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School Improvement Strategy

EEEA aims to collaborate and support our academies so that our pupils reach their full potential. Our academy improvement strategy is the heart beat of our organisation.

The key aims of our strategy our as follows:

  • Nurturing a culture based on high levels of trust and a collective responsibility
  • Developing outstanding leadership at all levels through collaboration and positivity
  • Enabling academies to develop inspirational curriculums, which reflect their community and the needs of their children
  • Having a strong commitment to improving the chances of vulnerable children

The key strategies will use are as follows:

  • Providing high quality performance data at academy and Trust level to sharply focus improvement and identify and learn from trends particularly where there is rapid improvement
  • Standardised reporting to enable cross-academy collaboration
  • Providing advice, support and challenge to academies to improve leadership capacity, teaching and learning and effective action to improve pupil progress and achievement. One of the key vehicles for this is Peer Review, which enables frank and honest discussions whilst developing and coaching our leaders.
  • Focusing on improvement and innovation in teaching and learning, to ensure that teaching improves rapidly to become at least good. Implementing a standardised assessment system is enabling us to develop a consistency across different settings.
  • Effective talent management to identify the teachers and academy leaders and using them across the trust to support and improve practice. Our ‘social capital’ development enables us to track and improve pupils outcomes.
  • Investing in our staff to ensure they are the best they can be, this includes them becoming SLEs, LLEs and NLEs. System wide leadership enables our academies to develop their systems and curriculum.
  • Developing partnerships with Teaching Alliances and highly effective academies within and beyond the MAT. Working with a range of different organisations helps us to be outward looking to help improve and develop our systems.
  • Using Trust Governor to support governors to carry out their role effectively by becoming better informed about best practice; using data to plan for academy improvement; keeping the performance of their academies under review; and taking prompt action where necessary
  • Effective risk management to enable clear decision making and
EEEA Academy Categorisation

EEEA categorises academies using its KPIs as this impacts on the contribution an academy makes to the Trust.

There are three categories which are reviewed termly:

Category 1 Academies

This is an academy that is graded good or better by Ofsted and there are no concerns over their key outcome data. Leadership is strong and adds capacity to the Trust.

Category 2 Academies

This is for academies graded less than good or for coasting academies. The difference between a category 2 and 3 academy relates to academy leadership capacity. A category 1 academy could be placed into category 2 if there were key concerns identified by the Executive team. Category 2 academies have half termly reviews with the Trust Executive team.

Category 3 Academies

This is for inadequate academies or academies with key outcome issues that require intense support. A category 3 academy is a school at risk and the executive team manage and lead key areas once categorised. A rapid improvement plan is requirement and there are monthly meetings.

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