Heddon First School Consultation Document.

Introduction. We are aware that there has been no demand from parents for any change to the current organisation of schools within the Partnership of Schools. However, the Government’s demand that all schools become academies announced by the Chancellor during his Budget Statement had been signalled to all schools sometime ago. For this reason, discussions have been taking place for some months as to the best model that might be adopted. Ponteland High School has already stated that they intended to seek status. Given the number of small schools feeding students to the Middle and High School, it appeared to make sense that we should consider forming a Multi Academy Trust (MAT) and the economies of scale that this could potentially generate. It is essential that we adopt a model of education that will provide a better basis for moving forward for any academy group that may result. Governors of all schools within the Ponteland Partnership agreed to a Local Authority Consultation on this proposal to adopt a primary/secondary model but this does not signal our agreement other than a desire to look at the options open to the schools. As governors we wish to consider the evidence in favour of the retention of the current system or move to a primary/secondary model of education and the views of stakeholders and our families before making our response.

We are obviously aware that the proposed change to a primary/secondary model has generated some anxiety and concern on the part of families. The Government’s decision to force all schools to become academies and the diminishing financial support offered by the Local Authority requires that we consider the most efficient and effective use of the available resources to deliver the best possible educational outcomes for our students. We must consider what is in the best interests of the students currently at the school who may be affected by this proposal but also all those students who will come in future years.

The Local Authority has asked that we consult on specific aspects of the proposal and parents are asked to take this opportunity either by attending the drop in parents meeting at school between 6.30pm and 8pm on Tuesday 12th April 2016, public events scheduled for April 23rd and 28th and by completing the consultation form which can be accessed on the school website (www.heddon-school.co.uk) or the Local Authority website (www..gov.uk/schoolconsultations). Your views really do count and will be collated and considered by the Governing Body prior to any decision being made as to our response.

Marian Stromsoy

Chair of Governors.

1 Background.

As previously explained, the school has for some time been involved in an exploration of potential models of school restructure in order to secure the best possible educational outcomes for all children. This has included converting to an academy and joining other local schools to form a Multi-Academy Trust or MAT. Through further discussions with the other First Schools and the Local Authority an alternative model for change was explored which would involve the First Schools retaining those pupils in Years 5 and 6.

Current Models of School Organisation The current three-tier system operating in the Ponteland Partnership and across parts of Northumberland was introduced in following the Plowden Report. The Education Reform Act (1988) made changes to how the curriculum in England was structured dividing schooling into 4 distinct Key Stages as well as the Early Years Foundation Stage and 6th Form. The Key Stage structure is as follows:

Early Years Foundation Stage: Ages 0-5 (N1, N2 & Year R) Key Stage 1: Ages 5-7 (Years 1 and 2) Key Stage 2: Ages 7-11 (Years 3-6) Key Stage 3: Ages 11-14 (Years 7-9) Key Stage 4: Ages 14- 16 (Years 10 and 11) 6th Form: Ages 16-18 (Years 12 and 13)

Since the Education Reform Act (1988) the three-tier model of education has been increasingly replaced by a two-tier model consisting of Primary (Nursery-Year 6) and Secondary (Year 7-Year 13) schools over the whole country in order to align with the Key Stage structure and as a result, the majority of pupils are educated in schools organised in this way. There are now only a small number of Local Authorities, about 17 out of 150, where Middle Schools continue to operate in a substantial way.

Consultation on the proposal to move to a 3-11 primary model of school organisation

For the purposes of this Consultation we have asked that a brief paper setting out the key benefits and evidence for retention of the current system versus the proposed 3-11 Primary Model be prepared. This is not an exhaustive list and we are keen to hear parents’ views on these and others that they may wish to raise relevant to the Consultation. As Governors, we must look to ensuring the interests of our school are secured whilst at the same time acknowledging that we are a member of the wider education community

The School Organisation Regulations 2013 have given greater freedom to schools to make their own organisational changes. Following consideration of a Multi Academy Trust model within the Ponteland Partnership it became clear that a co-ordinated, unified approach to change across the area was needed to avoid a fragmented system of education, with overlapping admission ages, that would have led to confusion for parents, to the detriment of pupils and which threatened the financial viability of a number of the smaller schools.

2 During the Cabinet meeting on Wednesday 16 March Daljit Lally, Deputy Chief Executive, stated that Northumberland County Council had no preference for a particular model of school organisation but were “only interested in achieving the best outcomes (performance and attainment) for all children in all schools”. Ascertaining parental views is clearly important in informing Governors and Councillors who will determine the organisation of the schools for the future. Please consider the following:

Consultation Retention of the current three tier system Adoption of a primary/secondary model Themes (a) Educational 1. Attainment in Ponteland Partnership, while above 5. The ability to create a Key Stage 2 curriculum spanning all 4 years of outcomes national average, is only satisfactory when compared the Key Stage and continuity in assessment shows potential benefits with other local schools. Attainment at the expected as seen in the Cramlington primary schools which converted from level for the end of Key Stage 2 in Ponteland is the the three tier system. same as that for Hirst Park Middle School in Ashington 6. All but one of the primaries show greater attainment than the which has 60% free school meals and 30% Special Ponteland Partnership at the end of Key Stage 2 in the number of Educational needs and is behind that of other areas pupils reaching the expected level. such as Hexham, Ovingham and Morpeth. 7. Progress measures* (Overall value added measure) for all pupils in 2. Progress measures (value added from end Key Stage 1 the Cramlington Primary schools are higher than that for the pupils to end Key Stage 2) show performance for pupils in in Ponteland. Ponteland to be in bottom 40% of schools nationally at best and bottom 25% at worst. % achieving Level 4 or Overall value School above in Reading, added measure Writing & Maths 2015 (KS1 to 2) % achieving Level Overall value 2015 School 4 or above in added Reading, Writing measure (KS1 Beaconhill Primary 97% 100.8 & Maths 2015 to KS2) Cragside Primary 2015 98% 100.7 PCMS 88% 99.4 Eastlea Cramlington RCMS 86% 99.0 93% 101.6 Hexham Hareside Primary 96% 100.1 92% 100.1 Middle Ashington Northburn Primary 82% 99.8 Hirst Park 88% 100.3 Middle Shanklea Primary 89% 99.7

3. Numbers of pupils attaining the expected level at GCSE (5+ A*-C including English and Maths) is 64% which is 14% less than their peers in Hexham.

3 4. Progress measures* (end of Key Stage 2 to end of Key 8. The two tier Bede Academy secondary campus, Blyth, shows more Stage 4 value added) shows pupils in Ponteland are pupils attaining the expected level at GCSE and is improving year on within the top 40% of schools nationally. year. Progress of pupils is in the top 40% of schools nationally.

% 5+ A*-C inc Value Added School English & Maths (KS2 – KS4) 2015 2015 % 5+ A*-C inc Value Added School English & Maths (KS2 – KS4) Ponteland 67% 1004.3 2015 2015 High Ponteland 67% 1004.3 Hexham 78% 1030.4 High

Queen Bede Academy 66% 1034.2 Elizabeth

*Please see end of document for Value Added Measure tables. *Please see end of document for Value Added Measure tables.

(b) 1. Currently schools are not in control of everything they 2. Individual school accountability for pupil progress and attainment is Accountability are accountable for as no single school educates the key to a successful school system, and this must be transparent and pupils for the entire duration of either Key Stage 2 or fair. Key Stage 3. 3. ‘In 2016, a school’s progress will be measured from Key Stage 1 to Key Stage 2.’( Primary School Accountability in 2016 – January 2016, DfE) 4. Schools will be held to account using an assessment framework based on a primary-secondary model using national tests. 5. Individual schools would be held to account and have control over their pupils’ progress. 6. Primary schools will have full control of 7 years of primary schooling. 7. All schools in the partnership will be held accountable to national tests rather than internal data with no national comparisons. 8. Definitive end data for primary (Y6 national tests)

No need to retest at transfer points because starting points for children are known for certain. Therefore there is no ambiguity. (c) 1. Staff are experienced at delivering national test at ages 2. Consistency of assessment across the primary phase. Assessment 4 (Early Years Baseline), 7 (Key Stage 1), 11 (Key Stage 2) 3. Consistency of assessment across the secondary phase and 16 (GCSE).

4 (d) 1. First schools track progress from entry to nursery or 5. The new national emphasis is on progress measured from the end of Progress reception to the end of Year 4 with progress measures Key Stage 1 to the end of Key Stage 2. This will all be in one school. at the end of reception and end of Key Stage 1. 6. Primary schools track progress from entry to nursery or reception Progress at the end of Year 4 is through teacher with national progress measures at the end of reception, end of Key assessment with different schools using different Stage 1 and the end of Key Stage 2 and therefore have a greater assessment tools to help make the judgement since the understanding of the progress and needs of all pupils as they removal of National Curriculum levels. progress through school. 2. Middle schools track progress from on-entry to Year 5 7. There will be less grade inflation (perceived or real) as each school is (mid-point of Key Stage 2) to Year 8 (two thirds through accountable to national tests. Key Stage 3) with progress measures at the end of Key 8. No transition point from Year 4 to 5 and Year 8 to 9, therefore Stage 2. minimising the impact of transition and the potential dip in learning. 3. High school tracks progress from on entry to Year 9 to end of Key Stage 4 (GCSE). 4. Any proposed change will require a transition period which may affect the progress of some pupils. (e) 1. Middle schools have access to specialist teaching areas 2. Clear planned progression across all of Key Stage 2 (primary) and Curriculum (DT rooms and science labs), however, there is no Key Stage 3 (secondary) as set out in the National Curriculum 2014. continuity requirement for Key Stage 2 to use these areas for 3. An opportunity to plan and deliver a 4 year Key Stage 2 curriculum curriculum delivery. that is relevant, engaging and stretching for all. Potential benefit from the introduction of the national fair funding formula.

(f) 1. Middle schools could provide a large number of extra- 1. Primary Schools will be able to offer a co-ordinated programme of Extra- curricular activities per week. extra-curricular activities across our schools with the support of curricular 2. Middle schools provide field trips and visits abroad. external providers. This will be a key priority during the transition provision phase to primary. 2. Opportunities for field trips and visits abroad will continue. (g) 1. Middle schools have specialist PE teachers. 2. The primary schools will continue to work with the Schools Sports Sporting Partnership to provide specialist PE teaching and inter-school opportunities competitions. We will continue to develop links with local sports clubs and ensure that pupils have access to specialist teaching. (h) 1. Perception that transition at age 9 and age 13 is 2. Only one transition point at the end of Year 6. Transition appropriate for the stage of the pupils’ development 3. Transition is always unsettling and may result in a lag in learning for some children. Therefore reducing the number of transitions will be

5 a positive move. 4. Age 11 is the right time to make transition at the end of Key Stage 2 national tests, at the end of the primary phase of education. 5. This provides a clear and logical starting point for year 7, the start of Key Stage 3. 6. Transition data is based on externally validated data therefore there would be no ambiguity about pupil attainment. 7. A lot of time and effort is put into smoothing transition rather than ensuring that pupils’ commitment to learning is sustained and their progress enhanced in year 4. 8. ‘We estimate that up to two out of every five pupils fail to make expected progress during the year immediately following the change of schools.’( Impact of School Transitions - Galton et al 1999) 9. A perception that in a primary setting pupils are kept “younger” for longer as they do not mix with older pupils until age 11. 10. Children continue to receive education within a Church of England school for a further two years. (i) 1. Currently some congestion at beginning and end of the 2. Pupils educated in their local communities for longer. School school day and this may increase due to additional 3. Two years less of pupils being transported to school on buses with Transport pupils. older children. 4. Potentially management of buses accessing Ponteland schools will be easier as they will be coming to one site ( the secondary school) Opportunity for a co-ordinated traffic plan for Ponteland. (j) 1. Heddon First School only just maintained its current 2. Increased funding due to the addition of years 5 and 6 which Funding and effective staffing levels despite significant cuts in increases pupil numbers in schools. sustainability finance during the previous financial year. There is 3. More financial security due to the increase in school size. insufficient funding to provide adequate capacity to 4. Increased viability and sustainability of rural and semi-rural schools. support leadership and management.

(k) 1. OFSTED states all schools in the Ponteland Partnership 3. Primary – secondary model is more attractive to future applicants to Staffing have good or outstanding teachers. First schools have teach in our partnership therefore securing and retaining the best teachers skilled in teaching primary school age pupils staff for our pupils. and middle schools also have some specialist teachers 4. Appointment of staff to new posts in Years 5 and 6 will ensure that eg: in Maths and Science. appropriate subject knowledge and expertise is maintained to

6 2. Retention of the current staffing model across all ensure the best possible outcomes for pupils. schools maintaining continuity and stability. 5. Middle school teachers could be recruited for Years 5 and 6 in the primary schools or Years 7 and 8 in the secondary school with no loss of expertise. 6. Staff in first schools are primary trained and are qualified to teach across the full primary age range. Many are experienced primary teachers and have experience of teaching upper Key Stage 2. 7. Larger schools give greater career development opportunities to staff. 8. Succession planning is easier with a larger staff. 9. Nationally teacher training is organised on the primary- secondary model.

(l) 1. Heddon First School building is currently adequate but 2. Capital investment in new school buildings in the wider Ponteland Buildings there is limited funding to make improvements. Partnership is welcomed by all schools. 3. There will be a purpose built, state of the art secondary school with specialist sporting provision and other facilities which all pupils will benefit from. 4. A new primary school will be built in Ponteland. 5. The necessary facilities will be added to the new primary schools in line with DfE regulations.

(m) 1. Class sizes currently meet national requirements. 2. There are many examples of highly successful small primary schools Size Heddon First School is smaller than the average nationally. (Allendale Primary -100% L4+ 2015) national primary school which limits financial resources There is no national evidence to suggest that smaller primary available. schools are less successful – See DfE 2015 list of top 1000 performing Primary schools. (http://www.telegraph.co.uk/education/2016/03/14/primary-league-tables- 2015-top-1000-primary-schools/) 3. Increase in size would lead to more people accessing the village and potentially the services / businesses therein. (n) 1. Students will be in secondary school for 2 years before making GCSE Options choices so they would be more settled and have a wider experience of subjects ahead of options time. This will help them to make a

7 considered choice. 2. More time for advice and guidance on GCSE options within the same school. 3. Subject choices can be made at the end of Year 8 allowing for 3- year GCSE courses.

(o) 1. In light of the Government Budget statement this issue 2. In light of the Government Budget statement this issue will need to Academy will need to be revisited once the consultation process be revisited once the consultation process is complete and decisions is complete and decisions are made. are made. This is the right time to discuss organisation before any decisions are made regarding Academy status.

Value Added Profiles By looking at the tables below, you can see how the VA measure for a school compares nationally.

Progress from end of Key Stage 1 to end of Key Stage 2 Progress from end of Key Stage 2 to end of Key Stage 4.

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