Our Purpose

Our purpose is to enable our children to have choices about their lives on transition to adulthood.

Everything we know tells us this is decided in early childhood.

  • Our first job is to support and extend learning for pupils to provide them with the skills and knowledge to make those choices.
  • Our second job is to make sure no child is ignored, no family is unsupported and no life is wasted, by providing intervention at the earliest opportunity.
  • Our responsibility to education is to provide an environment where practitioners can collaborate, learn from each other, take risks and reflect.


Our Aims

The trust has a responsibility to ensure all LEARNERs are;

  • In a good or better school
  • Taught by good and better educators
  • Achieving outcomes that prepare them for their next stage of education
  • Spiritually, morally, socially and culturally aware
  • Receiving consistency of high expectation and wide opportunity

Our Values

To use collaboration to;

  • Ensure the Trust’s core policies for early intervention, teaching and learning, behavior management and barrier removal are at the centre of our work.
  • Increase the capacity for schools to develop and sustain highly effective safeguarding provision for the learners in our care.
  • To focus the work of the Trust on removing barriers to allow schools and staff to work effectivel. 
  • Provide intervention in inverse proportion to success.
  • All staffing pay, terms and conditions will (continue to) reflect local and national benchmarks.
  • All staff will be employed by the Trust and any vacancies/ needs will be advertised internally and externally.

We will not;

  • Make one school weaker to make another school stronger.
  • Create workload over (long-term) capacity.
  • Give up on a pupil or their family.

Academies are not a solution, they are an opportunity for change. In the LEARNERs’ Trust we can;

  • Improve your financial performance by approximately 5% (and any gains made in top slice from LA to academy);

– Increasing value

– Reducing costs

– Centralising processes and services

– Allowing schools to be entrepreneurial

  • Improve capacity in your school to allow it to focus on improvements in teaching and learning;

– Utilising increased financial resources to purchase capacity

– Making effective use of electronic systems (fully supported)

– Providing model policies that reduce workload

– Provide shared staff solutions

  • Improve your access to a CPD offer by;

– Employing the services of a large teaching school which is free at the point of use

– Collaborating at all levels around self designed agendas and core policies for adaptation by each school

  • Fix broken things on your behalf if you want us to/ things are broken