Strategic Development Plan 2017-2020smartfile.s3.amazonaws.com/...Strategic-Development-Plan-2018-2019.pdfStrategic Development Plan – 2017-2020 Humber Education Trust is an exempt

Where everybody counts, every moment matters

1

Strategic Development Plan – 2017-2020

Humber Education Trust is an exempt charity regulated by the Secretary of State for Education. It is a company limited by guarantee registered in England and Wales (company number 08682547),

whose registered office is c/o Clifton Primary School, Burslem Street, Hull, HU2 9BP.


2

Contents

Part One

1. Our Vision

2. Our Context

3. Our Story

4. Our Strategic Aims

5. Progress Update

Part Two

6. Our Annual Plan

7. Our Financial Plan

8. Our Growth Plan

Further information is available at http://humbereducationtrust.co.uk/

http://humbereducationtrust.co.uk/


3

1. Our Vision Our vision and aims

Our strength lies in a common purpose: high aspirations, moral values, care and support; yet celebrates

our individual uniqueness. We recognise that as every child needs different things to achieve the same

end point, their full potential, so too do the schools that nurture and develop those children.

One size does not fit all.

Our commitment stretches across the breadth of our community with children firmly at the heart of all

that we do. We are outward looking, embracing links with other education providers and agencies as we

all seek the best outcomes for children in our region.

We believe in innovative staff development opportunities at all levels, so that our teams enable our pupils

and families to shine. We are passionate educators, both of ourselves and of others, prioritising resources

to have the greatest impact, every minute of every day, on the children we serve.

We welcome challenge as this promotes

positive change. Our determination to

achieve the best outcomes for every

individual means that we are relentless in our

pursuit of excellence.

Only the best is good enough.

Humber Education Trust is

committed to:

Work ethically and with mutual respect and collaboration.

Provide a caring and safe environment where responsible, tolerant and principled global citizens

can grow.

Develop creative, enquiring and resilient learners with a thirst for knowledge.

Promote success and celebrate effort.

Provide a vibrant, challenging and enriching curriculum by encouraging fresh thoughts and

outward-looking ideas.

Ensure that all staff have outstanding continual professional development and feel appreciated

and supported.

Embrace technology, to reflect the changing needs of our world.

Play our part in this strong community and provide support for all the families within it.

Recognise the diverse needs of our community, to ensure that children and young people from all

backgrounds thrive.

Drive financial efficiencies, seek best value and save money in order to reinvest in the classroom.


4

2. Our Context

Humber Education Trust is a family of 12 schools. 9 of these are Primary, 3 are Special.

School Headteacher

No. on roll

PAN % Ever 6

Pupils % SEN pupils

% EAL pupils

Age range Ofsted category

Adelaide Primary Paul Plumridge 413 60 47%

15% 3% EHCP

75% 3-11 Good

February 2015

Broadacre Primary Lisa Staines 366 60 28% 12%

6% 3-11 Good

December 2015 1% EHCP

Christopher Pickering Primary

Jane Marson 467 60 23%

20% 5% EHCP +

4% HI 6% 3-11

Good January 2018

Clifton Primary Rachel Wilkes 319 45 43% 13%

55% 3-11 Outstanding

July 2016 3% EHCP

Frederick Holmes (PD & PMLD)

Barbara Ribey 72 N/A 43% 100% EHCP 2% 2-19 Good

September 2013

Ganton (SLD & PMLD)

Eddy Wharton 176 N/A 56% 100% EHCP 7% 2-19 Outstanding January 2018

Maybury Primary Alison Grantham 239 30 52% 17%

8% 3-11 Good

May 2015 2% EHCP

Neasden Primary Nicola Loten 244 40 28% 15%

1% EHCP 4% 3-11

Good July 2015

Parkstone Primary Sarah Waller 349 50 19% 12%

7% 4-11 Good

March 2014 1% EHCP

St Nicholas Primary Caroline Skipper 191 30 19% 19%

37% 5-11 Good

June 2018 4% EHCP

Tweendykes (SLD & PMLD)

Bernie Moorcroft 149 N/A 40% 100% EHCP 5% 3-19 Outstanding

May 2016

Woodland Primary Kirsten Bradley 188 3 0 68% 22%

3% EHCP 12% 3-11

Requires Improvement June 2017


5

3. Our Story Humber Education Trust was formed by 11 forward thinking schools, all based in Kington upon Hull

in September 2017. We passionately believe that collaboration is the key to building a strong and

confident Trust and ultimately, delivering the very best standard of education to children and

young people. Our structures and processes will continue to evolve to support and develop the

Trust to benefit all our children and young people and staff.

We believe in allowing each school to retain its own distinct voice and identity, supporting all with

efficient and effective central services and expertise. All our schools are firmly committed to

sharing best practice and developing strong partnerships that will deliver the highest standard of

education for all children and young people.

We believe passionately that education is about the development and nurture of the whole child.

The environment of the Trust is designed to encourage creativity, physical excellence and

academic achievement so that they are ready to take their place in the world and make a positive

contribution to society.

In September 2018 Frederick Holmes School joined the Humber Education Trust family.

Each school has its own bear called Humber. Humber serves to remind the members of the Trust

community that they belong to a wider family.

Humber Education Trust also has its own Trust School Council and regularly provides children and

young people with opportunities to work with, compete against and communicate with peers in

other schools.

Alongside our improvement work in current member schools, the Trust is working actively with other

schools and the Regional Schools Commissioner (RSC) to grow its family of schools. This will enable a

greater level of system-led improvements, further opportunities for collaboration and deliver better

economies of scale.


6

4. Our Strategic Aims

Strategic Aim 1: Outcomes Key Strategic Areas

All schools to reach good or better

outcomes.

1a

1b

1c

To improve standards in Reading, Writing and

Mathematics so that year-on-year more pupils achieve

and exceed age-related expectations, and progress

exceeds that made by pupils with similar starting points.

To secure high quality teaching and learning of a rich and

broad curriculum in each school.

To ensure groups at risk of underachieving make good or

better progress as required, with a particular focus on

disadvantaged pupils.

Strategic Aim 2: School

Improvement

Key Strategic Areas

To establish a self-sustaining,

system-led, collaborative approach

to improvement that enables rapid

improvement where required.

2a

2b

2c

To ensure that there is a rigorous and robust programme

of Quality Assurance and self-evaluation

To develop school-to-school support.

To build links with Teaching Schools and training

providers.


7

Strategic Aim 3: Leadership Key Strategic Areas

Secure and maintain highly

effective Governance

arrangements.

3a

3b

3c

3d

To ensure that the Trust Board of Humber Education Trust

fulfils its moral and legal obligations, acting in the best

interests of the Trust, governing lawfully in accordance with

its Articles of Association.

To ensure members, Trustees and Local Governing Body

members demonstrate legitimate and visionary leadership,

effective oversight, and highly effective challenge/support

structures.

To ensure head teachers and other key leaders actively

engage with and make an active contribution towards each

of groups identified within overall Trust structure.

To ensure safeguarding arrangements are highly effective in

all schools.

Strategic Aim 4: Services Key Strategic Areas

Ensure the Trust provides

outstanding Central Services to

all schools

4a

4b

4c

To ensure that the Trust has business arrangements that

are efficient and effective to enable it to deliver on its

commitments to grow, prosper and deliver value for money

across all of our operations.

To disseminate best practice, identifying/minimising risk

and optimising resources in order to maximise ‘front line’

funding for all schools.

To source and make effective use of capital funding in order

to provide ‘first class’ facilities to support outstanding

educational provision.

Strategic Aim 5: SEND Provision Key Strategic Areas

To ensure high quality provision

for children and young people

with severe and complex

learning difficulties

5a

5b

5c

To continue the development of high quality provision for

children with severe/ complex needs in all settings

To secure a consistent assessment system for pupils working

below age related expectations

To strength transition arrangements to further education,

employment and training


8

Strategic Aim 1 Strategic Aim 1: Outcomes Key Strategic Areas

All schools to reach good or better

outcomes.

1a

1b

1c

To improve standards in Reading, Writing and

Mathematics so that year-on-year more pupils

achieve and exceed age-related expectations, and

progress exceeds that made by pupils with similar

starting points.

To secure high quality teaching and learning of a rich

and broad curriculum in each school.

To ensure groups at risk of underachieving make

good or better progress as required, with a particular

focus on disadvantaged pupils.

Success Criteria 2020

SC1. Attainment and progress by the end of Key Stage 2 are at least in line with national levels on aggregate

across the Trust and in each school within two years of joining the Trust – including for disadvantaged

children.

SC2. Aggregated outcomes by the end of Foundation Stage show year on year improvements,

outperforming national rates of improvement, thus closing attainment gaps.

SC3. Aggregated outcomes by the end of Key Stage 1 show year on year improvements, outperforming

national rates of improvement, thus closing attainment gaps.

SC4. Aggregated outcomes in Year 1 Phonics Screening Check show year on year improvements,

outperforming national rates of improvement, and at least match national average.

SC5. All teaching is good or better in each school within two years of joining the Trust.

SC6. All schools are judged to be good or outstanding in Ofsted.

Milestones 2018-2020

M1. Aggregated outcomes across the Trust to be broadly in-line with national levels at the end of 2018,

securely reaching national levels by the end of 2019 with an increasing number moving ahead of

national levels by the end of 2019 and 2020, particularly those established in the Trust and taking into

account the context of new schools.

M2. All teaching will be good or better by the end of 2019, or at an appropriate time for new schools, with

an increasing proportion outstanding over the next three years.

M3. Success Criteria will be reviewed and revised according to the context of new schools joining the Trust.


9

Strategic Aim 1

Actions for 2018-2019 Actions People Target

Devise, agree and implement Trust-wide agreed descriptors for Greater Depth Standard (Y1, Y3, Y4, Y5) – all core subjects.

Deputies group Autumn 18

Continue to complete Annual Review in each school (x2 for identified schools). Include Head of School/Deputy Head on each review team for CPD.

CEO, SSIL Autumn 18

onwards

Devise and implement specific HET support plan for identified schools

CEO, SSIL

Autumn 18

Deliver Teacher Research Groups (TRGs) in Maths Mastery, Reading and bespoke Special School model to teachers in all year groups.

Specialist S2S

Leaders

Autumn 18 –

Maths

Spring 19 – Reading

Summer 19 -

Special

Complete termly Trust wide moderation of core subjects – focussing on Greater Depth Standard.

Headteachers Aut – Maths

Spr – Reading

Sum - Writing

Continue Trust wide benchmarking data collection:

AUTUMN – Target setting and KS2 Progress

SPRING – ALL YEAR GROUPS UPDATE

SUMMER – STATUTORY PERFORMANCE DATA

SSIL

C&S Trustees

Autumn 18

Onwards

Devise and implement Trust-wide Pupil Premium allocation template.

SSIL Autumn 18

Utilise DfE MAT Development funding by deploying 11 S2S Leaders to:

Devise and train all teachers in Trust-approach to teaching of fractions.

Deliver Reading Teacher Research Groups (TRGs) to all staff.

SSIL

Identified S2S

Leaders

Autumn 18 to

Spring 19

Progress Against Success Criteria

SC1.

SC2.

SC3.

SC4.

SC5.

SC6.


10

Strategic Aim 2 Strategic Aim 2: School Improvement Key Strategic Areas

To establish a self-sustaining, system-

led, collaborative approach to

improvement that enables rapid

improvement where required.

2a

2b

2c

To ensure that there is a rigorous and robust programme

of Quality Assurance and self-evaluation

To develop school-to-school support.

To build links with Teaching Schools and training

providers.


SC7. Regular monitoring visits from School Improvement Leaders, strengthen self-evaluation and support

robust improvement planning in all schools – Ofsted outcomes.

SC8. School Improvement Plans align closely with the Trust Strategic Plan and effectively match the

development needs of each school.

SC9. 100% of teachers participate in termly training delivered by Central Staff, Headteacher and/or S2S

Leader/Peers.

SC10. 100% of schools have Initial Teacher Training places agreed with the provider.

SC11. 100% of HET teachers participate in annual Teacher Research Group (TRG) for Reading, Writing and

Maths.


M4. By end of Summer 2018, School Improvement Leader (0.4FTE) will be formally appointed and will

have formulated a well-developed Quality Assurance programme.

M5. By 2019/2020, all schools to be using agreed Trust pro-formas for improvement planning and self-

evaluation.

M6. By end of 2018, volunteer S2S Leaders/Peers will be appointed and initially deployed. By end of 2019,

roles will become increasingly formulised with an increasing proportion of improvement work led by

S2S Leaders (brokered by Senior Trust staff) and a programme of peer self-review in place.

M7. Full engagement in initial teacher training should be clearly established by Summer 2020, with

increasing number of schools using identified ‘preferred’ provider.

M8. By 2018, programme of termly moderation, Maths Teacher Research Group (TRG) lesson studies and

shared staff continuing Professional Development (CPD) meetings in place. During 2019, TRGs will be

extended to include Literacy and Trust wide INSET days will be planned, leading to more embedded

opportunities.


11

Strategic Aim 2

Actions for 2018-2019

Actions People Target

Evaluate strengths and develop needs across HET schools and key personnel, including risk assessment of all schools and identification/matching expertise with improvement areas.

CEO, SSIL

C&S Trustees

Autumn 2018

onwards

Revise and implement School Improvement core offer to all schools

CEO, SSIL

C&S Trustees

Autumn 18

Develop HET bespoke leadership curriculum. CEO, SSIL By Easter 19

Provide bespoke HET training to S2S Leaders. CEO, SSIL

HTs and S2S

leaders

Ongoing

Continue to develop termly working parties for Literacy, Maths, Deputies, Safeguarding, EYFS, SENCO & School Council Leaders, safeguarding and well-being/attendance.

CEO, SSIL

S2S Leaders

Autumn

2018onwards

Implement strategic alliance(s) with Teacher Training provider. CEO, SSIL Explore in Autumn

2018


SC7.

SC8.

SC9.

SC10.

SC11.


12

Strategic Aim 3 Strategic Aim 3: Leadership Key Strategic Areas

Secure and maintain highly effective

Governance arrangements.

3a

3b

3c

3d

To ensure that the Trust Board of Humber Education

Trust fulfils its moral and legal obligations, acting in the

best interests of the Trust, governing lawfully in

accordance with its Articles of Association.

To ensure members, Trustees and Local Governing Body

members demonstrate legitimate and visionary

leadership, effective oversight, and highly effective

challenge/support structures.

To ensure head teachers and other key leaders actively

engage with and make an active contribution towards

each of groups identified within overall Trust structure.

To ensure safeguarding arrangements are highly effective

in all schools.


SC12. The Trust Board is recognised as being high performing and has the full trust of the Regional Schools

Commissioner and the schools to lead the organisation forward.

SC13. The Scheme of Delegation provides clarity of responsibility and is well understood and implemented.

SC14. Leadership, including governance, is judged through our own systems and by inspectors to be good

and outstanding in each school.

SC15. Local Governing Boards demonstrate clearly through their minutes and monitoring role, that they

provide appropriate challenge and are clearly focused on raising standards in teaching and learning.

SC16. All on-going safeguarding, health & safety and legal responsibilities continue to be met. Safeguarding

arrangements are highly effective in all schools.


M9. Review of Trust Board completed by the end of 2018 with member ship established and functioning

effectively by 2019.

M10. During 2018-2018, at least 10 of our 11 schools to have good or better governance, with the other by

2019-2020.

M11. During 2018-2018, at least 10 of our 11 schools to have good or better leadership, through self-

evaluation/inspection, with the other by 2019-2020.

M12. CEO, School Improvement Leader and network of School to School Support (S2S) Leaders and Peers

appointed, trained deployed before Summer 2018, thus enhancing leadership capacity across the

Trust.

M13. Appraisal of all Headteachers clearly established during 2017-2018; reviews against targets

demonstrate clear progress ready for new targets in 2018-2019

M14. Policies for Safeguarding, Health & Safety, HR and Finance are all reviewed during 2018 and then

updated within the Policy Update Schedule.

M15. Strategic Safeguarding Lead appointed in Autumn 17, with training and audit plans finalised and

operational by end of Summer 2018.


13

Strategic Aim 3


Actions People Target Provide Trustees with termly assessment information for Special schools.

SSIL (Special)

CEO

Autumn 18 onwards

Implement Chairs Forums to enhance communication at all levels of governance.

Trustees

CEO

Autumn 2018

Devise and implement common reporting arrangements to

LGBs in relation to Safeguarding.

Strategic

Safeguarding

Lead

Spring 2018


SC12.

SC13.

SC14.

SC15.

SC16.


14

Strategic Aim 4 Strategic Aim 4: Services Key Strategic Areas

Ensure the Trust provides outstanding

Central Services to all schools

4a

4b

4c

ensuring that the Trust has business arrangements that

are efficient and effective to enable it to deliver on its

commitments to grow, prosper and deliver value for

money across all of our operations.

disseminating best practice, identifying/minimising risk

and optimising resources in order to maximise ‘front line’

funding for all schools.

sourcing and making effective use of capital funding in

order to provide ‘first class’ facilities to support

outstanding education provision.


SC17. Schools express high levels of satisfaction with HET services – over 90% in all areas.

SC18. Staffing structure is clearly developed to manage school improvement, finance and human resources

effectively.

SC19. Trust Board is able to effectively deliver growth and improved services across the Trust.

SC20. Financial forecasts indicate a stable budget position going forward, with no deficits corporately or in

individual schools. The Trust is self-sufficient and not dependent upon external funding.

SC21. Facilities in all schools are safe and support highly effective education provision.


M16. The Trust has grown to at least 13 schools by 2019 – two additional Special schools.

M17. A clearly defined range of services are communicated to schools by 2018, demonstrating clearly what

is included and what is not included within the Trust levy. By 2019 and then 2020, additional services

are increasingly included into core offer without increasing the % levy as collective procurement

befits schools.

M18. Strong relationships are established with external providers and good value for money is secured to

support the central services.

M19. A number of cost savings and additional income streams will have been identified by 2018; the

impact of these will begin to be maximised significantly by 2019 with Trust entirely self-sufficient by

2020.

M20. Clear plans are in place for eliminating individual school budget deficits over a two-year period, by the

end of 2019 or within two years of joining the Trust.

M21. By 2019, Trust to receive capital funding direct.


15

Strategic Aim 4


Actions People Target Review Pay Policy to attract, retain and reward high calibre staff CEO,HTs

HR Team

Autumn 2018

Appoint a Health & Safety/Estates specialist for the trust. CEO, CFO Autumn 18

Revise HET Central Team structure and reporting arrangements Trustees

CEO, SSIL

Summer 19

Continue to ensure Trust develops strong, sustainable partnerships with other local MATs.

CEO

SSIL

Autumn 18

Establish MAT-MAT review with regional partners. CEO, SSIL Summer 19

Continue to ensure Trust structures, policies and procedures, including robust internal audit function, enable all statutory requirements to be met in full.

Trustees

CEO, CFO

Ongoing

Promote Trust effectively to aid recruitment and retention for all

schools.

CEO, HTs, SSIL Autumn 18

Devise and implement HET Safeguarding Network group (inc training)

led by Strategic Safeguarding Lead

Strategic

Safeguarding

Lead

Autumn 18

Devise and implement common reporting arrangements to LGBs in

relation to Safeguarding.

Strategic

Safeguarding

Lead

Spring 2018

Review Central Service charge (top slice / levy) which provides best value to all schools and enables the Trust to meet statutory obligations.

CEO, CFO Trustees

Summer 19

Develop plan to develop/maintain school buildings. CEO, CFO, Trustees

May 2018

Ensure HET has capacity to meet challenges/opportunities of future Trust growth, including arrangements for effective due diligence.

CEO, CFO, SSIL, Trustees

Review termly

Continue to review opportunities for additional funding to support

Trust development and growth plans.

CEO, CFO Ongoing

Review Trust ICT strategy to enhance communication and

collaboration.

CEO

CFO, SSIL

Autumn 18


SC17.

SC18.

SC19

SC20.

SC21.


16

Strategic Aim 5 Strategic Aim 5: Special Educational

Needs (SEND)

Key Strategic Areas

To ensure high quality provision for

children and young people with severe

and complex learning difficulties

5a

5b

5c

Continued development of high quality provision for

children with severe/ complex needs in all settings

To secure a consistent assessment system for pupils

working below age related expectations

To strength transition arrangements to further

education, employment and training


SC22. EHC plans to be of high quality – with SMART outcomes, and evidence of impact of provision on

pupils progress.

SC23. 80 % of pupils with EHC plans to achieve predicted pupil progress targets by end of each key stage.

SC24. 100% of all school leavers at end of key stage 4 and 5 to enter further education, employment and

training.


M22. By end of 2018 EHCs will be QA across trust schools.

M23. By end of 2019 agreed standardised assessment system in place.

M24. By end of 2020 100% leavers are in Further Education Employment and Training – with monitoring of

participation post 19.

Risks

There are not sufficient places in Hull Special schools for children with Severe Learning Difficulties. Mainstream

primaries school therefore have higher incidence of children with severe and complex needs on roll. It is crucial to

ensure resources and provision are of high quality to support these children and their staff.


17

Strategic Aim 5


Actions People Target Review quality of EHC Plans across the Trust and devise guidance and no-negotiables

SEND Network

group

SSIL

Spring 19

Appoint SEND Strategic Leader (0.2FTE) using MAT Development funding.

Trustees

CEO, CFO

Autumn 2018

Utilise DfE MAT Development funding by deploying 11 S2S Leaders to:

Devise and implement common approach to assessing pupils with complex needs.

Trustees

CEO

SSIL

Summer 19

Develop high quality provision linked to Sensory Circuits (Sensory Needs) in all HET schools.

CEO

SSIL

Autumn 18

Develop high quality provision linked to Core Boards (Communication) in all HET schools.

CEO

SSIL

Summer 19


SC22.

SC23.

SC24.


18

8. Our Growth Strategy

2017-2018

Chief Executive Officer (CEO) 0.6FTE

Strategic School Improvement Leader 0.4FTE Primary

1

Primary

2

Primary

3

Primary

4

Primary

5

Primary

6

Primary

7

Primary

8

Primary

9

Special

1

Special

2

S2S Leaders (Voluntary)

S2S Peers (Voluntary)

2018-2019


Strategic School Improvement Leader

0.6FTE

Special School Lead HT

0.2FTE Primary

1

Primary

2

Primary

3

Primary

4

Primary

5

Primary

6

Primary

7

Primary

8

Primary

9

Special

1

Special

2

Special

3

Special

4

S2S Leaders (Funding allocated to schools for back fill)


2019-2020


Strategic School Improvement Leader

0.8FTE

Special School Lead HT

0.2FTE Primary

1

Primary

2

Primary

3

Primary

4

Primary

5

Primary

6

Primary

7

Primary

8

Primary

9

Primary

10

Primary

11

Special

1

Special

2

Special

3

Special

4

S2S Leaders (Increased funding allocated to schools for back fill)


Documents

Strategic Development Plan 2017-2020smartfile.s3.amazonaws.com/...Strategic-Development-Plan-2018-2019.pdfStrategic Development Plan – 2017-2020 Humber Education Trust is an exempt