Inspire - December 2023 by ThreeSpiresTrust

Inspire December 2023 THREE SPIRES TRUST TERMLY MAGAZINE

Welcome to Inspire Three Spires Trust is on a journey – and this year we passed our first milestone – all four schools originally scheduled to join the Trust are now happily within the Three Spires family of academies. It is a great pleasure to visit St Regis – the fourth school - and see major repairs well

advanced and the new leadership team enjoying facing challenges together – sometimes in partnership with neighbouring St Peter’s. We have now begun the next lap in our journey – growing the Trust. This autumn we welcomed a fifth school - St Giles’ and St George’s CofE primary in Newcastle - into the Trust, and in the spring we will welcome a sixth school - Hanley, St Luke’s. Exploratory conversations have begun for what comes after that. We want to grow because it increases the resources we can deploy to our academies and so enable them to become flourishing communities, in which participants can experience more of the fulness of life Jesus speaks about. As a Trust we are building an eco-system which will allow us to bring extra support tailored to the needs and opportunities of each academy where young people can discover new possibilities for their lives. Thank you for your interest in and support for what is happening

at Three Spires. I am

delighted that we are working with the national Church of England team to develop our flourishing academies. Increasingly rooted in prayer, we invite you to journey with us, to see what God has in store for us all.

David Lee Chair of Three Spires Trust Board

A message from Emily Verow, Chief Executive Officer As the term draws to a close, and the festive season is upon us, I want to express my sincere gratitude to all involved in Three Spires for the invaluable work you do on behalf of children and young people across our academies and communities. Whilst it has been quite a turbulent year for Education and it is clear that there is so much more for us to do to address the many challenges facing the sector and society; it is a great encouragement that Three Spires is committed to being an agent of change. It is often concerning that whilst changes are seemingly on the horizon, they frequently lack a sense of urgency and pace. Without each of us using the agency we have to make a difference; it is unlikely that we will create school cultures- and more widely, communities – where all children have a sense of purpose; where their education prepares them for the workplace and where their contribution towards society is understood. Three Spires remains excited by the future of Education and firmly believes that the time has come for leaders within education to innovate. There are already many conversations being cultivated across our Trust regarding innovation in workforce design, curriculum design, professional development, the 'lived experience' and the development of education technology to create more engaging, inclusive, and individualised learning pathways. Thoughtful, deep consideration is being given to how we might do things differently for children living and working in a modern 21st century. We are actively exploring how we promote global awareness, business and entrepreneurial literacy, civic literacy and health literacy within our core curriculum, whilst ensuring that we prioritise the love of learning and the skills needed to be lifelong learners. Our ambition is to do more with our resource, to reach beyond our organisation; partner with investors and local businesses to better support the communities we serve and in doing so, offer children and young people more opportunities to engage in extended community - connected challenges which build agency, design thinking and an entrepreneurial mindset. It is our strong belief that with the pressing issues of our time, it's critical that we mobilise the ingenuity of our young people to meet society's growing challenges and make learner pathways more personal to honour and respect learner variability. As a Christian Trust, it is at the heart of our mission to think deeply about how as Christians, we look to serve communities blighted by poverty, social isolation and disconnection and consider how we can use our talents and abilities to advance our education system to build a better future for children living in those communities in the long term. As we move towards the New Year and consider the place of a Trust in an ever-changing landscape, we are reminded of God's words which serve as inspiration and a reminder of the power of courage and tenacity, ‘Be strong and courageous. Do not be afraid; do not be discouraged, for the LORD your God will be with you wherever you go.' Joshua 1:9 We are excited for 2024; to continue to work with all our academy staff, to seek to deliver the highest standards within our academies, whilst working alongside others to seize this moment to look afresh at the way Education can be shaped. To look to work together in partnership with others to become a 'North Star for system transformation' whilst managing the challenges of the day.

For now, another productive term ends, and we celebrate our students and our lively, vibrant learning communities. We hope you enjoy reading about Three Spires and all it has to offer. It just leaves me to say, have a wonderful, festive period and a well-earned rest when it comes.

Contents AI IN THE CLASSROOM: REVOLUTIONISING EDUCATION

SKIING INTO ADVENTURE

THE ESSENTIAL ROLE OF GOVERNANCE IN A MULTI-ACADEMY TRUST

CEO INTERVIEWS ENTREPRENEUR, IAN DONALDSON

SECURING MASTERY IN KS4 ENGLISH

ST. PETER’S SLAM! BASKETBALL ACADEMY SOARS TO SUCCESS

CHRIST THE KING DAY 2023

HARMONIES AND HIGHLIGHTS: THE KING'S RINGS IN THE FESTIVE SEASON

EXPLORING FUTURE HORIZONS

BLOSSOMING BRILLIANCE: ST THOMAS’ FLOURISHMENT AND THE SEEDS OF ITS SUCCESS

PAWSITIVELY IMPACTFUL – WELCOME BRIAN AND ORLA

NURTURING MINDS AND SPIRITS: UNVEILING OUR INNOVATIVE SPIRITUALITY CURRICULUM FOR HOLISTIC STUDENT GROWTH

GUITAR HEROES

SHAKESPEARE EXTRAVAGANZA: STUDENTS DIVE INTO THE TEMPEST

ST REGIS REWARD ROLLER DISCO

HONORING HERITAGE: CELEBRATING BLACK HISTORY MONTH

THE WINDRUSH ODYSSEY

INTRODUCING THREE SPIRES INSTITUTE OF EDUCATION

CELEBRATING THE ACHIEVEMENTS OF OUR POST-16 STUDENTS: A BEACON OF ACADEMIC EXCELLENCE AND COMMUNITY IMPACT

BRONZE BRILLIANCE AT THE KING’S

OUR THOUGHT FOR THE SEASON

AI IN THE CLASSROOM: REVOLUTIONISING E D U C AT I O N As the world of education evolves, so too, does the role of technology in shaping engaging and effective learning environments. As an ICT specialist, it is clear that Artificial Intelligence (AI) has emerged as a transformative force, not only enhancing classroom experiences but also significantly contributing to the well-being of teaching staff. I was fortunate enough to attend the recent MAT PN conference in Nottingham, where a number of keynote speakers reflected on the use of AI technology and how we must embrace it. A key feature of AI technology is the role it can play in personalised learning journeys; AI-driven adaptive learning platforms can tailor educational content to individual student needs. An example of this is GCSE Pod, which, through the use of AI and machine learning, tailors pupil content based on specific needs. In our classrooms, we use AI as an intelligent classroom assistant, assisting teaching staff with various administrative tasks, reducing their workload, and freeing up time for more meaningful interactions. Both Arbor and Class Charts make the most of this technology, providing real-time information and managing schedules, allowing educators to focus on what matters most, teaching and learning. In the coming months, we will be working with our academies to identify further ways AI can be used in school to improve learning environments. We will be reinforcing the use of Arbor to refine communication channels as well as coordinating a Trust working party to explore the endless possibilities for how AI can be used to innovate teaching and learning methods.

Artificial Intelligence is reshaping the educational landscape, ushering in a new era of personalised, efficient, and collaborative learning. By embracing AI in the classroom, we, as educators are not only enriching the student experience but also empowering them with tools that can truly revolutionise the way they learn. As we navigate the future of education, the synergy between human intelligence and artificial intelligence is poised to unlock unparalleled potential, fostering a generation of learners ready to flourish in an increasingly digital world. If you want to see how powerful AI technology can be, quickdraw.withgoogle.com using neural network artificial intelligence.

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If you are interested in becoming a part of the AI working group, please email me directly on: cleek@threespirestrust.org Chris Leek ICT Business Partner

SKIING INTO ADVENTURE Three Spires Trust is thrilled to announce a groundbreaking venture that marks a significant milestone in its history – the first-ever collaborative international ski trip involving four secondary schools within the Trust. Set to unfold in 2025, this exciting journey will take students to the picturesque Aosta Valley in Northern Italy, renowned as one of the premier ski resorts in Europe. A Destination of Distinction Nestled in the shadow of the majestic Mont Blanc, the Aosta Valley boasts a stellar reputation, underpinned by its superb snow records and state-of-the-art lift systems. This breathtaking locale, forming part of the awe-inspiring mountain range that separates Italy from France, spans approximately 100 kilometers of ski runs catering to all skill levels. Unparalleled Confidence in Quality The Trust's decision to select this destination is fortified by the firsthand experiences of its staff, who have previously explored this resort with the same company on multiple school ski visits. Their unwavering confidence in the standard of service and facilities offered is a testament to the excellence that awaits the participating students. Unveiling the Itinerary The comprehensive package, generously subsidised by the Three Spires Trust, includes accommodation at the esteemed Hotel Express in Pila. Students will enjoy comfortable rooms for 2-4 occupants, each equipped with private bathrooms. With breakfasts and evening meals served in the hotel, the culinary offerings are promised to be both wholesome and of exceptional quality. An Adventure of a Lifetime

The journey to Italy will be a seamless and luxurious experience, with students traveling by a luxury coach and ferry. Departing on January 11th, 2025, and returning on January 18th, 2025, the seven-day trip promises five full days of exhilarating skiing against the stunning backdrop of the Aosta Valley. The Ski Experience A typical day on this once-in-a-lifetime ski trip includes a hearty breakfast followed by two and a half hours of skiing under the supervision of the experienced Interski Ski School Team. A hot lunch is provided at one of the mountain restaurants, complementing the overall immersive experience. Afternoon skiing sessions, led by qualified instructors, conclude at approximately 5:00 pm, leaving ample time for relaxation before a delightful three-course Italian meal. Beyond the slopes The adventure doesn't end with skiing; students will be treated to a carefully curated "Après Ski" program, courtesy of Interski. Activities such as ice skating, bowling, quiz nights, shopping excursions, a pizza evening, and a presentation ceremony featuring certificates and badges are all part of this enriching experience. All Are Welcome It's important to note that skiing expertise is not a prerequisite for participation. Beginner-friendly instruction is provided, ensuring that every student, regardless of their skiing background, has the opportunity to conquer the slopes by the end of the course. Three Spires’s inaugural international ski trip promises to be an unforgettable journey, blending adventure, education, and cultural enrichment in the spectacular setting of the Aosta Valley. As the Trust continues to expand its horizons, this venture serves as a testament to its commitment to providing students with diverse and transformative learning experiences.

T H E E S S E N T I AL R O L E O F G O V E R N AN C E I N A M U LT I ACADEMY TRUST In the ever-evolving realm of education, the significance of effective school governance within Multi-Academy Trusts cannot be overstated. As the governance manager within Three Spires, I am excited by the vital role that governance plays in shaping the trajectory of our schools and, consequently, the future of our students. Governance serves as a backbone of any MAT, providing a structured framework that ensures accountability, transparency, and strategic direction. The complexities of managing multiple academies demand a robust governance system to navigate the diverse needs of each school while promoting collaboration and shared best practices. Our new governance framework clearly defines responsibilities at local and Trust level. Its development ensures that governance operates efficiently and in the best interests of our students, staff, and communities. By establishing clear lines of responsibility and accountability, governance leaders aim to empower school leaders and teachers to focus on what they do best – educating our children. This collaborative approach enhances the overall quality of education across the Trust, and critically fosters an environment where innovation and creativity can flourish – something which is so important for Three Spires. The introduction of link champion networks has enhanced our collaborative growth. The networks, involving school and trust leads, governors and trustees, act as a strong conduit for governance communication. This interconnected networking creates chances for leads to share knowledge, paving the way for the exchange and cultivation of new ideas and partnerships. The role of school governance in a Multi-Academy Trust is nothing short of transformative. It binds together the diverse strands of our educational institutions, weaving a tapestry of excellence, innovation, and student-centric focus. It is this collaborative spirit that defines the success of our Trust. As stewards of education, we have the power to shape a brighter future for the next generation.

Megan Till Executive Support & Governance Manager

success. It is really sad when children feel left behind as a result of the climate not being conducive to acknowledging their talents or interests. Leadership opportunities are also key, this means forging opportunities for the development of character. These skills are often not nurtured in the classroom, particularly if the curriculum is simply about knowledge acquisition. It is no secret that Three Spires feels that flourishing schools are places where there are pathways where all CEO INTERVIEWS ENTREPRENEUR, IAN DONALDSON

children feel a sense of purpose and fulfilment. As a fellow child from Stoke-On-Trent can you articulate why you feel passionate that the children from

So, Ian, you have supported Three Spires over the

deprived communities hear from you and others who

years on a number of projects which have seen you

share their experience of growing up?

invest large sums of your own money, can you start by outlining the main driver?

Because children need relatable aspiration. All too frequently, particularly in the world of academia the

Opportunity. All children deserve the same opportunities to

aspiration is detached from their own ambition or future

thrive in life. There should be a basic entitlement for all

plans and the ambassadors are not relatable to them.

children to experience the same offer of experiences -

Children living in deprived areas are often inhibited by their

whether that's in sport, music, arts, travel. Disadvantaged

own sense of what is achievable. If hearing from local

children should not be left behind; opportunities should not

people helps them to see what is achievable it has the

be denied simply as they do not have the means to access

potential to break down barriers which are often merely

experiences both within and beyond the curriculum.

perception.

Parity and equality are important drivers to me, if a system

Children without advantage need to work harder, they first

is truly inclusive it should enable all young people to have

need to have a sense of self worth and self belief. This is

exposure to activities particularly those which tie into

critical if they are really to chase their dreams and follow

preparation for character. As we all know, the careers

their own path - education must play a part in helping to

landscape changes very quickly indeed and it is important

support these aspirations, whatever they might look like.

children are prepared for their long term future goals.

There should be rounded guidance - not simply university

You are a highly successful business entrepreneur, cognisant of the current job market and the skills needed to be attractive to potential employers - why have you opted to support initiatives that extend beyond the curriculum - the Duke of Edinburgh for instance?

as the only option – high quality training which fits the

employment choice. All too frequently, values are placed on children regarding their employment choice early on by educationalists. We should be focused on equipping children with the skills needed for the lightning pace of today’s global market – critical thinking, initiative, creativity, collaboration etc.

Because it is imperative that we value other skills and attributes rather than simply academic outcomes. There needs to be a variety of pathways which allow children to

feel achievement and for them to be feel the affirmation of

You have never hesitated to invest in projects where you see opportunities for children to broaden their horizons and experience ‘life in all its fullness' - for that Three Spires is incredibly appreciative. In a sector where funding and resource is entirely over stretched how do Trusts 'reach' investors and businesses for support.

the acquisition of skills as well as the grades needed. It is surely time to advance the use of technology within the classrooms, for it truly to be interwoven with the curriculum not simply a device for content retrieval; most jobs in industry now demand a real understanding of how

technology works, and that sense of proficiency will only come with embracing advancements and upskilling the

Start with the why. Research ex students, local people who

workforce to educate at the right level. There is a step

have a sense of loyalty, sense of belonging to an area and

change in the workplace in terms of recognising where AI

bring them together with a cause. It might only take a

will feature and how we continue to harness the marketing

couple of agents for change and others will become

potential of social media. It is exciting but it is critical that

interested. Use Linkedin and other means to reach out to

our young people are educated in how to thrive in an world

those who might want to invest back in the local area and in

where technology plays such a part.

the life chances for the young people growing up where they themselves started out. Ensure that any success stories are celebrated and create momentum - look for investment which puts longevity for an initiative in the system. Keep relationships with any beneficiaries, investors etc at the heart of what you do - there is a need for the stories of impact to be shared and for the human element of what the money is enabling to be understood.

Thank you, Ian, for taking time out of your busy

schedule to speak with me here in Manchester today we are so grateful you have given so generously to the children of Three Spires over the years; you have truly used your agency to make a real difference to so many. We hope you will continue to partner work for many years to come. We wish you a very restful Christmas holiday when it arrives!

There is a time in Education for change - professionals are debating the value of the Ebac, OFSTED, progress

8 etc in light of a national recruitment / retention crisis, rising student absence with approximately only 38% of our young people opting to choose to go the university. In your view, do you think the current Education system is fit for purpose or is it time for reform? Well is it relevant? Look at the job market and the customer.. is the offer relevant to the young people of today? Are we really ensuring through the provision that young people are prepared for the 21st century job market or is there a position where all young people are experiencing a 'one size' model. If it's the latter, then does that not bring disaffection and dissatisfaction as the relevance is lost? There needs to be a climate where there is an eye on the horizon in terms of employment opportunity; it is not productive to simply repeat and perpetuate the education model of the 19th century. How much time do young people get in the company of local employers, is the career guidance also really relevant and topical - does it focus on 9

SECURING MASTERY IN KS4 ENGLISH At Three Spires we value the power of collaboration. It is for this reason, why we, at The Institute for

Education, are taking a different approach to supporting the development of an English project across Stoke-on-Trent. After a successful bid application to the DfE to lead on a city-wide initiative for five terms, our education team will be facilitating a project that is underpinned by current and relevant research and delivered by a range of practitioners with specialist expertise.

Working collaboratively and in partnership with a number of secondary schools across Stoke-OnTrent, the project aims to create a long-term, sustainable solution that moves away from the reactive – interventions and masterclasses and leads teachers to a more proactive, sustainable approach. It centers on an effective curriculum and quality first teaching in the classroom underpinned by evidenced informed, instructional practice. The project will enable participants to co-create, with fellow colleagues, purposeful practice activities that will facilitate the delivery of a mastery curriculum. A focus on assessment will seek to develop teachers’ confidence in using a range of summative and formative approaches effectively. Equally, Three Spires are incredibly excited to be working alongside Potteries Educational Trust to deliver an oracy project, across the primary and

secondary sector, that will promote the importance and value of oracy in the classroom and beyond. 10

SECURING MASTERY IN KS4 ENGLISH Already, the project has galvanized interest from a range of experts

across the country who are keen to support with the delivery and cocreation of the Mastery curriculum including Jennifer Webb and Stuart Pryke. Jade Pearce, author of ‘What every teacher needs to know’ will also be working with Three Spires in the spring to develop an English focused, retrieval-based co-curriculum which will sit alongside the Mastery, focussing on strategic retrieval of key skills and knowledge from across the subject. In the short term, Chapter Education will be working alongside Three Spires to deliver CPD sessions, that are bespoke to the individual needs of schools. With their knowledge as senior examiners for AQA, they have the skills and expertise to enhance teachers’ understanding of the GCSE examination papers, focussing on the key skills and knowledge students need to succeed in English. Finally, to develop students’ critical understanding of key texts in English, the Central Youth Theatre, are currently cultivating a bespoke package of theatre productions that place student engagement and participation at the heart of their performances. Focusing on tricky content and difficult scenes, the CYT will use cooperative learning strategies when performing for students, to ensure they are immersed and accountable for their learning.

S T. P E T E R ’ S S L A M ! B A S K E T B A L L A C A D E M Y S O A R S T O SUCCESS At St Peter’s SLAM! Basketball Academy, the first half of the season has unfolded with exhilarating energy and remarkable achievements across our teams. With two boys' teams and one girls' team, our athletes have showcased unwavering dedication, teamwork, and skill on the court, leaving a lasting impression throughout the first half of the season. Team 1 Boys’ Team Led by Coach Dan Hollyhomes, Team 1 surged through the first half of the season with a blend of tactical prowess and sheer determination. Their commitment to refining their team concepts and strategic play

translated into a series of impressive victories, securing a 2nd place in the CBL Tier 3 league table so far. With a strong emphasis on teamwork, focus and hard work, this team truly embodied the academy's ethos and took care of business on the court and in the classroom. Team 2 Boys’ Team Under the guidance of Coach Kofi Ruddock, Team 2 demonstrated remarkable growth and resilience. While facing tough challenges, they showcased tremendous improvement, displaying tenacity and a never-say-die attitude. Their grit and determination in every game were commendable, setting a solid foundation for future successes.

S T. P E T E R ’ S S L A M ! B A S K E T B A L L A C A D E M Y S O A R S T O SUCCESS Girls’ Team The girls' team, mentored by Coach and academy director Douaine Anderson, has shone brightly throughout the season so far. Their passion for the sport, coupled with exceptional skill and strategic finesse, made them a force to be reckoned with. Despite facing formidable opponents, this team exhibited incredible teamwork, unity, and sportsmanship, earning accolades and respect in every match. Dedication and hard work not only on the basketball court but also in the classroom has seen our year 13 students develop a work ethic and resilience that has set them up to begin their journey to University, earning the grades they need to secure a place at their desired institute of education. Because of their commitment in the classroom and performance on the basketball court, our year 13 Team 1 players have also been invited to two performance days at the University of Worcester, led by Worcester Wolves Head

Coach, Dean Blake. Being able to showcase their skills and potentially be recruited and earn scholarships at the university level. Our developing academy pathway from our KS3/ KS4 teams, to our sixth form academy, to university opportunities, certainly shows a positive step for St Peter’s Collegiate Academy.

C H R I S T T H E K I N G D AY 2 0 2 3 On Tuesday, November 21st, St. Regis came together as an academy to observe Christ the King Day—a cherished annual event where the entire school community pauses to reflect on and celebrate its foundation and identity as a Church of England Voluntary Aided School. This special off-timetable event provided both staff and students with the chance to acquire new skills, partake in meaningful experiences, and engage in collective worship. Each year group delved into a unique "Big Question" for the day. Year 7 ventured to All Nations Church in the city centre, where volunteers conducted interactive sessions on the themes of 'Journey in faith' and 'Who am I?' We are very grateful to the Church for hosting the year

and providing a very memorable day. Year 8 students dedicated their day to addressing social injustice, receiving a virtual lesson from Christian Aid and welcoming visitors from the Fair-Trade Partnership into the academy. Stay tuned for updates on their efforts to raise funds for Christian Aid’s Christmas Appeal in the coming weeks. Year 9 engaged in an Enterprise Day, focusing on teamwork, collaboration, and leadership skills, with an emphasis on understanding the role they play in serving the community. Year 10 explored the question "What is truth?" with engaging workshops by 'God and The Big Bang,'

challenging students to ponder significant questions and reflect on their beliefs. Year 11 took time to reflect on recent PPEs, considering their next steps by honing various elements of their study skills. Their day centred around the question, 'What are my goals?' In the afternoon, they participated in mindfulness activities and sports. Year 12 students enjoyed an aspirational visit to Worcester University, while Year 13s dedicated time to their UCAS applications, guided by the theme, 'We encourage all to fulfil their God-given potential.’ In essence, it was a remarkable day celebrating the unique gifts and talents of St. Regis students—a

collective pause and an opportunity for reflection.

HARMONIES AND HIGHLIGHTS: THE KING'S RINGS IN THE FESTIVE SEASON The annual Christmas concert at The King's academy was a festive extravaganza that unfolded on Thursday, December 7th, captivating a packed audience eager to witness the talents of students ranging from year 7 to 11. The stage came alive with an array of performances, offering a platform for students to showcase their remarkable skills. Kicking off the show was the academy’s own maestro, Mr. Smith, leading the Samba Band in a vibrant rendition of 'Rudolf's Rumble.' The evening unfolded with a diverse array of acts, ranging from drama groups to solo performances in singing, guitar, drum, and piano. The year 10 rock band, 'CHAOS,' added a dynamic flair to the lineup. The spotlight also shone on the academy choir, steadily growing in prowess with each performance. Their emotive renditions added a touch of poignancy to the festive atmosphere that filled the evening air. To open the second half of the show, the drama group, under the guidance of Miss Richardson, delivered a comedic rendition of 'The Grinch'. A standout moment of the evening was the mesmerizing performance of 'On My Own' by Tai N from year 9, leaving the audience in awe; earning a resounding ovation from the audience. The grand finale brought all performers back on stage, inviting the audience to join in with the cast, singing 'We Wish You a Merry Christmas.' The collective joy and harmony created a heartwarming conclusion to the concert. The festive spirit lingered as everyone in attendance enjoyed tea and mince pies, contributing to a delightful evening that left an indelible mark on all involved. The King's academy, once again, succeeded in spreading holiday cheer and celebrating the immense talent within its student body.

EXPLORING FUTURE HORIZONS In an era where career choices are diverse and dynamic, secondary schools play a pivotal role in guiding students toward their future paths. One such initiative was undertaken at St Peter’s, where a careers fair was organised for all students across the academy. This event aimed to expose students to a wide array of career options, provide insights into various industries, and empower them to make informed decisions about their future. The fair was a meticulously planned event, held in the academy’s auditorium, where students could interact with professionals from different fields. The fair featured booths representing diverse industries, including STEM, healthcare, arts and humanities, business, and vocational trades. Each booth was adorned with informational materials, interactive displays, and engaging professionals ready to share their experiences. The fair brought together professionals from various sectors, offering students a comprehensive overview of potential career paths. In the STEM corner, engineers, scientists, and IT specialists showcased the cutting-edge developments in their respective fields. Health professionals provided insights into the medical and healthcare industry, emphasizing the importance of compassion and commitment. The arts and humanities section highlighted the creative industry's vibrant possibilities, with representatives from media, design, and literature sharing their journeys. Business professionals stressed the importance of entrepreneurship and leadership, while the vocational trades area exposed students to hands-on skills and apprenticeship opportunities. One of the highlights of the careers fair was the networking opportunities it provided. Students had the chance to connect with professionals, ask questions, and establish valuable contacts. Networking sessions were designed to foster mentorship, enabling students to build relationships that could potentially lead to internships, shadowing opportunities, or future collaborations. The impact of the careers fair was evident in the positive feedback from both students and participating professionals. Students expressed newfound clarity about their career goals and a sense of inspiration. Professionals were delighted to contribute to the educational journey of young minds and appreciated the chance to make a positive impact on the next generation. St Peter’s careers fair for our students was a resounding success, serving as a bridge between education and the professional world. By exposing students to a variety of career options and providing them with the tools to make informed decisions, the fair played a crucial role in shaping the future trajectories of these young individuals. Such initiatives contribute significantly to the holistic development of students, preparing them to navigate the ever-evolving landscape of the workforce with confidence and purpose. If you are a provider or employer and feel you are able to support T-Levels, we invite you to get in touch.

BLOSSOMING BRILLIANCE: ST THOMAS’ FLOURISHMENT AND THE SEEDS OF ITS SUCCESS

St. Thomas' has embarked on an exceptional journey in this academic year, marked by remarkable achievements and vibrant community engagement. Our first coffee morning, dedicated to supporting Douglas Macmillan, set the stage for a series of increasingly popular gatherings. These regular coffee mornings have not only fostered a delightful environment for parents and children to interact but have also become a platform for sharing the exciting educational journey unfolding within our school. The spirit of community connection has flourished through various events, including the Harvest Festival and a poignant Remembrance Parade. Witnessing our Head Boy and Head Girl lay the Poppy Wreath at the Cenotaph was a moving tribute, and despite the rain, a multitude from our school community walked in unison during the parade to show their respects. The commitment to forging strong ties between our school, the church, and the surrounding community remains a top priority and continues to thrive. This term over 300 meals were provided for the local Foodbank. The dynamic efforts of our enthusiastic PSA have already provided the first school disco of the year and the popular Christmas Fayre. The older students have reaped the benefits of enriching activities facilitated by external agencies, including Bikeability, Standon Bowers, and the ever-popular dance lessons. Meanwhile, the physical environment of the school is undergoing positive transformations with the addition of new playground equipment and the emergence of original artwork, courtesy of our specialist art teacher and talented students. As the academic year unfolds, we are excited about the continued growth of our school community and the shared joy of learning and thriving together.

PAW S I T I V E LY I M PA C T F U L – W E L C O M E B R I A N A N D O R L A St. Regis are excited to introduce new members of their staff body, Brian and Orla. Brian, a 6-year-old Cockerpoo, and Orla, a 4-year-old Black Labrador, successfully completed their training and assessments under The Dog Mentor Scheme in November. They are now officially licensed to contribute to educational settings as assistance/support dogs, participating in a range of activities across academy life. Since their arrival, both dogs have seamlessly integrated into the community, establishing routines to engage with and welcome students into the academy. Throughout the day, they work with children in planned sessions based on pastoral referrals, helping to boost students’ self-confidence, improve concentration levels and improve student attendance. Though still in the early stages of their journey at St. Regis, Brian and Orla have already made a significant impact on the academy. Their immediate rapport with pupils and staff as companion animals has visibly elevated the overall happiness and fostered positive relationships among the academy community. The inclusion team has observed a tangible calming effect on students facing challenges during direct interactions with the dogs, showcasing the potential benefits of this innovative program.

NURTURING MINDS AND SPIRITS: UNVEILING OUR

I N N O VAT I V E S P I R I T U A L I T Y C U R R I C U L U M F O R H O L I S T I C STUDENT GROWTH At St Giles’ and St George’s, our sole aim is to develop the whole child, enabling all pupils to aspire, believe and achieve in mind, body, heart and spirit. This year, our focus has been to develop the spirituality of all pupils, in all aspects of their school life. Our newly designed spirituality curriculum provides pupils with the opportunity to ask and discuss questions about the world around them. Within lessons, students are encouraged to tackle those big questions in an

environment which is both supportive and safe. We believe it is important that our each of our pupils understand that religion is fluid; it is complex, and it is diverse. RE and oracy sessions allow pupils to encounter a range of religions and beliefs in an active and inclusive way. Already, we have seen the significant impact of this, not only in the above lessons, but across the entire curriculum. Pupils are starting to challenge ideas and teachings in subjects such as science, showing their own spiritual belief and understanding of our diverse world today. In RE, each unit explores religion through engagement, investigation and expression. At the start of each unit, pupils are presented with a ‘big question’ teamed with a series of relating and relevant images. In order

to develop curiosity of the mind, we ask children to explore this question through the sentence stems of ‘I think…I see…I wonder’. Not only does this approach enable pupils to make links to previous learning and key theological ideas but it also allows them to consider their own beliefs, whilst raising questions about religion at the same time. Each unit ends with an evaluation lesson where children summarise their learning, looking inward and outward before reflecting on their own beliefs. We believe that this approach will help to develop curiosity and allow all of our pupils to flourish as individuals.

G U I TAR H E R O E S

At Hanley St Luke’s, we invest heavily in musical opportunities for our children believing that music can open doors. Not only does it support academic success, but it also helps children to experience the joy that music can bring, in all its forms. To date, we currently have 50 pupils taking instrumental lessons, all, completely fully funded by the school. We are adamant no child will

be denied the opportunity to unearth their musical talent. To see the pride of children walking into school with a cello, violin or clarinet is incredible and one we want to emulate time and time again. As we teach whole class recorder and ukulele during KS2, we felt it would be a natural progression within our scheme to also include guitar workshops in our musical offer too. Having benefitted from a free workshop last summer with Matt Tideswell of Kids That Rock, we were delighted to invite him back this term for a block of lessons.

Along with workshops for y3 and Y6 pupils, he has also delivered an exciting assembly to all of KS2 this term demonstrating his excellent skills. It was fascinating to hear about the different guitars he can play; classical, electric, and acoustic as well as learning how to layer different sounds using the specialist equipment he brought. We wouldn’t be surprised if quite a few Christmas lists this year have ‘guitars’ on them; the world of six strings has suddenly become our

pupils’ sonic playground.

SHAKESPEARE E X T R AVA G A N Z A : S T U D E N T S DIVE INTO THE TEMPEST

Each year, St Giles’ and St George’s orchestrates an immersive Shakespeare week embraced by all students. Throughout this

engaging week, children across the school delve into the same play, exploring it through diverse avenues such as drama, art, computing,

design

technology,

and

various

writing

opportunities. This year, the ocal point was The Tempest. The holistic exploration of Shakespeare empowers children to actively participate, fostering their growth and attainment. Engaging with Shakespearean texts becomes a common ground for all, as the language is new and unfamiliar to every

child. This fosters collaborative understanding, promoting resilience, teamwork, independence, and creativity among them. Throughout the week, the children embarked on a multitude of activities. They enacted scenes from the play, crafted musical soundscapes, designed animations, created storm-inspired artworks, devised their own games, and savored a plethora of writing experiences, including diary entries, soliloquies, poetry, playscripts, and newspaper reports. Their

enthusiasm

was

palpable

throughout

the

entire

experience! In their own words, it was the most ‘incredible week they've ever had’, and they simply didn't ‘want it to end!’

ST REGIS REWARD ROLLER DISCO St Regis School opened its festive celebrations with a Christmas Rewards Roller Disco this week, recognising and celebrating students for their outstanding efforts throughout the term. More than 200 students were invited to join in with the festivities ranging from all year groups. The event was a resounding success, with special tutorials provided for those who were new to skating. Laughter, falls, and bonding characterised the skating experience, and students relished the opportunity to bond with friends and staff alike. The positive response from students has already prompted requests for a repeat next year. As part of prioritising staff well-being, all members of the staff body were also welcomed to participate in the event; it proved to be a fantastic way to conclude the term. A heartfelt thank you goes out to everyone who supported and organised this memorable event.

H O N O R I N G H E R I TA G E : C E L E B R AT I N G B L A C K H I S T O R Y MONTH Throughout November, students from across the Trust embarked on a month-long exploration focused on reflection, celebration, and recognition, as they marked the occasion of Black History Month. Each year, this annual observance provides a dedicated space for each of our students to delve into the rich tapestry of Black history, acknowledging the pivotal contributions individuals, throughout the ages, have made and celebrating their lasting impact on our world. It was wonderful to see such diversity in each of our academy’s approach to the event, each exploring areas pertinent to their context. Below is a flavour of our celebration. Exploring Trailblazers and Visionaries: The pages of history are adorned with the accomplishments of countless Black leaders who overcame adversity and shaped the world. From the civil rights activism of Martin Luther King Jr. to the groundbreaking achievements of figures like Rosa Parks, Nelson Mandela, and Benjamin Zephaniah, Black History Month served as a reminder to the children of Hanley St Luke’s this year, of the resilience and brilliance that have defined the African American experience. Unsung heroes: In celebration of Black History Month, a number of students from St. Peter's Collegiate engaged with a captivating and enlightening event featuring the esteemed Right Honourable Stuart Lawrence. As a former teacher and renowned motivational speaker for young people, Lawrence delivered a compelling session on making informed choices, drawing from his own experiences and insights. Additionally, he shared details about his latest literary endeavour, the thought-provoking novel 'Growing Up in Black Britain.' Stuart Lawrence's personal history, intertwined with the tragic loss of his brother Stephen, served as a backdrop for his discussions on resilience. He shared how facing adversity can become a catalyst for positive change, urging students to approach challenges with courage and determination. Lawrence's ability to impart these lessons with empathy and authenticity left a lasting impression on the attentive audience. Education as Empowerment: In St Regis, Black History Month served as an opportunity to explore education and empowerment. It was a chance to delve into curriculum enhancements that spotlight the achievements of Black scientists, inventors, writers, and leaders who have shaped our world. By understanding and appreciating this history, students are not only honouring the past but also equipping themselves to build a more inclusive and equitable future. Creating Lasting Connections: For The King’s, Black History Month is not just a time for historical reflection—it's also a time for fostering connections and understanding. Across the month, students were encouraged to engage in conversations about diversity, equity, and inclusion during tutor time, with the ambition to contribute to a more compassionate and united school environment. By acknowledging the diverse contributions of the Black community, we affirm our commitment to a more inclusive and enlightened future, where every individual is recognised for the unique and invaluable role, they play in shaping our shared history.

THE WINDRUSH ODYSSEY On Friday 17th November, Year 7 Students at St Peter's were treated to a workshop performance from 'RUSH Theatre Productions' which recalled the story of the Windrush Generation and their journey to the UK from the Caribbean. Students listened as Mento, Ska and Reggae tunes were performed by a live band in between first hand accounts of people's journeys from West Indies to UK. They learnt about hardships, culture and of course the musical heritage that provided comfort for the Caribbean arrivals from 1948 onwards. Students were reminded to be proud of their own origins, wherever they may be, and to celebrate their own culture as well as embrace that of others. Students in Year 7 listened intently, joining in with the singing where appropriate and left the Hayward Theatre with the sounds of Millie Small and Bob Marley ringing in their ears! We look forward to welcoming 'RUSH Theatre' back sometime soon.

As we eagerly anticipate its forthcoming launch in January 2024, the Institute of Education promises to be an invaluable resource, offering a comprehensive overview of the diverse array of professional development opportunities accessible to colleagues within the Trust and beyond. With its imminent arrival, this platform is poised to empower individuals on their professional journeys, fostering growth and excellence across the sector. 25

C E L E B R AT I N G T H E AC H I E V E M E N T S O F O U R P O S T16 STUDENTS: A BEACON OF ACADEMIC EXCELLENCE AND C O M M U N I T Y I M PAC T

As we navigate our way through what has already proven to be, an incredibly exciting academic year, it is with immense pride that we celebrate the accomplishments of our dedicated post16 students. Not only are they diligently pursuing their academic studies, but they are also actively engaging with and contributing to our local communities. In the first instance, sixteen students from St Peter’s and St Regis Collegiate Sixth Form have already completed a Teaching English as a Foreign Language (TEFL) qualification this term. Since September, these y12 students have dedicated their time and efforts to equip themselves with the skills and knowledge they need to teach English to students with English as an Additional Language (EAL). This not only showcases their commitment to personal growth but also their desire to nurture diversity and foster inclusivity. Beyond the classroom, students are also undertaking a basic First Aid course to develop and widen their repertoire of skills. This engagement not only serves to enhance their own acknowledgement and awareness of health and safety, but it also presents them as active and responsive members of their

community keen to serve the needs of others. This sense of civic responsibility is further reinforced by 14 y12 students’ efforts to support pupils’ learning in local primary schools. Giving up their time each week, these students are currently working

classrooms

across Wolverhampton

‘give

something back to the education system’ – Jade. St Regis.

C E L E B R AT I N G T H E AC H I E V E M E N T S O F O U R P O S T16 STUDENTS: A BEACON OF ACADEMIC EXCELLENCE AND C O M M U N I T Y I M PAC T

In year 13, students are making significant strides towards carving out their place in the future. For some, this means engaging with and completing their UCAS applications for university,

for

others,

it’s

applying

for

apprenticeships,

employment, or a visa to go travelling! Whatever their ambitions, we are incredibly proud of their aspirations and grateful for the staff who are currently working hard to support each learner with their goals. As we draw to the end of 2023, we have so much to applaud. Students across both campuses have demonstrated both academic excellence and community responsibility. Their achievements not only reflect their individual growth but also

serve as a source of inspiration for the entire school community. We look forward to witnessing their continued success as we enter 2024. Applications for admission into any of our sixth forms are now live and can be found via our academies’ websites. St Peter's

and St Regis Collegiate Sixth

Lizzie Leek Director of Post-16 Education

B R O N Z E B R I L L I A N C E AT T H E KING’S The return of the Duke of Edinburgh Award to The King’s CofE Academy in 2023 was a truly exciting event. Open to both year 9 and 10 students, a total of 27 ambitious and determined individuals eagerly embraced the challenge to complete their Bronze Award engaging in an array of activities including volunteering, physical activity and expedition work. From mastering the art of cooking meals to learning to play musical instruments, volunteering at local establishments like churches and Scout groups, leading school sports teams, and focusing on physical

development

our

fitness

suite,

our

students

demonstrated exceptional dedication. They not only pushed their own limits but also made positive contributions to both our academy and the broader Kidsgrove community. Remarkably, some students went above and beyond by volunteering for a local charity, successfully raising over £15,000 for a meaningful cause. Our expeditions presented contrasting challenges, with a training expedition occurring during a heatwave and a qualifying expedition completed amidst torrential rain and thunderstorms. Despite the diverse conditions, the unwavering determination and resilience of all the students ensured the successful completion and passing of their expeditions.

B R O N Z E B R I L L I A N C E AT T H E KING’S A special thank you goes to Ian Donaldson, CEO of Ardonagh Retail, for generously sponsoring the purchase of necessary equipment and resources. This sponsorship facilitated the acquisition of tents, maps, Trangias, and rucksacks crucial for the programme. The triumph of this endeavor has sparked increased interest, with more students eager to participate in the award. Looking ahead to DofE in 2024, we anticipate 12 students progressing to their Silver Award in year 10, and an impressive 52 students undertaking the Bronze Award in year 9. The success of the Duke of Edinburgh Award not only reflects the individual achievements of our students but also underscores the strong sense of community and support within The King’s CofE academy. We extend our gratitude to all involved, from the students who passionately embraced the challenge to the sponsors and mentors who make it all possible. The spirit of adventure, resilience, and personal growth cultivated through the Duke of Edinburgh Award will undoubtedly continue to leave a lasting impact on our academy.

Our thought for the season In the heart of winter, the joyful celebration of Christmas unfolds, weaving together the timeless tale of the coming of Jesus into the life we lead and the contemporary challenges facing education in the UK. For Christian adults, students and schoolchildren alike, this narrative serves as a tapestry of inspiration, resilience, and hope. Christmas, a radiant beacon of faith and goodwill, transcends time and circumstance. It is a season where hearts resound with the angelic proclamation, “Glory to God in the highest, and on earth peace, goodwill toward men.” The birth of Jesus, the embodiment of love and salvation, kindles a flame that warms the coldest corners of our lives. It beckons believers to reflect on the profound message of redemption and to share the spirit of generosity with others. As we immerse ourselves in the nativity story, parallels emerge with the biblical account of Job - a narrative of unwavering faith when experiencing huge adversity. Job’s resilience in the face of immense trials offers a poignant lesson to us all, encouraging us to find strength in faith in God when confronted with challenges. In the glow of Christmas lights, we find solace in knowing that even in the darkest of times, hope prevails. Turning our gaze to the present, the challenges within UK education in 2023 cast a shadow on the academic landscape. However, just as the Magi followed the star to find the Christ child, educators, parents, and students can navigate through these challenges with a guiding light. The collaboration between Christian values and education fosters an environment where compassion, empathy, and understanding flourish. In the classrooms of today, teachers become the modern-day shepherds, nurturing the minds and spirits of the next generation. Challenges such as technological shifts, educational disparities, and evolving curricula serve as opportunities for growth and adaptation. The Christian ethos reminds us that love, patience, perseverance and prayer are essential virtues in navigating the ever-changing landscape of education. For children and students, Christmas is not merely a season of presents and festivities – it is a reminder that they, too, are part of a grander story—a narrative where their dreams, aspirations, and education intertwine. As they embrace the values of kindness and empathy, they contribute to a brighter future, just as the Christ child brought hope to a world in need. In the spirit of Christmas and the resilience of Job, the challenges within UK education become stepping stones toward a more inclusive and enlightened society. Together, as a community of faith and learners, we can transform obstacles into opportunities, ensuring that the flame of knowledge can burn brightly in the hearts and minds of every student. So, let this Christmas be a time of reflection, drawing strength from the timeless stories of faith, resilience, and hope. As we navigate the complexities of education in 2023, let us remember that, like the Magi, we are guided by a higher purpose—one that intertwines the teachings of Christmas, the story of Job, and the pursuit of knowledge in a harmonious symphony of inspiration and enlightenment.

Should you wish to have a conversation about any of the projects showcased via Inspire or the research projects being led by the Institute of Education, please contact Emily Verow, CEO via mtill@threespirestrust.org. Equally, if you are an individual or company and feel that you are in a position to sponsor any of the projects below, please do get in touch.

Ski Trip 2025

Support disadvantaged students from across the Trust to participate in this international experience.

Basketball Academy

SLAM! Basketball Academy are seeking sponsors for new kit and basketball hoops.

Library books

We are looking to broaden our reading for pleasure library at St Thomas’ CofE Primary.

Girls football team

St Peter’s girls football team are seeking sponsors for their new football kit.