Why Societas?

The Societas Trust is unique, formed formally in 2015 and incorporated in February 2016, it is the result of the voluntary collaboration between the headteachers and governing boards of a group of primary academies who share a belief that the needs of children are best met when schools and teachers collaborate and cooperate and are able to maintain close links with the communities they serve.

Whilst it is crucial for us to support the development of the unique identity of each school in the partnership, we also believe that by developing and promoting innovative and creative approaches to learning and teaching across the trust, we will ensure that our children have the very best opportunities to excel academically and develop socially.

We believe that children learn best and thrive in environments that promote and foster self-belief, the love of learning, and high expectations of themselves and others.

Prior to forming the Trust, our partnership working had evolved over a number of years.  The formation of Societas in 2015 was therefore a natural progression, supported by the appropriate political climate, to create a Trust of like-minded settings. This model has helped us to maintain our self-sustaining, school improvement work.  We firmly believe that this “association of like-minded people bound by a common purpose, this “platoon of idealistic people”, is at the heart of successful school systems and is the very foundation stone of The Societas Trust.

Our proven track record of working together for a number of years prior to forming the Trust resulted in a number of successes (the list is not exhaustive):

  • All settings rated good or better by Ofsted prior to conversion;
  • Rapid and sustained improvement of all settings;
  • One setting accelerated out of Special Measures to be rated as a Good school by Ofsted prior to conversion;
  • The first setting to be Ofsteded post conversion rated as “remains Good but would have been Outstanding under a Section 5”;
  • Strengthened leadership across all levels;
  • External moderation of standards resulting in accurate use of assessment data;
  • Curriculum development resulting in each setting having a whole school curriculum that is well matched to the needs of the community it serves;
  • Successful induction of newly qualified teachers;
  • Support for staff new or in the early stages of their role;
  • Quality assurance of teaching and learning;
  • Mutual respect and a willingness for each of us to learn from one another;
  • A willingness to make decisions that will benefit all rather than any individual school exclusively;
  • Shared vision, ethos and values.