Issue 8
Marches Academy Trust Vision and Values Vision: ‘Achievement through caring’ Mission: We believe: Successful, creative, lifelong learners participate in a journey of self-discovery. They know how to learn and acquire skills to be happy and thrive in a changing world with confidence and courage. Values: Excellence - striving always for mastery and personal success Integrity - consistently acting with honesty, compassion and respect Empathy - embracing and supporting the uniqueness of every individual Creativity - inspiring and challenging through invention, experimentation and exploration Equality - ensuring fair opportunity for all
A message from the CEO Welcome to the Marches Academy Trust Winter Newsletter. I have been reflecting on 2018 as we approach the beginning of a new year. For the Marches Trust, 2018 has been an exciting year; we held a tremendous education conference with international speakers such as Sir William Atkinson, Ross McGill, Vic Goddard and people came from all over the UK to be involved. We welcomed our first primary school, Tilstock, and developed our trust board to become a mixed multiacademy trust; we are a trust comprising community and church schools. This has led to Reverend Judy Hunt becoming a member of our Trust board and once again we have seen our ideas grow as we work together on our shared vision and values. When Tilstock came into the Trust on December 1st 2017 it had 32 children; it has since grown to 56. This is testament to the hard work of the staff, governors and parents who have believed in the school and supported all aspects of growth and change. 1st December 2018 saw the conversion of Grove School into the Trust; leaders at the Grove chose to join as they felt that the vision and values mirrored their own and they felt that the Trust’s collaborative style was the way forward for them. The Marches Trust seeks to develop a trust that ensures that the children in our communities receive the best education and learning experiences through a culture of creativity and curiosity. We are currently working with Lower Heath Primary School who have applied to join the Trust in April 2019. We are delighted to be working closely with an invigorating leadership team who put the children at the centre of all that they do. Schools across the Trust have made a tremendous start to the academic year. With Christmas around the corner I have enjoyed watching the Nativity performance at Tilstock, the sense of excitement as staff and students at The Marches prepare for the annual Carol Concert, experiencing Winter Wonder Land at The Grove and celebrating with staff, students and parents at Sir John Talbot’s School at their Presentation Evening. The Trust is defined by our vision ‘Achievement Through Caring’ which underpins our values. The strength of our learning communities can be seen in all that have glittered throughout 2018. I hope you all have a happy and peaceful Christmas.
CEO The Marches Academy Trust
Trust Members and Trustees The Marches Academy Trust is governed through the Board of Trustees. This Board is made up of some Trustees appointed by the Members and representation from the following: • Trustees from Academies (Chairs of Local Governors Bodies from individual Academies) • Chief Executive Officer of the Trust on an ex officio basis • Other Trustees appointed by the Board of Trustees
Members
Arthur Walpole Arthur Walpole Chair Chair
Bob Pearson
David Griffiths
Robert Forrester Robert Forrester
Trustees
Arthur Arthur Walpole Walpole Chair Chair
Bob Pearson Associate Trustee
Judy Hunt
Alex Fry
David Griffiths
Sarah Longville
Mark Liquorish
Anna Burgess
A message from the Chair of Trustees The end of the year approaches rapidly and here we are looking back over the Autumn term of a new school year. A big “Thank You” to you all for the hard work that you have put in and which provides the foundation for the Spring and Summer terms, and for those very important exams for our older students. During this Autumn term very significant progress was made in discussions with two schools interested in joining our Trust; as a consequence Grove School, Market Drayton, has just joined our Trust on the 1st December and a close relationship has been developed with Lower Heath Primary School with the intention that they are seeking to join on the 1st April next year, subject to consultation. For a school to join our Trust is not a simple matter, it requires extensive discussion and commitment of resources, a thorough “due diligence” process must be undertaken to ensure that all implications are fully understood and formal agreement and permission has to be gained from the Regional School Commissioner (RSC) at the Department for Education. Gaining this permission also required us to provide the RSC’s office with detailed information on the performance of our Trust and each of our three existing schools. We also needed to demonstrate the robustness of the Governance structure of our Trust, its finances and its strategy. Sarah and her team have a very good established relationship with the team at the RSC’s office, but nevertheless, it was necessary to demonstrate that we met their very stringent criteria before they would give permission; this final stage of which required Sarah and myself to attend a meeting at their office and be interrogated! It is a credit to all involved that the RSC representatives were fully satisfied and that we have a very strong Trust. Whilst we are very pleased with the steady and controlled growth of our Trust it is of paramount importance that this does not put our existing schools at risk. Furthermore, the growth of the Trust must provide additional benefits for all our schools, benefits that are felt by the students in the classroom and or at the many interfaces between the students and the teachers and support staff. This consideration must always be at the top of our Agenda. Thank you all, for the critical contribution that you are making to the lives of our young people. May I take this opportunity to wish you all and those close to you a very Happy Christmas and that you enjoy a well-earned break.
Mr. Arthur Walpole Member and Chair of the Board of Trustees The Marches Academy Trust
Arthur Walpole Chair
Mrs Kate Campion
It is with deep sadness and regret that we announce that Mrs. Kate Campion, a Member of the Marches Academy Trust passed away on Wednesday 5th December.
Kate began teaching in 1974 and subsequently worked as an education adviser and Secondary Head for both Shropshire and Telford & Wrekin Councils. In 2006 Kate became Assistant Director for Children’s Services in Bristol with responsibility for School Improvement in secondary education. Kate was then appointed Director for regional working of College Associates at The National College for School Leadership in 2009 working with Leaders from all phases of education to improve and sustain leadership in Schools.
Kate Campion
Kate was a great supporter of the Marches Academy Trust, firstly in her capacity as a trustee. She was then appointed as a member on 1st November 2017.
Mrs. Sarah Longville, CEO of the Marches Academy Trust, commented: “We are sad to hear the news that Kate has passed away. She had a long career in the education sector in influential roles helping to shape the leadership in schools. Kate will forever be in our hearts and we would like to send Kate’s family all of our love at this very sad time”.
Well-Being Hub
Key Leaders Marches School
Alison Pearson Associate Headteacher
Hugh Jackson
Sally Wilmot
Tim Stonall
Claire Boyes
Joanne Jones
Deputy Headteacher
Deputy Headteacher
Senior Deputy Headteacher
Assistant Headteacher Head of Sixth Form
Business Director
Richard Brookes
Jo Phillips
Sarah Peacock
James Tout
Jeremy Tudor
Associate Assistant Headteacher
Associate Assistant Headteacher
Associate Assistant Headteacher
Associate Assistant Headteacher
Associate Assistant Headteacher
Sir John Talbot’s School
David O’Toole Headteacher
Claire Dawson Deputy Headteacher
Pauline Roberts
Julie Johnson
Michelle Jones
Joanne Jones
School Improvement Strategic Lead
Assistant Headteacher
Associate Assistant Headteacher
Business Director
Helen Apperley Associate Assistant Headteacher
Catriona McCausland Associate Assistant Headteacher
Grove School
Laura Richmond
Penny Brown
Associate Assistant Headteacher
Associate Assitant Headteacher
Sonia Taylor Headteacher
Pauline Brown
Darryn Robinson
Deputy Headteacher (Until January 2019)
Deputy Headteacher (From January 2019)
Tom Kinnersley
Laura Townsend
Amy Chevin
James Pledger
Sue Tattersal
Assistant Headteacher
Leader of Data and Curriculum
Assistant Headteacher
Assistant Headteacher
Business Director
Tilstock C of E Primary School and Nursery
James Spicer Head of School
Rowena Kaminski
Joanne Jones
Deputy Headteacher
Business Director
Grove School, Market Drayton The Grove School, based in Market Drayton, has become part of the Marches Academy Trust. Following extensive consultation and overwhelming support from the school community, Grove School in Market Drayton has joined the Marches Academy Trust with effect from 1st December 2018. The consultation involved key stakeholders, staff, students, parents, prospective parents and trustees. The consultation generated an overwhelming level of support for the school’s plans to join the Marches Academy Trust. Mrs Sarah Longville, CEO of The Marches Academy Trust, commented: “This is an exciting time as there is a drive nationally towards collaboration between schools and, with Grove School joining, it complements our family of schools in North Shropshire. The Trust has a common aim of giving the children a first-class education and ensuring Grove School is the school of choice in Market Drayton. Mrs Sonia Taylor, Headteacher at the Grove School, added: “I am absolutely delighted to be part of the Trust and the exciting opportunities it will bring for the staff, students and wider community in Market Drayton”.
IT Project During the summer, we updated the IT across the whole trust. The first task we started was to upgrade all of the desktop and laptop computers to Windows 10 which will bring them up-to-date making them as secure as possible; this was across the whole trust, which totals over a thousand machines. We also upgraded any servers that were on old systems to make sure our desktops and servers were all up-to-date and secure. We moved all of our e-mail services across the trust from an old Microsoft server for the Marches and Google at Sir John Talbot’s School to one unified office 365 setup meaning e-mailing and collaborating on work and sharing resources is much easier now. The Marches printer fleet has been upgraded to newer printers after an extensive survey, now ensuring that the printers are located around site match the needs and requirements of the departments that use them. We setup and configured 140 2 in 1 Dell laptops for staff across the trust to use, ensuring they were all up-todate and ready for the first week of term, for staff to start using them and utilising the new features they have to offer. One of our biggest ventures during this time was to unify the domain across the trust meaning that everyone only has and needs one login no matter which school they are in. This was to try and improve cross-trust collaboration and make it easy to login and access work regardless of which site staff are at. This was a big task as it meant recreating all the policies and user permissions from all trust sites onto one domain and replicating any settings that each site had to ensure a smooth transition to the new system.
Staff Research At Marches and Sir John Talbot's Schools this term teachers have embarked upon Wave 1 of their Research Based Learning Projects. The projects focus on a range of teaching and learning strategies and investigates methods to innovate in the classroom and ultimately raise student achievement. Teachers have been researching widely in order to establish a sound knowledge base into their chosen area of study. The research phase is crucial and teachers have read books, articles and research papers before starting to plan their wave 1 lessons. Here are a selection of book reviews: How I Wish I’d Taught Maths by Craig Barton This book has completely changed how I plan and structure my maths lessons this year. Craig is a name that every maths teacher is aware of due to the wealth of resources he has made available on his own website, his position as TES maths subject specialist and his weekly podcasts. This book describes how, whilst conducting one of these interviews for his podcast a few years back, he realised that maybe his approach to teaching had been wrong. Craig followed up on this with his own educational research-based learning, the start of this experience he describes as being ‘the day that changed my life’. The result of the research was this book, which begins with stunning reviews from Dylan Wiliam, Bjork & Bjork, Doug Lemov, Daisy Christodoulou and many top UK maths gurus, all of whose work is extensively quoted with specific reference to maths. The book is divided into 12 key themes and each is further broken down into ideas for which there are four sections describing: 1. What I used to do – Craig describes how he used to teach, which used to be very investigative and problem-solving based. 2. Sources of inspiration – all books, research papers, blog posts and interviews relevant to the idea for further reading. 3. My takeaway – a summary of all the key points from the sources, of which there are hundreds referenced throughout the book, including alternative viewpoints where appropriate, and how these can be specifically applied to maths teaching. 4. What I do now – Craig describes how the research has changed the way he teaches and how he plans to teach moving forward. It is crammed full of practical teaching strategies to use straight away and gives sites for resources, including several sites that Craig has set up for pooling resources for this method of teaching. I read this book on holiday during the summer, and it is the only educational book that I have read cover to cover in less than 2 weeks. Craig’s honest writing approach is very easy to read and relate to. Each topic made sense when relating to lessons that I have given that have worked, compared to those that have not worked so well, providing solid research to back up why this is the case. I have applied only a small amount of the recommendations, but the effect on my teaching and behaviour in the classroom has been dramatic. Changes I have applied include: ● Example-Problem Pairs ● Silent teacher ● Variation Theory https://variationtheory.com/ ● Diagnostic questions https://diagnosticquestions.com/ ● Finding mistakes in worked examples ● Goal free problems http://goalfreeproblems.blogspot.com/ ● Same surface, different depth https://ssddproblems.com/ ● Cognitive load theory ● Low stakes tests There are still many ideas that I have yet to apply to my classroom practice, but the effect of those that I have already used has been dramatic. Pace was the first big improvement that I noticed, and my data is now showing that my Year 8 group have all (bar 1 student) moved up at least one grade, and many 2 or 3. The classroom relationship and trust is also much better and as a result, so is behaviour for learning. Reviewed by Claire Dawson
Staff Research Mindset by Carol Dweck Easy read with many anecdotes based around her research. Growth mindset is not as straightforward as the TED talks suggest as we can alter from fixed mindset to growth mindset in different situations. Clear from her research that growth mindset attributes can be learnt and that praise for effort is more effective than praise for success. Outliers by Malcolm Gladwell Malcolm Gladwell’s Outliers starts well with challenging anecdotes and evidence that the really successful “outliers” are based on two things – the opportunity and taking the opportunity. So just doing your 10,000 hours is not really enough; you have to have the chance to do those 10,000 hours in a meaningful way. However, the book peters out to a less than satisfactory conclusion with the anecdotes becoming less evidenced and more opinionated. (He did however get a very large advance from his publishers). The Culture Code by Dan Coyle Largely reworks the other two books, but suggests that scarcity and belonging are two important drivers to creating a successful “hot bed” of talent. As with the others the real world is much more nuanced and complex than the short sound bites in the public domain. He does look at examples of where everything ought to take off but does not and these are as insightful as the success stories. Suggests that we learn most effectively when things do not come easy – the most important part of the LORIC poster is the struggle pit! Reviewed by Roger Sanders The Vocabulary Gap by Alex Quigley Alex Quigley explores the increasing demands of an academic curriculum and how closing the vocabulary gap between ‘word poor’ and ‘word rich’ students could prove the vital difference between success and failure. His book provides practical strategies for vocabulary development across the curriculum including a 570 word ‘Academic Word List’. Reviewed by Helen Apperley The Chimp Paradox by Dr Steve Peters Having heard a number of colleagues wax lyrical about this book and Dr Peters’ mind-management models, I thought it was about time it reached the top of my “must read” pile of books and I got on e-bay to get myself a copy. Dr Peters has led quite a life and writes about the subject matter with authority. Born in the North-East of England, he grew up on the council estates, but has let nothing stop him achieving ambition after ambition. He gained his place at Grammar school, then went on to study Mathematics at the University of Stirling. Not content with that, he returned to University to study Medicine some years later in London. He has held numerous positions whilst practicing medicine, including Professor of Psychiatry at the University of Sheffield. However, Dr Peters is most famous for his work as a Sports Psychologist. The British Cycling Team have described him as the best appointment they ever made and Ronnie O’Sullivan credits him for the success he achieved in winning the World Snooker Championships in 2012 & 2013. This man knows the brain. What makes this book so good is the fact he has written it in such a way that anyone can understand the points he is trying to make. You are the intended audience. He writes about the structure of the brain and why it has ended up as it is – wonderful, yet flawed for the modern world. He goes on to explain strategies which we can use on ourselves and the students we teach to get the best out of ourselves and our students. We all have an inner chimp, it is not good or bad, but you do need to manage the chimp. Review by Richard Brookes
Staff Research Assessment for Learning without Limits by Alison Peacock This book looks at how we can develop learning for every child and how we can get beyond ability levels and how to motivate all students no matter their ability. There is a key focus on TRUST and how we build relationships with our students to embed learning. Trust between teachers and students leads to the following: ● ● ● ● ● ● ●
Satisfaction Confidence Desire to work harder Optimism Higher self-esteem Commitment Ownership of learning
To ‘Learn without limits’ means that we must offer “Choice & Challenge“ within our lessons. We have to give our pupils a choice of tasks within a lesson. This builds an intrinsic motivation for the students to challenge themselves and develop a culture of independent learners. For students to be successful they also need to RECALL what they have learnt on a regular basis. This is where my use of this book took me on a different tangent and I then looked at academic research from ROEDIGER & KARPICKE 2016 on retrieval learning and their research became my focus. The book uses examples from both primary and secondary teaching. I personally found only the secondary elements useful and relevant for my particular RBL. However it is an easily read book which offers practical examples of how to allow all students to achieve no matter what their ability. It looks at how to turn schools around that might be labelled as failing and applies the same principle to our classrooms. Although the book has not been completely focussed on my RBL task I will certainly be looking at it again and using some of the techniques in my classroom practice. Reviewed by Louise Morcumb What to do about Literacy by David Didau The book has been really informative for my research based learning - but also for my incorporation of literacy within my lessons as a whole. It is aimed at everyone, and not English teachers in particular which is useful when finding ways to practically implement literacy strategies within your chosen subject. The book pinpoints how those from privileged backgrounds take their extensive vocabulary for granted but it has been acquired through reading and hearing/speaking the language as informed by parents and those around while they are growing up. The book explains strategies for levelling the playing field' naturally within your lessons (rather than having literacy as a 'bolt on' - for example a novelty word bank that is not referenced). Strategies suggested include ways for students to speak the higher-order literacy language before writing it, and ways to amalgamate the content of your lesson with broader 'literacy techniques' (which has been crucial for me, when teaching History). Reviewed by Emma Brinkworth Thinking about Thinking by Stephen Lockyer I wanted to develop student independence in my classroom, specifically in Year 11 students. I thought that this would be a good book to help me understand how metacognition could help. This book is filled with very clear definitions and lots of practical ideas. It is more of a toolkit than a front to back read and I have been able to dip into specific sections to help me as my RBL project has developed. I have particularly enjoyed learning about the qualities that self-regulated learners possess and how I can develop these skills through increased opportunities in the classroom. I realise I have taken many aspects of self-regulated learning for granted and assumed too much. Reviewed by Claire Dawson
Christmas Card Competitions Winners Marches Academy Trust
First: Mica Mason Year 7 Sir John Talbot’s School
Second: Alesha Aktar Year 7 Marches School
Third: Kayle Matthews Talbot Class Tilstock Primary School
Marches School
First: Sophie Williams Year 10
Second: Olivia Luke Year 8
Third: Fourth: Fifth: Jessica Daszkowska Willow Casey-Jones Ella Davies-Carr Year 7 Year 9 Year 8
Sir John Talbot’s School
First: Charlotte Perkins Year 8
Second: Ella Foster Year 10
Third: Mica Mason Year 7
Fourth: Molly Fry Year 9
Fifth: Zara Leary Year 10
Tilstock C of E Primary School and Nursery
First: Kayle Matthews Talbot Class
Second: Declan Rimmer Owen Class
Third: Kaitlyn Reaney-Phillips Talbot Class
Fourth: Carly Simcox Talbot Class
Fifth: Sophie Edwards Talbot Class
Conference 2019
The Alliance of Leading Learning Conference each year is driven by our intent to support the school-led system and secure firm foundations in a rapidly changing educational landscape for “ALL Leaders of Learning”. The ALL Leaders of Learning Conference 2019 is your opportunity to: ● Be inspired by speakers who will challenge your thinking and reignite your drive to ensure every student can access quality learning and cope with the demands of a wide-ranging and challenging curriculum. ● Be at the very forefront of new thinking in education and gain insight and understanding of cognition and neuroscience to enhance child learning. ● Network with thought leaders, and learn from the best in the field in building the resilience of all learners and help close achievement gaps. Guest speakers to include: Ian Wright He brings radiance to his appearances as a TV and radio pundit and after-dinner speaker, Ian Wright has an electric personality and he will leave you believing you have known him for years. He scored 387 goals for seven clubs in 581 league matches, his speed and shooting power devastated many defences. He is a legend at Arsenal, with whom he scored a record of 128 league goals in 221 games. The lethal striker also netted another 9 goals in 33 appearances for England. Wright has tales about his playing days and fascinating chronicles relating to his experience in front of and behind the television camera and radio microphone. He has been awarded an MBE for his services to football and charities. Afua Hirsch To challenge our thinking on the wider issues enveloping education we have the author, journalist and broadcaster Afua Hirsch. Afua is a journalist and presenter at Sky News. She can currently be seen presenting Sky News World News, on Sunrise, and as Social Affairs Editor, reporting on issues ranging from radicalisation to immigration. She previously wrote for the Guardian Newspaper, both in the UK and as a Foreign Correspondent, establishing the paper’s West African bureau and covering the war in Mali. She came to journalism from the legal profession where she was a barrister practising human rights law. She regularly writes for the Guardian and Observer newspapers, hosts awards ceremonies and events. Covering issues ranging from radicalisation to immigration she will speak widely on diversity, social justice and the media. She is the author of ‘Brit(ish)’ – a narrative non-fiction book about identity, published by Jonathan Cape. Afua has an authored documentary coming soon on Channel 4. Paul Howard-Jones Paul Howard-Jones earned his degree at the Graduate School of Education at Bristol University. He has published many papers with his latest being ‘Ideational Productivity, Focus of Attention and Context.’ He spends his time doing experiments exploring creativity, and applying cognition and neuroscience to better understand child and adult learning.
European Day of Languages Pupils from Tilstock C of E Primary School and other primary schools local to the Whitchurch area visited Sir John Talbot’s School for a day of learning languages which included French, Welsh, Latin, German and Spanish. It was such a fantastic and enjoyable experience for the children that Tilstock C. of E. Primary School began offering Welsh lessons to their pupils.
Multi Cultural Day Year 4 pupils from Tilstock C of E Primary School and other primary schools visited the Marches School in Oswestry to take part in a variety of multi-cultural workshops. This included: drumming, dancing and drama.
The Frantic Assembly Theatre Company Fifty GCSE and A Level Drama students from the Marches School and Sir John Talbot’s School have taken part in workshops with world renowned Theatre Company, Frantic Assembly. The students were fantastic and even learnt how to fly! The workshops have inspired the students to take creative risks with their Devised examination pieces. It was nice to see students and staff from both schools having a fun and creative workshop. This has been a wonderful experience for the students and we look forward to seeing how they apply it to their Devised pieces.
Learning Methods Pupils are encouraged to work and behave independently from a very early age. This is demonstrated through interactive class signing in and out methods and through well organised classroom equipment and resources. The interactive prayer tree provides opportunities for pupils to express their beliefs and thoughts and to display their understanding of the school's Christian foundations. Art, craft work and designing are strong features of the classroom environments. There are extension walls, mindset displays, and reading rocket home-reading logs in every classroom. Pupils are reminded of the key characteristics and habits of good learners through eight agreed strands. The class that displays these strands the best receives Olly the Octopus as a class visitor for the following week. Pupils have recently been designing their school super-hero Brilly-Tilly who has learning super powers. At Tilstock School there is a rich culture of reward and celebration that promotes good learning behaviour and engages pupils in journeys of discovery. Seeing such young children operating independently, cooperatively and confidently is impressive and gives us food for thought for developing approaches at key stage three.
Sir John Talbot’s Whitchurch 10K Run Following the huge success of Whitchurch 10K in its first and second years in 2017 and 2018, the 2019 10K has been announced and launched for 2019, with Sir John Talbot’s School and headline sponsors Grocontinental joining forces once again to bring the road race to life. The 10K road race takes place on Sunday 7th April around the market town of Whitchurch. In April more than 750 runners participated in the inaugural road race starting and finishing at the school and taking competitors on a route around the historic market town, showcasing shops, parks and local amenities. Organisers are now hoping the event will welcome more than 1000 entries in 2019. Headteacher Mr David O’Toole said, “It is wonderful that the Whitchurch 10K is now firmly established as one of the calendar’s annual races. We had a wonderful warm reception and level of support for Whitchurch’s first 10K run, which was then improved again during 2018. We cannot wait for the Sir John Talbot’s School Whitchurch 10K 2019 event”
New York Trip During the October half-term, students and staff from both the Marches School and Sir John Talbot’s School crossed the Atlantic to participate in an educational trip to New York. The students ‘crossed the pond’ on their week-long trip and visited a variety of places including Times Square, the World Trade Centre memorial, the Statue of Liberty, Ellis Island and a visit to the Brooklyn Bridge. It was completely worthwhile for the students as they witnessed first-hand the locations of much of their topics of study, whilst being able to listen to an NYPD Officer’s memories of 9/11 at the World Trade Centre Memorial, which was a very poignant and sobering talk. The visit to the Statue of Liberty and Ellis Island allowed students to gather a knowledge of the history of the country, which is highly beneficial to them and their studies.
County Cross Country Congratulations to the seventeen students from the Marches Academy Trust who were selected to represent North Shropshire at the School Games Shropshire Cross Country Championships. Marches students Charlie White-Jones, Jack Tinney, James Nuttall, Poppy Kendrick, Seren Roberts, Jess Steel, Chloe Downes, Massimo Wyatt, Ben Rothera, Rhys Jenkins, Demi Williams and Mia Wyatt and Sir John Talbot's students Henry Appleby, Chester Romei, Nell Warner, Prue Noss and Michal Kozlowski all represented North Shropshire in their age groups and did exceptionally well in a very competitive field. Poppy Kendrick came third in the Year 7 Girls’ race, with the Year 7 Boys winning their team race, the Year 8 Boys won their team race and the boys won the Overall Boys’ Competition.
E. admin@mmat.co.uk T. 01691 664400 W. www.marchesacademytrust.co.uk