If you would like to give your views or have any specific aspects of the proposal you would like clarified, please complete the consultation response form: HERE

We have started off with the questions that we as governors, board members and school leaders asked when we began considering federating our two schools.

Responses to frequently asked questions are updated here once a week.

This page was last updated on 27th January 2026.

FAQs

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Who will be the Executive Headteacher?

Jenny Lewis, currently Interim Executive Headteacher across both schools, will be the Executive Headteacher for the Federation.

Will staff be asked/expected to work across either school?

Staff will maintain their school specific job description and would not be expected to work in the other school unless they apply for a role that is across both schools. There will be opportunities for joint staff development/training.

What about jobs?

Federating creates additional opportunities through shared roles and career pathways. There are no current plans for changes to the staffing structure.

Will my child's education change?

Day-to-day classroom experience remains the same. What improves is access to broader expertise, additional enrichment opportunities, and enhanced specialist support when needed.

Will my child have to travel to the other school?

No. Children will continue to attend their own school building. Some enhanced activities or specialist provision might offer occasional opportunities for cross-site experiences, but this federation is not about merging the two schools, the main shared function is governance and leadership oversight.

Will you close one school?

Whether schools close or not is a decision made by the Local Authority and is dependent on numerous factors. The Local Authority has confirmed that there are no planned closures for the 2025-26 and 2026-27 academic years. The reason we are federating is to provide stable strong foundations for both schools to enable them to thrive. 

What about the deaf provision?

Laycock's regional deaf provision is a strength we're championing and protecting. The partnership has already strengthened provision through improved targeted training, development of the deaf resource hub within the provision and joint partnership working with external professionals/organisations. Federating provides additional strategic oversight and financial stability. Qualified Teachers of the Deaf (QTOD) support remains in place and specialist expertise will be enhanced. 

Will deaf children still receive the same level of support?

Yes. Qualified Teachers of the Deaf support specialist assessment, and support and interventions continue unchanged. Federating enhances the sustainability and resources available to the provision. Each deaf child will continue to receive support from highly qualified specialist teachers with mandatory qualifications in deafness.

Why not join a multi-academy trust?

We are committed to community-focused education within the local authority framework. Federating allows us to gain benefits of collaboration while remaining accountable to Islington families and maintaining our community school ethos.

What if the schools don't work well together?

We have two years of successful collaboration demonstrating our compatibility. The Federation structure includes governance oversight and clear protocols for resolving any issues that arise.

Are there plans to develop the Federation further with other schools?

All our current efforts are focused on setting up the Federation for Laycock and Thornhill. Of course, we can’t predict the future, but any expansion would be subject to consultation, and would need to align with the Vision and Values of our Federation.  

Isn't this just about saving money? What's really in it for our children?

Yes, federating can support financial sustainability - but that's not the purpose. The real opportunity is about what that stability enables for children:

• Access to broader expertise and specialist support across both schools.

• Enhanced curriculum and enrichment opportunities neither school could provide alone.

• Deaf children benefit from inclusive teaching practices informed by Qualified Teachers of the Deaf expertise.

• Protection and enhancement of the regional deaf specialist  provision.

• Career-ready staff who want to stay, grow and innovate with us.

• Meaningful connections with children from neighbouring schools, developing social bonds and a sense of belonging to their local community.

• The experience of being part of something bigger - a network of schools working together, modeling collaboration and community.

In a city as large and diverse as London, it's easy for families to feel isolated even when living close together. By working together through federation we can create intentional opportunities for connection, helping children develop social capital, empathy, and a strong sense of place in our corner of Islington.

This isn't about institutional survival - it's about creating the conditions for children to thrive, both academically and socially.

Why Thornhill and Laycock, why not other schools?

This partnership began when Laycock Primary School needed leadership support and Thornhill Primary School was seeking opportunities to develop partnerships and extend their leadership capacity. After two successful years this is the natural next step.

FAQs

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Q. How will staff movements between schools be managed? Will one school lose teachers to the other?

A. One of the key benefits of federation is creating career development opportunities that help us retain excellent, ambitious staff within our schools rather than losing them to other schools or boroughs entirely. This was identified as a priority when we began working together two years ago and is increasingly important for London schools where there is competition for excellent staff.

Multi-Academy Trusts have long benefited from offering career pathways across multiple schools. Federation brings this same advantage to maintained community schools - excellent staff can progress and develop without leaving, which benefits both the staff members and our pupils.

How this works in practice:

Both schools are already benefiting from collaboration, with staff working together to develop curriculum content, undertake joint training, and share expertise in areas like inclusive practice and SEND support. Federation formalises these reciprocal professional relationships while ensuring each school maintains its staffing complement.

As there are no changes to terms and conditions of employment, staff remain contracted to their individual schools. The proposed federation aims to provide greater opportunities for personnel to work collaboratively across both sites, sharing best practice and engaging in professional peer-to-peer learning. Over time, opportunities may arise for staff to be employed across both schools or to access TLR (Teaching and Learning Responsibility) payments for leadership roles that span the federation and staff may choose to apply for promotional vacancies advertised within the partner school.

Structural protections:

• Each school maintains its own staffing budget and structure

• Staff continue to be employed by their current school

• Career opportunities enhance retention across both schools

Staff development and career progression are indicators of a thriving organisation. Federation creates the conditions for our excellent teachers to stay and grow with us, bringing their developing expertise to benefit children across both schools.

Q. How will you measure whether the federation is successful? How will we know it's working?

A. This is an important question, and we're clear about what success looks like.

Each school remains distinct

First, it's essential to understand that while we'll share one governing body, and the two schools have come together to form this proposal because we have identified a shared vision and values, Thornhill and Laycock will remain separate schools with their own identities:

• Each school continues to be inspected individually by Ofsted with separate ratings

• Each school maintains its own budget based on its pupil numbers and needs

• Each school keeps its name, character, and ethos

Success means each school thrives as itself, not that we become identical.

What success looks like for pupils

The fundamental test is whether children continue to receive the high standards of education we expect, or better, through federation than either school could provide alone:

• Maintaining and raising standards: High attainment and progress for all pupils, with each child reaching their full potential

• A broader, better offer: Access to specialist teaching, enhanced enrichment activities, and curriculum experiences that extend beyond what a single small primary can provide independently

• Smoother transitions and stronger wellbeing: Pupils develop confidence from being part of a school with enhanced capacity and resources, benefiting from improved pastoral support

What success looks like for leadership and staff

• Stable, strategic leadership: The Executive Headteacher model provides both schools with experienced senior leadership capacity, allowing Heads of School to focus on excellent teaching and learning rather than being stretched across multiple competing priorities

• Professional development that retains talent: Staff have enhanced career progression opportunities and access to (and opportunities to develop) specialist expertise, which means excellent teachers stay and develop within the family of schools and Islington rather than leaving for opportunities elsewhere.  By retaining skills and expertise within our family of schools both schools will continue to benefit through our collaboration and shared expertise.

• Shared expertise: Both schools benefit from staff collaboration on curriculum development, moderation and assessment of pupil progress, and joint training that strengthens teaching across both schools

• Efficiency and support: A unified leadership model helps to reduce the workload for both leaders and staff by removing the need to do the same task twice. By working as one team, the schools can share administrative work and resources, allowing staff to spend more time on teaching and learning. This structure also creates a better balance of responsibilities; rather than one person managing a subject alone, staff can share the pressure and support one another across both schools.

How the governing body will monitor success

The federated governing body has three core responsibilities: setting strategic direction, holding the Executive Headteacher to account for educational performance, and ensuring financial resources are well spent.

The board will evaluate the federation through:

• School performance data: Tracking pupil progress, attainment, and wellbeing in both schools

• Stakeholder confidence: Regular surveys of parents, staff, and pupils to ensure the federation maintains trust and delivers what our communities need

• Financial sustainability: Monitoring how collaboration creates efficiencies that can be reinvested in teaching and learning

• Board effectiveness: Regular self-evaluation to ensure governors are providing robust oversight and challenge

Being realistic about timelines

Some benefits will be immediate - formalising successful leadership arrangements provides stability from day one. Other benefits - like enhanced curriculum opportunities or career pathways - will develop over the first few years as we build on our existing collaboration.

We're committing to building something stronger and more sustainable for both schools, measured by tangible improvements that benefit every child.

Why we're doing this proactively

The long-term viability of individual primary schools that are not part of a Community Schools Federation or a Multi-Academy Trust is increasingly uncertain in the current education landscape. By proactively choosing to form a federation between two schools with shared vision and values, who are neighbours and have the support of the local authority, we are setting our own course for the future rather than being forced to follow the currents.

This is a strategic decision made from a position of strength, not a crisis response.

Our commitment

If the federation isn't delivering the benefits we've identified, the governing body has a responsibility to review and address this. Both schools are entering this partnership because the evidence shows it works.

This isn't about managing decline or making do. But it is about being realistic about the current and future challenges that individual schools face and the current and future policy direction. It's about creating the conditions for both schools to be more ambitious in what we offer children, more sustainable in how we operate, and more effective in how we deliver excellent education.

Q. Who leads the deaf provision and how will federation strengthen it?

In January 2026, Ms Sangha was appointed as Lead Teacher for the Deaf Provision at Laycock. She brings specialist expertise in deaf education and is working closely with the Senior Leadership Team at Laycock to strengthen and develop the provision.

What our partnership has already delivered

Over the past two years, the partnership between our schools has demonstrably strengthened the deaf provision:

• Secured funding: The provision now benefits from a renewed funding agreement with Islington LA, secured through the strategic leadership of Miss Lewis as Interim Executive Headteacher

• Enhanced strategic oversight: Ms Sangha has direct access to Executive Headteacher support and direction

• Increased specialist capacity: We’ve increased the number of Qualified Teachers of the Deaf (QToD) since the partnership began 

• Stronger external partnerships: We've built strengthened relationships with regional specialist agencies

• Protected capacity: The deaf provision's capacity has been protected within the school structure, ensuring it remains central to Laycock's identity and purpose

These are not aspirations - they're achievements already delivered through collaborative working.

How federation strengthens this further

Federation builds on this success by providing additional safeguards and enhancements:

• Governance expertise: The federated governing body will include a deaf education specialist governor, ensuring specialist understanding at strategic level

• Enhanced accountability: Formal governance structure with clear accountability for provision outcomes

• Shared resources and expertise: Access to training and resources across both schools, increasing awareness and understanding of deaf education throughout the federation

• Long-term stability: Federation provides the structural foundation to maintain and develop the provision's regional reputation as a centre of excellence

Continued excellence

The core priorities remain unchanged and protected:

• All deaf pupils continue to receive support from Qualified Teachers of the Deaf (QTOD)

• Specialist assessments and tailored interventions are maintained

• The provision's specialist character is safeguarded as central to Laycock's identity

• We have secured capital funding to deliver acoustic improvements across the school, including assistive technology to further enhance the learning experience for all children.

The partnership has already strengthened the deaf provision. Federation formalises and secures these gains, ensuring the provision has the strategic backing, resources, and governance oversight it needs not just to continue, but to thrive as a regional centre of excellence.

Q. Can the Executive Headteacher really give both schools the attention they need?

This is a fair question, and it's important to be clear about how leadership has worked over the past two years and how it would work within federation going forward.

The past two years: establishing strong foundations

When our partnership began in April 2023, Laycock needed intensive leadership support to establish strong operational foundations following previous leadership turnover. Miss Lewis focused time and energy at Laycock to put the basics in place - stable staffing, clear systems, improved attendance, and secured funding for the deaf provision.

This was the right priority for that phase.  At Thornhill Paul Robinson, as Acting Headteacher, has provided strong day-to-day leadership throughout, and the school has continued to thrive.

Two years on, those foundations at Laycock are now established. The school is stable, improving, and ready to build on this progress.

How federation leadership would work going forward

Federation formalises a sustainable leadership model for both schools:

Strategic vs operational leadership:

• Jenny Lewis (Executive Headteacher) provides strategic leadership, vision, and accountability across both schools

• Paul Robinson (Head of School at Thornhill) and Fred Hall (Head of School at Laycock) lead day-to-day operations at their schools

• Each school has dedicated senior leadership onsite every day

• Both Heads of School and Senior Leaders have direct access to Executive Headteacher support when needed

Why this model works:

This structure is well-established across London primary federations and offers benefits that single-school headship doesn't:

• Broader perspective on school improvement

• Shared expertise on complex issues like SEND, safeguarding, and curriculum development

• Enhanced support for Heads of School who can learn from each other

• More robust leadership structure with distributed capacity

The evidence from two years:

• Pupil attendance improved at Laycock by 4% and remained strong at Thornhill

• Both schools have maintained stable, effective teaching teams

• Both schools have continued to develop and improve

• Partnership working has created additional capacity rather than depleting it

Results at both schools demonstrate that our partnership is facilitating both schools to continue to improve:

The combined measure shows the percentage of Year 6 pupils achieving the expected standard (EXS) or above in reading, writing AND maths - this is the key accountability measure for primary schools.

• Laycock: Combined achievement in reading, writing and maths improved dramatically from 34% (2023) to 64% (2025), now above the national average of 62% (2025), demonstrating significant progress in preparing pupils for secondary school

• Thornhill: Combined achievement improved from 76% (2023) to 88% (2025), maintaining performance well above the national average of 62% (2025), with particular strength in Greater Depth Standard results showing excellent stretch for higher attaining pupils

What federation provides

Now that Laycock has strong foundations in place, federation provides the governance structure for both schools to move forward together on a more equal footing. The intensive phase of establishing basics is complete. Federation formalises a sustainable model where strategic leadership is shared, but each school has the operational leadership capacity it needs.

Rather than "dividing" leadership, federation creates a stronger, more resilient leadership structure that benefits both schools. The model we're proposing has been tested over two years and proven to work - federation now secures this for the long term.

FAQs

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Q. Will one school budget or either schools’ PTA/Foundation fundraising be used to support the other school? How will the budgets work?

No. Each school's budget and fundraising remain completely separate and independent.

Legal protections: Under federation regulations, each school retains its own budget allocation based on its pupil numbers and needs. The Department for Education allocates funding to each school individually, and these budgets cannot be merged or transferred without a specific purpose that meets the needs of both schools.

How this works in practice:

• Thornhill receives: Its full budget allocation based on Thornhill pupil numbers

• Laycock receives: Its full budget allocation based on Laycock pupil numbers (including specialist provision funding)

School leaders at both schools remain responsible for budget allocation and use in line with each approved budget.

The federated governing body: Provides oversight of financial management at both schools but cannot transfer funds between schools without a clear, specified purpose that meets the needs of both schools.  The governing body remains legally responsible for ensuring that school financial resources are used in a sound, proper and effective way.

Schools are required to submit annual budgets to the Local Authority and regular budget monitoring and audits are undertaken by both the Local Authority and the governing body.

PTA fundraising and Thornhill Foundation Fundraising:

Fundraising undertaken at Laycock by the PTA or by the school remains for Laycock's benefit.

The Thornhill Foundation is a separate registered charity with its own trustees and legal status. Federation does not change this. Funds raised by the Thornhill PTA and Foundation are dispersed at the discretion of their Trustees and are done so in line with their charitable objectives ‘to support the education of pupils in the school’ and their activities are governed by charity law and overseen by the Charity Commission.

Federation does not change the status of any of these fundraising functions, nor does it impact the charity’s independent decision making. 

There may be opportunities in the future for the two schools to collaborate to raise money as both schools would bring features that would considerably strengthen the likelihood of securing funding from some grants and trusts.   

What about economies of scale?

School leaders working with approval of the governing body may choose to jointly procure certain services or resources (such as insurance, training, or educational materials) where this provides better value. However, such decisions will be scrutinised to ensure that both schools benefit, costs and savings are split fairly based on usage, and neither school subsidises the other.

Q. Will staff be expected to cover shortages at the other school?

No, each school is responsible for its own staffing needs. However, it’s common practice for school staff to collaborate, sharing practice and skills. Over time, both schools might choose to appoint staff to work across the federation in specific roles or responsibilities. These appointments would be made through an open recruitment process.

Staff contract protections:

• Staff remain employed by their current school - Federation does not change your employment contract

• Staff contracts stay the same - Terms, conditions, and place of work unchanged

• Staff work at their existing school - Unless they apply for a role that specifies cross-site working

What about emergencies?

Like any school partnership, there may be rare occasions where short-term support between schools would be helpful - for example, specialist teacher coverage or particular expertise needed temporarily.  In these situations:

• It would be voluntary - Staff can decline

• It would be by mutual agreement - Both schools and the individual must agree

• It would be exceptional - Not regular or expected

• It would be properly supported - With appropriate briefing, planning, and recognition

The reality:

Over two years of partnership, cross-site working has been targeted and entirely voluntary. Federation does not change this approach.

Each school has its own staffing structure and complement that is funded by its own budget. The priority is maintaining strong, stable teams in each school.

Career development is different:

Some staff may choose to apply for roles that work across both schools (such as curriculum leadership positions). These would be:

• New roles or leadership functions (not redeployments)

• Advertised openly

• Voluntary applications

• With job descriptions that specify cross-site working

This is about creating opportunities.

Staff will not be "sent" to the other school. Roles remain at the school staff are employed in unless they actively choose to accept an opportunity or apply for a different role.

Q. How will Laycock have fair representation when Thornhill has more staff and parents?

This is a legitimate question; we've thought carefully about how to ensure both schools have voice and representation in the federated governance structure. It is important to understand both what the regulations require and what all governors’ responsibilities are. 

Understanding the role of parent and staff governors: The School Governance (Federations) (England) Regulations 2012 and government guidance make an important distinction: parent governors and staff governors are not delegates or representatives speaking on behalf of parents or staff. According to official guidance:

• "Parent governors act as any other governor does. They are there to operate and make decisions in the best interest of their school, not in the interests of their child or the interests of other parents' children."
• "Staff governors act as any other governor does. They are there to operate and make decisions in the best interest of their school, not their own or other staff interests."

This means all governors, regardless of how they were appointed or elected, share the same three core responsibilities. In a federation, these responsibilities apply to both schools equally:

• Ensure clarity of vision, ethos and strategic direction
• Hold executive leaders to account for the educational performance of the school and its pupils, and the effective and efficient performance management of staff
• Oversee the financial performance of the school and make sure money is well spent

What the regulations require: The School Governance (Federations) (England) Regulations 2012 specify that federated governing bodies must have:

• 2 parent governors - elected by parents from both schools combined
• 1 staff governor - elected by staff from both schools combined
• 1 Local Authority governor
• Remainder as co-opted governors - appointed for skills and expertise

The specified number of parent and staff governors is both a minimum and a maximum limit.  We cannot exceed these numbers. We cannot mandate that one parent governor must come from each school, or that the staff governor must be from a specific school. These are elected positions across the whole federation.

How the governance structure supports both schools:

1. All governors serve both schools equally
   1. Parent/staff governors bring the perspective and experience of parents/staff, but they're not there to represent one constituency
   2. Every governor has responsibility for the success of both Thornhill and Laycock
   3. Decisions are made in the collective interest of the federation and the individual schools within it
   4. The governing body will ensure expertise relevant to both schools (including a deaf education specialist)
2. Leadership representation at meetings
   1. Executive Headteacher, Head of School (Thornhill), and Head of School (Laycock) all attend governing body meetings
   2. This ensures both schools' operational voice is heard in discussions
3. Committee structure will protect both schools' interests
   1. Each school's budget, performance, and development will be monitored
   2. Heads of School report directly to governing body
   3. Both schools' priorities are formal agenda items

The electoral reality: It is true that Thornhill has more staff and parents, which could feasibly influence the outcome of elections. However:

• Governors serve the federation, not individual schools
  • Parent and staff governors are elected because they bring lived experience of being a parent or staff member - not to represent a particular school or constituency
• Governing body has collective responsibility for both schools
  • Once elected, parent and staff governors have equal responsibility for both schools
• Good governors seek to understand and represent both communities
• The co-opted governor majority (7 of 12 governors) provides balance

Accountability: If either school community feels unheard or underrepresented, this can be raised with the governing body, which has a duty to ensure effective governance for both schools.

What this means in practice: A parent governor elected from Thornhill's community is not a "Thornhill governor" - they're a governor of the federation who brings a parent perspective. They have exactly the same responsibility to ensure Laycock thrives as they do to ensure Thornhill thrives.

Similarly, if a staff governor is elected from Laycock, they serve the whole federation, not just Laycock staff.

This isn't a loophole or weakness - it's how effective governance works. Governors must put the interests of all pupils ahead of sectional interests, whether that's their own child, their employer, or any other personal connection.

We can't change the electoral mathematics, but the governance structure is designed to ensure both schools have a voice, representation, and protection. The governing body's responsibility is to both schools equally.

Q. What are the risks of federation and how will you manage them?

This is an important question. When School Leaders and members of the Thornhill Governing Body and Laycock IEB developed this federation proposal, we identified potential challenges and designed the model to address them from the start. Here's how the federation structure protects both schools.

Built in structural protections

Budget independence - The federation model maintains financial separation between schools:

• Regulations require each school keeps its own budget
• Each school's funding allocation stays with that school
• The governing body is responsible for financial oversight of the use of each school budgets and has responsibility to ensure they are used appropriately and to the benefit of each school
• Any joint procurement is voluntary and has the potential to saves both schools money

Individual school identity:

Federation preserves what makes each school special

• Separate names, uniforms, buildings, and ethos
• Separate Ofsted inspections maintain individual accountability
• Each school has its own Head of School and senior leadership
• Parents and pupils experience their own school

Staff recruitment and retention - The real challenge facing individual schools is losing excellent teachers to Multi-Academy Trusts and other federations that can offer career progression. Federation creates opportunities single schools can't:

• Career development pathways retain ambitious staff
• Access to specialist expertise across both schools
• Professional development opportunities
• More attractive proposition for recruiting high-quality teachers

Governance Safeguards

Clear accountability for both schools - The governance structure ensures both schools thrive.

• Each school's performance formally monitored
• Both Heads of School report directly to governing body
• Committee structure with specific responsibility for each school's budget and outcomes
• All governors have legal duty to both schools equally

Balanced representation - While we can't mandate where elected governors come from, the structure ensures balanced oversight:

• Co-opted governor majority (7 of 12) appointed for skills relevant to both schools
• All governors serve both schools regardless of which community they're from
• Both school leadership teams attend governing body meetings
• Deaf education specialist ensures expertise for Laycock's specialist provision

Ongoing monitoring and review

Evaluation framework - Success will be measured through

• Individual school performance data (attainment, attendance, progress)
• External quality of teaching and learning oversight
• Stakeholder confidence (regular parent/staff surveys)
• Financial sustainability for both schools
• Staff retention and development
• Delivery of enhanced opportunities

De-federation option: If federation isn't delivering expected benefits, governing bodies can review the arrangement. While we're confident in this proposal based on two years of successful partnership, this option exists as a safeguard.

Leadership capacity

Distributed leadership model - Rather than spreading one person too thin, federation creates a more resilient structure

• Executive Headteacher provides strategic leadership across both schools
• Heads of School lead day-to-day operations at each school
• Strong senior leadership teams at both schools
• Two years' evidence this works (improved attendance at Laycock, maintained excellence at Thornhill)

External Context

The wider policy landscape is prioritising formal collaboration.

There is national level direction towards collaboration:

• The previous government (2010-2024) promoted academisation and Multi-Academy Trusts as the primary collaborative model
• The current Labour government (2024-present) encourages school collaboration without mandating full academisation
• A Schools White Paper expected in 2026 will likely focus on SEND reform and collaborative models between schools
• Federation is recognised as a sustainable collaborative model that preserves maintained school status

Federation is aligned with Islington priorities:

• Islington's Education Plan 2023-30 explicitly promotes "collaboration and alternative school models as part of a federated system" (Putting Children First, Pillar Three: School Organisation)
• The Local Authority strategy emphasises building "strong relationships with all our family of schools" through partnership
• The Local Authority has made a commitment to ensure "all children and young people thrive educationally, regardless of their circumstances and the type of setting they are in"

Federation strengthens our influence:

• Federated schools have greater collective voice in local and national policy discussions
• Shared governance structure enables more effective engagement with Department for Education (DfE) and Local Authority
• Partnership model positions both schools as leaders in collaborative practice, not isolated institutions responding to policy changes

Federation strengthens our position in relation to both the challenges schools are facing and the opportunities presented.

Individual maintained schools face increasing challenges:

• Funding pressures are affecting all London primaries
• Falling numbers of pupils (rolls) have been sustained in many London boroughs (including Islington) for a number of years – this increases budget pressures
• Difficulty recruiting high quality senior leaders
• Isolated schools are more vulnerable to policy changes

Federation positions both schools more strongly than remaining separate:

• Maintained school status preserved (not academisation)
• Local authority partnership maintained
• Shared strategic capacity
• Stronger collective voice

There are many local federations in operation including but not limited to:

Islington:

• Newington Green & Rotherfield Federation: Formed in 2022 to bring these two primary schools under one governing body.
• The Learning Quarter federation: Hugh Myddleton & Winton
• St Luke's CE Primary School and Moreland Primary School
• Sacred Heart Primary School and Christ the King Primary School
• Many Church of England primary schools are in established partnerships some of which partner across boroughs including; St Andrews CE Primary School, St Johns Highbury Vale CE Primary School & St Mary's CE Primary School

Hackney:

• The LEAP Federation: Kingsmead, Mandeville, Gayhurst, and Grasmere Primary Schools.
• New Wave Federation: Grazebrook, Shacklewell, Thomas Fairchild, and Woodberry Down Primary Schools.
• Viridis Federation: Orchard, Southwold, and Hoxton Garden Primary Schools.
• The Blossom Federation: Daubeney, Lauriston, Sebright, and Colvestone Primary Schools.
• Primary Advantage Federation: A major federation including St John & St James, Holy Trinity, Springfield, St Matthias, St John the Baptist, Morningside, Gainsborough, and De Beauvoir.
• The Best Start Federation: London Fields and Whitmore Primary Schools.
• St John’s & St Andrew’s Federation: St John of Jerusalem and St Andrew’s (CE) schools.
• Federation of Our Lady & St Joseph: Catholic primary schools within the borough.

Do the benefits outweigh the challenges?

Following two years of partnership the school leaders, Thornhill governors and Laycock Interim Board members have concluded that the model works.  The federation structure formalises what's successful while adding governance safeguards and supports long-term sustainability.  The proposal has been developed with input and support from the Local Authority.

The alternative - remaining as separate individual schools - carries its own challenges in the current education landscape and is contrary to the wider policy direction of the Department for Education and Local Authority. We believe federation is the stronger, more sustainable path for both schools.

If you identify concerns we haven't addressed, we want to hear them. That's what consultation is for.

Islington Council supports this proposal:

Cllr Michelline Safi-Ngongo, Islington Council’s Executive Member for Children, Young People and Families, said: “We’re determined to ensure every child, whatever their background or starting point, has the opportunity to succeed and reach their full potential in a great Islington school.

“I’m happy to support the federation proposals, which I believe will help us achieve that goal and create a more equal Islington.”

Jon Abbey, Islington Council’s Corporate Director of Children’s Services, said: “We’ve been working closely with the leadership of both Thornhill and Laycock Primary Schools on a shared strategic vision to ensure they can continue to deliver a high-quality education for local children.

“We believe these plans to federate the schools will both strengthen leadership and governance and provide a robust model to maintain excellent standards and specialist expertise into the future. We’re happy to support their proposal.”

Q. How do the two schools' different strengths complement each other?

Both schools bring distinct strengths to this partnership. Both schools are currently rated as ‘Good’ schools by Ofsted. The question isn't which school is "better" - it's how different expertise creates more for both communities than either school could achieve alone.

Laycock's specialist strengths that benefit Thornhill

Inclusive practice and SEND expertise - Laycock's regional deaf provision, the largest of its kind in the country, has developed deep expertise in inclusive teaching practice that benefits all children, not just deaf pupils. This includes:

• Differentiation strategies for diverse learning needs
• Visual and multi-sensory teaching approaches
• Assessment methods for children with communication challenges
• Creating inclusive classrooms where all children can access learning

Over the past two years, Thornhill staff have accessed training and collaborative planning with Laycock's deaf education specialists. These inclusive teaching strategies enhance provision for all Thornhill pupils, particularly those with SEND.

In January 2026, Education Minister Georgina Gould OBE MP visited Laycock to see this good practice as part of her broader 'national conversation on SEND provision'.

Specialist agency partnerships - Laycock's work with regional specialist agencies (deaf education services, communication support, specialist SEN professionals) brings expertise and networks that Thornhill staff can access and learn from. Through Laycock's specialist provision, Thornhill staff have access to regional deaf education networks and specialist agencies that they wouldn't typically engage with. This brings external expertise and fresh perspectives that enhance Thornhill's practice.

Thornhill's strengths that benefit Laycock

Scale and curriculum breadth - As a two-form entry school, Thornhill offers:

• Broader specialist subject expertise across the staff team
• Well-developed subject leadership structures
• Established curriculum planning and resources
• Experience managing larger cohorts and year groups

Laycock staff have benefited from Thornhill's curriculum development work, subject-specific expertise, and leadership capacity.

Established systems and processes - Thornhill's mature operational systems in areas like assessment, data management, and school improvement planning provide models that Laycock has drawn on during its improvement journey.

Leadership capacity - Thornhill's strong senior leadership capacity has meant that we were able to release Jenny to provide strategic, systems leadership support that has helped stabilise and strengthen Laycock's leadership.

Mutual benefits

Professional development and collaborative practice - Staff from both schools have engaged in collaborative curriculum planning, accessing different perspectives and approaches. This has been particularly valuable in areas like inclusive pedagogy and meeting diverse learning needs. Teachers report increased confidence - Thornhill staff in working with diverse learners, Laycock staff in subject-specific curriculum development.

Leadership development opportunities - Middle leaders from both schools have had opportunities to work across the partnership, developing their strategic thinking and leadership capacity - valuable experience for career progression that small individual schools struggle to provide.

Broader professional networks - Both school communities benefit from expanded professional networks - Thornhill through access to specialist deaf education and SEND networks; Laycock through connection to Thornhill's broader curriculum and school improvement networks.

Maintained and improved excellence – Both schools are rated ‘Good’ by Ofsted.  The evidence from two years demonstrates partnership has strengthened both schools:

• Thornhill's combined attainment improved from 85% to 88%, attendance remains strong, and the school continues to thrive. Partnership hasn't diluted Thornhill's quality - it's enhanced it.

• Laycock's combined attainment improved from 34% to 64% (now above national average), attendance improved by 4%, and the school has established strong foundations for continued improvement.

Shared community - Our school communities are neighbours, they play in the same parks, compete in the same teams, shop in the same shops and have a wealth of shared experiences. These relationships will be enhanced for the benefit of our schools, and the wider community in which we live and serve.

The Ofsted context

Under Ofsted's new inspection framework, schools judged as 'exceptional' are expected to demonstrate that they:

• Deliver high-quality inclusive practice that ensures all pupils can access and benefit from excellent teaching

• Make a positive contribution to the wider education system, sharing their expertise and learning from others

Partnership between Thornhill and Laycock positions both schools to meet these expectations:

• High-quality inclusive practice: Laycock's specialist expertise in inclusive teaching enhances Thornhill's provision; Thornhill's curriculum breadth strengthens Laycock's offer

• Contributing to the wider system: Both schools actively share expertise and learn from each other, modelling effective collaborative practice

Federation formalises this reciprocal professional learning, positioning both schools to demonstrate the system leadership that characterises exceptional schools.

Schools that work together tend to be stronger than schools that work alone.