Autumn 2016 | issue one

Leigh Academies Trust Review of the Academic Year 2016

We are grateful to everybody who has helped us make this year a success. We hope you will enjoy reading our ‘Review of the Year’ and look forward to many more good news stories to follow in 2016-17.

Shaping Lives, Transforming Communities A message from the WHAT’S INSIDE Chief Executive

Academies and multi-academy trusts have come in for a Results 2016...... 3 bit of a bashing in the media over the last twelve months. In some cases, this has been rightly deserved. Too often, Ofsted Reports...... 4-5 though, it has been at the expense of all the great news New Schools...... 6 stories, the ones about how thousands of committed professionals strive tirelessly each day to give children the very best start in life. Fortunately, not New Leaders...... 7 all multi-academy trusts are the same. Whilst the small minority that under- New Buildings...... 8 achieve or misbehave are the ones that hit the headlines, the vast majority are giving young people a bright future, often against the odds. New Events & Ideas...... 9-10

In we have a very powerful mission: to shape the New Employer Engagements...... 11 lives of young people for the better through high-quality education and, in Plans for 2016/17...... 11 doing so, to transform the communities in which they live. Simply put, we call this: “Shaping Lives, Transforming Communities”. We are one of the larger multi-academy trusts, with a longer track record of success in the education sector than most. We only have one bottom line and that is the success of our students. We are educationalists first and foremost. Our staff are good people who are driven by an abiding passion to make a positive difference for children. There is no cause that is more noble or important.

The challenges we face are getting no easier. The expectations on schools and young people today are probably higher than at any point in history. Regardless of what you sometimes read in the media, the English schooling system is in good shape. We will carry on rising to the challenges that face us and do our best each day to give young people the best start in life. We have a clear set of objectives that guide us in all we do. We summarise them thus:

What we stand for: • High ideals, strong moral values and boundless ambition to achieve excellence for all; • Strong collaboration and teamwork so that we are much greater than the sum of our parts.

What we value: • A ‘can-do’ attitude towards continuous improvement and innovation; • Creating confident young adults with high levels of resilience and integrity. Did you know... What makes us distinctive: 63% of pupils achieved C+ • Small-school, ‘human-scale’ education to personalise the educational experience; in English and Maths GCSE • An enterprising culture to create close partnerships with in LAT in 2016 industry and other educators. Vision and Values Shaping Lives, Transforming Communities

hat we stand for: hat we value: • High ideals, strong moral hat akes us values and boundless • A ‘can-do’ attitude distinctive: ambition to achieve towards continuous excellence for all; improvement and • Small-school, ‘human- innovation; scale’ education • Strong collaboration and • Creating confi dent to personalise the teamwork so that we are educational experience; much greater than the young adults with high

OBJECTIVE 3 sum of our parts. levels of resilience and • An enterprising Grow the reputation of the Trust amongst allintegrity. stakeholders, culture to create close especially teachers and employers. Grow the effectiveness of our workforce. partnerships with Launch an LAT prize for innovation open to all. Simon Beamish • Total voluntary teacher turnover remains under 15% with • industry and other Organise the inaugural LAT Awards Dinner. no academy above 20%. • educators. Chief Executive • 90% of teaching across the Trust is at least good and 40% • Increase the LAT Alumni community by 1,500 new members. OBJECTIVE 1 OBJECTIVE outstanding. Trust• Achieve 50Performance more business mentors working with Agreementpupils in our • 90% of support staff are judged to meet expectations, with academies. 40% exceeding. 2016-17• Produce an additional 50 employers engaged with Trust • 90% of participants successfully complete the new LAT academies. Leadership Programme. • All staff report a good understanding of the Trust’s vision, • Launch a Teaching School Alliance for the Trust. values and objectives. OBJECTIVE 4 Grow the quality of education offered by the Trust. Grow the size of the Trust in line with the Board’s strategic • 75% of Early Years Foundation Stage children achieve a good plan. level of development. • Successful launch of Cherry Orchard Primary Academy. • 65% of pupils meet national Key Stage 2 expectations in • Successful opening of Jupiter College at .

OBJECTIVE 2 OBJECTIVE reading, writing and maths. • Successful development of Inspiration Academy and the new • 60% of pupils achieve 9-4 grades in English and Maths GCSE. sports ground at The Leigh UTC. • Secondary academies average a Progress 8 score of at least • Add to LAT three existing schools, one secondary, one primary +0.25. and one special academy. • Positive Post-16 value added in all secondary academies. • Bid successfully for one secondary, one primary and one special • At least one secondary academy is judged Ofsted Outstanding. academy due to open as free schools. • Three academies launch the International Baccalaureate • Develop a fourth Trust cluster in Medway. Careers-related Programme.

Shaping Lives, Transforming Communities 2 www.leighacademiestrust.org.uk Results 2016

Primary GCSE A Level

In July we received our provisional In August Leigh Academies Trust Also in August, students and staff Key Stage 2 (KS2) outcomes. These celebrated a magnificent set of GCSE celebrated the Trust’s best A-Level cannot be compared to previous years’ results. Against a backdrop of decline grades on record. Based on provisional outcomes as the curriculum and tests nationally, where scores tumbled data across the Trust, 34% of all are entirely new. The majority of our again across the full range of subjects, grades were A*-A (national average primaries serve very disadvantaged LAT academies surged forward. = 26%). The pass rate was 98% catchment areas. We can be proud that Overall, 63% of pupils achieved the (national average = 98%). In addition, we have matched and even beaten gold standard of A*-C in English and 76% of all grades were C or better. national averages in many cases in maths compared to 56% of pupils The average grade achieved by what has been a year of real turmoil in nationally. In English, 81% of pupils students was C+, in line with the the primary sector. achieved A*-C grades against just national average. Given that five of over 60% nationally. In maths, 66% our six secondary schools are non- In the Early Years Foundation Stage, of LAT pupils achieved A*-C versus selective and surrounded by the 70% of children reached a good 61% nationally. There were many system, to match and level of development in LAT against more successes across the full range of even beat national averages is a great a national average of 66%. In Year subjects. Roughly one in five students testament to the hard work of staff 1 Phonics tests, 79% of children achieved the English Baccalaureate and students. achieved a pass grade against 77% and our Attainment 8 score beat the nationally. national average. Commenting on results in 2016, Simon Beamish, Chief Executive, said: It turns out that only 53% of pupils We are especially delighted that The at KS2 nationally have met the new , Stationers’ Crown “It’s not easy to keep getting better national standard in reading, writing Woods Academy and Mascalls when the rules keep changing and the and maths. The provisional LAT pupil Academy achieved the best headline bar keeps being lifted. Despite all of average is 54%. Nationally, 66% of scores in their histories, with 66%, that, our staff and students have done pupils achieved the national standard 70% and 60% of pupils achieving A*-C it again. They impress us every year in reading. In LAT, the figure was 64%. in English and maths respectively. At with their remarkable efforts to go one Nationally, 74% of pupils met the The Leigh UTC, half of pupils achieved step better. The Trust is about being national standard in writing, whereas the same benchmark in the Academy’s courageous, innovative and successful. in LAT it was 84%. In maths, nationally, first year of GCSE results, making it the That approach has worked yet again. the figure was 70% against 69% in highest-performing UTC nationally. We wish all of our students well as they LAT. Lastly, for spelling, punctuation It is worth noting that five of our move on to the next stage in education, and grammar, 72% of pupils met the six secondary academies are non- employment or training.” standards nationally against 75% in selective high schools, surrounded LAT. by Kent grammars which admit the highest-attaining 30% of pupils at age eleven.

Shaping Lives, Transforming Communities 3 Ofsted Reports

Molehill Primary Hartley Primary

In December 2015, Ofsted inspectors visited Molehill In March 2016, inspectors came to Hartley. We were Primary Academy. LAT took on this school with serious delighted with the outcome of the Ofsted visit. Hartley weaknesses from another multi-academy trust in March becomes LAT’s first outstanding primary academy - the first 2015, following a request from the Regional Schools’ of many, we hope. We are very proud of the achievements Commissioner. The school had been in an Ofsted category of staff, students and governors, who richly deserve all of of concern for a very long time before LAT came along. We the praise contained in the inspection report. A summary is were delighted with the outcome of this inspection, which given below: removed the Academy’s serious weaknesses status and “The Principal of this outstanding school has been central to judged leadership and capacity to have improved to good its success. She is deeply respected by the whole community overall. since she has been responsible for driving up standards over an extended period of time.” Some comments from the report are given below. “Senior leaders benefit from highly-focused support from “The rapid and highly effective action of the executive principal Leigh Academies Trust. This is a multi-academy trust that since September, and her work as lead principal of the three Hartley joined after it was converted to an academy. Senior cluster schools prior to this, have brought about significant leaders from the trust keep a very close eye on the school’s improvements in teaching, pupils’ progress, attendance, safety performance. They hold the Principal and her team to account and behaviour.” and broker specific support from advisers and consultants who have the required expertise. For example, the trust’s director of “The executive principal has, with the board of governors primary literacy works closely with teachers on a weekly basis and Leigh Academies Trust, secured the confidence of staff to ensure that standards in English keep rising.” and pupils in the leadership of the academy. There is now a shared sense of purpose, drive, enthusiasm and determination “Governance is outstanding. The Chair of the Governing Body to continue and increase the pace of improvement. Staff is dedicated and committed to the school. He has supervised morale is high. One member of staff expressed a view shared successfully the progression of the school on its journey by many with the comment, ‘The atmosphere in this school from being a Kent County Council-maintained school. He has changed enormously. The children and staff have a recognised the advantages of joining the multi-academy trust greater sense of purpose and there is a general calmness in the and now leads effectively the governing body of Hartley and its school.’” partner .”

4 www.leighacademiestrust.org.uk Milestone Academy Trust

Shortly after Hartley’s inspection in March 2016 came In June we received a letter from Ofsted requesting a visit Milestone’s. This inspection was a double first for LAT. It to LAT itself. The reason for this visit was explained thus: was the first time one of its academies had retained its ‘outstanding’ badge on re-inspection and the first time that “The visit is part of a focused period of evidence-gathering the Trust has had two outstanding academies at the same to inform Her Majesty’s Chief Inspector (HMCI) about the time. Once again, the Ofsted report was glowing. Some impact of effective leadership and governance in multi- extracts are given below. academy trusts (MATs) that are performing strongly and • “Pupils make exceptional progress and achieve outcomes improving outcomes for pupils. Visits are being made to a of which they, their parents and the staff are rightly sample of MATs across the country. The findings of our visits proud.” will feed into speeches, publications and correspondence • “Since the conversion to an academy, provision has gone over the coming months and it is likely that your MAT will be from strength to strength. The strategic influence of Leigh named as an organisation we have visited.” Academies Trust has had a significant impact on the culture at the school, which is now rightly more focused We understand that LAT was one of only seven MATs on pupils’ learning.” across the country contacted in this way. It is a real vote of • “The Principal leads with warmth, compassion and confidence in all we are doing. Included below is some of ambition for the pupils, their families and the staff at the the feedback from the visiting inspector about LAT and its school. He is very ably supported by the vice principal and impact: has successfully pulled all staff together to work towards • The overriding message from everyone was that it’s delivering the school’s ‘core moral purpose’.” all about people, and that the work of all aspects • “The quality of teaching is extremely effective. Learning of the Trust is about making sure children, who is personalised to the specific needs of pupils. Staff have very often come from significantly-disadvantaged very high expectations and consistently promote pupils’ backgrounds, get a good deal; independence and expect them to do as much as possible • The Trust has a clear sense of an all-through vision; for themselves.” • There is a great deal going on and the Trust and its academies are doing many difficult things that others Other visits to our schools find too challenging; In the autumn term, we welcomed colleagues from the DfE • Real economies of scale have been created through to a selection of our schools. Their written feedback given the structure and operation of the Trust; below makes for equally pleasant reading. • The Trust encourages businesses to play a strong role within the MAT, particularly through the UTC, governors and the work of the Education-Business The Leigh UTC Partnership Manager; “The UTC is providing an effective education for its students. • The Trust contains very passionate, convincing The curriculum is well matched to the UTC’s aspirations and people; I saw many examples of innovative learning. The whole • LAT allows academies to develop their own ethos College community and Leigh Academies Trust are focused and character, drawn partly from the communities on ensuring the success of the UTC. Student engagement they serve, and this is a real strength within a strong, with their learning is impressive and attendance and positive supportive MAT; behaviour indicators are all improving steadily.” • The Trust has systems and structures which deliver Primary very strong accountability.

“It is clear from this visit that the amalgamation of the two schools (St Albans Infants and York Road Juniors) has been very successful. The academy presents as one united school. Achieving this in a relatively short time is in no small part down to the skill and determination of the principal, supported well by the trust and, in particular, the trust’s CEO. The principal’s priority to stabilise a secure teaching force for September 2015 has been successful, as has her attention to improving pupil behaviour, which on the evidence from this visit is now very good. She has the confidence of all who work with her, which contributes significantly to their loyalty and commitment to the school.”

Shaping Lives, Transforming Communities 5 New Schools

Eastcote Primary Academy In February 2016, Eastcote Primary in Bexley joined LAT, becoming its thirteenth academy. The school now forms part of our South-East London cluster with Stationers’ Crown Woods Academy. It is already rated ‘good’ by Ofsted and has an intake of 30 pupils per year.

Langley Park Primary Academy In September 2016, Langley Park Primary Academy opened in South- East Maidstone. It is a brand new build and joins our Central Kent cluster of academies. It will give places to 60 pupils per year, who will all enjoy brand new, state-of-the-art facilities. It has a specialist centre for pupils with autism.

Cherry Orchard Primary Academy Looking further ahead, LAT will open Cherry Orchard Primary Academy in September 2017, following another successful bid to Kent County Council and the DfE. Like Langley Park, it will be based in brand new accommodation. Cherry Orchard will be the first new school to open in the Ebbsfleet Garden City, for 60 pupils in each year group. It is another exciting venture for LAT and we are privileged to be leading it.

Other visits to our schools continued... Maidstone Primaries: Molehill and Tree Tops.

“It was excellent, as I said to one of your colleagues, to visit two academies that I have seen on lots of pieces of paper but never visited! I think it showed the value of these schools having joined LAT: you and your colleagues are clearly determined to make a major difference, have capacity to help the schools and get them working together. I was impressed by the calibre of the leaders I met, their honesty about the task still ahead given some of the issues - e.g. in writing; their understanding and realism in the challenges around parental engagement; and some of the issues you face with PANs of 45 pupils.” (Regional Schools’ Commissioner)

6 www.leighacademiestrust.org.uk New Leaders

LAT has a strong reputation for attracting and developing We also welcome a number of high-quality leaders from leadership talent. We have been very fortunate to make outside the Trust, who start with us this September. a range of excellent appointments to Principal positions Amongst them are: across the Trust this year.

David Millar, Executive Principal, Carl Hassett, Head of College, Stationers’ Crown Woods Academy Wilmington Academy Joins us from Oasis Isle of Sheppey From Harris Academy, Greenwich. Academy, where he was Executive Principal.

Stephanie Guthrie, Principal, Will Monk, Head of College, Tree Tops Primary Academy Previously Executive Principal at From The Priory School, Bromley. Madginford Primary in Maidstone.

Sarah Goosani, Principal, Norman Doyle, Head of School, Hartley Primary Academy Stationers’ Crown Woods Academy Previously Head of School at From St Martin in the Fields School, Eastbury in Essex. Lambeth.

Gemma Brierley, Principal, Molehill Primary Academy As well as new leaders, we welcome some new appointments to key positions on our governing bodies Before that, Vice Principal of from this September. Tree Tops Primary Academy in LAT. Frank Green CBE becomes Chairman of our Academic Standards Committee and Vice-Chairman of Leigh Academies Trust. Libby Fidock, Principal, Frank is already a LAT Director and up to Langley Park Primary Academy January 2014 was CEO of the Trust and, Before that, Principal of later, Schools’ Commissioner for . Tree Tops Primary Academy in LAT. James Nicholson, Chairman of Governors and LAT Director, Mascalls Academy. James is a Senior Relationship Officer at Marsh Associates and before that worked for Willis Group.

Garry Wilkes, Chairman of Governors, Maidstone Primaries: Molehill; Oaks; Tree Tops and Langley Park. Before retiring in 2015, Garry was Commercial Manager at Meggitt Defence Systems Ltd.

Shaping Lives, Transforming Communities 7 New Buildings LAT academies enjoy high-quality, state-of-the-art facilities. The Trust has been fortunate over the years to benefit from many millions of pounds of capital investment in new buildings. Whilst much investment from central government has been pulled back in recent years, LAT continues to benefit from commitments to new buildings.

Inspiration Academy @ The Leigh UTC

The Leigh UTC has admitted pupils from age 14 since it opened in 2014. Due to its early success and rising pupil rolls in the Dartford area, it has been asked to open an age 11-14 extension. Following commitment from Kent County Council and the DfE, £12m has been pledged for a new building to extend the age range of the UTC. This will be called Inspiration Academy @ The Leigh UTC and will open in September 2017.

Inspiration Academy @ The Leigh UTC

Dartford Primary Academy

Planned work to refurbish and rebuild Dartford Primary Academy will start this autumn. Under a central government initiative called the ‘Priority Schools Building Programme’, two thirds of Dartford Primary’s Jupiter section for juniors at York Road will be Jupiter refurbished and one third rebuilt. Plans envisage modernised facilities for staff Jupiter College, and students. Karen Major, Executive Principal, Wilmington Academy Dartford Primary Academy

As one of Kent’s most successful and School Condition • New roofs – Molehill, Oaks, over-subscribed schools, Wilmington Tree Tops and Dartford Primaries Academy has also come under Allocation pressure to admit more pupils. We • Security fencing – As one of the region’s larger multi- are delighted that Kent County Mascalls Academy academy trusts, LAT receives a direct Council has pledged a further £6m to • Full toilet refurbishment – government grant for investment construct a third college at Wilmington Mascalls Academy in the capital infrastructure of called Jupiter College. This will take its academies, called the School • Tarmacing of grounds – the Academy’s published admissions Condition Allocation. Notable Mascalls Academy number to 240 pupils from September projects over the last year have 2017. When Wilmington Academy first • New internal flooring – included: joined the Trust in September 2010, it The Leigh Academy admitted just 150 pupils per year.

8 www.leighacademiestrust.org.uk New Events & Ideas

Digital Media Centre, Stationers’ Crown Woods Academy

Working with our partners at The Stationers’ Company and with their generous donations, we are constructing a state-of-the-art digital media centre at Stationers’ Crown Woods Academy. The facility will promote specialist workspaces and technology to support subjects such as media, computing, photography and graphic design. It will be accessed by students in all year groups as we develop a digital-media curriculum that underpins all subjects across the Academy. The creative industries in general, and digital media in particular, are major growth areas within the British economy. The digital-media centre is a unique initiative and will play a major part in training young people to excel in the content and communications industries of the future.

Small Schools – Advanced Engineering Supported Internships, Mascalls Academy Apprenticeships, Milestone Academy The Leigh UTC Mascalls Academy joined LAT in Milestone Academy and Kent September 2015. Since then it has Apprenticeships are becoming a major Supported Employment (KSE) are been formulating its own version of growth area for young people, but working in partnership with local the Trust’s small-school model, which they are rarely offered successfully in employers to deliver a programme is so central to LAT’s success and core schools. The Leigh UTC is now looking of supported internships for Year 14 to its mission. Significant investment to buck that trend by progressing students from this September. has gone into reorganising staff and plans to offer Level 3 apprenticeships Six students are working with students and enhancing the site so in engineering from September businesses three days per week that the new model can be launched 2016. They are working with SEMTA, supported by KSE, and continuing this September. Mascalls Academy an educational partner, which will their studies at the academy for the will now have three colleges, each validate key elements of the course. rest of the week. with its own Head of College, physical The project has been advanced location, college staff team and around with local businesses through a It is anticipated that this innovative 450 pupils. They will be called Luther number of breakfast events and an new programme will assist the

For more information please email: students to make a Janet Tidmas - [email protected] aCongratulations model for on becomingimplementing a Supported Intern! King College, Earhart College and apprenticeship launch on 9th June. Alicia Moyles - [email protected] David Stenning - [email protected] Kate James - [email protected] Supportedtext Simon Bounds - [email protected] Shackleton College. We look forward smooth transition Internships Support provided by Kent Supported Employment in conjunction with Milestone Academy and Leigh Academies Trust in Schools a model for implementing Supported Internships in Schools to watching the success of this exciting into employment at September 2015 - July 2016 LAT & KSE can provide examples of the following documents:

• Example of letter to be sent home to families • Flyer to be sent home to families A new venture at Mascalls. the end of the year. • Introductory Booklet for Students

From a pilot study led by Leigh Academies Trust in partnership with Kent Supported Employment September 2015 –July 2016 Shaping lives, transforming communities

2 a model for implementing Supported Internships in Schools

Fujitsu Hub, The Leigh UTC

The Leigh UTC is fast becoming an incubator for new ideas and innovation within the Trust. It has been selected, along with eleven other schools nationally, to become a Fujitsu IT hub. Equipment and furniture has been provided by a range of companies to create the hub, which will extend the development of computer science both within The Leigh UTC and across local primary schools. The hub, located on the main top-floor plaza, officially opened on the 22nd June and provides a major focus for computing within the

Fujitsu Hub, The Leigh UTC building to match leading-edge facilities already available for engineering.

Shaping Lives, Transforming Communities 9 New Events & Ideas

Trust Conference, Teacher Recruitment 2016 We all know how challenging the teacher-recruitment The fifth annual Trust market has been over the last few years, especially Conference for all 1,500 in shortage subject areas such as maths, science, Trust employees took place computing and engineering. To address that challenge on 12th February 2016. head-on, our HR Director and his team have worked Once again, it was a superb extremely hard to provide a full complement of expert day, hosted at Longfield Academy for back-office- teachers in all subjects and year groups to start this support staff and at September. We have had much success with a wide Stationers’ Crown Woods range of innovative teacher-recruitment initiatives this Academy for teachers and year, following significant financial investment from the classroom-support staff. Trust Board. The Chairman and CEO addressed all delegates on the day, thanking them for their tremendous efforts, International Baccalaureate Careers-Related celebrating our successes and reminding them of our Programme (IBCP) shared values and goals. The IBCP is one of four integrated programmes offered by Looking forward to next year, we propose to hold the International Baccalaureate Organisation and delivered this key event in the Trust calendar in three venues in over 4,500 schools worldwide. It is a flexible, post-16 in Dartford: one for back-office-support staff, one for programme, combining academic, vocational and practical primary teachers and classroom-support staff and one learning skills. Students must follow a career-related course for secondary teachers and classroom-support staff. and between two and four IB diploma courses, which are Guest speakers will include Sir David Carter, the National offered at standard and higher level. Schools’ Commissioner. The aims of the IBCP are closely aligned with the LAT16 vision. The wide range of courses available is very similar LAT Leadership Programme to the current LAT16 offer. They are established courses with specifications, guidance, past papers and exemplar Over the last year, LAT has been developing its own middle- materials, which are available at the Online Curriculum leadership programme for launch this September. The aims Centre. Every course contains between 20% and 100% of the leadership programme include succession planning coursework. Examinations are taken at the end of the two- for future tier-one and tier-two leaders. The programme year course in May, with results published at the beginning includes developing leadership skills through an academy- of July and re-sit opportunities in November. focused project aimed at closing an achievement gap. A pilot project in nine Kent high schools commenced five The programme has been produced in conjunction with years ago, with impressive results. Faced with sweeping University College London’s Institute of Education (IoE), national reforms at post-16, the LAT16 group has conducted which will provide access to the latest research and in-depth research and Wilmington, The Leigh and The Leigh development ideas in education as well as utilising the work of Professor Peter Earley, who will deliver the initial UTC are proposing to join the Kent-funded initiative, along keynote address. The IoE will also train delegates in the with several other schools in the county. They will become use of impact-evaluation techniques. The course accredited IB World Schools, authorised to deliver the structure contains a focused-leadership IBCP from September 2017. The IBCP official launch project, an introduction to coaching LAT Leadership Programme will take place in September 2016.

techniques, a launch day and a celebratory Aimed at successful TLR holders who are considering tier 1 and tier 2 leadership within 24 months LAT Leadership Programme An exciting programme of event. Not only will delegates have an Induction Day in-house events, contributions • Meet other successful candidates • Course outline from a world class university and• Keynote speaker impact on their home academy, they will • Characteristics of highly effective leaders • Your own leadership strengths and areas for development an introduction to coaching* • Your school improvement project – closing the gap • ‘Starting with the end in mind’ – an approach to enquiry projects For more information and an also present their findings at the Trust application form email Richard Taylor, HR Director Unit 1 Unit 4 [email protected] Sustaining first-rate teaching over time Partnership working in a Multi Academy Trust All applications due in by • How to evaluate good and outstanding Conference in spring 2017. The programme pupil progress • Developing the self-improving system 4th July 10.00am • Formative teacher evaluation systems • Developing school to school support • Lesson observation as a development through a Teaching School Alliance tool • Getting the most out of school-centred • OfSTED inspection framework for initial teacher training will run for twelve months. teaching, learning and assessment • The power of coaching Unit 5 Leading change 7 flexible units of Unit 2 • Characteristics of successful change professional development Leading staff and creating successful teams programmes • Creating a culture of success • Change tools that support school improvement (see overleaf) • Leading highly effective professional development • Professional attributes of successful leaders of change • Creating high performing teams In Conjunction with • Dealing with underperformance Unit 6 * Fully funded by the Trust • Collaborative learning within and across Research and development in teaching academies through Drive Teams • Leading school-based enquiry and you Shaping lives, transforming communities Unit 3 school improvement project Effective whole school management • Current evidence about effective teaching and learning • Data to improve performance • How to promote and lead R&D within and • Behaviour for learning between academies • Student and staff welfare • A Curriculum to motivate learning Unit 7 Principles of Coaching • The power of coaching 10 www.leighacademiestrust.org.uk • Coaching models New Employer Engagements

LAT

Central to LAT’s approach is an enterprising culture and close partnerships with industry. In September 2015, the Trust launched “LAT Working With Business”. Its objective is to forge even stronger links between regional employers and LAT’s academies. Below can be found a selection of events and initiatives across our schools from this year, brought about by the good work of LAT Working With Business.

Lush Cosmetics supports research and The Telescope Bistro at development project at the Leigh UTC Longfield Academy links with Hotel Campanile, Dartford As part of a regular series of research and development projects, students at The Leigh UTC were visited this week Professional-catering students at by Lush Cosmetics, Bluewater. Chemistry students enjoyed Longfield Academy continue to work a fun-filled session, in which they made bubble bars and with local employers and business and worked on ideas for their own products. we are proud to have developed a link with the Hotel Campanile in Dartford. Thank you to Lush Cosmetics for supporting work at the Leigh UTC The General Manager, Eddy Brosse, dined at The Telescope - our students look forward to earlier in the year and was amazed by the quality of service, working with you again in the very the menu and quality of food. Eddy is a regular tweeter so near future. do check out his comments about his experience!

Having achieved so much already, we have set ourselves four key, ambitious objectives for 2016-17.

We look forward to working with existing partners and new 10: Plans for 2016/17 ones to make these important objectives a reality in the year ahead.

OBJECTIVE 4: To grow the size of the Trust in line with the Board’s OBJECTIVE 3: To strategic growth plan. OBJECTIVE 1: To grow grow the reputation of the Trust amongst Vision and Values the effectiveness of Shaping Lives, Transforming Communities

all stakeholders, hat we stand for: our workforce. hat we value: • High ideals, strong moral hat akes us values and boundless • A ‘can-do’ attitude distinctive: especially teachers ambition to achieve towards continuous excellence for all; improvement and • Small-school, ‘human- innovation; scale’ education OBJECTIVE 3 • Strong collaboration and to personalise the OBJECTIVE 2: and employers across teamwork so that we are • Creating confi dent Grow the reputation of the Trust amongst all stakeholders, young adults with high educational experience; especially teachers and employers. much greater than the Grow the effectiveness of our workforce. sum of our parts. levels of resilience and • An enterprising • Launch an LAT prize for innovation open to all. integrity.• Total voluntary teacher turnoverculture remains to under create 15% with close • Organise the inaugural LAT Awards Dinner. no academy above 20%. To grow the quality the region. partnerships with • Increase the LAT Alumni community by 1,500 new members. 90% of teaching across the Trust is at least good and 40%

• industry and other • Achieve 50 more business mentors working with pupils in our OBJECTIVE 1 OBJECTIVE outstanding. educators. academies. 90% of support staff are judged to meet expectations, with • • Produce an additional 50 employers engaged with Trust of education offered 40% exceeding. academies. Trust Performance Agreement 90% of participants successfully complete the new LAT • • All staff report a good understanding of the Trust’s vision, Leadership Programme. 2016-17 values and objectives. OBJECTIVE 4 • Launch a Teaching School Alliance for the Trust. by the Trust. Grow the size of the Trust in line with the Board’s strategic Grow the quality of education offered by the Trust. plan. • 75% of Early Years Foundation Stage children achieve a good • Successful launch of Cherry Orchard Primary Academy. level of development. • Successful opening of Jupiter College at Wilmington Academy. • 65% of pupils meet national Key Stage 2 expectations in • Successful development of Inspiration Academy and the new reading, writing and maths. OBJECTIVE 2 OBJECTIVE sports ground at The Leigh UTC. • 60% of pupils achieve 9-4 grades in English and Maths GCSE. • Add to LAT three existing schools, one secondary, one primary • Secondary academies average a Progress 8 score of at least and one special academy. +0.25. • Bid successfully for one secondary, one primary and one special • Positive Post-16 value added in all secondary academies. academy due to open as free schools. • At least one secondary academy is judged Ofsted Outstanding. • Develop a fourth Trust cluster in Medway. • Three academies launch the International Baccalaureate Careers-related Programme.

Shaping Lives, Transforming Communities

Shaping Lives, Transforming Communities 11 Shaping Lives, Transforming Communities

Our academies

Dartford Molehill Primary Academy Primary Academy

r t le a y H

P r y i m m a e STATIONERS’ r d y Aca CROWN WOODS ACADEMY

Leigh Academies Trust, Green Street Green Road, Dartford, Kent DA1 1QE Leigh Academies Trust t: 01322 620 586 is a registered company, Please contact us: e: [email protected] company no 2336587. t: 01322 626 609 w: www.leighacademiestrust.org.uk An exempt charity. e: [email protected] www.leighacademiestrust.org.uk