While we cannot know the future, the purpose of the CLF Strategy 2030 is to ensure the CLF is prepared and focused on meeting the challenges of this decade, while also providing hope and opportunities to our learners, our people and our communities; it is against the ideals of this narrative that work of the trust is monitored and its future success judged.

Steve Taylor, CEO - Cabot Learning Federation

Our Core Strategy

Equity Through Education is underpinned by three core strategies central to all trust activity. They guide decisions around development and improvement, while adhering to our commitment to create equity of opportunity, promote inclusion, remove disadvantage and reject discrimination.

Our Sub-Strategies

Designed as enablers of our core pillars, these seven sub-strategies transcend teams and departments to resonate throughout the CLF. Driven by senior members of staff and reviewed annually, these ambitions will contribute to the sustainable development of the trust.

EDI
Wellbeing
Digital
Voice
Leadership
Operating at Scale
Environment
  • Unwavering commitment to advancing equal opportunities for all, eliminating discrimination, and upholding CLF values of equity, equality, diversity and inclusion.
  • Ensure the Trust remains a place where everyone feels they belong and supported to succeed.
  • Support the drive to diversify the CLF workforce to reflect the diverse communities we serve.
  • Grow EDI Networks which create safe spaces for children and adults to be themselves.
  • Provide resources to help staff and students positively and proactively manage their wellbeing.
  • Ensure support is signposted and easily available if people are struggling.
  • Further evolve a wellbeing curriculum which aligns with our goal of self-agency.
  • Play an active role in communities which supports equitable access to mental health services for all – particularly those experiencing disadvantage.
  • Enable all staff and pupils to safely and effectively work and learn anytime, anywhere.
  • Be future-seekers, equipped and ready to adopt technology which has ‘crossed the chasm’.
  • Give people the right tools to support their work, and train them to excel.
  • Embrace technology which supports partnership ambitions within the community and across clusters and wider education system.
  • Be a listening organisation which puts its people at the heart of strategic choices.
  • Nurture cohesive and coherent systems which gather and understand stakeholder views.
  • Maintain strong understanding of our trust and its impact through the eyes of our communities.
  • Be a model for CLF students, staff, families and communities to use to enact societal change
  • Utilise Trust experience to develop leadership to meet the challenges of this decade.
  • Raise standards by investing in capacity and expertise across the Trust.
  • Nurture a leadership culture which sustains a high-performing Trust which improves as it grows.
  • Empower leaders to take ownership of improvements which raise standards
  • Deploy the right resource at the right time to deliver maximum impact.
  • Establish efficient and effective systems which add value and support core priorities.
  • Build a scalable model which enables both standardised and empowered future growth.
  • Develop a new financial operating model, shaped by the above outputs, which delivers successful outcomes.
  • A shared commitment to reducing environmental impact which will see all schools hold Eco Schools Green Flag status.
  • An annual environmental conference where green champions can showcase positive action in schools.
  • Deep pupil engagement in environmental matters, supported by the CLF curriculum.
  • Provide data to help schools understand and reduce their impact through behaviour and technical change.

Strategy In Action

12
May

CLF Academies in this month’s Voices Newspapers

CLF Academies have featured in numerous articles the Voice’s Newspapers over the last two months, Bristol Brunel Academy making the front page of the Kingswood Voice! See below to find out more.

 

Frome Vale Academy and Snowdon Village had a visit from Her Majesty’s Chief Inspector Amanda Spielman and Regional Director, for the South West James McNeille after Frome Vale Academy’s recent ‘Outstanding’ Judgement from Ofsted in January. This remains the first outstanding judgement in the South West region this academic year.

Davine Jatto, a year 8 student at Bristol Brunel Academy is the first student to achieve all badges in the five strands of the Bristol Brunel Award.

The Brunel Award has been set up to recognise students that excel in all five strands of The Brunel Way. Students can earn badges for their achievements Academically, Professionally, Socially, Personally and within the Community.

Many of our academies across the CLF got involved in Red Nose Day. Bristol Brunel Academy even made the front page!

Hanham Woods Academy Librarian has achieved her dream of landing a book deal. Lis Jardine’s first book has been snapped up by publishers Puffin, with another due out next year.

Hanham Woods Academy will be filled by the smell of rebellion when students and staff present Roald Dahl’s Matilda The Musical JR. Based on the beloved book “Matilda” by Roald Dahl and adapted from the award-winning full-length musical, Roald Dahl’s Matilda The Musical JR tells the story of an extraordinary girl who, armed with a vivid imagination and a sharp mind, dares to take a stand and change her own destiny.

Students from John Cabot Academy had a once in a lifetime opportunity to play at the formidable home of England rugby, Twickenham. One year 10 young leader and twelve Year 7 students took part in six tag rugby matches before the England V Wales game, part of the Six Nations tournament.

John Cabot Academy’s production of Disney’s High School Musical featured in the Kingswood Voice. They performed to over 800 people over 5 nights, this included matinee performances to local primary schools.

If you were offered a training session from three England rugby players during the six nations tournament, you would think somebody was making it up! But, this is exactly what happened to 15 pupils at Summerhill Academy, in St George.

Children at the Nest have been learning about the challenges facing the environment. They planted flowers and seeds out in the garden and picked up litter.

Bristol Brunel and Bristol Met are increasing their intake in Yr 7 to help with the demand for school places. Jon Jones, Principal of BBA and Cameron Shaw, Principal of BMA are both quoted in this article.

06
May

The CLF Big Bake

The fiercely competitive annual CLF Big Bake is the exciting annual baking battle for CLF students and pupils, in which secondary and primary academy teams prove their prowess and are crowned the CLF’s best bakers.

Held this year at King’s Oak Academy, a team from each CLF school was invited to participate in our second annual baking competition.

Testing the bakers’ creative flair and technical ability, each school team offered one scrumptious cake judged by CLF CEO Steve Taylor and special guest judges Michelin-star chef Josh Eggleton and Junior Bake Off runner-up, Robbie Hedges.

An amazing selection of cakes were blind tasted and bonus points were on offer for a bake linked to the CLF’s HEART values.

While the cake tasting took place, the oven gloves were off in a live technical challenge. Primary school pupils were asked to decorate biscuits and secondary pupils asked to make scones. These again were marked by the judges and added to each academy’s overall score.

Before the winners were announced, judges praised the baking on display and noted the amazing effort both students had put into the competition.

The winning teams were from Bristol Brunel Academy and Summerhill Academy.

Kate Richardson, CLF Executive Principal, said: “It was a fantastic afternoon to show our children that they are a part of something bigger; our Cabot Learning Federation family. We thoroughly enjoyed the baking, talking to the inspiring judges, being together again following the pandemic and of course, tasting the bakes! Congratulations to all of the pupils who took part!”

 

27
Apr

Summerhill Academy rated Good by Ofsted

 

The Cabot Learning Federation is delighted and proud to announce that following an inspection by the education watchdog Ofsted in March, Summerhill Academy has been judged to be a ‘Good’ school and Outstanding in the area of personal development. This represents a jump from its previous judgement of ‘requires improvement’.

Inspectors noted that: “…there is infectious energy running through Summerhill Academy. Leaders have created a can-do culture. The ambitious curriculum supports pupils well to know more and remember more. Leaders have high expectations of pupils. Pupils make strong progress from their starting points. Staff love coming to school and are proud  of pupils’ achievements.”

Chris Barratt, Principal of Summerhill Academy, said: “We’re really proud of how well the Summerhill community came across during the inspection. It was a fantastic opportunity to show off the brilliant work we do every day to support children to achieve their potential. The children were all superstars and a true credit to the Academy. We have a great staff team, and they are all really excited to continue our successful journey into the future.”

Ofsted’s report continued: “There is a strong sense of community within and beyond the school walls. Pupils, parents and staff are proud of their school. Pupils have a strong understanding of and respect for the diverse community they belong to. The school’s values of ‘be kind, safe and respectful’ are followed consistently by everyone.

“Pupils behave sensibly and low-level disruption is rare. They care about their work and take pride in what they do. Improving pupils’ behaviour was a priority at the previous inspection. Leaders have tackled this well. Pupils accept that bullying occurs, but very rarely. They know adults will deal with it well.”

The report adds: “Pupils feel safe at school. They know they can share concerns with adults if the need arises. Staff know pupils well. During the COVID-19 pandemic, this knowledge  of pupils and families has deepened.

“Leaders at all levels have taken effective action to improve the school since the previous inspection. Staff describe it as like working at an entirely different school.

“The principal has the support of staff and parents. Staff feel valued and invested in. Leaders use a wealth of information to support the school on its improvement journey. Their accurate evaluation of the school has helped this support to have maximum impact.”

On pupils the inspectors said: “Pupils are excellent ambassadors of the school. Leaders’ work to support pupils’ personal development is exemplary. They value this support on a par with academic subjects such as reading and mathematics. Pupils discuss topics such as consent and the importance of respecting each other’s personal and physical space with incredible knowledge and maturity. Themes such as different types of bullying, fundamental British values and the school’s place in the community are well known by pupils. It is at the heart of what they do and learn.

“Over time, the number of pupils who start school with gaps in their phonics knowledge has increased. Leaders are rightly tackling this as a whole school priority. They have provided training for staff and invested heavily in reading books to meet this increased demand. Leaders pinpoint gaps in pupils’ knowledge. Staff ensure phonics lessons focus on the sounds pupils need to learn and provide reading books  that match the sounds pupils know.”

Ofsted’s report also noted: “The school’s reading curriculum is more embedded. Leaders have prioritised developing pupils’ oracy and vocabulary acquisition. This work is paying off. Teachers guide pupils to use sophisticated sentences. Pupils use these seamlessly in their conversations with adults and their peers. They speak with increasing confidence, including disadvantaged pupils and pupils who speak English as an additional language. Pupils describe reading as a ‘lifelong lesson’, recognising its importance in everyday life.”

The report also noted: “Across other subjects, the curriculum is well established. Teachers are familiar with what they need to teach and when. The curriculum is sequenced in a helpful way, building on pupils’ prior knowledge effectively. Staff support pupils with special educational needs and/or disabilities (SEND) well. Pupils work with increasing independence. Teachers keep a close eye on how pupils with SEND are getting on. They use this information to decide what pupils need to learn. However, they do not  consistently pinpoint these pupils’ precise next steps.

“Pupils behave well and enjoy their lessons. Leaders monitor pupils’ punctuality and attendance closely. They have taken positive steps to improve the attendance of pupils whose rate of attendance was lower than their peers, particularly disadvantaged pupils.”

On safeguarding, Ofsted said: “The arrangements for safeguarding are effective. Staff’s recruitment processes are robust. Leaders carry out the necessary checks to ensure they only appoint adults suitable to work with children. They ensure staff have the training they need to spot and record any potential signs that pupils may be at risk of harm. Leaders monitor concerns about pupils’ welfare closely. They take swift, decisive action, passing on concerns to external agencies when needed.

“Leaders and staff know pupils and their families well, including those who have struggled during the COVID-19 pandemic. This helps leaders to provide families with support and help promptly.”

Kate Richardson, Executive Principal for Cabot Learning Federation (CLF), said: “Summerhill has a long-standing relationship with CLF. We are particularly proud of this outcome because it accurately reflects improvement in the quality of provision at Summerhill over time, and the hard work and dedication of a great staff team working closely with their community of learners and their families. Summerhill’s commitment to developing outstanding citizens is obvious to us; it’s great to have the hard work of the community recognised in this outcome.”

22
Apr

Public Consultation – New Special School

Cabot Learning Federation (CLF) has been invited by the Department for Education (DfE) to operate a new Social, Emotional and Mental Health (SEMH) Special School in North Somerset.

CLF is a mature multi-academy trust with a specific strategic focus and a proven track record of addressing disadvantage. With 19 academies and a mission to “consistently deliver excellent educational experiences for pupils aged 3-19, improving their life chances and serving the communities of which we are a member”, the CLF serves more than 11,000 children across North Somerset, Bristol and South Gloucestershire.

Please review the information below about the proposed new SEMH Special School and provide your feedback in the Consultation Questionnaire provided. The consultation period ends on May 31.

Consultation Questionnaire

The new CLF SEMH Special School proposal

The new CLF SEMH Special School will provide 65 places for children of both sexes aged 5-16 with a primary need of social, emotional and mental health.

In the first year of opening, from September 2022, the school will be based in temporary accommodation in Nailsea, North Somerset. There, it will initially provide approximately 20 places for children of both sexes in the age range 11-14. Subject to achieving the required planning consents, from September 2024, the school will move to new purpose-built accommodation in Churchill, North Somerset.

CLF propose to offer children across four key stages the opportunity to connect with and better understand themselves, their communities and the wider world.

The educational vision for the new CLF SEMH Special School is a focus on creative arts, artisanship and agriculture. Children engaging with the new CLF SEMH Special School will discover their talents within an individualised curriculum that focuses on developing strengths and building individual networks.

As a result, upon graduation, children will be able to benefit from and contribute to their immediate community because their education has enabled them to understand themselves and their connection to the world around them.

For a child to be admitted, the school must be named, by a local authority, in the child’s education health and care plan (EHCP), though the school will play a role in outreach and support for the wider educational community, supporting with assessment places on an individualised basis.

The new SEMH Special School will sit alongside CLF’s Snowdon Village (a multi-site alternative provision), which has more than ten years of expertise.

Consultation Questionnaire

CLF formally appointed as operator of new SEMH Special School

05
Apr

Environment Conference

The CLF hosted our inaugural Environment Conference at Winterstoke Hundred Academy.

Organised by the CLF’s Environmental Action Group (EAG), students from all of our academies across our Federation who are members of our academy Environment Committees attended, the first time pupils from all CLF academies will be at an event together since the start of the pandemic.

Each academy was represented by ten students ranging in age from 4-19.

Sam Hodder, Principal of Uphill Village Academy and Chair of the CLF EAG, said: “We are delighted to be holding this event. Environmental issues are of high importance to many of us and we have pledged, as a trust, to make a real difference within our communities. The aim of the conference is to educate, inspire and inform our young people so they are equipped to invoke change within their own academies.

“The conference purposely follows COP26 as many of our students had their interest heightened by the publicity and news coverage. We feel it is a perfect opportunity to continue their education and build on their interest.”

During the day staff and students heard from three guest speakers: Francis Hyland, Chris Sperring and Laura Fogg–Rogers.

Francis Hyland has been at Keep Britain Tidy since the Eco-Schools programme began, ensuring the process is student-led and ‘teacher friendly’.  As a former primary school teacher, Francis understands the complexities of introducing and running the Eco-Schools programme in school. He enjoys celebrating and sharing the work of schools when delivering training across the country.

Chris Sperring MBE is a wildlife conservationist working locally for the Hawk and Owl Trust. He presents and broadcasts on TV and radio and also enjoys lecturing on a wide range of subjects. Chris writes regularly for wildlife magazines and newspapers.

Laura Fogg–Rogers is a lecturer and researcher in Science Communication at UWE Bristol. Laura previously worked as a journalist for the BBC and as a Communications Manager in New Zealand. She currently manages the communications for the EU environmental project ClairCity. ClairCity is a Horizon 2020-funded project responding to the call ‘Improving the Air Quality and Reducing the Carbon Footprint of European Cities’. The project takes a novel approach to understanding air pollution, carbon emissions and their impact on citizen health and wellbeing.

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CEO: Mr Steve Taylor
Federation House
King's Oak Academy
Brook Road, Bristol
BS15 4JT
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Registered Company: Cabot Learning Federation
Company No: 06207590