LEO in the News Spring 2024 by LEO Academy Trust

LEO in the News

Spring Term 2024

LEO Academy Trust are excited to bring you the latest updates on the incredible achievements and endeavours of our exceptional pupils and dedicated staff across the Spring term. From innovative projects to inspiring achievements, LEO in the News aims to showcase the diverse talents and accomplishments across our academies. Join us as we celebrate the remarkable journeys of our pupils, parents and staff; highlighting their contributions to the local and wider communities. To keep up to date with our work, please follow us on Twitter and Facebook @LEOacademies, or on Instagram @LEOacademytrust.

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Design4SDGs - London school children win national design challenge at Bett UK BETT 2024: Cambridge empowers learners in a climate-impacted world How LEO Academy Trust uses Mote to achieve its ambitious Feedback policy objectives LEO Academy Trust: A Beacon for Digital Excellence New MAT report responds to House of Lords call for EdTech impact evidence Meet HUE, the ‘model’ student! - written by Julaan Govier of Cheam Common Junior Academy Meet HUE, the ‘model’ student! - written by Julaan Govier of Cheam Common Junior Academy How a combination of pedagogy and technology have raised learning outcomes at LEO Academy Trust PedTech: Transforming inclusive learning at LEO Academy Trust - Texthelp Phillip Hedger speaking about the PedTech report on BETT Radio 2024

Design4SDGs - London school children win national design challenge at Bett UK Students from Cheam Fields Primary Academy, Sutton, and Cheam Common Junior Academy, Worcester Park, were named winners of the Design4SDGs Design Challenge for their innovative solution to the United Nations’ Sustainable Development Goals (SDGs) on the main stage of Bett UK. The team from Cheam Fields Primary Academy transformed unusable land into an eco-area. They also intend to create a curriculum to be shared globally so that others around the world can benefit from their ideas. One of the winning teams from Cheam Common Junior Academy developed a fusion game combining elements of football and netball. This innovative approach aims to break down barriers and encourage participation by both genders in a single sporting activity. The game’s rules are designed to foster inclusivity and teamwork, emphasising cooperation and respect for all players. A second winning team from Cheam Common Junior Academy designed an air filter that can be fitted on roadsides and motorways to filter out harmful exhaust emissions and overall harmful gasses from the air we breathe. The new clean air will be repurposed and used to encourage plants and nature to grow. The students, aged 9-14, were selected from 45 schools from across the UK. The Design4SDGs Design Challenge, now in its second year at Bett UK, was launched by educator and Innovation X Founder Evo Hannan, to promote big thinking and innovative ideas on a large scale, providing solutions for the United Nations SDGs. Evo Hannan, founder of Innovation X, who runs the awards, said: “It was thrilling for the Design4SDGs Design Challenge to be back on the Bett UK stage for the second year running. Congratulations to students at Cheam Fields Primary Academy and Cheam Common Junior Academy for their fantastic innovations, and thank you to all the students who took part. The Design4SDGs Design Challenge aims to promote big thinking, and I hope the EdTech community at Bett UK are taking notice of the next generation’s ingenious ideas.” The challenge aims to drive grassroot innovation in schools across four key areas: critical thinking, collaboration, creativity, and communication. To read the full article, please click here.

BETT 2024: Cambridge empowers learners in a climate-impacted world

On Wednesday 24 January, Cambridge’s Climate Director Christine Özden returned to BETT as a judge for the Design4SDGs Design Challenge. The competition, open to all UK students aged 9-14, was created to promote big thinking and innovative ideas on a large scale, providing solutions for the United Nations Sustainable Development Goals (SDGs). The competition aims to drive grassroots innovation in schools by encouraging students to find solutions using four key skills: critical thinking, collaboration, creativity, and communication. The six target SDGs that students could base their solutions on are SDG3 – Good Health & Well-being; SDG4 – Quality Education; SDG5 – Gender Equality; SDG11 – Sustainable Cities & Communities; SDG12 – Responsible Consumption & Production; and SDG13 – Climate Action. There were 12 finalists, and they came from all over England. There were two finalists in each SDG category. The winning student teams from LEO Academy Trust were: • SDG 5 - Level Up - Cheam Common Junior Academy • SDG 11 - Cheam Fielders and Potters - Cheam Fields Primary Academy • SDG 13 - Better Breathers - Cheam Common Junior Academy Christine was impressed by the quality of the final entries, and by their potential to be scaled from schools into communities. “The ideas presented by students today are a powerful indication of how many young, innovative people are engaged and keen to build a more sustainable and brighter world – and that they have amazing talent, ambition and capability to create positive change on a large scale. “It is a privilege and a joy to judge this competition. Watching students present their ideas is enriching and inspiring – and the competition is also so aligned to Cambridge's values and efforts to contribute meaningfully to sustainability initiatives and climate action.” To read the full article, please click here.

How LEO Academy Trust uses Mote to achieve its ambitious Feedback policy objectives

At LEO, the aim of providing feedback is set out in its Feedback and Response policy as: “...to further children’s learning. It is an integral part of the learning process and time must be given to it. It provides key assessment information to inform planning. The impact of feedback diminishes over time – therefore feedback within a lesson is more effective than comments provided at a later date. Any written marking must be meaningful, manageable and motivating. Feedback should empower pupils to correct/improve their own work. Staff should be free to select the most suitable form of feedback that takes into account: the subject content; age and experience of learners; context of the learning.” Independently, and with the support and encouragement of LEO’s Leaders of English, Mote has become the tool of choice for teachers providing students with feedback during their writing process. The following is largely based on the findings of the independent research project conducted to assess LEO’s use of technology. The report summarised Mote's use within the writing process as follows: “In observations, teachers were able to use Mote to give personalised feedback to children during the editing stage of their writing process. This is useful as the children do not have to read the feedback they can listen to their teacher’s voice and refer back to this over and over again. This is useful to teachers as they can record quickly as opposed to writing a paragraph of detailed feedback. Technology can save the workload for teachers and still ensure high quality writing.” There is also a practical element to staff providing audio-recorded verbal feedback. As one teacher explained, it took them 1 ½ minutes to record verbal feedback for each child’s work that day -totalling approximately 45 minutes to complete their class set. However, historically it would have taken them at least 2 hours to mark the same volume of work using written feedback. According to one teacher interviewed for the study: “The feedback I provide through Mote is better actually, because I can explain more and easily give examples. Children say it sounds more friendly than when it’s written down, so I think that helps too”. In conclusion, Mote has proven to be an essential tool for enabling primary school (Elementary and Middle school) teachers at LEO Academy Trust to deliver purposeful, effective and personalised feedback to students, while the efficiency of verbal feedback supports the Trust’s policy framework goals of making feedback timely and manageable for educators. To read the full case study, please click here.

LEO Academy Trust: A Beacon for Digital Excellence

The LEO Academy Trust, comprising 9 schools across the London Borough of Sutton and Surrey, shines as a beacon of educational innovation and excellence. With over 4,500 students and 650 dedicated staff members, they've been lauded as a Department for Education Demonstrator School for their exemplary use of technology. This thriving community embodies the power of collaboration, exemplified by its longstanding partnership with Canopy, a leading provider of digital skills training and resources. Canopy and LEO Academy Trust's journey began in 2019, fueled by a shared vision: equipping both teachers and students with the tools and skills to thrive in a digital world. This unwavering commitment manifested through: Training: Supporting staff in becoming Google Certified Educators and Trainers, empowering them to guide and inspire their students. Consultancy: Collaborating with the Executive Leadership Team to unlock the full potential of digital technology and hybrid learning. Interactive Learning: Providing students and staff with access to Canopy's Workspace Skills – engaging tutorials that allow them to learn by doing and earn badges for mastering core Google tools. LEO's dedication to digital literacy went beyond mere access. They implemented an innovative digital passport, a framework that seamlessly integrates Canopy's skills progression with the Trust's computing and digital skills curriculum. This personalised approach, fueled by the gamified motivation of badge earning, transformed the learning experience from passive to active, from rote memorization to explorative mastery. The success of this partnership is etched in numbers: Nearly 15,000 digital badges were earned by LEO children, signifying their dedication and accomplishment. 75% of staff are certified in digital skills, showcasing a commitment to professional development. Achievements comparable to MATs 8-10 times LEO's size, a testament to their efficiency and effectiveness. The LEO Academy Trust and Canopy collaboration stands as a beacon for other educational institutions. Their approach, emphasising a strong foundation in digital skills, learner autonomy, and a growth mindset, offers a roadmap for success in the ever-evolving digital landscape. As we look to the future, LEO's innovative spirit and unwavering commitment to empowering their students with the tools they need to thrive in a technology-driven world serve as an inspiration for us all. To read the full article, please click here.

New MAT report responds to House of Lords call for EdTech impact evidence On 23 November 2023, a debate was raised in the House of Lords asking the government what assessment they have made of the role of Educational Technology (EdTech) being used in UK schools. Specifically, the debate enquired about impact in relation to educational outcomes and social development. However, a ground-breaking new report, launched by LEO Academy Trust on 14 December, raises the bar for all those seeking to understand the impact of digital technology when used in school contexts. The report, entitled ‘Changing Learning. Changing Lives: What happens when EdTech becomes PedTech’ is a 180-page review forensically probing all aspects of multi academy trust life. The research, led by Dr Fiona Aubrey-Smith, sets out findings which address the impact on teaching and learning, attainment and progress, inclusion and equity, as well as drawing out the impact on recruitment and retention, teacher workload, financial efficiencies, environmental sustainability, attendance, behaviour, SEND, mobility, MAT growth and many other areas besides. Phil Hedger, CEO of LEO Academy Trust explained, “Having embarked upon our digital journey across the trust some years ago, it was important to us to understand exactly what impact that investment had made. We knew our results had gone up, teachers were saving time and the trust was growing, but we wanted an independent, critical assessment so that we could learn from it and inform our strategic planning”. The research itself took place over 12 months, drawing upon a combination of 4,500 survey responses, 606 documents, 154 observations, 65 interviews, 24 focus groups and hundreds of hours of professional discussion and reflection. A group of 17 researchers worked together to unpack assumptions and activities forensically – with in depth observations of classroom practice, timing of digital versus non digital activities, comprehensive data analysis and diligent triangulation of perspectives from children, staff, parents and the wider community. The results set out powerful insights, alongside data informed narrative explaining the source of impact, and forward-facing recommendations. To read the full article, please click here.

Meet HUE, the ‘model’ student! written by Julaan Govier of Cheam Common Junior Academy

Technology can be an incredibly powerful tool for ‘modelling’ teaching and learning across all areas of the curriculum. When used effectively, it can help teachers to demonstrate new concepts and techniques in a clear, interactive and engaging way. Furthermore, it can also help children to learn at their own pace, individualise their learning and receive feedback on their work instantly. Therefore, this article intends to provide an interesting and artistic insight into my personal teaching and learning journey, and importantly, illustrate the ways I have used my HUE HD Pro document visualiser to support my pupils during their recent art and design lessons. Overall, HUE is one piece of invaluable technology that I can’t imagine teaching without on a daily basis. Firstly, the HUE HD Pro document visualisers have fortunately been a commonplace piece of technology in all classrooms within my school for many years. All teachers’ desks are adorned with the neat, colourful and ultra flexible little cameras and these have been utilised over the years during teaching and learning predominantly by a means of sharing teaching materials in a visualiser capacity. However, when Schools in the UK were forced to shut down in March 2020, in response to the COVID-19 pandemic, our HUE cameras became a real game changer for teachers and pupils alike. Fortunately as all our pupils had 1:1 Chromebook devices, teaching and learning continued for all our pupils as we could use the cameras to deliver live lessons and set up live hangouts with our classes. From that point onwards, the digital and technological journey at my school went from strength to strength and now the use of technology, to support and promote learning, is embedded in our daily practice. Today, as teachers working in a Google Reference School with a digital strategy at the forefront of all we do, we are constantly seeking creative ways to use technology that is deeply rooted in pedagogy and creativity to promote learning. By being encouraged to try new ways to use the technology available to us, this is where I have discovered that HUE cameras can be an invaluable and powerful tool for modelling teaching art in the classroom and an easy way to teach and create interactive activities that will keep students engaged. Now, HUE has become a ‘model’ student in our art lessons!

Meet HUE, the ‘model’ student! written by Julaan Govier of Cheam Common Junior Academy Next, to continue the exploration stage, the children had to explore creating and drawing their own fonts and typography. Again, the HUE HD Pro proved to be an excellent tool to instantly showcase the children’s creative work and allow for constructive feedback throughout the lesson. Due to its flexible nature, HUE could be easily adjusted in the moment by the pupils to zoom in on key components of their work they wanted to show and discuss. Then, to progress their skills even further, the pupils explored how to create ‘visual impact’ in their drawings and make ‘stronger drawings’ overall by using busy backgrounds to create their artworks on. When working with children (or adults!), we often try to do lots of mark making exercises to encourage them to use the whole range of values a pencil can make – from the palest to the darkest lines. Therefore, we used photocopied maps to provide a busy background for the pupils to prompt them to use dark lines and provide a way to help the children understand how they could make really strong, powerful and confident drawings, rather than the tentative marks which some children naturally make. The children loved it! Here, HUE proved to be an absolutely essential teaching tool to model how to create powerful marks and images that could be easily identified even on a busy background. Also, after the continuous use of using HUE in a more artistic manner in our lessons, the children were keen to get more creative and imaginative as there was the added incentive of having their own work showcased to the whole class for celebration and feedback. Finally, and probably the most exciting part of the project, the children had a double art lesson to put all their learning journey into practice and apply their new typography skills and their powerful drawing skills to make a visual map with 3D elements. Here the HUE HD Pro camera really proved to be imperative during the modelling process! I was able to (again) clearly model, in an interactive, creative and engaging way, to the whole class how to add 3D elements to a 2D surface. This was particularly useful due the ultra flexible neck of the HUE camera as I could really manipulate the views of my model art work to show the children how to create and attach the different elements. Overall, the children thoroughly enjoyed the project and produced some high quality artworks to be proud of! Equally, due to the video recording capacity of the HUE HD Pro, I was also able to capture all my own personal modelling which was also an additional advantage to my Year Five colleagues as a way of sharing best practice and quality first teaching. Prior to my teaching career, I also have a personal passion, background and several qualifications in art and design and graphic design. Also, my teaching degree has a specialism in art and drama and therefore I am a confident teacher of art at the primary phase. Being able to share my modelling techniques digitally with my colleagues with real ease is a real advantage to the quality of teaching and learning provided to our pupils. Notably, I feel passionately that HUE HD Pro cameras could be used across all areas of the curriculum to provide a way for teachers to model the intended learning outcomes or skills they want their pupils to acquire to make more successful learners! Overall, HUE is a fun, flexible and easy technological addition to any classroom! To read the full blog, please click here.

How a combination of pedagogy and technology have raised learning outcomes at LEO Academy Trust

LEO Academy Trust was mentioned in Google’s monthly international newsletter, praised for their PedTech Report. “LEO Academy Trust commissioned Dr Fiona Aubrey Smith to undertake a year-long, in-depth research project on the use of technology across the Trust. Included in the findings: the attainment of children at LEO schools significantly outperforms national norms in national tests.” To read the full report, please click here.

PedTech: Transforming inclusive learning at LEO Academy Trust Texthelp At Bett we were joined by panellists from the LEO Academy Trust, who gave us an insight into their impactful technology journey, emphasising its transformational effect on inclusive learning. Through a consistent pedagogical approach, the trust leverages 1-1 devices to empower students and educators alike, fostering personalised learning experiences and enhancing engagement in the classroom. Our panellists discussed how Texthelp tools, OrbitNote and Read&Write are enriching learning and equipping students across the Trust with essential skills for the future. Year 6 student, Ella discussed the positive impact of technology on learning, emphasising its role in making lessons more engaging and efficient.

Phillip Hedger speaking about the PedTech report on BETT Radio 2024

On the 25th January, our CEO, Phillip Hedger, appeared on BETT Radio to discuss the “Changing Learning, Changing Lives. What happens when EdTech becomes PedTech?” report and how the implementation of a variety of online learning resources has impacted the staff and pupils across LEO Academy Trust. “What technology can really do, is break down those barriers, and can make the classroom a more equitable place. It really makes inclusivity become a mindset.” “You’ve got that real dignity of learning that every child is the same. Some children have headphones on, some haven’t, but nobody’s standing out, and that’s what we’ve found is really making learning more engaging and is a great use of technology.” To watch the full show, please click here.

JOINING US At LEO Academy Trust, we are proud to provide endless opportunities for our pupils, staff, and the local communities we are part of. With over 650 members of staff, our academies are empowered to support each other to improve both outcomes for our pupils, and to drive performance across the wider school system. We are committed to promoting equality of opportunity for all staff and job applicants. We aim to create a supportive and inclusive working environment in which all individuals are able to make best use of their skills. Applications are invited from all members of the community. As a growing Multi-Academy Trust, we are always seeking to recruit talented professionals who share our vision, mission, values, and aims. To find out more about our current vacancies, please visit our website.