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Vision and Values

ODST is committed to delivering an excellent education which meets the needs of all learners.

 

We are proud of our track record of delivering improvements in schools experiencing challenge, and in supporting our strong schools to continue to develop and be in a position to share their expertise with others.

 

ODST’s vision for education centres on our sense of a community which works for the common good.  We encourage ODST schools to consider how this vision is implemented locally, and how it complements the school's own specific values.

 

Our key values are identified below, with examples of the way in which this vision is put into practice and how it guides our strategic planning and organisational structures.

Inclusivity

Our schools embrace equality of opportunity and a wholly inclusive approach to education.  We believe every person matters.
  • Invitation to all types of schools
  • Meeting the needs of all pupils (eg SEN; gifted and talented; more able)
  • A culture of welcome to all backgrounds regardless of race, religion, gender and sexuality
  • Appropriate focus on areas of need and disadvantage cf “Serving the Poor”
  • Admissions policies as “inclusive” as possible
  • Schemes of Delegation for LGBs appropriate to the school’s context
  • Respect for human dignity in HR systems & processes

Empowerment

A fully functioning community is one where each person knows their own value and potential.  Our job as educators is to enable that potential to flourish; to create a culture where children can be nurtured to be the best they can be.  We believe this is best done by empowering each other to contribute the best we have to give.
  • Full delegation to LGBs / Governor training
  • Locally determined curricula, which are rich, broad and balanced
  • “Bottom Up” (not “Top Down”) but with strong accountability
  • Academic aspiration / inspiring positive life chances
  • Voice of the parish in their church school is heard and role of wider church understood
  • An appropriate focus on basic skills (eg literacy and numeracy)
  • Pupil voice
  • Staff development: high priority given to individual staff development opportunities
  • Assumed autonomy by MAT for leadership / governance in schools
  • Procurement systems eg “opt-in not forced

Community

Communities are important and flourish best when relationships are strong.  We believe our schools and the people in them are a vital part of many different communities, all of which can be enriched as we work together.
  • Schemes of Delegation for LGBs appropriate to the school’s context
  • Admissions policies as “inclusive” as possible
  • Importance of relationships alongside systems (eg parents forums/PTAs)
  • High quality pastoral care and nurture
  • Supportive partnership among all CE MATs
  • Positive relationships with professional associations
  • Collaborative approach among ODST/ODBST and DBE
  • Mutually beneficial relationships

Abundant living

We want our schools to be places where children are loved, nurtured and learn to live well.  We believe all people should be enabled to fulfil their whole potential, not just professionally and academically, but also creatively, morally and spiritually.
  • Appropriate focus on areas of need and disadvantage cf “Serving the Poor”
  • Holistic, creative approach to learning
  • High quality pastoral care and nurture
  • Well-being and mental health
  • Place of safety, sense of self and pastoral integrity
  • Openness / learning culture for all
  • Encourage and support for the spiritual development of all (eg through appropriate chaplaincy provision)
  • Engendering of lifelong curiosity “A child’s mind is not a vessel to be filled but a fire to be kindled” (Plutarch)
  • Enriched curricula and extra-curricula activities

Service

Our schools are outward-facing communities where we all learn to serve others and contribute to the common good.
  • Outward facing schools empowering global citizenship
  • Serving the local community (eg parents, staff, local church, diocese, community)
  • Responsible stewardship of the Environment
  • Balance of schools (eg Ofsted category, size or location)
  • Discerning of need and taking actions
  • Good stewardship of gifts and resources