School Improvement

The Early Years are integral in shaping a child’s future. That’s why we’re committed to supporting our Early Years practitioners every step of the way. Through collaboration, care, and clear accountability, we help create environments where both children and staff can thrive.

Here’s how we do it:

• Professional Development

We offer tailored training, mentoring, and peer support to help practitioners grow in confidence and skill.

• Monitoring and Evaluation

We use trust-wide systems to track progress, share best practice through our Keystone Early Years network, and ensure consistent, high-quality provision.

• Accountability and Governance

Clear leadership structures ensure that early years settings meet statutory requirements and deliver the best outcomes for every child.

We believe that every child deserves to feel they truly belong. Belonging means feeling safe, accepted, and valued for who they are. We want every child to walk into school knowing they are seen, supported, and celebrated.

We achieve this through:

• Child-Centred Support

We co-create personalised plans with families that reflect each child’s strengths and needs, helping them feel confident and supported in school.

• Leadership that Champions Inclusion

Our Director of SEND works closely with schools to ensure every child with SEND is known, understood, and given the right support to thrive.

• Staff who Build Belonging

Our staff create nurturing environments where children feel secure, respected, and part of the school community.

• Listening to What Matters

We regularly hear from pupils and families to shape our approach—because when children feel heard, they feel they belong.

We support school leaders and governors to ensure each of our schools is a safe, respectful, and supportive place to learn and grow.  Consistent behaviour across all schools are aligned with national guidance and trust values.

We nurture this through:

• Focusing on What Matters

Our Central Team monitors behaviour, exclusions, attendance, and well-being trends to identify needs that provide timely support.

• Focusing on Well-being

Staff and pupil well-being is a trust priority, supported through mental health training, workload strategies, and inclusive policies.

• Governance and Challenge

Local Governing Boards and trustees review a range of sources, including stakeholder surveys, to challenge and support school leaders as they continue to bring to life their school’s vision and values.

Effective safeguarding and high levels of attendance are non-negotiable priorities. We take a trust-wide approach to ensure every child is safe, supported, and in school, ready to learn. 

We champion this through:

• Designated Leadership and Support

Each school has a Designated Safeguarding Lead (DSL), supported by the trust’s Deputy CEO who oversees safeguarding practice and facilitates termly networks.

• Attendance Monitoring and Intervention

The Deputy CEO tracks attendance data across all academies, identifying trends and supporting schools to engage families and reduce persistent absence.

• Governance and Transparency

Local Governing Boards and trustees receive regular updates through bespoke training on safeguarding and attendance. This ensures accountability at every level and promotes a culture of vigilance and care.