Trust Strategic Objectives

The Raleigh Learning Trust Strategic objectives

School Improvement is at the heart of our work and aims to ensure each Academy is well managed and has developed the collective capacity for sustained growth. By driving excellence in all that we do, we add value to our children’s education and contribute to the concept of system leadership.

Ultimately this will be achieved by ensuring our employees:

  • Have the right skills and knowledge to contribute to improvement.
  • Model aspiration and resilience in all that they do for our pupils.
  • Bring energy, positivity and expertise into all that they do.
  • See risk taking that leads to mistakes as an opportunity to learn and grow.
  • Have the capacity and commitment to see the good in our children, no matter what they do or say.

Our THREE-YEAR objectives

  1. Develop teaching and curriculum strategies
  2. Harness effective partnerships
  3. Trust is viable by being well managed and offering value for money

1. Develop teaching and curriculum strategies, so that we can:

  1. Improve pupil outcomes.
  2. Secure positive future destinations for our pupils
  3. Further develop deep and rich curricular learning experiences.
  4. Encourage post-16 learning by developing resilience and independence in our learners.

2. Harness effective partnerships to support the children in our region, so that we can:

  1. Support the City Council in its aim to reduce money spent on private alternative education by exploring provision growth within Denewood, Unity, Westbury and Woodlands academies.
  2. Develop the central team Trust Development Leads to include city wide support packages e.g. advice and guidance and SEND teacher development.

3. Ensure the Trust is viable by being well managed and offering value for money to sponsored academies, so that we can:

  1. Continuously develop the IT infrastructure to fully support Teaching and Learning and reduce employee workloads i.e. centralising teaching resources.
  2. Deploy financial and human resource efficiently and consistently across the Trust based on need.
  3. Introduce systems and procedures that protect school leaders from activities not related to their school improvement priorities.
  4. Ensure employee rights and responsibilities are harmonised across the Trust.

How we will achieve our strategic objectives

Develop teaching and curriculum strategies

  1. Widen school-to-school collaboration: establish triad way of working into each Academy in years 1 and 2, with an aim to widen the triad groups beyond Academy settings.
  2. Share best practice: Establish a Leadership Triad programme (collaborative project work) that leads to trust-wide Inset days to share new knowledge and ways of working within a common theme. Theme 1 focusing on new curriculum, memory and recall techniques.
  3. Collaborative quality assurance framework: develop a quality assurance framework based on a Teaching & Learning ‘core principles’ policy—developed through the Education Group.
  4. Utilise the regional offer of fully funded National Professional Qualifications for current and future Academy leaders.
  5. Establish Trust Improvement Networks to begin cross-academy collaboration and consistency.
    • Develop the central team utilising the assets and capabilities from cross the Trust.
    • Role areas to include:
    ⇒ SEND
    ⇒ Attendance & Inclusion
    ⇒ Data & Assessment
    ⇒ Safeguarding & Child Protection
    ⇒ Pupil & Staff Wellbeing
    ⇒ Learning & Development
    ⇒ Curriculum
  6. Establish Primary & Secondary moderation groups in key core curriculum areas.
  7. Develop an online resource Hub that can be shared across the Trust.
  8. Establish an annual trusteeship and governance development day that ensures they are equipped with the right knowledge and skills to undertake their duties.
  9. Work collaboratively with our partner Teaching School Alliance for CPD sharply focused to priorities and opportunity to engage in future School Improvement Plan projects.

Monitoring and support strategies

  1. Develop a coaching culture throughout the Trust as an intentional strategy.
  2. Fortnightly CEO visits sharply focused on school improvement impact.
  3. Establish a systematic process for the Board to receive concise reports from the CEO on Academy progress against strategic objectives.
  4. Establish a systematic process for the LGB clusters to receive detailed reports from Cluster Principal’s on Academy improvements.
  5. Establish a schedule of Governing Body monitoring visits by the CEO.
  6. Develop a reporting system that is timely and aligned to the Central Academy Calendar.
  7. Harness new and existing technology to reduce reporting workload at every level.

Harness effective partnerships

  1. Develop a joint NCC and RLT (co-commissioners) Alternative Education Service Level Agreement that works equally well for each stakeholder.
  2. Work with NCC Special Educational Needs team to ensure current provision is future-proofed for future demand.
  3. Establish Trust Improvement Networks to begin cross-academy collaboration and achieve reporting consistency.
  4. Further develop mutually beneficial relationships with local Further and Higher education providers within the city for all Trust stakeholders.
  5. Families and communities engagement strategy to further develop engagement with wider key stakeholders.

Trust is viable by being well managed and offering value for money

IT Infrastructure

  1. A Trust-wide IT refresh policy is agreed with the Board.
  2. IT support outsourced with NCC.
  3. A Trust-wide response to General Data Protection Regulations (GDPR) regulations to ensure compliance.
  4. High quality web presence promoting the Trust’s vision and quality is reflected in a common Trust / Academy identity, portals to each Academy and centrally monitored compliance strategy.
  5. Social media is coordinated effectively to celebrate the work of all academies across the Trust.
  6. IT platforms and software are harmonised to facilitate best practice exchanges in teaching and learning.

Financial Management

  1. Finance management software is aligned across the Trust with harmonised Academy Finance Policy.
  2. Common monitoring protocols are aligned across the Trust.
  3. Office Manager’s meet each half-term with CFO to share best practice and agree annual priorities.
  4. Budget planning aligned to pooled reserve policy.
  5. Finance committee receives consolidated reports.
  6. Statutory returns are filed on time.
  7. Audit recommendations are actioned.
  8. Management Accounts presented in accordance with the Financial Handbook.

Site Management

  1. Condition surveys are commissioned annually.
  2. CIF bids are submitted annually.
  3. Health and Safety obligations are met.

Human Resource

  1. Key policies are harmonised to ensure fair and consistent processes are delivered in all academies.
  2. Project manage the implementation of a Trust-wide HR system to enhance analysis and reporting absence patterns and triggers.
  3. Recruitment and talent management policies are in place to create a clear talent pipeline.
  4. Widen the central HR function to ensure high level casework responses are not reliant on one individual.
  5. Develop a Pupil and Staff Wellbeing Policy to ensure the right level of investment occurs for all Trust users, and is fair and consistently applied.

The role of the Linked Trustee

Trustees are linked to each Academy for the purpose of monitoring the impact of their Vision and Values ‘on the ground’ and to ensure:

  1. What is reported to the Board is reflected in tangible practice in each Academy.
  2. The trustees are able to hold the CEO to account in what is reported to the Board.
  3. Pupils and staff feel a connection to the corporate arm of the Trust.
  4. Each Principal maintains a positive and purposeful relationship with the Board, beyond the CEO.
  5. A direct link between the LGB Cluster chairperson and the Board.

The scope of the role does not include:

  1. Additional layers of Academy scrutiny
  2. A trustee permanently sitting on a LGB Cluster (separation of duties)
  3. The opportunity to deviate from agreed structures and accountabilities, as outlined in this document.

Expectation are to be arranged and managed by LGB Cluster Chair with Cluster Principal’s:

  1. Linked Trustee will meet each Principal and LGB Cluster chair, as a minimum, twice per year.
  2. Site visits to include the opportunity to meet school council / pupil reps (20min max)
  3. Tour of the Academy with a member of Middle Leadership — long-term talent planning (40min max)
  4. Informal progress discussion with Chair / Principal – agenda driven by Principal (1hr max)

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