At Rushey Mead all students, teachers and parents share a common vision to "Make A Positive Difference".

This underpins everything we do and helps us to achieve the best outcomes for all students.

Every day at Rushey Mead we work together to Make A Positive Difference.

• To ourselves. We support students to achieve the highest standards, not just in lessons and examinations, but also in extra-curricular activities. We encourage them to consider their behaviour and to understand how this behaviour makes a positive difference to them and their future prospects. Every individual truly matters and we support them to be the best they can be.

• To others. Students at Rushey Mead consider their place in society and understand what it means to be a good citizen. The academy is extensively involved in charitable activity and students fully participate not only in fundraising for good causes but also in actively  helping others. The development of leadership skills for students is an important focus for the academy through our "Compass" student leadership scheme. On a daily basis staff and students support one another and their peers to mutual success.

• To our world. Every day we encourage all members of our learning community to respect their surroundings and make sustainable choices for the future. We take collective responsibility to make Rushey Mead, Leicester and the wider world a better place.

Our daily values help to make sure Rushey Mead is a welcoming, safe and pleasant place to be.

• Respect: A positive and considerate attitude towards peers, staff and visitors.
• Manners: Demonstrating respect through conduct and behaviour.
• Attitude: Purposeful positive action and smart presentation.

Through our vision and values we are working together to:

• Inspire a love of learning
• Achieve excellent outcomes for students
• Ensure the well-being of students
• Instil a strong moral and ethical code
• Lead change in education as champions of best practice
• Develop outstanding educational professionals.

We want to give our students access to the best which has been thought, said and written in every field of human endeavour so that they are knowledgeable, critical, enriched and well poised to lead fulfilling lives. To this end, we seek to ensure that each teacher in each lesson is able to do the best for each learner.

The simplicity of our Learning Journey approach allows teachers to exercise professional judgement and use their expertise to plan sequences of lessons which enable key concepts to be secured. This is evident in lesson observations and students’ books and portfolios. The use of active circulation and questioning allows for the identification of those who are struggling with support being put in place to enable them to catch up.

Lesson observations show a range of techniques being used to check students’ understanding: use of mini whiteboards, whole class questioning, individual questioning, students being asked to demonstrate, use of visualisers to project students’ work in progress, teacher circulation and annotation of work: all enable misconceptions to be identified and acted upon.

Feedback has been a big focus for professional learning, drawing on the work of Prof Dylan Wiliam and the Sutton Trust. Teachers are adept at giving precise and critical feedback in a variety of formats, with verbal feedback being the key to the timeliest improvements. Dedicated time is also given for students to act on feedback. “Feedback, both verbal and through marking is often formative and supports rapid progress.” Challenge Partner Review Jan 2014.

The Challenge Partners Review in February stated that “the leadership of teaching and learning is of the highest quality. Best practice within the school is shared and many staff work with other schools both locally and nationally to improve the quality of teaching in those schools.”

The Review went on to highlight the good practice that takes place in our classrooms every day.  It also served to confirm our belief in the new Teaching and Learning Rushey Rushes by noting that, “High-quality teaching is the norm found at the school.”, “Teachers ensure that students make exceptionally good progress by planning well-structured lessons, linked to high expectations of work and behaviour.” , “Classes are managed very competently, with well-practised and effective routines.”, “Very effective use is made of the ‘Big Question’ to set the scene for the learning activity.” , “Teachers question students skilfully”, “Many teachers are developing the use of growth mindset techniques. Where this is evident, students are developing a love of learning and resilience, which are essential for becoming an accomplished learner.

The Mead Educational Trust (TMET)

Formed in 2014, The Mead Educational Trust (TMET) is a well-established, respected multi academy trust in Leicestershire with a growing partnership of primary and secondary schools.

The Mead Educational Trust exists to improve the life chances of children and young people. At the heart of all we do is a commitment to provide our academies access to a world-class education, excellent school-to-school support and to provide our staff with an employer keen to provide high quality professional development.

Our passionate and dedicated approach to education provides pupils with an exciting, engaging and high quality learning environment, developing our pupils into aspirational, capable and confident young adults and members of the community. We are committed to helping each of our academies to ensure that helps every pupil reach their fullest potential.

At the heart of our Trust is a group of carefully chosen trustees, leaders of education and key leaders within both the wider and business community. The carefully selected guardians of our Trust teamed with the effective business management systems that we operate enables us to keep exceptional education provision at our core.

Our Trustees, Staff and Pupils all work together to make a positive difference.

To find out more about TMET, and view all vacancies, please click here.