Colegrave Primary School

A Message from Lord Pickles and Lord Blunkett, followed by Colegrave Primary School's best practice article

The ability to listen and learn from one another has always been vital in parliament, in business and in most aspects of daily life. But at this particular moment in time, as national and global events continue to reiterate, it is uncommonly crucial that we forge new channels of communication and reinforce existing ones. The following article from Colegrave Primary School is an attempt to do just that. We would welcome your thoughts on this or any other Parliamentary Review article.

Blunkett signature Rt Hon The Lord David Blunkett
Pickles signature Rt Hon The Lord Eric Pickles

www.colegrave.newham.sch.uk

THE PARLIAMENTARY REVIEW
Highlighting best practice
30 | COLEGRAVE PRIMARY SCHOOL
Tahreem Shaz-Vennus,
headteacher
All senior leaders and outstanding
practitioners lead by example
It was March 25, 2013, and Tahreem Shaz-Vennus was
nearing the end of her head teacher interview. She had
joined Colegrave Primary School, Stratford, as deputy head
teacher 18 months earlier, during which time the school had
been judged as “good” during its February Ofsted inspection.
But now it had all come down to the chair of governors’ final
question: “Where do you see Colegrave in five years?” Tahreem
replied without hesitation: “Colegrave will be an outstanding
school.” Transport yourself forward five years and the proof
lies in the Ofsted report: “This is an outstanding school. The
inspirational leadership of the head teacher is a key factor in the
significant improvements that the school has made since the
previous inspection.”
The word “journey” is overused when discussing how aspirational outcomes are
achieved from a given starting point, but in our case, no word is more apt. To
move the school from “good” to “outstanding” has been a long and oft-difficult
process of change and development. Supported and challenged in equal measure
by a knowledgeable governing body, this journey began by restructuring the senior
leadership team. I needed individuals who shared my ambition, who could lead by
example and who believed that “good” wasn’t good enough for our pupils. Why
shouldn’t our children achieve as highly as those in the best state schools in the
country? Recognising exceptional talent already within the school, I promoted staff
who shared the same blend of qualities – a complete intolerance of mediocrity; the
ability to inspire, lead and support all stakeholders; and the capacity to hold staff
REPORT CARD
COLEGRAVE PRIMARY SCHOOL
»Head teacher: Tahreem Shaz-
Vennus
»Founded in 1890
»Based in Stratford, Newham
»Type of school: Three-form-
entry community school
»No. of pupils: 630
»No. of staff: 100
»Resource provision for children
with profound and multiple
learning disabilities
»Lead school for SCITTELS – an
outstanding teacher-training
provider for east London
schools
»Our pupils performed during
the NHS sequence of the
opening ceremony for the
2012 London Olympics
Colegrave Primary
School
31COLEGRAVE PRIMARY SCHOOL |
BEST PRACTICE REPRESENTATIVE 2018
accountable. Above all, I now had a
team who would never waver from
their core purpose – to put the children
at the heart of all we do, and to
ensure that our high expectations for
teaching, learning and pupil outcomes
were met daily.
These objectives could never be
realised without the right teaching
and support personnel. Committed
and driven colleagues who shared
my vision for the school stayed
and flourished while talented new
staff were recruited. Teachers with
ambition and leadership qualities were
promoted to middle leader, either as
year lead or subject lead, and support
staff were assigned roles suited to their
specific skill set. In addition, new roles
– such as specialist PE, performing
arts and “English as an additional
language” teachers – were created
by utilising sports and pupil premium
funds. Running parallel to this period
of change was the establishment of an
additional resource provision base – a
“very special environment”, according
to our June 2017 Ofsted report – that
has given our pupils with even the
most complex needs the opportunity
to thrive as a result of first-class
teaching by staff specialising in SEND.
None of this happened overnight,
of course, and I didn’t always get it
right, but identifying and retaining the
right person in the right role has been
fundamental to our success.
Conquering the community
consciousness
Getting it right from within is one
thing – how the school is perceived
by the wider community is another.
Despite our “good” Ofsted grading
in 2012, we were by no means the
first choice for many families living
within our catchment. Newly opened
academies and free schools were
attracting many prospective and
current pupils. Determined to reverse
this trend, I began by revitalising
“Brand Colegrave”. A refreshed logo
and updated vision statement – “At
Colegrave, whatever a child’s mind can
conceive and believe, it can achieve”
– were followed by the introduction
of a smarter, more distinctive uniform.
Although we relied upon some of the
school budget to initially subsidise
the cost of the uniform to parents, At Colegrave, all children
achieve highly, regardless
of disadvantages or
disabilities
UNICEF Rights Respecting
School – a right to play
At Colegrave,
whatever a
child’s mind
can conceive
and believe, it
can achieve
THE PARLIAMENTARY REVIEW
Highlighting best practice
32 | COLEGRAVE PRIMARY SCHOOL
Iconsidered this money well spent –
we were now immediately identifiable,
and pupils were proud to wear
Colegrave’s colours. Since pride is a
catalyst for high standards, a greater
emphasis was placed on the aesthetics
of our learning environment – phase
by phase, classrooms were remodelled
and high-quality, attractive communal
and class displays showcased the best
of what our pupils could achieve.
Crucially, a relaunched website and a
strong social media presence enabled
us to tell our story in a way that we
hadn’t before – and at the heart of
our story lies a rich and engaging
curriculum.
A creative curriculum
Attainment and progress in the core
subjects have always been a school
priority. For this reason, English, maths
and science are led by members of the
senior leadership team, who, through
effective training, team-teaching and
monitoring, have successfully raised
standards in teaching and learning. A
school’s curriculum is so much more
than the core subjects, however, and
we knew that we could never achieve
outstanding if our “afternoons” –
foundation subjects – did not match
up to our “mornings” – maths and
English. Determined to make the
national curriculum work for us,
rather than us work for it, a thematic,
skills-based curriculum was written
and developed with the interests of
our pupils in mind. Traditional topics
such as “The Great Fire of London”
and “The Egyptians” now sit alongside
unique, specially designed topics
such as “Banksy”
– a year 5 art and
science unit based around the elusive
street artist – and
“The Body Shop”,
which sees year 4 pupils become
young entrepreneurs by designing,
making and selling their own soap.
Outcomes such as these provide
a focus for each topic, and so our
children regularly have the opportunity
to hold assemblies, participate in
debates and showcase their work
through exhibitions. Increased parental
engagement has been a rewarding
outcome of these end-of-term events.
Doing right by our pupils
Interwoven throughout our curriculum
is Unicef’s Rights Respecting Schools
Award, the focus on which was
launched two years ago. Academic
success is important, but schools
also have a duty to educate the
whole child. By promoting the
values of respect, dignity and non-
discrimination, the initiative has guided
our pupils to have a strong moral
compass. They are aware of their
rights, and they speak passionately
about injustice where they see it.
During Children in Need Day earlier
this year, I overheard one of our
year 6 pupils say to another, “If one
child does not have access to their
rights, then we have all failed.” It has
been an eventful journey towards
“outstanding”, with many successes
along the way, but nothing has made
me more proud to be head teacher of
our wonderful school than this.
Retaining the
right person in
the right role
has been
fundamental
to our success
We aim for the stars and
nothing less

www.colegrave.newham.sch.uk

This article was sponsored by Colegrave Primary School. The Parliamentary Review is wholly funded by the representatives who write for it. The publication in which this article originally appeared contained the following foreword from Rt Hon Kwasi Kwarteng.

Rt Hon Kwasi Kwarteng's Foreword For The Parliamentary Review

By Rt Hon Kwasi Kwarteng

This year’s Parliamentary Review reflects on a tumultuous and extraordinary year, globally and nationally. As well as being an MP, I am a keen student of history, and I am conscious that 2020 would mark the end of an era. It will be remembered as the year in which we concluded Brexit negotiations and finally left the European Union. Above all, it will be remembered as the year of Covid-19.

In our fight against the pandemic, I am delighted that our vaccination programme is beginning to turn the tide – and I pay tribute to the British businesses, scientists and all those who have helped us to achieve this. But the virus has dealt enormous damage, and we now have a duty to rebuild our economy.

We must ensure that businesses are protected. We have made more than £350 billion available to that end, with grants, business rates relief and our furlough scheme supporting more than 11 million people and jobs in every corner of the country, maintaining livelihoods while easing the pressure on employers. The next step is to work with business to build back better and greener, putting the net zero carbon challenge at the heart of our recovery. This is a complex undertaking, but one which I hope will be recognised as a once in a lifetime opportunity.

Through the prime minister’s ten point plan for a green industrial revolution, we can level up every region of the UK, supporting 250,000 green jobs while we accelerate our progress towards net zero carbon emissions.

With our commitment to raise R&D spending to 2.4% of GDP and the creation of the Advanced Research & Invention Agency, we are empowering our fantastic researchers to take on groundbreaking research, delivering funding with flexibility and speed. With this approach, innovators will be able to work with our traditional industrial heartlands to explore new technologies, and design and manufacture the products on which the future will be built – ready for export around the globe.

And I believe trade will flourish. We are a leading nation in the fight against climate change. As the host of COP26 this year, we have an incredible opportunity to market our low-carbon products and expertise. Our departure from the EU gives us the chance to be a champion of truly global free trade; we have already signed trade deals with more than 60 countries around the world.

As we turn the page and leave 2020 behind, I am excited about the new chapter which Britain is now writing for itself, and for the opportunities which lie ahead of us.
Rt Hon Kwasi Kwarteng
Secretary of State for Business, Energy and Industrial Strategy