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A unique whole school management and learning solution.

The School Improvement Conference

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 Wed 30th Nov 2016; Wed 1st Feb 2017; or Wed 26th April 2016.

The Rodillian Multi Academy Trust 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’

  • academic results
  • life chances
  • self-esteem
  • horizons
  • attendance
  • behaviour

The Rodillian Multi Academy Trust raise aspiration levels for staff, students and schools by encouraging creativity in the classroom and giving our staff freedom to experiment with their teaching. 

We (The Rodillian Multi Academy Trust) promote self-reflection, problem solving, risk taking and equip staff and students with the essential skills for life such as:

  • resilience
  • perseverance
  • facing competition
  • 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:

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

What is Positive Discipline?

Positive Discipline was developed as a whole-school behaviour management framework by the Rodillian Multi Academy Trust.

The frame work has been successful in:

  • fulfilling the guidance given in the DfE Behaviour and Discipline in schools 2016 documentation
  • transforming the behaviour, atmosphere and culture in underperforming schools
  • maintaining high expectations and an outstanding judgement for behaviour
  • supporting staff in the classroom. Ensuring that teachers can get on with teaching children who want to learn and who behave in satisfactory manner. Further more teachers should not have to suffer constant disruption.
  • reducing staff work load both through increased efficiency and effective use of the student planner as a central record of each student’s progress.
  • 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 mindset. We believe that this has been an intrinsic part of the transformation of our school, both in terms of examination results and the confidence 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 gives them opportunities that raise their aspirations for the future.


Our performance management / coaching model as 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 taki9ng 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 the Headteacher of The Rodillian Academy. He has taken the academy from 19% five *A-C (including English and Maths) to 77% in 2016 (Progress 8 figure 0.76).

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:

  • Positive Discipline (new format)
  • The Resilience Curriculum
  • The Coaching Model of Performance Management
  • 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.

Featherstone Academy

Featherstone Academy was the first school to join the RMAT in the summer of 2014. The academy was in special measures and results had plummeted to 38% 5 *A-C (including English and Maths). Attendance was poor at 92.7% and PA was high at the academy. After a complete staffing / leadership restructure, curriculum review and the implementation of RMAT policies such as Positive Discipline, Resilience Curriculum and the Coaching Model, outcomes for the students started to rise. The rapid impact of the policies led to a HMI inspection concluding that the academy was no longer in special measures and graded leadership as outstanding and behaviour as good. The GCSE results for 2016 are 23% above FFT D at 66% 5 *A-C (including English and Maths). Attendance at the academy is now above 95%.

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 PD, the Resilience Curriculum and other successful strategies used by the RMAT. In February 2016, HMI graded BBG Academy as Good across all categories and the students achieved 60% 5 A*-C (including English and Maths). Attendance at the Academy in December 2014 was 92.6%, this had risen to 96.7% by the end of the 2016 academic year.


Conference Programme



Registration and guided tour of Rodillian Academy

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






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.



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.



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


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



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.




The positive impact on the RMAT and our partner schools



Refreshments and Meet the Heads of School and partners including how

Ed Lounge is utilised to support our students.

Please call xxxxxxxxxxxxx for more information regarding the Conferences on :

  • Wed 30th Nov 2016
  • Wed 1st Feb 2017
  • Wed 26th April 2016