Guidance Community Focused Circular Schools

National Assembly for Wales Circular No: 34/2003 School Governance and Date of Issue: 15 December 2003 Management

Adran Hyfforddiant ac Addysg www.dysgu.cymru.gov.uk www.learning.wales.gov.uk Department for Training and Education Title of Document: Community focused schools

Audience: Governing Bodies and Headteachers of Maintained Schools in Wales; Local Authorities; Teacher and other Unions; Church Diocesan Authorities; National and local bodies in Wales concerned with education.

Overview: This document provides guidance for schools and their key partners on how they can develop and provide community focused services and activities.

Further information: Enquiries about this document should be made to: Mrs Lyn Summers Tel: 029 2082 5959, Fax: 029 2082 6111, e-mail: [email protected] or in writing at the address below.

Additional copies: Can be obtained from: Mr Alan Chapple Tel: 029 2082 6052, Fax: 029 2082 6111, e-mail: [email protected], in writing at the address below or from the Assembly’s website www.learning.wales.gov.uk

Schools Management Division Department for Training and Education Welsh Assembly Government Crown Building Cathays Park CARDIFF CF10 3NQ

Related Documents: Education Act 2002 School Standards & Framework Act 1998 Education Act 1996 Care Standards Act 2000 National Minimum Standards for Full Day Care, Out of School Care, Creches and Open Access Play Provision

November © Crown copyright 2003 Designed by CartoGraphics G/338/03-04 INA-15-07-220 Typesetting by Text Processing Services CONTENTS

Section Page

Summary 2

Section 1: Introduction 3

Section 2: Legal Background 6

Section 3: Activities and Services 8

Section 4: Consultation and Planning 14

Section 5: Practicalities 18

Section 6: Financial Issues 26

Section 7: What are the key steps? 30

Section 8: Useful Contacts 32 COMMUNITY FOCUSED SCHOOLS

SUMMARY

Sections 27 and 28 of the Education Act 2002 give governing bodies powers to provide services to help meet the needs of their pupils, their families and the wider community. This circular provides guidance to schools and their key partners on how they can develop such services.

It covers:

• what is meant by a community focused school and the benefits involved (Section 1); • the legal background to the provision of community services and activities (Section 2); • the key types of activities and services a school may wish to provide (Section 3); • the key partners that need to be involved and consulted (Section 4); • the practicalities involved in providing community services and activities (Section 5); • the financial issues involved in providing community services and activities (Section 6); • and the key steps schools may find helpful in taking this forward (Section 7). Sections 27 and 28 of the 2002 Act came into force on 1 September 2003 in Wales. The status of the guidance is non-statutory except for Sections 3.2 to 3.8 (childcare) and all of Section 4 (Consultation and Planning). In exercising the power under Section 27(1) or consulting under Section 28(4) of the Education Act 2002, schools must have regard to these parts of the circular.

Many schools are already providing some services to their communities. The guidance advises on how schools can build on these. It is up to schools themselves in consultation with their partners to develop as little or as much provision as they think suitable in the circumstances for their community.

2 Section 1: Introduction

1.1 Schools play an important and pivotal role in the community. Schools not only provide education for pupils and create a community spirit amongst parents, but they also have the opportunity and often the facilities to reach out to the whole community.

What is a community focused school?

1.2 A community focused school is one that provides a range of services and activities, often beyond the school day, to help meet the needs of its pupils, their families and the wider community. Across Wales many schools already provide some community services including adult education, study support, ICT facilities and community sports programmes.

1.3 This circular seeks to give guidance to schools and their partners on how they can build on existing provision and consider what additional service or activities they might offer. There is no blueprint for the types of activities that schools can provide, or how they might be organised. Working with local partners, schools can develop as little or as much provision as they think suitable for their own community.

1.4 It is important that the school works closely with its local authority. Local authorities have responsibility for community planning and themselves provide or facilitate a wide range of services. The local authority is in a unique position to provide advice on existing provision in its area. It can offer support and direct the school towards those parts of the authority with expertise in community development or specific services.

1.5 Section 27 of the Education Act 2002:

• makes it easier for governing bodies to provide facilities and services that benefit pupils, families and the local community; • provides flexibility for governing bodies to enter into agreements with other partners to provide services on school premises; • enables governing bodies to charge for some services. 1.6 Irrespective of the size of the provision, it will be important in taking forward community development that the school’s senior management team and the governing body each identify a member with lead responsibility for the area of work. Any new activities must not add to the exisiting workloads of shool staff, including headteachers without their agreement (see paragraphs 5.4 to 5.9 on staffing).

What are the benefits?

1.7 The report on the first phase of Narrowing the Gap in the Perfo rmance of Schools Project, published in October 2002 identified key factors that contributed to the success of schools working in challenging circumstances. The study found that where schools engage with their local community this has a direct impact on pupils’ attainment and raised their aspirations to progress from school to further education, training and employment. 3 1.8 Benefits include:

For pupils and schools:

• higher levels of pupil achievement • increased pupil motivation and self-esteem • specialist support to meet pupils’ wider needs • additional facilities and equipment • enhanced partnership working with the community • enhanced status for learning in the local community • reduced pupil disaffection. For families:

• improvements in child behaviour and social skills • greater parental involvement in children’s learning • more opportunities for local adult education and family learning • greater availability of specialist support for families. For communities:

• better access to essential services • improved local availability of sports, arts and other facilities • local career development opportunities • better supervision of children outside school hours • closer relationships with the school. Will community focused schools need to work differently?

1.9 Most schools are likely to need to make some changes to the way they operate, for example by introducing more flexible opening hours and new budgetary arrangements because the community activities budget has to be managed separately.

1.10 Schools also need to work in partnership with other groups and agencies. Secondary schools may want to consider working with partner primaries or schools may want to work in clusters, with each school developing different activities and services. Partnership working ensures:

• more diverse activities that involve parents, community members and local groups, such as playgroups, sports clubs and voluntary organisations • a ‘joined up’ approach to local services involving the local authority, local agencies and partnerships • opportunity to provide services that require specialist skills, such as healthcare or social services 4 • sustainable programmes where activities and services are not over-dependent on the skills and time of a few key staff • opportunities for services that are different from school activities and can present themselves as ‘teacher-free’. 1.11 There may not always be the capacity to provide services on school premises and schools may wish to consider alternative locations (see paragraphs 3.26, 4.17-4.19).

Who can set up programmes?

1.12 There are no restrictions on who can set up programmes or services. However, the governing body cannot provide a service that might interfere with its main duty to educate pupils or its responsibility to promote high standards of educational achievement. In every school and community there are key groups who will need to be consulted. They should be involved in the planning process to ensure that community focused school programmes are well organised and meet local needs.

1.13 Smaller programmes might be the responsibility of a separate group or committee within the school, led by governors, head teachers, local authority staff or parents. For larger programmes, the school might delegate the management to existing agencies or partnerships such as the Early Years Development and Childcare Partnership.

1.14 The governing body has the ultimate responsibility for deciding whether the school should offer additional activities and services and what form these should take.

5 Section 2: Legal Background

Scope of community provision

2.1 Sections 27 and 28 of the Education Act 2002 give governing bodies of all maintained schools the power to provide, or enter into contracts to provide, facilities and services that ‘further any charitable purpose for the benefit of pupils at the school or their families or people who live or work in the locality in which the school is situated’.

2.2 Charitable purposes are grouped under four broad headings:

• the relief of financial hardship – for example giving money to beneficiaries; providing advisory or other servies to those in need; or providing support for other organisations which give help to people suffering hardship. • the advancement of education – this is not limited to formal education in schools, colleges or universities, but might include playgroups, work-related training and research. • the advancement of religion – this has to be founded on a belief in a supreme being or beings; and involves expression of that belief through worship. • certain other purposes for the benefit of the community – such as relief of old age, sickness or disability; promoting racial harmony; provision of recreational facilities; or promotion of health. 2.3 These headings cover the community focused services and activities that schools are likely to want to provide. They cover childcare, adult and family learning, co-located health and social services, and other facilities of benefit to the local community such as credit unions or IT provision. If schools want to set up a charity to carry out community focused activities further advice is available from the Charity Commission (see Section 8.2 for contact details).

2.4 The status of this circular is non-statutory except for Sections 3.2 to 3.8 (Childcare) and all of Section 4 (Consultation and Planning) to which governing bodies, in exercising the power under Section 27(1) or consulting under Section 28(4) of the Education Act 2002, must have regard.

2.5 Section 11 of the Act provides a new power enabling the governing body of a school to form, or take part in forming, companies to purchase goods or provide services for other schools. Section 11 and related provisions have not yet been commenced in Wales. Consultation will take place on the necessary regulations and guidance in due course.

Governors’ duties

2.6 Governors’ key duties include:

• securing supplementary funding sources for initiatives • safeguarding the delegated budget • securing suitable insurance.

6 2.7 The governing body of a school controls the use of the school premises during and outside school hours except where a trust deed allows a person other than the governing body to control the use of the premises, or a transfer of control agreement has been made. In the case of voluntary controlled schools the foundation governors can decide on the use of the premises on Sundays.

2.8 Governing bodies cannot provide any service that might interfere with their main duty to educate pupils or their responsibility to promote high standards of educational achievement at the school.

2.9 The governing body is a ‘body corporate’ and has a legal identity separate from the individual governors. Decisions that are made properly are binding on all the governors.

2.10 As long as governors act honestly and reasonably and within their powers when carrying out their functions, any liability falls on the governing body rather than on individual members. Individual governors are thereby protected against any risk to their own assets as a result of the governing body decisions.

Safeguards

2.11 Under the Education Act 2002, the governing body must consult the LEA, school staff, and parents of registered pupils of the school, registered pupils where this is appropriate and ‘such other persons as the governing body consider appropriate’ before it provides any community facilities or services. Depending on the nature of the provision proposed consideration should be given to consulting the local community, relevant agencies and partnerships, teacher unions, National Council-ELWa, local businesses, diocesan authorities and voluntary organisations.

2.12 The governing body must also abide by any provisions that may be contained in the LEA’s scheme for financing schools.

2.13 The National Assembly has the power to rule out certain types of activities that might be deemed inappropriate on school premises. There are no plans at present to introduce regulations to do this.

2.14 The LEA has the power to suspend a school’s delegated budget if:

• the LEA considers the financial management of community services provided by a governing body unsatisfactory; • the governing body is guilty of substantial or persistent non-compliance with any rules laid down by or under the LEA’s scheme for financing schools. 2.15 If a third party makes a claim against a governing body concerning its provision of community activities and services, the Education Act 2002 provides for the LEA to deal with the claim. But if the governing body has funds in its community services budget, the LEA is entitled to reimbursement by the governing body.

2.16 Except in extreme circumstances, where governors have acted unlawfully or have acted individually rather than as a corporate body, the LEA cannot recover the costs from individual governors.

7 Section 3: Activities and Services

What types of services should a school provide?

3.1 Local consultation will help schools agree with their partners what types of services they should offer their pupils, families or the community. Some key services are briefly described here, but schools are also encouraged to offer their own activities or programmes that reflect the needs of their own local community.

Childcare

3.2 Many schools already successfully offer out-of-school-hours childcare on the school site, through a voluntary management committee, private provider or local voluntary or charitable organisation.

3.3 The Welsh Assembly Government’s Childcare Action Plan provides the framework for developing good quality and affordable childcare across Wales. Resources are available to help new and existing groups develop their childcare provision. Cymorth – the Children and Youth Support Fund is distributed by formula to partnerships in each local authority area.

3.4 As a result of the Education Act 2002, school governing bodies themselves have the opportunity from September 2003 to provide childcare, whether or not in partnership with others, on the school site. Childcare provision on school sites will be brought under the regulatory regime set out in the Care Standards Act 2000 and operated by the Care Standards Inspectorate for Wales from April 2004. However, such provision should immediately meet the requirements set out in the National Minimum Standards for Out of School Care, Full Day Care, Creches, Sessional Care or Open Access Play Provision as appropriate. Copies of the National Minimum Standards are available on the Welsh Assembly Government’s website.

3.5 Schools need to work closely with the Early Years Development and Childcare Partnership (EYDCP) in their local area in the planni ng of childcare services. In some areas the EYDCP is a sub-group of the wider Children’s Partnership, whereas in others the Children’s Partnership itself functions as an EYDCP.

3.6 EYDCPs map out and develop early education and childcare services in their area. They can offer business advice and audit data on local need. They also have a wide range of contacts with private and voluntary organisations active locally and nationally, and can offer information on how they should be consulted and involved. In addition, Clybiau Plant Cymru Kids’ Clubs can offer specialist advice on setting up and runnng school age childcare (see Section 8.3 for contact details).

3.7 Children’s Partnerships may be able to involve schools in initi atives involving more extensive support, such as Sure Start and Integrated Centres.

3.8 In considering the provision of childcare, schools should seek to ensure that they do not compete with existing childcare provision in their locality.

8 Lifelong Learning

3.9 Lifelong learning is the continuous development of skills, knowledge and understanding that are essential for employability and fulfilment. Increasingly, lifelong learning opportunities are aimed at everyone, not specific groups. They cover many opportunities for gaining skills and knowledge including apprenticeships, higher education, job-related training and access to ICT facilities.

3.10 Schools already play a key role in promoting and supporting lifelong learning. Many may wish to extend their level of involvement or their range of services to benefit their local community. LEAs play a key role in delivering lifelong learning provision. They can work with schools to identify suitable opportunities for involvement.

3.11 Schools should also contribute to the work of their local Community Consortia for Education and Training (CCETs) to explore how opportunities for the provision of lifelong learning in their area can be improved and expanded. CCETs play a crucial role in making, and advising the National Council-ELWa on, proposals to enhance learning provision in their areas. Another possible partner could be ‘Action Teams for Jobs’ which links with local provision in terms of referral and support programmes in the community (see Section 8.3 for contact details).

3.12 Schools can promote lifelong learning in a variety of ways:

• providing facilities for courses run by education providers; • working with providers such as local FE colleges to develop provision suited to school and local needs such as family literacy and numeracy courses or family learning projects; • providing information on local opportunities for basic skills training, adult learning or vocational study; • promoting existing strategies such as Adult Learners’ Week. Welsh

3.13 The Welsh Assembly Government has adopted a national action plan for a bilingual Wales ('Iaith Pawb') and is committed to encouraging individuals to learn Welsh and empowering them to use the language. Schools could have a key role to play in providing courses in Welsh for young people and adults in their communities. Schools may wish to establish contact with their local Welsh for Adults Consortium to discuss the current provision of Welsh courses in the area and the role the school could play.

Other Languages

3.14 Languages other than Welsh and English (modern foreign languages and community languages) are also a popular type of learning amongst adults. The Welsh Assembly Government is keen to improve Wales's national capability in languages and has set out its strategy for this in Languages Count, published in April 2002. Schools could be important providers of opportunities for people in

9 their communities to learn other languages. Learners in the community need access to courses in a range of languages and at different levels. Schools wishing to engage in provision of language learning for people in their community will need to develop good links with colleges and other language course providers.

Health & Social Services

3.15 The Welsh Assembly Government is working to improve standards of health, health education and social care and to tackle health inequalities.

3.16 Many schools already help to make children, teachers and parents more aware of health and social care issues and provide opportunities for improving health. Schools can also help reduce poverty and social exclusion by targeting services towards groups such as children with special educational needs or looked after children.

3.17 The Welsh Network of Healthy Schools scheme provides support to schools on becoming healthier places for staff and pupils to work and learn. The network encourages activities and services that help promote health including breakfast clubs, ‘healthy’ tuck shops and a greater focus on physical activities in out-of-school hours clubs and childcare.

3.18 The Assembly Government is developing proposals to provide all primary school children in Wales with free breakfasts. Following consultation it is expected that provision will start in school in Community First areas from 2004 and be extended to all schools over time.

3.19 In addition, existing school-based programmes include:

• Smoking cessation clinics • Dental clinics • Family health centres • Teenage health walk-in clinics (for issues such as bullying, drugs, eating disorders and emotional and sexual health). 3.20 Schools looking to extend their involvement will need to work with existing providers and partnerships in developing health or social care services on school sites to ensure that services are integrated with existing local provision and meet local requirements.

Cultural and Sporting Activities

3.21 The Welsh Assembly Government’s culture strategy for Wales, Creative Future: Cymru Creadigol recognises how crucial cultural and sporting activities are to children’s education and wider physical, social and emotional development. Arts, sport and creativity feature strongly within the National Curriculum and wider school activities.

3.22 Increasing community access to culture and leisure opportunities can play a key part in community regeneration. Culture and leisure policies make a valuable contribution to social inclusion in poorer communities. They help deliver lower

10 long-term unemployment, reduction in crime, better health and better qualifications.

3.23 School-led family learning, lifelong learning and study support activities can take place away from the school site, drawing on resources provided by museums, galleries, libraries, sports and other local cultural attractions.

3.24 Offering community access to school facilities for sport, music, drama and art helps improve the number and range of local leisure facilities. Even playgrounds and indoor space in smaller primary schools can provide a useful out-of-hours community resource for cultural and sporting activities.

Play

3.25 Schools can play a key role in creating and improving opportunities for outdoor play and informal recreation. Where possible, schools are also actively encouraged to open up their playing fields to provide open space and space for play, particularly in areas where there is limited playing field or open space provision.

Other Services for Children and Young People

3.26 There may be opportunities for schools to create new combinations of services for children and young people, or extend their existing activities.

3.27 Many schools will be able to provide these services themselves on the school premises. Others may choose to involve local sports groups, community organisations, Youth Services or voluntary organisations. These groups are able to offer different types of support and more varied experiences that complement school provision.

Services for Young People

3.28 Each local authority in Wales has been required to establish a multi-agency Young People’s Partnership to plan and ensure delivery of a coh erent range of services for all young people in close co-operation with young people themselves. The Partnership focuses on the universal entitlemen t to services of all young people aged 11-25, as described in "Extending Entitlement". The role of schools in supporting this agenda is important, in particular in providing and encouraging the use of facilities for members of the Partnershi p to deliver services to young people.

Youth Services

3.29 Youth workers are able to bring a different set of skills from those of teachers to work with young people. Schools can work with local Youth Services, voluntary and statutory to provide a range of opportunities. These might include IT, drama and sports facilities for youth clubs on school sites and increased access to facilities for young people in their leisure time.

11 Out of Hours Learning

3.30 Out of Hours Learning (previously referred to as Study Support) is defined as learning activity outside normal lessons which young people take part in voluntarily. Unlike most other activities described in this circular, because of its links with the school curriculum it is regarded as an activity for the purposes of the school and can be funded from the school’s delegated budget.

3.31 The Welsh Assembly Government is committed to the principle of out of hours learning. It should be an integral part of all young people’s education. Out of hours learning reinforces work undertaken during the school day; helps raise pupils’ standards in key skills; improves motivation and self-esteem; and helps pupils to become more effective learners.

3.32 ContinYou, the leading charity for out of hours learning, has developed a Code of Practice on Out of Hours Learning, and associated training materials. The Code of Practice draws upon a number of projects across Wales and is intended to promote good practice (see Section 8.3 for contact details).

Work Experience

3.33 Work experience can play a key role in promoting pupils’ personal and social development. It can also help them to develop an understanding of the world of work.

3.34 Most pupils already go on work experience placements, but closer partnership with local businesses and parents could enable schools to develop more varied, flexible programmes of work opportunities for a wider range of children. Careers Wales has a role in helping to bring together the education and business communities and disseminating good practice and can offer support to schools.

Other Services for the Community

3.35 Schools can play an important part in helping to build strong and active communities in which people of all races and backgrounds are valued and where the voluntary sector can flourish.

3.36 Communities vary, but it is likely that community focused school activities and services will be of particular value in rural or disadvantaged areas. In these communities the availability of public services is often limited, and there are fewer local businesses or other community facilities. Schools can host essential services on the school premises.

Community Regeneration

3.37 The Welsh Assembly Government is keen to encourage schools to work in partnership with other agencies to explore ways of supporting community regeneration.

3.38 The Assembly’s Communities First programme is a community driven approach to tackling poverty and deprivation in our most deprived communities. Schools can be involved in the programme in a number of ways. They can be represented on Communities First Partnerships, encourage the en gagement of 12 children and young people or help by offering improved and more accessible local services. In some circumstances schools may find themselves operating as the leading agents of change in the community.

Information Resources and IT

3.39 Offering access to school IT and library and information facilities can help local communities. This can be particularly useful in areas where there are few facilities for internet and e-mail access.

3.40 Funding was provided for IT Learning Centres in secondary schools as part of the IT for Learning initiative in 2001-2. The purpose of this funding was to provide additional IT equipment which could be used during the school day by pupils and teachers and during the evenings and weekends by pupils and/or adult learners in homework clubs and continuing education classes.

3.41 Schools need to consider how to build on the community provision available through these centres as well as on the additional opportunities arising from the roll-out of broadband connectivity.

3.42 Specific IT initiatives for communities currently include:

• UK Online centres • Learn direct centres • The People’s Network – free Internet and other IT services at l ocal libraries. Shops and Commercial Services

3.43 Many areas suffer from a lack of shops and commercial services in their local area. Providing affordable basic items can offer major benefits, particularly for less mobile social groups, such as children or the elderly. Some schools may be able to develop more specialised services, such as business centres, that meet specific local needs.

Community Centres

3.44 Many schools have large areas of indoor space that are well equipped with furniture and can provide ideal low-cost venues for community activities, clubs and social events.

Other services

3.45 Schools may be able to host or promote community organisations, such as:

• Citizens’ Advice Bureaux • Housing Association Offices • Credit Unions • Voluntary Transport Schemes • Neighbourhood Wardens.

13 Section 4: Consultation and Planning

Which partners need to be involved?

4.1 In every school and community there are key groups who need to be consulted about activities. They should be involved in the planning process to ensure that community focused school programmes are well organised and meet local needs.

School Governors

4.2 The governing body has ultimate responsibility for deciding whether the school should offer additional activities and services and what form these should take. Before making decisions, governors need to be aware of any additional responsibilities that may arise. As with existing school activities, governing bodies can delegate the practical delivery of services to others, but they keep ultimate legal responsibility. The governing body should identify one of its members to take lead responsibility for this area of work.

Head Teachers & School Staff

4.3 Head teachers need to be fully consulted in the development of additional activities and services. In some cases, head teachers may choose to be closely involved in the leadership of additional activities and services. A member of the school management team should be designated to have oversight of community activities and to liase with the local community and other external partners.

4.4 Other school staff can also play a key role in the planning process. Most will have a clear understanding of the needs of pupils, families and the wider school community. They will also be able to advise on the day-to-day impact of additional services on the school premises, equipment, timetables and school community.

4.5 Whatever their level of involvement, all school staff should be kept informed and involved in any decisions that relate to the school premises, staff or pupils.

Teacher and Other Unions

4.6 The teacher unions and unions representing other staff should be consulted so they can ensure that the school’s community activity plans are consistent with the conditions of service of their members.

Local Authorities

4.7 Local authorities have responsibility for community planning and themselves provide or facilitate a wide range of services. Local authorities are able to bring together local partners and provide practical expertise, leadership and support for schools. They can work with schools to ensure that programmes reflect and support wider community strategies. They can also advise schools on how activities may be able to complement other local initiatives.

14 4.8 Schools should initially approach LEAs for a strategic view on potential programmes. LEAs are well placed to help in assessing the ability of schools to offer additional activities. They can take into account the school’s resources, financial management abilities and other considerations. LEAs will be able to direct schools to other parts of the authority which can offer advice about specific services.

National Council-ELWa/Community Consortia for Education and Training (CCETs)

4.9 National Council-ELWa has responsibility for post-16 education and training and lifelong learning provision. The role of CCETs is to aid the planning and delivery of post 16-education and training to meet the needs of the learner and the community and to avoid wasteful duplication. Schools should consult the local CCET if they have plans relating to post-16 education and training services to ensure these meet local needs and fit in with other provision in the area.

Diocesan Authorities

4.10 Voluntary aided and voluntary controlled schools need to consult their diocesan authorities to ensure that the terms of any trust deed are not breached by the school’s proposals for community activities.

Communities First Partnerships

4.11 Where they exist, Communities First Partnerships should be full y involved in the consultation process and the development of programmes. They can provide access to many key groups and help ensure that school services support and complement the broader community vision.

Parents

4.12 Parents are likely to be major users of community services, for themselves and their children. Organisers need to gather parents’ views on the types of services that they need. It may also be useful to explore the use of parent volunteers to help organise some activities.

4.13 Efforts should be made to consult as many parents as possible during the planning phase. Parent Teacher Associations provide one good ro ute for consulting parents.

Children and Young People

4.14 Children and young people should have a say in how individual services are developed, provided or improved.

4.15 The views of children and young people should be taken seriously and acted on. However, their expectations may need to be managed in light of practical and legal constraints.

4.16 Children and young people should continue to be involved once programmes are established, with information provided to them in good time and in appropriate formats.

15 Other Schools

4.17 Local schools may be able to work together in clusters, with each school developing different activities and services. This will enable pupils, families and communities to access a wider range of services across several locations. Working in clusters can be particularly helpful for schools that have limited extra space or resources to offer services.

4.18 Special schools offer specialised facilities and resources. Many also have specialist expertise and experience of multi-agency services. They may be able to add to services offered by networks of local schools.

4.19 LEAs should be able to help in identifying suitable partner schools.

Businesses

4.20 Local and national businesses may be willing to share resources and expertise with schools or base services at schools, either on a voluntary or commercial basis.

4.21 Provision in schools should not directly compete with activities and services provided locally on a commercial basis. It may be helpful to consult local businesses at the planning stage to identify possible conflicts.

4.22 Business in the Community is a lead organisation in Wales that works through strategic and local channels. Business skills are used to help drive forward key educational policies. High quality leadership and management are critical to the success of community focused schools. Business in the Community can support governing bodies, head teachers and identified champions of change within schools.

Community

4.23 Local people will have different views on what types of service are most needed. Consultation should include all age groups and people from all areas of the community, including those who are less vocal and those unable to attend public meetings. Such groups can include older people, people living in outlying villages, disabled people and people from minority ethnic communities.

Other Partners

4.24 Schools need to think about other local groups and individuals who may be able to provide advice or work in partnership with them. These could include:

• Early Years Development and Childcare Partnerships • Citizens Advice Bureaux • Youth Councils • Local community and voluntary groups and clubs • Police Forces • Youth Offending Teams

16 • Libraries, museums, galleries and other cultural organisations • Further Education colleges • Universities and other higher education institutions • Local health and social services • Community Councils • Playgroups • Tenants’ and residents’ associations • Church and other religious bodies • Careers Wales • Youth Councils and organisations • Voluntary Sector organisations • Action Teams for Jobs • Child Minders • Sports clubs and organisations • Environmental organisations • National Council-ELWa • The local Community Consortium for Education and Training

17 Section 5: Practicalities

5.1 The practical management of the school and its premises will need to be reviewed during the planning of new community activities and services. In order to offer additional activities and services, schools may need to develop:

• more flexible opening hours • new visitor and school security procedures • revisions to health and safety policies • multi-agency staffing arrangements. 5.2 Schools need to tackle adjustments in ways that are suitable for their particular circumstances.

5.3 It is sensible to identify and complete all necessary practical changes to the school before activities begin. For larger projects, schools may wish to work with their local authority or key local partnerships.

Staffing

5.4 For many activities, partners will be able to take the lead role in managing school-based provision, using their specialist staff and expertise. If activities are organised by other groups, for example through Transfer of Control Agreements, they are responsible for setting up appropriate staffing arrangements (see paragraphs 5.17-5.20).

5.5 Some existing school staff may also be able to offer support to particular areas of work. Additional roles can offer good opportunities for career development and flexible working hours. Specialist staff within schools, such as school sports co-ordinators and SEN co-ordinators may also be able to provide specialist knowledge and expertise for proposed initiatives.

5.6 Any new activities must not add to the existing workloads of school staff without their agreement. Involvement in additional activities must be balanced by the need to maintain a reasonable work life balance for school staff; and must take account of the National Agreement on Raising Standards and Tackling Workload.

5.7 Schools can make supplementary payments, or provide time off in lieu to school staff involved in additional activities. Alternatively, community activities can become part of a member of staff’s core work with the salary apportioned between the school’s delegated budget and its community budget (see section 6).

5.8 Additional staffing of activities need not always result in further costs for the school. Some activities can be supported by parent or community volunteers and incur minimal staffing costs. Schools may also be able to identify other ways to attract support from volunteers. These could include payment of expenses, opportunities to develop new skills, or rotas so that volunteers can be flexible about their time commitment.

18 5.9 Older school pupils can also be involved in supporting some types of activity. These roles can provide good opportunities for increasing their confidence and skills as well as giving the school community a stronger sense of ownership of programmes.

Contracts

5.10 Existing contractual obligations may need to be reviewed for staff who wish to become involved in extended school programmes. This should be done in conjunction with the body that employs that member of staff. This will usually be the LEA for staff who work at community and voluntary controlled schools or the governing body for staff who work at a foundation or voluntary aided school.

Complaints procedures

5.11 From September 2003, governing bodies are required to set up procedures for dealing with complaints relating to its activities and the facilities and services provided by the school; and to publicise the procedures to all users. These procedures need to cover community services.

5.12 The governing body will need to ensure that any third party providers offering activities and services on the school premises, or using school facilities have their own complaints procedures.

Charitable status

5.13 The governing bodies of foundation and voluntary schools are corporate bodies with charitable status.

5.14 There are a number of benefits to being a charity which can help schools support community activities and services. These can include tax concessions and exemptions, special treatment for VAT in some circumstances and the ability to raise funds from the public, grant-making trusts and business more easily than non-charitable bodies.

5.15 There are also some restrictions. Foundation and voluntary schools should contact the Charity Commission, the Inland Revenue and the Commissioner for Customs and Excise for publications and advice on their particular proposals for activities (see Section 8.2 for contact details).

5.16 In addition, such schools should check any trust deed under which they have been established to ensure that the proposed activity falls within their charitable purposes. In some circumstances, the governing body or the charity trustees may need to make a formal application to the National Assembly for the trust deed to be amended. This can be carried out under section 82 of the School Standards and Framework Act 1998 (as amended by the Education Act 2002).

Transfer of Control Agreements

5.17 Governing bodies can enter into Transfer of Control Agreements in order to share control of the school premises with another body, or transfer control to it. The other body, known as the ‘controlling body’, will control the occupation and use of the premises during the times specified in the agreement.

19 5.18 Transferring control of the premises to local community groups, sports associations and service providers can enable school facilities to be used without needing ongoing management or administrative time from school staff (see also paragraph 5.44 re: insurance).

5.19 The governing body must obtain the LEA’s consent before entering into a Transfer of Control Agreement that transfers control of the premises to another body during school hours.

5.20 Schools must also ensure there is no conflict between the use to which premises may be put under the Transfer of Control Agreement and any trust deed for the school. It is also good practice to include in the agreement arrangements under which the governing body can regain control of the premises.

Letting premises

5.21 It is possible for governing bodies, trustees or foundation bodies to let school premises that they own. The governing body must liaise with its LEA (see Section 19 of the Governors Guide to the Law and also Section 8.3 for contact details).

Data protection and confidentiality

5.22 Schools should consider whether offering extended services could give rise to issues relating to personal data or confidentiality.

5.23 Healthcare and social services providers on the school site may have confidential information on clients or need to carry out consultations in complete privacy. Schools should consult with specialist service providers to ensure that provision on the school premises meet their requirements.

5.24 Schools hold sensitive information about pupils and staff which must be handled carefully. Under the Data Protection Act 1998 certain information is exempt from disclosure and should not be shared with other service providers. This includes:

• material whose disclosure would be likely to cause serious harm to the physical or mental health or emotional state of the pupil or someone else; • information about whether a child is or has been subjected to or may be at risk of child abuse; • references about pupils supplied to potential employers, any national body concerned with student admissions, another school, an institution of further or higher education, or any other place of education or training; • information that may form part of a court report. 5.25 Guidance on the Data Protection Act and computer security in schools is available from: http://www.wales.gov.uk/subieducationtraining/content/ims/IMSHomepage(e).htm.

20 Training

5.26 It may be appropriate to provide training opportunities for staff and volunteers. Training can improve the quality of programmes and contribute to individual staff development.

Child protection

5.27 Some staff or volunteers may be recruited externally for community activities and services. Standard school staff vetting procedures with the Criminal Records Bureau will need to be carried out (see Section 8.5 for contact details).

5.28 Standard Disclosures are primarily for posts that involve working with children or vulnerable adults. Disclosures indicate whether information is held about an individual on any government department lists of those who are banned from working with children. Enhanced Disclosures are for posts involving a far greater degree of contact with children or vulnerable adults. In general the type of work will involve regularly caring for, supervising, training or being in sole charge of such people (see Section 8.5 for contact details).

5.29 Many extended school activities and services provide increased levels of access for adults to school premises. Where adults and children are jointly involved in activities, schools need to ensure that there are always adequate staffing arrangements in place, so that children are not left unsupervised with adult participants.

Community space & school capacity

5.30 LEAs can designate under-utilised parts of the school premises for community use and thereby exclude them from the calculation of the school’s capacity for admissions purposes. This can give schools the freedom to permanently change the use of surplus accommodation, and undertake appropriate modifications for the new purpose. When this happens the admission authority, which may be the LEA or the school, needs to review the standard admission number for the school and, where appropriate, publish a proposal to reduce the number to reflect the reduction in capacity of the school. The National Assembly must approve all such variations in standard numbers.

Planning

5.31 Schools will need to consider whether there are any land use planning implications resulting from their proposed community focused programmes.

5.32 Planning permission is normally required for material changes of use. What constitutes a material change of use varies according to individual circumstances. Governing bodies and foundation bodies should contact their local planning authority if they are proposing to change the use of school playing fields, and should obtain the advice of the local planning authority before any planning application is submitted.

21 Playing fields

5.33 Playing fields are defined as ‘land in the open air which is provided for the purposes of physical education or recreation’. Local authorities must consult the Sports Council for Wales about planning applications that affect school and other playing fields.

Health and safety

5.34 Management responsibility for the premises remains with the governing body of the school during and outside school hours.

5.35 When offering additional activities and services that may affect the health and safety of staff and others, new health and safety risk assessments should be carried out. The assessment should assess the likely risks to staff, pupils, visitors and users of the premises.

5.36 Schools should consider extending any smokefree policies to cover community use.

5.37 First aid arrangements may also need revision. Where schools permit others to use the premises, they should make those users aware of their health and safety duties, of any specific health and safety issues (e.g. hazards on the premises) and of first aid arrangements.

School security

5.38 Opening up the school for community use can improve site security and reduce vandalism. However, when setting up new activities, a review of school security should be carried out to identify any possible additional risks.

5.39 Where activities take place out of school hours, adjustments to the school’s existing opening hours and visitor control systems may be needed.

5.40 Security will be easier to manage if areas used for out of school hours and community activities can be separated from main school areas, and locked and secured separately. In some schools, all community facilities are accessed through one entrance and reception area and have their own services such as toilets.

5.41 Additional lighting may be required if areas are used outside daylight hours. Where extra lighting is used, consideration should be given to the impact on the school’s neighbours.

5.42 If a school is intending to offer extensive out-of hours activities and services, additional staff may need to be employed.

Fire safety

5.43 During the setting up of new activities, organisers need to ensure key fire safety procedures are followed:

• when only parts of the school are open for evening or weekend use, schools and organisers should make sure that the necessary escape routes are open

22 • fire exits should be clearly signposted • at least one of the organisers in each activity group needs to be aware of the fire drill and means of escape from the building • some community groups bring their own equipment to the school. Schools need to check it will be properly used, is compatible with school equipment and electrical services and complies with safety requirements • where public performances take place, existing regulations and procedures should be followed. Escape routes will need emergency lighting, and fire doors should be operational. Attendants may also be required in order to prevent overcrowding and keep gangways clear. They should be familiar with fire drill and escape routes Insurance

5.44 Opening up school premises after normal hours and for wider community use does not generally significantly affect the cost of property insurance. However, schools are advised to consult their LEA, or their insurance company, to discuss the activities and services they plan to offer.

5.45 Organisations, groups and providers that are not part of the school may be liable for any claims arising from their own activities, so schools should ensure that each group has its own public liability insurance. Groups and providers with national affiliations may be covered by the organisation’s overall insurance policy and, if so, would not need to take out individual insurance.

Disabled access

5.46 Under the Disability Discrimination Act 1995 (DDA), schools, LEAs and institutions providing post-16 education are under a duty not to treat disabled pupils or students less favourably than their peers. They are also required to make reasonable adjustments to ensure that those who are disabled are not put at a substantial disadvantage. From April 2004 this will include a duty on schools and LEAs to plan strategically to increase access for disabled pupils to school premises and to the curriculum.

5.47 Schools offering non-educational activities and services to the wider community are also covered by Part 3 of the DDA (access to good s and services). In practice, the duties that relate to pupils and members of the wider community are similar.

Maintenance

5.48 Maintenance costs and responsibilities arising from community use of the school should be agreed before additional activities and services commence.

5.49 As a rule, wear and tear and cleaning costs will need to be shared between community and school budgets, in proportion to use of facilities and equipment. Schools should take these costs into account when setting charges for external groups or for activities run by the school.

23 5.50 Evening, weekend and holiday use of school premises affects the times when school maintenance can be carried out. Schools will need to be flexible in the planning of routine repairs and take activities into account when scheduling larger maintenance projects.

5.51 Cleaning rotas are likely to be affected by community use of facilities, and steps should be taken to ensure that disruption to core school activities is kept to a minimum.

Buildings and facilities

5.52 Under the Occupiers Liability Acts 1957 and 1974, the governing body and other occupiers that have control over the premises may be liable for the state of the premises.

5.53 Schools should check that premises are safe for the purpose for which they are to be used and make clear that the premises should not be used for other purposes. Schools may wish to review the layout of a school site to see how suitable it is for community use. For some activities, facilities may need to be used by the community during normal school hours. Access should not involve going through areas restricted to school use, such as classrooms and staff areas.

5.54 This may mean that some schools will need to provide additional facilities such as toilets, changing rooms and refreshment facilities. Primary schools may also need to consider requirements for additional furniture and storage facilities.

Public entertainment and other licences

5.55 Some activities and services require licences. A school that offers the use of its premises as a venue for social events needs a licence if it plans to sell alcohol. If concerts or performances are planned, a public entertainment licence will be necessary. These will place conditions on number of people present, type and layout of seating, emergency lighting and marking of emergency exits.

5.56 The Licensing Act 2003 provides for a single, more streamlined licensing system for both entertainment and the sale of alcohol administered by local authorities. Schools will still need to obtain a licence for public performances but will not need to pay a fee unless they also intend to sell alcohol. They will be able to apply for a licence which will remain valid for a specified period or alternatively for temporary event licences. Permitted temporary activities will require notification to the licensing authority and the police.

5.57 Schools should consult their local authority about what licences may be needed, whether licensing conditions apply and how to apply for them. Discussions with the licensing authority and other interested bodies should begin early during planning, so that their requirements can be taken into consideration.

Bookings Policy

5.58 If a school is planning to offer the school as a venue for local groups on a commercial basis, governors may wish to consider a bookings policy. Some local authorities specifically exclude certain groups, such as more extreme political

24 parties from using school premises, and schools may wish to add further exclusions to reflect local circumstances.

Transport

5.59 If services are planned outside the normal school day or at weekends, schools need to consider how users might travel to and from the school premises safely. LEA transport provision for school children does not necessarily extend to additional activities such as out of hours learning. Schools should consult with their LEA on out of school hours transport provision.

5.60 Local authorities, bus operators and parents can work in partnership to develop School Travel Plans to cover increased pupil and community access.

Issues that should be looked at include:

• the impact of increased traffic on safety of pupils and the local community, especially in the evening • providing pupils’ bicycle racks and showers to family and community users so as to promote walking and cycling • timetabling activities and services to take advantage of existing transport arrangements, and ensuring where possible activities for children and their parents are arranged to allow both groups to participate at the same time. 5.61 Special considerations apply to transport arrangements for post-16 students. From academic year 2004/5 LEAs will be required to draw up plans for providing transport for students between 16 and 19 years of age. Schools will need to take account of these plans when making transport arrangements for these students.

25 Section 6: Financial Issues

Basic principles

6.1 There are several basic principles for financial management of community focused schools programmes. It is the responsibility of the governing body to ensure that:

• the school’s delegated budget share is not used for funding additional activities and services, except out of hours learning for pupils which is deemed as being for the purposes of the school • community use of school facilities is self-financing through alternative funding streams or charges to users • a separate account is operated for community activities and services, distinct from the accounts for the school’s delegated budget. The community activities budget can be used to cross-subsidise the school’s delegated budget, but the school’s delegated budget cannot be used to subsidise community activities. 6.2 Failure to fulfil these requirements could lead to the suspension of the governing body’s power to manage its delegated budget.

6.3 Under local authority schemes for financing schools, schools delegated budgets are subject to regular internal audit and the accounts are available for inspection by the LEA’s external auditor. Schools are also required to provide annual audit certificates and copies of accounts for voluntary and private funds they have and any trading organisations they control. The Audit Commission document ‘Keeping your Balances standards for financial management in schools’ (Oct 2000) provides guidance (see Section 8.6 for contact details).

6.4 For larger programmes, a business plan should be developed before setting up activities and services to ensure that costs can be fully covered.

6.5 LEAs are revising their school funding schemes to include a section on community activities. Schools should check with their LEA for any relevant provisions before embarking on such activity. Schemes will reflect the fact if a schools community activities are running at a deficit or seem likely to incur a loss, the responsibility rests solely with the governing body of the school. Such a situation would need to be discussed with the LEA and either a recovery plan put in place or activities closed down. Such a situation should not arise if the school has sound financial monitoring and control arrangments in place.

Sources of funding for community provision

6.6 Funding sources will depend on the local area and the types of services being offered. Schools need to ensure that there are adequate sources of funding before planning services in detail.

6.7 Schools that already offer community focused programmes see it as crucial to be innovative in looking for funding sources. They often combine several funding sources to provide broad programmes.

26 6.8 In most cases, funding will be linked to the development of a specific service or provision. National Council-ELWa and LEAs provide funding for adult education and continuing education. Early Years Development and Childcare Partnerships support the development of affordable childcare fo r children up to 14. The ContinYou "Trust Fundraising for Out of School Hours Learning" guide may be useful (see Section 8.3 for contact details).

Charging for facilities & services

6.9 There are some key principles to charging for additional activities and services:

• Pupils cannot be charged for education outside school hours if it is part of the National Curriculum, or part of a syllabus for a prescribed public examination, or part of religious education. • Pupils can be charged for any other education or non-education services outside school hours, but schools are encouraged to provide out of hours learning free to pupils. Additional charges can be made for the provision of materials, books, instruments, or other equipment. • Other children, their parents, adults, families, clubs and businesses can be charged for participation in community activities or services arranged by the school, as long as the governing body has drawn up a statement of general policy on charging. 6.10 The focus of community activities should be on those that directly benefit school pupils, families and staff and the local community, but some other activities and services may generate additional revenue for the school which can be used to finance further community initiatives, or to supplement the school’s delegated budget.

6.11 Governing bodies may prefer to ask parents or community members for contributions on a voluntary basis for some types of activity. Governing bodies should make it clear what the voluntary contributions will be used for and participants should not be treated differently if they are unwilling or unable to contribute.

6.12 Most schools already have a policy on fee structure for the hire of rooms or sports facilities by external users, which can be used as the starting point for developing a policy on charging for community activities. A clear statement of financial responsibilities should be included in community use agreements before shared use commences, so that users are aware of likely costs.

Costs

6.13 Many community activities will share facilities, equipment, and staff with the school. If resources are shared, even when additional costs are not incurred, all costs need to be fairly apportioned between the school’s delegated budget and its community services budget. The installation of separate energy and water meters can help accurate apportionment of costs between school and community use. It may also be necessary to use estimates to reflect the different levels of use by the school and community groups. The following costs need to be covered: 27 • heating and lighting • water costs (particularly for swimming pools) • equipment and materials • refreshments • staffing • cleaning • maintenance • wear and tear • programme management and administrative support. 6.14 In many schools, it will be possible to reduce running costs for users by setting up activities to take place in parallel, so that additional utility and staffing costs are shared between users.

Income generation and cross-subsidy

6.15 Some schools may wish to encourage activities and services that they consider a priority, but which might not be self-financing. Activities and services that generate income can be used to help support other programmes. Equally, charges can be subsidised for individual users of services who might be unable to pay to participate, but who could benefit significantly from the activity or service.

6.16 When funding received for some activities has already fully covered school costs, schools may also be able to schedule other community activities in adjacent space so that there are no additional heating and lighting resources associated with that use.

6.17 Where there is no cost to the school budget, schools have the discretion not to charge for activities and services.

6.18 Schools can also consider exchanging services with community users, for example by providing use of school facilities free of charge, in exchange for specialist tuition or resources to meet the educational needs of its pupils. This can be an opportunity to broaden the school curriculum, as well as providing a service to local people who otherwise might be unable to pay.

Capital investment

6.19 Some community activities and services may require modifications or additions to the school premises and facilities. In most cases, schools will need to identify alternative sources of funding, or ensure that the cost of capital investment can be covered by charges to users. New facilities may be appropriate for dual use, in which case capital investment costs can be shared between school and community sources of funding.

28 6.20 The Welsh Assembly Government makes school buildings improvement grant available for capital investment in school buildings. LEAs are able to propose works for use of their grant allocations within fairly broad criteria which are specified in regulations. It is for LEAs to decide which individual schools and projects should benefit in light of competing needs and local priorities.

Private Finance Initiative (PFI)

6.21 School premises provided under PFI arrangements cater for dual school and community use.

6.22 Under existing PFI contracts, the governing body retains responsibility for determining the use of their school premises outside school hours. The standard PFI contract makes clear that the order of priority for use of the school’s facilities outside school hours is firstly educational purposes, then community use and finally third party use. Third party use should not hinder community use.

6.23 PFI contracts require consultation and a limited notice period if any party wishes to change the contractual arrangements on use of facilities. Schools should work with PFI providers to identify how new services can be developed without affecting existing services.

6.24 Many PFI contracts include agreed charges for the school to use facilities outside core hours. Schools need to ensure that where this use relates to community services these charges are covered by charges to community users or by other sources of funding outside the school’s delegated budget.

Tax relief for businesses

6.25 There are a range of benefits for businesses that provide support to schools. These can include:

• tax relief for the cost of the employee’s salary or related expenses for staff lent to schools • not being liable for tax on equipment that they make, sell or use that is donated to educational establishments • tax relief on donations or small gifts to the school. 6.26 The local tax office can provide further information to schools. The tax office dealing with an individual business is able to provide advice on that business’s individual case. The nature of the relief available depends on whether the school is a charity.

VAT

6.27 Additional activities and services planned by schools for pupils, families and communities may not be exempt from VAT. The school may wish to consult the Customs and Excise National Advice Service (see Section 8.6 for contact details).

6.28 Voluntary aided schools have responsibility for their own capital investment. Offering additional activities and services may have implications for services that they have received as zero-rated for VAT.

29 Section 7: What are the key steps?

7.1 There are some key steps that schools may find helpful in developing community focused services:

• carry out a review • consult key groups • agree goals • identify and plan services • measure success. Carry out a review

7.2 A review of existing local provision will help to ensure that activities are focused on meeting local needs. It is also important to ensure that programmes link up with existing community strategies (managed by local authorities) and the work being undertaken by local Communities First Partnerships.

7.3 In many areas, schools will be able to use findings from existing research such as community consultations and audits. These are often available from local authorities, CCETs and partnerships such as Early Years Development and Childcare Partnerships.

Consult key groups

7.4 In every school and community there are key groups who need to be consulted about activities. They should be involved in the planning process to ensure that community focused school programmes are well organised and meet local needs.

Agree goals

7.5 Agreeing a vision with stakeholders on the future role of the school will help ensure that programmes meet local priorities and are developed on a sustainable basis.

7.6 Schools may find it useful to focus on achieving a few specific goals relating to issues of local concern such as improving pupil health, reducing crime or offering more support for working parents.

7.7 Creating a mission statement is one approach that can help enable governors, school staff, parents and partners to define and agree the school’s wider community vision.

Identify and plan services

7.8 The practical and financial management of the school and its premises should be reviewed when planning new activities and services. Adjustments may be necessary and schools should tackle them in ways that suit their circumstances.

30 7.9 Schools that already offer a wide range of activities are likely to be able to build on that. Initially, it may be appropriate for schools to set up services for groups already using their facilities, for example pupils and parents, or use the particular skills and expertise of partners.

7.10 The benefits of targeted services should be balanced against the importance of ensuring that programmes are inclusive. Where appropriate, all pupils, families or members of the community should have the opportunity to benefit from services, irrespective of disability, location or ethnic background.

Measure success

7.11 Schools need to consider at the beginning, what basic evidence they should gather to identify the impact of new activities and services.

7.12 Establishing a simple evaluation framework and gathering initial data will provide a baseline and make it easier to assess the impact of the new activities and services and to monitor issues requiring attention.

7.13 Before a programme begins, schools should consult with the partners for each activity and service to agree goals and discuss how to develop appropriate assessment measures.

31 Section 8: Useful Contacts

Section 1: Introduction

The Welsh Assembly Government Department for Training and Education website: www.learning.wales.gov.uk

The Education Act 2002 can be viewed at http://www.hmso.gov.uk/acts/acts2002/20020032.htm. A copy can also be obtained by writing to The Stationery Office Ltd, PO Box 29, Norwich NR3 1GN or telephone 0870 600 5522.

Section 2: Legal Background

Detailed information and guidance on governor and headteacher responsibilities can be obtained from National Assembly for Wales Circular 34/2000 Guidance on the School Government (Terms of Reference) (Wales) Regulations 2000. This can be found on the Welsh Assembly Government website at: http://www.wales.gov.uk/subieducationtraining/content/circulars/3400/content s_e.htm

A Guide to the Law for School Governors, for Community, Foundation, Voluntary Aided and Voluntary Controlled Schools is also available on the Welsh Assembly Government website at: http://www.learning.wales.gov.uk/scripts/fe/news_details.asp?NewsID=267

Information on charitable status can be obtained from the Charity Commission at www.charitycommission.gov.uk or by telephone on 0870 333 0123 and from the Inland Revenue at www.inlandrevenue.gov.uk/charities/index.htm

Information about the letting of school premises owned by governing bodies, trustees and foundation bodies of foundation and voluntary schools can be found at www.teachernet.gov.uk/schoolslandandproperty

Information on Data Protection in Education can be found at www.wales.gov.uk/subieducationtraining/contents/ims/dpapage(E).htm

More general information on Data Protection can be obtained from the Office of the Information Commissioner at www.dataprotection.gov.uk the Information Line on 01625 545 745 or in writing from Information Commissioner, Wycliffe House, Water Lane, Wilmslow, Cheshire SK9 5AF.

Section 3: Activities and Services

Childcare

Information on regulation and registration of childcare can be found at www.wales.gov.uk/subisocialpolicycarestandards/index.htm. For telephone information on registering childcare, contact the Care Standards Inspectorate for Wales (CSIW) helpline on 01443 834450.

32 The Childcare Action Plan can be accessed on the National Assembly for Wales website at www.wales.gov.uk/subichildren/content/childcareactionplan.pdf For copies of the Childcare Action Plan ring: 029 2082 6379 or e-mail: [email protected]

The National Minimum Standards for providers of care can be accessed on the National Assembly for Wales website at www.wales.gov.uk/subisocialpolicycarestandards/index.htm

LEAs can provide local Early Years Development Childcare Partne rships contact details.

General Information on EYDCPs can be found at www.learning.wales.gov.uk

The National Childminding Association (NCMA) is a national charity and membership organisation that speaks on behalf of registered childminders in England and Wales. More information is available at [email protected] or by telephoning 029 2034 2336. The address is 4 Cathedral Road, Cardiff CF11 9LJ.

National Day Nurseries Association is a national childcare charity, which promotes quality childcare and education for all children in the early years. Information is available at www.ndna.org.uk or by telephoning 0870 774 4244. Alternatively, write to National Day Nurseries Association Trustee for Wales, 106 Meliden Road, Prestatyn, Denbighshire, LL19 8RL, Tel 017 4585 6683.

Clybiau Plant Cymru Kids Clubs Limited has local representatives and networks offering specialist and guidance on setting up school age childcare (3-14 year olds). They can be contacted at Bridge House, Station Road, Llanishen, Cardiff, CF14 5UW, at [email protected] or by telephoning 029 2074 1000.

Wales Pre-School Playgroups Association has local representatives and networks offering specialist advice and guidance on English medium playgroups. It aims to enhance the development, care & education of pre-school children in Wales. They can be contacted at 40 Loudoun Square, Cardiff, CF10 5UZ, at [email protected] or by telephoning 029 2045 1242.

Mudiad Ysgolion Meithrin has local representative and networks offering specialist advice and guidance on Welsh medium playgroups. It aims to enhance the development, care and education of pre-school children in Wales. They can be contacted at 145 Albany Road, Cardiff, CF24 3NT, at [email protected] or by telephoning 029 2043 6800.

Play Wales has local representatives and networks offering specialist advice and guidance on children’s play in Wales. It aims to influence the policy, strategic planning and practice of all agencies and organisations that have an interest in children’s play. They can be contacted at Baltic House, Mount Stuart Square, Cardiff, CF10 5FH, at [email protected] or by telephoning 029 2048 6050.

Information about individual childcare services available in local areas throughout England, Wales and Scotland can be found at www.childcarelink.gov.uk. Each Early Years Development and Childcare Partnership (EYDCP) is also set ting up a Children’s Information Service in their area.

33 Lifelong learning

Schools wishing to become involved in lifelong learning initiatives should contact their local CCET who will put them in touch with the relevant planning and funding authority. They will also be able to put schools in touch with local Basic Skills Regional Co-ordinators. Contact details for CCETs can be obtained from the LEA.

General advice and support on lifelong learning is available from:

• Community Education Development Centre at www.cedc.org.uk or Tel: 02476 588440. • NIACE Dysgu Cymru at www.niace.org.uk/niacedc or Tel 029 20370900 or write to NIACE Dysgu Cymru, Ground Floor, 35 Cathedral Road, Cardiff CF11 9HB. The learndirect national learning advice line offers information and impartial advice on learning opportunities as well as information on career opportunities, funding and related issues such as childcare. The advice line can be contacted on 0800 100 900. The information and advice service is also available online at www.learndirect.co.uk

For general information on the funding and planning of basic skills provision, contact ELWa- National Council for Education and Training for Wales on 0845 608 8066 or at their web site www.elwa.org.uk

Information from Estyn is available from their website www.estyn.gov.uk or Tel:02920 446446 or by writing to Estyn, Anchor Court, Keen Road, Cardiff CF24 5JW.

Information on basic skills research and programmes can be found at www.basic- skills.co.uk. The Basic Skills Agency for Wales can be contacted at the Basic Skills Agency, Commonwealth House, 1-19 New Oxford Street, London WC1A 1NU, Tel: 0845 602 1654, e-mail: [email protected]. Information on progress on the Basic Skills Strategy and promotion campaign in Wales can be found at www.basic-skills-wales.org

The Basic Skills Agency also provides details on how to train as a Basic Skills teacher. For more information telephone 0207 4054 017 or write to The Basic Skills Agency (BSA), Commonwealth House, 1-19 New Oxford Street, London WC1A 1NU. Alternatively, contact your local Further Education College or LEA.

Good practice guides, publications and support on community education is available from the CEDC at www.cedc.org.uk or by telephone on 0247 658 8440.

Research on the benefits of family learning can be accessed on www.learningbenefits.net

Further information and resources can be found in the family learning section at www.campaign-for-learning.org.uk or by telephoning 020 7930 1111. The Head Office address is 19 Buckingham Street, London WC2N 6EF.

34 Further information on Action Teams for Jobs can be obtained from – Companies House, Crown Way, Maindy, Cardiff, CF14 3UW, by telephoning 029 2038 0436 or e-mailing [email protected]

Welsh

Further information on learning Welsh can be obtained from the Welsh for Adults Development Officer, NC-ELWa, Linden Court, The Orchards, Ty Glas Avenue, Llanishen, Cardiff CF4 5DZ or tel:029 2076 1861 or e-mail: [email protected].

The Welsh Language Board offers advice and resources to help service providers in Wales to give a choice of language to their customers. The website address is www.bwrdd-yr-iaith.org.uk

Health and social services

Information on local health services is available from local authorities, GPs or local Healthy Schools Co-ordinators.

Information about the Welsh Network of Healthy School Schemes is available at www.healthewales.org.uk

Guidance on Sex and Relationships Education in Schools (National Assembly for Wales Circular 11/02) was issued in July 2002 and can be accessed at www.wales.gov.uk/subieducationtraining/content/circulars/sre-e.pdf

Parentline Plus provides information and help to parents and ca rers, including a 24 hour helpline on 0808 800 2222 and a website at www.parentlineplus.org.uk

Cultural and sporting activities

The Arts Council of Wales distributes Welsh Assembly Government and Lottery funding and works to increase awareness and support for the arts across Wales. Further information can be found on www.artswales.org.uk or by telephoning 029 2037 6500. For general information or enquiries write to: Arts Council of Wales, 9 Museum Place, Cardiff, CF10 3NX or e-mail: [email protected].

Information about lottery funding, and where to apply, is available at www.lotterygoodcauses.org.uk or by telephone on 0845 275 000.

Awards for All is a Lottery grants programme aimed at local communities. Further information on Awards for All is available from www.awardsforall.org.uk. Application forms can be obtained by calling 0845 600 2040.

The Sports Council for Wales is the national organisation responsible for developing and promoting sport and recreation and is also responsible for distributing lottery funds to sport in Wales. Information on the Council’s activities can be obtained on www.sports-council-wales.co.uk or by contacting The Sports Council for Wales, Sophia Gardens, Cardiff, CF11 9SW.

35 The Youth Sport Trust website provides information for schools, teachers and Sports Development Officers at www.youthsporttrust.org. For more information telephone 01509 228 293 or write to Youth Sport Trust, Loughborough University, Loughborough, Leicestershire LE11 3TU.

Schools interested in providing dual use facilities should contact their local Leisure Services Department.

Information on the 16 pilot locations for Creative Partnerships can be found at www.creative-partnerships.com or by telephoning 020 7973 5133.

Information and practical advice is available from the Campaign for Learning at Museums and Galleries at www.clmg.org.uk. For general information or enquires telephone 01288 354 536 or write to Nicola Nuttall, Director, CLMG, The Old Ship, Fore Street, Stratton, Cornwall EX23 9DA.

More information on the National Foundation for Youth Music can be obtained from www.youthmusic.org.uk or by telephone on 020 7902 1060 and by post at National Foundation for Youth Music, 1 America Street, London SE1 0NE.

Learning through Landscapes is a charity committed to improving the design, management and use of school grounds. Further details on Learning through Landscapes can be found at www.ItI.org.uk or by telephone on 01962 846 258 or by post at LTL, 3rd Floor, Southside Offices, The Law Courts, Winchester SO23 9DL.

Advice on developing play areas can be provided by the Children’s Play Information Service, National Children’s Bureau, 8 Wakley Street, London EC1V 7QE. Email [email protected], website www.ncb.org.uk/library/cpis/index.htm and telephone 020 7843 6000.

Environmental Issues

Schools may wish to work with the following organisations on environmental activities:

Keep Wales Tidy can be contacted through the Eco Schools Officer, 33-35 Cathedral Road, Cardiff, CF11 9HB, website www.eco-schools.org.uk or telephone 029 2025 6767.

Groundwork can be contacted at the Wales Business Environment Centre, Main Avenue, Treforest Industrial Estate, Treforest, Pontypridd, CF37 5UR, website www.groundwork.org.uk or telephone 01443 844866.

The National Society for Clean Air can be contacted at their head office at 44 Grand Parade, Brighton, BN2 9QA, website www.nsca.org.uk or telephone 01273 878770. The Welsh Division contact e-mail address is brownag@caerphilly.gov.uk and telephone 01495 2353307.

36 Other Services for Children and Young People

More information on Young People’s Partnerships is available from the Youth Policy Team, Welsh Assembly Government, Cathays Park, Cardiff C F10 3NQ, Tel: 029 20801125, e-mail: [email protected]

Information, advice and guidance on careers is available from Careers Wales from their website www.careeerswales.com or telephone the learndirect freephone helpline: 0800 100 900.

The Wales Education Business Links Network promotes activities that prepare young people for adult and working life, such as Saturday clubs and mentoring programmes. The Network acts as a forum for the exchange of information and ideas across Wales. Further information is available by Tel: 01267 228400; e-mail: [email protected] or in writing from Wales Education Business Links Network, c/o Careers Wales West, Education Business Division, Pensarn, Carmarthen SA31 2BT.

Quality in Study Support offers consultancy and staff development to providers of out of school hours learning programmes, and also a three tiered accreditation scheme to recognise best practice in this field of work. Tel 020 7522 6300 for further information.

ContinYou (formerly Education Extra) provides advice, resources, information and support about out-of-school-hours learning. Further information can be found at their website www.educationextra.org.uk. Contact them by post at ContinYou, 17 Old Ford, London E2 9PL or telephone 020 8709 9900.

Urdd Gobaith Cymru can be contacted at Swyddfa’r Urdd, Ffordd Llanbadarn, Aberystwyth, Ceredigion, SY23 1EY, website www.urdd.org or telephone 01970 613100.

Other services for the community

The Communities Directorate of the Welsh Assembly Government provides information about the Assembly’s Communities First programme and its wider work to promote social inclusion in Wales. Information is available from the Communities Directorate, Welsh Assembly Government, Cathays Park, Cardiff CF10 3NQ, e-mail: [email protected] or website: www.wales.gov.uk/themessocialdeprivation/index.htm

The Communities First Support Network is made up of eight national voluntary sector organisations which provide Communities First Partnerships and others with a wide range of help and support. Further information can be obtained by Tel: 0800 587 8898, e-mail:[email protected] or visit the website: www.communitiesfirst.info

37 The Active Community Unit (ACU) helps support voluntary and community organisations. More information is available from Active Community Unit, telephone 0207 217 8400 or www.homeoffice.gov.uk. For general ACU enquiries you can telephone the Helpline on 020 7217 8400 or write to Home Office Customer Information Service, 7th Floor, 50 Queen Anne’s Gate, London SW1H 9AT.

The e-learning foundation was established to raise funds for the provision of information, learning, and communications technology for schools. More information is available at www.elearningfoundation.co.uk or by telephone on 01372 824 372 and by post at e-Learning Foundation, Dorset House, Regent Park, 297 Kingston Road, Leatherhead, Surrey KT22 7PL.

The Workers Education Association (WEA) is a provider of adult education. Courses are created and delivered in response to local need, in partnership with local community groups and organisations. Further information can be obtained from the Central Office, 7 Coopers Yard, Curran Road, Cardiff, CF10 5NB, from the website www.swaleswea.org.uk or www.harlech.ac.uk or telephone 029 2023 5277.

Disability Rights Commission is an independent body set up to help secure civil rights for disabled people. The address is DRC Helpline, Freepost MIDO 2164, Stratford upon Avon, CV37 9BR, website www.drc-gb-org or telephone number 08457 622633.

Cytûn (Churches together in Wales), St Helens Road Swansea, SA1 4AL, website address www.cytun.freeserve.co.uk.

Information on Community First Aid Serivces can be obtained from Roger Seddon, Co-ordinator, Community First Aid Services, Red Cross North Wales, Oxford Road, Llandudno, LL30 1DH. Telephone number 01492 877886, Fax number 01492 874605.

Section 4: Consultation and Planning

The Estyn website provides information on inspections and reports, advice and guidance www.estyn.gov.uk. For general enquiries write to Estyn, Anchor Court, Keen Road, Cardiff, CF24 5JW.

ELWa-National Council for Education and Training for Wales can be contacted on 0845 608 8066 or at their web site www.elwa.org.uk or in writing at Linden Court, The Orchards, Ilex Close, Llanishen, Cardiff CF14 5DZ.

Business in the Community has 700 member companies whose purpose is to inspire, challenge, engage and support business in continually improving their positive impact on society. It can support governing bodies, head teachers and champions of change. More information can be obtained from BITC, 4th Floor, Empire House, Mount Stuart Square, Cardiff, CF10 5FN, the website www.bitc.org.uk or telephone 029 2048 3348.

38 Section 5: Practicalities

A new satellite site from Learning Wales at www.learning.wales.gov.uk dedicated to teachers is due to launch in the Autumn term 2003. The site is intended to provide information and guidance for the profession at all stages throughout their careers, from initial teacher training through to headship. It aims to provide up to date information in a format that is both easily accessible and targeted at the needs of teachers and their continuing professional development. It is hoped that collecting all relevant information into a single point of access will contribute to a reduction in workload for the profession and enable assembly officials to provide a more efficient and effective service.

Guidance outlining pre-appointment checks for all staff working with children is available from the Welsh Assembly Government Training and Education website www.learning.wales.gov.uk and from the Criminal Records Bureau at www.crb.gov.uk. Information can also be obtained by writing to Customer Services, CRB, PO Box 110, Liverpool L3 6ZZ or telephone 0870 90 90 811.

General information on schools land and property can be obtained from www.teachernet.gov.uk/schoolslandandproperty

Information on Energy efficient design can be found on Energy Conservation and Solar Centre web site at www.ecsc.org.uk

Information on the Welsh Assembly Government’s Safe Routes to School Initiative can be obtained by telephoning 029 20 826502.

Further information for schools and local authorities on school travel plans can be found at http://www.localtransport.dft.gov.uk/schooltravel

Information on practical projects, advice and ideas to encourage sustainable travel can be obtained from Sustrans at www.saferoutestoschools.org.uk. Alternatively, information can be obtained by telephoning their Information Service on 0117 929 0888, or writing to Sustrans Head Office, 35 King Street, Bristol BS1 4DZ.

General information on health and safety responsibilities, management, reporting accidents, etc can be obtained from the Health and Safety Executive at www.hse.gov.uk or telephone 0870 154 5500.

First Aid for Schools: A Good Practice Guide is available from Welsh Assembly Government. Telephone Malcolm Hobbs on 029 2082 3546 or e-mail [email protected] or write to Schools Management Division, Welsh Assembly Government, Crown Building, Cathays Park, Cardif f CF10 3NQ to obtain a copy.

The Disability Rights Commission publishes information on the Disability Discrimination Act including the Code of Practice for Schools www.drc-gb.org. For more information write to DRC Helpline, Freepost MID 02164, Stratford-upon- Avon CV37 9HY or telephone on 08457 622 633.

39 Section 6: Financial Issues

More detailed information on how much to charge for activities and how staff can be remunerated for out-of-school-hours activities can be found in the Governor’s Guide to the Law at: http://www.learning.wales.gov.uk/scripts/fe/news_details.asp?NewsID=267

Further general information on VAT for schools is available at http://www.hmce.gov.uk. The Customs National Advice Service can also provide guidance on schools’ individual circumstances on telephone 0845 010 9000.

Audit Commission publications can be obtained from http://ww2.audit-commission.gov.uk/wales/el/publications.shtml

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