context

The London Context

Why do we need a resource for the continuing professional development (CPD) of staff in London’s schools?

London is a city of contrasts with extremes of wealth and deprivation – often in close geographical proximity. It is dynamic and successful, both economically and culturally. It also has some of the most deprived areas in the United Kingdom.

London’s education system has huge demands placed on it:

London educates approximately a sixth of all pupils in England in 33 small LEAs
There is a highly diverse and mobile population and high costs of living
In 2004, there were 61,500 regular full-time equivalent (FTE) teachers in London’s maintained schools
There are over 300 languages spoken in the capital’s schools: in 2004, 38 per cent of the country’s pupils from ethnic minorities attending maintained secondary schools were educated in London.

London pupils bring specific challenges:

ethnic, cultural and linguistic diversity
6% of children in London are the children of refugees and asylum seekers
pupils from the extremes of deprivation and wealth
traveller children
high levels of pupil mobility
high proportion of pupils who have suffered loss or bereavement
rising numbers of pupils with EAL
gifted and talented pupils
pupils with a wide range of special educational needs
high rates of pregnancy amongst girls
pupils who are disruptive and seriously challenging
high percentage of children on the “at risk” register.

Contributors to London’s Learning identified the following particular challenges for supporting the professional development of teachers in the region:

high teacher turnover especially in the early stages of a career
a high percentage of overseas trained teachers in schools
a high percentage of newly qualified teachers
recruitment of trainee teachers working towards QTS, GTP programmes and Teach First programmes
support for those with middle/ team leadership roles early in their career
teaching outside specialist subjects
shortage of teachers for specific subjects
recruitment and retention difficulties
average age of a London teacher is 29
aging teacher population moving towards retirement.

With 32,200 regular full-time equivalent (FTE) support staff in London’s maintained schools in 2003, professional development for this group of staff is also a significant challenge for CPD leaders in London.

There have been recent developments and successes to meet these challenges across London:

Teacher vacancy rates are falling: from 3.5% in 2001 to 1.4% in 2004 in London’s maintained schools.
London is the fastest improving region for secondary school GCSE performance. 58.3% of students attending maintained London schools achieved 5 A*-C grades in 2006, ahead of the national figure of 57.5%.
Teacher pay has risen, with an inner London classroom teacher able to earn £30,000 in 2002– nearly £6,000 more per year than in 1997.
Results in every London local education authority are now above the Government’s national floor target of 25%.
Inner London results continue to improve faster than anywhere else. 54% of pupils in Inner London achieved 5 A*-C grades compared to 32% in 2001.
The number of London students achieving 5 A*-C grades including English and Maths is rising faster than the national figure: up by 2.8 points to 45.8% in 2006 compared to a 1.7 point increase 44.1% nationally.
All London boroughs improved their results including English and Maths in 2006.
Almost 1 in 3 London schools (126 in total) achieved outstanding results of 70% or above 5 A*-C grades in 2006.
27 london schools are in the top 100 list of maintained schools by the CVA measure.

The London Challenge at the DfCSF has co-ordinated a wide range of initiatives with a secondary school focus and has expanded to incorporate primary schools so that all staff and pupils in all London schools can benefit from resources and support in dealing with London-specific issues.

There is a wealth of support and provision for the professional development of staff in schools in London from universities, leadership centres, LAs, networks of schools, Teachers’ TV, to national bodies, subject centres and associations and The London Challenge. For busy CPD leaders, it can be difficult to fit all the pieces of the jigsaw together to make a coherent picture for CPD in London.

London’s Learning aims to help CPD leaders see how the pieces of the jigsaw puzzle for CPD in London can come together to form the picture on the top of the jigsaw box, a picture of…

“ …a strong professional learning community [which] brings together the knowledge, skills and dispositions of [staff] in a school or across schools to promote shared learning and improvement.

David Hargreaves, 2003 ”

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Take a look at London Resources

FURTHER RESOURCES: The London Context

London Schools: rising to the challenge
Reference: 1222-2005-DCL-EN
Diversity and Specialism in London
Reference: DfES/0831/2004
Families of schools - data tool
Chartered London Teacher Status
Non Statutory Guidance - Reference: 00179-2007BKT-EN

Printed copies of all above publications available from:
DfES Publications
Email: dfes@prolog.uk.com
Tel: 0845 602 2260

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