SALT School Improvement Strategy
SALT’s school improvement strategy is based on a number of key principles, which reflect the three strategic questions, identified by the National Schools’ Commissioner, for which our leaders need to be held to account (DfE, March 2017):
Ensuring that our leaders understand the specific improvement challenges faced by their academy;
Ensuring that each academy has sufficient capacity to meet these challenges; and
Ensuring that governance at both Board and academy level has the strategic capacity to hold our leaders to account for delivering improvement.
As a Trust, we aim to build a strong culture of leadership, enabling us to:
Grow leaders who have the skills to meet challenges innovatively, leading differently if necessary to those leaders who preceded them;
Manage talent and succession plan effectively;
Enable new leaders to to take time to evaluate what needs to be done next.
From principle to practice:
The strategies below illustrate how we currently aim to deliver effective school improvement based on these principles.
We regularly evaluate how successful we have been – our aim is to learn both from our own experience and “the system”, to ensure that our own processes continually improve.
Our core aims as a Trust are therefore:
Gaining and retaining a clear picture of each academy’s strengths and areas for development;
Agreeing a tailored plan of support and CPD for each academy;
Monitoring closely the impact of all support given, adjusting this as needed; and
Working hard to ensure we retain talented staff, giving opportunities for wider responsibilities across the Trust.
Our improvement strategy sets out clearly defined roles for the Trust Board, LGCs, and CEO.
These have recently been reviewed, with new schemes of delegation due to be introduced in September. These build on best practice from other trusts, and represent a further centralisation of core finance, HR and premises management, freeing up LGCs and academy principals to focus on the core tasks of improving teaching and learning and student outcomes.
“Staff talk about being part of the school family and are proud to work there”
“Pupils described how well staff get to know them and how carefully staff listen to what they say”
“Teachers value the range of professional development opportunities which enable them to improve the quality of their teaching”
“Leaders and managers, including governors, are passionate about giving pupils the best opportunities for future success. Leaders have driven the improvements to the quality of education in this school with determination”
“Pupils’ excellent behaviour and good attendance reflect the school’s high expectations. Pupils are proud of their school and all that it stands for”
“A strong culture of safeguarding permeates the school. Pastoral staff know the pupils and their families well and provide very effective care and support. Pupils speak highly of the staff who keep them safe and say they are happy at school”
“Pupils grow and flourish in the caring ethos that underpins all that the school does. Parents and carers value the strong sense of community you encourage within the school’s very diverse cultural and social mix where everyone is treated with kindness and respect”
“Effective teaching in this school is characterised by teachers’ sound subject knowledge, backed up by a deep understanding of pupils’ different needs and the most effective approach to secure the best learning from each pupil”
“The development of pupils’ spiritual, moral, social and cultural learning is
a strength of the school. The Christian ethos is very clear and embedded”
“Links to the local church and the school’s strong focus on social responsibility, tolerance and respect ensure that provision for pupils’ personal development, welfare, spiritual, moral, social and cultural development is outstanding”