The vision of the Reach Academy Trust to run schools that support young people to develop the knowledge, skills and attitudes to live lives of choice and opportunity. The Trust currently runs Reach Academy Feltham, an all-through school that opened in 2012 and has 900 pupils aged two to 18. The Trust will open a second all-through school in Feltham in the coming years.
The Trust also seeks to have a wider impact on the education system. It works closely with schools in Hounslow through the Hounslow Education Partnership, of which Trustee Ed Vainker is a Director. In addition it is working closely with the Ted Wragg Trust to support All Saints Church of England Academy in Plymouth. In December 2018 the Trust was successful with a bid to the DfE Curriculum Fund Pilot and is currently working with twelve schools in London, Derby and the South West to trial the use of curriculum materials for Key Stage 2 History and Geography and Key Stage 3 Geography.
The Trust is open to new schools joining the Trust and is also actively seeking opportunities to develop partnerships with existing MATs, for more information visit this page.
Some of our key features include:
Backwards Design and High Expectations
We set ambitious goals for our students and plan with the end in mind, designing curriculum, learning experiences and support with the aim of supporting every child to achieve these goals. Our classes are all taught in mixed ability groupings.
An intentional rich, rigorous curriculum
We strive hard to ensure that our curriculum is knowledge-rich, intentional and focused on setting our pupils up for the next stage of their journey.
A constant focus on learning and development
We are proud of our commitment to teacher development and run a highly effective coaching programme that supports every teacher in the school to be constantly improving.
We pursue the principle of progressive universalism – providing a high quality universal service which is available for all, with additional targeted support for those who require it. The school’s support and inclusion interventions have mitigated challenges that students experience, whilst its high academic standards have raised the bar for all students.
“Whatever it takes” and excellence
Reach Academy Feltham has been guided by the pursuit of a culture of excellence, driven by a whole-school commitment to do “whatever it takes” for its pupils. This commitment is modelled from the top by school leadership, and is coloured by the school’s social mission.
Behaviour management in Reach Academy is defined by the “warm-strict” principle – the enforcement of boundaries and sanctions is clear and consistent, but it is always undertaken in a warm and humane manner. Students know what the rules are, why they exist, and the consequences of breaking them, but they also know that staff care about them deeply.
Across the Trust, staff are encouraged to innovate in their approaches to teaching and learning, and we have been consistently open to new projects and programmes which we have felt could benefit our students.
Having the right people in the team has been central to Reach Academy Feltham’s success. We spend time and resource ensuring that we recruit the right people to the right roles, and that they are then well-trained and well-supported. We recruit people with the requisite passion and commitment, as well as the right qualifications and expertise. We always want to hear from great teachers and leaders - get in touch!
Related to our emphasis on people is our focus on relationship-building – creating the conditions for staff to develop warm, trusting, professional relationships with students. Relational approaches have been found to have significantly better outcomes than transactional approaches. Relationships with key individuals, as opposed to impersonal interactions with services, are particularly important for those with severe and multiple disadvantage. Relationships are at the core of our philosophy: employing the right people to establish the best forms of relationship with children, young people and families is what will make the Trust's work successful.
Our experience at Reach Academy has confirmed the fundamental significance of intervening early – both early in the life course, and early in the development of issues or problems. The early identification of problems and the early implementation of interventions significantly increase the likelihood of impact.