Camden School
Improvement Service
LA – CHAMPION ROLE: VULNERABLE GROUPS –
CAMDEN AWARD FOR INCLUSION 2011
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GUIDANCE NOTES
The Role of LA – vulnerable groups
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“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”
Camden data in CYP PLAN
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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
OFSTED 2012 – A CLEAR FOCUS on
vulnerable groups’ outcomes + learning
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“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… “
OFSTED 2012 – A CLEAR FOCUS on
vulnerable groups
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“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.”
CAMDEN AWARD for INCLUSION
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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
CAI – the LA-School contract
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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”
CAI – the process
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Designed to be conversation rich, bureaucracy “lite”
“Appreciative Enquiry”
Start up meeting – 2.5 hours
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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
CAI – the Award
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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
CAI – the Award
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Award Assembly + Assistant Director
Photographs and publicity
Plaque
Letter
Certificate
Letter Head
CAI – to challenge all schools
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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
CAI – an evolving process
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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?
Equalities in Action
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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
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If you would like to find out more about the
Camden Award for Inclusion (CAI) please
contact Neil Smith SEN/D and Inclusion
Manager
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[email protected]
0207 974 1623
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