Baroness Estelle Morris

WELCOME

I am delighted to welcome the Annual Report of The Pinnacle Learning Trust. It is a clear and thorough account of the work that has taken place over the past year and a reminder of the importance of the Trust in the lives of so many children, families and the wider Oldham community. The successes are reported in statistics but behind each figure there is a young person whose life chances are greater and the impact that this has on the individual and the future of the town is immense.

The Trust is built on and by schools that have a record of success and achievement and maintaining these high standards will always be important. This year, however, there is an added challenge – to raise standards in schools where attainment may not be as high. Whether this is through new schools joining the Trust or the work that is being carried out as part of the Research School Network and the Opportunity Area, it is a significant challenge but essential if Oldham children and Oldham families are going to thrive and flourish.

I applaud the ambition in this Report and recognise the progress that is being made. There will inevitably be set-backs – it is not an easy task – but the Trust is well placed to bring about these changes and improvements.

It has been another year of achievement, change and challenge but the quality of leadership and the commitment of all those who work in and with the Trust means that there is much to celebrate. My appreciation and thanks goes to everyone who has helped to bring this about.

Baroness Estelle Morris Chair of Trust Members

1 Andrew Kilburn Chair’s Introduction This has been a year of both consolidation and significant progression for the Trust. The outcomes for young people have again been very good at both Hathershaw and OSFC. The support and work at Werneth is beginning to make a difference and securing sustained and lasting improvements at the school remains our overriding priority for the coming year.

The Trust is increasingly developing as one organisation with a common set of values and a mission which applies to all three establishments. Our Executive Principal, having relinquished responsibility as Principal of OSFC, is now solely focussed on the growth and development of the Trust and the benefits for young people in Oldham. Key appointments to Trust level positions support this approach.

I would like to place on record my appreciation of the dedication and skill of all those involved in working with our students, support staff in whatever capacity they serve, trustees and members. The contribution individuals make varies greatly in content but not in quality and commitment. Our future success and ability to make a difference for young people is dependent on these contributions and the excellence and engagement they bring to the work of the Trust.

The coming year will be challenging. We await policy and future funding announcements from a newly elected government which will provide the context for our work. We have key appointments to make to the posts of Principal at Werneth and OSFC, and a Chief Financial Officer, which will provide an essential platform for our development over the coming years.

Much work remains to be done at the Trust but progress to date suggests we can make a significant contribution to the education and development of young people in Oldham and beyond. We look forward to that challenge and working with local, regional and national partners to achieve our shared objectives for young people.

Andrew Kilburn Chair of Trustees

2 Jayne Clarke Executive Principal’s update

Since writing my first update for last year’s report, shortly after Werneth Primary School joined our Trust, it feels as though a great deal has happened. A few short weeks after Werneth became part of The Pinnacle Learning Trust, it had an Ofsted inspection. Whilst it was acknowledged that there had been improvements since the previous inspection, the school retained its Requires Improvement (RI) judgement in terms of overall effectiveness. The more detailed grade profile recognised the strength in Early Years and Personal Development, Behaviour and Welfare, both of which were judged to be Good, alongside RI judgements in the other areas. As you will read in the update on Werneth, the Trust has been working closely with colleagues at Werneth, providing a range of support, alongside the continuing school to school support provided via The Harmony Trust, through the Opportunity Area.

In the summer term of 2019, we were invited by the Oldham Research School, with whom we have worked closely, to apply for Associate Research School status, to more formally recognise our links and provide additional capacity to the Oldham Research School, delivering training on the Education Endowment Foundation (EEF) guidance. Following an application and interview process, we were delighted to hear of our successful designation and the award of Associate Research School status in July 2019 and we have been very busy with delivery within and beyond Oldham since the start of the current academic year.

It was also in the summer term of 2019 that we said farewell to Dave McEntee, Principal at Hathershaw College, as he took a very well-earned early retirement. Having worked with Dave since the inception of The Pinnacle Learning Trust, I am keen to pay tribute to his fantastic work both for the school, spanning 22 years, including 5 as Principal, and working in partnership in establishing the Trust. We are delighted that Dave continues to play a role in Pinnacle’s future, as a Trustee.

We were very pleased to appoint Mark Giles, formerly Senior Vice Principal at Hathershaw, to the post of Principal, following a robust recruitment and selection process via a national advert. Having been at Hathershaw for over 12 years, Mark’s suitability and readiness for the post of Principal shone through during the selection process and he has settled into the role very well over the last term, tackling a range of important challenges.

Alongside the change in leadership at Hathershaw, and given the growth in the Trust with Werneth joining in February 2019, Trustees decided that my role as Executive Principal should be exclusively focused on the Trust, and in particular in supporting Werneth, rather than also holding the role of Principal at Oldham Sixth Form College concurrently. Thus, on a fixed term basis in the first instance, I am now focusing solely on the Executive Principal role, and Peter Roberts, formerly Deputy Principal at OSFC, has taken on the role of Acting Principal at OSFC for the current academic year, with a recruitment process to follow later in the Spring term, for a permanent appointment to this role. Peter has served the College for over 26 years and is ensuring it has the strong leadership and focus it needs during this transition period.

3 Executive Principal’s update Cont’d With these changes and the need to provide more support at Werneth, in particular, along with a recognition of the need for a greater number of our policies and services to exist at Trust level, we made a number of appointments to senior Trust level positions, from the senior leadership teams across the Trust. Thus, we now have leads for School Improvement (Suzannah Reeves), Teaching and Learning (Angela Easton), Central Services, HR and Policies (Pamela McIlroy) and Data and Monitoring (Rob Logan) in addition to the roles of Chief Financial Officer (Bev Beaumont) and Company Secretary (Danielle Hunt), which were already in place.

Whilst the role of Chief Financial Officer has been in place since the Trust’s inception, we have a very significant appointment to make in the near future, to this post, as Bev Beaumont is taking early retirement in August 2020. Bev has worked at OSFC for 28 years; latterly as Finance Director alongside the CFO post for the Trust. She will be a very hard act to follow, but we are currently recruiting for this important post and are reviewing the structure of the finance function, with a newly appointed Finance Manager starting at OSFC in February 2020, and an upgrade to new Trust-focused finance software during the forthcoming months, ready to go live from September 2020.

We were pleased that outcomes in the summer were once again good at both Hathershaw and OSFC, and there were improvements at Werneth, whilst recognising there is always further improvement needed. As you will read in the report on the school, there have been a number of developments and support from a range of sources at Werneth. Staff at all the Trust’s academies continue to work hard with great dedication and commitment. We have had joint INSET and staff well-being events during the last year and our second (now annual!) Pinnacle team entry to the Manchester 10K, raising a superb £7200 for The Christie and Maggie’s Oldham.

I have been proud to be a member of the Oldham Opportunity Area Partnership Board since 2017, following Oldham’s designation as an Opportunity Area. More recently, I have also been part of a group of Oldham’s education leaders looking at our education improvement strategy and systems for the future. All of this work is consistent with our focus and mission as a Trust, working to improve the life chances of young people in the local area, through partnership and support across the education sector.

In the autumn term, we heard that Conrad North, the then Principal at Werneth Primary School, had secured a headship much closer to his home. Conrad left Werneth at the end of December 2019, after just over 3 years as Principal. We wish him well with his new post and Werneth will advertise for a new Principal during the early part of the Spring term 2020, with a view to the new appointment starting in September 2020. In the meantime, we are very grateful to Simon Whittaker, formerly Vice Principal, for taking on the Acting Principal role for the remainder of the current academic year, and to Katy Gregory, formerly Assistant Principal, for taking on the Acting Vice Principal role, working closely with Simon.

With a range of key appointments pending, this is a significant period for the Trust and an exciting time for those who ultimately take on these posts to be joining us. Our financial health continues to be strong, despite Werneth having joined on a zero-balance transfer basis, and the well- recognised challenges in education funding. We are very proud of our positive audit outcomes which recognise the many strengths in practices across the Trust. We are currently working on a Trust self-assessment process ahead of our AGM at the end of January, in order to inform our strategic discussions about the Trust’s future.

I am enormously proud of our work over the last twelve months and determined that through our academies and Teaching/Associate Research School work, we will continue to work relentlessly to improve opportunities and outcomes for the young people in our care.

Jayne Clarke Executive Principal 4

Company Secretary’s Update With the ever-increasing scrutiny on effective governance across the Trust sector and the importance of fit for purpose governance as a means to achieving good outcomes for all pupils within our Trust, we have recently taken the decision to become members of the National Governance Association (NGA) and more recently, in November 2019, The Confederation of School Trusts (CST). The NGA is a representative body for school governors and trustees of state-funded schools and the CST is the national organisation and sector body advocating for and supporting school trusts in England. Both organisations are proving to be invaluable in terms of the wealth of knowledge and expertise that we are able access via their respective membership sites and are helping to support the Danielle Hunt broadening and deepening of governance knowledge at all levels within our Trust.

The CST has been particularly helpful for Trustees, who have recently adopted their self-assessment tool in order to reflect on the Board’s current practice and this will be used to inform discussions about the direction of the Trust at the forthcoming AGM. New governors that have recently joined and are strengthening our Local Governing Bodies at academy level will also benefit from the online training modules offered through the NGA.

We have undertaken reviews of our core Trust documentation in recent months, now that the Trust is more fully established, to ensure it reflects our practices and structures, and that we are compliant with all the requirements to which we have signed up. The Pinnacle Learning Trust’s Governance Structure is detailed below, for information. In addition, we are endeavouring to provide information to Trustees in a more streamlined and consistent form, to enable them to focus more directly on the key issues in advance of and during meetings.

In order to develop my own role, I have recently attended an ‘Essentials for Academy Clerks and Company Secretaries’ seminar facilitated by Eversheds Sutherland and have registered for the Spring Trust Governance Insight Group, both held in Manchester. The latter supports academy governance professionals to develop skills, knowledge and expertise and shares perspectives with others working in the sector. As part of this programme, we will also receive a professional subscription for The Chartered Governance Institute, all of which will help the Pinnacle Learning Trust to continue to provide governance that is effective, accountable and ethical.

Danielle Hunt Company Secretary

7 3 Simon Whittaker Werneth Primary School Achieving Excellence Together

I am proud to be able to write this as Acting Principal of Werneth Primary School. As we approach the first anniversary of joining The Pinnacle Learning Trust, the school has made progress in many areas. We have developed positive links with both The Hathershaw College and Oldham Sixth Form College and worked collaboratively in several ways. This has included: the strengthening of curriculum links, with specialist MFL staff delivering French lessons at Werneth; a strong support network created between the designated safeguarding leads within each setting; Werneth staff delivering training through the Advantage Teaching School Alliance; and close liaison between senior leaders to launch the IRIS software within school and deliver metacognition training, to further develop teaching and learning. In addition to this, there have been significant improvements made to the Local Governing Body, which now includes members with a wealth of knowledge and experience to support school improvement. As a school, we have continued our drive to improve standards in reading, writing and maths. There has been significant staff training, support and curriculum development through the school to school support provided alongside The Harmony Trust. Much of the focus has been on developing leadership capacity within the school and this work continues until the end of this academic year. Our current outcomes reflect the positive progress which our children make throughout their time at Werneth and our focus continues to be centred around improving teaching to raise attainment further.

KS2 Progress outcomes

Subject Reading Writing Maths

Werneth 2018 -0.06 +0.49 +2.96

Werneth 2019 +0.32 +1.02 +0.15

National 2019 A score of 0 means pupils in this school, on average, do about as well at Key Stage 2 as those with similar prior attainment nationally. KS2 Attainment outcomes

Subject Reading, writing and Reading Writing Maths maths combined Werneth 2018 45% 54% 58% 65%

Werneth 2019 50% 60% 71% 72% National 2019 65% 73% 78% 79%

9 Achieving Excellence Together

Werneth Primary School Cont’d

We are currently undertaking a review of our curriculum to ensure that it is providing our pupils with the experiences, knowledge and skills needed to prepare them for their next stage of educa- tion. We will be liaising closely with both the Hathershaw College and other local primary schools to ensure that we share best practice and develop an ambitious and robust curriculum for our children.

Pupil and staff wellbeing continue to be high priorities for all staff within school. Our Assistant Principal is a qualified trainer of Trauma Informed approaches to supporting pupils with social, emo- tional and mental health needs and we will soon be offering this training to other local schools to improve provision for vulnerable pupils across the authority. A recent ‘crafternoon’ session invited parents into school to complete an art activity alongside their children and learn more about how they can support their own and their children’s mental health. This was extremely well attended by over 60 parents and plans are now in place to develop these activities further.

A range of approaches to support the personal development of our pupils have been introduced this year, including the use of Dream Big Sports to provide a variety of extra-curricular sports clubs and many of our children have already attended sports competitions at Hathershaw, along- side other local schools. In the summer term, our Year 5 pupils will take part in the Oldham and Rochdale Shakespeare Festival, where they will perform an extract of Romeo and Juliet on stage at the Oldham Coliseum.

We are looking forward to further strengthening our links within The Pinnacle Learning Trust and working in partnership with the Advantage Teaching School Alliance.

Simon Whittaker Acting Principal

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Mark Giles The Hathershaw College

It is a privilege to have recently been appointed as Principal of The Hathershaw College. I am proud of our reputation as being one of the highest performing secondary schools in Oldham and are incredibly well regarded locally as evidenced by the fact that we are significantly over-subscribed. Formalising our partnership with Oldham Sixth Form College continues to raise the aspirations of our students, with the vast majority of them now attending the College once they leave us at the end of Year 11.

Our 2019 outcomes continue to represent good progress and provide solid foundations for our students.

Progress Outcomes

Progress 8 English Maths Ebacc Open

Hathershaw 2018 leavers +0.5 +0.3 +0.4 +0.4 +0.7

Hathershaw 2019 leavers 0 -0.3 0 0 +0.1 National All national progress results are centred around zero. Therefore, a progress score of ‘0’ is in line with national average.

Attainment Outcomes Attainment 8 English English Maths Maths 9-5 (%) 9-4 (%) 9-5 (%) 9-4 (%

Hathershaw 2018 leavers 46.8 57% 76% 46% 67%

Hathershaw 2019 leavers 44.2 51% 69% 39% 67% National 46.7 61% 77% 49% 71%

The outcomes of boys remain a priority for the College. We have embarked on a series of good practice visits and are aware of the latest evidence informed practice in order to begin to maximise our impact on this group of students.

The ethos of the College is fully aligned to the vision and values of the Trust. We are highly focused on improving life-chances through quality provision and extremely high expectations. Students understand the need to be responsible, respectful and ready to learn, expectations that are constantly reinforced through our work.

13 The Hathershaw College Cont’d The new Ofsted framework has enabled us to reflect on our provision. As a result of CPD provided through the Trust’s Teaching School and working in partnership with them, we are continuing to develop teacher expertise in metacognition and retrieval practice. In addition, we have undertaken a review of our curriculum and now have plans in place for September 2020 to provide greater breadth and depth to what students study by extending key stage 3 until the end of Year 9, with content underpinned by the National Curriculum. We firmly believe that this will provide students with even better foundations for GCSE and vocational study at key stage 4. For students in key stage 3, we are working closely with our Trust partner, Werneth Primary School, to ensure that what students study in Year 7 builds sufficiently on their key stage 2 experiences.

The College is passionate about developing students’ cultural capital in order to improve their social mobility. As an example, the College continues to play an active role in the Oldham Pledge, which is a direct action from the 2016 Oldham Education and Skills Commission Report. All students from Year 7 to Year 10 are now involved in the project to develop key character traits, supporting every child to be school ready, life ready and work ready. The curriculum has also been further strengthened to support the development of cultural capital. Music is now starting to be re-introduced through the appointment of a vocal coach who, as well as working with individual students, runs our school choir. We are also utilising Oldham Music Service to deliver brass lessons and have brought provision right up-to-date with opportunities for students to learn how to use the latest DJ equipment. During the year, we are highly likely to recruit a music teacher for September 2020.

A range of extra-curricular opportunities continue to flourish. As well as a broad range of in-house activities, The Duke of Edinburgh programme is more popular than ever and our Young Enterprise Company Programme has captured the imagination of a group of enterprising students who have developed products with an ethical dimension aimed at reducing our dependence on single use plastic, something our School Council are passionate about.

We have a very caring school community underpinned by the Hathershaw Acts of Charity and Kindness (HACK). This year we are supporting Children in Need, Save the Children, Oldham Food Bank, Centre Point, Teenage Cancer Trust, the Royal Manchester Children’s Hospital and Make a Wish Foundation. I am proud of how much of a difference our students want to make to the lives of others.

Mark Giles Principal

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Peter Roberts Oldham Sixth Form College

It is an honour for me to write this section of the Trust’s Annual Report as the Acting Principal of Oldham Sixth Form College. I joined the staff at the College in 1993 when the College was one year old and have seen it grow into one of the very best Colleges in the country. To lead the College in 2019-20 is a privilege for me.

I am genuinely proud of the work that we do at the College. I feel that we can justifiably claim that we have played a leading role in transforming post-16 outcomes in Oldham, particularly at level 3 and for us, that transformative work remains as important to us now as it did 27 years ago. Our mission remains squarely focused on providing an inclusive, broad, high quality education for young people in the local area. We achieve this through a core focus on teaching and learning, enhanced in recent years by our status as a Teaching School and an Associate Research School. I feel confident that the work that we do significantly helps to improve the life chances of the young people that study with us.

Partnership remains an important focus for OSFC and we have a very positive local reputation In terms of external judgements, the College was last inspected by Ofsted in September 2016 and received a strong report, confirming the self-assessment grade at the time, which was Good. In the last three years, this position has been consolidated and improved upon, and our current self-assessment grade is Outstanding.

The College had 2306 students on the 6-week census date in October 2019, reflecting both the very positive reputation of the College and very good outcomes in Year 12, leading to excellent progression to Year 13. Early indications are that applications for 2020 entry will also be very healthy, with figures in December 2019 slightly up on comparative figures for last year. The significant majority of students at OSFC are on a level 3 programme as shown in the accompa- nying pie chart. We retain a small Level 2 offer for students that haven’t achieved level 2 at school and have the potential to progress to level 3 as part of a 3-year programme. Programmes of study at OSFC

A Level students at OSFC study 4 AS Levels in Year 12, progressing to 3 A Levels in Year 13. Students on blended programmes also normally study 4 courses in Year 12 and 3 in Year 13. Although this is no longer the norm in our sector, we feel that this benefits our students in terms of the flexibility and choice it gives them, coupled with an additional qualification at the end of their first year. There is compelling evidence that students who take AS Levels go on to achieve stronger A Level outcomes.

17 Oldham Sixth Form College Cont’d

In 2019, outcomes at the College were good overall, with the highest ever pass rates across all programmes and outstanding on vocational programmes and for those students resitting English and maths GCSEs, where results were, once again, well above the national average figures. The table below gives headline progress scores, using DfE data. For progress scores, the national average is generally 0.

Level 3 Value-Added (Progress) score 2018 2019 A Level +0.10 -0.03 Vocational/Applied General -0.17* -0.05* GCSE English resit +0.81 +0.85 GCSE Maths resit +0.66 +0.74

(*This figure only covers a very small % of students on Applied General Courses (Financial Studies and Performance Studies). There were approximately 1,400 students on Applied General qualifications in 2018/19 which were not included in the DfE performance tables). .

We are very proud of the opportunities our students have at College in addition to what goes on in their lessons. We are keen that our students develop a broad range of skills and involve themselves in a variety of activities and opportunities beyond their qualifications. The ‘Xtras’ programme covers sports, drama, first aid, languages, The Duke of Edinburgh’s Gold award scheme, extensive volunteering opportunities both within and beyond the College (including supporting pupils in other Trust schools and beyond), and much more. Supported by the Opportunity Area ‘Essential Life Skills’ funding, these opportunities have been enhanced further and our students can and do enhance their future CVs and applications quite dramatically through involvement with these activities.

In 2019 we have been very lucky to host events with the last two Poet Laureates, Carol Ann Duffy and Simon Armitage, the Co-Chair of the Conservative Party, James Cleverly, the Shadow Brexit Secretary, Sir Keir Starmer, and the Mayor of Greater Manchester, Andy Burnham. I hope that this shows the ambition that the College has for our students. We now annually host a Christmas Debate in partnership with the Royal Society of British Psychiatrists and additionally held two sets of hustings prior to the General Election for the Oldham constituencies of Oldham East and Saddleworth and Oldham West and Royton, all of which were very well attended.

Peter Roberts Acting Principal

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Louise Astbury Advantage Teaching School Alliance Oldham Sixth Form College was awarded Teaching School status at the end of June 2017 and formed Advantage Teaching School Alliance in September 2017. Advantage TSA is a collaborative and innovative alliance of schools through all phases of education across Oldham and Greater Manchester.

Membership Manchester Metropolitan University Broadfield Primary School Oldham Sixth Form College Coppice Primary Academy The Hathershaw College Holy Rosary RC Primary School North Chadderton School Roundthorn Primary Academy Saddleworth School St. Martin’s CofE Primary School Greater Manchester Learning Trust Werneth Primary School (Parrs Wood High School) Dovestone Learning Partnership

Developing our partnerships At a time when schools and colleges alike face fresh challenges and developments both locally and nationally and the landscape for teaching schools and alliances is evolving, we continue to play an active part in developing our Alliance opportunities. Last year we formed the Lancashire and West Yorkshire School Improvement Partnership (LWYSIP) with Teamworks TSA, West Yorkshire TA and Pennine TSA. This is a collaborative partnership using evidence informed research to drive positive outcomes for pupils from all phases and stages of education.

Our relationship with local providers continues to flourish as we work closely with Harmony Trust and Northern Alliance to expand our offer and we also have some exciting developments in the pipeline. In addition to our original members we have been joined by the Dovestone Learning Partnership which adds another 8 primary schools to the Alliance. It recognises the commitment of the Advantage Teaching School Alliance and Dovestone Learning Partnership to co-operate and explore further developments with a vision to drive positive outcomes for pupils from all phases and stages of education.

Oldham Sixth Form College Associate Research School Perhaps the most exciting development this year is our Associate Research School status awarded by the Education Endowment Foundation (EEF) following a national selection process. We are the only Sixth Form College in the UK to receive this accolade and it is a recognition of our commitment to evidence-informed practice and the capacity and capability of OSFC, as a Teaching School, Trust and regional science centre.

The Associate Research School brings a significant injection of further expertise to help the Oldham Research School work with and support more schools and teachers in Oldham through professional learning programmes and events to use evidence to continue to develop their teaching and learning. 21 Advantage Teaching School Alliance Cont’d 1. Continuing Professional and Leadership Development We are raising performance of teachers and leaders in the schools with whom we work through high quality staff development and leadership programmes. We take every opportunity to utilise and engage with evidence informed research in our programmes. In addition to our long-standing partnerships with OLEVI through our delivery of the Outstanding Teacher and Improving Teacher Programmes and Ambition Institute for National Professional Qualifications we have just begun our work with the Science Learning Partnership and STEM learning to deliver a number of exciting science courses over the next term to inspire teachers in the world of science. Advantage was proud to have been supported by the Opportunity Area Board to lead a project across six Oldham secondary schools focusing on supporting core subjects, developing teachers’ understanding of memory and metacognition and supporting a group of boys in each school to develop better learning habits and aspirations. Our work continues this year focusing on working with colleagues and pupils on embedding these skills even further. In addition to more formal arrangements we have delivered a range of bespoke courses to a range of schools including Blue Coat, North Chadderton, Saddleworth, Parrs Wood, Werneth and Newall Green Primary such as the Leadership Development Programme, Leadership for Managers, Modelling, Evidence-Informed Practice and Coaching and have led on the training of Oldham SLEs to support their work with schools. As OSFC Associate Research School, we are working alongside the Oldham Research School to deliver evidence-informed courses in Oldham, Tameside, Calderdale and Greater Manchester enriching our own CPD across the Trust in addition to supporting leaders and teachers in schools.

2. School to School Support We are raising standards in schools with whom we work through deployment of system leaders to provide expert support and guidance to schools and leaders. Advantage TSA currently has 26 subject and senior leaders designated as Specialist Leaders of Education (SLE), three Local Leaders of Education (LLE) and two National Leaders of Education (NLE) demonstrating our capacity to support schools using talented leaders from across our Alliance. We aim to build on our own success to share this more widely. 16 SLEs are from within the Pinnacle Learning Trust and we have applications from all three institutions in the next round of designations. We have successfully completed two commissions in a Tameside and Wirral school and current commissions include:

Support for most able pupils in Maths and Science - working with high achievers in Maths and Science at a local academy. Improving teaching and learning using evidence informed strategies with a focus on improving outcomes of disadvantaged boys. This involves extensive SLE support in core subjects for six Oldham secondary schools running to April 2020 as part of the Opportunity Area funded project.

3. Initial Teacher Education We are raising the standard of early career development through our involvement with a range of ITE providers. We work with a range of core providers, but have a particularly strong link the Manchester Metropolitan University, and our local SCITT, Manchester Nexus, to ensure that we have a good supply of excellent new teachers. We are a strategic partner for the SCITT focusing on 14-19 programmes.

Louise Astbury Teaching School Lead

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The Bev Beaumont Pinnacle Financial Summary L EARN ING T RUS T

Total Total Financial Summary 2019 2018

As at 31 August 2019 £ 000 £ 000 Operational Income Donations and Capital Grants 458 965 Educational Funding 18,471 16,326 Other Activities 220 136 Teaching school 200 60 19,349 17,487

Operational Expenditure

Direct (Education) Costs 13,643 11,850 Indirect (Support) Costs 6,240 6,364 Teaching school 200 60 20,083 18,274

Net Operational Income (734) (787)

Transfer from Werneth on conversion (Oldham Sixth Form College 2018) 3,362 18,666

Revaluation of Pension Liabilities (3,735) 2,011

Net surplus (1,107) 19,890

Reserves Brought Forward at 1 September 2018 26,332 6,442

Reserves Carried Forward at 31 August 2019 25,225 26,332

Operating income for the Trust in the year was £19,349k (2018 £17,487k), which excludes the balance of Werneth Primary School who transferred into the Trust on 1 February 2019. The independently valued transfer was £3,362k. Overall the Trust generated a net operating deficit of £734k (2018 £787k). This deficit includes depreciation of £1,261k (2018 £1,233k) and pension fund costs £920k (2018 £783k) but excludes Oldham Sixth Form College transfer and revaluation adjustments for pension liabilities 24 PinnacleThe L EARN ING T RUS T Financial Summary 31 August 2019 Cont’d

Total Total Financial Summary 2019 2018

As at 31 August 2019 £ 000 £ 000 Fixed Assets 30,143 26,762 Current Assets 4,703 4,241 34,846 31,003 Amounts Due (Liabilities) (1,350) (1,502) Net Assets (Excluding Pensions) 33,496 29,501 Pension Liabilities (8,271) (3,169) Net Assets 25,225 26,332

Represented by:

Fixed Asset Funds 30,318 26,458 General Funds 1,204 405 Pension Reserve (8,271) (3,169)

Restricted Funds 23,251 23,694 Unrestricted Funds 1,974 2,638 Total Trust Funds 25,225 26,332

As at 31 August 2019 the Trust’s revenue reserves excluding fixed asset reserves and pension liabilities, were £3,178k (2018 £3,043k). At the year end the Trust was holding cash balances of £4,197k (2018 £3,705k).

Employee Numbers (FTE)* The average number of staff (including senior leaders) employed by the Trust during the year is summarised as follows

Total Total Employee Numbers (FTE) 2019 2018

As at 31 August 2019 £ 000 £ 000 Leadership Teams 24 18 Teaching Staff 198 219 Administration and Support 183 106 Total Employees 405 343

* Full Time Equivalent

Bev Beaumont Chief Financial Officer 25