Best Practice

Case study: Embracing the London Inclusion Charter

Inclusion
With absence and suspensions increasing – even in the primary phase – the Mayor of London’s Violence Reduction Unit has launched a city-wide Inclusion Charter to support our most vulnerable children. Laura McPhee explains what is involved and reports on the ethos of two groups of schools
A strong culture: The Willow Primary School has embraced the ethos of the Mayor of London’s Inclusion Charter (image: supplied)

The safest place for a child is in school. However the data tells us that we have rising rates of suspension and absenteeism.

Last academic year, the overall absence rate in England’s schools was 7.2%, rising to 11.1% for Pupil Premium pupils. Furthermore, 20.7% of pupils were classified as persistently absent, missing 10% or more of sessions (DfE, 2024a).

And while rates of absence are lower for us in primary schools (5.5% absence and 15.2% persistent absence), we are still notably above pre-pandemic levels.

Suspensions are also at record levels, with 786,961 last academic year, up from 578,280 in 2021/22. Of course, the bulk of these are at secondary level, but still compared to 2021/22, suspensions increased for primary pupils by 27%, from 66,200 to 84,300 (DfE, 2024b).

The correlation between children with a history of suspension or exclusion from school and violence is well documented. Ofsted has also contributed to the national discussion, confirming in a 2019 report based on visits to 29 schools and PRUs in London that children excluded from school “have self-reported higher instances of knife-carrying”.

So how do we ensure our most vulnerable children are not losing out on schooling or placed at risk? What support is there for schools working hard to support communities?

In response to these challenges the Mayor of London’s Violence Reduction Unit (VRU) launched London’s Inclusion Charter in February this year. It is a city-wide partnership between young people, schools, parents, local authorities, and education specialists. The Charter is rooted in an evidence-based approach and has been influenced by the young people and communities it seeks to serve.

The VRU has also commissioned research from the University of Bath into the views of nearly 4,000 children, parents and teachers in London (Brown et al, 2024). The findings show that two-thirds of primary school children felt that having school rules that were fair would help them feel safe, while 67% felt that not being listened to affected their sense of belonging.

Recognising the importance of creating psychological safety for pupils, the new Charter is founded on four principles:

  1. Embedding equity and diversity.
  2. Students as active citizens.
  3. Being adaptable and reflective.
  4. Beyond academic achievement.

Naturally, ambitious initiatives require investment. The VRU is investing £12m in education, working to keep children and young people in school, supporting healthy relationships, and supporting speech, language and communication needs.

This includes £1.4m from the VRU to partner with UNICEF UK through its Rights Respecting Schools Award, which offers free support, training and resources to all state-funded education settings (see below). Three-quarters of London boroughs have already signed up to the initiative to embed the principles, build on existing approaches to inclusion, and share best practice.

Lib Peck, director of the VRU, explained: “Evidence shows children and young people are safer in school and education gives them the tools to develop and thrive. The VRU established London’s Inclusion Charter to support and share inclusive practice. It’s a genuine partnership with young people, teachers and schools and with local authorities that puts children’s rights front and centre.”

 

Rights Respecting Schools

The UNICEF UK Rights Respecting Schools Award supports schools to embed children’s human rights in their culture and ethos. The award recognises schools that place a high premium on the UN Convention on the Rights of the Child and ensures that this is central to their practice. It is based on principles of equality, dignity, respect, non-discrimination and participation. Schools taking part nationally have reported a positive impact on relationships and wellbeing, leading to better learning and improved behaviour and pupil outcomes.

 

Highlands and Uphall Primary Schools

Walking the walk: Pupils at Uphall Primary School (top) and Highlands Primary School, where school staff model expectations on how to manage conflict and treat each other with kindness (images: supplied)

 

Dr Kulvarn Atwal is the executive headteacher at Highlands Primary School and Uphall Primary School in the London borough of Redbridge and a regular contributor to this magazine.

He explained how the Rights Respecting Schools Award has been an integral part of the improvement journeys at both schools, describing it as the “glue that binds our community together”. He continued: “As head learning leader, it is my responsibility to model the structures, culture and values at the school. It is pivotal that the headteacher is the lead for the Rights Respecting Schools Award and that it is well supported by the wider staff body. Ideally leaders at all levels will promote the initiative through the school’s curriculum offer.”

Schon & Argyris (1992) explain how human beings hold two types of theories in their heads: the one that they espouse (their stated beliefs and values) and the theory that they actually use (we see this in action when we observe how others behave). 

Dr Atwal explained how his pupils are immersed in a strong school climate which embodies the school values. The faithful adoption of the Inclusion Charter and RRS means that they do not see cognitive dissonance as staff “walk the walk and talk the talk”.

Children learn to regulate their behaviours and make good choices because staff explicitly model expectations on how to manage conflict and treat each other with kindness.

Stakeholders understand that promoting pupils’ social, emotional health and wellbeing is the gateway to accessing the curriculum and improving outcomes for all learners, in particular disadvantaged pupils.

Highlands has been awarded the Mayors of London’s Schools for Success Award for five consecutive years. This is given each year to the top 6% of schools in London which achieve the highest pupil progress for scores for their low prior attainers.

Pupils from both settings have benefitted from the global dimension of the Rights Respecting Schools Award. The children appreciate that while they may be part of a diverse community, there is more that unites us than divides us.

The Inclusion Charter and Rights Respecting Schools have given pupils a shared language and the school community is committed to promoting the articles of the UN Convention. As a result pupils are encouraged to become critical thinkers and play an active role in citizenship.

 

The Willow and Broadwaters

Fully inclusive: The Willow Primary School, whose headteacher Dawn Ferdinand is a dedicated champion of the Inclusion Charter (image: supplied)

 

The Willow Primary School and Broadwaters’ Children’s Centre are based in Tottenham in north London. The Willow is a larger than average primary school which shares a site with a special school and the children’s centre.

Graded outstanding in 2023, inspectors noted: “Leaders have created a fully inclusive environment where all pupils are supported to thrive and do their best. The Willow values of ‘positive relationships, diversity and equity, excellence, wellness and community’ are put into practice in every aspect of leaders’ and staff’s work.”

Headteacher Dawn Ferdinand is another dedicated champion of the Inclusion Charter. She explained: “At The Willow, we recognise it is the school’s responsibility to meet the needs of each child. The school should ‘fit’ around the child, it is not for the child to ‘fit’ into the school.”

The team at The Willow describe learning as a continuum. They acknowledge there are children who will easily adopt systems and processes relating to behaviour and those that need school to make adaptations to enable them to be successful. In the same way that pupils require support learning to read or write, the team at The Willow appreciate pupils may require scaffolding and intervention to learn how to self-regulate and develop learning dispositions.

This starts early in the morning, before pupils step into the building. Leaders sensitively ensure that pupils who may be dysregulated have the opportunity to take part in an alternative low-stakes activity or work with a mentor so that they are set up for success before they enter the classroom.

Leaders are keen to emphasise that the “teacher is the weather in the classroom” and that they have a responsibility to ensure every pupil feels safe and secure. Curriculum adaptations and variations of tasks are made where appropriate and strong emphasis has been placed on equity of provision.

 

Final thoughts

We know that helping children to feel safe and creating a sense of belonging are crucial factors in successful attendance, and the suspension and exclusion figures show us time and again those pupils most at risk.

Boys are still more likely to be permanently excluded or suspended and pupils who are eligible for free school meals are four times more likely to be suspended. Similarly the rates of suspension are significantly higher for Gypsy Roma pupils, Travellers of Irish heritage, and black and white Caribbean pupils.

There has been extensive discourse over how best to support vulnerable pupils, the challenges schools face, and in particular the thorny issue of exclusion. The evidence-base encourages us to ask challenging questions of ourselves. How do we use the rich knowledge we have about our communities to foster more inclusive approaches to education? Are we able to look “beyond the data” to consider contextual safeguarding needs? How are these needs compounded by intersectionality? How do we use this data to develop practices which are equitable and fair?

  • Laura McPhee is director of education at University Schools Trust. She is a member of the Virtual School Management Board, executive committee member of the Lambeth Safer Children Partnership and guest lecturer at London South Bank University. Find her previous articles and podcast appearances for Headteacher Update via www.headteacher-update.com/authors/laura-mcphee 

 

Headteacher Update Autumn Term Edition 2024

  • This article first appeared in Headteacher Update's Autumn Term Edition 2024. This edition was sent free of charge to UK primary schools in September 2024. A free-to-download digital edition is also available via www.headteacher-update.com/content/downloads 

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