The HLT School Improvement model is a reflection of our vision and values. We have high aspirations for all which is articulated through strong leadership with a clear vision and principles. A sustainable approach secures the empowerment of staff and brings about excellence through high quality training and coaching within a high accountability framework in the belief that lasting improvement is built from within and in partnership with others.

The HLT School Improvement model is based on our founding principles:


·         A clear vision and principles underpinning all we do, shared and understood by all;

·         Clearly identified priorities (Trust/School/Dept/Teacher) based on intelligent data leading to clear targets at a     strategic/organisational level, departmental /Middle Leader and class teacher/student level


·         High quality staff & governor/trustee training addressing

·         the national Teaching Standards

·         Teaching and learning strategy

·         Intelligent use of data

·         Leadership skills

·         High Accountability: Robust planning, tracking, monitoring and intervention to track progress towards targets as all levels

·         Positive and supportive strategies put in place where needed at each level


·         The HLT Way requires high levels of professionalism from all staff but modelled by SLEs and leaders and existing HLT staff

·         Robust Quality Assurance based on agreed evidence and data


Social Mobility

Positively equalising the opportunities for all students is the main focus of the approach to  our school improvement work.

The HLT principles in relation to this are

·         knowing our students and having high aspirations;

·         developing trust and empowering students and staff;

·         securing excellent outcomes and high levels of participation.

We train and develop staff to adopt rigorous methods of development planning, tracking, monitoring and intervention rooted in the intelligent use of reliable data with the student at the centre informed by a well-informed understanding of individual contexts. We work with staff to ensure successful and purposeful parent/carer and multi-agency partnership working providing the right support enabling our young people to engage and participate.

Parents and Carers are central to our work to raise attainment. Parent/Carer Information Conferences are held throughout the year to provide bespoke opportunities for parents to learn more about supporting their child. The staff develop excellent trusting relationships with parents and carers and have outstanding multi-agency partnerships.

A Sustainable Approach for Schools seeking rapid improvement

The HLT school improvement model aims for transformation based on a sustainable approach which has clarity of purpose and professionalism at its core.

Our principles of Aspiration, Empowerment and Excellence empowers young people to enhance their own lives and the lives of others through our unique partnership with health and well-being providers to deliver a programme across our FIVE PATHWAYS to Health, Well-being and Scholarship. We apply these principles to all in our organisation. Our core belief (informed by the FGS journey over 10 years of sustained improvement) is that high quality provision for young people in those 5 pathways of Academic, Emotional, Nutritional, Physical, Social & Moral leads to healthy lives, healthy minds and healthy futures.

HLT staff are governed by these founding principles and we will ensure  this is applied to all aspects of their work both within HLT  schools and in partnership with others.

We start the journey of school improvement  by seeking the opportunities to raise aspirations, to refine and improve empowerment strategies in teaching and learning in order to secure excellence and ensuring that staff understand what is meant by excellence in their area. Our school improvement strategy also seeks to embed the seven principles of public life across all schools at a staff and Trustee level.

All staff who are involved in Trust to School and School to School Improvement are lead professionals acting as excellent role models with selflessness and integrity. They are honest, open and emotionally intelligent in providing highly effective advice, guidance and feedback to colleagues in order to provide sound accountability in a non-threatening and positive culture.

Our school improvement model provides a holistic and sustainable approach. Our systems, processes and staff development are based on staff taking ownership of the outcomes for their students and empowering them to secure lasting improvement. This is done through a partnership and collegiate approach, modelling best practice alongside colleagues, helping them to re-shape their thinking and become part of delivering best practice themselves. It is our belief that empowering our staff is the key to sustainable outcomes. We train and develop staff to adopt rigorous methods of development planning, tracking, monitoring and intervention rooted in the intelligent use of reliable data that has the student at the centre informed by a deep organisational understanding of individual contexts and needs.

The Trust has a strong team of outstanding leaders with experience of delivering school improvement both within FGS and beyond. We have built leadership capacity through high quality training and development such as NPQEL, NPQH, NPQSL, NPQML opportunities through our partner Teaching School Alliance, ensuring that high quality leadership is distributed throughout HLT. We have also  worked with our partner Teaching School Alliance in the deployment of SLEs across a range of development areas including school business & finance leadership, intelligent data use, tracking, monitoring and intervention, curriculum development, assessment without levels and a range of subject specialists.

We also have a range of key external partners who are integral to our approach and will be involved to a greater or lesser extent in any given school improvement strategy. These include:

·         NHS

·         Health Education England

·         Youth Sports Trust

·         Outward Bound Trust

·         Pivotal Education Ltd

·         Trafford Local Authority

·         Trafford Community Sport and Leisure Trust

·         Trafford College

Measuring The Impact

This is achieved through clarity of roles and responsibilities including clear line management and appraisal structures. Line managers and leaders have clearly stated targets linked to identified strategic development needs and there is a very clear quality assurance framework (QAF) and appraisal review process which run throughout the year monitoring progress towards targets for staff.

Intelligent use of data is central to the effective implementation of our policy. We use SISRA and SIMS systems to gather and analyse data and our Data Manager provides high quality information for subject leaders, senior staff, governors and trustees.