Home - Raleigh Education Trust

Imagine a future where every person is celebrated and valued for their unique qualities. That is the vision of our Trust: building a world where everyone is seen as special.

We welcome discussions with potential partners who share our values and ambition to create a better world for children. Our aim is not only to establish new schools but also to make a meaningful impact. If this resonates with you, we invite you to visit any of our schools to witness the transformational effects of our work or speak with our CEO.

All members of our Trust collaborate to establish a culture of aligned autonomy. This means school leaders are free to express themselves and make decisions regarding their schools to ensure an all-inclusive, high-quality education. Our school leaders are also Trust leaders, and we work together every day to identify and remove obstacles that prevent children from accessing high-quality education. We are guided by our fundamental values about our children (which we refer to as the five C’s: Character, Confidence, Curiosity, Creativity and Challenge) and our mission to empower all children through their education.

We believe every child is unique, and our Trust is committed to working with children and families who need extra help. The central team influences decisions based on the SEND Code of Practice definition of inclusion, which is the gradual elimination of barriers to learning and participation.

We place a lot of importance on children identified as having Special Educational Needs and Disabilities (SEND). However, we work hard to avoid using this term as it implies that these children are fundamentally different and struggling in school because of their differences. The system and structure of education often hinder their ability to thrive, so we spend a significant amount of time and resource considering the curriculum and the entire

school environment, as well as our children’s relationship with these environments. We refer to these individuals as “children who find learning difficult”, acknowledging that we all need extra help sometimes.

We know that changing systems, structures, and environments does not necessarily mean that all children will not require a helping hand or will be able to learn at the same speed as others. Every child needs exceptional adults to help them succeed, and we are fortunate to work with an exceptionally talented and committed workforce at the Trust.