Revell Ward LLP Chartered Accountants and Statutory Auditors 7th Floor 30 Market Street Huddersfield HD1 2HG

Transcription

1 REGISTERED COMPANY NUMBER: (England and Wales) TRUSTEES' REPORT AND FINANCIAL STATEMENTS FOR BRIGHTER FUTURES ACADEMY TRUST Revell Ward LLP Chartered Accountants and Statutory Auditors 7th Floor 30 Market Street Huddersfield HD1 2HG

2 CONTENTS OF THE FINANCIAL STATEMENTS Page Reference and Administrative Details 1 Trustees' Report 2 to 12 Governance Statement 13 to 15 Statement on Regularity, Propriety and Compliance 16 Statement of Trustees Responsibilities 17 Report of the Independent Auditors 18 to 19 Independent Accountant's Report on Regularity 20 Statement of Financial Activities 21 to 22 Balance Sheet 23 Cash Flow Statement 24 Notes to the Cash Flow Statement 25 Notes to the Financial Statements 26 to 44

3 REFERENCE AND ADMINISTRATIVE DETAILS MEMBERS M Moriarty P Burton L Johnson TRUSTEES P Burton* (Chair of Trustees) L Johnson* (Executive Headteacher/Accounting Officer) J George* (Community trustee) (appointed ) M Moriarty* (Vice chair of trustees) S Sykes* (Academy trustee) (appointed ) R Gurteen* (Parent trustee) (appointed ) L J Harper (appointed ) P A Foulkes (appointed ) V L Knight (appointed ) * members of the strategic resources committee SENIOR MANAGEMENT TEAM L Johnson A Pendlebury V Dear H Newburn REGISTERED OFFICE Siddal Primary School Backhold Lane Siddal Halifax HX3 9DL REGISTERED COMPANY NUMBER (England and Wales) AUDITORS Revell Ward LLP Chartered Accountants and Statutory Auditors 7th Floor 30 Market Street Huddersfield HD1 2HG BANKERS Lloyds Bank plc 1 Westgate Huddersfield HD1 2DN SOLICITORS Ramsdens Ramsden Street Huddersfield HD1 2TH 1

4 TRUSTEES' REPORT The trustees who are also directors of the charity for the purposes of the Companies Act 2006, present their report with the financial statements of the charity for the year ended 31 August The trustees have adopted the provisions of the Statement of Recommended Practice (SORP) 'Accounting and Reporting by Charities' issued in March 2005 and the Academies Accounts Direction issued by the Education Funding Agency. The annual report serves the purposes of both a trustees' report, and a directors' report under company law. The trust operates two primary schools in Calderdale. Its academies have a combined pupil capacity of 477 and had a roll of 372 in the school census on 15 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 Brighter Futures Academy Trust are also the directors of the charitable company for the purposes of company law. Details of the trustees who served during the year are included in the Reference and Administrative Details on page 1. 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. Trustees' Indemnities The company purchased insurance for liabilities incurred by its trustees in carrying our their duties. Method of recruitment and appointment or election of trustees The Members may appoint up to 8 Trustees, but the total number of Trustees who are employees of the Academy Trust (excluding the Executive Head Teacher) must not exceed one third of the total number of Trustees. Parent Trustees and Governors shall be elected by parents of registered pupils at the School. Parent Trustees or Governors must be a parent of a pupil at the school at the time when they are elected. Where a vacancy for a Parent Trustee or Governor is required to be filled by election, the Governing Body shall take such steps as are reasonably practical to secure that every person who is known to them to be a parent of a registered pupil at the school is informed of the vacancy and that it is required to be filled by election, informed that he/she is entitled to stand as a candidate, and vote at the election and given an opportunity to do so. Any election of Parent Trustees or Governors which is contested shall be held by secret ballot. The Staff Trustees and Governors shall be elected by staff members at the School. A Staff Trustee or Governor must be a staff member at the time when he/she is elected. If a Staff Trustee or Governor ceases to be a staff member then they shall be deemed to have resigned and shall cease to be a Trustee or Governor. The Members may appoint up to 3 co-opted Trustees. If the Members wish to appoint any LA Trustees, then they are appointed by the LA. 2

5 TRUSTEES' REPORT STRUCTURE, GOVERNANCE AND MANAGEMENT Policies and procedures adopted for the induction and training of trustees The training and induction provided for new governors and trustees will depend on their existing experience; an induction pack is given to all trustees and governors. During the period, the academy has subscribed to the governing training programme provided by One Education and the National Governors Association. An induction pack is provided to all new governors/trustees; this includes governor/trustee responsibilities, committee terms of reference, governor/trustee and school expectations. All governors/trustees are provided with copies of minutes, accounts, budgets, school development and school self-evaluation plans plus any other documents that they will need to undertake their role as governors/trustees. As there are normally only one or two new governors/trustees a year, induction tends to be done informally and is tailored specifically to the individual. Brighter Futures Academy Trust also commissions bespoke consultancy and training in order to meet the development needs of the Governing Body. Organisational structure During the year an enhanced leadership structure was introduced to help improve the way the academy trust is run and to ensure that it has flexibility to expand to enable additional academies to join the trust. The structure now consists of three levels, the governors (including trustees), the joint strategic leadership team, and the local leadership team. The aim of the leadership structure is to ensure strategic leadership remains a high priority as the trust expands and grows and to devolve responsibility and encourage involvement in decision making at all levels. The governors are responsible for strategic development and decision making including setting statutory policy, approving the School Development Plans, approving the school budget, monitoring the academy by the use of budgets and making major decisions about the direction of the academy, capital expenditure and senior staff appointments. The senior leaders are the Executive Head Teacher, two Heads of School and the Trust Business Manager. These leaders control the academy trust at an executive level implementing the policies laid down by the governors/trustees and reporting back to them. As a group, the senior leaders are responsible for the authorisation of spending within agreed budgets and the appointment of staff, though appointment boards for posts in the leadership team always contain a governor/trustee. Some spending control is devolved to members of the leadership team, with limits above which a senior leader must countersign. The local leadership teams are the Head of School, Deputy Heads of School and the phase leaders depending on the size of the school. These leaders are responsible for the day to day operation of each school within the trust including the quality of teaching and learning and its impact on pupil progress; the organisation of the curriculum, pastoral support systems, parental engagement and community links. The academy trust has defined the responsibilities of each person involved in the administration of trust finances to avoid the duplication or omission of functions and to provide a framework of accountability for governors and staff. Connected organisations including related party relationships Brighter Futures Academy Trust has 2 schools within the partnership. Siddal Primary School is the sponsor academy for Field Lane Primary School. On 1 October 2014 Luddendenfoot Academy joined the academy trust. Risk management The trustees have a duty to identify and review the risks to which the charity is exposed and to ensure appropriate controls are in place to provide reasonable assurance against fraud and error. 3

6 TRUSTEES' REPORT OBJECTIVES AND ACTIVITIES Objects and Aims To provide a high quality, broad and balanced curriculum, satisfying the requirements of section 78 of the Education Act 2002, for children of differing abilities aged The schools provide education for pupils who are wholly or mainly drawn from the area in which the schools are situated. Academy Trust Key Values Passion - Working in education, we have the ability to profoundly change children's lives; the stakes are incredibly high. Our aim should always be to provide for the pupils of our Academies what we would want for our own children. Urgency -The amount of time children spend in education is finite. We have a responsibility to ensure every moment a child is in a Brighter Futures School must be spent productively. Once wasted, it is gone forever and cannot be given back. Positivity - Staff have a responsibility to be positive and supportive of each other. Negativity leads to low expectations and a culture where excuses are tolerated. Aspiration - Embodied in the Trust motto, "Where Children Succeed," all members of staff aim for excellence in their individual professional roles. Commitment - Staff are prepared to go the extra mile to provide the best possible education for their pupils. The interests of children are always placed ahead of those of staff. Academy Trust Non-Negotiables Ethos and Culture - Shared values - Moral purpose - Consistency of approach - Distributed leadership - Professional behaviours - Rights respecting Teaching and Learning - High quality learning experiences - Raising standards - Committed to inclusion - A calm and safe learning environment - A dynamic curriculum - Embracing new technologies Investing in People - Empowering pupils - Partnership with parents - Professional development - High quality governance - Health and sustainability - A well maintained physical environment Our Safeguarding Statement Our Trust is committed to providing a secure and supportive environment in which children can develop and grow into mature, responsible people. Safeguarding children is a central part of our whole school approach to ensure that every child reaches their full potential and children are protected from abuse and neglect. 4

7 TRUSTEES' REPORT OBJECTIVES AND ACTIVITIES Objectives, strategies and activities Over the four years since Siddal Primary School's highly successful inspection in October 2010, there have been many new initiatives and improvement priorities for our overall school development planning that have been designed to continue to move the school forward and make the necessary improvements to enable us to maintain our outstanding performance. The latest inspection of Field Lane Primary School was in March 2014, when the school was judged as outstanding. This is as a result of the drive, determination and outstanding leadership of the school and supportive, collaborative way in which the schools work. This is a significant achievement and one that we are all proud of. We received a letter of congratulations from Lord Nash in August 2014, which recognised the significant effort of all those involved. The School Development Plans (SDP) for are focused on building on and embedding teaching and learning expertise and its impact on pupil progress over time, improving pupil's writing skills and improving pupil's spelling and grammar abilities as well as ensuring the pupils with special educational needs made as much progress as their peers. Continued changes to the school system, and the inspection regime that monitors it, continue to leave us with very different criteria against which we are judged. Self-evaluation against these new criteria, when national attainment standards have raised significantly and our cohort numbers are very small meaning that each pupil represent 4.5% - 6%, presents us with challenges to continue to achieve above the national average when typically our children enter school below and well below that typically expected. We also needed to continue to address the needs of a significant number of new appointments including another 47% change in teachers across the two schools. In order to address these issues successfully, the Senior Leadership Team (SLT) continued to determine that it was essential for staff to have continued ownership of the development priorities that were being identified. They also felt it was essential that our priorities should be identifiable, in a coherent fashion, with the monitoring and evaluation of the school's performance assessed both through our internal self-evaluation processes but also externally against the national ofsted regime. These required elements meant that the SDP process continued to develop leaders at all levels. The main priorities for were: Siddal Primary and Field Lane - jointly Objective: - To increase the percentage of lessons judged to be outstanding. Success criteria: - Teaching impacts positively and accelerates progress - The quality of work being produced increases - Pupils are engaged in the activities and keen to learn - Pupils are challenged appropriately and make at least expected progress as a result - Pupils lead learning and develop their own self-help strategies enabling them to be independent learners. Objective: - To develop a whole school approach to the teaching and learning of spelling and grammar - To increase pupil and family engagement in reading for pleasure - To develop a more rigorous approach to the accuracy of the assessment of reading. Success criteria: - Increase the percentage of children achieving level 4+ in spelling, punctuation and grammar tests at the end of Key Stage Two - At least 85% of year one children to pass the phonics screening test - Home reading books are well-matched to teacher assessments and are changed regularly. Objective: - To provide an inspirational curriculum for all pupils that ensures high levels of pupil engagement and /so that the vast majority of pupils make at least good progress in all areas of the curriculum. 5

8 TRUSTEES' REPORT OBJECTIVES AND ACTIVITIES Objectives, strategies and activities Success criteria: - The vast majority of pupils are engaged in all lessons where resources are used in a variety of ways to stimulate, challenge and support engagement and pupils learning - Pupils' work in all areas of the curriculum is maintained at a consistently high standard - There are strong/ purposeful cross curricular links between curriculum areas throughout school - Pupils' writing in subjects other than literacy is of a same/similar level to their written work produced in literacy lessons - The majority of pupils understand the new 'House' system and demonstrate a greater international awareness - Weekly SEAL lessons are planned and delivered in all classes and the majority of pupils are using SEAL strategies to regulate their behaviour and inform their choices. Objective: - To raise attainment in reading and spelling for all pupils identified as having a barrier to literacy and especially those displaying dyslexic tendencies. Success criteria: - Pupils who have been stuck and slow moving in reading have made at least 3 APS points progress over the year, can successfully decode and have a good understanding of the phonics code - Pupils who have been identified as stuck and slow moving in writing have made at least 3 APS points progress over the year, can successfully encode and have a good understanding of the phonics code, banks of families of words and a range of strategies to apply this knowledge in spelling - Pupils identified on the SEN register have good quality IEPs whereby targets and strategies support the next sub level in achievement and learning - Classrooms cater for dyslexic learners and tools are readily available for all learners - Dyslexia friendly non-negotiables are evident in all classroom environments and working areas - Lesson/group observations display the promotion of dyslexia friendly resources. Objective: - To provide high quality, engaging, carefully planned and well matched opportunities throughout the provision to ensure all children make at least expected progress in Communication and Language, Understanding the World, PSED and Mathematics - To ensure assessment opportunities accurately capture children's independent application of skills and knowledge - To ensure the environment effectively models the language expectations of all adults working in the setting, and provided opportunities to extend language - To extend opportunities to develop engaging and highly motivating outdoor experiences to develop gross motor skills Success criteria: - % of children making at least expected progress in Communication and Language, Understanding the World, PSED and Mathematics is at least in line with Reception cohort 2012/ % of children achieving 'expected' attainment (2) is at least in line with 2012/2013 LA EYFS averages and/or higher than the Reception cohort 2012/ The learning journeys capture a range of evidence illustrating children's independent application of skills and knowledge - Standardised tests for reading and understanding vocabulary show accelerated progress across the cohort - Adults effectively model and extend children's language - Through observations, children are engaged in activities which support and challenge their gross motor skills. 6

9 TRUSTEES' REPORT OBJECTIVES AND ACTIVITIES Public benefit Brighter Futures Academy Trust is a partnership between two primary schools that offers an excellent educational environment for over 400 pupils. Our successes are built upon the efforts of highly qualified, hard-working and enthusiastic staff, well-motivated pupils and many supportive parents. Our excellence in providing outstanding teaching and learning with our pupils has led to one of the schools being recognised nationally as a National Support School and our Executive Head Teacher, a National Leader in Education. We also provide extensive support to other schools and each year we work intensively with at least one other primary school to help them improve their provision and raise standards. During , we worked intensively with Luddendenfoot Academy, in order to provide them with effective leadership and raise standards. The schools have a very high quality pastoral care system and our School Councils involve pupils in the running of the schools. Brighter Futures Academy Trust is a focus for wider community educational activities, working closely with our local partners in education and business, to ensure that the school is at the centre of its community. This includes the local Children's Centres, secondary feeder schools, our School Improvement Clusters, services from the Local Authority and many more partners, in order to generate better educational programmes for our pupils as well as improving our transitional activities for our pupils when moving onto secondary education. We value highly all contact with parents since we see a successful education being a partnership between parents, pupils and the schools. By working together we are able to meet our aim of ensuring that all who come to schools within Brighter Futures Academy Trust will find it challenging, stimulating, caring and a happy place to be and will enjoy their time here. Pupils at Siddal and Field Lane Primary Schools are able to participate in a wide variety of clubs, trips and activities. The governors and trustees have complied with their duty to have due regard to the guidance on public benefit published by the Charity Commission in exercising their powers or duties. 7

10 TRUSTEES' REPORT STRATEGIC REPORT Achievement and performance Achievements and performance Siddal Primary School The school achieved excellent Key Stage 2 results for the 5th year running. The school's assessment performance demonstrated the high quality of pupil achievement in the school. At the end of Early Years Foundation Stage, Key Stage 1 and Key Stage 2, the results were excellent this year. It is pleasing to see that the outstanding teaching received by all of our pupils has helped them to achieve so well. Siddal Early Years The school achieved a significant rise in the number of pupils achieving a good level of development in % of pupils achieved a good level of development in 2014 compared to 16% in Although attainment is not yet high compared to the LA average (55%), pupils make accelerated progress in early years and the attainment gap is narrowed. Siddal Year 1 Phonics Year 1 phonics results accelerated above the national average (74%) and were a significant improvement from % of Year 1 pupils passed the phonics screening in 2014 compared to 63% in Siddal Key Stage 1 SATs results In 2014 we achieved the best ever result at Key Stage 1 in attainment in Level 2+ for reading, writing, and maths. However the % of pupils achieving a Level 2b+ in writing was disappointing and lower than that achieved in With the exception of writing, Key Stage 1 average point scores identifies that all subjects are now broadly in line with LA averages and the 2013 national averages. Taking into account our pupils low baseline on entry, almost all pupils make at least expected progress in Key Stage 1, except in writing and the vast majority of pupils make accelerated progress in reading and maths. Key Stage 1 results for 2014 cohort show outcomes are broadly in line with national averages for reading, writing and maths at Level 2c+ and Level 2a+. Ensuring children in Key Stage 1 are provided with the necessary opportunities and support to improve their writing and so achieve their potential, is still a specific drive of our school improvement at Siddal Primary School and is a focus for the Siddal writing School Development Plan (results in brackets represent the national average for 2014). - 96% achieved a level 2+ in maths (92%) - 80% achieved a level 2b+ in maths (80%) - 20% achieved a level 3 in maths (24%) - 88% achieved a level 2+ in reading (90%) - 84% achieved a level 2b+ in reading (81%) - 24% achieved a level 3 in reading (31%) - 88% achieved a level 2+ in writing (86%) - 48% achieved a level 2b+ in writing (70%) - 0% achieved a level 3 in writing (16%) - 92% made 2 levels progress in maths in Key Stage 1-88% made 2 levels progress in reading in Key Stage 1-54% made 2 levels progress in writing in Key Stage 1-33% made more than 2 levels progress in maths in Key Stage 1-50% made more than 2 levels progress in reading in Key Stage 1-4% made more 2 levels progress in writing in Key Stage 1 Siddal KEY STAGE 2 SATs Results We are delighted with the excellent 2014 Key Stage 2 results our pupils achieved which ranked as Siddal's best ever results. In summary, for the 24 pupils on roll this academic year (results in brackets represent the national average for 2014). - 96% achieved a level 4 in maths (86%) - 48% achieved a level 5 in maths (42%) - 13% achieved a level 6 in maths (9%) - 96% achieved a level 4 in reading (89%) - 52% achieved a level 5 in reading (49%) - 87% achieved a level 4 in writing (85%) 8

11 TRUSTEES' REPORT STRATEGIC REPORT Achievement and performance Achievements and performance - 22% achieved a level 5 in writing (33%) - 83% achieved a level 4 in spelling, punctuation and grammar (76%) - 52% achieved a level 5 in spelling, punctuation and grammar (52%) - 100% made 2 levels progress in maths in Key Stage 2 (89%) - 100% made 2 levels progress in reading in Key Stage 2 (91%) - 100% made 2 levels progress in writing in Key Stage 2 (93%) - 29% made more than 2 levels progress in maths in Key Stage 2 (35%) - 35% made more than 2 levels progress in reading in Key Stage 2 (35%) - 33% made more 2 levels progress in writing in Key Stage 2 (33%) Field Lane Primary School Field Lane Primary School achieved its best ever Key Stage 1 attainment results and Key Stage 2 results which are at least in line with the national average (2014). Again the school's examination performance demonstrated the high quality of pupil achievement in the school. It is pleasing to see that the outstanding teaching received by all of our pupils has helped them to achieve so well. Field Lane Early Years Attainment in early years remained broadly static. 26% of pupils achieving a good level of development in 2014 compared to 22% in Progress in early years continues to be very strong with a significant number of pupils achieving accelerated progress, resulting in the attainment gap narrowing. Field Lane Year 1 Phonics Year 1 phonics results remain in line with the national average (74%). In 2014, 73% of Year 1 pupils passed the phonics screening compared to 79% in Cohort sizes account for slight differences. Field Lane Key Stage 1 SATs results Achieving attainment results at Key Stage 1 that are comparable to the national results remains a challenge at Field Lane Primary School. Taking into account our pupils very low baseline on entry with almost all pupils working well below expected on entry to Nursery and Reception, all pupils made at least expected progress in Key Stage 1 and a large number of pupils make accelerated progress in reading, writing and maths. Key Stage 1 results for 2014 cohort are the highest ever achieved at Field Lane and show outcomes are now in line with national averages (2013) for reading, writing and maths at Level 2c+. Reading is also in line with national results (2013) at Level 2b+ and Level 2a+. Attainment at Level 3 remains below the national average in writing but 15% achieved Level 3 in reading and maths. This is super achievement and is testament to the leadership of the school and quality of teaching in Key Stage 1 (results in brackets National figures 2014 unvalidated). - 92% achieved a level 2+ in maths (92%) - 77% achieved a level 2b+ in maths (80%) - 15% achieved a level 3 in maths (24%) - 100% achieved a level 2+ in reading (90%) - 77% achieved a level 2b+ in reading (81%) - 15% achieved a level 3 in reading (31%) - 85% achieved a level 2+ in writing (86%) - 77% achieved a level 2b+ in writing (70%) - 0% achieved a level 3 in writing (16%) - 100% made 2 levels progress in maths in Key Stage 1-100% made 2 levels progress in reading in Key Stage 1-100% made 2 levels progress in writing in Key Stage 1-25% made more than 2 levels progress in maths in Key Stage 1-83% made more than 2 levels progress in reading in Key Stage 1-75% made more 2 levels progress in writing in Key Stage 1 9

12 TRUSTEES' REPORT STRATEGIC REPORT Achievement and performance Achievements and performance Field Lane Key Stage 2 SATs Results We are very pleased with the strong Key Stage 2 results our pupils achieved in 2014 and particularly the progress they have made during Key Stage 2. In summary, for the 21 pupils on roll this academic year: (results in brackets National figures 2014 unvalidated) - 91% achieved a level 4 in maths (86%) - 43% achieved a level 5 in maths (42%) - 5% achieved a level 6 in maths (9%) - 86% achieved a level 4 in reading (89%) - 38% achieved a level 5 in reading (49%) - 81% achieved a level 4 in writing (85%) - 10% achieved a level 5 in writing (33%) - 86% achieved a level 4 in spelling, punctuation and grammar (76%) - 43% achieved a level 5 in spelling, punctuation and grammar (52%) - 100% made 2 levels progress in maths in Key Stage 2 (89%) - 90% made 2 levels progress in reading in Key Stage 2 (91%) - 100% made 2 levels progress in writing in Key Stage 2 (93%) - 48% made more than 2 levels progress in maths in Key Stage 2 (35%) - 29% made more than 2 levels progress in reading in Key Stage 2 (35%) - 24% made more 2 levels progress in writing in Key Stage 2 (33%) These results are a testament to the commitment and dedication of the pupils and staff at Siddal and Field Lane Primary Schools, and all of our pupils should be justifiably proud of their excellent achievements. 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. Financial review Reserves policy The trustees review the reserve levels of the Academy annually. This review encompasses the nature of income and expenditure streams, the need to match income with commitment and the nature of reserves. Where the Academy holds unrestricted reserves, it is the trustees' policy to apply these resources to meet the spending priorities determined by the board of trustees. The Academy's current level of free reserves (total funds less the amount held in fixed assets and restricted funds) is 275,

13 TRUSTEES' REPORT STRATEGIC REPORT Financial review Review of the year and principal funding sources Most of the Academy's income is obtained from the DfE in the form of recurrent grants, the use of which is restricted to particular purposes. The grants received from the DfE during the year ended 31 August 2014 and the associated expenditure are shown as restricted funds in the statement of financial activities. The academy also receives grants for fixed assets from the DfE. In accordance with the Charities Statement of Recommended Practice, 'Accounting and reporting by Charities', such grants are shown in the Statement of Financial Activities as restricted income in the fixed asset fund. During the year ended 31 August 2014, total expenditure of 2,195,847 was more than covered by recurrent grant funding from the DfE together with other incoming resources and reserves held from previous years. The excess of income over expenditure for the period (excluding restricted fixed asset funds and pension deficit) was 3,089. At 31 August 2014 the net book value of fixed assets was 3,931,953 and movements in tangible fixed assets are shown in note 15 to the financial statements. The assets were used exclusively for providing education and the associated support services to the pupils of the Academy. Investment policy The Academy has no current investment policy however, it is the intention to transfer any surplus funds (with no immediate requirement) to a higher interest account with instant access. Principal risks and uncertainties The Local Government Pension Scheme is currently in deficit; however this is not an immediate liquidity issue as this will be paid over a number of years. Contribution rates can vary depending on the pension balance. Plans for future periods - To improve teacher knowledge and understanding of their own strengths and areas for development in order to increase the number of teachers evaluated as sustaining good/outstanding teaching over time. - To further raise standards in fiction and non-fiction writing across school and reduce the attainment gap between boys and girls. o Field Lane Primary o Increase % of children achieving level L4+ or above in writing at the end of KS from 81% to 93% o All pupils make at least 2 levels progress in writing from the end of KS1 to the end of KS2. o At least 83 % of pupils will achieve a L2+ in writing with at least 61% achieving L2b+. o Siddal Primary o To ensure the % of children achieving level L4+ is in line or above the national average of 83% in writing at the end of KS2. o Increase the % of children achieving a L2b or above in writing at the end of KS1 from 48% to 70%. - To further improve and update the assessment policies and procedures in line with curriculum updates and the new DfE assessment and reporting requirements. - To improve the impact of marking and feedback and its impact on pupil progress. - Field Lane To further improve the emotional resilience of all pupils enabling them to participate fully in all aspects of school life and the wider community STATEMENT AS TO DISCLOSURE OF INFORMATION TO AUDITORS So far as the trustees are aware, there is no relevant information (as defined by Section 418 of the Companies Act 2006) of which the charitable company`s auditors are unaware, and each trustee has taken all the steps that they ought to have taken as a trustee in order to make them aware of any audit information and to establish that the charitable company`s auditors are aware of that information. AUDITORS The auditors, Revell Ward LLP, were appointed during the year and will be proposed for re-appointment at the forthcoming Annual General Meeting. 11

14 TRUSTEES' REPORT Trustees' report, incorporating a strategic report, approved by order of the board of trustees, as the company directors, on 1 December 2014 and signed on the board's behalf by: P Burton - Chair of Trustees 12

15 GOVERNANCE STATEMENT Scope of Responsibility As trustees, we acknowledge we have overall responsibility for ensuring that Brighter Futures Academy Trust has an effective and appropriate system of control, financial and otherwise. However such a system is designed to manage rather than eliminate the risk of failure to achieve business objectives, and can provide only reasonable and not absolute assurance against material misstatement of loss. The board of the trustees has delegated the day-to-day responsibility to the Executive Headteacher, as accounting officer, for ensuring financial controls conform with the requirements of both propriety and good financial management and in accordance with the requirements and responsibilities assigned to it in the funding agreement between Brighter Futures Academy Trust and the Secretary of State for Education. They are also responsible for reporting to the board of trustees any material weaknesses or breakdowns in internal control. Governance The information on governance included here supplements that described in the Trustees' Report and in the Statement of Trustees Responsibilities. The board of trustees has formally met 5 times during the year. Attendance during the year at meetings of the board of trustees was as follows: Trustee Meetings attended Out of a possible P Burton (Chair of Trustees) 5 5 M Moriarty (Vice chair of trustees) 3 5 L Johnson (Executive Headteacher/Accounting 5 5 Officer) J George (Community trustee) (appointed ) S Sykes (Academy trustee) (appointed ) 5 5 R Gurteen (Parent trustee) (appointed ) 5 5 The Strategic Resources Committee is a sub-committee of the main board of trustees. Its purpose is to review the budget, review service level agreements and monitor numbers on roll with a view to presenting proposals for a second classroom. The committee also ensured that all FMGE documentation required for Academies was complete and agreed the appointment of the external auditors and the responsible officer. Attendance at meetings during the year was as follows: Trustees and Meetings attended Out of a possible Governors Lynda Johnson 5 5 Pam Burton 5 5 Mick Moriarty 4 5 Sharon Sykes 3 5 Richard Gurteen 2 2 Lynda Howard 2 5 Jane George 2 5 The standards committee is a sub-committee of the main board of trustees. Its purpose is to review the standards achieved in each of the schools and monitor the progress of the pupils. Attendance during the year at meetings of the board of trustees was as follows: Trustees and Meetings attended Out of a possible Governors Lynda Johnson 1 1 Mick Moriarty 1 1 Helen Williamson 1 1 Sharon Sykes 1 1 Joanne Stewart

16 GOVERNANCE STATEMENT The Purpose of the System of Internal Control The system of internal control is designed to manage risk to a reasonable level rather than to eliminate all risk of failure to achieve policies, aims and objectives. It can therefore only provide reasonable and not absolute assurance of effectiveness. The system of internal control is based on an on-going process designed to identify and prioritise the risks to the achievement of charitable company policies, aims and objectives, to evaluate the likelihood of those risks being realised and the impact should they be realised, and to manage them efficiently, effectively and economically. The system of internal control has been in place in Brighter Futures Academy Trust for the period 1 September 2013 to 31 August 2014 and up to the date of approval of the annual report and financial statements. Capacity to Handle Risk The board of trustees has reviewed the key risks to which the charitable company is exposed together with the operating, financial and compliance controls that have been implemented to mitigate those risks. The board of trustees is of the view that there is a formal on-going process for identifying, evaluating and managing the charitable company's significant risks that has been in place for the period 1 September 2013 to 31 August 2014 and up to the date of approval of the annual report and financial statements. This process is regularly reviewed by the board of trustees. The Risk and Control Framework The academy trust's system of internal financial control is based on a framework of regular management information and administrative procedures including the segregation of duties and a system of delegation and accountability. In particular it includes: - comprehensive budgeting and monitoring systems with an annual budget and periodic financial reports which are reviewed and agreed by the board of trustees; - regular reviews by the finance committee of reports which indicate financial performance against the forecasts and of major purchase plans, capital works and expenditure programmes; - setting targets to measure financial and other performance; - clearly defined purchasing (asset purchase or capital investment) guidelines; - delegation of authority and segregation of duties; - identification and management of risks. The board of trustees has considered the need for a specific internal audit function and has decided not to appoint an internal auditor. However, the trustees have appointed Calderdale LA as Internal Audit Officer. The Internal Audit Officer role includes giving advice on financial matters and performing a range of checks on the academy trust's financial systems. On a bi-annual basis, the Internal Audit Officer reports to the board of trustees on the operation of the systems of control and on the discharge of the board of trustees financial responsibilities. The trustees confirm the Internal Audit Officer duties have been fully delivered. Review of Effectiveness As accounting officer, the Head Teacher has responsibility for reviewing the effectiveness of the system of internal control. During the year in question the review has been informed by: - the work of the internal audit; - the work of the external auditor; - the financial management and governance self-assessment process; - the work of the executive managers within the academy trust who have responsibility for the development and maintenance of the internal control framework. The accounting officer has been advised of the implications of the result of their review of the system of internal control by the finance committee and a plan to address weaknesses and ensure continuous improvement of the system is in place. 14

17 GOVERNANCE STATEMENT Approved by order of the members of the board of trustees on 1 December 2014 and signed on its behalf by: P Burton - Chair of Trustees L Johnson - Accounting Officer 15

18 STATEMENT ON REGULARITY, PROPRIETY AND COMPLIANCE As accounting officer of Brighter Futures Academy Trust I have considered my responsibility to notify the charitable company board of trustees and the Education Funding Agency of material irregularity, impropriety and non-compliance with EFA terms and conditions of funding, under the funding agreement in place between the charitable company and the Secretary of State. As part of my consideration I have had due regard to the requirements of the Academies Financial Handbook. I confirm that I and the charitable company board of trustees are able to identify any material irregular or improper use of funds by the charitable company, or material non-compliance with the terms and conditions of funding under the charitable company's funding agreement and the Academies Financial Handbook. I confirm that no instances of material irregularity, impropriety or funding non-compliance have been discovered to date. If any instances are identified after the date of this statement, these will be notified to the board of trustees and EFA. L Johnson - Accounting Officer 1 December

19 STATEMENT OF TRUSTEES RESPONSIBILITIES The trustees (who act as governors of Brighter Futures Academy Trust and are also the directors of the charitable company for the purposes of company law) are responsible for preparing the Trustees' Report and the financial statements in accordance with the Annual Accounts Direction issued by the Education Funding Agency, United Kingdom Accounting Standards (United Kingdom Generally Accepted Accounting Practice) and applicable law and regulations. Company law requires the trustees to prepare financial statements for each financial year. Under company law the trustees must not approve the financial statements unless they are satisfied that they give a true and fair view of the state of affairs of the charitable company and of the incoming resources and application of resources, including the income and expenditure, of the charitable company for that period. In preparing those financial statements, the trustees are required to - select suitable accounting policies and then apply them consistently; - observe the methods and principles in the Charity SORP; - make judgements and estimates that are reasonable and prudent; - state whether applicable accounting standards have been followed, subject to any material departures disclosed and explained in the financial statements; - prepare the financial statements on the going concern basis unless it is inappropriate to presume that the charitable company will continue in business. The trustees are responsible for keeping adequate accounting records that are sufficient to show and explain the charitable company's transactions and disclose with reasonable accuracy at any time the financial position of the charitable company and to enable them to ensure that the financial statements comply with the Companies Act They are also responsible for safeguarding the assets of the charitable company and hence for taking reasonable steps for the prevention and detection of fraud and other irregularities. The trustees are responsible for ensuring that in its conduct and operation the charitable company applies financial and other controls, which conform with the requirements both of propriety and of good financial management. They are also responsible for ensuring grants received from the EFA/DfE have been applied for the purposes intended. The trustees are responsible for the maintenance and integrity of the corporate and financial information included on the charitable company's website. Legislation in the United Kingdom governing the preparation and dissemination of financial statements may differ from legislation in other jurisdictions. Approved by order of the board of trustees on 1 December 2014 and signed on its behalf by: P Burton - Chair of Trustees 17

20 REPORT OF THE INDEPENDENT AUDITORS TO THE MEMBERS OF BRIGHTER FUTURES ACADEMY TRUST We have audited the financial statements of Brighter Futures Academy Trust for the year ended 31 August 2014 which comprise the Statement of Financial Activities, the Balance Sheet, the Cash Flow Statement and the related notes. The financial reporting framework that has been applied in their preparation is applicable law, United Kingdom Accounting Standards (United Kingdom Generally Accepted Accounting Practice) and the Accounts Direction 2013 to 2014 issued by the Education Funding Agency (EFA). This report is made solely to the charitable company's members, as a body, in accordance with Chapter 3 of Part 16 of the Companies Act Our audit work has been undertaken so that we might state to the charitable company's members those matters we are required to state to them in an auditors' report and for no other purpose. To the fullest extent permitted by law, we do not accept or assume responsibility to anyone other than the charitable company and the charitable company's members as a body, for our audit work, for this report, or for the opinions we have formed. Respective responsibilities of trustees and auditors As explained more fully in the Statement of Trustees Responsibilities, the trustees (who are also the directors of the charitable company for the purposes of company law) are responsible for the preparation of the financial statements and for being satisfied that they give a true and fair view. Our responsibility is to audit and express an opinion on the financial statements in accordance with applicable law and International Standards on Auditing (UK and Ireland). Those standards require us to comply with the Auditing Practices Board's (APB's) Ethical Standards for Auditors. Scope of the audit of the financial statements A description of the scope of an audit of financial statements is provided on the FRC's website at Opinion on financial statements In our opinion the financial statements: - give a true and fair view of the state of the charitable company's affairs as at 31 August 2014 and of its incoming resources and application of resources, including its income and expenditure, for the year then ended; - have been properly prepared in accordance with United Kingdom Generally Accepted Accounting Practice; - have been prepared in accordance with the requirements of the Companies Act 2006; and - have been prepared in accordance with the Academies Accounts Direction 2013 to 2014 issued by the EFA. Opinion on other matter prescribed by the Companies Act 2006 In our opinion the information given in the Trustees' Report for the financial year for which the financial statements are prepared is consistent with the financial statements. 18

21 REPORT OF THE INDEPENDENT AUDITORS TO THE MEMBERS OF BRIGHTER FUTURES ACADEMY TRUST Matters on which we are required to report by exception We have nothing to report in respect of the following matters where the Companies Act 2006 requires us to report to you if, in our opinion: - adequate accounting records have not been kept or returns adequate for our audit have not been received from branches not visited by us; or - the financial statements are not in agreement with the accounting records and returns; or - certain disclosures of trustees' remuneration specified by law are not made; or - we have not received all the information and explanations we require for our audit. John Wilson FCA (Senior Statutory Auditor) for and on behalf of Revell Ward LLP Chartered Accountants and Statutory Auditors 7th Floor 30 Market Street Huddersfield HD1 2HG 1 December

22 INDEPENDENT REPORTING ACCOUNTANT'S ASSURANCE REPORT ON REGULARITY TO BRIGHTER FUTURES ACADEMY TRUST AND THE EDUCATION FUNDING AGENCY In accordance with the terms of our engagement letter dated 13 October 2014 and further to the requirements of the Education Funding Agency (EFA), as included in the Academies Accounts Direction 2013 to 2014, we have carried out an engagement to obtain limited assurance about whether the expenditure disbursed and income received by Brighter Futures Academy Trust during the period 1 September 2013 to 31 August 2014 have been applied to the purposes identified by Parliament and the financial transactions conform to the authorities which govern them. This report is made solely to Brighter Futures Academy Trust and the EFA in accordance with the terms of our engagement letter. Our work has been undertaken so that we might state to Brighter Futures Academy Trust and the EFA those matters we are required to state in a report and for no other purpose. To the fullest extent permitted by law, we do not accept or assume responsibility to anyone other than Brighter Futures Academy Trust and the EFA, for our work, for this report, or for the conclusion we have formed. Respective responsibilities of Brighter Futures Academy Trust's accounting officer and the reporting accountant The accounting officer is responsible, under the requirements of Brighter Futures Academy Trust's funding agreement with the Secretary of State for Education dated 30 August 2012 and the Academies Financial Handbook, extant from 1 September 2012, for ensuring that expenditure disbursed and income received is applied for the purposes intended by Parliament and the financial transactions conform to the authorities which govern them. Our responsibilities for this engagement are established in the United Kingdom by our profession's ethical guidance and are to obtain limited assurance and report in accordance with our engagement letter and the requirements of the Academies Accounts Direction 2013 to We report to you whether anything has come to our attention in carrying out our work which suggests that in all material respects, expenditure disbursed and income received during the period 1 September 2013 to 31 August 2014 have not been applied to purposes intended by Parliament or that the financial transactions do not conform to the authorities which govern them. Approach We conducted our engagement in accordance with the Academies Accounts Direction 2013 to 2014 issued by the EFA. We performed a limited assurance engagement as defined in our engagement letter. The objective of a limited assurance engagement is to perform such procedures as to obtain information and explanations in order to provide us with sufficient appropriate evidence to express a negative conclusion on regularity. A limited assurance engagement is more limited in scope than a reasonable assurance engagement and consequently does not enable us to obtain assurance that we would become aware of all significant matter that might be identified in a reasonable assurance engagement. Accordingly, we do not express a positive opinion. Our engagement includes examination, on a test basis, of evidence relevant to the regularityand propriety of the charitable company's income and expenditure. Conclusion In the course of our work, nothing has come to our attention which suggests that in all material respects the expenditure disbursed and income received during the period 1 September 2013 to 31 August 2014 has not been applied to purposes intended by Parliament and the financial transactions do not conform to the authorities which govern them. Revell Ward LLP 7th Floor 30 Market Street Huddersfield HD1 2HG 1 December