From September 1st we are officially a Trust School.

Our shared Trust is called “Futures learning Trust”

Our partners consist of the following:

Haslingden Primary School (Headteacher; Julie Burnside)

Padiham St Leonards CE Primary School (Headteacher; Julie Bradley)
Burnley Football Club
Liverpool John Moores University
Alistair Smith (Accelerated Learning author, trainer and educational
researcher) is our Patron

Trust schools are a new kind of maintained state school – part of the
Local Authority system, but supported by a charitable Trust that will
appoint some, but not a majority, of the governors. The Governing Body
continues to run the school and be responsible for its performance with
the addition of two new Governors from our Partner organisations –
Burnley Football Club and Liverpool John Moores University.

The Trust board is made up of representatives from each of the member

organisations (from our school it is John Baron – Parent Governor, and
Judith Williams - Headteacher) and they meet each term to discuss the
shared aims of the trust and the planned developments.

The Trust has also appointed a business manager to secure funding and
manage the work of the Trust.

Peel Park has always striven to bring the best education and opportunities
to all of its children. Our partners share this commitment and will provide
an additional focus providing new technology to support and stimulate
learning, and ICT solutions as a catalyst for transformation both with
schools and the wider community. The added value our Trust and external
partners bring will be seen in terms of:
- Raising standards of attainment across the curriculum by providing
all our pupils with the highest quality of learning opportunities to
increase engagement in more stimulating learning and unlock their
potential;
- Creating an environment where all learners of any age have access
to and support for a wider range of learning opportunities;
 - Enhancing the extensive talents, skills, experience of staff and
strengthening collaboration between partner schools;
- Promoting community cohesion by utilising the resources of the
Trust to facilitate the aspirations of our diverse communities;

Our main aims for the trust mirror what each school want to achieve
through their School Improvement and Development Plans. Together we
have identiofied the following as joint aims for the first year of the
Trust;

The First task, above all, is to develop The Trust’s Pupil Parliament. This
will include pupil representatives from each school who will be involved in
all areas of the Trust’s work.

1. Catering, Gut & Psychology Research (the impact diet has on

health and behaviour)
• Explore the possibility of additional funding for School Meals for
all children in the three schools
• Audit of each school’s present facility and requirements.
• Gut and Psychology – working with Educational Psychologists on
research in all 3 schools.
• Identify target groups. Develop baseline. Track progress etc

Outcomes
• Healthier and more nutritious meals for all children
• Through research – show that healthier and more nutritious diet
has an impact on improved learning and standards
• Working with parents regarding diet and nutrition
• Syndrome children show marked improvement in targeted areas
• Funded school meals

2. ICT & Communication

• Accreditation for pupils (Liverpool John Moores University)
• To develop assessment linked to accreditation- links with Liverpool
John Moores University
• The Life Channel – Used for Communication between 3 schools and
partners
• BECTA Self-review to be completed in each school (ICT audit that
leads to accreditation)
 • Share expertise and achieve an equality of provision across all 3
schools
• ICT a priority in School Improvement Plan for all three schools
• Breadth of curriculum must be fully delivered in every year group
as a minimum
• All schools using Moodle (Virtual Learning Environment)
• Moderation of standards and provision by subject leaders working
together with ICT technicians in each school.
• E-Safety – Ofsted recommendations. Safeguarding training for all
organisations in Trust
• Record keeping & Target setting for ICT
• Research into new technologies – trialled in all schools
• Reciprocal links between partners’ websites
• Websites focal point for partners and communities

Outcomes
• Staff visibly more confident
• Staff know when and when not to use IT to support teaching and
learning
• All three schools using a range of leading edge technology to
enhance learning
• Websites represent the outstanding work of the Trust and the 3
schools – links to partner schools included
• Parents and the Community benefit from the use of Futures
technology and communication
• Moodle used as virtual learning environment successfully in all
schools to enhance personalised learning
• Life Channel content reflects plans and developments in Trust
schools and used as focal point of communication between schools
and their communities
• Vision determined and Becta Self review used for action planning
in each school
• All schools progress towards ICT KITE mark
• More able children identified and achieve high standards.
• Standards in ICT moderated (between the schools – next steps in
learning identified) and improving – all schools achieving above
National expectations

3. Outdoor Learning
 • Termly entitlement for every pupil to the Extended classroom.
Theses must be relevant, curriculum related activities. The schools
will need help from Trust partners with ideas of how to fund these.
- Where possible, each topic area is launched with an off-site
visit
- Familiarisation with the local community is an outcome of
this
- Use of technology (hand-held GPS devices)
- Involve visits to each other’s schools for pupils
- Pupil Parliament helps to plan and evaluate these activities.
• Physical Learning
- Orienteering (Hand-held technology)
- Sports
- ICT in assessment (Kandle)
• Outdoor Curriculum- using the outdoors to enhance, stimulate and
develop high quality learning.
- When to and when not to use outdoor learning
- To develop thinking skills, problem solving and imagination
- Risk taking through well-planned creative experience.
- Work towards achievement of the Quality Badge
• Forest Schools
- Development of land/grounds
- Development of Nature/Nurture & intervention
- Linked to Boys’ achievement
- Staff training

Outcomes
• Community Cohesion (more visits and visitors)
• Enterprise – pupils involved in running sustainable projects – basic
skills improve
• Increased confidence of all children
• Increased motivation and self esteem (PASS and PAQ data)
• Independent learning & problem solving (development of higher
order thinking)
• Purposeful learning – improved attitudes and engagement
• Healthy life styles – pupils more resilient and physical health
improves as do motor abilities
• Life-skills – social skills and interactions in new and different ways
with peers and adults – team working improves
• Boys achievement improves in basic skills
• Improve environmental behaviours, values and attitudes
 • Grounds of all three schools used more productively and pupils
outside more frequently
• More creativity using natural materials
• Standards continue to improve

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