More than 200 CET staff are now working collaboratively to further drive up standards at its eight primary and three secondary schools.
The trust has set up 23 School Improvement Teams (SITs) and Collaborative Groups as it believes that by working together all its schools are in a stronger position. There is no improvement for pupils without improvement in teaching, and no improvement in teaching without the best professional development for staff.
Working as a trust there is a clear accountability structure for school improvement and the SITs bring much needed capacity and expertise to support specific schools with their improvement journey.
Chief Executive Lorrayne Hughes said: “One of our priorities this year is raising standards, opportunities and aspirations across the trust.
“It is our intention that all CET schools improve year on year. Our ultimate aim is for each of our schools to be great. The School Improvement Teams are a new and exciting opportunity for staff to get involved and shape future success.
“By working together, we learn from each other, improve our schools and reduce workload for all.
“Collaboration is at the heart of CET, by working as one our schools are all in a better place.”
CET’s vision is to secure the best education and outcomes for all its young people by providing them with a happy, healthy and safe environment where they can ﬂourish and fulfil their potential to ‘be the best they can be’.
The trust’s impact is now being recognised both locally and nationally; Longtown Primary achieved its first ever Good Ofsted rating in 2019 and Tebay Primary reached the same marker shortly before inspections were suspended due to Covid-19.
Kath Pigdon, Deputy Headteacher at William Howard School in Brampton, is leading the Behaviour for Learning SIT.
She said: “A focus on creating a positive learning culture in all trust schools has been one of the main priorities this year. To ensure the best possible behaviour, we model, teach and reinforce behaviour, not just expect it.
“The group has shaped practices within the classroom and across the schools.
“As a result, there is a positive difference in the behaviour data each school collates and reports on and, more importantly, a noticeable difference in positive school culture amongst staff and students.
“Sharing and shaping our back-to-school strategies highlighted further the power of School Improvement Teams.”
Sophie Shore, a teacher in her third year of teaching at Caldew Lea Primary School, said: “Leading the Upper Key Stage Two SIT is a challenging but really rewarding experience. It is fantastic to be working across the eight schools helping the staff to share ideas and improve opportunities for our pupils.
“This is giving me the opportunity to learn from colleagues and to take my first steps into leadership with support from an experienced mentor, shaping the future of our children and their education.”