Supporting the improvement journey

Through our approach of aligned autonomy, we can harness the collective capacity of the Trust and use this to bring precise and targeted support to where it can add the most value.

Our approach to academy improvement is based upon the Carter model of school improvement. We use academy and Trust quality assurance measures to determine the overall improvement phase for each academy and target resources and support accordingly. This approach also operates at subject-specific level, recognising that all academies will have both areas of excellence and of need.

All Trust academies benefit from the universal offer, and those at different stages of their journey also receive the targeted, intensive or intervention support offers outlined below.

Phase	Support
Sustain Academies in the sustain phase of school improvement are expected to be ‘capacity givers’. This could include seconding staff to other academies, hosting seconded staff in return and leading and incubating best practice, whilst still maintaining positive outcomes overall and for all pupil groups. These academies access universal support and challenge ^{Progress 8 category: Above or Well Above (31% of schools nationally)}	Universal Trust wide subject networks, led by Trust subject leads and lead practitioners Support and challenge as set out in our accountability framework Scrutiny of pupil outcomes and adaptions to curriculum plans and associated staff training to ensure pupils get great teaching Staff CPD and Trust wide Staff Development Events including nationally recognised keynote speakers. Strategic priorities with linked staff training e.g. instructional coaching offer for all staff Leadership Development Programme. ITT partnerships for Early Careers Teacher
Improve Academies in the improve phase of school improvement may have capacity to share in some key subjects, but will likely still require additional support in others. They have the systems and staffing in place to move to sustain but outcomes overall or for key groups are not yet high enough. In addition to the universal offer, these academies will also receive targeted support and challenge focused on key areas for development. ^{Progress 8 category: Average (37% of schools nationally)}	Targeted In addition to the above: 1:1 coaching for Senior and Middle Leaders Targeted support for any one or more of these areas: Attendance Behaviour SEND Curriculum implementation Personal Development CEIAG Commissioned support for specific subject areas and teams who need to improve a specific aspect of practice.
Repair Academies in the repair phase of school improvement are likely to be ‘capacity takers’ overall, although may have pockets of best practice to share. Systems and staffing may not be fully secure and outcomes for pupils, although improving, will still be too low. These academies will receive a combination of targeted and intensive support and challenge in addition to the universal offer. ^{Progress 8 category: Below (20% of schools nationally)}	Intensive In addition to the above: Peer to peer coaching and modelling including basing one or more Trust Lead Practitioner in key subject teams. Immersion in another academy. External review. Commission of external support.
Stabilise Academies in the stabilise phase of school improvement will be likely experiencing significant daily challenges which will require staff and leaders to be operationally focused. Outcomes will be very low and there may be significant barriers to improvement. To provide sufficient capacity to embed systems and develop staff capacity these academies will receive intervention support and challenge. This may include limiting autonomy in key areas and instead adopting practice from academies further on in the improvement journey. ^{Progress 8 category: Well below (12% of schools nationally)}	Intervention In addition to the above: Academy intervention group instigated to work with the academy on the granular detail of their improvement plan. Deployment of Academy Improvement Team into the academy to provide on the ground coaching and mentoring. Appointment of additional support e.g. School Improvement Advisor, Trust Lead Practitioner or senior leader.

Phase

Support

Sustain

Academies in the sustain phase of school improvement are expected to be ‘capacity givers’.

This could include seconding staff to other academies, hosting seconded staff in return and leading and incubating best practice, whilst still maintaining positive outcomes overall and for all pupil groups. These academies access universal support and challenge

^{Progress 8 category: Above or Well Above (31% of schools nationally)}

Universal

Trust wide subject networks, led by Trust subject leads and lead practitioners
Support and challenge as set out in our accountability framework
Scrutiny of pupil outcomes and adaptions to curriculum plans and associated staff training to ensure pupils get great teaching
Staff CPD and Trust wide Staff Development Events including nationally recognised keynote speakers.
Strategic priorities with linked staff training e.g. instructional coaching offer for all staff
Leadership Development Programme.
ITT partnerships for Early Careers Teacher

Improve

Academies in the improve phase of school improvement may have capacity to share in some key subjects, but will likely still require additional support in others. They have the systems and staffing in place to move to sustain but outcomes overall or for key groups are not yet high enough.

In addition to the universal offer, these academies will also receive targeted support and challenge focused on key areas for development.

^{Progress 8 category: Average (37% of schools nationally)}

Targeted

In addition to the above:

1:1 coaching for Senior and Middle Leaders
Targeted support for any one or more of these areas:
- Attendance
- Behaviour
- SEND
- Curriculum implementation
- Personal Development
- CEIAG
Commissioned support for specific subject areas and teams who need to improve a specific aspect of practice.

Repair

Academies in the repair phase of school improvement are likely to be ‘capacity takers’ overall, although may have pockets of best practice to share. Systems and staffing may not be fully secure and outcomes for pupils, although improving, will still be too low.

These academies will receive a combination of targeted and intensive support and challenge in addition to the universal offer.

^{Progress 8 category: Below (20% of schools nationally)}

Intensive

In addition to the above:

Peer to peer coaching and modelling including basing one or more Trust Lead Practitioner in key subject teams.
Immersion in another academy.
External review.
Commission of external support.

Stabilise

Academies in the stabilise phase of school improvement will be likely experiencing significant daily challenges which will require staff and leaders to be operationally focused. Outcomes will be very low and there may be significant barriers to improvement.

To provide sufficient capacity to embed systems and develop staff capacity these academies will receive intervention support and challenge. This may include limiting autonomy in key areas and instead adopting practice from academies further on in the improvement journey.

^{Progress 8 category: Well below (12% of schools nationally)}

Intervention

In addition to the above:

Academy intervention group instigated to work with the academy on the granular detail of their improvement plan.
Deployment of Academy Improvement Team into the academy to provide on the ground coaching and mentoring.
Appointment of additional support e.g. School Improvement Advisor, Trust Lead Practitioner or senior leader.