2014 Impact Report

GREAT LEADERS MAKE GREAT SCHOOLS GREAT SCHOOLS CHANGE LIVES Mission and core beliefs Contents

Our mission is to raise the Every Child Foreword from Baroness Sally Morgan 2 Chair of the Board of Trustees achievement of children, All children can be successful, 3 regardless of background, and to regardless of their background Introduction from Heath Monk provide them with equal choices Chief Executive Officer No Excuses Our headteachers’ impact 4 and opportunities in life. Every excuse is a step on the road to failure Sustained improvement By developing a network of High Expectations Five years in: David Millar 6 exceptional school leaders, Children, staff, schools and communities Four years in: Glen Denham 8 will live up to the expectations placed upon them we are transforming challenging Initial impact Lead Learning schools and working to eradicate One year in: Matt Jones 10 The most important things that happen in schools educational disadvantage. One year in: David Hayes 12 happen in classrooms No Islands Priority areas: Coastal schools Grimsby: Nigel Whittle 14 When great school leaders work together, anything is possible Portsmouth: Natalie Sheppard 16 Start-up success Bradford: Luke Sparkes 18 London: Claire Edis 20

Our primary heads 23 Our senior leaders 24 The Future Leaders programme 26 Glossary 28

GREAT LEADERS MAKE GREAT SCHOOLS GREAT SCHOOLS CHANGE LIVES

Impact Report 2014 | 1 Foreword Introduction

From Baroness Sally Morgan From Heath Monk Chair of the Board of Trustees Chief Executive Officer

We have created one of the highest performing school This year we’ve made sure that more people can be improvement networks in England. Our expertise has involved in our mission, whilst remaining focused on developed hundreds of leaders who are dedicated to our central task of raising achievement and closing improving challenging primary and secondary schools. the attainment gap.

Leadership is not an easy business. This has been happening in London and Today the Future Leaders programme Whatever type of school they work in, Despite the challenges and risks involved, in our major cities since our first cohort in operates across the country with 330 all Future Leaders share one mission: to our newest cohort of Future Leaders is 2006. We’re now working in more rural participants. To date, 85 have been improve the life chances of disadvantaged the largest so far. They join a network of and coastal areas because these are the appointed to headships in primary and students. This year our heads increased leaders, all of whom are passionate, places where the underachievement of secondary schools. This year we welcomed the number of disadvantaged students dedicated and committed to transforming disadvantaged students is most severe. more than 100 new Future Leaders. getting five good GCSEs by an average of the life chances of disadvantaged children. Nigel Whittle and Natalie Sheppard, 4.2 percentage points, outperforming our July 2014: This report demonstrates that our work featured inside, have made this step percentage points comparison groups. We look for these qualities in Future +4.2 is making a clear and profound impact. already. We expect Future Leaders to Leaders because it is a moral imperative Improvement in disadvantaged The Trust is now supporting leaders at all Schools with a Future Leader in their senior 85 Future Leaders go wherever there are schools that need that every child has the opportunity to students’ attainment in tiers of school leadership. We’ve trained leadership team for at least a year also have been appointed to to improve. succeed and achieve. Disadvantaged 5+ A*-C GCSEs (including hundreds of aspiring senior leaders and have higher proportions of disadvantaged headship in challenging children too often become disadvantaged The data in this report is not just evidence English and maths) in schools heads through our provision of Leading students making expected progress schools since 2006 adults. Great schools change this. of The Future Leaders Trust’s success but led by Future Leaders in 2013 Impact and NPQH. The Headship Institute, in English and maths compared with But great schools don’t just happen: a celebration of changed lives. Behind our provision for Future Leaders similar schools. they need great leaders. every additional percentage point lies a headteachers, is one of the largest The national rate was We exist to raise the achievement of child who now has a brighter future. networks of heads devoted to transforming So every year we find more people who disadvantaged children by finding talented challenging schools in the country. want to be part of our work. We ensure that Again and again I find myself inspired by +2.4 percentage points school leaders and developing them to they are in the schools that need them this group of people and keen to share Across England, Future Leaders are become even better. We simply cannot most, and we develop, support and equip stories about how they are transforming transforming schools with long-term, accept that poverty dictates destiny. them to become exceptional headteachers. schools. This report is no exception. sustainable change, producing impressive initial improvements, attracting praise from Ofsted, and raising attainment and progress in maintained schools, academies and Free Schools. Heath Monk Baroness Sally Morgan

2 | The Future Leaders Trust Impact Report 2014 | 3 Our headteachers’ impact

In 2013, 46.1% of disadvantaged students in Future Leaders Improving disadvantaged In 2013, Future Leaders headteachers improved heads’ schools achieved 5+ A*-C GCSEs (including English students’ attainment disadvantaged students’ 5+ A*-C GCSEs (including English and maths) compared to the national average of 40.9%. Our mission is to improve children’s life and maths) results at double the rate of sponsored academies. chances by raising their achievement. We focus on disadvantaged students because The Future Leaders programme creates Improvements in 2013 they are more likely to leave school without exceptional headteachers. We recruit the grades to secure further study, training We measure the impact of heads who high-potential school leaders, develop their or employment. Raising achievement have been in post long enough to have skills, support their progress and provide means more choices about the future. them with leadership experience in influenced student achievement. Their In 2013, our heads improved challenging schools. overall results are higher than all our comparison groups in attainment disadvantaged students’ attainment at We know that effective leadership and progress, and they improved at a a rate almost double that of our development is not achieved through higher rate. comparison groups. courses or reading manuals. It happens Disadvantaged students’ GCSE performance This is all the more impressive because through sustained, reflective and Sustained improvement Future Leaders are not catching up with deliberate practice that is reinforced and since 2010 other schools but stretching further ahead. 5+ A*-C GCSEs (including English and maths) 5+ A*-C GCSEs (including English and maths) supported by a trusted peer network attainment for disadvantaged students improvement for disadvantaged students in 2013 between 2012 and 2013 made up of people with the same values These improvements are not short-term Improving disadvantaged and aspirations. fixes or quick wins. They build on similar percentage points % percentage points improvements seen over the past two +4.1 students’ progress 46.1 4.2 % percentage points years. Our heads improved GCSE results Future Leaders heads 39.9 2.6 The majority of disadvantaged students 39.8% 1.9 percentage points by an average of 5.9 percentage points in in schools led by Future Leaders are also 40.9% 2.4 percentage points both 2011 and 2012. +2.1 percentage points making good progress in the core Since 2010, the six Future Leaders in post similar schools subjects. Unlike the GCSE attainment for three or more years improved overall threshold, this includes all students. High levels of expected progress mean GCSE results by more than twice that of percentage points Disadvantaged students’ expected progress in English and maths similar schools: our heads had an average +2.4 teachers are not simply focusing on annual improvement rate of 5.2 sponsored academies the C/D borderline but providing an percentage points, compared to 2.4 excellent education for all students. Disadvantaged students making Improvement rate of disadvantaged Overall improvement in Again, Future Leaders are moving ahead expected progress in English in 2013 students making expected progress percentage points. in English between 2012 and 2013 5+ A*-C GCSEs (including of comparison groups. English and maths) in 2013 61.3 % 3.9 percentage points 56.5% 3.1 percentage points 57.2% 3.8 percentage points School context 56.5% 2.7 percentage points Our headteachers’ Similar Sponsored National schools schools academies average Key Disadvantaged students making Improvement rate of disadvantaged expected progress in maths in 2013 students making expected progress in maths between 2012 and 2013 Future Leaders heads average % % % % % 49.8 39.1 37.4 29.5 Similar schools average 59.9 3.8 percentage points EVER6FSM EVER6FSM EVER6FSM EVER6FSM 53.4% 2.8 percentage points Sponsored academies average 53.9% 2.7 percentage points % National average 54.1 2.6 percentage points

4 | The Future Leaders Trust Impact Report 2014 | 5 Sustained improvement: Five years in

Improved attainment and Oasis Academy Coulsdon overall school attainment David Millar progress since 2009 70% Principal, Oasis Academy Coulsdon, London Results from Oasis Academy Coulsdon show long-term, sustained improvement. Since David was appointed to headship, 60% C GCSEs The academy was struggling when I joined. It had lost the there has been an improvement of 28 28 percentage point - David’s improvement confidence of the local community, we were below GCSE percentage points in 5+ A*-C GCSEs starting 50% (including English and maths) results. point floor targets and over 25% of teaching was inadequate. 2013 floor standard Attainment and progress 40% % achieving 5+ A* The Future Leaders programme taught me The vision became a reality in different of disadvantaged students (including English and maths) 30% that clearly expressed values are incredibly ways. We replaced year groups with since 2011 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 powerful. My biggest achievement has vertical families and older students now The school now outperforms national been establishing a new ethos with staff, look after the younger ones. Student averages for disadvantaged students, students, parents and governors. reports refer to qualities such as grit, zest despite having been below them just and self-control. We supported a student Stepping up to headship meant I had to two years ago. It is also above the Disadvantaged students’ GCSE performance who became pregnant with free nursery make changes. This started with two Local Authority and regional averages provision so she could finish her exams. things: improving teaching and creating a for attainment. Love is what drives us. percentage points 5+ A*-C GCSEs (including English and maths) 5+ A*-C GCSEs (including English and maths) strong vision for the school. The first was +28 attainment for disadvantaged students improvement for disadvantaged students achieved by instituting compulsory League tables and Ofsted are simply Overall improvement in in 2013 between 2011 and 2013 structures for lessons and teaching the by-products of a truly outstanding 5+ A*-C GCSEs (including practice. Ninety percent of teaching is education. My job is to make sure that 59% 24 percentage points English and maths) since % now ‘Good’ or better. everyone leaves my school with what they 39.9 7.6 percentage points David became Principal need to be proud and happy. 40.9% 4.8 percentage points In the new vision statement, we define in 2009 ourselves as a loving family who work In October 2013, I became Executive together to overcome barriers. Principal at Oasis Academy Isle of Sheppey. I could do more in Coulsdon but what I’ve begun here will last and my new Ofsted: ‘Good’ Disadvantaged students’ expected progress in English and maths school has complicated challenges that “The Principal leads the must be addressed. So I’m back at the Disadvantaged students making Improvement rate of disadvantaged start, establishing a new school culture. academy with enthusiasm, expected progress in English in 2013 students making expected progress I’ve learned a lot but what the Future dedication and a clear in English between 2011 and 2013 Leaders programme showed me still commitment to improvement, Disadvantaged students’ data 64% 17percentage points stands: transforming a school begins School context especially in relation to the N.B. Data for disadvantaged students’ 56.5% 2.8 percentage points with its values. progress students make…” % attainment and progress is only publicly 56.5 0.6 percentage points Oasis Academy National David was appointed Executive Principal Coulsdon average (2011) available from 2011 onwards. of Oasis Academy Isle of Sheppey in October 2013. Disadvantaged students making Improvement rate of disadvantaged Key expected progress in maths in 2013 students making expected progress in maths between 2011 and 2013 % % 42.0 29.5 Oasis Academy Coulsdon EVER6FSM EVER6FSM 63% 21 percentage points Similar schools average 53.4% 10.7 percentage points % National average 54.1 8.3 percentage points

6 | The Future Leaders Trust Impact Report 2014 | 7 Sustained improvement: Four years in

Improved attainment and Oasis Academy Shirley Park overall school attainment Glen Denham progress since 2010 70% Principal, Oasis Academy Shirley Park, London Results from Oasis Academy Shirley Park show long-term, sustained improvement. 60% Since Glen was appointed to headship, Glen’s C GCSEs The whole community knows what Shirley Park is about. there has been an improvement of 38 starting 50% - percentage points in 5+ A*-C GCSEs point 38 percentage point From our parents to the manager of Tesco, they’ll tell you: 2013 floor standard improvement (including English and maths) results. high expectations for everyone — students, parents and staff. 40% Attainment and progress 30% % achieving 5+ A* As staff, we’re very present. We stand on Thanks to the Future Leaders programme, of disadvantaged students (including English and maths) 20% the school gate and greet students each I’m part of a movement of educators since 2011 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 morning. It’s a chance to emphasise that who believe that all students can achieve. The school outperforms the national they’re welcome and to check uniform and I know I wouldn’t be here without that average for disadvantaged students, and — behaviour too setting the tone as they training and development. is now ten percentage points ahead on go into lessons. With over 1500 students at Shirley Park GCSE attainment. Disadvantaged students’ GCSE performance Everything we’ve achieved here is because in our nursery, primary and secondary of our inspirational staff. When Ofsted provision, our work makes a difference. Primary impact in 2013 5+ A*-C GCSEs (including English and maths) 5+ A*-C GCSEs (including English and maths) announced our ‘Outstanding’ inspection Each student has a story that will carry on +38 percentage points Oasis Academy Shirley Park is an attainment for disadvantaged students improvement for disadvantaged students report we obviously celebrated — but after they leave school. When you change in 2013 between 2011 and 2013 Overall improvement in all-through academy with students from teachers were still setting up for the that many lives, you start transforming 5+ A*-C GCSEs (including 3 – 19 years. In 2013, Key Stage 2 results scheduled after-school sessions. communities. 51% 13 percentage points English and maths) since included: % 39.9 7.6 percentage points I look for teachers who are passionate Glen became Principal in 2009 n +11 percentage points improvement % about helping children learn. When a Future Leader Louise Lee, 40.9 4.8 percentage points in Level 4+ in reading, writing and maths colleague delivers their first ‘Outstanding’ Associate Principal, to 84%, compared to the national lesson after hard work and determination, Secondary Phase average of 75% I know they’ve done it because they want At Shirley Park we’re most interested in to give students the best. Ofsted: ‘Outstanding’ n 100% of Key Stage 2 students made Disadvantaged students’ expected progress in English and maths developing people — staff and students. two or more levels of progress in: We have low exclusion figures because “The inspirational Principal ● Disadvantaged students making Improvement rate of disadvantaged we give people second chances. has fostered positive attitudes reading, compared to the national average of 88% expected progress in English in 2013 students making expected progress Glen believes in people. He trusts staff and to achievement, raised the in English between 2011 and 2013 ● writing, compared to the national students. There is always a chance to self-esteem of staff and average of 92% % percentage points change and improve. It’s part of what 66 0 School context students and demonstrated ● 56.5% 2.8 percentage points makes Shirley Park’s ethos so powerful. maths, compared to the national through his own approach to average of 88%. 56.5% 0.6 percentage points Oasis Academy National Louise joined Oasis Academy Shirley Park Shirley Park average all aspects of academy life that in September 2013. everyone deserves respect.” Disadvantaged students making Improvement rate of disadvantaged (2013) Key expected progress in maths in 2013 students making expected progress in maths between 2011 and 2013 % % 57.4 29.5 Oasis Academy Shirley Park EVER6FSM EVER6FSM 77% 21 percentage points Similar schools average 53.4% 10.7 percentage points % National average 54.1 8.3 percentage points

8 | The Future Leaders Trust Impact Report 2014 | 9 Initial impact: One year in

Improved attainment and Matt Jones progress in 2013 Principal, ARK Globe Academy, London Results from ARK Globe Academy show good initial impact. Since Matt was appointed to headship, there has been We had to initiate a significant staff restructure soon after an improvement of 7 percentage points in I joined in May 2012. I needed more leadership capacity, 5+ A*-C GCSEs (including English and maths) results. improved teaching and higher expectations. Primary impact in 2013 It wasn’t easy and I couldn’t have done it We use the buildings differently too and ARK Globe Academy is an all-through without the support of my Chair of now have subject-specific corridors that all academy with students from 3 – 18 years. Governors and Vice Principals. But students use. This supports high-quality In 2013, Key Stage 2 results included: ultimately, the majority of staff wanted the teaching and for the first time students are n +10 percentage point improvement change because we did it to improve the moving around the whole site. in Level 4+ in reading, writing and maths education and life chances of our students. Some students and staff were initially to 92%, compared to the national Disadvantaged students’ GCSE performance The academy needed to be united too. anxious about the changes but we average of 75% Globe was divided into four ‘small schools’ practised the new routines and there’s now n 96% of Key Stage 2 students 5+ A*-C GCSEs (including English and maths) 5+ A*-C GCSEs (including English and maths) and each had a significant amount of more of a family feel across the academy. percentage points +7 made two or more levels of progress attainment for disadvantaged students improvement for disadvantaged students autonomy. There was a very limited sense I am privileged to have been able to recruit Overall improvement in in reading, compared to the national in 2013 between 2012 and 2013 of a team ethos. a number of Future Leaders to my senior 5+ A*-C GCSEs (including average of 88% 47% 4percentage points So I gave the three secondary ‘small leadership team. Each has helped lead English and maths) n % 100% of Key Stage 2 students made 39.9 2.6percentage points school’ heads Vice Principal responsibilities these changes and it’s great to see some attainment in 2013 % — two or more levels of progress in: 40.9 2.4 percentage points across the whole academy each with of them moving on and now leading their ● separate responsibilities, such as own schools. writing, compared to the national curriculum, achievement or behaviour. average of 92% We must be explicit about a school’s ● maths, compared to the national purpose. People who visit Globe Academy Teaching quality at Globe average of 88%. Disadvantaged students’ expected progress in English and maths know what our mission is within ten Academy improved from minutes: “preparing students for university Disadvantaged students making Improvement rate of disadvantaged and to be leaders in their community.” % ‘Good’ or better 54 expected progress in English in 2013 students making expected progress in English between 2012 and 2013 in 2012 to 82% in 2013 64% - 4 percentage points School context 56.5% 3.1 percentage points % percentage points ARK Globe National 56.5 2.7 Academy average Disadvantaged students making Improvement rate of disadvantaged Key expected progress in maths in 2013 students making expected progress in maths between 2012 and 2013 % % 71.9 29.5 ARK Globe Academy EVER6FSM EVER6FSM 67% 2 percentage points Similar schools average 53.4% 2.8 percentage points % National average 54.1 2.6 percentage points

10 | The Future Leaders Trust Impact Report 2014 | 11 Initial impact: One year in

Improved attainment and David Hayes progress in 2013 Principal, Oasis Academy Oldham Results from Oasis Academy Oldham show impressive initial impact. Since David was appointed to headship, there has My first task was to amalgamate two different schools into been an improvement of 17 percentage one cohesive academy. The only thing students from the old points in 5+ A*-C GCSEs (including English and maths) results. sites shared was their new uniform. Attainment and progress When I took the job in April 2012, I knew Students have been exceptionally of disadvantaged students the academy was in a difficult place. receptive. There’s trust and respect now in 2013 Students were starting exams and I was and we’re not afraid of challenges. We all The overall improvement is reflected in the assured results were likely to improve. have a “can do” culture. improvement for disadvantaged students But they fell further backwards and a I’m blown away by what my teachers and the school now outperforms the few months later Ofsted declared us are doing too. I’ve set the pace and the national average, having previously been Disadvantaged students’ GCSE performance ‘Inadequate’. expectations — but they’ve put in so much more than ten percentage points behind. Even our new state-of-the-art building was of the effort. The improvements seen in 2013 also 5+ A*-C GCSEs (including English and maths) 5+ A*-C GCSEs (including English and maths) broken into and vandalised. percentage points We’re now focusing on instilling the belief +17 mean that the expected progress of attainment for disadvantaged students improvement for disadvantaged students The change had to start from within. in students that the normal levels of Overall improvement in disadvantaged students is now catching in 2013 between 2012 and 2013 That meant ensuring behaviour was right expectation aren’t good enough. You can 5+ A*-C GCSEs (including up with the national average. 43% 16 percentage points and focusing on basic things like uniform always be better. English and maths) % 39.9 2.6percentage points and attendance to help drive up standards I’ve had difficult days and there’ll be more. attainment in 2013 % across the school. 40.9 2.4 percentage points But being a Future Leader means I can get advice from other heads who have faced similar challenges. I can pick up the phone and get someone else’s insight. That’s Ofsted: Disadvantaged students’ expected progress in English and maths been invaluable for taking me and the school forward. “The Principal and senior Disadvantaged students making Improvement rate of disadvantaged leaders are transforming the expected progress in English in 2013 students making expected progress culture of the academy to in English between 2012 and 2013 one of higher ambition and 52% 18 percentage points School context continued improvement. 56.5% 3.1 percentage points Since the last inspection % percentage points Oasis Academy National 56.5 2.7 Oldham average there have been significant improvements in student Disadvantaged students making Improvement rate of disadvantaged achievement, teaching and Key expected progress in maths in 2013 students making expected progress in maths between 2012 and 2013 % % overall student attitudes to 55.7 29.5 Oasis Academy Oldham EVER6FSM EVER6FSM learning.” (2014) 45% 8 percentage points Similar schools average 53.4% 2.8 percentage points % National average 54.1 2.6 percentage points

12 | The Future Leaders Trust Impact Report 2014 | 13 Priority areas: Coastal schools

Improved attainment and Nigel Whittle progress in 2013 Principal, Havelock Academy, Grimsby Results from Havelock Academy show impressive initial impact. Since Nigel was appointed to headship, there has been an Grimsby is 90 minutes from the nearest city and ‘at the end of improvement of 11 percentage points in the railway line’. It makes it harder to recruit quality teachers 5+ A*-C GCSEs (including English and maths) results. and leaders to work with our amazing students. Attainment and progress I was Deputy Head in a challenging school When I joined, Havelock was beginning to of disadvantaged students in Blackpool when I was approached by improve. But there was still the challenge in 2013 The Future Leaders Trust to apply for the to raise aspirations and make people be The school now outperforms the national headship at Havelock Academy. I talked to ambitious for more. average for disadvantaged students’ the school and immediately wanted to be a I told them that we would increase GCSE GCSE attainment, having previously been part of their vision — it mirrored my own. results by 12 percentage points. I needed almost 10 percentage points behind. Disadvantaged students’ GCSE performance Relocating was a big decision. But I everyone to believe it and work towards Expected progress in English also decided I would have a greater impact making it real. surpasses the national average. 5+ A*-C GCSEs (including English and maths) 5+ A*-C GCSEs (including English and maths) on children’s lives by becoming a percentage points That summer, staff, parents and students +11 The school’s huge gains over the last year attainment for disadvantaged students improvement for disadvantaged students headteacher. I wouldn’t have done that were overwhelmed by their successes. Overall improvement in have also narrowed the attainment gap in 2013 between 2012 and 2013 without Future Leaders; the training, the We moved up the local league table by 5+ A*-C GCSEs (including substantially and brought results far coaching and the support has been 50% 19 percentage points two places and improved results by 11 English and maths) closer to the national averages for % life-changing. 39.9 2.6percentage points percentage points. expected progress in maths and overall attainment in 2013 % So in November 2012 my wife, twin girls GCSE attainment. 40.9 2.4 percentage points Many said they never thought they would and I moved to the east coast. be part of a school where such achievements happened. Schools must provide remarkable Ofsted: Disadvantaged students’ expected progress in English and maths opportunities whether it’s in sports, the arts “The Principal, supported by or academic subjects. My mission is to Disadvantaged students making Improvement rate of disadvantaged provide every student with the choice and the senior team, provides a expected progress in English in 2013 students making expected progress experience that a great set of qualifications very strong steer to the school. in English between 2012 and 2013 will give them. He leads an unrelenting drive 58% 13 percentage points School context to improve teaching and 56.5% 3.1 percentage points % percentage points Havelock National progress and has the highest 56.5 2.7 Academy average expectations of his staff.” (2013) Disadvantaged students making Improvement rate of disadvantaged Key expected progress in maths in 2013 students making expected progress in maths between 2012 and 2013 % % 48.6 29.5 Havelock Academy EVER6FSM EVER6FSM 53% 10 percentage points Similar schools average 53.4% 2.8 percentage points % National average 54.1 2.6 percentage points

14 | The Future Leaders Trust Impact Report 2014 | 15 Priority areas: Coastal schools

Natalie Sheppard Principal, Portsmouth Academy for Girls

I grew up in Portsmouth and I’m proud of the city. But the schools need to be better and I moved back to be a part of that. Education changes things fundamentally.

Portsmouth is a divided city with lots of A colleague recommended the Future independent schools relative to its size. Leaders programme and its values clearly My mum sent me to one of them because spoke to my conscience. The training she felt I wouldn’t have a chance in the has been brilliant and I love being part state sector. of a network of people who share the same values. University was always the goal at the school I went to and I felt the power of After my first year, I joined ARK Globe expectation from the moment I put on the Academy. These were formative years, Portsmouth schools in 2012 school blazer and felt an associated pride. and I was able to contribute to a Attainment of 5+ A*-C transformational change in school culture. I did my PGCE at Goldsmiths and was GCSEs (including English It helped prepare me for headship. placed in a challenging school in East and maths) was below the London. I stayed on and was able to see I knew I wanted to move south to help lead national average overall and the positive impact that increased change in Portsmouth’s schools. When I government funding can have in schools saw that the Thinking Schools Academy for disadvantaged students and therefore on students’ achievement Trust was looking to expand in Portsmouth and aspirations. I applied for their new headship post. That school is now Portsmouth Academy for Girls and I am proud to be Principal. Future Leaders has prepared me for this role. We serve a community in the highest quintile nationally for deprivation and I am grateful for the opportunity to lead the school because these students have a right School context to the education that I got. They deserve a better future. Portsmouth Academy National for Girls average Natalie became Principal of Portsmouth Academy for Girls in September 2013.

48.4% 29.5% EVER6FSM EVER6FSM

16 | The Future Leaders Trust Impact Report 2014 | 17 Start-up success

Luke Sparkes “To have secured an outstanding rating just 18 months after Principal, Dixons Trinity Academy, Bradford opening is testament to the hard work and dedication of everyone in the school. That includes, of course, your pupils.” As a start-up, we had to do everything from scratch. Letter from Rt Hon. Michael Gove MP But it was a chance to craft a school culture with the highest standards. “Coming to Dixons Trinity Academy has changed me, I feel happy; I don’t want to miss any time at school! Half of our students come from Bradford’s I emphasised culture when recruiting too; If I had gone to another school I might not have even thought five poorest wards. Teaching and learning I need staff who will go the extra mile. is very important but I wanted to embed about what I wanted to do. The academy is going to help me Sometimes we literally ask for more miles: principles of aspiration. The key was during our residential trip we climbed a to reach my goal in life — I have no doubt about that!” getting the culture right. mountain. Students got to see that it can Alex, student, Dixons Trinity Academy Our school culture is based on what I get harder the nearer you get to the top, saw in the US Charter Schools that I visited but that sitting on the summit feels amazing. as part of the Future Leaders programme. We also talk about ‘climbing the mountain’ Dixons Trinity Academy was They inspired my vision for Dixons to university or a worthwhile alternative, the first secondary Free School Trinity Academy. so students can thrive in a top job and to be declared ‘Outstanding’ There are clear rules about uniform, have a great life. Schools are here to make homework and equipment because that happen. students have to be ready to learn. They Getting ‘Outstanding’ from Ofsted was receive a same-day detention if they don’t great but we have bigger ambitions. I want meet our expectations. But students know students to make their own decisions why we do it this way and they buy into it. about their future and not to have choices denied them because of poor exam results. Ofsted: ‘Outstanding’ n Over 95% of pupil premium students “The academy’s core values of made or exceeded expected progress in English and maths hard work, trust and fairness are fundamental in securing n Formal lesson observations in 2012/13 graded 91% ‘Good’ or better students’ outstanding achievement and behaviour. School context Dixons Trinity Academy opened in The vision and ambition of Dixons Trinity National September 2012 with Luke as Principal. Academy average the headteacher, combined with the unrelenting commitment of other leaders 37.3% 29.5% and teachers, are crucial EVER6FSM EVER6FSM elements of the academy’s success.” (2014)

18 | The Future Leaders Trust Impact Report 2014 | 19 Start-up success

Claire Edis Principal, Bolingbroke Academy, London

The summer before we opened, one of our feeder estates was involved in the London riots. We needed to bring children from different areas together and show them the academy was there for them all.

We were set up by a group of parents So we ensured our first cohort mixed in who felt there weren’t enough good local positive ways. Structured seating plans, schools, so we were established in a with children from different areas next to ‘climate of hope’. each other, have seen new friendships blossom. Family dining means students Some negative media coverage suggested have responsibility to serve lunch to each that ‘middle-class parents wanted their other or tidy away plates. own school’ but ARK Schools, the Ofsted: ‘Good’ sponsor, and I both said we wouldn’t be We have a truly comprehensive intake, “The Principal has established involved if the school didn’t take children with some even coming across from the from both the local estates and the private sector. My aim is to give students a clear vision, ethos and wealthier parts of the community. the social capital they need — from first aid culture for the academy. skills to rowing on the Thames to visiting Cohesion was a key objective. This has allowed the academy the theatre. to develop a very strong and A year after the riots, there were still some School should broaden horizons so that local tensions. And we had a school full of consistent message of students are not confined by a lack of role new students, many of whom had only ambition and excellence models, experience or income. really mixed with people similar to throughout its community.” themselves. Everyone has the right to a great education; it ignites dreams. (2014) “A few lines to say thank you for making n 75% made expected progress the start of my son’s first few weeks at in English with 40% exceeding “Bolingbroke Academy is now two years old secondary school so positive, enjoyable and expected progress and it’s full of staff who love teaching and full of learning. School context n 85% made expected progress in maths with 50% exceeding happy, inspired students. Finding someone We are very impressed so far with Bolingbroke National Academy average expected progress was a difficult task and we would not be Bolingbroke Academy; you, the senior Bolingbroke Academy opened in in this fantastic position without Claire. team and all the staff, and are delighted September 2012 with Claire as Principal. She is a role model for all members of our to be a founding family. We can’t wait to 56.9% 29.5% school community.” watch it all unfold and consider ourselves EVER6FSM EVER6FSM Ron Rooney, very fortunate to have this opportunity.” Neighbourhood Schools Campaign, Wandsworth Letter from a parent

20 | The Future Leaders Trust Impact Report 2014 | 21 Our primary heads

Last year, 17 primary school leaders joined the Future Leaders programme. Around half of them have already been appointed to headship in a challenging school.

Sebastien Chapleau Jo Riley Roxanne Hammond Principal, Headteacher, Head of School, La Fontaine Academy Randal Cremer Primary School Mill Hill Primary School

After completing his PhD, Sebastien Jo developed a passion for inclusion in Roxanne began her NQT year in a primary became a primary school teacher and education after the first school where school very similar to the one she had community organiser in London. He joined she taught entered Special Measures. attended. She would have been eligible for our primary pilot and became a Future She joined Future Leaders as a Deputy the Pupil Premium. Her passion for SEN Leader in 2013. The programme enabled Head and found the programme gave her and inclusion has meant she has taken him to develop his whole-school vision and the confidence and skills to apply for every opportunity to improve specialist understanding of values-based leadership. headships. In September 2013, Jo was provision within mainstream education He is now Principal at La Fontaine appointed as Headteacher at Randal at school and local authority level. Academy, a language-specialist primary Cremer Primary School in east London Roxanne describes Future Leaders as a school in south London, scheduled to and Ofsted have praised her work so far development journey like no other. It has open in September 2014. and her ambitious plans for the future. transformed her mindset and given her the confidence and belief that she could change lives.

Emma Williams Sarah Mitchell Tracey Griffiths Headteacher, Balham Nursery School Acting Headteacher, Acting Headteacher, and Children’s Centre Gonville Academy Barn Croft Primary School

Originally from Australia, Emma has Sarah has been at Gonville Academy for Tracey has taught in London for 18 years worked in Early Years around inner London the past 10 years, initially as a classroom and worked as a senior leader since 2007. for a decade. After a recommendation teacher and then as part of the senior She first heard about Future Leaders at a from her headteacher, Emma applied for leadership team. Guided by the passionate conference in 2013 and was encouraged the Future Leaders programme. She found belief that every child should get a fantastic by her headteacher to apply. As the first the mix of training, coaching and education, she joined Future Leaders to and only member of her immediate family peer-support to be instantly motivating and prepare her for headship. The programme to go to university, the programme has it has fuelled a constant drive to improve has challenged and inspired Sarah, reinforced her belief that the best teachers the provision and standards for all the developing her leadership skills through need to be in the most challenging children in her school. She was appointed the support of like-minded colleagues schools. She was recently appointed Headteacher in May 2014, the first Future and training. She has been appointed as Acting Headteacher at Barn Croft, starting Leader head of a nursery school. Acting Headteacher at Gonville, starting September 2014. September 2014.

22 | The Future Leaders Trust Impact Report 2014 | 23 Our senior leaders

Future Leaders receive training and development tailored Lee Sargeant Kate Wright Andrew Davidson Lizzie Williams to leading and transforming challenging schools. GCSE attainment Attendance and behaviour Aspiration Teaching quality St John Fisher Catholic High School North Shore Academy Oasis Academy Brightstowe King Solomon Academy As part of a senior leadership team, they develop the skills and experience to improve teaching and learning, create an inspiring school culture, and lead people effectively. East Midlands North East South West London Their personal and professional development is tried and tested through an annual Impact Initiative. Future Leaders develop and deliver an improvement strategy focused on a whole-school issue. Data suggests that they are having an impact in schools where % % % % % % % they have worked in senior leadership teams for one or more years. From 34 to 46 +2.9 point increase From 30 to 64 From 62 to 93 attainment in 5+ A*-C in whole-school attendance aspiring to university with a of lessons judged to be ‘Good’ GCSEs (including English clear purpose or better Expected progress in English and maths in 2013 and maths) in our senior leaders’ schools Lee focused on raising Year 11 attainment In January 2012, North Shore entered While GCSE results at Andrew’s school Lizzie found her school’s system of lesson Disadvantaged students making Improvement rate of disadvantaged after just 34% of students gained 5+ A*-C Special Measures. Behaviour and had recently improved substantially, observations was not improving teaching expected progress in English in 2013 students making expected progress GCSEs (including English and maths) in attendance were both rated ‘Inadequate’ students lacked an appreciation of further effectively. She replaced the existing in English between 2012 and 2013 2011/12; low maths achievement was with 16.5% of students persistently absent and higher education, and many were method with the model of ‘Instructional identified as the main cause. in 2011/12. Kate was tasked with choosing courses below their capabilities. Leadership’ where teachers were % 64.1 4.1 percentage points improving attendance. observed weekly at an agreed time for % percentage points Data showed that teachers’ grade Andrew devised a clear strategy that 56.5 3.1 15 minutes. 57.2% 3.8 percentage points predictions were not accurate and that A detailed action plan was created with combined a variety of elements into an % students who needed support in maths the new Attendance Manager, where aspirations programme. This included Teachers were not given a grade but 56.5 2.7percentage points weren’t getting it. Lee provided absences were monitored daily and work experience placements, mentoring instead one area of teaching practice was assessment training for all teachers, followed up with home visits and official sessions and a rowing club. identified for improvement, and discussed Disadvantaged students making Improvement rate of disadvantaged coached colleagues in the maths meetings. She also created ways to at the next observation. expected progress in maths in 2013 students making expected progress By the end of the year, 64% of students department and worked to raise student celebrate those students with improved in maths between 2012 and 2013 surveyed aspired to attend university with Ofsted found the school to be aspirations. and good attendance. a clear purpose in mind, increasing from ‘Outstanding’, writing: “The absolute % percentage points 60.5 3.8 Results in 2013 increased from 34% to Whole-school attendance rose by 2.9 30% the previous year. commitment of all staff to the continuous 53.4% 2.8 percentage points 46% attainment in 5+ A*-C GCSEs percentage points to 92.9% in 2012/13, improvement of teaching and learning 53.9% 2.7 percentage points % (including English and maths). The number and persistent absentees fell to 9.4%, throughout the academy is exceptional.” 54.1 2.6 percentage points of students making expected progress in a 7.1 percentage point decrease from Inspectors judged 90% of observed maths by the end of Key Stage 4 also the year before. Ofsted described these lessons to be ‘Outstanding’. increased 18 percentage points to 60%. improvements as ‘Outstanding’ in Key July 2013. In October 2013, Ofsted noted that Schools with a Future Leader for 1+ years “subject leaders monitor data rigorously and this in turn, has led to more focused Similar schools average observations of teaching and learning to Sponsored academies average secure improvement.” National average

24 | The Future Leaders Trust Impact Report 2014 | 25 The Future Leaders programme

We provide leadership development and specialist training Other programmes that enables high-potential individuals to become inspiring 243 challenging schools headteachers and transform challenging schools. These programmes allow us to bring our mission and leadership expertise to more 330 Future Leaders schools. We recruit qualified teachers from a variety Training and development of backgrounds, including those with 85 appointed to headship Future Leaders receive regular training, significant professional experience outside ( July 2014) the teaching profession. skills development and personal coaching that focuses on leadership and improving They share our belief that every child whole-school issues, such as teaching can achieve. quality, behaviour and school culture. Leading Impact – NPQSL Future Leaders are placed in senior (National Professional leadership positions in schools that serve Evidence of impact Qualification for Senior economically disadvantaged areas. Future Leaders show their impact by Leadership) Through our training and support, they devising and leading an Impact Initiative Leading Impact is a one-year programme acquire the skills and experiences to that focuses on improving one whole - for new and aspiring senior leaders that become inspiring and effective school issue. headteachers within two to five years. gives them the tools to respond to the Our network demands of whole-school responsibility. It is delivered from regional hubs across Three hundred and thirty like-minded the country. professionals share practice and advice, exchanging services and expertise through our online Marketplace forum. When great leaders work together, anything is possible NPQH (National Professional Our objective is to develop our network of Future Leaders even further because it will Qualification for Headship) allow us to make a greater impact on the Our NPQH programme is for those who attainment and aspirations of even more are within 12 – 18 months of their first disadvantaged students. headship and ready to refine their skills. We are the only provider licensed to deliver nationally and we focus exclusively on preparing participants for headship in challenging schools.

26 | The Future Leaders Trust Impact Report 2014 | 27 Glossary

Attainment gap Similar schools Floor standards The difference in attainment between A key comparator group based on the data The minimum government standards. disadvantaged students and all other from challenging schools that have never In 2013, a secondary school would be students. hosted a Future Leader in their senior performing below the floor standard if leadership team. fewer than 40% achieved 5+ A*-C GCSEs Challenging school (including English and maths). A primary Sponsored academies school would be performing below the A challenging school is one that meets floor standard if fewer than 60% achieved The Future Leaders Trust’s eligibility criteria A key comparator group based on the Level 4 or above in reading, writing and for Free School Meals and attainment. data from state-funded schools with maths, and less than the median government-approved sponsors that have percentage made expected progress EVER6FSM or never hosted a Future Leader in their senior in each of those three subjects. Disadvantaged students leadership team. Pupils who were eligible for FSM in any of Pupil Premium Persistent absence the previous six years, or who are ‘looked Measured as a student being absent for Additional funding given to schools to after’ children for more than six months. 15% of the academic year. This equates support their disadvantaged students and to 38 or more missed days (or half days) Free School Meals (FSM) close the attainment gap. of school. Students are eligible to receive free school Expected progress meals if their parents or carers are eligible for certain benefits. The academic progress that students should make in English or in maths in primary or secondary school.

28 | The Future Leaders Trust Impact Report 2014 | 29 Work with The Future Leaders Trust

We have ambitious plans for the future and want to transform the lives of more children by recruiting more Future Leaders each year. To do this we need to grow our network and secure the resources to support it.

To discuss funding or to provide For further information: other support, contact: T: 0800 009 4142 E: [email protected] Follow us on Twitter: To develop or recruit staff, @FutureLeadersCT including headteachers, contact our Schools team: Head Office E: [email protected] 65 Kingsway London, WC2B 6TD To join one of our programmes, contact our Candidate Services team: E: [email protected]

“There’s no better way to support educational improvement than through supporting The Future Leaders Trust.” Rt Hon. Michael Gove MP, Secretary of State for Education