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The Church of England Central Education Trust (CECET) is a unique and forward thinking strategic partnership which brings together the Dioceses of Birmingham and Lichfield and the University of Wolverhampton.

 

CECET's purposes are threefold:

  • to secure high standards so that all children and young people can achieve;
  • to provide a strong framework for school improvement and the professional development of school staff and leaders; and
  • to facilitate the systematic expansion of academies and other new educational structures and partnerships.

Our aim is that all church schools should be at least good schools where children can be offered the richness of experience that the Christian tradition supports.

 

Our core values are:

  • Accountable to our parishes, schools and the Diocese; and to the DfE and other partners.
  • Foundational building all our plans, priorities and structures on Christ, the Sure Foundation.
  • Formational helping to grow the Church community, so that all can become leaders.
  • Intentional striving to be the best we can be; being confident of our calling in education.
  • Relational working through partnership, openness to others and mutual support.
  • Missional being outward looking to the communities we serve; proclaiming Jesus as Lord.
  • Sustainable laying roots that will flourish; being mindful of our stewardship of resources.

 

CECET's objectives are underpinned by the following principles:

 
  • A recognition that, while the Diocese is accountable for overall standards, it is the school and Governors who are accountable for the standards achieved by its pupils;
  • Recognition that improvement comes first and foremost through high quality teaching from committed and professional teachers whose skills and competence are recognised and respected and their professional development supported;
  • Recognition that the improvement process is a collaborative one, requiring communication and co-operation within the school and between the school and its partners and the wider community that it serves;
  • Equity of access and equity of provision as well as a continuum of provision for diversity of need;
  • Acceptance of the importance of effective leadership (Senior Leaders and Governors) – having a clear vision and high expectations for pupils as well as the skills to translate that vision and those expectations into reality;
  • Recognition that every school is capable of improvement; that the school is best placed to identify particular areas for improvement; and that sustained improvement comes from within the school;
  • Acceptance that strong support from their governors is vital in ensuring that schools can deliver sustained improvement;
  • Recognition that there will, at times, be a need for an external view of progress as well as support and, possibly, more active interventions to ensure, in keeping the pupil-centred focus of the policy, that poor quality educational experiences are not allowed to continue;

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