1. V ISION AND STRUCTURE AT T EMPLE L EARNING A CADEMY (P LANS TO DATE )

2. T HE S TRUCTURE OF THE A CADEMY We set out to create a ‘through school’. We did! Different to virtually many other all-through schools in that it is on same site. We wanted our building, staffing structure and curriculum to reflect this.

3. A LL T HROUGH – I SSUES ! Don’t want two separate systems – primary practice and secondary mashed together – we inherit compromises. As an all through school – staffing structure therefore must be ‘all through’ so that there is fairness and consistency in expectation. Academy freedoms give us an opportunity to look at systems with fresh eyes and adopt approaches that we may not have before. A chance to do what we feel is right.

4. C URRICULUM S TRUCTURE We’ve moved away from idea of KEY STAGES and adopted a structure we call ‘Learning Phases’. Learning Phase Phase 1 (Reception/Year 1) Young learners Focus on phonic development, language and communication, explorative learning Phase 2 (Years 2, 3 and 4) Developing Learners Focused English, math, science, cross curricular PBL, enrichment Phase 3 (Lower Years 5 & 6) (Upper Years 7 & 8) Enabled Learners Focused English, math, science, cross curricular PBL, enrichment Phase 4 (Years 9, 10 & 11) Specialist Learners Subject specialism

5. H OPE THE BUILDING REFLECTS THIS. In early stages of deciding what the building will look like. Expressed the Learning Phase Structure should be reflected in the building. Learners go on a journey through it – we want flow and transition points/barriers to ‘blur’. Separate but connected provision. Space for PBL to take place. Community and enrichment accounted for.

6. S TAFFING S TRUCTURE Phase 1Phase 2Phase 3Phase 4 Reception/Year 1Years 2, 3, 4Years 5&6 Years 7&8 Years 9,10, 11 Teacher

7. S TAFFING S TRUCTURE Phase 1Phase 2Phase 3Phase 4 Reception/Year 1Years 2, 3, 4Years 5&6 Years 7&8Years 9,10, 11 Teacher - Early Years Teacher - Technology Teacher - Art Teacher - PE Teacher - English Teacher - Maths Teacher - Science Teacher - Humanities Teacher - ICT Teacher – MFL & RE Teacher - English Teacher - Maths Teacher - Science Teacher - PSHE Teacher - English Teacher - Maths Teacher - Science Teacher - Art Teacher - Drama Teacher - History Teacher - Technology Teacher - PE Teacher - RE Teacher - Music Teacher - Geog Teacher – MFL/EAL Teacher – DT Teacher – PSHE/Ethics Teacher - English Teacher - Maths Teacher - Science Teacher – MFL Teacher - MFL Teacher - Music Teacher - Geography Teacher - History Teacher - Art Teacher – PE Teacher - PE Teacher - RE Teacher - Technology Teacher – PSHE/Ethics Teacher – Business Teacher - Business Teacher – ICT This creates a subject representation across each phase. ONE person becomes the Team Co-ordinator for that subject across the Academy with a team of co-workers to support work from each phase. These Co-ordinators are UPS2 & 3 and e.g. English has 1 co-ordinator based in Phase3 (upper) supported by a team of 4 others from Phase 2 (x1), Phase 3 lower (x1) and Phase 4 (x2) e.g. Art has 1 co-ordinator based in Phase 4 supported by a team of 2 others from Phase 1 (x1) and Phase 3 (x1)

8. S UBJECT C OORDINATORS Ensure Curriculum coverage across all phases for their subject including during PBL. Monitor progress and attainment in their subject area. Report this to Phase Leaders Lead on the Appraisal of their team. Provide CPD for their subject area. Promote their subject (inside & outside the academy)and encourage cross phase links in PBL. Subject policies. Resourcing within their subject area. Represent within Trust and support Trust. Probably looking at UPS + TLR 2a/b

9. P HASE L EADERS / C URRICULUM D ESIGNERS Each phase is also led by a PHASE LEADER/ CURRICULUM DESIGNER To monitor standards across their phase and report to Assistant Principals. Ensure pupil interventions/catch up time is in place an acted upon with outcomes monitored. Compile and report on progress and attainment in their phase to Principals, Assistant Principals and Governors. Appraisal for all the subject Leaders within their phase. Take a lead on development of Projects across their phase. Ensure curriculum coverage. Monitor planning. Liaise with staff. Support Guild Leaders with pastoral work within Phase. Leadership Scale.

10. A SSISTANT P RINCIPALS Assistant Principal for Teaching & Learning Manage CPD Induction Staff development Appraisal Curriculum Assistant Principal for Inclusion Monitoring of vulnerable groups/ individuals Monitoring impacts & effectiveness of Interventions Pupil Premium Monitoring CLA Monitoring Enrichment Assistant Principal for Standards Monitor pupil attainment and progress. Liaise with API re. interventions

11. Executive Principal Secondary Principal Primary Principal Assistant Principal for Teaching & Learning Assistant Principal for Standards / Data Assistant Principal for Inclusion Phase 2 Leader & Project Designer Phase 4 Leader & Project Designer Phase 3 Leader & Project Designer Phase 1 Leader & Project Designer Subject co-ordinators and teachers HLTAS / Learning Managers? Learning Support Assistants Heads of Guild and Assistant HoG SEN(D) CO Speech Therapist