Redditch RSA Academies Trust – Strategic Plan STRATEGIC OBJECTIVE 1: POWER TO CREATE Exceptional Learners What outcome are we seeking? What needs to be done to achieve this and how? By whom? By when? RAG How will we know when it has been achieved? SP1.1 Outcomes in established ‘primary’ provision in the MAT at least in line with national by July 2017, and new schools by July 2018 Trust investment is swift by identified need as required School Improvement Plans outline the school by school strategy (and links to Trust Strategic Plan) School Improvement Partner and CEO supporting LAGBs in analysis, support and challenge Appointment of Trust Early Years Primary Curriculum Adviser or similar by Jan 2017 Additional primary leadership (senior post) for internal capacity and for S2S support Agreed programme of S2S support from Rivers CE for Ipsley to add capacity to ensure outstanding progress outcomes 2017 Principals CEO with TSIP - Published monitoring and support programme Led by TB – engaging external consultant – [plan updated following review of senior structures for implementation Jan 2017] September 2016 September 2016 January 2017 Easter 2017 See SIP school targets: EYFDs GLDs Y1 phonics screening KS1 KS2 SATs results 2017 improvement on 2016 attainment and progress LAGB and TB monitoring of reports and investment by exception Monitoring of standards by CEO utilising external expertise – TSIP coordination and monitoring of this, inc. Rivers CE MAT – reporting to the board on risk and investment needs CEO/TSIP/LAGB mid-year reviews of Executive Officers Recovery plan CHMS standing item at Trust Board 2016-17
P1.2 Outcomes in secondary provision in the MAT remain outstanding at KS4 & KS5 investment by identified need is swift as required School Improvement Plan outlines the school strategy (and to Trust Strategic Plan) Trust School Improvement Partner and CEO supporting LAGBs in analysis, support and challenge Executive Principal & Head of School CEO with TSIP - Published monitoring and support programme September 2016 September 2016 GCSE and A level 2017 & 2018 GCSE – see SIP tagets – well above average P* maintained A level L3VA sig+ LAGB and TB monitoring of reports and investment by exception by TB Monitoring of standards by CEO utilising external expertise – TSIP coordination and monitoring of this, inc. Rivers CE MAT – reporting to the board on risk and investment needs CEO/TSIP/LAGB mid-year reviews of Executive Officers (by end of March) SP1.3 curriculum Inc enrichment - PP Trust Executive (Principals) and Trust Strategic Development Team (SLT staff) development curriculum design working groups Primary curriculum development plan devised and implemented Secondary assessment framework implemented from Year 7 to Year 11 in all 3 schools PiXL and Doddle systems in place, training ongoing and effective assessment/progress data Led by GSH/DSM Groups led as identified in plans Led by DSM, Trust Early Years and Primary Curriculum Adviser Led by IME SV-P IME/NBE/AFI Principals & SLT Sept 16 Sept 16 Calendar of meeting dates Working groups identified to meet need – plans housed in SIPs HR and LAGB monitoring Resource need – Doddle licence 3 years – to be purchased by Septmber 2016 Staff Learning Days 2 & 3 to include training on Doddle for all secondary staff Enrichment take-up data monitored by SLT and LAGB- RSA guarantee – measured for uptake in all schools in 17/18.
Enrichment programmes reviewed- cross-phase, & monitored for PP uptake SP1.4 Primary years reading strategy Primary reading strategy devised for immediate delivery Research and development by trust on primary reading strategy with RSA Academies, and other schools through TSA and other networks– RSA/University/commercial input Principals TEY&PC advisor Sept 16 Start May 17 Reading and writing outcomes at KS1 and 2 improvement (SIP targets met) clear focus of QA demonstrating improvements Network established and action plan in for 2017+ by end of July 2017 SP1.5 RSA commitments – ‘gold standard’ provision in developing the pupils knowledge of the beyond school Inc . high quality destinations – employment, further study and training Each school commitment included in SIP Agreed appointments for (including identified governor & CIAG lead in place) TSDT plan for joint events and approaches, and year by year layering from early years to post-school RSAA monitoring and support structures in place Destinations for all transitions recorded – 3 year tracking of post 16 and post 18 destinations Led by Trust Executive Lead governor identified Identified established by and appointments SIP and in school plans – by October 2016 By November 2016 Appointments by mid year Trust vision and action plan – TE conference February Plans in each school meet the requiremnts of the RSA commitments Governors actively involved and reporting to February conference generates a coherent approach in the pyramid Annual report on progress to TB Coordinated approach across the pyramid schools with progression Quality of destinations post-16 and post-18 monitored in school plan by AV LAGB, 0 NEETs SP1.6 RSA commitments – excellence in development of the arts & creativity Each school commitment included in SIP Agreed appointments for (including identified governor & CIAG lead in place) TSDT review of curriculum policies and agreed intent recommendations/revised curriculum policies to Trust HR meeting Led by Executive Lead governor identified Identified roles established by and appointments SIP and in school plans – by October 2016 By November 2016 Appointments by mid year Arts progress measures excellent = all key stages Uptake of options and non-examined/tested opportunties is a strength, and monitoring of student by students uptake of qualifiactions and activities year on year improvments (or stability where uptake is appropriate for cohorts) Curriculum policy clear on creative subjects and technical and ‘soft’ skills development
Maximising impact of RSA PA Hub, RDIs and other partnerships enhancing our educational offer RSAA monitoring and support structures in place – uptake and destination returns to RSAA demonstrate excellence Trust vision and action plan – TE conference February focus of our schools (including high academic success) Curriculum decisions and staffing are in line with RSA distinctiveness, enabling outstanding outcomes in academic and vocational subjects SP1.7 excellence in provision to ensure well-being- inclusion & mental health, in an increasingly challenging external landscape, for all pupils in the Trust schools SIP plan for each school TE, TSTD task and finish group to review current capacity and approaches – proactive approaches to be coordinated across the Trust, with expertise shared as required from early years to post-16. Audit of provision across trust identifies areas of best practice and any gaps closed Student voice/ student councils in school work. Action plan for trust resulting from the above Lead role in RSA TSA mental health conference Principals in school TE, TSTD to coordinate trust review, overview, capacity gaps analysis and vision/plan Sept 16 (inc initial yrgent needs) From Jan 17 Vision at TE conference February Reviewspring 2017 Action plan and resource needs / appointments for 2017-18 Appointments urgent signed off by TB PASS surveys in each school demonstrate year on year improvments KPIs in school plans (cahms referrals etc) show levelling and reduction in current escalation Review of trust provision leads to coordinated approach for high-risk and high expertise areas, and facilitiates sharing school to school on best approaches Recognition of current MAT expertise and successes at Conference and then Student councils focus groups/surveys, repeated, show improvment STRATEGIC OBJECTIVE 2: TO CREATE outstanding people What outcome are we seeking? What needs to be done to achieve this and how? By whom? By when? How will we know when it has been achieved? SP2.1 High Quality Central Executive Staffing teams and leaders to ensure Ongoing review of Trust Central Executive Trust-wide functions, considering TSIP review CEO led Reporting to HR November, actions implemented by January 1st where Central Executive Team formalised Rolling recommendations implemented
school improvement and enable MAT growth recommendations, to be implemented Review of senior posts and remuneration (using external consultant) Central Executive - HR Operations Manager appointed HR Operations team established Consultation on restructure of data and ICT teams across the pyramid Central Executive post to be extablished to lead wide team – advertised and appointed (subject to consultation) TB review and implementation (with HR committees as appropriate) CEO By HRop.man. CEO HR committee CEO desired and reasonable December 9th For September 1st start By end of september November/December 2016 Implementation of revised structure for January 1st 2017 or as soon a possible thereafter Review/consultation undertaken by December 1st 2016 Recommendations implemented for January 2017 Central Executive role – HR appointed HR functions centralised in terms of approaches to enable experise sharing, aligment of approach, capacity and succession planning – SoD to ensure operation is at school level (Governance review to establish level of delegation) Central executive role – data and ICT appointed Trust-wide team approach to enable expertise sharing, capacity and succession planning SP2.2 governance review (see SP4) External review of governance commissioned and conducted Trust Board Away Day to consider the recommendations and determine a way forward (general agreement that a restructure will be required following Led by Chair of Trust/CEO CEO led with NGA consultant CEO led, with TB / LAGB by Trust Board Away Day October October November Review report received Trust board agreement on consultation or and action plan, as defined by the Board following the external review Consultation takes place as defined by board (likely to include full revision of governance structure and SoD/ToR) Governance action plan in January 2017+ Recruitment routine to skills gaps at all governance levels
growth, and to enable further growth) Consultation on any restructure and action plans proposals Implementation or revised structure for Januray 2017 committee chairs For agreement/sign=-off at December Board. Implementation 1st January SP 2.3 highest quality development of all employees (especially through Teaching School and NSS plans) Individual school CPD programmes to ensure high quality professional development, with impact, for employees in each school Career development opportunities of highest quality for employees – from to Headship/CEO & non-teaching Central Executive roles (See RSA TSA development plan) AV led RSA leadership development programme ITT & NQT programmes aligned RQT programmes PM focus on CPD needs for all employees HR monitoring of quality and impact Principals TSA for Trust – EKK (secondary) & DSM Primary Principals, DB&F and CPD leads in each school September and ongoing Annual Report to TB HR meeting (end of May) Programme feedback School improvement KPIs – t&l/outcomes/b&a/staff retention Staff surveys (HR overview at Trust level of trust employees) SP 2.4 developing organisational health and HR strategies HR central executive structure and approach to be reviewed at the point of growth Implementation of a strategy to engage in most effective working practice SLT weekly agenda – all schools – at risk, new staff Led by CEO on Trust-wide, and Principals at school level TB (HR) to agree approaches June 2017 New HR to drive agreed strategy from Sept? 17 Clinical supervision in place spring 2017 Staff feedback positive Staff Absence rates reduce (KPIs in SIP) Staff survey across Trust (HR overview at Trust level of trust employees) Staff turnover (% of ‘regretful’ leavers reduces -SIP KPIs) Exit interviews lead to adjustments Clinical supervision of appropriate level in place for staff
induction, support needs Active listening to staff views through survey, middle leadership agendas Consideration of DfE 3 reducting workload studies – plan of any implemtation into SIPs Celebration of engagement and achievement event March 2017 Ensuring guidance met for clinical supervision as required SP2.5 Successful recruitment & retention strategy, inc. succession planning TE to review recruitment approaches with HR operations manager Implemenation of updated strategies (Inc. Trust-wide talent management plan) and documentation (inc. ITT focus, cross-trust appointments, quick response retention approaches, development within post, such as SLE, NSS work) CEO led Principals/HR Operations manager & team Principals/HR team Executive conference Feb 2016 By Feb half-term for major recruitment round Full recruitment of high quality to all posts (monitoring of applications number per advert recorded) Retention of excellent staff through excellent line management/support/coaching/buddy system Big picture updates on work of trust to all staff P2.6 the taking a lead role in RSA TSA Schools Direct, supporting to high quality recruitment Excellent programme delivery of Schools Direct programme Proactive recruitment to Redditch Trust – Arrow Vale as the Teaching School, for September 2017, EKK Principals EKK/TSA lead team DSM/EKK From September 2016 From November 2016 For Sept 2017 implementation Compromise (weaker) appointments reduced – KPIs in succession planning Feedback excellent from CPD programmes Retention to NQT year of quality RSA TSA (and Ninetiltes) candidates Increased uptake of placements in shortage areas as identified by schools in the Trust
RSA Performing Arts Hub opportunities seized and led by schools in the Trust Student leadership programmes of the highest quality, enhanced by RSA SP 3.2 RSA Academies – maximising engagement with network opportunities for Strengthening of teacher networks and TSA opportunities for joint sharing Staggered training day planned to enable cross school experiences for all staff Increased NSS S2S support opportunities within and beyond the family for MAT staff Networks to solve issues through family of informal network support – eg Mental Health development Lead role in RSAA governace group Principals in collaboration with RSAA Executive GSH (RSAA Board Member) ongoing S2S support evaluations CPD and other feedback Outcomes generated by cross-family working evaluated SP 3.3 active role as a MAT in RSA TSA, Worcestershire and Herefordshire TS network, and S2S support through LA/RSC/NCTL Lead role as a TSA in RSA TSA & Worcs/Herefords TS network 3 S2S support bids in November funding round Having built capacity, S2S impact is clear – scope for formal school partnership through MAT expansion under review GSH (NLE) lead DSM (LLE) lead of primary Ongoing November bids for January implementation if successful Growth by at least one secondary and one primary by July S2S work successfully undertaken Growth of capacity to enable Trust expansion is retained so that trust can expand for mutual benefit – benchmark – current pupils will benefit through the growth SP3.4 our schools are the hub of the local community provision, including networked Review of dual-use agreements and current provision CEO led (DoB&F dual use led) Review of current provision spring term (Dual use Leisure report is actioned Youth funding secured
links to health, policing, leisure, housing, youth centre Re-engagement in RBC well-being partnerships Youth provision funding retained (and preferably expanded) Greater use of the school buildings by community (in a cost effective manner) Full engagement in the plans to re-design the Matchborough centre, with potention opportunities Greater profile of the School Sports Organiser role in the Trust Principals Identified staff – leisure working group to report in May) Greater use of all buildings by community – revenue generating (but social capital generation of equal merit) Well-being partnership leads to enhanced provision for schools, pupils and families across the new town area Redevelopment of centre supports community and school aims SP3.5 Business link development – each school having a strong business partner supporting student learning and staff development/governance, with multiple partners through work experience programmes, subject linkage, leadership development Identify a strong business partner for each school Develop detailed 3 year plan of linking with partner School SIP development of link(s) through RSA commitments plan (&CIAG) Principals Link in place by summer 2017 See SIP/RSA commitments plans for timings RSA commitments plan KPIs SP3.6 University/college/higher education linkages expand and have greater depth School SIP development of link(s) through RSA commitments plan (&CIAG) Principals See plans for timings RSA commitments plan KPIs STRATEGIC OBJECTIVE 4: POWER TO CREATE Creative Schools and Systems
What outcome are we seeking? What needs to be done to achieve this and how? By whom? By when? How will we know when it has been achieved? SP4.1EFFECTIVE STRATEGIC PLANNING (INC. MAINTAINING AND DEVELOPING OUR RSA DISTINCTIVENESS) SP4.1.1 Re-visit and agree vision, mission and strategic objectives for the Trust Trustees a revised working draft vision/mission/strategic objective to re-visit mission and vision Post January – each school (opt-in) to enagage wirh own vision/mission, ( with ‘working draft RRSAAT as a prompt and for comment = available in reception for parents/visiotrs/communityE Lead GSH Trust executive Trust Board Agreed Draft issued 2/11/16 Consultation as above Additional key date RSAA Board 1/12/16 Aim : Adopted at Trust Board 7/12/16 (NOTE: WORKING DRAFT AGREED – CONSULTATION WITH STAKEHOLDERS TO MAY) Revised vision, strategic aims and KPIs published to all in governance for January Roles and responsibilities of all in governance and senior executive positions clear SP4.1.2 revision of strategic plan (in year), looking to take future expansion of the trust into consideration. (See Framework for Governance) Trustees establish KPIs for the Trust CEO lead Trust Board and governors Working plan for approval 7/12/16 Plan against vision – July 2017 Strategic Plan (alighned to working agreed including monitoring dates SP4.1.3 develop strategic plan from Autumn 2017, following growth, with commercial as well as school improvement focii Cranfield training for CEO (June-Oct – NSC recommended) Business plan developed Central executive functions further developed (HR/ICT/Data) CEO lead TB By Oct 17 for December sign off Training completed Plan adopted at TB Central Executive growth implemented SP4.1.4 Review school improvement plans for each school to check/include alignment Trustees to communicate revised mission, vision and KPIs to senior staff and others in governance Lead GSH Principals December 2016 January 2017 Revised vision, Stratgeic Objectives, KPIs published to all in governance
Commitment to initial training within 6 months SP4.2.4 Regular opportunities for all in governance to come together to develop understanding of the trust and each other Establish annual conference for all in goverance to share ideas, focus on priorities and celebrate successes Named Trustee Annually from September 2017 Annual conference established SP4.2.5 Develop stronger relationships based on trust between all in governance Initial joint governance consultation meeting Conference, including element of training so that: all understand role and how it relates both to the central vision of the trust and the national picture of governance GSH 2/11/16 TBA, annually as a minimum Conference will have taken place Self review of governance will show stronger responses SP4.2.6 Revised policies framework, clearly defining are the responsibiltiies of the trust and which are the responsibiltiies of individual schools Revise policies framework on the basis of discussions around accountabilities (part of consultation on delegation) Trustees January 2017 Policies framework revised and all understand their involvement in developing future policies SP4.3.7 All meetings focussed rigorously on strategic, focussed agendas Training for clerks and chairs of committees (including LAGBs) to ensure understanding of role and strategic function GSH Summer Term 2017 Self review will demonstrate meetings more rigorously strategically focussed SP4.3.8 Formal annual cycle of governance self-review established at LAGB levels Annual cycle of review to include updating skills audits, review of performance of chair and individuals, review of clerking arranagements and update of governance action plans Chairs of Committees Annually from September 2017 Establish new annual plan based on needs of the school Review impact of previous plan and report to Trust Board SP4.4.9 Formal annual of governance established at Trust Board Level Annual cycle of review to include updating skills audits, review of performance of chair and individuals, review of clerking arranagements and update of governance action plans of Trust Annually from September 2017 Impact report from the previous year from each LAGB accompanied by their new Governor Development Plan in line with the SDP Annual reviews of governance considered and minuted by trust board
SP4.2.10 All LAGBs have a governor development plan focussed on delivering the Trust vision LAGBs review their own abilities and needs LAGBs determine what, if any, training / development requirements they have as individuals or as a group LAGBs establish a development plan for their group, based on revised SDPs, identifying monitoring actions including visits to the school Development plans reported to trustees Plan reviewed and revised annually Chairs ofLAGBs January 2017 Annually from Autumn 2017 LAGB development plan approved by trustees / individual or group delegated responsibility Training needs established and addressed LAGB representatives carry out monitoring activities as determined Annual of review is established SP4.2.11 Ensure all clerks are trained to carry out their duties All clerks should engage in a Clerk’s development programme which may lead to an accredited qualification Extend the schools apparaisal system to include clerks GS Chair of LAGB January 2017 All clerks will have engaged in a development programme Accredited training may be completed and certificate received An effective performance management process for clerks established SP4.2.12 Business planner has been reviewed and updated to reflect changes in governance structure In light of changes to governance structure, review business planner, including the standard agenda items for each committee This should include a consideration of the DfE “School’s financial efficiceny: top 10 planning checks” and how LAGBs will seek the views of their stakeholders Lead JMA (Gov manager) 7/12/16 Revised business planner published as part of Governance Handbook review SP4.3 SYSTEMATIC MONITORING OF PERFORMANCE (LINKED TO SP2.1 & SP4.2) SP4.3.1 Revised job descriptions of senior central executive staff to ensure clearly defined roles and responsibilities Revise job descriptions of senior executve staff to ensure theses are in line with revised SoD Consult individuals over proposed changes Lead GSH For January 2017 Annually Job descriptions revised and agreed All understand roles and responsibilities, confirmed by performance management Job descriptions further revised as required following reviews
Annual performance management procedures in place Review job descriptions on a regular basis, especially as trust grows Annually / as required SP4.3.2 Ensure lines of accountability between trustees and senior members of staff (centrally and in schools) are clear and transparent Lines of accountability addressed as part of the review of the SoD Roles of both the the Principals and Bursars Groups are established Annual performance management procedures in place Lead Chair of Board 7/12/16 7/12/16 Annually Scheme of delegation published on website Terms of reference established for all individual senior executives and groups Chains of communication established All understand roles and responsibilities, confirmed by performance management Systems are in place to ensure information that comes to Board member sis manageable, allows the Board to have a clear view on how the school is progressing against its KPIs and enables to Board to support effective intervention SP4.4 MAINTAINING ADEQUATE RESOURCES CAPACITY SP4.4.1 To ensure effective financial management and ensure that expenditure is targeted to provide appropriate resourcing across all key stages SEE FINANCIAL PLANNING AND POLICY FRAMEWORK DoB&F Annual plan (3 year forecasts Central funding understood and agreed Risk management ensures appropriate spend on current pupils and maintains adequate staffing to achieve excellence SP4.4.2 To recruit additional schools drawn from all phases and from within a 40-minute drive zone, with an overall aim to have 10 schools in the Trust by 2019 Capacity assessment ongoing for growth Central teams secure and positioned for growth Governance structure and systems fit for growth, retaining RSA distinctiveness Flexibility to respond to reddicth pyramid Led by CEO Primary recrutuitment led by EY&PCA At 1 primary phase and 1 secondary phase school by 2017/18 Growth of the Trust to 5 schools by 2017/18 and to 10 by 2019 MAT growth fund bid achieved Trust website redesigned CEO training (Cranfield Business School) completed Revised educational and commercial KPIs intergeated into strategic plan Oct 17 following growth
demographics and 3-tier/2-tier debates Flexibility to respond to RSAA &/or RSC/DfE SP4.4.3 To develop the estates, infrastructure & resources to ensure proactive development, sharing and efficiency Capital investment plan in place with finances secured to implement Successful CIF bids for capital projects CEO/DoB&F/TB LAGB/BM/Principals Annual planning and 3 year plan CIF bids successfully implemented Reserve funded projects meet agreed priority SP4.4.4 To ensure pupil numbers grow to PAN, and where desirable to extend beyond PAN or expand PAN Successful schools Excellent transition arrangments Strong PR for all schools, funded where growth or vulnerability highest (Website – redesign for trust and schools – tendering) TE/TSDTPrincipals DoB&F Annual plan (SIP) Website tender by easter for September 2017 launch Schools are full and oversubscribed SP4.5 MAINTAINING tHE HEALTH AND EFFECTIVENESS OF THE TRUST SP4.5.1 To ensure meeting external compliance requirements, including with regard to SAFEGUARDING . Safeguarding Trustee LAGB safeguarding designated person Standing item on all committees SIP specific section on maintainance and further developmet of outstanding safeguarding practice (link to SP1.7 for trust development) TB LAGB Principals All staff TSDT to oversee safeguarding expert group Ongoing Safeguarding expert in place Spring 2017 KPIs monitored at TB, LAGB and through SIP Information sharing is standard on key issues across schools and in the Trust Saftguarding expert professionals meet termly TB & annual reports SP4.5.2 To ensure meeting external compliance requirements, including with regard to HEALTH AND SAFETY TB health and safety expert group continues Health and safety action plan for trust in place LAGB dsersignated governor in place Audit committee led chacking of compliance in all schools Fire training – move to online for all level 1 Led by DoB&F ADoB&F Designated LAGB governor Principals accountable for each school/CEO for systems Sept 2016 Annual audit plan January 2017 KPIs Monitoring of near misses and incidents TB & LAGBs annual reports