The 'Big 5' Performance Indicators

Every school in WPT has its own self-evaluation schedule and development plan, that provide detailed information including its profile and the improvement priorities that are moving the Trust forward.

Our Local Governing Bodies and Board of Directors ensure that there is a resolute drive toward improvement.

The accepted norm for all schools in WPT is that provision is at least good, and is constantly moving forward to be better.

At Trust level, the ‘Big 5’ performance priorities, which are kept constantly under review, are selected as they give the clearest line-of-sight on the quality of teaching and learning in our schools.

1

All primary Academies to be at or above the national average for expected progress in reading, writing and mathematics and a Key Stage 2 value added score in the top 25% of primary schools nationally.

All secondary Academies to attain at, or above, the national average for students attaining 9-5 in English and maths and a Progress 8 score in the top 25% of secondary schools nationally.

2

All Academies to be graded as Good or better in Section 5 inspections.

3

Teaching is assessed as being at least ‘Good‘.

4

Overall attendance in all Academies to be above national average and in the top 40% of schools nationally. Persistent absence to be below national average in all Academies.

5

The level of permanent and fixed term exclusions (as a percentage of the pupil group and enrolment) to be below national averages.

School Development

In developing a provision that is truly astonishing, our aim is for school development across the Trust to be relentless in its pursuit of ever improving outcomes for all our students, aligned to our ‘Big 5’ performance indicators. This cannot be achieved without the following characteristics:

  • Strong, inspirational leadership and management including school governance.

  • The highest quality learning and teaching.

  • Safe and happy school promoted through an exciting curriculum, good attendance/punctuality and positive behaviour for learning; ensuring effective safeguarding measures are in place.

  • Working in partnership to remove barriers within school to allow students to achieve their full potential.

These are the four areas in which the Trust will frame its School Development Work Programme, linked to the individual SEFs and SDPs of each school.

Leadership

We have a strong emphasis on growing our own. We provide an environment in which everyone is encouraged and supported to develop leadership and management competencies through the development of a leadership culture that unreservedly sets high expectations, is impactful, challenges the status quo and is relentless in the pursuit of excellence. This enables the Trust to maximise the talent within and plan for succession.

Continuous Improvement

We have a proven formula for successful school improvement.

Our work demonstrates that we fully understand what is required in order to promote effective and sustainable school improvement. We recognise that ‘quick gains” are required for students currently in school – most children have only one opportunity in education, so we will use resources at our disposal to implement immediate intervention with those at most risk of failure. At the same time, we will work with the Local Governing Body to put in place secure plans and systems to promote long-term improvement which will secure the future success of the partner Academy.

All staff and Governors clearly understand the core values of the Trust and the way it operates. Leaders across the Trust act in line with these values, encouraging people to work towards the aims of the organisation. Leaders ensure that the core values are at the heart of the organisation’s strategy and govern the way it operates.

The primary and secondary advisory board provide challenge and support for each other in order that improvement is central to our work.

Community

We recognise the need for a local community to have ownership of its own school.

In sponsoring a partner organisation we have no intention of divorcing a school from its local community because we are opposed to elitism when it means that one group of youngsters succeed at the expense of others. Therefore whilst working with partners, we would hope to establish strong links with the school’s host Local Authority and other local organisations. As our record demonstrates, we are committed to supporting all schools in informal and formal arrangements whenever we are asked to do so. From the very outset of our work with a partner school, we would work closely with relevant local bodies to ensure that we fully understand and meet the needs of the community.