Tux topics 77 summer 2014

Mr Lloyd Thoughts on Retirement Page 9

TuxfordTopics The official termly newsletter of Tuxford Academy

Issue No. 77

Summer Term 2014

Post-16 students to adopt business dress Male

Female

• Smart trousers

• Smart trousers, skirt or dress. Tight fitting items oo are not permitted. oo • Smart jacket or suit (optional) • Skirts below or just above the knee. Short skirts oo are not permitted

• Smart jacket or suit (optional) • Shirt and tie of choice • Tie must be worn with shirt collar fastened and the tie length should reach the top of trousers oo • Shoes – smart shoes • No trainers

• promote self-esteem amongst our students • prepare students for the world of work

• Shoes – smart shoes with heels up to 3 inches

• oNo hoodies, no facial piercings

• Smart boots are allowed, but not UGG type boots • No trainers • No shorts, leggings, jeans or chino style trousers

• oMaximum one stud per ear

• oNo hoodies, no facial piercings

• No shorts, jeans or chino style trousers

Following a successful pilot of ‘Suit Up Fridays’ it has been decided to introduce a new Post 16 Dress Code. The new code takes into account the views of students, staff, parents and governors and the objectives are to help:

• Appropriate blouse or top (not low cut)

• Maximum one stud per ear

• provide our wider community with a positive image of our school.

supervisors, lunchtime activity organisers, etc.

The Dress Code requires students to wear clothes suitable for a professional working environment such as an office. It recognises the need for Post 16 to act as role models and to set a good example because several are employed by the school as LRC assistants, midday

The code will be phased in so from September 2014 it will be compulsory for Y12 only.

From September 2015 it will be compulsory for Y12, Y13 and Y14. It is the role of the student to maintain acceptable business dress, but Post 16 staff will be happy to advise.

I edited from September 1997.

also with 16 pages. The latter was primarily a medium for notices and information whilst the former focused increasingly on features and interviews.

Tempora mutantur This edition of Tuxford Topics not only marks the retirement of Academy Principal, Geoff Lloyd, but also is the last issue edited by our outgoing Marketing Manager, Mr Terry White, who retired at Easter. Here, Mr White reflects on his fifteen years in the editor’s seat.

When Keith Atkinson launched Tuxford Topics in Autumn 1978, during his first term as headteacher, his aim was “to bring the local community up to date with items of interest from their Comprehensive School.”

It was his intention to distribute a single sheet of A4 six times per year – at the end of each half term. Today Geoff Lloyd continues the tradition, but it is the e-newsletter that he sends out because he has encouraged me to take Tuxford Topics in a different direction.

It was still a photocopied format and basic in its presentation when I took it on in January 1999. I wanted it to become a journal of public record - offering insights into management thinking as well as maintaining a reliable calendar of policies, events and achievements. As a start I decided to double the number of pages, to include a few photos and to resume numbering the editions, but based on an incomplete archive. There was little administrative support in those days, but I had achieved similar transformations for the staff Bulletin and staff handbook that

2

Tuxford Topics

The early content was very similar to that of the Bulletin in style. Staff were used to writing short notices for colleagues and they adjusted to doing the same for parents. There are those on the staff – and probably some parents too – who would like to return to that format. Their argument is that modern mums and dads have no time to wade through a magazine full of in-depth features. Essential information expressed succinctly is advocated. I could not accept this. I have argued that a school is in the business of raising standards of literacy and promoting culture - and so not everything we publish should be bitesized and simplistic.

I am grateful to Mr Lloyd that he supported my editorial decisions even though he may not have agreed with them all. From 16 pages in 2006, Topics grew to 30 pages two years later. By now the marketing team had been enlarged due to workforce remodelling and we were able to invest in modern technology such as digital cameras and more advanced photocopiers. In 2009 we took the next step forward in terms of production quality by opting for professional printing.

Alongside Issue 61 we also printed a companion magazine, Essential Read,

It is too late now, but had I wished to add the editorial mission to the Topics ‘masthead’ it would be compressed to three words: Inform Inspire - Celebrate. During the planning and writing of each edition these words have been my guide – and I hope they will continue to resonate with the new editor.

The aspirations and achievements of Tuxford students are truly inspiring and I am pleased that I was in a position to bring them to the attention of a wider audience.

£500k extension to be built this summer In April we received the welcome news that the school’s application for a building grant had been successful at the third attempt. £500,000 is being provided by the national funding agency for academies to enable us to infill the space under the Humanities ‘bridge’. A number of accommodation issues will be addressed through the building of a new classroom, two drama studios and some storage areas.

Tuxford experienced a twenty percent rise in student numbers within a few years of the current building being opened in 2007.

Then, prior to our conversion to academy status, the local authority allocated an additional two primary schools to the Tuxford family, but without provision for increasing accommodation. Generally we have coped very well, but one faculty in particular has been under severe pressure. Students opting to study drama or dance at post 14 and post 16 have been disadvantaged compared to students studying other subjects because the Hall - including the stage area - is the principal location within the school for public examinations. This use alone leads to twenty five percent of all Drama and Dance lessons being reroomed during a typical year. Public events in the Hall such as assemblies, external speakers, bookings for photographers, the Charity Fair or Remembrance Service result in more Dance and Drama lessons being moved to even less suitable spaces because the partitions don’t provide the effective sound-proofing we were promised.

A new Performing Arts Centre is planned that will offer approximately five hundred square metres of additional accommodation and a new corridor connecting the school’s two wings will ensure that students can move between lessons anywhere in the building without the need to venture

Current view from quad

Current view from field

Above: How it will appear, Below: Planned layout of inside

outside. We already have planning permission so if everything proceeds on schedule the building work should begin on the first day of the summer holidays. “It’s really exciting news,” commented Principal Geoff Lloyd. “Right at the end of my term of office we have secured the facilities to broaden our performing arts curriculum. We are already planning photography courses, including a level 3 BTEC for Post 16.

Head of Drama Mr Nick Cox is excited too. “Fantastic new spaces will make it easier for us to deliver a high quality arts programme throughout the year,” he suggested.

School photographs 2014-2015 The format for school photographs of students for the next academic year is changing.

There will be two photographic sessions by Tempest Photographers on the following dates: Tuesday 16th September: Individual photos of students in Years 7, 9, 11, 12 and 13.

Friday 17th October: Y11 friendship groups and family groups.

NB The family groups are by parental consent only and consent forms will be available from College Receptions in September.

Individual photographs will not be taken of students in Years 8 and 10. This decision has been made to ensure minimal disruption to the teaching of our students.

Tuxford Topics

3

Bassetlaw Clothes Show 2014

The eleventh annual Sewhat challenge, held at Worksop on April 11, brought together more than 200 young people from across Bassetlaw to showcase original designs for clothes.

Thirteen organisations, including primary and secondary schools, were represented. The result was a

spectacular catwalk show enjoyed by a packed audience.

This year’s design brief for Tuxford Academy’s entries was garments made from recycled products. The girls who volunteered to model the work of their colleagues within our textiles department

were excellent.

They experienced the frantic ‘behind the scenes’ preparation that characterise fashion events, but then strutted their stuff with confidence and poise before the audience. The costumes were good too - attractive, colourful and diverse - as our photos reveal. Steve Walker, one of the Trustees of FOYPB, hosted the event.

Changing attitudes towards mental illness It was one of those defining moments in history. Not quite St Paul on the road to Damascus, but more like when Mr Rolls first met Mr Royce. There was Ryan Footitt of Year 10 calmly walking down the school corridor when he was approached by a curious lady who demanded, “What is that badge, Young Man?”

this, he is amazed how his fellow students seem to feel uncomfortable talking about health issues such as depression yet seem keen to give all the graphic details of broken bones and treatment received. Ryan is keen to encourage his fellow students to discuss mental health openly too - and without embarrassment.

Mrs Taylor – yes, it was she – had spotted that Ryan was wearing a Time to Talk badge. Following Ryan’s hurried explanation Mrs T’s face noticeably lit up - and before he had time to regain his composure she had asked whether he would like to speak to the Charity Committee about it.

able to live their lives and therefore they deserve the understanding of the rest of us.

Ryan is now so committed to changing attitudes that he is prepared to lead assemblies on the issue. He feels that people with mental health conditions should not feel embarrassed and believes that it is up to the rest of us to be more sympathetic listeners. Mrs Taylor was very impressed

by Ryan’s campaigning zeal and promised to give as much support as possible. He is clearly a very mature and thoughtful young man.

Ryan said he would be glad to address the committee – without considering what it could lead to. Such an impetuous decision!

However he knows that, statistically, one in three of us will experience a mental health issue at some stage in our lives. Knowing

The school is pleased to support Ryan’s good cause. And as for Ryan, he will be pleased if he can convince more people in school to accept mental illness as a normal aspect of life rather than as something to be hidden.

At this point we had better explain that Time to Talk was a social networking campaign run by two national charities with the intention of getting a million people to pledge their intention of removing some of the stigma surrounding mental health issues. Ryan believes that public awareness of autism, ADHD, phobias, etc should be encouraged.

People with these mental health conditions experience restrictions to the way they are

4

Tuxford Topics

Tuxford ready for new computing curriculum In September of this year a new national curriculum for computer science is being introduced.

This follows government cancellation of the former ICT national curriculum with effect from 1 September 2012. Some commentators link this change to criticisms of the state of UK computer science made by Google Chairman Eric Schmidt in August 2011. He felt that we were falling behind as a country. The Government picked up the criticism and agreed that schools should be getting students to design apps and learn how to work with code.

The change is another example of the education pendulum swinging back because in the 1990’s computer science was taught extensively in schools as part of IT. However, many young teachers up and down the country without that background will have to adjust to the new syllabus. Training is becoming very important for them and that is why in our Autumn 2013 edition we were proud to announce that Tuxford Academy had been recognised as a lead school for the subject. Our school is helping others to become prepared.

more devices are controlled by processors – including toys, vehicles, phones and consoles.

Computer Science is fun and students love it.

I am confident that as a lead school we can spread the word.”

An example of a classroom activity for the new syllabus is learning to make working robots from Lego (see photo). Students handle the pieces, consult explanatory software and experiment.

Eventually they produce impressive machines - after learning by trial and error.

Tuxford Academy has long recognised the need for a balance between ICT and Computing within its curriculum at Key Stage 3. This content will now develop further so that in Year 7 students learn to use the `Scratch’ programming software – and to save to the Cloud. In Year 8 they are introduced to GameMaker and its potential for creating fully

functional games. In Year 9 they create mobile phone apps. Throughout all these years they will be applying logic and reasoning to practical problems. At the same time they will pick up a thorough understanding of programs, algorithms, networks, etc. Students will continue to develop skills in using a range of software packages to prepare them for work in any field.

As a school, Tuxford is well prepared for the new national curriculum programme. The desire to familiarise our students with the latest developments in electronics, communication and science is the same now as when we were awarded Technology College status in 2002. In our quest to ensure we offer subjects to meet the needs of all our students, we are proud to be able to offer both Computing and ICT at Key Stages 4 and 5.

Rebecca Davis, Tuxford’s Head of Computer Science, supports the change. “Many students embrace computer science. Instead of simply practising how to use information software they are designing, constructing and testing,” she explained. “I am pleased to say that we have doubled the number of students opting for the subject at GCSE next year.”

She has worked in the steel industry and knows that inventive and resourceful young people are needed in greater numbers if our economy is to be competitive. “More and

Making a Lego robot

What can I use my iPad for today? iPads in the science department help students to learn in new and exciting ways - see page 20 for more details. Here Mr Nick Richards offers a helpful guide to some of the apps he uses. He tells us that most apps have a free (trial or lite) version.

2. Air Server

4. Slide Rocket Player

This software allows me to connect my iPad applications to my laptop and project Apps on my classroom screen. Multiple iPad devices can be used together if you are using the class set as well. This allows me to use my iPad on my projector without using the VGA cable adapter.

Show your stunning presentations on the iPad with the SlideRocket Player! Simply download a SlideRocket or Powerpoint presentation to show it anytime, anywhere, online or off.

1. Splashtop remote desktop software

3. CGP revision guides

This app allows me to access my school laptop on my ipad and to use all of my laptop applications including PARS and SIMS.

This app provides a series of quiz type activities for all Core and Additional Sciences, which are based on our student revision guides.

5. The elements: a visual exploration This app gives the periodic table an astounding visual boost and makes learning about the ingredients of our world effortless and even addictive.

Tuxford Topics

5

Tuxford hosts regional Maths Challenge This year the Academy was proud to host one of the regional heats of a national mathematics competition for Y10 students. Sponsored by The Further Mathematics Support Programme (a government-funded initiative supported by the Department for Education) the Year 10 Challenge is highly prestigious in the Maths world and the competition level is extremely high with very challenging questions set.

Thirteen teams took part in the Tuxford Challenge, held on 13th March 2014 from 10.30am-1.15pm. They represented Christ the King Academy from Arnold, Dukeries Academy of Ollerton (2 teams), The Manor Academy from Mansfield Woodhouse, Nottingham Girls’ High School, Nottingham High School, Queen Elizabeth’s Grammar School from Ashbourne, Sir Robert Pattinson Academy of North Hykeham (2 teams), Sutton Community Academy from Sutton-in-Ashfield (2 teams) and Tuxford Academy (2 teams).

There were five rounds to the competition.

The first round was a ‘greater than…’ focus so team members had to select the correct inequality from the choices given. Try this:

A: The value of 2.12 + 0.152

B: The value of 2.252

A>B A<B A=B (NO calculators allowed!)

Round 2 was a Sequences round and students had to ‘guess’ the fitting sequence as different terms were given. The problem arose

when students ‘guessed’ too early only to find that a negative value had escaped their notice!

Round 3 provided challenges with longer problems to solve. Readers interested in Sudoku will be fascinated by the CALCUDOKU here. You have six minutes to complete this.

Each vertical and horizontal line must contain the digits 1 to 6. The numbers in the heavily outlined set of squares (called a cage) must produce the number in the top corner.

For example: 4+ means the numbers must add up to 4, 8x means the numbers must multiply to give 8, 5- means the difference in the numbers 1 and 6 could be either way round. Numbers can be repeated in the same row or column.

Solve the equation 5n - 12 = 331 Don’t forget that all numbers are in base six so there will only be the digits 0,1,2,3,4,5…

Tuxford Team 2 got the second highest score for this round and impressed by their diligence in learning the facts in advance of the event.

The final round was a relay where the teams worked in pairs on alternate parts of a multistage problem. The answer to the first part was needed before the second part could be fully completed. This round demanded a great deal of team work and again Tuxford 2 was exemplary, gaining the third highest score.

Only three schools, including Tuxford Team 2, managed it – so well done to team members David Mafullul, Elliot Lewis, Steph Smith and Luke Willers for that!

Their consistent successes put Tuxford Team 2 in third place over all, a place they were delighted to have. First place went to Nottingham High School for Boys who narrowly beat the Nottingham Girls’ High School in the final round. Queen Elizabeth’s Grammar School, Ashbourne came fourth with Sir Robert Pattinson and Christ the King Academies tying for fifth place.

Commiserations to Tuxford Team 1 members Amy Chambers, Rebecca Davidson, Molly Lillicrap and Kat Harvey for not making the top five on this occasion – but they still did very well.

For round 4, students were expected to understand the ‘four rules’ (that is add, subtract, multiply and divide) when working in Base 6 (Heximal). Here is a sample question from this round:

The FMSP Challenge is going to be a calendared event for Tuxford each year. We are committed to training our students from an early age to be efficient, effective and flexible mathematical thinkers as well as team players.

David enjoys the precision of working with numbers David Mafullul was a member of the Tuxford team that came third in the recent regional Maths challenge. We thought it would be interesting to gain an insight into why he is so good with numbers.

David explained that he regards maths as a language: a way of expressing what he sees and visualises. Without having to consciously work out every little detail he has an intuitive understanding of angles, geometry and trigonometry. For example, if shown a hill in the distance he could give us a reasonably accurate estimation of its height. Similarly, he would be a useful companion on a shopping trip because, without labouring over the task, he is able to keep a running total of the amount we would have to pay. When asked why he has become so good at mathematics, he replies modestly, “It somehow just fits together. I am inquisitive and maths is a means

6

Tuxford Topics

of giving me understanding of what I see.”

In Y7 David won Tuxford’s Got Talent for his performance as a saxophone player, but he doesn’t care much for improvisation as a musician. He prefers to follow the written score on sheet music because he sees the task as very similar to algebra: taking meaning from patterns on a page.

What he likes about maths is its certainty and its precision. He is not fond of English because there are too

many possibilities. As for the maths challenge, he found it difficult, but he enjoys competition.

Working against the clock is pressured, but it is productive pressure. He enjoyed the collaboration of working in a team.

Some of the questions were also a test of general knowledge – such as having to total together players from a range of sports teams without being given the numbers normally playing in a team. He would like to study maths at A Level and beyond, but he doesn’t see himself becoming an academic. Instead he would like to apply his skills to business.

We have seen that David is a gifted numbercruncher and a talented musician – but that is not the end of his talent. He is also a keen sportsman: a good sprinter and the current school record-holder for long jump at 5m 76.

Quality of arts provision recognised and school learning surveys informing project ideas and enhancing teaching and learning. She noted that there are four arts representatives on the Student Forum, one from each of the vertically grouped school colleges. In her report she states: ‘Students spoke positively of the approachability of staff to their ideas and in particular the role of the Arts Ambassadors and Post 16 Arts mentors involvement in discussing future arts provision and developments.’

The creative and expressive arts faculty at Tuxford gained national recognition in May when it received a prestigious Arts Council award. Penny Hargreaves from Trinity College, London visited on Friday 9th May to conduct the validation process and at the end of it presented the school with an Artsmark Gold certificate in recognition of its work in promoting arts and culture.

Only fifteen percent of schools in England have earned the basic Artsmark award and there are just four other secondary schools in the whole of Nottinghamshire who currently hold Artsmark Gold.

Tori Richardson, Head of Creative and Expressive Arts, said of the achievement, “We are absolutely thrilled with our new status. To achieve it we had to demonstrate excellence not only in curriculum provision, but also in extra-curricular arts activities, in how we work with artists and arts organisations and in how our work impacts on the wider community.”

The validation report refers to the strong evidence of excellence from our last two Ofsted reports and from consistently outstanding examination results in arts subjects at GCSE & A Level. The faculty teaching team are described as enthusiastic and they are praised for being practising artists, musicians or performers.

role play and hot seating in Social Sciences and use of digital art software to create animations, films, websites and recordings in ITC Business. The validator felt that there was clear evidence that the school celebrates and values cultural diversity.

An example is Year 7 & Year 8 students learning about aboriginal art and Diwali through creating artefacts and thereby developing an understanding of the meanings and messages in religion and cultures. They experience Caribbean (Reggae) and Afro American Blues in Music lessons and study storytelling traditions through Italian Commedia del Arte in Drama.

The Principal’s vision statement is seen as evidence of the school’s dedication to creative values and two examples of good practice in other subject areas are provided:

Ms Hargreaves was impressed by a sincere commitment to engage with the Pupil Voice in the CEA Faculty: pupil perception surveys, class discussions

The report accepts that the Arts award scheme and drumming lessons are having a significant positive impact on behaviour, self-esteem and confidence of individual learners and their attitudes to learning.

The validator’s visit had shown that the standard of behaviour and engagement in all CEA classes is generally very high.

The faculty’s commitment to working with professional artists and organisations such as Rufford Craft Centre is commended, as are the additional curriculum time given to students identified as having creative potential and the termly showcase performance opportunities.

After presenting the award Ms Hargreaves told us, “I have been enormously impressed by the whole academy’s ethos and passion for what they do here.

Gaining Artsmark Gold demonstrates a high level of imagination and drive embedded throughout the entire curriculum.”

Student drummers gain concert experience

To say that Mr Gary Hayes teaches drumming is the same as saying that Heston Blumenthal is a cook. Mr Hayes is much more than that. He is an ardent fan of drumming with an encyclopaedic knowledge of the history of drumming and he is an enthusiastic promoter of drumming. At Tuxford he has gathered about him a large group of young musicians who are keen to develop their skills.

Out of school Gary runs events for

Music Workshop, a charity that aims to give performance experience to aspiring musicians. Recently he put on a show at East Markham Village Hall and 28 drummers from Tuxford Academy each played two or three numbers with the band. They were nervous, but seemed to enjoy it – as our picture shows. The hope is that they have gained confidence from the experience.

Tuxford Topics

7

Music Award Success Leon Auckland 10ATR, recently became the first winner of a Hilary Steemson Music Fund Award. On Sunday 16th March he was presented with a cheque for £250 at Southwell in front of his colleagues in the county’s Advanced Music Ensemble. Winning a prestigious county music award will help Leon’s plans to become a professional musician; he is using the money towards his tuition fees for drumming. A remarkable aspect of his story is that Leon didn’t realise that he had a musical talent until eighteen months ago.

When he was in Year 7 Leon was invited to try playing the drums. It turned out to be a life– changing moment because he took to it so easily. “I really enjoyed the sounds I made from the drums and realised that my skills could be taken further,” Leon explained. Throughout Year 8 he would spend lunchtimes in the music rooms practising beats and rhythms, then in Year 9 he began lessons with our inspirational drum teacher Gary Haynes.

It was Gary who got him to join the AME –

and to try for the Hilary Steemson Award.

Leon has no plans to become a flashy showman drummer in a rock group if he succeeds in his chosen career. For one thing he prefers music from shows and orchestral film scores. But also, he enjoys being part of a team in the percussion section of an orchestra. He attends fortnightly rehearsals of the AME at Southwell and has performed with the ensemble at the Royal Concert Hall in Nottingham.

“Since I discovered I had a talent for drumming, my life has changed,” admits Leon. He could not have foreseen that he would be performing a West Side Story medley in front of an audience. Asked about his dream of making a living from music, Leon told us, “I realise it is extremely competitive as a career choice, but I would like to try.” If all goes to plan he would like to study Music and Drama at A level, then go to Leeds College of Music.

Leon’s late father was a guitar player and Leon is pleased to have inherited a gift for music.

“My father taught me to be ambitious and determined,” Leon explained,” and I know what I must do to succeed. My mum is very supportive and I will give it my best shot.”

Caitlin enjoys her musical voyage of discovery Choices, choices, choices! Throughout life opportunities are presented to us and we must decide which ones to select and which to reject. Sometimes we will be too nervous to be adventurous or too preoccupied with the possibility of failing. When Caitlin Parker of Y8 was at Walesby Primary School she had one of those moments. Should she take a role in a production of ‘Pirates of the Caribbean’ or not? She decided to go for it and found herself playing one of the main parts which involved some group singing. She enjoyed it – and so one thing has led to another…

that she found a private teacher in Scrooby: Camilla Dunston who is a trained classical singer. Camilla organises small concerts and she was sufficiently impressed by Caitlin’s ability to offer her the chance to perform in

Since then Caitlin has competed in the Don Valley Music & Drama Festival held at Edlington, near Doncaster in March. Caitlin came first in the ‘Vocal Solo up to Grade 2’ category singing A Spoonful of Sugar by Sherman & Sherman. She later performed ‘I’ve never been in love before’ by Loesser, but didn’t get placed as it was judged on drama as well as singing; she was unaware of this and so had not prepared. It was a knock, but these minor setbacks will happen.

When Caitlin moved to Tuxford she joined the Tuesday night music club, led by Mr Evason, which involved singing musical theatre numbers - and a bit of drama with Mr Cox. Six months later Mr Evason started a Thursday night group and students had to audition to join. Caitlin put herself forward and got in. This time she discovered a new high level of choral singing as they focused on madrigals. They returned to one song for about 10 weeks to perfect the harmonies and meaning. The challenge was to perform the song, ‘I live and yet methinks I do not breathe’, at one of the arts faculty showcase evenings. The performance went well – and so it would be easier to accept the next challenge.

Blyth Church at Christmas 2013. Caitlin said yes and so performed two songs (one from Beauty and the Beast and the other from Les Miserables). Caitlin now has singing lessons one night in the week and at the weekend.

Caitlin was enjoying the singing so much

In parallel to the singing Caitlin joined an

8

Tuxford Topics

after school drama group run by Miss Smith.

They worked on an excerpt from Scrooge to perform at the Christmas Showcase evening in December 2013. It is all good experience.

Caitlin has a summer concert at Blyth Church later this term and then she hopes to take her Grade 3 singing exam in December. Her love of singing has not diminished and she feels that she would like to aim for a place at music college when she is older to study classical singing.

However she is still very young and other opportunities may come along. If she can’t get into music college Caitlin currently feels that she would quite like to be a lawyer. She is on a journey and the important aspect of it is that she is enjoying it.

My eight years at the helm Retirement reflections

by Mr Geoff Lloyd, Principal My contract for the headship didn’t start until January 2007, but I had effectively taken over by September 2006. Chris Pickering had taken on a school improvement role for National School at the invitation of the local authority and from September he had to spend more time there. During the autumn term I was seeing Chris once or twice a week and so there was a process of transition for which I am grateful. It wasn’t a case of the established head resigning and a new head coming in as is so often the way it happens. The phased handover process was so valuable that I am trying to provide my successor, Dave Cotton, with a similar experience as I approach my retirement.

By the time I took over, the new building was nearing completion. We were limited in what we could build because schools were planned by applying an accommodation formula. We had software to profile the school’s needs in terms of the number of teachers, pupils and periods. We were pushing to create an eight form entry school, but they gave us a seven form entry building.

The new school was built for 1250 students; the great thing is that today it accommodates over 1500.

PFI scheme Without the Public Finance Initiative Tuxford School would still occupy the old buildings – the dated CLASP design and the rotting

Talking to county council vice chairman Ellie Lodziak, October 2008

into making the circulation areas wider; we didn’t know that at the time. Flow is an issue so we should have had double doors leading to the pupil reception areas. Main Reception was originally going to be wider and more

Preserving Tuxford culture

Handover of new building, Feb 2007

fabric. When I walk round today I think this is great for our staff and for our pupils, this is quality education in a quality building. One aspect of the 2009 Ofsted Inspection Report that pleases me is that they recognised that we had used the new building to good effect.

In hindsight, we could have done a few things differently. We could have put money

I am currently working on providing better drama accommodation under the Humanities ‘bridge’. We have secured funding from the EFA and we already have planning permission to build the additional teaching spaces and an office. Work begins this summer so it should be taking shape before I leave. We have done some fantastic modifications to the building including adding the Clumber Gallery and the porch.

Seven form entry is never the way to go because of the timetabling constraints, but I am still very pleased with the build. After eight years it has worn exceptionally well.

impressive. There was no recognition that numbers of support staff would soon grow due to the workforce remodelling programme and there was no recognition that we would become the flagship of a fleet of academy schools. It is unfortunate that if we had been recognised as an eight form entry school, we would have nearly twenty percent more office space.

When we were preparing to move into the new school building I wanted to preserve what was precious to Tuxford, culturally.

It was not a new school – and I was quite careful to distinguish that – it was Tuxford School in new buildings. I had been to one or two new builds with Chris and what struck me was how sterile they were. I saw an inner city school where when the bell rang all

Tuxford Topics

9

Retirement reflections by Mr Geoff Lloyd, Principal and systems leadership. I knew that every teacher operating at ‘outstanding’ level in front of a class during every lesson would have a direct impact on the children. We have made a firm commitment to professional development for all staff, not just teachers.

Our support staff have their own training officers and the teaching assistants, for example, network with TAs in other schools.

Our belief is that if we have the best possible staff making the best use of their time, we will have the best outcomes for students.

Technology status from 2002 ensured that every student had use of computers, training school from 2007 helped to ensure that students had highly skilled people to teach and support them. When training school status was discontinued we went for

Mobile advert, Feb 2013

Ofsted ‘Outstanding’

doors closed automatically and children couldn’t get in or out. It wasn’t what I wanted.

What we have done with the building is to make it ours. The displays that are put up are just magnificent. Then we have developed the gardens and grounds in conjunction with the children. Then we have installed IT equipment on a large scale. I wanted all staff and all students to feel ownership of the building so I took the decision that we would not lock students out at breaks and lunchtimes. This was part of my determination to keep our culture and to avoid a sterile environment. I think it has worked really well. The easiest thing to do would be to lock the school down, but I was so determined that we weren’t going to do that: there was no way our young people were going to stand out in the cold and the rain. Today it is fine and the respect for the building from students is fantastic. After eight years it is in excellent condition.

Professional development Early in my time as head, we became a training school - in April 2007. We had been offered a second specialism in the previous year to run alongside our technology status.

We were looking for another specialism that could benefit everybody rather than a single subject area. Investing in the professional development of staff was the right choice – and it tied in with our partnership work

10

Tuxford Topics

In my time as headteacher I have adopted the philosophy that every child has a talent and it is our job to develop that talent and address any needs. It may be in creative arts, it may be in chemistry, it may be in English and it may be in sport. It is important that a rural comprehensive offers opportunities in all these areas. Therefore it has been a highlight of my tenure to witness the dramatic rise in academic standards. In 2007 the percentage of GCSE students achieving five or more A* to C grades including English and Maths was 57. By 2013 this had risen to 75 percent and we are predicting over 80 percent on this measure in 2014. This rise in standards has been apparent at all key stages and reflects how we have continued to develop our teaching and behaviour management.

In simple terms, successful schools provide high quality learning experiences and expect impeccable behaviour – and these are characteristic of Tuxford.

teaching school accreditation to carry on our good work.

Of the school’s achievements in my time at the helm I shall always look back with pride at gaining classification as ‘Outstanding’ from two Ofsted inspections. I was delighted when we received the accolade for the first time in May 2009. You can only achieve outstanding for the first time once and it was a great confidence booster.

It is worth adding that briefly we were offered a third specialism – before the recession and government cut-backs. I put all the bids in and went to a meeting in London but then it was pulled. This time we chose vocational education which, as with the other specialisms, would have benefitted many.

Our last inspection in 2012 followed conversion to academy status. We were a pilot school for new ‘short notice’ inspections so the phone call came at 2.00 on the afternoon before their visit. I think the staff froze when inspectors suddenly appeared and I think the children froze too.

Celebrating staff achievement, 2013

Inspecting Charlotte Peach’s Olympic torch, July 2012

Retirement reflections by Mr Geoff Lloyd, Principal Some students said to me, “We behaved ourselves, Sir. We didn’t say anything.”

I remember thinking, “I hope you did. You need to participate when a lesson is being observed!”

One aspect of inspections that has seemed unrealistic to me is having judgements based principally on observations of lessons.

Inspectors have been required to make judgements on whether a class is making sustained and rapid progress’ - but they are making this call after being in a lesson for just twenty five minutes. So, I wonder how this would have worked with Einstein. When did the penny drop for him? Would it have been in the twenty five minutes observed – or was it at three in the morning when his thoughts came together? I am pleased that new inspection frameworks place a greater emphasis on data and pupil perception – insights that we have always seen as important.

essential and we have made full use of the new technologies in communicating with parents. The introduction of PARs Insight has resulted in parents being able to monitor the behaviour and academic progress of their child. Termly e-newsletters update parents on operational issues and the website provides valuable news and information to parents.

Colleges and vertical tutoring In September 2009 we changed the pastoral system. We introduced vertical tutor groups with each having students of all ages. This was a big improvement on a tutor having to deal with thirty two students from one year group, all the same age and all with the same issues. We also introduced four colleges. In place of two national curriculum phase teams, we had smaller college teams covering the full age range.

Looking back now after five years, it was the right move. Several support staff are tutors or assistant tutors now and having them in role enables us to have small tutor groups of approximately 24 students. As it has turned out, improved student relationships are a real strength of the system. There is now a bond between older and younger students and younger ones talk of the help they have received from older ones. Student voice has been strengthened and I now meet regularly with student representatives from all colleges and years, and respond to their requests if at all possible.

We introduced academic tutorials as the principal means of discussing progress with parents – in place of progress evenings.

Parents now meet with tutors instead of subject teachers so tutors take more responsibility for monitoring than previously.

The workload is not onerous as there are usually just four members of each year group in a form. Parental support has been

Official commendation from Governors, 2010

When we became an academy in August 2011 we were better off financially because the money previously top-sliced by the local authority came to us. There is no question that schools working with schools and systems leadership are effective. Moving heads across other schools is sometimes the right thing to do because they can sort problems out.

I’m a great believer in evolution and I am pleased that it was possible for me to build upon the many strengths the school had in 2007. There was no need for a revolution at Tuxford. I was in the very privileged position eight years ago of being able to sustain and develop many strong aspects of school that had been introduced by my predecessors, Chris and Keith. Not only did this mean sustaining activities such as Year 7 camp, the

Polish Exchange and Year 8 residential, but also continuing to respect and acknowledge ‘the way we do things at Tuxford’.

Curriculum enhancement During my time as headteacher the team at Tuxford has displayed tremendous energy, innovation and commitment. It has been an honour to lead the team and a source of immense pride that we have developed so many areas of the school.

We now offer a wider range of courses to accommodate the needs of a wider range of students - particularly at post 16 in response to the Raising of the Participation Age. We have introduced ‘curriculum days’ allowing students to learn in different ways and cover topics not easily addressed through timetabled lessons. We have a summer timetable, starting at May half term, that helps to maintain momentum at the end of the academic year as the following year’s programme of study is rolled forward. ‘Flexible Fridays’ are very similar to curriculum days because both facilitate the busy programme of off-site educational visits organised by staff with minimum disruption to timetabled lessons.

We opened an alternative curriculum facility (Ashvale Centre) for some of our most vulnerable secondary students in East Bassetlaw in September 2013.

This not only reflects our moral purpose, commitment to all our students and management enterprise but also our belief that schools should work in partnership because the centre is operated in conjunction with Retford Oaks and Elizabethan Academies.

When people look at my eight years as head of Tuxford School, they might have difficulty in being sure of my role in everything that has happened. I shall be in my garden, sitting in my chair, so I am willing to accept that history will distort what happened. All I can say is that when I see the last buses go in July, I will be confident that as a team we have created something special for the children. How we got there may be up for debate. Nobody will be able to prove “What did I do?” or “What did he do?” People will claim, “I had that idea,” but it won’t bother me. The only claims that make me cross sometimes is when people link events erroneously as causation and correlation. I then have to say, “No, that is not the way it happened.”

Tuxford Topics

11

Mr Lloyd’s School Calendar of significant events September 2006 CP working with National School.

GL picking up bigger management role at Tuxford.

1 January 2007 GL officially ‘Head of School’.

20 January Farewell to old school / student reunion event in old building.

26 February ‘Completion Day’ for new school building.

GL accepts keys.

2 March ‘Orientation Day’ when staff and students settle in new building.

April Tuxford designated a Training School.

28 September School History published together with DVD of videos and photos.

2 October 2008 1950s Curriculum day to mark school’s 50th anniversary.

Commemorative booklet and Retford Times supplement published.

21 October Official opening of new school building.

7 November School affiliates to Church of England.

March 2009 First professionally-printed Tuxford Topics published.

7 May Ofsted inspection. Inspectors assessed the

Numbers on roll

school as ‘outstanding’.

September Colleges and vertical tutor groups introduced.

September School playing fields re-open. (Had closed in July 2005 for re-build).

September Flag poles installed at front of school.

3 November 2010 Clumber Gallery extension officially opened under Music ‘bridge’.

1 August 2011 Tuxford became an academy independent of LA control. New logo adopted.

November Tuxford retains Investor in People status after formal assessment.

April 2012 Tuxford gains Teaching School status.

9 May Ofsted inspection. Inspectors confirmed school as ‘outstanding’.

June / July London Olympics - 2 Tuxford students chosen for torch relay. Other students provide guard of honour at opening ceremony.

September Construction of porch at front of school completed.

15 October Sensory Garden opened.

August 2013 Raising of the Participation Age – students now required to continue in education or training until they are aged 17.

Sensory garden opening, Oct 2012

September Ashvale alternative curriculum facility opened in partnership with Retford Oaks and Elizabethan.

March 2014 Tuxford retains Healthy School quality mark after assessment.

April EFA agrees to pay for new performing arts centre under Humanities ‘bridge’. Work scheduled for summer.

April Tuxford gains Artsmark quality mark.

GCSE results

Academic Year

Main school

Sixth form

Total

Year

% of candidates gaining 5 or more A* to C grades

% gaining 5 or more A* to C grades including Maths and English

2006/07

1017

243

1260

2006

72%

59%

2007/08

1102

212

1314

2007

73%

57%

2008/09

1143

225

1368

2008

74%

57%

2009/10

1183

276

1459

2009

81%

61%

2010/11

1225

303

1547

2010

88%

70%

2011/12

1220

269

1489

2011

87%

70%

2012/13

1245

309

1554

2012

98%

77%

2013/14

1241

316

1557

2013

96%

75%

12

Tuxford Topics

Dan opts for football apprenticeship Year 11 student Dan Smalley has already experienced some disappointments in his quest to become a professional footballer, but he has shown true grit and determination in pursuit of his goal (no pun intended). The good news is that he recently signed an apprenticeship agreement with Rotherham United, so for the next two years he will receive an apprentice’s pay to develop his footballing skills with a professional club.

Dan is a defender who plays at left back. Until November he played for Sheffield Wednesday youth teams – representing the club at U14, U15 and U16 levels. Unfortunately in November,

he was released by Wednesday after two years with the club – not because his football needed to improve, but because it was felt that he kept himself at a distance from the other players.

The club was looking for a strong psychological bond linking every player to the squad because such a commitment transforms individual players into a co-ordinated unit. Naturally Dan was disappointed, but immediately he looked for other clubs to join. He went for a trial with Chesterfield, but was not very impressed so didn’t pursue a place there. Two weeks later he went for his trial with Rotherham – and was offered the apprenticeship.

Dan feels that he fits in well at his new club. He has already played for the U18 team and he is impressed by what he sees: “Everything is very professional. Standards of fitness are high and a good attitude is expected.” He knows that to be a quality player he needs to be very disciplined. “It is important to pass the ball and to play as a team. I always listen to the coaches

and I try to learn from criticisms, instead of taking them to heart.”

As an apprentice footballer, Dan will be released for academic study alongside playing practice.

He will receive guidance in building his fitness and learn coaching skills. There will also be plenty of match experience against the youth teams of other professional clubs. He is looking forward to special team building experiences that the club organises.

Dan has learned from his experience in Sheffield and he is making a real effort to connect to his new team mates. He is also working at being more proactive and aggressive in his play. He knows what he has to do to succeed – and of course he takes with him the best wishes of everyone at Tuxford Academy. But Dan has no illusions about the difficulty in making the big time as a footballer. “If I don’t make it, I will still have had the experience of trying,” he explained.

Enter guest speaker - pursued by camera crew!

Inspirational speaker Steve Cunningham made a welcome return visit to Tuxford Academy on Thursday 20th March. He was accompanied by his guide dog because he lost his sight at the age of 12. He was at Tuxford to speak to Year 13 as part of his work with schools throughout the UK to help young people of all ages understand disability and the importance of a positive mental attitude.

challenges of her own to face.

Steve’s declared aim is to make people positive, to develop goals, and to overcome adversity. Since losing his sight he has led his English blind football team to the World Cup, achieved world records and inspired thousands of people across the country. As well as working in schools Steve has been asked to speak at events organised by Rolls Royce, Sony, Pfizer, Wasps RFC, Bolton Wanderers FC, KPMG, Chrysler and Michelin – to name but a few.

Teale, the Assistant Editor of East Midlands Today, wanted to find out how he felt about the way he had been treated.

When the news item appeared on television at about 6.45 Steve was conciliatory. The takeaway owners felt embarrassed and had obviously learned something about how to treat people fairly. But there on our screens too was Alice. The reporter felt that her opinion was important - and the whole experience of the talk and interview had doubtless given her an interesting insight into the ways of the world.

Fleur Custance, 13AMA, told us afterwards that Steve’s talk had given her more determination: “This has showed me no matter how big the obstacle I can pursue my own personal goals of working with children.

He showed us that anything can be achieved if you really want to do it and that barriers can’t get in our way if we don’t let them.”

Sarah Teale and cameraman get their story

The sixth formers enjoyed the presentation.

Steve told them, “I believe I don’t have a disability, only a different ability” because being blind hadn’t stopped him doing things he want to do, such as flying a plane and driving a speed boat. Alice Hopkins Year 8, was also in the audience by special invitation as she will have her own guide dog at some point in the future and inevitably will have

When Steve arrived we didn’t know that his guide dog had been the centre of a controversy during the previous evening, but during the afternoon the academy was contacted by the BBC to see whether it would be all right for an interview with Steve to be recorded in school. Steve had been refused entry to two takeaway restaurants in Southwell on Wednesday evening – or, to be more precise, his guide dog had, so Sarah

Part of Y13 audience

Steve Cunningham’s mild tone on TV was true to his message he had given Tuxford students: he would not permit one incident to make his world fall apart. Instead he acted and that is how he is able to break through any barriers that come his way.

Tuxford Topics

13

Exploring the cosmos – in an inflatible igloo and how this affects what we see in the night sky to constellations, star clusters and galaxies and how they were named. He also explained how light pollution is such a huge problem when it comes to stargazing.

Club member Daisy Stringfellow, Year 8, described the presentation as spellbinding.

She added, “People who don’t generally attend the astronomy club - children and adults - were fascinated and inspired by the beauty of the cosmos.”

The Academy’s Astronomy Club hosted a visit by StarLincs Mobile Planetarium on Wednesday 29th January. The drama studio was transformed by the installation of an inflatable domed structure big enough to hold a group of 25 older students. A powerful fan inflates the dome, made from strong fire retardant material, and ensures a comfortable airflow. The dark interior is, in

effect, an impressively large dome-shaped screen. Sophisticated projection and sound equipment enable guest lecturers – on this occasion Mr Mick Morton - to present an awe-inspiring journey into space.

StarLincs can offer a choice of presentations. On this visit Mr Morton covered topics ranging from Earth’s orbit

Due to the clouds outside, club members couldn’t go outdoors with the telescopes and binoculars. Instead they had a second lecture about cosmic fluctuations and how gravity and dark matter have shaped the galaxies and the universe we know today.

Interesting facts emerged such as the hydrogen atom is 99.999999999999% empty and MRI scanners were discovered through the use of particle research.

They also shared their knowledge of the Large Hadron Collider (LHC) in Geneva, Switzerland.

If you are interested in learning more about StarLincs Mobile Planetarium go to: www.starlincs.co.uk. The organisation has presentations for all age groups.

U13 Cricket Girls reach final stage of County competition forward to regional and national finals.

In Nottinghamshire one team from each county district it through to the playoffs at the prestigious Trent Bridge ground in West Bridgford. There are eight players in each side in a match (from a squad of ten).

Since 2003, the Lady Taverners’ U11, U13 and U15 girls’ cricket competitions have given over 75,000 girls the opportunity to participate in cricket, many for the first time.

Girls-only cricket competitions are intended to provide a vital pathway for grassroots girls’ cricket by introducing participants to local clubs and development programmes.

Last year, 1,033 schools were involved in the winter U13 and U15 indoor competitions.

Each county cricket board organises its own competition but the winners go

14

Tuxford Topics

This year a newly formed Tuxford team entered the competition following curriculum sessions in the summer with Jenny Gunn, a current member of the England Women’s Cricket Team that won the Ashes. The girls only started training as a team in September, but their PE teacher, Miss Kirstie Aisthorpe, was very impressed by their dedication and spirit: “I was really proud of how well they performed and improved since they started playing.” Her confidence was rewarded before Christmas when the girls won through to represent Bassetlaw District at Trent Bridge.

Team captain, Georgia Cartlidge, told us how the team got on: “Unfortunately we did not progress to the semi-finals as it was a knock-out format. But it was a fantastic opportunity to play at such a famous ground.”

Miss Aisthorpe added, “The reputation of sport at Tuxford Academy continues to remain strong. The girls represented not only the academy but also the district and were a credit to both.”

We spoke to two of the players, Amelia Coleman and Annabel Peach, to find out how they ranked indoor cricket in their list of favourite sports. Both said they enjoyed playing it, but Annabel has a long-established dedication to athletics and fencing. Amelia, who plays football, rugby and hockey as well as cricket, says she prefers dance to all of them. She enjoys sport in school, but has not been tempted to play any out of school.

Both Amelia and Annabel revealed that they don’t have conversations about sport with other girls in the way that boys discuss soccer. Annabel’s theory is that boys are more competitive with each other. However when asked how they had made the cricket team both girls admitted that they too get caught up in the excitement of the moment and like to win.

Chloe receives courage award Tuxford Y7 student Chloe Kenna was invited to this year’s annual Children of Courage Awards presentation at Newark Showground on Monday 17th March. There she was presented with an award by Rotary Club district governor Mr Peter Moralee.

Chloe, accompanied by her grandmother and Tuxford teacher, Allison Jones, met with other courageous young people in the area and listened to their achievements and the ways that they have overcome their personal challenges.

Chloe had been nominated for a courage award because of the brave and inspirational

Community gardening award

way in which she has handled the discovery that she has diabetes. Chloe received her diagnosis only 6 months ago. She could have gone to pieces because she will have to cope with the illness for the rest of her life; instead, she remained positive and handled her condition and the management of her medication with maturity. Her doctors were so impressed by Chloe that they have asked her to speak to other teenagers with similar conditions.

Mrs Jones thinks that Chloe is very special too: “I feel privileged to be working with her every day,” she told us.

The school’s Student Health Co-ordinator, Mrs Wendy Riley, agrees: “Chloe copes with her condition in a mature manner and doesn’t ever let it get in the way of her life.”

In January Jaz Clark became the winner of the first Steven Pickering Award. He has coordinated a team working on the creation of a school logo flower bed. Mr Hardy is pictured presenting his Award certificate.

‘Healthy School’ status retained We learned in March that the academy has been successful in its bid to retain the Healthy School quality mark for a further two years. Chris Coverley, County Health Development Officer, was very impressed by the application submitted by Tuxford’s Investors in Pupils Coordinator, Mrs Sandy Dodd. He called the submission “…a remarkable report which illustrates what an excellent academy Tuxford is.”

Healthy Schools status is awarded to schools that have a good record in promoting the health and wellbeing of their young people. Aspects of school life examined by the awarding team include:

and attainment. Fruit is always available at breaks and lunchtime.

We were able to show that all students take part in at least 100 minutes curriculum time for physical activity each week. The tennis courts and all-weather pitch are open to students at lunchtime and the latter is supervised by Post 16 students.

The school’s Fitness Suite is open after school to all students and staff. For those who prefer more moderate exercise the gardens are available for all to use – to enjoy some fresh air and calm if nothing else. Lunchtime Gardening Club is available to all years if they want to get involved.

• School culture and environment • Student Voice • Provision of support services for children iiiiiand young people • Professional development provision for iiiiistaff in health and wellbeing • Partnerships with parents/carers and iiiiilocal communities Assessors were impressed that we have water fountains all around school and water is given out during exams and tests. All cold water in our building is fit to drink – and not every school can say that. Water is essential to hydration – and to concentration. Similarly the school’s Breakfast Club is open in the dining room every day to ensure that students have the energy to give full attention to lessons

All staff – both teachers and coprofessionals – update their safeguarding training regularly. There are termly fire drills and many staff are trained first aiders.

Vetting and monitoring of school trips is methodical and effective – and no staff can lead an educational visit until they have gained experience as assistants on trips.

All Science lessons and PE activities are

risk assessed. Similarly the arrangements for public events in school have to meet safety criteria.

The school employs a number of specialist staff to help our young people’s physical, emotional and mental wellbeing. The student welfare officer, the student health coordinator, the school counsellor, the teaching assistants and the learning mentors form part of the in-house service provision. In addition the school works with staff from various agencies that promote student welfare.

Tuxford’s annual Year 7 student well-being day impressed assessors – when various outside organisations come in to speak to students about issues such as bullying, controlling tempers, drugs, general cleanliness, etc. The annual health day for Year 10 is similar – with experts coming in to speak to the students about health issues.

In confirming that we had been re-awarded Healthy School status, Chris Coverley of Notts County Council told us, “…provision for emotional health and wellbeing for both students and staff is very good indeed.”

He added, “I really enjoyed reading about everything in the report and have no hesitation in asking our admin officer Stuart to send you your official letter of congratulations and certificate which will accredit the academy for a further two years.”

Tuxford Topics

15

University Entrance 2013

News We strongly believe in preparing our Post 16 students for life – and we recognize that they will need more than excellent grades. Mature, rounded personalities and leadership skills are also important.

Opportunities to gain these qualities are abundant at Tuxford Academy.

We encourage student engagement in leadership programmes, internships, work experience and community work. A range of enrichment courses aim to nurture academic curiosity, stimulate whole-class discussions on controversial and sensitive issues and provide students with valuable skills. The Extended Project enables students to demonstrate their grasp of intellectual terminology and newly acquired concepts and their ability to ‘think outside the box’.

Registered with UCAS Achieved first choice

102 67

Russell Group University Places destinations & courses, 2013 • Cambridge Natural Sciences • Durham Pharmacy • Nottingham Sociology • Durham Business and Management • Leeds Geography • Cardiff Computer Science

• Liverpool Physics • Nottingham English • Warwick History & Literature • Bristol Maths and Physics • Warwick Psychology • Newcastle Law • Nottingham Hispanic

Studies and History • Leeds Maths • Manchester Maths • Exeter English and Drama • Sheffield Law

Students also have the opportunity to take part in a range of trips and visits. There is an annual residential university preparation visit; this year it will be at UEA. We have a long-running exchange programme with the Gniezno Liceum in Poland and a popular skiing trip.

Employment of Post 16 Student Supervisors

Employment of ‘Lunch & Learn’ club leaders

Currently we employ 18 students in this role.

The supervision team plays a crucial role at Tuxford Academy because when the team performs effectively at lunchtime, our students return to lessons in the right mood to learn.

The supervisors are taught to react appropriately to a delicate situation and how this plays an important part in maintaining positive attitudes.

Feedback from students indicated a need for more lunchtime activities for lower years. Post 16 students have the opportunity to organise these to develop their management and leadership skills.

Rebecca Armstrong and Sarah Thorley have run the Social Club, Hannah Slack ran the Debating Society and Yasmin Odabashy and Beth Platford the Medical Society.

Student Supervisors are employed 12.55 – 13.55 pm. The work commitments include: 5 minutes preparation time, 55 minutes direct supervision (contact time). Team members receive an induction which includes assertiveness training and safeguarding training. Not only do they earn a wage but they gain skills and knowledge which will help them when they leave school.

Subjects discussed at Debating Society included ‘Does the internet do more harm than good?’ and ‘Should homework be banned?’ Hannah has coached members on how to take a more active role and how to formulate an argument. Sam Stringfellow attends and when asked how the club was going he replied, “I really enjoy attending, it is excellent.”

16

Tuxford Topics

Students attending Medical Society talked about ethical issues faced by a doctor and had a session on the brain: diseases associated, how they are treated and how it affects the patient. There was another session on the urinary tract and one on how to take blood pressure and how to listen to your own heart beat by using a stethoscope. Beth says, “I personally think the Society has been a great success. I hope that over the next year it will grow, that more people will be aware of medicine as a career and be as passionate about it as I am.”

All club organisers have said that they have learnt so much from the experience and would like to continue next year. They are really keen to get others involved too.

Tuxford awarded quality mark for school governance In this edition of Tuxford Topics we are reporting the awarding of three prestigious quality marks to the school. All three are based on a rigorous vetting process so they serve to underpin and complement Ofsted judgements on the management of the school.

The school received confirmation that it had been awarded Governor Mark on 2nd May as external verification of the governing body’s valuable contribution to leadership and management at Tuxford. The quality mark confirms that the governing body has robust systems in place to ensure sound financial management and full compliance with legislation regulating employment, health and safety, special educational needs, etc. It confirms that governing body meetings are well attended, that the governing body has clear recruitment strategies to manage vacancies and that new governors are expected to attend an induction training programme.

A working party of governors had started working on reviewing performance against scheme criteria for an evidence portfolio about 12 months ago. Three ‘impact

statements’ had to be submitted on areas within school where governors had identified an issue. An explanation of what the governors did about it was expected, the action taken by the school, the monitoring of progress by governors and what the impact was.

Two assessors had visited school at the end of March for a rigorous round of interviews.

They needed to establish that the governing body has a high level of strategic influence and a clear focus on raising standards. A high level of trust and respect between the principal and the governing body should exist and there should be evidence that governors are valued and encouraged to participate fully. Before they left, the assessors made it clear that they had been very impressed. They said in their feedback that they had been “blown away” by the in-depth knowledge of governors and the information that they had been presented with.

Academy Principal Mr Geoff Lloyd was delighted with news of our success: “Governor Mark indicates that in yet another area of operation we are performing ‘above and beyond’ yet again. Congratulations to all governors, associate governors and portfolio team members.”

Permanently connected: students in the digital age is receiving messages via text, phone and social media all day. To cope with all this messaging, his online calendar keeps him highly organised.

Elsewhere in this edition readers will discover how computer technology is having an impact on teaching (page 20) and how the curriculum is responding to a national shortage of computer science expertise (page 5). Here we ask: how does a typical Tuxford student use today’s technology?

Ben Sinclair, Y11, reveals all.

Ben’s main problem at home is connectivity.

His village broadband speeds are still woefully inadequate. His family has a Netflix subscription so he can download or stream movies without having to pay for them individually, but frustrating long delays in the streaming make this a painful process.

Nevertheless he has his own website which he uses to practise web design. He is considering web design as a possible career at the moment and is currently working with friends Patrick Surguy and Aaron Allison on an improved version of the DALP website.

They prefer to write the code, rather than do the work via commercial software.

In his own words, Ben is a “massive fan” of Apple products so he favours a Mac rather than a Windows-driven PC. He likes their looks and their ease of use. One of his hobbies is making music and he believes

that Logic Pro X software is the best for this.

It is marketed as ‘a complete professional recording studio on the Mac’ and Ben confirms that he uses it as a synthesiser, a multi-track recorder and a mixing desk all in one.

By this stage those of you who have never met Ben might assume that he is palefaced and square-eyed from sitting in front of a computer screen for hours – but if you were imagining that you are wrong. He rarely sits in his room because he is using 4G technology – computing on the go. He edits his website from his iPhone. He video calls friends using Google+ hangouts. He has Twitter and Facebook membership and

Naturally when it comes to shopping, Ben tends to think of going to an online retailer first before trying a shop. He uses eBay and Amazon frequently. With his interest in digital music it might be expected that he would buy MP3 downloads too, but he prefers holding a solid CD in his hands and its distinctive packaging. He enjoys trying out new apps – and ‘software engineering’ is another career he is thinking about. He would like to create an app that people find very useful and use frequently. In other words, he believes that we are still at the start of the revolution in information technology and that there are still plenty of opportunities for someone who is both creative and computer savvy.

In the news recently was the story of a school where students run a technology dropin centre at lunchtimes (called the Genius Bar) – so that teachers can consult them to find out about the latest apps and online services on the market. If we ever considered starting something similar at Tuxford we know someone who might be interested in running it.

Tuxford Topics

17

Ambitious March ‘Curriculum Day’ Students spent Thursday 20th March focusing on enrichment and extension activities instead of working their normal timetable. Year 7 had a choice of trips whilst Y8 and Y9 enjoyed bespoke technology activities and guest speakers. Year 10 developed revision skills under guidance

from ‘Positively Mad’ guest presenters. Year 11 spent an intensive day in the Science faculty. Y12 had subject-related trips or visited local colleges and universities in preparation for future HE decisions.

Year 7 trips Fifty Y7 students opted to explore the National Space Centre, Leicester. They could sit inside a replica of the Vostok 1 module that made Yuri Gagarin the first human in space and marvel at a dog space suit. They could experience Buzz Aldrin and Neil Armstrong landing on the moon and take part in an interactive lunar landing challenge. They could also see moon rock.

“Really good,” was Lucy Vaughan’s verdict on the trip. Georgia Agorini added, “It was really fun seeing all the stars I see at night but close up.”

Meanwhile other Tuxfordians were seeing how photography began at the National Media Museum, Bradford. They discovered how TV programmes and films are made and could try being a news reader, operating the cameras, etc. They also learned how a green screen works. Accompanying teacher Mr Vik Timberlake meanwhile became re-acquainted with the video games, cartoons and adverts from his youth! When called to the IMax theatre, students were given 3D glasses to wear when watching a film that brought them incredibly close to a mother polar bear and her two baby cubs.

124 Y7 students, 11 staff, 3 coaches and drivers embarked on an adventure to the Harry Potter Studios, London in search of the mysteries of film making (...and a bit of magic).

Inside a huge theatre the curtains opened to reveal the entrance to Hogwarts Great Hall. Miss Elway Junior was beside herself!

Students wandered around intricately constructed sets and learned how they were designed. Technology weaved a bit of magic as students rode Green Screen / CGI broomsticks and Mr Cox and Mrs Rew were seen flying through the sky in an old car! Jacob Mawer said it was “cool” learning about the green screen technology.

He also enjoyed seeing the night bus and Privet Drive!

18

Tuxford Topics

Year 8 and 9 activities Year 8 students worked with an outside STEM specialist to develop problem solving skills, including building as large a structure as possible to support an egg and a rocket flight competition.

For the other half day activities centred on industry and careers.

Year 9 activities included: taste testing products with Mrs Hogan, building spaghetti bridges with a civil engineer and a careers session with Lincoln College - all of which they seemed to enjoy! Students worked with a food industry specialist, focused on paper engineering, discovered how many people it takes to make a pair of trousers (which proved thought provoking) and explored engineering in space / NASA technology.

Programme coordinator Mr Keri Griffiths congratulated staff for their hard work in making the day possible. He was also pleased with the students: “Behaviour and positive attitudes throughout the day were excellent. I was impressed by the students’ maturity and ability to adapt to the opportunities.”

Y12 trips and activities

Forty P16 Sociology and Psychology students observed criminal trials at Nottingham Magistrates Courts and then put questions about the justice system to magistrate Keith Burd. They followed the

story of crime and punishment, past and present, at Galleries of Justice Museum.

They did themselves and the school proud as they took on roles in the court room for a mock trial. Maisie Woods presided, whilst others presented evidence or deliberated the innocence or guilt of Jack Spurr and Kashif Hussain!

Sixteen adventurers on the AS Geography Field Trip embarked on sketching, measuring and mapping every part of Burbage Brook in preparation for a written investigation into the fluvial characteristics of the channel. Unfortunately there was an unscheduled stop as injury befell one of the group. Rallying around to support each other - and with indomitable spirit - the students soldiered on. There was some wrestling with the apparatus at first, but the two teams developed valuable leadership,

communication and teamwork skills to supplement those fieldwork techniques that they would be assessed on.

Twenty four of our most able students spent the day with outreach staff from Nottingham University to ensure they were aware of what the elite Russell Group universities look for in a candidate. Others visited two of the region’s rapidly improving HE providers, Derby University and Lincoln University.

Students had tours of the campuses and were given presentations on the benefits of a university education and on admission advice. Students not planning to apply to university had the opportunity to visit West Notts College, Mansfield which is now one of the largest FE colleges in the area and offers degree courses in association with Birmingham City University.

Oak team does well at DALP quiz

Quiz teams from Retford Oaks Academy, Tuxford Academy, East Leake Academy, National Academy and Holgate Academy took part in the second annual DALP quiz on Wednesday 2nd April. It was hosted by Retford Oaks again and what a show they put on for us.

A fairly low-key competition had been held during lesson time to decide who was to represent Tuxford this year. Oak team once again emerged victorious – and so Fraser Ridgway and team captain Sam Stringfellow would get another chance to battle against the quizzing superstars from East Leake who won the DALP trophy last year. Sam had handpicked his Oak colleagues - taking into account the areas of general knowledge that needed to be covered. Appearing in the team for the first time – and the only girl to represent Tuxford – was Sam’s sister Daisy who told us that she didn’t have the confidence to enter

last year.

Sam and the team devised a simple strategy to help them at the final: to work as a team and to rely on each other’s strengths instead of buzzing in rashly and losing five points. All academies had to play each other and the accumulated score would decide the winner rather than a knockout format. This meant that it was more important to gain points than to win a round.

When it had completed all of its rounds Tuxford had banked 345 points, the best score so far. The result had come down to a nail-biting final game between National and East Leake.

Soon East Leake was catching up fast, and before the last question they had equalled our score: East Leake 345, Tuxford 345.

Sam and the team willed National on and, to everyone’s relief, our Hucknall chums were first to the buzzer and got the answer right. Tuxford and East Leake had finished with a draw to share the trophy, National came 3rd with 275 points Holgate 4th with 245 points and Retford Oaks a close 5th with 235 points.

Thanks must go to all staff who helped make the quiz a huge success and to Retford Oaks for hosting it. Compere and scorer Mr Matt Liversidge and question master Mr Phil Baker did a great job – so thanks to them.

Arch rivals East Leake stormed their way to a first round win 90-55 against Retford Oaks. Tuxford replied with a winning score of 100 in their first round game. Daisy told us that Wilfred Wright was the star of the Tuxford team: “Fast on the buzzer and nearly always right!” She was pleased that she got the date of the first Apollo moon landing and identified county flags accurately.

Tuxford Topics

19

Tel: 01777 870001 Fax: 01777 872155 Email: office@tuxford-ac.org.uk www.tuxford-ac.org.uk Marnham Road, Tuxford, Newark, Nottinghamshire NG22 0JH

Advances in Classroom Technology Tuxford teachers are encouraged to engage in research to improve learning. They focus on an improvement area, try different approaches, share outcomes, collect feedback from students and debate the principles before publishing their conclusions.

The latest research topic is into making full use of tablet computers as teaching aids.

The school has invested in iPads to enable project members to make greater use of

multi-media content in lessons. From anywhere in their classroom the teachers are able to type or handwrite lesson points on the iPad then project them wirelessly onto the whiteboard for the class to see.

They can take a high resolution image of students’ work in progress, display it instantly and then engage the class in discussing it.

Files, videos, diagrams, maps, etc. can be accessed via the internet and displayed “live” for the students.

Science teacher Nick Richards (pictured) is one of the project partners for the research and he is convinced that the technology can transform teaching, “I am able to move around the room, call up prepared materials from my laptop, share students’ work and much more. I could establish a live video link to another teacher or another class to get their input. If all students had iPads, we might even be able to replace exercise books in future!”

Email: office@tuxford-ac.org.uk www.tuxford-ac.org.uk Marnham Road, Tuxford, Newark, NG22 0JH Tel: 01777 870001 Fax: 01777 872155 20

Tuxford Topics

designed and produced by dactyl publishing tel: 01427 884998 www.dactylpublishing.com