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Every child has potential. We help them realise it by developing outstanding leaders for challenging urban schools.

Our mission is to help develop the next generation of leaders for challenging schools so that more schools in disadvantaged areas can offer their pupils a better future. Achieving this mission will not be easy, but our research has shown that it can be achieved if we relentlessly hold to the five following beliefs:

EVERY CHILD - All children can achieve even in the most complex urban environments

NO EXCUSES - Adults (teachers and other school staff, parents and carers) are responsible for ensuring all children reach their potential

HIGH EXPECTATIONS - Providing a high quality education is vital for a fair society that affords every child the full range of opportunities in life

LEAD LEARNING - Great schools are led by great leaders who have a focus on learning and attract, develop and coach great staff to reach every child

NO ISLANDS - A large number of excellent school leaders can lead to a sustainable improvement across the education system. This is crucial to enable all children to succeed.

Every child has potential. We help them realise it by developing outstanding leaders for challenging urban schools.

 

 



Young people in challenging urban schools do not, in general, perform as well as their intellectual counterparts in other schools. Pupils living in the top quartile of affluent areas have a nearly 75% chance of achieving five good GCSEs, compared to only 40% of pupils from areas in the bottom quartile of income areas (1). As a result, many pupils from deprived backgrounds do not get the futures they deserve. There are many examples of good leadership in these schools, focused on improving both classroom practice and basic literacy and numeracy skills, that are a compelling way to give these pupils a better future.

In every school, the quality of the headteacher influences the quality of teaching, which affects pupil performance. This is one of the reasons that some schools with the highest proportions of pupils on free school meals outperform their more affluent peers, even with their more disadvantaged intake (2).

Do you share our passion for improving the futures of children in challenging schools?
If so, explore why we think you should join the Future Leaders programme. Click here

1. ACORN data on residential neighbourhoods; good GCSE defined as A*-C GCSE/GNVQ equivalent. 2006

2. GCSE/GNVQ performance of secondary schools with different levels of free school meals. NCSL Research 2003

 

 
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