| "As a headteacher (which can often be a lonely job), I have never felt lonely." | |
| "We all work really closely to get the best outcomes for the pupils." | |
| "As a new headteacher the support and guidance that o have been able to access being part of TLP has been invaluable." | |
| "School improvement visits are supportive, purposeful and provide clear and practical next steps that lead to improved outcomes for pupils." | |
| "Staff forum opportunities enable staff at all levels to have a voice and steer the direction and culture of the Trust as a whole." | |
| "For me as a headteacher, the strength of being in the trust is the support I receive from my fellow headteachers and the central team and opportunities to reflect and collaborate on school improvement initiatives." | |
| "I know that my team and I are receiving the latest information to help us in our roles." | |
| "The trust has invested in the building too, to help us improve learning conditions for our children and staff." | |
| "Being part of the trust has been invaluable, providing expert support and guidance that helped us successfully build and set up our new nursery, ensuring the best start four our young learners." | |
| "Working in the TLP trust has afforded me multiple opportunities to network cross phase, to build supportive relationships with fellow headteachers and to develop professionally. Trust leaders are clear in their vision and objectives and listen actively to staff. It is exciting to be part of a trust that is growing and is diverse - we have much to learn from each other." | |
| "Being part of TLP's family of schools gives all of our staff the access to a supportive network of like - minded professionals, shared resources and collaborative opportunities." | |
| "Being in a trust fosters a sense of community and shared purpose, ensuring continuous growth, innovation and improved outcomes for all our children. This collective support system ensures that every school in the trust thrives and evolves to meet the needs of its pupils and community." | |
| "Working as part of TLP has provided a strength in depth that I hadn't experienced previously." |
‘The school and the trust work collaboratively to ensure that staff are suitably equipped to identify pupils’ additional needs accurately and quickly.’
OFSTED, January 2024
“I can get so much more done and it is always so helpful for me to have 'more than one brain' to help. Pupils will get paperwork completed quicker and therefore on the relevant pathways. Assessments will be completed so that relevant interventions and targets created to support APDR cycles.”
SENCO following support from our SEND Support Advisor
"The facilitators were incredibly knowledgeable, engaging, and supportive. The training was thoughtfully planned, allowing time for meaningful professional dialogue and the opportunity to share ideas with colleagues from other schools. The content was clear, concise, and directly linked to school priorities, making it both relevant and practical. I left with key takeaways that will help me move forward in my role and a renewed understanding of curriculum planning and leadership practices.”
"This was another fantastic session, expertly tailored to our needs. Their ability to share real examples of teaching and leadership practice made the content come alive, and their thoughtful coaching feedback was invaluable. The opportunity to step outside of my own school context, network with other professionals, and gain fresh perspectives on common challenges was especially beneficial. I came away feeling inspired and better equipped to implement changes in my school."
"An excellent day of training that struck the perfect balance between theory and practical application. The presenters provided clear, actionable insights into curriculum planning, subject knowledge development, and lesson sequencing. I found the implementation exercises particularly useful, and the sessions always provided a chance to reflect, share best practices, and explore the bigger picture beyond our own schools.”