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Strategic Plan 2026-2029 Opening doors to a brighter future

Contents

Welcome from the CEO

Our Values

Welcome from the Chair of the Board of Directors

3 Year Over-Arching Objectives

NCLT Explained

Focus Areas

Facts and Figures

6 Pillars of School Improvement

Our Growth Journey

Meet the Team

Ofsted

Staff Workload Charter

Our Context

Governance Structure

Vision and Culture

How We Monitor Progress

Trust Headquarters

Welcome from the CEO Welcome to our Strategic Plan for 2026-2029

This document reflects our shared long-term goals as a Trust and offers an opportunity to review progress. Since the publication of our last Strategic Plan at the end of 2023, we have experienced significant change and delivered substantial improvements in outcomes for young people. Our Trust has grown to include three primary schools alongside Brinsworth Academy and Dinnington High School, bringing our total to nine schools and colleges and over 10,000 young people in our care. We have received recognition from Ofsted and others for the exceptional quality of our work and the positive impact we have made on so many lives. This success is driven by the dedication and talent of our staff, united by a single vision: to improve life chances and promote social mobility for young people. Their commitment underpins our achievements and defines NCLT as a dynamic, high-performing organisation and an outstanding place to work. Looking ahead, our Strategic Plan for 2026–2029 sets out a clear roadmap for continued progress. It focuses on five key areas: High-quality inclusive education School improvement Workforce Finance and operations Leadership and governance Within these priorities, we outline strategies for sustaining improvement, strengthening collaboration across schools and colleges, and ensuring robust systems, finances, and estates. The plan also addresses future development, effective governance, and the recruitment and retention of our most valuable resource—our people. I hope you share my sense of excitement about the opportunities ahead.

Welcome from the Chair of the Board of Directors I am proud to lead a Trust dedicated to making a meaningful difference in the lives of children and young people. Since its formation in 2015, New Collaborative Trust has remained committed to advancing social mobility through collaboration. Our core values, candour, challenge, collaboration, commitment, and care, continue to guide our work. The Trust has grown steadily while driving improvements in student achievement. This success is built on a strong belief in investing in our people through professional development, talent management, and succession planning. Our staff remain engaged and loyal, benefiting from the many career opportunities we provide. This Strategic Plan has been developed in consultation with governors, staff, and students. It sets out our priorities and aspirations for the next three years and defines the service we deliver to our family of schools and colleges. Thank you for taking the time to review this plan. I hope it provides a clear and compelling picture of how we will continue to ensure that every child and young person in our care thrives academically, personally, and in their wellbeing.

Diane Heritage Chair of the Board of Directors 4

NCLT Explained Who are we? New Collaborative Learning Trust (NCLT) is quickly becoming recognised as one of the leading MATs in the Yorkshire region. Our Trust currently consists of nine academies with the ages ranging from two to nineteen years old. We have a distinctive focus on staff and student wellbeing, and have been recognised by the MAT Excellence Awards in recent years as the Employer of the Year. All our staff, whatever their role, know that their central focus is on our shared vision: to have a positive impact on the lives of our young people, and thereby make a positive contribution to social mobility.

New College Pontefract NCLT’s founding college

New College Bradford

NCLT HQ

New College Pontefract

M62

New College Doncaster M180 Thorpe Hesley Primary School

Redscope Primary School

Wingfield Academy Brinsworth Academy

Anston Greenlands Primary School

Dinnington High School

£75m ANNUAL INCOME

2 YEAR OLDS TO 19 YEAR OLDS

4 LOCAL AUTHORITIES

10,357 STUDENTS

1300 MEMBERS OF STAFF

9 SCHOOLS AND COLLEGES

3 EDUCATIONAL PHASES 6

Our Growth Journey 2015

2017

2019

2020

2021

2023

Growth Statement At this stage, there are no plans for further growth of the Trust. The immediate priority is to embed the newly joined secondary schools and maintain a strong focus on school improvement and increasing leadership capacity across all settings. While expansion is not a strategic priority for the next three years, the Trust will continue to consider applications from schools wishing to join, assessed against a published set of criteria to ensure alignment with our vision and values.

May 2023

December 2021

September 2023

Yet to be graded February 2022

June 2022

with outstanding features

November 2023

June 2023

February 2023

Our Context

Co-Principals:

Vicky Marks and Chelsea Branson

10.5% of the students come from the lowest 10% based on the Index of Multiple Deprivation. 35.1% of the students come from the lowest 30% based on the Index of Multiple Deprivation. 16.3% of the students come from the lowest 20% based on the Income Deprivation Affecting Children Index. 12% of students receive the bursary to support their learning.

Staff - 213 (+41 casual) Students - 2752

11.7% of students were receiving additional pupil premium funding in Year 11 when they joined the college. 20.6% of students have a Special Educational need. 37.6% of students would be the first family member to progress to Higher Education.

Our Context Principal

Helen Jackson

13.6% of the students come from the lowest 10% based on the Index of Multiple Deprivation. 32.7% of the students come from the lowest 30% based on the Index of Multiple Deprivation. 21.2% of the students come from the lowest 20% based on the Income Deprivation Affecting Children Index. 16.8% of students receive the bursary to support their learning. 14.7% of students were receiving additional pupil premium funding in Year 11 when they joined the college.

Staff - 111 (+33 casual)

10.2% of students have a Special Educational need. 38.6% of students would be the first family member to progress to Higher Education.

Students - 1520

Our Context Principal

Stuart Nash

55.6% of the students come from the lowest 10% based on the Index of Multiple Deprivation. 86.6% of the students come from the lowest 30% based on the Index of Multiple Deprivation. 49.8% of the students come from the lowest 20% based on the Income Deprivation Affecting Children Index. 30.8% of students receive the bursary to support their learning.

Staff - 117 (+16 casual) Students - 1506

28.5% of students were receiving additional pupil premium funding in Year 11 when they joined the college. 8.1% of students have a Special Educational need. 47.9% of students would be the first family member to progress to Higher Education.

Our Context Headteacher

Hannah Thornton

Serves a ward that is in the top 6% most deprived areas in England. Rotherham is the 52nd most deprived district in England. Percentage rates for degrees well below national. The percentage of students staying in education or employment in the local area is below the national average. The percentage of students which are not in employment, education or training in the local area is above national average.

Staff - 258

33% of students receive the Pupil premium. 23% of students have a special educational need.

Students - 1392

30% of students in the local area are classed as persistently absent (which means they miss more than 10% of school time each year).

Our Context Headteacher

Kerry Wade

Staff - 195

33% of students receive the Pupil premium. 19% of students have a special educational need.

Students - 1013 30% of students in the local area are classed as persistently absent (which means they miss more than 10% of school time each year).

Our Context Headteacher

Jordon O’Neil

Staff - 166

36% of students receive the Pupil premium. 26% of students have a special educational need.

Students - 996

30% of students in the local area are classed as persistently absent (which means they miss more than 10% of school time each year).

Our Context Headteacher

Alex Wirth

14% of the students come from the lowest 20% based on the index deprivation affecting children. 15% of the students come from the lowest 30% based on the index deprivation affecting children. 15% of students receive Pupil Premium. 25% of students have a Special Educational need.

Staff - 33

7% of students in the local area are classed as persistently absent (which means they miss more than 10% of school time each year).

Students - 213

Our Context Headteacher

Alison Bradbury

50% of the students come from the lowest 20% based on the index deprivation affecting children. 85% of the students come from the lowest 30% based on the index deprivation affecting children. 41% of students receive Pupil Premium. 40% of students have a Special Educational need. 21% of students in the local area are classed as persistently absent (which means they miss more than 10% of school time each year).

Staff - 78 Students - 409

Our Context Headteacher

Sarah Hewitt

12% of the students come from the lowest 20% based on the index deprivation affecting children. 17% of the students come from the lowest 30% based on the index deprivation affecting children. 8% of students receive Pupil Premium. 16% of students have a Special Educational need.

Staff - 80

6% of students in the local area are classed as persistently absent (which means they miss more than 10% of school time each year).

Students - 556

Vision and Culture Student Achievement Student achievement refers to how well students perform academically, shown through their exam results, mastery of curriculum standards, and measurable learning outcomes. It focuses on students’ ability to understand and apply what they’ve been taught, demonstrate progress over time, and meet or exceed expected performance levels. Overall, it reflects the extent to which students achieve strong, reliable academic results.

Student Personal Development Student personal development ensures that every learner has the opportunity to grow into a confident, responsible, and well-rounded individual. The trust is committed to providing experiences that build character, independence, and resilience, helping students develop the attitudes and behaviours needed to thrive both in school and beyond. Through enrichment activities, leadership opportunities, and a supportive environment, the trust places personal development at the centre of its mission, recognising it as essential to preparing students for their future lives and contributions to society.

Contribution to Social Mobility The trust combines a strong focus on student achievement with a commitment to personal development to positively contribute to social mobility. By ensuring students attain high academic outcomes while also developing confidence, ambition, and essential life skills, the trust equips every learner with the foundations needed to access future opportunities. This balanced approach empowers students to overcome barriers, broaden their aspirations, and progress onto further education, training, or employment, enabling them to thrive and contribute meaningfully to their communities.

Student and Staff Well-being The trust prioritises the well-being of both students and staff by fostering a safe, supportive, and inclusive environment where everyone feels valued and cared for. It promotes a culture that encourages open communication, work–life balance, and access to appropriate support services. By investing in professional development, creating positive learning spaces, and placing mental and physical health at the forefront of its policies, the trust ensures that students and staff are equipped to thrive personally and professionally, recognising that well-being is essential for sustained success and a flourishing school community.

Our Values The 5Cs—candour, collaboration, care, challenge, and commitment—are important because they provide a shared foundation for how our trust works together and supports its community. Candour ensures honesty and transparency, helping us build trust and make clear, informed decisions. Collaboration encourages teamwork and the sharing of ideas, strengthening outcomes for students and staff. Care reflects our responsibility to create a nurturing, respectful environment where everyone feels valued. Challenge drives us to set high expectations, push for excellence, and continuously improve. Commitment demonstrates our dedication to achieving our goals and supporting each other. Together, these values guide our actions, shape our culture, and help us deliver the best possible education for every student.

CANDOUR To be open, honest and fair to everyone

The 5 Cs

CHALLENGE To have high expectations of ourselves and each other

COLLABORATION To learn from each other for the benefit of all

COMMITMENT To be dedicated, resilient and strive for continuous improvement

CARE To be considerate of others and their needs 19

3 Year Over-Arching Objectives High Quality Inclusive Education

Reading for all

School Improvement

Student Outcomes

Raise reading attainment beyond national averages in the primary phase, and embed targeted literacy interventions in the secondary phase, ensuring all students can access and succeed within the full curriculum.

Achieve student outcomes that consistently exceed national averages, through the embedding of high-quality teaching as the standard practice across all classrooms

Inclusive Education for all

Behaviour and Attendance

Make inclusion everyone’s responsibility, by designing and implementing systems that support all students from the universal up.

Enhance the Personal Development Offer Strengthen the personal development curriculum through outstanding CEIAG, cultural capital experiences, and enrichment opportunities, whilst securing meaningful nextstep destinations for every student.

Ensure attendance levels are above local and national, consistently applying an exemplary behaviour policy, and developing effective alternative pathways, thereby reducing suspensions, exclusions and lost learning.

Narrow the Gap Develop and implement effective strategies that reduce attainment gaps, ensuring the continued elimination of inequalities across all student groups, enabling every learner to achieve their full potential.

Workforce

Finance and Operations

Governance and Leadership

Recruit, develop, retain

Financial Sustainability

Strengthening Governance and Leadership

Recruit, develop and retain exceptional teachers and support staff, incorporating effective succession planning to ensure continuous teaching excellence, support staff effectiveness, and leadership capacity.

Embed ICFP to deliver balanced budgets across phases that are consistent and transparent, supporting financial decision making and achieving value for money.

Enhanced Staff Wellbeing

Digital Innovation and Efficiency

Further strengthen governance and leadership across the Trust by fostering strategic alignment, accountability and collaboration between the schools and colleges and central governance, ensuring leaders at all levels have the resources and support to drive sustained improvement.

Next Generation Governance

Prioritise the wellbeing of leaders, teachers, student support staff, and back-office teams to create an energised, collaborative workforce capable of delivering high-quality teaching and comprehensive support.

Deliver an effective digital strategy that incorporates the latest AI, deploying tools to reduce workload and improve effectiveness and efficiency across the Trust, in line with and measured against the digital strategy.

Attract, recruit and develop a diverse, younger generation of governors, preparing the Trust for next generation governance through succession planning and forward-looking strategic engagement.

Employment Rights Bill

Operational Sustainability

Leadership Alignment

Prepare the Trust and its 1,300 employees for upcoming legislative changes, ensuring readiness and compliance with the future implementation of the Employment Rights Bill.

The Trust will invest resources to ensure all schools and colleges operate effectively, efficiently and sustainably in order to drive and sustain school improvement.

Review and align leadership structures across the Trust to ensure equity, consistency, and coherence in policies, systems, and operational structures, enabling effective leadership in all schools and colleges.

Focus Areas Our vision is to ensure every learner thrives in an environment that is ambitious, inclusive, and sustainable. To achieve this, we have identified five strategic focus areas that form the foundation of our plan: High-Quality Inclusive Education, School Improvement, Workforce, Finance and Operations, and Governance and Leadership.

High-Quality Inclusive Education ensures that every child, regardless of background or ability, has access to exceptional learning opportunities that meet their individual needs. School Improvement drives continuous progress, enabling schools to innovate, share best practice, and deliver consistently high standards. Workforce is central to success; by investing in recruitment, development, and wellbeing, we empower staff to excel and inspire learners. Finance and Operations provide the stability and efficiency needed to sustain excellence, ensuring resources are used wisely and strategically. Governance and Leadership underpin the entire system, offering strong accountability, clear vision, and collaborative decision-making that keeps learners at the heart of every choice.

Together, these priorities create a coherent framework for delivering outstanding education now and for the future.

Focus Area: High-Quality Inclusive Education Our commitment to high-quality inclusive education ensures that every learner, regardless of background, ability, or circumstance, has access to exceptional learning experiences that enable them to thrive. This focus area is built on three key priorities:

1.Reading for All Strategy Literacy is the foundation of learning and life opportunities. Our Reading for All strategy aims to embed a culture of reading across every stage of education, ensuring that every child develops strong reading skills and a lifelong love of reading. By prioritizing early intervention, targeted support, and rich reading environments, we will close gaps in attainment and empower learners to access the full curriculum. 2.Inclusive Education for All Inclusion is at the heart of our vision. We will create learning environments where diversity is celebrated, barriers to learning are removed, and every child feels valued and supported. This means adapting teaching approaches, providing specialist support where needed, and fostering a culture of belonging for all learners, including those with special educational needs and disabilities (SEND), disadvantaged backgrounds, or other vulnerabilities. 3. Enhanced Personal Development Offer Education is more than academic achievement; it is about preparing young people for life. Our enhanced personal development offer will provide opportunities for learners to build character, resilience, and essential life skills. Through enrichment activities, careers education, and wellbeing programs, we will ensure that every child leaves school equipped to succeed in a rapidly changing world. Together, these priorities will ensure that our education system is not only high-performing but also inclusive, equitable, and focused on the holistic development of every learner.

Focus Area: School Improvement School improvement is central to raising standards and ensuring that every learner achieves their full potential. This focus area is about creating a culture of continuous development, innovation, and accountability across all schools. Our priorities are:

1.Student Outcomes Improving student outcomes is our ultimate measure of success. We will focus on high-quality teaching, robust assessment practices, and targeted interventions to ensure every learner makes strong progress. By using data intelligently and sharing best practice, we will close gaps in attainment and raise achievement for all. 2.Behaviour and Attendance Positive behaviour and attendance underpin effective learning. We will promote a culture of respect, resilience, and responsibility, ensuring that classrooms are calm, safe, and conducive to learning. Through consistent expectations, restorative approaches, and strong pastoral support, we will help students develop the character and mindset needed to succeed. 3.Narrowing the Gap Equity is a core principle of our strategy. We will work relentlessly to reduce disparities in achievement between different groups of learners, including those from disadvantaged backgrounds, SEND, and other vulnerable cohorts. This will involve targeted support, inclusive practices, and strong partnerships with families and communities to ensure that every child has the opportunity to thrive. By focusing on these priorities, we will create schools that are not only high-performing but also inclusive, aspirational, and committed to the success of every learner.

Focus Area: Workforce Our people are the foundation of educational excellence. To deliver outstanding outcomes for learners, we must attract, develop, and retain a highly skilled and motivated workforce. This focus area prioritizes:

1.Recruit, Develop, and Retain the Best Teachers and Support Staff High-quality teaching and support are essential for student success. We will implement robust recruitment strategies to attract talented professionals, provide world-class professional development opportunities, and create clear career pathways. By fostering a culture of growth and recognition, we aim to retain the best educators and support staff in our schools. 2.Enhanced Staff Wellbeing The wellbeing of our workforce is critical to sustaining high performance. We will embed wellbeing into our organisational culture through proactive support systems, workload management, and mental health initiatives. By prioritising staff happiness and resilience, we create an environment where professionals can thrive and deliver their best for learners. 3.Preparation for the Employment Rights Bill Legislative changes require proactive planning. We will ensure compliance with the Employment Rights Bill by reviewing policies, updating practices, and providing training for leaders and HR teams. This preparation will safeguard our workforce, maintain trust, and uphold our commitment to fair and ethical employment practices. Through these priorities, we will build a workforce that is skilled, supported, and future-ready— empowered to deliver exceptional education for every learner.

Focus Area: Finance and Operations Strong financial and operational foundations are essential for delivering sustainable, high-quality education. This focus area ensures that resources are managed effectively, systems are efficient, and innovation drives improvement. Our priorities are: 1.Financial Sustainability We will maintain long-term financial health by implementing robust budgeting, forecasting, and risk management processes. This ensures that every decision supports the stability and growth of our schools, enabling us to invest in teaching and learning. 2.Value for Money Every pound spent must deliver maximum impact for learners. We will rigorously evaluate spending decisions, benchmark costs, and seek efficiencies without compromising quality. Our goal is to ensure that resources are used strategically to improve outcomes. 3.Integrated Curriculum and Financial Planning (ICFP) ICFP will be embedded across all schools to align curriculum design with financial planning. This approach ensures that staffing, timetabling, and resource allocation are optimized to deliver both educational excellence and financial efficiency. 4.Digital Innovation and Efficiency Technology is a key driver of operational improvement. We will invest in digital solutions that streamline processes, enhance communication, and support teaching and learning. By embracing innovation, we will reduce administrative burden and improve productivity. 5.Operational Sustainability Our operations must be resilient and future-proof. We will focus on environmental sustainability, compliance, and risk management to ensure that our schools operate safely, responsibly, and in line with best practice. Through these priorities, we will create a financially secure and operationally efficient organisation that supports educational excellence and adapts to future challenges.

Focus Area: Governance and Leadership Strong governance and aligned leadership are essential for driving strategic direction, accountability, and sustainable improvement across our education system. This focus area ensures that decision-making is robust, future-focused, and consistently centered on the needs of learners. Our priorities are: 1.Strengthening Governance at All Levels Effective governance provides clarity, challenge, and support. We will strengthen governance structures across schools and the trust, ensuring that boards and committees have the skills, knowledge, and confidence to hold leaders to account and drive improvement. This includes targeted training, clear frameworks, and transparent reporting. 2.Preparing for Next Generation Governance Governance must evolve to meet future challenges. We will invest in developing governance models that are agile, digitally enabled, and responsive to changing educational landscapes. This includes succession planning, embracing technology for efficiency, and ensuring diversity and representation in governance roles. 3.Leadership Alignment Leadership coherence across all levels is critical for delivering our vision. We will ensure that school leaders, trust executives, and governance bodies share a common purpose, strategic priorities, and values. Through collaborative leadership development, clear communication, and shared accountability, we will create a unified leadership culture that drives excellence. By focusing on these priorities, we will build governance and leadership that are strong, future-ready, and fully aligned to our mission of delivering high-quality, inclusive education for every learner.

6 Pillars of Effective School Improvement HOW DO WE IMPROVE OUR SCHOOLS?

Pillar

High quality teaching and learning

Pillar

Ambitious intelligently sequenced curriculum

Pillar

Rigorous assessment and high quality feedback

Collaboratively planned

Regular and aligned

Knowledge and skills-rich

Followed by timely actions to close gaps in learning

High challenge

Retrieval practice

Aligned by phase

Checking of understanding

Sharing of resources

Evidence based metacognitive strategies

Formative/summative

Bespoke CPD

Progression focused

Address misconceptions

Professional learning plans

Accessible by all

ITT/ECT Support

Clear intent and measurable impact

Use of self-assessment and peer-assessment

Exceptional subject knowledge Evidence based pedagogy Subject Collaboration Sharing of good practice

Instructional coaching

OUR COMMITMENT: At NCLT, we are committed to delivering an outstanding and consistent student experience through collaboration. In fostering a culture of continuous improvement, all teachers have a professional obligation to enhance their practice, ensuring that all young people receive high-quality first-wave teaching. Trust leaders will ensure that well-planned, robust systems, procedures, and collaborative CPD opportunities are embedded, enabling effective school improvement to take place and flourish.

Pillar

Effective leadership and governance

Excellent behaviour and attendance

Safeguarding and inclusivity

Improvement culture

High expectations

Strong systems

Protection of children a priority

Vision and values

Aligned policy

Strategic direction

Calm learning environment

Visibility

Set classroom routines

Outward thinking

Punctuality a priority

Ensuring inclusivity

Attendance a priority

Wellbeing and workload

Targeted support

Strong, robust systems KCSIE driven SEND/EHCP and disadvantaged students a priority Inclusive in approach Tailored and appropriate alternative provision offer Targeted support

Inclusivity

Meet the team

Staff Workload Charter Lesson Planning

Although teachers are expected to carefully plan their lessons, there is no expectation that they produce written lesson plans, and there is no specific lesson plan format. This also applies during a formal lesson observation.

Artificial Intelligence

The Trust is currently testing out different applications of AI at school and college level. We are in the planning phase of designing our own AI systems, so that staff can adapt their lessons and harness the power of this technology. We will issue updated guidance as the technology develops, highlighting ideas where we can save staff time.

Collaborative Practices

Time is allocated for staff to meet and collaboratively plan their work, develop programmes of study and align assessments. This is organised at school/college level, but also across the Trust. The sharing of resources and expertise is also common practice in order to significantly reduce staff workload.

Reduction in Marking

Reducing the amount of marking our teachers do is a priority and reviewed annually. The Trust does not have a common marking approach and leaves it up to individual schools and colleges. The Trust strongly believes that teachers should mark fewer pieces of work but with greater impact. Teachers are supported to develop creative ways to provide high quality feedback and guidance.

OUR COMMITMENT: As part of the NCLT staff Wellbeing Charter we will: Review practices and procedures to proactively drive down unnecessary workload. Provide a clear rationale when introducing any new initiatives that may impact negatively on workload. Provide CPD to highlight efficient and effective ways of marking in order to reduce workload. Regularly review and update the Trust’s Employee Health and Wellbeing Policy, that includes a section on reducing staff workload.

Emails and Communication

Power BI

There is no expectation that staff will respond to emails outside of their working day. Leaders will always aim to minimise the amount of emails by producing bulletins, newsletters or weekly staff briefings. Full guidance can be found in the NCLT Staff Wellbeing Charter.

The Trust has made significant investment in developing Power BI to deliver data analysis both effectively and efficiently at the push of a button. Live data is now readily available to all stakeholders, minimising the time spent on producing reports.

Inspections

Shared Service

The Trust does not replicate Ofsted inspections, or anything that requires staff to go beyond their normal working practice. However, the Trust does build in whole school/college reviews as part of the monitoring and school improvement cycle. Leaders will also help teachers develop a good understanding of the inspection framework and will support them in feeling confident, calm and ready for formal Ofsted inspections.

The Trust is based on a shared services model to achieve economies of scale. An important objective of the model is to reduce the duplication of effort across the schools/colleges and allow our teachers and leaders to focus on key areas which will have the most impact on student outcomes.

Governance Structure Finance and Resources Committee

Members

Education Standards Committee

Buildings SubCommittee

Risk and Audit Committee

Board of Directors

Remuneration Committee

Colleges

Secondaries

NCP

NCD

NCB

Advisory Group

Advisory

BA Advisory

WFA Advisory Group

Primaries

DHS Advisory Group

Advisory Group

How will we monitor the progress of our strategic objectives? Trust leaders working in each focus area are accountable to a specific governance team.

Focus Area

Governance Team

High quality inclusive education

Education Standards Committee

School Improvement

Education Standards Committee

Workforce

Board of Directors

Finance and Operations

Finance and Resources Committee

Leadership and Governance

Board of Directors

Trust Headquarters

Trust HQ and Strategic Operations At the centre of our Trust, both geographically and operationally is Trust HQ. Located within 40 minutes of all our academies, it serves as the hub for central services, ensuring the smooth running of systems and support for our schools and colleges. Here, over 50 colleagues manage critical functions including HR, finance, IT, student services, digital and marketing, estates, health and safety, GDPR, compliance, policy, and governance. This infrastructure underpins the Trust’s resources and operational resilience. A key feature of our model is the shared services approach, which reduces administrative burdens on schools and colleges, enabling leaders to focus on delivering high-quality education. This strategic decision has freed headteachers and senior leaders from time-consuming tasks, contributing significantly to our success. It is one of the reasons why four of our nine academies are currently graded Outstanding by Ofsted. Trust HQ also houses the Trust Executive Team (TET): Richard Fletcher (CEO) Jenny Fearnhead (CFO) Andy Woodcock (COO) Lauren Walker (CPO) This structure ensures seamless integration across the Trust. Additionally, Trust HQ hosts NCLT’s Art Foundation course, supporting 50 students annually. Our forward-thinking digital strategy reflects our commitment to innovation and adaptability. By deploying AI tools to streamline processes, enhance efficiency, and reduce workload, we are transforming administrative tasks, data analysis, lesson planning, and communication systems. This approach allows staff to focus on high-value work that directly benefits students. It also strengthens our ability to adapt to a rapidly evolving educational landscape, ensuring we remain effective, efficient, and future-focused.

Pontefract Road Normanton Industrial Estate Normanton West Yorkshire WF6 1RN nclt.ac.uk 01977802802