Your browser version is outdated. We recommend that you update your browser to the latest version.

Translate this page

For Braille, large print or audio, please contact us.

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



Working Practice

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..

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?

Keeping it Simple

Continuous School improvement is fundamental to achieving our vision. Our , Operational Model for School Improvement focuses on 'Keeping it Simple', aligning assessment to tracking outcomes against targets as follows:

° Plan each day's learning from assessing the pupils' previous day's learning.

• Lessons should be clearly differentiated to meet the needs of the 3 main groups and disadvantaged and SEND.

Workbooks should show pupils regularly acting upo feedback as they move

forward in their learning.

• Assessment for learning Is used effectively with focused questioning providing high expectation and challenge.

° Regular rigorous assessments check pupils' independent

knowledge and skills. Any gaps for pupils are urgently addressed.

• progress Is tracked for prior attainment groups, disadvantaged and SEND.

Pupils’ targets for the year are tracked regularly with shared analysis at Pupil

Progress Meetings.Everyone is responsible and accountable for pupils making at least expected progress and not falling further behind.

Cookie Policy

This site uses cookies to store information on your computer.

Do you accept?