Winter 2019 | Issue 16 NEWS

Christmas wreath making at Horsmonden Primary Continued on page 18 ...

Shaping Lives, Transforming Communities A message from the Chief Executive

It is always a pleasure to start these newsletter welcome statements with congratulations to staff being promoted to new senior positions. Hayley Sharp Following rigorous selection Principal, Sweety Rekhi processes, I am delighted to announce Horsmonden Assistant Principal, the following new appointments since Primary Academy The Leigh UTC September, displayed on the right:

Many of you will have seen the exceptional professional development Charlotte McLeish offer for staff being provided through Vice Principal, Ben Blyth our teaching school this year. If you Horsmonden Assistant Principal, haven’t had a chance, I would urge you Primary Academy The Leigh UTC to visit the Medway Teaching School Alliance (MTSA) website to take a look.

www.mtsa.co.uk Patrick Lonergan Sophie Dickinson Head of College, Assistant Principal, The Leigh UTC Over the next few months, MTSA have attracted a number of high profile speakers to offer excellent training opportunities to our staff, including Jade Smith Professor Dylan Wiliam and Carl Guerin-Hassett Assistant Head David Didau. Deputy Principal, of College, The

Georgina Rawlings Neil Arnould Assistant Principal, Head of College, The Leigh UTC Primary Academy Professor David Didau Dylan Wiliam

Across our academies I am encouraged ›› Retrieval practice; Let me end by thanking all pupils, staff, parents, governors and our to see so much excellent practice, ›› Knowledge organisers and regular various partners for their ongoing which is firmly rooted in research low-stakes testing; about how pupils learn. This is having hard work and support. We could not a significant impact on how much ›› Teaching adjusted for intrinsic achieve what we do without you. they know, can remember and do. I and extraneous cognitive load; With my very many thanks and festive look forward to seeing the following ›› Dual coding; evidence-based practice becoming best wishes even more firmly embedded across ›› Clarity of instruction. LAT over the coming months:

Simon Beamish, Chief Executive

2 www.leighacademiestrust.org.uk Contents

›› A message from the Chief Executive ... 2 ›› LAT Swimming Gala ...... 3 ›› New Principal at Stationers’ Crown Woods Academy: Future Plans ...... 4 ›› New Principal at Horsmonden Primary: Future Plans ...... 4 LAT Swimming Gala ›› New Principal at : Future Plans ...... 5 ›› LAT Represented at International Baccalaureate (IB) Global Conference, Abu Dhabi, 2019 ...... 5 ›› The Leigh UTC Awards Dinner 2019 ..... 6 ›› Shakespeare Schools Festival ...... 7 ››  LAT's Got Talent ...... 7 ›› Leigh Aspire Primary ...... 8 ›› Leigh Aspire Secondary ����������������������� 8-9 The first-ever LAT secondary boys, the freestyle, breaststroke ›› Careers Round-up ...... 9 boys’ swimming gala was held and backstroke. The winners ›› Remembrance Day ...... 9 at Sir Joseph Williamson’s were Stationers’ Crown Woods Mathematical School (SJWMS) on Academy, followed by Longfield ›› Maths Mystery Update ...... 10 Thursday 21st November. Boys Academy in second and Mascalls ››  and Medway Training (KMT) from all LAT secondary schools a close third. Thanks to all the Update ...... 10-11 competed in a range of events, competitors and staff who have ›› MTSA Update ...... 11 including freestyle, breaststroke made the 1st two events so and backstroke, both individually enjoyable. On 5th December ›› Primary Years Programme Update ..... 12 and in relays. The standard was we are hosting the first primary ›› LAT Apprenticeships ...... 13 excellent, as was the camaraderie event. and positivity of all the students, ›› International Exchange Visit to China: who competed in heats and then On 5th December, the first The Leigh Academy ...... 13 finals in each event. When all primary event was keenly ›› Sharing Best Practice ...... 14-15 the results were tallied up, the contested with some very high- ›› Update on Third College Building at winners were SJWMS, followed quality competition. Winners Wilmington Academy ...... 16 by Stationers’ Crown Woods were High Halstow Primary, with Academy and Leigh Academy Paddock Wood Primary second ›› Update on New Building at Leigh Blackheath in joint second place. and Hartley Primary in third place. Academy Blackheath ...... 16 ›› Update on New Sports Facilities at On Thursday 28th November Well done to all the competitors The Leigh UTC ...... 16 we welcomed the girls from across all of the events, for the Trust to the first gala and their determination and for the ›› New Maths centre opens at Sir Joseph they competed in a range of fantastic spirit with which the Williamson's Mathematical School events, which included, like the competition was completed. (SJWMS) ...... 17 ›› Update on New Building Developments at Primary Academy ...... 17 ›› Facility Upgrades at The Halley Academy ...... 17 ›› Update on Bearsted and Snowfields Academies and ...... 18 ›› Christmas wreath making at Horsmonden Primary Academy ...... 18 ›› Vision 2025 ...... 19 ›› Leigh Academies Trust Card Competition ...... 20

Shaping Lives, Transforming Communities 3 New Principal at Stationers’ Crown Woods Academy, Future Plans

Travelling to Stationers’ Crown Stationers’ Crown Woods Academy classical education, comprising the Woods Academy from West Kent, I has faced some challenges in recent liberal arts: the Grammar (building gain a sense of familiarity, a peculiar years. The introduction of Progress 8 powerful knowledge), the Dialectic sentiment considering I was born and Attainment 8, the strengthening (the art of questioning to validate and raised in the Potteries, in the of content and the introduction of the authenticity of knowledge) West Midlands. This feeling stems examinations into the vocational and the Rhetoric (articulating the from the formative years of my system, the adoption of a more knowledge and understanding that career in education (2005-2014), rigorous and 5, with has been acquired with the skill spent working for a large multi- much of the specification content of oration). academy trust in South-East London being adopted from a higher key while living in Blackheath. For a stage, reductions in educational As we near the end of the first number of years, I played rugby at funding through the National half-term I am convinced that my Well Hall, now home to Blackheath Funding Formula and the teacher- decision to move back to South- Rugby Football Club, I trained with recruitment crisis have all impacted. East London was the right one. I the Sutcliffe Park Athletics Club and very much look forward to leading socialised with ex-students and staff I aim to simplify and demystify Stationers’ Crown Woods Academy of the-then Crown Woods School. some of the confusion that exists for several years to come. This pocket of South-East London in education. I am a traditionalist holds a special place in my heart; at heart, believing that children Wayne Barnett one of the reasons that I accepted should display good behaviour and the role of Principal, SCWA. manners, respect, compassion and tolerance. I believe in equality in In addition, Stationers’ Crown Woods which all children, irrespective of Academy has an illustrious past, their background, have the right some high-profile alumni, state- to acquire knowledge and cultural of-the-art facilities built on land capital. Children who attend that was formerly King Henry VIII’s a comprehensive state school hunting grounds, and the support of should receive the same quality two exceptional organisations, Leigh of education as those who attend Academies Trust and The Stationers’ the or independent Company. school down the road. I favour a

New Principal at

Horsmonden Primary Horsmonden Future Plans Primary Academy

I am absolutely thrilled about looking forward to building on Children only get one education becoming Principal at Horsmonden the strong foundations already in and, at Horsmonden Primary Primary Academy, a small rural place to develop an exciting, well- Academy, we will strive to make school at the heart of Horsmonden balanced, broad curriculum that is it the best it can be, ensuring that village. The school is blessed with inspiring for all and has everyone children develop inquiring minds delightful children, a committed aiming high. and become learners for life. teaching team and excellent surroundings. I am very much Hayley Sharp

4 www.leighacademiestrust.org.uk New Principal at Mascalls Academy Future Plans

I was in Year 9 when I watched the opportunities and the best know they have learned it? Once PE teachers walking across the curricula are comprehensive, all- those foundations are laid, we can hallowed turf at my secondary encompassing and provide little build on the culture, expect success, school in the East End of London, space for failure. provide opportunity and bring a school with a very successful context to learning, locally sporting reputation where the Mascalls is a hugely successful and globally. teachers wore gowns. The school academy, delivering superb was very traditional in its approach outcomes over many years This term as Principal has honestly and the teachers inspired me to because of its strong foundations. provided me with the most fun I become a teacher myself. Behaviour is consistently good, have had in education, surrounded while developments in teaching by the most amazing, supportive There was a lot I enjoyed about and learning are evidence-based staff and students. So much has school: the sport, the music, the and introduced methodically, in the been achieved but there is so much opportunity. The culture was manner of responses to the mantra more to do. We are determined to embedded and success was not of former Formula 1 boss Frank bring about the opportunities that cultivated, but expected and Williams: ‘Does it make the car will deliver a culture where success celebrated regularly. This demands go faster?’ is expected, and this is incredibly key characteristics, including exciting. ambition, belief, determination and Frank Williams asked the same resilience, underpinned by the solid question again and again. For us, Why wouldn’t I want to work here? foundation of high-quality teaching. this can be translated into the It’s the best job in the world! A school’s culture is delivered following questions: what do the through traditionally-taught children need to know? What is the Will Monk curricular content and co-curricular best way to teach it? How do we

LAT Represented at International Baccalaureate (IB) Global Conference, Abu Dhabi, 2019

Having won a Leigh Academies While in Abu Dhabi, our Trust competition to attend the IB representatives took part in filming Global Conference, our colleagues for a TV documentary to be shown shared LAT’s inspiring story with the in South Korea, which wishes to IB community, consisting of 2,000 introduce IB programmes in its members from 80 countries. schools.

Michael Gore, Principal of [Photo] Rebecca Haran, Teacher of Wilmington Academy, said: Sociology and Psychology at The 'The IB Career-related Programme Halley Academy, Michael Gore, (IBCP) and IB Middle-Years Principal of Wilmington Academy Programme (IBMYP) journeys and Jane Tipple, Principal of Oaks continue to be transformational for Primary Academy. the students and staff at Wilmington Academy. Networking on this global stage has secured the academy a place at the cutting edge of education and we will continue to shape the lives of students from the Trust positively.’ © International Baccalaureate Organisation 2018

Shaping Lives, Transforming Communities 5 The Leigh UTC Awards Dinner 2019

The fifth annual awards for students at The Leigh UTC proved to be yet another resounding success, with more tables sponsored by businesses than ever before. The event is now firmly established as a permanent fixture in the UTC calendar.

In addition to the sponsored tables for the winning students and their families, we were pleased to be able to include a table for our alumni and apprentices currently at the UTC. Our inspirational guest speakers were all former UTC students, who entertained and inspired us with their stories of drive and determination to achieve their goals. They included:

›› Cameron McIntosh, a founding student of the UTC, currently at SEM completing a Level 4 apprenticeship in engineering; ›› Janie Fasham, working as an engineering apprentice for Point CNC; › Ennis Richards, who completed a business degree and › The Leigh UTC values the participation of its many business now works for KCC; and partners; in fact, links to industry are very much at the heart ›› Tyler Younger, now working for Sparshatt in his first year of every aspect of education at the College. The winner of as a motor-vehicle technician apprentice. this year’s Business Partner of the Year Award was Thames Water, which has provided outstanding support to The It was a great opportunity to recognise the extra effort Leigh UTC. needed to be worthy of these prestigious trophies and I am sure the students’ families were bursting with pride at their A significant part of the evening was the silent auction, achievements. which raised an incredible £18,200 for various projects that will enhance the education of students. These will include the purchase of new library books, sponsorship of the college minibus, new equipment for the Duke of Edinburgh Awards scheme, support for STEM research and development projects and sports kit for students and staff.

The fast-moving, inspiring evening was enjoyed by all and huge thanks go to all our sponsors and the organisational team that made the evening such a success.

6 www.leighacademiestrust.org.uk Shakespeare Schools Festival

Friday 22 November 2019 was a memorable evening for Milestone Academy, as 28 students from the Milestone@theLeigh and Milestone@ Wilmington satellites performed on Special mention was made of teacher- Elliot Barry, who played Leonato, said: a professional stage, as part of the director Zack, as well as Shayden "I am really proud of myself. I know how Shakespeare Schools Festival. Our Muzeya for an incredible solo singing much I have improved." students, led by director Keren Read performance. Marcus Philpott and and supported by student-director Luke Smith, who provided all the Run by the Shakespeare Schools Zack Freeman, presented an adapted technical support for the production, Foundation, the festival is the largest version of Much Ado About Nothing, were also praised by the festival of its kind in the world, with over Shakespeare's famously complex organisers. 20,000 participants from more than comedy. In front of an audience 750 schools. of hundreds at The Woodville in Commenting on the production, Gravesend, the students performed director Keren Read said: "The brilliantly. performance was amazing, but what really stands out is how well these The festival coordinator commended students worked as a team. On stage Milestone students on an honest, and off stage, they were supporting each funny, spirited performance that kept other and helping everyone do their the audience laughing throughout. best."

LAT’s Got Talent

Too often, the entire focus in schools Each academy will devise its own Will your academy produce the first- is on the achievement of academic process to select a pupil or group of ever winner of LAT’s Got Talent? Start subjects, with not enough time to pupils to perform at the The Brook the ball rolling by contacting Karen identify the skills of those who excel in Theatre in Chatham. Performers and Major or Sarah Goosani for further other areas. We aim to remedy this by guests will attend the contest on details. identifying and celebrating our pupils’ Friday 3rd July during school hours, talents in the arts and performance while a panel of independent judges LAT's and by giving them the opportunity to will watch the acts and a winner and perform in a professional setting with two runners-up will be announced at an audience. the end of the event.

Shaping Lives, Transforming Communities 7 Leigh Aspire Primary Secondary

September 2019 saw the launch of the new format of the Now in its second full academic year, Leigh Aspire is a Leigh Aspire Primary programme, #LeighInnovate. For this fully-funded character-enrichment programme that year only, #LeighInnovate19 is pursuing United Nations delivers transformative experiences, inspiring pupils in Sustainable Goal 12, which aims for responsible production our primary and secondary academies while raising their and consumption, in particular, recycling. aspirations to achieve their full potential.

Using their creative thinking skills, all primary academy New Pupils pupils have been working in teams of three to create a recyclable product out of paper, plastic, glass or aluminium. The team with the best product then went on to represent their academy in the #LeighInnovate finals event, which was held at on Thursday, 5th December.

During this winter term, Leigh Aspire has welcomed over one hundred and fifty new Year 9 and Year 12 pupils into the programme.

Each pupil has participated in a Leigh Aspire overview workshop, empowering them with the knowledge that with hard work and effort they can achieve academic success. These pupils were also given a Leigh Aspire badge, a symbol of the motivation needed to keep them focused on achieving their academic aspirations.

It was lovely to see the amount of thought and effort that pupils had put into the development of their products. Leigh Aspire Graduates After much deliberation, the judges decided that the winners of #LeighInnovate19 were: Tree Tops Primary Throughout this winter term, Leigh Aspire has been busy Academy, for their product which does not use batteries, presenting certificates to pupils who graduated from the and instead generates electricity through movement to programme last year. keep the light on. Year 9 Graduates Finally, a big thank you to all Leigh Aspire staff members in The objective of the Year 9 programme is to support pupils each of our academies for all their help and support with to develop aspirations and a vision for themselves. the delivery of this fantastic programme over this term. Below are the pupils who successfully graduated from the Year 9 programme last year and are proudly wearing their Leigh Aspire badges and showing off their certificates.

These pupils have now embarked on the Year 10 programme, which focuses on supporting individuals to develop the mindset of professional pupils, while last year’s cohort, now in Year 11, are harnessing all the skills they acquired last year to achieve academic success in their forthcoming GCSE exams.

8 www.leighacademiestrust.org.uk Careers Round-up

Another busy term for the careers by caring staff. Other academies, learning team! At least five LAT with support from careers learning secondary academies are currently professionals and the wider undertaking Investors in Careers engagement team, are working assessments with a view to gaining or hard to meet the national Gatsby maintaining their Quality in Careers Benchmarks. Standard awards, and one primary academy has expressed interest in Most academies have held their doing likewise. post-16 open evenings, which were vibrant and well-attended. Career The Leigh Academy has recently pathways, information and guidance, been assessed and is waiting for destinations and entry requirements confirmation of final results, but were covered during the talks, helping we can announce their successful prospective students plan their futures completion in November of the and decide on the options available. first stage of the reassessment Working with Business events have Year 12 Graduates which relates to commitment. The also been well-attended, resulting in a The Year 12 programme supports assessor was impressed with both busy term for all involved. The service pupils about to make the transition staff and students, praising students’ continues to elicit gratitude and praise from school to university or the world articulateness and expressiveness as from all concerned. of work. well as the strong support provided

Above are Samuel Balmforth and Joseph Hodgkins, Wilmington Academy pupils, who successfully graduated from the Year 12 Remembrance Day programme last year. Students, staff and governors of LAT Now in Year 13, they are striving to academies, together with members achieve excellent academic outcomes of The Royal British Legion, The and places at prestigious universities. Worshipful Company of Stationers and Newspaper Makers and other distinguished guests came together on Monday 11 November to remember the fallen servicemen and women of the two World Wars and the The Scholars’ 12,000 killed or injured since 1945.

Programme 2020 Students gave moving performances, The Brilliant Club’s Scholars’ observed a two-minute silence and Programme offers students an laid wreaths to commemorate the experience of university-style learning. signing of the armistice between the Allies and Germany at 11am on 11 This term, Mascalls Academy and November, 1918. The Leigh UTC was The Hundred of Hoo Academy each even featured on BBC South-East News. selected a small group of eight Year 12 pupils who, supported by a PhD-level tutor during the spring term, will complete a university- style module culminating in a final assignment. These in-school tutorials will be complemented by two trips to highly-selective universities, starting with Pembroke College, University of Cambridge, on 15th January 2020.

Shaping Lives, Transforming Communities 9 Maths Mastery Update

MM departmental workshops are Academy on Wednesday 13th weekly, hour-long professional- November. Six academies attended, development sessions delivered by focussing on developing pupils’ each academy’s MM secondary lead. understanding of negative numbers. They provide time for teachers to collaborate and share knowledge, Further, as part of the LAT professional ideas and expertise, and to challenge development afternoon on their peers, and set the scene for Wednesday 20th November, MM Following the announcement of the planning through engagement with delivered a session on the effective partnership between Leigh Academies pedagogy and subject knowledge. use of manipulatives at Wilmington Trust and Mathematics Mastery (MM), There is a sharp focus on the principles Academy. All maths staff from across ten secondary academies have made of MM, as well as on identifying the key the Trust’s partner schools were in great strides in the implementation of points at which students may develop attendance to develop the use of the programme and all departments misconceptions and addressing manipulatives in maths classrooms are investing heavily in professional these before looking more deeply. with a focus on algebra. development through weekly All sessions are thought-provoking departmental workshops, learning and few teachers leave them without This commitment to professional walks, school development visits and having reviewed and adjusted their development has set a strong attendance at LAT sessions. approach to some aspect of maths. foundation in LAT’s implementation of MM. To date, over half of LAT’s academies To supplement these sessions, the have participated in school first LAT cluster-based departmental development visits. These provide workshop took place at The Leigh an opportunity for them to reflect on, self-evaluate and discuss the implementation and progress of the MM programme. The development We can use distributive property to expand expressions: lead (a MM representative) supports n 3 schools by quality-assuring their self- evaluation and guiding their action plans. 4(n + 3) = 4n + 12 4 4n 12

Expand the following and represent them in similar ways:

4(3 + n) 4(n + 2) 5(n + 3) 4(2n + 3)

Kent and Medway Training (KMT) Update

This year, 160 trainees have registered Hobbs, Physical Education (PE) in the busy recruiting for the following year. to train within the consortium and are primary curriculum delivered by the To date, we have twice the number now coming to the end of a successful Football Association (FA) and meta- of trainees on board compared to second term. Training across nearly cognition and cognitive overload with this time last year. Fundamental 80 schools, all trainees have settled Ashley Wickens. Follow up resilience proficiency checks have been well into the programme and have training with Bounce Forward is established to replace the infamous participated in an extensive range of scheduled for the new year. skills tests and we can already see a training opportunities. These have positive impact on applicants. included the Google inspiration day in The recruitment window for 2020 London back in September, behaviour- opened in early October and already management training with Peter KMT lead schools and hub directors are

10 www.leighacademiestrust.org.uk MTSA Update

We have been delighted to extend We are adding to our offer from the This autumn has seen a huge flurry our professional development offer Educational Psychologists, beginning of work in the Kent and Medway this year as we continue to build a course for aspiring and Assistant Maths Hub. The 50+ primary schools new partnerships and extend our SENCOs in February. Our suite of participating in this year’s Teacher collaboration. ‘Positive Psychology’ seminars is still Research Group (TRG) Mastery ongoing. Another opportunity for Programme are well into their The suite of leadership development Team Teach training is also planned programme of study, along with the opportunities has seen colleagues for the spring, with HLTA training 20+ schools on the ‘Mastery Readiness’ from across LAT schools and wider booked for later on this academic programme and the 50 schools afield begin work on new National year. looking at sustaining their work last Professional Qualifications as others year. Nearly 50 members of the Hub’s complete their studies. The ELSA We are delighted to continue wider leadership team met at the start course provided by our fantastic working with our cohorts of of November at the Local Leaders of Educational Psychologist team has NQTs, especially in our role as Maths Education Forum to consider also been extremely well received. an Appropriate Body for NQT the progression of the curriculum in New primary networks in a range accreditation, and with our Early teaching division from Early Years to of subject areas have begun to Career Teachers, Aspiring Middle Post-16. Our team has just returned consider the specifics of curriculum and Senior Leaders. Our team of from a visit to schools in Shanghai, intent, implementation and impact Specialist Leaders of Education, supporting the research in this area. in each subject area, and we intend and Local and National Leaders to add a range of opportunities have been added as an additional Further opportunities to engage relating to sports and PE in the next resource to the Academy include the primary-school ‘Shanghai few weeks. Our calendar of keynote Improvement’s Team’s fantastic offer. Live’ events, with the opportunity to speakers began with Andy Vass, and learn from the returning visitors and opportunities to work in partnership Please visit our website or contact their hosts from Shanghai. There are were provided at the recent Sarah Smith on [email protected] to still a number of spaces in the newly- TeachMeet. Last week David Didau find out more, and to register for any launched secondary work-groups as provided a workshop on curriculum of these or other opportunities. well as the primary work-group for design. mixed-age classes. The Early Years Conference will take place on 27th For the future, we are really excited April and the Secondary Conference about Professor Dylan Wiliam, who is on 9th July. coming over from the States to lead a conference entitled ‘Developing For these and more opportunities a Broad, Rich and Ambitious please visit www.kandmmathshub.org Curriculum.’ Gary Wilson will be adding to this menu in February Alternatively, email Sarah Rose on with a session entitled ‘Raising the [email protected] Achievement of White, Working- Class Boys.’

At present, Ofsted is carrying out Thanks to all principals, professional (Head of Recruitment) for more pilot inspections under the new draft tutors and mentors for their continued information - framework, which is due to go out support. The Trust now trains over 25% [email protected]. to consultation in February ready of its entire cohort so we cannot thank for a September 2020 introduction. everyone personally for everything For Mascalls staff, please let Jenny Gray Thankfully, the themes of the they do! know if you or somebody else want to inspection coincide with the school train to teach - exams inspection framework (EIF), so For those of you who may be [email protected] we will focus strongly on the initial interested in embarking on a teacher- teacher-training (ITT) curriculum and training programme for September Here’s to another successful year! trainee workload. 2020, please contact Olivia Couzins

Shaping Lives, Transforming Communities 11 Primary Years Programme Update LAT Primaries on a Journey to become International Baccalaureate World Schools

Eleven of our LAT primary academies are now candidate which results in pupils being able to make a principal schools for the IB Primary Years Programme (PYP); the generalisation; in other words, to think conceptually and remaining three will submit their applications for candidacy understand the central idea on a deeper level - the point this academic year. we want all our pupils to arrive at by the end of a unit of inquiry. The PYP is the framework through which our primary academies deliver the national curriculum, underpinning The SOLO taxonomy supports this process: inquiry starts LAT’s ambitious and innovative approach to curriculum with gathering facts and knowledge with the aim of moving design and implementation. The programme allows pupils on to more sophisticated levels of thinking, where pupils to demonstrate agency in their own learning while they process information in order to make connections engaging with local and global issues through the lens and, ultimately, independently extend and transfer their of inquiry. Pupils are supported to develop their learner understanding to new contexts. The taxonomy defines profile attributes and approaches to learning, collections of two surface levels of understanding (uni-structural and qualities and skills that will provide all LAT alumni with the multi-structural) and two deeper levels of understanding tools to make a positive impact on the world. (relational and extended abstract). As such, the levels can be used both to monitor pupils’ understanding Using the PYP as our framework allows learning to become throughout a unit of inquiry as well as to design learning transdisciplinary and provides pupils with opportunities to and assessment activities that support the development of engage with national curriculum subjects in meaningful conceptual understanding. and relevant contexts. This process is supported by the development of rigorous practices in each of the four To this end, the PYP Advisory Group is working assessment domains, giving all members of the learning collaboratively to devise a programme of professional community an accurate picture of pupil attainment and development to enhance teachers’ assessment capabilities, progress, both within the curriculum areas and within the which will in turn enhance our pupils’ assessment PYP elements. capabilities. We want our pupils to be skilled in self- reflection and, most importantly, self-adjustment, knowing what level of understanding they are currently working at, what they need to do in order to move on, and taking action to bring about this improvement.

A further tool employed by our primary academies to promote reflective practice is that of pupil portfolios. Portfolios make learning visible through the selective inclusion of high-quality evidence and purposeful annotation, with each entry adding to a picture of pupil Developing Assessment Practices attainment and progress over time. Teaching staff and pupils co-construct portfolios, sharing responsibility for choosing and annotating entries. Portfolios are currently Academies are committed to re-imagining, evaluating being trialled across a variety of digital platforms and we and honing their systems for monitoring, documenting, look forward to feedback from the initial roll-out of this tool measuring and reporting on learning so as to ensure the in the new year. best possible outcomes for our pupils. At the heart of this will be their adoption of the structure of observed Jenna Mehigan, Oaks Primary Academy learning outcomes (SOLO) taxonomy to promote and assess conceptual understanding. The taxonomy, first proposed by Biggs and Collis (1982), is a model that describes increasingly complex levels of progression in learning, moving from factual, knowledge-based thinking to conceptual and abstract thinking and understanding.

Each PYP unit of inquiry is based around a central idea - a globally significant statement that addresses the commonalities of human experience and that challenges and extends pupils’ thinking and prior knowledge. Erikson’s Structure of Knowledge (2002) explains the optimum interaction between knowledge and understanding,

12 www.leighacademiestrust.org.uk LAT Apprenticeships

Since April 2017, medium and large companies across the UK have been contributing a sum of money every month to what is widely known as a levy pot. This initiative was conceived as the government pushed the national agenda to start three million employees on apprenticeship programmes by 2020. Leigh Academies Trust is one such company and we have been contributing to our own levy pot since 2017. To date, we have enrolled over 30 apprentices on various programmes delivered by external companies including Middleton Murray, the Open University and the National Institute of Education, to name a few.

We are delighted to confirm that, after a long and arduous application and on-boarding process, Leigh Academies Trust is now an approved apprenticeship provider, which Cohorts will predominantly consist of LAT employees but allows us to deliver apprenticeship programmes in- we will also be enrolling a number of external candidates to house. One of the many benefits of being a provider is provide a healthy mix of skill-sets and experience. our ability to ensure that the very best quality training is being delivered, as we have an abundance of highly- Many myths and much uncertainty surround skilled staff across LAT who are currently undergoing apprenticeships. Frequent questions include: “Am I training to become qualified apprenticeship assessors. The eligible?”, “Will I have to take a drop in my salary if I start a apprenticeship arm of LAT - LAT Apprenticeships - will be programme?” and “Am I too old to do an apprenticeship?” running six programmes as follows, with the first cohorts The LAT Apprenticeships team will be able to answer these starting in January 2020: questions for you, probably with a ‘yes’ (you are eligible and you won’t need to drop your salary) and ‘no’ (you’re never ›› Engineering Technician (Level 3); too old and there’s no age limit)! ›› IT Infrastructure Technician (Level 3); ›› Commis Chef (Level 2); LAT employees can register their interest or ask general questions by contacting [email protected]. ›› Property Maintenance Operative (Level 2); You can also visit our website for more information - ›› Teaching Assistant (Level 3); www.latapprenticeships.com. ›› Business Administrator (Level 3).

International Exchange Visit to China The Leigh Academy

The Leigh Academy is very proud of its partnership with Beijing 57 school in China.

We have been privileged to receive students and staff from Beijing 57 at The Leigh Academy on several occasions over the last ten years. A year ago, ten Chinese students and three staff members had the opportunity to experience life as students in the UK, attending a range of lessons, discovering British culture with visits to Canterbury and London, delivering lessons to Year 7 about Chinese culture and teaching students some Mandarin.

Both sets of students have commented on how the exchange experience has led to life-changing, lasting friendships and allowed them to gain fresh perspectives on the world.

We are very much looking forward to the next exchange at Easter 2020, when it is the turn of The Leigh Academy students and staff to visit Beijing.

Shaping Lives, Transforming Communities 13 Sharing Best Practice #1: Invest in long-term memory retention: Intrinsic and Extraneous Cognitive The more complex the content or task, the higher the Load, plus Dual Coding (intrinsic) cognitive load. However, this can be reduced by storing information in one’s long-term memory. If a learner has sufficient prior knowledge of the topic being explored, Why does everyone seem to be talking about then even very complex content or tasks can be rendered cognitive load theory? relatively easy. This is because we store knowledge we know to be In January of 2017, Dylan Wiliam - Emeritus Professor connected in schemas (see diagram 2). Schemas are of Assessment at the Institute of Education (soon to be important because, counter-intuitively, the more robust speaking at the Medway Teaching School Alliance, or MTSA) they become - i.e. the greater the number of items of - tweeted that cognitive load theory (CLT) is "the single knowledge in a schema, and the greater the number of most important thing for teachers to know". connections between these - the easier it is to draw an entire schema up into the working memory as a single Only the briefest of glances at the new inspection unit that occupies just one slot, through a process called handbook would suggest that Ofsted agrees. Published in ‘chunking’. May of this year, the framework is heavily informed by CLT and its practical implications for classroom practice. Indeed, so overt is the handbook’s reliance on this model of learning that Ofsted felt compelled to publish a defence against criticisms that CLT was the only area of research upon which it drew in constructing its framework.

The challenge for schools, in this context, is to ensure that teachers - hard-pressed for time as they are - possess Diagram 2 more than a merely superficial understanding of CLT, such For example: think about when you’re driving home at that it does not descend into a Frankenstein’s monster of the end of your working day. You may choose to engage jargonised and spurious classroom activity. with a podcast, or to sing along to the radio, or to plan what you are having for dinner that evening. You are able So...What is cognitive load theory? to accomplish all of these tasks and more whilst driving, because you have a sufficiently robust driving-related Simply put, CLT is a model of learning which rests upon two schema encoded in your long-term memory, which you can widely-accepted ideas: retrieve as a single chunk that occupies just one slot in your working memory, thereby freeing up the remaining slots ›› Our working memory – the part of our mind that to process other information. Contrast this with when you processes what we are currently doing – is extremely were a novice driver, without a sufficiently robust schema limited; it cannot hold much information at any one time encoded in your long-term memory, and you may recall (see diagram 1). being unable to think about anything but driving (and even ›› However, our long-term memory is essentially limitless; then, performing this task poorly) because there was no we can store vast quantities of information here, and available space to do otherwise. retrieve this at a later point when it is helpful to do so. This is why cumulative, low-stakes quizzing (or spaced retrieval practice, as it is often called) should feature Diagram 1: regularly in our lessons. Because testing helps us to encode In 2001, Cowan and colleagues found information, it leads to the construction of more robust working memory capacity to be 4 schemas, and this frees up space in students’ working (meaning we can hold or process no memories for critical and creative thinking, and thus more than 4 pieces of information in our improved performance. working memory at any given time), with a variation of + or - 1, depending on the This is also why sequential curriculum design, that builds individual. on and refers back to prior knowledge, is optimal; because it leads to more robust schemas that can be chunked into What does this model of learning suggest we single slots in working memory. should be doing in our classrooms? #2: Focus on the clarity of your explanations: Given the limitations of working memory, CLT suggests that we should be mindful of the load, or cognitive effort, Extraneous cognitive load is generated through the way required to process information; because anything that information is presented to the learner. If the information occupies your working memory reduces your ability to that students receive is presented in an imprecise, irrelevant think (Kahneman: 2012) - that is to say: high cognitive load and unclear way, for example, cognitive load will be high results in reduced performance. and this places limits on the learning.

14 www.leighacademiestrust.org.uk This is why Ben Newmark, author of Why Teach? (2019), ›› Spoken explanation and text together should be avoided argues that greater attention should be placed on the so as not to overload the auditory channel (this is why a quality of explanation in classrooms, alongside the subject is preferable to b in diagram 4, below) knowledge which often underpins this:

We will not get better at delivering explanations if we do not include practice as part of the planning process. Giving a well-crafted explanation is best viewed as a short theatrical performance, which means we should rehearse before we go live [...] Even in the lower year groups strong subject knowledge is crucial to planning great explanations because it is only by knowing more than we will deliver that we can be sure what we are explaining is of the most Diagram 4 importance. It might be helpful to think of this process as a funnel or a sieve; by starting with a greater amount we can #4: Use worked examples when teaching procedural be more sure what we choose to deliver is of high value. knowledge: For my own subject, history, Gustave Flaubert provides a helpful analogy in saying that the writing of history Procedural knowledge is that which is exercised in the should be like “drinking an ocean and then urinating a cup”. performance of a task - for example, how to ride a bicycle. Planning for great explanations can be seen in the When teaching students procedural knowledge - be same way. it solving an algebraic equation, performing a layup, analysing a historical source or punctuating a sentence - #3: Simplify your resource design and think carefully worked examples should be utilised. A worked example is a step-by-step demonstration of how to perform a task about visual aids: or how to solve a problem (Clark, Nguyen, Sweller, 2006). These work to reduce cognitive load by outsourcing the If “memory is the residue of thought” (Willingham: 2009), order of the steps required to be successful, so that these we should exclude anything from our lesson resources that are not burdening students’ working memory. we do not want students to remember. Tasks that require students to make a poster, or to write a diary or letter, take up valuable space in students’ working memory and are ›› To summarise: According to this model of learning, we detrimental to learning unless the goal is to explicitly teach should aim to provide students with the following: students about the constituents of poster design, diary ›› Clear, concise, precise explanations, drawing on and writing or letter composition. explicitly making reference to visual representations wherever possible; Similarly, incorporating images vaguely or implicitly related ›› Resource design that excludes anything we do not want to lesson content on slides serves only to distract. Visual students to remember; representations can aid learning significantly because the working memory has both visual and verbal capacity, ›› A simple sequence of steps, modelled when delivering meaning that if the same information is properly presented procedural knowledge; through these two streams, we can process more than we ›› Routine, spaced retrieval practice (so as to encode would otherwise be able to. However, such dual coding information into long-term memory, thereby freeing up requires that the visuals reinforce - not distract from - the space in working memory). content, and that these are referred to explicitly by the Collectively, these commonsense approaches work to make teacher. Simple visuals with clear and precise narration are learning easier for those whom we teach, such that they can optimal; spoken explanation and text together, on the other hand, is sub-optimal, because we process what we hear learn more while under our care. and what we read at different speeds, meaning we have to Dan Morrison, switch between tasks, thereby decreasing performance. References: Caviglioli, O. (2019) Dual Coding for Teachers; John Catt Educational Ltd Willingham, D., 2009. Why Don’t Students Like School? Because the Mind is Not Designed for Thinking. American Educator, Spring Issue, pp.4-13 Kahneman, D. (2012) Thinking, Fast and Slow; Farrar, Straus Diagram 3 and Giroux Clark, R. C., Nguyen, F., & Sweller, J. (2006). Efficiency in For dual coding to be effective, therefore: learning Evidence-based guidelines to manage cognitive load. San Francisco Pfeiffer. ›› Explanatory text should be integrated with images to Newmark, B. (2017). Ten principles for great explicit avoid the split-attention effect (this is why a is preferable teaching. Available at: https://bennewmark.wordpress. to b in diagram 3, above); com/2017/10/07/ten-principles-for-great-explict-teaching/ [Accessed 30 Nov. 2019].

Shaping Lives, Transforming Communities 15 Update on Third College Building at Wilmington Academy

After a number of years of waiting for students are enjoying watching the 11 classrooms, which were necessary planning permission, construction construction within metres of their while we waited for the new building, of the new college building at classrooms - a perfect opportunity will be removed. Wilmington Academy finally began to inspire the engineering and in September, managed by Kier and construction professionals of Above is a photograph of the steel funded by Kent County Council. the future. frame being installed and an image of the final finished building. The new building will provide an Progress has been good since additional 28 classrooms over three September, with the steel frame floors to accommodate the expansion completed and floor construction of the Academy’s student roll in 2015. underway. All being well, the new Update on New Sports The new facility will sit between building will be ready for September our current buildings and staff and 2020, when the temporary array of Facilities at The Leigh UTC

Update on New Building at Leigh Academy Blackheath

In September 2019, Leigh Academy building’s progress with interest, Blackheath (LAB) moved into observing how different members of temporary accommodation on Old the construction team work together. Dover Road, adjacent to the site of This view shows the sports hall with a brand-new building set to open in the main school building behind. September 2020. Students and staff have enjoyed watching the building As the weeks pass, excitement Work to create sports provision on the take shape over the last four months, continues to build amongst the LAB plot adjacent to The Leigh UTC is to taking real delight in its transformation community as they anticipate the begin imminently. A revised contract from a steel skeleton to a complex completion of the building work and price has been agreed with the structure with internal stairs, floors accessing all the exciting learning contractor, planning conditions have and window frames. Each break and spaces and resources that the new been submitted and negotiations with lunchtime, the students monitor the build will provide. Thames Water regarding protection of the underground drainage infrastructure are underway. Funding for the sports field has come from developer contributions and Kent County Council grants.

The pitches are expected to be ready for use by September 2020, subject to suitable growing conditions throughout next year.

16 www.leighacademiestrust.org.uk New maths centre opens at Sir Joseph Facility upgrades Williamson’s Mathematical School (SJWMS) at The Halley Academy

We are delighted with the new Mathematics Centre at SJWMS. We have been keen to bring maths together in one purpose-built block for many years, an aim finally realised this term, with the first lesson on Monday 28th October. The block consists of 11 classrooms, office space, storage and pupil study rooms, along with an additional servery to provide food It has been another year of significant in the extended playground at the investment at The Halley Academy. rear of the school. The creation of the Mathematics Centre has enabled the Since formally joining Leigh life skills and psychology departments Academies Trust in March 2018, The to move into rooms 1 - 5, in turn Halley Academy has undergone a creating more space for humanities, transformational journey as its aging computing and languages. estate is upgraded and years of under- investment are addressed. Following the first year of work, which provided a spectacular new kitchen and dining facility as well as a new fire alarm, fire doors and an overhaul of the majority of classrooms, LAT has spared no expense on further enhancements.

Update on New Building So far, this year has seen replacement Developments at Dartford of the main boilers, demolition of two redundant buildings, replacement Primary Academy of the flooring on several staircases, refurbishment of the staffroom, As we head towards the end of rewiring and replacement of South Block sympathetic the year, the buzz at Dartford numerous distribution boards, the refurbishment works Primary Academy is becoming reconfiguration and refurbishment of deafening. Phase 1 of the junior site a toilet block and the creation of a new refurbishment is due for completion, sixth-form study space. Still to come with a move for our Year 3 and 4 are the creation of a new car park, children scheduled for February. replacement of more staircases and Gone are tired classrooms and poor another new toilet block - all within learning environments - now we see the current year! bright, light, airy spaces, beautiful refurbishments using new technology New dining hall and Looking further ahead, The Halley but with a nostalgic nod to the assembly space will benefit from an exceptionally school’s Victorian heritage. Staff have generous grant from The Tallow walked the buildings in Phase 1 and Chandlers’ Company to create an are excited at the prospect of using Engineering School of Excellence, the the nicer, more welcoming space. We design of which will begin in the excitedly await the move and the start new year. of phase 2 here at DPA. LAT is now well on the way to Our Milestone Academy colleagues New Milestone achieving its mission statement of and students are also keen to explore learning spaces transforming the community at The their new building, with large open Halley Academy and looks forward spaces, airy classrooms and better to realising the benefits of further facilities. We are all agog to welcome investment in future. the exciting new future at Dartford Primary Academy!

Shaping Lives, Transforming Communities 17 Update on Bearsted and Snowfields Academies and Leigh Academy Rainham

The development of LAT's three Both academies have been Consequently, planning permission free schools continues at pace and enthusiastically received by local has been submitted for this new mixed each will achieve some significant parents and promotional events have and a decision about milestones during this academic year. led to a steady stream of applications this is expected in January 2020. If this for both academies. In January, is granted, construction is due to start The construction of both Bearsted teaching staff will be appointed and it from March 2020. To date, interest has Primary Academy and Snowfields is anticipated the funding agreements been huge locally from parents and Academy began in late July on the will be signed with the Department for prospective students, and the Principal same site close to Junction 7 of the Education. Everything is on track for Designate, Carl Guerin-Hassett is M20. The steel frame was erected in the founding pupils to be admitted working closely with the community September and as the photo shows, next September. to bring this exciting project to the roof and floors are in place with fruition. the external brickwork now It has now been agreed that Leigh being added. Academy Rainham will open to students in September 2021.

Christmas wreath making Horsmonden at Horsmonden Primary Academy Primary Academy

On Tuesday (3rd December), Year 6 The children gathered a selection at Horsmonden Primary Academy of cuttings, laying them upon the escaped the classroom to go moss, building it up to gradually take scrumping in the local farmer's fields, the shape of a traditional wreath. returning with bags overflowing with They then went on to decorate them beautiful foliage ready to make their with lights, baubles, dried orange, Christmas wreaths. It was a crisp, cinnamon sticks, and whatever else fresh winters morning and children they liked to achieve their desired could be seen poking out of leylandii look. Each and everyone was hedges and ivy bushes, snipping beautifully original, with the children away in preparation for the following all very proud of what they had day. A few brave individuals found independently created and achieved- some wonderful holy, which was also a fantastic Christmas experience! carefully cut and brought back to school.

The following day, the hall was set up as a mini Christmas workshop with the smell of fresh cuttings filling the room. Each child had a mossy wreath in front of them ready for foliage to be carefully bound on.

18 www.leighacademiestrust.org.uk LAT has achieved much in its relatively short lifetime since 2008. We are now ready to think on an even bigger scale and look outwards to new horizons. We are educating sixteen-thousand young people who will be the adults of tomorrow, helping to shape our world for the better. That is a huge responsibility and is why our next set of goals - called Vision 2025 - will have at its centre the Vision major social, economic and technological challenges facing the world today. Based on our strong moral foundations, it is our duty to educate pupils to face 2025 these challenges and to help make the world a better place.

Major economic, social and technological challenges

Through Vision 2025, LAT will contribute to making the world a better place. The main challenges are:

Challenge 1: Modern lifestyles are destroying our planet and increasing inequality

We will develop environmentally conscious learners who feel empathy, act compassionately and behave ethically. We will create pioneering social entrepreneurs with a sense of service to others, future generations and to the planet. Our Vision: Challenge 2: Humans are overloaded with information LAT Excellence Charter

We will develop learners who think 1  We will provide outstanding 6 We will ensure a high-quality critically, based on a secure knowledge leadership and governance at workforce and prioritise and understanding. We will enable them every level so that all pupils attend staff retention, professional to apply insight and judge the significance an academy judged to be at least development and well-being. and reliability of information. good overall by Ofsted. 7  Through our “Business Promise” we 2  We will ensure a rich, engaging and will guarantee strong engagement Challenge 3: Traditional jobs are inclusive curriculum with effective for all pupils with industry and being replaced by technology and teaching and high-quality learning employers. globalisation resources across all subjects and year groups. 8  We will provide all pupils with We will develop internationally-minded a high-quality careers learning learners who appreciate differences 3  Regardless of their ability or programme. and have a wide range of perspectives, personal circumstances we will ensuring they are adaptable, innovative, ensure that all groups of pupils 9  We will grow to support more creative and can harness the power of make at least good progress schools in the region so that our digital technology. and diminish differences in their pupils and theirs benefit and that attainment. standards improve across the Challenge 4: A lack of employment board. skills risks UK wealth and productivity 4  We will develop pupils’ characters and attributes in line with the 10  We will work with our own and We will develop confident learners who International Baccalaureate Learner other primaries to ensure smooth have a positive can-do attitude and strong Profile so that all LAT alumni obtain transition to our secondary work ethic, able to collaborate and work a collection of desirable qualities academies. as part of teams. We will focus on STEM before they leave school. and employer links to increase the flow of well-qualified young people entering the 5  We will ensure that pupils are well- workplace. behaved, confident and respectful in a safe and secure environment.

Shaping Lives, Transforming Communities 19 Leigh Academies Trust Christmas Card Competition

We are delighted to announce this year's winner of the LAT Christmas card competition is from Stoke Primary Academy. Ellis who is in the reception class designed this beautiful picture of Santa with Rudolf and a snowman which will be used as the design for this year's card. Ellis will receive a gift voucher as a prize for his artwork together with a pack of his own cards to send to his friends and family.

Artwork created by Ellis, Reception Class, Stoke Primary Academy

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