VISION AND STRUCTURE AT
TEMPLE LEARNING
ACADEMY
(PLANS TO DATE)
THE STRUCTURE OF THE ACADEMY
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We set out to create a
‘through school’.
We did!
Different to virtually
many other all-through
schools in that it is on
same site. We wanted our
building, staffing
structure and curriculum
to reflect this.
ALL THROUGH – ISSUES!
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Don’t want two separate
systems – primary
practice and secondary
mashed together – we
inherit compromises.
As an all through
school – staffing
structure therefore must
be ‘all through’ so that
there is fairness and
consistency in
expectation.
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Academy freedoms
give us an opportunity
to look at systems with
fresh eyes and adopt
approaches that we may
not have before.
A chance to do what we
feel is right.
CURRICULUM STRUCTURE
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We’ve moved away from idea of KEY STAGES and
adopted a structure we call ‘Learning Phases’.
Learning Phase
Phase 1 (Reception/Year 1)
Young
learners
Phase 2 (Years 2, 3 and 4)
Developing Focused English, math,
Learners
science, cross curricular
PBL, enrichment
Phase 3 (Lower Years 5 & 6)
Enabled
Learners
Focused English, math,
science, cross curricular
PBL, enrichment
Specialist
Learners
Subject specialism
(Upper Years 7 & 8)
Phase 4 (Years 9, 10 & 11)
Focus on phonic
development, language
and communication,
explorative learning
HOPE THE BUILDING REFLECTS THIS.
In early stages of deciding what the building will
look like.
 Expressed the Learning Phase Structure should
be reflected in the building.
 Learners go on a journey through it – we want
flow and transition points/barriers to ‘blur’.
 Separate but connected provision.
 Space for PBL to take place.
 Community and enrichment accounted for.
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STAFFING STRUCTURE
Phase 1
Phase 2
Phase 3
Phase 4
Reception/Year 1
Years 2, 3, 4
Years
5&6
Years
7&8
Years 9,10, 11
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
STAFFING STRUCTURE
Phase 1
Phase 2
Phase 3
Reception/Year 1
Years 2, 3, 4
Years
5&6
Years 7&8
Years 9,10, 11
Teacher - Early Years
Teacher - Technology
Teacher - Art
Teacher - PE
Teacher - English
Teacher - Maths
Teacher - Science
Teacher - Humanities
Teacher - ICT
Teacher – MFL & RE
Teacher English
Teacher Maths
Teacher Science
Teacher PSHE
Teacher - English
Teacher - Maths
Teacher - Science
Teacher - Art
Teacher - Drama
Teacher - History
Teacher Technology
Teacher - PE
Teacher - RE
Teacher - Music
Teacher - Geog
Teacher –
MFL/EAL
Teacher – DT
Teacher –
PSHE/Ethics
Teacher - English
Teacher - English
Teacher - Maths
Teacher - Maths
Teacher - Science
Teacher - Science
Teacher – MFL
Teacher - MFL
Teacher - Music
Teacher - Geography
Teacher - History
Teacher - Art
Teacher – PE
Teacher - PE
Teacher - RE
Teacher - Technology
Teacher – PSHE/Ethics
Teacher – Business
Teacher - Business
Teacher – ICT
This creates a subject representation across each
phase.
ONE person becomes the Team Co-ordinator for
that subject across the Academy with a team of
co-workers to support work from each phase.
These Co-ordinators are UPS2 & 3 and
Phase 4
e.g. English has 1 co-ordinator based in Phase3 (upper) supported by
a team of 4 others from Phase 2 (x1), Phase 3 lower (x1) and Phase 4
(x2)
e.g. Art has 1 co-ordinator based in Phase 4 supported by a team of 2
others from Phase 1 (x1) and Phase 3 (x1)
SUBJECT COORDINATORS
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Ensure Curriculum coverage across all phases for
their subject including during PBL.
Monitor progress and attainment in their subject
area. Report this to Phase Leaders
Lead on the Appraisal of their team.
Provide CPD for their subject area.
Promote their subject (inside & outside the
academy)and encourage cross phase links in PBL.
Subject policies.
Resourcing within their subject area.
Represent within Trust and support Trust.
Probably looking at UPS + TLR 2a/b
PHASE LEADERS / CURRICULUM
DESIGNERS
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Each phase is also led by a PHASE LEADER/
CURRICULUM DESIGNER
To monitor standards across their phase and report to
Assistant Principals.
Ensure pupil interventions/catch up time is in place an
acted upon with outcomes monitored.
Compile and report on progress and attainment in their
phase to Principals, Assistant Principals and Governors.
Appraisal for all the subject Leaders within their phase.
Take a lead on development of Projects across their
phase. Ensure curriculum coverage. Monitor planning.
Liaise with staff.
Support Guild Leaders with pastoral work within
Phase.
Leadership Scale.
ASSISTANT PRINCIPALS
Assistant Principal
for Teaching &
Learning
• Manage CPD
• Induction
• Staff development
• Appraisal
• Curriculum
Assistant Principal
for Inclusion
Assistant Principal
for Standards
• Monitoring of
vulnerable groups/
individuals
• Monitoring
impacts &
effectiveness of
Interventions
• Pupil Premium
• Monitoring CLA
• Monitoring
Enrichment
• Monitor pupil
attainment and
progress.
• Liaise with API re.
interventions
Executive Principal
Assistant Principal for
Teaching & Learning
Phase 1 Leader &
Project Designer
Secondary Principal
Assistant Principal for
Inclusion
Phase 2 Leader &
Project Designer
Phase 3 Leader &
Project Designer
Subject co-ordinators and teachers
HLTAS / Learning Managers?
Learning Support Assistants
SEN(D) CO
Speech Therapist
Assistant Principal for
Standards / Data
Phase 4 Leader &
Project Designer
Heads of Guild and Assistant HoG
Primary Principal