This paper, published with Steplab, responds to the publication of CST's model for trust-led school improvement, exemplifying how trust leaders have translated the CST theoretical model into practice, combining curating clear goals; building capability and capacity, and implementing improvement initiatives, as part of a codified implementation model enabling the delivery of high-impact professional development.

In this paper, published with Evidence Based Education, we draw on research evidence and practical insights to focus on one part of CST's model for trust-led school improvement: Implement improvement initiatives. In doing so, our aim is to provide prompts that help trust leaders reflect on how they enact improvement, rather than what to improve, with specific reference to the number one priority: developing high-quality teaching so that every learner has a great teacher.

This report marks an important milestone in our journey to understand and grow the evidence around how school trusts effectively lead improvement across groups of schools. What emerges is that trusts, each with distinctive contexts and challenges, have shown considerable innovation, creativity, and adaptability in their approaches. This report seeks not to prescribe rigid methods but rather to capture common themes and promising practices, laying a foundation for shared learning across the sector.

The government has published proposals for school profiles, separate to but sitting alongside plans for new report cards from Ofsted. This paper is intended to support CST members in considering what these profiles should contain.

Improving the curriculum and assessment
system. CST's response to the call for evidence.

CST’s response to Ofqual’s proposed changes to the assessment of mathematics, physics and combined science GCSEs in 2025, 2026 and 2027

What might we expect from the government’s curriculum and assessment review, and what might we hope for?

CST's response to the review of the RSHE statutory guidance

Recording of member engagement briefing on 1 May introducing CST's new conceptual model for trust-led school improvement.

The aim of this work is to establish a common set of concepts, language and framework that will allow trusts to explore, capture and compare their models of school improvement so that we can build more knowledge and a stronger evidence base about what is more likely to work when improving schools at scale.