Sustained Improvement Plan 2021-2024

OneOUTWOOD Welcome to the Outwood Grange Academies Trust Sustained Improvement Plan for 2021-2024

Contents

Ofsted Overall Effectiveness ��4 Welcome from the Chair of the Board ��5 Values of our Trust. Who We Are ��6-7 Welcome from the Chief Executive ��8-9 Outwood by Numbers �� 10 -11 Recognising the Impact of the Coronavirus Pandemic �� 12-13 Overcoming Challenges Through Resilient Leadership ��14-17

OneOUTWOOD ��18-49

OneOUTWOOD Sustained Improvement Contents ��19 1. Transformative Leadership �� 20-25 2. Transformative Teaching ��26-27 3. Transformative Curriculum ��28-33 4. Transformative Academic & Pastoral Support �� 34-37 5. Transformative Attitudes & Behaviours ��38-43 6. Transformative Aspirations for All ��44-47 7. Transformative Culture ��48-49

Appendices ��50-59

SIP Strategy Map Overview - Information. Identify. Intervene ��51 Key Performance Indicator Template - Impact (Primary) ��52-53 Key Performance Indicator Template - Impact (Secondary) ��54-55 Trust Function ��56 Trust Organogram ��57 Trust Map ��58-59

2 OneOUTWOOD OneOUTWOOD 3 Ofsted Overall Effectiveness

Outwood Academy Prior to OGAT Sponsorship Most Recent Judgement

Outwood Grange Academy Outstanding Welcome from the

Outwood Academy City Fields Outstanding

Outwood Primary Academy Kirkhamgate Inadequate Outstanding

Outwood Academy Bydales Inadequate Outstanding

Outwood Academy Portland Special Measures Outstanding Chair of

Outwood Academy Valley Notice to Improve Outstanding

Outwood Academy Ripon Satisfactory Outstanding Outwood Primary Academy Ledger Lane Satisfactory Outstanding the Board Outwood Academy Acklam Inadequate Good with Outstanding Leadership

Outwood Academy Brumby Inadequate Good with Outstanding Leadership

Outwood Academy Foxhills Inadequate Good with Outstanding Leadership

Outwood Academy Newbold Inadequate Good with Outstanding Leadership

Outwood Academy City Inadequate Good with Outstanding Leadership I am delighted to introduce our organisation and so this plan is centred Outwood Primary Academy Darfield Requires Improvement Good with Outstanding Leadership Outwood Grange Academies Trust on One Outwood. We remain one Good with Outstanding in Outwood Primary Academy Lofthouse Gate Sustained Improvement Plan to organisation delivering evidence-led Good EYFS and Behaviour/Safety cover the years 2021-24. It has been best practice and sharing what works Outwood Academy Shafton Special Measures Good developed during the significant impact across a large network of expert (RI under OGAT NLE) of COVID-19 and is carefully crafted practitioners, whilst continuing to Outwood Academy Carlton Special Measures Good by the Chief Executive and his team give each individual in the Trust the (Good under OGAT NLE) to take account of the immediate intimate care and support of an Outwood Academy Ormesby Inadequate Good challenges the pandemic has caused, academy’s community. Schools are best

Outwood Academy Bishopsgarth Requires Improvement Good yet crucially, it incorporates stretching placed in strong families who care for targets for the future. The Trustees each other by sharing their challenges Outwood Academy Danum Requires Improvement Good are pleased to endorse the plan in and successes. Outwood Primary Academy Littleworth Grange Requires Improvement Good that it codifies the aims and actions of

Requires Improvement with Good the Trust over the next three years An important part of the role of the Outwood Academy Adwick Special Measures Leadership and 16-19 study programme whilst providing the support our Trust is to anticipate what lies ahead

Outwood Primary Academy Alne Special Measures Awaiting Inspection children, academies and communities and prepare academies appropriately. need as we manage the impact of the As we do so, we are happy to share Outwood Junior Academy Brumby Inadequate Awaiting Inspection pandemic. We must ensure that the our insights not only amongst ourselves Outwood Academy Easingwold Inadequate Awaiting Inspection current crisis does not sweep away but also with the wider system. I am

Outwood Academy Normanby Inadequate Awaiting Inspection the generations of progress that we delighted to know that, even in the have made in raising standards and difficult periods of national lockdowns, Outwood Academy Hasland Hall Inadequate Awaiting Inspection transforming lives. the Trust has supported schools and Outwood Academy Haydock Inadequate Awaiting Inspection communities up and down the length

Outwood Academy Hindley Inadequate Awaiting Inspection As the Trust continues to grow, we and breadth of the country, helping remain focussed on ensuring that the to shape how the education system is Outwood Primary Academy Woodlands Inadequate Awaiting Inspection children in our academies have the very best managed. Outwood Primary Academy Greystone Inadequate Awaiting Inspection best education and support that we can offer. Much of this plan is dedicated On behalf of the Trust Board and all Outwood Academy Freeston Requires Improvement Awaiting Inspection to giving our outstanding staff carefully our valued governors, I commend this Outwood Academy Hemsworth Requires Improvement Awaiting Inspection delegated agency to meet the needs of plan to you. Outwood Primary Academy Newstead Requires Improvement Awaiting Inspection each child: in essence, we are aiming to ensure that the Trust remains sensitive Outwood Primary Academy Park Hill Requires Improvement Awaiting Inspection to the differing needs of communities Outwood Academy Redcar Requires Improvement Awaiting Inspection even as we become an increasingly Outwood Primary Academy Bell Lane Good Awaiting Inspection larger organisation. Throughout this development, we are committed to David Earnshaw CBE Outwood Academy Riverside N/A (free school) Awaiting Inspection retaining the collaborative practice that Chair, Outwood Alternative Provision Eston N/A Awaiting Inspection has made Outwood such a successful Outwood Grange Academies Trust Board

4 OneOUTWOOD OneOUTWOOD 5 The Values of our Trust Who we are

Outwood Grange Academies Trust (OGAT) is a not for All academies within our Trust work closely with each other profit charity which sponsors primary and secondary as a ‘family of schools’. Indeed, each academy individually academies. We are fortunate that our past performance has and collectively forms the Trust: the Trust as a whole is not been recognised nationally and that we are regarded as one a separate body or group of people but rather one single of the highest performing multi-academy trusts in the North organisation made up of all our academies with one single of England. We are a family of schools. OGAT was one of the vision and shared set of values. Together we all work to first multi-academy trusts first sponsoring academies back in ensure that all children, irrespective of their starting points, 2009 and prior to this having a number of years’ experience receive an excellent education. We relish the opportunity to in running and supporting schools under National Leaders of be part of the local communities in which we work. Education (NLE) contracts. As such we have developed, and continue to develop, our Transformative Education Model We pride ourselves in meeting the needs of all children The Values of our Trust to drive school improvement and ensure the high quality in our care, including those who are most vulnerable or We believe that improving young people’s life-chances is essential to developing a strong local economy. transformative education that enables our schools to raise experience challenges. Our students are our priority and we Our philosophy and values are reflected in the ten underlying principles of our Trust: standards transforming children’s life chances within very work closely with our community, parents/carers to raise quick timescales. children’s self-esteem, resilience and subsequent achievement 1. We always put ‘Students First’: we care deeply about 8. We always put collaboration before competition and and attainment. We understand that a caring inclusive children; will never do anything detrimental to a young person, learning environment where all feel accepted, safe and can member of staff, school or college in a neighbouring achieve well rests within a culture of high expectation. 2. We want to be known for our track record in raising community; A great education is a core entitlement for every child. standards: we are obsessive about results; A great education lies at the heart of social mobility. 9. We believe in the implementation of a systematic model: 3. Our staff are experts in their field and through the It provides children with life-choices and life-chances and our 7 strand transformation model, across our multi- Outwood Institute of Education (OIE) we will always aim ensures that a vulnerable child will not remain vulnerable academy trust which enables every individual academy to recruit, retain, develop and deploy both our own staff for life. A great education can be life changing. We are and all our academies collectively, our ‘family of schools’, and help to develop the education system as a whole; in committed to helping our students go on to achieve to raise standards significantly and transform children’s particular, supporting the development of multi-academy meaningful employment. life-chances. Individual academies are encouraged to trusts, to the best of our ability; retain and develop their own unique local community We have always had excellent working relationships with 4. We want to transform the life-chances of our children links and character alongside our transformation model; professional associations and these partnerships have by focussing on raising standards, particularly in the basic and reinforced our way of working. We would never do anything skills of literacy and numeracy as well as in employability 10. The Trust will ensure that it creates ‘capacity in advance that would be detrimental to any child, member of staff or skills so that our students have the best possible start of need’ at every level of the organisation. Decisions to school in a neighbouring community. Importantly, we care in life; support new schools will be led by the capacity available as much about the results and outcomes of children in our 5. We believe that local children should attend local schools and in our confidence that our existing academies newest academies as we do for those in our first academy. and we are not selective in our admissions: we are fully continue to perform. Parents/carers and students would In order to effect a sustainable transformation for the inclusive and welcome children from vulnerable groups, quite rightly never forgive us if standards in our existing communities which we serve we will always seek to work e.g. SEND, LAC, etc; academies declined. with other local education providers and in particular the primary schools which feed in to our secondary academies 6. We play our full role in local behaviour partnerships/hard as these are critical to the long term future of an area. to place protocols;

7. We follow the guiding principles of School Teachers Pay We are serious about the part we have to play in & Conditions and National Joint Council conditions of regenerating the areas we serve by placing an outstanding service and want to work positively with professional school at the heart of the community. associations and actively involve them in our decision making;

6 OneOUTWOOD OneOUTWOOD 7 We are only too aware that the loss of months of face to face schooling, learning and social interaction will have Welcome from the a detrimental effect on the vast majority of our children and young people. We recognise this is likely to pose a greater impact on our most disadvantaged students. Significant disruption has also been experienced by our youngest children in their earliest stage of education Chief Executive where the development of language and social skills etc. are so vital. Since the start of this academic year, our academies have been affected terribly by the virus, like so many schools in the North of England and those who serve relatively low socio-economic status areas. Large numbers of staff and students tested positive Welcome to the Outwood Sustained Improvement Plan which covers for COVID-19 with even larger numbers having to self-isolate. We have implemented a rigorous system the years 2021 to 2024. of controls to minimise risk and support our daily operations but despite our very best endeavours, the disruption to a normal school life remains. Our first Trust Sustained Improvement Plan covered 2017 Our curriculum provision maps our Intrinsic Curriculum to 2020, providing our ‘2020 vision’, and we have much to - which builds our inclusive, caring culture and ethos; The differential loss of learning children are experiencing celebrate across our achievements during this time. our Enhancement Curriculum - which fosters personal across the country is profound. This is combined with the We have managed impressive levels of growth over all development and social understanding; our Academic need to make-up lost learning time and missed content. areas of the Trust and continued our positive Ofsted Curriculum - which sequences knowledge, understanding and We have a moral and ethical imperative to ensure that improvement record. Most importantly our outcomes for skills to aid learning; and our Elective Curriculum - which offers this generation of children fulfill their potential - perhaps children remain strong with every single academy showing enriching opportunities and experiences for all. Together, more than ever before. As such, the entire Trust’s energy record improvements since 2017. these elements provide not just a broad and balanced and experience will be focussed on ensuring not only do academic experience but also a wealth of treasured and our students and staff feel safe, valued and well-cared We have made huge advances in our behaviour management enriching experiences for all the children and young people for during this challenging time but also that we continue strategies building upon the positive culture within our we educate. to develop and improve as an organisation so we can academies. By developing our support services we have Vision: serve the best interests of children. This OGAT Sustained enhanced our understanding and approach to mental We construct our new Trust Sustained Improvement Plan in Improvement Plan 2021 -24 is dedicated to enhancing our wellbeing. This work has seen 15 of our academies gain 2020, a year unlike any other. A year that has been so very Students First Trust and the education of our students to building back recognition through the School Mental Health Award with far from normal. The Coronavirus pandemic afflicted our stronger than ever before. We know that we will do this five achieving Gold status. Furthermore, seven academies country early in the calendar year and from March 23rd, the As a high-performing multi-academy trust we more successfully as a family of schools, as One Outwood, have attained the prestigious Inclusion Quality Mark with government began its first national lockdown closing schools embrace the opportunity to ensure that all children, united in the single aim of placing children and young five being recognised as Centres of Excellence. It remains in England to all children except those of key workers and irrespective of their starting point, receive an people first: raising standards and transforming lives. our target that all our academies are recognised for their those who were vulnerable. As at October 2020, we had 214 excellent education. We relish the opportunity to excellent work on mental health and inclusion. children on a Child Protection Plan, 327 classed as Children be part of the much needed regeneration of the in Need, 516 who access Team Around the Child/Family areas we work in. To achieve this aim, staff within As a responsible organisation, and most importantly a family help, 216 Looked After Children with over 37% of the Trust’s Outwood Grange Academies Trust have three of schools, we want to ensure the children and young people children classed as disadvantaged which is an increase of 20% values in common. We all: we educate grow up as well-rounded and responsible citizens on the national average. Our previous Trust plan aimed to 1. put ‘students first’: we care deeply about who can fulfil their potential and ability to play a positive role develop the use of Google Classroom and this placed us in Martyn Oliver children; in society. The development of our Sustainable Outwood an excellent position to support our children’s education with Chief Executive, Schools (SOS) programme was inspired by a heartfelt call remote learning. We have also been delighted to support 2. strive to be experts in our respective fields; Outwood Grange Academies Trust to address sustainability expressed by one of our year 5 other schools with their online approaches as part of our and Outwood primary pupils. There is much more that we want EdTech Demonstrator status awarded by the Department 3. are obsessive about attaining the highest to achieve going forward in regards to this agenda. for Education. The extraordinary efforts of our dedicated standards, thereby enhancing children’s teachers and support staff ensured every school stayed open life-chances. Our curriculum was a key improvement area from 2017. during the lockdowns. In June 2020, our schools all reopened This work has ensured a sophisticated, coherent, knowledge to the returning groups identified by the government. In rich curriculum providing clarity of intent, implementation September 2020, our schools were all fully open to all our As a multi-academy trust we and impact. Well-sequenced schemes of learning are planned children and young people and we have continued to best across all subjects for all phases. We now have a shared serve the education of our children and young people want to be known for placing… articulation for our Outwood curriculum experience which throughout this crisis. “Students first: raising standards follows the journey of a child from Early Years to Post 16. and transforming lives”

8 OneOUTWOOD OneOUTWOOD 9 Outwood by Numbers

• At the start of this plan in 2021, the Trust comprises The Outwood Institute of Education 11 primary academies, 1 junior academy, 24 secondary academies and alternative provision centre (with a further two secondaries in advanced discussions to join the Trust). Edtech Demonstrator Programme 102 620 (from June 2020 - March 2021) • We currently cover 11 Local Authority regions with TRAINEE CPD plans, discussed later on, to expand to two new regions TEACHERS OPPORTUNITIES as we continue to grow. 2020/21 2019/20 • Pupil numbers have grown by an additional 7,282 since SUPPORTED 2017 taking the total number of pupils in the Trust in 117 2020 to 24,833 (rising to 28,443 with our planned new 77 EXTERNAL academies) and when solely comparing like for like 1 SCHOOLS SESSIONS growth year on year pupil numbers are up by 2,014 AVERAGE EVENT pupils demonstrating the popularity of our Trust’s SCORE academies with parents and children. (OUTSTANDING)

• Every academy to have been inspected is judged by ATTENDED BY Ofsted to be Good or Outstanding with only one exception being judged to Require Improvement in 6,300 June 2019. In May 2019 the Trust was one of the first DELEGATES multi-academy trusts to receive a Summary Evaluation 10,070 420 from Ofsted with an exceptionally positive outcome. The EVENT NEW SCHOOLS Summary Evaluation recommendations form part of our ENGAGED sustained improvement plans going forward as we seek ATTENDEES WITH THE OIE to continually improve. 2019/20 2019/20

• The Outwood Institute of Education (OIE) goes from strength to strength. We have grown from partnering just one University for both School Direct and PGCE Initial Teacher Training programmes to five, and now have over 100 School Direct trainees alongside over 100 PGCE trainees. The OIE ran 620 continuous professional development programmes in 2019/20 which saw 10,070 programme attendees from 420 different schools and still scored an average event score of 1, Outstanding.

10 OneOUTWOOD OneOUTWOOD 11 Social Impact Economic Impact Recognising the Impact of the There is no universal experience or response to the The Government has put in place safety nets to protect pandemic lockdowns, but we know that some families as many adults as possible from the economic impact of are under considerably more pressure as a result. COVID-19, but for some families, the economic impact There has been a significant increase in domestic violence being felt is likely to continue for some time to come. and implications on both children’s and staff mental wellbeing. The strong likelihood is that we will see a rise in child Some children and staff suffered, and continue to suffer, poverty, unemployment (especially youth unemployment) Coronavirus bereavement. In June 2020, one Outwood academy alone with wider related welfare issues. This is a challenge for us reported in the news that 40 pupils had suffered loss even all. The reduction in employment opportunities for young at that relatively early stage of the pandemic. Our academy people is likely to have a demotivating effect on some effectively implemented a bereavement service to support of our young people as they approach the end of their their students. There are families, some of whom we were education unable to see future employment opportunities. Pandemic concerned for prior to COVID-19 and some with no prior This heightens the need for high quality, targeted careers concerns for whom the lockdowns have sadly intensified education, information, advice and guidance and an increased the stresses on family life. A true positive to come from focus on next steps and our post 16 provision etc. lockdown is the strengthened community relations our schools have fostered during these times. Their amazing motivational work and strategies to keep in touch with our students through this period has built respect, trust and Resilient Recovery Educational Impact appreciation across our communities. Recovering from the impact of the Coronavirus pandemic Despite our best efforts, we know the educational impact will require us to continue to place transformative leadership of COVID-19 is significant. National research suggests at the centre of our practice. Our One Outwood strategy school closures are likely to reverse the progress made will need to harness the power of education and wider multi- to narrow the gap between groups of pupils in the last agency partnerships to support the years of work needed to decade. Projections suggest school closures will widen overcome and repair the damage caused by the pandemic. the attainment gap between disadvantaged children and The Confederation of School Trusts has championed the idea their peers, reversing progress made to narrow the gap of School Trusts viewing their role as that of civic partners since 2011. Children of all ages have been impacted by to their local authorities in advancing education in their local the school closures, be it older students heading towards communities. In their seminal report School Trusts as New examination matriculation in 2020 and 2021 or younger Civic Structures, they offer five principles that are worthy year groups across both primary and secondary phases. of our consideration for our future work be it through our For example, missing four months of core learning from one’s primary cluster or secondary regions: first statutory school year in the first national lockdown has seen significant impact upon the early reading, writing 1) Civic work has the most impact when it is delivered in and social and emotional development of children within partnership; Early Years education. Similarly, year 8 pupils in 2020/21 enjoyed less than seven months in their new secondary 2) Work should be designed around what the local schools before the first lockdown. Repairing the dysfluency communities where school trusts are based, actually this has caused in learning will require a sustained effort want/need; throughout their remaining school years. More positively, 3) Work should be appropriate to the scale and the students in the main have returned to education ready strengths of the trust and its partners; to learn and with a willingness to switch to remote learning approaches demonstrating this generation’s 4) Civic work should be a conscious part of a school resilience and willingness to engage in new approaches. trust’s strategy; and 5) Civic work should sit alongside the trust’s broader strategy.

These principles reflect our One Outwood determination to engage with all of our stakeholders to reduce the impact of lost time in education and ensure equity for all; activate our practices and methodologies and ensure they remain fit for purpose and, focus on the promotion of resilience within our communities. Only through such a united and concerted “Please pass on our thanks to the effort can we ensure the high functioning sustainability and Kirkhamgate team who are doing Our founders’ mentality agency required within our sector. This focus and awareness a sterling job in very strange times will help us to overcome the educational, social and acts as a bridge to our economic impact of the pandemic which are outlined below. and really helping retain some sort future. of normality for the children.” Parent at Outwood Primary Academy Kirkhamgate

12 OneOUTWOOD OneOUTWOOD 13 OneOUTWOOD A shared One Outwood philosophy will define how we A Transformative Model for Education continue to grow in a united manner, so that despite the size Overcoming Challenges Through and scale of the Trust there is a unity that cannot be broken Our One Outwood philosophy lies at the heart of our by geographical distance. A determination to promote the Sustained Improvement Plan 2021-24. It determines how values and connectedness of One Outwood will help guard all aspects of our Trust work collectively to provide the our organisation against complexity. Our One Outwood Transformative One Outwood Education we are committed strategy will ensure alignment across our frontline teams and Resilient Leadership to delivering. We will seek to ensure that we unify and solidify regions / cluster supporting consistency and clarity of message our best practice across the secondary regions / primary to retain best practice and our strong Outwood identity. cluster and the systems, structures and practices we operate. For example, we will focus our leaders’ attention upon the Our One Outwood passion gives us our edge; our drive; importance of the interdependency of the Deeps, our Seven focussing our effort and concentrating our attention to those Strand Transformation Model and the educational elements elements and details that make us efficacious in our mission OneOUTWOOD that make for great schools i.e. culture, curriculum, teaching, to place students first, to raise standards and transform lives. academic and pastoral support, attitudes and behaviour In this way One Outwood remains true to our founding One Vision... Students First and aspiration. This 2021-2024 Sustained Improvement Plan principles providing a carefully crafted scheme of delegation articulates how as we grow, and reaffirms why we do what we which permits agency to our frontline leaders whilst Set of values… do and how this continues to drive the quality of education in maintaining clear lines of responsibility and accountability. One our schools be they primary, secondary or post 16 provision. To facilitate our One Outwood goal we will enhance and It is important that all leaders, at all levels, understand how develop our oversight and communication ensuring they One Trust… united in our mission to raise standards and transform the our academies function and why our Outwood systems and remain fit for purpose and act to expedite the future life-chances of children practices operate as they do. This will ensure we constantly developments and growth of our Trust. review that our practice is always best practice. Our One Outwood strategy embraces our collective consciousness Recovering from the impact of the Coronavirus pandemic and our best practice. It encourages our shared innovation will require us to continue to place transformative leadership We have achieved much success on behalf of the children and review to ensure Outwood Grange Academies Trust’s at the centre of our practice. Our One Outwood philosophy and young people we serve but we will always strive for future is as stellar as its past because its present is a place of will enable us to build back stronger; to redouble our more. Our mission remains ambitious: to raise standards collaborative best practice. collective efforts. As One Outwood we will engage with our and transform the life chances of all students, especially stakeholders to reduce the impact of lost time in education those who are most disadvantaged. We will do this through As One Outwood we will aim to retain a focus on clarity and ensure equity for all; activate our practices and efficacious leadership that places the needs of our students within our systems and structures avoiding overly complex methodology and ensure they remain fit for purpose and, first. This vision guides us to always look to enhance our and bureaucratic operations. A shared understanding of this focus on the promotion of resilience and growth in the Trust practice, attitudes, behaviours and systems. It guides us to aim across the Trust will act to remind us to concentrate to mitigate risk and embrace opportunity. This will ensure the work together as One Outwood engaging our stakeholders, our energies upon the elements of great schools and not high functioning sustainability and agency within our Trust. activating our practices and focussing our communities. become distracted from this aim. One Outwood will One Outwood is the key to the success of our work on motivate all academies, from the oldest in the Trust to the behalf of children driving our actions and uniting our purpose. Despite our growth, we still continue to address mediocrity newest to ensure they effectively enact our Seven Strand and demand the very highest standards and best education Transformative Leadership model: Our One Outwood strategy will encourage us to continually for our children, young people and communities. This is review our practice as well as ensuring that as we grow all our shared collective mission and focus. This is our One 1. Leadership with vision and efficacy staff continue to understand why we do what we do. Outwood strategy that informs our strategic planning. For example our academy Deeps Model is the mechanism 2. Quality in the classroom that drives transformative education in the everyday work Our shared One Outwood philosophy will ensure we of our academies. The Deeps are a central tenet of our Curriculum design concentrate our attention on the elements which make for 3. 80/20 model and as such they are intrinsic to our One great schools: transformative leadership, excellent teaching, 4. Monitoring and intervention Outwood strategy ensuring standardised best practice across an ambitious knowledge rich curriculum, strong academic and our family of schools. The Deeps was originally inspired pastoral support, positive attitudes and behaviours and high 5. Systems and policies by Professor David Hargreaves’ work on System Redesign aspirations for all. Together these elements make for a strong and the Outwood model for the Deeps serves to organise school culture and an enjoyable educational experience 6. Targeted professional development and structure how our academies operate to best serve for all our students. This is the shared focus for all of us at students. The four Deeps of leadership; learning; support and Outwood - it makes us One Outwood. 7. Praise culture for staff and students experience are interlinked and interdependent with Deep Leadership circling all aspects just as it influences all aspects of school life. Students sit at the heart of our Deeps structure ensuring all decisions are centred upon the best interests of students. The Deeps function best in our academies when all Deeps are functioning well and all Deeps are understood. • Selflessness • Integrity • Objectivity • Accountability • Openness • Honesty • Leadership

14 OneOUTWOOD OneOUTWOOD 15 Our Deeps structure ensures leadership is distributed to build capacity in advance of need and provide opportunity for Our Transformative One Outwood Education Model Each ring of the One Outwood Transformative Education leaders to develop their expertise across the different areas of school to truly understand best practice in school leadership. illustrates how every leadership role is informed by the Model, whether it is the Deeps, the Seven Strands or the The Deeps structure does not work in isolation to the Seven Strand Transformation Model or the elements of principles of the Outwood Seven Strand Transformation transformative elements of great schools is designed to great schools. As we review our practice we will activate our practices to ensure they are effectively aligned to drive approach, the transformative elements of great Outwood work in synergy to ensure the provision of a high quality improvement and standards. One Outwood will ensure key structures like the Deeps are fully understood by all leaders schools and the operation of the Deeps. One Outwood Transformative Education. so they operate effectively. We will seek to strengthen this understanding by the promotion of our newly revised One Outwood Transformative Education Model which brings together our transformative leadership model, Deeps and For example, Deep Experience teams should, under Fostering our One Outwood approach is fundamental elements of great schools. the direction of Deep Leadership, consider how Deep to the future success of the Trust’s work and growth. Experience supports and complements transformative To complement the Trust’s growth, in secondary, we will Our Transformative One Outwood Education Model is illustrated in the diagram below. It demonstrates how the Seven teaching; transformative attitudes and behaviour or develop our regional approach, reflecting our primary’s Strand Transformation Model, Deeps and elements of great schools collectively align to drive school improvement. transformative culture etc. Whilst Deep Support should cluster approach. We will ensure that all staff understand the consider how their work in transforming the behaviour and synergy in how our executive informs both our centralised attitudes of children is reliant upon systems and policies and a and regional / cluster work. It will be ever more important to praise culture which is in turn supported and complemented facilitate collaboration across the secondary regions and our by the work of Deep Learning and Deep Experience. primary cluster to unlock and share creativity and innovation )250$7,9( / Middle leaders should consider how their leadership of whilst standardising systems, structures and practice. 16 ($ their subject’s curriculum is empowered by transformative 5$ '( teaching and supported by the Deeps etc. Our 2021-2024, One Outwood Sustained Improvement Plan 7 5 communicates our vision and values, retains our ambitious 3 6 ( ($'(56+,3 + In primary, Deep Learning is developed holistically at mission and articulates how we will engender transformative ( / ,3 academy level permeating every classroom within the leadership through greater agency. All leaders will focus our ' academy to ensure consistency in approach. This is further frontline obsession on those elements which make Outwood ()67, 7 ( 0)% -4 ( enhanced by joining the individual academy deep learning schools great schools. 5 -8, :-7-32 $ leads into a sector wide network, allowing specific year group ) ; 5 & 8 6 **-'%' 9 support and leadership as a result of increased capacity. 9 ) = % + 7 8 ' 0 / 0 * 0% -8 , The same is replicated in Deep Experience by applying a 9 * 7 7 = 1 ' % 8 7 similar structure for collaborative curriculum leadership. 8 8 2 6 -2 ) 7 ) 3 * 7 & - 6 ( 3 8 % 3 9 , * 8 1 6 7 ) 4 '((3 '((3 (;3(5,(1&( /($51,1* &

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The Transformative Elements of Great Outwood Schools

Outwood Seven Strand Transformative Leadership Model

16 OneOUTWOOD OneOUTWOOD 17 Contents of areas for OneOUTWOOD OneOUTWOOD sustained improvement:

1. Transformative Leadership: Leadership with One Outwood vision and efficacy 20 Our sustained improvement plan is structured to align the Our OneOUTWOOD plan reaffirms: 1.1 Frontline empowerment 21 elements of our One Outwood Transformative Education 1.1.1 Regionalisation and growth of the Trust 21 Model; alongside the need to build back stronger applying One Vision: Students First: raising 1.1.2 Governance and Scheme of Delegation 22 1.1.3 Subject Directors 23 the principles of a civic school trust to engage, activate standards and transforming lives and focus how we work with our communities and 1.2 Aversion to bureaucracy 23 1.2.1 Technological Innovation 23 wider partners. The aim of our One Outwood Sustained One set of values: ensuring the highest 1.2.2 Regional Service Partners 24 Improvement Plan is to share our executive strategic 1.3 Sustained and sustainable school improvement 25 thinking so that it can be best enacted across the Trust ethical standards of leadership 1.3.1 Phased Improvement 25 by our central team, secondary regions, primary cluster and academies. This plan establishes the Trust’s framework for commonality and coherence whilst enabling each phase, region and 2. Transformative Teaching - Raising Standards 26 2.1 Raising Standards 27 The 2021-24 plan empowers our: academy to meet the needs of its community and students. Our executive leaders will work with their academies to 2.1.1 ECF, IoT, ITT 27 • Outwood Deeps structure secure our shared vision of a One Outwood Transformative 2.1.2 Expert practitioners - Middle leader/directors > teachers 27 • Outwood Seven Strand Transformative Education. Leadership Model 3. Transformative Curriculum 28 3.1 Pedagogical Trust 29 • The Transformative Elements of great 3.1.1 Curriculum Intent, Implementation and Impact - pedagogy 29 Outwood schools 3.1.2 Every Child a Reader 30 3.1.3 Full EBacc 31 • Principles of Civic School Trusts 3.1.4 Building Strong Foundations 31 3.1.5 Enrichment Elective Curriculum 32-33 Our One Outwood plan is ambitious and bold in its design to raise standards and transform the lives of our children, our 4. Transformative Academic & Pastoral Support 34 communities and our workforce. Together, we will not only 4.1 Inclusive Academies 35 restore our education provision so that it is stronger than 4.1.1 Disadvantaged performance 35 ever but we will further enhance and improve our Trust as 4.1.2 Inclusive practice leading to IQM Award 35 an organisation. 4.1.3 Mental Health best practice leading to SMH Award 36 4.1.4 SEND 36 The overarching aim of this plan is to ensure communities, 4.1.5 Attendance 37 regions and phases within the Trust benefit from our expert secondary and primary executive leadership to provide a high 5. Transformative Attitudes & Behaviours 38 quality of education for all children and young people who 5.1 Investing in all children 39-41 attend our academies. 5.1.1 Improving Attitudes and behaviours which lead to reduced suspensions and Permanent Exclusions in our secondary academies 39-41 5.2 Investing in the future 42 5.2.1 Sustainability 42 5.2.2 Capital Investment 42

6. Transformative Aspirations for All 44 Levelling-up doesn’t 6.1 Transforming Lives 45 mean giving every child 6.1.1 OIE 45 6.1.2 Careers 45 the same thing, it means 6.1.3 Leadership Development 46 giving every child what 6.1.4 Post 16 46 they need. 7. Transformative Culture 48 7.1 Praise culture 49 7.1.1 Recognising and rewarding excellence 49 7.2 Outwood Honours/Primary Diploma 49 18 OneOUTWOOD 2021 > 2022 > 2023 > 2024 OneOUTWOOD 19 1.1 Frontline Empowerment

1.1.1 Regionalisation and Growth of the Trust

Our secondary regionalisation strategy will be co-constructed Our primary academies will continue to form a single group of to empower our expert secondary executive leadership of the schools - our primary cluster. Recent growth in the number of regions. The aim is to enable timely responsive leadership that primary academies is enabling greater locality based working, best serves the needs of our regional communities whilst retaining affording greater efficiency and effectiveness within the sector. the support and oversight of expert central teams i.e. finance, HR, Locality based leadership in the form of Lead Principals will offer Transformative Leadership: data, estates, IT, PR etc. The development of secondary regional greater leadership capacity and mentoring as well as ensuring staffing structures will afford the Trust the local capacity to support consistency of provision and quality assurance. Over the course not only our existing academies but also enable us to respond to of this plan, these structures will be further enhanced and aligned Leadership with OneOUTWOOD any new schools wishing to join the Trust be they secondary or so that the benefits are harnessed and realised. As the number primary. Any future growth will be tested by applying the following of primaries continues to grow, this will naturally evolve into a Vision and Efficacy. principles: regionalised primary model. • We are only as good as our last set of results: parents and children would quite rightly not forgive us if the standards in our existing academies declined as a consequence of supporting more schools; Ambitious Intent: • Building capacity in advance of need both within the region and centrally to support our current and future To widen the impact of our Trust’s transformative leadership of schools, the Trust has performance; expanded to take on a further secondary region in the North West. This will see a • New schools must either be within existing geographical 1 strengthening and reorganisation of our secondary regional approach. To facilitate this change clusters or form, in their own right, a new region. we will review how the relationships, structures and systems between the central service Our model is strongest when we can develop powerful and the regions will best operate. The aim is to ensure the agency of our secondary regional professional networks. executive leadership so that they are supported by our central teams in a similar vein to our primary cluster.

The Trust aims to successfully empower our executives’ frontline leadership whilst retaining high levels of central expertise, oversight and accountability. Authority levels will continue to be clarified within our updated Trust Scheme of Delegation. Accountability, as now, ultimately remains with the Trust non-executives and the Chief Executive & Accounting Officer. The Trust’s sophisticated central support systems and expertise will remain a strong feature of our organisation as will central accountability frameworks. However, to support both sustainable improvement and growth these systems will more effectively enable the development of our regional approach for our secondary sector and our primary cluster as it expands. In undertaking this ambitious organisational change, the Trust aims to minimise organisational complexity, reduce inconsistency and prevent bureaucracy in the management and leadership of education.

We will continue to utilise the domain expertise of our Primary Subject Directors/Leads and Secondary Subject Directors and Heads of Department to ensure consistency in the implementation of our curriculum intent. Our coherent curriculum planning will ensure inclusive access to well-sequenced subject content to best secure learning. This approach will provide a curriculum commonality for all Outwood students across the primary and secondary phases. The power of our inclusive curriculum rests in our determination that all children enjoy a wide range of subjects and experiences. Leaders at all levels are to be tasked with ensuring accountability for what is taught, how it is taught and the impact this has on students’ learning and achievement.

20 OneOUTWOOD OneOUTWOOD 21 1.1.2 Governance and Scheme of Delegation 1.1.3 Subject Directors 1.2 Preventing Bureaucracy

Members and Trustees will engage with academy and regional The COVID-19 pandemic has forced the Trust to adopt many Aligning Directors within Regionalisation governance and develop our strategic accountability and give creative solutions to enable us to provide continuity of service. 1.2.1 Technological Innovation oversight at phase, academy, region and Trust levels. For example, the use of video conferencing has developed from Our Director model is the pride of our Trust. As we regionalise a niche technology within the Trust to an everyday occurrence. The Trust has made the decision to invest in a world class our secondary sector we aim to further enhance the efficacy of our Regional Boards will be created, chaired by a Trustee and made up The use of technology will continue where appropriate to afford Enterprise Resource Planning system (Oracle) to take advantage Director Model to empower frontline subject domain practitioners of Chairs of Academy Councils and individuals who offer specific greater flexibility for our busy volunteer governors and to reduce of technological advances in finance, HR and Payroll systems. to drive the highest quality of education for our students. regional knowledge and expertise, with representatives from workload on the Trust’s leaders as well as reducing the carbon This focusses our One Outwood goal to operate efficacious the Executive who are accountable for successfully executing the footprint generated by travel. Of course, this technology cannot systems and structures. Oracle will reduce administration, time and Secondary executive and senior directors will retain the overall Trust’s strategic intent and meeting our key performance indicators fully replace all face-to-face meetings and there will always remain bureaucracy in many different ways and the benefits will not just be direction of their relevant subject domain, setting the curriculum within our secondary regions and primary cluster. This will afford many occasions where attendance in the academy etc. is essential felt by Finance and HR teams. with the executive to secure a One Outwood consistency of Chairs of Academy Councils the opportunity to compare and to carry out the role. delivery. Starting with English, maths and science and in time contrast how their academy(ies) are performing in relation to To give a few examples that will be relevant to all staff: the other domains the regional structure will be developed for others, explore common themes and review the impact our The Scheme of Delegation remains a critical document within example aligning secondary regional directors to the executive • All elements of this will be hosted on the cloud so Trust’s strategic plan is having upon the quality of education and the Trust. Trustees will review the levels of authority to reflect who together will set the deployment of the director teams. At all employees can access it from a single place with their performance of our academies. Academy Councils will remain the agency afforded to our secondary regions and our primary times the teams will work collaboratively but the accountability for Google single sign on. For instance, employees will go to focussed on community relationships and how the academy is cluster (regional executives and regional boards). The aim will be the entire performance of the academies within a region is with the same web address to access their HR records, pay slips, operating against the agreed strategic key performance indicators to better hold to account those who are responsible for decisions, the executive and quite rightly, they are best placed to assess the submit expenses and requisition purchase orders. (Appendix). Updated Terms of Reference to reflect our regional notwithstanding that the Chief Executive & Accounting Officer, needs of all of the academies and the whole Trust. This will be the approach will be produced. Trustees and Members all hold legally defined responsibilities which • Line managers will be empowered to make and record same for both our secondary and primary sectors. cannot be delegated. decisions quickly in this system. For instance, most absence In summary, the governance levels will operate broadly as follows: requests will be approved by line managers and will Our secondary and primary subject directors are highly skilled The Scheme of Delegation will also be reviewed to ensure that automatically update HR and payroll records without the classroom practitioners and subject leadership; we will continue • Academy Council meetings: Scrutiny of the performance of bureaucracy is minimised, whilst ensuring that decisions are need for duplicate conversations, paper forms and email to ensure that their skills are deployed within the classroom the Principal and Academy leadership team at a micro-level, correctly considered and documented at the appropriate level of exchanges. to develop teaching, subject leaders and subject curriculum. special interest community relations and ensuring the risk the organisation. It will reflect the increased size of the Trust and Deployment of these experts will continue to facilitate our • Employees will be able to select items to purchase from register reflects the real risks and opportunities faced by the move decision making closer to the frontline to ensure that the One Outwood philosophy of shared consistent best practice. catalogues and in some cases “punch out” to third party academy and that appropriate risk management is in place Trust remains agile and able to respond quickly to change whilst websites which will then automatically populate and create and effective retaining its One Outwood mindset. Our intent is to build secondary regional teams across all purchase orders. • Regional Board meetings: scrutiny of the Trust and domains over time, affording greater collaboration and further • Expenses will be flexible with the ability to create recurring Executive performance at a regional level and progress on co-construction of our practice. It has long been the Chief expenses, use spreadsheets to quickly populate lots of items regional strategic improvement plans agreed with the Board Executive’s view that Outwood is a pedagogical Trust where the for frequent travels and use an app to capture expenses and super-aggregation of talent has been instrumental in our ability • Board meetings: scrutiny of the CEO, CEPs and COs at a receipts on the move. macro level, including progress against this improvement to raise standards and transform life chances for our students. Our directors are a key element of our One Outwood ability plan The corporate benefit to the Trust and our students will primarily to secure best practice and reduce in-trust variance. • Members: scrutiny of the performance of the Board be in four areas: Our primary directors and lead teachers will continue to lead and • Increasing the speed, scope and complexity of reporting to facilitate the sharing of best practice across the entire primary improve decision making; group. They will work within the Deeps strategy at academy level to ensure that every member of staff is exposed to and benefits • A significant saving in organisation-wide administration Example of governance structure within regions: from the excellence that exists in individual academies. Like our time through an integrated system so data is not duplicated secondary strategy, this will lead to strengthened collaboration across different functional areas; for excellence. Our primary directors and Lead teachers will lead • A reduction in the incremental costs required to support a strategy to enable each academy to be a centre of excellence growth, lowering the barriers to sponsorship of further Members in a specific curriculum area and these academies will share these schools; and, expertise to ensure curriculum wide improvement across the entire group. • Provision of a platform with capability for further integration with existing systems such as oCloud (Consequences), Praising Stars, CLFP, SIMs and Integris. Academy Council Trustees Academy Council The Trust will continue to explore how technology is best used to inform our practice in order to reduce workload, reduce bureaucracy and ensure that innovative practice impacts on our performance across all areas of the Trust. Our dedicated team of web and digital developers will continue to enhance our software tools to ensure that they not only continue to be fit for purpose Academy Council Regional Board Academy Council but that they enhance practice further. oCloud will be further “Outwood Primary Academy is truly a developed and enhanced in order to have access to robust data and other app based products will be developed to support family. I’ve felt completely supported learning, praise and communication. but also has given me the confidence to offer support to others.” Our media presence will be further enhanced by the production of Academy Council Regional Expertise Academy Council high quality video materials which exemplify the excellent practice Kerry Burnell, Year 5 Teacher across the Trust and showcase our pedagogical Trust nationally. Outwood Primary Academy Lofthouse Gate

22 OneOUTWOOD OneOUTWOOD 23 1.2.2 Regional Service Partners Regional Service Partners - 1.3 Sustained and Sustainable School A Business Partnering Model Improvement Aligning Central Services to Regions The aim of the Business Partner Model is to help previously 1.3.1 Phased Improvement The Trust has grown significantly within the last 4 years, however centrally managed specialists integrate more thoroughly into structures have remained predominantly centralised and regional processes and to align their day-to-day work with The development of regional structures, not unlike the primary unchanged from when the Trust was much smaller. Our primary regional outcomes. The essence of true business partnering will clusters, will provide the agency to act and realise frontline sector growth created a primary cluster model and moving be in understanding the regional context, its implementation of improvement in a timely and purposeful manner within the forward our secondary operations will be more regionalised. executive strategy and goals, appreciating demographics, locality spirit of the founders’ mentality. Our One Outwood strategy Our One Outwood aim to reduce bureaucracy is key to how to develop solutions that help achieve these objectives in a will focus our clear shared mission and purpose; clear lines of we effectively operate our secondary regions ensuring we timely manner. Central to this strategy is our ability to engage ownership & accountability; and a relentless obsession with the prevent any overly layered centralised structure. Our aim is to stakeholders, activate systems and practices and focus our frontline to always place students first: raising standards and ensure our executive leadership can most effectively enact its community resilience. This way of working reflects the civic nature transforming lives. As part of our maturity model which focusses agreed executive strategy within our regions and primary cluster. of how our academies and regions operate with local partners. on our Transformative One Outwood Education Model, we will Executive leaders will work closely with our specialist service teams Business partnering like civic partnering is achieved through the explore the development of our school improvement planning to ensure the needs of both the wider Trust and the individual development of meaningful relationships with key people and to best determine the level of intervention strategically allocated regions are met to best serve the interests of students. teams across the region, using data to be more evidence-based in to an academy so that it is representative of its length of time in Executive Principals and other regional roles provide a robust practice, and delivering regionally relevant solutions that meet the the Trust and the consistency of its performance and quality of synergy between Trust executive strategy and regional / cluster evolving needs of each region and its students and communities. education. We will consider an approach to how we can flexibly executive delivery. Regionalisation should therefore aim to: There are four key areas to consider in creating an effective phase improvement to ensure academies both receive and build • Provide the structural capacity and capability to determine business partner model: Trust capacity. Each phase will have defined costs, capacity needs the appropriate and timely regional response to the and be time bound to ensure rapid sustained improvement. executive strategic direction and objectives of the Trust; • Understanding the regional model at depth – getting to If an academy’s performance should regress a rapid improvement know and understand how the region operates, how it plan would be implemented with revised levels of support. • Enhance the capacity to explore and advocate for regional creates added value and its strategic drivers; Services would be recharged according to phase whilst ensuring priorities; that overall costs are covered across the regional budgets. • Generating insight from data and evidence – using and • Maintain the framework of controls that is core to the applying evidence to support business cases or strategies, A possible future framework for phased improvement is Trust’s success and ensure specialist knowledge is retained as well providing insight, inspiration and the opportunity to illustrated below: and deployed in an efficient manner (i.e. avoid the cost of validate and qualify the impact of the work; unnecessary duplication); and, • Connecting with curiosity, purpose and impact – asking the • Embed the ethos of One Outwood to ensure that wherever right questions, crafting networks and understanding where possible all students benefit from innovation and continuous their specialism can identify opportunities to create the Phase 1 NLE - Year 2 Phase 2 Year 3 - 5 Phase 3 Year 5 ongoing improvement but are protected from risk. most value; and,

To achieve regionalisation, we will move towards a regionalised • Leading with integrity, consideration and challenge – having Implementing Embedding Innovating ‘business partnering’ model across finance and operations as soon the courage and confidence to challenge the region and its leaders. as cost, capacity and recruitment allows. For some areas and roles, Leadership Structure stage 1 Leadership Structure stage 2 Leadership Structure stage 3 we can implement this more quickly as part of a phased approach as this has already been planned and budgeted for. Meeting structures and lines of communication will be developed to ensure a smooth transition to secondary regionalisation that Strategic Improvement 2 year (1-2) Strategic Improvement 2 year (3-5) Strategic Improvement 3 year Plans will support our ongoing effectiveness. Key Performance Indicators Plans and SEF Plans and SEF and SEF will be co-constructed in key areas to establish metrics for the regions to work within, this will be supported by the rewritten Director Deployment: Exec/Snr Director Deployment - Regional Director Deployment - Regional Scheme of Delegation which will define the regional delegations. This will focus decisions that only have a regional impact and do Director Support Team Support Network Support not materially change the risk profile of the Trust. For example, support staffing decisions could be delegated where they are for Audits of Practice stage 1 Audits of Practice stage 2 Audits of Practice stage 3 a recognised Job Evaluated (JE) role and grade and do not change the overall budgeted structural cost of the region. Where there is a CPD CPD CPD desire to create a new role this would need to be approved by the wider Executive or Board to avoid equal pay claims and ensure the Phased to stage 1 Phased to stage 2 Delivery & Coaching support phase Trust remains consistent from a JE perspective. Likewise altering 1 & 2 the structural cost would be considered by the Executive Principal in consultation with their wider Executive colleagues as this may Staffing Structure Staffing Structure Staffing Structure impact the Trust’s ability to meet its long term capital requirements Additionality to structure Middle Leader capacity Lead Middle Leadership and is key to our One Outwood philosophy. “It was a privilege to spend time with Academy Council (start up stage) Academy Council Academy Council such a passionate and committed staff team. The inclusion ethos and Finance Start up grant Finance Finance indeed love for pupils across the Estates Estates Estates Academy was tangible.” 5 Year plan IQM Report Outwood Academy Carlton

24 OneOUTWOOD OneOUTWOOD 25 2.1 Raising Standards 2.1.2 Expert Practitioners - Middle Leaders / Directors and Teachers 2.1.1 ECF, IoT, ITT The greatest effect on student learning and outcomes is expert The Outwood Institute of Education (OIE) is entering a new teaching. Our Trust will continue to ensure a professional phase as the national approach to teaching schools shifts. environment and culture of high expectation where every new From September 2021, teaching schools will cease to exist and teacher is deserving of expert mentoring and every existing teacher will be replaced with Teaching School Hubs and the new Institute meaningful development. As One Outwood leaders will appreciate of Teaching. This system reform allows for the OIE to reflect and in their academies that teaching expertise is reliant on internalised redesign to ensure it is supporting the Trust’s vision of raising experience: there is no shortcut to this. standards and transforming lives through providing a service which recruits, retains and develops outstanding teachers and leaders. Expert teachers use consistent shared routines to focus learning and this will be strengthened across our academies where it is not Integral to the recruitment and retention of newly qualified teachers evident. All teachers should use their agreed conduct and learning Transformative Teaching to the Trust is our participation in the Early Career Framework routines of phases and academies e.g., ACE, STAR, PROUD etc. (ECF) roll out. The ECF has transformed the induction process There will be an aim to secure high levels of consistency in these for new teachers and ensures high level support and development practices through instructional coaching models so that they are into their second year of teaching, a point at which data shows new habituated by all including new staff and early stage teachers. entrants can consider leaving the profession. The Trust has been A repertoire of agreed effective pedagogies should be used in engaged in this initiative from the onset with the Executive Director all academies to focus effective teacher practice. These should of the OIE part of the DfE Advisory Group on Teacher CPD. underpin the consistent language of teaching and learning. Ambitious Intent: Initially, only our academies in Doncaster and the Tees Valley were In primary evidence based teaching approaches are presented as eligible to engage with the early roll out, beginning in September twelve principles of effective teaching. In secondary a similar clear Teachers who are trained and supported to be well versed in their curriculum delivery and 2020. However, in recognising the disruption COVID-19 had on pedagogical approach will be used such as the Five Pillars approach skilled in their communication, classroom management and assessment practices are best able the training our NQTs received and possible repercussions in terms that makes clear the expected effective components of teaching to 2 to ensure student understanding, progress and enjoyment of learning. A stronger focus on of development and retention, the Trust committed to offering be used by all teachers. Professional learning should focus effective the elements of effective practice such as clarity of expectation and well sequenced subject this full ECF for every NQT in every academy. This is currently teaching practice and collective subject domain expertise on what planning, which is shared with learners, will focus teaching and learning at the heart of our offered in partnership with Ambition Institute with a vision to take to teach and how to teach it. Trust. All academies must recognise the importance of focussing conversation on learning more ownership of delivery in the next academic year through a and pedagogy, placing emphasis on quality first teaching in every classroom. Training and partnership with The Harris Federation. Teachers gain expertise as they specialise across subjects, year development will continue to be facilitated at Trust level via the Outwood Institute of groups, phases, ability groups, specifications, context etc. Leaders should strengthen teachers’ domain experience; especially where Education and at regional and academy level via Learning and Performance time etc. The newly announced Institute of Teaching tendering process will begin early 2021. This new establishment will offer truly world-class teachers are teaching within a new domain i.e. phase, year group, subject, specification, context, academy. The Transformative Professional development should be provided through subject specific courses, shared training and development to become England’s flagship provider, One Outwood Education Model illustrates the interdependence planning and the modelling and instructional coaching of best practice by our expert showcasing delivery of the ECF and the reforms to ITT and NPQs. of teaching, experience and culture etc. Expert teaching is best Subject Directors, experienced Heads of Department and dedicated Deep Learning teams. It will be expected to operate from four regional campuses and offer: initial teacher training to circa 1000 trainees per year; achieved by shared domain practice within subject areas / primary Teachers will be increasingly encouraged to engage in practice led research and instructional support 2000 NQTs and 2000 mentors per year through the phases where the requisite expertise to secure best practice can be coaching to share and refine practice and innovation. For example, Ed-Tech leads are ECF; and deliver the NPQs to over 1000 participants each year. led by Subject Directors, Heads of Department, and Lead Teachers. supporting the development of remote learning approaches; regions are piloting initiatives OGAT will strive to be successful in tendering for this initiative, This will ensure we focus the development of shared curriculum such as the 5 Pillars teaching and learning approach and the Principles of Effective Teaching partnering with The Harris Federation, Oasis Community Learning planning and subject practice related to critical knowledge and in our primary academies. Our One Outwood strategy will work to ensure best practice is and Star Academies, to form the National Institute of Teaching. concepts, common student misconceptions, subject resources, applied and implemented across the Trust. links to other topics (revision and future learning), sequencing and The current ITT provision continues to grow as we work to ensure differentiating learning to meet students’ needs etc. Professional We will continue to welcome and support those teachers who are new to the profession all regions of the Trust have sufficient supply of new teachers. learning is most effective where teachers work as part of a or new to a subject providing excellent mentoring programmes for initial teacher trainees Through the OIE’s School Direct Teach North provision, we now community of practice sharing domain expertise within a culture of or newly qualified teachers and well-structured subject access courses for non-specialist. have five partner universities spanning the regions with a further collaboration that de-privatises practice. This philosophy will sit at This is central to the work of our OIE. COVID-19 has interrupted early stage career training partnership with Teesside University for their innovative new the heart of our Deep Learning approach, Director deployment and and we will be mindful of this in our recruitment, induction and support of new teachers. PGCE in development. This regional spread will allow the OIE Learning and Performance. Leaders will constructively use Learning It is important that to be a pedagogical Trust we must focus on effective pedagogies. to continue to grow its recruitment of new teachers to ensure and Performance time to enable the development of both effective We must continue to be the greatest advocates of teaching as a worthy, special profession recruitment supply for the Trust. components of teaching and domain expertise. with all our stakeholders. We must be proactive in ensuring our staff are continuously developed, supported and highly valued for their expertise. This is central to our One The work of our OIE will continue to showcase the best civic A new realm of expertise is developing across our academies in our Outwood philosophy. multi agency practice that works to engage, activate and focus provision of remote learning. This will be an area where our One the importance of education. Outwood philosophy to share and cascade best practice will build confidence and drive innovation.

Trust quality assurance systems will be modified to better emphasise the quality of education, the impact of our curriculum and the quality of teaching and learning. We will review our “All the teachers are amazing! approach to professional development through continuous feedback So enthusiastic and happy to help. and instructional coaching to minimise in-school variance and maximise consistent, effective practice etc. With this in mind we will I have two very engaged children explore different quality assurance approaches and develop how as a result.” this will align to our performance management processes and policy. The pandemic exemplifies our teacher’s willingness to innovate their Parent at Outwood Primary Academy Ledger Lane practice and develop their remote teaching skills for the benefit of our students; we will retain and continue to encourage this enthusiasm, creativity and innovation.

26 OneOUTWOOD OneOUTWOOD 27 3.1 Pedagogical Trust

3.1.1 Curriculum Intent, Implementation and Impact

Our One Outwood ambitious curriculum matches the demands of the national curriculum at each stage and phase so that students can meet and exceed age related national expectations. Across our curriculum we clearly map our expectation of the rich knowledge and understanding that is required in each subject. Leaders must ensure all staff can confidently articulate and effect the curriculum to meet the needs of our students.

Our curriculum operates a knowledge engaged approach believing subject knowledge supports and strengthens the application of Transformative Curriculum subject skills. Each subject will provide a narrative or journey of study detailing the what, why and how of its content and assessment. Schemes of Work are structured to build subject knowledge and skills and delivery will focus on revisiting and recapping information to enhance recall which supports all students to learn well. In lessons teachers will clearly and Ambitious Intent: consistently share with students what they are learning, how it will be learned and why it is important; clearly signposting activities that relate to recall, new information, practice and Our One Outwood philosophy is reflected in our approach to curriculum where we share feedback. Assessments mapped to the curriculum will be reviewed an ambitious vision and intent for both our curriculum and subject curricula. This still allows to meet the changing organisation of curriculum models in light 3 variation in our curriculum architecture across our academies and flexibility in our classroom of COVID-19. teacher subject delivery. Literacy and numeracy skills remain a strong focus within our Our Vision- To achieve our vision, we provide an ambitious first-class educational curriculum. A wide range of strategies should be used within our experience for every student attending our inclusive primary, secondary and sixth form Wave 1 quality first teaching to ensure responsive, differentiated provision believing the quality of education a student receives empowers their future choices in-class support practices as well a range of interventions to and life chances. complement subject allocation such as small group tuition, after school or break time support, master classes, access to online Our Ambitious Intent- The power of our inclusive curriculum from EYFS to Y13 rests in remote learning programmes, in class support and targeted our determination that all students enjoy a wide range of subjects and experiences across our homework etc. intrinsic, enhancement, academic and enrichment provision. Each phase provides an accessible and enjoyable education that ensures academic success, develops life-long skills, and offers Across all phases academies will continue to develop their online rich experience. At every phase we support students to grow as well-rounded responsible remote learning provision to support students to learn well and citizens who can fulfil their potential and ability to play a positive role in society. ameliorate any potential missed learning through for example COVID-19 related absence. Our One Outwood strategy will Our Aims- Our high-quality education is empowered by an ambitious, knowledge rich enable innovation and resources to be effectively shared. curriculum that enables all students to achieve well; narrows achievement gaps; unlocks access and prepares future steps. Our curriculum aims to ensure learning flourishes by: Our curriculum provision in all phases will provide a well mapped delivery of wider curriculum elements such as the effective 1. Fostering an inclusive culture of responsibility; respect and safety with an ethos of implementation of the new Relationship and Sex Education praise, pride and purpose requirements; age appropriate Personal and Social and Health 2. Providing excellent teaching across a broad and balanced range of subjects to engage Education; Careers education; and underpinning appreciation our learners of the spiritual, moral and social and cultural education and 3. Promoting mental wellbeing encouraging positive relationships and acceptance Fundamental British Values. All academies will map how these aspects of our curriculum are addressed within subjects and the 4. Encouraging healthy lifestyle choices; self-regulation and personal accountability wider time allocations in schools to enhance and support our 5. Appreciating diversity and difference; valuing tolerance; democracy; liberty and law students personal growth. 6. Recognising issues that affect our world and acknowledging actions that can be taken All academy leaders will be responsible for ensuring the new 7. Supporting students’ ambitions, and interests to open future study and career academy websites accurately reflect their subject / phase provision. pathways There will be a Trust review point each year and academy leaders must ensure that they work with their directors and middle leaders Our Curriculum Experience- Our broad ambitious curriculum reflects national to ensure their curriculum website provides an accurate reflection expectations, values reading, literacy and numeracy skills and deepens subject study across of our provision for our stakeholders. each phase. Well sequenced schemes of work clearly identify what our learners should know and do at each phase. Assessment and feedback addresses error and misunderstanding to move learning forward. Our localised curriculum models meet learners’ needs and support the social and economic priorities of our communities.

Future Focused- We believe sustainability is essential in 21st century education. We strive to act ethically; transparently and responsibly providing a Trust wide strategy highlighting issues and engaging all students to collectively consider and respond to our shared future practice.

28 OneOUTWOOD OneOUTWOOD 29 3.1.2 Every Child a Reader 3.1.3 Full EBacc 3.1.4 Building Strong Foundations

We believe reading unlocks our curriculum, opens a treasure Our One Outwood curriculum reflects the ambitious intentions of As One Outwood we have high expectations of our youngest trove of adventures and information and provides an invaluable the National Curriculum. Students study a broad range of subjects learners from the moment that they enter our provision. life skill. The ability to read with confidence unlocks a child’s and engage with a variety of learning opportunities to deepen their Children thrive within our Early Years settings as they are future and ensuring every child is a reader must sit at the heart educational experience and build a solid foundation of subject supported in meeting these expectations by skilled practitioners, of the curriculum across our academies. Every member of staff knowledge and skills. delivering an engaging and challenging curriculum within vibrant is a teacher of reading and every interaction is an opportunity and enabling environments. We place a strong focus on the to expose children to rich and vibrant vocabulary, language and We believe the best schools will always do what is right for development of early language and mathematics - ensuring that literature. We believe that the key to our children and young students. As One Outwood our various curriculum models across children secure the core basics that they need to access the people’s success is their ability to read. This One Outwood goal phases and academies align to a shared intent which clarifies how primary curriculum. We are systematic in our approach to this, means our leaders are committed to ensuring that every student we will provide an enjoyable and knowledge rich educational ensuring fidelity to practice that enables children to acquire will learn to read, regardless of their background, needs, or ability. experience for all children and young people in our care. As part essential skills and knowledge. We are relentless in our commitment to this and our leaders of this provision we will ensure an entitlement to subjects within are passionate about ensuring that their academies both primary the EBacc pillar whilst ensuring we continue to develop innovative Our primary provision is enhanced by ensuring that positive home- and secondary are print rich, language enriching organisations. curriculum models to retain the importance of, and access to, the school relationships are established at the earliest opportunity. Our leaders will ensure that everyone shares this passion and creative and other open element subjects. We believe this best The education of a child is more effective where there is alignment understands the importance. provides the true sense of depth, breadth and opportunity that between parenting and schooling and we seek to ensure that accompanies any baccalaureate so that our students receive a rich our families are well supported to carry out their essential part In our primary academies, our rigorous implementation and fidelity cultural understanding and awareness of the world. in this journey. Our early family support and education provision to the ‘Read, Write, Inc’ model of teaching systematic, synthetic are central to this work - equipping parents and carers with the phonics ensures every child receives daily high-quality teaching and To this end, all secondary students will study either geography or skills and knowledge they need to support their child’s education targeted intervention at the point of need. ‘Keep up, not catch up’ history (or both, if so desired) at GCSE. Our curriculum models and personal development. We will strengthen this, ensuring that forms our mantra for teaching that ensures children acquire this are structured to support and promote the Full EBacc pathway all academies have a consistent core as well as a locally tailored, key skill which in turn enables them to unlock a broad and balanced and will ensure highly effective EBacc provision and subject needs-driven offer which enables the home-school relationships curriculum across all subjects. Regular, high-quality CPD and specialist teaching so that students’ enjoyment of these subjects to flourish. coaching ensures all staff within the school are teachers of reading continues the upward trend in Full EBacc uptake into Key Stage 4. and reading is a priority for all. We recognise, in our new curriculum models, the government’s Our primary group of academies has strong expertise across the ambition is to see 75% of students studying the Full EBacc subject full primary curriculum. This leads to the achievement of high The development of early reading accuracy and fluency in Year combination at GCSE by 2022, with 90% by 2025. Impact of these outcomes for all children not only in the core areas of reading, 2 and beyond will remain a priority across all of our academies. changes will see a likely increase in Full EBacc take-up for current writing and mathematics but across the breadth of the national Across the curriculum, we will continue to ensure children Year 8 (2020/21) to 75% and current Year 5 (2020/21) to 90%. curriculum. Our One Outwood philosophy is reflected in each are exposed to high-quality language and literature which are of our academies having an identified area of curriculum strength carefully selected to further develop pupils’ vocabulary, language To enhance Full EBacc up-take we will continue to strengthen and expertise. Our collaborative model ensures that this raises comprehension and love of reading. MFL delivery and excellent practice through shared planning; standards and outcomes for all children within the entire phase. training led by our expert director team and middle leaders etc. To ensure that our practice continues to evolve in the pursuit of In our secondary academies, we will clearly define our We will ensure curriculum models enable MFL to be studied more world class provision, we are committed to our academies being comprehensive approach to reading ensuring the variety of existing deeply for longer, as well as offering opportunities for the study nationally recognised as subject-specific centres of excellence. reading programmes we offer operate effectively in all academies of additional languages for dual linguists. Where appropriate we to promote reading and secure progress. We will review our early will support those students in their home language study. Strong Our phase model enables those with individual subject strengths stage interventions to ensure we focus expert staffing such as guidance will complement our robust guided pathway processes to enhance the subject and subject specific pedagogical knowledge specialist reading teaching assistants to support early stage reading and flexible pathways. of generalists. As a result, there is a structured approach to the interventions. We will promote best practice in Accelerated development of teachers’ skills and subject knowledge allowing Reader to develop a lifelong love of reading, motivate students to The disruption to learning caused by COVID-19 will mean that we them to be the best that they can be. We will strengthen the read more challenging books and most importantly raise literacy will regularly review our curriculum models to ensure that they collaborative Deeps model to support this strategy further. standards for students of all ages and abilities which will benefit remain current and best meet the changing needs of our students them not only in English but also across our curriculum. All subject that the continuing pandemic may require. Our One Outwood domains will be tasked with focussing the importance of reciprocal strategy will ensure we review our approaches across the Trust to reading approaches and the development of subject vocabulary ensure the best interests of students are always served. within their delivery to develop content knowledge and aid subject reading in lessons.

As One Outwood across all our academies will ensure our commitment to reading is reflected in our ongoing professional development, investment in resources and the maximisation of cross-curricular opportunities to ensure making every child a reader is a key focus of our work. “We are so grateful for all of your efforts each and every day. Without any thought or pause for concern you always make the kids your first priority. Thank you and all of the staff for everything you all do.” Parent at Outwood Junior Academy Brumby

30 OneOUTWOOD OneOUTWOOD 31 3.1.5 Enrichment - Our Elective Curriculum Our Intrinsic Curriculum Our Enhancement Our Academic Our Elective Curriculum – builds our inclusive caring Curriculum – fosters Curriculum – sequences – offers enriching Our Transformative One Outwood Education Model aims to culture and ethos personal development and knowledge, understanding and opportunities & experiences provide a high quality education experience for all children social understanding skills to aid learning and young people attending our schools. To complement our students’ academic study, we provide a wealth of support, We believe in safety, respect We believe education We believe in a rich broad We believe in education age related guidance and engagement opportunities that enrich and responsibility supports personal growth and balanced provision beyond the classroom our students’ educational experience and support their learning. It is not always possible to find a quiet area at home to complete • Attitudes to Learning • Mentoring • 25 lessons per week • After School Programme work and therefore extended learning is not simply viewed as • Positive Behaviour • Assemblies • Cross curricular-links • Trips & Visits an out of school activity but rather as any activity that broadens • Habits of Study • Careers • Cross cutting themes • Academy Representation our students’ experience, knowledge and understanding. • Learning Routines • PSHE • Catch up & Intervention • Pledges Our remote learning experience has provided new avenues to • Ethic of Accuracy • SMSC • Revision masterclasses • Student Voice engage our students and we will continue to develop this practice • High Expectations • Mental Wellbeing • Reading • Events & Performances moving forward. • Shared Values • Relationship and Sex • Extended Learning • Competitions & Quizzing • Kindness Education • On-line learning programs • Student Ambassadors Our academies provide a wide range of extended learning • Tolerance • Health education • Anti-bullying Ambassadors opportunities including access to on-line learning programmes • Inclusivity • Emerging Issues • Mental Wellbeing and homework to enable students to extend and complement • Safety • Commemoration Champions their learning both at home and in school and instil good habits • Respect • Celebration • Charity Work of independent learning. To extend our students experience we • Responsibility will provide a programme of trips, visits, events, commemorations • Remembrance • Praise • Graduation and charity work. Each academy will operate student engagement Experience Curriculum SecondaryOur Academy Outwood programmes including the continued provision of an excellent • Outwood Honours programme of elective after school enrichment activities. Programme - coming soon Students will continue to be encouraged to engage in programmes such as Student Voice, Pledges, Sustainability or become Anti- bullying and Mental Wellbeing Ambassadors etc. Once we can resume extracurricular events we will continue to provide a wealth of sporting, performance and academic activities engaging academy, local, Trust and national competitions. Students’ efforts and participation both in and outside of school will be validated and acknowledged in secondary and post 16 by the development and of our comprehensive Outwood Honours Programme which will operate as an online badge system. This system will become a central aspect of the praise culture in our secondary academies.

In our primaries our award winning (National Teaching Awards 2020) Outwood Primary Diploma is well-embedded. This provides a well planned and coherent programme of enrichment for all children. To enhance this further, the primary academies will look to the success of the Outwood Honours Programme and replicate the strategy for our younger learners.

Our Intrinsic Curriculum Our Enhancement Our Academic Our Elective Curriculum – builds our inclusive caring Curriculum – fosters Curriculum – sequences – offers enriching culture and ethos personal development and knowledge, understanding and opportunities & experiences social understanding skills to aid learning

• Positive behaviour • Assemblies • Lessons • Trips and visits • Attitudes to learning • PSHE • Cross curriculum links • Clubs • Habits of study • SMSC • Cross curriculum themes • School parliament • Learning routines • Mental Wellbeing • Catch up and intervention • Responsibilities • High expectations • RSE • Revision and masterclasses • Mental wellbeing champions • Shared Values • Health education • Extended learning • Graduation • Kindness • Celebrations • Reading • Tolerance • Outwood Diploma • Inclusivity • Visits and visitors • Safety • Respect • Responsibility • Ethos Our Primary Outwood Academy Curriculum Experience Curriculum Primary Academy Outwood Our • Culture

32 OneOUTWOOD OneOUTWOOD 33 4.1 Inclusive Academies 4.1.2 Inclusive practice leading to IQM Award

4.1.1 Disadvantaged performance Our Transformative One Outwood Education provides an inclusive education experience which celebrates diversity and promotes tolerance and mutual respect of others. Whatever the age, gender, Our Trust prides itself on its ability to transform the outcomes for attainment, ethnicity or background of a child, inclusive practice disadvantaged children and young people through our track record promotes equal opportunity for all children. As part of this One in turning around schools which are located in communities of high Outwood vision it is our intent that all our academies be fully socio economic deprivation. As One Outwood we are committed committed to inclusive practice and as part of this work towards to this work. Outwood is highly regarded by the DfE and the wider achieving the highest status of the IQM Award. The IQM Inclusive system as the go-to Trust for rapid transformation. Our challenge School Award is an externally assessed, evidence based framework is to build on this success by raising aspirations even further so that proving a school’s ongoing commitment to developing educational every child/young person can smash through any glass ceiling or Transformative Academic & inclusion. It pays particular attention to the progress made, barrier to equality! achievement of and provision available for the different groups of children who are at risk of disaffection and exclusion. Our aim is to eradicate the gap between disadvantaged and Pastoral Support Constant self-evaluation and improvement are key indicators that non disadvantaged. To meet this goal we must provide a first class further validate the school’s inclusive status. Transformative One Outwood Education where all learners are able to succeed, achieve and gain qualifications. We will prepare As of January 2021, seven of our academies have achieved the them for every next step to enable them to compete in society IQM Award of which five have gone on to achieve the Centre and ultimately contribute to the economy through meaningful of Excellence status. Our ambition is that all schools will have employment. Ambitious Intent: achieved the IQM Award by July 2024. As new schools join the Trust, they will enter onto the pathway at an appropriate time. Our One Outwood philosophy makes us relentless in our shared Care and Guidance underpins all aspects of our inclusive provision assisting our students to focus on minimising the effects of disadvantage. Whilst we have The Inclusion Quality Mark evaluation consists of 8 elements: enjoy their education, feel valued and develop both academically and personally. All students performed at a very high standard we are not complacent and will 4 must be supported in their learning and encouraged to engage in every aspect of school life. always seek to improve our performance, adapting to the changes 1) Inclusion values of the school Should students experience barriers to their learning be they academic, physical, emotional or and challenges we encounter and seeking to remove barriers 2) social we must promptly intervene to support their access to the curriculum and enjoyment that limit student performance. We will be relentless in our Learning, environment, resources and ICT of school. As One Outwood we will continue to ensure a positive learning environment ambition to address the barriers to learning that some of our most 3) Learner attitudes, values and personal development where our students feel happy, healthy and safe and able to flourish; this underpins everything disadvantaged students face. To achieve this we will ensure that we do to put children and students first. we recruit and develop high quality colleagues who can best meet 4) Learning and teaching the needs of our students. Most importantly our academies will 5) Learner progress and the impact on learning Within our curriculum we structure our Intrinsic and Enhancement Curriculum aspects advocate for those who are disadvantaged to ensure they receive to foster positive relationships, self-worth and acceptance teaching our students to all the support they need on their journey through school and in 6) Parents, carers and guardians securing their destination of choice. recognise risk, accountability and positive choices this should underpin the positive culture 7) Governors, Management and external accountability in our academies. On each academy website we have provided a page which provides a Ambitious academic targets will continue to be set. This creates an comprehensive range of national and local services for our students and parents to access 8) The school in the community aspirant culture in which children and young people are inspired support for their mental wellbeing and we will continue to promote understanding, support to succeed, irrespective of their background. This will go hand and training in this area. We all have times when we have low mental well-being, where we Our inclusive provision assists our students to enjoy their in hand with our continued One Outwood drive to raise the feel stressed, upset or find it difficult to cope we will always recognise this and be alert to education, feel valued and develop both academically and expectations of the local communities we serve by placing a high personally. It is our inclusive commitment that all students are arising needs. As One Outwood we want to give our young people the necessary support value on the importance of education. Engaging with parents, to build and develop emotional resilience and to maintain good emotional health this will supported in their learning and encouraged to engage in every carers and external agencies is critical in our work to break down aspect of school life. be promoted in an age appropriate manner for all students. This is never more important and remove barriers. This is the civic responsibility of all academies than in current times. Our aim is to ensure that our students enjoy their time at school and within their communities. are happy. We are committed to the principles of securing good emotional wellbeing, to allow every young person to have the best possible experience and outcomes throughout Our One Outwood strategy will ensure we remain creative and their school journey. To achieve this commitment we will engage, activate and focus our innovative in our approach to supporting our most disadvantaged work with external partners to ensure our academies work with a range of agencies in their cohorts. Our Transformative One Outwood Education Model communities as part of their civic responsibility to improve life chances. focusses on the elements of great schools. We know attending a great school supports all children but has an especially positive We want all children and young people to be happy, healthy and safe at school. effect on those who are disadvantaged. We place our knowledge This is fundamental to creating a thriving inclusive community where all are valued. rich curriculum as a core entitlement for all children educated Good attendance, good mental health and an inclusive safe environment will be assessed within our Trust and strive to ensure equitable access to assure through key performance indicators i.e. attendance levels, suspension / exclusion rates, every child’s future life-chances and life-choices are supported “Inclusion is clearly at the absolute student voice and stakeholder surveys. There will be an expectation that all academies are through education. High quality careers advice and guidance, heart of this school and the deep recognised for their practice by attaining the Centre of Excellence Inclusion Quality Mark pastoral and mental wellbeing support and wide ranging (IQM) and Carnegie Mental Health Award Gold level awards. interventions will foster our inclusive culture. A culture where care and affection for students is personal growth, effort, progress and achievement are valued. evident from leaders and staff at all Our intrinsic and enhancement curricula will develop in sophistication and effectiveness as We will maximise every opportunity within and beyond the school Trust expertise continually innovates and collaborates through our One Outwood philosophy. day to ensure every child is well supported to flourish especially levels. Staff talk about going above those who are the most disadvantaged. This is our shared vision to put students first, raise standards and transform lives. and beyond and this is evident in the feedback given from students.” Outwood Academy Carlton, IQM Report 2020

34 OneOUTWOOD OneOUTWOOD 35 4.1.3 Mental Health best practice leading to 4.1.4 SEND 4.1.5 Attendance SMH Award As One Outwood our academies foster a welcoming culture of We value the importance of student attendance. Children and The overarching strategic approach to improving attendance and Our Transformative One Outwood Education ensures a positive safety, responsibility and respect ensuring a positive climate where young people need to be in school to benefit from our high quality reducing persistent absenteeism, across all key groups, will be learning environment where our students feel happy and able to all members of our school community feel safe, comfortable, and provision. If a student’s attendance is low, it impacts negatively on informed through the following 5 principles: accepted. We believe our students are more able to do well and their outcomes and life chances. Our One Outwood philosophy flourish; this underpins everything we do. Within our academies 1) Policies and procedures we foster positive relationships, self-worth and acceptance achieve their full potential when they experience this positive ensures all leaders promote what we value. Attendance will hold a teaching our students to recognise risk, accountability and positive supportive climate. Within this inclusive climate all relationships are high profile in all our academies. Our aspiration is for all academies 2) Personalise choices. We want all our children and young people to have good founded in mutual acceptance and inclusion. Inclusivity underpins who have been in Trust for over three years to be at, or beyond, 3) Practice emotional health, the skills and confidence to cope with change, the aims of our curriculum and rests at the heart of our shared national averages or have a strong positive trend towards meeting the ability to think through and solve problems and ultimately Trust values. Whatever the age, gender, ethnicity or background of this goal. 4) Technology and Data (4i) achieve their goals and be happy. Our Trust is committed to the a child, our inclusive practice must promote equal opportunity and principles of securing good emotional wellbeing, to allow every educational equity to increase our children’s and young people’s Significant financial investment will continue to be made to support 5) Parents/carers child and young person to have the best possible experience and life-chances. Our Transformative One Outwood Education aims our remit to improve attendance. Each regional Executive Principal outcomes throughout their school journey and into adulthood. to provide a first class educational experience for all students will need to implement a regional attendance strategy. Principals All our students are supported in their learning and encouraged Positive mental wellbeing must permeate every aspect of our especially those who are disadvantaged, vulnerable or those with will secure this work in their academy through robust academy to engage in every aspect of school life. We want all students Trust and the culture and ethos of our academies so that it Special Education Needs and Disabilities (SEND) and Children attendance plans. to attend regularly so that they can be in receipt of our becomes an integral element of our Outwood Education for Looked After (CLA) etc. Transformative One Outwood Education. The Trust has been at students and staff alike. In our primary academies, attendance is high profile and is led by the cutting edge of remote learning, delivering live lessons to all With this in mind our One Outwood philosophy is to continually Safeguarding & Attendance Officers. High levels of attendance year groups and developing training and technology. We will share It is the Trust’s aim that all staff and students are aware of our champion and embed best practice surrounding the effective have been achieved in many of our primary academies through this practice and continue this innovation beyond the pandemic to Mental Wellbeing Strategy, its key themes and the actions. support of SEND and disadvantaged groups. Our shared vision to the implementation of strategies which have involved positive support our children and young people who are unable to attend put students first in everything we do will continue to inform our relationships between home and school; emphasising at the earliest school through authorised absence such as long term illness. Vision action to enable all students to successfully reach their full potential stage the importance of attendance on outcomes for children. We will seek to provide remote learning to support these children As a Trust, we are committed to: into adulthood. Staff will have access to both general and targeted It is our intention to strengthen this work embedding attendance in the continuation of their learning. Remote learning is not professional development to foster a highly motivated, qualified work into our family learning and engagement programmes. however a replacement for school attendance and will not be used • adopting a whole-trust approach to mental wellbeing; and trained workforce that will support all children and young An interdisciplinary approach to early family support will ensure to condone absenteeism. people to thrive. that we continue to build upon our success. • helping children and young people to flourish, learn and succeed by providing opportunities for them, and the adults We will provide an ambitious first-class transformative education Our Trust strategy to reduce absence and persistent absence around them, to develop the strengths and coping skills that experience for every child who attends our inclusive primary and will continue to be implemented consistently by academies underpin resilience; secondary academies believing the quality of education a child with the aim that a higher proportion of disadvantaged and • creating communities who understand that mental wellbeing receives empowers their progress, outcomes, future choices and secondary students attend well. We will focus our response is everyone’s priority; life chances. Our leaders’ determination to secure an excellent to the educational needs of vulnerable groups to ensure that quality of education for all will focus the implementation of our the safeguarding of all students remains at the forefront of our • providing comprehensive education, training and support ambitious curriculum through high quality expert teaching that is considerations. This well implemented and consistent strategy will to raise awareness and equip both young people and adults responsive to students’ needs. Leaders will focus equitable access ensure a clear focus on those eligible for pupil premium funding with the knowledge to support mental wellbeing; and to the curriculum ensuring prompt intervention for any students and those with special education needs to ensure they: experiencing barriers to their learning be they academic, physical, • supporting every member in our family of schools to lead a • attend regularly, behave well, know how to keep themselves life that is happy, healthy and safe. emotional or social to support their enjoyment of school. SEND staff will be trained, deployed and effectively utilised to provide safe and able to contribute fully to their community; All academies will work towards attaining the Carnegie Mental the highest levels of specialist SEND support. This will include the • aspire to be the best they can and provided with help and Health Award Gold level with a focus on the following strands: application of innovative software tools to enable us to intervene support to help make this happen; and, swiftly if changes in strategy are required. Mental Wellbeing Strands • have knowledge, skills and understanding that ensure they We will continue to ensure learners’ readiness for their next stage contribute positively to society. • Openness & Awareness by developing our transition systems (on entry to primary school; • Student Curriculum key stage 1 to key stage 2; key stage 2 to key stage 3; key stage 3 to key stage 4; key stage 4 to key stage 5; and key stage 5 to future • Staff Training & Development destination). This will ensure that children and young people move seamlessly between the stages of their education and make the • Inclusion & Diversity “Leaders have considered very right choices to enable them to contribute meaningfully to society. carefully how to promote pupils’ • Suicide Safer Communities Our developments in online learning and high quality lessons will “Mental Health and Well-being of spiritual, moral, social and cultural Our academies will be encouraged to work with external partners enable the Trust to offer ongoing education for those children (SMSC) development. They have a as part of their civic role to support their communities in their and young people who are absent from school due to significant all - both staff and students - is given social and emotional recovery from the pandemic. health issues. Access to online learning will enable these learners high priority across the Trust with a thorough understanding of the social to continue with their education, through the Outwood Virtual School, whilst receiving treatment. Trust wide mental well-being strategy and emotional needs of the pupils, in place. The school works very hard including those with SEND. They will to create an environment where develop a culture which nurtures and everyone can learn in an atmosphere creates opportunities for pupils to of mutual support and respect.” succeed.” IQM Report Outwood Alternative Provision Eston, Outwood Academy Shafton Ofsted Report 2021

36 OneOUTWOOD OneOUTWOOD 37 5.1 Investing in all children

5.1.1 Improving Attitudes and behaviours which lead to reduced suspensions and Permanent Exclusions in our secondary academies

Our Transformative One Outwood Education Model focusses our leadership to secure an aspirant culture with positive attitudes “Consistency in high expectations and behaviours so that learning can flourish. The way we improve of behaviour and appearance, from behaviour has and always will be a key element of how we rapidly improve schools in challenging circumstances. Leaders at all levels the Principal downwards, has led to Transformative Attitudes & will continue to take robust action to tackle behaviour issues and the best behaviour across the school, reduce the use of suspensions, permanent exclusions and the Behaviours Reflection Room. We have worked with much success over recent good relationships with staff as the years to reduce behaviours that result in these consequences. children have clear, solid boundaries Our 2021-2024 plan sees the next phase of our work to ensure behaviour is consistently good across all our academies because and attitude to learning that I have our students are taught that their behaviour and choices are their ever encountered in a 27 year career responsibility and part of ‘Who I am’. across 7 schools.” Our One Outwood approach is detailed over the next 3 pages: Ambitious Intent: Caroline Hodder, Class Teacher Outwood Junior Academy Brumby Our primary, secondary and post 16 academies fosters a welcoming culture of safety, Expecting excellent behaviour and teaching excellent responsibility and respect ensuring a positive climate where all members of our school behaviour. 5 community feel safe, comfortable, and accepted. We believe our students are more able to do well and achieve their full potential when they experience this positive supportive climate. The overarching aim of the way we manage behaviour is to ensure Our One Outwood philosophy ensures all academies secure a learning climate where all our students grow into safe, respectful and responsible citizens. relationships are founded in mutual acceptance and inclusion. This must be modelled by all We recognise that this does not happen without teaching what so that our culture of respect becomes the norm and our ethos of praise, pride and purpose excellent behaviour is but we also recognise that when this is done allows students’ learning to flourish. These values are built into our wider curriculum delivery well, students behave well because it’s who they are. and should inform everyone’s attitudes and behaviours. This is intrinsic to our Transformative One Outwood Education.

Children and young people thrive when they are happy, healthy and safe. Our behaviour policy’s focus on teaching children to be safe, respectful and responsible underpins our Transformative One Outwood Education. Our Intrinsic Curriculum celebrates diversity and promotes tolerance and mutual respect of others. Our primary academies ensure that the It’s intrinsic curriculum is used as a vehicle to support the teaching of expected behaviour. who The language of expectation permeates the school day in the form of ‘Be Safe; Be Respectful’ I am and ‘Be Responsible’. Our secondary academies will build upon this strong foundation.

All academies will carefully map how their curriculum provision supports our children’s and young people’s personal development and promotes fundamental British Values; social, I want to have moral, spiritual and cultural awareness; personal, social and health education and relationship a great future and sex education. To complement academic study, we will continue to provide a wealth of opportunities to develop our children’s and young people’s personal growth, social and academic behaviours and understanding of their wider world and future responsibilities. I want adults to always think positively of me

I want to get praised for doing the right thing

I want to avoid appearing on the consequences board, getting detentions, being in the Reflection Room, and being caught doing wrong THE OUTWOOD PYRAMID

38 OneOUTWOOD OneOUTWOOD 39 Continuing to ensure consistency as One Outwood Continuing to identify and draw on the strongest Develop an expertise for supporting students Actively identify and address the needs of students through our Trust behaviour policy and ensuring practice across the Trust capturing what is most with the most challenging behaviour at our first with SEND. Strictly adhering to legal requirements effective and ongoing CPD for staff at all levels to effective to continue to develop overall Trust Alternative Provision (Outwood Alternative and ensuring the best practice is exemplified in add to and fine tune their repertoire of behaviour approaches. Provision Eston) and explore the possibility of classrooms. management techniques. replicating this model across the Trust. Teachers, departments, academies and regions continue to Behavioural issues can sometimes stem from needs that are not We invest time in developing the expertise of our staff and innovate and develop creative and effective approaches to In 2020, we opened our first Alternative Provision Centre in our being catered for. By ensuring high quality Wave 1 provision and behaviour management is no exception. We provide staff with behaviour management. Leaders will continue to facilitate the Northern Region. This innovative centre is designed to enhance focussed support and testing for SEND / EHCP students, we will tools and systems to ensure consistency in the application of the sharing of excellent practice: our inclusive approach and provide excellent teaching and facilities improve positive engagement and outcomes. behaviour policy. - between teachers for students who exhibit the most challenging behaviours with We will continue in earnest our work around mental health and - between departments the aim that they succeed in their secondary education and do Regular CPD at department, academy, regional and whole Trust not become ‘NEET’. We will develop and shape this model, which well being. Students affected by SEMH issues can struggle in the level (through the Outwood Institute of Education) will enhance - between academies will in turn contribute to reducing suspensions and permanent mainstream setting and may need short/ long term reasonable our practice further. - between regions exclusions. Developing this new expertise, which will also include adjustments. a ‘hub and spoke’ approach with our mainstream academies, will This enhances our One Outwood approach and ensures that the contribute positively to society means we are going even further High quality first wave teaching, teaching behaviour as part of the very best practice is shared to good effect and is not ‘locked in’ to to ensure all of our students are well-rounded, responsible citizens curriculum and investing in our Inclusion departments will lead to any one part of our organisation. who can fulfil their potential and ability to play a positive role in positive outcomes for all students. “There are increasingly high society. Once developed, we will then explore how the whole Trust can benefit from this model, which may include replicating expectations for learners’ behaviour this model across the Trust. and conduct which are applied intelligently, consistently and fairly.” IQM Report Outwood Academy Freeston

Be Safe

Be Respectful

Be Responsible

40 OneOUTWOOD OneOUTWOOD 41 5.2 Investing in the future 5.2.2 Capital Investment

5.2.1 Sustainability The Trust believes that all children deserve to learn in school buildings that are safe, dry, warm and conducive to 21st century As a responsible organisation, and most learning. At present the Trust is managing and supporting We believe sustainability is now an essential natural part of 21st investment across its estate exceeding £85 million, including the importantly a family of schools, we want century education. As One Outwood we strive across our Trust to building of the new Outwood Academy Riverside free school. act in an ethical, transparent and responsible way. We will provide to ensure the children and young people This is supported by an annual investment in ICT of at least academy and Trust wide events to highlight issues and engage £1.3 million. we educate grow up as well-rounded and our students in considering and responding to our shared future practice. Sustainability is our civic responsibility. responsible citizens. Our capital strategy focusses on four main areas: We are committed to sustainable development and the work • Condition of our Trust will be guided by the principle that we must meet the needs of the present without compromising the ability • Capacity of future generations to meet their own needs. Concern for • Curriculum the environment is an integral and fundamental part of this commitment. Our aim is to reduce the impact on the environment • Compliance from our operations. We have aligned this aim to our curriculum ensuring we teach our children and young people to recognise We plan and prioritise our annual capital investment in order to issues that affect our world and acknowledge actions, such as address these issues across the Trust’s estate. Each academy’s sustainability, that can be taken to protect our planet and others. position against these four areas will be defined and supported by Through our work with children and young people we are in a empirical evidence and data so that the prioritisation of investment position to promote the wider sustainability agenda. We will assess can be justified. The Trust Board will agree to a rolling 3 year the environmental impacts of our operations and set objectives investment plan which will be agreed in conjunction with the and targets in order to improve our environmental performance. corresponding financial revenue plan to ensure the appropriate balance of resources and expenditure between revenue and capital. We will regularly review the targets below: • promote responsibility for the environment within the organisation and communicate and implement an

How are plastic Environmental and Sustainability Charter at all levels with bottles made into fabric for both staff and children; your uniform? • reduce the use of energy, water and other resources; WE’VE SAVED Plastic bottles • minimise waste by thorough consideration of the four Rs: are put together into a bale Reduce, Reuse Recycle and Recover; 631,402 PLASTIC BOTTLES which is broken into flake FROM LANDFILL • comply with all relevant environmental legislation/regulation; THANKS TO THE ACADEMY UNIFORM MADE FROM RECYCLED PLASTIC BOTTLES BY TRUTEX

The flake goes through de-polymerisation and • ensure that our policies and services are developed in a way re-polymerisation processes Each Each Blazer pair of boys trousers to make recycled chips that is complementary to our Charter; SAVES 36 SAVES bottles 19 bottles These are melted and from extruded to make yarn landfill from • identify and provide appropriate training, advice and landfill information for staff and encourage them to develop new which is woven to ideas and initiatives; a high quality fabric Find out more here: www.trutex.com/product-innovations SOS logo, created by one of our • ensure that services and works are procured considering students, to highlight sustainability across our Trust. both our sustainability and ethical duty to ensure that Saving plastic bottles from landfill suppliers and supply chains are considering their impact with our uniform partner, Trutex. on the environment and do not engage with unethical practices, e.g. slave or child labour; • provide appropriate resources to meet the commitments of our Charter; • promote and encourage involvement in local environmental initiatives/schemes.

42 OneOUTWOOD OneOUTWOOD 43 6.1 Transforming Lives 6.1.2 Careers

6.1.1 OIE A key aim of our Trust’s curriculum intent is to support students’ ambitions, and interests to open future study and career pathways. Within our curriculum provision we believe education supports The OIE is entering a period of significant change due to the personal growth and this is reflected in our Enhancement teaching schools initiative ending in August 2021. However, due Curriculum which fosters personal development and social to the strength and scope of the OIE, this change will allow us to understanding. Career learning is embedded into our curriculum and re-establish ourselves again as a market leading competitor in the we firmly believe that we teach to destinations. Our Trust has strong provision of outstanding professional development for both Trust links with local businesses, colleges and universities and provides colleagues and the wider system, still with the focus of recruit- personal independent age appropriate guidance and support for retain-develop. Transformative Aspirations students including visits and work placement opportunities. The teaching school programme ends in August 2021 (Outwood The careers education and guidance programme at our academies Grange, Acklam, Portland, Ripon, Kirkhamgate). Teaching Schools seeks to positively support our students to acquire the educational, are being replaced with Teaching School Hubs. Each hub will be for All social and employability skills necessary for lifelong success in a responsible for delivery for a designated region and will bring diverse and changing world of work. All our secondary academies together a network of provision. The current structure of the OIE, have or are working towards the Quality in Careers award further consisting of the Yorkshire and Humber Maths Hub, the Outwood demonstrating the commitment to positive and impactful careers English Hub and Teach North, as well as our CPD delivery work, education, along with ensuring all the Gatsby Benchmarks are is already operating in this way across several regions and will achieved and embedded. Our external careers provider works in continue to do so as the outward facing face of the OIE. This partnership with our Trust to provide high quality, impartial advice Ambitious Intent: network will then support the work of the National Teaching and guidance to enable students to make the right decisions about Institute in the delivery of ECF, ITT and leadership development. Our Transformative One Outwood Education embeds career learning into both our their future. Independent advisers are based in our secondary academies one or two days per week and we will seek to raise the academic and enhancement curriculum. Careers and future aspirations are explored with our The OIE will take this period of change as an opportunity to profile of their work to engage students in their futures at this time 6 very youngest learners to our very oldest through well planned and coherent programmes review and shape the support provided for Trust colleagues, of uncertainty. and independent advice and guidance. We will continue to foster and build these links to forming a core provision with bespoke regional packages.

provide personal independent age appropriate guidance and support for students and career One Outwood programmes will be developed, including a redesign Our next steps will develop careers links through our subject development for our staff. of the Trust’s Transforming Leadership programmes, and offered teaching. Working with other external partners, we aim to develop across the Trust. These will focus on the common drivers, systems, subject resources that can be embedded into our curriculum approaches and principles which underpin the Trust. Each region The careers education and guidance programme at our academies will continue to seek to subject delivery. We plan to provide up to 9 career learning will then have an offer designed in collaboration with the regional positively support our students to acquire the educational, social and employability skills experiences across each year group through their subject study. leaders to ensure individual needs are being met, with an aspiration necessary for lifelong success in a diverse and changing world of work especially following the Our One Outwood strength will enable us to work collaboratively to work towards an OIE base within each region. pandemic. As a Trust we will always strive for the very best careers learning we can provide across subject curriculum teams, businesses and higher education recognising that, now more than ever, we will need to work more widely in our communities providers to create video resources that illustrate how the to ensure our civic responsibility to help the country recover from the pandemic. aspect of our students’ learning translates to the workplace and higher education. This unique multi partner work will enable our Our Trust will continue to provide high quality career learning for our teacher trainees, staff, students to gain meaningful encounters with higher education leaders and training delegates through our Outwood Institute of Education (OIE). Our Trust and employers. It will develop our civic trust agenda enabling our has strong links with local businesses, higher education and colleges and we see it as our civic students to gain meaningful encounters with higher education responsibility to support the training, recruitment and retention of careers in education. and employers. All schools will not only be 100% compliant with the Gatsby Benchmarks but will be working to be exemplar practitioners in careers education.

Careers education is an important aspect of the curriculum in our Outwood Academy Adwick head boy is back, this time as an primary academies. Knowledge building of future careers is woven Initial Teacher Trainee for PE. into the curriculum with opportunities built in for real life exposure to different jobs and careers through our programme of visitors.

Careers education is taught within the primary PHSCE curriculum and through the Outwood Primary Diploma where there is an annual event focussed on ensuring that children have ‘Aspirations and skills for adult life’.

“Joining the Trust has given me the confidence I really needed, and I’ve done things that I never would’ve imagined doing when I first started out as a TA.” Chris Littler-Moore, Teaching Assistant Outwood Primary Academy Newstead Green

44 OneOUTWOOD OneOUTWOOD 45 6.1.3 Leadership Development 6.1.4 Post 16

Just as teaching in our Trust does not stop at the classroom neither Our Trust’s commitment to high quality Post 16 provision supports does learning. We pride ourselves in our ambition to enable our students to achieve well and enjoy their further education continued ways to learn for everybody as we strive to excel in experience. Our sixth forms perform well such as Outwood everything we do. Our One Outwood strategy aims to continually Academy Easingwold who are in the top 10% of schools nationally develop our colleagues including our leaders at every level. for the progress students make in sixth form making them one of Our focus on leadership utilises & engages our leaders in a wealth the best Sixth form providers in North Yorkshire. Many students of wide ranging, high quality leadership opportunities available across our provision go on to study at the top one third tariff through our Trust and our Outwood Institute of Education. universities, including Oxford and Cambridge, with others winning This allows us to spot and nurture talent to build our future places on degree apprenticeships or entering the world leaders. We aim to provide bespoke professional development of employment. opportunities to support emerging leaders in their individual leadership journeys within our Trust. In our Transformative One Outwood Education we intend to offer to further raise the profile of our Post 16 provision ensuring We take great pride in growing our own leaders, building capacity our sixth forms provide the highest quality of education, providing in advance of need and retaining the very best colleagues. This is a competitive curriculum offer that recruits students from both a key aspect of our Transformative One Outwood Education our academies and the locality. Post 16 courses should have strong Model which enables our ability to embrace the improvement of retention rates and positive outcomes. Our wider sixth form schools in challenging circumstances and welcome them into our curriculum provision and guidance should provide an enriching Outwood family. post 16 experience leading to excellent next stage routes and destinations. We will enhance our articulation of instructional leadership as being fundamental to our continued success; the work of Across the Trust we will strengthen our Post 16 opportunities instructional leaders is to ensure that every day, in every providing joint opportunities for example shared trips, events classroom, every pupil has a powerful learning experience. and competitions; expert guidance such as Oxbridge support; development of Post 16 Outwood Honours and The Elephant “Instructional leadership . . . typically assumes that the critical focus Group; develop Trust experience programmes for example for attention by leaders is the behaviour of teachers as they engage in Explore teaching; Explore medicine; Explore business etc. activities directly affecting the growth of students” We will strengthen our accountability systems and networking (Leithwood et al 1999: 8). to share best practice. A business case will explore how we can grow our sixth form numbers looking at recruitment, marketing Our approach to leadership will be articulated as: and transport. As a Trust we will invest in our Post 16 provision, facilities and expertise to ensure a highly competitive first class • Learning-focussed, strengths based and measured by and first choice Post 16 provision. improvements in instructional practice (teaching and fostering student culture) and the impact of these on student learning; • Residing with a team of instructional leaders of which the principal serves as the ‘leader of leaders’; • Requiring a culture of public ‘practice’ and reflective ‘practice’; • Addressing the cultural, linguistic, socioeconomic and learning diversity of the school community; and, • Grounded in the relentless pursuit of equity and the use of data levers to eliminate or ‘fix’ gaps.

We view our leaders as the builders of culture. They seek to foster high expectations and standards for students and staff alike; modelling their high expectations with a determination not to and are loath to compromise high standards. We will continue to invest in our leaders at all levels of our organisation so that we can sustain our high standards, provide capacity to the wider system and ensure that our children and young people have the very best leaders in our schools to deliver the highest quality education a Transformative One Outwood Education that puts students first, “An extensive curriculum review, raising standards and transforms lives. As a System Trust we will continue to work with similar Trusts in the spirit of collaboration involving staff from schools to influence the system for the better. Through this continued across the Trust, has resulted in a collaboration, we will benchmark ourselves against other high performing Trusts to ensure we remain innovative and knowledge-rich curriculum model outward looking. which extends from early years to post 16.” Ofsted Summary Evaultation – May 2019

46 OneOUTWOOD OneOUTWOOD 47 7.1 Praise culture 7.2 Outwood Honours/Primary Diploma

7.1.1 Recognising and rewarding excellence One of the One Outwood aims of our curriculum is to foster an inclusive culture of responsibility, respect and safety with an ethos of praise, pride and purpose. Our curriculum provision As a Trust that values its family of schools we look to celebrate demonstrates our belief in ensuring a rich provision of education success and achievement in all we do. Not only do we systemise beyond the classroom. This is reflected in our Elective Curriculum opportunities to celebrate and reward students and staff, we which offers enriching opportunities & experiences for our encourage all members of our academy communities to be the students across their study with Outwood. Our academies aim to best they can be, because it is who they are. Our praise culture extend our students’ experience providing programmes of trips, is an important element of our Transformative One Outwood visits, events, commemorations and charity work. Each academy Education Model. should operate student engagement programmes including an

excellent programme of elective after school enrichment activities. By being safe, respectful and responsible we are keen to recognise Students should be encouraged to engage in programmes such as and reward students and staff for doing the right things and making Student Voice, Pledges, Sustainability, Random Acts of Kindness the right choices. We acknowledge this in all our daily interactions, Transformative Culture or become Anti-bullying and Mental Wellbeing Ambassadors etc. and foster a positive culture and ethos through language inside and As we come out of the restrictions of the pandemic our academies outside of the classroom. In all our academies, staff and students must aim to reinstate the wealth of sporting, performance and are encouraged to catch each other being good, and to stop and academic activities that engage our students at academy, local, acknowledge opportunities for praise. In addition to the integral Trust and national level. We will seek to ensure our students’ nature of praise in our daily work our Trust supports academies efforts and participation both in and outside of school are better to develop and implement their own systems of praising students validated and acknowledged. Ambitious Intent: and staff, and our One Outwood approach will ensure effective methods are shared across our family of schools. In our primary academies, our provision and praise is further We know that great schools are only sustainable within happy and healthy communities and enhanced through the Outwood Primary Diploma. This is an that we must all work together to tackle the causes of under-achievement and disadvantage. Students and staff are valued and recognised for their contribution award winning (National Teaching Awards 2020) programme 7 We work hard to ensure that our Transformative One Outwood Education is founded to their academy and wider community. Effective initiatives for designed to complement the academic curriculum with the upon a strong positive inclusive culture where all members of our school community feel praise should permeate our Trust such as frequent issuing of super intention of developing our children into the citizens that we safe, comfortable, and accepted. Our transformative culture and ethos is rooted in our swirls, praise postcards (staff and students), Honours Boards want our future world to inherit. The diploma allows each pupil communities and goes hand-in-hand with our aims of being a family of inclusive academies displaying student successes, PROUD Thursdays giving students across the Outwood Academies to experience life skills that go opportunities to showcase their work to the academy community, at the heart of their communities where all children are cared for and where standards are above and beyond the curriculum, delivering the knowledge and praise points, attendance awards and prizes, graduation events raised and lives transformed. Praise and respect must underpin the relationship within our experiences crucial for success in later life. All of our children and proms. In addition, we will continue to support a variety of Trust and our academies so that all feel welcome and valued. Within this culture we can engage in the programme through 6 annual challenges. These are activities to support staff and student wellbeing which include Lego provide additional opportunities for our children and young people building a strong Elective delivered through collaboration engaging a range of community clubs, yoga sessions and staff book clubs. Once developed, the Curriculum to offer enriching opportunities & experiences that make the community of partners - local councils, emergency services and businesses as well Outwood Honours programme for Years 7-11 students along with school a place worth belonging to. This shared transformative culture of high expectation as national charities and organisations. From Early Years to Year 6 the Post 16 Outwood Honours Plus programme will aid students fosters aspiration in our students and professional integrity in our staff inspiring self belief and the children will work on the annual challenges in order to achieve to enrich their wider curriculum choices and allow academies to shared purpose in our communities to put students first, raise standards and transform lives. their pledges - praise students in a more systematic manner. A primary version of the Honours programme will build on the success of the • Be a good British and international citizen secondary strategy. • Make a positive contribution to my community To ensure we support our students to make positive choices and • Protect and respect the environment encourage them to recognise and acknowledge when they do this with each other we will continue to enhance and revisit our • Have high aspirations and skills for adult life Academy Conduct and Expectations or ACE Programme. • Lead a healthy lifestyle Our One Outwood philosophy should inspire us all to celebrate each others’ successes be it through the excellent work of our • Keep myself and others safe. website and PR teams or our academies use of social media to universally celebrate the achievements of our students and staff. In our secondary academies the planned development of our Praise should manifest itself in all we do. Outwood Honours Programme will provide a comprehensive platform based around a badge system to engage students in the wider aspects of their education recognising this wider commitment both inside and outside of school. This system will incorporate and replace our current Pledges system utilising the idea of a badge system. This system will complement the culture of praise and reward and acknowledge the pursuits and commitments “It became clear throughout the IQM students engage in through their education be they an after school assessment that staff are extremely activity, a competition, school trip, charity or volunteer work. The badges will be plentiful as will the opportunities to experience passionate and dedicated about the and engage in learning beyond the classroom in our secondary Academy and indeed, the vision of Elective curriculum. The building of the badge system is a complex task and requires expert programming support. We need to “Students First” shone through with determine whether this will be built in-house or by external everyone encountered.” programmers to ensure that the planned launch in 2022-23 can be achieved. IQM Report Outwood Academy Carlton

48 OneOUTWOOD OneOUTWOOD 49 Culture Students for Stafffor and Praise culture culture Praise Transformative Transformative Transformative Transformative Culture Praise7.1 culture Recognising7.1.1 and rewarding excellence Outwood7.2 Honours/Primary Diploma Targeted Targeted Aspiration Professional Development Transformative Transformative Appendices Transformative Aspirations for All 6.1 Transforming Lives 6.1.1 OIE 6.1.2 Careers 6.1.3 Leadership Development Post6.1.4 16 Policies Behaviour Systems and 2 Investing in the Attitudes and and Attitudes . Transformative Transformative Future 5.2.1 Sustainability 5.2.2 Capital Investment 5 SIP Strategy Map Overview ��51-55 Transformative Attitudes & Behaviours Investing5.1 in all children 5.1.1 Improving Attitudes and behaviours which lead to reduced suspensions and Permanent Exclusions in our secondary academies Information. Identify. Intervene. ��51 AImpact. ��52-55 Key Performance Indicator Template - Impact (Primary) �� 52-53 Support Academic Academic and Pastoraland Intervention Transformative Transformative Key Performance Indicator Template - Impact (Secondary) ��54-55 Monitoring and Transformative Transformative Academic & Pastoral Support Inclusive4.1 Academies 4.1.1 Disadvantaged performance 4.1.2 Inclusive practice leading to IQM Award Mental Health 4.1.3 best practice leading to SMH Award 4.1.4 SEND 4.1.5 Attendance The DeepsThe : Engaging - Activating: Engaging - Focusing Trust Function ��56 : Raising Standards and Transforming Lives Standards: and Raising Transforming Trust Organogram ��57 Design Curriculum Trust Map ��58-59 Curriculum Transformative Transformative Transformative Transformative Curriculum Pedagogical3.1 Trust 3.1.1 Curriculum Intent, Implementation and Impact - pedagogy 3.1.2 Every Child a Reader 3.1.3 Full EBacc Building3.1.4 Strong Foundations 3.1.5 Enrichment Our Elective Curriculum OUTWOOD Students First Students One (Primary - page 50-51. Secondary - page 52-53) Sustained Improvement Plan 2021/24 Strategy Map Sustained Plan 2021/24 Improvement Teaching Impact Classroom Quality in the Transformative Transformative Transformative Transformative Teaching - Raising Standards 2.1 Raising Standards ITT IoT, ECF, 2.1.1 2.1.2 Expert practitioners - leader/ Middle directors > teachers OUTWOOD Efficacy Leadership Leadership 3 Sustained and 2 Preventing . . . 1 Frontline Transformative Transformative with Vision and Sustainable School Improvement 1.3.1 Phased Improvement 1 1 Bureaucracy 1.2.1 Oracle ERP 1.2.2 Regional Service Partners 1 Empowerment 1.1.1 Regionalisation and growth of the Trust 1.1.2 Governance and Scheme of Delegation 1.1.3 Subject Directors Our One Schools Structure Key Aims:Key Objectives What: Our What: One How: Our Key Transformative Transformative Transformative Transformative Outwood Deeps Why: Our Vision Ambitious Intent: Leadership Model Elements of Great Outwood 7 StrandOutwood 7 Planning PrinciplesPlanning Operation System: System: Operation Outwood Strategic Identify Intervene Information 4i Indicators4i

50 OneOUTWOOD OneOUTWOOD 51 2022 2024 Actual 2022 2022 Actual Actual 2022 Target 2023 Maths (Higher) 2022 2022 Target Target 2019 Actual Maths (Higher) Reading (Higher) Reading 2022 2022 Actual 2019 2019 Actual Actual 2022 Target 2021 2022 2022 Actual Actual Maths (Expected)Maths 2019 Actual 2022 2022 2022 Actual Target Target Maths (Expected)Maths Reading (Expected) Reading 2022 Target National 2019 2019 2019 Actual Actual Writing (Higher) Writing 2019 Actual 2022 2022 2022 Actual Actual Actual 2022 Target 2022 2022 Target Target Writing (Expected) Writing 2019 RWM (Higher) RWM Actual Writing (Higher) Writing 4i: IMPACT Primary Attendance Performance & Behaviour - 2024 Indicators 2021 2019 2019 % Y1 % Y2 % Y3 % Y4 % Y5 % Y6 % Overall % Absence (below 95%) (90% and% PA below) % Abs to FTE/ C6 (E) % Abs unauth hol (G) % Unauth abs Actual Actual 2022 Actual 2022 Target 2022 2022 Actual Actual 2022 Reading (Higher) Reading 2022 2022 Trust Key Performance Indicators (Primary) Performance Key Trust Actual Actual 2019 Actual 2022 2022 Target Target 2022 Actual 2021 2022 2022 Target Target RWM (Expected) RWM Writing (Expected) Writing 2022 Target 2019 2019 Actual Actual Good Level of Development of Level Good Meeting the phonics standard 2019 2019 Actual Actual Reading (Expected) Reading 2019 Actual Each region should set the following Key Performance Indicators for the Separate Academies in their Region to drive improvement Academies in their Region Indicators for the Separate Performance should set the following Key Each region Primary Quality of Education KPIs 2021-2024 All Students Disadvantaged All Students Disadvantaged Year 6 Year 6 Outwood Academy NAME INSERT Year 1 EYFS Outwood Academy NAME INSERT All Students Disadvantaged All Students Disadvantaged OFSTED Judgement Academies Quality of Education Judgement teaching Outstanding % % Good teaching requiring% Teaching development Good% Teaching or better % Middle Leaders Good or better Good% Teachers or better % UPS Good Teachers or better Quality Teaching of Year 2 All Students Disadvantaged Outwood Academy NAME INSERT Outwood Academy NAME INSERT Outwood Academy NAME INSERT

52 OneOUTWOOD OneOUTWOOD 53 2024 2022 Actual Target 2022 2023 2022 Target Maths 5+ Actual 2019 App General APS per entry 2019 Actual 2022 2022 Actual Target 2022 Target 2022 2021 %A*-E 2022 Target Maths 4+ Academic APS per entry Actual 2019 Actual 2019 2019 2022 Actual Actual National 2019 Target 2022 Target 2022 2022 2022 Target Actual %A*-C % Passing EBacc Overall APS per entry 2019 2022 Target Actual Actual 2019 Actual 2019 English 5+ English 2019 2022 Actual Actual 4i: IMPACT Secondary Attendance & Behaviour Performance - 2024 Indicators 2021 Target 2022 Target 2022 % Y7 % Y8 % Y9 % Y10 % Y11 % Overall % Absence (below 95%) (90% and% PA below) % Abs to FTE/ C6 (E) % Abs unauth hol (G) % Unauth abs %A*-B 2022 2022 Target Actual Basics 5+ APS Best 3 A Levels Actual 2019 Actual 2019 2022 2019 2022 Target Actual Trust Key Performance Indicators (Secondary) Performance Key Trust Progress Measure) ( OGAT 2021 2019 2022 Actual Actual Target 2022 Target 2022 %A*-A 2022 2022 Target Target A Level value added value Level A Basics 4+ Actual 2019 Actual 2019 Attainment 8 2019 2019 Actual Actual Each region should set the following Key Performance Indicators for the Separate Academies in their Region to drive improvement Academies in their Region Indicators for the Separate Performance should set the following Key Each region Secondary Quality of Education KPIs 2021-2024 All Students Disadvantaged Outwood Academy NAME INSERT Year 11 Year 13 Outwood Academy NAME INSERT All Students Disadvantaged Year 11 Year 13 Outwood Academy NAME INSERT OFSTED Judgement Academies Quality of Education Judgement teaching Outstanding % % Good teaching requiring% Teaching development Good% Teaching or better % Middle Leaders Good or better Good% Teachers or better % UPS Good Teachers or better Quality Teaching of Outwood Academy NAME INSERT All Students Disadvantaged All Students Disadvantaged

54 OneOUTWOOD OneOUTWOOD 55 Secondary Academies and Alternative Provision

Primary and Junior Academies

An award winning organisation

56 OneOUTWOOD OneOUTWOOD 57 ’

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NORTH TYNESIDE Newcastle A696 A19 Tynemouth A74(M) upon Tyne South Shields 45 A69 M6 SOUTH TYNESIDE Gateshead A184 A194(M) 44 GATESHEAD A1 SUNDERLAND Carlisle 43 A69 65 64 Sunderland 63 42

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M6 61 HARTLEPOOL

41 Hartlepool A19 SECONDARY A1(M) A66 STOCKTON-ON-TEES 1. Outwood Grange Academy, Wakefield** / OGAT A66 40 60 Workington A595 COUNTY 2. Outwood Academy Acklam, Middlesbrough* DURHAM 3. Outwood Academy Adwick, Doncaster REDCAR AND Stockton- 17 4. Outwood Academy Bishopsgarth, Stockton-on-Tees* on-Tees 22 A1053 CLEVELAND 59 27 20 5. Outwood Academy Brumby, Scunthorpe* DARLINGTON 4 18 Whitehaven A66 58 Middlesbrough6 6. Outwood Academy Bydales, Marske-by-the-Sea** 2 Darlington A66 A174 7. Outwood Academy Carlton, Barnsley* CUMBRIA N A66 8. Outwood Academy City, Sheffield* 39 57 9. Outwood Academy City Fields, Wakefield** A66(M) 10. Outwood Academy Danum, Doncaster* 56 11. Outwood Academy Easingwold, Easingwold*** A19 North Sea 38 MIDDLESBROUGH 12. Outwood Academy Foxhills, Scunthorpe* 13. Outwood Academy Freeston, Normanton*** ISLE OF MAN 14. Outwood Academy Hasland Hall, Chesterfield 15. Outwood Academy Hemsworth, Hemsworth*** 16. Outwood Academy Newbold, Chesterfield* 17. Outwood Academy Normanby, Middlesbrough*** 37 18. Outwood Academy Ormesby, Middlesbrough* 51 19. Outwood Academy Portland, Worksop** Scarborough 20. Outwood Academy Redcar, Redcar*** A590 M6 A1(M) 21. Outwood Academy Ripon, Ripon** 22. Outwood Academy Riverside, Middlesbrough*** 36 23. Outwood Academy Shafton, Barnsley* 24. Outwood Academy Valley, Worksop** 50 A64 25. Outwood Academy Haydock, St Helens*** NORTH YORKSHIRE A168 26. Outwood Academy Hindley, Wigan*** 49 27. Outwood Alternative Provision Eston, Middlesbrough*** 35 21 28. Outwood Post 16 Centre, Worksop** Ripon 11 4 48 12 34 JUNIOR/PRIMARY A64 1. Outwood Junior Academy Brumby, Scunthorpe*** 2. Outwood Primary Academy Bell Lane, Ackworth*** 3. Outwood Primary Academy Darfield, Barnsley* 47 4. Outwood Primary Academy Greystone, Ripon*** 33 EAST RIDING YORK York OF 5. Outwood Primary Academy Kirkhamgate, Wakefield** Harrogate 6. Outwood Primary Academy Ledger Lane, Wakefield** 46 YORKSHIRE 7. Outwood Primary Academy Littleworth Grange, Barnsley* M6 LANCASHIRE 8. Outwood Primary Academy Lofthouse Gate, Wakefield* 45 9. Outwood Primary Academy Newstead Green, Havercroft*** BLACKBURN A64 10. Outwood Primary Academy Park Hill, Wakefield*** WITH Leeds 11. Outwood Primary Academy Woodlands, Doncaster*** LEEDS 44 BLACKPOOL DARWEN A1(M) 12. Outwood Primary Academy Alne, York*** A585 BRADFORD M55 M1 43 CITY OF KINGSTON UPON HULL Blackpool 3 32 Preston 47 48 4 1 31a 46 10 Burnley Bradford 3 9 2 4 M62 OUTWOOD INSTITUTE OF EDUCATION 8 M621 1 45 38 M606 56 N OIE North, Acklam, Middlesbrough 31 7 7 44 42 A63 Kingston upon Hull 6 2 43 S OIE South, Adwick, Doncaster Lytham Blackburn 27 A1033 30 CALDERDALE 26 28 29 37 St Anne’s 42 30 1a 9 M65 5 29 2 3 4 41 41 A1(M) A56 1 8 31 32 32a 36 33 28 Halifax 25 5 Outwood M62 34 35 6 40 7 40 13 A162 8 24 M62 Southport 23 Hudders eld M61 39 9 2 A160 M6 Rochdale M62 NORTH LINCOLNSHIRE 1 22 WAKEFIELD9 15 M66 10 A1 6 21 KIRKLEES 38 M181 12 5 1 Scunthorpe 5 Grimsby SEFTON 27 Bolton 2 20 DONCASTER A180 3 Barnsley 38 NE LINCOLNSHIRE 6 19 2 A627(M) M1 7 2 1 5 3 5 1 23 18 37 Doncaster 4 M58 4 4 19 7 37S 3 4 M180 3 5 26 3 2 17 20 A663 3 26 1 21 Wigan 15 16 22 1 14 M60 BARNSLEY 11 25 A61 36 7 13 M602 36 10 24 12 3 Crosby 1 2 2 3 23 A628 A616 35a 35 6 23 3 11 A5036 5 10 M67 Liverpool 4 M62 24 9 1a 2 M18 St Helens 25 1 3 4 35 A57 Wallasey M57 3 9 22 8 7 2 10 11 21a 6 M60 25 9 26 1 1 8 5 27 34 A1(M) 7 1 2a 2 6 Warrington A5103 4 3 2 Shef eld 33 M62 21 Manchester3 2 Stockport 32 34 4 3 5 SHEFFIELD ROTHERHAM Birkenhead 20 8 7 6 31 9 8 WIRRAL 4 A556 M56 24 28 HALTON 10 A1 M53 11 12 19 STOCKPORT Worksop 5 6 19 7 8 M56 A41 9 30 14 A5117 10 Chester eld 16 A550 11 15 29a * ** A494 NOTTINGHAMSHIRE 12 M6 14 M1 58 OneOUTWOOD Chester CHESHIRE WEST 18 29 Lincoln OneOUTWOOD 59 A55 & CHESTER 17 Mans eld A46 A483 LINCOLNSHIRE Crewe DERBYSHIRE 28 Newark-on-Trent *** Not Yet Inspected 16 Stoke-on-Trent 27 CITY OF CHESHIRE A500 EAST STOKE-ON- A46 TRENT A38 26 A1 Newcastle-under-Lyme15 CITY OF Nottingham DERBY A52 A50 Derby A52 25 CITY OF Grantham A5111 A5 A6 A52 NOTTINGHAM M6 5 2 A453 4 1 STAFFORDSHIRE 3 24a A50 24

A483 14 23a A46 Stafford 14 Loughborough King’s Lynn A38 A42 A5 13 23 TELFORD AND 13 A1 WREKIN M1 LEICESTERSHIRE A458 12 A47 A5 22 7 A5 6 5 12 11 Norwich A47 4 A5148 Shrewsbury A449 11a T7 M42 A46 CITY OF Telford 3 T8 T6 RUTLAND 11 Tamworth LEICESTER A47 A5 T5 21a A49 M54 2 1 T4 NORFOLK 10a Leicester M6 Toll 10 21 Walsall Peterborough Wolverhampton 10 A11 A12 9 M6 T3 8 7 T2 9 Nuneaton 2 17 CITY OF SHROPSHIRE T1 M1 1 16 PETERBOROUGH Dudley M5 1 6 5 4a 8 M42 M69 2 7a 7 4 3a Corby A452 3 A5 A1(M) Birmingham A446 M6 20 3 6 Stourbridge 2 15 A45 CAMBRIDGESHIRE M42 A14 3 4 Coventry M6 7 Kettering 5 1 19 2 1 8 12 13 11 A14 14 4 4 9 10 14 A11 A45 Rugby 15 16 A14 M42 2 17 A1 1 18 23 4a 3 18 19 3a NORTHAMPTONSHIRE 20 21 22 16 A14 24 Bromsgrove M45 17 25 M5 Royal 26 Leamington 27 A14 A1 38 39 M40 Spa A14 37 40 SUFFOLK 5 Redditch 28 41 42 43 WORCESTERSHIRE 28a A49 A45 29 44 45 46 30 A14 47 15 14 Northampton 31 33 47a 14 32 34 Droitwich Spa 13 36 49 16 A428 13 35 BEDFORD 50 Worcester 6 15a 12 A14 12 15 Cambridge 51 A46 11 7 Bedford A11 COUNTY OF WARWICKSHIRE M1MILTON 52 A5 53 HEREFORDSHIRE KEYNES A421 A1 10 M40 Ipswich 54 A43 9 55 11 33 58 14 56 57 A14 32b Hereford 8 Banbury CENTRAL Milton Keynes 32a 1 13 BEDFORDSHIRE 59 10 31 A12 60 30 61 62 2 9 M11 Felixstowe 9 A5 12 BUCKINGHAMSHIRE 28 29 A49 M50 M5 10 A1(M) A449 8 A120 4 3 Colchester 27 10 Luton 26 Stevenage 25 11 7 11 Cheltenham 8 A120 A40 24 A40 9 10a Dunstable 10 11a 23 Gloucester HERTFO6 RDSHIRE 22 9 Clacton-on-Sea Aylesbury 21 5 20b A417 Hemel 20a 12 A34 St Albans 4 Welwyn Hempstead Garden 19 8 City 13 Oxford A414 3 7 Chelmsford 7 2 GLOUCESTERSHIRE 8a 1 18 8 21 17 7 6a 21a 22 15 ESSEX 20 6 M25 A12 14 16 OXFORDSHIRE M40 A405 23 27 1 24 25 19 26 6 13 5 6 High Brentwood 5 12 Wycombe 18 M1 A1 5 Billericay 31 17 4 14 28 M48 Watford M11 11 2 4 M25 2 A419 3 4 1 M5 2 Swindon A404 29 A40 1 22 21 SOUTH 16 M4 1a 1 Basildon GLOUCESTERSHIRE20 Dagenham 16 15 16 A34 Slough Southend-on-Sea M49 17 15 A308(M) 7a 9b A13 Avonmouth 19 17 9a 7 M4 30 18a 1 8 6 15 4 A4 18 18 A404(M) 9 M4 5 4b 3 2 1 A1089 WEST BERKSHIRE 4a M4 Reading M4 CITY OF 19 2 14 1a 3 M32 A46 M4 A3113 A282 BRISTOL 1b Gravesend SWINDON 14 13 13 LONDON 12 A30 A2 2 Margate 20 Bristol 10 A316 Rochester 1 A2 1 A249 A4 Newbury 11 12 M3 Whitstable 2 A20 3 Chatham 2 Gillingham 34 M3 11 M25 A3 M20 NORTH 4 Ramsgate 21 Bath WILTSHIRE 3 3 4 5 Weston-super-Mare SOMERSET M25 M2 2 7 BATH AND A36 10 M26 2 3 4 6 4 9 2a 5 6 NE SOMERSET Woking A3 9 7 4a A23 5 A34 7 8 M25 7 Maidstone A2 5 8 8 6 Basingstoke 6 Aldershot SURREY M20 22 A21 7 Guildford M23 A303 8 A23 9 A303 23 9a 9 10 A20 A36 M3 10 A3 13 Crawley A2070 11 11a 12 Bridgwater 10a Folkestone 24 KENT HAMPSHIRE 11 SOMERSET Salisbury 9 Winchester 10 A36 11 Taunton 25 A23 Eastleigh 12 EAST A21 26 13 14 4 SUSSEX 2 3 5 DEVON M27 1 27 Yeovil 1 WEST SUSSEX A259 A303 1 M271 7 2 A3(M) M5 8 M27 A31 Havant A27 A259 9 3 Chichester Hastings 28 DORSET 10 A27 Southampton 11 4 A24 A27 5 A26 12 A27 A27 Fareham A27 Brighton A30 Worthing A35 Littlehampton Eastbourne Portsmouth Bognor Regis Poole A30 1 29 Ryde CITY OF 30 CORNWALL A35 Bournemouth BRIGHTON & Exeter 31 Newport HOVE ISLE OF WIGHT

A30 A38 Weymouth

A38 Torquay Plymouth TORBAY A38 Paignton

CITY OF A30 PLYMOUTH

Falmouth

ISLES OF SCILLY Outwood Grange Academies Trust Potovens Lane, Outwood, Wakefield, West Yorkshire, WF1 2PF www.outwood.com

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