Trust Priorities

Our Priorities and Approaches

Priorities 

• To continuously improve outcomes for all learners.
• To challenge prejudice and inequality.
• To ensure that all provision is safe and effective to meet the learners needs.
• To share exemplary practice, research, skills, and knowledge.
• To deliver models based on sustainability and stability.

Our Approaches 

• Rigorous quality assurance models.
• Effective triangulation and analysis of data to inform decisions.
• Ambitious and broad curriculum offers.
• Comprehensive CPD models.
• Engage with research and development.
• Integrated therapy models.
• Effective School improvement.
• Strong Governance models.
• Creative and passionate staff.
• PFA focused planning and outcomes.
• Specialist and inclusive provisions.

Maintain and further develop exceptional educational provision or children and young people with complex needs and disabilities

• The executive team will quality assure the provision across the trust to ensure high standards are maintained
• The curriculum is tailored to the needs of the individual pupils and enrichment opportunities are wide ranging
• A holistic and therapeutic approach is integral to our provision
• We provide new contexts for learning and experience eg: the cafes and shop, horticulture, and the farm
• A focus on facilitating meaningful independence to fulfil the aim of preparing our community for adult life
• A commitment to promoting and celebrating diversity and inclusive practice
• CPD, training, induction and development of staff is of the highest quality
• Appraisal is robust and focussed on professional standards across all sectors of our workforce
• Regular external monitoring and validation
• Advocacy – by listening to pupil voice, by meeting the needs and aspirations of children and young people
• Providing a safe, secure, stimulating and harmonious environment for learning
• Assess and measure progress according to our pupils’ needs to inform best teaching and learning opportunities
• Use evidence-based research and be at the forefront of cutting edge practice
• Making sure that the pupils are shaping their own learning and futures
• Working with their families

Succession planning, responsive recruitment, and staffing structure reflects trust development and growth, driven by pupil need and economies of scale

• Promote CPD and accredited training across the trust  (new Teaching School Hub sign up)
• Robust staffing structure with capacity for change and growth ( opportunities for leadership and management development)
• New projects and research opportunities
• Leaders represent schools and trust at local and national forums
• JDS provide clarity about growth and succession planning options
• Promote diversity and inclusion across all sectors – leaders, executive team, trust and governing body succession planning in place
• Reflect and promote the trust democratic scheme of delegation and its vision and values
• Trustees, governors, CEO, HR and clerk will oversee and manage high level appointments, commissioning specialist knowledge as appropriate to the role
• Staffing structure shaped and developed according to the communities we serve and financial capacity
• Recruitment, safer recruitment and appointments reflect diversity of our community and adhere to the recruitment policy and procedures, and our single equality plan

Vision is rooted in the community we serve

If we believe this can we answer the following questions?

1. What is the value of the trust to its schools?
2. What do trustees and governors contribute to the schools in terms of knowledge and understanding, its development and growth?
3. Do trustees and governors know what children, families, staff and partners think about the trust and its schools? And if so how do we know for sure?
4. Have all our governors and trustees spent time in classes speaking to children and young people and staff?
5. Have we heard our pupils’ voice? Have we acted on it? Has it influenced our thinking?