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John Smeaton AcademySmeaton ApproachBarwick RoadCross GatesLeedsLS15 8TA0113 831 3900www.johnsmeatonacademy.org.uk

WORKING IN PARTNERSHIP WITH:

The Leeds Jewish Free SchoolThe Henry Cohen CampusWentworth AvenueLeeds LS17 7TN0113 269 3176www.ljfs.org

The Rodillian AcademyLongthorpe LaneLofthouseWakefi eldWF3 3PS01924 872 252www.rodillianacademy.co.uk

BBGBradford RoadBirkenshawWest YorkshireBD19 4BE01274 871 225www.bbgacademy.com

Brayton AcademyDoncaster RoadBraytonSelbyNorth YorkshireYO8 9QS01757 707 731www.braytonacademy.org.uk

The Featherstone AcademyPontefract RoadFeatherstonePontefractWest YorkshireWF7 5AJ01977 722 805www.featherstone.academy

Southway at The Rodillian Multi Academy TrustLongthorpe LaneWakefi eldWF3 3PS01924 872 252

Welcome to RMAT from Executive Headteacher

Welcome to the Rodillian Multi Academy Trust. My name is Andy Goulty and I have been the Executive Headteacher since the Trust’s inception in September 2014. The RMAT grew from the highly successful Rodillian Academy, where I was Headteacher from 2008.

I hope, on this page, to provide you with some information as to what makes the Rodillian Multi Academy Trust such a special and high achieving trust, where every one of its students and staff can feel proud to belong to.

Our key motivation is to provide the best possible academic experience in every one of our academies. We are highly aspirational at all levels, but go beyond academic success to develop character and resilience in each of our students, enabling them to become well-rounded citizens and promoting the best outcomes in everything they do.

The key features which underpin our philosophy on education are:

• that all students have the highest aspirations; • to deliver an innovative and engaging curriculum which provides

independent school opportunities within a secondary school context;• a commitment to divergent teaching, supported by our belief in teacher freedom. This provides a stimulating and varied

learning environment, where one size does not fi t all;• traditional values of behaviour, supported by our Positive Discipline system; our PD system enables teachers and

students alike to focus on learning and not behaviour management;• a mindset for growth, which supports both staff and students in their pursuit of excellence;• a dedication to educational development based on highly selective methodology and research based enquiry.

Since our Trust was established, it has grown by taking on under-performing schools to develop them to beyond national standards. We now lead six secondary schools, along with our own alternative provision centre.

Our schools are all clustered within 30 minutes travelling distance of one another, allowing us the ability to provide high quality networks and support.

Welcome to the Rodillian Multi Academy Trust.

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Welcometo

Personal development, behaviourand welfare is Outstanding.. .

The schools’ system to promote excellent behaviourand attitudes to learning is highly eff ective.

Pupils work hard and treat each other and adults with respect. They are proud to belong to the school and

have high aspirations for their future.

Ofsted Report February 2017

“Personal development, behaviour“Personal development, behaviour

”respect. They are proud to belong to the school and

”respect. They are proud to belong to the school and

have high aspirations for their future.”have high aspirations for their future.

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A relentless expectation that our students can achieve success in our AcademyAt the centre of The Featherstone Academy is a focus on delivering high academic standards to allow students to attain outstanding outcomes. These will allow students to progress to the next stage of their lives successfully. These outcomes do not just happen. Our staff have been encouraged to provide a learning environment which will stimulate and inspire, in order to develop the students quest for knowledge.

The curriculum instills resilience in our students the moment they enter the school and is continuous through their time with us. Encompassed within this innovative curriculum is our belief in a growth mindset.The belief that intelligence is far from

fi xed or inherited but an area we can all improve if we work hard and learn from our mistakes.

We encourage our students to experiment and take risks in their learning to establish an environment where intelligent failure is just the start on the road to success.

We have a duty to prepare our students for the extensive examinations that they now face in the current education system.At Featherstone this starts in Year 7with a structured assessment and examination calendar, which includes mock examinations. We will equip them with the skills and exam techniques required to be successful

in examination situations. We aim for this to become normal practice and therefore less stressful at an important time in their lives in Years 10 and 11.

We appreciate that for a student to be successful in their learning, the school and parents need to work in collaboration. To facilitate this, at strategic points of the year, parents are invited into the Academy to discuss their child’s progress or to hear about strategies to support them with their forthcoming examinations. Of course our staff are always willing to answer any questions you may have in relation to your son/daughter.

Staff share leaders’ vision for the school and

are rightly proud of the improvements they have

secured since theprevious inspection.

Ofsted ReportFebruary 2017

AIMS & ETHOS

“Staff share leaders’ “Staff share leaders’

”previous inspection.”previous inspection.

The statutory 25 hours per week has been timetabled for students as 30 lessons of 50 minutes. Due to the fi nish time of 2.30pm, each day is expanded with extra-curricular clubs or by using our compulsory Period 7 initiative. The Period 7 initiative works with small groups of students, particularly in Key Stage 4, across the curriculum focusing on areas identifi ed after the assessment periods, which require additional targeted support to ensure success.

In Year 7 we have our “Rise and Read” strategy to improve literacy and develop the love of reading. For two mornings of the week, students in Year 7 start earlier and have reading sessions with a member of staff . Several lessons each week are set aside to develop resilience. Students are taught how to learn from mistakes and fi nd solutions rather than give up, something that we believe is necessary to be successful in life.

Students are expected to make options choices in Year 7 and Year 8 across a range of practical and art based subjects to allow them to specialise in an area of interest.

In Key Stage 3 we deliver the enrichment curriculum, where we provide the opportunity to learn and have fun.

In Year 8 students undertake an Applied Resilience curriculum, where students spend an afternoon studying a variety of topics such as cooking, woodwork, team sports, and horticulture.

In Year 9 they will choose from the same subjects but this will be taught as a GCSE taster option. In Year 9 it is also compulsory to select an Ebacc option from History, Geography or French. Students may then go on to complete a GCSE in these subjects in Year 10.

At The Featherstone Academy we expect our new recruits to attend a fully funded resilience camp in the fi rst few weeks of term. This involves a three day residential trip to a local scout camp in Huddersfi eld. Here, they will experience team building activities, survival skills and watersports. As well as giving them the opportunity to meet staff and other students, it introduces one of the Academy’s core values, resilience.

We off er an innovative, exciting curriculum based on developing student’s skills and understanding, building towards examination outcomes in Years 10 and 11.

CURRICULUM

I am pleased that my son chose to attend

The Featherstone Academy. The school knows my

child well and makes sure that he is supported and challenged. Both he and

I are confi dent he will be successful here.

Parent comment

The Executive Headteacher and Head

of School have an uncompromising ambition

for the school. Their strong leadership has

led to better teaching, improved behaviour and

attendance and higher attainment for pupils.

Ofsted Report February 2017

“I am pleased that “I am pleased that “The Executive “The Executive

”successful here.”successful here. ”attainment for pupils.”attainment for pupils.

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The foundation of The Rodillian Multi Academy Trust and the reason for its continued success is Positive Discipline (PD).

Pupils feel safe in the school and have an acute awareness of issues that

may pose a risk to their safety.  If they have a

problem, they have trust in staff to help them

resolve the issues.

Ofsted ReportFebruary 2017

“Pupils feel safe in the “Pupils feel safe in the

”resolve the issues.”resolve the issues.

The safety and well being of our students is of paramount importance to the Academy and the wider trust. Procedures for safeguarding are in line with the Wakefi eld Guidelines and

Policy. Senior and Pastoral staff are trained as Nominated Child Protection Personnel and all staff within the Academy receive regular training in Safeguarding and Child Protection.

The Featherstone Academy: Safeguarding and Child Protection

Without good behaviour in our schools staff cannot teach and therefore students cannot learn. PD also enables us to reward good progress, behaviour and outstanding work. As a Trust we organise annual reward trips and award evenings to celebrate student success.

The majority of students are well mannered and have a positive attitude to learning. PD ensures that the possible behaviour of a small minority of students does not interfere with the progress of others. This enables our teachers to teach and students to feel safe, happy and able to learn and thrive.

We place a great emphasis on teachers freedom to teach, as well as their consistency of marking and feedback.

This ensures that every young person in our care is stretched and challenged in their learning, as the appropriate feedback ensures that students learn from their mistakes through Dedicated Improvement and Refl ection Time (D.I.R.T).

Calendared assessment and examination periods with clear feedback to students will determine intervention and movement between teaching groups to ensure appropriate provision.

Diff erentiated provision ensures that students regardless of ability benefi t from high quality personalised teaching coupled with comprehensive intervention strategies to ensure stretch and challenge in all lessons.

POSITIVE DISCIPLINECONCILIO • ET • ANIMIS

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P� t of

John Smeaton AcademySmeaton ApproachBarwick RoadCross GatesLeedsLS15 8TA0113 831 3900www.johnsmeatonacademy.org.uk

WORKING IN PARTNERSHIP WITH:

The Leeds Jewish Free SchoolThe Henry Cohen CampusWentworth AvenueLeeds LS17 7TN0113 269 3176www.ljfs.org

The Rodillian AcademyLongthorpe LaneLofthouseWakefi eldWF3 3PS01924 872 252www.rodillianacademy.co.uk

BBGBradford RoadBirkenshawWest YorkshireBD19 4BE01274 871 225www.bbgacademy.com

Brayton AcademyDoncaster RoadBraytonSelbyNorth YorkshireYO8 9QS01757 707 731www.braytonacademy.org.uk

The Featherstone AcademyPontefract RoadFeatherstonePontefractWest YorkshireWF7 5AJ01977 722 805www.featherstone.academy

Southway at The Rodillian Multi Academy TrustLongthorpe LaneWakefi eldWF3 3PS01924 872 252