Transcript Sneinton C. of E. Primary School

PRIMARY-LED TRUST
• Vision
• Values and beliefs
• Governance and structure
• Membership
• Diocese and strategic partners
• Core principles
CORE PRINCIPLES
Through the Transform Trust we will create a partnership of thriving schools that:
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Are unique and autonomous - reflecting and supporting the values of their local communities.
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Are a positive collaboration of high performing schools and those building further capacity.
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Work together to inspire, support, accelerate and sustain school improvement.
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Will benefit from collaboration with schools and strategic partners across the wider Teaching
School Alliance.
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Are supported by world class business services, expertise and leadership.
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Attract partnerships and resources from the community and business sectors.
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Are exciting and energising places to be where all children achieve, progress and realise
their highest levels of attainment.
The partnership of schools will grow steadily each year, attracting both high performing
and improving academies.
SCHOOL TO SCHOOL SUPPORT FRAMEWORK
School to Support Mission
As partners we embrace opportunities within Transform to transfer best practice from our own
organisations to support others. Being a partner also requires us all to maintain the best
standards as part of our collective endeavour for children.
Why are we providing school to school support?
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To foster excellence in and across our schools.
To ensure support for school improvement and progress.
To ensure the achievement and growth of children.
To facilitate collaboration and mutually respective outstanding partnerships.
To develop a self-sustaining system where teachers and leaders learn from the best practice.
PROPOSED TIERS – MENU OF SUPPORT
TIER
Tier 1
(Reactive)
Intervention
Description
• Formal Intervention required or externally directed
• Serious concerns identified:
• OFSTED/HMI
• OFSTED Category
• Data/Outcomes
• Safeguarding
Activity
• Contract and protocol for intervention and support
agreed
• Monitoring Visits
• Specific Support Brokered
• Lead practitioner
Tier 2
(Proactive)
Preventative
• Circumstances indicate “Turbulence and/or difficulty”
• Issues of Leadership
• Circumstances show that potential for structural
intervention is likely
• Significant decline in outcomes
• Loss of confidence in community /declining numbers
• Significant absence issues likely to impact on school
• Request for specific support made
• Issues identified from Standards Review (all partners)
• Formal arrangement /secondment brokered
• Contract and protocol for intervention and support
agreed
• Similar to Tier 1 but with locally agreed areas for
improvement
• Specific support brokered by Alliance team
Tier 3
(Proactive)
Entitlement
Professional Challenge and Support
• Health Check
• Critical Friend/Peer Challenge Review (**not
duplicating other processes)
• Pre Inspection Support
• SEF support
• New Headteacher Induction Group established with
agreed programme
• Inductions - New staff, subject leaders and NQTs
• Supportive but Challenging Professional Dialogue
(with Formal Review protocol)
CHALLENGES
• Capacity and capability
• Resilience
• Magic wand
• Academy Trust
• Inclusion
• Replicating the same old
EXPERTISE
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Enterprise Director
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Operations Director
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Teaching School Alliance
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Brokerage
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Unique Selling Point
COLLABORATION
• East Midlands TSA
• Other TSAs
• Local Authority
• Universities
• Private sector
• NCTL