15 5. School Improvement frequently asked questions and answers a. How many schools are in the Trust? Currently there are 12 schools in the ODBST. b. Of these, how many are requires improvement category schools and how many are good or outstanding? Of the schools in the ODBST, 1 school is not yet good – all the rest are good schools. The Downley joined the ODBST as a sponsored school as it was graded as an inadequate school. The school joined the ODBST on 1st September 2023. c. What difference has the ODBST made to the schools within it? There are various measures and metrics that could be used, although their validity varies. If looking at Ofsted, our schools which have all been inspected over the last 18 months have all remained good schools with specific reference given to the contribution the ODBST team has made to their effectiveness. Evidence suggests we have positive impact on the quality of education, assessment and tracking of pupils’ outcomes; challenge and support cycles; governance, including LGB training, HR services, safeguarding support, well-being initiatives, and leadership development at all levels. d. Is the O T’s focus tomaintain good and outstanding schools or to bring up failing schools? The ODBST is a trust open to all schools and we do not nor will the DfE allow us to cherry pick specific grades of schools. We have had a run of good schools join us, but this has given us the capacity to extend the offer of support and a possible home to schools causing concern such as with The Downley. This is important given our Christian foundation and, also serves to give our leaders and managers the opportunities of providing system leadership in other schools – which is a key driver for schools who wish to be rated as outstanding. e. Who makes decisions regarding the Curriculum? The devolution of decisions and accountability is set out in our scheme of delegation. The curriculum is a delegated responsibility to Local Governing Bodies. The ODBST produces an overarching curriculum statement and provides guidance on areas where trustees need to remind LGBs of their statutory responsibility – i.e., sex and relationships education. In setting out these guidance/policy statements the directors do not seek to dictate the content of the curriculum or what is taught. Officers will monitor LGB decisions on the curriculum through their visits. Academies are able to offer a more flexible curriculum, but they are required to provide a ‘balanced and broadly based curriculum’. The teaching of English, Maths, and Science would, of course, remain central and as a church school RE would be important. The teachers and governors will work with the ODBST to implement the curriculum to best meet the needs of its pupils using the freedoms available to it.
RkJQdWJsaXNoZXIy ODA2Njk=