2021-24
Working together to provide the best possible education for all
Our strategy
Contents
2 3 4 7 8 9 10 13 16 17 35
Welcome from our Chair of Trustees
Introduction from our CEO
About us
Member school performance
Our core purpose and mission
Our vision and values
School improvement
Governance
Growth strategy
Strategic improvement priorities
Who's who
Strategic Plan 2021-2024
Welcome from our Chair of Trustees ALEX WALMSLEY
As a board of trustees, our role is to create a clear vision to help set the ethos and strategic direction of the Trust and to challenge and hold to account leaders in terms of educational and financial performance. This strategic plan demonstrates our continuing commitment to support every individual within our Trust to aspire, flourish and achieve within the heart of their community in the continuing period of uncertainty brought about by the pandemic. I am proud to chair a Trust with such a values driven ethos, who are committed to providing the best possible education for all the children in our schools. We are fortunate to have a team of skilled and committed trustees and governors, as well as to work with inspiring leaders and staff across the Trust and at all of our schools. In terms of governance, we have benefitted from the input of skilled trustees and local hub board members including our parent representatives, as well as our other committees, to provide support across our schools and Trust and to inform our future plans. None of this could be achieved without our remarkable staff to whom we are truly grateful. Our future success will be built on the continuing support of our members, our trustees, the dedicated staff in all our schools and of course on the support of our pupils, parents and local school communities. PAGE 2
School improvement is central to all we do at First Federation Trust. We have a clearly demonstrable record of supporting significant improvement in our schools and are committed to continually improving our Trust for the benefit of all. One of the real strengths of the First Federation Trust is the culture of partnership working and collaboration, both within our schools, and outside our Trust with other educational colleagues and settings. We remain committed to working with schools who share a similar vision and ethos. As a supportive Trust we welcome the opportunity to develop new partnerships and bring new schools into our Trust family. We look forward to continuing to provide the best possible education and life chances for all our pupils, working collaboratively and leading in best practice in the coming years. This strategic improvement plan is a route map for the Trust to help us realise our ambition to provide the very best possible learning and teaching within all our schools. I hope you will find it informative in demonstrating our key aims and objectives as we plan together for a better future for all within our Trust.
Strategic Plan 2021-2024
Introduction from our CEO PAUL WALKER
The last couple of years have been possibly the most eventful, traumatic and uncertain periods the education sector has ever experienced. As I write, we are still in the final stage of national restrictions, waiting to see what the longer-term future holds. Throughout the Covid pandemic, we have strived to keep all of our teams as safe as we can and keeping our children safe has and will always be our top priority. We have managed to keep a very strong focus on school improvement. Our systems and structures have evolved to ensure we have a fit-for-purpose system of school improvement. Throughout the period of our last plan, every school that was inspected, achieved or maintained a 'good' grading during inspection. Outcomes across the Trust have continued to improve - setting our young people up for strong futures. As we look forward with this, our second strategic plan, there is much still to be achieved. The global pandemic has caused many to re-evaluate priorities. We have seen a profound impact on every part of life. Children have had two years of interrupted learning. Families have enjoyed time together, whilst many have experienced high trauma during the lockdowns. Many communities have fractured as restrictions have prevented so many events from taking place. The wellbeing of all has never been so important.
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The next three years will be a pivotal moment for the education sector. We need to make sure we flex and respond to these developments. We have a responsibility to ensure the highest standards for all. In particular, we will be working harder than ever to close the attainment gap between our most disadvantaged pupils and their peers. Developing our staff is key; they are our most important resource. We will continue to look after them, train and develop them, ensuring our pupils have access to the best teaching. We will continue to collaborate across the Trust. We will continue to be professionally generous. Where possible we will create and support local networks; developing and improving the teaching offer in and around our schools. As the Department for Education (DfE) works toward a fully academised system, we have been building capacity and developing teams to be ready for future growth. We will continue to grow, in a responsible and measured manner - never at a negative cost to our member schools. We recognise the opportunities growth brings and hope to support schools as we bring new capacity to the Trust. Our Trust is only as good as every constituent part. Our collective responsibility will bring about collective success and continued success will bring opportunities for every pupil.
Strategic Plan 2021-2024
About us
The First Federation Trust has been a multiacademy trust (MAT) for the last 10 years. Our founding schools have been working together since 2006. The Trust started life as a small group of schools in South Devon. In 2021 we now have member schools in East, West, Mid and South Devon and are currently supporting a school in Plymouth.
Collaboration remains at the heart of our improvement structure. We respect the identity and uniqueness of each of our member schools. Schools have high quality resources made available to them. Schools are also encouraged to innovate and share new approaches, making sure we keep our systems fresh and relevant.
Our schools are a wonderfully diverse mixture. Our schools range from two-class village schools, to large coastal town schools and include a mix of church and community schools. Currently we are sponsoring five schools through their improvement journey whilst continuing to support our convertor schools.
At the heart of our Trust are the people; our staff and pupils. As an organisation we deliberately seek to make opportunities available to all. High quality Continuing Professional Development (CPD) is available to staff, throughout their time with us. This in turn ensures our pupils are taught as well as they should be. High quality teaching and high quality learning are at the heart of everything we do.
We pride ourselves on our track record of improvements. All of our schools improve to become good or maintain their high standards. A strong focus on academic performance has seen schools improve their standards, with pupils making strong progress. We are proud of what we have achieved and continue to support schools both within our Trust or through formal partnerships.
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Creating individuals is a very important part of our approach. Through our high quality curriculum, we strive to ensure that we develop confident, resilient characters. We want every individual to recognise their place in the world and do their best to be an active citizen. Collectively, these unique individuals will create strong and diverse communities. Communities that take responsibility for each other and the wider world.
Strategic Plan 2021-2024
Our Trust in numbers 16 member schools
Two formal partnerships
3,189 pupils
119 pupils with Education, Health & Care Plans
449 SEND support pupils
647 pupils eligible for the pupil premium grant
531 staff
27 Federation Leaders of Education
Three Local Leaders of Education
One Local Leader of Governance
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Strategic Plan 2021-2024
Strategic Plan 2021-2024
Member school performance Ofsted overall effectiveness School
Rating prior to joining FFT
Most recent judgement
SIAMS Good
Aveton Gifford CE Primary
Good (satisfactory leadership)
Good (06/21)
Bere Alston Primary (sponsored)
Inadequate
Awaiting inspection
Blackpool CE Primary
Good
Outstanding (03/12)
Inadequate
Requires improvement (04/18)
Chudleigh Knighton CE Primary
Notice to improve
Good (03/17)
Colyton Primary (sponsored)
Inadequate
Awaiting inspection
Gatehouse Primary* (sponsored)
Requires improvement
Inadequate (01/18)
Hawkchurch CE Primary
Good
Good (06/19)
Good
Lady Seaward's CE Primary
Satisfactory
Outstanding (02/16)
Outstanding
Musbury Primary
Requires improvement
Good (06/19)
Newton Ferrers CE Primary
Good
Outstanding (02/12)
Outstanding
Rockbeare CE Primary
Good
Awaiting inspection
Good
Salcombe CE Primary
Satisfactory
Good (06/21)
Outstanding
Sidmouth CE Primary
Good
Good (06/19)
Outstanding
Westcliff Primary (sponsored)
Requires improvement
Good (02/19)
Willowbank Primary
Requires improvement
Awaiting inspection
Brixington Primary (sponsored)
Outstanding
Outstanding
Formal partnerships St. Budeaux Foundation Junior School
Good
Whitchurch Community Primary
Good (declining)
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Good Not currently members
* Previously sponsored by another MAT; rebrokered to FFT 07/17, inspected 11/17
Strategic Plan 2021-2024
Our purpose Working together to provide the best possible education for all Our mission Using our individual and collective strengths to work together to improve our schools. Providing all pupils with the best education, enabling them to succeed
Strategic Plan 2021-2024
Our vision Every individual will Aspire, Flourish and Achieve within the heart of their community
Inspiring learning for all Developing the individual and growing positive relationships Contributing positively to all the communities we are a part of Our values
Aspire PAGE 9
Flourish
Achieve
Strategic Plan 2021-2024
School improvement model The guiding principle of our school improvement model is to make the biggest difference to the life chances of the pupils in our schools. The model is used to drive continual improvement, accepting that school improvement is the responsibility of us all. Each school will maintain their own identity but will work to ensure that the vision, values and purpose of the Trust are at the core of our school improvement work. This means resources need to be flexible and deployed across all schools where necessary. This model will provide ‘guidance’ for the Trust's education team and as a result will direct school improvement. It is to be used intelligently, and not as a checklist of minimum operating standards. Our schools and education team will consider the quality of the six steps to improvement. As a Trust we offer guidance and support within these key areas, in order to support, develop and challenge our schools to improve.
Leadership
Accountability
Quality teaching FFT School Improvement Model
Behaviour
Curriculum
Assessment
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Strategic Plan 2021-2024
School improvement cycle We follow a cycle of school improvement. Every term, an audit meeting is held with each school to determine needs. These then inform planned actions for the term ahead. Resources are allocated and schools receive bespoke support, according to their needs. This work is reviewed and evaluated before a new audit takes place.
Diagnosis of need
Transmission
Prioritisation
Evaluation / QA
Work Plan created
Work Plan implemented
Capacity identified
Each school is graded according to school improvement need and capacity to improve. Category
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Criteria
A
Sufficient capacity to improve own and other schools
B
Sufficient capacity to improve own and limited capacity to improve other schools
C
Sufficient capacity to improve own school with school improvement support
D
Insufficient capacity to improve school without direct support
Strategic Plan 2021-2024
Specialist support for schools Fundamental to our culture of collaboration is the specialist support we provide to our schools. Our cross-school networks aim to raise standards and ensure each school benefits from our collective knowledge and experience, to the benefit of all our pupils.
Early years Specialism network groups Curriculum design support. 'New to EYFS' programmes. Heads training and support in developing EYFS provision. Working with nurseries and preschools to improve outcomes for children.
Pupil premium / SEND Specialism network groups. Support visits to schools by strategic leaders, to advance improvement work. Planning support (PP/SEND reports/action plans). Briefings and training for Heads of School. Development programmes for staff and leaders. Curriculum support through the lens of SEND/PP. Audits of provision.
English and maths Specialism network groups. Visits to schools by strategic leaders to support school improvement work. Guiding principles and resources. Developing staff and leaders' subject knowledge and leadership skills.
Strategic Plan 2021-2024
Governance The First Federation Trust approach to governance has evolved as the Trust has grown, to ensure we are always best serving our schools. All those in governance work towards the continued success of the Trust. Their main priority is to ensure the three statutory governance functions are met: Ensuring clarity of vision, ethos and strategic direction; Holding executive leaders to account for the educational performance of the organisation and its pupils, and the performance management of staff, and; Overseeing the financial performance of the organisation and making sure its money is well spent. Our governance structures work across several different layers. Members Members of MATs are the subscribers to the Trust’s memorandum of association. They should ensure that the governance of the Trust is effective and have an overview of the governance arrangements of the Trust. Members can amend the Articles of Association (ie constitution of the Trust) and may do so to support stronger governance arrangements. We have five members: The Exeter Diocesan Education Network (EDEN) Salisbury Diocesan Board of Education (DBE) University of St Mark and St John A non foundation member The Chair of the board of directors Board of directors The First Federation Trust is governed by a board of non-executive directors who are also trustees. The board has entered into a funding agreement with the Secretary of State and is responsible for each school within the Trust. The members of the board come from a variety of different backgrounds and use their collective skills and experience to monitor and challenge the educational and strategic outcomes of the Trust. The board operates as a single body responsible for all of our schools. They have a clear scheme of delegation that delegates authority to other groups. Senior leadership team Day to day running of the Trust is delegated to the senior leadership team. They work alongside our schools to monitor and challenge their work and improve their performance. All operational matters are overseen by the leadership team, who are held to account by the board.
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Strategic Plan 2021-2024
Committees The First Federation Trust governance structure includes several committees to the appropriate time and focus is given to key issues. Committees are kept to a minimum to ensure we are working as efficiently as possible. Strategic and finance committee This committee manages the business of the Trust focussing on finance and resources available. The committee works within strict financial limits, deploying resources for maximum impact.
Audit committee The audit committee is responsible for internal scrutiny and external audit, as well as risk management. This includes detailed monitoring of the Trust risk register.
Education committee The education committee focuses on the educational impact of the Trust. Key themes are monitored and challenged.
Hub advisory boards The hub boards focus in detail on the outcomes of up to six schools. These boards have wider representation from parent and community representatives.
Academy consultative committees Some of our schools have local committees that work alongside the Head of School to understand and evaluate the impact of the school improvement plan. These committees also support the work of the school in its local community. PAGE 14
Strategic Plan 2021-2024
Strategic Plan 2021-2024
Growth strategy The First Federation Trust has enjoyed a steady rate of growth since its inception. Each school has brought a richness to the Trust. In turn, the Trust has brought security and sustainable school improvement to our members. Over the years, we have created a series of structures and systems that work. Our schools are working well; they collaborate with one another, ensuring we achieve our collective aims. Now is the time to consider our next stages of growth. We have a range of successful strategies that we believe could benefit many other schools. As a Trust, we have a shared responsibility for the pupils within our Trust, but also for those around us. If we know schools need support; we are in a position to offer that support. We have recognised strengths in our leadership support at all levels. All of our schools have and continue to improve. Our growth has been beneficial to our staff generally, including at joiner schools. We feel that we have a lot to share with others and want to grow further to continue to enhance the opportunities for our pupils, as well as those from outside the Trust. Future growth There will continue to be growth over future years coming from several avenues: Sponsorship of inadequate schools Schools seeking to convert Single academy trusts (SATs) looking to join a MAT Merger of smaller trusts with larger MATs Rebrokerage of SATs/MATs
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As the Trust has grown, systems have grown and evolved. These have been created to support a variety of schools. Our revised school improvement model means that a bespoke package of support is available for all schools, whatever needs they have. The Trust is a successful sponsor with all sponsored schools that have been inspected improving a grade at their next inspection. The growth of the Trust has resulted in a clear understanding of what schools would be suitable to join us in the future. We must continue to do what we do well and maintain high standards. We would welcome continued growth from the following schools: Inadequate schools seeking sponsorship Church schools Existing MATs seeking to dissolve and join a larger MAT Convertor primary schools including federations As we continue to grow, Trustees are very clear that we remain a primary school only Trust and therefore, we are not seeking to add any secondary schools to the Trust.
Strategic Plan 2021-2024
Strategic improvement priorities 2021-2024 During the last year we have been reviewing how the Trust works and identifying key areas for improvement in the coming three-year period. The priority areas are: - Quality of education: the best learning and teaching for all - Effective talent and resource management - Effective governance and accountability - System and civic leadership
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Strategic Plan 2021-2024
Quality of education The best learning & teaching for all We have always been very proud of the sustained improvements that take place in our schools. Pupils at our schools achieve improved outcomes over time. This has been demonstrated through statutory data as well as through our internal data systems. Many schools join the Trust with a legacy of weaker outcomes. The impact of the collaborative work is evident in the sustained improved outcomes in all of these schools. These results are achieved through effective teaching. We take great pride in the investment made in our teaching staff, with carefully mapped CPD made available to all our staff, whatever the stage in their career. Underpinning the approach to teaching are our principles of high quality teaching. Our ‘Four Pillars’ offer a framework for schools to develop their teachers, focussing on the key areas of pitch, match, subject knowledge and learning behaviours. We have a great foundation upon which to continue to build. A strong teaching team will expect high outcomes from all our pupils, whatever their starting point. It is important that we set challenging, yet realistic expectations for all pupils. In particular, we will need to ensure the impact of the pandemic on outcomes is fully understood. We will never compromise high expectations but must ensure they are appropriate and meet the context of the time.
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All pupils have the right to succeed. We will continue our work to close any attainment gaps between significant groups of pupils. This will require further support for staff to develop their skills, sharing of best practice and learning from research. Our curriculum is developing, and schools now have robust, relevant curriculum models that suit their individual contexts. As our curriculum models develop, we will refine the underpinning materials and ensure we continue to support all pupils to reach their potential. Supporting the personal development of all pupils will be a continued priority. The curriculum needs to broaden horizons and create opportunities for pupils. Every child needs to be a reader. Every child needs to be numerate and be able to communicate. Children need to challenge inequality and stand up, with confidence, for their beliefs. Our curriculum model will ensure strong outcomes in all these aspects. Our pupils are entitled to the best opportunity; they deserve excellence. Strand one a) Excellent curriculum for all b) Highest quality teaching c) High expectations for all d) Raising standards e) Assessing learning f) Creating an environment of success and achievement
Strategic Plan 2021-2024
1.a Excellent curriculum for all We want to ensure that our curriculum is reflective of the lives that our children will lead in the future. We need to ensure that our pupils are confident and resilient. We will continue to develop our curriculum materials to make very clear links with the personal development of each child. We know that our high-quality curriculum models should be the gateway to future success for all our pupils. Our curriculum will allow equal access for all pupils, whatever their starting points, to become literate and numerate. We want to make sure all pupils know how to communicate. All pupils will receive a curriculum that broadens their horizons and prepares them for their futures. Our curriculum model must be reflective of the diverse world in which we live. As we review our curriculum aims, we will ensure that our pupils are exposed to the best knowledge and cultural influences from around the world. Our pupils will be supported to be able to challenge stereotypes and outdated views. Our pupils will be taught to be accepting and inclusive.
The new early years framework will provide an opportunity to review provision for our youngest pupils. It is paramount that the curriculum for our youngest children provides the best start to their school journeys. We need to proactively ensure no gaps are created and any existing gaps are closed. Early reading must be at the heart of best practice. The curriculum offer for early years pupils needs to be flexible to meet their needs and interests but robust enough to ensure high outcomes. Staff will need to be continually supported to design the best curriculum models they can. Many staff are still new to planning the requirements of a broad and balanced curriculum. We will continue to support staff with planning, helping staff to develop well planned curricular goals that lead to a strong body of knowledge for all pupils.
Strategic Plan 2021-2024
1.b Highest quality teaching To deliver the best curriculum it is important to ensure that the best teachers teach pupils. High expectations for pupils will only come from the highest quality of teaching. Continuing to invest time in the development of our four pillars of precision teaching will remain at the core of all our work. Staff will be supported to access quality research, have robust challenging conversations about their practice and be helped to improve. However, we will not start to produce guidance about how to teach. Teachers will be free to use their professional judgement, grounded in our evidence-based principles. Staff will continue to be supported to ensure they have a manageable and predictable workload. We will continue to review strategies to manage and reduce workload. Ensuring that staff focus on the work that makes a difference for their pupils. Unnecessary and burdensome tasks will be reviewed to ensure they are required and being carried out by the most suitable person. Our staff have a wide ranging CPD offer made available to them. It is our intention to build on this. We need to ensure that all staff are supported to be best teacher they can. It is often commented that to become a ‘master’ of a trade takes about 10,000 hours of work. This means that we need to ensure we invest in our staff for the first ten years of their career. Once staff have become masters, they need to continue to be supported, stimulated and challenged. Regular engagement with the best research and best practice is essential to secure a world class workforce. PAGE 20
Understanding metacognition will be a key feature of our work. Staff will be supported to think carefully about how children learn when they are planning, making sure tasks are designed with care and precision to get the best possible outcomes. Learning from one another is a key skill. We will continue to encourage our staff to share good ideas with one another. We will identify an innovation fund, allowing staff the opportunity to experiment and take risks – with the expectation that they will report back, share and ideally upscale their projects. Allowing time for teachers to reflect on their work, supported by leaders/coaches will be fundamental in bringing about long-lasting change to our teaching. Appraisal can often be seen as a process rather than an underlying principle. Leaders will be supported to develop appraisal to ensure it leads the process of reflective and continued improvement. Appraisal needs to be seen as a continual journey rather than a twice a year exercise.
Strategic Plan 2021-2024
1.c High expectations for all Our schools are made up of a diverse group of pupils. Each pupil is an individual, full of character and potential. Every child is supported to learn from their own starting points. We are a fully inclusive Trust and all pupils are entitled to receive a full and balanced curriculum. We will continue to prioritise support for our most vulnerable learners. Our strategy for supporting our disadvantaged pupils will be refreshed for the next three-year period. Pupils who are entitled to the pupil premium grant will be supported to ensure they keep up with their peers. Our strategy will continue to be a proactive strategy, focussing on the early years. This will ensure that gaps are not created in the first stage of schooling. Leaders will establish better links with pre-schools to ensure needs can be identified early and plans put in place from the day pupils start school. There will still be a need to react to pupils’ circumstances and schools will be supported to work with these pupils as well. We will work hard to ensure that our most disadvantaged pupils meet aspirational outcomes. We will be ambitious for these pupils so they not only close educational gaps but make accelerated progress, meaning they perform at least as well as other pupils. Identification of pupil needs will continue to be a focus for our inclusion team. It is important that needs are assessed early, and plans developed quickly to best support pupils. As the Trust grows, we will look at how we can centrally manage resources such as educational psychologists, speeding up the assessment process. PAGE 21
We also need to ensure that all schools create positive relationships with the families of those pupils with special educational needs to ensure true partnership working. Staff teams will be supported to ensure that they continually meet the needs of our SEND pupils throughout the curriculum. We need to ensure that task design is appropriate to allow all pupils to access the learning and demonstrate their knowledge; without other curriculum weaknesses presenting as a barrier.
Strategic Plan 2021-2024
1.d Raising standards As schools return to the cycle of national statutory assessment, we need to ensure that our pupils in all year groups are achieving their very best, whatever their starting points. Those pupils in early years will be supported to make the best start to their school journey. There will remain a strong focus on reading outcomes, providing pupils with the essential key to long-term success. It will be paramount that any gaps between significant groups of pupils do not grow and in fact are reduced. School leaders will be supported to secure the highest sustainable phonics outcomes. Whist it is important pupils attain well in the national check, we recognise that it is more important that children secure and retain their phonics skills – becoming fluent readers. We will support all schools to review their phonics provision and ensure they are adequately resourced.
Outcomes at the end of each key stage are crucial. Most important is that all pupils make sustained progress. Priorities for support will be to ensure pupils make sustainable progress in the core subjects. Equally, we will support schools to ensure pupils attain well in all three core subjects. Where pupils have previously attained below the national figures for their relevant groups, we will challenge and support schools to close this gap; sharing good practice with one another. We will continue to provide an unrelenting focus on the core skills of reading, writing and mathematics. In particular, we will continue to focus on a strong mastery approach in mathematics as well as devising a robust spelling and language programme to complement our reading strategies. Alongside this we will continue to develop oracy and communication skills – vital skills for future success.
1.e Assessing learning The role of assessment has changed dramatically over the years; especially noticeable during the pandemic. The assessment principles will be revisited and refined to ensure they suit the needs of schools and pupils. Systems will ensure staff can accurately gauge and benchmark progress pupils are making. Whilst there will also be a need for some summative assessment, formative assessment approaches will be revisited. The role of assessment for learning will continue to underpin day-to-day teaching practice. Staff will be supported to develop their skills to assess at the point of learning.
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Marking and feedback approaches will be reviewed and developed, in tandem with workload and wellbeing expectations. Assessment in the foundation subjects is an area needing particular attention. The curriculum itself will provide the progress model. However, we will develop a clear framework for skills progression within each subject. This will then underpin an evolving system of assessment in the foundation subjects that does not become too onerous and bureaucratic.
Strategic Plan 2021-2024
1.f Creating an environment of success and achievement We want every child to achieve success. We want every child to be safe. We want every child to be happy when at school. This will be realised through creating calm and purposeful climates for learning. We will continue to offer CPD to support staff to manage the different behaviours of their pupils. External support and guidance will be available to support those pupils with the most complex needs. Following the pandemic and the impact of lockdowns, it is vital that we support the mental health and wellbeing of our pupils. There are many new and unmet challenges that we will face in the future. We will work with partner agencies and others in our communities to ensure the best available resources are channelled for the maximum impact.
Strategic Plan 2021-2024
Effective talent and resource management The First Federation Trust has a proven track record of school improvement. As a sponsor Trust, we have been able to support schools in need. This has been as part of the Trust, or in a formal partnership arrangement. We are proud of the support we offer all our schools, wherever they may be in their journey of improvement. During the last couple of years, we have focussed on growing capacity and ensuring we are ready to support more schools as we grow. This has been well supported by the receipt of two Trust Capacity Grants from the DfE. This has allowed significant investment in the development of our staff. As we grow and become a more diverse family of schools, it is paramount we continue to invest in our current and future leaders. The challenges of leadership are always changing, and we need to pivot how we work as a result. Leadership structures will need to flex according to the context, challenges, and available budget. As we continue to grow, it is important that everyone is supported to do their job well, and is understanding and respecting of the roles of others. Not all staff want to lead. We need to ensure we support and develop those staff who want to become masters of what they do well. We need to attract the best possible candidates for our posts and continue to maintain our high levels of retention. As we move to new national models of school improvement support, we need to create new opportunities for staff to make their contribution. Fostering the sense of collective responsibility across the Trust remains a key aim. PAGE 24
We support a diverse range of pupils in an inclusive manner across the Trust. It is paramount that we now focus on staff equality, diversity and inclusion. We need to attract more staff from a range of backgrounds. We must demand and expect equality for all, ensuring we work towards the reduction of any pay gaps. These themes must not be one-off initiatives but provide the foundations for all of our work. How we manage resources is key. Funding will remain a critical challenge for schools as the impact of government support during the pandemic is felt. We must ensure we spend every pound to the maximum benefit for our pupils. Staffing remains our largest expenditure - about 80% of income. Ensuring we spend the remaining 20% wisely will be a new challenge for the future. The cheapest option may not be best. We must take responsibility for and reduce our use of natural resources. However we distribute our resources, we must ensure that it always has the highest possible impact on our pupils. Sustained school improvement is the priority. Resources may be allocated differently to different schools at certain times to allow them to succeed. Our approaches will be adaptable, yet robust. Strand two a) Developing and retaining a workforce for the future b) Dynamic and flexible leadership structures c) Creating collective responsibility d) Making the most of our finances e) Taking responsibility for our natural world.
Strategic Plan 2021-2024
2.a Developing and retaining a workforce for the future As we strive to be an employer of choice, we must define exactly what this means. We must approach challenges such as workload and wellbeing in a responsible manner. It is vital that our staff teams are valued and recognise that they are able to professionally contribute to development across the Trust, focussing on their role. We want all staff to do what they do well. We will ensure others provide support and challenge, but not create a culture of reliability on others. Recruitment processes will be reviewed for all positions to ensure we attract a wide and diverse range of applicants. We must encourage applications from underrepresented groups across the Trust. We must learn about why people leave our Trust, or why certain groups do not want to apply. This learning will be fundamental in the creation of a clear HR strategy. Our strategy needs to ensure that we are aware of future vacancies and that we have a blueprint for future appointments. As we grow, we need to work towards a staffing structure that allows us to be self-sufficient – we need to be big enough to do the things we want to do. Developing the role of the specialist will be key as we develop.
Succession planning and talent management strategies will help us identify when we need to train and encourage staff to develop internally or support us in developing clarity about how to attract new staff into the Trust. As we move away from the teaching school model, we will need to develop a sustainable approach to professional development within the Trust. Forging new partnerships will ensure new knowledge continues to be brought into the Trust. Refreshing our core offer and other development opportunities will be key. Aiming to deliver this as part of our core offer is fundamental. Finance should not be a barrier to CPD. Appraisal systems will be developed to ensure we meet the needs of the staff we are striving to develop. Appraisal needs to be a continual focus, driving our available opportunities for training and support. Supporting the wellbeing of all our teams will be paramount. We will work together with staff to reduce workload, make our systems be as impactful and efficient as possible. We will design new opportunities for staff to share and work together.
Strategic Plan 2021-2024
2.b Dynamic and flexible leadership structures The impact of a good leader is vast. We will ensure that as leaders become more experienced, we continue to support and develop them. We will also identify and support new leaders by creating new opportunities for them to contribute in non-traditional frameworks. We will assess the barriers that stop many staff aspiring to leadership and proactively work to remove them. As roles develop, we will ensure they support principles of reducing pay gaps. Promoting collaboration and school-toschool support remain key.
Developing opportunities for staff to become Federation Leaders of Education will be key to providing this support. Other staff may need encouraging to aspire to be Federation Teaching and Learning Leaders. Ensuring our schools remain part of their community is key. We need to ensure that leaders support local initiatives, work alongside other community groups and work in partnership with other schools. Professional generosity must remain at the heart of our work. If something works, we need to upscale and share it. Supporting innovation at every level is very important.
2.c Creating collective responsibility We will only ever be as good as our weakest parts. Therefore, it is so important that we work together to share expertise and ensure every pupil has the best possible offer. Specialist network groups will continue to be developed across the Trust to ensure all staff have access to current and relevant information. Access to high-quality research and understanding how to apply this in practice are very important. Collective responsibility is vital in our schools; it is also crucial in our civic leadership roles. We need to ensure we take responsibility for our wider world. Clear targets for reducing our impact on the natural world will be key. However, sharing the good practice to achieve these targets will be fundamental. PAGE 2 6
We will continue to develop systems of support. Leaders need to encourage teams to develop capacity and make this freely available for others. Likewise, it is crucial that leaders know when they need support and additional capacity. Systems will develop to ensure schools know themselves well.
Strategic Plan 2021-2024
2.d Making the most of our finances Financial stability remains a constant challenge. Long-term planning is challenging when the ESFA only gives oneyear budgets. We will continue to work hard to ensure we get the maximum return for every pound we spend. A healthy financial position will be key to continued success. We will work hard to ensure our reserves remain in a healthy condition, ensuring there is flexibility to do the things we want to do. Developing staff structures will continue to be a priority. Staffing costs equate to about 80% of total expenditure. This figure will need to remain at the maximum, meaning that staffing structures will need to continue to be reviewed for maximum efficiency. Where possible, as we grow, we will begin to make more central appointments that may mean other costs can be reduced - allowing us to achieve the things we want to achieve. Reviewing other expenditure will be key. Non staff related central costs need to be kept as low as possible; this will ensure that the remaining money can be used for innovative and exciting school improvement activity. Central procurement should be used when there are benefits for all. IT procurement will be reviewed. Following the appointment of a strategic leader, we will ensure there are clear minimum standards for all schools. Economies of scale may be achieved through more central purchasing. Developing a carefully thought through plan to ensure IT equipment is replaced before it becomes outdated and broken will be key.
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Building developments will be carefully managed. Strategic planning will allow us to prioritise building developments through the SCA programme. There will need to be a process designed to ensure an equitable approach to selecting capital projects. School improvement will remain the core business of the Trust. Ensuring there is enough resource available to support schools will be paramount. As we move away from the Teaching School system, we will need to develop new methods of financing training and development. Designated budgets will be created for school improvement, training and development – with carefully managed performance indicators.
Strategic Plan 2021-2024
2.e Taking responsibility for our natural world Our impact on the world around us needs to become a high priority. Governments and major industries are all working hard to mitigate the impact their work has on the natural world. It is crucial that, as a Trust, we also take action. The actions we take now will leave a lasting legacy for generations yet to come. We will start to carefully audit our current use of natural resources and begin to identify areas where we can make a lasting impact. As we review energy usage, we will ensure that we develop our sites to be as efficient as possible. This may mean some investment to achieve the desired return. We will need to begin to demonstrate a reduction in our carbon emissions. Targets will start to be set, and these will need to be monitored and reported. Water usage will also be monitored and water reducing measures introduced, where possible. Many of our schools use a lot of single use resources; especially plastic. Schools will be supported to review their use of such resources and set challenging aims to try and at least cut, if not eradicate the use of such resources. Schools will be supported to achieve this through curriculum work, financial incentives and award schemes, where applicable.
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Developing positive relationships with district councils will be key to support schools to further develop their possible methods of recycling more resources such as paper. Reducing, reusing and recycling will need to be core features in all Trust sites. Any action, however small, will make a positive difference to the planet. People are more aware of the high levels of processed foods available to our pupils. Providing healthy meals in school is crucial. However, these also need to be affordable. Reviewing menus and working with caterers will be key. Increasing the usage of local produce, where possible, will reduce food miles. Likewise, removing meat options once a week will have a positive impact for pupil health and the planet.
Strategic Plan 2021-2024
Effective governance and accountability Tracking performance is vitally important to drive any system of improvement. We have enjoyed strong and effective systems of governance for many years. However, as we grow, we need to ensure these systems maintain their effectiveness. It is important that those responsible for governance continue to have a well developed and rounded view of the impact of the Trust. This will include the use of reporting, visits and careful review of data.
Communication is vitally important at all levels; it is everyone’s responsibility. As the DfE presents a view of more sustained development of the academy system, we need to ensure we are ready to attract and communicate well with potential joiners. Developed use of social media will be key to share success. Communicating the benefits of being in our Trust needs to be better coordinated. We need to celebrate what we do well to the wider world.
As governance develops, it is important to reflect on where information comes from. Local community voices need to be heard, as do staff and parents. To ensure everyone is understands and contributes to our aims, we need to listen to what all stakeholders have to say.
Strand three -
As the impact of the Covid pandemic begins to be realised, systems of accountability will need to evolve. We cannot rely on data and external reports alone to build a comprehensive picture. Developing systems of internal and external peer review will be crucial. Developing reporting formats will ensure the right information is made available to the right people at the right time, so they can make informed decisions. Careful risk management will ensure we take action, deploy resources and react before a situation escalates. Management of risk must be carefully thought through. We need to be clear about what poses a possible risk and what presents as an area to take immediate action.
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a) Governance for the future b) Robust quality assurance systems c) Managing risk d) Communicating effectively
Strategic Plan 2021-2024
3.a Governance for the future Governance structures have served us well in recent years. However, it remains a challenge to attract new governance volunteers at every level. As we grow, we will strategically review the work of the board and its committees. We will ensure that we have enough people with the right skills, available to provide robust governance at all levels. An external review of governance will allow us the opportunity to reflect on why we do what we do and ensure our governance systems remain robust for the future. The role of local communities and community stakeholders is fundamental. Our schools need to take responsibility within their communities and promote active citizenship to our pupils. At governance level, we need to consider how we engage with local communities.
The voices of local stakeholders (parents, staff and community figures) are not consistently heard across the Trust. We will pilot different approaches to how we can develop the local voice within our structures. As governance structures develop, it is important we make sure the board and committees are reflective of the communities they serve. We must make sure that we achieve a diverse group of governors. We will actively seek governors from underrepresented groups. Diversity of cognition is equally important in our structures; we need to make sure that our structures promote debate, support and challenge from people with different views and life experiences.
3.b Robust quality assurance systems Everyone in our Trust continues to work hard to ensure the maximum benefit for all our pupils. Everything we do supports our drive for continued school improvement. We ensure that all are aware of the impact of their work and know what difference it is making. Reporting structures will be further developed to be consistent, accessible and relevant. External inspection systems have changed dramatically. We continue to support those involved in governance in developing their awareness of the impact of others’ work. Moving away from a reliance on performance data to a strong focus on curriculum and the quality of education needs supporting as we assist governance volunteers to understand more qualitative information. PAGE 30
Performance indicator systems will be further refined to focus on pupil standards, school improvement, as well as financial performance. We will also ensure better use of other available information ie HR information, our environmental impact, etc. Peer review structures will need development. Working with other Trusts will allow us to share expertise and gain an external view of our work. Reciprocal arrangements will allow us to see how others work and drive continued improvement across the Trust. We will also develop internal peer review models where leaders can support one another to offer a critique of their work. Some external views will support internal reviews to ensure we have a clear, standardised view of the impact of leaders.
Strategic Plan 2021-2024
3.c Managing risk Knowing how we perform as a Trust is very important. Having an accurate view will ensure that there is a clear understanding of where potential areas of concern lie. Systems to manage risk will be reviewed to ensure they link efficiently with the information we have available. Risks need to be clearly managed, in accordance with the Academy Trust Handbook. We will ensure there are clear approaches to allow us to know when to react or when to monitor.
3.d Communicating effectively There is comprehensive information available to leaders and governance volunteers throughout the Trust. Ensuring this is well communicated and understood is key to have continued collective buy-in from all stakeholders. The work of trustees will be routinely shared and made available so all can see the impact of governance. Pupil numbers and school reputations cannot be taken for granted. There are fewer primary age children. This means that we will need to attract pupils to our schools to ensure continued financial sustainability. Communicating what we do well will be paramount. All stakeholders need to be aware of the benefits and impact of being in the Trust. Many people harbour very negative views of the academy system. We will ensure that all are aware of the positive work we do. A communications strategy will ensure that staff and parents have regular news updates. An annual review will be created for all to see. Websites and social media will be used to promote the Trust as effectively as we can.
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Strategic Plan 2021-2024
System and civic leadership Our Trust is not defined by the boundaries of our schools. We are a successful organisation and do what we do well. We have much to share with others. Professional generosity is key to how we work. We have a clear view that we are a primary-only Trust – and want to be the best at what we do. We have grown steadily over the years. This will be crucial to our continued success. Our growth will need to ensure we can maintain our effectiveness. Keeping a healthy balance of schools in need and schools with capacity will be crucial. Trust and school partnerships will offer us opportunities to work with others without formally joining the Trust. These will hopefully lead to full membership – but only if right for our schools. We will continue to provide school-toschool support. We have started developing local networks. This approach will continue. If we have something to share, we will. Working beyond our remit will ultimately help improve the outcomes of more pupils – one of our key aims.
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Having the maximum impact will be key. We need to be a local, regional and national leader of change. We will be known as a Trust that makes a difference. This will come through our actions. During the pandemic, amazing things were achieved. In particular, for those who are most disadvantaged. We will grasp this mantle and ensure this work continues. Every child has the right to a good education – we must stretch beyond the work of our schools. We need to make a positive impact in our communities, as well as recognise the impact the lack of education has around the world. We will not just look on; we will make a difference. Strand four a) Responsible growth b) Working together to create a strong system c) Civic responsibilities
Strategic Plan 2021-2024
4.a Responsible growth Our Trust has grown steadily over the last 10 years. We have merged with a Trust, sponsored schools, partnered with those in need, as well as accepted convertors. The DfE has restated the view that all schools will join a Trust and we will ensure we are ready for future growth. We will be clear about where we want to grow and ensure we grow steadily and responsibly. We can use our experience to accept joiners from stand-alone trusts, federations and another smaller MATs. We will work proactively with the Regional Schools Commissioner (RSC) and local authorities to ensure we contribute our expertise where it is needed. We have always risen well to unknown challenges – these present us with exciting opportunities.
As the system matures, we will work to ensure no one is left behind. Being a champion for the isolated school, the small school, the challenging school, is what we see as critical to our growth. Materials and resources will be developed to ensure we are more proactive in this work. Growth will not always mean academisation. We will continue to work in formalised improvement partnerships. Where we can offer expertise, it will be made available. Partnerships do not always have to end in Trust membership. They must improve pupils’ life chances.
4.b Working together to create a strong system Working together with all partners is key to continued success. Forging partnerships with other Trusts, the RSC, improvement bodies, etc. are critical. As with our school improvement system, we need to create capacity and take capacity. This reciprocal arrangement is fundamental to the professional development of all parties.
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Network groups work well within our Trust. These will be continued and upscaled. Local learning community groups should be able to access information from one another for mutual benefit. By creating a model of sharing practice, we are more likely to see others reciprocate.
Strategic Plan 2021-2024
4.c Civic responsibilities We work hard to support the educational outcomes for our most disadvantaged pupils. In recent times we have become more aware of how we can help these families outside of the school day. This work will continue. We will work with community partners to ensure we offer the best start in life for all of our pupils, no matter their start points. The creation of the First Foundation will provide a vehicle for us to work deeply in our local communities as well as make a difference for other pupils nationally and internationally. We need to work with others to ensure education is seen as a fundamental right for all and not a ‘postcode lottery’.
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Who's who? Board of Trustees Alex Walmsley (Chair) Ann Denner (Vice Chair) Paul Walker (CEO) Andrea Gosling
Carolyn Bromfield Chris Frankland Paul Wimsett Rachel Shaw
Leadership Team Paul Walker - Chief Executive Office and Accounting Officer Carol Chapman - Chief Operating and Finance Officer Rachael Caunter - Director of School Improvement Angela Jenkins - Director of Performance and Development Emma Lewry - School Improvement Officer Claire Fegan - School Improvement Officer Isabelle Candy - Governance Lead / Compliance Officer Sarah Cotton - Hub Business Manager Cheryl Haddy - Hub Business Manager Janine Price - Hub Business Manager Sarah Gillies - Head of Marketing and Communications Jay Presneil - IT Manager
Heads of School Aveton Gifford CE Primary - Fern de Beer Bere Alston Primary - Katy Rooke-Bruce Blackpool CE Primary - Tania Cox Brixington Primary - Stuart Dyer Chudleigh Knighton CE Primary - Alex Spraggon Colyton Primary - Aerfen Mills Gatehouse Primary - Leila Naldrett Hawkchurch CE Primary - Jayne Vanstone Lady Seaward's CE Primary - Simon Westwood Musbury Primary - Tim Neild Newton Ferrers CE Primary - Penny King Rockbeare CE Primary - Sally Davies Salcombe CE Primary - Andy Pugsley Sidmouth CE Primary - Claire Fegan Westcliff Primary - Lewis Webb Willowbank Primary - Sophie Hillson PAGE 35
Our school locations
First Federation Trust c/o Blackpool CE Primary School Liverton Newton Abbot TQ12 6JB 01626 821316 admin@firstfederation.org.uk www.firstfederation.org