This collaboration will enable colleagues from Bright Horizons to complete a Level 5 Early Years Lead Practitioner Apprenticeship, an advanced training programme designed for leadership roles in early years education. The new qualification, set to commence in January 2025, will combine NTU’s academic excellence with Bright Horizons’ practical expertise, providing a comprehensive learning experience for participants.

Key Highlights of the programme:

• Comprehensive Curriculum: The programme will cover a wide range of topics, including child development, educational psychology, and inclusive practices.
• Flexible Learning: Designed to accommodate working professionals, the course will offer flexible learning options, including online modules and weekend workshops. Distance learning options are available, allowing participants to study from anywhere in the country.
• Access to University Resources: Participants will have access to all the resources and services available to students at NTU, including their virtual library.
• Higher Technical Qualification (HTQ): The programme also offers a Higher Technical Qualification, reflecting the level of practical and academic work involved in gaining this qualification.
• Career Advancement: Graduates of the programme will earn a Level 5 qualification, equivalent to a foundation degree (the first two years of a full degree BA (Hons)) and will be well-positioned for career advancement opportunities within the early childhood education sector.

Bright Horizons is now listed as one of the UK’s top five Best Workplaces in Education & Training by the Great Place to Work Institute. This new partnership further demonstrates its commitment to excellence.

James Butler, Talent and Development Lead at Bright Horizons, says: “Our people are at the heart of everything we do. Through our ‘You’re the Difference’ initiative, we ensure that every colleague comes to work with a sense of purpose and ambition. We are thrilled to partner with Nottingham Trent University to offer this new qualification. This training programme is a gateway for our people who are looking to deepen their expertise and advance to the next level in their careers. This partnership with such a highly acclaimed institution reflects our commitment to providing high-quality professional development opportunities for educators, ultimately benefiting the children and families we serve.”

Dr Aaron Bradbury, Principal Lecturer for Childhood, Early Childhood and Early Years Initial Teacher Education at Nottingham Trent University, adds: “Nottingham Trent University believes in our early years sector both locally and nationally and we are passionate about giving early years professionals an opportunity to gain a higher-level apprenticeship and also develop academically by gaining a Higher Technical Qualification. The partnership with Bright Horizons is down to the investment that is being made within their organisation for striving to have degree level early childhood professionals, as we all know that this has positive outcomes for our children and families. I am looking forward to working more closely with Bright Horizons on these qualifications and further enhancing research between Nottingham Trent University and Bright Horizons to support our sector more widely.”

Additionally, for those Bright Horizons colleagues who are looking to further their education, NTU will support with a Childhood and Education Studies Level 6 Top-Up. This one-year programme is designed for individuals with a relevant Level 5 qualification, such as an HND or Foundation Degree, allowing them to complete a full bachelor’s degree and use the letters BA (Hons) after their name in official documents.

Local Leadership, Local Impact sets out CPTSH’s contribution to the region’s priorities for high-quality training and personalised support to date, its detailed commitments for delivering the ‘golden thread’ from 2024-28, and the opportunity for schools and early years settings to join CPTSH on the next phase of its journey.

CPTSH, which is the third largest Teaching School Hub, has targeted increasing the “breadth and depth” of its support for teachers, educators and leaders at every stage of their career in Cambridgeshire and Peterborough through its five areas of provision: Initial Teacher Training (ITT), Early Career Framework (ECF), Appropriate Body (AB), National Professional Qualifications (NPQs), and wider Continuous Professional Development (CPD).

The Hub has already sought to understand the specific barriers and gaps in accessing evidence-based professional development by collaborating with local leaders in the region, and “will continue to be responsive to local need” as it seeks to build on the 2,725 Early Career Teachers, Mentors and NPQ participants it has impacted on.

“Teaching School Hubs are a critical vehicle for teacher development,” explained Lesley Birch, CPTSH Strategic Lead, and Deputy CEO of Meridian Trust. “In February, we were delighted to receive Teaching School Hub reaccreditation for the next four years and be given the opportunity to continue to deliver the ‘golden thread’ for Cambridgeshire and Peterborough. We now look forward to enhancing our support for the profession under the new government.

“Whilst Labour’s pledge to recruit 6,500 new teachers in key subjects as part of their first steps for change has caught the headlines nationally, we warmly welcome their wider commitment to further raise the status of the teaching profession. In Labour’s Manifesto, the new government set out its intention to update the ECF, maintaining its grounding in evidence, and ensuring that any new teacher entering the classroom has, or is working towards, Qualified Teacher Status. Introducing a new Teacher Training Entitlement to ensure teachers stay up-to-date on best practice with continuing professional development is another pledge.

“As a tried-and-tested local provider, our aim is to build a strong and sustainable model to support our region’s schools and early years settings with the objective of raising teaching standards and contributing to school improvement.”

Lynne Birch, CPTSH Hub Lead, commented: “Relationships are key, and we will develop the strong partnerships with schools that characterise our compelling local offer and offer communities high-quality training and personalised support. To achieve our goals, we will build on our proven track record, engagement and involvement with schools, trusts, educators, settings, groups, clusters and partnerships in the region, and continue to seek feedback to deliver personalised, locally-led, professional development. We welcome further dialogue with partners on how we can support schools in Cambridgeshire and Peterborough with the ‘golden thread’, as we embark on a new dawn for the sector.”

The programme responds to the current national crisis in the teaching profession, with 44% of England’s state school teachers planning to leave their roles within the next five years. ECTs are the most at risk, with a quarter choosing to walk away from their teaching roles within the first three years.

The ECT Eden Project Weekender programme aims to support ECTs to help them rediscover the reason they became teachers in the first place through reflection, adventure, collaboration and building a network community to support them in their future career path.

Sam Kendall, Eden’s Head of School Learning, leads all of Eden’s work with schools, young people and their teachers. She said: “Teaching is such a wonderfully fulfilling job, and more than ever we need inspired and inspiring professionals to help prepare young people for our rapidly changing world.

“However, for a number of reasons, the scales are tipping unfavourably and many teachers are choosing not to stay in the profession.

“We’re hoping this new programme will help equip ECTs with the tools, takeaways and support they need to always keep in mind their motivation for starting out in this career and reconnect with the difference they want and can make for young people and their future. We want them to feel valued, to feel important and to be inspired to go on to have long and thriving careers.”

A group of 15 ECTs from 10 primary schools within the Learning in Harmony Trust were the first to take part in the ECT Eden Project Weekender programme.

Zahra Edwards, an ECT from Sheringham Primary School in Newham, London, was one of the attendees at this inaugural event. Zahra said: “The weekend was mind-blowing. It surpassed anything that I could have expected. It’s not just that we took the time to find our ‘why’, it felt like a wellness weekend.

“It has definitely re-inspired me, particularly for someone who works in a school in London, where our playgrounds aren’t big open spaces. Seeing how I can bring the outdoors back into the classroom and find alternative ways to engage my class has been really important to me.

“I’ve come away feeling calm, like I can take anything on, and like I can reconnect with myself and reconnect with my class.”

Over the three days, the programme encourages attendees to set intentions, learn about Eden’s Mission and reason ‘why’, rediscover their own reasons ‘why’ and take part in nature-based activities around the Eden site. They also hear from eminent guest speakers and take plenty of time for reflecting and crucial downtime.

Alex Bell, school leadership coach and Director at Portland Education , helped conceptualise and facilitate the programme. Alex said: “Teachers, and particularly those starting out in their careers through the statutory Early Careers Framework, spend a great deal of time learning about what they need to teach and how to teach with less emphasis on the ‘why’.

“What you teach will change in time. How you teach will get better over time. But why you teach is a precious flame that needs to intensify, not diminish over time.”

The ECT Eden Project Weekender is available to all schools with Early Careers Teachers and has been designed using the principles of the DfE Early Career Framework (ECF) and Education Endowment Fund’s Effective Professional Development recommendations.

To find out more about the ECT Eden Project Weekender, contact Sam Kendall on skendall@edenproject.com

Blue Sky, which is based at The Lodge at Sacred Heart Catholic Primary School, part of the Romero Catholic Academy, welcomed more than 20 education professionals to one of its first in-person sessions as part of a bid to help teachers in the region maximise their potential.

The session saw a mixture of teachers, teaching assistants and leaders hear about the new opportunities and take part in a seminar focussed on improving pupil engagement and progress in Maths lessons.

Will Allen, Director of Blue Sky, has collaborated with strategic and professional partners to harness talent across primary, secondary and special schools in the region ahead of the launch.

The programme aims to ensure the best possible teaching standards for the benefit of children and young people in the city by providing school-to-school support in target areas.

He said: “This is an exciting new chapter for Blue Sky as we expand our training and development opportunities to teachers across Coventry, Warwickshire and the West Midlands, and ultimately have a real impact on the learning experience of children across the region.

“The level of expertise we have across the Romero Catholic Academy is tremendous, and while we continue to make this accessible to our own staff members, our expansion means that we will also offer these opportunities to other schools as part of a bespoke support package, whether that’s for certain subjects, leadership skills, or for SEND learning.

“Our new Continuing Professional Development (CPD) programme will be one of our flagship provisions following our expansion, but we will also look to extend invites to events, seminars and workshops throughout the school year, while having the capability to visit schools to deliver training in house.

“We’d love to hear from other schools and fellow education professionals about their personal development plans, and look forward to rolling out our new and improved provision in the next academic year.”

Blue Sky is delivering CPD to schools across the city throughout the academic year, including courses on Catholic Leadership, Senior Leadership Development, Subject Leadership, Teacher Development and a wide range of additional training and workshops.

For more information visit blueskytsa.org.

Marie, who has worked at Inclusion Hampshire for 13 years, is hoping to engage with other teachers and education professionals who have completed the Department for Education (DfE) funded training programme to help develop best practice regionally and provide mutual support in the improvement of mental health provision across the county.

Marie said: “Some of our young people face a lot of barriers and difficulties, so if we can all join up and share ideas and resources, then we’re just going to be giving them the best support and guidance. “I’ve recently completed a Senior Mental Health Lead course with Carnegie Centre of Excellence for Mental Health in Schools, which focused on how to implement a whole-school approach.

“Now I want to make sure we can share what we’ve learned with other schools in Hampshire, and learn from their experience too, so we can all support each other in keeping the mental health of young people a real priority.”

Marie is also keen to engage and include the local community, businesses and parents with the network to ensure all stakeholder voices are heard.

Inclusion Hampshire is a Specialist provision, prioritising mental health and wellbeing support for learners. One of Marie’s key aims is to discuss ways for all educational settings across Hampshire to be supported in developing their staff, as well as ensuring every child and young person across the region has access to excellent mental health provision.

She said: “Training is so important to help staff feel confident and supported in what they’re delivering – and I think this is also incredibly important to model to our learners. We’re demonstrating how mental health should be viewed, reducing stigma, accessing support, talking openly, and treating your mental health and wellbeing as a priority.

“Some of our young people experience anxiety, low mood, eating disorders, OCD, and I would say that some of these have absolutely been exacerbated in the last couple of years due to COVID.

“To recover from that, good mental health provision needs to be supportive without stigma and discrimination, and knowledge based. It’s about ensuring safe, supportive, nurturing, caring, mental health well-being is embedded in everything we do. And what we really need to be doing is preparing to send them off into the wide world as resilient young people who have the capacity to talk about their mental health openly and confidently.”

If you would like further information and get involved with the network, then please contact Marie at marie.greenhalgh@inclusionhampshire.org.uk

Led by Sam Moinet – former teacher and founder of Student Breakthrough and the new Educators Coaching Academy – the workshop comes at a crucial time in the academic calendar, with many teachers feeling the strain of mock exams and supporting their students to transition into higher year groups and new schools.

Sam said: “I’ve been a teacher and worked in education since 2013, so I understand the pressures and frustrations they face and the lack of support available. Through my own experiences and listening to the teachers I work with now, a lack of time, knowledge and relevant training makes it extremely difficult to help young people manage their emotions. There are also common barriers that stop students reaching their full potential such as anxiety, low motivation and self-esteem and this is why effective mental health coaching can have such a profound impact.

“My mission is to make lasting change in the education system by supporting, empowering and inspiring educators and teaching them valuable skills and techniques to become confident mental health coaches. I therefore hope this free workshop provides some valuable advice and support at a critical time in their teaching careers.”

The mental health and wellbeing of staff working in education has never been more important following the intense pressure and strain of the last two years. The latest 2021 report by Education Support into Teacher wellbeing found that 77% experienced symptoms of poor mental health due to their work, 72% are stressed and 42% think their working environment has a negative impact on their mental health.

In a more recent survey by the NEU, 44% of teachers in England said they had plans to quit within five years, siting workloads and pay as key significant factors and for those who had thought about stress at work, two-thirds reported they were stressed at least 60% of the time.

Sam added: “This workshop is just the beginning. We need to radically transform mental health support in schools – not just for children but for teachers too. I feel very passionately that this is something that’s been missing in the industry, and I aim to change that.

“We are planning to officially launch the new Educators Coaching Academy in June which will be aimed entirely at school leaders, teachers and educators themselves. There really is nothing else like it.”

To find out more about the workshop and to book your free place visit: https://www.eventbrite.co.uk/e/education-evolution-life-changing-coach-training-for-teachers-tickets-337055952427

The Hub officially opened on 1st September to provide high-quality training and professional development to support teachers and leaders at every stage of their career, with the objective of raising teaching standards and contributing significantly to school improvement.

It supports schools in Cambridgeshire and Peterborough – primary, secondary and alternative provision – with the Early Career Framework (ECF), National Professional Qualifications (NPQ), Initial Teacher Training (ITT) and Continuous Professional Development (CPD).

360 ECTs and 341 mentors (school teachers overseeing the ECTs) have attended local group sessions on the ECF, which gives all new teachers a funded entitlement to a structured two-year package of high-quality professional development at the start of their careers, and feedback from delegates has been hugely positive.

93% of ECTs and 89% of mentors rated the quality of their training as ‘good’ or ‘very good’ and 92% and 89% (respectively) ‘agreed’ or ‘strongly agreed’ that they would be able to apply their learning to their practice. These sessions have been undertaken by ECT lead provider partner, Education Development Trust (EDT), and now plans for ECT and mentor regional conferences in January 2022 are being finalised.

The Hub is also offering all six NPQs for teachers and leaders via its lead provider partners Teach First and the Church of England, and 43 school professionals having signed up to programmes beginning in November. And with the DfE’s confirmation on 1st December of reforms to ITT courses, including the role of Teaching School Hubs “to support training providers, especially locally and in disadvantaged communities”, Cambridgeshire and Peterborough Teaching School Hub will step up its work with the three School-Centred Initial Teacher Training (SCITT) providers in the area.

Meanwhile, a range of wider DfE and Hub approved CPD opportunities, including those with specialist Curriculum Hubs around subject-specific knowledge, have been accessed by around 40 primary and secondary school teachers.

“Our first quarter supporting teacher development from EYFS to Key Stage 5 has brought a strong start for Cambridgeshire and Peterborough Teaching School Hub,” said Hub Lead Lynne Birch (pictured). “We have had a high level of engagement with schools in the area and actually exceeded the number of ECTs and mentors we were anticipating to support by around 160. Initial Teacher Training has been provided by our partners: CTSN SCITT, The Cambridge Partnership SCITT and Teach East SCITT, which is a wonderful example of expertise being drawn together through the Hub model. Recruitment to NPQs has also been very pleasing indeed and we are moving forward with all other areas. Our children deserve high-quality education and by being a centre of excellence, working collaboratively through strong, supportive partnerships which promote and value fairness, equality, inclusion and diversity, we can achieve our stated objectives.”

The Cam Academy Trust has engaged with Cambridgeshire and Peterborough Teaching School Hub on several levels. “We hope and expect that both the support for ECTs and the access to NPQs will be important and significant professional development for many of our staff,” explained Chief Executive Stephen Munday CBE. “All our ECTs are registered with the EDT, the named provider for ECF support for ECTs, which has been sorted out through Cambridgeshire and Peterborough Teaching School Hub and is a crucial area of teacher support for us. Many of our staff will be registering for NPQs through Cambridgeshire and Peterborough Teaching School Hub, as well as other Teaching School Hub providers. These are an important source of leadership development.”

Mr Munday added that he was looking forward to exploring other opportunities with Cambridgeshire and Peterborough Teaching School Hub. “We hope that we will be able to engage with further and wider areas of staff professional development, including contributing to the delivery and even design of these,” he said. “These would go beyond NPQs and ECT support. We will also continue to play a central role in overseeing a major SCITT that will provide much ITT in the area. Positive working relationships with key people in Cambridgeshire and Peterborough Teaching School Hub mean that we can work well and appropriately with seeking to move forward with the Hub.”

Cambridgeshire and Peterborough Teaching School Hub, which was awarded to Histon and Impington Junior School (now Histon and Impington Brook Primary School) in January, is part of a strategic partnership called Iceni Teaching School Hubs alongside Saffron Teaching School Hub (Braintree, Chelmsford, Epping Forest, Harlow, Uttlesford) and Unity Teaching School (Forest Heath, Mid Suffolk, St Edmundsbury, Suffolk Coastal). It also works with Alpha Teaching School Hub, Chafford Hundred Teaching School Hub, Inspiration Teaching School Hub and Julian Teaching School Hub, as well as local authority partners Cambridgeshire County Council and Peterborough City Council.

The Royal Shakespeare Company (RSC) works with thousands of young people, teachers, and partner theatres each year to ensure everyone has access to an arts-rich education and the opportunity to unlock their potential. This autumn, RSC Learning is offering a wide range of resources and activities for teachers and learners, many free to use, including online performances and videos, workshops and professional development opportunities.

Jacqui O’Hanlon, RSC Director of Learning and National Partnerships said: ‘All young people deserve an arts-rich education. We know this develops the life chances of children, contributes to their wellbeing, develops skills and behaviours that mean they do better at school, enhances employability and creates engaged citizens who make a positive contribution to the world we all live in.

‘We have so much evidence as an arts sector about the ways in which arts-rich schools and arts learning unlocks potential and reveals new ways to see ourselves, others and the world around us.  All young people and schools should have access to artists and resources that support learning outcomes for children and develop pathways for their future, equipping them to go out and thrive in today’s world’.

Examples of RSC Learning activities

The RSC’s Certificate in Teaching Shakespeare develops teachers’ skills knowledge and confidence in using RSC rehearsal-room approaches in the classroom.

In addition, any school, anywhere in the UK can book a teacher professional development day led by RSC artists at a venue of their choice.

‘Live’ Lessons explore the characters, themes and language of Shakespeare plays and the Shakespeare Learning Zone contains an informative and interactive catalogue of games, videos, galleries and key learning resources, giving students the chance to find more about each play or revise ones they know well. The newest additions will be The Comedy of Errors and As You Like It, including specially commissioned films of actors in rehearsals and in performance.

The new ‘Clore Learning Centre online’ workshops enable any school anywhere in the UK to book a workshop with RSC artists to explore the contemporary relevance of Shakespeare’s plays to our lives and world today. Online Workshops on Macbeth, Romeo and Juliet or The Tempest are available throughout November and December 2021.

This year, the RSC has been working with Samsung Electronics UK to create Next Generation Introduces – a series of films that explores the theatre careers available off stage. These films feature RSC Acting Artistic Director, Erica Whyman, and RSC Director of Digital Development, Sarah Ellis, as well as representatives across Costume, Technical and Marketing departments. The full set of films are now available at https://www.rsc.org.uk/learn/young-people/next-generation/introduces

Sophie Edgerley Harris, Head of Corporate Social Responsibility at Samsung Electronics UK said: “At Samsung, we believe it is our duty to help to equip the next generation with the skills they need to thrive in a technology-driven future. We all have a part to play, and are committed to giving everyone equal access to knowledge, skills, and resources. We are delighted to partner with RSC to deliver these films to open up career opportunities in the sector and allow young people to shape a better future for themselves and their communities through technology.”

The RSC is also hosting a programme of events this Autumn, including a Free School’s Broadcast of The Tempest from 15 – 19 November 2021, a Primary open day for the RSC’s upcoming production The Magician’s Elephant – a brand new musical based on the novel by children’s author, Kate DiCamillo – on 25 November 2021.

All resources and event information are accessible via the Learning section of the RSC website: rsc.org.uk/learn

Wellspring Academy Trust held its annual Festival of Learning virtually, showcasing the future of trust-wide interaction and shared learning. Whilst the shift was necessary due to Covid restrictions, the process has revealed how effective, engaging CPD can be delivered on a large, geographically diverse, trust-wide basis.

Natalie Hardman, chief administration officer, at Wellspring explains: “Our Festival of Learning is a highlight of our year, and a fantastic opportunity for our community of 25 schools to get together, be inspired and share their knowledge. There was no way we could let Covid stop that!

“Moving online proved hugely successful. We had 1,696 people all online together to watch the live stream of our keynote speaker and attendees booked 5,182 sessions in total. As well as colleagues from across the trust, we also welcomed colleagues from a further fifteen non-Wellspring schools.

“Sharing best practice across a trust that is spread across Yorkshire and Lincolnshire and eight local authority areas can be a huge logistical challenge, but our virtual Festival of Learning has demonstrated quite convincingly how technology can overcome that challenge. One of the clear benefits of being part of a large trust is the vast amount of experience contained within it. By developing online opportunities for collaboration, we can really make the most of that.

“We are now exploring more options for online learning, including broadcasting of expert knowledge sessions for educational professionals across Wellspring and beyond. Professional generosity is an important part of our charitable purpose and we are committed to sharing our knowledge and expertise to benefit all. The opportunity for increased online sharing and CPD within MATs and the education sector as a whole is a really exciting prospect.”

Wellspring’s Festival of Learning was held on 12 February and attendees benefited from workshops on a huge variety of subjects ranging from behaviour management approaches to how to best use the Google Education platform. A keynote speech was delivered to all by Jaz Ampaw-Farr before attendees than joined their chosen four sessions throughout the course of the day.

Wellspring currently manages 25 schools, with that figure set to grow significantly over the next few years. It operates in mainstream primary and secondary, as well as having extensive experience in delivering special and alternative provision. Wellspring also manages a portfolio of complementary services, include mental health support services, community projects for young adults with special needs, and a host of training and consultancy services around behaviour management in schools.

The Romero Catholic Academy, made up of seven primary schools and one secondary school based across Coventry, has announced its latest staff survey results which demonstrate just how far it has come in four years.

The Romero Catholic Academy launched its survey in 2016 and has since held them at the end of 2018 and 2020, asking employees about their understanding of the Academies strategy, how satisfied they are with management, staff and pay benefits, their role, teamwork, change, decision making, culture and values.

Despite the latest survey being held during the Covid-19 pandemic, it highlighted improvements across the board, including some significant positive changes.

This includes staff believing that their work is valued by their line manager, with almost 92 per cent of employees agreeing or strongly agreeing with this compared with 83 per cent in 2016, and that their wellbeing is considered in the workplace, with almost 83 per cent agreeing or strongly agreeing compared with 68 per cent in 2016.

Almost 90 per cent of staff surveyed also said they would recommend the Academy as a good place to work compared with 69 per cent in 2016.

Patrick Taggart, Director of Operations at the Academy, said: “Uniting eight separate schools to form a Multi-Academy Company comes with its challenges, but one thing we wanted to focus on from the start was staff satisfaction to help ensure we were an employer of choice.

“One thing we learnt early on was that the Academy’s vision, mission and aims were key in joining the schools together, so we ensured these were not just on posters and in marketing, but spoken about in performance management, covered at key events such as our annual staff conference and included in our strategic plan.

“Going from just 63 per cent of staff agreeing or strongly agreeing that they understand the Academy’s strategy in 2016 to almost 90 per cent at the end of 2020 is an achievement we should be proud of.

“Our management styles have also developed, and whereas everyone used to have their own individual styles, school leaders are now shaped by our vision, mission and aims.

“As part of this we have developed our performance management processes, adopting a culture of listening, praising and appreciating employees and giving staff the opportunity to provide feedback and be involved in decisions that will affect their job roles.

“Although teamwork was highlighted as a strength when we set up the Academy, this was when the schools still thought of themselves as separate entities, so the fact we have managed to improve these results further is testament to the joined-up approach we promote.

“Job satisfaction has also improved, and a key thing that has been a driving force behind this is how we have improved the working environment at each school, thanks to how we have handled our finances since becoming an Academy.

“We have invested hugely in technology with laptops now being replaced every three years, the installation of Promethean whiteboards in every classroom and each school receiving new LED lighting – all made possible by making savings through rationalising the supplier base and bringing services such as catering and IT in-house.

“A key part of setting up the Academy was gaining the trust of our staff, and it’s clear from our results that we have made huge progress, particularly in the last two years when we have seen some dramatic increases in employee satisfaction.

“This improved mindset within our 500 staff means we are able to deliver a better provision for our children, providing them with better life chances, which is what we strive for.”

Patrick added: “Our next steps will be improving communication with employees across all levels even further by implementing a new staff intranet site, as well as encouraging more staff innovation.

“But we want to also use these results to support other schools making that transition to Academy status or those who have already begun the process, sharing our knowledge of what we have learnt to support the education sector.”

Schools and academies looking for further advice can contact Patrick Taggart on p.taggart@romeromac.com