Wandsworth is an incredibly diverse borough that we are immensely proud of. Its vibrant tapestry of cultures, backgrounds, and lived experiences is a testament to our community’s richness and strength. It is therefore only fitting that Wandsworth has been chosen as London’s Borough of Culture 2025 – a year dedicated to celebrating the arts and showcasing the unique talents and perspectives that make our community and its schools so unique, different and special.
Creating truly inclusive schools
Implementing a top down, bottom up, whole-school approach to EDI is the most effective way to achieve equity in our schools. But that comes with significant challenges. Addressing the rise in SEND pupils; adapting curricula to embrace and celebrate differences; ensuring a Board of Governors that can bring rich lived experiences including race, gender, religion, disability, and sexual orientation to school policy. These initiatives take time, they take resources and they need to be intentional and systemic to be truly effective.
In our latest report, our focus is on real world rather than rhetoric. How we are actively supporting schools to foster an environment of true equality, diversity, and inclusion. Giving actionable examples of how our professionals are working alongside passionate teaching staff to empower every child, regardless of their background, to reach their full potential. How we are working to deliver tangible outcomes that are strengthening each school’s effectiveness.
We believe that a truly inclusive education system is one that values and celebrates the unique strengths and perspectives of all learners. By providing schools with the tools and resources they need to address the diverse needs of their students, we can create a more equitable and just society for all.
That is why we are so delighted that the success of our service is now being recognised outside of Wandsworth boundaries. We are now currently working with schools in Kingston, Merton and Richmond which stands as a testament to the effectiveness of our approach.
I encourage you to explore the information within and discover how these valuable services can make a real difference in the lives of young people in Wandsworth. From pupil engagement to staff retention, they can lead to transformative results and permeate through everything you do. We hope you find it of use as you strive for a more equitable education for all.
Michael Hallick Director – Business and Resources Children’s Services
Doing Difference Differently
Read our latest report on empowering schools to deliver equitable education for all.
Inclusion in school education ensures that all students feel valued and belong within the school community. It emphasises that ‘Every child has the right to quality education and learning’, as outlined by UNICEF. This includes respecting the diverse backgrounds, abilities, and learning styles of all students. It also bolsters full participation by creating an environment where all students can actively engage in learning and feel supported. Inclusive education prioritises the removal of barriers that may hinder any student’s learning, such as physical, social, or cognitive challenges. Finally, it recognises and addresses the diverse learning needs and preferences of each student.
Inclusion is about everyone, or it is about no-one
Inclusion in schools is not limited to providing additional support to a specific characteristic. At its heart is the creation of a learning environment that works for all pupils, whether they have a disability, speak English as an additional language, are a member of a minority community, come from a low-income family – or find it harder to learn and achieve for any reason.
While needs vary, pupils should not have to adapt to the education system, instead education systems should adapt to their bespoke needs. Or, as Professor George Dei explains: “Inclusion is not bringing people into what already exists, it is making a new space, a better place for everyone.”
While culture change is challenging, it can prove transformational – for everyone. Finding new ways of learning can unlock potential; reduce bullying through understanding; re-engage learners through representation in the curriculum; foster staff unity and lay the foundations for brighter, equitable futures for all.
Setting the scene, systemically
Imagine a school bus. You want everyone to get onto the inclusion bus with you – teachers, pupils, parents and carers, school governors – but you haven’t communicated your vision, reasoning or goals. How long will we have to sit on the bus? What is the final destination? What can we expect when we get there?
If you want people to come on the journey with you, construct an inclusive vision that addresses the singular challenges that your school faces. Use the process to cultivate an environment that values every voice. Laying the foundations for ongoing dialogue.
The culture of any organisation is shaped by the worst behaviour the leader is willing to tolerate.
Steve Gruenert and Todd Whitaker School Culture Rewired: How to Define, Assess, and Transform It
Take a deep dive and listen to the voices of your stakeholders. This should include staff, students, governors and the community. All stakeholders must have a sense of connection and belonging. Ownership of each idea is key to its success. Listen to each other’s lived experiences and hear.
Have regular “curious conversations” with colleagues.
Find out what makes them feel engaged or conversely, challenged. Create a safe space for engagement and learn to be comfortable with being uncomfortable. Create a shared understanding that is agreed and implemented by all. When you implement these elements, you will have a profound impact on team dynamics, school culture, and instil a systemic sense of purpose and direction.
The work of EDI requires all members of your school to be on board. It has to be delivered systemically and the responsibility equally should not fall upon the marginalised and only take place at a grassroots level.
Diversity is a fact; inclusion is an act
Always act intentionally. If you do not intentionally include, you will unintentionally exclude.
Intentionality begins with setting out your key priorities. Inclusion needs to be embedded across all aspects of the school, from curricula to pedagogy and teaching, as well as broader school activities including social and extra-curricular. What does that look like? Do your homework. Look to outside services for expert support (see page opposite) and research best practice ideas. Create an in-depth action plan to ensures a transparent and accountable process.
Your action plan must outline the specific steps you will take, define clear success criteria and milestones, designate staff responsibilities, and identify the necessary resources.
Empower all staff with access to comprehensive training and continuous professional development (CPD) opportunities. While most staff are dedicated to performing their roles effectively, they may lack the necessary knowledge and skills to do so confidently.
Review, Reset, Repeat
To what extent has education changed since 2020? Think about the profound impact COVID-19 and Black Lives Matter have had on how we view and deliver primary education. How many pre-pandemic policies and procedures are no longer fit for purpose?
The point is that any plan, however intentional at the outset, can become outdated and ineffective if it is not reviewed and discussed on a regular basis. Be realistic about what can be achieved, but over time, continue to expand its scope until it encompasses all aspects of school life.
Let inclusion become the lens through which knowledge is delivered, difference is celebrated, behaviours are reported and responded to, and allyship is proven to pupils, teachers and families from marginalised groups.
We must model the behaviour we expect to see and demonstrate in all aspects of life, that each and every child deserves the opportunity to succeed, irrespective of the identities and intersections that they hold.
Inclusion works where teachers hold positive attitudes, where staff are well trained, use strategies geared to diverse needs and work collaboratively within a problem-solving school culture.
Ultimately, a school’s success should be measured by the extent to which it prepares all the young people it serves for their next steps in life – do pupils leave the school confident and proud of who they are, appreciating the unique qualities of others and having reached their true potential? If you implement an inclusion strategy that is both systemic and intentional, there is a very strong chance they will.
64% of learners agree they learn better if they see people like themselves or from their backgrounds in what they learn in school.
Pearson School Report 2024
Governor Services: Championing Diversity in Governance
Imagine a governing board that truly reflects the community it serves – where decisions are enriched by lived experiences and a range of perspectives. Our Governor Services is turning this vision into reality. In 2025, the service is extending its commitment to diversity by hosting outreach events in community hubs to educate, inform, and inspire people from all walks of life to consider becoming school governors.
Representation matters. A diverse board doesn’t just mirror the community – it actively works in its best interests. It brings fresh ideas, richer discussions, and decisions that truly support every pupil and family. By building a network of prospective governors from underrepresented groups, our Governor Services is helping schools create inclusive environments that empower children to thrive.
Schools subscribing to the service gain access to this diverse talent pool, alongside the tools needed to make governance exceptional. Bespoke support packages include professional clerking, tailored advice, and comprehensive training programmes, all designed to equip governors to excel in their roles.
Our Governor Services is setting a new standard, ensuring that every school has a governing board that is robust, representative, and ready to shape a brighter future for the entire community.
If your local community does not have the diversity that you need – look more widely.
Sharon Warmington National Black Governors Network
Learning Resources: Opening Doors to Inclusive Stories
Our Learning Resources Service has been transforming school libraries by investing in thousands of new books that reflect the diversity of today’s world. From showcasing diverse cultures and alternative family structures to challenging traditional gender norms, this initiative is redefining how children see themselves and others in the stories they read.
Equality, Diversity, and Inclusion (EDI) lies at the heart of this transformation. By embracing EDI in its widest form, the service provides resources that celebrate the unique experiences, cultures, and identities within our communities. These thoughtfully curated books empower teachers to create classrooms where every child feels seen, valued, and inspired.
The impact goes beyond representation. When children connect with characters and stories that reflect their own lives – or introduce them to new perspectives – they’re more likely to develop a lifelong love of reading. This connection boosts literacy skills and fosters empathy, helping students better understand the diverse world they’re growing up in.
Schools subscribing to our Learning Resources Service gain more than just access to these collections. They also receive expert guidance from librarian consultants and tailored resource boxes that seamlessly integrate with their curriculum.
Through this initiative, our Learning Resources Service is opening doors to inclusive, inspiring stories that equip children to embrace their world with curiosity and compassion.
Doing Difference Differently
Read our latest report on empowering schools to deliver equitable education for all.
We believe that great education knows no boundaries or barriers. That is why we are delighted to offer our services into our neighbouring boroughs.
Governor Services: St Joseph’s Catholic Primary School, Kingston
St Joseph’s Catholic Primary school in Kingston has a long connection with Wandsworth’s School Governor Services. So, when head teacher Lorraine Flower joined St Joseph’s in April 2022, after 12 years as a deputy head in Weybridge, Surrey, she found there was already a clerk to the governors who knew the school well.
“We are in the borough of Kingston and we do use their governor services as well, getting help with Governor Hub, but it’s Wandsworth’s School Governor Services that provides most support with governance tasks,” she says.
Clerk to the Governors is Steve Laffey who Lorraine describes as: “Very serious and knowledgeable. He keeps us on track and runs the meetings really well. He is efficient and timely with drafts of minutes, agendas, and if ever there are points for clarification needed in meetings, he tends to have the answers. In my time here he’s been fantastic and very good at his role.”
Schools need to keep on top of statutory policies and that’s where the Head finds professional clerking support a boon. “Our clerk sends a suggested agenda before a meeting and keeps a policy schedule for us – he will put on any statutory policies that are needed in time for that meeting and is open to us making amendments and putting on any agenda items we want to discuss. It is very much done in collaboration with the chair of governors and myself,” says Lorraine.
As well as organising a schedule of committee meetings a year in advance Steve also creates documents showing which policies need to be reviewed and which committee they need to go to. St Joseph’s is a small school, with around 240 pupils, but it still has a busy committee set up with the full governing body (FGB) and finance committees and has recently merged its Catholic life and Curriculum committees into one.
In addition, the Clerk did pay panel meetings for St Joseph’s in 2024 and clerked for a couple of disciplinary meetings.
“We get diocese training and Kingston governor training sent through and Steve is very good at communicating any available training to governors,” adds Lorraine who has recommended Wandsworth’s Governor Services to nearby schools looking for a new clerk.
“We are joining an academy trust on 1 January 2025,” says Lorraine, “but I don’t plan on losing Steve as our clerk as a result of it.”
The City Learning Centre (CLC) has long been at the forefront of integrating technology into education, offering specialist computing and creative media support to schools across the UK. This year, the CLC’s commitment to innovative teaching was globally recognised through a partnership with Apple, featured in Apple’s Education Impact Report.
The collaboration, known as The Battersea Project, began with 11 schools and is set to expand to 20, aiming to enhance digital literacy among students and teachers. Utilising Apple’s “Everyone Can Code” and “Everyone Can Create” resources, the initiative has enabled students to develop coding skills and engage with new technologies like the Apple Pencil. Teachers have also benefited, achieving Apple Teacher certification to integrate these tools effectively into their classrooms.
A highlight of the partnership was a showcase event at Battersea Arts Centre, where students presented their digital projects to the community. Feedback has been overwhelmingly positive, with many students now aspiring to careers as digital creatives.
Beyond the Apple partnership, the CLC continues to support schools in adopting various digital tools, including Google Education and G Suite. By providing tailored advice and training, the CLC ensures that schools can navigate the evolving technological landscape, including emerging areas like artificial intelligence.
Through these initiatives, the City Learning Centre reaffirms its dedication to empowering educators and students, equipping them with the skills necessary to thrive in a digitally driven world.
Doing Difference Differently
Read our latest report on empowering schools to deliver equitable education for all.
Our Catering Service is dedicated to helping schools deliver nutritious, balanced meals while meeting evolving standards and supporting the wider well-being of pupils. By working closely with schools and parents, the service ensures food provision is not only compliant with regulations but also responsive to the needs and preferences of children and their families.
Recent updates to the Schools Food Standards have brought a renewed focus on creating balanced meal options that are both healthy and appealing. Recognising that pupil feedback often influences parental concerns, the Catering Service has introduced an innovative solution: inviting parents with concerns to purchase and experience a school meal themselves. This initiative has been highly effective in breaking down misconceptions and fostering greater understanding between schools, parents, and pupils, ensuring a more collaborative approach to supporting healthy eating habits.
The service is also working with schools to take a holistic view of food provision. Through the Healthy Zones initiative, piloted in Wandsworth across three schools, the Catering Service is supporting a comprehensive approach to food across the school day—from breakfast clubs and lunch to snacks and skills training. This includes helping schools integrate healthy eating into the curriculum and wider school culture, empowering children and parents to make informed choices about their nutrition.
Delivered through a service level agreement, the Catering Service combines expertise, in-depth local knowledge, and a commitment to excellence. With dedicated, qualified advisers and a deep understanding of individual school contexts, the service continues to ensure food standards that not only meet regulations but also support the best outcomes for pupils.
Doing Difference Differently
Read our latest report on empowering schools to deliver equitable education for all.
Managing school finances has become increasingly challenging, with growing regulatory requirements and complexities in funding from the Department for Education. To help schools meet these demands, the Schools Finance Service has rolled out a new finance system across its partner schools. This update provides a consistent and efficient way to handle financial information, enabling schools to manage budgets more effectively and make well-informed decisions.
The improved system has made it quicker for Finance Advisers to access the data they need to support schools, helping to model budget options and plan for the longer term. These updates have delivered practical benefits, including improved budget control, better risk management, and clearer reporting. Schools now have the tools to navigate financial pressures with greater confidence.
In addition to the new system, the Schools Finance Service has introduced the Workforce Planner, a tool specifically designed to help schools manage their staffing costs—typically 80% of their budgets.
By integrating staffing data with payroll systems, this tool provides highly accurate forecasts, reconciling figures to within £100. Schools benefit from a clear link between planning and actual costs, ensuring tighter control and more reliable resource allocation.
The Schools Finance Service continues to offer personalised support through its experienced advisers, providing regular on-site visits, tailored training, and financial reports that meet the specific needs of governors and school leaders. By combining practical tools with expert advice, the service ensures that schools have the support they need to manage their finances efficiently and effectively.
Doing Difference Differently
Read our latest report on empowering schools to deliver equitable education for all.
The Literacy and Numeracy Support Service (L&NSS) works hand-in-hand with schools to tackle one of the most critical barriers to learning: literacy and numeracy difficulties. Their tailored, inclusive approach is designed to meet the specific needs of schools and their pupils, helping to create classrooms where every child can thrive.
In recent years, L&NSS has transformed its model to focus on a broader spectrum of challenges. Moving beyond traditional one-to-one support for specific dyslexia profiles, the service now integrates numeracy expertise and literacy support across the full range of neurodiversity and learning difficulties. This flexible approach combines group work, targeted one-to-one interventions, and engagement with parents – whether to provide strategies for supporting their children or address their own literacy and numeracy challenges.
My personal joy is taking someone who isn’t accessing classroom learning and is withdrawing from reading or spelling activities to a space where they begin their journey on the literacy continuum. In six to nine months that child is reading and is confident.
Josa Stephens, L&NSS specialist literacy teacher and assessor
The team’s work doesn’t stop there. By collaborating closely with teachers, L&NSS ensures their expert interventions extend into the classroom. The goal is to minimise the need to remove pupils from lessons, reducing the risk of stigma while building a supportive learning environment for all. This holistic approach not only benefits the individual child but also the wider class. When one pupil struggles, it can impact the entire group. Addressing literacy and numeracy challenges creates a ripple effect, improving focus, engagement, and progress across the board.
The Literacy and Numeracy Support Service exemplifies the power of targeted, inclusive support to unlock potential and raise achievement – not just for individual pupils, but for entire school communities.
Doing Difference Differently
Read our latest report on empowering schools to deliver equitable education for all.
Recognising the enthusiasm schools have for their work, alongside the financial constraints some face in accessing additional psychological support, SCPS has, over the past year, introduced an innovative initiative to empower educators through supervision training. This collaborative approach allows schools to extend the benefits of psychological expertise in a cost-effective way while ensuring educational practices remain effective and responsive to students’ needs.
To address this challenge, SCPS has piloted a programme that trains teachers to become supervisors. This comprehensive package includes two days of initial training and four termly top-up sessions, supplemented by ongoing advice and support to ensure effective implementation. By equipping educators with supervision skills, schools can cultivate a supportive environment that enhances staff well-being and professional growth.
Having a calm voice and thoughtful presence to give us the space to talk through a difficult case – it can be difficult to find the time and not to feel as if you need to have all the answers (especially as a SENCo) and the EPs that I work with are great at providing that space and asking all the right questions!
Secondary School Inclusion Manager
In recent months, SCPS has also responded to a growing demand for direct engagement with parents. In response, the service is supporting schools with parental engagement and offering increasing opportunities for direct training and workshops as part of schools’ regular coffee morning practices. Topics can include anything that feels pressing for the school community, including building emotional resilience, strong attachments, as well as healthy boundaries and quality play time at home. This aligns with SCPS’s holistic approach, which emphasises collaboration with both schools and families to create optimal environments for children’s development.
Through these initiatives, the Schools & Community Psychology Service exemplifies its commitment to comprehensive support, ensuring that educators and parents are equipped to foster the well-being and potential of every child.
Doing Difference Differently
Read our latest report on empowering schools to deliver equitable education for all.
The pencil-shaped bollards outside St Boniface Primary in Tooting make it clear just how seriously the school leadership team take literacy. To help the children who find reading and writing harder they’ve bought in specialist literacy services for more than 20 years from the Wandsworth Literacy & Numeracy Support Service (L&NSS).
For the past seven years Josa Stephens, Specialist Literacy Teacher and Assessor, one of the eight member L&NSS team, has been working one day a week at St Boniface. Her main tasks are to offer:
In depth assessment for literacy challenges including full diagnostic testing for dyslexia, a specific learning difficulty, and recommendations for onward referrals for co-occurring difficulties.
Rigorous targeted support to accelerate literacy progress for key pupils.
Collaborative support for teachers and TAs to ensure that specialist literacy strategies are in place to support pupils in class and with any interventions.
Training and advice for the school community.
If pupils are struggling to link sounds and letters and falling behind in literacy, discussions will be needed on how to help them on their literacy journey. Often this will be when Josa Stephens from Wandsworth L&NSS will be brought in to help devise a learning pathway in tandem with other professional agencies including educational psychologists, speech and language therapists and occupational therapists.
“Multiple learning differences can lead to literacy challenges. A lot of our children have difficulty in other areas besides putting things into long-term memory,” says Anna Gordon, SENCO teacher at St Boniface who is hugely enthusiastic about working with Josa.
Josa currently supports four pupils one to one, taking them out of their class to work in the cosy intervention room every Wednesday, and coaches the TAs of two pupils. Josa is a big fan of using what pupils can do to scaffold what they can’t do to move their progress on. Little and often is the aim.
We prioritise spending on the service to ensure that those children who are most at risk of leaving in Y6 well below in reading and writing are supported to close gaps and become more literate.
Lisa Platts, Headteacher
Josa, as a literacy specialist from L&NSS, also helps parents at coffee mornings debunk literacy myths. She encourages parents to stick with one book, ask their child questions about the story and value the way repetition embeds skills and teaches patience, resilience and stamina. “You need four exposures to learn new words as a minimum to be able to reliably recognise it four days later,” says Josa who trained as a barrister before becoming a teacher and starting work for Wandsworth.
Anna is hugely supportive of Josa’s work at St Boniface, telling her: “Teachers love the fact you say we can adapt this lesson and make this book accessible. You come in with resources and give so much to the whole community. Our targeted students make amazing progress.”
“My personal joy is taking someone who isn’t accessing classroom learning and is withdrawing from reading or spelling activities to a space where they begin their journey on the literacy continuum. In six to nine months that child is reading and is confident. The specialist rationale for teaching and learning is evidenced based, and it works! After learning how to apply phonic knowledge and build reading fluency skills, pupils begin to express themselves confidently in writing and engage with supportive technology,” explains Josa who personalises learning during teaching sessions.
“It is vital for success with learning that these pupils build skills around their areas of interest, so if they love Lego, I will find books about Lego, or about animals etc., and try to make lessons as multi-sensory as possible, to reduce the fear of engaging at the word level. We also gradually build automaticity with common words for reading and spelling. We might have five common words, that children should recognise instantly. Those words go into the classroom twice a day to be rehearsed. Then I drip them into a short paragraph about what the child is interested in to give further weekly practice encountering these target words. Having a grasp of these most common words really makes a difference to the child’s perceptions of themselves as learners and they begin to feel ‘I’m reading’.”
It’s money well spent every single year. Josa’s impact is clear to see.
Lisa Platts, Headteacher
Patience, fun, repetition helps the students ‘get’ reading at St Boniface. “Children who have persistent literacy difficulties, need so much repetition, over and above what their class teacher can give. As a class we will look at the use of ‘its’ and ‘it’s’, when many children have got it, we can’t keep revisiting with the whole class, we need the class to keep moving on. So, if a child has a particular literacy difficulty, our words will be on their desk. It’s about getting into children’s long-term memory. For a lot of children their memory is a real challenge, and they forget. They need the repetition of words and Josa’s picture cues really help with retention,” says Anna.
“When working on phonic knowledge, which is essential for reading and spelling success, I teach children not only to recognise patterns, but to understand them. Language is a big puzzle or jigsaw … suddenly children get the penny drop moment and begin to understand language rules and be inquisitive about the language code.” explains Josa.
It’s the way students progress that keeps St Boniface using L&NSS. “It’s terrible if children leave primary school illiterate. We want all children to read and write to functional level,” says Anna. Another colleague sent a message to say, “In addition to the support and self-esteem Josa provides children, she is always happy to share her expert advice with teaching colleagues. Despite her time being very tight, she always finds a few minutes as we pass each other in the corridors, or via email to share strategies to reinforce spellings, a book choice that will work perfectly well for a student that is working at a different level to their peers, or a way to adapt a text so a child can access it in class. These insights are invaluable.”
‘What is educational neglect?’ is a question I am asked more frequently than ever before, by school staff, social workers and other professionals.
The answer to the question is both very simple and very complex. The Department for Education (DfE) states that persistent failure to send children to school is a clear indication of neglect. Similarly, the NSPCC identifies “not ensuring a child receives an education” as one of the four primary forms of neglect.
To further qualify, here are some key indicators of educational neglect:
Chronically poor school attendance without an acceptable reason, such as illness
A school aged child whose parents/ carers have not taken steps to secure a school place.
Children who are being home schooled but are not receiving a suitable education.
Pupils with unexplained low academic attainment in school.
Once upon a time, poor school attendance and educational attainment would have been seen largely as ‘education concerns,’ and the jurisdiction of schools and agencies such as the Education Welfare Service. However, the Department for Education (DfE)’ s 2022 Working Together to improve Attendance Statutory Guidance, has brought about a significant change in how we think about, and indeed address, issues relating to children and young people’s school attendance and their engagement with their education.
The guidance emphasises the importance of school attendance and states from the first page that ‘improving attendance is everybody’s business’. The guidance also references that if children are not accessing their education, this can be an indicator of a range of safeguarding issues. Given that educational neglect is likely to exist alongside other forms of neglect, such as lack of supervision, pupils who are not attending school regularly, or are not receiving a suitable education otherwise, may be at high risk of crime and exploitation.
Educational neglect should be treated as a universal concern, and, like other categories of neglect, can lead to potentially catastrophic outcomes for children and young people. When pupils are unable to access their education due to neglect, a robust multi agency response is not only desirable but likely to be necessary to address concerns and effect lasting change. MASH, Social Care, Early Help, the Youth Justice Service and other services here at Wandsworth council and in the community all play a part in helping to achieve the best possible outcomes for children and young people.
Further info:
The Rochdale Safeguarding Children’s Partnership has produced a short video about educational neglect: What is educational neglect
The Wandsworth Safeguarding Children’s Partnership has created a useful multi-agency guide to the different kinds of neglect, which will be available on the new WSCP website once it is up and running.
Book your Head to Head
If we have piqued your interest in Smart School Services, why not meet with our head team to see how we can work together.To arrange your Head to Head, or for any other enquiry, simply fill in the contact form and we’ll be in touch shortly.
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