Accessibility Statement

This accessibility statement applies to the PECTECH website and the Phoenix Ember application ("the Service"), provided by Phoenix Education Consultancy Ltd, trading as PECTECH. We want as many people as possible to be able to use the Service — including staff, parents and carers who rely on assistive technology.

This statement follows the model set out under the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018. PECTECH is a private supplier, so those regulations bind our school and trust customers rather than PECTECH directly; we publish this statement voluntarily, in the standard shape, so that the schools and trusts who use the Service can rely on it in meeting their own duties.

Our commitment

We are working towards conformance with the Web Content Accessibility Guidelines (WCAG) 2.2 level AA. Accessibility is considered as part of ongoing design and development work, and this statement is updated as the position changes.

What we have implemented

• Keyboard navigation — the interface can be operated by keyboard, with a visible focus indicator applied consistently to links, buttons and form fields across the Service.
• Skip link — a "Skip to main content" link lets keyboard and screen-reader users bypass the navigation in the signed-in application.
• Screen-reader labels — icon-only buttons and controls carry descriptive labels for assistive technology throughout the application.
• Consistent design tokens — colours, spacing and typography come from a single design token set, giving consistent and predictable presentation across every page.
• Declared page language — the page language is declared so screen readers select the correct voice.
• Readable dates — dates are written out in words (for example "14 March 2026") rather than ambiguous numeric formats.

Compliance status

The Service has not yet undergone a formal independent audit against WCAG 2.2 level AA. Based on our own review, we believe the Service is partially compliant with WCAG 2.2 level AA: the foundations above are in place, but the known limitations below remain and an independent audit has not yet confirmed the position.

Known limitations

We know that some parts of the Service are not yet fully accessible:

• PDF reports — the PDF documents the Service generates (wellbeing reports, board reports and similar) have not yet been audited for accessibility, and may not be fully tagged for screen readers.
• Charts and visualisations — some charts rely on colour to convey meaning. Text alternatives and written summaries are provided in some places, but not yet everywhere colour is used.
• Reduced motion — the animated visual on our marketing site respects your operating system's reduced-motion preference, but that preference is not yet applied consistently to every animation and transition in the Service.

Where we cannot yet fix an issue, we will provide the information in an alternative format on request — contact us using the details below.

Feedback and contact

If you find anything on the Service that you cannot access, or you need information from it in a different format, please email hello@pectech.org. It helps if you tell us the page you were on, what you were trying to do, and the assistive technology you were using. Schools and trusts can also raise accessibility issues through their usual PECTECH contact.

Enforcement procedure

If you contact us with a complaint about accessibility and you are not happy with our response, the Equality and Human Rights Commission (EHRC) is responsible for enforcing the accessibility regulations in Great Britain. You can contact the Equality Advisory and Support Service (EASS). In Northern Ireland, enforcement is the responsibility of the Equality Commission for Northern Ireland (ECNI).

Preparation of this statement

This statement was prepared on 3 July 2026, based on our own assessment of the Service against WCAG 2.2 level AA. We will review and update it at least annually, and sooner if the Service changes in a way that affects accessibility.