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CST

Published on Sep 15, 2021

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PRESENTATION OUTLINE

CST

7 Pillars of School Improvement at Scale
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CST

  • Focused
  • Informed
  • Passionate
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Vision

  • Provide a first-rate education for every child
  • Create outstanding schools that change perceptions and expectations across whole communities
  • Seek always to improve

Capacity

  • High leadership standards - made explicit
  • Shared leadership
  • Distributed leadership
DFE 2018 research -
establissh schools capcity
foresnic anlsysis of school improvement needs
support and deploy leadership
provide acess to expertise and effective practice at classroom level
monitor outocomes and improvments in quality of provision

Commitment

  • Respectful
  • Resourceful
  • Responsive
  • Relentless
We believe in collective collcetive efficaacy - that if we work togtehr as awhole we will be more effective

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Intelligence

  • Data driven
  • Core standards explained to all
data dashbaiords for governors

data dashboard for staff

Staff training in data

Regular checkpoints for data

timely interventions

Are for imprtovmeent in temr ssof sen and CP for example

real time data - some - need more
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Processes

  • Develop and deploy leadership strategically
  • Actively teach teachers to be better
  • Plan, calendar and explain processes
  • Focus on middle leadership
We plae our best leaders according to context
we have apipeline of well trained leaders, started at FG and now acorss all schools
We broademn the leadership experinces and expertise of our best leaders and erging eladers and deploy them to support academies where needed
We log and track talent accross all schools don to subject level and encourage the best to lead across the trust

We have a model for teaching based on EDi

We use instructional coaching to provide real time feedback

We have delvoped a playbook

We are sytematic in our training for staff - spaced learning and repetitious

We recognise that middle leaders drive change in the classroom and have non-negotiables, set agenda itmes and the like for them

We are looking to constantly change a bit to improve

Strong structures drive better teaching

Improvement activity

  • Evidence based
  • Classroom focused
  • Process driven
  • Widespread, practical interventions
  • Strong curriculum focus
stduents only get better if children get better

we use the latest evidence

the score takes care of itself if everyone does the right thing

we have a decated perosn for T and L cross MAT

we have a playbook

we have a capactiy tracker

ewe have a leadership tracker for who is up next

we teach teachers to be the best they can in what they teach - curriculum support, and how they teach (and when - sequencing)

We provide calirty about the knwoedge required
we organise by subhject anbd sequence it well
We teach skills required to get knwoledge
We provide interestig and lear tasks linked to knwledge and long temr memeory

rusts that have as theeir central purpose the imporvment of T and l will succeed whre LAs dont - the elentless word again
Photo by Jungwoo Hong

Quality assurance

  • Operational consistency
  • Non-negotiables and expectations
  • Systems to check
  • Compare with ourselves and others
We seek operational conssistency in finance, business and data systems, school policues , HR

Attitude to improvement and no dickheads is key to our MAT -- we are not the finished article

We have developed some non-negs arround T and L and stduent exepcations

We have laernt from others here

Active comparison wwith ourselves and others
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