Annual Report 2019-20 Contents About Thomas Deacon Education Trust

The Thomas Deacon Education Trust (TDET) is a Multi- Academy Trust that unites and empowers like-minded schools

About Thomas Deacon Education Trust 3 to achieve the very best for their students and communities. Annual Report 2019–2020 4 What is a Multi-Academy Trust? 7 Governance 8 Director of Education 9 Special Educational Needs and Disability 11 Pupil Premium (PP) 12 Leadership 13 Combined Cadet Force (Army and RAF) 14 We are unashamedly proud of our links to the city Literacy and EAL 15 Trust of Peterborough and its surrounding areas. We We are honest and supportive Schools 16 share the city’s ambitious vision for growth and Gladstone Primary Academy 17 believe that our schools and the education of young Diversity Queen Katharine Academy 19 people need to be at the heart of these plans. We embrace individual differences Richard Barnes Academy 21 As a Trust, we work across all key phases of

education to provide every child in our community Excellence Thomas Deacon Academy Seniors and Juniors 24 We want the very best and never with the best life chances and high aspirations. Upwood Primary Academy 27 give up on doing what is right Warboys Primary Academy 28 By focusing on the city of Peterborough and its immediate surroundings, the Trust’s schools are Transformation Welbourne Primary Academy 29 We work together to make a in close proximity of one another. This close- Iqra Academy 31 positive impact working partnership and understanding of the Business Information 33 local context enables real and meaningful Through experience, we know that there is no Business Services update 34 collaboration between our schools, teachers and such thing as a one-size-fits-all approach to TDET Financial Summary 35 students, and with local business leaders. education. Our schools are individual members of the Trust community – united by values and Health and Safety 36 We actively encourage our schools and teachers purpose, but free to innovate and adapt to the Members and Trustees 38 to share best-practice to benefit all children needs of its students and local community. within the local area. We firmly believe that the Trust as a whole is All members of our Trust – our schools, more than the sum of its parts. Therefore, all of members of staff, students and communities – Gladstone Primary our schools are equally valued and contribute to Academy are united in purpose through a set of shared, the development and direction of the Trust as we common values and expectations: grow together.

2 3 Conscious whether it is conscious or unconscious. Neither Annual Report collaboration is acceptable and neither will be tolerated. (Engagement) Chairing the Peterborough CEOs’ network during 2019-2020 Our work on this year has brought opportunities to influence mapping out a system leadership locally, regionally and curriculum for 0-19- nationally. Speaking up on behalf of all school and year-old learners commenced and we were in the trust leaders in our region has given me a early stages of defining the knowledge, skills and platform to model the ethical leadership that runs About this report wiser and satisfied that the process had been fair experiences that we believed that might form an throughout our Trust and I have encouraged Our annual report and annual accounts present and had recognised the progress made in each entitlement for a TDET learner. This focus was others to play their part in cross-Peterborough or information about the education and associated academy. We were particularly pleased with the strengthened as we were asked to take on the cross-Cambridgeshire networks. This has services we provide, including our strategy for the recognition given to the value added to each of Peterborough Pupil Referral Unit (PRU). This undoubtedly served to strengthen our influence coming year. It looks at our performance over the our academies through being part of the Thomas opportunity allowed us to work with education and enhance our reputation. past year against strategic objectives whilst providing Deacon Education Trust. leaders across the city as we defined what good Deepening capability a review of our financial information in keeping with quality alternative provision might look like for some Re-charging our energies over the Christmas (Organisational Development) the Trust’s pledge of openness and transparency. of the most vulnerable young people in break, we started January 2020 with our TDET Peterborough (those who have experienced difficulty The pandemic has shown how essential the Annual Conference at the Kingsgate Centre in Statement from the Chief Executive in learning in mainstream schools and who are at relationship between the TDET Central Team, the Peterborough with over 800 attendees – staff, When I wrote my statement for the Annual Report risk of exclusion or who have been permanently Executive Group and the Board of Trustees is: Academy Committee members and trustees. The last year (2018-19), I had no sense of the changes excluded from school and those who have medical from all our principals I have heard “I really do theme of our conference was based around our and challenges ahead; it seems almost laughable needs). It brought us together with Olive Academies not think that I could have got through this TDET values: Trust, Diversity, Excellence and that I was vaguely concerned that I did not know Trust with whom we formed a partnership as we without belonging to this Trust” and the benefits Transformation and we were preparing to launch who our prime Minister was going to be. What a embarked on another branch of our development. of being part of a strong, supportive ‘family’ have ‘Values based Education’, a deliberate approach to long time ago that seems and what a different Seeking out support from Olive, one of the first never been more important. world we seem to inhabit now. underpin all our academy communities with academy sponsors specialising in alternative From the beginning of the first lockdown, when we positive human values. 2020 also started with a I recall telling you about a conversation I had had provision in England, brought us together with were required to keep our academies open for the renewed focus on how we might make learning with one of our younger learners when he had asked another set of like-minded professionals who share children of key workers and for those deemed relevant to real life for our learners, taking greater me what superpower I would like to have. Well, my our vision and values and will enhance the quality of vulnerable, it became clear that for standalone account of the influence of personal factors and answer has changed and two new answers now our work across all our academies. schools the challenge was often overwhelming; social and economic context on educational spring to mind: the ability to see into the future and whereas for TDET academies the collaborative achievement. The three key objectives under the We welcomed the Richard Barnes Academy into the ability to have all the right answers! practice and structures meant that the logistical TDET Strategic Plan 2019-2022, High Quality our Trust in May 2020 (during lockdown!) The problems were able to be addressed more None of us could have predicted the challenges Education, Engagement and Organisational PRU was renamed after the Chair of the TDET effectively and compassionately. that 2020 has brought. The 2019-20 academic Development provided the framework for our focus. Board in recognition of his work with year started in a very ordinary way with some disadvantaged young people. This addition Our strong central team was quickly able to Pursuit of Excellence good examination results being seen in our opened a wider discussion about how we define rationalise the use of the Trust estate, deploy staff (High quality education) academies over the summer and a clear picture ‘inclusion’ across the Local Authority and TDET is efficiently at all levels across TDET, address the Governance had emerged strongly from each of of the continuing journey of improvement leading a working party with key education and challenge of increased resourcing for IT, develop our inspections and we wanted to focus on emerging: the future was looking rosy. city leaders to promote a deep and meaningful new health and safety procedures in response to growing the rigour and challenge in governance at understanding of what good inclusive education government guidance, deal with the The year then proceeded to deliver a couple of all levels to ensure that TDET provides the very should be in all Cambridgeshire schools. administration and communication burdens to predictable challenges: three to be exact, in the best for its learners (see the Governance report). Additionally, in response to events during the support leaders ‘on the ground’ and perhaps most form of Ofsted inspections at Thomas Deacon Post Ofsted, each of our academies had clear summer of 2020 regarding ‘Black Lives Matter’, importantly, provide our leaders with a support Academy, Gladstone Primary Academy and plans to accelerate further improvements. In all a working group was set up with employees in structure preventing them from feeling alone. The Queen Katharine Academy, respectively. It was a our academies there was a sense of purpose and the Trust to learn and understand how, despite Executive Group and the central team absorbed new Education Inspection Framework, untried an emerging cross-Trust understanding of what our unwavering commitment to racial equality, the accountability pressure and undertook to do all and untested other than in pilot schools but we excellence, the TDET offer, might look like (See some employees still experience discrimination, we could to protect our principals. emerged from all three experiences greyer yet Director of Education report).

4 5 We also extended this support beyond the me again that despite the gruelling pressure we academies in our education Trust to other schools have found ourselves under, our leaders remain What is a Multi-Academy Trust? within the communities served by TDET. We willing to push the boundaries. demonstrated our commitment to our communities Reflecting on what I have learned from our by playing host to community projects such as leaders and our communities during this whole A multi-academy trust (MAT) is a We do this by: providing accommodation for the NHS to undertake single entity established to undertake strange period, I see four cornerstones for the l putting at the centre of everything the routine inoculations or space for a Coronavirus continued improvement in our delivery of an a strategic collaboration to improve and Trust’s purpose (to advance education for mobile testing unit and through becoming the first excellent education and to take the Thomas maintain high educational standards the public benefit) port of call for many in our communities who have Deacon Education Trust forward: across a number of schools. found themselves struggling. As ever, these A group of schools form a single MAT l focusing relentlessly on the intended economic and isolation pressures are felt most in l An unrelenting focus on the quality of which has overarching responsibility outcomes for our children, young people and the types of communities our TDET academies relationships, on becoming a ‘model for their governance. our communities serve where the impact of poor housing, physical community’ where everyone feels trusted, TDET is accountable for the performance of each l being accountable for these outcomes and mental health disproportionately affects respected and where they feel they belong. school in the group, although each has their own For TDET, collaboration to improve standards educational standards. The pandemic decimated l An explicit values-based education, in which Academy Committee which operates subject to extends to our strong value-based foundation that is many of the support structures that had been so the curriculum is central but is personalised the scheme of delegation. embodied by all staff and students in our academies. carefully built up to support these vulnerable to a much greater extent to each learner. Trust, Diversity, Excellence and Transformation act communities and it was down to the schools to step The core charitable objective of TDET is to l A more meaningful engagement with as a common platform and a unity of purpose to into the breach. ‘advance education for the public benefit’. stakeholders; a recognition of the need to build a achieving our educational responsibilities and I am proud of the way that this has built alignment shared understanding of the purpose of ‘school’ aspirations for all our students. throughout our central services. The TDET and of what we want for all young people. Leadership Forum (central team, business leaders TDET in Numbers l A clear understanding of the role of the Trust and principals) was inaugurated in January 2020, and our academies as a focal hub of support designed to provide an arena for strategic for learning and well-being more widely. Academies: Collaborations: discussion with the Executive Group. The

Leadership Forum’s role is to determine matters or As a result of the experience and learning from l 1 All Through l School to school collaboration make recommendations to the Chief Executive and 2019-2020, the Executive Group and the Board of l 4 Primary l CEOs’ Groups (Peterborough and Cambridgeshire) Executive Directors and through the Chief Executive Trustees are already seizing the opportunity to l 1 Secondary l Peterborough Partnership for Secondary Schools to the Board, regarding the strategic direction and re-examine our vision and strategic intent in the l 1 Alternative Provision l Financial Director Forum (local and national) l 2 Nursery/Pre-school l Soft Federation with Iqra Academy operations of TDET. As TDET’s most senior leaders, light of what our communities now need to it plays a critical role in how the organisation makes rebuild post-pandemic. Trust-wide decisions and monitors and manages The ability to see into the future and the ability to have Financial: £ TDET Staff: the execution of strategy. The weekly Leadership all the right answers... maybe I am asking for too l Total Income: £32m l 796 Staff (577 FTE) Forum meetings throughout the pandemic have much. The pandemic has taught me to value the l Total Reserves: £1.58m l Turnover <2% become integral to the success of our support and simple things in life so providing an education from l Salary as % of Income: 78% l Staff Survey Results communication strategy. which children learn about the world, find their own How do we ‘Build Back Better’ following identity and ultimately prepare themselves to enter Staff Survey Results 2019/20 on from the pandemic? the world of work and contribute back to society is, Covid-19 has served to remind us that any future is perhaps, sufficient. It is certainly a privilege to lead an 85% uncertain, but it has also highlighted the urgent organisation which is dedicated to providing just that. 80% need for a major reset of our society and economy. 75% The responsibility for achieving that will fall on the 70% Staff Engaged shoulders of the young people in our academies 65% % Staff Enabled today. At our socially-distanced leadership 60% conference in the summer, the feeling of the TDET Julie Taylor Target 55% leaders was that we should be brave, reminding Chief Executive 50% 2019 2020 6 7 Governance Director of Education

The Thomas Deacon Education Trust information and forecasting, underpinning a The academic year 2019-2020 significant achievement given the (TDET) continues to put strong and considerable level of scrutiny and challenge. started with a bang for TDET, as newness of the inspection effective governance at the heart of However, the SRMA suggested that the use of Thomas Deacon Academy regime and the widely held its vision. benchmarking data could be further developed became one of the first schools opinion that the new processes through the use of both regional and national and systems were more robust This year we have focused on growing the rigour in the country to be inspected by comparators. The use of such data would allow the and rigorous than the and transparency of our systems and processes in brought to bear on our systems Ofsted under its newly Board to set benchmarks for its schools and make predecessor framework. One order to achieve the very best for our learners. and practice. implemented Education evidenced judgements on the Trust’s overall particular moment of great pride The challenges of the past months have shown us Inspection Framework. success, strengthening the rigour of governance. The Director of Governance occurred when the lead that good governance needs to be both flexible The inspection involved a team of Inevitably, the pandemic has interrupted the cycle of continues to attend each inspector commented during the and unafraid of change; we will want to retain five inspectors led by one of Her JSGs and the development of benchmark data; Academy Committee at least final feedback session that the some of the things that the pandemic has forced Majesty’s Inspectors. During the however, this work has resumed, and progress will once a year and to read all academy was “changing lives”. on us. In the future, for example, we will continue two days, a range of activities be reported at each Trust Board. minutes. TDET Directors also with some remote meetings as we recognise that Following shortly on the back of attend a sample of meetings. were undertaken to look at all this approach looks likely to improve attendance Consistent practice our first Ofsted visit, Gladstone This first-hand knowledge of aspects of provision across the and promote diversity. The quality and impact of governance at all levels Primary Academy was also the operation of each full 7-18 age range. Under their across the Trust have continued to improve as visited by the inspectorate in Our aim is to be a model of best-practice committee not only maintains new methodology to examine the evidenced by external scrutiny and internal quality October. A similar methodology governance. the quality of local governance quality of education provided, a assurance processes. However, we have been as previously described was across the Trust, but also number of ‘deep dives’ took Review aware of some variation in the consistency of followed by the team and they promotes a two-way flow of place. This approach sees a In our last report we undertook to review practice across the Trust. In order to tackle this found the school to be information about significant look into all aspects of governance structures and processes in order to variation, we have created a Governance Team ‘welcoming and inclusive’. At the achievements and challenges a particular subject with gain greater consistency in practice across the consisting of the Director of Governance and two activities ranging from interviews end of the two days, an overall Next Steps: Trust. We wanted to promote a more detailed flow experienced clerks. One clerk administers and with subject leaders and judgement of ‘requires l To continue the development of information between the Trust Board and takes the minutes for all Academy Committee teachers, lesson visits, work improvement’ was arrived at. of the Trust Strategic Plan Academy Committees which would enable meetings, the other services all the central scrutiny and meetings with This represents a significant which puts governance as a Trustees to know their schools in sufficient detail committees and supports the Chair and the Trust pupils. Additionally, further uplift and improvement since the key focus of each strand to inform decision-making. Board. Our clerks help us to deliver the Trust value aspects of the school were school joined TDET when it was l To continue to develop In response to this review, we introduced a new of transparency through bringing their external explored including leadership in special measures and comparative benchmark layer of governance: Joint Scrutiny Groups (JSGs). perspective to each meeting. and management, personal providing a very poor educational data offer. Judgements of ‘good’ were These meetings, held in each academy at least The Director of Education has worked with development and behaviour and l To ensure a robust given for leadership and termly, involve the principal, the Academy principals and Academy Committees to produce post-16 provision. succession plan for all management, personal Committee chair and the Trust’s Directors of an agreed agenda for meetings. This is a further The whole team, led by Principal levels of governance development, attitudes and Education and Resources. These meetings are a element of improving consistency and rigour. Rick Carroll, were delighted across the Trust behaviour and early years key element in the Trust’s governance, improving when the overall judgement of Both our clerks are members of the East l To commission an external the sharing of information and helping the provision. Midlands Governance Network among other review of governance across good was reached by the Trustees to make an informed and granular Principal Simon Martin, his groups. They have attended training and courses the Trust inspection team. This was judgement on the overall performance of TDET. leadership team, the whole staff provided by national bodies. We have been broken down to good and community have worked Following a visit from the DfE’s School Resource determined to use this specialist team to ensure Louise Soden judgements in all of the tirelessly to improve the school Management Adviser (SRMA) to TDET, and his that TDET is fully briefed on new developments identified areas which Director of Governance and have continued working to subsequent recommendations, we undertook an and best-practice. represented an overall uplift early review of the operation and impact of these from the previous inspection with make things even better taking The early impact of these appointments is already Richard Barnes newly formed groups. The SRMA report noted that improvements in the grading for on board the feedback from the evident in the detail and efficiency that has been Chair of Trust Board the JSGs benefitted from detailed and accurate the 6th Form. This was a Ofsted inspection which aligned

8 9 Director of Education (cont) Special Educational Needs and Disability with priorities that the school had already the Summer term. Primary academies invited During the academic year of 2019-2020, identified. They are looking forward to the next visit additional pupils to attend who had demonstrated Thomas Deacon Academy Juniors when they can demonstrate the further that working remotely was proving to be became the host academy improvements already made. challenging. These on-site provisions were a for the SpLD (Specific Learning supplement to the continued arrangements for Our third inspection took place in December when Difficulty) Hub, part of the Local remote learning. Queen Katharine Academy was visited. Again, this Authority Hub Network. was the school’s first inspection since joining the A range of monitoring activities took place during Building on the successful completion of the Trust and everyone was delighted when the overall and at the end of full lockdown in an attempt to Literacy Leap accreditation, TDAJ now operates judgement of ‘good’ was reached at the end of the ascertain some of the impact upon individuals and as a centre of excellence for dyslexia-friendly inspection process, again representing a significant groups of pupils. In this way further work can be practice across Peterborough, offering advice and improvement on the previous judgement. Principal undertaken to support learning and personal guidance to local schools, providing opportunities Lynn Mayes and her whole team were particularly development needs. This monitoring is still in place for professionals to observe good practice and proud of the comment in the final report which as pupils return to full-time education. host formal training sessions throughout the states, ‘Leaders, trustees and governors (the Living through a pandemic exposes both the year. At the start of the year, formal training took academy committee) have transformed the school strengths and weaknesses of our organisation, place in three local Peterborough schools, where since it opened three years ago’. including systems, processes and relationships. We good practice was disseminated to both teaching As the whole TDET family moved on from the have to recognise that it is all too possible for such and support staff. It is the aspiration that, over inspections and focused more on improving further an event to happen again and, in consequence, we time, knowledge and expertise will be offered by the educational provision across the Trust and are focused on using our current experience to both the junior and secondary phase at TDA. Alongside Trust developments, we continued within individual academies, the Covid-19 ensure that we are better prepared for any serious Across the Trust academies, we continue to strive to support the strategic vision of Peterborough pandemic hit the country. Little did we know back challenge and future disruption. In the words of our to develop specialist provision and expertise in a City Council – ‘SEND is Everybody’s business.’ then how significant and widely felt the impact of Chief Executive: range of areas in response to the changing needs The Trust SEND Lead joined the Preparing For the pandemic would be across all areas of our lives “If we believe it is possible to do even better by of learners within our settings. Welbourne Adulthood Working Group and played a key including educational provision. thinking differently, now seems like a good time to Primary Academy and Specialist Hub for Autism part in organising a Pupil Voice Conference As a result of the Covid-19 pandemic and really embrace the need for fresh thinking about led an informative session for primary TDET attended by 50 learners with SEND from across subsequent national lockdown, all schools across schooling, notably regarding the way purpose and academies on Attention Autism, an intervention the city including those from mainstream and the country were required to close to the majority quality are understood. Many of the factors at work model aimed at developing communication specialist settings. of pupils from Monday 23rd March. The only pupils which influence educational outcomes lie beyond through the use of visual and engaging activities. SEND professionals across TDET pulled together encouraged to attend in the first instance were our academies and are of course subject to wider There was also an opportunity for TDET staff to in collaboration to navigate through the ever- those of key workers or those identified as political and social forces. Whilst we are not able to visit hub classrooms and see fantastic examples changing and complex statutory guidance as the vulnerable (including those pupils with SEND and directly control those forces, having a legitimate of the TEACCH (Treatment and Education of first wave of the Coronavirus pandemic emerged. those deemed to be disadvantaged or at risk). All community role might begin to secure better Autistic and related Communication- best-practice risk assessments to support our other learners were expected to be supported in learning outcomes for children. The key drivers are Handicapped Children) method in action and learners with SEND were shared alongside their learning through the remote provision of building social capital and securing social equity. It consider how to apply it to their own practices. inclusive lesson planning and bespoke packages material and lessons. is about social justice not simply social mobility.” Further training across TDET included Lego of learning in order to continue to support our Therapy, Social Stories, an introduction to Following the May half-term break, schools were students with the highest of need. Scott Hudson Selective Mutism, Inference Training and encouraged to extend their on-site provision where Director of Education Managing Medications in childcare settings. Alex West possible but only if safe to do so in line with ‘Covid- SEND Lead safe’ arrangements. TDET academies took a range of different approaches to fit their context. QKA and Across the Trust academies we TDA ensured all pupils were invited on site for 1:1 “strive to develop specialist provision or small group tutorials during the second half of and expertise in a range of areas.” 10 11 Pupil Premium (PP) Leadership

The Planning Process Premium and are at a point where practice is Foundation Year - Continuous Development Covid The strategic planning cycle for 2019-2020 positively developing rapidly. 2019-2020 saw the implementation of the Our individual academy leadership teams have reflected the hard work and learning that our PP Governor Development Continuous Development process, replacing the exhibited a flexibility to morph into teams that can leaders had committed to during the previous two The Trust Lead for PP delivered a workshop at QKA former Performance Management approach. The meet the new demands of a given situation. years. The PP strategic plans adopted the DfE’s for Academy Committee members focusing on the guidance, written by Jodie McDonald, Head of best-practice planning model and were acutely Whilst one might argue that leadership has had reality of the “disadvantaged” circumstances in HR, is a significant step forward for our focus on focused on breaking down the barriers to learning little choice over direction since March 2020 it school and how committee members can have leader development and leadership across our that so many of our disadvantaged learners face. does not detract from the performance of our impact in this aspect of their work. It was agreed Trust academies. leadership teams to rise to a new reality and adapt The PP planning process identifies the “what” of that all academies would have a named committee The idea of a continuous process focused on both physical and work-based environments. what needs doing to improve our disadvantaged member with an enhanced responsibility for behaviours and attitudes is a fertile bed for the students’ progress and enjoyment at school. It PP/Disadvantaged children. The needs that the situation has raised has development of leadership and the idea of also identifies the leadership skills and attitudes exemplified the valuable leadership support that Disadvantaged Student Activity developing people to meet their potential. The that are necessary to ensure that implementation central TDET services offers our academies. Co-Ordinators self-directed learning and responsibility for one’s of the plan is successful. The plans clearly Special mention for the role that Harvinder The DSACs continued their work in five of our own development will result in a learning identified the skills and attitudes that are needed Rajput, our H & S lead, has had in shaping Health academies, providing opportunities for our organisation that is continually improving the to build a team approach to PP strategy. and Safety guidelines across our Trust academies. disadvantaged students to attend events, sporting quality of its leadership at all levels with the Future Focus opportunities and activities aimed at building a ultimate goal of positively impacting our Coaching Pupil Premium leaders focused on two main distinct “cultural capital”. The role, that from students’ experience at school and outcomes. Leadership coaching forms an integral part of the central education service offering and continues areas up to February 2020: 2020-2021 will no longer be centrally funded, will Leadership Development continue at TDAJ where the tireless work of Kelly to offer valuable developmental support to a wide l Parental engagement – What are our Leader (leadership) workshops continue to be an Joiner and the team resulted in a wonderful range of individuals and teams across the Trust. expectations? What do our learners need? How do effective method of developing leadership teams programme of activities. we shape our practice to influence parent and pupil across our Trust academies and introducing Foundations have been laid to further grow the skill aspirations? Following the Education Endowment Post Covid appropriate theory. There is no better example of of coaching and the number of coaches that are accessible to our Trust employees. The “coaching Foundation’s focus on parental engagement, the The work and focus of our PP leaders and DSACs the success of this approach than in the approach” ( WHITE PAPER / Truth and Courage/ PP leaders began to implement events and changed considerably from March 2020 with the development of a coaching culture led by the Implementing a Coaching Culture with Better communication strategies that are focused on lockdown of our academies. The issue of access to leadership team at GPA and the significant steps Conversations Every Day, Centre for Creative building “a learning partnership” with parents. The learning (hardware) for our disadvantaged students that have been made at WPA to bring the leadership Leadership, Douglas Riddle) aligns seamlessly with necessity of this work could not have been more and the concern around them falling behind with team together and focused on a shared vision. the Continuous Development process and has the fitting for what was about to happen, and one can school work (gaps in learning) resulted in a sizeable The work that is covered in the workshops fits potential to make that process one that firmly only hope that the fall-out from Covid results in operation across our academies to stay in touch and strategically with the advent of our Continuous aligns with our Trust’s Strategic Intent. Whilst the closer relationships across our academies and motivate this group of students to continue to study. Development focus and is resulting in leaders success of coaching is something that needs to their communities, especially for the most This effort saw academy teams go over and above the that question their approach to school come from “the horse’s mouth”, it is fair to say that vulnerable students. remit of their roles, often delivering paper-based work development from a relationships viewpoint. it is having a significant positive impact especially to homes and ensuring that our families were in a l Leadership and PP – further development of key The first workshop delivered to all our academy in our academies where it is more concentrated. position to help their children whilst at home. skills and attitudes and time allocations to, leaders focused on Organisational Design and The success of our leadership-focused work this amongst other foci, team building, strategic Mention must also be made to our finance and Structure, a focus that can significantly impact year has firmly placed us in a position to grow development, influencing, building external catering teams and the massive operation of ensuring the ability of our academies to ensure that the (scope and spread) next academic year and intensify relationships and distributing leadership of PP. The that children received their Free School Meals. right work is attempted by the right people with Trust’s academy leaders for PP had, over the the focus and value of this work. An exciting time to The return to school has seen a focus on tutoring the right time-allocations and skills. course of two years, certainly developed their self- be involved with leadership development at TDET. and an effort to identify the “learning gaps” and awareness in relation to what leadership skills are emotional needs of our children, particularly our John Hinch necessary to have success with the use of the Pupil disadvantaged students. Leadership & Pupil Premium Lead

12 13 Combined Cadet Force (Army, RAF, Police and Minicadets) Literacy and EAL

Army Section Gladstone Primary Academy and most recently, The academic year of 2019-2020 brought which came to the fore significantly during the The Army Section continues to go from strength to Richard Barnes Academy. its own unique challenges due to the pandemic as we set out to speak to parents in strength under the leadership of Capt. Wilson, who their own language wherever possible to ensure All Minicadets are given a passport when they join pandemic but we began work in is not only running the Thomas Deacon Academy the health and safety of our pupils and staff, as and work through it over the year. They also have a September 2019 determined to build on section, but also our satellite CCF sections at well as to support our efforts to maintain Community Challenge to complete each week. the strong networks built across the Trust Queen Katharine Academy, Nene Park Academy over the previous year. learning at home. and St John Fisher RC School. Minicadets within the respective schools has had a As part of our engagement strategy at the Trust, positive effect on discipline within each unit. We We set out to deliver on our strategic plan Recruitment across all schools is thriving and we also facilitated training at Gladstone Primary are now looking to start a mentoring system in the objectives by promoting the celebration of our continuing to grow. Five of our cadets across the Academy and Thomas Deacon Academy, new year to keep the momentum going. diversity and multilingualism, while maintaining Trust completed their Senior Cadet Instructor our major drive to grow our reading culture and following excellent training provided by Queen Cadre (SCIS), which then gives them the Corps of Drums provision as part of the wider literacy focus on Katharine Academy in the previous academic opportunity to be promoted to Sergeant. This is The Corps of Drums is looking to recruit in 2021 oracy and vocabulary. We also set out to provide year, based on their Erasmus research project, the largest number of cadets we have sent on and is hoping to have at least six drummers that increasing support to our subject teams across collaboration with the Compas charity and the this course to date and is a great achievement. will meet weekly at Thomas Deacon Academy, so the curriculum to understand, take ownership Roma community. Both schools began the year watch this space. with a deeper understanding of the hidden We had a fantastic recruitment campaign which and plan for the specific literacy demands of their numbers of Roma pupils in their midst, their culminated in October 2019 with a Recruit camp Lockdown own disciplines. history of persecution and discrimination as well at Wretham, Thetford for over 100 cadets, both Lockdown brought its own challenges but did not Thanks to the Peterborough City Council as the support available to this community. At Army and RAF. 90% of those cadets passed their stop the cadets from completing challenges Community Fund, we were very excited to finally Thomas Deacon Academy we also began, in Basic First Aid and Drill. including parading outside their own homes on VE open our bilingual club at Gladstone Primary conjunction with Schools of Tomorrow (SoTo), a Day in full uniform. They had the opportunity to Academy having recruited and trained bilingual We did our annual Remembrance Parade at TDA community programme which elected student gain lockdown badges for the following tasks: activity leaders for Romanian and Czech/Slovak and took part in the Peterborough Remembrance representatives from each of the largest shelter building, cooking and fitness. The cadets groups in the Autumn term. This formed part of a Parade marching from the Town Hall to language communities in the school. These were also able to purchase CCF Lockdown tee unique approach to the academy’s language and Peterborough Cathedral. students came together to celebrate their shirts in place of the usual Camp tee shirts. literacy strategy, while making even stronger links diversity and to develop ways to listen more to the We held a pizza party and a Christmas party for Staff Training with its multilingual communities. This initiative cadets across the Trust. voices of their diverse communities and bring We have three new members of staff join across also builds on the development of an effective issues that matter to them to the attention of the RAF Section the Trust and they are now halfway through their induction group to cater expertly for the many wider school community. The RAF section had a very successful year with its adult training and we are hoping to get them fully young people and families who join the school as numbers plateauing in the mid-twenties. They are qualified in the new year. Sarah-Jane Hope has new arrivals, often with little or no English On the literacy front, as vocabulary improvement all on course for completing Parts 1 and 2 of their been promoted to Flying Officer, which we fully language. This group has enabled a much work has become more embedded with the buy- training. We hope to resume these qualifications in support. Well done! smoother transition into mainstream schooling in across the Trust to the Bedrock vocabulary the near future when the pandemic allows. for those youngsters. programme in both primary and secondary In conclusion, cadets generally across the Trust schools, thanks, in part, to Cambridge University Police Section is thriving. We managed through the pandemic to As a Trust, we have numbers of EAL pupils far funding, we have continued to look at school- The Police Section is under review and looking to achieve some of our tasks and syllabus and this above the national average, with many arriving specific support. At Upwood Primary Academy, re-start in January 2021 under new management is down to the tremendous time and effort our during the academic year and so we have where the vocabulary work has been most with a big recruitment drive in 2021. staff put in across the board. We managed to re- continued to train staff to provide assessments successful and embedded, a paired learning walk start all cadet and minicadet contingents with not only in English language proficiency but also Minicadets activity in English identified the need for further great success under difficult circumstances. in literacy in their home languages, adding Minicadets goes from strength to strength. We work to be done on developing oracy within the Romanian and Russian to the languages in which now run Minicadets for the following five schools: school. At Queen Katharine Academy, we have Lt. Col. Chris Thompson we can offer this service. We also added Thomas Deacon Academy Juniors, Warboys worked collaboratively to support the delivery of a CCF Lead Lithuanian to the range of languages we can Primary Academy, Welbourne Primary Academy, Year 7 challenging science curriculum to those facilitate for interpreting and support services,

14 15 Literacy Schools Gladstone Primary Academy and EAL (cont) Last year was not quite what we were pupils who are in the expecting, but overall, the academy has Accelerated Curriculum groups, had another successful year. as part of a coached model to empower and upskill staff in The academy was inspected in October 2019 and delivering high quality, the report, whilst RI overall, identified significant language-rich lessons across improvements with behaviour and attitudes; the disciplines. The Trust has personal development; leadership and also supported the TDET management, and early years all being judged as librarian to create a new library ‘good’. This inspection was early in the new Ofsted network group which began framework and the intent and implementation of work to train and develop staff the curriculum were strong, but new approaches in across the Trust to understand English and Maths had not had time to impact on library provision and share national outcomes and this was the limiting factor resource and expertise, as part in achieving an overall ‘good’ judgement. We were of a wider focus on leadership pleased to receive a personal letter from Amanda challenges such as high levels of mobility with an development. Spielman, HM Chief Inspector, following the Induction Group and an after-school Bilingual Club publication of the report congratulating the that promotes both children’s home language, the We had a strong year also in academy on the improvements and our ‘better, early acquisition of English and to build developing our approaches more logically sequenced approach to learning.’ relationships with communities and families that based on reliable, evidence- We are particularly proud of the good judgement have been traditionally hard to reach. We continue informed practice, such as for EYFS, which includes the Gladstone Primary to work with local and national networks, including asking our schools to use the Preschool, which is now managed by the academy the Schools of Tomorrow’s Build Back Better Education Endowment and the Trust. The preschool saw significant Action Research Project. Foundation framework to improvements in the quality of provision and an evaluate their own practice During the pandemic, the academy successfully increase in the number of children, over last year. against their approved provided key worker provision and remote standards for literacy and the The Power Teaching and Learning approach in education. The support provided by the academy Bell Foundation and their English and Maths continues and now this is more was very strong and well-received by families and standards for EAL practice. This established, we are seeing rapid progress. These videoed lessons allowed parents to see the high work was unfortunately halted improvements would have been reflected in quality of teaching provided. Uptake of remote by the changing priorities national outcomes for 2020, if not for the education was high, with some year groups created by the Covid crisis, but pandemic. Since the inspection, the academy has reaching 89%. This required a flexible approach, it will resume as soon as we are continued to deliver high-quality education across with the academy providing both paper-based and able. Similarly, we have used a broad curriculum. Specialist teachers for some online learning. We saw a significant increase in Quigley’s acclaimed research subjects (Music, PE, Spanish, Art and Music) the proportion of families qualifying for FSM over on ‘Closing the Vocabulary Gap’ ensure that children have the best possible the first lockdown, showing more challenging and ‘Closing the Reading Gap’ opportunities in these areas. An example of this circumstances for many of our families. to inform our work, moving into was children from GPA taking the first four places Attendance was high when the academy partially the next academic year, in a national Spanish competition. Subject reopened, demonstrating families’ confidence in particularly on a much-needed frameworks have been developed for humanities the measures the academy and the Trust had secondary reading strategy. and the academy is looking forward to developing a taken to reopen in the safest way possible. The STEM approach, with support from the Trust, for pandemic has highlighted the need for improved Colin Baxter computing and DT over the coming year. The digital access for our children, both at home and Literacy & EAL Strategy Lead academy continues to innovate and respond to within the academy.

17 Queen Katharine Academy

We continue to offer a broad and ambitious We have more than doubled the number of students curriculum for every student in every key stage. Our going to university from QKA (this year 100% of Key Stage 3 offer comprises a range of practical and them are first generation), increased the ‘rank’ of academic subjects both through the Aspire those universities significantly and we have had 4 Curriculum and the Accelerated Curriculum (a consecutive years of improved results (in 2019 our curriculum for students who are not yet secondary- average grade jumped by 1). The proportions of ready). These work in parallel to ensure that every students going to university were: 58% in 2017-18, student who attends the academy has the 66% in 2018-19 and 68% in 2019-20 opportunity to progress and succeed. During the course of the year, the Geography, Progress has continued on an upwards trajectory English and Languages departments all received for the fourth consecutive year. League tables are the PTI Subject Leadership Mark from the Prince’s cancelled for this year but, following a rigorous Teaching Institute. This Mark recognises these and thorough Centre Assessed Grades process, departments’ commitment to developing a the Progress 8 figure improved from -0.28 in 2019 challenging, innovative and enriching curriculum to -0.16 for the 2020 outcomes. This further and sharing best-practice. In addition, the English progress was underpinned by an improvement in Department’s work on the Subject Leadership English (-0.67 to -0.58), Ebacc (-0.05 to +0.04) and Programme has been recognised as exceptional Open (-0.28 to +0.07). and has been nominated for the PTI’s Bernice McCabe award: an award to promote and Our sixth form is consistently over-subscribed, celebrate excellence in subject leadership. with a value added consistently in the top 10% of the country (as high as 17th overall in the country We have also continued to provide opportunities for The academy has embraced Continuous resulted in more effective interaction and in 2018 and 1st in Peterborough on multiple our More Able and Talented students. At the Development, and this has further supported staff conversely, whilst families have been more remote occasions). This success was recently marked by beginning of the year our most able scientists in development, engagement, and motivation. The during the lockdown, the links between the two SSAT awards acknowledging the progress our Year 7 were invited to a Marine Engineering academy has seen improved retention and new academy and families have never been stronger. students make against national benchmarks in workshop led by the Sea Cadets. At the same time, high-quality appointments have been made. High- While the pandemic has thrown up many both academic and vocational subjects – we would our Year 11 HPA students were being mentored by quality leadership development has resulted in one challenges, some of the solutions and new ways of have expected to retain these in 2020. Sixth Form students to support them in revision and of the academy’s senior leaders being seconded working have proved more effective than the preparation for their GCSE exams. We continued into a head of school role within the Trust. This has traditional ways schools have operated. In the working with Insight Discover with our Year 7 and 8 allowed the opportunity to restructure the current climate, to protect bubbles, we are students, Insight Explore with Years 9 and 10, and academy’s leadership and widen leadership delivering lunches to classrooms, rather than the The Brilliant Club with our Sixth Form students. Our further. Financially, the academy continues to whole school going to the hall for lunch, making Sixth Form students also started their Villiers Park generate a surplus of around 6% while maintaining lunchtimes smoother, calmer, and more pleasant projects, focusing on STEM subjects and leadership. quality education. Support from the Trust’s for all involved. The time saved by virtual The Student Leadership Team is now well facilities, health and safety and finance teams have assemblies across Zoom and Teams has saved established in school with all Head Students, been invaluable and allowed staff to focus on hours across the term without the need to bring Deputy Head Students, Prefects and Tutor Reps providing the best quality of education possible over everyone together for assemblies. The pandemic in place and a clear programme has now been the pandemic. will pass, but it will leave a positive mark on the implemented to ensure student views are way we operate as we move forward. The response from GPA staff during the pandemic cascaded from tutor groups, through to the SLT by the student leadership team. has highlighted their commitment to our children Simon Martin and families. Different communication routes, Principal Student Leaders have completed training as Anti- Gladstone Primary including videos and weekly phone calls, have Academy

18 19 Richard Barnes Academy

Bullying Ambassadors and organised the ‘Make ensure alignment with the People Strategy. Since joining TDET on 1st May 2020, RBA Premises Update your Mark’ campaign which was completed as a There has been a substantial amount of work We have also developed a Continuous Professional has been rebranded and is now based tutor time activity for Parliament Week. undertaken across both campuses since Development website to enable staff to take across two campuses – the Fitzwilliam academisation to significantly improve our Recently, members of the Student Leadership ownership of their own development with access campus and the Trinity campus. curriculum and staff well-being offer, including new team attended a Mental Health Summit where to a wide range of high quality CPD resources. The school day has been changed to alleviate a signage, dedicated new classrooms for Art and they represented the young people of QKA, sharing Over the year, 924 CPD activities were undertaken number of issues raised by stakeholders. There are Cooking and creation of staff rooms and additional their thoughts and concerns about the support or by staff at QKA, with 95.5% meeting or exceeding six 45-minute lessons Monday to Friday. Learner teaching space. In addition, there has been a lack of support available to young people for colleagues’ expectations. We are keen to see this views across both campuses have been gathered significant upgrade to the academy’s IT mental health in Peterborough. translate into impact in the classroom over the and the working group are refining these before they infrastructure including a server upgrade and a new next year. are presented to SLT and the Academy Committee We have developed many links with outside telephone system. agencies, including, but not exclusively, with the In addition, 2019-2020 saw QKA foster further links for final sign off. The ‘Values’ have been agreed as Rivers of the World project. This has involved our with primary schools. Both Science and English ‘Respect, Belief and Achievement’ and statements Teaching and Learning update Creative Arts faculty and our International Co- are being created to explain what these mean with We continue to develop our curriculum across all ordinator working with schools across the city to the RBA community. phases. At Key Stage 4, all learners have a timetable that ensures they have access to at least five Level 2 partner with schools around the world. This project The school website is being rebranded with an qualifications. The Key Stage 3 model that has been has seen QKA students’ work on display at the Tate estimated relaunch in January 2021. The school is established this year ensures that learners have Gallery and being exhibited at Orton Mere. now active on social media, particularly on Twitter access to a breadth of subject areas in order to lay under the @AcademyBarnes handle. We have also been developing our work on EAL. the skills and knowledge required for future learning We have an EAL Hub, run by languages A new school uniform for all learners (black branded at Key Stage 4 and beyond. The Primary curriculum colleagues. We also have a representative school jumper, white shirt, black trousers and black offer is initially play-based and focuses on developing speaking at the Languages Show, a national trainers or shoes) is in place. key learning, language and number skills. It is based conference usually held in Olympia in London: Since coming into post, a key area of focus has been around developing the ‘characteristics of effective ‘Embracing Cultural Identity in Educational to secure a Senior Leadership Team that allows learning’. Learners are taught through half-termly Settings’. Languages colleagues have also been sufficient capacity to achieve the improvement that is topics to provide breadth (based on the national invited to talk at the Linguascope Conference required to ensure that the Richard Barnes Academy curriculum) and are further developed and (another national event) and are going to provide is a beacon of best practice in the Alternative personalised to our learners’ interests so that they an article for the Association of Language Provision sector.. have the necessary skills to return to and access a Learning’s next publication. mainstream curriculum. Our work with Roma continues to be recognised, departments ran clubs that reached out to Year 6. All subject areas have 6-week Schemes of Work that with a QKA colleague speaking at the British Fostering these links has contributed to the fact are cross-referenced to Oak National Academy to Academy and at the NALDIC national conference that QKA has continued on an upward trajectory in ensure that we have a blended approach in place and an article about the Academy featuring in the terms of the number of students on roll. Since a should learners need to work from home following a Roma documentary, ‘The Traveller Times’. period of decline, numbers have risen steadily from Covid incident. 2018, with September 2020 seeing our Year 7 cohort A key development at QKA this year was the The Combined Cadet Force is now built into our consisting of 259 students (237 in 2019; 195 in introduction of Continuous Development in place timetable for Years 5 and 6 and Years 8 and 9. We are 2018). This development is set to continue in 2021. of the out-dated Performance Management in the process of training one of our HLTA staff at the system. This radically changed the focus for staff Lynn Mayes Trinity campus so that he can deliver these sessions development, making it accessible to both to our learners in Years 8 and 9. teachers and support colleagues and really Principal focusing attention on people being the best that The AP for QE has worked closely with the TDA they can be. This change also focused colleagues’ Exams Lead (LB) to ensure that we have in place attention on the TDET values and behaviours to

20 21 Richard Barnes Academy (cont)

robust procedures to deliver examinations across has been a significant improvement in learner other members of staff who have been DSL trained SEND & Inclusion Update both campuses. LB has completed an initial exams engagement and behaviour. This support will to ensure that we have four members of staff at each A significant piece of work has been started by the audit that gives clear recommendations for us to continue into 2021. campus to respond to any concerns that arise. Assistant Principal (SEND & Inclusion) on developing develop our practice. We have an exam overview in the therapeutic offer at RBA. Safeguarding Update To ensure that we are able to monitor any learner that place that provides an accurate picture of the is not in school due to Covid-19, our Safe and Well We have appointed a Forest School Lead and an qualifications that each learner is entered for and the MyConcern has replaced CPOMS as the school MIS Officer will visit the learner at home to do a doorstep Emotional Literacy Support Assistant (ELSA). These number of entries that will achieve. We have included for managing all safeguarding concerns. check. This will be recorded on MyConcern to ensure roles will work across both campuses and will be Learner FFT Aspire targets within this document so All staff have received appropriate Safeguarding and that we have a clear audit trail of our actions. accessed through a referral system. that we are able to determine whether learners are Child Protection training via the Safeguarding A new safeguarding booklet for visitors has been We now have in place a full-time school counsellor to on track to achieve their potential. Network. completed and safeguarding posters with staff support learners across both campuses. BTEC staff have completed CPD to ensure that we The AP for Safeguarding has put in place an RBA pictures have been placed across both campuses. The Exams Access Arrangements screener has been are compliant with the Quality Assurance measures Prevent Action plan and all staff have completed the The AP for Safeguarding, Behaviour and Attitudes completed for Year 11 pupils. Identified pupils will be required by the awarding body. Home Office Prevent online training course. has completed the LA Domestic Abuse and Prevent put forward for additional assessment with the I am delighted to share that two of our Maths To ensure that all staff are confident in the use of Course for School Leads. specialist assessor. The AP for SEND & Inclusion is teachers have been accepted onto the ‘Teaching of MyConcern, additional training has been put in to leading on the completion of the online applications Mastery Maths Advocate Programme’. This work will To ensure the wellbeing of our DDSL staff, the DSL is ensure that colleagues are competent in recording and associated ‘Form 8s’ for each learner. in the process of completing a Safeguarding be rolled out across both campuses in due course. concerns. To support this process, we have three Supervision course to ensure that she is able to The AP for SEND & Inclusion has completed a two- Our Science staff have been effectively support those staff with the very day ‘Nurture training’ course. This is a new working with Bob Duddridge challenging and complex cases that they are intervention at RBA and will be hugely beneficial to (TDET Science Lead) to develop the presented with on a weekly basis. To support this our primary learners at the Fitzwilliam campus. Science curriculum across the work, we are in the process of developing a campuses as it was felt that staff Work has begun to create robust 'sensory dens' at ‘Supervision Policy and Contract’ that will sit were having issues maintaining the Fitzwilliam site which will be placed outside alongside other Safeguarding policies. learner engagement throughout classrooms in the Primary areas. lessons. Staff have reported that Nick Morley since Bob has been involved there Principal

23 22 Thomas Deacon Academy Seniors and Juniors

Week The launch of the Character Curriculum part of every student’s No. Learning Objective(s) Key knowledge GCSE Pod / CGP Support / Oak National HW/HL education with a number Our six pillars of character: Confidence, Term One volunteering Commitment, Courtesy, Compassion, Courage Welcome to GCSE English N/A programme which Please share Expectations, Examinations, and Curiosity are rooted in the TDA ethos, culture, Course Content with Pupils. Ensuring you ficus supports local and on setting up classroom routines. Please ensure and vision and are a key focus of our character 1 national charities. this includes Home Learning Expectations and education of ‘how we do things around here’. Our managing resources (class-books). A key strand of the Please ensure you complete this handwriting pillars of character create the atmosphere and task during this lesson. character curriculum environment of our all-through Academy, Language paper 2 Section B GCSE Pod: is our student reward GCSE pod Reading Skills Language paper 1 – Reading > Reading Skills: Comparing texts / Identifying and interpreting Identifying and interpreting Explicit embedded within the expectations placed on 1 explicit and implicit information and ideas / and Implicit information and ideas system of recognising W/C students and all staff with new key staffing inference skills / evaluating textx / literary l Writers 7th 2 superb aspects of devices l Inference Skills structures and CPD fully supporting personal Sep- l Evaluating Texts attendance, behaviour tember development and enrichment. We ensure the 6 Cs l Literary Devices and the Exam structure P1, The and attitudes to going Effects Used assessment objectives P2, Q1&Q2 are immersed in all interactions with students and ‘over and above’. P3, Q3&Q4 P4, Q4 P5 visible to all in the academy environment, and Language Paper 1 Section B English Language full course > How to write for success Writing > Creative Writing character education is explicit in our formal and I Do / We do / /You do lesson Descriptive writing: The basics Descriptive writing: more non-formal curriculum. On a termly basis, we 3 advanced techniques shine a spotlight on one specific characteristic Narrative Writing: The basics Narrative writing: More advanced which links into year group virtual assemblies, techniques charity work and community engagement to form Example of English SOW The department Subject Action Plans (SAPs) are also heavily engrained with the digital aspects and evidence of the programmes and digital technology each curriculum area is using can be found as a clear strand in the SAPs.

Digital delivery at TDA to provide high quality education for all

This year, all staff at TDA have understood the Whilst it remains important to keep students and TDA Sixth Form gain an understanding of the workplace and need, more so than ever, for digital learning and teachers connected when needed remotely, it is develop key skills through real-world projects. education. We quickly moved into an action plan to also at the forefront of our plans to further enhance TDA Sixth Form have been developing their develop staff and student understanding of online the teaching and learning provision at TDA through programme of opportunities and experiences to In January 2020, 30 Year 12 students volunteered to teaching tools, ensuring that should we have the the use of digital technology, and therefore the support students in developing the character skills act as peer mentors for younger students in the need for remote learning (whether this be due to CPD given to staff so far has planned for the use of they need for the future and their understanding of school, with the aim of developing academic skills isolation or a further lockdown) students and staff Teams as part of the ‘In-Academy’ as well as the how to access the next stages of their education or and knowledge. The students received mentor felt ready and prepared to continue with education ‘Home’ learning aspects. We have blended the use career. An Access to Cambridge visit to St training through KidScape with funding from the remotely. It has been at the forefront of CPD of technology, alongside hard copies of CGP Catharine’s College provided 10 students with an ‘Take Your Place’ project and embarked on their planning and moving resources, through using programmes such as understanding of what it is like to study at an mentoring journey before the first lockdown took its forwards, to train staff GCSE POD, Hegarty Maths and Edu-cake and this Oxbridge university and led to record numbers of impact. 14 students received Leadership and on all aspects of Teams has seen a great student uptake, particularly from Oxbridge applicants, with four of the six Cambridge Organiser training from Citizens UK, in preparation and to introduce staff to Year 11s with GCSE POD. Many curriculum areas applicants applying to St Catharine’s. for planning and instigating the inaugural Peterborough Young Persons’ Mental Health other digital platforms now have this written into their termly schemes of Eight students completed the TATA Consultancy Summit which will take place in November 2020. that can support and aid learning as is evidenced below, taken from the Services work experience in the summer, which, their curricula and English Year 10 curriculum. even though it was switched to an online All our Year 12 students also completed the pastoral experiences programme due to the pandemic, allowed them to National Citizenship Service, experiencing an throughout the outdoor activity residential to develop teamwork academic year.

24 25 Upwood Primary Academy skills, concluding in a social action project In line with our core purpose, we are committed to At Upwood, there has been a focus on curriculum completed in their local community. Students were ensuring that TDA students develop the necessary development for some of the Foundation also encouraged to lead their own comprehensive knowledge, skills and character to become well- subjects. Staff worked together to outline the extra-curricular programme, with support from rounded citizens who are able to make a positive curriculum for History, Geography, Computing teachers and the Sixth Form team, which included contribution to society and to continue with their and Religious Education. sports clubs, a Medicine and Veterinary Society and learning journey beyond the Sixth Form. the initiation of a model United Nations. During the autumn term, pupils enjoyed taking Rick Carroll part in many whole school events. There was a Principal Jack and the Beanstalk production, a Christmas play, a Numeracy day for the NSPCC and the Year TDA Juniors 6 pupils were fantastic buddies for our youngest Pupils, their families and the local community Early in the Autumn term 2019, TDAJ were life as it would have been living pupils in foundation stage. remain at the heart of Upwood. The Parent invited to take part in an inter-school 'Year 5 in the year 490 BC at the time of Teacher Association have continued to raise Story Writing' competition. the Battle of Marathon. Year 3 money and have enabled the school to buy more children took part in an Egyptian Over 300 pupils took part and the judges said, "All iPads for all pupils to use. The engagement and Morning, dressing up in Egyptian of TDAJ did amazingly well”. However, two of our support remain high and pupils benefit greatly outfits and taking part in a pupils did exceptionally well and came 1st and from their help and encouragement. variety of activities. The children were so excited and 2nd! Both children received book vouchers as a enjoyed learning about this topic in a memorable way. prize for their achievements. Year 6 pupils returned for the last two days of At Christmas time, the Junior Choir joined with term to spend time with each other and say their We are proud of the achievements of our school pupils from the Secondary Phase to take part in goodbyes. Mrs Wilkinson helped them to council this year. In the Autumn term they were our annual Christmas Carol Service held at celebrate their time at Upwood and staff were busy organising ‘Operation Shoebox’ run by the Peterborough Cathedral. They were joined by Samaritan’s Purse Christmas Child Operation. able to wish them well in secondary school. pupils, staff and parents from a variety of other Children and staff brought in a shoebox with items Lockdown learning – Videos sent on Microsoft schools in Peterborough. The term ended with a of gifts for boys and girls for different age groups. fantastic performance from our Year 3 children in Teams were useful for parents to support their As a school we collected an amazing 96 the show, ‘BAH Humbug’. child’s learning and the use of video to model Shoeboxes. These were distributed to children Pupils at Upwood responded well to remote aspects of learning will be used going forward. abroad who are less fortunate than we are. In the spring term, a cake and coffee morning was learning on Microsoft Teams. They particularly organised for our parents and carers. During the There have been some changes in staffing at In addition to this, the school council also organised enjoyed solving riddles and puzzles set by Mrs event, we listened to parents about their views on Upwood this year. Mrs Whitelaw left the school the Children in Need appeal. Everyone had lots of Whitelaw. The teachers were proud of the learning communication and home learning. We were pleased fun throughout the day, dressing up in something after 17 years as Headteacher. The parents, to see a high number of parents participating in that was happening at home. IPads were loaned spotty and holding a cake stall. We raised £530.20. pupils, staff and local community said their discussions with staff about the school, helping us to to any pupil that needed a way to access the farewells in several events and gave Mrs We held our first National School meals week this shape the future of communication and learning at online learning; this enabled all pupils to engage. Whitelaw a good send off! year as part of our ‘Taste for Yourself’ campaign. home. In response to the feedback, our subject Lockdown Learning – The use of Microsoft Teams This gave parents/carers the opportunity to come leaders planned to hold workshops to support parents I joined Upwood as Head of School, in September was very successful during lockdown. This is and join their children for lunch and sample the in understanding more about how the children learn in and I am thoroughly enjoying getting to know fantastic meals our children receive every day. The something that will continue to be used, as it is a school. In February, the first maths workshop was everyone and I am looking forward to developing children were also involved in assemblies and more effective way to communicate homework held and parents were given the opportunity to sit next Upwood even further. lessons linked to the theme of the week. This to their child in a maths lesson and were able to and share learning from home with teachers. helped them to gain a greater understanding of speak to the subject leader to discuss how they could Also, staggered times that pupils arrive at school Amy Warboys the importance of healthy eating. support their child at home with calculations. The have had a positive impact on early morning Head of School Throughout the year children participated in various feedback from parents was extremely positive and we learning. Pupils arrive in school ready to learn educational events and trips. As part of their topic, aim to hold further events in the future. and complete independent tasks. Year 5 held a ‘Life in Ancient Greece Day’. A Lucy Burks professional company came in and spent the day with them. The children took part in role-play to experience Head of TDA Juniors

26 27 Warboys Primary Academy Welbourne Primary Academy

Our curriculum continues to evolve, so that it their associated emotions. meets the needs of all our learners. The Children, staff and parents are benefitting greatly pedagogy of Power Teaching and Learning is from being part of the Art of Brilliance Recovery firmly embedded within literacy and maths. Programme. It focuses on enabling every The same approach to teaching and learning is individual to be the best person that they can be! used across the curriculum when appropriate. We pride ourselves on having a positive, We continue to follow our philosophy of offering a supportive relationship with all our school broad and balanced curriculum to all children. community, this is always reflected in parent Senior Leaders have been working hard at WPA a real celebration of strong partnership working Cornerstones themed approach is used as a base questionnaires. School staff are readily available to critically analyse their curriculum and identify between home and school. for some foundation subjects. Our children at the start and end of the school day and make ways in which it could be enhanced. They have The pastoral support for families was outstanding and benefit greatly from having their learning quality time available to engage with parents. developed a strong sense of what is working staff worked tirelessly to ensure that we were touching embedded into a topic where they can then apply base with everyone on a regular basis. Over 180 ‘Safe We have developed the way that we use Twitter well in the academy as well as identifying their knowledge and skills across several and Well’ telephone calls were made and resources, and Facebook, so that children's learning is aspects requiring further development. subjects and make meaningful links. such as iPads, were delivered to houses to support shared with a wider audience. The areas for development have been identified as: families in their homes. We are grateful to our During lockdown, those children who still attended We have had several children join our school applying a consistent approach to the teaching of neighbours at UPA for loaning us a bank of iPads for school had the opportunity to engage in daily physical Reading, Writing and Maths and ensuring existing because they have not thrived in other settings. We distribution to our families. activity. Adults and children commented on how good practice is shared more widely across the team. work positively with children and parents to ensure The school values have become securely embedded beneficial this was for all children, both physically that every child has access to high quality Through focused research, we learned from and evident in all aspects of the academy’s work. and mentally. As a result, we have altered timetables education, whilst feeling happy and nurtured. colleagues within the Trust and further afield, There is a strong sense of pride at WPA which is across the school, so that children have at least three evidence-based strategies that led to increased shared by pupils, staff and the wider community. A structured PE sessions per week, instead of two. We As a school we continue to develop external consistency and made a direct impact on raising newly formed senior leadership team have developed have one member of staff who was an apprentice partnerships and improve community standards. This enabled senior leaders to create a as professionals in the most challenging of two years ago at Welbourne in Sport and Education, engagement e.g., Kingsgate Church have recently tightly focused Action Plan to raise standards in Maths circumstances, but they are united in their strong who has been retained and this year has confidently raised £3000 for school to purchase some new and Literacy. This is currently in the early stages of vision for the school which is bringing about rapid taken on the role of PE Lead. Chromebooks for our children. implementation, but we have already seen a changes and facilitating growth and development. significant difference in the retention of learning Numbers are gradually climbing at the school and key We have also prioritised the teaching of PSHE To support home learning we introduced the APP, across the school, levels of engagement and the policy developments such as Behaviour and PSHE are and have given it more dedicated teaching and Class Dojo, during lockdown. This has enabled quality of work produced by pupils. We are confident making a positive contribution to the ethos of the learning time during the week, so that children our children to access daily learning, complete it that the measures we have implemented will enable academy. Staff and parental surveys show that have sufficient opportunity to discuss and explore on paper or electronically and then upload a us to achieve our goals and we are excited about perceptions of the school are highly positive, and embedding our teaching methods over the next year relationships continue to be a strength. so that we can see the impact in the educational outcomes of our pupils. The academy has gone from strength to strength throughout the course of the year and whilst much of The Covid-19 crisis forced the academy into new ways the work we ended up doing was unplanned, it has of working from March onwards but engagement with provided opportunities for us to learn and develop in our community always remained a high priority. In creative and innovative ways and I remain incredibly designing and implementing our digital strategy, we proud of all that we have achieved together. kept a focus on relationships and ‘connections’ at the core of our work. As a result of this we implemented a Becky Ford highly successful digital strategy which saw 76% of Principal our pupils completing work at least weekly or more and 67% of parents in regular communication with their child’s teacher. The children excelled in both the quality and variety of work they produced, and this was

28 29 Welbourne Primary Academy(cont) Iqra Academy

photograph of it. Teachers and parents are then meetings and teaching in the future. The academy works very closely with the Teacher of the Year’ sponsored by AMS UK. Michael able to comment on the learning. was the winner of the ‘Caring Neighbour’ Award at Welbourne has a fantastic team of people Thomas Deacon Education Trust, to share the Pride in Peterborough Annual Awards. Michael For some parents this is the most we have working within the school. Everyone understands good practice and to improve its is Chair of the Association of Muslim Schools for engaged them in their child’s learning – we wish their role and supports each other to ensure that accountability. Iqra Academy personifies the East Midlands and sits on the Peterborough for this to continue. Therefore, we are using Class we meet our strategic intent. A recent survey the Trust’s mission of “Unity of Purpose, Partnership of Secondary Schools Head Teachers’ Dojo to set weekly home learning and it is being showed that staff in school are happy, proud and Diversity of Practice”. Committee. Michael is also an Academy Committee used at least once during the week in class, so feel valued. Iqra has remained open throughout the Covid member (governor) at TDA and Chair of the that all children know exactly how to access and lockdown, looking after the vulnerable and We work closely with our Academy Committee Academy Committee at TDA Juniors. upload their learning. members (governors), who, through Covid -19, providing blended learning opportunities to Iqra Academy holds the National Interfaith The use of the APP is working for the majority of have continued to monitor and support school. prepare all students for their future lives and the Schools ‘Health & Well-Being’ Award and has our families - as all they need is a mobile phone. world of work. Virtual platforms have been used effectively for recently been shortlisted for the Muslim News We are in the process of ensuring all children in Iqra Academy is now one of the highest staff meetings and professional development ‘Excellence in Sport’ National Award. In 2020, Key Stage 2 can use Microsoft Teams and aim to performing girl’s schools in the country. It boasts during the partial lockdown. We have continued Iqra Academy students won the prestigious be able to use this system for some live class record GCSE results with 94% of students to have all staff meetings and CPD on-line. CPD National ‘Young Writers Poetry’ competition and achieving 5+ GCSE passes at grade 4+ and 63% of is working exceptionally well, as staff watch a as a result have had their entries published. pre-recorded video, PowerPoint or on-line students achieving 10+ GCSE passes at grade 4+. The Student Leadership team goes from strength webinar, they then complete a reflective task, All students at Iqra Academy are EAL students to strength and presented at the ‘Schools of which focuses on how the training will impact on and its Progress 8 score this year of +1.68 is one Tomorrow’ International Student Leadership their teaching and learning. of the best in the country and well above the national average. conference in the Netherlands. The team head up the School Community and Volunteering work, Claire Everton The academy’s Principal, Dr Michael Wright, is which all students participate in. This year they Principal the current National Interfaith Schools ‘Head

30 31 Iqra Academy (cont) Business information

raised thousands of pounds for the school to Iqra Academy is the first Muslim Girls School in become a soup kitchen and venue for the city’s the country to run a Combined Cadet Force, homeless and needy, in providing them with food which it proudly offers in partnership with and overnight accommodation at the school. Thomas Deacon Academy. Students attended the Annual National Camp in Thetford and competed Iqra Academy all-conquering school football with schools from across the country. An Iqra team won their fourth national title in succession Academy Student was named ‘Cadet of the Year’ when they became the Association of Muslim for her exceptional leadership qualities. Schools National Champions in 2020. Iqra Academy is a sister school of Arsenal Football The academy’s ‘Enrichment Charter’ supports Club and the team is sponsored by the Royal Air the academy values of Integrity, Quality, Respect Force. Iqra Academy cricket team compete and Aspiration. It provides opportunities in nationally and several of the team went on to community work, careers, CCF, Drama, Arts, successfully pass the English Cricket Board Music and Sports which helps make Iqra ‘Young Leaders Award.’ They were presented with Academy such a high-performing school both in their certificates at the home of English cricket, and out of the classroom. Lords Cricket Ground, London. An Iqra Academy student also gained one of only three national Dr Michael Wright awards presented by the ECB for her cricket- Principal related voluntary work.

32 33 Business Services update TDET Financial Summary

During 2019-20, TDET Business l Cashless Schools: As well as removing paper, Services consolidated its position as a we have moved our largest academy to be central team of business experts and completely cashless. Despite additional costs associated with have seen improvements in pupil-teacher ratios provided vital support in TDET’s l Summer Works Programme: We delivered the our response to the Covid-19 pandemic, in all our academies year on year. While not all response to the Covid-19 pandemic. largest scheduled summer works programme TDET has once again delivered sound academies meet the national benchmarks, we Under the CDE (Compliance, Delivery, ever undertaken by the Trust. Work was financial outcomes in 2019-20, recognise the importance of delivering a Enablement) mantra, we continue to provide carried out at all sites and included reactive achieving an underlying surplus of curriculum that is appropriate for the children we expert strategic advice and deliver operational alterations to comply with Covid-19 safety £166k against the revenue budget. serve and smaller classes for many of these guidance, provision for external play areas, cohorts are necessary. support that ensures compliance while improving Increased focus on salary costs throughout the alterations to several classroom spaces, ad- standards across the Trust. year meant that the “Pay as a % of income” was We also continue to consolidate non-salary hoc building work, as well as a significant We have strengthened the central team this year maintained at 78%, despite new posts and expenditure where we can. During the year, the package of works at Richard Barnes Academy with investment in new roles in Finance, HR and approved salary increases during the year. This cleaning service was outsourced delivering a 10% to enhance the environment pupils would Payroll, with a Payroll Manager being appointed included a reduction in leadership costs of 15% saving as well as receiving further reductions return to for the new academic year. to bring the payroll service back in house. across the Trust. against our catering costs. Our move to a more l Catering: Our commitment to providing online environment means some non-staff costs Throughout the year, the team delivered and We continue to see increased pupil numbers, tailored hot meals for all children continued have been reduced as digital solutions have oversaw a range of key projects that moves the particularly at Queen Katharine Academy, and we before, during and after the national lockdown. been embedded. Trust, and its academies, forward: We achieved this throughout the year. This l Covid Response: The whole of the Business commitment extended to providing food Services team played key roles in helping TDET parcels and meals for all eligible children who respond to the global pandemic. Administering were not in school. We also started providing Free School Meal voucher schemes; providing meals, under a commercial arrangement, to hot meals to children in school; keeping the Peterborough University Technical College. buildings safe and ‘Covid clean’; moving to an l Continuous Development: We developed and online digital learning environment; supporting implemented a new ‘appraisal’ system called staff and their well-being; offering 1:1 support the Continuous Development Conversation for all staff who needed it during the crisis. (CDC). This new approach focuses on personal These are just some of the key initiatives that development and a behaviour framework that were vital in our collective response to aligns with TDET’s values. It allows for maintaining education for children whilst flexibility in objective setting where progress ensuring staff were fully supported. depends on context and external influences. l Payroll: We launched our all-in-one online l HR Business Partnering: This year was the first payroll service. Our payroll app means all full year of HR Business Partners supporting employees now complete time sheets, claim academy and trust leaders. These relationships expenses, view payslips, P60s and other have proved invaluable in supporting day to day documents and update their personal details challenges while giving strategic direction to all through their phone or computer. People matters within the People Strategy. l Paperless Office: A move to remote working l On-boarding of new schools: we successfully expedited our plans to remove the paper from completed the inward transfer of the Peterborough our business services. All financial and payroll Pupil Referral Service, which was renamed processes are now paperless, and more Richard Barnes Academy (RBA), on 1st May 2020. efficient than previously. Simon Smith Director of Resources 34 35 Health and Safety

Health and Safety came to the fore during the year and was at the heart of our Despite a heavy focus on our Covid response, progress was made against the response to the global pandemic. Health and Safety strategy including: We developed and implemented a Trust-wide ‘Covid-19 Secure Risk Assessment and Management Guidance’ that gave structure and co-ordination to the development of local academy protocols, and Fully embedding the online process for Developing a robust internal assessment enabled safe practices and environments across the Trust and all the academies’ day-to-day activities, 1 reporting and investigating incidents. 5 process, ie. audit, that is structured and ie. working, learning, and visiting. coordinated for ‘SEND’ and ‘Health’. This was regularly reviewed in line with local and national guidance and was widely recognised as Implementing an online Health and best-practice, including from Public Health England. 2 Safety Training programme with a 91% Transitioning from ‘generic’ to specialist completion rate in the first few months 6 ‘PUWER’ risk assessments for powered of launch. machinery.

Successfully establishing a Trust-wide Transitioning from ‘generic’ to ‘task-based’ 3 ‘Adult Mental Health First 7 risk assessments for non-specialist Aiders/Ambassadors’ team. tasks/activities.

Entering into an arrangement with Establishing a generic internal Health and 4 St John Ambulance to be our recognised 7 Safety audit process that will assess training provider for ‘physical health’ and ongoing compliance. ‘adult mental health’ training. Harvinder Rajput Health & Safety Manager

37 36 Members and Trustees Gladstone Primary
 Academy   

Bourges Boulevard Ramsey Road Peterborough Upwood Members: Trustees: PE1 2AN Huntingdon Miles Delap Julie Taylor, Chief Executive and Gladstone Street PE26 2QA

Dr Richard Barnes, (Chair of the Board Ian Clarkson Peterborough Paul Clegg (until December 2019) PE1 2BZ Adrian Peters (incorporating Gladstone Primary Academy Nursery) Kate Hall (from June 2020) Ian Wigston Mohamed Mavani

Mark Dorsett Kelly Peck Humberdale Way Mark Potter Warboys Mountsteven Avenue Saqib Rehman Huntingdon Peterborough PE28 2RX Simon Marsh (Chair of Resources Committee) PE4 6HX Simon Smith (incorporating Queen Katharine Academy Nursery)

Eric Winston (Chair of Education Committee)

Academy Committee Members Richard Barnes Academy Goodwin Walk Fitzwilliam Campus Peterborough Williamson Avenue, Peterborough PE3 6BA PE4 6NR Thomas Thomas Queen Gladstone Richard Upwood Warboys Welbourne Iqra and Deacon Deacon Katharine Primary Barnes Primary Primary Primary Academy Academy Academy Academy Academy Academy Academy Academy Academy Trinity Campus, Honeyhill Juniors Paston, Peterborough PE4 7DR Jane Wilson Michael Bernard John Turner Al Kingsley Ben John Jan Lowe Tariq Chair Wright Chair Barker Chair Chair Chair Conway Parker Chair Nawaz Chair Chair Chair Samantha Ruth David Sukaina Adam Enid Abbott Enterprise Way Cameron Fehrenbach Anderson Manji Tedesco Lucy Burks Barbara Yousaf Peterborough Sandra Betts Ismail Tariq Safura Tom Gary Moore Dave Adam Bond Queen’s Gardens PE3 8YQ Nawaz Houghton Baldwin Sargent Cornthwaite Claire Eeley Saqib Peterborough Alan Sadler Sharon Rehman John Peach Dawn Jonathan Sue Elvis Alan Evans Keogh PE1 2UW Lloyd Bendall Martin Waqas Adrian Thompson Suzanne Karen Tracy Rehman Peters Jamie Lynn Mayes Gaunt Harding Lawson Sharon Carter John Turner Whitelaw Mark Janet Howe Vanessa Natalie Cherry Cooper Norman Palmer Chris Shelley Crowley Walford Mike Myles- Kerry Carrie Petr Torak Sandeman Gardiner Puryer Trounce Michael Wright Carol White Toni Bailey Jenny Peter Stokes Wood-Eeles

Charlotte Wilkinson Thomas Deacon Education Trust Queen’s Gardens, Peterborough PE1 2UW 01733 426043 Registered Company Number: 05090788 38