Describe life at Lodestar Academy before joining Thinking Schools Academy Trust (TSAT)?
Before joining TSAT, Lodestar, previously known as Burton Academy, was part of another trust and went through a challenging period. We were rebrokered, meaning we had to be moved to a different trust. At that time, we were graded as requiring improvement by Ofsted, and we struggled to progress further on our own due to gaps in governance and curriculum development. Being a small school with only 55 students and 25 staff in a relatively remote area, we needed the support of a large, effective trust to move forward.
Why did you choose Thinking Schools Academy Trust?
Initially, the Department for Education suggested another trust specialising in special schools for children with learning difficulties, but we felt a mainstream or mixed trust would better suit our needs. Our students come to us for short periods, and we work closely with mainstream schools. We wanted a trust that viewed our students as part of the mainstream community. We were impressed by TSAT's values and vision when we sat in on their presentation, and after meeting with their leaders, we knew it was the right fit for us.
How was your experience when onboarding with TSAT?
The onboarding process was exceptional. TSAT started working with us as soon as we were approved to join, months before the official transition. This proactive approach made us feel part of the TSAT family early on. Teams from TSAT visited us to understand our needs and offer support. Their genuine interest and balanced approach made us feel valued and excited about the collaboration. Unlike our previous experience, this was a breath of fresh air, providing us with the infrastructure and support we lacked.
How did TSAT support your journey to becoming a good school?
TSAT’s support was crucial in our journey to achieving a good rating from Ofsted. We had Ofsted inspectors visit shortly after joining TSAT, but because we were already integrated into the TSAT culture, we were well-prepared. TSAT provided us with a clear pedagogy, improved governance, and significant curriculum development support. They paired us with the Rowans Alternative Provision in Kent, an outstanding school that isn’t even a member of our trust, to help us develop our curriculum. This collaboration, along with TSAT's ongoing support, accelerated our improvement significantly. If it wasn’t for joining TSAT, I think we may have been stuck as a ‘Requires Improvement’ school.
How has being part of TSAT helped change perceptions of alternative provision (AP)?
Being part of TSAT has given us a seat at the table with mainstream schools, allowing us to challenge perceptions and stereotypes about AP. Our participation in conferences and meetings with other headteachers has given us a voice and the opportunity to demonstrate the value of AP. We’ve engaged in practical work with other schools, such as supporting the development of AP curriculums, which has helped transform views about AP.
What three words would you use to describe your experience with TSAT so far?
Collaborative, supportive, transformative.