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

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. 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

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.

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. 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.

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. 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.

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. 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.

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.

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. 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.

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.

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. 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.

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. 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.

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. 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.

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.

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.

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. 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.

Strand three -

a) Governance for the future b) Robust quality assurance systems c) Managing risk d) Communicating effectively

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. 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.

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.

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.

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.

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. 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

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. 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.

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’ .