The Trustees and governors are currently discussing the priorities and equality objectives for the next 4 years. Further details can be provided by contacting the clerk at admin@cee.coop
Click here for current organogram
Click here for a summary of members & trustees appointment dates and meeting attendance
Click here for a summary of Local Governing Committee attendance
None of our employees have benefits which exceed £100k.
Our Members
The members are tasked with assessing if the board of trustees is performing well and ensuring that the charitable object of the Trust is being fulfilled. The members are currently Jennifer Gill, Julie Fletcher and Ceri Owen.
School policies
Each school has developed its own behaviour policy, charging, and complaints policy which can be viewed via the links to the schools own website.
Statements
Equality Objectives
Public Sector Equality Duty
What is the Public Sector Equality Duty?
The single Public Sector Equality Duty (PSED) came into effect in April 2011 as a result of the Equality Act 2010. It requires public bodies, like schools, to promote equality and replaced earlier duties relating to disability, race and gender equality. The PSED applies to all schools, including academies.
Protected Characteristics
The Department for Education (DfE) has published guidance that sets out an Academy’s obligations under the PSED. Paragraph 5.1 explains that the PSED extends to the following protected characteristics: –
• Age
• Sex
• Race
• Disability
• Religion or belief
• Gender reassignment
• Pregnancy or maternity
• Marriage and civil partnership
Three Main Elements
Paragraph 5.1 of the document explains that the PSED has three main elements. In carrying out their functions, public bodies are required to have due regard to the need to: –
• Eliminate discrimination and other conduct that is prohibited by the Equality Act 2010
• Advance equality of opportunity between people who share a protected characteristic and people who do not share it
• Foster good relations across all characteristics, and between people who share a protected characteristic and people who do not share it
Due Regard
Paragraph 5.4 of the DfE’s advice says that ‘due regard’ has been defined in case law and means giving “relevant and proportionate consideration to the duty”.
For schools, this means: –
• Decision makers must be aware of the duty to have due regard when making a decision or taking an action, and must assess whether it may have implications for people with particular protected characteristics
• Schools should consider equality implications before and at the time that they develop policy and take decisions, not as an afterthought, and they need to keep them under review on a continuing basis
• The PSED has to be integrated into the carrying out of the school’s functions, and the analysis necessary to comply with the duty has to be carried out seriously, rigorously and with an open mind
Specific Duties
The PSED introduces secondary legislation in the form of specific duties. The duties require schools to: –
• Publish information to demonstrate how they are complying with the PSED. This information must include, in particular, information relating to people who share a protected characteristic
• Prepare and publish equality objectives
Schools are required to update this published information at least annually and to publish objectives at least once every four years.
What does our Academy Trust do to eliminate discrimination?
For 150 years the cooperative movement has embodied the values that are now enshrined in the Equality Act 2010, specifically through its principles of equity, democracy, equality and solidarity. These principles are written into our Articles of Association, which set out how are Academy operates day to day. It is not just lip service, but an extra step consciously taken and written into a legal document. Since 2016 when our Academy started, and before that through the Acorn Cooperative Learning Alliance, our schools have lived and breathed these responsibilities – it runs through everything that we do. As an Academy we have set a clear vision and values which we expect all our staff to model in a non-discriminating manner and to be mindful to avoid actions that will be deemed as such to the public and our wider community.
We have up-to-date and ratified policies which set out a clear message that discrimination is not tolerated, examples of some of these policies are: equality, accessibility, behaviour, anti-bullying, safeguarding and child protection policies. All new policies are checked against industry standards to ensure they comply with the specific duties in the Equality Act.
We understand that it is unlawful to fail to make reasonable adjustments to overcome barriers to using services caused by disability. Our local governing bodies monitor that schools are accessible to all, this is both the physical environment (there are ramps, accessible toilets and wheelchair accessible routes) and through the curriculum too. Children with one-to-one support have advocates to make sure their voice is heard and we have a proud record of inclusivity and maximising every child’s potential.
Each school has data on its composition broken down by year group, ethnicity and gender. This is available on request.
SEND
Our Academy has clear protocols and targeted provision to support pupils who require additional learning or emotional support. The SEND policy and Accessibility Plan on each school’s website and are available in printed format on request. The school has data on its composition broken down by types of disability and special educational need.
Through the use of Cpoms we record and report instances of discriminatory language, peer-on-peer abuse or bullying, and try to help children to understand why discriminatory language does not belong in the atmosphere of positive and healthy relationships we promote.
Recruitment
The governing body and school leaders involved in recruitment will avoid unlawful discrimination in all aspects of employment including recruitment, promotion, opportunities for training, pay and benefits, discipline and selection for redundancy.
Curricula
Through a structured PSHE curriculum offer, assemblies, workshops and visits, equalities will be discussed with and taught to the children, exemplifying the British Values and school values that we believe in.
Consultation and involvement
The Academy has procedures for consulting and involving parents and carers, and for engaging with local groups and organisations. Each school has procedures for finding out how pupils think and feel about the school, and how they feel about fair and unfair situations. We consult parents and carers through questionnaires and the school website. We can respond quickly to any concern about perceived inequality, unlawful discrimination or harassment.
Q – What are the ways we improve equality of opportunity and involve individuals affected by inequality? Please see each school’s equality policy on their website and our Equality Objectives.
School uniform policy
We do not have a generic school uniform. Each school has a uniform which is based on its historical school uniform and matches the colour of the school. Further details can be found under the ‘parents section’ of each school’s website, which will advise parents: –
• which items are compulsory and optional;
• explain which items are worn at what part of the year;
• that we do accept generic items and limit the number of branded items required;
• where uniform items can be purchased from
We recognise that children grow fast and some items receive little wear. Therefore, each school does have a vibrant exchange and second-hand uniform bank, which all parents are encouraged to use. Please do ask at the school office for more details. All enquiries will be treated in the strictest confidence.