'Midsomer Norton Schools Partnership is a high-performing trust. The centrally planned curriculum is well organised and sequenced for primary and secondary phases. Trust leaders allow schools the freedom to adapt the curriculum to suit their individual contexts. They keep close oversight to ensure that all pupils are making the progress they should. School leaders in all phases value the centralised approach. They recognise how this supports the development of expertise and collaboration across schools. The curriculum is having a positive impact of the outcomes of pupils at all phases. It prepares them very well for the next stage in their education, employment or training.'  

 

'Reading is a top priority for the trust. Trust leaders have ensured that staff in all phases know how to teach phonics effectively. Regular checks of reading in schools, coupled with a forensic use of assessment, allow trust leaders to pinpoint where improvements are needed. Across all phases, disadvantaged pupils make significant improvements in reading.' 

 

'Trust leaders have high expectations of pupils’ behaviour. These are shared by staff across schools. Central policies and systems help schools create a culture where excellent behaviour and regular attendance matter.'  

 

'School improvement is at the core of trust leaders' work. Under the skilled guidance of the CEO, they embody an unwavering dedication to securing the best outcomes for pupils. Trust leaders have developed a rigorous and effective model for school improvement that aligns with the trust vision. They strategically target support to schools where it is most needed.'

 

 'A culture of high expectations and ambition permeates all aspects of trust leaders’ work. Lines of accountability within the trust structure are well defined.'

 

'Trust leaders invest in staff development. They have created a strong professional development offer. Trust leaders meticulously plan their strategy based on trust and school priorities. They quickly identify staff with leadership potential and support them to achieve nationally recognised qualifications.'

 

'Governance is highly effective. Trust leaders work with a strong sense of moral purpose and in the best interests of pupils. There is a shared commitment to achieving excellence. Trustees, trust leaders and local governors articulate a clear and straightforward vision: ‘a determination that all children should be able to attend a good or better school’. This guides their actions and is fully understood and embraced by all.'

 

'Trust leaders place a very high priority on safeguarding. They have implemented high-quality training for school staff, governors and trustees. This gives leaders the knowledge they need to carry out their duties 6 effectively. Through regular quizzes, trust and school leaders test the impact of training, which helps shape future trust-wide professional development plans.'

Clutton

• 2020: “All pupils are studying their usual subjects. Staff are making some adjustments to practical work in science, art, physical education and music because of COVID-19. These are so that all pupils can make safe use of school resources. Leaders have checked pupils’ knowledge and understanding in English, mathematics, science and history. Teachers are adapting their plans between now and December 2020 to address any gaps in pupils’ knowledge.”

Critchill

• 2024: “Leadership is outstanding at all levels. Governors and the trust hold the school to account effectively. Staff are overwhelmingly positive about the support for their well-being and workload. Parents are similarly effusive in their praise of the school in transforming the lives of their children.”

Dundry

• 2019: “Parents and carers who responded to the online survey and discussions are happy with the school. They typically comment, ‘the academy trust has made many improvements,’ and, ‘staff are dedicated, hardworking and incredibly supportive.’”

Hayesfield 

• 2022: “As a result of joining the trust, staff have further opportunities for professional development and career progression.”

High Littleton 

• 2025: “Governors and trustees have a clear understanding of the school’s strengths and leaders’ priorities for development. They have the expertise they need to support and challenge the school on its tireless journey to provide every pupil with the strongest possible foundations for their futures.”

Longvernal

• 2023: “The school’s local governing board know their school well. There are clear lines of accountability between them and the directors of the multi-academy trust. Governors and trust officials provide effective challenge to school leaders about the standards pupils reach. Joining the trust has successfully enabled leaders and governors to widen the provision they offer to pupils.”

Norton Hill Primary 

• 2023:  “Trustees and governors act with the utmost integrity. They ensure that this vision is lived out for all members of the school community.”

Norton Hill Secondary 

• 2024: “Trustees and senior leaders have a clear vision. They provide support and challenge for leaders and other staff.” & “The school and the trust provide training that deepens staff’s expertise. Staff share their successful practice across the trust. Governors have the training and knowledge to ask challenging questions. The trust supports governors to carry out the duties delegated to them.”

Preston 

• 2023: “Support and guidance from the trust have also led to improvements in areas such as assessment.”

Somervale 

• 2022: “Senior leaders have an ambitious vision for the school. They are supported by the Trust effectively. This allows leaders to focus on making the correct improvements where needed.”

St Dunstan's 

• 2018:  “Leaders in school and from the multi-academy trust, governors and trustees are highly ambitious for the school, each pupil and the community. They have not shied away from making tough decisions to ensure that pupils benefit from a good quality of education.” / “The trust has provided high-quality support for teaching staff to improve their practice. They have added leadership capacity and supported school leaders to improve the quality of education. Together, these have been principal factors in transforming the school.” / “The Headteacher, trust and senior leaders have transformed the school. It now provides a good quality of education and pupils are safe.”

St Mark's 

• 2022:  “Leaders are positive about the support they receive from the Trust. The Trust has added additional capacity and expertise to the staff team and helped to improve academic standards, particularly in core subjects.”

St Mary's 

• 2024:  “Since the school joined the trust in April 2020, it has improved substantially. Trust leaders provide effective support where necessary. Leaders monitor the impact of their work carefully. As a result, pupils make substantial progress in learning the ambitious curriculum and are socially and emotionally very well prepared to move on from primary school.”

St Matthias

• 2024:  “Governors and the trust know the school well. They provide rigorous challenge and support in equal measure. The overwhelming majority of staff are proud to work at the school and feel that leaders are supportive of their workload..”

Trinity Church School

• 2018:  “The support provided by the multi-academy trust, The Midsomer Norton Schools Partnership, has been crucial to the rapid improvement at Trinity. Initially, this involved the recruitment of staff and governors. Subsequently, the trust has supplied a wealth of training and coaching opportunities to develop staff and governors.”

Welton 

• 2025: “The trust and local governors have an accurate understanding of the school. They ask challenging questions and provide effective support. They ensure the work of the school is effective. Staff are positive about the ongoing professional development they receive, which helps them to teach the curriculum well”

Writhlington 

• 2021: “In English, trust leaders have built a high-quality programme” / “The CEO of the multi-academy trust provides considerable support to the school. This has led to improving standards and has been influential in developing leaders’ thinking about the curriculum. The school has adopted a high-quality mathematics programme developed by the trust.”