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Value for Money Statement Value for Money Statement Academy trust name: Sharnbrook John Gibbard Lower School Academy trust company number. 08370592 Year ended 31 August 2013. I accept that as accounting officer of Sharnbrook John Gibbard Lower School I am responsible and accountable for ensuring that the academy trust delivers good value in the use of public resources. I am aware of the guide to academy value for money statements published by the Education Funding Agency and understand that value for money refers to the educational and wider societal outcomes achieved in return for the taxpayer resources received. I set out below how I have ensured that the academy trust’s use of its resources has provided good value for money during the academic year. Signed Name: Sheila Kaznowski Academy Trust Accounting Officer Date: 30/12/2013 Improving educational results: Targeted Improvement The Academy reviewed its staffing structure for September 2013 in response to individual pupil need and academic achievement. Expenditure, including the largest percentage which is spent on staffing, reflects the schools priorities identified in the School Development Plan. The key areas identified for improvement are a result of self evaluation, trends in pupil achievement, stakeholder consultation and with regard to Government initiatives. We will continue with the project based curriculum as a means to make learning more meaningful through sequences of lessons, whilst recognising the importance of focussed, discreet subject teaching. We recognise the need to provide a rich curriculum which sets learning challenges, responds to diverse needs and overcomes potential barriers to learning. The SDP is structured on the four key areas of the Ofsted framework; Achievement of pupils, Quality of teaching, Quality of leadership and management, Behaviour and safety of pupils. Progress towards objectives on the SDP is monitored by the Governing body at five points during the year. Raising standards in core learning (reading, writing and maths) remain a focus within the school. Pupil progress meetings, following key assessments enable us to thoroughly evaluate standards achieved in each year group and individual pupil needs, and make provision accordingly. Standards are monitored further by the Curriculum committee, measuring Average Points Scores, progress towards targets and value-added points. Matched pupil data is used to measure value-added between year 2 and year 4 The main objectives for the year to August 2013 are as follows:. Through AfL and target setting processes staff check how well pupils are doing, know their progress and set new challenges Develop provision in the Pre School to reflect changes in the EYFS Building on previous APS in writing taking into consideration the new English curriculum which focuses on key writing techniques Promote a love of reading across the school Build on previous APS in Maths, through a focus on learning and applying mental facts. Extend range of high quality PE opportunities for pupils; promote a healthy life style and enthusiasm for sport and exercise. Monitor and evaluate the impact of SMSC on behaviour and learning Subject leaders to monitor rigorously all aspects of their subject according to identified priorities. They understand changes to subject areas in light of the new Primary national Curriculum Revise PM arrangements in light of pay policy, teacher standards and appraisal regulations Complete the National Award for SEND To ensure robust Governance is in place meeting the requirement for Monitoring and Evaluation, and Support and Challenge linked to Ofsted, Extend opportunities which encourage children to act as leaders and take responsibility Develop safeguarding procedures to meet Ofsted criteria of outstanding practice Other initiatives to be taken into account during the academic year include: The disapplication of the National Curriculum. Researching the proposed changes and adopting those which will offer better learning opportunities and raised achievement for our pupils for implementation in 2014 Developing provision in the pre-school and implementing changes in the EYFS Academy status SEN reforms – the indicative code, to be followed by draft proposals with implementation of the changes planned for September 2014 Teacher Appraisal and process for assessing overall performance of staff Collaboration: The Academy works in collaboration with other schools in the locality. The school is one of 15 lower schools in rural North Bedfordshire and the staff work in partnership to enhance provision for our pupils. We also work in a cluster group with our main feeder middle school, Margaret Beaufort Middle School, to improve transfer and transition for our pupils when they leave after year 4. Pilgrim Learning Trust The Academy is a member of the Pilgrim Learning Trust, a company Limited by guarantee, registered in England and Wales as a charitable Company, registration number 8310718 The PLT aims: To raise standards in teaching and learning in member schools/Academies To work alongside local governing bodies, to ensure accountability, challenge and support To grow the PLT locally at a pace appropriate to our capacity to make a difference to the education and lives of young people in our schools/Academies The PLT shall: Challenge and support school leadership in teaching, learning, achievement and school management. Independent audits will be an annual feature so that clear information is available to the Governing Body on identified areas of strengths and weaknesses Develop our staff within the schools/Academies of the PLT so that they are even more effective; and to do this from within our own collective expertise and through the Teaching School where appropriate Assist the functions of Governing Bodies through training and support Procure cost effective, high quality services that allow maximum allocation of school funds to teaching and learning Bring maximum autonomy to individual PLT members enshrined within the framework of our agreement The four founder members of the PLT are the Sharnbrook Academy Federation schools; Harrold Priory, Lincroft and Margaret Beaufort Middle schools and Sharnbrook Upper School. The other current schools are: Sharnbrook John Gibbard Lower School, The Ferrars School,, Huxloe Science College, Goldington Academy, Finedon Schools, Manor School, Alfred Street Junior School, South End Infants School, Irthlingborough Infant School, Tennyson Road Infant School, Raunds Park Infant School, Stanwick Primary School, St Peters C of E Junior School, Irthlingborough Junior School, Whitefriars Infant School, Little Harrowden Primary School, Higham Ferrers Nursery and Infant School, The Latimer Arts College, Higham Ferrers Junior School The Academy continues to buy-in some services from Bedford Borough to ensure it benefits from economies of scale e.g. HR and payroll services New Initiatives In 2010 we spent £28 000 extending the year 4 classroom to create an area where our oldest children could work quietly and with increasing independence in order to prepare them for expectations at middle school. In 2011 we spent £8300 extending and altering the layout of the year 1 and year 2 classrooms in preparation for the works in 2012. In 2012 we spent £15000 extending the school library and extending the year 2 classroom. The enlarged library benefits all the pupils in the school and has allowed us to extend our book capacity and establish a learning zone with laptops. The extended classroom has given us space to create reading and creative areas for the children. We have allocated funds to update and extend single-sex toilet facilities for our oldest children, in line with new legislation. We will also extend the year 3 classroom so that it matches provision in the other year groups. Robust governance and financial oversight: 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. Reviewing controls and managing risk The Finance committee regularly monitors the school budget and monthly reports are monitored by the Head teacher and the bursar. The school has a financial checklist which is used by members of the finance committee to monitor systems. Governors also ensure that the school operates within the Financial Regulations set out in the Academies Financial handbook. All major purchases above £10 000 are reviewed to ensure best value and we receive 3 quotes. Benchmarking is also used as an indicator Our 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. The academy employs Haines Watts Accountants to audit school processes. A formal report is presented to the Governing body and identified material control issues are resolved. Governors ensure adequate insurance cover is in place. Better purchasing: Fitness for purpose Contracts are reviewed towards the end of each contract period or earlier if there is opportunity. In the evaluation we consider whether the product is still required and, if so, whether the quality meets the Academy's needs and if it represents good value for money. Benchmarking Governors undertake a benchmarking exercise with PLT schools. Once the data collection exercise has been completed the data will be analysed and schools informed of outcomes. Signed: By email Name: S Kaznowski Academy Trust Accounting Officer Date: 30/12/2013 .
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