The Lammas Mission is to be the outstanding local community school.
The Vision to achieve this is of an energetic, inclusive and innovative school community where:
- Achievement is high and aspirations are higher
- Learning is loved; we develop, value and celebrate it
- We promote an environment where students and adults are happy and enjoy working together
- We value kindness, care, respect and support for others and responsible active citizenship within and beyond school, and demonstrate these in all we do
- We succeed in academic, practical and creative and emotional learning and develop skills to learn independently
- We promote curiosity, enquiry and flexibility among our young people
- We listen to everyone who has an interest in our school community and we make this the basis of co-operative partnerships
The Values that underpin all that we do are: Friendship, Respect, Excellence, Determination, Inspiration, Courage, Equality.
Recent History, Current Developments and the Curriculum
Lammas School opened to students in September 2001, with just Year 7 and added one year group of students at a time until full. In September 2008 we became a specialist school in Sport in recognition of our achievements at that time. We have recognition for Investors In People, Healthy Schools status, Quality in Study Support, International Schools Award and won the national Inclusivity Award in 2012.
All national curriculum subjects are taught throughout Key Stage 3, with the addition of Drama, and Swimming for all and either a second language (Spanish) for the more able students or additional time for addressing Literacy/Reading in Applied English for those who need this support. Year 7 teaching is in mixed ability groups. Some subjects are blocked in Year 8, allowing flexibility in determining groupings. We deliver Key Stage 3 in 2 years, allowing 3 years for an extended Key Stage 4.
At Key Stage 4, we have developed a greater range of choices to open up many personalised routes for students to follow. There are some choices of vocational subjects as well as an interesting choice of GCSE and support subjects (History, Geography, Religious Studies, Citizenship, French, Spanish, Drama, Music, Art, Resistant Materials, Graphics, Food Technology, Health and Social Care, Statistics, Arabic, ESOL). The students select three options to study alongside the core offer of English, Literature, Science, Mathematics, PSHE, PE and Enterprise Education. Core subjects are often blocked, again to allow for flexibility. Achievement is now very good and attainment is improving.
All lessons are one hour in length. Our timetable is made up of 25 lessons. We also suspend the timetable on 6 days each year when we deliver cross-curricular “Super Learning Days”.
There is now a wide range of extra-curricular opportunities for students to take part in, from training with highly talented sports teams to poetry slamming, revision sessions to climbing. There are also increasing opportunities for students to accept responsibilities, such as Class Reps on the Team Councils or Pupil Leadership Team, Library monitors, LAMPs (Lammas Monitors and Prefects), Sports Ambassadors, Peer Mentors and Peer Mediators, Academic Mentors and Literacy Leaders.
A recent development for the school was the review and re-launch of our Teaching and Learning Framework with a focus on what outstanding teaching looks like, incorporating strategies we have learned from Consistency Management and Co-operative Discipline (CMCD) and from this year’s training on “The Lazy Outstanding Teacher” promoting independent learning. We have also developed systems to ensure best practice is shared and we learn from each other.
Our intake is predominantly from local primary schools although many children do come from across Waltham Forest and the neighbouring borough of Hackney. The number of primary schools that our children come from is currently approximately 40. We are a multicultural school with 90% of students coming from Black and Minority Ethnic backgrounds, including White Eastern European, Black British, Black African, Asian, Dual Heritage, Turkish and other various heritages. There is currently a slight gender imbalance in the school, with more boys than girls. Our intake is challenging in terms of attainment and behaviour; we have a higher than average range of students on the SEN register, for both learning and behavioural reasons. Also, our intake profile has changed, with increasing numbers arriving with very limited English and/or experience of learning. Mobility of the student population is above average. All this means we have to adapt the way we use staff, resources and space in order to meet the needs of our students.
The structure of our school day is also innovative. We have staggered break and lunch times for KS3 and KS4, a short lunch and early finish allowing a greater range of additional classes after school. We introduced a condensed Key Stage 3 and extended Key Stage 4 in 2008 and a vertical pastoral system in 2009 rather than a year-based one, with 5 mixed-age Teams identified by the Olympic colours.
Planning for improvement
In planning the way forward for the school, the Middle and Senior Leadership Team develop a new School Improvement Plan (SIP) each year, building on an evaluation of the previous SIP and the Ofsted Report. The school’s current priorities are publicised widely with staff and students and become the focus for staff training throughout the year.
In addition to the SIP, each department and year team have their own improvement plan identifying their agreed priorities for the year.
The school’s first Ofsted Inspection was in 2002 and it highlighted the quality of Middle Leaders, confirmed belief in the school’s published priorities for development and said we were ‘an effective school’.
Ofsted returned in March 2007, using a new framework for inspection. They said we were ‘an increasingly effective school’, satisfactory overall with several good features (leadership and management, capacity for further improvement, the quality of the curriculum and care, guidance and support for students).
The most recent Ofsted inspection in July 2010, again with a new framework, recognised further significant improvements that have been made by students, staff and parents and awarded the school an overall Good inspection, highlighting 6 Outstanding features:
- The extent to which pupils feel safe
- The extent to which pupils adopt healthy lifestyles
- The extent to which pupils contribute to the school and wider community
- The extent of pupils’ spiritual, moral, social and cultural development
- The effectiveness of care, guidance and support
- The effectiveness with which the school promotes community cohesion
- This report is available on our school website and all our Ofsted reports are available on the Ofsted website.
We believe that everyone is of equal worth. We want to make a contribution to the local community, and we are proud that our students come from a multi-racial community, as do our staff.
Lammas staff are committed to a curriculum that reflects and uses resources of the area in which our students live. The students themselves will enrich the curriculum, by contributing their own experience and culture to the school.
Our students will need to have a clear understanding of the causes of racism, sexism and other prejudices, and the damage such prejudices do to people.
Students and parents/carers need to know that Lammas School and Sports College will actively oppose any form of prejudice or discrimination, and physical or mental bullying, including damaging attitudes in relation to race, sex and sexuality, ability and physical appearance.
As they mature to adulthood and have to deal with the demands of our changing world, we believe young people should be equipped to make their contribution to the society in which they live.
We want young people who:
- Know and value the contribution to society of others, irrespective of personal variations such as race, sex, age, disability or sexuality and to be aware of their needs
- Have the confidence to be honest and straightforward in their relationships with others and to express their own thoughts freely
- Develop a strong sense of responsibility for themselves, for others and for the environment
- Carry on as learners throughout their lives
All the adults at Lammas have a responsibility to support and promote these ideals actively, through their own conduct and in their work. It is the responsibility of all adults to create a happy, caring environment in which all students are held to be of equal value and all can succeed one way or another.
Support for the school
The school is pleased to work with a number of partners to continue on the journey of school improvement. These include:
- NewSchools and Sodexo
- Our Governing Body
- Other secondary schools in our Area Partnership – Leytonstone, Connaught, George Mitchell, Buxton, Norlington
- Local primary schools in our Extended Schools cluster and Cross-Phase Literacy Project –Riverley, Sybourn and Willow Brook.
- The ‘Fair Access Panel’, other secondary and special schools, and additional off-site provision such as Pupil Referral Units
- Safer Schools initiative
- Street Wardens and Safer Neighbourhood Team
- Partner schools through the “Gaining Ground” and “Good To Great” programmes.
- The Beal Teaching Alliance.