Primary support model

Tracey Hemming Executive Head teacher

Senior School Improvement Team

Track record of collaborationSince joining the Trust Belmore has moved forward in a number of key aspects:

• Outcomes for children have improved with the proportions making expected progress matching national levels despite lower than national starting points. Improvements have also been seen in the proportions making better than expected progress

• The strengths of the school were recognised in last July’s Ofsted reports and reinforced by the external review from the Challenge Partners team. Teaching is seen as strong in many aspects.

• The school has a stronger and more consistent focus on its core purposes. It now has many of the necessary structures, processes and systems to maintain and strengthen this focus

How Belmore has moved forward within the Trust

• More forensic approaches to the tracking of progress and attainment is now well established across the school. Systems to support tracking have been set up. Programmes, processes, resources and staffing are in place to support targeted work on aspects of under-performance.

• This more forensic approach to tracking and intervention has helped embed a sharper focus on maximising achievement that has become part of the culture of how the school works.

• In order to move the school to outstanding in the medium term the school is developing a more systemic approach to establishing and maintaining consistent high quality first teaching

• A thorough review of staffing structures has been undertaken. Middle leadership roles have been developed and refocused on key school priorities. A more coherent approach to succession planning and leadership development has given the school a stronger basis for school improvement. Support staff roles have been rationalised and redefined to ensure greater efficiency and closer alignment with core school challenges, including inclusion, behaviour support and attendance

• Collaboration across the Trust specifically focused on curriculum and achievement has been initiated particularly in the Literacy and Maths. This has helped support curriculum planning and delivery and in key areas has underpinned progress in outcomes

• Management functions have been set up to operate across the Trust, including Operations, Finance, ICT and HR. These have had a measurable positive impact for Belmore. They have facilitated leaders with Belmore focusing on the key challenges around standards and the quality of teaching.

Trust Development Plan

Teaching, Learning and Assessment• Co-planning lessons and SoWs together with across phases to build on prior knowledge;

stop repetition and prevent missing content• Maths all-through strategy• Time together to co-plan approaches to learning and teaching to maximize engagement

and enjoyment.• Literacy and numeracy training for non-secondary ready students• Collaborative literacy working groups – particularly in relation to SPAG• Teaching triads across phase• Specific subject eg. Science and D&T practical sharing of technical support; equipment and

labs• Develop a common language through the phases• RE/SMSC projects between both schools• Improve outcomes for students at Barnhill by building on work at Belmore and other

primaries• Joint inset led by both phases to understand what is taught and how at Primary phase and

what the demands of the Secondary curriculum require 2nd November• Use of specialist departments to develop material to support both phases – create

projects• Teach-meet sessions to discuss subject approaches/key skills using similar language

ICT and Business Management support

ICT Support – How we can Help• Along with providing a competitive solution to the withdrawal of HGFL services at a

competitive cost, we can offer a comprehensive site survey by the Trust ICT Director to assess the current Grange Park ICT infrastructure and publish a comprehensive report to the SLT in the school for review.

The site survey will include a look at:• External Network, condition, speed, resilience, contracts.• Internal Network, cable type, condition, speed (backbone & desktop), resilience, switches used, split

between admin and curriculum.• IP Telephones, manufacturer, model, how many, their condition & how old, service & support contracts.• Network security, firewall internal or external, management.• Data backup policy, internal or external, tapes or NAS devices.• Servers - manufacturer, model, how many, their condition, their spec (i.e. ram, HDD, op sys) & how old.• PC’s - manufacturer, model, how many, their condition, their spec (i.e. ram, HDD, op sys) & how old• Laptops - manufacturer, model, how many, their condition, their spec (i.e. ram, HDD, op sys) & how old.• Mobile devices - manufacturer, model, how many, their condition & how old, storage trolleys used.• WiFi – available, manufacturer, condition, speed, resilience.• Photocopiers & printers - manufacturer, model, how many, their condition, purchased or leased, contracts.• Hardware equipment contracts and leases.• Software systems & contracts – SIMS, Microsoft volume licensing, Adobe etc.

Finance and Business ManagementAlong with supplying immediate support for the finance office, ongoing BPT could offer a site visit by the Trust Operations Director and Finance Manager of Belmore Academy. The visit would look at the following Finance and Business Management activities. A report would be produced and forwarded to the SLT of Grange Park:• Terms of Reference of the Finance/Governing Body • Staffing Structure - Teaching Staff/Support Staff/Admin Staff ratio• Number of Staff in Finance - Roles & Responsibilities including level of finance expertise• Regular Monitoring Reports to SLT• Finance Policies – Procedures & Processes• Budget Setting and current actual V Budget• EFA Deadlines being met historically and plans for the future• Monitoring & Management of Outturns• GAG funding reconciliation and PP income monitoring• Contracts and operating lease review• Payroll – Staffing Costs/Supply Costs• Catering• Premises/Building Maintenance costs• Procurement Procedures – policy and evidence of adherence• Any capital projects? If so, funding levels!• Reserves, bank balance reconciliation• Asset register and audits, internal and external

Grange Park Junior SchoolSummary

Need:• Leadership – currently without Head or

Deputy Head

• Governorship – limited membership• Leadership for imminent Ofsted and threat

of warning letter• Bursar appointment

• IT solution

• Supportive and empathetic partnership

Solution:• Senior staff and areas of expertise for

soft/hard support

• Primary senior leader volunteer • Successful Ofsted prep and Leader on Ofsted

Training• Significant Business

Management/finance/HR/faciliities capacity• Qualified and experienced Network

management team• BPT collaborative track record/ community

focussed approach