Annual Review 2024 - 2025

Introduction from the CEO

I am pleased to share this overview of the 2024 - 2025 academic year, a year that reflects both strong performance and sustained progress across the Trust

Over the past twelve months, we have continued to build on the momentum of recent years Educational outcomes have strengthened, attendance and engagement have improved, and our schools have remained focused on delivering high-quality teaching and support for every pupil These results are not accidental They are the product of clear priorities, disciplined execution, and the commitment of our leaders, staff, and wider school communities.

This year has also demonstrated our ability to operate effectively in a complex and demanding environment. We have managed resources carefully, invested where it matters most, and maintained financial stability while continuing to raise standards. At the same time, we have made meaningful progress against our strategic objectives, ensuring that improvement is sustainable rather than short-term.

I am particularly proud of the way colleagues across the Trust have worked together. Collaboration, professional development, and a shared sense of purpose have been central to our success. As a result, we are better positioned than ever to support our pupils, develop our staff, and respond confidently to future challenges.

Thank you to our Members for your continued confidence and support. The achievements of this academic year provide a strong foundation for the next phase of our work, and I look ahead with optimism and determination

Introduction from the Chair

As Chair, I am pleased to present this governance overview of the 2024 - 2025 academic year and to provide assurance to Members regarding the effectiveness of the Trust’s governance, leadership, and control arrangements.

The Board of Trustees has continued to discharge its responsibilities in line with the expectations set out in the Academies Trust Handbook. Throughout the year, trustees have focused on setting the Trust’s strategic direction, holding the Executive to account for educational and financial performance, and ensuring that public funds are used properly, efficiently, and in the best interests of pupils.

Strong governance has been underpinned by clear delegation, well-functioning committees, and robust systems of internal control. Trustees have maintained oversight of risk management, financial sustainability, compliance, and safeguarding, supported by timely and transparent reporting. Regular review of performance information has enabled the Board to provide appropriate challenge and assurance, while remaining firmly non-executive in its role.

The Board has been consistently assured by the effectiveness of the Executive team. The Chief Executive and Executive Team have demonstrated strong operational leadership, effective financial management, and a clear understanding of their accountabilities. Trustees are confident that the Executive is managing the Trust in accordance with its agreed strategy, scheme of delegation, and statutory responsibilities. enabling leaders to manage the day-to-day operation of the Trust effectively.

The relationship between trustees and executives continues to be constructive and professional, characterised by openness, trust, and appropriate challenge. This has allowed the Board to focus on longterm sustainability and improvement, while enabling leaders to manage the day-to-day operation of the Trust effectively.

On behalf of the Board, I would like to thank the Executive team, school leaders, and staff for their commitment and professionalism throughout the year. We remain confident that the Trust is well governed, financially responsible, and well led, and that it is well positioned to continue delivering high-quality education for the communities it serves.

Who is The Boleyn Trust

The Trust was established on 21 November 2016 and is both a company limited by guarantee, registered at Companies House under Company Number 10488603 and, by virtue of its charitable objects “to advance, for the public benefit, education in the United Kingdom by establishing schools” a charity. The Trust is not a registered charity but an “exempt” charity, regulated by the Department for Education, who acts as the principal regulator.

At the time of writing the Trust currently educates approximately 4,300 learners and has approximately 600 employees.

The Trust is a beacon of educational excellence, transforming communities and shaping the futures of thousands of young minds With a warm welcome extended to our first academies in January 2017, we have since grown to encompass eight vibrant multicultural Primary Academies nestled within the dynamic London Boroughs of Newham and Tower Hamlets, supported by a central Head Office team

Success is not just a goal - it is our standard. Our academies consistently rank in the top 3% nationally for pupil progress, a testament to our unwavering commitment to excellence.

The Boleyn Trust operates a successful Teaching School Hub, responsible for supporting 238 schools across Barking & Dagenham, Havering, and Newham. While these schools are not part of the Trust, our work with them underscores our commitment to excellence across education

Further information about the Trust, its constituent academies and Teaching School Hub can be found on the Trust’s website: https://theboleyntrust org

Our Governance Model

Who is Who

Members:

Trustees:

Executive Team:

Canning CBE Chief Executive Officer

Lock Chief Finance and Operating Officer

Nelson MAT Finance Specialist

Trust Senior Leaders:

Craig

Director of Teaching School Hub

Operational Overview

Introduction from the Chief Finance and Operating Officer

Operational Overview

I am pleased to provide Members with an overview of the Trust’s operational performance during the 2024 - 2025 academic year Strong operational systems are fundamental to educational success, enabling schools to focus on teaching and learning while ensuring that resources are managed effectively, risks are controlled, and statutory responsibilities are met.

People: Recruitment and Talent Management

People remain the Trust’s most significant asset. During the year, recruitment activity remained robust and compliant, enabling the Trust to appoint high-quality staff in a challenging labour market while minimising disruption to schools Alongside this, continued investment in talent management, leadership development, and succession planning has strengthened organisational capacity and reduced reliance on short-term staffing solutions

Commercial: Estates, Projects, Health and Safety, and Procurement

The Trust has continued to manage its estate strategically to ensure that buildings remain safe, compliant, and fit for purpose Capital and revenue-funded projects have been prioritised through a risk-based approach, with a clear focus on statutory compliance, health and safety, and the long-term condition of assets, while also supporting improvements to the learning environment

Total investment in the estate during the year amounted to £1,812,591,44, covering planned maintenance, condition improvement works, and targeted capital projects This programme of investment reflects the Trust’s commitment to prudent asset management, value for money, and the effective stewardship of public funds, while ensuring that estates provision continues to support educational delivery now and in the future The following pages give a snapshot of our investment.

Health and safety remain a core operational priority, supported by clear systems, regular monitoring, and training. Issues identified through audits or inspections have been addressed promptly, with oversight maintained through executive and trustee reporting

Procurement activity has continued to operate within public sector requirements, with a focus on transparency, compliance, and value for money Central oversight has supported consistent standards and effective contract management across the Trust.

Introduction from the Chief Finance and Operating Officer

Compliance: Data Protection, Safer Recruitment, Risk, Internal Audit, Governance, and Admissions

The Trust has maintained a disciplined approach to compliance across all operational areas. Data protection arrangements continue to operate effectively, supported by clear policies, staff training, and incident management processes

Safer recruitment procedures remain robust and consistently applied, ensuring compliance with statutory requirements and reinforcing safeguarding as a fundamental operational priority

Risk management is embedded across the organisation, with the risk register reviewed regularly and mitigating actions monitored through executive leadership and trustee oversight. Internal audit and internal scrutiny arrangements provide independent assurance over key controls and processes, supporting continuous improvement

Governance and admissions arrangements continue to operate in line with statutory and regulatory requirements, supported by clear delegation, transparent processes, and effective oversight

IT and Data Management, Including IT Security

The Trust continues to invest in IT and data management to support operational efficiency, resilience, and informed decision-making. Systems are regularly reviewed to ensure they remain fit for purpose and aligned to organisational needs.

IT security remains a priority, with controls and monitoring in place to manage cyber risk and protect sensitive information This work supports both operational continuity and compliance with data protection requirements

Equality, Diversity and Inclusion and Wellbeing

The Trust remains committed to equality, diversity and inclusion, alongside staff wellbeing. Our Rise to Lead Network continues to support leadership development, professional networks, and inclusive practice, contributing positively to organisational culture and workforce sustainability

Strong operations often sit behind the scenes, but they are essential to the Trust’s ability to deliver high-quality education I am confident that the systems, people, and controls in place provide a secure and sustainable platform for continued improvement. I would like to thank colleagues across the Trust for their professionalism and Members for their ongoing support and oversight.

Financial Summary

Introduction from the Chief Finance and Operating Officer and MAT Finance Specialist

We are pleased to present an overview of the Trust’s financial performance, financial position, and stewardship for the 2024 - 2025 academic year.

Throughout the year, the Trust has managed its finances in accordance with the Academies Trust Handbook, ensuring that public funds are used properly, efficiently, and in furtherance of the Trust’s charitable objectives Financial decision-making has been underpinned by strong internal control, effective risk management, and a clear focus on value for money and long-term sustainability.

For the year ended 31 August 2025, the Trust reported total revenue and Endowments of £38,550m. Total expenditure for the year was £39,037m resulting in a net revenue deficit of £487K deficit At the end of the financial year, cumulative reserves stood at £7,771m

Total unrestricted funds at year end were £5,580m, with total funds of £61,373m The level of reserves has been assessed against the Trust’s approved reserves policy and reflects the need to maintain financial resilience, manage foreseeable risks, and support strategic investment while avoiding the unnecessary accumulation of public funds. Further commentary can be found overleaf.

Risk management has remained a central component of financial oversight Financial risks, including funding volatility, cost pressures, and liquidity, have been regularly reviewed through budget setting, in-year monitoring, and medium-term

financial planning. Mitigating actions have been identified and implemented where appropriate, and the Board of Trustees has maintained oversight of financial risk through regular reporting and review

In preparing the financial statements, the Trust has considered its financial forecasts, cash flow position, and available reserves Trustees have concluded that the Trust remains a going concern, with adequate resources to continue operating for the foreseeable future This assessment is supported by prudent budgeting, active monitoring of financial performance, and a clear understanding of the Trust’s cost base and funding profile.

Strong financial governance has been maintained throughout the year The Trust has operated within its approved budgets and scheme of delegation, with appropriate separation between strategic oversight by trustees and operational financial management by the Executive team Internal scrutiny and assurance arrangements have provided additional confidence over the effectiveness of financial controls and compliance

The financial position reported for the year reflects careful stewardship of public funds and provides a sound platform for the Trust’s continued educational and financial sustainability.

2025

Falling rolls continued to impact 2024/25 The DfE’s funding uplift for teachers’ pay did not fully offset increased staffing costs. Trustees therefore implemented a DfE approved Voluntary Severance Scheme to mitigate the pressure.

Financial Summary for Year Ended 31 August 2025

The overall financial position of the Trust remains strong. The Trust continues to deliver unqualified audited accounts demonstrating strong Financial Management.

The Trustees have undertaken decisive strategic action through the implementation of a Voluntary Severance Scheme, supporting organisational realignment and strengthening the Trust’s long term financial sustainability

The in year deficit incorporates planned Voluntary Severance expenditure, executed as part of a targeted organisational realignment designed to strengthen the Trust’s long‑term financial resilience and operational efficiency

Auditors restated opening balance by £209k- relates to Capital Expenditure

This represents funds available to the Trust to spend on School Improvement in line with our reserves policy.

This includes fixed assets and pension funds and remains stable.

Academic Outcomes

Introduction from the Deputy Chief Executive Officer and Director of Primary

The 2024 - 2025 academic year has been a strong year for primary outcomes across the Trust, with performance across statutory measures placing the Trust securely within the higher-performing multi-academy trusts nationally. Attainment across key stages compares favourably to national averages.

In the Early Years Foundation Stage, the proportion of pupils achieving a Good Level of Development is above national levels and reflects consistently strong early years provision across the Trust These outcomes demonstrate secure foundations in communication and language, literacy, and mathematics, and support a strong transition into Key Stage 1

Year 1 Phonics outcomes remain a notable strength. The proportion of pupils meeting the expected standard is above national benchmarks, with outcomes sustained at both first attempt and re-check. This reflects the effectiveness of systematic synthetic phonics delivery and early intervention for pupils who require additional support

At Key Stage 1, Year 2 outcomes in reading, writing, and mathematics are strong and compare favourably with national averages Attainment data indicates that pupils leave Key Stage 1 well prepared for the increased curriculum demands of Key Stage 2.

Performance in the Year 4 Multiplication Tables Check is also strong, with the proportion of pupils achieving full marks and high scores above national comparators.

These outcomes provide assurance that pupils are developing the automaticity and fluency required for success in upper Key Stage 2 mathematics

At Key Stage 2, attainment in reading, writing, and mathematics, including the combined measure, remains a key indicator of Trust performance. Outcomes for the year place the Trust above national averages and at [insert national percentile / MAT benchmarking position] when compared with other multi-academy trusts. This reflects strong curriculum alignment, effective teaching, and high expectations across schools

Disadvantaged pupils, including those eligible for free school meals, achieve well across all phases When benchmarked nationally, outcomes for these pupils compare positively with FSM pupils nationally and demonstrate narrowing attainment gaps over time. Pupils within the lowest prior attainment and lowest 20 percent groups have also made strong progress, reflecting the impact of targeted intervention, adaptive teaching, and careful monitoring.

Looking ahead to the 2025 - 2026 academic year, the Trust will focus on maintaining strong attainment while further strengthening consistency and depth of learning Priorities include improving outcomes in writing, further embedding curriculum sequencing, and continuing to refine support for disadvantaged pupils and those in the lowest attaining groups These priorities are informed directly by performance data, benchmarking, and evaluation of impact.

The following pages provide a snapshot of our academic performance and outcomes across the Trust.

Reception

Year 1

Phonics

Year 2

Year 4 times Table Check

Key Stage 2

Key Headlines

Silver Race Charter award received from FigTree for the school’s work on diversity, equality and inclusion.

Good Level of Development (GLD) at 85% which is significantly above national expectations

Phonics attainment at 87% which is above national expectations

Year 4 MTC tests: 75% of our pupils got 25 out of 25. The national is at 37%.

Y6 combined for reading, writing and maths was at 80% which is significantly higher than national expectations.

Tower Hamlets Healthy Schools status award. International trips to Lille and Belgium took place.

To support pupil’s wellbeing and mental health we had a school counsellor for 6 months Specialist dyslexia support provided for 6 months

Our children performed at the 02 as a part of the Young Voices Choir.

Awards and Achievements

Silver Race Charter award received from FigTree for the school’s work on diversity, equality and inclusion

Tower Hamlets Healthy Schools status award Year 4 Tower Hamlets Poetry Slam winners in 4 categories

ParaSports for Tower Hamlets held at the school with our pupils winning in different activities. >

Community engagement

School shows and concerts during Christmas, Easter and at the end of the year

Summer Fair

Coffee mornings (e.g. SEND, online safety, reading, Wellbeing, maths and phonics)

Stay and read, count and play sessions with parents in the EYFS

Tower Hamlets Family Support Groups with parents/carers

Tuesday wellbeing group with parents/carers and the school’s family support worker

Toddler groups every Friday

Support families with housing, finances, safeguarding and cost of living advice

Easter school support given to Y6 pupils to prepare them for SATs

Quotes from stakeholders

We love our school, everyone is friendly, and we learn so much (Year 3 child) I love learning about everything because teachers make the lessons fun and hard (Year 4 child)

Coming to school makes me happy I get to play with my friends and see my teachers who take care of me (Year 2 child)

My favourite part of school is after school sports clubs, PE, art and maths We are always busy in school and our teachers work hard to help us (Year 5 child) My child loves coming to school. I travel everyday from Barking with them because he learns lots and everyone in the school helps each other. It is a big community (Year 6 Parent)

The staff are welcoming, and my child is making great progress. I can see improvements in the school and the teachers are always happy to help and do lots of parent workshops and share information on Class Dojo (Reception Parent)

I love this school My son is happy and safe here He has been in this school since Nursery and is given extra lessons to help him get better with his learning They also took him to France and he really enjoyed that trip. (Year 6 Parent)

This school has helped me become calmer and let me make changes to help my fellow students. The children enjoy coming to school and the bagels in the morning help us start the day with some breakfast (Head Boy from Year 6)

Quotes from Sir Robin Bosher

‘The leadership of early years is strength of the school and the quality of education in early years is improving. There is a strong emphasis on language development and teaching new vocabulary. Books to stimulate learning are well chosen.’

‘The English books in Year 6 look strong with the use of an ambitious curriculum The teacher’s high expectations and pupils’ desire to improve are the steps to success Year 2 pupils write well with fluency and accuracy The standard of their writing is above the national expectation Pupils in Year 2 love to write, teachers have high expectations and pupils rise to the challenge.’

From a report in June 2025

‘Overall, Clara Grant has made significant progress over the last year and the Senior Leaders should be proud of their impact.’

Quotes from Mary Jones

Expectations are much higher than my previous visit. The book look showed expectations at age related or higher. It also showed very good examples of effective marking.

The presentation generally in books has improved across the school. There is an importance placed on legible handwriting –joined when it needs to be.

The EYFS is working very well – the progress seen in the English and maths books in Nursery is amazing – especially evidence of an improvement in fine motor skills and letter and number formation.

Key Headlines

High-quality teaching remains consistent across the school, with clear routines and expectations embedded

Pupil voice indicates that children feel safe, valued and supported

Safeguarding procedures remain robust, with staff vigilant and confident in reporting concerns

Strong partnerships with parents and the local community enhance pupils’ wider experiences.

Strong progress across all year groups, with pupils demonstrating increasing depth of knowledge in core and foundation subjects.

Pupils demonstrate positive learning behaviours, showing focus, resilience and respect across the school day.

Whole-school attendance continues to improve, supported by proactive monitoring and early stage intervention with families

A rich programme of clubs, educational visits and events supports curriculum breadth

Awards and Achievements

The highest scores for reading and maths were registered by Cleves Primary School - 113 and 112 respectively.

Cleves was placed second in Newham’s overall rankings, with 93% of pupils meeting expected standards and 28% achieving at a higher standard.

Consistently Outstanding. Cleves has maintained results well above national averages in Reading, Writing and Maths.

Cleves Primary School achieved the Race and Conscious Equality (RACE) Charter Silver Accreditation in September 2024, making it the first school in The Boleyn Trust to reach Silver status. The award period runs from September 2024 to August 2027.

Cleves Primary School was proud to be featured as a case study in the Interact Study for its outstanding work on inclusion. This recognition highlights our commitment to creating an environment where every child feels valued, supported, and empowered to succeed.

Pupils’ artworks were selected for publication in Super Me. This national recognition reflects the exceptional creativity and artistic talent nurtured within our school community.

Pupils had their creative writing pieces published in Wonder Verse, a national anthology. This achievement demonstrates the high standard of literacy and creativity promoted within the school.

Cleves achieved a prestigious Certificate of Excellence certificate in the Health & Safety and Food Audit conducted by Navitas. This means the school scored between 95–100% overall and achieved a perfect 100% in allergen compliance.

Community Engagement

Cleves Primary School Council partnered with Newham Council to redesign Priory Park playground, ensuring it is more inclusive and accessible for all pupils. The project focused on creating spaces that encourage active play, social interaction and sensory experiences, reflecting the voices of our school community.

Our Commonwealth Choir proudly performed for the local community, bringing together voices from across the school to celebrate diversity and unity. The event showcased our pupils’ talent and commitment to cultural inclusion, creating a memorable experience for families and residents.

Cleves delivered a series of Mental Health and Wellbeing workshops to our school community, led by the Senior Mental Health Lead and Wellbeing Champion. These sessions focused on promoting emotional resilience, supporting positive mental health strategies and ensuring staff, pupils, and families have access to practical tools and guidance.

Cleves hosted pupils from China and participated in three cultural exchange programmes with a partner school in the Yangan District. These experiences provided pupils with authentic opportunities to engage with different traditions, languages and perspectives. By promoting global awareness and appreciation of diversity, the exchanges significantly enhanced pupils’ cultural capital.

Quotes from Stakeholders

Truly I have often looked back with much gratitude as to the way in which my journey with you nurtured me into the young man I am today! I can humbly say I'm currently in the first set of all the major subjects; and I definitely have YOU and my parents to thank - Former Pupil

You will always be much more than just a place that I accessed an education You are a family that apply yourselves in such passionate ways to care and support the students you have been entrusted with, and for that, I will forever be grateful to have been part of the Cleves family - Former Pupil

Pupil development is the key to success and the school does that really wellHead Boy

The support and opportunities provided by the school have shaped me into the confident leader I am today - Head Girl

The headteacher has clearly communicated the school’s vision and expectations for pupil progress, ensuring all staff understand the shared goals - Staff Survey

Feedback

Cleves will always have a special place in my heart for many reasons The management team is by far the best their support for staff and children’s wellbeing is always outstanding Everyone involved goes above and beyond to make sure each individual is cared for The children’s engagement in their learning shows great curiosity and a strong willingness to learn - Staff Survey

Feedback

Weekly check-ins have been really helpful - Early Careers Teacher

Cleves has positively impacted my children's education and wellbeing - Parent

Key Headlines

Well above national in all areas

88% of pupils achieved GLD in Reception

88% of pupils achieved the expected standard for Phonics in Year One

85% of pupils achieved the expected standard in Reading at KS2 SATs

90% of pupils achieved the expected standard in Maths at KS2 SATs

83% of pupils achieved the expected standard in Writing at KS2 SATs

Awards and Achievements

Runners up in the Chinese Bridge Award

A very successful visit to Italy with the Turing Scheme

We were visited by Stephen Timms our local MP who came to see his portrait in pride of place

The ‘Monega Talks’ event was very well received and showcased pupil’s oracy presentation skills

3 Successful camps provide a transformational opportunity to pupils

The schools adaption framework was featured in research for the DFE by Warwick university

Senior leaders were asked by the ASCL to talk on their podcast about inclusive teaching and adaption.

We were accredited with a silver award from Fig tree foundation to acknowledge our work around race consciousness and equality.

The Choir sang at a range of venues with the common wealth choir

A range of engaging enrichment opportunities for all pupils were planned across the year

A range of staff wellbeing events were also well received

Volunteers from Microsoft painted a mural in the corridor and helped during Sports Day, they really made a difference

Community Engagement

We provided a wide range of community engagement events which are listed below:

Eid Assembly

Samosa Making Competition

Harvest Assembly

Places of worship visits

Diwali food sharing event

Early Years picnic

Early Tears Graduation

Science Fair

Parents Workshops

Imam Assembly

Winter and Summer Concerts

Winter and Summer Fetes

Parents Evening

Children in Need

Red Nose Day

World Mental Health Day

Year 1 Open Mornings

Reception Open Days

Quotes from Pupil voice questionnaire

All pupils sign up to the schools kindness charter or Respect charter in relative key stages. All pupils sign up to the No bystanders agreement.

I love Monega we have the best teachers. I love being in the girl’s football team.

I was so scared about camp but I actually loved it, now I feel like I could do it again. All the teachers at Monega are friendly and kind, they all help me with my learning

I came from India in march and the school has helped me to learn to read

I love assembly and singing with Miss James

I got a headteachers award for improving my neatness.

I loved working with Belong Kick, they made me believe I can do things.

Quotes from Staff:

As a teacher, I truly feel our school is a place built on mutual support and genuine understanding Every day, I see students and staff uplifting one another, creating an environment where everyone feels valued and encouraged to grow. It’s inspiring to work in a community that not only prioritises learning, but also kindness, respect, and collaboration.

(Teacher)

Quotes from stakeholders

The school is certainly responding to the findings in the Strong Foundations document, trying to ensure children can form their letters correctly and have the phonics knowledge to spell the words they want to use.

Senior leaders use relevant research to ensure that they are using appropriate pedagogy.

Leaders have established additional group support in the morning focused on the use of letter sounds. This is part of the ‘keep up ’ programme of activities. This approach is impacting well and it ensures that the lowest 20% have additional support every day

The intent of the music curriculum is strong and aims to develop a lifelong love of music and exposes pupils to many genres

Pupils could remember the school Equalities Charter They had strong knowledge around racism and sexism and knew about equality of opportunity in respect of disability

Reception classes are using songs and rhymes to help children develop their long term memory. The quality of phonics teaching is strong and children are writing as part of the phonics scheme; the curriculum writing sequence is central to the teaching of sounds of letters.

Quotes from Parents/Carers:

I like how Monega Primary School feels friendly and inclusive from the moment you walk in The atmosphere is always positive, and the teachers are dedicated and genuinely care about the children My son has had so many wonderful experiences there, from exciting trips to museums, the Harry Potter Studios, and even a visit to Italy, to fun camp nights and movie nights that bring the pupils together He’s also had the chance to be part of the football team and serve as a school ambassador, which has really helped him grow in confidence and responsibility Monega Primary isn’t just a school that focuses on academics; it’s a place that encourages children to explore, build friendships, and take pride in everything they do

I like Monega school because it's different in many ways than other schools The parents are fully involved in their children's learnings and work together as a team Teaching methods are very different and interesting so the children enjoy their learnings and thrive on that Staffs are very supportive and greet parents everyday

All the staff are very professional and extremely supportive

I like everything: the organization the warmth with which we are welcomed and the teachers' interest in our children

Quick response for any concern As a parent I feel like I am a part of school family

Monega all staff and teachers are so kind

The staff are very supportive with my child progress They are very approachable when any doubts The school is a safe space

Outstanding in all areas, engaging kids and families with extra curriculum activities, providing all the support they need at school

Truly inclusive environment and strong support for SEND pupils Saftey & safeguarding

Key Headlines

Well above national in all areas

81% of pupils achieved GLD in Reception

84% of pupils achieved the expected standard for Phonics in Year One

84% of pupils achieved the expected or above standard in RWM combined at End of KS1

75% of pupils achieved 25/25 in the MTC in Y4

84% of pupils achieved the expected standard or above in RWM combined at End of KS2

Awards and Achievements

International School Award

Published Y5 & Y6 Authors

A range of engaging enrichment opportunities

A range of staff wellbeing events

A range of fundraising events

Choir sang at Spence House with the Commonwealth Choir Volunteers from Microsoft

Gold Mark Sports Award

Community Engagement

Big Breakfast

Family Centre drop ins, coffee mornings and work shops

PTA events

Harvest Assembly

Places of worship visits

Early Years Carnival

Parents Workshops

Winter, Spring and Summer Concerts

Winter and Summer Fetes

PTA discos

Parents Evening

Children in Need

Red Nose Day

Hello Yellow Day – Zones of Regulation Day

World Mental Health Day

Reception Open Day

Quotes from Pupils

I love the friendships I have made at this school and all the incredible special events that the school put on like World Book Day!

(Head Girl)

I love how my teachers make all the lessons so fun and engaging! (Head Boy)

Our school is amazing because of the diversity and how friendly all the staff and pupils are.

I love how funny my teacher is and when I'm sad he always manages to cheer me up!

From 3B

We get to express ourselves and make new friends - Nevaeh

I like to learn new knowledge and the teachers are very kind - Leanne

At New City the teachers are very kindJordan

We get to learn festive songs- Alayna

You get to express yourselves - Kamari

We get to learn lots of different things - Grace

All of the different fun events we get to do, such as Christmas Jumper Day - Rumaisa

How we get to make stuff in DT- Tasiful

We get a good education and learn new things- Lyssandra

We get to do fun things- Ghavish

We learn English and get to play- Antony

Just everything - Charlie

We go to new places and learn new thingsOstap

We get to learn Mandarin- Wajidah

I like Maths- Joshua

From Year 1

I love going to the library because I can choose lots of books and read with my friends.

School is fun because we go on trips and see new places!

I like fun days because we dress up and do exciting activities

I feel happy when I’m Star of the Week because everyone claps for me.

I like learning about the world.

Quotes from Staff

> > > > >

I feel proud to be part of Team New City where I am supported on both professional and personal levels

New City is a great place to work – I feel lucky that I have started my teaching career at such a great school

I have been at New City for many years and can’t imagine ever working at another school that is so supportive of all its staff and pupils.

I always feel that I am valued as a member of staff – which I think is important and makes me feel good.

There have been lots of changes at New City over the last few years which made me nervous but they have all been for the best – New City has remained a great place to work and is the heart of the community

Quotes from any external consultants

As an external Speech and Language Therapist working across New Primary City School, I have been consistently impressed by the warm and welcoming atmosphere from the moment I arrive. The staff across both pathway groups and mainstream classrooms demonstrate a genuine commitment to inclusive practice. Visual supports are embedded meaningfully throughout the school, and staff are highly receptive to strategies shared during handover. They take on board recommendations with enthusiasm and a clear desire to help children make meaningful progress.

The Inclusion Lead plays a key role in driving inclusive practice across the school. They are proactive in seeking multidisciplinary guidance, readily take on board suggested strategies, and ensure these are embedded within classrooms. This openness creates a collaborative environment where children’s communication needs are understood and supported with fidelity.

Everyone is incredibly helpful and proactive when I need information about a pupil, and this collaborative spirit creates a positive start to the day and a nurturing environment for the children’s communication development

As a senior leadership team, we had become aware of New City and in particular its Early Years foundation Stage We were privileged enough to visit this exceptional EYFS provision to share practise and to learn The children here get an ‘exceptional deal,’ and staff share a true belief and ethos that these children can be whoever they want to be I have been working with New City and delivering bespoke sports coaching after school for four years This is a wonderful school with some very gifted and talented sports children who have gone on to represent the borough in a variety of sports including cheerleading, football and athletics

We were delighted to begin a working relationship with New City Primary and tap into a wealth of musical talent within the school. In November we delivered a Rock Band assembly to the children and since then have taken on twenty one children who on a weekly basis receive music tuition.

Quotes from Parents/Carer

I am so glad that I chose New City Primary School for my children -it’s the best

My children love studying at New City, they love the teachers and all of the clubs that they can go to.

I went to New City as a child and didn’t think my own children would have the same experience that I did – but I was wrong –they LOVE going to school and all the staff – it still is the best primary school!

Thank you for letting my children come to your school – they are very happy – thank you

My child has developed so much since joining New City Primary – he joined in year 3 from another school and his progress has been astounding to us. Congratulations to all the staff.

We love New City Primary school and we really enjoy things like especially international food day - we bring all our family for a lovely time.

Key Headlines

81% of pupils achieved GLD in Reception

83% of pupils achieved the expected standard for Phonics in Year One

80% of pupils achieved the expected or above standard in RWM combined at End of KS1

83% of pupils achieved 25/25 in the MTC in Y4

90% of pupils achieved the expected standard or above in RWM combined at End of KS2

We were judged as Outstanding in our Ofsted inspection of January 2025

We organised a large, diverse variety of extra-curricular enrichment and academic clubs for pupils

We arranged and taught many boosters and catch-up clubs for smaller groups of children with our teachers and support staff

Our Year 6 pupils attended a full week residential visit to Skreens Park in the countryside close to Chelmsford

We arranged visits for Fairplay House to the school allowing pupils and staff to undertake and enjoy team building activities

We invited specialist workshops into school to work with pupils including an Egyptian day, a Viking day, Great Fire of London, The Blitz, Diwali workshops and a host of performances from educational theatre groups to pantomimes

Our Year 6 pupils performed a very accomplished end of year sell-out show for parents

Awards and Achievements

We were awarded Bronze Accreditation by Figtree International for our work with RACE

Charter Mark

We retained our EYFS Quality Mark accreditation

Our GLD, Phonics Screening Check, KS1 and KS2 SATs were all above national expected levels

We continue to work with the local authority attendance service to support families in attendance

We delivered intensive training throughout the year to support staff working with our provision pupils and others with significant additional needs

We participated in the Gamelan Project

Community Engagement

We continued to welcome parents and families into school to attend reading sessions with their children.

We ran phonics workshops for parents

Our Friends of Ravenscroft group organised and ran several discos as well as Christmas and Easter events

We held coffee mornings for parents of our children with significant needs, and for parents in all year groups – including for to boost attendance

We took part in charity fund raising for several causes, including Children in Need, Jeans for Genes, Bag 2 School and Red Nose Day

Quotes from parents

“I have seen an amazing change in my daughter. For a long time, school was very difficult for her. She was diagnosed with autism last year and with selective mutism, which made it challenging for her to attend and engage fully. From nursery through to the early years of school, mornings were often a struggle. However, thanks to the wonderful support she is now receiving, she is beginning to thrive

The difference in her, from nursery to now, is truly remarkable, and I cannot thank Ravenscroft enough for the care, dedication, and understanding shown to her It means so much as a parent to see her happy, confident, and enjoying school”.

Quotes from pupil

“My teachers really help me with my work – and I am never afraid to ask They really care that I do as well as I can and fulfil my potential!” Year 6 child

“I really love coming to school. We do lots of fun and exciting things. I like getting Star of the Week when I do really good work!” Year 2 child

Quotes from staff

“I am proud to work at Ravenscroft Primary School – providing outstanding learning opportunities and care for our pupils The school works hard with families and their children to fulfil their potential. Our Wellbeing Team provides lots of opportunities for pupils and families to engage with the school – as well as organising events to positively impact on staff wellbeing.”

Key Headlines

80% of pupils achieved GLD in Reception

82% of pupils achieved the expected standard for Phonics in Year One

81% of pupils achieved the expected or above standard in RWM combined at End of KS1

79% of pupils achieved 25/25 in the MTC in Y4

91% of pupils achieved the expected standard or above in RWM combined at End of KS2, continuing to be placed in the top 1% of schools in the country for our success at the end of KS2

We arranged and taught many boosters and catch-up clubs for smaller groups of children with our teachers and support staff

Our Year 6 pupils attend a full week residential visit to PGL in Devon

Our Year 5 pupils attend a residential at Debden House in Loughton

Our Year 4 pupils attend a residential at Fairplay House

In addition to museum and theatre visits, workshops and supporting various charities, we arranged plenty of wider curriculum activities to enhance our children's cultural capital e g taking part in the Commonwealth Choir, running the Westminster Vitality Mile, performing RockSteady concerts, winning the Newham Chess Tournament and learning and performing a whole Shakespeare play, Macbeth, in just two days.

Awards and Achievements

Rosetta Primary School is committed to promoting equality, diversity, and inclusion, ensuring that our practices reflect the diverse community we serve As part of this commitment, the school is working towards accreditation of the Race and Conscious Equality Chartermark awarded by Figtree International

In January 2025, the school achieved Bronze Accreditation, recognising the positive steps taken to embed race consciousness and equality within the school’s ethos, policies, and practice

Awards and Achievements

High-Quality Assemblies

Rosetta Primary School delivers weekly collective worship assemblies that provide pupils with opportunities to explore important issues and current events. As part of this provision, pupils are introduced to a Language of the Week, enabling them to hear and experience languages from around the world

High-Quality Assemblies

Weekly chess lessons provided by an external company for all year 4 and 5 children. 1 place in the Boleyn Trust Chess Tournament.

st

Weekly Ukelele lessons for all of year 3 children.

Gamalan week for the children in Year 3 which ends with a big performance showcased to parents

Awards and Achievements

Sound Hives

Local artists came into the school to work with all the children on an interactive project

In addition to the above children at Rosetta have taken part in the following activities to cultural capital:

A number of pupils from across the school went to the Hockey Centre in the Olympic P both our national men and women take on Australia and the Netherlands.

Our Year R pupils have been to Shoeburyness beach

Year 4 pupils have taken part in Gamelan workshops

Our Young Leaders have attended a Young Leaders Parliament event

Our Cheerleading Team has attended local competitions

Year 5 & 6 have been following the Into University programme

Year 6 pupils have received swimming lessons at Newham Leisure Centre

All pupils regularly visit Custom House Library

Some reception children have been to read to residents at a local care home

Our girls football team competed in a national tournament at the Molineux stadium in Wolv

Year 6 put on a performance of ‘Singing in the Rain’

Whole school activities relating to fundraising activities

School choir involved in Sing Loud, Sing Newham

Whole school Remembrance Day activities.

Several children are attending Rock Steady lessons

Year 6 children have taken part in a chess competition

Further year 5 and 6 children have been trained as peer mediators

Several children in Key Stage 2 are involved in a Borough wide art project

Year 5 orienteering workshops

Awards and Achievements

Whole school activities relating to the Lunar New Year

Year 6 have taken part in an initiative called ‘Into University’ raising aspirations of going to university.

Whole school activities relating to Children in Need.

Whole school Christmas activities and performances.

Whole school Remembrance Day activities.

Whole school activities to mark Mental Health Awareness Day.

Year 3 have visited the Science Museum.

Year 1 children have been to Stratford Theatre.

Year 4 children have visited some places of worship

Year 5 children have had a carbon monoxide workshops

Year 6 have had Shakespeare workshops

Several children are attending Rock Steady lessons

Year 6 children went on visit where they could be a ‘Blitz Detective’

Year 5 and 6 children have been trained as peer mediators.

Year 5 Rainbow Laces workshop.

Year 2 visit to Canary Wharf.

Year 1 History Man.

Year 2 Fire Safety workshop.

Year 2 children have been to the Children's Museum.

All children had workshops relating to Black History month such as Storie, Storie.

Some Year 5 and 6 pupils have a attended a residential at Fair Play House

All pupils took part in a fun run for Children in Need

Awards and Achievements

Boleyn Trust Chess Tournament Winners

The Rosetta Primary chess team had an incredible time taking part in the Boleyn Trust chess tournament, showcasing their skills and sportsmanship throughout the day.

We finished in 1st place! A massive well done to our team for making our school proud.

A massive thank you to New City for hosting such a well-organized and exciting event! Chess is an amazing game because it not only develops strategic thinking and problem-solving skills but also fosters patience, focus, and resilience At Rosetta, we have been fortunate to partner with the ‘Chess in Schools and Communities’ organisation, who have been delivering weekly chess lessons to our Years 4 and 5 students. Their dedication to bringing chess into schools is inspiring, as they strive to improve children’s academic and social skills through the game. Chess in Schools and Communities works to make chess accessible to all, supporting the growth of young minds in a fun and engaging way

Awards and Achievements

Cheerleading Achievement

Rosetta Pupils Shine on the World Stage!

We are absolutely thrilled to share the incredible news that three of our students Rosetta Primary School recently represented the Ascension Eagles Cheerleading Team international cheerleading competition held in Orlando, Florida—and returned as champ

Sofia and Marta from 6S, and Chloe from 5D, travelled across the Atlantic as part of T 'Destiny', competing in the Level 1 Under 12s division With outstanding performa dedication, and spirit, their team secured an impressive 1st place victory in their catego

This once-in-a-lifetime opportunity saw our students not only showcasing their at talent, but also enjoying the sunshine and excitement of Florida throughout the week. exhilarating routines to exploring a new culture, it was an experience they’ll never forget

The Ascension Eagles, based in E16, are known for their mission to enrich the lives of y people through the sport of cheerleading. They focus on building essential life skills su teamwork, leadership, discipline, and confidence—all while making sure it's fun and inclu

We could not be prouder of Sofia, Marta, and Chloe They are not only excellent athletes, but also incredible ambassadors for our school community Their dedication and hard work truly embody the values we strive to promote at Rosetta

Community Engagement

Friends of Rosetta- parents association raise money for the school through engaging activities for the children such as sponsored walks, school discos etc

Christmas performances performed to the wider community

End of year production with the Brick Lane Company – last year was ‘Singing in the Rain’

Focused offee mornings twice a month

Stay and read, Stay and count sessions with parents for EYFS

Support for families with finances, housing and mental health catch-ups , we have a strong pastoral team

Local library visits for every class 3 times a year

Reading cafe’s every term

Current and prospective parent tours with the Head Teacher

Culture: We celebrate cultural diversity through events such as Eid parties, fostering inclusivity and understanding within our school community.

University Partnerships: We maintain strong links with local universities, which provide additional Continuing Professional Development (CPD) opportunities for our teaching staff, enhancing their skills and knowledge. In addition, our pupils take part in the initiative ‘Into University’ which introduces our pupils to what a university is and gives them a chance to visit universities. This raises the pupils’ aspirations of wanting to go to university in the future

Young Leaders’ Community Participation: Our young leaders actively participate in community events such as litter picks, choir performances, and art projects, promoting civic responsibility and creativity

Community Engagement

Charity Fundraisers: We organise charity fundraisers, including bake sales, to support various causes

Other Schools: We work collaboratively with not just other schools in the Trust but also other schools in Newham. An example of this is that we are part of the ‘Children’s Board’ initiative whereby our pupils work with other pupils on an Art project which will cumulate in a large piece of Art which will be celebrated across Newham.

Wrap Around Care: We offer wrap-around care services to support our children and their families, providing a safe and nurturing environment beyond school hours

Maths No Problem ! Accredited school: Schools from across London bring their teachers to Rosetta to see the way we teach Maths and receive training from our Deputy Head who a Maths Specialist

Quote from Teacher

I can’t say enough how lovely the atmosphere is here; the school promotes and nurtures strong teamwork. It feels like a family, where everyone has their role and plays it wonderfully. I have developed strong connections and being new to the school I found that everyone was more than willing to support me.

Having worked in another school, I can say with certainty that Rosetta offers a great work life balance and the Leadership team actively care about how the staff are doing.

Last year was my first year here and now I am leading the PPA team and clubs across the school. This highlights the great opportunities for growth and development if you are willing to put in the work.

Quote from Teacher

There are a number of expert colleagues who are always willing to give up their time and work with us Professional development and Teacher confidence is a priority here

Quote from a Year 6 Parent

Both of my children have received their primary education at Rosetta, and I couldn’t be more grateful for the dedication shown by the staff at the school. Although the school has gone through changes over the years, what has been maintained is the consistency of the quality of education. My son comes home and always has a funny anecdote or interesting fact to share about the school day. He feels secure and valued there and that means the world to me. Although the number of trips did slow down following the pandemic, it has been wonderful to see the Teachers do all they can to ensure that my son receives learning opportunities outside of the classroom.

Quote from a Year 1 Parent

I really like how my daughters Teacher was always approachable. It was her first year at full time school and I was worried all the time. Her Teacher made me feel calm and kept in contact about all they were learning in class on Tapestry.

Quote from a Pupils

Year 6 pupil - English is complex to learn and it isn’t my first language but my Teacher makes it a lot simpler.

Year 5 pupil – In History, my Teacher makes the learning really fun and I like how I get to learn about other people and places.

Year R pupil – I like to play outside. I learn to run.

Year 2 pupil – We went to see a Pinocchio show and it was fun and exciting. I also went to the library, and I got to read books and borrow one.

Key Headlines

82% Percentage of pupils achieving a good level of development (GLD) National 69%

RWM KS1 combined 81% National 61%

85% pupils passed their Phonics National 81%

62% passed their MTC National 37%

RWM KS2 combined 83% national 62%

Over 80 Educational Visits, over 60% were to Central London by tube

Two residential trips to Fair-play House

Swimming in Year four London Aquatics Centre

Sport’s Day at West Ham Park and local park visits

Places of Worship

Stratford Theatre

Florence Nightingale Museum, Tower of London, Planetarium and the Houses of Parliament

International Day of Democracy – children in KS2 voted for their JLT, an opportunity to make choices and experience democracy.

Wear Red Day – children learnt about racism and what they can do to stand up to racism. Children wore red to school to show that as a school, we stand against racism.

World Food Day – children learnt about food waste and the importance of eating healthy. They cooked/prepared and enjoyed a simple snack.

Heart Month – children learnt about the heart, what it looks like, the function of the heart and the importance of keeping our hearts healthy. In PE, children measured their heart rate before and after exercise to see the impact of exercise on the heart.

Global Day of Parents – children created art work and they cooked/prepared a simple treat to take home and share with their parents.

Culture Day – children and staff came to school in their cultural clothes. The children learnt about a country and prepared a dish from the selected country.

Arc Theatre company delivered a performance on inspiring change in the way people relate to one another in society, tackling hate crimes, extremism, gangs and weapon carrying

Key Headlines

Took part on the Junior Watch Scheme with TFL

Hello Yellow Jumper Design Competition: Linked to mental health awareness, this creative challenge encouraged pupils to express individuality and empathy, fostering respect and tolerance. They were given a brief to design a jumper for a friend that was going through a tough time.

The 5Cs Award: Children nominate peers who demonstrate our core values –Care, Courtesy, Consideration, Commitment, and Cooperation This peer-led recognition promotes democracy, mutual respect, and responsibility

Logo Design Competition for the 5Cs: Our most recent initiative empowers pupils to contribute to the school’s identity, reinforcing their sense of belonging and voice in shaping our community

Introduced reading for pleasure initiatives through library redevelopment (Reading Rainforest).

Developed the school’s Eco Garden.

Recycled material projects across school. As part of Earth Day, as well as in Y6 for the enterprise design projects (and in connection with their climate change topic). Promoting the message of reduce, reuse, recycle - teaching children the importance of recycling materials and its impact on improving the environment

Various cooking activities/classes both in and out of school (Pizza Express Y4, Y6 Bread making)

Royal Institution Visit

The highlight of science for the year is always the Royal Institution’s school wide workshop This year, the presentation was on food; how it is absorbed into our bodies and the energy it contains Children were excited and engaged with the different practical ways that Alex showed them how food is converted into energy.

Awards and Achievements

Silver Race Charter award received from FigTree for the school’s work on diversity, equality and inclusion.

In January 2025, Shaftesbury received the Healthy Schools Bronze Award. Shaftesbury were awarded the Safe Award.

NSPCC certificate was award for the whole school taking part in the 'Speak out. Stay Safe' assemblies.

Travel for Life Scheme Award

School Games Gold Mark

Mandarin- YCT1 tests pupils achieving a 89 7% pass rate

We were very proud as 27/29 children passed (1 absent) for YCT1 80% pupils passed the YCT2

The school has been awarded with the National Education Nature Park grant. (in collaboration with the Science department) to create a network of green spaces in schools, colleges and nurseries across the country.

Successful establishment and growth of the Violin Club with approximately 25 pupils regularly attending.

School Choir expanded, with selected pupils representing the school in the Christmas performance.

High-quality Achievement Assemblies featuring musical contributions from pupils.

Weekly trophies and prizes are awarded during Achievement Assemblies in recognition of classes demonstrating exemplary levels of behaviour

Community Engagement

Delivered a well-attended Christmas performance to pupils, parents, and the wider community.

End of Year production with The Brick lane Company for the community

Winter Fair, Spring Fair and Summer Fair

Coffee mornings (e.g. SEND, online safety, reading, attendance, maths, SATs, Secondary Transition and phonics)

Held three online safety coffee morning

Three safeguarding and attendance coffee morning

Stay and read, count and play sessions with parents in the EYFS

Maths Café Y1-Y3

Supported families with housing, finances, safeguarding and cost of living advice

Hosted the Gamelan Music Group, offering pupils a unique cultural and instrumental experience.

Celebrated World Music Day on 21st June with music activities across the school.

Collaborated with local museums for virtual tours and history workshops.

Year 6 have visited the Docklands museum.

Developed links with local libraries to ensure available resources are being utilised.

A collaborative approach that involves teachers, parents and children ensures that forms of restorative justice can be explored and used to resolve conflicts and further educate the individuals involved. E.g. letters/face to face conversations (empathy)/discussing behavioural strategies with parents. In September 2025, a parental workshop was held (with a focus on online safety) offering parents practical advice on how to monitor and restrict children's use of different apps and overall screen time.

In April, some of the children in Year 5 and Year 6 were selected to take part in a community compost scheme in partnership with Katherine Road Community Centre.

As part of Earth Day 2025, Ks2 have planted wildflowers to contribute to the Greenway Pollinator Trail created by Newham,

Doctor Visit

Year 2 and Year 4 were visited by medical students from the NHS this year. They had a presentation on dental hygiene and healthy eating.

Quotes from stakeholders

A positive culture at Shaftesbury shows that good behaviour is rewarded and this should be the focus rather than negativity ' - Year Six teacher

'The people around me help me to behave well ' - Year Five child

All the trusted adults around me make me feel safe ' - Year Three child

Child in Y6: My favourite part about PSHE is that it teaches us about things in our life, like puberty and wellbeing. It helped me so I know what will happen to my body in the future.

Child in Y6: PSHE is fun when we learn new things about ourselves and how to deal with things if people approach you We learnt about county lines from the police and how we can keep ourselves safe

Child in Y3: I like learning about how to keep healthy

Quotes from stakeholders

A positive culture at Shaftesbury shows that good behaviour is rewarded and this should be the focus rather than negativity.' - Year Six teacher

'The people around me help me to behave well.' - Year Five child

All the trusted adults around me make me feel safe ' - Year Three child

Child in Y6: My favourite part about PSHE is that it teaches us about things in our life, like puberty and wellbeing It helped me so I know what will happen to my body in the future

Child in Y6: PSHE is fun when we learn new things about ourselves and how to deal with things if people approach you. We learnt about county lines from the police and how we can keep ourselves safe.

Child in Y3: I like learning about how to keep healthy.

Child in 4K: “I loved learning about black artists and making art about their paintings !”

Quotes from stakeholders

Dear Mr Hadlow,

I am writing to express my sincere gratitude for organising the recent school trip to Fair Play House for the children It was evident that they had an incredible time filled with laughter, excitement, and valuable learning experiences Witnessing them overcome their fears and embrace new challenges was truly heart-warming

Moreover, I want to commend the teachers for their unwavering support and guidance throughout the trip Especially Ms Writer and Mr Brennan Their dedication ensured that every child felt safe, encouraged, and empowered to explore new horizons Their presence played a pivotal role in nurturing a positive and enriching environment for the students

Additionally, I greatly appreciate the initiative to keep parents updated with regular photos and updates during the trip As a parent entrusting their child for the first time, it provided immense reassurance and comfort to see glimpses of our children's adventures

Thanks to Ms Writer and Mr Brennan for the commitment not only for Navanshi but for all the children and fostering not only educational but also emotionally supportive experiences for our children

All the teachers played an exceptional role and provided best commitment to reflect on Shaftesbury Primary School’s name Guest Appearance of Ms Strut became a cherished piece of memorabilia in the children's minds

Kind Regards

Parent - RS

Quotes from stakeholders

I believe safeguarding is effective at Shaftesbury as they have a robust curriculum in place, children know who their trusted adult is.

The safeguarding lead ensures training is up to date. Our staff are highly trained in safeguarding, ensuring they have the skills and confidence to recognise and respond to concerns promptly and effectively.

A strong culture of reporting is embedded across the school, where all staff understand their responsibility to speak up and share information to keep pupils safe. We communicate effectively with parents by offering regular coffee mornings focused on online safety, safeguarding, and attendance.

Parents are kept well informed about the support available across Newham, ensuring families feel supported, included, and cared for.

Chair of Governors - Mohammed Mamum

“I like Geography because we learn how to travel the world with the compass. ” (Kriva, Year 2)

“My favourite subject is Geography because I like to learn and travel around the world. The quizzes are so fun because they help me to learn.” (Maryam R, Year 2)

“I had fun making and labelling my map of the world.” (Humaira, Y2)

“I would like to learn more about Wangari Maathai because she helped Kenya to be a better place.” (Aamera, Y2)

Key Headlines

Well above national in all areas of learning

90.4% of pupils achieved GLD in Reception

90.4% of pupils achieved the expected standard for Phonics in Year

One

86% of pupils achieved the expected or above standard in RWM combined at End of KS1

86% of pupils achieved 25/25 in the MTC in Y4

89% of pupils achieved the expected standard or above in RWM combined at End of KS2

Was awarded the number 1 school in Newham for Ks2 outcomes in the 23/24 academic year where 95% of children met the combined expected standard with 36% gaining greater depth

Awards and Achievements

A range of engaging enrichment opportunities for the children.

A range of staff wellbeing events such as staff wellbeing breakfast.

Visitors from all over the country and the world looking at our school’s practice and how it can help theirs.

Worked with schools from Peterborough to better their practice and raise their standards

Successful residential to Belgium and Fairplay House for Y6

Fairplay House residential for our disadvantaged children

A range of educational visits across London to strengthen and deepen children’s learning Boy’s football team won the league & cup double 100% attendance trips in every term.

Participated in Chess tournaments at Stratford City Hall.

First aid courses for Year 6.

Year 1 Gamelan performances.

KS2 Chess Tournament at Emirates Stadium.

Library visits for all year groups R-6.

PE trips at UEL dock for Y3-6.

Mental Health training for Teachers

Pantomime visit for EYFS

Year 6 Brick Lane performance

Year 4 theatre performance of ‘Because I am a Londoner’

A range of educational visits for our Resource Provision

A range of local area educational visits.

School council worked with other school councils within Newham to create and implement initiatives

.

School Council Climate Action participation.

Year 5 swimming – 2 week crash course to learn how to swim 25m.

Community Engagement

Coffee mornings on various topics to support parents and their children’s learning at home

Parental work shops with WINs, curriculum leads and class teachers

Places of worship visits for all year groups

Early Years Carnival

Winter, Spring and Summer Concerts

Christmas Fete

Parents Evening 3x a year

Children in Need Day

Red Nose Day

World Book Day

Chinese New Year Workshops and performances

Show Racism the Red Card Day

Celebrated Black History Month

World Autism Day

World Mental Health Day

Reception Open Days

EYFS stay and read sessions

Family Centre drop ins

Parental religious gatherings

Year 1 Gamelan performances

Mental Health Week

Christmas dinner/jumper day

Year 6 Youth Centre Visits

Young carer visits and workshops with Yucan

Money a+e workshop for parents

Parent and Toddler groups

Quotes from stakeholders

“Behaviour is excellent. Books are generally well presented and show significant progress through the curriculum The quality of Teaching Assistants was exemplary, their subject knowledge was impressive, and they were practiced at supporting pupils effectively” – Robin Bosher, SIP

“I am so glad my children attend this school, they have been so supportive, and my children make great progress ” – Parent of Year 2 & 4 children

“I really enjoy working at Tollgate, everyone is so helpful and I enjoy coming through the front door everyday to make a difference in the lives of the children I teach” – Y4 teacher

“My training has been very helpful, and I have been supported to make progress in my own practice. I like reflecting and conferring with my mentor” – 2 Year ECT nd

“The school has given me a platform to develop my own career, recently I went on the NPQEL and this was a valuable experience for my own growth and development SLT have supported me in implementing my own ideas in EYFS” – EYFS

Lead

“Tollgate has educated all 5 of my children. My last child is now in Year 4 and it will be a shock to the system when Tollgate will no longer me in my life as they have helped me to grow confident children and my eldest has just finished university which may never have been possible without Tollgate’s involvement!” Year 4 parent

“The community hub team have been very supportive in helping me as a single mum to ensure my home is a safe environment for my children” – Rec parent

Teaching School Hub

Key Headlines

Early Career Teacher Programme

In 24/25:

This year, around 1500 participants from across 2 cohort years received training: 55% ECTs and 45% mentors.

442 ECTs were recruited across a 3 pathways – September 2024, January 2025 and April 2026

326 new ECT Mentors were recruited in the same period

Many first-year mentors are former ECTs, and schools report they excel due to their experience with instructional coaching

We work with over 250 schools from across East London and Essex – across Tower Hamlets, Hackney, Newham, Barking & Dagenham, Havering, Redbridge, Thurrock, Greenwich and across Essex

Ofsted – July 2025

LDE hosted Ofsted on Tuesday 2 July 2025 as part of the ECF Ofsted for Ambition Institute our ECF Programme Lead Provider. nd

We will provide more details when the full report is published, but until then, here is some feedback to LDE from the Director of ECF at Ambition Institute:

I am writing to express our profound thanks from all of us at Ambition for your involvement and support during the ECF Ofsted inspection over the past fortnight. Here are some highlights which the inspectors commented positively on:

1.School leaders reported that the programme is producing the best ECTs they have encountered, and in many instances, they are the best teachers in the school.

2.We have a vision for excellence that is underpinned by our moral purpose and our clear mission to support teachers and leaders serving disadvantaged communities.

3.Delivery Partners feel part of the Ambition ‘family’ and deeply value the relationship we build with them, which is one of two-way support and challenge.

4.We are meticulous, forensic and relentless in our endeavour to ‘keep getting better’.

LDE Appropriate Body Services (AB)

In 24/25:

We had 269 schools registered with London District East Appropriate Body Services

Around 1100 ECTs registered with us

We conducted 55 Quality Assurance Visits to schools Exceeding our target of visiting 20% of schools (48 schools)

We had 30 cause of concern ECTs this year, that we supported to conclusions.

All Year 2 ECTS passed Induction.

We conducted several ‘fidelity checks’ for schools this year, where we quality assure schools who design and run their own ECT programme.

Quality Assurance and Advisory Board

We established a termly AB Quality Assurance and Advisory Board and welcomed a new Headteacher member from Barking & Dagenham, as well as Lindsay Bradbury from the Boleyn Trust

This group provides us with advice and challenge around our AB services on a termly basis, to ensure we are doing our best for our ECTs

LDE Teacher Training

External Moderation

Highlighted comments include:

“Not only were the trainees exceptional, but what stood out was the evident support provided to help them thrive The Lead Mentor and Mentor were highly supportive and developmental, encouraging trainees to cultivate their own unique teaching style I observed a trainee deliver an outstanding lesson it was both impressive and genuinely moving.”

“LDE’s moderation was utterly exceptional, and all staff involved were truly inspiring. The trainees were outstanding, and you are setting an extremely high benchmark for the sector.”

Our school partnership network has also expanded significantly, with 16 new schools joining the programme.

Havering Secondary: Sanders Draper; Drapers Academy; The Royal Liberty School; Hall Mead School

Havering Primary: Whybridge Junior School; Scargill Junior School

Essex Primary: Little Parndon Primary School; Freshwaters Primary Academy

Redbridge Secondary: Wanstead High

Redbridge Primary: Nightingale Primary School

Barking & Dagenham Secondary: Greatfields

Barking & Dagenham Primary: Hunters Hall Primary

Hackney Secondary: Waterside Academy

Tower Hamlets Primary: The Clara Grant Primary School

Newham Primary: Winsor Primary School; St James CofE Junior School

In 24/25:

448 participants on NPQ Programmes with Ambition Institute

oAdd breakdown by courses 24/25 only 45 on NPQH Leadership Apprenticeship schemes with Best Practice Network.

Our pass rate is 98%.

Our retention and satisfaction rate is 97%.

We added Best Practice Network NPQs to our offer for 25-26 in the hope of securing more funded places for teachers across the LDE TSH area

ITT Strategic Role 24-25

In 24/25:

We set up the East London ITT Engagement Forum chaired by Craig Lilleyman

This brings together over 20 ITT providers in East London to share and collaborate in order to get more trainee teachers into school in all phases across Secondary, Primary, Special and AP schools.

We have helped many schools access new ITT providers, provide more placements, start to develop their workforce and contribute to the system landscape

This has been through many 1:1 visits and online calls with school leaders to link them to the correct provision for them

We have also developed a large bank of resources on the LDE website to help schools and settings to find the right trainee teachers for them: https://londondistricteast.org/teachertraining/other-local-teacher-training-providers/

In 24/25:

448 participants on NPQ Programmes with Ambition Institute

oAdd breakdown by courses 24/25 only 45 on NPQH Leadership Apprenticeship schemes with Best Practice Network

Our pass rate is 98%

Our retention and satisfaction rate is 97%

We added Best Practice Network NPQs to our offer for 25-26 in the hope of securing more funded places for teachers across the LDE TSH area

ITT Strategic Role for 2024-2025

In 24/25:

We set up the East London ITT Engagement Forum chaired by Craig Lilleyman.

This brings together over 20 ITT providers in East London to share and collaborate in order to get more trainee teachers into school in all phases across Secondary, Primary, Special and AP schools

We have helped many schools access new ITT providers, provide more placements, start to develop their workforce and contribute to the system landscape

This has been through many 1:1 visits and online calls with school leaders to link them to the correct provision for them

We have also developed a large bank of resources on the LDE website to help schools and settings to find the right trainee teachers for them:

LDE Newsletters

Here is a link to one of our recent LDE newsletters, so that you can see what we have been doing to support schools:

https://issuu com/theboleyntrust/docs/lde aprilmay newsletter 2025

https://issuu.com/theboleyntrust/docs/lde july newsletter 2025? fr=sZmM3YTgzNzE2Mjg

Quotes from Stakeholders

“Not only were the trainees exceptional, but what stood out was the evident support provided to help them thrive The Lead Mentor and Mentor were highly supportive and developmental, encouraging trainees to cultivate their own unique teaching style I observed a trainee deliver an outstanding lesson it was both impressive and genuinely moving ”

“LDE’s moderation was utterly exceptional, and all staff involved were truly inspiring. The trainees were outstanding, and you are setting an extremely high benchmark for the sector.”

Ambition Institute Teacher Training External Moderator

‘Thank you so much for your suggestions, I find that your hub is always so supportive and I genuinely grew in my role also thanks to your team and working together ’

Induction

Tutor, Secondary School, Epping, Nov 2025

‘It was a pleasure to meet you, and we found the whole process collaborative, useful and informative.’

Head Teacher, Primary School, Havering, October 2025

‘As a new induction lead the visit was very supportive and encouraging It was good to have the reassurance that we are on track and there are no concerns LDE was was very fair and the advice given was helpful Knowing the support is there at the end of a call or email is also reassuring.

Induction Lead at St Patricks Catholic Primary School

We found our LDE Quality Assurance Visit ‘and extremely positive experience’.

Quotes from Stakeholders

Quotes from Mentors:

‘My ECT has made so much progress; the deliberate practice has been transformational She said that no-one has ever ‘showed’ her before, they just ‘told her and showing, and rehearsing, has made such a difference ’

‘The coaching and modelling is so effective and the progress I’ve seen in my ECT is incredible ’

‘There are so many aspects of the programme that are helping other teachers in the school.’

‘Being a mentor has meant the learning has seeped into my own practice and I’m a much better teacher as a result ’

‘The weekly structure is so specific and manageable; the progress my ECT has made is staggering and she sees it herself and feels great ’

‘The deliberate practice feels a little uncomfortable to start with, but very quickly you see the difference it’s making and now I’m doing it when I’m supporting other teachers.’

Primary Key Stage 2 Mentor in Newham:

‘Both my ECT and I found the instructional coaching extremely beneficial, particularly the deliberate practice and scripting The programme has had a huge impact on embedding best practice into my ECT’s teaching.’

Secondary English Head of Department and Mentor in Newham:

‘The ECT Programme has also been an excellent model for improving teaching with more experienced members of staff It has had a multiplier effect across the school ’

Secondary Science Head of Department and Mentor in Barking & Dagenham:

‘Our year 1 ECT made so much progress by following the ECT programme, they are now second in charge in Science in Year 2 ’

Early Years Lead and Mentor in a Havering Primary School:

‘It has been lovely to see that, with the support of Steplab and the instructional coaching, my mentee has made significant progress throughout the academic year ’

Secondary Humanities Lead and Mentor in Havering:

‘My ECT 1 was promoted to the Head of Sociology at the start of ECT 2 in a department with many sociology classes… Her Year 11s made progress of +1 SPI and the Sociology SPI was the highest in the school overall.’

Quotes from any external consultants:

Ruth Standing – ITT Fellow from Ambition Institute: ‘Overall, I continue to be blown away by your professionalism and attention to detail and it is a real pleasure to have you as a partner’