By employing excellent staff, delivering a high quality curriculum and focussing unrelentingly on excellent practice so that our students benefit from the very best teaching and learning. RET have the skills, capacity and experience to turn this vision into a reality through the extensive national work of Education London, their sponsor.
RET's first free school, opened in 2011, was awarded a judgement of Good with Outstanding Features in its second year of opening. Their second free school, Becket Keys, opened in 2012, was judged Outstanding in all categories.
The school will open for 100 Year 7 children in 2015, and as they move up the school it will grow by an additional Y7 cohort each year, with all year groups being active by 2021.
For the first 2-3 years, while Turing House occupies its Opening Site, it will have capacity for 100 children in each year group; that is 4 tutor groups, each with 25 children. The Published Admission Number (PAN) will rise to 150 children per year-group when Turing House moves to its permanent site, with 6 tutor groups per cohort, each of 25 children.
When it is fully open (beyond 2021), the school will have capacity for 1050 students.
As in many other secondary schools there will be two equivalent “halves” or "sides" to the year, to facilitate timetabling. Each side will comprise of two mixed-profile form groups. These form groups will go to many lessons together (e.g. music, art, drama) and they will go to PE as a pair of classes together. The classes on each side may be divided slightly differently into "sets" for maths, for English and for science so that very high attainers can be suitably challenged while those with more specific learning needs can be supported.
The division into sides will be done following meetings with primary school staff and taking into account in some cases the information from parents. On the whole the aim will be to have a mixture of previous schools, boys and girls, sporting and musical interests and any other factors. In reality the students will not really notice the sides to the year, particularly with only 100 of them. They will all fit into a dining hall or playground quite comfortably.
If you would like to make a late application for a place at Turing House for 2015, you can do so here.
For subsequent years you can register an interest by filling in a short form. We will send you information about the formal application process at the appropriate time and keep you up to date with other developments.
Our Admissions Policy describes how places will be allocated if our school is oversubscribed. It is a distance-based policy, centred on a fixed Admissions Point. However, it's not possible to predict how big the catchment area will be around that point. Many new schools start life with a relatively large catchment area, which shrinks as they become more established, and younger siblings start to apply.
In future years we will be able to give parents information on past admissions to help them understand their chances of securing a place.
Richmond Council publishes allocation maps for oversubscribed community secondaries, showing the distribution of places allocated by distance to first-choice applicants. A few people have asked if we could publish a similar map for Turing House's 2014 applicants. However that would be innapropriate because as the application process for 2014 entry ran outside of the pan-London scheme, we don't know which of our applicants were applying on a first choice basis. We had 362 applications in 2014, and initially made 150 offers. However, as the process was curtailed by our deferrment shortly afterwards, we don't know how many of those 150 families were planning to accept their offers, or how many of the remaining applicants would have subsequently been offered a place from the waiting list. It would therefore be misleading to publish distance information at this stage.
The school will open for Year 7 children in 2015, and as they move up the school it will grow by an additional Y7 cohort each year until it is full.
Students joining the school in its first year will have the unique opportunity of starting a school at the very beginning of its life. As a result of the initially extremely generous staffing, all the teachers will know them individually and will have extra time and resourcing to ensure that their learning needs are met. Experience in RET's first school, Bristol Free School, has been that students have made outstanding progress and exceeded the very challenging academic targets that have been set for them. Read more about the views of BFS parents and students here.
Our approved proposal is for a Secondary School, and we currently have no plans to create primary places.
However we are aware that there is considerable demand for primary places in some parts of the Borough. If there is a demonstrable need for primary places in the area local to our permanent site, and if the site is large enough, then, in consultation with the Local Authority, we would consider seeking DfE approval to extend our school to include primary provision.
Our school will be non-denominational, and we will welcome children from all faiths and none. We will teach Religious Education in line with local and national frameworks.
Yes, it will have a sixth form from 2020. See here for more details.
Yes. In common with other RET sponsored schools and academies, staff are employed under the the School Staffing Regulations that apply to all other maintained schools and academies and the nationally agreed pay and conditions for teachers and school support staff including pension schemes. There is more information here.
The school's term dates will broadly follow the same pattern as other local schools. INSET days will be determined annually according to the school's needs.
The schools hours will be similar in pattern to other secondary schools with 25 hours a week of taught curriculum in addition to pastoral time, breaks and lunch. Optional after school activities will extend the day for many students.
Yes. The school will be inspected by Ofsted before opening and again within two years of opening.
There has been a lot of debate in the media recently about whether or not Ofsted can inspect multi-academy trusts, like RET, in the same way that they can inspect Local Authority Education & Children's Services departments. Whatever the outcome of the debate, RET considers itself "inspection ready". In common with other multi-academy trusts it is already subject to detailed scrutiny by the Education Funding Agency.
We will be running optional extra-curricular activities every day after school, including provision for quiet study/homework. These activities will usually last an hour.
Some other RET schools have operated a breakfast club before school, and we may eventually do the same. We can't commit to this yet, but will assess the demand at a later stage when we are clearer about our initial staffing profile.
We aim for our school facilities to be available for community activities and clubs in the evenings, though that is something that will develop once the school is open.
All of our local schools have specialisms. You can find out more about ours here. Specialisms help to give schools a distinctive ethos. We chose science because it is an inspirational specialism that isn't currently available to boys in the Twickenham area (Waldegrave Girls School does have a science specialism). We chose Engineering to complement the science, and to extend it in a practical employment-focussed direction. We chose Music for balance and contrast, as well as for its interesting connections with science and engineering. This combination of specialisms isn't available in any other local school, so we will be providing something unique.
Our school will have a broad and balanced curriculum. All interests will be catered for, just as they are in other local community secondary schools, which each have their own specialism. Specialisms do add an extra dimension for children who have those interests. However all children would benefit from the extra resourcing that the specialisms could potentially attract, and from generic "life" skills associated with the chosen subjects.
We will not be using streaming, which involves separating children into a fixed group for all of their lessons. Instead we will use setting to focus the learning in core subjects, including English, maths, science and languages.
Tutor groups, which reflect the full breadth and diversity of the year group, will be the basis for non-core subjects such as PE, Art, Drama, Music and Design & Technology.
This mixed use of strategic setting by attainment and tutor groups helps to maintain and develop friendships and cooperative working. It is used in most of our local secondary schools, and some primaries.
The Turing House curriculum will meet the needs of the full range of our students. Those students who have made less progress than their peers on transfer from Year 6 will be given additional intensive support, including reading recovery, from the start of Year 7 to maximise their subsequent access to the secondary curriculum. We will support them to make outstanding progress and anticipate that a high proportion of students entering our school with prior attainment below national expectations will be able to achieve the English Baccalaureate.
For the minority of students where an English Baccalaureate or equivalent pathway is an unrealistic aspiration we will provide an alternative range of courses and options so that all can achieve success at Level 2 (GCSE), either at the end of Year 11 or by the end of Year 12. Our range of qualifications will enable every student to gain a sense of self-worth and achievement.
For the first year we are recruiting 8-9 Full Time Equivalent teachers, to cater for our 100 Year 7 students. The result will be a slightly higher teacher-pupil ratio than the final operating level, with the costs for that being covered by the start-up funding model for new schools.
The selection process has looked at the team as a whole and how their expertise fits together rather than assuming a fixed staffing model. Teachers' subsidiary subjects have been taken into account as part of that process, to create the strongest possible team. This approach has been used very effectively in RET’s other Free Schools, producing strong staff teams with full curriculum coverage.
More details of our founding staff team can be found on the Staff Page. Year 7 applicants for 2015 were invited to a Meet the Teachers event in April. and there will be an induction day in July.
All of the founding teachers will be specialists in a secondary subject area and some will teach in a second subject in which they have particular experience or qualifications. This is standard practice in secondary schools, particularly at Key Stage 3 where the transition from having mainly one class teacher at primary to as many as 13 separate teachers can be quite disruptive. In addition to the experience of those teachers in the areas they will be teaching and the support that the senior staff will provide, RET provides a network of subject specialists to support staff in all their schools as necessary.
The staff team will grow each year, as the school grows, with appointments for each September being made in the preceding spring term. By the third year the school will have expanded its team of science, technology, language and humanities specialists in readiness for GCSE option choices. Further appointments will be made in the fourth and fifth years of growth in readiness for the sixth form.
The very popular Waldegrave Girls' School in Twickenham slightly skews the gender balance of other local secondaries. The 2013 school census data gives the following percentages of boys; Orleans Park 61%, Teddington 61%, Hampton Academy 52%, Twickenham Academy 57%.
Adding a new co-ed school into the mix will dilute the extent to which each individual school is affected'.
Although our Admissions Point will draw some children from Waldegrave's catchment area, we expect it to attract girls as well as boys. Given the choice we know that some girls prefer mixed schools, and many families who have both boys and girls prefer them to attend the same school.
Part of the rationale for our Admissions point is that it will help to balance what is known locally as the 'Waldegrave Effect'.
Yes. We envisage equipping a Learning Resource Centre with Books, Magazines, Newspapers, and ICT to encourage independent learning. Resources would include curriculum related material, as well as wider reading for interest, and fiction too. The provision would be developed as the school grows.
This approach has worked well in RET's established schools where students have had input into the books and resources they would like to have access to.
All RET schools are preparing for the new specifications of GCSE. We are working on all subject areas but the core of English, maths and science are key focusses in all of the schools in the trust. For example we had an extra trust-wide INSET day on maths changes last year where all maths teachers in all four schools got together to plan for the new examination. More information is on our King’s school website: here. By the time Turing House students sit the exams, the other four schools in the group will be able to share their direct experience.