We will open minds and open doors for our pupils, our staff and our communities by:
Our immediate objectives in the strategy are to:
Our educational ethos is underpinned by our values of thinking big, doing the right thing and team spirit.
There are wonderful examples across the trust of innovation both in and out of the classroom. From Mansfield Green E-ACT Academy’s reading pods to Ilminster Avenue E-ACT Academy’s acclaimed music programme, every lesson is creative and designed to encourage curiosity.
Just as much learning happens outside of our classrooms through exciting extra-curricular activities in the arts, sports and clubs and societies. We are proud that every one of our Year 5 pupils will spend two nights on the Isle of Wight on a sailing residential without cost to their families.
With 28 academies across the breadth and depth of England, E-ACT’s network of support and educational expertise is considerable.
With such scope comes the requirement for robust structure and process, and through our regional structure, we have established a model that enables continued academy improvement.
We support our 28 academies through two regions, North and South, each of which is led by regional education directors (RED) and regional operations directors (ROD) and is supported by a team of experts in areas like safeguarding.
Another striking innovation of our governance model are our E-ACT Ambassador teams. Comprised of people who share a great passion for their academy, ambassadors play a crucial role in helping trust leaders to deliver our organisational strategy, Opening Minds, Opening Doors.How we work
Our academies can collaborate and share ideas with one another in ways that schools may not be able to.
Should a teacher of history at The Crest Academy in London wish to seek advice on part of the GCSE history curriculum, they have the option to call on every other teacher of history within the trust for assistance.
Our academies can also rely on support, when it is needed, from our regional experts on both educational and non-educational matters. Our regional education directors, for example, will work very closely with the headteachers in their regions on everything from curricula development to classroom strategy.
For the teacher that joins an academy trust there are significant benefits too. Should a mathematics teachers aspire to become a head of department, they can maintain their employability within the trust but find a head of mathematics job in another of our academies.
Most importantly by being part E-ACT we all feel part of something much bigger. Our responsibilities go far beyond the four walls of a single academy, and extend to people and their communities across the country.
Sadly one in 10 children have been clinically diagnosed with a mental health disorder in the UK – that is around three children in every class.
This brings into focus our responsibility to help pupils maintain and manage their mental health. In 2017 we introduced a mental health first aid programme to train staff to understand and recognise the early warning signs of mental health problems.
We have now trained over 1,400 members of staff in youth and adult mental health first aid, and we are well on the way to achieving our goal of training every member of E-ACT staff in mental health first aid.