Michael Wilkins, became Chief Executive of the trust, which has since gone on to operate other schools across Northern England using Outwood Grange as a model. Mr Wilkins received criticism for overseeing a dramatic increase in pupil exclusions and expulsions. In 2014 Michael Wilkins received a knighthood for services to Education. The Sir Michael Wilkins Arts Centre opened to pupils in January 2016, after suffering from delays due to the original construction company entering into bankruptcy. The purpose built £6.5 million facility includes art studios, performance spaces, and recording studios. Pastoral care In early 2007, the college revealed plans to restructure how tutor groups, the main provision of pastoral care within the college, are organised, moving from the traditional horizontal structure to a vertical one. Although controversial, the plan progressed through consultation and has been put into place from September 2008. The former structure saw each pupil belonging to a form group of around 30 pupils from their own year-group, which they remain in, together with a teacher acting as a tutor, for their entire school career. The new structure keeps a consistent teacher acting as a tutor to the group, but is mixed-age with pupils from all year groups being included in each mentoring group. This means that each group evolves every year, as older pupils leave and are replaced by younger pupils entering the school. Pupils entering the school are guaranteed, as in the past, to have at least one friend in their mentoring group. Vertical structuring has been implemented in other secondary schools, the main advantages being seen as the mixing of ages leading to an increased sense of community, allowing for pupils to share experiences, foster understanding and reduce bullying. Initially this program included members of the 6th form of the academy as part of these vertical mentor groups, or VMGs. However as of 2015 these groups were rearranged. Members of the 6th Form were taken out of the vertical mentor groups and instead placed within mixed guidance groups of year 12s and 13s. This meant the vertical structure was still maintained however it was on a smaller scale of both sides of the academy. As well as separating the secondary school students and 6th form students they also changed the rooms of these groups. This was so that the vertical mentor groups of the same continents were able to be in the same buildings in