Strategic Plan 2026 - 2029 - Year 1 Implementation Plan
Focus Area: High Quality Inclusive Education Strategic Objective
Reading for all
Raise reading attainment beyond national averages in the primary phase and embed targeted literacy interventions in secondary phase, ensuring all students can access and succeed within the full curriculum
Primary Phase
. Deliver high-quality continuing professional development (CPD) for both teaching and support staff, enabling them to effectively embed reading fluency strategies across the curriculum.
Primary Phase
. Implement and deliver consistent, early interventions focused on reading fluency and comprehension through the Year 6 booster programme.
AB Jun-26
. Enhanced reading fluency and comprehension across Key Stage 2.
. Staff equipped and confident to deliver consistent, fluency-focused practice.
. Improved Year 6 SATs outcomes in reading.
AB Jun-26
. Early identification of students requiring additional support.
. Targeted interventions implemented promptly and effectively.
. Demonstrated accelerated progress in reading fluency and comprehension.
. Improved Year 6 SATs performance in reading.
Secondary Phase
. All teaching staff will deliver high-quality form-time reading sessions designed to promote fluency, comprehension, and personal development.
. The programme will focus on Key Stage 3, using carefully selected novels that reflect a diverse range of themes and experiences, delivered in 7 out of 8 sessions.
AB Jul-26 . Key Stage 3 students will benefit from increased reading fluency, improved comprehension, and enhanced cultural awareness through consistent, highquality reading experiences.
Secondary Phase
. Use NGRT assessments on entry to establish accurate reading ages for all students.
. Group students into intervention waves based on identified need:
Wave 1: Phonics intervention
Wave 2: Bridging phonics to fluency
Wave 3: Fluency and automaticity
. Reassess intervention students in the Spring Term and all students at the end of the academic year to measure progress and impact.
AB Jul-26 . Targeted reading interventions will deliver measurable improvements in reading ages, enabling students to make accelerated progress and close literacy gaps across Key Stage 3.
Inclusive Education for All Make inclusion everyone's responsibility, by designing and implementing systems that support all students from the universal up.
. Develop a robust system for the early identification of SEND needs.
. Create a comprehensive ‘Policy to Practice’ document outlining procedures for SEND assessment and identification.
. Produce clear Edukey guidance to centralise and maintain the SEND register effectively.
CA and SENDCOs Feb-26 . Implement a consistent SEND identification process aligned with the ‘Policy to Practice’ guidance, ensuring a comparable and meaningful Trust-wide overview.
. Develop and strengthen the SENDCO role across the Trust, ensuring consistency while tailoring responsibilities to each phase. Empower SENDCOs to lead, deliver training, and quality assure their own provision.
Secondary Phase
. Introduce an Aspiring SENDCO role to strengthen SEND capacity, support succession planning, and build specialist knowledge within Trust secondary schools as an initial priority.
CA, PD, BF, TT and SENDCOs Development work carried out Sept to April, ready for Sept 26 start
. Agree and implement a clear SENDCO job description, teaching commitments, and associated responsibilities to ensure role clarity and provide the best opportunity for success.
CA Starts Dec 25 . 2 members of staff in each secondary school to participate in the NPQ SENDCO qualification.
Secondary Phase
.Further develop and embed the newly designed weekly inclusion consultation meetings across secondary schools to ensure students receive timely and appropriate support.
.Provide targeted CPD for Headteachers, SLT, Pastoral Leads, SENDCOs, and Assistant SENDCOs to strengthen inclusive practice and leadership capacity.
CA, PD Set up by Oct 1/2 term 25
. Establish weekly, minuted inclusion consultation meetings with agreed actions to ensure accountability and timely support for students.
. Achieve a reduction in behaviour sanctions through increased personalisation and effective use of Tier 2 interventions.
Secondary Phase
. Deliver essential CPD to promote inclusive classroom practice in the secondary phase, enhancing the knowledge and awareness of Teaching for Learning Leads in areas such as ELKLAN, Speech, Language and Communication Needs (SLCN), and adaptive teaching strategies.
CA Development work starts Sept 25 to July 26 ready for full implementation Sept 26
. Strengthen the knowledge and expertise of Teaching for Learning Leads to ensure inclusive and accessible classroom practice.
. Ensure all Teaching for Learning Leads complete ELKLAN training to support Speech, Language and Communication Needs (SLCN).
. Embed a Trust-wide strategy for teaching key vocabulary across subjects.
. Achieve a measurable reduction in classroom removals (C3s) through improved inclusive practice.
Enhanced Personal Development and Progression
Strengthen the personal development curriculum through providing outstanding CEIAG cultural capital experiences, and enrichment opportunities, securing meaningful nextstep destinations for every student.
Secondary Phase
. Develop a high quality alternative curriculum pathway for our most vulnerable students in the secondary phase via delivering the Tier 3 strategy consistently across the 3 schools.
Secondary Phase
.Conduct a full audit and review of all external Alternative Provision (AP) providers currently used by the Trust to ensure quality and compliance.
. Design and implement Trust-wide documentation for commissioning unregistered AP, ensuring compliance with statutory requirements and maintaining a strong student-focused approach.
CA, PD Jan 2026Review July 2026
. Alternative curriculum pathway embedded.
. Reduction in suspensions and permanent exclusions.
. BI platform utilised for tracking baseline data and impact.
. NCLTs core offer refined and reintegration plan in place.
CA Sept - Dec 25 . Review of all existing AP conducted.
. New documentation in place to ensure compliance.
. AP leads complete annual site visits to ensure continued quality.
Post-16
. Leaders will engage with local partners and university admissions teams to share details of the qualifications offered by the Trust, ensuring they are considered when publishing entry requirements for degree courses. This is particularly critical in light of recent changes arising from the Government review.
Careers lead Jun-26 . Meetings have taken place, universities are aware of all new qualifications offered, and accepted in entry requirements.
Post-16
. Analyse previous data for disadvantaged and SEND students in order to establish any gaps.
Post-16
. Devise a progression plan tailored for vulnerable students to ensure they are fully supported with their next steps.
Careers lead Jan-26 . Data analysed gaps established in preparation for future strategy.
Careers lead Jan-26
. Percentage of disadvantaged and SEND students progressing to increased, gap closed.
Secondary
. Implement and embed a unified PSHE curriculum across the secondary phase, ensuring consistency, quality, statutory compliance, and alignment with the Trust’s wider educational priorities.
Secondary
. Introduce a weekly timetabled enrichment period to provide regular access to a range of different extra-curricular opportunities.
CW Jan-26
Secondary
. Establish a strategic Careers Driver Group across the secondary phase to lead the development of an aligned careers framework, expand employer engagement, increase workplace experiences, and strengthen careers guidance provision.
PD, CW, Headteachers Oct-25
. Agreed PSHE curriculum framework implemented and developed across the secondary phase of the Trust.
Secondary
. Deliver a centralised Trust-wide event at a secondary location to showcase the full breadth of Post-16 pathways, including sixth form options, higher education opportunities, and potential employers.
CW Apr-26
. Enrichment period in place across KS3 of the secondary phase in the first instance. 100% student participation in KS3.
Secondary
. Purchase and effectively embed UNIFROG careers platform across the secondary phase of the Trust.
CW Oct-25
. Careers framework implemented and integrated into PSHE curriculum.
. All students in Y7 - Y11 receive careers education aligned with the Gatsby benchmarks.
. Event delivered and attended by all Y10 and Y11 students.
. All students experience meaningful engagement with providers.
Secondary
. All KS3 (Y7-9) students engage in meaningful employer lead work experience activities in line with government expectations.
CW Jul-26
. All schools implemented effectively.
. All students have an active UNIFROG account and will have completed two careers related activities per term.
CW Jul-26
. All schools deliver a minimum of one week's worth of work experience activities for KS3.
Focus Area: School Improvement
Student Outcomes
Achieve student outcomes that consistently exceed national averages, through the embedding of highquality teaching as standard practice across all classrooms.
Secondary Phase
. Review, further develop and embed an aligned teaching and learning model across the secondaries that promotes inclusivity, personalisation and adaptive teaching at the core.
PD Aug-26
Primary Phase
. Review and refine the sequencing and resources within the primary maths curriculum to strengthen cumulative knowledge and skills, with the aim of increasing the proportion of students achieving greater depth.
Post-16 Phase
. Undertake a comprehensive curriculum audit to review sequencing and alignment, refining structures to optimise coherence and maximise student outcomes.
TT, BL Easter 26
TT, BL Jul-26
BF Jul-26
. Teaching and learning model has been reviewed, developed and implemented across the secondary schools.
. DHS and BA continue to demonstrate improved student performance, moving outcomes closer to national benchmarks.
. Primary Maths curriculum has been reviewed and positive changes made.
. All 3 schools demonstrate increased greater depth scores in the Y6 SATs (Maths)
. Subject experts appointed in identified A-level subjects to lead the curriculum development over the next 2 years.
Behaviour and Attendance
Ensure attendance levels are above local and national, consistently applying an exemplary behaviour policy, and developing effective alternative pathways,
. Further develop an aligned approach to delivering targeted CPD on cognitive science, adaptive teaching and inclusive practices across the Trust.
. To create a cohesive phase-wide approach for attendance improvement by aligning the work of each phases Driver group, ensuring consistency in practice, shared accountability and collective impact.
TT, PD, BF Jul-26
TT, PD,BF Sept 25 to July 26
. Executive Directors have developed each phase annual CPD offer which combines cognitive science with inclusive practices at the core.
. All schools and colleges implement the phase wide attendance strategy.
. All schools and colleges are above, or in-line with local and national averages.
. Persistent absence rates improve on the previous year.
thereby reducing suspensions, exclusions and lost learning.
. Embed a consistent PowerBI attendance dashboard and a structured review cycle across the Trust, ensuring collaborative discussions and targeted intervention.
. Ensure the PowerBI dashboard allows for the analysis of attendance by the different groups e.g. SEND and PP.
Secondary Phase
. Ensure that all secondary schools implement the behaviour policy consistently and fairly, maintaining high expectations and applying clear consequences and rewards.
TT, PD, BF Sept 25 to July 26 As above
COO Oct-25
. All revamped BI dashboards include a filter by groups.
Secondary Phase
. Introduce and embed student line-ups across the secondary phase.
Secondary Phase
. Conduct a review of the alternative pathways provision across all secondary schools, ensuring it is strategically led, appropriately located, effectively staffed and aligned with the Trusts inclusion priorities.
PD Sep-25
. Full compliance with the policy.
. Consistent application of expectations, rewards and sanctions.
. Improved student behaviour and culture for learning.
. Improved staff confidence in managing behaviour.
. Reduction in suspensions and lost learning.
PD Sep-25
. Improved transition to lessons.
. Increased student and teacher accountability.
CA, PD, Headteacher Sep-25
. Recommendations for leadership and staffing models implemented.
. Identification of suitable locations.
. Revamp high quality curriculum in place.
. Reduction in suspensions and PEX.
Secondary Phase
. Appoint an alternative pathways leader in each school.
. Design a cohesive high quality alternative pathways curriculum that supports engagement, achievement and successful transition.
PD, CA, Headteachers
PD, CA, AP lead, Headteacher
Oct-25
. Alternative pathways leaders appointed. Start Jan 26.
Jan-26
. Improved student behaviour, attendance, engagement and outcomes.
. Reduce suspensions and PEX.
Narrow the gap
Develop and implement effective strategies that reduce attainment gaps, ensuring the continued elimination of inequalities across all student groups, enabling every learner to achieve their full potential.
Secondary Phase
. Develop a consistent pupil premium strategy in the secondary phase, including best practice and combining personalisation based on individual, settings and context.
Primary Phase
. Work with Executive Director for Primary Education in order to review current strategies and share best practice across the primary schools.
CA, PD 31 Dec 25 to Aug 26
CA, TT Feb 26 to July 26
. Best practice established.
. Close attainment gaps between pupil premium students and their peers.
. Improve attendance of pupil premium students compared to last academic year.
. Close attainment gaps between pupil premium, SEND, LAC, ESL students and their peers in in-year assessments and end of year outcomes.
. To increase the proportion of pupil premium SEND, LAC, ESL students achieving age related expectations by the end of KS1 and KS2.
Post-16 Phase
. Work with the Executive Director for Post16 in order to review current strategies and share best practice across Post-16.
. Ensure all the different groups are reviewed (with actions) at every Performance and Outcomes meeting, and attended by the Director of Inclusion.
CA, BF Sept 25 to Aug 26
CA Sept 25 to Aug 26
. Close attainment gaps between pupil premium, SEND, LAC, ESL students and their peers in in-year assessments and end of year outcomes.
. High priority discussion in all Performance and Outcomes meetings.
. Headteachers and Principals held to account on in-year assessments.
. Summer results reflect a narrowing of the gap.
Focus Area: Workforce
Recruit, develop, retain Recruit, develop and retain exceptional teachers and support staff incorporating effective succession planning to ensure continuous teaching excellence, support staff effectiveness and leadership capacity.
. Develop and launch an employer branding campaign that showcases the Trust’s culture, values, and career development opportunities, leveraging AI to enhance engagement and committing to reducing staff workload.
CEO, GD Feb-26
. Increase in job applications.
. Increase in social media engagement metrics by utilising a broader range of recruitment platforms.
. Enhance the Trust’s coaching and mentoring programme for ITT and ECT, highlighting the comprehensive support available for trainees and early career teachers.
. Create a comprehensive induction programme for new staff, including mentoring and peer support.
CEO, CW, TT, PD, BF Jul-26
. Increase the number of ITT placements and ECTs applying.
. Retain a higher percentage of ITT students that train within the Trust.
. Further develop the collaboration opportunities across job roles, and within each educational phase to share good practice. (incorporate additional inset in secondary phase).
CPO Sep-26
. Integrate tailored professional development plans into the APR process, aligning them with individual roles and career aspirations.
TTO, PD, BF Sep-25
. Smooth on-boarding and early engagement.
. Review retention after two years of employment.
. Positive new staff satisfaction survey.
. Review staff satisfaction via staff survey results regarding collaboration opportunities.
. Culture of shared learning further established across all phases.
CPO, SN Oct-25
. Embedded practice across each phase of the Trust.
. Reflected in increased staff survey results relating to personal career development.
Enhanced Staff
Wellbeing
Prioritise the wellbeing of leaders, teachers, student support staff, and backoffice teams to create an energised, collaborative workforce capable of
. Review the Trust staff wellbeing charter and staff budgets, with a view to enhancing what is already offered.
CEO, CPO Apr-26
. Continue to explore flexible working arrangements where appropriate to support work-life balance.
. Launch the Trust Heart Awards to celebrate and recognise outstanding teachers and support staff.
. Continue to conduct staff survey, incorporating more frequent pulse surveys when appropriate and act on feedback to improve working conditions.
CEO, CPO, TT, PD, BF Sep-26
CEO Dec-25
. Enhanced wellbeing charter reviewed, revamped and published to staff.
. Increase in staff survey results relating to wellbeing.
. Develop a whole Trust succession planning strategy to identifying critical roles and potential successions.
CPO Sept 25 to July 26
. Flexible working options reviewed and considered by Trust leadership with an agreement to regularly re-visit.
. Boost staff moral and motivation.
. Increase in related staff survey results.
. Implement Schools Advisory Service (SAS) wellbeing programme and APP across the Trust.
CEO Feb-26
. Internal survey response rate.
. Internal score.
. A range of actions implemented from feedback and all relevant stakeholders informed.
. Critical roles identified and potential successors identified.
. Development plans for individuals linked to APR process.
. Strategy written and embedded.
CPO, GD Launch Sept 25 - Further promotion throughout the academic year
. 100% of staff aware of the wellbeing programme and what it offers staff.
. 60% of staff have downloaded the APP.
. Increased uptake of the programme success.
delivery high-quality teaching and comprehensive support.
. Review and update the Trust Wellbeing Charter taking into account of recent changes.
. Assess the impact of the two additional INSET days in the secondary phase, with consideration for aligning primary schools in 2026/27.
. Creation of a Trust management toolkit re: how to support the wellbeing of staff teams.
. Review the staff reward and recognition policy with a view to introduce Trust awards.
. Implement an automated return to work system to increase the number of return to work meetings in order to improve the support provided to staff.
Employment Right Bill
Prepare the Trust and its 1300 employees for upcoming legislative changes, ensuring readiness and compliance with the future implementation of the Employment Rights Bill.
. Key leaders to attend relevant training on the upcoming changes, dissemination to the HR Team, senior leader and wider staff, as appropriate.
CEO, PD, TT Apr-26
. Wellbeing Charter reviewed, updated and published to staff.
. Increased number of staff aware of the charter.
. Review and audit current policies, procedures, contracts, and related documents against upcoming reforms to identify and implement necessary changes.
CPO, CEO Jan-26
CPO, COO Oct-25
. Additional insets reviewed for impact regarding the improvement of staff wellbeing and workload.
. Primary leaders consult and make decisions for 26/27.
. CPO produced toolkit and provided CPD for all managers.
. Current policy reviewed and updated.
. Trust awards implemented.
. No. of return to work meetings increased.
. Staff feel more supported (staff survey results)
. Line manager have increased knowledge of their staff's wellbeing.
CPO Sept 25 to Aug 26
CPO Feb-26
. All HR team knowledgeable and able to advise on changes.
. Senior leaders aware of implications of the Bill.
. Strong, clear communication to staff.
. Identification of which Trust documents need updating.
. Early detection of risks that require further focus.
. Meeting of timelines and allocation of resources.
. Make the necessary changes to policies and procedures required in line with the above audit, consulting trade unions and staff as necessary and in good time for implementation.
CPO Depends on legislation implementation date
. All NCLT policies accurately reflect employment law changes.
. Compliance and reduced potential risks.
. Positive employee relations and reduced staff resistance following consultation.
. Systems updated to reflect changes.
. HR staff equipped to apply new policy.
Focus Area: Finance and Operations
Financial Sustainability Embed ICFP to deliver balanced budgets across each phase that are consistent and transparent, supporting financial decision making and achieving value for money.
. Deliver a fully integrated ICFP model, incorporating feedback from school leaders and refining data models to drive informed decision-making and long-term resource optimisation. COO Nov-25 . ICFP model built and refined for all leaders to have full confidence in the data that the system is influenced by.
. Agree curriculum principals and staffing structures with Executive Directors.
. Ensure Executive Directors take ownership of curriculum models, embedding a clear link between educational design and financial transparency to drive sustainable, evidence-based decisions.
Secondary Phase
. Curriculum model planning template for secondary Headteachers to use for initial build for 2026/27 planning. COO Dec-25 . Consistent spreadsheet used by Headteachers which will already calculate ICFP measures to compare all three secondary models.
Secondary Phase
. Confirmed curriculum model and staffing structure agreed.
Headteachers
. Curriculum model and staffing structure agreed to inform recruitment.
Digital Innovation and Efficiency
Deliver an effective digital strategy that incorporates the latest AI, deploying tools to reduce workload and improve effectiveness and efficiency across the Trust, in line with and measured against the digital strategy.
Secondary Phase
. Continue with ICFP training sessions for key staff.
COO/CFO Mar-26 . 100% of school leaders to attend ICFP training and are confident in applying ICFP principles.
. Agree a long-term financial plan anchored by ICFP to support strong student outcomes and secure long term financial sustainability.
CFO Apr-26 . Agreed staffing structure which delivers desired curriculum (using ICFP) embedded in 26/27 budgets.
. Reporting for all stakeholders agreed with KPI's and benchmarking/targets.
. Build primary and post-16 ICFP processes for 27/28.
CFO May-26 . Dashboard live and used as part of staffing reviews.
COO/CFO Jul-26 . ICFP built for remaining phases (primary & post-16).
Copilot Adoption
3 surveys completed throughout the year to show impact. Micro-Mission and Peer demos in place through the Digital training hub moving to more advanced use cases through the year.
PH , COO
July
. Get 70%+ of staff using Microsoft CoPilot by year-end
Efficiency & Automation
Pilot AI tools, measure the time saved and consider effectiveness. Ensure AI is covered within Trust policies. This will result in a final document outlining the time saved with each tool used over the year.
PH (Teaching and Learning)
COO (Operations)
July . 1 million of minutes (17000 hrs = 450 days) of staff time saved through digital tools over the year
Upskilling (Digital Training Hub)
Create a training hub that has content produced by multiple identified champions across the Trust which spotlights great practice to share more widely.
PH/ Innovation Champions July
The Product for the phases may change based on reviews of effectiveness and quality of output.
Primary Flagship Product - AIR
Test the AIR Product with a small sample of teaching groups, implement at School Level and implement at Phase Level.
AB May
. Digital Training Hub increases hits on the site and engagement over the year
Secondary Flagship Product - Aristotle
Test the Aristotle Product with a small sample of teaching groups, implement at School Level and implement at Phase Level.
AV May
. Significant amount of time saved in planning, teaching or assessment across the phase (connected to 1 million minutes)
College Flagship Product - Planning effectively with CoPilot
Use Copilot with a small sample of teaching groups., Implement at School Level and Implement at Phase Level.
Operational
Sustainability
The Trust will invest resources to ensure that all schools and colleges operate effectively, efficiently and sustainably in order to drive and sustain improvement.
.Conduct comprehensive Estates and IT audits for all schools, ensuring they address teaching and learning priorities and focus on improving teaching and learning environments.
.Ensure priorities are ranked appropriately in consultation with school leaders.
PH May
. Significant amount of time saved in planning, teaching or assessment across the phase (connected to 1 million minutes)
Estates and IT Director Mar-26
. Significant amount of time saved in planning, teaching or assessment across the phase (connected to 1 million minutes)
. Ensure estates and IT fully support teaching and learning by improving accessibility, functionality, and digital resources.
. Combine audit output of Estates audit with school condition allocation reports to generate a site by site strategic 5-year plan to address compliance, health and safety and the improvement of teaching and learning environments at sites.
. Develop a methodology and long-term plan for reserves investment, focusing on strategic opportunities such as capital projects, school improvement initiatives, and Trust growth.
Estates Director Mar-26
. Integrate Estates audit and condition reports to prioritize compliance, safety, and enhance learning environments across all sites. Clear, agreed investment plan developed and communicated.
CFO Apr-26
. Maximising educational outcomes utilising excess reserves
. Invest in staffing capacity for key roles (SEND, Inclusion, safeguarding). CEO Jul-26
. Develop a financial investment plan to support the implementation of a Trust-wide Inclusion Strategy including a review of opportunities for a reduction in external Alternative Provision costs to support the plan.
. Using the output of the Estates and IT audits ensure that budgeting and forecasting is updated for each site to accommodate investment and life-cycle requirements.
CFO CEO - Will depend on when inclusion strategy is near completion
Estates and IT Director May-26
. Strengthen Trusts ability to deliver inclusive, safe and high-quality education.
. Development of a sustainable investment plan to deliver the Trust-wide Inclusion Strategy and reduce external AP costs by strengthening in-house capacity.
. Update site-level budgeting and forecasting across multiple years using Estates and IT audit outputs to incorporate investment needs and lifecycle requirements.
Focus Area: Governance and Leadership
Strengthen Governance and Leadership Further strengthen governance and leadership across the Trust by fostering strategic alignment, accountability and collaboration between the schools and colleges and central governance, ensuring leaders at all levels have the resources and support to drive substantial improvement.
. Cross reference the school and college QUIPs to ensure alignment with the new 3year strategic plan.
. Schedule strategic plan monitoring sessions across the various Governance committees and Board of Directors to monitor progress, evaluate impact and adjust priorities.
CEO Dec-25
SC Sept 25 to July 26
. All school QUIP priorities are reflective of the Trust over-arching strategic plan.
. Further develop and refine the scheme of delegation for the Board of Directors to enhance the accountability framework.
. Further enhance the BI performance dashboard for Governors ensuring a more top-level view point re: outcomes, financial health and compliance.
. Continue to develop and assess the impact of the collaborative phase driver groups.
SC Mar-26
. Progress updates provided by the CEO and included in the Board of Directors agendas through the year.
. Allocate improvement funding by setting a side dedicated budgets for leadership capacity, buildings and school improvement projects.
. Review Governance composition ensuring the Board of Directors and committees have the right mix of skills and experience for strategic oversight.
COO Feb-26
. Scheme of Delegation reviewed and new Governance documentation published.
. Further training provided if necessary.
. Performance dashboards enhanced and live.
CEO, TT, PD,BF Sept 25 to Aug 26
. Ensure all driver groups are effectively scheduled and delivered with strong engagement, and systematically evidence their impact to inform continuous improvement and strategic decision-making.
CEO, CFO Sep-25 . Finding set-a-side and used when required by Trust leader.
SC Sept 25 to July 26
. Annual skills audit completed and any gaps addressed.
Next Generation Governance
Attract, recruit and develop a diverse, younger generation of governors, preparing the Trust for next generation governance, through succession planning and forwardlooking strategic engagement.
. Update all recruitment materials to attract younger talent, showcasing the Trust’s impact, values, and clear pathways for professional growth and development.
. Devise a monthly marketing campaign to attract new governors at all levels utilising modern social media channels such as Instagram, LinkedIn and university networks to reach younger demographics.
CEO, SC, GD Apr-26
. Partner with school and college alumni networks to attract diverse talent.
CEO, SC, GD Feb-26
. All Governance documents rebranded and published on the website.
. Include Governance succession planning for Governor transition and future leadership role as part of the over-arching Trust succession planning strategy.
SC Feb-26
. Marketing campaign launched with success.
. New Governors at all levels revisited.
. Further enhance the on-boarding process and induction training for new Governors
SC, DH Feb 26
. Established lot of Alumni contracts across the Trust.
. Identified potential future Governors and contact made.
. Engaged in meaningful discussion and becoming a Governor at NCLT.
SC, DH Feb-26
. Governance succession planning included in the Trust over-arching strategy.
. Key decisions made about future Governance leadership roles.
. On boarding process and induction materials improved.
. Reflected in induction pulse survey results.
Leadership Alignment
Review all align leadership structures across the Trust to ensure equality, consistency, and coherence in policies, systems, and operational structures, enabling effective leadership in all schools and colleges.
Secondary Phase
. Conduct a leadership structure audit, identify variations in titles, job decriptions and salaries.
Secondary Phase
. Define a leadership structure, with identified titles, tiers and salaries.
PD, CEO April 26 . Audit completed with all schools submitting accurate data.
PD, CEO Jun-26
. New alignment leadership structure designed and ready for launch Sept 26.
Secondary Phase
. Conduct a review of support staff, identify variations in titles, JDs and salaries.
Secondary Phase
. Define a support staff structure, with identified titles, tiers and salaries.
PD,COO, CPO Apr-26
. Review completed audit with all schools submitting accurate data.
. Continue to analyse existing policies with a view to align, and then reduce the number of policies cross phase.
. Conduct a comprehensive analysis of senior leadership structures, titles, and salary frameworks across college and secondary phases to ensure alignment and consistency with the agreed future model
PD, COO, CPO Jun-26
. New aligned support staff structure designed and ready for implementation (time frame to be agreed).
RW Sept 25 On-going
CEO, PD, BF, CPO, COO Jul-26
. Gaps and inconsistencies in policies identified and report produced by TET.
. 70% of policies reviewed for alignment.
. Completed mapping of all leadership structures.
. Aligned pay frameworks for senior leaders across the two phases.
. Consistent leadership structures and sizes agreed based on number of students and need.