🌟 Newark Hill Academy recognised as an IQM Centre of Excellence

EYFS pupils inspired by visits from Peterborough Phantoms players

It was an exciting morning for EYFS pupils at Welland Academy as they welcomed Peterborough Phantoms players Cam Hough and Janne Laakkonen.

The children loved hearing what life is like as a professional ice hockey player and learning more about where the players come from. During their visit, pupils had the chance to:

• Try on real hockey kit
• Shoot pucks into goals
• Learn the basics of ice hockey

The session was filled with smiles, energy and confidence-building fun. A big thank you to Cam and Janne for making it such a memorable morning -and best of luck to the Phantoms in their upcoming game!

Year 6 pupils from Sunnyside Primary Academy enjoyed an inspiring trip to Bletchley Park, discovering the remarkable achievements of the World War II Codebreakers and learning how their work changed the course of history.

As well as diving into Britain’s wartime past, pupils also took part in an engaging AI and Cybersecurity workshop, where they learned:

• How modern digital systems work
• Why online safety matters
• Practical ways to protect their personal information

The visit offered a wonderful blend of history, problem‑solving and future‑focused learning - a day the pupils won’t soon forget.

On Tuesday 17 March, Stanground Academy welcomed 30 enthusiastic Year 5 and 6 pupils from Farcet Primary School for an exciting and interactive STEM Day.

The visiting pupils took part in a carousel of hands‑on activities, including:

• 🫀 Science investigations, featuring a fascinating heart dissection
• 🤖 Lego Robotics challenges, putting coding and problem‑solving skills to the test

Staff from Farcet Primary praised the maturity, teamwork and curiosity shown throughout the day. Stanground Academy’s own STEM Ambassadors also shone brightly, receiving glowing recognition for their leadership, guidance and encouragement.

The Academy looks forward to welcoming more young scientists and engineers in the near future!

Community celebrates another fantastic SKA Dance Showcase

The SKA Dance Showcase 2026 brought energy, talent and community spirit to Skegness Academy as families, friends and supporters came together for the final evening of performances.

The evening was filled with creativity and confidence as students showcased a range of dance styles, each routine reflecting their hard work and passion.

A warm thank you goes to everyone who supported the event - your encouragement means the world to our performers.

Celebrating Women’s History Month with kindness, confidence and curiosity

Throughout March, children at Rushden Primary Academy came together to celebrate Women’s History Month, exploring the values of kindness, fairness, confidence and making positive change in the world.

Pupils enjoyed a rich variety of activities designed to spark thoughtful conversations and inspire them to think about the impact they can have on the future. These included:

• 📚 Reading stories about women who changed the world
• 🌟 Reflecting on their own role in making the world a fairer, brighter place
• 🎤 Interviewing inspiring women in their own lives - from family members to members of school staff

The children shared wonderfully thoughtful ideas throughout the month, and the school community loved seeing their enthusiasm and curiosity shine.

Earlier today, staff and families came together to celebrate the official opening of Tiffield Academy, a new special school located in Tiffield, near Towcester. The Academy, part of Greenwood Academies Trust, will provide vital support to children with additional and complex needs, and their families.

Marking the occasion, which has been four years in the making, the Academy welcomed colleagues, families and members of the wider community to a special opening event. This included speeches from those involved in the project; a tour of the new facilities; and a ribbon cutting, led by Mirah Mshudulu, a pupil from Purple Oaks Academy, another special school within the Trust.

Developed in partnership with West Northamptonshire Council and construction experts, Willmott Dixon, the Academy will welcome young people between the ages of 4 to 18 years, who may be autistic, or experience other communication difficulties, and have severe learning difficulties.

Opening its doors to pupils on Monday, 8^th September, families will benefit from a purpose-built and inclusive school setting that puts children’s wellbeing and potential at the heart of everything it does. This ambition will be further supported by the Academy’s ethos which is founded in kindness, curiosity and ambition – values which will be brought to life through a carefully planned environment to accommodate sensory learning differences. These will be supported through bespoke learning spaces, a soft playroom, sensory rooms, a rebound therapy room, expansive outdoor play areas and a family-led pastoral model.

Emma Butler, Principal at Tiffield Academy, said:

“Our mission at Tiffield Academy is simple - we are here to help every child feel safe, supported and seen, and to nurture a love of learning that will help them thrive, both in and out of school.

“It has taken four years to bring this important project to fruition, and so I would also like to take this opportunity to thank everyone who played a role throughout this process and has helped ensure that our children have access to an inclusive and meaningful education experience.”

Wayne Norrie, CEO of Greenwood Academies Trust, said:

“Tiffield Academy is a direct response to the pressing need for high-quality SEND places across the region. Ensuring we uphold our commitment to doing all we can for the communities we serve, it is also an Academy that has been shaped by deep expertise, compassion and collaboration, and I know that through this provision, our brilliant colleagues will make a real different to the lives of local families for years to come.”

Cllr Kathryn Shaw, Cabinet Member for Children, Families and Education at West Northamptonshire Council, said:

“Tiffield Academy will make a real and lasting difference to children with additional and complex needs, offering high-quality educational support in a safe, inclusive and purpose-built environment, right here in their local community. It means families can access the specialist provision their children need, close to home, helping them to thrive both academically and emotionally.

“We are delighted to see this project come to life after years of collaboration. From identifying the need through the Council's pupil place planning process, to securing the land and leading the design and delivery of the school, this has been a true team effort. It’s a powerful example of what can be achieved when partners work together with a shared commitment to improving outcomes for our learners and I am confident of the positive difference this will make to our children, young people and families.”

Michelle Cotterill, Deliver Director at Willmott Dixon, said:

“It is wonderful to see Tiffield Academy come to life. Over the past three years, our team has worked in close collaboration to deliver a purpose-built, fully inclusive school designed to meet the diverse needs of children. We take immense pride in our proven track record of delivering high-quality schools, supporting local authorities in meeting the specialist educational requirements of children and their families.

“In addition to providing state-of-the-art facilities, we remain committed to embedding sustainability in all our projects, helping our customers to future-proof their schools. At Tiffield Academy, this commitment also contributes to the council’s ambition of achieving carbon neutrality by 2030.”

The wait is over - GCSE results are in! Pupils and staff across Greenwood Academies Trust are bursting with pride at these incredible achievements. Below, we shine a spotlight on some of the individual successes from each of our secondary academies.

City of Peterborough Academy

• Keaton Hall, who achieved grade 9s in maths, chemistry and statistics; a Level 2 Distinction* in sports studies; as well as two grade 8s and two grade 7s.

• Carolina Baliao, who celebrates grade 9s in English literature and Spanish as well as four grade 8s, two grade 7s and a grade 6.

• Domanic Paling, who earned a Level 2 Distinction* in sports studies; four grade 8s in geography, history, maths and statistics; as well as three grade 7s and one grade 6.
• Ahmed Raja, who received grade 8s in chemistry, biology, maths and history; a Level 2 Distinction in enterprise and marketing; as well as four grade 7s and a grade 5.
• Bartlomiej Kudia, who successfully achieved grade 8s in chemistry, Polish, maths, history and geography; as well as three grade 7s, two grade 6s and a Level 2 Merit.

Kingswood Secondary Academy

• Campbell Clarke, who successfully achieved a grade 8 in English literature and language, geography, science and maths; a Distinction* in information technology; and grade 7 in Spanish and statistics.
• Toby Batchelor, who achieved a grade 9-8 in science; a grade 8 in maths, religious studies  and English language; a grade 7 and grade 6 for English literature; a grade 6 in Spanish; and grade 5 in statistics.
• Alexandra Poklembova, who is celebrating a grade 9 in Russian, a grade 8 in English literature and language, a grade 7 in French and maths, a grade 7-6 in science, a grade 5 in statistics and a Merit in enterprise and marketing.
• Eden McGrady, who received grade 8s in English literature and history; grade 7s in English language, Spanish and maths; a grade 7-6 in science; and distinction in Dance.
• Amelia Rodrigues, who achieved a grade 9 in religious studies, a grade 8 in history, a distinction in dance, grade 7 in English literature and maths and grade 6 in English language and science.

Nottingham Academy

• Kyle Xie, who successfully achieved a grade 9 in biology, physics, chemistry, maths, statistics and English literature; and a grade 8 in English language and further maths. Impressively, Kyle also received a Level 2 Distinction* in sport science and was contacted by the OCR exam board to commend him on being one of the top performers in the country for this subject.

• Mohamed Adem, who earned a grade 9 in biology, physics, chemistry, maths, further maths, statistics and Arabic; a Level 2 Distinction* in engineering; a grade 8 in English literature and psychology; and grade 7 in English language.

• Keven Xie, who received a grade 9 in biology, physics, chemistry, maths and further maths; a Level 2 Distinction* in sport science; a grade 8 in English language and statistics; a Level 2 Distinction in enterprise and marketing; and 7 in English literature.

• Hibba Saghir, who celebrates grade 9s in biology and chemistry; a Level 2 Distinction* in sport science; grade 8s in statistics, English language, maths, physics and Spanish; and a grade 7 in English literature.

• Muhammed Vehbi Colak,  achieved grade 9s in biology, physics, chemistry, maths, further maths and Turkish; a Level 2 Distinction in sport science; a grade 8 in statistics; a grade 7 in religious studies; and grade 6s in English language and literature.

• Adnan Shahid, who received grade 9s in mathematics and religious studies; Level 2 Distinction* in sport science; an 8-8 in combined science; a grade 8 in Urdu; and grade 7s in statistics, English language and literature.

• Niall Platts, who is excited to have earned a grade 9 in mathematics, a Level 2 Distinction* in sport science; a grade 8 in biology, physics, chemistry, English language and further maths; a Level 2 Distinction in information technology; and grade 7s in statistics and English literature.

• Jake Quail, who successfully achieved grade 9s in mathematics, further maths and biology; grade 8s in statistics, chemistry, physics and Spanish; a Level 2 Merit in enterprise and marketing; a grade 7 in English language; and a grade 6 in English literature.

• Ardin Sarwary, who earned a grade 9 in biology; a Level 2 Distinction* in sport science; grade 8s in maths, psychology and chemistry; grade 7s in English literature and physics; and grade 6s in English language and statistics.

Nottingham Girls' Academy

• Rayan Mohamadene, who achieved grade 9s in English language, maths, biology, physics, geography and chemistry; a Distinction in performing arts; grade 8s in English literature, and chemistry; and grade 7s in Spanish and further maths. Rayan was also a prominent founding member of Nottingham Girls’ Academy’s Equality Group which, alongside Nottingham Citizens, successfully campaigned for the living wage to be paid at Nottingham Forest Football Club. Rayan has also campaigned at a national level for greater diversity and equality within the curriculum, speaking to Baroness Lawrence at the House of Lords and Funmilola Stewart, a member of the National Curriculum Review panel.
• Esme Barnes, who celebrates grade 9s in English language, English literature, history, biology, media studies, biology and art; and grade 8s in maths, chemistry and physics. Esme was also one of the leaders in our Student Parliament which has worked in school to improve school meals, provide better current affairs resources for pupils in all years, and has relentlessly campaigned to the local authority, local councillors and MPs for improved road safety features outside the Academy.

• Joanny Edom, who earned a grade 8 in English literature; grade 7s in maths, history and biology; a Distinction in performing arts; and grade 6s in English language, chemistry, physics and sociology. Earlier this year Joanny won the Young Leader category in the Youth Power Awards for her work leading Nottingham Girls’ Academy’s Equality Group and as a leader of our Student Parliament.

• Akshara Lakshminarasimhan, who successfully achieved grade 9s in English literature, maths, biology, physics and chemistry; a Distinction* in sports science; grade 8s in English language and Spanish; and a grade 7 in further maths. Akshara is going on to study A Levels at Bilborough College, hoping to do medicine in the future.

Skegness Academy

• Chloe Woodcock, who successfully achieved a grade 9 in textile; a grade 7 in English language; grade 6s in maths and statistics; and grade 5s in science, English literature and geography.  
• Rowan Spencer, who received a grade 6 in English language; grade 5s in maths, science and statistics; and grade 4s in English literature and geography.
• Codey England, who earned grade 6s in English language and History; grade 5s in science, statistics, English literature and geography; and a grade 4 in maths. 

• Reggie Findlater, who celebrates grade 5s in maths, science, English language, French and history; a Level 2 Distinction in performing arts; and grade 4s in English literature and statistics.

• Victoria Jenner, who achieved grade 5s in maths, science, English literature, geography and statistics; a Distinction in art; and a grade 4 in English language.
• Niamh Hemming, who is celebrating a Distinction* in sport; a Distinction in dance; a grade 6 in history; grade 5s in English language and literature; and grade 4s in maths and statistics.

Stanground Academy

• Danielle Daboh successfully achieved five grade 9s, three grade 8s and a grade 7 with outstanding results in mathematics, biology and physics. Danielle, who is the youth MP for Peterborough, is the first student to receive the Academy’s prestigious award of Full Colours and has been a true inspiration for our community.

• Max Razaq achieved outstanding results with seven grade 9s, a grade 7 and a grade 6. He achieved grade 9s in biology, chemistry and physics. The Academy team is looking forward to working with Max in the upcoming academic year on his chosen A level programme of study.    

• Kostas Medeikis achieved outstanding results, obtaining seven grade 9s and two grade 6s. Kostas has demonstrated a strong work ethic and determination throughout the academic year. His performance in STEM subjects has particularly been overwhelmingly positive.

• Annelise Witten has achieved a brilliant set of results obtaining three grade 9s, five grade 8s and a grade 7. Annelise has worked extremely hard to achieve these results which will see her welcomed her onto the Academy’s post 16 programme in September.

The Brunts Academy

• Samuel Allfree, who successfully achieved grade 9s in computer science, maths, biology, chemistry, physics and statistics; and grade 8s in English literature, English language and Spanish. Additionally, Samuel also achieved a Distinction* in sport science.

• Mia Banton, who celebrates grade 9s in maths, biology, chemistry, physics and Spanish; and grade 8s in design technology, English language, geography and statistics; and a grade 9 in English literature.

• Zachary Rowbottom, who received grade 9s in computer science, maths, biology, chemistry, physics and Spanish. He also achieved grade 8s in geography and statistics and a grade 6 in English literature.

• Finn Newton, who is delighted to receive grade 9s in computer science, maths, chemistry and physics; and grade 8s in history, biology, Spanish and statistics; and a grade 6 in English literature. Finn also self-studied astronomy, achieving a grade 8 in this subject.

The Wells Academy

• Ahmad Hanan, who achieved grade 9s in maths, biology, chemistry, physics and statistics; grade 8s in English literature, further maths and geography; and a Level 2 Distinction in enterprise and marketing.

• Tintin Brooks, who received grade 9s in maths, further maths, chemistry, physics and statistics; and grade 8s in computer science, English language, French and biology.

• Adrian Thompson, who is celebrating grade 9s in maths, further maths, chemistry and physics; and grade 8s in biology and statistics.

• Aaisha Sheikh, who earned a grade 9 in biology; and grade 8s in English language, English literature, maths, religious studies, chemistry and physics.

• Tara Ahmad, who successfully achieved a grade 9 in chemistry; grade 8s in English language, maths, biology and physics; and a Level 2 Distinction in art and design.

Weston Favell Academy

• Sam Caswell-White, who successfully achieved grade 9s in biology, chemistry, physics, English language, English literature, further maths, maths, statistics and history, as well as a Distinction* in performing arts.  

• Taran Hawkins, who achieved grade 9s in biology, chemistry, physics, further maths, maths and statistics. Taran also received a grade 8 in geography, a grade 7 in English language and a grade 6 in English literature.

• Jian Huang, who is celebrating grade 9s in biology, chemistry, further maths, maths, history and statistics. Jian also achieved a Distinction* in IT, a grade 8 in physics and grade 7 in both English literature and language.

• Christy Hewitt, who earned grade 9s in biology, chemistry and maths. Christy also achieved grade 8s in physics, French and history; grade 7s in statistics and further maths; a grade 6 in English literature; and a 5 in English language.

• Marcus Wakenshaw, who received grade 9s in chemistry, physics, further maths, maths and statistics; a Distinction in performing arts; a grade 8 in biology; a grade 7 in French; and a grade 6 in English. 

• Linda Ta, who achieved a Distinction* in art and design, a Distinction in finance,  and grade 8s in both maths and chemistry. Linda also earned grade 7s in biology, English literature, English language and physics; and a grade 6 in geography.

In January 2021, at the height of the COVID-19 pandemic, Sky News broadcast a powerful segment from Skegness Academy. The report followed Year 9 student Jaydon, who was completing his schoolwork on a mobile phone from the B&B where he was living. Speaking candidly to the reporter, Jaydon shared his hopes of one day becoming a medical professional or a teacher.

You can watch the broadcast again below (6:09 minutes in).

Fast-forward to today, and Jaydon’s story has reached an exciting new chapter. You might have seen our coverage yesterday celebrating individual success stories across our academies - and perhaps you noticed Jaydon was among them. After completing his Sixth Form studies at Skegness Academy, he is now studying for a degree in Paramedic Science at Coventry University!

Jaydon’s journey, from overcoming significant challenges during remote learning to stepping confidently into a medical career path, is a powerful example of resilience and ambition. We wish him every success and happiness. 

This nationally recognised award reflects the school’s unwavering commitment to building strong, meaningful relationships with parents and carers, positioning them as valued stakeholders in all aspects of school life, from curriculum development to enrichment opportunities. 

Throughout its LPPA journey, Hazel Leys Academy has worked tirelessly to create a welcoming and inclusive environment where families feel empowered, supported, and heard. The recent verification process, following a successful interim visit and comprehensive portfolio submission, praised the school for embedding a culture of open communication, trust, and shared responsibility. 

Parents now describe the academy as “like a family,” where children are “thriving” and where communication has become “much more open” than in the past. One parent, new to the area, shared how she discovered this “dedicated small school” and “cannot fault it.” 

Key strengths highlighted during the verification included: 

• A strong, inclusive ethos and family-oriented culture. 

• Responsive and well-structured leadership, including a dedicated LPPA working party. 

• Engagement with over 70 pieces of evidence linked to key performance indicators across all LPPA objectives. 

• High-quality parental engagement through initiatives such as Booknics, art exhibitions, and classroom-based events. 

• Actively maintained outdoor spaces, eco-friendly play areas, and a school allotment co-developed with families. 

The school’s leadership team was commended for being “deliberate and strategic” in designing environments that support all pupils, especially those without regular access to outdoor spaces, while fostering strong community connections. 

Hazel Leys Academy has shown a deep understanding of its diverse community. Parents with English as an additional language shared how involvement with the school has built their confidence and skillsets, particularly through participation in the Parent Teacher Association (PTA). 

Parents are now invited into classrooms, attend regular events, and contribute actively to school life. Importantly, they feel not only welcomed, but “seen” and “served.” Staff, including office and support teams, play an essential role in creating a culture where parental needs are met with warmth and professionalism. 

The LPPA has provided a framework for reflection and refinement. The school’s distributed leadership model for parental engagement has strengthened its collaborative culture and empowered more voices in decision-making. 

Beverley Trotman, Principal at Hazel Leys Academy, said: 

“This award is a testament to the hard work, commitment, and belief in the power of partnership that runs through Hazel Leys Academy. Our families are not just part of our school community; they are central to it. We are proud of the journey we’ve made together and excited about what’s next.” 

Hazel Leys Academy looks forward to building on this success and continuing its mission to provide an inclusive, nurturing, and high-quality educational experience where every family feels connected, respected, and involved. 

Dogsthorpe Academy, located on Central Avenue in Dogsthorpe, Peterborough, is delighted to share the findings of its latest Ofsted inspection, which praises the school’s commitment to ensuring that “every child [is] the best they can be” and recognises the significant improvements made in both education quality and behaviour since the last inspection. The academy received a ‘Good’ judgement in all areas inspected: the quality of education, behaviour and attitudes, personal development, and leadership and management.

Inspectors highlighted that “pupils are happy and confident,” supported by a culture where staff show genuine care and commitment to pupils’ success. One child summed this up when they told inspectors: “Teachers and staff value us a lot, they care for us and make sure we have the best education we can.” This strong sense of care and ambition is deeply embedded in the academy’s ethos and daily practice.

Vicki Redhead, Executive Principal at Dogsthorpe Academy, welcomed the report, saying:

“I am incredibly proud of our pupils and staff. Ofsted has recognised the calm, inclusive and aspirational environment we have worked hard to create, where all children are supported to thrive. Our focus on reading, character development and good mental health ensures that pupils leave us as confident learners ready for the next stage in their education.”

The report notes the academy’s success in raising expectations and improving the curriculum, highlighting that “the improved quality of education… now enable more pupils to become confident readers and mathematicians.” Inspectors praised the reading culture in particular, observing that “the reading curriculum is carefully taught by teachers who have a passion for the subject. They instil enthusiasm in pupils.” Pupils enjoy reading both in class and at home, and many speak enthusiastically about their favourite books and authors.

Inspectors also commended Dogsthorpe Academy’s calm and consistent approach to behaviour. They described how staff and pupils “model calm, warm interactions that reflect the school’s values,” and noted that when behaviour occasionally slips, “staff and pupils often say, ‘we don’t do that here’, and behaviour returns to that which is expected.” Pupils were observed to “act with kindness and respect,” and are supported to be “confident and resilient when facing challenges.” Those who experience difficulties with their behaviour receive support to “make better choices.” This shared understanding of expectations helps create a safe, respectful and positive learning environment.

Wayne Norrie, CEO of Greenwood Academies Trust, added:

“Dogsthorpe Academy has made remarkable progress thanks to the dedication of its leaders and staff, and the resilience and ambition of its pupils. We are proud of the inclusive and supportive environment they have built, which Ofsted rightly recognises as a place where children are happy, respected, and encouraged to be their best.”

The report praises Dogsthorpe Academy’s inclusive approach, describing it as “a highly inclusive school.” Inspectors noted that “the needs of pupils with special educational needs and/or disabilities (SEND) are understood well by all in the school,” and highlighted the effective support in place for pupils’ mental health and well-being. Pupils benefit from a rich range of opportunities, from leadership roles to sports, arts and curriculum-linked trips, all of which help them develop confidence and grow as individuals.

While the report notes some areas to continue improving, particularly in further developing teachers’ subject expertise and tackling attendance challenges, it concludes that “overall, pupils leave well prepared for secondary school.”

Dogsthorpe Academy remains committed to building on these strengths, ensuring every child continues to flourish both academically and personally.

Inspectors described the academy as a place where “every child can shine”, highlighting the positive and caring relationships between staff and pupils. The report notes that “Pupils feel secure due to the positive and caring relationships staff build with them.”

The calm and purposeful atmosphere at Sunnyside Primary Academy is underpinned by clear behaviour expectations, with staff encouraging pupils to strive for positive points and rewards. Inspectors noted that pupils “behave sensibly in class and at social times,” and praised the way the school “communicates the importance of regular attendance continually,” resulting in improved attendance and a settled learning environment where pupils respond positively to guidance.

Pupils benefit from a rich range of experiences, including trips to museums, farms, and the pantomime, as well as an expanding offer of clubs in music, sport, dance, and design, which pupils enjoy.

The early years provision received particular praise, with inspectors noting how children “build their early reading, writing and mathematical knowledge mostly well,” quickly learn to follow “clear routines,” and “treat each other fairly”, all of which help lay firm foundations for future learning.

Since joining Sunnyside Primary Academy in September, Principal Dale Johnson has led substantial changes, including the introduction of a new curriculum in December to better support the school’s ambitions for its pupils. While the overall quality of education was noted as an area for improvement in the report, it acknowledges that “apart from a few minor refinements, the school has developed a well-sequenced curriculum that identifies clearly the key knowledge pupils need to learn,” highlights that teaching is “enthusiastic and engages pupils”, and states that “the school is working determinedly to make improvements.”

The report also recognises how the academy has overcome previous challenges with leadership and staffing, noting that “the school has greater stability now, with determined leadership and staff.” It also recognises the important role of Greenwood Academies Trust, observing that “the trust has clear strategic oversight of the school’s work and provides the necessary support.”

Principal, Dale Johnson, commented:

“We’re proud that Ofsted has recognised many strengths at Sunnyside - from our calm, purposeful atmosphere and strong relationships to the enriching experiences we provide and the solid start children get in early years. While the quality of education is still developing as we embed a new curriculum, the enthusiasm of our staff and engagement of pupils is already clear. With a more settled and stable team now in place, I’m confident we’ll see even greater progress in this area in the months ahead.”

Wayne Norrie, CEO of Greenwood Academies Trust, added:

“During my recent visits, I’ve seen Sunnyside’s vision truly coming to life in the classroom. We’re delighted that Ofsted recognises Sunnyside as a place where every child can shine. Their judgement of leadership and management as good reflects confidence in the changes underway and affirms our own belief that Dale is the right leader to drive further improvements. While change takes time, Sunnyside is clearly on a positive path, guided by a capable leader and a dedicated team committed to progress.”

Sunnyside Primary Academy remain dedicated to nurturing every pupil’s potential in a positive, ambitious environment and look forward to building on this strong foundation.

Watch the timelapse video below capturing the progress of Tiffield Academy’s build. 

We were delighted to attend the official opening of Nottingham Hoods Basketball Club’s brand-new, state-of-the-art facility at Mapperley Sports Village on Friday 20th June. The new facility, based on the site of The Wells Academy, is now the official home of the club’s professional teams, player development pathway, and community programmes.

The journey began in January when discussions with Russell Levenston, Managing Director of Nottingham Hoods, laid the foundations for this exciting partnership between the club and Greenwood Academies Trust. 

The transformation of the facility has been remarkable, and it’s been incredible to see students from The Wells Academy already benefiting from world-class sports amenities and professional basketball coaching.

The opening of the facility marks a major step forward for basketball in Nottingham. The facility will provide aspiring young athletes with access to high-performance training, expert coaching, and meaningful opportunities for growth both on and off the court. 

As part of this exciting initiative, the Nottingham Hoods' Head Office will also relocate to Mapperley Sports Village, further embedding the club at the heart of the local community. The club’s academy programme will offer elite-level training delivered by experienced Nottingham Hoods coaches, ensuring student-athletes benefit from professional guidance, technical skill development, and long-term mentorship.

Russell Levenston, Managing Director of Nottingham Hoods, shared his excitement at the launch: 

“This is an incredible announcement that will help transform the club both on and off the court. It will strengthen us commercially and provide our players with the facilities they need to be the best they can be. Our goal is to nurture and develop local talent by offering high-level coaching and a clear pathway to excel in the sport. We are committed to inspiring the next generation of athletes and helping them grow both as players and individuals. A huge thank you to the special partners who have supported us on this journey - especially TGS Gyms, Greenwood AcademiesTrust, Mercure Hotel Nottingham Sherwood, and Loc8me.” 

The official opening was marked by Jamell Anderson, Commonwealth Games Gold Medallist with Team England, who reflected on his own basketball journey:

“I started playing here at Mapperley when I was 15 or 16 years old. To see it transformed into a hub for elite and community basketball is really special. Facilities like this can change lives. I’m proud to be part of this milestone day for Nottingham basketball and to support the opening of this amazing facility. It means a lot to see something like this happening in the city I grew up in.”

Wayne Norrie OBE, CEO of Greenwood Academies Trust, added: 

"It's been a pleasure to work alongside Nottingham Hoods to provide them with a new home and training base while also creating fantastic opportunities for students at The Wells Academy. This partnership gives our students access to an elite environment with top-level coaches, which, as Jamell said, is all about opening as many doors as possible for them. It was fantastic to watch the students in action during the launch event and to hear about their experiences so far. We're excited to see where this could lead for some of our young people in the future. Partnerships like this perfectly reflect what we want to achieve across Greenwood Academies Trust - initiatives that bring mutual benefits to our students, the wider community, and sport."

Corby Primary Academy, part of Greenwood Academies Trust, is proud to announce that it has been judged ‘Good’ in all areas following its recent Ofsted inspection. The report highlights the school’s many strengths and recognises the positive progress pupils make both academically and in their personal development.

Inspectors described the school community as welcoming and supportive, stating, “Pupils are friendly and welcoming at Corby Primary Academy. They enjoy school and their attendance is high.” The positive atmosphere and strong relationships are reflected in the feedback from parents and carers who “speak highly of the school and the caring and supportive staff,” and appreciate the “clear communication that the school has put in place” to keep them informed and involved in their child’s education.

The inspection commended the school’s ambitious and well-sequenced curriculum, noting that it “sets out precisely the important knowledge that pupils should learn” and integrates complementary trips and experiences that engage pupils and enhance their learning. The curriculum’s focus extends beyond academics to nurture the school’s core values of respect, responsibility, and resilience, ensuring pupils “are confident and keen learners” who “play kindly and cooperatively at playtimes and take care of the play equipment.”

Corby Primary Academy was praised for its inclusive approach, particularly its support for pupils with special educational needs and/or disabilities (SEND). The report confirmed that the school “includes and supports pupils well,” with clear systems in place to identify needs quickly and provide tailored support, while encouraging increasing independence.

Opportunities for pupil leadership and participation were also highlighted. Inspectors noted that the school “engenders pupils’ eagerness to contribute to school life,” with pupils proudly taking on roles such as librarians and school councillors. They “write letters of application and make presentations to explain why they would be strong candidates.” A notable initiative includes the training of play leaders to organise games and activities at lunchtime, along with pupils’ recent excitement about “vot[ing] in proper polling stations to elect their brand-new house captains.”

Reading and phonics are central to the school’s approach, with the report emphasising that “pupils enjoy daily story time, which nurtures their love of reading.” Staff carefully select books to spark interest and broaden pupils’ understanding of different authors. Pupils typically achieve well in phonics and become fluent readers, supported by enhanced staff training and a structured approach to teaching phonics.

Behaviour and personal development were commended, with the report noting that pupils “behave sensibly and respectfully, in classes and around school,” and take pride in positive recognition, such as walking up the ‘red carpet’ during celebration assemblies. The personal, social, and health education curriculum equips pupils well for life beyond school, teaching them how to stay safe, understand healthy relationships, and embrace fundamental British values including equality and mutual respect.

Kirsty Foley, Principal of Corby Primary Academy, said:

“We are thrilled with the report and proud that Ofsted has recognised the many strengths of our school community. Our dedicated staff work tirelessly to create a supportive environment where every child can thrive academically and personally. It is particularly rewarding to see our values of respect, responsibility, and resilience so clearly reflected in our pupils’ behaviour and attitude to learning. We remain committed to providing the best possible education and opportunities for all our children.”

Wayne Norrie, CEO of Greenwood Academies Trust, added:

“This report highlights the excellent work taking place at Corby Primary Academy and the positive impact the school has on its pupils and families. We are proud to support a school that fosters a culture of care, inclusion, and high expectations. Congratulations to the staff, pupils, and leadership team for their continued dedication and success.”

Skegness Infant Academy, part of Greenwood Academies Trust, is celebrating a glowing Ofsted report following its recent inspection. The report praises the academy’s positive atmosphere, high expectations for all pupils, and strong values that underpin a rich and ambitious education. 

Inspectors described the school as “a happy school” where “pupils enjoy attending and say that it is a fun place to be.” Pupils were seen to “care about one another” and “play well with each other at playtime.” One standout feature was the support pupils offer each other: “Pupil play leaders help other pupils who want to learn new games,” and “pupils behave well.” 

Executive Principal, Rona Pryme, said: 

“We’re absolutely delighted with this report. It’s wonderful to see inspectors recognise that this is a happy, nurturing place where children are thriving. The staff team works incredibly hard to create a learning environment that inspires curiosity, confidence, and a love for learning. Our values of Resilience, Independence, Creativity, High Aspiration, Exceptional, and Respect are lived every day, and we’re proud that the inspectors saw that shining through. 

“Having had the privilege of leading both Skegness Infant and Junior Academies since 2018, I’m incredibly proud of what my colleagues and pupils have achieved. As I look ahead to early retirement at the end of this academic year, I know the schools will be in safe hands with Jo French, who will take over as Executive Principal in September from another school in Greenwood Academies Trust.” 

Ofsted highlighted that “the school is ambitious for all pupils, including the most disadvantaged and those with a special educational need and/or disability (SEND).” The report added: “Pupils do well here.” 

The school’s strong focus on early reading also received praise. “The school ensures that pupils begin to learn to read as soon as they start,” and “all staff have the expertise to teach pupils phonics.” Pupils are provided with engaging texts and incentives to foster a love of reading, and the school “supports parents and carers in helping their child to read at home.” Pupils told inspectors “they enjoy reading.” 

The Early Years Foundation Stage (EYFS) was also highly commended. The report notes: “Children get off to a good start in the nursery. Staff ensure that routines are established quickly. Expectations for the children to behave well are high.” Children are inspired by “stimulating activities” such as growing vegetables and exploring how to water them, and “children’s attitudes to their learning are exceptional.” 

The academy’s broader curriculum and enrichment opportunities were also recognised: “The school provides a range of opportunities to raise pupils’ aspirations,” including “careers days [that] increase pupils’ awareness of different jobs, such as nursing, dentistry and the armed forces.” Pupils also contribute to the school environment through eco-projects, such as creating bug hotels and planting gardens. “This gives pupils a sense of pride in their school and of responsibility towards the environment.” 

Inspectors observed that “the school has a calm yet excited feel to it.” Pupils described behaviour in school as good, and confirmed that if they had any concerns, “staff will help them.” Attendance has also increased significantly due to the school’s consistent and proactive approach. 

Wayne Norrie, CEO of Greenwood Academies Trust, added: 

“This report is a testament to the energy and commitment of the entire Skegness Infant Academy team. I’m so pleased that Ofsted recognised not only the school’s strong academic focus, but also the emphasis on well-being, character-building, and real-world learning. Rona and her team should be very proud. It’s clear that this is a place where every child is supported to thrive.” 

The report also highlighted the professionalism and purpose of staff across the school. Inspectors noted: “There is a real sense of unity among the staff. They have a clear understanding of the school’s mission and work collaboratively towards that aim.” One staff member told inspectors: “We want to give pupils a sense of purpose, well-being and to go out into the world and be something.” 

Skegness Infant Academy is excited to build on this success and is committed to delivering an excellent educational experience for every pupil. 

Skegness Academy is proud to announce its achievement of the esteemed Silver Award from UNICEF UK as part of the Rights Respecting Schools Programme. This significant accreditation reflects the Academy’s ongoing dedication to placing the rights of children at the core of its values and practices, fully aligned with the principles of the United Nations Convention on the Rights of the Child (UNCRC).

To mark this accomplishment, Skegness Academy has unveiled its newly awarded Rights Respecting School Silver Award banner, now displayed prominently at the front of the school. This visible symbol underscores the Academy’s commitment to fostering an environment where the rights and voices of every child are respected and upheld.

The school's UNICEF steering group has worked diligently to embed these principles throughout all aspects of school life. From classroom learning to whole-school initiatives, the rights of children are consistently promoted and protected by both staff and students. The Silver Award formally recognises the substantial progress made in ensuring that these rights are actively understood, valued, and integrated into the school's culture.

Claudio Gissendorf, Principal of Skegness Academy, praised the achievement, stating: “I could not be prouder of the staff and students for the passion, dedication, and teamwork demonstrated in securing the Silver Award. This recognition stands as a testament to the Academy’s unwavering belief that every child deserves to feel valued, heard, and respected. It is more than an award; it represents the very ethos of the school community.”

UNICEF remains the world’s leading organisation dedicated to championing the rights and welfare of children. Through its Rights Respecting Schools Award programme, UNICEF supports schools across the UK in embedding the UNCRC into their ethos, curriculum, and daily practices. The Silver Award is granted to schools that have made meaningful strides towards becoming a fully rights-respecting institution, where children both learn about their rights and experience them in everyday life.

Skegness Academy remains committed to further advancing the principles of UNICEF, both within the school and the wider community. By promoting awareness and encouraging action, the Academy strives to make a lasting positive impact on the lives of children locally and globally.

This achievement marks a proud milestone in Skegness Academy’s journey, with continued passion and dedication driving future progress towards the highest standards of child rights education.

Medeshamstede Academy, a special school in Peterborough for pupils aged 4 to 16 with communication and interaction needs, is proud to share the findings of its latest Ofsted inspection. Part of Greenwood Academies Trust, the academy has been recognised for its significant improvements, effective leadership, and the calm, nurturing environment it offers to all pupils.

Inspectors praised the school’s “warm relationships between staff and pupils” as the “cornerstone of the school”, noting that “pupils are valued and seen as individuals” and receive “well-tailored support to help them with their social and emotional needs.” As a result, the report notes, “the school is a calm and purposeful place for pupils.”

The report highlighted the school’s well-designed personal, social, and health education (PSHE) curriculum, which enables pupils “to see themselves as individuals and celebrate the difference between themselves and others.”

Inspectors also praised the school’s focus on preparing pupils for life beyond the classroom. Older pupils are supported “to apply their growing ‘life skills’ into the real world,” with opportunities such as work experience and the Duke of Edinburgh’s Award. Additionally, “all pupils benefit greatly from the school’s forest area, which provides rich opportunities for pupils to take well-calculated risks,” helping them build confidence, independence, and a sense of responsibility in a safe environment.

This latest report marks a key milestone in the school’s improvement journey. Since the previous inspection, inspectors recognised that Medeshamstede Academy has “made significant improvements,” particularly in the areas of behaviour and preparation for life beyond school. While acknowledging that the quality of education is not yet consistently good, Ofsted commended the school’s ongoing efforts, stating that “improvements to this area of the school’s work are having a positive impact.”

Principal Matthew Bloodworth-Flatt (who joined the Academy in April this year) expressed pride in the school community:

“We are incredibly proud of the progress recognised in this report. The dedication of our staff, the support of our families, and the determination of our pupils have all been crucial in driving our school forward. The emphasis on our caring ethos and strong relationships is particularly meaningful – it’s what makes Medeshamstede such a special place and is why I am delighted to have made the move to join the team.”

Wayne Norrie, CEO of Greenwood Academies Trust, added:

“This report rightly recognises the substantial progress Medeshamstede Academy has made. The school has prioritised key areas such as behaviour and preparing pupils for life beyond the classroom, and it’s clear this work is making a real difference. The calm and purposeful atmosphere described by Ofsted reflects the dedication of staff and leaders to creating a nurturing environment where every pupil is seen, supported, and empowered to grow. We are proud to work alongside the school as it continues this positive journey.”

The report also acknowledged the critical role of governance and leadership in the school’s progress, stating that “trustees, trust leaders and school leaders work in harmony,” and that “support and challenge from the trust has played a significant role in bringing about improvement in many aspects of the school’s work.” Staff morale is strong, with Ofsted noting that “staff are proud to work at the school.”

Medeshamstede Academy remains committed to continuing its journey of improvement, ensuring all pupils receive the high-quality education they deserve.

Kingswood Primary Academy, part of Greenwood Academies Trust, is celebrating the findings of its recent Ofsted inspection, which praised the school’s culture, curriculum, and unwavering commitment to ensuring that every pupil feels valued and supported.

Inspectors noted that “pupils are happy, safe and feel welcome. They know that staff care about them and have their best interests at heart.” Ofsted also commended the school’s “positive, considerate culture,” highlighting that “it is somewhere pupils want to be.” With high attendance and a strong focus on respect and responsibility, pupils are motivated to excel both academically and personally.

The report praised Kingswood Primary Academy’s inclusive ethos and high expectations for all pupils, particularly those with additional needs. It noted that “the school has great aspirations for all of its pupils,” highlighting the school’s proactive support for disadvantaged pupils, those with special educational needs and/or disabilities (SEND), and pupils who speak English as an additional language. “The school ensures that these pupils get the support they need to succeed,” the report stated, reflecting the academy’s belief that every child can thrive when given the right opportunities.

Kingswood Primary Academy’s curriculum, carefully designed to meet the diverse needs of its pupils, was another key area of praise. Inspectors noted that “the development of pupils’ communication and language is a priority throughout the school,” with staff consistently working to “explore new words, build pupils’ vocabularies and teach them how to use technical terms.” The report also commended the school’s focus on modelling high-quality learning, stating that “teachers take every opportunity to model new learning so that pupils know exactly what to do and how to do it.” The academy’s high standards and well-structured teaching help pupils to succeed through “high-quality examples.”

The report further praised the school’s early reading and phonics provision, highlighting that “staff teach phonics effectively” and that pupils “relish spending time in the school library and love the range of exciting stories that their teachers read to them.” Early years children were also noted for making a strong start, with the environment described as “rich in language” and staff praised for their skill in developing children’s speaking and listening abilities.

Kingswood Primary Academy’s extensive extra-curricular offerings were recognised, with Ofsted noting that “the school provides a wide range of clubs and experiences to enrich pupils’ lives and broaden their horizons.” Pupils particularly enjoy trips that bring their learning to life, with “camping in Mablethorpe” cited as a firm favourite. This popular residential is part of an initiative by Greenwood Academies Trust, aimed at making high-quality enrichment opportunities more affordable and accessible to all pupils across the Trust.

Kerry Langley, Principal of Kingswood Primary Academy, said:

“This report is a testament to the dedication and commitment of our staff, our pupils and their families. I’m so proud that Ofsted recognised our efforts to meet every child’s needs. Kingswood is a place where pupils feel safe, inspired and ready to learn – and we will continue to build on this strong foundation.”

Wayne Norrie, CEO of Greenwood Academies Trust, added:

“We are thrilled with the outcome of this inspection. Kingswood Primary Academy is a fantastic example of what inclusive, high-quality education looks like. Kerry and her team work tirelessly to create a learning environment that supports every child to thrive, and we’re proud to continue supporting the school on its journey of success.”

Kingswood Primary Academy remains firmly committed to nurturing its pupils academically, socially, and emotionally. This report marks an exciting milestone in the school’s ongoing journey of improvement and excellence, as it continues to build a future where every pupil can succeed.

Pupils at Corby Primary Academy came together in a vibrant and memorable celebration to launch the school’s new house system - forming a giant version of the school’s initials and logo on the playground, complete with coloured flares representing each house.

The launch week, held at the school on Butland Road, featured a series of activities designed to embed the school’s new values Respect, Responsibility, and Resilience. The initiative, introduced by new Principal Kirsty Foley, is part of a broader effort to strengthen inclusion, teamwork, and school spirit.

Kirsty Foley explained:

“The House System is a fundamental part of this process; pupils will be provided with regular opportunities to earn points for their house and at the end of the year, the winning house will receive a prize.

We will expect all pupils and families to support in this and to drive teamwork, leadership skills and most importantly a sense of belonging within the school and the ability to support others when they don’t win themselves.”

To kick off the celebrations, pupils attended a special house launch assembly before heading to a polling station set up in the school hall, where they voted on house names - each one suggested by fellow pupils. Lunchtime activities included a penalty shootout where children could begin collecting house points.

Excitement continued to build as golden envelopes were delivered to classrooms, officially revealing the new house names. Later in the week, pupils from Reception through to Year 6 were grouped into mixed-age teams - unknowingly placed within their new houses - and participated in a fun team-building challenge.

The week culminated with the entire school gathering on the playground to form a large-scale version of the school’s initials and logo. To mark the occasion, coloured flares were released into the sky, each one symbolising a different house.

After half-term, Year 6 pupils will have the opportunity to apply for roles as house captains and vice-captains. Candidates will submit written applications and be interviewed by the school council and leadership team.

All pupils will also be invited to take part in a creative competition to design their house emblem - giving everyone a chance to contribute to this exciting new chapter for Corby Primary Academy.

The report opens with strong praise, noting: "The school is highly inclusive and welcoming to all pupils. Relationships are warm and kind. Staff have created a nurturing environment where pupils feel safe and important." Inspectors were impressed by the school’s commitment to creating a safe, supportive setting where children can succeed, both academically and personally.

The inspectors highlighted how the school instils resilience, promotes values, and fosters strong relationships. "Pupils learn how to build resilience, one of the school’s ‘5 Rs’... They know adults are there to help with any worries," the report reads - an observation that speaks to the deep sense of trust and support nurtured across the school.

Commenting on the report, Pauline Marples, Principal of Skegby Junior Academy, said:

"We are incredibly proud of this recognition from Ofsted. The report reflects the commitment of our staff, the enthusiasm of our pupils, and the support of our community. We are especially pleased that inspectors saw the strong relationships and inclusive ethos that make Skegby Junior Academy such a special place."

The report highlights how teachers at Skegby Junior Academy create engaging and challenging lessons that help pupils stay focused, stating: "Pupils behave sensibly and follow the school’s ‘SMART’ values. They stay focused because teachers make learning relevant, with the right amount of challenge."

Ofsted also commended the school’s work in developing language and reading skills, noting: "The school prioritises early reading… Consistent phonics teaching ensures that most pupils learn to become fluent and confident readers." Inspectors praised staff for supporting those who struggle with reading and for promoting a love of books among all pupils.

Wayne Norrie, CEO of Greenwood Academies Trust, said:

"This is a fantastic report and a well-deserved recognition of the amazing work happening at Skegby Junior Academy. The school has created a nurturing and inspiring space for children to grow, and we are proud to support a team so committed to inclusive, high-quality education."

The leadership and governance of the school were recognised as a key strength, with the report stating: "There is a strong commitment from leaders at all levels to provide a high-quality education. Trustees understand the school well. The trust provides effective staff development and professional challenge."

As the school continues to grow and build on this success, the entire Skegby Junior Academy community remains dedicated to providing a learning environment where every child feels safe, supported, and inspired. With strong relationships at its core and a commitment to high-quality education, the academy is proud to be a place where kindness, care, and ambition come together to help pupils flourish.

You can read more in the press articles linked below.

In their report, inspectors emphasised that “Ambition and high expectations underpin the positive and inclusive culture at Kingswood Secondary Academy.” This culture is not just a statement of intent but an observable reality throughout the school. Inspectors found that leaders and staff are dedicated to ensuring that every pupil – regardless of background or starting point – has the opportunity to succeed. As the report states, “Staff prioritise raising aspirations and reducing barriers so that all pupils can be successful.” 

A key strength identified in the report is the academy’s work with pupils who have special educational needs and/or disabilities (SEND). The inspection team concluded that “The school provides excellent support for pupils with special educational needs and/or disabilities (SEND). It quickly identifies when pupils have SEND. Detailed information is shared with staff so that they can adapt learning activities, when necessary.” This proactive approach ensures that pupils receive tailored support from the moment their needs are identified, allowing for meaningful access to learning. Notably, the report affirms that “The majority of pupils with SEND follow the same curriculum as their peers successfully”. 

Inspectors also praised the school’s wider educational offer, highlighting its focus on developing pupils as confident, responsible individuals. “The school’s curriculum is complemented by a rich personal development offer,” they noted, with strong pastoral care, leadership opportunities, and a well-delivered PSHE programme contributing to pupils’ broader development. 

The report also commended the extensive range of extra-curricular activities available to students. “The school provides a variety of extra-curricular activities to support pupils’ wider development. Clubs develop pupils’ talents in sport and the arts. Further opportunities include the Duke of Edinburgh’s Award scheme and the Emergency Services Cadets group.” These opportunities help pupils to build confidence, leadership, and a strong sense of community. Inspectors also highlighted that “The school council is elected to represent pupils. Members of the council gain leadership skills by helping to make decisions that improve school life for everyone,” and noted how “Sixth-form students act as role models in the school community. For example, they work with younger pupils as ‘reading leaders’ or ‘word warriors’.” 

Principal Matthew Gamble responded to the report, saying: 

“We are delighted that Ofsted has recognised the strength of our school community. It’s incredibly important to us that pupils not only achieve academically but also feel safe, respected, and supported every day. Our staff work tirelessly to create an environment where young people are happy to come to school, know they are cared for, and are motivated to give their best. That positive atmosphere is what makes Kingswood such a special place to learn.” 

On the academy’s extra-curricular provision, Matthew Gamble added: 
 
“Our extra-curricular programme is something we’re truly proud of. Whether it’s through performing arts, sport, or student leadership roles, we want every pupil to find something they love, grow in confidence, and feel part of a vibrant school community. These opportunities help develop essential life skills that will stay with them well beyond their time at Kingswood.” 

Wayne Norrie, Chief Executive Officer of Greenwood Academies Trust, also praised the academy: 

“This report is a testament to the unwavering dedication of Matthew and his team. Their work to ensure every child has access to high-quality teaching, strong pastoral support, and enriching extra-curricular opportunities reflects the very best of what our Trust strives to achieve across all our academies. Kingswood is a fantastic example of what is possible when ambition meets care and commitment.” 

The report follows a period of significant progress at Kingswood Secondary Academy, including strengthened curriculum planning, improved outcomes in examinations, and an increase in attendance and behaviour standards under its new leadership. 

Hazel Leys Academy in Corby is delighted to open its brand-new outdoor learning area, a vibrant, multi-functional space designed to inspire and enrich the educational experience of all its pupils. Installed by Pentagon Play, this dynamic new environment transforms a previously outdated and worn-out space into a haven of discovery, play, and learning.

The new outdoor area has been thoughtfully designed to support the school’s ethos and curriculum by integrating opportunities for physical, social, emotional, and intellectual development. From encouraging physical activity to sparking curiosity about nature, the space aligns with Hazel Leys Academy’s holistic approach to education.

Exciting new features include:

• A Bug Hotel to support environmental awareness and biodiversity education
• A Fell Climber with Platform and Climbing Net for strength and coordination development
• Get Set Go Blocks to promote active play and motor skill growth
• A Giant Playhouse for imaginative role play and social interaction
• A Rope and Pulley system that teaches basic physics through hands-on experimentation
• A Giant Chalkboard on Posts for artistic expression and collaborative creativity
• An Explorative Water Wall to support sensory exploration and early science concepts

"The outdoor space is just wow!" said one excited pupil. Another added, "I can't wait to play in my new garden!" These joyful reactions reflect the enthusiasm and appreciation shared by pupils as they explore their revitalised outdoor classroom.

Principal, Beverley Trotman, shared, “We are thrilled to provide such a wonderful outdoor area for pupils, enhancing their learning experience and supporting their overall development. This space is more than just a playground - it’s an extension of our classrooms where learning comes to life.”

The transformation would not have been possible without the dedication and generosity of the school’s wider community. The Parent Teacher Association, Friends of Hazel Leys, generously donated paint and volunteered their time to refresh all fencing and storage sheds. On a bright Saturday morning, 22 staff and community members joined forces to lend a hand, turning the day into a true celebration of community spirit. The school also extends its appreciation to the Greenwood Academies Trust Estates Team, whose support and expertise played a vital role in bringing the project to life and ensuring its long-term success.

From reinforcing curriculum topics in science and geography through the bug hotel and water wall, to fostering imagination in the playhouse and chalkboard area, the new outdoor learning area is a catalyst for creativity and connection. It also supports physical health through active equipment and nurtures emotional well-being by giving children a chance to learn and grow in the natural world.

Hazel Leys Academy invites families, partners, and the wider community to celebrate this new space with them as the school continues its commitment to creating enriching, inclusive, and inspiring learning environments for all.

Before

After

We were absolutely thrilled to welcome Nottingham Forest players to Nottingham Primary Academy yesterday as part of 'The Red Thread: One Thousand Kits, One Shared Future' initiative.

A huge thank you to Evangelos Marinakis and everyone at Nottingham Forest for this incredibly generous donation of official club kits to our pupils. It was a truly special moment to have Ryan Yates, Neco Williams, Zach Abbott, Sophie Haywood, and Millie Chandarana visit us in person to hand out the first kits.

The excitement on our pupils’ faces said it all!

The Wells Academy in Nottingham is proud to announce that it has been recognised for its exceptional work in improving student attendance, winning a prestigious Inclusive Attendance Award and being invited to share its approach with school leaders from across the region.

This recognition comes after a year of significant progress, with attendance rates improving by 4%, a remarkable achievement that places the academy among the stronger performing schools in the country for attendance.

Attendance is a national challenge, with schools across the country working to ensure students attend regularly. At The Wells Academy, attendance has been a top priority by setting high expectations and fostering a strong sense of belonging. The academy has worked closely with students and families to ensure that every child feels a valued member of the academy community.

Principal, George Coles, commented:

“This achievement is a testament to the dedication of our students, families and staff. At Wells, improving attendance has not been a standalone project, but a key element of a wider programme of academy improvement. Our work to strengthen behaviour, curriculum and teaching has created an environment where students feel safe, supported and motivated to be in school every day.”

Vice Principal, Natalie Aveyard (who leads on behaviour and attendance), added:

“Our approach to attendance is not about gimmicks or quick fixes. We don’t bribe students to come to school! Instead we focus on building a culture of belonging. Students want to come to school because they feel part of something meaningful. By working closely with families and fostering a supportive and ambitious atmosphere, we have created a culture where high attendance is the norm.”

The Wells Academy has been asked to share its successful approach with other schools in the region, demonstrating that a strong, student centred culture, rather than daily incentives, is the key to sustainable attendance improvement.

Comments from the Inclusive Attendance Award assessment included:

• “The school has an exceptional child-centred ethos, creating a positive, nurturing, and inclusive environment where every child feels valued and supported.”
• “Attendance has improved this year compared to previous benchmarks, with the overall Attendance Rate rising by 4%—a fantastic achievement!”
• “Behaviour across the school is outstanding—both in lessons and during break and lunchtimes.”
• “The Headteacher and Senior Attendance Champion have prioritised attendance improvement and begun embedding innovative strategies to drive progress – ‘Attendance is not a number; it’s something we do every day!’”
• “The school has also built strong relationships with parents and the wider community, ensuring families feel valued and involved in their children's education. Leaders have a deep understanding of the families they work with and tailor their approaches to meet the needs of all.”
• “At the heart of the school is a deeply embedded child-centred approach, ensuring that actions and support for children facing complex attendance barriers are prioritised.”

As the academy continues to go from strength to strength, the recognition of The Wells Academy’s work in attendance improvement serves as inspiration for schools across the region.

Pupils and staff at Skegness Junior Academy are celebrating after being rated ‘Good’ in its latest Ofsted inspection.

Green Oaks Primary Academy in Northampton is celebrating after a positive Ofsted inspection, which took place at the end of January this year. The report confirms that the academy has taken effective action to maintain the high standards identified at the previous inspection. The academy, part of Greenwood Academies Trust, has been praised for its commitment to delivering a high-quality education and fostering a supportive and engaging environment for pupils.

The inspection report highlights that "pupils are happy and enjoy school. They like and respect their teachers and listen to one another." It further acknowledges the school's high expectations for its pupils, stating, "Teachers engage pupils in learning successfully and develop their confidence. The school has high expectations of pupils, and pupils rise to meet these. Most pupils achieve well."

Madeline Dunckley, Principal of Green Oaks Primary Academy, expressed her pride in the outcome of the inspection, saying:

"We are delighted with the findings of this inspection, which reflect the dedication and hard work of our staff, pupils, and wider school community. The positive environment at Green Oaks ensures that every child is encouraged to reach their full potential. We are particularly proud of the recognition of our ambitious new curriculum and the enthusiasm our pupils have for their learning."

The report also commends the wide range of extracurricular opportunities available to pupils, including clubs in dance, gardening, and construction, as well as popular initiatives such as film club and mental health awareness days. Pupils also engage in leadership roles, from being school councillors to play leaders, which fosters responsibility and community spirit. The report notes, "The wide range of extracurricular activities ensures that pupils develop new skills, and their involvement in leadership roles supports their personal development."

The academy's new curriculum, which is central to the school's continued success, also receives praise in the inspection report. It states, "Pupils enjoy learning this new curriculum. They study subjects in depth and eagerly write at length in subjects outside of English." The report further acknowledges the support provided by the trust, saying, "The school, supported by the trust, is providing effective support for teachers and subject leaders to improve the implementation of the new curriculum."

The inspection also highlights the excellent behaviour of pupils. "Pupils work sensibly in class and listen. They understand and adhere to the school’s clear behaviour system. They know that teachers act quickly on the rare occasions that pupils behave inappropriately." This emphasis on positive behaviour and clear expectations is praised as a key factor in the school's nurturing environment.

Wayne Norrie, CEO of Greenwood Academies Trust, praised the academy's achievements, saying:

"This report is a testament to the commitment and passion of the Green Oaks Primary Academy team. The school is not only delivering a rich and ambitious curriculum but also offering a wide range of extracurricular activities that enhance pupils' overall development. It's clear that Green Oaks is a place where pupils thrive both academically and personally, and where they genuinely enjoy their time at school. We will continue to support the academy as it builds on these strengths, ensuring that every child has the best possible educational experience in a happy and engaging environment."

The school has also been praised for its rapid improvements in attendance, with persistent absence rates decreasing significantly. The inspection report acknowledges, "The school has made significant improvements in attendance, and this has had a positive impact on pupil outcomes."

Green Oaks Primary Academy looks forward to building on these successes and continuing to provide an enriching and inspiring education for all its pupils.

We are delighted for Haleema as she begins an exciting new chapter in her career as a Marketing Automations Apprentice at Ideagen. Her journey began with the Think Big programme at Nottingham Academy, delivered by the Nottingham Forest Community Trust in partnership with Ideagen.

In the article below, Haleema shares her reflections on the Think Big experience and how it helped shape her future.

As part of this exciting initiative, the Nottingham Hoods’ Head Office will be based at Mapperley Sports Village, further strengthening their presence in the Nottingham community. The academy will deliver elite-level basketball training led by experienced coaches from Nottingham Hoods, ensuring students receive professional guidance, skill development, and mentorship.

Russell Levenston, Managing Director of Nottingham Hoods, expressed his enthusiasm for the partnership:

“This is an incredible opportunity for young basketball players at The Wells Academy. Our goal is to nurture and develop local talent by providing them with high-level coaching and a clear pathway to excel in the sport. We are committed to inspiring the next generation of athletes and helping them grow both as players and individuals.”

George Coles, Principal of The Wells Academy, also shared his excitement:

“We are delighted to partner with Nottingham Hoods to create a basketball academy that will offer our students an outstanding sporting experience. This initiative will not only enhance their basketball skills but also help instil our core values of integrity, resilience and ambition. We look forward to seeing our students thrive in this programme.”

The partnership between Nottingham Hoods and The Wells Academy marks a significant step forward for basketball in Nottingham, giving young athletes access to premier coaching and development resources. With the academy set to launch soon, both organisations are eager to see the impact this collaboration will have on the future of basketball in the region.

Skegness Academy is proud to announce that it has been officially accredited as an ADHD Friendly School by The ADHD Foundation Neurodiversity Charity. This prestigious recognition highlights the school’s commitment to supporting neurodiverse students and fostering an inclusive learning environment.

The ADHD Foundation's trustees commended Skegness Academy for raising the profile of neurodiversity within the school and for the high quality of resources and information made available to parents. The school demonstrated its dedication by providing comprehensive evidence in the form of assembly slides, written documentation, and practical working resources aligned with the foundation’s pledges.

As part of the accreditation process, Skegness Academy committed to the following six pledges:

1. Staff Training: The academy collaborated with the ADHD Foundation to provide a training session for staff, which was successfully completed earlier this year.
2. Physical Activity Access: The school ensures that all learners with ADHD have opportunities for physical activity and exercise throughout the school day, including sensory circuits and interactions with the school dog.
3. Self-Calming Strategies: Students are taught self-regulation techniques such as breathing exercises, progressive muscle relaxation, and mindfulness.
4. Tactile Resources in Classrooms: Every classroom is equipped with tactile resources to support students with ADHD.
5. School-Wide Awareness: The academy created a school-wide display and hosted an assembly to celebrate the achievements of individuals living with ADHD.
6. Parent & Carer Support: Information and guidance have been provided to parents and carers, offering strategies and routines to support children with ADHD at home.

Lorna Coates-Metheringham, Senior Assistant Principal and SENCO at Skegness Academy, expressed her pride in the school’s achievement:

"We are delighted to receive this accreditation from The ADHD Foundation. It reflects the hard work of our staff and students in making our school a welcoming and supportive place for all. We are committed to continuing our efforts to ensure that every student with ADHD feels understood and well-supported."

Annette Montague

I consider myself lucky. I have worked in the education sector for over 30 years. 

I progressed up the leadership ladder in secondary schools and then worked for two national organisations before leading education performance in a local authority.

I am currently Chief Education Officer in a MAT, leading our work with our 30 primary and special academies.

I am also Chair of the Leicester City Primary Partnership, a collaboration of the vast majority of primary schools in Leicester City, including maintained schools and academies.

All this means that I have been privileged to have been to lots of schools across the country and worked with many education organisations.

I consider myself to have worked in the field of ‘school improvement at scale’ for over 20 years. I have been responsible for a large number of schools in several different roles. And clearly, I am not the only one.

I share all this not because you should be inherently interested in my background but to illustrate that the issue of ‘school improvement at scale’ is not new; nor is it not well understood, which you could be forgiven for thinking if you listen to some voices.

Even more irksome to me, is a view that I feel is developing in the trust sector particularly, that school improvement ‘at scale’ is more important, more sexy, more worthy of blogging about or ‘codifying’, than school improvement ‘in a school’.

I can bore you to death about how we work at scale at Greenwood Academies Trust. I think we are pretty good at it to be honest.

We have a range of carefully developed systems, processes, activities and information. This is underpinned by a large programme of professional learning and collaborative networks.

We work hard to ensure connectivity between all these strands so our implementation is efficient and precise.

We also do the boring but helpful slog in the background like interpreting the latest tome from our regulator or inspectorate. Our ‘trust-level’ activities are valued (mostly), impactful and constantly evolving.

But I am clear that this is all value-added, ‘icing on the cake’ stuff. Because the really, really important element is what happens in each academy.

This is what matters to children and to their families. What we do because we can work ‘at scale’ does not trump ensuring that we effectively support, enable and challenge each academy to be the best they can be.

This is the big-ticket item. We can have the prettiest dashboards and offer cool CPD opportunities, but if individual schools are struggling, we don’t have the balance right.

And whilst that sounds obvious, I think there is a challenge lurking here when working at scale.

You see, I don’t think the whole process of school improvement can be fully codified.

We can describe how to develop a strong curriculum and a high quality, inclusive approach to teaching and learning.

We can explain how to develop systems and processes and we can explain how other schools have done ‘it’.

We can have a raft of (‘judgey’) criteria (and pretty dashboards) that tell us how good education provision is.

We can also have lots of experience of different crises so we can calmly advise about next steps around the oft-obscure things that happen on Friday afternoons.

But the reality is that ‘next steps’ to get ‘there’ are different for every school, every day - because they have to be based on where the school is at that point and where the people are at.

The decisions about the order of how best to tackle priorities, the way to effectively implement new approaches, the right people to lead strategies are all nuanced around the individual school ecosystem.

And this isn’t codifiable.

It’s not quite ‘voodoo’; probably equal parts knowledge of the school, understanding human behaviour and school improvement experience.

Of course, add into the mix that even with the best designed improvement strategy in the world, things change, all the time.

Staff leave, new staff arrive, staff have illnesses, staff have tragedies. Pupil and family cohorts change, pupils needs’ change (sometimes hourly).

Proper, sustainable school improvement reflects this and can remain ambitious and pacey whilst being responsive and pragmatic.

I know there are those that will disagree, but I don’t think for most school improvement (certainly not when you are at the stage of evolution rather than rebirth anyway) there is an exact blueprint. It is bespoke and requires agile resourcing.

And this means that, importantly, effective school improvement at scale requires the right people as much as the right structures and processes.

If I think about the different schools that have been transformed within GAT, whilst what has been done overall has been reasonably similar, how it was done is always completely different because of the people.

I think trust leaders in particular need to remember this - let's not fall into the trap that some public services have when they focus on ‘at scale’ processes to the detriment of delivery to individuals and by individuals.

So, what’s my point? I guess I want to urge any colleagues obsessed with ‘school improvement at scale-level’ to be just as obsessed with the nuanced, specialised, complex, human world of school improvement at school-level and the people that deliver it.

On Wednesday 22nd January, Kingswood Secondary Academy in Corby hosted a highly successful careers event, welcoming over 60 employers to inspire and guide students about their future career paths. The event featured a mix of nationally recognised companies alongside thriving local businesses, offering valuable insights into qualifications, apprenticeships, and job opportunities.

Organised by Beth Hardy, Aspiration and Careers Lead at Kingswood Secondary Academy, the event provided students with the opportunity to engage directly with employers. Practical advice covered:

• The qualifications and skills required for various careers.
• Opportunities for apprenticeships and internships.
• Insights into the day-to-day responsibilities of different roles.

“We are hugely proud of our Careers Fair. This year we welcomed over 60 companies from a wide range of sectors and locations - local, national, and international. The purpose of the event is to continue raising the aspirations of our students and connect the hard work they demonstrate every day at Kingswood with the positive futures ahead. We estimate over 500 attendees across the day, including students from Kingswood and the wider Corby community in the evening. I want to extend my gratitude to everyone involved,” said Matthew Gamble, Principal at Kingswood Secondary Academy.

Students were enthusiastic about the event, with many sharing their excitement about the opportunities it provided. Julia, a Year 9 student at Kingswood, remarked: “I’ve learnt about the long and challenging route to becoming a vet, something I’ve wanted to do since I was in Year 2.” Another Year 9 student, Junior, added: “You know what you need to achieve to get a job you would like. Now I know what options I need to pick.”

The event also featured interactive activities, informational sessions, and one-on-one discussions. Employers from diverse industries were on hand to provide professional guidance, including TOS, Busy Bees, NHS, Northlands Veterinary Practice, Leicestershire County Council, North Northamptonshire Council, Rebel Art Group, Stantec, Jaguar, Balfour Beatty, Barclays, the British Army, Central Railway Systems Alliance, Moulton College, Portress & Richardson Architecture, and more.

Commenting on the importance of careers events, a representative from Barclays said: “Careers events are useful for students to understand that you do not need to come from a specific background to work in finance. It shows that anyone from all walks of life can achieve much more than what stereotypes tell them they can.”

The Careers Fair has solidified its place as a cornerstone event at Kingswood Secondary Academy, showing the school’s commitment to equipping students with the knowledge and tools to achieve their ambitions.

Skegness Academy has announced an exciting new partnership with Emanani Muslim Secondary School, located in the rural community of Mumias, Kenya, near the Kakamega Rainforest. This collaboration connects the Lincolnshire-based school with a culturally rich region of Kenya, offering students the opportunity to broaden their horizons and engage with an entirely different culture.

In an increasingly interconnected world, it is vital for young people to develop a global perspective. For Skegness Academy, situated in a predominantly white British community with limited exposure to cultural diversity, this partnership represents a crucial step in fostering cultural awareness, tolerance, and respect. By encouraging students to explore diverse cultures, the initiative aims to empower them to become confident, articulate global citizens.

“This partnership is about more than cultural exchange; it’s about shaping a generation that understands and respects the diversity of the world,” said Lorna Coates-Metheringham, UNICEF Lead at Skegness Academy.

To integrate the partnership into school life, a range of initiatives has been launched:

• Parental Engagement Evening: Informing families about the partnership and its potential benefits.
• Kenya Day Celebrations: Showcasing Kenyan food, traditions, and cultural activities.
• Pen Pal Programme: Connecting Key Stage 3 students with pen pals from Emanani Muslim Secondary School.

The highlight of the partnership to date has been the UNICEF Kenyan Cultural Days, held on 16th and 17^th December. These events gave Year 7 students the chance to engage in a variety of activities, blending learning and fun:

• Cultural Poetry: Exploring Blessing by Imtiaz Dharker, a poem focused on the importance of water.
• Culinary Exploration: Making traditional Kenyan chapattis, some with festive shapes to combine cultural traditions.
• Swahili Lessons: Introducing Kenyan greetings and cultural insights.
• Dance and Art: Learning African beats dance routines and creating tribal masks.

In addition to these activities, UNICEF ambassadors and student subject leaders took on leadership roles, developing organisational and communication skills while supporting their peers.

The partnership has been enriched by a strong relationship with Joyce Shihundu, an English teacher at Emanani Muslim Secondary School. Despite challenges such as limited Wi-Fi and energy access in the region, Joyce’s enthusiasm and dedication have ensured consistent communication via email and WhatsApp.

To further support the partnership, Skegness Academy Principal, Claudio Gissendorf, recently sent pencil cases to students in Kenya. In return, over 500 letters were received from the students, sparking excitement and marking the beginning of an enriching pen pal exchange.

As the partnership evolves, Skegness Academy remains committed to deepening cultural understanding and expanding opportunities for students in both schools. This collaboration represents an important step toward fostering empathy, mutual respect, and lifelong curiosity about the world.

In a heartwarming display of community spirit, the Sixth Form Leadership Team at the Skegness Academy has once again demonstrated their dedication to making a difference. Through a series of creative fundraising activities held between Monday 9 December and Sunday 15 December 2024, the students raised an impressive £1,585 for the Storehouse Food Bank and Restore Centre.

The event-filled week had a series of activities, including the much-anticipated Year 7 Christmas Ball. Students also held a variety of activities such as “Guess How Many Sweets in the Jar,” “What is Hugfun Bear’s Middle Name?” and the ever-popular “Teacher's Got Talent” showcase. In addition, the students took their efforts beyond the school walls with a Christmas-themed event at Tesco's Skegness, where singing, dancing, and festive cheer helped promote the food bank apply.

Miss Langdale, Head of Sixth Form, reflected on the achievement: “I am so proud of the Sixth Form Leadership Team for their hard work and dedication in raising £1,585. Their leadership and commitment have made a real difference to our community this Christmas.”

The funds raised were used to purchase essential items for the food bank, with the Sixth Form team personally delivering the goods. This hands-on experience not only supported the local community but also helped the students develop valuable skills such as leadership, teamwork, and planning.

Sixth Form President Jaydon William shared his thoughts on the week: “The fundraising week was the most fun and enjoyable week so far. It offered so many different ways for the students to take part, bringing the school together for a good cause to help the local community. I’ll admit the build-up was stressful, with all the event planning and organising, but it all pays off when you raise so much for a local charity. I am so proud of my leadership team for their support and hard work throughout the week, especially the other presidents.”

Congratulations to all the winners and participants for making the week an unforgettable success. The Skegness Academy community looks forward to even more exciting and impactful events in the future.

This incredible contribution was made possible through the school’s Christmas Jumper Day, where pupils wore their festive best in exchange for bringing in food donations. Their amazing generosity added up to 300kg of food, which will provide meals for those in need across Peterborough.

The response was so overwhelming that a van, kindly lent by 3WaysTransport, was needed to deliver the donations to the foodbank at Dodson House in Fengate, Peterborough. 

A massive thank you to everyone who took part and made a difference this Christmas!