Reflections by Mulberry Academy Shoreditch

Green Spring Academy Shoreditch Summer 2017 Case Studies

Summer 2017 Case Studies Green Spring Academy Shoreditch

Welcome Jane Earl Chair, Green Spring Education Trust

Welcome to this edition of Reflections. As we talk to and learn with our students, the Green Spring Education Trust Board and the entire academy team are very aware that this is a time when we are educating young people to go out into a world of multiple uncertainties. We know that they will need a range of skills, experiences, aptitudes and qualifications to enable them to thrive and become active citizens. Like all other schools, we are seeking to provide excellent education within diminishing financial resources. A key part of our ethos is to support excellence in teaching and learning and give our students and staff opportunities and experiences that are truly life changing. Whether through social action projects, activities to stretch our most gifted students, promoting inclusive opportunities for all or even by introducing Latin back into the curriculum, we are discharging these responsibilities to students now and for the future. Our aim is to help create the next generation of citizens and leaders, and give them the chance to develop a wide range of skills enabling them to navigate the future and to contribute to making the world a better place. The case studies presented in this publication all reflect different strategies for enabling our young people to be the best versions of themselves; to ensure that they live out our shared values of respect, tolerance and creativity. It’s a huge pleasure to see these values represented and reflected in the academy on a daily basis. It is our attempt to share with a wider community what we believe has worked, and what we’re learning on the way. None of this should suggest that

we are complacent about the future challenges for the academy as an institution, or for our students as individuals. We remain hungry to learn from others about how they are responding to these same issues in their own schools and colleges. It’s our hope that people who pick up this document will let us have feedback and share their views about what we have done; and that they will be willing to share with us their strategies and practices for developing the capacity and capability of students for the future. It’s clear to us all that very few of these initiatives would have been possible without the talents of our staff team, and their willingness to innovate, try new things, and work with extraordinary commitment and dedication to their students. Equally, we pay tribute to our supportive parents/carers, who play such an important role in the life of the academy family. We hope that by publishing this document we will share some interesting stories and we look forward to hearing yours, to enable us to continue to grow and develop in the best interests of our students. Jane Earl Chair of the Trust Board Green Spring Education Trust

Green Spring Academy Shoreditch Summer 2017 Case Studies

Context, vision, values and ethos Green Spring Academy Shoreditch (formerly Bethnal Green Academy) was established in 2011. It is part of the Green Spring Education Trust (a multi academy trust or MAT). Green Spring Academy Shoreditch (GSAS) is a non-selective, oversubscribed academy with 995 students on roll (including 118 Sixth Form students). The gender mix in the academy is 41% girls and 59% boys. Students who have English as an additional language is 71%. Students who receive free school meals is 48%. According to our most recent validated RAISE report, our scholl deprivation indicator is 0.4, which puts our academy high in the 80th percentile against national deprivation. According to the most recent Indices of Deprivation (2015) the academy’s location puts it at 90% for Overall Deprivation, for Income Deprivation it is in the bottom 95% with Barriers to Housing and Services Deprivation and Crime Deprivation also scoring in the bottom 90% compared to neighbourhoods nationally. Students identified for Special Educational Needs and Disabilities (SEND) support is 11% (106), of those 21 have a statement/Education Health and Care Plan (or one pending), 28 have identified social, emotional or mental health difficulties, 20 have a sensory/physical impairment, 24 have identified cognitional learning difficulties, 48 have communication and interaction challenges and 4 are Looked After Children. Our student profile reflects the diverse

ethnic, cultural, language and learning needs of our inner-city location. There are 44 languages spoken at GSAS with the most popular being Sylheti, English, Bengali and Somali. This is across a total of 32 ethnicities. Our biggest ethnic groups are Bangladeshi (53%), Black African (15%) and White British (5%). Our students represent approximately 31 different countries outside of the UK. Our commitment to excellence is particularly reflected in the Arts Mark Gold and the Inclusion Quality Mark awards we hold, and the extensive range of partnerships we have established locally and nationally. We believe passionately that the arts and creativity have the power to bring the school community together and unlock learning. We offer all our students a huge range of high quality cultural and creative experiences to help them connect with each other and the world, express themselves freely and explore new (sometimes challenging) ideas. Creativity permeates everything we do at GSAS; across all subjects, year groups and abilities. Inclusion is a key part of the DNA of GSAS; working in a challenging and complex part of inner-London, we are passionate about offering every student every opportunity to fulfil their potential and grow into responsible citizens, whatever their heritage or the challenges they face. Equally we are proud to be a Teach First Partnership School, with a strong commitment to Beginning Teachers and the teaching profession as a whole. We greatly value the energy and dynamism Beginning Teachers bring to the academy and offer them a wide range of leadership opportunities early in their careers. Through this whole school approach to leadership, we value

contributions from all staff, whatever stage they are at in their career. Since being placed in ‘Special Measures’ in 2006, the academy has shown dramatic improvement across the board and was judged to be ‘Outstanding’ by Osfted in 2012. Attendance levels are very high (96.8%) and levels of exclusion are very low (1.09% fixed term exclusions and only one permanent exclusion in the last 4 years). Our curriculum provision offers a wide choice and a wealth of opportunities for academic and applied learning with an extended, three year Key Stage 4.

Leaders in the academy are extremely committed to making sure that everything they do makes things better for students.” Ofsted 2012

We are continuing to extend our range of A Level subjects and refine vocational qualifications, including personalised work experience programmes and nonqualification activities in students’ study programmes. We also offer the Business Extended Diploma BTEC with value added scores significantly above the national average. Outstanding learning and teaching is at the core of everything we do at GSAS. We aim to raise attainment to exceptional levels and value the contribution that every individual makes, regardless of ability or

Summer 2017 Case Studies Green Spring Academy Shoreditch

background. We have the highest expectations of all, in a caring and supportive environment. Our students are active citizens and make a positive contribution to the local, national and global community.

Our vision is: To ensure that every student maximises their potential. We will empower students to become independent learners, critical in their thinking, informed in their choices and confident in their ability to succeed in the modern world. We do this by: • Ensuring all students develop the values and gain the qualifications they need for the next steps in their lives. • Ensuring that teaching staff are an inspirational, dedicated and well-supported team who provide exceptional teaching, enabling students to succeed in their studies. • Providing an environment where students feel safe, secure and empowered to make positive life choices. • Building trusting and informed relationships with parents/carers, so they are fully involved in their child’s learning. • Managing resources effectively and efficiently ensuring value for money. • Making Green Spring Academy Shoreditch a thriving hub in the local community, in which everyone can make a difference.

Green Spring Academy Shoreditch Summer 2017 Case Studies

Overview Jennie Montgomerie Acting Head of School

These are turbulent times for schools in England; uncertainties over funding, the curriculum and the structure of education mean that schools have a lot to deal with on top of “the day job”. Change is very much the new normal and, while that can be unsettling and disruptive, it also presents opportunities to do things differently and better. At Green Spring Academy Shoreditch (GSAS) we are proud of our track record of innovation and good practice, as well as our willingness to learn from the best practice of others. In the busy world of modern education, staff do not always have the time to write up their ideas and achievements to share more widely. Having benefited from similar case study publications from other schools in London and beyond, we wanted to share some of our successful practice and emerging new ideas in the hope that it will benefit others. This reflects our deep commitment to the teaching profession and the students we all serve. This publication provides eight case studies of, what we believe, is good practice from GSAS as well as some emerging ideas (e.g. in areas such as gifted and talented) that we are hopeful will make a real different in the academy. It is offered in a spirit of cooperation and mutual learning, not arrogance or to dictate how others should run their school. We hope that sharing in this way will encourage

others to do likewise and to give us feedback on our ideas so that we can learn and improve further. To guide the reader through the case studies we have written them in a common format setting out the focus area and context, elucidating the story so far and what difference it has made (particularly to students) and concluding with what we have learnt and how we intend to develop our thinking and practice further in the coming months and years. Importantly all the case studies aim to maintain a sharp focus on students and the difference we can make to help them realise their full potential; that is, after all, the point. Much of the remainder of this overview provides short summaries of each of the case studies as well as drawing out some common thread from all eight. We hope a second phase of case studies later in 2017 will showcase other aspects of our work including: how we are reshaping our Key Stage 3 curriculum; initiatives to improve further attendance and punctuality; how we teach English to less able students; and how we achieve positive destinations for Year 13 students.

Common threads Leadership at all levels

Students are very proud of their academy and behaviour in and out of lessons is excellent.” Ofsted 2012

Perhaps the most significant common factor across all the case studies is that leadership, innovation and creativity at GSAS is not concentrated in the senior leadership team. We are proud that we give teachers and non-teaching staff, at all stages of their careers, leading roles in developing and implementing new practice, including (perhaps especially) Beginning Teachers. Our non-teaching

staff are instrumental in promoting the academy, making sure it runs effectively and supporting teaching and learning in many roles, often leading projects that add real value to our students and staff. Our experienced teachers bring a highly-valued depth of understanding of pedagogy and teaching practice. Equally our new teachers bring energy, networks and a willingness to innovate that frequently results in excellent practice. What we find particularly exciting is the creative interaction between the two; constructive challenge, creative dialogue and cooperation to develop new ways of working, always with the impact on students as the core motivation.

Cross-curriculum teaching The education world talks a lot about cross-curriculum teaching, but we know that to do this well is challenging and many either don’t try or pay lip service to it. For GSAS a cross-curriculum approach lies at the heart of our ethos. Examples in these eight case studies alone include: • Embedding the creative arts and cultural experiences across the whole curriculum through: what we teach in all subjects and how we teach it; the trips and visits we offer; social action opportunities for students; and the substantial number of productions/performances and large scale events we put on throughout the year (including Celebrating Difference Week, Summer of Learning Festival (SoLFest), our Shakespeare Day taster for Year 6 students, WinterFest and much, much more). • Weaving history, science (e.g. medicine), citizenship (e.g. the law)

Summer 2017 Case Studies Green Spring Academy Shoreditch

and modern languages into our Latin curriculum. • Linking our curriculum for students to the curriculum for Beginning Teachers, in particular through the Shakespeare day which is run by Beginning Teachers after they have observed experienced teachers run the same event for Year 7 on the preceding day. • Using our first class marketing and communications capability to build networks of partners and stakeholders that provide an unrivalled resource for enhancing learning and students’ experiences.

Inclusion as a core value We are proud at GSAS of the diversity of our students, not only in ways that can readily be seen and heard, but also in the unseen differences in heritage, experience, assets and challenges that our students bring to the academy (this was the theme for our 2017 Celebrating Difference Week). We go to great lengths to ensure that difference is celebrated and that we include in all our teaching and pastoral support, ways in which students can learn about, experience and understand diversity and the importance of inclusion. This is particularly apparent in our approach to youth social action and the emphasis we put on helping all students take part and grow as responsible citizens. It is equally apparent in the work we are developing to nurture gifted and talented students, the concentrated efforts we make to ensure smooth transitions to the academy in Year 7 and in how we reach out to students of all abilities and backgrounds in subjects that might otherwise be seen as elitist (e.g. Latin, creative arts etc.).

The case studies Youth Social Action The case study focuses on the wide range of opportunities we make available to students to participate in social action in their own communities and beyond. Our aim is to empower young people to become independent learners, critical in their thinking and equipped to succeed as responsible citizens in the modern world. Our approach centres on the #iwill campaign to make social action an achievable goal for 100% of our students. All students (with varying degrees of support) make an #iwill volunteering pledge and are supported to turn that into action. Social action is student led, embedded in the curriculum and celebrated throughout the academic year. Some students participate in structured programmes such as the Duke of Edinburgh scheme, others progress to leadership accreditations, but what matters is that all participate in a meaningful way. This not only results in thousands of pounds being raised for charities and thousands of volunteering hours, but also in experiential learning, improved classroom behaviour and enhanced progression for students.

The Romans. Gone but never forgotten. Latin at GSAS! As a deliberate challenge to students, an eye-catching curriculum offer and an effective boost to learning, we offer Latin at GSAS to GCSE level and will shortly do so at A Level. Including Latin in the curriculum broadens the horizons of students, helps deepen their understanding of English and modern foreign languages and exposes young people to a wider range of literature and experiences than they might otherwise encounter (including through

field trips). Academic performance is extremely strong in Latin with positive impacts on achievement in other subjects; we have intertwined our Latin curriculum with teaching in a wide range of subjects including sciences, English, modern languages and, of course, history. The most important impact, though, is the expansion of students’ experience and aspirations and the growth in critical thinking skills that we see from participation in learning Latin.

Green Spring, green shoots: our story of growth in the Arts We believe passionately that the arts and creativity are what bring us all together and how we unlock learning. We are proud of the extremely broad range of high quality creative and cultural experiences available to our students and the benefits these have for their learning and development as citizens. Through partnerships with arts organisations and others we are able to achieve a great deal with limited resources and to grow our offer at a time when funding for creative arts subjects in other schools is under threat. A number of events throughout the year provide focus and opportunities for celebration, including SoLFest, WinterFest, concerts, drama performance and much more. We hope in the next year to turn our Artsmark Gold award into a Platinum award and continue to grow student participation in learning music and the arts.

Our full potential We have recently embarked on a renewed effort to provide more support to enable higher attaining students to reach their full potential. Starting with Year 11 we have focused on supporting these students through a three-pronged approach of continuing professional development

Green Spring Academy Shoreditch Summer 2017 Case Studies

for staff (and development of new resources as a result), targeted support for individuals (including extracurricular activities) and strengthened home-school partnerships to enable parents/carers to support their children to achieve. We, have seen early successes with Year 11 and we have now broadened our approach to “start early” and support higher attainers in Years 7 and 8, as well as peer mentoring from Year 12 students for higher attainers in Years 9 and 10.

Beginning Teachers: becoming better quicker At GSAS we are committed to the teaching profession and have a strong sense of obligation for people entering the profession. We deliberately have a high proportion of Beginning Teachers on our staff both for the benefits they bring to the academy and our students (through their networks, ideas and energy) and to ensure a critical mass of support for Beginning Teachers through our participation in Teach First, School Direct and PGCE placements. This means we can provide a rich, high quality experience for Beginning Teachers from whom we expect and receive a great deal in return. It also means that we can provide rapid advancement to leadership positions in the academy, where we often have Beginning Teachers leading key initiatives or other elements of our work. The result is, in our view, considerable benefit for both students and the teaching profession.

Closing the gap: Ensuring a meaningful and successful transition into Year 7 We aim to ensure that every child’s transition to GSAS is not only smooth but a meaningful time of academic achievement and wider personal development. As a result we adopt an intensive and structured approach to supporting transitions which has five key elements: preparation (before students join GSAS); priority (across the whole school); ongoing home/ school dialogue; belonging (ensuring students are fully involved in school life from week 1); and timely intervention (where students need extra support). Our approach is creative and effective with, for example, all Year 7 students participating in at least one extracurricular club; very positive feedback from parents/carers and students and high levels of attendance and behaviour.

Celebrating Difference Week Perhaps the highest profile example of our commitment to inclusion at GSAS is our annual Celebrating Difference Week, where we involve the whole school community to embrace our ethos of inclusivity and kindness. The week, held in Spring Term each year, includes a wide range of events and external speakers to raise awareness of difference and help students to show integrity, awareness and support for each other. In 2017, the theme was unseen difference, in particular

mental health and challenges such as dyslexia, Autism Spectrum Disorders etc. The week is run by Student Inclusion Ambassadors and culminates in Celebrating Difference Awards to recognise students’ kindness and overcoming of challenges. The result is improved behaviour, reduced bullying and calmer classrooms.

Creative, collaborative communications: supporting our stakeholders At GSAS we see marketing, communications and external affairs as just as important an educational resource as our teachers. Our team puts a professional face on a professional organisation, engaging all stakeholders (internal and external) to ensure they: know what the school stands for; feel welcomed, engaged and supported; and want to stay involved and promote the academy to their colleagues and friends. In this way, they are an integral part of the GSAS approach to helping students achieve their full potential and stay safe. Our structured, multi-media approach relieves teaching staff of work they are often not equipped to do themselves, supports good teaching and learning, reinforces the school values and ethos, and raises expectations and aspirations. Importantly it nurtures long term relationships resulting in a massive amount of in kind support and resource from businesses, dignitaries and our local community.

Summer 2017 Case Studies Green Spring Academy Shoreditch

Youth Social Action Angela Wallace Assistant Vice Principal

Making social action an achievable goal for all to grow to be responsible citizens of the future.

Making a commitment and dedicating themselves to helping others is invaluable for our young people. Not only do they create opportunities to gain skills that will support them in the workplace, they stretch themselves beyond their usual experiences; create solid connections within their communities; and develop confidence and self-belief as they see themselves with an active role and worth within the community. It creates a clear double benefit to the community and our young people.â&#x20AC;? Annie Herlihy, English teacher

Green Spring Academy Shoreditch Summer 2017 Case Studies

Embedded

Challenging

Accessible to all, and well integrated to existing pathways to become a habit for life

Stretching and ambitious as well as enjoyable and enabling

Progressive

Youth-led

Sustained, and providing links to other activities and opportunities

Led, owned and shaped by young people’s needs, ideas and decision making

“When students sign up for the Duke of Edinburgh my approach is to actively seek those students who don’t always sign up for things. It’s about talking to students, working with staff and trying to find those students who would really grow through the project.” Tom Sykes, Duke of Edinburgh lead

Summer 2017 Case Studies Green Spring Academy Shoreditch

Student focus “We chose Hackney Ark because we knew exactly what the money would be spent on. It’s only in Hackney so it means it will be helping people near us with disabilities, such as my brother”. Year 8 student

;

The Duke of Edinburgh is a fantastic opportunity for our students. The life skills they can gain from volunteering, team work, and the resilience and perseverance the award requires, is fundamental to their growth as individuals and for their social, emotional and mental health needs. ” Aura Fabian, Director of Learning, SENCO, speaking about a student with autism who is going for her Silver Duke of Edinburgh Award. Student focus Our involvement with the Action Aid project is so important to me because, through the communication we receive through our adoption, I see people struggle every day and that this is a major issue; for example, civil wars in third world countries. It shows how other children need us to support them in getting an education just like Abdulai who lives in Koon. Many schools where Abdulai lives were destroyed during the civil war. #SociallyImpactful #Progressive #Youth Led. Year 8 student 10

Green Spring Academy Shoreditch Summer 2017 Case Studies

Summer 2017 Case Studies Green Spring Academy Shoreditch

Green Spring Academy Shoreditch Summer 2017 Case Studies

Summer 2017 Case Studies Green Spring Academy Shoreditch

I think Latin gives us an insight into other subjects and helps a lot, especially with subjects like science. I love it! Year 10 student

Student focus â&#x20AC;&#x153;Bath was brilliant! The day was filled with many delights such as the baths themselves, the beautiful Christmas markets and the university was awesome! The day was a blast and extremely enjoyable!â&#x20AC;? Year 11 student 14

Green Spring Academy Shoreditch Summer 2017 Case Studies

Student focus

â&#x20AC;&#x153;Studying Latin is fascinating because it is not only an intricate language but it offers us a glimpse into the ancient world and all its civilisationsâ&#x20AC;? Year 12 student who achieved 100% in Latin GCSE

Summer 2017 Case Studies Green Spring Academy Shoreditch

Green Spring, green shoots: our story of growth in the Arts Jonathan Slater Director of Learning, Expressive Arts

Focus area At Green Spring Academy Shoreditch (GSAS) we believe passionately that the arts and creativity are what bring us all together and how we unlock learning. We strive to offer all our students a huge range of high quality cultural and creative experiences, so that creativity permeates everything we do; across all subjects, year groups and abilities. This case study focuses on our approach to providing a diverse range of creative and cultural experiences of the highest quality, to equip students for learning and life; to highlight what makes arts education at GSAS special.

Context A passing conversation with practitioners or teachers or a glance through any educational supplement might lead to the conclusion that these are uncertain times for the arts. School leadership teams across the country are making difficult decisions about arts funding, with music, art and drama amongst courses being cut back by cash strapped Heads (over 20% of schools no longer even offer GCSE music for example). Much of this appears to be driven by the focus on English Baccalaureate subjects for measuring school exam performance. Against this backdrop many schools remain committed to providing the very best opportunities they can for students to engage with arts and culture. At GSAS we have worked hard to foster an exciting and innovative arts programme. Moreover, we continue to reflect on and evaluate what we do to maximise the impact of the arts both inside and outside the classroom. A commitment to excellence in cultural education and the arts is deeply embedded within the academy’s life and ethos and is increasingly important to parents/carers and students alike.

This commitment is for all students, whether or not they opt to study GCSE or A Level drama, art or music (although increasing numbers of students choose to do so).

What are we trying to achieve? Our vision is for the arts to remain an inclusive, creative space in which all students have opportunities and where the most able are pushed to achieve at the highest level.

The story We have built extensive partnerships and connections with arts organisations to enhance student experiences; working with visiting actors, singers, writers and artists to improve student progress and open up the arts as a career pathway for many. These visitors help in many ways including running workshops, supporting student performances and working with students with Special Educational Needs and Disabilities, e.g. using music and the arts to support learning and transform lives. Despite having a relatively modest staff complement in arts departments, throughout the year GSAS students and staff put on an extensive range of events and experiences with creative

arts at their core. Our students love these experiences, which undoubtedly add up to more than the sum of the individual parts in terms of their impact on student learning and their lives. We are proud that this commitment is genuinely cross-curricula; involving students and staff from a wide range of subjects and enabling students to put their learning into practice (and to learn from these extra-curricula experiences).

SoLFest For the last eight years the academy has put together an extensive crosscurricular summer programme of arts activities. This ‘Summer of Learning Festival’ or ‘SoLFest’ has developed into a unique focal point for the academy community and is now firmly embedded in our calendar. In line with our vision for the arts, SoLFest aims to provide opportunities for all students to be creative, develop new skills and to experience a variety of different art forms and learning experiences. Over three weeks, every July, students take part in a whole range of activities organised by teachers and visiting artists. The centrepiece of SoLFest is our Shakespeare Day. Over two days, this whole school event features a production of a Shakespeare play,

Arts teachers at this academy have a real drive to make sure that students are given the best opportunities possible. The arts faculty has become a place where all students feel included and teachers have high expectations of the outcomes.” Jennie Montgomerie, Acting Head of School

Green Spring Academy Shoreditch Summer 2017 Case Studies

How we achieve a lot with a little to deliver a creative experience for students that is greater than the sum of its parts.

Shakespeare day is always something I look forward to. I have been part of the production for the last two years and I remember seeing it when I was in year 6.â&#x20AC;? Year 8 student

a whole day of workshops for our students, a taster day for Year 6 students and school centred learning for dozens of Beginning Teachers in partnership with the Teach First programme. On the first day, experienced teachers run the Shakespeare Day for Year 7 students including a student performance of a Shakespeare play and (in groups of 20-25) participation in related immersive, creative literacy workshops. On the second day, Beginning Teachers run it for visiting Year 6 students on their taster/ Transition Day at the academy. Our drama, art and music departments work collaboratively to put together a high-quality production that looks and sounds unique. Past productions have seen The Tempest set on a South American island and Hamlet played out in apartheid South Africa. As well as Shakespeare Day, the SoLFest programme encompasses dozens of other activities each year, including a whole week of music and other performances using a stage set up in The Street (communal atrium at the centre of the academy buliding). In 2016, other cultural events at SoLFest included Sculpture in the City, our Bow Arts mural project, book clubs, Mulberry Drama Festival, meet

Summer 2017 Case Studies Green Spring Academy Shoreditch

“Evidence shows that engaging in culture can increase the likelihood of a young person going on to further and higher education. One study showed that 16-18 year olds who participated in the arts and those who visited heritage sites or libraries were more likely to go on to further education in subsequent years.” Culture White Paper 2016 the author events, art exhibitions, a monologue competition, Debate Mate, music and arts workshops, our Summer Music Concert and many more. These sit alongside, and mutually reinforce, a wide range of other learning experiences during SoLFest including various visits, social action projects, kindness awards, science/technology workshops, sports events, work experience, university fairs and much more.

Putting performance at the centre of our community Ensuring arts activities like SoLFest are firm fixtures in the academy calendar each year has been important to our growth as a learning community. Other annual events include: WinterFest (similar to SoLFest with a winter theme including student and staff pantomimes), Celebrating Difference Week (see separate case study), our ‘Oscars’ award ceremony, termly music

Student focus

“‘The panto experience was really fun. It taught me more about the play and made me want to continue with my drama studies next year.” Year 9 student

concerts (typically involving 50-60+ students and the staff choir in a variety of solo and ensemble performances) and our annual charity fundraising and social action campaigns (see separate case study). Every term also includes an array of cultural events. For example, Autumn Term 2016 included a writer in residence project, a mural project, theatre and art exhibition trips, Black History Month, The Big Draw, Poetry Week, a photography competition and the Protest Poetry project. The previous year also saw an 8-hour Cultural Marathon - non-stop staff and student participation in creative activities.

What difference is it making? In October 2014, we were awarded Artsmark Gold status; Artsmark celebrates schools that champion the arts and strive for excellence in their provision. We were commended for proactively creating opportunities for all students to access, and develop through, the arts, generating significant personal and social outcomes across the student body. Typically, each year we see at least 300 students patrticipating in extra-curricula arts activities (including over 90 receiving musical instrument lessons, over 50 participating in singing and over 100

“The best cultural education can change a young person’s sense of the wider world around them, opening up possibilities for a future that may have previously seemed outside their grasp” Darren Henley, Chief Executive of the Arts Council

participating in drama productions). As a result of our passionate focus on the creative arts, we are seeing significant growth in take up of creative arts subjects with typically 20-25 GCSE music students each year (against a national average of 14), 47 drama students in the current Year 10 and 49 GCSE art students. The majority of students each year opt for at least one arts GCSE subject and we see rising take up of these subjects at A Level. Our creative arts focus also supports the strong, whole school, emphasis on inclusion. We use the arts to support inclusion and learning, for example through music workshops for SEND students and Pupil Premium funding to support instrumental lessons and careful consideration about how accredited courses at Key Stage 4 cater for the needs of all students.

What have we learned so far? Teachers across subjects report that this experiential learning increases student motivation overall and, through careful selection of topics and themes we can directly support learning in a range of subjects such as history (by giving performances based on historical topics) and English. This vindcates our view that the arts are essential in suporting learning across the curriculum and that they help students learn essential life skills (which is, afterall, the key purpose of education). Cutting back on the arts is, therefore, counterproductive and shortsighted, in our opinion.

What happens next? We will continue to emphasise the creative arts and develop students’ skills and experiences in this field from before they join GSAS (through the Shakespeare Day transition event) throughout their journey through

Green Spring Academy Shoreditch Summer 2017 Case Studies

Student focus

â&#x20AC;&#x153;I have enjoyed the opportunity to work with real musicians. I was able to sing with a professional jazz band and that really improved my confidence.â&#x20AC;? Year 9 student the academy. We aim to deepen engagement with local primary schools so children are exposed to more cultural experiences at a younger age. We are also developing more partnerships with practitioners to bring the arts to life for students and support the most talented students to explore careers in the arts. Our goal for 2017 is to achieve platinum status in the Artsmark award.

Summer 2017 Case Studies Green Spring Academy Shoreditch

Our full potential Laura Quick Gifted and Talented Lead

Developing the progress and achievement of higher attaining students. Focus area At Green Spring Academy Shoreditch (GSAS) we are committed to enabling every student to reach their full potential. With an increasing proportion of students entering the academy classed as “more able”, we have a duty to ensure that we provide specific provision to challenge them to reach the highest levels of learning. This case study focuses on our approach to providing a rich, challenging and fulfilling programme for higher attainers within the GSAS curriculum.

Context The national picture for Gifted and Talented, or ‘higher attainers’, provision is both confused and contested. The withdrawal of funding for programmes such as the Young Gifted and Talented and the National Academy of Gifted and Talented Youth has left many questioning the place of provision for the most able students in schools. Nevertheless, it remains clear that these students, and their specific needs, cannot be ignored. In their 2015 report on the state of national provision for more able learners, Ofsted noted that these learners ‘are not being challenged to reach the highest levels of scholarship’. This is why, in 2016 we made achievement and progress of higher attaining students a particular focus at GSAS, in particular because our student cohort now includes a higher proportion of young people whose prior attainment identifies them as ‘more able’ (approximately one third of Year 7 and 9 and nearly 50% of Year 8 are identified as more able). These students need and deserve specific provision through targeted

and deliberate attention; they have the potential to achieve wonderful outcomes and defy the expectations society often places on young people, particularly those from disadvantaged socio-economic backgrounds and communities (many of which are represented in our intake).

What are we trying to achieve? Fundamentally, provision for more able learners is an issue of inclusion (a core value for the academy). It is from this premise that we are developing a concentrated focus on their achievement and nurturing them as rounded individuals to help them to reach their fullest potential.

The story Since September 2016, we have implemented a two-tiered strategy: continuing professional development (CPD) and supporting individual students.

Continuing professional development We have instigated a CPD programme for staff, focused on different approaches that can be implemented in the classroom to stretch and challenge students. CPD sessions are deliberately designed to orientate teachers to get to know their higher attaining students as individuals and to give faculties the time and space

to unpick exactly what skills and knowledge these high attainers need to reach the highest levels in their subjects. Our training sessions promote an environment of reflective experimentation among staff, where ideas are shared and challenged, experimented and perfected. We are working with all staff and with a team of ‘Stretch and Challenge Champions’ from each department. Building on previous experience of classroom-based action research, we are encouraging and supporting all departments to identify their most able students (and what high achieving looks like in their subject) and develop practice to challenge them, while continuing to stretch all learners. As a follow-up to our first phase of training we undertook a series of learning walks and were rewarded with observation of a whole array of new strategies being used in classrooms to advance the progress and achievement of higher attaining students. Equally rewarding was learning from colleagues about the methods that they found most effective and the way that pedagogical discussion across the academy regarding stretch and challenge had been reinvigorated.

Supporting individuals: Year 11 focus The more challenging element of our strategy is to determine how we

Student focus ‘It was really useful to come to the MABLE evening and hear lots of ideas from my teachers for how I can revise effectively. I feel really motivated and know how I can achieve highly.’

Green Spring Academy Shoreditch Summer 2017 Case Studies

“When these students run the world, we know it will be in safe hands.” An academic at the inaugural conference of the Children’s History Society. solution to underachievement. Instead we are focusing from day one in Year 7, on equipping our higher attaining, in fact all, students with the support and resilience that they need to achieve high levels of attainment and to inspire and motivate them to believe that they can and will reach their full potential. Since Spring 2017, we have been designing individualised programmes of support for targeted groups of higher attaining students in each year group, which respond to their needs as individual learners. Our initial focus is on reversing any underachievement among our Key Stage 3 higher attaining cohort, particularly in Year 8 where nearly 50% of students are identified as higher attainers. can best support each student as an individual to achieve their full potential. In January 2017, we hosted our first Open Evening for more able Year 11 students and their parents/carers to provide tailored advice for each student on how to access the highest levels of mark schemes in every subject, revision techniques and how to maintain their wellbeing during what can be a stressful period. This led to increased attendance at revision clubs, greater engagement, and higher attainment in mock examinations. Support from our staff has been incredible. Faculties dedicated time and effort to producing helpful resources for students that clearly set out exam requirements and give ‘top tips’ for success. Sixth Form student helpers offered invaluable words of wisdom

and students left feeling motivated and confident that they could and would succeed.

Starting early Building on the buzz that the Year 11 Open Evening generated amongst students, staff and the wider community, we are now exploring what more we need to be doing as a school community to cultivate our students’ full potential, starting much earlier in their school career and focusing on learning as a whole rather than predominantly on achievement in examinations. Our aim is to make a significant and durable impact through similar events as a routine fixture throughout students’ time at the academy. To achieve this, we have rejected the idea of ‘intervention’ as a last-minute

We have identified that around 20% of higher attainers in Year 8 were not making expected progress in two or more of their EBacc subjects, particularly in History, Science and Maths. Our approach, therefore, is to focus on increasing these students’ motivation, exposure to challenge and sense of achievement in these subjects to reinvigorate their progress. Mirroring what is often promoted at Key Stage 4, we want these students to understand why reaching their full potential is important by making the connections between their learning, work and further education settings. We have contacted the Brilliant Club, an organisation that works with high achieving students from low income backgrounds, to help them access challenge in the curriculum and further education.

Summer 2017 Case Studies Green Spring Academy Shoreditch

It was really useful to dedicate time to really thinking about our more able students and how we can best provide and cater for their needs” (said in response to the MABLE evening)

Starting in the Summer Term 2017, twelve of these Year 8 students (all of whom are Pupil Premium students) will be taking part in the Brilliant Club’s Arts and Humanities scholar project, including: two visits to Russell Group universities (the first of which is University of Sussex); four tutorials with a university scholar; and having their final project marked by a university professor. Participation will help students recognise the worth of their studies and equip them with skills, direction and purpose that are essential to achievement at all levels in education and the wider world. From the 2017/18 academic year, we will roll this out to our current Year 7 and Year 9 high attainer cohorts. Alongside this exciting development, an array of in-school projects are helping to support achievement by our higher attaining students; stretching and challenging their thinking. For example: our ‘History Matters’ project provides them with the opportunity to write a student-led History Journal, published by the academy. Initially inspired by the centenary commemorations of World War I, students in Years 8, 9 and 10 have been exploring war related topics from the earliest known civilisations through to the Cold War. This included researching the Holocaust, focusing on victims’ stories, their (often) resistance and how that gave them “agency”. Inspiring visits to the Science Museum and British Museum and participation in a UCL undergraduate project on the

1980s miners’ strike, all supplement learning for this group. In the past, students from similar projects have represented the academy at academic conferences, most notably the inaugural conference of ‘The Children’s History Society’ in June 2016 where students received public acclaim from leading academics who attended the conference. Our Modern Foreign Languages department offers French to Key Stage 3 students who have not previously studied the language to equip them with a variety of linguistic skills and cultural exploration that they can develop throughout their education. We have also held meetings for parents/carers of Year 7 and 8 students to explain what we are offering for higher attaining students, what it means to be a high attainer and how they can support their son/daughter in partnership with the academy.

Peer-mentoring Year 12 students are working with selected underachieving higher attainers in Years 9 and 10 as peer mentors; not only to boost student attainment at GCSE, but also to expose them to the merits of further education and provide outstanding role models. The advice and support offered through this peer mentoring will be celebrated in July 2017 as part of an Open Evening for higher attaining students in Years 9 and 10 and their parents/ carers. Modelled on the successful

Year 11 evening, this evening will again provide parents/carers and students with the expert advice of their teachers and former students on why and how to achieve highly.

What have we learned so far? Effective, inspiring and motivating engagement is the key to achievement for all our students, and particularly those aiming for the highest levels of attainment. While our aims are (rightly) ambitious, we are already seeing a genuine enthusiasm amongst staff, students and parents/carers for these new initiatives to nurture, challenge and encourage our most able students. We are confident, therefore, that we can achieve the aims and ambitions of our higher attaining students. Engagement by students both in their learning, and in the wider opportunities available to them, is critical. We have already seen tangible results from student exposure to different techniques and resources at our Year 11 Open Evenings. Students are now more focused and organised, for example using new revision timetable resources and advice from teachers to organise their revision. Many are now staying after school to revise independently, without the need for teacher support. We are confident that engagement of students throughout the school will yield equally impressive results.

I’m really excited to be involved with the Brilliant Club and to visit universities.” Year 8 student

Green Spring Academy Shoreditch Summer 2017 Case Studies

The active engagement of staff has been readily apparent; in professional learning, curriculum discussions, learning walks, outstanding teaching that promotes stretch and challenge and contributions to Open Evenings. Equally, engagement of parents/ carers is essential, right from the beginning of a student’s journey through the academy. Consequently, at the start of the 2017 Summer Term, we scheduled four informal Parents’ Evenings for parents/carers of Year 7 and 8 higher attaining students to share aspirations for these students and secure their support by developing shared strategies for promoting high achievement among these students. Equipping all parents/carers to support their child at home, will help ensure that that learning can and will continue beyond the classroom.

What happens next? Since September 2016, teachers and leaders at GSAS have drawn together their expertise on stretch and challenge and built on it to ensure that all students are equipped with the tools to reach their full potential. We are only at the start of an exciting journey. Our plan is to continue to try new things and harness the expertise of staff, students and parents/carers alike to realise everyone’s ambitions. Equally, we will continue to deepen our relationships with organisations such as the Brilliant Club, universities and others to further expand our students’ experience and equip them with the skills and resources they need to compete at the highest level in the academic, intellectual and professional world. We want to ensure that our students receive unrivalled support to help them succeed; to show them that we believe in them and that at GSAS, we not only challenge, but break ‘glass ceilings’.

Summer 2017 Case Studies Green Spring Academy Shoreditch

Beginning Teachers: becoming better quicker Will Moss Assistant Vice Principal

High quality learning for all at the academy. Focus area

and our approach to Beginning Teachers:

A key part of the culture at Green Spring Academy Shoreditch (GSAS) is our strong sense of professional obligation to people entering the teaching profession. As a result, we have a high proportion of “Beginning Teachers” within our teaching staff who bring considerable benefits to the academy and our students. This case study focuses on our approach to supporting Beginning Teachers and harnessing the energy and creativity they bring for the benefit of students.

Context Some years ago, GSAS made a deliberate decision to prioritise recruitment of teaching staff who share our values and ethos over their experience and qualifications. We equally have a strong sense of our professional obligation to people starting out in teaching. As a result, we have developed the academy as a hub for learning and development of Beginning Teachers (i.e. Teach First, School Direct and PGCE placement staff and Newly Qualified Teachers NQTs), who together make up between 10-20% of the teaching staff each year. Recognising that taking this approach requires time and effort, we have

There’s always someone to observe or speak to when you’re struggling with something.” Ada Gokay

devoted significant resources to ensuring that we offer high quality support to Beginning Teachers. At the same time we maximise the considerable benefits they bring for students and the academy and whilst they have yet to learn the pedagogical skills, they bring high levels of motivation, strong networks and connections and considerable enterprise. By having a high proportion of Beginning Teachers in our teaching staff we are able to ensure a critical mass of support and professional development opportunities tailored to their needs; something that is very difficult to achieve with only a few isolated PGCE placement teachers (as is often the case in many schools). This has become a key element of our culture at GSAS and something of which we are very proud.

What are we trying to achieve? Our dual aim reflects the high challenge - high support, approach that runs through the DNA of the academy

• High challenge because we expect a great deal from Beginning Teachers, challenging them to maximise the benefits for students from the networks and connections they invariably bring with them, offering additional responsibilities early and harnessing their energy to deliver a high quality dynamic learning environment. • High support because we are serious about our professional obligations and because we know that this approach will help staff ‘become better quicker’ and achieve not only their teacher training/NQT goals but also expose them to the many possibilities a career in teaching offers.

The story We have adopted a ‘whole school’ approach to supporting Beginning Teachers, led by an Assistant Vice Principal and with engagement from a wide range of experienced staff. Our focus is on ensuring people entering the teaching profession get a really good experience early in their careers, that we recognise their ambitions and support needs and that they are clear about our expectations of people who teach at GSAS. Overall, we are confident that there are many more opportunities for learning and progression for Beginning Teachers at GSAS than is generally the case. The backbone of our approach is our weekly programme of Beginning Teacher meetings, led by experienced staff from across the academy. These are carefully sequenced to work within Teach First, School Direct and PGCE requirements (including essay/project deadlines etc.) and to

Green Spring Academy Shoreditch Summer 2017 Case Studies

maximise the impact for teachers and students alike by covering key pedagogical issues at the right time in a teachers’ development. For example, much of the first term focuses on behaviour management (building positive relationships, positive praise etc.) and learning theories/ planning, which, if right, will help other aspects of teaching/pedagogy fall into place much more easily. We deliver this programme through strong partnerships and joint planning with higher education providers, recognising their contributions and supporting Beginning Teachers to make sense of divergent views and sources of information. Our aim is to go far beyond a technical “how to teach” approach to a critical reflective approach informed by research, best practice and partnerships with all key stakeholders. Our experienced staff provide mentoring and coaching support to Beginning Teachers; over a quarter of staff have participated in this way. We do not confine this support to within subjects/faculties; it is a responsibility of all staff and the cross-

fertilisation achieved from inter-faculty mentoring and coaching is invaluable in supporting our culture of informal networks of peer learning (which staff consistently tell us is the most valuable source of innovation and learning). We find that staff providing coaching and mentoring to Beginning Teachers frequently learn and generate new ideas in doing so, as well as fulfilling their responsibilities to new teachers. Often, participating in this way also supports continuing professional development for experienced teachers (e.g. we provide mentor training and opportunities to be involved in mentor research projects if they want to gain new skills in mentoring and coaching). Our staff know, from their own experience, that it can be hard learning to be a teacher. Many had good experiences as Beginning Teachers and want to ensure they colleagues get a similar positive start. Others had poor experiences in other schools when starting out and are motivated to ensure that isn’t the case for their colleagues.

I like the collaborative nature of coming together as a group in our meetings and sharing problems together.” Andrew Bale

As a result, our Beginning Teachers make rapid progress towards their qualification. By end of their first year they are firing on all cylinders and able to continue independently into the second year; having been equipped with the skills and disposition to continue to learn more independently, drawing on diverse resources available to all tecahers. Frequently our ambitious Beginning Teachers take on additional, leadership responsibilities in the academy. For example, an NQT in geography is leading on our wholeschool Key Stage 3 Literacy project

Summer 2017 Case Studies Green Spring Academy Shoreditch

and one of our Heads of Year originally came to GSAS through Teach First.

Enhancing learning We see (and have experienced) the energy, enthusiasm and networks of Beginning Teachers as a real strength for the academy and a driver for enhancing and enriching learning for our students. They come to us (and to teaching) with a healthy “why not” attitude, considerable creativity and enterprise. For example, one of our NQT physics teachers in 2016 took a group students to the Large Hadron Collider at CERN in Switzerland (see student focus, left); an opportunity he accessed through his contacts in the Institute of Physics.

Student focus - visit to CERN Following a successful Institute of Physics grant application, a group of current and prospective A Level Physics students made a day trip to CERN in Geneva, the European Organization for Nuclear Research. This allowed students to see physics in action at the world’s largest science experiment and put their knowledge into context. The visit started with an interactive display at the Microcosm exhibition, which gave the students background information on the experiments that are taking place at CERN, plus the chance to pick their teachers’ brains on some of the more complicated aspects. Following a lunch with fellow physicists, the group attended a lecture from world renowned physicist Professor Madjid Boutemeur, who captured everyone’s imagination by explaining how the roots of the CERN experiments lie in the first discovery of fire by humans. The students showed a keen interest in what they were hearing and asked insightful questions. Having toured the facilities, students finished by taking part in a workshop to construct their own particle detectors using dry ice and fish tanks. 26

Another example, in 2006 (when the academy was placed in ‘Special Measures’) one of our Beginning Teachers set up Citizenship as a subject in her second year as a teacher, within a challenging gang culture context and racially motivated aggression and violence. Her aim was to contribute to the development of an inclusive and cohesive community in the school and we continue to reap the benefits of her foresight today.

What difference is it making? The results of this approach for GSAS and our Beginning Teachers are overwhelmingly positive: • We see very strong retention rates for Beginning Teachers with the majority staying on at GSAS well past their training years and moving into leadership positions in the academy. • 100% of Teach First and School Direct trainees have achieved ‘Good’ or ‘Outstanding’ judgements in their respective training routes for the past three years.

Green Spring Academy Shoreditch Summer 2017 Case Studies

• 100% of NQTs achieve consistently ‘Good’ or ‘Outstanding’ lesson observations by the end of their probationary year. • In 2012 we achieved the Silver rating from the Teacher Development Trust’s CPD audit and a Quality Mark Gold award from the Institute of Education. • Over 75% of GSAS teachers tell us that our CPD offer matches their needs, is targeted, informed by research, shared with others, and that evaluation is acted upon. As a result, our Beginning Teachers tell us that they make progress in their learning and careers faster than they would otherwise have expected and GSAS has developed a strong

Student focus “I like having young teachers I can relate to – it makes the learning more enjoyable”. Year 12 business student

reputation as a “good place to start”. This engenders a virtuous circle whereby we attract more Beginning Teachers (through all routes) due to our strong reputation and they, in turn, enrich our learning and help us maintain a high-energy teaching environment in the academy

I get ideas that I can go away with and use straight away.” Ed Gaudencio

Our staff surveys consistently show that the culture of informal, networked, peer learning at GSAS really works and is the preferred way of learning for our staff (80% of staff tell us informal conversations are “what works for them”, followed by 72% citing our Professional Learning Briefing).

of both; we should never be surprised by the incredible impacts Beginning Teachers make on students’ outcomes and achievement (on which we place no limits).

What have we learned?

What happens next?

Beginning Teachers at GSAS are part of a strong, cohesive professional learning culture that they both benefit from and contribute to. As a result, both their learning and the academy’s offer is actively enhanced. Investing in early career development ensures quality learning for both teachers and students with the power to transform the loves

We are continuing to develop partnerships across the national network for professional leaning and CPD. Our aim is to become a Lead School for Initial Teacher Education (ITE) and build towards ITE accreditation.

Summer 2017 Case Studies Green Spring Academy Shoreditch

Closing the gap: ensuring a meaningful and successful transition Alexandra Earle Head of Year 7

How preparation and ongoing communication, collaboration and visibility secures student success during transition. Focus area Transition between key stages, especially between schools, is often associated with dips in attainment for students. At Green Spring Academy Shoreditch (GSAS), we reject this received wisdom and believe that through effective communication and support, we can identify and remove the barriers to progress associated with the transition from primary school to Key Stage 3 to make it a fruitful, positive experience for students. This case study focuses on our approach to supporting students through their transition into GSAS from primary school.

Context Our 2016/17 Year 7 cohort consists of 175 children from 55 primary schools; five local feeder schools usually send 10+ students each year and another nine send around 5 students per year. We have good relationships with these schools and collaborate on projects together throughout the year including: Year 2/Year 8 reading partnerships; eight Year 5 and 6 High Ability English booster workshops; shared Year 6 and 7 Girl Guides assembly presentations. We ensure that the academy is also open and accessible to local students and their families by hosting a Year 6 Easter or Summer School, a Year 5 and 6 Open Evening each September and Year 6 information mornings and tours hosted by GSAS leaders, which allow parents/carers and students to see the academy in action on a regular school day. Our collaborative approach and strategies mean that GSAS is full

or over-subscribed for Year 7. We are non-selective and follow the London Borough of Tower Hamlets admissions policy, giving priority to students with Special Educational Needs and Disabilities (SEND), who comprise 15% of the 2016/17 Year 7 cohort. A significant proportion of our Inclusion Team resources are directed towards ensuring the smooth transition for these students into Year 7 and subsequently into Year 8, developing their independence for later in their school career.

What are we trying to achieve? Our aim is to ensure that every child’s transition is not only smooth but a meaningful time of academic achievement and wider personal development.

The story The main elements of our approach to supporting students in their transition to GSAS from primary school are as follows:

Preparation Our preparation for transition into Year 7 starts early and focuses on preparing bespoke plans to support each child individually as well as collectively. Planning starts with open days before students apply for places in the academy. Once offers of places have been issued, Year 6 student interviews take place and are used to gather information on likes, dislikes and aspirations and give students a further opportunity to see the inside of the academy before arrival.

This is supplemented through Summer Term visits to local primary schools by the Head of Year 7, Head of Key Stage 3 and SEND Coordinator (SENCO) to gather relevant pastoral and academic information about every student; strengths, personal development, perceived barriers to learning or wellbeing, successful strategies, concerns, prior interventions, peer relationships, etc. Our SENCO develops individual transition plans for vulnerable students and assigns a Teaching Assistant to each to oversee their progress and review strategies and impact. We deliver an engaging and funpacked Transition Day for example our annual Shakespeare Day, led by Teach First trainee teachers (who have observed lessons being delivered to Year 7 by experienced teachers on the previous day). It includes the following key elements: • The whole incoming cohort attend for the whole day. They watch a student performance of a Shakespeare play and (in groups of 20-25) they participate in 4 related immersive, creative literacy workshops. • A staff-student ratio of 1:4 ensures that each student builds a relationship with an adult in the academy, boosting their confidence about attending in September. • Reading out work and prizes develops a culture of success and achievement, making students feel confident about their September start. • Teachers and Teaching Assistants use a SEND observation pro-forma to record and share any relevant observations about student learning or emotional and interpersonal needs

Green Spring Academy Shoreditch Summer 2017 Case Studies

into Year 7 with our SENCO and Head of Year 7. • SEND students and vulnerable students meet informally on a one-toone basis with our SENCO to inform the development of individualised transition plans. During the Summer Term before they join GSAS, students with access/ mobility needs or other complex needs such as autism are invited into the academy for a treasure hunt, which familiarises them with the school environment and expectations prior to their arrival in September. Our SENCO and Head of Year 7 use all the information we have gathered to develop individualized pastoral/ inclusion transition plans for students identified as vulnerable or needing extra support. For example, during the summer holidays: • Our data manager creates a spreadsheet combining SATS results with previously collected qualitative data. This is used by the Head of Year 7 and Head of Key Stage 3 to create appropriate and diverse learning groups and tutor groups. • Our Head of Year 7, Senior Leadership Team (SLT) lead (see below) and admin team work together to ensure that information packs are shared with families over the summer, clarifying details about the academy day; key staff; the first week of school; equipment, uniform and behaviour expectations; important dates for the diary; enrichment opportunities etc. This helps ensure clarity of expectations, so that families and students are ready to start in September and that they feel comfortable they have all the required information.

Student focus A student who has an autism spectrum disorder was identified early as at risk of underachieving. A bespoke plan was put together involving more tailored one-to-one support out of class in our Learning Support Unit, given their anxieties about working in larger, louder whole class groups. After reviewing progress with family, the Head of Year, SENCO and class teachers of at risk subjects we adapted the student’s timetable to stagger supported reintegration into these subjects, to ensure the student is accessing as much of the school provision as possible. overseeing events and projects throughout the year and supporting the inclusion and Key Stage 3 teams in their preparations for September. Year 7 classes are taught by experienced teachers and we make every effort to ensure there is no long or short-term cover for Year 7 classes, to provide stability and continuity.

Priority

We have seven Year 7 tutor classes, instead of the usual six, as well as cotutors for each form, to ensure higher staff-student ratios during transition. Tutors act as a main point of contact for parents/carers and are in weekly contact with them using student planners.

We make transition a whole school priority. A member of SLT leads on transition strategy and implementation,

Our Key Stage 3 Coordinators work closely with our Head of Year 7 and SENCO to support the achievement

and development of Year 7 students, sharing pastoral and academic support plans. Each half term they evaluate strategies and impact for individual students either through formal meetings or inter-faculty reviews of books. Day one of the Autumn Term is attended only by Year 7, 11 and 12 students and is focused on student wellbeing; ensuring students feel confident that they know how the academy works and what is expected of them. They are supported to make friends and bond with their tutors. Key staff are introduced through: an assembly at the start and end of the day; extended tutor activities (icebreakers, growth mindset workshops, collectively developing shared form values) and extended

Summer 2017 Case Studies Green Spring Academy Shoreditch

break times to build relationships. Reading age tests are also conducted to ensure that reading intervention can begin for Year 7 students from the second week to help students access learning across the curriculum.

Home-academy dialogue Sustaining positive, effective and regular dialogue with parents is a critical part of our transition strategy. We do this through events such as: • A Year 7 parents/carers coffee morning in the first half term. • A meet the tutor event in week 3 of the first half term. • 5-minute tutor meetings; the information gathered is shared with the Head of Year 7 and SENCO to inform pastoral/learning support plans. • A Year 7 Parents’ Evening at the end of the second half term or the start of the third half term, informed by attainment data. • Weekly student planners, signed by students, parents/carers and tutors including space for communicating good news and key information. • Parents/carers are encouraged to contact tutors or the Head of Year as necessary. • The Head of Year 7 and Head of Key Stage 3 are on duty in the mornings and after school at the front of the academy, visible and accessible to parents/carers. • Strategies are put in place to support and encourage attendance for students with attendance concerns, following a meeting with a Year team member, the attendance and welfare team, the student and a parent/carer.

Belonging A wide range of activities and initiatives help foster the all-important sense of student belonging to the academy including:

• Students sign up to our policies and expectations in their first week. • Tutor groups develop a collective identity by establishing their tutor group values together and making a classroom display. Diverse tutor and learning groups, classroom seating plans and staff encouraging diverse peer groups in the canteen and in the playground, all help foster community cohesion. At the same time through streaming and “mixing up” classes students mix with peers across their year group. • The Heads of Year 7 and Key Stage 3 being on duty before school, during break and lunch, after school and conducting daily learning walks during lessons and tutor times increases the visibility of these key staff members, which is vital to ensure that students feel supported. • A weekly rewards assembly, rewarding punctuality, attendance and student of the week awards to celebrate kindness, participation and community spirit. • Year 7 Student Council applications the first half term. • All Year 7 students join at least one extra-curricular club in their first term. • Parents/carers and families are invited to attend a Year 7 ‘Revolting Rhyme’ performance in the second half term. • Year 7 student ambassadors help with the Year 6 Open Evening in the first half term. • A Year 7 interfaith community Drop Down Day in the second half term, at which students work together to discuss what makes them different or similar, exploring one another’s cultural and religious identities in small groups with high staff-student ratios. They create posters that are then displayed around the academy. • Our Haven Club provides a quieter space for more vulnerable students to eat lunch and play during lunch time. One day a week, these students are encouraged to attend

lunch in the canteen and playground to foster growing independence.

Timely intervention In spite of our best efforts to develop robust, individualised student transition plans for vulnerable students, unforeseen circumstances arise which can compromise the wellbeing and achievement of any student. Our pastoral, inclusion and academic teams work together throughout the year, using ongoing observation and assessment data to identify and quickly address student needs or gaps in attainment and implement strategies to ensure they are appropriately supported at the academy and at home. This includes: • Reading age tests administered at the beginning, mid and end of Year 7 during English library lessons. Year 7 reading interventions from week two, based on reading age data, including: * -Sixth form reading partners; * -Lloyds readers lunch club with city reading partners; * -Key Stage 3 after school reading interventions (6 different students each day, varying according to reading age data). • Our MABLE (More Able) Coordinator works with Key Stage 3 Coordinators to monitor the progress of higher attainers and ensure they are challenged in class and through wider opportunities for student led learning (such as optional homework projects). • All Year 7 students use IXL maths; a targeted stretch/support online program tailored to individual student needs. • Key Stage 3 Coordinators for English, maths and science collectively analyse assessment data by week three and compare with Key Stage 2 attainment data. Support strategies are put into place

Green Spring Academy Shoreditch Summer 2017 Case Studies

and communicated to parents/carers. This is repeated every half term between our three formal data entry points in the middle of half term two, three and five, and communicated to parents/carers. The Head of Year 7 and Key Stage 3 Coordinators and Inclusion Team share support plans and strategies for individual students. • Our Head of Year 7 identifies any students at risk of underachievement and works with the Inclusion Team, Faculties and family to implement educational support plans, which are reviewed every 3 weeks with the family. • Through our Homework Club (1 hour every day after school) students can access teacher support to complete homework or extra work. • From week one, the Head of Year closely monitors student behaviour (using quantitative behavioural data, regular informal communication with class teachers and daily learning walks) to identify students who may need further pastoral support.

•

• •

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What difference is it making? We have considerable evidence of the effectiveness of our approach to transition support. Student data shows that it is working to address underachievement, for example: • Six students identified at risk of underachievement in more than one subject in the second half term, five were back on track by the third half term and the sixth is featured in the case study box on page 29. • Two students identified as

•

underachieving in English, maths and science in the third half term began academic support plans following meetings with parents/ carers to discuss strategies for home and school to support student achievement. At internal 3 and 6 week reviews, teachers reported that they were back on track in all key subjects. For two students with attendance concerns, and two students with punctuality concerns in the second half term, met with the Assistant Head of Year and our Welfare Team, who put in place strategies that improved attendance to above 95% and eliminated punctuality concerns. 100% of students are engaged in at least one extra-curricular club. We have 95% of parent/carer attendance at Parents’ Evening (the Head of Year contacted or met the other 5% to discuss student reports and progress). 100% of parents/carers surveyed during Spring Term, reported that: • their child is happy and feels safe at the academy; • their child is well taught and looked after; • the academy deals effectively with bullying; and • they would recommend the academy to another parent/ carer. Our 2016/17 Year 7 cohort play an active part in Student Voice: four students gave speeches to prospective students and parents/ carers in the Year 6 Open Evening in their first term at the academy; twelve Year 7 students have joined the Student Voice team; and sixty students have given drama and

music performances to parents/ carers. • We have had no fixed term exclusions for the 2016/17 cohort. • GSAS is again fully subscribed for 2017/18.

What have we learned? Key learning points from our approach to transition include: • The use of mixed classes (so that students are not taught with the same classmates in each subject) had a positive impact on behaviour and avoids any one group “getting a reputation”. • Good behaviour is also strongly supported by ensuring clarity of expectations for students and parents/carers alike and rewards support good behaviour. • High visibility of key pastoral staff and termly communication between pastoral, inclusion and Key Stage leads supports both behaviour and student progress.

What happens next? For the future, we will be trialling an “internal multi-agency” approach that brings together all the key staff groups within the academy (pastoral staff, the inclusion/attendance team, the Key Stage 3 Coordinators, School Counsellor) in a six-weekly panel. This panel will review the support provided to identified “at risk” students, the impact of these strategies and to discuss and agree next steps to support each student.

Summer 2017 Case Studies Green Spring Academy Shoreditch

Celebrating Difference Week Aura Fabian, Director of Learning, SENCO and Danny Stokes, Deputy Director of Learning, SENCO

Focus area We take a whole school approach to Inclusion at Green Spring Academy Shoreditch (GSAS), not just focusing attention on particular groups, but involving the whole school community of students, staff and parents/carers to embrace our ethos of inclusivity and kindness for all. We promote inclusion, kindness and awareness throughout the year, with a particular focus on our annual Celebrating Difference Week. This case study focuses on Celebrating Difference Week, what we do as a whole school community and the difference that it makes.

Student focus “I really enjoyed the Celebrating Difference Awards. It felt great to receive an award but I loved seeing other people win awards as well.” Year 8 student

Context At GSAS 14% of the student population (114 students) have a recognised Special Educational Needs and Disabilities (SEND) and 1.9% (22 students) have an Education Health and Care Plan. These figures are slightly below national averages, following implementation of the new code of practice on SEND. Our approach, however, is to champion all students and recognise that anyone (whether they have a recognised SEND or not) can have differences with the potential to set them apart from others; including high achievers who are often set apart for precisely that reason.

What are we trying to achieve? Our vision is of tolerance, kindness and respect for everyone, regardless of their situation or the challenges they may face.

The story We have run our Celebrating Difference Week in late February/early March for the last four years. What started out as a vision to champion and celebrate students with a special educational need or disability has evolved into a week-long celebration of all students and our values of respect and tolerance. Our aim is for students to show integrity, awareness and support for each other during this week, in recognition of the differences within our learning community. Often this is as simple as students being kind, helpful and supportive to one another, for example an older peer helping a struggling student with reading or managing emotions. We help students learn appropriate language to use with each other, to reduce the chance of causing offense to others, particularly for those who are perceived as vulnerable or have additional needs. We also promote visibility of students with SEND in sports, music, arts and other school events and activities, to encourage their involvement. Celebrating Difference Week is packed with activities including:

Following Celebrating Difference Week, I notice a real improvement in the confidence of students with SEND. Other students also showed a level of support and tolerance that exemplified the inclusive values that we strive for as a school.” Daniella Peters, Head of PE

• Talks from staff, students and high profile visitors. • Lessons and tutor time focused on inclusion and SEND issues. • Posters and leaflets to make the week very visual. • Poetry and other creative arts workshops. • Events to raise money for various

Green Spring Academy Shoreditch Summer 2017 Case Studies

A weeklong event. A lifelong celebration of inclusion, tolerance and kindness! Student focus “Celebrating Difference Week has not only helped people understand my disability but has also taught me about other disabilities and what having a disability really means.” Sixth Form student with Cerebral Palsy charities. • Our annual Celebrating Difference Awards ceremony, involving the whole school community, including parents/carers and VIP’s, to celebrate students’ kindness, achievement and overcoming challenges. The whole week is organised and run by Student Inclusion Ambassadors: students who volunteer from the start of the year to take part in activities to promote inclusion around the academy. This always includes a mix of students with and without SEND. Student Inclusion Ambassadors volunteer to organise events in the lead up to and during Celebrating Difference Week. In 2017, this included working with the charity MIND to organise a social skills club focused

on the needs of students with autism spectrum disorders (ASD), culminating in an event to raise money for MIND. Student Inclusion Ambassadors also wrote a kind message to every student in the academy, including researching with their peers to gain information about each student and writing 1200 postcards with messages on them. Student Inclusion Ambassadors gain a huge amount of pride from these activities. Celebrating Difference Week has a different focus each year. In 2017 the focus was on ‘unseen differences’; challenges people face that others cannot see. Staff and students worked together to learn about hidden disabilities such as ASD and to shine a light on mental health and wellbeing; tackling myths and stigmas around this important topic. Posters featuring

“Seeing my son being recognised for all the hard work he has put into Inclusion at the school was really special!” Mother to Ethan the 2017 Celebrating Difference, Outstanding Achievement Award winner 33

Summer 2017 Case Studies Green Spring Academy Shoreditch

“The Celebrating Difference Awards ceremony showed all that’s great with Inclusion and the students it celebrated. It was a wonderful evening and impossible not to get caught up in the emotion and elation of it all.” Emma Kraemer, Director of Learning, English

Student Inclusion ambassadors and leaflets highlighting the unseen differences of major celebrities and historical figures from Abraham Lincoln (Depression) and Albert Einstein (Dyslexia) to Angelina Jolie (Anorexia) and Justin Timberlake (Attention Deficit Hyperactivity Disorder). Students also ran a social media campaign to raise awareness and gain support from the outside world, using the hashtag #mindovermatter, on the academy’s various social media platforms. Just a few examples of cultural, social and moral learning opportunities during the week included: • Guest speakers from MIND and Samaritans and other professionals, who led assemblies, gave talks and

ran workshops on mental health issues such as how to keep a healthy mind and where to go for help. • A poetry workshop on ambitions and dreams. • A visit from Javed Moore, a young motivational speaker with Cerebral Palsy who uses a computerised talker to communicate his powerful and challenging message about different disabilities, motivations and inspirations. • Celebrating Difference Awards; 35 bespoke awards were made (nominated by staff) recognising acts of kindness, inspirational behaviour and contributions to our inclusive values. This included the Outstanding Achievement Award which in 2017 went to a Year 11 student with ASD

who, throughout his time at GSAS, has been a real ambassador for the academy and for inclusion and disability, making educational videos for parents/carers, volunteering for just about everything and showing real leadership qualities. • A staff fun run in aid of the Orpheus Centre, a specialist college in Surrey that helps young disabled adults grow skills and confidence through the performing arts. The Orpheus Centre helped the late brother of our former SENCO (and founder of Celebrating Difference Week). A central element of Celebrating

“Students were perceptive, thoughtful and courageous. A joy to work with!” Mind representative

Green Spring Academy Shoreditch Summer 2017 Case Studies

Difference Week is the way it is embedded into the academy’s curriculum, with each faculty organising lessons on the chosen topic for the year. For example, in 2017: • The Art Department organised lessons on Japanese artist Yayoi Kusama, who paints using dots and lives with schizophrenia. • Maths lessons focused on mathematical concepts (such as prime numbers) arising from the popular book and play The Curious Incident of the Dog in the Night Time. • Science lessons explored issues around genetics and genetic conditions that give rise to unseen differences. In previous years, we have hosted disabled artists, photographers, athletes, representatives from the Invictus Games Foundation, had inclusive football coaching from a West Ham United and England International Cerebral Palsy footballer and held a “Don’t Dis My Ability” Debate Mate competition.

What difference is it

“Your fun run will be another step in the celebration of Ed’s life…many thanks for all you are doing. It is much appreciated.” Graham Whitehead, Chief Executive Officer, The Orpheus Centre

making? The impact from Celebrating Difference Week and our approach to inclusion generally is qualitative and extends into all areas of academy life. This includes supporting an effective learning environment through improved behaviour, reduced bullying and calmer classrooms.

What have we learned so far? We have been astounded by the lengths to which students will go to help each other. Our students want

to know about the challenges each other face; they want to celebrate each other’s inspiration and dedication; and they do more than we could ask of them to support each other.

What happens next? Our next development is to consider further the lasting legacy and impact of the week. We want to collaborate with even more contributors, provide our parents/carers with more support and information, and of course, celebrate the outstanding and awe inspiring achievements and values of the most important people at GSAS, the students!

Summer 2017 Case Studies Green Spring Academy Shoreditch

Creative, collaborative our stakeholders Julie Cordice, Director of Marketing, Communications & External Affairs

Focus area Ask a number of Headteachers about the importance of their school’s marketing and communications and you may as well ask if they like Marmite. Some value it highly while many see it as an irrelevant waste of precious resource. Here at Green Spring Academy Shoreditch (GSAS) we see our marketing, communications and external affairs team as just as important an educational resource as our teachers; at GSAS communications is a first thought not an afterthought. Done well, professionally and efficiently, marketing and communications can lift a load from teachers and be a powerful tool for education. This case study focuses on our approach to marketing and communications here at GSAS.

Context Our marketing, communications and external affairs department covers a wide range of activities including administration, multi-media design, safeguarding, community lettings, media relations, risk management and support for Green Spring Education

Trust governance. We are the guardians of the academy’s brand and how we are seen across the school community (parents/carers, students and staff) and amongst a wide range of stakeholders (business and community supporters/partners, visitors and volunteers).

What are we trying to achieve? Our aim is to ensure that we put a professional face on a professional organisation, engaging all stakeholders (internal and external) to ensure they: • know what the academy stands for; • feel welcomed, engaged and supported; and • want to stay involved and promote the academy to their colleagues and friends. In this way, we are an integral part of the GSAS approach to helping students achieve their full potential and stay safe. Our marketing and communications strategy is designed to support achievement of the targets and objectives in the School Improvement Plan; we have even had inset days

The service and support provided by the admin team is fantastic! Nothing is too much to ask. The administrative and logistical assistance offered so generously, ensures that I can focus on what’s most important. GSAS is incredibly fortunate to have the multimedia team it has. Having run many events in the academy, I have always been able to rely on the team to provide sleek and stylish resources, posters and social media interactions – all provided quickly. Danny Stokes, Deputy Director of Learning, SENCO

Green Spring Academy Shoreditch Summer 2017 Case Studies

communication: supporting “The art of communication is the language of leadership.” James Humes

for non-teaching staff to explore how their work contributes to these targets and objectives. Our strategies are built on formal, integrated structures for planning and delivery that cover the full range of communications activity from recruitment of students into Years 7 and 12 through to organising Royal visits. We have set clear marketing objectives, including: • protecting and building the reputation of the academy; • using the voice of students, parents/ carers, partners and the community to promote GSAS; • continuing to strengthen relationships with the widest range of partners, including primary schools to increase the proportion of students who make GSAS their first choice; • recruiting and retaining the highest quality teachers; and • ongoing networking and building of a partnership database to support the broadening of student experiences.

The story For over 5 years we have adopted this professional approach to marketing, communications and external affairs, not to ‘spin’ the academy but to ensure that we get our message across, celebrate successes and confront issues proactively. This manifests itself in a myriad of small and large ways including: • We ensure the academy presents a welcoming and professional face through a great first impression; our visitors are welcomed into a clean and tidy reception and know they were expected. We proactively seek, and respond to feedback from our visitors (through a feedback book at Reception), which not only gives us great promotional material but also a tool for continuous improvement. • Building positive and long-lasting relationships with students and parents/carers from Year 6

“Green Spring Academy Shoreditch thank you brilliant pupils deeply impressed @GSAShoreditch” Lord Adebowale CBE, CEO of Turning Point throughout their school career (including regular phone calls home and gathering parental feedback); with business and community partners to ensure they have a great experience working with us and want to come back and do more (we are the guardians of the academy’s network of contacts); and with staff to ensure they have the support they need to deliver great teaching,

Summer 2017 Case Studies Green Spring Academy Shoreditch

learning and student experiences. • We are available from 7am to 5.30pm, to ensure staff have access to high quality, reliable administrative and communications support beyond 9 to 5. We help staff manage workloads and make their events/ activities successful by taking on all the communication and administrative tasks that would otherwise take them away from their ‘day jobs’. • End to end support for all academy events from Parents’ Evenings, through to extra-curricular student activities, to the many visits we have hosted from dignitaries such as leading politicians and Royalty. • Ensuring a relentless focus on safeguarding through daily supervision duties that keep students safe, supporting staff to challenge students, maintaining quality control and risk management systems and coordinating pastoral support across the academy.

Excellent welcome!! Impressed by the school, inspired!!! So much information that I think we can take home and use. Wonderful people who guided us.” Swedish Teachers, Centre for School Development

At weekly marketing meetings, we go through the academy’s calendar to identify forthcoming events, trips and activities and ensure that comprehensive marketing and communications support is provided including outreach, catering, signage, printed and online marketing materials and press coverage where appropriate. We aim for at least two news items each week on our website and at least two social media items a day, in

Mini-case study Nurturing and developing relationships In 2014, we received a letter from the Worshipful Company of Chartered Secretaries and Administrators offering support for our Sixth Form students. We followed up the opportunity and were invited to “pitch” our case at WCCSA’s City offices. Following the meeting, we received feedback that they loved our energy and the range of partnership ideas we presented. As a result, we were offered various in kind support opportunities for students. This included an introduction to WCCSA’s member, David Gracie, who was also a Director at KPMG. Our Director of Sixth Form mentioned that David regularly attended student workshops with his team from KPMG and she felt it was worth meeting him to discuss other support opportunities. We followed up the recommendation which resulted in David being put forward as a potential Trustee on the Green Spring Education Trust Board, which he joined shortly afterwards. David is now Vice Chair of the Trust Board and his support has been instrumental throughout. Nurturing our relationships with KPMG has led to many other opportunities, including a student gaining a place at one of KPMG’s prestigious school leavers programmes and going to study to be an accountant, paid for by KPMG. To date, David’s team continue to deliver annual employment workshops to the academy’s Year 12 students.

particular to celebrate student and staff achievements. Importantly, we log all press enquiries centrally to ensure a consistent response.

A multi-media approach Our creative multi-media department establishes the personality and identity of the academy in the hearts and minds of our community and stakeholders through our brand, visual and online presence. Our website is the window through which the outside world can see inside the academy and what makes it special. Our brand is consistent across all materials, digital and print; representing our core purpose and values. It helps parents/ carers connect with the academy, building trust in GSAS to provide an excellent education that caters for their child’s needs and establishing the academy at the heart of our local community. We use stakeholder mapping to understand the needs of a wide range of internal and external stakeholders to ensure we use the communication methods and messaging; including building brand loyalty with prospective parents/carers and staff. Our work helps to determine how the academy is identified and remembered, in particular by constantly celebrating students’ success and using creative ways to share this with our wider community. Attention to detail and professional presentation convey a

Green Spring Academy Shoreditch Summer 2017 Case Studies

sense of pride, high expectations/ aspirations and pursuit of excellence. Keeping the academy looking smart and professional at all times through high quality displays shows that we care, which encourages students, staff and visitors to respond positively. Our local community and passers-by are given a glimpse of what goes on inside with eye-catching banners and a presentable exterior. We shout about the unique things we do to enrich the curriculum, broaden horizons and to provide transformative opportunities. We publish a variety of content in print and online including blog posts (latest news), newsletters (Creative News), videos, photograph galleries, infographics and press releases. All these come together to deliver our core messages to prospective and current students, families, staff and partners. Social media is one of our main channels of communication aimed at students, families and key partners/ supporters. Our website, Twitter and Facebook content is coordinated around key unified messages that

communicate what makes GSAS special. Social media drives traffic to our website to publicise events, showcase the amazing things that go on every day and to celebrate achievements of our students and staff.

What difference is it making? Marketing and communications at GSAS has become integral to delivery of a high quality education for our students. It relieves teaching staff of work they are often not equipped to do themselves and it positively reinforces good teaching and learning. Critically, our use of multimedia communications reinforces the academy values and ethos for students, staff, parents/carers and stakeholders alike; they know what we stand for. When combined with our frequent and public celebration of student achievements, this powerfully reinforces expectations and raises aspirations. Equally, showcasing staff achievements contributes to recruitment and retention of staff. Our systematic approach to capturing impact across the academy also ensures easy access to vital evidence

for Ofsted and essential CPD materials when required. By treating our visitors and stakeholders well and nurturing long term relationships we attract a massive amount of in kind support and resource from businesses, dignitaries and our local community; when a teacher wants to find external resources to reinforce classroom learning, our networks invariably yield first class contacts who can provide them. Feedback from our visitors and stakeholders is overwhelmingly positive, often contrasting the welcome and professionalism they experience at GSAS with the often hostile reception they have experienced in other organisations. Having established strong and comprehensive communications systems (such as media monitoring and call logs) we are also able to respond quickly and effectively to adverse media attention, confronting issues head on with courage, honesty and integrity while at the same time ramping up good news communications to prevent anything

Summer 2017 Case Studies Green Spring Academy Shoreditch

negative becoming dominant. We know a school can never be too prepared and by being ready for anything we have the resilience many lack.

What have we learned? We have learned that putting effective marketing and communication systems and strategies in place helps to build longstanding relationships with our internal and external stakeholders. The result is that we have developed incredible partnerships and networks over the years, constantly attracting high quality corporate/community volunteers. By placing student impact at the heart of our marketing and communications strategy, we have built a dedicated and passionate team of non-teaching professionals who go above and beyond the call of duty to care for the needs of our students and to support their teacher colleagues, which in turn leads to enhanced experiences and outcomes for students. Our responsive team of professionals listen, do their research and adapt so that we can manage our reputation, showcase the work of students, conform to statutory requirements and find new and exciting ways to improve practice.

We have also found that teaching staff value the way our approach to communications encourages innovation, reflective practice and creativity as well as promoting engagement of students in a wide range of extra curricular activities.

What happens next? We want to build on the successful approach set out above by: • Supporting and sharing best practice with other schools, for example providing CPD sessions for support staff working in similar roles or even providing services to other schools. • Developing our Sixth Form marketing strategy to build brand loyalty from Year 7 and secure future student numbers. • Developing our teacher recruitment/ retention strategy to secure high quality teachers including the development of a GSAS Employee Value Proposition, which sets out the benefits an employee receives in return for the skills, capabilities and experience they bring to the academy; all linked to a dedicated social media strategy. • Embedding our Primary Liaison

“My visit to Green Spring Academy Shoreditch was one of the high points of the tour that I have been on. From the reception by the students, the facilities to the organisation. The response from all the students concerned was incredible. Mike Haines Global Acts of Unity strategy to build brand loyalty with students and their families in our partner primary schools (starting as early as Year 2). • Developing our partnerships/network strategy to support further our students’ experience. • Further developing our multi-media and social media strategy including exploring multimedia approaches to teaching and learning through use of video, audio etc.