Annual Review 2017/18 - Camden Learning
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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
Delivering our strategic priorities
welcome challenge
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 London 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 •a nnual standards meeting • s upport 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 key groups
classroom.”
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
range of improvement services
Teaching and Learning
Camden Learning is a company • statutory moderation
limited by guarantee. We to support all schools. There is
a basic entitlement of support • twice termly headteacher briefings
do not have share capital or
shareholders, instead we have for each school but those with We also offer:
‘members’, our schools, who the greatest need have more
help. All schools receive our ‘no • school results’ summaries
have committed to establishing
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,
headteachers, governors and We also offer a tiered subscription Training and
What we do other practitioners. We identify service to meet schools’ differing Development
outstanding practice and put needs. Schools taking the highest
Put simply, we work with
schools in touch with others to level of subscription get the • health and safety
schools to improve teaching
share learning and accelerate broadest package of up-front • best practice website
and learning, sharing
improvement. support and the greatest discount
responsibility for the achievement
on additional training.
of children and the excellence We also offer:
of all schools.
• p
referential rates for
additional training
We support schools with their
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...
94
Plus teaching Included We have
assistants, 94 Newly 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
161 were parent governors… 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
of teaching, the culture of
Our Teach Meet
This is a vital meeting intended to
the school and improved workshops
provide helpful challenge as part
of our support for the school. This Targeting support “Constructive, exam results.
Eleanor Palmer School hosted
conversation with each school honest dialogue, a series of maths events attracting
Schools causing concern receive based on robust over 150 teachers during
helps ensure that resources are
focussed where they are most
targeted support to make sure data and information, “What impressed me 2017/18, with high attendance
they get the right help at the right about Camden schools from student teachers and NQTs.
needed and interventions are has undoubtedly
time. Numbers causing concern is the commitment
timely, appropriate and effective. helped to
are falling with only 5 schools on and dedication of the For example, through their
our concern register at the end accelerate extensive knowledge of local
We are planning to use the leadership to really be
standards meeting more this of 2017/18. During the year, we our improvement.” schools and teachers, Eleanor
creative.”
coming year to identify areas of supported eight schools on our Palmer brought together around
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,
including protracted disputes
Looking beyond the Camden Learning has also
played a leading role in setting up Stephen Betts, CEO,
over introductory fees, inflated borough boundaries Learn Sheffield
the new Association of Education
and inconsistent rates, Partnerships.
Camden Learning is an outward
safeguarding issues, persistent
facing partnership, increasingly
cold calling by agencies and the We believe collaboration across
engaged with other partnerships
perceived supply of poor quality partnerships is a good way to
across London and the country.
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 of making a more connected
London Partnerships to Camden
spend of around £7m, cost was national system of education.
for a meeting to share information
also a significant driver We were therefore pleased to
and explore opportunities for
for change. lead a peer review of Learn
working together.
Sheffield, working with colleagues
The recruitment agency supply
from Birmingham Education
project was a school driven
initiative to a perennial challenge.
“There is an Partnership. We were impressed
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
delivering significant savings. with many ideas for further
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
Camden: Eleanor Palmer Primary results currently being delivered. Each of the five schools The whole team agrees findings
We are never too selects a theme or aspect of its and the CLPP writes up the
School and Swiss Cottage
proud to borrow school development plan that it report.
Special School. The two play
great ideas and “The best thing believes would benefit from an
a vital role in driving school-led
improvement, including support
implement them here: about being an external focus.
for leadership and management, if it works, use it!” NQT in Camden is:
teaching and learning, The headteacher and senior “Our cluster’s
…working in
assessment systems, welfare and leadership team of one school work really helped to
such a diverse
SEND. then visit another for a day to shape up and fine
community that is look at the issue identified. They
so driven to improve tune our plans.
Our support for Newly are accompanied by one of our We enjoyed the process
Initial Teacher attainment Camden Learning Professional
Qualified Teachers of working with
Training …great support Partners (CLPP) who writes up
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 Girls, Parliament Hill, Hampstead, Torriano and Christopher Hatton
for children.
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 Camden Lead for Best Start in sequencing teaching has been leaders. Regular meetings are
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
and secondary schools from scheme providing 15 hours extra
for the most disadvantaged
working, creating the
outside the area have also
participated, adding to the children. The contributions levers to ensure
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
The increased focus on early evidence.”
• Oracy stage outcomes.”
• Secondary maths years has already resulted in an
Jon Abbey,
improvement in Foundation Stage Debbie Adams, Managing Director,
• Primary SEND
Profile results at the end of the Head of Early Years Camden Learning
• Mental health
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…
School Business Managers in Two primary schools shared the 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
network where guidance and and theory… applying in maths outcomes: Eleanor Palmer 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.
ideas are developed. Covering 60 engaged. In addition to meetings
primary and secondary schools, “Excellent range of great and events, initiatives included The first review, involving Camden Centre for Learning
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
professional isolation and return for every child in each KS2 It compared assessment, tracking, teaching and
“Brilliantly helpful” class sorting them into average learning with practice in class and evidence in books.
provides excellent support across
scores and league tables, with This had a particular focus on differentiation for pupils “This has informed our
Camden schools. “Amazing quality of
the top ten schools attending a with varying learning profiles. During a subsequent practice around whether our
teaching and learning –
With half termly meetings, final maths event in March. The inspection, the school was able to show real progress
you should be so proud” expectations are high enough
colleagues in busy roles can build popular competition was good 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.”
whole-day maths challenges were dialogue around assessment tools
suppliers. With a strengthened,
collective voice, the business also hosted for high attainers, and how another school is
managers’ network has also been with the final won by Brookfield using these.”
able to secure improvements Primary school.
in contracts, such as facilities
• T
hree 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
• C
amden KS2 maths
progress was the fourth Development Centre hosted a structured meeting
Discussions on hot topics - such
best in the country. for senior leaders on parental engagement, based
as going cashless, fundraising,
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
Acland Burghley School Eleanor Palmer Primary School
18 19Attracting, 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 ...to increase participation in physical activity, achieved:
opportunities and invaluable a comprehensive and diverse
understand, the training
networking opportunities training programme delivered by
programme has been
and events. Work is nearing
completion on an aspiring
expert trainers, a wide range of
model documentation available incredibly helpful - 16
leaders’ programme to
be launched in 2018/19.
through our online Governor Hub,
bespoke training and support,
providing opportunities
not only to stay abreast
32
plus clerking for meetings. of latest developments
and extend knowledge a record high of 32
for nearly
from 16
“Like all newly
appointed Heads,
Training events for governors
last year included support for
of areas of particular
responsibility or
minutes of physical
activity per day
1,750
pupils
participating
primary schools.
Chairs, induction training, skills interest, but also to ask
I felt pretty daunted development and expert advice experts for advice and Our ‘Families for Life’ programme, aimed at encouraging healthy eating
during my first term. on topics such as headteacher and increasing physical activity, also achieved record success:
It was so reassuring meet governors from
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 Camden School for Girls
draw on their
expertise and
11
knowledge. I have
11 schools took part 189 families involved
benefitted from
(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 21Enriching 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
designed to ensure that the nine has also increased. Last year saw networking”
Fewer
participating Camden schools are
outward looking and connected
90% of schools participate,
“Really inspiring!” 96% schools
up two per cent.
to innovation in education
good/outstanding more children now attend a
now Require
globally. Eighty-four per cent of primary, The Camden 21st Century Talent
secondary and special schools Pledge called on Camden’s
school that is good or better 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 to aim high and forge exciting
across Europe. So far, 53
– with three primary schools
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
100% concern is
• Volunteer at least one STEAM
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
good/outstanding falling exceeds national average
through the use of the outdoors Programme, led by heads and STEAM curriculum and enhance
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
broaden cultural understanding
High School and Westminster
Kingsway College. Work is
people. STEAM Ambassadors
support schools by delivering
KS1 =2017
and strengthen research and
development.
supported by a dedicated
STEAM Programme Manager,
activities in lessons or after-
school clubs, giving careers talks,
and KS2 6%
with expert-led modules and sharing their expertise through KS1 and 2 results KS2 combined Maths, English and Secondary results broadly in
coaching support to help schools masterclasses, mock interviews up in every subject Reading up 6 percentage points to line with 2017 and above the
“We really questioned and support with CV writing beat the London 2017 average national average
embed STEAM approaches at
..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
can we reflect on our
Innovation hosting a panel
of high-profile speakers from
example through workplace visits,
mentoring, work experience,
apprenticeships, paid internships,
1 Although above the national
practice and improve business, research, the arts and
average, Camden performance
upon it?” higher education and a bespoke
STEAM workshop held at the
delivering a business challenge
for young people, or developing a
in 20 at secondary is still below the
Margaret Mulholland, Director V&A Museum. bespoke project. pupils got
of Research and Development,
Top marks at KS4 achieving best in London and we are
Swiss Cottage school
the highest possible grade 9 ambitious to improve
22 23Performance and Impact 100
Camden National London
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
School Outcomes The number of schools requiring Early Years
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 Independent (PVIs), with 71% of pupils achieving a ‘good level of
judgements of good and Ofsted inspection. 100% of PRUs
outstanding schools, remains are good or outstanding providing development’ compared
75% 74% 77%
to 68% and
66% 67% 71%
66% in the two previous
74% 75% 76%
years.
82% 82% 83%
66 % 68% 71%
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 Primary
72% 76% 78% 79% 76% 81% 81% 77% 75% 81% 80%
inspection outcomes are concern on our internal register at 80 69% 78% 70% 67% 61% 69%
66% 76%
particularly strong: 40% of year end has reduced significantly Key Stage 1
75% 74% 59% 64%
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
0
72% 76% 82% 76% 78% 82% 61% 67% 83% 61% 67% 72%
80
outstanding (compared to 38% our strategic plan commitment is 79% 71% 69% 7
76% 83% 83% 84% 84%
nationally). to reduce this to zero. There are 2016 201777%
2018 2016 2017 2018 2016 2017 2018 2016
73% 2017 76%
79% 75% 2018 83%
74% 78% 78% 75%
80Reading Writing Mathematics 77% Camden
Combined National
82% London
no inadequate schools. 100
72% 73%
70% 68% 60
65%
70% 80
73%
60 76% 79% 71% 69%
83% 83% 84% 84%
Ofsted grades – Overall effectiveness judgements for schools inspected 80
77% 74% 78% 78% 75%
73% 77%
73% 79% 75% 76%
82%
83%
72%
as of 31st July 2018 40
70% 68% 70%
60
40 65%
80% 60
80
40 20
60% 57% 20
60 40
75% 74% 77% 66% 67% 71% 74% 75% 76% 82% 82% 83%
66 %
40% 40% 0 20 0
40 20 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018
2016
Primary Reading
75% 74% 77%
Writing
66% 67% 71% 74%
Mathematics
75% 76% 82%
Science
82% 83%
66 % 68
20 Key
0 Stage 2 0
2016 2017 2018 2016 2017 2018 Camden
2016 2017 2018 2016 National
2017 2018 London
10% 10% Secondary 100
The end of primary
Reading (Key Stage 2) results
Writingwere well above the national and London
Mathematics average, with increases
Science
2016 20
2% 0%
in all subjects.
0
Outstanding Good Requires improvement Special 80 69%
72% 76% 78% 79% 76% 81% 81%
78% 70%
77% 75% 81%
Camden
80%
National
67% 61% 69%
London
80 100 66% 75% 74% 76%
59% 64%
60 72% 76% 78% 79% 76% 81% 81% 77% 75% 81% 80%
80 69% 78% 70% 53% 67% 69%
61%
40
60 66% 75% 74% 76% 64%
59%
60
40 20 53%
40
72% 76% 82% 76% 78% 82% 61% 67% 83% 61% 67% 72%
0
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 2016 2017 2018 2016 2017 2018 2016 2017 2018 2016 2017 2018
39% 40% 10% 10% 60% 60% 61% 57% 61% 80% 40% 40% 0% 2% 20% 10% 0% 0% 0% 0% 0% 0% 0% 0%
Reading Writing Mathematics Combined
2017 Outstanding Good Requires improvement Inadequate
2018 Outstanding Good Requires improvement Inadequate
24 25Performance 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
However, whilst Camden is above Camden pupils require SEND 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 27Finances Looking Forward
Finances (Sept 2017-March 2018) Our vision:
Camden Learning receives resources primarily from the London Borough of Camden 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
Camden Learning is looking schools to reduce the variation the Learning Hubs and clusters,
Financial Highlights (£000)
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.
Sources of income School attendance remains We see this as an important
Income from London Borough of Camden 1,043 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 conditions for professional growth
Other income 115 As a new company, we need
council’s attendance service and and job satisfaction.
to ensure that we have the
schools to improve attendance
organisational structure, Enriching learning in Camden
and reduce exclusion for
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
Health and wellbeing 515 Key expenditure teaching and the best possible
implementation of key tasks. good locally. This will include the
extracurricular opportunities,
Governor Services 72 We also need to develop a promotion of Youth Safety in our
Total £1,670m that serve all students in our
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 29Our 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 Hampstead School
Brecknock Primary School Our Lady’s Roman Catholic Primary School Haverstock 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) Parliament Hill School
Rosary Catholic Primary School
Christ Church Church of England Primary Regent High School
John Hayes Councillor Angela Mason Margaret Mulholland St Albans Church of England Primary School
School (Redhill Street) UCL Academy
Headteacher Lead Member, Director of Research, St Aloysius Primary School
Christopher Hatton Primary School William Ellis 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
Emmanuel Church of England Primary School
St George The Martyr Church of England members
Primary School
Fitzjohns Primary School Camden Centre for Learning
St Josephs Roman Catholic Primary School
Fleet Primary School Frank Barnes School
St Lukes Church of England School
Gospel Oak Primary School Swiss Cottage
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 Camden Town 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
Kentish Town Church of England Primary School Torriano Primary School provider
King’s Cross Academy
30 WAC Arts College 31Email: info@camdenlearning.org.uk
“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 SchoolYou can also read
