Learning Networks

Termly

2/ To share best practice in R+D from all staff involved in the action research programme

3/ To engage with coaching and evidence based approaches to develop and accurately evaluate the impact of the action research projects

2/ Best practice is shared across the Trust from evidenced R+D

3/ A group of 10+ staff across the Trust are fully enagaged in the action research programme

Termly

2/ To coordinate a consistent Initial Teacher Training programme across 5 pathways as outlined in the policy

3/ To ensure that all unqualified teachers are on a development pathway to achieve QTS

4/ To continue to be a SCITT delivery partner for Teach First and broker partnerships with apprenticeship providers

2/ A centralised approach to Initial Teacher Training is adopted and developed across all 5 pathways

3/ 100% of unqualified teachers are identified and enrolled on a recognised QTS route

4/ Cohort targets are met annually for SCITT. Collaboration with Stoke Super SCITT is effective. Relationships with apprenticeship providers are strengthened

(English, Maths, Science, Humanities,PE, Computing)

Termly

2/ Support cross Trust strategies such as Character, Careers and Digital.

3/ T+L/Curriculum good practice to be shared across the Trust

4/ Establish consistent and effective achievement processes to raise outcomes.

2/Consistent implementation of Futures and Digital strategies.

3/ Best practice teaching and learning approaches are shared across the Trust

4/ Accurate assessments and effective achievement processes are consistently implemented.

(All subjects)

Termly

2/ Support cross Trust strategies such as Character, Careers and Digital.

3/ Peer reviews/network meetings identify areas of good practice in T&L/curriculum to spread expertise and good practice and raise standards.

4/ Create opportunities for cross trust moderation to quality assure judgements.

2/Consistent implementation of Futures and Digital strategies.

3/ Cross-trust activity results in curriculum areas showing improvement and meeting academy card targets.

4/ Moderation ensures accurate assessments in key areas across the Trust.

Secondary

Half termly

2/ Embed Trust Backbone to ensure rigour in assessment processes

3/ Plan frequent progress checks in Core/EBACC to evidence progress between assessment points in Y11

4/ Develop opportunities for students to improve outcomes from summative assessments following Assessment points

5/ Raise attainment of disadvantaged youngsters by uplifting their targets and providing mentoring and intervention

2/ Secondary trust assessment processes are both robust and consistent across secondary academies

3/ Staff show evidence of frequent short assessment opportunities which are tracked and show improvements in raw marks between assessment points

4/ Metacognition approaches (QLA/Exam Wrappers) support students in understanding their strengths & weaknesses and through reteach opportunities of weak areas are able to increase their assessment grade through retesting of weaker areas

5/ KS3 disadvantaged students targets and progress is equalised in English & Maths

Termly

2/ To ensure students ARE safe because of exemplary practice

3/ To clearly identify and reduce risk

4/ To create a positive culture of safeguarding where all students FEEL safe

5/ To develop a CPD programme for staff

2/ My Concern QA shows concerns are actioned in a timely manner, so students are safer because of decisions made.

3/ Academies reduce risk areas based on My Concern data and allegations against members of staff

4/ Student voice indicates that they feel supported, safe, looked after and a sense of belonging.

5/ All academies have highly trained staff, who are knowledgeable, skilled and confident in assessing, reporting and actioning risks and concerns.

Termly

2/ Improve QFT through effective use of CPD and clear ISP teaching strategies, which is monitored and evaluated for impact

3/ Review, plan and implement effective provision for students with SEMH – share good practice using evidence-based interventions

4/ Develop SEND parent/carer engagement to support with the regular review of ISP targets and EHC outcomes

2/ T&L monitoring shows that teachers are good or better at implementing QFT strategies in their lessons

3/ Number of suspensions reduces and attendance improves for students who are identified as SEMH

4/ ISP targets are challenging to ensure EHC outcomes are achieved and amended to ensure students make good/better progress. EHC data is positive.

Termly

JAC

Separate attendance network termly

2/ To embed learning habits and routines across the Trust.

3/ To share interventions and strategies used to improve behaviour and suspensions across both sectors.

4/ Create a consistent approach to behaviour across the Trust

5/ To raise attendance levels across the Trust and share interventions and strategies used to improve attendance. (Include annual review of policies)

2/All students and staff recognise and display the learning habits most important to their school.

3a/ Pastoral teams to receive training in each setting in order to expand the capacity of intervention delivery.

3b/ Suspension Rates and Permanent Exclusions are reduced in every Academy setting.

4/ Behaviour Incidents are recorded & actioned consistently via Arbor.

5. Attendance rates across all Academies are at least in line with the national average.

Half termly

2/ Develop collaboration with industry and Trust partnerships to support delivery of the Character & careers strategy.

3/ Ensure the Trust network shares good practise and develops an impact evaluation tool that evidences the character development (Inc. employability competencies) of pupils across the Trust.

1/ All leaders/teachers support and promote the implementation of the Character & careers strategy.

2/ Evidence of the impact of the career’s strategy on post 16 destinations (pupils accessing  appropriate level courses)

3/ Characters and careers permeate throughout the curriculum across the Trust.

4/ Employability skills competencies are intrinsic through the character curriculum.

Termly

2/ To reduce resource consumption across all academies

3/ Improve recycling across all Trust sites

2/ Evidence from the pilot project used to create a clear and realistic programme for waste reduction that can be rolled out across the Trust

3/ Recycling opportunities identified and networking agreements with other establishments and organisations developed

Half termly

2/ Further stage of digital transformation, to transfer all of the recruitment, absence and contract information to the new HR system and electronic files to further enhance the Business administration areas to become more effective and efficient.

3/ To collaboratively work together to ensure data within the HR sections are updated in Arbor.

4/ To establish a HR/Payroll platform accessible for all staff.

2/ All Business administration files are streamlined. Duplication of paperwork is reduced.

3/ Workforce Census is completed and submitted accurately and performance management is used on the new system.

4/ Staff have accurate and up to date information. Information is easy to access and clearly displayed.

• Executive Board-1/2 termly
• Principal/VP days- Bi annual
• SLT + Middle leadership conference- Annual
• Trust CPD development day- Biennial
• Governor training conference- Termly
• Trust Standard Leads strategy session- Bi annual