Annual Review 2017/18 Camden Learning: excellence and impact

Our Vision Contents

We want Camden to be a place where everyone has a chance to learn and nobody gets left behind. This means ensuring that every child enjoys learning and achieves well, so they leave school as confident, successful learners and good citizens.

Our Partnership Promise

Camden Learning will:

 make sure every child is known, valued and thrives

 support early learning as the foundation for success Introduction 4   create opportunities so every teacher enjoys teaching and keeps improving Camden Learning – excellence and impact 6   build connections to support school and area improvement, innovation and excellence Our core offer to schools 7   share intelligence and act on evidence Our schools 8   welcome challenge Delivering our strategic priorities  Building Camden Learning as a force for improvement 10   celebrate success  Developing great teachers and inspiring learners 14  work with other public services, such as health and housing  Attracting, developing and keeping the best leaders 20  learn from, and contribute to, the best practice in the world.  Enriching learning in Camden 21 Performance and Impact 23 Finances 28 “If I moved anywhere else in I’d be missing Looking Forward 29 out on this opportunity of schools working together.” Our Board of Directors 30 Issy Ives, Year 1 Teacher, Brecknock School List of Camden Learning Members 31

2 3 Introduction

Camden Learning is a new local partnership created It was great to see primary schools continue to for the benefit of children and schools. This annual perform strongly at KS2 where the combined scores review highlights the achievements of our first year, in Maths, English and Reading are now above the 2017/18. London average.

Our members are committed to working together for Improvements were also made in KS1 results and at the good of all Camden children. By working with A Level, and we sustained previously good outcomes shared and determined endeavour, we aim to ensure at GCSE. that no pupil is left behind and all schools do better than they would on their own. Compared to schools nationally, there is no doubt that Camden schools and our pupils are achieving We have made good progress in building Camden well. But we are ambitious for our learners and want Learning and developing greater capacity for a to be amongst the best in London too, where the bar self-improving system. We have brought teachers, is at its highest. headteachers, governors and others together to share expertise, drive improvement and develop We are steadfastly determined to reduce the better practice. We are ambitious for Camden differential in outcomes for vulnerable groups, children and passionate about creating schools and especially ‘white British’ young people. And we are settings that enable every child to enjoy learning and focussed on diminishing inconsistencies and growing achieve well. good practice amongst our network of schools. We have much to do in reducing the variation that exists We have built on the council’s strong relationships in attendance across our schools. If children don’t with school leaders and education professionals and attend school, they don’t learn as much as they put the architecture in place to provide stronger and should. This remains a top priority for us all this year. more creative connections between our schools. By harnessing the talent and potential of those Our thanks go to everyone in Camden Learning who work in our schools, we are sharing learning, for helping us make a strong and purposeful start. brokering peer-to-peer working, and providing Although much remains to be done, this year has the systematic rigour needed to create better - shown that bringing teachers, headteachers and and sometimes more innovative - practice in our other education practitioners together is energising, classrooms. motivating and making an important difference to the quality of education in Camden. We look forward to Ninety-six per cent of our schools are good and working with you this coming year to strengthen that outstanding, 10% above the national average, continuing drive for excellence in all our schools. with more than twice as many outstanding primary schools (40%) compared to the country as a whole. Sixty per cent of special schools are outstanding, compared to 38% nationally. This is a credit to the hard work of all involved and especially, the school leadership teams.

Results are also showing improvement, although we are not yet keeping pace with the best in London. Last year saw gains in early years outcomes and in narrowing the gap between rich and poor. Christine Gilbert Jon Abbey Independent Chair Managing Director

4 5 Camden Learning – excellence and impact Our core offer to schools

Leadership and Management We also offer: About us “We have a sharp focus By creating a strong partnership • annual standards meeting • support for middle leaders • support for inspections on how teachers teach between schools, the council, • two Camden Learning and governors • brokerage of external support Camden Learning is a not-for- and children learn. We and others with an interest in Professional Partner visits • help with temporary cover profit company set up as a joint use evidence to improve education, Camden Learning • support for emergencies • safeguarding compliance venture between local schools what happens in the helps to enrich learning, • annual conferences for • briefings and updates and the council. As a schools-led raise standards and drive classroom.” key groups organisation, we draw on a pool improvement. This makes sure of skills and experience within our that every child gets the right members, for the benefit of all. support to thrive and reaches We bring teachers, headteachers their potential. and other education professionals together to share expertise and drive improvement: not only for Our school the good of their own school but improvement offer also for the collective benefit of all We have been commissioned and local schools. funded by the council to offer a Teaching and Learning range of improvement services Camden Learning is a company • statutory moderation limited by guarantee. We to support all schools. There is • twice termly headteacher briefings do not have share capital or a basic entitlement of support shareholders, instead we have for each school but those with We also offer: ‘members’, our schools, who the greatest need have more • school results’ summaries have committed to establishing help. All schools receive our ‘no Camden Learning for the How we do it cost’ support service, funded by • learning hub memberships good of all children in local Camden Council and can buy • termly leadership breakfast briefings schools. We create development additional support. • teaching and learning business support opportunities for teachers, We also offer a tiered subscription Training and What we do headteachers, governors and other practitioners. We identify service to meet schools’ differing Development needs. Schools taking the highest Put simply, we work with outstanding practice and put level of subscription get the schools to improve teaching schools in touch with others to • health and safety broadest package of up-front and learning, sharing share learning and accelerate • best practice website support and the greatest discount responsibility for the achievement improvement. on additional training. of children and the excellence We also offer: of all schools. • preferential rates for We support schools with their additional training development and help to ensure they have the best people and practices in place. This means Support for Governance working to attract and retain the very best teachers, headteachers • expert advice and school leaders and • access to Governor Hub encouraging local practitioners to be creative and innovative. We also offer: • support for meetings and forums

6 7 Our schools

Our 59 schools include...

39 Primary schools, 1 primary academy and 2 primary free schools

10 Secondary schools, including one standalone academy There is no inadequate provision 6 Special schools We have some of the 2 Teaching schools 96% of our best primary schools are good schools in 1 Alternative provider or outstanding London

Our 22,534 learners...

Half are from Black and Minority 31% Ethnic groups (BAME) represent our Plus nearly 3,000 cultural Nearly two-thirds (61%) Nearly a third children in our early and ethnic of primary pupils have English are living in low years settings…. diversity as their second language. income families

Our 1,200 plus teachers... Plus teaching Included We have assistants, 94 Newly 94 three professional and Qualified National Leaders support staff Teachers in Education in last year our borough.

Our governors… Play a vital Of the 814 governors in post And 368 role in all our at the year end… Co-opted schools… Governors and were parent governors… 161 1 National Leader of Governance

For information on our performance and how we compare, see page 23

8 9 Building Camden Learning as a force for improvement

Using intelligence Timely help when it’s Building capacity needed The strategic use of data and There is huge expertise within intelligence sits at the heart of A good example of school-to- Camden schools but not always our work. Every school has the school support and sector-led the capacity to free up staff to support of a Camden Learning improvement is our work with work with other schools. Supply Professional Partner who visits one secondary school. Here, cover is not the answer. We need twice a year. brokered support included a to find more creative ways of coaching programme which building capacity within schools. Early in the new school year, the used teachers from across We have made a good start with Managing Director of Camden Camden secondary schools with our support for Learning Hubs. Learning organises a standards a focus on improving the quality We resource them so schools meeting, with the headteacher of teaching. This local model of can, for example, add to their and chair of the governing body collaboration not only benefited staffing at the beginning of the where their recent performance the teachers, but also the coaches year to enable them to lead work is discussed in detail, with themselves. Evaluation and review across the borough. strengths and areas for show positive results, including development identified. improvements in the standard Our Teach Meet of teaching, the culture of This is a vital meeting intended to the school and improved workshops provide helpful challenge as part exam results. of our support for the school. This Targeting support “Constructive, Eleanor Palmer School hosted conversation with each school honest dialogue, a series of maths events attracting Schools causing concern receive helps ensure that resources are based on robust over 150 teachers during targeted support to make sure focussed where they are most data and information, “What impressed me 2017/18, with high attendance they get the right help at the right needed and interventions are has undoubtedly about Camden schools from student teachers and NQTs. time. Numbers causing concern timely, appropriate and effective. helped to is the commitment are falling with only 5 schools on and dedication of the For example, through their accelerate We are planning to use the our concern register at the end leadership to really be extensive knowledge of local our improvement.” standards meeting more this of 2017/18. During the year, we creative.” schools and teachers, Eleanor supported eight schools on our Palmer brought together around coming year to identify areas of excellence and expertise that can register to improve. Saul Klein, 25 practitioners in a session to be shared across Camden. Venture Capitalist, Zinc share working ideas in a fast But our work is not limited to moving environment of short, supporting schools at risk. Our “Working alongside engaging presentations. targeted support programme is the Headteacher helping schools accelerate their at Thomas Coram “What worked is progress, wherever they are on School, and the their journey of improvement. the combination of EYFS leader at intellectual rigour Many schools themselves, Primrose Hill and research, with the including those with good or has been a informality of teachers outstanding Ofsted judgements, positive gathered around a identify concerns, for example, shared table for dialogue and several experienced staff leaving experience.” laughter too.” at the same time, and seek additional help before Robin Warren - Headteacher, Kate Frood, Headteacher, problems set in. Primrose Hill School Eleanor Palmer school

10 11 Building Camden Learning as a force for improvement

Good value for money “A peer review, led by Christine We are developing a Gilbert alongside commercially sustainable colleagues from business model, building on our Birmingham Education universal improvement offer. Partnership and We want to provide more Camden Learning in bespoke programmes, very much the summer of 2018, tailored to individual needs, which provided an excellent schools can choose to buy, at a analysis of the position price they can afford. of the Learn Sheffield project at the end of We also offer schools good value our third year. for money by using our buying power to leverage efficiencies of It sets out both scale on their behalf. the strengths of An example of this is the agency our work so supply contract for teachers and far and makes other staff that was implemented recommendations in September 2017. for the next phase of Learn There were long standing Sheffield.” concerns about agency supply, Looking beyond the Camden Learning has also including protracted disputes Stephen Betts, CEO, borough boundaries played a leading role in setting up over introductory fees, inflated the new Association of Education Learn Sheffield and inconsistent rates, Camden Learning is an outward Partnerships. safeguarding issues, persistent facing partnership, increasingly cold calling by agencies and the engaged with other partnerships We believe collaboration across perceived supply of poor quality across London and the country. partnerships is a good way to personnel. extend our own learning and In May 2018, our chair invited all practice. It is also a good way With a borough-wide, annual London Partnerships to Camden of making a more connected spend of around £7m, cost was for a meeting to share information national system of education. also a significant driver and explore opportunities for We were therefore pleased to for change. working together. lead a peer review of Learn Sheffield, working with colleagues The recruitment agency supply from Birmingham Education project was a school driven Partnership. We were impressed initiative to a perennial challenge. “There is an obvious appetite by the work that is happening It has enabled schools to access for some form of in Sheffield, particularly the a reliable pool of supply teachers collaboration that degree to which headteachers and support staff when they need we will seek to challenge each other to support them, at a previously agreed price build upon this improvement. We returned with many ideas for further delivering significant savings. coming year .” development locally.

12 13 Developing great teachers and inspiring learners

Teaching schools “Being curious The progress of all NQTs is This means working together to The teams comprise members of about how others tracked and reviewed, with answer a question or look at an the visiting school’s SLT, staff of It is a great benefit to have two do things has helped the support of a professional issue in depth. the host school and the CLPP. excellent Teaching Schools in our school to improve. portfolio. We are proud of the Each of the five schools The whole team agrees findings Camden: Eleanor Palmer Primary We are never too results currently being delivered. selects a theme or aspect of its and the CLPP writes up the School and Swiss Cottage proud to borrow Special School. The two play school development plan that it report. great ideas and The best thing a vital role in driving school-led “ believes would benefit from an improvement, including support implement them here: about being an external focus. for leadership and management, if it works, use it!” NQT in Camden is: Our cluster’s teaching and learning, …working in The headteacher and senior “ leadership team of one school work really helped to assessment systems, welfare and such a diverse then visit another for a day to SEND. community that is shape up and fine look at the issue identified. They tune our plans. Our support for Newly so driven to improve are accompanied by one of our attainment We enjoyed the process Initial Teacher Qualified Teachers Camden Learning Professional of working with Partners (CLPP) who writes up Training …great support respected and trusted Our Newly Qualified Teachers system the report to be shared with In addition, they provide Initial (NQT) programme supports governors and staff. colleagues. Teacher Training programmes for effective professional … the NQT training We passionately cohorts of primary, secondary development over time. Each sessions are given The focus of a collaborative believe that and specialist teachers, working NQT has their own teacher by incredibly enquiry is selected by the school collaboration can with strategic partners including educator, induction tutor and talented and in 2017/18 included: support be a major driver of MATs and Higher Education professional mentor. practitioners provided by teaching assistants; improvement.” Institutes. The teaching schools provision for helping children also provide teacher education In 2017/18 Camden offered a … having a develop a love of reading; and and leadership training comprehensive programme of support network.” how to improve the playground. programmes for aspiring and professional development to 94 senior leaders. NQTs, with input from expert practitioners, a strong network Effective partnership and peer-to-peer support, working and a detailed development programme. Partnerships and clusters of schools are quietly breaking NQTs tell us that our practical, new ground. One example is high-quality learning experiences the partnership work between are readily applicable to Carlton, Fleet, Gospel Oak, Rhyl classroom practice in inner- and Primrose Hill schools. London. NQTs particularly valued opportunities to watch Set up by heads two years other teachers in the classroom, ago, in 2017/18 it expanded to experimenting in a safe include other staff and chairs of environment, having a buddy, and governing bodies too. enquiry based study (which starts with a question and helps new A distinctive feature of this teachers think through problems cluster’s work is the centrality with a facilitator). of what is called a ‘collaborative enquiry’.

14 15 Developing great teachers and inspiring learners

Learning Hubs • “We understand the Post 16 pedagogy Improving Oracy Hub • impact that getting Our Learning Hubs connect • the best start has in The post 16 Academic Writing Four schools share the lead for classroom teachers and support • determining the Hub is led by La Sainte Union improving borough-wide oracy them in working together to • long-term outcomes and involves Camden School for outcomes: Richard Cobden, accelerate improvement and for children. Girls, Parliament Hill, Hampstead, Torriano and Christopher Hatton impact. This practice-focused William Ellis, Portland Place and Primary Schools, and William Ellis We are committed model, some of it involving Fortismere schools. Attendance Secondary. primary and secondary teachers to improving our and engagement throughout the together, is fairly unusual. performance and have year have been high with positive Twenty-four schools were actively strongly invested to feedback from all. engaged in 2017/18, with Individual schools are funded to reduce inequality and high levels of commitment and lead hubs to bring about change ensure children have Participants now have over 90% attendance at each and improvement. By harnessing access to high-quality, knowledge of an effective meeting, cluster and event. All the exceptional skills, expertise early education.” framework for supporting have individual action plans for and talent of local leaders and school language development their school, supported through teachers, hubs offer a vibrant Councillor Angela Mason, CBE, and a methodology for training and monitored by hub network for school-based sequencing teaching has been leaders. Regular meetings are Camden Lead for Best Start in professionals. Eighty-seven Life and member of Camden established. Whole school held to challenge and evaluate per cent of Camden schools Learning Board. strategies and teaching the impact of school plans. There participated in at least one materials have been shared, has been a significant impact on Learning Hub. Early Years with teaching strategies pedagogy and the curriculum. implemented and evaluated. Feedback and audits show Talking to hub leaders confirms The new national funding formula Pupil progress is evidenced by increased pupil confidence and that they are motivating and led Camden to enhance its Early quantitative data. articulacy in the classroom. energising for those involved. Education finances. Concerned

There is a strong commitment about the lack of provision to them and they are building for disadvantaged children, professional and social capital Camden’s Cabinet agreed “Hubs are developing across the borough and beyond. to supplement the national the culture of A small number of independent entitlements with a locally funded collaborative scheme providing 15 hours extra and secondary schools from working, creating the outside the area have also for the most disadvantaged The contributions children.  levers to ensure participated, adding to the made by the working a secure and richness of the dialogue and group were incredibly collective learning. In Autumn 2017, Camden sustainable world-class Learning and Camden’s insightful, thought school improvement There were 9 hubs operating: Integrated Early Years Service provoking and honest. system. formed a working group • Early years to explore why Camden’s We are confident that Our challenge now is • Assessment (Writing) performance is so low and how the recommendations to sharpen our thinking • Higher learning potential to improve it. will lead to much about impact and • Primary maths improved foundation evidence.” • Oracy The increased focus on early stage outcomes years has already resulted in an .” • Secondary maths Jon Abbey, improvement in Foundation Stage • Primary SEND Debbie Adams, Managing Director, Profile results at the end of the • Mental health Head of Early Years Camden Learning summer term 2017. • Post 16 pedagogy

16 17 Developing great teachers and inspiring learners

Camden means Feedback from learning Delivering results All special schools and settings business events has been in Maths peer-to-peer review tremendous… Two primary schools shared the School Business Managers in All special schools and settings have committed to Camden have formed a vibrant “Good mix of practical lead for improving borough-wide take part in peer reviews using a framework agreed maths outcomes: Eleanor Palmer network where guidance and and theory… applying in by Camden’s Special Schools and Specialist Settings best practice are shared and new our own class” and Netley, with 25 other schools Headteachers’ Group. engaged. In addition to meetings ideas are developed. Covering 60 “Excellent range of great and events, initiatives included The first review, involving Camden Centre for Learning primary and secondary schools, their network provides a forum activities” a four-round, inter-school times and Robson House, scrutinised how far a new for questions and advice, at table challenge. individualised assessment and tracking system was meetings and online. Business “I was challenged and embedded. managers say it helps to combat achieved something” Maths leaders completed a return for every child in each KS2 It compared assessment, tracking, teaching and professional isolation and “Brilliantly helpful” provides excellent support across class sorting them into average learning with practice in class and evidence in books. Camden schools. “Amazing quality of scores and league tables, with This had a particular focus on differentiation for pupils “This has informed our the top ten schools attending a teaching and learning – with varying learning profiles. During a subsequent practice around whether our With half termly meetings, final maths event in March. The inspection, the school was able to show real progress expectations are high enough you should be so proud” popular competition was good colleagues in busy roles can build since the peer review and thus demonstrate its for identified students. purposeful alliances, including “Great ideas to take back fun and focussed minds on capacity for improvement. improving maths outcomes. Two It was helpful to have professional sharing intelligence about to the class.” dialogue around assessment tools suppliers. With a strengthened, whole-day maths challenges were and how another school is collective voice, the business also hosted for high attainers, managers’ network has also been with the final won by Brookfield using these.” able to secure improvements Primary school. in contracts, such as facilities • Three national Maths management, and the way leads are from Camden. In the second review, Frank Barnes School for Deaf information is shared. Children and Swiss Cottage School Training and • Camden KS2 maths Development Centre hosted a structured meeting Discussions on hot topics - such progress was the fourth for senior leaders on parental engagement, based as going cashless, fundraising, best in the country. on a detailed self-evaluation questionnaire. Both and sharing contracts - have led “There are so schools found the process enjoyable, insightful to schools partnering up to derive many cross-school and developmental. They learnt that whilst they greater savings and working connections that are different - in terms of numbers, cohort and collaboratively to raise funds. are really making a parental bodies - many of the issues that they face in “Our work is difference to maths improving outcomes with parents are the same. helping busy teaching and learning in professionals to get Camden. There is great “It was a new experience better outcomes for energy and commitment for us, and definitely one their schools and …and a huge amount that I think we should maintain acquire new skills and of discretionary effort… and build on, working more knowledge.” well beyond what we collaboratively as special schools. were funded for.” Kat Miller, Director Dani Sive, Headteacher, of Operations, Kate Frood, Headteacher, Frank Barnes School for Deaf Children Eleanor Palmer Primary School

18 19 Attracting, developing and Enriching learning in Camden keeping the best leaders

Leadership Supporting school “I find Camden Tackling the big issues – childhood obesity and programmes governors Learning’s support and mental health training invaluable in Programmes aimed at As part of our package to enabling me to navigate developing leaders and middle support governing bodies, my responsibilities as managers included a mentoring we offer a range of services a governor. With such Our ‘Race to Health’ initiative programme for newly appointed to member schools. These a wide range of issues Heads, formal learning include an annual conference, and accountabilities to opportunities and invaluable a comprehensive and diverse ...to increase participation in physical activity, achieved: understand, the training networking opportunities training programme delivered by and events. Work is nearing expert trainers, a wide range of programme has been completion on an aspiring model documentation available incredibly helpful - 16 leaders’ programme to through our online Governor Hub, providing opportunities 32 be launched in 2018/19. bespoke training and support, not only to stay abreast plus clerking for meetings. of latest developments and extend knowledge for nearly a record high of 32 from 16 Training events for governors “Like all newly of areas of particular minutes of physical participating last year included support for 1,750 appointed Heads, responsibility or activity per day pupils primary schools. Chairs, induction training, skills interest, but also to ask I felt pretty daunted development and expert advice during my first term. experts for advice and Our ‘Families for Life’ programme, aimed at encouraging healthy eating on topics such as headteacher meet governors from and increasing physical activity, also achieved record success: It was so reassuring performance management, to have a mentor to keeping children safe, and staff other schools.” talk to, and I was pay and performance. Jane Hindle, Governor, 189 lucky to be able to draw on their 11 expertise and knowledge. I have benefitted from 11 schools took part 189 families involved (438 participants) knowing they were only ever a phone call away.” 58% 58% from Black and Minority Ethnic groups (BAME) – exceeded our target: up 22% increase “Being a mentor 22% on previous year. has been a really positive experience. It provides a new perspective and the 65% 48% opportunity to reflect 50% on fresh approaches and ideas.” fruit intake went up 65% and high fat and sugar foods vegetable intake went up 48% cut by half.

20 21 Enriching learning in Camden Performance and Impact

The Erasmus+ project Supporting Mental “What an enlightening, Health interesting day.. useful Erasmus+ is the European and intellectually Commission programme for School participation in activities challenging” Camden schools are doing well education, youth and sport. that support mental health Swiss Cottage School has been work, such as training, parent “Fantastic day - full leading a cross-borough project workshops and resilience work, of practical ideas and Fewer designed to ensure that the nine has also increased. Last year saw networking” participating Camden schools are 90% of schools participate, schools outward looking and connected up two per cent. “Really inspiring!” 96% to innovation in education now Require The Camden 21st Century Talent good/outstanding more children now attend a globally. Eighty-four per cent of primary, school that is good or better secondary and special schools Pledge called on Camden’s Improvement Funding has been secured for were engaged in the Healthy STEAM employers to commit a total of 120 school personnel School award programme - the their support to Camden schools (staff and governors) to take highest for the last five years and young people, inspiring them part in international study visits – with three primary schools to aim high and forge exciting across Europe. So far, 53 achieving the ‘gold’ award. careers. Thirty-one employers The number of participants have been on study have signed up and will be linked schools causing visits, including to Finland, Spain, with local schools. They will: Sweden and Iceland. STEAM Leadership concern is • Volunteer at least one STEAM 100% These visits seek to enhance Twenty schools are taking part Ambassador to work with schools of Special/Specialist small, and Overall pupil attainment teaching and learning (including in the STEAM Hub Leadership and young people to develop the and PRU settings falling exceeds national average through the use of the outdoors Programme, led by heads and STEAM curriculum and enhance good/outstanding and forest schools) in addition senior leaders from Torriano careers education, by speaking in to developing the curriculum. Primary School, Fitzjohn’s Primary schools or offering masterclasses They also provide longer- School, UCL Academy, Regent to teachers, governors or young term links between schools to High School and Westminster people. STEAM Ambassadors broaden cultural understanding Kingsway College. Work is support schools by delivering KS1 =2017 and strengthen research and supported by a dedicated activities in lessons or after- and KS2 6% development. STEAM Programme Manager, school clubs, giving careers talks, with expert-led modules and sharing their expertise through KS1 and 2 results KS2 combined Maths, English and Secondary results broadly in masterclasses, mock interviews up in every subject Reading up 6 percentage points to line with 2017 and above the We really questioned coaching support to help schools “ embed STEAM approaches at and support with CV writing beat the London 2017 average national average ..do we do the most a curriculum- and whole-school sensible thing for level. STEAM events included • Welcome and inspire the the benefit of our UCL Centre for Enterprise and workforce of the future, for pupils and staff…how Innovation hosting a panel example through workplace visits, can we reflect on our of high-profile speakers from mentoring, work experience, 1 Although above the national practice and improve business, research, the arts and apprenticeships, paid internships, average, Camden performance upon it?” higher education and a bespoke delivering a business challenge in 20 STEAM workshop held at the for young people, or developing a at secondary is still below the Margaret Mulholland, Director V&A Museum. bespoke project. pupils got of Research and Development, best in London and we are Swiss Cottage school Top marks at KS4 achieving the highest possible grade 9 ambitious to improve

22 23 Performance and Impact Camden National London 100 80 79% 71% 69% 73% 71% 76% 83% 83%84% 84% 77% 74% 78% 78% 75% 73%79%75% 76% 83% 80 72% 73% 77% 82% 70% 68% 70% 60 65% 60 The number of schools requiring Early Years School Outcomes 40 improvement has gone down 40 The quality of Camden schools, with only one school requiring The Provisional Foundation Stage Profile showed significant as measured by Ofsted improvement in their 2017/18 improvement for maintained schools excluding Private, Voluntary and 20 20 judgements of good and Ofsted inspection. 100% of PRUs Independent (PVIs), with 71% of pupils achieving a ‘good level of development’ compared to 68% and 66% in the two previous years. 66 % 68% 71% outstanding schools, remains are good or outstanding providing 75% 74% 77% 66% 67% 71% 74% 75% 76% 82% 82% 83% 0 0 impressive with 96% good or a high standard of education to 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 outstanding at the end of the the borough’s most challenging Reading Writing Mathematics Science

2017/18 school year. children and young people. Camden National London Early Years Foundation Stage Profile 100 Primary and special school The number of Schools causing 76% 72%Primary76% 78% 79% 81% 81% 77% 75% 81% 80% 80 69% 78% 70% 67% 69% inspection outcomes are concern on our internal register at 66% 76% 61% 80 Key Stage75% 1 74% 59% 64% particularly strong: 40% of year end has reduced significantly 60 primaries are outstanding from 11 in 2015/16, to 8 in KS1 results in line with National, slightly below London53% (compared to 18% nationally), 2016/17 and 5 in 2017/18. Of 40 which is up on the previous year, course, we do not want any of 20 Camden National London and 60% of special schools are our schools to cause concern so 100 72% 76% 82% 76% 78% 82% 61% 67% 83% 61% 67% 72% 80 60 outstanding (compared to 38% our strategic plan commitment is 0 69% 73% 76% 79% 84% 84% 71% 71% 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 83% 83% nationally). to reduce this to zero. There are 77% 74% 78% 78% 75% 73%79%75% 76% 83% 80 77% no inadequate schools. Reading Writing 72% Mathematics73% CamdenCombined National82% London 100 70% 68% 70% 60 65% 80 79% 71% 69% 73% 71% 60 76% 83% 83%84% 84% Ofsted grades – Overall effectiveness judgements for schools inspected 77% 74% 78% 78% 75% 73%79%75% 76% 83% 80 72% 73% 77% 82% 70% 40 40 as of 31st July 2018 68% 70% 60 40 65% 80% 80 60 40 20 60% 57% 20 60 40 66 % 68% 71% 75% 74% 77% 66% 67% 71% 74% 75% 76% 82% 82% 83% 0 20 40% 40% 0 20 40 20 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 Reading Writing Mathematics Science 66 % 68% 71% Primary 75% 74% 77% 66% 67% 71% 74% 75% 76% 82% 82% 83% 20 Key0 Stage 2 0 2016 2017 2018 2016 2017 2018 2016 2017 2018Camden 2016 National2017 2018 London 10% 10% 2016 2017 2018 Secondary 100The end of primaryReading (Key Stage 2) resultsWriting were well aboveMathematics the national and LondonScience average, with increases 2% 0% 76% 0 in all subjects.72% 76% 78% 79% 81% 81% 77% 75% 81% 80% 0 Camden National London Outstanding Good Requires improvement Special 80 69% 78% 70% 67% 69% Primary Secondary Special All 66% 76% 61% 80 100 75% 74% 59% 64% 76% 60 72% 76% 78% 79% 81% 81% 77% 75% 81% 80% 80 69% 78% 70% 53% 67% 69% 66% 76% 61% Outstanding Good Requires improvement Inadequate 60 40 75% 74% 59% 64% 60 53% 40 20 National 40 72% 76% 82% 76% 78% 82% 61% 67% 83% 61% 67% 72% 0 Outstanding Good Requires improvement Inadequate 20 20 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 72% 76% 82% 76% 78% 82% 61% 67% 83% 61% 67% 72% 0 Reading Writing Mathematics Combined 0 39% 40% 10% 10% 60% 60% 61%57% 61% 80% 40% 40% 0% 2% 20% 10% 0% 0% 0% 0% 0% 0% 0% 0% 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018 Reading Writing Mathematics Combined 2017 Outstanding Good Requires improvement Inadequate 2018 Outstanding Good Requires improvement Inadequate

Secondary 24 25

80

60 80

40 10% 10% 23 % NAT 23 % NAT 60

20 40

0 20 Outstanding Good Requires Inadequate improvement 0 2017 39% 61% 0% 0% 10% 70% 20% 0% 60% 40% 0% 0%

2018 40% 57% 2% 0% 10% 80% 10% 0% 60% 40% 0% 0% Primary Secondary Special Ofsted grades – most recent overall effectiveness judgement for schools inspected at 31st July 2018

Outstanding Good Requires improvement Inadequate Performance and Impact

Secondary A Levels Provisional KS5 A Level results There is a clear link between In secondary schools, 12% • KS1 – more of a mixed picture show a significant increase in the performance and attendance require support which is with small falls for children with At the end of the secondary We only had provisional data on average point score per entry nationally and this is also true consistent with the London SEND in Reading, Writing and phase (Key Stage 4), 2017/18 vocational qualifications at the up from 30.4 to 34.9. When in Camden. and national picture. Maths, although they remain saw national grade changes time of going to print. expressed as a grade this is from above national averages for with GCSE moving towards the a C to a C+. The percentage Attendance is a school Children with SEND are generally 2017. numbered system (1-9) which has Of the pupils who did vocational achieving three or more A-E improvement priority. 10% of doing well relative to national yet to be fully implemented. qualifications in 2017/18, the grades is 78% - with 90% gaining primary pupils and almost 16% of averages for the SEND cohort. • KS2 – Overall, 32% of children average point score per entry two or more. secondary pupils were persistent with SEND achieved at the 66% of pupils achieved a was equivalent to a Level 2 Merit. absentees in 2016/17. This expected standard in the standard pass in English and This puts our pupils roughly in improved marginally in 2017 but Attainment combined measure (compared Maths and 47% achieved a line with London and national Attendance there is still a long way to go. to 22% in Camden in 2017 and strong pass. performance. • EYFS – 27% of children with 18% nationally in 2017). Attendance in some Camden SEND achieved a good level Camden did better than the 154 students studied Applied schools is not yet good enough. SEND of development, which is an • KS4 – 37% of the SEND cohort national average across all General Qualifications at Level Education is crucial to increasing increase on 2017 figures and achieved a standard pass in subjects. 5% of all entries were 3 and their average score was pupils’ long-term life chances, The number of pupils requiring remains above national figures English and Maths, an increase graded a 9. That’s 539 entries equivalent to a Merit +. Again, this their economic wellbeing and SEND support is higher than for 2017 (23%). of eight percentage points getting the highest possible is roughly in line with London and self-esteem but they must attend national and London averages. from the previous year. The grade. national performance. school to benefit from it. However, the non-SEND Attainment 8 average score In primary schools, 17% of group increased at a faster rate, of 35 is above the national Camden pupils require SEND However, whilst Camden is above so in spite of progress, the gap average for their peers in 2017. national averages, provisional support (compared to 14% is widening. data show it remains below nationally and in London). the London average. The KS4 A - Levels progress data show a similar picture with Camden performing A* well relative to national averages but below the London average. One in 12 Camden pupil entries (8.3%) got the highest A* grade - higher than the national 2018 average of 8%.

Those achieving A*-C grades also beat the national average at 78.6% C A B compared to 76.8%.

26 27 Finances Looking Forward

Finances (Sept 2017-March 2018) Our vision:

Camden Learning receives resources primarily from the and schools within Camden to deliver school improvement services, health and wellbeing services, governor support services and the Our vision: We want Camden to be a place where everyone has a chance to provision of IT education at the Camden City Learning Centre. Our expenditure is primarily focussed on providing thrive and nobody gets left behind. That means ensuring that every child enjoys expertise in those delivery areas. Camden Learning began providing services as an independent company on 1 learning and achieves well, so that they leave school as confident, successful September 2017. The overall financial performance of Camden Learning was satisfactory in our first part-year of learners and good citizens. operation and the company reported a pre-tax surplus of £31,000. Following a successful first year, We will work with our secondary To build upon the successes of Financial Highlights (£000) Camden Learning is looking schools to reduce the variation the Learning Hubs and clusters, forward to a busy and exciting that exists at GCSE - in terms the onus is not only on providing year ahead. Using system leaders of Progress 8 and, in particular, the platform for collaboration and expert practitioners, we Maths and English - and develop and sharing, but also on us Income will capitalise on their skills and the appropriateness and design demonstrating the impact of knowledge to address emerging of the curriculum. our projects on teachers, their issues. These include: delivery and pupils’ standards. School attendance remains Income from London Borough of Camden 1,043 Sources of income We see this as an important Building Camden Learning as another key area for feature of our teacher retention Income from schools 543 Total £1,701m a force for improvement improvement. Camden Learning strategy, providing unique is working closely with the As a new company, we need conditions for professional growth Other income 115 council’s attendance service and to ensure that we have the and job satisfaction. schools to improve attendance organisational structure, and reduce exclusion for Enriching learning in Camden staffing and resources that are particular groups of students. Expenditure necessary to underpin effective We want to develop our development. We intend to use approach to civic governance We also aim to influence the post senior staff from Camden schools and engagement with young 16 agenda, focusing on providing School Improvement 867 to support the management people, exploring how they can a relevant local offer, outstanding of Camden Learning and the contribute more to the common teaching and the best possible Health and wellbeing 515 Key expenditure implementation of key tasks. good locally. This will include the extracurricular opportunities, We also need to develop a promotion of Youth Safety in our Governor Services 72 that serve all students in our Total £1,670m more commercial approach to schools. This links to the Camden communities. Camden City Learning Centre 216 income generation. Not only will 2025 Plan and helps with our we become more effective at Attracting, developing and work to achieve good attendance tendering and bidding processes, keeping the best leaders and reduce school exclusions. we will also explore a range of potential opportunities for An important piece of work in We will design and agree a generating revenue to sustain and 2018/19 will be to produce a Camden-connected entitlement develop our work. local strategy which tackles the for children and young people challenges around recruiting and in Camden schools. This will Developing great teachers and developing our workforce. This articulate the broad range of inspiring learners includes shaping a coherent experiences they can expect. For leadership strategy and a example, the entitlement promise Although there have been some leadership framework. We aim to will include a commitment to strong gains in performance build on the excellent local NQT valuable cultural experiences but outcomes for pupils over the last offer and capitalise on Camden also a focus on better preparation academic year, there remain a as an attractive place to work, live for the world of work. number of challenges to improve and learn. outcomes so that they compare well with the best in London.

28 29 Our Board of Directors

Camden Learning is governed by a Board of Directors that consists of five members elected from member schools, two representatives from the London Borough of Camden, the Managing Director, and Independent Chair. The Board met ten times in 2017/18 to set strategic direction, oversee the implementation of the business plan, ensure performance and to assess and manage financial and operational risks.

It holds company leaders to account, ensuring Camden Learning’s work delivers the greatest possible educational impact, high standards and good quality, value for money services.

The Board fulfils the statutory requirements set out in the Companies Act (2006) and the School Companies Regulations (2002).

Jon Abbey Katy Forsdyke Christine Gilbert Managing Director Headteacher, Independent Chair Primary School Secondary School Christ Church Primary NW3 members members Abacus Belsize Primary School Kingsgate Primary School Acland Burghley School Argyle Primary School Netley Primary School Camden School for Girls Beckford Primary School New End Primary School Brecknock Primary School Our Lady’s Roman Catholic Primary School Brookfield Primary School Primrose Hill Primary School La Sainte Union Catholic Secondary School Carlton Primary School Rhyl Primary School Maria Fidelis Convent School Christ Church Church of England Primary Richard Cobden Primary School School (Hampstead) Rosary Catholic Primary School Christ Church Church of England Primary St Albans Church of England Primary School John Hayes Councillor Angela Mason Margaret Mulholland School (Redhill Street) UCL Academy Headteacher Lead Member, St Aloysius Primary School Director of Research, Christopher Hatton Primary School Gospel Oak Primary School London Borough of Camden Swiss Cottage School St Dominic’s Roman Catholic Primary School Edith Neville Primary School St Eugene De Mazenod Roman Catholic School Special School Eleanor Palmer Primary School St George The Martyr Church of England members Emmanuel Church of England Primary School Primary School Camden Centre for Learning Fitzjohns Primary School St Josephs Roman Catholic Primary School Frank Barnes School Fleet Primary School St Lukes Church of England School Swiss Cottage Gospel Oak Primary School St Mary and St Pancras Church of England Hampstead Parochial Church of England Primary School Thomas Coram Primary School St Marys Kilburn Church of England Primary Great Ormond Street Hawley Infants School School Hospital for Children School Martin Pratt Julian Turner Jacques Szemalikowski Holy Trinity (Trinity Walk) Church of England St Michaels Church of England Royal Free Hospital Executive Director Supporting People Chair of Governing Body, Headteacher, Primary School Primary School Childrens School London Borough of Camden Acland Burghley Secondary School Hampstead Secondary School Holy Trinity and St Silas Church of England St Patricks Catholic Primary School Primary School St Pauls Church of England Primary School Alternative Church of England Primary School provider King’s Cross Academy 30 WAC Arts College 31 Email: [email protected] “What’s good about Camden Learning is that it’s Telephone: 020 794 1122 innovative, collaborative, sustainable -and it’s local.” Website: camdenlearning.org.uk Twitter: @CamdenLearning Nicholas John, Headteacher, Acland Burghley School