tlt update - teesside learning trust · issue 2 | spring 2018 tlt update. message from the trust...

Issue 2 | Spring 2018

TLT Update

Message from the Trust BoardTrust Board MembersJohn Baker (Chair of the Trust): Former Director at SSI UK and currently trustee of the Middlesbrough Football Club Foundation. John’s career has spanned 49 years in the steel industry. He held a number of management positions in the HR function.

John Anthony: John was Head Teacher at Gillbrook School until 2012 when he became Chief Education Officer for Redcar and Cleveland Local Authority until March 2016. John met regularly with regional HMI and has developed effective partnerships with Ofsted and the RSC. As part of this role John was instrumental in leading on the council Foundation for Jobs strategy. John also held an advisory role to AET.

Pat White: Pat was formerly the Deputy Director of Marketing & Student Recruitment at Teesside University and served at the University for thirty years. Pat was given the responsibility of developing a Schools & Colleges Liaison team in 1992 and this team was an integral part of the Marketing and Student Recruitment Department.

Chris Ingoe: Senior Manager with international experience and a sustained record of success in the following global sectors, Oil & Gas, Petrochemical, Water & Waste Water Treatment, Ports, Maritime, Chemical, Energy, Food & Beverage, Hydraulic, Industrial and Nuclear.

Andy Haslam: Andy is a partner at Tait Walker, a large regional accountancy practice based in Gosforth, and on 1 November 2015 appointed as the Corporate Recovery Partner, managing a team of 9 and on the management board for the group, which employs 150 staff. In his role Andy is usually instructed by the directors of a company which has found itself in a difficult financial position to utilise the provisions of The Insolvency Act 1986 and bring the company’s affairs to a conclusion.

Father Adam Gaunt: The Reverend Adam Gaunt is currently the Rector of Loftus-in-Cleveland and Carlin How with Skinningrove. Father Adam was a successful governor at Whitecliffe Academy and was the Chair of Governors in a secondary academy, in a large Multi-Academy Trust. Father Adam also serves his community in the village of Carlin How and as a Trustee of the Cleveland Ironstone Mining Museum in Skinningrove since 2010.

Martin Young: Martin is the Finance Manager at Cubic Corporation, a US NYSE listed public company that provides innovative technology products, solutions and services to public transportation and defence markets globally with an annual turnover of c. $1.5 billion. As the Finance Manager responsible for the Intelligent Transport Solutions business unit, his key role responsibilities include; Acting as the key finance business partner working to support the executive team decision making; Being responsible for ensuring the accuracy of month end reporting and preparing management information packs for the executive team; Lead role in the creation of the annual five year business plan and subsequent quarterly outlooks; Promoting continuous development of financial controls and systems; Key point of contact for both internal and external auditors; Assisting in the preparation of the statutory accounts for multiple legal entities as well as the corporation tax returns.

Kelly Britton-Hawes: Currently employed by Tees Valley Combined Authority as the lead Careers Education Officer. Kelly was formerly Skills Development Officer for Tees Valley Unlimited the Local Enterprise Partnership for Tees Valley, Business & Enterprise Manager at Freebrough Academy and Enterprise Coordinator for Redcar & Cleveland Council’s Enterprise Team. Kelly is a qualified teacher with a PGCE in Post Compulsory Education & Training. Kelly was a former Governor at Hartlepool Sixth Form College and has a background of over 10 years working within Education, Employment & Skills across the Tees Valley specialising in employer engagement, careers education and labour market information.

Linda Halbert (CEO): Previously Principal at Freebrough Academy, from taking up post in 2010 Linda led Freebrough Academy from being graded as RI to Good. She has spent fourteen years as a Principal in two schools in challenging circumstances (formerly Principal at Norham Community Technology College, North Tyneside. School graded as good by Ofsted with outstanding features.) In addition to her role as CEO Linda is currently;

• Providing system leadership as the Chair of the Redcar & Cleveland EIP leading on improving standards in secondary schools across the Borough.

• A member of Redcar and Cleveland 14-19 Learning Partnership.

• Head Teacher representative for the Tees Valley for the Careers & Enterprise Company Head Teacher representative for the Tees Valley LEP.


How time flies!

A lot has happened since we met together as a Trust in September and I wanted to take this opportunity on behalf of the Board to say a big thank you to everyone in the Trust for your continuing commitment to deliver the very best you can for our students.

On visits to our academies, it is very impressive and rewarding to see the enthusiasm and professionalism of the teaching and support staff and I am very hopeful that this will be reflected in our results going forward. From a Board point of view we share the same values and ambition. We are committed to playing our part in ensuring the governance is at the highest level possible and I know that colleagues in the Local Academy Councils (LAC’s) are of the same mind.

We have had some recent changes in the Board membership with some new recent appointments, so for your information our current Board membership comprises;

Welcome to the spring edition of the Teesside Learning Trust newsletter. This has been a short but none less challenging term, not helped by the wintry weather!

I continue to be amazed and inspired by the hard work, dedication and commitment of staff right across the Trust. I have taken the opportunity to ask some of those staff to contribute to this edition so you can hear first-hand about their work in not only driving improvements in their own Academy but also across the Trust. I will be asking Trust staff to contribute to the summer edition but if you have something you really want to share please get in touch.

There is so much to be proud of in each of our academies so I have asked the Head Teachers and Principals to share the things they are most proud of and some of the exciting developments with you. This will be a regular feature and will enable you to get a real flavour of the skills and talents we have to draw upon across the Trust.

I am pleased to inform you that the Trust submitted a successful bid to the DfE for Strategic School Improvement Funding (SSIF), in collaboration with FFT Literacy and Queens University, Belfast. The bid

is to deliver training and develop a programme for Reciprocal Reading in secondary schools. This was one of only three successful bids in the Tees Valley. It involves nineteen schools and academies.

I am sure many of you know that we will sadly be saying goodbye to Heather Rowe in July as she retires from her post of Head Teacher at Badger Hill. Badger Hill has thrived under Heather’s leadership and she will be a great miss.

I am, however, delighted to announce that Laura Thrower, currently Deputy Head Teacher at Badger Hill has been appointed as Head. I am sure Laura will continue the excellent work with staff within the Academy to continue the improvement journey of Badger Hill to fulfil its ambition to be Outstanding.

We are hoping that our fifth Academy – Lingdale - will join Teesside Learning Trust in September 2018. The decision on this will be made very soon by the RSCs Head Teacher Board. TLT will become a sponsor for Lingdale. The decision to become a sponsored academy brings significant additional resource to support Lingdale. As far as we are concerned Lingdale has been an integral part of TLT since September

2017 but we welcome the formal partnership with staff, children, parents and governors.

I hope you all have a wonderful Easter holiday and have time to recharge your batteries in time for the last lap in regards to SATs and GCSE examinations! Good luck to all of our students and young people currently preparing for external examinations and our thoughts are with those staff working tirelessly to support them to achieve.

Enjoy your break.

Best wishesLinda Halbert

Aiming high... Daring to be great

During the past year, as well as carrying out the routine business, we have worked with Linda in developing the Trust strategy for the next three years and importantly asking ourselves some searching questions as to our effectiveness as a board - how we operate and how we can best ensure that we utilise our skills and experience to the full. We decided to carry out a self-evaluation exercise which involved a 360° review of the Chair and individual one to one reviews with each of the board members. We found it to be a very worthwhile exercise and will continue to use the outcomes as part of our overall assessment of our performance. At a recent meeting with the LAC Chairs, they confirmed that they will be following a similar approach and this will mean we have a consistent approach throughout the Trust.

Together with the LAC Chairs, Linda and myself, we have also identified a number of training and development needs and three sessions have been held to date covering subjects such as safeguarding and effective governance. We have used external presenters and the feedbackfrom the sessions has been very positive. Further sessions are being planned during this year.

I hope this brief report is of interest and gives you an insight to the things we are doing. I will give further updates in future newsletters.

Kind Regards

John Baker Chair of the Trust

Message from the CEO

Lead Practitioner

Over the last academic year, I have been working with staff using a countdown method to settle classes so they are ready to listen, this also supports in the reduction of low level disruption within lessons. We have adapted the countdown slightly by adding in a script after each number. Using a script allows the students that extra bit of take up time and also reinforces the expectations of the member of staff who is using it. I have seen a big improvement with all year groups when using it from mixed gender classes to single gender classes within a PE setting and a classroom setting. A number of other staff around the Academy have also been using the scripted countdown and have also seen an improvement within their lessons, this consistency is something that students within the Academy respond well to.

Using a scripted countdown gives students enough take up time to settle, understand the expectations and be ready to listen and achieve, it also gives the member the opportunity to reinforce the three school rules. By adding in the script it also ensures that the members of staff do not rush through the countdown too quickly or quietly, if this happens then the countdown can be unsuccessful as students may not have heard it or had the chance of the take up time to end their sentence. When using the script you don’t have to start from 5, as the group get use to the routine of a scripted countdown you can lower the number. To support the students who need extra time, using positive recognition works as it shows them that the students who have followed the expectations and who are sat waiting are being praised,

this generally helps the others to follow their lead. By doing this you are recognising those students who have followed the instructions and you are using them as good role models for those who still have a small journey to go before their learner behaviours are at the same level.

A number of staff have fed back to me about how much they prefer the scripted countdown and the difference it has had on their classes, and this was not just established staff who have found this, I have had new staff and also trainee staff comment about the positive impact it has had on their lessons. Our new music teacher Mrs Brown spoke to me about how she had started to use the scripted countdown after our full staff CPD and how well it had worked to settle her classes down. One of our SCITT students spoke to me about how she had noticed the difference with her classroom management now she is using the scripted countdown and how quickly the students settle both within a theory and practical setting.

I have also used the scripted countdown when leading on whole school CPD to model how well it works, a number of staff have mentioned to me how they have started to use it within their own practice, and again how they have started to see the impact. By modelling it to all staff it gives people that extra encouragement and confidence to try it out for themselves as they have seen it in practice and understand how to use it in an effective way. As part of our pivotal pledge all staff use the countdown method and more staff are now starting to adapt this method with the scripted version.

Kelly McNulty, Director of Creative Arts, Freebrough Academy


Badger Hill AcademyWe try to ensure that our students encounter a wide range of experiences in the Academy and are proud of the way they tackle life’s new challenges. Everyone in the Academy promises to be the best that they can be in all that they do and this certainly comes across in all aspects of academy life.

Here are some quotes from the pupils about how they see this happening across the Academy. “I follow our school rules to help me to be sensible.” - Riley Y3“I help people when they hurt themselves.” - Ben Y3“We try our hardest in lessons and persevere when we get something wrong.” - Eve and Maisie Y6“We listen carefully in lessons.” - Reece Y6

All the staff try to be the best that they can be too, in their approach to learning. Consequently, lots of exciting events have taken place - visits to Flamingo Land Zoo by Y1 and 2. Y5 enjoyed their two night residential to London and had many compliments from the places we visited about their excellent behaviour.

We have just been notified that we have been successful in our bid to participate in the Greenpower Electric Car Challenge. We will receive a free kit worth £1500, and will join with other schools in the region to build, test and race our car. A brilliant project for the engineers of the future. This will tie in well with our plans for science week in June, when we have visits not only from scientists, but from vets, engineers and chemists, who will be enlightening the children as to their careers.

Our Y6 students have been working with MFC Foundation on the iwill project, where they were challenged to create a campaign that will impact on their community. One group decided to focus on social media. Their R13 campaign raises awareness of the minimum age limit on many social media apps and the dangers that can be posed if these are not followed. Rudy Gestede, one of MFCs players has recognised the importance of the campaign and has agreed to give his support too.

Sport is also one of our strengths and following a weekly cross country club, cross country runners have excelled with four Y5 and Y6 students battling through two challenging rounds to reach the regional finals which will take place after the Easter break. Two of our students will also represent Redcar and Cleveland at the Tees Valley Swimming Championships.

We are really proud of everything that’s taking place and we still have time for Maths and English!

- Heather Rowe, Head Teacher -


The main focus of my Lead Practitioner Accreditation is to improve transition from Key Stage 2 to Key Stage 3. As a Food and Nutrition specialist, this had to be the main focus, as this is where my passion lies. Food and nutrition is such an important topic today. The government’s action plan for childhood obesity states that: “Today nearly a third of children aged 2 to 15 years are overweight or obese and younger generations are becoming obese at earlier ages and staying obese for longer.”

Education within schools plays a vital part in tackling this, as we have the opportunity to support healthier eating, physical activity and to shape healthy habits.

As a starting point I conducted a wide range of research. This helped me to decide how to embark on this project and the skills and knowledge I wanted to encompass. I produced a creative scheme of learning and resources, which not only covered the programmes of study for Cooking and Nutrition, but also delivered aspects from the English, Maths, Science and PSHE curriculum. This was delivered to the primary academies within the Trust, as well as some of the feeder primary schools for Thornaby Academy. It is anticipated that the primaries will deliver this to their own students and provide me with feedback, to enable me to refine the resources before moving on to another challenge.

I see this project as just the start of something much bigger. Eventually, I would like to work with primary academy teachers on the development of a KS1 to 3 curriculum, as well as joint curriculum project across the two phases and agreement upon a co-ordinated style of teaching and resources across the Trust.

Karen Matthews, Subject Leader Design & Technology, Thornaby Academy

My main project was to establish whether setting up a growth mindset culture in Maths would facilitate students to progress at a good rate in Y7.

I started the year with specific lessons, designed by Professor Boaler from Stanford University to establish a growth mindset in all my Maths classes.

I further used strategies in my Y7 Maths classes to improve student confidence, as well as allowing them to choose their own level of challenge. This was combined with students writing reflections about their learning at the end of every lesson, to which I responded in writing after every lesson. I identified a group of Y7 students who had not achieved the expected attainment in their primary school. For these students I ran a 6 week intervention programme, consisting of tasks specifically designed to support weaknesses identified during their SATs exams.

I measured the impact of the combination of these strategies through looking at assessment data and also student voice. This was very positive.

In order to further the impact of my project beyond the department, I held an all staff CPD, showcasing my strategies and encouraging teaching staff to amend these to suit their own subject. I will be holding a talk at the British Congress of Mathematics Education in April, to further showcase my strategies there.

Henri Yeoman, Teacher of Mathematics, Thornaby Academy

As a focus for my Lead Practitioner Accreditation, I am looking at the impact of a Creative Curriculum (with a focus of application of skills) for both students and teachers. This, so far, has included delivering a PD Day, staff meetings and creating a new assessment system. Not only has this been implemented in Whitecliffe Academy, but parts have also been implemented at other academies. After a survey conducted in KS2, 86% of children have felt there has been a positive impact in

the Creative Curriculum and believe that they are now getting an opportunity to apply and practise the skills they have learnt during core lessons. They also believe that the curriculum is better, which is being delivered in fun and engaging ways with exciting opportunities to learn. As an Academy, we are looking forward to watching this develop further and seeing our curriculum develop with our school vision: ‘To be the best that we can be… by daring to be great!’

Georgia Cunningham-Hanson, Creative Curriculum Lead & Y6 Teacher, Whitecliffe Academy

Teesside Learning Trust T: 01287 676 305E: [email protected]: www.tltrust.org

Our Strategic PrioritiesHigh quality leadership and governanceHigh quality teaching and learningHigh performing workforceSafe and respectful cultureOutstanding progressEffective organisations providing value for money

This Term...


Thornaby AcademyAt Thornaby Academy we have had a very busy and exciting start to 2018. Without exception, our students never fail to impress and prove to us on a daily basis that the sky is the limit. This was never more in evidence than when a group of Y9 students visited Kielder Observatory for the evening to learn all about the night sky. Students were able to see a range of constellations from Andromeda, our nearest galaxy, to Polaris. They even learnt how to identify constellations with the naked eye and have been busy sharing their new-found knowledge with their peers in lessons.

In February, a group of students took part in a local Robotics competition. Our budding engineers had been working tirelessly on designing and building their robot in preparation for the challenge; that hard work did not go to waste (or malfunction)! Our students were extremely successful, despite some minor hiccups during the robot race. The judges, however, were very impressed and the students’ research led to them winning a well-deserved trophy. The team were delighted with their win and are determined to go back next year for another challenge and the chance to retain their victory.

This term every one of our students took part in Respect Day, an opportunity for our young people to learn about current issues, both local and global, that impact on all of us. Our younger students visited Tees Valley Wildlife Trust to gain a greater understanding of the environment. As part of the event, students put into practice their creative skills by designing and building an insect hotel. Students thoroughly enjoyed the opportunity and told us how they could not wait to install the hotel in their own garden; I am sure they will have lots of guests relishing their hospitality.

Our older students took part in a series of workshops led by the charity, Evaluate, on the importance of creating and sustaining healthy relationships as they progress through their formative years. Later in the afternoon, students also had the

opportunity to take part in activities provided by the PSHE Association on ‘Understanding and Preventing Extremism’. Students had the chance to challenge extremist views, discuss vulnerable aspects within our society and consider the benefits of community-based support and its impact.

This term, a group of History students had the opportunity to visit Stockton Sixth Form College to listen to the first-hand experiences of a holocaust survivor. Students were deeply moved by the talk and took the opportunity to ask poignant questions about one of the 20th Century’s darkest moments. Other History students delved further back through time by researching, designing and creating their own castle as part of an academy project. The results were outstanding: large-scale, hand-crafted and ingenious recreations could just about battle their way through our doors. Mrs White, Head of History, was delighted with them, particularly the castle chocolate cake which was enjoyed and appreciated by all of those who took part.

In late February, Thornaby Academy hosted a visit from local MP, Dr Paul Williams. Dr Williams met with staff and students and even took part in a ‘Question Time’ panel where he responded to a range of thought-provoking, political questions from a group of Y10 students. Dr Williams was asked about his views on educational reforms; Brexit and the implications for our community; NHS waiting lists and his impact since being elected in 2017. The students were fantastic, especially when they too had the opportunity to voice their mature and measured opinions. We are now looking forward to planning a visit to the Houses of Parliament in London during the summer term so that students can experience the thrills and spills of politics in action. We know that visits like this support our learners to be the best that they can be.

- Donna Butcher, Principal -


For Badger Hill’s Update Please see Page 3

For Freebrough’s UpdatePlease see Page 10

MEETINGS | PRESENTATIONS | CONFERENCES EVENTS | ACTIVITIES | TRAINING | INTERVIEWS

TLT Trust Resource

Facilities Booklet

Email [email protected] for your copy

Whitecliffe AcademyFirst of all, Whitecliffe Academy are proud to announce that they are in top 1% of schools in England for progress made by pupils between KS1 and KS2.

The hard work and determination of staff and students has also been rewarded with national recognition from SSAT (the Schools, Students and Teachers network) for its excellent results in 2017 based on data from the Department of Education and Ofsted, analysed by SSAT. This was in the form of a SSAT Educational Outcomes Award.

Whitecliffe Academy also received a letter from the Rt Hon Nick Gibb MP, Minister of State for School Standards, congratulating the Academy on their very high level of progress.

At Whitecliffe Academy, we provide all our students with a wide range of opportunities to take part in physical activity, PE and competitive school sport, with the aim of supporting our students to develop healthy, active lifestyles for life.

In February, Whitecliffe Academy was recognised for all of our work when we received our School Games Platinum Award during our presentation evening. The Platinum Award was launched earlier this year as an extension of the School Games Mark to reward schools who have maintained consistently high standards with their school sport provision. As part of the extended application the eligible candidates, who had achieved five successive gold awards, were asked to submit a detailed case study along with a supporting paragraph from their

School Games Organiser (SGO). As one of the 104 winning schools it was an honour for Whitecliffe Academy to be part of the first ever group.

At Whitecliffe Academy, we give the students many opportunities to develop their SMSC (Spiritual, Moral, Social and Cultural) values. Since the Christmas break, we have had numerous events in the Academy:

Class 5 were whisked back in time to WWII when they visited Eden Camp this term. They gathered a wealth of knowledge and had a fabulous time, as well as showing exemplary behaviour. They are keen to share their new knowledge with everybody.

We celebrated World Book Day in March and so many characters attended from famous Roald Dahl stories, fairy tales and even some from David Walliams! The students took part in a range of fun, book inspired activities during the day and shared their favourite books with their classmates. It was wonderful to see so many students who are inspired to read and hear how much they enjoy reading at home with their parents and siblings. As part of our World Book Day celebrations, we invited a theatre production group into school to present Wind in the Willows to our students. It was a very interactive production because all our students learnt the songs to sing and some of our students took part in an acting workshop, led by the actors. Those students then took part in the production as characters!

Class 4 have been visited by humanutopia where the students did

work around Respect, Awareness and Honesty, all of which are important to create Harmony in our world. Ellie said:” During this amazing day, I learnt a lot of things which were: how to play new games, learning about different people and how important the word harmony is to everyone. It would be wonderful for them to come back.” Humanutopia was a great experience and it made all the students aware of each other’s feelings.

All our students across KS1 and KS2 were given the fantastic opportunity by our School Sports Partnership to take part in judo activities led by Destination Judo. The students wore judo suits and took part in fun, judo based activities during which they learnt a range of judo movements and holds. The students thoroughly enjoyed the experience with many now wishing to join local clubs to continue to develop their skills.

A Fair Trade event, where students wrote poems, reports and baking, was enjoyed by all students. These activities were shared with parents in a PowerPoint presentation at the Spring Café. The Spring Café for parents also allowed students the opportunity to dress up for the delayed World Book Day.

Our Year 1 students took part in TVMS ‘Snappy Sing’. They enjoyed singing songs all about Spring with other students from local schools. Our students showed great enthusiasm for the songs and displayed excellent behaviour throughout the performance.

Also at Whitecliffe:

• There have been numerous occasions when the students have taken part in sporting events; basketball, hockey, play leaders and not forgetting the very muddy Cross Country event.

• Y6 students have had an extended day when they have had a Maths after-school club every week to support their preparation for the forthcoming SATs.

• As part of their topic on the Anglo-Saxons, Class 4 went to Kirkleatham Museum for the Anglo-Saxon Princess exhibition.

• Class 3 have been working on British values and rules.

• EYFS students had a lovely time when they celebrated the Chinese New Year with a very colourful and loud dragon dance.

- Rob Cole, Head Teacher -


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Trust Role

My role within Teesside Learning Trust is to offer strategic leadership, inspiration and guidance to maximise on opportunities to develop our curriculum. The curriculum within Teesside Learning Trust is at the heart of our core purpose. We aim to develop a broad, balanced and agile curriculum across all phases of education within the Trust. Our curriculum will enable children and young people to develop and transfer the knowledge, skills, confidence and attitudes needed to lead a happy and successful life in an ever changing world. I am passionate about ensuring the Trust provides outstanding curriculum provision that leads to the achievement of outstanding progress and academic outcomes regardless of ability, gender, social background, special educational need or ethnic origin. A key part of my role is to ensure that we address the issues of progression and continuity across phases, both within academies and across academies, and ensure a smooth transition for all children and young people. As a Multi-Academy Trust that has primary and secondary academies we are well placed to plan our curriculum from the Early Years Foundation Stage to KS4.

Focused on so far:• In partnership with Heather Rowe we established

a team of practitioners from English and Maths from primary and secondary academies. The group focused on the Y6 & 7 English and Maths schemes of work to understand the similarities and differences in each in terms of skills, knowledge, terminology, processes, assessment and expectations.

• Meeting held with extended leadership from both secondary academies to update on current thinking/ideas regarding the curriculum and to identify the skills and attributes our curriculum should be developing in our learners.

• Worked with the Principals of secondary

academies and the Chief Executive Officer to devise a curriculum statement for the Trust and identified the core curriculum in the secondary academies.

• Produced and shared a curriculum model that aligns both secondary academies.

• Ensured the curriculum model provides discrete curriculum time for LEEP (Learner Effectiveness and Enterprise Programme). This enables students to develop a growth mindset through business and enterprise activities.

• Established a team of practitioners who will lead on implementing LEEP in secondary academies.

• Introduced a preference curriculum into the curriculum model which will allow option choices in Humanities and Technology subjects for Y9 students.

Priorities for the future:• Ensure that the English knowledge and

terminology used by staff and students at KS2 is incorporated into the teaching in different subjects across KS3. Humanities will be the initial focus.

• Maths leads to develop a common set of process criteria and terminology to be used across the Trust at KS2-3.

• Analyse assessment systems to negate unnecessary testing and to ensure students are in the correct classes from the start of KS3.

• Quality LEEP lessons are embedded into the curriculum and are providing opportunities for all learners to develop a growth mind-set through enterprise activities.

• Develop a medium term plan to be undertaken during the transition period after KS2 tests and into KS3 using LEEP lessons.

• All students are having their CEAIG entitlement through the curriculum.

I am delighted to be responsible for developing the understanding and practice related to safeguarding across the Trust. As a team, our core purpose is to ensure that all members of staff working within the Trust, in whatever capacity, act pro-actively at all times, to protect children who may be at risk of harm.

The Designated Safeguarding Leads in the Trust have held regular meetings to share best practice. We have implemented systems to support and challenge each other to provide supervision and ensure that each academy is well equipped to meet the safeguarding needs of each particular cohort. We have held shared training and have updated policies to meet the new statutory requirements that will come into effect in September. We have also developed a Student-Friendly Safeguarding Policy so that students are fully aware of what to do if they have concerns and know how we support them to keep them safe. We are keeping abreast of emerging national issues and revise our practice accordingly to keep our students safe.

Looking forward, now that we have agreed what is seen as best practice, we will ensure that each academy has the bespoke procedures in place. We will effectively identify those students who are vulnerable and implement, in-house or external, early help interventions in order to support the students and avoid an escalation of the problem. We will also share and adapt the new safeguarding policy so that each academy has a policy that is relevant to its students and meets statutory requirements. We are also working on a training programme for staff that will ensure that knowledge remains current and is regularly updated and staff have regular reminders of safeguarding requirements. Teesside Learning Trust will endeavour to ensure that every child is safe and is supported to make good educational progress.

Curriculum - Dougie Forteath, Assistant Principal, Freebrough Academy


Safeguarding - Helen Porter, Assistant Principal, Freebrough Academy

Safeguarding - Helen Porter, Assistant Principal, Freebrough Academy


As Assistant Principal responsible for Teaching and Learning I have been given a fantastic opportunity to work with all staff and students, across the Trust, to provide quality first teaching for all of our students, allowing them to make outstanding progress.

I intend to do this by:• Providing high quality leadership development

and excellence in Teaching and Learning across all academies within the Trust.

• Taking the lead in working with Lead Practitioners across the Trust to undertake action research to identify, develop and share best practice in all academies, against priorities. In addition to develop the Trust as a Lead Practitioner Learning Centre.

• Leading on the development of TEEP and Lead Practitioners across the Trust.

• Gaining TEEP training school status for the Trust in partnership with SSAT. Develop Lead Practitioner Learning Centre across the MAT.

So far I have focused on:• Developing collaboration and consistency across

core faculties in the key areas of; moderation, assessment, curriculum planning and intervention. This has been achieved by working closely with Rachel Newton at Freebrough Academy and Sara McCallum, Executive Headteacher for the primary academies.

• Evaluate the quality of Teaching and Learning and plan to move all staff to good or better; so far I have developed a transparent MER process at Thornaby Academy; I intend to work closely with the other academies to implement a consistent approach to quality assurance. In addition to this, I have introduced a coaching programme to support staff where teaching and learning was judged as not yet good. This is a 12 week programme involving a team of coaches from a pool of outstanding teachers who work with staff

to support and address areas for development identified through quality assurance activities. I look forward to working with other academies to roll this programme out across the Trust.

• Develop Middle Leaders by providing bespoke training to enhance their existing skills. I am currently working with Clare Druery and Rachel Newton to develop a bespoke Middle Leaders Development programme with Ambition School Leadership. We are looking forward to launching this in June 2018.

• I have also started producing a regular Teaching and Learning Bulletin which enables us to exemplify good or better teaching, through a knowledge of the most current research and implementation of high quality resources, with a proven track record of success. So far we have published four issues and circulated them to all staff across all academies.

My priorities for the next term are:• To take the lead in working with Lead Practitioners

across the Trust, supporting them with action research and using them to support coaching plans in all academies. I am also looking forward to expanding the Lead Practitioner Programme with our primary academy colleagues.

• Finally I am hoping to develop the Trust as a Lead Practitioner Learning Centre and be accredited with TEEP training school status for the Trust in partnership with SSAT.

Teaching & Learning - Diane Griffiths, Assistant Principal, Thornaby Academy

Freebrough AcademyAt Freebrough Academy we continue to strive towards being an outstanding Academy in which all of our students must strive to achieve Expert Daring Greatly Learner status by demonstrating PRIDE and following our three rules: Be Ready, Be Safe, Be Respectful.

Overall we must ALL strive to be a positive representative of the Academy. This year we saw the introduction of Freebrough TV which gives us the opportunity to share our vision, values and good new stories. We are extremely proud of our students’ accomplishments for example;

Students from Freebrough Academy demonstrated PRIDE by representing the Academy at the SEND Sports Festival at Durham University. Freebrough Academy students competed at County level in wheelchair basketball. Josh Y10 student, a wheelchair basketball player for the Titans and was nominated ‘Young Male Achiever’ at the North East Disability Sports Awards, inspiring young people (Y9+) from across the area as their local young role model.

Eight students from Freebrough Academy became news reporters for the day, taking part in the annual BBC News School Report where schools across the UK turn their classrooms into newsrooms for the day. Toni-Leigh, Erika, Sian, Elise, Zach, Amber, Jessica and Jessica, spent the day creating the latest news which mattered to them.

Freebrough Academy students guided Middlesbrough FC to the Premier League Enterprise finals after seeing off fierce competition in January’s area semi-finals in Leicester. Eve, Katie, Toby, Neo and Joe, students made the 318 mile round trip to the King Power Stadium after being selected to represent Middlesbrough after winning a local area round held at the Riverside Stadium before Christmas. Mark Ellis, Chief Operating Officer said: “This has met an objective that we’ve been trying as a club to increase the number of people from the Asian community that come to us on a match day.” With the challenge set by Premier League Chief Executive, Richard Scudamore, participants have been asked to generate ideas that result in greater inclusion within their fan base, and a significant improvement in match attendance for new fans. Freebrough’s idea was to connect with the local community through the annual Mela celebration in Middlesbrough, a two-day free event in the heart of the town centre, and is one of the largest multicultural events in the North East.

- Rachel Prentice, Principal -


Excellent progress has been made across this term to bring our academies across the MAT together to share best practice, in many areas. This is where we are beginning to see the real potential of working as a right through learning community for the good of the students.

Sharing good practice across primaries - Through a series of shared staff meetings, all teaching staff from the three primary academies are working together to develop teaching and learning tool boxes for the core subjects to create outstanding recipes for excellence in English and Maths. The purpose of this is to create consistency and progression across the primary academies and in turn use these outstanding teacher tool boxes as programmes of study for the foundations and building blocks to link into the secondary school’s programmes of study for KS3; to support the development of a Y5 - Y8 curriculum that we are all excited about.

The focus this term has been on writing and best practice has been identified through shared thinking and discussion supported by evidence of success. All staff have worked together brilliantly and have enjoyed being part of a bigger team. English Leaders from each school are now working together to use this information, to develop the consistent progressive tool box for writing which will be an accumulation of input from all three academies. Once implemented, there will be monitoring and evaluation activities across all three academies, via coaching teams to ensure staff are supported to achieve the high standards set. In the last week of spring

term, we have our first shared staff meeting for Maths which will be one of many to develop a teacher tool box for outstanding Maths teaching.

The English Leader from Whitecliffe Academy, who is also an LA moderator, has visited all Y6 classes within the primary academies to give support on next steps for students to ensure everyone is ready for writing moderation if they are selected. The Y7 teachers have also attended writing moderation alongside primary Y6 staff.

Sharing good practice between primary and secondary - In addition, English Leaders from the primary academies, in conjunction with the secondary heads, have delivered informative sessions to all secondary teachers (on both sites) to raise awareness and understanding of the skill sets students should possess in writing upon entering secondary; if they are at an expected standard or at greater depth. The purpose of this session was to ensure secondary teachers were aware of the high expectations placed on students in primary as a result of the national curriculum but more importantly so teachers could continue to set the same expectations once students came to secondary, in all subjects. Both staff meetings were well received.

In return, our Science Leads from primary have attended secondary CPD sessions which will impact on improving the Science provision within each primary academy as facilitated by Dianne Griffiths at Thornaby. Also, Karen Matthews, a member of staff

from Thornaby Academy has produced a programme of study for Cooking and Nutrition which will be delivered to all three primary academies in the last week of spring term.

GDPR - An action plan has been put in place for the primary academies, in conjunction with our Designated Officer for Safeguarding Data, to ensure primary schools have made steps towards compliance with the new GDPR changes. This includes a training programme for staff and key steps towards ensuring key practices are followed.

Standardising data and assessment - Progress has been made in regard to making assessment and tracking consistent across the primary academies; all primary data is tracked in the same manner for the core subjects into SIMS, the assessment tool for writing is used across all three primary academies and steps are being taken to coordinate our assessment periods so that they correspond with Standards Committees and LAC meetings.

Lingdale Primary - Lingdale Primary School is moving rapidly towards becoming a good school, despite having to become a sponsored academy. 100% of teachers who are currently working in school at present are good or better, good progress is being made in most year groups where consistency has been apparent. Staff and governors are excited about the future of Lingdale Primary and long term plans to secure success are in place with a healthy budget.

The staff have formed strong bonds and working relationships across the primaries which has been particularly

instrumental for the staff of Lingdale and impacting on standards rapidly. They feel a valued member of our MAT despite the prolonged academy conversion date.

Headteacher and staff development - We have recruited a Head Teacher for Badger Hill who will no doubt be an asset in her new role. Both Head Teachers from Whitecliffe and Lingdale are growing in confidence and independence through coaching and support and are becoming strong leaders in their academies. I have enrolled onto an Executive Headteacher programme through Ambition Leadership which start in April and talks are being held in regard to a specific programme for new Head Teachers, alongside our CEO.

All staff across Whitecliffe and Lingdale have had quality CPD and/or opportunities to develop themselves further as a result of Academy and MAT priorities. There is a hum of enthusiasm and motivation across both academies as a result. Peer reviews are also planned for the summer term in Whitecliffe to evaluate key aspects of the Academy and will be carried out using the internal expertise that we have across our primary academies to further share good practice and prepare the Academy for our future visits from Ofsted or the DfE. Both Whitecliffe and Lingdale are Ofsted ready every day in terms of the day to day operational activities, peer reviews will simply allow key staff to ensure leadership discussions and paperwork is in place to support the good and outstanding work going on across the academies.

Primaries - Sara McCallum, Executive Headteacher

tlt update - teesside learning trust · issue 2 | spring 2018 tlt update. message from the trust...

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