Strategic Development Plan...
Transcript of Strategic Development Plan...
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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.
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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/
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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.
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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
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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.
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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.
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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
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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.
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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.
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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.
Success Criteria 2020
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.
Milestones 2018-2020
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.
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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
Progress Against Success Criteria
SC7.
SC8.
SC9.
SC10.
SC11.
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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.
Success Criteria 2020
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.
Milestones 2018-2020
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.
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Strategic Aim 3
Actions for 2018-2019
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
Progress Against Success Criteria
SC12.
SC13.
SC14.
SC15.
SC16.
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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.
Success Criteria 2020
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.
Milestones 2018-2020
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.
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Strategic Aim 4
Actions for 2018-2019
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
Progress Against Success Criteria
SC17.
SC18.
SC19
SC20.
SC21.
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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
Success Criteria 2020
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.
Milestones 2018-2020
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.
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Strategic Aim 5
Actions for 2018-2019
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
Progress Against Success Criteria
SC22.
SC23.
SC24.
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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
Chief Executive Officer (CEO) 0.8FTE
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)
S2S Peers (Voluntary)
2019-2020
Chief Executive Officer (CEO) 0.8FTE
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)
S2S Peers (Voluntary)