The Parliamentary Review - Ark Boulton Academy 2018

2017 / 2018

SECONDARY EDUCATION

A YEAR IN PERSPECTIVE

FOREWORDS

The Rt Hon Theresa May MP
The Rt Hon Damian Hinds MP
The Rt Hon The Lord Blunkett

WEST MIDLANDS REPRESENTATIVES Fairfax School
Holy Trinity Catholic School
Erdington Academy Ellowes Hall Sports College
Ark Boulton Academy Selly Park Girls’ School
The Telford Priory School
Etone College
Telford Langley and Telford Park Schools

F E AT U R E S

Review of the Year
Review of Parliament

©2018 WESTMINSTER PUBLICATIONS www.theparliamentaryreview.co.uk

SECONDARY EDUCATION

Ark Boulton Academy

Students giving back to the Principal Herminder K Channa JP
community on our half-termly
Rights & Responsibilities Day REPORT CARD
Ark Boulton Academy
When Herminder Channa was recruited to become »»Principal: Herminder K Channa
Principal of Ark Boulton Academy she knew that she JP
had bought into a very tough job indeed. The school »»Founded in 2015
previously known as Golden Hillock School had known crisis »»Based in Sparkbrook,
after crisis. From a stand-alone academy it became part of the Birmingham
Parkview Academy Chain. Concerns raised by Ofsted meant »»Type of school: Secondary
the Department of Education put an interim executive board academy for students aged11-
in place to search for a new sponsor. In 2014 the academy 16
had been judged by Ofsted as inadequate. In September 2015 »»No. of students: 905
it became part of Ark – a network of 38 schools, 18 of them »»No. of teachers: 72
secondaries. Herminder Channa took over at that point. She »»No. of operational staff: 53
came to Ark Boulton from Nishkam High School in the centre of »»Pupil premium: 60 per cent
Birmingham. In 2014 under her leadership Ofsted had rated the »»www.arkboulton.org
school to be outstanding across the board. Her first task at Ark
Boulton was to deal with a situation where suspensions and a ARK BOULTON ACADEMY | 15
dependence on supply staff had added to the sense of crisis.

I firmly believe that education is the most powerful weapon for changing the
world. This academy, however, did not just have to address the current poor
educational provision and staffing crisis: there was a bigger challenge in how we
were to win back the trust of our parents and teacher communities.

Upon taking over the academy it was paramount that all stakeholders subscribed to
a shared vision. If the academy and community were going to progress, as leaders
we needed to acknowledge and confront the challenges of the past, understand

THE PARLIAMENTARY REVIEW compassion discipline service homore deeply the cultural barriers facednesty courageof their choosing. Consequently ourreaching
by communities in moving forward, pupils are able to look after parents,
Highlighting best practice higherwhile building trust and creating become role models for younger
a shared vision all stakeholders siblings and help their community learn
“It takes a “ believed in. new skills.
whole
community to My vision was to lead an academy The clear vision was well received by
bring up a where pupils truly believed they all. However, I was fully aware that
child were part of something bigger and although parents felt optimistic, they
understood their moral and social were also cautious and mistrustful of
Ark Boulton Academy responsibilities; their actions or the new management. Teachers were
Virtues Curriculum inactions had a direct positive or hopeful of change but pessimistic as
negative impact on the society in they had heard it all before. However,
AGE STICE which they lived. For academy staff it our pupils took another change in
was crucial to create a culture where academy name, a new principal, new
they felt they were able to make a teachers and a new uniform all in
difference beyond academic standards. their stride.
Put into practice it was an opportunity
to create a real climate of service The strength of being part of a multi-
within our community, supporting academy meant that very quickly the
those who were less fortunate and academy was able to provide training
developing an understanding of for staff, implement tested curriculum
current challenges which needed to be models, set up accurate data systems,
overcome one action at a time. From introduce robust testing materials and
this thinking the academy vision was provide a network of peers across
formed, embodied by our belief that 18 secondary academies that could
“it takes a whole community to bring provide support and experiences via
up a child”. learning communities, phone, email
and video link. The impact of the MAT
All pupils who attend Ark Boulton and the speed in which systems and
Academy will go on to university or processes had been implemented,
leave equipped to pursue a high- embedded and consistently used
quality apprenticeship and/or career and applied by academy staff had to

Our 10 Virtues SSION SCIPLINE

ESTY
COUR
JU

HON
COMPA
SELF-DI

Acting with bravery in Acting with fairness towards Being truthful & sincere Exhibiting care & concern The ability to control one’s
fearful situations others by honouring rights & ICE MITMENT feelings & overcome one’s
ITUDE
responsibilities weaknesses
ILITY RITY
GRAT
HUM
SERV
COM
CHA

Feeling & expressing thanks Estimating oneself within A humble generosity of time, A determined and gracious A giving heart, a generous
for benefits reasonable limits thought & spirit resolve in the face of way of viewing others &
challenges
caring for their needs

ho

reachin
16 | ARK BOcoUmLpaTsOsioNn AdisCciAplDineEsMervYice

SECONDARY EDUCATION

Music matters

be seen to be believed. Our Ofsted generations, ensure communities feel
report from October 2015 noted that listened to and valued, and ensure
almost all of our staff said that they staff feel loved and appreciated.
know what the academy is trying to
achieve and that they are proud to be Trust was now building between all
working there.
stakeholders and teachers becoming
The changes noted were seen as
clearly planned and intentional where more confident in their classroom
all involved were clear about their role
and responsibilities. They had also craft. But this was only half the job
been given the tools and confidence
to execute these roles to the best of done. To see our academy vision in
their ability. The academy was getting action, we launched the “Ark Boulton
stronger, outcomes were rapidly Virtues Curriculum” in September
improving, first-choice applications
had tripled, and the academy was fully Teachers at2016. We supported our teachers to
staffed. By term four the academy
had come out of special measures “Ark Boultondevelop their skills beyond teaching
and was judged to be good in every and learning – as leaders it was our care with
Ofsted category. responsibility to create the conditions compassion,
which allowed our staff to role-model listen with
I know some feel that as a principal in and practise the virtues we wanted
a large MAT, autonomy can be lost. I to see in our pupils. Teachers at Ark
strongly disagree. None of the above
would have been possible without Boulton care with compassion, listen love and help
Ark. Each step change had been well with love and help with humility. with humility.
organised and rehearsed by Ark to These qualities are now visible in
ensure the sequence of events was
the right one for maximum impact. our pupils. “These qualities
Some events may have taken longer to are now
perfect than others, but we knew what Our academy has evolved past just
needed to be practised and supported being an educational establishment
by Ark network leads until we got it
right. I believe autonomy is about how and has changed beyond recognition. visible in our
leaders in education role-model the Teachers are responsible for shaping pupils
traits we would want to see in future the minds and attitudes of the

next generation. These are young

people who are strong in character

and resilient, who are humble,

compassionate and understand they

have a responsibility to give back,

upskill and leave their communities

in a stronger place for the generation

that follows.

ARK BOULTON ACADEMY | 17