We Empower
through self belief and tireless innovation...
Verb: empower; 3rd person present: empowers; past tense: empowered; past participle: empowered; gerund or present participle: empowering make (someone) stronger and more confident, especially in controlling their life and claiming their rights.
“the pupils were empowered to talk about their learning”
Similar: emancipate, unyoke, unfetter, unshackle, unchain, set free, give freedom to
Our Curriculum Charter - the beginning...
In 2018 the DFE undertook a major curriculum overhaul and highlighted the impact of a knowledge rich curriculum on children’s cultural capital. This was reflected with a revised Ofsted Inspection structure and MAT Capacity Framework. In the light of this, our schools (three primaries at the time) shaped their own curriculum intent with staff and children to reflect their individual identity. A triangulation of both frameworks along with these curriculum intents were used to formulate a growth model and so began our Trust Charter.
An Assessment Charter was subsequently devised to ensure the innovation and expectations were rooted in the Trust’s exceptional aspirations and rigorous systems and therefore could now be used to benchmark practice at each stage of development from beginning to transforming.
With the addition of our first high school, the Charters underwent further review and were blended to become a more holistic Curriculum and Assessment Charter.
This review sparked the beginnings of an extensive curriculum research project across key stage two and three. This, now established research, delves further into pupil agency truly encompassing the ELT vision for learning from ages 3 to 16.
Professional Development
Development sessions, including networks and working groups, are led by a range of Trust staff and promote a shared dialogue between colleagues. Our ‘leaders’ (a range of practitioners) are empowered to facilitate opportunities for staff to engage in self-reflection and innovation as well as contributing to evidence based research.
These groups include:
• Strategic Planning Group: Led by the CEO and Senior Leaders in the Trust, we develop key priorities for our schools, engage in reflective practice and contribute to the future of our policy direction.
• Joint Working Groups: These include Mathematics, English, Assessment, Curriculum, Inclusion & Diversity.
• Working Parties: The coaching group has been developing a trust-wide coaching model. The Professional Development Pathway group are creating an overview of professional development opportunities for staff.
• Governor Training and Development: Trustees, governors and staff attend training and knowledge exchange sessions on key responsibilities and current issues.
• Meetings for Chairs: Led by Chair of Trust with Chairs of AGBs and CEO.
