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