Issue 04 September 12 3 Leading Edge – leading change

Welcome to the first edition of Leading Change of this academic year. The cover for this edition celebrates the Olympics, which Achievement Show Thank you... have dominated so much of this summer and which can’t have Celebrating – as always a ‘not to to the following schools for agreeing to failed to inspire us all. Alongside showcase their outstanding practice at the stories which lie behind be missed’ event the 2012 show: the achievements of so many All Saints Catholic Centre for Learning olympians and paralympians it has The move to Twickenham certainly certainly did not diminish this important event. Beauchamp College been equally fascinating to hear best and next We have not missed an Achievement Show since its inception and it forms a key the stories of their coaches. They, part of our Leading Edge work. Each year all five schools in our Leading Edge Beaumont School like all trainers and educators, partnership, (comprising Spennymoor Technology College, Roseberry Sports Bedford College face the challenge of continually College from Co. Durham, Wakefield City , Freeston Academy and Bishop Justus C of E School improving the performance Featherstone Technology College from Wakefield) travel to the evening prior of others - supporting them practice Branston Community Academy to the show, review progress during the year and plan our visit to the show ensuring Bullers Wood School in maintaining motivation and that all key presentations are covered. This year we held a joint meeting with Den unlocking the means to further Corrall’s impressively sounding ‘Quadrant C’ group of Leading Edge schools from Burleigh Community College improve performance. Nottingham. This proved a huge success and one we intend to repeat next year. Canons High School The show not only provides the opportunity to listen to and discuss current issues Dave Brailsford, Performance Chelmer Valley High School with high quality education practitioners representative of all levels of the profession, Director for British Cycling talks Clapton Girls Academy The Achievement including students and theoreticians, but also a great opportunity to network and about ‘the aggregation of marginal peer over the horizon in to the ‘brave new educational world’ that awaits. Cramlington Learning Village gains’ – how identifying where small Show 2012 We particularly liked the working spaces provided by Twickenham and I for Durham Johnston Comprehensive School improvements can be made can one would support a return to this venue for next year. make an enormous difference to Farlingaye High School overall performance. This resonates ‘Really interesting to a lively, dynamic day, with delegates and Alan Yellup Fernwood School with the views expressed in previous speakers enjoying the opportunity to Executive Headteacher George Spencer Academy articles in Leading Change, which discuss and share ideas. One delegate listen to real teachers Wakefield City Academy Hallam Teaching School Alliance have reflected on how simple ideas reflected the views of many, saying that can and have made a big difference talking about their the best part of the day was ‘…listening Harris Academy Greenwich in terms of raising achievement. experiences in other to the ideas from the presenters. They Haybridge High School and Sixth Form The aim of the Leading Edge were really inspiring and it is great to Hurworth Secondary School network, as ever, is to share those share the good practice.’ successful schools. It felt JFS School ideas – to enable like-minded, like an injection of Planning is already underway for the Little Heath School outstanding schools to talk to each 2013 Achievement Show. The Leading Lord Lawson of Beamish Academy other and hear about what works. energy and enthusiasm!’ Edge steering group have decided that the Achievement Show should be at Nene Park Academy We hope that your teams returned AS12 delegate from the Achievement Show full Twickenham Stadium again next year. Penair School of new ideas. We hope that you We hope that by publicising a date Ripley St Thomas Academy and opening bookings earlier this year find the forthcoming Leading Edge Sacred Heart Catholic School Leadership Conference to be an schools can benefit from the unlimited The Achievement Show has been a St Angela’s Ursuline School invaluable opportunity to reflect on free parking at the venue and the local flagship event for the Leading Edge your practice, hear about current hotels, which are considerably cheaper St Anthony’s Catholic Girls’ School programme for five years, offering a thinking and network with colleagues than those in central London. St Bernard’s Catholic High School unique opportunity to hear from the within the programme. Lastly, please country’s leading practitioners in a wide If your school has not presented at the St John the Baptist School do share your ideas and those of range of areas. Through the Leading Achievement Show yet, it would be great St Peter’s School, Wolverhampton your colleagues. The Leading Edge Edge visit programme, we are able to to see your colleagues take centre stage St Thomas More Catholic School network is as strong as you make it - ensure that the day offers delegates at next year’s event. When you receive In this issue... please get involved, get in touch and Swavesey Village College the chance to hear first-hand about your Leading Edge visit, make sure that share your ideas. If your school has Sustained success through a collaborative approach 4 the most effective and innovative you flag up key areas of outstanding The Earls High School not yet featured in this journal, we Iwele - an international learning opportunity 6 practice nationally. practice and where possible, it is helpful Trinity RC School would love to hear from you. Literacy across the curriculum 7 for the Leading Edge team to meet key Warden Park Academy Feedback from delegates and from members of staff. Music hits an Uxbridge high note 8 Wishing you and your colleagues a Wildern School the Leading Edge Steering Group Time for an analyst 9 successful Autumn term. suggested that many considered the Many of the articles in this edition of Congratulations! 11 2012 Achievement Show to be the Leading Change showcase the work of The Leading Edge team best ever, with consistently outstanding colleagues who presented at this year’s LE membership criteria! 14 presentations in all zones. As ever, it was Achievement Show.

LeadingChange . Issue 04 . September 12 4 5 Ripley St Thomas Church of Academy . Lancashire Sustained success through a collaborative approach

Rebecca Chapman Ripley became a language college in these visits. Our colleagues therefore With a view to increasing take-up at Key collaborations inside and outside French/German teacher 1996 and was one of the first in the become a strong role model for the key stage 5, we invite over 100 year 11 school bring outstanding and innovative Ripley St Thomas Church of country. We offer French, German pupils, as people who are not specialists pupils to a sixth form taster day. Students practice into the department. Over the England Academy and Spanish at all key stages and but who use languages, enjoy them experience a sample year 12 lesson past two years we have been developing Lancashire are committed to keeping the three and who are happy to make mistakes with different classmates and teachers, a CLIL (Content and Language languages as vibrant and as equal as in order to communicate. designed to show them that the gap Integrated Learning) project with the possible. Languages are not compulsory between GCSE and AS is manageable. History Department and University of Special events, involving either the whole at KS4, however over 75% of this year’s Based on pupil voice, many students fear Cumbria. Pupils at are given school or a single year group have year 9 cohort have chosen to take at that languages at A-Level are simply ‘too the opportunity to tackle History or Art been an effective and enjoyable way least one language at GCSE. difficult’. The sessions are interactive and History through French, German and of raising the profile of languages and fun and the pupils can also then use the Spanish. Over 150 pupils this year have As a department we work very closely bringing the outside world into Ripley. language learned in their GCSE controlled taken part and the pupil voice has been together. Our ten experienced teachers Year 7 pupils enjoy an International Arts assessments. This year we invited a overwhelmingly positive. For staff, it are all trained in the communicative Day, with a wide range of teachers, guest speaker from the Languages has been a refreshing and inspirational approach and although we are all departments and invited guests running Department at Leeds University who challenge working across subjects to individuals with our own styles, at the creative sessions based around a spoke about the importance of languages deliver completely new content. core of our shared philosophy is the common theme. The whole of year 9 and the wide range and flexibility of joint use of target language by both pupils are involved in a ‘Languages At Work’ As part of a Training School and aspiring and had to perform across a range of subject degrees. and teachers as much as is possible. day, when they are required to plan and Teaching School, the department has standards. This has made us into a We regularly meet to share ideas and to organise a business trip abroad for a Teaching and learning, however, has been closely involved with University department that has gone through many coach each other to ensure that we all manager from a local company. Pupils always been our department’s focus. of Cumbria for teacher training. challenges and survived them. There’s a sense that things are never smooth but Ripley St Thomas Church of have a wide variety of strategies at our must work together to write emails Ripley as a whole has hugely developed Members of the department regularly fingertips to motivate the pupils to want and make phone calls in the target co-operative learning over the past coach colleagues across Ripley and that we will do our best to make them England Academy is a large to use the language. The department language. Representatives from local three years. We have found that the lead school-to-school support of MFL work. Sustaining vibrancy over many and successful 11 – 18 mixed has been constantly involved in reflecting companies come into school to talk to communicative and co-operative colleagues and departments. We have years is hard and takes dedication from comprehensive school in the on practice and we are always looking at the pupils about how they use languages strategies we have been developing strong links with the National College. all members of the team. You have to centre of Lancaster, which what is new. Every member of the team in their businesses and to ‘judge’ the in MFL for over fifteen years could be The Head of Department is now an SLE look outwards and constantly reinvent is encouraged to develop their teaching pupils’ performance in the tasks. These adapted very easily into this whole- (Specialist Leader in Education) and has yourself. We will and have to be part of has been rated ‘outstanding’ what is happening – on a school and for three Ofsted inspections and to take ownership of a particular sessions are staffed by an MFL teacher school strategy. We’ve used the explicit also been involved in developing and initiative. We all embrace new ideas and a non-MFL colleague who either social skills within the new structures delivering the MLDP (Middle Leadership national level. We have to adapt and running. In the course of and technology, however, the baseline speaks another language and/or has to motivate students to spontaneously Development Programme) course react, whilst always maintaining our these inspections the MFL of what we do is consistent, reflective, worked abroad, to back up the message greet, praise and coach one another in at Ripley. strong and shared philosophy of what Department was also rated engaging and effective. that languages are important, exciting the target language. our teaching is about. We have developed strong partnerships and for everyone. ‘outstanding’. A blessing Alongside Language College Status, Collaborative, structured group work with our primary feeder schools. Obviously now the financial and political certainly, but one that brings we achieved International School status gives our pupils the time and space As a result, pupils start school very environment for schools and language with it many responsibilities in 2005, which enabled us to start to prepare in an active, engaging enthusiastic about languages and teaching has changed. Our journey and challenges. How do you initiatives that involved other schools and unthreatening manner, which our year 7 scheme of work has been cannot simply be replicated. However, whilst the environment changes around sustain practice that is solid, and departments. By working together then gives them the confidence to developed to sustain and further their across subject areas, the philosophy perform individually in assessments. progress. We also run twilight INSET us we will always put languages centre innovative and effective over of MFL is not just linked to language The consistent use of timers and a sessions for primary teachers at Ripley. stage at Ripley and work to communicate many years? We believe it teachers, but rather is shared across wide variety of questioning techniques, and share our ethos across the school Like any department, over the last is the broad collaborative the school. We take nearly 250 pupils to including giving pupils built-in thinking community that languages are enjoyable, fifteen years we’ve been through lots France, Germany and Spain each year time before they are required to vital and relevant for everyone. approach we have fostered of changes. As a language college our on language learning trips, organised contribute, ensure engagement, pace and developed over the last department was always in the limelight 15 years that is the key to by our department. However we always and accountability. invite non-linguists to staff and co-lead our success.

LeadingChange . Issue 04 . September 12 6 7 Wirral Grammar School for Girls . Cheshire Chelmer Valley High School Academy . Essex Iwele – an international Literacy across learning opportunity the curriculum

Mike Loveland Bardale School opened in 2010 and it Karen Cook Our job at Chelmer is to make sure that Assistant Headteacher serves Mfuleni Township on the edge of Literacy Co-ordinator literacy provision stays up to date with Wirral Grammar School for Girls Cape Town. It caters for the children of Chelmer Valley High School Academy the current trends of the 21st century. Cheshire Xhosa speaking families, mainly migrant Essex Rapid changes in technology, high workers from Eastern Cape. When we unemployment rates and pupils staying in first formed our link in 2011, the school full time education until 18 have inevitably was very basic, with no electricity or resulted in the government focusing phone line. But the staff had such a upon literacy skills so that young people high level of commitment to their young leaving the education system will have learners - this is a school that really tries the requisite literacy and communication to empower the children who would skills to be employable and to be effective otherwise have real issues with moving in that employment. Even GCSE exams out of the township lifestyle. mark schemes now take greater account of the importance of spelling, punctuation Sans Souci, the second school, was and grammar in all subjects. a ‘white’ school which has committed We hope to get a professional film In the last few years we have created a itself to breaking down racial barriers, director and video company on board, wealth of resources, posters and whole- An article published in Teaching aiming to achieve a completely racially and are in negotiations. school initiatives focused around literacy. Standards (DfE 2011) makes it clear that integrated school in the heart of Cape This has culminated in our school making all teachers should be demonstrating So, how is this helping our pupils to Town. Our projects have deliberately it into the last 8 schools nationwide to an understanding of, and taking learn? At the moment it’s helping them tried to be ones that ensure that this be short-listed for a literacy award from responsibility for promoting high to persevere when communication issues is not about two successful schools the SSAT. standards of literacy and the correct in England patronisingly working with are a challenge, and think of innovative use of standard English, whatever the African schools, but at the same time ways of harnessing technology and We have developed our own literacy teacher’s specialist subject. This is vital – Wirral Grammar School for are realistic about working with learners ICT to share learning across the strategy at Chelmer Valley including the Communication Trust’s research Girls, along with the Boys’ who don’t even have electricity, let continents. Obviously there are a lot of targets that all teachers use when has highlighted that vocabulary at the Grammar School next door, alone video conferencing! We want four skills being developed here: filmmaking, marking, marking crib sheets, literacy age of five is a powerful predictor of music, publicity; but the biggest one is book checks, tutor literacy programmes started a project last year schools who are equal partners in As part of our continued GCSE achievement, two thirds of 7 sharing learning despite the barriers sharing a cultural journey with learners from key stage 3 to key stage 5, monthly to 14 year olds with serious behaviour working with two schools in of connection and communication. 10,000 km away. work to share good practice, foci, ‘word of the week’ and inter-house problems have language impairment and competitions to name a few. We have South Africa. The link was set You can follow our project on our Chelmer Valley High School 47% of employers say they cannot get We have decided on two practical also tried to have close contact with up by AfriTwin, a charity that website. We call it Iwele, which means was invited to speak at the recruits with the communication skills projects led by the enthusiasm and our feeder schools leading me to liaise works hard to build up links twin in Xhosa. At the moment, teams SSAT Achievement Show they need. engagement of Mr James Sills from our with primary colleagues. As a result we between schools in the UK of pupils from each of the four schools this year. I am the Literacy music department: firstly, an obvious have recently established an improved This is why at Twickenham, I led my are really shaping this, and we want and South African schools. one, is to record the music lives of our Co-ordinator for our school transition project with our Chelmer River session on how we have embedded to get the message out there so we Our two South African schools four schools. Bardale’s choir and Sans however my specialism subject Partnership feeder primary schools after many of the above ideas into our school can develop the learning opportunities. Souci’s wide-ranging music department organising a successful afternoon with and how other schools can do the same. are as different as can be, Please have a look at our website to see is not English but History. and we deliberately wanted will be uploaded to our Numu site As a way to lead change at them to share good practice. The main point is that any teacher can (bit.ly/L7WcDt) where pupils from the more of what we are doing, and to read lead change but you need the rest of the to work with a really diverse Boys’ Grammar and Girls’ Grammar are our blog. Contact us if you have ideas our school it was decided that The ethos behind literacy at Chelmer is school on board to make it really work. pair of schools, so that our already featured. Secondly, and much and suggestions to help us move this literacy should not be led by the belief that if the staff are included shared work can help them more excitingly, we want to make a film: project forward. an English teacher, so that the and feel like they can have their ideas put into practice to improve literacy, to integrate the educational ‘A Life in a Day’ in which four pupils, one We are at www.iwele.org person leading it would be from each school, portray 24 hours in a shared culture can then be fostered system in South Africa approaching it from a different, and built upon. even further. their lives, comparing and developing. ground level perspective.

LeadingChange . Issue 04 . September 12 8 9 Uxbridge High School . Middlesex Leading Edge – leading change Music hits a new Time for Uxbridge high note an analyst?

Nigel Clemens Nigel Clemens (Senior Vice Principal) Colin Logan Senior Vice Principal said that recent developments in Music Head of School ‘The Prime Minister clings to data like a drunk to a Uxbridge High School at UHS are very exciting for staff and Performance Data lamppost – more for support than illumination.’ Middlesex students alike. We are extending our SSAT musical opportunities quickly. Part of our Former President of Italy, Romano Prodi, reflecting on Silvio Berlusconi planning sees the school offering an extra ten places to talented musicians for year All Leading Edge schools realise Do all staff understand what you 7 admission in September 2013. the importance of data in evaluating want and why? At present, music is taught across all performance – for example in preparation If colleagues don’t understand what three key stages from key stage 3, up for an Ofsted inspection – but is your you’re asking for and why, there’s a fair to and including A-Level. The school is school making the most of your data not chance that the resulting data will either particularly strong on percussion, our only to inform interventions and strategies be of little use or far worse - mislead you. celebrated Dhol drumming group are for improvement but also, as importantly, For example, there’s a huge difference proud to represent the school at a range to evaluate your effectiveness? between ‘estimates’, ‘predictions’ of large and formal events. They recently Here are six quick questions to start and ‘targets.’ Agree your own simple played for Their Royal Highnesses The you off: definitions and ensure that these are Prince of Wales and The Duchess of ‘Playing together in a band included in all requests given to staff. Do you understand why different Cornwall during their recent visit to or orchestra and singing sources might be suggesting Sample the data you collect before the school. in a choir is probably the different things? processing it and look for misinformation Uxbridge High School has recently RAISEonline and Fischer Family Trust, and inconsistencies. Ensure that entered into a partnership with the best way to develop and for example, both provide value-added middle leaders review and approve any Hillingdon Music Service. This move analyses of your school’s performance data that is being submitted by their brings over 300 talented young musicians improve instrumental and but they each use different models. department / faculty to ensure that any from across the borough to the Uxbridge musicianship skills, and RAISE is now totally context-free misunderstandings are identified and site to play in bands and orchestras and although it does give separate analyses addressed. Have a senior colleague talk to sing in choirs regularly on Wednesdays it’s fun! It’s also a fabulous for large numbers of vulnerable groups. to any members of staff who appear and Saturdays. The move has taken opportunity for young FFT, on the other hand, currently includes to be inconsistent in interpreting what considerable planning but early signs at least gender and month of birth in all is collected. Set high expectations on are that the partnership is due to take people from different its models. Both have value, but you do accuracy but equally ensure training is Music to new highs in the borough. need to be aware of these differences of a high quality. The Music Service now finds itself schools across Hillingdon before drawing any conclusions. centrally located in Hillingdon and enjoys to meet and socialise Music at Uxbridge High the brand new accommodation within What data should you collect? School moves from strength Uxbridge High School’s state-of-the-art with like-minded fellow Start with the questions you and your to strength. Over 100 UHS Lancaster Building. The provision caters musicians.’ Colin Logan is a former senior team colleagues want to answer. students demonstrated for students from across the borough that headteacher and senior adviser Use these to identify what data needs already have some experience on their their progress in strings, Tricia Collis with the National Strategies. collecting. For example: instruments ranging from Grade 2 level to The Music Service woodwind, brass, guitar, piano, He is currently head of • Are our most able students achieving the highest diploma standard. Rehearsals as much as they should? percussion, Indian instruments run between 9am and 1.30pm. performance data at SSAT and • Are rates of progress equal and singing to parents and For enquiries about Music at can offer a range of in-school across subjects? invited guests at the school’s Uxbridge High School please visit: support, training courses and • Are the additional classes in key annual Summer Music Event. www.uhs.org.uk data resources. stage 4 maths and English significantly improving outcomes and do they provide value for money?

LeadingChange . Issue 04 . September 12 10 11 Leading Edge – leading change

Congratulations!

Do you have a school system or lots Schools that don’t allow middle leaders In June, the SSAT announced of cottage industries? to interrogate RAISE and FFT are missing the schools that have been A school tracking system needs a trick in their drive to raise achievement awarded this year’s celebration and grow their staff. The role of Data to satisfy several potentially certificates. Just over 550 conflicting requirements. It should be Managers within schools has clearly comprehensive – including whole moved on apace. However, is the role member schools were rewarded school, subject-level, SEN, gifted & still one of ‘Data Manager’ or rather more for being within the top 10% of talented, behaviour & attendance data, a ‘Data Analyst’? Just as we have seen all schools nationally, based on for example, but also needs to be tailored the role of Business Manager develop in one or more of the following to suit its different audiences. recent years, perhaps a more proactive and research-focused Data Analyst criteria: Governors and classroom teachers post will emerge as the norm in the • Top 10% of schools in terms of the will need their own bespoke summary coming period. percentage of pupils to achieve 5+ data reports, which should be different A*-A grades including English and to those produced for senior and Do you use data to evaluate impact? maths middle leaders. If your tracking system Schools are good at saying what they is fragmented – perhaps with separate do but less so in demonstrating the • Top 10% of schools in terms of value- Of these 550 schools, 131 are Leading JFS School systems in different subjects or for SEN, impact. All interventions – one-to-one added scores for the achievement of Edge schools (this is just over 40% of G&T and B&A – your ability to use the coaching, behaviour and attendance and 5+ A*-C grades including English Plashet School all Leading Edge schools). Overall, there data effectively and in a proactive manner SEN support, homework clubs and the and maths Ridgeway High School were 3 schools that qualified for all three will be seriously weakened. rest – all cost. But does your school take Sandringham School • Top 10% of schools in terms of the of the certificates - these schools are all in time to evaluate how successful they When did you last review your systems? improvement made in the percentage Leading Edge. Particular congratulations Sexey’s School Would an external audit help? Who is are, for example in terms of improved of pupils achieving 5+ A*-C grades attendance, attainment and progress too, to Pate’s Grammar, who were top in and Eton CofE Business responsible for the whole child? Is all of including English and maths from 2008 the selective high attainment category. and Enterprise College the data for each child in one place? and then use that information either to to 2011. do more of the same or to stop and start St Ambrose Barlow RC High School Do we have a data gatekeeper? doing something else? St John The Baptist Catholic Achieving all 3 certificates: Having one person with overall Most schools find it helpful to undertake Comprehensive School responsibility for data collection, analysis a thorough self-evaluation or to have Broughton Business St Michael’s Church of England and dissemination is essential. Having an objective review of their data and & Enterprise College High School someone who owns the data and assessment practice and how it operates Harris Academy Greenwich St Paul’s Catholic College decides what everyone else can see at all levels – teachers, leaders, governors Sir John Cass’s Foundation and when, isn’t. You need a clear policy St Ursula’s Convent School and parents – to make sure that their & Red Coat CofE Secondary School on what you collect and why, who does data provides both support The Ecclesbourne School what with it and when, who then gets and illumination. The Coventry Blue Coat Church of a report and in what format and what Achieving 2 certificates: England School and Music College they’re then supposed to do with it. Arden To find out more about how the The Hayfield School But you also need your staff to share SSAT is supporting schools on data, Bishop Rawstorne Church of The Hertfordshire & Essex High School ownership of the data and to be able to please email [email protected] England Academy and Science College interrogate it themselves (obviously within or call 020 7802 0699. Bullers Wood School certain limits). The Sacred Heart Language College Cardinal Wiseman Catholic College Waverley School It’s amazing how often heads of English Carmel College Academy and maths, for example, have never seen Wembley High Technology College RAISEonline or who have only been given Fulham Cross Girls School William Hulme’s Grammar School a copy of one chart or table. Humberston Academy

LeadingChange . Issue 04 . September 12 12 13 Leading Edge – leading change

Achieving 1 certificate Accrington St Christopher’s Graveney School Saffron Walden County High School The Hollins Technology College Church of England High School Gumley House RC Convent Samuel Ward Academy The Mountbatten School Alperton Community School School, FCJ Shenley Brook End School The Ockendon Academy Aylsham High School Gunnersbury Catholic School Silverdale School The Stourport High School Barking Abbey School Hampton College South Hunsley School and and Sixth Form Centre Barnfield West Academy Hartismere High School Sixth Form College Thornden School Bartholomew School Haslingden High School St Anne’s Catholic School Tonbridge Grammar School Beal High School Haybridge High School & Sixth Form St Angela’s Ursuline School Trinity RC School Beaumont School Heathfield Community School St Augustine’s Catholic College Uffculme School Beckfoot School Holmes Chapel Comprehensive School St Bedes Valentines High School Chailey School Hurworth Comprehensive School St Bede’s Catholic College Wade Deacon High School Challney High School For Boys Ilkley School St Edmund Arrowsmith Wakefield City Academy and Community College King Edward VI Academy Catholic High School Warden Park Academy Trust Langley Park School for Girls St John Plessington Catholic College Weald School Chellaston Academy Little Ilford St John’s School and Wellsway School Community College Chipping Campden School Loxford School of Science West Derby School St Marylebone Church of Clapton Girls’ Technology College and Technology Weydon School England School Comberton Village College Mulberry School for Girls Wigmore School St Michael’s Catholic College Cotham School Wildern School St Nicholas Catholic High School Davenant Foundation School McAuley Catholic High School Wyvern Technology College St Peter’s RC High School Debenham Church of England Orleans Park School Yavneh College St Philomena’s Catholic High High School Parkside Community College School for Girls Denbigh High School Parliament Hill School St Richard’s Catholic College Drayton Manor High School Academy Pate’s Grammar School Swavesey Village College Durham Johnston Platanos College Comprehensive School The Bishop’s Stortford High School Redbridge Community School Eastlea Community School The Castle School Reigate School Featherstone High School The Durham Federation (Durham Robert Mays School Community Business College and Feversham College Rokeby School Fyndoune Community College) Formby High School Roundhay School Technology College Fortismere School Sacred Heart Catholic High School George Abbot School Sacred Heart High School

LeadingChange . Issue 04 . September 12 14 15 Leading Edge – leading change

Leading Edge Membership membership criteria Ofsted 1 criteria 2012-13 or Leading Edge is a network for high-performing Ofsted 2, plus the ability to demonstrate schools who are committed to: one or more of the following: • working in partnership to raise achievement • Excellent rates of progress key stage 2 – (Upper quartile) • innovation • FFT D (Upper quartile) • sharing practice both within and beyond the network. • Outstanding performance in key stage 5 achievement measures Guiding principles Schools will also have the opportunity to submit • The programme is intended to provide high- other forms of data to evidence that they are high performing schools with a national network and performing. Where a case is not straightforward, support appropriate to their needs. the decision about membership will be made by • Schools should be able to present a range of the Steering Group. data to evidence that they are high performing. Special schools wishing to join the network should • Judgements should not be made on the basis contact the programme for details. of one year’s data; criteria should consider achievements over time. We do not anticipate substantial changes to the membership criteria in coming years, however it will be amended annually to reflect current data measures. CO-CONSTRUCTIONCREATIVITYCULTURECOLLABORATION

The SSAT 20th National Conference will give delegates the Today’s schools need to be educating not opportunity to think, debate, and shape how schools can just for exam results but for life long learning. deepen learning for all, and leave a lasting legacy as we To thrive in the twenty-first century it is not Innovate in learning. enough to leave school with a clutch of exam We suggest that the education we provide to young people certificates. Pupils need to have learnt how today will not only be measured by their examination results, to be tenacious and resourceful, imaginative, but by the life chances and opportunities offered to them self-disciplined and self-aware, collaborative over the next 25 years and beyond – this will be the legacy and inquisitive. we leave. Professor Guy Claxton Would you like support? Our conference this year addresses the need to focus on the real purpose of education – teaching and learning. It will Would you like some support from the Leading Edge team? If you want explore the legacy of innovation that has had real impact in schools and importantly will begin to establish an agenda for to know more about Leading Edge, find out how to make the most of the the next 25 years and beyond. network or talk to another like-minded school please contact the Leading Edge team. [email protected] Find out more and book online: http://ssatuk.co.uk/blog/national-conference 020 7802 2332 Contact us if you would like to contribute a school showcase. Any questions? Call 020 7802 9002 or email [email protected]

LeadingChange . Issue 04 . September 12 SSAT, 5th Floor, 142 Central Street, London, EC1V 8AR. T 0207 802 2300 [email protected] www.ssatuk.co.uk

SSAT (The Schools Network) Ltd, a private company limited by shares. Registered in England and Wales, Company No. 8073410 Printed: September 2012