1THE ELIZABETHAN ACADEMY |
MAGAZINE EDITION
Christine Horrocks, principal, with the Year 9 Debating Team “winners of the regional heat of the National “Up for Debate” competition and going on to the finals at Harrow in its first year
Collaborative English lesson
The Elizabethan is a medium-sized comprehensive in Nottinghamshire, with a mixed intake. Principal Christine Horrocks – upon her appointment as principal in 2015 –
coined a mantra reflective of her personal philosophy on teaching and newly implemented leadership structures at The Elizabethan: “It is all about the students”. Herein, Christine discusses her holistic approach to leadership, the school’s values-based ethos and her staunch advocacy of inclusive and equitable school policies.
I was appointed principal at The Elizabethan almost three years ago, having
previously been principal of a school in Lincolnshire. Some of my contemporaries
tried to persuade me not to join a school with budget issues, which was in the
bottom 10 per cent of schools nationally. I had, however, been a deputy principal
at the school previously, an experience which motivated me to continue at the
Elizabethan, whereupon I strove to further nurture their inclusive environment,
within which students were viewed as individuals and contemporaries.
As a school, we have cultivated these aspects of school life which have become
key markers of our school culture. Moreover, we have been forthright in improving
standards across the board. A focal issue in the school before I was appointed as
principal were low expectations and aspirations from some students and staff. The
drive on improving standards through quality first teaching and formalised wave
interventions has, indeed, been relentless, and staff and students have stepped up
to the plate.
We operate a Scholar’s Programme for our more academically able students and
have linked with businesses to raise the students’ sense of achievement and value.
REPORT CARD THE ELIzAbETHAN ACADEMY
» Principal: Mrs Christine Horrocks
» Year Founded: 1914 (converted to an Academy in 2012)
» Location: Retford, Nottinghamshire
» Type of School: 11-18
» No. of students: 887
» Own Cadet Force
» www.elizabethan.notts.sch.uk
The Elizabethan Academy
THE PARLIAMENTARY REVIEW
Highlighting best practice
2 | THE ELIZABETHAN ACADEMY
Staff have been empowered, and are expected to take responsibility for their own professional development. Where students or staff are not operating at a level they need to be, swift and decisive action is taken to provide appropriate monitoring and support. We run a talent management programme and have been innovative in finding ways to retain and ensure staff are developed. For example, our faculty leader in maths is a scientist, who is making an excellent job of leading in this area – with appropriate training and support. Moreover, staff have the opportunity for secondments with partner schools in the local area.
I want school to be challenging but also rewarding; I want staff to enjoy their work. We are making inroads into
staff wellbeing, but this is challenging
with current levels of funding.
I have tried to ensure that our values
are at the centre of everything I have
done as a leader in education, values
upon which, the Elizabethan Academy
has thrived. In many cases, trying to
invigorate established systems and
implement positive changes has been at
a cost. An example of this is when we
were dubbed to be a coasting school
by the DfE, a spurious allegation that
did not reflect the efforts and personal
sacrifices of my stalwart staff. We are
an inclusive school and exclusion is a
last resort. I am delighted that our latest
Ofsted inspection in May 2018, where
we were rated “Good”, recognised this
as a strength and that the new Ofsted
framework will investigate those schools
who are off-rolling or leaving students
in poor quality Alternative Provision.
Where necessary, we have tried to re-
engage students in imaginative ways
and through appropriate, high-quality
alternative provision. These students are
usually the most vulnerable in society.
They don’t achieve Progress 8 scores
which help in the performance tables,
but we passionately believe there is a
moral imperative to get them the best
qualifications and support possible,
often in very difficult and challenging
circumstances.
Our philosophy of believing education
is broader than a set of qualifications
ensures that we invest in the growth of
Dylan the Wellbeing dog assisting DEAR time
It is all about the students
We are an inclusive school and exclusion is a last resort
“ “
MAGAZINE EDITION
3THE ELIZABETHAN ACADEMY |
the individual through a host of extra
curricular programmes and an active
social calendar. Our extra-curricular
programme has expanded every year.
We have our own Combined Cadet
Force, a thriving D of E programme,
sports teams and debating club. We
have been awarded Gold Artsmark and
won Worksop Music Festival 12 years
in a row. For me, being out of your
comfort zone – whether performing
onstage or climbing to the top of
Kinder Scout – is how you develop
character and resilience. We have a
highly successful student leadership
programme and I consider some of
our student leaders to be integral parts
of my leadership team, who impart
invaluable knowledge and ground-
level feedback. Furthermore, we
endeavour to provide students with
the qualifications, skills and attitude to
be successful in the future. We have
a broad curriculum which celebrates a
comprehensive spectrum of the arts,
sport, and technology and provides
our cohort with a rounded and
meaningful education.
I spent part of my youth in India
and this demonstrated to me the
importance of education and high
aspirations and standards – not only as
a route out of poverty, but to increase
life chances. I was lucky; I had a family
who encouraged me and provided
me with a range of opportunities.
My father was ahead of his time
and believed women should be
independent and pursue careers that
fulfilled them. I am passionate about
promoting women into leadership
positions and we have a vibrant
programme at the school – launched
by Nicky Morgan at our conference
in 2015 – which benefits a variety of
schools in different counties, while
supporting and encouraging coaching
across schools in the local area. The
focus is developing leadership, and
introducing a culture of distributed
leadership has enabled the school to
really progress. I let everyone know when I have made mistakes, which, by virtue of honesty, enables others to do the same without fear of retribution.
being a stand-alone academy suits us, as we can make decisions quickly and we understand, and can respond to the issues in the local community. There is something very special is being able to work collaboratively and in partnership with different organisations of or our choosing, while retaining independence. My father once told me that if you leave the world a better place for one person, it is a life well lived. As teachers, we have the ability to enrich the lives of hundreds of people, what a privilege that is.
We celebrate the arts, sports and technology
“ “Geography lesson
Les Mis