APOLLO PARTNERSHIP TRUST (FORMERLY CASTLE ROCK HIGH SCHOOL)

Transcription

1 Registered number: (England and Wales) APOLLO PARTNERSHIP TRUST (FORMERLY CASTLE ROCK HIGH SCHOOL) TRUSTEES' REPORT AND FINANCIAL STATEMENTS

2 CONTENTS Page Reference and Administrative Details 1-2 Trustees' Report 3 16 Governance Statement Statement on Regularity, Propriety and Compliance 23 Trustees' Responsibilities Statement 24 Independent Auditors' Report Independent Reporting Accountant's Assurance Report on Regularity Statement of Financial Activities incorporating Income and Expenditure Account 30 Balance Sheet 31 Statement of Cash Flows 32 Notes to the Financial Statements, incorporating Statement of Accounting Policies and Other Notes to the Financial Statements 33 55

3 REFERENCE AND ADMINISTRATIVE DETAILS Members Andrew Pritchard (Chair of Governors) Ray Dennis (Vice Chair of Governors) Andrew Presland (From 10 / 11/16) Alison Sewell (Until 10/11/16) Trustees / Governors Carol Allen Clare Clarkson Ray Dennis (Vice Chair) Leah Govier (Staff Trustee) Julia Patrick (Headteacher and Accounting Officer) Cheryl Pell (Staff Trustee) Resigned 05/08/2017 Andrew Pritchard (Chair) Andrew Presland John Reid Resigned 23/03/2017 Alison Sewell Resigned 24/11/2016 Leon Spence Company Secretary Karen Draper Senior Management Team Julia Patrick Head Teacher and Accounting Officer Michael Rowbottom Deputy Head Teacher Lauren Raynor Assistant Head Teacher Karen Draper School Business Manager Miss A Kinder (Seconded Post) Assistant Head Teacher Company Name Apollo Partnership Trust Principal and registered office Meadow Lane, Coalville, Leicestershire, LE67 4BR Company registered number (England & Wales) Page 1

4 REFERENCE AND ADMINISTRATIVE DETAILS Independent Auditor MHA Macintyre Hudson Chartered Accountants Statutory Auditors 11 Merus Court Meridian Business Park Leicester LE19 1RJ Bankers Lloyds TSB 20 Belvoir Road Town Centre Coalville LE67 3QH Solicitors Browne Jacobson Mowbray House Castle Meadow Road Nottingham NG2 1BJ Page 2

5 TRUSTEES' REPORT The Trustees present their annual report together with the financial statements and Auditors Reports of the charitable company for the year ended 31 August The annual report serves the purposes of both a Trustees Report, and a Directors Report under company law. The Trust operates an Academy for pupils aged 11 to 14 serving a catchment area in Coalville, North West Leicestershire. It has a pupil capacity of 600 and had a roll of 574 in the school census January 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. On 12 July 2017 the charitable company changed its name from Castle Rock High School to Apollo Partnership Trust, but continues to operate under the name of Castle Rock High School. The Trustees of Apollo Partnership Trust are also the Directors of the charitable company for the purposes of company law. The charitable company is known as Apollo Partnership Trust. Details of the Trustees who served throughout 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 Trustees benefit from indemnity insurance to cover the liability of the Trustees which by virtue of any rule of law would otherwise attach to them in respect of any negligence, default or breach of trust or breach of duty of which they may be guilty in relation to the Academy Trust. The cost of this insurance in the year was 660. Method of Recruitment and Appointment or Election of Trustees Recruitment of Governors is outlined in the Articles of Association. The Articles of Association states that the following Governors may be appointed: One Trust Governor appointed by the Trust Members; A minimum of two up to a maximum of six Parent Governors; Up to 4 Staff Governors; Up to 8 Community Governors; and The Headteacher. Members consist of the Chair, Vice Chair of Governors and Chair of the Finance Committee. Full details of Apollo Partnership Trust Board of Trustees can be seen on Apollo Partnership Trust Reference and Administration Details on page 1. The term of appointment, except for the Headteacher, is four years, but Trustees are eligible for re-appointment or re-election at the meeting at which they retire. Page 3

6 TRUSTEES' REPORT Policies and Procedures Adopted for the Induction and Training of Trustees Trustees induction training alongside specialist training is available through the local network of schools and Governor Development Service at Leicestershire County Council to support all new and existing Trustees. In partnership with local schools including all of the feeder primary schools, the Academy buys into the Local Authority Trustee/Governor Development Service, which offers governing bodies a wide range of support and training to develop trustees skills and knowledge to meet the needs of the Academy Trust. Training has been undertaken by a number of Trustees during the reporting period and monitoring procedures are in place for future training attendance. Organisational Structure The management structure within the Academy has three levels: The Board of Trustees; The Senior Leadership Team; and Other Leadership Groups. The aim of the management structure is to devolve responsibility and encourage involvement in decision making at all levels. The Board of Trustees role is, essentially, a strategic one. Acting on the advice of the Headteacher, the Board of Trustees sets aims and objectives for the school, adopts and monitors the school s strategic development plan and monitoring the Academy s use of central government funding. Its responsibility also includes making major decisions about the direction of the Academy, capital expenditure and senior staff appointments. To facilitate the working of the Board of Trustees some of the functions are delegated to two sub-committees, the Principal and the Senior Leadership Team. The committees are Estates, Finance and Personnel and Educational Development. During the reporting period the Senior Management Team consisted of the Headteacher (who is the Accounting Officer), two Deputy Heads, Assistant Head and the Business Manager (who is the Principal Finance Officer and Company Secretary). During this period a seconded post of Assistant Headteacher offered staff the opportunity to work closely with the Senior Leadership Team on specific projects throughout the year. The Accounting Officer has overall executive responsibility for the financial management of the charitable company, while the Principal Finance Officer assists in carrying out financial responsibilities. A system of financial control is in place to manage the process. The Headteacher, supported by the Senior Management Team, manages the school, implementing the strategic direction set by the Board of Trustees. Regular meetings are held to monitor and evaluate the work of the school. The school has a range of leadership groups at middle leader level to ensure consistent leadership and management across the school. Page 4

7 TRUSTEES' REPORT (continued) Arrangements for Setting Pay and Remuneration of Key Management Personnel The Board of Trustees identify a pay range of consecutive points on the leadership group pay spine which is used as the pay range for the Headteacher, Deputy Headteacher and Assistant Headteacher which is implemented in line with National Pay Policies. The Board of Trustees have established a Pay Committee authorised to decide all pay matters relating to staff, to decide performance matters relating to staff, to recommend the whole school pay policy for adoption by the Board of Trustees on an annual basis, and to monitor the implementation of the approved pay policy. The performance progression of Key Management Personnel are considered by the Pay Committee on the recommendation of the Headteacher except that of the Headteacher and Deputy Headteachers, Headteacher and Deputy Head recommendations are considered from the External Educational Adviser. The Terms of Reference for the Pay Committee are as follows: The Pay Committee will have delegated powers to make decisions within the pay policy adopted by the Board of Trustees. All discussions relating to individual pay and/or determinations made by the Pay Committee must remain confidential and all documentation must be stored appropriately. The terms of reference are: To review Leicestershire County Council School Pay Policies on an annual basis (or relevant timescale to review changes made by the Local Authority) and make a recommendation to the Board of Trustees for its adoption; To achieve the aims and objectives of the school pay policy; To apply the criteria within the policy fairly and consistently, including links with the school performance management policy, in determining the pay of each member of staff, taking account of any recommendations made by the Headteacher, or in the case of the Headteacher and Deputy Headteachers, by the external reviewer; To observe all statutory and contractual obligations; To ensure that the pay policy complies with the most recent School Teachers Pay and Conditions Document; To ensure that all pay decisions have regard to the legislation outlined in the pay policy; Within the pay policy, to determine appropriate salary/salary ranges, to determine the appropriate levels of teaching and learning responsibility allowances, special educational needs allowances and other allowances specified within the pay policy; To ensure that appropriate external advice is sought in relation to decisions made for example using external advisers, the school s allocated human resources advisers, governor services; To ensure that a staffing structure for the school is maintained and appended to the pay policy, clearly indicating which posts will attract a teaching and learning responsibility allowance and which posts are part of the leadership group, with regard to the recommendations of the Headteacher; To recommend the annual pay budget, including pay progression at all levels, to the Board of Trustees; To minute clearly the reasons for all recommendations and decisions and report back on these to the full Board of Trustees; To ensure that each member of teaching staff receives a written statement of their breakdown of pay as at 1 September within 1 month of pay review; and To determine whether to delegate to the Headteacher responsibility for agreeing performance objectives (in accordance with the current School Teachers Pay and Conditions Document) for teachers and members of the leadership group. It is recognised that these objectives may be the same as, or based upon, the performance management objectives for these members of staff agreed in accordance with the current performance regulations. Page 5

8 TRUSTEES' REPORT (continued) Related Parties and Other Connected Charities and Organisations. Apollo Partnership Trust continues to be a member of the ACE Partnership (the Ashby & Coalville Educational Partnership), which comprises of the six main secondary schools in Ashby, Coalville and Ibstock (11-14 high schools: Apollo Partnership Trust, Ibstock Community College, Ivanhoe College, Newbridge High School; upper schools: Ashby School, King Edward VII Science and Sport College. The Partnership was formed in 2011 and its main purpose is to improve learning outcomes and life chances for all secondary aged students attending our schools. The aims of the ACE Partnership are: To support each young person to develop potential and thus raise aspirations, and achievement across the region; To create cost-effective, structured and coherent opportunities for schools to learn from one another, and elsewhere and to work together including the open sharing of best practice in order to provide the best possible range of educational experiences for all; and To maximise the opportunity provided by any agreed pooled funding to help address local and national agendas through working collaboratively and enriching opportunities to learn. The six ACE Headteachers meet regularly to ensure the shared vision and objectives are being embedded consistently across all six schools. The Partnership work and the linked strategic plan are coordinated by a senior educational consultant who is employed part time by ACE. This collaborative approach filters down to senior leadership teams, who are increasingly working together on joint projects and via shared CPD sessions. The top priorities in the current ACE strategic plan are: To produce a common ACE approach to the curriculum and assessment for use in all ACE schools; To continue to develop the work of the Behaviour Partnership; To develop effectiveness of Governors; To increase the accountability between schools with ACE; To implement the Quality Improvement Programme to drive up quality in all ACE schools; and To continue to work together to close achievement gaps. Together with its four feeder primary schools and other schools within the Coalville area, the school is part of a learning development group to improve teaching and learning for all learners across our family of schools, and to ensure the smooth transition from primary to secondary education. Together with all of the ACE schools and most of the Partnership s feeder primary schools, the school is also an active member of the Forest Way Teaching School Alliance, and makes extensive use of its programs for training and development. The school is a member of the highly effective North West Leicestershire School Sports Partnership. In order to support vulnerable students, the school has effective links with social services, the Youth Service, the National Health Service, Leicestershire Police, the Youth Offending Team, Supporting Leicestershire Families. This is being further developed through the Learning Inclusion Partnership. The school works closely with North West Leicestershire District Council and Leicestershire County Council across the wide range of extended services that the school offers. The nature of our work means that we develop many other Partnerships in an ongoing manner to support relevant strands of our curriculum and provision. Page 6

9 TRUSTEES' REPORT (continued) OBJECTIVES AND ACTIVITIES Objects and Aims As students, staff, parents and Trustees, our core values are expressed in our mission statement: To be a school where students can be the best they can be, where they can develop as successful learners, confident individuals and responsible citizens. Objectives, Strategies and Activities Strategic Priorities To ensure the overall effectiveness of the school becomes and remains outstanding throughout; To achieve high educational outcomes for our students by establishing an effective working relationship with the other secondary schools in the ACE Partnership; and To ensure the suitability and sustainability of the school s physical and financial infra-structure. Strategic Objectives To use the Key Performance Indicators of each subject s Pathway to inform students learning; To use effective differentiation and challenge within all lessons; To use effective feedback and marking so students know what they can do, and what they need to do to meet or exceed their expected Pathway; To review the use of homework; To identify clear starting points in relation to the Pathway. To develop a clear system to identify students not meeting their expected pathway; To develop the Hive as an out of school facility that enhances out of school hours learning, additional curriculum opportunities, parental engagement, and community use; and To develop a Mental Health strategy that promotes positive attitudes towards mental health, outlines how need is identified, the interventions used, and how referrals are made. Public Benefit The Governors of the Academy Trust 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 Academy will be giving a high priority to providing public benefit to a cross section of the community regardless of family back ground offering a provision of education that maximises each student s potential to develop into well rounded members of society. Page 7

10 TRUSTEES' REPORT (continued) STRATEGIC REPORT Achievements and Performance Apollo Partnership Trust Progress and Attainment 2016/2017 This section contains information on the school s performance indicators in terms of student progress. For our 2016/2017 cohort, students were assessed against a set criteria that was devised by the ACE Partnership (Ashby School, King Edward VII Science and Sport College, Apollo Partnership Trust, Newbridge High School, Ivanhoe College and Ibstock Community College). The criteria relates to a series of Pathways that show progression from Key Stage 2 to the end of Key Stage 4, and were devised as a result of life without levels. The Pathways that students achieve at the End of Key Stage 3 are given by their teachers, taking in to account the work students have completed and the different assessments they complete during their time with us. At the end of each year, all students complete a summative assessment that is common amongst the ACE Partnerships high schools (Apollo Partnership Trust, Newbridge High School, Ivanhoe College and Ibstock Community College). These summative assessments were devised collaboratively amongst the schools within the ACE Partnership, including the two upper schools (King Edward VII Science and Sport College and Ashby School). Students summative assessments, as well as class work and other assessed work, is regularly moderated amongst the six schools to ensure accurate Key Stage 3 levels are awarded. Progress and Attainment Data for the most recent cohort of outgoing students shows that for the majority, most groups of students perform in line, or higher than, their national counterpart (National data for Expected Progress taken from 2015). In English there is still a slight gap between School Disadvantaged and National Non-Disadvantaged for Expected Progress. In Maths there is still a slight gap between School SEND and National All for Expected Progress and Above Expected Progress. In terms of prior attainment; in English the group least likely to make Expected Progress are the Mid Prior Attainers and the High Prior Attainers, with the High Prior Attainers performing slightly below their National counterparts. In Maths, the group least likely to make Expected Progress are the Low Prior Attainers. Boys and Girls performed favourably when compared to National figures, yet there is still an in school gap between School Boys and School Girls, with girls slightly outperforming the boys in Maths and considerably outperforming them in English. Page 8

11 TRUSTEES' REPORT (continued) English Progress KS3 (Outgoing Year ) Summary % achieving expected progress % achieving more than expected School 2017 National Difference School National Difference All Pupils Disadvantaged Non-disadvantaged SEND HPA MPA LPA Boys Girls School disadvantaged vs national non disadvantaged National Gap between disadvantaged and nondisadvantaged School SEND vs national all 3 6 Maths Progress KS3 (Outgoing Year ) Summary % achieving expected progress % achieving more than expected School 2017 National Difference School National Difference All Pupils Disadvantaged Non-disadvantaged SEND HPA MPA LPA Boys Girls School disadvantaged vs national non disadvantaged National Gap between disadvantaged and nondisadvantaged School SEND vs national all Page 9

12 TRUSTEES' REPORT (continued) Key Financial Performance Indicators Key Performance Indicators used by the school include Ofsted Inspection outcome, key stage results, student attendance and local/national benchmarking. Data relating to these indicators can be seen in the Achievements and Performance section. Our most recent Ofsted Inspection (2012) judged the school as Good with outstanding features. Summary of Key Findings for Parents and Pupils This is a good school. Students achieve well. Standards have risen over the past three years, particularly in mathematics and science and are above those expected nationally; Disabled students and those who have special educational needs make good progress because of the care and support they receive; The quality of the teaching is good. Some of the teaching is outstanding. Teachers plan lessons well. They give students tasks at the right level of difficulty. They use questioning skilfully, ensuring students think hard and give good reasons for their answers; Students behaviour is good and often exemplary. Their positive attitudes and the warm relationships that are evident throughout the school make a significant contribution to their learning; Students say that they feel extremely safe, well known and cared for, that bullying is rare and that adults support them very well; Leadership and management are outstanding. The inspirational Headteacher is very well supported by her senior team and by the Board of Trustees. They have been rigorous in ensuring the good quality of teaching and students well-being. They have established excellent teamwork, enabling good practice to be shared and teachers to support each other; and Students experiences in different subjects are enhanced by the sports specialism. They enjoy the frequent opportunities to work as part of a team and express pride in their school and the inspirational learning environment. Pupil attendance for year ending August 2017 was 95.33% compared to the national average (94.7% based on 2015/2016 data). 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. The Trustees have agreed with the ESFA for the Academy Trust to form a Multi Academy Trust with Newbridge High School and Broom Leys Academy Trust commencing on 1 st November At that date all assets and liabilities from Newbridge High School and Broom Leys School will be transferred to us and Apollo Partnership Trust, formerly Castle Rock High School, will be formed. Castle Rock High School became Apollo Partnership Trust on the 1 st November Page 10

13 TRUSTEES' REPORT (continued) FINANCIAL REVIEW A large percentage of the Academy's income is through the DfE in the form of a General Annual Grant and other restricted and unrestricted funding streams. The grants received from the DFE during the year ended 31 August 2017 and the associated expenditure are shown as restricted in the Statement of Financial Activities. During the year ended 31 August 2017, the total expenditure of 3,297,000 was covered by recurrent grant funding from the DfE. The Academy provides a wide range of facilities and services to pupils of the school, other link schools, feeder primary schools, and members of the community. The total income generated during the year ending 31 August 2017 was 3,279,000. The deficit of income over expenditure for the year was 18,000. The number of students on roll used as the basis for our grant income in this year was 527. Pupil Premium funding received has once again allowed the Academy to provide interventions including specific learning groups, additional mentoring and 1:1 working, afterschool and holiday activities, and reduced class sizes. At 31 August 2017 the net book value of fixed assets was 9,134,000 and movements in tangible fixed assets are shown in note 13 to the financial statements. The assets were used exclusively for providing education and the associated extended and support services of the Academy. Capital funding received in June 2017 of 12,927 has been utilised in accordance with the schools priorities set out in the Strategic Development Plan. Reserves carried forward at 31 August 2017 will be utilised as part of the medium and long term plans of the Trust, and subsequent joining of Apollo Partnership Trust to improve and update its educational resources, materials and equipment, and additionally provide a continuous improvement plan to maintain and repair the site and facilities. Maintenance of the school building remains the highest risk of unexpected expenditure for the school and a regular rolling maintenance plan is in place to ensure this is reduced to a manageable risk. Our students have increased by 59 in 2016/2017. The system of lagged funding and unfunded salary percentage increases proved challenging for the school within staffing of the school timetable and additional necessary procurement requirements. Careful budget planning, staffing reviews and constant budget monitoring and reporting has ensured we have achieved a high standard of education throughout the financial year. Financial and risk management objectives and policies The Academy manages its risks appropriately. We consider that risks such as the uncertainty over the LGPS deficit and future recurrent funding provision possibly due to the introduction of the national funding formula will feature in the financial risk register as the main areas of concern. The future and recurrent funding provision risks may be reduced in future with the plans to form Apollo Partnership Trust, if efficiency opportunities are realised. Page 11

14 TRUSTEES' REPORT (continued) Reserves Policy The Academy holds reserves totalling 8,229,000. The Academy as previously aims to carry forward a prudent level of resources from the income received to cover the medium and long-term needs for renewal and replacement, for major unforeseen contingencies and to contribute to major capital developments. At the end of the year under review the balances held in these were as follow: At 31 August 2017 the total comprised: Unrestricted 65,000 Restricted: Fixed asset 9,134,000 Pension reserve ( 1,317,000) Other 347, ,229,000 = With the formation of Apollo Partnership Trust with two other local good Academies the Trust will improve the long term financial health if planned economies for all Academies are realised. Investment Policy Following budget planning for year 2016/2017 the Trustees have decided not to invest to ensure adequate cash flow for the coming year. This will be reviewed for financial year 2017/2018 after the formation of Apollo Partnership Trust. Principal Risks and Uncertainties The Academy Trust practices through its Board, namely the Board of Trustees and the constituted subcommittees, risk management principles. A full Risk Register is presented to the Trustees with major risks highlighted and reviewed each meeting. Any major risks highlighted at any sub-committee are brought to the main Board with proposed mitigating actions and they continue to be reported until the risk is adequately mitigated. The Board of Trustees accepts managed risk as an inevitable part of its operations but maintains an objective not to run unacceptable levels of risk in any area. The subjective nature of this process requires major risks to be resolved by the Board of Trustees collectively, whilst more minor risks are dealt with by senior executive officers. Principal Risks and Uncertainties The major risks to which the Academy is exposed are as follows: Loss of (or reduction in) funding; Complying with legislative requirements; Financial risk not operating within its budget; Loss of building or facilities preventing the delivery of education; Loss of members of staff and expertise (either suddenly or gradually); Loss of reputation; Lack of safeguarding of students; and Funding of pension deficits under the Local Government Pension Scheme (LGPS). Page 12

15 TRUSTEES' REPORT (continued) Control measures are in place to manage the identified risks, the key risks being that of reduced pupil numbers that affect the level of funding and future Government cuts. Active promotion of the Trust is maintained and budgets monitored carefully over a five year period to manage any reduction in funding. Local Authority demographic figures show an increase in student numbers over the next few years with the school reaching capacity in 2018/2019. Strategies are in place to ensure the education provided to our service users remain at the high standard we strive to achieve here at Castle Rock. The schools Risk Register has been certified by external auditors as being extremely detailed and has additional summary information to highlight major risks and is a set agenda item at each Governors meeting ensuring high risks are monitored and dealt with in a timely and effective manner. PLANS FOR FUTURE PERIODS Current Strategy The school continually reviews activities, initiatives and interventions in place and develops strategies incorporated within the School Improvement Plan. We continue to seek external funding for capital projects. Objectives, Strategies and Activities Main Strategic Objectives 2017/2018 Castle Rock High School Improvement Plan Summary Whole School Strategies Priority 1 Progress (OUTCOMES FOR STUDENTS) Strategic Priorities For desired outcomes of Strategic Priorities see Target Setting To further develop the provision for High Prior Attaining students in order to enable them to achieve their Target Pathway or above. To continue to raise aspirations for boys within the school in order to enable them to achieve their Target Pathway or above. To further develop the provision for Pupil Premium/FSM students in order to ensure equity for the disadvantaged to enable them to achieve their Target Pathway or above. To further develop the provision for SEND students in order to enable them to achieve their Target Pathway or above. Priority 2 Teaching & Learning (QUALITY OF TEACHING, LEARNING AND ASSESSMENT) To continue to evaluate and develop teaching pedagogy, with a focus on differentiation and challenge for all, to ensure that all students receive personalised quality first teaching in all lessons. Page 13

16 TRUSTEES' REPORT (continued) Castle Rock High School Improvement Plan Summary Whole School Strategies Priority 3 CPD (EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT) Strategic Priorities For desired outcomes of Strategic Priorities see Target Setting To evaluate the schools current provision for CPD and further develop in school programmes, which enable teaching staff to plan and deliver high quality lessons that challenge all students and enable them to make rapid progress. To evaluate the schools current provision for CPD (classroom support staff) and further develop in school programmes, which enable support staff to provide high quality, personalised support for identified students. To develop CPD provision across the Apollo Multi Academy Partnership Trust alongside colleagues from all schools. Priority 4 Raising Aspirations (PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE) Behaviour, exclusion, attendance data continues to be a key strength of the school. The development of Careers provision continues to raise aspirations of students by introducing them to a wide range of life possibilities and opportunities. Out of Class learning is developed homework across all departments is reviewed and re launched in order to develop students independent learning skills. Future Strategy At a strategic level our plans to form Apollo Partnership Trust have been realised. The two joining local Academies share the same drive and vision for improving the educational outcomes for local young people. This MAT enjoys the full support of our Regional Schools Commissioner. We are now able to move forward with our plans to provide excellent opportunities for Apollo Partnership Trust and to: Build a Partnership with high quality educational outcomes; Be in a position to grow to support the educational outcomes of other schools in the Coalville and North West Leicestershire area, with a structure to support vulnerable and underperforming schools; Provide an engaging, challenging curriculum, led by our best, innovative staff, working across our schools, making the best use of new technologies, which enhances progression through the key stages; Provide a common pastoral system with access to shared expertise (e.g. mental health worker, counsellor) and shared resources (e.g. behavioural support and alternative curriculum); Challenge and enrich the curriculum experience of the more able but disadvantaged students through a common approach and shared resources; Provide a wider range of enrichment and extracurricular opportunities (creative and performing arts, sport, academic intervention), beyond that which we could provide on our own; Recruit and retain high quality staff and grow our own leaders through secondment opportunities across our schools, with cross partnership opportunities for middle leaders; Page 14

17 TRUSTEES' REPORT (continued) A scheme of delegation that ensures the continuation and dissemination of the strengths, sustainable financial position and individual qualities of each school within the Partnership; Build a Partnership that promotes educational excellence, social mobility and community development through closer relationships with community partners and local government, delivering an enhanced provision of education in Coalville; Ensure that students benefit from excellent shared facilities and resources; and Create pride in themselves and the local area. By sharing our financial resources, we will gain economies of scale and be able to plan more efficiently to grow our Partnership. In particular we will: Develop effective and efficient corporate support systems across the organisation, providing value for money and clarity of accountability at all levels; Create a business, support and premises team to ensure greater efficiency and unified forward financial planning; Maximise the generation of additional income to the Trust and availability of our excellent resources and facilities outside of core learning time by providing the local community with additional resources and facilities, placing the Trust at the heart of the community; Ensuring value for money on procurement utilising economies of scale; Review and harmonise contracts with external providers ensuring value for money overall; Reduce the Trusts overall strategic charges e.g. Audit fees; Ensure balanced budgets within each school with the ability to focus on school improvement; and Improve the sustainability of our current Academy by increasing our size and capacity for growth. We will modify our governance to ensure structures are appropriate to the new size of the Trust. In particular: Structures to support clear lines of accountability across the partnership for standards, finance, appraisal and strategic growth; A common system of reporting of standards and of financial control; Members and Trustees who have the breadth and depth of skills and knowledge to plan, deliver and evaluate the establishment and future growth of the partnership; and A scheme of delegation that ensures the continuation and dissemination of the strengths, sustainable financial position and individual qualities of each school within the partnership. We will grow our Partnership to develop the capacity to both support other schools and establish new schools in the local area, when needed as a result of population growth. This will mean: Developing a plan for sustainable growth over the next 5 years; Providing the central services to ensure we have the capacity to support local underperforming and vulnerable schools in the future; Working in Partnership with Forest Way Teaching School Alliance to provide support and continuous professional development for excellent teaching and learning; Working in Partnership with other local school groups to ensure improved educational standards across Coalville and North West Leicestershire, for example ACE, Coalville Family of Schools; Working in Partnership with North West Leicestershire District Council to promote the regeneration of the area and address the aspiration and skills gap to ensure that local people are able to take up employment opportunities; Sharing and development of current good practice in each school; Establishing a primary and secondary lead professional to provide and organise school to school support. Curriculum and pastoral continuity between the key stages; Page 15

18 TRUSTEES' REPORT (continued) Collaborative projects that enable each school to gain access to shared resources, curriculum development and improved transition; A Free School sponsorship model to provide additional school places for large scale planned housing development which includes the need for two new primary schools; and Greater ability to offer services to other schools not within the partnership e.g. IT Support, Catering Support, Administrative and Business consultancy etc. which would generate additional income for the partnership. FUNDS HELD AS CUSTODIAN TRUSTEE ON BEHALF OF OTHERS There are no held as Custodian Trustee on behalf of others. AUDITOR In so far as the Trustees are aware: there is no relevant audit information of which the charitable company s auditor is unaware; and the Trustees have taken all steps that they ought to have taken to make themselves aware of any relevant audit information and to establish that the auditor is aware of that information. Trustees report, incorporating a strategic report, was approved by order of the Board of Trustees, as the company Directors, on 7 December 2017 and signed on the Board s behalf by: Andrew Pritchard Chair of Trustees Page 16

19 GOVERNANCE STATEMENT SCOPE OF RESPONSIBILITY As Trustees we acknowledge we have overall responsibility for ensuring that Apollo Partnership 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 or loss. The Board of Trustees has delegated the day-to-day responsibility to the 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 Apollo Partnership 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 6 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 Julia Patrick (Headteacher/Accounting Officer) 6 6 Andrew Pritchard (Chair of Governors) 6 6 Carol Allen 6 6 Clare Clarkson 4 6 Ray Dennis 6 6 Leah Govier 6 6 Cheryl Pell (Resigned August 2017) 5 6 Andrew Presland 6 6 John Reid (Resigned March 2017) 4 5 Alison Sewell (Resigned November 2016) 1 2 Leon Spence 6 6 The Trustees have considered the quality of the data they receive and consider it to be adequate for the purposes of overseeing the work of the Academy. Their assessment has been made having regard to externally validated data which is consistent with that received from within the Academy and data provided by the work of the internal and external auditors. Page 17

20 GOVERNANCE STATEMENT (continued) This past year the Board of Trustees has been working with the Castle Rock Senior Management Team to support the ongoing developments in the curriculum, in our pastoral support and the safeguarding initiatives. The school has faced a number of challenges due to unexpected events over the last year, and the Governors have worked to support the school through difficult times to continue to provide the high quality education our students deserve. The School has continued to grow and the number of pupils have again increased, which has impacting on our accounts due to the lag in the funding. The Governing Board have closely monitored the financial activities and recognise that, despite this challenge and the controls implemented, the school has been able to improve its range of opportunities. In conjunction with the school, the Governing Board has been developing our links with local schools and working with the ACE Partnership as the changes to curriculum, grading and assessment have supported the teaching and learning objectives and complimented the wider educational changes. The Board of Trustees has also ensured they have kept abreast of changes nationally considering the future direction of Castle Rock High School. The Governors have been directly involved in the development of a Multi Academy Trust, to exploit the strengths of all of the local schools for the benefit of all our common students. Looking ahead, the challenge for the whole school remains, to manage this growth in numbers, to improve our outcomes and keep strict controls on our financial budgets. The Governing Board will continue to act as a critical friend with confidence that these three challenges will continue to be met. The Estates, Finance and Staffing Committee is a sub-committee of the main Board of Trustees. Its purpose is: To assist the decision making of the Board of Trustees, by enabling more detailed consideration to be given to the best means of fulfilling the Board of Trustees' responsibility to ensure sound management of the Academy s finance, facilities and resources, including proper planning, monitoring and probity; To make appropriate comments and recommendations on such matters to the Board of Trustees on a regular basis; Major issues will be referred to the full Board of Trustees for ratification; To review annually the school Risk Register and Risk Policy (Business Continuity Plan); To review the inventory/asset register annually and to agree any disposals as appropriate; To review any applicable debts as per School Debts Policy; To consider the Academy's indicative funding, notified annually by the DfES, and to assess its implications for the Academy, in consultation with the Headteacher, in advance of the financial year, drawing any matters of significance or concern to the attention of the Board of Trustees; To consider and recommend acceptance/non-acceptance of the Academy's budget, at the start of each financial year; To contribute to the formulation of the Academy s development plan, through the consideration of financial priorities and proposals, in consultation with the Headteacher, with the stated and agreed aims and objectives of the Academy; To receive and make recommendations on the broad budget headings and areas of expenditure to be adopted each year, including the level and use of any contingency fund or balances, ensuring the compatibility of all such proposals with the development priorities set out in the development plan; To liaise with and receive reports from the staffing/remuneration and curriculum Committees, as appropriate, and to make recommendations to those Committees about the financial aspects of matters being considered by them; To monitor and review expenditure on a minimum of termly basis and ensure compliance with the overall financial plan for the Academy, and with the financial regulations of the DfES, drawing any matters of concern to the attention of the Board of Trustees; To monitor and review procedures for ensuring the effective implementation and operation of financial procedures, on a regular basis including the implementation of bank account arrangements and, where appropriate to make recommendations for improvement. Page 18

21 GOVERNANCE STATEMENT (continued) To prepare the financial statement to form part of the annual report of the Board of Trustees for filing in accordance with Companies Act and Charity Commission requirements; To receive auditors reports and to recommend to the full Board of Trustees action as appropriate in response to audit findings; To recommend to the full Board of Trustees the appointment or reappointment of the auditors of the academy; and To review the inventory/asset register annually and to agree any disposals as appropriate. Trustee Meetings Attended Out of a possible Julia Patrick (Headteacher/Accounting Officer) 5 5 Andrew Pritchard (Chair of Governors) 6 6 Carol Allen 6 6 Clare Clarkson 4 6 Ray Dennis 6 6 Leah Govier 6 6 Cheryl Pell (Resigned August 2017) 5 6 Andrew Presland 6 6 John Reid (Resigned March 2017) 4 5 Alison Sewell (Resigned November 2016) 1 2 Leon Spence 6 6 REVIEW OF VALUE FOR MONEY As Accounting Officer the Headteacher has responsibility for ensuring that the Academy Trust delivers good value in the use of public resources. The Accounting Officer understands that value for money refers to the educational and wider societal outcomes achieved in return for the taxpayer resources received. The Accounting Officer considers how the Trust s use of its resources has provided good value for money during each academic year, and reports to the Board of Trustees where value for money can be improved, including the use of benchmarking data where appropriate. The Accounting Officer for the Academy Trust has delivered improved value for money during the year by: Additional external funding is continuously sought to release the pressure of the school budget. Throughout the year funding has been awarded to implement both educational and community incentives at our newly renovated Hive facility. Funding of 347,000 was also secured following a Condition Improvement Grant (CIF) bid to carry out extensive roof repairs following sectional failings and continuous increasing repair costs, and to avoid future repair liabilities; The avoidance of waste, prudent administration within the organisation, the maintenance and review of a system of financial governance including internal spending controls, value comparisons of both contracts and singular items, up to date financial records, continuous financial monitoring involving both Governors and internal key staff ensures all financial transactions represent value for money; Page 19

22 GOVERNANCE STATEMENT (continued) For the second year an increase in student numbers and the lag in funding has caused budgets to be limited and a detailed review of the staffing structure and academic timetable has allowed the Senior Management Team to ensure staff are efficiently deployed prior to any recruitment being considered; and Targeted support for students in need of academic intervention along with student tracking systems and continuous monitoring and reviewing ensures that interventions and support is providing the best value for our students. 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 Academy Trust 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 Apollo Partnership Trust for the year ended 31 August 2017 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 Academy Trust 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 Academy Trust's significant risks that has been in place for the year ended 31 August 2017 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 Estates, Finance and Staff sub-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; and Identification and management of risks. The Board of Trustees has considered the need for a specific internal audit function and has decided to appoint Leicestershire County Council (LCC) Internal Audit Services as internal audit. Page 20