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Specialist Schools 
and Academies Trust 

The Schools network™ 



Corporate plan 

2008-2009 to 2010-2011 









About the SSAT 



Who we are 

We are the Specialist Schools and Academies 
Trust (SSAT), an independent, not-for-profit 
membership organisation dedicated to raising 
levels of achievement in secondary education. 
We have a membership of over 4900 schools 
and organisations. We are a registered charity. 

What we do 

We work with head teachers, teachers and 
students to encourage them to develop and 
share new and effective teaching and learning 
practice, and to improve schools to raise 
standards and levels of achievement. In 
practice, head teachers and teachers design, 
lead and deliver our work, and head teachers 
continue to develop what we do. 



We encourage and promote networking 
and partnership between schools and the 
community. This helps to raise standards and 
levels of achievement, allowing every student 
to achieve their full potential. 

Through our networks, the following areas of 
work are at the heart of everything we do. 

• Achievement 

• Community 

• Continuing professional development 

• Innovation 

• Leadership 

• New technologies 

• Specialism 

• Education for 14- to- 19-year-olds 




1 



Corporate Plan 2008-2009 to 2010-2011 



Contents 



Chairman s foreword 2 

Chief executive s introduction 3 

Our aim, principles, values and objectives 4 

Managing performance 4 

Our objectives 

Objective 1: 

‘To develop the specialist schools and academies system’ 6 

Objective 2: 

‘To develop specialisms and curriculum’ 8 

Objective 3: 

‘To build and embed capacity in schools to raise achievement’ 10 

Objective 4: 

‘To develop specialist school and academy partnerships with 12 

business and the community’ 

Objective 5: 

‘To develop leadership and foster innovation’ 14 

Objective 6: 

‘To develop our organisation to achieve results’ 16 

Budget 18 

Managing risk 1 9 

Structure and contacts 21 

Glossary 24 



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Corporate Plan 2008-2009 to 2010-2011 



Chairmans foreword 




I am proud that this plan clearly focuses on our 
approach to working with head teachers, schools, 
businesses, the community, universities, local 
authorities and the Department for Children, 
Schools and Families (DCSF). We gain our 
strength from these relationships and, by working 
closely with different types of people with many 
skills and viewpoints, we can continue to be a 
leading organisation in education. 

A lot of our work is led by teachers and educational 
professionals and this is important to our success. 
The way we work helps us understand local issues 
because we have a close relationship with schools. 

I believe that working with schools is important so 
that we can give practical support to schools and 
inspire and challenge teachers to raise standards. 



The next three years are an exciting time to develop 
the schooling system, set up with the support of the 
SSAT over the last 20 years. We started a review of 
our governance arrangements in 2006, and the much 
smaller board of trustees (see page 21) supported by 
a stakeholder advisory council (see the glossary), is 
in place to introduce this plan. We look forward 
to supporting specialist schools, academies and 
students during the next three years. 

Sir James Hill Bt. OBE DL 

Chairman 



Specialist Schools and Academies Trust 



Chief Executive s 
introduction 




I am delighted to introduce this plan which 
looks at our commitments for the next three years. 
We are lucky to have a wide membership of schools 
and other partners, all of which help us to create 
original educational programmes. We have 3580 
members in England and 4916 in total worldwide 
(18 March 2008). 

Our plan supports our aim for the future, and 
helps us put in place a world-class network of 
high-performing secondary schools. We can only 
do this by working with others, and we are pleased 
to work with the ‘Family of schools’ (primary 
schools), special schools, higher education, further 
education, and businesses to achieve this. We also 
have a growing and wide-ranging set of working 
relationships with the Department for Children, 
Schools and Families (DCSF), other government 
departments, non-departmental public bodies 
(NDPBs - see the glossary), and other educational 
organisations to support us to achieve our aim 
and objectives. 



We use our guiding principle ‘by schools, for 
schools’ in everything we do. We aim to make sure 
that head teachers lead our work and that schools 
are involved in delivering our programmes to improve 
student achievement and raise educational standards. 

We will support schools to achieve the aims of the 
Government’s ‘Children’s Plan’. We will build on 
our work with schools to introduce programmes 
of work to support members and partners. We aim 
to support the priorities in the ‘Children’s Plan’ 
in ways that support schools to make sure every 
student achieves. 



Elizabeth Reid 

Chief Executive 




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Corporate Plan 2008-2009 to 2010-2011 



Our aim, principles, 
values and objectives 



Our board has agreed the wording of the following 
aim, principles, values and objectives. 

Aim 

‘Our aim is to give practical support to transforming 
secondary education in England by building 
and enabling a world-class network of innovative, 
high-performing secondary schools in partnership 
with business and the wider community.’ 

Principles 

£ Our working principle is “by schools, for schools”. 
By this, we mean: 

• making sure that improving student achievement 
and raising academic standards are at the heart of 
everything we do 

• making sure that head teachers take the lead in 
directing our work 

• involving head teachers and other teaching staff 
in designing and delivering our programmes, 
activities, research and development 

• inspiring, challenging and motivating head 
teachers and other teaching staff to raise standards, 
and to support and challenge one another, and 

• validating and accrediting educational practices 
and measuring educational outcomes.’ 

Values 

Our values are an important part of how we go 
about our work. 

Our values are to: 

• develop and support all our staff to contribute 
effectively to our aims and to succeed in their roles 

• be open, discuss our progress and take 
responsibility for our actions, and aim to fully 
involve all those with an interest in our work 

• maintain high standards of honesty and 
professionalism, and promote equal opportunities 
in all areas of our work, and 

• make good use of our resources and get value 
for money. 



Objectives 

We have six objectives that set out our ambition and 
commitments over the next three years. 

‘1 To develop the specialist schools and 
academies system 

2 To develop specialisms and curriculum 

3 To build and embed capacity in schools to 
raise achievement 

4 To develop specialist school and academy 
partnerships with business and the community 

5 To develop leadership and foster innovation 

6 To develop our organisation to achieve results’ 

Managing performance 

We contribute to a wide range of education goals. 
However, we want to understand our contribution 
and successes. We use certain measures to understand 
this. We regularly monitor our progress against 
these measures. 

We contribute to priorities set out in the ‘Children’s 
Plan’ and also the Public Service Agreement (PSA) 
targets. An important government target we contribute 
to is to increase to 53% the proportion of pupils at 
Key Stage 4 who achieve five A* to C GCSEs (and 
equivalent), including GCSEs in both English and 
maths, by 2011. 



m 




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Corporate Plan 2008-2009 to 2010-2011 



Our objectives 




‘To develop the specialist schools and 
academies system’ 

We will develop a wide-ranging specialist 
educational system. We will wort with our 
members from primary and special schools, 
trusts, local authorities and from further 
and higher education to raise achievement 
and narrow the gap between students. 

An important part of this involves 
developing specialist schools as centres of 
excellence and as part of the community. 

We will support head teachers to help 
meet national targets and contribute to 
the Department for Children, Schools 
and Families (DCSF) Childrens Plan. 





Specialist Schools and Academies Trust 



We will do the following. 

1 We will develop the specialist schools 
programme, with the DCSF. 

We will support schools to measure their progress 
in developing their specialism skills, and we will 
recognise that re-designation to the specialist system 
is a central point of improvement and development. 
We will encourage all other eligible schools to 
join the programme. We will continue to provide 
sponsorship for schools, at their initial designation 
stage and at re-designation (see the glossary for an 
explanation of these terms). 

We will support schools to achieve and keep 
high-performing specialist school status, to share 
good practice and knowledge with other schools and 
contribute to the development of the specialist system. 

2 We will promote and support the trust and 
foundation schools programme with the DCSF, 
‘Youth Sport Trust’ and ‘Foundation and Aided 
Schools National Association. 

We will promote an understanding of what 
becoming a trust or foundation school means by 
giving advice, guidance and support to schools and 
partners interested in the programme, and those 
working towards trust or foundation status. We will 
encourage and help trusts and foundation schools 
to work together. 

3 We will support the academies programme, 
with the DCSF. 

We will provide individual support to each academy, 
encouraging them to share good practice and 
networking and offer support to academy sponsors. 

4 We will develop awareness of the effect 
of specialism. 

We will develop schools’ awareness of the effect 
of specialism, and how best to benefit from their 
specialism. We will encourage schools to use the 
specialist dividend self-review tool’ (see the glossary) 
to check their progress and find ways to develop 
their specialism into centres of excellence. 



5 We will develop regional and special school 
networks that encourage and share effective 
and innovative practice. 

We will support our regional school networks, 
led by head teachers, to develop a programme of 
activities that respond to the needs and interests 
of the regions, schools and academies. We want to 
encourage them to gain as much benefit as possible 
from being a member of our organisation. 

We will develop and support a network of special 
schools to encourage co-operation between special 
and mainstream schools to build better skills and 
expertise in special needs education. 



‘We will develop 
schools’ awareness of 
the effect of specialism, 
and how best to benefit 
from their specialism.’ 



6 We will develop the ‘family of schools’ programme. 
We will develop and support a network of primary 
schools, to encourage them to share ideas and good 
practice between other primary schools, secondary 
schools and academies. 



7 We will develop international networks that 
encourage and share effective and innovative practice. 
We will develop an international network of schools 
to share good practice and to make it possible for 
English schools to compare themselves with schools 
in other countries. 





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Corporate Plan 2008-2009 to 2010-2011 



Our objectives 




‘To develop specialisms and curriculum’ 

We will help schools and academies 
develop as centres of excellence in specialism 
and specialist subjects. We will support 
the development of effective teaching 
and learning practice, curriculum and 
qualifications and 14-19 reforms (which 
means improved standards in teaching 
and learning for 14- to 19-year-olds). 




Specialist Schools and Academies Trust 



We will do the following. 

1 We will develop schools and academies as centres 
of excellence in specialism with the DCSF. 

We will encourage and support schools and 
academies to: 

• develop strong specialisms that allow schools 
and academies to share this knowledge with 
other schools and organisations 

• develop and provide teaching and learning 
resources in specialist subjects 

• contribute to curriculum and qualification 
developments, and 

• use the specialist dividend self-review’ tool 
(see the glossary) to improve performance. 

2 We will keep a system-led programme in 
place for practitioners providing T4-19 reforms’, 
commissioned by the Quality Improvement 
Agency (QIA) working with the DCSF. 

• We will develop and deliver the diploma 
support programme. 

We will work with the ‘Learning and Skills 
Network’, ‘Pearson Education’ and ‘The Workshop’ 
to build a workforce in schools, colleges and 
relevant work-based learning organisations that 
can meet the individual needs of all young people, 
in line with the 14-19 reforms. 

• We will improve applied learning throughout the 
specialist system. 

We will promote high-quality applied learning 
throughout the specialist system. We will establish 
a leading role for specialist schools with an 
applied learning specialism at the centre of 
each 14-19 consortium. 




3 We will develop relationships with 
schools and their partners as a provider 
of professional development. 

• We will develop national networks of lead 
practitioners (outstanding classroom teachers) 
in specialisms and subjects to raise standards. 

We will use these to: 

- share knowledge through all our programmes 
and activities 

- support national educational strategies, and 

- provide individual support to teachers. 

We will aim to match our lead practitioner model 
with Advanced skills teacher’ and ‘Excellent 
teacher’ standards. 



‘We will encourage and 
support schools and 
academies to develop 
strong specialisms that 
allow them to share this 
knowledge with other 
schools and organisations.’ 



• We will use the specialist system to improve 
subject teaching. 

We will support schools and academies to design, 
develop and deliver subject-based professional 
development, working with experts such as subject 
associations, chartered societies and university 
departments. We will improve subject knowledge, 
teaching methods and the curriculum. 



4 We will support the Qualifications and 
Curriculum Authority and the National College 
for School Leadership to redesign the curriculum. 

We will provide a school-led programme to support 
ideas in all schools as they design a curriculum that 
encourages their learners to take full advantage of 
the opportunities offered through the new 
curriculum for the 1 1 to 19 age group. 





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Corporate Plan 2008-2009 to 2010-2011 



Our objectives 




‘To build and embed capacity in schools 
to raise achievement’ 

We work to improve levels of achievement 
in all schools and academies (we use the 
‘by schools for schools’ approach to raise 
standards over the short, medium and 
longer term). 

We do this by building national, regional and 
local networks of consultant heads, mentor 
schools and lead practitioners to provide 
coaching and share knowledge ana expertise. 

We will develop longer-term plans to help 
every student achieve their full potential in 
school and help schools meet and improve 
on the Government’s Public Service 
Agreement targets and priorities within 
the ‘Childrens Plan’. 




Specialist Schools and Academies Trust 



We will do the following. 

1 We will work with schools and academies to 
provide school-to-school challenge and support. 

We will develop a national network of consultant 
schools and head teachers with wide experience and 
use them to offer a full range of tailored support to 
schools and school leaders either direct or through 
local authorities. 

2 We, along with the DCSF, will support schools 
facing challenge and de-designation. 

We will work with schools facing challenges and 
possible de-designation (see the glossary) from the 
specialist schools programme to improve them and 
to gain the benefits from their specialism. 

3 We will offer a range of individually created 
services to schools, academies and local authorities, 
using our ‘by schools, for schools’ approach to 
improving schools and raising standards. 

Drawing on the knowledge of our consultant 
heads and mentor schools, we will offer the RATL 
spectrum programme (see the glossary). Head 
teachers and schools will be able to use the whole 
national network and find the right in-school 
support that can meet their specific needs. This has 
the advantage of using head teachers from other 
areas to provide different but relevant opinions. 

4 We will support the successful delivery of 
the ‘Academy Support Programme’, along with 
the DCSF. 

We will continue to manage the Academy support 
programme’ in 2008 to make sure that academy 
leaders have a level of support which meets their 
needs in challenging circumstances. We will support 
academies to play an increasing role in networking 
with other schools to share good practice and meet 
the needs of every young person. 

5 We will develop the ‘Every Student 
Achieves’ programme. 

We will provide the ‘Every Student Achieves’ 
programme. We will use information to understand 
how to personalise’ learning (in other words, 
tailoring learning experiences to meet the needs of 
the individual) so that every young person achieves 
their potential. We will maintain and improve a 
network of lead practitioners, continue our work in 
supporting gifted and talented students, and develop 
our work in literacy. 



6 We will support a focus on raising achievement 
for 16- to 19-year-olds. 

As we move towards raising the age limit for 
compulsory education, we will work with schools, 
sixth-form colleges, further- education colleges 
and employers to prepare for this change. We will 
encourage creative thinking about information, 
advice and guidance, and share effective 
practice widely. 

We will provide support to schools and academies 
when they are expanding, developing or creating 
sixth forms. We will also provide support for those 
trying to raise achievement after the age of 16 , 
by supporting the International Baccalaureate (a 
non-profit-making educational foundation) and 
helping those working with local partnerships. 

7 We will support schools and academies to use 
and understand information. 

We will continue to develop a range of services 
to help schools and academies to use, interpret 
and understand information, including the Data 
Enabler programme (go to our website for more 
information). This programme will help schools and 
academies to develop and follow good practice and 
use achievement information (see the glossary) so 
that they can check progress, look at improvements 
needed, and provide individual teaching and learning 
for students. 



‘We will develop a 
national network 
of consultant schools 
and head teachers with 
wide experience and 
use them to offer a 
full range of tailored 
support to schools.’ 




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Corporate Plan 2008-2009 to 2010-2011 



Our objectives 




‘To develop specialist school and 
academy partnerships with business 
and the community’ 

We will encourage and support specialist 
schools to put the community at the centre 
of their school development plan, developing 
their ability to work with a wide range of 
individuals and organisations and to raise 
achievement for students. 




Specialist Schools and Academies Trust 




We will do the following. 

1 Alongside the DCSF, we will encourage 
schools and academies to become involved with 
the community. 

We will develop and support networks of schools 
and academies to create new partnerships that 
will raise standards and contribute to learning and 
wellbeing in the community. This includes through 
the following programmes. 

• Strengthening community engagement 

• Specialism and extended services - extended 
specialist schools and learning 

• Adult skills and learning 

• Community leadership for teachers and 
head teachers 

• Academies support 



2 We will encourage high-quality long-term 
partnerships that benefit all those organisations, 
schools, academies, businesses and universities 
that are involved. 

We will support networks of schools, academies 
and universities to help them work together so that 
they achieve high-quality, long-term partnerships, to: 

• improve teaching and learning in specialisms 

• encourage all young people to get the skills and 
qualifications needed for higher-level study and 
employment, and 

• encourage students to progress. 



‘We will develop and 
support networks of 
schools and academies to 
create new partnerships 
that will raise standards 
and contribute to 
learning and wellbeing 
in the community.’ 



14/15 



Corporate Plan 2008-2009 to 2010-2011 



Our objectives 




‘To develop leadership and 
foster innovation 

We will work with schools, academies and 
head teachers to inspire teachers to move 
into leadership roles and to develop the 
ability of existing leaders, by designing 
and providing opportunities to develop 
leadership skills. 

We will work with young people to develop 
student leadership and to personalise’ their 
learning experience (in other words, tailoring 
learning experiences to meet the needs of 
the individual). 



We will encourage school-based innovation, 
working with leading academic institutions 
and educational specialists. We will support 
the development of sustainable schools 
(see the glossary). 




Specialist Schools and Academies Trust 



We will do the following. 

1 We will develop leadership skills in schools and 
academies by using the specialist system. 

We will work with schools and academies to design, 
develop and deliver university- approved leadership 
programmes for teachers. We will personalise the 
leadership programmes by developing modules 
that support the programmes. 

2 We will support the delivery of leadership 
priorities by working with the National College 
for School Leadership. This will include: 

• developing leaders - in primary education 

• future leaders 

• London leadership, and 

• the Academy leadership induction programme’. 



4 We will encourage school-based innovation. 

We will encourage school-based development 
and research. We will work with schools and 
families to develop and test new technology 
and ways of teaching and learning including 
the following programmes. 

• ‘Personalising learning’ - we will encourage new 
thinking and practices in teaching and learning 
across all areas of education. 

• ‘System redesign’ - we will develop innovative 
networks to improve professional practices so 
they are more effective. 

• Family involvement to raise achievement - 

we will develop ways of involving families in 
their children’s learning, by encouraging schools 
and academies to review and develop their 
current practice. 



‘We will encourage 
students to get 
involved in the way 
schools are run, to 
contribute to designing 
services, and to have 
more say in what 
happens across the 
education service.’ 



3 We will develop and encourage student leadership. 

We will encourage students to get involved in the way 
schools are run, to contribute to designing services, 
and to have more say in what happens across the 
education service. We will develop a student 
network to support student leadership. 



5 We will work with schools to take the right steps 
to becoming ‘sustainable schools’ through: 

• a school-led network of support for 
professional learning 

• challenging ideas 

• delivering and sharing innovation, and 

• working with DCSF and other partners. 

We will develop and offer a programme that will 
support schools to become system leaders - to 
change the education system, as they develop, use 
and share outcomes to encourage, improve and 
support others to meet National Framework for 
Sustainable Schools levels. 




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Corporate Plan 2008-2009 to 2010-2011 



Our objectives 




‘To develop our organisation to 
achieve results’ 



We will continue to support our organisation 
in its development by providing effective, 
high-quality services that respond to change, 
feedback and new priorities. 





Specialist Schools and Academies Trust 




‘We will continue to 
work with a wide range 
of partners to help us 
achieve our objectives.’ 



People 

We will continue to develop the abilities of our 
staff, and those who work with us who are based in 
schools. As well as normal training methods, we will 
provide online training for staff We will also identify 
development paths for all our professional disciplines 
and work towards achieving Investor in People’ 
status again. 

Within our organisation, we aim to represent all 
the communities we serve. We will promote our 
commitment to all communities, and we will show 
this in everything we do. We will support the 
principles of our equality scheme for race, sex 
and disability by building them into our processes, 
behaviours and programmes of work. 

Leadership 

Our commitments include: 

• continuing to use the European Foundation 
for Quality Management excellence model to 
plan improvements 

• keeping our information and security-management 
systems award ISO 27001 

• keeping our Environmental Management System 
award EN 14001, and 

• gaining the Health and Safety Management 
System award EN 1 800 1 . 

We will bring in the agreed changes to make sure we 
have a strong system to govern our work. 

Policy and strategy 

We will continue to use and review our strategy and 
processes for planning business processes. We will 
use the planning process to help us work effectively, 
after taking account of the environment in which we 
work, and we will use wide-ranging information to 
contribute to our plans. 

We will finish putting recommendations into practice 
from our review of arrangements to manage risk. 



Partnerships and resources 

We will continue to work with a wide range of 
partners including schools, businesses, sponsors, 
government departments, non- departmental public 
bodies (NDPBs) and business partners to help us 
achieve our objectives. 

We will support and improve the head teacher 
steering groups to help strengthen their contribution 
to our work, and to play a part in helping develop 
national policies. 

We will continue to manage funds effectively 
through strong financial systems, concentrating 
on providing financial information and other 
information on our performance, to support 
responsible decision-making and planning. We will 
look at ways to compare our financial performance 
to others by benchmarking, and continue our yearly 
Value for money’ audits. 

We will improve the quality of the information 
available to everyone through our new website, 
which will meet the needs of individual users. 

We will review how we manage, share and keep 
information to make sure that we are efficient. 

Processes 

We will raise awareness of our work and its purpose 
by delivering our marketing and communications 
strategy. We will: 

• build support for the specialist schools, academies 
and all our networks 

• share examples of good practice between schools, and 

• celebrate the success of schools and academies. 

We will develop our communications skills to help 
us deliver impressive conferences and events. 

We will develop a Quality Management System to 
achieve the ISO9001 award. 



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Corporate Plan 2008-2009 to 2010-2011 




The table shows our budget 
programmes and activities. 



split into 





2007-2008 
Actual budget 
£million 


2008-2009 
Planned budget 
£million 


Income 


DCSF Specialist Schools Programme 13.9 


15.3 


Other DCSF programmes 


21.7 


3.9 


35.6 


19.2 


DCSF contracts 


2.1 


10.0 


DCSF subtotal 


37.7 


29.2 


Charges for our services 


- Diplomas (QIA) 


0.0 


35.1 


- Income from schools 


14.2 


14.6 


- Other 


3.9 


4.6 




18.1 


54.3 


Investment income 


0.4 


0.6 


Restricted donations 


1.0 


0.7 




57.2 


84.8 



Specialist Schools and Academies Trust 



Managing risk 



We are committed to using risk-management 
procedures that are consistent with best 
practice in both the public sector and the 
commercial sector. 



In summary, we manage risk by regularly reviewing 
and updating our corporate risk register. 

By managing performance effectively, we can 
manage risk on a day-to-day basis. We look at risks 
in many ways. Each month we check our progress 
against the commitments in the corporate plan, and 
the financial risk register. Operational risk is backed 
up by our reserves policy. We have an audit committee 
that meets regularly and is an important part of our 
approach to managing risk. We also have an agreed 
programme of audit commitments during the plan. 




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Corporate Plan 2008-2009 to 2010-2011 







Specialist Schools and Academies Trust 



Structure and contacts 



Our structure 

We are governed by a board. The trustees support high 
standards of corporate governance, which are the systems 
and processes we follow. We also aim to follow the 
recommendations of the Charity Commission. The 
trustees are listed below. 

Sir James Hill Bt. OBE DL 

Chairman 

Chairman of governors, Dixons academy 

Dr William Cavendish 

Director of Health and Wellbeing, 

Department of Health 

Dr Robin Clarke 

Vice chairman 

Martyn Coles 

Principal, The City of London Academy (Southwark) 

Dr John Dunford OBE 

General secretary, Association of School 
and College Leaders 

Sir Dexter Hutt 

Executive head, Ninestiles Federation 

Judy Moorhouse OBE 

Chair, General Teaching Council for England 

Dame Mary Richardson 

Dr Elizabeth Sidwell 

Chief Executive, Haberdashers’ Aske s Federation 

Nick Stuart CB 

Chairman, National Institute of Adult 

Continuing Education 

Sir Cyril Taylor, GBE 

Chair, American Institute for Foreign Study 



Michael Wilkins 

Executive principal, Outwood Grange College 



22/23 



Corporate Plan 2008-2009 to 2010-2011 




We are managed by the senior management team, 
led by Elizabeth Reid, the Chief Executive. She is 
supported by the following six directors. 




David Crossley 

Director of Achievement Networks 




Jennifer Jupe 

Director of Specialism and Curriculum Networks 




Colin Kerr 

Director of Finance and Corporate Services 




Lesley King 

Director of Academies Networks 




Ian Turner 

Director of Strategy and Programme Networks 




Sue Williamson 

Director of Leadership and Innovation Networks 



Specialist Schools and Academies Trust 



Our contact details 

We are based in central London and have regional 
offices throughout England. These offices allow us 
to work with schools, our partners and businesses 
in the community. We also have offices in other 
countries through our international networks 
of schools. 



Preston Office 

Specialist Schools and Academies Trust 

9 Lockside Office Park 

Lockside Road 

Riversway 

Preston PR2 2YS 

Phone: 01772 730240 

Fax: 01772 732804 



London Millbank Office 

Specialist Schools and Academies Trust 

16th Floor, Millbank Tower 

21-24 Millbank 

London SW1P4QP 

Phone: 020 7802 2300 

Fax: 020 7802 2343 

Email : info@specialistschools.org.uk 

Guildford Office 

Specialist Schools and Academies Trust 

Artillery House 

71-73 Woodbridge Road 

Guildford 

Surrey GUI 4QH 

Phone: 01483 510540 

Fax: 01483 510569 

Peterborough Office 

Specialist Schools and Academies Trust 
Suite A Ground Floor 
3 Commerce Road 
Peterborough Business Park 
Peterborough PE2 6LR 
Phone: 01733 405 770 
Fax: 01733 405 779 

Taunton Office 

Specialist Schools and Academies Trust 
Ground Floor 

Unit 3, Heron Gate Office Park 

Hankridge Way 

Taunton 

Somerset TA1 2LR 
Phone: 01823 446900 
Fax: 01823 444142 



Wolverhampton Office 

Specialist Schools and Academies Trust 
Technology House 
Glaisher Drive 

Wolverhampton Science Park 
Wolverhampton 
West Midlands WV10 9RU 
Phone: 01902 796061 
Fax: 01902 796079 

Stafford Office 

Specialist Schools and Academies Trust 

Unit 7, First Floor 

Greyfriars Business Park 

Frank Foley Way 

Greyfriars 

Stafford ST162ST 

Phone: 01785 782900 

Fax: 01785 782919 

York Office 

Specialist Schools and Academies Trust 

Richmond House 

St Mary s Court 

Blossom Street 

York Y024 1AH 

Phone: 01904 678720 

Fax: 01904678739 



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Corporate Plan 2008-2009 to 2010-2011 



Glossary 



Academies. Academies are publicly funded, 
independent schools that provide a first-class, free 
education to local pupils of all abilities. They bring 
an original approach to school leadership, using the 
skills of sponsors and other supporters. 

They are all- ability’ schools set up by sponsors from 
business, religious or voluntary groups working in 
creative partnerships with central government and 
local education partners. The Department for 
Children, Schools and Families pay the costs of 
running the academies. 

The academies’ programme aims to deliver real 
improvements in standards. Most academies are 
in areas of disadvantage. 

Achievement information. Examination results and 
other measures of student progress and achievement. 

Applied learning. Learning to prepare for the world 
of work. Students involved in applied learning often 
work on real projects set by businesses. 

Designation. Schools awarded specialist status. 

De-designation. Schools that have their specialist 
status withdrawn because they are failing to meet 
minimum performance standards. 

General Advisory Council. See the definition for 
stakeholder advisory council. 

iNet. International Networking for Educational 
Transformation. Our network to encourage 
schools from different countries to share good 
innovative practice. 

International Baccalaureate. An international 
non-profit-making educational foundation, set up in 
1968 in Geneva, Switzerland. The organisation runs 
three programmes for elementary, middle, and high 
schools, which provide schools with an international 
curriculum intended to be acceptable to universities 
around the world. 



Lead practitioners. Outstanding teachers paid to 
work with other teachers in their area, to share ideas 
for improving teaching and learning. 

Non-departmental public bodies (NDPBs). 

Organisations that are not part of a government 
department and carry out their work at arm’s 
length from Ministers, but Ministers are ultimately 
responsible to Parliament for the activities of these 
NDPBs that are sponsored by their department. 
There are four types of NDPB (executive, advisory, 
tribunal and boards of visitors), and they do 
not include public corporations, National 
Health Service (NHS) organisations or public 
broadcasting authorities. 

RATL spectrum programme. A programme aimed 
at local authorities and schools that uses the whole 
national network to find the right in-school support 
to meet the specific needs of a school and has the 
advantage of using head teachers from other areas 
to provide their opinions. 

Redesignation. Schools get back their specialist 
status by meeting the necessary performance 
standards during an Ofsted inspection. 

Special school. A school for pupils with statements 
of special educational needs (SEN), whose needs 
cannot be fully met in mainstream schools. 

Specialism. The curriculum area in which a 
specialist school chooses to focus. Schools can 
choose from 10 specialisms, special educational 
needs or applied learning specialism. 



Specialist Schools and Academies Trust 



Specialist schools. Specialist schools work in 
partnership with private-sector sponsors and are 
supported by extra government funding. Specialist 
schools focus on those subjects that relate to their 
chosen specialist subject, but must also meet the 
National Curriculum requirements and deliver 
a broad and balanced education to all pupils. 

Any maintained secondary school in England can 
apply for specialist status in one of 10 specialisms: 
arts, business and enterprise, engineering, humanities, 
languages, mathematics and computing, music, 
science, sports, and technology. Schools can also 
have any two additional specialisms. 

The ‘Specialist School Programme’ promotes 
improvement by giving opportunities for schools 
to work to their strengths, which allows them to 
deliver effective teaching and learning in their 
specialist area of expertise, as well as across the 
curriculum, and to drive innovation. 

Specialist schools work with named partner schools 
for the benefit of students outside their own school 
boundaries, and with other groups of people in the 
community. This makes sure the programme has an 
effect by helping to create wide-ranging networks 
that share good practice, expertise and knowledge. 

Specialist dividend self-review tool. This is our 
online tool kit that helps schools to review and 
assess their progress as a specialist school, and 
measure their ‘specialist dividend’, which is the 
additional value that specialist status gives them. 

Specialist system. A term used by Charles Clarke, 
former Secretary of State for Education, to describe 
the time when almost all secondary schools in 
England would be specialist. The term was used 
to suggest that groups of specialist schools with 
different specialisms could work together to give 
higher standards of education than any one school 
could on its own. 



SSAT consultant head teacher. Usually, a practising 
head teacher of a secondary school who we have 
approved to give advice and support to other schools. 

SSAT consultant school. A school that we have 
approved to give advice and support to other 
schools, using staff from senior leaders through 
to expert classroom teachers. 

Stakeholder advisory council. The SSAT’s 
stakeholder advisory council, which we call our 
General Advisory Council, consists of no more than 
30 people appointed by the board, who between 
them have a wide range of educational experience 
and expertise. The council, which meets twice a 
year, advises the board on developments in the 
secondary education sector, to help the board 
to develop its strategy and policy. 

Sustainable schools. These are schools that aim 
to teach young people to care for themselves, for 
others and for the planet. A sustainable school 
prepares young people for a lifetime of sustainable’ 
living, through its teaching and its day-to-day 
practices. These schools are guided by a 
commitment to: 

• care for ourselves (our health and wellbeing) 

• care for others (whatever their age, culture or 
where they live), and 

• care for the planet (both locally and worldwide). 

The board. The board of trustees of the SSAT. 

Trust school. A state-funded school supported by 
a charitable trust. The trust is made up of a range 
of partners that includes businesses, universities 
and colleges. The trust appoints school governors 
and supports the school in many ways to give new 
opportunities to young people. 



Crystal 

Mark 

17184 

Clarny approved by v 

Plain English Campaign 




Specialist Schools 
and Academies Trust 

The Schools network™ 



Contact us 

Specialist Schools and Academies Trust 

16th floor Millbank Tower 

21-24 Millbank 

London 

SW1P4QP 

Phone: 020 7802 2300 
Fax: 020 7802 2345 
Website: www.ssatrust.org.uk 
Email: info@ssatrust.org.uk 



Charity no. 296729 
Registered in England 
Company no. 2124695 
ISBN 978-1-906524-09-8 

Printed August 2008 

Photography: John Cobb 
Design: Hudsonfuggle 
Print: Impact Print Solutions 

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EFQM \J 



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INVESTOR IN PEOPLE