SAST Development Strategy 2017 - Sherborne Abbey

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Transcript of SAST Development Strategy 2017 - Sherborne Abbey

SAST Development Strategy 2017Sherborne Area Schools’ Trust Development Plan – Draft V9 January 2017
Section 1 – Strategy Pages 1-9 Background
Current Performance
Our mission
Key goals
Strategic Strands
Growth Strategy
Appendices Pages 20-
Buckland Newton CofE VC Primary School, Sherborne Abbey CofE VC Primary School, Sherborne Learning Centre,
Sherborne Primary School, St Andrew's CofE VC Primary School, St Mary's CofE VC Primary School, The Gryphon School, Thornford CE VA Primary School
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Background The Sherborne Schools Partnership (SSP) In September 2009 the schools in the Sherborne Pyramid agreed to call this group the Sherborne Schools Partnership (SSP). It has operated as a soft federation. The Sherborne Pyramid comprises All Saints Primary School (Bishops Caundle), Buckland Newton CE Primary School, St Andrew’s CE Primary School (Yetminster), St Mary’s CE VC Primary School (Bradford Abbas), Sherborne Primary School, The Abbey CE VA Primary School, Thornford CE VA Primary School, Trent Young’s Endowed CE VA Primary School and The Gryphon School, Sherborne. The Sherborne Learning Centre is also a member of this group. Milborne Port Primary School has participated in the group since 2011 as the numbers joining The Gryphon from there are high. The Gryphon School took academy status on 1 August 2012. Collectively we provide education for around 3,000 students across North and West Dorset as well as South Somerset. The pyramid has had high parent preference admission applications particular to the west of the catchment area and from surrounding Somerset areas. All the individual schools within the Pyramid have been very successful. Existing links within and between Key Stages are good. Transition arrangements are well embedded and outstanding. There are and have been many examples of close working between specific schools and clusters of schools. All the schools have a strong commitment to high standards and provide a caring and safe environment for learning and personal development. All the schools have a friendly atmosphere with positive relationships between students and staff. There are high expectations of behaviour, thinking about others and good manners. SSP Development The group holds five meetings per year. The Early Intervention Team Leader for West Dorset is invited to all meetings. The annual plan is structured into four main sections: Teaching and Learning, Community Services, Resources and Organisation and Leadership and Governance. The purpose of this planning document has been to:
To attempt to predict future challenges to promote strategic rather than ad hoc planning and actions To help the Pyramid to be proactive and take ownership of issues and challenges To be in the strongest position to promote development, secure resources etc To help provide a strategic direction for the pyramid
Key aims include: To be at the heart of the local communities and provide an outstanding education for all the learners in the Sherborne area To work even more effectively to raise standards and the quality of care and support for our community To develop an even greater coherence in education provision across the Sherborne pyramid To share ideas and expertise between schools, subjects and phases To develop a professional learning community
MAT Development Since 2014 there have been on-going informal discussions about options for more formal partnerships including academies and trust establishment. In 2015 external advisors were engaged to provide guidance and support. Individually schools also explored options, including attending events organised by the Diocese of Salisbury and others. Since May 2015 Lock House Consulting has provided external independent guidance and support. There have been intensive workshops, SWOT analysis and the sharing of values leading to a Memorandum of Understanding being established and agreed by all schools. A Project Steering and Interim Board was set up in January 2016 to lead the development work and detailed planning and preparation phase. One school has chosen not to be involved at this stage; one has chosen to join the Diocesan MAT.
SAST Development Strategy 2017
Current Performance
School OFSTED Inspection Most recent Buckland Newton CofE VC Primary School 2 2012
Sherborne Abbey CofE VC Primary School 2 2015 The Gryphon School 2 2014 1 for Sixth Form
Sherborne Learning Centre 2 2014
St Mary's CofE VC Primary School 1 2010 Sherborne Primary School 2 2012
St Andrew's CofE VC Primary School 3 2016 Thornford CE VA Primary School 1 2014
KS4 2016 Progress 8 5+A*-C EM KS4 % C grade or higher in English & Mathematics.
Sherborne Learning Centre
KS2 2016 Reading Writing Maths R/W/M Cohort
Buckland Newton CofE VC Primary School 79% 79% 79% 74% 19
Sherborne Abbey CofE VC Primary School 64% 79% 70% 55% 33
Sherborne Primary School 60% 54% 64% 47% 45
St Andrew's CofE VC Primary School 74% 68% 74% 58% 19
St Mary's CofE VC Primary School 85% 70% 85% 65% 20
Thornford CE VA Primary School 94% 75% 81% 69% 16
SAST Development Strategy 2017
Leadership Experience and Expertise Buckland Newton CofE VC Primary School – Headteacher Nicola Ralph 11 years
Headteacher Buckland Newton since 2005 and previously Deputy Head Teacher in the private sector for 7 years and at St Mary’s, Marnhull for 4 Years.
Judges Good at the last Ofsted in 2012 and Outstanding in SIAMS in 2009 and 2012. Worked with Governors to open and run , now thriving on site Governor managed pre-school in October 2011
Consultant Headteacher for Dorset LA 2010-11 – Acting Headteacher in School causing concern.
Director of the Board of Management for Dorchester Agricultural Society. Strength in business and finance through involvement in family businesses and education, leadership and management, marketing, organising arts project and raising achievement.
Sherborne Abbey CofE VC Primary School – Headteacher Ann Marie Kampf 12 years
Headteacher at Sherborne Abbey (NOR 277) for the past five years and previously at Motcombe Primary School (NOR 90+) for 7 years; in education for a total of 24 years.
Attainment consistently above national averages in all subjects by the end of Key Stage 2 in all the years. DFE Pupil Premium Award winners in 2014.
Dorset Primary Representative on the Dorset LA Needs Led Finance Group. School to school support through LA for support of schools to raise attainment and progress of their pupil premium children. Support for local RI school in the management of their budget and staffing issues.
Strengths in managing staff, securing outstanding attainment, pupil premium support, finance management and outreach support to other headteachers The Gryphon School Headteacher Steve Hillier 10 years
Headteacher since January 2007 – school has grown from 1401 to 1650 on roll; MA Geography at King's College, Cambridge; in education for 29 years.
Judged Outstanding in November 2010 OFSTED Inspection; January 2014 Inspection Good with Outstanding Behaviour and Safety and Outstanding Sixth Form; SIAMs Inspection outstanding in 2010 and 2015. Members of high performing regional schools groups – South West Academy Group and the Jubilee Group; members of Prince’s Teaching institute, Jurassic Coast Teaching School Alliance, PiXL group; School Direct lead
Dorset Self Evaluation Partner (previously SIP) supporting four secondary schools with school improvement guidance and external advisor support for HT appraisal; DASH/Academy rep and Vice Chair of Dorset Schools Forum; run NPQH training sessions; Chair the North Dorset Partnership.
Strengths in strategic leadership, raising achievement, teaching and learning, assessment tracking, recruitment, school organisation, leadership and management, finance, outward looking (links to other schools and organisations), working with Governors
Sherborne Learning Centre – Headteacher Ian Hedley 10 years NB Acting Headteacher Vicci Rashleigh since September 2016
Headteacher for 10 years
Judged Good in April 2014 and in 2010; one of 5 Dorset PRUs serving North Dorset including Dorset Online DoLL and Skills for Life at the Rylands Farm Centre
Dorset School Forum Representative for Alternative Provision; member of PiXL AP group St Mary's CofE VC Primary School - Headteacher Emma Grunnill 6 years
Head teacher since 2010 ; in education for a total of 22 years.
Retained outstanding OFSTED status since September 2010 ; judged outstanding in SIAMS inspection June 2012; oversubscribed annually
Attainment standards above or significantly national at the end of Key Stage 2 in years
Representing Sherborne Area on the Dorset Primary Leaders Association; recently part of Dorset Initial Teacher training steering group to shape and monitor provision for Dorset Trainee Teachers through the SCITT programme; Dorset New Heads' mentor
Strengths in: Raising achievement, partnership working,
SAST Development Strategy 2017
Sherborne Primary School - Headteacher Ian Bartle 8 years
Headteacher for the past 2 years and previously at Thornford Primary for 6 years; teacher for 22 years and now Headteacher 8 years
Thornford Primary school judged outstanding by in May 2014
Strong contribution to cluster of small schools and Area Partnership working closely with other colleagues at various levels
Strengths in small and large school teaching and leadership, e-learning St Andrew's CofE VC Primary School – Headteacher Jane Prelogauskas 1.5 years
Headteacher since September 2016 (Acting Headteacher from January 2015 – August 2016)
St. Andrew’s CE Primary School judged ‘good’ in December 2012 and ‘Requires Improvement’ in February 2016. SIAMS report judged the school to be ‘Good’ in April 2016
Contributes to the current Sherborne Schools Partnership, as a new headteacher
Strengths in critical incident management and bereavement; managing allegations against staff, home-school and community links developing school grounds and learning environments
Thornford CE VA Primary School – Headteacher Neela Brooking 8 months
Headteacher since June 2016 and previously Deputy Headteacher at Thornford
Strengths as an outstanding achievement; Y6 teacher; strong contribution to small schools cluster
School judged Outstanding in May 2014
Project Steering and Interim Board Experience and Expertise
Nigel Rees
Currently works for The London Institute of Banking and Finance as a Chief Examiner, Lecturer and Academic Writer in Banking; previously worked for HSBC Bank until 2014, when retired after 40 years’ service. Branch and corporate lending manager in SW, managing corporate businesses across S. England and S. Wales experiencing severe financial difficulties.
Chair of “The Gryphon School” since 1997; previously Chair of the Fosters and Digby’s Combined Governing Body (the two Grammar Schools in Sherborne before the creation of “The Gryphon School”), a Governor at St Andrew’s Yetminster, and Salisbury College of Technology. Chair of “The Gryphon Foundation”, a Charitable Trust that supports “The Gryphon School” and its students. Chair of The Gryphon School Academy Trust since 2012.
Designated as a National Leader of Governance in February 2016. Chairs the Project Steering and Interim Board for the proposed Sherborne Area Schools’ Trust.
Member, Salisbury Diocese Board of Education Finance and Staffing Committee
Finance Trustee for two trading Charities in the South of England, and volunteers as the Principal Advisor for a Financial Inclusion Scheme operating in Delhi Slum areas, run by the “Asha Society” a Delhi based NGO, in conjunction with nine Indian State Banks.
Alan Bunter
Managing Director of family owned and run print company; experience in business development, business strategy, sales & marketing, HR, running an SME; previously worked in engineering and fabrication as well as running a Motorsport business
SAST Development Strategy 2017
Graduate from Plymouth University
Chair of Governors at Sherborne Abbey Primary and a governor for 6 years; Chair of the Finance Group of the PSIB for the proposed Sherborne Area Schools’ Trust. Jono Tregale
Vicar of St Paul’s Church, Sherborne in 2011 and a co-opted governor at Sherborne Primary School as Vice-Chair and Safeguarding Governor.
Elected clergy member of the Diocese of Salisbury Synod since 2012 and was a member of the Salisbury Diocesan Board of Education 2012-2015 until its restructuring and continue to serve on one of its sub-committees.
Professional background includes working in the water industry, in IT and as a youth worker in the voluntary/charity sector. Particular skills in community development, communication, strategic planning and pastoral care. Chair of the Sherborne Food Bank. Previously a trustee of an Anglican theological college in Nottingham.
Paul Sparks
Honours Degree in Physics from Bristol University; career in the Aerospace & Defence industry, specialising in software-intensive systems and software engineering; Chartered Engineer, and Fellow of the IET
Project management & technical leadership of major programmes, heading engineering across large groups of projects and leading the software engineering function of more than 250 engineers.
Financial & accounting skills, management & leadership skills including setting the strategic direction within my area of responsibility. Also people & HR skills including extensive recruitment experience, redundancy & HR1, performance & talent management; limited company directorship; financial modelling and multi-year projections
School governor since 2002; Chair of two primary school governing bodies; recruitment of three head and two deputy head teachers; expertise in school finance & data. Jane Rogers
NHS as a hospital pharmacist for 33 years specialising in cancer and paediatric services; last 17 years as Deputy Chief Pharmacist at Yeovil Hospital.
Thornford School Meals Club- Registered Charity and Registered Limited Company, Director and Charity Trustee since 2008
Chair of Thornhackett Parish Council and School Governor (as Parish Council Representative) since 2008. Instigated Parish Plan as Chair. Simon Notley
Successful family business owner for over 20 years in construction specialist in timber and both ancient and contemporary building techniques.
Long term role as governor at Buckland Newton primary school,
Expertise in business management, construction and procurement knowledge, HR and staffing; all garnered from running the family business for these past 20+ years. Nicki Edwards
Sherborne Learning Centre Chair of Management Committee for over 6 years during which 2 OFSTED inspections rated centre Good.
Deputy Headteacher (Students and Community) Gryphon School since 2002, previously Deputy Headteacher in Crawley, West Sussex. Teaching for over 30 years.
Ofsted responsible person for Little Gryphons Nursery (part of The Gryphon School).
Member of Trust currently taking on management of local Youth Centre; Churchwarden; Bishops’ Advisor.
Strengths in student behaviour and safety, community engagement, partnership working. Richard Weekes
Degree in Electrical Engineering from University of Surrey.
Over 20 years’ experience working for the Ministry of Defence working as an Engineer and Senior Project Manager.
5 years’ experience as Beaver Scout Leader.
Parent Governor at St Mary’s Bradford Abbas Primary School for 4 years and Vice Chair of most of that time.
SAST Development Strategy 2017
Our Mission Working together for outstanding education
To be a special collaboration of high performing primary, secondary and alternative provision schools seeking to ensure an excellent and sustainable 0-19 education for children within our community across West and North Dorset. To build upon the existing good relationships across the Sherborne Schools’ Partnership and the Sherborne small schools’ cluster and develop as a family of schools working together to strengthen each school and inspire our young people and their families. To have a shared commitment to creative and innovative learning opportunities, high aspirations and leadership, and academic success within inspiring schools, alongside developing the personal attributes for everyone (children and staff) to thrive at every stage of their learning journey.
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What we value – our ethos Our partnership is an inclusive learning community in which children and adults together are committed to learning;
inspired by a love of lifelong learning. The partnership focus is to enhance the whole of a child’s learning journey from 0-19 and it also promotes learning amongst adult members of school communities and the families of pupils.
All schools are equal partners and are committed to the principles of collaboration, sharing expertise and resources to enable all partner schools to deliver excellent education for all young people in their care.
Opportunities for greater consistency and coherence will be actively sought for the benefit of all children and staff.
We will celebrate each school’s unique and individual characteristics in the community it serves. Each school will retain its individual identity, uniform, ethos and where relevant Christian distinctiveness but will be working together for the benefit of the children, families and communities that they serve.
There will be a rigorous focus on the key areas for improvement in order to achieve the highest standards of academic and personal achievement - nurturing our students’ spiritual, moral, social, physical and cultural development.
All the Trust leaders will act impartially in the best interest of the trust and will work in the best interest of all the academies.
The Trust will recognise, prepare for and act upon the national and local changes taking place across education and that face the partnership trust.
The Trust will seek to pre-empt issues of performance (educational, financial, compliance etc). Where a school is experiencing or at risk of experiencing issues, the Trust will take the appropriate action to support the school to resolve those issues in a timely manner and for the benefit of those within the Trust.
All schools value all of our staff and the contribution they bring to our schools and for our young people. All partner schools are committed to supporting the development of all staff, to foster leadership and succession planning and to offer staff greater opportunities within the trust and its academies; and we will engage with our staff in shaping the provision across the Trust.
SAST Development Strategy 2017
Key Goals
1 Improved outcomes at the end of EYFS, KS1, KS2, GCSE and A Level including destinations, for all students as a result of an education programme from 0-19.
2 Supporting excellence in teaching and learning through shared leadership and professional development.
3 High impact school to school leadership support from within and beyond the Trust for evaluation and improvement.
4 A wider range of support and opportunities for students and families through the development of provision, resources and expertise including attendance.
5 Securing and managing resources and facilities to sustain high quality provision.
These goals will be achieved through the following strands:
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Strategic Strands Improved outcomes through
1 Enabling all students to realise their potential in terms of academic attainment and progress, regardless of background and ability 2 Providing personalised support to SEND and Disadvantaged students to ensure their progress and attendance matches that of others nationally 3 At KS1 improving the percentage of students exceeding expectations in reading, the progress from EYFS for high attainers in reading and writing in
identified schools and narrow the gap for disadvantaged students in identified schools 4 At KS2 improving the percentage of students meeting expectations in writing, exceeding expectations in combined reading, writing and Maths,
meeting and exceeding expectations for disadvantaged students in Maths in identified schools, meeting expectations in Maths as well as meeting and exceeding expectations upper prior attainers in Maths, progress of SEN supported students in reading and writing in identified schools
5 At the SLC improving progress in English and Progress 8 6 At KS4 improving progress in EBacc English, MFL and SEN students with EHCP and at KS5 improving further KS4-5 progress rates
Supporting excellence in teaching and learning through 1 Co-ordinating assessment and tracking systems for progress including the use of CATs etc 2 Sharing and co-ordinating best practice in support for disadvantaged and SEND students including identification 3 Developing new curriculum and assessment systems to meet national requirements 4 Developing literacy skills of all students from 0-19 in reading, writing and SPAG 5 Establishing subject groups and expertise across all schools 6 Supporting excellence in teaching and learning through shared leadership, self-evaluation and professional development.
School to school leadership support through 1. Supporting the school improvement strategies of all schools and supporting the specific needs of any school identified as in need of improvement 2. Being outward looking, linking to the best educational practice globally 3. Developing leadership capacity at all levels to support the highest possible quality of education
A wider range of support and opportunities for students and families through 1 Promoting the personal qualities of respect, independence, mutual support, motivation, high…