A CORNWALL councillor has criticised the time taken to issue a notice to improve on a Cornish learning trust.

The Athena Learning Trust, which manages multiple schools across Devon and Cornwall has been issued with a formal ‘notice to improve’ from the Department for Education for breaching a number of governance requirements.

Adrian Parsons, the Cornwall Council member for Altarnun and Stoke Climsland, said: “Finally, the Department For Education have taken an interest in Launceston College and has issued the trust with a "Notice to Improve".

“Why did this take so long I ask, the treatment of our SEND children I feel was terrible. and the figures for exclusions and suspensions were at a a scale which I fail to understand why they were not picked up on by our local authority and challenged sooner.

“If it wasn't for parents speaking out I do wonder if we would even be where we are to day, which is wrong, in a system that's allowed to fail pupils and teachers with so little scrutiny.

“So much I have seen and heard has been regrettable. Whilst welcome changes are now being made, without a fresh start it's hard to see how we will fully move on from these issues of the past.“

A spokesperson for Athena Learning Trust said: “We are committed to working openly and collaboratively with the Department for Education following their Notice to Improve (NTI) to the trust and appreciate their acknowledgment that progress in strengthening the leadership of behaviour, inclusion and SEND arrangements has been made in recent months.

“Trustees are complying with all the terms of the NTI and work is already under way to address the areas identified. We have commenced a review of governance and are mobilising additional change and support across our schools, with a clear focus on strengthening them and ensuring every child can thrive.

“Every child deserves to feel safe, supported and respected, and we take our responsibility for their wellbeing, inclusion and learning seriously. In response to feedback and reflection on past experiences, our leaders in schools have already made changes to their approaches, with further improvements ongoing. The focus is on ensuring that our practice matches the needs of children, with staff expected to exercise professional judgement and make reasonable adjustments, particularly for children with additional needs.

“We have strengthened the way we engage with students and their families, placing greater emphasis on listening to their experiences and acting on their feedback. This is helping to shape our ongoing work to ensure that clear expectations for behaviour go hand in hand with compassion, understanding and appropriate individual support. We want children and families to see and feel the difference this is making in their day-to-day experience of school.

“Work with the Department for Education to identify new trusts for our schools is ongoing. We recognise that this is an important period for our children, families, staff and wider school communities, and we will carry on engaging with them throughout the process.

“Our priority remains the experience children have in our schools every day. We are committed to building on the changes already made, continuing to listen and respond to feedback, and ensuring that our policies translate into practice that supports every child's wellbeing, learning and individual needs.”