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Let’s Elevate Equity, Together 

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

Illustration of diverse individuals reaching upward. Text reads "Doing Difference Differently" and "Diversity, Inclusion." Bold, colorful typography on a blue background.

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.

 

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Spreading Our Wings

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.” 

stjosephs.kingston.sch.uk

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City Learning Centre: Pioneering Digital Education 

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.

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St Boniface: Making Every Word Count

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.”

stboniface.wandsworth.sch.uk

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Biddy Macintyre: ‘What is educational neglect?’   

‘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.  

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Mark Holliday: School absences

We’ve been talking a lot to schools and health professionals recently about pupil absence due to illness and medical conditions. This features prominently in the Department for Education’s (DfE’s) statutory guidance on Working Together to Improve School Attendance. 

Illness is the largest reason for pupil absence year-on-year both in Wandsworth and nationally. Fortunately, Wandsworth usually has lower rates of absence due to illness than the rest of the country. However, pupil absence due to medical appointments taken during school time appears to be on the rise. Here, it is important parents consider making appointments before or after school for their child, where possible, and if this isn’t possible, that children return to school as soon as possible after the appointment during school time so they can resume their learning.

When it comes to immunisations, Wandsworth has a low take up of MMR (mumps, measles, rubella) immunisations, which means children may not be well enough to attend school when suffering the effects of these contagious infections if they haven’t received their vaccinations.

In some cases, schools may ask for medical evidence for a child’s absence. However, the guidance advises that this should only be needed in a minority of cases and is not to be routinely requested from parents.

However, there are a few important reasons why medial evidence will prove useful to schools, for example: 

  • Where a pupil’s health need means they need reasonable adjustments.
  • If the illness or medical condition is complex or long term, and medical evidence will help schools better understand the needs of the pupil and to arrange suitable educational provision, where appropriate. 
  • If a school needs clarification to accurately record absence in the attendance register, especially now there are new additional register codes schools need to consider.
  • Or when a school has genuine and reasonable doubt about the authenticity of the illness.

It is our advice to ensure school procedures are clearly set out in the school attendance policy, and we’ve produced a content guide to help schools review their policy in line with the new expectations set out in the guidance. 

The DfE has also produced a helpful video available about how to set an effective school attendance policy on YouTube here: School Attendance Guidance Training Webinar – Setting an effective school attendance policy

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Wandsworth expands use of technology in the classroom, with support from Apple

Autumn seemed to arrive very quickly this year and schools have swiftly got back in the rhythm of the new academic year.

Over the break Wandsworth City Learning Centre (CLC) were enthusiastically engaging with Apple’s Community Education Initiative (CEI) about the successful outcomes of the integration of iPad in two Battersea Primary schools – Sacred Heart and St Mary’s. With the support of CEI, the schools are tackling under-achievement through teaching digital skills to students and teachers, and have had a positive impact on skills and confidence.

The highly successful pilot technology programme has now been extended to reach additional schools this academic year. Each school will receive iPads with Apple Pencils and a storage cart, as well as engineer time to set up the new devices. These resources will help ensure that pupils and teachers can master the knowledge and understanding to become digital creatives and coders, and provide them with the skills needed to work in the technology industry.

Wandsworth City Learning Centre and Apple Distinguished Educators have been busily creating digital content and resources to support the schools throughout and beyond the programme. The team are preparing easy to use lesson plans and collaborative tasks to help teachers deliver their computing curriculum using iPad. Additionally, CLC tutors will be trained to deliver lessons and academic mentoring for staff and students.

Reaching beyond the classroom, the programme will also offer essential digital skills classes for adults and families to ensure the broader community has access to, and recognises the need and benefit of digital skills. These directed sessions can lead to volunteering and work experience opportunities in the technology field.

In September, Apple CEO Tim Cook, along with Apple’s Vice President of Environment, Policy and Social Initiatives Lisa Jackson, visited St Marys and spoke with the staff and students whilst they were enjoying a morning of coding with Apples Swift Playgrounds application. The fantastic morning of programming allowed the enthusiastic learners to show-off their coding skills. The students displayed their knowledge and excitement of the use of technology through some challenging questions to Mr.Cook, who was clearly impressed by their enjoyment and fascination of the digital world, stating that he was, “Looking forward to seeing them and their fantastic ideas come to life with Apple!”

With the ending of a truly memorable experience, the positive message was that there was more opportunity and more partnerships emerging from this relationship. The success of this fantastic programme will be felt for many seasons to come, and will allow more schools and our wider community to celebrate the fruitfulness of technology in the classroom and in our Borough.

Tim kneels down next to a student who shows him her work on iPad.
Tim kneels down next to a student who shows him her work on iPad.

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Embrace Difference

Too often the service hears that schools are tied up with time consuming web searches and hours spent hunting for resources. Much more than a subscription, what schools say they benefit from the most is the access to a librarian’s mind. 

The benefit of a librarian run service is their ability to navigate over 120,000 items available. From picture books that challenge gender stereotypes to Asian characters in children’s fiction, a librarian’s mind will help pupils explore our world from new perspectives. And it’s much more than books – the service provides schools with artifacts which allow pupils to explore topics like history hands on.

visit resources.smartschool.services 

“It’s really important to belong to a service like the Wandsworth Learning Resources Service because class books are so expensive now. We really believe every child should be reading from their own copy. The librarians will send me a selection. I’ll take what I like and send the rest back. That’s really important, and it’s so easy. All you need to know is what you want to teach and ask their advice, and they’ll send it out to you. Every item comes with some notes on it, so you’re not left fumbling thinking, “What is that?” Every item comes with some background knowledge, so it’s really easy for everyone to use. 

As a professional, there’s no doubt that having the Learning Resources Service available to us is a great help. With our teaching hours already absolutely at the limit, we are not having to scurry around trying to find artifacts and books and class sets, which our budget wouldn’t necessarily allow us to do.



Jane Bunn, Literacy Lead, Ronal Ross Primary School

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Values in Action: Think Bigger 

Recognising that psychology support is more effective when they are run in partnership, the School & Community Psychology Service (SCPS) is raising the awareness of their whole school initiatives through the launch of a new website. 

Their focused approach understands that children and young people’s lives are complex and need to be considered in a holistic way – from both a micro and macro perspective – to ensure we meet the needs of the whole person at school, at home and in the community. 

To empower teachers, school leaders, parents, carers, professionals and community organisations SCPS have launched a new website with a series of resources available to help all schools – regardless of whether they subscribe to the service. It is hoped that the Giving Psychology Away series will help all schools think bigger about school psychology and realise the importance of taking a proactive, pre-emptive approach.

Highlights from the Giving Psychology Away series of resources: 

Promoting Parental Involvement 

Webinar by Educational Psychologist & Doctorate Tutor, Karen Schumacher

Parental anxiety can be higher at points of transition and so is the value of building a positive practice of parental involvement so we hope some of these points will be useful, especially if you are new to a role that requires ongoing liaison with parents.

Thinking about Autism and Girls

Article by Educational Psychologist, Dr. Rose McGeown

When considering the presentation of autism in girls and women, it is important to note that the key diagnostic criteria for autism remains true.

Circle of Adults: A Person Centred Approach

Webinar by Principal Educational Psychologist, Theodora Theodoratou

Webinar exploring a widely popular model used in educational psychology, that offers groups of people the opportunity to discuss an area, issue or young person that adults feel stuck with. 

There is nothing that gives me more pleasure in my work than seeing a parent, child, teacher or student grow in confidence in their own ability and feel empowered to take their next steps. 



Karen Schumacher, Educational Psychologist and Doctorate Tutor

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Core Values in Action

A good education must develop children’s curiosity, creativity and kindness. The measure of educational success cannot simply be students’ academic achievements, but also the qualities of the learners who leave our school gates; good citizens who are equipped to lead meaningful and fulfilling lives.

As a values-based organisation, we are passionate about supporting schools to realise their full potential in the services they provide. We use our council values as our guide in this and hold our actions accountable to its ethos at all times.

Discover more examples of our Values in Action in our latest Smart School Services annual report.

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