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Whole School Improvement

At The Rodillian Multi Academy Trust We run our schools differently.  Students want to attend them,  Teachers want to work in them  and other schools want to learn from them.”

We invite you to The School Improvement Conference on Wednesday 1st November Nov 2017 or  Wednesday 28th Feb 2018.

“The academy has high expectations in terms of both behaviour and learning.” Ofsted Feb 2016

“Senior leaders have ensured that there is a consistent approach to behaviour management and have rapidly improved the quality of teaching. As a result, pupils are better behaved and are making good progress.”  Ofsted March 2016

 “Strong leadership has led to better teaching, improved behaviour and attendance and higher attainment for pupils.” Ofsted Feb 2017

About The Rodillian Multi Academy Trust

We are very effective in supporting schools across the country in what we consider very challenging but exciting times in education. We collaborate to transform students’:

  1. academic results;
  2. life chances;
  3. self-esteem;
  4. horizons;
  5. attendance;
  6. behaviour.

We raise aspiration levels for staff, students and schools by encouraging creativity in the classroom and giving our staff freedom to experiment with their teaching for the benefit of their students.

We promote self-reflection, problem solving, risk taking and equip staff and students with the essential skills for life such as:

  1. resilience;
  2. perseverance;
  3. facing competition;
  4. coping with failure.

We strive to develop a growth mindset in each of our young people and our staff – a belief that intelligence is not fixed or inherited but can be improved, if we learn from our mistakes and continually work hard. We do this through our innovative:

  1. Positive Discipline policy;
  2. Innovative Curriculum design;
  3. Resilience Curriculum;
  4. Coaching Model;
  5. Leadership programmes and support programme.

We strive to develop a growth mindset in each of our young people and our staff – a belief that intelligence is not fixed or inherited but can be improved, if we learn from our mistakes and continually work hard. We do this through our innovative:

  • positive discipline policy
  • resilience curriculum
  • coaching Model
  • leadership programmes and support tool

What is Positive Discipline?

The RMAT version of Positive Discipline has been developed and continually refined as a whole school behaviour management framework.

The frame work has been successful in:

  1. fulfilling the guidance given in the DfE Behaviour and Discipline in schools 2016 documentation;
  2. transforming the behaviour, atmosphere and culture in underperforming schools;
  3. maintaining high expectations and an outstanding judgement for behaviour;
  4. supporting staff in the classroom. Ensuring that teachers can focus on teaching children who want to learn and who behave in satisfactory manner;
  5. developing a culture where by teachers do have to suffer constant disruption during their professional practice;
  6. reducing staff work load both through increased efficiency and effective use of the student planner as a central record of each student’s progress;
  7. ensuring that all students, regardless of ability, age and gender are involved, whenever possible in the process of praise, recognition and rewards.

What is the Resilience Curriculum?

At the centre of our ethos is a commitment to the development of character, resilience and a growth mind-set. We believe that this has been an intrinsic part of the transformation of Rodillian Academy and the schools within The Rodillian Multi Academy Trust, both in terms of examination results and the confidence and mind-set of our young people.

The areas of resilience we promote in our students are: academic, physical, emotional, cultural and spiritual, endurance, behaviour and cognitive.

The curriculum provides our students with opportunities and skills that they may not have access to in their day to day lives and also presents them with opportunities that raise their aspirations for the future and what they can achieve.

Coaching

Our performance management / coaching model has developed with the specific aim of making the performance management cycle address staff development rather than staff accountability, where staff are held to account depending on their results. Lesson study is now an intrinsic part of department development time, in which colleagues jointly plan for and then peer observe student progress in lessons.

Over the last 3 years 96.6 % of our staff have reported that they felt their classroom practice was improving as a result of the coaching model. The model is based on research of Dylan Wiliam, aims to formatively assess colleagues and then work on one agreed area for development throughout the year.

The highly-structured programme places a strong emphasis on teacher autonomy and colleagues taking ownership of their own professional development by providing evidence of their progress through peer lesson observation, team teaching, joint planning, and pedagogical research, amongst other strategies.

“We run our schools differently.  Students want to attend them, Teachers want to work in them and other schools want to learn from them.”

Our Schools

Rodillian Academy

In 2008 Andy Goulty was appointed as the Headteacher of The Rodillian Academy. He has taken the Academy from 19% A*-C English and Maths profile to 80% in 2017.In 2017 the Academy achieved a P8 figure 0.89.

Rodillian Academy now regularly achieves 20+% above FFT D and has established itself in the top 5%for similar schools nationally. During this time, Andy and his team were heavily involved in research to develop strategies that would support the journey of the academy. Through trial and error, they have developed:

  1. Positive Discipline (new format);
  2. The Resilience Curriculum;
  3. The Coaching Model of Performance Management;
  4. Leadership Programmes.

Andy is a National Leader of Education (NLE) and now the Executive Headteacher of the Rodillian Multi Academy Trust (RMAT). His knowledge of school improvement has successfully been used to lead and support the outcomes across the RMAT and through collaboration schools nationally.

Featherstone Academy

The Featherstone Academy was the first school to join the RMAT in September 2014. The academy was in special measures and results had plummeted to 38% 5A*-C (including English and Maths) in August 2014. Attendance was poor at 92.7% and PA was significantly above national.

After a complete staffing / leadership restructure, curriculum review and the implementation of RMAT policies such as Positive Discipline, Resilience Curriculum and the Coaching Model, aspirations and outcomes for both staff and students began to rise.

The rapid impact of the policies led to a HMI inspection concluding that the academy no longer required special measures and graded Leadership as Outstanding and Behaviour as Good.(March 2015) The GCSE results for 2016 are 23% above FFT D at 66% 5A*-C (including English and Maths). Attendance at the academy is now significantly above national. In February 2017, The Featherstone Academy was inspected and graded as Good overall by Ofsted with a judgement of Outstanding for Personal Development, Behaviour and Welfare.

BBG Academy

BBG Academy is a former middle school. When the Rodillian MAT were asked to support BBG Academy in December 2014, the oldest year group was Year 10.

 

The Academy had been placed in special measures during an inspection in October 2014, being described as inadequate for leadership and behaviour. After conducting rigorous assessment procedures, the former middle school’s Year 10 cohort were looking at 34% 5 A*-C (including English and Maths).

Since becoming part of the RMAT in July 2015, BBG has implemented Positive Discipline, the Resilience Curriculum and other successful strategies used throughout the RMAT. In March 2016, HMI graded BBG Academy as Good across all categories and the students achieved 60% 5 A*-C (including English and Maths) in the summer of 2016. The Progress 8 score of 2016, placed BBG as the highest achieving none selective school in the local authority for this measure. 

In 2017 the students achieved 79% A*-C profile with a Progress 8 score of 0.4

Attendance at the Academy in December 2014 was 92.6%, this had risen to 96.7% by the end of the 2017 academic year.

Brayton Academy

Brayton Academy joined the Rodillian MAT in December 2015, whilst the school had an official Ofsted rating of Good, it had a declining PAN and the threatened prospect of closure. Since becoming part of the MAT the school has improved results and increased the PAN so that the school is now secure.

In 2017 the students achieved 64% 5 A*-C (including English and Maths) and 70% Basics (9-4) and 43% Basics (9-5). Science results are also above national average.  In all core subject’s results have improved from the predecessor schools with an improvement of 12% to 65 % of the students gaining the legacy measure of 5 A*-C E/M. The estimated progress 8 is 0.3 for 2017.

Since joining the Trust, Brayton has continued to excel in its specialist areas, while also fully embracing the Rodillian MAT ethos of teacher freedom, resilience and positive discipline as a result the Academy is now secure on the school improvement journey and will continue to move from strength to strength as part of the Rodillian MAT

Quotes from previous Conferences

“One of the most transformational days in CPD portfolio.”

“Very informative day with some fantastic ideas.”

“A very inspiring and open day about the journey of improvement. Very useful experiences and resources. Thank you.”

“Genuinely interesting and now to get commitment from my senior colleagues to doing this as new approach.”

Conference Programme

08:00

Registration and guided tour of Rodillian Academy

(please indicate on your booking form if you would like to take the tour)

08:45

Refreshments

 

09:15

 

School Improvement: National Picture

Understanding the National context of School Improvement and the current legislation that educators face. A look at the growth of the Rodillian Multi Academy Trust and the strategies that have been employed which have seen a rise in outcomes for our students.

 

10:15

Positive Discipline

A proven framework that underpins school improvement

Resilience Curriculum

The development of the curriculum has been an intrinsic part of the transformation of our schools.

11:15

Refreshments

Join staff and students at break time and look at how our students conduct themselves at social times

11:40

Tour of the school with our students, looking at aspects of The Rodillian Academy

12:30

Leadership

We have developed our own leadership training and Andy Goulty as a NLE, will talk about the successes and how talent spotting and training and nurturing your own, can help your school.

Coaching Model

This highly structured programme places a strong emphasis on teacher autonomy and colleagues taking ownership of their own professional development.

13:30

Lunch

14:00

The positive impact on the RMAT and our partner schools

 

14:30

Refreshments and Meet the Heads of School and partners including how

Ed Lounge is utilised to support our students.

Please call us for more information regarding the Conferences on :

Wednesday 1st November Nov 2017 or  Wednesday 28th Feb 2018.

Positive Discipline Conference

28 November 2017                                   20 March 2018

A proven behaviour model that allows teachers to teach and students to learn

Conference Outcomes: 

✔ Implementation of a proven behaviour model
✔ Reduction in low-level disruptive behaviour
✔ Improve student outcomes through increased engagement
✔ Reduce staff workload through increased efficiencies
✔ Increase student engagement and attendance
✔ Successfully introduce class and school rules
✔ Create an effective rewards and sanctions framework
✔ Work towards achieving 'Outstanding' for behaviour

“Any pupil behaviour which disrupts or impacts on the learning of other pupils is unacceptable and undermines the ability of teachers to teach.”
Sir Michael Wilshaw, September 2014

Disruptive behaviour in schools
In September 2014, the then Ofsted's Chief Inspector, Sir Michael Wilshaw, published a long-awaited report on low-level disruptive behaviour, which is still relevant today: Below the radar: low-level disruption in the country’s classrooms.

According to Ofsted’s report, and teaching union surveys disruptive behaviour such as
talking in class and mobile phone use can cost pupils at the worst-affected state schools in England up to an hour a day in lost teaching time.

Some of the report's key statements indicated that a reluctance or inability to manage the issue of disruptive behaviour was prevalent in schools with low standards of behaviour and engagement:

  • “The findings from that survey show that teachers, parents and carers are rightly concerned about the frequent loss of learning time through low-level but persistent disruptive behaviour.”
  • “Teachers are frustrated by this sort of behaviour and are critical of colleagues, particularly those in leadership positions, who are not doing enough to ensure high standards of pupil
  • behaviour.”
  • “Too many school leaders, especially in secondary schools, underestimate the prevalence and negative impact of low-level disruptive behaviour. Many teachers have come to accept some
  • low-level disruption as a part of everyday life in the classroom.”
  • “Any pupil behaviour which disrupts or impacts on the learning of other pupils is unacceptable and undermines the ability of teachers to teach.”

Sir Michael said that inspectors were "toughening up judgement on behaviour and it is in our children's interest that we do" and that England's schools are suffering from a “casual acceptance” of misbehaviour in the classroom.

Implementing Positive Discipline in your school can help eliminate disruptive behaviour.

What is Positive Discipline?

The RMAT version of Positive Discipline has been developed and continually refined as a whole school behaviour management framework.

The framework has been successful in:

  • Reducing staff work load both through increased efficiency and the effective use of the Student Planner as a central record of each student’s progress.
  • Providing an understanding of the discipline process of children, parents, teachers and governors.
  • Ensuring that all students, regardless of ability, age and gender are involved, whenever possible, in the process of praise, recognition and rewards
  • Supporting staff in the classroom. Ensuring that teachers can get on with teaching children who want to learn and who behave in a satisfactory manner. Furthermore, teachers should not have to suffer constant disruption.
  • Making the school a cleaner environment to learn and work in.
  • Supporting academies in improving their overall school improvement journey.


Who should attend?

  • Headteachers & Principals
  • Deputy & Assistant Headteachers
  • Vice & Assistant Principals
  • Chairs of Governors
  • Governors
  • Senior Teachers
  • SENCOs

The conference datails

08:00

Registration and guided tour of Rodillian Academy
(please indicate on your booking form if you would like to take the tour)

09:30

Refreshments

10:00

Behaviour: The National Picture
Understanding the National context of behaviour within schools and the current legislation that educators face. A look at the Rodillian Multi Academy Trust growth and the strategies that have been employed which have seen The Rodillian Academy rise from 19% A*- C grade profile, to 80% A*- C in 2017 and a Progress 8 score of 0.89

11:15

Join staff and students at break time and look at how behaviour is managed within academy social times.

11:40

Tour the school with our students, looking at all aspects of The Rodillian Academy

12:25

Positive Discipline: a proven framework that underpins school improvements

Speakers will take delegates through the framework and the intricacies of the model including how EDLounge is utilised to support expelled students.

13:30

Lunch

14:00

Effective Data Management
A practical demonstration of the data systems that underpin positive discipline to allow the effective management of identified groups including Pupil Premium & SEND.

14:30

Refreshments

14:45

Meet Heads of School from within The Rodillian Multi Academy Trust, who have successfully implemented and led on Positive Discipline, and brought about rapid school improvement which have been backed up by Ofsted judgements.

What last year’s delegates had to say about the Positive Discipline Conference:

  • “One of the most transformational days in my CPD portfolio””
  • “A very inspiring and open day about the journey of improvement. Very useful experiences and resources. Thank you”
  • “Very informative day with some fantastic ideas”
  • “Genuniely interesting and to get commitment from my senior colleagues to consider this as our new approach”

Speakers Include:

Andy Goulty

Andy began his headship at the Rodillian Academy in 2008, taking the school from 19% A*- C grade profile, to 80% in 2017.

He is a National Leader of Education (NLE) and the Executive Headteacher for the Rodillian Multi Academy Trust comprising 6 schools. His specialisms are behaviour, curriculum development, innovative coaching and performance management models.

 

Lorraine Bradley

Lorraine has a range of experience in curriculum and pastoral leadership, including improving the performance of a large English department in a school in Nottinghamshire, where she also introduced PD. Lorraine joined Rodillian in 2008, becoming an integral part of the school improvement journey, in turn as Assistant Head: Teaching and Learning, Deputy Head with key responsibility for student progress and latterly, Head of School, whilst at every stage successfully teaching key English classes at GCSE and obtaining outstanding results

 

Andy Percival

Andy has extensive experience of pastoral leadership and behaviour management within a variety of settings including inner London and other inner city areas. As a Deputy Head Teacher at The Rodillian Academy, he has led several positive discipline conferences for senior teachers and CEOs from across the country and has provided consultancy and school improvement services for schools outside of the trust. Over the last three years, Andy has worked alongside senior leadership teams to support their school improvement journey, which has been recognised by Ofsted.

Jason Kenneally

 

Jason having worked for the RMAT since 2014 and has successfully undertaken the role of Head of School in three schools since his appointment.

In each of these schools, the implementation and consistent application of the foundation policies of the trust have ensured improved student outcomes and Ofsted judgements.

 

Alex Burnham

Alex joined The Rodillian Multi Academy Trust in 2012 and, has successfully implemented the RMAT policies in our schools and supported schools across the county in making improvements. Alex was part of the leadership team which led BBG from special measures to good across the board in 14 months. He is currently the Executive Deputy Head for School Improvement.


How to register
Call The Rodillian Academy on 01924 872 252
Scan and email the completed form to pdenquiries@rodillianacademy.co.uk
Fax the completed form to 01924 825 667
Post the completed form to PD Conferences, The Rodillian Academy,
Longthorpe Lane, Lofthouse, Wakefield, WF3 3PS


Venue
The Rodillian Academy, Longthorpe Lane, Lofthouse, Wakefield,  WF3 3PS (for Sat-Navs, use postcode WF3 3PU)

Pricing

 First Delegate

 £299 +VAT

 Additional Delegates

 £199 +VAT


Call 01924 872 252 or email pdenquiries@rodillianacademy.co.uk for more information 

 

 



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