NETworking - Staff Newsletter Winter 2023/2024

The staff newsletter of Northern Education Trust

Outcomes Focused, Child Centred

Edition 4 - Winter 2023

Contents

3

Page 4

Message from the Chief Executive

Page 5

Northern Education Trust art gallery

Page 6

KS2 results

Page 7

GCSE results

Page 8

A level results

Page 9

Northern Education Trust art gallery

Page 10 - 11

Where did that system come from - Reading Routes

Page 12

UKMT Maths Challenge.

Page 13

Academy Councils

Page 14 - 15

NET Fest

Page 16 - 17

Principal Profile - Gemma Knox

Page 18

Northern Education Trust art gallery

Page 19

Spotlight on STEM clubs

Page 20 - 22

NET Staff College

Page 23

Poetry

Page 24 - 25

Student Voice Primary

Page 26

Student survey / graphic design catalogue

Page 27

Northern Education Trust art gallery

Page 28 - 29

A day in the life of Susan Forster, Bridge Manager, Thorp Academy

Page 30

Northern Education Trust art gallery

Page 31

Manor Community Academy compete at the National Dodgeball Finals 2023

Page 32 - 33

Principal Profile - Andrew Cowan

Page 34

Student Voice

Page 36 - 39

NET Games

Page 40 - 43

NET Tennis

Page 44

Welcome to Farringdon Community Academy

Page 45

The Sick Children’s Trust

Page 46 - 47

Where did that system come from - SOAP and ROAP

Page 48 - 49

A day in the life of Scarlett Townsend, Teaching Assistant, Mount Pellon Primary Academy

Page 50

The Blyth Academy students complete the Duke of Edinburgh Award

Page 51

Poetry

Page 52

Northern Education Trust art gallery

Message from the Chief Executive Welcome to the fourth edition of our staff newsletter – NETworking and a very happy new year to you all. Six months have passed since our last edition, and once again there is much to celebrate.

We are very pleased with outcomes for our A level, GCSE and KS2 students.

The majority of A level students achieved the grades required to allow them to access their first choice university placement, some of whom had unconditional offers, and several students achieved particularly good results, enabling them to progress to their Russell Group university of choice.

Outcomes for GCSE students improved overall since 2019 – an impressive achievement given the context of this year’s return to pre-pandemic exam grading, a much broader curriculum, and the fact that many academies are located in areas of high deprivation. KS2 students excelled themselves, with 72% of the cohort achieving the expected standard or higher, for combined reading, writing and maths – compared against the national result of 59%.

We were delighted to welcome Farringdon Community Academy into the trust family this year, and you can read more about the school on page 46. The trust has ambitious plans to grow over the next few years, continuing to implement our vision to improve outcomes and life chances for all children. As a trust with a strong track record of improving under-performing schools, we look forward to welcoming more schools into the trust and enabling their development journey.

It has been a joy to see the trust-wide events that have taken place this year – NET Fest, NET Games and NET Tennis – and to hear the students’ feedback when they have participated. Common themes are how much confidence children gain from being involved in these events; their delight when chosen to be included and their utter joy at participating; and impressively, how inspiring they find watching their peers. Younger children in particular say this about the older students, who they feel they can learn so much from, and aspire to be like.

The student voice is very important to us at Northern Education Trust, and as you will read in the profiles of Student President Ollie, Head Boy Noah and Head Girl Misty, it is a source of great pride for them to be involved. It is also a tremendous opportunity for them to experience leadership and be able to influence positive change. Children and young people can be remarkably wise beyond their years, as well as being receptive to the culture and environment we create and nurture for them at school. This was particularly apparent to me when I read Ollie’s profound answer to the question about why he wanted to take part in student voice – he answered that the academy is where he’ll spend the most important years of his life, so he wanted it to be the best it could be. I wholeheartedly agree and can think of no better way to introduce the rest of this issue of NETworking to you. I hope you enjoy reading it as much as I did.

Rob Tarn CBE Chief Executive

4

Art Gallery

By J.A. Dyke House Academy

By S.K. Badger Hill Academy 5

Northern Education Trust KS2 results exceed national percentages Northern Education Trust is delighted to share the impressive news that our primary KS2 students have achieved tremendous results again in July 2023. 72% of the cohort achieved the expected standard, or higher, for combined reading, writing and maths. This is compared against the national result of 59%. Of the entire cohort of 406 students across the trust, 60% are classed as disadvantaged (ie pupil premium students who receive free school meals), and 69% of those students achieved the expected standard, or higher, in reading, writing and maths combined. Given that some of these children live in the most deprived areas in the country, this is a remarkable achievement.

Results in the separate subjects of reading, writing and maths are equally notable:

6

•

76% achieved the expected standard or higher in reading, compared against 73% nationally.

•

80% achieved the expected standard or higher in writing, compared with 71% nationally.

•

83% achieved the expected standard or higher in maths, compared with 73% nationally.

Several academies were particularly pleased with their results: •

Badger Hill Primary Academy in Brotton saw 90% achieving the expected standard in reading, writing and maths combined, with 93% and 97% achieving the expected standard or higher in writing and maths respectively. In reading, 100% of students achieved the expected standard or higher, with a magnificent 80% achieving greater depth.

•

Frederick Nattrass Primary Academy in Stockton saw 89% achieve at least the expected standard in reading, writing and maths combined.

•

Mount Pellon Primary Academy in Halifax saw 64% of students achieving at the expected standard in all three subjects – the first time that the academy has achieved higher than the national percentage (59% this year).

Deputy Chief Executive Jane Wilson said: “We are tremendously pleased with the results this year. Everyone has worked extremely hard to ensure that our students have caught up on any remaining lost learning due to the pandemic. These results are testament to the efforts and determination of staff, families and of course, the students, to continue to learn and progress. The excellent achievements of our students means that they move into the next stage of their education with the best possible foundation. This will enable them to reach their potential and will ultimately enhance their life chances.”

Northern Education Trust delighted with GCSE results Students and staff are delighted with the results achieved, particularly in the context of the return to pre-pandemic grading.

The percentage of students across the trust who have achieved strong passes (at grade 5+) in English and maths has improved overall since 2019 by 3%, and by 1% at grade 4+. Set against the context of this year’s return to pre-pandemic exam grading, a much broader curriculum, and the fact that many academies are located in areas of high deprivation, with 45% of secondary students eligible for pupil premium, this is a very good achievement.

At grade 5+ for English and maths, students at 8 out of 12 academies either maintained or improved upon performances from 2019, with significant improvements for the 3 newest academies to join Northern Education Trust: Freebrough Academy (34% increase); Walbottle Academy (26% increase); and Hetton Academy (15% increase). It is a similar picture for English and maths at 4+, with 8 out of 12 academies improving their performances from 2019, and again with Freebrough showing a 25% increase; Walbottle showing a 21% increase; and Hetton showing a 10% increase. Freebrough Academy also had the highest number of students in the trust achieving 5+ for English and maths (60%), and 4+ at 75%.

Both Grangefield Academy in Stockton and Freebrough Academy in Brotton were inspected by Ofsted in the last academic year, with both academies being graded Outstanding. Freebrough Academy had previously been graded Inadequate prior to joining the trust. Walbottle Academy in Newcastle was also inspected last year, and having also previously been graded Inadequate prior to joining the trust, it was graded Good in January 2023.

All secondary academies have seen an increase in the number of entries to the English Baccalaureate (EBacc), improving by 31% overall up to 49%. 7 academies showing significant increases of more than 35% compared against 2019. Similarly, all academies have seen improvements in EBacc achievement at both grade 5+ and 4+. 17% of students overall achieved at 5+, an increase of 12% from 2019; and 26% achieved at 4+, an increase of 18% on 2019.

Rob Tarn CBE, Chief Executive, is very pleased with the results, saying: “Our students have worked incredibly hard over the last few years to achieve these results, with many overcoming difficult barriers to do so. I am delighted that their hard work has been rewarded with these outcomes and I am extremely proud of them – these results are the culmination of their continued efforts and dedication, allowing them to progress to the next stage of their lives with confidence in their ability to succeed.

My congratulations go to every single one of them, and I wish them every possible success in their future.”

Mark Sanders OBE, Chair of the trust board, added his congratulations, saying: “These results clearly demonstrate the effectiveness and success of the NORTHERN model of school improvement, allowing us to fulfil our vision of enhancing the life chances of our students. My thanks go to the staff for their energy and commitment to ensuring our students succeed, and to all parents, carers, governors and the trust board for their continual support. I am filled with pride for our students’ achievements.”

7

Northern Education Trust pleased with A level results 6th form students at Dyke House, Thorp and Walbottle Academies have performed well in their A level and vocational qualifications this summer.

The trust was pleased with the results for its A level students this year, with some strong outcomes for students, enabling them to progress to universities and apprenticeships. The majority of students achieved the grades required to allow them to access their first-choice university placement, some of whom had unconditional offers.

The small number of students who needed to go through clearing were fully supported by the academies.

There were particularly strong performances in several subject areas: Health and Social Care, Criminology, English Language and English Literature. Additionally, Art and Photography, Biology, Business and Finance, History, Law and Sociology all performed well.

Several students achieved particularly good results, enabling them to progress to their Russell Group university of choice: Dyke House Academy student Taha is studying Mechanical Engineering at Durham University; and Katy is studying English Literature at University of Oxford, both having achieved A*, A and B grades.

Thorp Academy student Sam is studying Language and Cultures at University of York; Lewis is studying Physical Sciences at University of Birmingham, both having achieved A* and A grades. Sam was ecstatic about his results and is hoping to attain a career working in speech and language development. Sam was a tremendous student whose unquestionable passion for his subjects also led him to support his peers with their studies, by providing extra revision materials.

Lewis was very happy with his results, so much so he was pleasantly surprised by his A in Physics, following a difficult paper. Lewis was an exceptional student who had been highly commended for his work ethic and commitment to his studies by both staff and students. Lewis said that he was looking forward to having the independence that University offers and learning course content that he couldn’t access from home.

Walbottle student Emily is studying Chemical Engineering at University of Cambridge; Michael is studying Chemistry with Medicinal Chemistry at University of Newcastle; Alex is studying Criminology at Durham University, all having achieved A* and A grades. Emily was really pleased with her results, especially her A* in maths, and was really looking forward to all of the new opportunities and exciting things that she will learn at university. She hopes to become an engineer working in energy generation in connection to climate change.

Rob Tarn CBE, Chief Executive, said: “We are pleased with the A level results this year, following the first set of external examinations this cohort of students have sat due to the pandemic. They have worked extremely hard - their results are testament to that effort, and they have performed well, as we expected. We are very proud of them, and their results enable them to progress well-equipped to the next stage of their lives. I am very grateful to our dedicated staff for their relentless focus on ensuring these young people achieve their best possible outcomes to enhance their life chances, and I know they join me in wishing them every success for their future.”

8

Art Gallery

By A.P. Farringdon Community Academy

By E.S. Thorp Academy 9

Where did that system come from?

Reading Routes, Louise Mower, English Teacher, North Shore Academy.

Can you explain Reading Routes for anyone who doesn’t know what it is?

Reading Routes is an initiative that enables children to try out different types of books. They go on a ‘route’ and it’ll have a selection of books for a particular genre, and a range of abilities and levels of difficulty within that.

Over three years, students experience a wide range of different books and hopefully find books that they like reading, which encourages them to read independently outside of Reading Routes.

Students are rewarded as they read and they also have a chance each week, in their weekly Drop Everything and Read (DEAR) lesson, to read the book they’ve chosen from the route. They will also have an extract from each of the other books on that route in these lessons, allowing them to receive a flavour of these as well. Students also have independent reading time each week within their DEAR lesson and this allows us to support those children where home is not the easiest place to read, whilst also telling students that reading is really important, as all the evidence shows that those who read more do better in every single subject.

The main thing we wanted with Reading Routes was to help students escape into a story and receive the positive mental well-being that comes with reading. We wanted to build their vocabulary and knowledge, giving them everything every child deserves and make reading fun through rewards.

Is it used in primary and secondary?

Yes, Reading Routes began in secondary. I worked with Jan Atkinson who was the Librarian at North Shore Academy at the time and she was absolutely fantastic.

After its first year, primaries started looking into developing their first version of Reading Routes and began implementing this after lockdown. It has been in our primary academies for a couple of years now, led by the Primary Director and it has been very successful.

How and why did you come up with the idea for Reading Routes?

Rob Tarn CBE, Chief Executive, asked Andrew Murphy who was the principal at North Shore at the time, to take an idea, which was different to what Reading Routes became, and bring it to life. Andrew came to see me and asked what I thought. I thought it was a really good idea to promote reading but I felt we also needed to think about ways to make it more accessible for everyone. Jan and I had already been thinking about a smaller enrichment project at North Shore so we took both ideas and turned them into Reading Routes.

It was an intense period of time as we put the idea together in a week and Andrew took it to the Executive meeting for review and approval. It was a very expensive initiative as we would need to buy thousands of pounds

10

worth of books for all of the secondary academies. It was a huge investment but the Executive team saw the potential of how powerful this initiative could be, and it was approved. Whilst it was a fast and frantic time it was also really exciting and we were very happy that the Executive team trusted our idea.

How did you go about developing and implementing it?

To begin with we had to think through a lot of ideas and scenarios for the routes and what books to have, and there were a lot of logistics to consider, for example; how would we manage this in lessons or how would we order that volume of books from suppliers? There was a lot of learning on our feet as we launched within 2 weeks!

However, we felt lucky because the staff who were going to lead on this initiative in academies, and members of SLT, could see how important it was and the huge potential it had, so people were happy to support us.

We did training with key staff who would lead on this initiative and they delivered whole school training with all staff, as students could be taught by different teachers each week in their DEAR lesson and they may not be an English teacher. Lots of lessons were created and shared out across the trust. The responsibility was then handed to those key staff to create future lessons – it was a real trust-wide effort.

What were student reactions to Reading Routes?

Students were very excited; choosing their books, experiencing that lovely, shiny new book smell, and were very eager to talk to staff about their books.

Students also loved receiving the rewards and aimed to achieve these quickly, reading one book straight after the other. There was a lot of buzz and conversation throughout the academies and students really liked having the time in school to read.

How successful has Reading Routes been and what have been the changes you’ve seen as a result of using it?

It has been really successful. Reading Routes launched in September 2019 and is running into its 4th year. It has gone from strength to strength each year and always catches the interest of Ofsted and visitors.

Lots of local schools who are not part of NET have shown interest and wanted to implement this into their schools, which I think further shows how important Reading Routes is. It has encouraged a lot of students to read and to enjoy reading. We also have students with SEN needs, lower reading abilities or who have English as a second language (EAL), and we wanted them involved as well.

We tried adding easier books but some students still struggled so we introduced paired reading. Students can read with administrative staff and other students, for example, a Year 7 students will pair with a Year 9 student, to help them with their reading. This happens in a communal space in many academies and if you are lucky enough to witness this, it is the most beautiful thing to see.

It is incredibly heart-warming that those children who struggle get to enjoy stories, and for their student mentors it is an important skill for them to gain – it is really special and shows the power reading can have. Reading Routes has also created a buzz around academies: students love to talk about what they are reading and enjoy visiting the library to borrow books.

Reading Routes

Route Key Horrible Science (Arnold, Nick)

Murderous Maths (Poskitt, Kjartan)

Where will your reading take you?

Now or Never: A Dunkirk Story (Bali, Rai)

The Blyth Academy

Bone Talk (Gourlay, Candy)

Stories For Boys Who Dare to %H 'L΍HUHQW %URRNHV %HQ

A Time Traveller’s Guide To Life, the Universe and Everything (Flitcroft, Ian)

Blyth Dead End In Norvelt (Gantos, Jack)

Kirkley Hall The Astronaut’s Handbook (Stowell, Louie)

The Hunger Games (Collins, Suzanne)

Percy Jackson and the Lightning Theif (Riordan, Rick) The Bubble Wrap Boy (Earle, Phil)

You Can Change the World: Everyday 7HHQ +HURHV 0DNLQJ $ 'L΍HUHQFH Everywhere (Rooke, Margaret)

The Adventures of Dog Man 2 (Pilkey, Dav)

Time Travelling with a Hamster (Welford, Ross)

Boy 87 (Fountain, Ele) The Rest of Us Just Live Here (Ness, Patrick)

The Weight of Water (Crossan, Sarah)

The Hitchhiker’s Guide to the Galaxy (Adams, Douglas)

Harry Potter and the Cursed Child 5RZOLQJ - . 7L΍DQ\ - 7KRUQH -

Sci-Fi

Thriller

Comedy Central

Adventure

Fantasy

Explorer

Crime

Classics

International Globetrotter

Revolutionaries

Aspirations and Inspirations

Mystery

Poetry and Historical Fiction

Sport

Comedy

Humour Dystopian

The Book Thief (Zusack, Marcus)

The Blyth Academy

Mortal Engines (Reeves, Phillip)

Horror

Rebound (Alexander, Kwame)

Divergent (Roth, Veronica)

Seaton Sluice Night Circus (Morgenstern) Colour of the Sun (Almond, David)

The Recruit (Muchamore, Robert)

Be Calm: Be Your Best Self Everyday (Be You) (Teen Breathe)

St Mary's Lighthouse

The Knife of Never Letting Go (Ness, Patrick)

Hound Of The Baskervilles (Doyle, Arthur Conan)

Gone (Grant, Michael)

Northern Lights (Pullman, Philip)

Jesmond Dene

Jesmond

Ghost (Reynolds, Jason)

Beast Quest (Blade, Adam)

B ALTI C FL OUR M I L L S

In The Mouth of the Wolf (Morpurgo, Michael)

Tynemouth

Wallsend

The Best Medicine (Humill, Christine) Baltic Centre for Contemporary Art

A Good Day For Climbing Trees (Jacobs, Jaco)

Tynemouth Priory and Castle

Tall Story (Gourlay, Candy)

Haunt: Dead Scared (Jobling, Curtis)

Of Mice and Men (Steinbeck, John)

Bog Child (Dowd, Siobhan)

Pitch Invasion (Palmer, Tom)

&OL΍KDQJHU (Wilson, Jacqueline)

Moby Dick (Merville, Herman)

The House With Chicken Legs (Anderson, Sophie)

They Did it First (Leung, Julie)

Women In Sport: 50 Fearless Athletes Who Played To Win (Ignotofsky, Rachel)

6LOYHUȴQ +LJVRQ &KDUOLH

Hilton Primary Academy

Lord Of The Flies (Golding, William)

Around The World in Eighty Days (Verne, Jules)

The Owl Service (Garner, Alan)

Whitley Bay

Geek Girl (Smale, Holly)

The Boy Who Hit Play (Daykin, Chloe)

Walbottle Academy

A Skinful of Shadows (Hardinge, Francis)

A Wrinkle In Time (L’Engle, Madeleine)

You Are Awesome: Find Your &RQȴGHQFH DQG 'are to be Brilliant at (Almost) Anything (Syed, Matthew)

Gosforth

Embassy Of The Dead (Mabbitt, Will)

Walbottle Academy

Where The World Ends (McCaughrean, Geraldine)

Night Speakers (Sparks, Ali)

Maze Runner (Dashner, James)

Curious Incident of the Dog In The Night Time (Haddon, Mark)

Ponteland

Newcastle upon Tyne

Below Zero (Smith, Dan)

Witch Watch (Pounder, Sibeal)

Rugby Spirit (Siggins, Gerard)

George Stephenson's Birthplace

South Shields The Boy at The Back Of The Class (Rauf, Onjali)

Thorp Academy

A Monster Calls (Ness, Patrick)

River Tyne

Noughts & Crosses (Blackman, Malorie)

Blaydon The True Colours of Coral Glen (Forrester, Juliette)

The Graveyard Book (Gaiman, Neil)

Ghost Boys (Rhodes, Jewell Parker)

Murder Most Unladylike (Stevens, Robin)

Gateshead

Red House Academy

Millennium Bridge

The Ruby In The Smoke (Pullman, Philip)

World War 1 (DK)

A Pinch of Magic (Harrison, Michelle)

Angel of the North

The Ecology Book (DK ‘Big Ideas’ series)

Hetton Academy Dracula (Stoker, Bram)

20,000 Leagues Under The Sea (Verne, Jules)

Skulduggery Pleasant: Book One (Landy, Derek)

Farringdon Community Academy

D-Day Dog (Palmer, Tom)

Hetton Academy

Knowledge Encyclopedia of History (DK Books)

Earth (DK Children)

Reading Routes

Outcomes Focused, Child Centred

Route Key Horrible Science (Arnold, Nick)

Murderous Maths (Poskitt, Kjartan)

Where will your reading take you?

Now or Never: A Dunkirk Story (Bali, Rai)

The Blyth Academy

Bone Talk (Gourlay, Candy)

Stories For Boys Who Dare to %H 'L΍HUHQW %URRNHV %HQ

A Time Traveller’s Guide To Life, the Universe and Everything (Flitcroft, Ian)

Blyth Dead End In Norvelt (Gantos, Jack)

Kirkley Hall

The Hunger Games (Collins, Suzanne)

Percy Jackson and the Lightning Theif (Riordan, Rick)

The Astronaut’s Handbook (Stowell, Louie) The Bubble Wrap Boy (Earle, Phil) You Can Change the World: Everyday 7HHQ +HURHV 0DNLQJ $ 'L΍HUHQFH Everywhere (Rooke, Margaret)

The Adventures of Dog Man 2 (Pilkey, Dav)

Time Travelling with a Hamster (Welford, Ross)

The Weight of Water (Crossan, Sarah)

The Hitchhiker’s Guide to the Galaxy (Adams, Douglas)

Harry Potter and the Cursed Child 5RZOLQJ - . 7L΍DQ\ - 7KRUQH -

Horror

Sci-Fi

Thriller

Comedy Central

Adventure

Fantasy

Explorer

Crime

Classics

International Globetrotter

Revolutionaries

Aspirations and Inspirations

Mystery

Poetry and Historical Fiction

Sport

Comedy

Humour Dystopian

The Book Thief (Zusack, Marcus)

The Blyth Academy

Mortal Engines (Reeves, Phillip) Boy 87 (Fountain, Ele) The Rest of Us Just Live Here (Ness, Patrick)

Red House Academy Farringdon Academy The Enemy (Higson, Charlie)

The Falcon’s Malteser (Horowitz, Anthony)

Ice Monster (Walliams, David)

Framed (Cotterill Boyce, Frank) Explorers (DK)

The Silver Eyes (Cawthon, Scott)

The Rise of Wolves (Thomson, Kerr)

Long Way Down (Reynolds, Jason)

Thorp Academy

What were staff reactions to Reading Routes?

The reaction to Reading Routes was overwhelmingly positive. Myself and Jan were very nervous when it first started. I delivered my first training session with senior leaders, who have so many important things that they need to lead on and they could have viewed this as another job on a long list. But instead, they were really enthusiastic, asking plenty of questions as they wanted to get it right. One colleague left my training session and immediately called her principal asking them to get everyone together to make a start on implementing Reading Routes straight away. There was a domino effect!

Cirque Du Freak (Shan, Darren)

Tom Gates: Dog Zombie Rules (Pichon, Liz)

Rebound (Alexander, Kwame)

Divergent (Roth, Veronica)

Seaton Sluice Night Circus (Morgenstern) Colour of the Sun (Almond, David)

The Recruit (Muchamore, Robert)

St Mary's Lighthouse

The Knife of Never Letting Go (Ness, Patrick)

Hound Of The Baskervilles (Doyle, Arthur Conan)

Gone (Grant, Michael)

Northern Lights (Pullman, Philip)

Jesmond Dene

Jesmond

Beast Quest (Blade, Adam)

B ALT I C FLOUR M I LLS

In The Mouth of the Wolf (Morpurgo, Michael)

Ghost (Reynolds, Jason)

Tynemouth

Wallsend

The Best Medicine (Humill, Christine) Baltic Centre for Contemporary Art

A Good Day For Climbing Trees (Jacobs, Jaco)

Tynemouth Priory and Castle

Tall Story (Gourlay, Candy)

Haunt: Dead Scared (Jobling, Curtis)

Of Mice and Men (Steinbeck, John)

Bog Child (Dowd, Siobhan)

Pitch Invasion (Palmer, Tom)

&OL΍KDQJHU (Wilson, Jacqueline)

Moby Dick (Merville, Herman)

The House With Chicken Legs (Anderson, Sophie)

They Did it First (Leung, Julie)

Women In Sport: 50 Fearless Athletes Who Played To Win (Ignotofsky, Rachel)

6LOYHUȴQ +LJVRQ &KDUOLH

Hilton Primary Academy

Lord Of The Flies (Golding, William)

Around The World in Eighty Days (Verne, Jules)

The Owl Service (Garner, Alan)

Be Calm: Be Your Best Self Everyday (Be You) (Teen Breathe)

Whitley Bay

Geek Girl (Smale, Holly)

The Boy Who Hit Play (Daykin, Chloe)

Walbottle Academy

A Skinful of Shadows (Hardinge, Francis)

A Wrinkle In Time (L’Engle, Madeleine)

You Are Awesome: Find Your &RQȴGHQFH DQG 'are to be Brilliant at (Almost) Anything (Syed, Matthew)

Gosforth

Embassy Of The Dead (Mabbitt, Will)

Walbottle Academy

Where The World Ends (McCaughrean, Geraldine)

Night Speakers (Sparks, Ali)

Maze Runner (Dashner, James)

Curious Incident of the Dog In The Night Time (Haddon, Mark)

Ponteland

Newcastle upon Tyne

Below Zero (Smith, Dan)

Witch Watch (Pounder, Sibeal)

Rugby Spirit (Siggins, Gerard)

George Stephenson's Birthplace

South Shields The Boy at The Back Of The Class (Rauf, Onjali)

Thorp Academy

A Monster Calls (Ness, Patrick)

River Tyne

Noughts & Crosses (Blackman, Malorie)

Blaydon The True Colours of Coral Glen (Forrester, Juliette)

Ghost Boys (Rhodes, Jewell Parker)

Murder Most Unladylike (Stevens, Robin)

The Graveyard Book (Gaiman, Neil)

Gateshead

Red House Academy

Millennium Bridge

Farringdon Academy

The Ruby In The Smoke (Pullman, Philip)

World War 1 (DK)

A Pinch of Magic (Harrison, Michelle)

Angel of the North

The Ecology Book (DK ‘Big Ideas’ series)

Earth (DK Children)

Reading Routes

Hetton Academy Dracula (Stoker, Bram)

20,000 Leagues Under The Sea (Verne, Jules)

Skulduggery Pleasant: Book One (Landy, Derek)

Farringdon Community Academy

D-Day Dog (Palmer, Tom)

Hetton Academy

Knowledge Encyclopedia of History (DK Books)

Outcomes Focused, Child Centred

Route Key The Empty Frame (Pilling, Ann)

Where will your reading take you?

Ghost (Reynolds, Jason)

Pitch Invasion (Palmer, Tom)

Keighley

Extra Time (Gleitzman, Morris) Rebound (Alexander, Kwame)

Murder Most Unladylike (Stevens, Robyn)

Framed (Cotterill Boyce, Frank)

Tall Story (Gourlay, Candy)

Merlin Top Primary Academy Poet X (Acevedo, Elizabeth)

The Graveyard Book (Gaiman, Neil)

Rugby Spirit (Siggins, Gerard)

Ghost Boys (Rhodes, Jewell Parker)

Kirkstall Abbey

Bone Talk (Gourlay, Candy)

Horrible Science: Evolve or Die (Gates, Phil)

Thriller

Adventure

Fantasy

Explorer

Crime

Classics

International Globetrotter

Revolutionaries

Aspirations and Inspirations

Mystery

Poetry and Historical Fiction

Sport

Comedy

Night Circus (Morgenstern)

The House With Chicken Legs (Anderson, Sophie)

The Boy Who Hit Play (Daykin, Chloe)

Night Speakers (Sparks, Ali)

You Are Awesome: Find Your &RQȴGHQFH DQG 'DUH WR EH Brilliant at (Almost) Anything (Syed, Matthew)

Bog Child (Dowd, Siobhan) Embassy Of The Dead (Mabbitt, Will)

A Skinful of Shadows (Hardinge, Francis) Around The World in Eighty Days (Verne, Jules)

:DNHȴHOG Northern Lights (Pullman, Philip)

Barnsley A Wrinkle In Time (L’Engle, Madeleine)

Divergent (Roth, Veronica)

Oakwell Stadium

Yorkshire Sculpture Park

Geek Girl (Smale, Holly)

Hound Of The Baskervilles (Doyle, Arthur Conan) A Pinch of Magic (Harrison, Michelle)

Midwinterblood (Sedgwick, Marcus)

Curious Incident of the Dog In The Night Time (Haddon, Mark)

Wentworth Castle

Bitter Sixteen (Mohamed, Stefan)

Kirk Balk Academy

A Monster Calls (Ness, Patrick)

Doncaster

Women In Sport: 50 Fearless Athletes Who Played To Win (Ignotofsky, Rachel)

In The Mouth of the Wolf (Morpurgo, Michael)

Noughts & Crosses (Blackman, Malorie)

The Boy at The Back Of The Class (Rauf, Onjali) Elsecar Heritage Centre

Kirk Balk Academy

Witch Watch (Pounder, Sibeal)

Dead End In Norvelt (Gantos, Jack)

Kearsley Academy

Meadowhall Shopping Centre The Bubble Wrap Boy (Earle, Phil)

Long Way Down (Reynolds, Jason)

Franz Marc (Carl, Klaus.

H & Marc, Franz)

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Skulduggery Pleasant: Book One (Landy, Derek) The Enemy (Higson, Charlie) D-Day Dog (Palmer, Tom)

Manchester

Dracula (Stoker, Bram)

Boy 87 (Fountain, Ele)

Of Mice and Men (Steinbeck, John)

6LOYHUȴQ +LJVRQ Charlie)

Kearsley Academy

Colour of the Sun (Almond, David)

Moby Dick (Merville, Herman)

Dark Satanic Mills (Sedgwick, Marcus; Sedgwick, Julian)

The Ferns Primary Academy

20,000 Leagues Under The Sea (Verne, Jules)

Where The World Ends (McCaughrean, Geraldine)

Lord Of The Flies (Golding, William)

When I Was Joe (David, Keren)

1REOH &RQȵLFW (Blackman, Malorie)

Rochdale

Bolton

The Ruby In The Smoke (Pullman, Philip)

Be Calm: Be Your Best Self Everyday (Be You) (Teen Breathe)

Gone (Grant, Michael)

A Time Traveller’s Guide To Life, the Universe and Everything (Flitcroft, Ian) Rivington Pike

The Hunger Games (Collins, Suzanne)

The Lost World (Doyle, Arthur Conan)

Castleford

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Knowledge Encyclopedia of History (DK Books)

The Demon Headmaster Strikes Again (Cross, Gillian)

Harry Potter and the Cursed Child 5RZOLQJ - . 7L΍DQ\ - 7KRUQH -

You Can Change the World: Everyday 7HHQ +HURHV 0DNLQJ $ 'L΍HUHQFH Everywhere (Rooke, Margaret)

More Of Me (Evans, Kathryn)

Murderous Maths: The Key To the Universe (Poskitt, Kjartan)

The Astronaut’s Handbook (Stowell, Louie)

Dystopian

The Rest of Us Just Live Here (Ness, Patrick)

The Best Medicine (Humill, Christine)

Halifax

Geography of the World (DK Children)

Humour

Mortal Engines (Reeves, Phillip)

The Hitchhiker’s Guide to the Galaxy (Adams, Douglas)

Haunt: Dead Scared (Jobling, Curtis)

Now or Never: A Dunkirk Story (Bali, Rai)

Singing Ringing Tree

The Usbourne Introduction to The First World War (Brocklehurst, R & Brook, H.)

Sci-Fi

Comedy Central

Maze Runner (Dashner, James)

Ryecroft Primary Academy

Bradford

Stories For Boys Who Dare to %H 'L΍HUHQW %URRNHV %HQ

The Ecology Book (DK ‘Big Ideas’ series)

A Good Day For Climbing Trees (Jacobs, Jaco)

Mount Pellon Primary Academy

Abbey Park Primary Academy

Explorers: Great Tales of Adventure and Endurance (Royal Geographical Society)

Horror

Leeds

The Book Thief (Zusack, Marcus)

Burnley

Red House Academy The Enemy (Higson, Charlie)

The Falcon’s Malteser (Horowitz, Anthony)

Ice Monster (Walliams, David)

Framed (Cotterill Boyce, Frank) Explorers (DK)

The Silver Eyes (Cawthon, Scott)

The Rise of Wolves (Thomson, Kerr)

Long Way Down (Reynolds, Jason)

Thorp Academy

Staff also got involved with Reading Routes, choosing a book on a route alongside students. Staff and students were all reading at the same time, feeling very excited and wanting to talk about books. This wasn’t something that they needed to do but it was so amazing and felt really powerful.

Cirque Du Freak (Shan, Darren)

Tom Gates: Dog Zombie Rules (Pichon, Liz)

Tom Gates: Dog Zombie Rules (Pichon, Liz)

The Falcon’s Malteser (Horowitz, Anthony)

Dead Men Stood Together (Priestley, Chris) The Strange Case of Dr Jekyll and Mr Hyde (Stevenson, R.L)

Cirque Du Freak (Shan, Darren)

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Ice Monster (Walliams, David)

Outcomes Focused, Child Centred

10

11

Northern Education Trust students showcase their incredible maths skills at the UKMT Maths Challenge.

The UK Maths Trust (UKMT) is a leading charity set up to advance the education of young people in maths through the coordination of national and international maths challenges.

UKMT also have an enrichment programme which provides mentoring and an opportunity to be selected for UKMT Summer School. This year 8 Northern Education Trust secondary academies (Dyke House, Freebrough, Hetton, Kearsley, Kirk Balk, Red House, Thorp and Walbottle) took part in the UKMT Maths Challenge, that over 700,000 students nationwide participate in every year.

Students took part in one of 3 events: The Junior Challenge (Years 7 and 8), The Intermediate Challenge (Years 9 and 10) and The Senior Maths Challenge (Years 12 and 13). These challenges consist of 60-90 minute multiple-choice questionnaires, designed to encouraged mathematical reasoning and precision of thought.

The events progress into follow-on rounds – Kangaroo and Olympiad. Entry to these rounds is by invitation based on a qualifying Junior/Senior Maths Challenge Score or British Mathematical Olympiad score, or by discretionary entry. Students at Northern Education Trust had some amazing achievements in •

Junior Maths Challenge: 92 bronze awards, 45 silver and 9 gold. 3 students progressed to the Kangaroo stage and 1 to Olympiad.

•

Intermediate Maths Challege: 57 bronze, 19 silver and 7 gold awards. 3 students progressed to the Kangaroo stage and 2 to the Olympiad with a summer school invitation – only the top 1.5% of scorers in this round are invited.

•

Senior Maths Challenge: 5 bronze awards and 1 silver award.

•

Thorp Academy students Joshua and Ellen are just two of the many students who had proudly represented Northern Education Trust with their exceptional performances. Josh did amazingly well in the Intermediate Maths Challenge, getting through to the Hamilton Olympiad and receiving an invitation to the 2023 National Mathematics Summer School with Oxford University; a week-long residential event where Josh will be able to meet like-minded students and maths teachers, and be introduced to a wide range of mathematical topics designed to improve problem solving and solution writing skills. Ellen did superbly well in the Junior Maths Challenge, getting through to the Junior Olympiad where she received a distinction and a gold award.

Senior Director of Maths, Michael Forrest said “We are very proud of all the students that took part in the challenges this year.

It was great to see how many of them achieved certificates. For students from our trust to be recognised on a national level and like Joshua, to be invited to work with Oxford University, raises the aspirations of all our students.”

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Local Academy Councils Have you ever wondered exactly what local academy council governors do, and why we need them?

Each academy has to have an academy council, made up of staff, parent and sponsor governors, with the latter being independent of the academy. All governors are volunteers.

Their responsibilities are delegated from the Board of Trustees, to support and challenge the principal and senior leaders of the academy to drive school improvement, but they do not get involved in the day to day running or management of the school.

Governors attend up to 6 meetings of the academy council per year, and can also sit on panels regarding student behaviour, independent review panels and complaints. If a governor has a particular interest or expertise in a particular area, they may choose to be a link governor for that area, for example Health and Safety, Safeguarding, SEND, Standards and Careers.

No experience or qualifications are necessary to be a governor – what is most important is an interest in education, and a desire to make a difference to the life chances of children and young people, and the time to fulfil the role.

Vacancies All our academy councils have vacancies at the moment, so if you know of anyone who you think might be interested in taking on the role, please do ask them to contact the trust. They can email public.enquiries@northerneducationtrust.org and we will send them an application pack.

As well as being a staff governor for their own academy, staff can also be a sponsor governor for a different NET academy to their own. Contact the public enquiries email for more details.

13

Students dazzle on stage at this year’s NET Fest at The Sage, Gateshead.

NET Fest is an annual event where we enjoy and celebrate the talent, enthusiasm and confidence of our students across all our primary and secondary academies. This year our students, as always, worked incredibly hard perfecting their magnificent performances which they showcased at The Sage in Gateshead on the 28th June 2023.

Our students demonstrated incredible bravery to stand in front of an audience and perform and it makes us very proud to see them embrace this challenge and relish their achievements whilst visibly growing in confidence.

Everyone who attended was astonished by their sensational performances.

NET Fest could not have happened without their support of many people and we would like to thank them for their hard work and determination to make this event a huge success. With this in mind, a huge thank you to: • • • • • •

All staff in our academies who contributed to the event Everyone who attended to watch the performances Members of staff in the central team who have worked so hard in the background to make this event happen; Rowena Walters, Meriem Lairini, Russell Baxter, Jordan Wood, Shannon Barraclough, Hannah Hadfield and the brains behind the whole idea – Julianna Bottomley Fox Creative Ltd AMG Design and Print Sage, Gateshead

And most of all, thank you to our amazing students for their hard work and participation.

14

15

Principal Profile Gemma Knox, Freebrough Academy At the time of the interview, Gemma was associate executive principal at Freebrough Academy. We are pleased to add that Gemma has recently been promoted to executive principal.

What is the best thing about being a principal?

The best thing about being a principal is making a massive difference to the lives of numerous children and supporting students to love their learning.

Seeing students excited faces when they come back from an Experience visit at the Life centre, or a castle tour, when students bring their book to PROUD and show you the work they are so proud of, or when the students are telling you about an extra applause they received makes my day, every day.

This all builds up to their GCSE and exams results, and it’s an absolute privilege as a principal, to be able to share this day with the students and community, helping them to achieve their goals and open doors for them for future successes.

What is your most memorable moment so far?

My most memorable moment was when the students received their GCSE results two year ago. It was their first time sitting exams after Covid and they were overjoyed and shocked with the great grades they had achieved. The parents and the community were so happy and everyone celebrated together, including all the staff team who had worked so hard to support the students – it was a lovely time.

Who is your greatest influence?

I was really influenced by my maths teacher when I was at secondary school. She helped me gain a love of maths and also gave me the aspirations to become a teacher.

How/why did you get into teaching/education?

When I was at school I loved maths, and I wanted to have a positive impact on the community. I thought one of the best ways to do this and to be able to make a difference every day was to become a maths teacher and to have a significant impact on children’s lives and their futures!

What are the highlights of your career so far?

It has to be when Freebrough Academy went from Inadequate to Outstanding with Ofsted. It was the culmination of the dedication of all our amazing staff for our brilliant students. There wasn’t a dry eye in the meeting room when we received the feedback from Ofsted!

It was great for our community and students and summarised the areas we are so proud of; our outcomes, curriculum, experiences, careers, inclusion and all the support that so many staff provide for our students.

I couldn’t have been happier and am so grateful for all the dedication that staff put into the academy.

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Work/life balance – how does that look to you?

I think I have a good work life balance. I really enjoy my work and try to work effectively throughout the week, maximising the time I spend with other members of our team.

To relax outside of work I love to spend time with my family either watching my son playing cricket or going for walks, particularly in the Lake District or along the beaches in Northumberland. I also like to take full advantage of the holidays and to travel abroad to enjoy the sunshine!

What is the hardest thing about being a principal?

Knowing that people are constantly looking to you to model the behaviour that we all need to demonstrate in school. Making sure I’m giving my best every day, at all times, in all situations but also knowing that things won’t always be perfect and being able to recognise and accept that your best is enough!

What’s surprised you the most being a principal?

It sounds daft, but just how much being principal impacts the children’s lives day to day and hour to hour. How much the students want to tell you about the little things that have happened in the academy day at breaktime and lunchtime and how much your recognition means to them.

What do you wish you had known before becoming a principal?

I wish I had had experience in the areas I experienced for the very first time being principal, but I guess you don’t get that experience until you’re the principal!

That’s what is great about being part of Northern Education Trust, there are so many people to ring if you need to ask a question or need some support. You are never on your own, everyone is just a phone call away.

Do you have any advice for others aspiring to be principal?

To get as much experience as you possibly can and continually ask questions and learn from others around you. Then take the leap, go for it and give it your all because it’s a brilliant job with so many rewards!

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Art Gallery

By A.H. Freebrough Academy

By A.B. Frederick Nattrass Primary Academy 18

Spotlight on STEM clubs It has been a very busy year for the STEM clubs at our secondary academies with lots of events taking place, visits being held and awards being won.

At The Grangefield Academy, KS3 STEM and Stars Club visited the Kielder Observatory to investigate our universe and beyond. Students got to use the telescopes and speak to astronomers about the important work they have been doing. British Science Week in March also saw students getting involved with many different STEM pop up activities at lunch time and KS3 students had a zoom call with British astronaut Tim Peake.

Kirk Balk Academy hosted a Faraday Challenge which saw students from Kirk Balk Academy and Kearsley Academy pitted against other local Barnsley schools. All students received the Industrial Cadets Challenger Award for completing a hands-on problem solving and critical thinking activity.

tle University for Year 10 Triple Science and a STEM day at Sunderland University for Year 8. Red House Academy will also be taking part in the first LEGO League which will involve 12 weeks of building and programming LEGO robots before competing in a tournament in February at Nissan.

At Dyke House Academy 14 Year 8 and 9 students participated in a STEM competition which included: ▪

Robotics – to build and programme a robot to navigate a series of obstacles

▪

E-Fit – using police software to create an image of a ‘criminal’

▪

Vehicles – design, build and then race a simple electric vehicle

▪

Medical Diagnostics – students were tasked with diagnosing a ‘patient’

Red House Academy have attended a series of trips which included a Medicine and Dentistry event at Newcas-

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NET Staff College

Train to Teach with Exchange Teacher Training Northern Education Trust is proud to be working in partnership with Exchange Teacher Training to deliver high quality school-led Initial Teacher Training in the North East and North West of England. In collaboration with a range of SCITTs, School Direct partners and multi academy trusts, Northern Education Trust has contributed to creating a compelling vision for teacher training in Yorkshire and the Humber, the North East, North West and Lincolnshire. Our partnership is united by a shared moral purpose of improving the quality of education through great teaching and encompasses over 200 strong placement schools.

Northern Education Trust is now operating as a Lead Delivery Partner for Exchange Teacher Training, providing local support and expertise within the North East and North West areas, managing the recruitment processes and coordinating placement opportunities in local, credible schools. Students will receive a high level of personalised feedback and support locally, which places their progress and wellbeing at the heart of training.

The Offer Exchange Teacher Training provides both primary and secondary programmes which are fully listed on our website: https://nsc.northerneducationtrust.org/train-to-teach/ On successful completion, you will be awarded qualified teacher status (QTS) and a Postgraduate Certificate in Education (PGCE) with 60 Masters-level credits.

Sheffield Hallam University, selected by our partnership, delivers and awards the PGCE. They are a highly credible provider and a national centre of education, recognised for their excellence and innovation in teaching and learning.

The curriculum has been developed by outstanding serving school teachers in partnership with Evidence Based Education, utilising the Great Teaching Toolkit and Model for Great Teaching. Students will be inspired by a rich, fresh approach, rooted in the best available evidence and delivered by national and regional experts, and will become equipped with the skills needed to succeed in tomorrow’s classrooms and our changing world.

Recruitment is now open for programmes commencing in September 2024.

For further information about Exchange Teacher Training and how you can apply please visit: http://www.exchangeteachertraining.com/ or contact Northern Education Trust Staff College on 0191 406 6383.

ECT 1 Conference On 8th September 2023, NET Staff College hosted the first Early Years Teacher 1 (ECT 1) conference at the Ramside Hall Hotel in Durham. Members of the executive team and subject directors delivered presentations on a variety of subjects including Vision and Values, Safeguarding, Expectations for Learning and Reading and Writing. The conference was a huge success and will continue to be an annual event for NET Staff College.

Staff Feedback: “I found this event very informative and valuable. Rob’s talk was brilliant, it really reaffirmed why I enjoy working in the trust. It was also very helpful for understanding different aspects of the trust, for example why we ‘sweat the small stuff’.

It was brilliant to be in a room with likeminded people with the same values regarding education. In addition, the Expectations for Learning talk was really confidence building. It was valuable hearing different scenarios and how expectations for learning would be used in these cases. Thank you for a great day.”

“I really enjoyed meeting everyone and felt really inspired by people's journeys and their vision of NET. I felt I came away knowing a lot about the Trust and felt proud that I am part of it.”

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Internship Programme Over the summer NET Staff College delivered the new Teaching Internship Programme, as part of the Get into Teaching service, for undergraduates studying a degree in STEM related subjects and MFL. Interns were given the opportunity to experience teaching maths, chemistry, physics, computing and modern foreign languages, before they commit to it as a career.

The 3-week programme was delivered from the 26th June – 14th July 2023 and was incredibly successful. Students stated that the internship was a very positive experience and they received a valuable overview of what teaching entails. NET Staff College is looking forward to delivering this programme again in Summer 2024 as it becomes an annual event.

For more information please visit: https://nsc.northerneducationtrust.org/teaching-internship s-programme/ NET Staff College partners with The Aim Group to offer qualifications to parents and carers.

The NET Staff College has partnered with The Aim Group to offer a variety of qualifications for parents and carers to complete, free of charge. The Aim Group has a range of fully funded, CACHE-accredited qualifications available to help better understand some key issues around young people’s mental health and wellbeing, along with a range of other qualifications that might help with developing careers. This is a fantastic opportunity for parents/carers who would like to expand their knowledge and improve their understanding of some of the key issues affecting the mental health and wellbeing of young people.

Mental Health: ▪ Distressed Behaviour in Children ▪ Bullying in Children and Young People ▪ Understanding Specific Learning Difficulties Course Information/Structure: ▪ Qualifications are studied via an online E learning platform ▪ Learners can take up to 16 weeks to complete the course ▪ Learners are assigned their own login details, so they can log in and out as they please ▪ Learners are assigned their own tutor who will support them throughout and mark their work ▪ There are no exams or essays to do – the course is all question and answer based ▪ Learners will gain a Level 2 certificate upon completion (equivalent to GCSE Grade C) Minimum Requirements: ▪ Learners must be aged 19 or over ▪ Learners must not currently be on a Government funded course (including apprenticeships) ▪ Learners must have been in the UK/EU for the past 3 years For more information please visit: https://www.northerneducationtrust.org/2023/09/27/net-st aff-college-partner-with-the-aim-group-to-offer-qualificatio ns-to-parents-and-carers/

Qualifications available: ▪ Understanding Autism ▪ Understanding Children and Young People’s

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Professional Development Opportunities NET Staff College is working in collaboration with LMP and QA to promote a number of courses funded via the apprenticeship levy.

There are a wide range of professional development opportunities available including: Digital Marketer, Assistant Accountant, Wellbeing Champion, Early Years Educator and many more.

Northern Education Trust employees will receive a high quality, fully funded bespoke apprenticeship programme, with courses ranging from Level 2 – Level 7. In addition, courses with other providers to offer training in facilities management and catering are currently being sourced. Courses available are regularly reviewed and developed to offer training opportunities across a variety of areas.

As part of Northern Education Trust, the NET Staff College is committed to heavily investing in professional development, giving all staff the opportunity to enhance their skills and knowledge, and supporting them in taking the next steps in their career.

For more information please visit: https://nsc.northerneducationtrust.org/cpd-offers/professional-deve lopment-opportunities/ NPQs Scheduled to start in February 2024, courses available are: ● National Professional Qualification in Headship ● National Professional Qualification in Senior Leadership ● National Professional Qualification in Leading Behaviour and Culture ● National Professional Qualification in Leading Teaching ● National Professional Qualification in Leading Teaching Development ● National Professional Qualification in Leading Literacy – new for February 2024 CPD Accreditation The NET Staff College is now CPD accredited. Jade Whyman, Regional DSL, will be delivering Designated Safeguarding Lead training through NET Staff College moving forward.

The National College The National College is the leading provider of remote accessible online CPD which provides high quality training within education.

The platform gives access to expert knowledge and skills across a wide range of categories including health and safety, leadership and governance, mental health and wellbeing, online safety, safeguarding, SEND and teaching and learning.

NET Staff College has a full membership which allows all employees of Northern Education Trust to have access to the CPD opportunities available. This includes a programme of webinars and courses to support colleagues in keeping up to date with expert knowledge, respond to changes in the education sector and ensure compliance with statutory training requirements.

All staff members are allocated their own unique login to the National College Platform that allows them access to training specific to their job role and development needs.

For more information please visit: https://nsc.northerneducationtrust.org/the-national-college/

22

Poetry

Seascape The earth teetered on the verge of dusk. The blood-red sun struggled as it was dragged down to earth, hidden away behind the colossal waves so darkness could reign. The jagged edges of rocks created shadows, big enough that they looked like giants guarding the golden granules of sand.

Amongst the carnage of the wind and the crashing of the waves, one lone figure stood at the edge of the beach. His figure was lean, his movements erratic as he paced back and forth. His eyes gleamed in the moonlight. His head hung low with exhaustion.

The wind whistled. A whistle that sound so familiar that it brought back a memory, so many memories.

The stars broke free from behind the black, ebony sky. The sea gently stroked the rocks as it flowed over their smooth edges. The soothing rhythmic splash of the waves filled the silence.

J. Cooke, Year 11 Freebrough Academy

23

Student Voice Primary Abbey Park Primary Academy Head Boy Noah and Head Girl Misty What is the best thing about your academy?

Noah - The best thing about the academy is the sports and NET Games. I think Abbey Park is really good at sport and I like that we have a variety of sports that we can learn about and compete in. The best thing about our academy is our strength in sport.

Misty - We have a lot of sports coaches who come in and teach us about sport skills and show us how to do them. We have also entered lots of competitions such as NET Tennis, NET Golf and Netball. We also have netball clubs on after school and we have won NET Games twice! Our academy is very centred around sport.

What’s your most memorable moment being part of student voice?

Noah - Meeting the mayor at the Abbey Park 50th celebration. Last summer Abbey Park turned 50 and all the teachers, the principal and past staff attended as well as the Mayor and Mayoress.

Misty - We held a commemorative lunch and made a mosaic of the school through the week. At the end of the week we unveiled the mosaic with the Mayor’s help.

Noah - We felt very proud to be part of this celebration and we were still in the middle of applying to be Head Boy and Head Girl when it happened!

What made you want to take part in the student voice?

Noah - It gives you a huge confidence boost. I feel more confident as a leader and when I meet new people.

Misty - I wanted to be part of Student Voice because it gives you lots of opportunities to do different things and you can be a role model to the rest of the school.

What have you got out of being in student council?

Noah - I’ve gained leadership skills.

Misty - You gain pride in yourself and your family is proud of you too.

Noah - Yes, my mum really encouraged me to become head boy and hoped I get it. She is very proud of me.

Why should people stand for election to be head boy/head girl?

Noah - Being head boy or head girl gives you opportunities and experiences you would never get if you didn’t apply.

Misty - People look up to you for example if someone is messing about, they’ll point out the head boy and head girl as you’re a role model to the rest of the students.

What did you hope to change by being part of the student council?

Noah - I want the school to be the best it could be.

Misty - I want the students to be happy all the time at school and look forward to coming to school.

24

What is your greatest achievement so far?

Noah - Being part of NET Games and winning it twice. I was in both of the winning teams when we won so I was really proud of that.

What career do you hope to follow in the future?

Noah - I want to be a footballer or a graphic designer.

Misty - When I passed 11+ to get into the grammar school. I found out just before the holidays.

Who is your greatest influence?

Noah - My dad. He works for Hallmark card which is why I want to be a graphic designer.

What impact has being on the student council had on you as a person?

Noah - I’m not as shy as I used to be.

Misty - People respect you a bit more. Being in a head role at the school makes more confident and better at leading.

Misty - I want to be a footballer or a singer.

Misty - My whole family. My mum and dad influenced me to get into football and the rest of my family have encouraged me further. My mum also helps a lot with taking me to singing, football and 11+.

25

Student Survey Results 2023 A survey of all secondary students and primary KS2 students was carried out in June 2023. 64% (990) primary students responded to the survey, with 47% (5,491) secondary students responding.

For secondary students, with the exception of two questions, agreement to all the others was very positive overall at 80% or over. The two questions with lower agreement were whether students would recommend their school (63% would) and whether they were happy at their school (69% were). There could be many reasons for this – they are more emotionally sensitive questions which could reflect how students feel about their school overall, in contrast to the other, more specific questions which resulted in more positive feedback.

Some highlights of the secondary student responses are below: • 86% agreed they had a good chance of passing their exams.

• 92% agreed they are taught about how to keep themselves safe when using social media and playing games online.

• 80% agreed that behaviour is generally good in lessons, meaning they can get on with their work.

• 87% agreed they had the opportunity to learn a lot in their lessons.

• 63% would recommend their school to a friend or family member.

• 69% (3798 students) agreed they were happy at their school.

• 99% understood that their school is part of Northern Education Trust.

For primary students, agreement to almost all questions was very positive, with no response being lower than 85% agreement. 90% of students would both recommend their school, and agreed they were happy at their school.

Some highlights of the primary student responses are below: • 86% agreed they had good chance of passing their SATs (with 100% agreement from Badger Hill and Frederick Nattrass).

• 98% agreed that the adults in their school take care of them (with 100% agreement from Badger Hill, Whitecliffe, Merlin Top and Norton).

• 96% agreed that they are taught about how to keep themselves safe when using social media and playing games online (with 100% agreement from Frederick Nattrass).

• 85% agreed that behaviour is normally good in lessons, meaning they can get on with their work.

• 96% agreed they learnt a lot in their lessons (with 100% agreement from Badger Hill).

• 89% agreed they get to talk about what they want to be when they grow up.

• 90% agreed they would recommend their school to a friend or family member.

• 90% are happy at their school.

• 99% understood that their school is part of Northern Education Trust.

Graphic Design Catalogue The NET Graphic Design Catalogue is a series of 3 books which includes all of the graphic design products created

by Shannon Barraclough, Graphic Designer. The books feature a variety of products such as banners, boards, external signage and Reading Routes.

If you are interested in any of the products in the catalogue please complete the graphic design request form. There will be new items added to the books every now and again so please do check regularly for changes in case you spot something you like.

We would also like to say a big thank you to Shannon for all the hard work she does creating these resources that make our academies look incredible and contribute to the successful learning of our students. https://issuu.com/northerneducationtrust/docs/net_graphic_design_catalogue_book_1?fr=xKAE9_zU1NQ https://issuu.com/northerneducationtrust/docs/net_graphic_design_catalogue_book_2?fr=xKAE9_zU1NQ https://issuu.com/northerneducationtrust/docs/net_graphic_design_catalogue_book_3?fr=xKAE9_zU1NQ 26

Art Gallery

By D.W. Manor Community Academy

By A.F. Merlin Top Primary Academy 27

A day in the life of … Susan Forster, Bridge Manager, Thorp Academy What is the best thing about your job?

The best thing about my job is that I feel I’m making a difference in helping the students overcome their anxieties/struggles in returning to lessons, helping them overcome and resolve any issues they may have with friendship groups by working with the Learning Manager and teaching staff. I love helping the students gain more confidence and face any problems or issues they may come across. I enjoy assisting the students put coping strategies in place to help them with situations that may arise in mainstream lessons and around the academy. Seeing the students thrive in mainstream education is a great feeling.

What is your most memorable moment in the role?

My most memorable moment was when a student was doing really well reintegrating into lessons and was given an invitation to the PROUD awards celebration event at the end of term. The student said she would only feel comfortable going if I was allowed to take her. The students was clearly overwhelmed at being invited and very happy with the Easter effs and certificate she was given, she still talks about this now.

Her smile was lovely to see.

What is your work/life balance like?

This is my second year as Bridge Manager at Thorp Academy, the systems I put in place to capture the data that is required in this role helps me to achieve a more acceptable work/life balance and to leave work behind in the classroom. It is hard though, at home I do regularly think about how I can continue to help the students.

How do you relax?

I relax by taking the dog for a walk when I get home and usually reflect on how the day has been! I also enjoy a good book and like to catch up with family and friends, and I enjoy cooking and exercising on my spinning bike.

Who is your greatest influence?

In my personal life, my dad has been my greatest influence, he was extremely hardworking and dedicated to everything he did at work and at home.

He taught us the values of living life to the full, right to the end.

In my working life, my greatest influence would be my Manager at Children North East, she taught me the importance of having a great work ethic, and the importance of implementing appropriate systems to succeed in providing the best possible outcomes for the children.

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How/why did you get into education?

I worked for the NHS for 28 years, at the same time I was on the PTA for my daughter’s school (Ryton Comprehensive now Thorp Academy) and was heavily involved in the Ryton to Ethiopia charity for 5 years. I was given the opportunity to be a group leader on the annual trip to Ethiopia and accepted this. This trip made me realise I wanted to help children and decided to take voluntary redundancy from the NHS. This enabled me to work for a children’s charity and Social Care for 8 years before joining Thorp Academy and working directly with some of the most vulnerable students.

What are the highlights of your career so far?

That’s a hard one as I have a few! I had three students in Bridge last year who would not attend lessons at all, each student for a different reason and from a different year group, which was a huge challenge. With lots of hard work, a lot of confidence building, working with the parents/carers together with the students, we provided the right environment for the students to enable them to become more confident and slowly reintegrate back to lessons over a few months. All three students were back to full time mainstream lessons by the end of the first term, and they are all thriving in the academy now. This was a huge success and provided us with a great Bridge case study.

What is the hardest part of being in your role?

The hardest part of this role is trying to leave thoughts of work behind work! Working with students who are really struggling with their mental health can be extremely hard and challenging but there is a lot of support in school to help the students and to support the staff also.

What has surprised you most doing your job?

The students who have spent time in Bridge never seem to forget about the help they received to get back to mainstream lessons. The parents I have worked with have also been extremely complimentary of the work carried out in Bridge. I am also surprised at how much I have to think outside of the box most days.

What do you wish you had known before starting your role?

I wish I had known how mentally testing the job can be at times, working with the students who struggle with anxiety and other conditions, alongside working with students with behaviour issues can sometimes be challenging. Fortunately, I can adapt to situations and deal with most incidents that occur with the Senior Leadership team to help.

Do you have any advice for others who are aspiring to be in your position?

I would say that this role requires a lot of empathy, patience and understanding of students’ individual needs. I would also advise getting to understand the aspects around Mental Health, Special Educational Needs (SEN), Educational Health Care Plans (EHCP) and Children in Care.

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Art Gallery

By G.R. Hetton Academy

By K.M. Hilton Academy 30

Manor Community Academy compete at the Dodgeball National Secondary Schools Finals 2023 On Thursday 6th July 2023, a team of ten year 8 students from Manor Community Academy (MCA) attended Fenton Manor Sports complex (Stoke-On-Trent) to compete in the National Dodgeball Finals. Ahead of the event, the team were uncertain about what to expect and the calibre of competition that they would be facing. Having already won both the Town competition in Hartlepool and the North East competition in Bishop Auckland without losing a single match, they were quietly confident in their own abilities to do well.

The competition started well for MCA, although their second game was tougher when they came up against the would-be National Champions. Despite a loss, the students were determined to come back against the odds.

In the quarter final it looked like MCA were going to face yet another challenge when they were drawn against the winner of another group who had gone undefeated so far, and were also coached by a professional dodgeball player. They took this in their stride though, set out a strategic plan and it paid off as MCA won the quarter final.

In the semi-finals MCA were drawn against another impeccable NET dodgeball team from Dyke House Academy. It was a close call but MCA took the win, advancing into the final of the competition.

Despite an intense and incredibly well-played final game, Manor fell just short losing 8-4 to Wellington Academy.

The MCA team were exceptional throughout the entirety of the trip. Their behaviour and conduct was commended by hotel staff, British Dodgeball staff and staff from opposing schools. They competed fiercely with integrity and gave every match 100%. Although the team were disappointed that they could not win the whole competition, we could not be prouder of this exceptional group of students who are now the 2nd best dodgeball team in the country.

Well done team MCA.

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Principal Profile Andrew Cowan, Hilton Primary Academy What is the best thing about being a principal?

Day to day it’s the variety of challenges and people you get to work with. I feel privileged to have a role which supports the development of so many students, and I get a real sense of satisfaction from empowering staff. Also, knowing that so many children benefit from extraordinary experiences and achieve results beyond most people’s expectations because they attend Hilton, makes me feel proud to be principal at the academy.

What is your most memorable moment so far?

In this job there are often memorable moments – that’s one of the reasons I love it. There have been a few stand out moments for me since becoming principal (becoming a principal was one of them!). Driving a mini bus to the Barbican Theatre in York on the hottest day of the year with Hilton students, most of whom had never really been beyond Newcastle, to perform on stage at NET Fest. Helping the Lord Mayor of Newcastle host our PROUD session. Driving up to Morrisons to buy a seven and a one balloon last year when Hilton. Year 6 students achieved the best ever SATs result – getting into the seventies meant everything and we did it!

There have been so many more and I’m sure there’ll be many more to come.

Who is your greatest influence?

I am continuously influenced by many people around me who are working hard to be ‘top of their game’. Whether it is someone who has trialled a really impressive initiative in another primary, a student who has made stunning progress despite certain circumstances, or someone who is doing something I could learn from.

I want to take leads from people who are doing things better than me in fields which I am interested in or really want to succeed in.

How/why did you get into teaching/education?

I was always interested in the roles my teachers had when I was a student. The profession intrigued me enough to embark upon a Bachelors of Education degree. Training in large, inner city primaries a long way from my tiny ex-mining village home for four years convinced me I was more suited to small village primaries, but now I thrive on the challenge of working in a large setting.

What are the highlights of your career so far?

Becoming a principal. Throughout my career I have looked for the ‘next step’. Once I felt I was completely on top of my current role I’d look for the next challenge. I worked my way through three schools and took on various leadership roles, including Assistant Head and Vice Principal.

The ultimate goal was always headship. I had a slightly surreal start at Hilton as I’d originally been asked to travel up one day per week to support. Once I began working here full time, Covid struck. At the time when I became principal, Hilton was the lowest performing academy in the trust. However, four years down the line our recent end of Key Stage 2 outcomes show a staggering 29% improvement, putting us 14% above the National Average.

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Work/life balance – how does that look to you?

The role of principal is all consuming, plus I travel 65 miles per day to and from work so it’s important when I’m at home I make sure I’m available to my family and get jobs done. Home for me is a few acres where we have horses and poultry, so there’s always maintaining the land, fences and generally looking after the animals. I don’t think of this as work though - it’s my life style choice, it’s my relaxation, it’s spending time outdoors with my wife and daughter and it also keeps me fit. Relaxing for me is being outdoors. There’s always jobs at home with the horses especially through the winter months. I don’t ride as much as I used to as my daughter has more or less taken over my horse. I’ll jog or cycle for miles with her on a hack.

I really enjoy metalwork projects. It’s a complete contrast from my day job and I get real satisfaction from designing and fabricating a tipper trailer, for example, rather than paying a fortune to buy one.

My favourite outdoor job is grass cutting, again a complete contrast from being at work – and it doesn’t involve a laptop! My favourite indoor job is cooking for my wife.

What is the hardest thing about being a principal?

Permanently preparing for Ofsted. I feel like I have to be everything to everyone – it’s hard to keep everyone happy and all those plates spinning. Fortunately, I’ve got a great team around me within the academy and within the trust.

What’s surprised you the most about being a principal?

Feeling like everyone in the academy thinks you’ll have the answer or solution to everything. There is an unlimited number of things that could happen or situations which could arise – you can’t possibly be prepared for, or have the immediate answer to them all. Again, being part of the Northern Education Trust team guarantees we can resolve or respond quickly and properly.

What do you wish you had known before becoming a principal?

I feel like my route to becoming a principal encompassed such a variety or leadership roles that it was more of a natural progression than a big leap. So I had a real awareness of what the role entailed before taking it on. There has still been an enormous amount to learn of course. The relentless pace really does take some getting used to.

Do you have any advice for others aspiring to be a principal?

Serve your time in the widest variety of leadership roles possible to make sure you have plenty of experience to call upon. Be prepared to delegate to the talented colleagues around you – it empowers them and the job is too big for one pair of hands.

Repeatedly share your vision and values, act with integrity and absolute consistency.

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Student Voice Hetton Academy Student Voice President – Ollie What is the best thing about your academy?

The best thing about Hetton Academy is we have a good environment and sustainability practices which have improved a lot since joining Northern Education Trust, for example we now use lesson paper, our pens and glue sticks are more eco-friendly, and we also have recycling competitions which means more things are being recycled.

What’s your most memorable moment being part of student voice?

The day I was elected – we had a huge ceremony and there was a lot of people there. I was overjoyed to have been chosen.

What made you want to take part in student voice?

I wanted to better the school. Hetton Academy is where I’ll spend the most important years of my life so I want it to be the best it can be.

What have you got out of being in student voice?

I have gained a lot of experience in how to manage a team of people – Student Voice consists of 20 students!

Why should people stand for election to be student president?

People should stand for election to be student president because it provides a great learning platform to understand more about the world.

What did you hope to change by being part of the student council?

I want to help improve lessons, making them easier to understand for all students.

What is your greatest achievement so far?

I would say the recycling competition, I felt it was a great idea and I was so pleased to have achieved in implementing this. First we handed in a proposal, 10 or 11 were picked and presented to Mr Clark who over saw Student Voice. Then it was presented to SLT who chose 4 projects for consideration of the student body. The students had the final vote and we were picked!

The recycling competition involves all year groups; the year group or tutor group that puts the most rubbish in the recycling bin wins a prize.

We have also discussed the recycling competition with other schools and central staff during our half-termly environment and sustainability meetings.

What impact has being on the student council had on you as a person?

I have found that it has helped me to work much better as a team and create more friendships.

What career do you hope to follow in the future?

I would like to take on a managerial role in a company, possibly sales.

Who is your greatest influence?

Mr Clark who used to oversee Student Voice has been a big inspiration to me. My friend has also been a big influence and has helped me with anything I’ve gotten stuck on, for example when I have found it difficult to make a decision they have helped make this easier.

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To create an account and browse available cars, scan the QR code or visit tuskercars.com.

Login using the company code NET1 and your payroll number (found on your payslip).

NET Games Northern Education Trust hosted its annual NET Games in July, with primary academies competing on the 10th July 2023 at Middlesbrough Sports College, and secondary academies competing on the 13th July 2023 at Gateshead International Stadium. We were also delighted to welcome Farringdon Community Academy to their first ever NET Games event.

There was a buzz of excitement as students entered the stadiums, ready to compete for the magnificent NET Games trophy. Students demonstrated strong levels of stamina, agility and resilience, pushing themselves to deliver the best performance they could. Staff were incredibly proud of everyone who took part and the incredible student conduct and behaviour displayed by all students at both events.

We would like to say a huge thank you to Rebecca Boyle, Director of Sports, and all staff involved in NET Games for organising and delivering yet another successful sporting event. We would also like to say a special thank you to students at The Grangefield Academy for their support during the primary games.

Primary Academies

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1st

Score Board Abbey Park Primary Academy

2nd

Merlin Top Primary Academy

3rd

The Ferns Primary Academy

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Secondary Academies

Score Board

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1st

Thorp Academy

2nd

Freebrough Academy

3rd

Manor Academy

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NET Tennis This summer Northern Education Trust hosted its brand-new sporting event NET Tennis at the David Lloyd Club in Teesside, with primary students competing on the 17th July 2023 and secondary students competing on the 14th July 2023. Students were excited to showcase their fantastic tennis skills and compete for a selection of worthy awards on offer, including the all-important NET Tennis trophy.

This being the first NET Tennis event, student and staff feedback was incredibly positive. Both primary and secondary students demonstrated exceptional team-work, impressive techniques and outstanding behaviour throughout the day which was noticed by David Lloyd staff; students proudly represented their respective academies and the trust as a whole.

A big thank you to Rebecca Boyle, Director of Sports, and all staff who were involved in the organisation and implementation of NET Tennis, which will continue on a two-yearly cycle with NET Golf taking place in between.

Primary Academies

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1st

Score Board Whitecliffe Primary Academy

2nd

Badger Hill Primary Academy

3rd

Norton Primary Academy

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Secondary Academies

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1st

Score Board Dyke House Academy

2nd

Freebrough Academy

3rd

Farringdon Community Academy

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Welcome to Farringdon Farringdon Community Academy formally joined the Trust in September 2023, having been supported by NET since the Spring term. The academy is located in the urban suburb of Farringdon, Sunderland, being a relatively deprived area with a mixture of private and social housing. The demographics are varied with the community consisting of young, middle aged and elderly male and female residents and the academy is within close proximity to its students, with the majority of students being able to walk to and from school. Built in the 1950s the academy’s building is rich with character and continues to grow in size, with an impressive and modern new build being a welcome and exciting addition.

A previous community sports academy, sporting and exercise is fundamental to the academy and its students. Its facilities include a state of the art 5G pitch, full fitness suite, swimming pool and a school sports partnership with 35 local feeder primaries. This partnership allows the academy to serve its community through the delivery of PE session and spectacular sporting festivals. With significant links to the community already, the academy is eager to strengthen its relationships with local people even further and is devoted to doing everything it can to achieve this.

Farringdon Community Academy excels at providing an inclusive, thriving and happy environment for its students, where students feel cared for and an atmosphere of respect and support radiates throughout the school. There is a tangible culture of achievement and praise which sits at the heart of the school, with hard work being proudly celebrated through initiatives such as Principal Praise and PROUD Fridays; celebrating students’ success is an integral part of daily school life. This positive environment drives a love for learning and staff are relentlessly committed to helping students reach their full potential.

Teachers are passionate, dedicated and knowledgeable and ensure that lessons are engaging, challenging and adapted to meet the varied needs of their students, including those with special educational needs and/or disabilities (SEND). Students feel confident and optimistic about their futures and this is reflected in student attitude and behaviour.

The academy also provides essential and exceptional support to its more vulnerable students and with the use of The Hub and its unique Autism Spectrum Disorder (ASD) provision. These provisions allow students with ASD and additional needs to receive the resources, tools and support needed to succeed and flourish at the academy.

Since joining Northern Education Trust, the academy has undergone a rapid transformation with outcomes significantly improving and continuing to rise. Staff and students alike have already noticed the hugely positive impact this has had, along with the creation of a joyful, caring and outcomes focused environment that strives to create the best possible life chances for its students.

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“Joining NET has been a truly positive experience. I am excited to be part of an up and coming academy that contributes and supports students and the wider community.”

“It is so lovely seeing students enjoying and engaged in learning. There is a real feel that the students feel supported and that the trust is working to ensure they reach their full potential.

Students have a great appreciation that expectations are in place to create an environment where their learning and personal development is paramount.”

“Not only have the trust transformed the lives of children, but also the lives of staff.”

“Joining NET has been fantastic in improving behaviour in school. Seeing students really PROUD of their work and achievements has been so lovely to see. Knowing that we are not ‘alone’ as a school has improved many aspects for the better.”

Disorder (ASD) provision. These provisions allow students with ASD and additional needs to receive the resources, tools and support needed to succeed and flourish at the academy.

Northern Education Trust raises over £3,000 for The Sick Children’s Trust Northern Education Trust is delighted to report that it raised a magnificent £3,115.80 this year for its former nominated charity, The Sick Children’s Trust, through various activities within academies.

The Sick Children’s Trust believes keeping families together significantly improves the recovery of seriously ill children.

They provide free, high quality ‘Homes from Home’ accommodation, as well as emotional and practical support, to families with sick children in hospital in the UK. They are working towards a future where every child can be close to their family while undergoing treatment.

They have ten ‘Homes from Home’ across the country (covering Newcastle, Leeds and Sheffield in the North), which provide essential services for up to 147 families every night, 365 days a year. This provides comfort for families during the difficult time that their child is in hospital. The charity supports around 4,000 families every year across its ‘Homes from Home’. 99% of families that stay state that having a private room close by the hospital was beneficial for their child’s wellbeing and recovery, as well as helping them cope with the strain of having a seriously ill child in hospital.

Northern Education Trust’s academies raised funds through various activities this year, such as cake sales, Christmas jumper/non-uniform days, raffles and Easter/summer fairs, and one brave primary student who volunteered to cut her hair for the charity.

Rob Tarn CBE, Chief Executive said “We’re very pleased to be able to support the work of The Sick Children’s Trust to make a difference to the lives of children in hospital and their families. Everyone’s kind donations mean they are able to give more families the emotional and practical support needed during times of huge uncertainty when a child is seriously ill in hospital by giving them a place to stay just minutes from their child’s hospital bedside.”

Vanessa Buckley, Head of Fundraising at The Sick Children’s Trust said: “We are thrilled that Northern Education Trust has been able to support us in such a brilliant way, raising vital funds for our ‘Homes from Home’ so they can continue to support families with a seriously ill child in hospital in the best way possible. Their academies have gone above and beyond in their efforts, finding creative ways to raise a wonderful total that will really make a difference to families at the most difficult time. A huge thank you to everyone at Northern Education Trust for your wonderful support.”

To find out more about The Sick Children’s Trust, visit their website at www.sickchildrenstrust.org

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Where did that system come from S.O.A.P and R.O.A.P, James Howard, Executive Principal Can you explain the S.O.A.P and R.O.A.P system for anyone who doesn’t know what it is.

S.O.A.P stands for Subject On A Page and R.O.A.P stands for Review On A Page and is a tool used as part of the history and geography curriculum. S.O.A.P is a type of ‘knowledge organiser’ and was created because we wanted to own what went into it and define exactly what we wanted from it.

The purpose of S.O.A.P and R.O.A.P is to set out the intended curriculum and for students to show off what they have learned – it describes a learning cycle.

Is it used in primary and secondary?

Yes, however secondary only have S.O.A.P whereas primary use the S.O.A.P to R.O.A.P journey.

How and why did you come up with the idea for S.O.A.P and R.O.A.P? When we renewed the primary curriculum 4-5 years ago, we wanted a specific implementation strategy for each subject discipline, for example in Design Technology we created ‘Make, Plan, Do, Review’ booklets. A lot of time went into thinking about humanities as we wanted a system where we made it really clear the knowledge that was going to be taught, and then a sequence of lessons where there was a clear review point at the end. We wanted a clear model of implementation for staff to follow.

How did you go about developing and implementing it?

The model was crafted with senior colleagues and Jane Wilson, Deputy CEO. We also consulted staff to find out what worked well and whilst we knew that knowledge organisers were being used across the sector we didn’t want to adopt these, we wanted to really own what we wanted from this tool and define the ‘ingredients’.

We got a clear implementation model and felt that S.O.A.P and R.O.A.P was a really good idea. S.O.A.P came first and R.O.A.P followed.

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How successful has it been and what have been the changes you’ve seen as a result of using it?

It has had incredible success. The outcome of standards in students’ books has been significant across every school in the trust. I think the implementation model is consistent within academies from year group to year group, class to class and also academy to academy. This also means we can work across the geographic spread of the trust as we use the same language and methodology.

We are now in a position to define it even further. The humanities curriculum is currently undergoing a mini review so we have the consistency to revise it even further for the next version.

Also, it enables primaries, who have non-subject specific teachers, meaning you could teach history, geography, French, maths and English all in one day for example, to have an implementation model for each subject discipline and we have a booklet to support this. You don’t have to be a specialist to know you have to have S.O.A.P and R.O.A.P and there’s a very clear sequence in between. It’s a simple model that enables non-subject specific specialists to deliver history and geography.

What were staff reactions to the S.O.A.P and R.O.A.P system?

It was received very positively and I think this is because it is simple and allowed a structure for lesson design over half a term that we’ve not had before, and the children enjoyed having S.O.A.P because it shows them what they will be taught.

I also think it has had a positive impact on lesson planning which has become more focused as teachers are able to identify what needs to be taught, how it is received and assessed and stick with that. So I think this simple model has allowed teachers to plan even better quality history and geography lessons and we’ve been able to share the load of planning across academies as we all use the same approach.

What were students reactions to the S.O.A.P and R.O.A.P system?

Again very positive, students take real pride in R.O.A.P as it’s an opportunity for them to show off what they’ve learned and there are some beautiful pieces of work in their books that they are proud of.

Do you have any other ideas for new initiatives that your happy to share with us?

The next initiative is version two of the release of the curriculum and includes further refinements to the entire primary curriculum. For example, we will be launching the big ideas in science where we focus on some of our golden threads – that will be released in September 2024, so this is the next, big exciting milestone.

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A day in the life of Scarlett Townsend, Teaching Assistant, Mount Pellon Primary Academy.

What is the best thing about your job?

The best thing about being a TA is seeing the progress that some of our students make because they come from quite a disadvantaged background.

The intervention programmes and pastoral support programme that we can offer are incredible, for example buddy schemes; we pair children who have English as a second language (EAL) with a child who speaks their language and is bilingual, therefore if a child becomes distressed or needs support they can be paired with someone who can translate for them.

We have some children that come to Mount Pellon and are extremely low in terms of ability. To see the progress they make from the start of the year, particularly with limited language skills, being able to communicate with us and their peers by the end of the year is amazing to see. Working with year 6 children who are doing their SATs is a privilege, to be able to watch them develop and achieve their SATs results.

What is your most memorable moment in the role?

My most memorable moment happened quite recently. I was supporting a student with SEN needs in a maths lesson and we were doing subtraction using the column method, and the student struggled over two sessions to grasp the concept of exchanging. Using concrete materials and base 10 we worked out the answers and helped the student apply this into his work. He was then able to work independently and complete his work.

What is your work/life balance like?

I would say I have a great work/life balance. I’m on a part-time contract so I work Thursdays and Fridays. I think the children really benefit from having a teaching assistant who is well rested towards the end of the week. I also have a 2 year old daughter so working part-time allows me to balance taking care of my daughter and my responsibilities at work as well. Family time is my way of relaxing. We live near the moors so we love to take the dog and go for long walks.

Who is your greatest influence?

My dad. He is in the teaching profession and social care background. My dad is a college lecturer and has also worked in adult social care for over 30 years, teaching various training courses. He has years of experience caring for people who are vulnerable or who don’t have the capacity to articulate their needs so I think he is a really good influence to have.

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How/why did you get into education/teaching?

I probably came into education because of my dad but I became a teaching assistant through the first year of the apprenticeship scheme when it started many years ago.

I started at a school in Bradford and then obtained a permanent job there which I stayed in for 9 years. After my daughter was born I decided I wanted to go part-time and that’s when I joined Mount Pellon. I’ve continued to do training through whichever workplace I’ve been in but there are a lot more apprenticeship schemes out there these days that weren’t available when I first started.

What are the highlights of your career so far?

Seeing the children that have previously struggled with something that have then managed to achieve it with help and guidance. It’s the look on their face when they realise ‘I can do this’ and they’ve done it that makes it all worthwhile.

I also teach phonics to a small group of year 5 children.

In my old school I had a phonics group of children who were at risk of not passing their end of year 1 phonics screening. When the phonics screening came about they all passed! So, I would say that has definitely been one of my biggest highlights – they worked so hard!

What has surprised you the most doing your job?

In the beginning, what surprised me the most is some of the highs and lows you experience in this job. You get real highs seeing the children you know have struggled achieve, but equally seeing the children struggle and knowing they may not be able to achieve but still trying to get them to see that they have made progress even though they’re not quite at the finish line is difficult.

Do you have any advice for other who are aspiring to be in your position?

Look at the apprenticeship scheme. There is a lot more on offer nowadays and you can specialise in certain areas such as SEND. You can also train in a school environment which is useful because you can apply what you learn in your coursework to a real life classroom setting.

What do you wish you had known before starting your role?

This is a tricky question! Being a TA is not a job, it’s a vocation. You go home some days and think about your day and if you have made an impact. You will have students that you think about outside of work and worry about ‘is this child going to make progress?’

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The Blyth Academy students demonstrate that they are ‘Youth Without Limits’ after completing the Duke of Edinburgh Award.

Aimed specifically at 14-24-year olds, the Duke of Edinburgh Award is a life changing experience which sets challenges for young people to complete, allows them to develop new skills, help their community and environment and complete an independent outdoor expedition.

On the 29th and 30th June 2023, 38 students from Northern Education Trust The Blyth Academy set out on their Duke of Edinburgh Award expedition after working incredibly hard all year completing their physical, volunteering and skills sections. The academy saw some amazing successes with students working across the local community: working for charities, the elderly, people with disabilities and helping in enrichment clubs in school. Students have also taken part in swimming, cooking, learning new languages and playing a variety of sports and instruments.

Northern Education Trust prides itself on helping students achieve their full potential. The Duke of Edinburgh Award is the world’s leading youth award and as such allows our academies to significantly increase the life chances of the students who undertake this challenge.

Over the course of the two days in June, the student’s behaviour and attitude was outstanding - they were a credit to the school and to themselves. Furthermore, their resilience when things got tough was amazing to see: they carried on when the walking got difficult and stepped outside their comfort zone constantly. The students planned their routes, cooked their meals, put up their own tents and made their own fun in the evenings, away from social media! It was wonderful to see all students, regardless of friendship groups, including each other in activities and helping each other along.

Mr Greenshields would like to say how immensely proud he is of all of the students and the staff who helped out. Without the students buy-in and the staff giving up their time, this sort of thing does not happen. The students now have a world-renowned award that no one can ever take away and which also puts them ahead of other young people when they go to college or into the world of work. The students have truly followed the morals of the DofE and proved they are “Youth without limits”

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Poetry

Summer by the Sea Above, the sky stretches endlessly in a brilliant shade of blue, adorned with a few fluffy, cotton-white clouds that drift aimlessly.

The sun bathes the scene in a warm, golden light, infusing the entire landscape with a radiant glow. Beneath this celestial canvas, the pristine waters reveal their beauty. The sea’s surface shimmers with hues of turquoise and azure, mirroring the cloudless sky above. It glistens in the sunlight, creating a mesmerising spectacle of nature’s artistry. As your attention shifts downward, you encounter the soft, powdery sand that carpets the beach. This velvety shoreline, devoid of footprints or disturbances, extends in both directions, as far as the eye can see. Its pristine surface invites you to leave your own mark upon its immaculate canvas, a testament to the untouched serenity of this secluded paradise.

Crystal-clear waters stretch endlessly, mirroring the vivid blue sky. Golden sands shimmer under the sunlight. Gentle waves create a soothing melody, their rhythmic whispers echoing the tranquillity of this untouched paradise. Distant bird-cries harmonise with nature’s symphony, adding a subtle but positive note to the auditory landscape. The warm, salty breeze caresses your skin, carrying the invigorating scent of the sea. The sun-warmed sand beneath your bare feet is both comforting and invigorating. A faint hint of salt; a subtle reminder of the sea’s presence, intermingling with the freshness of the breeze. It’s a nuanced flavour that adds yet another layer to the sensory landscape, completing the symphony of sensation that defines this secluded beach.

Freebrough Academy Year 11 A Garbutt

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The staff newsletter of Northern Education Trust We hope you have enjoyed reading this edition of our staff newsletter. We would welcome your feedback. If there is anything you would particularly like to see in future editions, please do let us know by contacting Rowena Walters on r.walters@northerneducationtrust.org

The staff newsletter of Northern Education Trust

Registered office: c/o Thorp Academy Main Road, Ryton Tyne and Wear NE40 3AH 0191 406 6383 northerneducationtrust.org