Ethos and Curriculum Intent:

The Lincolnshire Educational Trust works to enhance the aspirations, educational opportunities and attainment of children and young people across south Lincolnshire and its surrounds. By working collectively and cooperatively across its academies, the Trust seeks to add value and achieve the synergies that a multi-academy trust can bring. All the Trust’s academies are expected to uphold its mission, values and curriculum intent, whilst interpreting them to meet their local community needs.


To develop academies that are schools of first choice through their high aspirations, educational excellence. The academies will improve the life chances of young people through the development of their academic, cultural and sporting achievements, enhancing their personal development and enabling them to become confident life-long learners who are able to successfully contribute to the world in which they live.


  • Maximising the potential of every child and young person

  • Providing a safe and secure environment for learning and teaching

  • Promoting well-being: physical, emotional and mental

  • Caring for the environment in which we learn and live

  • Supporting parents and carers to participate in their children’s learning

  • Nurturing and developing excellent staff to help us achieve our mission

  • Fostering a positive learning culture that is aspirational, ambitious and innovative

  • Working in partnership to achieve our goals

  • Upholding exemplary behaviour that is respectful and caring

  • Making education enjoyable and celebrating every young person’s achievements

  • Create a curriculum which embeds the mission and values of the Trust yet is crafted in a manner that meets the distinctive needs of each community and all the stakeholders in each academy.
  • Provide our young people with access to the knowledge, experiences and skills necessary to equip them for life, building their cultural capital so that they are knowledgeable about a wide range of cultures and have access to a broad range of experiences to deploy during their life.
  • Consult regularly with parents, carers and young people on their curriculum needs to ensure we have the right balance of provision which is broad and balanced, recognising that our young people learn in different ways and have different needs and interests.
  • Ensure there are different pathways to learning, yet guaranteeing equality of opportunity for all young people.
  • Prioritise learning in communication, literacy and numeracy for every young person.
  • Develop skills and knowledge that enable young people to be confident and healthy citizens in the digital world.
  • Provide opportunities for developing interest and talent in sports, music and creative arts
  • Promote learning, on occasions outside the classroom, which develops resilience and self-worth.
  • Build knowledge, skills and understanding in a way that engages and inspires young people in an intelligent, logical and sequential manner.
  • Celebrating success at all levels to help build confidence and help create develop confident and ambitious young people.

The operational principles set out how the Trust works which are important to the academies in the Trust and those considering joining it. They are subject to adjustment only in case of significant or sustained underperformance by an academy.The Trust believes it has a moral imperative to work to improve young people’s life chances through high quality educational provision, care and support in south Lincolnshire and its surrounds.

  • The Trust puts children and young people first in its decision-making.
  • The Trust has the support of the University of Lincoln as its sponsor, to enhance opportunities for its young people and to provide guidance to its executive staff.
  • The Trust has clearly defined roles for Members, Trustees and Academy Governing Committees.
  • The Trust is committed to being an employer of choice, working to national and local conditions of service for staff as well as being members the teacher’s and local government pension schemes.
  • The Trust seeks to empower its Principals by devolving maximum responsibility to them, as it believes that through their leadership they will drive their academy forward and optimise the educational and developmental performance of young people in their care.
  • The Trust seeks to have very low central cost for our academies, to ensure the maximum resources are available to support learning and young people.
  • The CEO/DCEO/Executive Principals have a key role in running the Trust and monitoring performance, but are seen as facilitators of partnership working with Principal’s having a key role in academy policy decisions.
  • The Trust has common child protection and safeguarding policies.
  • The Trust has common accountancy policies and systems
  • The Trust has common policies and procedures for all employment matters
  • The Trust has common policies for health and safety, including fire safety.
  • The Trust does not pool academy budgets and its policy is not to do so. It is committed to maintaining the national/local allocated funding for each academy.
  • Each academy is expected to run within a balanced budget or better during each academic year.
  • The Trust allows all academies to maintain their own reserves, if reserves have to be used by another academy, it will be arranged through an intra-trust loan, set for a period of time and agreed by the Trust.

If we have Condition Improvement Funding (CIF) delegated, it would be allocated across the Trust on a needs base criteria agreed by the Trust

Our approach to continuous improvement in our academies is based on five tenets:

  • Setting high aspirations for every learner in all aspects of academy life.Knowing every learner and designing support and encouragement in a manner that ensures each can grow and know they can achieve in a safe environment.
  • Providing Inspirational teaching by high quality staff that embeds literacy and numeracy in the curriculum, whilst providing a broad and diverse curriculum that captivates children and young people so they become life-long learners, as well as accelerating the learning of disadvantaged students.
  • Maximising and celebrating every learner’s achievementsand progress through high quality teaching and support.

Promoting exemplary behaviour that is characterised by a respectful and caring environment, in which rules are understood and accepted.