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How do we quality assure our work?

The Hamstead Hall Academy Trust is ultimately accountable for the performance of each of its academies. It can agree to delegate as much or as little power down to the local governing bodies of the schools involved as is appropriate. This could vary according to the circumstances of each individual school. The Hamstead Hall Academy Trust will provide effective support for any of its schools requiring additional support, including access to a variety of school improvement partnerships through its links with National College, Birmingham City and Birmingham Universities, and the Teaching School alliances with which it works.

Self Evaluation

Our aim is to support all of our schools to be judged by Ofsted as at least good with the capacity to become outstanding.  

Once per year, each of our schools will be subject to an Ofsted style review of its work that will be initiated by the Hamstead Hall Academy Trust Board of Directors, involving the Headship Team (The Executive Principal and each of the Heads of School working within the Hamstead Hall Academy Trust) and external consultants.

Formal reviews of each school’s progress towards agreed targets are presented to the respective Governing Body of each school on a regular (termly) basis and received by the Hamstead Hall Academy Trust Board three times per year.

At a local level, governors from each of the schools within the Hamstead Hall Academy Trust will play an active role in monitoring the quality of learning and teaching and outcomes for learners. Through regular training across all of the schools within the Hamstead Hall Academy Trust, governors will be supported to question and challenge information presented to them; gaining the level of awareness and understanding that will enable them to accurately judge their school’s capacity for further improvement. Our monitoring processes will continuously inform self-evaluation and planning within each of our schools. These will include:

  • Tracking of learner progress and planned interventions to support each learner’s success
  • Analysis of attendance and punctuality (with a consistent strategy agreed across all of our schools to reduce persistent absence)
  • Analysis of data relating to learners’ behaviour and safety.
  • scrutiny of learners’ work.
  • Analysis of standards of learning and teaching (including moderated lesson observations to ensure consistent judgements about standards across all of our schools).
  • Learning walks involving senior and middle leaders and governors.
  • Evidence that professional development programmes are directly linked to the outcomes of lesson observations and appraisal objectives.
  • Detailed analysis of outcomes for learners. 
  • Consultation with students, staff and parents across our schools and partners across our wider community (this will be done through formally constituted groups, focus groups and surveys arranged throughout the year). Appendix 1 illustrates the structure of the trust and the information below the responsibilities of each of the local Governing Bodies within the Hamstead Hall Academy Trust against those responsibilities held centrally by the Hamstead Hall Academy Trust Board of Directors. Governance responsibilities within the Hamstead Hall Academy Trust.