Sola Fide CE Trust. (formerly known as St. Chad s Church of England Primary School)

Transcription

1 (formerly known as St. Chad s Church of England Primary School) (A Company Limited by Guarantee) Annual Report and Financial Statements Year ended 31 August 2017 Company Registration Number: (England and Wales) Period of accounts 1 September 2016 to 31 August

2 Contents Page Reference and Administrative Details 3 Trustees Report 5 Governance Statement 27 Statement on Regularity, Propriety and Compliance 32 Statement of Trustees Responsibilities 33 Independent Auditor s Report on the Financial Statements 34 Independent Reporting Accountant s Report on Regularity 37 Statement of Financial Activities incorporating Income & Expenditure Account 39 Balance Sheet 40 Statement of Cash Flows 41 Notes to the Financial Statements, incorporating Statement of Accounting Policies 42 Other Notes to the Financial Statements 46 2

3 Members P. Greenhalgh J. Hodgson H. Lennie S Jones (appointed 05/03/2017) Trustees H. Lennie* G. Adams* P. Garnett (appointed 10/05/2017) S. Jones (appointed 05/03/2017) R. Hadman P. Burnley (Executive Headteacher and Accounting Officer) * D. Byrne (resigned 31/03/2017) S. Bird (resigned 31/03/2017) J. Davies (resigned 31/03/2017) K. Boulton (resigned 31/03/2017) K. Roberts (resigned 25/01/2017) H. Henderson (resigned 31/12/2016) J. Calow (resigned 05/09/2016) R. Jones (Resigned 05/09/2016) *Members of the Finance Committee Company Secretary K Roberts (Resigned 31/08/2017) Senior Management Team Executive Headteacher P Burnley Headteacher J Fraser Assistant Headteacher C Calverley Smith Assistant Headteacher L Coleman Head of School F Marsh Assistant Headteacher L Challinor-Harris Assistant Headteacher R Hunter (resigned 31/08/2017) Finance Director R Webster Director of Teaching School S Nelson Company Name Principal and Registered Office Sola Fide CE Trust Rhodes Avenue Uppermill Oldham OL3 6EE Company Registration Number (England & Wales) Independent Auditor Mazars LLP 3

4 One St Peter s Square Manchester M2 3DE Bankers Lloyds TSB Educational Support 3 rd Floor Queens Square Wolverhampton WV1 1TF Solicitors Eversheds LLP Bridgewater Place Water Lane Leeds LS11 5DR 4

5 Trustees Report The trustees present their annual report together with the financial statements and auditor s report of the charitable company for the 1 September 2016 to 31 August The annual report serves the purposes of both a trustees report, and a directors report under company law. The trust operates two primary academies in the North-West of England, one of which joined the trust on 1 April Its academies have a combined pupil capacity of 485 and had a roll of 489 in the school census on 18 May Structure, Governance and Management Constitution The academy trust is a company limited by guarantee and an exempt charity. The charitable company s memorandum and articles of association are the primary governing documents of the academy trust. The trustees of Sola Fide CE Trust Academy Trust are also the directors of the charitable company for the purposes of company law. The charitable company is known as Sola Fide CE Trust. The trust converted from Single to Multi Academy Trust status on 1 April 2017 and was formerly known St Chad s Church of England Primary School. Details of the trustees who served during the year are included in the Reference and Administrative Details on page 3. Members Liability Each member of the charitable company undertakes to contribute to the assets of the charitable company in the event of it being wound up while they are a member, or within one year after they cease to be a member, such amount as may be required, not exceeding 10*, for the debts and liabilities contracted before they ceased to be a member. *As required in the academy trust s funding agreement/memorandum and articles of association. Trustees Indemnities In accordance with normal commercial practice the Academy has purchased insurance to protect Trustees and Officers from claims arising from negligent acts, errors or omissions occurring whilst on Academy business. The trust is a member of the Department for Education s Risk Protection Arrangement which provides an unlimited level of cover. Method of Recruitment and Appointment or Election of Trustees The Trustees are the directors of the charitable company for the purposes of the Companies Act 2006 and Trustees for the purposes of charity legislation. All directors/members of the Governing Body are appointed and/or elected in accordance with the Articles of Association of Sola Fide CE Trust. In summary: Members There shall be five Members of the Company who shall comprise as follows: the Diocesan Board of Education; the Incumbent of the Benefice; the Parochial Church Council of the Parish; the chairperson of the Board of Directors and 1 member appointed by the Board of Directors who in the opinion of the Board of Directors, is committed to the governance and success of the Company. Provided that no employee of the Company or any of the Academies may be so appointed by the Board of Directors. 5

6 Trustees Report (continued) Trustees The number of Directors shall be not less than three, nor more than 10. The Company shall have the following Directors: Up to 5 Directors to be appointed by the members 1 Chair of the Local Governing Body of an Academy within the Company with an Ofsted rating of Outstanding or Good the Executive Head teacher The Company may also have any Co-opted Director, who if appointed, shall be entitled to attend and speak but not to vote. Policies and Procedures Adopted for the Induction and Training of Trustees The training and induction provided for new Members and trustees depends on their existing experience. Where appropriate, induction training (external training provided through the Local Authority and/or internal training) is provided on charity, educational, legal and financial matters. All Members and trustees have access to copies of policies, procedures, minutes, accounts, budgets, plans and other documents appropriate to their roles. Organisational Structure The trustees are responsible for setting general policy, making decisions regarding the strategic direction of the trust, capital expenditure and act as the key decision making body, for any matters referred by the individual academies. The trust has established a Governance Matrix which clearly states the delegated roles, responsibilities and decision making powers of Members Trustees Local Governing Bodies of the Academy Schools Academy Senior Leadership Team Within the matrix: The Members retain ultimate responsibility for the operation of the Trust. The trustees have the delegated authority of the Members to set policy, strategic direction, and to drive the general management of the trust as governed by the Governance Matrix and Trust policies. Executive Head Teacher has overall operational responsibility for the leadership and management of the trust, and is the Accounting Officer of the Trust. Local Governing Bodies, who are accountable to the Board of Directors / trustees, discharge duties on behalf of the Trustees, working within the remit of the delegated duties contained within the Governance Matrix. The trustees and Local Governing Bodies have linked committees, to deal with specific areas of responsibility. 6

7 Trustees Report (continued) The Governance Matrix and associated committees cover the following areas Governance Finance Contracts Curriculum & Standards Special Educational Needs Safeguarding Social Integration Admissions Staffing Information Management & Communication Health & Safety, Risks and Estates The matrix links to Trust policies, where procedural detail supports the daily operation of the delegated roles, and responsibilities. Arrangements for setting pay and remuneration of key management personnel The salaries of the key management personnel of the Multi Academy Trust central team are set by the Trustees at a level consistent with the skills and experience required and appropriate market rates. The salaries of Head teachers/heads of School are determined by the application of the Performance Appraisal/Capability Policy and are in line with School Teacher s Pay Review Body (STRB) recommendations and set within the framework set within the annual School Teachers Pay and Conditions Document (STPCD). Related Parties and other Connected Charities and Organisations St Chads Church of England Primary Academy operates the Sanctuary Teaching School. The Sanctuary offers a number of different types of training, coaching, further education courses and CPD, both within and external to the Multi Academy Trust. The range of services offered by the Sanctuary include: National Support School (2006) providing school to school support across the North-West of England. Accredited Olevi Doc - delivering a wide range of Olevi courses Primary Teaching School leveraging an extensive range of collaborative partnerships both within its own locality and with schools nationally. Leadership Development School designated by the National College to deliver a wide range of bespoke school leadership development packages. Newly Qualified Teacher (NQT) programme. Initial Teacher Training (ITT) programme, providing support to trainee teachers Schools Direct Programme, run in conjunction with Huddersfield University. Commissioned by Oldham MBC to provide Quality Assurance for the provision of Newly Qualified Teachers in Oldham, as a registered as an Appropriate Body. 7

8 Trustees Report (continued) Objectives and Activities Objects and Aims The Trust was incorporated on 12 March 2013 and converted to Academy status on 1 st February 2014 to: advance for the public benefit education primarily in the Diocese of Manchester and otherwise in the United Kingdom, in particular but without prejudice to the generality of the foregoing by establishing, maintaining, carrying on, managing and developing a school with a designated Church of England religious character offering a broad and balanced curriculum (the "Academy") conducted in accordance with the principles, practices and tenets of the Church of England both generally and in particular in relation to arranging for religious education and daily acts of worship (as required by the Funding Agreement) and having regard to any advice of the Diocesan Board of Education. The Charitable Company has agreed within the provisions of the Funding Agreement between the Trustees and Secretary of State the following characteristics of the Academy: as a Church of England School the Academy will offer a broad balanced curriculum in accordance with the tenets of the Church of England; and the Academy will provide education for pupils of different abilities. The Academy members pledge that: the school will retain and maintain its distinctive Anglican and Christian ethos and character; collective worship will continue to be distinctly Christian in character and central to the life of the school; Religious Education remains an important element of the curriculum for all children, and the curriculum reflects the locally agreed syllabus; the leadership and management of the school will engage with distinctive Christian values in developing the vision for the school; Governance will include the representation of all stakeholders parents, staff, the diocese, local church representation, and the community; the school will play a full and committed part in the family of Oldham schools, working in partnership to build the best provision and opportunities for all young people; and National agreements on pay and terms for teaching and support staff will be upheld by the Academy. On the 1 st April 2017, the Trust changed its name and gained Multi Academy status with Sola Fide CE Multi- Academy Trust being formed. At the same date St. Anne s, Lydgate C E Primary Academy converted to academy status and joined Sola Fide CE Multi Academy Trust. Since the establishment of the Multi-Academy Trust (equating to one academic term) the Trust has been establishing: delegated areas of responsibilities; centralising financial, attendance, assessment and Safeguarding information; re-allocating aspects of traditional business manager roles; evolving documentation regarding internal procedures; where relevant, newly appointed personnel with a skill set that helps to increase trust capacity for further academisation and sponsorship; applying for grants to increase funding levels and ultimately build capacity across the Trust; increasing expectations by providing professional development opportunities for personnel; and developing a Central Strategic Team of Directors. The Trust has been undertaking a significant amount of school to school support at St. John s C E Primary School, Failsworth which it intends to be the first sponsored school with the trust, including: a governor, attendance, and pupil premium review; establishing and updating safeguarding procedures; Quality Assurance Evaluation identifying areas for improvement; school website compliance; financial evaluations; staffing re-structure; and Strategic Review Meetings against all aspects of School Leadership involving the Local Authority and Manchester Diocese. 8

9 Trustees Report (continued) Objectives, Strategies and Activities St Chad s Church of England Primary School Mission: A successful, inspirational learning community taking the courage to: innovate; ignite curiosity; learn creatively; love unconditionally; and serve others. Academy Principles: Collective Moral Purpose: Leading a life of selfless service for the good of humanity and the planet. Finding a sense of purpose and personal meaning for your existence. High Social Capital: Making a positive difference by collaborating with others. Learning Commitment to developing an effective learning community that continually increases knowledge and understanding of both itself, and the world. Academy Vision: To develop independent, inclusive, informed individuals making imaginative, intelligent innovations in society. Develop responsible, tolerant community members who have the self-belief, without prejudice, that they can make a valuable impact within the world. Teach skills for life through problem solving via collaborative learning opportunities, thus developing resourceful, resilient and responsible individuals. Developing an understanding of meta-cognition in all community members so that they can successfully exploit all learning opportunities. Developing sophisticated communication skills both socially and technologically. Capitalize on and facilitate all vision for the future. Develop skills relating to global awareness and future roles in competitive markets. Develop sensitivity to health and well-being and all ecological issues Objectives, Strategies and Activities Key development aspects during the period 1 st September 2016 to the 31 st August 2017 included: 1. Assessment: To develop and utilise a rigorous assessment system for writing across all year groups 2. Writing: Embed Guided Writing sessions for teaching writing across school; 3. Maths: Use of CPA (concrete, practical, abstract) approach to teaching mathematics 4. Phonics: Small group phonic teaching; regular assessment and re-grouping to ensure progress 5. Teaching and Learning: Small group focussed teaching; development of progressive and developmental (not holding) activities for the rest of the class 6. Reading: Use of Bloom s taxonomy questioning for children to self-challenge and respond to texts 7. SEND: PCR evaluations and widening remit of PCR meetings for non-send children where appropriate 8. Science: Use of mathematical data handling skills across Science curriculum 9. RE: Shared understanding of school ethos for all stakeholders 10. Parental Questionnaire: Elicit views of parent/carer community 11. Governors: Governor visit days (around specific themes) and Governor impact statements 9

10 Trustees Report (continued) St Anne s Church of England Primary Academy Mission: A Family of Creative Thinkers Aspiring to Excellence Academy Vision: To develop outstanding citizens of the future who are innovative, resilient and committed to making a difference. By: Teaching the importance of being compassionate and respectful to others and role modelling the Christian Values. Providing a creative curriculum that inspires a passion for learning and promotes excellence. Collaborating with others to support everyone to achieve their very best. Providing a nurturing and safe environment where children can be healthy and happy both physically and emotionally. Facilitating investigative learning opportunities through the development of the effective characteristics of learning. Promoting philosophical enquiry to stretch and develop analytical thinking and questioning. Embracing the uniqueness of every individual, building upon their strengths and interests. Objectives, Strategies and Activities Key development aspects during the period 1 st September 2016 to the 31 st August 2017 included: 1. To effectively challenge the more able, particularly in writing and maths. 2. To ensure feedback has impact and supports children to make good progress. 3. To improve the quality of handwriting and presentation both in books and displays. 4. To ensure assessment systems are accurate and reflective of progress over time. 5. To develop subject leadership roles, particularly in the foundation subjects. Please note this is not an exhaustive list of the academy s activities. The report only highlights key development aspects. Public Benefit The Governors have complied with their duty to have due regard to the guidance on public benefit published by the Charity Commission in exercising their powers and duties. The key public benefit, which the Trust aims to develop, is in providing an outstanding education for all the children through the objects, aims and strategies outlined above. The achievements against the annual objectives are detailed below. 10

11 Trustees Report (continued) Strategic Report Achievements and Performance St Chad s Church of England Primary School Admissions The total number of children in the period ended 31 st August 2017 was 281 and the Academy has waiting lists in most age groups. The Academy continues to participate in the coordinated admission arrangements operated by the Local Authority (Oldham Metropolitan Council) and the local Fair Access Protocol. Achievement against Objectives All developments are focused on the degree of impact they have on school and in particular the children and their learning. The school uses Impact Statements to identify positive development. Impact statements include the following questions: What did I learn? What skills did I develop? What practices have I adopted? How have I changed? What differences did the new knowledge or practice make? Attainment and Progress EYFS (39 pupils. Each student = 2.6%) Subject At expected or above Exceeding Reading 92% 39% Writing 92% 26% Maths 92% 44% 97.4% of children achieved a Good Level of Development (GLD) (awaiting National GLD for 2017) In 2016, 93% of children achieved a GLD (69% nationally) Key stage 1 Phonics (40 pupils each pupil = 2.5%) School 75% National 77% School 88% National 81% School 93% National 81% Year 2 Subject At expected or above Exceeding Reading 83% (LA 69% Nat 76%) 38% (LA 17% Nat 25%) Writing 83% (LA 61% Nat 68%) 33% (LA 11% Nat 16%) Maths 88% (LA 69% Nat 75%) 40% (LA 15% Nat 21%) Year 6 (40 pupils each pupil = 2.5%) Subject At expected or above Exceeding Reading 85% (LA 65% Nat 71%) 45% (Nat 25%) Writing 98% (LA 72% Nat 76%) 35% (Nat 18%) SPAG 93% (LA 75% Nat 77%) 35% (NAT 31%) Maths 93% (LA 72% Nat 75%) 28% (Nat 23%) 11

12 Trustees Report (continued) Optional Tests (Yr. 3 to 5) Analysis of Optional SATs and teacher assessments indicate the following in relation to Year Group Expectations. Year 3 (40 pupils each pupil = 2.5%) Subject At expected or above Exceeding Reading 83% 38% Writing 75% 25% Maths 83% 35% Year 4 (39 pupils each pupil = 2.6%) Subject At expected or above Exceeding Reading 82% 44% Writing 74% 23% Maths 82% 15% Year 5 (43 pupils each pupil = 2.3%) Subject At expected or above Exceeding Reading 88% 26% Writing 88% 21% Maths 81% 33% Attendance: for the period 5th September 2016 to 26th May Out of 281 children in school, we have 61 children (22%) who have attendance below 95% and 12 children (4%) who have attendance below 90%. All children who have attendance below 95% are closely monitored and the school works with the families and the local authority to improve attendance where possible. Currently 14% of children have achieved 100% attendance. The school 'Keeping in touch' system is extremely valuable in ensuring the school's attendance is good (97% at present) and by regular monitoring and making contact with parents of children whose absence is causing concern we can continue to see a full picture, pick out patterns etc. Progression: Pupil Destinations on transfer into Secondary Education Saddleworth School: 36 children Church Schools: The Bluecoat School, Oldham: 1 child Independent Grammar Schools: Hulme Grammar School for Boys: 1 child Hulme Grammar School for Girls: 2 children 12

13 Trustees Report (continued) Performance against the schools 2016/2017 objectives; 1. Assessment: To develop and utilise a rigorous assessment system for writing across all year groups Actions: Collate all National Curriculum statements together with Interim Assessment Framework for year 2 & year 6. Explore Target Tracker statements for writing in each year group. Begin from starting point of EYFS writing statements. Map skills and writing objectives from Reception to year 6. Break skills and objectives down into working towards, working at and working at greater depth. Trial use of objectives in planning and assessing pupil s work. Identify any crossovers or areas which require clarity across year groups. Add spelling lists for each relevant year group. Add terminology for any relevant vocabulary in each year group. Collate children s work alongside tick sheet of objectives. Use tick sheets along with NC statements for planning, teaching and assessment in each year group. Re-assess and moderate regularly until embedded. Impact: Increased staff confidence in planning, delivering and assessing writing. Greater clarity around the progression of writing from year to year. Reduction in fall-back from year to year as writing folders are passed on. Higher attainment in writing across school in 2017 compared with Year 2: 82.5% of children achieving expected standard in writing compared with 79% in Year 2: 32.5% of children exceeding national expectation in writing compared with 18% in Year 6: 97.5% of children achieving expected standard in writing compared with 76% in Year 6: 35% children exceeding national expectation in 2017 compared with 6% in Writing assessment framework shared with other Sola Fide trust schools to ensure consistency. Next Steps 2018: Enter writing objectives into Arbor tracking system Train staff in use of Arbor for tracking progress and measuring attainment Include use of PIVATS scale for SEND children in writing 2. Writing: Embed Guided Writing sessions for teaching writing across school. Actions: Explore use of EYFS model for small group work and developmental tasks for rest of class. Staff to explore ways this could work in their year group/setting. Visit other schools where model works effectively. Share model with support staff to ensure shared vision. Explore use of range of progressive activities for rest of class to be engaged in. Share use of activities, using WWW (what went well) and EBI (even better if) for discussion. Draw out elements of effective activities. Share these with all staff. Encourage peer observations to share good practice in guided writing. Take feedback through pupil voice to measure impact of smaller group work. Regularly re-assess and ensure fluency in groupings to maximise impact of guided group work. Impact: Higher attainment in writing across school in 2017 compared with Year 2: 83% of children achieving expected standard in writing compared with 79% in Year 2: 33% of children exceeding national expectation in writing compared with 18% in Year 6: 98% of children achieving expected standard in writing compared with 76% in Year 6: 35% children exceeding national expectation in 2017 compared with 6% in Next Steps 2018: Develop greater breadth of resources for independent work when guided writing is happening. Explore use of a guided group work model in mathematics teaching. 13

14 Trustees Report (continued) 3. Maths: Use of CPA (concrete practical abstract) approach to teaching mathematics Actions: CPA training for all staff, delivered by internal and external providers. Share CPA approach with other trust school to ensure good practice is consistent. Work in phase groups to identify ways CPA works best for different concepts. Work with groups of children to identify key areas of misconception. Evaluate SATs results and test papers to identify key areas of misconception. Develop CPA approach around key areas. Take staff and pupil feedback and identify ways to improve CPA use and understanding. Use official research to develop thinking and ideas around CPA approach. Impact: CPA seen being used effectively in EYFS. KS1 and KS2 class observations. Year 2 at expected standard in 2017 was 87.5% compared with 82% in Year 2 exceeding expected standard 31% in Increased use of practical apparatus to deepen understanding of concepts. Increased professional dialogue around effective concrete mathematical resources. More evidence of children able to choose their own apparatus for a maths activity. Next Steps 2018: Set up working pairs/triads across year groups to peer observe and share practice. Share CPA approach with new staff members in the team. Invite parents/carers in to share in a CPA maths lesson. 4. KS1 Phonics Actions: Increase number of adults delivering phonic sessions daily. Reduce size of phonic groups, especially for most vulnerable groups. Ensure relevant and timely training for staff delivering phonics sessions. Assess children s understanding regularly and alter groups where necessary. Ensure phonic teaching feeds into writing skills where appropriate. Provide parents/carers with timely and relevant information on phonic teaching. Impact: 93% of Year 1 children passed the phonics screening test, compared with 88% in Year 2: 83% of children achieving expected standard in writing compared with 79% in Year 2: 33% of children exceeding national expectation in writing compared with 18% in Staff feel more confident in delivering phonic sessions. Staff delivering phonics are able to identify where skills fit into wider writing process. Next Steps 2018: Provide relevant and timely training for new staff delivering phonic sessions. Ensure phonics teaching continues into KS2 for children requiring further support. 14

15 Trustees Report (continued) 5. Monitoring Teaching and Learning Two new members of staff were appointed in September 2016, both newly qualified teachers (NQT s), delivering consistently good lessons whilst embracing professional support via training programmes and staff personnel. Outstanding teachers have supported and advised initial Teacher Training students on the Sanctuary School Direct Programme. The teacher s knowledge and experience helped prepare the students to become confident classroom practitioners, ready to start teaching September Action: Termly Teaching and Learning observations focussed on writing linked to the teacher appraisal cycle. Observations of Learning Support Assistants (LSA s): focussed on the use of different methods for differentiation and developing higher order thinking. External moderation exercises with other schools focused on writing and mathematics. Phonics training and support during sessions. JPD monitoring classroom environments, book scrutiny, planning etc. Impact: 7 out of 10 lessons observed in the Autumn Term 2016 were outstanding with 2 being good and 1 being unsatisfactory. The staff member responsible for the 1 unsatisfactory lesson undertook intensive mentoring from an Assistant Headteacher for the remainder of the academic year. 8 out of 10 lessons observed during the Spring Term 2017 were outstanding and 2 lessons were good. There was a significant increase in the range of differentiation strategies being utilised by LSA s, with some use of differentiation by: task, outcome, support and resource evident in all observed sessions Increased levels of performance in phonics due to highly effective structure and delivery of phonic sessions. External moderation with other school in the Trust highlighted that a more consistent approach to writing moderation was being taken across the 2 schools. Monitoring activities indicate that the use of JPD encourages professional dialogue and eliminates the fear and anxiety that can be associated with external monitoring activities. This collaborative approach consolidates great practice, opens up new opportunities to assimilate ideas and practices as an extension of your own and encourages the development of outstanding provision impacting positively on the children. Next Steps 2018: Continue monitoring to identify opportunities for improvement. 6. Reading Use of Bloom s taxonomy questioning for children to self-challenge and respond to texts. Action: Explore all elements of Bloom s taxonomy with staff. Rewrite Bloom s questions in child-friendly speak. Provide all staff with Bloom s questions for display. Explore ways Bloom s questions can be used in guided and whole class reading - share good practice. Develop staff confidence with encouraging children to use questions independently when responding to texts. Share Bloom s questioning with parents in form of information booklet for reading at home. Impact: Positive feedback from parents on questioning booklet. Parents requested suggested reading lists for each year group these were devised and distributed. In % of Year 2 children achieved national expectation compared with 79% in In observations, children independently used Bloom s questions to respond to texts. In observations, children were guided to use Bloom s to formulate their own high-level questions. In learning walks, Bloom s child-speak questions were visible and accessible in all KS1 and KS2 classrooms. Next Steps 2018: Share use of Bloom s questioning with new staff members. Develop a questioning themed facilitated session for learning support staff. Invite parents in to share in a reading session. 15

16 Trustees Report (continued) 7. SEND PCR evaluations and widening remit of PCR meetings for non-send children where appropriate. Actions: Evaluate effectiveness of PCR meetings for children involved. Liaise with parents/carers to make the PCR process as effective as possible. Track impact of PCRs through careful monitoring and evaluation of action planning. Identify any children SEND and non-send for whom PCR meetings may be effective. Highlight need throughout school and trial PCR for children where need is greatest. Impact: Increased engagement in learning for non-send children receiving PCR meetings. Positive child and parental feedback on PCR process and meeting outcomes. Successful model of PCR meetings highlighted by colleagues in other schools and shared by St Chad s. Next Steps 2018: Track impact of PCR and SEND support through PIVATS assessment model. 8. Science Use of mathematical data handling skills across Science curriculum. Actions: Specific Science data handling sessions taught in years 3 and 4 as a trial. Science and mathematics links highlighted in all year groups. Links between Science and Maths explicitly highlighted to children in learning and teaching. Career s Day visitors asked to share use of Science and Maths in everyday jobs. Addition of a Science skills assessment task for Key Stage 2 children along with SATs papers. Impact: Science lessons observed across school (2) both judged as outstanding. Use of mathematical language evident in observed Science lessons and in Science books. Greater focus on scale/graph/chart reading evident in Maths sessions and maths books. 67% of measurement based questions on KS2 SATs were answered correctly (60% nationally). 88% of statistics based questions on KS2 SATs were answered correctly (80% nationally). Next Steps 2018: Explicitly link Science learning and teaching and links to healthy lifestyle. Explore possibility of Science after school club to widen opportunities for all children. 9. RE Shared understanding of school ethos for all stakeholders Actions: Work with prayer group to explore values at the heart of St. Chad s community. Share values with school community and other stakeholders. Invite Governors into school and explore school values with GB. Parental questionnaire to elicit values shared by parents and carers. Link assemblies and collective worship to core values. Develop school displays around core values. Impact: Outstanding SIAMS inspection report, March

17 Trustees Report (continued) Comments from inspection: The clear expression of the Christian values of respect, hope and love, which underpin all aspects of school life, inspires the ambitious vision and high expectations of school leaders for the development of the school and its pupils. Links and partnerships with the local church and community and the school s role as a teaching school are testament to the school s living mission to serve others in the spirit of Christian stewardship and love. Inclusive, values-led collective worship inspires spiritual reflection, moral challenge and positive social interaction throughout the school community. High quality teaching and learning in religious education (RE) challenge pupils to consider questions of meaning and purpose and make a significant contribution to their spiritual, moral, social and cultural (SMSC) development. Next Steps 2018: Further develop deep questioning in RE marking and feedback. Further the school s Christian mission to embody and share its values of faith, service, hope and love as it takes on the leadership of a MAT. 10. Governors: Governor visit days (around specific themes) and Governor impact statements. Action: Conduct Governor Voice questionnaire. Lead Governors in school walk around to highlight key teaching and learning elements. Hold Governor Visit days themed around key areas of school improvement. Work with Governors to complete impact statements to measure impact of visit days. Impact: 100% governors feel more confident following governor visit days (Health & Well Being and Data) measured through governor voice questionnaires. Children in school are more familiar with who school governors are and feel used to seeing them, and talking to them, around school. Governors have a better understanding of the data cycle in school. Governors have prompt questions they can use to challenge school on issues around school data. Governors expressed an interest in working with groups of children around a specific area of school improvement. Next Steps 2018: Conduct Governor Skill s audit. Include Governors in QA process. Recruit new LGB Governor. Establish Governor Committees around key areas of the curriculum. 17

18 Trustees Report (continued) St Anne s Church of England Academy Admissions The total number of children in the period ended 31 st August 2017 was 208 and the Academy has waiting lists in most age groups. The Academy continues to participate in the coordinated admission arrangements operated by the Local Authority (Oldham Metropolitan Council) and the local Fair Access Protocol. Achievement against Objectives All developments are focused on the degree of impact they have on school and in particular the children and their learning. The school uses Impact Statements to identify positive development. Impact statements include the following questions: What did I learn? What skills did I develop? What practices have I adopted? How have I changed? What differences did the new knowledge or practice make? Attainment and Progress Performance against the schools 2016/2017 objectives; 1. To effectively challenge the more able particularly in writing and maths. (Ofsted Action Point) Actions: Peer observation and coaching, work scrutiny and discussion in key stage meetings regarding challenge for the higher attainers, highlighting good practice and aspects that required further development. Working with and learning from colleagues in other schools to identify opportunities within lessons to challenge the higher attainers and ensure the pitch of lessons meets their needs. Moderation with a range of schools to ensure accuracy of assessment and to identify any cohorts or colleagues who may require further support or intervention. Impact: More children achieved greater depth in writing in SATs tests 2017 (33%) than the previous year (0%) and this was verified by LA moderators. Teacher assessment indicated an increase in the number of children working at greater depth in reading and maths particularly in Y2 and Y3 (children who have only had new curriculum taught): Y2 Reading % ( %) Y2 Maths % ( %) Y3 Reading % ( %) Y2 Maths % ( %) Next Steps: Evaluate and further develop effective differentiation strategies within the foundation subjects. Subject leaders to continue to monitor the provision for the more able across school. Evaluate summative assessment processes and develop further to ensure children are confident to demonstrate their ability within a test situation. Evaluate SATs outcomes against class-based assessment using examples of pupil s work. 18

19 Trustees Report (continued) 2. To ensure feedback has impact and supports children to make good progress. Actions: Staff development sessions, focussing upon what effective feedback might look like. Review of policy as a result. Strategies and policies reviewed regularly to ensure that they were working through pupil voice, peer observations, coaching, and work scrutiny. Impact: Pupil Voice indicates children are clear about their strengths, areas for development and next steps. The use of live marking has greatly contributed to this. Evidence of progress in children`s books identified in moderation sessions both in house and with other schools. Next Steps: Regular work scrutiny and pupil voice sessions to ensure feedback is accurate, timely and supports children to make progress. Support for NQT`s and other new staff to ensure strategies are embedded. 3. To improve the quality of handwriting and presentation in books. (Ofsted Action Point) Actions: Monitor handwriting across school: in staff meetings, key stage meetings and by SLT. Star Work /WAGGOL (children s work) boards in each classroom displaying work with presentation to aspire to. Star Work page on school website- updated weekly and board in Hall. All classrooms had examples of handwriting and presentation on displays. Impact: Work scrutiny by SLT, teachers and Governors indicates that handwriting and presentation have improved throughout each cohort. Pupil Voice indicates children are much more aware of the high expectations staff have of handwriting and presentation. More children across KS2 and some children in Y2 have earnt their pen license. Next Steps Use of WAGGOLL walls, Star worker board. Subject Leader to monitor quality of handwriting throughout the year. 4. To ensure assessment systems are accurate and reflective of progress over time. Actions: All teachers and LSA`s to regularly update OTrack as part of their formative assessment process including the foundation subjects. Devote staff meeting time to moderation activities and staff to work with other schools in order to validate their judgements. Termly pupil progress meetings where data is compared with work in books. Agree what the assessment criteria will look like in each foundation subject and share with staff. Impact: Teachers regularly updating children`s profiles and identifying next steps for planning using the OTrack system. Book scrutiny during pupil progress meetings verified judgements made. Moderation sessions predominantly validated staff`s assessments and feedback and support given to staff who were less confident in their judgements. Judgements improved over time. Use of OTrack data alongside books in pupil progress meetings effectively drilled down into what children needed next and any interventions that may be of relevance. Evidence of children making good progress over time in moderation activities and work scrutiny and this was clearly evidenced in OTrack reports. 19

20 Trustees Report (continued) Next Steps Implementation of Arbor and statements agreed with St Chad`s. Staff training to take place. Regular reports to be generated alongside work scrutiny and moderation sessions both in house and with St Chad`s and St John`s, Failsworth. 5. To develop subject leader roles, particularly within the foundation subjects. Actions: Staff to lead and teach 2 subject areas across the school each afternoon, linked to their specialism. Subject leaders to take responsibility for planning of and assessment across the school. Subject Leaders to analyse OTrack data termly to identify gaps in knowledge and skills taught and any children who may require intervention. Subject leaders to feedback to class teachers. Subject leaders to update class teachers termly on children`s progress in each of the areas and provide reports for Parents` Evenings and School Reports. Subject Leaders attend regular training and liaise with other schools to ensure our curriculum is progressive and challenging. Impact: Clear curriculum plans in place to ensure continuity and progression. Pupil voice indicated that children like to be taught by different teachers, enjoyed their learning and felt they were making progress. Some issues were highlighted - Some class teachers felt they had lost ownership of their cohort`s progress and timetabling and co-ordination was difficult. Although children made progress, few children were working at greater depth by the end of the year. The QA report indicated that the organisation of the afternoons might impact upon the opportunities for children to continue working on something they had begun in the morning, therefore affecting the flow of progress. It was decided that staff would teach their own classes in the summer term but opportunities would still be created for children to work with other teachers in school. Subject leaders continued to analyse data and feedback to staff so that any gaps were identified and addressed. Next Steps: Subject Action Plans to be devised alongside St Chad`s subject leaders. NQT`s to shadow a subject leader in an area of interest. Collaboration with St Chad`s subject leaders. Termly subject leader release time created and leader to compile a report demonstrating actions taken and impact. Attainment and Progress EYFS Subject At expected or above Exceeding Reading 90% 37% Writing 90% 23% Maths 90% 40% 90% of children achieved a Good Level of Development (GLD) School performance has been significantly above the national average for the last 3 years. 20

21 Trustees Report (continued) Year 2 Subject At expected or above Exceeding Reading 80% (LA 69% / Nat 76%) 37% (LA 17% / NAT 25%) Writing 80% (LA61% / Nat 68%) 23% (LA 11% / NAT 16%) Maths 83% (LA 69% / Nat 75%) 43% (LA 15% / NAT 21%) 7 children in this cohort are on the SEND register and 3 children now have EHC plans. Key stage 1 Phonics School 90% National 77% School 80% National 81% School 84% National 81% Factors affecting improvements: 7 children on SEND register 2016, 3 with an EHC Plan 4 children on SEND register 2017, 2 with an EHC plan Year 6 Subject At expected or above Exceeding Reading 73% (LA 65% / Nat 71%) 13% (Nat 25%) Writing 87% (LA 72% / Nat 76%) 33% (NAT 18%) SPAG 83% (LA 75% / Nat 77%) 50% (NAT 31%) Maths 63% (LA 72% / Nat 75%) 7% (NAT 23%) Predictions for Y Year 6 Working Below Working At Working at Greater Depth Meeting or Above Reading 6% 36% 57% 94% Writing 13% 53% 33% 87% Maths 10% 50% 40% 90% Possible reasons for disappointing results that do not reflect work in books or teacher assessment: We feel we should have done more to prepare children for a test situation. Results were stronger in writing, as children were not in a test situation and all judgements were agreed by LA moderators. Children are used to working collaboratively and live marking and therefore appeared to find working in isolation in the Hall intimidating, despite a few sessions in the Hall prior to the tests. This resulted in 2 children becoming upset during the maths test and numerous children seeking constant reassurance throughout. Children therefore need more opportunity to work independently without receiving feedback until the work has been completed. 1 child in cohort had not regularly attended a previous school and 3 children were on SEND register, 1 of whom was finally awarded an EHC after SATs. We had accounted for this in our predictions but the other children who missed the expected standard by 1 or 2 marks obviously added to this figure. 21

22 Trustees Report (continued) Children ran out of time in the Reading Test, therefore more work needs to be done in preparing children to work within a set time frame. Children were involved in the trials for new maths tests a week before taking their SATs and this appeared to affect their confidence. Parents placed huge pressure on children to do well despite the tests being played down in class. Work therefore needs to be done with parents so that they are working with school and we are reinforcing the same messages. Resulting Actions: Data has been shared with all staff and we have unpicked the reasons why our KS2 results were not as expected. As a result, the School Improvement Plan is focused upon developing resilience, independence, growth mind set and developing strategies to successfully tackle a test style situation with confidence and within a set timeframe. This has been agreed with all staff and these strategies will be developed throughout school. One of our Assistant Heads has been released from her class teaching commitment to support groups of children within KS2 and particularly in Y6. Gaps in knowledge have been identified, predominantly in Y5 and 6 and Intervention groups have been supported since September. Our Y5 and 6 teachers have formed a network with the partner teachers at St Chad`s so that good practise and successful strategies can be shared. Targets for Year 1 Meeting expectation Working at Greater depth Meeting or above Reading 53% 47% 100% Writing 53% 47% 100% Maths 50% 50% 100% Year 2 Meeting expectation Working at Greater depth Meeting or above Reading 43% 43% 86% Writing 43% 43% 86% Maths 50% 36% 86% Year 3 Meeting expectation Working at Greater depth Meeting or above Reading 37% 41% 78% Writing 45% 34% 79% Maths 37% 52% 89% Year 4 Meeting expectation Working at Greater depth Meeting or above Reading 52% 42% 94% Writing 55% 39% 94% Maths 55% 39% 94% Year 5 Meeting expectation Working at Greater depth Meeting or above Reading 30% 67% 97% Writing 30% 63% 93% Maths 34% 58% 93% Year 6 Meeting expectation Working at Greater depth Meeting or above Reading 37% 57% 93% Writing 50% 43% 93% Maths 40% 53% 93% 22

23 Trustees Report (continued) Attendance Attendance is monitored half-termly. Any child falling below 95% attendance is monitored and parents are contacted where attendance falls below 90%. Impact: Attendance Figures for 2017: 97% Progression: Pupil Destinations on transfer into Secondary Education Local Authority Schools Saddleworth School 14 children Waterhead Academy 1 child Church Schools: The Bluecoat School Oldham 12 children Crompton House 2 Children Independent Grammar Schools: Hulme Grammar School for Girls: 1 child School Improvement Plan To ensure pupils are confident, self-assured learners and that their excellent attitudes to learning have a strong, positive impact on their progress. Actions: Create opportunities in lessons for children to work independently rather than always collaborating with their peers. Create opportunities for children to complete pieces of work within a time limit so that they become well practised at working effectively within a time constraint. To consistently use and embed the language of growth mind-set and the effective characteristics of learning throughout the school ensuring feedback is incisive and impacts upon improvement and progress. To embed the CPA approach in maths so children have a secure understanding of number and are confident and systematic when work independently. To embed the Answer, Prove and Explain strategy across the school so that children are able to explain their answers and how they arrived at them. Continue to embed the effective use of questioning, especially with new staff members, to deepen knowledge and understanding. Success Criteria: Children will confidently apply strategies and skills taught independently and verbalise their answers in a test or timed situation. Test scores accurately reflect teacher assessment. Targets set for each cohort are achieved both in teacher assessment and test scores. Going Concern After making appropriate enquiries, the board of trustees has a reasonable expectation that the academy trust has adequate resources to continue in operational existence for the foreseeable future. For this reason it continues to adopt the going concern basis in preparing the financial statements. Further details regarding the adoption of the going concern basis can be found in the Statement of Accounting Policies. 23

24 Trustees Report (continued) Financial Review The majority of the Trusts' funding comes via the General Annual Grant of 1,311,000 from the Education Funding Agency and these funds are used for providing education for pupils. The Trust also receives funding from the Local Authority for pupils with special educational needs and further grants from the EFA including Pupil Premium; Devolved Formula Capital; Primary Sports Grant and Universal Free School Meals. The Sanctuary generates funds via its Teaching School. At the balance sheet date, the Trust had a surplus on unrestricted funds of 545,000. Trustees will consider how the unrestricted funds will be utilised going forward. The deficit on the restricted general fund related wholly to the pension reserve is 774,000. The Local Government Pension Scheme is currently in a deficit position but this does not constitute an immediate liability and does not mean the equivalent amount is already committed or no longer available. The valuation of the fund liability has increased in the financial year, due to the addition of St Annes CE Lydgate pension fund, with the underlying performance of the scheme strengthening in the period. The presence of a pension deficit will generally result in a cash flow effect for the Trust in the form of an increase in employers' pension contributions over a period of years. The Trust would need to manage the increase in any contribution levels and take into account in future planning. The restricted fixed asset fund shows a surplus of 4,124,000 and includes assets donated on conversion as well as any additions in year. Reserves Policy The Trust recognises the need to balance reserves to ensure the stability of the Trust s organisational operations and its charitable activities. The reserves policy is reviewed on an annual basis and provides a framework for future strategic planning and to assist decision-making. At the Balance Sheet date, the academy had a surplus on unrestricted funds of 545,000. The pension reserve restricted fund is 774,000 in deficit. The Trustees, in consultation with the Local Governing Bodies of the Academy schools, will consider how the unrestricted funds will be used going forward. The restricted fixed asset fund shows a surplus of 4,124,000 and includes assets donated on conversion. Investment Policy The aim of this policy is to ensure that funds, which the Trust does not immediately need to cover anticipated expenditure, are invested in such a way as to maximise income, taking into account risk. The Memorandum and Articles of Association set down the powers the trustees have in terms of investment of monies not immediately required for the furtherance of its Object and state trustees will only invest funds after obtaining advice from a financial expert as the trustees consider necessary. During the year 1 September 2016 to 31 August 2017 no investments have been made. The Governors plan to review the investment policy annually. 24