The Education Improvement Offer

Pope Francis CMAT offers schools a collaborative, mission-led partnership rooted in unity, inclusion and impact. Inspired by our mission “Unity happens when we walk together” we work alongside schools, providing challenge, support and expertise shaped by need - never a one-size-fits-all approach.

Needs based analysis

Our work across the Trust is rooted in needs-based CPD and a strong belief that improvement does not happen in isolation. Professional development is carefully aligned to school priorities such as teaching and learning, literacy, attendance, and CSI and Ofsted readiness. Teaching assistants are included meaningfully in this work, ensuring consistency and impact across classrooms.

Using high performance best practice

Training is a key driver of improvement, particularly in developing middle leadership and Catholic leadership capacity. Each school has committed to providing 2 hours of CPD for its staff each week. This happens on the same night each week to ensure staff across the schools are able to collaborate and work together effectively.

Inclusion sits at the heart of our strategy. There is a clear and deliberate focus on SEND and inclusive practice, supported by increased staffing, clearer roles, and structured training built around an agreed framework. While reducing workload remains an ongoing challenge, this approach ensures staff feel supported and confident in fulfilling their responsibilities.

The impact of this work is evident in growing confidence and rising numbers. Schools are increasingly seen as a school of choice as a result of increased confidence withing their communities. At The Salesian Academy of St John Bosco, the number on roll has increased by over a third in three years and in Sacred Heart the numbers in Year 7 have increased by 40% in two years. Both schools have waiting lists for Year 7 applications. This growth reflects trust in the quality of education and the culture we are building by walking alongside schools, rather than imposing change.

A collaborative approach

We operate as a learning community, working closely with partners including the Local Authority and the Archdiocese. Trust-wide events such as our Mission Day and Celebration of Reading events exemplify our collective approach, reinforcing shared values while celebrating individual school identity.

Attendance, behaviour, and safeguarding are addressed through robust systems and shared accountability. Attendance strategies are informed by clear impact data across both primary and secondary phases. Behaviour systems are regularly reviewed, drawing on Ofsted feedback, staff surveys, and suspension data to ensure they are supportive and effective. Safeguarding is strengthened through Trust reviews, dedicated safeguarding leads, and targeted DSL support, alongside trust-wide recruitment and wraparound provision.

We also place strong emphasis on enrichment and entitlement. All pupils benefit from a common enrichment offer, including opportunities such as Maths Olympiads, sports, and charitable activities, ensuring a broad and balanced experience beyond the classroom.

In the primary phase, collaboration is particularly strong. Schools engage in Maths Hub work, curriculum development, and SLE-led common approaches.

Networks support EYFS, SEND, reading, and maths, all operating within a Professional Learning Community (PLC) model. A shared needs-based analysis informs targeted support, alongside common self-evaluation processes that strengthen governance and inspection readiness. Assessment practices are informed by high‑performing best practice.

In the secondary phase, work is underway to establish greater consistency through a common maths curriculum and shared expectations, building coherence and supporting progression.

By September 2026, in addition to A Head of Secondary School Improvement and Head of Primary School Improvement we will also employ:

• Head of Maths and Foundational Numeracy

• Head of Teaching and Learning and Foundational Literacy

• Head of Early Years School Improvement

• Head of Catholic Life

• Head of SEND and Inclusion

• Specialist Dyslexia teacher

• Head of Attendance

They will work with schools day in and day out provide advice, support and challenge.

Overall, the Trust’s approach is defined by collaboration, clarity, and capacity-building. By aligning training, inclusion, systems, and curriculum development within a shared framework, we are creating sustainable improvement that supports staff, meets pupils’ needs, and strengthens schools for the long term.