The Warriner Multi Academy Trust
Registered in England & Wales Company No. 9696059

School Improvement

School Improvement

The strategic school improvement team comprises the Headteachers from each MAT school. Headteachers from schools planning to join the MAT are co-opted onto the team so that they begin collaborating on school improvement whilst undergoing conversion. These schools are also able to take part in all MAT inset and CPD programmes. Heads provide support for:

Sharing and comparison of data

Monitoring and evaluation


CPD delivery

Specialist tracking support

Teaching and learning support

Curriculum development

Further expertise is provided by SIPs and a Primary consultant. The school improvement model is based upon collaboration and operates in the following way:


This flexible model enables us to respond quickly to local and national issues. By developing key issue based hubs, staff across all our schools are able to work collectively and collaboratively, thus saving time and resources. The changing nature of these hubs also enables us to build capacity through up skilling key staff.

 School Improvement Growth Model

As the MAT grows, the current “small cluster” school improvement model will no longer work. The structures that evolve need to retain the local, collaborative working that is at the heart of what we do.

Current Cluster model of four to six schools:

We also currently run a flexible hub structure based upon identified issues and best practice match. These changing groups of staff work together to support each other in addressing identified progress gaps such as phonics or maths. Such hubs are also used to work together to respond to changes such as the development of new data systems. Because this structure is not fixed, it can be adapted as further schools join, depending upon their skills and areas for development. These “task and finish” hubs have a finite timescale and deliver against agreed action plans. These actions plans are reviewed by the Headteacher Leadership Team and progress is reported to the School Improvement Directors Committee.

If the MAT were to grow beyond 8-12 schools, organisational complexity would necessitate additional leadership layers such as the instruction of regional directors from both primary and secondary phases.