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Impact Report 2025 Transforming Tomorrow, Today

Welcome As we reflect on the past 12 months, there is much to be proud of - all of our schools are developing, performance data has strengthened and we have celebrated praise from Ofsted. However, what truly stands out is that we have progressed as a community and we are seeing the benefits of being part of our family of schools becoming ever more tangible and real. It is the little moments that define us – the ones where a child is inspired, a moment is celebrated or a relationship cherished. Those moments represent who we are. Our Trust-wide ambition is simple yet powerful: to transform tomorrow, today. This is not done through grand gestures, it is about slowly building confidence, ideas and knowledge in our young people through our brilliant staff. By creating confident young voices through professional expertise, communities are stronger and futures are forged. This year, we have not just collectively grown in confidence, but we are also reshaping and reimagining our future. Our primary offer is evolving and our sixth form is growing – we are here to support every student for every step of their way. As you read the pages ahead, we hope you feel what we have felt: pride in what we have achieved, gratitude for the people who make it possible, and genuine excitement for the future. Because if this year has shown us anything, it is that when we live our values and work together, we truly do transform lives. Warm regards,

Helen Stevenson CEO

Guy French Chair of Trustees

Our community We are a family of schools supporting communities from across Rugby. We are proud to serve:

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Academies

Pupils and Students

Staff

2025 – A milestone moment 2025 was a very significant year for the structure of our Trust, particularly at primary level. Plans are well underway to add both a primary offer and sixth form to Houlton, and we are consulting with the community to bring Henry Hinde Infant and Junior Schools together onto one site. At every level, we are growing and strengthening our offer for the communities that we are already proud to serve – and, in doing so, continuing to enhance the strength and expertise we can offer as a Trust.

Our Vision Our core purpose continues to be working with our communities to transform tomorrow, today.

Bringing our Vision to life Our three strategic ambitions drive everything that we do. We call these ‘The TLET Way’. They are:

Nurture Potential

Inspire Community

Deliver Excellence

We flourish in the places we create together.

We champion each other to make a difference.

We strive to achieve our best.

Our Values Our values act as our guide in the way our TLET family behaves, thinks, and acts. We: • Have courage to show strength to do the right thing, at the right time, and for the right reason. • Believe in the power of kindness and the difference that friendliness, consideration, and generosity of spirit makes to others. • Show loyalty by being respectful and committed to others and to oneself.

What we are doing to:

Nurture Potential We flourish in the places we create together.

Nurture Potential We will know that we are nurturing potential when: • our People Pledge is embedded across our Trust • we are a knowledge-building organisation • our staff development and professional growth offer is acknowledged as system-leading • employee retention is high and vacancies are low • we are an employer of choice • governance is consistently highly-effectively.

Our People Pledge Our People Pledge, launched in 2024, is our commitment to prioritise our colleagues and to create the environment in which every member of our staff team excels. It’s our promise to do all we can to grow a deep sense of belonging and fulfilment in everyone who works for TLET. This year, we have taken the concepts and ideas that were laid out in the pledge and started to bring them to life for colleagues by focusing on six core areas:

Recruitment and induction

Appraisal and pay

Training

Workload

Career pathways

Wellbeing

“Children and young people flourish when our colleagues thrive. That simple mantra is at the heart of the huge efforts we undertake as a Trust to support those who work in our schools both professionally and personally.” Sarah Turnbull, Director of People

Recruitment and Induction

Training

Career Pathways

Our training programme is embedded in every aspect of school life. Our middle/senior leadership programme is, for example, having a tangible and real impact, and the HR team are continuing to support the development of line managers through both training and on the job experience to upskill them.

We have developed effective career pathways and succession planning that have helped us promote from within. In fact, our spend on external recruitment has dropped by over a third in the last academic year.

Appraisal and pay

Workload

Wellbeing

Our new People Potential Policy puts discussions about performance potential at the centre of the appraisal process, and allows for real focused discussion on stretching, developing and supporting our employees to reach their full potential.

Our Trust has a strong commitment to flexible working patterns and improving work-life balance. In fact, the number of teacher resignations dropped by nearly 50% in the 24/25 academic year.

Trust-wide wellbeing champions and mental health first aiders have been bringing our Employee Wellbeing Charter to life. The fact that our staff’s sickness absence rate is around 30% lower than national averages is testament to the growing success and impact of these initiatives.

We are strengthening our desire to be an employer of choice, with the Trust’s benefits package helping to strengthen interest in vacancies. Our induction programme, which runs three times a year, is giving new starters every opportunity to succeed during their probationary period.

community “ The school is a . Staff feel working together that their valued and know ell-being is taken workload and w into account.” Ashlawn School

Ofsted, June 2025 9

A knowledge building organisation Our approach to professional development has been shaped by evidence-based thinking which we use to facilitate better working practices, better partnerships, better outcomes, and better work-life balance. Over the course of the last year, this has ranged from trust-wide, whole staff ‘essentials’ training that makes sure everyone feels well-prepared for the day-to-day, through to individualised pathways that get others ready for the next step in their career. For those at the start of their professional journey, our Initial Teacher Training provision has remained highly successful, while our thorough on-boarding and induction programme for new staff continues to be well-regarded by those joining the Trust. This year, our universal professional training and development offer has included: • Safeguarding training • Online bite-size training • Career pathways • Subject networks • Leadership development programmes • Annual Trust programmes to address identified needs across all settings

The Trust has also facilitated access to external and national qualifications, such as NPQs, as part of ongoing professional development.

Enhancing Professional Networks The number of professional networks has continued to grow and now includes SENDCOs, Designated Safeguarding Leads, Early Career Teachers, middle leadership, and senior leadership, which meet on a half‑termly basis. In addition, this year a range of subject specific, cross‑phase networks for teachers have also been developing, as well as role‑specific networks for support staff. These important sessions, aside from delivering exciting, professional development, have also provided valuable relationship-building opportunities amongst the TLET family to support professional life and wellbeing.

Highly effective governance Our Trust structure for governance continues to be recognised as providing strong and supportive approaches that help drive forward standards and outcomes. There are three layers of governance: • As guardians of governance, Members hold strategic and legal oversight of the Trust and have a general duty to further the Trust’s charitable objective, which is ‘to advance, for the public benefit, education in the United Kingdom’. • The Trust Board, made up of Trustees, is recognised as the accountable body for the Trust. • Local Governing Boards ensure learning provision at individual Academy level is fit for purpose and sustains the Trust’s vision - ‘Transforming Tomorrow, Today’. To this end, LGBs operate as sub-committees of the Trust Board.

n ection at Ashlaw sp in d te fs O t n vels, In the most rece “ Leaders at all le at th ed ot n rs to looking to School, inspec a commitment to e ar sh , es te us ol.” tr including bition for the scho am r te ea gr en the future with ev Ashlawn School

Ofsted, June 2025

“Strong governance, from Members to local governance, is essential. At TLET we have got the right blend of expertise and experience , as well as people who live, work, and learn within our community. Collectively we work together to support our schools’ progress. When decisions are made close to the students they affect, schools become more responsive, more equitable, and more connected to the families they serve.” Guy French, Chair of Trustees

“We flourish in the places we create together” During the last year we have taken the idea of flourishing in the places we create together in a very literal sense, by formally starting three key projects that will transform the physical spaces we call home and expand the offer we are able to provide for our students and families. Houlton School’s primary offer Proposals have been approved to enable Houlton School to become an all‑through provision – meaning that children will have the option to learn there from their first day of primary school until the moment that they head off to university or employment. The prospect of an all‑through school at Houlton is an exciting one. The children and young people will still have their own distinct areas to play, learn and socialise – but they will also be able to benefit from shared resources, facilities and opportunities. Primary aged children will be able to experience science labs and have access to specialist teachers for subjects like languages, and older children will have some amazing leadership and mentoring experiences. Building work has started, with the opening of the primary provision planned for September 2026.

Bringing Henry Hinde’s community together on one site Consultation has started to bring Henry Hinde Infant and Junior Schools onto one site at the start of the 2026 academic year. Currently the two schools are 300 yards apart, and already share leaders, curriculums and approaches. Many parents already have to go to both schools at the start/end of the school day. Bringing the two schools together on one site feels like a natural conclusion to years of work - and the fact that there is a decreasing birthrate in the immediate community meant that now felt like a good time to take that next step.

Furthermore, by joining together, we can focus more of our finances, resources and investment on what happens in the classroom – and less on the buildings and infrastructure.

Getting ready for Houlton’s first sixth form students In addition to opening the new primary provision, Houlton School will welcome its first sixth form students in September 2026. As part of a collaboration with Ashlawn School, students will have access to a wide range of Post‑16 courses and a host of personal development and employability opportunities. Complementing Houlton’s world class facilities across each curriculum area, sixth formers will also benefit from purpose-built Post‑16 areas around the school.

This includes spaces to support them in their independent learning, work hubs and separate facilities for food and refreshments.

What we are doing to:

Inspire Community We champion each other to make a difference.

Inspire Community We will know that we are inspiring community when: • attendance and punctuality is exceptionally high • there are clearly defined shared personal development curriculum principles • our wide ranging and engaging co-curricular and enrichment curriculum is enjoyed equitably across the Trust • everyone feels welcomed and accepted • civic responsibility is prioritised.

Attendance and punctuality Our efforts to drive attendance have been recognised in external reviews, and our data is showing that progress is being made. 3%

Targeted work at Henry Hinde Junior has helped raise attendance for children with an EHCP to 3% above national.

Across our secondaries, persistent absenteeism is significantly lower than England and Wales averages - with Ashlawn 17% lower than the national benchmark.

17%

“There is a clear commitment to addressing any barriers to learn ing pupils may ha ve…There is a renewed focus on supporting famil ies and pupils to improve atten dance.” Ashlawn School

Ofsted, June 2025

Civic responsibility Civic responsibility initiatives support our students to understand the important role they play across their school community and beyond. Over the course of the last academic year, we have seen some exciting new activities taking place. For example, a wonderful partnership has developed between Houlton School and Butler’s Mews Care Home in Rugby, with social sciences students spending time with care home residents each term. This year, Ashlawn School students also had the chance to take part in Warwickshire’s Young High Sheriff Programme for the very first time. The programme empowers students to explore real issues affecting their local community and develop proposals and action plans for change.

Extended curriculum offer Our academies offer a range of learning opportunities beyond the curriculum – broadening students’ skills, interests and personal development. Some of this year’s highlights have included:

The Brilliant Club Scholars Programme Year 7, 8 and 9 students from Houlton School have taken part in The Brilliant Club Scholars Programme in partnership with a number of prestigious universities. The programme has given the students the opportunity to explore higher education and build key skills to help them succeed in the next stages of their education. In order to complete the programme, students took part in a series of university‑style tutorials delivered by a PhD tutor. With the support of their tutor, students then wrote a final assignment of 1,500-2,000 words, demonstrating the subject knowledge, written communication and critical thinking skills they have developed throughout the programme.

TLET Science Fair To mark British Science Week, our brand new TLET Science Fair brought together students and their families to showcase their incredible science projects. The event provided the opportunity for families to work together to present either a scientific study, experiment or creative innovation to a panel of staff and senior students. Sian Hartle, Director of Education, said: “It was wonderful to see so many exceptional entries submitted for our first TLET Science Fair. “With topics including new inventions, electronic circuits, engineering and space investigations to name a few, there was so much creativity on show.”

On completion of the programme, students had the chance to visit a university for an extra-special graduation event.

Inspiring enrichment opportunities We are committed to offering a wide, exciting mix of co-curricular and enrichment experiences for our students. During the past academic year, students of all ages have enjoyed activities such as inspiring author visits, theatrical performances and international adventures. A vibrant range of clubs and events have also been on offer deepening learning and encouraging new interests.

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V& A Innovate Schools Challenge

Duke of Edinburg

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Exploring history at Ke

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Peer m entorin g

Theatrical performances

Steady Music School

Stepping back in time to D-Day

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International adventur es

Residential trips

What we are doing to:

Deliver Excellence We strive to achieve our best.

Deliver Excellence We will know that we are delivering excellence when: • our academies enjoy sustained strong performance • our systems and structures ensure equity for all • we have a codified model of school improvement • professional expertise is highly accessible and easily shared.

Academies enjoy sustained strong performance While we believe that outcomes should never be the sole measure against which a school is judged, we continue to see progress and sustained improvement across all the areas against which our students are assessed. EYFS and Key Stage 1:: • The number of children achieving a good level of development has gone from 53% to 67% since 2023.

• Year 1 Phonics screening checks continue to be above national averages.

Key Stage 2: • The percentage of students achieving full marks in the multiplication test is six percentage points above national averages.

• Combined Key Stage 2 outcomes were up 11% points in 2025 compared to 2024, with the percentage of children reaching the higher standard doubling.

Key Stage 4: The number of children sitting the challenging English Baccalaureate rose by over 10%, and the key headline figures show that results continue on a strong trajectory. • The percentage of students getting a 4+ in Maths and English rose 5 percentage points to 75%.

• The percentage of students getting a 5+ in Maths and English rose 7 percentage points to 58%.

Key Stage 5: • Progress scores for academic qualifications continued to strengthen – with more students than ever before securing their first choice university.

• The average grade for an applied vocational qualification grew from a Merit to a Distinction.

Schools in 10 p o T in d e m a N Ashlawn School CSE Results G r fo e ir h s k ic Warw r, October 2025

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Ashlawn School applauded by Ofsted Ashlawn School was praised by Ofsted following a full inspection in June 2025 that reviewed all aspects of school life. In the last graded inspection in 2022, the school was given the lowest possible grading, but this time the inspectors found that there had been a “profound shift in culture”, “significant improvement” and a community that is “working together… with even greater ambition for the school.” During the visit, the school’s inspectorate also praised the “decisive action” taken by the Trust’s leadership after the last inspection and concluded that “all areas for improvement have been addressed effectively”. As a result, the school has now been judged as Good in all areas – with many of the comments reflecting that Ashlawn is close to even better outcomes. Paul Brockwell, Principal at Ashlawn School, said: “When I first walked through the doors in 2022, the potential in this school was tangible. With the Trust, we have systematically looked at how we can bring that promise to life in everything that we do.

Inspectors noted that behaviour expectations are “high and clearly communicated”, lessons are “calm and purposeful’, the well-designed curriculum is “ambitious” and that pupils “work hard and achieve well”. The Sixth Form received particular praise, with students “valuing the quality of their learning and wider experiences”. It was also noted that those in the sixth form are “impressively keen to contribute to the school community and are excellent role models.” “The myriad of extra-curricular and enrichment opportunities” was also praised, as was the fact that “staff feel valued” and “parents talk positively about having their voice heard”.

“There is not one element of this school that hasn’t moved forward with pace, and that is testament to the fact that we are all committed to one thing – and that is “our best, always”.

Codified Model of School Improvement At the heart of our school improvement activity is the support we provide to our academies. All schools need support to achieve their goals, and in varying amounts at any one time. Leaders of TLET academies have benefitted from the certainty and security of the support our Trust has provided in helping them to drive forward improvements. During the past year, our school improvement team have worked with school leaders to scope academy development plans, using these as the foundation for identifying support. Plans focusing on sustainable short-to-medium term improvement goals ensured that our academies looked beyond the current academic year.

This included focussing on sourcing the best support at the best time. For example, utilising our on-hand school improvement team which includes Local Leaders of Education, drawing on their expertise in leadership, curriculum, pedagogy, and safeguarding. Throughout the year, we also enjoyed strong relationships with external partners, broadening the support we provided to academies, including those with Teaching Hubs, educational and recruitment consultants, National and Local Leaders of Education and Governance, universities, and neighbouring school trusts.

Our Model

Quality assurance & classiﬁcation

Collaboration & partnership

Direction setting

Support

Professional training & development

Centralised services

Collaboration & partnership

“School improvement without a clear destination is likely to end up off course. Academy leaders are best placed to determine the school improvement priorities and goals for their academy with support and challenge from the Trust.” Sian Hartle, Director of Education

Systems and structures that ensure equity for all TLET has consistently been at the forefront of providing a strong central service that allows each school’s individuality and strengths to flourish. The Trust also ensures a consistent, compliant and high quality service for senior school leaders. In recent audit reports it has been noted that:

“The Trust is forward thinking and approaches adopted are (in our opinion) positioned where the sector is heading; towards truly centralised provision of support services, accounted for and managed via specialist teams.” Audit Report

“While we acknowledge that auditing and risk management only grab the headlines when things go wrong, we see robust approaches as being the foundation that allows innovation, equity, and opportunity to thrive for every learner.” Marc Goodey, Chief Finance Officer

Compliance and risk management Our external audits have found that:

current “Overall, we conclude Assurance processes provide High of around the governance s the Transforming Live Educational Trust .”

“Overall, we conclude that there is High Assurance that the Trust complies with all statu tory requirements of the Ac ademy Trust Handbook.”

IT infrastructure At every level we have strengthened our IT infrastructure, hardware and support. Key highlights have included: Rolling refresh of IT suites

Phase 2 CCTV deployment

Two IT suites at Ashlawn have undergone a complete rolling hardware refresh. Updated desktops and supporting infrastructure have been installed, improving performance and delivering a significantly enhanced user experience.

The second phase of the CCTV expansion at Houlton has been completed, extending coverage across additional areas of the site and strengthening security and safeguarding.

Staff laptop deployment A total of 145 new staff laptops have been deployed across Ashlawn and Henry Hinde. This rollout has ensured all staff are equipped with reliable, up-to-date devices.

Creation of eight new teaching spaces Eight new teaching spaces at Houlton have been fully equipped as part of the school’s phased development. Network access, display technology, and a new IT suite have been installed.

Reprovision of equipment Older laptops have been successfully reprovisioned, creating a bank of devices for mobile working and providing laptops to all teaching assistants.

Software upgrade Over 800 devices across all Trust schools and the Central Team have now been upgraded to ensure our systems remain secure, fully supported, and aligned with modern software standards.

Sustainability As our Trust grows, so does the need for us to act responsibly and consider the impact that our organisation has on the world that we live in. That is why it is crucial to us that we drive forward sustainable practices that reduce our carbon footprint.

In 2025 we developed Climate Action Plans for each of our schools to try and reduce our carbon footprint. These not only look at investment, but are practical, measurable, and community-driven.

Our TLET family

Infants

Juniors