Delta Academies Trust Primary Prospectus

PRIMARY Prospectus

...Changing lives

Welcome Delta Academies Trust is committed to ensuring that pupils and students get the best possible start in life by achieving excellent academic qualifications, gaining confidence through an experiential curriculum and developing a sense of self-worth and aspiration.

The Trust predominantly works in Yorkshire and the Humber and we have a philosophy based on a family of schools. Delta is made up of 51 academies which includes 33 primaries, 15 secondaries, 1 through school and 2 alternative provisions.

We value both teaching and support staff and believe that everyone is part of the same team. Schools work together and meet regularly to share best practice, ideas and practical support. This approach has delivered a huge increase in staff CPD, morale and student and pupil outcomes have risen dramatically.

Delta is a vibrant and fast paced Trust characterised by strong governance and highly talented leadership across its academies and core team.

Delta employ a number of specialist directors who work with our staff to ensure that every child receives the support and encouragement to give them the best possible start in life.

We welcome all children into our academies, we value our staff and invest in their development, and we are fortunate to have excellent support from parents.

Our local Academy Advisory Bodies ensure that our communities’ aspirations are reflected in the ethos of our academies.

I am privileged to enjoy the support of talented leaders and staff and welcome others who wish to join our family of schools.

Paul Tarn Chief Executive Officer

Contents Child Focused

School Focused

6.

EYFS

32.

Curriculum

7.

Science for Pupils

33.

Development

8.

Maths for Pupils

34.

SEND

9.

Oracy

36.

CPD

10.

Phonics

37.

Finance & HR

11.

Early Reading

38.

ICT, Data & Compliance

12.

Reading Strategy

39.

Staff Benefits

13.

Talk for Writing

14.

Thrive

15.

Foundation Subjects

16.

Dallowgill

Teacher Focused 18.

EYFS

19.

Science for Pupils

20.

Maths for Pupils

21.

Oracy

22.

Reading

23.

Talk for Writing

24.

Thrive

25.

Feedforward

26.

Foundation Subjects

27.

Induction Booklet

28.

Teaching School Hubs

30.

Middle Leadership Framework

Child Focused

6

EYFS As a child in the Early Years Foundation Stage (EYFS) you will be taken on a journey of learning supported by the Development Matters Framework.

Delta’s philosophy is that no child is left behind and will thrive in their establishment, regardless of their starting points. Our approach is inclusive, with individuals needs and unique learning styles supported by a well-balanced, progressive, and creative curriculum. This promotes independence, self-esteem, wellbeing, and critical thinking.

A rich curriculum offers experiences both indoors and outdoors for the seven areas of learning.

Both Prime and Specific areas are covered throughout the EYFS and link closely with the Characteristics of Effective Learning. Quality interactions, observational assessment and Teacher knowledge of the Child ensures individual next steps are planned for to move learning forward.

The Prime areas are a key focus for nursery children.

Supporting their personal, social, and emotional needs, communication, and language, learning characteristics and pre-phonics skills.

A learning journey through story and the love of books happens as soon as they step through the door.

In Reception, sessions ensure children take part in daily phonics, maths, guided reading, story and Talk for Write sessions. This is balanced with purposeful play session times, where children explore high quality continuous and enhanced provision based on key themes and topics throughout the year.

Learning is progressive which builds on prior knowledge and key concepts. Each school has a personalised curriculum model to meet the needs of their cohort and the school’s locality. We strive for all children to reach their full potential and be equipped with the skills and confidence for their transition into Year 1 by the end of their reception year.

Children are encouraged to investigate and explore with curiosity, sparked through provocations.

Vocabulary and communication skills are developed through high quality interactions throughout the day.

They are supported in becoming young Mathematicians by learning to problem solve, reason, and master the understanding of number facts. They become Artists and Illustrators when exploring different media, tools and through observational drawing. We develop confident Musicians when composing and developing their knowledge of instruments. As Scientists, Children investigate the natural world around them and are exposed to wonderful experiences such as Forest Schools.

Cultures and festivals are celebrated for all Faiths with visitors and school trips being planned into each curriculum model.

7

Science for Pupils Pupils’ learning in science starts from the very beginning, on entry into Foundation Stage 1.

From the outset, pupils access a high quality, rich and diverse provision which promotes the building of the fundamental skills of a scientist. These opportunities stimulate a child’s natural sense of curiosity, imagination, and exploration as they discover the world around them. Practitioners promote exploration through play and frame questions which encourage pupils to become testers, theorists, investigators and collaborators as they make sense of science around them.

These firm foundations are built upon and revisited over time as pupils progress through Key Stages one and two of the National Curriculum. The science curriculum builds the discipline of being a scientist, combined with learning expert knowledge. Neither is taught in isolation.

Typically, pupils learn science through practical experiences. These learning experiences are presented by way of a ‘Big Question’ so enquiry is always at the heart of the session. Pupils are given time and resources to find answers by designing their own tests and experiments. In much the same way as Early Years, adults become facilitators by asking questions or posing problems. ‘What if..’, ‘Show me how..’, ‘Why?’ are examples of questions which promote critical thinking. Older pupils use a range of resources to support their theories and conclusions, as they seek to explain, scientifically, what they have found out.

For pupils, science is fun, exciting and engaging. Learning experiences are memorable.

The progressive and sequential curriculum develops knowledge and skills and technical vocabulary over time so that, as pupils enter their next phase of education, they are equipped with everything they need to become expert scientists, working at the cutting edge of technology in an ever changing and increasingly science dominated workplace.

8

Maths for Pupils Pupils start their early mathematical development as soon as they begin Foundation Stage 1.

From the outset, pupils access a high quality, rich and diverse provision which promotes the building of the fundamental knowledge and skills essential to become a mathematician. These opportunities stimulate a child’s natural sense of curiosity, imagination, and exploration as they master numbers to 10 and to explore numerical patterns. Practitioners promote exploration through play, songs, rhymes, and stories, framing questions which encourage pupils to find quantities, subitise and recall bonds both in the indoor and outdoor provision.

Pupils transition from Early Years into Year 1 and the National Curriculum is characterised by the continued prominence of practical activities, supplemented with expert use of manipulatives.

Pupils’ broader mathematical experiences may include the use of pictorial representations as teachers consider effective methods and strategies to move from concrete into pictorial and eventually into abstract. Pupils continue to explore number patterns and begin to reason and make connections – applying what they know to solve the unknown.

Maths is taught daily, and Delta Academies use a strategy known as Same Day Intervention. At the heart of SDI, as it’s commonly known, is the timely way in which pupils’ next steps in learning are addressed. Typically, each lesson begins with an ‘I do, you do’, or ‘we do, you do’ session in which an element of direct teaching is prominent. Pupils have opportunities to collaborate, debate and reason with each other and with the teacher in this highly interactive session. After an independent application task, there is a gap wherein teachers assess the work. Based on the assessment, pupils’ next steps in learning are addressed. This could be addressing misconceptions or gaps, consolidation, or challenge. In this way, next steps are timely, accurate and well matched, and progress is accelerated.

The daily maths lesson throughout the school often involves the use of manipulatives where appropriate, opportunities to reason, problem solving and apply. Pupils learning is addressed by way of the concrete, pictorial, abstract approach. Pupils throughout the school will routinely work between the three, as appropriate to their conceptual understanding.

Developing confidence and fluency within number is critical to mathematical success. Pupils’ mastery of number in EYFS is built sequentially throughout school. In Key Stage 1 pupils build on prior knowledge of doubling and patterns withing number to count in 2s, 5s and 10s, but also bonds to and between numbers. By the end of Year 4, pupils will have learned and be able to rapidly recall times tables facts up to 12 × 12. Those skills are developed further as pupils then learn to apply known facts into unknown contexts. For example, if a pupil knows that 7 × 9 makes 63, then that knowledge is used to figure out 700 × 900.

Outside the structure of SDI, there are several models of intervention, and all are anchored in the principles, methods and resources of Ready to Progress. R2P units are key areas of learning, as identified by NCETM. After a short diagnostic assessment, the intervention is delivered to pupils at the stage in which their understanding is secure. The lessons are taught in order so that pupils soon catch up.

Where maths is identified as an area of SEND, pupils’ provision, wherever possible, is matched to R2P criteria.

9

Oracy Delta Primary children will: • Receive a high-quality oracy education from the moment they join a Delta academy which continues throughout their primary learning journey and fully prepares them for secondary education.

• Be taught through a progressive oracy driven curriculum that meets the needs of every child, regardless of ability and personal characteristics, and which builds on key knowledge and skills year on year.

• Learn ‘to talk’ effectively by applying explicitly taught oracy knowledge and skills across a range of subjects and experiences.

• Learn ‘through talk’ by extending their thinking and understanding across a wide range of oracy focussed activities and experiences which are embedded within the curriculum.

• Engage in authentic, real-life oracy-based lessons and events across the curriculum and wider life of the school.

• Learn how to listen respectfully to opinions that may differ from their own; and provide/accept appropriate challenge though discussion and debate.

• Be taught techniques, vocabulary and language structures that support positive communication and improved relationships with other children and adults. This will contribute to improved wellbeing and mental health.

• Develop and use a richer and ever-increasing academic vocabulary resulting in improved progress and attainment across the curriculum.

• Have increased confidence and expertise in public speaking through engagement in a wide range of exploratory and presentational talk including more formal performances for real-life larger audiences both within and outside the academy.

• Have any speaking and listening gaps in learning addressed swiftly through daily formative assessment and targeted intervention within quality first teaching.

• Be taught using the latest, highest quality and most successful evidence-based techniques and resources.

• Be taught by trained, highly skilled teachers and Learning Assistants who have the necessary expertise and confidence to teach oracy to a high standard.

10

Phonics Children within Delta Schools are taught systematic synthetic phonics daily.

Lots of our schools have chosen the validated scheme, Essential Letters and Sounds to ensure the teaching of phonics is of the highest standard. Every teaching member of staff in school is trained in the delivery of phonics and this training is delivered virtually by the creators of Essential Letters and Sounds alongside directors of learning within the Trust who work to promote phonics and early reading.

Essential Letters and Sounds have clear and easy to use interactive whiteboard presentations that follow a consistent approach, and these whiteboard presentations mean that both new sounds (GPCs) and harder to read and spell words are taught daily in a simple yet consistent manner.

The five-part phonics session includes a review or recap, where previously taught graphemes are revisited and recalled at speed by the children. Harder to read and spell words are also recalled and children are expected to develop their accuracy and speed at decoding and reading words using previously taught graphemes. The teach element of the session incorporates both harder to read and spell words and unfamiliar grapheme phoneme correspondences. These are taught alongside a rhyme and mnemonic on flashcards that are provided within the scheme. The link between the flashcard and mnemonic enables children to make quicker recall of each grapheme along with remembering a ‘rhyme’ when learning to write the sounds. The practise and apply session both heavily support decoding and reading, beginning at word-level, and progressing to caption and sentence level. Children become more confident in their reading ability with this daily practice and are supported well within each session. The final session is an additional review session which may be held at the end of the phonics lesson, or for some year groups, throughout the day. This would depend on their age and focus levels.

Children are constantly assessed and although the premise of ELS is to ‘keep up, not catch up’ there are children who will need additional support with phonics and reading to allow them to catch up and keep up with their peers. These interventions are simple yet effective and follow a very similar structure to the taught lesson. The interventions happen one to one, by a trained practitioner and are specific to each individual child’s phonic need and their GPC gap. There are three interventions to chose from, each supporting an area of phonics; oral blending, GPC recognition and blending to read.

Alongside the structured time for phonics teaching, children have many opportunities to practise their phonics within the day, using active phonics. These include games and activities, often lead by practitioners. Schools have phonics passwords on their classroom doors, harder to read and spell words throughout the school to decode and read and games to encourage further consolidation.

The goal for all our children is to become fluent and accurate readers. Phonics is always the tool that we teach to read fluently, and this is taught from the start of reception. Alongside the phonics session, children also have daily opportunities to read a fully decodable book, matched to the teaching progression of ELS. In most schools, children within Reception, Year 1, and Year 2 have a fluency reading session alongside the phonics lesson, allowing the children time to practise their newly taught GPC, and reading skills in a contextual way. They read an appropriately matched book and are supported by well trained staff to constantly drive their reading ability forward.

Fully decodable books support the use of phonics throughout key stage 1 and often via a bridging scheme into key stage 2, where children develop their confidence and become less reliant on phonics to accurately read.

11

Early Reading It is imperative that all children are taught the skills to enable them to decode unfamiliar words and ultimately, build up a large sight vocabulary, in order to develop fluency when reading. As a child in a Delta Academy, this is at the forefront of phonics teaching.

RWI is taught using the mantra ‘teach something new, review, review, review’ so learning is revisited daily to ensure it is embedded.

Once the children know all the initial sounds, they read a book everyday as part of their phonics lesson, ensuring they apply the knowledge they have learnt and develop the ability to read fluently from an early stage, as well as develop the skills needed to acquire information and develop understanding of what they have read.

The children work in homogenous groups, and work in pairs within these groups, to support each other. All children are working all of the time so the lessons are pacey with high expectations for all children.

Children also have access to the virtual classroom as an online resource which can be used at home to support the teaching of phonics. This is small chunks of RWI speed sound lessons which can be used as revision for homework, remote learning or as extra practice within school, without the need for an adult.

All children are regularly assessed to ensure progress is being made and to identify anyone who may be at risk of falling behind. RWI is a keep up not a catch-up programme so interventions are put in place quickly and happen daily to ensure no child falls behind.

Delta academies have the choice to use either of these two systematic synthetics phonics schemes; RWI (Read Write Inc.) or ELS (Essential Letters & Sounds).

12

Reading Strategy What can a pupil expect?

Here at Delta, reading is at the heart of all that we do. We believe that it is the right of every child to experience a wide breadth of great literature and our reading curriculum is grounded around some wonderful core texts for each year group. In addition, children will be exposed to a variety of non-fiction and poetry to ensure they get a good breadth of genres.

All of our pupils, from Y1 to Y6 will have a daily reading session which focuses on developing their comprehension skills including clarifying unfamiliar vocabulary, retrieving information, making predictions and inference making. The goal of all reading is to comprehend and as a trust, we want to ensure that EVERY pupil leaves us well equipped with the skills and passion for reading that will equip them for their next stage in education.

In addition, many of our Academies have also implemented an additional fluency session where our pupils can focus on developing their accuracy, automaticity and prosody. Reading Plus is a programme that has really enhanced this provision, providing pupils with a wide suite of reading material which is matched perfectly to the individual. Most importantly, the children love it.

Being a skilled reader is important but the WILL to read influences this skill and we are committed to igniting all of our pupils love and passion for reading. Every year group has a list of Top 30 reads for fiction and non-fiction. It is really important to us that ALL of our pupils see themselves represented in books and many have been carefully chosen to reflect our wonderfully diverse Delta family. All of our pupils are encouraged to chose and take home these books to share at home. At Delta, we do not accept that a pupil ‘hates’ reading- we simply have not found them their ‘lightbulb’ book yet.

“

13

Talk for Writing At Delta, we offer our pupils fun and engaging writing lessons by teaching Talk for Writing. We aspire for all our pupils to become positive, creative writers who are confident in their ability. Every child, from Foundation Stage to Year 6 is offered a breadth of writing opportunities across a range of genres.

Our lessons aren’t about just sitting around. In our daily lessons, we draw text maps and re-tell stories with actions and drama; play sentence and grammar games; share ideas to build short bursts of writing together as well as learning to think like writers by learning the skills to write our own amazing stories and texts. We use model texts to support us in this and it helps us to understand what our own writing might need. In every unit, we use poetry to develop vocabulary linked to our text type and continue to build on this during a unit. There’s lots of support to make sure everyone is successful in lessons.

“

Our pupils said: “Talk for Writing is better than what we used to do. I can read the stories and others can read them too.”

“I like the sentence games; it helps it all make sense!”

“I like learning the texts with pictures because it helps me to learn and helps me to learn certain things like vocabulary.”

“

“When you plan, you have an idea. You know what to do and don’t have to make things up as you go.”

“I feel more confident with sentences… organising paragraphs and using words I haven’t used before.”

“When we write suspense, it just feels better. There’s lots stored in my mind and I can write it when I’m doing my planning.”

14

Thrive In our primary academies we recognise our responsibilities in supporting our pupils in their social and emotional development.

All pupils benefit from the relational approach we place at the heart of our emotional wellbeing curriculum. From foundation stage onwards our pupils benefit from the Thrive approach- both within the classroom and, where appropriate within one to one or small group interventions in our dedicated Thrive rooms. A whole school assessment screener is completed by each class teacher in the Autumn term, and this is used to inform the class personal, social and health education (PSHE) lessons. If a child is identified as needing additional support an individual action plan is then generated.

We recognise some pupils struggle to know what appropriate behaviour for their age is and need behaviour support rather than behaviour management. By ensuring we build positive relationships with all our pupils we seek to establish an environment where all the academy community feel safe and cared for and pupils develop trust that adults will help them pick up the pieces if things go wrong.

With the support of Thrive, we work with parents to help pupils to: • Feel good about themselves • Become more resilient and resourceful • Form trusting, rewarding relationships • Be creative • Be thoughtful and self-aware • Be compassionate and empathetic • Be able to overcome difficulties and setbacks.

“

Our pupils said: “There are lots of toys in the Thrive room I can play with. When I was angry I learnt to touch my heart and count.”

“Coming to Thrive helps me calm down. Using the plasticine helps.”

“I like checking in to say how I am feeling.”

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“I enjoy playing and making things with the playdoh. We get to talk in a quiet room.”

“Coming to Thrive helps with dealing with my emotions and how to express them. Also helps overcome stress.”

15

Foundation Subjects In the National Curriculum foundation subjects, reading enthuses pupils to ask questions and learn new knowledge and skills.

Every curriculum session begins with reading for purpose, from either a high-quality, ageappropriate driving/core text or a carefully selected supplementary text. As the pupils progress from Year 1 to Year 6, they will use and be exposed to 25 different driving/ core texts and over 500 supplementary texts. Pupils use these as a stimulus to discuss new knowledge, deepen their enquiry skills, build tier 2 and 3 vocabulary and understand the context of what they are learning and why.

All learning is mastery of knowledge, which is sequential and progressive through the year, a phase and key stage. Pupils know that every unit has an overarching question as its title which they will work towards answering by the end of the unit. They also know that each session has a threaded question which they will answer and discuss at the end of every session. This builds their skills of being historians or geographers, for example.

Pupils also make connections in their learning due to where units are placed in the long-term plan. For example, pupils learn about the history of mining and then examine the impact this had on their local geography; they learn the practices of printing and combine this with textiles in D&T to make a product. This also runs within subject strands: skills within these correlates with other subjects, for example the skills within similarities and differences in history parallel with making comparisons in geography. Pupils are therefore always applying knowledge and skills in other contexts to build schema.

Within each unit of a subject, pupils learn about an influential person. These are selected to span different eras and link directly to the unit of work pupils are learning. By incorporating a range of people (e.g. historians, scientists, entrepreneurs), new learning is put into a real-world context, developments within a subject historically are seen and pupils are given an insight into how their learning impacts on the world around them and aspires them for future careers.

Every unit of work also has a bespoke knowledge organiser. Pupils not only use these to learn and consolidate their new knowledge and vocabulary but to also extend these further at home and share their learning with parents and carers.

16

Dallowgill Originally built in 1640, Dallowgill School was a National Society of the Church of England School. After years of exchanging hands, ownership was officially passed to Delta Academies Trust in June 2019.

Extensive refurbishment and extension to the site has created an outdoor education centre which will benefit Delta students from every school supporting enrichment across the curriculum, giving students access to nature and learning important life skills.

Alongside schools being encouraged to use the facility for curriculum benefits, Dallowgill also enables students to learn important life skills. Teachers are able to plan weekend and overnight visits and students are given the opportunity to cook basic meals, keep areas clean, share an appreciation for nature and share memorable experiences.

Dallowgill sleeps up to 36 people across 10 rooms. There are 3 rooms on the ground floor with the rest on the first floor.

One of the rooms has an en-suite wet room and is fully accessible for wheelchair users.

There is a fully equipped kitchen with a utility room capable of catering for large groups.

A classroom has been fitted with an interactive smartboard, student tablets and printing facilities.

High speed broadband is available throughout the building and staff computers automatically log on to the Wi-Fi network.

The area around Dallowgill provides a huge range of opportunities to support curriculumbased activities and brings learning to life.

Whilst the setting of the centre lends itself to nature and environment-based activities, the area is rich in history and has provided inspiration for artists, poets and writers throughout time. Visitors may find the centre is useful as a base for nurture groups or smaller groups of gifted and talented students.

The possibilities for activities that can take place at Dallowgill are endless and each visit is a unique experience for pupils and staff.

Teacher Focused

18

EYFS A Teacher in the Early Years Foundation Stage (EYFS) will be welcomed and supported by a hardworking team of highly skilled practitioners who have extensive knowledge of the EYFS curriculum framework. A supportive Leadership Team and Headteacher will offer regular support and guidance.

A high quality and well-resourced environment will support you in delivering and inclusive curriculum both indoors and outdoors.

Weekly CPD and planning meetings support the effectiveness of teamwork and planning next steps across the EYFS. An EYFS Director of Learning and Associate Executive Principal lead EYFS across Delta Trust. This ensures that school support is bespoke and effective in developing practitioners and future leaders. We offer regular training and a full online package of resources available on Teams SharePoint.

Drop-in sessions and cluster moderation meetings are done half termly and our EYFS resource platform is updated regularly with new initiatives, documents and resources.

All practitioners have access to recorded CPD, curriculum models, planning, phonics portals, Launchpad for Literacy portals, observational support and data tracking systems.

As part of our Team, you will have links with all EYFS Teachers and Leaders across the Trust who share expertise and resources.

19

Science for Teachers For teachers, there is an extensive and ever evolving science strategy to draw upon. For schools following the Reading Enhanced Curriculum, planning is embedded into medium term plans.

Here, practical science sessions are interwoven into the curriculum, linked to the related unit for the half term. For those academies following their own curriculum, there are detailed lesson plans, containing everything a teacher needs to deliver high quality learning experiences. Included in the teacher resources are videos, images and links to trusted websites which enhance pupils learning experiences further. Also, within the Science Strategy there are tutorial videos for teachers to watch. These tutorials show teachers how to teach the lesson for which they have planning and resources and equip them with the skills they need to embed working scientifically objectives into the session.

High quality pupil resources, matched to lesson planning, are vital to the delivery of outstanding learning experiences for pupils. As a Delta academy, every science unit for every year group has a linked resource box. Each box contains all the resources needed to deliver the unit of work. For example; globes and lamps for the class to explore night and day; enough electrical components for every pupil to make a complete circuit; lenses and mirrors to explore how light travels. Each box comes with a fresh set of consumables. Teachers don’t need to worry about batteries not working, or broken bulbs for example.

Senior leaders can monitor standards in science because there is a tab on each year group’s RAG document. This is updated termly by teachers and requires a judgement on the development of a pupil’s skills as a scientist (WS), but also their developing knowledge, which is specific to the unit.

There is a Trust lead with a strategic overview of science, who works alongside leaders to develop science across the academy, whether this be the leadership skills of the science lead, quality of education or the profile of science.

Science leaders have access to ongoing CPD by way of specific leadership training, either bespoke or using the middle leader toolkit. They are invited to termly network meetings whereby effective practice is shared and celebrated, and new resources shared. There are regular opportunities for science leaders to create links and collaborate.

Teachers of science have ongoing central Trust CPD. This could be for ECTs, or it could be around subject knowledge, ways of recording science or meeting the needs of pupils with SEND.

20

Maths for Teachers Senior leaders can monitor standards closely as there are several Trust-wide strategies.

There is a maths tab on the RAG document which is updated monthly by class teachers to reflect attainment and progress. At regular RAG challenge meetings, teachers discuss the progress of pupils in maths, including vulnerable groups and individuals. Additionally, there is an assessment calendar, whereby pupils are regularly tested on an MTC style assessment and Y6 are assessed using past SATs papers. All assessments are collated and analysed at Trust level as well as academy level so that senior leaders can accurately assess the effectiveness of mechanisms.

Maths leaders have access to leadership coaching with the Trust lead. They have ongoing CPD and attend regular network meetings whereby effective practice is shared and celebrated. At network meetings, partnerships and collaboration are a common feature whereby maths leads support each other in the refining of mathematical provision.

For teachers, because there are consistent strategies for teaching and learning, there is a wealth of support within Delta to develop and refine mechanisms for teaching and learning. The Trust lead for maths supports in the development of maths at academy level. There is Trust-wide training for specific areas of learning. Directors of learning support the Trust lead in coaching, modelling and mentoring class teachers. There is a wealth of planning and teaching and learning resources available to all colleagues across Delta.

21

Oracy Delta teaching staff will: •

Become confident, expert oracy teachers through having access to high quality CPD in the teaching of successful, evidence-based oracy techniques and development of a robust and progressive oracy driven curriculum.

•

Have the opportunity to join the national training programme of the leading National Oracy Charity Voice 21; which includes expert consultancy, face to face training sessions, online learning modules and access to the latest teaching techniques and resources.

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Access to bespoke practitioner, leadership and whole school support in teaching and learning and curriculum development from the Trust’s Oracy Associate Executive Principal.

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Have easy online access to high quality Voice 21 and Delta generated teaching resources and initiatives through Teams SharePoint.

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The opportunity to collaborate and share effective practice, both face to face and remotely, with other primary practitioners and leaders through Trust-wide training events and network meetings.

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Become equipped with the tools to explicitly teach oracy skills and provide an excellent oracy education for all children; ensuring every pupil makes accelerated progress both across the curriculum and in their personal lives.

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Have the opportunity to become an Oracy Champion and/or Oracy Lead driving school improvement in their school.

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Have the opportunity to become an Oracy Lead for a hub of schools regionally, helping to support the improvement work of fellow leads alongside the Trust Oracy Associate Executive Principal.

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Improve children’s life chances by equipping them with the communication and spoken language skills they will need for their next stage of education and everyday life.

•

Tackle social inequity by ensuring pupils who do not acquire the necessary spoken language skills at home, receive both quality first teaching and swift intervention to redress this imbalance.

As Neil Mercer states, “If they are not getting it in school, they are not getting it.”

22

Reading What can a teacher expect?

Here at Delta, our aim is that every teacher in our Academies are expert teachers of reading, regardless of the year group in which they teach. This means that they need an indepth understanding of how a child learns to read from Early reading and phonics to how comprehension skills can be developed.

As a Trust, we are committed to ensuring that all of our staff feel confident in their planning and delivery of reading and its many strands. We offer regular Trust-wide CPD but we also tailor bespoke support for individual academies and staff. We have devised our very own ‘Reading Toolkit’ which enables staff and leaders at all levels to audit their own practice and then provides links to resources and online training to support their own professional development at the click of a button.

There is also a special designated platform that teachers can access, filled with planning and resources to support their teaching of reading and to reduce their workload.

Phonics in the Delta Academies is taught mainly using either ELS (Essential Letters and Sounds) or RWI (Read Write Inc). These programmes have been chosen for the clear structure and progression as well as the high-quality training packages associated with them.

Schools who choose the RWI programme have a clearly structured phonics programme with lessons already planned and resources provided. There is no need to plan or make resources for every lesson, thus reducing workload.

As part of a MAT offer development days with a RWI consultant take place termly. These days not only support the reading lead but also support all colleagues delivering RWI and Fresh Start with on-the-spot coaching and bespoke training. RWI can be delivered by teachers and support staff once they have received the training, thus ensuring CPD is ongoing and all staff are upskilled, not just teachers.

The early reading leads from all school delivering RWI, who have opted into the MAT offer, receive termly training from a RWI consultant, ensuring you are always up to date with any new developments as well as the opportunity to ask any questions. As part of the MAT offer, RWI schools have access to the RWI portal containing training videos and support documents to ensure all staff have access to high quality training whenever they need it.

Support from the Early Reading Directors of Learning is also available to help with coaching, teaching, interventions and anything else the school needs to ensure all children become fluent and competent readers.

23

Talk for Writing Our schools have embraced their Talk for Writing journey and it has allowed writing to follow a well-developed, systematic, coherent and cumulative curriculum.

You are provided with structured and practical whole school CPD that doesn’t end on the training day. Your professional development is supported through coaching, modelling and building connections between our family of schools. Through our Talk for Writing curriculum, we offer a clear journey of learning through the Long Term Plan which is supported with quality assured texts for each unit with sample units to guide your own planning. We also work to support schools and teachers to develop their own Long Term Plan allowing personalisation for their school.

We build in time to network with colleagues from across the trust where they can share ideas, discuss what’s working well as well as identify any future support needs they would like from the trust. These have been incredibly positive and staff have taken great value from being able to work in this way. But don’t just take our word for it, our staff have found many positives during their own learning journeys:

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“The CPD has allowed us to look more closely at what we deliver and I’m thinking much more about vocabulary at the planning stage.”

“I’m much more confident when I teach grammar and I know what I teach is more purposeful for what the children need in their writing.”

“There is much lesson stress and pressure on staff. We have a clear outline to follow and know what we’re teaching and why.”

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“As a key stage 2 teacher, my attitude towards Talk for Writing has changed. I can see the legacy coming through school.”

“I’m enjoying teaching writing much more. I used to dread it!”

“I’m providing teaching that allows all pupils to access learning at their own level.”

24

Thrive We are heavily invested in The Thrive Approach, which consists of ThriveOnline, a web-based assessment and monitoring tool, and training.

Thrive training focuses on the emotional needs of different age groups informed by established neuroscience and attachment research, as well as child development studies and research into risk and resilience factors.

As a common approach across our primary academies, we have a rigorous training programme to ensure all our staff feel confident to deliver The Thrive approach in their role. This includes external training for senior leaders in every academy to enable them to fully understand the concept of The Thrive Approach to help all children and young people access learning. In addition, each academy has at least one fully trained Thrive licensed practitioner who has gained an in-depth knowledge and practical skills to lead in a setting and provide reparative interventions for small groups and one –to- one. Various Trust-wide CPD programmes and academy staff training enable staff at all levels to access appropriate training to support understanding and develop their skills to build the relational approach we believe all our pupils need to achieve their full potential.

The Thrive approach plays an integral part within our Care, support, guidance and behaviour policy; helping adults interpret the behaviour and meet the emotional and social needs of pupils.

In addition, Thrive trained staff are available to support across the academy. This encourages pupils to reflect on their inappropriate behaviour through empathetic conversation, addressing pupils’ negative self-referencing and helping them develop positive, coherent narratives about their lives.

Staff using the Thrive Approach feel more equipped to manage behaviour and better able to support more vulnerable children.

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Feedforward “…too many teachers focus on the purpose of feedback as changing or improving the work, whereas the major purpose of feedback should be to improve the student.”

- Dylan Wiliam

Why Feedforward?

We believe that feedback is most powerful when it is live and at the point of learning. Marking in the absence of pupils results in excessive teacher workload with very little impact on learning and progress.

Feedforward enables the teacher to check pupils understanding and identify misconceptions.

Reducing the amount of marking in individual pupil workbooks gives the teacher time to focus on planning future learning.

It is a powerful tool in motivating and encouraging pupils through the celebration of their achievements.

How is Feedforward recorded?

Teachers are provided with a Feedforward journal which they use to make brief but pertinent notes relevant to the whole class, groups and some individuals. Teachers identify pupils for praise, those who need individual or small group intervention and any misconceptions relevant to the whole class.

This information then enables the teacher to dedicate time to planning next steps and future learning with the explicit purpose of improving the pupil.

What marking is in pupils’ books?

Marking in individual pupil books is kept to a minimum. It identifies specific areas where pupils can independently edit and improve work, moving their own learning forward. This should complement other areas identified and addressed through Feedforward.

“

Feedback from teachers: “Feedforward allows me to give targeted and specific advice to pupils, impacting positively on their progress, attainment and ability to reflect in their own work.”

“My feedforward allows me to identify trends of misconceptions over a period of time that may have been missed if I marked individual books.”

“Instead of writing comments in children’s book (that may not be understood), I am able to purposefully assess strengths and misconceptions so I can adapt my teaching an planning for the future.”

“

“Feedforward has changed my mindset so the focus is what comes next rather than correcting what has already been taught.”

“Feedforward means I do not forget vital assessment information because I can revisit my journal the following day.”

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Foundation Subjects To teach high-quality and engaging foundation subjects, teachers are equipped with resources and guidance to support them.

The National Curriculum statements are broken down into small steps to ensure teachers feel confident in delivering a progressive unit of work that builds on where pupils have come from and where they are going next. These are on the medium-term plans as well as on each subject’s “Journey Document”.

Detailed medium- term plans are provided which have been created collaboratively by teachers in the trust. These are easily adapted to meet the contexts of academies and the needs of pupils but also assist an inexperienced teacher with delivering each subject. For some sessions, resources are also provided. These support teachers in delivering high quality learning experiences and ensure that hard to source materials are easily to-hand.

For each unit of work, there is also an accompanying training session and PowerPoint. For each unit in every year group, these outline every taught session. Content includes key elements of subject knowledge that teachers need before delivering the unit as well as and highlighting the previous knowledge pupils are building on as well as possible misconceptions. Resources required for each practical session are also listed so that teachers always feel prepared well in advance.

Each term, teachers have the opportunity to network with other teachers in the same year group as themselves. These provide opportunities for collaboration and sharing of ideas and resources as well as opportunities for the teachers themselves to make suggestions for curriculum content and CPD coverage.

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Feedback from teachers: “I just want to thank you for the amazing resource that you have created with Reading-Enhanced curriculum. I wanted to make you aware that in my 9ish years of teaching, I have never been so confident as I have been this term knowing that I am actually teaching curriculum as it should be.

When I look at the content and the MTP, I feel so much more confident. Thank you!”

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“My pupils have been so engaged in the units and are immersed in their learning. By having enquiry running through all sessions, they are referring to each other as historians and geographers and feel like they have ownership on their learning.”

“I am loving the opportunity to be creative, whilst knowing that the wealth and accuracy of what I am teaching matches the National Curriculum.”

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Induction Booklet We appreciate the benefit of investing time at the start of an employee’s journey. For that reason, all colleagues who join the Trust benefit from a full and comprehensive induction process.

Regular training, support and guidance is provided at a local and Trust-wide level. Our induction programme allows colleagues to develop networks and relationships with their peers which, in turn, encourages the sharing of knowledge and expertise.

As well as developing strong support networks, colleagues are provided with fantastic resources including induction booklets, part of which can be seen below.

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Teaching School Hubs Our mission is to deliver exemplary professional development for teachers and school leaders in our communities.

We passionately believe that the economic future prosperity of our region is inextricably linked to children’s aspirations and the quality of their education.

Our teaching school hub partnership is united by a common goal: to develop great schools and great school groups in Barnsley, Doncaster, Selby and Wakefield. We will recruit, train and retain the best. The economic future prosperity of these communities is inextricably linked to children’s aspirations and the quality of education.

Purpose • Unite schools in our communities so that every teacher, school leader and classroom professional at all stages can access world-class professional learning.

• Establish the hub as a catalyst for social change, improving outcomes for all pupils.

• Benefit our region where disadvantaged and vulnerable pupils lag behind their peers at primary, with the gap widening at secondary.

• Develop positive external relationships at local, regional and national levels to promote the continued excellence of the hub as a central resource for Yorkshire – with national renown.

Offer • Maximise the impact of the Early Careers Framework (ECF) to make a positive difference to recruitment and retention of teachers.

• Deliver the National Professional Qualifications (NPQs) to colleagues wishing to expand their leadership skills and knowledge.

• Share efficacious approaches to improvement through teacher and leader development, ensuring that all have access to evidence-informed CPD. • Make routes to teacher training clear and available, targeting supply at demand, and providing access to the highest quality initial teacher training.

• Ensure that ECTs receive their statutory entitlements and are fairly and consistently assessed through our role as an appropriate body.

Strategies • Design and deliver outstanding professional learning, underpinned by the five pillars of the Standard for Teachers’ Professional Development, prioritising the impact of that training upon the least advantaged children in the region.

• Draw upon experts and the most credible teachers, leaders and system leaders in our region to create a cadre of high-quality facilitators to deliver across the breadth of our professional learning offer.

• Build a pipeline of high-quality leaders in our region through leadership development.

• Establish new ways of team working to deliver services collectively and consistently across the region without working in isolation.

• Expect the highest achievements and standards from all members of the trust and hub community.

• Develop rigorous procedures for monitoring the performance of all hub services, using the findings to inform further improvement as part of the evaluation cycle.

• Place collaboration above competition, working together in a relationship based on honesty, authenticity, feedback and trust.

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Early Careers Framework Teachers deserve the very best professional development and support throughout their careers, and particularly in those first years of teaching. From September 2021, all schools have a responsibility to ensure that their early career teachers benefit from a two-year professional development programme. Our goal is to maximise the impact of the Early Career Framework (ECF) in making a positive difference to the recruitment and retention of teachers in our region.

The ECF is a structured and supportive evidence-informed curriculum that aims to develop the essential knowledge, practices and working habits of teachers at the beginning of their careers to ensure they have long and fulfilling careers in the profession.

Full Induction Programme with UCL Barnsley and Doncaster and Selby and Wakefield Teaching School Hubs are proud to be delivering the Full Induction Programme in partnership with University College London as a national lead provider. UCL are a world-leading centre for research and teaching, and their distinctive approach to education and innovation seeks to further inspire our community and transform the processes by which we create and share knowledge.

This fully-funded package builds on and complements initial teacher training, exemplifying what all early career teachers should learn about, and learn how to do, in the critical first years of their careers. Each early career teacher (ECT) will work side by side with a highly trained and experienced mentor who will support and challenge them through a systematic programme of effective feedback and coaching. The ECF programme not only recognises the vital need to support and train early career teachers, but also their mentors, and offers outstanding professional development opportunities for these colleagues who will play a pivotal role in ensuring the ECTs are able to apply the knowledge and skills embedded in the programme.

We welcome early career teachers and mentors to our programme offered in partnership with UCL Institute of Education.

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Middle Leadership Framework Effective middle leadership is at the heart of effective school improvement.

Whether you have responsibility for a year group, key stage or a subject area your work is crucial in ensuring that teachers are well equipped to deliver high quality lessons, enabling pupils to learn effectively and make strong progress across the curriculum.

You will undoubtedly be engaged in a range of different monitoring activities aimed at identifying what’s going well and areas which may need further improvement.

How do you know what to look for when you are monitoring?

We have developed The Middle Leadership Development Framework designed to guide you through each different strand of your monitoring. It gives a clear focus for different months across the year enabling you to develop a detailed understanding of your area of responsibility. It starts with a compliance check at the start of the academic year and builds more deeply as the year progresses. The framework includes templates to make notes and identifies key questions which you may find useful.

What happens next?

Once you have carried out your monitoring activity you will need to update your Academy Development Plan to reflect the actions you will take as a result. This plan is in a simple, easy to use format and is a live working document that you can add to as the year progresses.

Where can I go to get support with my leadership?

Senior leaders within your academy will always be a first port of call in helping you to develop your area of responsibility. Within our trust we have a number of senior leaders and Directors of Learning who take responsibility for different areas. They will work alongside you, providing support and guidance as you grow in confidence.

We have also established a number of subject leader networks which we encourage you to attend. These are useful forums for you to make link with colleagues in other academies and to share ideas and best practice.

As a Trust, we are really proud to offer a range of National Professional Qualifications (NPQs) for leaders at different stages in their careers.

Teacher

Teacher

Key Stage Leader

Key Stage Leader

Curriculum Leader

Lead Teacher

Deputy Head

Director of Learning

Head of Academy Associate Executive Principal Executive Principal

School Focused

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Curriculum Reading Strategy At Delta, we provide direct support to academies, ensuring that Leaders of reading are supported at all levels. It is important to us that we invest in our middle leaders and any monitoring or support is done in collaboration with reading leaders to ensure their own ongoing leadership CPD. Our Academies work very closely together and as a result the best practise gets shared and disseminated quickly.

Foundation Subjects To support academies, there is a core curriculum team who are deployed across the trust.

Academies can request support and advice at any time from these individuals. The support may include: mentoring subject leaders; writing ADPs; improving the provision of teaching and learning; advising on curriculum content; delivering CPD. Subject leaders are supported with understanding the progression and learning sequence in their subject. Documentation is provided that demonstrates this, which also highlight cross-curricular links. To support them further as leaders, a middle-leader handbook is provided. This outlines possible monitoring to take place each month and directs leaders with prompts and support.

They also have access to ongoing CPD by way of specific leadership training and have the opportunity to attend Network Meetings to collaborate with other subject leaders.

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Development The curriculum is designed to extend beyond the academic; it is bespoke to the local community and wider society; encouraging tolerance, empathy, environmental awareness and enables pupils to communicate confidently in our ever-changing world.

There is a strong focus on developing pupils’ moral, spiritual, social and cultural understanding so that they are well prepared for life in modern Britain. We aim to introduce them to the best that has been thought and said and intend to engender an appreciation of human creativity and achievement.

A robust PSHE and RSE curriculum, enables us to ensure that pupils fully understand how to keep themselves safe. Learning is planned to enable pupils to explore and debate issues which affect their local community and wider society.

Pupils are encouraged to be aspirational, make good choices and understand what they need to do to reach and succeed in the careers to which they aspire. Pupils develop their understanding of how to keep physically and mentally healthy, eat healthily and maintain an active lifestyle.

We seek to provide access to a wide range of opportunities and experiences which may include: •

Visits and visitors to enrich curriculum provision

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Experience live music/theatre both as a performer and audience member

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Attend residential visits including Dallowgill

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Forest schools

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Sporting activities and events

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Opportunities to discuss and debate current affairs both within school and across the trust

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Participate in events and activities on an environmental theme

•

Take part in charity events

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SEND As a Trust we have developed documentation to support SENCOs and teachers with meeting the requirements of the Graduated Approach. Our Graduated Response plans have been carefully designed to be user friendly and minimise workload whilst fulfilling the statutory requirements of the Code of Practice.

Our graduated response has 3 phases: • Phase 1 – Emerging concerns • Phase 2 – SEN Support • Phase 3 - SEND Support & Education Health Care Plan Teachers are responsible for writing Phase 1 and Phase 2 plans which are reviewed termly, or more regularly if needed, as part of the Assess, Plan, Do, Review Cycle. When a child is moved on to Phase 2, they are classed as having a special educational need or a disability that requires them to be on the SEND register. The SENCO offers informal support at Phase 1 but are formally involved in the process at Phase 2 and above. Phase 3 documents are written by the SENCO and class teacher, ensuring that EHCP outcomes and objectives are being met. SENCOs quality assure the graduated responses to check that they reflect the needs of the child; provision is appropriate and they support the removal of barriers.

The Phase 1 and Phase 2 plans allow staff to capture parent and pupil views which are a vital component within the process. As children move to Phase 2, the teachers capture their view of the child and the parents’ view across the Four Broad Areas of Need. This gives a detailed picture of the child and supports with the identification of their primary and secondary needs.

The Delta Provision Map enables children’s information to be captured within an Excel document with hyperlinks to the child’s graduated responses and reports from any external agencies, ensuring that all documentation is current, live, and available to staff.

We have also developed a review framework that empowers leaders and SENCOs to reflect on SEND provision within their academies and develop a robust development plan based on current needs.

The review framework covers the following areas: • Identification of SEND • The quality & effectiveness of the Graduated Response Plans • Involving parents • Involving pupils • Safeguarding pupils with SEND • Raising the profile of SEND with teachers • Supporting Teaching Assistants • Ensuring pupils with SEND access the breadth of the curriculum Support for Leadership Teams, SENCOs and Teachers As a Trust, we offer bespoke support for leadership teams, SENCOS and teachers from our core team of Senior Executive Principals, Executive Principals, Associate Executive Principals and Directors of Learning.

The Senior Executive Principal and Associate Executive Principal responsible for SEND across the Trust work closely with academies to support them with:

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• • • • • • • •

Reviewing and developing provision to meet the needs of pupils Removing barriers to learning Identifying areas for development Writing SEND Development Plans Staff development Leadership development.

Local Authority Meetings Ofsted preparation and SENCO meetings with inspectors

We also offer support with teacher/SENCO meetings. These meetings are an opportunity for teachers to talk in depth about any children they have concerns about, ask for support and discuss strategies that could be implemented.

Although we are a large Trust, we have a tremendously collaborative ethos and a great team of experienced and new SENCOs who are always willing to support others.

We hold termly Trust-wide SEND network meetings to share updates, good practice and up and coming training events. The network meetings are also a forum for SENCOs to discuss any areas of concern and get advice from their peers.

In addition to the Trust-wide network meetings, we also hold regional network meetings to support with specific issues. We recognise that each local authority works in different ways. The regional network meetings allow SENCOs to discuss topics that may only be relevant to their Local Authority such as the EHCP Hub or working with external agencies for statutory assessment.

As a member of the Trust, staff have access to a wealth of online training through TES Educare. This includes SEND training such as: • The SEND Code of Practice • Autism Awareness • ADHD Awareness • Dyslexia Awareness • Mental Wellbeing and Mindfulness • Understanding Anxiety We also deliver training on the Four Broad Areas of Need and Quality First Teaching. Training can be tailored towards the needs of the academy. This could include an introduction to the Graduated Response, introducing BSquared/PIVATS, Ready to Progress or developing inclusive practice etc.

Being a large Trust, we also have the added advantage of being able to deliver Trust-wide training from specialists at a discounted price due to economies of scale. As a result of this, all our primary academies have a qualified Thrive Practitioner to support pupils with SEMH needs. We are able to approach organisations to deliver bespoke training on programmes such as Lego Therapy and It’s Only Words.

Whatever training needs you have, we will always find a way to support you and your academy.

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CPD Delta Academies Trust has a proven track record of transforming underperformance rapidly, and this success is a result of talented and dedicated teachers, support staff and leadership teams working effectively within our academies.

Leadership development and nurturing talent In partnership with Ambition, we offer the National Professional Qualifications extending from middle leadership to executive leadership, as well as one-day conferences on key leadership themes. We continue to invest in training experienced leaders from within the Trust to become facilitators for the NPQ Alliance and equip participants with the skills and attributes required for success. Our colleagues say:

“Super opportunity to reflect and look at school improvement.”

“Strong real examples and experiences that help to make theory real.”

“Great delivery – brilliant opportunities for discussion and reflection.”

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Reading Strategy and Oracy Ensuring every child can read confidently and promoting a love of reading is one of the most important things we do. The Primary Reading Strategy has enabled every primary school colleague to become an expert in the teaching of reading, and the Secondary Reading Strategy is well underway. Every English teacher in the Trust takes part in regular training in the effective practices recommended by Doug Lemov in ‘Reading Reconsidered’. In addition, the newly developed Delta Oracy project in partnership with Voice 21 is transforming our primary children’s command of vocabulary and their confidence in sharing their views.

Subject-specific training In addition to the training colleagues undertake within each academy, supported by the work of our Secondary Subject Directors, we are running a series of specialist programmes in Science, English Literature and Mathematics. Each programme links pedagogical knowledge with subject knowledge, and draws on robustly evaluated approaches and teaching resources. Having successfully secured £70,000 funding from the Education’s Teaching and Leadership Innovation Fund, we are proud to work in partnership with Aspire to STEM to develop a bank of courses designed to sharpen subject knowledge and tailored to staff across the Trust.

Teaching and Learning Leads from across the Trust meet regularly to share expertise and collaborate on key teaching and learning areas through key discussion points and visits to each other’s settings. Across all areas and specialisms, joint training has reduced staff workload and developed a culture of networking.

Professional development for all staff Training is available for all members of the staff workforce, from teaching assistants data managers.

Bespoke CPD packages are available to academies, and we enjoy working with a wide range of colleagues from individual schools to Multi Academy Trusts.

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Finance & HR Finance The Chief Finance and Operations Officer works with her team to maintain strategic responsibility for all aspects of Trust finance. Delivering operational rigour and high level direction, the finance team play an integral role in supporting the growth and development of the Trust, ensuring that it remains financially sustainable.

The finance team provide insight into commercial decision making and provide strong financial leadership and guidance to local Finance Managers across our 51 academies, driving excellent value for money and ensuring compliance to the academy financial handbook.

We can support on effective financial management, managing school budgets, securing value for money and other financial requirement.

Human Resources & HR Our HR team negotiate and consult with national and local Trade Unions on many aspects of how the Trust operates. We have a number of subcommittees formed from our main Joint National Committee (JNC) to focus on specific areas such as HR policy, Health and Safety as well as providing detailed focus on the great successes within our academies. We manage and liaise with trade unions where there is a risk of industrial dispute.

The team provide our academies with guidance, advice and support to suit their needs and provide HR Advisor support on site to help our academies with formal procedures such as capability, grievance and disciplinary processes. They supplement this support by providing regular training to our academies on HR policies and procedures in order to upskill our staff in their understanding and handling of everyday situations and those that are less often experienced.

The HR team support our academies in reviewing their structures regularly to ensure they are meeting the needs of the academy, ensuring there is equal pay for the same work across the Trust and advising and guiding throughout the management of any required change process in consultation with trade unions.

We can offer support and guidance, including full training packages, in: •

Investigations & Hearings

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Grievance Investigations inc. mediation

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Appeal Hearings (grievance and disciplinary)

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General Advice and guidance

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Managing Attendance

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Managing staff through the capability process

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Conducting and managing investigations

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Conducting and managing grievance issues, and

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Other training to support leaders in HR issues.

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ICT, Data & Compliance ICT Working across all academy sites, our ICT team are critical in ensuring efficient and successful delivery of ICT throughout the Trust.

The ICT Team, led by the Director of ICT, lead on the design, resourcing and delivery of consistently high-quality ICT across the Trust. Our office and field based support work together to ensure that our ICT offer is always accessible and available.

More recently, the ICT team have been involved in the role out of approx. 8,000 devices to those pupils/students who did not have access to devices for remote learning.

Data Management Our Director of Data works with all academies to improve the outcomes of pupils and students across the whole Trust through the effective use of data. The Director of Data works with local Data Managers / Officers to monitor progress towards educational KPIs, manage and process pupil data and provide effective reporting to Senior Leadership.

The Director of Data has implemented an electronic data system to allow the Trust to monitor student data (including attendance, behaviour and categorised information) in real time, allowing for immediate efficient, effective interventions.

Compliance Our Compliance Team are the Trust governance experts working to ensure that all colleagues within the Trust comply with the relevant guidance and legislations.

The team ensure that the Trust’s governance framework is coherent and compliant in all areas. The team support in the management of risk and ensure that the Trust is compliant with its regulatory and statutory obligations including having overall responsibility for policy development and updating.

The Compliance Team work hard to maintain robust governance across all academies and the Core Team. They develop and implement compliance procedures for the processing and implementation of all policy and legislation, including but not limited to including all GDPR, FOI, Data Processing, Risk Analysis and statutory compliance.

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Staff Benefits Support helpline • Pension scheme • Flexibility • Holiday allowance • Occupational pay • Discounts • Cycle, car and technology scheme We want to take care of you. Our employees can access a leading support helpline, advice and services to talk through any concerns on legal, health, financial, wellbeing and other issues.

We understand the importance of preparing for your retirement. Our staff are enrolled into either the Teacher’s Pension Scheme or the Local Government Pension Scheme with both schemes providing three times salary life assurance cover for that peace of mind.

Time off to spend with your family and friends and pursuing your hobbies is important. We provide flexible opportunities for part time, job share and term time only roles across the Trust.

For those who work all year round, we provide a minimum of 26 days holiday plus bank holidays, with additional days added after five years’ service, so that you can take time to relax and recharge.

For those times when you are not well enough to be with us, we provide occupational sick pay to help you financially. One less thing to worry about.

When new arrivals join your family, we want you to spend time together and provide occupational pay in addition to statutory payments to support you during the important early days.

We realise that every day costs are increasing and this can create financial pressures. We provide a range of discounts for supermarkets, high street stores, cinemas, days out and much more, to help your salary go further.

We want our people to be fit and well, both physically and mentally and encourage physical exercise to support this. We offer a cycle scheme to enable you to save money when purchasing a bicycle, with payments deducted from your salary each month.

Our students need our people to be able to get to work reliably every day and we’d like you to do this in the most environmentally friendly way. To help, we offer a range of vehicles through a car leasing scheme with payments deducted from your salary each month.

We want our people to be able to access a range of technology to enhance their connectivity to knowledge. We offer a technology scheme to enable you to purchase a wide variety of technology including tablets, laptops and fitness watches with affordable payments deducted from your net salary each month.

This booklet contains only a snapshot of the benefits of being part of the Delta family.

0345 196 0033 info@deltatrust.org.uk Education House, Spawd Bone Lane Knottingley, WF11 0EP deltatrust.org.uk