Releasing POTENTIAL Issue One - Autumn 2015
Language For Results English as an additional language
Early Years Getting it right from the start
Let It Grow! The importance of Growth Mindsets
In this issue: The future is in their hands
Releasing POTENTIAL Together Welcome to our very first issue LET ME ASK YOU A QUESTION. When was the last time that you scared yourself? I mean, seriously scared yourself? Last February, aged 52 years and 11 months, I decided to do my first ever ski jump. Now, I am a competent skier, I even hold a BASI Level 2 Instructor’s qualification, but I had never done a ski jump. I mean, why would I? Without doubt it was one of the scariest things that I had done in a long while, and as I lined up to launch myself into space, and possibly the A & E Hospital ward, I realised that I was the oldest person there by about 30 years? The fact that I am still able to walk, move and write should indicate that I landed it ok, though a French ski instructor later told me that landing on those “crash” mats, or not landing on those mats, had accounted for more injuries last season than almost anything else. Why am I telling you this? Well the whole experience got me thinking, and not just because my whole life flashed before my eyes. You see, we often ask our children and our staff to take risks – “Have a go!”, we say, but we are not always as eager to take risks ourselves. In our current climate it can be easy to “play safe” because the stakes are so high. But I don’t want to live my life playing safe. When I’m old and wrinkly (a period in time that is edging ever so closer) I want to be able to tell my grandchildren of daring deeds done, and not just when I was young. As I encourage other people to take journeys of discovery, I want to be able to share with them that feeling of uncertainty, not knowing where it will all lead. My challenge then to you is to try new things, learn new skills, take risks, but don’t do them on your own. Not for nothing have I been hanging onto the African proverb,
“if you want to go fast, go alone; if you want to go far, go together.”
Andrew Warren (Director of BTSA and Vice Chair of the Teaching Schools Council)
Language For Results English as an Additional Language “In an increasingly interconnected, global world, speaking more than one language is an asset and every child has the right to be the best that they can be.”
Diana Sutton (Director of The Bell Foundation in Cambridge) explains how schools can raise the attainment of EAL Learners. In 2013-14 over 1 million children were classified as having English as an Additional Language (EAL). EAL learners now account for 16.2% of all pupils, a proportion which has more than doubled since 1997 and is on an upward trend. Between 2001 and 2011, according to census data, the biggest percentage increase in the non-UK born population occurred in Stoke-on-Trent, an increase of 131.5%. The current definition of EAL, which is used to determine funding, covers a wide range of pupils with varying needs and outcomes. It includes bilingual children who are fluent English speakers, and refugees and new migrants who may not speak English at all. Crucially the term “EAL” gives no indication of a pupil’s proficiency in the English language. It is important to look behind headlines and myths stating that EAL learners are placing huge, impossible demands on schools or contrarily that they outperform other groups for whom attainment is particularly poor. The picture is more complex and nuanced. Research from Oxford University shows that having high proportions of EAL pupils in a school does not have a negative impact on the attainment and progress of other pupils. It also shows that where EAL pupils attended English schools for the whole of a key stage they made greater progress than non-EAL pupils, and by age 16 they had caught up with their non-EAL peers. However, this reflects a long history of considerable additional funding being directed to address language learning needs. The disappearance of ring fenced funding has meant the loss of much specialist support, against a picture of rising numbers and increasing need. Dig deeper and the research shows considerable under-attainment for certain EAL children. Those more likely to underachieve compared to their non-EAL peers include new arrivals, entering England from abroad during a Key Stage, (on average such pupils were 12 months behind their non-EAL peers) or those changing school during a Key Stage and certain ethnic groups. The data showed that EAL pupils in the ethnic groups of White Other, Black African and Pakistani have markedly lower outcomes than their non-EAL peers and speakers of Somali, Lingala and Lithuanian have especially low outcomes at aged 16.
But what does this mean for those actually working in schools? There are particular challenges for schools when pupils arrive into the latter stages of secondary school, especially when pupils arrive with little or no English, as this stage of education is examinationorientated and a high level of English proficiency is required. A new training programme “Language for Results” will be delivered in partnership by The Bell Foundation, a charity, and the Britannia Teaching School Alliance in Stoke which aims to help build schools’ capacity to integrate EAL learners through focusing on training the whole school, senior leadership, subject leaders, and specialist staff tasked with EAL coordination, and crucially developing a whole school approach to assessment, differentiation, and how to develop the academic language needed for exams. The programme kicks off with a taster event at the Britannia Stadium on 11th November 2015. See below for more details.
The Bell Foundation, based in Cambridge, was established in 2012. It is part of the Bell Educational Trust Limited which was established in 1972 by Frank Bell with the aim of promoting intercultural understanding through language education. The Bell Foundation continues this vision today by working to change lives and overcome exclusion through language education.
Project Lead Amy Bell and Project Manager Linda Jones explain how one project ensures practitioners are
GROWING TOGETHER The Early Years Quality Improvement Project is the largest Early Years Project in the country, funded by the DFE and National College. The main aim is to raise attainment in PVI’s and school Early Years settings in three geographical areas - Stoke-on-Trent, Staffordshire and Staffordshire Moorlands. The target is to ensure that children at the end of Reception leave with a GLD that is in line with or above national average. The project started at the beginning of the Autumn Term and we caught up with Amy Bell (Project Lead) and Linda Jones (Project Manager) to find out more and see how it is going so far.
Amy described how the project is reaching out across a wide region. “We are working in partnership with local teaching schools; Britannia, Blackfriars, Hempstalls, C2C, and Painsley teaching school alliances, plus Staffordshire and Stoke on Trent Local Authorities.” Linda told us that within this reach collaboration is key. “We are bringing strong settings together to support settings which are at risk. These network meetings offer the opportunity to buddy up and share good practice. This is key to the whole project.” Amy said “We currently have 50 settings involved and 10 Specialist Leaders of Education supporting Early Years settings that require support to improve their practice. This works out at 12 half days or 6 full days.” Linda explained that there is also a suite of training packages that have been developed, which in most cases are available free of charge or at a low cost to the settings being supported. Amy described this menu of Continuous Professional Development. “We have written core training programmes which have primarily a focus on raising attainment in Communication and Language, Literacy and Mathematics.” Linda adds, “Within that wider umbrella specific sessions have covered Phonics, Characteristics of Learning, Early Language and training for TA’s who are new to supporting children in an Early Years setting. So far these have been really successful with 100% positive feedback.” With all this great work being done it is important to capture the impact. Amy said clear monitoring and evaluation is in place. “Chester University are conducting the research for the project and holding focus groups throughout the academic year. The aim is to produce case studies demonstrating how the project is making a difference.” Looking forward, the next phase of the project is to visit strong 2 year old provision and devise a good practice guide for any settings thinking about taking on this age group.” With the school led system strengthening by the day this project is a shining example of how coming together can make us all stronger and more effective.
To find out more visit www.britanniateachingschool.co.uk
LET IT GROW! CPD Lead and facilitator John Collier explains the virtues of having a Growth Mindset. I was the first member of my family to go to University. As the young son of a joiner and pottery worker it seemed that any future career might be skilled based rather than qualified. In fact were it not for the Conservatives' dissolution of the collieries I may have ended up down the pit like so many family members before me. If the name fits! How did I end up breaking the generational chain? Well first off, supportive parents, secondly encouraging teachers, but thirdly, and most importantly, having a growth mindset. It's a term that has been banded about for a while now and over recent years more and more schools have realised the power of promoting and sustaining a growth mindset culture in order to achieve success. Background The idea that intelligence is not fixed but can grow and be developed is an important one. Simply put, the difference is a child believing they “can” rather than they “can't”. The theory is based on the work of American psychologist Dr Carol S. Dweck and the decades of research carried out at Stanford University. Dweck argues that rather than being “fixed” at a maximum amount, ability can be developed through effort. Dweck published this theory in her book “MINDSET: How you can fulfil your potential”. In it she explains why it’s not just our abilities and talent that bring us success, but whether we approach our goals with the right mindset. She believes we can use it to motivate children and raise their achievement as well as helping adults reach their own goals – both personal and professional. Growth Mindsets is already used by great teachers, parents, CEO’s and athletes as a simple idea that the brain can foster learning and nurture the resilience that is the basis of accomplishment in every area of life. Benefits Schools that have adapted a Growth Mindsets culture have found their learners become more resilient, enjoy challenges, expect to learn from their mistakes and believe that the harder they try, the more they will learn. Pupils become more reflective and more proficient at refining and improving their work. As learners they are resourceful – set their own challenges, choose their own resources and make decisions about what and how they will learn. They also listen to each other and respond to each other’s idea in order to help everyone learn. One simple way to begin is whenever a pupil mutters the phrase, “I can’t do this…” have your teachers reply, “yet!” Find Out More Our Growth Mindsets programme allows you to explore the evidence, provides you with the background theory and gives you the tools to promote a whole school approach in your own setting. If you would like to find out more come along to our next training programme on Tuesday 26 th January 2016. To book please contact us at btsa@belgrave.stoke.sch.uk
Learners with a Growth Mindset… • Believe intelligence can be increased through practice • Focus on learning • Are not threatened by hard work or failure • Seek new challenges for a sense of achievement • Perceive mistakes as a good thing that helps the learning processes • View effort and persistence as a necessary part of success
Initial Teacher Education
SCHOOL DIRECT is the new route into Initial Teacher Training that places the school based programme at the heart of the experience. Why choose BTSA? A strong, well established partnership looking forward to the fourth cohort of school direct trainees Successful track record – 2015 cohort - 100% of trainees graded good or better Successful employment record- above national success rate Derby University is an outstanding provider for ITT Opportunities for varied placements in great schools Unique opportunity for enhanced placement in Holland for international teacher training week Wide range of experts to provide practical help and support Well established and successful NQT/RQT programmes to support you in your first years of teaching Well established Continuing Professional Development programme for every stage of your career As well as Qualified Teacher Status you will gain a PGCE equivalent to a third of a masters degree with the University of Derby upon completion of the programme • Alliance Lead is involved in developing School Direct regionally • • • • • • • • • •
Entry Requirements:An undergraduate honours degree (preferably 2:1) or an equivalent qualification. You will also need GCSE grade C or above in English Language, Maths and Science and a range of recent experience in UK primary schools. Application process for 2015/16: UCAS portal opens 27th October 2015
The story so far‌ SCHOOL DIRECT CLASS OF 2015 100% graded Good or above with 40% graded OUTSTANDING
100%
of cohort 2 secured posts for September 2015
One week European placement
PGCE in partnership with
Regular HUB Network Meetings
School based training in a range of exceptional settings
JOIN US AT OUR NEXT INFORMATION EVENT To find out more about this exciting programme (September 2016 start) you are invited to an information evening on:
Wednesday 25th November 2015 from 6.00pm-7.30pm at Wistaston Academy, Moreton Rd, Crewe, Cheshire CW2 8QS For more information and to book a place email btsa@belgrave.stoke.sch.uk or contact Michelle McNally on (01782) 235523
Specialist Leader of Education for NQT Development Kelly Deaville offers her top tips for surviving your induction year. I am often asked to name my top tips for Newly Qualified Teachers – strategies to make the first year of teaching more successful and less stressful. Here are a few pointers to get you on your way. Good luck and please get in touch if there is anything we can help you with. 1. 2. 3. 4. 5. 6.
7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.
Organisation – have a good filing system, write ‘to-do’ lists for ‘end of today, end of this week, by the end of half term’ and use a diary. Timekeeping – Be on time for lessons (getting there before the children really helps classroom management as you are there from the outset to eliminate any issues. Greet them going in and do a uniform check to make your authority clear. Learn their names as quickly as possible – pupils appreciate it and it helps your classroom management if you need to address them. Use photos in your planning file to help when marking books. Start as you mean to go on – in all areas but particularly your mastery of the classroom – use seating plans from the outset and stick to them. Children will want to sit with their friends and you may not know who these are to begin with. Be firm but very fair – you need to foster a ‘safe’ non-threatening environment of empathy and mutual respect – it really works! The more positive your classroom can be and the more positive the relationship is between you and them the better. Set out all of your expectations – not necessarily as a list of ‘class rules’ but more about your expectations for learning and behaviour – • “Pens down and eyes on me”. • One person speaking at a time – and don’t move on until you have exactly what you want. Agree on ‘what makes a good learner’ – use Diamond 9 strategy by having expectations/class rules on cards and get pupils to put them in order of importance. Follow up by asking them to choose 3 of the cards to be their targets. Be familiar with the school behaviour policy – you need to follow this through in your practice. When talking to the children refer to ‘Our school policy’ to reinforce that they belong to a team. Be territorial – remember it is your room and your lesson, walk around the room, talk to as many children as you can and let them know that no area of the room is out of bounds to you. Insist on silence before you speak – wait for it. Consider raising your arm when you want quiet or doing a ‘3 hand clap’ which they will recognise as a sign to stop and focus. Refrain from ‘shushing’ children – you will sound like a broken radiator! Make sure you have presence and confidence– even if it is an act! Children prefer this and will feel safer knowing that you are in charge. Try and add the personal touch/some humour if you can! Be the biggest personality in the room. Have clear routines – remind through instructions such as ‘this is when we….(collect homework)’. It helps you not to forget things and children feel safer when they know the routine. Use your voice to good effect – do not over use shouting – save it for ‘extreme’ occasions, it has far more impact. Make sure you are professional in every way – refer to Part 2 of the Teacher Standards. Plan well – this will aid classroom management and try and give you an opportunity to “rehearse the lesson”. Keep them focused and engaged – have an activity on the board as they come in that has a bit of a ‘surprise factor’ to grab their attention, keep them interested and engaged throughout. Again this helps with classroom management. Be resilient – try your best not to take problems home with you – leave them in the lesson. If you have had an issue, start with a clean slate next time. Don’t take things personally. Use praise appropriately – do not over praise but praise when it is worthy and the children will respond. Try and spot the children being good and focus on that instead of focusing on the negatives. Mark well and often –this is the greatest way of inspiring students to work more and work harder, they like to please you! Consider using stickers to cut down on writing the same feedback comment all of the time. Know your class - annotate your planning/assessment file with lists of ‘good workers/poor behaviour today’ as this will give you a better picture when writing reports/speaking at parents evenings of things that otherwise may go un-recorded. Cater for everyone –make sure you are considering your SEN/Gifted and Talented pupils in your planning/assessing. Avoid confrontation for as long as you can – for some children it is the only way they know so you will find they may be far better at it that you and will not back down. Remember PIP and RIP - Praise In Public, Reprimand In Private. Try to enjoy yourself and relax – teaching is a great job so have fun and enjoy the children; they are very special and more often than not will really enjoy your lessons and feeling valued, respected and cared for. Try to engage in the ‘whole-school’ life – mingle with your colleagues (whole school) as a good sense of camaraderie will make you feel supported and you will not feel as though you are in it on your own. Talking about things makes them seem less of a problem, especially when you realise difficulties are often whole school and not just in your lesson!
25.Remember that you are not invincible!
Our Specialist Leaders of Education share their latest top tips for the classroom. To find out how our team of 32 SLE’s can support your school please contact Deputy Director Ian Hunt at ihunt@belgrave.stoke.sch.uk
Teaching Computing Airserver is a great way of connecting iPads to interactive whiteboards. Ideal for displaying your iPad screen and sharing videos/pictures/music etc at the fraction of the cost of an Apple TV. Simply needs downloading to the computer that connects to the whiteboard. Find it at www.airserver.com Andrew Bowler
Science What better way to boost the profile of science in your school than celebrating British Science Week? It’s on 11-20th March 2016. See website for further details www.britishscienceweek.org/ Register early to apply for a grant to fund your week's amazing activities! Luci Kendrick
and
Learning
Computing With more schools and pupils using iPads, it's important that we still encourage keyboard skills. My favourite website to teach touch typing is the BBC’s 'Dance Mat Typing'. A great idea for an easy to run after school club too! www.bbc.co.uk/guides/z3c6tfr Nikki Lockett
Early Years There is a powerpoint on twinkl that shows the cursive way to write graphemes. It consists of a large pencil that shows the movement of the grapheme formation. Brilliant! www.twinkl.co.uk/resource/t-l904-letter-formationpowerpoint Michelle Foulkes
Maths and English Free progression maps for planning and assessing a variety of age groups/abilities so that you can see where learning has stemmed from and where it is going are available for free from www.primarycurriculum.me.uk/ Jo Martin
Maths Two good websites for challenge, thinking skills and real life application www.mathematicshed.com and www.sparkyteaching.com/resources/thinkingskills/reallifemaths.php The second one has some fab video clips too! Sarah McCann
Special Educational Needs This website gives an overview/ideas for policy writing for SENCO’s. www.birthtofive.org.uk/features /inclusive-practice.html You can then access Early Years or SEN or both! Holly Spencer Phonics Help pupils apply phonic knowledge throughout the curriculum by using digital photograph albums. Children can access them independently or take them home. www.primaryict.co.uk/ttstalking-photo-album-a5size_iphoto_1800.htm Jess Preston English iVisualiser app: is great for motivating children to produce written work which can be instantly assessed and evaluated against agreed success criteria. Children can see what is good and what aspects need improving. Annotations and highlighting can be carried out resulting in children becoming skilled and effective editors. Popplet app: supports writing using ICT by allowing learners (including boys and the less able) to mind map ideas in creative ways. Pictures can be taken and uploaded with text used to generate notes and ideas for writing. Paul Davies
Talking HEADS Andrew Black reminds us of the importance of collaboration and keeping children at the centre of everything we do. I recently retired after a 38 year teaching career and as I embarked on the adventure all those years ago I had little thought of where it would end… A long-haired, fresh faced 18 year old left the land of his birth, Scotland, to journey across the border to Loughborough University. Clad in the traditional African Violet track suit, four years later my career started in Hampshire. At the time it was a wonderful county in which to work their schools were ‘on the up’ and the CPD was very advanced. They gave teachers opportunities to attend courses during holidays and weekends and it soon became an addiction, to further advance my knowledge and skills for teaching and coaching in the classroom and on the sports field. Surrounded by like-minded people on these ventures was not only great fun, but an excellent opportunity to share experiences, see others in action and link with people that were genuinely prepared to go the extra yard to make it better for the pupils they were working with. I arrived at a school in it’s second year of formation. On the day I started twelve other NQT’s started their careers too. We came from all over the UK, from many different backgrounds but we all had one thing in common: we wanted to be the best! Every day was exhausting and exhilarating because we were learning so much and getting immediate positive feedback on the new methods we were trying out in the classroom. I was fortunate to have a Headteacher who boosted my career through Teacher, Assistant Year Head, Pastoral House Head, Year Head, Head of Department and then allowed me scope to create a role working in the feeder Primary Schools. In 1984 that was forward thinking. Late one evening the Head arrived on my doorstep and I immediately thought I had done something wrong; in fact it he asked me if I would consider joining his ‘succession’ programme to become a future Deputy Head and Head!
I thank him still for his drive and enthusiasm and for this early support. My plans changed a few years later whilst skiing in Kitzbuhel - I met the woman I was to marry and she lived in Staffordshire! My letter of resignation was greeted with pleasure because of the circumstances but I was asked to delay my decision in order to help mentor a new teacher in the Department… and to oversee the person taking over the Head of Year… oh, and could I coach the new Primary link worker? Of course, I agreed and in those two terms I learned much about management - working with new people and the importance of coaching and mentoring. I am still in touch with the young PE teacher who took over my role and who also went on to become a Head in a huge Secondary school in the south of the country. Eventually I took a position at a Secondary School in Tamworth. At the time I lived in Ashley, near Market Drayton which meant a drive of at least one and a half hours. When a position became available at a Residential Special School nearer home I took it. The thought of new learning also increased my motivation to move. Advisors and Heads at that time gave me advice, steer and direction and to further my new learning I undertook a part time MSc in Special Education. It was during this period that I developed a special interest in the ‘Special School’ system and behaviour management. A year later I was appointed Head of a Special School in Newcastle and spent a very rewarding 10 years of Headship there. The need for fresh challenges hit me again and for the last 10 years of my career I was the Head of a wonderful Junior School, working closely with an inspiring group of teachers that made every day a humbling and rewarding experience. As retirement approached I took time to reflect a great deal on the previous 38 years;
What has been the essence of my career? What changes have I seen? What differences have I made? The answers are wide and varied and read like a ‘history of education’ lesson. I have seen the advent of computers in schools and then in every classroom, iPads almost becoming the slate and chalk that were used in classrooms when I started writing 55 years ago. The 11+ exam and judgements made on pupils abilities in Reading, Writing and Arithmetic, the National Curriculum introduced and then changed, Ofsted and their annual changes of criteria and judgements, Levels in, Levels out; CSE’s, GCSE’s, IB; an excellent Rose Report that was never adopted, Child Protection, Safeguarding, Prevent, Social Services’ involvement in schools and serious case reviews impacting on the nations psyche…the list is endless! However, as expectation grows, so does the opportunity for teachers to rise to the challenge. I believe you can make a difference and that teachers can lead and inspire the next generation, helping them get ready for 21st Century innovations as well as help them become happier, more fulfilled and better citizens, appreciating life in Britain and having a cultural awareness of society and our world. I also believe some things will never change. My mantra over the years has always been ‘keep the child at the centre of your thoughts’. They are the reason we come to work every day. The enjoyment of working alongside youngsters, seeing their naturally inquisitive minds and taking them on their own learning journey is the greatest reward of all. Tough some days, sad some days. But listen to the sounds of learning that you create and enjoy the difference you make in children’s lives. Summing up 38 years as a ‘learner’ - Share your knowledge and expertise. Ask questions of those around you. Link with people from other schools and the classroom next door. Work alongside your school leaders and keep learning from them…and them from you. And keep smiling…it’s the best job in the world!
Professional Development for 2016 Our Professional Pathways Portfolio provides a breadth of opportunities for practitioners to release their potential Our four Teaching and Learning programmes offer excellent opportunities for practitioners at different levels and stages in their careers. Course feedback is consistently high and all of our programmes are delivered by trained facilitators who are experts in their fields.
For dates, time and costs please visit our websitewww.britanniateachingschool.co.uk
CORE
FOUR
Since we delivered our new National Curriculum training in 2013 the Core Four networks have grown from strength to strength.
What is Core Four?
Core Four are network sessions facilitated by our Specialist Leaders of Education who are experts in their field. The content of each session covers current issues and addresses personal needs.
Who is it for?
They are intended to support subject leaders and co-ordinators of the four National Curriculum core subjects – English, Maths, Science and Computing. These leaders may be experienced or new to the role.
When do they meet?
Each subject network meeting is held termly at The Hub, Belgrave St. Bartholomew’s Academy, Sussex Place, Longton, Stoke-on-Trent, Staffordshire, ST3 4TP All sessions run from 1.30-4.00pm. Upcoming dates are below.
How do I book?
The cost is £30 per delegate. To book a place please email btsa@belgrave.stoke.sch.uk or telephone (01782) 235523.
EXCELLENT ENGLISH
MASTERFUL MATHS
SUCCESSFUL SCIENCE
CLEVER COMPUTING
Autumn 2015
Autumn 2015
Autumn 2015
Autumn 2015
Friday 27th November
Tuesday 10th November
Thursday 19th November
Thursday 12th November
Spring 2016
Spring 2016
Spring 2016
Spring 2016
Thursday 10th March
Tuesday 23rd February
Thursday 24th March
Thursday 17th March
The BTSA Team Director
Andrew Warren
Gill Latos
Chris Brislen
Director of BTSA and Vice-Chair of the Teaching Schools Council
Logistics
Deputy Directors
C.E.O.
Executive Principal/C.E.O. of Deputy Director for ITE and St. Bart’s Academy Trust/NLE School Direct Lead
John Collier
Ian Hunt
Josephine Edwards
Michelle McNally
Deputy Director for CPD and SLE for English
Deputy Director for School to School Support
Operations Manager and PA to the Director
Academy Secretary
Continuous Professional Development Team NQT Facilitators
Kelly Deaville Specialist Leader of Education for NQT Development
Associate Facilitators
Sue O’ Neill
Dave Alston
Andrew Black
Appropriate Body Lead
LLE and Coaching and Leadership Facilitator
RQT Programme Facilitator
Core Four Facilitators
Amy Bell
Linda Jones
Project Lead SLE/Project Manager for the Early Years Quality for the Early Years Quality Improvement Project Improvement Project
Jan North
Carly Wright
Specialist Leader of Education for English
Julie Gallimore
Joanne Martin
Specialist Leader of Education for English
Nikki Lockett
Andrew Bowler
Specialist Leader of Education for Maths
Specialist Leader of Education for Maths
Luci Kendrick
Specialist Leader of Education for Computing
Specialist Leader of Education for Computing
Specialist Leader of Education for Curriculum
Contact Us: Britannia Teaching School Alliance Belgrave St. Bartholomew’s Academy Sussex Place Longton Stoke-on-Trent Staffordshire ST3 4TP Tel: (01782) 235523 Fax: (01782) 235525 www.britanniateachingschool.co.uk