|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, December 3rd||Funding||• The basic annual cost of a child’s placement at Stanley Grove Primary School and where this is funded from ie. Central Government or other.|
• Top up amounts you receive and where these are paid from eg. Central Govt, Local Govt or other (please state).
• A list of addition items and services you receive funding for to support children with EHC Plans in place.
• Additional amounts you are paid for in addition to the basic placement amount from Local Authorities in relation to children with EHC Plans.
• Any other funding you receive allocated to specific children for additional needs including transport costs.
• The range of TOTAL amount per placements at Stanley Grove.
|2018, December 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|