FAQs About Joining Us

1. Structure, Vision, and Values

We firmly believe that every school should shine in its own light. Our Scheme of Delegation ensures that each school keeps its unique ethos and character, as long as it remains financially sound and focused on strong outcomes. Collaboration across the Trust happens naturally; not because we mandate it, but because our Heads are inspired by one another and are all committed to the value of partnership working.

Our compass point is simple: What’s best for the children? Every decision, every strategy, and every innovation flows from this one principle. You can see the bigger picture, including our mission and aims, in our Strategic Improvement Plan.

Our number one priority is keeping children safe. From there, it’s all about supporting every child to achieve their best – academically, socially, and emotionally. Each school follows its own improvement journey, supported by the collective strength of the Trust.

We look for the right fit. That means in a geographical sense, and in sharing our Trust ethos. Our vision is to form close-knit clusters of schools that lift each other up and share resources smartly. Learn more about our regions of school here.

  1. Governing body resolution.
  2. DfE application (via school or in conjunction with the MAT).
  3. Due Diligence (financial, legal, property) by the MAT.
  4. Legal transfer of assets and staff (TUPE).
  5. Signing of the Funding Agreement.
  6. Opening as an academy.

2. Governance and Autonomy

Our governance model respects the importance of local decision-making. The Board of Trustees oversees the Trust, but Local Governing Bodies (LGBs) still manage their academies with autonomy, vision, and care.

Plenty. LGBs remain in charge of budgets, staffing, and local policy, provided the finances are balanced and operations are sound. We step in when needed, but overall we want LGBs to maintain autonomy to act in the best interests of their school, within the framework and support provided by the Trust.

  • CEOs work hand-in-hand with LGBs to support Heads
  • Regional Trustees act as each school’s voice at the Trust level
  • Trust Officers attend LGB meetings to advise, not to direct
  • School improvement is a shared journey, not a top-down directive

The Head and LGB manage it locally. If challenges arise, we step in with support – not control.

The Board of Trustees sets the strategic direction. Based on the mission, vision, values and KPIs –

  • The Quality of Education is rated as at least at the ’expected’ standard across all academies with the aim to be ‘strong/exemplary’.
  • Pupil/student outcomes show trends towards top 5% performance indicators across all (most) academies, especially for disadvantaged learners.
  • Global Strategy – Create a better environment for our pupils by creating environmentally sustainable working practices.

Communication: Strategic direction is communicated through the CEO, the Regional Trustee (who discusses items with the LGB Chair), and is embedded in co-constructed Academy Improvement Plans (ADPs) – which are focused on continuous improvement.

3. School Improvement and Collaboration

Think of it as a toolkit:

  • CPD led by in-house and national experts
  • Performance data reviews
  • Safeguarding checks
  • Peer-to-peer visits
  • Strategic planning support

Each school receives an annual set of activities (e.g., data reviews, curriculum reviews, SEF
support) led by a Senior Executive (funded by the APC).

Yes, but with purpose. We use data tools like FFT5, but always factor in each school’s unique context. Our goal is learning, not league tables.


We’ve seen some powerful transformations:

Targets are agreed in the Academy Development Plan (ADP), which is co-constructed by the Head, LGB, and CEO/DCEO. Performance is monitored against the Trust KPIs:

  • The Quality of Education is rated as at least ‘good’ across all academies with the aim to be ‘Outstanding’
  • Pupil/student outcomes show trends towards top 5% performance indicators across all (most) academies, especially for disadvantaged learners.

4. Growth Strategy

It’s not about getting bigger for the sake of it. It’s about being better, and stronger, together. We aim to:

  • Make sustainable, smart growth decisions
  • Remain relentlessly child-focused
  • Form meaningful clusters
  • Invest in people and leadership

We’re not chasing numbers. We care more about the quality of our connections than the quantity of our schools. We feel that clusters of 5–6 schools work best in order to retain our strong collaborative network.

Click here to see our full Growth Strategy.

5. Services, Resources, and Finance

Better contracts. Sharper services. Greater expertise. Our central team supports schools with professionalism and heart, aiming for better outcomes and value – not just savings. Economies of scale are achieved through centralised services and cross-Trust procurement, and leveraged through extensive collaboration and the sharing of specialist staff.

Through our Annual Partnership Contribution. This is the contribution that all academies make to the Trust for the provision of central services such as school improvement, finance, estates, HR, digital services, governor services, legal, communications & marketing.

We receive annual capital funding, meaning we can plan long-term instead of relying on one-off bids.

Our Chief Operating Officer leads on compliance and safety, with future plans to pool site staff for maximum flexibility and efficiency.

We tailor IT support based on your needs; from procurement and E-safety, to strategy and infrastructure. We bring in the right people, at the right time.

6. Staff and HR

Staff become employees of the Trust (SLT), and gain access to more support, more CPD, and more connections. Staff expertise is shared via a reciprocal model of mutual benefit. The central education team is drawn from all academies, allowing specialists and resources to be deployed across sites as needed. No staff will be redeployed or allocated to another academy against their wishes.

Headteachers are supported by their dedicated Senior Executive – currently the CEO or DCEO, bi-weekly 1:1 meetings and through bi-weekly Executive Team meetings with other Heads for peer-to-peer support. The HT and LGB decide on line management responsibilities for all other senior leaders and staff.

It’s appraisal reimagined. Staff set their own growth goals, backed by training and mentoring. Engagement is key, not just ticking boxes.

We take wellbeing seriously. From trained Mental Health First Aiders to stripping out non-impactful tasks, our culture puts people first.

Early, proactive support through RDP. Formal steps are rare, because we work hard to prevent issues before they escalate.

Absolutely. TUPE protects current staff. New support staff are on NJC-aligned rates.

7. Parents and Community

Through the school’s leadership, Parent Governors, and tailored communications, including social media.

We want parents to feel proud of their child’s school and confident that being part of SLT adds value, not red tape.

Input is channelled through consultation and surveying pupils, parents, and the wider community. Whilst there are some key Trust stakeholder surveys – one per year, per stakeholder group – schools choose how and when to liaise with their communities. The Local Governing Body (LGB), particularly via Parent Governors, liaise as appropriate, and the Headteacher is expected to actively maintain the relationship with the parent body and the community.

8. Children, Curriculum, and Learning

We want them safe, happy, thriving, curious, and ready for the world. Character, as much as curriculum, matters to us.

By sharing expertise, constantly discussing what works, and making sure good practice travels across our academies.

Our SEND network collaborates to ensure provision is high quality and best practice is shared, helping to maintain an inclusive culture that sees every child as capable.

  • Consistent Trust-wide policies
  • Multiple DSLs per school
  • Audits and secure digital reporting (CPOMS)

High standards, supported by understanding. Attendance is monitored closely, with specialist support where needed.

We put children first – always. Healthy reserves are important, but not at the cost of today’s learners.

SLT operates a framework of Trust-wide and statutory policies, which are complemented by academy-specific policies to address local circumstances. The Admissions Policy is centrally set to ensure compliance, but the school/LGB manages the local process of admissions arrangements and oversubscription criteria, and works with the Local Authority (LA) on coordination.

9. School Identity

No. Uniforms and names stay. We simply ask for the SLT logo on official materials, and we’ll help with branding updates if needed.

Yes. You remain your school. We just help you be the very best version of it.