School Effectiveness

High-quality guidance, support and challenge for school effectiveness is the cornerstone of our work as a Trust. We work directly with school leaders and governing bodies, improving education outcomes through training and high-quality CPD.


Our School Improvement Team provides a very strong package of support, development and challenge for DGAT school leaders and governors. Alongside a core offer of support, bespoke work is undertaken tailored to the needs of each school. We have a robust and consistent process for tracking and measuring pupil performance across our schools and use this alongside a range of monitoring activities to ensure the progress and attainment of pupils is strong.


In addition to our central team we have a wealth of knowledge, skills and experience within our schools. This is used across the Trust to share good practice, provide support and guidance and to come alongside to coach and mentor. This collaborative, yet rigorous approach to improving school effectiveness is well embedded in our culture.


Assessing and evaluating pupil outcomes, and checking they are consistently measured across our schools, is also a part of our core offer of training and support.  This is done through regular conferences, governor training and network learning events for subject leaders. 


In setting school-specific targets our work focuses on the key groups where underachievement has been identified nationally, regionally and locally:
• disadvantaged pupils
• pupils with SEND
alongside the needs of other pupil groups.

Teaching and learning

Within our schools teaching and learning is designed locally to meet the needs of the children. However, we share several principles across all schools

  • The whole curriculum that we offer will be rooted firmly in our shared values.

  • We place a high value on personal empowerment within our curriculum, celebrating each child’s uniqueness as a child of God. 

  • We believe that highly effective relationships with all our stakeholders (parents, children and staff) are paramount to our success.  As part of this understanding we recognise that as a family of schools we share accountability for all our children and their outcomes.

  • The inclusive curriculum we offer will be creative, collaborative and challenging for all, recognising the benefits that a broad and balanced curriculum can have in developing the whole child. Throughout this curriculum there will be a strong emphasis placed on developing pupils’ spiritual, moral, social and cultural development so that they are fully able to play their part in both today and tomorrow’s society.  The curriculum we offer will be rooted in evidence so that the strongest pedagogical practice is in place across our schools.

  • We allow our schools the autonomy to select the curriculum that they offer to reflect the needs and contexts of the children they serve.

  • We have high expectations of everyone in our schools and believe that high-quality outcomes can only be achieved through quality first teaching in all our schools. We continually strive for excellence in all we do.

  • We expect our teachers and our children to be reflective so that mistakes are celebrated, and learning is maximised.

  • Learning will be typified by high levels of engagement throughout our teaching and learning.

  • We believe in a model of developing others that is supportive and coaching in style. 

  • Equal opportunities for all in our communities ensure that high-quality learning is exemplified by all groups.


We believe that our commitment to ensuring that this is delivered throughout our schools will result in high levels of enjoyment for all as well as high-quality outcomes for pupils.