

esteemesteem

(Ainscow & Richards 1997)(Ainscow & Richards 1997)

SCHOOL ETHOS SCHOOL ETHOS ORGANISATIONORGANISATION

HIGH CONFIDENCEHIGH CONFIDENCECLASSROOM CLASSROOM

PRACTICEPRACTICE

Ethos & actions that Ethos & actions that value the pupil as an value the pupil as an individual of worthindividual of worth

Pupils feel Pupils feel valued by the valued by the teacher & the teacher & the

schoolschool

Pupil has a Pupil has a clear sense clear sense of purpose of purpose

and and directiondirection

Precise, well Precise, well defined long defined long term goalsterm goals

Teacher & other pupils Teacher & other pupils value what has been value what has been

achievedachieved

Pupils feel that Pupils feel that his/her work is his/her work is

valuedvalued

Pupil is set Pupil is set tasks tasks

matched matched with with

her/his her/his ability & is ability & is motivated.motivated.

Setting realistic Setting realistic targets and targets and

short, interesting short, interesting taskstasks

Teacher & other pupils Teacher & other pupils recognise what has recognise what has

been achieved been achieved

Pupils feel that Pupils feel that his/her work is his/her work is

recognisedrecognised

Pupil is Pupil is able to able to achieve achieve

success on success on tasks settasks set

Providing Providing appropriate cues, appropriate cues,

removing removing distractionsdistractions

HIGH COMPETENCEHIGH COMPETENCE

Raising Self EsteemRaising Self Esteem

Adapted from Albon-Metcalfe 2001Adapted from Albon-Metcalfe 2001

Equality statementEquality statement(now adopted as the school’s vision statement)(now adopted as the school’s vision statement)

The Lampton School community The Lampton School community values diversity and seeks to give values diversity and seeks to give everyone in the school an equal everyone in the school an equal chance to learn, work and live, free chance to learn, work and live, free from the action, or fear, of racism, from the action, or fear, of racism, discrimination, or prejudice. By our discrimination, or prejudice. By our actions we will work together for a actions we will work together for a community that is just and fair for community that is just and fair for all people who work at or visit all people who work at or visit Lampton School.Lampton School.

Making the ethos workMaking the ethos work

Appointment of Equalities ManagerAppointment of Equalities Manager Active and committed Equalities TeamActive and committed Equalities Team Appointment of Anti-Bullying ManagerAppointment of Anti-Bullying Manager Assemblies – most curriculum areas take Assemblies – most curriculum areas take

whole school assembly about twice a yearwhole school assembly about twice a year Whole school RE – all take full course Whole school RE – all take full course

GCSEGCSE Student voice – School Council and Pupil Student voice – School Council and Pupil

Change Team active (and voluble!)Change Team active (and voluble!) Parents involved in writing and reviewing Parents involved in writing and reviewing

policies (apart from Parent Governors)policies (apart from Parent Governors)

Using the curriculumUsing the curriculumThe Stepping-up ProgrammeThe Stepping-up Programme Designed for disaffected and “at risk” pupils in Designed for disaffected and “at risk” pupils in

final term of Year 10 and whole of Year 11final term of Year 10 and whole of Year 11 Designed for 8 – 12 pupils (mixed gender) Designed for 8 – 12 pupils (mixed gender) Off-site and on-site provision (skill centre, narrow Off-site and on-site provision (skill centre, narrow

boat experience with Connexions, local college, boat experience with Connexions, local college, trips and visits)trips and visits)

Identified team of teachers and one LSAIdentified team of teachers and one LSA Use of local church as centre for teaching most Use of local church as centre for teaching most

subjectssubjects Most pupils take 5 GCSE as well as “life skills”Most pupils take 5 GCSE as well as “life skills” Experience indicates that achievement in GCSE is Experience indicates that achievement in GCSE is

greater than might have been expectedgreater than might have been expected

All staff are responsible for…….All staff are responsible for……. dealing with racial incidents, and being dealing with racial incidents, and being

able to recognise and tackle racial bias and able to recognise and tackle racial bias and stereotyping;stereotyping;

promoting equal opportunities and good promoting equal opportunities and good race relations, and avoiding discrimination race relations, and avoiding discrimination against anyone for reasons of race, colour, against anyone for reasons of race, colour, nationality, or ethnic or national origins; nationality, or ethnic or national origins; andand

keeping up to date with the law on keeping up to date with the law on discrimination, and taking up training and discrimination, and taking up training and learning opportunities.learning opportunities.

Post Lawrence whole staff Post Lawrence whole staff INSETINSET

Heads of curriculum areas Heads of curriculum areas must….must….

ensure that the teaching programme in ensure that the teaching programme in their curriculum area takes account of the their curriculum area takes account of the racial and ethnic diversity within the racial and ethnic diversity within the schoolschool

ensure that teaching and learning ensure that teaching and learning materials in their curriculum area are materials in their curriculum area are appropriate and do not perpetuate or appropriate and do not perpetuate or encourage racial bias or stereotyping;encourage racial bias or stereotyping;

ensure that teachers within their ensure that teachers within their curriculum areas are aware of the racial curriculum areas are aware of the racial equality policy and it’s implications for equality policy and it’s implications for their teachingtheir teaching

THE ANSWER IS IN THE

QUESTIONS

(with help from the CRE)

““Critical friend” questionsCritical friend” questions These questions need to be asked of the These questions need to be asked of the School Leadership Team and curriculum leaders bySchool Leadership Team and curriculum leaders byGovernorsGovernors How is the curriculum planned to incorporate the How is the curriculum planned to incorporate the

principles of racial equality and to promote positive principles of racial equality and to promote positive attitudes towards diversity?attitudes towards diversity?

How are pupils given the opportunity to explore concepts How are pupils given the opportunity to explore concepts and issues relating to identity, racial equality and racism?and issues relating to identity, racial equality and racism?

How does a curriculum area monitor and evaluate its How does a curriculum area monitor and evaluate its effectiveness in providing an appropriate curriculum for effectiveness in providing an appropriate curriculum for pupils from all racial groups?pupils from all racial groups?

How does a curriculum area ensure that diversity involves How does a curriculum area ensure that diversity involves a personal encounter with other cultures?a personal encounter with other cultures?

How do extra-curricular activities and events cater for the How do extra-curricular activities and events cater for the interests and capabilities of all pupils and take account of interests and capabilities of all pupils and take account of parental concerns related to religion andparental concerns related to religion and culture?culture?

Teaching and Learning Teaching and Learning questionsquestions

How do staff in the curriculum area How do staff in the curriculum area create an environment where all create an environment where all pupils can contribute fully and feel pupils can contribute fully and feel valued?valued?

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

How are these issues monitored within How are these issues monitored within the curriculum area? the curriculum area?

Curriculum area questionsCurriculum area questions

How does the curriculum area recognise and How does the curriculum area recognise and value all forms of achievement?value all forms of achievement?

How does the curriculum area ensure that it has How does the curriculum area ensure that it has equally high expectations of all pupils and is equally high expectations of all pupils and is committed to encouraging and enabling all pupils committed to encouraging and enabling all pupils to achieve the highest standards?to achieve the highest standards?

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

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

Questions on attainment, Questions on attainment, progress and assessmentprogress and assessment

How does your curriculum area ensure that it How does your curriculum area ensure that it has equally high expectations of all pupils and has equally high expectations of all pupils and is committed to encouraging and enabling all is committed to encouraging and enabling all pupils to achieve the highest standards?pupils to achieve the highest standards?

How does the curriculum area recognise and How does the curriculum area recognise and value all forms of achievement?value all forms of achievement?

Are pupil attainment and progress data Are pupil attainment and progress data monitored by racial group and evaluated to monitored by racial group and evaluated to identify trends and patterns of identify trends and patterns of underachievement?underachievement?

What action is taken to remove disparities What action is taken to remove disparities between pupils from different racial groups?between pupils from different racial groups?

Questions of personal development Questions of personal development and pastoral careand pastoral care

How does the school ensure that pastoral How does the school ensure that pastoral support takes account of religious and ethnic support takes account of religious and ethnic differences, and the experiences and needs of differences, and the experiences and needs of particular groups of pupils such as particular groups of pupils such as Gypsy/Roma, Travellers of Irish Heritage, Gypsy/Roma, Travellers of Irish Heritage, refugees and asylum seekers?refugees and asylum seekers?

How are all pupils encouraged to consider the How are all pupils encouraged to consider the full range of career and post 16 options?full range of career and post 16 options?

Are work experience opportunities monitored Are work experience opportunities monitored by racial group to ensure that there is no by racial group to ensure that there is no stereotyping in placements?stereotyping in placements?

What support is given to victims of racism and What support is given to victims of racism and racial harassment, using the support of racial harassment, using the support of external agencies where appropriate external agencies where appropriate

More questionsMore questions What cognisance is given to pupils from What cognisance is given to pupils from

different cultures with special needs and different cultures with special needs and different learning styles?different learning styles?

How are different cultural traditions valued How are different cultural traditions valued in their own terms and made meaningful to in their own terms and made meaningful to pupils? pupils?

Are all pupils helped to make connections Are all pupils helped to make connections with their own lives?with their own lives?

How do teachers challenge stereotypes and How do teachers challenge stereotypes and build pupil awareness so that pupils can build pupil awareness so that pupils can detect bias and challenge racial detect bias and challenge racial discrimination?discrimination?

Yet more questionsYet more questions What cognisance is given to pupils from What cognisance is given to pupils from

different cultures with special needs and different cultures with special needs and different learning styles?different learning styles?

How do teachers challenge stereotypes How do teachers challenge stereotypes and build pupil awareness so that pupils and build pupil awareness so that pupils can detect bias and challenge racial can detect bias and challenge racial discrimination?discrimination?

How does the school ensure that pastoral How does the school ensure that pastoral support takes account of religious and support takes account of religious and ethnic differences, and the experiences ethnic differences, and the experiences and needs of particular groups of pupils and needs of particular groups of pupils such as Gypsy/Roma, Travellers of Irish such as Gypsy/Roma, Travellers of Irish Heritage, refugees and asylum seekers?Heritage, refugees and asylum seekers?

What next……….?What next……….? Whole school lesson plans which prompt for Whole school lesson plans which prompt for

inclusive activity and against inappropriate bias.inclusive activity and against inappropriate bias. Regular review of pastoral support – when? where? Regular review of pastoral support – when? where?

what? who? why? when? Are we doing what we say what? who? why? when? Are we doing what we say we do?we do?

Using up to date research from educational sources Using up to date research from educational sources as well as initiating and responding to well as well as initiating and responding to well structured “In house” researchstructured “In house” research

INSET – need to keep abreast of appropriate INSET – need to keep abreast of appropriate initiativesinitiatives

Sharing good practice between schoolsSharing good practice between schools Continuing to seek and develop innovative Continuing to seek and develop innovative

solutions to problems and issues which arisesolutions to problems and issues which arise

How do we make intent a How do we make intent a reality?reality?

Schools need to be monitored and Schools need to be monitored and asked questions.asked questions.

Better if done supportively rather than Better if done supportively rather than inspectorially, but there must be inspectorially, but there must be appropriate sanctions for non-compliant appropriate sanctions for non-compliant schools.schools.

There need to be simple, but effective There need to be simple, but effective procedures developed so that daily procedures developed so that daily practice can be matched with intent – practice can be matched with intent – and be seen to be doneand be seen to be done

EQUALITIES ISSUES

Identified through

school audit

CONSULTATIONpupil voice, parents,

the community

LANGUAGE ACCESS

Especially guidance and information

MAKING IT WHOLE SCHOOL

The passionate fewv

institutional inertia

TEACHING &

LEARNINGPlanned opportunities

in curriculum time.Pastoral opportunities

POLICY LAUNCH WEEK It got

forgotten!!

STAFF TRAINING

Particularly self review & incidents

Looking aheadLooking ahead

““Small, skilled “drop in” roving teams across Small, skilled “drop in” roving teams across the nation – (if people are warned about a the nation – (if people are warned about a “race” inspection a la OFSTED we run the “race” inspection a la OFSTED we run the risk of having the same problems risk of having the same problems encountered by OFSTED inspections viz “Is encountered by OFSTED inspections viz “Is this a real picture of the school?”) this a real picture of the school?”)

Small teams would be cheaper, and more Small teams would be cheaper, and more nimble in dealing with issues.nimble in dealing with issues.

Teams should be CRE/OFSTED Teams should be CRE/OFSTED Greater efforts must be made to recruit and Greater efforts must be made to recruit and

retain teachers from ethnic minorities, and retain teachers from ethnic minorities, and monitor their progress.monitor their progress.

Are we there yet?Are we there yet?

No, but we have the map, and the route No, but we have the map, and the route is clear – even if the traffic is very is clear – even if the traffic is very

heavy with some dangerous junctions. heavy with some dangerous junctions. We also know where we want to be.The We also know where we want to be.The vehicle must be kept in good order and vehicle must be kept in good order and have regular inspections, but above all have regular inspections, but above all

the driving must be committed, the driving must be committed, professional and passionateprofessional and passionate!!