Our consistent approach to self-evaluation ensures that a clear, bespoke and sustainable approach to school improvement is embedded across all of our schools. Our school evaluations are rigorous, robust and accurate. We moderate internally and externally against school, Trust and National benchmarks.

Intelligent use of school and Trust data

We collect specific Trust data four times each year and use an external consultant to provide detailed analysis at school and trust level enabling us to track and measure our outcomes throughout the year and over time. We have an accurate understanding about how we are progressing towards meeting our targets. This is facilitated by the fact that common trust assessment systems and reporting calendar are embedded in all schools. Aspirations are high based on FFT 5. This clear understanding of high quality assessment and pupil tracking allows regular progress reviews that impact positively on curriculum planning and the quality of teaching and learning across all year groups.

As well as progress and attainment data for a cohorts and groups of pupils, we collect and utilise data on attendance and absence, the quality of teaching and learning, staff/pupil ratios, staff absence, financial context and parents’ views. External evaluation of Safeguarding, Health and Safety and all other aspects of statutory compliance also contribute to this process. This data is used to inform the Trust’s priorities and future target areas.

Risk assessment of Trust schools

Based on the intelligence above, the performance of our schools are reviewed each term and the Trust standards committee agree risk assessment status for each school within the Trust. This is triangulated with the Local Authority categorisation in terms of the statutory responsibility to monitor standards.

A At least good in all areas. Sufficient capacity to improve further.
B A good school not secure in all areas. Capacity to improve with support.
C1 Not yet good. Rapidly improving with support from the Trust.
C2 Either RI or at risk of becoming RI. Needs support to improve.
D1 Significant weakness but improving with formal support from the Trust.
D2 Significant weakness. Needs significant formal support to improve.

This allows us to develop individual improvement plans for each school based around a clear diagnosis of strengths and areas for development in each school across the Trust.

Sharing best practice

Best practice throughout our schools is identified and disseminated through peer challenge, senior and middle leader working groups, joint and cross phase training, specific school based visits and external scrutiny. This is alongside external best practice from the Pathfinder Teaching School Alliance and other Multi Academy Trusts.