CC.AA.TT.NewsThe magazine of the

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SPREADINGTHE WORD

EXPLANATION: Chief Executive Stephen Munday addresses prospectivepupils and their parents at the Open Evening for Melbourn Village College, thelatest Academy to join the Comberton Academy Trust.

SHARED AIMS AND VALUES: Trust Chief Executive Stephen Munday explained the role of theTrust at all the recent Open Evenings including Comber-

ton (above left), Voyager (above right) and Melbourn (front cover).

The Comberton Sixth Form

opened in September 2011 as part

of Comberton Village College

within the C.A.T. This allowed 16-

18 year-old students to pursue

their education on this site with the

opening of significant new

facilities.

Henry Morris (1189-1962), Chief

Education Officer for Cam-

bridgeshire from 1922, opened

Comberton Village College in

1960. In 1974 the school became

fully comprehensive and converted

to Academy Status in 2011.

Cambourne Village College opened

to its first cohort of pupils in Septem-

ber 2013. It is a new Academy of the

C.A.T, opened as a ‘Free School’

under the Government legislation per-

mitting Trusts to set up new schools.

It is established as a Village College

at the heart of its community.

Comberton Sixth Form

Cambridgeshire

Comberton Village College

Cambridgeshire

Cambourne Village College

Cambridgeshire

Melbourn Village College

CambridgeshireThe Voyager Academy

PeterboroughMelbourn Village College opened in

September 1959 and joined the C.A.T.

in September 2013. It became the 4th

Academy in the Trust seeking to work

in partnership to provide excellent ed-

ucation for all of its pupils.

The Voyager School opened in

September 2007. In September

2011, the C.A.T sponsored The

Voyager School to become The

Voyager Academy. The Voyager

joined the C.A.T and partnered

Comberton Village College.

cation. After careful reflection, trustees decided

that the C.A.T. should be prepared to do this.

This led to the sponsorship of the Voyager

Secondary Academy in Peterborough. The

Voyager is now firmly established as an Acad-

emy within the C.A.T.

Comberton Village College governors had long

been in discussions with Cambridgeshire Local

Authority regarding the need for a long-term

solution to ensure secondary places were

available to all with the on-going development

at Cambourne.

Comberton Village College could not forever

accommodate the growing numbers of pupils

from Cambourne. Under new Government leg-

islation, an opportunity arose for the C.A.T. to

take forward this agenda by proposing to set

up a new ‘Free School’ (i.e. a new Academy) at

Cambourne.

This proposal was backed by the Local Author-

ity as providing an appropriate solution to the

issue and was approved by the Department for

Education in summer 2012. After a rapid build-

ing programme, Cambourne Village College

opened in September 2013 as part of the

C.A.T.

During 2013, another local Cambridgeshire Vil-

lage College approached the C.A.T. to request

the possibility of joining. Melbourn Village Col-

lege had for a number of years worked in some

partnership with Comberton Village College. A

move to join the Trust would greatly strengthen

the partnership and ensure fuller and further

benefits could be gained. After a careful review,

From humble beginnings . . .The Comberton Academy Trust

(C.A.T.) was officially formed at the

beginning of 2011.In the first instance, it came to exist to allow

Comberton Village College to convert to Acad-

emy status. This move was judged by gover-

nors at Comberton Village College to be the

best thing to serve the needs the school and,

after consultation, it was pursued. Comberton

Village College converted to academy status in

February 2011.

Soon after its formation, the C.A.T. was asked

to take on significant further developments.

Comberton Village College had already had ap-

proval to open a new Sixth Form due its high-

performing status as an 11-16 school. This

major development was taken on by

the C.A.T. and the new Comberton

Sixth Form was opened in new prem-

ises at Comberton in September 2011.

The C.A.T. was also asked to sponsor

an Academy development for a school

that was in challenging circumstances.

This reflected a strong theme of recent

Government education policy, seeking

to link schools as Academies through

trusts to secure improvements in edu-

The Comberton Academy Trust (C.A.T.) was formed at the beginning of 2011. It supported

Comberton Village College in its move to Academy status in February 2011

The Comberton Academy Trust seeks to secure Excellence for all in all of its Academies.

There are 5 core principles guiding the work of all the Academies of the CAT.

1. The excellence principle. Education must be of the very highest standard.

2. The comprehensive principle. Excellence must be for all.

3. The Henry Morris principle. Every Academy must be at the heart of its local

community and serve it well.

4. The partnership principle. Each Academy must seek to work positively in partnership

with others for mutual benefit.

5. The international principle. The curriculum inside and outside the classroom must have

a clear international dimension.

trustees decided that it was in the in-

terests of all to pursue this develop-

ment and Melbourn Village College

joined the C.A.T. in September 2013.

This means the C.A.T. oversees the

following educational establishments:

� Comberton Village College

� Comberton Sixth Form (part ofComberton Village College)

� The Voyager Academy

� Cambourne Village College

� Melbourn Village College

Developing the best teachersSCHOOLS from across the Trust are involved in a Continuous Pro-

fessional Development programme which is now in its third year.

The schemes – Improving Teacher Programme (ITP) and Outstand-

ing Teacher Programme (OTP) - are six sessions and seven ses-

sions respectively aimed at teachers at different stages of their

careers and staff from Comberton , Melbourn and The Voyager as

well as CATSA (Cambridge Area Teaching Schools’ Alliance co-

hosts Saffron Walden County High School are among those in-

volved this year.

Both programmes focus on developing Teaching and Learning and

are not subject specific. What sets them apart from other CPD is

that as well as discussions and group meeting, all those on the

courses also observe other teachers in action to gain ‘real’ experi-

ence of practices they may then adopt.

The six day-long ITP sessions are aimed at teachers who wish to

extend their teaching to good and outstanding.

The feedback has been extremely positive.

One Voyager teacher said: “The programme has enhanced my ownteaching practice and encouraged me to reflect on my own teach-ing,” while another said: “The programme has given me reminder ofwhat a good lesson should have in it. Taking time to discuss withcolleagues different ways of engaging and challenging students.”A member of staff from Comberton also found it

valuable. “For me as a returner to the profes-sion, this course has been perfect. Brought meup to speed with current thinking on lessonprep/delivery/assessment,” she said.The OTP, which comprises seven all-day ses-

sions, is geared towards experienced teachers

looking to deliver consistently outstanding les-

sons. They also a focus on mentoring/coaching

for those looking to help develop the teachers of

the future.

Again the feedback has been extremely positive,

with one Voyager teacher commenting: “I amfinding the OTP extremely enlightening both as ateacher and as a Subject Leader. There are somethings that have been discussed on the coursethat I have found I already utilise in my ownpractice and now I can understand why theyachieve success with the students that I teach.However, I have learnt an enormous amountmore about managing people and situations andthis was largely due to the coaching sessions

that I attended. I have also been able to turn this knowledge anduse it as a tool to be able to dissect my own practice. Previously, Ihad considered myself to be a reflective practitioner but now I knowthat I am because for the first time in years I am consciously look-ing at what I do with an extremely critical eye and I am also sharingwhat I am learning with my colleagues and the students that I teach.They have been fascinated and the students have really enjoyedhearing about the course and discussing the benefits of some ofthe strategies that I am learning.”The programme is not limited to schools within the Comberton

Academy Trust or Saffron Academy Trust and teachers from a vari-

ety of schools have participated during the past three years.

Advanced Skills Teacher Matt Mannas, who oversees the pro-

gramme, said: “I personally feel that this is the very best kind of

CPD for teachers.

“The combination of lesson observations, targeted tasks and dis-

cussions enable delegates to reflect on ways in which we can all

continually push the boundaries of teaching.

“Collaboratively observing lessons in a school setting and then

having time to discuss these observations or their own teaching

practice is core to the way in which ideas about teaching and learn-

ing are shared throughout the programmes.”

PUSHING THE BOUNDARIES TEACHING: The ITP and OTP courses offer ‘the best kind

of Continuous Professional Development courses for teachers.’

English colleagues from three Trust Academies,

Comberton, Melbourn and The Voyager, are

among five schools – with Nene Park and Saffron

Walden County High - preparing to deliver a new,

exciting, specialised Continuous Professional De-

velopment programme for the Cambridge Teach-

ing Schools Network.

The programme is for English teachers who want

to advance, develop and improve their teaching

practice and deliver consistently good lessons.

The programme comprises four full-day sessions,

plus a celebration’ twilight. The sessions are all

built around an aspect of pedagogy such as En-

gagement and Challenge, Independent Learning,

Assessment for Learning and Talk for Learning.

A key component of the programme is the opportu-

nity to observe lessons across the schools and is

an invaluable opportunity for teachers to pick up

successful techniques and formulate new strate-

gies to bring back to their own classroom.

Our declared end result is a motivated teacher with

the tools and expertise to succeed, leading not

only to enhanced classroom and pupil perform-

ance but also higher standards across the school.

The initial pilot is scheduled to begin in January,

after which it will be opened out to all interested

schools beyond the partnership.

Iain Walker

English initiative

INTERACTIVE LESSONS: In English.

Rosalind Scott, previously a member of the

Senior Leadership Team at The Voyager, has

been appointed to a central team to develop

partnership between the academies.

“My job description is

‘to ensure that the

Academies of the

Trust secure the bene-

fits of partnership’ and

that means finding out

what is needed and

making it happen as

well as finding the

best ideas and prac-

tices in the schools

and making sure everyone is aware of them ”

The priorities to start with are:

� A strong school improvement network

� Staff talking, planning, working and trainingtogether

� Governors and Trustees meeting and workingtogether

� Joint experiences for students, student lead-ership and student voice

Anyone is welcome to contact me to talk about

the C.A.T. partnership and ask me for help in or-

ganising and facilitating conversations, events

and innovations. 07815 146556 or

rosalind.scott@thevoyager.co.uk

Key partnership role

ROSALIND SCOTT

Excellence for all drives CAT

Working hard to include everybody

At the centre of the work of the Comberton Academy Trust

are some core aims and principles. These drive all of the work of the Trust in all of its Academies. In many

ways they are encapsulated in the maxim ‘Excellence for all’. All of our

Academies strive for standards of excellence and they seek them for

every single individual. ‘Excellence for All’ runs through the five core

principles of the C.A.T.

C.A.T.’s Core Principles

Five fundamental principles lie at the heart of the C.A.T.:

� The excellence principle. Education must be of the very highest stan-

dard.

� The Comprehensive Principle. Excellence must be for all.

� The Henry Morris Principle. Every Academy must be at the heart of its

local community and serve it well.

� The Partnership Principle. Each Academy must seek to work positively

in partnership with others for mutual benefit.

� The International Principle. The curriculum inside and outside the

classroom must have a clear international dimension.

The purpose of all C.A.T. Academies is to make a reality of all of these

principles through their work on a daily basis.

The Trust seeks to provide excellence for all in all of its acade-

mies and the principle of inclusion is dear to the hearts of the

student support services in all the partner academies.

Not surprisingly, there is now an Inclusion Hub, a network for

staff to share their expertise and chance to hear of and meet new

challenges.

This is a particularly active and lively exchange. Staff from

Comberton Village College visited Voyager Academy and liked

the provision mapping they saw there.

They swapped this for some helpful policy ideas. Cambourne

staff have also asked the group for the benefit of their experience

by posing a question to the whole group.

Comberton and Melbourn’s Special Educational Needs Coordina-

tors (SENCos) meet regularly and with the others all linked in to

the Hub, they are due to meet as a group soon.

There is a new government Green Paper called, ‘Support and as-

piration: a new approach to special educational needs and dis-

ability’, which the Trust will be able to put into practice more

effectively together as a result of this hub.

Teaching Assistants work closely with students to help them ac-

cess their learning and make sure a special need does not be-

come a disability.

In a joint training session this term TAs considered the purpose

of education and how they can release all their skills and ideas

for the benefit of students. They suggested ways in which they

could work more effectively, especially how they can work

closely with teachers.

There will be many more opportunities for training together like

this.

SHARING EXPERTISE: A new hub allows staff working in Student Support

Services to swap ideas and practices.

Plans are in place for all staff to attend a joint training day next April.

Every school will host training in different subject areas for all teach-

ers of that subject. This is a way of making sure the best practice and

newest guidelines are shared and C.A.T. education is of the best possi-

ble standard and all academies work together for mutual benefit.

Joint training day planned

The community of the Comberton Academy

Trust includes about 3500 students, 500 staff,

50 governors and trustees, together with all

their families, neighbours and friends. Working

in partnership means all those people working

together for the benefit of every student.

My job is to ensure that the Academies of the

Trust secure the benefits of partnership and the

main people to ask about how we are doing are

the students themselves. With this in mind, I

met the executives of the Student Council at

Voyager Academy in mid-October. The council

requested that a Trust council be set up and

asked for help in organising a meeting with rep-

resentatives from all academies. We also

talked about what direct benefits there may be

in partnership working and came up with a few

headlines:

Joint experiences for students:

� Joint trips

� Opportunities to work together: Choirs, pro-ductions, teams, debates

� Learning together, Teaching each other and

Training courses

� Anti-bullying andpeer support

� Sports Leaders, Lan-guage Leaders, Charity

leaders, Bilingual inter-

preters

� Student researchers Ways for students to

communicate:

� Virtual Learning Environment

� Website

� Trust CouncilYes, a Trust Student Council with representa-

tives from all the student councils and a man-

date to take responsibility for guiding the Trust

to meet their legal requirements, meet the

needs of students and fulfil the purpose of edu-

cation.

I will be asking the student councils of all acad-

emies in the Trust to invite me to talk to them,

offering my services to help them communicate

and to consider the suggestion.

The Voyager council also agreed that it is im-

portant to contact the secretary of state,

Michael Gove regarding recent changes in gov-

ernment policy on assessment and one stu-

dent, Courtney Lee, said: “I think that it is

essential for him to see how his decisions are

affecting our schools.It is important that we

make our voices heard and not silenced. Al-

though he may not like what we have to say

but that is tough. This is our education that he

is messing with, not just those of us that are in

Secondary Education, but those in Primary Ed-

ucation as well.”

Rosalind Scott, Developing Partnership

across Comberton Academy Trust

Student voice will

be heard . . .

SOWING THE SEEDS: THe Voyager Student Council discuss the mer-

its of a Trust Student Council.