The Vision

The vision for the Loxford School Trust is to ensure that all students under our umbrella attain outstanding outcomes.

Tabor Academy was judged as special measures in December 2014 whilst under the sponsorship of Lilac Skies and has subsequently moved to the Loxford School Trust as of 1st April 2015. Results in all key stages will be substantially improved by August 2016 and we hope to exceed national levels in the common reporting examination systems.  Examination results at key stage 4 are significantly below  the national average based on the baseline data of students.

The vision will only be realised by recruiting and leading an aspirational team to raise standards of attainment significantly.  To do so will take a number of years and require many changes, some of which will be transformational in nature; others will be no more than minor adjustments to existing practice.

The aim of the Academy will be to target all students on entry to ensure that they are given the tools to move onto university if they wish. A key area will be to concentrate on literacy and numeracy. The AEND department will begin to develop intervention strategies to ensure that all students have the ability to access the curriculum.  Department areas will be reviewed through a vigorous programme with lesson plans in all subject areas.  The one to one tuition will continue to grow. As such, literacy and numeracy will be a key feature and centres of learning will develop within the Academy. A Literacy, Numeracy and Behaviour unit will be key features in the Academy and corrective reading strategies will form part of the curriculum.  Areas that have not performed as well as other areas will be held accountable to ensure that they meet the challenges of examination performance.

The curriculum will also be modified at all key stages to allow students greater access to options that they will succeed in and achieve their potential. Greater emphasis will also be placed on students gaining 5 A*- C grades including English and Maths with clear intervention strategies to improve the percentage figure for this area. The current declared figure is 47% and it is expected that this figure over the next three years rises to over 70%.

Behaviour monitoring, exclusions and attendance will continue to be key areas of improvement resulting in fast clear systems.

Appraisal will also feature as a key area for development allowing staff to develop their personal portfolios with clear training needs identified leading to INSET that enables both the individual staff member and the whole Academy to benefit.

Assessment of all students will be a key feature in the Academy and departments with greater accountability for all subject areas using national data as a guideline. Students will be tracked consistently to ensure that they are meeting their potential with clear interventions if they are not.

Curriculum areas will have open, clear and accessible schemes of work that are clearly progressive. Department Reviews will be a central focus for all Curriculum Leaders as they lead their teams into a self-evaluating focus and will set clear actions with targets. All post holders will ensure that they are part of departmental processes and that they have an evidence portfolio that clearly tracks their responsibilities.

Tabor Academy
Part of the Loxford School Trust

Mission Statement

We will maximise the effectiveness of learning opportunities and technologies to provide our children with high levels of attainment and achievement.  This will be provided in a well-ordered, reflective, enterprising and collaborative environment in which all participants are respected and are enabled to fulfil their potential and to make a positive contribution to the development of our culturally rich community.


Values, Vision and Mission

Through our policies, practice, evaluation and celebration we shall illustrate our commitment to:

  1. All humanity, respecting the rich diversity of individual, family and community life; specifically recognising and supporting the primary entitlement of all in the development of their own spiritual and emotional well-being and of a positive self-esteem.
  1. The fulfilment of personal potential through educational opportunity, based on the aspirations of individuals, appropriate to their needs and accessible to their circumstances.
  1. Innovative and flexible approaches to teaching and learning, effectively deployed to raise student aspirations; grounded in realistic self-appraisal, fuelled by clear visionary inspirations, driven by supportive staff, and resourced by state of the art facilities within a purposeful and attractive environment inspired by a clarity of vision from the school’s leaders.
  1. A broad, balanced and personalised curriculum, enhanced by our distinctive focus on Science, Technology and Languages, supported by effective deployment of a range of educational technologies.
  1. A variety of differentiated accreditation opportunities for all students based upon competencies, aptitudes and a pro-active approach to equality of opportunity for all, including securing the basic skills of literacy and numeracy as access keys to the curriculum.
  1. The provision of distinctive and high quality post-16 education, reflective of the School’s specialisms and with a focus on lifelong learning and collaboration with our community.
  1. A committed, well-resourced staff including colleagues from outside conventional roles, deployed where appropriate to enhance the learning process.