KENSINGTON ALDRIDGE ACADEMY
ROYAL BOROUGH OF KENSINGTON AND CHELSEA
EXPRESSION OF INTEREST FOR AN ACADEMY
Section 1: Executive Summary
1.1.1 This expression of interest proposes establishing a brand new 11-18 Academy in North Kensington to meet demand for places from resident pupils. The new Academy would be co-educational and accommodate 900 11-16 year olds and a sixth form of up to 240. It would specialise in entrepreneurship supported by a secondary specialism of expressive arts. The lead sponsor would be the Aldridge Foundation with the Royal Borough of Kensington and Chelsea (RBKC) as co-sponsor, supported by a coalition of education partners. It is proposed to open after capital completion in September 2014.
1.1.2 It is proposed to open a non-denominational inclusive Academy in North Kensington to provide wider choice, diversity and fair access to educational provision. Demand for places cannot be met within the present pattern of secondary school provision which currently results in over 50% of local students travelling outside RBKC for secondary education. Pupil projections indicate that by 2018 there will be a demand for about 140 additional secondary places.
1.1.3 The Academy would be built adjacent to a new sports centre on the site of the existing North Kensington Sports Centre. The area does not currently have a co- educational school and the sports centre is nearing the end of its useful life. A new school and new sports centre would play a key role in the redevelopment and regeneration plans for the Latimer area. The new school would lie at the heart of the local community, providing places for young people within that community to meet local demand.
1.1.4 Both sponsors have a proven track record in delivering high performing schools. The Aldridge Foundation sponsors two Academes in Darwen and Brighton. Darwen has achieved excellent GCSE results and Brighton, which started from a challenging base, is very much improved. RBKC is the co-sponsor of the Chelsea Science Academy which opened on time and to budget in September 2009. The recent OfSTED inspection indicated that its schools achieve high standards at all key stages and that it
Page 1 of 31
provides excellent support. RBKC would ensure that the proposed Academy plays a key role in the local community of schools as a leader of teaching and learning.
1.1.5 The joint vision is to deliver high standards of attainment, building on success already achieved in neighbouring primary schools. The Academy would develop students’ potential for economically productive and socially responsible lives. The Academy would nurture entrepreneurial skills and attitudes, develop self-confidence, reflection and problem-solving skills and encourage pupils to be active citizens, thus supporting students in their preparation for post-16 education, higher education or employment. The Academy would design and provide personalised learning with an emphasis on numeracy, literacy, ICT and communication. All students would be given progression targets to develop independent learning and ambition. Appropriate learning pathways would be ensured, with a full range of GCSEs, specialised diplomas and vocational qualifications and courses.
1.1.6 The Academy would foster a spirit of vitality and value for local life, operating extended school hours to increase access to learning and recreation, partnering with the Borough’s family of high performing schools, building a school with the technology and facilities for community use including adult learning, recreation and sport. The Academy would provide an innovative centre for up to 20 students on the autistic spectrum disorder continuum, which could become a local centre of excellence for outreach and support for local primary schools.
1.1.7 The Academy would work with a coalition of education partners each with an outstanding track record of delivering excellence in their field. Two renowned public schools would bring a wealth of experience of excellent academic attainment and the opportunity to learn about outstanding teaching and to experience single sex learning environments. Two internationally regarded arts academies would offer students and staff unprecedented access to developing confidence and communication skills.
1.2 Would the Academy replace a school (or schools)?
Yes If ‘yes’ go to Section 2. If ‘no’, go to Section 3. No x
Section 2: The Predecessor School:
2.1 Key Statistics N/A
Educational attainment 2009 National Average data refers to all pupils at the end of KS4 in all maintained schools in England
Page 2 of 31
GCSE 5+ A* -C GCSE 5+ A* -C inc English and maths
2006 2007 2008 2009 2006 2007 2008 2009
National
Average
LA Average
School
CVA Scores 2007 2008 2009 (KS2-4)
School
Deprivation
Pupil rank (based on number of Site rank (school National figures secondary schools) location) of which 1 quoted relate only out of 3366 of which is the most deprived % pupils eligible for to secondary 1 is the most and 100 is the least Free School Meals schools deprived) deprived (FSM)
2009 2009 2009 National Average - - LA Average - - School
Basic characteristics % with SEN National statement figures % with Pupils on Pupils on Pupils on quoted relate School 2009 EAL Roll Roll Roll only to capacity (National data (3-11) (11-16) (16-19) still secondary 2009 provisional schools . @ March 2010) National - - - - Average LA Average - - - -
School
Page 3 of 31
School Name: School Address:
Royal Borough of Kensington Name of LA: LA Code: 207 and Chelsea
Type of Establishment (Please mark one with an x)
Community School Foundation School Voluntary Aided (VA) School Voluntary Controlled (VC) School City Technology College Independent School Other (please specify)
Gender and age range: Co-Educational Single Sex Boys Single Sex Girls Age Range 11-16 Age Range 11 -19 Other Age Range (e.g. Middle Schools)
Is this a designated Faith School? Yes No
If Yes – is this with or without Which
faith admissions? faith?
Current specialism(s) if applicable):
2.2 School Population N/A
Admissions Number: Current number Year 7: Sept 2006 of pupils on roll Year 8: Sept 2007 Number of year 7 as at: Year 9: Sept 2008 pupils admitted in: 21/01/10 Year 10: Sept 2009 Year 11:
Sept 2005/06 2006 Percentage of pupil Sept Number of Year population who 2006/07 12-13 students at 2007 joined or left the the school in: Sept school other than at 2007/08 2008 the start or finish of the academic year: Sept 2008/09 2009
2.3 Admissions Page 4 of 31
Please attach a copy of the current Admissions Policy Attached X
2.4 Leadership N/A
Name of headteacher:
Headteacher has been in post for:
2.5 School Improvement N/A
Intervention status (Please mark box(es) with an x) None Special Measures Significant Improvement/Notice to Improve Warning Notice issued Causing Concern Interim Executive Board Required school to enter into partnership arrangements Added additional governors Suspended delegated budget Please provide details: Current Position Statement
Key Results and Targets 2010 Targets 2011 Targets 2009 2009 Category (%/177) (%/180) Results Targets % Number % Number % 5+ A*-C inc En & Maths % 5+ A-C % A*-C English % A*-C Maths % 3+ Levels Progress En % 3+ Levels Progress Ma At least 1 Level One Qual *Stretch target in line with FFT D Stretch target in line with FFT D + School Improvement Impact
RAP Priorities – 2009/2010
Page 5 of 31
Does the predecessor school receive any Yes – National Challenge external support and/or is it in receipt of a tailored external support package? Yes – other
No
If other, please provide details:
2.6 Finance N/A
Yes Does the predecessor school currently have a budget deficit? No
If yes, please provide details:
Yes Does the predecessor school currently have an in- year deficit? No
If yes, please provide details:
The LA should note that any deficit budget remaining at the point of school closure would not transfer to the Academy.
Page 6 of 31
Section 3: The Proposed Academy
3.1 Key statistics
The Aldridge Foundation (Lead) ; Royal Borough of Kensington Name of Sponsor(s) and Chelsea
Specialisms: Entrepreneurship and Expressive Arts
Co- Single Sex Single Sex X Educational Boys Girls Admissions Forms of Entry 6FE + sixth form Number 180
Planned number Planned number of Planned number of Planned of pupils pupils pupils maximum (3-11) (11-16) (16-19) number
N/A 900 Up to 240 1040
Building route Proposed opening Target build (BSF or National Faith Designation date completion date Framework) To be September 2014 2014 confirmed by N/A the end of 2010
3.2 Academy Population
MAINSTREAM SECONDARY AND SIXTH FROM PROVISION TO 2018
Page 7 of 31
Total Adjusted school surplus/ Year demand capacity (deficit) 2009 3226 2287 -939 2010 3074 2449 -625 2011 3033 2611 -422 2012 3080 2898 -182 2013 3196 3185 -11 2014 3938 3185 -753 2015 4112 3185 -927 2016 4258 3185 -1073 2017 4381 3185 -1196 2018 4499 3185 -1314
The table above suggests that there will have been an increase of over 1200 secondary age pupils seeking places in RBKC’s maintained schools and Chelsea Academy by 2018. By that time, the new provision at Chelsea Academy will be well established, but it will not be enough to meet increased demand. Site constraints make it impracticable to consider extending the Academy. Holland Park already has an intake of eight forms of entry (8FE) and it is not thought desirable on educational grounds to make that school any bigger. Extension of any of the three Roman Catholic (RC) schools would not (within the range of conventional admission criteria) help to meet non-denominational demand. The sites at Cardinal Vaughan and St Thomas More are anyway almost as constricted as that of Chelsea Academy.
Though it will have to be supplemented, the existing structure of provision in the Borough is therefore planned to be maintained into the next decade. Holland Park will continue to provide the majority of community places available to residents assisted by Chelsea Academy which will also be providing the Borough’s only Church of England (C of E) secondary places. The three RC schools will provide places for pupils on a regional basis but also (it is hoped) for an increasing number of resident RC pupils in the case of Cardinal Vaughan and St. Thomas More.
The projected shortfall of places is therefore planned to be met by a new school of six forms of entry (6FE). This would result in a small surplus of 47 places by 2018. That is a very small margin in operational terms but would be acceptable bearing in mind that a number of parents, in particular those of Church of England girls, will still wish to send their children to schools outside the Borough. The Royal Borough has no wish to discourage, and has therefore made allowance for, the exercise of parental choice in that way.
Post-16 projections
In 2010/11, RBKC/Young People’s Learning Agency (YPLA) commissioned 1967 places in post -16 learning in the 4 post -16 institutions. All our post -16 providers were over-subscribed for post -16 places in learning.
Page 8 of 31
It is expected that a sizeable majority of learners will be retained by the Academy sixth form. It is also planned that the Academy sixth form provision will recruit Year 11 leavers from existing institutions. Based on our achievement profile we are projecting: • a rise in demand for Level 3 provision (academic and vocational) from 60% of the Year 11 cohort currently to 86% in 2013; • a fall in demand for Level 2 provision (academic and vocational) from 19% of the Year 11 cohort currently to 10% in 2013.
Our two existing school sixth forms offer an exclusively academic Level 3 curriculum and there will be considerable demand for a Level 3 vocational curriculum which could be offered by an Academy with entrepreneurialism as its specialism. In addition, it is expected that the proposed Academy would have broad and balanced intake and would therefore be able to offer a full post-16 curriculum offer meeting the needs of most Year 11 leavers as well as potentially recruiting Year 11 leavers who want a school sixth form environment, but are unable to access school sixth form provision within the Borough or in neighbouring schools. In 2009 The Cardinal Vaughan Memorial School recruited 12 learners leaving Year 11 in RBKC schools and Holland Park School recruited no Year 11 leavers from RBKC schools. There is clearly a need for a sixth form provision to meet the needs of those leaving RBKC schools at Year 11.
In 2009, Year 11 leavers took places in post -16 learning in the following LAs: • RBKC 278 • H&F 86 • Westminster 57 • Richmond upon Thames 45 • Others 64.
N.B The pupil projections above are based on figures supplied by the Greater London Authority (GLA). The base GLA figures have been adjusted to allow for long term migration out of the Borough which has not been a significant trend in RBKC in recent years. The GLA figures and secondary mainstream capacity have been adjusted to reflect local conditions including: i) the capacity figures for the RC schools include pupils who travel outside the Borough. This figure has been subtracted from the actual physical capacity of those schools. This calculation has removed: 848 places from Cardinal Vaughan’s capacity, 200 places from Sion-Manning and 500 places from St. Thomas More; ii) Cardinal Vaughan is proposing to increase their sixth form places by 80 from 2010. We have assumed that the majority of these places will accommodate non-resident pupils; iii) a balancing adjustment has been made to the GLA demand figures (see Total demand column above) by subtracting the number of RC pupils who do not get a place in one of our own RC schools. That calculation is necessary because those pupils usually seek (and find) a place at a RC school outside the Borough
Page 9 of 31
rather than looking to the community provision within it. The GLA figure has been reduced by 110 to take account of this; iv) the total demand does not account for other local factors such as new housing, adjustments in the independent sector and developments within our neighbouring boroughs. As a result of these factors, we need to adjust projected demand by 400 places from 2014.
• New housing developments will generate a need for a total of 50 additional secondary school places, starting in 2014. • The completion of new housing developments and other changes in LBHF and Westminster will permanently close off 40 places a year (a total of 200 in all year groups) to Borough residents. For convenience and in the absence of firm information, this change is shown from 2014. • It has been assumed that 30 places would be taken up each year (a total of 150 in all year groups) at a new state school of sufficient quality by pupils who would otherwise have gone to schools in the independent sector.
The table above reflects these adjustments.
3.3 All-age Academies If the academy would provide primary school places, please provide the case for an all-age Academy : N/A
If the academy proposes to cater for nursery pupils (age 3-5), please provide details of how this would fit with the LA’s strategic plan for nursery education : N/A
Does the LA confirm it would fund the capital costs of the primary Yes and/or nursery element for the all-age Academy? N/A X
3.4 Admissions Please confirm that the Academy’s admissions policy and arrangements would be in accordance with admissions law, the School Admissions Code of Practice and the School Admission Appeals Code of Practice as they apply to maintained schools. The admissions policy and arrangements are expected to mirror those of X the Royal Borough’s Community Schools.
Please confirm that the admissions policy would ensure that the Academy meets the statutory requirements (i.e. “provides education for pupils of different abilities who are wholly or mainly drawn from the area in which the school is situated”).
Page 10 of 31
Confirmed X
The Academy would take up its place on the local admissions forum:
Confirmed X
If oversubscribed would the Academy select up to 10% of its pupils by Yes aptitude for the specialism? No X If yes, please provide details of how the sponsor would develop a selection mechanism that is not dependent on ability :
3.5 Exclusions Please confirm that the Academy would have regard to and have an independent appeal panel which acts in accordance with the Secretary of State’s guidance on exclusions.
Confirmed X
3.6 Special Educational Needs (SEN) Please confirm that the proposed Academy’s SEN policy would have regard to the SEN Code of Practice. The Academy is committed to developing the existing provision for SEN with teaching assistants Confirmed X allocated both to departments and specific groups to meet individual learning needs.
Yes X Would the Academy be co-located with an SEN unit? If yes please note that the LA would bear all capital costs No
If yes who would run the SEN unit? The Academy The LA X
Please provide details of the SEN unit:
The Academy would like to increase parental choice for those parents who want their children with Special Education Needs (SEN) to attend mainstream school. By providing an innovative centre for up to 20 students on the autistic spectrum disorder continuum, the Academy would ensure they were, for the most part, educated within mainstream classes, but would also provide additional support within bespoke accommodation. This could also become a local centre of excellence for outreach and support for local primary schools.
Please note that pupils in the unit should not be included in overall pupil numbers for the academy. If the academy is proposing to manage the unit, revenue funding to support the unit Page 11 of 31
will be recouped from the Dedicated Schools Grant.
3.7 The National Curriculum
Please confirm that the Academy would teach the National Curriculum Programmes of Study in English, maths, science and ICT to all pupils in years 1 to 6 (where these exist in the Academy) and years 7-11.
Confirmed X 3.8 Behaviour Partnerships
The academy would be part of a Behaviour Partnership and would work closely with the LA to improve behaviour and tackle persistent absence.
Confirmed X
3.9 Vision
The vision for Kensington Aldridge Academy is to deliver an outstanding education for all students.
The Academy system creates the ideal environment in which to encourage learning and improve results. An added benefit would be the opportunities for local people to connect with an outstanding education project and to understand the value that adds to an area. A successful school increases positive perceptions of the area it serves and raises aspiration levels. All students would be given progression targets to develop independent learning and ambition, skills and confidence to recognise and achieve.
The Academy would appoint a Principal and leadership team with a proven track record in driving up standards and the ability to effectively manage a teaching staff committed to ensuring the Academy excels. The staff would nurture an orderly, safe environment with high expectations of behaviour and engagement from students. Through our coalition of education partners the educational offer would be enriched with best practice from the UK’s independent sector.
Ethos
We do not accept mediocrity and the Academy would continually strive for progression and increases in achievement. The Academy would apply business acumen to enhance processes in education. For example introducing and monitoring a rigorous system for predicting and reporting student data, particularly in core subjects, helps to track the progress of individuals and highlights strengths and weaknesses. Appropriate intervention methods would
Page 12 of 31
then be carefully directed to ensure that students reach their targets.
New Academies will wish to make a step change from the past by demonstrating how new freedoms can make a difference and it is important to demonstrate how Academy status can add value. This is where the addition of a properly embedded specialism is crucial. The Foundation would reflect the successes of the entrepreneurship specialism in its existing Academies. We view the continuing expansion of this programme as a vehicle to support curriculum enhancement, student learning and the development of functional skills and entrepreneurial behaviours.
Our models enhance local engagement and social enterprise, encouraging local residents to lead local programmes. New Academies can promote community cohesion and strengthen families by enabling pupils to be educated locally and ensuring they receive a high quality education. This would develop true local identity by enhancing parental choice and access to educational provision.
21 st Century Schools
The Aldridge Academies believe in equipping students with the skills needed to tackle challenges of the 21 st Century. The intention is that students would leave the Academy as active contributing citizens prepared for coping with the different situations they might face as adults. Our leadership team and education partners would integrate the specialisms into the curriculum to deliver our aspirations for a 21 st Century school offer. To enhance this, the Academy would broker pupil and parent guarantees to provide an environment conducive to effective learning where strong expectations support each student. An example of this would be the flexibility to integrate new and emerging skills into the curriculum to provide all students with the best possible preparation for employment. The extension of entrepreneurial approaches to connecting with the local community through partnerships with other schools, organisations and student-led initiatives would better prepare students for proactive citizenship.
Sustainability of the Academy into the future
The Academy would benefit from both sponsors’ experience in the education system. There would be access to shared expertise, curriculum and career and professional development (CPD) strategies, economies of scale, joint and collaborative working and access to a shared pool of increasingly high performing and ambitious staff working to the same ethos. Succession planning would be central to the CPD strategy and a priority for the Governing Body. We would continue to explore other additional forms of partnership working – both from within the educational sector and beyond – to provide additional security, resources and learning to support future development and excellence at the Academy.
Connecting the Academy with the modern society
Page 13 of 31
Our approach to engaging the Academy with modern society is shaped for the long term and is a significant feature of our vision. We would specifically work with a range of organisations to facilitate early intervention and support to prepare students for Academy life and hence contribute to overall improvements in attainment and aspiration. This in turn would enable our students to be more likely to naturally contribute to local regeneration. In doing so the Academy would become established as a vital asset contributing to the regeneration in North Kensington.
The Academy would offer a rich resource to a variety of local people through its outreach programmes, adult education and shared sports, arts and entrepreneurship facilities. Co-sponsorship with RBKC would enable closer integration and joint community activities on site. The Academy would collaborate with the broader community to develop beneficial services and provide entrepreneurial opportunities and access to the arts for local residents. Such forums would facilitate helpful feedback to inform Academy planning and ensure that the Academy operates as a vital local asset. Parents who get involved in school activities are most likely to want to get more involved in their child’s education – this is a contributory factor in attainment and the specialisms provide opportunity to capture parental interest.
Flexibilities offered by the Academy model
To be entrepreneurial is to be adaptable, flexible and open to new opportunities. The Academy would exploit the ability to explore and implement adaptations to working hours, study hours, access to facilities, contractual arrangements, curriculum content, extra-curricular activities, community and partnership arrangements, financial management and commercial activities and methods of parental engagement. These would be implemented wherever they are shown to directly benefit students’ progress or support professional development.
Improving standards
Governance – accountability and structure
Under the current process, the Academy would be directed by the Academy Trust, its Principal and Board of Governors.
An effective Governing Body would challenge whether the Academy is operating to the maximum benefit of the students. It would focus on how the Academy is rated on national measures of performance and support the leadership team to deliver a trajectory of continuous improvement. The Governing Body would include individuals with backgrounds in educational excellence, business, culture, community engagement and sport to bring fresh opinions and perspectives to the school.
In a desire to make a change from traditional reactive governance, the meetings would adopt best practice from corporate board governance. The meetings would Page 14 of 31
be tightly chaired to maximise time spent on discussing the core business of teaching and learning standards. Governors’ individual expertise would be aligned to sub committees to drive standards in specific areas. Presentations from staff and students would be encouraged to highlight to the school that it is accountable to a Governing Body.
The Academy leadership team would be expected to continually prioritise targets which would have the most impact on student attainment. Individual staff members’ performance targets would mirror those of the Academy overall. The governance and leadership of the Academy would measure what is important, not simply gauge success on the basis of available information, using data intelligently and seeking new forms of assessment where available resources are inadequate. We would wish to explore new approaches and flexibility in governance structures.
Leadership and management
The Academy Principal would be responsible to the Governing Body and would work in close partnership with the Foundation, RBKC and our coalition of education partners to ensure the Academy achieves high standards (performing well to both national, and the Foundation’s own targets) and is financially sound. The Academy would develop new leadership structures to support its vision and improvement plans, with fast-track programmes to ensure fast progression to leadership for exceptional staff.
In addition to the specific support of our education partners and co-sponsor, the Foundation also employs an exceptional educational professional with a track record of school improvement to support the Academy Principal in:
• leadership skills and developing a robust management and reporting structure • raising teaching standards and student attainment • curriculum advice, design and support • conducting and/or interpreting the impact, implementation and effectiveness of external reviews • the production of robust student data and how to effectively analyse and use that data • recruitment and staffing structures • advising on external partners/training to add capacity to the Academy. • staff accountability • meeting Government targets and inspection requirements.
Targeting Continuous Improvement
We would produce, and our Governing Body would continuously review, rigorous, targeted Academy improvement plans based on:
Page 15 of 31
• analysis of all existing available student and comparative data • student and peer feedback, progression and achievement • independent external assessment of school and staff performance • consultation with all teaching staff at the Academy • the research/advice from our co-sponsor and from our educational partners and the Foundation’s Education Adviser • Introducing intervention to ensure maximum output • evaluating the success of intervention methods and continuing to employ them effectively • setting new aspirational targets on a regular basis.
Measuring Success
The Academy would foster a culture and expectation of success. Students would be encouraged to continuously improve on personal bests in all areas of the curriculum and Academy life. Effective, continuous formative assessment in the classroom would be key to success. Supportive parental engagement in the progress of individual students would also be a priority. Parents and students would be required to sign a home school policy agreement which will include commitment to behavioural standards and to completion of homework and course work.
In addition to our desire to aspire to the highest educational standards and individual academic attainment, we would harness entrepreneurship to help us ‘secure the space’ for desirable non-cognitive outcomes (e.g. skills essential for success in later life) by providing a rich and rounded, genuinely interactive educational environment. Students would be encouraged to work collaboratively within teams through the development of an Academy House system - designed to foster loyalty and constructive inter- Academy competitiveness.
Teacher Quality – looking after our most valuable resource
The Academy would secure the appointment of an outstanding Academy Principal and leadership team with a proven track record in delivering academic success. There would be regular, innovative and effective training for all staff and an expected commitment towards continuous improvement. Our professional development is focused on the only things that make a direct difference to our students.
Working with our education advisers and partners there would be a robust structure for reporting students’ progression. This would include regular monitoring of raising attainment plans, strategic lesson planning with defined targets and outcomes, intervention planning and work scrutiny and a system of quality assurance.
Performance management measures would be introduced and the leadership team would be trained to support the middle management and teaching staff to
Page 16 of 31
ensure behaviour and aspirations are modelled from the top down.
Other staff
The Academy would depend on a wide range of non-teaching staff, whose engagement with the Academy ethos and commitment to creating an exciting place to learn is important - their active participation in some whole-school strategies (for example those relating to literacy) can make a significant different to attitude and overall attainment for students. We would expect professional development strategies for all staff at the Academy to reflect the significance of their contribution to the success of the Academy overall. Capacity would be added through partnership with other schools, providers such as Teach First and the coalition with education partners in the top echelons of the independent sector.
Curriculum development and delivery
The main focus of education would be on core subjects and achieving the highest levels of literacy, numeracy and science. The Academy would design and provide a relevant, personalised, engaging and diverse learning experience that will take advantage of flexibilities on offer and new qualifications with an emphasis on numeracy, literacy, ICT and communication. We would ensure appropriate learning pathways – with a full range of GCSEs, specialised diplomas and vocational qualifications and courses.
Allied to the development of qualifications we would seek to develop self- confidence, reflection and problem-solving and encourage them to be active citizens through the embedding of entrepreneurial values.
Our Educational Partners:
To further enhance high achieving academic standards a coalition of education partners are currently holding advanced discussions with the lead and co- sponsors and the DfE. These partners are renowned institutions both nationally and internationally and will provide Academy students with a unique opportunity to benefit from their expertise.
Two internationally regarded Arts academies would offer students and staff previously unobtainable access to developing confidence and communication skills. Some of the benefits of that partnership would be: • developing the specialism as a mode of delivery for the curriculum • adding context to English, English Language and literature through bespoke examinations • developing a pilot of bespoke staff training • boosting confidence and communications skills, particularly oracy • nurturing creative talent • developing a joint outreach programme taking expressive arts to the local
Page 17 of 31
community • developing a dance curriculum for Academy students • providing volunteering and work experience opportunities • partnering on productions.
Two of the most renowned public schools, one boys and one girls, would work with the Academy demonstrating outstanding teaching and lear ning practices. Some of the benefits of that partnership would be: • excellence in teaching standards and attainment • development of independent learning • encouraging gifted and talented students to fulfil potential • residential training courses for teachers • building a sustainable sixth form offer • teaching and learning through single sex classes • peer to peer mentoring for students • CPD opportunities with exemplar of excellent teaching and learning, including teacher exchange and residentials • joint curriculum projects • increased range of examination pathways.
Transition from primary schools
Primary schools in RBKC consistently outperform schools elsewhere in London and nationally at Key Stage 2, with performance in English and mathematics at 85% and 87% respectively. This achievement is particularly impressive when the diversity of the pupil population is recognised (36% of pupils on free school meals and 55% who speak English as an additional language). The Academy would identify genuine collaborative projects for staff and students from all phases to work and learn together.
KS3 and KS4
The Academy would offer the full range of National Curriculum subjects, with additional emphasis on our two specialisms. At Key Stage 3 the emphasis would be on the acquisition of transferable skills to facilitate learning (see also ‘numeracy and literacy’). At both Key Stage 3 and Key Stage 4 the curriculum would be designed to develop between subjects, setting learning in broader contexts, and therefore providing more meaningful learning for students, with consequent positive impact on student engagement and attainment.
The Academy would also work to develop systems of rewards outside traditional attainment frameworks – specifically in relation to entrepreneurial attributes, but also to support community awards, and to reward active participation in areas such as sport, dance and volunteering.
The 14-19 Curriculum
Page 18 of 31
Post-16 provision across RBKC currently consists of : • three sixth forms (Chelsea Academy, Holland Park School, The Cardinal Vaughan Memorial School) • St Charles Catholic Sixth Form College • Kensington and Chelsea College.
In 2010/11 the YPLA funded 2109 places in post-16 learning. The relative size of RBKC makes broad and balanced provision a challenge. Key 14 – 19 curriculum issues for the Borough include:
• a high-degree of inter-borough travel to learn reflecting the limited curriculum offer • a limited curriculum offer • narrow Level 3 provision. Growth in vocational/applied learning pre-16 is not reflected in a breadth of applied learning post-16 at Level 3 • limited partnership working. Many providers deliver programmes in group sizes which are economically marginal and there is a growing recognition that partnership between providers will increase breadth and viability.
The Academy would have a key part to play in addressing some of these challenges and would prioritise close partnership working (and a governance role wherever possible) to ensure continuity, good progression and coherent learning pathways for students between the Academy and the range of post -16 education/training providers in the area. The Academy would seek to be an active partner within the RBKC 14 – 19 Partnership and become involved in influencing and supporting the local strategy which identifies:
• an effective and collaborative 14 – 19 partnership • learner centred, quality driven, impartial information, advice and guidance processes • a broad, inclusive curriculum, with practical and applied options • effective support for young people with SEN and those at risk of disengagement • sufficient, appropriate and accessible facilities • high quality employer links • workforce development to deliver a broad range of high quality provision.
Our specialisms: We would draw on the rich resources of the community, the City and the nearby community to provide real and practical examples and case studies for the teaching of both specialisms.
Entrepreneurship Rod Aldridge, founder of the Aldridge Foundation and former Chairman of the Capita Group is himself an entrepreneur and has chosen entrepreneurship as the specialism for the Academies his Foundation sponsors.
Page 19 of 31
How do we teach entrepreneurship? Entrepreneurship is an integral part of teaching and learning, facilitating attainment and aspiration across the whole curriculum. Students at Kensington would be rewarded for demonstrating entrepreneurial attributes through their academic performance in specific areas of the curriculum, as well as discreetly across the rest of Academy activities. All students would acquire the following key entrepreneurial attributes for life and work: passion; concentration and discipline; problem solving; decision-making; effective risk taking; creativity and seizing opportunities; active participation; team working; valuing partnership; determination; self-reliance; team competitiveness; and resilience.
In our Academies we seek to embed our specialism in the curriculum and also represent it in a physical space that can be easily accessed by young entrepreneurs and the local community. In order to achieve the full benefits of the specialism. The Foundation believes that it is vital to capitalise on the opportunities of a new or refurbished Academy building to incorporate a community entrepreneurial hub. It is essential that the specialism is not viewed as a 'bolt on' but as an integral part of teaching and learning, as a vehicle to raise attainment and aspiration, and directly accessible to the community the Academy serves.
To further support our entrepreneurship specialism, we would appoint a Director of Entrepreneurship at Vice Principal level to expand on the more common provision of business and enterprise, develop our core attributes within our students and to establish a community asset with other schools, Further Education, community and local businesses.
Expressive Arts
In keeping with the Foundation’s commitment to developing a curriculum that effectively contextualizes learning and provides skills for life, a second specialism is planned to be the expressive arts. This will support the family of schools within RBKC who at present offer mathematics, English, science, languages, ICT, humanities and the visual arts. This part of the Borough is rich in its vibrancy and enthusiasm for the expressive arts and the Academy would contribute significantly to the cultural life of the community through this specialism.
Creativity is one of the themes that underpins the entrepreneurship curriculum and therefore expressive arts is an excellent choice of specialism to support all rounded development. Taking part in expressive arts is becoming increasingly popular in the UK bringing sport, culture, art and health together. It increases wellbeing – encouraging people to get active in body and mind.
The value of such activity in schools is reflected in Ofsted’s latest report “Learning: creative approaches that raise standards” which recognises that creative learning practices in schools are improving standards and students’ personal development. Of the 44 schools visited by Ofsted for the report almost all were using creative approaches which had a perceptible impact on students’ Page 20 of 31
preparation for life beyond school. There is further evidence that expressive arts can have a positive impact on teaching and learning. The skills and confidence developed through participating in activities such as dance and drama, where taught creatively, can raise attainment, result in improved attendance and increase motivation, particularly for schools in challenging circumstances. These are measurable outcomes.
Through partnering with arguably two of the best arts academies in the UK we aim to raise standards in core subjects such as, English and science (backing our commitment to numeracy and literacy). Introducing artists, performers and creative professionals to support the teaching offer has been shown to be especially beneficial to students who may have had previous difficulty in these areas. School leaders and specialists have become increasingly determined to introduce new avenues of learning to add effective capacity to the curriculum offer. These partners will offer training packages to the teaching staff to developing their skills and confidence in the teaching staff. This knowledge would be passed on to students and consequently raise self esteem and aspiration. For example the staff and students might work together with a choreographer to create a play or dance routine linked to the curriculum. Students in turn might then be tasked with teaching other students or family members thus encouraging leadership skills, community interaction, intergenerational and inter school activity. On top of this is the opportunity to build up new media literacy and digital skills through working with cameras, script writing as well as increasing presentation and oracy skills.
However we would only be prepared to challenge and experiment with new ways of working through strong partners. In addition to their national and international credentials these institutions are London based and this coalition will develop new relationships for all parties and the opportunity to develop a locally based relationship. These institutions would previously have been perceived as “out of reach” to the majority of the proposed cohort and this partnership would provide previously inaccessible access to specialist training for the students.
Numeracy and Literacy We would undertake assessment in numeracy and literacy for all students at entry, allowing for personalisation of programmes including immediate specialist numeracy and literacy. Catch-up would then be provided as a priority for all students who need it. Ongoing whole-school approaches to numeracy and literacy would be designed and embedded in the curriculum to ensure subsequent sustained improvement for all students. There is significant evidence to support the direct relationship between reading for pleasure and attainment in literacy. The provision of additional resources would offer opportunities to support and promote reading for pleasure and purpose across all areas of school life and into the community. The Foundation believes that a vibrant and innovative library with new and traditional forms of learning, resources and entertainment will offer a unique space in the Academy for the development of personalised and independent learning - and a tangible expression of our commitment to developing and sharing our resources with the community. Page 21 of 31
In order to improve transition and to better understand the specific needs of incoming cohorts of students, we would work to develop peer-to-peer mentoring schemes, shared entrepreneurial activities, sample activities/master classes and volunteering opportunities with feeder primary schools.
ICT The Academy would be distinguished by its ICT capability. The Academy would aim to be on the leading edge of digital technology and ensure that it is at the forefront of innovation and best practice. The use and application of ICT would be integrated into every aspect of the life and work of the Academy. The Academy would promote high expectations and would use its resources to actively support students in their development of ICT capability by building on emerging best practice in North Kensington through:
• providing ubiquitous access to a fully integrated managed learning environment (MLE) where learners can access resources, manage their learning and collaborate and communicate with others • enabling access through a range of user devices regardless of their intended purpose and who owns them. For example it would be possible to make use of personal computers, mobile devices, games consoles, and mobile/smart phones to access learning as is appropriate from anywhere at any time • addressing the digital divide through a range of student and community access schemes providing solutions for hardware, software and connectivity needs • actively supporting and promoting collaboration, content creation and sharing, for example through the application of social software within the Academy’s learning platform • providing a secure public-facing portal supporting a range of data, learning and enhanced communication services • expanding community ICT support, for example through a wide range of ICT courses for parents and the community • researching how ICT can help students with special needs • exploring ways in which ICT can enhance the specialisms and provide students with confidence and ability to apply knowledge.
Section 4: Sites and Buildings
4.1 Proposed address
The Academy would be located at the following address: Silchester Road, London. W11
Page 22 of 31
4.2
The approximate size of the site to be transferred to the Academy Trust is: 9670m2
Please confirm that the proposed Academy would have access to playing fields of a sufficient size to deliver its proposed vision Yes and curriculum If not, please explain how would the PE curriculum be delivered: When compared with BB98 the existing site has a shortfall of playing field space. The building and external sports areas would provide sufficient space to deliver KS3 PE curriculum and a significant amount of the KS4 curriculum. Within a 10 minute walk are further external sports resources.
Please attach a copy of the Ordnance Survey Map with the boundaries of the Academy site clearly marked. Attached X
All parties are content with the selection of this site and no others are under consideration for this project Confirmed X
The site of the proposed Academy is owned by (mark one with an x)
LA X Diocese CTC Trust If it is not currently a school site, please provide details of the ownership and current usage of the entire site and details of who would bear the costs of acquiring the site:
Note: The site would be transferred at nil cost (or leased at nominal rent) to the Academy Trust prior to the Academy opening, with terms agreed prior to Funding Agreement
If the site is or will be owned by the LA does it intend to seek permission to Yes dispose of any part of it? No X N/A If yes, please provide details and confirm that you would abide by PfS guidelines regarding contributions to the capital cost of the Academy project
Please provide details of discussions with LA planners or legal advisors on any likely planning or legal restrictions that could preclude academy building development, lead to abnormal costs or impact on the proposed programme:
RBKC set up an officer group including planning and legal as well as Family and Children’s Services. This working group started in May 2010 and will liaise proactively and in an integrated way with the project.
Page 23 of 31
Should it be necessary to co-locate primary schools, special schools, Pupil Referral Units, youth or community groups on the site of the Academy, please confirm that the LA would bear associated capital and revenue costs.
Yes (please give more information) Not applicable (mark with a x) X
Where required in response to site constraints or as a result of remodelling, please provide details of a decanting plan for existing occupants during construction and details of who would pay the associated costs: N/A
Please confirm that the LA would meet the cost of any off- site works that may be associated with the development of the Academy. Confirmed X
Section 5: Agreements
5.1 Sponsor Agreement
Sponsors are no longer required to make a financial contribution to the endowment fund, or to sign a Deed of Gift. The Department would nonetheless expect the Academy Trust to establish the means of receiving and to use reasonable endeavours to raise donations.
Please confirm that the Academy Trust would use reasonable Agreed endeavours to raise donations X
Name of Lead Sponsor : The Aldridge Foundation
Will the sponsor make a contribution? No X Yes Amount £ If so, how much?
Name of co-sponsor/s : Royal Borough of Kensington & Chelsea Council
Will the co-sponsor/s make a No X Yes Amount £ contribution? If so, how much? Governance arrangements i.e. composition of the trustee board and the governing body :
The Academy Trust would be established by the Aldridge Foundation and RBKC. Key duties of this Trust would be: to appoint the Principal; consider strategic policy; approve budgets; and monitor performance and standards.
Page 24 of 31
The Academy would have its own Governing Body. The Academy Trust would appoint representatives from the lead sponsor, RBKC, business, industry, science and education and the wider community. The Governors would be expected to provide active support and appropriate challenges to ensure the successful and sustainable completion of our Academy Improvement Plans. They would be required to ensure effective succession planning and ensure the active and appropriate engagement of the views of students and the wider community in decision-making at the Academy. From time to time governors might be expected to directly support fund-raising, advocacy and other broader communications activities in support of Academy goals. Individual governors would also be charged with ensuring effectiveness, full integration and innovation in the Academy specialisms. The governors would be required to ensure that the Academy meets the agreed goals of the sponsor, as well as overall performance targets.
The Academy Principal would be directly responsible for the overall performance of the Academy.
The Trust would effectively take over the non-statutory and some statutory responsibilities of the Local Authority, and would in addition negotiate contracts with the Local Authority for additional specific provisions at the Kensington Academy. Academy staff would be employed by the Trust in line with the Trust’s Contracts and Terms and Conditions of Employment and not bound by School Teachers Pay and Conditions (notwithstanding the legal requirements of TUPE).
Please note: sponsors other than local authorities would appoint a controlling majority of the governing body
Please confirm that sponsors understand and are content with the roles and responsibilities of the Sponsor, as set out in Sponsorship Guide: Establishing an Academy . Confirmed X
5.2 Local Authority Agreement
Does the LA agree to all aspects of this proposal, including the admissions Yes X criteria proposed in Section 3? No
Does the LA confirm that it would bring forward proposals for the closure of Yes X any predecessor schools? No
Is this proposal included (or due to be included) within the LA’s BSF Yes X Strategy for Change? No Although BSF is N/A we are still working along the original proposal
If you have answered ‘no’ to any of these questions, please provide full details: Page 25 of 31
If this project involves a predecessor school, please provide details of the proposed consultation that the LA would undertake on its closure: N/A
Where staff at existing schools transfer to an Academy, please confirm that the LA agrees to indemnify the academy in respect of all employment costs relating to the period prior to the transfer, Confirmed N/A which will include without limitation the costs arising out of any equal pay claims relating to that period.
Please confirm that the LA would contribute towards the costs associated with TUPE as follows:
1. to meet all costs – including any severance, redundancy or associated pension costs associated with any restructuring resulting from or arising out of:
• an Academy inheriting staff from more than one school
• Academy operating on fewer sites than predecessor school(s);
• Academy offering fewer places than at the predecessor school(s);
• the predecessor school(s) being overstaffed; or
• the predecessor school(s) running at a deficit.
2. to meet 50% of any other severance and associated costs incurred by an Academy not covered by the criteria above.
All costs referred to relate to those incurred in the run up to the Academy opening or at the point of opening (allowing time for Confirmed N/A the to follow due process) and not some time thereafter.
5.3 Neighbouring Local Authority Agreement
Yes X If the proposed Academy is likely to have an impact on schools in neighbouring local authorities have these authorities been consulted about No this Academy project?
N/A
Where applicable please provide details : Initial discussions have been held at director level as well as through the Strategy for Change and the BSF programmes. The YPLA are engaged with the project.
5.4 Governing Body Agreement
Page 26 of 31
Is the Governing Body of any predecessor school(s) content with this Yes proposal? No
N/A X Where applicable please provide details:
5.5 Post-16 Agreement Has the LA been consulted on and agreed to any proposed post -16 Yes X provision?
Please give details and provide details of any correspondence.
Initial positive discussions with St Charles Sixth Form college, which encourages the provision and seeks to have strong partnership No arrangements with the Academy. Discussions have taken place within the 14-19 Partnership Board
5.6 Diocese Agreement Yes Where the relevant predecessor school is a VA school, please confirm that the Diocese/Archdiocese has agreed to this proposal and has formal Board No of Education / Diocesan Schools Commission agreement. N/A X
Where applicable please provide details:
5.7 Miscellaneous
The Department has established a Framework for the Project Management of Academy projects following an open competition. This arrangement has been made to ensure compliance with the government procurement regulations and avoid lengthy competition processes. The ten project management companies appointed to our Framework have been selected on the basis of their experience, expertise and commitment to deliver a quality service.
Please confirm that all parties are content for a Project Management company to be selected from the DfE framework.
*Please note that alternative arrangements may be agreed for multiple sponsors through discussion with the Project Lead. Agreed X
Please confirm that all parties understand and are content with the roles and responsibilities of the Sponsor, Project Steering Group, Academy Trust, LA and PfS in relation to the Academy buildings, as set out in Delivering Academy Buildings through PfS:
Page 27 of 31
X Confirmed
Please provide details of any known impediments, risks, conditions or hazards not mentioned elsewhere in this document: None
Page 28 of 31
5.8 Signatory details (Additional signature details may be inserted as necessary)
We fully support all aspects of this Expression of Interest and agree to use it as a basis for the future development of an Academy project.
Signature
(For and on behalf of the lead sponsor) Mr. Rodney Aldridge Name in full
Chairman The Aldridge Foundation Position:
Date:
Signature
(For and on behalf of the co-sponsor)
Name in full Sir Merrick Cockell Ms Rebecca Matthews
Leader of Royal Borough of Director for Schools Quality Position: Kensington and Chelsea Council and Standards
Date:
Signature
(For and on behalf of the local authority)
Name in full Sir Merrick Cockell Ms Rebecca Matthews
Leader of Royal Borough of Director for Schools Quality Position: Kensington and Chelsea Council and Standards
Date:
Page 29 of 31
Section 6: Contact details
Name of lead sponsor representative: Sally Lawson-Ritchie
Address: 19 Buckingham St., London, WC2N 64F
[email protected] Email:
020 7925 7901 Tel:
07986 341819 Mobile:
Fax: 020 7839 1530
Rebecca Matthews Name of co-sponsor representative: Director for Schools Quality and Standards
Address: Royal Borough of Kensington & Chelsea Council, Professional Development Centre, 108A Lancaster Road, W11 Email: [email protected]
Tel: 020 7598 4811
Mobile:
Fax: 020 7598 4808
Rebecca Matthews Name of local authority representative: Director for Schools Quality and Standards
Address: Royal Borough of Kensington & Chelsea Council, Professional Development Centre, 108A Lancaster Road, W11
Email: [email protected]
Tel: 020 7598 4811
Mobile:
Fax: 020 7598 4808
Page 30 of 31
Page 31 of 31