Bright Tribe


Following the Government’s recommendation for all schools to review its governance procedures and move to a skills-based structure, Bright Tribe has developed an innovative model to ensure each academy is accountable for its decisions and that the best outcomes are available for students.

The Trust’s governance framework consists of the Trust Board, its various sub-committees, regional Accountability Review, and Challenge (ARC) groups and school-led Drive Teams, to establish a professional and fit for purpose structure with a clear remit.

Trust Governance Structure

Governance Structure >

Register of Members >

Register of Directors >

Articles of Association >

Scheme of Delegation >

Director Attendance 2015-16 >

Why is governance structured as it is?

The main purpose of the structure is to drive school improvement and improve the outcomes for the children and young people within our academy. Advisors with high quality skill sets and experience will sit on the appropriate groups within the structure and reporting will be clear and rigorous.

Drive Teams provide local support and challenge for each academy within each region and act as a vehicle for driving school improvement at academy level through the direction of the academy Rapid Improvement Group.

The Rapid Improvement Group (RIG) has a management function of ensuring school improvement takes place with pace and focus. It identifies, through looking at school data and pupil performance, priority school improvement areas with required actions, some of which the Drive Team can work on and report on to the ARC group.

The Accountability, Review and Challenge (ARC) group provides quality assurance, support, and challenge to academy leaders. This group operates regionally and reports to the Trust Board.

How do the groups report?

The groups operate and report as shown in the diagram below.



Benefits of the new structure

  • Advisors with the appropriate skill sets, experience and training will sit on groups within the structure and reporting will be clear and rigorous.
  • A clear reporting structure is in place which ensures transparency, clear identification of actions, responsibilities, outcomes, and impact.
  • Actions, outcomes, and impact are directly targeted at supporting specific areas of identified school improvement
  • Outcome and impact are rigorously monitored, regularly revisited, and challenged at academy (Drive Team), regional (ARC group) and Board level to ensure successful outcomes are achieved.
  • The structure not only supports a process but is designed to show clear lines of accountability and ownership of school improvement by all involved.
  • The structure meets the Government’s expectations in terms of ensuring open, independent review and rigorous challenge as delegated to the ARC group.

Drive Teams

Drive Teams have been established to drive forward school improvement within the Trust’s academies. The group will consist of parent, community, pupil, and staff advisors.

Parent and community advisors within this group will spend time in schools looking at some aspects of the school which have been identified through the RIG as requiring intervention and improvement. The group therefore takes its lead from the RIG. The parent and community advisors will report back to ARC group, via the RIG, using a set reporting template.

The ARC group will contain two elected parent and two associate community advisors from Drive Teams across the Trust.

It is not the remit of the parent and community advisors to report on the quality of teaching within the school.

A parent focus group meets termly and parent advisors are able to engage with pupils through school visits or via the school council.

Parent and community advisors visits are an excellent way of looking independently at a school.

Further information regarding the remit of the Drive Team please see Drive Team Terms of Reference.

Apply to join a Drive Team

Being a member of the Drive Team provides an opportunity to make a meaningful contribution to the Academy at this exciting stage of the Trust’s development. The group convenes termly or as a when required.

If you would like to become a member of the Drive Team, please follow the link below for further information and guidance.

Become a member of the Drive Team >

ARC Groups

Regional Accountability, Review and Challenge (ARC) Groups have been established across each region within our academy network and contain an independent chair, Executive Principals, Principals, the Director of School Improvement, two elected parent advisors, and two associate community advisors from the Drive Teams.

This group monitors the performance of the academies within the region and supports and challenges the academy leadership team to drive rapid improvement and share best practice. The group reports to the Trust Board.

The ARC Groups are split into three regions:

  • Region 1 – Cornwall
  • Region 2 – Suffolk and Essex
  • Region 3 – North

ARC Group Members

ARC group members consist of the following for each region:

  • An Independent Chair
  • The Academy Principal
  • The Academy Executive Principal
  • The Director of School Improvement (leading on Safeguarding)
  • Two elected parent advisors and two associate community advisors from the Drive Teams.

Full details of ARC members including their business and pecuniary interests are available on each academy website.

ARC Group Meeting Dates

Region 1Region 2Region 3
Tuesday 8th November 2016Wednesday 9th November 2016Thursday 10th November 2016
Tuesday 10th January 2017Wednesday 11th January 2017Thursday 12th January 2017
Tuesday 28th February 2017Wednesday 1st March 2017Thursday 2nd March 2017
Tuesday 25th April 2017Wednesday 26th April 2017Thursday 27th April 2017
Tuesday 13th June 2017Wednesday 14th June 2017Thursday 15th June 2017
Monday 10th July 2017Tuesday 11th July 2017Wednesday 12th July 2017

ARC Group Meeting Minutes

ARC Group meeting minutes are available on each academy website.

Further information regarding the remit of the ARC group please see ARC Group Terms of Reference.