Seamus Oates | Executive Headteacher / CEO Paul Dix | ChairTBAP Trust was established in 2013 to deliver alternative provision education in West London. Over the last three

years it has undergone rapid and impressive growth to become the leading Multi-Academy Trust of its type in

the country. I am privileged to work alongside a dynamic, forward-thinking staff team which has always striven

to deliver the best possible outcomes for our learners.

The entire staff, Trust board members, learners and external partners have spent 2015 working together to

formulate a vision for 2020. This document describes that vision and the beginning of our five year journey

to achieve the three key principles that underpin the TBAP 2020 vision. These principles are built on TBAP’s belief

that all children have the potential to become successful adults. Strong and healthy relationships with the learners

and with each other mean that staff really know the learners and their needs and can ensure success is achieved

by providing exactly the right support. Learning has always been placed at the heart of our organisation and the

TBAP 2020 vision enhances this belief.

TBAP learners and alumni consistently articulate the value of our work and the intensive support and education

they have received in our academies and services. I am extremely excited and thrilled by the prospect of leading

our organisation into 2020 and realising the delivery of our vision.

At the core of the TBAP Trust is a relentless drive to develop successful, well-qualified and determined young people by any means necessary. This document sets out the practical steps to create an exceptional education for our learners; it reflects the ambition of the Trust and the passion of its staff. The vision is collaborative and interdependent.

Every member of staff and every board member has contributed. We are strong as a TBAP family. Those ties between adults translate to consistent excellence in teaching and learning. Our learners deserve the very best teaching from the most resilient adults. The TBAP Board has the privilege of steering the Trust through this incredibly exciting time. We will help to drive the expansion of the TBAP Family and support the Executive Headteacher to make the 2020 vision a reality. Through our Teaching School we will develop and grow our own talent, with our Residence we can offer our learners different pathways and through the TBAP Foundation we can provide the learners with further opportunities and the facilities they deserve.

This is Alternative Provision at its very best, ferociously determined to give every learner not just a second chance but the very best chance.

Monday1 December

2014

The Extended Senior Leadership Team, TBAP Board and Local Advisory Board members attended a workshop at London Wetlands Centre. Building from the overarching challenges and opportunities that TBAP faces, to a set of ‘design principles’ for the organisation, they set the vision process in motion. Following this event, a synthesis of the key outcomes was shared with all TBAP staff for discussion in local SLT meetings. This document included an early set of ‘design principles’ in addition to a collection of how the groups felt TBAP should be developing at a range of organisational levels.

• Drafted five principles

• Created a wall of challenges and opportunities

• Learned from a ‘horizon scan’ of innovative practice from around the world

• Examined ‘what outstanding looks like’ using learner personas

160 TBAP directors, staff and stakeholders from across the organisation attended a Vision Day. The workshop used Open Space Technology to collect the views and ideas of all participants for where TBAP could and should be by 2020. Characterised by an initial lack of agenda, participants generate a ‘marketplace’ of key topics and move freely between, learning and contributing as they ‘shop’ for information and ideas. Through this process, all of the issues that are most important to those attending will be raised, discussed and recorded by those most capable of achieving the aim.

An SLT event was held at Innovation Unit in Islington. The group focused on ‘awakening possibility’ of where TBAP could be beyond 2020, and identifying the projects that will help TBAP achieve its vision.

• Refined to three draft principles

• Held 52 ‘open space’ sessions

• Sessions coded against the draft principles - informing TBAP’s understanding of their meaning

• Final agreed Principles

• Principles interrogated, clarified and mined to extract the Trust-wide non-negotiables

Monday23 February

2015

Monday27 April

2015

THE

Coded to Design Principles and uploaded

to shared platform

All session reports have been coded under TBAP’s new design principles and entered into an online system that connects information across the Trust’s self-evaluation, school inspection reports, strategic planning, professional development and performance appraisal

These projects were proposed and led by participants at the Vision Day 52 projects identified Each session produced a set of project outcomes and next steps

New School Development Plans initiated

Emergence of a Trust-wide strategic plan

All TBAP sites are writing a new school development plan. The projects, ideas and principles that surfaced in this workshop form the basis of these development plans and evidence of progress will be uploaded and tracked via the online system

This process allows TBAP to develop a Trust-wide strategic plan which feeds into the development plans of individual schools and performance objectives of the sta� who work in them

of the vision day

PRECISE INCLUSION

We listen to our learners, seeking to understandtheir ‘journey’ and any difficulties in their lives

that make engagement a challenge

STARTING AT GREAT

For our learners there is no ‘good enough’, we are committed to being exceptional in every respect

SUCCESS FOR LEARNERS BY ANY MEANS

We design and adapt so that success for young people is a non-negotiable

TBAP’s aim is to be 'transdisciplinary' as well as 'multidisciplinary', i.e. integrating the practice of multiple agencies in addition to co-locating those services and the professionals that typically provide them

1

TBAP exists to empower children who have been disadvantaged to thrive now and in the future

A learning organisation of motivated sta� and learners

An organisation of evidence - driven experts

A leading training organisation creating transformationalpractitioners and leaders

What we do

Who we are

TBAP capitalise on the world as a classroomRecognise the uniqueness of each and every learner

Provide learners and and families with a dynamic transdisciplinary1 approach

Lead a number of in�uential strategic partnershipsKeep learning at the heart of our work

is a collective vision for the future of the organisation

SUCCESS BY ANY MEANS

PRECISEINCLUSION

STARTINGAT GREATWe design and adapt so

that success for young people is a non-negotiable

For our learners there is no ‘good enough’, we are committed to being exceptional in every respect

We listen to our learners, seeking to understand their ‘journey’ and di�culties in their lives that make engagement a challenge

TBAP

SUCCESS FOR LEARNERS BY ANY MEANS

Evolving TBAP School Structures

Alternatives To The Alternative

Far-Fetched Educational Ideas

Residential Enrichment

The Extended Curriculum

Partnership working with Communities

Using External Agencies

Apprenticeships and Post-16

Post-16 Co-ordination

Transition

Early Support/Intervention and Young Children

Extending Primary Provision

Therapeutic Services

Bespoke Learning Environments

Providing high-quality alternative provision that offers flexible, creative access to education and provides equal opportunity for achievement and accreditation

Effective working with partner external agencies in order to support learners in removing social, mental health and emotional barriers to their learning, in order that they make or surpass expected levels of progress

Implementing early intervention programmes for vulnerable EYFS learners with social, emotional and mental health needs. Improving communication across services and schools in order to impact positively on the outcomes for these learners

To identify at Induction learners whose emotional and mental health are impacting negatively on their learning and to put in place appropriate in-house therapeutic support, in order to remove the barriers to their learning

TBAP

PRECISE INCLUSION

Standardising Classroom Processes

Tracking Learners Post-16 and Beyond

Improve Attendance and Behaviour

for Learning

Primary to Secondary Transition

Outreach in Mainstream Schools

Mental Health for Students

Reintegration

Information Sharing and Collaboration

Developing Cognition and Memory Skills

Therapy and Creative Arts

Managing Complexity

LSP Deployment and Assignment

LSP Career Pathways

The Use of Data to Drive Improvement and Attainment

Extending Provision for Behaviour Support in Mainstream Primary

Learner profiles to be created within departments to be referenced for personalised learning and STP planning aiming for level 2 and meeting government driven attainment targets such as measure 8

Subject areas to develop templates to ensure consistency in the structure and delivery of lessons to ensure a quality diet of learning. Department routines to be developed in terms of: internal assessment, data collation and use, as well as reward systems

Implementation of a holistic and high-quality intervention support system for learners’ mental health, using data to identify need and evaluate impact

To develop robust links between Therapy and Creative Arts in order that learners can access emotional and mental health support through a medium in which they feel safe, secure and well-supported

TBAP

TBAP CurriculumTBAP Maths / Sport / Drama / Music / Food Technology at Key Stage 3

Literacy and Numeracy Deficit Reduction

Use Of Outside Spaces

Sex and Relationships Education

Learner Passions and Interests

Emotional Literacy and Intelligence

Use of Mobile Technology

Challenging Extremism

Developing Entrepreneurial Talent

Work Experience

Being a 'Great' Organisation

Growing Our Own

Operational Effectiveness

HR Processes Across TBAP

Sharing Resources

TBAP Leadership Styles

Developing Business Support Professionals

International Links

Staff Wellbeing

STARTING AT GREAT Dedicated literacy/numeracy lessons for all learners. Literacy/numeracy games to be introduced. Reading ages to hit 14 years by KS4 (level needed to access GCSE texts) Literacy/numeracy audit and CPD for staff. Standardised whole school assessment policy when marking for literacy. Literacy/numeracy incorporated into all stages of planning. Functional skills to be provided for parents/carers

Developing new ways of working with our young learners in 21st Century learning environments. Development of TBAP Online across all TBAP sites

The TBAP TSA, ITT & School Direct – we are an organisation that has a commitment to developing, nurturing and supporting colleagues at all levels in all roles to train as teachers or support staff. This training is delivered within our organisation and aimed at developing strength from within our existing staff team, as well as adding to that team and developing these colleagues to have a longstanding career within TBAP

To develop TBAP as an international trust, where TBAP staff and learners are global citizens and world-class professionals

TBAP

SUCCESS BY ANY MEANS

A learning organisation of motivated staff and learners

• Sophisticated systems capture, share and learn from previous experience

• Staff and learners feel part of a community that values, supports and rewards them to be their best

• Learning environments are shaped through learners and staff working together in pursuit of learning

• Embedded influential partnerships

• Evidence based global education improvement

• TBAP University offer

• Recognised as a credible training organisation through achievement of nationally recognised quality marks

• All TBAP provision is ‘outstanding’ based on the quality of achievements, teaching and leadership

• TBAP offers nationally recognised and accredited pathways for teachers and leaders

• TBAP delivers nationally acclaimed outcomes against the big 6 Teaching School areas

• Involved in a variety of strategically relevant steering groups

• Cohesive approach to deployment of resources

• Defined therapeutic offer

• TBAP’s approach and systems recognise the uniqueness of every learner and are sufficiently sophisticated to enable their learning and support to be consistently valuable and relevant to them

• Multi-skilled professional body of staff

• Established professional partnerships with a range of organisations

• Learning can take place anywhere

• Learners are not restricted to a single diet of learning, it is multi-faceted and dynamic

• Learners are encouraged and exposed to experiences that ignite passions and interests

• A range of TBAP provision throughout England with powerful leadership and governance structures

• Involved in international education programmes, such as the Global Education Leaders Partnership

• TBAP model scoped and scaled for use in a range of global contexts

• Provider of an online platform that enables practitioners and leaders to deliver and share their expertise

An organisation of evidence-driven experts

Capitalises on the world as a classroom

PRECISE INCLUSION

STARTING AT GREAT

Recognises the uniqueness of each and every learner

Provides learners and families with a dynamic transdisciplinary approach

A leading training organisation creating transformational practitioners and leaders

Leads a number of influential strategic partnerships

2020 TBAP IS... Key Performance indicators

TBAP

Multi-Academy Trust