1. Introduction to Success Academy Trust
Who we are and why we are different
Our ethos, vision and values
How we work – strategic plan overview and non-negotiables
Structures and collaborations
School improvement and quality assurance model
Central core services development
Interested in joining us?

2. Ethos, vision and values
Success Academy Trust is standards driven; it aims to provide world-class education and care that allows every young person to reach their potential in an environment where there is a commitment to work collaboratively and take ownership of each other’s successes; it recognises the importance of teaching and learning. It operates a robust school improvement system with the ultimate aim of doing something exceptional for young people in our area. All young people will be safe and all will be supported, whatever their needs.
The Success AT vision is based on “Achieving Success Together”
Secure high achievement for all
Understand, value and respect everyone
Collaborate and contribute within a supportive community of learning and partnerships
Challenge every barrier to success Excel in all we do Share and celebrate best practice, expertise and achievements Strengthen opportunities for partnership, processes and people

3. Priorities for the Success AT Strategic Action Plan: SUMMARY
CORE OFFER
The Success Academy Trust will enable a level of support not easily gained as a single academy. Through the development of effective leadership and school improvement structures, collaborative and shared policies, CPD, recruitment, and talent management, Success AT will provide a base for improvement and innovation. Sharing central services will optimise the delivery of cost-effective, flexible and high quality reliable services to the benefit of all. 1
STRATEGY FOR GROWTH
The Success AT will have a defined strategy for growth, understanding the need to build capacity in advance of new academies joining, and preparing for the challenges of different types of academies joining the MAT. The Success AT will have a clear understanding of the impact that different types of academies joining will have on its overall leadership and governance. The Success AT will have a plan for optimum geographical coverage and to be prepared to say ‘no’ where relevant. 2
COLLABORATION FOR IMPACT
The Success AT will value the importance of collaboration for the benefit of our pupils/students. The Success AT will enhance the effectiveness of learning in academies by ensuring that the impact of great teaching is identified and shared across all academies. The Success AT will evaluate the impact of this collaboration on a regular basis. 3
For the next three years, the Success AT will be focusing on a range of priorities; centrally there will be 3 main areas of focus:
VISION AND VALUES
The Success AT will have a clear and compelling vision for the future. All stakeholders will be clear about , and be able to articulate, the moral purpose of the Success AT, its mission and its values. All stakeholders will share an understanding of what it means to be part of the Success AT, including those elements that are non-negotiable. 1
ACHIEVEMENT
Achievement in the Success AT academies will build on the previous personal best, with year on year improved progress and outcomes for pupils/students of all abilities. 2
QUALITY ASSURANCE & DATA
The Success AT will have available a wide range of both qualitative and quantitative data to develop clear methods of assessment, both of individual academies and of the Success AT as a whole. The Success AT will have robust peer review systems, ensuring that risks are effectively and swiftly managed, and intervening where performance levels drop below expected standards. The Success AT schools/academies will build on the previous personal best, with year on year improved progress and outcomes for pupils/students of all abilities. 3
For the next three years, we will concentrate as a group of academies, on 6 key areas:
FINANCIAL STRATEGY & CONTROL
The Success AT will have transparent and clear systems for ensuring financial probity, having access to accurate and timely management information to ensure effective budgeting. The Success AT will make efficient use of economies of scale, achieving best value for top-sliced funds, and will pursue alternative revenue systems to benefit the Success AT as a whole (e.g. providing services beyond the Success AT itself). A sustainable educational and business plan will be in place that supports the academies to meet their core objective of delivering outstanding education for every child. 4
GOVERNANCE
The Success AT will have a scheme of delegation which clearly defines responsibilities of the various levels of governance (Members, Trustees, Local Governing Body). All members of governances at all levels will be clear about their responsibilities, and will have access to relevant training and information to support their defined roles. Leadership and governance across the Trust will be outstanding and succession planning effective in securing leaders of high calibre across Success AT. 5
WORKFORCE DEVELOPMENT
Recruitment, training and development of the workforce of leaders, support staff and administrators will result in an outstanding provision for all of our pupils/students. The Success AT will have in place a workforce strategy that seeks to recruit, retain & develop all staff at all levels, promoting from within wherever possible and being able to deploy staff to where they are most needed. The Success AT will provide high-quality, appropriately accredited training and development opportunities, and career support. Key roles throughout the Success AT will have succession plans in place. 6

4. Successful pupils and students
arrive on time to school and to all lessons; they are equipped and ready to learn;
learn in a safe and stimulating learning environment;
experience a relevant, broad and balanced curriculum. The curriculum reflects the locality and is designed to meet the needs of all learners, preparing them for their lives in a modern British Society;
take pride in their work;
act on next steps showing progress with their learning.
Successful teaching staff:
provide regular marking and feedback; all next steps are visible;
make expectations in all schools and lessons clear; rewards and sanctions are consistently applied;
ensure that learning objectives are clear, with differentiated success criteria/outcomes which are shared with students;
stretch and challenge pupils and students and ensure they all progress in their learning;
evidence planning; this planning builds on the students’ ability and their prior learning.

5. Successful leaders
deploy the workforce effectively, with a focus on developing high quality staff that impact positively on pupil and student progress and achievement;
prepare three year budget forecasts to ascertain the sustainability of current levels of expenditure and to allow sufficient time for remedial action if necessary;
monitor budget plans each month and appropriate remedial action is taken, where necessary, to avoid overspending;
maintain robust systems of internal financial control, in accordance with the Trust’s financial regulations and procedures, for the safety and security of the Trust’s assets;
maintain accurate accounting records;
deliver high value for money in the use of financial resources;
track and monitor pupil and student performance (progress and attainment) half-termly; parents, their child and staff know what the child needs to do to progress;
ensure that all interventions have a sense of urgency; they are regularly monitored and reviewed (this includes all elements of school improvement).

6. Successful Governing Bodies and Trustees
approve a financially sound budget plan annually, which underpins the strategy of the school and improves educational standards for the benefit of all pupils and students; reserve levels are carefully monitored and plans are in place to utilise large reserves;
reflect the local and wider community and ideally include parents and staff (teaching and non-teaching) representatives.
Successful members of the Trust community
dress smartly and are always polite and courteous;
demonstrate positive attitudes, values and behaviours at all times;
treat each other with fairness, dignity and respect;
are committed to the good of the whole and contribute to the Trust whenever there is a need or opportunity;
receive regular communications about the successes, developments and progress of their school/academy and of the Trust itself;
receive high quality training and have opportunities both within and across the Trust to develop their skills, knowledge and expertise.

7. School Improvement and Quality Assurance Model
CATEGORY D
Insufficient capacity to improve own school without direct and intensive support
Sponsored school
OFSTED judgement Inadequate
May be coasting school, below floor standards, RI with less capacity to improve
CATEGORY C
Sufficient capacity to improve own school with School Improvement Support
At risk of OFSTED judgement falling to RI or not rising to Good
May be coasting school, below floor standards
CATEGORY B
Sufficient capacity to improve own school and some system leadership capacity
Little or no risk of OFSTED judgement RI, coasting school, below floor standards
CATEGORY A
Sufficient capacity to improve own school and extensive system leadership capacity
No/almost no risk of OFSTED judgement RI, coasting school, below floor standards
MONITORING, EVALUATION AND SUPPORT
Starting point review
Termly Whole School Challenge review
Monthly learning walk and data analysis
Raising Achievement Plan progress monitored half termly
Biannual pupil premium review including Year One
Annual leadership and management review
Success Change Acceleration team deployed, including externally funded Executive Headteacher if sponsored
Fortnightly Headteacher Coach meetings
15-30 days a term of targeted best practice visits including leadership support, around identified needs
Minimal leadership delegation
Extra support funded by school’s larger top slice and/or negotiated sponsor funding stream
MONITORING, EVALUATION AND SUPPORT
Annual Peer Challenge review
Termly QA Trust Principal discussion, learning walk and data analysis
Biannual pupil premium review including Year One
Annual leadership and management review unless L&M graded good or better
Up to 15 days a year of targeted best practice visits including leadership support, around identified needs
Full delegation subject to positive L&M grading and/or review
Extra support funded by school and/or local/national funding stream
Opportunity for strong system leader candidates to apply for SLE accreditation
MONITORING, EVALUATION AND SUPPORT
Annual Term One Peer Challenge review
Term Two and Three QA Trust Principal discussion and learning walk
Can participate in best practice support visits according to any specific targeted needs
Biannual pupil premium review if target area for improvement
Involvement in Success AT school improvement work in other schools
MONITORING, EVALUATION AND SUPPORT
Annual Peer Challenge review
Termly QA Trust Principal discussion in alternate terms
Can participate in best practice support visits according to any specific targeted needs
Strong involvement in Success AT school improvement work in other schools
SUCCESS AT SCHOOL IMPROVEMENT SUPPORT TEAM
(Specific Change Acceleration Team will be recruited/ deployed for Category D school)
Currently includes:
Trust Principal/ NLE/ LLE/ Strategic Headteachers
Range of primary SLEs including Maths, English, Inclusion, NQT/CPD, EYFS
Range of secondary SLEs including T&L, English, Inclusion, Humanities, PP, NQT/CPD/ITT
Secondary and primary pupil premium reviewers
School improvement primary lead consultants

8. Central core services development

9. What next? Recruitment? CPD? Networking? Talent management?......

10. Joining Success Academy Trust – non-negotiables
Ethos, vision and values – commitment to common collaborative TELA values.
Location – within a 45 minute drive.
TELA – common Teaching School Alliance membership.
Academisation– Success AT Trust manages and supports this with the grant provided.
Admission process – commitment to follow informal and formal phases detailed overleaf.
Legal advice – access appointed solicitor.
Finance – a common system for financial reporting.
Assessment tracking – a phase system for tracking and reporting.
Policies and processes – commitment to collaboratively develop and share these across the Trust.

11. Interested in exploring our journey with us?