Welcome to the Lionheart Academies Trust. We currently consist of 6 schools:

Beauchamp College

The Cedars

Riverside Primary

Highcliffe Primary  

Hallam Fields

Judgemeadows Community College

Lionheart Academies Trust Executive Board

Lionheart is a Multi Academy Trust which is overseen by an Executive Board which has final responsibility and accountability for the workings of all the schools across the group.

The Board consists of 5 Members appointed originally by Beauchamp College, with these Members then appointing others to ensure that there are always 5 in post.When the Trust was first formed these Members were also Directors of the Lionheart Company and Trustees of the Lionheart charitable trust. The DfE now prefer these 2 roles to be separated to allow Members to take on the role of ensuring the values and ethos of the Trust remain, whilst having little hands-on involvement. The Board is currently in the process of separating these roles.

The Board currently has 5 Directors/Trustees who are also Members, 4 Directors/Trustees (non-Members) and the Executive Principal as an ex-officio Director.5 Directors/Members are appointed by Beauchamp College Governing Body and the remaining 4 by the Board.

The Trust currently consists of 6 schools:

Beauchamp College, Oadby (the founding school of the Trust)

The Cedars Academy, Birstall which opened in September 2015 following the merger of Stonehill High School and Longslade Community College.

Highcliffe Primary, Birstall

Riverside Primary, Birstall

Highcliffe and Riverside have a Head of School each, and also an Executive Headteacher, Scott Fewster, who has responsibility for standards across both schools.

Hallam Fields

Judgemeadows Comunity College

The Principal of Beauchamp College also has some Trust-wide responsibilities.

The Trust Board meets regularly to monitor attainment and progress, to review the financial position, to work with senior leaders to plan strategically for the group, and to hold the Executive Principal and the Operations Director to account.

Local Governing Bodies Each school has its own Local Governing Body with delegated responsibilities for strategic planning, financial planning and oversight, and holding the senior leadership to account. The LGB is made up of at least 2 parent governors, along with up to 3 staff governors and as many community governors as are needed based on the challenges and skill base of each particular school. The LGB core meetings are 6 times each year for all governors and have a key focus of monitoring quality learning and teaching.

For more information about each individual governing body please see the individual school websites under Governance.

If you're searching for your next teaching post, why not contact us now? You'll be working at a great school and be part of a friendly, helpful team. We're always interested to hear from enthusiastic, committed teachers.

Our Mission

Our educational mission is simple:  ANY young person from ANY background deserves an EQUAL chance to be successful in whatever they choose to do. The trust is committed to supporting young people to open doors to their futures and to feel confident that they can thrive in a competitive world.

Our Philosophy

Our philosophy is clear. We promote a student- centred approach that is underpinned by the understanding that the highest quality education is a right that all young people deserve regardless of their starting points.  We are dedicated to providing young people with the strongest foundations; educational qualifications that they can feel proud about because their education has taught them how to feel proud.  We know that promoting a positive, proactive approach that celebrates success unites school communities and breaks down barriers to learning.  Students under our care will be taught how to learn in this way. We will encourage students at every level of ability to aspire to develop personally and academically and we will use the ‘4Rs’ as cornerstones of outstanding learning. The ‘4Rs’ encourage students to take responsibility for their own learning, help them to grow in confidence and prepare them for life outside of education. They are: resilience; the ability to bounce back when the going gets tough; reciprocity; learning to work together and show care and understanding for each other; resourcefulness; having the confidence to ask for help and to find answers in new ways and reflectiveness; considering what needs to be done to make the next steps.

Our Pledge

Our pledge is a promise to the communities that we serve that we will work with them with limitless enthusiasm and optimism providing a platform for each young person’s light to shine brightly.

To fulfil our pledge we will use the 5Ps they are:

• Pupil Centred – schools are run for pupils and everything we do is for our pupils.
• Positivity – we all embrace challenges and look for opportunities.
• Passionate – we value nothing more than equity and quality learning for all pupils.
• Professional – we model professionalism at all times.
• Practice – teachers and other staff will be highly qualified. Subject teachers will be passionate specialists; quality first teaching is at our core.

The Maths Hubs programme for the first time brings together all mathematics education professionals in a national network of hubs, each locally led by an outstanding school or college, and in partnership with neighbouring schools, colleges, universities, CPD providers, maths experts and employers. This is a new way of harnessing all maths teaching expertise within an area, to spread excellent practice even more widely, for the benefit of all pupils and students.

The national dimension of the programme is made possible by the hubs collaborating as a national group, pooling experience, expertise and ideas as a network, and meeting once a term at the National Maths Hubs Forum. This is a new way of fast-tracking current, school-based practice and research to an environment where national policy objectives can be explored and new ideas formulated.

What Maths Hubs are Doing

The work of Maths Hubs falls into two broad categories:

• National Collaborative Projects, where all hubs work in a common way to address a programme priority area
• Local projects, where hubs work independently on locally tailored projects to address the programme priorities.

National Collaborative Projects

• England – China: a project, involving exchanges of teachers between schools in Maths Hub areas and schools in Shanghai, to explore the implementation, in English schools, of the mastery teaching approach.
• Textbooks and Professional Development: a project involving primary schools using adapted versions of high quality textbooks currently used in Singapore, and backed up by professional development activities, as a means of supporting teachers to implement the mastery approach.
• Post-16 participation: a project to increase the participation of post-16 students in advanced mathematics courses of various types, including A Level and Core Maths.
• Mathematical Reasoning : project starting in September 2015, to trial ways of developing mathematical reasoning skills in Key Stage 3 pupils
• Mastery Specialists: Closely linked to other work on mastery, this project will involve the training of four teachers in each Maths Hub area to become experts in teaching for mastery in their own classrooms, and in supporting the similar development of teachers in partner schools.

Local Projects

As well as work on the three above areas, Maths Hubs are pursuing projects addressing other programme priorities, the mix of which will differ from hub to hub. Examples include:

• Raising the level of mathematics subject knowledge among primary teachers
• Improving the recruitment, and ongoing training, of high quality maths teachers
• Supporting the development of subject leaders through collaborative working
• Widening the access for all pupils to mathematics enrichment activities.