Our College Model

At Leigh Stationers’ Academy, our college model brings our vision to life: a community where no student is left behind and where every student is known, valued, and supported to succeed academically, socially, and personally.

By dividing our large school into smaller colleges, we ensure that every pupil receives personalised care and support in an environment where they feel seen, heard, and part of a close-knit community. Each student belongs to one of five colleges, where they build strong relationships with their peers and staff, and benefit from dedicated pastoral care, consistent routines, and a strong sense of identity and pride.

Five Colleges: One Community

At Leigh Stationers’ Academy, pupils belong to one of five colleges: Angelou, Caxton, Equiano, Hansard or Woolf. Our college model provides every student with a strong sense of belonging, identity and support.

Angelou, Caxton & Hansard Colleges

Pupils in Years 7–11 mostly belong to one of three colleges: Angelou, Caxton or Hansard. These colleges provide the foundation for pastoral care and daily routines: pupils have tutor time, assemblies, and most lessons within their college groups. As students transition into Key Stage 4 (Years 10–11), they continue to be part of their original college for tutor time and assemblies, while accessing a broader curriculum taught across all colleges.

Woolf College

When students graduate from Year 11 or join us in the Sixth Form, they become part of Woolf College, our dedicated Sixth Form provision.

Equiano College

Equiano College is our Local Authority Resourced Provision (LARP), offering a tailored and inclusive environment for 27 pupils with moderate learning difficulties and an Education, Health and Care Plan (EHCP).

Our Colleges

At Leigh Stationers’ Academy, each college is named after an influential figure linked to literature or the Stationers’ Company.

Hansard College – Our Grammar Stream

Hansard College is Leigh Stationers’ Academy’s designated grammar stream. Upon joining the academy in Year 7, pupils are placed into one of three colleges: Angelou, Caxton, or Hansard. Hansard College is made up of pupils who are in the top third of the cohort based on their KS2 SATs scores.

Placement into Hansard College

To determine eligibility for Hansard College, we consider each pupil’s Maths and Reading scaled scores from Key Stage 2. However, placement is not based solely on academic performance. In line with our commitment to fairness, inclusion, and balance across the academy, we also take into account:

• The placement of pupils with SEND
• The proportion of disadvantaged pupils
• The balance of male and female pupils

This means that even if a pupil is within the top third of the cohort academically, they may not be placed in Hansard College if it would result in an imbalance across the three colleges. For example, if the top third of pupils were made up entirely of girls or entirely of boys, we would ensure a more even distribution across all colleges.

Curriculum and Opportunities

All pupils, regardless of whether they are placed in Angelou, Caxton or Hansard, follow the same ambitious and knowledge-rich curriculum. All pupils also have access to the same co-curricular opportunities, enrichment activities, and wider school experiences. What may differ in Hansard College is the pace and depth of learning. Pupils may move more quickly through some areas of the curriculum or be challenged to explore topics in greater depth.

At Key Stage 4, pupils are grouped by ability in English, Maths and Science, regardless of their college. Pupils from all three colleges, including Angelou and Caxton, are routinely placed in the top sets for these core subjects. For optional subjects (e.g. Art, Music, Business, Drama), pupils are taught in mixed-ability groups, and classes are made up of students from across all colleges. This structure ensures that every pupil has equal access to the full curriculum.

Why We Use a College Model

The college system ensures that every pupil is seen, known and supported on a daily basis. It brings the benefits of a small school environment to a large academy and provides:

• A sense of belonging and identity
• Consistent and personalised pastoral support
• Clear routines and high expectations
• Rapid communication with families
• A strong culture of ambition and care

College Leadership

Each college at Leigh Stationers’ Academy has a dedicated leadership team, reflecting the academy’s wider leadership structure and commitment to ensuring that no student is left behind.

A Clear Structure of Support

At the heart of each college is the Head of College, a Vice Principal who is responsible for the day-to-day running of the college. Their role is to ensure that every pupil within the college is known, valued, and supported to succeed academically, socially, and personally.

Supporting the Head of College is a team of leaders:

• Deputy Heads of College – Assistant Principals who provide strategic and pastoral leadership within their college.
• Raising Standards Leaders – Focused on academic progress, behaviour and attendance, they work closely with pupils and families to uphold high expectations.

Each college also benefits from a dedicated team of non-teaching staff:

• Student Services Managers (SSMs) – Often the first point of contact for pupils and parents, offering day-to-day pastoral support.
• College Administrators – Handling attendance, communication, and other operational matters.

Most leaders and support staff are linked to specific year groups, ensuring that pupils and families receive consistent and personalised support throughout their time at the academy. This structure enables parents and carers to know exactly who to contact should they have a question or concern about their child’s experience at school.

In this section of the website, you will find the key staff for each college, along with the year group they support. This structure ensures that every pupil and family has a clear and consistent point of contact throughout their time at Leigh Stationers’ Academy.