This document outlines strategies for developing students including: improving literacy and numeracy skills; delivering a knowledge-based curriculum; setting targets to encourage progress; using intervention to address mistakes; and developing character through leadership skills and a strong sense of purpose. It also discusses empowering students by modifying behavior, sharing good practice, owning their development and career growth, and allowing them to influence policies.

1.  Developing their literacy and numeracy skills so that
they can fully access the curriculum
 Developing their intellectual capacity through the
delivery of a knowledge based rich and relevant
curriculum
 Encouraging aspiration through the setting of pupil
targets based on four levels of progress
 Using the ‘5 Learning Cycle’ approach to ensure depth
in their learning
 Using high quality intervention in the final week of each
Learning Cycle to help correct their mistakes,
misunderstandings and misconceptions
 Issuing each teacher with a copy of the Trust’s
Pedagogical Practice booklet so that they can align
themselves with the best evidenced based practice
 Developing the highest standards of teaching in each
academy through personalised professional
development programmes based on the outcomes of
lesson observations and guided learning walks
 Developing rigour in their assessment capabilities
through cross-trust moderation
 Using the Trusts ‘teaching support team’ to work
alongside individual teachers so as to improve their
pedagogical practice
 Holding them to account through a philosophy of high
expectations and no excuses
 Using the ASPIRE code to help develop their aspiration,
self-esteem, endeavour and resilience
 Equipping them with the strength of character to step
outside of their comfort zone
 Further developing their character through the nurturing
of their leadership skills
 Developing in them a strong mission based philosophy
 Providing them with a strong sense of purpose and
direction
 Providing them with a personal coach and mentor to help
improve their classroom practice
 Helping develop their self-confidence so that they can
step outside of their natural comfort zone and challenge
their own practice
 Empowering them to act as leaders to enhance their self
-confidence and self-esteem
 Empowering them to modify their own behaviour
through the application a Trust wide system of rewards
and consequences so as to maximise their engagement
in the learning process
 Enhancing their aspirations and personal flight path
through world of work speakers and regular visits to
universities
 Empowering them to share, and learn, from good practice
across the Trust
 Empowering them to own their own professional
development and personal flight path
 Empowering them to change Trust policy and practice
through ‘mastery, autonomy and purpose’ projects
 Empowering their career growth through active
participation in the Leadership Institute