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Christ In All We Do

Strategic Plan

 

 

 

 

St Christopher’s Multi-Academy Trust

Strategic Plan
2018/22

Version 27/09/2018

 

 

 

What St Christopher’s MAT is trying to achieve

Summary (for MAT school SLTs/LGBs, Directors and Inspectors)

 

A. Purpose

Vision

Flourishing Communities

“Send us out in the power of Your spirit to live and work to Your praise and glory.”

Mission

Enable schools to work in partnership as communities, within communities to provide every pupil with a high quality, principled education

Values

Collaboration, Humility, Respect, Inclusion, Stewardship, Trust

 

B. Direction & Perf Man

Strategic
objectives

1. Operational Effectiveness

2. School Improvement through collaboration

  1. Sustainable Trust Growth

Priorities

Secure robust governance at all levels

Risk based approach to decision making

Begin to establish a pedagogical focus

Clarify commonalities and autonomies

Establish Networks

Graduated response based on need

Improve leadership capacity and accountability at all levels

Underpinned by robust information, shared experience, high aspirations and research

 

C. Actions

Strands

Communication at all levels, embedding processes, working with expert partners,
learning and leadership conversations, networking at all levels, IT capacity

A. Purpose of St Christopher’s Multi-Academy Trust

(for parents, pupils, staff, leaders, governors and inspectors)

 

A. Purpose

Vision

Flourishing Communities

“Send us out in the power of Your spirit to live and work to Your praise and glory.”

Mission

Enable schools to work in partnership as communities, within communities to provide every pupil with a high quality, principled education

Values

Collaboration, Humility, Respect, Inclusion, Stewardship, Trust

For pupils this means:

I am in a safe place to learn. I know what is expected of me. I am listened to and treated as an individual. Learning is relevant, interesting and meet my needs. I am challenged to reach my potential and I know what I need to do to progress my learning. I am learning how to deal with life through Christian values. My school is part of a family of schools that put our learning at the centre of what they do.

For parents this means:

I am included in my child’s learning. The school listens to me and wants the best for my child. The school keeps me informed of my child’s progress and growth as an individual. I am pleased that the school is part of a wider organisation that is focussed on developing every child’s unique gifts and talents.

For staff, Directors and Local Governing Bodies this means:

I know that the Trust plays an active role in enabling every school to flourish within a Christian foundation. My views are listened to and my local knowledge is respected. I am highly valued in my role. I have a key part to play in ensuring every pupil in the Trust achieves their very best. I want pupils and their parents to be part of a shared approach to learning. I constantly seek ways to develop in my role.

B. Direction and Performance Management Framework

(for Directors, LGBs, school leaders, and inspectors)

 

B. Direction & Perf Man

Strategic
objectives

1. Operational Effectiveness

2. School Improvement through collaboration

  1. Sustainable Trust Growth

1.1 LGBs ensure statutory procedures and policy are compliant in every academy

1.2 Every school demonstrates best use of resources to improve outcomes for pupils

1.3 All schools operate a comprehensive approach to risk management

2.1 Trust data on upward trajectory for all academies, especially for disadvantaged

2.2 increase in number of academies that are good or better

2.3 develop strands of expertise ensuring succession and capacity at all levels

3.1 equitable school improvement support based on robust risk-based intelligence

3.2 Maximise the impact of Local Governing Boards on school improvement and accountability

3.3 Embed school improvement systems and processes in all current schools

Priorities and Indicators

1.1.1 LGBs follow up on identified actions from range of operational audits

1.1.2 audit actions indicate less ‘reds’

1.2.1 academy finances secure and enable equitable quality of provision

1.2.2 all academies set in year surplus budget and meet reserves policy

1.3.1 risk registers maintained at regular intervals

1.3.2 decision making at LGBs demonstrates focus on managing risk, especially regarding pupil outcomes and learning environment

2.1.1 EYFS, Phonics, Y2 and Y6 data at or above National data for attainment and progress in most academies

2.1.2 Outcomes for disadvantaged pupils are closing the gap with non-disadvantaged pupils nationally in most academies

2.2.1 All pupils are taught in good or outstanding schools by teachers on the journey from good to great

2.2.2 Local, robust and evidence-based understanding of each school’s performance leads to deployment of high impact, evidence-based solutions

2.3.1 Pupils’ gaps in learning are accurately and systematically identified by leaders at all levels ensuring achievement for all

2.3.2 All leaders can articulate the impact that collaborative expertise has had on improvements in their school

3.1.1 declining outcomes reversed in weakest performing schools

3.1.2 quality of teaching known by Improvement Leaders and plans in place locally to address any underperformance

3.1.3 reduction in number of ‘red’ data tags

3.2.1 LGBs demonstrate good challenge in improving outcomes and provision

3.2.2 LGBs have clear view of school’s performance against Trust and National data

3.3.1 Trust can describe its impact on outcomes/ school effectiveness

3.3.2 every school inspection ready

Underpinned by robust information, shared experience, high aspirations and research

 

God is not unjust; he will not forget your work and the love that you have shown him as you have helped his people and continue to help them.” Hebrews 6:10

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