We love to share our children and staff members achievements on the radio, in the newspaper and on the local news. These are the latest examples from our local media. 

Parents of three and four-year-olds are finding out what primary school has offered their child a place for the next academic year today - National Offer Day (Tuesday, April 16). And we’ve analysed government data to reveal the Birmingham primary schools with the highest reading, writing and maths scores for 2022-23. It’s the latest school performance data, which is published on the government website. 

The overall score also takes into consideration the average scores and the percentage of pupils achieving at a higher standard and the overall percentage of pupils at the schools achieving their expected standard. Let's take a look at the 21 best Birmingham schools based on their academic performance.

Read the article in full here: https://www.birminghamworld.uk/education/best-performing-birmingham-primary-schools-4591521

Read the article in full at https://sites.google.com/aetinet.org/academies-enterprise-trust/about-us/news/worldbookday2024

New data has revealed the Birmingham primary schools with the highest reading, writing and maths scores for 2022-23.

The National Association of Head Teachers said government investment is needed to help pupils recover from the pandemic, as figures show the proportion of students meeting the expected mark is well below pre-pandemic levels.

Click here to read more https://www.birminghamworld.uk/your-birmingham/birmingham/revealed-the-primary-schools-in-birmingham-with-the-best-reading-writing-and-maths-attainment-4481476

Teachers and support staff across Birmingham were surprised in assemblies today when they learnt that their pupils had nominated them for special recognition. In what is said to be the UK’s largest celebration of educators, 89 members of staff have been honoured in the Pearson National Teaching Awards.

The prestigious award marks their outstanding contribution to education and improving the daily lives of their students. The honours were awarded on National Thank a Teacher Day (June 21), an annual event celebrating the role of educators across the UK for the valued role they play in communities and shaping the future for young people.

This year, students were joined by celebrities including author Sir Michael Morpurgo, presenter Edith Bowman, celebrity maths teacher Bobby Seagull, CBBC's Newsround's Ore Oduba and Great British Bake Off chef Nadiya Hussain. Michael Morpurgo, author, former Children’s Laureate, and President of the Teaching Awards Trust, said: "I am inspired by the devotion of teachers and the huge impact they have on the lives of the young people they tutor, support, encourage and motivate day in and day out.

"The valuable role they play both inside and outside the classroom has inspired generations of young people across the country to achieve their potential. I am delighted to congratulate the winners of the 2023 Awards and thank them all for the amazing contributions they have made to our communities."

Read the article in full at https://www.birminghammail.co.uk/news/midlands-news/list-birminghams-best-teachers-honoured-27170786

Outstanding teachers, support staff and leaders from across the UK’s schools and colleges have been honoured in the Pearson National Teaching Awards.

A total of 89 winners have scooped silver awards, and their names have been announced to coincide with national Thank a Teacher day – the largest celebration of educators.

The silver award winners (full list below) will now be shortlisted to win one of 16 gold awards.

The winners of the final will be announced in November.

Education Secretary Gillian Keegan, in a tweeted video today, said: “You change lives on a daily basis, setting up young people for a life that fulfils their potential.

“Everyone you teach will look back one day as I did and have a reason to thank teachers. So thank you once again and happy thank a teacher day.”

Schools minister Nick Gibb added: “Thanks to your effort and your commitment and your passion, our children are now some of the best readers in the world.”

‘Valuable role inspires generations’

Author Michael Morpurgo, president of the Teaching Awards Trust, thanked the winners for the “amazing contributions they have made to our communities”.

“I am inspired by the devotion of teachers and the huge impact they have on the lives of the young people they tutor, support, encourage and motivate day in and day out. 

“The valuable role they play both inside and outside the classroom has inspired generations of young people across the country to achieve their potential.”

Sharon Hague, managing director of schools at Pearson UK, congratulated the silver award winners on their “incredible achievement”.

“We can’t underestimate the huge contribution teachers make to our young people’s lives.”

Here’s the full list of silver winners.

DIGITAL INNOVATOR OF THE YEAR, sponsored by NORD ANGLIA

Lynsey Stuttart, ACS Cobham International School

Melanie Hall, Chase High School, Westcliff on Sea

John Croxon, Lea Forest Primary Acad, Kitts Green, Bham

Daren White, New Rickstones Academy, Witham Essex

Nino Trentinella, Sutton Grammar School

Amanda Pickard, South Ayrshire Council

Read the article in full at: https://schoolsweek.co.uk/89-winners-scoop-silver-at-2023-pearson-national-teaching-awards/ 

Lea Forest Academy – Academy Enterprise Trust

I’m really excited to share the story of a new member of the Tales Toolkit family.

Lea Forest Academy began using Tales Toolkit in their setting in September 2022. Only a few months in and they are already seeing fantastic progress in Language and Communication that supported their recent Outstanding Ofsted inspection. Congrats, Lea Forest!

Lea Forest’s Head Teacher, Mr Craig Clarke-Castello saw Tales Toolkit in action at another school within their academy trust; Noel Park Primary are in their second year of membership with us and part of the Academy Enterprise Trust. Craig was so impressed that he returned from his visit and recommended that the Phonics Lead, Mrs Carina Gonzales look into it.  Carina saw that Tales Toolkit could work really well in their setting: “It goes alongside the welcome screening, hits the things we need to work on. I think we can run with this!” We were delighted to see Lea Forest begin their Tales Toolkit training at the beginning of this academic year. 

Carina was immediately impressed with the resources and training and she was kind enough to have a chat with me about their experience with Tales Toolkit so far.

The Children Love It!

“The children just gravitate towards to it”

Language and Communication – that’s the biggie. The big worry Carina and her colleagues have about children coming into Early Years. Especially for the COVID generation. But within months of implementing the programme, Carina is seeing a huge rise in the children’s confidence. They now feel confident to come up with ideas and seem eager to begin writing for the first time. Carina says that the beauty of Tales Toolkit is that the children can’t be “wrong”!

The Teachers Love It!

When Carina first looked at the Tales Toolkit Big Bags, she was worried she would have to go round finding items to fill them every day but Carina quickly realised that she didn’t need to worry! Thanks to our online training, they have quickly progressed with other ideas that gave control over to the children. Leaving Carina and her team with very little need to prepare or plan – there is basically no planning! Not only do the children love it, the teachers do too. Carina tells me that staff are really enjoying the training videos. Very easy to use and can be fit into the schedule easily, doing the additional activities if they have time or having a quick recap if needed.

Ofsted Inspectors Love It!

“It’s simple and it’s effective and it looks really good when people walk around. If you’re walking around, you’re gonna be impressed by what you’re looking at.” When the Ofsted inspector came, Carina made sure that Tales Toolkit was planned into the day. Carina told me how the inspector was really impressed by the engagement she saw in the children during their Tales Toolkit storytime. They like to run the sessions outside, and when the children knew it was almost time, 20 out of 26 were already waiting outside.

“The children are so engaged, they can’t wait!”

Carina is confident that the demonstration of Tales Toolkit contributed to their Outstanding inspection rating. And they haven’t even finished the training yet! Think how much more they have to discover!

Trust Connections Spread

Lea Forest Academy is part of the Academy Enterprise Trust. Lea Forest Academy got Tales Toolkit because they saw it in action at another school in their trust, Noel Park Academy. Lea Forest has now recommended us to another school in the trust – Four Dwellings Academy.  Carina, who supports the EY provision at Four Dwellings Academy, recommended that they become Tales Toolkit members to help boost their attainment in Language and Communication. Nikki Maisey, the Early Years Lead for Four Dwellings says, “We’re already seeing a positive impact on the children and their storytelling. They really find the structure of it helpful.” Four Dwellings are just a few months in but we’re seeing such great innovation from the teachers and the exchanging of ideas between them and Lea Forest.  Take a look at these resources that Julie Tyers from Four Dwellings has been making for her school and Lea Forest:

Click the link to read more:

https://talestoolkit.com/an-outstanding-tales-toolkit-setting/

Taken from AET's Project H Blog. More Information can be found here: https://www.projecth.org.uk/

Lea Forest - Sustain

At Lea Forest Academy, excellence begins with mindset. Never settling for ‘good enough’. We may be labelled as a "Sustain" school within our network improvement model, but that does not capture our aspiration for continuous improvement. Schools never stand still: they are either getting better or worse. And we are committed to excellence being the standard - day in, day out, in everything we do. 

Our strategy rests on two pillars: firstly, ambition for all - not putting a ceiling on learning, and secondly, relentless rigour - sweating all the small stuff because collectively they amount to everything. That is the Lea Forest Way.

But the community we serve has challenges. Nearly 70% of our pupil cohort are eligible for free school meals. Children here in Lea Village don't go into the city centre of Birmingham even though it is only five miles away and are deprived of cultural experiences that gives them a sense of belonging in the country they live. Issues like these fuel our determination to give children more chances to thrive. There are no excuses here.

At our school, we know that reading is the key to enabling learning. There is a sense that reading is in the air, and we are constantly tweaking our approach. We make links to show children the limitless opportunities that exist beyond the classroom by using diverse texts in a wide range of successful professions. All year groups are given the opportunity to see that they can be the change-makers of the future. 

Given the nature of our local population, Lea Forest aims to provide an education that targets character development with academic progress. We cultivate lively, curious minds by providing opportunities for our children to debate respectfully, and giving them the opportunity to ask questions to encourage deeper understanding of alternative views. These soft skills will be critical for their future success so we deliberately encourage our children to think differently, and have the confidence to articulate their beliefs. 

By promoting oracy through implementing the  ‘Votes for School’ programme, they are encouraged to debate, develop their own views, and change their mind on the biggest issues in society - anything from teacher strikes to the war in Ukraine. 

Unfortunately, though, we have to confront a harsh reality about our daily work: we are located in the first quartile of deprivation. Many children either don't have electricity or are coming to school tired because children have to share bedrooms with siblings or other family members. These challenges have been heightened especially by the cost of living crisis. 

Naturally this impacts attendance. Although we’re still above national, at 95%, this is not where we want to be. It’s our moral duty to ensure that all our children are safe in schools and have access to the material that is necessary to progress through the curriculum. 

It feels like we have tried every trick in the book, but we are still not there. It’s an uphill battle. We can only do more to show parents that an education at Lea Forest gives their children the opportunity to break out of the cycle of deprivation and succeed.

Our strong academic foundation gives us the chance to pioneer new innovations. This year, we introduced immersive technology that has brought the curriculum to life. Our Portal is an immersive digital classroom that allows children to visualise anything from Ancient Greece to the explosion of a volcano. For many of our children - those with complex learning profiles and those that do not have good background knowledge from home - the Portal helps to unlock learning viscerally, through experience. 

Teaching is often subject to oversimplification which fails to prepare those that work with challenging cohorts like ours. In our context, if we didn’t properly invest in professional development we’d be asking our teachers to perform miracles. 

The foundation of The Lea Forest Way: a collaborative system that has been intentionally designed to foster excellence in teaching. Ensuring that every adult has the opportunity to reach their full potential means that, in turn, our children do too. 

As a leadership team, we are committed to being visible. Not being intimidating or judgemental, but being all over the detail. The smallest issue can throw everything else off. Continuous teacher development drives school progress. The roles and responsibilities of staff are never fixed. We aim to boost our entire school's growth with a staff development plan that emphasises shared responsibility. 

Family atmosphere is fostered by a focus on growth and development at all levels. From encouraging senior leaders to earn masters degrees, to offering apprenticeships to lunchtime supervisors so that they can become teaching assistants, there is a continual push for everyone at the school to better themselves which then permeates the culture of learning.

As a ‘sustain’ school within our network improvement model, we take our role as a capacity-giver seriously, approaching it in the spirit of system generosity. All children are of utmost importance, not just those at Lea Forest. For years, we've opened our doors to visitors from around the nation. We are not protective over our practices and want staff from other schools to have an understanding of the rigour and precision that is needed for every child to succeed.

In December, we were evaluated as Outstanding by Ofsted, which is incredible recognition of the hard work and dedication put in by the school community. The official stamp of approval is confirmation of the staff's hard-won efforts, but it’s the report’s opening that means most to us: “This is an exceptional school where pupils flourish”. 

That’s what we’ve been working towards. An education that nurtures curiosity, learning and wellbeing in their broadest senses.

It is a great achievement for the school and its staff, especially those who have been here for a long time. In 2014, we were evaluated as Requires Improvement. In many ways, improvement was easier back then because there was an obvious need for change. 

Now, we’re looking at the granular details. And true to form, the day after Ofsted came in we were back to work. There’s a relentlessness about this school. We’re certainly not committed to sustaining excellence. Rather, enhancing it. 

Last term several of our superstars had the opportunity to work with Avalon productions and Russell Howard as they filmed segments of Playground Politics for his recent comedy series on Sky 1. See if you can spot a few familiar faces in the clips below.

Birmingham’s Clean Air strategy: blue sky thinking for a greener city

The council has launched a crucial strategy to create a bolder, greener vision for the city.

Birmingham City Council has today published its Clean Air Strategy for the city. The document sets out a clear set of actions, priorities and pledges that will enable everyone in the city to be part of the journey to improving the air we all breathe.

The strategy aims to encourage a greater understanding of the types of air pollution, its sources, greater collaboration between the Council and other significant stakeholders in the city and to embed key priorities around improving air quality into the Council’s decision-making processes.

The strategy includes several pledges that provide clear guidance around the role the Council will take in improving air quality in the city – including - collaboration with partners, clean air for schools, protecting the vulnerable, planning for the future. The pledges are:

• Improve the air quality monitoring at schools across the city

• Support businesses to encourage active travel amongst staff

• Actively participate in joint initiatives such as West Midlands Air Quality Improvement Programme, led by the University of Birmingham which seek to improve the understanding of pollution sources and levels of exposure

• Further development of the Birmingham Transport Plan encourage more people to adopt more active modes of transport in order to improve air quality and everyone's health

• Enhanced capability and capacity around the capture and sharing of air quality data from the across the city

Councillor Waseem Zaffar MBE, Cabinet Member for Transport and Environment at Birmingham City Council has said:

“There is clear evidence that air pollution can have long and short-term health implications. Our ambition is to create an environment where people can live and work to their full potential without the threat of this entirely preventable pollution.

“This strategy outlines our commitment to work towards this goal. The launch of the Clean Air Zone was just the beginning of our journey to a greener future for the city and our communities. It is a promising next step for us today to be able to launch the Air Pollution Sensors project with Airly as this will help us create further awareness across our communities of how the air pollution situation is progressing.

“I am grateful to the public for providing their feedback during the consultation to help shape this strategy and for their continued support as this important work develops. Now it is time for us all to think about changes we can make to create a difference, as individuals and as organisations.”

The strategy was launched today, Thursday 27 January 2022 at Lea Forest Primary School, one of the 70 schools receiving an air pollution sensor, in the first tranche of schools. This initiative is being run in partnership with Airly and will involve air pollution sensors being installed at schools across the city. The data from these sensors will be used to help educate and engage schools and communities about air pollution levels at a local level.

Craig Clarke-Castello, Headteacher at Lea Forest Primary Academy has added:

“Our children deserve the best opportunities now and throughout their life. We are carefully considering the educational experience we provide to enable them to live long and healthy lives, empowering them to slow the critical damage to our environment and promote its recovery.

Through closely working with our local community, Modeshift Stars, Bikeability, Living Streets Travel Tracker, Cleaner Greener Streets, The Queen’s Green Canopy and other initiatives, we strive to educate our children about how to care for the environment in our local neighbourhood. To do this safely we must ensure we are doing everything possible to promote the best possible air quality, which we can now monitor using the new technology we have in school.

At Lea Forest, we are proud to be at the forefront of creating a healthier and more sustainable future for generations to come, and are working hard to support our community to make informed decisions on travelling around our city, the use and disposal of resources and any others effects we are having on our local, national and global environments.”

Based on data from the Council’s annual air quality status report tackling pollutants such as Nitrogen Dioxide and Particulate Matter remain top priorities. The sources of these pollutants include road traffic, wood burners, diesel generators, gas boilers, bonfires and fireworks. And they all contribute to atmospheric pollution, which we breathe every day and can have a significant negative impact on health.

Wiktor Warchałowski CEO of Airly has added:

“We’re incredibly proud to partner with Birmingham City Council to provide them with hyperlocal, real-time air quality sensors for schools. Our comprehensive air quality platform will enable them to make intelligent, data-driven decisions based on the insights gained from our platform. Airly will also provide support to the Council to help reduce emissions, raise awareness and protect public health wherever possible.

“We’re inspired to see Birmingham City lead the way with a bold and exciting Clean Air Strategy and one that we’re confident will improve the environmental conditions for residents across the city.”

The Clean Air Strategy outlines five simple priorities that can be used for decision making, anything from a work from home policy to a highways scheme. And this isn’t restricted to just the council, anyone who is making a decision could use these priorities, even the journalists that are reading this press release. What’s more, by adopting these priorities you will not only be helping air quality, you will also help reduce your carbon footprint.

Improving the fleet: Discouraging the most polluting vehicles (private and public) from our city will lead to an overall reduction in air pollution. How can we support this change?

Improving the flow: Smoother and faster journeys that help reduce congestion will help reduce emissions [this applies to active travel routes, public transport as well as private vehicles]. Traffic congestion creates a bubble of air pollution with idling vehicles wasting fuel, wasting money and generating unnecessary carbon emission. How can we improve the flow of journeys?

Reduce the volume: Fewer vehicles = less pollution. By moving from private car use to walking, cycling, public transport or working from home can all reduce the number of vehicles on our streets. How can we support this change?

Reduce Sources & Exposure: By reducing the sources of air pollution and our exposure to poor air quality, we reduce the likelihood of poor health and damage to the environment. We should limit the sources of air pollution and our exposure where we work, travel, live, play or study, especially for the most vulnerable. How can we reduce the sources of air pollution and our exposure?

Empowering Behaviour Change: To encourage and support individual behaviour change to improve air quality by embedding into our culture (businesses, organisations, local communities, the council etc) the policies, guidance and capability to be less polluting. How can you and/or your organisation empower an individual to pollute less?

The strategy arrives at a critical time after research has shown that pushing back on action to combat air pollution in the city, that impacts people’s health, will help reduce the financial pressure on the NHS and the economy. It will also reduce our carbon footprint.

Original Article: https://www.birmingham.gov.uk/news/article/1051/birmingham_s_clean_air_strategy_blue_sky_thinking_for_a_greener_city?utm_source=Twitter&utm_medium=social&utm_campaign=Orlo&utm_content=BrumBreathes

Parents and kids will be able to see exactly how polluted the air is around their school at any time in a new initiative announced today for Birmingham.

Air pollution sensors will go up in every one of the more than 400 schools across the city as a way to drive home the message that traffic congestion and idling cars diminish air quality and damage children's health.

City council environment boss Cllr Waseem Zaffar announced the move today as part of the next stage of measures in the city to improve air quality.

Seventy schools will get sensors fitted in the next eight weeks, with the rest to follow by the end of the year.

It is the most visible of a range of anti-pollution measures planned for the next 12 months focussed in and around schools, particularly those in neighbourhoods with traffic congestion and close to busy roads.

Here are 10 ways you can get out of your car more in 2022

Data collected by the new sensors will be available on an app that parents can download and view, while the information will also be added to other air quality and traffic data that the council will start publishing regularly on new interactive dashboards.

it's one of the measures in the city's new Clean Air Strategy, launched today, which sets out actions, priorities and pledges for individuals and communities.

They include:

• Improve the air quality monitoring at schools across the city

• Support businesses to encourage active travel amongst staff

• Actively participate in joint initiatives such as West Midlands Air Quality Improvement Programme, led by the University of Birmingham, which seek to improve the understanding of pollution sources and levels of exposure

• Develop the Birmingham Transport Plan encourage more people to adopt more active modes of transport

• Better capture and sharing of air quality data to raise awareness

The initiative was launched at Lea Forest Primary School, in Kitts Green, which has won accolades for its incredible efforts to get more youngsters walking and cycling to school.

Some 85% of kids there now arrive on foot, bike or scooter, with little traffic around the school at start and end times, thanks to a range of initiatives. The schools has pupil ambassadors who, alongside teachers, help raise awareness and change habits around pollution, active travel, recycling and nature.

Ten-year-old Mason told councillors: "Air pollution is becoming more deadly and we have to put a stop to this by walking to school and on short journeys, use public transport and use more green renewables in our houses."

Pupil Jack, 10, said he wanted more recycling, more use of cycle paths and to plant more trees; while Malika, 11, said the sensor will help show the dangers of air pollution. "Cleaner air will help us enjoy the beautiful nature," she added.

Kids work towards incentive badges, with regular rewards for those who get to school on foot, scooter or bike.

Police community officers also link up with the school, with some kids trained as junior PCSOs, issuing pretend 'parking tickets' to errant parents and visitors to remind them not to do so again.

It's reduced traffic, poor parking and complaints from neighbours, said Mandi Slater, who oversees the schools initiative.

Cllr Zaffar, supported by local councillors John Cotton and Marje Bridle, said: "It is a very important day in our journey towards clean air in Birmingham.

"The launch of the Clean Air Zone last June was the start of our fightback against dirty air...we must also ensure we have clean air in every single neighbourhood in our city.

"Our Clean Air Strategy 2022 seeks to go above the legal requirements we need to meet and do everything possible as individuals and as communities to improve air quality."

The 2022 Clean Air Strategy sets out a vision of a city transformed by pollution-busting projects, where the car is no longer king, and where more people walk, cycle and use public transport.

It builds on the city's Transport Plan, which plans to limit access for private cars to the city centre, introduce a new roads network off an upgraded ring road, and make 20mph the default speed limit on city estates.

Birmingham Walking and Cycling Strategy also aims to raise levels of cycling to 5% of all trips by 2023 and 10% of all trips by 2033.

HarperCollins imprint Farshore has announced the winners of its annual Reading for Pleasure Teaching Awards.

The award, launched in 2017, is run in association with the Open University and the UK Literacy Association (UKLA), and is for teachers who have found innovative ways to inspire reading for pleasure in the classroom. 

Farshore said the past year, with disruptions to schooling and multiple lockdowns, has seen a drop in five to 10-year-olds choosing to read daily or nearly every day for pleasure, meaning teachers had an even more vital role to play.

Winners were awarded in four categories, with Phoebe Lawton of The Wilmslow Academy in Cheshire winning the Early Career Teacher category and Georgie Lax, of Starcross Primary School in Devon, winning the Experienced Teacher category.

Two categories had joint winners, with Jon Biddle, of Moorlands Church of England Primary Academy in Great Yarmouth and Laura Atkinson of Lapal Primary School in the West Midlands taking the top prize in the Whole School category, and the Community Reading Champion category going to Jenny Holder of Liverpool Learning Partnership and Jill Queen from Netherburn Primary School in South Lanarkshire.

The Experienced Teacher category also saw two highly commended entries from Mary Jenkinson, St Joseph’s Catholic Primary School in South Yorkshire, and Cathie Whiting, Deb Johnson and Sharon Ealing from Birmingham's Coleshill Heath School, while Craig Clarke of Lea Forest Primary Academy in Birmingham was highly commended in the Whole School category.

Alison David, consumer insight director at Farshore said: “The work these teachers have done is truly inspirational, both engaging with parents and treading the line so well between teaching the skill to read and helping children find the will to read.”

Teresa Cremin, professor of education literacy at The Open University, added: “These awards showcase the brilliant work that teachers are doing to build the habit of reading in childhood. The vibrant reading communities built within and beyond their schools help children sustain this important habit which, as the government’s Reading Framework highlights, makes a real impact on their learning.”

Read the article in full at https://www.thebookseller.com/news/farshore-announces-winners-its-reading-pleasure-teaching-awards-1285681

Walsall headteacher urges West Midlands schools to embrace digital education

 Written By: Liz Charlton  March 23, 2021  Read the article in full here

Digital education can become the ‘new normal’ for today’s young people. Walsall headteacher, Jaz Paul, Ryders Hayes Primary, is urging schools in the West Midlands to embrace digital education – the ‘new normal’ for today’s young people –  and reach out to EdTech Demonstrator,  Lea Forest Primary School, for tailored government-funded expert advice, guidance and training.

“Last year we witnessed the beginning of the digital learning revolution. We need to recognise some changes are here to stay. With the brilliant technical support and staff training provided by Lea Forest – part of the Academies Enterprise Trust (AET) –  staff confidence increased significantly,/

“During lockdown they were in full swing live streaming engaging lessons to our pupils and providing differentiated personalised learning to children in need of extra help”. – Jaz Paul, Ryders Hayes Primary

Lea Forest Primary – one of 48 institutions recognised by the DfE for its effective use of technology – helped equip Ryders Hayes’ teachers and teaching assistants with the skills required to create and set up their own virtual classrooms and to continue delivering engaging lessons to pupils remotely. It provided them with information on freely available modern learning platforms, online tutorials and advice on how to streamline the process of sharing files between teachers and students. “The support we received has transformed our delivery of online learning – we have relished being part of this learning community,” said Jaz.

Lea Forest Primary School is part of a national network, funded by the DfE to offer all publicly funded schools and colleges advice, guidance and training in the effective use of technology, including how it can support remote education.  Support available includes one to one or small group advice and training, online tutorials, webinars and recorded content.

EdTech Demonstrator Schools in the West Midlands include  St Alban’s and Bishop Challoner Catholic College, Birmingham; Pheasey Park Farm Primary School and Early Years Centre, Birmingham and Heart of Worcestershire College, Worcester.

“At AET, we are committed to providing world class data and technology services that help launch children into remarkable lives. The EdTech Demonstrator Programme helps us share our expertise with a wide range of deserving schools, and we’re absolutely delighted to play a key role in this important initiative.” – James Browning, Chief Information Officer at AET

The DfE delivery partner for the programme – a consortium led by the charitable trust LGfL –The National Grid for Learning, and its partners, The Education Foundation and Sheffield Institute of Education –  ensures that the Demonstrator Schools and Colleges are supported at a national level.

They facilitate the Demonstrators to share experiences and expertise with other schools and colleges and this can support them with starting their own journey towards transforming and improving the way that teaching, learning and management takes place. Examples of support includes:

“Working with Ryders Hayes has been a real pleasure – from the initial project meeting, the visioning session with John Croxon, IT Operations Manager at Lea Forest and on through to staff training provided by our lead #innovAETor Daren White. We focussed on virtual teaching using the platform, creativity and feedback.

“Across the EdTech Demonstrator programme we are seeing the benefits of the commitment from staff to drive change and improvement in the classroom and beyond using educational technology to create a better ‘new normal’.” – Richard Sparks, eLearning Strategy Manager at AET

Ensuring implementation of technology is well-informed, outcomes driven and grounded in pedagogical / business need.

Supporting schools and colleges to use technology in a way that reduces unnecessary workload.

Drawing on the wider tech offer from the DfE, including use of digital platforms and devices to secure high-quality education through remote education and catch-up activities.

Finding financial efficiencies and/or investing to save by, for example, considering a move to cloud-based technology and ensuring existing ‘back-office’ technology properly meets their needs.

Helping teachers and leaders realise the potential of assistive technologies to help meet the needs of all pupils, including those with Special Educational Needs and Disabilities (SEND).

“Ultimately we are working to improve the environment for teachers and to promote accessibility, engagement and attainment for students across the country.  As a charity we are dedicated to advancing the use of EdTech in schools. The EdTech Demonstrator Programme is a blueprint that harnesses technology and the digital innovation of professionals to transform teaching and learning.” – John Jackson, CEO at LGfL – The National Grid for Learning

Lea Forest Primary Academy recognised for its commitment to providing safe remote education. Lea Forest  has now achieved the National Online Safety Safe Remote Education Accreditation  Lea Forest have successfully completed a comprehensive remote education training programme demonstrating its commitment to providing high-quality remote education, keeping children and young people safe online and supporting pupil wellbeing.

The academy has received a National Online Safety Safe Remote Education Accreditation for its successful approach towards safeguarding children and supporting pupil wellbeing during remote teaching and learning.

National Online Safety is a multi-award winning digital training provider with extensive resources in online safety, developed in line with the Department of Education’s statutory requirements.

Its CPD accredited courses and educational resources support UK schools in educating the whole school community in online safety– including all school staff, senior leaders, teachers and parents – on how to make the internet a safer place for children.

James Southworth, co-founder at National Online Safety, said: “Congratulations to everyone at Lea Forest on achieving their National Online Safety Safe Remote Education Accreditation. By completing our training programme, the school has shown its strong commitment to implementing the most effective approach to delivering remote education.”

“It can be increasingly difficult for schools to keep up with DfE expectations surrounding remote education to ensure both children and staff follow the necessary safeguarding protocols and know how to spot any potential wellbeing issues. We’ve armed schools with the knowledge they need to understand their responsibilities and how best to react to any problems.”

Lea Forest Primary Academy in Birmingham has achieved Centre of Excellence status.

Enthusiasm and Vigour

The Assistant Head/Maths Lead and IQM Coordinator has now taken over as SENDCo and she is leading the area with renewed enthusiasm and vigor. She has a whole school view of inclusion. In addition, one of the Governors is a specialist (who is Head of a specialist provision) from whom she can seek advice. The MAT has carried out a SEN review, which is a great help in planning the next steps. The Assistant Head has told me that provision mapping across the school has been affected as a result of the ‘Class Bubbles’ due to COVID-19 restrictions. Teaching Assistants are now working in bubbles and have had to do things differently.

Reopening of the School

The summer term was spent on risk assessments and required a focus of opening up to all pupils in September. The Headteacher is responsible for producing the timetable that allows the bubbles to be taught following the DFE guidelines. In addition, the playgrounds have been sectioned off so that children do not mix bubbles and similarly, the dining arrangements and starting and finishing times have had to be staggered. Thankfully, timetabling is one of his strengths and he says his logical mind meant he actually enjoyed the task. However, he made sure his SLT saw and approved the plans.

Supporting Remote Learning

Currently, due to a positive COVID-19 result, Year 2 have had to go home to isolate. Therefore, all have had to work at home. There is a spreadsheet of who is at home self-isolating so work packs can be sent home. Some packs have been delivered to homes where families are all isolating and nobody is able to come to the school to collect the work. Furthermore, the school mini bus has been sent around to collect children in families where some are required to isolate but siblings are allowed to come to school. In these cases, families are unable to bring their children to school themselves.

Using Apps to Support

The Year 2 bubble who are working at home have had online lessons from the Modern Foreign Languages Teacher, but online lessons are not the norm for a variety of reasons. Most online lessons are recorded or are to be found on various APPs, this works for the pupils as so many do not have their own device or appropriate broadband width. They certainly don’t all have their own bedroom or private space to work in. Chromebooks were given out to parents of children (who needed them) to take home. Children all have logins and instructions on how to access the work on Class DoJo. The IT Technician has been able to support parents and staff in using the various platforms.

Supporting Vulnerable Pupils and Families

The Academy arranged for the DSL and other staff to come in and work over holidays to support vulnerable pupils and families. Staff were paid to take on this additional responsibility during holiday time. Safeguarding is a high priority in this school and community and it was important to be there for families even during the holidays.

Building up Skills

The Academy decided not to do formal baseline assessments except in Year 6 but teachers have assessed children as part of their normal classroom routines. The aim was to check what stage pupils were at with their learning and what has and hasn’t been retained, this helped them plan their lessons accordingly. The general consensus is that Maths levels seem better than Reading, also Phonics levels have dropped off during lockdown but the school are confident these will come back with practice. As expected, writing is weaker than it was before and teachers are addressing this in class. They are all currently completing a visual literacy unit and the whole school covered the same text and poetry unit in different amounts of detail and complexity, this was a way of building up children’s skills.

Transition

Transition forms and process for entry into Year 7 has started and the school has provided advice and guidance to support children and parents and help them complete the online forms. Secondary schools have been providing virtual tours of the schools to give families a flavour of what to expect and to market their schools. The school often signposts certain schools for children with SEND needs to apply to. In normal times they would visit schools along with the most vulnerable children and families.

Joyful and Enthusiastic Pupils

We were able to take a long tour of the school and see children and staff at work and play. The children were evidently happy to be back at school and their behaviour and good manners were impeccable. They radiated joy and enthusiasm in their classrooms and when outside playing. The different phases of the school have their own defined areas and these are even more defined during the COVID-19 restrictions. The school has been added to over time and there is an impressive library and large hall that is used for assembly and for dining. At other times it is used for performances.

A Very Pleasant Learning Environment

The playgrounds including a dedicated forest area are spacious and are well used. Playground equipment is attractive and designed to add to the learning environment. Each class has their own allotment area where they grow their own vegetables, which they can then cook in the school’s dedicated cookery room. The school is well maintained and there is an impressive new reception area and administration office at the front of the school. The Premises Team keep the school in very good condition and it is clear there has been real investment in the building, making it a pleasant environment for all to learn in.

Supporting EAL Pupils

Every corner of the school is used to provide comfortable areas for different interventions. Specialised teachers deliver specialist subjects and I was able to meet the teacher who is responsible for the Forest School curriculum. I spent some time talking to the EAL Lead and another teacher who works with her, we discussed the way EAL pupils are supported at different stages of language acquisition. She is a powerhouse of knowledge and is very skilled in supporting children with EAL needs. I asked her how she shared her practice and we agreed it was very important for teachers and TAs to know and understand what the issue are (at different fluency stages) and how to correct them in the classroom. This is particularly true in terms of writing. Pupils who are new to the country and/or new to English are supported in the EAL classroom until they are ready and able to assess the curriculum in their mainstream classroom.

Gauging the Learning Environment

The Trust Advisor Board come into school three times a year for an Away Day when they have their full Governing Body meetings, also where they participate in learning walks and meet with pupils and staff in order to gauge the learning climate. They told me they have a whole day in classrooms, talking to staff and building the experience of Middle Leaders who are asked to present to the Board on different aspect of their work. They describe this as coaching and ask challenging questions around all aspects of Teaching and Learning, adding that this as an “intense day”.

A Model for Governance

Later in the day I talked to another member of the Governors/Advisory Board (via Teams). She is the Deputy Head at another local school and as part of that role she and the whole team spend three days a week in the school, so they can understand how it works, dig deep into the data and talk to stakeholders. She thinks it is a good model for governance. She is the anti-bullying Governor and says all the Advisory Board come from a teaching background except for the PCAB representative who reports to them.

Pupils’ Experiences

I was able to meet with four Year 6 pupils who were also appointed House Captains, they told me that lockdown was hard and they got bored as they were not seeing their friends or teachers. They had lots of work to do but found it difficult to concentrate and do some of the work at home without the help of their teachers. When they had completed the work some had problems submitting it online. Some found the computers they had at home were “no good” and had to get a school computer. Many were working at home alongside their parents and siblings and found it difficult to access a device and a private area to work in, while others had problems with broadband. They said their parents were trying to do their own work so did not have much time to help them and when they did they often got the wrong answer. They liked the motivational videos sent by the school and the fact that staff made regular phone calls home to check if they were coping.

Extra-Curricular Activities

When I asked them what the best things about the Lea Forest Primary Academy was, they said the different special events that happen during celebrations such as the Christmas Play and Halloween Disco. They were sad as these would not happen this year but understood the reasons why. They said the teachers were very kind and good at helping them to understand work they are having difficulty with. They are also funny and caring. The group mentioned that every school does the Forest School activities and that there were (normally) lots of after school clubs such as sporting clubs, sport tournaments, handwriting club and languages club. They are hoping these will open up again very soon. ‘Freddie Fit’ was also mentioned as a positive activity that they liked to take part in.

Feedback from Teachers

They know how well they are doing in school by feedback from teachers, they use ‘smiley traffic lights’ and outline next steps when marking books. Teachers may use highlighters to comment on work and they may tick their work. They might be awarded DoJo points if it was a particularly good work. If they were doing particularly well they may be awarded ‘Child of the Week’. They also get a full report every term.

Supporting an NQT

I met with an NQT at the school, she trained with Schools Direct and had her training year cut short as she was not physically in school. However, the school made sure she had lots of training opportunities during lockdown. She started out as a Teaching Assistant and then became a HLTA before she was persuaded to train as a teacher. She gained her degree through the Open University and started out in EYFS; she has had lots of opportunities to work in other years but she is now in Year 4. During her training year she spent 80% of her time in class and got very good support from the school. During lockdown she was able to work with colleagues to help develop a recovery curriculum. Although her Schools Direct training was cut short she says she is now confident to teach online or face-to-face and she can use lots of different platforms and training packages. She told me that her School Based Mentor (Deputy Head) and others checked in regularly.

Supporting Parents and Families

My next meeting was with three members of the Parent Community Advisory Group (PCAB). One parent told me she has a daughter who is in Year 6 and she struggles with her learning and gets support from Teaching Assistants. She says school have done a “fantastic thing” by keeping the same teachers in Year 5 and 6 and some other classes. This has helped children settle back easily. If the teacher did not stay the same then the TA moved up with the class so there was continuity and the child was known to at least one of the staff in the class. The parents I spoke with could not praise the school and teachers enough for all they have done and continue to do for their children. They said that the parents were very supportive of the measures the school has taken during the crisis and mentioned the school mini bus going out and collecting children who have no transport to school. They described the way teachers are on the door and all the Senior Team are available to talk to. They said they are not worried about parents evening being cancelled but they will have a questionnaire to complete and will receive a form about their child that the teacher has completed. They also said that the school made sure everyone had food to eat including breakfast and lunch, also vouchers were given out all the way through lockdown.

Very Supportive Parents

The PCAB organise (under normal circumstances) lots of fundraising activities and events designed to bring the community together, they are a very powerful group and are very loyal to the school. Circumstances have changed and visiting the school and organising events is no longer possible. They have had to cancel the Halloween Disco but the children will dress up in school and they will make the best of the situation. Breakfast club has been stopped and after school clubs are done in bubbles. The school does not provide wraparound care as there is very little demand for it but they have a partnership with a local school who do provide this facility. It is fair to say that parents and the Parent Community Advisory Board are very supportive of the school and all that they do for and with their children.

Making Connections with Children

My next meeting of the day was with the Pastoral Support Manager and one of DSLs. He has been previously mentioned in this report, by the parents I had spoken to and they highlighted his ongoing support for their children. He is someone who is able to make connections with children who find it hard to fit in at school and who struggle emotionally and academically. He leads a team of experienced mentors and is responsible for eleven lunchtime staff and play leaders. He tells me this is a very nurturing team with “old school but high expectations”. They have lots of strengths in supporting the young people in Lea Forest Primary Academy.

Career Opportunities

I met with a member of staff who was a Teach First trainee which she admits was a difficult route into teaching. To make matters worse she was placed in a very challenging school with little or no support from the SLT. She has now been in Lea Forest Primary Academy for three years and loves it. She says the Headteacher has accelerated her career by moving her into a position of responsibility and into Year 6, stating that he trusted her and that made a huge difference. She also said the Trust were very helpful. She stated that he and the Senior Team have an open-door policy, and this is a school where people can say they are struggling without being judged. She is completing her NPSQL and is now an Associate Assistant Head.

Staff Wellbeing

We talked about staff wellbeing and all that was done to support all staff during lockdown and in the general day-to-day running of the school. The most important aspect is that staff feel trusted and are treated as professionals. This makes a big difference to their wellbeing and mental health. There is a feeling that everybody is working together and supporting each other and there is no ‘us and them” in terms of hierarchy. People in all parts of the school feel that their contribution is valued

Read more in full at: https://iqmaward.com/news/lea-forest-primary-achieves-centre-of-excellence-status/

Lunch time at Lea Forest Primary Academy in Birmingham and 11-year-old Riley Peace is looking somewhat perturbed.

The youngster says he is happy to be one of the select 90 reception, year one and year six pupils who have been allowed to return to the 505-student school after almost three months of coronavirus lockdown.

But break times leave him missing friends who are yet to return. “We don’t have enough people for a football game,” he explains. “No good.”

A friend has other preoccupations. The school, in the city’s Kitts Green area, has postponed this summer’s year six graduation ball. “There should be a party when you leave a school,” he says, reasonably enough.

Such are the apparent concerns and conversations of many children now returning to education in our coronavirus age.

Here at Lea Forest, just over a week after it partially reopened last Wednesday, pupils seem to have accepted with barely a battered eyelid the new normal of morning temperature checks, class sizes of just 10 (“a dream ratio in other times,” notes deputy head Simon Taylor) and single desks spaced two metres apart. No one yet, says headteacher Craig Clarke, has had to be told off for having a cheeky slide or swing in the now taped-off outdoor play area.

Youngsters here appear happy, engaged and, most pertinently perhaps, blissfully unaware – or, at least, blissfully undaunted – by the fact they are now part of a generation at the centre of arguably the biggest schooling challenge ever faced in the UK. Namely, how do you provide a normal education in an age of Covid-19; of social distancing and of a virus that can live on door handles, dinner trays and Julia Donaldson books?

“The thing about kids is they’re adaptable,” says Clarke. “So, they will take on what is happening and make it routine.”

He doesn’t say a ‘but’ because he is – as is the way of good headteachers – unerringly positive. Yet one hangs heavy in the air. It is this: while about 55 per cent of all primary schools have reopened for limited numbers over the last fortnight, the idea that they could now take back all students while sticking to current coronavirus safety guidelines is an effectively impossible contradiction.

Education secretary Gavin Williamson finally accepted this reality on Tuesday when he announced schools would not, as previously stated, be compelled to fully reopen until September. Yet that in itself has only kicked the problem down the track. Williamson himself offered no hint at a roadmap or possible solutions.

“At the moment, I’m crossing my fingers that by September things have somehow changed,” says Clarke, sat with Taylor in his office, a couple of boxes of PPE on the floor. “That somehow we’re back to a kind of normality.”

But if, as seems all but certain, we are still living with Covid-19? How could Lea Forest possibly reopen to all 505 pupils when its 20 classrooms could only hold an absolute maximum of 15 pupils at a time?

There is some tussling over this question. The school is one of 58 operated by Academies Enterprise Trust and, in the apparent ongoing absence of government leadership, its collective headteachers will be holding virtual meetings to discuss such a scenario.

Logistically, says Taylor, students may have to attend only part time. “You would have to consider a mixture of online and classroom learning,” he tells The Independent. "One hypothetical [would be] having students in groups with the groups alternating each week between being in school and learning at home."

Putting aside what that might mean for working parents – 60 per cent of pupils here come from deprived households – what impact would that have on children?

“You can’t beat being in a classroom with a teacher so there would be an impact if that is long-term,” returns Clarke. “Our online offer here is really strong but it’s very difficult to recreate that face to face time. So, nationally, there is a massive emphasis on reading and phonics in schools which is not something that can necessarily be done online.”

These are questions, of course, being wrestled with by headteachers across the UK, right now. Concerns are increasingly growing – across the political spectrum – that mishandling is turning a health and economic crisis into an educational one.

Justine Greening, a former Conservative education secretary, has called the government’s absence of guidance “untenable”. Steve Chalke, the founder of the 52-school Oasis Academy Trust, has gone further. The Department of Education, he says, has effectively said “we’ve run out of ideas – we don’t know what do, over to you”.

On Thursday, meanwhile, Hamid Patel, chief executive of the Star Academy group and Ofsted board member, became one of the most senior educationalists yet to call out a lack of leadership from the top.

With current social distancing guidelines, he said, less than 50 per cent of pupils would be able to attend most schools. “To reopen in September, open and honest discussions are needed," he urged. “The clock ticks inexorably onwards.”

So desperate have some headteachers been to improvise solutions, they have scoped out the idea of using hotel conference suites, church rooms and village halls.

Lorraine Tonks, principal at Chetwynd Primary Academy, in Beeston, Nottingham, is among them. She enquired about turning a local community hall into a temporary second site but soon realised, she says, "it was impossible – unless you have a tree to grow extra staff on too”.

It is a point supported by Sir Jon Coles, head of the United Learning academy trust. If all classes were to be reduced to 15 pupils, he says, some 250,000 new teachers would need to be hired.

Tonks herself has so far been unable to reopen Chetwynd – usually a 420-pupil school – even to reception, year ones and year six pupils.

That’s because they have so many key worker and vulnerable children – 154 in total – that their 13 classrooms are already at full capacity. The dinner hall has had to be turned into a makeshift staffroom to allow teachers to socially distance. Children now eat lunch delivered to their desks.

All of which means the school – a member of the Spencer Trust – could not open in September under current guidelines, even using the hybrid model being considered by Lea Forest.

“If you assume all key workers and vulnerable children still have to come in full time,” says Tonks, “that’s our capacity entirely taken up. We would need to double our school size to take any more.”

Does the government understand the scale of the problem? “No,” she responds simply. “Perhaps the private school they went to had huge amounts of unused space but in the real world we can’t magic up classrooms.”

Her main fear is that, having had no real guidance up to now, none will come ahead of September either. If they follow the same pattern as over the last three months, she suggests, “we will get a directive for September on 31 August.”

There are, in short, no easy solutions here.

Certainly, in a statement to The Independent the Department for Education don't appear to offer any. "Being in school is vital for children's education and their well-being, which is why we're working to get all pupils back into classrooms by September," a spokesperson says. "“We have worked constructively with schools, councils and unions for the last 11 weeks, and that will continue as we seek to bring all children back.”

Headteacher Craig Clarke (second left) and deputy head teacher Simon Taylor (far right) with pupils and at Lea Forest Primary Academy (Lea Forest Primary Academy)

Back at Lea Forest it’s coming up to home time for some pupils, and parents are stood in line at the entrance, each two metres apart according to markings made on the pavement. Their children are then brought out to them in turn. At full capacity, such a system would transform the end of the day into a process that lasted half the afternoon.

Clarke nods at this suggestion.

In his office, neither he nor Taylor want to be drawn too heavily on the government’s handling of the situation.

In an ideal world schools would “respond to guidance,” says Taylor diplomatically. But, over the last few weeks, “we have had to be several steps ahead of that guidance”.

All the same, the two remain enthused about seizing any opportunities: the way the children have responded to new outdoor classes makes them think they should expand such teaching even when back to normality, while parents, they say, are more engaged with their children’s learning than either have ever known before.

More crucially, perhaps, the shift to greater online learning is something they believe will stand students in good stead in a world which is increasingly digital and workplaces ever more remote.

“The most important things,” says Clarke, “is whatever happens we do everything we can to keep giving children the absolute best educational offering possible.”

Read the article in full here: https://www.independent.co.uk/independentpremium/uk-news/coronavirus-schools-covid-19-pupils-return-lea-forest-primary-academy-chetwynd-a9563496.html

Achieving their National Online Safety Certified School Accreditation in May 2019, Lea Forest Primary Academy place a high importance on keeping their children safe online.

Upon enrolling in the programme, the academy were able to take a whole school community approach to online safety, and ensure that staff, parents, carers and pupils alike all got access to a wealth of respective resources and training.

To discover further about Lea Forest’s Certified School journey, we spoke with Media Technologies Leader and Data Operations Manager, John Croxon.

Why did you choose National Online Safety?

It was recommended by colleagues and had been using materials with parents for a year prior to signing up.

What package/resources did you purchase and how did you find these? 

We’re making use of the accredited school service and have made use of the guides and lesson material with KS1 and KS2. Both have been highly praised by staff and parents for their information and clarity.

How have you found the service from National Online Safety?

Excellent. Staff have been helpful and approachable.

How much of a benefit has National Online Safety’s resources been to your school?

Parents have now got access to a library of advice via the website and can develop their own knowledge via the tools on the site.

Staff have been using the tools alongside our curriculum and other resources to support the development of their own understanding and promote the safe use of technology in school.

What were the goals for using our resources?

To further promote the safe use of technology in our community, not just in school and raise the profile of e-safety with our parents and carers and improve parental engagement.

How have you found the implementation of our lesson plans into lessons? Both from a Staff and Student perspective?

On the whole very positive for both comments have been positive with improved engagement from students and better understanding from staff, compared to previous schemes.

If you could draw one positive from National Online Safety’s resources, what would it be?

Improved awareness and engagement with technology and the concept of using technology safety across the school community.

What is your feedback on our weekly #WakeUpWednesday guides? How would you say they’ve added to your e-safety approach?

We love them and tweet them every week, they’re a great way to inform the parents and other schools locally have asked us about the guides after seeing them on our Twitter feed.

How much of a benefit has the ability to undertake courses and training on an online platform, in your own time been?

Very useful as our academy trust makes use of several platforms and this follows a very familiar model that fits in with our training plan and makes it convenient for staff and parents.

You recently achieved your Certified School Status – how rewarding has it been to be awarded with this?

This was celebrated in a whole school assembly and children were very pleased to have their parents' achievements recognised as well.

Is there anything else you’d like to share?

It's a fantastic programme and we're looking to further involve parents and our wider community next year to continue to develop a safer use of technology.

Start your own journey on becoming a National Online Safety certified school

Click on the link below to see how you can join Lea Forest Primary Academy and 1000’s of others who are benefiting from our certified school membership.

Start your journey here.

#WakeUpWednesday

Read the full article here

The "EdTech Demonstrator" schools have been chosen by the Department for Education (DfE) to provide advice to peers "most in need of support" with technology, including those "getting to grips with using a new online learning platform" and those "with the most disadvantaged learners".

Read more here: 

https://schoolsweek.co.uk/dfe-recruiting-more-expert-edtech-schools-and-offers-free-google-and-microsoft-platform-support/

https://www.tes.com/news/edtech-cash-refocused-remote-teaching

The data tell us an interesting story. Lea Forest is a Birmingham primary school where around a third of pupils have English as an additional language and just over one in five pupils is of Pakistani heritage. In 2019 87% of the EAL pupils in Year 6 reached the expected standard in reading, writing and mathematics compared to the national EAL average of 66%.  27% reached the higher than expected standard against just 11% of EAL pupils nationally. When you dig a bit deeper, it is even more impressive because Lea Forest did not have any pupils from the highest achieving EAL groups (Chinese, Indian and Bangladeshi) in the 2019 Year 6. Indeed, over a third of the cohort are from Pakistani backgrounds. While this group are the lowest achievers of the large EAL groups across the country, at Lea Forest they do much better.

How does Lea Forest do it? As you walk around the school what is clear is that in every classroom the school’s values are lived every day. Drawn from the Academies Enterprise Trust’s overarching approach, these values succeed in inspiring pupils to believe in themselves. A creative curriculum enthuses pupils about learning and success follows.

However, values alone do not lead to great EAL provision. At Lea Forest constant celebration of the multilingual, multicultural and multi-faith community the school inhabits reinforces the values and the community is seen as an educational resource.  In addition, the professional development programme ensures that all teachers know how to meet the needs of EAL pupils. The EAL and SEND teams work together to ensure there is no confusion between EAL and SEND. The induction of new arrivals is the responsibility of the EAL Co-ordinator, Sarah Jones, and is designed to address they social, emotional and academic needs of pupils.

Induction is flexible. The length varies according to the individual pupil’s needs, but all new arrivals are allowed at least a week to settle into their new class and find new friends before joining a rigorous programme that reinforces the social English they are learning from other pupils and teaches them explicitly about  the English needed for the primary curriculum works. In addition, pupils have access to the Learning Village, a rarity among on line language learning products in that it includes resources based on National Curriculum content.

I talked to a small group of pupils (including those with no previous schooling and those already literate in at least one other language) who had arrived in the school relatively recently, but long enough ago to have settled in well. They were all very happy and able to express their enthusiasm about the school and its values. They were also very proud of their ability to operate (in most cases) in three languages. The EAL Academy’s strap line is “Developing literacy for a multilingual world” so I was delighted to meet a group of learners successfully  developing multi-lingual literacies  for their world.

Read the article in full here

The Real Schools Guide 2020 has been released and we are delighted with Lea Forest's performance. Local rank = 1st (out of 663 schools) England rank = 31st (out of 14,749 schools) Check out the link here for more information: 

https://www.birminghammail.co.uk/news/local-news/lea-forest-primary-academy-6492670 

Written by: Craig Clarke | Published: 14 November 2019

Lea Forest Primary Academy delivers an enriched, broad and balanced curriculum, at the heart of which is a five-part mastery model that guides teaching and learning. Headteacher Craig Clarke explains

Lea Forest Primary Academy’s motto is “find your remarkable” – and for good reason. Situated on the outskirts of Birmingham, it is in the top 10 per cent of deprived areas in the country with mass unemployment with almost three-quarters of the pupils qualifying for Pupil Premium funding. Despite this, the school is in the top one per cent of the highest performing schools nationally.

In 2016, Lea Forest was judged “good” by Ofsted for the first time. However, the inspection report stated that “pupils’ love of reading is not widespread” and “children do not learn consistently in reading, writing and maths”. Since then, the following initiatives have become embedded and have led to a marked increase in progress and attainment and a more practical approach to teaching, learning and assessment:

• An English, mathematics and science mastery flow teaching model – a five-part model to prepare pupils for the modern world. The desired outcome for this learning journey is “mastery”.

• A creative curriculum approach, which is knowledge and skills-based – where depth is as important as breadth – at times, even more so. Children are offered plenty of opportunities to deepen their understanding of “the basics”, subjects and concepts.

The Mastery Flow Model

The school has adopted a consistent mastery flow approach in English, maths and science. The five-part model is now fully embedded and lessons, books and classroom environments are of a consistently high standard.

The model is based on a range of educational research including Bruner’s Multiple Representations (1966), Skemp’s Relational vs Instrumental Understanding (1976), Bloom’s Taxonomy, and others. The five steps can be seen below and the aims of each step are as follows:

• Representation: Pupils have a deep conceptual understanding of a learning objective (and not just a method, rule or fact) by making connections with prior learning contextualised with the bigger picture.

• Fluency: Pupils can independently and directly answer routine and familiar questions.

• Probing questions: Pupils can independently prove their conceptual understanding.

• Further extension: Pupils can interleave their conceptual understanding and prior learning to answer questions in less familiar contexts.

• Rich tasks: When pupils can devise their own approach to explore unfamiliar contexts and reflect on their response.

Read The Article in Full Here: http://www.headteacher-update.com/best-practice-article/mastery-of-a-broad-and-balanced-curriculum/221225/ 

School / % of pupils meeting expected standards / % of pupils reaching a higher standard

*Little Sutton Primary School, Worcester Lane, Sutton Coldfield / 97% / 30%

*Cromwell Junior and Infant School, Cromwell Street, Nechells / 93% / 28%

*Moor Hall Primary School, Rowallan Rd, Sutton Coldfield / 90% / 32%

*Moseley Church of England Primary School, Oxford Road, Moseley / 90% / 32%

*St Peter's Catholic Primary School, Adams Hill, Bartley Green / 90% / 24%

*Lea Forest Primary Academy, Hurstcroft Road, Kitts Green / 90% / 22%

*St James Catholic Primary School, Leach Heath Lane, Rednal / 90% / 10%

Read the article in full here: https://www.birminghammail.co.uk/news/midlands-news/two-city-primary-schools-named-17418990

18th November 2019

Giving children experiences that expand their horizons and bring out the best in them is at the heart of remarkable lives. Over the last few months, many of AET’s children have taken part in, or helped to support, sports events run by The Panathlon Challenge - a national charity which provides sporting opportunities for over 17,500 disabled young people each year. For some taking part, it’s the first time they have been involved in competitive sport. For the youngsters who help run the events, it’s a chance to step into their own leadership. 

Congratulations to Lea Forest who won the Birmingham regional competition and competed in the National Primary Finals at the Copper Box Arena in the Olympic Park, on 7th November (main pic and below). 

AET sees KS2 results rise for third year running 

 Trust secures 21% improvement in KS2 results since 2016 

Lea Forest Primary Academy is celebrating fantastic results in the end of primary school tests that Year 6s take in Reading, Writing and Maths, with 90% of children achieving the required standards in all three subjects. Lea Forest is the highest performing academy in Academies Enterprise Trust, the family of schools which Lea Forest is part of.

Since 2016, Lea Forest has seen a stratospheric rise in results, from 39% of children meeting the required standards in the 3Rs, to 56% in 2017, followed by 68% in 2018. These latest results see the primary school hitting the 90s.

AET’s results across its family of schools have risen for the third consecutive year. In 2016, just 47% of children were reaching the required standards in Reading, Writing and Maths. Today, that figure has risen to 68% - well above the national average of 65% and above national for the second year in a row.

Craig Clarke, Headteacher of Lea Forest said:

“As a school community, we are delighted with the increased results since 2016 which shows our commitment to providing an excellent education; enabling each and every child to find their remarkable. We are proud of the children’s positive attitudes towards their learning and the culture and ethos of the Lea Forest family.” 

Julian Drinkall, Chief Executive of AET, said:     

“These are astonishingly good results and we are incredibly proud of Craig Clarke and the whole team at Lea Forest – they have done tremendously well. More generally across AET, for the third year running we have seen our schools improving their results, which is testament to our shared determination to ensure that every pupil is able to go on and lead a remarkable life. Huge congratulations to all of our staff and especially to our pupils – their hard work has really paid off!” 

AET’s top 10 performers in Reading, Writing and Maths combined:

• Lea Forest Primary Academy:  90% 

• Westerings Primary Academy: 86% 

• Shafton Primary Academy: 85% 

• Hockley Primary Academy: 85% 

• Montgomery Primary Academy:  83% 

• Plumberow Primary Academy: 83%

• The Green Way Primary Academy: 81%

• Trinity Primary Academy: 80%

• St James the Great Primary Academy: 80%

• Feversham Primary Academy 79%

Event date:  2019-02-28

Lea Forest Primary Academy

Lea Forest Academy in Kitts Green, Birmingham have recently starting working with Enabling Enterprise and The Skills Builder Partnership. They are commiited to supporting their children to develop the essential skills which will assist them both now with their learning and in the future, as they find out more about the world of work.

Shirestone Academy

Located in Tile Cross, Birmingham, Shirestone Academy have also recently started working with Enabling Enterprise and The Skills Builder Partnership. As a school they are keen to ensure children have opportunities to work creatively and collaboratively developing their essential skills.

Birmingham Airport

The airport offers both domestic flights within the UK, and international flights to destinations in Europe, the Middle East, the Indian subcontinent, North America and the Caribbean. The Flight School offers a unique and exciting learning environment where the airport runways and associated activities can be viewed.

High Fliers

Teams from both schools arrived eager to learn more about the travel and aviation industry and received a warm welcome from Corporate Responsibility manager Andy Holding. The opportunity to find out about Andy's job, the many types of job roles at the airport and the Essential Skills required to do them, saw the children engaged from the off. Opportunities to view the planes taking off and landing and the run way crews in action, as well as an informative tour of the airport, enabled the 7 - 10 year olds to see the huge variety of jobs needing to be done in order that the airport runs smoothly and that all of the passengers who pass through are safe, secure and happy on their travels. Mixed age and school teams were then quick to set to work to re-brand a failing airline, considering their target market and how they could best attract new customers to an airline.

Read the original article here: https://www.skillsbuilder.org/press/Lea-Forest-Primary-Academy-Shirestone-Academy--visit-Birmingham-Airport

Listen as Lea Forest's curriculum is discussed by Caroline Pudner and Ofsted Chief Inspector Amanda Spielman. 

https://cornerstoneseducation.co.uk/episode-34-my-curriculum-conversation-with-ofsteds-chief-inspector-amanda-spielman/

Read the article in full here

Over 2100 schools across the UK use the Cornerstones Curriculum in a variety of unique and inspiring ways. In this blog, Caroline reports on one school’s remarkable journey with Cornerstones.

Lea Forest Primary Academy’s motto is #findyourremarkable – and for good reason. Situated on the outskirts of Birmingham, it is simultaneously in the top 10% of deprived areas in the country and the top 10% of the UK’s highest performing schools.

Many factors contribute to the school’s success, including how they prioritise their curriculum. Headteacher, Craig Clarke, took on the Cornerstones Curriculum in 2014 and uses it to widen children's horizons, raise standards and bring a real buzz to the school.

Clear curriculum intent

Lea Forest knows that a good curriculum starts with clear intent and a set of agreed principles. Their mission is to offer ‘an excellent education that launches children into remarkable lives’. To help deliver this, a strong curriculum is key. Natasha Oliver, Curriculum Lead, says they wanted an ‘enriched, broad and balanced curriculum that is both skills and knowledge-based’. They chose Cornerstones, as it was easy to adapt in order to implement these curriculum aims.

Craig particularly likes the flexibility offered by the curriculum: ‘What’s so good about Cornerstones is that the different topics are drawn out for you. We’re able to choose the right topics that meet our children. We tailor the curriculum to meet their needs and what means something to them’.

Implementing a rich curriculum

Interestingly, and in line with Ofsted’s current message, the school believes that depth is as important as breadth – at times, even more so. Children are therefore offered plenty of opportunities to deepen their understanding of ‘the basics’, subjects and concepts.

‘We build on the experiences outlined in the projects. We choose the strands of each subject that cater to the needs of the children. We then focus on linking those strands of geography, history and so on together, providing a breadth of study’. This, says Craig, is how different subjects come together to bring the curriculum to life in meaningful ways for the children.

While Lea Forest Primary Academy chooses to teach English and maths as discrete subjects, these core skills are then reapplied in the topics, allowing opportunities for mastery and learning in context. And, to further develop their foundation subject knowledge, many literacy lessons are linked to the topic, for example writing instructions for how to mummify a body in the ancient Egyptians project, Pharaohs. As Craig says ‘We’re applying and developing children’s skills across the curriculum; these link all the learning together.’

Overall, Craig is confident that subject knowledge and skills progress well across the school. ‘It’s really helpful that Cornerstones provides a tracker so you are able to ensure that there’s good coverage across the whole school. We use it to plan strategically.’

Memorable experiences

A central aim of the school’s curriculum is to widen children’s horizons, raise their expectations and aspirations. Lea Forest has prioritised making enriching experiences, such as trips and lessons that take children out of their normal frame of reference, part of their pupil offer. As Mark White, teacher and science lead says ‘Because our children don’t get these experiences in everyday lives, everything comes through the curriculum’. In fact, in one Year 5 class of 30, only two children had ever been to a beach. Craig feels it is crucial to provide these experiences for the children, to help them engage with a topic and for their knowledge and understanding to stick. ‘We plan strategically which memorable experiences we want our children to have. When they remember these experiences, they learn more and take on skills for lifelong learning.’

Quality of work

A curriculum book for the Year 5 Off with Her Head! project.

Presentation and high-quality work are a key focus at Lea Forest. Expectations are high and children know that their efforts are valued. The quality of learning is evident when you walk around the school and see the work on display and in classrooms. Followers of the school on social media will know that the teachers regularly share examples of children’s learning, particularly their stunning curriculum books. At the start of every project, every child is given a book featuring engaging templates and backgrounds for them to create a highly-presented record of their learning. The curriculum books have been a huge success in school and give children and teachers a real sense of achievement. And the children are very proud of the work they do, whatever the subject. As Mark says ‘not all children feel like they are great writers, but may excel in other subjects, like art’. The books also instil the children with an awareness of how far they have come and what they’ve learnt.

A curriculum book for the Year 5 Pharaohs project.

Knowing the impact of the curriculum

The school has seen a significant impact on both outcomes and well-being in school. Craig is impressed with how results have improved: ‘We feel there’s an equal balance between knowledge and skills and children are getting a really good deal. This has transferred to our results. For example, over the last three years, our SATs results are now above the national average, and our greater depth standard score has improved. Having enjoyable experiences really does have an impact on their learning.’

Staff have already felt a positive impact on their workload since using Cornerstones. In terms of planning, the project plans free teachers up to do what matters because, as Mark says, ‘You want most of your planning time to be used for your children’. The school have also found the Cornerstones resources to be a great starting point for teachers to add to or adapt, depending on the needs of their children.

Natasha Oliver, Curriculum Lead, also sees the potential long-term impact of the curriculum: ‘We want to equip children with lifelong skills and improve children's wellbeing. Children are also beginning to direct their own learning; they generate questions that direct the next line of enquiry.’ This active involvement, she says, is already helping learning ‘stick’.

Sharing and celebrating

The school has a real buzz about it with a strong teamwork culture. Staff support each other and live and breathe the school’s values and motto, always striving to create opportunities for children to be their ‘remarkable selves’. As anyone who follows Lea Forest on social media will know, the school regularly shares work and celebrates both the staff and children’s achievements. Craig has created Twitter accounts for each year group – even the curriculum has one! He says the use of social media is vital in sharing the achievements and outcomes of pupils with a range of audiences.

Ongoing journey

Lea Forest Primary Academy know what they want to achieve, and the journey they are on. The school is constantly evolving and makes excellent use of materials provided by Cornerstones, while drawing upon their expertise and the wider community, both online and in real life, to help make their school truly remarkable. Cornerstones are so proud to be part of their journey and wish them continued success and happiness.

About the school

Lea Forest Primary Academy, a large primary school of 480 children in the Kitts Green suburb of Birmingham. The school has a nursery and is a mixture of two to three form entry cohorts.

Links

Cornerstones Curriculum

The Curriculum magazine

Follow Cornerstones on Twitter: @Cornerstonesedu

Follow Lea Forest Primary Academy on Twitter: @lea_forest_aet

Published by

Written by: Craig Clarke | Originally Published: 08 March 2018

Achievement: Lea Forest pupils with the school’s reading and maths displays (all images)

Read the article in full here

Thorough implementation of reading and maths initiatives have paid off at Lea Forest Primary Academy. Craig Clarke explains

Lea Forest, an AET primary academy in the Kitts Green area of Birmingham, has been on a rollercoaster journey, starting with a “requires improvement” from Ofsted in 2014, which led to a whole-school approach to raising standards.

The school’s in-take reflects significant social deprivation and a legacy of mass unemployment in the area. Almost three quarters of the pupils are disadvantaged and qualify for Pupil Premium. The proportion of pupils with English as an additional language (EAL) is also above the national average. It is a two-form entry primary school with increasing numbers over the last few years and 468 pupils currently on roll.

However, in 2016 specific projects to accelerate progress and raise standards in reading and maths were initiated by a further Ofsted report, which concluded that “pupils’ love of reading is not widespread”, and “children do not learn consistently in reading, writing and maths”.

Over the last 12 months, the academy has worked relentlessly to drive up standards in maths and reading. It has embedded two initiatives that have demonstrated significant impact:

• “Resilient Reader” – raising pupils’ self-belief, confidence, engagement and achievement with reading.

• “Maths mastery”, a five-part model to develop pupils’ fluency, reasoning and problem-solving skills.

These projects have led to a marked increase in progress and attainment and a more practical approach to teaching, learning and assessment at Lea Forest.

What we did – reading

We partnered with another school through the Birmingham Education Partnership to help raise standards in reading. Lea Forest’s reading lead and I also attended an AET conference where the trust’s Resilient Reader approach was introduced. 

Based around a superhero character called Resilient Reader, the strategy aims to inspire children to read regularly and to give them key skills, such as scanning and skimming texts, as well as support with vocabulary and techniques such as inference and explaining. The senior leadership team decided to introduce this at Lea Forest to provide a consistent, whole-school approach to teaching reading and to engage pupils. 

Resilient Reader was launched to the staff, with high-quality resources ensuring that the new approach was visible in all classrooms during the spring term. Staff were motivated and keen to use Resilient Reader techniques in the classroom to improve the teaching of reading.

Furthermore, after visiting another school in Birmingham which had had success in reading, we introduced reading buddies: year 5 and 6 children support younger readers and share books. This allowed the children to develop their Resilient Reader skills independently. This continues, with huge success.

Non-negotiables were also discussed and agreed by staff and pupils – this led to consistency across the whole academy. Resilient Reader is now consistent in all year groups and the children can fully articulate the skills required to be a successful reader.

Elsewhere, our new school library, opened in September 2017, is now the heart of the school. It helps foster the love of reading and is open after school to serve the wider community, allowing pupils to share books with their parents.

Parent workshops have also helped to share the vision of reading with families, further strengthening the consistent approach to the teaching of reading. We are also sharing our approaches to reading with other Birmingham schools, and further afield. We are confident that our new approach will help us gain higher attainment and increased progress.

What we did – maths

We set up a maths change team to trial the maths five-part mastery model: show (representing), do (fluency), think (probing questions), explain (reasoning), solve (rich and complex tasks). Throughout the summer term, maths lead Rachel Ward and I trialled the new approach to the teaching of maths. The five-part model was introduced to all staff and non-negotiables were shared for the academic year. Staff also had INSETs, further training and coaching throughout the school year. Consistency was ensured by the senior leaders and middle leaders demonstrating good/outstanding teaching and learning in maths, and through regular showcases, in which staff were encouraged to share books, planning and resources in staff meetings. 

The five-part model is now fully embedded and lessons, books and classroom environments are of a consistently high standard. Schools from as far away as Plymouth have visited to observe our approach to the teaching of maths. 

The results

Now all classrooms have an interactive maths working wall which shows the five-part model with key examples, vocabulary, models and evidence of children’s work to support children in their learning journey. They also have a Resilient Reader display with a display of the “resilient reader of the week” to celebrate children’s achievements.

Pupils are also awarded certificates for their achievements and across the school, staff have exemplification booklets of high-quality activities and examples of work to support and share the best practice in the school. 

Drop-in sessions enable middle leaders to support teachers in ensuring a consistent approach. A coaching model also supports and improves teaching, learning and assessment. 

Although consistency is key, we never take away teachers’ individuality. Consistency sets the minimal expectation: anything else is a bonus.

The evidence of success came with the improved 2017 key stage 1 SATs results (reading from 62 to 77 per cent and maths from 58 to 72 per cent). At key stage two, reading results improved from 42 to 60 per cent, while maths went from 58 to 77 per cent. During the same period, school progress scores have gone from -3.7 to -0.3 in reading and from -1.7 to +2.4 in maths.

In addition, parents are increasingly involved in reading, including running after-school library sessions. Weekly reading competitions are also held in the library. Timetables and staff have been shuffled, resources are more vibrant, written work has seen profound changes, children and staff behave differently and the whole school has a positive vibe. All of these ingredients and the whole family pulling in the same direction are ensuring consistency and raising standards.

On Wednesday the 22nd of March our children and teachers dressed up in their onesies in support of the Autism Society and raised a fantastic £230.75. Thank you to all who donated and took part. 

Primary Academy Has 'Ambitious Culture Of High Expectations' Says Ofsted

Pupils and staff at a Kitts Green primary are celebrating their school being upgraded to be officially rated 'good' by Ofsted team following their two day inspection in November.

Their report, just published, confirms that leaders and governors at Lea Forest Primary Academy in Hurstcroft Road have created 'an ambitious culture of high expectations' and the headteacher and senior leadership team 'provide highly effective and inspiring leadership.'  They highlight that 'teaching has strengthened, attendance has improved and pupil's progress has accelerated so that pupils now achieve well in all key stages.'

Ofsted's  twelve page full inspection report praises many areas of school performance, including:

• communication with parents is very good and pupils are well supported in their transition to other schools.

• teachers deploy teaching assistants effectively, who are well prepared for their roles, supporting pupils of all abilities.

• pupils enjoy coming to school. They say they 'feel good' about themselves in school.

• Ofsted confirms parents' judgements that behaviour is good and if they have any concerns they are quickly followed up.

• learning gets off to a good start in the early years and children are now well prepared for learning in Year 1.

• disadvantaged pupils achieve at least as well as other pupils in the school and sometimes outperform them.

• Expectations have risen for the most able pupils and tasks are more challenging which helps them to achieve their full potential.

The three areas inspectors have set for development to further improve the quality of education at Lea Forest Primary Academy, are ensuring that work for the most able and low attaining pupils stretches their abilities and strengthens their skills; ensuring that approaches to assessing pupils' skills are consistent; as well as ensuring that the school improvement plans contain clear targets and milestones to monitor school development fully effectively.

Hilary Thompson, Headteacher at Lea Forest Primary Academy, said: ‘We are delighted that Ofsted have recognised the journey that the school has been on and the progress that the school has made. We are immensely proud of our children. They are a real credit to the school.

Over 170 BookBench sculptures, decorated by young people in the West Midlands as part of The Big Read, a unique arts project to promote literacy development, will be on public display in Birmingham and beyond from 16th July until 13th September this summer.

The free Big Read trail will officially open during CBBC’s jam-packed Awesome Authors weekend at the Library of Birmingham and Centenary Square on Saturday 16th July and Sunday 17th July. A number of BookBenches will take centre stage in children’s workshops and will be on display at the event, which will also feature some of the UK’s best-loved authors including Dame Jacqueline Wilson, and CBBC’s biggest stars.

For eights weeks over the summer, benches shaped as open books, individually designed by nurseries, primary schools, secondary schools, colleges and community groups in the region, will be exhibited inside libraries, galleries, museums, cultural venues and book shops. There is also a whole host of literary-themed events and activities taking place around the displays to spark everybody’s interest in reading and writing.

Please click here to read the full article.

Last half term we raised a fantastic £194 for Book Aid International and £193.58 for Sports Relief. Thank you to all the children and parents for your support.

The Birmingham Evening Mail has analysed all the local government data to bring you the rundown on your local primary schools. Lea Forest Academy was put into focus to show its scores in relation to other schools in the area. You can also see how the primary school compares against other schools across England. Data is available on pupils attainment, average grades, the quality of the teaching and when the school was lasted inspected. The teacher to pupil ratio is also a good indication of the focus your child will get. Plus we can show how many full-time teachers there are at the school.

To see how well we faired please click on the link

Last week Mr Croxon and Mrs Sparkes presented  a short film to the leading leaders group at Topcliffe Primary School. We had the opportunity to talk about our innovative practice with IPads, Apple expert Joe Morretti and our fantastic digital leaders. You can see our video presentation here.

Lea Forest's fund raising events last term have raised a total of £345.69 has been raised for Autism awareness. Huge thanks to everyone that helped raise money.

£715.87 reasons why you've all done brilliantly for Sport Relief! We walked, ran, jumped and jogged our way around the mile, we've been on the television and we are thrilled to say that our children have raised £715.87 for Sport Relief 2014. A huge thank you to all the children, parents and staff for their time, support and donations.

Today, Wednesday 5th March, 90 very brave children from three very brave Academies Enterprise Trust (AET) schools took on a challenge like no other.

Four Dwellings Academy, Lea Forest Primary Academy and Montgomery Primary Academy swapped the books for the brawn as they competed in the UK’s very first 31-legged race at the Birmingham NEC – all in the name of Sport Relief.  

Inspired by a competition craze that has swept Japan, the race gave the popular playground game a super-sized upgrade, with an incredible 30 children running with their legs tied.

After weeks of training and practice, the race was started today by Bobby White (team GB handball captain for London 2012 Olympics) as each school took to the floor in an attempt to reach the final.

Cheered on by friends, teachers and Blue Peter presenters no less, Montgomery Primary Academy and Four Dwellings Academy pipped Lea Forest Primary Academy to the post by a mere 10 seconds.

Both schools will now compete in the competition’s final – supported by children from Lea Forest Primary Academy – which will feature on BBC One’s Sport Relief Games Show on Sunday 23rd March.

Blue Peter presenter, Radzi Chinyanganya said: “A 31-legged race is no mean feat, the schools have only had six weeks to train. All the teams have been working incredibly hard but it's definitely paid off. It’s easily as tough as a Blue Peter challenge and what an honour it’s been to be part of it! Well done, everyone!”

Sunaia Mohamed, 10, from Montgomery Primary Academy said: “I’m so happy we’re through to the final! I love Sport Relief and it’s been really fun to be part of it. It was really hard at first and we had to practice loads but it was so fun in the end! I hope all schools do their bit now – although not many people can say they’ve done a 31-legged race!”

Schools can join in the fun and games too by organising their own Sainsbury’s Sport Relief event on Friday 21st March.

And children and families across the country can also take part in the Sainsbury’s Sport Relief Games by running different distances and raising money to help change lives

Lea Forest was delighted to welcome Pudsey Bear to the academy today to receive a cheque from the Academies Enterprise Trust for £23,795. Pudsey had time to meet the children in Year 1 and Miss Gill who helped Lea Forest make and sell Pudsey Cookies. He then went on to visit our Early Years Department and saw all of the children in Nursery, Mr Haw's and Mrs Newton's class.

Thanks for visiting us Pudsey!