Autumn 2016 | issue one
Leigh Academies Trust
Review
of the Academic Year 2016
We are grateful to everybody who
has helped us make this year a
success. We hope you will enjoy
reading our ‘Review of the Year’ and
look forward to many more good
news stories to follow in 2016-17.
Shaping Lives, Transforming Communities
WHAT’S INSIDE
A message from the
Chief Executive
Academies and multi-academy trusts have come in for a
bit of a bashing in the media over the last twelve months.
In some cases, this has been rightly deserved. Too often,
though, it has been at the expense of all the great news
stories, the ones about how thousands of committed professionals strive
tirelessly each day to give children the very best start in life. Fortunately, not
all multi-academy trusts are the same. Whilst the small minority that underachieve or misbehave are the ones that hit the headlines, the vast majority are
giving young people a bright future, often against the odds.
Results 2016................................................... 3
In Leigh Academies Trust we have a very powerful mission: to shape the
lives of young people for the better through high-quality education and, in
doing so, to transform the communities in which they live. Simply put, we
call this: “Shaping Lives, Transforming Communities”. We are one of the larger
multi-academy trusts, with a longer track record of success in the education
sector than most. We only have one bottom line and that is the success of
our students. We are educationalists first and foremost. Our staff are good
people who are driven by an abiding passion to make a positive difference for
children. There is no cause that is more noble or important.
New Employer Engagements................11
Ofsted Reports.......................................... 4-5
New Schools................................................... 6
New Leaders................................................... 7
New Buildings................................................ 8
New Events & Ideas...............................9-10
Plans for 2016/17........................................11
The challenges we face are getting no easier. The expectations on schools
and young people today are probably higher than at any point in history.
Regardless of what you sometimes read in the media, the English schooling
system is in good shape. We will carry on rising to the challenges that face us
and do our best each day to give young people the best start in life. We have a
clear set of objectives that guide us in all we do. We summarise them thus:
What we stand for:
•
High ideals, strong moral values and boundless ambition to achieve
excellence for all;
•
Strong collaboration and teamwork so that we are much greater than the
sum of our parts.
What we value:
•
A ‘can-do’ attitude towards continuous improvement and innovation;
•
Creating confident young adults with high levels of resilience and integrity.
What makes us distinctive:
•
Small-school, ‘human-scale’ education to personalise the educational
experience;
•
An enterprising culture to create close partnerships with
industry and other educators.
Did you know...
63% of pupils achieved C+
in English and Maths GCSE
in LAT in 2016
Vision and Values
Shaping Lives, Tra
innovation open to all.
Launch an LAT prize for
Awards Dinner.
Organise the inaugural LAT
members.
community by 1,500 new
Increase the LAT Alumni
pupils in our
ss mentors working with
Achieve 50 more busine
academies.
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50 employers engaged with
• Produce an additional
academies.
vision,
understanding of the Trust’s
• All staff report a good
values and objectives.
the Board’s strategic
with
line
in
Trust
the
Grow the size of
plan.
Academy.
Cherry Orchard Primary
• Successful launch of
gton Academy.
Jupiter College at Wilmin
• Successful opening of
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tion
Inspira
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• Successful develo
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• At least one secondary
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the International Baccal
• Develop a fourth Trust
• Three academies launch
Careers-related Programme.
•
•
•
•
Trust Performance
OBJECTIVE 2
2016-17
2
www.leighacademiestrust.org.uk
www.leighacademiestrust.org.uk
ities
sforming Commun
Shaping Lives, Tran
Agreement
OBJECTIVE 4
ss of our workforce.
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no academy above 20%.
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the Trust is at least good
• 90% of teaching across
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• 90% of
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Leadership Programme.
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tion offered by the Trust.
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ation Stage children achiev
• 75% of Early Years Found
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What we valu
OBJECTIVE 3
Simon Beamish
Chief Executive
OBJECTIVE 1
What we stand for:
e:
• High ideals, stron
g moral • A ‘can
-do’ attitude
values and boundle
ss
towards continuo
ambition to achieve
us
improvement and
excellence for all;
innovation;
• Strong collabora
tion and • Crea
ting confident
teamwork so that
we are
young adults with
much greater than
high
the
all stakeholders,
of the Trust amongst levels of resilience and
sum
ation
our
reput
theof
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Grow
s.employers.
integrity.
especially teachers and
unities
What makes us
distinctive:
• Small-school, ‘hum
anscale’ education
to personalise the
educational expe
rience;
• An enterprising
culture to create
close
partnerships with
industry and othe
r
educators.
Results 2016
Primary
GCSE
A Level
In July we received our provisional
Key Stage 2 (KS2) outcomes. These
cannot be compared to previous years’
outcomes as the curriculum and tests
are entirely new. The majority of our
primaries serve very disadvantaged
catchment areas. We can be proud that
we have matched and even beaten
national averages in many cases in
what has been a year of real turmoil in
the primary sector.
In August Leigh Academies Trust
celebrated a magnificent set of GCSE
results. Against a backdrop of decline
nationally, where scores tumbled
again across the full range of subjects,
LAT academies surged forward.
Overall, 63% of pupils achieved the
gold standard of A*-C in English and
maths compared to 56% of pupils
nationally. In English, 81% of pupils
achieved A*-C grades against just
over 60% nationally. In maths, 66%
of LAT pupils achieved A*-C versus
61% nationally. There were many
more successes across the full range of
subjects. Roughly one in five students
achieved the English Baccalaureate
and our Attainment 8 score beat the
national average.
Also in August, students and staff
celebrated the Trust’s best A-Level
grades on record. Based on provisional
data across the Trust, 34% of all
grades were A*-A (national average
= 26%). The pass rate was 98%
(national average = 98%). In addition,
76% of all grades were C or better.
The average grade achieved by
students was C+, in line with the
national average. Given that five of
our six secondary schools are nonselective and surrounded by the Kent
grammar school system, to match and
even beat national averages is a great
testament to the hard work of staff
and students.
In the Early Years Foundation Stage,
70% of children reached a good
level of development in LAT against
a national average of 66%. In Year
1 Phonics tests, 79% of children
achieved a pass grade against 77%
nationally.
It turns out that only 53% of pupils
at KS2 nationally have met the new
national standard in reading, writing
and maths. The provisional LAT pupil
average is 54%. Nationally, 66% of
pupils achieved the national standard
in reading. In LAT, the figure was 64%.
Nationally, 74% of pupils met the
national standard in writing, whereas
in LAT it was 84%. In maths, nationally,
the figure was 70% against 69% in
LAT. Lastly, for spelling, punctuation
and grammar, 72% of pupils met the
standards nationally against 75% in
LAT.
We are especially delighted that The
Leigh Academy, Stationers’ Crown
Woods Academy and Mascalls
Academy achieved the best headline
scores in their histories, with 66%,
70% and 60% of pupils achieving A*-C
in English and maths respectively. At
The Leigh UTC, half of pupils achieved
the same benchmark in the Academy’s
first year of GCSE results, making it the
highest-performing UTC nationally.
It is worth noting that five of our
six secondary academies are nonselective high schools, surrounded
by Kent grammars which admit the
highest-attaining 30% of pupils at age
eleven.
Commenting on results in 2016,
Simon Beamish, Chief Executive, said:
“It’s not easy to keep getting better
when the rules keep changing and the
bar keeps being lifted. Despite all of
that, our staff and students have done
it again. They impress us every year
with their remarkable efforts to go one
step better. The Trust is about being
courageous, innovative and successful.
That approach has worked yet again.
We wish all of our students well as they
move on to the next stage in education,
employment or training.”
Shaping Lives, Transforming Communities
3
Ofsted Reports
Molehill Primary
Hartley Primary
In December 2015, Ofsted inspectors visited Molehill
Primary Academy. LAT took on this school with serious
weaknesses from another multi-academy trust in March
2015, following a request from the Regional Schools’
Commissioner. The school had been in an Ofsted category
of concern for a very long time before LAT came along. We
were delighted with the outcome of this inspection, which
removed the Academy’s serious weaknesses status and
judged leadership and capacity to have improved to good
overall.
In March 2016, inspectors came to Hartley. We were
delighted with the outcome of the Ofsted visit. Hartley
becomes LAT’s first outstanding primary academy - the first
of many, we hope. We are very proud of the achievements
of staff, students and governors, who richly deserve all of
the praise contained in the inspection report. A summary is
given below:
Some comments from the report are given below.
“The rapid and highly effective action of the executive principal
since September, and her work as lead principal of the three
cluster schools prior to this, have brought about significant
improvements in teaching, pupils’ progress, attendance, safety
and behaviour.” “The executive principal has, with the board of governors
and Leigh Academies Trust, secured the confidence of staff
and pupils in the leadership of the academy. There is now a
shared sense of purpose, drive, enthusiasm and determination
to continue and increase the pace of improvement. Staff
morale is high. One member of staff expressed a view shared
by many with the comment, ‘The atmosphere in this school
has changed enormously. The children and staff have a
greater sense of purpose and there is a general calmness in the
school.’” 4
www.leighacademiestrust.org.uk
www.leighacademiestrust.org.uk
“The Principal of this outstanding school has been central to
its success. She is deeply respected by the whole community
since she has been responsible for driving up standards over an
extended period of time.” “Senior leaders benefit from highly-focused support from
Leigh Academies Trust. This is a multi-academy trust that
Hartley joined after it was converted to an academy. Senior
leaders from the trust keep a very close eye on the school’s
performance. They hold the Principal and her team to account
and broker specific support from advisers and consultants who
have the required expertise. For example, the trust’s director of
primary literacy works closely with teachers on a weekly basis
to ensure that standards in English keep rising.” “Governance is outstanding. The Chair of the Governing Body
is dedicated and committed to the school. He has supervised
successfully the progression of the school on its journey
from being a Kent County Council-maintained school. He
recognised the advantages of joining the multi-academy trust
and now leads effectively the governing body of Hartley and its
partner secondary school.”
Milestone Academy
Trust
Shortly after Hartley’s inspection in March 2016 came
Milestone’s. This inspection was a double first for LAT. It
was the first time one of its academies had retained its
‘outstanding’ badge on re-inspection and the first time that
the Trust has had two outstanding academies at the same
time. Once again, the Ofsted report was glowing. Some
extracts are given below.
In June we received a letter from Ofsted requesting a visit
to LAT itself. The reason for this visit was explained thus:
• “Pupils make exceptional progress and achieve outcomes
•
•
•
of which they, their parents and the staff are rightly
proud.”
“Since the conversion to an academy, provision has gone
from strength to strength. The strategic influence of Leigh
Academies Trust has had a significant impact on the
culture at the school, which is now rightly more focused
on pupils’ learning.”
“The Principal leads with warmth, compassion and
ambition for the pupils, their families and the staff at the
school. He is very ably supported by the vice principal and
has successfully pulled all staff together to work towards
delivering the school’s ‘core moral purpose’.”
“The quality of teaching is extremely effective. Learning
is personalised to the specific needs of pupils. Staff have
very high expectations and consistently promote pupils’
independence and expect them to do as much as possible
for themselves.”
“The visit is part of a focused period of evidence-gathering
to inform Her Majesty’s Chief Inspector (HMCI) about the
impact of effective leadership and governance in multiacademy trusts (MATs) that are performing strongly and
improving outcomes for pupils. Visits are being made to a
sample of MATs across the country. The findings of our visits
will feed into speeches, publications and correspondence
over the coming months and it is likely that your MAT will be
named as an organisation we have visited.”
We understand that LAT was one of only seven MATs
across the country contacted in this way. It is a real vote of
confidence in all we are doing. Included below is some of
the feedback from the visiting inspector about LAT and its
impact:
• The overriding message from everyone was that it’s
all about people, and that the work of all aspects
of the Trust is about making sure children, who
very often come from significantly-disadvantaged
backgrounds, get a good deal;
•
The Trust has a clear sense of an all-through vision;
•
There is a great deal going on and the Trust and its
academies are doing many difficult things that others
find too challenging;
•
Real economies of scale have been created through
the structure and operation of the Trust;
•
The Trust encourages businesses to play a strong
role within the MAT, particularly through the UTC,
governors and the work of the Education-Business
Partnership Manager;
•
The Trust contains very passionate, convincing
people;
•
LAT allows academies to develop their own ethos
and character, drawn partly from the communities
they serve, and this is a real strength within a strong,
supportive MAT;
•
The Trust has systems and structures which deliver
very strong accountability.
Other visits to our schools
In the autumn term, we welcomed colleagues from the DfE
to a selection of our schools. Their written feedback given
below makes for equally pleasant reading.
The Leigh UTC
“The UTC is providing an effective education for its students.
The curriculum is well matched to the UTC’s aspirations and
I saw many examples of innovative learning. The whole
College community and Leigh Academies Trust are focused
on ensuring the success of the UTC. Student engagement
with their learning is impressive and attendance and positive
behaviour indicators are all improving steadily.”
Dartford Primary
“It is clear from this visit that the amalgamation of the two
schools (St Albans Infants and York Road Juniors) has been
very successful. The academy presents as one united school.
Achieving this in a relatively short time is in no small part down
to the skill and determination of the principal, supported well
by the trust and, in particular, the trust’s CEO. The principal’s
priority to stabilise a secure teaching force for September 2015
has been successful, as has her attention to improving pupil
behaviour, which on the evidence from this visit is now very
good. She has the confidence of all who work with her, which
contributes significantly to their loyalty and commitment to
the school.”
Shaping Lives, Transforming Communities
5
New Schools
Eastcote
Primary Academy
In February 2016, Eastcote Primary
in Bexley joined LAT, becoming its
thirteenth academy. The school now
forms part of our South-East London
cluster with Stationers’ Crown Woods
Academy. It is already rated ‘good’ by
Ofsted and has an intake of 30 pupils
per year.
Langley Park
Primary Academy
In September 2016, Langley Park
Primary Academy opened in SouthEast Maidstone. It is a brand new build
and joins our Central Kent cluster of
academies. It will give places to 60
pupils per year, who will all enjoy
brand new, state-of-the-art facilities.
It has a specialist centre for pupils with
autism.
Cherry Orchard
Primary Academy
Looking further ahead, LAT will open
Cherry Orchard Primary Academy in
September 2017, following another
successful bid to Kent County
Council and the DfE. Like Langley
Park, it will be based in brand new
accommodation. Cherry Orchard will
be the first new school to open in the
Ebbsfleet Garden City, for 60 pupils in
each year group. It is another exciting
venture for LAT and we are privileged
to be leading it.
Other visits to our schools continued...
Maidstone Primaries: Molehill and Tree Tops.
“It was excellent, as I said to one of your colleagues, to visit two academies that I have seen on lots of pieces of paper but never
visited! I think it showed the value of these schools having joined LAT: you and your colleagues are clearly determined to make a
major difference, have capacity to help the schools and get them working together. I was impressed by the calibre of the leaders
I met, their honesty about the task still ahead given some of the issues - eg in writing; their understanding and realism in the
challenges around parental engagement; and some of the issues you face with PANs of 45 pupils.” (Regional Schools’ Commissioner)
6
www.leighacademiestrust.org.uk
www.leighacademiestrust.org.uk
New Leaders
LAT has a strong reputation for attracting and developing
leadership talent. We have been very fortunate to make
a range of excellent appointments to Principal positions
across the Trust this year.
We also welcome a number of high-quality leaders from
outside the Trust, who start with us this September.
Amongst them are:
David Millar, Executive Principal,
Stationers’ Crown Woods Academy
Carl Hassett, Head of College,
Wilmington Academy
Joins us from Oasis Isle of Sheppey
Academy, where he was Executive
Principal.
From Harris Academy, Greenwich.
Stephanie Guthrie, Principal,
Tree Tops Primary Academy
Will Monk, Head of College,
Mascalls Academy
Previously Executive Principal at
Madginford Primary in Maidstone.
From The Priory School, Bromley.
Sarah Goosani, Principal,
Hartley Primary Academy
Norman Doyle, Head of School,
Stationers’ Crown Woods Academy
Previously Head of School at
Eastbury Primary School in Essex.
From St Martin in the Fields School,
Lambeth.
Gemma Brierley, Principal,
Molehill Primary Academy
Before that, Vice Principal of
Tree Tops Primary Academy in LAT.
As well as new leaders, we welcome some new
appointments to key positions on our governing bodies
from this September.
Frank Green CBE becomes Chairman of
our Academic Standards Committee and
Vice-Chairman of Leigh Academies Trust.
Libby Fidock, Principal,
Langley Park Primary Academy
Before that, Principal of
Tree Tops Primary Academy in LAT.
Frank is already a LAT Director and up to
January 2014 was CEO of the Trust and,
later, Schools’ Commissioner for England.
James Nicholson, Chairman of Governors
and LAT Director, Mascalls Academy.
James is a Senior Relationship Officer at
Marsh Associates and before that worked
for Willis Group.
Garry Wilkes, Chairman of Governors,
Maidstone Primaries: Molehill; Oaks; Tree
Tops and Langley Park.
Before retiring in 2015, Garry was
Commercial Manager at Meggitt Defence
Systems Ltd.
Shaping Lives, Transforming Communities
7
New Buildings
LAT academies enjoy high-quality, state-of-the-art
facilities. The Trust has been fortunate over the years
to benefit from many millions of pounds of capital
investment in new buildings. Whilst much investment
from central government has been pulled back in recent
years, LAT continues to benefit from commitments to
new buildings.
Inspiration Academy @ The Leigh UTC
The Leigh UTC has admitted pupils from age 14 since it
opened in 2014. Due to its early success and rising pupil
rolls in the Dartford area, it has been asked to open an age
11-14 extension. Following commitment from Kent County
Council and the DfE, £12m has been pledged for a new
building to extend the age range of the UTC. This will be
called Inspiration Academy @ The Leigh UTC and will open in
September 2017.
Inspiration Academy @ The Leigh UTC
Dartford Primary Academy
piter
Jupiter
Jupiter College,
Wilmington Academy
As one of Kent’s most successful and
over-subscribed schools, Wilmington
Academy has also come under
pressure to admit more pupils. We
are delighted that Kent County
Council has pledged a further £6m to
construct a third college at Wilmington
called Jupiter College. This will take
the Academy’s published admissions
number to 240 pupils from September
2017. When Wilmington Academy first
joined the Trust in September 2010, it
admitted just 150 pupils per year.
8
www.leighacademiestrust.org.uk
www.leighacademiestrust.org.uk
Planned work to refurbish and
rebuild Dartford Primary Academy
will start this autumn. Under a central
government initiative called the
‘Priority Schools Building Programme’,
two thirds of Dartford Primary’s
section for juniors at York Road will be
refurbished and one third rebuilt. Plans
envisage modernised facilities for staff
and students.
Karen Major, Executive Principal,
Dartford Primary Academy
School Condition
Allocation
As one of the region’s larger multiacademy trusts, LAT receives a direct
government grant for investment
in the capital infrastructure of
its academies, called the School
Condition Allocation. Notable
projects over the last year have
included:
• New roofs – Molehill, Oaks,
Tree Tops and Dartford Primaries
• Security fencing –
Mascalls Academy
• Full toilet refurbishment –
Mascalls Academy
• Tarmacing of grounds –
Mascalls Academy
• New internal flooring –
The Leigh Academy
New Events & Ideas
Digital Media Centre, Stationers’ Crown Woods Academy
Working with our partners at The Stationers’ Company and with their generous
donations, we are constructing a state-of-the-art digital media centre at
Stationers’ Crown Woods Academy. The facility will promote specialist
workspaces and technology to support subjects such as media, computing,
photography and graphic design. It will be accessed by students in all year
groups as we develop a digital-media curriculum that underpins all subjects
across the Academy. The creative industries in general, and digital media in
particular, are major growth areas within the British economy. The digital-media
centre is a unique initiative and will play a major part in training young people to
excel in the content and communications industries of the future.
Small Schools –
Mascalls Academy
Mascalls Academy joined LAT in
September 2015. Since then it has
been formulating its own version of
the Trust’s small-school model, which
is so central to LAT’s success and core
to its mission. Significant investment
has gone into reorganising staff and
students and enhancing the site so
that the new model can be launched
this September. Mascalls Academy
will now have three colleges, each
with its own Head of College, physical
location, college staff team and around
450 pupils. They will be called Luther
King College, Earhart College and
Shackleton College. We look forward
to watching the success of this exciting
new venture at Mascalls.
Advanced Engineering
Apprenticeships,
The Leigh UTC
Supported Internships,
Milestone Academy
Apprenticeships are becoming a major
growth area for young people, but
they are rarely offered successfully in
schools. The Leigh UTC is now looking
to buck that trend by progressing
plans to offer Level 3 apprenticeships
in engineering from September
2016. They are working with SEMTA,
an educational partner, which will
validate key elements of the course.
The project has been advanced
with local businesses through a
number of breakfast events and an
apprenticeship launch on 9th June.
Milestone Academy and Kent
Supported Employment (KSE) are
working in partnership with local
employers to deliver a programme
of supported internships for Year 14
students from this September.
Six students are working with
businesses three days per week
supported by KSE, and continuing
their studies at the academy for the
rest of the week.
It is anticipated that this innovative
new programme will assist the
students to make a
Supported
smooth transition
Internships
in Schools
into employment at
the end of the year.
For more information
please email:
Janet Tidmas - janet.tidmas@
milestoneacademy.org.uk
Alicia Moyles - alicia.moyles@
kent.gov.uk
David Stenning - david.stenning
@kent.gov.uk
Kate James - kate.james@ke
nt.gov.uk
Simon Bounds - simon.bounds
@kent.gov.uk
aCongratulat
modelionsfor
on becoming
implem
a Supported
entingIntern!
text
Support provided
by Kent Supported
Employment in conjunction
Milestone Academy
and Leigh Academies
with
Trust
a model for implementing
Supported Internships
in Schools
September 2015 -
LAT & KSE can provide
•
•
•
examples of the following
Example of letter
to be sent home to
families
Flyer to be sent home
to families
Introductory Booklet
for Students
Shaping lives, transforming
documents:
July 2016
A
From a pilot study
led by
Leigh Academies
Trust in
partnership with
Kent Supported Employment
September 2015 –July
2016
communities
2
a model for implementing
Supported Internships
in Schools
Fujitsu Hub, The Leigh UTC
Fujitsu Hub, The Leigh UTC
The Leigh UTC is fast becoming an
incubator for new ideas and innovation
within the Trust. It has been selected,
along with eleven other schools
nationally, to become a Fujitsu IT hub.
Equipment and furniture has been
provided by a range of companies to
create the hub, which will extend the
development of computer science both
within The Leigh UTC and across local
primary schools. The hub, located on
the main top-floor plaza, officially
opened on the 22nd June and provides
a major focus for computing within the
building to match leading-edge facilities
already available for engineering.
Shaping Lives, Transforming Communities
9
New Events & Ideas
Teacher Recruitment
Trust Conference,
2016
We all know how challenging the teacher-recruitment
market has been over the last few years, especially
in shortage subject areas such as maths, science,
computing and engineering. To address that challenge
head-on, our HR Director and his team have worked
extremely hard to provide a full complement of expert
teachers in all subjects and year groups to start this
September. We have had much success with a wide
range of innovative teacher-recruitment initiatives this
year, following significant financial investment from the
Trust Board.
The fifth annual Trust
Conference for all 1,500
Trust employees took place
on 12th February 2016.
Once again, it was a superb
day, hosted at Longfield
Academy for back-officesupport staff and at
Stationers’ Crown Woods
Academy for teachers and
classroom-support staff.
The Chairman and CEO
addressed all delegates
on the day, thanking them for their tremendous efforts,
celebrating our successes and reminding them of our
shared values and goals.
International Baccalaureate Careers-Related
Programme (IBCP)
The IBCP is one of four integrated programmes offered by
the International Baccalaureate Organisation and delivered
in over 4,500 schools worldwide. It is a flexible, post-16
programme, combining academic, vocational and practical
learning skills. Students must follow a career-related course
and between two and four IB diploma courses, which are
offered at standard and higher level.
Looking forward to next year, we propose to hold
this key event in the Trust calendar in three venues
in Dartford: one for back-office-support staff, one for
primary teachers and classroom-support staff and one
for secondary teachers and classroom-support staff.
Guest speakers will inclue Sir David Carter, the National
Schools’ Commissioner.
LAT Leadership Programme
Over the last year, LAT has been developing its own middleleadership programme for launch this September. The aims
of the leadership programme include succession planning
for future tier-one and tier-two leaders. The programme
includes developing leadership skills through an academyfocused project aimed at closing an achievement gap.
The aims of the IBCP are closely aligned with the LAT16
vision. The wide range of courses available is very similar
to the current LAT16 offer. They are established courses
with specifications, guidance, past papers and exemplar
materials, which are available at the Online Curriculum
Centre. Every course contains between 20% and 100%
coursework. Examinations are taken at the end of the twoyear course in May, with results published at the beginning
of July and re-sit opportunities in November.
A pilot project in nine Kent high schools commenced five
The programme has been produced in conjunction with
years ago, with impressive results. Faced with sweeping
University College London’s Institute of Education (IoE),
national reforms at post-16, the LAT16 group has conducted
which will provide access to the latest research and
in-depth research and Wilmington, The Leigh and The Leigh
development ideas in education as well as utilising the
work of Professor Peter Earley, who will deliver the initial
UTC are proposing to join the Kent-funded initiative, along
keynote address. The IoE will also train delegates in the
with several other schools in the county. They will become
use of impact-evaluation techniques. The course
accredited IB World Schools, authorised to deliver the
structure contains a focused-leadership
IBCP from September 2017. The IBCP official launch
project, an introduction to coaching
will take place in September 2016.
techniques, a launch day and a celebratory
mme of
An exciting progra
event. Not only will delegates have an
contributions
in-house events,
university and
s
from a world clas
impact on their home academy, they will
to coaching*
an introduction
also present their findings at the Trust
Conference in spring 2017. The programme
will run for twelve months.
amme
LAT Leadership Progr
ring tier 1 and tier
conside
TLR holders who are
Aimed at successful
24 months
leadership within
2
LAT Leadership Programme
Induction Day
•
•
•
•
•
•
Meet other successful candidates
Course outline
Keynote speaker
Characteristics of highly effective leaders
Your own leadership strengths and areas for development
Your school improvement project – closing the gap
•
•
Formative teacher evaluation systems
Lesson observation as a development
tool
OfSTED inspection framework for
teaching, learning and assessment
The power of coaching
tion and an • ‘Starting with the end in mind’ – an approach to enquiry projects
For more informa
application form email r
Directo
Richard Taylor, HR
Unit 4
rg.uk Unit 1
[email protected]
Partnership working in a Multi Academy
Sustaining first-rate teaching over time
Trust
in by
•
How to evaluate good and outstanding
All applications due
•
Developing the self-improving system
pupil progress
4th July 10.00am
•
•
7 flexible units of
pment
professional develo
Unit 2
Leading staff and creating successful teams
(see overleaf )
•
•
In Conjunction with
* Fully funded by
the Trust
rming communities
Shaping lives, transfo
•
•
•
Unit 3
Effective whole school management
•
•
•
•
10
www.leighacademiestrust.org.uk
www.leighacademiestrust.org.uk
Creating a culture of success
Leading highly effective professional
development
Creating high performing teams
Dealing with underperformance
Collaborative learning within and across
academies through Drive Teams
Data to improve performance
Behaviour for learning
Student and staff welfare
A Curriculum to motivate learning
•
•
Developing school to school support
through a Teaching School Alliance
Getting the most out of school-centred
initial teacher training
Unit 5
Leading change
•
•
•
Characteristics of successful change
programmes
Change tools that support school
improvement
Professional attributes of successful
leaders of change
Unit 6
Research and development in teaching
•
•
•
Leading school-based enquiry and you
school improvement project
Current evidence about effective teaching
and learning
How to promote and lead R&D within and
between academies
Unit 7
Principles of Coaching
•
•
The power of coaching
Coaching models
New Employer Engagements
LAT
Central to LAT’s approach is an enterprising culture and
close partnerships with industry. In September 2015, the
Trust launched “LAT Working With Business”. Its objective is
to forge even stronger links between regional employers
and LAT’s academies. Below can be found a selection of
events and initiatives across our schools from this year,
brought about by the good work of LAT Working With
Business.
Lush Cosmetics supports research and
development project at the Leigh UTC
As part of a regular series of research and development
projects, students at The Leigh UTC were visited this week
by Lush Cosmetics, Bluewater. Chemistry students enjoyed
a fun-filled session, in which they made bubble bars and
worked on ideas for their own products.
Thank you to Lush Cosmetics for
supporting work at the Leigh UTC
- our students look forward to
working with you again in the very
near future.
The Telescope Bistro at
Longfield Academy links with
Hotel Campanile, Dartford
Professional-catering students at
Longfield Academy continue to work
with local employers and business and
we are proud to have developed a link
with the Hotel Campanile in Dartford.
The General Manager, Eddy Brosse, dined at The Telescope
earlier in the year and was amazed by the quality of service,
the menu and quality of food. Eddie is a regular tweeter so
do check out his comments about his experience!
Having achieved so much already, we have set ourselves
four key, ambitious objectives for 2016-17.
Vision and Values
Shaping Lives, Tra
What we stand for:
nsforming Commu
niti
es
What we value
:
• High ideals, strong
What makes us
moral • A ‘can-d
o’ attitude
values and bound
distinctive:
less
towards continuous
ambition to achiev
e
• Small-school, ‘huma
improvement and
excellence for all;
nholders,
scale’ education
innovation;
amongst all stake
• Strong collaboratio
ation of the Trust
to personalise the
n and • Creating
Grow the reput
confident
teamwork so that
and employers.
educa
orce.
we are
tional experience; especially teachers
young adults with
open to all.
iveness of our workf
much greater than
effect
with
high
the
prize for innovation
15%
Grow
under
s
the
.
• An
• Launch an LAT
er remain
levels of resilience ary teacher turnov
enterp
rising
sum of our parts.
ral LAT Awards Dinner
ers.
voluntand
inaugu
the
memb
Total
ise
•
new
• Organ
by 1,500
integrity.
20%. culture to create
close
Alumni community
good and 40%
in our
no academy above
is at least
• Increase the LAT
partne
working with pupils
rships with
ng across the Trust
business mentors
• 90% of teachi
• Achieve 50 more
industry and other
, with
outstanding.
to meet expectations
academies.
judged
engaged with Trust
are
yers
educa
staff
rt
emplo
tors.
50
suppo
• 90% of
an additional
Trust Performance
40% exceeding.
ete the new LAT
successfully compl
pants
• 90% of partici mme.
Agreem
Progra
ent
Leadership
the Trust.
School Alliance for
• Produce
academies.
g of the Trust’s vision,
a good understandin
• All staff report
ives.
values and object
’s strategic
with the Board
the Trust in line
of
size
the
Grow
plan.
Primary Academy.
of Cherry Orchard
gton Academy.
Wilmin
• Successful launch
at
e
g of Jupiter Colleg
the new
• Successful openin
tion Academy and
pment of Inspira
• Successful develoThe Leigh UTC.
primary
sports ground at
one secondary, one
existing schools,
• Add to LAT three
y.
one special
and
y
and one special academ
primar
one
for one secondary,
s.
• Bid successfully
school
open as free
academy due to
ay.
Trust cluster in Medw
• Develop a fourth
ng
• Launch a Teachi
Trust.
offered by the
y of education
a good
Grow the qualit
children achieve
Foundation Stage
• 75% of Early Years .
ations in
level of development
al Key Stage 2 expect
nation
meet
• 65% of pupils
and maths.
GCSE.
Maths
and
reading, writing
in English
achieve 9-4 grades
ss 8 score of at least
• 60% of pupils
ies average a Progre
• Secondary academ
ies.
+0.25.
in all secondary academ nding.
added
value
6
Ofsted Outsta
• Positive Post-1
ary academy is judged
e
• At least one second
ational Baccalaureat
ies launch the Intern
• Three academ
mme.
Careers-related Progra
s
g Communitie
s, Transformin
Shaping Live
OBJECTIVE 4
2016-17
OBJECTIVE 3
OBJECTIVE 2:
To grow the quality
of education offered
by the Trust.
OBJECTIVE 3: To
grow the reputation
of the Trust amongst
all stakeholders,
especially teachers
and employers across
the region.
OBJECTIVE 4: To grow
the size of the Trust in
line with the Board’s
strategic growth plan.
OBJECTIVE 2
OBJECTIVE 1: To grow
the effectiveness of
our workforce.
We look forward to working with existing partners and new
ones to make these important objectives a reality in the
year ahead.
OBJECTIVE 1
10: Plans for 2016/17
Shaping Lives, Transforming Communities
11
Shaping Lives, Transforming Communities
Our academies
Molehill
Primary Academy
Dartford
Primary Academy
my
y Acad
e
P ri m
ar
y
H
a r t le
STATIONERS’
CROWN WOODS ACADEMY
Leigh Academies Trust,
Green Street Green Road,
Dartford, Kent DA1 1QE
t: 01322 620 586
e: [email protected]
w: www.leighacademiestrust.org.uk
www.leighacademiestrust.org.uk
www.leighacademiestrust.org.uk
Leigh Academies Trust
is a registered company,
company no 2336587.
An exempt charity.
Please contact us:
t: 01322 626 609
e: [email protected]