Cadet Expansion Programme: 2013 to 2018 AC Cadet Expansion Programme: 2013 to 2018 “A new Contingent, Planning for Success”

A unique opportunity for students and staff from within state education to access experiences and training not ordinarily accessible to many. Gaining life-skills and experiences; a sense of self-worth and responsibility; leadership; teamwork; discipline and self-reliance; pride and ambition; resourcefulness; perseverance; sense of duty and service to the community. AC

“Over to you Section Commander, brief your people…” AC “Over to you Section Commander, brief your people…”

A ‘hub and spoke’ organisational model for five schools Corby Business Academy [CBA] (HUB) Corby Technical School [CTS] Brooke Weston Academy [BWA] Thomas Clarkson Academy [TCA] Kettering Science Academy [KSA] AC

“Thinking clearly under pressure…” AC “Thinking clearly under pressure…”

Brooke Weston Trust CCF School locations: Brooke Weston Academy, BWA (Blue) Corby Business Academy, CBA (Green) Corby Technical School, CTS (Orange) Kettering Science Academy, KSA (Purple) Thomas Clarkson Academy, TCA (Yellow) Pros: Good adjacent links within Northamptonshire. Reduces duplication of resources Central administration Cons Reduced CCF visibility in ‘spoke sites’ Transport logistics Each site needs a CFAV Scale: ______ 10km. Eg: CBA to TCA (red line) = 70km MI

“Ok Boss, now what?” MI

A ten year project 1st five years Implementation 2nd five years: Pre-start > start > expansion to capacity Establish relationship with Cadet Training Team, CTT 2nd five years: Review of CCF offer growth : rationalisation : expansion Operation of schools as satellites to main hub school Should it take so long? Establish trust and confidence from the CTT Build “culture and climate” Create a ‘meritocracy’ rank structure to embed formal leadership Recruit, train and develop staff Participation to be seen “as something of privilege” Unsustainable if not adequately resourced MI

Forming, Storming, Norming, Performing! Annual Camp: Warcop 2017 Forming, Storming, Norming, Performing!

BWT CCF Development Timeline Project Years Month/Year Action Location Year of Contract -2 April 2013 Contingent Commander ‘Designate’ training Oundle Pre contract -1 Sept 2013- Aug ‘14 Staff Training/familiarisation Pre Contract 1 Sept 2014-Aug ‘15 Staff & 1st Year Cadets 2 Sept 2015-Aug ‘16 Staff & 1st + 2nd Year Cadets CTS 3 Sept 2016-Aug ‘17 Staff & 1st + 2nd + 3rd Year Cdts CBA 4 Sept 2017-Aug ‘18 Staff & 1st + 2nd + 3rd + 4th Yr. Cdts 5 Sept 2018-Aug ‘19 MI

BWT CCF Cadet Expansion Model    YR 1 START of INDEPENDENT CONTINGENT YR 2 YR 3 YR 4 YR 5 YR 6 Prog. Year Cdt Yrs 201-’15 2015-’16 Actual 2016-’17 2017-’18 2018-19 2019-’20 Number of Cadets 4th 10 5 3rd 15 4 2nd 24 20 30 26 12 1st 45 Total 54 50 75 55 85 66 105 115 (-4) (-20) (-19) ADULTS CC Desig. 1 SSI 0* CFAVs (Off) 3 2 Civilian Assts. Totals 9 7 8 13 Total (ex SSI) 6 11 (-1) (-3) MI

“Advance to contact” 3 different schools 3 different towns Y13, Y11 (i/c) & Y10 MI

Recruitment process for staff BWT CEO set strategic objective to create the CCF Contingent Commander tasked to deliver School Principals held accountable for ongoing commitment All staff are VOLUNTEERS: opportunity advertised across the MAT annually Application to Contingent Commander requires Principal’s backing Release of staff to begin CCF enrolment process. Option 1: Civilian Assistant (immediate) [new CFAV Sgt pathway?] Option 2: Commissioning route (1 year) Training of Cadet Force Adult Volunteers Mentoring of new staff MI

Recruitment of cadets Step 1 > March First Year Cadet cohort limited to 45 places. Secure Academic Profile Student applications endorsed by their Academy. Step 2 > April-May Student letter of application Principal, SSI/Officer interview and shortlist. Step 3 > May-June Final Shortlist Final Interview: Contingent Commander and SSI Letter of Cadetship to successful applicants Return Cadetship acceptance, consent forms and uniform sizes Step 4 > September Uniform issue and begin enrolment MI

Sustainability Trust level political will to support Transferable Life Skills New friendships Self confidence New experiences Trust wide activity Recruitment of cadets Training of adult staff Exit pathways for cadets Anecdotal vs evidenced research Collaboration Intra & Inter Trust Resources Financial/Human/Physical Endorsement Trustees MAT Board Senior educational staff Trust level political will to support Delivery of CCF Experience Impact of CCF on Cadets Demonstrable impact for Trust AC

Obstacles & Solutions Staff: Student/Cadet Numbers / Quality > Collaboration Commitment > Commend those who do Student/Cadet Aspirations > Exposure to opportunities Subject demands > Academic first priority Timetable clashes > engagement with school staff Term dates > Alignment would be helpful! AC

CCF: “Worth it?” Classic Leadership model: >Clear strategic aim set Delivery plan endorsed >Delivery team established Clear chain of command resourced and trusted to get on with it >Review of progression toward strategic goal With CEO and CTT > communicated to delivery team Personal Development Student and Staff MI

Lessons learned Firm strategic aim: Resource CCF appropriately be clear about why you want a CCF Resource CCF appropriately invest in people / equipment Active collaboration “open approach” to outside agencies Involvement take advantage of every offer Flexibility expect and plan for “churn” Exposure celebrate internally and where possible externally all things CCF MI