School Improvement Strategy
"Education is the passport to the future, for tomorrow belongs to those who prepare for it today"
At Elevate Multi-Academy Trust, improvement is seen as a collective responsibility and our strong systems and structures support all our academies and those that join us.
Our approach to school improvement is based upon a shared vision and values centered around an exceptional education for every child.
We work with academies at the different stages of their journey of continual self-improvement.
Whether at leadership or classroom level, different strategies will be needed to ensure our children achieve at the highest level in all areas of school life.
Our school improvement team
Our central team
All academies receive high quality support from the central team.
School improvement in Elevate Trust
Our school improvement drives exceptional learning forward, involving all leaders through a culture of mutual trust and candour. The school improvement team is committed to supporting schools to maintain high standards and provide the best possible provision for all learners.
We are clear that academies improve when teaching is consistently strong and effective
and that the quality of teaching makes the biggest difference to learning outcomes. Every
teacher in every classroom is an expert in what they teach (curriculum) and how they
We provide an in-depth data analysis for the Trust and individual academy that supports
leaders to evaluate and improve outcomes for all pupils. Standards are quality assured
through effective moderation and evaluation. There is a deep understanding of outcomes
through clear systems of reporting to a range of stakeholders.
Across the Trust, we develop and share effective strategies that work in the classroom
through a network of outstanding teachers and leaders. Subject specific expertise and
pedagogical understanding is developed through a range of collaborative approaches.
We use an evidence-based approach to school improvement capitalising on relevant
research to sustain and improve a high-quality education.
This is at the heart of our work to engage, develop and retain talented staff in our academies.
Trust wide strategies support academies to develop consistency in terms of teaching,
learning and assessment. We personalise career pathways to ensure a breadth of
opportunities for all our staff. Performance management is a tool used to support skills and
development of expertise.
We create strong partnerships to enable an exceptional educational offer to our
Our improvement offer includes:
- Rigorous, internal quality assurance systems, which includes up to 4 visits per year
- Clear career pathways from ITT to Executive Leadership
- Headteacher Performance Management Process
- Enhancing expertise of headteachers through the leadership of Trust projects
- System leadership and school to school support
- Development of coaching culture, through trust-wide coaching projects including external expertise
- Expert external moderation to verify standards, including one full day school review
- Headteacher partnership board meetings to involve and engage headteachers as partners. This includes up to 6 meetings per year
- Responsive expertise to support wellbeing and reflective practices, including 6 planned and bespoke reflective space sessions lead by certified/credited coaches
- High quality, evidence-based CPLD through North Star Alliance
- HUB SEND strategy with specialist and targeted SENCO support for all academies
Quality assurance overview
Our school improvement offer is strategically planned to ensure the optimum level of support is provided to each academy.
Quality assurance focuses on specific aspects of school improvement and aligns with Trust and academy priorities.
Our categorisation of academies
Criteria for judgement is based upon outcomes and evidence measured against the Ofsted framework. Academies in each category, receive graduated and bespoke support.
This ranges from supporting exceptional school to maintain standards and share best practice to intense intervention in inadequate schools.
"Alone we can do so little, together we can do so much"