School Improvement Model

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.


At Healing Multi Academy Trust (HMAT) we pride ourselves on having a learning culture at all levels and in all settings, which is built on a foundation of self-evaluation so that we can always improve.  Every school within our Trust has the commitment that it can and should be its own unique setting with earned autonomy and empowerment of effective leadership and governance at the heart of what we do.

Our school improvement strategy centres around sustainable improvements.  We ensure we know our schools well and our approach is flexible and ‘done with’ school leaders rather than ‘done to’.  In doing this, we can quickly establish priorities, and areas of strength and expertise that can be shared across the Trust.  The accepted norm for all schools in HMAT is that the quality of education is at least good, and is constantly moving forward to be better.  Our Local Governing Bodies and Board of Trustees are relentless in ensuring there is a resolute drive towards improvement.

School improvement is a collective responsibility and collaboration is key.  We ensure that in each of our schools there is:

  • a culture where children are at the heart of all we do and every child matters – “whatever it takes” – everyone can achieve
  • a relentless, hard edged focus on outcomes and the development of the whole child
  • high ambition and high expectations across all areas
  • traditional values based on mutual respect, integrity, honesty & openness.

Trust Educational Improvement Capacity (ref Trust Strategic Plan)

  • 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