The ethos of the Trust is very clear. It was formed by local Heads, governors, and other stakeholders to ensure high quality education for children within our local community during these very turbulent and changing times. We all believe that no school should work alone and that by working together we can deliver higher standards, more opportunities for children and fantastic opportunities for staff development.
We were the first trust of its kind in the country where non C of E schools and C of E schools came together to form a local multi academy trust. As such, each academy has its own distinctive nature and ethos, but underpinning this is our shared vision for high quality education for local children. The academies have agreed, therefore, to support each other in any way possible and this has already led to many exciting joint school projects which are proving beneficial, not only for the children within the Trust, but also for the development of staff working within the Trust.
The day-to-day local operation of each academy remains the responsibility of the Headteacher, their staff and the Local Governing Body. Both the Board and the Local Governing Bodies are supported by various Committees. To view the Vale Academy Trust Structure Chart CLICK HERE. To see the current Scheme of Delegation CLICK HERE.
Our aim is to ensure that every child within the Trust has access to high quality and exciting education from 2-18, with staff being able to focus on the important aspects of Teaching and Learning whilst leaving the non-teaching aspects of the Trust to a dedicated specialist support team.
At the same time, the Trust is engaging with other stakeholders within education across our region to help develop our vision for the Trust. This includes discussions with Oxford Board of Education so that we will be able to welcome current voluntary aided (VA) schools into our Trust from September 2018. We are also talking with other local multi academy trusts to strengthen our collaborative style of working, which may, in future, lead to a closer working relationship with regard to both Teaching and Learning and School Improvement, and an expansion of ‘back office’ support.