Briefing note on the Schools White Paper 2022, Opportunity for all: strong schools with great teachers for your child.

Following the Chancellor's Autumn Statement, CST's Trust and School Funding Policy Specialist, Susan Fielden, reflects on what we learnt from the statement - and poses seven areas of interest for the sector to consider.

In this pamphlet, CST chief executive Leora Cruddas CBE sets out the case for the school trust, and a trust-based system. It attempts to set out why a trust-based system might be our best bet, and explains why a group of schools working together in a school trust is so much more than simply the changing of the legal structure of the school.

CST's response to the National Audit Office examination of the school estate and sustainability.

Following our recent cost pressures survey, Susan Fielden (CST Trust and School Funding Policy Specialist) shares her analysis of the results and the budgeting assumptions being made by member trusts.

Following the publication of the Academies Regulatory and Commissioning Review, Leora Cruddas CBE presented an overview of the review at a special member briefing.

In advance of the detailed publication of the formula to be used to distribute the additional Autumn Statement funding to schools, Susan Fielden, our Trust and School Funding Policy Specialist, has shared her insights which we hope will help.

This paper is intended to support such discussions by exploring key tensions and trade-offs that exist in inspection policy and practice. We think setting these out is an important first step before moving into the ‘nuts and bolts’ of what a future framework should look like. Too often calls are made for Ofsted to focus on X or to look beyond Y, but the broad paradigm – and the concerns sometimes expressed about inspection - remain the same because the issues outlined in this paper are not always properly understood. We think that exploring these tensions as a starting point creates the space to think truly differently and constructively about the future of inspection.

In January 2023 CST published a discussion paper, ‘Navigating uncertainty: a future direction for Ofsted’. We set out some key concepts that inspection must navigate, including autonomy and control, validity and reliability, and inference and consistency. In this paper we build on this initial conceptual framing to offer some policy ideas which might be considered in relation to inspection. Again, these are offered as a stimulus for discussion at this stage rather than being firm CST positions.

There is a strong case for trust leaders to prioritise high quality teacher learning as a mechanism for school improvement. To do so, leaders require an understanding of the barriers to teacher learning and how to overcome them. This paper by Steplab's founder Josh Goodrich and strategic director Claire Hill examines how this can be achieved.

CST’s first National Survey of School Trusts aims to create a unique and powerful picture of our sector. Supported by our Platinum Partner, Edurio, the report explores the progress and priorities of school trusts across England.

Thoughts on the future of the education system in England from our chief executive, Leora Cruddas CBE.

The leadership of a group of schools working together as a single legal entity and under a single governance structure is a new field of inquiry. This paper in our Bridge To The Future series makes the case for new domains of educational leadership emerging from this field.

This discussion paper looks at the process of setting high-level national curriculum expectations.

A summary of school funding information for the 2022/23 academic year, including links to key Department of Education publications.
Information updated on 16 December 2022.

For the second year running, the Confederation of School Trusts has partnered with Edurio to conduct the National School Trust Survey. The survey is designed to uncover the main priorities and challenges for the sector for the upcoming academic year, as well as to provide some detail on specific approaches.

This discussion paper builds on the paper A good life: Towards greater dignity for people with learning disability to offer five principles for inclusion, to improve the education of children with special educational needs and disabilities.

A briefing note to members on publication of revised schools national funding formula figures for the 2024/5 academic year.

This glossary is intended primarily to help new trustees and academy committee members with some common terms used in education. It focuses on terms relevant to academies and trusts, rather than legacy terms for maintained schools.
A downloadable version is available but we recommend using the online version for ease of use and to ensure you have the most recent information.

Overview of how the Government's Autumn Statement affects school trusts, including direct and indirect changes.

This short online course is an ideal introduction for anyone who would like to know more about the role of a trustee.

A summary of school funding information for the 2023/24 academic year, including links to key Department of Education publications. Information updated December 2023.

Slides from the CST member engagement call on 10 January 2024, setting out CST's draft priorities for the upcoming general election.

Ofsted has announced a number of changes to its inspection approach. This briefing note produced in association with Stone King LLP is intended to support trusts in relation to inspections where there are concerns about wellbeing of staff in the school, and/or where the behaviour of a lead inspector is causing concern.

Ofsted has announced a number of changes to its inspection approach. This member engagement briefing summarises the changes.

This survey explored the roles and responsibilities of the trust safeguarding team, the support that trusts provide at a school and trust level, and the factors
influencing the retention and career progression of safeguarding professionals. It also invited trust safeguarding leaders to share their priorities for the year ahead.

This paper proposes an evolution of the existing accountability, regulatory and support architecture in the school system in order to provide a more sophisticated, effective and proportionate approach that will, together, better support sustained school improvement.

CST's response to the Department of Education's consultation on the introduction of minimum service levels in education during industrial action.

CST has made a submission to HM Treasury on behalf of the sector ahead of the upcoming Spring Budget.

This paper outlines CST's position on reforming regulation and accountability of schools in England, with the aim of building an intelligent and
compassionate system of accountability.

CST's response to the Department for Education's consultation on draft Gender Question Children guidance.

Briefing note on key announcements for schools trusts in the 2024 Spring Budget.

CST's response to the Department for Education's consultation on the Advanced British Standard

This study delves into school improvement in school trusts. It employs Q Methodology and Legitimation Code Theory (LCT) to explore the viewpoints of trust leaders about effective school improvement. The research blends the subjectivity-focused Q Methodology with the analytical depth of LCT to explore what trust leaders value most.

Research by the Confederation of School Trusts has found that the current complex system of school funding falls short of what is needed to support pupils. Funding is too unpredictable, is not calculated against the actual costs facing schools, and has failed to keep up with moves to a trust-led system. Following extensive consultation with academy trust leaders - who now run more than half of the country’s schools – CST is calling for significant reforms.

This guide provides additional, practical, context to CST's 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.

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

CST believes all parties must place the needs of children, families and schools at the heart of their vision for this country.

A summary of the manifesto pledges relating to education from the Conservatives, Labour, and Liberal Democrat parties.

CST's response to the Department for Education's call for evidence on safeguarding children in schools and colleges.

School trusts exists to provide education - but as charities they also have a wider civic role. Today many schools exist as the last civic institution in their communities - this report from CST explores how trusts are working with pupils, parents, public services, charities, and businesses to help pupils do better on both sides of the school gates.

This free online course covers the basic knowledge trustees need in the early stages of their new role.

The performance review of the chief executive or executive leader of a school trust is one of a trust board’s most significant responsibilities. It is key to the board’s leadership of strategy and values, its accountability for educational outcomes and financial health, and supports the development and well-being of the trust’s most senior employee. School trusts have the freedom to define their own appraisal process for chief executives in line with their trust’s ethos and values and approach to performance management.

Process planning and delivery is the second in a series of three guidance notes on the performance review of chief executives. The series provides robust sector- and role-specific guidance on the principles and practices of executive performance review to support your trust’s process from end-to-end, whatever its size or stage of development.

This document outlines CST's position on five key Labour Party pledges relating to education and offers points for the government, Ofsted, or the review to consider on each commitment.

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

CST held a special member engagement call for school trusts on 20 August 2024 to provide support and guidance for school trusts in the aftermath of riots and civil disorder.

An overview of the outcomes of Ofsted's Big Listen consultation exercise

A summary of school funding information for the 2024/25 academic year, including links to key Department of Education publications. Information updated September 2024.

This rapid audit tool for trustees provides a way for trustees to self-assess their understanding, using CST’s Assurance framework for trust governance as a base. The form can be filled in electronically and saved for return to trust governance professionals, or printed out for completion on paper.

In the next instalment of our Funding Futures series, we look at beginning to build a reliable evidence base through introducing a Schools' Costs Index, and set out why key formulae - per pupil, disadvantage and SEND - should be protected and uprated in real terms. This paper formed part of CST's representation to the 2024 Autumn Budget.

This role description draws on Department for Education guidance, the Academy Trust Governance Code, and CST frameworks sets out some of the key qualities for a good chair.

The role of a member of a school trust is one of the least well understood positions in a trust. This document sets out the key qualities of a member and their relationship with other aspects of trust governance.

It is crucial that trustees conduct themselves in a responsible manner, in line with their responsibilities as both charity trustees and company directors.
This model code of conduct outlines principles to follow both as individual trustees and corporately as a whole board.

This document outlines the role of a school trust governance professional and their key responsibilities.

In February 2022, CST published an influential discussion paper asking the question, ‘What is a strong trust?’ Since then, we have engaged in a sector-wide discussion to understand how our proposed domains of organisational strength and resilience aligned with sector thinking and the emerging evidence base. This paper sets out our current policy position.

The aim of this framework is to identify trusts' most significant areas of strength and challenge, so that they can build organisational capacity. It is diagnostic, not evaluative, or judgemental.
The framework is supported by Ambition Institute, Challenge Partners, Evidence Based Education, the National Institute of Teaching, and ImpactEd.
Updated September 2024.

Recordings and slides from a member engagement briefing on 11 September 2024 looking at upcoming changes to Ofsted operations

Results from the third annual National School Trust Survey, conducted by the Confederation of School Trusts with Edurio. The survey is designed to uncover the main priorities and challenges for the sector for the upcoming academic year, as well as to provide some detail on specific approaches.

CST has released its 2024 salary benchmarking report in conjunction with partners Brightmine and Browne Jacobson.

The mission to break down the barriers to opportunity for all children is important. It is an enduring common ground shared by government and the profession.

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

This document sets out the key qualities of a trustee of a school trust.