United Learning:Bringing out the best in everyone

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Welcome to this first edition of ‘Bringing out the Best in Everyone’. These case studies illustrate the range of ideas and experience to be found in United Learning schools. As an organisation, we are unique in our composition: embracing a range of independent schools and academies; and unusual too in seeking to develop and share practice across schools working in very different contexts.

At the heart of our shared approach is a sharp focus on the progress, achievement and welfare of every child and young person. We believe that every one of the students in our schools is capable of progressing and making a success of their life, and we seek to provide an excellent education to them all as the basis for this. We aim to offer more to young people through working together than any one of us could alone.

We aim to leave no stone unturned in our efforts to improve the education and opportunities we offer. These case studies outline just a few of the pieces of work which have emerged as a result. Their range is great: from supporting the very youngest children through to entry to university; from use of technology as a pedagogical tool, to involving parents and using pupil voice; and in teaching basic literacy and numeracy, the most able young people and those with special educational needs. Each area of practice has been tested and examined by colleagues, with new ideas developed and implemented.

Any learning organisation must (amongst other things) capture its knowledge, reflect on its practice thoughtfully, refine and develop its work in the light of the evidence, connect colleagues together and provide opportunities for feedback. it is not straightforward to do any of these things effectively. This publication provides a contribution to all of them.

Capturing your knowledge as an organisation is important because if you do not, you are doomed to make the same and new mistakes on the way to re-discovering the things you already knew. yet, it can be difficult in a complex organisation if people who may never have met and who may work in different parts of the world are tackling similar problems without necessarily being aware of that.

in education, we have been less used to the sorts of knowledge management systems and approaches which have become the norm in other parts of the economy in meeting the knowledge management challenge. However, there has been growing awareness of the benefits of joint practice development and school-to-school collaboration in order to improve the quality of schools. increasingly capturing the results of innovative development work, and connecting teachers together to refine and develop practice has become a priority for all those interested in the success and progress of young people.

This publication is therefore at once celebration and tool. in highlighting the schools and individuals who have developed new and effective practice, it provides recognition for that innovation and developing practice. in writing up what they have done, those concerned have taken the opportunity to reflect on developments so far and on what they might do next. This publication now also provides an opportunity for others to identify the practice and get in touch with its originators.

What a learning organisation needs most of all, of course, is individuals who are willing and able to learn and develop and to share with others. i am hugely grateful to colleagues who have been prepared to contribute to this publication: they exemplify both the determination to improve practice and the willingness to share it. i hope that this publication will help to create further opportunities for colleagues to share in these developments and to take them further.

Jon ColesChief ExecutiveUnited Learning

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University PreParationn UCAs Preparation at Guildford

High school .........................6n Preparing EAL students

for University at Ashford school ....................8

ConTEnTsnUrsery and Primaryn outstanding nursery Care

at Ashford school ................9n Creative Junior Curriculum at

sunderland High school .....11n subject specialist Teaching

at Guildford High Junior school ...............................12

n Raising Aspirations at Hanwell Fields Community school ....14

n Read Write inc Programme at Hull Collegiate Prep school ...............................15

n Eco Awareness Project at Rowan Preparatory school ...............................16

n insPiRE Parent Workshops at Hanwell Fields Community school ............17

Literacy and nUmeracyn ofsted ‘outstanding’ English

at Lambeth Academy .........40n Accelerated Reading at

Ashford school ..................41n Raising Literacy Levels at The

Regis school ......................42n Three year Literacy Plan at

Accrington Academy ..........44n sixth Form Readers at

northampton Academy ......45n ’L’ is for Literacy at

Walthamstow Academy .....46n Music-Literacy Project at

northampton Academy ......47n outstanding English and

Maths at William Hulme’s Grammar school ................48

enterPrisen Aspirations Tracker at

Barnsley Academy ..............49n Employer Engagement at

Manchester Academy ........50n Master Cutler’s Challenge at

sheffield springs and Park Academies .........................51

n Creating Enterprise opportunities at surbiton High school .......................52

n Business in the Community at stockport Academy ........53

academic and vocationaL sUbjectsn Asset Languages at

sunderland High school .....54n Foreign Language Leader

Award at Barnsley Academy ...........................55

n Creativity in Art and Design at Ashford school ..............56

n Textiles at The Regis school ...............................58

n Hospitality and Catering at sheffield Park Academy .....60

n intensive EAL Tuition at The Regis school ...............61

rUnning schooLsn Creativity at Accrington

Academy ...........................62n ‘Big voice’ at Accrington

Academy ...........................63n Paddington 10 at Paddington

Academy ...........................64n Data Collection at

Walthamstow Academy .....66n new Technologies at

Accrington Academy ..........67n Boarding at Ashford

school ...............................68n Local Authority scrutiny

Committee at stockport Academy ...........................69

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incLUsion and senn inclusion Unit at Paddington

Academy ...........................18n Global Targets at sunderland

High school .......................20n E-Learning at

The Regis school ...............21n inclusion at Hanwell Fields

Community school ............22

transitionn year 7 Graduation Days at

Barnsley Academy ..............23n Transition at north oxfordshire

Academy ...........................24

enrichmentn Extending the school Day at

Midhurst Rother College ....25n Extracurricular Programme at

William Hulme’s Grammar school ...............................27

n PEP Pro at north oxfordshire Academy ...........................28

n Combined Cadet Force at AKs and Army Cadet Force at Manchester Academy ........29

n Debate Mate at Walthamstow Academy ...........................30

n internationalism at Lambeth Academy ...........................31

n The Akenkan Project at surbiton High school .........32

deveLoPing PeoPLen Reflective Leadership at

Ashford school ..................33n Leadership Development at

Walthamstow Academy .....34n Developing Talented Teachers

at William Hulme’s Grammar school ...............................35

n Middle Leaders Accountability Cycle at Paddington Academy .........36

n Teacher support at sheffield springs Academy ...............37

n Leading Edge at The Regis school ...............................38

n Using iPads in Teacher Development at Kettering Buccleuch Academy ...........39

nUrtUring sPorting taLentn sports Academy at

Bournemouth Collegiate school ...............................70

n Hockey Champions at AKs ...................................72

n youth sport Trust Partnership at salford City Academy .....73

n sports Personality Evening at The Regis school ...............74

n Football Academy at north oxfordshire Academy .........75

innovation in teachingn Learning outside the

Classroom at Hampshire Collegiate school ...............76

n Cross-curricular sport at salford City Academy .........77

n year 7 Competency Curriculum at shoreham Academy ...........................78

n skills and styles Week at Guildford High school ........79

n Advanced Performance Baccalaureate at Barnsley Academy ...........................80

n Mentoring at Hull Collegiate school ...............................81

n study Buddy at Caterham school ...............................83

n Forest school and outdoor Learning at Hanwell Fields Community school ............84

neighboUrLinessn Community Engagement at

sheffield Park Academy .....85n Friday night Project at The

Regis school ......................86n Partnership with

Marlborough College at swindon Academy .............87

groUPnessn King James Bible oratorio

led by Lincoln Minster school ...............................89

n iCT across the Group .........90n Best in Everyone induction

Conference ........................91n United Learning Masters

Programmes ......................92

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UCAs Preparation at Guildford HiGH SCHool

n UCAs Preparation at Guildford High schooln Preparing EAL students for University at Ashford school

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successfully preparing students for entry to university in an increasingly competitive (and expensive) market is an important part of Guildford High school’s (GHs) mission to provide a first-class education for academically able girls.

What distinguishes the UCAs programme at GHs is the attention to detail at every stage of the process and the access students have to outstanding advice and support. As a result, it is one of the top ranked schools in the sutton Trust’s league of university success rates; in other words it is one of the best schools in the country at securing places for its students at the top 30 UK universities. over the past two years alone, every single sixth Form girl left Guildford High for one of these top 30 institutions.

oxbridge success rates at the school have risen from 10% in 2005 to between 25% and 30% now. This increase is due not just to the introduction of additional support for applicants but also to a shift in attitude. Many independent schools ‘screen’ their oxbridge applicants, believing that they will lose credibility with colleges if they put forward ‘weak’ candidates but at Guildford High school, any student who is interested in applying is encouraged to do so.

The school credits the following initiatives as being critical to success:

n A rigorous and supportive programme for making AS subject choices in Year 11, informed by assessment data and university guidance on subject choices: in January of year 11, all GHs girls attend an individual options interview with a member of the senior Management Team. Additional interviews are held for any student who is undecided. The school’s Careers Adviser, Emily niel, checks that the option choices are sensible for the proposed route to university and these are checked again after GCsE results are published. Thus no one enters sixth Form with an awkward or inappropriate combination of subjects unless this had been previously discussed and considered.

n A dedicated Higher Education information Evening for parents and students: At this event, the school makes sure that there are outside speakers present who can give external credibility to what students might read and hear about their preferred university. shortly after this evening, a series of subject lunches is held, chaired by Heads of Department, on university choices.

n drip-feeding uCAS information throughout the PSHE course and post-AS programme: There is always a risk of students suffering from information overload. some admissions tutors believe that applying

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Victoria Bingham, Senior Teacher at Guildford High School explains why she believes these initiatives have been so successful:

‘There is no simple formula for UCAs success but the initiatives that we have adopted have proved very successful. Many of them seem quite obvious and familiar but we believe that it is the level of detail with which we do things that makes the difference.’

to university is the equivalent in workload of an additional A2 subject, and it can certainly feel that way sometimes. At GHs, the UCAs sessions are packaged up into bite-size portions rather than being crammed into a short space of time. These include sessions on using the online application system and writing a personal statement, as well as visits from old Girls and university admissions tutors. if students miss any of the sessions, they can always catch up by reading a whole range of useful documents on the school’s UCAs virtual Learning Environment course. in addition, oxbridge candidates nearly always drop down to three A2 subjects to give them the time to prepare for the interview.

n Making sure the personal statements and references are as good as they can be: At GHs, there are dedicated Personal statement Advisers who take great care to ensure that the statements are just that – personal. Heads of Department are given a little booklet on reference writing and are urged to be as specific as possible. Passion is a given – what is insisted upon are concrete examples and evidence of how a student’s mind works – how she is interesting, different or exceptional.

n Encouraging wider reading: There is no magic bullet but the creation of several subject specific reading groups for sixth Form students has certainly helped, as has the introduction a few years ago of open University yAss courses. These are short-course modules on a huge range of academic subjects which girls can choose to complete over the summer holidays between the Lower and Upper sixth years. Between 25% and 30% of students complete a yAss course and have found it provided them with useful material for personal statements and interviews.

n outstanding expert knowledge: This can make a huge difference. Knowing, for example, that a particular university looks very unfavourably on gap years (despite what they say in the prospectus) and that a particular medical course really prizes interpersonal skills at the interview stage, gives applicants the edge. Emily niel frequently attends conferences on specific subjects and institutions and always provides very detailed feedback to senior Management afterwards. The school is not afraid to challenge inexplicable decisions when candidates are unsuccessful and is never satisfied with the generic response many universities send back when decisions are questioned. As a result of two disappointing results at a particular institution this year, the school is reviewing the personal statements of all successful and unsuccessful candidates for those two courses to see what made the difference.

n A really effective and smooth results day operation: in the past two years alone, over 90% of GHs students have been successful in getting into their Firm Choice institution. But sadly, there are inevitably a handful that fail to do so, and in a very small number of cases they miss their insurance offer as well. Thankfully, this happens rarely but when the worst does happen, the school acts very swiftly. The girls concerned are called in first thing the following morning (7am!) so that they can decide on a plan of action and get on the telephones in the Careers Room. The school also obtains written permission from all parents to go for re-marks. Acting quickly is absolutely imperative to secure the small number of places in clearing.

For further information, contact victoria Bingham at victoria.bingham@unitedlearning.org.uk

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According to isi inspectors, EAL students at Ashford school ‘make particularly good progress and achieve very well in relation to their abilities’. A key aim of the school’s dedicated EAL Department is to help its sixth Form international EAL students, normally numbering about 30 to 40 per year, apply to university.

For EAL students who arrive in year 12 developing the high level of academic English required is incredibly difficult. For some EAL students intending to go to university, obtaining the correct English language grades is the same as obtaining the correct A-level grades; it is a condition for university study which they have to meet or they will face rejection. The iELTs exam, the most commonly asked for EAL qualification asked for by UK universities, is not just a general English as a Foreign Language exam but an academic English exam. This requires students to have a firm grasp of academic reading and essay writing skills and to use sophisticated vocabulary. These requirements often take the scientifically inclined EAL student by surprise, especially if these skills are not really developed in their A-level subjects.

To ensure their English language skills do not hold their students back from securing places at good universities, Ashford’s EAL Department has totally changed the system of support for these students. instead of a peripatetic-style EAL teacher system and large after-school group lessons, the department now runs small group EAL lessons spread out through the week and school day. This embeds EAL learning

Preparing EAL students for University at ASHford SCHool

As a starting point, the school has set a minimum English level for entry into Year 12. As lorna Caputo, Head of the EAl department, says:

‘We had to be realistic. We had to look at the universities our EAL students were applying to and what iELTs scores they needed. We also had to consider how long our EAL students had to get the scores they needed and how many iELTs classes they will be able to squeeze in. once we knew the answer to these questions, we had to be brave and set minimum English levels for year 12. We are very clear with our students from the beginning of year 12 – if you aim high, you are going to have to work hard on your academic English from day one.’

For further information, contact Lorna Caputo at caputol@ashfordschool.co.uk

When students begin year 12, the school gathers data on their English language qualifications and abilities. Many international EAL students join year 12 with a whole range of English language qualifications – some of which are acceptable to UK universities and some are not. some universities require a certain qualification whilst others are looking for a different one, so it can all become rather complicated. The school insists that unless a student has achieved a B grade in GCsE English Language or has iELTs 7, they need to be prepared to do an iELTs exam. Explaining their approach, Lorna says:

‘This may seem quite extreme but we just do not know if universities are going to increase the English language requirements until they do it, so we try to be one step ahead.’

The department is flexible and responds quickly to changes occurring in higher education so that students receive the support they need to access the university courses they want.

After the initial assessment, students are set into groups according to their skills and timetables so that they learn at the correct pace for them.

since the school began following this initiative, its iELTs results have gone up and up. in only seven months, 54% of the year 12 EAL students scored iELTs 7 or above and 46% scored 6 or 6.5. As most of the school’s students are set on going to oxford, Cambridge, imperial College and UCL, these scores are helpful for their UCAs applications and serve as good building blocks for improvement should their universities ask for higher grades.

within each student’s sixth Form experience and encourages both students and other staff members to consider iELTs lessons as a ‘must have’ and not an ‘add-on extra’.

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n outstanding nursery Care at Ashford school

n Creative Junior Curriculum at sunderland High school

n subject specialist Teaching at Guildford High Junior school

n Raising Aspirations at Hanwell Fields Community school

n Read Write inc Programme at Hull Collegiate Prep school

n Eco Awareness Project at Rowan Preparatory school

n insPiRE Parent Workshops at Hanwell Fields Community school

outstanding nursery Care at ASHford SCHool

At Ashford school, inquisitive minds and a love of learning are instilled at a young age. Just over 100 children in the Ashford Friars Prep school nursery are benefiting from the ethos of ‘Adventurous Learning’ which seeks to challenge them constantly.

The nursery, which has been judged by isi as ‘outstanding’, seizes every opportunity for learning and the broad experience ensures pupils develop rapidly across the board – socially, physically, emotionally and academically. Through a good balance and combination of child-initiated and adult-led learning the nursery develops a real sense of discovery, investigation and research. This all culminates in each child being excited about the prospect of coming to nursery and able to take calculated, sensible and productive risks. Pupils are excited, fun-loving, optimistic, confident and well-motivated which leads to a strong sense of focus, commitment and concentration – vital skills that prepare them excellently for the transition to Reception and full-time school. The children’s positive attitudes towards learning were praised by isi inspectors when they last visited; inspectors reported that children’s attitudes are ‘excellent and their enthusiasm indicates how much they are enjoying themselves’.

now firmly settled in their brand new school building which they moved into in 2010, the nursery children are given the freedom to explore the purpose-built nursery, its wonderful resources and the excellent facilities, inside and out. They can choose to spend their time in the quiet Maths and Language Room, the Activity Room, the Role Play Room or the aptly

named Messy Room. Giving the children control over their day develops their independence, sense of responsibility and produces high levels of engagement.But this is far from a free for all. There is always an adult-led activity taking place and staff keep a close eye on the children and get to know their strengths and weaknesses and their likes and dislikes. For example, if a child particularly likes playing with the knights and castles toys then the staff will encourage the child to do their counting using the knights and castles.

From 7.30 in the morning until 6.30 in the evening, the nursery is buzzing with activity and the children are particularly benefiting from the school’s outdoor environment which provides countless opportunities for them to challenge themselves and try new activities. From rolling down the large bank to witnessing their tadpoles transform into frogs, the children are always kept busy and encouraged to try new things.

The nursery’s musical activities are at the heart of its curriculum and are a key way of engaging children in their learning. From musical movement activities to sessions with the nursery’s resident pianist to visits from musicians who introduce the children to new instruments, the children are continuously enjoying new experiences.

The nursery has high expectations of its children and so when the time comes for the children to leave the nursery, they are already at Reception level and can easily adapt to the new

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Sue Yeates, Head of Nursery puts its success down to the highly skilled and ambitious staff team which she says ‘work closely in a framework of shared responsibility with everyone playing their part in leading learning’. She says:

‘We are driven in the knowledge that each child only has these opportunities once so this is not mere rhetoric but a deep and passionate commitment from everyone to give each child the very best all of the time – it is not for the faint-hearted practitioner!’

classroom environment. They are used to wearing school uniform and can listen and concentrate for longer periods and are much more engaged in what they are learning. The vast majority of children are already working towards the early learning goals and their learning abilities are much higher than the national average. As well as having a chance to experience taster lessons in the school’s Reception, the children have always been exposed to new experiences which has improved their levels of concentration and ignited an interest to learn new things.

For further information, contact sue yeates at yeatess@ashfordschool.co.uk

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Creative Junior Curriculum at SuNdErlANd HiGH SCHool

Giving pupils the impetus to aim high from their earliest years at school requires imagination and creativity in the curriculum. sunderland High Junior school approaches this by connecting curriculum work to topics that will be interesting to pupils.

Every term each class focuses on a specific theme. Recent examples include castles, pirates and the sea, the rainforest, and Roman Britain. Class time is used effectively through cross-curricular working on the theme. For example, historical study provides opportunities to develop writing skills. The work encompasses all subjects including maths, English, science, drama and DT.

Whilst the impetus for the theme comes from the class teacher, pupils are involved at the planning stage and throughout the process by suggesting areas of study and ways of investigating and recording their learning. Topics are typically chosen where visits to local places of interest can bring learning to life. Examples of places which have enhanced recent topics are visits to Durham and Alnwick Castles, Butterfly World, Hartlepool Maritime Experience and Arbeia Roman Fort.

in addition to this, whole school themes are adopted during the year. often these are focused on local, national or international events such as the Queen’s Diamond Jubilee or the olympics. Pupils share their learning and work with children from other age ranges. Each year group pursues different aspects of one theme. Pupils then present their work to other year groups in a shared celebration that promotes the sense of community within the school. indeed on occasion these themes are shared with the senior school linking all pupils from the nursery to the sixth Form. The benefits of this

approach for the school are significant. Teaching staff across different year groups can work together and use each other’s expertise when planning curriculum themes. Already, year 1 and year 2 teachers have used the same topics whilst targeting different skill levels. Resources and ideas have been shared and joint local visits and events held.

Likewise, over time the school is developing a ‘bank’ of curriculum plans which can be adapted and developed in the future. By sharing practice amongst staff and reviewing the success of each topic and theme, staff are able to identify exactly which activities deliver the greatest educational benefit to pupils and then adapt their own teaching materials to achieve similar success elsewhere in the curriculum.

The Junior school also looks for ways to involve pupils in competitions and initiatives that celebrate achievements and encourage pupils to aspire to greater things. These range from academia to sport and the performing arts. For example in 2012, year 2 pupils participated in a young Writers Competition from which the winners had their work published in a book; competed in and won a mini tennis competition for local schools organised by virgin Health; and

performed in the CBeebies programme ‘The Rhyme Rocket’ – a phonic and rhyme series broadcast in August.

such opportunities help identify and recognise the range and diversity of individual pupil talents. They encourage pupils to participate in activities outside school and widen their horizons by promoting the ethos that success comes in many different shapes and forms. Group activities promote confidence and encourage pupils to try something for the first time and accept new challenges.

All members of the school community are proud of the achievements of sunderland High Junior school. its profile has been raised within the local and wider community and pupils have become aware, at an early age, that what they learn in the classroom plays a vital part in the real world.

Gillian Prior, deputy Head of the school, explains the impact of these initiatives:

‘When pupils are involved in work connected to a topic we believe they attain higher levels in academic subjects due to their engagement. Pupils can see the relevance of classroom tasks because skills are not practised in isolation. This has been especially important in raising standards in English writing since the pupils have a purpose for their writing and have gained knowledge, information and ideas about the subject which they can use in their writing tasks.’

For further information, contact Gillian Prior at gillian.prior@unitedlearning.org.uk

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subject specialist Teaching at Guildford HiGH JuNior SCHool

in its latest isi inspection, Guildford High Junior school’s emphasis on core subjects was said to ‘lay strong foundations for future learning’. Key to the junior school’s success is the subject specialist teaching which is enjoyed by pupils across large parts of the curriculum from year 1.

The specialist nature of the teaching offered not only allows subjects to be taught in greater depth than would normally be expected at primary level but it also begins to engender a love of specific subjects at an early age which is maintained all the way to A Level.

For staff, developing a specialist junior school curriculum provides opportunities to create imaginative and fun but still challenging lessons that will capture the imagination and focus of even the youngest children. in particular, staff

have developed practical activities that engage pupils and which begin to introduce them to curriculum subjects and accelerate progress.

in maths, the school policy of employing bright graduates and specialist teachers has had a particular impact. From the age of four, pupils learn through doing; with computer games, and ActivExpression handsets as well as rote learning contributing to a varied and proven programme of excellence. There is a strong emphasis on the foundations of numeracy with the pupils learning times tables and number facts. Using and applying mathematical concepts and quickly developing an emphasis on problem solving enables pupils to advance quickly and to gain a love of the subject that is maintained into the senior school where 95% of students are awarded A*/A at GCsE and over 60% of students choose maths-based A Levels.

in science, the programme ranges from heating and cooling experiments enjoyed by six year olds to the dissecting of fish with 11 year olds. year on year this has delivered excellent end of key stage results. But more importantly, it introduces pupils to skills such as investigation, analysis, interpretation, evaluation and gives them experience in following multiple instructions, working in a group and multi-tasking.

These are essential skills for accelerated progress across the curriculum and therefore have a significant impact on progress in other subject areas. in 2012 98% of pupils achieved Level 5 of the national curriculum. Furthermore, by the time these girls reach the sixth Form, half will opt for chemistry at A Level and 38% go on to do science at leading universities.

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Sue Philips, Head of the Junior School, explains the significance of the programme:

‘specialist subject teaching gives our pupils a breadth, depth and diversity in their learning. The discipline needed for these subjects, the development of creative skills and the early development of motor skills have a significant impact on progression in reading, writing and numeracy. Pupils aged five have reading comprehension levels expected of seven year olds because of the breadth as well as the depth of the curriculum. As they move through the junior school, the real joy for us comes in seeing pupils learn to love their subjects and to see the girls begin to form ideas about which subjects they want to take further in their lives.’

in English, what is taught influences all curriculum subjects with consistency expected across spelling, grammar and handwriting. The subject is headed by sheina Wright who has led the group’s portfolio work on the levelling of English writing and has been actively involved in the development of the national Key stage 2 testing. Her involvement and expertise have ensured that GHs teachers are highly trained in the teaching of English and that pupils enjoy a rigorous English programme of study.

Reception pupils are accelerated through the Jolly Phonics reading, writing and spelling programme, joining spelling sets and taking home reading books at an early point in the academic year.

The impact of accelerated reading and writing skills for pupils aged four to seven can be measured in the rigorous marking assessment and recording at the end of Key stage1. in June 2012, the Key stage 1 moderator wrote:

‘Assessment processes are very thorough as are records of individual girls. Teachers’ knowledge and understanding of sub-levels is excellent. Judgements are sound and rigorous.’

By year 6 all pupils are enjoying classic reading books such as Little Women, My Family and other Animals, swallows and Amazons as well as titles by the ubiquitous Jacqueline Wilson, Cathy Cassidy et al. Pupils are taught features of writing and come quickly to understand view point and intended audience. 92% of pupils achieved L5 English in 2012.

The subject specialist Programme extends into the wider curriculum. Music, art, gym and dance are taught by specialist teachers from the age of four within the timetable. spanish is taught from the age of five, beginning with La oruga Hambrienta (The Hungry Caterpillar) and songs and games in class and at home through the school’s virtual Learning Environment.

The excitement and engagement of the girls fills numerous extracurricular music groups, six art clubs, three gym and dance clubs and six modern foreign language clubs each week, in a programme of over 80 weekly extracurricular clubs.

For further information, contact sue Philips at susan.Phillips@unitedlearning.org.uk

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At Hanwell Fields Community school, preparing children for life beyond school starts early. Through its two-tiered citizenship programme, children are encouraged to become responsible citizens from a young age. Pupils are first encouraged to make a positive contribution to the life of the school by carrying out duties such as helping in the library, reading with younger children, picking up litter and indoor and outdoor gardening.

The school also seeks to broaden pupils’ horizons and give them an awareness of the world around them. Through visits from professionals such as local magistrates, park rangers, street wardens, police officers, bee keepers and marine biologists, the children gain a greater understanding of the parts being played to support their local communities and environment. These visits are also a useful way of building strong links with local people who are always impressed by the inquisitive nature of the Hanwell Fields pupils.

The school also seeks to nurture university ambitions at a young age. The more able year 4 and 5 pupils have recently participated in a mini-research project at Warwick University. The pupils worked with university staff on learning how to be a researcher and gained a useful insight into university life.

Alongside the pupils’ project, the school is also launching a mini-research project for parents. The project is aimed at parents who have not been to university and seeks to broaden their horizons and encourage them to have higher aspirations for their own children than they might have had.

Explaining the schools’ culture of high aspirations, Head Teacher Jane Haggitt says:

‘it is never too young to start encouraging children to aim high. if you open their eyes to the potential of what they can achieve then there is more chance that they will set their sights high and work to achieve their dreams.

‘Even though some of our plants now have very short haircuts after the pupils tasked with pruning them have finished, it has been heartening to see how seriously they have taken their duties. Learning the importance of taking responsibility for their surrounding environment will stand the pupils in good stead as they progress through school and into the workplace.’

Raising Aspirations at HANwEll fiEldS CoMMuNiTY SCHool

For further information, contact Jane Haggitt at head@hanwellfields.org

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Read Write inc Programme at Hull CollEGiATE PrEP SCHool

Hull Collegiate Prep school has embarked on an overhaul of its literacy provision so that its pupils’ writing levels are as good as their reading levels. The school introduced a number of initiatives aimed at improving pupils’ writing such as encouraging them to use more adventurous vocabulary and to pay more attention to the accuracy of their punctuation.

A key component of the school’s new approach to literacy is the Read Write inc Programme. This is a programme which seeks to ensure consistently high reading and writing standards and is followed by many schools across the country. The programme begins with an intensive two day training programme for all staff in the prep school regardless of whether or not they teach pupils when they are learning to read and write so that they fully understand the new teaching style and can implement it throughout the school.

At the heart of the programme is a commitment to making sure that children can write and speak as well as they can read. Even if children can read a particular sound, they are not allowed to move on to the next sound until they can write it down. one activity is called ‘Hold a sentence’ in which children work as a group to devise a sentence. They then go back to their desks to write out the sentence and get a tick for every correct letter which is expected to be in the complete sentence. Another exercise involves the pupils working in pairs where one takes on the role of the teacher to test the other pupil on reading sounds or words. The pupils then swap roles so that each is tested on their reading.

The programme seeks to expand pupils’ vocabulary and teachers are encouraged to introduce more challenging words into their questions. For example, instead of asking pupils a question such as: ‘how do you think he feels?’, teachers ask: ‘do you think he feels excited or ecstatic?’ in this way, children are given the opportunity to pick up new words more frequently and encouraged to analyse the differences between them.

Pupils are assessed rigorously and the school allocates the role of Read Write Manager to a member of the teaching staff who assesses the pupils every two months. Whilst initially children make slower progress in their reading because they are not allowed to move on to the next reading level until it matches their writing ability, their overall literacy skills very quickly become much better compared to those of pupils before the programme was introduced.

Karen williams, Head Teacher of Hull Collegiate Prep School, says:

‘Whilst it meant a complete overhaul of our literacy tuition, the Read Write inc Programme has had a significant impact on the reading and writing skills of our pupils. By making sure pupils can write as well as they can read, their performance across the curriculum is greatly improved as they have the tools they need to understand and write about what they are learning in other subjects.’

For further information, contact Karen Williams at karen.williams@unitedlearning.org.uk

The programme has received strong praise from isi inspectors who found that it ‘has had a positive impact on pupils’ writing and spelling’. During their inspection, inspectors said that pupils ‘read, write and speak with obvious enjoyment and confidence’.

The school has recently published a book called ‘We are Writers’ which includes a piece of writing by each pupil. The book was professionally published and each pupil chose which of their own pieces of writing to submit. The book was bought by parents and every pupil was very excited to see their name and work in print. The school is planning on producing a similar publication every two to three years.

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Given the opportunity to access a funding grant from the group’s innovation for improvement project, Rowan Prep chose to develop an Eco Awareness Project that could be undertaken to transform disused land behind the school. Pupils at Rowan Prep identified a number of priorities including creating a fairy grotto and a bugs’ hotel.

At the same time staff were encouraged to decide on an educational outcome that the exercise could be judged upon. They chose ‘will the Eco project help the girls gain insight, knowledge and understanding into sustainability, self-sufficiency and how to protect and appreciate the immediate natural environment?’ With support from governors and parents, one of whom runs a landscape company, work on the project began during the autumn term of 2011.

over the next two terms pupils – from the year 1 Gardening Club upwards – were regularly taken down to the site to view the daily improvements as the project moved forward and as the seasons changed. Composting areas, a bugs’ hotel, planning trough, outdoor mini-theatre/classroom and an orchard all began to take shape.

The nature and content of the fairy grotto itself was decided in meetings of the school Council; a shopping list was drawn up and ideas generated. younger members of the school community were encouraged by teachers to write stories about the grotto; the lives of the fairies who lived there and what it would look like.

in early March the frog spawn arrived and year 4 girls helped their teachers to re-home the frogs in the newly relocated pond. Later that month bulb planting began with groups of pupils preparing the potato crop in organic compost in pots that they had made using recycled newspaper.

The spring term ‘open Morning’ led to the arrival of many parents keen to view the new facility, many approving comments were received and prospective new parents were very interested in the whole concept and the learning opportunities which it would provide.

By the beginning of the summer term, both the potato crop and the spring planting were flourishing, water butts had been put in place (for the school to counteract the hosepipe ban); and natural pathways had been laid into the spinney, a much-loved mini-wood. Trees in the spinney were given remedial work to ensure regrowth which formed the basis of an assembly for pupils. Teachers received their Eco ‘orders’ for bird feeders, ladybird towers and plants to encourage butterflies.

Eco Awareness Project at rowAN PrEPArATorY SCHool

Mrs Michelle Phillips, Project leader at the school, believes pupils have not only enjoyed the experience but it has established something that can be extended in future years:

‘it has been a pleasure to watch our new Eco Project develop over the months, the girls’ flowers are in bloom, our first batch of peas have been collected and we look forward to our potato harvest. The frogs are happy in their new pond and, at playtime, it is the Eco area to which the girls flock. Parents and ex-pupils, visiting the site this term, have been full of awe and praise at the improvement to what used to be a wasteland. The neighbours approve and all in all it has been a resounding success.’

For further information, contact Michelle Phillips at Michelle.Phillips@rowan.ucst.co.uk

nURsERy AnD PRiMARy

The impact of the project has been significant in facilitating ‘hands-on’ personal learning for the younger girls and for giving opportunities within the science, English and geography curriculum. it has allowed the school curriculum to provide ‘real-life’ experiences for all and develop adventurous learning in general. older pupils have been involved in personal research to do with setting up the Eco area and, for the Gifted and Talented set, the project provided additional stimulus including ‘stingless bees’, the use of herbs as natural pesticides and a project on harvesting times.

Looking ahead, the school plans to add an Eco classroom to the development with curriculum opportunities to consider the re-use of natural materials and sustainable resources.

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insPiRE Parent Workshops at HANwEll fiEldS CoMMuNiTY SCHool

Parents and guardians are invited to the workshops which are held during the school day and last for two hours. After a brief introduction just for the parents, the pupils join the workshop and together they work on a series of activities which a member of staff has designed specifically for them to do. Activities generally cover literacy, numeracy and iCT work and are tailored to each child’s skills level.

This is an excellent opportunity for parents to learn how to support their child’s learning and to gain a proper insight into what and how they are being taught. At the end of the workshop, each parent takes home a pack of learning materials which has been specifically put together for their particular child.

describing the success of the workshops, Head Teacher Jane Haggitt says:

‘Whilst they involve a significant amount of work from the staff who tailor the activities and support materials for each pupil, these workshops have achieved exactly what they set out to do. More parents are now in tune with their child’s learning and are actively involved in supporting them. We are delighted to be welcoming increasing numbers of parents to each workshop which reflects the positive feedback we have had.’

For further information, contact Jane Haggitt at head@hanwellfields.org

A school’s most important partnership is the one it has with its parents and two years ago Hanwell Fields Community school began a series of insPiRE workshops which sought to engage parents in their child’s learning.

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n inclusion Unit at Paddington Academyn Global Targets at sunderland High schooln E-Learning at The Regis schooln inclusion at Hanwell Fields Community school

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inclusion Unit at PAddiNGToN ACAdEMY

inclusion can take many shapes and forms; each equally significant in providing support and development for the most vulnerable students with the greatest challenges and needs.

Paddington Academy’s approach has a breadth and depth unique in the group with the provision of seven different specialist areas, each of which has full time staff allocated to it. it is the scope and diversity of this menu of support that the academy believes has been so successful in assisting its students maintain their access to the full benefits of mainstream secondary education.

The inclusion Unit provides a graduated series of highly intensive and targeted interventions levelled at a student’s needs and not that of their year group. The unit provides support for vulnerable students who may need support with their emotional, behavioural or learning needs and more commonly a complex combination of the three.

The unit operates tailor-made programmes for individual students lasting between six and 24 weeks. The unit is now so successful that it works in conjunction with the local authority and takes in students who have been excluded from other schools or who are without a school place and are classified as ‘hard to place’. often these students’ only other option would be a specialist school, or pupil referral unit (PRU). The links to the local PRU and special schools have also allowed the staff to share good practice and training and have given students mutual access to each provision.

The emphasis of the unit is always successful integration into mainstream lessons; for some students for the first time. staff also recognise the individual needs of students and that for some this means the provision of on-going support in addition to their normal schooling for extended periods of time.

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inCLUsion AnD sEnThere are several components to the unit, each with full time staff:n Nurture unit: this provides support and a curriculum for

students in Key stage 3 with sEnD (special educational needs or disabilities) who are unable to manage in a full time mainstream secondary setting. students are taught in groups of no bigger than eight by a trained primary school teacher for English, maths, science and life skills. They also have the support of a Higher Level Teaching Assistant. 40% of their time is spent in mainstream classes supported by a Learning and Teaching Assistant.

n EAl unit: providing tuition and support for all students in their first three years of being in the country and learning English.

n learning Support unit (one off, reintegration and respite stages): supporting Key stage 3 students through providing assistance in emotional literacy, anger management and wider behavioural issues. The unit comprises a three tiered support system which provides a series of intensive targeted 12 week programmes to give students the skills and strategies to reintegrate into the mainstream curriculum. Extra support is given by an attached key worker to assist in the transition at all stages. The unit is also accessed by students with serious medical conditions and school refusers who have been out of full time education for extended periods.

n Success unit for Key Stages 3 and 4: across the academy, staff track and monitor all students at their regular assessment points to ensure that each is making their expected levels of progress. For those students who are capable but who are significantly underachieving, a series of interventions both within the classroom and through separate sessions are provided. Each half term, a group of 15 to 20 students who are under-achieving at Key stages 3 and 4 are given a personalised intervention programme with homework clubs and extra revision classes until they catch up.

n internal Exclusion unit: offering an alternative intervention to fixed term exclusions for those whose behaviour requires it. This provides an opportunity for students to reflect on the impact of their behaviour.

student’s progress – whether academic, emotional or behavioural – is monitored throughout and a carefully planned range of assessment techniques are used to evaluate the intervention’s impact.

At the end of each day, every student in the unit has a reflection session during which they discuss their progress with a member of staff through the use of a daily ‘traffic light monitoring card’.

Every two weeks, each year group’s pastoral team – Head of year, student support mentor, counsellors, attendance officers, key external agency staff, sEnCo and the Head of inclusion – meet to discuss each student’s specific needs. Through this meeting an individual plan is developed, monitored and, where

relevant, fed back to the mainstream staff. This meeting ensures excellent communication and cohesion when developing and implementing student support.

The success of the inclusion unit is evident across the academy. in the last year: n 51% of students at risk of permanent exclusion attending

the Learning support Unit (LsU) were fully re-integrated into mainstream lessons;

n 44% remained in the school, supported at some level within the unit;

n only 5% of students who attended were ultimately moved to a specialist school and statemented.

Whilst the unit offers these effective targeted support groups it also provides the academy’s vulnerable children a safe and supportive space to spend time, especially at stressful times such as lunch and break. Particularly popular are the academy rabbit ‘Dusty’, the LsU garden and the chicks that were hatched earlier in the year.

Sarah Thompson, Head of inclusion, says:

‘At Paddington Academy we have a far higher proportion of students with severe and complex needs than you will find in most schools. our provision and our staff are excellent at identifying and supporting these students to help them be the best they can be. Every half term we have space for 255 students in Key stage 3 alone to access relevant and useful support from the unit. Without this support their school experience and success would be hugely different and i believe ultimately less successful.’

For further information, contact sarah Thompson at sarah.Thompson@paddington-academy.org

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For some students who have learning difficulties, it can sometimes be a struggle to access the whole curriculum; sunderland High school has therefore developed a practical system aimed at helping these students thrive in all subjects. The school has introduced the Global Target Evidence sheet (GTEs) initiative which seeks to address these students’ barriers to learning. These barriers are described as ‘global difficulties’ because students encounter them throughout the curriculum. As part of the initiative they are therefore set ‘global targets’ which mean that all staff have a ‘global responsibility’ to help these students overcome the challenges they face because of their learning difficulties.

As an adjunct to the school’s other systems to identify, support or monitor students, the GTEs initiative provides sMART targets for the individual student identified on the school’s support Bulletin. This planned intervention ensures a very real opportunity for progress, improvement or success and therefore is of benefit to the student. staff benefit by having a practical, focussed and valuable system for sharing the responsibility of those students identified as in need of extra learning support. The global targets themselves act as practical reminders that the student has a specific difficulty and that there is a list of strategies or resources to help them; the GTEs initiative can be used by staff as a working document and handy reference tool.

Global targets are SMArT:n SPECifiC – highly individualised to the student on the

support Bulletin.n MEASurABlE – each subject teacher is required to judge the

extent of success along a continuum of ‘not achieved’, ‘Partially Achieved’, ‘Mostly Achieved’ to ‘Achieved’. subject teachers are required to provide evidence for their judgements; the format of this evidence varies.

n ACHiEVABlE – targets take into account the specific nature of any identified learning difficulties or generalised problems that prevent or hinder progress or success; the target represents a step towards improving or overcoming those obstacles.

n rEAliSTiC – students are very well known to the Learning support Department and it is highly likely that they will be in receipt of support. Although the department is usually best placed to set the global targets, it does consult with pastoral and/or subject staff as required. Targets are specific; the success criterion is explicit. Teachers and students work in partnership to ensure better opportunities for real success.

n TiMEd – ‘Global Target Evidence sheets’ are completed, twice yearly, to coincide with the school’s reporting system. subject teachers are required to complete brief comments and/or provide specified evidence. Comments are then summarised and sent home to parents as any other report would be.

The GTEs initiative is a highly specific monitoring system for those students identified on the support Bulletin; it promotes tailored, cumulative steps towards progress and/or success for the individual student and ensures collective responsibility for such success between student, teacher and the Learning support Department.

The initiative is having an impact across the school. it acts as a reminder to staff that some students have identified needs and may have additional or different requirements. staff have been positive in their response to the initiative and have been pleased to work collaboratively for the student’s success. Most staff feel that the completion of the evidence sheets is not onerous and the system is straightforward and well-managed. students realise that all of their teachers are aware of their target and feel more motivated to try; the emphasis is always on evidence of success and never as a means of tracking failure.

The Learning support Department is now planning an introductory guide for new staff and for staff who may not be present on inset Days when targets are explained and circulated.

Global Targets at SuNdErlANd HiGH SCHool

Ann Bovill, Creator of the GTES initiative, says:

‘The GTEs initiative ensures that students with learning difficulties and all of their teachers work in partnership, systematically, to provide evidence of progress and success in achieving a global target that will benefit both student and teacher across the curriculum.’

For further information, contact Ann Bovill at ann.bovill@unitedlearning.org.uk

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Teachers at The Regis school believe there is no reason why any of its students cannot achieve good qualifications. Even if its most vulnerable and challenging students find it difficult to engage in mainstream education, the school is committed to finding a way to help them participate in learning.

Four years ago, The Regis school began to use a spare building on its site to deliver lessons for some particularly challenging year 11 students. For a variety of reasons, including poor health, challenging behaviour and long term absence, these students had become disengaged from mainstream education and were at risk of not achieving.

The school bought online education packages and invited each of these year 11 students to come into the centre to continue their education. sian Elliman, who set up the initiative, tailored timetables for each student and spoke to the Maths, science and English Faculties to ensure she was giving the students the support they needed to achieve their GCsEs. That year, every student gained GCsEs in maths, English and science which they would not have done had they not been invited to participate in the E-Learning programme.

The E-Learning programme is now an established part of The Regis school and is delivered in a dedicated room in the school’s on-site community facility which offers a safe and secure environment in which to learn. The programme has expanded and over the past year has involved over 40 students in all years in the academy. The younger students who participate are

generally those who have missed a significant amount of school for medical reasons and need to catch-up before they can re-join their class.

Each student follows a unique and personalised timetable which is appropriate for them. it is designed in consultation with their English, maths, science and iCT teachers who highlight the specific areas which they need to focus on. The curriculum is very similar to that being followed by their peers so that students can re-join mainstream lessons confident about their level of knowledge.

This very specialist provision means that students are given every opportunity to maximise their potential and gain as many qualifications as possible. The facility offers a sanctuary environment for students to sit their tests and exams and helps them complete their coursework to the required standard.

The E-Learning facility has re-engaged its most at-risk students in their education and, as a result of the support it provides, some students have begun other courses offered by the school to gain a wider range of qualifications.

For further information, contact sian Elliman at selliman1@theregisschool.co.uk

describing its positive impact, Sian Elliman, E-learning Manager, says:

‘The specialised E-Learning packages have given students an opportunity to thrive and succeed which they simply would not have had if the programme had not been available. in four and a half years i have been incredibly fortunate to be involved in watching a number of children develop into confident, successful young people who have been able to pursue a future in college or in employment.’

E-Learning at THE rEGiS SCHool

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inclusion at HANwEll fiEldS CoMMuNiTY SCHool

Whilst all pupils who have statements of special Educational needs are required to have an annual review to measure their progress and well-being, there have been no guidelines given to schools on how to include these children in these meetings. Hanwell Fields Community school has come up with a highly commended method of including children, some of whom are as young as four, in their annual reviews. The systems that are in place to care and look after pupils have been described by ofsted inspectors as ‘outstanding’; they said that ‘pupils with sEn achieve as well as their classmates because they are sensitively supported in all they do’.

The school is committed to ensuring its pupils are fully involved in the process and have the opportunity to have their views heard. A couple of weeks before the annual review meeting,

the pupil sits down with a teaching assistant who explains the process to them and asks them to describe either in words or pictures what they enjoy, what they are worried about and what they think they have achieved in the past year. This information is recorded on a flip chart in quadrant form ready to be shared at the review.

By sitting with a staff member whom they know, they are given the time and space to reflect on the past year which means that when they attend the meeting, they can talk confidently about how they are feeling.

The school also asks the pupil’s classmates to provide feedback on his or her strengths by writing a positive comment on a Post-it note and these are then presented at the review meeting. As well as boosting the confidence of the child themselves, this exercise is also incredibly reassuring for the parents who can see how accepted and liked their child is amongst their class mates.

Head Teacher Jane Haggitt says:

‘These reviews are about the child so it is only fitting that we do everything we can to actively engage them in the process. Coming into a meeting of adults can be intimidating especially for our youngest children but the way in which we prepare them has given them the confidence to attend these meetings and allows them to express their own views and opinions.’

For further information, contact Jane Haggitt at head@hanwellfields.org

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year 7 Graduation Days at BArNSlEY ACAdEMY

n year 7 Graduation Days at Barnsley Academyn Transition at north oxfordshire Academy

An idea from ‘across the pond’ is helping make the move from primary to secondary a successful one for new starters at Barnsley Academy.

Principal Dave Berry first came up with the concept of ‘Graduation Days’ for new year 7 students after visiting schools in new york, on a trip with other United Learning Head Teachers, where the emphasis was on welcoming students to high school.

now in their third year at Barnsley Academy, the ‘Graduation Days’, which take place during the last two days of the summer

holidays, are designed to help make the transition from primary to secondary school easier.

Those taking part focus on the core values of ‘honesty, aspiration, creativity, achievement, our environment and each other’, with students demonstrating their understanding of these by creating a value Passport through a range of activities, including the production of a personal video based around their own aspirations.

on successful completion of the passport, students then don special graduation robes to take part in a ceremony formally welcoming them to the academy, where they are watched by parents and take part in official photographs.

The Graduation Days also continue to develop year on year, with the latest including input from external agencies such as the Fire Brigade and preceded by a seven day summer school, where students can attend fun activities, with additional parental engagement planned.

lesley Burton, the academy’s director of operations, says:

‘The impact is immediate. it introduces the new students to our values and expectations, helps them to make new friends, meet their teachers and experience the actual academy environment. This results in a dramatic drop in “settling in time” at the beginning of the academic year which enables them to make more rapid progress in lessons.’

For further information, contact Lesley Burton at lesley.burton@barnsley-academy.org

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For its year 7 students, life at north oxfordshire Academy does not begin in september; it begins several months before they even arrive.

in March, once the academy knows which students will be joining in september, the Learning Manager spends time in the feeder primary schools getting to know the incoming students. she observes year 6 lessons to learn how the students behave so that she can build an individual profile of each student. The profiles are presented to the Head of year 7 and the student support Panel so that they can identify the correct strategies for supporting each new student. These strategies are then presented to all academy staff so they understand what support each student will be given and what assistance they can best provide.

For the most vulnerable students who are particularly concerned about the transition, the academy runs six transition taster sessions where they experience secondary school lessons. students taste lessons in subjects such as science and design and technology so that they have a better idea of how these lessons are structured for learning when they join the academy.

During their observations at primary schools, the Learning Manager also identifies a number of students who may present a challenge to the academy in terms of the behaviours they have displayed at primary school. To address this challenge head on, the academy runs a ‘training school’ which

takes place every morning of term six (the second half of the summer Term). During the training school, the students study a mixture of the subjects they will learn in year 7. By working with the students before they begin year 7, the academy can start to build a bank of knowledge on the students and can identify ways to improve their behaviour. Likewise, the training school gives the students an opportunity to understand what is expected of them so that they are fully prepared for life in year 7 and will not disrupt learning for themselves and other students.

All incoming year 7 students spend three days at the academy in July when they experience the timetable – particularly specialist secondary lessons. The students are divided into the Colleges they will be joining in september and compete together against the other Colleges. The three day programme culminates in a Celebration Assembly when the results of the competition are announced.

For parents, the academy runs two ‘new to noA nights’ in May and June when they are given an introduction to year 7 life at north oxfordshire Academy including information about the curriculum, uniform, homework, lunches and the rewards system.

The feedback from parents about the transition programme has been very positive with many saying that any fears their children may have had were alleviated by the time they spent at the academy in the summer Term.

Harry wall, Vice Principal, said:

‘Joining a new school can be an unsettling time for children and so we try to make this transition as smooth as possible for them. By giving them a chance to become familiar with their new environment before they begin in september, we hope to give them the confidence to throw themselves fully into the life of the academy from their very first day.

‘The knowledge we gain from working with these students before september is invaluable as it means we can develop a strategy for helping them. By doing all of this in advance, we avoid wasting any time and give students what they need immediately so that they have every opportunity of thriving at the academy.’

For further information, contact Harry Wall at harry.wall@northoxfordshire-academy.org

Transition at NorTH oxfordSHirE ACAdEMY

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Extending the school Day at MidHurST roTHEr CollEGE

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As the achievement of students at Midhurst Rother College has improved, there has been a determination to ensure that the college provides the widest possible range of additional experiences for its students: ‘The Midhurst Rother College Experience’. There has always been a tradition of a wide range of extracurricular activities available for students in all three predecessor schools, despite the 400 square mile catchment and the reliance on buses for most students to get to and from school.

n Extending the school Day at Midhurst Rother College

n Extracurricular Programme at William Hulme’s Grammar school

n PEP Pro at north oxfordshire Academy

n Combined Cadet Force at AKs and Army Cadet Force at Manchester Academy

n Debate Mate at Walthamstow Academy

n internationalism at Lambeth Academy

n The Akenkan Project at surbiton High school

since the academy opened in January 2009, the programme of additional activities has developed significantly to include a wider range of enrichment ‘clubs’ from African drumming to climbing, to Manga art, and also an increasing emphasis on after-college intervention sessions aimed mostly at years 9, 11 and the sixth Form.

over the last year, the concept of ‘Period 6’ (the main college day being five one-hour lessons) has rapidly become embedded to the extent that it is now part of the students’ vocabulary and the college is very busy most afternoons after the official end of the day.

During the last academic year, the senior Leadership Team have been working on a new college day which could bring together all of the most effective elements of Period 6, whilst also allowing a greater range of provision to develop through a more equitable distribution of staffing. it has become increasingly obvious that it will be necessary to formalise the Period 6 activities as more and more students have become involved, and as both staff and students find themselves required in several sessions at once! in addition, the college is keen to give the opportunity for students to make the most of the fantastic new facilities by encouraging a culture of all students staying behind after the end of timetabled lessons both for enrichment activities and intervention lessons.

it has taken a year to consult staff, students and parents fully. This has been a carefully planned process allowing views to be aired but also with a clear remit of creating a new day for the

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college. staff have been aware of the intended development of the college day since the academy opened but it has still been necessary to have regular meetings and presentations (including with professional associations) to ensure that the proposed changes are fully considered and positively received. several student surveys have been organised to gather ideas for activities and the College Council has reviewed proposals at several points in the year, and has provided additional ideas and feedback. Parents have been invited to share their views and several proposals were received by the Principal for consideration. Plans have been created, reviewed and redrawn several times to take into account the responses from these consultations, and the initiative has been a regular feature on agendas for departmental and middle leader meetings.

For further information, contact sarah Pringle at sarah.pringle@mrc-academy.org

The final proposal is a radical change for Midhurst rother College: n A five period day Monday to Thursday and an early finish

after lunch on Friday;n ALL Key stage 4 and 5 students to stay for Period 6

Monday to Thursday – intervention and enrichment activities to be timetabled;

n Key stage 3 students to be encouraged to stay for a wider range of intervention and enrichment activities during Period 6;

n ALL staff to provide two after-college sessions per week;n Additional specialist activities to be ‘bought in’;n A later finish to the timetabled day for all staff Monday to

Thursday (but no after-college meetings);n Meetings to be timetabled for Friday afternoons only.

Plans are now being finalised for a new college day which will have a staggered finish time. Key stage 4 students will be required to stay for timetabled enrichment and intervention sessions which it is hoped will ensure even greater improvements in progress and participation in extracurricular opportunities – key aspects of the ‘Midhurst Rother College Experience’. Key stage 3 students will not be obliged to stay after college but it is intended that the majority will be able to stay.

Sarah Pringle, Vice Principal, says:

‘This has been a hugely complex initiative to plan but the results will undoubtedly show real benefits for staff, students and parents. An extended college day will enable us to offer students a fantastic extracurricular programme which will rival some of the best schools in the country.’

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Developing independence and greater fortitude in its young people is the priority of the William Hulme’s Grammar school (WHGs) extracurricular programme. The former independent fee-paying school, which became an all-through academy in 2007, has retained its historic focus on using extracurricular activities as a core development opportunity for its students and staff.

The programme aims to dismantle traditional barriers and promote healthy respect between staff and students and within the student community which contains 18% on Free school Meals (FsM) and 49% of children with English as an Additional Language. Partially because of this, particular strengths of the enrichment activities are the focus on cultural experiences and skills for employment which are welcomed across the school community.

such is the emphasis placed on the programme that every member of staff offers at least one extracurricular activity each week which range in their diversity from Astronomy Club to Technical Theatre, from Amnesty international to BMX Biking, and from Composition Clinic to senior Weights.

over 50% of students take part in the Duke of Edinburgh’s Award scheme and, likewise, over 50% of students in the most important sub-groups (FsM, sEn, Gifted and Talented and looked-after children) take part in the popular CCF and RAF Cadets Programme.

At WHGs, every student is offered a residential opportunity to develop their leadership and teamwork skills and the academy has established links with outside providers and local sports clubs to enhance the provision available to its students.

A summer school provides places for the most vulnerable and difficult-to-reach students giving them continued access to learning, sport and wider activities during the holidays.

Across the curriculum, not only are there additional subjects offered through the programme but it forms the basis for extensive enrichment for Gifted and Talented students from years 7 to 13.

Despite the programme’s existing diversity and success, the academy continues to innovate in its enrichment activity with the aim of engaging every single student. This is being achieved by conducting analysis of those who do not currently take part and surveying them to find out how they can be involved. The school leadership believe this is an important initiative so that those who may feel shy or unengaged are given the encouragement to participate in subjects where they have an interest so that they too can benefit from the learning that is embedded through the programme.

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Assistant Principal for Student Services, Khaleekh Khalique outlines its importance:

‘our extracurricular programme offers every child the opportunity to flourish and contribute to building a positive and harmonious community at William Hulme’s Grammar school. its impact is evident across the whole school as each activity is designed to build upon the standards in behaviour, teaching and learning that we expect and promote within the classroom.’

For further information, contact Khaleekh Khalique at Khaleekh.Khalique@whgs-academy.org

Activities are open to all with a particular emphasis on vertical integration giving students the opportunity to develop leadership, teamwork and organisational skills whilst building in elements of reflection and resilience. some activities are used specifically to help build a sense of unity that transcends Key stages 2 to 5. For example the whole school sport Relief Mile combines WHGs primary school pupils running side by side with senior students in the secondary school.

The programme promotes community and social cohesion and enhances the robust and varied House programme – with awards and points that build ties between students in the same Houses. The extensive sporting fixtures deliberately promote healthy competition and inter-House camaraderie as participation in extracurricular activity is an important contribution to the praise system which contributes to the annual House Championship.

Extracurricular Programme at williAM HulME’S GrAMMAr SCHool

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Sophie Kilmister, Assistant Principal – Student Enrichment and development, says:

‘With universities and employers expecting employees to have a wider skills base than just those students gain in the classroom, it is vital that we offer students the opportunity to become excited and engaged in something else.

‘With students working towards a specific outcome, it will give them the focus that we felt was lacking from our previous enrichment programme. As well as widening the breadth of the programme, we hope that by enrolling students in one course for a year, they will develop a firm grasp of the skills they need to help them become “professionals.”’

Five years after opening, north oxfordshire Academy has reflected on its personal enrichment programme (PEP) and found ways of enhancing it to give students further opportunities to gain valuable skills and experiences which will support their university and job applications.

The enrichment programme is being re-launched as PEP Pro which takes place for an hour and a half every Thursday afternoon. Unlike the previous programme where students participated in an activity for six weeks, students will follow one programme for the entire year. As the name suggests, it is hoped that students will become a ‘professional’ in one activity which will raise standards across the academy. For example, the academy is looking to run an elite sports team and an orchestra.

students have been asked to choose from 43 activities including drama, music, eco-schools, fundraising, iT, first-aid, gardening, sport, cookery and art.

Each PEP Pro has an outcome and so each student will have achieved something by the end of the year. There are a number of courses which will enable students to gain an additional qualification whilst students on other courses will work towards performances and exhibitions.

PEP Pro is open to students in years 7 to10 who will be grouped together in mixed age groups. At their own request, during PEP Pro, year 11 students will have intensive catch-up sessions to prepare them for their GCsE exams

and to complete their coursework. The sixth Form students will also participate in the programme either attending the activities or supporting staff deliver some of the activities for the younger students.

For further information, contact sophie Kilmister at sophie.kilmister@northoxfordshire-academy.org

PEP Pro at NorTH oxfordSHirE ACAdEMY

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The option to join the Cadets is popular at our schools where it is offered. in particular it provides challenges that help nurture the core attributes of leadership, team working and good decision making.

At AKs, the Combined Cadet Force (CCF), which has been described by isi inspectors as ‘vibrant’, is an extracurricular option which is normally taken up by 260 boys and girls each year. More than 30 members of the school have successfully completed their BTEC First Diploma with the CCF – a vocational qualification with an emphasis on leadership.

Through an extensive range of both mental and physical challenges, students are inspired to try new things and develop their skills into areas they may previously have thought impossible.

on Field Days cadets are challenged on the obstacle course and firing range whilst within the navy and air sections students are pushed to the limit with raft building, orienteering and teambuilding tasks.

During the summer of 2012, two students were awarded places on the prestigious army leadership course at Frimley Park whilst two others were selected to join an elite group on a two week tour of the battlefields in spain and Tangiers. A further seven students headed off to Cyprus with the RAF to go sailing, canoeing, windsurfing, water skiing, mountain biking and hill walking as well as visiting the Un Mission in nicosia.

Manchester Academy introduced the Army Cadet Force (ACF) in 2010 as a way of encouraging its students to try new activities in their spare time. Research carried out several years ago suggested that young people do better if they are involved in extracurricular activities which are structured and the academy was keen to introduce an ACF detachment as they were becoming few and far between in Manchester schools.

At first, getting established took considerable effort and it was not until the academy lobbied the Ministry of Defence for assistance that the school got the go-ahead for an ACF detachment to be set up.

now, only two years later, the ACF has up to 35 student cadets and, like the CCF at AKs, is a thriving part of the extracurricular life of the school.

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Neal Strickland, who is the school liaison for Manchester Academy ACf, believes that it is of increasing significance at the academy:

‘Across the curriculum we want to inspire our young people to achieve success in life. We want to push them to their limits in an environment where they can discover how great their own personal potential actually is. Where the ACF is so important is in the type of training it offers. it helps our students foster self-confidence, teamwork and leadership, all of which can be practically applied to everyday life. you wouldn’t think that an ACF would be an automatic success in the middle of Moss side but the detachment is flourishing and is increasingly recognised across the community as something to be proud of.’

staff believe that the ACF has made students more focused and motivated. such has been its success that they are looking at the possibility of extending the initiative through the introduction of an ACF-based curriculum. in particular, the training offered by the ACF is progressive and challenging with a strong mix of military, adventurous and community activities each of which benefits its students. since it was established, the Manchester Academy ACF Detachment has won an award from the Lord Lieutenant of Manchester for its Remembrance Day collection work.

And, in 2012, the detachment won an award for the best new ACF in Manchester; the first time it had been awarded since 2006.

For further information, contact neal strickland at neal.strickland@manchester-academy.orgor Andy Treharne at andrew.treharne@unitedlearning.org.uk

Andy Treharne, who heads the school’s CCf, explains the importance of the activity for developing students:

‘not only do our students greatly enjoy the activities offered by CCF, but the skills they develop are just the sort of talents that employers seek out and that are transferable into any career. Moreover, as a school that believes in playing our part in our local community, annual events such as Remembrance sunday give our students an opportunity to commemorate the sacrifices made by local people in the past. Understanding their bravery and showing respect makes sure that these things will never be forgotten.’

Combined Cadet Force at AKS and Army Cadet Force at MANCHESTEr ACAdEMY

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Encouraging students to develop their communication skills and their ability to challenge others verbally is a critical part of learning at our schools.

one initiative that we have been delighted to partner is with Debate Mate, a national charity that works with students to build ‘verbal intelligence’ by teaching the rules of debating and the skills to build and present an argument.

At several of our academies, its prominence as a popular extracurricular activity has grown into something significant. At Walthamstow Academy, its success is measurable.

Following encouragement from Debate Mate to participate, students from years 7 to 10 at the academy learned debating skills in a weekly school club and then took part in competitions across London. To build up enthusiasm for the initiative very early on, the club was invited to the Royal Geographical society in Kensington to watch a show debate, an exciting spectacle that helped to raise interest and provide momentum.

Debating trips feature regularly throughout the academic year and have proved very popular. The opportunity to interact with other schools and compete has proved a positive way of building confidence amongst students and has seen the club progress too, winning many debates through skill and teamwork.

in 2012, the academy’s debating year culminated at the Deutsche Bank Urban Debate Cup held at the London school of Economics. Here, the academy was given an award for the Best

overall Attendance; a true testament to the commitment and enthusiasm of academy students.

Debate Mate competitions generally focus on years 8 to 10 but those students who have now grown up on the experience are keen to continue it in the academy into year 11 and beyond. An elected student committee meets weekly to decide the motion for the next debate and experienced debaters are taking on leadership and mentoring roles, training up the next generation of Walthamstow Academy debate champions.

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Debate Mate at wAlTHAMSTow ACAdEMY

Eilis o’donnell, deputy Head of Sixth form at the academy, quickly saw the impact the initiative was making:

‘Many of our students have strong opinions and are passionate about a wide range of issues. As an English teacher, it was clear to me that if these opinions could be harnessed and their delivery refined, our students would be a formidable force with which to be reckoned. Through debating, our students grow more confident each year, become more skilled communicators and enjoy the cut and thrust of energetic argument and debate. its impact is evident in the classroom where the students who are involved use their developed confidence to communicate more effectively across the curriculum.’

For further information, contact Eilis o’Donnell at eilis.o’donnell@walthamstow-academy.org

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our schools serve diverse communities with children and staff of nationalities and cultures from across the world. Across our academies, our students represent nearly 100 different ethnicities and will expect in their adult lives to live and work on different continents. There are other students – often at the same school, however, with little experience of the world outside their immediate community. A global ethos approach such as the national and international work at Lambeth Academy seeks to bridge all cultures engaging students with an understanding and appreciation of the global village. in its latest ofsted inspection, the academy was described as ‘culturally harmonious’ and said to ‘make an outstanding contribution to the promotion of community cohesion’.

For Ennelyn schmidt-Roberts, the international Coordinator and Assistant Principal at Lambeth Academy, the initiative is to bring the outside world into the academy to give students an understanding of other environments, cultures, languages and ways of working that will help them develop as truly global citizens.

Students of all ages participate in the activities which have become a core aspect of school life cutting across the curriculum and extracurricular activities. The global dimension combines:n Bringing visitors and delegations into the academy for

joint projects;n Giving academy students the opportunity to participate in

events with students from abroad by communicating with them or meeting them;

n Using the wider curriculum, for example, in science, English, music and art, to compare and contrast how other cultures and nationalities approach issues within the subject.

Each september the academic year begins with students who have a different language background teaching their language and giving examples of their culture in a special day that is open to other local schools. other annual highlights include the academy’s Annual international youth Conference which mixes the academy’s sixth Form with students from Germany and the UK in discussions on current affairs. This year officials from the Ministry of Defence will work with students on a project solving an international crisis scenario.

A key success has come from gaining Confucius classroom status for all the innovative work which has been done for the teaching and learning of Mandarin Chinese within the academy and other schools in the borough. This has opened many doors for the academy including the opportunity for sixth Form students from Lambeth Academy and other United Learning schools to participate in summer camps and gap year provision in Chinese partner high schools. indeed, so successful was a recent visit by a delegation of Chinese educationalists that the group’s strapline, the ‘Best in Everyone’, has been used as the basis of a discussion on a Chinese open educational forum. The forum, which is read by millions of professional Chinese people, discussed the importance of caring for all young perople – not just the high-academically performing students.

in building on the initiative, the academy is now leading a link programme with schools in the Tianjian Province in China which will be shared with other United Learning schools as well as with other schools in Lambeth.

The olympics provided another strong opportunity for building links to the outside world. Lambeth students won the UK olympic cooking competition by cooking a Jamaican and British dish representing a large part of the student community. The dish was cooked for athletes and guests in the Athlete’s village during the 2012 Games. As a once in a life time opportunity eight students provided the Guard of Honour to support Team Laos in the olympics. This has been an excellent opportunity for the academy to use Laos as a topic area across the curriculum and a visit of the olympic Attaché for Laos made it accessible to all students.

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As Ennelyn Schmidt-roberts describes it:

‘our students are totally streetwise in their own neighbourhoods. But, when you take them out of their immediate environment, they lose this confidence. By bringing the world into the academy we are able to give them the opportunity to participate in ways that mean they lose these inhibitions and become able to thrive in very different environments. our responsibility is to celebrate their individual cultures and backgrounds and open every child up to the opportunities presented by other cultures, languages and people. As a result our students understand not only that their potential within their own community is limitless but also that there is nothing to fear and everything to embrace in engaging with the wider world.’

For further information, contact Ennelyn schmidt-Roberts at ennelyn.schmidt-roberts@lambeth-academy.org

internationalism at lAMBETH ACAdEMY

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one of surbiton High school’s strategic objectives is to promote outstanding learning and the school’s partnership with Ghanaian teachers presented the perfect opportunity to put this into practice.

The Akenkan project, which means ‘read along’ in Twi (a local Ghanaian dialect), aims to promote literacy and reading in rural Ghanaian primary schools and communities in the Akwapim Hills, where story books and resources are scarce. The project first came to life when surbiton High school English teacher, suzy Pett spent two weeks in the Akwapim Hills discussing the project with a group of Ghanaian teachers. To ensure the project properly met the needs of the Ghanaian children, it was absolutely essential that the Ghanaian teachers were fully involved right from the start in the planning and brainstorming stages.

The project was then launched in assemblies to surbiton High school students of all years who were invited to join the Akenkan Team to write, illustrate and print their own series of reading books for Ghanaian children in the Akwapim Hills. Whilst there are charities that provide African communities with second hand books from England, they are mostly written with a western child in mind and so it was important for the surbiton students’ books to be appropriate in terms of level and content. The school therefore liaised with the teachers in Ghana to find out what the stories should be about and to understand what level they should be written at. As well as including a Twi-English glossary at the end of each book, the students learnt about Ghanaian culture so that their readers would have a frame of reference to which they could relate.

The cost of professionally printing the books was almost exclusively covered by fundraising. The students raised several thousand pounds through activities such as bake-sales and Christmas fairs.

200 copies of the bespoke books were personally delivered to the schools in the Akwapim Hills by 14 students who were able to see at first-hand the impact their work has had. Whilst in Ghana the students also ran a summer school for the Ghanaian children.

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Suzy Pett, who spearheaded the project, says:

‘The Akenkan project is a unique opportunity to put into practice surbiton High’s commitment to promote outstanding learning, leadership and values. The project benefited students on both continents and going to the rural Ghanaian communities was an unforgettable experience for our students.

‘The project shows education working two ways across continents. our students have been on an incredible personal journey: learning about Ghana’s culture, working in a team of writers and illustrators, understanding editing processes and fundraising to print their stories professionally.

‘The effect of Akenkan on Ghanaian children is equally positive. Access to much-needed reading books will significantly enhance their education and help them attend secondary school. The advantages could be potentially far reaching: education improves their chances of gaining good jobs, which in turn will improve their family’s quality of living.’

For further information, contact suzy Pett at suzanne.pett@surbitonhigh.com

The Akenkan Project at SurBiToN HiGH SCHool

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n Reflective Leadership at Ashford schooln Leadership Development at Walthamstow Academyn Developing Talented Teachers at William Hulme’s Grammar schooln Middle Leaders Accountability Cycle at Paddington Academyn Teacher support at sheffield springs Academyn Leading Edge at The Regis schooln Using iPads in Teacher Development at Kettering Buccleuch Academy

one way in which Ashford school measures its success is by letting its students, staff and parents judge its performance. At various points during the year, students, staff and parents are asked to fill in surveys about how the school is run. The results from the surveys are used to inform the school’s Five year Plan and, depending on the nature of the feedback, some changes are made immediately.

students and parents are asked about various aspects of the school such as the curriculum, the co-curricular programme, the level of communication between school and home and the quality of pastoral care. Based on the findings of the most recent survey, in which nearly 1,000 comments were made, the school will offer a wider range of competitive sports and performance drama opportunities and is looking to create more leadership roles for the younger students.

staff are asked what they think of the school as an employer and whether they feel they are given sufficient challenge. They are asked to state whether they feel they are given sufficient resources to do their jobs and whether they are given the recognition they feel they deserve.

There is also a specific survey on the Head which asks staff to give their honest assessment of how well he leads the school. staff are asked to rate the Head’s interpersonal skills and to indicate how well he demonstrates certain values and behaviours such as moral courage and valuing others. The survey is anonymous and is a valuable tool for the Head to use to adjust his leadership style to suit the needs of the staff.

Mike Buchanan, Head of Ashford School, says:

‘our students, parents and staff are the direct beneficiaries of our work and so it is only sensible and right that they hold us to account and give us their views. University entrance, exam results and school inspections are all important measures of a school’s success but the views of the people whose lives are interwoven with the school provide an invaluable insight into our performance and behaviours.

‘These surveys are an excellent vehicle for engaging with parents and are a particularly good way of ensuring the parents of our boarders are closely involved in the life of their child’s school.’

The school is now looking to invite feedback further down the school with staff filling in surveys about other members of the school leadership.

For further information, contact Mike Buchanan at buchananm@ashfordschool.co.uk

dEvELoPinG PEoPLE

Survey of Staff: May 2012

Bars show agreement/disagreement with each statement. Responses received from 55% of those polled with representation from all categories of employees.

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50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100%How satisfied are you with Ashford School as a place to work?

I know what is expected of me at work.I have the resources and equipment I need to do my work.

At work, I have the opportunity to do what I do bestIn the last seven days, I have received recognition or praise for doing goodwork.My supervisor or someone at work seems to care about me as a person.

There is someone at work who encourages my development.

At work, my opinions seem to count.The purpose of Ashford School makes me feel my job is important.

My fellow employees are committed to doing quality work

I have a best friend at work.In the last six months, someone at work has talked to me about my progress.

In the last year, I have had opportunities at work to learn and to grow.

Reflective Leadership at ASHford SCHool

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Developing leaders in our schools and academies is vital not only to retain the best staff but also for succession planning and to enable people to progress their careers within the group.

Within Walthamstow Academy two voluntary leadership development programmes have been created to give middle and aspiring leaders the additional skills that will help them advance their careers. importantly, neither programme focuses on education but instead on the practice of leadership; thus enabling participants to understand its significance and transferability as a skill set.

The Aspiring Leaders Programme is aimed at staff aspiring to be Middle Leaders. sessions, attended by approximately eight to 12 staff annually, are run eight to ten times over the year, predominantly by senior leaders.

Topics for sessions include:n What does outstanding leadership look like?n What is the difference between ‘Leadership and

Management’ and ‘Effective Time Management’?

Running now for only three years, several of those teachers attending this programme have now been promoted within the academy into positions of responsibility by outshining external candidates who also applied.

The Developing Leaders Programme has been running for three years and is targeted at Middle Leaders who have the ambition to become senior Leaders. The programme has a deliberate concentration on self-evaluation and reflection, challenging participants to identify the behaviours of successful leaders; on what makes an outstanding leader and how this builds an outstanding institution.

The sessions run eight to ten times across the year and the programme is planned and delivered by the senior Leadership Team and external speakers from the world of business and education.

Sessions include:n Talent management;n The effect of personality on leadership;n Building successful teams;n The language of leadership.

several of those who have attended the programme have subsequently joined the Academy Extended Leadership Team or sLT. others have been promoted out of the academy, thus improving and enhancing the reputation of Walthamstow Academy as a school which grows excellent leaders.

The success of these two programmes is now being emulated in other schools in the group who can see the impact it has made at Walthamstow Academy.

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Emma Skae, the academy’s Principal, says:

‘We believe that brilliant leadership, role modelling and line management are the key to school improvement as well as to happy and successful staff. This impacts directly on the education our students receive. so we have developed these programmes within the academy to build confidence, increase awareness of the importance of effective leadership behaviours and enable staff to realise that not only can they do it, but that they can learn how to do it even better.’

For further information, contact Emma skae at emma.skae@walthamstow-academy.org

Leadership Development at wAlTHAMSTow ACAdEMY

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Through its commitment to developing talented teachers, William Hulme’s Grammar school continues to thrive on the luxury of high numbers of strong applicants for vacancies and highly motivated staff developing their careers within the school.

With over 100 applicants for trainee teacher vacancies in PE, over 65 for science and, over 30 for maths, the school is able to choose from those with strong academic records who can teach all abilities. But retaining this level of application requires a continuous drive towards giving teachers joining the academy an outstanding training and development package.

Thus the all-through school makes a significant contribution to the Graduate Teacher Programme (GTP) and has been rated ‘outstanding’ by the local GTP provider. A comprehensive weekly training programme is provided for all trainee teachers and nQTs with sessions delivered by members of sLT and other Heads of Department.

As a result, in the past two years, over 60% of iTT teachers on placement at WHGs have been employed at the completion of their training. These recruits continue to benefit specifically through an Extending Professional Development programme which is available to all teachers in their second and third years.

But it is not just WHGs staff who benefit from the training on offer. The school has a secondary partnership with Manchester University which is rated as ‘outstanding’ and it is a Manchester University Training Department in science. This means that from september 2012, all iTT PGCE science trainees at the university

will spend at least two days at WHGs; an initiative that will quickly be extended into the WHGs Maths Department.

The school works closely with other universities locally and internationally; for example, the University of Zurich sends trainee teachers to WHGs each year for its overseas placements.

All teachers are members of Teacher Learning Communities (TLC), attend regular meetings and are invited to participate in achieving Master Teachers standards through a well-established Aiming for Excellence (AFE) group which delivers CPD. This comprehensive programme for all teachers ensures that they are up-to-date with the latest information and methodology. Through AFE, regular cross-phase collaborative projects take place for all teachers to get involved with. staff benefit from extending not only their subject knowledge but also their pedagogical repertoires.

TLCs have proved so successful that they are due to be extended to non-teaching staff so that everyone involved at the academy is part of a team with a core focus on development and shaping policies across the school.

With a focus on developing talented teachers firmly rooted in the school, the next steps include formal participation in the schools Direct programme with Manchester University and the introduction of an Aspirant Middle Leaders Programme which has been developed to replicate the successful programme initiated at Walthamstow Academy.

As our group grows, WHGs will be recruiting and training teachers for successful careers across the country. other academies have been invited to attend TLC meetings to share practice and to challenge the WHGs team with ideas and opportunities for improving their offering even further.

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Bea Schouten, Vice Principal of the academy, explains:

‘As a three to 18 fully comprehensive school, we can offer our trainee teachers a breadth of experience that they would find difficult to match anywhere else. on completion of their placements with us, trainee teachers are always effusive in their praise for the support and opportunities that they have been given whilst with us. As an employer, it gives us access to some brilliant young teachers whom we are able to train, develop and advance in a high-performing school with an extremely diverse set of challenges and opportunities.

‘it is also wonderful to be part of a national group of schools with whom we can share our training, replicate practice we see elsewhere and develop a generation of teachers who can have a career with the group.’

For further information, contact Bea schouten at Bea.schouten@whgs-academy.org

Developing Talented Teachers at williAM HulME’S GrAMMAr SCHool

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The Accountability Cycle at Paddington Academy was introduced to give all Middle Leaders a structure for daily, weekly, monthly and annual tasks to assist them in challenging and supporting their teams of subject teachers.

Middle Leaders at Paddington Academy are charged with maintaining the relentless focus on high standards and creating the ethos necessary to drive students and staff to achieve their potential. But to retain this as a priority, training, support, feedback and guidance are required.

Each Middle Leader is therefore given a clear framework and timeline for the academic year which provides an overview and template of how effective management can be organised across a department.

in particular the framework covers:n Post exam results feedback in september: providing

specific areas to explore including comparisons with previous years, national averages, positive and negative factors, interventions and targets for the following year;

n The completion of a Mini-self Evaluation Form (sEF) and action points in December;

n A Teaching and Learning Review in January;n Moderation focus and exam preparation in April;n The completion of traffic-lighted action points arising from

the Mini-sEF by June;n Planning and training for the next academic year in July.

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oli Tomlinson, Principal of the academy, emphasises its importance:

‘Getting to outstanding is a huge challenge as a school but, once you’re there, maintaining that focus on an ongoing basis and achieving even more is easily as big a challenge. The motivation of “one last push” is no longer there; instead we need to be able to equip each of our leaders with the skills and tools for continuous improvement. For Middle Leaders, in particular, this can be especially hard. so the purpose of the Accountability Cycle is not only to set out what we expect them to be doing but also to share practice and give them a year’s worth of ideas and interventions for supporting, challenging and motivating their teams.’

Within the framework, the role of the Mini-sEF is of particular importance. When completed it informs the creation of a series of traffic-lighted action points and includes judgements, evidence and action covering the four key areas evaluated by ofsted and adhering to the guidance and criteria produced within its inspection framework.

over the year there are regular timetabled internal departmental progress review points accompanied by analysis from an sLT member to ensure that each Middle Leader has the opportunity to discuss their own performance as well as the needs of their subject or department whilst being encouraged and challenged on how progress is being made.

For further information, contact oli Tomlinson at oli.tomlinson@paddington-academy.org

The framework for Middle Leaders is documented and provided in an A5 booklet that begins with a personalised letter from the Principal emphasising the importance of the work they undertake. The booklet finally includes a checklist of daily, weekly, half termly, termly and annual expectations of the management behaviours and interventions that good subject Leaders should be displaying and guidance for leading and managing meetings.

As a systemised framework, the Accountability Cycle gives Middle Leaders a clear and measurable set of management objectives whilst neither over-complicating nor stifling the freedoms of individual leaders to manage and motivate their teams appropriately.

Middle Leaders Accountability Cycle at PAddiNGToN ACAdEMY

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Teachers are a school’s most important asset and sheffield springs Academy has taken decisive action to make sure its staff feel supported in their work.

The academy has introduced a new system of classroom support for teachers. staff were asked to identify which of their classes were causing them concern. The senior Leadership Team (sLT) then guaranteed to support teachers of these classes with a member of sLT, including the Principal, visiting their classes several times during the lessons.

senior leaders offer teachers support in a number of ways and work with the teacher to identify the most suitable strategies for their particular classes. For example, if there are students in a class who are being unproductive, the sLT member sits with them and gives them one-to-one attention to focus them on the lesson and their learning. While the students are completing exercises during the class time, the sLT member will put their initials in the student’s workbook to mark where they have got up to and tell them they will return in 20 minutes to see how much progress they have made. This monitors the students’ engagement and productivity and reinforces the message that teachers are keeping a close eye on how hard they are working.

A second form of support offered by the sLT is helping staff settle classes at the start of the lesson. The sLT member will come in with the teacher and make sure the students are quiet before the teacher starts the lesson. The sLT member models for the teacher how the academy expects them to manage

their classes so that they can learn practical techniques for settling a class as quickly as possible. This type of support is generally requested by nQTs who are finding it incredibly helpful. one nQT reported that after three weeks of the sLT member’s support, his class has settled quickly and he is able to teach his best ever lessons and no longer needs support.

The sLT members also conduct interim plenary sessions where they will come into a class halfway through the lesson and ask the students questions such as ‘what are you learning?’ and ‘what do you know now that you didn’t at the start of the lesson?’ instead of telling the students off for misbehaving, these sessions provide an opportunity to re-engage students in the lesson and reinforce the message that school is all about learning.

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Jeremy richardson, Vice Principal of Sheffield Springs Academy, says:

‘supporting teachers is one of the most important responsibilities of a senior Leadership Team and if they ask us for support, we have to deliver it. Each member of the sLT makes themselves highly visible during the school day so that teachers know extra support is always available should they require it.

‘The active involvement of the sLT, including the Principal, sends a strong message to staff that they are valued and that support and advice is always available to them whenever they need it.

‘As well as increasing their confidence in the sLT, this system of classroom support has raised the standard of teaching throughout the school and helped teachers develop valuable teaching techniques.’

This system of classroom support has been strongly welcomed by staff with twice the number asking for this support compared to when it was first introduced. it has led to an increase in staff confidence in the sLT and a significant reduction in the number of classes causing concern.

Two weeks after the system was introduced, the sLT asked teachers for feedback who responded very positively. They asked for this support to continue and asked sLT members to personalise their support more to their classes by, for example, working with particular students.

For further information, contact Jeremy Richardson at jeremy.richardson@sheffield-academy.org

Teacher support at SHEffiEld SPriNGS ACAdEMY

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To share good practice across the academy, The Regis school has begun to produce a series of Leading Edge publications for all staff. All of the articles are focused on teaching and learning and reflect the school’s current priorities which are based on feedback from its own self review as well as external sources such as ofsted.

staff are asked to contribute articles about the teaching methods they employ and which they would recommend to others. For example, in the last issue key articles included a focus on literacy, academic intervention (differentiation), behaviour for learning and the use of questioning in lessons. As the publication evolves, it is becoming more interactive and an article on questioning ended with a quiz entitled ‘what kind of questioner are you?’ in which teachers were asked to answer a series of questions to identify which questioning style they use.

There are also a number of common features which appear in every issue including ‘staff in the spotlight’. This is written by sixth Form students who interview specific members of staff. in the last issue, the sixth Formers spoke to a Teaching Assistant and the Head of Creative Arts who had just completed

Masters courses. At the end of each publication, there is also a feature in which students say ‘thank you’ to particular teachers and explain what the teacher has done to help them with their learning.

Looking ahead to future issues, the school is looking to draw on the work staff are doing as part of their action research. Each member of staff has to create a learning narrative about specific teaching and learning initiatives they have introduced and what they have learnt. it is hoped that some of the learning narratives will form the basis of future Leading Edge articles.

The twice a year publication is professionally produced to reflect the high aspirations the academy has for teaching and learning. it is given out at a prominent time such as at CPD sessions for all staff.

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Leading Edge at THE rEGiS SCHool

Jo Gessey, Vice Principal – Teaching and learning, says:

‘Leading Edge has a sharp focus on teaching and learning and is an effective vehicle for spreading practice across the school. staff are eager to contribute and appreciate the recognition it gives them when their work is featured.

‘The involvement of students in the production reminds staff that all their hard work has a positive impact on their students who greatly appreciate the help they give them.’

For further information, contact Jo Gessey at jgessey@theregisschool.co.uk

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To improve the standard of teaching and help teachers be the very best they can be, Kettering Buccleuch Academy has introduced a new professional development initiative which involves the use of iPads.

newly Qualified Teachers, Teach First teachers and other teachers who want to develop their practice were enrolled in a peer monitoring programme. These teachers received lesson observations from Peer Monitors who would video 20 minutes of their lesson using an iPad.

The Peer Monitors, who are usually the academy’s most able teachers, had been taught by Apple how to use the iPads and make the most of the recording features. During their train-ing, they learnt how to edit the videos and write notes so they could give the teacher constructive and useful feedback.

After each lesson observation, the Peer Monitor shows the teacher the footage of them teaching and gives them feedback on their teaching methods. The effect of watching themselves teaching has been significant for the teachers because the use of film captures the moment as it happens.

This peer mentoring practice has led to an improvement in the quality of teaching and the number of teachers who are graded as ‘good’.

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dino diSalvo, deputy Principal with responsibility for teaching and learning, says:

‘The Peer Monitoring programme has been very well-received by teachers who have found it incredibly useful to see themselves teaching “live”. instead of receiving written down observations, the teachers can see what their Peer Monitor is talking about which makes them more determined to improve their teaching practices and behaviours.

‘it is important that these lesson visits are unannounced so that we can gain a realistic picture of the teacher’s performance rather than an enhanced one which is what sometimes happens when teachers are given advanced warning. With the observations taking place at any time, we want teachers to strive constantly to be outstanding and deliver the very best lessons that they can.’

next year, the Peer Monitoring programme is being opened up to all staff who will be able to apply to have a Peer Monitor and have their lessons filmed. The teachers will set themselves targets and the Peer Monitor will give them feedback focused on helping the teachers achieve their targets.

For further information, contact Dino Disalvo at dino.disalvo@ketteringbuccleuch-academy.org

Using iPads in Teacher Development at KETTEriNG BuCClEuCH ACAdEMY

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n ofsted ‘outstanding’ English at Lambeth Academyn Accelerated Reading at Ashford schooln Raising Literacy Levels at The Regis schooln Three year Literacy Plan at Accrington Academyn sixth Form Readers at northampton Academyn ‘L’ is for Literacy at Walthamstow Academyn Music-Literacy Project at northampton Academyn outstanding English and Maths at William Hulme’s Grammar school

Delivering outstanding teaching and learning in core subjects such as English and maths is a critical step on the journey towards excellence.

Lambeth Academy’s English Department is considered to be the leading department in the academy. it has been singled out for praise by internal learning walks, governors’ visits, external visitors and parents. The department achieves above national averages for both two levels of progress at Key stage 3 and three levels of progress by the end of Key stage 4. in 2011, 80% of its year 11s achieved A*-C which is significantly above both national averages and the academy’s Fischer Family Trust predictions of 55%.

This success is down to a variety of departmental initiatives which began with a specific intervention to develop a strong subject leadership team in 2007. since then the department has worked closely as a team on all aspects of departmental work from shared planning and resources to effective succession planning to ensure sustainability. Combined with the appointment of good teachers and effective use of Teach First, the department has built an esprit d’corp that cuts across all their teaching and learning.

in curriculum terms, the department operates a centralised curriculum, with teachers planning lessons and schemes of work together. Every teacher has ownership of the curriculum and the opportunity to work with, and learn from, other members of the team. The curriculum has been designed with the needs of each cohort of students in mind. At Key stage 3 there is a balance of a traditional English curriculum (the study of ‘The Tempest’ and the poetry of Wilfred owen for example) with a more innovative, skills based curriculum, including themed units on topics such as food and sport and three visual literacy units. schemes of work are constantly

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Assistant Principal Brian doyle, who has led the initiative, says:

‘i am particularly proud that the ofsted judgement recognises that the success of the English Department is based on effective teamwork and that our practice is consistent because the department is cohesive and supportive. Working with colleagues you know, trust and value brings a consistency and professionalism to our approach that accelerates excellence.’

reviewed to maintain their relevance and impact.

The English Department is viewed as an area of outstanding practice and other teachers regularly observe lessons in the department.

As a result of the initiative, Lambeth Academy’s English Department received an ‘outstanding’ from ofsted in a February 2012 subject inspection. The academy was also recently announced as joint winner of the ssAT English Award which recognises that the academy’s English teaching practice ‘is excellent and provides opportunities for all students to raise their achievement in English’.

The impact of the ofsted and the ssAT Award reverberated across the academy with other departments fully understanding the need for consistency and the value in group planning and adopting it for themselves.

English is also set to become a new specialism for the academy. This will provide a platform for the department to share their good practice across the academy and beyond.

For further information, contact Brian Doyle at brian.doyle@lambeth-academy.org

ofsted ‘outstanding’ English at lAMBETH ACAdEMY

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Since 2010 Ashford School has been using the Accelerated Reading programme for students in Years 2 to 9 to raise literacy levels and encourage them to read for pleasure. The programme, originally funded by United Learning as an Innovation for Improvement project, has been a success with measurable gains in reading age and the library has seen large increases in the number of books being borrowed.

Students participating in the programme answer a series of graduated online quizzes on the books that they have read. The quizzes have really engaged the students and the school came up with a wide range of incentives to encourage the students to participate. In the prep school there is a ‘Millionaires Club’ where the students receive sweatshirts whilst the senior school students have been awarded a range of prizes from sweets to iPods.

As a result of the programme, the school’s library has been revitalised. Librarians have used the programme to structure its purchasing of library books to suit the relevant age groups and to identify the books which really appeal to students.

Whilst the programme sits at the heart of the English Department, it is by no means its preserve and the department has worked hard to ensure reading permeates every aspect of school life. In the senior school, time has been put aside in morning tutorials for reading. Teachers set an example to students by reading themselves and the students are intrigued by their teachers’ chosen books. Alongside this, the school is exploring ways of embedding the habit or reading

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in students’ everyday lives, making it a discrete activity within the homework timetable and promoting it to parents. Parental involvement is key to encouraging students to read and so, as part of the programme, parents have access to support materials and information.

Educational research demonstrates the need for daily sessions of reading of about 20 minutes but in the senior school it has been more difficult to find time for reading (outside English lessons) than in the prep school. The school is therefore looking to review the school day to identify time periods for students to read. Another challenge is to keep the Accelerated Reading programme fresh across eight years of schooling.

Taking inspiration from the hazardous sport of extreme ironing, Ashford School has introduced the ‘Extreme Reading Challenge’. Students and staff have been challenged to photograph themselves reading in extraordinary locations. So far students have been photographed reading on horseback and sitting in the middle of a snowy field.

Christine Allum, Deputy Head, said:

‘The Accelerated Reading programme has created and embedded a culture of reading for pleasure amongst the whole school community. It has ignited a love of reading among students who enjoy reading and no longer see it as an onerous homework task.’

For further information, contact Christine Allum at allumc@ashfordschool.co.uk

Accelerated Reading at AsHforD sCHool

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Currently, around one third of year 7 students joining The Regis school have a reading age two years lower than their chronological age. This has very serious implications for students’ ability to access the full curriculum and, as a consequence, it impedes their chances of achieving well at GCsE as well as potentially depriving those students of an essential life skill. As a result of the weak literacy scores on entry to the school, The Regis school took the decision to address this issue head-on to ensure that students acquire the literacy skills they need as quickly as possible.

Two years ago, the Literacy strategy Group was formed. The group consists of two AsTs, a vice Principal, Assistant Principal, sEnCo, sEn staff, Head of English, Head of Competence Curriculum and librarian. The purpose of the group was to drive up literacy standards as rapidly as possible, using many different and often innovative strategies. initially, the group focussed on ensuring that all staff understood the implications of the students’ often low literacy skills on progress and outcomes in their subject area. As a result of doing this, the group established a broad consensus across all staff that literacy is an issue for all teachers, rather than the sole responsibility of the English faculty.

The school’s initial focus on improving students’ literacy skills has included:n Making literacy an area for improvement in the school and

faculty improvement plans;n introducing a Performance Management target linked to

improving students’ literacy standards;n Requiring all teachers, when planning their lessons, to set

literacy objectives as well as learning objectives;n introducing DEAR (Drop Everything And Read) for all

students across the school;n introducing six monthly reading age tests for students to

benchmark progress;n Creating a culture of reading within the school by asking

all staff to indicate on a laminated card which book they would recommend and why;

n Working with ‘Pepper’ – a black Labrador which reluctant readers could read to;

n Running six CPD sessions on improving literacy standards in each of the last two years. These focussed on:

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Raising Literacy Levels at THE rEGiS SCHool

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n Higher order questioning;n students using full sentences to answer all questions and

justifying their answers;n staff agreeing an aspect of literacy they would focus on

in their lessons. This was then followed up via lesson observations and walkthroughs.

With year 7 in particular, the competence curriculum (which is 20% of curriculum time) focuses on improving literacy standards. Within this, the school introduced Accelerated Reader – an internet based programme in which students answer a series of graduated online quizzes about the books that they have read. Three times a fortnight, all students participate in ‘Drop Everything and Read’ sessions during tutor time. During these sessions all students and staff read. year 7 also use competence curriculum time to read and managed to read over 30 million words between January and April this year. As a result, 42% of the students improved their reading ages, with a further 28% keeping pace with their chronological reading age.

For the new academic year, plans have been made to accelerate students’ progress further. These include a new ‘Reading Champions’ scheme which will combine Accelerated Reader with the home-reading scheme. The school hopes to engage a greater number of parents by introducing this. The school is also focussing on improving writing through the new Key stage 2 DFE English curriculum to inform planning for its weaker year 7 students and a new marking policy will be introduced from september.

The school is also making a significant investment in the year 7 curriculum model. The 220 new year 7 students will be set

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Stuart Edwards, Vice Principal, says:

‘There is no magic wand you can wave to improve students’ literacy levels. The intensive literacy tuition means that we can focus on raising student achievement and address areas of weakness head on.

‘A number of the initiatives, such as Drop Everything and Read and the Reading Champions programmes, seek to establish a culture of reading throughout the school. if we can nurture a love of reading in students then we are halfway there in raising their literacy levels to where we need them to be.’

according to their literacy ability and split into four classes. The bottom two sets will have intensive literacy tuition for five hours a week. Two teachers will teach the third set whilst three teachers will work with the bottom set. This gives the teachers the flexibility to teach in whichever way best suits their students and to deliver a tailored approach with a smaller group of students. it is hoped that this intensive tuition will accelerate students’ progress so that by the end of year 7 they can access the full secondary curriculum.

The impact of the school’s literacy drive to date shows that standards are rising. in 2011 just over half of all students achieved level 5+ in English at the end of Key stage 3. in 2012 this rose to 77%. The school is confident it is also securing good progress with its current year 7 and 8 students: 72% of year 8 students had achieved level 5 by the end of the academic year; this is a significant improvement on the recent past.

For further information, contact stuart Edwards at sedwards3@theregisschool.co.uk

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‘once written, forever smitten’; that is certainly the plan at Accrington Academy where a series of literacy projects are leading to more reading and improved GCsE results; the number of students gaining A* to C in English rose from 48% in 2010 to 56% in 2011.

The academy developed a three year plan to improve reading, writing and oracy, using simple strategies that all teachers would feel confident using and, over time, students would recognise in all of their lessons and use without prompting.

For the weakest readers, a simple phonics programme was applied, whilst, in support of comprehension, five basic techniques that could be used across all subjects were introduced, helping increase the opportunities students have to read across an academic week.

As an incentive to encourage staff to feel confident including reading in their subject area, the academy created ‘The Accrington Festival,’ with every department involved in a creative project that included an artist or skilled practitioner visiting the academy to deliver workshops which incorporated one of the reading strategies.

Projects included an award-winning DJ using lyrics based on non-fiction newspaper texts, a puppeteer developing a performance for Modern Foreign Languages and poets, actors and sculptors coming into the academy to enrich the curriculum. At the end of the process, every department had been involved in a literacy programme, adapting their curriculum in response to the creative approaches to literacy. A similar approach was adopted in year 2, with the adoption of simple cross curricular strategies for written work.in support of oracy, the academy devised a four step model to

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Assistant Principal and project lead Steven Taylor explained:

‘With the support of professional artists, the “Accrington Reads” project brings books to life for our local primary school children. it is also an ideal opportunity to promote the importance of reading with families and show young people how engaging and inspiring reading can be. We had 120 children perform this year and our aim next year is to extend our reach into the wider community.’

For further information, contact steven Taylor at steven.taylor@accrington-academy.org

improve the quality of verbal communication in lessons, introducing ‘shake The Dust,’ a national poetry slam, to trial the model. in support of the project, students worked with two poets for ten weeks, preparing performances for a live event.

not content with raising reading standards with its own students, the academy is also working with local primary schools to promote the importance of reading in the community via the ‘Accrington Reads’ project.

Aimed at year 5 children, the scheme sees the academy supply them with the same book (Diary of A Wimpy Kid and Gangsta Granny being previous titles), which they read in lessons with their teacher. All participating schools then come together to re-tell the story in creative ways, with this year’s story retold to over 300 parents and members of the community through dance, music, rap, animation, puppets and acting.

Three year Literacy Plan at ACCriNGToN ACAdEMY

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To raise literacy levels amongst its year 7 students, northampton Academy has introduced a scheme which requires the involvement of its sixth Form students.

The scheme began with a group of sixth Form students participating in a training day run by the charity, Reading Matters. They undertook several assessment activities which included decoding a coded text, looking at different levels of text and planning sessions for a variety of hypothetical students.

The students then planned and delivered five hours of one-to-one reading support to a nominated year 7 student. Each reading session lasted for a maximum of 30 minutes and was tailored by the sixth Formers to their individual students. The sixth Formers used a variety of resources including play scripts, word searches and word games.

The year 7 students really benefited from the individual support and made strong progress in their learning. on average, they progressed 20 months in their reading ages.

one year 7 student said:

‘i really enjoyed working with my sixth Former, as we did reading, but we also got to do fun things like word searches.’

The sixth Form students themselves also benefited from the scheme. The training they undertook and the sessions they ran for the year 7s meant they could put together a portfolio to achieve a Level 2 national open College network

accreditation. For the scheme to be a success, the sixth Formers had to take their role seriously and make sure they were fully prepared for each session. The sixth Formers understood that, through these sessions, they could have a positive impact on their year 7’s reading ability and so really threw themselves into giving the students the support they needed.

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Kath Shea, literacy intervention Co-ordinator, says:

‘As well as improving their reading, the year 7 students really enjoyed the time they spent with the older students. The sixth Formers provided positive role models for the students and gave them an insight into what to expect in the older years of the academy. The sixth Formers spent a considerable amount of time preparing for their sessions and it was very heartening to see how much they cared about the progress their year 7 students were making.’

sixth Form Readers at NorTHAMPToN ACAdEMY

For further information, contact Kath shea at kath.shea@northampton-academy.org

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Engaging students with literacy is a seven days a week activity at Walthamstow Academy. The academy’s Literacy Programme has been developed to address the high numbers of students who arrive at the academy with low literacy ability and to tackle the impact this has on their ability to access the curriculum. Typically only 34% of students enter year 7 with their expected reading age.

Following detailed research on global best practice, the academy’s approach combines work that raises the prominence of literacy in the school with specific interventions to assist those who need additional support. it goes hand-in-hand with traditional literacy interventions but is acknowledged as a visible and sustained priority across the school.

The public branding of this high-profile approach is the popular ‘L is for Literacy’ initiative. student literacy ambassadors wear badges branded with the letter ‘L’ and it is used on all literacy posters and subject displays. The academy’s weekly bulletin contains a literacy idea of the week and pastoral staff have re-worked programmes so that all year groups are developing the key literacy elements in tutor time. information is also provided at parents’ evenings to help families support their children at home.

All staff engage in a cycle of literacy learning objectives that is calendared through the academic year. Each receives a Literacy Box containing ready-made resources that a ‘busy teacher’ can use to develop reading, writing, speaking and listening in the

classroom. An insET session is delivered to all staff during the year on the literacy programme and important teaching groups such as nQTs receive additional training.

The academy places a strong emphasis on promoting literacy amongst its younger students. All year 7s participate in the Accelerated Reader programme through which each student has personalised reading targets. The programme has been immensely successful with library book loans trebling amongst year 7s and over 430 books being read during its first three terms. As a result, Accelerated Reader has now been built into the scheduled timetable for years 7 and 8 as it becomes embedded into the practice of Walthamstow Academy.

years 7 and 8 have been additionally motivated to increase their reading through two initiatives that emphasise the fun of reading. The Big Family Read is a competition open to both year groups and their families and measures how many books each family reads. The saturday Reading Club provides support to over 30 year 7 and 8s who currently have a reading age below nine years old. it ensures that students with literacy difficulties are ‘caught early’, catch up and that any negative barriers and stigmas towards reading are removed.

in november 2011, in order to support success at GCsE, all year 10s and 11s were re-tested for reading ages and vocabulary. From the findings, support groups were established whose work resulted in 84% of the students’ grades going up in English – 94% improving their grades by one level or more.

As the initiative moves forward, a cross-curricular literacy working party has been established to monitor its success and to identify additional ways in which the curriculum can be enhanced by a literacy tie-in. its impact will be a major contributing factor to changing trends at Walthamstow Academy. As literacy issues are successfully targeted in years 7 and 8, less intervention will be required at Key stage 4 and the full curriculum will be accessible to the overwhelming majority of students.

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Jolene Gaff, SENCo and literacy Coordinator, says:

‘The key to success for our students is ensuring they have strong foundations in literacy. Placing literacy at the core of everything guarantees our students recognise its importance and take part in the development of their own literacy skills. A cohesive and comprehensive approach means we tackle literacy from every angle and pride ourselves in giving students every opportunity to succeed. We help our students develop their literacy skills in a way which they find enjoyable while still conveying all the important practicalities of the subject.’

For further information, contact Jolene Gaff at jolene.gaff@walthamstow-academy.org

‘L’ is for Literacy at wAlTHAMSTow ACAdEMY

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northampton Academy Music and English Departments are collaborating together to develop music and literacy sessions.

studies have shown a connection between the brain processes involved in musical activity and in language acquisition and production. inspired by these studies, teachers at northampton Academy are using music as a way of improving literacy levels.

The departments are working together to develop specially-tailored sessions for small groups of students who have been identified as having lower than expected literacy levels. The project seeks to develop students’ auditory discrimination, auditory memory recall and sequencing, intonation, vocabulary and language comprehension and prediction. A variety of instruments are used throughout the course, as well as some vocal work.

Within each session there is a specific skill which runs throughout the activities. For example, in the session on developing an understanding of intonation, students are taught to hear the difference between notes of different pitch by doing a variety of games based on aural musicianship skills. They map out the shape of a melody line on mini-whiteboards and then apply the same to the intonation of sentences that they hear being spoken on a video. The session finishes with students reading out their own sentences ensuring the correct intonation is used.The scheme has so far been piloted with two different

groups with some very encouraging outcomes. students who participated showed increased confidence around their ability to read and write and made strong progress in English achievement. next year the academy will be collecting quantitative data to support its initial informal findings.

Looking forward, the academy is adopting a more systematic approach to the project. Based on information from the feeder primary schools, selected students from year 7 will participate in the music and literacy sessions instead of their regular music sessions. The students will, however, still cover the music curriculum but will focus on developing the skills that will help them with their literacy.

Anna fitzjohn, Programme leader of Music, said:

‘The anecdotal evidence we have so far collected suggests that students are really benefiting from the music and literacy sessions. By introducing students to a different way of developing their reading skills, they seem more engaged and their English teachers have noticed a marked improvement in their reading ability.

‘We are greatly encouraged by the success of the scheme so far and hope to share it with the group to raise literacy levels across the country.’

Music-Literacy Project at NorTHAMPToN ACAdEMY

For further information, contact Anna Fitzjohn at anna.fitzjohn@northampton-academy.org

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Since converting to academy status in 2007, william Hulme’s Grammar School (wHGS) has maintained the excellent progress its students make in English and maths. for example:n over 90% of students gain a C or above at GCsE in English

and maths;n over 40% of Key stage 4 students gain A/A* in maths;n over 90% of students make three levels of progress from

Key stage 2 to 4 and over 60% make four levels of progress.

That this is achieved amongst a school population where 18% of students are eligible for Free school Meals and 49% speak English as an Additional Language makes the achievement even more spectacular and is one reason why WHGs is now the most popular school in Manchester.

This success has been achieved by a relentless focus on teaching and learning and outstanding leadership in both departments.

Each department comprises a strong team of subject specialists who work closely together. students are set according to their ability and progress is measured regularly both quantitatively and qualitatively to recognise each student’s potential and ensure that they are being encouraged to achieve it. Both departments use data extensively to set ambitious targets, identify progress and to make strategic interventions where a student’s progress falters; this can take the form of one-to-one support, small group intervention or an assertive mentoring programme with a member of the sLT or senior pastoral team.

High expectations begin in year 7. With some students having come up through the WHGs Primary Phase, they already have a strong awareness about how teaching and learning operates at WHGs and are familiar with many of the secondary teachers. Assessment for learning is embedded in the curriculum and delivered across all subjects and key stages in all lessons to encourage learning to become more independent.

WHGs runs an extensive programme of extra study sessions before and after school so that, across the academic year, there is a constant focus on attainment at all key stages. There is a holiday programme for year 11 students, including an Easter Conference, which also has sixth Formers working closely with year 11 students as they prepare for their exams; this has been extended to other academies over the years.

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Planned interventions for all students run throughout year 11 and are mapped out with planned milestones and discussed with parents at an Academic Review Day at the end of year 10. This is referred to as ‘The Final Countdown’ and comprises publications and events created for year 11 students and their parents to participate in.

Given the diversity of cultures and background prevalent at WHGs, considerable effort is made to engage parents with their children’s learning. not only does the academy offer an iGCsE in EsoL to EAL students but parents are also encouraged to attend EsoL classes and sessions about how to encourage their children to read. Likewise workshops about how to revise as well as subject specific revision sessions are offered in English (to secondary parents) and maths (to primary parents) so that parents can understand how best to support their children.

outstanding English and Maths at williAM HulME’S GrAMMAr SCHool

For further information, contact Alyson Boustead at alyson.boustead@whgs-academy.org

Alyson Boustead, Vice Principal (Secondary), emphasises the importance of this ethos in how students are taught:

‘All staff have a strong conviction that any student can achieve in English, maths and other subjects. This conviction encompasses the whole school and it is so important that parents and children work with us as one school community. strong, resilient, mutually supportive and accountable middle leaders are critical in maintaining the momentum on a daily basis. By setting our aspirations high and by annually proving that these aspirations are achievable we have a developed culture in which children believe they can succeed and do so.’

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n Aspirations Tracker at Barnsley Academy

n Employer Engagement at Manchester Academy

n Master Cutler’s Challenge at sheffield springs and Park Academies

n Creating Enterprise opportunities at surbiton High school

n Business in the Community at stockport Academy

The future may be uncertain but for Barnsley Academy students a scheme to help manage their aspirations is helping put them on the right career path.

Praised by ofsted, the Aspirations Tracker is a simple database, capturing the current aspirations of every student at the academy. Updated three times a year, it enables the personalisation of opportunities between the student and local/regional business; in short it links the right student to the right organisation to the benefit of all concerned.

The tracker was originally developed to enable the academy to support the ambitions of its students, helping match them up to the appropriate enrichment activities, university visits, option choices, work experience, mentoring programmes and post-16 destinations. starting as soon as the student sets foot through the door in year 7, their aspirations are collected every term and stored in an excel spreadsheet.

‘Where students are in no doubt of their future ambitions, this enables us to personalise their work experience in year 10 to help them achieve this. Where students are unsure and change their aspiration on a regular basis, additional mentoring support is available to help them make the appropriate choices,’ explained vikki Annetts who has responsibility for work placements at the academy.

Though still in its infancy, the tracker is already having an impact on students, with one group taking part in a bespoke work experience programme. Feedback from the

local business community has also been strong, with some stating that it ‘has made a real difference having students who actually aspire to work in the industry where they are doing their placement’. The scheme also feeds directly into a university/apprenticeship preparation programme which runs for 14 to 19 year-olds.

Barnsley Academy also has its own aspirations for the tracker, ensuring that the academy is the first port of call for prospec-tive employers seeking to fill their apprenticeship vacancies.

Vikki Annetts said:

‘We are very proud of the Aspirations Tracker as it demonstrates the academy’s commitment to the collective future of its students, looking beyond the acquisition of qualifications. it is also a scheme that pays dividends within the business community, helping us to strengthen and develop our relationships.’

Aspirations Tracker at BArNSlEY ACAdEMY

For further information, contact vikki Annetts at vikki.annetts@barnsley-academy.org

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Building long term and embedded partnerships with employers is at the heart of the group’s approach to preparing students for the workplace. Manchester Academy has a number of well-established employer partnerships which are adding significant value and giving students a foot on the career ladder.

The academy has worked in partnership with law firm, Pinsent Masons for four years and, over that time, the partnership has evolved and grown. it began with Pinsent Masons lawyers mentoring the academy students and has expanded to include a wide range of different projects. one such project is ‘10,000 hours’ in which Pinsent Masons lawyers mentor year 10 students who are working on pathways to help them apply to oxbridge and Russell Group universities. They work with the students to create a ten year plan which sets goals and identifies the skills the students need to achieve their career objectives. Pinsent Masons lawyers work with students on their personal statements and help them develop the employability skills that will help them secure good jobs. other United Learning academies in the north of the country are also engaged in this programme with their own local employers.

Pinsent Masons are also supporting Manchester Academy year 10 students enrolled on the Literacy Leaders programme. This is an accredited programme in which students learn to become Literacy Leaders and work with the academy’s curriculum departments to plan and deliver literacy elements of lessons. To verify that the students have reached the

expected level to become Literacy Leaders, Pinsent Masons lawyers observe them teaching at primary schools and then give them useful and constructive feedback. Pinsent Masons has also recently become involved in numeracy mentoring helping Manchester Academy students move from a D-grade to an A, B or C grade.

Manchester Academy also works with the HR Departments at the University of Manchester which employs 14,000 people. The University works with the students for six weeks during which time they mentor the students as they develop key business skills. The students also have a one week work placement in one of the University’s 20 HR Departments.

A key aim of the group’s employer engagement activities is to impress on students the reality of working life and that they will need to work hard to achieve their career goals. Manchester Academy’s partnership with the nHs seeks to raise awareness of the plethora of different jobs available and the pathways they need to follow.

it is not just Manchester Academy which has established employer links; every single United Learning school has also forged their own partnerships. sheffield springs Academy, for example, has a very successful relationship with law firm, nabarro which works with year 7 students to develop personal learning and thinking skills and with the sixth Form on key employability skills. As part of this partnership, nabarro ran a highly successful debating competition for the academy’s year 10 students at their offices in sheffield.

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Jane delfino MBE, united learning’s director of Enterprise and internationalism, says:

‘our employer engagement programmes seek to help students develop key employability and life skills and there are no better people to do this than those working at the heart of the business world. Whilst our teachers could teach these skills as part of their lessons, having successful people from outside the world of education, impress upon students the importance of developing such skills enables them to see a direct link to their own future careers.

‘Although many of these skills are very basic, such as speaking in an appropriate register and turning up on time, it is crucial that students understand how important they are. The students’ interaction with employers has had a massive impact which we have seen reflected in their attitudes and behaviours in the academy. The students’ confidence increases significantly and, once they have set career goals, they begin to approach their studies with a renewed focus and vigour.’

Employer Engagement at MANCHESTEr ACAdEMY

For further information, contact Jane Delfino at jane.delfino@manchester-academy.org

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At sheffield springs and sheffield Park Academies, students’ entrepreneurial spirit is nurtured through hands-on business activities and at the heart of the academies’ business and enterprise programme is the Master Cutler’s Challenge.

The Challenge, which is open to all schools in sheffield, tasks students to create their own business. The students are given £50 with which to start and then grow their own business. The profits from their businesses are given to local good causes which include helping young people into employment.

The Challenge is introduced to students at all schools at a launch event in March and the winners are announced at a Master Cutler’s Gala Dinner held in the Cutler’s Hall in sheffield.

The students organise themselves into teams within their schools and devise a business concept. With the support of a teacher, the students develop their product and take it to market aiming to generate as much profit as possible.

For two years in a row sheffield springs Academy has won the Challenge. its latest victory was down to the springs Money Growers Team which printed and designed bags for life. The students bought bags from a supplier but after a while, as they built a relationship with the supplier, they were given bags which were slightly faulty for free. The students created designs for these bags which they sold at various academy events and to family and friends. The Team raised almost ten times their original stake money.

Gavin Egan, Assistant Principal at Sheffield Springs Academy, says:

‘The students greatly enjoy competing in the Challenge and relish the chance to start and run their own business and make real money. The Challenge presents an invaluable opportunity to gain real life experience of the world of business and has given the students the bug to enter more business challenges and think seriously about their future business careers.

‘Competing in the Challenge gave the students a chance to see their ideas through to completion. it exposed them to a wide range of business disciplines including identifying a target market, market research, developing marketing and sales campaigns and establishing strong relationships with suppliers. As their businesses develop, it is encouraging to see their confidence grow and to watch them develop into articulate, motivated and professional business people. The Master Cutler’s Challenge will stand them in good stead as they begin to build successful careers.’

The students, who describe themselves a ‘young entrepreneurs’, say winning the challenge has boosted their confidence and given them the ‘taste for business’.

Master Cutler’s Challenge at SHEffiEld SPriNGS and SHEffiEld PArK ACAdEMiES

For further information, contact Gavin Egan at gavin.egan@sheffield-academy.org

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surbiton High school recognised that it needed to do more to motivate and equip its students for the demands of a rapidly changing world – a need underlined by employers’ observations on the challenge they faced when recruiting employees. To that end, the school sought to identify opportunities to promote an entrepreneurial spirit throughout the school and give students the chance to take on leadership roles.

in partnership with Entrepreneurs in Action (EiA), the school launched two enterprise projects, ‘21st Century skills for 21st Century success’ and ‘Classroom to Boardroom’ for students in years 10, 11 and 12.

The ‘21st Century skills for 21st Century success’ was a two-day programme during which students were tasked to set up a business, market a product and collaborate to sell their own business concept at a trade fair. The students were organised into syndicate groups which were facilitated by professional business coaches from EiA. The students also listened to talks from guest entrepreneurs who shared insights into the competitiveness of the employment market.

The week-long programme ‘Classroom to Boardroom’ delivered by Royal Dutch shell in 2011 and this year by Café Direct to 24 year 12 students set a real life business challenge, resulting in a presentation to the respective company boards. The Boards were incredibly impressed by the students and in each instance described their presentations as ‘amazing’.

Feedback from students was very positive with students valuing the opportunity to put business concepts into practice. Based on the success of these programmes, the school is planning to run more interactive enterprise programmes as well as year 12 Business Challenges and an Entrepreneur of the year Award with work experience prizes.

ian Smith, Vice Principal, said:

‘The programmes encouraged logical, flexible and decisive thinking, empowering students to be self-confident and to develop high levels of verbal communication skills. in developing such competencies, we hope to make our students the business leaders of tomorrow.’

Creating Enterprise opportunities at SurBiToN HiGH SCHool

For further information, contact ian smith at ian.smith@surbitonhigh.com

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stockport Academy is increasing its focus on business and enterprise thanks to its pioneering relations with local marketing company, APs.

since 2010, the partnership has made a huge difference to the lives of academy students through its involvement in a range of projects, from mentoring through to event management.

The relationship was originally formed via the Business in the Community (BiTC) charity, which works to bring businesses and schools closer together, with support from United Learning’s Director of Enterprise and internationalism, Jane Delfino.

in the two years since its inception, the partnership has grown incredibly strong, with staff from APs giving up their time to work with the academy on a regular basis and collectively stating:

‘We want to see an impact being made not just in results but in how the students develop as young citizens.’

Projects already successfully delivered in conjunction with APS include:n Literacy mentoring for year 7 students;n 10,000 hours: a mentoring scheme for gifted and

talented students, helping them to prepare for university and map out a career plan, with many of the group taking part in the Duke of Edinburgh’s Award scheme;

n speaking with impact course: funded by APs and delivered by Gwyneth Millard, President and Educational Director of the Association of speakers, the course aims to help students gain confidence when speaking in public;

n BiTC Fashion show: organised by sixth Form BTEC students and supported by Manchester Designer Jensen Chadwick, APs works with students to budget, publicise and project manage the event, using business techniques and strategies adopted by many successful companies;

n year 12 BTEC sport and A Level science students attending a special teleconference with olympic athlete steve Cram at APs’s offices where they looked at the role of science in the development of sport and athletics.

Commenting on the partnership with APS, the academy’s Head of Specialism Cheryl Crawshaw said:

‘As a local business, their commitment to supporting our students and encouraging the participation in events designed to broaden their skills and expand their horizons has been second to none. These are not one-off events but represent a long term investment in the academy.’

With continued attendance at the BiTC meetings, working alongside other organisations and sharing ideas, the partnership is also identifying future projects, all with the common goal of improving the career prospects of stockport Academy’s students.

Business in the Community at SToCKPorT ACAdEMY

For further information, contact Cheryl Crawshaw at cheryl.crawshaw@stockport-academy.org

With year 9 students having to wait another two years until they can achieve a modern foreign language qualification, sunderland High school is implementing a programme which seeks to sustain a vibrant interest in studying languages.

Run by oCR, the Asset Language Project enables year 9 students to achieve a certified level of attainment in various language skill areas. The course provides benchmarks of progress during Key stage 3 which are nationally regulated and recognise the achievements and abilities of students in individual language skill areas.

Whilst it means that all students, whether or not they choose to study the language at GCsE, gain a modern foreign language qualification, it is also motivating more and more students to continue to study languages to GCsE level.

The flexibility of the scheme allows the Modern Foreign Language Department to use creative and fun teaching techniques to engage students and promote their interest in the subject. This has had a positive impact on student behaviour and attitude and has significantly raised the profile and importance of languages in the school.

The programme is currently being run in German and following on from its success so far, it will be rolled out across other languages including spanish which is offered as an extracurricular activity.

Asset Languages at SuNdErlANd HiGH SCHool

n Asset Languages at sunderland High schooln Foreign Language Leader Award at Barnsley Academyn Creativity in Art and Design at Ashford schooln Textiles at The Regis schooln Hospitality and Catering at sheffield Park Academyn intensive EAL Tuition at The Regis school

lynne Hallam, Head of Modern foreign languages, says:

‘Asset Languages is proving a valuable tool for assessment which supports our existing schemes of work. The main benefit, however, is that students in year 9 now have recognition of their achievements in languages, even if they are not continuing with a particular language at GCsE.’

For further information, contact Lynne Hallam at lynne.hallam@unitedlearning.org.uk

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students at Barnsley Academy are bringing languages to life through the Foreign Language Leaders Award (FLLA).

The scheme, which echoes the academy’s successful sports Leader Award, encourages those studying a modern foreign language to develop their organisation and teaching skills in a classroom environment.

Delivered as an extracurricular activity, the FLLA was introduced over the 2011/12 academic year, with a dedicated modern foreign languages class created, comprising those students who had chosen French or German as an option.

The scheme’s first group of young Leaders completed the teaching unit of the award in July, linking into the academy’s year 6 transition day where they were given the opportunity to teach French to primary school children.

Alongside the exceptional teamwork skills developed, the FLLA also helped participants forge stronger relationships, with the students in the class working more closely together across all aspects of academy life.

Freya Atkinson, a year 9 student taking part in the first year of the award, said:

‘We all worked together which helped make for a really successful year. it also encouraged teamwork and taught us to interact with people whom we wouldn’t usually work with – which is what teachers have to do when they’re teaching. i would never have

normally thought about doing something like this, but now i’m glad that i did.’

All members of the Modern Foreign Languages Department have also been involved in different aspects of the scheme, including PGCE students, for whom delivery of the award formed part of their training.

Foreign Language Leader Award at BArNSlEY ACAdEMY

Sarah Harris, languages teacher and scheme co-ordinator, said:

‘our first cohort was keen to take part from the outset. The organisational element of the award was particularly popular, with those taking part coordinating and delivering our European Day of Language, which is set to become an annual event.’

Looking ahead, the academy will be encouraging more students to take part in the award, with a key focus on strengthening links with the community and expanding opportunities with primary schools as part of the teaching unit.

For further information, contact sarah Harris at sarah.harris@barnsley-academy.org

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in its latest isi inspection report, Ashford school was praised for its encouragement of adventurous learning which was said to be particularly evident in practical subjects. inspectors found that students are ‘clearly confident in taking risks and enjoy the challenge of independent thinking’. Few subjects allow for adventurous learning as much as art and design and Ashford school is taking full advantage of the opportunities it offers.

From year 7, the school focuses on developing and nurturing the fundamental skills of drawing from direct reference and teaching students ways of observing and recording their world using traditional methods. instead of teaching each art technique in isolation, however, the different art forms are allowed to overlap as teachers take students through the broad curriculum which includes fine art, textiles and photography.

once the basic skills are acquired, the school encourages students to break the rules and to be bold in experimentation. often the most exciting work is the result of an accident and one of the school’s most important tasks, especially in year 10 when GCsE work starts, is to open students’ eyes to the possibilities that occur when experimentation with different processes takes place. some of the content of early GCsE sketchbooks is work that has been discarded by students and retrieved from the bin by teachers, making students reassess their results and consider ways of taking it further.

At Ashford school, art is not just about the finished product; teachers encourage students to enjoy the journey they travel on when producing each piece of work. Through regular discussions with teachers and student presentations to their peers, students have the opportunity to explain their ideas and give others an insight into the thinking behind their artwork. Through this regular dialogue, teachers give students the positive reinforcement they need to build their confidence and enjoyment.

Art classes allow a close rapport between teachers and students. By taking the time to talk to students about their work, teachers are able to recognise each student’s strengths and weaknesses and can steer them in a way to allow success without being prescriptive.

To broaden their understanding, students are encouraged to visit exhibitions, galleries and different environments to see how different artists experiment with different concepts, materials and processes. A group of sixth Form students,

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Creativity in Art and Design at ASHford SCHool

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aCADEMiC AnD voCATionAL sUBJECTswho visited Jordan to attend the dedication of a stained glass window they had helped to design and make, were inspired to create some of their A Level pieces on the different art forms they saw during their trip.

Art at Ashford school is not produced merely to impress examiners; instead, the students’ work is regularly displayed in and outside the school. Recently, As Level textile students designed and made wall hangings for a local hospice. The exhibited work was enjoyed by visitors to the hospice chapel and the fact that every student on the course achieved an A grade in As textiles is testament to the success of the project.

Beyond the syllabus, the school’s artist-in-residence and visiting artists introduce students to new ways of thinking and doing which lead to a wider variety of different art forms. The school’s weekly life-drawing classes, which are open to students from year 10, are having an enormous impact on the development of drawing skills and all participants take the classes seriously.

The department is continually looking to broaden students’ skills palette and with the help of its sculpture specialist is developing its 3D work.

Whilst teachers’ overriding aim is to nurture a love of art and design, these are academic subjects that lead to well-respected qualifications and the impressive A Level and GCsE results reflect the students’ enthusiasm for these subjects. in 2012, over 90% of fine art GCsE students achieved A * or A grades whilst over 80% of fine art A Level students achieved the top grades. seven year 13 students are continuing art and design with three

Bay lees, Head of Art at the school describes it as a ‘privilege and a joy to nurture the creativity of the students’. She says:

‘By encouraging our students to look around corners and to make bold creative decisions, the Art Department is rewarded by seeing them grow in self-confidence and feel more able to tackle problem solving in all subjects and in all areas of life.

‘i am proud that so many of our A Level school leavers are independent young artists who are ready to embrace the challenges and adventures of life outside Ashford school.’

For further information, contact Bay Lees at leesb@ashfordschool.co.uk

accepted onto excellent BA Textile degrees at Bath, Winchester and norwich Universities whilst two will start Foundation Courses at Central saint Martins College of Art and Design. Another two students are pursuing Architecture degrees with one having been offered a place to study at The Bartlett, University College London.

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imagination, creativity, freedom are just three reasons why textiles at The Regis school is so successful and popular amongst students.

students follow a textiles course as soon as they join the school in year 7 where they gain a good grounding in the basic skills of using a sewing machine. The first task the students are set is to embroider a small piece of material which is in the student’s House colour. Armed with the basic skills, students are given the freedom to decorate the fabric in whichever way they choose which brings out their creative flair and indicates to the teachers which students have the greatest potential. All the pieces of fabric are then sewn together and put on display. This means that every single year 7 student has their work on display in the academy.

Textiles in years 8 and 9 continues to develop basic skills and encourage independent working. Those students who show the most potential are invited to after-school master classes once a week. The classes are optional and any students who express an interest in attending are welcomed. The classes for year 8 last one hour and, at the request of the year 9 students, their classes last an hour and a half. These classes are extremely popular and have resulted in a significant number of students choosing to study textiles at GCsE, and then at As and A2 Level.

Freda Heywood, Head of Technology, puts the success of the department down to the fact that students are set short term projects. she says:

‘We keep projects short which means students work intensively on a project and produce a higher standard of work. They have produced some stunning work which is displayed around the school to inspire other students and show them what can be achieved.’

A permanent fixture of the academy calendar is the annual Fashion show in which students in all years wear clothes they have designed and made themselves. Pupils from a local feeder primary school also take part in the show wearing their own creations; this year they made costumes for Robin Hood based on their work on medieval England.

The Fashion show is a hugely successful event with tickets selling out well before the night. students look forward to the show with great excitement and take great care in their work as they know it is going to be seen by their friends and family.

it has become a tradition that the year 13 students create and wear extravagant ball gowns. The exquisite creations inspire the younger students who can’t wait to design and make their own ball gowns when they reach year 13.

The clothes the students design for the Fashion show form part of their GCsE and A Level controlled assessment work and, because the students know their work is going on public display, they work particularly hard on their creations. This has resulted in some excellent grades. The

Textiles at THE rEGiS SCHool

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Ambition and aspiration are at the heart of the department and the textiles teachers ensure that their students are aware of all the career options which are open to them. As freda Heywood says:

‘Textiles is not just about sewing. it encourages students to become independent learners and to use their initiative and imagination to create fantastic pieces.

‘We keep in touch with our former students who have each gone on to follow exciting and successful careers. some students have studied Fashion and Textiles at university whilst one even did a Forensic science degree in which she used the skills she learnt at school to analyse fibres as part of criminal investigations! Lorna Ballantyne was one of two successful candidates from 11,000 applicants to gain employment with Marks and spencer as a garment technologist, while another student is now making costumes for strictly Come Dancing. our students are inspired by the successes of our former students and work hard to reach similar, if not greater, heights.’

department’s As results are also in the top 10% of schools nationally (ALPs).

Each year the Fashion show evolves and next year, the school is planning to invite year 5 pupils from its feeder primary schools to watch the full technical rehearsal. As well as giving the students a chance to practise in front of a large audience, it will also give the year 5 pupils a glimpse of life at The Regis school.

on the evening of the Fashion show, there are also plans to put on an exhibition of all GCsE and A Level technology work and for the year 10 hospitality and catering students to provide the refreshments.

For further information, contact Freda Heywood at fheywood@theregisschool.co.uk

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success isn’t always served up on a plate but sheffield Park Academy is ensuring its hospitality and catering students get a head start with its GCsE catering and As/A Level catering and nutrition courses.

The courses are led by training chef and chocolatier steve Rastall, who helps prepare students for a career in the service industries, with hands-on experience in the academy’s own ‘real working environment’ kitchen.

Developed from the academy’s original nvQ in hospitality and catering, the courses concentrate on the organisation and delivery of hospitality events, covering all of the challenges that this entails. From kitchen skills taught by a professional chef to front-of-house, students are put through their paces and are given the opportunity to put their new found talents to the test at real events.

Chef Rastall explains:

‘By involving our students in the organisation and delivery of events, including the experience of working in a “production” kitchen, we are giving them a direct insight into the industry and what is involved. We have already hosted a number of important guests, most notably His Royal Highness the Duke of york at the official opening of the academy.’

it is a system that works, with many students continuing their hospitality and catering education at college, gaining regional and national awards and, in many cases, going on to university

to train in front-of-house/management which has earned them training placements at some of the top London hotels.

now the academy is looking to re-launch its own Bistro, providing students with the opportunity of working in a ‘real’ environment, whilst also placing sixth Form students front-of-house to gain managerial experience. The academy is also actively helping them to secure part-time work with hospitality and catering businesses within the sheffield area.

Chef rastall says:

‘i’m very proud of what we have achieved at sheffield Park Academy and am also very proud of our students. it’s incredibly motivating to see young people who are as passionate about hospitality and catering as i am and to pass on my own skills, which they learn and take on board. This enables staff and me to watch them progress onto successful careers within the industry.’

Hospitality and Catering at SHEffiEld PArK ACAdEMY

For further information, contact Craig Dillon at craig.dillon@sheffield-academy.org

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Almost 10% of students attending The Regis school have English as an Additional Language. some of these students find it particularly difficult to learn when they do not have a firm grasp of English. settling into a new school is always going to be a challenge for students but when the school is in a different country with lessons taught in a different language, this challenge can seem almost insurmountable.

Described by ofsted as ‘extremely well-targeted’, The Regis school’s proactive approach to help EAL students adapt to their new school has many strands. The EAL Department has produced a booklet for all teachers giving them practical tips on integrating the new students into their class. All nQTs are given the opportunity to meet EAL team members who provide them with some insight into the challenges facing new arrivals.

The booklet sets out some practical ideas on welcoming students, such as making sure all the other students know how to pronounce their name and pairing them up with another student. To make the new students feel a part of the school community, teachers are also encouraged to allocate non-verbal jobs to them such as opening windows, shutting the door, switching lights on and off. To set teachers’ expectations, the booklet also explains the gradual process a student goes through as they acquire their English skills.

The Regis school is currently piloting a new initiative which enables new arrivals to work on their language skills intensively for the first term (or for longer/shorter periods depending on their need). These students follow modified timetables in which they attend all maths, PE and technology lessons with the rest of their class and,

for the remainder of the time, they work with the EAL teacher on improving their English language skills.

The English language course involves a number of different types of lesson. These include working through a specially designed workbook, having lessons with outside speakers from various subject areas and participating in a local youth service project on integration activities. The students even write and record a song together.

The focus throughout the programme is to ensure students make considerable progress in English language and acquire the skills and language they need to access the rest of the curriculum as soon as possible. The students are therefore regularly tested to assess their progress. The pilot group are making rapid progress and, over the course of the assessments, some have doubled their initial scores. Most importantly, those students who did not speak a word of English have improved considerably.

The EAL Department is constantly looking for ways to help students develop their English language skills. one such initiative is the production of Key Word Booklets which include some of the words students are most likely to come across during their lessons. The words, which are accompanied by a picture that depicts the word, are those used most in the subjects that EAL students are most likely to follow. Booklets have therefore been developed which include the key words used in construction and health and wellbeing courses.

Karen feneley, EAl Manager, says:

‘it is really helpful to both the EAL students and the school if students gain an understanding of the English language as quickly as possible. We have found that withdrawing them for a short time from the majority of the timetable and providing intensive language lessons, enables them to integrate more easily both socially and academically when they start to return to a full range of lessons.

‘Working with native speakers and the local youth service has provided opportunities for EAL students to practise their newly acquired linguistic skills in an unthreatening and friendly environment.

‘The booklets provide teaching staff with suggestions and advice, enabling them to sensitively deal with the challenges students face and help them to welcome the EAL students into their lessons.

‘The resources provide a basis for teaching staff to develop their own differentiated work and allow students unrestricted access to subject keywords which may not always be used in day-to-day conversations.’

intensive EAL Tuition at THE rEGiS SCHool

For further information, contact Karen Feneley at kfeneley@theregisschool.co.uk

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Described by ofsted as being ‘imaginative in developing the quality of provision’, Accrington Academy’s senior Leadership Team is combining innovative thinking with a range of creative activities to drive transformation.

The academy was designated as a ‘school of creativity’ following four years in the creative partnerships programme – a scheme to identify institutions using a range of creative processes to drive through improvement and learning, engage students and encourage staff to think differently.

Whilst change takes place on a number of levels, the academy has targeted three specific strands:n High impact projects used as showcase events: Curriculum-

focused and aimed at raising the profile of the scheme, these activities have seen students and staff engaging with expert practitioners and have included the production of a Bollywood film, a circus event and giant festival puppets.

n Tackling whole school issues: Addressing areas such as literacy, new technology and community cohesion, the academy examined how to make practice sustainable using three to five year plans.

n years 7 and 8 curriculum change: To help year 7 and 8 students gain a wide range of skills, the academy has developed and introduced a competence-based curriculum. Working with a wide range of practitioners, the academy delivers linked events, ranging from building time machines and running galleries to auctioning work.

The scheme is clearly working, with innovation and creativity identified as core strands of development across a number of key areas. Following an inspection in 2011, ofsted reported:

‘students achieve well because they are keen to learn and are receptive to the stimulus and guidance provided by staff. They enjoy their learning and are keen to get actively involved and contribute their thoughts and ideas.’

The academy’s reputation has also gone international, with Accrington Academy chosen to host a visit from swedish Education Head, Hans Liiksaar, who was impressed with the creativity displayed with the academy’s ‘transformational curriculum’. A foreign exchange programme also saw the academy host a south Korean teacher whilst a member of the academy staff taught in south Korea for three weeks.

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Creativity at ACCriNGToN ACAdEMY

Assistant Principal Emma Starkey said:

‘As a result of this initiative, the academy has creativity coming out of every classroom and corridor space – projects that have been commissioned, designed or created by teachers and young people. They know when to bring in an artist, how to recognise a high quality practitioner and aren’t afraid to use the arts to deliver the “wow” factor!’

rUnninG sCHooLs

For further information, contact Emma starkey at emma.starkey@accrington-academy.org

Looking ahead, students and staff are working with Alice Birdwood, Director of Development and innovation at Curious Minds to plan the 2013 Accrington Arts festival. The academy has also become a Futurelab school which will see students taking part in an action research project, exploring how to improve the skills based curriculum for years 7 and 8.

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‘Big voice’ atACCriNGToN ACAdEMY

To give students, staff and parents an opportunity to comment on the running of the academy, Accrington Academy runs ‘Big voice’ – a programme of exciting and interactive projects and events. The activities are designed to capture the views of students, staff and parents and the outcomes are used to drive improvement and strengthen relationships across the academy.

Launched in 2010, the initiatives were introduced on a termly basis and comprised the following core activities:n Big voice ‘Thank you’: students wrote 1,500 postcards

to their teachers thanking them for their help, guidance, pastoral support, motivation, inspiration and care.

n Big voice ‘Messages from the Pod’: Filmed in an inflatable pod, students recorded individual messages to their teachers which were played at an all staff meeting.

n Big voice ‘Diary Room’: 25 students were invited to the Diary Room where they answered a variety of questions including what they would change at the academy, how they would make lessons more interesting and what they would do to improve behaviour in lessons and around the academy. Responses were played back to the academy’s senior Leadership Team.

n Big voice ‘Question Time’: Filmed in front of an audience, including members of the sLT, six student ambassadors posed 30 questions to a panel comprising the Principal, a governor and the site, iT and catering managers.

The impact has been almost immediate, with the Big voice programme leading to improved staff-student relationships and an increase in staff morale, particularly at the end of term.

Martin Mainey, Big Voice Co-ordinator and Assistant Principal, explained:

‘All the activities are a little bit different, fun and provide invaluable information in helping us to move forward. But undoubtedly the biggest reward is the impact on those taking part – the look on staff and student faces when they receive a postcard is priceless!’

For further information, contact Martin Mainey at martin.mainey@accrington-academy.org

next steps are already well underway, with Big voice ‘Thank you 2’ with staff writing postcards to students, as well as students to staff. Replies are then posted via a ‘Wall of Thanks.’

‘What makes you happy in the academy?’ is the question posed to four new focus groups, which comprise year 10 boys, sixth Form girls, members of the nurture group and fixed term exclusion students. The same question will be answered in a visual representation by a group of 12 ‘unsung heroes’ – a select band of 12 students who work diligently, day-in, day-out but who often go unrecognised and unrewarded.

Last, but by no means least, the views of parents taking part in the transition process (years 6, 11 and 13) are to be captured via three new groups, asking them why they chose Accrington Academy and what sets the academy apart from the rest.

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When Paddington Academy was judged ‘outstanding’ by ofsted in 2011, inspectors highlighted the academy’s behaviour initiatives as particular strengths. in their report, they said that ‘the academy is extremely effective in supporting and guiding students in their choices of how to behave’. From talking to students, inspectors concluded that students ‘are proud to be part of the academy community, behave well and show high levels of respect for each other, adults and for the academy community’.

sometimes the simplest sounding initiatives can have the greatest impact. Through consistent implementation and a whole-school approach they make a difference that has a transformational impact on performance. The Paddington 10 exemplifies this as a policy that has transformed behaviour through its simplicity and adherence.

At its core, the Paddington 10 is a list describing ten positive student behaviours, conduct and attitudes to learning that all students and staff use all day, every day.

All expectations of students are framed around it and form the roots of the behaviours you will see across the academy. The list is published everywhere and framed on all classroom walls alongside a full explanation of the rewards and consequences that apply both to its adherence and non-compliance. it is written in language that is as applicable to year 7s as it is to sixth Formers and staff. students sign it each year as part of their Home-school agreement; it is set out in each student’s homework diary and is a regular focus of assemblies and the Principal’s weekly podcast.

it sounds simple but the thinking and approach that underpin the list establish an environment that allows staff to focus on teaching and learning by supporting them effectively in managing the behaviour of students.

The system is designed to be clear and simple to operate with ten clear statements of how students are expected to behave in the academy. some of these are highly specific whilst others establish the environment in which teaching and learning are expected to be undertaken. All are enforced systematically.

Adherence to the policy is logged on siMs (the academy’s management information system) so it can be seen easily by the sLT and Heads of year. This allows pastoral staff to be systematic and proactive in their approach to intervening with students causing concern. it enables them to warn individual students about negative behaviours and to change their behaviour before they receive a consequence.

Paddington academy 10 for students1 i am a resilient learner - i always try my hardest and learn to the best of my ability.2 i do as i am asked, the first time i am asked.3 i am always in the right place at the right time doing the right thing.4 i am a reflective learner - when someone is speaking, i always listen and give my full attention.5 i always have the right equipment for my lesson (pen, pencil, ruler, rubber, books, PE/dance kit).6 i always look smart and am ready to learn (correct uniform, no chewing, no swinging on chairs, no mobile phones, headphones or iPods).7 i am responsible for my learning and the learning of others – this means i work well independently and with others.8 i respect others.9 i take pride in my work including the presentation of my work and exercise book.10 i keep my hands, objects and inappropriate comments to myself.

Paddington 10 at PAddiNGToN ACAdEMY

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rUnninG sCHooLsAny student receiving a consequence has to stay behind at the end of the school day, reflect on their behaviour and reconcile their behaviour with the teacher who has logged it. other forms of warning and discipline are contained within the policy for more serious incidents ranging from one hour detentions to phone calls or letters home.

But as importantly, the Paddington 10 is also used to reward good behaviour allowing staff also to focus on the positive and to reward students who consistently do the right thing but which, elsewhere, may go unnoticed or unrewarded. such behaviours include perfect attendance, positive contributions and consistent work in lessons and wider activities. Rewards range from positive postcards to merit badges, Learner of the Week, reward trips and acknowledgement at the annual Awards Evening.

The policy has greatly improved behaviour at the academy. As well as reducing low-level misbehaviour, it helps to direct the focus of students and staff towards learning and impacts on all areas of academy life. As behaviour has improved, the focus has shifted to higher-order learning behaviours and attitudes. The improved behaviour has led to increased attendance as noted by ofsted who put better attendance rates down to the fact that students ‘feel safe and secure’.

in addition, the academy is working to develop student leadership further so students have an input into developing

the policy and working to improve behaviour at the academy further so that it is as applicable in the corridor as it is in the classroom. This will include building the ability of students to be more self-regulating in their behaviour and to become better independent learners, whilst still relying on the behaviour policy as a framework for this to happen.

its success is appreciated by both staff and students. it is identified by students in surveys as something that they are positive about; in particular they appreciate the consistency of approach ensuring that there is parity across classrooms within the academy. Likewise, it is of great benefit to new staff joining the academy as the students understand the policy clearly giving them an immediate framework in which to expect students to behave.

Peter Jones, Vice Principal of the academy, is in charge of behaviour policy. He says:

‘We are proud of the Paddington 10 because it has led to sustained improvements in behaviour and attitudes. These have been achieved by staff and students committing to it and working together to ensure that both are able to focus on learning. it is important to us that it is closely aligned with our overall ethos because it impacts on every interaction between staff and students.’

For further information, contact Peter Jones at peter.jones@paddington-academy.org

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Each school in the group has a strong emphasis on data collection and its use as a tool to improve the academic performance of students. Data is collected across the group several times a year providing an accurate picture of each individual student’s progress.

But data only adds value if it is properly analysed and the interventions that flow from it are effective and put in place appropriately to maximise their impact.

The senior Leadership Team at Walthamstow Academy follow the key principles of Testing, identification, Diagnosis and Therapy to make sure that the data they collect is properly used to raise the achievement and attainment of all students.

Each half term, the academy’s data team produce detailed interactive spreadsheets which enable staff quickly to identify areas of under-achievement and success by student attainment, predicted Levels of Progress, teachers, classes and detailed micro-populations. Every individual student’s progress across all subject areas can be examined both in isolation and in comparison to their peers. This is all put together within a week of the data being collected.

inspired by practice shared with them by Paddington Academy, the team produce a half term data booklet which summarises all the data for every area of the school in an easy to follow visual form. As this booklet runs to over 500 pages, it is quickly edited down to form smaller personalised booklets with the relevant visual information for Learning Managers and subject Leaders.

When Middle Leaders receive the spreadsheets and their booklets they are then given a further week to produce a Half Termly Update in which they outline the impact of interventions that they have put in place over the last half term and the strategies and interventions that will be put in place to address any current under-achievement that is apparent from the new data. This analysis buries down to the level of identifying specific students, subjects, micro-populations, staff and classes.

Therefore, within two weeks of the data capture, the senior Leadership Team can be confident that, across the academy, data has been analysed, considered and interventions measured for their effectiveness so that students benefit from a continual process of improved learning.

Marcus Villiers, walthamstow Academy’s Assistant Principal for Student Progress who oversees the policy, says:

‘Because we have the processes in place and working like clockwork, our focus is not on collecting and collating the data but on analysing it and diagnosing the most effective interventions. it has become a core part of our working lives in the leadership of the academy. This means that every member of staff is trained to use the data, understand its specific importance and able to communicate across departments, across year groups and across specialisms through a shared understanding of how we measure each student’s progress.’

Data Collection at wAlTHAMSTow ACAdEMY

For further information, contact Marcus villiers at marcus.villiers@walthamstow-academy.org

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At Accrington Academy, the focus is not on e-learning but ‘me learning’; this means using the right type of technology to challenge and develop staff and students.

The academy focuses on three key areas – digital pedagogy, E-volution and smart classrooms – all of which are delivered in an integrated approach.

n digital pedagogy: Whilst much is made of the digital generation and the ability level of students, it is the confidence of staff to implement classroom based technology and understand how it will benefit that is still critical. At Accrington Academy, every teaching member of staff is trained to Level 2 in the use of interactive whiteboards (now a performance management target). An internal matrix of professional development linked to iCT has been introduced with industry professionals used to train staff.

n E-volution: The academy has developed a five year plan for technology, utilising a simple model based around three areas – sound, the moving image and animation – each of which forms the focus for each year and is then integrated into the academy.

n Smart classrooms: To achieve its strategic aims, the academy invested in new technology, adaptable for use in any classroom e.g. hand held digital recorders, originally bought to support radio work but also used in English lessons.

Working together, the three key areas have resulted in a wide variety of exciting activities and cross-curricular projects including:

n An animation workshop for primary pupils addressing any concerns they have about the transition to secondary school;

n year 7, 10 and 13 students filming elements of work in English, media and history;

n students filming and producing work to be projected onto the underside of a local viaduct as part of the academy’s community arts festival;

n iPads used in classrooms for research and focused group work;n year 13 students providing training for staff on 3Ds max

software.

As for the introduction of new technology, Accrington Academy’s approach is a pragmatic one, only investing in equipment that answers the simple question: could it enhance what goes on in every classroom?

next year, iCT will be replaced on the curriculum by new technologies, with key elements including digital design, broadcast media, computer science and gaming. staff laptops will also be replaced by a menu of options, based around curriculum aims, with teachers given the flexible option of iPads, MacBooks, notebooks or a piece of new technology to support their work.

new Technologies atACCriNGToN ACAdEMY

For further information, contact Andy o’Brien at Andy.o’brien@accrington-academy.org

Principal Andy o’Brien explains:

‘Whatever the technology, we have tried to create time and space to properly integrate it into the academy and ultimately, the curriculum. our aim has been to ensure that technology adds to and complements learning, whilst at the same time allowing us to challenge ourselves in making learning relevant and alive.’

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When students leave their boarding houses, Ashford school wants them to be compassionate, competent, capable and confident individuals and the school achieves this by delivering the traditional values of boarding within a modern setting.

Ashford school has maintained everything that is good about the traditional boarding system, such as implementing a structured routine that runs like clockwork, and adapted it to suit the lifestyles of children today. Whilst students make their own beds, are taught to iron their own shirts and carry out House responsibilities, they also have access to everything their peers who do not board have access to. They can therefore play Wii in the common room and the houses are furnished and decorated to the same standard that you would expect in any home.

An important part of the boarding timetable is ‘Fun Tuesdays’ when all the junior boarders are taken on a treat. Whether it is a trip to the cinema, the local pizza restaurant or paintballing, the school ensures that boarders do not miss out by being away from home.

one of the keys to the boarding houses’ success is that they each have the same systems. Regular meetings with the boarding staff means that all the houses have the same timetables and rules and so there is no confusion amongst the students about what is allowed and what is not.

With 150 boarders it is important that they all feel part of one community. The school has therefore introduced shared social spaces where students of all nationalities and ages mix and socialise together. in their latest inspection, isi inspectors reported that ‘excellent relationships exist between boarders of all ages and they are particularly supportive of one another’. inspectors went on to describe the atmosphere within the houses as ‘friendly, open and relaxed’.

Boarding atASHford SCHool

For further information, contact Mark single at singlem@ashfordschool.co.uk

Mark Single, Head of Boarding, says:

‘The Ashford school boarding houses are the perfect mix of traditional boarding and the modern world. We seek to develop students’ emotional intellect, self-discipline and confidence and we are delighted that each one leaves us as responsible, compassionate and happy young adults.’

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stockport Academy’s ongoing commitment to strengthening local authority relations is paying dividends, with the academy praised for its ‘open and honest’ approach.

since it opened in 2007, the academy has continued to work with stockport Metropolitan Borough Council (MBC) and its Ward Councillors, with the authority’s service Director for Education a member of the academy’s governing body.

in 2011, this relationship was further cemented when the academy was invited to give a presentation on progress to date to members of stockport MBC’s Children and young People scrutiny Committee at the Central stockport Area Committee. The audience of local Ward Councillors were then invited to ask questions about the academy’s performance, structure and engagement with the local community.

The meeting with the scrutiny Committee is now set to become an annual occurrence.

Local Authority scrutiny Committee atSToCKPorT ACAdEMY

For further information, contact Denise Clark at denise.clark@stockport-academy.org

david robinson, Chair of the academy’s local Governing Body, says:

‘it was a very productive event, with the Committee welcoming the transparency both during the actual presentation and the question and answer session that followed. The event also resulted in an open invitation from the Principal to all members to visit the academy at a later date and helped us to develop our relations with our ward councillors further.

‘it’s important to recognise how positive and productive relationships with the local authority can be a force for good for students, parents and the local community.’

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Within 12 months of opening, Bournemouth Collegiate school’s (BCs) sport Academy has not only produced a series of notable sporting successes, it has also laid the foundations for a whole-school approach to academic learning through the achievements and focus that the Academy brings to the school.

The sport Academy is funded through fees, sponsorships and investment from leading sporting organisations and bodies, who use BCs as a base for athlete development. The Academy programme is also intrinsically linked with the local community, local schools and Bournemouth University, to support local talent in the region.

Key individual and team performances have produced national and international success in swimming, tennis and badminton with Alice Tai winning nine swimming gold medals and being selected for the GB senior Team, Harry Butler being selected for the GB U15 Tennis Team and Ciara Lindsay enjoying European success at badminton. in addition, two 13 year old students attending the BCs/Arsenal schools Football Academy have now been signed to major premier league clubs. Likewise, in its first year competing, the BCs Rowing Team produced a top ten finish in the national schools competition.

The Academy has been developed to suit the needs of all forms of sporting elite whether individual athletes, teams or those who compete in ‘less popular’ sports. it aims to engender sporting excellence in athletes who have the potential to achieve national and international recognition, and in so doing

raise the standard of all sport at the school. it is the intention of the academy to support United Learning schools by sharing practice, running training camps; offering workshop sessions for coaches and students, enabling greater competitive cross-fertilisation within the group and using BCs as a base for sporting camps in holidays and over weekends.

Through maximising the benefits of its excellent location by the beach, BCs students can choose from 27 sports, including

n sports Academy at Bournemouth Collegiate schooln Hockey Champions at AKsn youth sport Trust Partnership at salford City Academyn sports Personality Evening at The Regis schooln Football Academy at north oxfordshire Academy

sports Academy at BourNEMouTH CollEGiATE SCHool

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nURTURinG sPoRTinG TALEnTcycling, surfing, wall-climbing, sailing, kayaking and water polo. From september 2012 an extended partnership will begin with Bournemouth University with the addition of table tennis, golf and BMX racing. specialist provision for biathlon and triathlon will also be developed.

To support the sports Academy, the school appointed Bernie shrosbree as its Performance Coach. Bernie is currently Mark Webber’s performance coach and the Red Bull F1 Junior Drivers’ Coach. Having coached numerous world and olympic champions in many different sports, he now supports all BCs sports Academy students and individual athletes, like Emma Wilson (World and European Champion U15 Windsurfer), with their strength and conditioning programmes.

The Academy also boasts a team of coaches each of whom has an international profile in disciplines including swimming, tennis, football, hockey, volleyball, rowing, cross-country, basketball, badminton and squash.

As part of a successful school, the Academy is able to combine the pursuit of sporting excellence for students with the routine and opportunities of a full academic education. in this way the school is able to prepare all students for wherever their futures take them and ensure that the time and dedication needed for training and competition do not come at the expense of a normal childhood and full academic education.

Likewise, the impact of the Academy goes far wider than its sporting success and it is being used to prepare students in a variety of skills and specialisms. in particular, it promotes greater self-esteem and a vibrant camaraderie amongst

students by providing students of all ages with the opportunity to work together and develop leadership skills.

Part of the Academy’s mission has been to enable students to gain awards and new skills in areas linked to sport; as such, students can gain qualifications in pool and beach lifeguarding, first aid, and refereeing and tournament organisation. The wider focus on sport in the school has led to the development of business ventures to coexist with the Academy. To facilitate this, the school has created a new Enterprise Department which will support student-run companies trading in sectors which spin-off from the direct sports association.

Stephen duckitt, the school’s Principal leads the initiative and believes that the Academy has an exciting future:

‘What we have started here will continue to grow over the next few years. on the one hand it is very important to provide elite athletes at a young age with the facilities, coaching and encouragement that they need to pursue their sports. on the other, it is equally important to provide them with the routine and academic education that so many young athletes miss out on. in the same way, it is important for us to have an Academy that offers something for those of all abilities. The importance of sport in terms of overall well-being continues to grow and we believe that all students at Bournemouth Collegiate can benefit from having the Academy within the school.’

For further information, contact stephen Duckitt at stephen.duckitt@bournemouthcollegiateschool.co.uk

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Across United Learning we have examples of outstanding success at sport with champions, olympians and students and staff representing their schools at all competitive levels both nationally and internationally.

At Arnold school, which has just merged with another local school, KEQMs, to form AKs, girls hockey has become the most successful team sport. By the end of the 2012 season, as a result of inspirational coaching, hard work and a superb team spirit, the U14, U15 and 1st Xi had all been crowned Lancashire County Champions, whilst the U13 team were both regional champions and north of England Finalists.

This success pales next to the school’s U16 team, however, which have swept all before them. not only are they Lancashire Champions but also U16 Regional Champions, U16 HMC Tournament winners and winners of the U16 stonyhurst College 7s tournament but they also achieved the ultimate accolade by being crowned national schools Champions at Cannock in March.

not surprisingly, there have been plenty of individual successes with two girls playing for England and 20 girls representing Lancashire at their respective age groups.

For further information, contact Jim Keefe at Jim.Keefe@unitedlearning.org.uk

Headmaster Jim Keefe outlines its importance:

‘it is incredibly good for the confidence of our students to succeed at sport. not only does it instil skills such as team working, planning, discipline and commitment, it gives them something concrete at an early age that they know they excel at. The impact of this reverberates across the school. Knowing we have national champions gives credence to what staff instil in all our students; that by setting your aspirations high and working hard, anything is possible. But what is just as encouraging is how sport gives students the skills and support in handling setbacks such as, albeit rare, defeats and using these to motivate themselves to future success.’

Hockey Champions atAKS

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As a youth sport Trust Gold Partner school, salford City Academy is able to widen and enhance its PE and sport provision. To become a Gold Partner school, the academy had to demonstrate its commitment to developing and maintaining the highest quality outcomes for its students in PE and sport.

Through its partnership with the youth sport Trust, the academy has launched the school Games – a key component of the London 2012 olympics Legacy plans. The school Games is a one

day ‘mini-olympics’ in which students of all abilities compete against each other in a number of sports. in true olympics style, it even includes opening and Closing Ceremonies! The launch competition was the first level of the school Games structure; there are three additional levels and students will be able to compete against other local and national schools.

As well as being chosen to launch the school Games, the academy featured as a flagship school in the youth sport Trust’s promotional videos which will be screened nationwide to promote the Government’s new programme for competitive school sport.

youth sport Trust Partnership atSAlford CiTY ACAdEMY

For further information, contact Emma Breen at emma.breen@salfordcity-academy.org

Emma Breen, director of Sport and Creative Arts, says:

‘We have worked closely with the youth sport Trust on a number of projects, so to be chosen to help promote the “school Games” was an honour. As a sports specialist Academy we know the importance and impact sport can have on our students and we were delighted at the opportunity to celebrate this on a national scale.

‘Based on the success of the school Games, we aim to develop a year round sporting calendar of youth sport Trust school, local, regional and national events to provide even more sporting opportunities for our students.’

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A highlight of The Regis school calendar is the annual sports Personality Evening which is a celebration of the sporting achievements of its students, staff and local community.

All 400 tickets sell out well in advance of the evening with parents and members of the local community eager to attend the celebrated event. Each year the school welcomes a speaker from the world of sport whose journey to the top of their game will motivate and inspire students. in recent years, the academy has welcomed Alex Danson from the GB Women’s Hockey Team, Martine Wright from the GB sitting volleyball Team and Heavyweight Boxer, Dermot Gasgoyne.

Throughout the evening a wide range of sporting prizes are awarded including Club of the year, sporting Hero and Most improved sports student. There are also awards for staff and sports clubs from the local community. The most prestigious award, which all students aspire to win, is the sports Personality of the year Award.

During the professionally produced event, the audience are treated to live performances which have included trampolining, dance and even climbing performances!

For further information, contact Mel Walton at mwalton@theregisschool.co.uk

Mel walton, director of Specialism (Sport), says:

‘The event is a pure celebration of everything that is great about sport at The Regis school. Whilst we are delighted to showcase the sporting achievements of our students, it is also the perfect opportunity to welcome our local community and celebrate their successes.

‘The performances and the whole production are fantastic and you could be forgiven for forgetting that this is a school event.

‘students are greatly inspired by our motivational guest speakers who prove to them that, through hard work and dedication, they can achieve their dreams.’

sports Personality Evening at THE rEGiS SCHool

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Each year since the Football Academy was first launched at north oxfordshire Academy, it has had an increasingly positive impact on its students and the academy as a whole.

The Football Academy, which is open to sixth Form students, runs nationally recognised courses in football coaching and activity leadership. The Academy’s sessions cover about half of a student’s timetable which means they can study subjects offered by the school’s sixth Form such as English, maths and youth work.

When the Football Academy was first launched, it was run by an external provider but an internally designated tutor has now been brought in to embed the Academy into the school and streamline it with all the other sporting activities that are taking place. This means that, supported by academy staff, students teach sport to the younger students and coach the sports teams.

As well as helping them meet a key component of the activity leadership nvQ, the students’ coaching sessions have made the school a more cohesive community. The younger students greatly benefit from the time they spend with the older ones; their confidence increases and they feel more comfortable in the school community.

The Football Academy’s impact, however, is felt far wider than just at north oxfordshire Academy. The students are increasingly working in the local community by coaching local teams. They recently ran a Football Festival as part of the local

sports partnership in which they organised a series of activities for children at the academy’s feeder primaries.

The knowledge and experience of sport, coaching and working with young people that the students gain enables them to secure employment in sports-related industries. And many who had not thought of going to university are now considering continuing their studies.

Football Academy at NorTH oxfordSHirE ACAdEMY

Mike Byrne, football Academy director, says:

‘it is a pleasure to see how students are thriving at the Football Academy. The courses are giving the students valuable and respected qualifications which will open doors for them in the world of sport.

‘The Football Academy has a hugely beneficial impact in and out of school. The confidence and experience the students gain from working with the younger students and with primary school pupils is invaluable and will serve them well in their future careers.’

The Football Academy students are achieving strong grades. in 2012, the Academy achieved a 100% pass rate with all nine year 12 students gaining their Football Association Level 1 and 2 awards as well as the City and Guilds Level 2 Activity Leadership Award. Four of the year 13 students achieved their diplomas in increasing participation in sport with Distinction whilst one received a diploma with Merit and another received a certificate with a Pass.

For further information, contact Mike Byrne at mike.byrne@unitedlearning.org.uk

Looking ahead, the Football Academy is seeking to recruit more female students. it also hopes to run a football scheme for primary school children during the summer holidays.

When children get excited about something, they often become completely immersed in the experience. Teachers at Hampshire Collegiate school (HCs) have seen this frequently over the last two years, even from children who normally would not think that being excited about learning was ‘cool’. Teachers have seen it in little ones looking for fairies in the woods and older children looking for the hidden wonders only visible through a scanning electron microscope. such excitement is noisy, uninhibited and deeply infectious – that is what Learning outside the Box (LoB) is about. After sometimes starting out rather cautiously, the teachers are also increasingly sold on the approach.

The initiative, which has been praised by isi inspectors, started two years ago with Learning outside the Classroom (LoC) being followed in the Prep school, in particular. This was not just an occasional venture into the sunshine but every single child spent a timetabled lesson outside in every week of the school year, regardless of the weather. A significant amount of curriculum learning has been transformed and uplifted by transferring outside and the children adore it.

Through ring-fenced additional funding from United Learning’s innovation for improvement project, the campus, too, has benefitted, with an outdoor classroom, performance area, explorers’ garden, orchard and raised allotment beds. But in many ways it is the extracurricular benefit that is really impressive; the added confidence, the articulacy, the teamwork, the boost to the gifted and equally to those who

find it difficult to excel inside the classroom. LoC is here to stay – it has become a core part of life at HCs and a really impressive selling point for the school.

At the beginning of the 2011/12 academic year, LoC was joined by LoB which aimed to introduce a wider approach to creative teaching and learning. The underlying idea was to open the eyes and minds of students, particularly in the senior school. visual, hands-on and exploratory – the approach is one that has almost instant appeal. The starting point was a focus on visualising scientific data and relating these data sets to a world that the students could relate to. A state-of-the-art digital weather station linked into the school intranet and thus onto the web brought the ability to relate the environment to data, and the data to graphs and models and, ultimately, to ideas. over the summer HCs plans to link two more schools to this network to open its eyes to local variability and uncertainty.

And then, once the new weather station had been commissioned, HCs opened its eyes to look at small patterns rather than global ones. HCs is now running a professional scanning electron microscope capable of imaging features with 100,000x magnification. At those scales you can start to visualise the processes behind physics, chemistry and biology – but also simply to let go and say ‘wow’! students are now driving this highly sophisticated instrument, and it will be available to build into the curriculum from the beginning of Autumn Term 2012. Then, again, the challenge and intention is to share with schools across the group.

Learning outside the Classroom atHAMPSHirE CollEGiATE SCHool

Hector Macdonald, Principal of Hampshire Collegiate School, says:

‘Learning outside has proved enormously successful, as well as being tangibly exciting. We are dedicated to sharing and helping because our success was based on the vital support of the innovation for improvement initiative. We’re here to share our thoughts on the pinnacles as well as the pitfalls. We’d love to share our data and to join you to work together. Why not get out with us? it’s fun!’

For further information, contact Beryl Clark at beryl.clark@unitedlearning.org.uk or Mike Davies at michail.davies@unitedlearning.org.uk

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n Learning outside the Classroom at Hampshire Collegiate school

n Cross-curricular sport at salford City Academy

n year 7 Competency Curriculum at shoreham Academy

n skills and styles Week at Guildford High school

n Advanced Performance Baccalaureate at Barnsley Academy

n Mentoring at Hull Collegiate school

n study Buddy at Caterham school

n Forest school and outdoor Learning at Hanwell Fields Community school

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Based on its sports specialism, salford City Academy is using sport to help raise levels of achievement across the academy in core subjects. To improve students’ numeracy, literacy and science skills, the academy has developed a number of cross-curricular sport projects.

For example, a project for year 8 students uses sports and fitness testing to develop data handling skills in mathematics. As part of the Handling Data unit, the students spent a maths lesson with members of the PE Department collecting data based on the Multi stage shuttle Test and the distance thrown from three shot putt throws. The students then spent one lesson a week for 12 weeks using and analysing the data. students were encouraged to work independently and test a hypothesis of their own choosing such as whether the distance thrown correlated to the gender or height of the student throwing the shot putt.

Results showed good to outstanding progress. on average, students made significantly better progress (close to a whole ‘sub-level’) than would be expected in the time.

The academy will repeat the unit in the new academic year but will build it into the maths curriculum and teach it continuously over a six week period rather than on a weekly basis for 12 weeks. it is hoped that the more intensive course will enhance the progress students make.

Another successful cross-curricular sports project sought to improve year 8 students’ literacy skills. The students attended a sports Literacy Day at the BBC’s new Media City at salford Quays. The day aimed to engage students in literacy by looking at various sports media.

The students participated in a number of sessions including creating their own football poems with the national Football Association Museum’s resident poet. The students also tried their hand at using a range of broadcasting equipment and practised their reading skills by reading the news, commentating on matches and conducting sports interviews on Radio 5 Live.

For further information, contact Emma Breen at emma.breen@salfordcity-academy.org

Cross-curricular sport at SAlford CiTY ACAdEMY

Emma Breen, director of Sport and Creative Arts, says:

‘The success of the cross-curricular sport projects has been very encouraging. Giving students an opportunity to use their numeracy and literacy skills outside their maths and English lessons helped them to understand how these skills can be applied across the curriculum and, more importantly, brought home to them the crucial role literacy and numeracy play in working life.’

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shoreham Academy’s innovative approach to the year 7 curriculum has been five years in the making. To help its newest students settle into the academy and give them the strong grounding in the skills they will need to succeed in the secondary curriculum, the academy delivers a ‘Competency Curriculum’ which is based on the Royal society of Arts’ (RsA) ‘opening Minds’ approach to learning.

As part of the Competency Curriculum, students spend ten hours a week with the same teacher in the same specifically designed classroom where they cover the majority of the traditional curriculum content in a unique way. All the lessons are carefully woven into half-termly topics with learning objectives focused around a set of ‘competencies’ or skills such as applying creativity or emotional awareness. These make learning a more conscious experience and assist students in becoming independent learners.

As an example of how the academy is delivering the curriculum, one of the topics students studied was ‘Global Community’. Within this, students learnt about international cultures with a particular focus on a comparison between the geography, infrastructure and customs of south Africa, Brazil and the UK. As part of this, teachers also interwove the topical subject of the olympics, its history and the effects it can have on a country.

During the Global Community topic lessons, students explored out of Bounds – a series of short stories by Beverley naidoo. The learning objective for studying these emotionally charged stories was to highlight key competencies such as empathy

and respect for cultures. in addition to studying the text, the academy reinforced these competencies through independent iCT research, drama role-play, analysis of photographic footage, showing selected parts of the film invictus, and a very impressive guest speaker who gave a personal account of their experience of apartheid.

The curriculum is versatile and can be adapted to counter academic inconsistencies that may require specific intervention. over the last two years the department has implemented a literacy focus including library time, spelling intervention and competency specific assessment foci.

Anecdotal feedback from the year 7 students shows they are thriving as a result of the Competency Curriculum which they affectionately refer to as ‘Comp’. it has made the transition from primary school much smoother and has enabled students to tackle the secondary curriculum with ease and confidence; as one student puts it: ‘the Comp allows me to take risks and be more creative in lessons’.

in the academy’s most recent ofsted inspection, in which it was judged to be ‘outstanding’, inspectors commended the Competency Curriculum stating:

‘The year 7 competency curriculum is an example of the academy’s innovative approach to developing students’ core skills. This curriculum innovation has resulted in improved literacy and numeracy levels for year 7 students.’

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year 7 Competency Curriculum at SHorEHAM ACAdEMY

Stuart Comben, Competency Curriculum leader, says:

‘you only have to witness the class dynamics or listen to the remarks of the students to understand that the Competency Curriculum brings about not only a more settled transition from primary to secondary, but also a genuine enjoyment of learning.’

For further information, contact stuart Comben at stuart.comben@shoreham-academy.org

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skills and styles Week at Guildford High school is all about focusing year 9 minds on creative thinking and creative learning. over the course of the week students are challenged to stretch their imaginations and begin to develop some of the skills required for GCsEs and ultimately A Levels.

By taking year 9 students off timetable for a full five days in June, the school is able to devote the time and space for a series of sessions and activities that are both enjoyable and developmental.

Each activity the girls undertake is thinking-based and acts as a means of introducing them to concepts and approaches to problem-solving that will become more important as they advance through the school. indeed the themes of many of the sessions have been developed to correspond with those of university admissions tests.

The week comprises sessions on philosophy, critical thinking, physical challenges, current affairs, learning and revision skills, a science challenge and a whole day provided by an external company which involves thinking and debating challenges.

in addition, the girls have some study periods over the course of the week. in these sessions they work in a small group on a question set to them. The questions are open-ended and designed to make them think. Topics include ‘can censorship ever be justified?’ and ‘is there such a thing as society?’

They have to present their work at the end of the week by

presenting a talk, accompanied by a PowerPoint presentation. one member of the group also takes part in a balloon debate.

Finally, and always particularly popular, the girls enjoy a session on skin care and presenting themselves at interviews.

The impact of skills and style Week is seen across the curriculum. it reinforces the message to students that education is more than just knowing facts and that successful learning requires the development of a variety of approaches to a subject.

The Week is re-enforced by a study skills Day in year 10 which builds on the ideas taught in the Week and then as students are preparing for university admissions tests, the themes are revisited.

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For further information, contact Will saunders at william.saunders@unitedlearning.org.uk

will Saunders, the deputy Head who oversees the week, says:

‘The Week provides a great opportunity to introduce students to more mature forms of learning. it sets them up for returning to school in september with a new impetus and understanding of what is now expected of them in terms of their thinking and learning. But it’s also great fun and, as one participant this year said: “i learned to think outside my usual boundaries and to look closer at the evidence and facts presented to me. it taught me some really useful skills for life.”’

skills and styles Week at Guildford HiGH SCHool

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The introduction of an Advanced Performance Baccalaureate (APB) is reaping rewards for Barnsley Academy students who are becoming effective independent learners.

The APB, which runs across two years, comprises a series of assignments hosted on Barnsley Academy’s virtual Learning Environment. it is aimed at gifted and talented students from years 7 and 8, as well as other selected students.

Covering English, maths, science and iCT, the assignments are completed independently of lessons and are designed to promote independent study, deeper thought and resilience. With access via an interactive map to help make the process more accessible, students submit their assignments electronically, which are then in turn marked ‘pass’ or ‘fail’ by the teacher, along with supporting comments.

But whilst the answers are important, the real focus is on the process students follow to reach the desired outcome.

Launched at the beginning of each academic year, the academy hosts an advanced performance evening for the parents of its most able students, showcasing some of the exceptional work carried out by the students such as the award winning robotics club and the Warwick University young Researchers group.

As for impact, around half of those students enrolled on the APB are regularly accessing and completing assignments, with no encouragement from staff required.

Describing the positive impact the scheme has had nic Atkinson said:

‘one of the highlights for me was a “jaw drop” moment when a year 7 student brought me a complete model of the DnA double helix that he had completed as part of science assignment two, completely independently of his science lessons and without any help from the science staff!’

For further information, contact nic Atkinson at nic.atkinson@barnsley-academy.org

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Nic Atkinson, the academy’s learning director for Science explained:

‘our aim is to develop the skills needed to reach the right outcome, with this initiative giving our most able students access to working processes and content that we would normally expect from good GCsE and even A Level students.’

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several years ago, Hull Collegiate school decided it needed to make the time for teachers to sit down with students to discuss their reports. it was felt that, unless teachers went over the reports with students, the feedback given would go ignored.

over the past few years, the school’s approach to mentoring has become more systematic and embedded into the school calendar. instead of pulling students out of lessons for the one-to-one mentoring sessions, time is put aside during assembly time. The school’s vertical tutoring structure in which years 10 and 11 and years 12 and 13 are grouped together has made it much easier for tutors to mentor students whilst the rest of the school is in assembly. As different years are mentored at different times of the year, form tutors only have

to find time for about ten mentoring sessions at specific points rather than 20 which they would have to do if years were grouped separately.

These more manageable student numbers mean that more often than not the mentor is the student’s own form tutor. Consequently, the form tutor can follow up more easily on actions agreed during the mentoring sessions and can gain a wider picture of how well the student is progressing.

The purpose of the mentoring sessions is strictly academic which is why there is a greater emphasis on mentoring in the older years. students in years 10 to 13 have five mentoring sessions a year whilst students in years 7 to 9 have three. During their training, teachers are told that these sessions are not an opportunity to discuss any pastoral issues the student may have. if any pastoral issues are raised, they are passed on to the relevant staff member who can take this forward so that the focus of the mentoring sessions remains on the student’s academic progress.

For years 11 and 13, the mentoring programme revolves around the critical junctures in the preparation for students’ exams. if, following the mock exams in January, there are indications that students may not do particularly well in their GCsEs and A Levels, they receive assertive mentoring from a more senior member of staff. The Headmaster and other members of the senior Leadership Team will mentor these students to help them achieve the grades they need.

Mentoring at Hull CollEGiATE SCHool

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Experience indicates that, having benefited from the assertive mentoring programme, all students who had been at risk of not achieving five or more A* to C grades at GCsE, achieved these grades.

Mentoring, however, is not only for those students who are struggling academically; the school’s more able students are also benefiting from the encouragement and challenge that their mentors are giving them. students who are coping well with the curriculum can sometimes go unnoticed but the individual attention they receive during the mentoring sessions means that they are pushed to achieve everything of which they are capable.

isi inspectors were impressed with the school’s mentoring system. During their visit, students told them ‘how much they valued the mentoring scheme and how it had fostered their ability to take responsibility for their own learning’.

Going forward, there are plans to embed the mentoring programme further and involve parents. The school is looking to include in the students’ planners the form which is used to discuss strengths and weaknesses and set targets during the sessions. This means that parents will have an opportunity to see what their child has discussed during their mentoring session and can support them in achieving their targets. There

is also the potential to invite parents to the child’s mentoring sessions. This would be voluntary for the parents but would be an excellent way of involving them in their child’s progress.

For further information, contact Carol Holt at carol.holt@unitedlearning.org.uk

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Carol Holt, Assistant Head – learning, who first introduced the mentoring programme, says:

‘Whilst this is very time consuming for the staff, it is well worth the effort. Giving pupils the individual attention they need is really paying off. it means that no pupil is allowed to fall behind or coast and ensures that we bring out the best in every single pupil.

‘The pupils greatly enjoy their mentoring sessions and appreciate the individual attention they are given. They all look forward to sitting down with their tutor and feel motivated to work towards the targets they have been set.

‘it isn’t just the pupils, however, who are benefiting from the mentoring sessions. The teachers themselves are really enjoying getting to know their pupils better and gain a great deal of satisfaction in helping pupils increase their rate of progress.’

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An award winning student peer mentoring scheme at Caterham school pairs over a third of students with a sixth Former as a source of advice, encouragement, support and challenge.

The student Lead Learner Programme or ‘study Buddy’ as it is affectionately known won the independent schools Award for the Education initiative of the year in 2011. it typifies the sense of community at the school where students and staff alike support and encourage each other to achieve their best.

As ‘study buddies’, students meet formally once every week for 20 minutes to discuss everything from how to memorise vocabulary to managing long term projects, from making choices for GCsE subjects to adopting study skills that match their preferred styles of learning. Many study buddies also meet informally over lunch or in the library to develop their bond yet further.

The Programme has grown and developed since it was first introduced in 2009 when 28 sixth Form students volunteered, were trained in coaching and mentoring skills and then paired with younger students to assist in all matters academic.

The following year numbers grew to 58 pairings, and the scheme now involves nearly 400 students, with every student being involved on an entirely voluntary basis. The Programme covers every year group in the senior school and the full ability range, from those who need stretch and challenge to those who need more academic support. such is its impact that all year

11 students who had been ‘buddied’ in their GCsE year have volunteered to become mentors themselves in the sixth Form.

As one year 10 student puts it:

‘My study buddy and i interact and chat easily and a sense of trust has built up. He is now the first person i turn to for help.’

Building on its success, the Programme has developed to encompass Gifted and Talented students; for example a year 7 doing A Level maths questions is paired with a sixth Form mathematician or a year 8 doing spanish with a sixth Form Hispanist to complement the two existing languages in her normal curriculum time.

Furthermore, a new element is being piloted; the ‘study Champion’ scheme, where trained students participate as assistants to teachers in lessons with younger students.

For further information, contact Kim Wells at Kim.Wells@caterhamschool.co.uk

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study Buddy at CATErHAM SCHool

Kim wells, director of learning and Teaching, who introduced the Programme, believes it underpins the ethos and values of the school:

‘As a high-performing independent school, one might expect our focus to be solely on academic achievement but programmes such as study Buddy give our older students an additional set of skills. For our younger students, the scheme provides peer level support that, at that age, can be particularly important and motivating. We want to make sure that our students have the ability to think for themselves, a deep understanding of how they learn, the ability to explain this to others and therefore to coach other students to help their own studies.’

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Forest school and outdoor Learning at HANwEll fiEldS CoMMuNiTY SCHool

All pupils, from Reception to year 6, at Hanwell Fields Community school are discovering new skills in the forest.

The Forest school provision and curriculum offers a completely new environment in which to learn, introducing pupils to a whole range of outdoor skills. This has impacted on the classroom with pupils showing increased language development, a broader vocabulary range, new leadership skills and greater confidence.

Head Teacher Jane Haggitt says:

‘Come rain, shine or snow our pupils thoroughly enjoy the time they spend at Forest school. The fresh air and exercise have a very positive impact on them and they are eager to discover new and interesting features of the outdoor environment.

‘it is a completely inclusive environment and it is a pleasure to see all of our pupils growing in confidence and enjoying physical activities they have never attempted before.’

Activities such as making camp fires, creating nature trails and den building are providing opportunities for learning skills in new ways. By developing abilities such as logical thinking, cooperation, problem solving, risk taking and perseverance some pupils – particularly boys – are emerging as strong leaders. it is noticeable that some pupils who are generally more withdrawn within the classroom environment find a platform to show their leadership potential.

Teachers, who accompany Forest school Leaders, observe their pupils developing these new characteristics as they work and play together in the forest setting. This has been validated by ofsted who found evidence to show that pupils are developing their ‘personal and social skills as well as thoroughly enjoying themselves in the forest environment’.

For further information, contact Jane Haggitt at head@hanwellfields.org

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A concentrated and co-ordinated focus has helped place sheffield Park Academy at the very heart of its community.

Located in an area which offers a significant degree of challenge due to deprivation, high unemployment and local tensions, the academy’s role within the community is of critical importance both for its reputation and for making a positive difference in the area it serves.

A dedicated programme of engagement has been introduced, led by Deputy Principal Craig Dillon, with activities including:

n The establishment of a parental engagement group which meets six times a year;

n An electronic survey of parents and exit questionnaires at every parents’ evening, with actions on feedback helping drive up attendance at these events;

n The introduction of a new system to monitor and analyse the number of parent/carer meetings taking place at the academy;

n Regular attendance at neighbourhood action meetings;n Community Day, which is now an annual event, when the

academy works in collaboration with a range of agencies across sheffield to stage a wide variety of activities;

n ‘in2Change’, delivered in conjunction with south yorkshire Police, sheffield Futures and the youth offending service, which sees students engage with prisoners at a mock prison facility, with the aim of ensuring they do not end up within the criminal justice system.

The academy’s relations with its feeder schools have also been a key area of focus, with the formation of a new transition team and regular meetings with primary heads via the forum of the Locality C Learning Collaboration. This has led to a marked change in perceptions and relations within the local community. Positive feedback has also been received from local Councillors and community leaders, as well as from the police and other agencies.

For further information, contact Craig Dillon at craig.dillon@sheffield-academy.org

n Community Engagement at sheffield Park Academyn Friday night Project at The Regis schooln Partnership with Marlborough College at swindon Academy

Community Engagement at SHEffiEld PArK ACAdEMY

Craig dillon, deputy Principal, explains:

‘We are also fully engaged with a range of voluntary and charitable sector organisations in the area with our latest project seeing students build a website to advertise the holiday activity programmes run by Activity sheffield, sheffield Futures and the local youth clubs.’

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As a specialist sports college, The Regis school is committed to sharing its sporting facilities and expertise with its local community. one of its most successful community programmes is the Friday night Project.

As the name suggests, every Friday night the school welcomes adults with learning difficulties from a local care home. Each week, the 18 adults enjoy an hour’s dance tuition from the school’s professional dance coaches in its spectacular dance studio. The coaches are supported by sports Leaders who are in years 10 to 13 at the academy. These students, who have completed a sports leader training programme, volunteer their time on a Friday night to help out at the sessions.

During the lessons which have been running for three years, the participants learn routines for a variety of different dances which they perform at the termly dance show. The Friday night Project has had a massive impact both on the adults as individuals and as a community. it has improved their co-ordination and timing and gives them a huge boost in confidence. As a support worker puts it:

‘it gives them a chance to express themselves through dancing and being with other people that they have not met before. it has given them the opportunity to exercise and keep fit whilst doing something that they all enjoy.’

The interaction with other people has greatly improved the adults’ social skills and the support workers report that this has resulted in a more harmonious community at the care home where they all live together.

For further information, contact Mel Walton at mwalton@theregisschool.co.uk

Mel walton, director of Specialism (Sport), says:

‘We are very proud to host the Friday night Project and heartened to see how much enjoyment the participants get out of each session. The student sports Leaders, who voluntarily give up their time, are an inspiration to other students to use their skills and talents to make a positive contribution to the wider community.’

Friday night Project at THE rEGiS SCHool

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Forged in 2007, swindon Academy’s partnership with Marlborough College is delivering tangible benefits to students and staff at both schools. The partnership was first established as a means of opening the eyes and broadening the horizons of students and to raise aspirations.

As the academy has become more established, the aims of the partnership have been honed to give it more of a focus. Recent partnership developments have, therefore, stemmed from the synthesis and evaluation of previous practice. There is a particular focus on the transition to secondary school which means the partnership has become a key component of the academy’s marketing strategy.

At the heart of the partnership is a definition of what a ‘partnership student looks like’ and each partnership activity is designed to enhance and develop at least one of the following defined qualities:

n An awareness of the wider world and the part the student might play in it;

n High and broad aspirations;n Confidence and resilience;n Tolerance of diversity;n independence of thought and attitude;n Willingness to face a challenge.

Based on these defined qualities, the academy has worked with Marlborough College to develop a programme for each year group from year 5 upwards. This phased programme begins with a Reading Buddy scheme where College students help academy pupils in years 5 and 6 with their reading.

in years 7, 8 and 9, 15 of the academy’s most able students from each year group attend Marlborough College for extension and enrichment delivered by subject specialists on Friday afternoons. such enhanced learning opportunities seek to stretch and challenge the students. The schools also run a year 10 exchange programme in which students from both schools visit each other’s sites and participate in two days of learning. By learning in a different environment, the students gain an appreciation of the wider world of learning and develop an understanding of the strengths of both learning environments.

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The academy’s sixth Form students benefit from Marlborough College’s established university preparation and careers guidance courses. They are invited to attend Marlborough’s interview Practice Day and its annual Careers Fayre and receive guidance in the writing of Personal statements through pre-prepared and shared material.

The partnership is far wider than providing just academic support; there are also a number of enrichment opportunities for the students. The academy’s year 6 pupils are invited to make use of the College’s swimming pool whilst talented sports students at Marlborough act as role models to students in the academy’s years 7 and 9. As well as improving engagement in a range of sports amongst the academy’s students, this programme provides an opportunity for the College students to teach and coach within an alternative context.

The partnership is also an integral component of the academy’s marketing strategy and a number of joint events are held for year 5 pupils at feeder primary schools to illustrate the strong partnership that exists. For example, year 5 feeder primary school pupils participate in the Marlborough College nature Trail which raises awareness

amongst pupils and their parents of the facilities and resources offered by the partnership.

The partnership is developing apace with countless plans for enhancements including a pilot programme for years 7, 8 and 9 which teaches them advanced maths and science. A particular highlight of the forthcoming academic year, which was requested by the students, will be the projected year 9 ‘Play in a Day’ in which staff and students from both schools will work collaboratively on a drama production to be performed at both schools.

The academy is also keen to give something back and is working to identify specific areas of practice that it can share with the College. Academy teachers are already engaged in support for the development of a new photography course at the College.

Anthony Whitefield, a former swindon Academy student who went on a trip to italy as a result of the partnership, said:

‘How can i ever thank all those of you who made this link possible for me? What an amazing experience i’ve just had, going to italy with Marlborough College. i’ve experienced such a massive buzz, enjoying every aspect from getting a small taster of italy’s culture and arts to the challenge and exhilaration from the climbing and hiking.

‘These opportunities i have had with Marlborough College such as Duke of Edinburgh’s Gold and the Dolomites have helped shape my future significantly. i want to be fully involved with climbing and hiking clubs at university.

‘i think it’s really important that these experiences are encouraged and continue to be offered to as many students as possible. it allows and encourages students to broaden their horizons.’

For further information, contact Rachel Brindley at rachel.brindley@swindon-academy.org

rachel Brindley, Vice Principal, says:

‘At its heart, the partnership with Marlborough College seeks to increase tolerance and openness amongst both sets of students. Whilst located relatively near each other, the students come from very different backgrounds and approach their learning in completely different ways. it is extremely encouraging to see how well the students work together and how, despite their differences, they have found a way to interact together very successfully.’

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The sense of groupness between United Learning’s independent schools and academies is never stronger than when all students come together in a joint activity. one such activity was the premiere performance of the King James Bible oratorio in Westminster Abbey on Remembrance sunday in 2011.

Led by the Music Department at Lincoln Minster school, students from across United Learning learnt to sing the new ten movement oratorio which had been commissioned as a gift to the group from the previous Group Chief Executive sir Ewan Harper and his wife Lady Harper to celebrate the 400th anniversary of the King James Bible. The oratorio, which was composed by acclaimed composer Howard Goodall and entitled Every Purpose Under the Heaven, set some of the Bible’s best loved passages to music including Genesis, Psalm 121 and Ruth.

students learnt their individual parts at their own schools before coming together for a day of rehearsals in Lincoln Cathedral led by Howard Goodall himself. As well as benefiting from the expert and professional advice of Howard Goodall, the students had a chance to meet and get to know their peers from across the country.

students from almost all United Learning schools were represented and were able to hear the piece for the first time with its full orchestration in the magnificent acoustic of Lincoln Cathedral. The players were assembled from some of the most advanced instrumental students from across the group with a few solo parts being taken by professional players, including some of the group’s own alumni. it was an intense day of rehearsal but there was time to enjoy the hospitality of Lincoln Minster school at lunchtime and many

students were interviewed for a video documentary of the day.

The performance on the evening of Remembrance sunday was a tremendous success with the audience giving a standing ovation to the 60-strong choir.

For further information, contact Aric Prentice at aric.prentice@@unitedlearning.org.uk

n King James Bible oratorio led by Lincoln Minster schooln iCT across the Groupn Best in Everyone induction Conferencen United Learning Masters Programmes

Aric Prentice, director of Music at lincoln Minster School, said:

‘Whilst the actual performance was incredibly exciting for our students and was an experience they will never forget, they really benefited from working with their peers from schools across the group. The day of rehearsals a fortnight earlier was in fact the most critical part of the whole project. Whilst the students had been learning their own vocal parts in isolation from each other, it was very encouraging to see how well they came together to sing as a choir.

‘Creating opportunities for students from across the group to work together is an invaluable way of broadening their horizons and celebrating the talents of all our students.’

The oratorio has already received further performances in 2012 in both Lincoln and Blackpool and a recording of the work is in the pipeline on the Decca label, sponsored by Classic FM. Performances have also been scheduled for october in the northern and southern halves of the country, again incorporating students from the whole group. These will be held in sheffield and southwark Cathedrals.

King James Bible oratorio led by liNColN MiNSTEr SCHool

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Working with schools across the country, our E-Learning Team enables teachers hundreds of miles apart to share ideas, resources and practice.

one of our most popular and successful initiatives is ‘Learning objects’, which is a website that all teachers across the group can access to download excellent resources for use in their lessons and across their professional development.

The learning objects site houses:n nearly 20,000 video clips which teachers can quickly search

through for use in lessons by subject, key stage and key words. As one teacher put it: ‘This is the most amazing collection of videos i have ever seen and they are all brilliant for education.’

n A bank of over 1,250 ‘flipcharts’ which are learning resources created by teachers and uploaded by them in order to share with their colleagues across the group. This bank cuts down the time our teachers need to spend on planning new lessons and it is an easy and convenient way for them to share consensually the work they are proudest of.

n Training materials and courses that teachers can access from home and from work for their personal professional development. This is the newest aspect of the site but it is being used increasingly widely.

one of the E-Learning Team’s initiatives is the introduction of handheld ‘ActivExpression’ devices in classrooms. A handheld device is given to every student, enabling teachers to engage their whole class at once on any question or topic area and

instantly get their feedback. Teachers using these devices have said that, with the right support and training in how to use them, the devices have become an essential component of what they do in the classroom – a way of improving the quality of learning rather than just a novelty.

As well as providing the platforms which enable our schools to connect with each other online or use innovative iCT resources, the E-Learning Team provides training to make sure these are accessed by everyone and not just our most technologically savvy teachers.

For further information, contact Geoff Gould at geoff.gould@unitedlearning.org.uk

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Geoff Gould, the E-learning Team leader comments:

‘All of us within the E-Learning team are intrinsically very interested in technology and innovation. But one thing we would never do is encourage the use of iCT for iCT’s sake; everything must come back to the fundamental question of whether it will improve the quality of teaching and learning in our schools. if the answer to this looks like a “yes”, our team will investigate further, pilot the initiative where necessary and then implement it. The result of this is that iCT is used to add depth and breadth to the learning experiences of our students and to increase the range of ways in which our teachers can deliver lessons and pursue their own professional development.’

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Every August, the Best in Everyone induction Conference is held to welcome colleagues into the group. over two days, the Conference introduces new arrivals to our senior staff, giving them an understanding of the scope and diversity of United Learning and the opportunity to engage with the group values, vision and ambitions.

We want to show our commitment to our staff right from the start of their career with us, and thus give an indication of the ‘learning organisation’ culture that they are joining. Delegates come away with a sense of what is distinctive about us and the cross sector collaboration, national reach and the high standards we seek.

The Best in Everyone Conference covers a host of interactive workshops and networking opportunities. To meet the diverse needs of all the staff that attend, we offer a range of workshops tailored to different interests and career stages. Different streams of programmes address the specific needs of newly qualified teachers, teachers early in their career, experienced primary school teachers, secondary teachers, middle leaders and senior leaders.

in addition to core training, there is a range of elective sessions on subjects such as excellent teaching and learning, inspiring leadership in students, raising aspiration through literacy and behaviour for learning. in addition we provide differentiated sessions to help teachers improve their use of interactive whiteboards.

Feedback from participants suggests how much they value the Conference as an introduction to United Learning and as an opportunity to understand that they are not only valued as colleagues but that their personal training and development is high on our list of priorities.

Given the success of the Conference, demand from participants has encouraged the development of a further initiative of a ‘returners’ conference for staff who have been with us for a year. This will continue to build the momentum and engagement from the first induction conference, and offer another opportunity to meet again and share experiences.

For further information, contact Josie Maydon at josie.maydon@unitedlearning.org.uk

Josie Maydon, People development officer explains why the Conference is so important:

‘in planning the Conference, we want attendees to leave fired up by the challenge of teaching in our schools and sharing our vision of becoming the best educational provider in the country. The networking element of the Conference is also really important as it encourages cross-sector collaborations between people from our schools. We hope that these group-wide networks will continue to build once back in their schools, providing support and inspiration for individuals throughout their career. Feedback from the Conference is always positive, and colleagues begin the academic year with a real buzz, feeling positive about their new home.’

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As part of our commitment to developing staff, United Learning offers staff the opportunity to follow two Masters programmes. The MA in Educational Leadership and Management is delivered in partnership with the University of Warwick whilst the Teacher Leader Programme is delivered in partnership with Sheffield Hallam University.

The MA in Educational Leadership and Management seeks to develop leadership skills and practices. It is suitable for school leaders at all levels and is intended to enable participants to develop and improve their abilities as educational leaders and innovators. It is a three year programme which includes six to eight delivery days each year including a residential course.

The course consists of taught sessions as well as an action research project on school leadership. The programme content is a hybrid of input from the Warwick Institute of Education, Warwick Business School and United Learning itself.

Each year 25 of the group’s exceptional teachers are nominated by their Head Teacher for the Teacher Leader Programme. Introduced in 2007, the programme caters for those teachers who wish to develop their pedagogical skills and progress in education whilst remaining predominantly in the classroom. The programme is therefore more pedagogically focused than the Warwick MA and includes a period of classroom based research within the teacher’s own school.

In addition to the Masters Programmes, the group works in partnership with Future Leaders and Teaching Leaders

to nurture and develop our middle and senior leaders. The Future Leaders programme accelerates people into more senior leadership positions whilst the Teaching Leaders programme seeks to strengthen the leadership skills of middle leaders.

As group-wide programmes, the courses give staff an opportunity to meet and learn from other United Learning teachers. This networking opportunity is greatly welcomed by participants who have said they find it ‘reassuring to meet up with like-minded people who experience similar successes and the same challenges’.

Feedback from participants has been incredibly positive with many describing the courses as ‘enthusing’, ‘relevant’, ‘inspiring’, ‘rewarding’, ‘thought-provoking’ and ‘very informative’.

One participant commented:

‘I thoroughly enjoyed the training and networking with great colleagues from United Learning. It was an outstanding opportunity to share and develop cross-sector initiatives. This is the best training I have had since NPQH.’

For further information, contact Josie Maydon at josie.maydon@unitedlearning.org.uk

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Josie Maydon, United Learning’s People Development officer, said:

‘The two Masters programmes have been a resounding success and are greatly valued by the staff who participate. As well as improving the overall standard of teaching and leadership across our schools, the Masters programmes demonstrate our commitment to investing in our staff and supporting them to develop and progress their careers.

‘The graduates of these programmes are taking on more senior roles within their schools and are making a significant impact on the standard of teaching and ultimately on the outcomes of students.’

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United Learning comprises: UCsT (Registered in England no: 2780748. A company limited by guarantee. Charity no. 1016538) and ULT (Registered in England no. 4439859. An Exempt Charity) vAT number 834 8515 1200