1 A rich programme of targeted projects and programmes to support the achievement of better outcomes Early Years Foundation stage: Targeting specific groups including the summer born, those with special needs and free school meals with family programmes such as Ocean Maths and Crescent Literacy. Forest Schools approach to enhance learning experiences Monitoring through the Quality improvement cycle and sharing through Register of Best Practice Work on use of Leuven scales of well-being and involvement Key stage 1 and 2: Identifying appropriate interventions through ‘Catch Up literacy’, Catch Up maths’, ‘Talking partners’, Talking Maths’ & the “Peat” approach Embedding work of Reading Recovery Targeting through Ocean Maths project and Crescent Literacy parent workshops Training in supplementary schools Every Child Counts programme Active networks of literacy and maths lead teachers Key stage 3, 4 and : School Improvement Partners maintained, but in a more flexible role that adapts to the needs of individual schools and Heads. Intensive Reviews of English and maths departments. Development of collaborative networks to share and transfer outstanding practice. Whole school ‘Healthchecks’ for SEND, Ofsted inspection, Safeguarding etc. Targeted ‘Learning Behaviour ’ support in specific schools. Focussed one to one support for classroom teachers to improve teaching and learning Supporting the development of high quality 14-`9 vocational provision and strategies for raising achievement at level 2 at age 19. Targeted work to raise attainment of vulnerable and underachieving groups Other programmes: E mbed good practice from Achievement for All Continue to develop the White British free school meal programme at targeted schools and pupils, and share best practice more widely Implementing the Managed Learning Environment across all phases Supporting gifted and talented programmes including training in Philosophy for Children, Masterclasses for AS/A2 students Supporting G&T Clusters

2 Analysis of recent Ofsted school inspections shows increasing numbers are graded as good or outstanding Note: categories above are as per Ofsted performance profile. As of May 2011, published Ofsted reports show 93% of Camden Nursery and Primary schools are rated Good or Outstanding. Early years and childcare band includes children’s centres, PVIs and childminders Nursery and primary school band double counts primary schools with nursery classes to reflect EYFS Post 16 band reflects 9 secondary schools plus 2 non maintained post 16 providers Special schools and PRUs double counts the 2 special schools with sixth form provision Fostering and adoption reflects both local authority (1) and private/voluntary (2) provision

3 Increasing numbers of young people at post 16 attain level 2 and 3 qualifications The proportion of young people in Camden (who were in Camden aged 15) reaching attainment level 2 and level 3 by age 19 has risen, against a year on year increase nationally.

4 Year 11 pupils The proportion of year 11 pupils staying on in education or training remains steady at 94% (compared to 95% in 2008/09). Year 13 pupils The proportion of year 13 pupils going on to higher education, employment or training also remain steady, at 89% (the same as in 2008/ pupils (74%) went to university, though 142 of these planned on having a gap year before starting their studies in autumn 2011 High levels of young people staying in education, employment or training Youth unemployment The monthly claimant count shows a lower % of young people aged were unemployed in March 2011 (11.5%) compared with March 2010 (20.4%) and a reduction on March 2009 (16.9%). The gap between the rate for 16-24s and all ages has also fallen over the same period (14.5% higher in March 2010, 6.2% higher in March 2011). Alternative provision: Alongside the 9 school sixth forms, Camden also has an FE college (Westminster Kingsway) and number of work-based learning providers.

5 There are variations in number of young people not in education, employment and training (NEETs) The number of NEET young people varies through the year; though for the last few years we have maintained low figures, equating to around young people. There is great deal of mobility ‘within’ this figure, with 33% of the March 2011 NEET cohort being ‘long term NEET’ (more than 200 days) (compared to 34% in Inner London). The proportion of year olds in Camden who are NEET has increased recently (from 5.5% to 6.4%) and this is now above the national and London average. The number of NEETs is lower, and the increase in proportion is the result of changes to the wider cohort (a reduction in cohort size), e.g. young people moving away or attending education outside of the borough. Inner London is taken from unadjusted Jan figures

6 A strong schools’ workforce As at January 2010, there were 1460 (FTE) teachers in Camden schools. 95% of these had qualified teacher status; although there is some variation by sector. With the exception of secondary, the % qualified teachers in Camden schools is lower than comparative national, inner London FTE Support Staff were in Camden schools at January 2010; of which 790 were teaching assistants. Broad programme of training and development offered to staff working with children and young people across children’s services. In 2009/10 there were 53 primary NQTs and 50 secondary NQTs that participated in the centrally provided induction programme. Leadership programmes include: Teach first, Future and Middle leaders’ programmes, one secondary school is a ‘Training’ school, and a bid for a consortium to be a ‘Teaching’ school has been submitted; various networks to support specialist groups; support to new heads; high numbers on NPQH programme There is a thriving community of school governors, with a low vacancy rate across governing bodies. Governors are offered unlimited access to the governor training programme, which includes a full governor induction, a wide range of taught sessions throughout the academic year and, since September 2010, subscription to the “Modern Governor” online training facility