BPET joins Challenge Partners Leadership Network

Delighted to say that we have been invited to join Challenge Partners Leadership Network.

This offers BPET Central Team and our eight primary free schools networking opportunities with other small and medium sized Multi Academy Trusts (MATs) and schools, to learn from each other and to enhance the life chances of all children through collaboration to combine our specialist wisdom.

Trust Leaders Network

“Our national network brings together like-minded trust leaders passionate about extending excellence in their trusts and committed to sharing great practice so that the whole system improves – consistent with our upwards convergence model.

Learning from each other and the business world beyond, the network enables you to connect with experts, leading thinkers and peers across the country.”

Trust Peer Review

Emulating the success of our school Quality Assurance Review, our Trust Peer Review enables improvement through challenge and collaboration. Independently reviewed by the NFER, it was found to benefit trusts and reviewers alike. The host trust is supported to sharpen its improvement strategies and leadership, while peer reviewers gain unique insights to support development in themselves and their trusts.

Trust peer reviewers are led by an independent expert and work with host trust leaders as one team to build a picture of how school improvement operates across the trust and the impact it is having. This informs rich professional dialogue about strengths, areas for development and next steps, which are captured in a written report. The BPET CEO and Director of Education have been trained to undertake Trust Peer Reviews.


BPET Leadership Consultant – Sir Bruce Liddington Obituary

Sir Bruce was a first rate educationalist who ultimately believed in education autonomy for the benefit of pupils he served. He became the driving force of the academies programme under the Labour government.

Sir Bruce led Northampton School for Boys from 1986, where just 9% of boys achieved 5 good GCSEs to 2000 when 79% of pupils achieved 5 A*-C GCSEs.  Later, after joining the civil service, Sir Bruce rose to become the first National School Commissioner in 2007.

Born in Kettering General Hospital in 1949 and brought up in Wellingborough as an only child to a stone mason and shoe factory worker, Bruce thrived academically.  He passed the eleven plus and was accepted into Wellingborough Grammar School with contemporaries like Sir David Frost.

Having been accepted into London University’s Queen Mary College (as it then was) to read English, Bruce took a year out to teach and he caught the bug.  After gaining a first class honors degree, he also enjoyed reading, a lot and going to the theatre and gigs.  He passion was musicals and the opera along with seeing his favourite band Crosby, Steals and Nash all over the world.

Whilst doing a master in Washington State, with the aid of a rotary club sponsorship, he met his wife Carol Jane.  After completing his first-class honours in English, he did his PGCE at King’s College, Cambridge.

Inspired Bruce to take up teaching in Conisborough, Yorkshire, Bruce developed as a great school leader and applied for his first headship at Northampton School for Boys.  Far from the grammar school it once was, it was the worst performing school in the town.  Through grit, resilience and pure determination, the school improved year on year, at one point being the only school nationally to improve 11 years in a row.

After 14 years as Head Teacher at the school for Boys, Bruce had taken the school out of Local Authority control, a controversial process for greater school autonomy, and made it the most oversubscribed school in Northampton.

Sir Bruce was knighted in the 2000 new year honours and went onto a secondment in the now Department for Education.  He soon found himself at the forefront of a new education policy called City Academies.  He threw himself into formulating policy and challenging the worst performing schools to have a structural solution.

He will always say he was put on this earth to close Willesden High School in Brent, north London.  A school in special measures for five years and a term, to become Capital City Academy.  Now performing at national average, Sir Bruce even wrote the design brief for what is a vastly improved school.  He copied this model across the country.

He became the Government’s enforcer on poor performing secondary schools, challenging Local Authorities and recruiting sponsors, initially with £2m donations, to govern the new academies.  Time has shown these schools to be very successful.  As the worst performing schools, more than half are now rated Good or better by OfSTED.  This has become the blue print for failing schools that has continued to be used as the strategy for school improvement by the Government today.

Sir Bruce left the civil service in 2009 to become the Director General of E-ACT.  Believing the role to be for high-level public advocacy of education, he soon found himself leading an academy sponsor through a governance crisis with six poor performing secondary schools in mainly large cities across England.  They all improved significantly and most were judged Good by OfSTED in their first inspection as academies, with two being Outstanding.

After expanding the organisation to 35 schools, including opening the first Free School in the country, Sir Bruce left E-ACT in 2013 and will be long remembered by those who knew him as an education visionary, who saw what was best for pupils and how best this was overseen and governed.

Not many transitioned from classroom, to Headship, to senior civil servant, to Chief Executive and were respected deeply along the way.

Sir Bruce celebrated his 70th birthday last September.  He leaves his wife Carol Jane and three children, Gaby, Richard and Jamie along with six cherished grandchildren.

Rutherford House recognised as ‘School Heroes’

We are very proud of our Trust School in Balham to be recognised by their local MP, Dr. Rosena Allin-Khan, as local ‘School Heroes’ for their work during the COVID-19 pandemic both supporting home-learning and then re-opening on 1st June 2020 and since 22nd June welcoming every year group of pupils back before the summer holidays.

This is the nomination for Head Teacher, Mrs Maxine Mallet, and her whole staff team …

Dr Allin-Khan wrote the following letter whilst sending the certificate to the school before the end of term / 2019-2020 academic year.

Here is the certificate itself, which will be officially presented to the school’s staff when social distance visiting allows in the autumn term.

‘Well Done’ Mrs Mallett and the whole Rutherford House School Team!

BPET launches 2020-21 CPD and Collaboration Training Portfolio

Delighted to launch our 2020-21 Professional Development Training Programme for 2020-21.

In partnership with esteemed external facilitators and professional training organisations we offer a wide variety of cost effective training courses for Teachers, Emerging and Senior leaders.

Most courses for 2020-21 will be delivered over zoom, with a few specific modules taking place face-to-face at our training facility at Kilburn Grange School, Brent, London.

Take a look at our brochure and take advantage of our early bird booking offer!


Excellent Parental Survey Results for our Schools

We are very grateful to our parents who have completed our annual parents survey, which provides invaluable feedback and ideas for improving the children’s education experience. We place a great emphasis on regular review and improvement, with input considered carefully from all of our key stakeholders and this is factored into the planning for the following academic year.

Even in these extraordinary times of COVID-19, the annual BPET Parental Surveys were sent, because we did have 7 months of the academic year in school before lock-down and we have received very positive feedback across our eight schools.

Overall, we are delighted to say that 97% of parents agree or strong agree that their child enjoys coming to school and 94% of respondents would recommend a BPET school to their friends – which is better than the excellent feedback as we received last year.

Across BPET, parent’s responses show they are very happy with their child’s education, across the eight schools and in addition:

  • 98% of parents and carers strongly agree or agree that their school’s values and attitudes have a positive effect on their child
  • 97% of parents and carers strongly agree or agree that their school develops their child’s independence and responsibility
  • 95% of parents and carers are satisfied with the leadership and management of their school

These positive responses are a testimony to the hard work and dedication put in by staff teams across the year for the benefit of our 2,000 pupils. The results are all higher than previous years; even though our schools continue to grow every year so a wider cohort of families across the trust and the recent weeks of home remote learning.

All schools have written to parents, setting out the areas that have been identified for improvement. These include ideas for extra-curricular clubs next year, better communication with parents, especially where information is about pupil’s performance and outdoor learning which includes both sports provision and ideas like forest school.



To emphasise these positive survey outcomes, parents created testimonials they are happy we share across our trust, below:

Braywick Court School is an absolutely fantastic and unique school with the most wonderful, dedicated and caring teachers I have seen. So much hard work and passion has been put into making the school what it is today and we are very lucky to be able to send our children there. They have proved during this very difficult and challenging lock-down period just how amazing they are for so many different reasons.

Deer Park School is an ‘Outstanding’ local school, bringing together families and local community. All pupils are nurtured and encouraged to excel, whilst they develop valuable life skills and a real enthusiasm for learning. My children cannot wait to be in the new building where we know so much more can be achieved with a larger space inside and out.

We ‘love’ Evendons Primary School, the ethos, teaching staff and community around the school have created a varied, inspiring & interesting learning environment that our girls love and are always positive about attending school. Children are seen as unique individuals & are encouraged to develop their interests & skills. Evendons nurtures & cares for each child always putting the child’s needs first above box ticking. It has been wonderful to watch our girls develop the school and believe that they will leave the school as well rounded individuals.

Halley House School is a vibrant and welcoming school community that welcomes parent involvement and encourages all children to flourish. The staff are so committed and caring and work tirelessly to inspire the children. Learning and a passion for educating is at the heart of this school! We are really grateful to be part of this growing school.

In attending Kilburn Grange School, our children feel that they belong to a community that always has their best interests at its heart. They love the school, its staff and his friends, having developed tremendously since joining. The school is a place which is open, inclusive, multicultural and heart-warming. Thank you!

Rutherford House School offers a supportive environment for children to thrive in. They love children and it shows in the huge effort they put into keeping them happy and safe. They continually challenge themselves to open up new opportunities and experiences for pupils and I trust them to help me prepare my child to enter the world.

Watling Park School is a fantastic school to send your child to. My daughter adores all the teachers, enjoys her lessons. The school have helped her thrive. It is a place where children of all different socio-economic backgrounds and ethnicities get a great foundational opportunity to build on their educational minds as well as their social interaction.

Whitehall Park School is an amazing school as it provides a safe, happy and challenging learning space for my children. It has a great academic ethos and offers a broad curriculum as well as exceptional extra-curricular activities, both my children love going to school and that is thanks to the great teachers and staff!

School Re-opening – Case Study: Confidence in good hygiene with Hand Inspection Units

We at Bellevue Place Education Trust have been taking every step in the closing, planning and delivery of home-learning and re-opening of schools very seriously. We have worked in a collaborative manner with our staff, families, suppliers and where applicable local authorities.

Since the announcement for a phased return to school for Reception, Years 1 and 6 by the Government we have supported and assisted our eight schools to undertake detailed risk assessments and school running planning. We have procured PPE, where requested, and safety equipment for our schools and we have communicated openly with our staff and families all the steps we have taken.

We are confident, that we have done everything we can to make our schools as safe as possible for our pupils and wider staff return on 1st June 2020.

This case study is an example of our procurement for our schools of a vital solution to help educate all about the importance of good regular hand washing – Hand Inspection units from DaRo UV Systems – which provide an ongoing monitoring solution offering safety and good practice to everyone who attends or in time visits a BPET school.

Introduction of our New Head Teacher for Kilburn Grange School

The Trust is delighted to announce that, following a competitive recruitment process, Mr Rob Farrell has been appointed as the new Headteacher for Kilburn Grange School. Read the formal announcement here.

Mr Farrell joins Kilburn Grange School (KGS) with over 20 years’ experience in the education sector, most recently as Headteacher at Oliver House School, an independent school in Clapham. He has enjoyed an interesting and varied career so far, working across both the state and independent sectors, at primary and secondary level.

Mr Farrell will join KGS on 1 September 2020, although we hope to arrange a visit before so he can learn more about the school and to talk to staff and pupils. We will also arrange a meeting as soon as we are able, where parents will have the opportunity to meet Rob and hear his ideas and aspirations forthe school in person.

Rob Farrell, will join KGS on 1st September 2020In the meantime, we took the opportunity to ask Rob some questions so the school community could get to know a little about him …

Q: What motivated you to become a teacher?

My older sister was the first teacher in our family so there was certainly some inspiration there. Like many teenagers I did consider a number of possible careers while studying for my A-Levels, but teaching was the only one that truly inspired and excited me. The opportunity to make a positive impact on the lives of young people makes teaching an incredibly rewarding profession. I have enjoyed a varied and interesting career working with children of all ages and I feel very privileged to have been able to do something that I love for all of these years.

Q: Looking back to your time as a Head teacher, what are some of the things you are proudest of?

A: I am proud of the many areas of progress that the school made in my time as headteacher. This progress that was only possible through a positive atmosphere of collaboration, purpose and shared vision amongst stakeholders. Looking back, most importantly, I am proud of the many achievements of all of the children. It is incredibly important to me that I know each child well and I enjoyed visiting classrooms regularly to hear about their daily accomplishments. These opportunities to share in a child’s success and celebrate their good news are what makes the role of a headteacher such a special one.

Q: Tell us one fact about yourself that we would not find on your CV …

A: I love playing and watching a range of sports and coach my son’s football team on a Saturday morning. He’s a goalkeeper, a position I played at school.

Q: What attracted you to the role at Kilburn Grange and what is your vision for taking the school forward?

A: I am delighted to be joining Kilburn Grange at such an exciting point in the school’s development. With the first Year 5 class due to start in September, it is a wonderful opportunity to help shape a successful future for the school and build on the good work that has taken place since Kilburn Grange opened in 2015.

I am really looking forward to working with a dedicated and talented staff team, taking the school onwards on its journey to becoming an outstanding school that is an important part of the local community. The BPET vision for children in its schools is one that I share. It is a vision of schools as places where children are happy, love learning and are surrounded by exciting opportunities that enrich their educational experience.

I can’t wait to get started and begin working with the wonderful children in Kilburn Grange. I will be doing all that I can to ensure that their experience of primary school is one that they will look back on with great fondness. My aim is to ensure that all of our children reach their potential and feel good about themselves. I want them to look ahead to the future with excitement, confident in their many talents and keen to contribute to society in a positive way.

Evendons Primary School Leadership Team Announcement

Since becoming Head Teacher of Evendons Primary School and joining Bellevue Place Education Trust (BPET) Matt Parting has looked at re-framing the school’s leadership team to both reflect the experience of his senior leadership team (SLT) and to respond to the needs of the school now that it is full.

After a successful interview process led by Matt and Laura Gregory, BPET Director of Education two appointments can be announced.

Firstly, Ms Stacey Read has been appointed as Evendons Deputy Headteacher with immediate effect. Stacey will be focusing on developing teaching & learning across the school. We will be looking to appoint a new SENCo in September to free up Stacey’s time to concentrate on her new role and responsibilities.

Secondly, Ms Jane Aust has accepted the post of Office Manager.  This role now fully reflects the huge contribution Jane makes to the smooth and safe running of the school. The creation of the Office Manager role is in keeping with others across BPET but has allowed Evendons to tailor the job description to incorporate the huge strategic role Jane plays as part of the senior leadership team.

Sharing the news with staff and parents just before the Easter break, Matt Parting said “I know that you will all recognise, perhaps more than me, the importance of both Stacey and Jane’s contribution to the school over the past few years. I hope you will all join me in offering them both huge congratulations and I look forward to continuing to move Evendons forward with them both.”

We at Bellevue Place Education Trust are confident this new structure will enable the school to develop further, to provide challenging and innovative teaching and learning for all pupils at Evendons Primary School.

Introduction to our new Head Teacher for Whitehall Park School

We are delighted that after an open and competitive recruitment process, Miss Helen Tyler has been appointed as the new Headteacher at Whitehall Park School to start on 1 September 2020.

Miss Tyler joins us with over 20 years Headship experience and is currently the Headteacher at St. Joseph’s Catholic Primary School in Camden. Having been there as Headteacher for 13 years, in that time achieving an Outstanding grade by OfSTED and with the school currently rated as Good with Outstanding features.

Miss Tyler is seeking a new challenge, working in a bigger school, closer to her home . We, at BPET ,are very excited about Helen’s experience and passion that she will bring to Whitehall Park School (WPS).

Helen Tyler will join Whitehll Park as Head Teacher on 1 September 2020

We took the opportunity to ask Helen some questions so the school community could get to know a little about her …

Q: What motivated you to become a teacher?

A: Without doubt my own very happy experiences at primary school inspired me to become a teacher. My wonderful class teachers imbued in me a love of learning, a determination to do well and above all a love of reading for pleasure and for scholarship. These things have stayed with me and influenced all I’ve done as a teacher.

At school and with my family I also developed an early passion for animal welfare, wildlife and the need for everyone to become a responsible global citizen. As a teacher I felt I could influence all the pupils I taught with the same commitments and encourage them to make their voices heard when they had something important to say, whether through writing to the PM or through fund raising, etc.

Above all I have been driven by the need for equality of opportunity for all those I taught. I have always worked to enable my pupils to excel, whatever their starting points and aspirations, and like the young me to develop a love of learning, a determination to do well and above all a love of reading for pleasure and for scholarship.

My teachers knew me really well, challenged me and encouraged me never to give up. They instilled in me a belief that anything is possible. I wanted to do the same for others through teaching. It is a privilege to take part in shaping the next generation. I will leave a wonderful legacy if I am able to do this for every child in my care at WPS.

Q: Looking back to your time as a Head teacher, what are some of the things you are proudest of?

A: I am proudest and feel most privileged that as a headteacher I have been able to influence staff to share my vision for excellence and equality. The quality of learning is only as good as the teaching, so I have tried to appoint the best teachers and the best leaders to drive forward towards excellence and to meet aspirational targets. I am proud that there are many great headteachers, deputy headteachers, subject leaders (and the odd Ofsted Inspector!) dotted across London who started their early careers under my leadership and expectations. I am proudest of knowing that pupils make excellent progress at St Joseph’s because of the outstanding teaching they receive and the additional support offered for those who need it.

I am proud that I know every pupil and their families well and that parents feel I am approachable. I am able to discuss their child’s learning (progress, standards, targets and so on) but importantly I know each child for the unique and special individual s/he is. Knowing pupils’ character, personality, talents, interests, dreams and aspirations, enables the staff to help them achieve their ambitions. I am proud that I have always encouraged pupils to read and helped parents to understand their role in this endeavour.

I am proud that so many children come back to visit – often in their first week of secondary school and regularly for years afterwards and it gives me great pleasure to hear of successes in their new school and their great memories of St Joseph’s. The biggest thank you I could ask for is when they share a great school report, have made it into a sports team, achieve the grades they need to go to university and talk about environmental projects and new friendships.

Music is at the heart of the curriculum and children are given a huge range of opportunities to sing as a class, as soloists or in a choir, in concerts, in assembly and to join different orchestras. This is particularly important in St Joseph’s where family resource can’t run to music lessons. I’m proud that music rings out in the heart of the city.

Tell us a couple of facts about yourself that we would not find on your CV …

  • I love bird watching especially in West Africa.
  • I love watching football!
  • I am a pet patroller for lost pets!
  • I would love to learn to surf!

Q: What attracted you to the role at Whitehall Park and what is your vision for taking the school forward?

A: It was the WPS’s vision that captured my interest. High expectations for all pupils, academic, personal and social resonate fully with my own vision. I also completely agree with a curriculum which is rooted in a whole-school consensus that every child learns, enjoys and succeeds.

During my visit, the vibrancy of WPS was evident in purposeful learning and the creative high quality of the displays. The commitment to a values-based, enriched curriculum, becoming an accredited “Thinking School” and strong partnerships, particularly with parents, was a joy to hear. I knew immediately it was the school that I was looking for in my next post and would love to lead.

As the new Headteacher I will fully embrace the school’s vision to become a centre of excellence for every pupil. I will build on the achievements and strategies already in place and talk to current leaders about their action plans and targets. It will be important that I get to know and understand the school’s community in order to draw up a clear values-based development plan which is understood by all. I will make sure there is a smooth transition to avoid loss of momentum and reassure parents who might be concerned about any possible adverse impact from the change of leadership. I will get to know everyone in our school community as soon as possible.

Safeguarding, personal development and well-being will continue to be at the heart of WPS so that the children are safe, feel safe, and feel really good about themselves and their learning. I will ensure total commitment to the well-being and achievement of every child.

My vison is to establish an exceptional quality of education in every classroom, a broad, balanced and enriched curriculum that is highly ambitious for all and provides the life skills and experiences pupils need to succeed in all areas of life. I will highlight academic rigour and place a strong emphasis on the performing and visual arts and sport. I value the joy of childhood, one that is full of awe and wonder. I will quality assure a curriculum that is highly inclusive, designed to develop each pupil as a whole person and which draws on their gifts and talents so that they acquire the skills, knowledge, understanding and experiences that will enrich their life now and in the future. I want all pupils to be confident, articulate, resourceful, resilient and more than ready to move on to secondary school, and they will be under my leadership.

We look forward to welcoming Helen in September 2020.

READ HERE our Case Study of the online recruitment process for Helen Tyler

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