A REFLECTION OF YEAR TWO FROM SURVIVING TO THRIVING

A Reflection of Year Two - From surviving to thriving 1 CONTENTS

4. LEEDS CITY COLLEGE: OUR LOCAL SPONSOR 6. LEEDS CITY COLLEGE: OUR SPONSOR LEADING THE WAY 8. LEADING ON A JOURNEY TO OUTSTANDING: FROM SURVIVING TO THRIVING 12. MULTI-ACADEMY TRUSTS: WHAT ARE THEY? 14. GOVERNANCE: STRATEGIC LEADERSHIP AT ITS BEST 16. GOVERNANCE: OUR LOCAL ACCOUNTABILITY BOARDS 17. BOARD OF DIRECTORS: MESSAGE FROM THE CHAIR 18. HIGH QUALITY EXTERNAL SCRUTINY: MARK FELDMAN - ACADEMY IMPROVEMENT PARTNER 20. HIGH QUALITY EXTERNAL SCRUTINY: REVIEWS 21. TRUST CENTRAL TEAM: ORGANISATION STRATEGY 26. WRAT CENTRAL TEAM AND ACADEMY: STRUCTURES 30. WHITE ROSE ACADEMIES TRUST CASE STUDY: MARKETING AND COMMUNICATIONS 34. A PRINCIPAL’S PERSPECTIVE: LCA, LEA, LWA 40. SHOWCASING BEST PRACTICE: OUTSTANDING ASSESSMENT 42. SHOWCASING BEST PRACTICE: ACADEMY CULTURE - OUTSTANDING CONDUCT AND BEHAVIOUR 43. SHOWCASING BEST PRACTICE: OUTSTANDING PROFESSIONAL PRACTICE 44. SHOWCASING BEST PRACTICE: COMMUNITY TRANSFORMATION 45. SHOWCASING BEST PRACTICE: LEEDS WEST ACADEMY’S APPROACH TO STUDENT LEADERSHIP 48. SHOWCASING BEST PRACTICE: TRUST STUDENT LEADERSHIP GROUP 50. SHOWCASING BEST PRACTICE: AN INDUSTRY LEADING PARTNERSHIP 52. A NEW GENERATION OF TEACHER: TRAINING WITH GORSE SCITT 53. AN INTRODUCTION TO: SOME OF OUR SCITT NQTs 55. SHOWCASING BEST PRACTICE: OUTSTANDING CONTINUING PROFESSIONAL DEVELOPMENT 56. SHOWCASING BEST PRACTICE: WORKING AND LEARNING WITH THE BEST 58. SHOWCASING BEST PRACTICE: STAFF BENEFITS 59. IN THE NEWS: PEARSONS 60. IN THE NEWS: CHURCHILL FELLOWS 61. IN THE NEWS: PARLIAMENTARY REVIEW 62. IN THE NEWS: LEA NEW PRINCIPAL PRESS RELEASE (YEP 14-06-18) 63. STUDENT VOICE: WHAT’S CHANGED THIS YEAR?

2 The White Rose Academies Trust LEEDS CITY COLLEGE: OUR LOCAL SPONSOR - JULY 2018 I have been increasingly schools, I know that we have recruiting new teachers and help the White Rose schools. impressed with the progress the made great progress in giving developing a strategy for White Rose Academies Trust students the confidence to supporting outstanding 21st There has been wind of change and all of the three academies reach for the stars and that far century teaching and learning. moving through the whole of have made over the last year. more of our young people are Into the future, we will be looking the school system, which has enjoying their time in school. at more things that the Trust and resulted in more and more The title of this document the college can and should do young people who don’t fit in last year was, A Reflection of Of course, we also need to together to support each other. being excluded, isolated or just Year One: First Steps Towards ensure that our students pass unwelcome in many schools Outstanding. If the Trust took their exams at the end of Year During this academic year, across the country. Working first steps towards ‘outstanding’ 11. As with the World Cup, the the Trust’s Executive Principal, together, I am determined that in 2016/17, then it took a results aren’t in yet — but the Andrew Whitaker, became a we resist this change and ensure further giant leap towards predictions are all positive and fellow of the Winston Churchill that we are able to include all ‘outstanding’ this year. we are rightly optimistic and Memorial Trust, which is a great young people in the White Rose confident. achievement. Andrew has Academies Trust and support The most important thing for all chosen to use the grant that them to aspire and reach their Colin Booth our schools is that we inspire I am particularly impressed with came with the fellowship to visit goals. students to ‘dare to dream’ and some of the work that the Trust the USA to research Charter to enjoy their learning. Within has started doing in partnership Schools. I am looking forward to Winston Churchill said: “Kites rise Chief Executive and Principal five minutes of walking into any with Leeds City College over discussing his findings and seeing highest against the wind — not of Leeds City College of the three White Rose Trust the year — particularly around what we can learn from them to with it.” Sponsor of White Rose Academies Trust

4 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 5 LEEDS CITY COLLEGE: OUR SPONSOR LEADING THE WAY It was only February 2016 (even though sometimes very relentless and provided all As the Deputy CEO, my view when we received the Lead small) were seized upon and staff, previously powerless and tends to be rose-tinted but the Inspector’s feedback: Requires repeated until everyone knew confused about how to make an improved performance and Improvement. the direction of travel and that impact, with clear targets and greater consistency across all there was to be no turning back. tasks that although not always measures is undeniable. Things “weren’t as bad as they easy, were obvious in their could have been’, there were We stuck to our course and impact. Staff were trained in the February 2018 and a different ‘tentative signs of recovery,” worked hard on the things we principles of restorative practice, Lead Inspector: ‘good’ across inspectors recognised that we knew would make the most which changed attitudes and the board, consistently ‘good’ were “a new leadership team difference: conversations about fixed mindsets. High challenge TLA, happy, confident students, and there hadn’t been time to what works with teaching, and high support became the staff with high expectations make an impact.” All of which learning and assessment (TLA), order of the day and, although driving positive progression, was true of course, but it was clear targets, and complete things still went wrong and we close to ‘outstanding’ in many still a difficult task to sell that accountability, a focus on all had the occasional bad day, key areas. “A few more months as a positive to the staff who’d student progress and rigorous progress became undeniable and it might have been there,” worked so hard in the months tracking and monitoring. We and belief followed to drive it on actually meant a lot. We were Bill Jones leading up to that challenging focused on measuring the even further. judged ‘outstanding’ in Personal week. important things and we Development, Behaviour and encouraged a bit of healthy The performance review Welfare (PDBW) as well as High Deputy CEO Curriculum and We knew that what we’d started competition. We celebrated system recognised and Needs and 14-16. Quality, Leeds City College was working and the initial every victory, minor or major. celebrated achievements, Group pain and anger was replaced All of these things, some tiny, identified and helped tackle That’s not the end of the story, far by a determination to be contribute to improving and barriers and obstacles and from it. We keep going, driving, recognised as an outstanding, enriching the thing that by far ensured the complete refining, pushing and cajoling, large further education makes the biggest difference: accountability of the heads improving and perfecting and college. We swiftly flipped the organisational culture. for their departments’ quality all because our students only get colleagues’ understandable and financial performance. one shot at this. They deserve disappointment into a belief Cultural change was actively This was underpinned by a and expect us to have removed that we’d started the upward promoted and discussed, with a matrix management system all random variables and factors swing. huge focus on positive learning of directors with cross-college outside of their control, so that behaviours for students that responsibilities and helped ensure whatever they achieve in their Any evidence of improvement, sought to involve everyone in engagement. Compliance with lives is based solely on their ability whether student views, staff praising the good and calling essential processes rocketed, and effort rather than the luck of surveys, complaints, retention, out and challenging the bad. driving out inconsistency and the draw. achievement or progress scores It only worked because it was complacency.

6 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 7 LEADING ON A JOURNEY TO OUTSTANDING: FROM SURVIVING TO THRIVING I am privileged to share with you family of academies, which are High-quality plans and our Reflection of Year Two review wholly committed to playing a approaches to ensure our — a record which vibrantly key part in the transformation academies reflect and demonstrates our achievements of the communities that we are empower the communities we and progress throughout this year, privileged to serve. serve. The foundation of these whilst giving you some insight for plans must lead to all of our our bold and life-changing plans How are we achieving our students making ‘outstanding’ for the future of education across goals? Primarily, by placing progress in their studies to the region. the aspirations of our students secure vibrant futures — be at the core of all we do. We’re that in education, employment By reflecting on another fast- working together and supporting or further training. paced, challenging and exciting one another as parents, carers, academic year, we hope that this education professionals, Our world-class vision, glimpse into our transformational teachers, leaders, specialists, which is also rooted in our journey clearly outlines the support staff and technical lifelong commitment of Andrew Whitaker values, ambitions and strategies experts. encouragement, counsel that continue to drive forward and support to our growing truly world-class schools harness Encouraging and facilitating Executive Principal of The our learning community’s vision We’re all White Rose Academy community of alumni — a bright the brilliance, commitment, external expertise to critique White Rose Academies Trust to create three ‘outstanding’ people and we share an unerring new generation of ambitious innovative spirit and philosophy our plans and progress. This academies by 2021. vision; to not only become graduates who carry forward of their students and we’re approach requires our staffing a provider of outstanding their talents, aspirations and collaborating with our young teams to be ever-open to Year One was a period of education by 2021, but to also professional skills as White Rose people to secure new abilities challenge, whilst constantly introspection, challenging transform our region and become Academies students for life. and progress across our school seeking to improve their conversations and the launch of a world-class Trust by 2024. community. professional practice. We have decisive new plans. Year Two has The recruitment and retention of welcomed key colleagues built upon our vision of exacting As you’ll discover throughout outstanding staff and leaders, Learning and working with the from the West Yorkshire and standards and high expectations; this review, our life-changing, which includes expanding our very best. We are privileged to Lancashire Regional Schools we’ve focused on creating a progressive strategy is rooted in: Trust-wide benefits package work with and learn from the Commissioners (RSC) Team, world-leading Trust and a thriving available to all staff. exemplary GORSE Academies North Yorkshire School Trust, offering expertise that has Improvement, OFSTED Regional The development and been crucial in challenging Team and Navigate, who have delivery of innovative training historical expectations within provided searching reviews of opportunities for all our staff. The White Rose Academies our current practice, as well as From September 2018, this will Trust. This year, we’ve providing insight into how the include the launch of the WRAT collaborated extensively to Trust can shape its plans for the CPD programme, enriching our ensure progression from being future. teaching professionals’ skills in a surviving organisation into learning, leading and forward a thriving one. Throughout Robust, progressive support thinking. 2017/18, we have also been from the Leeds City College privileged to visit and learn Group is a particularly unique A relentless focus on from a range of world-leading aspect of our Trust’s strength. developing leadership skills organisations that are also As well as being an active and and competencies for both staff featured throughout this highly ambitious sponsor, the and students. We believe that publication. College Group also provides

8 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 9 opportunities for all our staff, improved school in the area Trust Student Leadership Group. truly believe in; our students students and their families it proudly serves. These results We were particularly pleased join us today knowing that their to play an active part in the overall moved the Trust from to launch the first cohort of aspirations for tomorrow will creation of a world-class group performing significantly below our leadership programme for become a reality. focused on lifelong learning the national average, to students. Those successfully and community transformation. performing above the national appointed to this prestigious I have merely touched on the average. group, firstly had to write a monumental achievements As part of my contribution to detailed letter of application which our academies and Trust this important review, I feel Leeds City College Group: The outlining what they believed have secured this year for the it especially important to Trust was delighted that our was the number one challenge young people of Leeds. It has highlight some key milestones sponsor secured a ‘good’ with facing the world today, and been a dynamic, challenging of particular note: many ‘outstanding’ features how they would go about and exciting new chapter, during its five-day Section 5 tackling and overcoming where we’ve overcome Summer 2017 results: Our inspection in February 2018. this challenge. Throughout obstacles and secured a academies achieved a the year, these inspirational clear path for our students, transformational set of School Centred Initial Teacher student leaders have enjoyed phase Teaching and Learning impactful across the Trust staff and schools to become examination results, which Training: We were also the opportunity to visit Google team and strategy. and has transformed the way ‘outstanding’ on a global scale. includes: Leeds City Academy pleased to contribute to the HQ in London, the Palace of that staff and students work securing the title of 4th most notable success of the GORSE Westminster and attend WE Parliamentary Review – together. I thank you for continuing to improved school in Yorkshire; SCITT, which was graded Day (www.we.org) as well as Secondary Education (Summer support us as we reach our next Leeds East Academy securing ‘outstanding’ in all areas during meeting and learning from a 2018). The Trust was especially Our academies as first landmark together, and look the most improved school 2017/18. The SCITT is currently the range of successful leaders. pleased to be recognised for its choice. Our schools are now forward to celebrating the life- in Yorkshire moniker and the only teacher training provider transformational improvements, fuller than ever and over the changing progress we make 4th most improved school graded as ‘outstanding’ across Trust Teaching and Learning having been selected by the last academic year have as we jointly embark into Year in England, and Leeds West the Yorkshire and Humberside Group. This group of outstanding Editor of the Parliamentary become prime choice to the Three. Academy becoming the most region. teaching colleagues have Review for all three of its communities they serve. Every worked closely on a range academies to be featured in this school now provides a standard Andrew Whitaker of exciting projects and highly prestigious publication. of education which parents, Executive Principal programmes, including the carers and young people can The White Rose Academies Trust College Groups’ suite of Positive Behaviour approach. undergraduate/postgraduate In September 2017, the Trust teaching programmes, the launched a new approach Trust’s externally-facing best to developing outstanding practice mission and the behaviour, conduct and creation of the Trust’s CPD attitudes across our student programme that will be community. This approach launched in September 2018. combines the key principles The group is now working underpinning both positive very effectively with other key discipline and restorative leaders across the College practice strategies. Our new Group to develop a cross- approach has been highly

10 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 11 MULTI-ACADEMY TRUSTS: WHAT ARE THEY?

A multi-academy trust (MAT) of Leeds City College, our The Governance structure of The White Rose Academies Trust is as follows: is a single body established to sponsor, the Chief Executive undertake a strategic alliance and Principal of Leeds City to improve and maintain high College and the Chair of the educational standards across a White Rose Academies Trust number of schools. A group of Board of Directors. As sponsor, schools form a single MAT, which Leeds City College have has overarching responsibility ultimate responsibility to the for their governance. Department for Education for The White Rose the performance of the schools Academies Trust The MAT is accountable for the in the Trust. performance of each school in Members x 3 the group, although each can The Trustees or Directors are still have their own governing responsible for the same three body that operates subject to core governance functions delegation of power from the performed by the governing MAT. body in any school: setting the vision and direction, holding Board of Directors Audit There is nothing in education the Executive Principal and legislation prescribing how a Academy Principals to account Directors x 13 Committee MAT must be composed but the and ensuring financial probity. MAT is a company limited by However, academy trusts are guarantee, listed at Companies also charitable companies House, and the Articles and and the trustees are company Memorandum of Association directors and must comply with govern how it is set up and company law requirements. As the scope of its activities. The charity trustees, they must also White Rose Academies Trust ensure that they are complying Articles and Memorandum of with charity law requirements, Association are available to particularly in relation to view on the Trust’s website at probity and managing conflicts www.whiteroseacademies.org. of interest. The Board has LCA LAB LEA LAB LWA LAB established an Audit Committee The MAT has a Board of trustees to assist in its obligations. or directors who are answerable to the Trust’s members. The The White Rose Academies members are akin to the Trust has decided to have a shareholders of the company Local Accountability Board and have powers to appoint (LAB) for each Academy with After attending the 3rd May WRAT Board meeting, Kate Baddeley, Deputy Director, Lancashire and the majority of the directors and local Governors to oversee West Yorkshire, Academies Regional Delivery Group, Regional Schools Commissioner’s Office wrote: amend the Trust’s Articles of the performance of each Association. Academy and its Principal on “Board members demonstrated both knowledge and understanding, together with a commitment behalf of the Board. The full to securing improved performance for the Trust. Members can come from a schemes of delegation are variety of stakeholder groups available on the Trust’s website The agenda enabled a range of Trust-wide issues to be reviewed, which clearly demonstrated but in the case of The White at www.whiteroseacademies. awareness of Trust Board responsibilities. I listened with interest to all items, particularly the presentation Rose Academies Trust, which is org. The chair of each LAB is also from Mark Feldman, Academy Improvement Partner. “The presentation clearly demonstrated what a sponsored academy trust, the currently a Board Director. you are doing, as a trust, to reduce fixed term exclusions and how you are running your internal members are the Corporation alternative provision, which is evidently having a positive impact upon pupils in all academies”.

12 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 13 GOVERNANCE: STRATEGIC LEADERSHIP AT ITS BEST

THE WHITE ROSE ACADEMIES TRUST BOARD OF DIRECTORS Prof. Darren Shickle. Darren has also devoted much time to the Trust as a member of the Remuneration Committee as well as having an active role on discipline panels. Darren, as Chair Jane Pither - Chair Jane has devoted time and energy to her of the LEA LAB, has led the successful recruitment of a new work with the Board. Jane has chaired the Audit Committee Principal and works closely with LEA to ensure the continued and developed the strategic work of that committee. She has success of the Academy. recently been appointed as Chair of the Board of Directors and will work to further develop the Board as the Trust enters its next steps towards ‘outstanding’. Cllr Caroline Gruen. Caroline, despite being active in her role as a Councillor in Leeds, has given much time and energy to the Trust in a variety of positions including an active role on Erica Hiorns - Vice Chair As a current Ofsted inspector, Erica discipline panels and as Vice Chair of the LWA LAB. Caroline has provided extensive challenge and support for Trust leaders advocates for Vulnerable and Looked After Children at LWA around outcomes, curriculum and has helped to focus the and throughout the city. work of the Board. Erica has worked closely with the Academy Improvement Advisor to ensure reports are produced and actions are completed. Her vast experience in Education has benefitted the Board and the LCA LAB where Erica serves as Vice Chair. Claire Rix. Claire’s background in HR has provided direction and challenge to the Remuneration Committee of which she is a member. Claire led the Board in a self-reflection and evaluation session at the Director’s Away Day, allowing the Board to focus Colin Booth OBE. As CEO of the Leeds City College Group, Colin on next steps and improved communication. Claire has also has worked closely with the Executive Principal to facilitate had an active role on discipline panels, supporting the students, ongoing improvements in the reporting to and development of families and academies. the Board. He has helped to promote clarity of vision, focussed meetings and high quality support and challenge.

Paul Morrisey. Paul joined the Trust in the Spring as the Chair of the LCA LAB and soon after was appointed as a Director. Paul’s Christine Smith. Christine’s experience in accountancy and retail wealth of experience as a successful, retired Headteacher have helped the Board to develop its interrogation and quality provides educational insight and challenge at both the of financial planning and reporting. Christine was Chair of the Board and LAB. His knowledge of data and leadership and Board until 19th June this year and has chaired the Remuneration management will be well utilised in the coming year at both Committee. Board and LAB level.

Anthony Blackwell. Anthony has devoted a lot of time to his work Craig Williams. Craig joined the Board in February this year. His with the Trust as part of both Audit and Remuneration committees experience within FE and Governance has strengthened the as well as having an active role on discipline panels and as Chair Board in terms of skills whilst also providing valuable insight and of the LWA LAB. Anthony works closely with LWA leadership and support. Craig’s passion to support young people to fulfil their provides support and challenge both in and out of meetings. potential will provide further support to the Trust as it continues to develop in the coming year.

14 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 15 GOVERNANCE: OUR LOCAL BOARD OF DIRECTORS: ACCOUNTABILITY BOARDS MESSAGE FROM THE CHAIR

As we celebrate our third full year of operation challenges but respond well to the demanding The Trust has worked hard to further develop Vice Chair with exceptional educational as a Multi Academy Trust, the White Rose external environment. Education in 2018 is not a and strengthen its governance structure this experience. The Chair at LEA has led the LAB Academies Trust has much to be proud of. We simple matter and I applaud the professionalism year. Both at Board of Director and Local to work strategically, but promotes a supportive recognise that we have a long journey ahead to and dedication from our staff that, sometimes Accountability Board level, there have been approach to governance. The LAB has been achieve our goal of ‘outstanding’ – nonetheless, against the odds, change the lives of young opportunities provided for training and strengthened this year with new LAB members we are ready to meet the challenge. people. development, collaborative working, self- bringing additional skills. The LAB promotes evaluation and forward planning. member visits to the Academy, attendance This year our focus has been on Educational Increasingly, we are attracting more young at training and development opportunities Improvement. Everyone involved – young people into our academies. It is our aim that they This year has afforded each of the Boards offered. LAB members have attended people, parents and carers, staff, the leadership will find a spark that ignites their interest, helping an opportunity to develop and embed their Safeguarding and Competency Framework teams, Local Accountability Board members and them to fulfil their potential and look forward to strategic oversight. There has been a focus training to further develop their understanding the Trust Board itself – are confident that this is our the future. It is our aim that they will recognise the on recruitment of Board and LAB members to of strategic work. The LAB regularly provides purpose. We want to improve the educational diverse environment of our Trust, which values further develop and enhance the skills on each challenge and promotes engagement around opportunities for the young people in all three everyone equally, regardless of background, Board. As a result each board has recruited Student Voice, Children Looked After, Pupil academies. We want our young people to have origin, gender or ability. It is our aim that these highly skilled individuals who will provide further Premium and SEND. the best educational outcomes possible so that young people will become key members of their insight and challenge to leaders within the Trust. they can thrive in the complex world that awaits communities, in Leeds and beyond, becoming at the end of their school journey. ambassadors for the White Rose Academies Trust. The Board takes improvement very seriously. Therefore, we chose to appoint an Academy Our vision is that the educational opportunities Improvement partner which allowed us to have we provide will enable the transformation of The Local Accountability Board at Leeds West an independent view of the Trust’s performance, young people’s lives and of those communities The Local Accountability Board at Leeds City Academy is well led by a Chair and Vice Chair alongside the assurances of our very professional in which they live and work, wherever those are. Academy is well led by a Chair and Vice Chair with exceptional educational experience. Leadership team. We seek guidance and Our challenge to our Leadership team and staff with exceptional educational experience. The LAB at LWA focus their work around the support from Leeds City College, our sponsor, as is to put this vision into practice. The LAB is fully supportive of the unique views and stakeholder voice of children and well as from nationally ‘outstanding’ academy circumstances of the Academy and all LAB young people in the Academy. The LAB often trusts. We have recognised that we need to learn Jane Pither members use their individual skills to focus the challenges and champions academy work from external partners, as well as to develop our Chair of the Board of Directors challenge and support for senior leaders. The around vulnerable cohorts and student voice. internal resources, therefore we expect the very The White Rose Academies Trust LAB supports the Trust’s ethos and vision and The LAB takes seriously its responsibilities around best from our Leadership team. LAB members work in conjunction with the Safeguarding and Student Welfare and have Principal and Senior Leaders to ensure the best engaged with training to support them in these Our Leadership team have made major outcomes for students. They often challenge roles. The LAB have also received training contributions to our progress this year. I would issues around data, Pupil Premium, English as an around the Competency Framework and have like to thank those who have joined us recently, additional language and SEND. LAB members used this to develop strategies for measuring as well as those who have moved to pastures are keen to further develop their strategic impact in the coming year. LAB members are new. I’d also like to recognise the efforts of role and have received Safeguarding and in the Academy regularly and work well as our outgoing Board Chair, Christine Smith, who The White Rose Academies Board of Directors Competency Framework training. ‘critical friends’ to academy leaders as they resigned as Chair in June. The Board and Local can be contacted via email at: work to move the Academy to ‘outstanding’. Accountability Board members give their time both voluntarily and generously to support the E: [email protected] For more information please visit: www. Trust and its academies and I know that I, as the P: The White Rose Academies Trust BoD, whiteroseacademies.org/board-members incoming Chair, can count on their support in the Intake Lane, future year. Leeds, West Yorkshire, The Local Accountability Board at Leeds I’d also like to express the Board’s gratitude to LS13 1DQ. East Academy is also well led by a Chair and our staff, who work tirelessly to carry out our improvement plans and to meet the challenging For instant updates online, follow the Trust on targets that are set. Not only do they meet internal Twitter at @WRAcademies.

16 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 17 The atmosphere around the academies is calm, genial and friendly and the HIGH QUALITY EXTERNAL SCRUTINY: climate for learning in the classrooms is MARK FELDMAN - ACADEMY very good IMPROVEMENT PARTNER

Mark Feldman has worked in schools for forty Mark has now been working for the WRAT Board Leaders have demonstrated the ability to ensure years. He gained substantial experience as of Directors for the past two academic years. that their actions have high impact. This has Senior Leader and Deputy Head in secondary Here are his findings: affected a great improvement in the academy schools in London and the Midlands, was a “As Academy Improvement Partner for the cultures, the quality of teaching, behaviour for successful Head of an 11-18 comprehensive White Rose Academies Trust it is been a great learning, attendance and support for students for eight years and became a Local Leader pleasure to observe the enormous improvements facing challenges. The atmosphere around the of Education. Since 2015 he has worked as an made in each school over the last two years. In academies is calm, genial and friendly and the Ofsted inspector, School Improvement Partner in each visit, I have seen steps forward in students’ climate for learning in the classrooms is very two local authorities, Independent Advisor and engagement, progress and achievement: it is good. WHO ARE NAVIGATE? as an Associate and Area Leader for PiXL. He has the impressive quality of academy leadership, been Academy Improvement Partner for WRAT which has guided this strong development. The academies differ in that they serve particular Navigate brings over twelve years’ experience since March 2017. communities and have different histories prior of working with colleagues at a senior level in the There are some common features across the to joining the WRAT. A series of visits to each education sector; from sourcing and recruiting Board Director Erica Hiorns, who was a member Trust that have struck me as making a significant academy shows that they have now created high quality senior leaders in both interim of the recruitment panel for the Academy contribution to this strong leadership. Academy such commonality in shared mission and similarity and permanent roles, undertaking bespoke Improvement Partner, commented: leaders have set highly ambitious targets for of operation that there is now a distinctive consultancy and research projects to developing “Can you believe everything senior leaders tell students’ achievement projecting flightpaths and unified WRAT approach, characterised by practice across a range of education indicators. you?” This is the uncomfortable question that of academic improvement, which could authentic passion, high ambition and strong Jo Fish, Managing Director of Navigate, states: governors and trustees have to wrestle with lead to some of the most impressive rates of leadership. Teachers across the WRAT work with “Over the past year it has been our pleasure in schools, academies and MATs across the progress in the country. The current internal data confidence and skill while students across the to support the White Rose Academies Trust, country. indicates that teachers and students are rising WRAT are making strong progress in their learning amongst others across the region, in their work to these expectations and the prospects for and their personal development. The Trust is a to drive continuous educational improvement It was to address this that Board members future outcomes are most promising. Academy resource in which the city community can have through the sourcing of an Academy decided nearly two years ago that they needed leadership has faced up to the problems they genuine pride.” Improvement Adviser to work with academies an independent view, an expert who could go started with and have addressed them with across the Trust. Our associate, Mark Feldman, into school on our behalf and test out the data, energy, determination and rigour. As an external brings considerable expertise in education. Mark processes and teaching in our academies. advisor and evaluator, I make recommendations Mark Feldman and others like him, are a crucial part of the for further development and have found that Academy Improvement Partner Navigate Associate Team who provide expert We were lucky enough to employ Mark leaders’ responses are universally open and support, advice, and challenge to education Feldman. He has since given us objective reports positive – there is no evidence of defensiveness providers across the locality, region and indeed on a range of subjects, including KS3 progress, or complacency. In addition, great creativity is nationally.” alternative provision, and provision for SEND shown in finding ways to recruit strong teaching pupils. These have been invaluable in helping us staff in a context of national shortages in some You can find further examples of our recent work understand the strengths of the academies and subject areas and, when they arrive, these new on our website - www.navigategroup.co.uk or their areas for development.” teachers benefit from high quality inductions, please get in touch on 0113 287 8445 as we’d training and regular pertinent feedback. love to hear from you.

The Trust is a resource in which the city community can have genuine pride

18 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 19 HIGH QUALITY EXTERNAL SCRUTINY: TRUST CENTRAL TEAM: REVIEWS ORGANISATION STRATEGY SCHOOL IMPROVEMENT During the year our academies have undergone external scrutiny from a range of organisations The Trust currently charges a central services fee trainees entering the teaching profession and around School Improvement. North Yorkshire School Improvement Service carried out two-day to its academies of 5% of their General Annual in addition will provide excellent CPD courses reviews at Leeds City Academy on 11 - 12 January; Leeds East Academy on 23 - 24 January; Leeds Grant funding. This charge is used to fund the and support for all staff across the Trust. West Academy on 7 - 8 February. statutory requirement on all Multi-Academy • Develop ‘outstanding’ alternative provision Trusts and also take forward the Trust’s rapid options for each of our academies at the Reviews looked at leadership and management, teaching , learning and assessment, PDBW and improvement strategies. Stephen Longfellow Academy and the Leeds outcomes, plus a focus on Year 11. Highlights from feedback includes: City College Group 14-19 provision. As per the funding agreement, the core function • Develop high quality policies that enable of the Trust is to provide support around four key all academies to employ the highest quality areas: staff in all areas of their organisations. To Both senior and middle leaders Students’ attitudes to learning implement an effective performance are effective in driving the are positive and show a real 1. The monitoring and improvement of standards. management system that recognises and Academy forward in terms of determination to learn, being rewards outstanding performance. rapid improvement. intolerant of disruption. In its core role to monitor and transform standards, • Develop outstanding quality assurance the Trust central team work closely with all frameworks that ensure that the standard of Academy Principals to: education provided to all students is rapidly • Develop and implement rapid improvement improving and will lead to ‘outstanding’ Excellent behaviour is widely All stakeholders consider that plans in WRAT academies. These plans outline outcomes. promoted as is excellent the Academy has made the most effective way for all academies • To provide additional resources and attendance, leading to a very great strides since the last within the Trust to be judged as ‘outstanding’ personnel to any of our academies where pleasing reduction in fixed term inspection, with leaders setting in the next three years. we assess that the rate of improvement falls exclusions and an impressive high expectations. • Develop and embed partnerships with below our expectations. Recent examples increase in attendance. a range of ‘outstanding’ provisions and include deploying additional leadership providers. Over the last academic year, these support to all three academies to bring developing partnerships have been made about rapid improvement including personal with The GORSE Academies Trust (TGAT). The development and welfare, teaching and SAFEGUARDING range of partnerships will continue to grow to learning, and leadership capacity. During the year our academies have undergone external scrutiny from a range of organisations fully meet the changing requirements of the (including Leeds City Council) around Safeguarding. Highlights from the feedback recieved Trust and its academies. 2. Financial Management included: • Develop the WRAT formal membership of the Leeds Teaching School Alliance and SCITT. The Trust must ensure that all academies are This alliance also includes all academies in fully compliant with the Academies Financial It is clear to see that the safety and welfare of the children TGAT and Cockburn MAT. This will enable our Handbook (DfE, 2016). The Trust must fulfil a at Leeds City Academy is of high importance. There was Trust to have access to the very best new number of legal duties including: excellent evidence of a preventative approach through the curriculum for young people and how they support and engage families.

What a great place. All of my colleagues agreed that any work they have done with the school has always been of a high standard. Well done to all of you.

The young people that I spoke to were clear about how school keeps them safe and what they would do if they were worried about something. The students demonstrated a caring and supportive ethos within the school and with each other when I was talking to them. They are a credit to the school and its wider community.

20 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 21 • To work closely with each academy’s Principal • Developing Trust-wide procurement • Produce audited accounts to submit to the to develop and implement marketing strategies. EFA by 31 December each year strategies that ensure their schools are the • Developing best value solutions to our current • Maintain accounting records and provide first choice for the communities in which they premises management, cleaning, and accessible accounts in line with the Statement reside. catering provisions. of Recommended Practice for charities • To develop and implement a new Trust • File annual accounts with Companies House website that ensures we are fully compliant for public access, and provide a copy of the with all legislation governing public bodies GROWTH STRATEGY accounts to anyone that requests them and to emphasise our ‘outstanding’ vision. As the Trust continues to develop and secure • Publish annual accounts on the Trust website • To work closely with social media and print ‘good’ / ‘outstanding’ OFSTED grading for all no later than the end of January following the media organisations to ensure that we its academies, it is envisaged that the Trust will financial year to which the accounts relate effectively communicate our ‘outstanding’ increase the number of academies which it • Ensure that all public monies devolved to the vision. sponsors. To ensure that the Trust is prepared for Trust are spent in line with value for money • Production of internal and external displays any future expansion, the Trust will develop: principles and in line with all audit principles to communicate the core values of each set out in statutes and legislations. Academy to all students and visitors and to • The capacity and skill set to carry out effective improve both internal and external signage. due diligence on any future sponsored • Development and production of new internal academy 3. Building and Facilities Management communication documents. • Key leaders and key competencies to ensure As a MAT, we are the legal owners/lease holders CENTRAL TRUST TEAM that these individuals can play a key role in for all buildings and land currently utilised by PRIORITIES 2018/19 any new academies that the Trust formally each of our academies. In this role we therefore sponsors • A leadership consultancy capacity that will have overall responsibility for the upkeep, safety In addition to its core responsibilities, the WRAT INCOME GENERATION A key priority for the Trust for the next two enable high quality leaders to be deployed and future development of these assets. central team are also focused on the following academic years is to identify and to take from the Trust to support other failing key priorities over the next two academic years: advantage of a range of new sources of income academies or Trust sponsors with their rapid 4. Human Resource Service including: improvement strategies. As a MAT, we are the legal employer of all staff in COMMUNICATION all of our academies. The Trust therefore provides AND MARKETING • Submitting formal bids to the DfE for ongoing 2018-19 represents a very important academic a Human Resources provision that oversees all building improvements year for all three academies in the Trust, as matters relating to employee relations including: • Working closely with Leeds Local Authority to each will welcome an inspection team from The Trust has allocated additional resources access and secure funding to increase the OFSTED, who will undertake 2-day inspections of that have led to the transformation of our PAN for all of our academies. This will be used each provision, under the Section 5 inspection • Managing absence marketing and communication strategy with all • Staff conduct and behaviour to fund extension to school buildings. framework. Colleagues from across the Trust stakeholders. The focus of the Trust continues to • Applying for School Improvement Funding will therefore be working with the Academy • Payroll be: • Training and development via the Regional Schools Commissioner Principals and their highly talented teams to • Performance Management • Securing additional funding from charitable ensure that all three academies experience a • To develop and fully implement an trusts that closely align with the vision and very positive outcome to these inspections, that • Recruitment and retention outstanding recruitment and retention • Legal advice as it relates to employment law purpose of the Trust’s core values. reflect our rapid improvement journey over the strategy as evidenced on our websites, social • Securing funding and wide-ranging support last two years and the very special communities • Full compliance with new HR policies and media and any formal communication we legal processes from private businesses and successful we serve. have with stakeholders. entrepreneurs.

ADDITIONAL INFORMATION

Number of staff 336 Number of students 2747 Budget – Annual Income £19.287m Value of Buildings £62.360m Current OFSTED Grades (June 2017) LCA – Grade 3 – Requires Improvement LEA – Grade 3 – Requires Improvement LWA – Grade 3 – Requires Improvement

22 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 23 THREE SCHOOLS

ONE VISION

24 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 25 WRAT CENTRAL TEAM STRUCTURE: SEPTEMBER 2018

ANDREW WHITAKER Executive Principal

Academy Communications Finance HR Improvement and Projects

Training & YVONNE HARE JANE DUNKERLEY SANDI ASHWORTH Standards Development Interim Chief Financial HR Manager Head of Communications Officer and Projects

STEVE JACKSON TOBY CALE CHRIS REYNOLDS SAM POCOCK RACHEL SMITH ETHERINGTON ELLIS-HAMBLEY Assistant Principal Assistant Principal Vice Principal Vice Principal Creative Lead & Visual 2 days 2 days Finance Manager Designer SEPTEMBER 2018 LEEDS CITYACADEMYSTRUCTURE: GEMMA EDWARDS Assistant Principal Senior VicePrincipal Assistant Principal TRACY FOY LUKE POLLARD Senior LeadershipGroup (Leadership andManagement) ANDREW WHITAKER Executive Principal Academy Business LIZ ARMSTRONG JACKIE ROSE Manager Principal Assistant Principal SIMON FORD Vice Principal CHRIS RAY Assistant Principal VICKI MORRIS LEEDS EAST ACADEMY STRUCTURE: LEEDS WEST ACADEMY STRUCTURE: SEPTEMBER 2018 SEPTEMBER 2018

ANDREW WHITAKER ANDREW WHITAKER

Executive Principal Executive Principal (Leadership and Management) (Leadership and Management)

Senior Leadership Group Senior Leadership Group

SARAH CARRIE CHRISTIAN WILCOCKS

Principal Principal

JON ZEB HELEN MCMILLAN MARK COLMAN TOBY CALE Senior Vice Principal Vice Principal Vice Principal Vice Principal (deployed by WRAT)

RICHARD CHATTOE DAN WHIELDON NICOLA WIDNALL TOM BELLWOOD DAVE CLEMENT Vice Principal Vice Principal Assistant Principal Assistant Principal Acting Assistant Principal (Deployed by WRAT)

JANIE JENNINGS AIMEE HANSON TREVOR LESTER DANNY BULLOCK ALICIA MANNERS Assistant Principal Assistant Principal Assistant Principal Assistant Principal Associate Assistant Principal

RACHEL LE BORGNE EMMA WALLER SHAZIA BASHIR RACHEL SMITH* SAM POCOCK* Assistant Principal Assistant Principal Data Systems Leader Executive Academy Business Administration Manager (3 days) (3 days) Manager * Works 2 days per week for Trust

SAM BRADLEY

Academy Business Manager

28 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 29 WHITE ROSE ACADEMIES TRUST CASE STUDY: MARKETING AND COMMUNICATIONS Each academy within the • A comprehensive We also work with online Examples of the diverse range local media with Gov TV which will Trust benefits greatly from communications directory recruitment websites including of creative work, from fliers to • New supplier framework see radio advertising the support and direction of • Search capability TES (Times Educational programmes and clothing can with media buying across Leeds City Council our central Marketing and • A mobile-view for phones Supplement), Eteach, Leeds be seen on the following pages. agencies, printing suppliers leisure centres which are Communications Team, who and tablets City Council, Jobsite, Linked In, and contractors in the vicinity of our three are responsible for internal • Accessible navigation NASBM, NHS Jobs, Guardian, SOCIAL MEDIA ENGAGEMENT • New design of academy academies and external promotions, press • Rapid-access Ofsted Schools Week, and FE Week. Social media is at the heart of prospectus • Leaflet drops to all homes in relations, corporate branding, Inspector resources All recruitment advertising our digital communications • Expansion of social media our local communities and digital communications • Twitter feed widgets is controlled and quality strategy, which covers the channels and audience those of our feeder primary and extensive marketing • Teacher and Support Staff assured by the Marketing and breadth of Twitter, Facebook • START Community Hub schools campaigns. directories Communications Team. and LinkedIn. promotions, branding and • Press advertising to include launch local newspapers and free VISION As part of our ongoing online PRESS LIAISONS Parents, students and wider • Work experience and magazines Three core elements of our development, we will soon We ensure that relationships stakeholders now actively internship opportunities for • Out of home media Trust-wide vision drive forward offer our most important with the local and national press engage with our upcoming students and graduates which includes bus shelter all aspects of our strategy: website content (Attendance, are processed efficiently and events, news and inspirational advertising, 48 sheet and 96 1. Our academies will be Transition, Homework, Calendar, professionally. Press Releases content. Our community also 2018/2019 ACADEMY sheet billboards rated ‘outstanding’ by Behaviour, Curriculum etc) in and Electronic Press Kits are refer to our channels for critical ADVERTISING CAMPAIGNS • Boosted posts across Ofsted in 2020 the top eight languages spoken provided for newsworthy events notices, such as weather Planned advertising for the next various social media 2. The recruitment of by EAL students and parents or wider promotion, whilst all warnings affecting school academic year includes: channels outstanding and good within our communities. historical content is archived on closures. • A twelve-month partnership • Sponsorship of Leeds teaching professionals the Trust website. Interactions and queries with Capital Radio Yorkshire Carnival (Chapeltown) – 3. Our students are at the EXTERNAL COMMUNICATIONS are also addressed with South West, which will see Queen, troop and float heart of everything we do All content released by the In-house professional professional responses using our numerous adverts played (Leeds City Academy only). academies and Trust is quality photography is also provided institutional tone of voice and across the year for each WEB PRESENCE assured by the Communications for all press content, which has style, providing confidence academy and the Trust In order to fully demonstrate team prior to approval by the been featured in The Yorkshire and assurance for our wider • A twelve-month campaign the improvements taking place Principals/Executive Principal Evening Post and various other community. across the Trust, each academy for release. printed publications throughout website has been extensively this year. ADDITIONAL ADVANCEMENTS redeveloped following We ensure that tone, voice THIS YEAR meticulous research and user and style is consistent and DESIGN AND VISUAL IDENTITY • Standardisation of all job testing. clear across all of our material All creative content is overseen descriptions and templates — ensuring our stakeholders and produced by the Trust’s in- • Total website rewrite and Our innovative and vibrant new trust and understand our wider house design team, providing redesign design, developed with Leeds- principles and personality. digital and print content across • Rollout of Trust and based agency Cherry Tiger, all our academies. Academy branding and offers more online content than RECRUITMENT Consistency of branding across style guidelines ever before, including: Our careers content on all channels is assured through • All staff biographies • Regular news updates the Trust website has been our identity management rewritten/updated • Video clips redeveloped for accessibility framework with our in-house • New photography for • Digital copies of letters and consistency. Roles are designers, ensuring that the Trust each academy, staff and home clearly divided between three and each academy’s image is students • Easy-to-access curriculum headings: Leadership, Teaching consistently and professionally • Increased frequency of content Roles and Associate Staff. presented. press releases issued to

30 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 31 COMMUNICATIONS: COMMUNICATIONS: CREATIVE NEWS STORIES

Sponsored by

Yorkshire’s Most Improved Family Of Secondary Schools

White Rose Academies Trust

NQT Recruitment / Interview Days

Join The White Rose Academies Trust on a Journey to Outstanding

CASE STUDY: WE WALK FOR WATER

Monday 20th February Tuesday 21st February Wednesday 22nd February Leeds West Academy Leeds City Academy Leeds East Academy English Trust Wide Maths Trust Wide Science Trust Wide Intake Lane, Bedford Field, South Parkway, SOCIAL MEDIA: The news was shared on Rodley, Leeds, LS13 1DQ Woodhouse Cliff, Leeds,LS6 2LG Seacroft, Leeds, LS14 6TY In April, 2018 all three academies joined together T: 0113 229 5454 T: 0113 284 4260 T: 0113 2731964 E: [email protected] E: [email protected] E: [email protected] to walk 5km in aid of the WE Movement charity. all social media feeds including retweets, Below is the social media campaign surrounding shares and comments from users and the WE OPEN EVENTS 2018 the event that promoted the White Rose Movement. 24TH SEPTEMBER 2018, 6PM Visit www.LeedsCityAcademy.org.uk for more information Achieve your full potential with the fourth most improved secondary school in Academies Trust’s outstanding student culture: Yorkshire: Leeds City Academy.

Our average class sizes of 18 are taught by outstanding teachers, who are dedicated to making each and every one of our students feel valued and strive for success in our vibrant, warm and friendly community. Pre-promotion: Each Academy created hype PRESS RELEASE: A press release was written, sent We are a diverse school celebrating culture from across the globe- with specialised bilingual staff members to support learners in the heart of Leeds. Follow us on Twitter Board our new Academy bus service, which transports pupils to an exceptional to local press and archived on the main Trust education and equips them for the world of work and further study beyond Year around the event online. @LeedsCityWay 11. Address: Bedford Field, Woodhouse Cliff, Leeds, LS6 2LG. TEL: 0113 2844260, EMAIL: [email protected] website. 27TH SEPTEMBER 2018, 6PM Visit www.LeedsEastAcademy.org.uk for more information Come and see why Leeds East Academy is Yorkshire’s most improved WEBSITE: After the event, an article and secondary school and the fourth nationally. We’ve secured more first-class teachers than ever this year, which means our average class sizes number a record 17 students per teacher.

We also offer unique resources, such as bespoke exercise books, coupled with access to cutting-edge hardware and multimedia, all housed within our state- photographs were shared on the main WRAT of-the-art school building.

Our Core Values are centred around: Excellence, Punctuality, Ambition, Confidence, Resilience, Positivity and Respect, which underpin everything we Follow us on Twitter do on a daily basis, ensuring that we all know the contribution we make to our and individual academy websites. school community. @LeedsEastWay Address: South Parkway, Seacroft, Leeds, LS14 6TY. TEL: 0113 2731964, EMAIL: [email protected] 4TH OCTOBER 2018, 6PM Visit www.LeedsWestAcademy.org.uk for more information Every student can achieve with great teaching and unconditional support; at Leeds West Academy, our team of dedicated staff share this vision.

We are proud to be a nurturing school, where our students benefit from dedicated teachers, who genuinely want the very best for every student. Our state-of-the-art facilities provide a learning environment where students can thrive! This is why we are one of the fastest improving schools in the area.

We believe that a rich curriculum provides excellent opportunities for young people to develop their creativity, imagination and problem-solving skills, striking Follow us on Twitter the right balance between string academic success and everyday enjoyment. Step inside our Academy. See our facilities, meet our staff and our students. @LeedsWestWay Witness first-hand, the strength of relationships from which our students benefit, each and every day. Address: Intake Lane, Rodley, Leeds, LS13 1DQ. TEL: 0113 2295454, EMAIL: [email protected]

EE MORN FF IN O G

C COMMUNITY HUB Adult Learning in Reading, Speaking, Listening and Writing English, Basic IT Skills and General Help and Guidance

WHEN: Every Wednesday - 3pm until 6pm

WHERE: Leeds City Academy, Bedford Field, Woodhouse Cliff, LS6 2LG

WANT MORE INFORMATION? Contact Emi Banciu on 07826 875 004 Friday 16th March 9.15am - 10.30am

Come when you can, stay as long as you wish! Everyone TRAIN LIKE A PROFESSIONAL welcome – activities available for young children

STUDY LIKE A PROFESSIONAL Leeds East Academy South Parkway, Seacroft, LS14 6TY 0113 273 1964 COMMUNITY HUB D Coaching [email protected] D Training Wednesday 3:00pm - 6:00pm

Adult Learning in Reading, Speaking, Listening and Writing English D Strength and Conditioning Basic IT Skills and General Help and Guidance D Sports Rehabilitation Supported by Help and Guidance English Skills (ESOL) IT / Computer skills D Nutrition

32 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 33 A PRINCIPAL’S PERSPECTIVE: this cohort are from Romania or has been able to capture and FORGING AHEAD the Czech Republic. consolidate significant progress made with our students — further These students are taught to enhancing our reputation speak and write English, then they with the local community are integrated into other parts and feeder primary schools. of the Academy curriculum. In order to deliver excellent We have been education to every student, working in conjunction with the Academy now employs a many of our feeder Primary Romanian-speaking Behaviour schools from the Lantern Support worker. This has been a Learning Trust to develop fantastic appointment resulting sustainable and progressive in great support and influence cross key stage pedagogy. in these students’ lives. We have also extended our reach to ensure that the ‘Outstanding’ safeguarding Academy truly shows that it is a and pastoral support: Actions ‘community’ secondary school It has been a delight and a In response, one of our taken to promote the welfare of that best serves its local students. Jackie Rose privilege this academic year obsessions this year has been children and protect them from to work alongside Executive to drive forward standards harm is of the utmost priority As well as hosting the Lantern Principal Principal Andrew Whitaker, our through a culture of high for all staff working at Leeds Learning Summer Fete on Leeds City Academy remarkable senior team and challenge across all year City Academy. In May 2017, 30 June, our students and wider leaders from across the groups. All students are now Ofsted judged arrangements Academy will be supporting Trust as we drive forward the set challenging but achievable for safeguarding as effective, the Chapeltown Carnival vision and improvements that end-of-year target grades, stating that “exemplary systems in August 2018, celebrating will ultimately secure an Ofsted based on their performance in are used skilfully by leaders to values we both share — rating of ‘outstanding’ for Leeds nationally-benchmarked tests. ensure that pupils, including diversity and multiculturalism. City Academy. those in off-site provision, are Leeds City Academy Rewards safe from and protected from Overall, our dedicated staff Thanks to our united desire to Shop: The initial idea for the harm.” work unremittingly in the best improve our Academy, this year rewards shop came from a visit interests of our students and their we have witnessed measurable to Cockburn Academy. It was We recognise that help may families and this remarkable growth in student numbers, also born from wondering what be needed at any point in a work reflects our strong, whole with a marked increase in local to do with a strange, vacant young person’s life, which is why school drive with the highest students. For the first time we space at the heart of our school. we seek to offer quality support expectations of personal have reached full capacity and quickly. We have developed development, behaviour, we believe that in large part this The Rewards Shop allows relationships with local partners, safety and welfare for all. is due to the improving local students to save and spend as we felt it was paramount reputation of the school. the stamps they receive for that we employed a school It has been a phenomenal concentrated efforts in lessons counsellor and a well-being year for our students, staff and Driving up standards through a or behaviour and has made worker for one day a week, to local community. Not only is culture of high challenge: Last a tremendous impact on help support our families and our school rapidly transforming year Ofsted Inspectors praised students’ academic progress students. This has been highly with every term, it is re- our Leadership for taking and personal development. successful, in its first year having establishing a new, impeccable decisive action to tackle poor received fifty eight student self standard in teaching and teaching coupled with our rigour Focus on a cohort of students: referrals since September alone. learning that our whole school to strengthen the Academy Nearly 20% of our students come community shares. We Believe leadership team. from the Gypsy Roma Traveller The Academy and our our vision for ‘outstanding’ community. The vast majority of community: This year our school is soon to become a reality.

34 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 35 A PRINCIPAL’S PERSPECTIVE: TAKING FLIGHT visitors to the Academy who and learning at Leeds East have validated the work we Academy. We have worked are doing. In our White Rose tirelessly to review and refine the Academies Trust Teaching & standards in our classrooms and Learning review, the feedback have noticed that staff retention we received highlighted: has drastically improved. The teaching staff have worked “The Academy has made relentlessly to fine-tune their significant progress in all areas. craft, with every new initiative The review team confirm we have put in place. Red Zone the judgements made in the is more embedded than ever, Academy’s self-evaluation lessons are geared towards form as ‘good’. Leaders and the exam specifications and managers are taking effective ambiguous teacher talk is rare. action towards securing an overall effectiveness judgment Our final focus will be to drive Leeds East Academy is the most 8 of +0.33, making Leeds East Sarah Carrie of ‘outstanding’.” forward the profile of our Leeds improved school in Yorkshire Academy the most improved East Academy Core Values. This and the 4th most improved school in the region. Ofsted conducted a Section coming year we will continue to Principal school in England. 8 inspection in February ensure that all students and staff Leeds East Academy Since Autumn 2016, Leadership 2018, concluding that, “the conduct themselves in line with However, in 2016 our results were and Management at Leeds Academy is taking effective the seven values of: Excellence, among the lowest in the city, East Academy has rapidly action to tackle the areas Punctuality, Ambition, with an overall Progress 8 score improved, leading to significant requiring improvement at the Confidence, Resilience, Positivity of -0.74. Significant weaknesses improvements in teaching and last Section 5 inspection,” and Respect. in leadership were identified, learning; outcomes and personal in addition to finding that, including: inconsistencies in development; behaviour and “leadership is characterised Overall, this year has been a rigour of Quality Assurance welfare. The curriculum has also by the highest expectations of period of continued change processes; lack of clarity and been reviewed and refined to staff and students alike, and and growth for the school, strategy in respect to curriculum ensure that it is responsive to improvements that you are resulting in a record number design and a staffing structure the needs of our students and making are securely based on of applications for Year 7 in that did not clearly delineate flexible in meeting changing strong evidence.” September 2018. roles, responsibilities and need. Standards in all areas of accountability. practice are exceptionally high The key vision for the academy Thanks to the tireless work of our and maintained by a sharply- moving forward focuses on a staff and students, Leeds East In response, the White Rose focused Leadership team. number of critical areas. The Academy has overcome an Academies Trust took immediate Middle Leadership has been most notable of these is the drive exceptionally poor reputation action to ensure a team of significantly strengthened and to raise the attendance of our and is now rightly regarded for dynamic leaders were recruited a competency framework has students. We have implemented its far-reaching achievements. to secure rapid improvement been introduced for senior and a wide range of strategies to With 440 student applications for for the school. Our summer middle leaders to facilitate improve attendance with all September 2018, it is clear that 2017 results demonstrated a quality assurance of leadership. teaching and support staff the families of Seacroft and the remarkable improvement from playing a key role in the impact surrounding area now have a the results reported during the Throughout the year there have of these areas. school that the community can previous year, with a Progress been a number of external be truly proud of. This year there has been a real shift in the quality of teaching

36 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 37 A PRINCIPAL’S PERSPECTIVE: MONUMENTAL STEPS by a range of professionals, from providers to deliver effective new entrants to the profession support to some of our most to the most experienced; more vulnerable students. interested in how well colleagues demonstrate superb practice, Our ANT System and Pupil than how long they had been Premium Pathways have teaching. Teachers from across revolutionised our approach to the curriculum, and with varying the deployment of resources degrees of experience, stepped and support. Students are up to lead CPD sessions, from allocated to discrete Pupil our regular Monday-night ‘opt- Premium Pathways depending in CPD’ to our Friday 15 Minute on their individual circumstance. Forum and our Edubook Club. By identifying specific barriers, This approach has secured personalised strategies for improved standards in our each student are developed classrooms. and securely shared with staff When I joined Leeds West confidence, underpinned Christian Wilcocks through our in-house ANT Academy in June 2017, I did so by organisational clarity and It was abhorrent that our System. The ANT System allows with optimism and enthusiasm; I a high degree of technical Academy had one of the colleagues to collaborate in Principal was back in the West of the City competence at all levels. Our highest rates of fixed-term developing strategies that Leeds West Academy of Leeds, where I had set out Strategy for Rapid Improvement exclusion in the city of Leeds. are proven to best support as a young and inexperienced was launched back in June Our new Positive Behaviour individual students; the result is a teacher, almost twenty years 2017 and provided an ambitious policy set out to achieve a more system that seamlessly supports earlier. I was also joining a Trust roadmap for the challenges that calm and consistent approach effective personalisation to where I would be afforded the faced us; and we have adhered to behaviour management achieve a more inclusive autonomy to take decisions in to it like glue: No change of and has underpinned a huge culture. the best interests of our students direction; no compromises. Just reduction in formal sanctions. and our community. a principled commitment to Students now report a calmer, As we move towards the end doing those things that make more consistent learning of this year and into my second The Academy had been judged schools better. environment where they are year as Principal, I do so with the as Requires Improvement in allowed to learn. This year, we same optimism and enthusiasm a recent Ofsted inspection, New for September, we have also seen a 50% reduction with which I started. We have resulting in low staff confidence. launched The Teacher Guide, in Fixed Term Exclusions, with taken monumental steps this Whilst the 2017 examination designed to be a one-stop- Leeds West Academy cited as year. I feel proud of this fact and cohort delivered a neutral guide for every classroom- being instrumental in positively filled with genuine gratitude to Progress 8 score, we knew that based professional, providing changing the profile of exclusion colleagues from all corners of our key elements within this score a commitment to those in the west of the city of Leeds. organisation. At the start of this needed to improve quickly. The educational initiatives that are year, we pledged to hold high huge strides taken in the first so often here one day, and The investment in a new Nurture expectations of our students, year of its journey to becoming gone the next. Renewed quality Group has had a profound high expectations of ourselves, outstanding marked unfinished assurance processes, rooted in impact and has proven to be and high expectations of each business for leaders, staff and those expectations laid out in a lifeline for so many students, other, because our students students. The Teacher Guide, have driven who now receive tailored deserve the very best. The year our focused CPD programme, intervention to remove any ahead will bring no change of With the support of a refreshed tiered to ensure teachers can barriers to learning. Our direction and no drastic change and augmented leadership access training relevant to their investment in this provision has in strategy – just an on-going team, I set about sharing a new needs. We have taken great been instrumental in driving commitment to deliver the best vision – a culture of professional care to ensure CPD is delivered down our reliance on external for our community.

38 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 39 Compared to last year, teachers have supported us more by making us SHOWCASING BEST PRACTICE: achieve better grades by aiming higher OUTSTANDING ASSESSMENT

Last year Ofsted Inspectors A unique and innovative reasoning ability. The decisive The Smith Proforma is a strategy praised leadership at Leeds City solution for a challenge was action taken has led to the leading to subject based targets Academy for taking decisive urgently needed. The previous target setting methodology and that enables students to clearly action to tackle poor teaching. model of assessment was not flightpath process now being a see their secure and insecure rigorous enough, as it did not use key strength of assessment at areas following a key summative Inspectors also cited that nationally recognised baseline Leeds City Academy. assessment, showing them what there was clear capacity assessments for the majority action is planned by staff to for improvement due to the of students who arrive at the Students are proud of the secure their knowledge and high level of support and Academy without any prior transformation of Leeds City when a re-test will take place engagement from the Executive KS2 data. The Year 11 cohort in Academy this year. One student - ensuring the new knowledge Principal and staff. 2016/17 had just 40% with KS2 commented: is secure. This highly effective data; in addition, the previous strategy encourages buy-in “Driving up standards through a model of assessment did not set “Compared to last year, from students, parents and culture of high challenge” challenge at variable degrees, teachers have supported us staff in their efforts to improve particularly for those with lower more by making us achieve outcomes. Building on these strengths, a key prior attainment. better grades by aiming higher. Tracy Foy strategic focus this academic My target grades in both English year has been to drive up In our new baseline and target and mathematics increased in standards through a culture of setting strategy, target grades September and I feel so much Senior Vice Principal high challenge in all aspects are calculated for all students more motivated and confident Leeds City Academy of our curriculum. All students using a CATs test on entry into to achieve good grades this are now set challenging end Year 7. These tests provide us with summer”. of year target grades based on a challenging aspirational grade their performance in nationally for all subjects, representing In addition to high challenge, benchmarked tests. The need each student’s capability for making progress at pace has for change was recognised by a achieving at the end of Year 11. been the other vital ingredient in representative from the Regional Students in Year 10, historically our assessment strategy to raise Schools Commissioner’s office the year group where most standards and transform student who visited our Academy in students join the academy, outcomes. The introduction of January 2017 and subsequently sit nationally benchmarked the PIXL Smith Proforma has been by the Ofsted Inspection Team YELLIS tests, which provide a a simple but highly effective in their Section 5 report in May challenging target based on way to positively impact every 2017. students literacy, numeracy and student within the academy.

making progress at pace has been the other vital ingredient in our assessment strategy to raise standards and transform student outcomes

40 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 41 SHOWCASING BEST PRACTICE: ACADEMY CULTURE - SHOWCASING BEST PRACTICE: OUTSTANDING CONDUCT AND OUTSTANDING PROFESSIONAL BEHAVIOUR PRACTICE At the conclusion of a transformational academic the curriculum. This has been supported by the move towards securing improvement in line year, the Academy Leaders have determined Cambian Residential Group 2018, who stated: with our inherent high standards. In addition, that the creation of a truly world-class school is “Leeds East Academy has shown outstanding the introduction of a RQT+ Leverage Coaching built upon the foundation of exceptional staff, pastoral care as well as going above and beyond Programme has resulted in teachers significantly student and community relationships. We further to help support and nurture pupils in our care.” improving the quality and consistency of concluded that our provision can and must be their teaching, marking and feedback. the catalyst for community transformation. Having established clear expectations from This personalised approach to eradicating our staff, the policy now outlines clearly, to all inconsistent standards and practice across This resolute and aspirational goal has driven the students and their families, the highly aspirational Leeds West Academy will continue to support Academy Leaders to identify and analyse all the behaviours, attitudes and character that they and challenge teachers across 2018-2019. activities, plans and policies that combine to need to develop and display in order to ensure create a world-class culture. that Leeds East Academy becomes a world- Across the summer term 2018, the Leeds leading school and a robust foundation for Teaching, learning and assessment has continued West Academy Teaching and Learning team For 2017/18, the leaders decided that the community development. to rapidly improve across 2017-2018, focusing on completed a comprehensive review of teaching, academy’s main policy and approach to four clear priorities of: high expectation, quality learning and assessment across the Academy. student behaviour and development was too In addition, Academy Leaders have placed of student work, highly personalised learning, This included considering analysis from quality punitive and placed far too much emphasis great emphasis and resource on developing a Green for Growth and challenge through the assurance processes, the strategy for rapid on the students themselves to create a vibrant range of highly innovative student leadership new Purple Zone initiative. improvement, the North Yorkshire Development academy culture. programmes, which seek to empower and Review, reflection and discussion with a range develop our young people with the habits Each priority has been carefully introduced, of professional colleagues in the Academy, the Throughout the academic year, the Academy of accomplished leaders and outstanding developed and embedded across the year most recent research from the EEF and visits to has transitioned, highly effectively, from the old organisations. with a wide range of high quality professional both Dixons Academy and Michaela Community Positive Discipline policy, to what is now known development opportunities and quality School, London; both outstanding secondary internally as the Positive Behaviour policy. The introduction of this new policy continues to assurance processes to monitor and track the schools. have a remarkable and highly positive impact success and impact of each. Our new standard seeks to outline to all staff on the Academy culture. As a result of this, the following strategies have the preparation, language and work they must The quality of teaching has increased significantly been established as integral elements of our do personally to contribute to an amazing In addition, the Academy’s highly effective data with quality assurance processes revealing almost ‘Every Child Challenged’ strategy for sustained Academy culture. This includes: preparing and systems demonstrate: 85% to be judged good or better. There has also improvement across 2018-2019: delivering outstanding and highly aspirational • 76% reduction in fixed term exclusions, during been a strong improvement in the quality of 1. Establish consistently strong teaching that lessons; modelling the Academy core values in 2017/18. student presentation and heightened impact of delivers outstanding outcomes language, action and motive; seeking to praise • 48% reduction in lost hours of learning, during marking and feedback with quality assurance 2. Embed a revision, retention and retrieval and develop all students first, before seeking 2017/18. processes demonstrating a similar standard, strategy that accelerates learning to correct inconsistencies in student conduct • Student attendance is also the highest it has almost 84% judged as good or better. Notable and behaviour; seeking to make reasonable been in the Academy’s history, at 94.5%. improvements have been observed in Green for • Refined curriculum mapping and schemes of adjustments where appropriate; and introducing Growth, Purple Zone and Pride in Presentation, learning nurture provisions such as the Personalised A further impact of this innovative approach has demonstrating 18.0%, 11.8% and 10.1% increase • High challenge through The Purple Zone Learning Centre. been achieved through linking the policy to the of ‘Green’ RAG judgements respectively. • SSIPs that focus on challenging all students academy’s data systems to create a Behaviour • ‘Total Recall’ homework strategy The PLC assists vulnerable or anxious students Modification Tracking System, allowing Year Through the course of the year, teachers, • Literacy for All to develop and embed powerful strategies to Managers to track interventions and the quality including those who are identified as requiring thrive both in education and the wider world, of their impact. further development and support, have been Richard Chattoe introducing consistent opportunities to reward all provided with a high quality CPD programme Vice Principal students for their small and large contributions to “Leeds East Academy has shown outstanding that has engaged colleagues to ensure they Leeds West Academy Academy and community life. pastoral care as well as going above and beyond to help support and nurture pupils in our care. The development of the PLC to support students with Social Emotional and Mental Health needs, Tom Bellwood has allowed more young people to access Assistant Principal - Leeds East Academy

42 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 43 SHOWCASING BEST PRACTICE: SHOWCASING BEST PRACTICE: LEEDS COMMUNITY TRANSFORMATION WEST ACADEMY’S APPROACH TO At Leeds East Academy, we endeavour to and Science. Students will be looking into STUDENT LEADERSHIP strengthen our relationship with the local housing development, the financial aspects community, being involved in local events and of this and also the planning involved when ‘A Student of Today…A Leader of Tomorrow’. us as an Academy and community. Not only are developments. Working in conjunction with building a new housing estate. Keepmoat Student Leadership at Leeds West Academy. the voices of LWA students listened to and acted Leeds City Council we aim to make Seacroft a will be holding whole-school assemblies on upon, but by reflecting the structure of the British place to be proud of. respecting community and the benefits of what We believe Student Leadership is vital at LWA local government and parliamentary system, new housing estates can bring. to ensure our students contribute to and shape their understanding of how our democratic A small group of students have been their learning experience. systems work is supported beyond the classroom. established at LEA known as the LEA Community WE care for the older generation Each Form Group elect Year Councillors to Transformation Leaders. These students live in The Community Transformation Leaders have Whilst Student Leadership is employed throughout attend their Local Year Council. This is a forum the local area and are keen to contribute to expressed an interest to care for the older tutor time and lessons, the formal structure of to discuss issues specific to their year group with the society they live in. This is only the beginning generation and change the perceptions LWA Year Councils, LWA Parliament, and Prefect their pastoral leaders. In addition, each Year as we plan to increase the group and involve that some elderly might have on the younger Structure has been established to ensure that Group will elect MSPs (Members of the Student more students across the Academy. generation. The leaders are working with the voice of the students is heard, and that the Parliament) to represent them in the LWA Seacroft Good Friends and Neighbours, which is young people we serve feel ‘known, valued and Parliament. In line with supporting the WE charity, the a scheme that offers pensioners the chance to supported’. community leaders are establishing three engage in social events and supports with their The Parliament is divided into departments, projects: day to day living. Teaching, learning and student experience is for example, the Department for Health or constantly being improved through Student Department for the Environment, with a MSP WE will make a difference Leeds East Academy will be holding their first Leadership. LWA Parliament is core to Academy being elected by the Parliament members as In my role as Associate Assistant Principal of event with the scheme where 25+ pensioners will life, assisting in crucial aspects of the Academy a Minister to lead this area. Each Department Community Transformation, alongside the be attending the Academy to enjoy a Tea Party decision-making processes. meets weekly as a group to discuss an area of community leaders, we have met with the along with LEA staff and students. The pensioners focus. A President, Vice President and Chancellor local council, councillors and building agency will have the opportunity to enjoy tea, coffee are elected from the MSPs. Keepmoat. Together, we will work to transform and cakes and enjoy a short performance from the appearance of the local shops and provide students. Parents support the LWA Parliament by attending more bins within the locality of the Academy. open sessions, and often contributing to the Our students will also be supporting the elderly discussions. At Leeds West Academy, Student Students have explored their local community with 21st century technology, which includes Parliament demonstrates democracy in action and then raised their concerns with the council, the use of mobile phones and social media. and is an extension of the school’s practical

making suggestions on how to improve this. The Our elderly members will be invited to have an s West cadem eed y propagation of British Values. L ent Parliame council have taken these on board and they will insight into modern education and see how Stud nt now work together to address the issue. Students this compares with education when they were will be creating their own ‘Keep Seacroft Clean’ young. flyers, which will be printed by Leeds City Council and distributed within the local community. Together WE will raise speed awareness THE LWA YEAR COUNCILS AND Leeds East Academy, Seacroft Good Friends, LWA PARLIAMENT Students will also be taking part in manual Keepmoat and the Leeds City Council have The LWA Year Councils and LWA Parliament are labour, leading by example and contributing identified that speed awareness needs utilised as a vehicle to assist students in fostering to the maintenance of the local shops with the promoting effectively within the local area. a love of democracy, mutual respect and support from Leeds City Council. Together they will be exploring ways of how to tolerance. Everything from Academy lunches raise speed awareness on roads to ensure the to developing the rewards policy to improving Mr Richard Burgon, the local MP, has been community is a safe place to be. the Academy and surrounding community is invited into Leeds East Academy. This will allow discussed. the Academy’s vision to be shared with him, Alicia Manners with the hope to gain further support from him Associate Assistant Principal What our students say is extremely important to to continue the transformation. Leeds East Academy

Keepmoat have also agreed to visit the Academy and run sessions in Maths, Geography

44 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 45 THE LWA STUDENT LEADERSHIP PROGRAMME As a leader of tomorrow, Leeds West Academy is committed to providing structured opportunities to develop the skills and experiences of our LWA Parliament young people. We achieve this through our drive to achieve the Investors in Pupils Chartermark, Departments work together with purpose and our LWA Student Leadership Programme and our initiative, with staff overseeing but not interfering. 10,000 Hours Community Commitment. In Form Time, students work towards the Investors This demonstrates that students are well practiced LWA PREFECTS in Pupils National Chartermark. They are given and comfortable within their roles. Observation of Being accepted for the role of Prefect or Senior the opportunity to be actively involved in the LWA school leadership was a highlight of the visit Prefect is regarded as an honour, and shows organisation of their Form, and create a mutually how highly the Academy community values the supportive environment for new members joining and staff and students should feel very proud of efforts of that student as a role model to others. our community, both students and staff alike. the fantastic work being completed by this inspiring The role of a prefect is open to all students, and selection is based upon a successful application In addition, students are encouraged to group of students. and interview process. Students will identify a undertake the LWA Student Leadership specific role within the academy that they feel Programme. Throughout the academic year, they would like to undertake from the Prefect students evidence achievement against specific Careers Paper. Through the expectation that criteria to exhibit leadership both within the our young people write a letter of application academy, and also in our local community for a specific role, based upon a clearly defined through charitable works, involvement in prefect job description, and experience an community affairs and membership of external interview and selection procedure for the role, clubs and societies. There are three different 10,000 hours commitment this process is a valuable tool in developing levels within the LWA Student Leadership Students are further inspired to contribute to their Careers Education Information Advice and Programme, Bronze, Silver and Gold, each with Guidance. increasing challenge and expectation. communities by dedicating time each week to volunteer or support a charity. This innovative From the successful applicants, a small group of Senior Prefects will be selected, who in addition initiative both supports the whole school SMSC to the application process, are expected to programme of study and encourages students present their plans for developing the student experience, at Leeds West Academy, to the to work towards their full potential outside of the Senior Leadership Team. An ultimate honour for classroom. our students is selection for the WRAT Student Leadership Group. This group meets with fellow Prefects from Leeds East Academy and Leeds City Student voice groups were able to fully articulate Academy, and work directly with the Executive Principal, Andrew Whitaker, to develop student the student leadership structure and feel proud to leadership and opportunity across the Trust. Finally, our 10,000 Hours Commitment through be part of the group. They clearly take the role very which students are asked to pledge one hour seriously and seem to genuinely enjoy the projects of their week to community action, volunteering and charitable work. The aim is that if all students that they are working on. within a year group donate one hour of their week to our community, then as a full cohort they will have contributed 10,000 hours of community action to make a real difference. - Kelly Allchin, Trust SMSC Review

Jon Zeb Senior Vice Principal Leeds West Academy

46 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 47 SHOWCASING BEST PRACTICE: TRUST STUDENT LEADERSHIP GROUP

The Executive Principal was clear that these Parliament, Google and the Bank of England. students were to be selected from the following These sessions focus on discussing the key three categories: characteristics of successful leaders and • Students who excel in all aspects of academy provide background into the key benefits of life working for these organisations. • Students who undertake notable activities or • Students from this group meet with a range service in the wider community of visitors including interview candidates and • Students at risk of being excluded who would local MPs. benefit from being members of this group • An end of year celebration event includes presenting students with individual awards and a photo frame with a certificate.

As part of the Trust’s vision to create truly world- class academies, the development of student • They also had to be mentors for other students leadership was viewed as a crucial aspect of this in their academies. vision. The key benefits of membership: Therefore, in order to take forward these aspects • Members of this prestigious group are provided of the vision, the Executive Principal and the with a new suit, which they are required to Trust Central Team introduced the Trust Student wear during meetings with external visitors Leadership Group - whose first cohort began and on external trips. their leadership responsibilities in September Key responsibilities of membership: • Students enjoy the opportunity of going 2017. The process of selecting these students • Those students who attended the presentation on two trips, the second of which includes comprised of the following: by the Executive Principal had to write a residential. These trips include visits to letters of application for consideration to be Parliament, Google Headquarters and Each Academy’s Senior Leadership Team were members of the group. attendance at the WE Day movement, an asked to recommend thirty students who would • Throughout their year of membership, they annual celebration event at Wembley arena. attend a presentation by the Executive Principal had to exceed their Academy attendance • Throughout the academic year, students on the scope of the TSLG, the benefits of target, meet end of year progress targets enjoy the opportunity of meeting with key membership and the key requirements in order and be key ambassadors for their academies leaders from organisations including British to remain a member throughout the academic Positive Behaviour Policy. year.

48 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 49 SHOWCASING BEST PRACTICE: AN INDUSTRY LEADING PARTNERSHIP

Trust to provide a world-class placements have focused The GORSE Academies Trust education to all of our students, on action-based research; Annual Conference — a securing social and economic enabling leaders to return to symposium on education and mobility to the communities we our academies and utilise their community transformation. This serve.” learning to improve a specific critical annual event featured area or subject. inspiring key note speakers and The second year of our industry- insightful/practical training in all leading academy improvement Insightful and targeted reviews aspects of school improvement partnership with The GORSE of key aspects of our Trust’s and organisational culture. Academies Trust has developed work, including safeguarding, The White Rose Academies Trust into key streams of work and CPD strategies and literacy Commenting on our special benefits greatly from a supportive planning. Our partnership programmes. partnership, Sir John Townsley and innovative partnership with for progress and sustained adds: “We know that the White The GORSE Academies Trust – excellence includes: Senior Leadership Triage. Rose Academies Trust shares a pioneering multi-academy Leaders from both Trusts meet our determination to change trust responsible for transforming High Quality Moderation and through the academic year the life chances of children who its local communities through Standardisation Activity to debate, discuss and create come to our schools from some raised aspirations, ‘outstanding’ Subject Specialists and Heads strategies. These progressive of the most impoverished parts teaching and life-changing of Subject are working together meetings have driven forward of the Leeds city region.” learning. half-termly to ensure that key areas of improvement and assessment of student work is helped to effectively navigate 2018/19 will be the third year of “All staff within our Trust are rigorous and accurate. the challenges of providing our partnership and will include: focused on delivering an outstanding education to • Close collaboration with The outstanding level of education Subject Specific CPD our diverse and aspirational GORSE Academies Trust to to all students who attend our The Trust has benefitted communities. further enhance Alternative academies,” explains Andrew immensely from accessing Provision opportunities for Whitaker, Executive Principal of industry standard development A detailed review of students. the White Rose Academies Trust. and skills enhancement, governance at all levels of The • A reciprocal relationship; “Whilst we recognise the including training in new GCSE White Rose Academies Trust by ensuring that the outstanding improvements taking place specifications and leadership The GORSE Academies Trust. GORSE SCITT continues to every day in our academies, we development. be the leading provider are eager to accelerate and Continuous mentoring of of teacher training and embed further improvements. Professional placements for new, the Executive Principal by Sir development in the region. We are confident that the aspiring and established leaders John Townsley — The GORSE expertise of The GORSE in a range of ‘outstanding’ Academies Trust CEO and Chris Reynolds Academies Trust will play a GORSE academies and education visionary. Vice Principal central part in helping our provisions. These valuable White Rose Academies Trust

50 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 51 A NEW GENERATION OF TEACHER: AN INTRODUCTION TO: SOME OF TRAINING WITH GORSE SCITT OUR SCITT NQTs From their early years of teaching and throughout the key milestones of their career, the Trust places great emphasis AMY REDDAWAY on its teaching professionals, Amy Reddaway recently finished training with the GORSE SCITT and is excited to begin her new including providing the highest role at Leeds City Academy teaching English and Drama. quality of bespoke training and resources. Amy decided to become a teacher as, prior to training, she taught acting to children, teenagers and adults and always felt fulfilled by the ‘light bulb’ moment. Now, as a full time teacher, this is Over the last two years, the something she can strive to create every day. Trust has enhanced and refined its training offer for Beginner team specifically highlighted and the trainees has been very Amy completed her first placement at Leeds City Academy and knew immediately thiswas Teachers which includes the extremely effective work of positive”. an environment she would be passionate to work in. Not only were the staff and students at opportunities for all colleagues our many professional mentors. the school incredibly supportive, the vision of the school and the White Rose Academies Trust to access outstanding CPD. Throughout the year the Trust Within our Newly Qualified mirrored her own for inspiring young people to be the best they can be, no matter what their This is rooted in pedagogy has hosted around fifty trainees Teacher cohort there have background. and action-based research; on extended placements, as been numerous success stories creating life-long links with well as offering enhancement throughout the year. Around colleagues; exceptional days in all three academies. forty NQTs have successfully mentoring that aims to create This has seen a further seventy completed their induction year outstanding teachers and trainees experience life within with the vast majority staying BETHANY INNES colleagues who are retained the White Rose Academies within the Trust beyond this. Bethany is a Physical Education teacher who has just accepted a position to start her teaching and feel valued for years to Trust and resulted in a large There have been a number of career at Leeds West Academy. Bethany trained with the GORSE SCITT and graduated as a come. increase in recruitment from NQTs who have been successful teacher of PE with full QTS in June 2018. Bethany always wanted to be a teacher from a very this provision. In the academic in taking their first steps into young age, she loved her PE teachers at school and saw them as inspirational role models. Sam Pocock, Assistant Principal year of 2017/18 there were four leadership and they will be Bethany loves being active and enjoys time outside and so what better way to fulfil this enjoyment for the White Rose Academies very successful Newly Qualified increasing their influence even than teaching students PE every day whilst at work. Bethany trained at Leeds East Academy Trust, with responsibility for the Teachers employed through further in the next academic during the second phase of teacher training and really loved the ethos the school promoted, she development of our beginner the GORSE SCITT (School year. A highlight from the year received incredible support and experience during her time at LEA. Bethany is looking forward to teachers, states: Centred Initial Teacher Training) was the NQT residential which starting her career in a White Rose Academies Trust School. She saw this as a great opportunity at Leeds West Academy and saw a number of colleagues to further her teaching career and now knows that the challenges she will face in the near future “2017/18 has been a very it is projected there will be a committing to a weekend of will progress her skills further. Bethany cannot wait to get started properly in September and she successful academic year for further twenty across the Trust training sessions, team-building looks forward to having her own form and full NQT timetable of classes. our beginner teachers. Our for 2018/19. and socialising with each other. teacher training provision As stated in our ‘Philosophy for works exclusively with the The skilful work of Vicki Morris, Beginner Teachers’, we are GORSE SCITT. The White Rose Nicola Widnall, Katie Broadbent very committed to providing a Academies Trust played a and Lindsay Bishop-West has fantastic training offer, ensuring PHILIPPA LAMBERT key role in the awarding of an strengthened the working that each colleague has an outstanding OFSTED grade for relationship between the impact on the lives of the In 2014, Miss Lambert graduated from the University of Huddersfield with a BA (Hons) degree in this provision in December 2017. GORSE SCITT and White Rose young people we serve across English Literature and Language. Following this, Miss Lambert went travelling around Australia for The inspection team spent a Academies Trust. This has our academies. two years and much of this time was spent going to the beach, camping and farming avocados. day in Leeds West Academy included providing the highest On her return to England in 2017, Miss Lambert decided it was time to follow her dreams and where they highlighted the quality of placement for all Sam Pocock become a Secondary School English Teacher. In 2017, Miss Lambert was kindly sent from the quality of the offer that Beginner trainee teachers when in one of Assistant Principal GORSE SCITT, aligned with the White Rose Academies Trust, to train with Leeds East Academy Teachers receive when training our academies. The feedback White Rose Academies Trust and says that she immediately fell in love with the energy, humour and pride from the students within the Trust. The inspection received from the provision and staff. Miss Lambert hopes to bring fun, wit and lots of English knowledge to our school.

52 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 53 SUMAIYA PATEL Sumaiya trained through the GORSE SCITT programme in 2017-2018. She decided to take a role in SHOWCASING BEST PRACTICE: education after graduating from university as this was what she aspired to do. Sumaiya used to tutor on weekends and wanted to turn this hobby into a full-time career. She found that teaching was OUTSTANDING CONTINUING the medium through which she could simultaneously express her potent interest in English and aid students in developing their communication skills. Through her experiences and the support provided PROFESSIONAL DEVELOPMENT at Leeds West Academy, she has had the rewarding opportunity to give students the chance to express their opinions through various forms of communication, vital for their personal development. Leeds West Academy provided Sumaiya with the training and support needed to secure her QTS in 2018 through opt-in CPD sessions after school as well NQT CPD sessions. This gave her a taster of what the NQT training at Leeds West Academy would involve. The staff in Sumaiya’s department and across the school, provided support to trainees by giving advice and sharing experiences. Her department provided constructive feedback and guided her through her training year. Working at Leeds West Academy has shaped Sumaiya’s teaching abilities and she has been given opportunities to be a confident, independent teacher to promote positivity in a respectful environment. Sumaiya is looking forward to working alongside members of staff at Leeds West Academy as a full-time teacher in September.

CLAYTON STOTT Building on the success of the Trust Teaching bursary holders have already participated in a Since Clayton was in secondary school he always wanted to work in Education. Clayton now and Learning Group, the White Rose Academies facilitation training event led by Helen Morgan. recognises that the job is extremely rewarding and supporting young people to develop has Trust is taking the next steps on its journey to Colleagues from across the Trust will be invited become a passion of his. Taking this role as a Teacher of Maths, Clayton feels he has had, and will ‘outstanding’ by developing its own bespoke to attend training on each of the focus areas, have, the opportunity to have a lasting impact on students’ lives, setting them up to achieve their Trust-wide CPD (Continuing Professional three times across the year, with additional and potential. Clayton has worked at a number of schools, since graduating from Leeds Metropolitan Development) programme. bespoke support from bursary holders where University with a BA in PE - in different roles such as a Teaching Assistant and Cover Supervisor. He requested. By providing the opportunity for did his teacher training in Physical Education and decided during his SCITT that Maths would be a This programme will support the Teaching Trust-wide CPD, the aim is to develop a culture good route for him to pursue. Outside of school, Clayton enjoys sports - in particular Rugby League and Learning teams within each academy by of collaboration, with a network of professionals as he still plays for his local team. Clayton recently became a dad and is looking forward to the new providing research-based CPD on identified across the three academies, working together challenges that will arise from this. areas for development across the Trust. The Trust on impact projects focusing on improving the has identified eight areas of focus for the CPD outcomes of learners. Clayton chose to work within the WRAT as he is currently part of the pastoral team at Leeds City sessions; Teaching, Learning and Assessment, Academy; He finds the diversity of people and the general atmosphere around the academy Vulnerable groups, English, Mathematics, Science, As a key milestone of the progress made, contribute to making it an incredible place to work. Clayton is a proud member of the Leeds City Innovation, Aspiring Leaders and Leadership at the conclusion of the 2018/19 academic Academy team and feels honoured to be part of the journey to Outstanding. Development. Each of these programmes has year, the Trust Teaching and Learning Group, been designed and will be facilitated by a bursary in collaboration with our sponsors Leeds City holder who is the Strategic Lead for their area of College, will host a Celebration Day on the 1st O’NIKA JONES responsibility. These bursary holders represent all July 2019. This will be an opportunity to share best three academies and a range of career stages practice from across the year as well as providing O’Nika chose to teach because she recognised how lucky she was to have teachers who were and expertise. The roles provide an excellent an opportunity to further widen the network of enthusiastic and engaging whilst attending school. But O’Nika realised that not every student was opportunity to retain talented colleagues within professionals for all colleagues. fortunate enough to have a teacher who was passionate about their subject. So he has made the White Rose Academies Trust, where they can it her mission to help students see the fun side to Maths and show them that they can achieve share their expertise to support the Trust on its Commenting on this innovative programme, anything if they put their mind to it! To prepare herself for teacher training, she undertook a five journey to ‘outstanding’. Rachel Smith states: “We are excited for the year week teaching internship during July 2016, which only confirmed her desire to be in the classroom ahead as we launch our new programme and inspiring young people. Assistant Principals, Rachel Smith and Sam look forward to reporting back on our successes Pocock, will be working closely with the bursary next year”. O’Nika graduated from the University of Sheffield with First Class Honours in Mathematics in 2017 holders to ensure the CPD programme provides and began teacher training with the GORSE SCITT just 3 months later in September. O’Nika was all colleagues with the opportunity to engage in a To find out more about our Strategic Leads please placed at Leeds East Academy during her first placement and immediately fell in love with the world-class CPD programme. In addition, the Trust visit the White Rose Academies Trust website. community feel among staff and students. Her experience with the White Rose Academies Trust is excited to have Educational Consultant Helen has been overwhelmingly positive and she has tremendous respect and belief in their vision for Morgan advising the White Rose Academies Rachel Smith ‘outstanding’ schools saying “There is a real sense of team spirit which is hard to find elsewhere.” Trust Teaching and Learning team, further driving Assistant Principal As such, O’Nika could not imagine working anywhere else and she is keen to continue her journey the aim to provide CPD of the highest quality. White Rose Academies Trust with the academy on its way to outstanding. In an insightful and highly enjoyable day, our

54 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 55 SHOWCASING BEST PRACTICE: WORKING AND LEARNING WITH THE BEST Throughout this academic year, colleagues is an example of social mobility in action and has A visit to Fallibroome Academy allowed our from across the Trust have had the opportunity generated fascinating discussions about what colleagues to recognise how Kagan structures to explore and work with outstanding provisions we can achieve across our Trust. were embedded throughout the school. This across the country – equipping staff with ensured that all learners are actively engaged additional expertise and invaluable knowledge Colleagues also had the opportunity to visit in learning within the classroom. Colleagues to help our academies become truly world-class Kingswood Academy in Hull (where they had also attended a valuable meeting with the leaders in education. accelerated from an Ofsted rating of ‘requires CEO to discover exactly how Fallibroome has improvement’ to being in the top 10% of implemented Kagan so successfully at whole- Following the wealth of research gathered from academies in the country). 64% of their students school level. these school visits, key findings and proposed are disadvantaged and they have a Progress 8 actions have been shared by leaders which score of +0.48. Findings from this visit outlined that Colleagues visited Morley Newlands and were have been carefully considered, and frequently teachers are using different testing techniques able to spend a day reviewing and supporting adapted and implemented across our within their lessons; through routine and lower end Year 6. This visit provided our staff academies. consistency, students have become actively with clarity and expertise in how to bridge the engaged in the mastery of their learning. primary gaps, a knowledge that has helped Visits to Cockburn also enabled colleagues to Here are just a few of the dozens of outstanding us in continuing to develop a programme of explore the school’s practices, recognising that schools the Trust has benefited from exploring personalised support for such students. their implementation of change and focus on this year: future action planning acted as a catalyst to Staff have also been able to spend time at their success and impressive school culture. A welcome exploration of the Trinity Academy Blenheim learning how to teach KS1 skills to some Halifax has proven to be a helpful partner, of our students who have no prior primary Maths A visit to Huntington Research School has shaped allowing us to investigate different ways of knowledge. our approach to ensuring that evidence-informed maximising the impact of CPD. Their openness practice is at the heart of all our strategic actions, about what has worked well in their setting and Colleagues have also visited Acklam Grange from class teacher to senior leader level. the pitfalls to avoid, has guided some key next School, which has a similar cohort to our step decisions in our academies. academies. Acklam Grange is ranked as the best Explorations of other outstanding provisions will preforming secondary school in the Teeside area. continue into the next academic year, as the Michaela Community School demonstrated Their strategies helped accelerate the school in Trust Teaching and Learning Group intends to that the drive and ambition which leaders in the terms of Ofsted grading, and also allowed them continue to play a key role in raising standards school have for securing exceptional outcomes to achieve a 1.5% improvement in attendance. and driving forward school improvement. for every individual, is unquestionable. This school

56 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 57 SHOWCASING BEST PRACTICE: STAFF IN THE NEWS: PEARSONS

BENEFITS The same leaders from Pearson returned for another visit to Leeds City Academy on 27 Our life-changing, progressive strategy is rooted in the recruitment and retention of outstanding staff March. They were interested in meeting our Year and leaders, which includes expanding our WRAT staff benefits package. 11 students who were sitting their Maths mock exam on that day. Each leader spoke to three Current benefits include; EAL students immediately after the exam. They were able to find out which questions students had particular difficulty with, and deduce whether this was due to the wording of the question or the Mathematics.

In some cases it was clearly a language barrier Staff are entitled to 200+ free perks, discounts and free items including; cinema tickets, restaurants, This year, Leeds City Academy has been as students had difficulty understanding the supermarkets, high street stores and nationwide gyms, plus more. fortunate to establish a strong and very rewarding wording of the questions. Pearson leaders also link with the Pearson Examination Board. The spoke to Marcia Gunson, our Area Team Leader first visit involved a speculative meeting around for Mathematics, in detail about how students possible sponsorship, but during that meeting we access the examination. discussed the difficulties faced by EAL students accessing English GCSE exams – due to the As a result of this conversation, Pearson offered complexity of the language. to take our mock scripts and get them marked by their team of exam markers. This was particularly In March I was invited to the Pearson offices in useful as they sent the mock exam scripts with Access to the Nuffield hospital (Leeds City Centre) central London to deliver a presentation around informative feedback – including a list of areas Staff have access to Physiotherapy, counselling and appointments with medical specialists in a different GCSE examination questions. I was still to address before the final examinations. range of fields. Nuffield also offer discounted gym memberships and private medical plans to all our able to highlight how the wording of particular staff, as well as a FREE annual health check available in the Academies. questions can either make a question seem The culmination of our links with Pearson took easier, or more difficult, to access for non-English place at Westminster, where I invited to present An excellent pension scheme speakers than others. a prize at the Annual BTEC Awards. I was very honoured to attend this highly prestigious event Leaders at Pearson were very interested in my and to have been given the opportunity to Teaching Staff also have a wide range of access to presentation. Consequently this sparked a whole present the award for BTEC Health and Social series of questions, as well as a keen desire to Care ‘Student Of The Year’. ensure all Pearson examinations for GCSE, in the future, are equally accessible for English and Jackie Rose non-English speakers. Principal Leeds City Academy

Excellent CPD opportunities – including a new trust-wide CPD programme, attendance at national and international conferences, visits to ‘outstanding’ academies / trusts nationally and formal qualifications up to Masters level.

The TRUST is always looking to improve this offer – we are currently negotiating with banks and vehicle dealerships to arrange discounted financial products and vehicle purchasing/leasing plans.

58 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 59 IN THE NEWS: CHURCHILL FELLOWS IN THE NEWS: PARLIAMENTARY

MAGAZINE EDITION White Rose Academies Trust are extremely proud REVIEW to acknowledge that our Executive Principal, Andrew Whitaker, was awarded a prestigious We are delighted to include the very exciting Leeds City Academy 2018 Churchill Fellowship during this year. news regarding the selection of Leeds East Academy, Leeds City Academy and Leeds West The Winston Churchill Memorial Trust (Patron: Her Academy for inclusion in the 2018 Parliamentary Majesty the Queen) was established by public Review for Secondary Education. subscription in 1965, on the death of Sir Winston, as a living memorial to benefit future generations The Editor of the Review has explained that the of British people. The Trust funds selected British DfE, the Regional Schools Commissioner’s team Caption and Ofsted were consulted regarding those Caption Citizens from all backgrounds and of all ages to any people advised against application to the role of travel overseas and bring back inspiration and schools and academies who they assess as Principal of Leeds City Academy …”It is a lost school”, M“It can never be successful because the children have examples of best practice for the benefit of being organisations of best practice and rapid such low ability” were two of the whispered statements by transformation across the education sector. existing head teachers within the Leeds borough. The decision others. to apply rested on one factor. The children deserved better. Eight different head teachers in five years, and a shocking REPORT CARD LEEDs CITy ACADEMy local reputation. Numbers had dwindled to 240. It was time » Executive principal: for radical change, and change that would make a lasting It is also clear that The White Rose Academies Andrew Whitaker In relation to this marvellous opportunity, Mr difference to these children’s lives. Trust is the first multi-academy trust to have all » Principal: Jackie Rose Whitaker said: “The awarding of this Churchill » year Founded: of its academies featured in a single issue of a Transforming a ‘lost’ school » Location: Leeds Fellowship represents the greatest achievement » Type of school: Leeds City Academy is part of the White Rose Academies Trust. The Trust’s mission » No. of students: 563 Parliamentary Review. in partnership with our sponsors, Leeds City College, is to provide high quality of my career. I look forward to utilising this life- » No. of teachers: 48 education to all students, as the future work force of Leeds. Over the last two years » Ofsted May 2017: RI we have been on a continual journey of Academy improvement, transforming changing award to continue the transformation the culture to one of student centred focus, high aspiration and pride. ‘Aspire » Website The three White Rose Academies will feature in Together, Achieve Together’ is our motto and encompasses the very heart of what of the amazing communities that The White Rose we believe. The choice to use ‘Together’ twice is deliberate and powerful as it the August / September 2018 issue. reflects the first observation of visitors to the academy. People comment on the Academies Trust and the Leeds City College ‘family’ feel, and the warmth of the students, their openness and desire to learn. We have built a scaffold of success around this heart, whilst at the same time being Group serves.” outward facing in our quest to learn more, be better, and create the environment for unlocking the potential of our students. MAGAZINE EDITION MAGAZINE EDITION As an Ambassador of the Winston Churchill LEEDS CITY ACADEMY | 1 Memorial Trust, funded to spend up to 2 months abroad, fact-finding on a topic of his choice Leeds West Academy Leeds East Academy – Andrew has chosen to visit the United States of America to research Charter Schools. He will then return to the UK to share findings within his profession and community, becoming a knowledge leader and hopefully impacting on practitioners and policy makers for many years. Christian Wilcocks, Academy Principal, Green pen reflection visiting the Nurture Group in session

Our students want and deserve Mrs Sarah Carrie, Principal Winston Churchill Memorial Trust offer travel the very best ased in Rodley, within the inner west area of Leeds, Leeds aving worked in the community of Seacroft for 18 years grants for change-makers. Be the difference. If West Academy is the largest of three secondary academies I have always known that our students were capable of Bof the White Rose Academies Trust (WRAT) sponsored Hachieving excellence and that Leeds East Academy, under you want to make a change to the world we by the Leeds City College Group. Since his appointment in the right leadership, would be destined to provide an excellent September 2016, Executive Principal Andrew Whitaker, has standard of education for the community it serves. Thankfully REPORT CARD REPORT CARD live in you can apply to be a Churchill Fellow at LEEDS EAST ACADEMy strongly promoted school-to-school support to secure rapid LEEDS WEST ACADEmy for this school with the arrival of Andrew Whitaker as Executive improvement for some of the most deprived communities in the Principal and the support of our sponsor Leeds City College this » Principal: Mrs Sarah Carrie www.wcmt.org.uk/apply » Academy Principal: » Executive Principal: Andrew north of England. Christian Wilcocks, Principal of Leeds West, Christian Wilcocks has happened and an exceptional team of staff and senior leaders Whitaker describes how the academy is benefitting from this association. » Trust Executive Principal: are now in place in the school. Both staff and students are » year founded: September Andrew Whitaker proud to form part of the White Rose Academies Trust, whose 2011 as Leeds East Academy » year Founded: 2009 far reaching ambitions have broken the historical cycle of poor There is no single, magic initiative that has secured the improvement in outcomes (formerly Parklands Girls High witnessed at Leeds West Academy in 2017. Indeed, the huge strides taken in the » Location: Rodley, Leeds academic achievement for pupils and transformed the quality of School from 1960) first year of its journey to becoming “outstanding” marks unfinished business for » Type of School: 11–18 the provision on offer to our wonderful, vibrant student body. » Location: Seacroft, Leeds Academy (part of the White leaders, staff and students. Our drive stems from our students; an amazing group » No. of students: 834 of young people, supported by a community who want and deserve the very best. Rose Academies Trust) The initial stages of the journey to outstanding were expertly steered by Chris » No. of teachers: 61 Our academy provides the grass roots of community transformation and we whole- » No. of pupils: 1342 Stokes who was the Principal of the school from November 2016 to the start » Disadvantaged: 69 per cent heartedly accept the challenge that this vision represents. » Disadvantaged students: of 2018. As Vice Principal of Raising Standards during this exciting time for the » EAL: 27 per cent 50 per cent school, I was already a key part of the team who initiated and carried out the Underpinning the developments at Leeds West Academy is a determination transformative changes, which saw the fortunes of this wonderful school change » 2016 Progress 8: –0.74 to learn from the very best educators in the region, the UK and the rest of the » Teaching staff: 99 significantly. To now be in the position of Principal at this pivotal point in the » 2017 Progress 8: +0.33 world. Starting with local partnership, Leeds West Academy benefited strongly » Progress 8, 2016: –0.33 school’s journey is an absolute privilege and the journey I commenced as part of » Current Status: most improved from genuine school-to-school support from its partnership with The Gorse » Progress 8, 2017: 0.00 Chris’s team, I feel destined, responsible and honoured to continue. school in yorkshire Academies Trust (TGAT) – an eight-school strong group of academies, all of which » www.leedswestacademy.org.uk are characterised by outstanding performance. Colleagues at all levels engaged Leeds East Academy serves the community of Seacroft in Leeds, which is one » www.leedseastacademy.org.uk in collaborative Continuous Professional Development, leadership progress, as of the most deprived communities in the UK. The majority of students who well as working together on assessment and planning. Teacher training has been attend attract the highest deprivation factors and some sixty-nine percent of the

LEEDS WEST ACADEMY | 1 LEEDS EAST ACADEMY | 1

60 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 61 IN THE NEWS: LEA NEW PRINCIPAL - PRESS RELEASE The White Rose Academies Trust is delighted to announce that Ms Sarah Carrie has been appointed as Principal of Leeds East Academy. Following a national advertising campaign and a rigorous two-day interview process, Ms Carrie STUDENT VOICE: demonstrated a commitment to school and a phenomenal understanding of the staff and students’ outstanding capabilities. WHAT’S CHANGED THIS YEAR?

Ms Carrie’s journey began at Seacroft school over 18 years ago, beginning “We have had so much support assemblies – we have been her career in 2000 as an unqualified teacher of Dance at Parklands Girls High this year getting ready for our able to present to the rest of School. exams. I always knew who to the school some new ideas.” - turn to for help, my form tutor, Year 8 Student LWA Sarah Carrie Three years later Sarah gave birth to her son, Oscar. Sarah quickly made the my year manager and teachers decision that she wanted to be successful so that she could provide her son in the school always checked in “The behaviour system is a Principal on me; we had lots of sessions to lot better because there is Leeds East Academy with the best life possible. After enrolling at a Saturday school, she achieved her GCSE Maths, which meant she could then enrol for a teaching qualification. help us develop our character a Nurture department that like Human Utopia and Study helps students to improve their

Skills sessions which really made behaviour and support them in

Rachel Williams [email protected] She trained at the highly acclaimed Northern School of Contemporary Dance in

www.whiteroseacademies.org PRESS RELEASE – For immediate release: @WRAcademies

13 June 2018 me feel prepared.” – Year 11 their lessons.” - Year 7 Student APPOINTMENT OF NEW PRINCIPAL AT LEEDS EAST ACADEMY Leeds, graduating with a Bachelor of Performing Arts Degree in Dance. During Ambitious leader with a passion for learning to steer school to world class status.

The White Rose Academies Trust is delighted to announce that Mrs Sarah Carrie has been appointed Student LCA LWA as Principal of Leeds East Academy. Following a national advertising campaign and a rigorous two-day interview process, Mrs Carrie demonstrated a commitment to school and a phenomenal understanding of her career as a dancer, she was fortunate enough to work with Sharon Watson, the staff and students’ outstanding capabilities.

Mrs Carrie’s journey began at Seacroft school over 18 years ago, beginning her career in 2000 when it was Parklands Girls High School as an unqualified Teacher of Dance.

Three years later Sarah gave birth to her son Oscar (now 14 years old). When Oscar was three years old, Sarah made the decision that she wanted to be successful so that she could give Oscar the best life the current inspirational leader of Phoenix Dance Theatre. Sarah says she owes possible. After enrolling at a Saturday school, Sarah achieved her GCSE maths which meant she could then enrol for a teaching qualification. She trained at the highly acclaimed Northern School of Contemporary Dance in Leeds, graduating with a “I love coming to Leeds City “My teacher works really hard. Bachelor of Performing Arts Degree in Dance. During her career as a dancer she was fortunate enough to work with Sharon Watson, the current inspirational leader of Phoenix Dance Theatre. As a pioneering her success to Sharon — a pioneering woman herself — who motivated her to woman herself, Sarah says she owes her to success to Sharon, who has motivated her to progress in leadership and enriching the lives of others.

Through her hard work, determination and passion for Education, Sarah has enjoyed a stellar career at the Academy/wider Trust as an outstanding teacher, excellent middle leader, exceptional senior leader and Academy. I have so many I know that with their help and more recently Acting Principal. progress in leadership to enrich the lives of others. Since joining the Senior Leadership Team in September 2016, Mrs Carrie has played an influential role in the rapid improvements which have taken place at the school over the last 18 months and will now continue that journey, with her outstanding team of staff and students alongside her, to transform Leeds East Academy in to a world class school. friends of different cultures as long as I also work hard, Prof Darren Shickle, Director/Chair of the Local Accountability Board, said: “Sarah has been fully committed to providing the highest quality of education for the students of Leeds East Academy and before that at Parklands Girls High School. As such she was a key person in helping to accomplish the fantastic GCSE results that our students achieved last year. Her abilities have been recognised by her promotions over the years culminating in her new appointment as Principal. and backgrounds. I feel like I can meet and exceed my Through her hard work, determination and passion for education, Sarah has

enjoyed a vibrant career at the Academy and wider Trust as an outstanding the Academy is helping me to predicted grades.” – Year 10 teacher, excellent middle leader, exceptional senior leader and more recently achieve both inside and out Student - LEA Acting Principal. of the classroom. I feel like the “On behalf of the School Governors and Local Accountability Board, we look forward to working with Sarah and of course the rest of the staff at the Academy, students and parents in helping students achieve their potential both in terms of their examinations and growth as fully-rounded individuals.” teachers really try to help us “I feel proud to be attending Andrew Whitaker, Executive Principal of the White Rose Academies Trust, added: “On behalf of the White Rose Academies Trust Board and Executive team I would like to express our delight at the appointment of Sarah Carrie as the Principal of Leeds East Academy.

Having worked with Sarah over the last two years, I know of the excellent professionalism, relentless drive and the passion that she has for Leeds East Academy and the amazing community that it serves. I am very much looking forward to working with Sarah to continue the transformation of the academy in to a truly to be our best.” Year 8 student the most improved school in the world class school.” Since joining the Senior Leadership Team in September 2016, Sarah has played ENDS an influential role in the rapid improvements which have taken place at the LCA area. Students and teachers school. She will now continue that journey, with her outstanding team of staff show respect to each other, and students alongside her, to transform Leeds East Academy into a world-class “The best thing about this year and students are rewarded for institution. is the student voice; there has outstanding attendance and been more opportunities for behaviour.” – Year 9 Student Prof Darren Shickle, Director/Chair of the Local Accountability Board, said: “Sarah us to have our say. We really LEA has been fully committed to providing the highest quality of education for the enjoyed being involved in students of Leeds East Academy and before that at Parklands Girls’ High School.

NOTES TO THE EDITOR As such, she was a key person in helping to accomplish the fantastic GCSE results To hear more, visit our Journey to Outstanding pages at: Leeds East Academy is the most improved school in Yorkshire and the 4th most improved school in the country, celebrating remarkable GCSE results with an outstanding Progress 8 improvement of +1.09.

Housed within a state-of-the-art new school building, Leeds East Academy is now the premier choice of school for families in the local area.

Leeds East Academy is also a highly desirable and dynamic world-class establishment for ambitious education professionals, who will be joining one of the most productive, supportive and talented leadership teams in the country. that our students achieved last year. Her abilities have been recognised by her

Following a rapid improvement programme across Leeds East Academy, Leeds City Academy and Leeds West Academy, the young people within The White Rose Academies Trust are now benefiting from a greatly enhanced education.

New leadership, exceptional teaching and cutting-edge facilities equip students with the unique skills and personal confidence to fully meet their aspirations and potential www.leedscityacademy.org.uk The White Rose Academies Trust is a local trust dedicated to raising the ambitions and aspirations of young people. It is promotions over the years, culminating in her new appointment as Principal. currently comprised of three academies which occupy sites in the centre, east and west of the city.

The Trust is sponsored by Leeds City College, one of the largest further education providers in the country which encompasses Leeds College of Music within its organisation. Through the College’s expertise and national and international networks, our Academies now offer highly desirable employability prospects within education and beyond.

The White Rose Academies Trust is the only truly local Leeds partnership of schools that share the same ethos and that have pathways into Further Education through a special relationship with Leeds City College. The Trust shares a mission On behalf of the Local Accountability Board, we look forward to working with www.leedseastacademy.org.uk with the college to ensure that all students attending the academies have very well-developed employability skills. All WRAT Academies also work in conjunction with local businesses in formal relationships which commit employers to supporting young people to understand and prepare for the demands of the world of work.

The Executive Principal of White Rose Academies Trust is Andrew Whitaker. Andrew joined The White Rose Academies Trust as Executive Principal on 1st September 2016, with a personal determination that all White Rose Academies will become outstanding providers of education to the communities that they serve. www.leedswestacademy.org.uk In 2018, Andrew, was awarded a prestigious Churchill Fellowship. Andrew’s previous work includes leading the Sarah, the rest of the staff at the Academy, students and parents, in helping our transformation of Todmorden High School. For more details visit: https://www.theparliamentaryreview.co.uk/editions/pdfs/TPR2016-EducationSecondary-North.pdf

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For more information or images, please contact Yvonne Hare, at [email protected] or call 0113 229 54 54. young people to achieve their potential both in terms of their examinations and growth as fully-rounded individuals.” or contact Yvonne Hare, Head of Communications and Projects at [email protected] Andrew Whitaker, Executive Principal, added: “On behalf of the White Rose Academies Trust Board and Executive Team, I would like to express our delight at the appointment of Sarah Carrie as the Principal of Leeds East Academy. Having worked with Sarah over the last two years, I know of the excellent professionalism, relentless drive and the passion that she has for Leeds East Academy and the remarkable community that it serves. I am very much looking forward to working with Sarah to continue the transformation of the Academy into a truly world-class school.”

62 The White Rose Academies Trust A Reflection of Year Two - From surviving to thriving 63 The White Rose Academies Trust Intake Lane Leeds West Yorkshire LS13 1DQ E-MAIL: [email protected] WEB: www.whiteroseacademies.org

@WRAcademies The White Rose Academies Trust

South Parkway Seacroft Leeds LS14 6TY TEL: 0113 273 1964 FAX: 0113 265 1261 E-MAIL: [email protected] WEB: www.leedseastacademy.org.uk

@LeedsEastWay Leeds East Academy

Bedford Field Woodhouse Cliff Leeds LS6 2LG TEL: 0113 284 4260 E-MAIL: [email protected] WEB: www.leedscityacademy.org.uk

@LeedsCityWay Leeds City Academy

Intake Lane Rodley Leeds LS13 1DQ TEL: 0113 229 5454 FAX: 0113 229 5522 EMAIL: [email protected] WEB: www.leedswestacademy.org.uk

@LeedsWestWay Leeds West academy