Schools WISHING TO JOIN US
The Greenshaw Learning Trust is developing clusters of primary and secondary schools that benefit from mutual support, collaboration and the efficiencies and security of being part of a single, strategically aligned organisation.
The Board of Trustees only takes decisions to partner with schools where they fit with, or can be developed to fit with, the culture and ethos and where there is benefit to the Trust as a whole. The definition of ‘Trust’ is everyone in the organisation: our pupils, teachers, support staff, governors and the shared services. All our schools and shared services are part of the fabric that makes the Trust what it is, and as schools join our organisation evolves.
At the Greenshaw Learning Trust, we cherish the differences between each of our schools and want all of them to continue their improvement journey. We promote local representation and accountability, believing headteachers and governing bodies are best placed to run our schools.
To achieve the Trust’s improvement and growth strategy, capacity is developed ahead of taking on schools, so the Trust is able to provide support at the earliest opportunity. This means the Trust is well placed to provide the right support to ensure rapid and sustained improvement.
We aim to provide:
- Simplicity and clarity in all we do – in particular around teaching and learning, enabling teachers to focus on supporting young peoples' learning so that they achieve brilliant outcomes.
- More efficient and effective use of resources to ensure young people have opportunities to learn in an environment that is fit for purpose now and in the future.
- A wide range of first class destinations for young people, including further education, higher education, apprenticeships and university.
If you are interested in finding out more, please contact us here.
Reflections on Joining Greenshaw Learning Trust as a New Headteacher
Since joining Greenshaw Learning Trust, I have been struck by the depth of support, care, and professionalism that has characterised every interaction. From my first meeting with an Assistant Director—before I even applied—it was evident that this is a Trust where emotional intelligence and humility shape leadership. The warmth, encouragement, and genuine interest shown then have continued consistently throughout my induction with both a Director and Assistant Director.
One of the most immediate differences I have experienced is the way the Trust alleviates many of the administrative burdens that traditionally fall to headteachers. Processes such as updating policies, preparing for governors’ meetings, managing admissions, and navigating staffing changes have been seamlessly managed by Shared Services. This demonstrates the Trust’s commitment to empowerment—freeing leaders to focus on the quality of education, the wellbeing of staff and pupils, and the strategic culture of the school.
The proactive support of colleagues across shared services has also been a defining feature. Within my first fortnight, members of the central team visited in person to ensure I knew where to access support and to demonstrate their commitment to partnership. These interactions reflected openness and transparency, active listening, and recognition and appreciation—behaviours that build trust and strengthen collaboration.
I have often found myself saying, with genuine gratitude, that I cannot believe certain tasks are done for me. This sense of relief is more than practical support: it reflects a culture of inclusive decision-making and vision and purpose, where leaders are trusted, supported, and aligned around shared goals.
Being part of Greenshaw Learning Trust has already been a refreshing and affirming experience. It is a Trust that not only articulates its values but demonstrates them in practice through the lived behaviours of its people. I feel both fortunate and proud to be working within such a collaborative and values-driven community, and I look forward to continuing to learn, grow, and contribute as part of it.
