Strategic School Improvement

The Evolve Trust is an exceptional Trust, which provides an excellent education for local children. We are a family of schools who work collaboratively together to achieve the best possible outcomes for the young people we serve. The trust has a proven track record of sustained school improvement led by an outstanding education team.

Our strategic School Improvement offer focuses on enabling and building capacity within organisations. Strategic school improvement planning and Self Evaluation are supported by senior Trust staff, including Ofsted trained individuals. ‘Quality Assurance’ activities engage a range of stakeholders and inform targeted and specialised Quality Support to bring about impact and desired outcomes for young people.

Our experienced school improvement team will support and challenge schools in a range of whole school issues which include:

  • senior and middle leadership development;
  • moderation;
  • Ofsted: pre and post Ofsted response;
  • strong management systems – target setting, whole school assessment, development planning and school self-evaluation;
  • facilitating the development of strategies for narrowing the gap and ensuring the highest outcomes for learners covering the full spectrum of abilities from vulnerable groups through to gifted and talented learners;
  • SEND/Inclusion/Pupil Premium health checks and reviews

There is a shared professional responsibility for improvement across all of our academies. The role of each Principal is to ensure that their academy is actively reviewing and evaluating their effectiveness and being relentless in its pursuit of ever improving outcomes for all our children. The key driver for school improvement at the Evolve Trust is the sharp and timely self-evaluation of the academy’s standards, including the effectiveness of the leadership team underpinned by the Trust’s core values. The school improvement function of Evolve is to develop and hone those self-evaluation skills and to provide appropriate and developmental challenge to the academy.

The core of the accountability process is the regular Academy Self-Evaluation Review through the Deep Dive Review process (see DDR framework document). These take place at regular intervals throughout the year following an agreed agenda. The number of reviews is weighted according to the needs of the academy. Each school will receive at least three reviews during the course of the academic year.

The Trust has range of sophisticated school improvement metrics and utilises a bespoke Risk Banding system. This is undertaken at the beginning of the academic year and includes the agreement of the Key Performance Indicators. Regular accountability monitoring of the academy by the Director of School Improvement and the Standards scrutiny board will use these KPI’s as both the internal indicators and the external comparative measures.

Principals work within a framework for monitoring and evaluating the quality of Teaching and Learning within their academy. This framework provides a common structure for recording of leadership judgements and a common framework for judging the performance of Teaching and Learning based on the Teacher Professional Standards. This allows the Director of School Improvement within the Trust to share outcomes consistently. The CEO meets all Principals fortnightly to review the summary of the leadership judgements in order to provide further challenge and support to academies. These CEO meetings focus on the presentation of the current teaching profiles, data position, pupils at risk of not attaining and impact of actions to date. There is a significant focus on disadvantaged pupils in line with the Trust Pupil Premium Strategy. Principals provide a summary report to the appropriate scrutiny board which then is summarised for the Trust Board.

There are five points each year when summative academy positional statements are shared with the Trust Board and each appropriate Scrutiny Board. Any drop from KPI’s at these points will be explored during the meetings. If there are issues, which the academy feels that they do not have the capacity to improve, then this will trigger support from the existing good practice and capacity across the Trust. If there is no resolution following that level of support then the Director of School Improvement will develop a formal action plan to improve the position of the academy. If the intensive support plan does not bring about a satisfactory change then the Trust Board will intervene.

The Director of School Improvement and CEO meet at least weekly, and any concerns about a staffing issue or drop in standards can be reported informally quickly and weekly feedback on actions can be communicated.

The Director of School Improvement will provide regular leadership support to Academy Leadership Teams when requested or the need identified, providing additional capacity to their improvement work, developing the monitoring of impact and recording this in their self-evaluation.

Schools identified as being at the stabilise stage will have additional school improvement support and systems.

Any T2T (Transition to Transformation – Academy Improvement Plan) will be required to have clear half-termly success criteria.

Regular half-termly standards meetings will look at progress in relation to the T2T.

There will be an extended scrutiny board meeting at the midpoint in the year to review overall progress in the academy.

Capacity for school improvement comes from three levels:

Core Improvement Team

This is made up from centrally employed Improvement Team and Associate Improvement Partners

School to School Support

There is a growing cohort of Evolve Trust Lead Practitioners and Lead Practitioner Designates providing school to school support in all aspects of the curriculum and for all levels of leadership

Key Capacity Providers

We work in close partnership with other multi academy trusts as the CEO is chair of the Nottinghamshire CEO network, school improvement advisors, Teaching School Alliances and system leaders to both provide and receive additional support capacity when required.