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“Working and learning together to improve children’s lives”

YCAT YCAT

 

Aims, Vision and Working Practice

Our multi-academy trust is a partnership of primary schools that believe that through working and learning together we will make even more difference to our children’s lives.


Striving to better meet our children’s needs is our fundamental goal.


Our strong working partnership will help us to more consistently meet all of our pupils’ learning needs.  
Collaborative learning is at the heart of our practice as this is the most effective way to raise achievement and foster life-long learning for children and staff.


We believe in evidence based learning that focuses on ensuring teaching has impact on raising pupils’ outcomes.
The partnership is built on professional integrity and honesty with all staff continually striving to improve their practice to achieve the best for all children.


We are committed to the following values:

  1. To care for children, adults and fully promote the safeguarding and welfare of children. It is vital that all who work with YCAT follow the guidance
  2.  “Keeping Children Safe in Education.” Click here to read.
  3. To ensure equality of access for pupils and staff across our schools.
  4. To encourage self-improving and reflective staff who share best practice to improve provision for all of our children.
  5. To challenge and support each other to continue to improve our provision.


We work together striving for the following outcomes:

Children will:

  • Be enthusiastic learners who are willing to make mistakes and know how to improve and are confident to take risks in their learning.
  • Feel happy, confident, safe and secure.
  • Be independent, respectful, showing tolerance and consideration to others and have an appreciation and understanding of British values.
  • Have high expectations and aspirations to achieve well.
  • Have robust and resilient attitudes to learning both independently and collaboratively with a commitment to life long learning.
  • Be proud of and support their local school and community.

 Trust/Governance

The members of the MAT bring a wealth of experience from within and outside education. Their key role is to hold the Trustees/Directors and local governing bodies (individual academies) to account for the impact their leadership and management has on improving children’s outcomes and meeting the trust’s aims, principles and values. In addition, their role is to check that financial and safeguarding systems are compliant and fit for purpose.
Directors/Trustees are responsible for strategic school improvement across YCAT, checking performance and impact on outcomes.
The Local Governing Body (LGB) sets its own strategic direction to meet the aims and expectations of the MAT and provides performance information to the Trustees/Directors and Members. The key responsibilities of the LGB are to:

  • Evaluate children’s outcomes.
  • Evaluate the impact of strategic leadership on school improvement.
  • Challenge and support school leaders.
  • Work with the trust to ensure highly effective governance.
  • Evaluate the management of resources.
  • Ensure all school staff are valued and guaranteed appropriate professional development.
  • Please click here to read YCAT’S code of conduct for local governing bodies.

The Members and Trustees annually evaluate the performance of each YCAT School against the key elements of the latest Ofsted framework.


Key principles and working practice

By working and learning together we will challenge and support each other sharing the best practice and CPD and as a result we will more effectively meet the needs of all children in our schools.
All staff in the trust have high expectations and are continually trying to find ways to improve provision for our children. This aspirational aim is practically supported by the Five Questions Model for all activities and tasks. Staff use the question framework below in their day-to-day work to help focus on identifying ways to continually make improvements:


Five Questions Model

  1. Why do children need this?
  2. What is expected of me?
  3. What support will I receive?
  4. How will this impact on pupils’ outcomes?
  5. What changes will I now make to improve my impact?

School Improvement

School improvement is planned to meet the specific needs of children in all trust schools by the School Improvement Leadership Group (SILG). This consists of the headteachers and deputy headteacher or senior leader from each school. Their strategic plans and impact assessments are reported to Members, Trustees and LGBs
During year one SILG will particularly focus on:

  • Sharing best practice across our schools
  • Systematic delivery of CPD
  • Providing leadership support
  • Procedures and protocols for annual school reviews.


SILG will also begin to explore the future development of:

  • Sharing teachers including specific skills e.g. arts, music, Senco etc.
  • Teacher and teaching assistant support networks across the trust.
  • Joint training days.
  • Shared leadership of key areas.
  • Governors’ training and support.
  • Developing the model of an improvement partner/officer.
  • Promoting parent and pupil voice and joint learning activities between schools.

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