Heartlands Community Trust

JOINING THE HEARTLANDS COMMUNITY JOINING TH E H E A RT L AN TRUST DS CO M M U N IT Y T RU ST

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J O I NI NG TH E H E A RTL A ND S C O M M U NI TY TRUST

C O NTENTS 04

WH O WE ARE?

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VIS ION AND VALUES

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GOVERNAN CE

08 WH AT ’S IN IT FOR S CHOOLS ?

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CENT RAL S ERVICES

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S CHOOL EFFECT IVENES S

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AUTON OMY WIT HIN OUR S CH OOLS

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WH AT ' S IN IT FOR YOUN G PEOPLE?

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CLOS ING WORDS

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THE EXECUTIVE HEADTEACHER AND HEADTEACHER HAVE HIGH ASPIRATIONS FOR THE SCHOOL A ND A CLEAR VISION FOR ITS EXPANSION AS PART OF THE ACADEMY TRUST. THEY HAVE BEEN INSTRUMENTAL IN DESIGN ING A WELCOMING COMMUNITY SCHOOL, WHERE THERE ARE HIGH AMBITIONS FOR ALL PUPILS. —OFSTED 2016

W HO W E ARE The Heartlands Community Trust was formed in May 2013.

The board has always taken an active interest in extending its reach to support more young people. This has been exemplified through our drive to ensure that Heartlands High School is a first-class school, our work in bringing the schools within our Network Learning Community together, and our passion for ensuring a first-class education for young people with autism in Haringey.

Having built the capacity to support more than one school, we would like to create a strong collaboration between schools that allows teachers and schools to deliver great learning. This will include a primary and secondary focus with a specialism of autism.

Following our approval as a sponsor, we are now in a position to create strong partnerships with schools and governing bodies that would like to work within a framework that protects individual ethos but that establishes the highest of standards.

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V IS IO N AND VALU ES O UR V I S I O N Our schools and staff nurture a commitment to learning through developing schools with a strong ethos, outstanding achievement, high-quality teaching and learning, and exciting partnerships.

ETHOS We want schools to retain their unique character. We ensure that children and young people are valued as individuals and enjoy their learning. Structured approaches to behaviour strategies provide children, young people, parents and staff with clear policies within which to work. We create value systems in schools that support character development.

our children and young people to ask questions, to interrogate and to love to learn. Where children and young people need support, we act with early intervention. Our six principles of learning provide an effective framework for raising standards in teaching and learning.

O UT STAN DING AC HIEV EMENT

PART N ERS HIPS

We encourage the highest of expectations in relation to academic attainment and pastoral attainment by creating well-rounded young people with the social capital to succeed.

H I G H QUALITY TEAC HING AN D L E AR NING Our schools provide a curriculum that places a priority on success across English, maths, science, languages and humanities, without negatively impacting on the arts. We inspire

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We value our local authorities and build strong and productive links with them by encouraging our schools to play a central role within their own communities.

OUR APPROACH The Heartlands Community Trust was established to ensure inclusive high-quality education. We aim to develop a network of schools that are collaborative and based in clusters, around geography and need.

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GOV E R NANCE Heartlands Community Trust Members

We believe in strong local governance with a clear framework established by the trustees. Local advisory boards provide the local leadership of each academy and are responsible for: • setting the vision, values and ethos for the school, carrying forward the Heartlands Community Trust vision and ethos • ensuring the school meets its strategic aims • maintaining high standards of achievement within the school

Heartlands Community Trust Directors

Finance Committee (incorporating Audit)

Heartlands High School Local Advisory Board

• providing advice to the trustees on the functioning of that academy

The Grove Local Advisory Board

• acting as a key link between the academy trust, parents and the academy community • continually reviewing the overall impact of the academy, and assisting with and reviewing the implementation of certain academy policies, such as student admissions and behaviour.

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Heartlands Community Trust Organisational Diagram

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WH AT ’ S I N I T FOR S C HO O LS? We have worked hard to develop policies and procedures and build services and support arrangements for schools. We have carefully designed arrangements that support local management in schools while undertaking centrally those activities that are best managed in this way. We aim to free managers in schools to concentrate on teaching, and learning.

THE SCHOOL’S WORK TO PROMOTE PUPILS’ PERSONAL DEVELOPMENT AND WELFARE IS OUTSTANDING. THE EXECUTIVE HEADTEACHER HAS DEVELOPED A CARING AND HIGHLY SUPPORTIVE MORAL ETHOS BASED ON THE SCHOOL’S ‘SEARCH FOR SUCCESS’ PRINCIPLES, INCLUDING: SCHOOL MATTERS, EFFORT, ACHIEVEMENT, RESPONSIBILITY, CITIZENSHIP AND HIGH EXPECTATIONS. —OFSTED, 2016

Retaining the unique character of the school Area Earned autonomy for schools with strong results

Detail Scheme of delegation reflects enhanced autonomy Central services

Financial planning and budgeting

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The trust will provide the policies, support and advice to enable effective budgeting and long-term financial planning. We will work with school staff to ensure staffing and spending plans are secure.

Heartlands Community Trust uses HCSS budgeting and curriculum-based financial planning tools to support consistent and effective financial planning.

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Financial accounting and control

The trust uses the HCSS cloud-based financial accounting package with the capability to support highquality financial administration of individual academies and the trust. The trust will be responsible for trust level financial control and reporting, and we will, as far as possible, minimise the administrative budget on school staff while ensuring school leaders have access to the information they need to manage.

Audit and Accountancy

Our external auditors are MacIntyre Hudson. External auditors will work almost exclusively with central finance staff. We engage a separate internal audit service that reviews and reports on the quality of financial control for the board and academy managers.

Procurement

Heartlands Community Trust has substantial in-house expertise in procurement and a well developed policy and procedure framework.

Contracts

We have cost-effective trust-wide contracts available covering core services, which are good value as well as carefully specified to meet the range of demands from constituent academies.

Human resources and payroll

The trust has implemented the policy and procedural framework that underpins effective human-resources management and employee relations. The trust has well-established arrangements for consulting with trade unions.

In-house, we have professional expertise and access to quality human-resources and legal advice through contracts for professional services.

Our trust-wide human-resources and payroll services contract provides quality and cost-effective services. Importantly, we have designed these services to support staff in academies and minimise their administrative burden.

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IT and network services

The Trust is building in-house capacity to support IT and network services. We use integrated Google Apps for Education and shared service across the trust.

We recognise the need to ensure the effectiveness of the IT infrastructure in all of our schools. A full ICT and network review on conversion will provide the basis for an ICT development plan, with the option to come into the trust’s managed arrangements.

Facilities and asset management

A full building survey will be undertaken as part of the conversion process. This will provide the necessary information to draw up an asset management plan for each school. We are building in-house expertise and will ensure schools have access to advice and support needed to ensure effective building management.

Health and safety advice

We have up-to-date and regularly updated trust-wide policies and procedures, clearly defining trust and school responsibilities. Each school will have an annual inspection from NBOSH trained inspector, as well as access to relevant training.

Legal support

Legal services are provided for the trust and academies

by Veale Wasbrough and Vizard.

Insurance

The trust and academies are part of the Department for Education’s cost-effective risk-pooling arrangements. Any additional insurance needs are procured efficiently.

School improvement – support, challenge and collaboration

Tiered levels of support for schools at different stages

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Schools with stronger data receive different levels of support from those with greater need.

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Half-termly keep-in-touch (KIT) meetings

Regular moderated review reported to governors/ headteacher/trust. We work with you to complete school improvement priorities and then build in ongoing coaching for heads to achieve the priorities.

Leadership development

National Professional Qualification for Middle Leadership (NPQML) and executive headteacher opportunities Governance Support

A developing programme of common assessment for schools to support collaboration and research based models of school improvement.

Common assessment frameworks to be developed by joining primaries.

Access to support and training around the six principles of learning shared by the trust.

• Data-led • Built around AFL • Positive values • Engaging • Supportive and challenging • Progress-focused Access to our character programme: SEARCH for SUCCESS

If schools wish, they can incorporate the character programme developed at Heartlands. This gives young people the opportunity to achieve awards for developing areas of enrichment and activity. It is entirely voluntary but aims to bring children of all ages from the community of schools together.

Access to a centralised recruitment pool

Where we can, we will help primary schools by developing a recruitment pool.

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C E N T R AL SERV I CES

HT 3

HT 4

HT 5

HT 6

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Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Financial Information

HT 2

Management Accounts

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External Auditor Visits

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Health and Safety

HT 1

Annual Fire Review

Annual School Budget Individual School Information for Directors Report

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Termly Fire Drills

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Staff Training

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H and S Duties Report to LABS

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Building

Annual External Review

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Conditions Survey

On conversion and then every two years

Security

On conversion and then every year

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HT 1

ICT

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HT 2 Oct

Nov

Safeguarding

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Jan

HT 4 Feb

Mar

HT 5 Apr

May

HT 6 Jun

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Website IT Infrastructure

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Trust Safeguarding Review Safeguarding Training

Safeguarding Visit

by Lead Governor

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Safeguarding Report to LAB

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HT 3

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SC H OO L EFFECTI V ENESS

SIP/Quality Assurance

HT 1

HT 2

HT 3

HT 4

HT 5

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Oct

Nov

Dec

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Mar

Apr

Data Collection

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School Improvement Plan

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Self Evaluation Trust 2-Day Visit – Holistic

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Aug

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Trust 1-Day Visit

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Moderated Visit (Challenge Partners)

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Trust 1-Day Visit

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Trust 2-Day Visit – Holistic

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Trust 1-Day Visit Impact

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Governors Meeting

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Headteacher Meetings

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Executive Meetings (Inc Head Rep)

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AU TO N O MY WI TH I N O U R SC H O O L S

The following provides an example of the level of autonomy afforded to schools within the trust. We aim to be open, to build collaboration and to ensure that there is transparency.

Standardised

Aligned

Autonomy

Single employer

Raising achievement

Uniform

Central personnel policies

Ofsted planning

Ethos

Financial compliance

Inclusion and SEND

Branding and prospectus

Governance

Behaviour

Curriculum design

Term dates

Data and assessment

School vision

Safeguarding

Website

Risk register

Staffing levels Attendance

GR OWT H Date

Target

Phase

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Ofsted Ratings 1

Sep 2018

Sep 2019

Sep 2020

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Pupil Numbers 4

Primary (Converter)

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360

Secondary (Converter)

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1240

Special

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Primary (Sponsor/Converter)

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Secondary (Sponsor)

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104 1

Primary (Sponsor/Converter)

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Secondary (Sponsor/Converter)

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760

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1240

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1080 1

2480

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LEADERS WORK HARD TO PROMOTE PUPILS’ SPIRITUAL, MORAL, SOCIAL AND CULTURAL UNDERSTANDING OF LIFE IN MODERN BRITAIN. —OFSTED, 2016

W HAT’S IN IT FOR YOUN G PEOPLE? We have the highest of expectations for young people within the trust. Students will benefit directly from the increased focus upon school improvement within the school. Collaboration and effective school improvement will ensure a greater level of consistency for all young people to succeed.

CLOSIN G WORDS We are excited about helping to bring together a small network of primary schools within Haringey. Primary headteachers within Haringey have the expertise to define how this looks and to build a network of schools that work collaboratively to improve outcomes for children.

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Station Road, Wood Green, London, N22 7ST T 020 8826 1230 F 020 8826 1231 20

EJ Ooffice@heartlands.haringey.sch.uk I NI NG TH E H E A RTL A ND S C O M M U NI TY TRUST