Our school improvement strategy is personalised, and will remain so, irrespective of Trust size, because we recognise the high degree of nuance that separates even the most contextually similar schools.  We use a research-informed approach to inform the degree of ‘coupling’ across the organisation.  To this end, our centralisation of services and systems applies only to those aspects of leadership that specifically add value and remove bureaucracy.

We are deeply committed to meaningful inclusivity and innovative education for the 21^st century, which can only be realised through the enablement of autonomy amongst our leaders.  To meet the ever-changing and evolving needs of children and young people, we recognise that school leaders need to focus on our core purpose and be sufficiently well-developed in their expertise and judgment. As such, a significant element of our school improvement strategy focusses on the upskilling of senior and middle leaders. We invest heavily in this strategy through a cycle of targeted and bespoke professional development, the setting and modelling of high expectations and the deep collaboration we facilitate within and beyond our infrastructure.

The Trust and all its schools will continuously:

• Perform to the expected standards as outlined by the 5 pillars of a high-quality trust.
• Ensure the educational provision of all its existing schools is good or better, and constantly ambitious for improvement.
• Ensure that new schools to the Trust are enabled to be good or better through efficient and effective school improvement.
• Ensure outcomes for all pupils in the Trust are at or on a clear trajectory to meet national expectation.

Our approach to the 5 pillar strategy can be found below.