TRANSFORM TRUST &

TEACHING S

CHOOL

ALLIANCE

PRIMARY-LED TRUST

• Vision

• Values and beliefs

• Governance and structure

• Membership

• Diocese and strategic partners

• Core principles

CORE PRINCIPLES

Through the Transform Trust we will create a partnership of thriving schools that:

• Are unique and autonomous - reflecting and supporting the values of their local communities.

• Are a positive collaboration of high performing schools and those building further capacity.

• Work together to inspire, support, accelerate and sustain school improvement.

• Will benefit from collaboration with schools and strategic partners across the wider Teaching School Alliance.

• Are supported by world class business services, expertise and leadership.

• Attract partnerships and resources from the community and business sectors.

• Are exciting and energising places to be where all children achieve, progress and realise their highest levels of attainment.

The partnership of schools will grow steadily each year, attracting both high performingand improving academies.

SCHOOL TO SCHOOL SUPPORT FRAMEWORK

School to Support Mission

As partners we embrace opportunities within Transform to transfer best practice from our own organisations to support others. Being a partner also requires us all to maintain the best standards as part of our collective endeavour for children.

Why are we providing school to school support?

• To foster excellence in and across our schools.• To ensure support for school improvement and progress.• To ensure the achievement and growth of children.• To facilitate collaboration and mutually respective outstanding partnerships. • To develop a self-sustaining system where teachers and leaders learn from the best

practice.

TIER Description ActivityTier 1 (Reactive)Intervention

• Formal Intervention required or externally directed• Serious concerns identified:• OFSTED/HMI • OFSTED Category• Data/Outcomes • Safeguarding

• Contract and protocol for intervention and support agreed

• Monitoring Visits • Specific Support Brokered• Lead practitioner

Tier 2 (Proactive)Preventative

• Circumstances indicate “Turbulence and/or difficulty” • Issues of Leadership• Circumstances show that potential for structural intervention

is likely• Significant decline in outcomes• Loss of confidence in community /declining numbers• Significant absence issues likely to impact on school• Request for specific support made• Issues identified from Standards Review (all partners)

• Formal arrangement /secondment brokered• Contract and protocol for intervention and support

agreed• Similar to Tier 1 but with locally agreed areas for

improvement• Specific support brokered by Alliance team

Tier 3 (Proactive)Entitlement

Professional Challenge and Support • Health Check• Critical Friend/Peer Challenge Review (**not

duplicating other processes)• Pre Inspection Support • SEF support• New Headteacher Induction Group established with

agreed programme• Inductions - New staff, subject leaders and NQTs• Supportive but Challenging Professional Dialogue

(with Formal Review protocol)

PROPOSED TIERS – MENU OF SUPPORT

CHALLENGES

• Capacity and capability

• Resilience

• Magic wand

• Academy Trust

• Inclusion

• Replicating the same old

EXPERTISE

• Enterprise Director

• Operations Director

• Teaching School Alliance

• Brokerage

• Unique Selling Point

COLLABORATION

• East Midlands TSA

• Other TSAs

• Local Authority

• Universities

• Private sector

• NCTL

QUESTIONS?