What makes us BespOAK?

FRONTIERS – Developing Teaching and Learning Through Digital Innovation

FRONTIERS is OAK’s approach to developing teaching and learning through the thoughtful use of digital technology. Our starting point has always been pedagogy rather than devices: how technology can support excellent teaching, improve access to learning and create opportunities that might otherwise be unavailable.

Through FRONTIERS, we have introduced a 1:1 iPad programme across all five schools, ensuring that pupils have equitable access to digital tools and resources. This is particularly important for children who may not have the same opportunities or access to technology outside school.

Our approach is deliberately balanced. We recognise the importance of direct instruction, discussion, reading, writing and practical experiences. Technology is used where it adds value to learning, rather than simply because it is available.

An important part of FRONTIERS is its potential to support inclusion. Accessibility features, assistive technology and opportunities for pupils to demonstrate their learning in different ways can help remove barriers and enable more children to participate fully.

We have invested significantly in professional development, supporting colleagues to explore and evaluate how technology can improve classroom practice. We recognise that successful implementation requires time, support and a willingness to learn and adapt.

FRONTIERS continues to develop as we evaluate its impact, share effective practice and explore how digital innovation can contribute to better outcomes for all our young people.

Instructional Coaching – Developing Excellent Teaching

We believe that improving teaching is one of the most important things we can do to improve outcomes for children and young people. Instructional coaching is an increasingly important part of how we support colleagues to develop their practice.

Through our partnership with Steplab, we are developing a consistent approach to instructional coaching across OAK, providing colleagues with regular opportunities to reflect on their teaching, receive focused feedback and work on small, manageable improvements.

Our OAK Playbook provides a shared understanding of effective teaching, drawing on research and evidence while recognising the different contexts of our schools. Coaching helps colleagues translate this understanding into everyday classroom practice.

We are also embracing the recently introduced inclusion steps within Steplab, recognising the importance of developing teaching approaches that respond to the needs of all learners. To support this work, we have appointed two colleagues who will each work across our schools for two days a week, helping to develop coaching expertise, share effective practice and strengthen inclusive teaching.

Our approach is developmental rather than judgemental. We want colleagues to feel confident discussing their practice, trying new approaches and learning from one another.

Instructional coaching is part of our wider commitment to professional development and school improvement. Our ambition is to build a culture where improving teaching is a shared responsibility and where every colleague, whatever their experience, has opportunities to continue learning.

Performance Development and Inquiry Questions

At OAK, we believe professional development should be meaningful, supportive and closely connected to improving outcomes for children and young people.

Our approach to performance development encourages colleagues to reflect on their practice, identify areas they would like to develop and explore questions that are relevant to their work.

Through professional inquiry, colleagues are encouraged to engage with research, consider evidence from their own practice, try different approaches and evaluate their impact. This creates opportunities for professional curiosity and learning, rather than simply working towards a set of predetermined targets.

We recognise that professional development is most effective when colleagues have ownership of their learning, alongside appropriate support and challenge from leaders.

Our approach also helps connect individual development with wider school and trust priorities, creating opportunities to share learning and expertise across OAK.

Ultimately, we want performance development to contribute to a culture in which colleagues feel valued, supported and encouraged to keep improving, whatever their role or stage of career.

Professional Pathways – Growing Our Colleagues

At OAK, we believe that investing in our colleagues is fundamental to growing great schools. We want everyone, whatever their role or stage of career, to have opportunities to develop, learn from others and pursue their professional ambitions.

We actively encourage colleagues to undertake National Professional Qualifications (NPQs), further academic study and other professional learning that supports their development. We recognise that professional growth takes different forms and isn’t always about moving into a more senior role.

Our partnerships with Challenge Partners, Apple and Steplab provide opportunities for colleagues to work with others, engage with research, share effective practice and develop their expertise. We also encourage collaboration and peer development across our five schools, drawing on the considerable knowledge and experience within OAK.

Being part of a trust creates opportunities that may be less readily available within an individual school. Colleagues can contribute to trust-wide projects, work alongside colleagues in different settings, take on additional responsibilities and develop their leadership experience.

We are proud that colleagues have progressed into leadership roles within OAK, including headteachers who began their careers as newly qualified teachers in our schools.

We also recognise that professional development may lead colleagues to opportunities beyond OAK. Supporting people to grow and contribute to the wider education system is something we value.

Our aim is to create an environment where colleagues feel supported, challenged and encouraged to continue learning throughout their careers.

Growing Together as Colleagues – Benefits and Wellbeing

At OAK, we recognise that looking after our colleagues is an important part of growing great schools. We want everyone working across our trust to feel valued, supported and able to enjoy a healthy balance between their professional and personal lives.

Alongside our commitment to professional development, we offer a range of benefits and wellbeing services designed to support colleagues both at work and beyond.

Our employee benefits include:

• Eye test vouchers
• Lifestyle savings and discounts
• Cycle to Work scheme
• Home and Electronics scheme
• Gym membership scheme
• Health Cash Plan
• Menopause support
• GP consultation services
• Employee Assistance Programme for support staff
• Employee health and wellbeing services through SAS

Many of these benefits are available through our Vivup platform, with further information and support available from our HR team.

We recognise that wellbeing is about more than individual benefits. It is also about creating a working environment where colleagues feel respected, listened to and supported, and where their contribution is valued.

Our commitment to colleagues reflects our belief that great schools are built by people who are encouraged to grow, develop and thrive.