Our approach to school improvement is clearly underpinned by our Trust vision and values.
To provide environments where children, young people and our communities can thrive.
In order to realise our vision, school improvement is driven by the following outcomes:
To raise standards significantly in our schools through sustained improvement
Our school improvement model is forensic and responsive. We do not operate a ‘one size fits all’ model and therefore the school improvement strategy for each school is bespoke, according to its needs. This means that we can be very precise in the way that we allocate resource to ensure maximum impact. We believe that all schools should be continuously improving, regardless of where they are on their improvement journey so school improvement is not reserved for schools which have standards lower than we expect. Similarly, schools which are on a rapid improvement trajectory following a period of instability have much to offer other schools. We categorise our schools on an annual basis and review every 6 months to determine overall level of need.
In line with our values, we appreciate that everyone has something to ‘bring to the table’. All stakeholders in our family of schools take collective responsibility for school improvement across the Trust, working collaboratively together in a self-improving, self-sustaining system, of school to school support.
Although our school improvement is bespoke to individual schools, we do align aspects of our practice and certain activities where we have determined that we can be more effective through a consistent approach. Having key principles, a common language and a suite of approaches for curriculum, pedagogy and assessment allows us to collaborate effectively and develop capacity quickly across the Trust so that we can be agile and immediately responsive. Furthermore, a consistency of approach allows us to better standardise pupils’ work across the Trust which benefits all of our schools and helps the Board of Trustees to hold leaders to account in a meaningful way. We have Trust subject specialist networks, a teaching and learning network and an inclusion network which meet regularly to share practice and collaborate. These network groups are central to driving our grass-roots approach to curriculum development as we develop as a Trust.
All stakeholders in our family of schools take collective responsibility for school improvement across the Trust, working collaboratively together in a self-improving, self-sustaining system, of school to school support.
We operate a 6-step school improvement model which is based on the EEF 5-step School Improvement Cycle and Sir David Carter’s Trust Wide Strategic Improvement Cycle.
Our School Improvement Model
Not found the vacancy you’re looking for today? Head to MyNewTerm to register for our Talent Pool.
*Vacancies* 📍Graham School (Scarborough) - Teacher (Science) - General Teaching Assistant x2 - Cleaner To apply and find out about more vacancies across our trust, click here; hslt.academy/vacancies/ pic.twitter.com/Cgs0GUA7lO
*Vacancies* 📍George Pindar School (Scarborough) - Seclusion Manager - Teacher of Geography & History - SENCO - Site Supervisor (L1) To apply and find out about more vacancies across our trust, click here; hslt.academy/vacancies/ pic.twitter.com/UbA3xv0Pka
*Vacancies* 📍@Barlby_High (Selby) - Exam Invigilator - Midday Supervisor - Head of Department (English) - Behavioural Support Officer - Assistant Vice Principal (Student Welfare) To apply and find out about more vacancies across our trust, click here; hslt.academy/vacancies/ pic.twitter.com/1KJ8VchflC
*Vacancies* 📍@SentamuAcademy (Hull) - Exam Invigilator - Head of Biology - Teacher of RE / PSHE - Careers Adviser - Head of Physics - Head of Chemistry - Teacher of Science To apply and find out about more vacancies across our trust, click here; hslt.academy/vacancies/ pic.twitter.com/X3XojUMbsn