& Trust Annual Report 2018/2019

Inspiring Learning Everyday Welcome

Welcome to our Trust Annual Report which provides a summary of our activity during the 2018/2019 academic year. Our Trust has grown to 28 schools across and we now work with 6000 children and young people from to Sennen. We were pleased to be the first multi academy trust in the country to be subject to an Ofsted summary evaluation in January 2019 which recognised our Trust as ‘one that schools want to join’. I am very proud to be chair of a highly professional board of trustees, working with LGBs, leaders and teachers within our schools.

We were delighted in June 2019 to learn that our Chief Executive, Dr Jenny Blunden had been awarded an OBE for services to education. This is a reflection of the hard work and commitment of our teams working daily with children and young people to improve their life chances. As a school Trust we continue to strive for excellence in our teaching practices, our partnership working and our celebration of our local distinctiveness - in our Trust, difference is a strength!

This report will focus on the key information about our finances and our workforce, the impact of our school improvement and the diversity of successful initiatives within our schools and with our partners.

Ellen Winser MBE DL

Core Vision

Truro and Penwith Academy Trust (TPAT) is a charitable trust that aims to improve the life chances for all children and young people in our schools. Our Trust is committed to developing strong leadership in all areas of our work to support schools, from our bespoke school improvement support to our sustainable financial and business management.

• Focus on improving learning • Support our Academies to be and teaching for all - to financially sustainable and to enable all children and young retain reserves people to have the best • Acknowledge the diverse possible learning experience, nature of the communities leading to the highest levels our Academies serve of achievement and encourage their full • Work in partnership with engagement in helping the Cornwall Teaching local Academies achieve School and our associates outstanding outcomes for to provide bespoke support their students and improvement activities • Be an employer of of the highest quality in our choice - valuing the skills, Academies contribution and expertise of • Work with our Academies to all employees. In order to achieve our facilitate partnership working vision, we will: and enable all staff to receive high quality development • Recognise and encourage opportunities local distinctiveness and • Build on Truro and Penwith individuality College’s example in high • Inspire our academies quality leadership and to become beacons of governance and benefit from aspiration in the communities the expertise of the College they serve to promote excellence in all aspects of education

2 Ofsted Summary Evaluation

In January 2019, the Academy Trust was the first multi academy trust to be subject to a summary evaluation visit by Ofsted. We were selected for the visit because a high number of our schools are performing well. The main findings summarised the key areas of strength of our Trust which reflects our core vision for improving the life chances for children and young people in Cornwall.

“Trustees provide a clear vision which guides decision- making at all levels in the Trust. They keep an unwavering focus on achieving their key strategic priority - to improve the life Other comments in the report include: chances of all children and young people in “The Chief Executive Officer provides inspirational and dedicated our schools.” strategic leadership”

“The Trust continually challenges its leaders and staff at all levels to improve educational standards” “Trust leaders “The Director of Education is highly regarded. Her work has have a thorough strengthened the rigour of systems to develop leadership capacity, understanding of staff subject knowledge and teaching expertise, particularly in the Primary schools” the strengths and weaknesses of each “Leaders are keen to allow schools to preserve their individual school and use this distinctiveness and to innovate” to focus improvement

“The strong underpinning culture of respect for school leaders ensures activity” that they engage positively with all the Trust’s activities”

“The Trust is one that schools want to join”

“The Trust’s human resources, finance and estate management functions are very effective”

“The Trust’s ethos reflects a strong commitment to collaboration and cooperation between and beyond its constituent schools. This develops capacity and expertise across the Trust at all levels”

3 Our Schools

Schools Lanivet School Threemilestone across School 28 Cornwall Perranporth School

Primary School Mithian School

Secondary School Bodriggy Academy

Hayle Academy

Kehelland Village School

Nancledra School

Alverton School Cardinham School School

St Just School Liskeard Hillfort School

Tywardreath School

St Erth School

Berrycoombe School Gulval School

Cape Cornwall Pensans School Kennall Vale School School Roche School Mousehole School

Blackwater Chacewater School School St Dennis Primary Academy School

Sennen School

4 Partnership

Truro & Penwith College

The College supports the Trust in a variety of ways including member level oversight, strategic involvement in local governance, host to central team offi ces and engaging with individual schools to access high quality sports facilities within our partnership for sport, health and wellbeing. The College business team works with school leaders to develop Apprenticeship programmes which meet the needs of schools in business administration and classroom support.

Cornwall Teaching School & Initial Teacher Training

Maths Hub The Trust works with Cornwall SCITT on Primary and Secondary initial teacher training through the teaching school. We are committed The Trust engages with college-led initiatives such as the CODE to being an employer of choice and our HR team works with teacher Maths Hub and Cornwall Teaching School, and has successfully led training leaders hosting trainee teachers and supporting newly and managed government-funded projects on Primary mathematics qualifi ed teachers in many of our schools. on behalf of the College, working with schools in our Trust, in other MATs and local authority maintained.

The teaching school has provided continuous professional development opportunities for our teachers, leaders and governors during the past year. Each October the team facilitates our Annual Governor Conference which features workshops led by Trust leaders to support local governing boards carrying out their delegated responsibilities including Headteacher wellbeing and performance management, school performance monitoring and preparation for Ofsted, monitoring of budget and oversight of fi nancial procedures. Leadership Development

The Trust has welcomed the opportunity to work with initiatives The Trust works with Leading Schools South West on NPQ developed under the Cornwall Teaching Schools Together qualifi cations for school leaders involving middle leaders, senior collaboration, especially the pupil premium programmes featuring leaders and headteachers. In the past year, the Trust has been national speakers and facilitators in partnership with the Research working in partnership on leadership qualifi cations that access the School Hub in Cornwall. Apprenticeship Levy to help develop capacity for leadership in our schools. Over half of our schools have leaders trained on LSSW All Trust schools engaged with a range of diff erent teaching school programmes demonstrating the Trusts commitment to continuous CPD activities for teachers, leaders or support staff during the year, professional development and high quality leadership support. with Trust leaders frequently running workshops and leading sessions on behalf of the Teaching School, at events.

5 Finances & Resources

Our central oversight of our DFE and ESFA Academy Funding: £27,296,000 schools budgets and central Other Grant funding: £1,796,000 Other Revenue income: £970,000 costs has been recognised Income by external auditors, Bishop £31,712,000 Self-generated income: £902,000 Donations: £232,000 Fleming, to be very strong. Funds inherited on Conversions/Transfers: £506,000 Investment income: £10,000 The strategic use of the grant allocations awarded to the Trust for condition improvement has been supported by a strong reserve position in our schools, allowing investment in our facilities to benefit our pupils. The Trust sources of Staff costs: £23,544,000 income and areas of expenditure for the Expenditure Premises costs: £1,603,000 year are illustrated in the pie charts. £30,869,000 Educational supplies and services: £2,544,000 Other supplies and services: £3,178,000

HR & Professional Development

During the past year the Trust has developed a strong and effective team to support our workforce across our schools. Review of our central service provision highlighted the value placed on effective central teams who service and support our schools, with knowledgeable and experienced staff throughout the organisation.

The HR team provide our • Recruitment and selection The Director of HR is supported schools with a professional and of staff - policy, procedural by an HR Adviser, an HR responsive service in relation advice, compliance and Assistant (Payroll) and an to all employment matters support Administrative Assistant. The including; • Advice on terms and service is provided through conditions of employment face to face meetings, and • Advice and support to and contractual matters by telephone and email “For me, it’s great managers on a range of • Advice on pay and reward communication. The service working with TPAT HR related issues including including payroll matters includes liaison with unions at because there is employee relations • Employment law and policy school and trust level, external • Advice and support with guidance agencies and working alongside always a friendly and organisational change, • Support with employee the Trust’s legal advisors. more knowledgeable restructuring, redundancy relations matters including person on the other and redeployment attendance at formal end of a telephone meetings ready to help out!” Rebecca Pemberton Cardinham School

6 Staffing 2014 - 2019 (Data from published financial statements)

2014/15 | Total 163 Teachers 52 | Admin & Support 101 | Management 10

2015/16 | Total 356 Teachers 100 | Admin & Support 246 | Management 10

2016/17 | Total 504 Teachers 147 | Admin & Support 341 | Management 16

2017/18 | Total 684 Teachers 229 | Admin & Support 434 | Management 21

2018/19 | Total 925 Teachers 309 | Admin & Support 592 | Management 24

Capital Investment

The Trust has now received two years of Schools Condition Funding (SCA) from the Department for Education, and this is now our main source of capital funding to improve school building condition. The Trust has allocated this funding to school projects on a priority basis.

The SCA allocation for 2019/20 was £791,000. Most of the funds The Trust has strategically invested the School Condition Allocation were allocated during the year with a balance remaining for to improve the fabric of over a third of our schools. contingency works. Many of the schemes were completed over the summer holiday period. The larger projects included the replacement In addition the Trust received monies from the Healthy Pupil Capital of the kitchen and creation of a new serving area at Cape Cornwall fund of £54,000. This enabled us to support an additional five School, replacement of the outdoor hardcourts at St Ives School improvement schemes, such as upgrades to play areas, equipment and refurbishment of the Food Technology Room at Academy. and sports facilities all with the aim of improving our children and Other completed projects were toilet refurbishment at Berrycoombe young people’s physical and mental health by improving and Primary School, boiler replacement at Alverton Primary School and increasing access to facilities for physical activity. the Phase 2 Fire & Environmental improvement works at Sennen Primary School.

Schools have also funded minor works from their own resources in relation to ICT upgrades, school environment refurbishments and outdoor play areas.

Cape Cornwall School kitchen refurbishment

The new Pirate Ship play area at Newlyn School

7 School Improvement

School improvement support is at the heart of our work as a Trust. Our Director of Education, Claire Fortey leads a team of specialists who work across the Trust as part of the school improvement team. In 2018-19 one of the priorities was to develop the team to support the areas of focus for the Trust, especially for primary phase in English and writing in particular.

Linda Garbett English Lead

Linda Garbett joined the School Work in our geographic hubs of schools in Improvement Team in 2018 English as the Lead for English. Linda has extensive experience of The three Hubs across the Trust have experienced leaders as their early phonics development as English Hub Leads who work with the English Leads in every school. Headteacher at Mithian School English Leads from every school attend termly meetings which have and consistently achieves strong a key focus on the agenda for each meeting. Action plans for each pupil progress in reading and Hub include research, CPD opportunities, shared good practice, writing. a cycle of planned moderation and a Trust-wide focus each year. Meetings are hosted by each school, so that English Leads can The Trust’s school improvement explore the hosting school at the end of the meeting. approach is to provide support and challenge what is best Support for Writing Moderation across our Trust suited to each individual school. In English the support has The Trust has a ‘cycle of moderation’ for Year 2 and Year 6. In the included: autumn term, in-house moderation takes place to ensure staff meetings include professional dialogue, generating key steps for • Focused CPD for all schools, pupils moving forward. The spring term is Hub moderation which • Partnership working, is led by trained moderators within the Trust. They start these including visits to selected sessions with updates for moderation following training, sharing key schools inside and outside of documentation and information for schools. Evidence grids are used the Trust and writing from selected pupils is moderated by several teachers • Sharing of good practice across schools with report forms and actions for the English Leads to • Working in supportive English use back at school. Hubs, an online platform for sharing English documents This year moderation was introduced for Year 4 to moderate Writing for teachers and leaders, across the Trust as a midway point. It was noted that previously • Linking focus work with support with moderating and assessing writing for some year groups Headteacher school with other schools had not been available. The Trust held moderation 92% improvement and joint sessions last year and a bank of moderated work for Year 4 was assessment/feedback e.g. collected, so that every school has a reference for the future. This expected standard cross Writing Moderation. year, the English Hub Leads and the English Lead researched in writing, achieved Comparative Judgement and are facilitating sessions for Year 4 using at Pendeen School Key strengths in English in this process. schools across the Trust have been tapped into for school improvement in all aspects of English. All Headteachers have been open to linking and supporting each other with visits, monitoring, observations, sharing of English initiatives, staff CPD and joint projects.

8 Case Study: Roche School

Roche School is an excellent example where English has improved. They have improved both the percentage of pupils achieving expected standards and their progress measures in Reading and Writing. They are now sharing their work with other schools in the Trust to implement their strong practice and systems.

“Roche have been on a long journey of improvement with English, for both writing and reading.”

Sharing Practice Externally “Firstly, our reading needed an overhaul. We felt that we were teaching the basics well but children were not engaging with reading and our results showed it. We trialed a system of shared reading Writing which sees every child with a copy of the text in their hands all reading together with the teacher. The teacher is able to structure Targeted schools visited a school outside of the Trust who had a range of questions to engage and involve the children. It was an implemented strong elements and systems for drafting and editing. instant hit! Children began to talk about shared reading being their Open classrooms for Writing enabled visiting schools to see the favourite school activity; they wanted to read their own books in process of drafting and editing from Reception right through to Year school at every opportunity. Teachers enjoyed selecting interesting 6 with time afterwards to ask any questions. This visit had a positive and stimulating texts to share that were linked to topics, or just great impact on many Trust schools along with the moderation of Writing. standalone stories to read. With every class doing shared reading we could be confident that all children were receiving a rich and diverse Phonics reading diet in school no matter what other reading they may or may not be doing. Links have been made with the DfE funded English Hub in Cornwall to secure funding and training for schools in our Trust. “In the autumn term we were in a position to share the practice that we had developed with colleagues from other TPAT schools. We Visits to schools with strong phonics results and joint lesson welcomed a number of schools to Roche for an open afternoon, observations for phonics supported our schools to embed a where 18 teachers came and watched shared reading in action. consistent approach to phonics, upskill all staff delivering phonics and embed strategies for picking up pupils each year for additional “Our writing has had a similar re-invention. After visiting Trevisker phonics support; including those transitioning to the Junior classes. Primary School, we did away with our ‘front-loading’ of learning and Strong practitioners in our schools have hosted staff meetings for writing a final piece, and now we get to the writing part with minimal targeted schools and schools developing their phonics provision. input - this comes later. The focus has become about the process of improving the writing and recognising those improvements. You’ve probably all seen Austin’s butterfly? A lot of hard work from the teachers ensures that genres have inspiring and rich starting points to guarantee engagement from the off. Whilst the general process of Phonics achieved writing looks the same across the classrooms, each teacher employs at Lanivet School, a number of strategies to guide editing and to make sure the process improving by 44% stays fresh. The children have responded well to this new style of writing. They speak confidently about how they have improved their own work and take real pride in producing the final copy. The impact 90% of reading on vocabulary and their ability to structure their writing effectively is clear to see.”

Jeremy Walden | Headteacher, Roche Primary School Reading Trust-wide projects, such as Book Talk, have been shared with schools in the Trust and support is in place for schools that are using this with their Reception pupils. Visits to schools with positive impacts from programmes such as Accelerated Reader have supported English Leads to look at practice and explore the wider targeting and reporting tools in the system. Shared text is a focus moving forward for the Trust and schools sharing good practice in this area have opened their classrooms to host sessions and support for others.

9 School Improvement

Chris Gould Mathematics Lead

Chris Gould had previously worked as part of the School Improvement Team supporting mathematics and became Mathematics Lead in 2018. Chris is also strategic lead for the Cornwall and West Devon (CODE) Maths Hub and has an exemplary track record in developing Maths pedagogy.

“It has been incredibly rewarding to be undertaking the role of Maths Lead for the Trust during this year. All the schools that we have worked with have been so supportive of the work we have done.

“During the year we have worked directly to support nine schools with their work in “We have seen tremendous results during the year including amazing mathematics. This has included progress in attainment and achievement for all our schools in maths work on planning, staff subject by the end of Year 6. All nine supported schools saw the number Maths at Kehelland knowledge, work scrutiny as of children gaining the expected level increase during the year with School improved well as support with monitoring some very significant changes. of provision. Working closely from 62% to alongside the CODE Maths Hub, “All supported schools saw great developments in their progress we have been able to ensure measures producing better scores than the previous year. For that the majority of schools in example, Kennall Vale School moved from -1.07 to +2.18, our Trust have taken part in the improvement that was highly praised in their recent OFSTED National Teaching for Mastery inspection. Support has been so effective due to the close programme. Other professional relationship between the schools and the ethos of the Trust which is development opportunities all about support.” 93% include developing mixed- age planning. In addition, the DfE funded Strategic School Improvement project led by Martin Higgs, Headteacher Maths at Bodriggy at Alverton School, has seen some marvellous collaboration School improved between schools in the trust from 44% to and the provision of high quality CPD. 77%

10 Sponsorship of

Staff, students and parents at Cape Cornwall School were delighted to be celebrating a ‘landmark’ achievement in topping the Cornwall School’s Performance Tables for the proportion of students achieving a Grade 5 or above in English and Maths.

This key benchmark underpins students’ progression to Post 16 education and the school community are extremely proud of their Class of 2019!

Cape Cornwall School joined TPAT in September 2018 and has made rapid and sustained improvement, supported by the strong collaboration and partnership within the TPAT family of schools. The significant school improvement has been secured by focusing investment in improving teaching and learning, professional development for staff and developing school leadership skills and expertise.

The impressive improvement is attributed to the hard work and dedication of the staff team who have worked tirelessly to raise standards and motivate students to achieve their full potential. Opportunities for students to enrich their experiences are varied. For example, staff led a field trip to Paris during the summer to experience the language, the landmarks and culture! In addition to the support for school improvement, TPAT have secured significant investment for the school’s facilities. The school’s reception area, social spaces and dining facilities have all been upgraded and there has been a refresh of most of the school décor.

Our plans for further upgrading include an ambitious refurbishment of the science labs in the near future. It is fantastic to see Cape Cornwall School flourishing within the TPAT partnership and able to provide the highest standard of care and support for children. 55% achieved GCSE English and Maths at Grade 5 or over

11 MAT Partnership Working

This year we were delighted to extend our MAT to MAT partnership work beyond our own schools, and for the first time we provided a Headteacher “Away Day” to enable our senior leaders to visit schools in a different MAT.

In Summer 2019, over 20 senior leaders visited Knowle Primary and Mayflower Primary from the Learning Academy Trust (LAT) in Plymouth. As “Requires Improvement” and “Outstanding” schools respectively, these schools gave us lots of food for thought, particularly around curriculum development and how we all best support our most vulnerable pupils. The Headteachers found it immensely useful to learn about each school’s journey and to see it in action on a typical working day; the conversation and reflection this stimulated was much valued by all.

“I particularly liked how specific the Chacewater Headteacher and his team were around supporting pupils to articulate the strategies that they use to Indeed many new friendships were initiated and many of our remember stuff; a really Headteachers have paid a return visit to the schools, taking their impressive vision.” own teachers and support staff with them, and are continuing a professional relationship of sharing and supporting each other. LAT Headteacher In addition, we hosted a return visit from all eight schools in the Learning Academy Trust in Autumn 2019, when they visited Chacewater, Threemilestone and Alverton schools. Their focus was the curriculum, and the visiting Headteachers were fascinated and extremely impressed with each of our individual school’s different approaches. They toured the schools, looked at plans, spoke with staff and pupils, explored books and displays, and generally got under the skin of each of the different approaches.

It was a great opportunity for each of our three schools to demonstrate their curriculum journeys, and also to have feedback from another professional group. A fantastic example of MAT to MAT partnership working which we hope will continue to benefit all involved.

“I was hugely impressed with aspects from across all your Cornish Schools. It was lovely to have a chance to empathise with each school’s personal and unique journey.” LAT Headteacher

12 Health, Wellbeing & Sport

During 2018/19 our Health, Wellbeing & Sport team engaged with 13 TPAT schools through the second phase of work with Rob Harrison (on secondment from Cornwall Sports Partnership) and Jess Cowen (Truro & Penwith College).

With the development of a Primary Health, Wellbeing and Sport Strategy our priorities were:

1. Work with school and TPAT structures to assist schools with a whole school approach to Health, Wellbeing and Physical literacy 2. Identify and share good practice for the use of physical activity to aid the progress of disadvantaged pupils across all school phases 3. Research and share good practice to support schools to meet the individual needs of their focus groups within Physical Education (e.g. disadvantaged, more able, SEND, Early Years) 4. Improve personal development through PE, Sport and Physical Activity opportunities across the school

The actions that have arisen include:

• Development of a Trust wide Monitoring and Evaluation tool • Bespoke training for all school PE Coordinators delivered across our three hubs • Training for teachers across “Sports students all 13 Phase 2 schools (42 enjoyed the sessions attendees) with very positive course evaluations with TPAT schools • Physical Literacy Workshops as much as the • PE and School Sport pupils” Statement support Jess Cowen • Access to facilities at Truro Truro and Penwith College and Penwith College • Sports Leadership Development • Opportunities for sharing practice in the Trust

13 A Celebration of Difference

Perranporth School: Our new Forest Classroom

During last year Perranporth School started work on a new Forest Classroom. After lots of research, plans were drawn up, a special part of the school was cleared and little by little, our new outdoor classroom started to take shape. After lots of hard work and several nettle stings, everything was ready for the children to begin exploring!

“Our Forest Classroom is now a fantastic resource that is used by all of the children at Perranporth School. We are passionate in our belief that the curriculum can be greatly enhanced by using the outdoor environment and that children’s learning can be enriched and their imaginations ignited. The Forest Classroom enables our pupils to engage with creative and sensory learning through our mud kitchen and huge wooden tepee. We’ve been exploring natural wildlife by pond dipping in our own pond and bug hunting in the undergrowth. The children have learned about natural materials and construction through den building. Art lessons have taken on a natural theme St Dennis Academy: A Year of with the influence of Andy Goldsworthy and his use of only natural materials. Children have tried their hand at ‘hapa zome’, the Achievement! Japanese art of leaf printing. They have even done some ‘backwards style’ cooking for making hot chocolate and learned survival skills “During November 2018 our school choir took part in the too! Music Festival where we were delighted to win the Primary Choirs section. In March, some Year 6 children entered the Imerys School Our Forest Classroom has afforded the children at Perranporth Art competition and won 1st prize with their copper embossing! The School so many additional opportunities that really have transformed school won £500 and two individual children each received £25 for their learning experiences. What’s more… we’ve only just got started! their individual collages. Our teachers have got loads of exciting ideas to use this area throughout the year and for lots of different curriculum areas too, so “In the Summer Term, both Years 4 & 5 were invited to take part watch this space!” in the Kingfisher Award Scheme, which provides children with the opportunity to go onto farms to explore the natural world and to Alistair Johnson | Headteacher touch, feel and see the relationship between food, farming and wildlife’. It started with a field visit, then a project back at school and finally a presentation celebration for parents and carers.”

Cathy Brokenshire | Headteacher

14 Alverton School: Outdoor Learning Leader Role

“This has been our first year with a dedicated Outdoor Learning Leader (the wonderful Daisy) and outdoor spaces around the school have been transformed. Daisy has been a catalyst in helping us to complete the strategic outdoor design plans created with the Eden Project team in 2015. One of the biggest achievements this year has been creating a Nursery allotment garden which is now used for both learning and play. Classroom gardens have been created for children to grow their own flowers and food and they have been involved in every stage of the process from turf to patch to pumpkin scones!

“Daisy has supported learning in the classroom for example as an integral part of the Key Stage 1 project to create a wildflower garden. She has even been found as an unrecognisable old hag telling tales around a smoking fire! She works with our Eco Committee and Rangers who raise the profile of all things green at Alverton and leads our campaign to make the school a more environmentally friendly place including organising a dynamic Climate Change Day event.

“The biggest impact of Daisy’s role, however, is as pastoral support which she delivers through her Outdoor Learning role. This is child- led and there are lots of opportunities to praise children as they can relax, the rules are different (they can be louder, more active and more spontaneous) which some find easier and, as different parts of children’s personalities and hidden skills come out, there is chance after chance for positive praise. Our teachers have praised this intervention: “Children have a real sense of purpose and achievement as they have the opportunity to learn new, real-life skills and experience the fulfilment of creating and building something from Gulval School: Incredible scratch. From planning a garden and learning about different plants and materials to physically lifting, moving and using tools to dig out Expeditions! and build the garden, the entire process has had a real impact and been extremely memorable for the children. The relationships built “Gulval School joined in April 2019 and celebrates the rich diversity throughout this time have also enabled many socially and emotionally of opportunities available to experience learning. supportive conversations to be held which has allowed children to reflect upon attitudes and behaviour in the classroom, as well as at “In early autumn, ten children aged between 6 and 11 climbed to home, whilst in a completely different context”. the top of Snowdon, the worst weather conditions imaginable, very wet, and snow on the summit but they smashed it! Headteacher Paul “We cannot recommend this approach enough as its positive impact Baker said… ‘This was an incredible experience for all involved, a has been invaluable throughout the year.” real and very challenging adventure that our young mountaineers will always remember. I have heard many examples since where children Martin Higgs | Headteacher have modelled a new resilience or a determination in their learning that we hope will stay with them through life.”

Paul Baker | Headteacher

15 Newlyn School: Links with Carnyorth Outdoor Education Centre

“At Newlyn School we have had a focus on geography and really wanted to embed the learning through real life experiences. We were given the amazing opportunity to be the first school to take part in a 2 day course on local mining. The course was based at the Carnyorth Outdoor Education Centre. Our children were the first children to go down Rosemergy mine in 200 years and the first girls ever. John Allen and his outstanding team were amazing and the children all managed to crawl through small spaces underground and experience what it was really like to be a child mining 200 years ago.

“Our children then returned to the centre to take part in shelter building and orienteering in the most beautiful and dramatic environment.

“These experiences have had a huge impact on the children. Billy in Y6 said that going down the mine was the best day of his life. He said, “It has helped our learning because we were actually there and Nancledra School: Cornish can write about the crystals on the walls and how cold the water was Culture, Language & History when we waded through it.”

“Kaydy said, “It’s amazing to think that I was the first girl ever to “In 2018-19 Class 3 at Nancledra School were involved in three enter the mine. It’s the best thing I have ever done.” projects which enriched their learning about Cornish culture, language and history. “Miss Fitzgerald, the classteacher, said: “Words cannot describe how phenomenal the experience was. It has impacted on the children’s Children, families and staff at Nancledra are proud of their confidence, resilience and determination. We will use the experience Cornish identity and were strongly motivated and engaged by the to support learning in geography, history, PSHE and English.” opportunities we had to deepen our knowledge. Following a six week programme of learning Cornish with Will Coleman from ‘Golden Tree’, “Our parents thought the trip was a wonderful experience for their we celebrated our knowledge of Cornish words for different colours children. One parent said: “It was incredible. My son had the most by working with an artist to produce coloured tissue hanging clothes amazing time and still talks about it. You have built memories.” hung in Mr Billy’s Café in . This was all part of the Penzance Family Treasure Trail. Isobel Stephens | Headteacher “Nancledra were the first school in Cornwall to enjoy a workshop on Cornish Mining in the new Kresen Kernow building in .

“Class 3 at Nancledra created and performed a Cornish Dance Performance at Geevor Mine which included singing a traditional Cornish Mining Song - 'Bal Maidens'. One pupil said “The best bit was the stomping and stamping, it was a really fun dance.”

Rick Gill | Headteacher

16 A Celebration of Difference

Lanivet School: Mid-Cornwall Beach Games

“Part of Lanivet School’s PE vision is to enable children of all sporting abilities to take part and have experience in a wide range of physical Kehelland Village School: activities so they were delighted to be part of the Mid-Cornwall Community Support Beach Games in May 2019. The event took place down on Tolcarne Beach near . “With a new headteacher at Kehelland, we have been “The children had a go at a range of sports including archery on working to establish a shared vision for the school, the beach, zorbing (that’s rolling around in a giant inflatable ball!), whilst reviewing our curriculum offer. As a small school, paddle-boarding and bouldering which is a type of rock climbing that we have also had to look at how we can maximise the is carried out at a low level above soft sand. The children also learnt funding to support the ambitious curriculum changes about water safety, vital information for Cornish children! we have planned for.

“It was a glorious sunny day and everyone went home tired, “We are committed to a literacy-focused curriculum triumphant and happy.” that is both inspiring and creative. To support our pupil's engagement in this, we soon realised that our Ingrid Bennett | Headteacher current library stock needed refreshing to support our whole school topic approaches.

“We have a dedicated team of parents and community members who support the school through our PTSCA (Parent, Teacher, School, Community, Association), who hold regular fundraising events. PTSCA arranged a series of events to support the school to refresh the library stock, including parents evening book sales and an online donation page. We are lucky to have such a hardworking and ambitious community team supporting us!”

Joanna Harvey | Headteacher

Threemilestone School: TMS Parliament & TMS Eco-teams

“We successfully voted in our new MPs and members of the Eco team for their termly term of office. All children who wanted the role had to prepare speeches and the votes were counted after the secret ballot. With rooms set up as Parliament, the persuasive speeches went ahead and debates followed.

“The Eco team has been strong this year. As part of’ Children in Need’ day, they held a ‘Relove my Stuff’ sale, applied to be a TerraCycle collection point, and visited Age Concern, where they wanted to share ideas about how to be more sustainable.”

Suzannah Teagle | Headteacher

17 St Ives School: “I’ve learnt that everything is salvageable”

“A typical Monday morning: raining, cold and soggy. We’d just come back from half term and the sunny weather had been taken over by the cloudy skies. There wasn’t anything that could really lighten the mood. However, as we walked up towards the school, a large mural of Sir David Attenborough illuminated the wall of the bike shed.

“In a recent interview with the artist who painted the mural, Joe Greenaway, the main question that was on our minds was why he had picked David Attenborough. Joe explained it was because there is a lot of focus on climate change and global warming at the moment. He felt it was important to spread awareness of what’s going on internationally and to inspire us to do more good in the world.

“During our conversation, we discussed the intense process of creating the mural: it took around nine hours spread over the course of three days. The portrait of Sir David Attenborough consisted of a mix of spray paints and masonry paints, with the use of freehand Tywardreath School: Rock brushes to touch up the finer details. There was no use of stencils as Joe said he preferred the more textured look that the paint left Steady Band behind. “The Rock Steady Band comes to Tywardreath, inspiring all our “Another question we had on our minds was how long he had been would be rock stars and musicians!” an artist. His reply was that he’d loved art his whole life, starting with an A* GCSE in Art here in St Ives School. Greenaway also explained Claire McColville | Headteacher how he is usually drawn to pictures with good lighting and that when painting, it is always easier to make colours lighter rather than darker.

“When dealing with mistakes, it’s easy to think that artists get things Kennall Vale School: Community right all the time or rip up any work that doesn’t go to plan. So, what would Joe do? To our surprise he was open to sharing that he makes Well-being Project mistakes: “If I need to, I just go over it with a roller and white paint.” We wondered, if one of Joe’s pictures did ever go wrong, how does “In September, our EYFS children contributed to the Falmouth it make him feel? His simple reply: “I’ve learnt that everything is Community Well-Being Project. Alongside a group of Falmouth Fire salvageable.” Fighters and members of the community affected by dementia, the children prepared the flowerbeds for the next season’s planting. This An extract from: ‘Artist profile: Joe Greenaway’ by Jess for the Blue involved pulling up the annuals and transporting the perennials back Scoop, St Ives School. into the nursery for winter.”

James Butterworth | Head of School Rob Chirgwin | Head of School

18 St Just School: ‘Old A Celebration of Difference Stories, New Voices’

“At St Just Primary School, years 3 and 4 took part in a project called ‘Old Stories, New Voices’ with the Kernow Education Arts Partnership (KEAP).

“As this happened so close to where we are situated, we felt very passionate about the subject and decided to commemorate the 100 year anniversary of the Levant Mine Disaster. To do this we set up a year 3 and 4 joint topic to launch Autumn Term. We called it - Could you survive underground?

“The children got to speak to miners who worked at Geevor Tin Mine to try and gauge what life was like underground. We looked at sources from the 50th : Remembrance Anniversary which shared the stories of survivors and loved ones of the disaster. The children were Sunday fully immersed in the project and involved art work, writing, singing etc. “Hayle Academy was represented by the Head Boy and Head Girl, Tommy and Eve, at the Remembrance Sunday church service “The involvement from the KEAP was amazing - the held at St Elwyn’s Church, Hayle which was then followed by the children created their own poems and turned them procession to the memorial. Mrs Hickson attended the ceremony into songs which they performed to an audience at with Tommy and Eve, and was delighted when she received so many the Miners Chapel at the end of the topic. compliments from members of the public praising the students for doing such a great job! “The children had some fantastic writing opportunities in this topic and wrote diaries, “Whilst Tommy and Eve officially represented the school, many other descriptions, newspaper reports and instructions. Hayle Academy students took part with different organisations, such As the children were so engrossed in the topic, the as the Sea Cadets, Guides, Scouts and Surf Life Saving Club, to emotive work they produced was fantastic. name a few. Our students, Curtis and Victor, represented the Army cadets and proudly carried their standards for their organisation. “Other highlights of the topic included: visiting Geevor and going underground, making pasties and engine houses and visiting the graveyard to see the graves and newly erected head stones.”

Nicola Rogers | Headteacher

“Earlier in the autumn, students embarked on their Duke of Edinburgh scheme expedition. Mr Leech, the leader of Duke of Edinburgh said; These students have worked extremely well as a team and we are really proud of them as a school.”

Daniel Mather | Head of School

19 The Future

Our Trust is a group of schools working in collaboration as one entity to improve and maintain high educational standards across the group. Our Trust has a single legal and moral purpose - to advance education for the public benefit.

We continue to go from strength to strength, with school The Trust has grown from three sponsored schools in 2014 to a performance continuing to improve, strong financial management successful group of 28 individual schools, each with their own and effective strategic leadership. Our growth in future needs character and distinctiveness with a shared commitment to to continue to be highly strategic, for example, making sure our collaboration to improve life chances for our children and young secondary school collaborations are able to develop as effectively people. as our primary collaborations to maximise opportunities for shared practice and school improvement.

Governance

Governance of the Trust lies within the Trustees responsibility of Members and the Board Mr D J Austin CTA (appointed November 2019) of Trustees. Dr J Blunden OBE PhD, FCCT Accounting Officer Mr R Crossland Representative of Truro and Penwith College (Corporate Trustee) (to October 2019) Members Mrs S J Dickinson BA(Hons) FCA (to March 2019) Mr J Dunn BEng (Hons), CEng, MCIWEM, MAPM (appointed March Mr P Callen FRCS, FRCOG (Corporate Member) 2019) Mrs C Mewton Cert Ed Mrs A Firth BA (Hons) PG Dip Ed Dr B Vann MA, PhD, DL Mr J Green BA (Hons) (appointed March 2019) Mr D Walrond MA, MBA, PGCE Mrs J Keyes BSc (Hons) PGCE (appointed March 2019) Mrs E Winser MBE, DL, MA (Cantab) Mr T Lister BEd (Hons) Prof A Livingston CBE, FCSD, DL, Vice Chair Mr A Stittle BSc (Hons) PGCE, CMath, FIMA Mr D Williams JP, MA Mrs E Winser MBE, DL, MA (Cantab), Chair Mr P J Wroe ACMA (to July 2019)

Contact Truro & Penwith Academy Trust

t: 01872 613101 e: [email protected] Truro & Penwith w: tpacademytrust.org : @tpacademytrust Academy Trust