KING OFFA PR IMARY ACADEMY Down Rd, Bexhill-on-SeaEast Sussex TN39 4HS01424 211 548www.kingoffaprimaryacademy.org

GLENLE IGH PARK PR IMARY ACADEMYGunters Lane, Bexhill-on-sea East Sussex TN39 4ED01424 213611www.glenleighparkprimaryacademy.org

OAKWOOD PR IMARY ACADEMY Magnolia Drive, Eastbourne East Sussex BN22 0SS01323 501251www.oakwoodprimaryacademy.org

HERON PARK PR IMARY ACADEMYDallington Road, Eastbourne East Sussex BN22 9EE01323 502525www.heronparkprimaryacademy.org

W W W . A U R O R A A C A D E M I E S . O R GAurora Academies Trust: a company limited by guaranteeRegistered in England: Company Number: 08107711Registered Offi ce: Orchard Court, Orchard Lane, Bristol BS1 5WS

propelled byin association with

Mosaica Education UK, Ltd.

We inspire students to love learningAURORA ACADEMIES TRUST MAKING A WORLD OF DIFFERENCE

propelled byin association with

Mosaica Education UK, Ltd.

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Our mission is to provide

CHALLENGINGAND INSPIRINGprogrammes designed to instill a love of

learning, to guide students in becoming

responsible citizens of the world, and prepare

them for success in university and in life.

KING OFFA PRIMARY ACADEMY | GLENLEIGH PARK PRIMARY ACADEMY | OAKWOOD PRIMARY ACADEMY | HERON PARK PRIMARY ACADEMY

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STAFF INGAcademy teachers will be fully qualifi ed and hold appropriate Qualifi ed Teacher Status (QTS). They will demonstrate competence in all areas of content responsibility, be respected professionally and personally, and exhibit excellent communication, computer and interpersonal skills.

Our teaching staff will be provided with the tools necessary to succeed: extensive professional development; the freedom to focus on helping children learn; and access to state-of-the-art educational resources, including the latest textbooks, multimedia technology, and personal and classroom computers linked to the Internet. Because child learning will be interpreted as a direct refl ection on how well they are taught, teachers and leaders will be personally and professionally invested in children’s success and singularly focused on accelerating achievement.

PROFESS IONAL DEVELOPMENTOur vision is to introduce rapid, accelerated, sustainable improvements in the schools we serve through a rigorous, methodical approach to assessment, planning, professional development and implementation. We believe in data-driven, differentiated teaching; that children should always be at the centre of everything we do; and that the best schools foster a love of learning and a strong sense of self and community in addition to outstanding academic improvement. We believe as well that, to be most effective in

delivering trainer and teacher professional development, we must model educational best practices – expanding the trainers’/teachers’ love of learning and sense of self and community through engaging, differentiated teaching designed to bring out the best in each participant.

We provide exceptional professional development, mentoring, and coaching focused on leadership and educational excellence.

Our programmes are built on effective research-based, data-focused learning improvement systems and are designed to develop, in an interactive, hands-on manner, pupil, family and community engagement.

Training for teachers and leaders will be provided through face to face and virtual learning opportunities. This Professional Development (PD) will be selected from the wide range of Mosaica material that has been devised over the past 15 years and refi ned each year to best meet the needs of teachers and leaders. Thus it will be needs driven combining information sessions, for example about Paragon, with developmental training on quality teaching and leadership. It will also model good practice, as featured in the programme itself, in that it will be interactive and hands on and embrace the multiple intelligences outlined above; it will be engaging and relevant; it will provide opportunities for refl ection and evaluation; and it will ‘spiral’ in that teachers will attend a session and then practise what they have learnt in class ready to review with mentors in order to refi ne their practice further: thus they will be able continuously ‘grow’ professionally. All training will be on-going throughout the year via a minimum of 60 hours face to face or virtual sessions drawing on the national and international expertise of our personnel.

EVERY CHOICE IS FOCUSED ON PUPIL ACHIEVEMENT – AND DESIGNED TO

PREPARE CHILDREN FOR GREATER SUCCESS IN SCHOOL AND IN LIFE

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MESSAGE FROM THE SPONSORMosaica Education UK Ltd., is a division of Mosaica Education, Inc. a global leader in education reform. Mosaica has established a charity, Aurora Education Trust (AET), to sponsor a multi-academy trust called Aurora Academies Trust (AAT). AAT is responsible for four primary Academies in East Sussex: King Offa and Glenleigh Park (formerly Sidley Primary School) in Bexhill and Heron Park and Oakwood in Eastbourne. Working with Mosaica allows for the opportunity for staff and pupils across AAT to share best practices. It is also an opportunity for each Academy to redesign the curriculum and to bring about improvements in pedagogy, for staff to benefi t from an extensive continuous professional development programme and for each Academy to secure a future with an outstanding education practitioner.

Mosaica is a company that specialises in Academy improvement while bringing positive, sustainable change to schools worldwide. One of the benefits brought by Mosaica and our approach to education is the use of a thematic approach to enhance the curriculum enabling pupils to learn from the past in order to shape the future. Mosaica schools also place a heavy emphasis on accelerating progress in English and mathematics and upon parental and community involvement to celebrate and enhance pupil’s learning experience.

Gene EidelmanPresident

WE WILL :RAISE ASPIRATIONS: Through the introduction of a new philosophy and ethos, based on Mosaica Education’s proven philosophy used internationally, to bring educational improvements to Academies, pupils and communities worldwide. All pupils will have individualised paths for personal growth and development, with a focus on pupil self-awareness and self-esteem.

INCREASE PARENT ENGAGEMENT AND INVOLVEMENT: Regular community events are held where parents and other members of the local community are invited to see what the children have been learning, meet with staff and become more engaged in their child’s education.

HAVE BETTER RESOURCES: Upgrades made to enhance facilities and technology.

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WORKING WITH AURORA AND MOSAICA ALLOWS STAFF THE OPPORTUNITY

TO WORK WITH PUPILS ACROSS THE ACADEMIES TO SHARE BEST PRACTICES

AURORA ACADEMIES TRUSTOUR MISS IONOur mission is to provide challenging and inspiring programmes designed to instill a love of learning, to guide pupils in becoming responsible citizens of the world, and prepare them for success in university and in life.

Aurora Academies Trust was founded in order that Academies in England could benefi t from the experience Mosaica has gained through operating charter schools for 15 years in the US. AAT is a charitable company led by a Board of Directors and retains the strategic role for the running of the Academies.

AAT will ensure that the individual child at each Academy is the centre of everything we do. Academy programmes, teacher preparation, and classroom design will be planned with the specifi c social, emotional, and intellectual needs of the children in mind. Each programme will be age and developmentally appropriate. Each programme will be designed to inspire pupils, families and teachers alike.

Aurora Academies: Inspiring students

to love learningExemplary world class education

Highly-qualifi ed and well-trained teachers

Individualised teaching

Hands-on, interactive learning

Parent and community engagement

Safe, secure learning environments

Celebration of local cultureand communities

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A DAY IN THE LIFEThe daily schedule at each Academy varies but each day consists of discrete English and Maths lessons plus the Paragon programme. All National Curriculum subjects, and RE, are taught either within Paragon, or as discrete entities depending on the nature of the topic being studied at any particular time.

TECHNOLOGY FOR 21ST CENTURY All over the world, technology is changing the way people communicate and how business is done. Technology is an integral part of everyday life—and a fundamental component in today’s education. AAT Academies will therefore infuse all of its teaching with technology, using it for research, calculation, communication, presentation, in virtually every aspect of learning and instruction.

SPECIAL EDUCATION Each Academy will strive to meet the needs of all its pupils. Each Academy will identify those who are Gifted or Talented and those who, for whatever reason, fi nd learning diffi cult. Through close liaison with parents and the utilisation of intervention strategies each child will be provided with the best opportunity to close the gap and achieve his/her potential.

At each Academy, the SENCo (Special Educational Needs Coordinator) will work with Academy staff to train on the process of assessing pupils in order to identify those with needs and determine the best path forward.

Academy programmes will adhere to best practices for pupils with special needs. These include supportive services, and tailoring the curriculum to the learning needs of individual children. Engaging the multiple intelligences through a variety of hands-on learning methods helps all pupils succeed and discover meaningful learning paths.

In addition, the Academies will provide Personalised Student Achievement Plans (PSAPs) for all children, which help them set goals—academic, personal, and/or social—to make their education immediately relevant and tailored. This helps to ensure that pupils are challenged, and at the same time, provided with ample opportunities to experience learning success.

There are eight ages of history or Human Eras that The Paragon® Curriculum is designed around and which constitute monthly conceptual themes:

The Ancient World ...... 40,000 B.C. to 500 B.C.

The Classical World .........499 B.C. to A.D. 500

The Middle Ages ......................... 500 to 1460

Renaissance & the New World .......................... 1460 to 1600

Kingdoms & Colonies ................ 1600 to 1750

Revolution & Independence ...... 1750 to 1825

Unifi cation & Industrialization .. 1825 to 1900

The 20th Century ........................ 1900 to 2000

The Paragon Curriculum comes complete with integrated STEM (Science, Technology, Engineering and Mathematics) guides which are aligned with each unit and are integral to Paragon’s chronological journey through world culture.

Personal, Social, Health and Citizenship Education (PSHCE) is implicitly built into the Paragon programme through its Walking With Giants component. Children learn about character, ethics, empathy and self-esteem implicitly by studying the world’s greatest thinkers, both canonical and unsung, and by stepping into the shoes of great historical fi gures, both real and imaginary. Through content-rich study, children come to understand the expansive potential open to them if they can identify, with early clarity, their individual strengths and sense of purpose. Children contemplate questions that have captivated thinkers for millennia: What makes a “Hero”? What makes me unique? How can we learn from the past? How do we apply that knowledge to the future?

By studying the history of human culture children learn implicitly about values and ethics that transcend time and place.

ACADEMIES PARTNER WITH COMMUNITY MEMBERS, CULTURAL CENTRES,

UNIVERSITIES, AND LOCAL BUSINESSES TO PROVIDE WORLD-CLASS EDUCATION THAT

REACHES BEYOND THE CLASSROOM

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PROPELLED BY PARAGON ©

Paragon© Curriculum combines the rigour of classical education with the relevance required by contemporary society. Pupils learn about character, ethics, empathy and self-esteem implicitly by studying the world’s great heroes, both canonical and unsung, and by stepping into the shoes of great historical fi gures, both real and imaginary. Paragon looks to the past to prepare children to become the architects of tomorrow. It is interdisciplinary in nature and seamlessly weaves in from across all subjects, refl ecting the integration of skill sets necessary in today’s multi-tasking world.

The Paragon® Curriculum “spirals,” meaning that children are fi rst introduced to concepts and cultures in early years, and then revisit those same topics in greater depth later on, having a context and a foundation for deeper study. Paragon is divided into eight units of approximately 4-5 weeks. Each unit immerses children in a academy-wide study of the same historical time period, with each year group focused on a unique essential question, geographic location and area of study. The units, begin with questions of self, family and home in the Foundation Stage, spiral in diffi culty like concentric rings emanating outward until children are studying the ten elements of culture in Year 4 and the defi ning characteristics of civilizations in Year 6. Each unit features a cumulative assessment with an assessment rubric, specifying the qualities of an exemplary project or performance. These project descriptions and performance expectations are made explicit to the children at the onset of each unit and the rubrics are shared with parents at conference time.

ACCESS TO COMPUTERS AND USE OF HIGH-TECH LEARNING TOOLS ENABLE

PUPILS TO GAIN THE TECHNOLOGY, COMMUNICATIONS AND PROBLEM-

SOLVING SKILLS ESSENTIAL TO SUCCESSIN THE 21ST CENTURY WORKPLACE

OUR APPROACHMAKING A WORLD OF D IFFERENCEGlobally, Mosaica Education’s schools provide an outstanding foundation in basic skills and utilise the acclaimed Paragon® curriculum. Ours are world-class schools that foster a love of learning and inspire pupil success.

The key pillars that form the foundation of a Mosaica education will ensure quality education for pupils and educators alike at AAT Academies. They create an environment that offers challenges and opportunities that inspire pupils and the educators who lead them.

Pupil Achievement. Every choice is focused on pupil achievement – and designed to prepare children for greater success in school and in life.

Secure Environment. Our schools help pupils to feel safe to learn, grow and thrive – and help to fi ll pupils with a sense of belonging, importance and a love of learning.

Professional Development. Mosaica’s educators are life-long learners. We support teachers in our Academies with mentoring, coaching and 15-20 days of professional development each year.

Community Support. Academies partner with community members, cultural centres, universities, and local businesses to provide world-class education that reaches beyond the classroom.

Integrated Technology. Access to computers and use of high-tech learning tools enable pupils to gain the technology, communications and problem-solving skills essential to success in the 21st century workplace.

Parent Involvement. Because every child needs stability, continuity and a champion who believes in his or her potential, Academies partner with parents to ensure pupil success.

The Paragon® Curriculum. AAT has a licence from Mosaica to offer an integrated humanities and social studies curriculum exploring the literary, artistic, mathematical, scientifi c, social, political and philosophical ideas that shape our world.

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ABOUT MOSAICA EDUCATIONMore than fi fteen years ago, Mosaica was founded by Dawn and Gene Eidelman, educational entrepreneurs who recognised the possibilities for improving education through charter schools. With Mosaica, they brought new energy and a powerful mix of fresh ideas and proven best practices to communities with struggling schools – and, school by school, they began bringing better education to students in need.

Mosaica began with a single school in the state of Michigan in the U.S. The company focused on building an outstanding team of teachers and administrators. The common denominator: a fi rm belief that every child deserves an excellent education – and a fi rm commitment to making that belief a reality.

Today Mosaica operates more than 50 U.S. charter school programmes across 12 states and the District of Columbia. Mosaica’s programme is accredited by and has received high commendations from AdvanceED, the world’s largest independent accreditation commission.

Recognised as an “Education Innovator” by the U.S. Department of Education, Mosaica has introduced measurable improvements to schools across the U.S., in Qatar, Abu Dhabi, Dubai and India by utilising a proven approach that engages pupils, their families and their communities.

In Asia, Europe, and the Middle East; through private schools and public-private partnerships; through online education, blended learning and traditional bricks-and-mortar schools programmes, Team Mosaica is transforming educational opportunities for students, from early years to university entry.

STRUCTURE AND RESPONSIB IL IT IESAAT will oversee the achievement of the objectives for each Academy, appoint some of the governors, and sign off on fi nancial accounts and annual reports. Each Academy that forms part of the group will be treated as an individual establishment by the Trust, with regard to land and contracts. Further, each Academy will have its own Local Academy Board to ensure that AAT is aware of local needs and that the Academies retain their own character and ethos.

Local Academy BoardThe Local Academy Board’s role is to exercise leadership on behalf of AAT in the operation of the individual Academy. They also provide information to AAT on the running and success of each Academy.

Key responsibilities of board members (known as governors):To ensure that the Academy complies with all policies and procedures established by AAT, specifi cally:

Ensuring the quality of educational provision;

evaluating pupil outcomes;

challenging and monitoring the performance of the Academy;

taking decisions about personnel management;

managing fi nancial, physical and human resources; and

raising concerns and risks with AAT.

It is expected that members of the Local Academy Board will exercise reasonable skill and care in carrying out their duties.

COMPOSIT ION OF LOCAL ACADEMY BOARDThe composition of the Academy Boards is at the discretion of AAT and they should be small and effective. The majority of members will be appointed by AAT who may co-opt additional members at any time, including for a fi xed period to add capacity in relation to a specifi c need. Local Academy Boards will also include staff and parent representatives.

Each Local Academy Board is represented at the AAT Board by its Chair. This enables the Chairs to directly relate issues to the Academy Trust.

OUR ACADEMIESWHAT IS AN ACADEMY? An Academy is a state-funded, community school serving local residents. Academies are accessible to all families, and remain part of the family of local schools. They provide free education for pupils of all abilities.

Each Academy will have its own Local Academy Board and each of these Boards will include representatives from the Academy’s parents and careers, staff, local council and local community members. Ultimate legal responsibility for all matters relating to each Academy resides with AAT.

These Academies will provide pupils with an exemplary education. Highly-qualifi ed, well-trained teachers will apply Mosaica’s time-proven methodologies to instill a lifetime love of learning. Children will gain a fi rm grounding in basic skills and enjoy a robust selection of coursework.

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THE V IS ION FOR THE ACADEMIES

AAT was established to provide:MORE OPPORTUNITIES: To make sure every pupil achieves the very best that they can, AAT’s focus will be on working with the Academies senior leaders and teachers to raise achievement through the curriculum innovation, online assessment programmes, increased attendance and individualised paths for personal growth and development.

MORE CHOICE: Each Academy will partnership other primary Academies in the Aurora Academies Trust as well as with Mosaica Education schools internationally, which means the Academies will be able to share resources and experiences. The

Academies will work with partners both locally and internationally, meaning that pupils would enjoy a wider range of learning and leisure experiences.

IMPROVED TEACHING AND LEARNING: Aurora Academies Trust will look at what is good and build on this. We will also see how things can be done differently and better and will make some changes immediately in

the winter term 2012/13. We will concentrate on improving standards throughout the school at a rapid pace, and improve the quality of teaching and learning through the introduction of a comprehensive staff training programme and online assessment.

WHAT MAKES AURORA ACADEMIES D IST INCT IVE?Inevitably, each Academy will be distinctive in its own right, as it will need to meet the needs and demands of its community and pupils. There is an expectation that each Academy leader will ensure that the work of their Academy is of the highest standard, in turn raising aspiration within the community.

That said there are some distinctive principles and practices which will run throughout all Aurora Academies and set us apart from others, in essence, our DNA.

The curriculum: Pupil engagement is at the heart of all learning and teaching. The curriculum builds on social sciences as the driver for delivering the curriculum. This model has been used with huge success in Mosaica schools. The children experi-ence an interdisciplinary, chronological journey through the history of great ideas and great people in world culture. The support materials are interactive and draw heavily on the use of technology. Learning is underpinned by hands-on, cooperative activities which are directed towards building confi dence, developing independence and giving children resilience as learners. The fun and engaging learning means that children are immersed in real-life problem solving.

Children learn about character, ethics, empathy and self-esteem implicitly by studying the world’s

greatest thinkers, both canonical and unsung, and by stepping into the shoes of great historical

fi gures, both real and imaginary

Parental involvement: Mosaica always aims to work in partnership with parents and careers and so will Aurora. The approach works hard at doing more than involving parents and actually strives to engage them in supporting learning.

OASIS before and after school programme: The OASIS programme is an acronym for ‘Opportunities After School for Intellectual Success’. It is commit-ted to providing children with enriching and rewarding experiences to accelerate learning and provide catch up where necessary.

WHY JOIN AN AURORA ACADEMY? If you are an educator, we will ensure that any professional joining an Aurora Academy will fi nd a good level of both challenge and support. If you are the type of person who is up for the challenge of making a difference and want to work with like-minded professionals this could be the place for you.

If you are a parent of a child attending an Aurora Academy you can expect the highest standard of education for your son or daughter. You will be involved in their academy life, welcomed and valued as part of the whole school community.

Anyone joining the Aurora family at this exciting time can be instrumental in determining the future direction of the Academy. There will be access to a range of resources, opportunities and networks not available to the majority of school or Academy leaders in England. Being part of an international organisation will open doors and broaden horizons.

ADMISS IONSEach Academy will retain its existing admissions process. All the current school pupils will continue to have places at the Academies, and the Academies will be open to pupils of all ability.

GOVERNANCEThe Academies will continue to be state-funded, community primary schools serving their local residents. They will be accessible to all families, and will remain part of the local family of schools.

The legal responsibility for all matters relating to each Academy will reside with AAT, a body comprised of local representatives as well as directors appointed by our sponsor Aurora Education Trust.

Each Academy will have its own Local Academy Board and each of these Boards will include representatives from the Academy’s parents and careers, staff, local council and local community members.

BECOMING AN ACADEMYFor schools interested in becoming an Academy and information for existing Academies, local authorities and sponsors can be found by at the following Website: http://www.education.gov.uk/schools/leadership/typesofschools/academies.

All pupils will have individualised paths for personal growth

and development, with a focus on pupil

self-awareness and self-esteem

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