Our approach to school improvement is rooted in a shared commitment to ensuring that all children receive an excellent education and that gaps in attainment and opportunity are addressed wherever they exist. Our work is shaped by the communities we serve, and by a clear focus on equity for pupils who are disadvantaged or underserved.

Each school within the trust has its own context, strengths and challenges. School improvement is therefore not about imposing uniformity, but about working together as one organisation with a shared purpose. Schools, local governing bodies and the central education team collaborate to evaluate practice honestly, identify priorities and secure improvement that is sustained over time. Success for one school is never at the expense of another; improvement is understood as a collective responsibility.

Our work is evidence informed and developmental. We place strong emphasis on accurate self-evaluation, professional dialogue and transparency, creating a culture where professional dialogue supports growth rather than compliance. Improvement activity is focused sharply on impact for pupils, particularly those who face the greatest barriers, and is underpinned by careful use of data, research and evaluation.

Capacity building sits at the heart of our approach. Thriving pupils require thriving adults, and school improvement is closely linked to professional development, leadership growth and the sharing of expertise across the trust. By harnessing collective knowledge and supporting schools to build sustainable capacity, we aim to create the conditions in which pupils, colleagues and communities can thrive.

More information about our school improvement approach is set out in our School Improvement Framework.

Our 2025/26 School Improvement Framework