|Date Request Received||Subject||Details of Request||Date Response Sent||Details of Response|
|2017, October 31st||Trust Board Meetings||• Bright Futures Educational Trust's last six months of board minutes and agendas, including any attached documents and slides. |
• A list of future scheduled board meetings.
|2017, November 27th||Response Letter|
|2017, November 14th||Catering Services||• Suppliers who applied for inclusion on each framework/contract and were successful & not successful at the PQQ & ITT stages* |
• Contract values of each framework/contract (& any sub lots), year to date
• Start date & duration of framework
• Scope of services provided under current contract
• Is there an extension clause in the framework(s)/contract(s) and, if so, the duration of the extension?
• Has a decision been made yet on whether the framework(s)/contract(s) are being either extended or renewed?
• Who is the senior officer (outside of procurement) responsible for this contract?
|2017, December 11th||Response Letter|
|2018, April 26th||CMA Voluntary Financial Contributions/Donations to school||• Copies of all correspondence from Cedar Mount Academy’s last five academic years (2012/2013 to 2016/2017 inclusive) requesting or notifying parents of voluntary financial contributions/donations to the school.|
• The sum of voluntary financial contributions/donations that Cedar Mount Academy has received in each of the following academic years (or tax years if more attainable) - 2012-2013, 2013-2014, 2014-2015, 2015-2016, 2016-2017.
|2018, May 1st||Response Letter|
|2018, October 4th||Isolation Booths||1. How many times pupils have been put in isolation booths each term over the past 5 years in each of your academies.|
2. How many individual pupils have been sent to isolation booths each term over the past 5 years (i.e. how many trips were by repeat offenders) in your academies.
3. The maximum, minimum and average amount of time pupils spend in isolation booths once they have been sent there, broken down by school and year.
4. A list of the behaviours or actions that can warrant a stint in an isolation booth.
|2018, October 12th||Response Letter|
|2018, January 19th||Energy||• What is your current contract end date for gas? |
• What is your current contract end date for electricity?
• What is your monthly or annual spend on the gas contract?
• What is your monthly or annual spend on the electricity contract?
• What is your target for consumption reduction?
• What steps do you take to reduce energy consumption?
• Would you benefit from funding options on energy projects?
|2018, February 5th||Response Letter|
|2018, September 3rd||Isolation Rooms||1. Does the trust operate a policy of using 'isolation rooms' or 'isolation spaces' as a behaviour management policy? (in which a pupil is removed from a lesson and put in a room)|
2. How many schools within the trust use isolation rooms? (Answer xx out of total schools).
3. Are pupils always and without exception provided with the identical work they would be doing in the lesson they are missing while in the isolation room? If not, what are they supplied with?
4. Is a member of staff always and without exception present in the isolation room while the pupil is in there?
5. What is the maximum time a can pupil kept in there? Please indicate: one lesson, half a day, full day, up to a week, longer.
6. What is the rationale for the trust using isolation rooms/not using/banning the use of isolation rooms? Are other disciplinary methods less effective?
|2018, September 13th||Response Letter|
|2019, February 12||DfEs pilot scheme to help Academy Trusts with their budgets||1. I would like to know if you approached Dfe for help or if Dfe approached you (if there is a letter “inviting” you to join, I would like to see the correspondence)|
2. I would like to know the sums the advisor suggested could be saved and over what period these savings were calculated.
3. Finally I would like to see a copy of the report produced by the resource management advisor. Obviously this will contain some personal information that will need to be redacted, but there is a clear public interest in demonstrating that the £35 million claimed savings are real and achievable, not simply “cut your colour photocopying” “have more NQTs” or “sell some land”.
|2019, February 28||Response Letter|
|2019, September 13||Physical Restraint||1. Please can you tell me how many pupils have been physically restrained by staff and how many times each pupil has been restrained over the past five years at each of the academy trust's schools?|
2. Without giving identifiable details of the pupils, please can you tell me the reason why physical restraint was used and how long the pupil was restrained for.
|2019, November 13||Response Letter Response Attachment|
|2019, December 2nd||Sexual-orientated Bullying||1. How many reports of sexual-orientated bullying (i.e.: biphobic, homophobic, transphobic bullying etc) did you receive in total for 2018-19?|
2. How many reports of sexual-orientated bullying (i.e.: biphobic, homophobic, transphobic bullying etc) have you received so far in 2019?
3. How many pupils/students have been removed from a course in your school/college, or completely removed from your school/college due to sexual-orientated bullying (i.e.: biphobic, homophobic, transphobic bullying etc) in 2018-19 and so far in 2019? Could I have these statistics broken down in to age, gender, whether they were removed from a course or completely removed from the school/college, and whether the bullying fell under homophobia, transphobia, biphobia or other?
4. How many pupils/students have been seriously reprimanded in the form of exclusion, isolation, being sent home or otherwise removed from classes for a day or more, due to sexual-orientated bullying (i.e.: biphobic, homophobic, transphobic bullying etc) in 2018-19 and so far in 2019? Could I have these statistics broken down in to age, gender, type of repercussion, length of time they were reprimanded and whether the bullying fell under homophobia, transphobia, biphobia or other?
5. How many pupils/students have been otherwise reprimanded (after school detention, lunch detention, letters written home, trip exclusions etc), due to sexual-orientated bullying (i.e.: biphobic, homophobic, transphobic bullying etc) in 2018-19 and so far in 2019? Could I have these statistics broken down in to age, gender, type of repercussion, length of time they were reprimanded and whether the bullying fell under homophobia, transphobia, biphobia or other?
|2019, December 10th||Response Letter|