Multi-Academy Trust consultation

A Local Multi-Academy Trust serving Local Children and Young People

A Local MAT – Key Principles The child is at the centre of all that we do Will be a local MAT serving the local community of learners Will not impinge on or challenge the character or the ethos of the respective schools Will not be the “Backwell School MAT” Schools in at the start will be involved in the planning and development from the start – it will be a collegiate organisation.

A Local MAT – 8 Key Principles Will enhance and improve the 3-19 learning experience and outcomes for our children and young people Will enable cohesive and collaborative planning, support and development across schools in the MAT, in terms of teaching and learning and administrative support systems Will increase individual schools’ cost-effectiveness

Our rationale for a Backwell area MAT Share resources & generate efficiencies giving us more to spend on the children History of positive working together that we can build upon Share staff & expertise, train together, improve further Create an integrated 3-19 learning pathway Work in a co-ordinated with our families across the schools Keep control of education locally and develop Teaching Schools Access more funds and adapt to reducing budgets to ‘deliver more for the same’ Preserve the church and community ethos while sharing the diversity Benefits to our children and young people Julian

Julian – the changing landscape in North Somerset Education

Our choices: a cross-phase Trust Both latitudinal and longitudinal partnerships Children and families served from 4-19 Particular advantages for teachers of KS2 and KS3 Great teaching is built on common foundations The capacity of a large secondary school Financial stability Steve Common purpose for working together – serving our community. Money – secondary schools give stability

Our choices: Church and Community A mixed MAT – Community, VC and VA schools Each school’s ethos is separate and distinctive C of E Diocese represented at Board level Each school's governing body remains a community or church foundation Access to the Diocese’s services for all schools Steve Inclusive ethos. Shared services, common high expectations, separate school cultures.

Gary

Secondary Convertor Academy 1857 Outstanding (2012) School Type Number on roll Ofsted grade Gordano School Secondary Convertor Academy 1857 Outstanding (2012) High Down Infant School Community, in a joint Federation since September 2015 296 Outstanding (2005) High Down Junior School 387 Good (2015) Portishead Primary School Community 477 Good (2014) St Mary’s Church of England VA Primary School Voluntary Aided 98 St Peter’s Church of England Primary School Voluntary Controlled 538   3653 Gary

Gary

The style of our Trust Low Profile Delegation Community Partnership The Trust is backroom not front of stage The vast majority of decisions are taken by Headteachers, SLTs and LGBs Present and future members would be geographical neighbours to maximise benefits Partnership Focus Quality Trust decisions are made in open discussion on a basis of collegiality Our mission is based on professional development Gary The Trust as a backroom function. Careful not to upstage the schools – this was a tension. High expectations of pupil experience, service quality and teaching standards

Potential members 4 secondary schools About 20 primary phase schools Almost all good or outstanding About half of schools are C of E Equal number of children in primary and secondary phases 4 hubs of roughly equal size Gary

A hubs model Portishead Hub Backwell Hub Chew Valley Hub Churchill Hub Gary Churchill Hub

Hubs model One Trust Board, one small Central Service Team Finance and HR base in each Hub Hub to have its own chair/co-ordinator Differing priorities for each hub to reflect local circumstances Separate CPD plan and Collaboration Plan for each Hub Hub negotiate School Improvement Support with CEO Gary

Gary

How will things improve for children? Improved transition and information sharing LSP approach to Safeguarding and attendance Moderation of writing outcomes and shared best practice CPD for teaching staff – designated SLEs, Middle Leader training, Expert Teacher Programme, subject networks, developing assessment approach Changes to governance means LGB delegation is more pupil focussed MAT wide sharing of Inclusion best practice Directly employ specialists – e.g. behaviour Jon

The role of the Teaching Alliance in a MAT Improving outcomes for students through: Professional Development Leadership Development Teacher Training NSTA joint INSET Day 2017 Women into Leadership 2017 School Direct NSTA Trainees 2017

Questions & Comments Julian to convene questions

Land Transfers, TUPE, commercial transfers etc Resolution Vote at Governing Body – in principle only Register interest Form on DfE website Consultation Parents, staff, local community Begin Due Diligence Consent From the MAT Board (and from the Diocese) Apply and notify LA Further Resolution by Governing Body Approval from RSC Not a formality approval of our structures and scale Land Transfers, TUPE, commercial transfers etc Handled by solicitors and Business Managers Funding agreement Signed by Chair of Governors and Headteacher (this is the real decision point) Open as an Academy New URN, new Ofsted window, new structures in place (DfE number remains unchanged)