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The Williamson Trust was founded by Governors of Sir Joseph Williamson’s Mathematical School in April 2011. The Chair of Governors, Mr Michael Costello, is also Chair of The Williamson Trust and a National Leader of Governance.

“The Trust in charge of the Academy provides effective support.”  -  Ofsted

The Trust is governed by an overarching Academy Trust Board, with significant powers delegated to local governing bodies.

There are currently six academies in our family of schools in Medway, Kent:

  • Sir Joseph Williamson’s Mathematical School
  • The Hundred of Hoo Academy
  • High Halstow Primary School
  • Elaine Primary Academy
  • Allhallows Primary Academy
  • Stoke Community School

We are also, in partnership with the Rochester Diocese Board of Education, co-sponsor of St James’ Church of England Primary Academy School in Grain.

“The Trust is fully committed to raising achievement and has ensured that teachers receive high quality professional development at all levels.”  - Ofsted

The Hundred of Hoo Academy, 2012 Inspection report:

The Williamson Trust provides effective support and the Academy benefits from good working relationships with member schools. The Academy has drawn on the experience of the other Trust secondary school and has shared its expertise on, for example, moderation of coursework and pupil tracking.

Allhallows Primary Academy, 2015 Inspection Report:

The Williamson Trust supports the school very effectively and ensures that the school benefits from the additional expertise and capacity afforded by the Trust family of schools, its Board and directors. The head of school and the executive head teacher promote the Trust Board’s values of ‘Aspire, Achieve and Excel’ extremely well.

The Trust supports the school very well as part of its family of schools and brings increased capacity so that the school is well placed to improve further.

Senior leaders, governors and members of the Trust Board share a commitment and determination to provide the best possible learning and experiences for pupils. They have successfully established a culture of high aspiration where pupils are able to thrive. They ensure that all pupils benefit from good teaching so that they achieve well, develop positive attitudes to learning and are well prepared for the future.

The Trust places a strong emphasis on developing teachers and recognising their potential as future leaders. Appropriate and effective training ensures this potential is developed.

There are good training opportunities for staff so that their individual needs, as well as whole-school priorities, are fully met. All leaders and staff benefit from opportunities to share the best practice in all aspects of the school’s work across the schools in the Trust. As a result, an increasing number of pupils are making rapid progress.

Pupils’ spiritual, moral, social and cultural development is a real strength of the school. It underpins all that the school does. Through the curriculum, the school’s values and the overarching philosophy of the family of schools in the Trust, pupils have respect for differences in faiths, cultures and backgrounds. Leaders ensure pupils understand British values such as democracy and understand the need for rules in school and the wider community. This helps to ensure pupils are well prepared for life in modern Britain and the next stage of their education.

The governing body challenges school leaders very well to strive for excellence because it has high aspirations. Members understand the school’s performance information and know how well the school compares to others nationally. They have a high level of expertise and offer skills in a range of areas which are acknowledged within and beyond the Trust. As a result, they are able to provide good levels of challenge and support, and effectively hold the school to account for its performance. They are well informed about all aspects of the school’s work by senior leaders, and their own visits to school and analysis of data. They know that performance management and a robust training programme are helping to improve the quality of teaching and standards, and that pay progression is linked to pupils’ good progress. They fully support the school’s leaders in expecting nothing less than good or better teaching and how they tackle any underperformance. Governors have a very clear understanding of how additional funding is spent and the impact on pupils’ achievement. Governors foster and very effectively promote the strategic, collaborative approach between their work, the Trust Board and school leaders.

Elaine Primary Academy, 2016 Inspection Report:

The governors and trust board work effectively with the executive headteacher to provide sustained challenge. This has led to improved learning and an increase in the progress of pupils.

The trust has built a sustainable and flexible team which can support a drive for excellence. Through this, teachers and leaders are developing their skills.

The executive headteacher has a clear vision and high aspirations for the pupils and staff. She works effectively with governors and the trust board, who support her, to rapidly improve teaching and learning.

The school has received support from a national leader of education (NLE) and the academy trust thoroughly checks the work of school leaders and governors. Trust members and governors are focused on the needs of each individual so that outcomes become as good as they can be.

Governors report to the trust board and have a positive working relationship which promotes centralised practices such as setting expectations for teacher performance and standards for classroom practice.

The arrangements for safeguarding are effective. Systems to recruit and train staff are suitably robust. The school makes good use of trust support. Pupils know how to stay safe including information about esafety. Parents at the school gate report that behaviour is now well managed and improving and that their children are happy and safe in school.

Recently appointed middle leaders are being supported by the trust and the executive headteacher to implement new strategies and better learning opportunities. As a result, the current Year 6 pupils have made rapid progress during this academic year in both literacy and mathematics

High Halstow Primary Academy, 2014 Inspection Report:

The school has made good use of the partnership opportunities offered by the Williamson Trust. Teachers and governors speak very favourably about how the sharing of expertise across the Trust schools, together with joint training events and the professional challenge of working with like-minded people, has led to better practice and higher expectations.

Improved governance has been a key factor underpinning the school’s improvement. Governors, both at local and Trust Board levels, are unified by a vision of excellence and provide strong support for the work of the school. Their energy and insight contribute positively to the strategic drive for improvement. Decisions are made on the basis of a detailed understanding of the school’s strengths and areas for development. Their monitoring of work, enhanced by the good quality training they have undertaken, means that governors have a good knowledge of the school’s performance compared with other schools. This allows them to hold the school robustly to account for its improvement and to ensure that teachers’ performance is closely linked to pay progression. They keep a close eye on how the school deploys its resources. As a result, they make well-informed decisions about the use of additional funds, such as the pupil premium, and recognise that this is helping to eliminate gaps in performance between groups and individual pupils. Governors make sure that statutory requirements are met, particularly those relating to safeguarding.

St James Church of England Primary Academy, 2014 Inspection Report:

The academy’s sponsors provide good support to the school. The headteacher works productively with the diocese and the Williamson Trust to improve standards.