Inspire summer 2023 THREE SPIRES TRUST TERMLY MAGAZINE
A MESSAGE FROM CHIEF E X E C U T I V E , E M I LY V E R O W Three Spires have worked exceptionally hard over the last two years to build a strong and organisationally resilient foundation. As the term draws to an end, we celebrate this wonderful achievement along with the vibrant, rich offer of opportunities being afforded to our children and families within our academies. This academic year has been exceptionally positive for Three Spires Trust – the family of schools working together has grown as The King’s, Wolverhampton has joined, and the recent news, that St Giles’ and St George’s and Hanley St Luke’s, have been approved to join the Trust has been incredibly well received; this marks the start of our primary growth and the beginning of an exciting new chapter. We also feel incredibly blessed to be working very closely with St Matthias, St Mary’s and St Peter’s Caverswall – there is a real sense of energy and positivity across our schools and we are grateful for that hopeful optimism. The vision for ‘life in all its fulness’ anchors and underpins all of our collective work and, as such, unites our family of schools and will do for years to come as we continue to serve our young people. For this reason, as we continue to ‘flesh’ out the Trust’s strategic plan, we are focussing keenly on how to codify the outworking of this vision. This is the heart of our planning – how do we, as Trust leaders, embed a vision that prioritises a formation of character and spiritual, moral, social and cultural development all of which enhances its focused pursuit of the best academic outcomes for children. At our recent Trust strategy day, we dedicated time to considering what a flourishing schools system looks like and how we successfully create this environment. We gave time over to thinking about how, as leaders, we boldly promote opportunities which we believe empower and excite students – we reinvigorate experiences which may have been lost during the pandemic or potentially have been deprioritised over time, and we encourage our leaders to focus on the hidden curriculum and experiences which are not simply ‘content gathering’ for assessments. The essence of the day was to focus on ‘flourishing children’ - we were truly inspired by hearing Andy Wolfe bring to life the National Church of England’s document: Our Hope for a Flourishing Schools System (June, 2023)‘. Not only is it perfectly aligned to the vision for the Trust, it also sets out the challenge to think freely about changing the paradigm of the existing education infrastructure. The Trust continues to nurture ongoing and deepening partnerships, both within the Church of England, other faith traditions and across the wider education sector to ensure that we are at the forefront of shaping provision for young people. It is a real focus of Three Spires to embrace vibrant partnerships, to recognise that MAT to MAT working is hugely beneficial and that as system leaders, we benefit from strategic conversations with all stakeholders. There is an acknowledgement that we are interdependent, and as such, for the Trust to be a real force for good there is a willingness to coconstruct the landscape with others. We are keen to ensure that Three Spires is an employer of choice against a backdrop where there is a national recruitment and retention crisis, and that our academies are the schools of choice for parents and children. The offer for those looking to join the Trust is that it is truly and genuinely collaborative. There is an understanding that ‘Flourishing Trusts are organisations of interdependence, service, generosity and mutuality, and through the formation of ambitious partnerships, secure the flourishing of all, countering the pervasive meta-narratives of comparison and competition. They look outwards and seek to make a positive impact on those around them’ (Our Hope for a Flourishing Schools System – Deeply Christian Serving the Common Good). I sincerely hope you all enjoy this term’s edition of ‘Inspire’ magazine – hopefully, you will capture the essence and flavour of Three Spires. We echo the words of Maya Angelou shared in a recent CST briefing, ‘Continue. To dare to love deeply, and risk everything, for the good thing.’
A MESSAGE FROM CHAIR OF T R U S T E E S , V E N D R D AV I D L E E At Three Spires Trust, we are taking a moment's pause to celebrate the progress and enormous encouragement we have seen during this academic year. More than two year’s investment, prayer and steady perseverance has led to our welcome of The King’s Wolverhampton as they became an academy within the Three Spires Trust family. This is a brilliant opportunity to refresh and relaunch this school, with a collective vision, working alongside St Peter’s Collegiate Academy. Many stakeholders helped make this possible – with exceptional support from the Department for Education – thank you! We also begin growing our primary school hub in Staffordshire as St Thomas’ primary Academy is joined first, by St Giles’ and St George’s CofE Academy, Newcastle-under Lyme and at the end of the year, by St Luke’s, Hanley. And that is just the beginning – there are two more primary schools in conversation with the Trust with hopes to join in 2024. The Trust has always appointed today, the calibre of staffing who can easily support the growth of the Trust, tomorrow. Careful financial planning has ensured that our mixture of the Central Team staff and occasional Service Level Agreements with other providers enables us to offer depth in our support for the academies in the Trust which can continue into the foreseeable future. Lichfield Diocesan Board of Education is working with Three Spires Trust and other partners to discuss its academisation strategy in order to fully support Church of England primary schools across the region develop their plans when considering joining a Multi Academy Trust. The primary sector in education is where the advantages of being in a family of schools is quickly appreciated, even for stand-alone schools, with a great track record. The challenge is the geographical spread of these primaries which requires good management to achieve the benefits of working together. We believe in local ‘hubs’ and plan to explore primary possibilities in and around the Wolverhampton area. One of the unique selling points of Three Spires Trust is our commitment to play a pro-active part in the re-imagining of education in this country. We are grateful that the series of concerns which led to the recent strikes in our schools have been sufficiently addressed for the moment. We are beginning to contribute to discussions about the breadth and appropriateness of school curriculums; we are also building academies where staff and students alike enjoy coming in to work together. We have even seen the arrival of our first electric vehicle for a staff member on the new salary sacrifice scheme! I would like to thank all those involved in Three Spires Trust who have helped achieve this most productive year. My particular thanks to Emily Verow and the Central Team which she has led with indomitable passion and intelligence. I would like to thank the staff and students who are helping build the Three Spires' profile and our commitment to the fullness of life of which Jesus spoke. And I would especially thank the volunteers who, as local governors and Trustees, have helped make this happen. We are a transparently Christian Trust and with the gift of the eyes of faith, can recognise the blessings which God has bestowed on this endeavour. So, my final thanks are to all who pray with us that we may serve many in Christ’s name – an amazing privilege.
St Regis Church of England Academy to open September 2023 Robert Timmis Three Spires Trust are delighted to announce that from September, the school, formerly known as The King’s CE in Wolverhampton, will open to current and new students as St Regis Church of England Academy. This is a huge step forward, for when a school converts to an academy, support in its abundance becomes available – which leads to significant and sustainable improvement. Following a successful transition into the Trust at the start of the summer term, the academy will mark the start of its Three Spires journey under a title born from its original Latin name, St Regis. John Francis Regis, commonly known as Saint Regis is celebrated across the world as a preacher from 17th century France who worked tirelessly supporting women and children alike, bringing those in hard to reach areas to faith. As a designated school of sanctuary, where children and families of all faiths and none are celebrated as one community, St Regis Church of England Academy will continue to live out our Christian values, working closely with its sister school, St Peter’s Collegiate Academy.
The new name also makes strong links with the school’s history having previously being named Regis from its opening in 1955 until 1998. Historically, Regis School was one of the first comprehensive schools to open in the country and held a positive and prestigious reputation within the city. A new school badge celebrates the tree which originally appeared on the initial Regis school badge. The badge features the cross which appears on the city’s coat of arms; a crown to signal our continuing link to ‘The King’ and the cross keys of St Peter, the academy’s sister school. Importantly, the badge also makes clear reference to the parable from the Gospel of the mustard seed: “As a tiny mustard seed grows to become a great tree of life, at St Regis we strive to create an environment where our young people grow into happy and successful adults.” To support the transition to St Regis, Three Spires Trust are launching a multi-million-pound investment programme this summer into the academy infrastructure which will enhance the building and subsequently the teaching and learning spaces – something that was out of reach whilst The King’s was a ‘stand-alone’ school. Following significant structural defects which has caused issues for over ten years, work will commence on installing a new roof, along with replacement furniture and equipment and an overhaul of the academy ICT and digital facilities. These changes, together, will provide the best possible environment for our students and staff to achieve their God given potential. The Trust is pleased to announce that from September, Mr Edward Parry will become the Principal of the academy.
Upon his appointment, Mr Parry said, “This is an exciting time in the life of the academy, and I am thrilled to become the first principal at St Regis Church of England Academy. We aim to re-establish the excellent reputation of the former Regis school and to become a city-leading provider of education together with our partners across Three Spires Trust.”
'Flourishing' relationships Aimee Williams In their recent book, “Flourishing Together", Andy Wolfe and Lynn Swaner call Christian educators to a better vision of flourishing within a connected ecosystem, one in which “each one’s flourishing is dependent on their flourishing together.” It is this focus, on ‘flourishing together’ that has proven to be especially relevant for our growing network of academies this year and because of this, seemed to be the most appropriate theme for the launch of the Trust’s first annual ELG conference. Over 35 members of the Trust, including academy leaders, Trustees and governors joined in Lichfield on the 11th July to share and explore this notion of ‘flourishing’ with a particular focus on relationships; on both a personal and professional level. Contributions from Louisa Harrop, the regional Christian Distinctiveness advisor and Michael Metcalf, one of the Trust’s Members complimented the group and supported the rich conversations that ensued. The day started with an act of worship led by Jo Maggs and Jo Kudlacik, resident chaplains in St Peter’s and St Regis respectively. Here, leaders were asked to consider and reflect on Jesus’ claim that he has come to offer ‘life in all its fulness’ and consider how the full diversity of humankind and of creation itself, is part of God’s plan for abundance. To develop and deepen our engagement further, staff were then divided into groups and invited to consider how love is described and modelled in the gospels: love which puts the best interests of the other first; love which leads with service and humility and love which invites forgiveness and prays for those whose motives are at odds with our own. Readings from two of our vice principals prompted further discussion with how these examples of Jesus might inspire the way we respond and act in a school setting.
Andy Wolfe’s keynote speech after break naturally built upon the chaplains’ session by looking at the impact of strong relationships on our vision and practice in the workplace. As a leading educational thinker and deep inspiration from a Christian theological point of view, his talk invited us to consider the kind of relationships that we should pursue and live out. Making reference to ‘meno’ (to abide), Andy implied that for our relationships to truly flourish, they needed to carry the sense that they will ‘remain, stay and endure’. This sentiment resonated strongly with leaders who know, all too well, that in the wider ecology of a flourishing school setting, the kinds of relationships to which leaders, teachers, students and parents are called together need to be enduring, interdependent, inclusive and serving. The opportunity to listen to the CEO’s reflection of the year as we move towards the end of day was heartening. Effusive in her praise for the diligent leaders who sat before her, Emily reminded the group of how far we have come as a collective and the exciting journey that awaits us in September. Unified by a vision for a more equitable and prosperous future for education, leaders then spent the rest of the afternoon networking and collaborating with their peers; reminded of the powerful Zulu sentiment which poignantly closed the day ‘umuntu’ meaning ‘I am, because you are’.
The Three Spires' 'way' to work experience Aimee Williams
At Three Spires, we believe every student needs robust career guidance to make informed decisions about their future. Good career guidance is fundamental for social mobility: those young individuals without significant social capital or home support to draw upon have the most to gain from a strong career guidance system. However, despite its importance, career guidance and work experience opportunities across the UK has previously been criticised for being variable and inconsistent. With the rapid development of technical education in England, ensuring high quality technical pathways into rewarding career options, it is vital that this guidance is embedded in education, so that young people will be better equipped to take their next steps. To that end and in line with work experience month, we are keen to raise the profile of this important experience; highlighting the benefits and opportunities a five-day placement can offer a child. And what better way to do this than to ask two students from St Peter’s, who were fortunate enough to spend a week working with the team at Three Spires, what their placement has afforded them.
Mavin “I think I’ll start off by answering the question ‘was it what I expected?’ This was initially difficult for me to answer because although I had browsed the Three Spires’ website, I wasn’t quite sure what I was getting into because they offer so many services that move beyond the everyday tasks of running an academy; Safeguarding, financing, Health and Safety and ICT support. After the first day, working with just two members of the team, Rob and Chris, I realised that the office culture at Three Spires had character, great team morale and it made me realise, working in an office job didn’t necessarily mean silence at a desk all day! The team had a personality that made the workplace feel very welcoming and comfortable. Throughout the week, I had learnt huge amounts about various fields that I didn’t even know existed and I’m going to say, this is because of the amount of task variation I had been given. From helping to produce supplier lists, to updating the asset register with associated costs, and ensuring academy websites were compliant, I feel as though I have gained invaluable knowledge for my professional future. Accountancy (which is my interest) doesn’t always mean you will be forever crunching numbers– instead it’s varied – it involves interacting with others; working together to problem solve and engage in critical thinking”.
Marcel “I can confidently say that my favourite aspect about my experience was how interactive the work was. Although I did enjoy learning about new areas and trying different tasks such as the budgeting statistics task I completed in Excel, (where I created charts using a spreadsheet of data), I found that I still favoured the creative problem-solving tasks, such as hypothetically working out how much setting up a basketball academy in our neighbouring school, The King’s, might cost. This was fun but made me realise how expensive it is, running a school’. I really enjoyed the conversation with Emily Verow, CEO of the Trust and Richard Mayfield, CFO. It was great to listen to them share their knowledge and explain what they do as leaders on a day-to-day basis. Along with that, I also shared time with Aimee Williams, the Director of School Improvement and Sarah Milne, the Director of Safeguarding, who talked to us about their ambition for education as the Trust continues to grow.”
Ange Tranter, career lead at St Peter’s, commented: “Work experience is mutually beneficial for both employers and for students like Mavin and Marcel. Not only can placements help develop core practical skills, which enrich students’ CVs and employability, but business teams directly benefit from the mentoring experience through enhanced engagement with new and young talent.” Our students are the workforce of tomorrow and opening our doors up this year to y10 students this year has reaffirmed to us, as a Trust, just how important work experience is. Our students need the need the opportunity to hone their skills, learn from real employers and prepare themselves so they are able to grow, successfully, into their future career.
Harnessing the Potential of Sixth Form Collaboration L i z z i e
L e e k
In an exciting move, St Peter’s (Compton Campus) and The King’s (Tettenhall Campus) have joined forces to form a new collaboration called Three Spires Sixth. This innovative partnership aims to provide students with a unique educational experience, drawing on the expertise of specialist staff, resources, and knowledge from both academies. The launch of Three Spires Sixth marks a significant milestone in the educational landscape of our community. By combining the strengths of two highly regarded institutions, students will now have access to a broader curriculum offer and an extensive enrichment program to support their future aspirations. One of the key highlights of this collaboration is the introduction of specialist careers packages. Recognizing the importance of tailored support and experiences, Three Spires Sixth will offer packages in fields such as Oxbridge, medicine, accounting, and finance. These packages will provide students with the necessary guidance and resources to excel in their chosen career paths. For students aspiring to study at prestigious universities like Oxford or Cambridge, the Oxbridge package will offer comprehensive support. From personal statement workshops to interview preparation, students will receive guidance from experienced staff who have a proven track record of helping to secure places at these esteemed institutions.
Similarly, the medicine package will equip aspiring doctors with the knowledge and skills required to excel in medical school applications. Students will have access to work experience opportunities, mentoring from healthcare professionals, and guidance with the rigorous application process. The accounting and finance package will cater to students’ interested in pursuing careers in the financial sector. With the support of industry professionals, students will gain insights into the world of finance through workshops, internships, and networking opportunities. This collaboration recognizes that education goes beyond the classroom and seeks to provide students with a holistic learning experience.
As we embark on this exciting new chapter, Three Spires Sixth promises to be a beacon of educational excellence, empowering students to grow and reach their full potential and pursue their dreams. With the combined expertise and resources of St Peter’s and The King’s, students can look forward to a bright future filled with endless possibilities.
Beth Beeston – AAP for Post 16 “I am honoured to have been appointed as the new Associate Assistant Principal for Post 16 at the Compton campus of the new Three Spires Sixth. The new collaboration will give our Sixth form students a wide range of opportunities to flourish and explore their God given potential.”
Maximising efficiency through procurement Chris Leek
Education is a shared responsibility that extends beyond the walls of any single classroom, academy, or trust. As we continue to push to provide the best learning opportunities for our students, it is becoming more and more evident that collaboration between multiple schools can and will yield tremendous benefits. At Three Spires, we understand the value of not only collaboration in the academic sense but also the advantages it can offer through a procurement process; leveraging economies of scale and saving valuable resources which can be reinvested back into the classroom. In the educational landscape of tightening budgets, finding innovative ways to optimise resources is paramount. With the growing number of schools that are joining or indeed, working with the Trust, we now see this as an opportunity to work collectively; to enhance our efficiency and harness substantial cost savings through procurement. Procurement allows schools to combine their purchasing power, negotiate better deals, and, in essence, access a broader range of educational resources and services at reduced prices. A recent project across Wolverhampton will see the impact of this firsthand. After conducting a review of the printing solutions at The King’s Tettenhall and St Peter’s Collegiate Academy, it was recognised that both sites would significantly benefit from an upgraded printing solution. Through the joint efforts of both academies and the ICT team at Three Spires, we have successfully negotiated and are now in the process of implementing a brand-new printing infrastructure across both sites. This new solution will not only save a considerable amount of funds for both academies, but it will also have a significant impact as we strive towards a more sustainable future. This is only one of the many procurement projects that we are currently working in on and in autumn, I look forward to sharing more exciting updates which will undoubtedly benefit more and more of our children. On a final note, and as we move towards the end of term, it is worth taking a moment to appreciate the dedicated efforts of our ICT team who will be working throughout the summer months upgrading and, in some cases, replacing, entire ICT systems.
Tr a n s i t i o n a c r o s s t h e Tr u s t Jess Bailey
The move from a primary to a secondary school can be a daunting experience for many children. It is the time they go from polo shirts to blazers and ties, and when they move from a school with a small number of adults providing education and support to a much larger environment with multiple adults, a greater number of classrooms, and of course, a greater volume of children. It is for this reason why, in all three of our high schools within the Trust, we invest so much time in ensuring our transition processes are right for our children. Transition opens up so many opportunities; socially, where students meet their peers, their form groups and some of their new teachers as well as institutionally, where they can familiarize themselves with the school building, rules and routines. This year, we had a theme for our transition lessons across the Trust which was “change”. We wanted our new y7s to recognize that to embrace ‘change’ means you are embracing growth; you are open to learn new things and discover new insights about different aspects of your life. Throughout their transition, students were given a number of opportunities to explore the notion of “change” across various subjects. In history, at The King’s, students examined the change the men faced during the First World War, moving from the comfort of their homes, to the trenches on the front line. In The King's, Wolverhampton, students discovered ‘change’ in science by looking at the evolutionary change in genetics and how this change causes variations between individuals of the same family. And finally, in St Peter's, Wolverhampton, students explored extracts from the novel Wonder; noting how the character, Auggie, 'changes' throughout the novel - learning to accept his physical differences. Supporting the day, were a number of student leaders who did a wonderful job of making the new additions to each school feel as welcomed as possible. From guiding them to their classrooms to modelling excellent behaviour and uniform expectations, the leaders really did exemplify what it is like to be a member of one of our secondary schools. We have really enjoyed meeting our new year 7s across the transition period and are excited to welcome them into our Trust community in September!
Showcasing our academies The theme this term is
'Growth'
The Power of Parental Engagement – Reading Helen Booth Many students today are struggling in school. One of the main reasons for this is that they have not found a love of reading that can help them with their schoolwork and throughout their lives. Reading is a critical skill that children need to succeed and grow in school and beyond. Evidence suggests that children who read for enjoyment every day not only perform better in reading tests than those who don’t, but also develop a broader vocabulary, increased general knowledge and a better understanding of other cultures. In fact, reading for pleasure is more likely to determine whether a child does well at school than their social or economic background. In addition to this, and possibly more importantly, studies have shown that reading for pleasure: › › ›
enhances empathy, understanding of the self, and the ability to understand one’s own and others’ identities; leads to fewer feelings of stress and depression; leads to higher levels of self-esteem and a greater ability to cope with difficult situations.
“Reading should not be presented to children as a chore, a duty. It should be offered as a gift.” —Kate DiCamillo
“Today a reader, tomorrow a leader.” – Margaret Fuller
Reading is essential for those who seek to rise above the ordinary.” – Jim Rohn
Surely, these are all things we would want our pupils to be able to develop – not only greater academic progress but a positive impact in their overall wellbeing.
Why do we need to increase parental engagement? Parents play a crucial role in supporting their children’s learning, and levels of parental engagement are consistently associated with better academic outcomes. Evidence from the EEF’s Teaching and Learning Toolkit demonstrate that effective parental engagement can lead to learning gains of +3 months over the course of a year. Encouraging parents to continue to read to and with their child beyond those early stages of helping them to learn to read can have a huge impact. For example, 63% of children aged 8–13 read independently daily, when they are read to daily by their parents, but when parents read to them less often (less than weekly) only a quarter of those 8–13-year-old children read independently every day. Children of all ages who are read to regularly (ideally every day) are much, much more likely to read themselves.
What are we doing to do next as reading leads for the trust? Moving forward, it is our mission next year, as literacy leads within the Trust, to ensure every parent feels supported and empowered which it comes to their child’s reading. As a group of literacy leads, we need to ‘think outside of the box’ - reading doesn’t have to be sitting at the kitchen table reading Biff and Chip. Instead, it goes beyond the pages of a book. It can be as simple as making the time to have discussions; asking and answering questions, observing and critiquing the environment in which our children live in. It’s role play, noticing pictures on the wall, interesting displays, creative thinking, storytelling, and audiobooks!
Discovering the Magic of Matilda at the King's Ed Parry The King’s Performing Arts department and their theatre group have spent the best part of this academic year preparing for the 'end of year' show. Including talent from year 7 all the way through to year 13, this production will be performed and shared with a number of primary school children across Wolverhampton during the last week of term and will be open to the public on the evening of Thursday 20th July. The set, costumes and props have been sourced and made by the King’s theatre group themselves. This is a fully licensed show with some very talented students taking part in it - it is not to be missed!
Leaders of the pack Emily Pugh Young people in The King's, who are enrolled as sports leaders, learn and demonstrate important life skills such as effective communication and organisation whilst learning to lead basic physical activities to younger people, their peers, older generations and within the community. It is for this reason why, when we opened up our doors to primary schools this year, our students jumped at the chance to take responsibility for the day. Organised by the PE department however driven by our talented and inspirational sports leaders, year 5 and 6 pupils took advantage of the wonderful facilities we have on site, by taking part in a range of sporting activities including basketball, athletics and swimming. Without a doubt, the day was a triumphant success, with our young leaders proving to be inspirational role models to their peers. The students could visibly see the impact their efforts had had on the day; helping themselves and the primary children to grow in so many ways; socially, emotionally and physically.
GROWING OUR LITTLE SAINTS Sarah Carroll
In September, St Mary’s embarked on a new and exciting journey to further expand the help and support we provide our families by offering provision for 2-year-olds in the community.
Two passionate and dedicated staff have worked tirelessly to develop a rich and purposeful curriculum which is driven by active learning and critical thinking. The Curiosity Approach aims to create a generation of thinkers, doers and investigators prompted by enriching activities like messy play, singing, outdoor play, painting, story times, role play and communication with their friends. The approach moves away from technology in favour of
authentic, open-ended resources, and recyclable curiosities which focuses on the wonder found all around us, here and now. And it is because of this, that our learning environment has grown over the past year, to include a purpose-built outdoor space that has a range of flowers, gardening and outdoor experiences that will allow our children's imagination to run wild.
The initiative has been so popular , that in September 2023, we will be able to offer the same experiences to 16 children, offering morning and afternoon sessions. The provision is already fully booked for the new academic year, and we have a long waiting list. The staff are working hard to become accredited practitioners of the “Curiosity Approach Quality Education Mark.”
Protecting our world, one step at a time Louise Fry At St Thomas’, our children and staff have been reflecting on the impact human beings are currently having on the world and the lasting impact this may have on us now and in the future. They are passionate about making a change; growing themselves and others by reminding us all that we need to love and protect our environment. Children have been reminded that the scale of the challenges facing our planet can seem daunting, but we can all do something, which is why, they decided to reach out to a like-minded individual for their support. Linking in with Kate Strong; three times World Record holder in static cycling, pupils in KS1 have engaged in a purposeful project that aims to illuminate the role we play in climate change by designing a 'climate cycle' logo that she can put on her bike. Pupils are excited to present both their logo and their argument for climate change to Kate Strong in the next week where the winner will have their final design turned into a reality; sported by Kate in her next competition. Lily produced a super design!
In tandem to this, KS2 have also been working closely with our local partners, Port Vale, on a 'Protect the Planet Challenge' which has created opportunities for pupils to collaboratively design and deliver a sustainable project which, if selected and given the green light, will be implemented in the school next year. Not only has the project broadened pupils' knowledge and understanding the perils that stand before our world, but it has also created wonderful opportunities for children to develop their presentational skills by delivering their very own ‘Dragon’s Den; persuading their peers and the rest of the school that their project has the potential to have the biggest impact on their environment.
Let's do it, the 'write' way Lynne Williamson At Hanley St Luke's we’ve been working incredibly hard this year to improve the writing of all our pupils across the school. It’s a common theme, nationally, so we’re by no means unique. So many gaps post Covid, so much stamina to build- traditional writing is increasingly the poor relation of the fast-paced digital world and rather than sit back and accept this reality, we have decided to tackle it head on. Working as a team, the entire staff body have pulled together to plan engaging and exciting writing lessons which have been stimulated by the quality texts the children have been reading in class. They have modelled expectations over and over, giving children so many opportunities to explore how to use different sentence types and punctuation within a range of text types. # Many of our children have English as an additional language and others just find learning a challenge, however, every child, no matter where they are on their learning journey, have made super progress with this approach and most refreshing of all, have thoroughly enjoyed it along the way! Our most skilled writers have just blown us away with the standard they have reached; we are so very proud of them all. And whilst we only ever do this for the children and not praise, it was just lovely to see our efforts externally validated when moderators came a-calling! They could see how every child had been given a variety of rich and skillfully planned activities which would enable growth and progress. The word ‘outstanding’ was used too which was just lovely to hear and certainly gave us all a boost after such another challenging year!
C A R E E R S AT K I N G ’ S Sharon Thomas Work experience and careers education go hand in hand; they complement each other. And because there is such limited opportunity to engage with work experience at KS3 and 4, an important part of my role as careers advisor is to create as many meaningful interactions as possible for students to engage with the world work. Before I share with you a selection of events I have organized this year, I would like to outline the ways in which I foster inspiration amongst students regarding the world of work, using careers education as a means to empower positive change. Perhaps the easiest way of achieving this is by simply asking students about their aspirations. A ‘one size fits all’ approach is not the right fit when it comes to career guidance, and the aspirations and dreams of all students often starts with simple questions such as: ❖ What do you feel you’re good at, and what do you enjoy? ❖ Have you thought about what job you’d like to do in the future? ❖ Would you like to find out more about your intended career? Inclusivity is key which is why we place a strong emphasis on exploring different pathway, ensuring learners fully understand that there is not always one route or pathway to the career they aspire to. It’s important that our students don’t feel alienated by conventional routes to work, and there are a multitude of non-academic possibilities, such as vocational courses, apprenticeships and internships, that they can take. Finally, we recognise the importance of soft skills. Much of the skills and knowledge we develop throughout our time in school are not necessarily those that will bring us career success; often, our education helps us to develop the competencies needed to perform certain tasks, such as science or French. While these are extremely valuable, the most prevalent gaps often lie in the development of ‘soft skills’, such as critical thinking and problem solving, and it is for this reason, why we are continually developing our careers’ education provision here in King’s, so students are able to learn as much about themselves as they do about the world of work.
Here is a flavour of what our students have experienced so far this year: •
Year 7 and 8 - IT days. The School of Coding came into school to give students a hands-on experience of life as someone who works in coding. Throughout the day, students programmed a robot, flew drones, designed a space invaders game and were given specific information about qualifications, skills and careers in IT.
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Year 9 – career in IT. Our Concero IT technician told year 9 all about working in IT and gave students a run-down of a day in his life as an IT technician.
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Year 10 – Mock interviews - Every year 10 student has been given an opportunity to prepare for and engage with an interview-based activity. The day aimed to be authentic as possible; the interviews were real, the questions were real, the feedback was real.
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Y12&13 - What does a doctor do? Sixth form students listened intently as a doctor from Russell’s Hall hospital came into speak to them about life as an A&E doctor. Throughout the session, she had lots of stories to tell and advice on how to choose the correct pathway to achieve this exciting career.
W H AT D O E S G I L E S ’ AN D
I T M E AN T O ‘ G R O W ’ AT S T S T G E O R G E ’ S AC A D E M Y ?
Catherine Pointon We pride ourselves on being a fully inclusive school which celebrates all children who have been made in the image and likeness of God. Recently, this has meant that we have needed to ‘grow’ as a school in some very specific areas – in particular, with regards to our pastoral and SEND support. Although this has always been a focus for us, this academic year has seen the growth of our bespoke provision of ‘The Hive’ go from strength to strength. This provision, which started out as just an afternoon, ELSA, pastoral support room, is now available all day, every day and accessed by any child who needs it. It is here, where the children can access a trained ELSA professional at any time of the day who will deliver highly effective need-specific interventions such as Lego Therapy and bereavement counselling. There have been many success stories this year including those outlined below. Providing ‘all’ children with a voice With an increase in the number of pre-verbal children entering our setting this year, we have faced several challenges in terms of finding ways for them to communicate their wants, needs and views in a practical way. Through speech and language support, staff have developed their knowledge and understanding pf PECS (Picture Exchange Communication), developing opportunities and activities for pupils to express themselves in a more visual manner using The Hive as a place to facilitate this. As a means to support our children with emotional and social needs, we also use The Hive to support with attendance; using it as a safe place to gradually increase exposure to the school environment. As a previous school refuser, we now have a pupil in KS2 who is in school every day; accessing all of her learning in the same way as her peers and even taking part in extra-curricular activities like a trip to Birmingham for Young Voices.
However, one of the proudest moments this year has to be the moment a pre-verbal child with ASD looked straight at a less known member of staff, who called his name, and said ‘Hello’. For some, this is a small feat however, for us, it was huge. Achievements like these do not happen overnight, they require time, care and attention. We are so fortunate and grateful to the work which takes place in The Hive every day – it is here where we see each of our children grow and flourish.
‘The Hive’ provides bespoke support for any pupil that needs it. Its unique offer ensures success and achievement for all who attend it. (OFSTED March 2013)
The specialist base ‘The Hive’ is a sanctuary for pupils who become overwhelmed or need extra support. This highly effective provision helps pupils to manage their emotions really well. OFSTED March 2013)
How do our children grow? Justin Woods As we reach the end of the academic year, the staff at St Thomas’ like to stand back and reflect on the growth that they have seen over the year. This happens in every class, with every child and every teacher. Individual children grow in confidence, able to do things that they were unable to do in September, whole classes blossom as they work collaboratively to plan and deliver worship for the schools. And as a school, we flourish, strengthened by each of our many achievements. We also reflect on the growth our children make throughout school. Our youngest, begin their journey with bright, excited eyes, full of awe and wonder; they learn how to make friends and play together whilst counting and learning their letters and sounds. They go on adventures to faraway lands and travel on rockets to outer space.
In what seems like a blink of an eye, our children grow into confident and independent learners, having experienced so many enriching opportunities like Forest School, residentials, sporting activities along the way. As our children reach year 6, they are ready to take on the world. They are the young leaders in school, the go-getters, the ones with passion and confidence to make a difference to both their own lives and the lives of others. The end of primary education marks the end of one stage and the beginning of the next. The growth we see over the six years they are with us is so endearing; each and over one of our pupils leave a footprint in St Thomas'. As they embark on the next exciting chapter of their lives, we would like to wish them all the very best on the journey.
All in a week's w ork Clare Morton In St Mary's, we love to bring learning alive; to grow our children's learning so it moves beyond the confines of a classroom and out into the real world. To this end, this term, year 2 have been blessed with a number of exciting learning expeditions linked to their habitat topic in science including a super trip to Dorothy Clive gardens, a visit to school from the Hedgehog Rescue Centre and a bespoke in-house workshop, facilitated by our very own farm ambassadors who shared their amazing knowledge of tortoises.
Monday At the Dorothy Clive gardens, the children saw lots of different plants in their natural habitats, they planted seeds and looked closely at the makeup of the plant, exploring its anatomy, colour and texture. Our visit also inspired some wonderful artwork too however, the biggest excitement of the day came when every child was presented with their very own plant to take home; a memory which they could love, nurture and grow for weeks and months to come. Tuesday When Baddeley Green Hedgehog Rescue paid us a visit, the children were thrilled to come face to face with a real-life hedgehog. Amazed by her size, Raspberry prompted so many thoughtprovoking questions from the pupils which were expertly answered by Sharon, the rescue center supervisor. As a 'thank you', the children were delighted to hand over their donations of cat food that had been collected for the rescue hedgehogs. Friday And to finish all that wonderful learning off, the fantastic children of St Mary ’s paid us a visit to talk about how to look after tortoises. Each shared their impressive knowledge, experience and most of all passion they have for all of God's creatures.
To b e o r n o t t o b e , a B e a c o n f o r c h a n g e Ellise Nicholls
The King’s are excited to announce that as of next year, they will be working in partnership with University College London in holding Holocaust Beacon School Status which will reflect our nationallyrecognised commitment to on-going high-quality provision of and innovation in teaching and learning about the Holocaust. This curriculum award will allow us to partner with the world’s top-rated university for education, to raise the quality of learning and expectations in our school, and to help our students to become more engaged in their own learning and more independent, critical thinkers. Planning has already begun for next year to ensure our students will receive outstanding provision in terms of Holocaust delivery. This will include visits by guess speakers with personal experience from various genocides in history, as well as Focus Week events and commemorations. Additionally, the staff training and development in this sphere will add significantly to our provision in subject areas like history, Religious Education, PSHE and English literature where already, cross curricular links have been forged. The importance we place on the Holocaust will help our academy community to appreciate its responsibilities for others in the face of persecution, discrimination and more general societal imbalances. Already, through curriculum units like Faith and Identity in English literature and WWII and The Holocaust in history, our students are becoming more sensitive to the needs of others; appreciating the individual responsibilities we all hold for speaking up for minorities, and enhancing skills of critical evaluation which can be applied to countless settings and contexts which continually emerges in our democratic society, and more widely on the world stage. Our Holocaust Beacon School Status is a critical element of our curriculum provision as we set the ambition that no King’s student will play the part of the silent bystander when there is a need to stand up and be counted. The ability to see injustice, to understand injustice, and to demonstrate the courage to challenge injustice is a moral responsibility we seek to instill and grow in our children. As fellow colleagues of Three Spire's, member and associate schools will also have access to the training and support available from UCL next year. Further details will be released early in September.
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