The Compass Partnership of SchoolsA Multi-Academy Trust
A vision for outstanding education throughpartnership and collaboration
Alderwood Deansfield Halstow Horn Park South Rise Willow Dene Wingfield
Contents
Foreword 4
Mission Statement 5
Our Vision of a Self-Improving School 6
The Compass Constitution 7
The Trust Commitments 8
The Compass Principles 9
Our Members 11
The Trustees 15
Our Schools 20
The Compass Multi-Academy Trust Structure 23
The Future Growth of the Trust 24
Professional Development Pathways and the RoyalGreenwich Teaching School Alliance
25
Pupil Voice 26
3
The Compass Multi-Academy Trust (MAT), which will continue to be known as the Compass
Partnership of Schools, will grow and develop from the existing group. We are a highly successful
partnership of schools that has grown over the past five years as a response to the local
authority school improvement strategy. We are a forward thinking, innovative and creative
school group, committed to achieving excellence within meaningful and empowering contexts
for learning. Fundamental to our ethos is an understanding that the way we organise our schools
for learning is key to educating children for the world we would wish to see them develop and
thrive in. We are ‘growth mindset’ organisations, and we champion the message that ‘everyone
can’.
In moving towards a multi-academy structure, the Compass Partnership of Schools aims to
retain its identity as a group, as well as to protect the unique characters of each of our schools.
We firmly believe that collaboration should not equate to ‘sameness’. We celebrate diversity
in all its forms, and while there are some very clear consistencies across our schools, these do
not undermine their individuality. We are clear that we need to be unwavering about the right
things, quality and integrity.
As the Trust evolves and expands, we aim to ensure that our Constitution and Articles frame
our collective aspirations for the future of our schools, while centring them at the heart of their
communities. We aim to be a local group of schools and an integral part of education provision
across Greenwich and beyond.
The Compass Partnership of Schools will stand for partnership, excellence and opportunity. We
aim to shape the world by empowering children to make it a more just, equitable and
sustainable place for future generations to prosper in.
The Compass Partnership of Schools
Foreword
4
Mission Statement
The Compass Partnership of Schools is fully inclusive and committed to
achieving high quality educational outcomes for all of our children. Through
the provision of rich and meaningful curricula, which place a strong emphasis
on the arts and sport, we develop a love of learning and the motivation to
succeed. We know that school is just one element of our children’s experience,
and work alongside our families and community to foster a sense of moral and
social responsibility. Our curricula focus on providing experiences that
encourage our children to become curious, enthusiastic, resilient and
confident learners, enabling them to change the world for the better.
"Alone we can do so little; together we can do so much."Helen Keller
5
As a group of seven schools who have
worked together in partnership over the
last few years, we are excited about
coming together to form one
organisation and legal entity under our
multi-academy trust.
Our Articles of Association will be the
legal document to which our trustees
and members will be held to account
by the Secretary of State.
Our Scheme of Delegation (both now and in the future) will determine how we operate as an
organisation, clearly defining the roles and responsibilities of the members, trustees and leaders
of our multi-academy trust.
The core roles and responsibilities of our trustees, as both charitable trustees and company
directors, are as follows:
● To ensure that their actions are for the advancement of education and in line with the
organisation’s charitable objectives.
● To ensure compliance with all relevant laws and requirements, and the Trust's Articles of
Association.
● To ensure that the Trust remains financially stable
and maintains current financial records.
● To exercise reasonable skill and care, using their
personal experience and skills, and obtaining
specialist advice as required.
● To comply with the 2006 Companies Act.
We will retain local governing bodies and these will be
committees of the Board of Trustees, with a key focus
on teaching and learning, as the guardians of
standards within their schools.
Our Vision of a Self-Improving School
6
The Compass Partnership of Schools is
passionate about securing the highest
standards of provision and achievement
for all children. We are committed to
achieving this by creating a fully
inclusive environment that actively
promotes social justice and equality,
thereby empowering disadvantaged
communities. We provide this through
the creation of cognitively challenging
contexts for learning that develop
children’s desire to learn. We believe that by encouraging children to become agents of their
own learning, they are empowered to become autonomous and independent, and to respond
to challenges. This in turn enables them to grow into responsible citizens who are able to
contribute to today’s society in a way that maximises their strengths and individual characters.
As a group of schools, we develop ambitious, challenging and creative curricula that enable
all children to flourish socially, spiritually, culturally, emotionally and academically. Whilst high
academic attainment is important for all children’s life chances, we also believe in the
importance of providing a rich experience of the arts and physical development.
The Compass Partnership of Schools is
committed to the very highest
professional standards. We value
individuality and promote the unique
ethos of each school, firmly at the heart
of its community. Through collaboration,
we seek to build on the strengths that
exist within each school so that our
collective intellectual capital benefits
our broader Compass community.
The Compass ConstitutionLeading within, between and beyond
“Education is the most powerfulweapon which you can use to changethe world.”
Nelson Mandela
7
The Trust CommitmentsBinding agreements that come with being a school of the Trust
Commitment to achieving the highest standards of inclusive provision andoutcomes for all children.
Commitment to the aims, values and ethos of the Trust.
Commitment to the Articles, Scheme of Delegation and financial contribution(through the top-slice agreement) of the Trust.
Commitment to the Compass Principles and to collaborative developments inpedagogy and curricula.
Commitment to all jointly-agreed operating policies and procedures.
Commitment to all Trust branding agreements to ensure consistency across theTrust, whilst protecting individuality and school identity.
Commitment to locally-focused admissions criteria and nationally agreedprocedures for children who are hard to place – Fair Access Protocols.
Commitment to working in partnership with parents, carers and the localcommunity, to ensure schools are responsive to their aspirations for their children.
Commitment to promoting the strengths of the Trust and the benefits ofcollaborative development, working across the group for the good of the whole.
Commitment to sharing staff expertise, responding to the needs of the Trust, andjointly finding solutions.
Commitment to working with schools beyond our immediate partnership.
Commitment to teacher and support staff pay and conditions, and to professionallearning for all.
Commitment to respecting the environment and to developing green, sustainableways of working.
8
9
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The Compass Principles underpin all that we do – these
are the non-negotiables that are the bedrock of our
approach to pedagogy and school development. It
is expected that all schools demonstrate an
understanding of and commitment to these principles,
through which they are held to account.
As a group of schools, we are locally rooted, and see
our schools as important agents for community
exchange and cohesion. We are dedicated to the well-being and development of all our
staff, and demonstrate this through our commitment to the London Living Wage, to national
teachers' pay and conditions, and to providing clear career progression opportunities for all
skilled, committed and passionate members of the team.
As a local trust, we are intent on maintaining locally agreed admissions criteria, including locally
organised procedures for the placement of children who are hard to place. We also work
within locally agreed admissions procedures for children with special educational needs. Where
possible, and where the service is of a high standard and good value, we also endeavour to
source and purchase from local companies and providers.
The Compass Partnership of Schools will
maintain local accountability for all of its
schools through its published Scheme of
Delegation. This clearly outlines the
responsibilities delegated to local governing
bodies and how they dovetail with the
overall accountability of the Board of
Trustees. We understand, however, that we
are fully responsible for the education and
well-being of all children in the Trust, regardless of the location of their learning. An integral part
of our commitment is to maintain ‘Parent Voice’ at the centre of our decision-making. We will
always ensure that parents are represented on our local governing bodies.
While we are dedicated to our own group of schools, we are also committed to the
development of effective education across the system. We welcome opportunities to work in
collaboration with schools beyond our trust, and actively seek opportunities to work with
national agencies that influence policy and practice. We are outward-facing and system-
engaged – this is an integral part of our commitment to continued growth and renewal.
“It is the supreme art of the teacherto awaken joy in creative expressionand knowledge.”
Albert Einstein
10
Our MembersThe Trust Members bring a broad range of skillsand expertise to the strategic leadership of thegroup of schools.Mary Whitehead – Retired headteacher,national leader of education and schoolgovernorFiona Aubrey-Smith – Head of Primary at SSAT(The Schools Network)Alex Brooks-Johnson – Chief ExecutiveOfficer, Wide Horizons TrustDavid Mbatha – Senior Manager, AccentureJames Mackenzie-Blackman – ExecutiveDirector, New Adventures
11
“Just do right. Right may not be expedient, it may not beprofitable, but it will satisfy your soul. It brings you the kindof protection that bodyguards can’t give you.”
Maya Angelou
Mary Whitehead - Chair of Governors, Horn Park Primary School; Chair of the Board
of Trustees and the Member Board
Mary was born in Kent and educated at a convent and a grammar school. She
later moved to London to study a degree in education and history. Working as
part of the local authority, Mary taught in early years and primary settings in Limehouse, Tower
Hamlets.
After moving to Greenwich, Mary became a headteacher in 2000, establishing the Royal
Greenwich Teaching School Alliance, and becoming a national leader of education, before
retiring in 2014. Mary is now Chair of Governors for Horn Park Primary School. Mary is passionate
about education in school and wider educational issues. When not engaged in education,
she enjoys cooking, reading and spending time with her family, especially her grandchildren.
Fiona Aubrey-Smith - Head of Primary at SSAT (The Schools Network)
Fiona is currently the Head of Primary at SSAT, which is the largest national network
of schools. She combines this role with researching towards a Doctorate in
Education, focusing on the impact on learning created by the relationship
between teacher and learner.
Fiona has an unswerving passion for extending opportunities for all learners (children,
professionals and families), which has been a common thread through her work to date.
Fiona brings a range of experience, having previously been a classroom teacher, as well as a
school leader. As a teacher, Fiona won a number of awards for the work she led in extending
learning opportunities within and beyond the school, and innovative uses of technology,
curriculum and assessment. As a leader, Fiona was part of the team that gained an
'outstanding' rating for her school, as well as undertaking seconded and advisory roles across
the region.
Prior to her current role, Fiona held a Board reporting role, leading research and development
of both technology and professional services, for an international educational technology
company.
Fiona is the Vice-chair of Governors of her local primary school and very much involved in
community village life in rural Hampshire.
Our Members
12
David Mbatha - Senior Manager, Accenture
David is currently Chair of the School Business Committee and Chair of the Pay
Appeals Committee at Willow Dene School. He is also the current Deputy Chair
of Governors, and has been a governor at the school for five years.
In his professional career, over the last 15 years, David has worked in finance roles and
professional services spanning various specialisms including audit, financial management,
reporting and regulation. He has experience in all aspects of the financial reporting cycle,
including complex accounting advice and analysis, regulatory advice, process improvement,
financial analysis, risk management and investigations. David is currently a senior manager at
Accenture and holds an MBA from Manchester Business School.
Alex Brooks-Johnson - CEO, Wide Horizons
Alex Brooks-Johnson is the CEO of Wide Horizons. The adventure learning charity
provides opportunities for adventure to disadvantaged children, working with
around 40,000 children a year. Alex spent 15 years as a fundraising and marketing
professional, holding senior roles in national and international organisations, and developing
some significant partnerships with global companies, before joining the board at Wide Horizons
in 2009.
As a qualified mountain leader and climbing instructor, Alex has worked with children and
young people outdoors, running UK adventure training for inner-city children, and leading
overseas expeditions. In 2011, Alex joined the executive team at Wide Horizons to build a
sustainable future for the organisation in the light of local authority cuts. Since then, the
organisation has grown every year despite a challenging financial landscape, and is providing
more adventures to more children. Wide Horizons is now completely financially independent,
and leading the way in the UK outdoor education sector, particularly through its innovative
Adventure Learning Partnerships scheme for schools.
Alex is passionate about using adventure and the environment as vehicles for learning and
personal development, particularly for the benefit of disadvantaged and challenging children.
Alex is involved with many local and industry organisations and initiatives, is a board member
for a special educational needs co-operative trust, a community panel member for referral
orders in Lewisham, and an Honorary Fellow of the Faculty of Education at Greenwich University.
13
James Mackenzie-Blackman - Executive Director, New Adventures
James has worked in arts sector policy and management for over 15 years. He
started his career at the Theatre Royal in Plymouth before a period working
internationally. In 2005 James took up the management of the Greenwich
Musical Theatre Academy, a European Social Fund project in South East London, re-engaging
young people outside the formal education sector with the arts.
James joined the Lyric Hammersmith in April 2006 to run an accredited training programme
funded by the Learning and Skills Council. Following the successful delivery of this contract,
James was appointed Co-director of Creative Learning (Management and Strategy).
Following his appointment, James and his fellow co-director, undertook an extensive
evaluation of all the Lyric’s work with children and young people, and in April 2007 launched
a new three-year strategy. The strategy saw a 345% rise in participation and a 250% increase
in fundraised income. In 2008, James was appointed Associate Director for the Lyric’s £20
million capital extension to provide new spaces for young people to participate in the arts. In
early 2009, James was appointed Commercial Director, leading on all income streams,
strategic planning, marketing, public relations and visitor services.
In September 2010, James was appointed Executive Director and Joint Chief Executive of the
National Youth Theatre of Great Britain (NYT). During his time at NYT, James restructured the
company and secured ongoing financial support from Arts Council England until 2015.
In February 2012, James joined Matthew Bourne's New Adventures, where he has delivered
many award-winning and boundary-breaking projects.
James has given many keynote speeches at government and third sector events, and has
guest lectured at a number of universities. He is a charitable trustee of the dance companies
Gecko Theatre and James Cousins Company, and spent many happy years as a primary
school governor in South London until his term of office came to an end. He advocates for
adoption, creative talent development, and safe, prosperous communities.
14
This is the Compass Multi-Academy Trust's inaugural Board of Trustees, based on the founding
group of schools in the Compass Partnership. The trustees have been appointed for the variety
of skills and expertise that they bring to a multi-academy trust. The Board’s formation is designed
to ensure representation across all of the schools in the founding group, and is therefore likely
to change in the future as the Trust grows.
Mary Whitehead - Chair of Governors, Horn Park Primary School; Chair of the Board
of Trustees and the Member Board
Mary was born in Kent and educated at a convent and a grammar school. She
later moved to London to study a degree in education and history. Working as
part of the local authority, Mary taught in early years and primary settings in Limehouse, Tower
Hamlets.
After moving to Greenwich, Mary became a headteacher in 2000, establishing the Royal
Greenwich Teaching School Alliance, and becoming a national leader of education, before
retiring in 2014. Mary is now Chair of Governors for Horn Park Primary School. Mary is passionate
about education in school and wider educational issues. When not engaged in education,
she enjoys cooking, reading and spending time with her family, especially her grandchildren.
John Camp
John started his career in the London borough of Southwark in 1991, and moved
to Greenwich in 2001 as deputy headteacher of an outstanding primary school.
He became Headteacher of Deansfield Primary School in 2008, and has been
Executive Headteacher of the Compass Partnership since 2011. The federation has grown over
the past six years as a result of its reputation for outstanding change leadership, and innovative
approaches to developing creative and engaging curricula and teaching. John is particularly
interested in the dynamics of school culture, and the importance of placing social justice and
equity at the heart of schools and education.
Our Trustees
15
Michelle Bernard
Michelle is the Headteacher of Horn Park Primary School, with 17 years’
experience as a teacher and leader in education. Michelle started her career in
Lewisham in 1999 and taught in a number of Lewisham primary schools, including
a specialist school for children with emotional and behavioural difficulties. Michelle led
inclusion in a Lewisham school prior to moving across to Greenwich. As part of the leadership
team at Deansfield Primary School, Michelle helped secure a 'good' rating from Ofsted,
before being seconded to Willow Dene as Head of School. Within 18 months the school had
been transformed, achieving a 'good' rating with 'outstanding' features. Shortly after this,
Michelle was seconded to Horn Park Primary School, which was under Ofsted monitoring and
causing serious concerns. Here she led a team that transformed the school in 14 months and
secured its first ever ‘good’ Ofsted judgement. Michelle works with leaders across the
partnership to develop outstanding, inclusive provision.
Orla Ralston
Orla qualified as a solicitor in 1998, having graduated from Queens University Belfast
with a joint honours degree in Law and Accountancy. Orla practised as a
corporate tax lawyer in a City of London law firm from 1998 until 2005. She then
worked at Goldman Sachs, advising on corporate tax matters in relation to various corporate
mergers and acquisitions and lending transactions across Europe, where she remained for 11
years. Orla recently joined the London office of a Canadian pension fund to advise on the tax
aspects of their various European investments.
Orla was elected as a parent governor of Halstow Primary School in January 2011, and was
first elected as Chair of Governors in the autumn of 2013. As a governor at Halstow, Orla has
been involved in various matters, including the expansion of the school from one and a half
to two forms of entry, the retirement of a longstanding headteacher and the subsequent
decision to make various appointments to the senior leadership team, and to join the Compass
Partnership of Schools. The Halstow governing body was selected as one of six finalists for the
National Governors Association Outstanding Governing Body Awards in 2013.
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Robert Morgan
Robert has been involved in primary education for 22 years as a teacher, assistant
headteacher, governor and lecturer. He currently works at the University of
Greenwich within Initial Teacher Education (ITE) and as an education researcher.
Robert’s other educational roles involve being a representative at the Royal Borough of
Greenwich's Standing Advisory Council for Religious Education, an external examiner for ITE at
the University of Wolverhampton, and a committee member of the National Primary Teacher
Education Council. Robert is a governor at Alderwood Primary School.
Hugh Lewis
Hugh has been Chair of Governors at Deansfield since November 2015, having
been initially appointed as a parent governor in September 1999. He is a qualified
solicitor of 37 years’ standing, and a partner in a high street practice specialising
in land law and trusts, with knowledge of company and charity law. Hugh has a wide private
client base that includes local charities. As a business owner, Hugh possesses key financial and
analytical skills to ensure that his practice meets and satisfies ever-changing economic and
regulatory demands. Having been a school governor for 16 years, Hugh possesses a good
knowledge of the requirements of school governance, including the need to challenge and
support school leaders, while at all times focusing on the well-being, safety and development
of each pupil.
Mandy Watson
Mandy is a senior primary improvement adviser and school improvement partner
for the Royal Borough of Greenwich. Mandy has a master’s degree from Sussex
University. She has many years of teaching and leadership experience across
Foundation Stage 2 to Year 8, including time as a headteacher in West Sussex and an
inspector in Croydon. Mandy was also the headteacher of an international school in
Botswana, where she spent time as a leader and member of school accreditation teams for
the Council of International Schools in Africa. In East Sussex, Mandy is Chair of Governors of the
Pioneer Federation of two primary schools, governor at another primary school, and a local
leader of governance. She is also Chair of Trustees at a large pre-school in West Sussex.
Susan Skidmore
Susan has been a governor at South Rise since 2011, and was elected Chair in
2012. Her background is in education, working with both children and adults. She
has taught the whole primary age range, led maths and English, and been a
special educational needs co-ordinator. After becoming a headteacher 15 years ago, Susan
led the development of federating two very different schools, managing change for two sets
of staff. This included managing a high level of external scrutiny, developing teamwork across
the federation, and a robust framework of support and challenge for all staff, pupils and
governors. She also secured significant funding for developing the leadership and
infrastructure of the federation. Susan was appointed as one of the first consultant leaders,
taking part in the national initiative and training programme, and was an assessor for the
Quality Mark, working with the local authority inspection team. Her practice as a consultant
working on strategic leadership has been influenced by the model of coaching and
mentoring, using reflection and peer coaching to enable schools to successfully develop
individually, as well as the precision of working to key criteria and standards.
Louise Rea
An associate at the law firm Bates Wells Braithwaite, Louise specialises in
employment law. She has a breadth of experience in advising on employment
issues arising from academy conversion. She is an experienced tribunal advocate
and has successfully defended employers against trade union detriment, unfair dismissal and
discrimination claims. Louise has provided human resources and legal support to a public
regulator during a complex restructure. She has also recently advised several free schools on
updating their policies and procedures as they depart from teachers’ national pay and
conditions.
Linda Perks
Linda Perks lives in Charlton and has been a local authority governor at Willow
Dene School for two years. She is Regional Secretary for Unison, the public service
trade union. Linda comes from a family of school support staff and has a
background in advising and representing staff employed in public services, including schools.
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Janice Macleod
Janice is a retired headteacher and has worked within the Royal Borough of
Greenwich for over 40 years. Janice worked as a headteacher mainly with schools
in ‘special measures’ or ‘requiring improvement’. She also worked for two years
leading the Improving Leadership Programme within the Borough of Greenwich, to target
future leaders into headship, and developing programmes to support existing leaders. Janice
has received a Mayor's Award for her outstanding contribution to schools and the community.
She is currently Chair of Governors at Wingfield Primary School and a governor at three other
schools.
“When a gifted team dedicates itself to unselfish trustand combines instinct with boldness and effort, it isready to climb.”
Patanjali, ancient yoga master
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Our Schools
The Compass Partnership grew out of an initial partnership between Deansfield Primary School
and Willow Dene School. The below list represents the order in which the group has expanded.
Deansfield Primary SchoolDairsie Road, Eltham, London, SE9 1XP
Executive Headteacher: Jo Gordon
Associate Headteacher: Janis Blyth
Deansfield was judged ‘outstanding’ by Ofsted in July 2015. The local authority also considers
the school to be outstanding.
Willow Dene School (2 - 16 provision)Swingate Lane, Plumstead, London, SE18 2JD
Oakmere Road, Abbey Wood, London, SE2 0XX
Co-headteachers: Rachel Harrison and Carolyn Vagg
Willow Dene was judged ‘good’ by Ofsted in October 2012, having moved from ‘satisfactory’
at the time of its previous inspection. It was a school causing concern and subject to local
authority monitoring processes. John Camp took up leadership of the school in June 2011, and
within 15 months it was judged 'good'. The local authority judges the school to be outstanding.
South Rise Primary SchoolBrewery Road, Plumstead, London, SE18 7PX
Executive Headteacher: Sophie Powell
Head of School: Hazel Brown
South Rise was judged ‘good’ by Ofsted in February 2013, having been deemed ‘satisfactory’
at the time of its previous inspection. It had previously been a school causing concern, and
was subject to local authority monitoring processes. John Camp took up the leadership, with
Sophie Powell as the Head of School, in February 2012. The school was judged ‘good’ within
12 months of the structural leadership change, with leadership and management judged as
‘outstanding’. The local authority judges the school as outstanding.
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21
Horn Park Primary SchoolAlnwick Road, Lee, London, SE12 9BT
Headteacher: Michelle Bernard
Horn Park was judged ‘good’ by Ofsted in June 2014, having been ‘satisfactory’ at the time
of its previous inspection. It was a school causing concern, and was subject to local authority
monitoring processes. John Camp took up the leadership of the school with Michelle Bernard
as headteacher, in April 2013, and the school was judged ‘good’ within 14 months of the
structural leadership change. The local authority judges the school as good with outstanding
leadership.
Wingfield Primary SchoolMoorehead Way, Kidbrooke, London, SE3 9XU
Executive Headteacher: Sophie Powell
Headteacher: Ross Silcock
Wingfield was judged to be ‘requiring improvement’ by Ofsted in both 2012 and 2014. It was
a school causing concern and subject to local authority monitoring processes. John Camp
took up the leadership of the school as executive headteacher of the Compass Partnership,
with Sophie Powell as the executive headteacher and Ross Silcock as head of school, from
September 2014. Ofsted inspected the school in June 2016 and judged it to be ‘good’ with
‘outstanding’ leadership, behaviour and early years foundation stage (EYFS). The local authority
judges the school as good with outstanding leadership.
Halstow Primary SchoolHalstow Road, Greenwich, London, SE10 0LD
Headteacher: Tom Gray
Halstow has been judged as ‘outstanding’ and is a consistently high performing school. It is
co-lead of the Royal Greenwich Teaching School Alliance. At the time of the previous
headteacher’s retirement, the governing body approached John Camp and the Compass
Partnership to secure sustained outstanding leadership from September 2014. The local authority
judges the school as outstanding.
Alderwood Primary SchoolRainham Close, Eltham, London, SE9 2JH
Executive Headteacher: Jo Gordon
Co-heads of School: Katie Cutajar and Natasha Tilley
Alderwood was judged as ‘requiring improvement’ by Ofsted in 2013. It was a school causing
concern and subject to local authority monitoring processes. On the retirement of the interim
headteacher, governors requested to join the Compass Partnership of Schools to secure the
future of the school. Leaders have annexed Alderwood to Deansfield Primary School, under
the executive leadership of Jo Gordon, in order to quickly accelerate the pace of
improvement, and to secure improved learning and outcomes. The school was inspected in
June and was judged as ‘needing improvement’, but with ‘good’ leadership and behaviour.
Learning for All
We are proud to be inclusive schools, and are committed to learning for all. We are dedicated
to developing provision for children with emotional, social and behavioural difficulties.
Alderwood is currently commissioned by the local authority to provide designated special
provision and nurture provision for children from across the borough. Willow Dene is a Greenwich
special school, with both primary and secondary provision, which meets the needs of children
with a wide range of special educational needs.
Existing Partnerships
As a group of schools we are passionate about working in partnership and collaboration with
other organisations, particularly the Royal Borough of Greenwich, as the ‘champion of children’.
We deliver a number of exciting programmes in partnership with the Royal Greenwich Teaching
School Alliance, such as our ‘Let’s Think’ courses for cognitive acceleration. We also work with
the following organisations:
Goldsmiths, University of London - University of Greenwich - King’s College, London
The University of West London’s Business School - SSAT - Interface Space
We will work in partnership with other schools and trusts, beyond our multi-academy trust,
through a range of formal and informal mechanisms.
22
Compass MAT StructureM
embe
rs
Boar
d o
f Tru
stee
s/D
irect
ors
Exec
utiv
e Le
ader
ship
Tea
m
(App
oint
ed)
(Ele
cted
)
Exec
utiv
e He
adte
ache
r
Incl
usio
n, A
dm
issio
ns, P
aren
ts
Seni
or E
xecu
tive
Head
teac
her
Chi
ef A
ccou
ntin
g O
ffice
r, Sc
hool
toSc
hool
Sup
port,
Mar
ketin
g,C
omm
unic
atio
nC
PL, R
ecru
itmen
t, Re
tent
ion,
NQ
Ts,
Lead
ersh
ip D
evel
opm
ent
Teac
hing
& L
earn
ing,
cur
ricul
a
Exec
utiv
e He
adte
ache
rEx
ecut
ive
Head
teac
her
Mic
helle
Ber
nard
John
Cam
p
Soph
ie P
owel
lJo
Gor
don
Busin
ess F
unct
ion
Head
of H
RHe
ad o
fFi
nanc
e &
Cap
ital A
sset
s
Head
of I
TIn
frast
ruct
ure
and
Dig
ital
Com
mun
icat
ion
Head
of
Ope
ratio
ns &
Partn
ersh
ips
Horn
Par
k
Loca
l gov
erni
ngbo
dy
Mic
helle
Bern
ard
Futu
re S
choo
l
Loca
l gov
erni
ngbo
dy
-
Head
teac
her
Head
teac
her
Win
gfie
ld
Loca
l gov
erni
ngbo
dy
Ross
Silc
ock
Sout
h Ri
se
Loca
l gov
erni
ngbo
dy
Haze
l Bro
wn
Head
of S
choo
lHe
adte
ache
r
Halst
ow
Loca
l gov
erni
ngbo
dy
Tom
Gra
y
Head
teac
her
Co-
Head
teac
hers
Willo
w D
ene
Loca
l gov
erni
ngbo
dy
Car
olyn
Vag
gRa
chel
Har
rison
Co-
head
teac
hers
Co-
Head
teac
hers
Dea
nsfie
ld
Loca
l gov
erni
ngbo
dy
Jani
s Bly
th
Ass
ocia
te H
ead
Ald
erw
ood
Loca
l gov
erni
ngbo
dy
Katie
Cut
ajar
Nat
asha
Tille
y
Co-
head
s of S
choo
l
Seni
or L
ead
ersh
ip T
eam
The
Mem
bers
est
ablis
h th
e Tr
ust a
nd se
tou
t the
con
stitu
tion
for t
he sc
hool
s by
signi
ng th
e M
emor
and
um a
nd A
rticl
es.
They
app
oint
and
dism
iss tr
uste
es
The
MA
T is
one
orga
nisa
tion
and
lega
l ent
ityfo
r whi
ch th
e tru
stee
s hav
e re
spon
sibilit
y.Tr
uste
es se
t the
stra
tegi
c d
irect
ion
for t
heM
AT
and
are
acc
ount
able
to th
e Se
cret
ary
of S
tate
for i
ts p
erfo
rman
ce
The
Busin
ess F
unct
ion
repo
rtsd
irect
ly to
the
Seni
orEx
ecut
ive
Head
teac
her
23
The Compass Multi-Academy Trust
(MAT) is formed of seven schools, six
of which are primary schools and
one of which is a special school with
both a primary and secondary
phase.
We recognise that the size of our
Trust will evolve in response to the
rapidly changing landscape, and
that we will need to act prudently
to ensure that we manage risk effectively. Since March 2016, there is now a growing body of
opinion that indicates strongly that MATs should be ideally focused on a pupil number of
approximately 8000, as this will ensure that the group is sustainable and viable for the future.
While our main aim is to remain a locally centred MAT we recognise that, as part of our growth
strategy, we will need to extend our reach into neighbouring local authorities and build on the
school-to-school support links that we already have with these areas. This will enable us to
develop hubs in these localities, while retaining our unique Greenwich group of schools. We
will be able to build on our existing partnerships of two or three schools, working in a hub, for
genuinely robust and meaningful school improvement work.
One of the primary aims of the Trust is to drive savings in organisational function so that we can
ensure as much money as possible is funnelled down to pupils in the form of outstanding
teachers, support staff and resources. As an integral aspect of this aim, we will maintain a
reasonably flat executive leadership structure, with all executive headteachers focused on
the schools and working with school teams to develop the quality of provision. We remain
committed to having a headteacher in each school, but will focus on providing leadership
opportunities at middle and senior level that span two or more schools. This will enable the Trust
to achieve consistency in quality whilst ensuring costs do not escalate.
The top slice budget will enable the group to employ a Head of Finance and Capital Assets
and a Head of HR. These will be essential functions as we move forward and will ensure the
Trust is a responsible and fair employer that maintains prudent financial management. We also
plan to employ our own staff, such as an educational psychologist, and speech and language
therapists, to work across our schools to support school teams, counsellors, and the work of
nurture groups and designated special provisions.
Future Growth of the Trust
24
“Growth is never by mere chance; it is theresult of forces working together.”
James Cash Penney, Founder of JCPenney
Professional Development Pathways
Great learning and great teaching are at the heart
of everything we do. Our success is determined by
the extent to which we can continue to innovate
and improve them both.
The Compass Partnership of Schools is committed
to personalised professional learning opportunities
that support teachers and support staff in
progressing in their careers, by improving the quality
of the educational experience for all of our children.
Observation of practice of each other and with
each other is central to our drive to build a
professional learning community, which harnesses
the best quality research, and builds collective
capital for school improvement.
Royal Greenwich Teaching School Alliance (RGTSA)
As part of our commitment to growing and developing teachers for Greenwich, and supporting
schools beyond our immediate multi-academy trust, we are proud to have Halstow as one
of the teaching schools leading the Royal Greenwich Teaching School Alliance. As part of this,
we work closely with the University of Greenwich on research-led practice and professional
development, to support leaders throughout their careers in the teaching profession.
25
26
Our children are playing a vital role in shaping the future of the Compass Partnership of Schools.
The school councils from each of the seven schools have been sharing their impressions and
ideas about the Trust. The children's vision for our group of schools has been reflected in this
booklet and the Compass Principles build on their aspirations. School leaders will meet regularly
with representatives from the school councils to expand on their ideas and incorporate their
feedback into the development of the multi-academy trust.
Pupil VoiceSeven schools, one mind, one aim - to achieve!
Working togetherSharin
g ideas
Supporting each other Schools getting to kn
ow each otherAgreement across the schools
Teachers can learn from each other
Shared events - sports, music, competitions
We could have a ‘Values Day’
Helping each other to get better
Teachers keep us safe
The technologySwimming
Guests that come to our schools
Art and getting messy!Frien
ds
Confidence
Opportunities
ExcitingFriendship
Creative
Collaboration
Happy
Fun
Sharing
Responsibility
