Expectations

To help ensure that the vision is realised, progressive and successful over time, it is important for the Trust to ensure that certain expectations are known and met.

If you join and work for the Trust it is accepted/expected that you agree with, and fully subscribe to, the vision and values and these expectations:

• Display, support and embrace the shared vision and values of the Trust – you are part of it.
• Strive to build an outstanding and proactive leadership at all levels, including governorship, that is visible and has a positive impact. Leaders that ‘see it, sort it’ in a respectful manner and strive to develop a culture of ‘no excuses.’
• Behaviour – build exemplary behaviour based on a positive behaviour management approach which is consistent and fair. Ensure high expectations (pupils/parents and staff), with support where necessary, to ensure that teachers can teach and learners can learn.
• Total commitment to improving the life chances and aspirations of pupils of all abilities. Having high expectations and a relentless focus on pupil progress and attainment so that no child is left behind. With personal/professional coaching and support, as necessary, from time to time, no teaching or class support less than good. The same high expectations relate to all staff irrespective of role.
• To attend training, where relevant to role and engage in joint assessment practice across the schools with all key staff working together on moderation to ensure safe, secure, accurate and informative judgements.
• Working as a team – creating positive, respectful, professional, caring relationships, where pupils, staff, parents, Members, Directors and Governors work together and share responsibility to/for the development of all the schools’ stakeholders/communities. All are proud to be at the school and part of the The Learning Partnership Trust.
• Systems/policies/procedures –to comply fully with the Scheme of Delegation, Articles of Association and Terms of Reference and all agreed associated policies and procedures. Take ownership, support, challenge and amend such working policies and documents together.
• Safeguarding – safeguarding and promoting the welfare of children is everyone’s responsibility. Everyone who comes into contact with children and their families/carers has a role to play in safeguarding children. In order to fulfil this responsibility effectively, all professionals and volunteers should be aware of the relevant guidance documents, school expectations and procedures, and ensure that their approach is child-centred. This means that they should consider at all times, what is procedure and in the best interests of the child. There is no leeway with safeguarding – follow agreed procedure, keep training updated, be awake, aware and brave and refer/seek advice when need be.