Leadership capacity is already in place and working well at MAT level. The SLT is a dynamic group that enables workload to be shared Trust wide. We have a flexible staffing structure to be developed across the Trust (e.g. Three non teaching SENCOs, Chief Operating Officer, Chief Financial Officer, Designated Safeguarding Leads, Director of Curriculum and Standards, Director of Church Distinctiveness, Director of Languages, Director of Early Years, Phonics & Early Reading).

Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves.

Philippians 2:3

Each school will have either a Head of School or a substantive Headteacher, as it is the vision of the Trust and the community it serves to maintain strong internal organisation, management and leadership within the individual academies. There is expertise to support school improvement and flexibility to support others.

This is a Trust that has the capacity to support other schools as evidenced through the successful establishment of Bourne Elsea Park and Colsterworth and the ongoing support for local schools brokered through the DfE, LA and Diocese. All schools in the Trust have practice worthy of sharing more widely.

Leadership at all levels is strong with a good capacity to backfill, as the Trust has deliberately overstaffed in some areas to support their outreach work. The CEO/Executive Head is an NLE and has a long history of supporting other schools. Leaders are currently supporting a school in Lincolnshire.

Key Leadership Team

Mrs Sarah Moore

Chief Executive Officer


Mrs Jill Bates

Chief Operating Officer /AAT Complaints Coordinator


Mrs Jane Parsons

Chief Financial Officer


Mrs Megan Shears

Director of Curriculum & Standards

Mrs Alison Simpson

Director of Church Distinctiveness

Miss Helen Bergmann

Director of Early Years, Phonics & Early Reading

Miss Louise Pape

Director of Languages

Mrs Louise Jordan

Head of School, Colsterworth CofE Primary School

Leadership – Capacity for Growth


  • Secure growth plan and work with Diocese and DfE to establish potential candidates for joining the Trust
  • Onboard a minimum of two schools



  • In line with Trust strategic plans ensure scalable development of Trust capacity
  • Onboard a minimum of five schools
  • By 2030 AAT aims to have a minimum of 10 schools across a geographical region that will enable cross Trust working and the potential to form two hubs or clusters
  • The Trust has identified key roles within the central structure that will become scalable as more schools join the Trust. The CEO will need to move away from operational work and the school improvement offer will be delivered through small and sustainable increases in personnel to ensure that support for all schools is appropriate and in line with the school improvement plan
  • Key personnel who already have a part time role supporting curriculum and school improvement across the Trust will focus more on the cross-Trust work and will be replaced with cost effective teaching staff to ensure that the offer is robust and in line with the Trust vision
  • Additional administration staff will be taken on board dependent on the size of school joining and the demands placed on the Trust through the process, this will be identified as part of the due diligence
  • A small school joining the Trust is likely to have little to no impact on the current structure. However, the Trust is able to articulate the current capacity and the threshold that would be reached with a larger school joining and at what point in the due diligence further staff would be required. This will be at 5 schools +. At this time, premises for the Central Team will also be considered

Priorities for School Effectiveness

The role of the SLT including the CEO/NLE is to:

  • Use a range of information (eg. data reports, QA visit records) to identify strengths and capacity within schools in the Trust
  • Challenge schools in the identification of needs and support them to engage in school improvement strategies to improve pupil outcomes
  • Develop a cohesive and clear Trust Development Plan that will address shared priorities and ensure consistency, rigour and focused planning
  • Ensure clarity of purpose, agreed responsibility and agreed timescales – holding school leaders to account
  • Review half termly the progress against priorities. Challenge and support leaders to make
    improvements at a rapid but sustainable pace
  • Evaluate impact of developments through QA visits and Academy discussions and report to Local Boards so they are well informed to hold leaders to account
  • Support the induction of new academies into AAT

Learn more
about Abbey
Academies Trust

Lessons from the Geese

We all work together using ‘Lessons from the Geese’. Learn more about how we strive for excellence.

Learn More

Vision and Values

AAT was established to share the philosophy of collaboration, continually supporting school improvement.

Learn More

Our Schools

By working in partnership we are assured of excellent support which will ensure exceptional provision for all our pupils and our community.

Learn More


We are dedicated to the continuous improvement and growth of our educational institutions.

Learn More


To be a Multi Academy Trust which is recognised as a Centre of Excellence for inclusive education for learners.

Learn More