SET Goals:

Strategic Theme 1: SET on Futures

Children only have one chance in education. As a trust we have a key role to play in ensuring all children receive the very best education, whatever their background. We need to equip today’s children with the skills, knowledge and experiences to grow up in a different society from today. SET believes in ‘Shaping Futures through Education’  and the way this will be delivered is through high quality experiences for all of our SET community. At the heart of our decision-making are our mission, vision and values. Covid-19 has impacted on children and the effects will continue to be felt for some time to come. We believe in not creating a deficit narrative but believe in creating a narrative about ensuring entitlement for all.

  • 1 High expectations for all
  • 2 High quality, broad and balanced curriculum
  • 3 High quality teaching and learning
  • 4 Raising standards for all
  • 5 Response to the Covid pandemic

 Actions for 2021/22

  •  New assessment system is used to support governors and trustees to ask the key questions around progress over time. 
  •  Subject leader reviews check and report on the progress made by disadvantaged and SEND pupils. 
  • SEND review takes place across each school and actions are planned via SEND network meetings. 
  • Pupil premium and recovery plans are clear, evidence based and ensure pupils make progress from their different starting points. 
  • Subject leaders evaluate their curriculum area. Actions are presented to local governing bodies and also the Standards Committee. 
  • On-going evaluation is reflected in future curriculum changes to be made in the next academic year. 
  • Evidence over the 12 months clearly demonstrates the school’s locality and context. Governors are aware of this and leaders ensure community and high expectations are interwoven in future planning. 
  • Strong links are developed through music across Selby Educational Trust which opens potential pathways for future working. 
  • New Doug Lemov 3.0 is bought and analysed. The most relevant strategies are shared and planned with staff to improve teaching/learning over the next 12 months. 
  • A central trust wide professional development fund is targeted to ensure that developing teaching and learning is at the heart of school improvement. 
  • Staff have access to high quality professional development for SET experts and also national/international training opportunities. 
  • Schools embed the changes to the Early Years Foundation Stage and judgements are moderated. 
  • A new early years assessment system is embedded, moderated and used to make clear judgements on the next steps in learning or provision to ensure all children have access to a good level of development. 
  • Pupils read well and this is reflected in outcomes each term and also through phonics screening checks in Year 2 and also Year 1. 
  • Despite no national data for 2 years pupils across SET are on track to achieve well based on their starting points from both a progress and attainment point of view. Tutoring and other support is targeted based on need. 
  • The personal and social education is carefully sequenced to ensure that pupils’ mental health needs are met and agencies are contacted when further support is needed. 
  • School staff, governors and trustees know what each school has done to ensure that any ‘gaps’ in learning are covered over time. Curriculum plans are adapted to ensure that areas of priority are covered. For example, additional phonics lessons in Key Stage 1 if needed to ensure pupils can read, which in turn allows them to access the wider curriculum. 
  • Subject leaders report through their monitoring on how children are knowing and remember more of the curriculum, linking this back to their curriculum expectations. Support and other action plans ensure that any areas of development are clearly covered through intervention planning. 
  • Outcome data each term shows that all pupils are on track to achieve end of year expectations or in the case of some SEND pupils they are making strong progress from their different starting points. 


Strategic Theme 2: SET on Sustainability

The educational landscape has quickly evolved not only to deal with Covid-19 but also a change of focus to the curriculum entitlement for pupils. SET believes that for children to have the best quality curriculum staff need to receive the highest quality professional development and learn from the latest research. Developing strong subject expertise means that the curriculum offer we develop across SET schools will be strong. Alongside this high quality curriculum development, the board will explore ways in which staff’s workload can be managed through use of IT, collaboration and efficiencies. In turn this will improve the financial position of the trust and ensure that money is well spent based on needs and development opportunities.

  • 1 Growing together as a Trust
  • 2 High quality professional development
  • 3 Using research to improve outcomes for all
  • 4 Subject expertise
  • 5 Workload, engagement and efficiency
  • 6 Strong financial decision making

Actions for 2021/22

  • SET has a clear strategy on dealing with the college merger, exploring the opportunities to become our own sponsor and retaining high quality back offices services. 
  •  New SET strategy is a vehicle to hold discussions with possible interested schools. Over the course of the academic year another school begins the process of converting to join SET. 
  • Attendance at Department for Education training supports clear plans to develop a ‘try before you buy’ offer for SET. 
  • SET becomes a strong partner in the Selby Carbon Zero project and helps to cascade this information to schools locally and beyond the area as the project develops. 
  • SET builds strong links with other similar high effectively trusts and uses these conversations to forward plan future structural needs as more schools join. 
  •  A new professional development fund is used to highlight the key areas of support required for all schools. Training is well planned and shared with all staff via staff meetings or through a new trust wide training day (May 2022) 
  • A staff are actively involved in their own performance management. They clearly identify their own targets, think about future research and are supported to develop professionally over time. 
  • Close partnership working between Yorkshire Wolds and the Selby & Wakefield Teaching Hub provides SET with strong candidates for future employment opportunities. 
  • A SET Research network is established and research work begins. 
  • SET is involved in national trials around research and staff use this information to reflect on current practice. 
  • Some staff are encouraged to begin their own research using evidence as a basis of new areas to trail across SET based on school development plan needs or areas identified in the school’s self-evaluation form. 
  • The success of the SEND network is shared with new network areas such as Research and Early Years. 
  • Early years network is established and baselines against the new framework, 
  • Specific half termly subject reviews impact on professional development opportunities and links for closer working across schools. 
  •  Google training is offered to all teaching staff. Other staff have the chance to attend bespoke training.  
  • Google systems are introduced to streamline work such as request for absence and staff absence. 
  • Local governors and others ask about team working across SET. They seek opportunities to develop their school through partnership working. 
  • A monthly well-being draw is introduced across the trust offering a half day paid absence. Leaders facility one off events when requested where possible and in line with wider HR policies. 
  • Monthly budget management identifies future spending priorities and is more accurate than in previous years. 
  • New reserves policy comes into play with governors requesting school improvements using their building strategy and local knowledge as a basis for their requests. 
  • A building capacity plan is created so that as the number of school increase SET has a clear idea of how the trust central funding can be best used to support school and financial improvement. 

Strategic Theme 3: SET on Collaboration

In the recent past multi-academy trusts and to some extent local authority maintained schools felt more in competition than collaboration. SET truly believes in collaboration and improving the educational system as a whole. We believe in enhancing our local community, whatever the designation of the school or college, so that our communities grow stronger. We will do this through close partnerships between the key stakeholders within our community. In turn we will ensure our scheme of delegation and other governance functions remain strong, so that our schools improve and we continue to develop strong governing bodies locally and at board level. Clear communication is vital to SET continuing to be successful. This communication will not only be to those outside SET, but also all stakeholders in our organisation. We need to listen, reflect, evaluate and act.

  • 1 Strengthening civic impact
  • 2 Clear, open and honest communication
  • 3 Strong governance at all levels

Actions for 2021/22

  • SET is actively involved in local partnerships for example with Drax and the Selby Carbon zero project. This work directly improves outcomes for pupils. 
  • SET has a voice on the locality board for Selby as well as the Selby & Wakefield Teaching School Hub. Stronger partnerships also develop with both local and national trusts to support SET’s work. 
  • Confederation of School’s Trust work supports SET’s approach to civic partnerships and future developments. 
  •  A Pupil Parliament is established and reports to both School Councils, the CEO and local governors. 
  • The Pupil Parliament leads pupil survey work and reports back results with support from staff in school. Other surveys are on the calendar and outcomes are used to support future planning. 
  • SET communication is clear and focuses on areas of SET than local school information. This communication will be at least termly, with a monthly SET newsletter. 
  • Scheme of Delegation is updated and reviewed taking in actions from the trust governance review. 
  • SET governance is reviewed by an independent adviser and any actions are planned. 
  • A board development plan is written and regularly updated based on thorough self-evaluation. 
  • Skills audits are used to ensure all governance structures are as strong as possible, reflecting the latest advice. 

Strategic Theme 4: SET on Safe Environments

Children thrive when they are happy, healthy and safe.  As the trust grows it is important that we have a top level view of risk management and also the improvements needed to each school through our estates strategy. This allows us to pin point future funding and over time improve our estates which have lacked funding prior to conversion to our trust. Children are calmer and more respectful if the environment in which they learn is of the highest standard. We will implement a learning environment improvement plan so that over time each school space is re-vitalised and contains all the essentials needed for education as well as to maintain the safety of the building.

  • 1 Proactive risk management
  • 2 Robust compliance and assurance systems
  • 3 High quality learning environments

Actions for 2021/22

  • All staff are trained in health and safety on an annual basis by staff from Selby College. 
  • Schools work closely with governors and the trust risk adviser to develop new systems to capture risk information. 
  • Ratings on risk registers reduce over time as mitigating actions are successful. Lines of assurance at board level improve assurances for trustees in terms of risk management. 
  • A trust wide compliance system is created which can be shared with leaders, governors and trustees. 
  • Google classroom is used to support storing information centrally in an easy to create/adapt manner. 
  • Compliance actions are directly addressed in immediate work or are actioned in the trust’s estate strategy. 
  • CIF bids are carefully considered and the highest need bids are supporting through external partners. 
  • A trust building strategy is written and used to support a 5 year investment plan. 
  • Schools can demonstrate how they use their reserves to improve their building. Financial decisions are based on good value for money and are evidenced based on condition or the need for improvement. 

The Trust will develop and monitor Annual Operational plans for 2021-22.