Pennine Trust model for system led school to school support
Key principles of our approach to school-to-school support
The Pennine Trust approach to school support is based upon talent mapping to build capacity to provide sustainable improvement in all our schools. Our model is co-design and collaboration. We proactively seek to identify our Trust wide strengths and expertise. We consider and plan for how we identify, develop, and employ leadership and staff expertise to address school needs both internally and within our determined networks. We establish mechanisms to move knowledge and effective practice around the trust and beyond to support school improvement. We have developed a holistic trust wide approach to CPD mechanisms; we proactively map talent and expertise which harnesses redeployment as an effective mechanism for school improvement and knowledge sharing. Furthermore, we ensure high levels of engagement with all NPQ training programmes so that we can build sustainable capacity for growth and system leadership. Our approach is one of partnership and collaboration and is underpinned by sustainable development rather than rapid improvement. Drawing from the EEF model for effective implementation we explore and identify with leaders the challenges which need to be addressed; we jointly prepare succinct implementation plans which support small steps delivery. We seek to continually support leaders to monitor and evaluate progress. Our ambition is to build a network of expertise across our Trust and our wider partnerships.
We have developed a Trust-wide mindset which focuses behaviours on collaboration and a shift away from school centred to wider trust implementation and impact. We seek to use our performance management framework as a mechanism to create a collective, trust wide approach to school support and improvement. We harness our expertise through existing professional networks. Our IT strategy supports communication and collaboration throughout the trust, and we seek to use our media platforms effectively and professionally to raise our profile and communicate our strategy. Our whole trust professional development strategy is based upon reciprocity and collaboration and is not restricted purely to Trust schools.
Analysis of needs
We fully evaluate and explore the challenges our schools are encountering which enables us to hold a strategic view of the educational landscape and emerging priorities. We draw from specific issues highlighted within inspections and self-evaluation frameworks. We provide expertise and support to new leaders but also provide bespoke expertise with curriculum design, sequencing, pedagogy, assessment, and quality assurance.
Deployment and supportive leadership
The executive leadership of our Trust includes the senior leaders in each of our schools. This means that trust deployment is based upon the notion that collectively and collaboratively we seek to deploy staff for wider trust improvement whilst ensuring quality of provision in each school is not compromised. Our approach is dialogical and focused on long term planning and longevity. We seek to identify rich practice and all school leaders are aligned to our value of collaboration and are driven by the reciprocity of offering and being the recipient of support. The Pennine Trust seeks to be recognised a broker of school support and collaboration within the locality and beyond.
Access to effective practice and expertise
The Pennine Trust has a cohesive approach to curriculum design and pedagogy and is underpinned by evidence and research as outlined in our Trust Curriculum Intent. We draw upon an instructional coaching model to support our leaders and curriculum champions to equip them to be the recipient and provider of professional support and guidance.
Monitoring of improvements in outcome
The Pennine Trust has developed a quality assurance framework which empowers all system and senior leaders to collaboratively assess the effectiveness of curriculum and pedagogy and wider aspects of school development. Our school development framework operates on a four-stage continuum of development: Renew, Reinforce, Refine and Rich and is underpinned by an ethos of the harnessing of rich practice across all schools and networks and collaborative evaluation and monitoring of implementation.