Trust Development Plan Month Operational Plan

Transcription

1 Trust Development Plan Month Operational Plan

2 Contents 1. Chief Operating Officer Foreword Scope and Delivery of the Trust Development Plan Overview of Key Trust Priorities Strategic planning and vision Performance data and outcomes Accountability roles and responsibilities Leadership at all levels Quality Assurance Governance School improvement School to school support Risk Management Communication Safeguarding Succession planning and CPD Contributing beyond the MAT Financial effectiveness Glossary

3 1. Chief Operating Officer Foreword Mary McKeeman Chief Operating Officer Bright Tribe and Adventure Learning Academy Trusts All children in great schools Our Trust is built upon our staff who are committed to providing great schools for all children in order that life chances can be improved through quality education. Underpinning and supporting our staff are proven systems and processes which ensure the right people are doing the right thing in the right order. This framework gives our schools the freedom, challenge and support to do whatever it takes to provide great schools for our children. We make intelligent use of our resources by building on what works already, we are prepared to encounter setbacks in pursuit of what works and we judge ourselves by the contributions we make to improving children s outcomes and not the benefits we gain as an organisation. Our ability to fulfil this purpose is dependent on how we work and the culture we create. A clear and joined up approach to school improvement Our schools are located and hubbed across the country, schools often located in a rural, coastal and isolated settings, yet we are bound by a seamless connectivity and interaction between the schools and the Trust. This provides a strong Trust of which we are all part and allows us to clearly prioritise our actions and build on our strengths and successes. The strengths of the Trust have seen both primary and secondary schools within our Trust achieve Good with Outstanding features from a pre-conversion position of Special Measures. Whilst there is strong evidence to 3

4 show that our schools are improving we will never be complacent and are resolute and driven in our mission to ensure that all children are in great schools. This is the Trust Development Plan for the period / Scope and Delivery of the Trust Development Plan This Trust development plan is underwritten with the Trust priorities and values and follows on from the School Evaluation Form (SEF) to form a development plan for the next 12 months. The plan is subject to constant review and may be adjusted according to dynamic changes affecting schools or the Trust to reflect the priorities identified to drive school improvement. The Trust development plan dovetails into the Trust 3-5 Year Strategic Plan. Trust SEF This provides an honest and candid evaluation of the Trust s current position taking into account a range of evidence including data, external reviews, quality of teaching and learning, community feedback and pupil voice. This results in a transparent Trust evaluation which allows for strengths to be clearly identified and for resulting actions to be prioritised accordingly through the Trust Development Plan. Owner: Chief Operating Officer (COO) Trust Development Plan This plan considers the SEF to identify areas in which the Trust can effectively and efficiently support and enhance the provision of education within the Trust s schools. Areas of strength are reinforced whilst opportunities for improvement are identified in order that they can be addressed efficiently and effectively. The resulting action plan formally outlines actions required, their priority and proof of impact. This action plan is a dynamic plan which is the subject of constant review to ensure pace and rigour are maintained in supporting our schools. This plan seamlessly underpins, and is driven by the regional ARC (Accountability Review and Challenge) boards Drive & Delivery: Executive Leadership Group (ELG) via ELG and ARC Owner: Chief Operating Officer (COO) Trust 5 Year Strategic Plan This plan outlines the strategic direction the Trust is seeking to forge and details the actions required to achieve this. Senior leaders down to Principals are cognisant of the strategic plan and align local delivery to the strategic plan and direction. Drive & Delivery: Chief Operating Officer Owner: Trust Board The SEF is agreed and endorsed by the Trust board. The SEF provides a key foundation stone for the Trust Development Plan and is formally reviewed twice a year. The Trust Development Plan is allocated to the Executive Leadership Group (ELG) to drive the agenda and deliver the identified actions in a prioritised and timely manner. The plan is formally reviewed termly, three times a year. The drive and delivery are overseen by the Chief Operating Officer (COO), the plan owner, who is responsible for 4

5 supportively challenging the ELG and holding the group to account. The Trust Board receive situation reports in relation to key risks or other exceptional reporting. The Trust 3-5 Year Strategic Plan is allocated to the COO to ensure the necessary drive and delivery are achieved. This plan is formally reviewed annually and is owned by the Trust board with the COO being responsible for the co-ordination and monitoring of the plan. 3. Overview of Key Trust Priorities The Trust Self Evaluation Form (SEF) identifies five Key Trust Priorities Safeguarding - The safeguarding of children will always be a key Trust priority. Leadership at all Levels To improve leadership at all levels. Improve Progress - To improve progress for all groups and to close the gap particularly for disadvantaged. Improve Teaching & Learning - Improve teaching and learning, with a focus on improving sharing good practice and developing CPD. Improve Communication - To improve communication internally and externally with a focus on clarity and transparency. These five key Trust priorities are embedded in every area of our business. Thus, they are not afforded solitary titled sections but instead are reflected in this Development Plan within each subtitle. 5

6 4. Strategic planning and vision Objective Owner Action Costs Time Line 4.1 All the MAT s staff understand and buy into the strategic plan and its rationale. 4.2 Clear vision that is shared and understood by all. 4.3 To create a supportive and a non blame culture. ELG - To have a clearly defined vision and strategic plan. - To have a set of Trust guarantees which align to and underpin the trust vision and strategy. - To create an All Staff Trust Strategic Plan publication to be shared with all staff which is circulated via a number of mediums. - Hold annual regional Trust conference to facilitate discussions which enable participants to agree priorities for the future and update the MAT s strategic plan. - Set up an executive principals reference group to share expertise and ideas and to drive forward progress against the Trust strategic plan. - The Trust website is fit for purpose and clearly articulates key messages. - Ensure that the Trust induction process for all staff reflects the Trust vision and strategy. - A communication action plan is created and driven to ensure that the Trust vision and Strategy is embedded. 7K Dec 4.4 Parents/carers and the wider community are engaged in schools across our MATS and have a clear understanding of the ethos and ambition of the MAT. ELG - A communication action plan is created and driven to ensure that the Trust vision and Strategy is embedded with parents/carers. - Drive team membership is reflective of the communities in which they operate. - A set of Trust guarantees are produced for parents and carers. Dec 6

7 4.5 The MAT has the right support structures and leadership skill sets to lead to sustained school improvement and significant change. (Individuals are not unduly relied on). 4.6 Clear organisational structure with clearly identified roles and responsibilities to deliver the plan. ELG - There is a fit for purpose senior structure - There is a clearly defined back office support structure which has the capacity and expertise to support school improvement - Each regional hub has a Regional Executive Principal in place - A staff retention and growth plan is in place - There are contingency plans for staff absence Dec 4.8 Have approved SEF, Trust Development Plan and Five Year Plan. COO - SEF, Trust Development Plan and Five Year Plan approved by the board and communicated effectively to all stakeholders Oct 4.9 All academy development plans align to the Trust Development Plan. ELG - SEF, Trust Development Plan and Five Year Plan shared with Regional Executive Principals and Principals - Academy development plans reflect Trust development plans Nov 4.10 The SEF, Trust Development Plan and the 5 year plan should be evaluated and monitored for impact on a regular basis. COO ELG - Trust SEF, Trust Development Plan and 5 year plan to be approved formally by the board on an annual basis along with a report outlining the evidence of impact. - The SEF and Trust Development Plan to be reviewed by the ELG at least twice a year along with a report outlining the evidence of impact. Oct 7

8 4.11 Fit for purpose Scheme of Delegation (SoD) in place. COO - A SoD which is fit for purpose and compliant is developed - SoD approved annually by Trust board - SoD circulated to all appropriate stakeholders Oct 4.12 Future proofing and capacity building to ensure the MAT has the capacity to grow. ELG - Fit for purpose retention plan in place - Fit for purpose recruitment plan in place Dec 4.13 Ensure appropriate risk management and contingency plan. ELG - Trust contingency plan in place Oct 4.14 Develop and embed the Adventure Learning Schools ethos and pedagogy. ELG - A clear plan detailing pedagogy and ethos to be produced - Adventure learning vision to be communicated in a clear and systematic manner via a communication strategy - Secure adventure learning accreditation Dec uly 2018 Impact of actions: To be formally reported on 1 st March Next steps:

9 Performance data and outcomes Objective Owner Action Costs Time Line 5.1 Progress at each measured point will secure at least national. ELG - Primary and secondary data leads to be identified - Data reports to be calendared - Data reports to be shared via set processes/reporting mechanisms - Teaching and learning overview to be reported to the Board and ELG meetings 25k Nov 5.2 All academies will use same data platforms. ELG - All primary and secondary schools will use same data platform. Primaries Pupil asset. Secondary Go for schools July Trust level KPI s agreed by board. COO - KPI s drafted and agreed by the Trust board - KPI s shared with key staff Oct 5.4 All schools to be in line with or better than national for PP. ELG - A trust lead for PP to be identified - A Trust PP strategy to be created - A PP working group to be established - A PP action plan to be created 2k Dec 9

10 5.5 All schools to be improving progress across all measures from previous year. ELG - Trust data leads in place - One data platform to be used by all primaries and secondaries - Reporting predictions against actual results to the Board 2k Oct 5.6 Attendance to be in line with or better than national. 5.7 PA to be reducing and/or in line with or better than national. ELG - Review and update Trust behavior and attendance policy annually - Trust attendance manager to be deployed strategically into schools to improve attendance - Return to schools interview process to be embedded into all secondary schools - Trust attendance audit to be completed by attendance manager on each school at least annually - Prevent action plans in place in all schools Dec Impact of actions: To be formally reported on 1 st March Next steps:

11 6. Accountability roles and responsibilities Objective Owner Action Costs Time Line 6.1 Every level is held to account via clear lines of PM at all levels. ELG - PM to be reported at each tier of governance - An organizational structural chart in place which identifies tier lines of line management - An audit of PM to be conducted by NEO to ensure clear lines of PM - Job descriptions that are fit for purpose for all roles Dec 6.2 Appropriate objectives and measures that link to PM. ELG - PM objectives of all staff aligned to Trust and school priorities - Training provided to line managers to deliver PM Oct Mar Systemised and appropriate trust induction which is underpinned by a Trust policy. ELG - Induction process and package in place for all members of staff - A Trust induction policy is in place - PM procedures are clear and effective with a matrix in place Dec 6.4 Accountability from the Trust board to the local drive teams that improves standards via PM. ELG COO - Drive Team hold principals to account and ARC hold Executive Principals to account - The Trust Board holds the COO to account via PM - There are clear reporting systems in place that highlight priorities up the Trust Board and back down at all levels of governance Oct 6.5 Back office systems and functions are fit for purpose and are monitored and QA on regular basis. ELG - Schedule in place to audit Trust systems and processes including Trust and school websites, policies, governance, Nov 11

12 Impact of actions: To be formally reported on 1 st March 2018 finance systems, HR processes, health and safety - Bi-annual satisfaction survey of services to be completed by Principals Jan Next steps:

13 7. Leadership at all levels Objective Owner Action Costs Time Line 7.1 Trust board understand their roles and responsibilities (in line with governance handbook) and hold COO to account. COO - Schedule of training in place for Board members - Skills audit in place - PM of COO and senior staff conducted Nov 7.2 CPD plan is in place for all levels of leadership to enable them to carry out their functions and roles. 7.3 Clearly defined roles and responsibilities for all. ELG - Trust strategic CPD plan in place - Trust CPD action plan in place - Finance to support CPD ring fenced in school and Trust budget ELG - Governance structure published on Trust and school websites with terms of reference - Organisational structure in place with job descriptions for all roles - Review financial pay structure to ensure appropriate to role and responsibility (inc. equality) - Succession plans are in place to ensure key roles and responsibilities are in place (no gaps) - Scheme of delegation enables to carry out their functions Impact of actions: To be formally reported on 1 st March 2018 Oct Oct Mar 2018 May 2018 Oct Next steps:

14 8. Quality Assurance Objective Owner Action Costs Time Line 8.1 Quality assurance processes ensures compliance with policy and procedures for consistency of practice. ELG - Robust QA systems - Annual schedule in place to audit Trust systems and processes including Trust and school websites, policies, governance, financial systems and processes, HR, health and safety Dec 8.2 Common set of policies and procedures in place. ELG - Approve Trust qualities on etribe and websites - Audit of policies to ensure compliance - Annual policy review schedule in place Nov 8.3 QA systems of services providers / contractors. ELG - Annual schedule review of contracts in place Nov Impact of actions: To be formally reported on 1 st March Next steps:

15 9. Governance Objective Owner Action Costs Time Line 9.1 Clearly articulated vision ELG - Vision set by Board - Trust 5 year plan in place - Ensure websites reflect Trust vision and values - Communication plan to be in place Oct Dec 9.2 The Trustees have the appropriate skillset to govern in the best interest of the MAT as a whole. COO - Recruit trustees with the right skills - Trust skills audit in place - Correct skill set at all levels Nov 9.2 Drive Teams reflect the local needs and the wider strategic needs of the MAT. ELG - Though the power of appointment is not delegated, local drive teams are involved in recruitment process on a local school basis - Drive Team training schedule in place - Induction programme in place at all levels of governance - Set agendas for ARC, Drive Team and Board and minutes which show actions and priorities and a reporting up and down structure - Documents saved under and agreed etribe structure - Documents to be circulated in a timely manner - Global calendar of schedule of meetings to be in place Oct 15

16 9.3 There are clear roles and responsibilities at all levels of the organisation. ELG - All boards, sub committees, ARC groups and local drive teams have clearly defined remits and role profiles - A scheme of delegation is in place and shared with all stakeholders to ensure transparency about where decision-making authority sits. - Appropriate training and CPD plan at all levels - All tiers of governance understanding their roles and responsibilities - Governance holding COO to account - Terms of references clear - Governance action plan in place - Terms of reference are clear and reviewed annually Oct 9.4 Leadership self-evaluation demonstrates that the Trust board does not belong to one school and all school needs and views are taken into consideration, schools and local ARC and drive teams feel engaged with school. COO - Board meetings are held on a rotational basis in schools across the Trust - Directors/Trustees meet with local staff, Principals and drive teams during these visits - Each school has a named Regional Executive Principal to support them - Minutes of meetings of Drive Team ARC and board clearly demonstrate golden threads Oct 9.5 All tiers of governance understand their roles and responsibilities. ELG - Golden thread clearly evident in document at all levels - Ensure governance structure is shown on Oct 16

17 Trust and school websites with terms of reference for all groups - Organisational structure in place - Job descriptions for all staff - Record keeping of governance is fit for purpose - Minutes reported and stored appropriately - Documents going out in timely manner - Clearly articulated vision. - Trust and 5 year plan in place. - All governance documents to be statutory compliant at Board and school level Impact of actions: To be formally reported on 1 st March Next steps:

18 10. School improvement Objective Owner Action Costs Time Line 10.1 Funds aligned within trust budget to enable reactive intervention and support. ELG - Funds ring fenced in Trust budget - Scheme of delegation outlines the process to send Oct 10.2 School improvement framework offered to allow for individual school improvement. ELG - Framework in place - Successful CPD SIF bid - Significant change in leadership or Ofsted designation will require a review of school support. Oct Jan 2018 Oct Impact of actions: To be formally reported on 1 st March Next steps:

19 11. School to school support Objective Owner Action Costs Time Line 11.1 Schools not to work in isolation or introverted Develop IT and management information platforms to deliver support effectively. ELG - The Trusts growth plan is based on a national Trust model with Regional hubs; as a result, there is sense of shared community; ethos and values; opportunities to locally share resources, effective school to school improvement support and localised regional governance. (ARCs) - To explore opportunities where appropriate for school to school support NLS, LLE, SLE and teaching schools. - All schools to be members of challenge partners and PiXL. - ID external partnerships that can be harnessed to improve schooling. ELG - Trust IT plan in place - A systemized approach for use of IT and management information platform Impact of actions: To be formally reported on 1 st March 2018 Oct Nov Next steps:

20 12. Risk Management Objective Owner Action Costs Time Line 12.1 The MAT carries out robust educational and non-education due diligence on schools before expanding to ensure both parties are clear about the challenges facing the school 12.2 Growth plan taking into account threat of all factors ELG - Extensive financial analysis of budgets, Income & Expenditure, SLA s and service level contracts. - Gather HR information and Employee Liability Information, together with all personnel files and contracts of employment. - Extensive educational analysis (SWOT). Raiseonline, Ofsted Judgements, outcomes, progress, quality of teaching and learning, quality and strength of leadership in school, progress of disadvantaged pupils (gaps), forecast pupil numbers. - Land & Premises due diligence, building condition, stat compliance, H&S, extent of ownership. COO - Reputation NE Rebroker and pace of change - Rebrokering timing linked to balance of finances and replacement schools in areas where effective clusters are already established - Agreed and clear communications around rebrokering to mitigate reputational damage 12.3 Health & Safety ELG - All schools to use Judicium for advice and guidance in terms of H&S. - Principal, RFM and School H&S Rep have overall responsibility for H&S and ownership of the H&S action plan. Dec July 2018 Oct Oct 20

21 12.4 Statutory Compliance 12.5 OFSTED Inspections (being OFSTED ready). - H&S features in the Rapid Improvement Report and feeds in to the Estates Committee - Judicium conduct termly monitoring visits and report on progress against the action plan, produced from the H&S audit and Risk Assessments. - All schools to adopt H&S policies to ensure consistency across the Trust. ELG - Ensure regular compliance checks are carried out in accordance with schedules and any testing certificates obtained and stored on file, with old ones disposed of. - Carry out any essential remedial works required as a consequence of compliance checks and testing. ELG - Audit SCR and ensure compliance - Audit school website and ensure compliance - Preparation of evidence base around OFSTED framework and lines of enquiry. Impact of actions: To be formally reported on 1 st March 2018 Oct Oct Next steps:

22 13. Communication Objective Owner Action Costs Time Line 13.1 To have a clear communications plan and strategy. ELG - To develop a termly trust newsletter across both trusts - Develop weekly Trust bulletin to move towards outstanding practice. - Use social media for Trust communications. - Communications board to be put up in every school. - All schools to have Open Days. - You said we did communicate. Lessons learnt. - One system (outlook). - Trust successes should be celebrated. - Central Trust repository (etribe) needs to be fit for purpose. - Training of electronic methods of communication across all staff, e.g. Yammer, one drive, etc and establish agreed methods / routes for communication. - Training for schools as to how to respond to critical incidents. - Distribution lists must be up to date and accurate. - Maximising opportunities to network and share good practice outside of the Trust. - Hold a school improvement event within cluster regions once a year (end of year). - Clarity over responsibility for marketing and communication tasks. - A clear communication strategy to flow from Board to Drive Team and back up. 6k Dec Oct Nov Dec Oct Dec Jan Oct Dec Mar 2018 April 2018 Oct Oct July 2018 Oct Nov 22

23 13.2 Data protection processes to be compliant. - Nominated data protection lead for the Trust - Audited in QA schedule in place - Establish a Trust protocol to reflect the Trust ethos and working practice. - Statutory compliance of websites. Oct Dec Dec Oct Impact of actions: To be formally reported on 1 st March Next steps:

24 14. Safeguarding Objective Owner Action Costs Time Line 14.1 All safer recruitment processes are in place and complied with. ELG - Surpassing statutory compliance in all matters relating to safeguarding - Policies and procedures in place, shared and implemented. - Appropriate training in place at all levels. - All governance are aware and have had training to carry out their roles. - DSG leaders identified and trained. - Appropriate CME policies and procedures in place. - All external contractors have appropriate checks. - All pupils are aware of how to keep themselves safe. - SCR at all levels and settings in place. - SCR for contactors, governors, staff and volunteers in place - Clearly defined roles and responsibilities of Trust staff with safeguarding responsibilities - Allegations handled appropriately - Appropriate analytic evaluation in place to inform governments - Statutory compliance of health and safety with clear roles/responsibilities - Educational visits - Educational visits process fit for purpose and QA process in place Nov Impact of actions: To be formally reported on 1 st March Next steps:

25 15. Succession planning and CPD Objective Owner Action Costs Time Line 15.1 CPD plan developing to include all staff ELG - CPD strategy in place - CPD plan to clearly show CPD pathway according to career stage (which is costed out) - Skills audit to ID succession planning gaps in governance - Develop a succession planning system through performance management to enable promotion of existing workforce into vacant roles. This to aid staff retention and reduce recruitment costs - Promote active talent spotting within the trust Dec 15.2 Recruitment of good quality individuals and retention levels that are high ELG - Recruitment and retention strategy. - Action plan in place Dec 15.3 Staff are rewarded and recognised as valuable to the organisation ELG - Reward and recognition strategy. - Action plan in place Dec Impact of actions: To be formally reported on 1 st March Next steps:

26 16. Contributing beyond the MAT Objective Owner Action Costs Time Line 16.1 The Trust works as a systems leader sharing best practice ELG - Encourage and support ELG members onto other MATs governing bodies. - To support staff to become PiXL Associates. - Challenge partner reviewers. - Encourage training with other organisations (e.g. thrive). - Encouraging hosting of events. - Encourage staff to attend senior events. - Encourage area networks (principals). - Create opportunities outside of education business leaders, peer support. - Establish link with local teaching schools. Oct Impact of actions: To be formally reported on 1 st March Next steps:

27 17. Financial effectiveness Objective Owner Action Costs Time Line 17.1 The COO and director of finance ensure robust financial planning is central to the overall TRUST strategic plan. ELG - 3 year planning cycle - Updated with latest view annually Nov 17.2 Coordinated discussion at a national and regional level (TCG meetings) result in a greater acceptance and understanding of decisions about how to use capital funding even when this means some school receive more support than others do. ELG - Regional Executive Principals to foster discussions around capital development needs and produce 3 year estate plans. Dec 17.3 Systems to map finances overtime. ELG - Regular review and updates of Trust Financial Manual, aligning with requirements of Academies Financial Handbook - Training of all staff on systems and processes - Testing of systems and processes for potential control weaknesses - Fit for purpose finance software which is future proofed for changes in the Trust structure - All staff financially aware and accountable Dec 27

28 17.4 Clear accountability and delegation via SoD at right level. ELG - Ensuring compliance with SoD and non compliance reported and monitored Oct 17.5 Accurate monthly monitoring and forecast to enable school improvement decision making Ensure financial effectiveness is aligned with vision and values of Trust 17.7 Pay correct at all levels 17.8 Reserve strategy is in place to ensure spending is aligned to Trust vision and priorities 17.9 IT strategy is in place to ensure spending is aligned to Trust vision and priorities Systems to establish BV are appropriate and effective ELG - Scheduled monthly finance meetings with Principals and REPs - Variances explained and corrective actions logged ELG - Appropriate levels of funding dedicated to school improvement initiatives - Measurable non financial outcomes are monitored - Spending is aligned vision and priorities of the Trust and schools - Ensuring appropriate KPIs are set and measured - Corrective actions identified and monitored - Appropriate benchmarking ELG - Review of market salary versus affordability of Trust - Review of non salary benefits to ensure that they are sustainable and fair - Review of non financial offer to make employment offer attractive ELG - Ongoing review of working reserve target against Trust strategic aims - Planned investments in capital upgrades ELG - Planned refresh of IT equipment defined to ensure that this can be built into reserves strategy - Sourcing BV suppliers ELG - Preferred supplier list to ensure buying power is maximized - Trust wide purchasing of core items/services - Supplier rebates explored Oct Oct Mar Oct Nov Nov 28

29 17.11 Effective communication of financial handbook of SoD - Monitoring of compliance with purchasing from preferred suppliers - Overall Trust financial performance reported to ELG - Individual school financial performance monitored through ARC - Trust monthly allocation report? to ELG ELG - Training for all to create financial accountability - Monitoring of compliance - Assessing practicalities of application Oct Impact of actions: To be formally reported on 1 st March 2018 Next steps:

30 18. Glossary Abbreviations used are: COO ELG REP ARC RIR EFA NLG RSC SEF SIF PM MAT QA CPD SoD KPI SCR PP BV TCG PP DSG SLA SWOT CME Chief Operating Officer Executive Leadership Group Regional Executive Principal Accountability, Review and Challenge Board Rapid Improvement Report Education Funding Agency National Leader of Governance Regional School Commissioner School Evaluation Form School Improvement Framework No Additional Costs Performance Management Multi Academy Trust Quality Assurance Continual Professional Development Scheme of Delegation Key Performance Indicator Single Central Records Pupil Premium Best Value Tasking and Coordination Groups Pupil Premium Designated Safeguarding Lead Service Level Agreement Strengths, Weaknesses, Opportunities and Threats Child Missing in Education 30

31 Adventure Learning Academy Trust Fowey River Academy Windmill Fowey PL23 1HE Telephone Bright Tribe Trust Colchester Academy Hawthorn Avenue Colchester Essex CO4 3JL Telephone