Beckfoot Trust is an organisation that links a group of local Bradford schools together so that they can collectively improve the life chances for young people within their schools. Our aim is to create a group of truly remarkable schools each with a genuine comprehensive intake. They will be wonderful places for young people to learn and grow up in. We want to make a difference. We want to create something special.




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Work With Us

Collaborative Practice

Through Collaborative Practice we create more together than we can ever achieve individually.

Our approach is to actively engage Trust staff, teachers, and leaders in a diverse range of Trust Networks. We contribute our ideas. We provide critical challenge. We faithfully adopt proven strategies where there is a need, we intelligently adapt proven strategies when we are building on a firm foundation of success.  We are inclusive, all voices are heard, and we are the best that we can be.  We actively pursue our educational passions and regard collaborative practice as the cornerstone on truly continuing professional development.

Formal Network Meetings

Purpose: to focus on the ‘Standards’ agenda and to improve outcomes for learners. This is the core purpose of the Trust, to meet (and exceed) FFT top 20% targets compared to similar schools. To actively implement faithful adoption of proven improvement strategies or intelligently adapt of best practice as individual school context dictates. To maximise curriculum, assessment and T&L alignment for the benefit of learners, teachers and the wider community.

Audience: Leaders and Middle Leaders of Ebacc Subjects (English, Maths, Science, Computer Science, Geography, History and MFL).  Predominately Secondary focus with colleagues from Primary and Special attending as appropriate.

Facilitation: By experienced subject leaders who have a proven track record of subject leadership.  This is a practitioner lead approach which will draw in contributions from a range of experts from within the Trust as well as externally, for example, Exam Board Trainers.

Three formal meetings each year – dates stated on the Trust Monitoring & Evaluation Calendar.

Autumn Term → Results Analysis, Identification of Priorities, Peer Challenge, shared strategies to improve outcomes and create alignment across schools.

Spring Term →Mock Exam Results Analysis, Evaluation of accuracy of assessment, sharing best practice to close gaps, sharing best practice to improve the quality of Teaching and Learning (based on November T&L Report).

Summer Term → Evaluation of implementation and impact of faithfully adopted or intelligently adapted strategies to support greater alignment across Trust schools.

Evaluation of Impact: evidence gathered through Trust Reviews, data collection, minutes of meetings and participant feedback.

Oversight: Dr Nicki Flynn

Informal Network Meetings

Purpose: to focus on key themes that directly link to improved provision, quality of teaching or the pupil experience.  To enthusiastically explore, share and understand the most effective practice in our schools, and to adopt and flex such strategies for the collective benefit of all of our learners.  These groups may focus upon: subjects areas (eg Design & Technology, Art and RE), be phase specific (eg Early Years and Foundation Stage, Primary Curriculum & Assessment) or seek to address a specific need (eg assessment methodology and tracking in Special School, Data Managers Network Meetings).

Audience: leaders and practitioners with a genuine interest in the subject, phase or theme. A professional development opportunity for all staff (including TAs and HLTA) from ITT/NQTs through to experienced UPR and TLR post holders.

Facilitation: By experienced leaders but not necessarily the Head of Faculty, Phase or Base Leader.

Meeting Schedule: One meeting per term during Monday planning time – see Trust Monitoring and Evaluation calendar.  Other meetings as required and at the request of the group.  Informal Network Meetings will often involve smaller groups of staff working on particular projects or undertaking school visits.  School visits are an essential component of collaborative practice and should be encouraged to take place, being mindful of minimising the impact on learning.

Evaluation of Impact: evidence gathered through school visits, minutes of meetings and participant feedback.

Oversight: Dr Nicki Flynn