LAMPTON SCHOOL

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LAMPTON SCHOOL
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LAMPTON SCHOOL

• Situated in west London about four miles from
  Heathrow, and directly beneath the flight path of
  Runway 27 Right!
• Good route centre for West End, M4, M5, M3 and
  thus to most places north, south and west of
  London.
• (Routes to the east of London are not bad
  either).
• Pupil families come largely from council
  estate and poorer quality owner occupied homes,
  with others living in typical suburbansemis.
  There are a number of children in (usually very
  poor) temporary accommodation.

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School profile

• Current roll 1337 - 6th Form 300
• 145 staff 95 teachers
• 40 languages spoken as mother tongue with 75 of
  pupils having heritage outside the UK
• Largest Somali school community in the LEA
• 20 pupils with EAL support
• 5 seeking refugee status
• 22 FSM

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School profile

• Average school turbulence of 10-11 (i.e.this
  means that 10 of pupils will have changed across
  the whole school between Y7 Y11. In 2003/4 the
  figure was 25 for Y11 alone).
• Schools 4 main religions Sikhism, Islam,
  Christianity and Hinduism split almost equally.
• 53 Statements. Approx. 4 of school population.
• 26 non-Statmented SN.
• Regional Speech and Language centre attached to
  school.

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Monitoring

• 57 GCSE 5 A-Cs (Risen from 29 in 1997)
• Panda scores A/A for similar schools.
• Good value added in published data.
• Extensive academic monitoring of pupils available
  to all staff by e-communication.
• Regular target setting days set aside for each
  year group.
• 94.6 attendance highest in LEA

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Inclusive Education

• If teaching is a moral activity then inclusivity
  is a moral imperative.
• Ainscow 1997
• The inclusive school is one
• ..in which continuing emphasis on valuing
  individual differences leads all pupils,
  irrespective of social or cultural background,
  disability or difficulty in learning, to succeed
  in terms of the fulfilment of academic and social
  goals, and in the development of positive
  attitudes to self and others
• Richards 1999

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The inclusive school will..

• be committed to maximising inclusion and
  minimising exclusion
• plan for diversity
• work to develop appropriate environments for all
  children, rather than attempting to oblige all
  pupils to fit the school
• have appropriate teaching methods and approaches
• take care to have appropriate pupil groupings
• support all pupils with identified needs

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FACTORS AFFECTING THE INCLUSIVE SCHOOL
(Ainscow Richards 1997)
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Raising Self Esteem
The virtuous circle
Adapted from Albon-Metcalfe 2001
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Equality statement(now adopted as the schools
vision statement)

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

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Making the ethos work

• Appointment of Equalities Manager
• Active and committed Equalities Team
• Appointment of Anti-Bullying Manager
• Assemblies most curriculum areas take whole
  school assembly about twice a year
• Whole school RE all take full course GCSE
• Student voice School Council and Pupil Change
  Team active (and voluble!)
• Parents involved in writing and reviewing
  policies (apart from Parent Governors)

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Using the curriculum

• The Stepping-up Programme
• Designed for disaffected and at risk pupils in
  final term of Year 10 and whole of Year 11
• Designed for 8 12 pupils (mixed gender)
• Off-site and on-site provision (skill centre,
  narrow boat experience with Connexions, local
  college, trips and visits)
• Identified team of teachers and one LSA
• Use of local church as centre for teaching most
  subjects
• Most pupils take 5 GCSE as well as life skills
• Experience indicates that achievement in GCSE is
  greater than might have been expected

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Post Lawrence whole staff INSET

• All staff are responsible for.
• dealing with racial incidents, and being able to
  recognise and tackle racial bias and
  stereotyping
• promoting equal opportunities and good race
  relations, and avoiding discrimination against
  anyone for reasons of race, colour, nationality,
  or ethnic or national origins and
• keeping up to date with the law on
  discrimination, and taking up training and
  learning opportunities.

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Heads of curriculum areas must.

• ensure that the teaching programme in their
  curriculum area takes account of the racial and
  ethnic diversity within the school
• ensure that teaching and learning materials in
  their curriculum area are appropriate and do not
  perpetuate or encourage racial bias or
  stereotyping
• ensure that teachers within their curriculum
  areas are aware of the racial equality policy and
  its implications for their teaching

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THE ANSWER IS IN THE QUESTIONS (with help from
the CRE)
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Critical friend questions

• These questions need to be asked of the
• School Leadership Team and curriculum leaders by
• Governors
• How is the curriculum planned to incorporate the
  principles of racial equality and to promote
  positive attitudes towards diversity?
• How are pupils given the opportunity to explore
  concepts and issues relating to identity, racial
  equality and racism?
• How does a curriculum area monitor and evaluate
  its effectiveness in providing an appropriate
  curriculum for pupils from all racial groups?
• How does a curriculum area ensure that diversity
  involves a personal encounter with other
  cultures?
• How do extra-curricular activities and events
  cater for the interests and capabilities of all
  pupils and take account of parental concerns
  related to religion and culture?

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Teaching and Learning questions

• How do staff in the curriculum area create an
  environment where all pupils can contribute fully
  and feel valued?
• How does teaching take account of pupils
  cultural backgrounds, linguistic needs, or other
  issues to do with the pupils race or ethnic
  heritage?
• How are these issues monitored within the
  curriculum area?

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Curriculum area questions

• How does the curriculum area recognise and value
  all forms of achievement?
• How does the curriculum area ensure that it has
  equally high expectations of all pupils and is
  committed to encouraging and enabling all pupils
  to achieve the highest standards?
• How does teaching take account of pupils
  cultural backgrounds, linguistic needs, or other
  issues to do with the pupils race or ethnic
  heritage?
• How does teaching take account of pupils
  cultural backgrounds, linguistic needs, or other
  issues to do with the pupils race or ethnic
  heritage?

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Questions on attainment, progress and assessment

• How does your curriculum area ensure that it has
  equally high expectations of all pupils and is
  committed to encouraging and enabling all pupils
  to achieve the highest standards?
• How does the curriculum area recognise and value
  all forms of achievement?
• Are pupil attainment and progress data monitored
  by racial group and evaluated to identify trends
  and patterns of underachievement?
• What action is taken to remove disparities
  between pupils from different racial groups?

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Questions of personal development and pastoral
care

• How does the school ensure that pastoral support
  takes account of religious and ethnic
  differences, and the experiences and needs of
  particular groups of pupils such as Gypsy/Roma,
  Travellers of Irish Heritage, refugees and asylum
  seekers?
• How are all pupils encouraged to consider the
  full range of career and post 16 options?
• Are work experience opportunities monitored by
  racial group to ensure that there is no
  stereotyping in placements?
• What support is given to victims of racism and
  racial harassment, using the support of external
  agencies where appropriate

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More questions

• What cognisance is given to pupils from different
  cultures with special needs and different
  learning styles?
• How are different cultural traditions valued in
  their own terms and made meaningful to pupils?
• Are all pupils helped to make connections with
  their own lives?
• How do teachers challenge stereotypes and build
  pupil awareness so that pupils can detect bias
  and challenge racial discrimination?

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Yet more questions

• What cognisance is given to pupils from different
  cultures with special needs and different
  learning styles?
• How do teachers challenge stereotypes and build
  pupil awareness so that pupils can detect bias
  and challenge racial discrimination?
• How does the school ensure that pastoral support
  takes account of religious and ethnic
  differences, and the experiences and needs of
  particular groups of pupils such as Gypsy/Roma,
  Travellers of Irish Heritage, refugees and asylum
  seekers?

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What next.?

• Whole school lesson plans which prompt for
  inclusive activity and against inappropriate
  bias.
• Regular review of pastoral support when? where?
  what? who? why? when? Are we doing what we say we
  do?
• Using up to date research from educational
  sources as well as initiating and responding to
  well structured In house research
• INSET need to keep abreast of appropriate
  initiatives
• Sharing good practice between schools
• Continuing to seek and develop innovative
  solutions to problems and issues which arise

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How do we make intent a reality?

• Schools need to be monitored and asked questions.
• Better if done supportively rather than
  inspectorially, but there must be appropriate
  sanctions for non-compliant schools.
• There need to be simple, but effective procedures
  developed so that daily practice can be matched
  with intent and be seen to be done

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POLICY LAUNCH WEEK It got forgotten!!

• STAFF TRAINING
• Particularly self review incidents

MAKING IT WHOLE SCHOOL The passionate few v
institutional inertia
EQUALITIES ISSUES Identified through school audit
CONSULTATION pupil voice, parents, the community
LANGUAGE ACCESS Especially guidance and
information
TEACHING LEARNING Planned opportunities in
curriculum time. Pastoral opportunities
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Looking ahead

• Small, skilled drop in roving teams across the
  nation (if people are warned about a race
  inspection a la OFSTED we run the risk of having
  the same problems encountered by OFSTED
  inspections viz Is this a real picture of the
  school?)
• Small teams would be cheaper, and more nimble in
  dealing with issues.
• Teams should be CRE/OFSTED
• Greater efforts must be made to recruit and
  retain teachers from ethnic minorities, and
  monitor their progress.

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Are we there yet?

• No, but we have the map, and the route is clear
  even if the traffic is very heavy with some
  dangerous junctions. We also know where we want
  to be.The vehicle must be kept in good order and
  have regular inspections, but above all the
  driving must be committed, professional and
  passionate!