Our Beliefs
Schools retain their identity but there will be a different way of working.
Inclusion extends beyond special school settings and children with SEND.
All learners receive a tailored offer based on their needs.
Effective communication is integral to successful working partnerships.
It is possible for additional needs to be met without an EHCP.
Successful school improvement is achieved by settings accepting responsibility.
Working within our Trust should be a pleasurable experience.
Like the four rivers, we each serve a very different learning community as we meander towards a central meeting point that promotes the key principles of our family of schools.
Each of the four rivers or pathways promotes expertise in a particular educational genre.
Our Behaviours
Communication must be timely and planned, effective and accurate using face to face forums where possible.
Leaders should be active and visible effectively developing trust, relationships and credibility.
Leaders should identify and acknowledge effective practice.
Leaders should challenge performance, practice and where necessary give support.
Leaders should promote a sense of bonding, create trust, ensure that those working within the Trust gain pleasure from it.
Leaders must promote a sense of professional honesty.
All those within the Trust should transfer professional knowledge, share joint CPD and benefit from mentoring and coaching opportunities.
Our Purpose
Deliberately provide an inclusive offer for all learners.
Create understanding that schools are part of a bigger system.
Create a reciprocal process in which we learn both from and with others.
Develop skills that empower settings to take ownership over development.
Build trust, relationships and credibility.
Work effectively with external agencies – entering into effective partnerships to meet the needs of learners within the Trust.