Our four stage model for school improvement

Strategy + Capacity + Pace = School Improvement

Our Trust has developed a tried and tested approach to school improvement.  Each school is supported to improve, whatever their starting point. 

Strategy

• Our model of improvement has four distinct stages as pictured above. As schools join the Trust they will move through the model, developing the core strands of improvement:
  • Leadership
  • Quality First Teaching
  • Quality Curriculum
  • Effective Use of Assessment
  • Systems
  • Recruitment and Retention
  • Behaviour and Attitudes

Capacity

Upon joining, and annually thereafter, we will determine the capacity for each school with regards to school improvement. This will then help us to determine the level of support needed to help the school further develop.

Pace

School improvement is not a perfect and linear process.  The ultimate results must be sustainable.  Rapid Improvement cannot be followed by decline.  Our school improvement model is a continuous process and our best schools still have improvements they can make.  We believe that if the other improvement elements have been secured, then a school should be able to improve well within a two-year period.

Maintaining the Model

Our model of school improvement is fundamental to the work we do. Within the model, we have many standardised, non-negotiable expectations. These are essential to fully realise the benefits of being part of a MAT. These non-negotiable features form part of the First Federation Internal Consistencies. These have been developed and refined over several years.

Leaders at every level monitor the impact of school improvement. This monitoring is carried out in a systematic manner, using what we call the Kernal Routines.

We recognise that becoming an Academy can cause some uncertainty for schools as they begin the transformation process. Out model for improvement is designed to help this process and build confidence within the staff team.

We want our schools to retain their unique identity and individuality. Pareto’s Law – 80/20 principle ensures that we keep our systems fresh and relevant. Once schools have adopted and embedded the standardised approaches, these should become automatic and unconscious actions. This allows staff the freedom and opportunity to grapple. Through collaborative opportunities, our teachers are encouraged to develop and explore new approaches. When appropriate, these should then update previous systems within our Internal Consistencies.