Page | 56 Appendix 4 -O T’s growth plan which shows how we can accommodate this application a. Why ODBST? Headteachers and chairs of governors cite a strong sense of purpose and an aspiration to improve their schools within the supportive framework of a diocese with a powerful and proven track record in school support and challenge, as key drivers for joining ODBST. The Multi Academy Trust (MAT) structures allow member schools to build on existing partnerships, work collaboratively, and build on ODBST support for one another to improve pupil outcomes and the effectiveness of leadership, management, and governance. TheMAT model has also allowed them to capitalise on the benefits of this approach, including: • sharing best practice • economic benefits, such as centralised services • the ability to focus funds where they are most needed • increased and flexible staffing resources • the opportunity to establish succession planning programmes and, in doing so, retain good staff who might otherwise move on – including headteachers For ODBST schools, a MAT model has enabled them to remain local but also to grow and improve, finding support from a wider network of schools. Equally, the ODBST model offers a school the potential to retain its unique characteristics and maintain its own local governing body. It also offers headteachers a high degree of autonomy inleading their schools, whilst giving them the support and challenge to focus on teaching and pupils’ outcomes. Our schools all sought a MAT whose philosophy and values were strongly aligned with their own. They also valued the experience and expertise in school improvement that ODBST offered. This support structure, time and expertise made a significant difference to leaders and chairs of local governing bodies by allowing them to maintain a strong focus on teaching and learning. Our schools see the benefits of being part of a MAT. These include: • high-quality staff development • support for key HR, Operations and Finance functions • established legal, site and transfer experience • focused advice and guidance on admissions and the potential to review admission numbers and age ranges with confidence • investment & understanding of school facilities & premises issues • greater community involvement • a clearer identity and focus • a stronger focus on teaching and learning • a stronger focus on data and pupil attainment • more effective governance.
RkJQdWJsaXNoZXIy ODA2Njk=