Although it’s been a very short term, the start of this year has a whirlwind of activity! It’s always difficult coming back to work in January after the Christmas season with the miserable weather, clogged up roads and a longstretch ahead to the Summer Holidays, but great to see our staff still buoyanton Blue Monday and no sign of the absences which are typical of this day! In fact, our pupils and staff have been busy, out and about and have started the year with a bang!
The impact of the Illuminate Minds Curriculum….
I never cease to be impressed by the breadth of learning and experiences which are delivered through our Trust curriculum model. The tube map in the reception area is universally admired by all visitors to FAB and demonstrates the extensive planningand consideration given by Alice Palmer in particular who has led on its development. Of course, the effectiveness is only proven by the outcomes and achievement of our pupils and we now see this around both schoolsin the amazingdisplays of children’s work. This would not be possible without fantasticteachingand targetedinterventions to enable our pupils to meet their potential.
this approach has been a significant rise in standards which is demonstrated through our data, work scrutiny and our self-assessment of the quality of teaching. 86% of teachingwas Good or better at the end of Autumn 2 at Pelham and 100% at Fairford. With changes in personnel and new appointments, we are expecting teachingto be at least Good (100%) in both schools by the end of Spring2 with increased Outstandingteaching in both schools.
Data for end of year attainment is already looking incredibly promising in both schools.
Progress in Maths is strong across all
year groups. Reading and Writing data has improved with some pockets of areas for development in specific classes and year groups. However, targeted interventions are closinggaps and we expect the picture to continue to improve over time. Writingis becominga strength since the Trust launched a new approach to the writing cycle and introduced clear expectations around handwriting, the developmentand planningof writing and focused on improving quality over quantity. I am immensely proud when I walk around our schools and look at the writing on display. It also makes me reflect on what I know about secondary transition where expectations of pupils moving into Year 7 are far less than they need to be based on what I know our Year 6 pupils can do.
Daily learningwalks are key in settingthe highest ambitions for our staff and learners and promote “Excellence Every Day”. The purpose of leaders beingin and out of lessons, talking to children, looking at learning and providing immediate feedback and guidance for teachers is to continuously facilitate improvement. Illuminate Minds Trust prides itself on being a learning community and this is for every member of our school communities. The impact of
There is work to do here with our secondary schools to ensure they continue the flightpathfor our children when they move on from us and the pace of progress is not lost. For me, what really characterises our schools is our high expectations and the success we have in encouraging all of our children to aim to achieve at least in line and in many cases beyond expectations.
Giving pupils personal agency….
Our curriculum continues to be fundamental in delivering our vision which puts informed decision-making and wideningof opportunities at the heart. In the face of the reduced experiences of our pupils during and immediately post-COVID, we have committed to an extensive programme of visits and enrichment events which bringour curriculum to life. There is not a week goes by when children from Pelham and Fairford are not on a trip or engaged in a new experience, lighting the fire of a love of learning which we hope is sustained throughouttheir lives.
This term has seen our pupils visit the pier in Erith to explore the natural and manmade environment as part of their Science lessons. Public transport is frequently used to get our children used to travelling around their local area and into the centre of London. Year 6 at Fairford had an exciting day out at the Transport Museum in Covent Garden whilst a recent trip to Monument proved challenging, particularly for staff when faced with fear of heights and a never-ending spiral staircase! However, Year 2 pupils embraced the challenge and were happy to race up the stairs before attempting to slide down them as if on a helterskelter!
One of the favorite external visits of the year is Young Voices concert and lots of very excited children from both schools attended and had a fantastic evening. What is also fantastic is the number of parents who are now offering to accompany pupils on trips which is also enabling pupil with additional needs who historically may have missed out on these experiences now beingfully included.
Exposingour pupils to different cultures and religions is also important with the percentage of pupils with English as an additionallanguage (EAL) in both schools now just under 50%. Diversity is valued through our decision to consider the role models we promote and embeddingthis through our lesson delivery every day rather than tokenisticreferences and theme events in isolation. Role models within our own staff teams and drawing on individual experiences and viewpoints is vital in preparingour pupils for life in our future communities.
Year 4 at Pelham visited the London Buddhist Centre and had the chance to ask questions and learn about Buddhism. With our aim of increasingtolerance of different faiths, cultures and needs, these experiences are essential. It was wonderful too to listen to the Prime Minister in Pelham telling visitors about the Pupil Parliament’s plans for Chinese New Year. Projects driven by the children themselves increase excitement and engagement which was proven through the number of pupils bringingin Chinese creations in the last week of the half term. Pupil Parliament even arranged for every child to eat lunch with chopsticks!
The key to effective school improvement is to invest in staff and their professional development. This is not just fundingexternal trainingbut also freeing up time for staff to see and experience best practice and new skills. It is also the timetabling of joint PPA to bring staff together to learn from each other, the weekly Monday CPD and collaborative sessions and the ongoing dialogue and coachingof staff at all levels.
Professional developmentin all itsforms increases the retention of the best staff. Engaging in performance management and identifyingareas for development is not about criticism butthe ambition tobe even better. The whole rationale for this in an organisation which puts children at the heart is to ensure that staff reflect personal ambition and high expectations of themselves. Staff then strive to gain the right skills and knowledge to deliver the best teaching whilst equally modellingthat they themselves are active participants in learning. Illuminate Minds Trust is not a learning community which accepts bystanders. It is a trust which focuses on participants, solution-focused professionals with a voice who understand the appropriate routes for communication and know that it is all about puttingchildren first.
in July (staff are not expected to come in on these days) are translated into the equivalent CPD training hours. This means that generally staff are workingfor slightly less hours than is reflected in their pay and we are also able to use this additional time to invest in training and career development, mutually beneficial to every individual member of staff and the organisation. Well-beingis also about beingvalued and I hope that everyone understands that the changes to the half term break in October and the translation of additional paid time into trainingis in recognition of the value we put on staff who are our most valuable resource. If we invest in our staff, we are also investing in turn in our children – the best, most qualified and experienced staff are key to our pupils receiving the highest quality of education.
(Some of you may recognise this paragraph from previous Trust News, but I have included this again to ensure everyone is clear on the rationale and organisation of terms dates, trainingand INSET days).
Celebrating Staff Success!!!
In spite of communicating the purpose of the two INSET days at the end of the Summer Term each year and the support staff pay reflecting a 39-week academic year instead of the 38 weeks on which our children come to school, there continues to be some confusion around trainingsessions andtwilightCPD as being“extra hours”. As explained previously, support staff pay continues to reflect 39 weeks of school when the schools are open for 38 weeks and this additional paid but unworked week coupled with the two INSET Days
A huge well done to our own Head Teacher, Sam Robinson, who has gained a Masters in Educational Leadership with the support of the Trust. This is an incredible achievement in the context of Sam takingon his first Headship and leading Fairford through a period of significant change culminatingnot only in a very stronginspection outcome but more importantly on the continuing improvement journey which is recognised by every external professionalvisitingthe school.
I also want to highlight the recognition Jodie Cousins is receiving in relation to her work on literacy with one of her Year 1 pupil’s writingbeingselected by No More Marking to act as an exemplar for greater depth writing in year one alongside Harper Collins inviting the
trust to be involved in a research project with focus groups for our teachers. Well done, Jodie! Jodie and Alice Palmer have also been actively involved in securing a partnership with Goldsmiths University of London in their teacher training programme. Illuminate Minds Trust will be a Lead Delivery Partner for Schools Direct from September 2024!
Really proud too of Alice Palmer who has been successfully accepted for the UK Parliament Teacher Ambassador Programme! Alice has spent time at Westminster representingour Trust and raisingeducational issues at national level. This is a highly competitive programme and Alice has done amazingly well in gaining this position.
Retainingstaff and supportingthem to grow is fundamental to our culture at Illuminate Minds. We want our staff to be given opportunities to developand currently have three staff out for one morning per week for the next year working towards gaining Level 1 BSL to enable us to support our SRP pupils at Pelham within the mainstream classroom, fully included with their peers. We also have several staff engaged on the NPQSL and NPQH programmes and long-term secondments to provide ambitious leaders with the opportunity to put their learningand skills intoaction! Alice Palmer is takingup the role of Associate Head Teacher at Pelham after Half Term with Chris Guildford stepping into the Assistant Head Teacher role to continue to strengthen the leadership teams in both schools.
Governance Days
A big thank you to Sandra Billinghurst who ensured our visitors were made welcome from the moment they came through the door, meeting them with a cheerful smile and the expected safeguardingformalities as well as ensuring food and refreshments were on tap all day!
Why inclusion is at the heart of our USP and why we need everyone to embrace change….
It has been interestingto see the differences in understanding between teams at times in relation to inclusion. We often hear staff talk about pupils with additional needs who “need more intervention” which, when explored, actually means removal from the classroom, 1:1 TA support and pupilsbeinginvolved in alternative activities. These are not interventionsbut exclusion to a degree with a sense of some children being“different” and not belonging.
It was fantastic to welcome our local governors, trustees and members into the schools before Half Term. Having the opportunity to showcase the schools and our pupils was incredibly rewarding. I was proud of all of the staff involved in makingpresentations and the classes we visited. We are planning on another Governance Day in March as well as a Strategy Day for Trustees to open up further dialogue on next steps for growth.
There is no EHCP which states a child must have 1:1 support. There is no bottomless pit of funding which schools are provided with to fund 1:1 support. This is why it is vital we upskill our staff and the expertise of those who have been involved in SEND are accepted rather than rejected as that is not what people are familiar with. There are schools which use 1:1 and struggle to manage their budgets as they are not funded for this and the impact on the children is not in line with their EHCP objectives.
In the SEND world, the question is always asked:“Why is it seen as okay to put the least qualifiedand experienced staff with the children with the highest levels of need?” Common sense wouldtell us that it is nonsensical! Familiar ways of working are not necessary the right ways of working. If we truly want to be inclusive, let’s ask see all children as being entitled to the same provision with those withthe greatest needentitledto adaptations with their peers in the classroom, staff who have continued to develop skills and confidence in managing all pupils and targeted interventions which are delivered by staff who are trained to offer
them. This is quality education and this is the USP of Illuminate Mind Trust.
Growth and Improvement through Positive Positioning and our USP….
Our focus for the year ahead continues to be GROWTH and IMPROVEMENT. Our Trust has worked hard to build a solidreputation and developa USP in inclusion. Our approach to inclusionis not for everyone and does present challenges at times, but it is very much the nationally promoted direction of travel for schools and future sustainability is founded in beingat the start of the journey rather than being out of date and lagging behind.
So who is the Trust? It is a group of leaders outside of the school or leaders in the school? It is neither: it is all of you, every member of our school community represents Illuminate Minds. When the trust is celebrated or complimented, it is YOU, a collective, who are being recognised and not one person. When the trust is criticised or under scrutiny, it is everyone of us who is potentially experiencing negativity. This is the same as with an inspection when the outcome judgement is about the school and the school is really everyone within it. Schools are not successful because leaders are strong. Schools are successful because all of the team are pulling together on the same journey and headingin the same direction. The message here is clear: if you have concerns or questions, ask them, voice them and communicate using the right process, but ideally talk to each other and resolve differences of opinion.
Again, this is about being a participant not a bystander. Come with ideas and solutions, embrace opportunities to learn more and progress so that we all move forward together. Enjoy the half term break and come back ready to work together in collectively affirming our USP as foundations for growth.
Nova, the latest doggie addition at Fairford who has joined Lola, Hugo and Minty to complete our dogmentor family! Thanks to Kat for bringingsuch a delightful pup into our community!
