School Improvement & CPD

We support and challenge school improvement through fostering the autonomy and empowerment of effective leadership and governance. In order for us to fulfil this vision we need to establish, improve and sustain quality schools which are self-evaluating, have excellent leadership and have the highest expectations for their children and young people as well as themselves.

The Trust has an overriding obligation and accountability to ensure that our schools deliver outstanding outcomes.

Key drivers

  1. Improve the effectiveness of the leadership team and governance, building capacity- implementing a framework for reciprocal working to further improve each school’s individual practice and developing capacity to provide support, including LLE designations. Implementing our leadership (teaching and governors) succession planning and talent spotting programme, including opportunities for secondments
  2. Improve teacher effectiveness and impact-a systematic approach to CPD and coaching is used to improve the quality of teaching and learning, engaging all staff, including leaders in the process, and building the discipline into work with teacher trainees and NQTs
  3. Improve data monitoring for tracking pupil progress for all pupil groups -rigorous evaluation of pupils’ attainment and progress and in-school audit of provision ensures we know our schools very well quantitatively. There is a culture of high expectations and, using a range of benchmarks, we set demanding targets. All schools adopt a standard core data set which supports school and Trust analysis, accountability, predictions and quality assurance. Staff from different schools work together to moderate assessment
  4. Improve school self-evaluation, particularly monitoring by school leaders and governors and across the Trust. We commission external reviews for each school and involve senior leaders for review and scrutiny e.g. formal peer to peer programme and Pupil Premium Reviews
  5. Improve teachers’ professional practice, building capacity- providing training and JPP for leaders and teachers. Co-construction and enquiry-based learning is encouraged to accelerate improvement and firmly links professional development to classroom impact. Teachers and leaders are held to account for pupil progress and targeted bespoke support packages are well established
  6. Strengthen distributed leadership, building capacity by maximising leaders’ skills and experience- delegating key school improvement aspects of work to headteachers’ including modelling best practice and mentoring
  7. Improve pupils’ behaviour and attitude to learning-strengthening resilience. Strengthen subject/middle leadership, building capacity- Trust expertise is strategically deployed to broaden the leadership experience of the best and emerging leaders e.g. middle leaders work together on curriculum and pedagogy

Operational model for delivering CPD (teaching and support staff)

  • School to school (cluster model) - a shared theme/foci
  • Cross phase e.g. transition, moderation
  • Generic CPD for senior leaders
  • Generic CPD for middle leaders
  • Hub model - establishing hubs of excellence

Educational Improvement capacity

  • Support and challenge through executive and improvement focussed leaders
  • School Improvement Partner providing proportionate and rigorous external scrutiny
  • Annual support and challenge review for headteachers/principals
  • Focussed reviews of e.g. Pupil Premium
  • Due diligence, pre conversion audits
  • Trust directory of school’s leading practitioners
  • Ofsted support, advice and preparation
  • Training and development including Maths and Literacy Hubs and joint Trust trainings days
  • Humber Teaching School:
    • A team of LLEs, SLEs, Lead practitioners and NLGs
    • Subject coordinators
    • High impact strategies for developing classroom pedagogy
    • NQT and RQT programmes
    • NPQ leadership programmes
    • Cross phase School Direct provision
    • Evidence based research