“We will recruit, develop and retain great people” THREE-YEAR PEOPLE STRATEGY FOR 2022-2025
23 DEVELOPINGOUROURINTRODUCTIONVISIONVALUESOUR PEOPLE STRATEGY 2022-2025 OUR PEOPLE STRATEGY contents 0907050504 NEW COLLABORATIVE LEARNING TRUST
Focusing on the above foundations, it is our intention to make the Trust stronger, more agile and more cutting edge, leaving us better able to respond to the ever-changing environment.
Richard Fletcher CEO - New Collaborative Learning Trust
Diane Heritage Chair of the Board of Directors
Our People Strategy is less about structure, it’s about relationships, learning, support and ultimately increasing opportunities for our staff. It will allow us to maintain a family
• TOIL accrual
• recruit and retain great people
RECRUIT & RETAIN PROFESSIONALPRIORITISEDEVELOPMENT ENGAGEMENTEMPLOYEE SUCESSIONPLANNING COLLABORATIVELEARNINGCULTURE WELLBEINGPROMOTEHEALTH&
of schools and colleges that pride themselves on recruiting and proactively developing and retaining great people, through putting staff at the heart of everything we do.
• QA cycle including subject deep dives
“Our colleges and schools will make a significant difference to the lives of young people. As a result, together we will make a positive contribution to social mobility”
• Intelligent accountability
*PEERS = Powerful, Easy, Emotionally compelling, Reachable, Specific.
• Staff surveys care
Our three-year People Strategy, commencing September 2022, will help the Trust achieve its over-arching strategic priorities, ensuring the right people are in place to provide the relevant experiences and opportunities, whilst at the same time delivering the outcomes we desire. The world is changing fast, and the thinking behind our People Strategy must keep up, making certain that we are future-proofed and ready for the unexpected.
• manage talent by effective succession planning
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• No meetings after college (where possible)
• focus on employee engagement
• promote health and wellbeing in order to create a healthy workplace
our vision
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We will make our schools and colleges great places to work and become talent architects at the same time.
OurintroductionPeopleStrategy
• Wellbeing charter
• Wellbeing co-ordinators
TO BE CONSIDERATE OF OTHERS & THEIR NEEDS
Our People Strategy is underpinned by the Trust’s five core values, which characterise the way we seek to work. Our People Strategy will ensure:
• further develop a collaborative learning culture
There has never been a more opportune time to celebrate our most important and influential assets, our people.
• Flexible working requests considered
• Staff voice
• Workload reduction
• APR process – performance and values/ behaviours driven
• Whole College/School reviews challenge
• Strategic intentions – social mobility
• Upfront PEERS* goal setting (college, school and personal)
Creating an environment that makes people want to join and to stay will ultimately benefit our students and the wider Trust. Students who have an outstanding teacher will benefit enormously, thrive and flourish, and will be fully equipped for their next stages in life.
• Staff first culture
• Curriculum intent
• Distributed leadership – delegated responsibility
Recruiting, developing and retaining great staff will result in strong outcomes and experiences for our students.
Our People Strategy outlines how we intend to:
people first, professionals second
TO HAVE OURSELVESEXPECTATIONSHIGHOF&EACHOTHER
• prioritise professional development at all levels
• College and School SAR/QUIPs/reviews
• ECT framework (remission, mentor)
high expectations, high support
our values
• EAP support
• Frequent learning walks
TO BE DEDICATED, RESILIENT AND STRIVE FORIMPROVEMENTCONTINUOS commitment TO LEARN FROM EACH OTHER FOR THE BENEFIT OF ALL collaboration
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reviews
• Layered CPD programme (Trust, college, school and individual) Evidence-informed CPD Magpie days ECT mentoring Leadership training (NPQ and Middle Leaders training) Individualised professional development plans Coaching Coached lesson observations
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• Staff
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• New staff 2/3 month and 6 months reviews New staff coached lesson observation Developmental learning walk feedback Staff voice Staff suggestion box SLT open door policy and accessibility
open and honest, but kind
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committee •
• Working
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teamwork and sharing good practice
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Developing Our People 2022-2025Strategy
IN SUMMARY
committee • Sustainability committee •
Our People Strategy will accompany the Trust’s three-year Strategic Plan, working hand in hand, helping us to achieve our strategic goals. It is owned and delivered byTrust leaders, who will play a key role in delivering its planned outcomes. The Trust HR function will assist leaders throughout the strategy in order to ensure a consistent approach. HR will be involved in every aspect of recruiting, retaining and developing our staff.
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high expectations, high support groups E&D H&S Wellbeing day Subject Collaboration meetings/days Exam moderation meetings Curriculum development SCMs bulletin weekly Whole college/school
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• Results analysis APR feedback
candour
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7 TO BE OPEN, HONEST AND FAIR TO EVERYONE
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Every student deserves an outstanding teacher. I believe that this People Strategy will help us to recruit, retain and develop the very best teachers, providing our students with the best education possible. A high quality education will open doors and ultimately make a significant difference to their future lives. The Trust’s People Strategy will put staff at the heart of everything we do, whilst at the same time helping shape Trust leaders into becoming talent architects.
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• Ensure the vacancy section of the website provides relevant and useful information for applicants.
• Arrange demonstration with HR company.recruitment OUR PEOPLE STRATEGY
Together, we will make a positive contribution to social mobility. We will make a significant difference to the lives of young people.
We will provide an outstanding, consistent experience collaboration.through
Final Outcomes (And So?)
• Further develop the employer of choice section on the Trust website.
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• Staff inside and outside the Trust view NCLT as the employer of choice.
• Involve staff in the review so they have ownership of the new policy.
• Redesigned the APR process to involve regular meetings throughout the year that focus on individual professional development targets.
• Introduce an evaluation survey to both sucessful and unsucessful candidates postinterview.
Become the employer of choice by further enhancing the Trust’s reputation.
• New APR implemented.process
• Continue develop the Trust’s brand on a national scale via planned marketing activities.
• Publish and actively market staff survey results.
• Explore the possibility of introducing an employee referral scheme.
Review our recruitment processes to ensure a high-quality candidate experience.
• Staff retention rates improve further.
Further develop the Annual Performance Review cycle.
Review our approach to staff reward and recognition.
• Employee referral scheme introduced.
• Further develop vacancy section on the website.
• Staff reward and recognition policy in place.
• APR process fully embedded.
• Work with marketing to increase social media presence during the recruitment process.
• Consider the involvement of an external company to improve efficiency.
• Continue to promote the Trust wellbeing charter.
1. RECRUIT AND RETAIN
• All possible vacancies filled.
• Paperless.
NEW COLLABORATIVE LEARNING TRUST
Strategic Objective (What?) Implementation Activities (How?) OutcomesImplementation(How Well?) Implementation Outcomes (How Well?)
• Further enhance staff voice engagement activities to involve employees in decision-making.
• Improved recruitment processes for applicants and HR function.
• Increase number of applicants applying for vacancies across all four institutions.
• Continue to work closely with the TSHs to access the best external CPD available.
• Trust ETC, ITT, NPQ lead in post and working closely with individual institution leads.
• Ensure pre and post-16 subjects get the opportunity to collaborate.
• The uptake of teachers requesting a coach is •strong.Theimpact of the instructional coaches is measurable.
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Leads
• Utilise the newly appointed instructional coaches to develop and support teachers at all levels.
•Trust.Trust and college CPD timetable sessions are aligned and are successfully used by staff for CPD and APR reflections.
• ECTs receive high-quality mentoring, coaching and CPD.
• Staff utilised allocated CPD time to reflect on their professional learning plan.
• ECTs received a high-quality experience, developed their expertise accordingly and have been retained within the
2. PRIORITISE PROFESSIONAL DEVELOPMENT
• Continue to develop the role of the Trust Collaboration Leads in order to ensure all cross-Trust collaborative activities are
• NCLT remain an active member of the TSHs.
• Ceri Boyle to attend Teaching School Hub (TSH) ECT development group.
• Build in dedicated time for self-reflection and one to one meetings with line managers.
• Principals, TfL leads, HR and Stuart Nash to work together to plan each institutions’ annual CPD offer.
Continue to develop subject collaboration across the Trust to aid teacher development.
• Instructional coaches to participate in a two-day residential led by the Trust Teaching for Learning lead, Stuart Nash, in preparation for September 2022 delivery.
• Ceri Boyle, Richard Fletcher, Vicky Marks to attend regular teaching school hub meetings, ensuring trust staff receive all the presentedopportunitiesbythehubs.
Leads.theBranson-Webster•colleges.HelenJackson/ChelseatoleadTrustCollaboration
• Ensure all CPD offered balances the need for both subject knowledge and evidence-based pedagogy.
• Ensure individual College timetables have a dedicated CPD slot aligned to allow collaboration to take place.
• Improved participation levels of staff taking the NPQs available.
Ensure the personal professional learning plans (as part of the APR process) become part of everyday culture.
Final Outcomes (And So?)
•high-quality.TrustCollaboration to continue to ensure programmes of study and assessments are aligned and that regular moderation takes place.
NEW COLLABORATIVE LEARNING TRUST
Focus on Early Career Teachers (ECTs).
• Trust CPD period allocated in the three
• Richard Fletcher and Vicky Marks to attend the THS strategic group.
Strategic Objective (What?) Implementation Activities (How?) OutcomesImplementation(How Well?) Implementation Outcomes (How Well?)
• Majority of staff and governors have an improved knowledge of the Trust vision and values and can articulate them well.
• Continue to carry out staff surveys in order to assess levels of employee engagement and respond proactively to areas of concern.
• Governors can explicitly identify the strategic priorities and are fully au fait with the Trust vision and values.
Ensure all employees and stakeholders are aligned with the leadership of the Trust and they are clear about the purpose, vision and values.
• Continue to identify talented staff for professional development such as the NPQs.
Strategic Objective (What?) Implementation Activities (How?) OutcomesImplementation(How Well?) Implementation Outcomes (How Well?)
• Ensure the meetings continue to take place termly and have clear actions recorded.
• Increase the number of staff volunteering to be part of the staff voice groups.
• Ensure the vision and values of the Trust are embedded into the day to day culture via newsletters, staff briefings, signage, presentations and most importantly actions.
a
• Increased opportunities provided for identified staff to further develop their skills and expertise in the specified area.
•All staff are able to articulate the vision and values of the Trust.
• Where possible, provide identified candidates with authentic opportunities to experience elements of future roles.
• Future leadership roles successfully filled internally.
Final Outcomes (And So?)
Strategic Objective (What?)
Encourage more employees to get involved in staff voice activities to have their say and influence decisions.
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• Invest significant time in prioritising individual career development needs.
4. MANAGE TALENT VIA EFFECTIVE SUCCESSION PLANNING
• Staff voice meetings are well embedded and seen as the go-to place for staff to engage in consultation with leaders and contribute to overall results.•decision-making.Improvedstaffsurvey
3. FOCUS ON EMPLOYEE ENGAGEMENT
• Staff voice group meetings established and membership increased.
•leave.Hold conversationshigh-qualityaspart of
identify succession
Implementation Activities (How?) OutcomesImplementation(How Well?) Implementation Outcomes (How Well?) Final Outcomes (And So?)
• Internal staff identified and in a strong position to apply for promoted roles.
To candidates as part of wider plan.
Devise
• a plan which focuses on replacing key roles in the organisation if they were to the APR process, balancing objective data and human sensitivities of discussing peoples’ careers.
• Build on the Governors’ training day that took place at the beginning of academic year 21/22.
• CEO/HR director attend meetings where possible.
• Identification of talented staff and the necessary development plans put in place.
• Encourage staff to regularly observe each other through learning walks and the Trust’s open-door policy.
• Staff experience a growing confidence in being able to talk about mental health concerns.
• Further develop a rich, collaborative culture, where learning from each other becomes the norm.
Strategic Objective (What?) Implementation Activities (How?) OutcomesImplementation(How Well?) Implementation Outcomes (How Well?)
• Staff utilised allocated CPD time successfully to collaborate, plan PoS and assessments and sharing resources and expertise.
• Ensure time is built in to the timetable to allow subject collaboration meetings to take place on a regular basis.
• HR trained to manage any mental health related absences in a sensitive •manner.Staffare well aware of the Health Assured app and confident to use it when needed.
• An increased number of cross-phase teaching observations take place.
• Ensure staff have access to mental health support by the Health Assured EAP.
• Richard Fletcher and Claire Wilkins to ensure cross-phase CPD meetings are successfully arranged and take place.
• Foster a instructionaltoimprovementcontinuousenvironmenthelpstaffdevelopviacoaching.
6. PROMOTE HEALTH AND WELLBEING UTILISING THE NCLT STAFF WELLBEING CHARTER
• Staff begin to explicitly ask to observe other teachers as part of their professional learning plan.
• Manage staff absence in a supportive manner giving the same consideration to mental health as physical health.
Final Outcomes (And So?)
• Increase levels of mental health support for staff.
• Tackle mental health stigma and promote an open, understanding culture.
• Improved cross-phase•collaborationbuy-inengagementstaffandintoallsubjectmeetings.Increasednumberofmeetings take place, building on last academic year.
Prioritise staff mental health.
• An increased number of staff requests to have an instructional coach are generated.
• Facilitate links between subject staff pre-16 and post-16 to aid student transition.
5. FURTHER DEVELOP A COLLABORATIVE CULTURE
NEW COLLABORATIVE LEARNING TRUST
• Fulfil our legal duty to minimise the risks associated with work-related stress.
Final Outcomes (And So?)
14 15 Strategic Objective (What?) Implementation Activities (How?) OutcomesImplementation(How Well?) Implementation Outcomes (How Well?)
•
•coordinator.Increasestaff
• Arrange meetings within normal working hours or master suitable time cannot be allocated the trust recognises that meetings may need to take place outside of normal working hours by mutual agreement.
• Less meetings arranged out of hours.
optional well be activities within the working week for staff to get involved out staff wellbeing pulse surveys, in addition to the annual whole staff survey to gain feedback at timely occasions throughout the year.
• Appoint a staff wellbeing coordinator to promote and organise wellbeing activities.
• Promote the importance of a work-life balance but will not prevent staff accessing emails at unsociable hours if it suits them personally.
•wellbeing.Encourage
• Provide clear guidance to all stakeholders on remote and out of hours working including when it is and isn’t reasonable to expect staff to respond to queries or emails.
•arranged.Staffbegin to understand the benefits of a worklife balance and physical activity.
• All staff recognise the importance of work-life balance and a change in mindset is evident.
• Reduce number of communications that take place out of work hours.
•with.Send
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• Appointment of wellbeing involvement in wellbeing activities in and outside of work.
Final Outcomes (And So?)
• E-mail signature added to promote the an out-of-hours policy.
Strategic Objective (What?) Implementation Activities (How?) OutcomesImplementation(How Well?) Implementation Outcomes (How Well?)
Prioritise staff wellbeing. Give staff the support they need to take responsibility for their own and other peoples’ staff to maintain a healthy work-life balance and promote the benefits of doing
•so.Arrange
• Increase number of wellbeing activities
Establish an communicationout-of-hourspolicy.
• Review practises and procedures to proactively drive down unnecessary workload.
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• Workload remains high on staff voice group agenda.
• Hold staff voice group meetings where staff can request agenda
Final Outcomes (And So?)
•items.Respond accordingly to any staff suggestions providing a clear explanation of any decisions.
• Work towards a trade union recognition agreement to engage with stakeholders outside of the
• Regularly review and update the Trust Employee Health and Wellbeing policy that includes a section on reducing staff workload.
Implementation Activities (How?) OutcomesImplementation(How Well?) Implementation Outcomes (How Well?)
•Trust.Offer an open-door policy for staff to meet with SLT/Trust leaders to discuss any concerns or share ideas they may have.
Drive down unnecessary workload.
• Staff recognise the Trust’s efforts to reduce workload.
• Carry out comprehensive annual staff surveys to gauge staff views.
• Always consult staff with any significant fundamental changes to policies procedures and structures.
• Workload successfullyisreduced.
Give staff a voice in decision-making.
Strategic Objective (What?)
• Staff are aware of the mechanisms to voice their views to SLT and actively use the staff voice group to do so.
• The trade union agreement •established.successfullyisImprovedstaff survey results.
• Staff begin to feel involved decision-making.in
• Provide CPD to highlight efficient and effective ways of marking in order to reduce workload.
NEW COLLABORATIVE LEARNING TRUST
• Provide a clear rationale when introducing any new initiatives that may impact negatively on workload.
• Increased awareness from staff and students relating to all diversity issues.
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Implementation Activities (How?) OutcomesImplementation(How Well?) Implementation Outcomes (How Well?)
Final Outcomes (And So?)
• Where appropriate, advertise flexible working in relevant job adverts.
• As Leaders in Diversity, continue our journey of continuous improvement of equality and diversity related issues.
•policy.Continue to offer opportunities for staff to voluntarily accrue additional hours for supporting events which can then be taken as time off in lieu creating flexibility to book time off in lieu, which is rare in our setting.
NEW COLLABORATIVE LEARNING TRUST
• Create a culture where diversity is openly talked about and provide staff with the relevant training and awareness-raising opportunities/ events with a view to increasing understanding eliminating discrimination, advancing equality of opportunity and promoting •inclusion.Monitor the diversity of our student and staff community and take action to address any underrepresentation in relation to ensuring our internal Trust communities are representative of the external communities we serve.
Strategic Objective (What?)
• Continue to take a zero tolerance policy to all acts of discrimination, ensuring our Trust policies are implemented and the benefits of diversity are regularly communicated.
• An increased number of flexible working requests are considered and approved Centre.thethe•awardLeadersachievement•appropriate.whereSuccessfulofinDiversityreassessment.Trustrecognisedintop100indexbyNationalDiversity
•necessary.Fullyconsider all formal requests for flexible working having regard for balancing the preference of the staff member on the needs of the organisation, endeavouring to seek workable solutions wherever possible. Including annual promotion of the flexible working
• Continue to review an implement a policy on special leave to consider how the Trust can support our staff in those situations when flexibility is
• Staff proactively plan lessons and create resources that promote diversity throughout the programme of study.
Champion flexible working and diversity.
• Staff recognise that the Trust will consider flexible working requests if it works for the organisation.
Support staff to progress in their careers.
• Create a culture where staff are encouraged to bring new ideas and suggestions and take calculated risks with a view of improving their own performance.
• Student behaviour across the Trust is exemplary.
• Include targets for professional development in annual performance reviews as well as actions towards supporting department/school/ college targets.
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• Staff begin to fully utilise the allocated CPD slots for their personal •development.Increasenumbers of internal staff applying for Trust vacancies.
Create an outstanding behaviour culture.
• Leaders and teachers set high expectations for behaviour.
staff and students have a shared understanding of how outstanding behaviour is encouraged and rewarded, including the sanctions that will be imposed if behaviour falls below these
• Create opportunities for internal promotion and/or additional responsibility positions for staff to choose to apply for in order to further their own development.
• Wingfield apply to the DFE to become a Behaviour Hub.
•planning.TheAPR process is fundamental to improving TSH.inof•development.teacherAnincreasednumberstaffparticipatingNPQsofferedbythe
• applicationSuccessfulto become a Behaviour Hub.
• Increase number of internal promotions via targeted succession
• Wingfield demonstrates impact on a national scale.
• Work with staff and students to maintain the highest standards of behaviour by the implementation of a college/academy-wide behaviour
•policy.Ensure
•expectations.Supportleaders and teachers to create a learning environment that is calm, safe and inspiring.
• Provide opportunities for varied professional development through regular organised internal CPD sessions, informal internal coaching, collaboration opportunities, external training courses, apprenticeships and access to other professional qualifications.
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Email: nclt.ac.ukinfo@nclt.ac.uk
NEW COLLABORATIVE LEARNING TRUST
Park Lane, Pontefract, WF8 4QR
Phone: 01977 702139
NEW COLLABORATIVE LEARNING TRUST
