Try not to become a man of success but a man of value.
Try not to become a man of success but a man of value.- Albert Einstein
We believe that we can be a successful provider of schools because of our principles, our expertise and our determination. Our approach is driven by the following:
- We believe in the affirmation of individual worth. Every child is valued through their successes, reaching high standards and maximising their progress.
- We believe in nurturing hope and aspiration. All our schools will have a culture of high expectation where low aspiration and excuses are erased. The Trust will not shirk from taking difficult decisions to tackle issues of leadership and management that may prevent the organisation from delivering a first-class educational experience for all.
- We believe in service to others. The Trust Board must demonstrate high expectations and desire to improve and serve our communities effectively, making sure our skills and expertise are shared with our schools.
- We believe in an holistic education. The highest standards of support for literacy and numeracy should be complemented by excellent arts and sports provision, and that all learning should take place in the context of understanding the human relationship with the world.
- We believe in the importance of excellent leadership and role models. None of this happens if we don't recruit and retain and develop leaders at all levels in our schools. It is through effective recruitment of both school principals and governors that the Trust can have the most direct influence on the performance of the school.
- We believe in the development of mutual trust. Schools work best when they are given the maximum autonomy, but the Trust needs to challenge and support its school leaders to take greatest advantage of that autonomy within the framework of an aspirational set of targets and expectations.
- We believe in collaboration. We don't maximise our success by travelling alone. We need to develop effective partnerships and make use of the best talents available, wherever we may find them.
- We believe in commitment and endurance. We need to plan for the long term. As a Trust we need to ensure that each academy has a clear strategic plan and a context of sound financial management.
How our values drive our actions
We believe that our values, our experience and our practice provide a sound basis for us to be a very effective Trust sponsoring and supporting our Academies. We believe we can be the catalyst for significant improvement in all our schools.
- We are committed to the provision of high quality education. We believe that working within a Christian context - rooted in Gospel values such as service, thankfulness and humility - we can help young people become fulfilled, self-motivated, independent, responsible and caring members of society. We want all our young people to aim for excellence in all that they do.
- We believe that if each person feels valued as an individual who has an important contribution to make they, in turn, will learn to value others leading to stronger communities and a healthier society. In creating this sense of being valued, we are committed to every child making the progress they are capable of and reaching the highest possible standards in their learning. It is through excellence in their learning, and by maximising the sense of progress made, that young people value their education and are valued in turn by others.
- We are an ambitious team. All of our Academies should become good or outstanding within two academic years of us starting to work with them. The goal is to enable the development of a self-improving family of schools who have the ambition, capacity and capability to work together to achieve excellence for all, both in terms of their inspection performance and their distinctiveness as schools committed to and living out their Christian ethos.
- The creation of such a system demands that each school exists as a confident and autonomous organisation. They should be secure in their own performance and mission, but also play a full part as both a contributor and a receiver of support and challenge from peers and colleagues in other schools.
Equality of Opportunity
PUBLIC SECTOR REPORTING DUTY - Diocese of Norwich Education and Academies Trust (DNEAT)
STAFF PROFILE MONITORING JUNE 2017.
Employee Data (Head count)
|Number of Full Time Employees||% of Full Time employees||Number of Part Time Employees||% of Part Time Employees||Total||Total (%)|
Declared disabled: No declarations recorded*
Pay Data (full time equivalent salary) **
|< £20k||£20k - <£30k||£30k - <£40k||£40k - <£50k||£50k - <£60k||>£60k|
|M - 44||M - 25||M - 30||M - 13||M - 4||M - 12|
|F - 652||F - 195||F - 131||F - 38||F - 9||F - 7|
|Non Disabled - 696||Non Disabled - 220||Non Disabled - 161||Non Disabled - 51||Non Disabled - 13||Non Disabled - 19|
|Disabled - *||Disabled - *||Disabled - *||Disabled - *||Disabled - *||Disabled - *|
Trust organised training and updates provided by DNEAT
Performance Related Pay awarded (number and percentage of teaching staff eligible receiving an increment)
|23 (56%)||81 (54%)||*||Data Not Available|
Ethnicity Monitoring by Salary (contains employees with multiple roles)
|Ethnicity||Code||Number of Employees||< £20k||£20k - <£30k||£30k - <£50k||£50k - <£60k||>£60k|
|Any Other Asian||AOTH||1|
|Any Other Black||BOTH|
|Any Other Mixed||MOTH|
|White and Asian||MWAS|
|White and Black African||MWBA|
|White and Black Caribbean||MWBC|
|Any Other Ethnic Group||OOTH|
|Traveller Irish Heritage||WIRT|
|Any Other White||WOTH||4||1||3|
|Information Not Yet Obtained||NOBT|
|Declined to Say||REF||5||4|
Grievance, Disciplinary & Complaints of Harassment
- Number of grievance cases in the last year: 2 cases - Female, White British
- No disciplinary cases or complaints of harassment
- Pregnancy, Maternity & Family Issues: No disputes arising in the last year
Objectives for 2017-20
1) Every academy in the Trust will undertake equalities data reporting to its Local Governing Body and will set a minimum of one annual objective at school level in line with locally identified priorities.
2) Narrowing the gap objective: Raise the attainment of prior lower attaining disadvantaged pupils in all subjects and prior higher attaining disadvantaged pupils in writing so that the difference with non-advantaged pupils diminishes at the end of KS2.
3) To eradicate prejudice related bullying in relation to the protected characteristics listed in the Equality Act 2010.
4) Advertising of roles across the Diocese will aim to attract more applicants from under represented minority groups from within the local population profile. This will include; Inclusion of statements of encouragement within advertising campaigns to encourage more balanced recruitment. E.g. Gender, ethnicity, disability
Gender Pay Reporting
2018 to 2019 gender pay gap data
|Difference in mean hourly rate of pay||27.5%|
|Difference in median hourly rate of pay||37.9%|
Percentage of employees who received bonus pay
Difference in mean bonus pay
Difference in median bonus pay
Employees by pay quartile
Upper middle quartile
Lower middle quartile
Size of the organisation
|Number of employees within your organisation||1000 to 4999|
Link to our gender pay gap information
The numbers are slightly lower than 2017 (e.g. mean falls from 29.4% to 27.5%, median from 42.3% to 37.9%)
Working with both the public sector and specifically education, it is common for a high proportion of the workforce to be female. The Trust has a 27% male workforce and 73% female. It should be noted that the staffing within the Trust has mainly joined via TUPE processes.
The overall published UK gender pay gap is 18.1%. The Trust's is 29.4% representing that on average across the Trust women earn 29% less than their male counterparts. However, it is recognised in education that:
- More women apply to work in the sector due to attractive working patterns i.e. part time and term time contracts to work around caring responsibilities;
- Part time work can be less highly paid;
- Many female returners to employment apply to the public sector; and
- Female staff are more likely to have career breaks and potentially may not progress into senior leadership roles.The data does not suggest many of these factors are an issue – except potentially that career progression is an area that is particularly affecting the gender pay gap within the Trust.
Trade Union Facility Time
Percentage of time spent on facility time
How many of your employees who were relevant union officials employed during the relevant period spent a percentage of their working hours on facility time?
|Percentage of time||Number of employees|
|1% - 50%||0|
|51% - 99%||0|
Percentage of pay bill spent on facility time
Provide the figures requested in the first column of the table below to determine the percentage of your total pay bill spent on paying employees who were relevant union officials for facility time during the relevant period.
|Provide the total cost of facility time||
£13,891.10 excluding VAT
|Provide the total pay bill||
Provide the percentage of the total pay bill spent on facility time, calculated as:(total cost of facility time ÷ total pay bill) x 100
Paid Trade Union activities
As a percentage of total paid facility time hours, how many hours were spent by employees who were relevant union officials during the relevant period on paid trade union activities?
Time spent on paid trade union activities as a percentage of total paid facility time hours calculated as: 0*