v ision and structure at t emple l earning a cademy (p lans to date )
TRANSCRIPT
VISION AND STRUCTURE AT TEMPLE LEARNING ACADEMY
(PLANS TO DATE)
THE STRUCTURE OF THE ACADEMY
We set out to create a ‘through school’.
We did!
Different to virtually many other all-through schools in that it is on same site. We wanted our building, staffing structure and curriculum to reflect this.
ALL THROUGH – ISSUES!
Don’t want two separate systems – primary practice and secondary mashed together – we inherit compromises.
As an all through school – staffing structure therefore must be ‘all through’ so that there is fairness and consistency in expectation.
Academy freedoms give us an opportunity to look at systems with fresh eyes and adopt approaches that we may not have before.
A chance to do what we feel is right.
CURRICULUM STRUCTURE We’ve moved away from idea of KEY STAGES
and adopted a structure we call ‘Learning Phases’.Learning Phase
Phase 1 (Reception/Year 1) Young learners
Focus on phonic development, language and communication, explorative learning
Phase 2 (Years 2, 3 and 4) Developing Learners
Focused English, math, science, cross curricular PBL, enrichment
Phase 3 (Lower Years 5 & 6)
(Upper Years 7 & 8)
Enabled Learners
Focused English, math, science, cross curricular PBL, enrichment
Phase 4 (Years 9, 10 & 11) Specialist Learners
Subject specialism
HOPE THE BUILDING REFLECTS THIS.
In early stages of deciding what the building will look like.
Expressed the Learning Phase Structure should be reflected in the building.
Learners go on a journey through it – we want flow and transition points/barriers to ‘blur’.
Separate but connected provision. Space for PBL to take place. Community and enrichment accounted for.
STAFFING STRUCTURE
Phase 1 Phase 2 Phase 3 Phase 4Reception/Year 1 Years 2, 3, 4 Years
5&6Years 7&8
Years 9,10, 11
TeacherTeacherTeacherTeacher
TeacherTeacherTeacherTeacherTeacherTeacher
TeacherTeacherTeacherTeacher
TeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacher
TeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacherTeacher
STAFFING STRUCTURE
Phase 1 Phase 2 Phase 3 Phase 4
Reception/Year 1 Years 2, 3, 4 Years 5&6
Years 7&8 Years 9,10, 11
Teacher - Early YearsTeacher - TechnologyTeacher - ArtTeacher - PE
Teacher - EnglishTeacher - MathsTeacher - ScienceTeacher - HumanitiesTeacher - ICTTeacher – MFL & RE
Teacher - EnglishTeacher - MathsTeacher - ScienceTeacher - PSHE
Teacher - EnglishTeacher - MathsTeacher - ScienceTeacher - ArtTeacher - DramaTeacher - HistoryTeacher - TechnologyTeacher - PETeacher - RETeacher - MusicTeacher - GeogTeacher – MFL/EALTeacher – DT Teacher – PSHE/Ethics
Teacher - EnglishTeacher - EnglishTeacher - MathsTeacher - MathsTeacher - ScienceTeacher - ScienceTeacher – MFLTeacher - MFLTeacher - MusicTeacher - GeographyTeacher - HistoryTeacher - ArtTeacher – PETeacher - PETeacher - RETeacher - TechnologyTeacher – PSHE/EthicsTeacher – BusinessTeacher - BusinessTeacher – ICT
This creates a subject representation across each phase.ONE person becomes the Team Co-ordinator for that subject across the Academy with a team of co-workers to support work from each phase. These Co-ordinators are UPS2 & 3 and
e.g. English has 1 co-ordinator based in Phase3 (upper) supported by a team of 4 others from Phase 2 (x1), Phase 3 lower (x1) and Phase 4 (x2)e.g. Art has 1 co-ordinator based in Phase 4 supported by a team of 2 others from Phase 1 (x1) and Phase 3 (x1)
SUBJECT COORDINATORS
Ensure Curriculum coverage across all phases for their subject including during PBL.
Monitor progress and attainment in their subject area. Report this to Phase Leaders
Lead on the Appraisal of their team. Provide CPD for their subject area. Promote their subject (inside & outside the
academy)and encourage cross phase links in PBL.
Subject policies. Resourcing within their subject area. Represent within Trust and support Trust. Probably looking at UPS + TLR 2a/b
PHASE LEADERS / CURRICULUM DESIGNERS Each phase is also led by a PHASE LEADER/
CURRICULUM DESIGNER• To monitor standards across their phase and report to
Assistant Principals.• Ensure pupil interventions/catch up time is in place an
acted upon with outcomes monitored.• Compile and report on progress and attainment in their
phase to Principals, Assistant Principals and Governors.• Appraisal for all the subject Leaders within their phase.• Take a lead on development of Projects across their
phase. Ensure curriculum coverage. Monitor planning. Liaise with staff.
• Support Guild Leaders with pastoral work within Phase.• Leadership Scale.
ASSISTANT PRINCIPALS
Assistant Principal for Teaching &
Learning
• Manage CPD• Induction• Staff
development• Appraisal• Curriculum
Assistant Principal for Inclusion
• Monitoring of vulnerable groups/ individuals
• Monitoring impacts & effectiveness of Interventions
• Pupil Premium• Monitoring CLA• Monitoring
Enrichment
Assistant Principal for Standards
• Monitor pupil attainment and progress.
• Liaise with API re. interventions
Executive Principal
Secondary Principal
Primary Principal
Assistant Principal for Teaching & Learning
Assistant Principal for Standards / Data
Assistant Principal for Inclusion
Phase 2 Leader & Project Designer
Phase 4 Leader & Project Designer
Phase 3 Leader & Project Designer
Phase 1 Leader & Project Designer
Subject co-ordinators and teachers
HLTAS / Learning Managers?
Learning Support Assistants
Heads
of
Guild
and A
ssis
tant
HoG
SEN(D) CO Speech Therapist