Download - SAST Development Strategy 2017 - Sherborne Abbey · 2019-09-12 · SAST Development Strategy 2017 2 | P a g e ackground The Sherborne Schools Partnership (SSP) In September 2009 the

SAST Development Strategy 2017

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Sherborne Area Schools’ Trust Development Plan – Draft V9 January 2017

Section 1 – Strategy Pages 1-9 Background

Current Performance

Leadership Experience and Expertise

Member and Trustee Experience and Expertise

Our mission

What we value - Our ethos

Key goals

Strategic Strands

Success criteria and Targets

Section 2- Strategy into Action Pages 12- Action Plan

Growth Strategy

Support for St Andrew’s Primary School

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.


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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.

Cohort

The Gryphon School +0.10 70% 71% 240

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


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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,


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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


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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.


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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.


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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 expectations and resilience 2 Developing co-ordinated support systems for mental health, ASD and behaviour support for students and families 3 Maintaining consistency of approach for high attendance, e-safety, multi-agency working, RRS, safeguarding 4 Sustaining a diversity of extra-curricular opportunities, clubs, trips and experiences 5 Supporting and encouraging spiritual, moral and social stability for Christians, those of all faiths and none in our community

Securing and managing resources and facilities to sustain high quality provision through 1 Producing a campus capital development programme for the Trust to address maintenance and learning design needs 2 Ensuring student recruitment remains high in all schools through excellence and joint promotion 3 Trust growth planning which is sustainable and supports its goals and values 4 Developing shared support services for estate management, finance, HR, IT/e-learning, admin services, SEND, pastoral care 5 Operate in a financially efficient way adopting shared services, including procurement opportunities, to deliver benefits for all schools. 6 Explore education commercial opportunities eg on-line services, alternative provision, training courses, leadership support, pre-school/nursery places


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Common KPIs - Success Criteria and Targets

*The goals stated are aspirational and ambitious. They are not necessarily the same as yearly set targets for each school. Internal school by school evaluation monitoring to include

Long term Goals Success Criteria *

Improved outcomes

EYFS to KS1 progress – all students make expected progress

KS1-2 progress measure goal of 101

Age related progress in each Year Group

% of students gaining the Ebacc

The Trust outcomes for young people in terms of the progress they are making from KS1 to 2 or KS2 to 4 are significantly above national averages in all of the academies in the Trust.

KS4 Progress 8 +0.50

KS4 Attainment 8 B

KS4 % C grade or higher in English & Mathematics. 75%

16-19 progress measure +0.3

KS2 L4+RWM 85%

Excellence in teaching and learning

Learning evaluation – observations, appraisal, external review

Work sampling

Curriculum evaluation

Acts of Worship survey

Participation rates in extracurricular activities

16-19 retention; Destination information measures

Outcomes above

Destinations – 100% in sustained education, employment or training

School to school leadership support

All schools judged good or better

Evidence of school to school support and impact

Staff questionnaire feedback (biannually)

Staff attendance rates

Training course provision and participation; visits to others schools

All schools to be judged outstanding

A wider range of support and opportunities for students and families

Student questionnaire feedback statistics (biannually)

Long term health absence

Parent questionnaire feedback

Review of complaints

KS2 % attendance 96.5%

KS2 FSM % attendance 96.5%

KS4 % attendance 95.5%

KS4 FSM % attendance 95.5%

Securing and managing resources and facilities to sustain high quality provision

Accounts

Student recruitment

Visitor feedback

Room utilisation and specialist facilities

Number of computer workstations and Log on data

Energy usage

Commercial revenue including early years and nursery provision

Average budget surplus three year rolling average

Commercial income raised is 1% of total turnover


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Section 2 - Action Plan (DRAFT – lead, dates and resource needs to be finalised by the Executive Group)

A Improved outcomes (all enabled by sections B, C, D and E) “The Trust outcomes for young people in terms of the progress they are making from KS1 to 2 or KS2 to 4 are significantly above national averages in all of the academies in the Trust.”

Actions Impact expected

(ie measurable success criteria)

Establish a lead group to support progress of disadvantaged students who will share of successful practise, develop training, enable observations and support families

Progress of disadvantaged students inc FSM matches that of others nationally Narrow the gap for disadvantaged students in identified schools FSM attendance improved

Additional challenge, opportunities and raised expectations of upper prior attainers at KS1, 2 and 3 through establishment of a lead group, sharing of successful practise, training, observations, curriculum planning Eg using independent school students/facilities

At KS2 increase the proportion of students exceeding expectations At KS2 increased proportion of upper prior attainers meet and exceed expectations in Maths At KS1 progress from EYFS for high attainers in reading and writing in identified schools increased

Establish a lead group to support progress of SEND inc EHCP students who will share of identification of individuals and need, successful strategies, develop training, enable observations

At KS2 improved progress of SEND supported students in reading and writing in identified schools At KS4 improved progress of students with EHC Plans

Establishing Trust wide English/literacy strategy including reading, writing and SPG with lead group, shared training, curriculum planning, strategies (eg accelerated reader)

Improved progress at the SLC and KS4 Ebacc English

Maintaining current high destination figures through

Promoting ambition and aspiration

High quality information, advice and guidance

Apprenticeship, training, employment and university guidance

100% in sustained education, employment or training (nationally 92%) 80% post 16 levers in sustained education, employment or training (nationally 73%) 60% post 16 levers in sustained higher education destinations (nationally 48%)


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B Excellence in teaching and learning “There is a clear path of accountability that enables discussions to take place from the Trust Board Chair to the CEO, the Trust Board Chair to Chair(s) of any local governing bodies, the CEO to Principals and Principals to their team members that improves standards. Performance Management is excellent Trust-wide.”


Agree a primary tracking and assessment system to be used by all schools Improved consistency and quality of assessment Sharper tracking of students below age appropriate standards

Agree a cycle of inter school moderation of T&L, work scrutiny and pupil voice

which will feed into the SAST’s CPD and Performance Management objectives

Improved outcomes Improved consistency and quality of assessment Quality assurance Increased challenge

Establish a cross key stage training (INSET) plan for teaching and learning inc

all staff visit at least one other primary school in the trust and one other

secondary school

Improved quality of teaching and learning Improved outcomes

Audit and plan for literacy and numeracy provision within the MAT using

National Leaders of Education as advisors

Improved literacy and numeracy progress

Identify key people who will review and disseminate excellent practice in T&L,

SEND, G&T, EYS, for example

Enhanced leadership Raise standards

Agree a cycle of self-evaluation, moderation and standardisation of all subjects

which will feed into the SAST’s CPD and Performance Management objectives

Improved consistency and quality of assessment Quality assurance Increased challenge

Develop a SAST curriculum which ensures our children are global learners Review and evaluate existing curriculum experiences Design new curriculum Establish a common approach to MFL learning and language focus


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C School to school leadership support “The Trust has improved the majority of its schools to the point at which those that were once weak now have capacity and strength to support new schools joining the MAT or schools beyond the Trust. They can also peer review with confidence other schools in the Trust. MAT leaders can articulate their school improvement repertoire.”


Support and monitor the St Andrews post-OFSTED Action Plan External review provided through JCTSA and existing providers

Judged at least good at next Inspection See section below

Identify the needs of each school (via SD Plans) in the MAT and put in support

All schools judged good or better (goal for all schools to be outstanding)

Triggers for support and intervention with under performing schools are agreed

Sharp monitoring Leadership capacity to maintain at least good standards

School to school support services for other schools are identified in a support programme package which is fully costed inc JCTSA (also consider Challenge Partners)

External independent support and evaluation in place Peer SAST Review programme in place Outreach programme is produced

Common approach to school self evaluation is established including summary SEFs

Accurate and honest self evaluation in all schools Share strengths and lines of enquiry/areas of weakness are explicit

Common approach to HT appraisal is established

Raise quality of leadership challenge

Make effective links with National Teaching Schools - JCTSA and work towards becoming a National Teaching School MAT

To raise standards Outward looking Best practice sharing

The Trust has developed partnerships with external groups beyond those that the academies have sustained. These partnerships enable the Trust to be better connected to regional and national networks that benefit children and staff

Current links Secondary school relationships and support will be maintained through existing partnership links including those with the JCTSA, School Direct provider, North Dorset, Dorset – DASH, the South West Academies Group, the Jubilee Group, The Princes Teaching Institute and PiXL membership. Consider Challenge Partners Sustain the Primary small cluster and Dorset groups. Look to expand into JCTSA primary; PiXL primary

Develop professional development and career progression opportunities within, across and beyond the SAST

Retain and recruit high quality staff

Middle leader development programme is established

SLEs identified, trained and deployed to support within and beyond the Trust

Senior leader development programme is established

Support senior leader succession planning

Talent Management Plan The Trust has a talent management programme that supports and develops talented teachers and leaders and equips them to work effectively across the Trust in different academies and roles. These blend CPD opportunities with wider leadership experience.

Develop the capability to act as a sponsor school by helping other schools in need of support and having an impact

Awarded sponsor school status


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D A wider range of support and opportunities for students and families through Actions

Impact expected

Supporting children and their families who are SEND or have social and emotional

needs

Sherborne Learning Centre becomes a hub for SEMH provision

Dorset audit of Safeguarding completed fully for all schools and judged to be

outstanding

All safeguarding requirements are met in full

Have a SAST curriculum with milestone opportunities which ensures high

aspirations for all

Each child and their families have high aspirations for their future

Identify the needs of our community (social, emotional, educational) Ensure professional support is distributed effectively and efficiently throughout all our schools eg Ed psych, family support

Each school to maintain a high quality programme of extra-curricular opportunities

which should include (accessible for all ?) residential opportunities

Personal development Aspiration Healthy lifestyles and choices

Sharing strategies to promote Christian distinctiveness

Each Church School in our MAT to be Outstanding in SIAMs

Sustain the high quality of existing KS2-3 pastoral transition

Social and emotional well being Support continued and smooth academic progression

Supporting parent literacy

Reading

Parental engagement

Improved student literacy and aspiration


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E Securing and managing resources and facilities to sustain high quality provision Actions Impact expected

Establish a SAST Head of Finance and Finance Team to support all schools

Operate in a financially efficient way adopting shared services

Establish a SAST Head of HR and HR support team

HR supportive

Evaluate all Asset Management Plans and prioritise works

5 year campus capital development programme for the Trust produced to address maintenance and learning design needs

Develop shared support services for estate management, IT/e-learning,

admin services, SEND, pastoral care

more cost efficient joint procurement and organisation of Economies of scale

Risk plan is constructed and live for all schools and the SAST risk register is

in place

The Board risk is managed well and there is a clear relationship between

risk and mitigation. The board has a structure in place that ensures that

not only current risks are managed well but that there is a 3-5 year risk

anticipation plan in place that is under regular review

There is a clear succession plan for the key posts within the MAT

(CEO, Director of Finance, HR, Chair of Board, members and directors,

Heads)

Continuity of talent and provision Career development opportunities

Finance Team to investigate ways to generate new income and commercial opportunities

Set up of on-line services, alternative provision, training courses, leadership support, pre-school/nursery places

Design and regularly review a carefully planned growth strategy

New schools join SAST in line with strategy See section below

Review and support of school promotion and branding to support high

levels of student and staff recruitment

Student recruitment remains high in all schools All school are full


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Growth Strategy The MAT is distinctive in its locality and therefore initially it is for Sherborne Schools Partnership schools. Growth beyond this would be considered if there were significant benefits to the schools in the MAT or where school to school support is sustainable. Beyond the Sherborne schools partnership group preference will be given to schools that are within the localities that border with the Sherborne area. The Trust is aware of the location and distribution of other local schools and trusts. This MAT provides for a coherent and distinct geographical and educational area.

There are other local primary schools who have expressed an interest in the establishment of the SAST.

Of the feeder primary schools to The Gryphon, Trent Endowed has elected to join the Diocesan Trust whilst Bishops Caundle has chosen not to progress at this time.

The schools within the MAT recognise their moral duty to support other schools. All schools expressing an interest in joining the MAT will be subject to a due-diligence evaluation in order that the MAT understands the contribution the school would make to the MAT and the support needs of the school. There will need to be a thorough evaluation of effective capacity management. The partnership is open to enquiries from all schools of any or no faith and of any age range. The shared values and vision is critical to the success of the partnership and schools wishing to join will be expected to buy into and demonstrate commitment to them. The Governance structure is being constructed to meet the requirements of future voluntary aided schools. Future Growth

Phase 1 Establishment and consolidation May to September 2017

Phase 2 Sherborne PRU Need to agree Service level Agreement with Dorset LA; confirm business modelling; future leadership

By 31 August 2017

Phase 3 Bishops Caundle School (part of SSP and pyramid)

To be flexible

Flexibility (Confidential – not discussed with these schools)

Further possible phases – Milborne Port Primary School (part of SSP), other local primaries, local RI secondary School

To be flexible

The partnership is keen that when the time is right, and the schools can demonstrate capacity and expertise they will explore Teaching School Alliance status, Academy Sponsor status and other similar opportunities. Secondary school relationships and support will be maintained through existing partnership links including those with the Jurassic Coast Teaching School Alliance, School Direct provider, North Dorset, Dorset – DASH, the South West Academies Group, the Jubilee Group, The Princes Teaching Institute and PiXL membership.


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Support for St Andrew’s Primary School, Yetminster Current Activity The current School Improvement Plan April 2016-April 2017 includes the Post OFSTED Action Plan. The detailed plan is attached as a separate document In summary the action areas are: The School’s most recent Ofsted inspection completed in February 2016 reports that for the school to improve further it needs to: Priority 1 Increase pupils’ progress and thereby raise standards at the end of Key Stage 1 and Key Stage 2 Priority 2 Ensure that the school’s tracking system, used to monitor pupils’ progress and attainment, is accurate and provides teachers with precise information that can be used to assess the impact of their work. Priority 3 Strengthen the quality of teaching so that it is consistently good across the school by:

3.1 Ensuring that pupils deliver their best work consistently

3.2 Setting more challenging work, particularly for the most able pupils

3.3Ensuring teachers’ marking makes clear how pupils can improve their work Priority 4 Strengthen the quality of leadership and management, including governance, by ensuring that :

4.1 Senior leaders have the skills needed to focus sharply on driving up standards

4.2 Middle leaders contribute fully to the school’s improvement priorities

4.3 Governors challenge the school leaders and hold them to account for improving standards Current Support

Dorset SEP – Jane Philips – SEPA (2016 Performance Review) SEP B (HT Appraisal)

Dorset LA Support – Heidi Whitney RI Schools 12 week support plan to support the post OFSTED SDP; visit every 4 weeks Dorset sets aside £3000 of RI support+ consultant time Also work on coaching for middle leaders; governor effectiveness training being provided Good progress with senior leadership – need to also embed middle leaders – they must be capable of showing evidence of impact


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Diocese of Salisbury – Neil Revell (Governor Support), Sarah Sprague (School Improvement)

Link with Huish Teaching School – Pauline Price NLE

Sherborne HT Support – Ann Marie Kampf (finance and restructuring), Ian Bartle (school improvement)

Appointment of Steve Crumpler – former HT as new Governor

New Deputy HT – Sherborne Deputy Head group

Two County moderators trained – KS1 and KS2 Writing Planned Support

External Review from Dorset SEP C in April/May

This will evaluate progress to date and inform the next stage of support needs Future Support Package Options This could include:

1. Half day support from SAST HT

2. JCTSA

Can support

Talked about Targeted Support Grants

Do have primary Specialist Leaders of Education (SLEs) who can support – Bridport based..both DHs, also Early Years

3. Dorset LA Support – Heidi Whitney

Suggest keep the same SEP for continuity but do need to ensure SEP is giving sufficient challenge

Continued Dorset Support costs £299 per half day; £494 for a whole day. Usually do one half day visit per half term

4. Exec Head/CEO

5. Governance – SAST NLG to work with the LGB


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Section 3 Appendices


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School Academic data KS2 (primary) – Sherborne Primary End of

academic

Year

% achieving level 4+

in reading, writing

and maths

Reading progress %

Writing progress %

Maths % progress Attainment 8 - ?

School Improve-ment +/-%

School

Improve-ment +/-%




Summer

2013

75% -4% 91% +4% 98% +20% 91% 0% ? ?

Summer

2014

77% +2% 96% +5% 96% -2% 89% -2% ? ?

Summer

2015

72% -5% 92% -4% 100% +4% 95% +6% ? ?

School Academic data EYFS & KS1 (primary) – Sherborne Primary End of

academic

Year

% Reading % Writing

% Maths

Glod

L2B+ L3+ L2B+ L3+ L2B+ L3+

Summer

2013

76% 33% 62% 24% 76% 26% 74%

Summer

2014

68% 24% 58% 11% 66% 13% 69%

Summer

2015

86% 23% 50% 5% 86% 27% 57%


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School Academic data (PRU) – Sherborne Learning Centre

GCSE (if dealing with KS4 pupils) 2013 2014 2015 2016

5+ A*-C GCSEs (including English and maths)

13% 4% 8% 0%

5+ GCSEs or equivalent at A-G 76% 63% 50% 67%

Progress 8 / Attainment 8 (?) 0% 0% 0% 0%

KS2 (if dealing with primary aged pupils)

2013 2014 2015 2016

Level 4+ in English % % % %

Level 4+ in maths % % % %

Pupil progress 2013 2014 2015 2016

KS2 to KS4 progress in English 5% 11% 0% 55%

KS2 to KS4 progress in maths 22% 44% 17% 45%


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School Academic data KS2 (primary) – St Andrew’s CE VC Primary Yetminster

End of

academic

Year

% achieving level 4+

in reading, writing

and maths

Reading progress %

Writing progress %

Maths % progress Attainment 8

School Improve-

ment +/-% School

Improve-ment +/-%




Summer

2013

96 +21 100 +12 100 +8 93 +5

Summer

2014

94 +15 93 +3 100 +7 100 +11

Summer

2015

44 -36 79 -12 57 -36 71 -18

School Academic data EYFS & KS1 (primary) – Yetminster

End of % Reading % Writin % Maths Glod EYFS?

L2B+ L3+ L2B+ L3+ L2B+ L3+

Summer

2013

76 32 60 20 80 20 74

Summer

2014

75 30 65 10 75 35 81

Summer

2015

67 21 63 8 71 21 77


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School Academic data (secondary) – The Gryphon School

End of

academic

Year

performance

5A*-C inc E&M % English progress

%

Maths progress %

Progress 8 Attainment 8

School Improve-

ment +/-% School

Improve-ment +/-%




Summer 2013 62 +6 72 72

Summer 2014 65 +3 69 -3 78 +6

Summer 2015 72 +7 75 +6 83 +5 +0.40 54.31

Summer 2016 72 80 82 +0.38 55


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School Academic data KS2 (primary) – Buckland Newton CE VC Primary School End of academic Year performance

% achieving level 4+ in reading, writing

and maths

Reading progress % 2 levels

(3 levels)

Writing progress % 2 levels

(3 levels)

Maths % progress 2 levels

(3 levels)

Attainment 8 n/a






Summer

2013

92 92 100 100

Summer

2014

69 80 92 92

Summer

2015

87.5 100 (64)

100 (57)

100 (64)

School Academic data EYFS & KS1 (primary) – Buckland Newton CE VC Primary School

End of academic Year

% Reading 88

% Writing 75

% Maths 100

Glod 50

L2B+ L3+ L2B+ L3+ L2B+ L3+

Summer

2013

43 0 14 0 71 0

Summer

2014

64 18 36 9 55 18

Summer

2015

86 43 71 29 71 43


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School Academic data KS2 (primary) – St Mary’s CEVC Primary School



and maths

Reading progress %

Writing progress %


School Improve-

ment +/-% School

Improve-ment +/-%




Summer

2013

82

100 91 91

Summer

2014 (18)

100 +18% 100 +0% 100 +9% 100 +9%

Summer

2015 (10)

80 -20% 90 -10% 70 -30% 90 -10%

School Academic data EYFS & KS1 (primary) – St Mary’s CEVC Primary School

Year % Reading % Writing

% Maths

Glod

L2B+ L3+ L2B+ L3+ L2B+ L3+

Summer

2013 (15)

80 33 73 20 80 20 63(16 pupils)

Summer

2014 (17)

88 35 88 6 88 41 72 (18 pupils)

Summer

2015 (17)

100 29 82 35 88 35 61 (18 pupils)


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School Academic data KS2 (primary) – School name Sherborne Abbey



and maths

Reading progress %

Writing progress %


School Improve-

ment +/-% School

Improve-ment +/-%




Summer

2013

81% +5% 96% +4% 92% +3% 92% -3% xxxx xxxx

Summer

2014

85% +4% 91% -5% 94% +2% 97% +5% xxxx xxxx

Summer

2015

90% +5% 97% +6% 100% +6% 93% -4% xxxx xxxx

School Academic data EYFS & KS1 (primary) – Sherborne Abbey

Year % Reading % Writing

% Maths

Glod

L2B+ L3+ L2B+ L3+ L2B+ L3+

Summer

2013

69% 31% 69% 17% 72% 28% 58%

Summer

2014

89% 30% 86% 19% 89% 35% 71%

Summer

2015

80% 34% 82% 18% 77% 25% 72%