While we cannot know the future, the purpose of the CLF Strategy 2030 is to ensure the CLF is prepared and focused on meeting the challenges of this decade, while also providing hope and opportunities to our learners, our people and our communities; it is against the ideals of this narrative that work of the trust is monitored and its future success judged.

Steve Taylor, CEO - Cabot Learning Federation

Our Core Strategy

Equity Through Education is underpinned by three core strategies central to all trust activity. They guide decisions around development and improvement, while adhering to our commitment to create equity of opportunity, promote inclusion, remove disadvantage and reject discrimination.

Our Sub-Strategies

Designed as enablers of our core pillars, these seven sub-strategies transcend teams and departments to resonate throughout the CLF. Driven by senior members of staff and reviewed annually, these ambitions will contribute to the sustainable development of the trust.

EDI
Wellbeing
Digital
Voice
Leadership
Operating at Scale
Environment
  • Unwavering commitment to advancing equal opportunities for all, eliminating discrimination, and upholding CLF values of equity, equality, diversity and inclusion.
  • Ensure the Trust remains a place where everyone feels they belong and supported to succeed.
  • Support the drive to diversify the CLF workforce to reflect the diverse communities we serve.
  • Grow EDI Networks which create safe spaces for children and adults to be themselves.
  • Provide resources to help staff and students positively and proactively manage their wellbeing.
  • Ensure support is signposted and easily available if people are struggling.
  • Further evolve a wellbeing curriculum which aligns with our goal of self-agency.
  • Play an active role in communities which supports equitable access to mental health services for all – particularly those experiencing disadvantage.
  • Enable all staff and pupils to safely and effectively work and learn anytime, anywhere.
  • Be future-seekers, equipped and ready to adopt technology which has ‘crossed the chasm’.
  • Give people the right tools to support their work, and train them to excel.
  • Embrace technology which supports partnership ambitions within the community and across clusters and wider education system.
  • Be a listening organisation which puts its people at the heart of strategic choices.
  • Nurture cohesive and coherent systems which gather and understand stakeholder views.
  • Maintain strong understanding of our trust and its impact through the eyes of our communities.
  • Be a model for CLF students, staff, families and communities to use to enact societal change
  • Utilise Trust experience to develop leadership to meet the challenges of this decade.
  • Raise standards by investing in capacity and expertise across the Trust.
  • Nurture a leadership culture which sustains a high-performing Trust which improves as it grows.
  • Empower leaders to take ownership of improvements which raise standards
  • Deploy the right resource at the right time to deliver maximum impact.
  • Establish efficient and effective systems which add value and support core priorities.
  • Build a scalable model which enables both standardised and empowered future growth.
  • Develop a new financial operating model, shaped by the above outputs, which delivers successful outcomes.
  • A shared commitment to reducing environmental impact which will see all schools hold Eco Schools Green Flag status.
  • An annual environmental conference where green champions can showcase positive action in schools.
  • Deep pupil engagement in environmental matters, supported by the CLF curriculum.
  • Provide data to help schools understand and reduce their impact through behaviour and technical change.

Strategy In Action

10
Mar

Broadoak Academy Stages West End musical

 

The inimitable Mary Poppins flew over the rooftops of Weston-super-Mare and into the auditorium of Broadoak Academy for two supercalifragilisticexpialidocious sell-out shows.

In a story based on one of the most popular Disney movies of all time and a Broadway musical that played for over 2,500 performances and received multiple Olivier and Tony Awards nominations, the Broadoak Academy cast captured the hearts of all who the watched the performances.

Mary Poppins (played by Nikki Plows, Year 7) and Bert (played by Scarlett Davidson, Year 9), headed up a cast and crew of more than 30 students, ranging from Year 7 to Year 11. Students worked extremely hard to produce a magical show, giving up hours of their own time and rehearsing since last November.

The plot is centred around Edwardian London, where yet another nanny resigns from keeping an eye on George Banks’ boisterous children, Jane and Michael. But then, as if by magic, a new nanny – the enchanting Mary Poppins – lands on their doorstep to take control of the situation. Thrilling adventures alongside her Cockney performer friend, Bert, pave the way for a wonderful transformation.

Naomi Aves, Head of Creative and Performing Arts said, “It is always an immense pleasure working with our students outside of the classroom. This was our first fully staged production since before Covid and for most of our cast and crew, the first time they have been involved in a show like this. I am incredibly proud, not only of how they have developed as individual performers but together, how they have contributed to rebuilding the performing arts community at Broadoak Academy.”

 

ENDS

10
Mar

Uphill Pupils Win CLF Big Bake

Pic left to right Tony Searle, Steve Taylor, Rhiana Ahmed, Olivia Boardman, Marianne Stewart and Claire Morris.

Primary and secondary students from across the Cabot Learning Federation came together to battle for glory in the trust’s annual CLF Big Bake competition.

Pupils from schools in Bristol and Weston took part in a fiercely competitive contest to prove their baking prowess and be crowned as champions.

The Primary winners were Olivia Boardman, Rhiana Ahmed from Uphill Primary Academy. The secondary winners were a team from Lime Hills Academy.

Held this year at Winterstoke Hundred Academy, the competition saw a team from each CLF school invited to participate in the third annual bake-off.

Showcasing the bakers’ creative flair and technical ability, each school team presented six cupcakes with the theme of the ‘environment’ to CLF CEO Steve Taylor and special guest judge and Junior Bake-Off runner-up Robbie Hedges.

The amazing selection of cupcakes were blind tasted, and points were awarded for taste and links to the main theme of the environment.

While the cake tasting took place, the oven gloves were off in a live technical challenge. Primary school pupils were asked to design and make a pizza while secondary pupils were challenged to make (and flip!) the perfect pancake. These again were marked by the judges and added to each academy’s overall score.

Before the winners were announced, judges praised the baking on display and noted the incredible effort students had put into the competition. Judging the competition were Steve Taylor CEO of the Cabot Learning Federation, Tony Searle Principal of Hans Price Academy, Marianne Stewart Pastry Chef, and Claire Morris local restaurateur and North Somerset Liberal Democrat councillor.

Kate Richardson, CLF Executive Principal, said: “The CLF Big Bake is a great opportunity to inspire our future bakers, and show pupils they are a part of something bigger; our wider CLF family of schools.

“Today has been brilliant, so big thanks to all of our wonderful pupils for taking part.”

24
Feb

Ofsted: Evergreen rated Good with Outstanding features

Evergreen Primary Academy has been rated ‘good’ by education watchdog Ofsted, with inspectors praising its ‘outstanding’ leadership and pupil development.

The inspection report heralded Evergreen as an ‘inclusive and diverse’ school, where leaders ‘go above and beyond’ in support of pupils. Inspectors also commented on Evergreen’s high standards of behaviour, pastoral support and safeguarding, as well as its ‘drive for excellence’.

The assessment represents a seismic leap from Evergreen’s previous judgement of ‘inadequate’ – an improvement which reflects the hard work put in by all staff at the academy.

Ofsted’s report said: “Pupils are at the heart of this inclusive and diverse school. The Evergreen values of ‘be safe, respectful and caring’ are lived out by all members of the school community. Parents are overwhelmingly positive about the education their children receive. One parent commented that ‘Evergreen Primary Academy is a school that provides a healthy environment for children to study’.”

Principal Jan Saunders said: “I am delighted for the school and the community that it has been recognised that the Academy provides a good educational offer which enables our pupils to achieve well and are very well supported in developing as citizens. We look forward to our onwards journey and the exciting future for the community.”

Ofsted’s inspection team offered a glowing endorsement of Evergreen’s provision in a number of areas.

On leadership, inspectors said: “Leaders have high expectations of what all pupils can strive towards. Pupils develop positive attitudes to their learning. Leaders provide pupils with a wide range of opportunities beyond the curriculum. These include being members of the academy council, eco-committee and e-safety champions.

“Leaders provide exceptionally well for pupils’ personal development. They go above and beyond to ensure all pupils build character and self-confidence. Pupils have a personal, social and health education curriculum that enables all to develop into responsible citizens. Staff provide extensive opportunities for pupils to talk about current issues. Pupils feel confident to bring their own experiences into debates and discussions. As a result, they contribute positively to their community and the wider world.”

“Leaders give detailed and careful consideration to pupils’ personal and emotional development. Pastoral support is highly effective. Staff work together to create an environment where all pupils feel respected and valued. Pupils enjoy coming to school.

“Leaders are extremely ambitious for all pupils, including the most disadvantaged and those with special educational needs and/or disabilities (SEND). They lead with a strong determination that all will succeed. Over time, leaders have been highly systematic and effective in their approach to school improvement. As a result, the vast majority of pupils are very well prepared for the next stage of their education.”

On pupils with English as a second language, Ofsted said: “Leaders prioritise reading. Many pupils join the school with little knowledge of the English language. Staff adapt the phonics programme to.

meet pupils’ individual language needs, including visual prompts and signing. Leaders ensure staff have the expertise to support those who find the early stages of reading tricky.”

On pupil behaviour, inspectors said: “Pupils build effective and highly positive relationships with adults. They behave well in lessons. Low-level disruption is rare. Pupils understand what bullying is. They say it can happen but that adults sort it out quickly.

“Pupils understand the high expectations for behaviour. They are respectful towards each other and staff. As a result, the school is a calm and purposeful place to learn. Pupils understand that ‘a little kindness goes a long way’. Where some pupils struggle with their behaviour, staff deal with this calmly and place the needs of the pupil at the fore.

“Pupils learn across a broad range of subjects to develop their knowledge and understanding. Subject leaders know their subjects well. In mathematics, teachers carefully check pupils understanding and use this information to inform their teaching. This enables pupils to make rapid progress from low starting points. In the early years, the focus on talk helps younger children to develop their language skills well. Subjects across the wider curriculum are planned to raise aspiration and reduce social disadvantage.”

On pupils with SEND, Ofsted said: “Leaders know their pupils very well, including those with SEND. Their close working with families ensures pupils’ needs are carefully identified. Staff provide tailored support, including for those pupils with social and emotional needs. This ensures pupils access learning effectively.”

On governance, they said: “Trust leaders and members of the academy council are highly knowledgeable about the school’s work. They provide considered challenge and support to leaders to help maintain and continue the drive for excellence. Morale is high and decisions are always made in the best interests of pupils.”

And on safeguarding Ofsted said: “The arrangements for safeguarding are effective. Leaders, including those with governance roles, keep a meticulous check on safeguarding processes, including those when assessing the suitability of staff to work with pupils. Staff fully understand their responsibilities. A culture of vigilance exists. Staff are well trained. They are confident in reporting concerns, however small, through effective and well-known procedures. Staff record concerns well and know these are taken seriously by leaders.

“Pupils feel safe. They know not to talk to strangers. Pupils are taught about safety throughout the curriculum, including keeping safe online and in the local community.”

CLF Executive Principal Kate Richardson said:

“We are delighted with the outcome of the inspection at Evergreen Primary Academy; this school sits at the heart of our trust and has, over time, benefitted from the support and guidance of many leaders within the Cabot Learning Federation. We are deeply invested in this community and couldn’t be prouder of our children, colleagues and families.”

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CEO: Mr Steve Taylor
Federation House
King's Oak Academy
Brook Road, Bristol
BS15 4JT
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Registered Company: Cabot Learning Federation
Company No: 06207590
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