Working in partnership improves attainment against the odds

Case study

Lister Community School operates successful partnerships in an area of high deprivation with good outcomes for students and their families.

The school prioritises the Every Child Matters (ECM) agenda and through its partnership and multi-agency approach it has raised achievement against the odds in this economically deprived community.

Background

Lister Community School is an 11–16 comprehensive in the London Borough of Newham. The fifth most deprived borough in England, it is one of the more densely populated and multi-cultural areas of London. At the end of 2007 the roll of the school was 1,373 pupils. Nearly a third of all pupils are classified as having special educational needs (SEN).

The school is part of a soft federation of 15 schools who share a common vision statement, work together on a development plan and agree joint outcomes. Lister also has specialist status in performing arts. It is an Artsmark Gold and Sportsmark Gold school in recognition of the quality of its provision in these curricular areas. In 2003, it was recognised as a full service extended school and in 2005 it became a mentoring school.

Key learning/outcomes

In 2007, some 54 per cent of students gained 5A*–C passes as compared with 43 to 46 per cent in 2005–06 and 36 to 37 per cent in 2003–04.
There is increasing participation among parents in activities designed to support them and their children.
There is increasing demand for places in foundation and higher level English classes for adults, outstripping supply.
Punctuality, attendance and readiness for school has improved as a result of the breakfast club.
Those Year 9 pupils who attend lunchtime sessions in maths have improved their attainment in this subject.

Key challenges and issues

The school is constantly combating misinformation that is spread by community activists such as religious leaders. In some cases, this has led to parents opting for other schools for their children. Addressing these misconceptions is an ongoing area of work for the school.
Support services for young people and parents, such as twilight classes, conflict with family meal times and preparation for prayer.
There are difficulties in attracting girls to after-school or residential sessions due to family pressures for them to be at home and to avoid mixed-sex classes.

Approach

Key to the school’s success is its systematic mapping of services for children within the borough. This provides a basis for feasibility studies and filling in the gaps. This work has helped to create services to meet needs that fall between the remits of different providers. The school complements this by mapping provision within the school to identify where further support is needed.

The school addresses the Every Child Matters (ECM) agenda, in a variety of ways including:

working with young people on curriculum subjects and exam preparation out of hours, on a remedial basis
collaborating with primary schools to ease transition between phases
forming partnerships with parents to help them support their children’s’ learning and wellbeing
offering out-of-hours activities to broaden interests, enhance self-efficacy and economic wellbeing

Lister offers parenting and family support, including:

Aside from coffee mornings run by support workers, particular support is targeted at children who are at risk of exclusion. Home visits are paid to vulnerable groups, made possible by referral systems among agencies such as social work and the police.
Saturday classes for adult and family learning include literacy, ICT, Bengali, a science homework club, women’s fitness, a crèche and an internet café. Bengali language family learning evenings have brought in staff to explain school procedures.

Next steps

The federation is moving towards a systematic way of auditing parental needs. The school also plans further investment in community activity to build social capital and regenerate a sense of optimism and agency.

For further information see:

School leadership, Every Child Matters and school standards: case studies