InMAT Information

‘ A change is brought about because ordinary people do extraordinary  things’

Barack Obama

The Board of Directors of the Trust have delegated certain functions to be locally managed which means that the Local Governing Bodies have general responsibility for the effective management of the school.

Local Management allows individual needs to be met effectively. Through the school budget Governors are able to target resources and develop the nature and character of the school to meet the needs and wishes of parents, children and teachers.

Parent representatives on the Local Governing Body are an important part of our school and home partnership. Not only are they directly aware of the results of school policy on our children and are easily accessible to parents, but they can bring a variety of skills needed in the present day governing of schools.

Competition makes us faster, Collaboration makes us better
FYREFLY


How we work with Schools

The Trust will bring together a family of primary schools working collaboratively – and with others - to ensure the highest educational standards. We will achieve this by using our breadth of experience and our collective best practice to build expertise, capacity and investment in our schools. We will foster continuous improvement in education across our local communities.

Our schools will share a climate of high expectation and high aspiration for each pupil. High levels of support, matched with appropriate challenge, will ensure that every pupil gets the very best from each school. Our clear and simply articulated ambition, and a relentless drive for improvement from school leaders, is key to the success of each school.

The Trust will engage with and encourage cooperative and supportive behaviours and practices amongst colleagues across the Trust.

The key principle underpinning our work is the notion that we all have something to learn from each other. All of our schools are considered to be equal in value and are expected to receive and give support in equal proportions commensurate with their capacity to do so at any given period of time. However, the Trust also recognises that schools will inevitably experience various levels of challenge during periods of transition or change.

During this time, specific intervention will be planned to tackle key development priorities for the school. This will include a support package of training, advice and intervention determined by the Head of the school in collaboration with the CEO of the Trust and The Development Lead of our Teaching School; strengths within our schools will also be deployed to develop peer to peer for teaching and leadership. Support will be intensive until positive outcomes for pupils are restored. The Trust will seek support outside its existing provision if required.

Our Trust will actively promote collaborative activities and projects across our schools which engage staff and pupils and encompass all aspects of school life and the curriculum. A community website will link schools and an efficient IT infrastructure will promote collaborative activities and opportunities. Existing systems, which identify strengths in practice across our schools, will be expanded to encourage peer learning and sharing of expertise. Our existing ITT programme will continue to meet the staffing needs of our schools, offer collaborative training opportunities for students and will continue to respond to need. The Trust will also
seek to develop Key Roles within our organisational structure that enables our schools to gain shared, swift and easy access to provision that will accelerate pupil progress.

For full details of our Education Rationale and our School to School support model, please click here.


How we work with Governing Bodies

Governance structure and lines of accountability

The Board of Directors is responsible for the three core governance functions.
The Board of Directors appoint the Chief Executive Officer (CEO), to whom it delegates responsibility for delivery of its vision and strategy, and will hold the CEO to account for the conduct and performance of the trust, including the performance of the academies within the trust, and for its financial management.

In turn, the CEO line manages the Academy Principals, setting their targets and performance managing them. The Board constitutes three committees for Finance, Standards and Safeguarding & Wellbeing; these look in detail at resources and progress, attainment and wellbeing across the trust. As Board committees, at least three Directors must sit on each. The Geographically based Cluster Councils are in place as a mechanism to support projects and events, to provide a means for consulting with staff, pupils and parents at their relevant schools and to promote stakeholder engagement. Terms of Reference including lines of communication for the Cluster Councils are attached as Appendix 1. School improvement support activities are a particular feature of the Cluster Council’s activity. LGB representatives and staff are expected to sit on the Council.

Directors do not need to sit on this Council. The CEO is required to seek advice from the Chairs of the Cluster Councils as required and to be in attendance as and when appropriate.

For full details of roles and responsibilities, please click here and download the InMAT Scheme of Delegation.


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