Kingsbridge Educational Trust is a Multi-Academy Trust (a charitable company limited by guarantee, company number 09144847) with sponsorship accreditation from the DfE. At the moment it operates two schools: Oakgrove all-through school and Middleton Primary school.
Vision, Ethos and Pedagogy
A multi-academy trust group of strong performing, like-minded schools dedicated to high standards of achievement for all students. Each school will have a unique ethos and identity and maximum devolution of decision-making within a strong accountability structure. The Trust will promote a clear educational vision, ethos and direction and ensure the uniqueness of each Academy, and the contribution it makes to the Trust, is recognised.
Aims and Values
To ensure outstanding learning opportunities are provided for each and every child regardless of age, gender, need, faith or background. To enrich lives socially, culturally, morally and spiritually and to ensure all children can take their place in a forward-thinking enlightened democracy.
We will do this by ensuring each school in the Trust:
Our model is unique in that we devolve maximum decision-making powers to local level and want to ensure each school retains its own identity, flavour and personality. Local Governing Bodies, apart from the requirement to have a Finance and Personnel Committee, are free to set up whatever committee structure they see fit. The Board of Directors retains an oversight function, especially as regards finance, outcomes and safeguarding but responsibility is delegated to the individual Governing Bodies. The Trust, however, has a level of expertise that individual schools can draw upon and offers an unrivalled opportunity to share best practice and school improvement strategies for the benefit of all children. It also enables cost-efficient, expert centrally-run services to be provided to schools enabling them to concentrate on the teaching and learning.
MAT: School Improvement
The MAT will help shape the response to the political landscape including the identification of opportunities and threats and how best to respond. It also ensures strategic oversight of all schools and the opportunity to become involved in Trust-wide professional development opportunities.
Central to our model of school improvement is partnership working and school to school collaboration. Each school will have its own quality assurance and monitoring arrangements and for 2017-2018 the MAT will produce an annual calendar of school improvement activities linked to the Teaching School.
For 2016-2017 the following will be provided by the MAT:
Teaching School: all partner schools of the MAT are automatically members of the Teaching School and will be involved in all activities including teacher training.
External Review: once a year, each academy will have a review of its work. This will involve the leadership team of each school and our partner reviewer, Sharnbrook Upper School.
MAT Self-Evaluation: once a year, the leadership from each academy and the CEO of the MAT will complete a self-evaluation and improvement document to accurately identify strengths and areas for the development of the MAT. This will both draw on, and contribute to, each school’s self-evaluation
MAT Development Plan: once a year, the leadership of each academy and the CEO of the MAT will produce a development plan clearly setting out priorities for the year ahead. This will both draw on, and contribute to, each school’s development plan
Outcomes: each term a summary of outcomes from each academy will be presented to the Board
Safeguarding: each term a safeguarding summary will be presented to the Board. A full Safeguarding Review will take place annually
Teaching and Learning group (staff): this is a cross-phase group that facilitates joint-practice development. It offers the opportunity to discuss innovative best practice and develop new strategies. Teaching and learning policies are reviewed through this group and CPD development for the MAT discussed.
Teaching and Learning group (students): this is a cross-phase group that looks at preferred learning styles, what works best in teaching and develops students as observers. Outcomes will inform future teaching and learning CPD.
Joint-Practice development – the opportunity to gain knowledge and experience across the 3-19 age range to support those looking cross-phase for leadership and teaching roles.
Aspiring Leaders & Coaching programme: this programme supports middle managers as they look to move into senior leadership. There is also a coaching programme using IRIS technology to aid self-reflection and lesson improvements.
Moderation (cross-phase): this involves opportunities for shared lesson observations, moderation between and across key stages and work scrutiny. There are key points identified across the year for these activities to take place.