Introduction
Supporting
- Laidlaw Schools Trust Manifesto
At the heart of the Laidlaw Schools Trust (LST) is a commitment to fostering social mobility through the transformative power of extraordinary education. Our strategic projects for 2023-2026 are instrumental in driving us closer to this goal. These initiatives not only provide the means for progression but also uphold a standard of excellence, ensuring equitable and well-rounded outcomes for all students.
Our strategic investment spans across the entire spectrum of education, from our youngest learners to those in post compulsory schooling. Equitable early years education lays a solid foundation for success, ensuring that every child begins their educational journey with the necessary tools and independence. This dedication is complemented by our aspiration to deliver world-class academic provision in sixth-form education, empowering students to aspire towards becoming the future Laidlaw Scholars at leading universities.
While the journey from early years to post-16 may vary for each student, true inclusivity lies in recognising and addressing the diverse needs of individuals while maintaining equal aspirations for all. Our projects aimed at supporting students with special educational needs and disabilities, as well as those in alternative provision settings, embody this principle.
Regardless of the educational path taken, LST firmly believe in our societal responsibility to foster the holistic development of tomorrow’s happy and healthy citizens. We aim to cultivate individuals who are not only academically proficient but also resilient, self-assured, and equipped to make meaningful contributions to society. Laidlaw X drives character education alongside welfare support and extraordinary experiences to achieve this goal.
Our commitment to Ed-Tech and innovation serves as a cornerstone, fostering an efficient and engaged workforce while personalising learning experiences for students. By empowering students to become creators rather than mere consumers, we pave the way for a future where education is truly transformative.
Understanding needs
Research and feedback
Evidence based
Data driven
BRAVE MOVE
Test on small scale in different contexts
Feedback and data
Improve
Secure full adoption
Self motivating & intrinsic
Monitor ongoing value impact
Logical well specified plan
Assess readiness
Prepare practically
Evaluate success
Use feedback to improve
Scale up
SCHEDULE RESOURCING BUDGET IMPACT
Behind schedule
On track
Ahead of schedule
Insufficient resource
Sufficient resource Expert resource
STRATEGIC PROJECT 1:
Providing the best start in life through highquality early education and childcare to raise standards and help people work.
• 70% of eligible children are benefiting from the programme with a positive parental satisfaction NPS score above 50.
• 80% or more of eligible children reach age-appropriate developmental milestones in language acquisition, cognitive skills, and social interaction with positive readiness assessments and feedback from receiving schools (Kindred Squared).
• At least 3 community partnerships will be established with either businesses of further education with 30% of parents accessing this or employment or qualifications.
• Increase public awareness by 60% by monitoring the number of impressions, inquiries, and applications generated for places.
• Activity to develop community partnerships with employers and further education providers has been limited.
• Designated leadership of partnership work within clusters.
• Redesign value proposition for community partners and mutual benefits.
Assess Community Needs:
• Conduct surveys and interviews to understand the specific needs of the community related to childcare, language development, and parental support.
Analyse Existing Programs:
• Research existing nursery programs, both locally and globally, to identify best practices, challenges, and opportunities.
Engage Stakeholders:
• Collaborate with parents, educators, community leaders, and local authorities to gather insights, concerns, and expectations.
• Assess Estates and Workforce Needs - conduct surveys to ascertain the capacity and capital investment need.
• Clearly outline the goals and objectives of the Nursery Strategy, specifying the desired outcomes for child development, parental support, and community engagement.
• Work with early childhood education experts to design a comprehensive language-focused curriculum that aligns with developmental milestones.
• Establish a quality assurance framework to regularly assess and ensure the effectiveness of the language curriculum.
• Develop initiatives to support parents in entering or re-entering the workforce, including workshops, counselling, and job placement services.
• Ensure compliance with local laws and regulations related to childcare, education, and employment support programs.
• Ensure that the nursery facilities are equipped to handle the increased capacity.
• Allocate resources for additional staff, learning materials, and infrastructure improvements.
• Implement technology solutions for efficient communication with parents and program management.
Pilot Program:
• Implement a small-scale pilot program to test the effectiveness of the curriculum, parental support initiatives, and overall program logistics.
Collect Feedback:
• Gather feedback from parents, educators, and community members involved in the pilot. Use this feedback to refine and improve program components.
Assess Curriculum Impact:
• Evaluate the impact of the language curriculum on children's language acquisition and developmental milestones.
• Conduct a phased scale-up, increasing the number of participating children and families gradually.
• Collaborate with local authorities and childcare providers to ensure a smooth and coordinated expansion.
• Monitor infrastructure needs and make necessary adjustments to accommodate the increased enrolment.
• Launch a targeted marketing campaign to generate awareness about the expanded 30-hour Nursery Strategy.
• Provide comprehensive training for nursery staff on the newly developed language curriculum.
• Conduct workshops on effective teaching methodologies, child development, and parent engagement strategies.
• Establish a mentorship program for new educators, fostering a collaborative learning environment.
• Strengthen partnerships with local employers to create job opportunities for parents.
• Host job fairs or networking events to connect parents with potential employers.
• Establish a feedback loop with employers to understand workforce needs and adapt parental support programs accordingly.
• Implement a range of parental support initiatives, including workshops on job readiness, resume building, and interview skills.
• Provide counselling services to address individual challenges and connect parents with relevant resources.
• Facilitate networking opportunities and mentorship programs to enhance career prospects.
• Conduct periodic reviews of teaching methods, materials, and overall program delivery.
• Organise community events, workshops, and seminars to engage with parents, local businesses, and community organisations.
• Foster a sense of community ownership by involving parents in decision-making processes and program enhancements.
• Establish community advisory boards to gather input and insights for ongoing improvements.
• Implement a robust data management system to track key performance indicators, attendance, and child development progress.
• Ensure compliance with data protection regulations and establish protocols for secure data handling.
• Implement a continuous improvement process based on ongoing assessments, feedback, and evolving best practices in early childhood education.
• Develop ongoing community engagement programs to foster a sense of belonging and collaboration, ensuring sustained support.
• Explore and establish long-term funding strategies, including securing grants and partnerships and potentially lobbying for government support.
• Implement a robust monitoring and evaluation system to track key performance indicators, ensuring the ongoing success and relevance of the Nursery Strategy.
STRATEGIC PROJECT 2:
Infrastructure and Facilities
Curriculum
Staffing
Placements:
• Number of AP places offered in Newcastle (and Sunderland).
Pupil Progress Scores:
• Track progress of the AP pupils; currently in line with national -2.9 (BOL -2.8).
. Operations:
• Self funded AP satellite setting an annual surplus budget as part of BOL Sunderland. No additional capital expenditure requirement.
• Recruitment of specialist personnel able to backfill the existing Alternative Provision, the Beacon of Light. The BOL lost a deputy shortly after joining the trust which has depleted any capacity to allow the Head, Denise, to plan the development of AP Newcastle which will be a satellite of BOL Sunderland.
• Deputy Head at the BOL to be in place by March 24.
• Project management for facility to be led by CEO.
• Conduct a comprehensive needs assessment for alternative provision in Newcastle, considering demographics, existing educational offerings, and potential demand.
• Identify specific challenges and opportunities in the local educational landscape.
• Establish the entry band requirements against the outstanding needs in LST Newcastle school and potential partner school, Kenton Academy.
• Research and understand the legal and regulatory requirements for establishing an alternative provision school in Newcastle.
• Identify any potential obstacles or requirements for approval.
• Identify and engage with key stakeholders, including local education authorities, community organisations, parents, and potential partners.
• Assess their perspectives and gather input on the proposed satellite Beacon of Light.
Explore and evaluate potential buildings for the satellite Beacon of Light against assessment criteria to include:
• The physical layout and design to support the unique needs of the alternative provision model.
• Assess the condition of shortlisted buildings and their compliance with safety and accessibility standards.
• Consider the potential for future expansion if needed.
• Develop a plan for refurbishing the selected building, outlining the necessary renovations, compliance regulations and budget.
• Develop a timeline for the refurbishment project, considering key milestones and the overall launch schedule for the alternative provision school.
• Design a bespoke curriculum tailored to the needs of KS3 and KS4, incorporating both academic and vocational elements.
• Consider input from education specialists, industry professionals, and potential employers.
• Develop a staffing plan, including the recruitment of qualified teachers and support staff.
• Design professional development programs to ensure staff are prepared for the alternative provision model.
• Ensure that all necessary approvals and accreditations have been obtained from local authorities and DfE and full compliance with any regulatory requirements for the operation of the satellite school.
Pilot Program:
• Implement a pilot program with a smaller cohort (KS4 only) to test the effectiveness of the curriculum and operational procedures.
• Collect feedback from students, teachers, and other stakeholders.
Refinement:
• Use feedback from the pilot phase to make necessary adjustments to the curriculum, staffing, and infrastructure.
• Continuously refine the model to address any identified challenges.
• Execute the community engagement plan to create awareness about the satellite Beacon of Light with outreach activities to attract students and involve parents in the educational process.
• Deploy the full teaching teams to their respective roles, ensuring that each member is aligned with their responsibilities.
• Monitor and support staff during the initial period of implementation, merging existing Beacon teams with new ones through negotiated redeployment/secondment.
• Officially launch the satellite Beacon of Light and commence classes for the intended cohort of 11-16 year olds, ensuring that all logistical and operational aspects are in place for a smooth start.
• Continuously assess the effectiveness of the curriculum and teaching methods.
• Implement necessary adjustments based on real-time feedback and observations.
• Foster and strengthen partnerships with local businesses, community organisations, and potential employers.
• Seek opportunities for real-world experiences for students through these partnerships.
• Establish mechanisms for ongoing evaluation and improvement of the alternative provision model.
• Regularly review and update the curriculum to stay relevant.
• Strengthen partnerships with local entities, including industry partners, to enhance the vocational components of the curriculum.
• Collaborate with other educational institutions for shared resources and best practices.
• Develop a sustainable financial model, considering funding sources, tuition, and potential grants.
• Monitor and manage finances to ensure long-term viability.
• Implement a robust system for monitoring student progress, teacher performance, and overall program effectiveness.
• Regularly evaluate the success of the satellite Beacon of Light against established goals.
STRATEGIC PROJECT 3:
Enabling opportunities for all Laidlaw
children and communities to develop character attributes through welfare support and an extraordinary co-curricular offerLaidlaw X.
Moderated average character skill score will increase by at least 0.7 from baseline (across all 8 skills) with accelerated progress of at least 1.7 in the 3 least developed skills in each Academy. (Skills Builder Framework Assessment Scale: National Benchmark +1.03).
• Integration of multiple data sets into a single dashboard at a student, academy and trust level where correlations between variables can be identified.
As a result of targeted welfare support, participating pupils will demonstrate a well-being score with a variance of no more than 0.2 against the year group National benchmark (Impact Ed Assessment Scale) and will show improved attendance to 90% or above.
Over 95% of pupils will demonstrate increased intrinsic motivation, compared to baseline assessment, following the designated extraordinary experiences at a local, national or global level.
LST is recognised as a leading organisation, consistently modelling best practices in teaching character skills through accreditation of the Skills Builder Partnership Gold Award in all its Academies.
• Creation of a single dashboard for launch September 2024. (Consideration of budget to outsource the dashboard build needs to be considered against internal capacity and capability).
• Partners to deliver Summer school pilot.
• Research effective character education programs and frameworks.
• Explore existing models and gather insights on successful strategies.
• Determine specific challenges faced by students and families in need of welfare support.
• Research welfare intervention programs and methods.
• Investigate the role of AI in identifying students who may require targeted support.
• Investigate co-curricular programs at local, national, and global scales.
• Identify best practices and potential partnerships for broadening opportunities.
• Design a comprehensive character education framework aligned with research findings.
• Develop a curriculum that integrates character education seamlessly into existing subjects.
• Develop a detailed character education curriculum that aligns with the school’s values and the specific character traits that the baseline shows is weak.
• Create data management system to integrate tracking through quantitative and qualitative measures that also has the ability to cross reference to other outcomes: attendance, academic performance.
• Design a targeted intervention program that combines human support with AI-driven assessments.
• Develop a clear process for early identification of students who may benefit from welfare interventions.
• Design a system for providing diverse co-curricular opportunities.
• Explore the use of AI to match students with suitable activities based on their interests and skills.
• Explore the extension of the school day and academic year. Secure funding streams to pilot.
• Conduct workshops or training sessions for teachers to familiarise them with the character education curriculum and effective teaching methodologies.
• Conduct a pilot implementation of the character education curriculum in a selected group of classrooms.
• Integrate character education modules into existing subjects and allocate dedicated time for character education within the school day.
• Gather feedback from teachers, students, and parents on the effectiveness of the program.
• Test the targeted welfare intervention program with a focus group of students.
• Assess the effectiveness of AI-driven early identification and intervention strategies.
• Identify a range of co-curricular activities that cater to different interests and talents among students. Use AI programming to engage students in which to participate. Beta-test the co-curricular platform with a small group of students.
• Evaluate the functionality and user experience, making necessary adjustments.
• Provide resources, lesson plans, and materials to support teachers in delivering engaging character education lessons.
• Implement interactive and participatory activities to engage students in character-building exercises.
• Build in moderation sessions and rounded assessment procedures with parents, teachers, and students.
• Collaborate with social workers, counsellors, and community organisations to tailor support services.
• Clearly communicate available welfare support services to the entire school community.
• Ensure that support services are easily accessible, with clear pathways for students and families to seek assistance.
• Collaborate with teachers, external organisations, and community members to diversify the available programs.
• Create a master schedule that includes designated times for cocurricular activities beyond term time.
• Form student clubs or committees to take ownership and responsibility for organising certain events.
• Implement a robust monitoring and evaluation system to track the effectiveness of each component.
• Regularly collect feedback from students, parents, and teachers to make informed adjustments.
• Ensure the long-term success and integration of the strategy into the culture of each LST Academy and onboarded schools.
• Establish mechanisms for continuous evaluation and improvement.
• Provide ongoing professional development for teachers and staff involved in the program.
• Seek community engagement and support for the sustained success of the strategy.
• Integrate the strategy into the school’s policies and procedures to ensure longevity.
• Secure long term partnerships and funding streams for self-sufficient delivery.
STRATEGIC PROJECT 4:
Guarantee inspirational inclusivity to ensure that children with SEND have access to exceptional teacher expertise, specialist professional support and first class facilities.
Teacher Expertise
Specialists
Skylight Facilities
• All LST children and young people access (including remote access) the National Curriculum or appropriate personalised alternatives and enhanced curriculum elements relating to character, social interaction, communication, wellbeing and emotional regulation, independence.
LST pupils with SEND Between 0.25 and 0.5 better than SEN P8 nationally (-0.54) or more than 10% better than KS2 RWM SEN national (20%)
• Recruitment of specialist personnel in a highly competitive market has slowed progress. The specialists are needed for student facing assessment and therapeutic intervention but also to populate the platform.
• Delays in facility build have been due to land transfer and capacity in project management. Accelerators
Specialist teams:
• Establish local cluster and trust wide health, education, and social care teams by becoming selective in outsourcing, drawing upon existing internal skill sets and recruiting dedicated personnel where necessary to meet profiled demand. Eradicate assessment waiting lists by 2025 with new referrals met in 4 weeks.
• Third party providers have been procured for an interim period.
• Successful recruitment of Educational Psychologist to begin March 24.
• Project management for facility to be led by CEO.
Facilities:
• Combine knowledge of feasibility, optimal condition, physical and digital resource requirements and building sustainability to deliver an innovative design concept, led by student voice. Costs will be self sustaining within 3 years.
Teacher expertise:
• Evaluate current data gathering systems (SIMS and Insight) and assess if either are fit for purpose: Can they capture student profiles and draw comparisons/trends against broader vulnerability categories and indicate multi-faceted vulnerabilities?
Specialists:
• Use profiling data to determine numbers of children and young people who require additional professional support (currently outsourced), including Educational Psychology, Speech and Language, CAHMS, Health, Interpreters.
Specialists:
• Analyse the current capacity of outsourced professional support, in each LST cluster, including average waiting times and user satisfaction to determine value for money.
• Identify the short and medium-term shortfall in outsourced professional support capacity.
• Design ‘utopia’ cross-sector teams to address current service shortfall specific to each cluster and profiled needs.
Skylight Facilities:
• Use Durham profiling data to determine numbers of children and young people who require additional professional support (currently outsourced), including Educational Psychology, Speech and Language, CAHMS, Health, Cognition and Learning.
• Scope the current capacity of facilities across SH and SCC and establish the shortfall and prime location for additional shared facilities.
• Create a trust wide comparable live dashboard within an all encompassing digital platform.
• Adapt data collection from parents/carers to include identification of broader vulnerability ranges.
• Populate the dashboard for all LST academies.
• Use data to formulate plan for resource targeting for cross sector teams.
Specialists:
• Identify outsourced services to be retained and renegotiate Service Level Agreements.
• Establish the expenditure comparison between current outsourcing through SLAs and the suggested cluster models of cross-sector teams which combine LST recruited personnel and appropriate SLA outsourced personnel.
• Create a facility and associated amenity plan budgeted against capital investment, to accommodate population demand, specific nature of support programmes. Incorporate digital access to SH and SCC in facility plan particularly live streaming capacity.
• Incorporate community facilities in dual use design concept.
• Establish concept design for fit for purpose facility providing optimal learning conditions and environmental sustainability. Initiate contractor and project management tendering process.
• Establish construction plan and timeline and implications for adjustments during construction process.
• Additional facility construction is completed.
• Partner with key cross-sector personnel to create an interconnected matrix of acute and subacute needs against each vulnerability category.
• Enlist specialist providers to design and create a digital platform to navigate the matrix.
• Enable full LST user access to the digital platform to enter vulnerabilities, responding to key questions which will then identify acute and subacute needs for individuals and groups.
• Recruit additional cross-sector employees as appropriate for each cluster against skill set and cultural fit criterion.
• Support team induction, communication and working patterns to maximise skill sets and maximise impact.
• Decipher potential collaborators and the potential of their added value both expertise and fiscal. Consider: LA commissioned places (Enhanced Learning Provision)
• Alternative Provision places
• Special school satellite places
• Charity partners (Place2Be, Mind)
• Community Association use
• IN2 provision
• Adult learning provision
• Identify lead practitioners to deliver professional development opportunities trust wide including through the digital platform.
• Within the digital platform,showcase examples of support for each acute and subacute need. This is an ongoing professional development resource, supporting succession planning and training.
• Include exemplars of practise, video footage, access to resources and access to a lead practitioner for feedback, guidance.
• Establish line management of cross-sector teams. Set and measure progress against collective goals which will promote the cross-sector nature of teams Create clear communication lines for teams for information sharing, planning support packages, planning next steps whilst working with parents, carers and teaching teams.
• Create a robust plan for operational readiness, integrating together teams and facilities through trials and simulations and consideration of ongoing maintenance and development.
• Assess the opportunities to work with partners in Laidlaw Scholars and associated Universities to create a set of impact measures that go beyond academic outcomes. Draw upon alternative sources of outcomes including the Engagement Model and Preparation for Adulthood. Consider alignment to the LST values: Ambitious, Brave etc and progression within them.
• Establish a long-term self-sustaining funding model by exploring how to generate revenue by offering cross sector team services beyond LST member academies. (This could include subscription access to the digital identification and training platform). Establish how partners can contribute to additional revenue streams through lease agreements for example IN2 community use.
• Review statutory compliance and maintenance in line with the Estates pre planned maintenance plan.
• Ensure annual risk assessments are actioned.
STRATEGIC PROJECT 5:
Pioneering the use of Edtech and innovation to bridge the digital divide, promote asynchronous pedagogy, and leverage AI to enhance learning experiences, reduce teacher workload, and ensure accessibility for all.
• Achieve a 20% increase in the percentage of students mastering digital literacy skills, as measured by standardised assessments, by the end of the second year.
• Implement and successfully complete at least 5 innovative projects leveraging AI and other technologies within the education system, with success criteria including measurable impact, recognition, or scalability.
• Attain a 15% reduction in teacher workload through the adoption of digital tools, automation, and collaborative platforms, as reported through surveys and time-tracking systems.
• Achieve a 10% improvement in the academic performance and engagement of students with disabilities or English as an additional language, measured by attendance rates, participation in extracurricular activities, and academic progress.
• Migration to single digital platform in conjunction with SEND platform is time consuming with limited resource to achieve the objective.
• The innovation impact i coding and programming is limited to the primary phase with less evidence of implementation across secondary.
• Appointment of Executive Lead for Ed Tech and Innovation.
• Appointment of Digital Advocates.
• Retention of Head of IT.
• Utilising Computer Science curriculum levers from Discover Learning Trust.
• Conduct surveys and interviews with teachers, students, and parents to understand current digital literacy levels, infrastructure, and challenges in each school.
• Analyse socioeconomic data to identify areas of disadvantage and prioritise schools with higher needs.
Pedagogical Research:
• Explore successful asynchronous pedagogical models and identify elements suitable for adaptation to diverse age groups and learning abilities.
• Conduct a comprehensive audit of the current technology infrastructure in each school, identifying gaps and areas for improvement.
Unified Digital Platform:
• Create a centralised online platform that serves as the hub for digital learning, collaboration, and resource-sharing.
Components:
• A centralised system for curriculum delivery.
• Tools for communication, collaboration, and file sharing.
• Access to digital learning resources and materials across academies.
AI-Powered Tools:
• Leverage artificial intelligence to enhance the learning experience, personalise education, and support teachers.
Components:
• Adaptive learning modules powered by AI for personalised learning experiences.
• Intelligent tutoring systems to provide targeted support to students.
• Automated assessment tools for real-time feedback.
Customized Digital Learning Modules:
• Develop asynchronous learning materials tailored to different age groups, learning abilities, and language proficiency levels.
Components:
• Digital lessons, videos, and interactive content aligned with the curriculum.
• Differentiated learning pathways to cater to individual student needs.
Teacher Training Program:
• Enhance teachers' digital literacy, proficiency in using AI tools, and ability to address the needs of diverse learners.
Components:
• Comprehensive training modules covering the use of the unified digital platform.
• Specialised training on incorporating AI tools and addressing diverse student needs.
Pilot Programs:
• Implement pilot programs in a subset of schools (derived from agile team membership) to test the effectiveness of the new digital platform, learning modules, and teacher training.
• Gather feedback from teachers, students, and parents to identify areas for improvement.
Accessibility Testing:
• Conduct rigorous accessibility testing to ensure that digital resources are inclusive and can be accessed by students with varying abilities and language backgrounds.
• Continuously collect data on various metrics, including student engagement, academic performance, teacher workload, and technology usage. Implement robust data analytics to gain insights into the effectiveness of the digital strategy.
• Establish feedback loops with teachers, students, and parents to gather qualitative insights. Conduct regular surveys and focus group discussions to understand their experiences and address any challenges.
• Provide ongoing and targeted training for teachers. This includes training on using the unified digital platform, understanding AI tools, and addressing the specific needs of students with disabilities or those learning English as an additional language.
• Establish technical support teams to assist teachers and staff during the initial stages of implementation. These teams can provide on-site or virtual assistance, troubleshoot technical issues, and offer guidance.
• Facilitate peer-to-peer support networks among teachers. Encourage collaboration and knowledge-sharing to build a community of practice around digital integration.
• Conduct orientation programs for students and parents to familiarise them with the new digital tools and learning modules. Provide guidance on how to support their children's digital learning at home.
• Establish channels for students and parents to provide feedback on their experiences with the digital strategy. Use this feedback to make real-time adjustments and improvements.
• Conduct regular accessibility audits to ensure that the digital tools and resources are accessible to all students, including those with disabilities or language barriers.
• Promote inclusive teaching practices that leverage the benefits of AI tools to cater to diverse learning needs. Ensure that the digital platform and learning modules are designed with universal design principles in mind.
• Maintain transparent and regular communication with all stakeholders. Provide updates on the progress of the digital strategy, share success stories, and address concerns promptly.
• Recognise and celebrate achievements and milestones throughout the implementation process. This boosts morale and reinforces the positive impact of the digital strategy.
• Iterative Approach: Embrace an iterative approach to implementation. Use the data collected and feedback received to make continuous improvements to the digital strategy.
• Adopt agile decision-making processes that allow for quick adjustments to be made in response to emerging needs or unforeseen challenges
• Develop a sustainable model for continuous professional development, including ongoing training and updates.
• Foster a culture of collaboration and knowledge-sharing among teachers.
• Implement data analytics for continuous assessment and improvement.
• Regularly review and update the digital strategy based on insights from data.
Community Engagement:
• Engage parents and the community through regular workshops, updates, and involvement opportunities.
• Solicit feedback from parents to improve and tailor the digital strategy.
STRATEGIC PROJECT 6:
Create a world-class academic 6th Form that propels students into top class universities.
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