Leeds West Academy

A Message from Lord Pickles and Lord Blunkett, followed by Leeds West Academy'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 Leeds West Academy 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.leedswestacademy.org.uk

THE PARLIAMENTARY REVIEW
Highlighting best practice
16 | LEEDS WEST ACADEMY
Our students want and deserve
the very best
Christian Wilcocks, academy principal,
visiting the Nurture Group in session
Based in Rodley, within the inner west area of Leeds, Leeds
West Academy is the largest of three secondary academies
of the White Rose Academies Trust (WRAT) sponsored
by the Leeds City College Group. Since his appointment in
September 2016, executive principal Andrew Whitaker has
strongly promoted school-to-school support to secure rapid
improvement for some of the most deprived communities in the
north of England. Christian Wilcocks, principal of Leeds West,
describes how the academy is benefiting from this association.
There is no single, magic initiative that has secured the improvement in outcomes
witnessed at Leeds West Academy in 2017. Indeed, the huge strides taken in the
first year of its journey to becoming “outstanding” marks unfinished business for
leaders, staff and students. Our drive stems from our students: an amazing group
of young people, supported by a community who want and deserve the very
best. Our academy provides the grass roots of community transformation and we
wholeheartedly accept the challenge that this vision represents.
Underpinning the developments at Leeds West Academy is a determination
to learn from the very best educators in the region, the UK and the rest of the
world. Starting with local partnership, Leeds West Academy benefited strongly
from genuine school-to-school support from its partnership with The Gorse
Academies Trust (TGAT) – an eight-school-strong group of academies, all of which
are characterised by outstanding performance. Colleagues at all levels engaged
in collaborative continuous professional development, leadership progress, and
working together on assessment and planning. Teacher training has been another
REPORT CARD
LEEDS WEST ACADEMY
»Executive principal: Andrew
Whitaker
»Academy principal:
ChristianWilcocks
»Founded in 2009
»Based in Rodley, Leeds
»Type of school: Secondary
academy for students aged
11-18
»No. of pupils: 1,342
»No. of teaching staff: 99
»Disadvantaged students:
50per cent
»2016 Progress 8 score: –0.33
»2017 Progress 8 score: 0.00
»Part of the White Rose
Academies Trust
Leeds West Academy
17LEEDS WEST ACADEMY |
BEST PRACTICE REPRESENTATIVE 2018
key feature of the partnership between
TGAT and WRAT academies. Our
partnership in The GORSE SCITT
(School Centred Initial Teacher
Training) has brought huge benefits.
As one of the only SCITT providers
to be graded as “outstanding” by
Ofsted, Leeds West Academy has been
both a beneficiary and a contributor
to the supply of exceptional recruits
to the teaching profession, many of
whom are already teaching at Leeds
WestAcademy.
A vision of a culture of
professional confidence
After a short period of leadership by
acting principal Ben Wheeler, who
initially started the academy on its
improvement journey, I was appointed
principal and took up post in June
2017. The school had been judged as
“requires improvement” in a recent
Ofsted inspection (the 2016 Progress
8 score was a seriously alarming –33)
and staff confidence was extremely
low. In 2017 Progress 8 delivered
a 0.00 score – slap bang average
– and we aim to achieve steady
improvement, knowing it will be a
challenging task. To do this, with the
support of a refreshed and augmented
leadership team, I set about sharing a
new vision – a culture of professional
confidence, underpinned by
organisational clarity and a high degree
of technical competence at alllevels.
The tiered CPD programme
ensures teachers could access
training that is relevant to
their professional needs
Highly focused continuous professional
development (CPD), relentlessly
focused upon the four key teaching
and learning “non-negotiables”,
paved the way for more consistent
standards. The tiered CPD programme
ensures teachers can access training
relevant to their needs, in a short,
easy-to-digest format. We take great
care to ensure CPD is delivered by
a range of professionals from new
entrants to the most experienced.
We are more interested in how
well colleagues demonstrate highly
effective practice, than how long they
have been teaching or whether they
are paid as leaders. As in any period
of change, the strongest practitioners
emerged and before long, teachers
from across the curriculum, and with
varying degrees of experience, stepped
up to lead opt-in CPD sessions.
Considering the CPD programme
is voluntary, buy-in is widespread,
from Monday night “Opt-in CPD” to
our “Friday 15 Minute Forum” and
“Edubook Club”.
An inclusive approach
Our students arrive at school from a
diverse community, so many bring
with them a whole host of personal
challenges that present barriers to
their learning and limits to their
aspirations. Given these challenges, it
was abhorrent that the academy had
one of the highest rates of fixed-term
exclusion in the city of Leeds. The new
“Positive Behaviour” policy set out to
reduce radically fixed-term exclusion,
through a calmer and consistent
Student parliament
– underpinning
improvements that
matter to our students
We are more
interested in
how well
colleagues
demonstrate
highly effective
practice, than
how long they
have been
teaching or
whether they
are paid as
leaders
THE PARLIAMENTARY REVIEW
Highlighting best practice
18 | LEEDS WEST ACADEMY
approach to behaviour management.
In 2016-17, Leeds West reduced its
rate by 50 per cent and, in 2017-18,
we are forecasting a further 60 per
cent reduction. It is not, however,
simply the behaviour policy that has
supported this reduction in days lost
to education. The investment in a
new Nurture Group for September
2017 has started to have a profound
impact: targeting support at the most
vulnerable young people and those
most at risk of exclusion.
The Nurture Group, built upon the
six principles of nurture as advocated
by The Nurture Group Network, has
proven a lifeline for young people
from all year groups. Students receive
focused intervention in a purpose-
built room while remaining an active
part of their mainstream classes.
The intervention is tailored to each
individual, providing whatever help
is needed to remove any barriers
to learning. The staff are key in the
success of The Nurture Group – they
are role models to our young people.
Food is shared at breakfast and social
times, the students cook and eat
together, providing regular opportunity
for social learning. Our investment in
this provision has been instrumental in
driving down our reliance on external
providers to deliver effective support to
some of our most vulnerable students.
An academy serving an area of
significant disadvantage means
we have to take close care of our
resources to ensure appropriate
support reaches those students who
need it the most. The development of
Pupil Premium Pathways at Leeds West
Academy revolutionised our approach
to our deployment of resources and
support. Students were allocated
to discrete Pupil Premium Pathways
(Pathway 1 to Pathway 4) depending
on their individual circumstances.
By identifying specific barriers,
personalised strategies for each
student were developed and securely
shared with teachers and support
staff through our in-house ANT
System. Initially designed to enable a
collaborative approach to meet the
students’ specific learning needs, the
ANT System allowed colleagues from
across the academy, dynamically to
access strategies that were proven best
to support individual students, but
that also contribute to the database of
personalisation strategies. The result
is a system that seamlessly supports
effective personalisation for all
students – at the touch of a button.
Our most recent endeavour aims to
ensure Leeds West Academy is at
the forefront of educational research
and developments in teaching
and learning. Our Performance
Management priorities require all
colleagues to engage in practice-based
research throughout each academic
year. This research project can be
driven from their own identified areas
of professional development, or
simply a strong professional interest
in a particular aspect of pedagogy.
Either way, we are anticipating this
will have a significant impact on
securing our joint vision shared with
the White Rose Academies Trust: a
culture of professional confidence, that
will deliver sustainable outstanding
outcomes for our students.
The staff are
key in the
success of The
Nurture Group
– they are role
models to our
young people
The “Friday 15-Minute
Forum”

www.leedswestacademy.org.uk

This article was sponsored by Leeds West Academy. 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