Academic Year 2023-2024
CEO’s Welcome
Dear Members,
Welcome to the AGM. This has been a most successful year for our schools.
Nearly all of our schools have now had recent Ofsted inspections and I am thrilled to report that 7 are now rated as Outstanding. The Boleyn Trust is now seen as having a proven track record of driving excellence in education, despite challenging circumstances.
External tests in Summer 2024 have shown that all Boleyn Trust schools performed significantly higher than the national averages with Tollgate, Rosetta and Cleves ranked the best performing schools in Newham and Rosetta ranked 35th nationally by The Sunday Times.
In addition to our academic work, our schools have working with Figtree International to champion equity and inclusion through their Race Charter Accreditation. Two of our schools have achieved Bronze status and four have been awarded the Silver award. All schools have also participated in our Rise to Lead Programme.
I would like to thank you sincerely for your support throughout this year, and I hope you enjoy reading this review.
Best wishes, Tom
Tom Canning CBE
Who is The Boleyn Trust
The Boleyn Trust has eight large multicultural Primary Schools in the London Boroughs of Newham and Tower Hamlets.
Established in 2017, the schools are highly successful and in the top 3% of schools nationally for pupil progress. Six schools, Cleves (2015), Shaftesbury (2016), Monega (2022), New City (2022), Tollgate (2022), and Rosetta (2023) are graded outstanding, two schools, Ravenscroft (2019), and Clara Grant (2022) are graded good.
The Boleyn Trust is all about improving the life chances of all children so that that they can be lifelong learners. Our children achieve in the top 10% nationally despite being in some of the most disadvantaged areas in the country.
The Rise to Lead is programme designed to support aspiring leaders across the Boleyn Trust. The programme aims to develop core leadership skills and enhance participants’ understanding of leadership responsibilities. The programme is open to all but will specifically focus on supporting teachers from diverse backgrounds who display potential. Key themes include personal integrity in leadership, resilience, and raising standards within schools through group and personal mentoring.
Rise to Lead
Delegates highly valued the programme’s collaborative nature, appreciating the chance to connect with peers across the Trust. This supportive community encouraged open sharing of experiences and strategies, boosting confidence and self-awareness.
The first session on authenticity stood out, prompting deep reflection on leadership values and personal alignment. Scenario-based activities reinforced adherence to these values, offering practical strategies for navigating challenges.
Participants praised the programme’s real-world approach, with tailored content addressing societal and personal barriers. Guest speakers added valuable insights, enriching the experience.
Many delegates have already applied their learning, leading staff training and tackling challenges with confidence. One even recognised their readiness for deputy headship, highlighting the programme’s impact. The honest, engaging presentation style and 1:1 coaching further fostered trust and growth.
Wellbeing
At The Boleyn Trust, we recognize that the wellbeing of our staff is essential to creating a positive and thriving school environment. We are committed to supporting the physical, emotional, and professional wellbeing of all colleagues by fostering a culture of respect, collaboration, and work-life balance.
We prioritize staff wellbeing through:
• Flexible working and wellbeing days
• Access to an Employee Assistance Programme which provides practical and emotional support, free of charge.
• Wellbeing breakfasts, offering an opportunity for staff to connect socially before the working day.
Our Governance Model for 2023 - 2024
Tom Canning CBE - Chief Executive
tom.canning@theboleyntrust.org Sarah Lack - Director of
sarah. lack@theboleyntrust.org
Members
The Trust has "Members" who are best viewed as guardians of the constitution, changing the Articles if necessary and ensuring the charitable object is fulfilled. The Members have overall nominal responsibility for The Academy Trust, but they exercise their functions through the trust board.
Each Member guarantees to contribute £10.00 if the Trust were to become insolvent and be wound up - that is the "quarantee" implied by the term "company limited by guarantee". The Trust will ordinarily have at least five Members.
THE VENERABLE MANGALA
JULIE D'ABREU
STEPHEN FOSTER
LISA DARAMOLA
ELLEN KEMP MBE
CLIVE-ANTHONY DOUGLAS MBE Chair of the Trust Board
Trustees
The Trustees are responsible for the general control, management and administration of the trust. The Trustees are personally responsible for the actions of the Trust and the Schools and are accountable to the Members, the Secretary of State for Education and to the wider community for the quality of the education received by all pupils of the schools and for the expenditure of public money.
ROLFE MBE
NINA PANAYIS Vice-Chair of the Trust Board
CARLY CLARKE
ROSEMARY
TEHRANI
ASHA CHOOLHUN
MOHAMMED MAMUN
JOHN
PATRICIA REGISMBE
Executive
The Executive Team is the executive arm of the Trust Board, focusing on operations and resources and supporting the educational performance of the Academies. It operates under the leadership and direction of the Chief Executive and includes the Deputy CEO and Director of Primary, the Chief Finance and Operating Officer and the MAT Finance Specialist. The Executive Team works directly with staff in each Academy to ensure that the Trust's strategic plan (incorporating the Academies' development plans are being implemented, and the required outcomes are achieved in accordance with the direction and vision of the Trust Board.
TOM CANNING CBE Chief Executive
SARAH LACK Deputy CEO & Director of Primary
and Operating Officer
STEVEN LOCK Chief Finance
ROSE NELSON MAT Finance Specialist
School Leaders
Boleyn Trust Headteachers take the lead role on working with the CEO and wider Executive Team to develop a collaborative School vision, which embraces excellence, high standards and inclusion. Our Headteachers secure excellent teaching to achieve high standards of learning and attainment across the primary phase, including preparation for secondary education.
KAREN SYMONS
Clara Grant Primary School
LIZA CHRISTOFIDES
Cleves Primary School
ELIZABETH HARRIS
Monega Primary School
New City Primary School
SIMON BOND
Ravenscroft
Primary School
LINDSAY BRADBURY
Rosetta Primary School
GEOFF HADLOW
Shaftesbury Primary School
Tollgate Primary School
CAROLINE STONE
EMMA O'CONNOR
Attainment
Year 2
Year 4 times Table Check
Key Stage 2
Financial Summary
2023 2024
Financial Summary for Year Ended 31
August 2024
The overall financial position of the Trust remains strong. The Trust continues to deliver unqualified audited accounts demonstrating strong Financial Management.
Key Headlines
• All statutory data is above national expectations
• 85% in phonics
• 80% GLD
• 83% EXS or above in reading and maths
• 78% EXS or above in writing
Awards and Achievements
Awards and achievements:
• Oracy award in summer 2024
• Y4 Poetry Slam winners
• Over 100 children tookpart in the Trusts 100% attendance visits to Chessington
• Bronze Healthy Schools Status
• Successful peer review with neighbouring Tower Hamlets School who especially loved our EYFS curriculum
• Instructional coaching mentor recognition for Liezel Du Plooy
• Heilandi Jansen is part of the Tower Hamlets Primary reviews team
Community engagement
• Weekly wellbeing coffee morning for parents and carers
• Supporting families with cost of living, SEND, mental health and wellbeing and admissions
• Summer fair held in July 2024
• Eid party for local community and all school stakeholders
• Connecting classroom project linked to promoting race and equality
• Celebrated International Women’s Day with a group of parents
• Parent led baking courses available
• First aid course for parents and carers
Quotes from pupils Quotes from staff
• I love this school. I have been here since Nursery and every year it gets better and the teachers are very kind and take care of us.
(Year 6 child)
• The school has taken me on lots of trips and because of the school I even got to travel on the DLR and tube for the first time.
(Year 4 child)
• The knowledge organisers help me remember information and I love talking to other children and in assembly about things I have learnt.
(Year 5 child)
• Even though I have worked here for a short time, the children are Clara Grant are polite, hardworking and always bring a smile to my face. The staff are very welcoming and dedicated in delivering the best educational outcomes for the children in our school and with the support of the Boleyn Trust, the school will continue to grow and provide life changing opportunities for the pupils.
• Since joining the Boleyn Trust, I can see changes in how our curriculum has evolved and the children are remembering more and knowing more. The children, parents and carers and all the adults here are like one big family of support.
Quotes from external consultants
(from the Tower Hamlets Peer Review)
• Nursery staff were extremely well skilled in engaging children during the taught session. All children were thoroughly engaged in a recap of the story and worked with a talk partner to sequence the events in the story accurately. Routines for how children contributed were clearly very well established and this meant that children were able to share their ideas enthusiastically.
• In Reception it was really clear to see how this strong foundation is built upon. Clear focused modelling from teachers and skilful support from other staff in both rooms meant that every child was well supported and could write confidently even though they may have been at an earlier developmental stage. Again the children were excited about the purpose of the task (to write about an alien) and enjoyed the playfulness of making up things about what they might like. More able children were even using similes to describe their character!
• In Year 2, the children used the core book to support the sentence structure of their own sentences, while they were still able to be creative with their choice of adjectives. Resources at tables (phonics mats, widgit word banks) support children with spelling. Children understand how these resources support them with their writing.
In books many of the key words were spelled correctly if not phonetically plausibly.
Quotes from parents and carers
• We really like how the staff are very friendly and my children like coming to school. The school has helped me by letting me do voluntary work and learn new skills. I am proud of this school.
• The school has supported me and my family with housing issues and let me join the wellbeing parent coffee morning. I get to meet with other parents and we discuss so many different topics and I feel very valued by the school.
• I have enjoyed going on school visits with my child and liked that the school had a summer fair. It was a great community event on Saturday and the school staff are very approachable and support the children in school.
Key Headlines
• The school offers a rich curriculum that emphasises both skills and the mastery of knowledge. This includes specialist provisions for subjects like Music, PE, and Modern Foreign Languages
• the percentage of children attaining a Good Level of Development at the end of EYFS remains well above the national; 81% GLD compared to 68% nationally
• the percentage of children attaining the required standard in the Y1 Phonics Screening Check remains well above the national; 90% compared to 80% nationally
• the percentages of children achieving at least the expected levels and working at greater depth in reading, writing and maths in KS1 will remain well above the national from 2023.
• the percentages of children achieving at least the expected levels in reading, writing and maths in KS2 remain well above the national; reading 97% compared to national at 74%, writing 97% compared to 72% nationally, maths 97% compared to 73% nationally, combined measure 95% compared to 61% nationally
• the percentages of children attaining the combined measure of the higher attaining in reading, writing and maths remain well above the national; combined measure GDS 32% compared to 7.7%
Awards and Achievements
• Cleves Primary School who have been recognised nationally for their commitment to improving race equality and prioritising an inclusive culture where staff, students, parents and partners of all ethnicities are equally valued, by being awarded the silver level RACE Chartermark.
• The school is praised by the Local Authority for its inclusive environment, where students with special educational needs and disabilities are well-supported. Staff work hard to ensure all students can access and enjoy learning activities
Community Engagement
• We continue to highlight the importance of family, community and multi-agency engagement
• Various fetes, cultural events and workshops provide opportunities for meaningful conversation
• Safeguarding workshops
• A range of Coffee Mornings offered in order to extend and enrich learning opportunities
• Early Help offer and Senior Mental Health Lead support
• Pupil Voice informs wider school decisions
• Toddler Group prepares children for school life at Cleves
• Triple P delivered at Cleves offers parents simple and practical strategies to help them build strong, healthy relationships.
• We continue to host visits from outside agencies including LFB, nurse, police, and community officers from various sectors from the borough
• Stay & Read sessions
Quotes from pupils Quotes from staff
• I began my teaching career at this school so I am extremely thankful for the experiences and memories that I have gained during my time at Cleves. Furthermore, I have enjoyed my time here and appreciate the support and opportunities for professional growth that have been provided to me.
• I will keep in touch and will visit as promised. You truly have and will always be much more than just a place that I accessed an education. You are a family that apply yourselves in such passionate ways to care and support the students you have been entrusted with, and for that, I will forever be grateful to have been part of the Cleves family.
Jonathan O – Former pupil and Head Boy
• The school cares about my learning and because of this I am able to succeed.
Year 6 Pupil
• I love my school because my teacher is kind. Reception Pupil
• I enjoy Cleves because we are a community.
Year 3 Pupil
T. Begum, Former Teacher
• There is a strong sense of community and collaboration amongst the staff, which helps create a vibrant and energetic work atmosphere.
J. Crees, Deputy Headteacher
• Cleves School is committed to delivering exceptional support to all staff, and an extensive array of resources for children, creating a positive and enriching environment in which students flourish and take great pride in being part of our School.
A. Hussain, ECT
• Our school works really hard to make sure all pupils succeed and that we ensure that pupils benefit from the ambitious curriculum and thoughtful adaptations.
I. Lawrence, AHT
• Cleves provides a very creative and purposeful learning environment to develop children's curiosity and commitment towards their education.
S. Rahman, Nursery Nurse
Quotes from any external consultants
• Promoting and celebrating the rich diversity of the school community is a core focus. The school’s work emphasises empathy, creating a sense of belonging, and inclusive representation, as a vehicle for influencing long-term, positive change. Pupil voice is a strength, with Equality Ambassadors and the School Council embedded in the life of the school through their active roles and regular engagement.
Angelina Idun, Director, SSAT and Ann Palmer, CEO, Fig Tree International
• Attendance levels are strong at 97%. It is clear pupils want to come to school.
Sir Robin Bosher
• Aspirations are very high. The children learn Mandarin from nursery. Children with SEND are on the school council. Children with SEND access school trips.
Anne Marie Hennessy SEND and Inclusion, Newham Local Authority
Quotes from Parents/Carers
• Cleves Primary School is committed to inclusivity. Regular training empowers staff to equip children with essential educational and social skills that sets them up for a lifetime of success.
K. Aye, Parent
• The positive influence you’ve had on my children’s lives is something we will always cherish. You’ve not only taught them academically, but you’ve also guided them with values and life skills that will stay with them. From the bottom of my heart, thank you for everything. You are truly making a difference, and we will forever be grateful for the amazing experiences and growth that our children have had because of your dedication and care.
N. Chand, Parent
Key Headlines
What are the main highlights of your school year? This could include academic results, inspections, accreditations, awards, or any other significant achievements.
Well above national in all areas
• 86% of pupils achieved GLD in Reception
• 85% of pupils achieved the expected standard for Phonics in Year One
• 93% of pupils achieved the expected standard in Reading at KS2 SATs
• 92% of pupils achieved the expected standard in Maths at KS2 SATs
• 81% of pupils achieved the expected standard in Writing at KS2 SATs
Awards and Achievements
• 1st Prize for Chinese Bridge Award
• Accepted onto the IBD Partnership Turing Scheme
• We received a letter from King Charles
• Successful camping overnight at school
• A range of engaging enrichment opportunities
• A range of staff wellbeing events
• Visit from Philippa Stobbs
• Choir sang at Spence House with the Commonwealth Choir
• Volunteers from Microsoft
Community engagement
• Harvest Assembly
• Places of worship visits
• Eid Feast
• Early Years picnic
• Science Fair
• Parents Workshops
• Imam Assembly
• Winter and Summer Concerts
• Winter and Summer Fetes
• Parents Evening
• Children in Need
• Red Nose Day
• World Mental Health Day
• Year 1 Open Mornings
• Reception Open Days
Quotes from pupils Quotes from staff
• Monega School is the best, the teachers are so kind and always help me
• Camping at Monega is the best activity, you get to sleep over and do really fun activities like toasting marshmallows around the fire
• All the teachers at Monega are friendly and kind, no one shouts and they all support me with my learning
• At Monega, we read every day, I love reading and I have made so much progress
• I love learning hard so I get stickers
• I love to do painting
• I feel fortunate to be a part of such a strong team!
• I really enjoy working at Monega Primary school, supportive and friendly staff, well mannered children. Overall very inclusive school
• Monega is a very supporting environment
• Senior leaders are very understanding
• The children and staff at Monega are all lovely
Quotes from any external consultants
• Early years is very well led by a knowledgeable and experienced leader. She puts an emphasis on coaching her team and this is reflected in the consistently strong practice across early years
• The curriculum is language rich and well structured, giving meaning to the learning. Tasks are designed to meet the needs of a wide range of children
• Behaviour in class and out of lessons is exemplary and pupils’ learning habits are well established. Pupils are very well motivated to learn and do well.
• Pedagogy is strong and there is a consistent approach to the shape of a lesson. There is a strong emphasis on teaching specialist vocabulary
• The headteacher and her leadership team are mutually supportive of other leaders to enable them to develop and thrive
• The school has effective leaders who like to take on fresh challenges
• The AHT for English and Equality could well be a useful resource across the Trust as all the schools work towards their RACE Charter Mark
Quotes from Parents/Carers
• The best primary school ever
• Monega has been setting the standard for teaching over the last six or so years and I would like to thank all the staff/personnel at the school who have made this possible!
• Monega school is best and all teachers and other staffs associated with monega is very professional and cooperative!!
• I’m very happy with school and school teachers and management staff
• I want this school to open higher class for parents & carers
• My children love monega school
• We are proud in having our child studying in Monega primary school
• Fabulous teachers and excellent school
• We are extremely happy with Monega Primary School and the progress our son has made
• Our son is happy and confident going to school and is excited to share his daily experiences. All of the staff are friendly and approachable. The school as a whole has a lovely feeling about it and is a great asset to the community
Key Headlines
• The school offers a diverse and rich curriculum that embeds both skills and the mastery of knowledge. This includes specialist provisions for subjects like Art, Music, PE and Mandarin (Modern Foreign Language)
• The percentage of children attaining a Good Level of Development at the end of the EYFS remains well above the national, 85% compared to 68% nationally
• The percentage of children attaining the required standard in the Y1 Phonics Screening Check remains well above national 90% compared to 80% nationally
• The percentages of children achieving at least the expected levels and working at greater depth in reading, writing and mathematics in KS1 will remain well above the national from 2023
• The percentages of children achieving at least the expected levels in reading, writing and mathematics in KS2 remain well above the national; reading76% compared to national at 74%, writing79% compared to 72% nationally, maths 79% compared to 73% nationally, combined measure 76% compared to 61% nationally
• The percentages of children attaining the combined measure of the higher attaining in reading, writing and mathematics remain well above the national; combined measure GDS 17% compared to 7.7%
Awards and Achievements
• Our EYFS, KS1, MTC and KS2 data is above national. Quality first teaching and successful interventions have ensured that children make rapid progress
• Our Family Centre reached out to all our families and focused on three main aspects. These are school readiness, overcoming barriers to learning and responding to local and national priorities such as mental health, gangs and knife crime
• The school provided breakfast as children arrived until 8.30 and after school care from 2.50 until 5:30. Through the course of 2 weeks in the Summer (August) 2024 400 pupils attended a very successful Summer School focused on healthy minds and healthy bodies
• As part of our exemplary curriculum New City offered a range of 23 clubs to children free of charge to enhance children’s social, emotional and academic well being. These clubs ranged from Yoga, Chess, Cheerleading, Debate mate, Football and Lego. All clubs were highly inclusive and children with needs were encouraged to attend
• The National Tutoring Programme reached out to 133 children from Reception to Year 6 delivered by New City teachers in English, mathematics, phonics and support for EAL
• The school has achieved the International School award again for its continued work around inclusivity of all and its work with schools from around the world
• New City School have been recognised nationally for their commitment to improving race equality and prioritising an inclusive culture where staff, students, parents and partners of all ethnicities are equally valued, by being awarded the Bronze Level RACE Charter Mark
• New City has been praised for its Inclusive environment, where students with special educational needs and disabilities are well supported. The school was awarded the Inclusion Quality Mark Flagship Status
• The school was received its ECO Schools status
• The school secured the PSQM-Primary Science Quality Mark, this is the highest award that can be granted to the school through this programme
Community Engagement
• Throughout the year a range of events were held for the community as we continue to highlight the importance of family and community engagement. These Included cultural events, coffee mornings, workshops, concerts, various fetes and opportunities for the community to come together. These included:
• We held a number of coffee mornings and stay and read/play sessions throughout the year so to share teaching and learning with parents and assist with answering any questions
• We had a weekly food bank and uniform shop available for parents within the local community who needed support
• Our school council and pupil voice informed wider school decisions
• Triple P delivered at New City offers parents simple and practical strategies to help them build strong, healthy relationships
• During the year we hosted and visited outside agencies from the local community, such as; Tate & Lyle, LFB, St Joseph’s Hospice, Stratford Youth Theatre, Into University, nurses, police and local religious leaders
Our Family Centre
Our Family Centre offered a range of workshops for families with children under the age of 3 as well as coffee mornings for parents on a range of subjects including online safety, phonics and mathematics. The Family Centre opened 5 days a week. It is also offered after school provision which was fully booked for 25 children. The family Centre opened.
Quotes from staff
Quotes from pupils
• I love coming to school, my favourite subject is Maths, i like how the teacher makes the learning fun and when i am stuck i can ask for help
• Now that I am in Year 6 i will get to go on the school trip to Stubbers, i think its a really fun idea and will be a experience that i will never forget
• I have been in school since the nursery when I was a baby, I am now in year 5 and my baby sister is in Nursery. I think that New City has helped me with my learning so that i will be ready for secondary school and then i want to work in Canary Wharf
• I enjoy all of the clubs after school, when i was little i went to Lego club which was really fun. Now i go to Debate mate and we get to debate in teams about things we agree and disagree with
• The school has a strong sense of community with every member of staff wanting the same outcomes-that is to create a safe, enjoyable environment for our pupils so that they are equipped with the relevant knowledge and skills to not only assist them to meet their full potential, but exceed it
• As an ECT last year, I started my professional career here at New City. New City is so open and supportive and I especially enjoy the opportunity to observe and plan alongside experienced practitioners
• At New City we ensure that the needs of all children are catered for so that they excel in their social and academic needs. We adapt learning to ensure that it is individualised and engaging for all children
• I really enjoy working at New City, the school really cares about its pupils and staff and we engage with the local community throughout the year with concerts and events. There is a real family feel to the school
Quotes from External consultants
• Congratulations to the Head Teacher and senior team for your absolute clarity to the ambition of outcomes. This ambition will motivate all staff to raise their expectations significantly Sir Robin Bosher
• New City Primary School is a welcoming and approachable, environment for its broader community. The school has achieved Inclusion Quality Mark flagship status, recognizing the commitment to inclusivity
Angelina Idun, Director, SSAR, Fig Tree International
• It was a pleasure to visit the school and see the progress that has been made with the Flagship project as well as all the inclusive practices taking place. I was impressed by all the people who spoke to me. They were all very proud of their work and passionate about inclusion and the children
Joe McCann MBA NPQH Director of Inclusion
Quality Mark (UK) Ltd
Quotes from Parents/Carers
Thank you so much for organising and running the summer school this year. Killian had a marvelous time and learnt a heap of new games, and activities like Yoga.
Both myself and my partner work full time and the summer holiday is often a struggle trying to balance childcare and work. The New City Primary summer school is extremely important to our family to enable us to work with peace in mind that our children are well-cared for. I truly hope that the summer school provision continues.
I just wanted to say thank you to all your team for this morning for the hard work and kindness. The kids loved it, even though there were meltdowns the teachers were most helpful, kind and compassionate. I can’t recall 100% but what did stick to mind was when Ms Thorne came to look for my soon to give him bowls of cereals.
The kids love new City, and this morning was as always, a great example of why. Thank you all again for your hard work you do in making this all happen.
I just wanted to express my sincere gratitude to you and your wonderful staff. My child has learnt so much during his time at New City and although we are sad to be leaving, we feel that my son is ready to start at secondary school.
Please can you let your staff know how grateful we all are for the Big Breakfast event. It was so nice to be there and share a delicious breakfast with my family. Thank you
Key Headlines
• Results at all points of measure are significantly higher than national expectations
• Retention of EYFS Quality Mark
• Implementation of three Pathway Classrooms for pupils with significant needs
• Successful Year 6 Brick Lane Music Hall production
Awards and Achievements
• Seven pupils achieved scholarships to Brick Lane Music Hall Summer School
• Participation in Commonwealth Choir events
• Completion of Year 5 Bridges of Resilience project – targeting pupils with social and emotional barriers to learning
• Child of the Term visits, including to London Aquarium, The Shrek Experience etc.
• Attendance reward visits to the cinema
Community Engagement
• Regular ‘Stay & Play’ sessions for parents of pupils in our Pathway Classrooms
• Resourced Provision coffee mornings – Parent Networking and Q & A sessions with the Speech & Language Therapist
• EYFS Phonics coffee mornings
• Year 1 Phonics coffee mornings
• Cancer Research UK coffee and cake morning for all parents
• EYFS Carnival
• Big Breakfast community event
• Parents’ concerts at Christmas, Easter and end of year
• Nursery Graduation Ceremony
• Governing Body Awards prize giving
• Knife crime workshops with community police
• Work with Faith in Schools
• Visits by the fire brigade, Metropolitan Police and TfL
• Year 5 Bikeability scheme, including riding around our community
• Parents’ Book Sales
Quotes from pupils Quotes from staff
• “I always enjoy coming to school and always feel positive about entering class. One reason I love Ravenscroft is that they always encourage us with awards, and this can make students try harder.”
• “They give us responsibilities to do – for example Play Leader. It helps us learn and even experience how hard or easy a job can be.”
• “I like how Ravenscroft does Pupil Voice which gives us a chance to express how we feel and give our opinions.”
• “I think Ravenscroft is a very excellent and positive school.”
• “The Trust provides really strong support for the school. I have benefitted greatly from attending Trust Network meetings and being able to share our practice and gain further insights from the practice of all of our sister schools. This has been invaluable in developing our curriculum.”
• “Ravenscroft has a real ethos of nurturing and caring for all of our children. I am proud that our children feel safe and achieve so well in our school.”
Quotes from External consultants
“I am hearing some remarkable things about the work the young people are doing at Ravenscroft and how supportive your staff team are, so a huge thank you to you all from me. The team love coming into Ravenscroft because of the support from yourselves.” Brick Lane Music Hall
“I have been working with Ravenscroft for just over a year and it is such a friendly, child-centred school that prioritises the needs of their students and staff. The school fosters a strong sense of community across both its provision and mainstream settings which is reflected in how staff work together and the high level of care that is put in place for children and their families, particularly those with SEND.” Dr Georgia Apontua, Educational Psychologist
“Ravenscroft Primary School’s Autism Resource Provision provides an exceptional, nurturing environment for autistic children.
The provision offers interventions that promote language and communication development, social skills, and emotional regulation. Visuals and AAC systems, such as ore Vocabulary Board, are embedded in the environment to support children in their communication and independence skills.
The staff is highly skilled, and they work collaboratively with other professionals to create individualised plans that help each child thrive academically and socially. The structured yet flexible approach at Ravenscroft ensures that every student is supported in a way that builds their confidence, enhances their communication abilities, and fosters a sense of belonging. It’s a wonderful example of how a well-resourced provision can make a lasting, positive impact on children’s lives providing a neuro-affirming environment.” Sofia Mazzoleni, Specialist Speech and Language Therapist.
Quotes from Parents/Carers
Recent Parents’ Survey, completed by 234 parents – highlights include: 99% agree or strongly agree that their child is happy at our school, 97% agree or strongly agree that their child feels happy at our school, 98.5% agree or strongly agree that the school makes sure its pupils are well behaved and 98% of parents would recommend our school to another parent.
“Ravenscroft is a great environment for children to learn and play. My son has just started Reception and has settled in well, made lots of new friends and has found a new love for writing!”
“I feel that the school really supports parents well. The parents’ coffee mornings give me, and other parents, a really good opportunity to meet with staff and discuss how we can help our children at home. They help us to feel engaged and included in our child’s education.”
Staff Quotes
Class Teacher
While working at Rosetta I have had a tremendous amount of support from all staff while on my journey from maths interventions to becoming a qualified teacher.
I have had amazing support from my mentors and SLT and my ECT time has been protected. It has been and continues to be a privilege working with people that are dedicated to the children.
I feel I have a resonance with the school's values and ethos, which is why I wished to train at Rosetta. I am committed to the children achieving their goals and creating an environment which is safe and welcoming and promotes learning by being fully engaged with the children and the community. I create displays, make costumes for plays and promote an atmosphere of community, support and learning to encourage the children and bring education to life. I ensure I am always ready day to day to be my best and support my team in any way.
I feel the school has provided training to ensure my and the schools continued improvement across many areas and feel that I work for a school that is committed to being the best learning environment that it can be. I understand that all schools have challenges for various reasons, and I feel that we work together well to overcome and move forward.
Class Teacher
‘I really enjoy teaching at Rosetta. Not every day is the same. The children come from very complex backgrounds, but they have so much spirit that it makes it a joy to teach them. It’s really rewarding. I couldn’t ask for a better staff team, staff at all levels are friendly and supportive, there is a real sense of ‘team’, we take our job seriously but that doesn’t mean there isn’t time for a bit of fun with our colleagues. I feel that the Senior Leadership Team listen to us and take on board our ideas from well-being to curriculum design. I feel proud to work here’
Parent Quotes
Year 2 Parent
We travel three miles to attend this school, initially drawn by its excellent SATs results. However, we were pleasantly surprised by everything else the school offers. The senior leadership is outstanding, always listening to parents and going above and beyond to make things happen. The teachers are equally remarkable, truly caring about every child and teaching with passion and understanding. It is no surprise that the school is so successful.
Year 5 parent
My children love coming to school every day. They are happy, well looked after and overall, their wellbeing is paramount. The staff top to bottom are brilliant, always approachable and friendly. Nothing is too much trouble.
Year 6 parent
The teachers at Rosetta Primary are exceptional in every way, we know, we have 4 children wo attend the school. The staff truly know our children, taking the time to understand each one’s unique strengths and needs. Their dedication to creating personalised strategies for each student shows
how deeply they care, not just about their education but the whole child. Their passion for teaching and genuine love for the students makes it a joy to be a parent here. We are so grateful for the nurturing environment they provide.
Year 5 Parent
At Rosetta Primary, the dedication of the head teacher, and her senior leadership team, in creating a welcoming, communicative and supportive environment for both children and parents is truly inspiring.
Year 1 Parent
The school has a great pastoral team who are very effective in dealing with disputes between children. All staff are friendly and easy to speak to. The communication between the school’s friendly staff and parents is great.
Year 4 Parent
Even if the start to my day is a bit fraught, getting the children up and dressed etc., once I enter the school gates and am greeted by the warm and friendly staff it puts a smile on my face, and I feel better about my day ahead!
Year 6 Parent
I am very grateful for the educational support my children get from the school. I have had three children go through this school with the last one in Year 6. I always feel well informed about what my children need to do to get better in their learning and I am amazed at what my children have achieved at the end of their Rosetta journey, the school’s SATs results are exceptional.
Pupil Quotes
Reception pupils
“When we do phonics, I like it because it is my favourite thing. I will learn things and I will get good.”
“I learn phonics because I need it to read and write. We learn it every single day and I love it”
“In maths, we learn about the days; today is Friday and it is the last day of the school week”
Year 1 pupils
“In the afternoons we do fun learning. I like science when we learn about our senses like taste and touch and hearing”
“At school I like that my teacher listens to me and helps me if I feel sad or if the work is tricky”
Reception pupils
“When we do phonics, I like it because it is my favourite thing. I will learn things and I will get good.”
“I learn phonics because I need it to read and write. We learn it every single day and I love it”
“In maths, we learn about the days; today is Friday and it is the last day of the school week”
Year 2 pupils
“I like that we get to listen to all types of songs, Music is my favourite thing to do at school.”
“I love school because it’s very fun and it’s very cool when you do work. I like Science because it’s about Nature. In English I like to write about my drawings and use super words.”
Year 3 pupils - Bruno
“I like doing Art, you get to learn about lots of different artists such as Andy Warhol, Claude Monet, Georges Serat and Vincent Van Gogh. Second is History because you learn about Greek Gods like Poseidon and Hades. Lastly, I love writing in my Maths journal.”
Year 4 pupils - Reynaldo
“I like school because it makes me smart. I like doing times tables to put on the WOW Work board. I also love English because I always write about where the forest meets the sea.”
Zara Year 4
“I love English because we read every day and we do a whole lot of writing it makes me creative and helps me with my Art work as well. All of this makes me smarter for the future.”
Lana Year 4
“I like how none of the teachers are rude, they are always friendly and help you with your work, their teaching is very understandable. Also, if you are hungry, they give you warm bagels.”
Apple Distinguished School Status
We’re pleased to be recognised as an Apple Distinguished School for 2024–2027 for inspiring, imagining, and impacting teaching and learning across the school through continuous innovation. Our journey has involved the integration of Apple technologies like iPads, and various apps into daily lessons across the curriculum, which has transformed how we teach and engage our pupils.
Staff, at all levels, have worked hard to embed the use of iPads in our school. As a school we have explored new ways of using technology to create dynamic, interactive, and inclusive learning environments that inspire creativity, collaboration, and critical thinking.
This accomplishment reflects the passion and resilience of our staff and students alike.
Being named an Apple Distinguished School is an honour that signifies we are at the forefront of educational innovation. Moreover, this status
places us in a global network of schools known for their visionary use of technology, allowing us to learn from and collaborate with like-minded educators around the world. There are only 889 Apple Distinguished Schools in the world!
Part of our accreditation as an Apple Distinguished School involves a continuous commitment to professional development, sharing best practices, and demonstrating the impact of technology on student achievement. As a result, we deliver training sessions as part of our commitment as an Apple Regional Training Centre and have a strong relationship with Kingston University.
This recognition celebrates the hard work behind us but also fuels the exciting innovation ahead, as we continue to evolve our practices and empower our students to become future-ready, digitally fluent learners.
Community Engagement
This is an aspect of our work that we have worked hard on because we recognise the importance of partnership working. We really value the contributions and support from our community, and we continue to build upon these.
Here are examples of our engagement with the local community and beyond:
• Weekly Coffee Mornings: We host regular coffee mornings that cover a range of topics and feature external speakers, fostering community dialogue and learning. Alongside our weekly coffee morning we are particularly proud of our ‘Friends of Rosetta’ Parent Group: This group gives parents a further voice and strengthens their involvement in school activities and decision-making.
• University Partnerships: We maintain strong links with local universities, which provide additional Continuing Professional Development (CPD) opportunities for our teaching staff, enhancing their skills and knowledge. In addition, our pupils take part in the initiative ‘Into University’ which introduces our pupils to what
a university is and gives them a chance to visit universities. This raises the pupils’ aspirations of wanting to go to university in the future.
• Young Leaders’ Community Participation: Our young leaders actively participate in community events such as litter picks, choir performances, and art projects, promoting civic responsibility and creativity.
• Charity Fundraisers: We organise charity fundraisers, including bake sales, to support various causes.
• Phoenix Provision Collaboration: We have strong links with Phoenix Provision, which supports our school in managing challenging behavior and provides staff training, ensuring a supportive learning environment.
• Wrap Around Care: We offer wrap-around care services to support our children and their families, providing a safe and nurturing environment beyond school hours.
• Pupil Well-being Curriculum: We have implemented a pupil well-being curriculum that involves the local community, focusing on the holistic development of our children.
• Culture: We celebrate cultural diversity through events such as Eid parties, fostering inclusivity and understanding within our school community.
• Other Schools: We work collaboratively with not just other schools in the Trust but also other schools in Newham. An example of this is that we are part of the ‘Children’s Board’ initiative whereby our pupils work with other pupils on an Art project which will cumulate in a large piece of Art which will be celebrated across Newham.
Quotes from our School Improvement
Key Strengths from the Autumn Term
• The curriculum is well planned and sequenced. Teachers are now very familiar with its implementation.
• The teaching teams are strong and there is experience in every year group.
• We saw children very engaged in their learning, especially in KS2.
• The standards achieved at the end of KS2 are exceptional.
Key Strengths from the Spring Term
• The SEND team are very experienced and work well together.
• They provide a wide range of interventions, which are targeted to individuals or groups of children, based on need.
• Their SEND processes and procedures are detailed and effective.
• Despite the challenges they face on a daily basis, including insufficient funding and the difficulty in recruiting suitable additional adults to work with the children, they continue to work for the benefit of the SEND children in Rosetta.
Key Strengths from the Summer Term
• The discussions with the EYFS team and the English subject leads were both very professional debates, based on a secure knowledge of their areas.
• The EYFS team knew a lot about the children in each other’s classes and have a shared purpose to ensure that the children make sufficient progress.
• The English subject leads were also very collegiate in their approach and gave themselves tasks to complete that would further develop the writing moderation process.
Quotes from Sir Robin Bosher
• It is clear from documentation and discussion that the teaching of reading is central to school improvement every year. Leaders display a sense of urgency concerning the progress of the lowest 20%.
• Mathematics is well led by a knowledgeable and proactive subject leader. There is a well-structured mastery curriculum in place which is effectively sequenced. Teachers are trained well to deliver a modular approach with carefully thought through composite goals and ambitious component lessons.
• The teaching of early mathematics is given a similar priority to reading. It is taught for half of the morning and includes opportunities for children to practice the objective independently. In one lesson visited it was clear that children frequently use practical equipment to support their grasp of number and importantly, to develop their understanding of linking concrete experience with visual and symbolic representations.
Our KS2 SATs Results
Once again, our end of Key Stage 2 SATs results are well above the national data.
Examples of Pupils work across the curriculum
YEAR 6 - SHAKING UP SHAKESPEARE
Year 6 had the opportunity to perform the historical tragedy written by William Shakespeare; Macbeth. Year 6 pupils have spent 3 days working with the amazing Anthony Glenn, developing and building upon their acting and improvisation skills. At the end of the 3 days, the year 6 pupils performed (mostly through improvisation) a unique interpretation of Shakespeare's Macbeth. Year 6 performed remarkably, and they discovered their inner strengths, as well as learning to trust each other's talents.
YEAR 3 - BLACK HISTORY MONTH
For Black History Month, Year 3 have been writing their own poems in English, inspired by Benjamin Zephaniah. They’ve shown great curiosity about his
impact in society, which has helped them create fantastic poems. The class really enjoyed exploring the themes in his work and have been eager to understand the deeper meanings behind his poetry.
YEAR 6 - PATTERNS IN NATURE
children in Year 6 used their Patterns in Nature pictures to inspire a tile design using clay. They used elements of the patterns they saw in nature to create beautiful clay tiles. This whole mini project has benefitted the children’s wellbeing by getting them outdoors in nature; encouraging them to be creative; and to look closely and curiously at details in the world around them.
YEAR 2 SEND- EXPLORING FOODS
Year 2 SEND children had the chance to explore different foods in a fun and hands on way, using all of their senses taste, touch and smell. The sessions featured a range of food, from smooth bananas to sticky papayas. The activity is designed to help children explore a variety of textures and flavors while also encouraging them to communicate and engage with each other.
YEAR 4 - ASCENSION CHURCH VISIT
Year 4 enjoyed their trip to Ascension Church, Royal Docks, as part of their RE learning. Father Dave was incredibly welcoming and answered all the Children’s questions about Christianity and what the Church does for the community. The children were especially surprised to see a pool in the church and were inquisitive to find out exactly what it was used for.
YEAR 6 - ART
Since the start of this academic year, Year 6 have been looking at different artists’ styles in portraiture. The children researched and focused on 3 artists: Frida Kahlo, Mary Cassatt and Francis Bacon. For their final piece, the children produced their own self-portraits using the styles of one the artists they had looked at using a medium of their choice. Take a look at some of their amazing final pieces
YEAR 4 - CHARLIE & THE CHOCOLATE FACTORY
Year 4 children had an exciting adventure this week as they hunted for golden tickets hidden all around their classroom! Each student searched high and low, eager to find a ticket that would grant them the chance to visit Willy Wonka’s Chocolate Factory. The golden tickets will inspire them to write their own persuasive letters to Mr. Wonka, explaining why they deserve a special tour of his magical factory. The children are bursting with creative ideas to impress the famous candy maker and can't wait to share their letters!
RECEPTION OUTDOOR LEARNING
Take a look at some of the amazing activities we have been participating in, in our outdoor area. We used the crates to create an obstacle course and used the tyres as an escape route from the ground that was covered in lava. We used bricks to build a house and had some fun in our small world farm. We made sure the animals were well looked after by making them lots of delicious snacks in our outdoor nature kitchen.
Key Headlines
Shaftesbury’s Results in End of Key Stage 2 SATs in Reading, Writing, Mathematics and Grammar, Punctuation and Spelling; as well as Reading, Writing and Mathematics, combined, were all above national norms. We also achieved better than the higher standard for reading, writing and mathematics combined.
Shaftesbury’s Results in End of Key Stage 1 assessments in Mathematics, Reading and Writing were all above national norms.
Shaftesbury’s Year 1 Phonic Check Result was above the national average. Shaftesbury’s Year 4 Multiplication Check result was above the national average. Shaftesbury’s Foundation Stage Results were also above national norms. Shaftesbury was showcased in the book ‘Improving Behaviour and Wellbeing in Primary Schools’
Shaftesbury contributed to the successful Ofsted inspection of UEL’s teaching faculty.
The Year 6 performance of the Wizard of Oz, supported by the Brick Lane theatre Company was truly outstanding.
Awards and Achievements
Weekly Attendance and Punctuality Cups were awarded to classes.
Weekly Behaviour Pizza Points are awarded for good behaviour resulting in a Pizza Parties for successful classes.
Year 6 100% attendees for half the Year were taken to a restaurant to dine out.
100% attendees in KS 1 and Lower KS 2 were awarded cinema tickets to Shaftesbury’s first homemade cinema.
100% attendees for the last half of the last academic year were treated to a trip to Harry Potter World if children are in Years 5 and 6. Younger children who were 100% attendees visited Colchester Zoo.
Sir Stephen Timms (MP for East Ham) chose us to design his Christmas card once again.
Mandarin
+ 60 pupils took the Mandarin YCT Level 1 exam and 87.5% of pupils passed.
+ 12 pupils took the Mandarin YCT level 2 exam and 75% of pupils passed. PE
We have achieved the following awards:
+ Travel for life Bronze award
+ Healthy schools award
+ School games Gold Mark
Community Engagement
• The Head Teacher and teachers greet parents, carers and children in the playground every morning and afternoon.
• Termly Book Fairs
• Summer Fair
• Winter Wonderland - Christmas Fair
• Playground Carol Singing
• Money Cafes
• Coffee Mornings with on subjects such as computer safety, reading, mathematics etc
• Children’s visits to Places of Worship
• Fundraising for MacMillan, Red Nose Day, Jeans for Genes Day etc
• We celebrate community festivals such as Chinese New year, Eid, Diwali, Guru Nanak’s Birthday, Christmas etc
• We accept volunteers from the local community as well as work experience students from various secondary schools.
• We undertook lots of visits into the local community to investigate places of Educational interest such as the Ragged Museum, the Science Museum, The Florence Nightingale Museum, The Pizzeria, Shoeburyness Beach, Southend, the London Stadium, local parks etc. Year 5 and 6 children stayed at Fairplay House on residential visits.
• We held our upper Key Stage 2 Sports Day at the London Stadium’s Community Track.
• The head teacher showcases the life of the school through his Purplemash blog and children are able to leave comments and communicate directly with him.
Quotes from Pupils
Memuna Yr 7
“I miss Shaftesbury so much; we never see the head teacher at my new school.”
Ayesha Yr1
‘I love computer work and really like to make things move on the screen’ ‘I like to play on the computers, I can even do my work at home.’
‘when we get the computers I am always really excited. It’s my favourite time.’
Alina Yr2
‘I really enjoy making art on the computers, it is so easy to rub out if you make a mistake.’ ‘My favourite is coding. I can make my character do all sorts of actions now.’
‘I can use computers at school and at home and In know what to do if I feel upset or scared.’
Abdul Yr3
‘’I really like that I can complete my computer work at home if my mum lets me use the computer.’
‘I feel really confident using computers now and know what do if I feel worried.’
‘We use the computers to practise our maths, I am getting really quick now at my times tables now.’
Pari Yr4
‘I can use a computer to solve maths problems at home, so it makes my homework easier.’
‘Sending messages to my friends and talking on Mr Hadlow’s blog are my favourite things to do on a computer.’
‘computing is my second-best lesson. I know how to write emails and I can even talk to Mr Hadlow on his blog!’
Ayan Yr5
‘Using computers to create games and puzzles is really fun, I feel really confident doing that now.’
‘Our teacher loves to teach us computing so it makes all of our lessons really fun and exciting. My favourite is programming because I can create anything I want!’
‘Whenever we get the computers we can have lots of fun. I can use a computer to write stories and do my maths work.’
Subham Yr6
‘I feel that I am ready to continue computing at secondary school and I think I have all the skill I need.’
‘I sometimes start a project in school and then finish it at home, this is really good because it gives me something to do at home that I am interested in.’
‘I like to use the Chromebooks to make funny stories where I can make the characters and collect points.
Quotes from Staff
“We are so lucky to work at a school like Shaftesbury; it's such a special place.”
“Everyone at Shaftesbury has been so supportive during my teacher training and I feel so fortunate to secure my first job here.”
“Shaftesbury is an exceptional school to work at, the staff are welcoming and friendly and over the years I have built many positive relationships. Shaftesbury feels like home and I am surrounded by members of staff that are supportive and strive to improve and develop my professional capabilities.
Over the years I have taken on responsibilities that have improved children's chances and abilities. I have supported the learning and development of the children in my class and I have provided opportunities for children to develop skills that have helped to shape them into confident global citizens.
I have had the opportunity to complete an NPQLTD and I am currently in the process of completing an NPQSL. “ Mariyam Mani
"I have been working at Shaftesbury Primary School for the past eleven years. I enjoy working for the school as we all work together to ensure high standards and put the pupils first. I always treat everyone fairly with compassion and care, Which aligns with the schools values. I started my journey as a midday supervisor and I am now an HLTA. I have continued and will continue to develop my skills and knowledge with the support of the school." Shailla
Mamun
I have been working at Shaftesbury Primary School since September 2022, joining as an ECT year 1. In that time I have been given countless opportunities to develop my professional skills and knowledge within my practice. Both my mentors over the two years of my ECT course were extremely helpful in offering weekly feedback and advice on how to strengthen my skill set and achieve the best outcomes for the children in my classes. Within the school's teaching body there is a mutual understanding of the high expectations we have for the children in our care, and all the staff in school work very hard to ensure the pupils have as many opportunities as they can, both in the classroom and beyond.”
Elizabeth Ineson
"I really enjoy working at Shaftesbury Primary School and for the Boleyn Trust. Our wellbeing as a staff is always at the forefront of how the school acts and I always feel supported and appreciated.
Through my roles I am able to contribute to the school’s vision and values through creating and tailoring our curriculum to suit the needs of our children and their community. I am able to shape my class’ understanding of the world around them through use of our school’s 5 Cs which I am confident will create more caring and compassionate children. I feel empowered to foster a real love of learning in all of my pupils through a real dedication to professionalism and pedagogy across the school.
I am confident that I am developing my skills each and every day that I come to work through interacting with the very knowledgeable and professional team and by taking part in weekly CPD sessions. The school and trust offer many different avenues to progress in our careers and we are encouraged to take these up wherever possible."
Tom Turner
“Working at Shaftesbury and as a part of The Boleyn Trust is a pleasure. They take staff wellbeing extremely seriously and create a work environment that allows a healthy work life balance. Teaching is clear and purposeful and it really feels like you are making a difference.
Career progression is valued here at our school. There are many opportunities to become more involved in the ideas that help to continue to improve our practice. It gives you a great sense of achievement to know that you have helped make an impact on the way your school runs. In my personal experience, I have found myself able to gain much knowledge from the subject lead positions I have worked on in the past.
We are also informed about different opportunities to continue our CPD through funded NPQ's and other courses. I have undertaken a NPQLT which helped me to greater understand ways to create lasting change on a curriculum level. “
Aaron
Bennett
“I have been working as Teaching Assistant for last 28 years.I enjoy working at Shaftesbury Primary School because SLT, staff and children are well professional and supportive.Also working at Shaftesbury makes me feel like I have another family.”
Rukshana Patel TA
“Having spent twenty years at Shaftesbury Primary School, I’ve had the privilege of working in an environment that truly values its staff. The school and the Boleyn Trust focus heavily on supporting staff development and well-being. In addition to the various support, training, observations and feedback that have helped shape my career, the Trust offers well-being days to ensure that we can maintain a healthy work-life balance.
Shaftesbury Primary School has been instrumental in my professional growth. I began my career as a teaching assistant and, thanks to various training opportunities, including a foundation degree, I’ve advanced to my current position as an HLTA. Continuous upskilling and the leadership team’s commitment to staff development have not only enhanced my abilities but also positively impacted the learning experiences of our students. The additional well-being support provided by the Trust has further enabled me to perform at my best, helping drive the outstanding results the school is known for.”
Sindhu Alexander
"Working at Shaftesbury is fantastic. As an ECT, I am given great support and advice from staff to ensure my professional development. Additionally, the high expectations are communicated smoothly and effectively to uphold the school’s vision of education being of utmost importance." Alex
Baboulene
"Working at the school and the Trust has been a rewarding experience where I've had the opportunity to learn and be part of an inspiring international community that is deeply committed to student success and personal growth. I have worked closely with staff, students and parents to create an inclusive, supportive and engaging learning environment that fosters respect, curiosity and a love for learning in every child. My role as a geography coordinator has also allowed me to develop my passion for teaching humanities, enhance my professional skills and knowledge and inspire students to appreciate and respect the world around them."
Andrea Lago
Working at Shaftesbury Primary School for the past 10 years has given me many opportunities to grow as a person.This school’s environment has done me a world of wonders. Working here,in a happier environment has reduced my stress and has boosted a positive mindset.
Working at Shaftesbury gives me numerous opportunities throughout the day to interact positively with young people and also gives me a chance to help shape lives.
“Shaftesbury is my second family because working with so many amazing and loving people makes me look forward to coming to work everyday.I have always received so much support,love and care from SLT and staff whenever needed.”
Dinisha Gobin
Quotes from External consultants
Mary Jones
“Walking around the Nursery was a pleasure. We observed the teacher showing the children some artefacts connected to Ramadan. Many were personal to her and her family and the children were listening and responding well.
The EYFS environment is an attractive and stimulating environment to support children’s learning. Children are at the heart of everything the EYFS does. This includes the children in the EYFS who have severe complex needs.”
“The SLT is very supportive of their subject leaders, especially those new to role.”
“The headteacher and the deputy have a very strong working relationship. The school has a very broad and balanced curriculum.”
Sir Robin Bosher
“Personal development is very well led by two diligent and hard working subject leaders.”
“There is a clear pedagogical structure for the teaching of personal development including only recording content in books fortnightly and devoting the other lesson to debate and discussion and sometimes role play. Pupils with SEND are accessing the curriculum through a ‘dual coding’ approach.”
“Leaders have established the high-quality science curriculum. The science leader makes sure that curriculum planning starts from the early years by introducing pupils to a wide-range of vocabulary that describes the natural and scientific world.”
“Behaviour management is a significant strength of the school. Pupils are polite and enthusiastic about their learning. They work well in groups and there is a mutual respect between adults and children.”
Quotes from Parents/Carers
“As a parent of a student at Shaftesbury Primary, I feel the school takes itself seriously. My daughter's needs are being met. She enjoys going to school and is being challenged in her education. Additionally, staff are well trained in managing behaviour and dealing with any issues that may arise. The school takes great pride in creating a bully free environment where students are free to develop and be themselves. I would highly recommend Shaftesbury Primary as an outstanding school. “
“It was lovely to attend the graduation party with reception classes that was so well organised. I was so impressed with the stunning displays. I heartily thank you for your service at Shaftesbury.”
“The SATs and secondary school presentation by Mr Everard was excellent.”
“It’s pouring hard! You are an amazing head teacher; but I expect you know that already.”
“I found Ms Kicman’s phonic workshop really interesting and useful.”
“As a parent, I appreciate Shaftesbury Primary School for its supportive environment and dedicated staff. The school emphasises both academic achievement and personal development, fostering a strong sense of community among students and families. I also value the range of extracurricular activities that encourage children to explore their interests and talents. Overall, it feels like a nurturing place where my child can thrive.”
‘Vishal has been attending Shaftesbury since reception. He had a wonderful teacher, Ms Godla and learnt earlier on to explore his learning days with such fun and loved going to school. In year one, despite the lock down, Mr Turner called him periodically and helped to mark his work. He was always happy and worked that extra hard every day. By the time he was back in Year 3 and 4, he focused on his reading.
He loves reading. He had amazing teachers to encourage him, bring out the best at a high level so that he could thrive and enjoy school. He had never missed school unless he's poorly in all these years. The routine has been set for his future years of schooling and beyond. He excelled in all subjects and curriculum activities. The school and teachers play a major role to bring out the best in him. He had 100% attendance last year, I think that speaks a lot about Shaftesbury. Fantastic choice we made as a parent.’
‘I just wanted to say this 100% attendance has made a big difference to my daughter Hawwaa. Before she didn’t like the morning routine she would cry when dropping her off, but now she’s wakes up every morning reminding herself that she can’t be late or miss day of school and she tells me not to make her any drs appointments during school (but sometimes it’s hard not to as it’s like gold dust) or she won’t get her medal at the end of term or her treat like the cinema experience at school. When she got the trip letter she made a countdown calendar of how many sleep she’s got left until the trip. She’s really looking forward to the trip even though we have been there so many times! It’s different when you go with the school. I just wanted to say a BIG THANK YOU for this.
I hope all parents benefit from this opportunity and keep up with the attendance.’
Key Headlines
Academically:
• We continued to deliver a broad and rich curriculum where we have quality wave 1 teaching for every single lesson. We also have specialist teachers teaching PE, music, Mandarin and French.
• In Reception, we had a GLD (Good Level of Development) of 91%, which far exceeded the national average of 67.7%.
• In Year 1, 92.7% of children met the expected standard in phonics, which far exceeded the national average of 80.2%.
• In Year 4, we had an average score of 24.5 out of 25 in the MTC (Multiplication Check).
• In Year 6, KS2, SATs 94.5% of children met the expected standard in the combined subjects of Reading, Writing and Maths with 36.4% achieving the combined standard for Greater Depth in all subjects. Both of these far exceed the national average standards of 61.2% and 7.8% respectively.
• Children in year 6 who attained the greater depth standard: 61.8% in Reading, 76.4% in Grammar, Punctuation and spelling, 54.5% for Mathematics and 50.9% for Writing.
Wider Curriculum:
• 4 teachers attended Buckingham Palace for a Royal Garden Party to receive an award for their services to teaching after they completed their NPQ
• 6 teachers currently completing their NPQ.
• SENCo chosen to lead the NPQ training for SEN.
• Educational visits in all year groups to support and extend the children’s learning
• Sports competitions to allow children to demonstrate their learnt skills against new opposition, including chess tournaments.
Awards and Achievements:
• Our Resource Provision was awarded the Advanced Accreditation by NAS
• Silver award for Race Equality
• Boys football completed the league and cup double in football
• Many visits from schools all around the country to see our exceptional school
• Tollgate Orchestra performed alongside industry professional musicians from the Southbank Sinfonia at St John Smith Square in Westminster.
Community Engagement
• Yucan Young Carers support workshop
• Parent Coaching run by Newham for 5 weeks, once a week.
• Coffee Morning SEND London Fire Brigade on Home safety.
• Parent workshop with WINS
• SEND Coffee Moring SALT resource provision only.
• Newham Winter HAF joint collaboration
• The Mix Youth Centre HAF Joint collaboration.
• Newham Health Collaborative
• Money A&E Universal Credit Migration Workshop and Money Management.
• Religious get together for parents to celebrate
• Parents’ workshops for phonics and math, homework, Internet safety support.
• Parent mental health support - workshops with CAMHS practitioner
• SEND parents workshops - 8 weeks collaboration of SENDIAS and CHAMS supporting SEND parents.
• SATS anxiety - parents’ workshop for supporting their children.
• Nursery Carnival
• Christmas Fair
• School Fete
• Big Breakfast
• End of Term assemblies to showcase learnt skills
Quotes from pupils Quotes from staff
‘Tollgate is such a safe school and I feel happy to attend here. The teachers are all lovely and work really hard to make us better and be more independent. I get to participate in many activities and recently went to the Emirates Stadium to play chess in a tournament!’ – Year 6 child
‘I really like coming to school and doing my work. I really like when I get stickers and gold stars. My teacher tells me I do well!’ – Year 1 child
‘Tollgate has always been a great school. I enjoy coming every day to learn new things and to challenge myself. When I find the work to easy I tell my teacher and they set me challenges which I enjoy doing. I have learnt so much and cannot wait to learn more in Year 5.’ – Year 4 child
• ‘I have had a really successful year with my subject. I have been leading many staff meetings, implementing whole school strategies and driving standards in my subject. All of my work has been validated both internally and externally from my esteemed peers which has been excellent.’ Maths Lead
• ‘Tollgate and The Boleyn Trust have really assisted my personal development over the last year both within school and by completing my NPQ which I am learning many important things that I can implement in the classroom!’ Year 2
Teacher
• ‘I sometimes struggle to believe in myself but Tollgate and especially Mrs O’Connor have been excellent for me and boosting my confidence. When I joined the school I never thought I would be a curriculum leader and completing an NPQ but these opportunities have been afforded to me here and I will be eternally grateful.’ Year 5 Teacher
Quotes from External consultants
‘Tollgate has been fantastic for the development of my own practice and how I run my school. All the children in the setting work exceptionally hard, are consistently challenged to be the best they can be and excel in many differing ways!’ - Visitors from Suffolk
‘I visited the Resource Provision to see how the banding set up worked and was blown away by how it was set up, how effective it was and the learning that took place in the classroom. It left a lot for me to reflect on in my setting.’ – Visitors from London
‘Visiting the Early Years was such a breath of fresh air. It was fantastic to see what I heard about, and was sceptical about, formal learning in practice and seeing how children can flourish in a setting like this. It definitely helped us develop our own practice and we have worked hard to improve the outcomes in our children, especially in writing, based on what we have seen, thank you!’ - Visitors from Essex
‘Tollgate has and will always be a wonderful school to work with. They are always open to taking on board advice and implement new strategies swiftly. They are not afraid of failure and to try new things and their constant determination to improve is inspiring to see.’ - School SIP
Quotes from Parents/Carers
• ‘My child has received a first class education this year and the progress we have seen in her has been exceptional. We are so pleased that we chose to send her to Tollgate for her first year in education.’ – Reception parent
• ‘My children have been attending Tollgate for the last 10 years and every one of them has made exceptional progress in this school and have continued to flourish after because of what they have learnt here.’ – Parent of a Year 2 and 6 children
• ‘Tollgate hold some great events such as mental health week and Red Nose Day that have helped my child understand the wider world in more detail. It has been pleasing to see her talk about the wider world and show empathy for others.’ -
Year 2 parent
• ‘Tollgate seems to get it right in so many ways. My child has always done well academically but watching her flourish with musical instruments, perform in the choir and learn 2 languages alongside our home language and English has been amazing to see. She has also represented the school in many sporting competitions.’ -
Year 5 parent
Key Headlines
• In 2023 LDE completed its 3-year initial designation as the DfE funded Teaching School Hub for Barking & Dagenham, Havering and Newham.
• We were redesignated for another 4-year term to run from 2024 – 2028 with Tollgate Primary School as our new lead school.
• We continued to partner with the leading educational charity: Ambition Institute to offer Initial Training for trainee teachers, the Early Career Teacher (ECT) Programme, and National Professional Qualifications for Teachers and Leaders (NPQs).
• We became the Appropriate Body for our 3 London boroughs.
• We became a Founding Lead Partner for the inaugural Ambition Institute Teacher Training Programme
• We set up the East London ITT Engagement Forum chaired by Craig Lilleyman, to encourage more schools to become involved in teacher training. We set up Teach East London and held recruitment events at the University of East London to recruit new teachers to our schools.
Headline Data
• 87% of all schools in the LDE hub area engaged with our training in 23/24
• 89% of primary schools and 90% of secondary schools
• Trainee Teachers: We trained 22 new Primary and Secondary school teachers, 6 in Secondary shortage subjects of Maths, Science and Computing
• Early Career Teachers: we trained over 900 ECTs in 23/24
• Appropriate Body (AB): we monitored and assessed ECT induction for 800 Early Career Teachers across 200 East London and Essex
• School Visits: We conducted AB quality assurance visits to 63 schools and countless more for other purposes.
• Mentors: we trained over 400 new Mentors for ECTs in 23/24 alone
• Teachers and Leaders: The following participants started NPQs with us in 23/24:
• We are the largest delivery partner nationally for Ambition Institute for the ECT, NPQ and their new ITT programmes.
• We trained teachers in 23 Early Years settings and private nurseries.
• We trained teachers in 16 Special Schools and 5 Alternative Provision settings
• We work in partnership with all local Maths and English Hubs and East London Research School.
Awards and Achievements
5 of our NPQ participant teachers were invited to a Buckingham Palace Summer Garden Party by HM King Charles III for Services to Education.
Quotes from our Stakeholders
Please see the video testimonials on our website:
ECT and Mentor Testimonial videos – London District East Teaching School Hub
Mentor Testimonials
Quotes from Mentors:
‘My ECT has made so much progress; the deliberate practice has been transformational. She said that no-one has ever ‘showed’ her before, they just ‘told her and showing, and rehearsing, has made such a difference.’
‘The coaching and modelling are so effective and the progress I’ve seen in my ECT is incredible.’
‘There are so many aspects of the programme that are helping other teachers in the school.’
‘Being a mentor has meant the learning has seeped into my own practice and I’m a much better teacher as a result.’
‘The weekly structure is so specific and manageable; the progress my ECT has made is staggering and she sees it herself and feels great.’
‘The deliberate practice feels a little uncomfortable to start with, but very quickly you see the difference it’s making and now I’m doing it when I’m supporting other teachers.’
Primary Key Stage 2 Mentor in Newham:
‘Both my ECT and I found the instructional coaching extremely beneficial, particularly the deliberate practice and scripting. The programme has had a huge impact on embedding best practice into my ECT’s teaching.’
Secondary English Head of Department and Mentor in Newham:
‘The ECT Programme has also been an excellent model for improving teaching with more experienced members of staff. It has had a multiplier effect across the school.’
Secondary Science Head of Department and Mentor in Barking & Dagenham:
‘Our year 1 ECT made so much progress by following the ECT programme, they are now second in charge in Science in Year 2.’
Early Years Lead and Mentor in a Havering Primary School:
‘It has been lovely to see that, with the support of Steplab and the instructional coaching, my mentee has made significant progress throughout the academic year.’
Secondary Humanities Lead and Mentor in Havering:
‘My ECT 1 was promoted to the Head of Sociology at the start of ECT 2 in a department with many sociology classes… Her Year 11s made progress of +1 SPI and the Sociology SPI was the highest in the school overall.’
Quotes from Staff
Rosetta Robinson- Director of Teacher Training, LDETSH:
‘Completing my NPQLTD with Ambition allowed me to develop as a teacher educator and learn how to successfully support our ITT mentors and trainee teachers to improve their own practice through evidence-based professional development.’
Quotes from any external consultants: Head Teacher – Primary School, Havering:
Thank you to the Teaching School Hub for all they do to support us. They are so responsive and are literally a phone call or email away which is appreciated.
Deputy Head Teachers – Secondary School, Barking & Dagenham
Communication, listening and partnership are extremely strong features of the TSH. We've really enjoyed working with the TSH this year and are very appreciative of the culture you have created in a short period of time. We feel it will go from strength to strength - thank you for all your listening and hard work!
Ruth Standing – ITT Fellow from Ambition Institute: ‘Overall, I continue to be blown away by your professionalism and attention to detail and it is a real pleasure to have you as a partner’.
Senior Leader – Secondary School, Newham
Always supportive, helpful and patient
Induction Tutor –Appropriate Body Visit Evaluation Havering Secondary School The AB was very supportive and allowed the school to show our strengths and ask questions as to how we could continue to develop our ECT’s. Both ECT’s commented that they appreciated the visit. As this is my first year in the role, I was grateful to have the chance to speak with and understand how the AB can assist if required. A very positive visit, Thank you.
Induction Tutor, Primary School, Redbridge
A fantastic TSH to work with and we are looking forward to working with them again next year.
Executive Head Teacher, Primary Schools, Havering: My staff and schools are benefitting from the CPD opportunities for staff at all levels.
Partners
In 2023 we held our large ECT Conferences at Excel London for over 1200 delegates.
Our Trainee Teachers visit the Story Centre in Newham as part of the English Subject
For the first time in 2023 we invested in school Induction Tutors by holding bespoke Induction Tutor training at Excel London, where LDE staff presented training on Statutory Induction for new teachers and the Ambition ECT Programme.
In 2023 we trained 22 Primary and Secondary Trainee Teachers. The Boleyn Trust CEO: Tom Canning CBE, EdD (Hon) and Dr. Maureen Okoye
OBE presided over the graduation and Rt Hon Sir Stephen Timms presented the awards of QTS.
