E21C Parent Summer Bulletin

E D U C AT I O N F O R T H E 2 1 ST C E N T U RY

E21C BULLETIN SUMMER 2022

E D U C AT I O N F O R T H E 2 1 ST C E N T U RY

Improving Outcomes, Transforming Lives

E N D O F T E R M U P D AT E CHAIR OF THE BOARD OF TRUSTEES I hope that you and your families are well.

It has been a very busy year but successful with our focus on ‘Improving Outcomes and Transforming lives’. We are now continuing to return to normality with our schools returning to formal exams and enrichment coming back to the forefront. Finally, as a Trust, we are closing the gap and managing the longer-term impact covid had on teaching and learning.

We have seen two Ofsted inspections during this academic year - with both Scotts Park Primary and Eden Park High School being judged Good in their Ofsted inspection.

I want to thank you for the role you play in enabling our schools to be successful. Thank you for your continued support and partnership working with schools.

We are looking forward to next year with new leadership in some of our schools; embedding and living our vision and values. We are hopeful that you will be able to see and feel the changes at school level and that this will have a positive impact for our children and young people.

I wanted to share that I will be stepping down as Chair from September and a process will be followed to elect a new Chair of the Trust Board in September. I will continue to remain as a Trustee on the Board.

I hope that you will have a restful summer break when it arrives and that children will be ready to return in September for what we anticipate being another successful year.

E2 1 C BU L L ETI N |

S U MM ER 2 02 2

Mark Whitby

Our schools have experienced some challenges over the last year and staff have stepped up to address and overcome these challenges and ensure that children are at the heart of what we do.

The leadership teams across the Trust have been working on ensuring that systems are in place to offer the best education and opportunities for our children and young people to succeed and reach their full potential.

2

E D U C AT I O N F O R T H E 2 1 ST C E N T U RY

3

U P D AT E F R O M T H E C E O

Of course, teaching is a profession where our work is never really done. Where there is one more child whose education, we can seek to improve we will. We are relentless in our determination to improve and it’s wonderful to see those green shoots of improvement coming through.

Thank you again for the support of our schools over this Academic Year and we look forward to working with you in the summer.

KINDNESS

Simon Garrill

Our strategy for the coming year, is very much focussed on developing our teachers to better deliver a great education for your children. We do this in several ways. Firstly, by combining the collective efforts of our subject leaders to pool the specialist knowledge that those teachers have of their relative specialisms and secondly, by developing consistent approaches to areas such as behaviour, SEND and safeguarding that draw on best practice. Our leaders continue to learn, and we’re excited about the potential of our schools to deliver on the promises ahead.

|

I’d like to offer my thanks for your support of our schools over the last year. For all our schools this has not been the easiest of years. In some cases, the pressure of staff absence in the early part of the year left schools struggling to give the consistency they would have liked. Then, in a small number of schools leadership changes later in the year meant that your child may not have had the consistency that we would have liked. We’ve worked hard to make sure that schools come back in September 2022/2023 with greater capacity in leadership and more stability. Our offer will be richer, higher quality and more consistent.

We are optimistic about the new academic year. Without exception, our schools have ambitious plans to develop and, more than ever, they have the skill and depth of leadership to achieve those plans.

TRUST

I hope that you are well. I wanted to write at the end of this term to wish you and your children a restful Summer Holiday. For many of you looking to establish six weeks of childcare or balance work and parenting, I appreciate that this might be wishful thinking. That said, I hope you get some opportunity to take a break over the Summer.

|

4

TS

1 2 E H T R O F N O I TA C U D E

E N D E AV O U R

YR U T N E C

5

END OF TERM GOVERNANCE UPDATE OUR FAMILY OF SCHOOLS

We would like to share with you the layers of governance within E21C and the overarching role and responsibilities of the governor, and governance tiers.

Local Advisory Bodies

Members

The LAB carry out the following functions:

The members of an Academy Trust are the guardians of the governance of the Trust. They have both a limited yet distinct role. Members have responsibility for ensuring the purpose of the Trust is met, determining the Trust’s constitution and governance structure, and appointing and removing Trustees.

Local Advisory Bodies (LAB) are our school level governance. Each Academy has a Local Advisory Body. They play a critically important role and are a formal part of the Trust Governance structure.

•

Support the effective operation of the Trust and its policies

•

Provide support and challenge to the school level leadership team on the educational performance of the school

•

Provide a vehicle for Trust Board engagement with the school, its parents and local community, to help ensure that the Trustees stay connected

•

Bring issues and risks to the attention of the Trust Board

•

Provide constructive feedback to the Board where a policy may not be effective in the local context, and suggest alternative approaches

•

Help ensure the Trust works as one entity, in the interests of all its schools equally

E2 1 C BU L L ETI N |

S U MM ER 2 02 2

Trustees

6

The Trust Board is the Academy Trust’s key strategic decision maker. It may delegate certain responsibilities to the Executive Leadership (in certain circumstances) and in accordance with the Trust’s Scheme of Delegation, a committee, or an individual, but the Trust Board remains accountable and is responsible for all decisions made.

The Trust Board must make decisions in the best interest of the Trust and welcome a diverse range of viewpoints when debating decisions. The key matters reserved to the Board include strategic direction, vision and values, and approval of the Trust business plan, policies, and educational targets. Trustees are supported by the Finance, Audit and Risk Committee; the Quality of Education Committee; the People, Pay and Performance Committee, and Local Advisory Bodies.

In addition, the Local Advisory Bodies with the Trust will also be required to •

Act within the remit and scope of the Scheme of Delegation

•

Form and participate in any Panels as and when appropriate and required to do so

•

Report to the Trust Board on their areas of delegated responsibilities

•

Offer challenge and support to the Headteachers/Executive Headteachers

•

Represent the Trust in the local community

•

Make positive steps to reflect the diversity of their community and promote inclusivity

It is also important to note that governance is a strategic role and those with a governance responsibility should not be tempted to do the work of school staff; day to day management must be left to the Leadership Team of each respective school.

Runa Basit, Head of Governance, Compliance and Risk

7

E2 1 C BU L L ETI N |

S U MM ER 2 02 2

C AT E R I N G & F I N A N C I A L S U P P O R T U P D AT E S

8

F I NANC I AL S U P P ORT F U ND

M EA L S TAR I F F I N C R E AS E S

POST 16 BURSARY FUND

The Trust’s catering contractors, Caterlink, are facing financial cost pressures and are facing a significant increase in their costs. The Trust has worked with them to evaluate these cost pressures through independent advice and review the catering budget for 2022/2023. The information would suggest that the tariff increase for sold meals should increase by as much as 8%. However, the Trust does not want to pass an increase of this level to students and their families. For 2022/23, the trust will fund 3% of this increase and has agreed with Caterlink that they will make 2% efficiency savings. The balance, 3%, will be met through an increase in the prices in school canteens.

The Trust has updated its Post 16 Bursary Policy. The Trust’s secondary schools with Post 16 students offer financial support through a Bursary Scheme to help the most vulnerable 16–19 pupils continue in full-time education.

Level One (£30 per school week plus Free School Meals) - This is for pupils in defined vulnerable groups.

c. After school clubs and extracurriculum lessons e.g., music lessons

Full details will be sent to parents for the start of the 2022/23 academic year.

Level Two (£18.50 per school week plus Free School Meals) – This is for pupils where the pupils’ parents are in receipt of a specific range of benefits.

d. Exceptional travel expenses to/from school

Level Three (£8.50 per school week) – This is for pupils who are not eligible for level 1 or level 2 and can apply for a discretionary award.

f. Costs of attending college or university open days

Welcome - We’re Caterlink Your food service provider in the school

Currently running over 1,500 individual locations across the UK, Caterlink focuses solely on the state education sector in Secondary, Primary, College and 6th Forms!

We love food and hope you do too!

We embrace natural ingredients, love seasonal produce – our meat, fruit & vegetables and bakery are all sourced from suppliers as near to the school as we can.

We refresh our menus every term to ensure we reflect the changing seasons and trends from the high street.

We offer meal deals and promotions every day

We have a fun marketing calendar every month

Our menus are well balanced , exciting & focus great value and healthy options

We have some great food concepts that reflect the High Street such as Quirky Bird, Lebanese & Pizza Market and of course favourites such as Roast Day and Fish and Chips

The Price is Right....

We believe in keeping prices as low as we possibly can so always ask about our meal deals , loyalty schemes, Mix and Match , to ensure you get the best value you can and of course keep an eye out for our promotions

September Marketing Promotions

The eligibility criteria is based on age, the type of education provision, support for vulnerable groups and conditions around meeting school attendance requirements. The policy offers three levels of financial support as follows:

The Trust recognises that certain students and their families are facing financial pressures given the current economic climate. For the first time, the Trust has developed a Financial Support Fund to help families in addition to existing support on offers such as Free School Meals and the Post 16 Bursary Policy. The Financial Support Fund is a source of financial help available to all E21C pupils. The aim of the fund is to help pupils who have difficulties in paying for: a. Uniform, shoes, or sports kit b. Post 16 business dress

Full details of the Trust’s 16-19 Bursary Scheme are provided in the policy which is available on each school’s website and the Trust website or on request at the school. Please take the time to read the policy to see if your child qualifies for financial support as the Trust and its schools want to support as many eligible pupils as possible.

e. IT and internet access (equipment loan)

g. Food vouchers Payments from the fund are discretionary and the school has no obligation to make them. Payments are a grant not a loan and do not need to be repaid. E21C has a limited budget

so these grants are small and only intended for a limited number of pupils.

Parents in financial difficulties should take advice from Government agencies or from counsellors..

In terms of eligibility, the support is offered to a. Pupils in receipt of free school meals b. Pupils in low-income families.

These will normally be families with a household income of less than £25,000 or families who are claiming Universal Credit or other means-tested benefits c. Pupils with disabilities d. Pupils who are or have been in care Even if these conditions are not met the Headteacher has the discretion to allow other cases to be met from the hardship fund if the Headteacher considers there is a good reason.

Full details on the fund and the application process will be available when pupils return to school in September.

9

PR IMARY

Our E21C values are Trust, Kindness, and Endeavour. In this edition of the E21C newsletter, we focus on Kindness.

On the following pages, three of our schools show us how a pupil has exhibited the quality of Kindness.

H E ADT E AC H E R, E DE N PARK H I GH S C H OOL Stephen Butler

E2 1 C BU L L ETI N |

S U MM ER 2 02 2

I MP ROVI NG O U TCOM ES, T RA NSFO RMI NG LI V E S

H E ADT E AC HE R , B L E NHE IM P R I M A RY SC HO O L Dan Osborn

10

Last week at Blenheim Primary School, we had our annual ‘Community Day’. The day was full of fun and exciting activities and visits from people within our community.

This included visits from the RSPCA, RNLI, Fire Brigade, Ambulance team, a Radio 1 presenter, Majorie McClure PE sessions, visiting the local nursing home and much, much more.

Throughout our community day, these values were demonstrated by

the children, staff and visitors. The children participated in activities that gave something small back to our community including litterpicking and putting on an afternoon tea for others. Children learnt the importance of thinking of others and also carrying out a small act of kindness. We are looking forward to our next Community Day as well as exploring other things we can do for our Community.

Daria Khvorostovska left Ukraine a year ago to come to London. Leaving before the outbreak of war, she didn't then know the dangers soon to be faced by her many uncles, aunts and cousins working in key areas such as hospitals and policing. These members of her family are obliged to stay in the country and continue to try to provide services to its people at this extraordinarily difficult time.

When children arrive at a new school in such contexts, it presents them with a significant challenge. Daria has provided enormous support to the new arrivals and therefore provided invaluable support to the school. She has quickly become the friendly face with whom they can speak to find out about those aspects of school which are so hard to access without basic English.

A few weeks ago, seven more students from Ukraine joined us at Eden Park High School. The circumstances of their arrival were very different to Daria, with these students having fled the country after the invasion by Russian forces. I find it impossible to even imagine having to leave our homes and travel to a strange country where people do not speak any of our language. It must feel so isolating.

Although she is understandably concerned for her family who remain in Ukraine, Daria is hopeful for the future. She’s picking up English very quickly and hopes to become a doctor here in England. She’s a very courageous young person but it is for her kindness that the school would like to offer our sincerest thanks.

11

Improving Outcomes, Transforming Lives

E2 1 C BU L L ETI N |

S U MM ER 2 02 2

IMP R OVI NG OU TCO M ES, T R A N S FO R M I N G LI V E S

P R IN C IPA L , S P I R E S AC A DE MY Anna Burden

12

Spires Academy is built on Respect, Responsibility and Resilience.

Kindness underpins our values and is promoted actively in all we do here. Max Squires started Spires in September 2017 as a shy, nervous student who doubted his ability to speak in large crowds or even leading important aspects of the student body, and the wider Canterbury District.

Over time, Max started to grow in confidence and developed an inner steel. The work he conducted and produced within Life Skills and PIXL Edge have helped Max create a sense of strong leadership, develop his organisational skills, build resilience, drive on initiative, and continue to develop his communication skills.

These skills have allowed Max to influence and spread kindness across the Academy.

Progressing through life within the Lower School, Max was provided with opportunities to develop his independence and resilience. Max started to be selected to take tours of visitors around the Academy with other groups of students (before he would lead the tours himself). It was here that Max’s ability to articulate what happens on a day-to-day basis around the Academy really began to shine through and his Leadership qualities were first discovered. He would speak with both adults and prospective students, who were coming to look around the Academy, and he would always receive glowing praise from visitors both young and old.

In Year 9 Max built the confidence to go on the Ski trip to Holland. It was during this time that Max really started to show the acts of kindness that we see everyday from him. He would help other, more nervous students, and build the confidence of others so they would attempt to ski down the slopes. Max was noted to have happily given up his time to help others.

The Academy then appointed its first cohort of Anti-Bullying ambassadors.

A group of students who would help educate other students to resolve

conflict and enforce one of the 3 R’s of respect, whilst demonstrating another in responsibility. Max had to work and communicate with older students as he was part of an Anti-bullying team, something Max took in his stride. Max took accountability for educating students on the difference between bullying and a disagreement.

Max quickly learnt, during this time, that he needed to have difficult conversations with students to allow others to express how actions were making them feel.

Max was quickly becoming wise beyond his years.

He was identified as a potential Head Boy, which was hoped would provide him with the platform to continue his amazing journey and continue to help others.

By the time year 11 had rolled around

Max had not only applied to be Head Boy and succeeded in a rigorous interview process, but he was also the first Spires student to ever be selected to be the chair of the East Kent Schools Together student body.

Max’s role was to ensure that all associated schools (which included Private Schools) were provided with opportunities for students to showcase talent and meet students from different backgrounds, to develop friendships and promote kindness in the Canterbury area.

Taking these talents and leading a tough student panel, Max was influential in helping Spires appoint a new Principal and Vice Principal which he hopes will see him leave a legacy at Spires Academy, with future students in safe hands.

13

E D U C AT I O N F O R T H E 2 1 ST C E N T U RY

Education for the 21st Century Mansion House, Coopers School Hawkwood Lane, Chislehurst Kent, BR7 5PS 020 8290 8505 enquiries@e21c.co.uk