Trust Improvement Plan 2021/2022

Education must develop every child’s personality, talents and abilities to the full.

The best interests of the child must be a top priority in all decisions and actions that affect children

(UN Convention on the Rights of the Child)

6The 2021/22 Trust Improvement Plan is designed to focus our thoughts and actions on a set of mutually agreed strategic goals. Leadership Goals and individual School Improvement Plans underpin the Trust Improvement Plan, providing specific actions aimed at improving outcomes across the trust and for learners at each school.

Strategic Goals

The PACE Academy Trust Strategic Board has identified 5 goals which it wishes to achieve in the 2021/2022 academic year. These goals sit alongside the Trust Leadership Team’s educational, financial and operational goals and the improvement plans for individual schools.

1. To ensure the effective performance of the Chief Executive Officer (CEO)

Context - The Strategic Board appointed a new CEO from September 2021. It is important that the new CEO becomes established in the role as quickly as possible, taking an active, leading role, as the Trust pursues its educational and operational vision.

2. Improve the diversity and effectiveness of our Strategic Board and Local Governing Boards

Context - The Strategic Board recognises that high performing boards are likely to fully embrace diversity of membership and are therefore committed to engaging directors who represent different ages, ethnicities and genders as well as skills, competencies and life experiences. Our school communities are greatly enhanced by our ethnically diverse families; however, this richness is not currently reflected at Strategic Board and local governance level. We wish to change this.

2. Improve the diversity and effectiveness of our Strategic Board and Local Governing Boards

Context - The Strategic Board recognises that high performing boards are likely to fully embrace diversity of membership and are therefore committed to engaging directors who represent different ages, ethnicities and genders as well as skills, competencies and life experiences. Our school communities are greatly enhanced by our ethnically diverse families; however, this richness is not currently reflected at Strategic Board and local governance level. We wish to change this.

The Strategic and Local Governing Boards have evolved in terms of membership and ways of working, with several individuals being both Directors and Governors.  We want to review our ways of working, establish ‘best practice’, and ensure all Directors and Governors feel involved, relevant and enabled.

3. Oversee a strategy for improving the environmental sustainability of our schools

Context - Environmental sustainability is rapidly becoming a central focus across all aspects of our work and life. Whilst a number of initiatives are developing across the Trust, The Strategic Board wishes our schools to actively engage in coordinated activities both within our schools and more widely across our operations.

4. Develop and implement a plan to ensure the medium and long-term financial sustainability of the Trust’s one form of entry schools

Context - Primary schools with one form of entry tend to bring greater financial challenge and this is exacerbated when schools are not full. With three such schools within the Trust, the Strategic Board will need to plan carefully in order to identify financial efficiencies whilst not affecting the quality of educational delivery.

5. Explore opportunities for operational and educational partnerships with other local trusts and potential Trust expansion.

Context - The Trust is in a financially and operationally stable position. Whilst, continuing to liaise with the two boroughs and local schools in order to grow, directors wish to pursue informal partnerships with other trusts and schools with both an educational and operational focus.

6. Ensure every school across the trust is aspiring towards Educational Excellence for all children, particularly those with barriers to learning.

Context The pandemic has impacted significantly on outcomes for children, both academically and in terms of their mental health, well-being and social development.  As we move through this academic year, every school must ensure that the highest expectations are in place across all aspects of teaching and learning and that progress is accelerated for all children, particularly those who are Disadvantaged or have other barriers to learning.