Our Aims and Values

The infrastructure of the Trust will allow our schools to focus on effective teaching and learning and provide interaction and mutual support with like-minded colleagues.

Our Trust was created with one sole aim. For member schools to deliver, through partnership and collaboration, an outstanding learning experience for all children so they flourish and thrive; enabling them to achieve their own individual excellence.

Our ethos is rooted in the celebration and promotion of each member school’s own diverse and dynamic character.  At Chancery Trust we recognise the unique qualities of different schools; promoting their autonomy to enable each school to develop their own curriculum and practices to reflect the needs of their learners.  We will share best practice by ensuring that all member schools across the Trust benefit from the successes of others and by investing in ‘expert teaching’ and an ‘irresistible curriculum.’

At Chancery Trust we believe that strong, innovative leadership is core to any school’s success and we will ensure that we promote networking and shared working and that we are relentless in our ‘no excuses’ approach.

To achieve our aim, we will offer a rich range of professional development opportunities for all staff. Through highly effective coaching, high quality continuing professional development and a culture of reflective practice and support, we will invest in broadening the experiences of emerging leaders. We will ensure that all staff benefit from a rewarding and successful career within, between and beyond our schools. We will combine resources where possible to build efficient organisations and share the strengths of each member school in order to bring about school improvement and therefore build better futures for all of our children.

Mutual trust and respectful relationships amongst our schools will ensure that all prosper and excel.

Autonomy

The Board believes that the best results will be achieved when each school’s Local Governing Board (LGB) receives a level of responsibility and autonomy appropriate to its specific circumstances.

Where a school is performing very effectively, achieving good or better outcomes for its pupils, the Trust’s involvement in it will be minimal and the Local Governing Board (LGB) will operate with maximum autonomy. The Trust will exercise closer supervision of a school (facilitated through the Chief Executive Officer (CEO) that is judged to be requiring improvement.

Benefits for all schools within Chancery Multi-Academy Trust

A lasting legacy

A school-led system ensures that schools have strong networks and a strong voice in their own future. Our school improvement approach will help to build the capacity to improve from within, and a culture of looking outward and always trying to be better. Schools which join our Trust are able to help shape our work, and to benefit both from the support they themselves receive and from participating in supporting improvement in other Trust schools.

A culture of collaboration leads to success

School autonomy should not mean schools working in isolation. On the contrary, our schools, though independent from local authorities, have a strong commitment to each other so that individual schools, and the family of schools, grow and improve through working together.

School improvement strategy

  • We will get to know our school’s through robust monitoring and a formal planned cycle of peer reviews between schools, facilitated through the headteacher executive board. These evaluations will be routinely reported to the directors. This will ensure Key Performance Indicators (KPI’s) for each school are accurately identified and resources within the MAT across our schools are directed to accelerate improvements (no deficit model, but building momentum by sharing strengths and expertise);
  • Quality Assurance – a rigorous and robust programme of quality assurance that helps to support staff, build expertise and capacity, and raise standards to deliver positive outcomes for pupils.
  • Investment in ‘expert teaching’ at all levels by growing and retaining talent through Schools Direct, mentoring, CPD programme, peer enquiry models and partnership work at middle leader level;
  • Ensuring best practice is shared within the MAT (already have Local Leaders of Education (LLE’s)/Specialist Leaders of Education (SLE’s) within our schools);
  • Innovate and ensure an ‘irresistible’ curriculum across the schools which is relevant, rich and engaging;
  • Leadership – we are already growing a coaching culture, School Improvement Partner (SIP) work, Special Educational Needs Development Coordinator (SENDco) development, learning & teaching leads and succession planning by broadening the experiences of emerging leaders.
  • Outward facing – maintaining links with partners to support practice – e.g. local cluster, Good to Outstanding, teaching school alliances;
  • Centralising services, maximising economies of scale and generating income to enable money to be focused on learning & teaching and to grow support services for children & families.

Trust key performance indicators

  • Each school will be judged good or outstanding by the Office For Standards in Education (OFSTED);
  • All teaching and learning within our schools will be effective;
  • All groups of pupils will make good or better progress from their starting points;
  • Strong leadership will lead to sustained and substantial improvements within our schools;
  • Quality Continuing Professional Development (CPD) and career opportunities will attract and retain expert practitioners;
  • The MAT will provide good value for money and comply with all statutory regulations.

It will be the responsibility of the Chief Executive Officer (CEO) to alert the Trust if any of these key performance indicators are unlikely to be met.

Trust intervention

In addition to the benefits for all schools, extra support by the Trust will be triggered by any of the following:

  1. A change in leadership or vacancy
  2. A rapid and unexpected decline in pupil outcomes and/or learning and teaching
  3. A significant safeguarding issues that cannot be dealt with locally
  4. Evidence of serious financial weaknesses or mismanagement
  5. A change (downward) in Ofsted category
  6. A request from the Local Governing Board
  7. Serious and significant complaints from stakeholders or outside bodies that cannot be or have not been satisfactorily resolved locally
  8. A reputational risk to the local school and Trust
  9. A local operational decision of risk or significance that would have a bearing on the Trust as a whole<

The level and nature of intervention will be based on the outcomes of a school review.