Autumn 2018 | Issue three

Leigh Academies Trust Review of the Academic Year 2017-18

Shaping Lives, Transforming Communities A message from the Chief Executive

This September we formally celebrate the tenth Meanwhile, leadership across LAT today is delivered anniversary of (LAT). Throughout by a consistent team of high-quality individuals, whose its history, the Trust has never taken the easy path, has considerable talents are seldom found anywhere in overcome considerable obstacles and has turned brave such high concentration. Of the 75 staff who hold new ideas into reality, encouraging others to follow. senior positions at Trust central and as principals and Through a period of great change in the English education vice-principals of our academies, our retention rate was system, one of the most remarkable features of LAT is its 97% in 2017-18. This builds on a similarly impressive continuity and stability, embodied most powerfully in the figure of 95% the year before. The continuity and contribution of three particular individuals deserving of commitment to seeing things through provided by our collective tribute. our senior leaders, year after year, is a key feature of LAT’s success. In its whole history, LAT has had just one Chairman. Bob Findlay fulfils this vital role with remarkable fortitude. In contrast, today’s world is beset by the fragility and Most people who know him recognise his considerable uncertainty of competing and polarising extremes; intellect, eye for detail and strength of character. As dogmatism and partisanship are commonplace. In the someone who has worked closely with him for many UK we are split down the middle by the issue of Brexit. years, I have observed his deep passion for our In the US, President Trump radically divides opinion. organisation, unending willingness to give his time In education the often bigoted extremes of progressive freely and his commitment to achieving the best for our and traditional philosophies have raised their heads again young people in an ever-changing world. LAT would be and seek to drum up narrow division everywhere. LAT has much the weaker without the indelible mark he never and will never jump on bandwagons; the world is continues to leave on our progress forward. never simple: it is always complex and sophisticated. Our Trust understands that the best education normally exists The Trust has had just two CEOs since it started. I was in the centre ground, drawing upon the most compelling fortunate enough to take the torch from Frank Green, research from all sides of the debate. We will certainly CBE, who led the Trust at its inception and remains our never be blown off course, nor swing with the pendulum Vice-Chairman to this day. Between us we have shared of political prejudice or ideological idiosyncrasy. the first decade of Trust leadership in roughly equal measure. His early decisions about how the Trust should LAT is built on strong foundations. It inherits a legacy of be led, structured and governed were made at a time effective governance and leadership from Bob, Frank and when no blueprint was available. Frank always possessed Sir Geoffrey, whose combined contribution is as strong as the Midas touch and LAT benefited at a very early stage ever. We continue to perform well today, even at a time from his sure-footed instincts, wise counsel and openness when the academy sector is not spoken about highly in to new ways of organising education. all quarters. Our ten-year history provides us with a level of experience and wisdom in running schools that few And then there is our enduring Founder, Sir Geoffrey Leigh: possess. Looking back on this year bears witness to our he started our whole enterprise with his original generous deep and ongoing impact on shaping the lives of young endowment. Since then, he has been ever-present, wishing people through high-quality education and, in doing so, us well and remaining steadfast in his commitment to helping to transform the communities in which they live helping young people on the right path in life. None of and will grow up to be the adults of the future. what we have achieved would have been possible without him; 13,000 pupils across the region are better off today because of Sir Geoffrey’s plenteous altruism.

Simon Beamish Chief Executive

Sir Geoffery Leigh Frank Green Bob Findlay

2 www.leighacademiestrust.org.uk WHAT’S INSIDE

Results 2018...... 4 - 7

Ofsted Results...... 8 - 9

KMT Review of the Year...... 10

7th Annual Conference...... 11

Annual Staff Awards 2018.....12

Academy Improvement Strategy...... 13

International Baccalaureate Development...... 14 - 16

New Academies...... 17 - 19

New Logos ...... 19

Trust Performance Agreement 2018...... 20

The LAT 10 Point Excellence Charter...... 21

Our Values...... 22 - 23

Shaping Lives, Transforming Communities 3 Results 2018

Primary Academies

Three primary academies in Leigh Academies Trust have been inspected this year by Ofsted. In the spring, Dartford and Molehill Primaries were judged good overall, having been in special measures when they joined the Trust. Most recently, another very positive inspection took place at Eastcote Primary.

Building on recent Ofsted successes, in July we finalised the main primary academy outcomes for the year. There is much to celebrate. Results this year are the best in the history of the Trust, which now runs to eight primary academies across the region, with Cherry Orchard Primary being the latest to join as a brand new academy in the Ebbsfleet Garden City, which opened in September 2017. We are immensely grateful for the dedication of our talented staff and hard work of our pupils which has made these results possible.

Early Years

Across the Trust, 76% of pupils achieved a good level of development this year, compared to a national average of 69%. All academies achieved at least in line with the national average with some such as Hartley, Oaks and Langley Park exceeding this level by some margin.

Phonics

In year 1, the proportion of pupils passing the phonics screening check rose to 83% across the Trust this year, compared to a national average of 81%. In three LAT primary academies, Hartley, Oaks and Langley Park, over 90% of pupils achieved this important benchmark.

By the end of year 2, 93% of pupils passed the phonics screening check in 2018, compared to a national average of 91%. Over 95% of pupils achieved this goal at our Dartford, Eastcote, Hartley, Oaks and Tree Tops Primaries.

4 www.leighacademiestrust.org.uk Key Stage 1

Results relating to the achievement Key Stage 1 National Average LAT 2018 of the expected standard or above Reading in reading, writing and maths across 74 75 % Expected standard or better LAT primary academies at the end of key stage 1 in 2018 are set out here. Writing 65 70 In each case, results this year improve % Expected standard or better upon last year’s and exceed national Maths 73 77 averages, often by some distance. % Expected standard or better Key Stage 2

The main key stage 2 headlines for Key Stage 2 National Average LAT 2018 primary academy performance were Combined published on Tuesday 10th July and 64 67 % Expected standard or better show some pleasing trends across LAT. Results for each subject are given in Reading 0.0 -0.2 the table to the right. Progress score Writing National averages for the “combined 0.0 2.2 Progress score score” increased in 2018 by three percentage points. Improvements Maths 0.0 1.1 across LAT were slightly higher than Progress score those seen nationally. Attainment was highest at Eastcote Primary, where progress scores for each of the three significant breakthrough in its 88% of pupils achieved the combined main subjects was around +5. Tree performance this year, with the national standard. Pupils made most Tops Primary, which joined LAT in main combined score improving progress at Oaks Primary, where special measures, enjoyed a by 41 percentage points.

Shaping Lives, Transforming Communities 5 Results 2018

GCSE

This is another year of change at GCSE as all subjects other than English and maths complete the new 9-1 grade GCSEs for the first time, with terminal examinations and no coursework.

In this environment of constant reform, we are delighted that most of our established academies are provisionally reporting improvements to their main Progress 8 headline measure of performance. Special mention is warranted of Wilmington and Mascalls Academies, whose outcomes are consistently strong for another year, and of Longfield and Strood Academies, which have leapt forward in their achievement in 2018.

Across LAT roughly 6 in 10 pupils have achieved grades 9-4 in maths and English combined, with 3 in 10 doing the same at grades 9-5. A range of successes have been enjoyed across other subjects too, including in the new, tougher EBacc suite of courses. Attainment in all of the following EBacc subjects improved in 2018 : English Literature, science, history, French and Spanish.

It is impossible to overstate the enormous effort of pupils and staff in achieving these results. We are tremendously grateful for everything they have done. Never has a group of year 11 pupils faced more examinations and a tougher set of assessments to finalise their GCSEs. We are very proud of them all and look forward to welcoming many of them back onto courses at post-16, including A Levels, applied and technical routes, plus the International Baccalaureate Careers-related Programme.

6 www.leighacademiestrust.org.uk A Level

We are delighted with our A Level results this year. Students enjoyed similar success in applied and technical Qualifications at post-16 have become much more programmes despite the introduction of demanding demanding, but our students were more than a match examinations into these vocational courses for the first time. for the increased challenges they faced. Improvements This has led to a resetting of all performance benchmarks were seen at most LAT academies, with high-achieving nationally. In each of the following academies, students academies such as Longfield Academy in , which achieved an average of distinction or better overall: was rated outstanding for its sixth form by Ofsted in April 2018, enjoying continued success. Stationers’ Crown Woods Academy Our academic results rose this year pan-Trust with an average C grade across subjects. Overall, more than 98% The of students completed the courses they started two years ago, with the vast majority accessing their preferred The Leigh UTC onward university or apprenticeship destinations. In each We are enormously grateful for the superb efforts of the following academies academic results improved by of students, staff and our supportive parents for the at least half a grade on average: impressive outcomes we have enjoyed this year. LAT is now responsible for eight post-16 centres across Kent, Stationers’ Crown Woods Academy Medway and Southeast London; it is a great privilege to be shaping the lives of so many young adults across The Leigh UTC such a wide range of schools and local authorities.

Shaping Lives, Transforming Communities 7 Ofsted Success

As one of the UK’s larger multi-academy trusts we are LAT-managed Kent and Medway Training (KMT), the used to facing a number of routine inspections of our largest school-centred teacher training provider in the academies every year. This year, five of our academies region, was subject to a stage one Initial Teacher Training have been inspected by Ofsted. In addition, Leigh (ITT) inspection in April, having last been inspected in Academy Blackheath was approved to open by 2012. Ofsted inspectors will return to KMT in the Ofsted following a successful visit in June and autumn for stage 2.

Julia Collins Principal The Leigh Academy GOOD (November 2017) “Leaders have taken effective action to reorganise and “The rich curriculum offers pupils a wide choice of subjects. strengthen leadership throughout the school. Senior and Pupils also benefit from a range of extra-curricular middle leadership are strong.” activities.” “There is an eagerness to learn across the school. Pupils are “Evidence of the positive impact of leaders’ actions, keen to acquire knowledge and skills, and teachers are willing particularly at post-16, demonstrates secure capacity for to refine their practice. Pupils enjoy their learning and are further improvement. Effective support provided by subject positive about the school.” specialists from Leigh Academies Trust has helped to improve “Pupils’ behaviour is good. Strong relationships between staff teaching and learning.” and pupils help pupils feel secure and promote their personal development well.”

Alex O’Donnell Principal Longfield Academy GOOD with OUTSTANDING sixth form (April 2018) “Senior leaders and governors are ambitious for the school “The school is well supported by the multi-academy trust, and its pupils. Governors provide a good balance of which provides important support in, for example, teacher support and challenge to school leaders.” recruitment, development and training.” “Pupils’ behaviour is good. Disruption to learning is rare. “Provision in the sixth form is outstanding. Highly effective Strong relationships with staff help pupils feel secure and leadership ensures that students have study programmes very promote their personal development well.” well suited to their needs, resulting in excellent progress.” “The curriculum enables pupils to pursue their interests and prepares them well for their next steps. The range of extra-curricular opportunities is valued by pupils.”

8 www.leighacademiestrust.org.uk Gemma Brierley, Principal Karen Major, Executive Principal David Ball, Principal

Molehill Primary Academy Dartford Primary Academy Eastcote Primary Academy GOOD (February 2018) GOOD (March 2018) The inspection, which took place in June 2018, will now convert to a full section 5 inspection as Ofsted have reason to believe that this academy may now be OUTSTANDING. This academy was in special measures when it joined LAT in 2015. “Leaders have worked with unrelenting As York Road Juniors, this academy was in special measures when it determination and clear focus to drive up achievement and create a can-do joined LAT. culture across the school. This has “The executive principal has a clear united staff and inspired pupils so that vision for the school and has worked the school continues to go from successfully to ensure that pupils are strength to strength.” cared for and achieve well.” “Based on the evidence gathered during this short inspection, I am of the opinion “Governance is strong. The differing “Trust leaders and governors provide that the school has demonstrated strong bodies within the trust structure work effective strategic direction. They practice and marked improvement in cohesively, but with clearly separate support the executive principal well specific areas. This may indicate that in her work to improve the school.” focus areas. This ensures that the school has improved significantly governance has strength and depth “Teachers and leaders benefit from overall. Therefore, I am recommending working with other trust schools and that the school’s next inspection be a and supports school improvement section 5 inspection.” effectively.” leaders. As a result, they provide pupils with a good standard of education.” “You have worked with the Leigh “Current pupils are making good “Pupils attend regularly and behave Academies Trust, staff, governors and progress from their starting points. pupils to create a very welcoming school Attainment levels are rising, with a well. They show positive attitudes towards their learning. They have where pupils enjoy learning and feel well growing number of pupils working at positive relationships with each supported. It is clear that pupils enjoy age-related expectations across the other and with adults.” coming to this school.” school in reading, writing and “Pupils are eager to learn; their mathematics.” “Provision for children in the early years is good. Children are safe enthusiasm to ask questions begins “Disadvantaged pupils are making and happy. They enjoy the good in the early years and continues as they good progress from their starting points. range of interesting activities the progress through the school. Pupils are The pupil premium grant is used school provides.” polite and courteous, work extremely well together and support each other carefully and appropriately to ensure during their lessons and on the that their needs are fully met, both playground.” across the broader curriculum, and in extra-curricular provision.” “The….rich and exciting curriculum is a key strength of the school and a “Pupils behave well. In lessons and catalyst to the rapid improvement of around the school they are both standards. Leaders have also improved engaged and engaging. They interact teaching through a combination of happily with each other and with the effective training and individual wide range of adults who care for them. support.” A strong sense of community unites the “Pupils’ books reflect high-quality school in working towards the school work across all subjects; pupils take vision – ‘fostering a lifelong love a pride in their books and are well of learning’.” motivated to do their best.” www.leighacademiestrust.org.uk Shaping Lives, Transforming Communities 9 KMT Review of the Year

New Schools/Academies Joining KMT

Following a period of consolidation in 2016-17, the KMT Strategic Board made the decision to open the way for new schools to join the KMT consortium over the course of the last year. With the hub leadership model and appropriate staffing in place, this investment has enabled KMT to increase capacity to train more trainees. In the past three months, six new secondary schools/academies have gone through a formal KMT QA application process and to date all six have been approved to join by the QA Committee and Strategic Board. These are:

• Chatham for Girls; • ; Trainee Outcomes • The Halley Academy; • Hadlow Rural Community School; At the start of the academic year 2017-18, 134 trainees • Sir Joseph Williamson’s Mathematical School; and started their teacher training with Kent and Medway • Tunbridge Wells Boys’ Grammar School. Training (KMT), the largest school-centred initial teacher training (SCITT) provider in the region, for which LAT This recent period of expansion will mean that, in is the legal entity. Eight trainees withdrew due to September 2018, KMT will be working with 41 secondary personal mitigating circumstances and five deferred to schools and around 32 partnership primary schools in return to complete their training next year. This equates Kent, Medway and South-East London. to an existing 94% completion rate that is significantly above the national average.

Of the 121 trainees completing the course in June, New PGCE Partnership 57% were graded as outstanding and 40% as good. for September 2018 These outcomes have been thoroughly verified and agreed by the KMT Assessment Board and external KMT is excited to announce that, from September moderators. 2018, we will be working with Leeds Beckett University as our validating Post-Graduate Certificate in Education Employment Rates (PGCE) partner. After working with the University of Brighton for a number of years, KMT has made the At the end of the course, of the 121 trainees who will have decision to work with a new provider that offers a completed with Qualified Teacher Status (QTS), 118 (98%) distance-learning Level 7 PGCE so that a more flexible have gained employment, 71 (66%) of these within course can be built in alongside our QTS programme. consortium schools, allied to KMT. The new partnership offers trainees the opportunity to complete modules that are based on professionalism, subject pedagogy and research. The distance-learning Recruitment components of the course will enable us to deliver more face-to-face subject study sessions to develop By the end of the summer term, KMT had recruited over trainees’ subject knowledge, specific subject 170 trainees to start in September 2018, roughly 30% pedagogy and curricular understanding. primary and 70% secondary, and the largest cohort in KMT’s history. This is a 25% increase on where we were this time last year, and once again, KMT has bucked the national KMT Central Office: Web: www.kmtraining.org.uk trend in terms of initial teacher training (ITT) recruitment. c/o The Leigh Academy Tel: 01322 620518 This is due to the highly effective work that lead schools Green Street Green Road are doing within their regions. Dartford Kent DA1 1QE

10 www.leighacademiestrust.org.uk 7th Annual Conference

In February we organised our seventh annual conference for all of our 2,000 or so staff. We were delighted that staff at our newest academy, The Halley Academy in Greenwich, were able to join us for the first time. The event this year took place across three locations: The Leigh, Longfield and Strood Academies. It provided opportunities for training from some of the Trust’s best practitioners, plus those from outside of the organisation.

Most powerfully, it provided another chance to network across all of our schools and build lasting and supportive professional friendships. It is events like these that bind our multi-site organisation together, reminding us that we are stronger than the sum of our parts. This theme was set out by our CEO in the opening video, which started by exploring the Trust’s journey so far. An extract can be found below.

“The Trust started in Dartford with the union of The Leigh and Longfield Academies back in 2008; it was one of the first multi-academy trusts ever created. Over our first decade, we have achieved much. Of our academies inspected so far, six have been judged outstanding for their leadership by Ofsted. Six academies have benefited from significant new build projects, led by the Trust. LAT was the first school group in the region to develop an all-through model of education for primaries and secondaries working together in formal alliance, the model for others to follow. LAT was also one of the first trusts first mainstream trust to contain a special school and nationally to become the new home for schools previously the first trust nationally to take on a UTC, setting the operated by another group of schools. LAT has recently opened two brand-new primary schools and has four more free schools in the pipeline, with the next to open this September.

“As well as blazing a trail for others to follow, LAT has supported those in need by removing four schools from special measures. Our leadership of Kent and Medway Training, the region’s largest school-centred initial teacher training provider, supports the whole education sector by generating 150 outstanding new teachers every year for the region’s schools. LAT academies contain unique features such as the ground-breaking training restaurant at Longfield, The Telescope, the state-of-the-art digital media centre at Stationers’ Crown Woods Academy and the advanced engineering apprenticeship programme at The Leigh UTC, the first of its kind in the UK. The Trust has its own business development team to connect our schools and young people closely to the region’s employers and its own trading company, LAT Enterprises, to earn much-needed, additional revenue for our schools.”

We are already planning our eighth annual conference for February 2019. Given current talks with The Williamson Trust about forging a partnership with their existing five academies, the event promises to be the biggest and best to date.

www.leighacademiestrust.org.uk Shaping Lives, Transforming Communities 11 Annual LAT Staff Awards 2018

12 www.leighacademiestrust.org.uk Shaping Lives, Transforming Communities 9 Academy Improvement Strategy

We have gone to great lengths this year to debate, In addition, we have set out with greater clarity than ever update and strengthen our academy improvement before the agreed educational practices adopted by our strategy. This has involved detailed discussions with academies. This is a useful reference point for current staff leaders and governors, arriving at a new policy to be and for new, candidate academies looking to join LAT. launched this September. LAT has always treated its academies as siblings, not clones. It does not prescribe Collaboration and Monitoring, Feedback and Commissioning and Support every last detail, but allows professionals the creative Organisation and Operation Partnerships Accountability space to take calculated risks in a no-blame culture. Our academies are not expected to be carbon copies • Small school model • Principals’, Senior Leadership • Academy Performance Agreement • Academy Improvement Team of one another; in fact, diversity and innovation are Forums and Leadership Twilights • LAT brand and marketing • Module Reviews • LAT Engagement Team: Career encouraged and valued. Like siblings, all of our Education Advisory Group Learning, Leigh Aspire, LAT Alumni • A two week half term in October • • A biennial Peer Review and Working with Business academies subscribe to similar values and beliefs, LAT Leadership and Governor • An afternoon committed to • • Preparation for an Ofsted Programmes Inclusive Services: Attendance and share common ways of doing things. However, Professional Development in inspection • Officers and Educational they are free to develop their own ethos, personality secondary academies • Professional Development and • Performance Development Policy Psychologists Annual LAT Conference and character. These enduring maxims are reflected • Single Management Information • Academy learning walks by LAT Academy Challenge Partners in our new academy improvement strategy, System (Bromcom) • LAT Subject and Primary Phase • Executive Forums and Cluster Meetings LAT Data Manager comprising a set of five core principles. • IB programmes in all primary and • secondary academies • LAT Teach - our improving teacher • LAT Digital Engagement Team programme

1 We recognise the important role of Principals Collaboration and Monitoring, Feedback and Commissioning and Support Organisationin their own and academiesOperation and in shaping Trust Partnerships Accountability policy to drive new educational practices that • raiseSmall school standards model and challenge• educationalPrincipals’, Senior Leadership • Academy Performance Agreement • Academy Improvement Team orthodoxy. Forums and Leadership Twilights • LAT brand and marketing • Module Reviews • LAT Engagement Team: Career Education Advisory Group Learning, Leigh Aspire, LAT Alumni • A two week half term in October • • A biennial Peer Review and Working with Business 2 We recognise academies with aLAT strong Leadership track and Governor • An afternoon committed to • • Preparation for an Ofsted Programmes Inclusive Services: Attendance recordProfessional and Development do not inforce them to do the same inspection • Officers and Educational secondary academies • Professional Development and as everyone else, unless it is in the best interest • Performance Development Policy Psychologists Annual LAT Conference • ofSingle the Management whole Trust. Information • Academy learning walks by LAT Academy Challenge Partners System (Bromcom) • LAT Subject and Primary Phase • Executive Forums and Cluster Meetings • LAT Data Manager 3• WeIB programmes expect inall all leaders primary and to build and sustain the secondary academies • LAT Teach - our improving teacher • LAT Digital Engagement Team academy improvement strategy.programme

4 We do not standardise educational practices to the detriment of excellence, collaboration Concluding our discussions this year on this key set and innovation. We encourage leaders to of questions, we agreed that the most important task allow staff to take calculated risks in a of teachers is to create the climate in which pupils can ‘no-blame’ culture. thrive, while the goal of great school leaders is to create the climate in which teachers can thrive. By extension, 5 We afford a level of earned autonomy and what a multi-academy trust such as LAT should do is to management freedom to effective leaders. create the climate in which leaders and schools can It fosters a culture where leaders support thrive, where “thriving” is defined by a better quality others to improve. of education for pupils. We will keep this critical objective firmly in our minds as we embark upon our next steps.

Shaping Lives, Transforming Communities 13 IB Developments

Where Knowledge, Skills and Character Matter…

Much attention is being paid now to the substance Successful implementation of the IBMYP across LAT and quality of what pupils study in school, not just the will require us all to do the following: outcomes they achieve in high-stakes exams. This is a welcome development and, in that context, LAT is • Embed the IB Learner Profile in all aspects of beginning the implementation of a common curriculum academy life. This sets out the ten key character traits across it academies. Three secondary academies have expected of students, amongst them the need to be already introduced the International Baccalaureate (IB) knowledgeable, principled, open-minded, willing to Careers-related Programme (CP) at post-16. They are take risks and reflective. Wilmington, The Leigh and The Leigh UTC. We look forward to the first set of significant results from those • Re-balance the curriculum to ensure subject programmes in July 2019. Two more academies, Strood breadth and content depth. The IBMYP ensures and The Halley, are now committed to beginning that students are given broad access to all subjects the IBCP from September 2019. across the curriculum to avoid any harmful or unnecessary narrowing. In addition, all LAT secondary academies will implement • Embrace a common approach to curricular the IB Middle Years Programme (MYP) from September design following the IB unit-planning framework. 2018, starting from year 7. The intention is for all of them This ensures that learning is carefully and to be accredited as IB World Schools by September 2020. systematically structured, both horizontally Furthermore, LAT primary academies will embark on a and vertically. phased introduction of the IB Primary Years Programme (PYP) in academic year 2018-19 following detailed • Adopt IBMYP assessment practices, which are planning this summer. Molehill, Oaks, Tree Tops, evidence-based and criterion-referenced. Rigorous Langley Park and Hartley will be the first to start this summative assessments occur at the end of each September, with others following later in the year. unit of work, with regular opportunities for formative assessment to assist planning. The IB Organisation (IBO) is fifty years old this year and its curriculum programmes are already offered in some • Include opportunities for enquiry so that of the region’s most successful schools, like Tonbridge pupils become active participants by undertaking and Dartford Grammar Schools. The IB is much favoured background research and extending what they in the prestigious, fee-paying sector too, with Wellington have been taught in the classroom to reach College and being just two of its independent and original conclusions. proponents. LAT’s adoption of IB programmes will Plan explicitly to develop what the IB calls align our academies with some of the best academic • “approaches to learning”. These include qualities institutions in the UK and abroad. much prized by employers, such as thinking skills, social skills, communication skills, self-management Those who have already started on this journey report skills and research skills. significant improvements in the quality of teaching and student engagement. Teachers have said explicitly that • Explore the wider international context so that IB students stand out from the crowd due to increased pupils are challenged to consider unfamiliar subject levels of confidence, maturity and achievement. Students matter, make searching links across the curriculum, themselves have reported that the IB has restored their and to participate in inter-disciplinary learning. enjoyment in learning and helped them to appreciate the wider implications of what they study in school. It’s difficult to argue with such strong unsolicited feedback.

14 www.leighacademiestrust.org.uk The IBMYP ensures that all LAT pupils, regardless These contentious on-going arguments are too of which school they attend, receive a high-quality frequently overloaded with assertion and hyperbole. education at key stage 3. This unprecedented level of The IB rises above these sometimes sterile and collaboration in curricular design will allow us to share one-dimensional debates by advocating a model resources, undertake joint training and moderate of participatory learning which occupies the standards across the Trust like never before. It will educational centre ground, comfortably straddling have the added benefit of providing a more consistent seemingly irreconcilable points of view. In contrast to starting point for new teachers and academies joining the feuding, dyed-in-the-wool ideologues of progressive LAT. Quality provision will have greater longevity in all education on the one hand and traditional education of our academies and will be future-proofed beyond on the other, the IBMYP offers a more sophisticated, the teaching and leadership in place in any location three-dimensional alternative. We should hold firm to at any particular point in time. our conviction that knowledge does and always has mattered. No sensible curriculum has ever failed to LAT’s embarcation on the IBMYP begins at a time contain knowledge; the contention rests more on the when an age-old philosophical debate is raging again extent to which the importance of knowledge is in the education sector, between a style of teaching emphasised. But, equally, skills matter too, as does the that can be described as “progressive” and which development of students’ characters. These points are emphasises the development of skills and a more fundamental cornerstones of all IB programmes, which traditional style of teaching which places priority on advocate explicit planning to develop them effectively knowledge acquisition. Whilst the former tends to and coherently. The point, though, is that knowledge favour child-centred, independent learning and the use must often take primacy, as skills and character cannot of on-going assessment, the latter takes a more didactic, be developed effectively in the abstract. teacher-led approach, coupled with formal, standardised testing. As zealots argue at cross-purposes and clamber Combined with LAT’s phased implementation in its to place themselves on pedestals at the polar ends of this primary academies of the PYP and the selective adoption debate, monopolising the truth as they see it, sensible of the IBCP at post-16, this set of coherent, well-chosen educationalists realise that the reality of a rounded curricular developments is a world-first and will ensure education rests somewhere in the middle. As the that all LAT pupils, no matter how old, will enjoy a pendulum swings between politically-charged, coherent, rich and stimulating curriculum, regardless competing left- and right-wing educational of which of our academies they attend. Opportunities for theories, it is vital we don’t swing with it. our staff to share best practice and engage in high-quality continuous professional development will be considerably enhanced. We have no doubt at all that our IB approach to education will become a significant added-value marketing tool to help us to recruit and retain teachers and pupils to our schools throughout the region.

The PYP itself is twenty-five years old and was last revised in 2009. A more significant revamp is planned for this year and due to be published in October. Those who have seen the new version report that the already-flexible nature of the PYP is being enhanced further. The PYP has not yet taken off in the UK, with only a small handful of primary schools adopting the programme so far, putting LAT at the forefront. The PYP is much more popular in state schools in the USA and in international schools across the world. This new curricular development will enable LAT primary academies to join a global community of high-quality schools all committed to the IB mission statement and the development of the IB learner profile.

www.leighacademiestrust.org.uk Shaping Lives, Transforming Communities 15 IB Developments

Essentially, the PYP is a whole-school programme covering all aspects of what we do in education. Specifically, it commits us to a style of curriculum which emphases the following aspects:

• Placing the IB learner profile at the heart of everything the school does to create young people who are knowledgeable, principled, open-minded, caring, reflective….etc.

• A constructivist approach to teaching and learning. This is defined thus: “Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information”.

• Providing opportunities for guided inquiry as part of the pedagogical approach. This recognises the • An explicit expectation that successful inquiry will importance of students being actively involved in lead to responsible action, initiated by the student their own learning and taking responsibility for that as a result of the learning process. Action will either learning. However, the PYP also recognises that there extend the student’s understanding, have a wider is a role for drill and practice in the classroom. social impact or both.

• A concept-driven curriculum and a commitment • Adopting a consistent approach to curricular to transdisciplinary learning so that pupils make planning using the PYP planner and creating connections across the domains of knowledge that units of inquiry, similar to the “unit plans” they study in school. The PYP recognises the found in the MYP. essential nature of educating students in a set of isolated subjects and the importance of the The next twenty-four months will be a really exciting traditional subject areas, but central to the time for all phases of education in LAT as we embark programme is the belief that, “To be truly educated, upon an unprecedented period of collaborative a student must also make connections across the curricular design and implementation. We will learn disciplines, discover new ways to integrate the much from our association with such a high-quality, separate subjects, and ultimately relate what well-established organisation as the IBO. We will also they learn to life” (Boyer, 1995). In short, “The learn a lot from each other. We have many outstanding concept-driven curriculum - both transdisciplinary and open-minded practitioners across the Trust who will and subject-based - helps the teacher to make the play their full part in helping to chart the important path classroom a stimulating and proactive place”. ahead. A core LAT value is that we work together as one team in the belief that we are greater than the sum of our • International-mindedness, including the study of a parts. We are sure that the successful launch of IB curricular language. All IB programmes from the PYP to post-16 programmes across LAT, that emphasise the importance of diplomas are value-laden and are essentially designed knowledge, skills and character, will be no exception. to create a better and more peaceful world through inter-cultural understanding and respect.

• An approach to assessment which is criterion- referenced and evidence-based. Assessment should be authentic, not used as a reward or punishment, but as information. The PYP stresses the importance of student and teacher self-assessment and reflection through what is called “conferencing”, which can take a multitude of forms.

16 www.leighacademiestrust.org.uk New Academies

Leigh LAT has considerable expertise and experience Academy of developing new academies and opening new Leigh Academy buildings. This year has been no exception. Some Blackheath (LAB) projects have come to fruition, while others will continue into next year. A summary of each We have reported before on the progress during the one is provided below. pre-opening stage of development made of LAB. We are delighted that the new academy is now open, with its first cohort of year 7 pupils under the leadership of The Halley Principal Emma Smith. LAB is fully-enrolled with 180 Academy (THA) pupils in its first year and is already recruiting for a further 180 places next year. The new academy has proved an instant hit with Greenwich parents, due to THA got off to a fresh start when it joined LAT on 1st its focus on innovative educational practices combined March 2018. THA’s history dates back to the immediate with traditional values. Its dynamic new curriculum uses post-war era, when it became England’s first example of the International Baccalaureate Middle Years Programme a new-build comprehensive school in 1954. The school and seeks to develop pupils’ knowledge, skills and has a rich history and today serves a vibrant, multi-cultural character. Pupils are currently based at Victoria House community of 240 pupils per year in the heart of Greenwich. on Shooters Hill. They will move to temporary John Dixon, THA’s new Principal, has wasted no time accommodation at Old Dover Road in September working with Trust colleagues to install much-needed 2019 before moving into their brand-new building improvements at the academy since his appointment on the same site shortly afterwards in 2020. in January. We are delighted to welcome twenty new teachers to THA this September, significantly strengthening the teaching profile. The academy has been reorganised to embrace the small-school model of education found in all other LAT secondaries, and has introduced better models for organising the working day and calendar year. In addition, significant investments totalling nearly £3.0m are being made in IT, restaurant and dining facilities, building updates and new furniture and fittings. There is much to do, but THA is already on track for a much brighter future.

Cherry Orchard Primary Academy (COPA) National COPA COPA opened as the first new school in the Ebbsfleet Garden City in September 2017 with places for sixty pupils % of children achieving a in each year group. As the academy moves into its second good level of development in 69 70 year, it is already over-subscribed for places in reception reception % of pupils passing the phonics from 2018. The academy has a few places left for pupils 81 83 moving into the area in years 1, 2 and 3. Those interested screening test in year 1 should contact the academy directly. COPA’s Principal, % of pupils passing the phonics 91 92 Julie Forsythe, is always keen to hear from new parents. screening test in year 2 Its brand-new building houses state-of-the-art facilities % of KS1 pupils reaching the and its nursery is already one of the most popular in the 74 70 region. Academic results were impressive in the first year national standard in reading and can be found below. The new academy was very % of KS1 pupils reaching the 65 65 successful in helping several pupils in years 1 and 2 to national standard in writing catch up and reach national expectations after false % of KS1 pupils reaching the 73 85 starts in other schools before starting at COPA. national standard in maths

Shaping Lives, Transforming Communities 17 New Academies

Langley Park Primary Academy (LPPA)

LPPA opened in September 2016 and has had two section of the academy. The academy achieved very well very successful years already, becoming one of the most at the end of its first year, but Libby Fidock, LPPA’s Principal, heavily-oversubscribed primary schools in the Maidstone was even more delighted with outcomes in the second region. From the start it has enjoyed a brand-new building year, which position the academy strongly to face its and in summer 2018 the stage two extension was opened first inspection by Ofsted this year. to provide classroom space for the growing key stage 2

National LPPA LPPA

2017 2018

% of children achieving a good level of development in reception 69 78 79

% of pupils passing the phonics screening test in year 1 81 80 90

% of pupils passing the phonics screening test in year 2 91 100 92

% of KS1 pupils reaching the national standard in reading 74 82 83

% of KS1 pupils reaching the national standard in writing 65 76 83

% of KS1 pupils reaching the national standard in maths 73 94 92

Inspiration Academy Bearsted Primary at The Leigh UTC Academy (BPA)

The Inspiration Academy opened to pupils after the Easter BPA was originally approved to open by the Department break this year. Its proud new students walked through for Education ( DfE) as a in the spring of 2017. the doors for the first time to occupy their brand-new Good progress has been made since then and a site close £10m annex to The Leigh UTC in Dartford. There were to junction 7 of the M20 on the outskirts of Bearsted has just 120 places in year 1, but 140 lucky pupils were now been identified within the enterprise action zone offered places in a bid to satisfy the high local demand. (EAZ) near the Kent Medical Campus. BPA will Another 140 pupils will take up places in year 7 in accommodate sixty pupils per year from reception to September 2018, making Inspiration Academy one of year 6. Following recent approval by the Minister, it is the most oversubscribed schools in the area. Pupils due to open in September 2020, subject to planning follow a broad and balanced curriculum using the approval from Maidstone Borough Council. BPA’s Executive International Baccalaureate Middle Years Programme Principal, Debbie Biggenden, is working closely with central and progress to the science, technology, engineering and Trust colleagues to make this new, exciting all-through mathematics (STEM) focused UTC on the same campus in primary academy a reality. We will be looking to appoint year 10. The Leigh UTC is also recruiting for places in years BPA’s inaugural Principal at some point over the next 10 and 12 and expects demand to be high this year. twelve months or so.

18 www.leighacademiestrust.org.uk Snowfields Leigh Academy Academy Rainham (LAR)

Snowfields was approved to open at the same time LAR is a brand-new secondary free school for 180 pupils as BPA as a free school, co-located near junction 7 of per year group located on the eastern side of Medway. It is the M20. Snowfields will be a secondary special school the only co-educational, non-selective school for parents in for around 150 pupils from across Kent and neighbouring that part of the authority. LAT has deliberately chosen the boroughs. Snowfields is named after well-known local name “Leigh” to ensure an even stronger presence for the landmarks and its new logo is based on celebrating successful LAT brand in Medway, following the strategy the uniqueness in every child. Principal (Designate) deployed at Leigh Academy Blackheath, Greenwich. A site of Snowfields, Dee Pickerill, currently Associate Principal has been purchased by the DfE for the brand-new building of Milestone Academy, has exciting plans for the future and, subject to planning permission, work will start over that will be developed through the next year or so. She the next year, with the new academy opening to pupils in will draw upon the abundant strengths of Milestone to September 2020. A key decision over the next year will be get Snowfields off to a strong start. Like BPA, it is due the appointment of LAR’s inaugural Principal. No doubt to open in 2020. competition will be stiff for such an attractive position, which will provide excellent career development for the successful candidate.

New Logos

Several of our existing primary academies will be launching brand-new logos this year, presenting a fresh, modern face to their communities. All designs have been put together by our own in-house team of branding, design and marketing experts.

Molehill Primary Dartford Primary Tree Tops Primary Oaks Primary Hartley Primary

Shaping Lives, Transforming Communities 19 Trust Performance Agreement – 2018/19

Three Our targets for the year ahead have been agreed by Directors and are set out in out Trust Excellence latest Trust performance agreement. • Extend apprenticeship opportunities for students across LAT at two more academies.

One • All LAT academies to achieve digital level 3 Pupil Excellence (secure). • Implement IB programmes in all academies 80% of pupils to achieve a good level of • to ensure that the learner profile is fully development in reception and in year 1 embedded. phonics screening. • Successful launch of LAT Teach. • 70% of pupils to achieve the combined national standard at KS2, with positive • Achieve “outstanding” judgements at two progress scores of at least +1 across more academies. all subjects. • Generate at least £500k income through • 40% of pupils to achieve grades 9-5 LAT Enterprises. in English and maths at GCSE.

• A positive Progress 8 average across the Four Trust at GCSE. Extending Excellence • Post-16 value added for academic and Complete successful merger with applied courses of +0.2 across the Trust. • The Williamson Trust. • A positive value-added score of +0.2 for Continue to progress strongly towards the IB Career-related programme. • opening , Bearsted Primary Academy and Snowfields Academy. Two • Link more of our secondary academies to Staff Excellence primaries outside the Trust.

• 90% of teachers to be effective and 40% • By September 2019, open outdoor sports • highly effective across LAT. facilities at The Leigh UTC and Inspiration Academy. • 80% teacher retention. • Complete phases 1 and 2 of Priority Schools 90% successful completion rate for all NPQ • Building Programme (PSBP) at Dartford leadership programmes. Primary. • 90% deployment of apprentice levy to • Complete construction of third college enhance professional development for staff. new build at Wilmington Academy. • Successful launch of performance development policy.

• Effective launch of Workplace as a communications and collaboration platform.

20 www.leighacademiestrust.org.uk THE LAT 10 POINT EXCELLENCE CHARTER

To help shape our vision, the Trust has established its Excellence Charter setting out our inalienable commitments to pupils, parents and staff. This helps guide our work and shape our focus in the years to come.

1 We will provide outstanding 4 We will develop pupils’ 7 Through our business leadership and governance at characters and attributes in promise, we will guarantee every level so that all pupils line with the International strong engagement for all pupils attend an academy judged to Baccalaureate learner profile, with industry and employers. be at least good overall by so that all LAT alumni build a Ofsted. collection of desirable qualities 8 We will provide all pupils with before they leave school. a high-quality careers-learning 2 We will ensure a rich, programme. engaging, inclusive curriculum, 5 We will ensure that pupils are with effective teaching and well-behaved, confident and 9 We will grow to support more high-quality learning resources respectful, in a safe, secure schools in the region so that our across all subjects and year environment. pupils and theirs benefit and groups. standards improve across the 6 We will ensure a high-quality board. 3 Regardless of their ability or workforce and prioritise personal circumstances, we will staff retention, professional 10 We will work with our own ensure that all groups of pupils development and well-being. and other primaries to ensure make at least good progress a smooth transition to our and diminish differences in secondary academies. their attainment.

Shaping Lives, Transforming Communities 21 Our Values

We care... We have about our pupils through boundless ambition... our human-scale approach to achieve excellence for to education, our staff and all and to create confident their well-being and the young adults with high communities that we serve, levels of resilience and driven by our high ideals integrity. and strong moral values.

22 www.leighacademiestrust.org.uk We work together... We keep as one team in the belief getting better... that we are greater than the using our ‘can-do’ attitude sum of our parts. We foster towards continuous an enterprising culture improvement and through collaboration and innovation. in close partnership with industry and other educators.

Shaping Lives, Transforming Communities 23 Shaping Lives, Transforming Communities

Our academies

Leigh Academies Trust, Carnation Road, Strood, Rochester, Kent ME2 2SX Leigh Academies Trust t: 01634 412200 is a registered company, Please contact us: e: [email protected] company no 2336587. t: 01634 412227 w: www.leighacademiestrust.org.uk An exempt charity. e: [email protected] www.leighacademiestrust.org.uk