School Improvement Model

The FFET has developed a blueprint School Improvement strategy to ensure a rapid and sustainable programme of improvement across all its schools that result in strong outcomes for all students.

 Each school is unique and serves a distinct community and the FFET understands that this recognition is central to School Improvement and providing an excellent education. The Trust will therefore seek to ensure that its School Improvement model is developed collaboratively by its senior leadership team (SLT) and staff at each academy with the aim of developing and implementing:

 ·     A vision of the very highest expectations that all stakeholder groups support.

 ·     A bespoke approach to curriculum delivery drawing on the experience of the Trust’s School Improvement team, the school’s SLT and Staff.

·     A bespoke approach to teaching and learning informed by latest evidence-based research and the FFET’s guiding principles.

·     A Trust-wide Quality Assurance (QA) System that the SLT apply consistently.

The Trust will ensure that all of its academies will embrace the very highest expectations in respect to:

  • Attendance

  •  Academic Success

  • Personal Development and Behaviour

  • Excitement and Inspiration

  • Inclusion

  • Curriculum delivery

The FFET School Improvement Team will work with senior leaders and stakeholders to formulate a curriculum intent that captures the unique characteristics of the school and the community that it serves, which is aligned to the FFET’s guiding principles. These consist of:

1.   Ensuring that teaching and learning is world class - Intellectual Capital

All teachers are accountable to the profession’s Teaching Standards and therefore our classrooms will be places where learning is expected all of the time. Clear and consistent expectations regarding classroom routines and behaviours will establish a positive working environment, which will enable teachers to teach and pupils to learn. 

 Our fundamental aim is to develop each pupil’s intellectual capital through a knowledge-rich, academic curriculum that supports outstanding outcomes and ensures that children have choices during the next phase of their education that supports them in later life. 

 2.    Providing a network of supportive adults who help pupils to develop strong values and behaviours - Social capital

Our core belief is that our academies should be places where all children can learn. We want to see pupils who are proud to be members of their community and for this positive attitude to be taken into the classroom, making them calm and orderly places where all pupils are able to learn, and teachers can provide effective teaching. Our systems and structures will ensure consistency across all classrooms. This will be reflected in the high standards of uniform adoption and in the behaviour of pupils as they travel to and from school.

 An integral part of ensuring pupils develop holistically is through our FFET ‘Be More Curriculum” which all pupils will experience as soon as they enter our academies. Throughout their time at our academies, pupils progress through their relevant programme, which has been creatively designed to enable them to learn and grow. 

We will offer a wide range of extra-curricular activities throughout the year. This will allow all pupils to experience the ‘awe and wonder’ of new and exciting opportunities; to develop the attributes and skills which are essential for employability; and thereby prepare pupils for life at work and more generally in wider society. Our flourishing curriculum will allow pupils not only to achieve outstanding academic success but to also develop a number of specific gifts and skills:  self-confidence and awareness of their  talents; a generosity of spirit; a readiness to take their place in their local community as well as wider society thereby contributing to the common good; and a respect for the values fostered in them by their teachers.

 3. Develop pupils who are well-rounded, confident and aspirational individuals - Cultural Capital

The “Be More Curriculum” will be evidenced in RE, the ASPIRE curriculum, PSHE, careers, and extra-curricular programmes, all of which offer a flourishing and relevant curriculum to all pupils so that they are prepared for life in modern Britain. Exploring and reflecting upon a range of different religions and cultures that pupils may come across in school or further afield allows them to develop a respect for, and understanding of, different faiths which will allow them to celebrate and accept diversity and difference.

The Academy Improvement Plan will ensure that focus is on ensuring Outstanding provision and balance between these curriculum areas.

Teaching and Learning

The FFET recognises the distinctive approaches to, and strengths of, different Teaching and Learning programmes in each of its schools. Schools within the Trust will work with our School Improvement team to develop a bespoke approach to learning, informed by the guiding principles of Professor K. Anders Ericsson.

The FFET schools will capture this process in a bespoke Teaching and Learning policy that will form the basis of QA processes to support Outstanding outcomes.

Inclusion

The FFET believes that all children have a right to a mainstream education and recognises that children and families with SEND are both a vulnerable and disadvantaged group, but are valued members of a school family. The Trust’s vision of “Social Justice through excellence in Education” is particularly important for children and families with SEND.

The Trust has recruited significant School Improvement capacity for supporting mainstream schools with SEND education and for developing each school’s leadership . Whilst each setting will be treated individually, the guiding principles for inclusion in FFET are:

·     As far as possible, children should be educated in the mainstream in order to build social capital; to ensure they have high expectations for their own progress and that there is empathy and social awareness of SEND amongst the wider school.

·     Staff having the right to Outstanding training to support pupils with SEND and emotional and mental health issues.

 

Children with SEND have a right to aspire to the highest level of academic success. FFET schools will ensure that SEND children fulfil their potential and are able to lead choice-filled lives.