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As Chief Executive Officer of OAK Multi Academy Trust, Andy Wilson leads a family of schools united by a shared vision: Together we grow great schools. Since joining OAK in January 2022, Andy has worked closely with colleagues across the trust to strengthen collaboration, leadership and strategic development.

A Passion for Education and Helping Others

Andy’s commitment to improving lives began early. As a school pupil, he travelled to The Gambia to support community projects, helping to improve irrigation through a well. Two years later, at 18, he returned to co-lead the next group of pupils, supporting further initiatives including the building of classrooms to enhance education in the village. These experiences shaped his desire to contribute positively to communities.

At the age of 30, Andy decided to pursue his long-held ambition to teach. He retrained as a secondary mathematics teacher and went on to spend 20 years teaching mathematics from Year 5 to Further Mathematics at Year 13. He led mathematics departments and served as assistant principal, vice principal and then principal, before moving into an Executive Principal role overseeing five secondary schools during the Covid period.

When the opportunity to lead OAK arose at the end of 2021, Andy recognised the potential to build strong governance and strategic leadership across the trust’s schools.

Collaboration at the Heart of OAK

For Andy, the most enjoyable part of his role is visiting schools and working directly with colleagues and pupils. As he explains:

“It is very important for me to receive feedback from the schools, as I firmly believe that our greatest resource is our colleagues, alongside the perceptive student voice that we are fortunate to hear from our young people. Working with schools in this collaborative way allows us to build relationships, support one another, and work towards our shared vision of ‘together we grow great schools.’”

He highlights collaboration as a defining strength of OAK:

“This collaborative nature, where schools and leaders buy in and seek to support partner schools, makes us genuinely special.”

Andy also values the individual identities of each school, which he says are crucial to the trust’s collective voice and approach.

Driving Innovation and Inclusion

Andy’s priorities for the trust focus on a small number of strategic areas, including:

• Digital transformation, with the Frontiers iPad programme expanding to all OAK schools.
• Instructional coaching, ensuring Steplab is fully embedded and continually developing.
• SEND provision, including the opening of a new SEND unit at Overdale in January 2026.
• Investment in early years, particularly in outdoor spaces and facilities.
• Sustainability, to support future generations.
• Strengthening central team capacity, including finance, HR and people development.

He notes that the digital programme is a tool to enhance learning, not a strategy in itself, and emphasises the importance of high-quality teaching supported by thoughtful use of technology.

Looking to the Future

Andy’s leadership is rooted in the trust’s values of Opportunity, Achievement and Kindness and the guiding vision of growing great schools together. He approaches decision making by focusing on a small number of key improvement areas, conducting careful research and planning to minimise barriers.

He explains:

“My principles then focus on ensuring that we identify a small number of important improvement areas. We research carefully the opportunities and the potential obstacles and plan effectively to minimise barriers for improving and developing our schools and the opportunities and lives for colleagues and students within them.”

Looking ahead, Andy is proud of the direction the trust is taking:

“I am very proud of our colleagues, young people, communities, and a special mention goes to our incredible local governing bodies and trustees who have worked with us to ensure outstanding governance and a commitment to high-level, appropriate support and challenge. This strategic approach means we are at the beginning of an exciting next phase of our journey together as Oak.”

At Overdale Junior School, pupils and teachers have embraced the iPad Frontiers Programme with enthusiasm and creativity. After just a term and a half, classrooms are alive with curiosity, independence and new ways of learning.

Teachers are using iPads to support every subject. In maths, lessons and resources are shared through the Showbie app, allowing pupils to watch videos, access examples and take on extra challenges. In English, pupils use iPads to research, find vocabulary and plan their writing, while still focusing on handwriting and presentation. Across other subjects, children take photos for science projects, create digital artwork and explore the world through online maps.

Apps such as Showbie and Apple Classroom allow teachers to guide, monitor and share pupil work in real time. This balance of independence and support helps every learner stay focused and confident.

Pupil feedback has been overwhelmingly positive. A Year 4 pupil said, “I like using iPads because the videos show us what to do if we’ve forgotten.” While a Year 5 added, “It’s really easy to find new words for writing. I like using the different apps like Keynote.” And Year 6 pupils shared, “You can go beyond your limits and expand your knowledge.”

The iPad Frontiers Programme is helping Overdale pupils learn in exciting, meaningful ways while reflecting OAK Multi Academy Trust’s core values of Opportunity, Achievement and Kindness.

At Woodland Grange Primary School, pupils and teachers are now well into their second year of the iPad Frontiers Programme — and the difference it’s making in classrooms is already clear. The initiative, introduced across three OAK Multi Academy Trust schools, equips pupils in Years 1 to 6 with their own iPad, giving them access to the very best digital tools to support learning when appropriate in every subject

Teachers are using Showbie to share lessons, set tasks and provide tailored resources for pupils. In maths, children work independently through digital challenges; in English, they access reading extracts or vocabulary support; and in subjects like history or science, teachers upload website links or research materials to deepen understanding. Pupils can view lesson reminders, key information and extension tasks directly on their iPad, allowing them to take greater ownership of their learning while still being supported by their teachers in the classroom

The benefits extend beyond daily lessons. Accessibility tools allow teachers to adapt learning for every child — adjusting font size, colour overlays or screen brightness for easier reading, and even translating text for pupils whose first language isn’t English. Pupils can record ‘voice notes’ to explain their work, while teachers respond with personalised feedback. The iPads are helping every learner engage more confidently and inclusively, ensuring that no one is left behind

Collaboration has also flourished thanks to Apple Classroom, which allows teachers to view pupil screens, share great examples of work and celebrate achievements instantly. As one pupil explained, “The iPads help us to find things out. We can research online and get a better range of results, like looking at satellite images of cities.” Another added, “It’s good when you’re drafting a piece of writing because you can do it more quickly on your iPad before writing it out in your book.” These reflections show how technology and traditional learning now go hand in hand

Looking ahead, Woodland Grange will introduce Socrative, a quizzing app that gives instant feedback to pupils and teachers. Staff will use this data to adapt lessons, revisit topics and personalise support even further. While iPads have become a valuable addition to learning, teachers remain mindful of balance — ensuring screen time is managed carefully and that handwriting, collaboration and creativity stay central to school life

At Woodland Grange, the iPad Frontiers Programme is already transforming the learning experience, making it more engaging, accessible and inspiring. It’s another example of OAK Multi Academy Trust’s mission in action — creating opportunities, encouraging achievement and nurturing kindness every day.

At Manor High School, the iPad Frontiers Programme has transformed classrooms into dynamic, connected spaces where students learn, collaborate and create with confidence. Since its launch, pupils have been using iPads to enhance lessons across all subjects, from geography and English to maths and beyond, making learning more interactive and accessible than ever before.

The initiative is part of OAK Multi Academy Trust’s commitment to giving every learner access to the best digital tools available. The programme promotes inclusion, independence and creativity, ensuring that technology enriches learning both in and beyond the classroom.

Bringing Learning to Life

Teachers and pupils alike have embraced digital learning through a wide range of innovative apps. Showbie has quickly become the school’s most-used platform, giving students access to resources, assignments, videos and links all in one place. Lessons are uploaded digitally so that pupils can review materials, complete work and receive feedback, even if they miss a session.

Apple Classroom helps teachers guide learning in real time, allowing them to see what pupils are working on, share examples instantly, and keep lessons running smoothly. Other popular tools include Sparx Maths, Explain Everything and Canva, which provide interactive and creative ways to explore subjects and demonstrate understanding.

Year 7 pupils recently brought geography to life by creating multimedia presentations on settlements, complete with maps, images and analysis. Year 8 built on this by studying urban geography using the Burgess Model, applying their understanding to real-world cities through visual presentations and group discussions.

Personalised Support for Every Learner

Inclusivity is a cornerstone of the programme. iPads are tailored to meet the needs of every student, with features that make learning more accessible for all. Pupils with special educational needs benefit from tools such as colour overlays, magnifiers and text-to-speech functions, all customised to their individual settings.

For students who speak English as an additional language, iPads can be set up with translation options, allowing them to switch seamlessly between languages and engage fully in lessons. This flexibility means every student can access the curriculum and contribute confidently in class.

As one Year 8 pupil, Henry, shared: “They have a large variety of tools to use to learn.” Lily in Year 7 agreed, saying, “It’s easier to find the work you need if you miss a lesson.” Their feedback highlights how digital tools are helping learners take ownership of their progress, building skills that will last a lifetime.

Encouraging Independence and Reflection

Teachers at Manor High have also found that iPads foster greater independence and engagement. Students can use split-screen mode to view model answers, vocabulary builders and knowledge organisers while writing their own responses. They decide which resources help them best and can easily switch between them as they work, supporting deeper understanding and self-directed learning.

As Year 8 pupil Keren explained, “I like being able to look back on work at home.” This ability to review past lessons encourages reflection and continuous improvement.

Quick quizzes have also become a popular part of lessons, adding a healthy sense of competition while helping teachers identify and address misconceptions instantly. These short, interactive assessments ensure that learning gaps are quickly spotted and closed, keeping pupils on track and confident in their progress.

A Culture of Innovation

From lesson design to classroom practice, the iPad Frontiers Programme is embedding a culture of innovation across Manor High. Teachers use a blend of digital and traditional methods, ensuring technology enhances, rather than replaces, strong teaching and human connection.

As one student put it, “We get to try learning in new ways.” Another added, “They help with homework and activities after school.” These voices reflect the spirit of curiosity, creativity and ambition that defines both the programme and the wider ethos of OAK Multi Academy Trust.

By combining cutting-edge technology with excellent teaching, Manor High School is helping students develop the skills, confidence and independence they need to succeed, both now and in the future.

At OAK Multi Academy Trust, our mission has always been clear: to create opportunities, encourage achievement and nurture kindness across our family of schools. We are passionate about helping every young person succeed, preparing them not only for academic excellence but for life beyond the classroom.

Our iPad Frontiers Programme marks an exciting new chapter in that journey, one that reimagines how our pupils learn, connect and grow in a digital world.

The programme is a major step forward in teaching and learning across OAK schools. Each student and teacher will have access to the very best digital tools, beginning with Manor High School. This 1:1 iPad scheme is designed to enhance creativity, inclusion and independence, while providing equal access to learning opportunities for every child.

By embedding technology into everyday lessons, pupils gain essential digital skills to thrive in the 21st century. Apps such as Showbie and Explain Everything allow teachers to create engaging lessons and personalised feedback, while Apple Classroom enables them to guide and support learning in real time. Technology here is not a replacement for great teaching — it is a tool that makes learning more flexible, accessible and inspiring.

Safety and wellbeing remain at the heart of the programme. All devices are supported by advanced safeguarding systems, including Smoothwall filtering and Lightspeed monitoring, protecting pupils both in and out of school. The initiative also supports OAK’s commitment to sustainability by reducing printing and photocopying, lowering costs and environmental impact.

The iPad Frontiers Programme embodies our core values of Opportunity, Achievement and Kindness. It opens doors for every learner, giving them the confidence to explore, create and take ownership of their education.

As our CEO highlights, OAK exists to “create opportunities, encourage achievement and act with kindness every day.” Frontiers takes that promise into the digital age, helping every pupil to grow, achieve and belong in a connected world.

To find out more about OAK Multi Academy Trust and our approach to growing great schools together, visit oaktrust.org.

At OAK Multi Academy Trust, we’re proud to support the lives of our pupils and students through our core values of Opportunity, Achievement and Kindness. As we continue to grow our family of schools, we celebrate those who are leading innovation and excellence in teaching and learning across our Trust.

Overdale Infant and Junior Schools are delighted to have been recognised as a Steplab Hub School since 2024–25 — the first and only Primary Steplab Hub in the Midlands. This achievement reflects their commitment to high-quality, research-informed professional development through Instructional Coaching.

The programme has been led by Helen Lisseman, Trust Teaching and Learning Lead, and Vesna Knezevic, Assistant Headteacher (and Deputy from January 2026) at Overdale Infant School. Their shared vision to strengthen teaching and learning across the Trust has had a transformative impact on classroom practice and pupil outcomes.

“We don’t profess to be perfect, but we are proud to share our journey and successes to help others develop their own high-impact professional development programmes,”
said Helen Lisseman.

Sharing Expertise Through Hub Days

Each term, Overdale opens its doors to visiting school and trust leaders keen to explore how effective professional development can drive lasting improvement. Visitors can see deliberate practice and coaching in action, visit lessons, and connect with other PD leads through reflection and discussion.

The next Steplab Hub Day will be held on Tuesday 4 November, with further dates on Wednesday 28 January and Tuesday 28 April at Overdale Junior School.

“The most beneficial aspect was observing the coaching conversation – it was inspirational!”
— Jenny Stafford, Headteacher, Richard Lee Primary School

To find out more or book a place, please sign up here or visit the Steplab website.

This a new consultation for the proposed opening of a SEND Unit at Overdale Infant School.

Academy Trusts proposing to make a “significant change” to schools are required to undertake a fair and open local consultation for a period of three weeks.

The purpose of this consultation is to seek the views of parents, carers and other interested stakeholders on the proposal:

The proposal previously consulted on to open a SEND unit within the grounds of Overdale Infant School.

The public consultation on the proposal will run from 12/09/2025 until midday on Friday 03/10/2025

The purpose of this additional consultation is to obtain views on the updated proposal that pupils in chronological years 3 to 6 are now proposed to be on roll at Overdale Junior School. Previously the intention was for these pupils to be on roll at the Infant school. No other details have changed from the original consultation.

Please read the letter below and complete your feedback returning to the Junior school by 3/10/2025 midday.

Consultation To Place A SEND Unit Letter Sept Addition (002)(opens in new tab)

Stakeholder Response form – Overdale Junior School

Stakeholder Response form – Overdale Infant School

OAK is pleased to announce the appointment of Sophie Bodycote to the new role of Trust Sustainability Lead. This position has been established to guide our schools in their efforts to address climate change and nature decline, and Sophie’s extensive background in both environmental protection and education makes her an ideal fit for this important role.

A Career Dedicated to the Environment

Ms. Bodycote’s professional journey began with a degree in Applied Biology, where her studies focused on plant protection, ecology, conservation, and toxicology. Following her academic work, she assessed the environmental impact of fish farming at the University of Stirling. She then spent 11 years as an environmental protection officer for Coventry City Council, managing issues related to air, land, and noise pollution.

At the age of 39, Ms. Bodycote transitioned to a career in primary education, where she served as a teacher and later as an assistant/deputy head for 21 years. It was during her final years at Brookside Primary School that her passion for the environment merged with her teaching career. She began feeding birds outside her classroom, which engaged students in identifying and recording different species. This initiative led to her supporting the school’s eco-council, and she eventually took over the eco-club. The club’s work, which included activities like making habitats and delivering assemblies on hedgehogs, highlighted the need for a dedicated sustainability role at the trust level.

Strategic Objectives for the Upcoming Year

As the new Trust Sustainability Lead, Ms. Bodycote’s immediate priority is to meet with school heads and sustainability leads to secure their support and offer her assistance. She has already begun visiting school sites with the trust’s premises manager, Paul, to identify areas for future planting. The trust plans to obtain free trees from the Woodland Trust and is also collaborating with organisations such as the National Education Nature Park (NENP).

Ms. Bodycote has outlined several key objectives for her first year in the role:

• Green Flag Award: Each school will establish an eco-club and work toward achieving the Green Flag Award.
• Curriculum Development: The curriculum will be reviewed and mapped to integrate sustainability education.
• Biodiversity Enhancement: Schools will identify and implement ways to improve biodiversity on their grounds, including planting new trees.
• Professional Development: Staff will be provided with appropriate training, such as carbon literacy, as needed.
• Stakeholder Engagement: Efforts will be made to engage all stakeholders in the sustainability process.

The Trust’s Vision for a Sustainable Future

Ms. Bodycote believes that the creation of her role underscores the trust’s commitment to sustainability. The trust’s strategy is twofold: to reduce its own carbon footprint through actions like waste management, improved biodiversity, and reduced energy use, and to prepare students for the future by teaching them how to make environmentally conscious choices.

Ultimately, Ms. Bodycote’s vision is for all OAK schools to be recognised for making a tangible difference. She envisions school environments with enhanced biodiversity where children are actively engaged with the outdoors. Her goal is for the trust’s sustainability efforts to inspire and be replicated by the wider community.