Secondary Education Vision and Strategy

Lambeth’s Secondary Education Vision and Strategy

London Borough of Lambeth

Building Schools for the Future

Secondary Education Vision and Strategy

May 2006

‘Every young person in secondary

education will be confident and creative,

aspirational and self reliant, and enjoy high

self-esteem’


Contents Page

1. Introduction 5

2. Executive Summary 7

2.1 Context – Diversity and Achievement 7

2.1.1 Vision for Lambeth 7

2.2 Education Vision 8

2.2.1 Vision for Children and Young People 9 2.2.2 Vision for secondary education 10

2.3 Transformation framework 11

2.3.1 Four transformation themes 11 2.3.2 Key transformation enablers 11

2.4 Education Strategy 12

2.4.1 Access 12 2.4.2 Achievement 13 2.4.3 Inclusion 14 2.4.4 Community Links 15 2.4.5 Leadership & Change Management 16 2.4.6 Information and Communications Technology (ICT) 17 2.4.7 Workforce 18 2.4.8 Continuing Professional Development (CPD) 19 2.4.9 Voice of Children and Young People 19 2.4.10 Buildings and Design 19

2.5 Education Outcomes 20

2.6 Project Governance and Management 20

2.7 Summary of secondary schools 21

3. Current Situation 23

3.1 The World in One Borough 23

3.1.1 Demographic content 23 3.1.2 Socio-economic content 23

3.2 Secondary Education – Diversity and Achievement 24

3.2.1 Diversity 24 3.2.2 School intake 25 3.2.3 Imbalance in provision 25 3.2.4 Pupil mobility 27 3.2.5 Un-served pupils 28 3.2.6 School buildings 28 3.2.7 Achievement 28

4. Lambeth Council’s Vision and Strategy 37

4.1 The Vision for the Borough in 2015 38

4.2 The Community Strategy 38

4.3 The Lambeth Improvement Plan (2005 – 2008) 39

4.4 Partnerships 39

4.5 Role of Education 40


5. The Children and Young People’s Service 42

5.1 Vision for Children and Young People 42

6. Vision for Secondary Education in the 21st Century 45

6.1 Development of the Vision 45

6.2 The Vision for Secondary Education in Lambeth 47

7. The Strategy to Realise the Vision 48

7.1 Transformation Framework 49

7.1.1 Four transformation themes 49 7.1.2 Key transformation enablers 50

7.2 Access 51

7.2.1 Parental choice 51 7.2.2 Pupil projection 51 7.2.3 Increasing choice and expanding school places 53 7.2.4 Local schools 53 7.2.5 Diversity of School Provision 54

7.3 Achievement 56

7.3.1 Excellence in learning, teaching and the curriculum 56 7.3.2 Meeting the needs of every young person 59 7.3.3 Collaboration 60 7.3.4 Specialist schools 62 7.3.5 Developing secondary learning and skills (KS3 &4) 64 7.3.6 Education 14-19 67 7.3.7 Transition 73

7.4 Inclusion 74

7.4.1 Background 74 7.4.2 Where we are now 75 7.4.3 Where we want to be and why 78 7.4.4 How we are going to get there 83 7.4.5 Behaviour and attendance 84 7.4.6 Health and safety 85

7.5 Community Links 88

7.5.1 Extended schools 89 7.5.2 Arts and sport 91

7.6 Leadership and Change Management 96

7.6.1 Leadership in Schools 96 7.6.2 Leadership through the Transformation 97

7.7 Information and Communications Technology (ICT) 100

7.7.1 Personalised learning 100 7.7.2 Connecting to the home 100 7.7.3 Virtual learning community 100 7.7.4 Enabling teachers to support learning 101 7.7.5 ICT Training 103 7.7.6 Parental/carer engagement 104

7.8 Workforce Development and Recruitment 105


7.9 Continuing Professional Development (CPD) 109

7.10 The Voice of Children and Young People 111

7.11 Buildings and Design 112

8. Education Outcomes – Targets and Evaluation 115

9. Project Governance and Management 118

10. Appendices and tables 123

Appendix 1 Inclusion 123

App 1.1 Background 123

App 1.2 Where are we now 128

Appendix 2 14-19 130

Chart 1: 3 phase approach to developing 14-19 offer of diplomas

Chart 2: Lambeth’s possible contribution to Pan London & Central London

Chart 3: Possible Designation of Diploma Sector Partnerships

Appendix 3 Views of Young People and ECM Framework 132

Appendix 4 Tables 134

App 4.1 Socio-economic tables 134

App 4.2 SEN tables 137


1. Introduction

This document sets out Lambeth’s vision and overall strategy for secondary education for the

next 10 years in the borough. It builds on Lambeth education community’s exceptional

performance in the last ten years. Together the community has:

- More than doubled GCSE results from 25% to 52% 5A*-C

- Increased KS2 Level 4+ result by over 30% points

- Secured an Ofsted Inspection of the LEA in 2004 that assesses the overall

effectiveness as “improved and highly satisfactory, as is its capacity for further

improvement, under its effective leadership”

- No schools in Ofsted categories of concern

- Exemplar practice in raising achievement of SEN and Ethnic Minority groups that

has been nationally recognised

- Successfully launched a City Academy and have another planned

- Planned the first new parent-promoted secondary school in the country

However, Lambeth is not yet satisfied, and regards this as only the start of the necessary

transformation in education which its young people and the wider community of Lambeth need.

This document describes the current state of provision and, building on the significant progress

already made, it sets out a clear vision for effectively transforming the learning experience of

children and young people attending Lambeth secondary schools.

Lambeth is an extraordinarily diverse and vibrant community with a growing population. The

council acknowledges that high levels of social deprivation exist within the borough and that

there are stark differences in citizens’ life chances and achievement. The council plays a central

role in improving people’s access to opportunities and reducing social exclusion. Being an

included citizen means more than having a job – it is often the key to accessing the benefits of a

modern society.

Lambeth has a constantly evolving population with new arrivals joining its community all the

time and this presents a challenge specific to only a handful of London boroughs. Helping these

citizens access every opportunity available builds community cohesion and strengthens

relations between different groups.

Lambeth is a place where children and young people live, work, go to school, play or travel

through. Its schools have a particularly important role to play within the borough by improving

these children and young people’s opportunities and life chances. There have been a number of

significant successes in recent years that have already indicated improved opportunities and


outcomes for young people in Lambeth, including the improvement in primary outcomes and the

increasing trend of rising GCSE attainment since the mid-1990’s.

This education vision and strategy is designed to build on these successes and, together with

the benefits of Building Schools for the Future (BSF) investment in its school buildings and ICT

infrastructure, is set to radically transform secondary education in Lambeth over the next ten

years and beyond for future generations.

This vision and strategy is integral to the borough’s corporate and Children’s Services priorities.

It places the diverse needs of children and young people at its core with a particular

commitment to increasing choice and improving outcomes. The overarching vision for

secondary education in Lambeth is that:

‘Every young person in secondary education will be confident and creative,

aspirational and self reliant, and enjoy high self-esteem’

_____________

“Lambeth is committed to working corporately for the enhancement of its schools as part of its

wider policy for regeneration within the borough and to continue the improvement in secondary

education the borough has achieved in recent years. Through our Building Schools for the

Future programme we will deliver our vision to enable our children and young people to achieve

their full potential.”

Chief Executive

“Our vision is to allow every child and young person in Lambeth to achieve their full potential in

an environment where they can feel valued, happy and healthy. We will improve access and

choice; we will raise achievement by excellence in teaching and learning; we will be inclusive so

we meet the high expectations of our young people; and we will enhance our community links

through a wide range of school and children’s services.”

Executive Director, Children and Young People’s Service

“Governors across all phases of Lambeth schools welcome this strategy for secondary

education. We are committed to enabling our schools to work together and, with the local

authority and other partners, to further improve the education opportunities for all the young

learners in Lambeth.”

Chair of the Lambeth Governors’ Forum

_____________


2 Executive Summary - Vision and Strategy for Secondary Education

This section summarises the borough’s vision and strategy for secondary education; the context

within which it will develop; the four key themes that will deliver the required outcomes; and the

main enablers to transforming the way children and young people will live and learn within the

borough. Further details, including the overall strategy for realising the vision, are developed

within later sections of the document, including the appendices.

2.1 Context – Diversity and Achievement

The London Borough of Lambeth is geographically small but culturally, socially and ethnically

very diverse. It has the highest population in central London at 266,170 with an increasing

population trend. Approximately 150 languages are spoken in the borough. Lambeth’s diversity

provides great vibrancy and richness of cultures as well as challenges for all partners in

providing excellent services and meeting the needs of all children and young people.

2.1.1 Vision for Lambeth

Lambeth Council’s vision for the borough for 2015 includes the following statement:

‘The extraordinary diversity of Lambeth will have increased by 2015.

Our diversity will be a driver for economic growth and prosperity,

it will enrich our public life, it will be reflected in political, community

and social leadership and it will be a defining feature

of Lambeth in London…’

The rich diversity of Lambeth’s population is reflected in all aspects of schooling. Although the

population of Lambeth is 62.5% English, Scottish and Welsh and 37.5% black or ethnic

minorities, the great majority (over 79%) of Lambeth’s school population is from black and

ethnic minority groups.

There are currently ten mainstream secondary schools, one Academy, four secondary special

schools and a secondary Pupil Referral Unit in Lambeth. However, there is increasing parental

demand for school places locally and each year there is substantial distress as pupils fail to gain

a place in a Lambeth secondary school. Lambeth is one of the highest exporters of secondary

aged children in London. Approximately 50% of the Year 6 cohort is unable to gain a place in a

Lambeth secondary school.

Against a background of considerable challenge, the achievement of Lambeth secondary pupils

has risen significantly and Lambeth schools are continually improving. For example, students

achieving 5+ GCSEs A*-C went up from 40% in 2002 to 52% in 2005. Lambeth’s secondary


schools are now in the top four Local Authorities nationally for ‘value added’ results between the

ages of 14 and 16. A number of Lambeth schools have been recognised by Ofsted as high

performing schools and no Lambeth school is in any of the Ofsted categories of concern.

This improvement in education provision and achievement has further increased the demand

from parents and their children for places at Lambeth secondary schools, and it is predicted that

this trend will continue.

Current school sites are constricted and many of the buildings are poorly designed so that in

many cases the size of school is currently limited and militates against value for money. The

buildings are also not conducive to creative and effective learning and teaching, and some are

not DDA (Disability Discrimination Act) compliant.

2.2 Education Vision

Building on the impressive progress made so far, and looking to transform the way children and

young people in the borough live and learn in the future, the following vision for secondary

education was developed. In developing this vision, Lambeth has taken into account the views

of parents, head-teachers and teachers, young people, governors, councillors, and

representatives from a wide range of community groups and agencies who work together to

develop, support and deliver education in Lambeth secondary schools as well as Lambeth’s

broader policies.

2.2.1 Vision for Children and Young People

Lambeth’s Children and Young People’s Service was launched in October 2005. Lambeth’s

Executive Director of Education was appointed Executive Director of the Children and Young

People’s Service (CYPS) with effect from 1 July 2005 and Lead Members have been appointed.

The scrutiny function was changed in 2004 to cover all aspects of children and young people’s

services. This recently established Children and Young People’s Service is well placed to

deliver BSF and to improve the five ECM outcomes for children. The Corporate Performance

Assessment carried out by the Audit Commission in 2004 confirms Lambeth as the fastest

improving Council in London and the third fastest nationally for ability to deliver.

The secondary education vision also sits well within the vision for the borough’s Children and

Young People’s Service which is:

“We will enable children and young people to feel valued, happy,

healthy and safe and to achieve their full potential”

In delivering this vision Lambeth will be:

- Ensuring effective and integrated services


- Promoting partnership working

- Encouraging the full involvement of users by focusing on their needs

Before the end of the Building Schools for the Future project, Lambeth will have a fully

integrated children and young people’s service, and schools will have become community hubs

through which integrated services will be delivered.


2.2.2 Vision for Secondary Education

Lambeth’s overarching vision for secondary education arising from wide consultation states that:

The strength of commitment and role of Lambeth schools as centres of learning within the

community, and their contribution to this overarching vision, is shown below in the visionary

statements developed in sessions with the headteachers.

2.3

2.4 Strategy – a Framework for Transformation

The strategy to deliver this vision is based on Lambeth’s aim to provide excellent personalised

learning environments and opportunities for all children and young people in the borough

through a wide range of innovative and excellent teaching, support and ICT.



• Lambeth schools will create and sustain environments where the ‘five outcomes

for children and young people’ flourish.

• Through personalised learner- centred education Lambeth secondary schools will

close the gap in achievement. All young people will be motivated to acquire a wide

range of transferable high-level skills that will equip them for a satisfying and

rewarding working, family and social life.

• Young people and their parents will have access to school places in Lambeth so

that they have the choice of a local school and their views will play a key role in

developing and evaluating secondary education.

• All schools will offer an exciting and innovative curriculum and, through cutting-

edge ICT and the skills of teachers, will deliver the curriculum in ways that open the

doors to learning for all young people, making learning a habit for life. Schools will

be effective in supporting learning for all abilities and needs thus enhancing fully

inclusive education. Young people, their parents and the community will have

access to state of the art schools with modern, flexible, spacious and practical work

spaces fully equipped with ICT resources.

• Schools will ensure that teaching and learning are exciting, challenging, well-

managed, motivational, inspirational and cost effective.

• Schools will be at the heart of Lambeth’s communities, supporting families

through the delivery of integrated services, supporting community learning and

revitalising Lambeth.


2.3 Transformation Framework

The strategy will be delivered within a transformation framework for education as shown in the

diagram below. It is built on the firm foundation laid by previous and current achievements.

Transformation Framework

2.3.1 Four Transformation Themes

The framework is based on four key themes, each focusing on activities to improve where and

how children learn in Lambeth.

• Access Expanding school places and increasing choice

• Achievement Excellence in learning, teaching and the curriculum

• Inclusion Meeting the needs of and having high expectations for all the

children and young people

• Community links Enhancing community links through a wide range of extended

school and children’s services provision, including arts and sports

activities, family and adult learning and health and social care

services.

2.3.2 Key Transformation Enablers

There are a number of key enablers for delivering the strategy and transforming secondary

education in Lambeth. These include:

• Leadership To lead the transformation at all levels, through partnership

• ICT Innovative developments with Information and Communications

Existing Achievements

CPDWork-force

ICT

Community Links

Access

Achievement

Inclusion

LeadershipB

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Vision for

Secondary Education

Voice of the Children & Young People


Technology (ICT),

• Workforce Remodelling to create a flexible, diverse and locally tailored workforce

• CPD Continuing Professional Development, focusing on teaching and learning, curriculum, leadership and support for change management

• Voice of the Understanding their needs, hopes and fears, and enabling them to Children and have real involvement in the development of strategies to improve Young People learning

• Buildings and Refurbishing, re-designing and re-building to enhance Design opportunities for transforming learning

2.4 Education Strategy

The strategy to realise the education vision will be delivered through the transformation

framework described above. This strategy is firmly based on the foundation established by the

significant improvement in both standards and achievement within the borough over the last five

years and a continued and clear commitment to raise standards.

Each of the four transformation themes (Access, Achievement, Inclusion and Community Links)

is fundamental to the effective realisation of this strategy. These themes are summarised in

sections 2.4.1 – 2.4.4 immediately below.

These four themes are supported by a series of key enablers, each of which are summarised in

sections 2.4.5 – 2.4.10 thereafter.

2.4.1 Access

This section deals with access to local secondary schools. Access for disabled pupils, and for

pupils with special needs, are dealt with in later sections on Inclusion (2.4.3 in the Summary and

7.4 in the main body) and Buildings and Design (7.11 in the main body).

Lambeth is committed to providing as wide a choice of education provision as possible. The

BSF and Academies programmes and developments involving the innovative Parent Promoters’

Foundation, will together address much of the shortage of secondary school places while

providing a wide spectrum of choice and diversity.

Lambeth secondary schools have increasingly become schools of choice for Lambeth parents

and pupils as standards have improved. In July 2005 the Council approved an aspiration to offer

80% of pupils leaving Lambeth primary schools a place in Lambeth secondary schools. To go

some way to achieving this, Lambeth proposes to expand a number of the existing secondary

schools, to build a new Academy school, to develop the existing Academy school, Lambeth

Academy, and to build a new Parent Promoter non-denominational school in West Norwood.


This plan will not only provide many of the extra pupil places needed to meet the demand in

Lambeth, it also provides parents and pupils with a broad and diverse choice of education within

the Lambeth community.

2.4.2 Achievement

How pupils learn, pedagogy and the curriculum are at the heart of Lambeth’s approach to

transforming education to continue to raise standards. BSF investment provides a unique

opportunity to help bring about these changes and improvements.

Learning and teaching in Lambeth schools will be clearly set in the context of the five outcomes

in Every Child Matters. There will be a clear focus on enabling the individual learner to take

responsibility for their own learning through a personalised and ICT rich curriculum and through

innovative and exciting teaching and learning techniques, developed as appropriate with

individual schools.

Lambeth local authority and schools intend to build on current good practice in improving

curriculum and pastoral continuity and progression in learning at the point of transfer between

Key Stages 2 to 3. A similar focus on pupils and their need for continuity will be applied as they

move from Key Stage 3 to 4 and from Key Stage 4 to sixth form / post 16 provision.

Strong collaborative arrangements already exist within Lambeth (North and South). These will

be further strengthened through coordination and partnership by the local authority with schools,

colleges and a wide variety of education providers. The development of the ICT Learning

Platform within the BSF programme is seen as a key support to enabling wider collaborations to

take place across and beyond the borough.

Lambeth secondary schools all have Specialist status. The development of second specialisms,

training schools and centres of excellence will contribute towards fostering further collaboration

between schools and with schools and outside bodies and other providers such as colleges,

business and the arts and sporting worlds. The Specialist School strategy also includes

development opportunities with other partners including Southwark Local Authority.

Lambeth is developing an innovative ‘Line of Learning’ framework, setting out its strategy for

developing vocational pathways for pupils, which is aligned with the specialist status of each of

the secondary schools. Existing and future specialisms will have significant implications for the

design of schools, and will be a strong driver within Lambeth’s BSF programme.

Enhanced learning conditions and other opportunities provided through BSF investment are key

factors that Lambeth aims to utilise to contribute towards improving learning and teaching.

Lambeth wants extended school facilities, Children’s Services and wider offerings to provide the

focus for closer involvement and liaison with ethnic minority and community groups, including

supplementary provision and mentoring arrangements. Improved facilities for learning, including


ICT provision, will enhance opportunities for more flexible teaching and personalised learning

that can improve attainment, not only for disadvantaged and vulnerable groups, but also for all

students. Greater liaison with parents and carers is also envisaged so that they can engage

actively in their children’s learning, including through ICT.

Through BSF investment Lambeth wants to create the potential to provide curriculum and

timetabling flexibilities according to the needs of groups and individual students. Therefore

enhanced opportunities for personalised learning provided by purpose designed secondary

school buildings are highly significant. Flexibility of design will help to realise the vision of the

school focused around the needs of students, especially the underperforming groups and those

in the community with greatest need. Design should be based on the specific objectives of each

learning institution including its subject specialism.

Lambeth Council, schools, colleges and other partners are very clear about the rationale for

offering an expanded and broad-based post-16 curriculum as part of the 14 - 19 curriculum

phase. At post-16 there will be a common core offer for all young people that will cover three

key areas: the curriculum; learning and teaching; and information, advice and guidance. Young

people will be able to access the curriculum at various levels. There will be rigorous self-

assessment and review by providers and students, including feedback of their views.

Lambeth is also committed to providing adult learning activities that increase access and

achievement for families and communities to break the cycle of disadvantage and contribute to

addressing unemployment.

2.4.3 Inclusion

Currently, approximately 50% of Lambeth children and young people with statements of SEN

are educated out of borough. Lambeth wants to retain more of these pupils in Lambeth schools.

This will be accomplished by incorporating specialist SEN units within mainstream schools. Six

secondary schools have agreed in principle to incorporate the six specialist SEN units outlined

in the Inclusion Strategy. Governing bodies are due to confirm their agreement by the end of

July 2006.

Lambeth’s Inclusion Strategy is a ten year programme covering all children and young people

from birth to 25 years old. It incorporates all the recommendations and outcomes from the

various recent reviews conducted in the borough.

The Key Stage 3 and Key Stage 4 PRUs were combined to create the new Park Centre in

September 2005, in line with recommendations in the review of alternative education provision.

The work of the Park Centre is now very closely linked to the Behaviour Improvement

Programme in order to offer schools a more flexible approach to behaviour management.

Lambeth wants BSF investment to develop this provision further in a purpose built learning


environment, with the aim of reducing fixed term and permanent exclusions through a one-stop

multi disciplinary approach.

Lambeth intends developing a new multi-disciplinary site, the Park Campus, where a range of

provision will be available to support young people who are experiencing difficulties with

behaviour and attendance. Part of this provision will be a Virtual School (Virtual School @ the

Park Campus) to support disaffected students who will benefit from learning through virtual

provision.

It is intended that further development of specialist ICT will increase access to a wide-ranging

and relevant curriculum for pupils with complex SEN and for pupils in the early stages of

learning English.

Access to learning areas within Lambeth for disabled pupils is a consideration within the

planning of new buildings and school sites. Lambeth wants to make all new and refurbished

sites DDA (Disability Discrimination Act) compliant.

With 400 looked after children of compulsory school age (259 of which are secondary aged),

Lambeth has the third largest and most diverse cohort of Looked after Children (LAC) in London

(20% of this cohort can be categorised as Asylum Seekers). At present almost two thirds of

Lambeth’s LAC reside outside the borough. The Lambeth vision is to reverse this trend,

improving stability of placement by recruiting more foster carers based in Lambeth and

prioritising access to school places within admissions criteria so that a greater number of this

group can attend a Lambeth school and benefit from the range of services currently being

developed by the council. Lambeth has created the Looked after Children’s Education

Achievement Team (LACEAT), to work across key council services and schools to enable

significantly improved outcomes, in line with the government’s expectations for 2007

2.4.4 Community Links

With its richly diverse community, Lambeth is keen to integrate the learning environment with

extended services for its children and young people and to offer this learning environment to all

people in the community.

Through BSF investment Lambeth wants to provide all secondary schools with the facilities to

offer high quality extended learning and children’s services that meet the needs of young

people, parents and the community associated with the school and beyond. The BSF

programme will have a significant part to play in the ‘Revitalise’ strategy by providing more

school places and enhancing the extended and neighbourhood role of schools.

Lambeth’s Extended Schools strategy is built around the principle that schools and the services

they offer will develop in relation to their local communities, local need and the ability of the

Children and Young People’s Service and partners to commit resources. Lambeth wants BSF


investment to enable the local authority, the schools and their partners to achieve the vision of

100% of secondary schools as extended schools with a total of 30 full service schools (across

all phases) overall by the end of programme. Through innovative design schools will be open to

the community and secure for all users.

Developments through BSF will motivate those who are currently disengaged and

underachieving, provide support and improved access for vulnerable and disadvantaged young

people and improve opportunities and educational outcomes for all. The views of young people,

their parents and carers, school staff and governors and the community will inform the

development of Lambeth’s secondary schools of the future and be integral to the continued

development of education in the borough.

Lambeth wants facilities for sports and arts that contribute to healthy living to the development

of excellence for all and that provide opportunities for young people to engage in activities that

generate enthusiasm and excitement, increase motivation and enable high achievement with

unique opportunities for them to excel in these areas.

Lambeth’s strategy for Children and Young People’s sport reflects an awareness of the

importance for schools to have access to high quality sports and PE provision in an inner city

borough where young people may not otherwise have access to green space, play and quality

outdoor provision. Lambeth is aiming to have first class facilities, across the borough, for a wide

range of indoor and outdoor sports and activities, building on the existing NOF (now Big Lottery

Fund) programme. It is anticipated that sports facilities in schools will be part of this wider

network of high quality sports, leisure and play facilities, managed by the council or the private

and voluntary sectors.

The arts also provide a creative vehicle through which young people and communities can

explore and celebrate cultural diversity, history and development and grow in understanding of

the cultures of others. There is already a wealth of multi-cultural community based arts

organisations within the borough and Lambeth will continue to develop strong links with these

organisations.

2.4.5 Leadership and Change Management

Lambeth secondary school leaders have been very successful in developing their schools and

dramatically improving outcomes for young people over recent years. There are no secondary

schools in any OFSTED categories of concern. Headteachers of mainstream and alternative

education, with the support of the governing bodies, have been demanding and aspirational:

they have developed the qualities of successful urban leaders and Lambeth wishes to learn

from and work with them in planning for the future. This will include development of the ‘New

Relationship with Schools’ framework which the Local Authority is developing in partnership with


Southwark. The effective school leader is the single most important factor in achieving success

for our young people.

Collaborative and inclusive leadership is essential at all levels in order to transform secondary

education in Lambeth effectively. Lambeth recognises the need to promote and support further

partnerships with distributive and collegiate leadership on behalf of all students in the locality.

Lambeth’s transformational education vision for secondary education, coupled with its BSF

programme, require that all aspects are carefully coordinated and focused on delivering the

stated vision and achieving its aspirations of impact. Lambeth is aware that leadership needs to

operate at all levels: across the LA, with its key partners and within and across schools.

Lambeth is already addressing this. It has a team of officers working with a dedicated

Programme Director who reports directly to the Director of Children and Young People’s

Services; the secondary education adviser is being seconded to work on the development of the

BSF programme full time; the head of inclusion is an integral part of the team; and schools have

already been engaged in developing their own individual school visions. Partnership working

and co-operative leadership will be fundamental to the way Lambeth plan to manage this

transformation, with continued, strong school improvement processes at local authority and

school levels.

A change management programme is being developed as an integral part of the children’s

services and schools’ developments to enable new thinking and skills to develop that can

prepare and support staff for the exciting changes envisaged.

2.4.6 Information and Communications Technology (ICT)

Information and Communications Technology (ICT) is a major transformational driving force in

the delivery of secondary education within the borough. Lambeth intends to use ICT as a key

enabler of change to support improvements in learning, inclusion, behaviour and attendance,

efficiency and security. It will make a major contribution to the development of a coherent and

cohesive borough wide curricular offer at 11-19, and particularly at 14 to 19 and post-16.

Central to Lambeth’s educational vision is a greater personalisation of learning, which will

improve opportunities for all and close the attainment gap. ICT will be a major contributor to this

development with a particular contribution for those who are most vulnerable.

In order to achieve real transformation teachers’ time will need to be freed up for teaching and

supporting students’ learning. In Lambeth, ICT will contribute towards achieving this by

streamlining administrative and other manual processes. ICT will also have a key part to play in

supporting whole school improvement, such as supporting assessment for learning and use of

data to identify and produce appropriate, flexible learning opportunities for students.


Lambeth schools are currently investing heavily in ICT but the quality and scope of school

networks vary considerably from school to school. Participation by 10 of the secondary

mainstream and special schools within the Lambeth Connected Learning Project (LCLP) has

the potential to bring a great deal of consistency. The development of a Common Platform and

the extension of whiteboards through London Challenge funding mean that the prospects for

improvement and added value through ICT are very high. It is intended that the development of

a Common Platform with all Lambeth schools through the BSF programme will lead to greater

consistency and coherence in use of ICT.

There is particular potential in the development of a common virtual teaching and learning

environment in the 10 LCLP schools. Schools are now using this to share materials, engage in

discussions and collaborate in a number of ways, e.g. using the broadband network to provide

specialist teaching. Other schools are interested in sharing this and similar developments, such

as strategic use of pupil data for whole school improvement.

2.4.7 Workforce development and recruitment

The development of a highly skilled, flexible and locally tailored workforce is fundamental to the

transformation of secondary education. The remodelling agenda will enable schools to secure a

culture which enables them to identify and meet the needs of the communities they serve.

Recognising schools’ autonomy, Lambeth has been working collaboratively with them to

support change management, and a number of Lambeth secondary schools have engaged with

the NRT (National Remodelling Team) change management programmes.

Highly skilled professional staff are the backbone of successful secondary schools. Their vision,

skills and motivation are a key element in securing high standards for all students. The

recruitment by secondary schools of such staff is fundamental to the successful delivery of the

vision. The Graduate and Registered Teacher Programme (GTP and RTP)) has been embraced

by Lambeth secondary schools as part of the strategic focus within the recruitment and

retention strategy to create a more culturally representative workforce.

Overseas Trained Teachers (OTTs) have been welcomed into Lambeth schools in recent years

and have helped to increase the ethnic mix of Lambeth teachers and also reduce vacancy rates

in schools. London Challenge also provides strategic support for Lambeth schools by

encouraging collaboration and partnerships between schools as well as providing support

through various schemes and initiatives.

Lambeth will continue to work with schools and other partners to ensure it recruits and retains

the best staff to suit its unique learning environment, maintaining the current position of

relatively low teacher turnover and high retention of Newly Qualified Teachers. Lambeth will


also work with schools to take the opportunity to enable a more diverse profile of staff and

adults working in schools, including through the BSF programme.

2.4.8 Continuing Professional Development

Lambeth has a strong background and reputation for providing successful Continuing

Professional Development (CPD) through its Professional Development Centre (PDC) and

individual schools. In the most recent OFSTED report, Lambeth was rated as highly effective in

the provision of CPD with good access to courses and high take up and attendance. Lambeth

will move towards providing training and development for teachers electronically. This may take

the form of collaboration and support from peers as well as access to focused “just-in-time” e-

learning modules to improve skills in key areas such as using a whiteboard or planning an

educational visit, as well as synchronous learning in an online class.

In order to transform secondary education by 2015 Lambeth schools will extend CPD

opportunities within and across schools. Training schools, specialist schools and centres of

excellence have a leading role to play. Developments in teaching and learning, curriculum, the

role of ICT and behaviour and inclusion will require schools and staff to keep up-to-date with the

ever-changing world in which they are working.

Schools now use a systematic process of rigorous institutional self-evaluation to identify their

priorities for CPD. Improved facilities provided by the BSF programme will greatly enhance

opportunities for schools to provide focused training reflecting specific need. In particular

Lambeth supports the development of coaching as the most productive means of improving

teaching and learning. This will be facilitated by fitting all classrooms and teaching areas with

high quality video equipment. The potential of coaching networks within and between schools

will be developed, supported by provision of high quality video-conferencing equipment.

As the transformation process progresses Lambeth recognises the need to develop appropriate

training for the borough’s education leaders, within schools, the Local Authority and its partners,

in relevant aspects of leadership and change management. See section 2.4.5 above.

2.4.9 The Voice of Children and Young People

The BSF programme will enable Lambeth to make a step change in the ways in which young

people engage with learning. Lambeth has made a commitment to seek and listen to the views

of children and young people, including looked after children, through the Lambeth Student

Pledge. This commitment is already being implemented through the Youth Council and

Parliament and the individual school councils. Partners are committed to ensuring that the

voice of children and young people is integral to decision making. Lambeth would also like to

give students a voice on the internet through an online forum or online council.

2.4.10 Buildings and Design


The BSF programme is not just about buildings. However, redesigning, refurbishing and

rebuilding the schools and their environs will be a significant enabler in the transformation of

learning within Lambeth.

Through BSF investment Lambeth will enhance learning opportunities for all young people and

the community and be able to offer wider and more relevant curriculum opportunities and

facilities to support staff development and innovative practice. School buildings will be designed

to provide access to flexible personalised learning that draws on school specialisms, providing

young people with opportunities to develop and achieve in ways that match their learning styles

and interests. Secondary school buildings will be designed and equipped to support extended

school provision for students and the wider community.

One of the goals of the Lambeth BSF programme is to promote sustainability. Lambeth aims to

create ecologically sound, sustainable buildings through the BSF programme by ensuring that

all proposals ensure sustainability by design. Capital investment in new and refurbished schools

will be used to create buildings that adhere to strict environmental criteria but at the same time

remain inspirational and fit for 21st century education.

Lambeth’s Education Vision and Strategy for Secondary Education, together with individual

school visions, will influence how new learning environments and organisation of learning and

learners will be designed and built. Lambeth intends development and debate around its

transformation framework for delivering the strategy to stimulate thinking and the development

of a practical and inspirational learning environment in which all Lambeth children and young

people are motivated and can fulfil their individual potential.

With BSF investment, the benefits generated by innovative and practical design in the

replacement and refurbishing of the school buildings will be seen as integral to the development

of a successful transformation plan.

2.5 Education Outcomes

The aim of Lambeth’s Education Vision is to improve educational opportunities and outcomes

for all its young people. Progress towards realising the vision will be monitored and evaluated

using a set of key result areas with defined measures in the context of Lambeth’s four

transformation themes (Access, Achievement, Inclusion and Community Links), and six key

enablers (Leadership, ICT, Workforce Development, CPD, Buildings and Design and Voice of

the Children and Young People). Lambeth has begun to develop impact and process measures

for further development with schools and other key partners within the SBC. See section 8.

2.6 Project Governance, Management and Evaluation

Lambeth’s structure for BSF is set in the context of Corporate Priorities and clearly links a

number of other key stakeholder groups to the project board. The BSF Partnership Steering


Group will predominantly be made up of head teachers and other partners such as the Police

and the PCT. In addition, the DfES, Sport England, the Headteacher of the Lambeth Academy

and other local promoter/sponsor groups will also be invited to be a reference group for this

steering group.

Evaluation of progress against measurable outcomes will take place as an integral part of the

Children’s Services annual improvement cycle and schools’ annual improvement planning and

self-evaluation programmes. This include development of the ‘New Relationship with Schools’

framework. School Improvement partners are planed to be introduced in conjunction with

Southwark from Autumn 2006

2.7 Summary of Lambeth secondary schools

Table 1: Lambeth mainstream secondary schools

School Status

Current capacity

11-16

16-18

Proposed capacity

11-16

16-18

Current NOR

11-16

16-18

Proposed NOR

11-16

16-18

Special-ism

Current / Planned 2

nd

special-ism

Archbishop Tenison’s

VA CE

Boys

450

40

600

100

514

51

600

100

Arts – Visual

Bishop Thomas Grant

VA RC

Mixed

900

0

900

0

899

2

900

0

Maths & Comput-

ing

Charles Edward Brooke

VA CE

Girls

750

126

900

150

873

87

900

150

Arts - Media

Music

Dunraven F

Mixed

900

258

1050

200

1202

195

1050

200

Techn-ology

Maths & Comput.

La Retraite VA RC

Girls

675

126

750

100

795

108

750

100

Science

Lambeth Academy

A

Mixed

900

-

900

250

360

-

900

250

Business & Enterp.

Lang-uage

Lilian Baylis C

Mixed

600

0

750

100*

622

0

750

100*

Techn-ology

London Nautical

F

Boys

450

172

600

100

654

106

600

100

Sport

Elm Green (New School)

C

Mixed

- 900

200

- 900

200

n/a Business & Enterp.

Norwood School

C

Girls

750

0

750

100*

696

20

750

100*

Arts –Perform.

St Martin-in-the-Fields

VA CE

Girls

675

131

750

150

819

130

750

150

Techn-ology

Stockwell Park C

Mixed

900

71

1200

100*

982

6

1200

100*

Business & Enterp.

Total mainstream

7950

924

10,050

1550

8416

705

10,050

1550


* Proposed sixth form, pending response from the LSC

Table 2: Lambeth secondary and all-age special schools

School Status

Current capacity

11-16

16-18

Proposed capacity

11-16

16-18

Current NOR

11-16

16-18

Proposed NOR

11-16

16-18

Special-ism

now

Special-ism

future

Elm Court School

CS

Mixed

90

0

100

0

65

0

100

0

SEBD, MLD, PD, ASD

Mixed needs, EBD,

ADHD, Autism,

Lang, LD

Lansdowne School

CS

Mixed

100

0

120

0

90

0

120

0

Mixed needs, ADHD, Autism,

Lang, LD

Michael Tippett

CS

Mixed

70

0

80

0

48

20

80

0

SLD, PMLD, ASD

Complex needs, Autism, MED,

PD, SLD, SpLD

Turney School

CS

Mixed

70

0

70

0

70

0

70

0

Mixed needs, ADHD, Autism,

Lang, LD

Total Special school

330

0

370

0

273

20

370

0

Park Centre PRU

Mixed

80

0

80

30

80 80

30

SEBD

Total PRU 80 110 80 110

Key: VA = Voluntary Aided; CE = Church of England; RC = Roman Catholic; F = Foundation; C = Community; CS =

Community Special; PRU = Pupil Referral Unit


3. Current Situation

This section describes the current environment within the borough, and the current situation and

the progress already made within Lambeth’s secondary schools.

3.1 The World in One Borough

Lambeth is an exciting, vibrant and diverse inner London borough. Its diversity is reflected

across all aspects of the community including age, ethnicity, culture, language, financial wealth

and degree of mobility. This diversity of population profile creates a wide range of needs within

the community, which in turn is reflected in an extremely broad variety of requirements for and

needs of the services (including education) offered by the borough.

3.1.1 Demographic context

Lambeth is the largest inner London Borough and the fifth most densely populated local

authority district in the country. Its population is growing. At the time of the 2001 Census the

population was 266,170. In mid 2003 it was estimated at 286,000. This is forecast to grow to

341,000 by 2021. In Lambeth, over three times the national average of households are deemed

to be overcrowded.

The resident population is characterised by a concentration of young adults and increasing

ethnic diversity. The age profile in many of the poorer wards is younger than that of Lambeth

generally. In Lambeth, 45% of the population is aged between 20 and 40. 12.4% of the

population is aged over 60 whilst 22% are aged under 18. The borough has proportionately one

of the highest teenage populations of all the inner London Boroughs with the current figure for

13-19 year olds at 15,835, and it also has the highest under-18 conception rate in the country.

Single parent households with dependent children account for 10% of all households – the

eighth highest percentage in England and Wales.

38% of Lambeth's population are from ethnic minorities - the seventh highest figure for a

London borough. Approximately 150 languages are spoken in the borough and after English

the main languages spoken are Yoruba and Portuguese.

With a growing and highly mobile population, the ever-changing demographic composition of

the borough means that the needs of the communities living in Lambeth are constantly

changing. As a port authority, Lambeth has a significant refugee population, which has

increased rapidly in recent years. Several emerging communities are continuing to grow,

including the Portuguese and Somali communities.

3.1.2 Socio-economic context (see also Appendix 4 Tables)

Lambeth faces considerable socio-economic challenges and is among the most socially and

economically deprived local authority districts in the country. According to the government’s


Index of Local Deprivation published in 2000, Lambeth ranks as the fourth most deprived local

authority in England and Wales and it has the third highest intensity of deprived wards of any

authority in England. The Index showed that Lambeth had three of its 21 wards in the top 10%

of the most deprived wards nationally and 16 in the top 20% (all of Lambeth’s wards figure in

the top 20% of housing deprived, 18 wards for employment, 17 wards for income and 16 for

child deprivation). Although the Index is now 5 years old, evidence indicates that socio-

economic deprivation is still a serious problem in Lambeth.

Around a fifth of households in Lambeth have a gross income of less than £10,000 per year.

The unemployment rate for Lambeth in the 2001 Census was 6.1% which was above the Inner

London average of 5.6%, the Greater London average of 4.4% and the England and Wales

average of 3.4%. Furthermore, black male unemployment rates in Lambeth are almost twice

the average rate for males and almost three times the white male unemployment rate.

3.2 Secondary Education – Diversity and Achievement

There are ten mainstream secondary schools, one Academy, four secondary special schools

and a secondary Pupil Referral Unit in Lambeth. The schools are spread across the borough.

3.2.1 Diversity

The diversity of Lambeth’s population is reflected in all aspects of schooling. However, although

the population of Lambeth is 62.5% English, Scottish and Welsh and 37.5% black or ethnic

minorities, the great majority (over 79%) of Lambeth’s school population are from black and

ethnic minority groups.

The Lambeth Pupil Survey for 2003 shows that African students form the largest ethnic group

(23.2%), followed by Caribbean (21.1%) and English/Scottish/Welsh (19.3%). The ethnic

composition of schools has changed significantly since 1993. For example, the percentage of

African students has almost doubled in primary schools.

The number of students who speak or understand a language other than English has increased

to 39.7% and 26.8% of students are not fluent in English. This includes students with special

educational needs (SEN) and students who speak English as an additional language (EAL).

There is a high level of student mobility, with an average of 25% of students in Lambeth moving

each year. The sheer volume of mobility is challenging for schools and all the agencies involved

and tend to have an adverse effect on student achievement.

Students with Special Educational Needs form a particularly high proportion of the overall

school population, with 25.7% in primary education in 2002 and 23.9% in secondary education

(in 2000, 26.1% and 25.8% respectively). These students either fall within School Action or

School Action Plus categories.


A high proportion of students come from economically deprived areas as demonstrated by

eligibility for free school meals. The number of children and young people eligible for free

school meals is very high compared to the national average with 40% of students eligible in

2004 (40.7% primary, 39% secondary).

3.2.2 School intake

The table below shows the standard admission number of all mainstream secondary schools in

January 2006 (11-16) and shows the Year 7 intake and whether the school is Boys only, Girls

only or Mixed gender and the school’s status.

Table 3: Lambeth Secondary Rolls January 2006

School Status Total Roll

Y7 Intake

Mixed Boys Girls Non - Denom

Faith

Archbishop Tenison’s

VA CE 514 90 90 90

Bishop Thomas Grant

VA RC 899 180 180 180

Charles Edward Brooke

VA CE 873 150 150 150

Dunraven F 1202 192 192 192

La Retraite VA RC 795 135 135 135

Lambeth Academy A 360 180 180 180

Lilian Baylis C 622 120 120 120

London Nautical F 654 90 90 90

Norwood Girls School

C 696 150 150 150

St Martins VA CE 819 135 135 135

Stockwell Park C 982 180 180 180

Total 8416 1602 852 180 570 912 690

(Source: Jan 2006 PLASC)

Key: VA = Voluntary Aided; CE = Church of England; RC = Roman Catholic; F = Foundation; C

= Community

3.2.3 Imbalance in provision

Historically there has been a disparity in provision with few mixed non-denominational schools.

There is also a considerable imbalance in the provision of community schools between the

primary and secondary phase (See table below). At present there are more than four times the

number of forms of entry of community schools available in primary schools than currently exist


in the secondary sector, whereas provision for faith and foundation schools is more balanced.

The imbalance between primary and secondary provision reduces the choice for parents of

children transferring from a primary community school who wish to find a secondary school of

the same type. This is a factor leading to parents to seek provision outside the Borough.

Table 4: Current Forms of Entry – by Status and Phase

Type of school Primary Secondary VA Anglican 16.0 12.5 VA Roman Catholic 11.0 10.5 Community 64.0 15.0 Foundation 7.0 9.4

Academy - 6.0 TOTAL 98.0 53.4

Of the 53.4 forms of entry available in secondary schools for year 7 students, 22.4 are in mixed

non-denominational schools.

Table 5: Current Secondary Forms of Entry – By Status and Gender

Forms of Entry

Voluntary Aided

Community Foundation Academy TOTAL

Mixed 6.0 10.0 6.4 6.0 28.4 Boys 3.0 3.0 6.0 Girls 14.0 5.0 19.0

TOTAL 23.0 15.0 9.4 6.0 53.4

In order to provide genuine parental choice these imbalances must be addressed.

Post 16

Sixth form A level provision in Lambeth has continued to expand as quality 16-19 Education is a

priority for the Lambeth Education and the council. In 2003 – 2004 the South Lambeth (SL6)

collaboration between Dunraven, La Retraite and St Martin in the Fields had 285 students

enrolled in their 6th forms. The North Lambeth (NL6) collaboration between Archbishop

Tenison’s, Charles Edward Brooke and London Nautical had 215 students. In 2004, 125

students attending Lambeth Schools sat A’ Level examinations. A further 48 students sat

examinations in Lambeth College.

The current sixth form provision is as follows:


Table 6: Sixth Form Provision

School No of Pupils Comments NL6

Archbishop Tenison Shared with Charles Edward Brooke Charles Edward Brooke

187 Shared with Archbishop Tenison

London Nautical 106 SL6 La Retraite Shared with St Martins St Martins

238 Shared with La Retraite

Dunraven 200 TOTAL 731

The recent LEA and Area Wide Inspections (2005) have indicated that whilst Level 3 provision

currently meets needs, there is a deficit of Entry Level, Level 1 and Level 2 provision across the

sector (Lambeth Local Authority and London Central LSC). The proposed significant increase

in post 16 provision is partly a direct response to this need.

3.2.4 Pupil mobility

One of the significant features of secondary education in Lambeth is the level of mobility as

children move into the country and across London. Many of the borough’s secondary school

aged residents attend schools outside the borough. In January 2004 it was estimated that 74%

of 11 to 18 year olds attended schools outside the borough or Independent schools.

This makes Lambeth one of the highest exporters of secondary aged children in London.

Approximately 50% of the Year 6 cohort is unable to gain a place in a Lambeth secondary

school, although approximately 25% of these choose to go to high performing maintained

schools in other boroughs or independent schools. The total number of exports of 11 to 16 year

olds to state schools in other boroughs is approx 6000 pupils.

As quality in Lambeth schools has improved attitudes have changed and there is increasing

parental demand for school places locally. Each year there is substantial distress as students

fail to gain a place in a Lambeth secondary school.

Lambeth has undertaken research in a number of areas. For example, recent good practice

research in Lambeth suggests that a number of Lambeth schools are making good progress in

raising the achievement of black Caribbean pupils, against the national trend. Some schools are

already using a wide range of initiatives and good practice to address this issue.

Lambeth LA has published a DfES funded research project on mobility, which includes a good

practice guide for schools and the LA. The research found that although high mobility correlates

with poorer attainment, it is the disadvantageous factors that are associated with mobility rather

than mobility per se which cause lower attainment. In secondary schools this is particularly


marked indicating that secondary aged pupils find it more difficult to settle after a move at a

non-routine time.

A six-week rolling Refugee Induction Programme, funded by a European Refugee Fund via the

Home Office, has provided support for out of school older secondary refugees and asylum

seekers. The programme enables 98% of participating pupils to gain access to mainstream

schools and education and has been evaluated as excellent by the Home Office. Guidance on

supporting non-routine new arrivals for EAL, refugees/asylum seekers and ethnic minority pupils

has been produced and was well received by schools.

3.2.5 Un-served Pupils

Lambeth currently has over 100 Key Stage 3 and 4 children who are not accessing full-time

education. Over 75% of these pupils are recent arrivals to the borough. Of these, 88% have

never been previously excluded, have no outstanding medical or other needs which necessitate

specialist provision or support and there are no concerns about their behaviour. They are pupils

who have not been able to access a mainstream school place after relocating to Lambeth.

3.2.6 School Buildings

Currently school sites are constricted with many poorly designed buildings and thus the size of

schools is limited and militates against value for money. A planned second Academy, a new

Parent Promoter school and the expansion of some of the existing schools will begin to address

this limitation. This will enable Lambeth to achieve between 65% and 76% of its target of

providing 80% of Year 6 children living in the borough with a school place in a local secondary

school depending on whether there is no population growth (unlikely), or if population grows in

line with the most aggressive latest forecasts. It would also improve value for money by

expanding existing schools to 4, 6 or 8 forms of entry instead of a combination of small schools

with partial forms of entry.

3.2.7 Achievement

Against a background of considerable challenge, achievement in Lambeth has seen significant

sustained improvement over the last decade. This has been achieved mainly through the

leadership and commitment of those working with children in schools together with the Local

Authority (LA) and its partners. Headteachers in all Lambeth secondary schools provide strong

leadership and set high expectations for success from both staff and students.

The Local Authority categorises and supports schools according to need, based on a quarterly

evaluation of performance and capacity. The Local Authority uses an agreed, termly school

indicator framework with schools, so that it can work with headteachers, senior leadership

teams, staff and governors to prioritise support and challenge appropriately. Five Lambeth

mainstream secondary schools have been recognised by OfSTED as performing very


effectively; No Lambeth secondary school is in any of the OfSTED categories of concern. In

addition to OFSTED categories Lambeth uses three further categories. These are;

• Causing the LA concern

• Specific Issues causing concern

• Needs Noting

All schools have made good use of intervention programmes targeted on particular students on

the borderline of threshold grades and have utilised additional resources to provide well timed

revision and booster classes. There is close correlation between the work of the assigned

adviser (working with the headteacher) and senior leadership teams, support for developing

learning and teaching from consultants. 2 former ‘keys to success’ schools have received

support from the London Challenge Adviser. The LA Secondary National Strategy team has

been deployed to provide an effective balance between intervention in direct proportion to the

need to raise attainment and an entitlement to support. The work of lead consultants has gained

most progress where there is whole school involvement and ownership of the change

necessary for the development of learning centred communities. This progress will be enhanced

by the improvement of the learning environment provided by the BSF programme.

11-16 performance

Attainment and achievement in Lambeth secondary schools is improving. In English,

mathematics and science, improvement over time has been significant. In 2005 further

improvements on the previous year’s Key Stage 3 results were achieved in English and science.

Conversion data showing progress between Key Stages 2 to 3, 3 to 4 and 2 to 4 indicates a

positive picture in the majority of schools. In 2004 five of Lambeth’s ten mainstream schools

achieved a value added score of over 100, with an overall average across the ten schools of

99.8 percent. In 2005 no schools achieved below 30 percent 5+ A*-C GCSE grades, whereby

Lambeth has already met the 2008 DfES target. Students achieving 5 GCSEs A*-C went up

from 25% in 1996 to 52% in 2005.

Table 7: Key Stage 3 Results for 2004/2005

KS3 Results 2004/2005 Results (%) 2005/2006 Targets (%)

English (Level 5 and above) 71 70

Maths (Level 5 and above) 65 70

Science (Level 5 and above) 60 68

ICT (Level 5 and above) 53 66


Table 8: Standards at Key Stage 3. The percentage of 14 year olds achieving level 5 or

above, by subject

English Maths Science

Lambeth National Lambeth National Lambeth National

1997 44% 57% 39% 60% 39% 60%

1998 49% 64% 31% 59% 35% 56%

1999 50% 64% 44% 62% 39% 55%

2000 49% 64% 46% 65% 40% 59%

2001 51% 65% 46% 66% 46% 66%

2002 58% 67% 55% 67% 55% 67%

2003 61% 69% 62% 71% 59% 68%

2004 69% 71% 66% 73% 56% 66%

2005 71% 74% 65% 74% 59% 70%

Change 1997-2005 27% 17% 26% 14% 20% 10%

Change 2004-2005 2% 3% -1% 1% 3% 4%

Figures rounded to the nearest percentage point.

Lambeth is in the top four local authorities in the country between Key Stages 3 and 4 in terms

of value added. This measure refers to the progress a student makes while at the school.

Table 9: GCSE Results for 2004/2005

GCSE Results 2004/2005 (%) 2005/2006 Targets (%)

5+ Grades A* to C 52 53

At Key Stage 4, rates of improvement in Lambeth are well above national averages (23%

compared to 9%). The gap between Lambeth results and the national outcome has been

drastically reduced from 20% in 1996 to 6% in 2004. Provisional data indicates that although

Lambeth remains below national average overall, it is performing above statistical neighbours.

Specifically, the improvement rates in English at Lilian Baylis and Stockwell Park are 14% and

12% respectively - the highest in Lambeth, followed by steady improvement at Dunraven and La

Retraite. Bishop Thomas Grant and Lilian Baylis both showed significant improvements in

science, 18% and 15% respectively.

The league tables also show:

• 4 of the 10 secondary schools in the borough had positive value-added scores for Key

Stage 2 to Key Stage 3 performance, showing that pupils in these schools made more

progress than pupils nationally.


• In terms of raw league table results, Archbishop Tenison’s, Dunraven, La Retraite and

London Nautical are high achieving schools in all three subjects at Key Stage 3, with

outcomes much higher than the comparable national results.

• Dunraven and Lilian Baylis showed an improvement over their 2004 results in all three

subjects.

• Since 1997, Lambeth has made much greater improvements in each subject when

compared to national results, the greatest improvement being in English – 27%

compared to a 17% increase nationally.

Percentage of Students Achieving 5+ A*-C Passes

The year on year variability in the proportion of students achieving 5+ A*-C passes for all

Lambeth secondary schools is shown in the table below.

Table 10: Percentage of students achieving 5+ A*-C passes

School

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

Ch

an

ge 9

6-0

5

Ch

an

ge 0

4-0

5

Archbishop Tenison's 19% 18% 23% 22% 24% 35% 56% 43% 60% 53% +34% -7%

Bishop Thomas Grant 40% 47% 42% 42% 42% 37% 29% 42% 47% 45.3% +5.3% -1.7%

Charles Edward Brooke 25% 33% 27% 30% 27% 40% 36% 30% 43% 44.3% +19.3% +1.3%

Dunraven 24% 29% 31% 36% 43% 43% 55% 53% 66% 74.2% +50.2% +8.2%

La Retraite 35% 36% 48% 55% 56% 55% 61% 71% 61% 64.1% +29.1% +4.1%

Lilian Baylis 17% 17% 13% 12% 16% 18% 6% 16% 24% 38.2% +21.2% +14..2%

London Nautical 41% 36% 46% 47% 41% 45% 47% 53% 46% 61% +20% +15%

Norwood 31% 27% 21% 17% 17% 19% 33% 28% 36% 31.4% +0.4% -4.6%

St Martin’s 25% 35% 30% 43% 40% 54% 59% 58% 56% 72.1% +47.1% +16.1%

Stockwell Park 11% 17% 13% 16% 11% 29% 26% 39% 54% 56.5% +45.5% +2.5%

Lambeth 25% 29% 29% 32% 32% 36% 40% 42% 48% 51.9% +26.9% +3.9%

National 45% 45% 46% 48% 49% 50% 52% 53% 54% N/A +9% +1%

Difference (Lambeth – National)

-20% -16% -17% -16% -17% -14% -12% -11% -6% N/A

- -

Since 1996, five schools have improved above or equalled the LEA rate of improvement of

26.9%, with three schools (St Martin’s, Dunraven, and Stockwell) showing improvements above

40%.

Over the eight-year period (1996 – 2004) Lambeth has shown rates of improvement in the 5+

A*-C indicator above those seen nationally (23% compared to 9%). In 1996 the gap to the

national outcome was 20%. By 2004 this gap had reduced significantly to 6%.


When comparing the 2004 and 2005 results, three schools (Lilian Baylis, London Nautical and

St Martin’s) have shown positive double figure increases. Taken overall, Lambeth schools have

improved by 3.9% from 2004 to 2005. The overall improvement in Lambeth secondary schools

from 2003 to 2004 was 6% compared to a 1% improvement nationally.

This year was the first year that Vocational "equivalent" exams were included in the 5+ A* to C

GCSE percentage. This would have been a big factor in the increased attainment and was

noted nationally. Also, this was the first year all pupils at the end of KS4 were included in the

percentage calculation. Previously it had just been 15 year old pupils. This would also have

contributed to a rise in the percentage.

Percentage of Pupils Achieving 5+ A*-C passes by school (1996-2005)

Gaps in achievement

Within this overall picture there are still disparities and much to do. Despite good practice, in

many schools there are some groups of pupils who consistently underachieve. Many pupils in

Lambeth are mobile, live in poverty and deprivation and do not have the family support to help

them achieve.

Significant under-performing groups include mobile students, EAL (English as an Additional

Language) and Portuguese students, Traveller and black Caribbean students. Black Caribbean

students are also significantly over-represented in exclusions; they represent 38.5% of the total

number of exclusions from April 2003 to March 2004, but only 21.6% of the student body. It is

clear therefore that the borough’s strategy to support social inclusion and fully inclusive

education is being delivered in the context of significant social exclusion.

The table below shows that at KS4, the performance of Black Caribbean pupils improves and

the gap relative to other groups closes, to a greater extent, by the time of their GCSEs. This is

against the national trend where performance worsens relative to other groups by the time of

GCSEs. Indian and Chinese perform better than other ethnic groups.

DfES research has shown that, unlike the national trend, Lambeth does not have the long tail of

low achievement in ethnic groups such as Caribbean pupils. In Lambeth, poverty and ethnicity

have a similar impact on attainment. This has been interpreted by DfES as an indication that

Lambeth Schools have been effective in reducing the disproportional impact of education on

certain ethnic groups.

Table 11: Average Achievement trends for the main ethnic groups of pupils in Lambeth

KS4 (GCSE 5+ A*-C Average)

2000 2001 2002 2003 2004 2005 % Gain

African 38 44 42 49 48 57 19

Caribbean 20 23 33 32 39 43 23 Other Black 31 35 39 36 49 50 19


Eng/Scot/Welsh 32 32 36 34 37 46 14 Portuguese 14 22 29 21 37 38 24 Lambeth Avg 32 36 41 41 47 52 20 National Avg 49 50 51 53 53 56 7

There is also a significant gap between boys’ and girls’ attainment in each key indicator at

GCSE level, which has been a cause of concern since 1998. The difference in attainment

between boys and girls in the 5+ A*-C indicator has remained roughly the same since 1998,

with a slight narrowing of the gap in 2004. Girls outperformed boys for all groups except

Bangladeshi boys who did better than the girls in gaining 5 or more A* - C grades.

Achievement within ethnic minority groups has also improved for the following reasons:

• Use of ethnic monitoring and tracking data

• All schools have in place a Race Equality Action Plan

• Experienced EMA coordinators in post in schools

• Focused support for schools, tailored to needs (including induction of new EMA staff,

school-based training, coaching, interpreting and translation service, support for new

arrivals)

• Focused attention on specific groups through Primary EAL programme, Secondary

African Caribbean Achievement Pilot, KS4 EAL Pilot, Mobility research

• Dissemination of good practice through:

o Training, seminars, annual conference, newsletters, guidance materials

o Action research projects

o EAL programme

o Portuguese Education Network

With 400 looked after children of compulsory school age (259 of which are secondary aged),

Lambeth has the third largest and most diverse cohort of Looked after Children (LAC) in London

(20% of this cohort can be categorised as Asylum Seekers). At present almost two thirds of

Lambeth’s LAC reside outside the borough. The Lambeth vision is to reverse this trend,

improving stability of placement by recruiting more foster carers based in Lambeth and

prioritising access to school places within admissions criteria so that a greater number of this

group can attend a Lambeth school and benefit from the range of services currently being

developed by the council. Academically, LAC underachieve significantly in comparison with their

peers.


14-19 agenda

In 2004 the 14-19 inspection outcome was judged ’good’ by Ofsted.

GCSEs in Vocational subjects have already been introduced in schools. There are also plans to

introduce new GCSEs which will contain elements of vocational and more traditional learning

and will contribute to the successor qualifications to foundation and intermediate GNVQs.

Following the Area Wide Inspection, and included in the post inspection action plan, Lambeth is

committed to working in partnership with Southwark.

Lambeth and Southwark are already working towards making rational and learner-centred

arrangements for post-16, by developing consortium/collaboration arrangements in which all

providers will participate. These geographical arrangements will be the basis of collaborative

delivery of the new 14-19 agenda. In Lambeth, some of these post-16 collaborative

arrangements are established and working successfully.

The Lambeth 14 – 19 Forum has produced a website (www.lambeth14-19.org) that provides all

14 – 19 course information in the borough. An accompanying brochure (‘Additional Learning

Programme 2006 – 2008’) sets out, in detail, the opportunities available for 14 – 16 year olds for

vocational programmes (including Business Administration, Engineering and Retail). The

Additional Learning Programme will assist schools in their work towards introduction of the new

Specialised Diplomas, due to be introduced in 2008.

Lambeth is making a clear distinction between 16-19 collaborative delivery arrangements (some

of which already exist, and some of which are under development), and entirely new 14-19

curriculum planning arrangements. This draws a distinction between 14-19 delivery

arrangements which will make sense to learners and 14-19 curriculum planning arrangements

which allow for the maximisation of resources across the piece according to specialisms and

expertise in institutions.

Further information is in the strategy section on Education 14 - 19 (section 7.3.6 and Appendix

2).

Specialist schools

All secondary schools in Lambeth are specialist schools and are further developing and

extending specialisms to strengthen the curriculum offer to all students. ( Further information is

in section 7.3.4)

Table 12: Specialist schools in Lambeth

School Specialism

Archbishop Tenison’s Arts - Visual

Bishop Thomas Grant Maths & Computing

Charles Edward Brooke Arts – Media; plus second specialism Music


Dunraven Technology plus second specialism in Maths & Computing

Lambeth Academy Business and Enterprise and Language

La Retraite Science

Lilian Baylis Technology

London Nautical Sport

Norwood Arts - Performing

St Martin-in-the-Fields Technology

Stockwell Park Business and Enterprise

Schools which are coming up for re-designation are planning in most cases for a second

specialism. This allows for a more strategic model for specialisms in schools, and further

enhances the teaching and learning opportunities for all Lambeth learners.

Arts and Sports

Lambeth schools demonstrate great strengths in the visual, performing and creative arts. Many

Lambeth schools have achieved the Artsmark Award. Nationally recognised arts organisations

already work closely with schools – for example, the Hayward Gallery and the Royal Festival

Hall both of which are within the borough.

Lambeth has a strong track record in successfully delivering a range of sports projects in the

borough, including Sport in Playgrounds, Space for Sports and Arts, Sports Co-ordination and

Professional Development for PE Teachers. Six of the Lambeth secondary schools have

achieved a Sportsmark award, and Lambeth schools will be supported in achieving the new

“Sports Partnership Mark” in the future.

Table 13: Lambeth secondary schools with a Sportsmark and/or Artsmark award

School Artsmark Award

Sportsmark Award

Archbishop Tenison’s Sportsmark

Bishop Thomas Grant BRONZE Sportsmark

Charles Edward Brooke GOLD

Dunraven GOLD Sportsmark

Lambeth Academy

La Retraite BRONZE

Lilian Baylis GOLD Sportsmark

London Nautical Sportsmark

Norwood GOLD

St Martin-in-the-Fields Sportsmark

Stockwell Park SILVER

The Lambeth Education Arts Forum is an interdepartmental partnership body made up of

officers with linked briefs who work together to enable a co-ordinated service delivery approach

and to maximise resources. It exists to commission and manage extra curricular arts projects in

Lambeth schools for the purpose of cultural and educational enrichment. It brokers links into

national arts initiatives and supports effective collaboration between schools and arts

organisations. It achieves this through working in partnership with a network of external


agencies committed to a high standard of provision. As part of its wider remit it also has a pro-

active role in developing best practice, ensuring quality management, communication systems

and training programmes are in place to support schools and partner organisations.

In 2005/06 the Arts Forum was successful in securing £30,000 of Neighbourhood Renewal

Fund (NRF) Arts & Schools Network funding to expand arts provision and partnerships within

schools, including digital media projects with the 198 Gallery and a dance project with the Ballet

Rambert Dance Company. (Further information is given in section 7.5.2.)


4. Lambeth Council’s Vision and Strategy

This section sets out the Council’s corporate vision, strategic priorities and strategies for the

Borough. It shows how the BSF programme is truly integrated within this vision and the

supporting strategy.

There is a clear strategic framework for the BSF programme within Lambeth. The Council has

an over-arching Vision which describes what Lambeth will be like in 2015. The Community

Strategy then identifies seven key themes by which the Vision may be realised. The Lambeth

Improvement Plan then provides a short term action plan for the next three years. As shown

below this action plan identifies five core activities of which BSF is one. However, BSF is not

seen as a stand-alone initiative and will be integrated with other strands of the action plan such

as the borough’s regeneration initiative (Revitalise), and, the emerging Children & Young

Peoples Service.


4.1 The Vision for the Borough in 2015

In 2004 Lambeth Council and the Local Strategic Partnership (Lambeth First) agreed a

Community Strategy setting out a vision for Lambeth through to 2015:

‘The extraordinary diversity of Lambeth will have increased by 2015.

Our diversity will be a driver for economic growth and prosperity, it will

enrich our public life, it will be reflected in political, community and social

leadership and it will be a defining feature of Lambeth in London.

We will have worked hard at delivering excellent public services,

health and well being and ensuring community cohesion; we will

have ensured equality of opportunity and we will be known for

the way we celebrate diversity.’

Lambeth First, Lambeth’s Local Strategic Partnership (LSP), brings together the Council, the

Police, the Primary Care Trust, the community and voluntary sector, Lambeth College, local

businesses, Jobcentre Plus, faith organisations, the Tenants’ Council, housing associations and

resident representatives of the five town centres in the borough.

4.2 The Community Strategy

Implementation of the seven themes in the Community Strategy will turn the Borough’s vision

into reality. The themes are inter-related and together provide the drivers for change across the

borough. The themes are:

• Creating a cleaner and greener environment

• Making safer communities

• Investing in children and young people

• Better homes and sustainable communities

• Encouraging enterprise, employment skills and culture

• Supporting healthy communities

• Delivering the strategy

From wide-ranging consultation undertaken on the Community Strategy, ‘Investing in Children

and Young People’ emerged as one of the top concerns of local people.

All the themes in the Community Strategy support the five outcomes for children and young

people – being healthy; staying safe; enjoying and achieving; making a positive contribution;

and achieving economic well-being. The achievement against each of the five outcomes

provides the council and its partners with a point of focus and shared goals, including within the

BSF programme.


4.3 The Lambeth Improvement Plan (2005-2008)

The themes in the Community Strategy are reflected in the Council’s Improvement Plan. The

thrust of the Council’s Improvement Plan is summed up by its title – Ambition into Action. As it

moves from recovery to improvement the Council has identified five priorities for the next three

years:

• An Efficient and Effective Council

• Customer Services

• Revitalise – the Council’s regeneration strategy, which includes the academies

programme and relates closely to the BSF programme

• Integrating Children’s’ Services

• Building Schools for the Future

Building Schools for the Future (BSF), Revitalise, and the development of the Children and

Young People’s Service, are keystones for delivering the five outcomes for children and young

people in Lambeth.

The development of an integrated service will secure better provision for children and young

people so that everyone is given the best opportunity to fulfil their potential, regardless of

circumstance.

Through BSF Lambeth will enhance opportunities for all young people. School buildings will be

designed to provide access to flexible personalised learning that draws on school specialisms,

providing young people with opportunities to develop and achieve in ways that match their

learning styles and interests. Secondary school buildings will be designed and equipped to

support extended school provision for students and the wider community.

The BSF programme will have a significant part to play in the ‘Revitalise’ strategy by providing

more school places and enhancing the extended and neighbourhood role of schools.

Developments through BSF will motivate those who are currently disengaged and

underachieving, provide support and improved access for vulnerable and disadvantaged young

people and improve opportunities and educational outcomes for all. The views of young people,

their parents and carers, school staff and governors and the community will inform the

development of Lambeth’s secondary schools of the future and be integral to the continued

development of education in the borough.

4.4 Partnerships

The Local Strategic Partnership (LSP) has a theme group on children and young people which

monitors performance indicators and oversees the achievement of outcomes on behalf of the


LSP. This theme group is chaired by one of the Lead Councillors and brings together BSF and

the integration of children’s services. Operational and advisory groups bring together statutory

agencies, schools and the community and voluntary sectors. In an area of great diversity and

challenges these strong partnerships are a pre-requisite for the step changes in performance of

which BSF is a key part.

There is almost no area where the council can successfully improve the quality of life for citizens

without reliance on one or more partners. These include contractors and statutory agencies, for

example the Police, Primary Care Trust, and the voluntary and community sectors, ranging from

large funded charity organisations to small non-paid volunteers and community groups.

Lambeth’s LEA Ofsted report in 2004 and subsequent external assessments have recognised

the strength of partnerships and the continued commitment of all to their success.

4.5 The Role of Education

Schools have a key role to play in regenerating the Borough by improving children and young

people’s opportunities and life chances. The education vision and strategy outlines how

Lambeth wants to use the Building Schools for the Future (BSF) programme to transform

secondary provision in the Borough and enable schools to help Lambeth children fulfil their

potential.

There have been a number of successes in recent years that have already improved young

people’s opportunities, such as the increasing trend of improved primary school Key Stage 2

and GCSE attainment since the mid-1990’s. Lambeth’s vision for secondary education,

including BSF, is designed to build on these successes and transform secondary education in

Lambeth over the next ten years and for future generations.

The education vision and strategy places the diverse needs of children and young people at its

core with a commitment to increase choice. As stated in the Executive Summary, the strategy is

based around four key transformational themes:

• Access – expanding of school places and increasing choice

• Achievement – excellence in learning, teaching and the curriculum

• Inclusion – meeting the needs of all

• Community links - enhancing community links through extended school provision, arts

and sports

These themes are further expanded in the section on Strategy in section 7.

The Borough’s aim is to provide excellent learning environments for all children and young

people in Lambeth, with a focus on personalised learning based on excellent teaching and

support.


Potential connections with the BSF programme from planned housing projects, regeneration of

three town centres, joint service centres and particularly development of further community

leisure facilities will be considered in the context of Children and Young People’s Plan (CYPP)

developments in Lambeth.


5. The Children and Young People’s Service

Lambeth’s Children and Young People’s Service was launched in October 2005 and is now

ratified by the council. Lambeth’s Executive Director of Education was appointed Executive

Director of the Children and Young People’s Service (CYPS) with effect from 1 July 2005 and

Lead Members have been appointed The scrutiny function was changed in 2004 to cover all

aspects of children and young people’s services.

Lambeth has established strong strategic and operational partnerships with schools, the FE

college, the Primary Care Trust, Strategic Health Authorities, Police, Probation Service,

Connexions and the Learning and Skills Council together with voluntary sector organisations.

These are key partners in developing the Children and Young People’s Strategic Partnership

and the children’s trust approach.

The Children and Young People’s Service is tasked to deliver BSF in ways that can contribute

to improving the five outcomes for children. The Corporate Performance Assessment carried out

by the Audit Commission in 2004 confirms Lambeth as the fastest improving Council in London

and the third fastest nationally for ability to deliver. Following an inspection of the LEA in July

2004, Ofsted reported that the LEA has ‘improved and is highly satisfactory, as is its capacity for

further improvement’. In 2004, the 14-19 inspection outcome was ’good’, the Youth Service

inspection outcome was ‘satisfactory’ and inspectors rated Connexions as ‘excellent’. Children’s

Social Services, inspected in February 2005, was judged to have improved, with a secure basis

for future development.

Before the end of the Building Schools for the Future project, Lambeth will have a fully

integrated children and young people’s service, and schools will have become community hubs

through which integrated services will be delivered.

5.1 Vision for Children and Young People

Lambeth has the following vision for its Children and Young People:

“We will enable children and young people to feel valued, happy, healthy and safe and to achieve their full potential”

In delivering this vision Lambeth will be:

- Ensuring effective and integrated services

- Promoting partnership working

- Encouraging the full involvement of users by focusing on their needs


There is a clear focus in the work of the Children and Young People’s Service on developing

effective, accessible, integrated services shaped around children and young people. This focus,

which underpins the five outcomes for children and young people, provides a foundation for the

development of a vision for the new Service.

It is envisaged that the implementation of the BSF programme will make a substantial

contribution to the achievement of these outcomes for all children and young people through the

transformation of learning environments and by enhancing local provision for the delivery of

integrated family support services. Intended input and outcomes through the BSF programme

are:

Table 14: Input and outcomes through BSF

Outcome Description BSF contribution Be healthy

• Physically healthy;

• Mentally and emotionally healthy;

• Sexually healthy;

• Adopting healthy lifestyles; and

• Choosing not to take illegal drugs.

• Facilitating excellent sports and arts facilities;

• Improving school dining facilities and other ways of promoting healthy eating;

• Improving extended schools and facilities for multi disciplinary working.

Stay safe • Safe from maltreatment, neglect,

violence and sexual exploitation;

• Safe from accidental injury and death;

• Safe from bullying and discrimination;

• Safe from crime and anti-social behaviour in and out of school; and

• Having security, stability and being cared for.

• Ensuring schools are safe by design;

• Facilitating multi-disciplinary working in schools;

• Ensuring supervision within schools is easy;

• Promoting the opening of school facilities to the community, safely and securely.

Enjoy and achieve

• Prepared for school;

• Attending and enjoy school;

• Achieving stretching national educational standards at primary school;

• Achieving personal and social development and enjoy recreation; and

• Achieving stretching national educational standards at secondary school.

• Providing an environment within which children can enjoy their learning, which is flexible to meet the demands of the 21st century curriculum, and enables improved achievement and inclusion, self expression and personal growth;

• Personalising learning and the provision of state of the art facilities, will raise aspirations, open pathways, enable access to the arts, leisure, and sporting activities and ultimately raise achievement;

• Involving parents actively in learning, education and development which, in turn, will raise achievement;

• Providing more opportunities through enrichment facilities and learning facilities, as part of extended school


provision.

Make a positive contribution

• Engaging in decision-making and support the community and environment;

• Engaging in law-abiding and positive behaviour in and out of school;

• Developing positive relationships and choose not to bully and discriminate;

• Developing self-confidence and successfully deal with significant life changes and challenges;

• Developing enterprising behaviour.

• Encouraging every child and young person to contribute towards their own and others’ learning;

• Ensuring improved attendance, better behaviour, and encouraging recognition of their responsibilities as citizens;

• Creating learning spaces to facilitate experiential learning styles;

• Further developing forums so the views of children and young people can be expressed and contribute to decision making.

Achieve economic well-being

• Engaged in further education, employment or training on leaving school;

• Prepared for employment;

• Living in decent homes and sustainable communities;

• Having access to transport and material goods;

• Living in households free from low income.

• Delivering vocational and work based learning delivered in state of the art work spaces;

• A clear programme of high-quality guidance to enable every student between the ages of 14 and 19 to prepare for work and future learning as a young person or and as an adult; and a range of extension and enrichment experiences to include sporting and cultural creative experiences.

• Facilities to enable further and targeted adult learning contributing to a strategy to reduce unemployment


6. Vision for Secondary Education in the 21st Century

This section describes how the vision and strategy was developed and presents the vision as

building on the unique opportunity offered by the BSF programme to transform the way children

and young people live and learn within the Borough.

6.1 Development of the Vision

Since the announcement that Lambeth would be included in early waves of the national BSF

programme key stakeholders have been kept informed of progress within the programme and

have had significant opportunity to contribute to the overall vision for BSF.

Lambeth’s vision for secondary education has drawn on the views of parents, head-teachers

and teachers, young people, governors, councillors, and representatives from a wide range of

community groups and agencies who work together to develop, support and deliver education in

Lambeth secondary schools and other relevant policies. There was strong support for the draft

vision from partners and stakeholders. In particular, there has been a high level of consultation

with schools and officers have met with all Head teachers and Chairs of governors on a number

of occasions throughout the process.

In addition education officers have engaged with other departments within the Council to align

BSF opportunities with inter-related investment programmes and corporate policies. This has

been achieved through regular briefings as well as a number of workshops and specific

presentations to key strategic groups and partnership boards.

As well as specific contributions from education officers, much of the source material for this

document has been drawn from previously agreed plans and strategies. Most of these are in

the public domain and have been consulted on and distributed widely in the recent past. They

include:

• Lambeth Community Strategy (2004 – 2015)

• Educational Development Plan (EDP) (2003 – 2006)

• School Organisation Plan (SOP) (2003 – 2008)

• Asset Management Statement of Priorities (2003 - 2008)

• Education Service Plan (2004 – 2007)

• School Improvement Programme (2005 – 2008)

• Lambeth Improvement Plan (2005 – 2008)

• SEN Policy and Strategy (2005 / 2006-2016)

• Chief Inspector’s Report (2004 - 2005)


• Outcomes of Annual Performance Assessments, including LA’s self assessment (2005)

• Draft Individual School Visions in context of BSF programme (2005 – 2006)

• Draft CYPP (2006)

During 2005, a wide range of stakeholders in Lambeth were invited to a series of visioning

workshops and meetings arranged to consider the vision and strategy for secondary education

in the context of BSF.

Further and continuing involvement of stakeholders and partners is planned. For example a key

activity in Summer 2006 will be to engage all governing bodies and stakeholders in consultation

over the proposals for the schools as part of the School Organisation Committee (SOC)

consultation and approval process.

This vision and strategy document will continue to evolve. It is a living document and will need

to respond to changing circumstances and thinking.

The communication plan includes methods for continual communication with all of the potential

partners and stakeholders, including:

� Pupils and parents � Headteachers � Governors � Teachers � School staff � DDA representatives � Voluntary sector � Community groups � Local education providers � Lambeth College � Regeneration co-ordinators � Trade unions � Potential Academy sponsors � Dioceses and other voluntary

aided bodies � CABE

� Local Learning and Skills Council � Commission for Racial Equality

(CRE) � Local health partners � Other local authority departments � Local businesses � DfES � 4Ps � Partnerships for Schools � The media � Regional providers of special

education

• Neighbouring authorities (school place planning)

• School organisation committee (statutory proposals)


6.2 The Vision for Secondary Education in Lambeth

Lambeth’s overarching vision for secondary education states that:

The strength of commitment and the role of Lambeth schools as centres of learning within the

community, supporting this overarching vision, is shown in the visionary statements below,

resulting from work with headteachers and schools.

The vision is to transform education within Lambeth. The BSF programme is much more than

rebuilding and refurbishing the buildings and facilities. It represents a unique chance for

Lambeth to change the way children and young people live and learn. The vision will therefore

be regularly reviewed (as stated earlier) and will guide the development of the BSF programme.



• Lambeth schools will create and sustain environments where the ‘five outcomes

for children and young people’ flourish.

• Through personalised learner- centred education Lambeth secondary schools will

close the gap in achievement. All young people will be motivated to acquire a wide

range of transferable high-level skills that will equip them for a satisfying and

rewarding working, family and social life.

• Young people and their parents will have access to school places in Lambeth so

that they have the choice of a local school and their views will play a key role in

developing and evaluating secondary education.

• All schools will offer an exciting and innovative curriculum and, through cutting-

edge ICT and the skills of teachers, will deliver the curriculum in ways that open the

doors to learning for all young people, making learning a habit for life. Schools will

be effective in supporting learning for all abilities and needs thus enhancing fully

inclusive education. Young people, their parents and the community will have

access to state of the art schools with modern, flexible, spacious and practical work

spaces fully equipped with ICT resources.

• Schools will ensure that teaching and learning are exciting, challenging, well-

managed, motivational, inspirational and cost effective.

• Schools will be at the heart of Lambeth’s communities, supporting families

through the delivery of integrated services, supporting community learning and

revitalising Lambeth.


7. Strategy to realise the Vision This section sets out the strategy for realising Lambeth’s vision for secondary education. It

presents the key elements of a transformation framework within which the strategy will be

delivered. It describes the four key transformation themes and the key enablers to

transformation. It stresses the need for focused Leadership at all levels and includes the vital

element of listening to the voice of the children and young people, ensuring that they are

actively involved in the process of transformation.

All of the key elements of the vision depend for their success on the establishment and

maintenance of a sense of common purpose among those responsible for delivery at every

level: practitioners, middle leaders, senior leaders, headteachers, governing bodies and the

local authority and its partners. This common purpose means much more than an endorsement

of the strategy through consultation; it requires a sense of ownership, and capacity and desire

to deliver change, which can only be achieved through new ways of working. Lambeth will

continue to consult with all stakeholders as the BSF programme develops over the coming

months.

The strategy to deliver this vision is based on Lambeth’s aim to provide excellent personalised

learning environments for all children and young people in the borough through innovative

application of excellent teaching and support.


7.1 Transformation Framework

The strategy will be delivered within a transformation framework for education as shown in the

diagram below. This transformation will be evidence based, with particular emphasis on actively

listening to the children and young people themselves. As mentioned above much good work

has already been completed to raise the standards of education in Lambeth. Future

transformation will therefore be firmly based on the foundation of improvement established by

these existing achievements and will build on and extend the significant progress made to date.

Focused leadership will be required at every level in order to ensure that all elements of

transformation are coordinated and clearly directed towards the borough’s vision for secondary

education.

Transformation Framework

7.1.1 Four transformation themes

The transformation framework is based on four key themes, each focusing the activities to

improve both where and how children learn in Lambeth.

• Access Expanding school places and increasing choice

• Achievement Excellence in learning, teaching and the curriculum

• Inclusion Meeting the needs of all the children and young people

• Community links Enhancing community links through extended school provision,

the arts and sports


CPDWork-force

ICT

Community Links

Access

Achievement

Inclusion

Leadership

Bu

ild

ing

sB

uild

ing

s

Vision for

Secondary Education



Each of these four transformation themes is discussed in detail in sections 7.2 to 7.5 below.

7.1.2 Key transformation enablers

Supporting the four transformation themes above, are a number of key enablers. These

strategic drivers will enable Lambeth’s partnership to achieve their vision for secondary

education.

Success will depend upon major changes to learning and teaching. For these changes to be

carried out there will need to be further major developments in a number of main cross-cutting

areas, including:

• Leadership To lead the transformation at all levels, through partnership

• ICT Innovative developments with Information and Communications Technology (ICT),

• Workforce Remodelling to create a flexible, diverse and locally tailored workforce

• CPD Continuing Professional Development, focusing on teaching and learning, curriculum, leadership and support for change management

• Voice of the Understanding their needs, hopes and fears, and enabling them to Children and have real involvement in the development of strategies to improve Young People learning

• Buildings and Refurbishing, re-designing and re-building to enhance Design opportunities for transforming learning

Sections 7.6 to 7.11 address the key transformational enablers.


7.2 Access

Access is the first of the four transformational themes. Whereas this section addresses the need

for adequate and diverse provision to match the increasing need for secondary education in

Lambeth, Section 7.4, Inclusion, also discusses other aspects of access and inclusion for all of

Lambeth’s diverse pupil population.

7.2.1 Parental choice

Lambeth secondary schools have become schools of choice for Lambeth parents and pupils as

standards have improved. Implementation of Lambeth’s secondary education vision and

strategy will ensure that results continue to improve for all students. Together with other

improvements introduced through the BSF and Academies programmes, Lambeth anticipates

an increasing demand from Lambeth parents for local secondary school places as the

population continues to increase and standards in schools improve.

One of the major principles in Lambeth’s secondary strategy is that there should be at least one

mixed non-denominational comprehensive school in each town centre. At the moment one

Town Centre – Norwood - does not have a school of this category located within it.

7.2.2 Pupil projections

In Lambeth the primary roll projections provide a reasonable basis for planning provision.

However, because of the current low provision to meet the local need for secondary and post-

16 pupil numbers, the roll projections are inadequate and a range of demographic and

parent/pupil choice factors need to be taken into account. This is presented in a separate report

that has been considered by London Challenge.

Lambeth is currently updating the School Organisation Plan (SOP) 2003-2008. This plan

informs the planning of provision and is the basis of the work of the School Organisation

Committee, which has the statutory duty with the Authority on planning school places. The SOP

will consider the recent Pupil Place Planning study (with updates from the 2006 PLASC figures),


CPDWork-force

ICT

Community Links

Access

Achievement

Inclusion

Leadership

Bu

ild

ing

sB

uild

ing

s

Vision for

Secondary Education



the demographic projections from the GLA and the outcomes of the pan London study

commissioned by London Challenge which reviews roll projections across the London

boroughs. This study acknowledges the shortage of provision within the borough and notes the

effect that the expansion of school places may have on neighbouring boroughs that take

children resident in Lambeth.

Lambeth's pupil place planning has considered the likely projections and take-up of secondary

places in a range of ways. This shows the need for a large increase in places available for

pupils, both to take account of the changing demographics and the need to make sufficient

places available within the borough to reduce the high number of children who currently have to

take up places outside the borough from Year 7. The Estates Strategy, which will be set out in

more detail in the Strategic Business Case, shows the schools developed to provide an

increase in mainstream forms of entry from 53 to 73. This will not be sufficient to achieve the

Council's objective of being able to offer places to 80% of Lambeth's year 6 cohort in Lambeth

secondary schools, but goes a long way towards it.

The Estates Strategy delivers the increased places by firstly providing two new schools in the

areas with the greatest shortage. These are the new Parent Promoter School in Norwood

(Elmgreen School) and the Shakespeare Road Academy in Brixton, each with 6 forms of entry

and a 6th Form.

The other 8 forms of entry are provided by extending existing schools, predominantly in schools

which give access to the widest range of children (i.e. mixed non-denominational schools),

where possible also allowing them to expand to an efficient size for effective delivery of

education. There is also a proposal, currently subject to consultation, to change the status of a

girls’ school to become co-educational. Many of these increases will be delivered later in the

programme such that, in the unlikely event that the take-up of places does not match the

increased availability, it would be possible to reduce the expansion to avoid schools being

undersubscribed.

The section on ‘Inclusion’ (section 8) includes strategies to accommodate within the borough

more Lambeth children who have statements of special educational need and who are currently

educated out of borough.


7.2.3 Increasing choice and expanding school places

The development of Lambeth secondary schools will not only transform the learning

environment for young people but it aims to provide sufficient secondary school places to

enable Lambeth to meet the clear wish of parents and young people to be educated in local

schools close to their homes and in their communities.

Lambeth is committed to providing as wide a choice of education provision as possible, and the

BSF and Academies programmes and developments involving the innovative Parent Promoters’

Foundation, will together address the shortage of secondary school places while providing a

wide spectrum of choice.

It is important that parents are supported with clear information to help with their decision

making. Lambeth intends to ensure that the integration of data systems required to meet the

Children and Young People’s service requirements is also used to provide parents with the

information they need to make a good choice.

This means ensuring that information from all schools about performance, ethos, as well as

admissions criteria and availability, is published in a simple clear way making use of modern

technology where appropriate.

7.2.4 Local schools

There are currently ten mainstream secondary schools, one secondary Academy, four

secondary special schools and a secondary Pupil Referral Unit within Lambeth. In September

2004 over half the Year 6 cohort was unable to obtain a place in a Lambeth school and some

children were allocated schools some distance from Lambeth. This continues to cause

considerable stress to both pupils and parents and inhibits the ability of the borough to provide

the experience that every pupil should have in secondary education. There are also equity

issues because the most disadvantaged are more likely to have least choice. See also the table

in section 3.2.2, section 3.2.3 on Imbalance in Provision and section 3.2.4 on Pupil Mobility.

In order to meet the concerns of the parents unable to gain a place in a local Lambeth

secondary school, Lambeth Council agreed at its Executive meeting in July 2005 the following

objectives:

• Plan for 80% of all existing Lambeth primary school students to be offered a place in a

Lambeth secondary school and provide places to meet this need in order to minimise the

number of Lambeth pupils who have to make long journeys within and outside the

borough unless it is by choice (BSF and academies will deliver 20 additional FE places)

• Establish and/or ensure non-denominational co-educational schools in each of the 5 town

centres to meet the diversity of need and to provide greater parental choice in the


borough, and in doing so redress the imbalance in provision of faith in relation to non-faith

schools, and co-educational in relation to single sex schools.

• Plan for 80% of all Lambeth secondary school students to be offered an appropriate place

post-16 in Lambeth

• Extend learning opportunities to all including vocational opportunities at all levels and

increase and improve access to learning to all communities

• Commit to all new secondary schools being 4, 6 or 8 forms of entry where possible to

improve value for money and to enhance the breadth and balance of the curriculum

It is currently projected that the number of secondary school children of statutory school age

attending schools in the borough will increase by 17.1% in 2015. However, this figure should be

treated with caution as it does not take into account the assumed increase in demand from

parents for local school places in Lambeth, as the quality of education and the achievement of

the Lambeth pupils increase.

Because of the difficulties involved in making accurate predictions of future of roll numbers, an

additional increase of between 5 and 10% should be applied to allow surplus places to give the

LEA some flexibility in planning school places for the future.

7.2.5 Diversity of School Provision

The council has been working with local schools, parents, community groups and the DfES on

the options for expanding school places in Lambeth as follows.

The Role of Academies

The borough has one existing Academy with a further one planned for introduction in 2007. The

Lambeth Academy in Clapham opened in September 2004 with the support of both the council

and parents.

A new Academy to be sponsored by ARK is being established in the borough and is currently at

Design Brief stage. The site is due to be handed over to the Academies Division in 2007.

There has been considerable discussion and consultation with parents. Recognising the vital

need for new non-denominational provision in the Brixton area, the council is committed to the

development of the Academy despite the very substantial capital and revenue implications. This

school will be a local mixed non-denominational school, and will be part of the Lambeth family

of schools.


Parent Promoters’ Foundation

The Parent Promoters’ Foundation (PPF) is an innovative approach to working in partnership

with parents who wish to increase the provision of secondary places in Lambeth. The PPF

intends to establish a new 11-19 secondary school in partnership with the council. This would

establish a new mixed non-denominational voluntary controlled school with a sixth form on the

Elmcourt Road site in West Norwood. The school will have an intake of 180 pupils per year and

a 200 pupil sixth form, with an eventual intake of 1,100 pupils. It is intended to name the school

Elmgreen School.

This gained the approval of the School Organisation Committee in July 2005 and will be

developed as part of the early wave of BSF.


7.3 Achievement

Achievement is the second transformational theme. It is a fundamental element of Lambeth’s

education strategy that through personalised learning every pupil will achieve the highest level

possible, in the way that best suits him or her.

This important section looks firstly at how key elements of learning and teaching will be realised

by creating a culture of personalised learning for all pupils.

It then considers how this can be achieved in Lambeth by the combination of collaboration

between schools and the character of individual school specialisms. The section then looks at

how achievement will be realised through the various education stages (Key Stages 3 and 4,

the 14-19 programme of both academic and vocational learning, and specific provision for post-

16 year olds)

Finally it considers the transition between Key Stages 2 and 3, and ends with a brief summary

on meeting the needs of every young person especially in relation to the Every Child Matters

five outcomes. The way in which Lambeth proposes to continue to work with schools and

narrow the achievement gap is set out in the section on ‘Leadership and Change Management’

- 7.6

7.3.1 Excellence in learning, teaching and the curriculum

How pupils learn, the ways and methods used in teaching and the curriculum itself, are at the

heart of Lambeth’s approach to transforming education. BSF investment provides a unique

opportunity to help bring about changes and improvements in the curriculum and in learning and

teaching in Lambeth secondary schools.

Lambeth wants this learning and teaching to be clearly underpinned by the five outcomes set

out in Every Child Matters. There will be a clear focus on enabling the individual learner to take

responsibility for their own learning through a personalised and ICT rich curriculum and through

innovative and exciting teaching and learning techniques.


CPDWork-force

ICT

Community Links

Access

Achievement

Inclusion

Leadership

Bu

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ing

s

Bu

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Vision for

Secondary Education



Improved conditions for learning will lead to opportunities for expanding the teaching repertoire.

This will promote the permeation of enquiry and independent learning skills throughout all

subjects. Within the potential of more motivational and stimulating learning experiences, the

capacity for improving behaviour and attendance for learning will be similarly enhanced. The

use of inbuilt video-recording/CCTV facilities will allow for the promotion of peer coaching for

teachers as a means of actively encouraging best practice and action research linked to the

specific needs of learning groups and individual needs. The inbuilt use of inter-active

whiteboards and video-conferencing facilities has the potential to greatly extend the learning

experiences of students by effectively bringing the world into the classroom.

Using improvements to the learning environment made possible through the BSF programme,

Lambeth secondary schools should be able to meet the needs of all young people and raise

achievement even further. For example, this approach will be enhanced by the development of

personalised learning supported by state of the art ICT. All schools will offer curriculum breadth

and depth and specialist schools will become centres of excellence enhancing provision and

leading on specific aspects of, and professional development in, their area of specialism. There

will be a clear emphasis throughout on closing the achievement gap between different groups of

students.

Extra curricular activities will support and reinforce the mainstream curriculum. The curriculum

is “the sum total of experiences undergone by a child or student throughout their school day”,

and includes the formal taught curriculum, activities beyond the influence and control of staff,

and the range of extracurricular activities offered both within and without the extended school

programme.

Young people often do not recognise the coherence of their curricular experiences, and it is

down to the experience and ability of staff to make direct links. Accordingly, all staff in Lambeth

schools will work on a coherent curriculum model and will not see extra curricular activities as

being unrelated to, or disjointed from, the formal taught curriculum.

Personalised learning

By ‘personalised learning’ Lambeth means tailoring education to fit individual need, interest and

aptitude to ensure that every pupil achieves and reaches the highest standards possible,

notwithstanding their background or circumstances. The way in which the Key Stage 3 strategy

becomes part of a whole Secondary School Improvement strategy will be significant in bringing

about this step change. An example of the organisation of learning to meet the readiness of

the group is the Year 7 ‘learning village’ model. One school is has already instituted this model

and another is proposing to introduce such a model utilising BSF investment.

Lambeth envisages that the more flexible, improved and ICT-rich teaching spaces provided

through the BSF investment programme will enable and support all pupils in accessing a


personalised learning experience that delivers positive individualised learning through excellent

teaching, creative approaches, innovative curriculum models, and an inclusive and exciting

educational experience. ICT will be a key enabler of personalised learning as it allows the

curriculum offer to be matched to the needs of the learner, e.g. higher order learning skills and

problem solving, capacity of research and individual / collaborative learning and a thematic

curriculum.

In Lambeth, ICT will provide flexibility in terms of where, when and how young people learn, so

improving motivation to learn. ICT will support teachers in curriculum design and delivery as well

as planning and assessment. With well supported ICT, students will be able to move from

teacher supported learning at KS3 to more self-directed learning at KS4. These changing

approaches to teaching and learning will require differently designed teaching and learning

spaces. See section 7.7 on ICT for more on this aspect of ICT as a key enabler of personalised

learning.

Lambeth intends to develop a new multi-disciplinary site, the Park Campus, where a range of

provision will be available to support young people who are experiencing difficulties with

behaviour and attendance. Part of this provision will be a Virtual School (Virtual School @ the

Park Campus) to support disaffected students who will benefit from learning through virtual

provision. See section 7.4.3 below for further details.

The Increasing Flexibility Project at Lambeth College provides learning for students in Lambeth

schools in Engineering, Motor Vehicle Maintenance and Hairdressing & Beauty Therapy.

Further Work Based Learning Opportunities are being made available from the LSC to Lambeth

students through the Local Intervention and Development (LID) Fund in the areas

of Construction, Creative and Media, Engineering, Hair and Beauty, Health and Social Care,

Hospitality and Catering, ICT, Retail, Sport and Leisure, Travel and Tourism.

These are offered through links with Lambeth College, Southwark College, TBG Learning,

YourStory, and Newstart. A prospectus of available programmes has been produced and

circulated to all schools in the borough and the Education Business Partner’s Employability and

Skills Working Group provides a forum at which schools and providers are meeting to establish

protocols for joint working. This group would like to develop a link to the Southwark Guarantee

website in order to enable electronic exchange of information.

Links between schools and these providers will present the essential basis for the further

collaboration needed to offer the 14 -19 Specialist Diploma programme. (See section 7.3.6)

The Lambeth Education Business Partnership (EBP) has introduced a public sector business

administration apprenticeship to the Council, with five 18 – 24 year old apprentices starting in

October 2005. The scheme is due to be evaluated and extended to offer a broader range of

apprenticeships to a wider age range (16 years +) from October 2006.


Two schools, Lilian Baylis and Stockwell Park High schools, are offering Young Apprenticeships

Programmes. VT Plus Training will offer 24 places in Hospitality and CfA have 30 students

doing Business and Administration.

7.3.2 Meeting the needs of every young person

With the broadly diverse pupil population in Lambeth, ensuring that the needs of all young

people are met is a critical requirement for all its secondary schools. With the help of improved

school buildings through BSF investment, schools will be able to develop to meet particular

needs and to improve provision for all young people especially those with special educational

needs, those who are gifted and talented, mobile pupils, young people who are under-achieving

and refugees.

Lambeth has extensive plans for raising achievement, particularly within ethnic minority groups,

including the following:

• Training and support for school leaders and EMA teachers on better use of data for

raising achievement

• Training for mainstream staff on meeting the needs of ethnic minority and EAL pupils

(including school-based training, joint training with strategy consultants and EPS, and

participation in other Local Authority conferences

• Training for new EMA staff and accredited CPD for EMA specialist teachers to improve

quality of EMAG provision

• Increased support for individual schools through modelling and coaching to increase

capacity of schools

• Dissemination of good practice including identification of leading teachers and good

practice schools, and dissemination of guidance materials (forthcoming publications

include Handbook on Gypsy travellers, Language and Literacy of African Caribbean

Pupils, Initial Assessment and Education of EAL pupils)

• Focused support for the following:

o Raising African Caribbean achievement in individual secondary schools

o Refugee/ Asylum Seekers Secondary

o Gypsy Travellers

o Portuguese Education Network

o Parents through the Interpreting and Translation Service

Whilst Lambeth has identified good practice that supports schools in meeting the needs of

pupils, the delivery of some aspects of good practice in schools is undermined by poor buildings


and facilities. The Lambeth BSF refurbishing and renewal programme will deliver flexible use of

space, inspiring design and creative use of ICT and will support models of learning and

curriculum provision that will build on this work and, in turn, will particularly raise the

achievement of disadvantaged pupils.

The Every Child Matters (ECM) agenda will also drive activities in Lambeth to help particularly

vulnerable groups of children and young people and their families to address issues such as

teenage pregnancy, and go towards improving levels of literacy, numeracy and developing core

skills. Academically, LAC underachieve significantly in comparison with their peers. Recent

Government guidance places the onus on local authorities to reverse this worrying trend.

Lambeth Council has recognised its responsibility in this important area and has created the

Looked after Children’s Education Achievement Team (LACEAT), with a brief to work

strategically across key council services and schools. It is expected that this work will

significantly improve outcomes for LAC. The team’s aim is to assist the development of inclusive

practices that will improve outcomes in line with government expectations, by 2007.

The BSF secondary transformation strategy, together with continued improvement and

awareness of services to meet the needs of this vulnerable group, will assist Lambeth attaining

its long term aim of ensuring that LAC achievement matches that of their peers.

Lambeth will also use this approach to improve participation in sport, which in turn links to

improvements in nutrition and healthy schools. There will also be a clear focus on developing a

deeper understanding of PSHE (Personal, Social and Health Education) and citizenship aspects

within the schools and the wider community. See section 7.4.6 for more detail.

7.3.3 Collaboration

Lambeth believes that sharing the expertise, skills and experience developed by individual

schools will maximise the impact of these schools’ specialisms and strengths, and will provide

high quality educational provision that can meet the needs of all learners.

Strong collaborative arrangements already exist within Lambeth (North (NL6) and South (SL6).

These will be further strengthened through central coordination by the local authority and by the

involvement of schools with other partners and stakeholders. The development of the ICT

Learning Platform within the BSF programme is seen as a key factor in enabling such

collaborations to take place.

As well as collaboration within Lambeth, the borough will be working with Southwark to

capitalise on the existing and future strengths of specialist schools and other assets to deliver

14-19 collaborative networks (see section 7.3.4 on Specialist Schools and Appendix 2: 14-19).


Table 15: Existing collaborative arrangements in Lambeth:

Collaboration Schools Specialisms NL6 CEB Arts and Music Archbishop Tenison’s Visual Arts London Nautical Sports SL6 St Martin in the Fields Technology La Retraite Science and maths Dunraven Technology, Maths and computing Norwood Performing and Visual Arts

Consultation is currently taking place with the schools not yet participating in collaborative

arrangements to identify opportunities for them to participate in this programme.

The colleges have many curriculum strengths which enable them to partner the schools in their

boroughs, and in some cases cross borough, in a wide range of curriculum and geographical

areas. This is already happening in a number of places. Both colleges have CoVEs, as below.

Table 16: Centres of Vocational Excellence (CoVEs) - Lambeth and Southwark Colleges

Lambeth College Construction and Business Southwark Health ; career pathways in the NHS

Table 17 - Training providers with potential for collaboration TBG Learning NACRO BOSCO Roots and Shoots Southwark College Springboard Other Through collaborative working, Lambeth’s Children and Young People’s Service, together with

schools and partners (including Diocesan Boards, voluntary groups supporting vulnerable

children, businesses, CFBT – Education Action Zone, South Bank, Excellence in Cities, Police

and New Deals for Communities (NDC) and the LSC) have enabled children and young people

to benefit from sustained improvement in achievement for all groups.

With further collaborative working and greater curriculum flexibility Lambeth will enable young

people to follow a wider range of general and specialist courses that meet their individual needs

and aspirations. Combined with enhanced advice and guidance, Lambeth aims to provide all

young people with the opportunity to continue their education in different settings - including

schools, colleges and the workplace – as appropriate, and equip them to enter either further or

higher education or employment.

With improved school facilities, made possible through BSF investment, schools will be able to

develop a wide range of educational opportunities for young people that can be delivered cost


effectively through the introduction of multi-site learning enabling flexibility for both the learner

and the school. Lambeth intends multi-site learning to reduce the need to provide the same

facilities at every site, increase the breadth of the academic and vocational curriculum offer, and

provide choice and flexibility to support student motivation.

7.3.4 Specialist schools

All secondary schools in Lambeth are specialist schools and are further developing and

extending their specialisms to strengthen the overall curriculum offer to all students. Schools

which are coming up for re-designation are planning, in most cases, for a second specialism.

This allows for a more strategic model for shared specialisms across Lambeth schools to

further enhance teaching and learning opportunities to support raising achievement for all

Lambeth learners.

Lambeth wants to use BSF investment to enable schools to have the facilities they need to

support and extend delivery of their specialist areas, with young people learning in inspirational

places and spaces matched to these specialisms. Design that is not only fit for purpose, but

also exciting, makes young people and teachers feel valued so that they are equipped and

motivated to improve both learning and teaching.

To secure the maximum benefit from specialisation, secondary schools will need dedicated,

flexible, well resourced work spaces and teaching areas, as well as communications and

technology facilities. The increasing emphasis on the development of vocational courses, linked

closely, although not exclusively, to specialisms and leading-edge departments within schools,

places a significant emphasis on workspace design. Flexible classrooms will provide an

environment that gives equal access to the curriculum to all levels of need and ability and to

children and adults with disability, and be able to accommodate extension of learning to ensure

school and community use in the evenings, at week-ends and during the holidays.

Schools will utilise their existing and future specialisms as a focus for post-16 school-based

vocational provision. Lambeth envisages schools and other providers working cooperatively

and networking extensively through identifying individual school strengths. Lambeth will work to

support Specialist Schools to become Leading Schools and Training Schools.

The following table shows how Lambeth is initially planning to develop specialisms within a Line

of Learning framework.


Table 18: Line of Learning framework (see also section 7.3.6 and Appendix 2 on 14-19).

Line of learning BY 2008

Associated specialism(s)

Schools School specialism

Archbishop Tenison’s Arts - Visual Charles Edward Brooke Arts - Media & Music

Norwood Arts – Performing

Creative and Media

Arts, Humanities

Lilian Baylis Arts - Media


Dunraven Technology /Maths & Computing

La Retraite Science


Engineering

Engineering, Mathematics & Computing, Science, Technology


Dunraven Technology

La Retraite Science


London Nautical Sport

Health & Social Care

Humanities, Science, Technology, Sports


ICT ALL

Bishop Thomas Grant Maths & Computing Construction [timetable to be confirmed]

Engineering, Mathematics & Computing, Science, Technology.

Dunraven

Maths & Computing

BY 2015

Associated specialism(s)

Schools School specialism

Stockwell Park Business and Enterprise


Dunraven Maths & Computing

Business and finance

Business & Enterprise, Mathematics & Computing Lambeth Academy

Business and Enterprise and Language

Hair and Beauty

Science La Retraite Science

Dunraven Technology /Maths & Computing


Hospitality and catering

Technology

St Martin-in-the-Fields Technology Land-based and environment

Rural dimension through all subject specialisms.

Dunraven Technology Manufacturing Engineering, Science, Technology.

La Retraite Science

Lambeth Academy Business and Enterprise and Language

Public services Business and Enterprise, Humanities Stockwell Park Business and Enterprise

Retail Business and Enterprise

Lambeth Academy Stockwell Park

Business and Enterprise and Language Business and Enterprise


Sport and Leisure

Business and Enterprise, Sports

Lambeth Academy London Nautical Stockwell Park Lilian Baylis

Business and Enterprise and Language Sport Business and Enterprise Business & Enterprise

Travel and Tourism

Business and Enterprise, Languages

Lambeth Academy Stockwell Park Lilian Baylis

Business and Enterprise and Language Business and Enterprise Business and Enterprise

7.3.5 Developing secondary learning and skills (Key Stages 3 and 4)

In Lambeth, all education partners are committed to ensuring that the enhanced provision

secured by BSF investment will enable all students at Key Stage 3 to progress to optimum

levels thereby providing them with the keys to future success at the end of Key Stage 4 and

beyond. Lambeth is working with the Secondary National Strategy to provide opportunities to

transfer more effective teaching and learning approaches developed at Key Stage 3 into Key

Stage 4.

Lambeth has been formally identified as one of the most improved Local Authorities nationally

since 2002, albeit from a relatively low base. It is committed to building on this improvement by

ensuring that no subjects are below the 50% floor target by 2007 and that 85% of students

attain level 5 and above in English, Mathematics, Science and ICT by 2012. Lambeth is

committed to improving the achievement levels of those students who currently do not progress

by at least one national curriculum level across the key stage. At the same time overall progress

levels of students who enter the key stage at level 5 need to be improved further. Groups of

students who are currently under-achieving will continue to receive additional targeted support

in relation to their specific needs to ensure that levels of progress increase. Currently, for

example, there is a need to improve the progress of Portuguese students and to continue to

improve the progress of Caribbean students as well as those of students with English as an

Additional Language on Stages 1 -3 of the fluency scale.

Lambeth plans to enhance opportunities to develop new approaches to learning, teaching and

curriculum flexibility that will enhance personalised learning, increase progress across Key

Stages 3 and 4 and enable students to move successfully into further and higher education and

employment.


Plans to improve attainment

Whilst overall improvement is encouraging, self evaluation has identified a number of

challenges that are in need of resolution if attainment in Lambeth is to improve further.

Enhanced learning conditions and other opportunities through the BSF programme, together

with the Academies programme, will be key factors that contribute towards meeting these

challenges. Extended school facilities will provide for closer involvement and liaison with ethnic

minority community groups, supplementary provision and mentoring arrangements. Improved

facilities for learning, including ICT provision, will enhance opportunities for more flexible

teaching and personalised learning that will enhance attainment, not only for targeted groups

but also for all students. Through BSF investment, schools will have the potential to provide

curriculum and timetabling flexibility according to the needs of groups and individual students,

including , opportunities for an accessible curriculum for those with low prior attainment and a

condensed Key Stage 3 curriculum for more able students.

Flexibility of design, based on the specific objectives and specialism of each learning institution

will enable schools that are focused around the needs of students rather than teachers.

Improved conditions for learning will lead to opportunities for expanding the teaching and

learning repertoire, promoting the permeation of enquiry and independent learning skills in all

Lambeth plans to ensure that:

• All subjects will sustain and build on achievement above the 50 percent level 5+

baseline at the end of Key Stage 3

• The in-school variation that currently exists between core subjects in a minority

of schools will be addressed

• The under-performance of Portuguese and Caribbean students will be

addressed

• The attainment of students with English as an Additional Language (EAL) who

are on stage 3 of the fluency scale will improve more rapidly

• The progress of students who entered Key Stage 3 with above average levels of

prior attainment will be enhanced by the end of Key Stage 4

• Gender differentials will be eroded within an overall pattern of continually

improving achievement

• The percentage of students achieving 5+A*-C GCSE grades including English

and mathematics will be 1% above the national average.


subjects. With the potential for more motivational and stimulating learning experiences, the

capacity for improving behaviour and attendance for learning will be similarly enhanced.

Enhancing the flexibility of curriculum entitlement will help to enable the provision of relevant

qualifications for all, including increased specialisation and a high level of vocational provision.

Pupil inclusion will be the guiding principle throughout.

New purpose-built facilities have the potential to incorporate opportunities for quality displays

which give pride of place to students’ achievements and disseminate best practice. The

opportunity for providing planned “social space” for students is also considerable and will

contribute to improving behaviour.

Specialist teaching areas and generic classrooms will require break-out areas for both

independent enquiry and group work. In particular, the availability of ICT work stations will

enable the permeation of the curriculum by new technologies.

Across Key Stages 3 and 4 all teachers will be expected to have the appropriate technology at

their disposal to enhance group and whole class teaching in classroom subjects. This means

access to networked content (applications, websites and real time video conferencing and

collaboration) on an interactive projection system. This will allow teachers to engage and

stimulate multiple senses in lesson delivery.

Lambeth would like to see students able to respond to questions electronically allowing online

marking and reporting into the Management Information System (MIS) with instant feedback to

the teacher, student and parent/carer. In addition, at Key Stages 3 and 4 Lambeth intends

teachers to have full wireless connectivity enabling laptops to be used flexibly in general

learning spaces, probably on a pooled basis for reasons of cost effectiveness.

The use of inbuilt video-recording/CCTV facilities will enable the promotion of peer coaching for

teachers as a means of actively encouraging best practice and action research linked to the

specific needs of learning groups and individual needs. The inbuilt use of inter-active

whiteboards and video-conferencing facilities has the potential to greatly extend students’

learning experiences by effectively bringing the world into the classroom.

ICT also offers very effective channels for communications outside school. Thus schools will be

able to allow parents to see real time information on students’ attendance, effort and

achievement through the parents’ portal within the learning platform. Lambeth will engage

schools to provide further information such as meal choices, where data from cashless catering

systems are integrated. In particular cases, and although this practice is rare there is already an

established process within the LA, schools could enable parents to observe their children in

class either screened or after the event.


In this way the partnership between parents and schools can be made more explicit, with

parents expected to take greater responsibility for their children’s commitment and attitude

towards learning based on better and more up to date information.

Lambeth wants BSF investment to ensure that there are improvements for teachers as well as

teaching. In many schools the facilities for staff are poor. With the recognition of the need for

Planning, Preparation and Assessment time, teachers need modern facilities in which they can

work. See section 7.8 on Workforce Development and Recruitment.

BSF investment will also assist in turning the ten point Lambeth Student Pledge, “Before I am

16” into reality. The pledge to Lambeth’s young people is that they should have access to some

of the best of what London has to offer over the course of their primary and secondary

education, and ICT particularly will enhance this access such that the facilities offered by

London will be integrated into those offered by the borough, thus providing innovative and

practical personalised learning for all. Lambeth has already made great strides in delivering this

pledge to its pupils. Examples include debates within the Youth Council (“…the chance to

express my views”), Young Apprentice awards held recently at Stockwell Park school (“…talents

will be celebrated”), and the annual Lambeth music festival (“I will have taken part in a play,

musical …”)

7.3.6 Education 14-19

The 2005 White paper clearly sets the scene for a transformational model of secondary

education which underpins Lambeth’s BSF strategy. No young person in Lambeth will be

entered on a course without a clear progression route. It is essential that Lambeth young

people are not disadvantaged by having no natural progression following a course of study or

learning. Lambeth is committed to establishing clear routes and progressions which are

individually tailored and pupil centric in both vocational and academic routes.

Lambeth is determined to champion vocational education:

• Lambeth will give employers a key role in designing new vocational educational

qualifications and will work closely with them in the development and provision of

the 14 lines of vocational learning with schools and work based learning

providers

• Vocational opportunities will be offered to all young people both pre- and post-16

• New centres of expertise in schools and the learning and skills sectors, including

Specialist Schools, Centres of Vocational Excellence, and Beacon providers, are

being developed

• Apprenticeships and Young Apprenticeships will form part of the vocational

ladder providing alternative and complementary pathways for young people from


age 14, through GCSEs in vocational subjects, a range of apprenticeships, and

access to Higher Education through Foundation Degrees

• Entry to Employment (E2E) learning programme will help young people to

prepare for progression to Apprenticeship programmes where feasible, or to

employment or other vocational learning opportunities. These will be further

developed in Lambeth.

Lambeth regards collaboration with partners as the key principle underpinning its

comprehensive offer to 14–19 year olds. Good progress made by Lambeth’s schools in

strengthening collaborative activity provides useful good practice and transferable experience

on which to build.

Lambeth will continue to support existing collaborative arrangements and further partnerships,

including new partnerships and ways of working with other Local Authorities, particularly

Southwark, and will work with them to expand and develop partnership work with new schools

and academies. These collaborative arrangements will ensure that all students have access to

the full curriculum range wherever they are enrolled.

Lambeth is in the early stages of developing a 14-19 policy. The 14-19 strategy aims to ensure

that young people have relevant opportunities to achieve and accelerate their learning to

achieve level 2 qualifications and to start advanced level study early or through enrichment

activities.

The 14-19 strategy will include the current Post-16 strategy which will incorporate current post-

16 planning, monitoring and evaluation. Lambeth’s 14-19 and post-16 strategies are derived

from:

• LEA inspection

• 14 – 19 Area Wide Inspection (AWI)

• London Challenge

• Strategic Area Review

• This Education Vision and Strategy document

• White Paper

Lambeth learners live in a highly diverse city where they have many opportunities and

challenges. Demand for higher skills in London is increasing and the prospects for those in

lower skilled work needs to be enhanced. 14–19 provision in Lambeth must prepare young

people to benefit from these changes. In addition London Challenge has proposed the

development of a 14-19 entitlement in the capital which describes the range of provision to

which any London student should be entitled.


The Lambeth strategy will include a clear vision for the future of 14-19 education in mainstream

and special schools, and take full account of other providers and stakeholders. It will:

• Ensure that 14-19 provision in Lambeth schools is appropriate to learners’ needs

• Ensure that 14-19 provision is delivered to a high quality and cost effectively

• Ensure that 14-19 priorities are fully prioritised within the BSF programme

• Respond to recommendations of the Local Authority and Area Wide Inspections

• Inform the design process for BSF investment to ensure that school buildings

are designed with the flexibility and resources necessary to deliver future 14-19

provision

The ‘new 14-19’ is a major change in the way the 14 -19 curriculum is planned and delivered. It

is likely that:

• KS4 will contain a much wider range of programmes, with groups of students

studying at levels 1, 2 and 3 during years 10 and 11

• Many students will be accessing programmes not fully delivered within the school

• Providers will no longer plan separately for 14 -16 and 16 -19

• The 14 -19 curriculum will be framed as a continuous phase of education, 16 will

no longer seen as a natural cut off point for students, and the majority will remain

in full time education.

• As well as the creation of collaboratives to plan and deliver programmes,

providers will need to consider how their internal structures will need to alter in

order to make this new offer available.

Diplomas

In Lambeth, all institutions will be expected to offer their students the full range of academic

courses alongside mixed diploma and academic courses and pure diploma courses. Increased

flexibility regarding provision of places is essential if all institutions are, collectively to offer

diplomas alongside GCSEs and A-levels.

The new specialised Diplomas in each occupational sector of the economy will be driven by

Lambeth Specialist schools working in extended partnerships. This will be particularly relevant

post 16 where advanced diplomas in conjunction with other courses will greatly strengthen the

post 16 offer. Specialist schools will develop partnership working between 14 to 19 school-

based providers and other stakeholders, including colleges and workplace learning providers.

Lambeth’s extensive specialist schools network provides a clear focus for the development of

this partnership working, with each school offering applied learning related to its own area of


specialism. (See Line of Learning chart in section 7.3.6 on Specialist schools above). Elmgreen

(the new Norwood Secondary School) and Shakespeare Road Academy will also contribute

specialist provision.

Lambeth will work with businesses and employers to provide to provide high-quality, work-

related learning opportunities in each of the 14 diploma lines. This will include exploring

innovative developments with employers, to create work-based learning in business

environments, e.g. the Lambeth bid for strategic capital fund for 14-19 with partners to set up

learning in South Bank.

Lambeth and Southwark local authorities and the Learning and Skills Council (LSC)

commissioned a feasibility study into how best to deliver a broader curriculum for Lambeth and

Southwark 14–19 year olds in line with the recommendations of the 14–19 White Paper and the

5 lines of vocational learning due to be in place by 2008 and the two boroughs are working

together to develop collaborative arrangements.

Utilising BSF investment, Lambeth is developing a 3 phased approach to developing the 14-19

offer in Lambeth and with Southwark, (See Appendix 2: 14-19, Chart 1. 3 phased approach to

developing the 14-19 offer).

There are also likely to be Regional, (Whole London), Sub-regional (London Central) and local

(Lambeth and Southwark) Diploma Development groups which look at how we offer diplomas in

London. The pan-London 14-19 group, sponsored by LSC and London Challenge, is

coordinating those discussions. Chart 2 in Appendix 2 (14-19) gives a broad idea of early

thinking about how curriculum areas could be planned and at which level, in Lambeth’s region

(London).

Both Lambeth and Southwark have curriculum strengths, relating to specialisms and CoVEs.

Lambeth is developing proposals that schools, colleges and Training Providers in both

boroughs work together, building on these to form Diploma Sector Partnerships.

These will have the responsibility for:

o Planning the number of places required in the locality for Specialised Diplomas and

specialist provision (e.g. Modern Foreign Languages provision)

o Ensuring the strategic development of diplomas for all, based on providers’ identified

strengths

o Identifying capital and revenue resource requirements, costings and funding

arrangements

o Developing curriculum and identify range of levels to be offered with SSC, Exam

boards, QCA etc


o Agreeing delivery arrangements which meet the needs of students which are not

necessarily limited to the institutions participating in the Diploma Sector Partnership

o Providing shared professional development

o Setting in place effective quality assurance procedures

Current work on the Southwark Pathfinder in Engineering will help to deliver a model for how a

DSP will work. Essentially, the Pathfinder is modelling the tasks for such a partnership; how it

will carry out its tasks; how it should be structured and how it can be funded. This will help to

inform future development.

Lambeth and Southwark Colleges will be a partner in all Diploma Sector Partnerships according

to curriculum strength. Each Diploma Sector Partnership will be led by one of the organisations

(appointed by achievement or expertise). This is illustrated by nominating a potential lead

organisation for each area, indicated with asterisks in Chart 3 of Appendix 2. It should be noted

that this is an example only and further work is planned to develop this area.

To add a layer of complexity, each Specialised Diploma will have different specialist strands.

For example Creative and Media will be able to offer routes through Performing arts, Visual arts,

Music, etc and there may be different lead institutions and DSP members for each of these the

area chooses to deliver.

Other non-diploma specialist curriculum areas, for example, art and design and modern foreign

languages, may lend themselves to this kind of curriculum development. If partners are

interested, this could include other areas of provision such as these in the planning.

Hubs will be a partnership of institutions which have specialist knowledge or resources in this

area of learning. The lead institution will need to have demonstrated a high quality of outcomes

for their learners as a key criterion for leadership.

Post-16 Provision

Lambeth’s current Post-16 Strategy for schools sets out the entitlement offered to all students,

and criteria for the continuous planning of provision in mainstream and special schools, taking

account of other providers and stakeholders.

The Strategy was developed through a Working Party with a membership drawn from

headteachers of Lambeth secondary schools, the LSC, Diocesan representatives and

Connexions and has been circulated widely during consultation on the draft document.

In line with Government aspirations to tackle low post-16 participation rates at age 17, to

increase from 75% to 90% over the next 10 years, Lambeth intends to increase provision and

take up of vocational courses with better retention and completion rates supported by improved


information and guidance processes for parents’ and young people. In total the local authority

has set targets for 80% + retention at post-16.

The recent LEA and Area Wide inspections (2005) have indicated that whilst level 3 provision

currently meets needs, there is a deficit of entry level, level 1 and level 2 provision across the

sector (Lambeth Local Authority and London Central LSC). Lambeth’s proposed significant

increase in post 16 provision in schools is partly a direct response to this need and a response

to the challenge of reducing the number of Lambeth residents in the NEET (Not in Education,

Employment or Training) categories.

Lambeth is clear that all new and existing sixth forms in schools will be offering a

transformational approach to post-16 as part of a clear 14 - 19 strategy, with an expanded and

broad-based post-16 curriculum.

New 6th forms in schools will primarily offer entry level, level 1 and level 2 provision, thus

meeting the identified need.

Over a period of time is likely that there will be a blurring of the distinction between schools

offering level 1 and 2, and schools offering level 3, and more “level 3” schools will offer level 1

and 2 and there will be some movement of level 3 courses over to “level 1 and 2” schools

across the consortia.

Lambeth sixth forms will, with partners, have a clear brief to deliver the following.

• A range of courses to meet all needs for all students

• A sharp focus on staying on rates at 16 and at 17 with a significantly improved

pass rate for English and mathematics GCSE.

• An acknowledgement that there needs to be significant development of

appropriate alternative provision of GCSE and A-level including vocational.

• An awareness of particular groups of disadvantaged, disaffected and vulnerable

young people and a recognition of their needs

• New entry to employment routes for both 14 to 16 and 16 to 19-year-olds

• Provision of a range of measures to stretch high performing learners

• A pupil centric focus for all learners at all levels

• Full recognition of, and equal value for vocational qualifications

• Significant collaboration both within the existing collaborations, new consortia

and between all partners and stakeholders including colleges and employers


Currently Stockwell and Lilian Baylis are offering level 1 qualifications and level 2 qualifications

in Business, alongside a number of other schools who are offering level 2 in Business. Lilian

Baylis is offering level 2 in ICT and Stockwell and Lilian Baylis are offering level 2 in Media.

Lambeth proposes to add post 16 provision in the remaining three 11-16 ‘Community’ schools

(Stockwell, Lilian Baylis And Norwood Girls) by 100 places in each school. As requested by the

LSC, a business case has been submitted to them setting out how collaborative arrangements

between these three schools and the college would lead to enhanced post 16 provision,

catering for vulnerable students, aimed at increasing their participation ands achievement rates.

This would enhance existing collaborative and consortium arrangements for 16+ in Lambeth.

The local authority and other post-16 providers (schools, colleges and other providers) will no

longer see themselves as “competitors” for a limited pool of students. Instead all partners will

recognise and support a genuinely collaborative system rooted in existing collaborations and

those yet to be developed, with a genuine partnership arrangement to ensure a pupil centric

learner system designed around the real needs of students. Young learners, whilst having a

“home base” at an individual institution, will consider themselves to be members of a larger

borough wide organisation.

Lambeth sixth form collaborations and consortia will offer a full range of qualifications across

institutions recognising different styles of learning and offering all young people sufficient

stretch.

7.3.7 Transition

Lambeth intends to build on current good practice in improving curriculum and pastoral

continuity and progression in learning at the point of transfer between Key Stages 2 to 3. If

Lambeth get to a situation where secondary schools serve more local areas than they do

currently, there will be greater opportunities for reciprocal visits between Year 7 secondary

teachers and their feeder primary schools will be enhanced as will opportunities for visits by

primary pupils, joint cross-phase training, curriculum planning and summer schools. Similarly,

opportunities for planned transition to ensure that students are better prepared for a changing

and more flexible Key Stage 4 curriculum will be enhanced.

Lambeth fully supports the National Secondary Strategy’s central focus on extending the

teaching skills and professional practice of all teachers across all key stages and is fully

committed to using the resources at its disposal to support and where necessary challenge

schools in this central aspect of their work. There is a strong commitment to developing a

coherent strategy focused on learning and teaching. Lambeth will encourage schools to fully

and systematically exploit tried and tested training materials in the form of the Teaching and

Learning in Secondary Schools pack.


7.4 Inclusion

The third transformation theme is Inclusion.

7.4.1 Background

The Inclusion Strategy is a ten year programme for developing inclusive practice in Lambeth for

children and young people. It builds on the work of the SEN Strategy (Phase III) Group, the

Inclusion Framework and reviews of SEN and Alternative Education Provision. Feedback from a

wide range of stakeholders through a series of consultation workshops has contributed to the

Strategy.

Lambeth believes that inclusion is a wide, all embracing concept within which special

educational needs is a significant aspect. As such, meeting the needs of children and young

people with SEN is central to Lambeth’s inclusive approach. We will achieve genuine inclusion

through leading processes and actions that remove barriers to learning so that all children and

young people are enabled to achieve their full potential.

Inclusive practice in Lambeth has developed over several years through the borough consulting

widely with schools, parents, governors, members and other stakeholders on:

• SEN Strategy (Phases 1 and 2) 2000

• Inclusion Framework 2003

• SEN Strategy (Phase 3) 2004

• Policy Statement on SEN 2005

• Alternative Education Provision Review 2005

• SEN Review 2005

• Inclusion Strategy 2006

Inclusion Strategy


CPDWork-force

ICT

Community Links

Access

Achievement

Inclusion

Leadership

Bu

ild

ing

s

Bu

ildin

gs

Vision for

Secondary Education



Lambeth’s Inclusion Strategy is a ten year programme for all children and young people from

birth to 25. It incorporates all the outcomes and recommendations as described in Appendix 1.1.

A series of consultation meetings have contributed to a draft strategy, the consultation process

was completed in March, with publication of the final document in April 2006. This will develop

further through the SBC and OBC processes.

The Inclusion Strategy will take into account:

• Where we are now

• Where we want to be and why

• How we are going to get there

For further details on the Background on Inclusion in Lambeth, please refer to Appendix 1.1

7.4.2 Where we are now SEN Provision in Special Schools and Specialist Units Table 19: SEN Provision: Special Schools and Units

Need Phase Provision Capacity Comment Autism Primary Larkhall Autistic Unit

(Outreach Service also provided)

30 No equivalent provision in the secondary phase in Lambeth

Hearing Impairment

Primary Jubilee Hearing Unit (Outreach Service also

provided)


Speech & Language

Primary Wyvil Speech & Language Unit



Visual Impairment

Primary

Secondary

King’s Avenue Primary (Outreach Service also

provided)

Lambeth Academy

Pupils fully

included in school

– additional funding

for Outreach

20

Provision in both phases School designed for this specialism

Mixed Needs +

ADHD Autism

Primary

Turney

80

Turney is an all-through special school which also takes


Speech&Lang

Secondary

Turney

Lansdowne (Outreach Service also

provided)

Elm Court (Outreach Service also

provided) Significant number of

pupils with BESD

70

110

90

primary and secondary age children Major refurbishment and extension needed Buildings unsuitable – New build proposed Site needed – New site proposed for school

Complex Needs

Primary

Secondary

Livity

Michael Tippett (Outreach Service also

provided)

70

70

Current building limits capacity to 68. New build approved by DfES. Split site – more than 4 miles apart – New build on Willowfield site proposed

Strengths of current SEN provision in special schools and units are:

• Units in Jubilee and King’s Avenue recognised as models of good practice by the

Alliance for Inclusive Education

• Jubilee’s unit for hearing impaired children used as a model of good practice by

the SEN Strategy Group when considering a unit for the secondary phase

• Michael Tippett removed from Special Measures with key strengths in leadership

and management and curriculum development recognised

• Lansdowne is a winner of a national award for business enterprise, in

competition with mainstream schools

Issues raised by current level of SEN provision in special schools and units are:

• No provision in the secondary phase for autism, hearing impairment or speech

and language

• Increasing need for BESD provision (Source: SEN Strategy Group, Headteacher

feedback (special and mainstream)


• Increasing complexity of needs in mixed needs schools (Source: Headteachers

from mixed needs schools, PLASC returns)

• Major building programme needed for all special schools

• Further development of outreach work with mainstream schools

Alternative Education Provision (AEP) Table 20: – Pupil Referral Units

Need Phase Provision Capacity Comment Behaviour + Primary Primary PRU


30 Successful reintegration programme achieving 80% success rate

Behaviour + Secondary Park Centre

Amalgamation of Rectory Centre and Norwood Centre (formerly in Special Measures)

80 Improved teaching and learning and a better curriculum organisation and development through focused leadership and management Current site needed – Park Centre to be rebuilt on new site

Strengths of current AEP provision

• Successful amalgamation of the Rectory and Norwood Centres, resulting in

improved quality of education for pupils at the Park Centre

• Work of the Park Centre linked closely to the Behaviour Improvement

Programme offering a more flexible response to schools wanting support with

managing pupils at risk of exclusion, e.g. dual registration

• Good record of reintegration at the Primary PRU

• Partnership working between Primary PRU, Archbishop Sumner LSU and

Lambeth’s Reintegration team

• Successful setting up of the Old Library Centre Virtual School for secondary age

children missing education in September 2005. This is currently not true virtual

provision as pupils are taught a basic skills curriculum at the Centre. Pupils are

not those who are disaffected or excluded as there is other provision for them.


They are those who are in Year 10 and Year 11 who are unable to secure a

school place.

• Effective use of voluntary provision

• Good quality provision for pregnant school girls/teenage mothers

• Reduction in the number of children missing

For Table 5 (Other Alternative Education Provision) and Table 6 (Children Missing Education)

see Appendix 1.2.

Issues raised by current level of AEP provision

• Park Centre rebuild on new site

• Greater flexibility needed in provision to reduce permanent and fixed term

exclusions

• More efficient system needed to cover first day exclusions

• Continuing need for provision for Year 10 and Year 11 children and young people

without school places

• Further reduction in the numbers of children missing education

• Improved levels of reintegration back into mainstream

7.4.3 Where we want to be and why

Specialist SEN Units and Specialist Schools

Currently, approximately 50% of Lambeth children and young people (491) with statements of

SEN are educated out of borough. Lambeth wants to accommodate more of these pupils back

into the borough, with increased inclusion through specialist SEN units in mainstream

secondary schools and by accommodating those with more complex needs in its special

schools.

Consultation on SEN Units

Headteachers were invited to attend Phase III SEN Strategy Group meetings, where ideas

about co-locating specialist units were discussed. All Headteachers and chairs of governors

were sent copies of the SEN Review (June 2005) and the first two drafts of the Inclusion

Strategy (October 2005 and January 2006) which included recommendations to place specialist

SEN units in secondary schools. These recommendation have become a key plank in how the

BSF programme can support and promote inclusion in Lambeth


Six secondary schools have agreed, in principle, to incorporate the six specialist SEN units

outlined in the Inclusion Strategy. Governing bodies are due to confirm their agreement by the

end of July 2006.

Rationale

The issues raised by current SEN and alternative education provision have a direct impact on

the BSF programme in terms of promoting inclusion in Lambeth. However, the key driver for

planning provision for SEN within BSF comes from the data projection of needs in the

secondary phase.

Table 21: – Projection of main SEN needs (Source: SENATE database) 2006 2006 2006 2015 2015 2015 MAIN NEED

Under 5 Age 5-10 Age 11-16

Under 5 Age 5-10 Age 11-16

1 ADHD 0 5 3 0 10 12 2 AUT(S/CD)

3 20 10 1 113 32

3 EBD 0 13 158 0 15 119 4 HI 0 11 31 0 16 22 5 LANG 0 62 154 2 63 200 6 LD 2 50 347 3 84 354 7 MED 2 15 32 1 29 39 8 MLD 1 28 180 1 23 120 9 PD 0 5 18 1 21 16 10 SLD 1 10 33 1 15 35 11 SpLD 0 2 14 0 2 5 12 VI 0 6 14 1 10 8 13 Other 2 11 21 0 9 21 Age Group Totals

11

238

1015

11

410

983

TOTAL (Secondary phase) For 2006: 1015 For 2015: 983 When considering Table 7, the rationale for specialist SEN units is as follows:

• The autistic spectrum covers a range of need including ADHD, LANG and LD –

which totals 566 children (rows 1, 5 and 6).

• The need for four 15-place autistic units is clear, given the numbers involved and

the capacities of the special schools (see Table 8).

• There is a clear need to expand specialist primary provision for autism, which will

lead to increased demand in the secondary phase in borough.

• The 32 autistic children in row 1 are at the severe end of the spectrum and their

needs are currently met out of borough. In-borough provision may be suitable for

some of these children.


• Many of the pupils with speech and language needs (row 5) will be in

mainstream and some in special schools. However, the number (200) warrants a

30-place unit.

• Most children with MLD will be in mainstream schools, with a few in special

schools.

• Provision for autism, hearing impairment and speech and language within

mainstream secondary schools through specialist units is a key element of the

Inclusion Strategy.

• Elm Court has a disproportionate number of children with EBD/BESD, given its

mixed needs designation. As such, a 30-place Learning Support Centre will

become part of the Park Centre (Secondary PRU) to offer a more flexible

approach for meeting behavioural needs. This will give the Park Centre a total

roll of 110.

VI needs in the primary and secondary phase are currently met within mainstream schools and

will continue to be.

Table 22: Forecast of statemented pupils in secondary phase by school category (2006-2015)resident in Lambeth 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 MS 675 594 566 487 507 764 670 640 551 571 SP 342 502 451 344 365 386 566 512 388 412 TOTAL 1017 1096 1017 831 872 1150 1236 1152 939 983 MS = Mainstream School SP = Special School

There are currently 142 pupils living in Lambeth who are attending special schools out of

borough. There are 93 pupils attending Lambeth special schools who live outside borough. The

implementation of BSF investment in Lambeth aims to enable as many pupils as possible who

live in Lambeth and need to attend a special school to do so locally. It is anticipated that, as

the BSF programme is implemented in neighbouring boroughs, they will be able to plan for

greater inclusion in their mainstream and special schools and so imports to Lambeth will

decrease. Table 23 shows increased capacity for local pupils in Lambeth’s special schools by

2015.


Table 23: Forecast of the number of Lambeth (resident) secondary age pupils in the

borough’s special schools in 2015.

School Current Capacity

Number of Lambeth resident pupils on

roll (i.e. not including out-borough pupils)

Projected number of Lambeth resident pupils

needing places in

2015

Proposed capacity in

2015

Proposed number of Lambeth resident pupils on

roll in 2015

*Elm Court 90 75 107 100 100 *Lansdowne 110 86 124 120 120 **Michael Tippett

70 54 83 80 80

*Turney 70 62 79 70 70 Total 340 277 393 370 370

* = Mixed Needs LD, Lang, Autism, ADHD, SpLD, MLD …(+ BESD for Elm Court) ** = Complex Needs MED, PD, SLD, Autism

Table 24: Projected breakdown of the 983 secondary pupils with statements in 2015 by

school category

School or Unit/Centre Comment Projected number of Lambeth pupils

Elm Court Lambeth SP provision 100 Lansdowne Lambeth SP provision 120 Michael Tippett Lambeth SP provision 80 Turney Lambeth SP provision 70 Learning Support Centre (BESD)

Lambeth SP provision (1x30 place unit as part of

Park Centre)

30

Out borough Special Schools

Out borough SP provision 12

Autism Unit/Centre Lambeth MS provision (4x15 place units

proposed)

60

HI Unit/Centre Lambeth MS provision (1x30 place unit proposed)

30

Speech & Lang Unit/Centre

Lambeth MS provision (1x30 place unit proposed)

30

Lambeth Secondary Schools

Lambeth MS provision 234

Out borough Secondary Schools

Out borough MS provision 217

TOTAL 983 MS = Mainstream School SP = Special School


Financial implications

Potential financial savings related to establishing new specialist units in Lambeth secondary

schools and increasing the capacity to meet local need in Lambeth’s special schools include,

reduced costs for transport and for some out borough provision.

Alternative Education Provision – The Park Campus

The Inclusion Strategy also includes the development of the Park Campus. This will be a multi-

disciplinary site where a range of provision will be available to support young people who are

experiencing difficulties with behaviour and attendance. Four facilities will make up the Park

Campus:

• Park Centre (incorporating the Behaviour Improvement Programme)

• Learning Support Centre (to be a part of the expanded Park Centre)

• Virtual School

• Multi-disciplinary Team Base

The Park Campus concept represents an exciting opportunity to:

• Support the learning of our most challenging pupils effectively through creative

and flexible approaches

• Create a one-stop facility for parents/carers and schools to access support for

children and young people with behaviour challenges in the secondary phase

• Develop and promote the Park Campus’s expertise in behaviour and attendance

management in schools and the community

• Provide schools with alternatives to fixed term or permanent exclusions through

temporary placement or in-school support through outreach

Park Centre

The Park Centre (capacity 110, including the 30-place Learning Support Centre), will

incorporate the Behaviour Improvement Programme, will be based on the Park Campus. It will

provide high quality, innovative education for excluded children and young people in purpose-

built accommodation. It will also support those who are at risk of exclusion or disaffection by

working closely with schools. The incorporation of the Behaviour Improvement Programme will

enable work to be undertaken to support parents, e.g. with behaviour management or parenting

skills.

Learning Support Centre


A 30-place Learning Support Centre will be a self-contained part of the Park Centre. It will

provide an innovative curriculum and a high quality learning environment for pupils who are at

risk of exclusion. It will enable Lambeth to provide a flexible response to schools facing

behaviour challenges. Respite, advice and support for pupils, parents and carers will be offered

through the Behaviour Improvement Programme. The Learning Support Centre will also provide

a route for re-integrating excluded pupils back into schools, giving pupils in the Park Centre a

positive, graduated opportunity to leave the PRU and continue with mainstream education.

Virtual School

An innovative feature of the Park Campus will be a Virtual School. It is proposed to locate the

digital hub of the Virtual School at a new digital centre in Clapham, with study space allocated

on Park Campus as a drop-in site for children and young people on role at the Virtual School.

Pupils will also have access to a multi-disciplinary team based on the site.

At present approximately 100 Lambeth young people of secondary age who refuse or are

reluctant to attend school are attending Fairbridge. This voluntary sector provision works with

disaffected young people through a range of activities such as Outward Bound type courses

which build pupils’ self esteem and confidence. The Virtual School will offer these pupils access

to a wider curriculum in an innovative way that is more likely to engage them and help them

achieve success. This will be the core group that virtual provision is designed to support. The

Virtual School will also complement the work of the Park Centre/Behaviour Improvement

Programme and the Learning Support Centre. This will be done by giving pupils access to

virtual learning where appropriate, backed up by teacher/tutor support.

The Virtual School will be developed for use by a wider range of learners, including those who

are home educated. It will also be a resource for schools to use on a short term basis to support

pupils in crisis, for example, because of trauma or bereavement.

Multi-disciplinary Team Base

A multi-disciplinary team, bringing together professionals from Health, Social Care and

Education will be based on the Park Campus to:

• Support all pupils on campus

• Provide advice and support for parents and carers

• Provide advice and support for staff on campus and in schools

• Assess pupils presenting behaviour challenges in schools

This is in addition to multi-disciplinary teams in extended schools.

7.4.4 How we are going to get there


The BSF programme will enable Lambeth to transform the inclusion agenda through the

implementation of key elements of the Inclusion Strategy, including ensuring that all schools are

DDA compliant. Lambeth sees the need to do the following:

• Incorporate views expressed through previous wide consultations on -

1 SEN Strategy - Phases 1 and 2 (2000)

2 Inclusion Framework (2003)

3 SEN Strategy – Phase 3 (2004)

4 Alternative Education Provision Review (2005)

5 SEN Review (2005)

• Complete consultation on the Inclusion Strategy (March 2006)

• (Consultation on the Inclusion Strategy began in November 2005)

• Publish the Inclusion Strategy (April 2006)

• Agree location of SEN units with headteachers and governing bodies (March

2006)

• Agree build schedule for SEN units – This will dependent on the different phases

the BSF programme is subject to (April 2006)

• Agree Park Centre/Behaviour Improvement Programme development (March

2006)

• Agree Park Campus development – (May 2006)

7.4.5 Behaviour and attendance

In comparison with its statistical neighbours, Lambeth secondary schools have on average good

attendance rates. Overall attendance is also above the national average (see Table 6 in

Appendix 1). Unauthorised attendance (truancy) has been significantly reduced due to the

support of other agencies such as police and Connexions service during truancy sweeps.

Lambeth runs behaviour and attendance strategic and operational groups which promote and

monitor good attendance and behaviour, for example, through multi disciplinary discussions and

conferences. Schools are well represented in the operational group and feed into strategic

developments through it. The police are involved in the operational group as well as the

inclusion steering group. This provides a helpful lead and focus on crime reduction in the

borough.

Early intervention that supports young people and their parents when behavioural problems first

occur is difficult and complex. Lambeth will be working with schools, the LEA and other

agencies to ensure that all schools are adequately support in this regard.


Behaviour standards are affected by the extent to which students are interested in their studies,

and students and parents should have a greater input into shaping the curriculum. The

education transformation planned by Lambeth should ensure that subjects are both current and

exciting to help in this regard. Improving the quality of the learning environment can also have a

significant impact on behaviour and attendance, and the BSF programme will help in this regard

by delivering revitalised buildings and school sites.

Lambeth wants BSF investment to provide relevant technology solutions to help improve

attendance. An example of such technology is Truant Call which uses instant messaging alerts

to advise parents of absent students. Technology solutions can also assist with the

management of behaviour, for example, publishing real time information for parents through a

secure portal about their children’s attainment and behaviour, enabling email communications to

enhance communication with parents up to the deployment of CCTV inside classrooms and

corridors to record events that can be played back for awareness building.

The work of the Park Centre is now very closely linked to the Behaviour Improvement

Programme in order to offer schools a more flexible approach to behaviour management. The

Key Stage 3 and Key Stage 4 PRUs were combined to create the new Park Centre in

September 2005, in line with recommendations in the review of alternative education provision.

Under the BSF programme this will be further developed in a purpose built learning

environment, with the aim of reducing fixed term and permanent exclusions (see Table 7 in

Appendix) through a one-stop multi disciplinary approach.

Behaviour must be considered from a multi-cultural perspective. Different cultures have

different expectations of young people and create different boundaries, sanctions and rewards.

The way behaviour is managed in Lambeth will be considered in the light of this. Good open

dialogue and partnership with parents will enable this to work effectively. A new culture of

student self – management and a more relevant, exciting curriculum will encourage students to

have high expectations of themselves.

7.4.6 Health and safety

Health and safety is a prime consideration in all aspects of provision. Lambeth and all

secondary schools will give proper consideration to health and safety issues relating to children,

young people and staff in schools as well as the wider community whatever their interaction with

schools. Improved health and safety of young people are two of the five outcomes in Every

Child Matters and will be given due regard in all aspects of provision and design associated with

building new schools and refurbishing existing schools through BSF.

Lambeth has a strong Healthy Schools Programme which includes the following:

• Every school has achieved or is working towards Healthy School status


• Policies are in place for Sex and Relationship Education (SRE), Confidentiality,

Food, Physical Activity and Personal, Social and Health Education (PSHE) &

Citizenship

• Lambeth will ensure the effective management of teenage pregnancy, enabling

school aged parents to attend school both during and after pregnancy

• There will be a whole-school approach to the development of policy & practice

• A PSHE Task Group will be established, who will meet throughout the year to

discuss local priorities and review progress made (membership should

include vulnerable groups, leaders of faith centres and school nurse)

• An effective Pupil Council is in place

Lambeth will also ensure that practicalities such as the following are in place:

• Sanitary provision is managed by a member of the school’s SLT. Pupils are aware of

where supplies are kept and these are stored hygienically

• School Nurse is well known by both staff & pupils and there is a designated Medical

Room, with lockable filing cabinet

• Palatable drinking water is available throughout the day, and is free of charge to

students/staff

• Salt is removed from serving hatches and vending machines offer low fat/sugar

options only

• Resources/displays celebrate 'Difference & Diversity' and include a range of family

settings (including single sex parents/carers and people with disabilities)

• Pupils are invited to facilitate high profile borough events (such as the Behaviour

Conference) to gain experience in the workplace and promote their school

• High-profile Health Days are celebrated by the school (e.g. World AIDS Day - 1st

December), promoting inclusion and raising awareness of the key issues.

Building specifications will allow for schools to contribute to the development and improvement

of school food that will enable healthy food to be cooked on the school premises and practical

cooking skills to be taught to all students. Kitchen and dining areas will be designed to the

highest specification to allow for the nutritional content of food to be maximised, food served in

schools to meet the Government’s nutritional standards with a priority on freshly prepared food

and for dining facilities to be attractive so as to encourage the take up of meals.


Schools are working with the Local Authority (LA) & Primary Care Trust (PCT) towards providing

tier 3 clinical services at general health drop-ins. Borough wide protocol is in place and signed

up to by headteachers, LA and the PCT.

A comprehensive whole-school PSHE programme is in place that has been developed through

consultation with pupils, parents/carers and staff and fully meets the needs of the pupils. This is

reviewed in line with other curriculum areas and may be enhanced by occasional 'Health Days'

to raise awareness and promote healthy lifestyles throughout the academic year.

Content and policy is regularly assessed to ensure all pupils have access to information that is

relevant to their needs (Equality Impact Assessment).

External Agencies are required to complete a Quality Assurance Framework (HSP) when

planning delivery in schools and evaluate the impact on learners - this should be kept on file to

ensure progression and eliminate unnecessary repetition.

At least one member of staff has achieved the DfES certification in PSHE (12 month course), in

either Drug Education or SRE. Staff are given the opportunity to refresh their knowledge and

skills on a rolling PSHE bi-annual training programme, co-ordinated by the school nurse and

supported by the Healthy Schools Programme.

(Further information on proposals for inclusion and on the development of the outreach role of

special schools is given in Appendix 1.)


7.5 Community Links

Developing Community Links is the fourth of the four transformation themes in Lambeth’s

secondary education strategy. With its richly diverse community, Lambeth is keen to integrate

the learning environment for its children and young people and to extend this learning

environment to all people in the community.

Lambeth has a strong tradition of communities looking to and accessing schools as centres for

both learning and community engagement. In response schools have risen to the ever changing

needs and challenges faced by communities by developing the facilities, programmes, support

and partnerships to address inequality and improve opportunity.

Although Lambeth schools have long been used as centres for community and adult learning

delivered in partnership with Lambeth and Morley Colleges, South Bank University, the

voluntary sector and other providers, successive regeneration programmes such as the Single

Regeneration Budget rounds and Community Renewal funding have enabled lasting

partnerships to be formed and support programmes which have helped existing and developing

communities to access learning. Examples include the early SRB4 investment in school ICT

infrastructure which enabled community access to develop ICT skills. Early family learning

projects supported the emergent Chinese, Portuguese and Somali communities. The SRB6

Raising Our Sights programme took these early initiatives a stage further by focusing on

community education projects. One range of projects established community education

programmes which have enabled numeracy, literacy and ICT programmes based on arts and

sports to be taken into the heart of estates and engage traditionally hard to reach groups of

young people and adults. Such partnerships continue with centre based and outreach

programmes being delivered by organisations as varied as the Festival Hall and Hayward

Gallery, London Towers, and Fulham Football Club, and local organisations such as the 198

Gallery, Baytree Centre, Metro Shack and Family Friends.


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The Children & Young People’s Service (CYPS) has been responsible for developing the

summer programme in partnership with schools, the police service, community and voluntary

groups, faith groups, not for profit and private sector providers, that has established an

extensive annual range of provision for all children and young people across the borough, This

reaches all communities, with over 5,000 young people participating in play schemes, activities,

learning and training opportunities, and family events in 2005. This programme is being

developed into other holiday periods.

The Voluntary and Community Sector is a key partner in the majority of CYPS schools

community programmes. Through the council’s “Better Support to the Voluntary Sector” project,

the Children & Young People’s Service is at the forefront of establishing improved partnership

working and support for the sector, enabling it to play an increased role in service delivery and

prepare for commissioning of services. Through the Children and Young Peoples Strategic

Partnership, a Voluntary Sector Forum has been established and voluntary sector

representatives are helping shape the Authority’s future grant funding to improve sustainability

and better meet the demands of new priorities and opportunities for extended services delivery.

Lambeth successfully implemented New Opportunities Fund (NOF) (now Big Lottery Fund)

funding to establish a Summer University and extend the range of out of hours learning

provision across all schools. Much of the provision was delivered in partnership with the

community and voluntary sector. In 2004 and 2005 Neighbourhood Renewal Fund (NRF)

funding was made available to schools and community organisations to further develop out of

hours learning and study support in community settings, provide Easter revision programmes.

The Children & Young People’s Service led on the development of Lambeth Peace Week which

saw local communities and a wide range of faith groups come together, participating in school

assemblies, activities, discussions and young people’s celebratory events.

7.5.1 Extended Services in Schools

Lambeth will ensure that all schools offer extended services through developing extensive

partnerships in response to community needs. Extended schools in Lambeth will offer young

people new opportunities to learn beyond the school day and help to raise achievement.

Through BSF investment Lambeth wants to provide all secondary schools with the facilities to

offer high quality extended services that meet the needs of young people, parents and the

community around the school. Extended schools will provide additional support for young

people as well as enriching the curriculum offer, particularly in ICT, sports and arts.

The extended schools and services initiative will further ensure that families have access to an

important community resource on a year round basis. Parents who wish to return to work or

access training opportunities will be able to do so knowing that they can access reliable and

affordable 8am-6pm wraparound childcare, year round. Reducing worklessness is a key


objective of developing extended schools and services. BSF will enable schools to offer parents

and adults within the community access to enhanced learning and training facilities, leading to

improved levels of qualifications and skills, employability, and thereby improve the life chances

for many Lambeth parents and families.

Lambeth has a strong history of schools providing extended provision through study support

and out of hours learning opportunities, sports, recreational and cultural activities, community

learning and access, and holiday provision.

A framework for extending schools and services has been produced. The framework sets out

Lambeth’s vision, aims and strategic objectives for extending schools together with partnership

principles and guidance.

In line with the National Strategy for Extended Schools, Lambeth aims to provide extended

activity during 48 weeks of the year from 8.00 am to 6.00 pm as a minimum. Extended activities

during the school day will depend upon the accessibility of the building and facilities, the nature

of the activity and local need. The three full service schools in Lambeth (1 primary school, 1

special school and 1 secondary school) have already developed sound experience in working

with parents and the community to assess and meet this need. The lessons from this

development will be shared with other schools.

Lambeth wants BSF investment to enable the local authority, the schools and their partners to

achieve the vision of 100% of schools as extended schools with 30 full service schools overall

by the end of programme. Through innovative design schools will be open to the community

and secure for all users. In particular facilities for sports and arts will contribute to healthy living

and also to the development of excellence for all.

Lambeth Children and Young People’s Service does not propose to establish a single model of

an extended school or extended services. Schools and the services they offer will develop in

relation to their local communities, local need and the ability of the C&YP Service and partners

to commit resources. Not all schools will develop extended activity at the same rate nor develop

similar ranges of activity. Progress and development will be in response to changing demand

and situations. Schools may work individually, or with others as an extended school/service

partnership cluster. It is expected that extended school activity will take place within the broader

context of the local community as well as within schools. Extended school activities should

achieve greater community support for schools.

Whilst some extended school activities will be provided directly by schools themselves, others

will be provided by partners drawn from the voluntary sector. Lambeth has a strong voluntary

sector with experience of being commissioned by the local authority to provide out of school

hours activities and community programmes for children, young people and families.


Schools in Lambeth already have considerable experience in funding extended activities and

they will continue to maintain services through identified funding and charges. There will be a

small amount of funding support for schools from the local authority and there will also be

support in accessing funding opportunities and partnerships to develop and support activities.

Extended schools will support delivery of the five outcomes for children and young people. The

improvements to facilities through BSF will support co-location of services and multi agency

working from premises fit for purpose, and enable parallel use of facilities during the daytime.

The roll out of extended services will build on the expertise of the full service extended schools

and extend workforce remodelling through the National Remodelling Team (NRT) extended

schools programme of workshops and support to bring together key stakeholders at a local level

to plan and develop co-ordinated provision. Workforce remodelling is an essential element in

the development of extended schools and is covered in more detail in section 7.8.

The established Town Centre model will be used to develop an extended services forum with all

schools, partners and representatives of the local community represented. Each area will be

supported by an extended services co-ordinator. Training and support available to the

partnership will also focus on management and governance, with support being provided to

governing bodies by the Governor Support unit of the Children & Young People’s Service.

Proposals to move to area delivery of services will establish models for local commissioning of

services across schools and other members of the partnership.

All schools will be required to embed extended provision in their development plan and have

senior staff identified to lead on community and extended services.

7.5.2 Arts and Sport

Both the arts and sport provide opportunities for young people to engage in activities that

generate enthusiasm and excitement as well as increasing motivation and achievement. For

some students these activities provide the chance to excel, and for others the mere fact that

they are engaged in a school activity lifts their levels of achievement in other subjects.

Opportunities also exist for pupils to continue arts and sport activities into further education

and/or employment and leisure. Every child and young person should be given the opportunity

to engage in such activities both for the immediate and longer term benefits.

Improved arts and sports provision can also provide significant benefits for families and

communities.

Benefits for families

• Greater parental involvement in their child’s learning.

• Better access to lifelong and family learning opportunities.


• Access to integrated children’s services on school site.

• Improvement in their child’s behaviour, social skills and attainment.

Benefits for communities

• Better access to essential services.

• Increased availability of sports, arts, leisure, learning or health facilities for

individual members of the local community.

• Opportunities for local voluntary and community groups to access resources,

facilities and equipment.

• Improved supervision of children and young people outside of school hours as a

result of increased learning and leisure opportunities.

• Improved relationship between the school and the local community.

• Increase in local job opportunities and training for career development.

Arts

Lambeth schools demonstrate great strengths in the visual, performing and creative arts. Many

Lambeth schools have achieved the Artsmark Award. Nationally recognised arts organisations

already work closely with schools – for example, the Hayward Gallery and the Royal Festival

Hall both of which are within the borough. Lambeth wants BSF investment to enable schools to

develop facilities that can be used to enhance and develop initiatives in arts education within

Lambeth.

The arts provide a creative vehicle through which young people and communities can explore

and celebrate cultural diversity, history and development and grow in understanding of the

cultures of others. There is a wealth of multi – cultural community based arts organisations

within the borough (for example, Oval House, Photofusion and 198 Gallery) and schools already

draw on their expertise and contribute to their success. The Lambeth Student Pledge

recognises the importance in the personal development of young people of participation in

events and performances. Through the BSF programme, Lambeth secondary schools will be

able to focus on new technologies and the creative arts and media industries and allow

development of new vocational arts courses thus adding breadth and depth to the curriculum

offer, widening opportunities for student and community participation, developing pupils’ broader

education senses and exposing and developing talent.

Lambeth wants additional and purpose-built spaces which allow for creativity and the

performing arts (arts, music, dance, drama and associated activities) to be provided and

designed to meet the needs of students both now and in the future. Schools will be able to

integrate ICT facilities with specialist provision in drama and music (for example, recording


studios), to provide high quality performance and practice spaces for both school and

community use.

Working with the local authority, Lambeth’s specialist arts school, Charles Edward Brooke, will

co-ordinate programmes and arts development across the borough’s schools building on

existing good links for the benefit of schools and the wider community.

Lambeth Arts, a council initiative, is working in close cooperation with Lambeth Local Authority

to develop an Arts strategy to be included in the BSF programme. Their statement suggests that

the programme should include the delivery of quality arts activities and programmes and the

involvement of professional arts organisations and artists. Key areas of involvement should

include:

• One-off and developmental subject specific projects addressing particular issues

or providing skills development (e.g. citizenship through theatre or writing)

• Cross-curriculum development with science, design & technology, literature,

mathematics and sports and health

• Developing business and enterprise skills (e.g. volunteering and mentoring

schemes)

• Special Needs (the arts can provide new and innovative ways of meeting the

needs of those who are or who have: gifted and talented, under achievers,

learning difficulties, pupils with little or no English, disabled pupils)

• In-set training (the involvement of the arts in in-set training provides the

opportunity for teachers to refresh their thinking and creativity)

• Building and design (involving artists and arts specialists early on in the design

and construction of schools can ensure that the buildings are unique and

distinctive)

Sport

Lambeth is developing a Children and Young People’s Sports Strategy which sets a strategic

vision and priorities for the development of sports and leisure in the borough. Whilst the strategy

will primarily support the “Being Healthy” outcome, it will make a contribution to all of the ECM

outcomes for young people. The strategy will be published in Spring 2006.

The strategy reflects an awareness of the importance for schools of access to high quality

sports and PE provision in an inner city borough where young people may not otherwise have

access to green space, play and quality outdoor provision. Through £4.3 million of NOF3

funding, sports facilities in 15 schools are being developed to enhance community use of

schools sports facilities.


Lambeth has a strong track record in successfully delivering a range of sports projects in the

borough, including Sport in Playgrounds, Space for Sports and Arts, Sports Co-ordination and

Professional Development for PE Teachers. The substantial experience gained in attracting

external funding to the borough and delivering and managing such projects will be used to draw

maximum benefit from new opportunities associated with the 2012 Olympics (for example

through the Big Lottery Fund). In developing the Children and Young People’s Sports Strategy,

Lambeth will encourage and promote development of sporting excellence with local schools,

and an aspiration to see Lambeth pupils competing at the 2012 Olympics.

Lambeth is aiming to have first class facilities spread across the borough for a wide range of

indoor and outdoor sports and activities It is anticipated that sports facilities in schools will be

part of this wider network of high quality sports, leisure and play facilities that will be managed

by the council or the private and voluntary sectors.

By providing access to a network of diverse facilities, pupils will not be limited by the type of

provision available at school. They will have a much greater opportunity to discover their

interests and talents, to develop their skills and to achieve at the highest levels. Lambeth’s

ambition is to see young people taking part in sports and other activities at a national level.

There is a strong track record of schools in the borough working in partnership with nationally

recognised sports organisations from the Surrey County Cricket Club based at the Oval through

to Crystal Palace and Fulham football clubs. In addition, Lambeth’s specialist sports schools,

currently London Nautical School and soon to be joined by St Martin’s School, are leaders in

their field and will co-ordinate programmes and sports development across the borough’s

schools working with the local authority. The strategy will build on the existing good links to

support developments across the network for the benefit of schools and the wider community

Lambeth will ensure that school designs have appropriate provision of indoor and outdoor

space and facilities for PE and school sport (together with adequate changing facilities) for both

school and community use. Effective design of external spaces and grounds enhance the

delivery of the curriculum and has been shown to have a positive impact on pupil behaviour and

all round development.

Lambeth wish to achieve the joint DFES/DCMS PSA target that at least 75% of children by 2006

and 85% by 2008 spend at least two hours a week on high quality PE and school sport. Building

Schools for the Future will add significantly to the success of existing school sports coordinator

programs.

Lambeth wants BSF investment to enable schools to develop their facilities for sports and other

activities for the benefit of pupils, staff and the wider community. Preparation for the 2012

Olympics will focus much attention in London on sports, and Lambeth schools will have a great

opportunity to connect with this in order to generate interest and motivation for their pupils. In


some cases this opportunity will be realised more tangibly. For example, London Nautical

School intend to use the Olympics opportunity to make a major contribution to the promotion of

watersports in the UK. They will do this through their association with the Royal Yachting

Association and their sailing centre in the Royal Victoria Docks.


7.6 Leadership and Change Management

Leadership is the first of the Key Transformation Enablers within Lambeth’s secondary

education strategy. The others are described in subsequent sections.

Collaborative and inclusive leadership is essential at all levels in order to effectively transform

secondary education in Lambeth effectively. Lambeth recognises the need to move towards

partnerships and distributive and collegiate leadership on behalf of all students in the locality.

7.6.1 Leadership in Schools

Lambeth secondary school leaders have been very successful in developing their schools and

dramatically improving outcomes for young people over recent years. Headteachers of

mainstream and alternative education, with the support of the governing bodies, have been

demanding and aspirational: they have developed the qualities of successful urban leaders and

Lambeth wishes to learn from and work with them in planning for the future. The effective school

leader is the single most important factor in achieving success for its young people.

Leadership in Lambeth schools, a challenging urban environment, is characterised by its

intensity where challenges come with pace, variety and complexity. It is not just the head who

faces these challenges. She or he must help sustain the focus and maintain the energy of staff

and pupils. The foundation of successful urban leadership is a robust sense of purpose,, driven

by the courage and conviction to create opportunities for each student and a desire for social

justice.

Successful leadership in schools is also provided by others beyond the heads. Governors,

senior management teams, middle leaders and aspiring leaders are all important, as are multi

professional teams and distributed leadership, in leading the schools through times of significant

change.

Successful heads:

• Are tightly focused on teaching and learning


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• Have an enduring personal resilience

• Not only listen to staff, pupils and parents, they actively seek their views and

build them into plans

• Excel at creating a focus on teaching and learning – identifying the core of things

that have to be got right, and sticking to those goals.

• Hold people accountable and have the courage to confront poor performance

where necessary, but this is balanced by the ability to recognise and celebrate

others’ achievement

The most successful urban heads work on building alliances and partnerships, investing in

relationships, working through others. This attribute is founded on their ability to read the

communities around them. It is also rooted in empathy, an ability to understand and connect to

the aspirations of diverse groups of people.

If heads are to improve standards, a deep knowledge of strategies for teaching and learning is

only the start. This expertise must be combined with judgement for what will work in their

school or other provision with particular groups of students; with the ability to convey these

insights to others through coaching; and a willingness to refresh their own expertise through

networks and partnerships.

Building on the current framework for school improvement Lambeth is incorporating the New

Relationship with Schools Framework. School Improvement partners are to be introduced from

Autumn 2006 , the Local Authority working in partnership with Southwark Local Authority. It is

anticipated that the SIPs will undertake the annual external assessment and that the Local

Authority School improvement advisers, and where appropriate other consultants, will provide

the ongoing support and challenge to schools. In addition, ways of utilising schools strengths

and effective practices e.g. Training Schools, Centres of Excellence and areas of particular

development re being considered as part of the overall programme to continue to raise

standards in Lambeth.

The emphasis will remain on early identification and support for issues arising, and the sharing

of good practice.

7.6.2 Leadership through the Transformation

Lambeth’s transformational education vision for secondary schools, coupled with its BSF

programme, require that all aspects are carefully coordinated and focused on delivering the

stated vision and achieving its aspirations of impact. Lambeth is aware that leadership needs to

operate at all levels: across the LA, with its key partners and within schools. Lambeth is already

addressing this. It has a team of officers working with a dedicated Programme Director who

reports directly to the Director of Children and Young People’s Services; the secondary


education adviser is being seconded to work on the development of the BSF programme full

time; the head of inclusion is an integral part of the team; and schools have already been

engaged in developing their own individual school visions.

Partnership working and co-operative leadership will be fundamental to the way Lambeth plans

to manage this transformation, and it sees the requirement for transformational leadership

covering the following aspects:

• Collaboratively defining the vision for the future of secondary education in Lambeth

• Consulting with all stakeholders to ensure that they have bought in to that vision and that

they know what their role in the transformation programme is

• Setting the direction and defining a strategy for realising the vision

• Communicating the strategy and vision to all levels within the programme, including all

stakeholders and especially the schools

• Coordinating all aspects of this complex programme, ensuring that all relevant

dependencies are recognised and that people working on one aspect of the programme

are aware of the work of others and are on track to meet the programme’s objectives

• Taking feedback at all times from all those involved in the programme, including the

children and young people, and being prepared to change aspects of the programme if

necessary

• Motivating and inspiring those involved in the transformation programme, including the

children and young people and their families, so that they can deliver the changes

needed to realise Lambeth’s vision for education in the future

• Monitoring and evaluating progress and impact of the education strategy against clear

outcomes for raising achievement as integral and regular aspect of school and local

authority improvement and review activities

A change management programme is being developed as an integral part of the children’s

services and schools’ developments to enable new thinking and skills, that can prepare and

support staff for the exciting changes envisaged, to develop and grow.

Some specific discussions are a taking place with phase 1 BSF schools to identify appropriate

strategies and provision to support change management in their institutions.

The Local Authority will be bringing together the change management programme with

Workforce reform and CPD strategies to produce a coordinated approach to support

transformation in BSF schools. These are identified in sections 7.8 and 7.9.


Leadership is not only an essential element of transformation in the initial stages of the BSF

programme. It also does not apply solely to the BSF programme. Lambeth recognises that for

true education transformation, leadership in the BSF programme must be truly integrated within

the whole school improvement programme at local authority and at school levels. Lambeth also

recognises that transformation is on-going and that inspired leadership will be required long

after the buildings have been rebuilt and/or refurbished. See sections 7.8, Workforce

Development, and 7.9, Continuing Professional Development (CPD).


7.7 Information and Communications Technology (ICT)

Information and Communications Technology (ICT) is a major transformational driving force in

the delivery of secondary education within the borough. Lambeth intends to use ICT as a key

enabler of change to support improvements in learning, inclusion, behaviour and attendance,

efficiency and security. It will make a major contribution to the development of a coherent and

cohesive borough wide curricular offer at 11-19, and particularly at 14 to 19 and post-16.

7.7.1 Personalised learning

Central to Lambeth’s educational vision is a greater personalisation of learning, which will

improve opportunities for all and close the attainment gap. ICT will be a major contributor to this

development, particularly for those who are most vulnerable.

Current ICT practice is predicated on classroom-based learning. The systems architecture to

support a more personalised approach to learning, with a move towards self-paced learning will

be built around a wide range of technologies including, for example, connectivity to the home

and wireless roaming networks. While some of these technologies currently are not stable

enough for integration into learning, they are likely to become more stable and affordable over

the next five years making them an option as core enabling technology.

7.7.2 Connectivity to the home

Connectivity to the home is a barrier to learning which will require whole council activity. Some

families do not have fixed communications connections to their homes at all. Whilst

neighbourhood IT centres or extended access at school, represent partial solutions, they are

inadequate. They also carry the risk of increasing inequality by making personalised learning

more accessible to those homes that have easy access to the Internet. Development through

the BSF programme will aim to tie in with experimental work on WiMax and other technologies

that may offer connectivity for the citizen without the need for private telephone and

communications services.


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7.7.3 Virtual learning community

Lambeth envisages the school buildings being the hub of face-to-face learning activity for a

community but it also sees growing in importance a virtual learning community within and

across schools and the community. This should be further explored and might mean:

• Teachers only needing to be in school to teach or other face-to-face duties. Many

other duties (planning, assessment, reporting. tutorial support) can be carried out

from home using the digital technologies.

• Putting lessons and learning material online within a Virtual Teaching and

Learning environment (VTLE) thus extending the breadth and extent of what is

possible for individual students.

• Adding student tracking and reporting so that virtual learning can be fully

managed.

• Development of a Virtual School which will provide effectively for students who

cannot learn in school (teenage mother, school phobic students.). This provision

will be tightly integrated with face to face provision by PRUs. This could be

physically co-located with the City Learning Centre (CLC), whose principal role

will be the development of digital content and provision of training/pedagogical

support.

• More flexible learning spaces which can be shared by different classes of users

(adults for instance) and support different group sizes, including large groups for

lecture type events supported by video conferencing if appropriate.

• More individual study supported by tutors, mentors and learning assistants.

• Online learning models drawing on, for example, collaboration, desktop

conferencing, peer review, automated feedback and assessment, enquiry-based

learning etc.

• Specialist teaching space with hard-wired facilities for; IT, CadCam, Music etc.

7.7.4 Enabling teachers to support learning

In order to achieve real transformation teachers’ time will need to be freed up for teaching and

supporting students’ learning. In Lambeth, ICT will contribute towards achieving this by

streamlining administrative and other manual processes. ICT will also have a key part to play in

supporting whole school improvement, such as supporting assessment for learning and use of

data to identify and produce appropriate, flexible learning opportunities for students.

For instance:


• Using web cameras on school networks to monitor and record aspects of lesson

activity, as appropriate

• Using video monitoring to reduce negative classroom behaviour and support

behaviour management

• Boundaries between SEN settings (including PRUs) and schools becoming more

flexible.

• Automating marking and reporting where some learning can be assessed

through multiple choice items.

• Tagging lesson material to objectives and content assembled in one place using

a Virtual Learning Environment like Kaleidos ™, currently being rolled out within

the Lambeth Connected Learning Project.

• Developing materials at area level and sharing same over the Internet.

• Integrating school and pupil level information into other applications to allow

dynamic use of data to create reports, lists and other administrative outputs for

teachers’ use.

• Integrating data held in schools with that held by partners, including the Council,

to identify and manage issues affecting a child’s ability to learn, such as

attendance or health.

• Using swipe card technology to allow cashless transactions (catering, library etc),

to give secure access, to bank reward points etc

Lambeth schools are currently investing heavily in ICT but the quality and scope of school

networks varies considerably from school to school. Participation by 10 of the secondary

mainstream and special schools within the Lambeth Connected Learning Project (LCLP) has

the potential to bring a great deal of consistency. The development of a Common Platform and

the extension of whiteboards through London Challenge funding mean that the prospects for

improvement and added value through ICT are very high. It is intended that the development of

a common platform with all Lambeth schools through the BSF programme will lead to greater

consistency and coherence in use of ICT.

There is particular potential in the development of a common virtual teaching and learning

environment in the 10 LCLP schools. Schools are now using this to share materials, engage in

discussions and collaborate in a number of ways. One participating school is using the

broadband network to provide specialist teaching in AS law. It has achieved excellent results

and is expanding into more areas. Other schools are interested in sharing this and similar

developments, such as strategic use of pupil data for whole school improvement.


Figure: Mind map of the ICT Vision

7.7.5 ICT Training

Experience of the 10 schools participating in the current ICT managed service shows that lack

of ICT competence can be a barrier to use. Under the present contract the service provider has

given extensive initial training to each school and this has been highly valued by staff. The

company is now looking at supporting individual teachers and departments to act as lead users

or champions, who will have a role in supporting others. Lambeth anticipates continuing this

approach with the service provider.

Currently training is face to face and Lambeth does not believe that education professionals are

likely to respond positively to e-learning delivery of training.

Experience also suggests that schools will need to make more extensive provision for training,

"just in time" support and change management when planning how they will implement BSF. It

is important to make this clear and not to underestimate or undersell the need for schools to

plan adequate capacity in this area.


Lambeth aims to procure ICT products and services that are as easy to use as possible,

recognising that anything that requires intensive ongoing support is liable to fail in the

environment of the busy school workplace.

7.7.6 Parental / carer engagement

Lambeth will use ICT to improve the engagement of students and their families by giving them

the information to ask the right questions. Informed consumers are better, more discerning

consumers. Parental engagement is an active driver for improvement and Lambeth will use ICT

to maximise the information available. For instance it could:

• Video enable aspects of classes so that parents can see teaching and learning,

as appropriate

• Let parents see attendance and performance data via a secure portal.

• Let parents see what menu choices their children make through enabling swipe

card systems for canteens.


7.8 Workforce Development and Recruitment

The development of a highly skilled, flexible and locally tailored workforce is another

fundamental enabler of the transformation of secondary education. Lambeth is committed to

developing the right services and partnerships to achieve this.

The Lambeth Schools Workforce Development strategy is under development and consultation

is currently taking place with all relevant stakeholders. There will be provision within the strategy

for strong workforce development across the extended schools workforce to build capacity for

secondary schools of the future. Lambeth has appointed a Schools Workforce Advisor (SWA)

and Recruitment Strategy Manager (RSM), who will facilitate local social partnerships, multi

agency working and help develop the new schools workforce to deal with the wide range of staff

and adults that will be working in our secondary schools of the future.

The remodelling agenda should enable schools to move further towards a culture in which they

are enabled to identify and meet the needs of the communities they serve, e.g. through the

following two key aspects of the remodelling agenda::

• Implementation of the National Agreement involving a three-year contractual

change programme aimed at reducing teachers’ workload in key areas.

• A continuous “school-managed” review of all work-related practices that aims to

reduce the workload of teachers, streamline processes and build the capacity

needed in schools to increase professionalism and raise standards. The review

may include more effective use of new technologies, human resources, time-

tabling and space. The needs of teachers for workspace and training space will

be built in to the design of schools. Lambeth will be encouraging a widening

diversity of staff to include a wider range of professionals.

The flexibility introduced through remodelling will support Lambeth’s vision and enable

secondary schools to implement new models of learning and teaching, in particular,


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personalised learning. Teachers, teaching assistants and administrative staff will all benefit from

more efficient administrative systems resulting from networked systems, and teachers will be

better supported in planning, recording and reporting.

Recognising their autonomy, Lambeth has been working collaboratively with schools to support

change management, and a number of Lambeth secondary schools have engaged with the

NRT (National Remodelling Team) change management programmes.

The Children and Young People’s Services agenda and delivery of the five outcomes provides a

new opportunity to take steps to ensure that the ‘new workforce’ reflects the make-up and

positive characteristics of the community it serves. This is a great opportunity for Lambeth to

understand and reflect the training and development needs in and around this agenda and to

contribute to the development of the whole children’s workforce and vision. Examples and

deliverables from the strategy for Lambeth’s workforce reform vision are:

• Building a shared understanding of revised professional standards for teachers

• Development of national occupational standards for the wider schools workforce

• New performance management and appraisal system for all schools based staff

• Further development of the career development / continuing professional

development framework for all staff in school

Currently Lambeth is looking to set up Education Improvement Partnerships (EiPs) .

Consultation is taking place with all relevant stakeholders (Schools, Colleges, Local Authority,

Learning Skills Council and all relevant agencies). With regards training and development (see

section 7.9 Continuing Professional Development), Lambeth will carry out needs analysis and

broker improvements to its current offering through EiPs and working with LSC networks and

local colleges. Lambeth also plans to develop systems for sharing best practice in schools.

Highly skilled professional staff are the backbone of successful secondary schools. Their vision,

skills and motivation are a key element in securing high standards for all students.

The recruitment by secondary schools of such staff is fundamental to the successful delivery of

the vision. The challenge for Lambeth schools in terms of recruitment of the schools workforce

has always been to meet the needs and expectations of a diverse range of students, and to

inspire, empower and improve the chances of every learner and young person. In the past the

focus has been on the recruitment of teachers. However, as secondary education is

transformed, schools will need to recruit and retain staff to fill a wide range of posts and the

demands both for and on staff in schools will change. More people in schools will be involved in

a wide range of different ways of teaching and learning. In future schools will need to provide

access to good induction, training and development tied into performance management for all

members of the workforce.


As outlined above, Lambeth wants this to happen through improved partnerships and networks

for training and development. Lambeth wants its secondary schools of the future to be training

schools, specifically built with rooms to develop coaching and mentoring in house and to share

best practice within clusters of schools. Lambeth plans to support schools in the development

of their workforce and to help them understand the wants and needs of staff in school. It plans

to do this through intelligence gathering at local and national levels to identify effective practice

and gaps in current provision, as well as getting involved in pilot projects and working with

national agencies such as the Training and Development Agency (TDA), National College for

School Leadership (NCSL) and the local Learning and Skills Council (LSC). Lambeth’s

Workforce Development Strategy will reflect the need for common basic training across the

multi-agencies on the new children’s workforce.

The Graduate and Registered Teacher Programme (GTP and RTP)) has been embraced by

Lambeth secondary schools as part of the strategic focus within the borough’s recruitment and

retention strategy to create a more culturally representative workforce.

Overseas Trained Teachers (OTTs) have been welcomed into Lambeth schools in recent years

and have helped to increase the ethnic mix of teachers and to reduce vacancy rates. In

collaboration with schools, Lambeth runs its own OTT programme to help induct and familiarise

OTTs with the UK curriculum and to help them gain their Qualified Teacher Status (QTS). This

ensures that they are teaching to high standards and giving learners and young people every

chance of achieving.

London Challenge provides strategic support for Lambeth schools by encouraging collaboration

and partnerships between schools as well as providing support through various schemes and

initiatives. For example, the ‘Recruiting Teachers for Challenging Schools’ initiative, which

provides permanent subject teachers in shortage curriculum areas for hard to recruit to schools

and the Chartered London Teacher Status (CLTS), which helps retain teachers by giving them

recognition for the professionalism of the London teacher.

Lambeth recognises the professionalism of all school based staff and offers training,

development and accreditation through many courses. The Newly Qualified Teacher (NQT)

induction is accredited through the Institute of Education, as is the Induction Tutor Programme.

Lambeth is also working in collaboration with the LSC, TDA and local colleges (Lambeth and

Lewisham) to offer accreditation to schools based staff (VQ, NVQ, Foundation Degrees, RTP

and GTP). This will continue to be developed further, in line with national occupational

standards for the wider schools workforce.

Lambeth is also looking at working with other London boroughs to deliver cross borough training

and accreditation and access to courses. Lambeth will continue to work with schools in the

development of programmes that support recruitment and retention, like the Overseas Trained


teacher (OTT) programme, the Registered Teacher Programme (RTP), the Graduate Teacher

Programme (GTP) and the London Challenge. Lambeth will continue to develop and nurture

cross borough partnerships such at the South London Graduate Teacher programme (6

boroughs and 3 Higher Education Institutions (HEIs) in partnership) and the South London

Group (SLG), which is a partnership of 12 boroughs working together to share data and

recruitment and retention strategies.


7.9 Continuing Professional Development

Continuing to develop the professional attributes of the Lambeth workforce is another significant

enabler of transformation.

Lambeth has a strong background and reputation for providing successful Continuing

Professional Development (CPD) through its Professional Development Centre (PDC) and

individual schools. In the most recent OFSTED report, Lambeth was rated as highly effective in

the provision of CPD with good access to courses and high take up and attendance. Lambeth

will move towards providing training and development for teachers electronically. This may take

the form of collaboration and support from peers as well as access to focused “just-in-time” e-

learning modules to improve skills in key areas such as using a whiteboard or planning an

educational visit, as well as synchronous learning in an online class.

Continuing Professional Development plays a central role in enabling schools to sustain

improvement. In terms of whole school CPD opportunities, Lambeth recognises the benefits of

working in partnership with schools, to facilitate and develop opportunities that support borough-

wide initiatives in the most cost-effective way. In doing so, Lambeth is rolling out opportunities in

line with the national priorities, for example, through the acknowledgment of the vital role played

by school support staff (e.g. by promoting and supporting the HLTA standards and working with

registered providers to make available the training for schools), and the Certificate in School

Business Management (CSBM). The National Agreement has also helped create a wide range

of new roles in schools for adults who support teachers' work and pupils' learning and Lambeth

continues to work with schools to identify the most appropriate ways of making available the

training.

Career progression for support staff is a key aspect of workforce development. Lambeth has

adopted the proposed national career structure for support staff. An application process for

teaching assistants to apply for training as Higher Level Teaching Assistants has been put in

place and training programmes have been planned. This development will enhance the support

that secondary schools will be able to offer students.


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In order to transform secondary schools successfully by 2015 Lambeth schools will need to

extend CPD and change management opportunities within and across schools. Training

schools, specialist schools and centres of excellence have a leading role to play in this respect.

Developments in teaching and learning, in ICT and in behaviour and inclusion will require

schools and staff to keep up-to-date with the ever-changing world in which they are working.

Schools now use a systematic process of rigorous institutional self-evaluation to identify their

priorities for CPD. The improved facilities provided by BSF investment will greatly enhance

opportunities for schools to provide focused training reflecting specific need. In particular

Lambeth supports the development of coaching as the most productive means of improving

teaching and learning. This would be facilitated by the fitting of all classrooms and teaching

areas with high quality video equipment. The potential of coaching networks within and between

schools will be effected through the provision of high quality video-conferencing equipment.

Such facilities would enable schools to ensure that they can train staff to effectively implement

cross- curricular, whole school initiatives such as Assessment for Learning, Leading in Learning

(Thinking Skills) and ICT across the Curriculum.

School based training will require facilities on the premises that enable them to offer training

and development activities to all staff working within the school and the extended school.

Lambeth will also encourage these facilities to be used by the local community..

As the transformation process progresses Lambeth intends to provide appropriate training for

the borough’s education leaders, within schools, the Local Authority and its partners, in relevant

aspects of leadership and change management, building on current experience and expertise.

(See section 7.6.2)


7.10 The Voice of Children and Young People

An important enabler of successful transformation is to listen to and understand the needs of

the young learners.

Young people have the right to express their views and be heard on all matters that affect them.

Young people are more likely to become motivated and engage if their views are recognised

and they are able to contribute to decision-making. Lambeth already has a successful Youth

Council and school councils which contribute to policy and other decisions. The envisaged new

models of learning will enable young people to take responsibility and control of their own

learning and to make an effective contribution to the learning of others.

Lambeth wants BSF investment to enable it to make a step change in the ways in which young

people engage with learning. Lambeth has made a commitment to seek and listen to the views

of children and young people, including looked after children, through the Lambeth Student

Pledge. This commitment has already begun to be implemented through the Youth Council and

Parliament and the school councils. The local authority and its key partners are committed to

ensuring that the voice of children and young people is integral to decision making. Lambeth

would also like to give students a voice on the internet through an online forum or council.

Lambeth Children and Young People’s Service and its partners view the involvement of children

and young people in decision making as a key element in ensuring that services meet their

needs. Children and young people are already involved in service planning and evaluation of

service delivery. For more information see section 5, The Children and Young People’s Service

and Appendix 3– ‘Views of Young People and the ECM Framework’, for Lambeth’s approach to

consulting young people within the ECM 5 outcomes framework.


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7.11 Buildings and Design

Redesigning, refurbishing and rebuilding the schools and their environs will be a significant

enabler in the transformation of learning within Lambeth.

Through BSF investment Lambeth will enhance opportunities for all young people and will

broaden curricular and extended-curricular opportunities within and across schools. School

buildings will be designed to provide access to flexible personalised learning that draws on

school specialisms, providing young people with opportunities to develop and achieve in ways

that match their learning styles and interests. Secondary school buildings will be designed and

equipped to support extended school provision for students and the wider community.

Attention will be given to designing buildings and learning spaces that provide access for all,

including those with disabilities. There is also the opportunity to ensure that buildings and play

areas provide adequate support for Lambeth’s strategy to improve pupil Behaviour and

Attendance (see section 7.4.5 above).

Lambeth’s Education Vision and Strategy for Secondary Education, together with individual

school visions, will inform how BSF investment is used to provide innovative new learning

environments and flexible organisation of learning. We want BSF investment to act as a

catalyst, encouraging and energising school staff to work together to deliver a more broadly

based curriculum and to put in place CPD, workforce reform and change management

programmes that will enable delivery of transformed learning experiences for pupils and the

wider community. Lambeth intends development and debate around its transformation

framework for delivering the strategy to stimulate thinking and the development of practical and

inspirational learning environments in which all Lambeth children and young people are

motivated to fulfil their individual potential.

With BSF investment, we want the benefits generated by innovative and practical design in the

replacement and refurbishing of school buildings to accelerate and increase the impact of

Lambeth’s education vision and strategy for transformation on raising achievement. The design


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and use of Lambeth’s school buildings need to be seen as integral to the development of

successful transformation planning.

One of the main goals of the Lambeth BSF Programme is to promote sustainability by creating

ecologically sound and sustainable buildings. Capital investment in new and refurbished

schools will be used to create buildings that adhere to strict environmental criteria but at the

same time remain inspirational and fit for 21st century education.

Proposals will be required to consider the impact on sustainability not just at the design and

construction stages but through long term maintenance and end life recycling. This will be done

by:

• Incorporating sustainability criteria within specifications;

• The application of whole life cost modelling

• Developing a BREEAM (BRE Environmental Assessment Method) environmental

assessment model with a minimum target rating of Very Good for use across all BSF

schemes in the programme

• Ensuring all designs are assessed and scored using suitable criteria

• Incorporation of current environmental technology within designs

• Optimisation of building running costs over

• The application of environmentally sustainability issues in relation to all schools

Lambeth will also seek to influence and encourage the activities of others such as contractors

and school users, regarding sustainability by such means as:

• Addressing social and community issues through the use or appropriate schemes and

initiatives

• Requirements to assess such things as the impact of transport routes both temporary

and permanent and use impact assessments and sustainable transport plans when

finalising these routes

• Promote the use of schemes such as the Waste and Resources Action Programme

within all projects

• Incorporate criteria that encourages the submission of proposals that exceed the

requirements of Building Regulations and DfES Building Bulletins

• Seek proposals for landscaping which interact with the natural environment and

minimise the ecological impact on existing environments


By consideration at an early stage of setting high standards of environmentally related

requirements, careful design, thorough assessment and life cost monitoring the Authority will

ensure that the buildings produced as a result of the BSF Programme are sustainable and

remain ecologically sound.


8. Education Outcomes – Targets and Evaluation

The aim of Lambeth’s Education Vision is to improve educational opportunities and outcomes

for its young people through the transformation framework outlined in section 7.

A greater emphasis will be placed on the learner as an individual, able to access a needs-led

curriculum, resulting in significant improvements in both the individual learner’s success and

schools’ effectiveness.

Structures and processes for implementing this vision will incorporate the following methods of

evaluation.

• Evaluation within action planning: The model of action planning used will itemise

success criteria and arrangements for monitoring and evaluating in respect of

each work stream. These will be linked to the targets set.

• Evaluation through progress reporting: The project management arrangements

for BSF delivery will include periodic reviews of progress

• Evaluation through feedback: Wherever appropriate, feedback such as

evaluation forms and stakeholder surveys will be used in relation to discrete

activities and programmes with clients and stakeholders.

• Thematic evaluations: More major internal evaluations will be devised for

reviewing the major themes within the vision at key milestones.

• Evaluation through data analysis: This will form a regular activity for all

quantitative performance indicators, including the Local Authority’s and schools’

annual self-evaluation processes.

• External evaluations: At the stage of action planning, areas will be identified

relating to the more qualitative aspects of the vision where it would be helpful to

commission external evaluations, including the Local Authority’s Annual

Performance Assessment (APA) and Joint Area review (JAR); schools annual

NRWS activity and inspections.

In order to assess progress towards realising the vision a set of measures will be developed

using Lambeth’s transformation themes and key enablers as key result areas, in the broader

context of the Children and Young People’s Plan. High level Key result Areas currently identified

are as follows: These are being further developed in the individual school visions


Table 26: Education outcomes – targets and evaluation

Lambeth’s High Level Performance Indicators

More specific measures will be developed with key partners through SBC/OBC processes.

Key result areas are identified against Lambeth’s ‘4 Transformational Themes’: Access;

Achievement & Inclusion, (which are combined); and community links. Links are given to

Lambeth’s Children & Young People’s priorities and indicators.

Lambeth’s ‘Key Transformational Enablers’ make a major contribution as a strand across the

high level Performance Indicators. These areas are: leadership, ICT, workforce reform,

continuous professional development, voice of children & young people, buildings & design.

Specific performance indicators for each of these are being developed.

Key Result Areas

Key Processes Performance Indicators CYPP Link

Increase capacity for secondary school places, including an appropriate choice of school regarding ‘faith’

An additional 20 FE secondary school places in Lambeth to accommodate greater numbers of Year 6 leavers.

At least one non-denominational school in each of the 5 town centres

80% of Lambeth Year 11 leavers gain places in Lambeth post-16 provision

Increased access, choice, diversity for local students and families / carers

Enjoy & Achieve: Increase access to quality local school places

Access

(School

Organisation)

Transformational

Enablers:

- leadership

- ICT

- workforce

reform

- CPD

- voice of cyp

- buildings &

design.

Improve value for money, extend learning opportunities and enhance the breadth and balance of the curriculum

(cross-reference:

All lines of learning at 14-19 are implemented across all secondary schools, working in collaboration with the colleges, Southwark Local Authority and other providers

All secondary schools have a second specialism; these, together with training schools and centres of excellence enhance learning and curriculum breadth for staff and students

Increased provision for family

Stay Safe: Improve transition arrangements for vulnerable children & young people, including those looked after and those with disabilities

Enjoy & Achieve: Narrow the achievement gaps for specific groups


Community Links) and adult learning

All BSF schools are DDA compliant

All school buildings in receipt of BSF investment have improved quality, efficiency and sustainability against the BREAM ratings

Continue to raise achievement and increase school improvement, including excellence in leadership, learning, teaching, curriculum provision & use of ICT

Lambeth Local Authority self-evaluation & schools’ SEFs are validated, respectively by APA/JAR and by SIPs/ school inspections as ‘Good or Better’

Enjoy & Achieve: Narrow the achievement gaps for specific groups

Relevant and improved vocational provision and guidance available for 14 – 19 to meet students’ needs, with a focus on the most disadvantaged or vulnerable groups (cross-reference: Inclusion)

Improved participation rates at 14-19

Increased achievement & standards at 14-19

Increased number of young people in employment, education & training, including looked after children

Achieve Economic Well being

Achievement

Transformational

Enablers:

- leadership

- ICT

- workforce

reform

- CPD

- voice of cyp

- buildings &

design.

Improved pupil achievement & Inclusion

KS3: all schools above the floor target and meeting agreed expectations of improvement (BV 181)

KS4: 5 A*-C / equivalent, with English and maths is 1% above the national average (BV38)

Improved VA KS2-3, 2-4 and 3-4 (to be quantified through SBC / OBC)

Continuing to narrow the gap for targeted underperforming groups:

- Portuguese, Black Caribbean, Somali, Travellers, boys, progress of children with EAL and those with SEN

- Proportion of Children Looked After with 1 or more and with 5 or more grades A*-C or equivalent (BVP 150)

- Increase attendance (BV45)

Enjoy & Achieve: Narrow the achievement gaps for specific groups &

Achieve Economic Well being


overall and for Looked After Children (PAF CF /C24)

- 100% provision of alternative provision for permanently excluded pupils of 20 hours (BV 159D)

- Continue to reduce exclusion rates, focusing on key groups (BV44)

- Achieve joint DfES/DMCS PSA target for sport & PE

- Healthy schools standard achieved by all schools

Strong links established between schools and their pupils, parents and local communities

Strategic planning and evaluation involves and reflects the voice of children and young people

Pupil, parent and community engagement and satisfaction levels measured by activity level, satisfaction surveys and external assessment

Overall satisfaction of Children in Need (PAF CF/D65)

Make a Positive Contribution: Increase opportunities for children, young people and their families to contribute to decisions about services they receive

Community

Links

Transformational

Enablers:

- leadership

- ICT

- workforce

reform

- CPD

- voice of cyp

- buildings &

design.

Parents and local communities benefit from using extended schools facilities

(e.g. be healthy – healthy schools standard; reduction in drug abuse; reduction in obesity; contribution to reducing unemployment for young people and adults; reduction in bullying and crime, etc)

Increased community activity level and services in schools, particularly for target groups

Evidence of contribution to meeting the 5 ECM Outcomes

All secondary schools providing the core extended school offer

Be Healthy:

Significantly improve young people’s mental & sexual health

Stay Safe:

Prevent young people drifting into crime

Enjoy & Achieve:

Increase opportunities for all young people to participate in out of school activities


9. Project Governance and Management

The organisation structure for Lambeth’s BSF programme is represented in the following

diagram:

Should the arrow Go up too? The organisation structure shown above clearly links all of the key groups to the project board.

The diagram illustrates the links between the various stakeholders and highlights the reporting

hierarchy. Terms of Reference for each of the above committees clearly define the frequency

and each group’s purpose.

The BSF Partnership Steering Group is predominately made up of head teachers and other

partners such as the Police and the Primary Care Trust, the DfES, 4P’s, Sport England, Youth

Council and Union Representatives. Following a review of the format and frequency of meetings

held it has been agreed to keep these key stakeholders informed via the issue of a regular

electronic BSF update. Specific sessions or workshops will also be held to engage these key

stakeholders as required and three head teacher representatives also attend the BSF Project

Team meetings to ensure that the key stakeholders' views are made known.

The Children & Young People’s Services Departmental Management Team (DMT) oversee

policy, procedural and operational issues relating to the management of Education services,

LAMBETH COUNCIL

EXECUTIVE

LAMBETH STRATEGIC

MANAGEMENT BOARD

BSF PARTNERSHIP

STEERING GROUP

BSF PROJECT BOARD

BSF PROJECT TEAM

CORPORATE TEAM

SUB-GROUP

CYPS DIRECTORATE MANAGEMENT

TEAM

EDUCATION ADVISORY

GROUP

FINANCE GROUP

TECHNICAL ADVISORS

SCRUTINY COMMITTEES


Local Authority wide issues, strategic and operational partnership and advise the Executive

Director of Children and Young Peoples Services. They are a decision making body but also

tasked to monitor the performance and progress made by the BSF team. The BSF project

sponsor and Programme Director are included on the members list of Children & Young

People’s Services DMT, which considers BSF in their weekly standing agenda.

The Corporate Team Sub-Group provides member scrutiny and input outside the Executive

Committee, and BSF is fully represented by the project sponsor and Programme Director.

Lambeth Strategic Management Board (SMB) has a similar role to DMT, although this group

would have a wider strategic oversight of the BSF Programme and other Local Authority activity

and is in a strong position to resolve any cross-departmental interdependencies. BSF are

represented in this group through the project sponsor (Executive Director of Children & Young

People’s Services).

The relationship to the Revitalise Programme Coordination Group is a key issue when

considering the governance of the project. There are undoubtedly opportunities for synergy and

economies of scale by ensuring these two regeneration initiatives interface on a regular basis.

The Revitalise Programme Director is a member of the BSF Steering Group and, equally, the

BSF Programme Director is a member of the Revitalise Programme Coordination Group.

The London Borough of Lambeth has various other programmes and initiatives running in

Environment, Leisure and Housing sectors, which are being coordinated with the BSF

Programme and the relevant department directors are being informed of possible LEP

opportunities for all of the regeneration programmes running within the Borough.

Project Board

The Project Board sets the objectives of the project and is also responsible for risk management

and managing the political dimensions of project.

The ultimate authority for making decisions lies with the council’s Executive Committee and

reports for decision produced by the project team go to the project board and thence the

council’s executive for approval, before going to central government for any approvals as

appropriate.

The Project Board meets monthly with the outcomes and actions recorded.

Project Team

Key members of the Project Team will meet both twice a month (Lead Advisors meeting) and

monthly (Project Team Meetings), and the meetings are recorded.


Each key member of the Project Team is responsible for one or more of the major functional

areas of work and will establish robust project structures and systems that will deliver the

defined objectives

Lambeth Education Advisors Group

The Education Advisors Group has been established to drive the educational transformation

part of the BSF programme and act as a key interface with the remainder of the Project Team.

The group are an integral element of the Project Team liaising on educational related issues

and ensure coordination of the educational vision agenda.

Programme Director

A Programme Director leads the Lambeth BSF Programme and is the named individual

responsible for the day-to-day detailed management of the project and provides the interface

between the Project Board and the delivery side of the project team.

Project Sponsor

The Executive Director of Children and Young Peoples Services, is the Project Sponsor. She is

the senior officer who generally supports the Programme Director and the project management

team and will be involved in key negotiation meetings, and be responsible for promoting the

project with members, key partners, and other external bodies.

Scrutiny Committees

Lambeth also operates a series scrutiny committees which report to the Council Executive. The

Overview & Scrutiny Committee oversees and co-ordinates the work of the five sub-committees

and the scrutiny function in general. The sub committees are:

• Education & Children Services Scrutiny Sub-Committee

• Environment and Regeneration Scrutiny Sub-Committee

• Health Scrutiny Sub-Committee

• Housing & Adult Social Services Scrutiny Sub-Committee

These committees are made up of appropriate Executive members and scrutinize the decisions

and process applied in each area. Each committee reflects the political balance of the council

and some of the committees are chaired by members of the opposition. The committees meet

on a regular basis: five times per year.

Education Improvement

The appointment/secondment of a senior education officer to the post of Assistant Director,

Education Improvement will assist the BSF project team by driving forward the education

change agenda. The post will ensure there is a robust link to the annual school improvement


cycle and strong co-ordination of the educational vision and associated initiatives. Close co-

ordination with schools’ management teams, advisers and school improvement partners will

ensure that BSF operational and strategic plans are compatible with the relevant partnerships,

initiatives and priorities. Schools’ development plans and self -evaluation processes will need to

reflect and be determined by the planned change management, leadership development and

innovation contained within BSF Educational Vision and the Every Child Matters agenda.

This will include developments to the Local Authority school improvement strategy as set out

earlier, incorporating ‘New Relationship with Schools’.

Plans are in place to continue the established monthly ‘Working Together’ sessions with Head

teachers to develop and agree approaches to drive forward particular initiatives associated with

the Educational Vision.

Education Vision School Improvement Partners

Asst Director of Education Improvement Advice

Head teachers Senior Management Team &Governors

School SEF process School Plans

JAR

Education Advisers

Education Achievement Plan/ Children and Young People’s Plan

Initiatives/Partnership/Continuous Improvements/Best Practice/Change

CYCLE OF IMPROVEMENT


10. Appendices

Appendix 1 Inclusion (see also section 7.4 above)

Appendix 2 14-19

Appendix 3 Views of Young People and the ECM Framework

(see also section 7.10 above)

Appendix 4 Tables


Appendix 1 Inclusion (see also section 7.4 above)

Inclusion is an equally important transformation theme in Lambeth’s strategy for reaching its

vision for “every young person in secondary education to be confident and creative, aspirational

and self-reliant, and enjoy high self-esteem”.

Section 7.4 Inclusion describes Lambeth’s strategy for Inclusion in four sections:

- Background

- Where we are now

- Where we to be and why

- How we are going to get there

This Appendix provides further detail on Background (App 1.1) and Where are we now (App

1.2).

App 1.1 Further detail on Background (see section 7.4.1 above)

SEN Strategy (Phases 1 and 2)

Prior to Phases 1 and 2 of the SEN Strategy there were 16 special schools in Lambeth. The

principles of supporting the needs of children and young people with SEN in mainstream

provision where possible, and to build up expertise within special schools based on their

particular designation, were the main themes of these phases. The outcome was that provision

was rationalised to 6 special schools and 3 specialist units in mainstream primary schools.

There were considerable challenges in achieving this new organisation for SEN, but the focus

on the need to improve the quality, purpose and range of provision was clear and was followed

through.

Table 1- Outcome of Phases 1 and 2 of the SEN Strategy

Special School Designation Phase The Livity Complex Needs Primary

Michael Tippett Complex Needs Secondary Willowfield EBD (Boys) Secondary Elm Court Mixed Needs Secondary

Lansdowne Mixed Needs Secondary Turney Mixed Needs Primary and Secondary

Willowfield closed on 31 August 2005 following serious health and safety factors related to its

buildings. The cost of repairs (£1.2 million approx.) was deemed to be unviable by Lambeth in

terms of the value for money it represented. Lambeth pupils were placed at Elm Court and in

other provision. However the need for EBD places remains.


Table 2 – Specialist SEN Units Mainstream School Specialist Unit Phase

Larkhall Autism Primary Jubilee Hearing Impaired Primary

King’s Avenue Visually Impaired Primary Wyvil Speech and Language Primary

There is also outreach provision from special schools and the mainstream secondary schools and VI provision in Lambeth Academy. Inclusion Framework

The Inclusion Framework established the principle of meeting the needs of a wide variety of

children and young people in Lambeth, including those who are:

• At risk of disaffection and exclusion

• Disabled

• Looked after

• Not in school

• Known to the police

• Gifted and talented

The Framework also indicated how Lambeth intended to promote full inclusion by:

• Educating all Lambeth children and young people within Lambeth

• Further developing teaching and learning strategies to meet all needs effectively

• Educating all students within mainstream settings wherever appropriate for their

needs

• Developing and locating specialist provision within mainstream secondary

schools wherever possible

• Developing and expanding the range of services provided to support students in

mainstream schools

• Developing special schools as centres of excellence to meet a range of needs,

including the development of outreach services to support mainstream

colleagues

• Drawing on the application of creative ICT and innovative building design to

develop learning environments conducive to the effective and efficient education

of disabled students and those with SEN


• Facilitating the development of multi-disciplinary and multi-agency working in

schools through building design and by promoting their use as bases for

specialist health, mental health and social services teams

The consultation that informed the Framework helped to ensure a shared agreement and

understanding of its key principles with schools and other stakeholders. The Framework also

fed into and underpinned Phase 3 of the SEN Strategy by providing a structure on which

inclusive practice could be developed further.

SEN Strategy (Phase 3)

This phase of the development is member led. The strategy group, which has been meeting for

nearly two years, includes headteachers, heads of specialist units, senior teachers, members,

representatives from health and officers. The group’s agenda is focused on inclusion and has

been driven by the Inclusion Framework. Its work has built on the outcomes of Phases 1 and 2.

Termly meetings have focused on further improving the level of inclusion of children and young

people with SEN in Lambeth. Smaller working groups have also made a valuable contribution to

the strategy group’s work, particularly in relation to the how specialist units in mainstream

secondary schools should be organised. For example, the success of the unit for hearing

impaired children at Jubilee School has been used as a blueprint for good practice in the

secondary phase. Elm Court Special School is also an extended school with a raft of services

for pupils and parents, including Child and Adolescent Mental Health Services (CAMHS).

The outcomes of Phase 3 are:

• Development of outreach support from special schools and units

� The Livity provides support for King’s Avenue and Crown Lane primary

schools. Teaching and support staff from these mainstream schools have

improved their knowledge and understanding of complex needs children.

� Larkhall Autistic Unit provides support for many children and schools.

This has been particularly valuable for the early identification of children

on the autistic spectrum. It has also highlighted the need to expand

provision for children with autism in the primary phase.

• Clear vision for developing provision for autism, hearing impairment and speech

and language delay in the mainstream secondary phase through co-located units

� This provision was discussed and agreed in principle by the strategy

group.

• Improved understanding of the range of SEN across the borough


� Data has been discussed and evaluated regularly to inform current and

future trends in relation to SEN.

� As a result, Lambeth has a good understanding of what facilities are

needed in the borough

� Evidence of this includes projections of SEN needs to 2015

• Improved collaboration and cooperation between mainstream and special

schools

� Turney has good links with Rosendale, St Luke’s, Jubilee, Christchurch

(Streatham) primary schools and Dulwich Village Infants.

� The Livity has good curriculum links with King’s Avenue through

children’s participation in mainstream lessons (creative activities, PE and

music). Children from The Livity also take part in activities at Maytree

Nursery.

• Innovative projects in mainstream and special schools

� Turney has worked with Archbishop Tenison’s on an arts project and with

James Alleyn’s Girls’ on a summer curriculum enrichment project.

� The Livity is involved in three dual placement projects with Crown Lane,

St Andrew’s and Reay primary schools.

� Maytree Nursery runs an award winning group for the parents of children

with autism.

• Improved multi-agency working

� The work of the Speech and Language Therapy Service, Occupational

Health, the Physiotherapy Service and the Educational Psychology

Service work effectively together, for example, to The Livity School.

• Informed the SEN Policy Statement

� The work of the strategy group was reflected in the Statement.

Phase 3 of the SEN Strategy has now been incorporated into the Inclusion Strategy and a

significant element of Lambeth’s approach towards further inclusion.

Alternative Education Provision Review

This review was carried out by an independent consultant. The purpose of the review was to

look at the provision for excluded pupils and those who are vulnerable (e.g. school refusers,

those involved in the criminal justice system and those missing education). This process


examined the wider inclusion agenda in relation to these children and young people. The review

report was sent to all headteachers, chairs of governors, members and senior LA officers.

Feedback was invited and what was received supported the review’s recommendations. The

report has also been discussed with parents and other stakeholders as part of the consultation

on the Inclusion Strategy. It has also been considered by the Inclusion Steering Group.

The review’s recommendations were to:

• Amalgamate the Rectory Centre (Key Stage 3 PRU) and Norwood Centre (Key

Stage 4 PRU)

� The amalgamation took place in September 2005 as there was an urgent

need to ensure the continuity of strong leadership and management as

well as to develop the curriculum across both key stages.

� This new secondary provision is called the Park Centre and has already

begun to develop more flexible ways of working with schools through

incorporating the role of the Behaviour Improvement Programme within its

brief. This has enabled excluded children and young people as well as

those at risk of exclusion to be supported. Further development of the

Park Centre will be described in the Inclusion Strategy section.

• Create a co-ordinated service across alternative education

� Prior to amalgamation, the Rectory and Norwood Centres had separate

management boards. Co-ordination across PRU provision has been

improved by establishing one management board which incorporates not

only the Park Centre (secondary phase) but also the Primary PRU.

� Co-ordination across AEP as a whole is still subject to consultation.

• Introduce new arrangements to support the voluntary sector

� Subject to further consultation – to be developed further through the SBC

and OBC processes.

� Implementation date September 2006

• Retain the range of AEP establishments

� Subject to further consultation – to be developed further through the SBC

and OBC processes

• Introduce performance indicators to demonstrate effectiveness

� Subject to further consultation

� Implementation date September 2006


• Make use of the data support team to demonstrate value for money

� Subject to further consultation

• Ensure financial monitoring is in place

� Implementation date April 2006

The Alternative Education Provision review has made a useful contribution to Lambeth’s

Inclusion Strategy, particularly in terms of how to meet the needs of excluded and disaffected

children and young people through flexible provision which also supports schools.

SEN Review

This review was carried out recently by an independent consultant. The purpose of the review

was to consolidate the work of the SEN strategy group and to seek the views of special school

and mainstream headteachers, members and LA officers on the development of SEN provision

in Lambeth. The report has also been discussed with parents and other stakeholders as part of

the consultation on the Inclusion Strategy. It has also been considered by the Inclusion Steering

Group.

The review’s recommendations were to:

• Develop the role of special schools as centres of excellence

• Develop the outreach services

• Create a continuum of provision

• Focus on early identification and intervention

• Create a learner and curriculum entitlement

• Ensure there is continuing professional development

• Increase the number of Lambeth children and young people with SEN educated

in Lambeth

• Develop specialised SEN units in secondary schools

All these recommendations have been incorporated into the Inclusion Strategy and are key

features of Lambeth’s vision and strategy for BSF implementation.

App 1.2 Further detail on “Where we are now” (see section 7.4.2 above)

Table 3 – Other Alternative Education Provision (AEP)

Provision Roll Age Range Pupils’ needs Lambeth Staff LAMBETH Room@the Top

12

11-16+

Pregnant/Teenage

All


Mothers Old Library Centre Virtual School

70

11-16

Children Missing

Education

All

King’s College Hospital Tuition

Variable

5-16

Sick

All

VOLUNTARY Hampton Project

18

(All places for

Lambeth)

14-16

Young Offenders

2

(Funded by Lambeth)

CAVE

13 (10 places

for Lambeth)

14-16

Vulnerable

2

(Funded by Lambeth)

Five Bridges

40

(4 places for

Lambeth)

14-16

Disaffected/Vulnerable

1

(Funded by Lambeth)

Fairbridge

200

(Places subject to

availability)

13-25

Disaffected/Vulnerable

0

Table 4 – Children Missing Education – Highest to lowest figure for each year

2001-2 2002-3 2003-4 2004-5 Data not collected 778 to 494 489 to 157 157 to 47

Table 5 – Permanent Exclusions (Secondary)

2002-03 2003-04 2004-05 28 37 24

Table 6 – Attendance (Secondary)

2001-02 2002-03 2003-04 2004-05 90.7 91.9 92.1 92.9


Appendix 2: 14-19

Chart 1: 3 phase approach to developing 14-19 offer of diplomas

o Phase one:

- Build on and develop post 16 delivery arrangements separately in the two

boroughs

- Establish Specialised Diploma partnerships which will draw on institutions’

strengths, and be delivered alongside the post 16 arrangements (See table

below on Diploma Sector Partnerships). Diploma partnerships will be

developed through clusters of expertise existing in school and colleges

across the two boroughs. In Phase one, the first five Specialised Diplomas

will be targeted

o Phase two:

- Evaluate the achievements of Phase One Specialised Diploma development,

and set up Phase 2 arrangements. This will include the development of

Diplomas to be offered in 2009.

o Phase three:

- A coherent 14-19 offer, including Post 16 plans in place in both boroughs

Chart 2: Lambeth’s possible contribution to Pan London & Central London

London Wide London Central Local

Phase 1 Construction Engineering Engineering Health and Social Care ICT Creative and Media Phase 2 Land

based/environmental

Hair and Beauty Hair and Beauty

Manufacturing Business Admin and

Finance Hospitality Hospitality Phase 3 Public Services Public services Public Services

Sport and Leisure Travel and Tourism Retail Retail


Chart 3: Possible Designation of Diploma Sector Partnership

Phase 1

Health: To include Maths and Science specialisms

AMRTC SSSO London Nautical Waverley La Retraite Southwark College*

Engineering (Including Transport)

SSSO St Martins La Retraite Lilian Baylis TBG Learning? Lambeth College*

ICT Bishop Thomas Grant* Dunraven Bacons StAC Kingsdale BOSCO NACRO TBG Lambeth College Southwark College

Creative and Media CEB Archbishop Tenison’s Norwood Bacon’s* Kingsdale Geoffrey Chaucer Southwark College Lambeth College

Construction Academy @ Peckham Lambeth College* TBG Southwark College New Start

Phase 2:

Land Based and Environment Manufacturing Hair and Beauty Business Admin and Finance Hospitality and Catering

Phase 3

Public Services Sport and Leisure Retail Travel and Tourism


Appendix 3: Views of Young People and the ECM Framework

The following shows Lambeth’s approach to consulting young people within the ECM 5

outcomes framework. See section 7.10 – Voice of the Children and Young People for further

context.

Be Healthy

• The views of young people and their peers influenced the new contractor which

resulted in a greater take up of free school meals (37.8%) which means the most

vulnerable children are receiving a healthy balanced meal a day.

• Peer educators after consulting with young people on behalf of the PCT provided

information and feedback that influenced the reorganisation of the partnership

arrangements for teenage pregnancy and the activities to support the teenage

pregnancy strategy.

• Peer SRE mentors have carried out 12 sexual health workshops in schools,

colleges and youth clubs with young people

• 12 peer drug mentors trained to deliver drugs education programmes in schools,

colleges, and youth clubs

• Children have been consulted about the joint protocol for health assessments via

corporate parenting and are involved in the production of an information leaflet.

Stay safe

•••• ‘Personal centred planning’ has resulted in young people with learning difficulties

and disabilities contributing to transition plans and staff working with learning

difficulties and disabilities increasing their communication skills which enables

young people with learning difficulties and disabilities to be able to communicate

their needs to staff.

Enjoy and Achieve

• The feedback from young people placed an emphasis on the need for stability of

care and education. The authority has prioritised the establishment of a team to

track all looked after children (LAC), has improved the stability of its workforce

and has achieved 100% of LAC having allocated workers.

• Joint working between Housing, Education, Social Services, Primary Care Trust

and Voluntary groups has resulted in better operational integrated systems to

support LAC.

• LAC have received Youth Achievement Awards


• LIVE magazine participants receiving accredited training

Positive contribution

• School councils have been involved in the development of behaviour

management in schools, activity to reduce bullying and influencing policy,

designing play areas and review school meal content and practice in schools

• The Youth Council’s views on ‘stop and search’ have had a national impact on

the police training.

• £50k additional funding through area committees for youth provision (Peer

Inspection).

• Youth service improvement plans in part based upon inspection reports.

• LIVE magazine received national Awards, most recent for Young People Now

Media Young Person of The Year Award

Economic well being

• Young people involved in a peer review of youth provision requesting skill based

leisure opportunities

• The focus on LAC has resulted in an increase in the numbers of LAC (aged 16)

engaged in Education, Employment and Training (46.4% 03/04 to 56.2% 04/05).

The views of young people has highlighted the need to review our arrangements

for supporting LAC leaving care regarding the need for independent skills training

and the importance of stable social care.

• LIVE accredited programme and work with the media industry has created work

experience opportunities for 40 young people


Appendix 4 Tables

App 4.1 Socio-economic tables taken from the 2005 Chief Inspector’s Report

4.1.1 Ethnic Background of the Lambeth School Population 1995 – 2005

Totals may not equate to 100% due to the exclusion of the ‘Not Known’ and ‘refused to say’ categories. * Additional category from 1998 ** Additional categories from 2003


4.1.2 Main Languages Spoken in Lambeth Schools - 1992 & 2005 Comparison


4.1.3 Levels of Fluency in English 1992 - 2005

4.1.4 Free School Meal Eligibility


App 4.2 Special Needs tables taken from the 2005 Chief Inspector’s Report

4.2.1 SEN Provision Types

Secondary Education Vision and Strategy

Documents

Transcript of Secondary Education Vision and Strategy