Research School Network: Implementation guidance: trust leaders reflecting on its impact Implementation guidance: trust leaders reflecting on its impact

Zenith Multi Academy Trust is a small, locally based Trust in South East Essex, currently comprising one primary school, one special school, and three secondary schools: Laindon Park Primary School and Nursery, Castledon School in Wickford, The James Hornsby School in Basildon, Castle View School in Canvey Island, and The King John School in Benfleet.

Over the last two academic years, Unity Research School has been delighted, and proud, to be involved in partnership working with leaders throughout Zenith Multi Academy Trust. Foundations established through a focus on implementation have provided a strong base from which to explore, and further develop, practices to support local priorities associated with outcomes for disadvantaged pupils, especially those with SEND.

Part 1: Looking back

A CEO reflects

1. The aspect of the (original) guidance report that has influenced me most?

From the original EEF guidance report, the emphasis on taking the time to properly understand the problem first has been invaluable. This has then led to my using the concept of a ​‘pre-mortem’ to consider how we implement change across the Trust. This really is then a case of ​‘a stitch in time…’

2. What has it most noticeably helped me improve?

Flowing on from properly unpicking the problem, has been a sharper focus on having clear intended outcomes before deciding on which specific actions to take. This does take time, but ensures change has a far better chance of landing well, and as planned. As a result, all school and Trust strategic development plans now have clear intended outcomes at the very start.

3. Most significant impact on my leadership of school improvement?

I think for me personally, the biggest impact of the guidance report has been having the confidence to focus on fewer priorities and doing them well. It has also sometimes meant ​‘strategically abandoning’ some initiatives for the greater good. This is hard to do, but I think it is vital to strong leadership!

A Trust Deputy reflects

Trust Deputy, Katrina Lambert has been coordinating the cross-trust work, cascading professional learning and embedding within a coherent schedule of leadership development. She reflected on the same steers.

1. The aspect of the (original) guidance report that has influenced me most?

The four elements, (explore, plan, deliver and sustain,) to support the thinking behind launching any new strategy has been the most influential to my practice. The ability to take the time to think carefully and constructively about the ​‘why’ and the communications required to secure buy-in and ​‘onboard’ colleagues has been critical. I always try to consider, acknowledge and pre-empt potential barriers before they occur.

2. What has it most noticeably helped me improve?

At Castle View School the guidance has been critical in helping us to identify where we need to focus our strategy, enabling us to deliver a sequenced, simple plan where all stakeholders understand the why, what and how. The best example of this in practice is the review and improvement of pastoral systems and processes, including the use of micro-scripts to create a shared, community vision. This, along with other work, was reflected in the recent Ofsted gradings for Behaviour and Attendance (Good) and Personal Development (Outstanding)

3. Most significant impact on my leadership of school improvement?

As a Trust leader, for me it has been the influence on system change and improvement at scale, and the nuance required to lead this effectively at whole Trust level. The time to reflect, thinking critically and evaluating what works and why, has been invaluable in ensuring the impact on school improvement permeates across the varied teams of the Trust.

A headteacher new to the trust reflects

Castledon School joined the Trust after the initial partnership working. Following our guidance report update, Headteacher Simon Holliday reflected on how elements resonated with his lived experience of recent implementations in his context.

​“I can see how the concept of ​‘unity’ has been pivotal in our work as school leaders – one example is our new phonics scheme. We adopted a slower approach to ensure everyone, not just the SLT, understood the reasons for the change. Staff had opportunities to ask questions, share views, undertake rigorous training, and spend extra time with the phonics lead to address concerns before the scheme’s launch. OFSTED (April 2024) noted the effectiveness of our implementation in discussions with senior leaders, as inspectors harnessed teaching team feedback through various interviews.

Meanwhile, systems and structures have been a significant focus since joining Zenith MAT. Refinement is creating clearer role definitions for senior leaders and growing capacity at both senior and middle leader levels. This is enabling us to better address areas needing development in line with school priorities as outlined in the School Development Plan.”

Part 2: Looking ahead
Leaders are excited about utilising the new, updated guidance. They can see how it has evolved and particularly loved the way that people are now explicitly positioned at the heart of implementation. They are confident that the shared language and professional behaviours around implementation that they have benefited from will extend through the addition of recommendations one and two. They are eager to explore and plan how the update can infuse their work in 24/25.

Moving from ​‘how to do implementation’ to ​‘how to do implementation well’ is something the Trust feel ready to do. Harnessing the recommendations will fortify their work, making practices even ​‘tighter and better’.