EXECUTIVE DECISION RECORDING SYSTEM : REFERENCE NUMBER <>
CABINET 27TH OCTOBER 2008
BUILDING SCHOOLS FOR THE FUTURE: STRATEGY FOR CHANGE PART TWO
REPORT OF EXECUTIVE DIRECTOR CHILDREN YOUNG PEOPLE AND FAMILIES
1.0 PURPOSE OF REPORT
The purpose of this report is to seek approval of the draft Strategy for Change Part Two (SfC2) attached.
2.0 RECOMMENDATION(S)
2.1 To approve the Strategy for Change Part 2 and, specifically, to approve:
2.1.1 the proposed phasing for the Programme as outlined at Appendix L; 2.1.2 the financial assumptions at Section 6.2 and the Council contribution to the Programme, as set out in the Medium Term Financial Strategy 2009/10; 2.1.3 the Estate options, as set out in Section 14 of the Strategy for Change 2 report.
2.2 Cabinet are requested to exempt the report from call-in so that the Council can meet the Partnerships for Schools deadline for submission of 31st October 2008.
1. INTRODUCTION/BACKGROUND
1.1 The purpose of this report is to request the approval of the Strategy for Change Part Two (SfC2), for formal issue to the Department for Children, Schools and Families (DCSF) by Partnerships for Schools (PfS).
1.2 The SfC2 sets out, at a high level, the Local Authority’s plans for transforming secondary education in Oldham and requires submission by the end of October. The next stage of development will be the submission of an Outline Business Case (OBC), required by January 2009.
2. CURRENT POSITION
2.1 The BSF Programme is managed nationally on behalf of the Department for Children, Schools and Families (DCSF) by Partnerships for Schools (PfS), and is required to go through a series of stages. Significant progress has been made in developing and shaping the Programme locally, as set out below. 2.2 As Members will recall, Oldham submitted its Readiness to Deliver in October 2007, and its Strategy for Change Part One in January 2008, with further amendments submitted in June 2008.
2.3 Together with the SfC2 and consultation work, detailed options appraisal at the level of individual schools has commenced, which will result in feasibility studies and strategic briefs and costings for each school. These, supported by the SfC, will form the basis of the OBC, due to be submitted in January 2009. 2.4 The OBC is a critical document within the BSF Programme, which forms the basis of the procurement exercise, commencing in early 2009. This process will identify the private sector partner that will work with the Council to transform secondary education and deliver the BSF Programme.
2.5 In order for the OBC to be agreed by PfS, the Council will need to have made decisions relating to the full range of issues arising from the BSF Programme, including:
• the general direction of the Strategy for Change; • detailed proposals on re-organising mainstream and special education; • statutory consultation; • estate options; and • affordability.
In addition, the three academy feasibility projects will have to be completed.
2.6 The SfC2 document represents the Council’s current position in terms of its BSF proposals. The document has been appraised by PfS and meets the criteria for the Programme. This approval is essential to allow the Council to move to the next stage of the BSF process. Approval means that the SFC2 becomes the basis of the Outline Business Case.
2.7 The SfC2 document is the outcome of a significant amount of work involving key stakeholders, and consultation has been undertaken with those key stakeholders, including secondary headteachers, through the BSF workstreams, Project Board, Oldham Association of Secondary and Special School Headteachers. An earlier draft was presented to Overview and Scrutiny Committee on 24th September 2008.
3 OPTIONS/ALTERNATIVES 3.1 The BSF Programme is the only vehicle available for such significant capital investment in secondary schools, which will enable transformation on the scale planned. Given the level of investment, there are clear requirements placed upon the Council to demonstrate how we are going to accelerate and add value to the direction of travel already set by Government policy. Plans and proposals for delivering BSF therefore have to reflect the “transformation” which the Government aspires to achieving in modernising secondary education.
3.2 Effectively, the choice is between embracing the challenge of BSF or not. It is important to note, however, that not embracing BSF does not mean that the status quo can prevail. The Council continues to have a duty to make decisions about reorganising secondary education in response to a range of internal and external pressures. One option is to address the educational challenges of the Borough without BSF investment.
3.3 The other option is to work with the requirements of the BSF programme and access a significant capital investment in Oldham’s schools subject to the Authority meeting the criteria set by central government. These criteria include addressing condition and suitability of buildings, surplus places, and changes to drive up attainment and transform learning (which includes embracing changes of governance, innovation around ICT, personalised learning, 14-19 developments and integrated services). The current Strategy for Change contains the proposals for Oldham based on meeting these criteria, with an additional and very important commitment to addressing community cohesion within the wider plan.
4 PREFERRED OPTION
4.1 The preferred option is to approve the SfC2 which shows how the criteria for BSF can be applied to Oldham’s circumstances, with a view to accessing unprecedented investment in the transformation of secondary learning.
4.2 Approving the SfC2 means supporting the overall direction of change described in the Strategy, and to endorse the particular proposals contained within it, particularly in relation to:
• proposals around school closures; • proposals around changing forms of governance, including academies; • proposals for special educational needs (SEN) and specialist provision; and • proposals for post-16 provision.
5 CONSULTATION
5.1 The current consultation process was launched on September 17th, running through until the beginning of November. This process is being used to inform the public of the detailed proposals within the BSF Programme, as reflected in the SfC2, and seek their views.
6 FINANCIAL IMPLICATIONS
6. 1 The current financial models are based upon and affordability envelope of: £m PfS Capital Build Funding £196.4 Capital grant and PFI credits LA contribution £25.0 Borrowing PfS ICT investment £23.8 Capital grant £245.2m
6.2 The current projections for the scheme are based upon the following assumptions:
a) the build programme meets DCSF Building Bulletin 98 requirements; b) that the Academies programme will be contained within the funding provided by PfS; c) that the ICT capital costs are contained within the capital grant funding.
6.3 The Council’s Medium Term Financial Strategy 2009/10 includes a Council commitment to the BSF programme of £2.3m from 2009/10, to meet the ongoing borrowing costs associated with the programme (£1.5m) and £800k for the cost of implementation.
6.4 The Schools Forum have also made a commitment that the schools budget will earmark funding of £0.750k in 2009/10 rising to £1.9m by 2011/12 to fund the potential ongoing revenue costs for the PFI.
6.5 In summary the capital cost of the programme are £245.2m. The ongoing revenue costs being:
a. £1.5m for the borrowing costs associated with the Council’s commitment to invest £25m into the BSF programme. b. £1.9m funded from the Dedicated Schools Grant to fund the projected costs of the PFI unitary charge of the 2 new schools.
7 CORPORATE HUMAN RESOURCES COMMENTS
7.1 There are no immediate direct HR implications applicable to these recommendations, however any impact for Authority staff will be evaluated and will form part of the later stages including the Outline Business Case . The detailed proposals will lead to the transfer of staff under the TUPE regulations that will require full consultation with staff and trade unions. (GW)
8 LEGAL SERVICES’ COMMENTS
8.1 The submission of the SfC2 is the first formal stage of entry into the BSF process. It sets out the Council’s strategy for delivery of its educational vision through BSF. The Council will only be able to submit an OBC once it has approval for its Strategy for Change.
8.2. The PfS guidance on SfC2 advises that authorities should confirm in their SfC2 member commitment to, and acceptance of, the Local Educational Partnership, model of procurement and delivery of BSF. On September 1st 2008, Cabinet approved its commitment to this process.
8.2. Continuation with the BSF process will require a range of further executive decisions, including authorisation to submit the Outline Business Case, the outcome of consultation, school opening/closures, acquisition and disposal of land for academies, approval to submit planning applications and at various stages of the procurement process. These will be brought forward for decision at the relevant time. (SL)
9 TREASURER’S COMMENTS
9.1 The BSF programme will require regular review to ensure the financial assumptions are monitored and any risks highlighted to members during the course of the BSF programme.
9.2 The resources contained in the affordability envelope are dependent on the Council’s and Schools Forum commitment to invest priority funding in 2009/10. These commitments being subject to agreement of the schools budget at Schools Forum on 12th November 2008 and the Council’s budget at full Council on 10th December 2008.
9.3 The SfC2 procurement strategy is based upon the preferred PfS procurement process the Authority is committed to the adoption of PfS standard documentation.
9.4 SfC2 includes information which due to its commercial sensitivity will require exemption from publication. Appendix Q and R provides detailed information as to the control options for construction and financial matters. Due to the commercial sensitivity it is not possible to provide in the public domain but it is available for inspection by Cabinet Members. (TJB)
10 IT IMPLICATIONS
The vision for ICT is central to the programme as set out in Section 15 of the SfC2.
11 PROPERTY IMPLICATIONS
The vision for the secondary school estate is central to the programme as set out in Section 14 of the SfC2.
12 ENVIRONMENTAL AND HEALTH AND SAFETY IMPLICATIONS
The vision for the secondary school estate is central to the programme as set out in Section 14 of the SfC2.
13 COMMUNITY COHESION IMPLICATIONS (INCLUDING CRIME AND DISORDER IMPLICATIONS IN ACCORDANCE WITH SECTION 17 OF THE ACT)
The proposals, if implemented, will make a considerable contribution to community cohesion in the Borough. The new schools proposed are likely to be significantly more mixed than the predecessor schools, and the programme as a whole is a catalyst for renewing work and cohesion with young people, parents, schools and other stakeholders.
14 EQUALITY IMPACT ASSESSMENT
COMPLETED:- YES/NO.
This has not been completed at this stage as it is envisaged that it will be undertaken at the next phase of the BSF programme, when the Outline Business Case is submitted.
15 FORWARD PLAN REFERENCE
KEY DECISION:- YES
October to January 2008 Ref: CYPF—04-08
16 SUPPORTING PAPERS
Appendix Q and R can be viewed by Cabinet Members (para 9.4 refers) by contacting Alun Francis on Level 10, Civic Centre, West Street, Oldham - Tel: 0161 770 8720 during normal office hours. All other Appendices are available from Sharon Armstrong, Level 10, Civic Centre, West Street, Oldham – Tel 0161 770 8735 during normal office hours.
The following is a list of the background papers on which this report is based in accordance with the requirements of Section 100(1) of the Local Government Act 1972. It does not include documents which would disclose exempt or confidential information as defined by that Act.
Readiness to Deliver Strategy for Change Part 1 Partnerships for Schools Guidance on Strategy for Change Part 2
Any Person wishing to inspect copies of the above background papers should contact:-
Sharon Armstrong, 0161 770 8735
Signed Dated
Executive Director
Signed Dated
Cabinet Member
Signed Dated
Executive Director
Oldham Council
Building Schools for the Future (BSF) Strategy for Change (SfC) Part Two
Version 7.6 (with some abbreviations and acronyms) 16 October 2008
A Brighter Future for Oldham
Table of Contents
Appendices...... 2 Glossary of Acronyms...... 34 1. Where the LA is now in terms of educational outcomes, diversity of provision, fair access and choice...... 1 2. Added value from BSF investment to local educational outcomes ...... 4 3. Choice, diversity and access...... 6 4. Ensuring robust challenge to schools including strategies for early intervention in the case of underperforming of failing schools ...... 8 5. Personalised learning...... 10 6. 14-19 ...... 12 7. Integration of education and other services to support delivery of the ‘Every Child Matters’ agenda and other relevant corporate priorities ...... 15 8. Championing the needs of all pupils (including those with SEN) ...... 16 9. The LA’s change management strategy for achieving transformation through BSF...... 19 10. How will the LA harness the opportunity of BSF to drive down carbon emissions from schools and promote sustainable behaviours among pupils and their communities? ...... 19 11. The LAs procurement strategy...... 20 12. Assessment of the LA’s existing asset base (specific to the current wave of investment) and a 10-year pupil number projection...... 21 13. Prioritisation of BSF Investment...... 22 14. Estate Options...... 23 15. ICT Managed Service ...... 24 16. Affordability ...... 28 17. Consultation ...... 28 18. Managing the Process ...... 30
BSF Strategy for Change 2 1 23 September 2008 Version 7.2 Appendices A. Table One: Summary of school estate post BSF B. Key Performance Indicators C. Activities to support change management D. The Oldham Model for Academies and Proposed post 16 numbers E. Diplomas delivery to 2013 F. Guidance as to the resourcing requirements for SEN bases G. Guidance to schools in developing their schedule of accommodation for children with SEN H. School condition and suitability assessments I. Phased implementation plan for the ICT managed service /Onward strategy for development for the Outline Business Case /Current ICT contractual position /Intended scope of ICT in the Local Education Partnership J. British Educational Communication and Technology Agency (BECTA) Self Assessment K. Communication Strategy and Process and timescales for statutory consultation L. Project plan through to Financial Close M. Risk Register N. LA Change Management Strategy O. Proposed scope of services (exclusivity and additional) and partnering services; plans for soft market testing; approach to FM service delivery. P. Summary 10 year pupil place projection Q. Methodology, costs, risks, options appraisal, drawings, evidence of engagement with relevant statutory bodies (planning and highways, Sport England, Department for Children, Schools and Families (school playing fields)), Phasing plan R. Funding Allocation Model summary and Affordability S. Project team budget, resources, governance, structure, roles and responsibilities, including external advisers, Oldham BSF Organisation, Project Governance arrangements T. National Challenge School Action Plans U. Challenge, Support and Monitoring Policy V. School Prioritisation Data W. School Strategies for Change and Self Assessment X. Sports – to be provided Y. Extended Schools Z. Studio Schools AA. Underperforming Groups BB LSC Approval letter CC Project Board / Cabinet approvals DD Succession Planning leaflet
BSF Strategy for Change 2 2 23 September 2008 Version 7.2 1. Where the Local Authority (LA) is now in terms of educational outcomes, diversity of provision, fair access and choice
Context
1.1 The school population reflects not only the diversity of Oldham’s community but also its segregation in terms of ethnicity, prosperity and achievement. Oldham is the 42nd most deprived LA according to the Index of Multiple Deprivation (2007 average of scores). It includes 14 super-output areas which are amongst the 3% most deprived in England on the Income Deprivation Affecting Children Indices, including four within the 1% most deprived. There are 16 super-output areas within the 3% most deprived on the Education, Skills and Training Indices. Nine of the 16 secondary schools serving the Borough have a school deprivation indicator greater than the national average, while four have more than twice the national average. In nine schools the number of pupils eligible for free school meals is significantly greater than the national average, whilst in five it is well below. The percentage of pupils from ethnic minorities is well above the national average in five schools and well below in nine. These patterns reflect Oldham’s economic situation as a borough still making the transition from manufacturing to services within the context of restructuring within the city-region.
1.2 The segregation of schools was recognised as a major problem in relation to community cohesion in the 2006 Cantle Report, and the need to address this and support greater integration in secondary education is a priority for the Borough. Projected population trends reinforce the need for change. Oldham currently has a relatively young population of approximately 220,000 from various ethnic backgrounds in both rural and urban areas. The school population is forecast to level out until 2017. This decline masks a significant change in composition of the population with an increase in some communities within the ethnic minority population (currently 20.5% of the school population, rising to 33% in 2015) and a greater decline in the white population.
Diversity of provision, fair access and choice
1.3 Secondary education is currently comprises 11 community schools, two CofE, two RC, New Bridge Special School (co-located with Kaskenmoor) and the Pupil Referral Unit (PRU). North Chadderton School has Foundation Status and Hathershaw School has also made an application with Failsworth also giving it serious consideration. Consultation has taken place around closing five community schools and replacing them with three 11-16 academies, in turn sponsored by The Oasis Learning Trust, The Oldham College (TOC) and Edutrust. The Roman Catholic (RC) schools are also proposed for closure and amalgamation with new school site proposals currently under discussion. Initial discussions have been held with schools about the opportunities for improving self governance and diversity through trust and federation arrangements and an action plan for progressing this is set out in section 3.12.
1.4 The majority of schools are 11-16, with post-16 provision delivered through the Sixth Form College and Oldham College. Those which retain post-16 provision include the faith based schools and North Chadderton. Post- 16 staying-on rates are 79.8%, with the percentage of those Not in Education, Employment or Training (NEETs) being 4.9%. The LA recognises the need to expand post-16 places to raise the participation age to 18; these plans are set out in the 14-19 section below.
1.5 Current specialisms are set out in the school chart (Appendix A). Proposed specialisms for the new school/academies and a second specialism (Training) anticipated at The Blue Coat School are also in this chart. The current 14-19 cluster arrangements are strong and able to support the new Diplomas and future developments.
1.6 The equal preference scheme for admissions resulted in 81.8% of applicants being offered their highest preference and 94.4% being offered one of their preferences. There is, currently, a high degree of parental satisfaction around preferences. However, parental preference is often expressed in term of avoiding schools perceived to be unattractive, rather than in positive terms. Clearly, the onset of transformational change to secondary schools is intended to raise all aspirations and closely linked to the intention to maintain high levels of parental preference and the strategy for improving attainment.
1.7 There is an effective In Year Fair Access protocol in place ensuring that the most vulnerable children are speedily admitted to a placement appropriate to their individual needs. A Parent Choice Adviser works within the admissions section to provide support to parents in choosing and applying for schools.
1.8 There is one full spectrum special school, New Bridge. There is also a Pupil Referral Unit (PRU) for Key Stage 3 and 4 pupils. Currently, a large number of children with statements for Emotional, Social and Behavioural Difficulties are placed in the PRU. 2.2% of school aged children have statements. 0.66% of children are in the LA’s Special School, with 23 children attending out Borough special schools. In addition, the LA maintains a range of
BSF Strategy for Change 2 1 16 October 2008 Version 7.6 resourced provision, reflecting the strength of its commitment to inclusion, i.e. Hearing Impairment at Hathershaw School, Complex Communication at Counthill School and Physical Disability provision at Kaskenmoor School.
1.9 Extended services are being actively developed across the authority based on a community development model, where geographical clusters of schools develop local action plans in consultation with children, young people and families, and in collaboration with partners. This is proving to be very inclusive and consistent with the authority’s commitment to the ‘Every Child Matters’ agenda and the emerging model for locality working.
Performance and outcomes
Underperforming schools
1.10 No secondary schools are currently in any formal Ofsted categories but in 2007 7 out of the 15 schools were achieving below 30% 5A*-Cs, including English and Maths. The LA recognises this challenge and proposes to address this with a drive to transform learning and build on the improvements evident across secondary schools. The combination of government initiated BSF and academies programmes alongside the LA and schools partnership to personalise the curriculum and raise standards will address underperformance. Where necessary, schools are developing rigorous action plans through the National Challenge, setting out how they will address performance (Appendix EE). Such plans will embrace current and future actions to raise standards and help inform transition planning for the new schools to ensure learning continuity and progress for children and young people.
1.11 Schools’ overall leadership and management gives a strong indication that the BSF programme will be embraced with considerable drive, determination and success. Ofsted has rated 80% of schools’ leadership and management as good or better with two schools, Blue Coat School and The Radclyffe School, having outstanding leadership. Oldham has 8 National Leaders of Education as designated by the National College of School Leadership (NCSL). This is the highest number in any LA and includes one of only two Pupil Referral Units (PRUs) nationally. An additional strength is the Differentiated Challenge, Support and Monitoring (DCSM) Policy which provides the foundation for effective challenge to schools around performance, and a targeted model for early intervention. Former Category 2 Schools (The Radclyffe and North Chadderton) received relatively high levels of support and, as a consequence, demonstrated significant improvement following intervention.
1.12 A strong track record of partnership working to effect school improvement and performance, is well- illustrated by two schools working together to share curricular timetabling and expertise across subjects. As well as between schools, partnership strengths are reflected at all levels and sectors including FE and HE providers, LSC, the Primary Care Trust (PCT), NCSL, representatives of the RC and CofE Dioceses, Centre for Excellence in Leadership and Connexions through the work of Positive Steps Oldham (PSO). Oldham is a member of iNet which is part of the Specialist Schools and Academies Trust (SSAT). The strength of collaboration and partnership working was nationally acknowledged when Oldham became a 14-19 Pathfinder authority. The relationship with secondary heads is very strong, and include frequent collaboration on projects and secondment arrangements with headteachers working on projects and/or reviews as an important part of the School Improvement Service.
Standards
1.13 At KS3, standards of attainment have improved in English by 5% from 2006 to 69% compared to the national average of 74%, and recovered to the levels of 2005. In maths, the gap with the national average narrowed in 2006 but fell back against national in 2007 to 71% (national average 76%). Science continued an upward trend to 67% (compared with national average of 73%). Since 2005 results at KS3 have increased in line with national performance, but Oldham remains 5-6% points behind the national averages for the core subjects. Contextual Value Added (CVA) scores from KS2 to KS3 for 2007 were 99.6 compared to a national average of 100.
1.14 At KS4 the rate of improvement over the last four years has been significant, almost three times the national rate. The percentage of pupils achieving a Level 2 equivalent was 59.5% against the national average of 62% whilst 97.6% of KS4 students achieved at least one qualification (national average 98.9%). Contextual value added scores for KS2-4 were close to the national average at 999.6, with KS3 to KS4 Contextual Value Added being slightly better at 1004.9.
1.15 Overall post-16 progression rates and outcomes are very good and compare well with statistical neighbours, placing Oldham in the top quartile nationally. Nevertheless, specific areas of improvement have been identified:
• Increasing the proportion of Oldham young people entering HE - progression routes for post-16 for Asian young women, and outcomes for young people with learning disabilities, teenage parents and young offenders • Continuing to reduce numbers of those Not in Education, Employment or Training, depending on fluctuations in the economy and especially where there is a link to intergenerational worklessness.
BSF Strategy for Change 2 2 16 October 2008 Version 7.6 Underperforming subjects
1.16 Strengths in individual schools are based around their specialisms as well as different ranges of other subjects. The pattern of underperforming subjects is variable across the borough although the key underperformance issues are centred on functional English and maths and the performance of students in the core subjects at KS3 and KS4. Oldham is below national performance against all measures. Relatively low numbers of students make two levels progress in KS3 Maths compared with national statistics. In English, while the percentage of students moving 2 levels from Level 5 to 7 was above the national average, the weakest performance was from Level 3 to 5 (-5.3%) and in Maths; the worst performance was L4-6 and L5-7 (both –9%); a particular problem with students accessing Levels 6, 7 and 8.
Underperforming groups
1.17 Underperforming groups in Oldham vary from one school to another. In differing contexts, the groups include boys (white), girls, black minority ethnic (BME) groups, (particularly Pakistani and Bangladeshi) and looked after children (LAC). Work has already taken place to introduce support for intervention teams with a focus on tracking systems to identify underachieving students (with increasing emphasis on co-ordination between English and maths departments), and using free school meals (FSM) data to analyse discrete vulnerable groups.
1.18 The main characteristic in 2007 was the relatively poor performance of girls on free school meals with the biggest gaps to national statistics being for performance at L5+ English and maths combined (-9%), L5+ English (- 9%) and L5+ maths (-9%). In addition, the proportion of girls achieving the highest levels in KS3 compared to boys was low, with the biggest gaps to national statistics being for performance at L6+ English and maths combined (- 7%) and L6+ maths (-7%). Girls performance at KS4 against the 5A*-C inc English and maths measure was also worse than the boys. Girls’ performance at L6+ in Science is also worse than boys.
1.19 2007 KS3 data for black minority ethnic (BME) groups indicates that taken as a whole, all BME girls continue to outperform boys with the gap widening between BME pupils and white pupils, however Bangladeshi girls’ performance overall declined. Mixed dual heritage pupils narrowed the gap against white pupils and indicated an upward trend especially in English (boys and girls) and maths (boys)
1.20 Looked After Children, as a group, achieved results at 5A*-C close to national average. However, in 2006 nearly half (46%) of Looked After Children in Year 11 did not sit a GCSE Exam; this improved to 66% in 2007.
14-19 1.21 Collaborative arrangements have been in place for some time and were strengthened during the period of both ‘Excellence in Cities’ and 14-19 Pathfinder developments. Partnership working characterises the ‘Oldham way’ and strong relationships exist between the LA, the LSC, Connexions, PSO, 11-16 and 11-19 schools, post-16 and work based learning providers. Currently, 600 young people participate in Borough wide ‘collaborative provision’ involving two or more organisations.
1.22 The LA and the LSC have a strong record of partnership working, resulting in excellent outcomes for young people. For example, The Oldham College, Blue Coat CofE School and the Oldham Sixth Form College (OSFC) have all recently received Ofsted reports which judge them to be outstanding in every category and Access Lead Practitioners’ data shows that Oldham is one of the highest performing authorities in the country.
Special Educational Needs (SEN) and Inclusion 1.23 The percentage of secondary aged pupils with Additional Educational Needs (AEN) is 18.9%. the LA regards its provision around inclusion and special needs as a strength, both in terms of identifying children with complex needs at an early stage, and planning individual provision on a multi-agency basis. The latest figures indicate that 100% of statements were issued within the statutory timescales, excluding 2 statutory exceptions.
1.24 Secondary absence is at its lowest level ever and closing the gap on the national figures. Exclusions for secondary put the Authority in Bands A or B for all categories. The Pupil Referral Unit (PRU) is judged very effective by Ofsted, and there is a wide range of LA provision for integrated youth work. The Connexions Service is contracted to PSO, which also manages the Youth Offending Team and substance misuse service. The service has an outstanding track record of innovative and effective practice with excellent relationships with schools.
Information & Communications Technology (ICT) 1.25 The recent LA ICT Self Review (March 2008) indicates areas of strength such as collaborative working with schools and educational partners as well as identifying clear ways forward in the areas that are less strong: • knowing the quality of learning and teaching: • the impact of support for schools and subject leaders • the impact of the ICT professional development programme for LA staff BSF Strategy for Change 2 3 16 October 2008 Version 7.6 • knowing the impact of the overall strategy. A graphical representation of the output of that Self Review is shown in Appendix I.
1.26 Use of ICT within SEN is a strength across the authority, and a programme is underway to extend both this and the accessibility of ICT facilities. The BSF programme will clearly be able to build on strong ICT foundations for even greater access, innovation and personal learning. There is a clear strategy for data integration in support of ‘Every Child Matters’. Strategies to support access to online learning are well-developed and ICT is used effectively to support collaborative provision at 14-19. Oldham is well integrated into regional and national programmes of innovation through the City Learning Centre (CLC) which forms a very strong basis on which BSF innovative practice can be developed. The CLC’s agreements with the British Educational Communication and Technology Agency for 2008-9 include support for: • schools’ use of Learning Platforms to improve outcomes for learners • adoption of handheld technologies • personalisation of learning
Extended Schools
1.27 Eleven Secondary Schools have been awarded Healthy Schools Status, the same number have been awarded Artsmark while 6 have achieved Sportsmark. The provision of School and Community Sport for children and young people is very good. The effective delivery of the Sport Development Plan and the Oldham PE, School Sport and Club Links Strategy (PESSCL) has seen physical activity rise to a Borough wide average of 91% of pupils having 2 or more hours of PE within and beyond the curriculum. Community activity levels are also good with 88% participating one or more hours per week. Both these percentage figures put Oldham above the national average.
Current Key Performance Issues
1.28 The priorities for improvements in performance are: • closing the national attainment gaps in the core subjects at KS3. • closing the gap in attainment levels between the highest and lowest attaining schools. • increasing the proportion of pupils obtaining 5A*-C grades including English and maths. • reducing the variation in the performance of schools as measured by Contextual Value Added. • improving the overall performance of Pakistani and Bangladeshi heritage pupils, free school meals girls and Looked After Children.
2. Added value from BSF investment to local educational outcomes
2.1 There is a corporate commitment to BSF as bringing “regeneration through education” by recognising the critical link between attainment/learning and participation in the knowledge industries/service economies that is the strength of the Greater Manchester city region. BSF serves as a catalyst for a fundamental transformation of secondary education in the Borough, including the full range of formal and informal learning opportunities offered to young people and the wider community. This includes addressing design and condition issues, but also the way they operate and how the pattern of provision meets needs across the Borough, enabling key priorities for improvement to be addressed as set out below. To this end Oldham has set out a package of Key Performance Indicators to monitor progress and achievement of the following priorities. Appendix B sets out these Key Performance Indicators, showing how they link to these priorities and how they will be measured. It is not yet possible to set targets and timescales for all these Key Performance Indicators, as they will be dependent on those set out in the schools' Strategies for Change, and these are not yet finalised. However, all schools' Strategies for Change will be developed throughout the Outline Business Case stage, so that when the LA submits its Outline Business Case it will be able to provide agreed targets and timescales for all the Key Performance Indicators. The following priorities reflect the aims of the LA’s BSF programme to deliver education transformation through:
2.1.1 Improving choice, diversity and access by: • removing surplus places whilst also addressing the need to create more de-segregated schools as part of Oldham’s community cohesion strategy • embracing the driver of BSF to carry forward changes in school governance as part of the wider strategy for improvement, including replacing the five closing schools with 3 Academies (supported by Oasis, Edutrust, and Oldham College) and supporting schools with other changes of governance, including trusts, foundations, and federations • ensuring fair access to high quality schools for all parts of the community, whilst meeting the needs of individual learners and their families within a diversity of provision • creating high attaining schools of the appropriate size in the right locations to meet the needs of local and Borough-wide communities
BSF Strategy for Change 2 4 16 October 2008 Version 7.6 • creating de-segregated schools, welcoming to all pupils, of whatever faith or social background, and sensitive to their individual needs • establishing an educational trust attached to the family of secondary schools, with the aim of extending the benefits of new Academy innovations and partnerships across the sector, and to developing the regional and sub-regional role of the LA to forge stronger public and private partnerships designed to support school improvement, learning and innovation.
2.1.2 Addressing underperformance by: • using the delivery of new school environments to inspire students, staff, governors, parents and other stakeholders to deliver 21st Century learning that transforms opportunities for students and communities. • delivering a secondary system where all schools exceed national targets (by 2015). • ensuring the current gaps in performance between all groups are reduced. • improving attendance rates and reducing the number of days lost by exclusions. • raising aspirations among all sections of the community, particularly those underachieving. . 2.1.3 Personalising learning by: • utilising evidence-based practice to ensure teaching and learning methodologies deliver the highest outcomes and meet the needs of all learners • providing every individual with a rich range of opportunities for informal learning, sport, leisure and social education and personalised support • providing environments that enable the delivery of a more personalised model of learning and service delivery that meet the needs of all learners and their learning styles, thus ensuring better outcomes for all young people • fully harnessing the potential of modern Information and Communications Technology (ICT) to deliver this transformation of formal and informal learning across the Borough, within the school and across the wider community.
2.1.4 Improving 14-19 provision by: • delivering the full 14-19 entitlement to all students, giving every individual the opportunity to progress successfully to employment, training, further and higher education as appropriate • exploring options for enhanced collaboration, focusing on post-16 partnerships, and the development of links between schools and between schools and the two FE colleges in the Borough • providing a focal point for partnership work, innovation and enterprise among the whole secondary learning sector, Further Education (FE) and Higher Education (HE) sectors, and other public and private partners in transforming learning.
2.1.5 Improved Special Educational Needs (SEN) and inclusion by: • improving practice and facilities in mainstream schools to ensure the needs of greater numbers of pupils are met within that environment • developing a continuum of provision to meet the needs of groups of learners with additional needs. • improving provision for behaviour support
2.1.6 Better integration of children’s services and extended school provision by: • ensuring secondary schools play a leading role in the Council’s approach in delivering community cohesion across the Borough, through the delivery of excellent services in neighbourhoods and communities and through supporting the full development of services around all the LA’s secondary schools and as focal points for health, social and educational/learning services • working with regeneration partners to deliver and expand the wider strategy of programmes designed to develop prosperity and economic vibrancy within the Borough, linked to the wider city region • driving forward collaborative working across schools and other providers with particular reference to planning, funding and service delivery including provision of specialist learning programmes, integrated children’s services, health, sport, culture and leisure opportunities. • BSF as a driver to join up funding streams to increase the efficiency and effectiveness of service delivery
2.2 BSF will act as a catalyst for schools reviewing and developing their policy and practice, especially as they develop their individual Strategies for Change (SfCs) in light of the LA’s Strategy for Change, and are helped in this through visioning conferences and visits to establishments with innovative design and practice. School staff will be supported in developing and implementing these innovative changes through robust change management activities (see Appendix C) enabling them to deliver their individual school Strategies for Change and to be informed partners in the BSF design process. All such changes in policies and practice will be enhanced through the improved facilities and ICT provided through BSF.
BSF Strategy for Change 2 5 16 October 2008 Version 7.6 3. Choice, diversity and access
3.1 The aim of the programme is to provide all parents and pupils with an enhanced range of positive choices of good and attractive schools, preferably but not exclusively, within their local neighbourhood. This will be achieved through delivering a more diverse secondary estate, characterised by varied governance arrangements and ethos, and greater autonomy and powers of innovation for individual schools, and a redefined role for the LA, which will build upon its strength as a community leader, commissioner of places, and enabler of partnerships, to support the ongoing improvement in outcomes and attainment and further develop community cohesion..
3.2 The strategy is based on a detailed analysis of the current position in terms of projected school places, and the pattern of school attendance in relation to residence (linked to deprivation) and ethnicity.
3.3 Within the equal preference system of admissions and geographical priority area guidelines, all parents and pupils have a choice of attending any secondary school, subject to places being available and admissions criteria being met. It is likely, with the announcement of the proposed route of the new Metrolink tram through the town centre of Oldham, that options for mobility across the Borough will be enhanced. However, it is assumed that the intake for Saddleworth School will continue largely unchanged, which is largely an outcome of the geography of the area. The following school re-organisation proposals are intended to enhance the range of local choices for parents in all parts of the Borough. It is proposed that:
• Breeze Hill and Counthill Schools, with a current combined intake of approximately 1700 pupils, close to be replaced by a new 1500 place 11-16 Academy at Orb Mill. If so, an alternative choice for pupils currently attending Counthill School would be to seek a place at Royton and Crompton, or the new Academy proposed for the Our Lady’s site in Royton. • the two CofE schools each increase their admissions numbers (so increasing places at Blue Coat by 110 and places at Crompton House by 75), but with the intention that there is a change to their admissions criteria such that local children of other faiths and no faith are given priority for admission in respect of a small proportion of the places at each of these two Church of England (CE) schools (this proportion is still subject to discussion and decision). • places at Hathershaw are expanded by one form of entry. • the Grange school closes, to be replaced by a 1200 place 11-16 Academy in Royton. This proposal is intended to address the almost exclusively Bangladeshi nature of the intake at Grange, by relocating the school in a predominantly “white” area a mile further away. It is envisaged that, if the majority of Grange pupils were to move to the new Academy (700), a further 500 places would be taken up by families local to the new school site. Parents of current Grange School pupils would be able to express a preference for this new Academy, North Chadderton or the new Radclyffe school nearby. • the two RC schools each currently with 900 11-16 places (the 11-19 Our Lady’s (serving pupils predominantly from the north of Oldham) and the 11-16 St Augustine’s (with a much more varied community, including approximately 37% of Muslim heritage pupils) close, to be replaced by a new 11-19 RC school (1500 11-16 places and 130 post 16 places) on a new site. This will provide a foundation for driving up attainment, and supporting integration. The intention is to support this integration with non- Catholic learners through enhanced opportunities for collaboration around the 14-19 curriculum and post 16 delivery with the two town centre-based FE colleges. • Parents in the north of Oldham, who do not wish to send their children to this new RC school, will have enhanced choice in terms of the increased places at Blue Coat and Crompton House, the new Royton based Academy, or Royton and Crompton school. Parents in the south, who do not wish to choose the new RC school, will have enhanced choice in terms of the increased places at Hathershaw School or the new Academy proposed for Brook Mill. • Kaskenmoor and South Chadderton close, to be replaced by a 1500 place 11-16 Academy at Brook Mill. Parents will also be able to apply for places at Failsworth and Radclyffe, which are in close proximity. In addition, for parents of Muslim pupils at St Augustine’s, who do not wish to apply for places at the new RC school, this Academy at Brook Mill will offer a new school in the nearby locality. Alternative choices are Hathershaw, Failsworth and Radclyffe.
3.4 Other proposals include changes at: • Hathershaw School, which is already a successfully mixed school in terms of ethnicity and is currently exploring the possibility of Trust Status (this will involve becoming a foundation school) and the possibility of becoming an all-through 4-16 institution. • North Chadderton, where a reduction of 1FE is proposed, which would be effected by changes in their admissions arrangements
3.5 An intended outcome of the re-location of secondary schools is that they will in the future be characterised by a more diverse intake. This is a major step forward in the aspiration to arrive at greater diversity across all BSF Strategy for Change 2 6 16 October 2008 Version 7.6 schools in Oldham. This is an issue that is central to intentions around community cohesion and an important building block in socio-economic integration as well as the continual drive to increase the achievements and opportunities for all children and young people.
3.6 The physical re-organisation of schools is complemented within the proposals by the introduction of a more diverse estate in terms of governance, ethos and specialism. The centrepiece of this modernisation programme is the proposed three Academies to replace five community schools. Sponsors are Oasis Community Learning, The Oldham College, and Edutrust. Although they would operate as three independent, autonomous and innovative new schools, the proposal is that they will:
• be established simultaneously as part of a radical strategy for transforming secondary learning • operate LA admissions policies which mirror those of the Local Authority • not select on the basis of aptitude for specialism. • offer a range of specialisms • bring with them new partnerships and approaches, making each school distinct in terms of ethos.
Each sponsor is committed to working closely with parents and pupils to ensure that they understand the uniqueness of the new schools.
3.7 The Academies are only a part of the wider transformation of the choice and diversity in the secondary estate. The LA wants to support schools in developing new forms of governance as a means of: • enhancing schools’ self-governance • encouraging innovation • fulfilling the LA’s role as commissioner of school places and community leader • supporting schools with improving pupils’ achievement • bringing in external partners or sponsors to support school improvement.
3.8 The many benefits of trust arrangements are recognised by schools and the LA, in particular that the external partners can support school improvement on a sustainable basis by, for example, offering additional knowledge and expertise that can support schools’ leadership and management, by enhancing curriculum and extra-curricular opportunities and work experience for pupils. The LA recognises that, in its role as community leader, it can play a significant role in supporting new public and private sector partnerships. It is actively promoting, through the BSF programme, new relationships with regional and sub-regional partners, including HE partners such as the University of Manchester and sub-regional learning and economic projects such as Manchester Knowledge Capital. A number of schools have worked with Creative Partnerships and have submitted bids for arts-based specialist support which is designed to improve attainment through engagement with the arts community.
3.9 The LA has already given detailed briefings on new opportunities for school governance to all the Borough’s secondary schools as part of its Succession Planning Conference. Subsequent to this conference, North Chadderton has acquired Foundation Status, while Hathershaw School has made an application to engage in the feasibility of developing Trust Status. Failsworth School is exploring the feasibility of Trust Status. Should these different proposals be successful, all schools achieving less than 30% 5A*-Cs, including English and maths, will have been actively supported in improving their self-governance arrangements and in engaging external partners and sponsors to support their leadership and school improvement.
3.10 The LA has an action plan for supporting the remaining schools in consideration of trust and collaboration/federation arrangements. This includes the LA engaging with potential external partners so as to encourage their partnership with schools and the potential for formalising this through the creation of trusts. It is expected that Stage 1 of this process will be completed by December 2008, subject to relevant governing bodies deciding they wish to pursue consultation on Trust Status. This stage will include: • holding discussions at governing body meetings on changing status and benefits of Trust Status. • contacting potential partners and discussing proposals, including how to work with them and what is hoped to be achieved through the trust arrangements. • preparing vision and outcomes document setting out how the trust will raise standards. • developing a timeline for proceeding to Trust Status. • completing the Memorandum of Understanding (MoU) and Articles and sign MoU with partners.
3.11 The school chart (Appendix A) sets out how schools will offer a diversity of school specialisms, along with intended second specialism for the schools. Each school will also offer the full range of extended services and enhanced provision within the Borough will offer a wider degree of post-16 options to learners.
3.12 Partnership with parents is very important to the development of Oldham’s aspirations. Extensive consultation regarding the pattern of provision in the future has already taken place as described in Section 18. BSF Strategy for Change 2 7 16 October 2008 Version 7.6 Support will be given to all schools as they develop their individual proposals to ensure that the voice of pupils, parents and communities is reflected in provision. There is also a commitment to new partnerships across the secondary sector and with the primary schools. These will be developed in partnership with the LA and community groups, and could involve collaborations and federations. The LA’s wider aspiration is, through BSF, to place education at the centre of the regeneration plans for Oldham, linking this to the ongoing development of the Greater Manchester city region and the drive to cement Oldham's place within this. This requires a strong leadership role from the LA. As part of this, the LA is considering the establishment of an Educational Trust attached to the family of secondary schools. The aim of the Trust would be to: • share the innovations developed by the new Academies. • extend the benefits from the new partnerships developed across the sector. • forge stronger public and private partnerships to support school improvement, learning and innovation. • develop the regional and sub-regional role of the LA.
4. Ensuring robust challenge to schools including strategies for early intervention in the case of underperforming of failing schools
Underperforming Schools
4.1 In 2007 there were seven schools (South Chadderton, Kaskenmoor, Breeze Hill, Counthill, St Augustine’s, Failsworth and Grange) falling below the benchmark of 5A*-C (inc English and Maths) and unvalidated data for 2008 shows there are now five (Counthill, Breeze Hill, Grange, St Augustines and Hathershaw)
4.2 To address underperformance and the issue of falling rolls, the LA proposes to close seven schools and open three new Academies and bring together the two RC schools on one site. For the other two schools that have been below the benchmark (Hathershaw and Failsworth), the Council is working in partnership with them on active consideration of trust and collaboration/federation arrangements as a means to securing rapid and sustained improvements. In addition, the LA is, as part of the Greater Manchester Challenge, working closely with the Challenge advisers to develop an action plan for each school at or below floor targets to ensure all schools achieve at least 30% A*-C. (inc. English and maths). These are attached as Appendix T.
4.3 The well established Differentiated Challenge, Support and Monitoring Policy (Appendix U) provides the foundation for effective challenge to schools around performance and a model for early intervention that has been commended both by Ofsted and by the National Strategies. The LA uses a wide range of data to analyse individual school performance, including: • a data sharing protocol so that all schools can share each other’s data. • establishing an open and robust approach to data across the LA. • a Leadership Incentive Grant (LIG) data group that has worked effectively with a LA data officer as part of the work of the Leading Edge Partnerships in Oldham. • benefiting from ‘e-room’ integrated data in the national data set supplied through the National Strategies. • using hard data through Fischer Family Trust Data (FFTD), RAISEonline and the Jesson model through the Specialist Schools and Academies Trust (SSAT). • some schools being part of the Raising Achievement Transforming Learning project through the Specialist Schools and Academies Trust. • using soft data through the vast network of intelligence gleaned through partnership working, supported self evaluation, the work of the School Improvement Partners (SIPs) and the secondary team of school improvement professionals and Headteachers seconded to work with the LA on key issues such as 14-19 development and succession planning.
4.4 Officers use hard and soft data to reach a judgment about categorising schools within the DCSM policy. Of only two categories the second of which, Category 2 schools, receive additional and personalised support.
4.5 Categorisation triggers include issues of attainment, achievement, attendance etc, and have been recently amended to include those schools affected by school closure, federation, amalgamation, BSF or the Primary Capital Programme (PCP). All seven schools affected by closure are in Category 2 and therefore receive additional support. They are all identified within the Greater Manchester Challenge (GMC) as Keys to Success Schools and, in addition to the LA -based Strategic Improvement Partner, also have access to a Challenge Adviser.
4.6 All Category 2 schools have a School Improvement Partnership Board which is chaired by a Service Director and includes the Head, Chair of Governors, the Head of School Improvement, the National Strategy Manager, the School Improvement Partner, the Challenge Adviser and representatives from various services within the LA according to need. The role of the Partnership Board is to focus the support and challenge on the needs of current learners and staff, as well as future learners and staff. The challenge is two-way – LA to school, school to
BSF Strategy for Change 2 8 16 October 2008 Version 7.6 LA. A menu of opportunities actively identify bespoke solutions to help secure school improvement and manage the change process.
4.7 Each secondary school in Oldham has an additional LA support plan which sets out intended outcomes and priorities, schools actions, LA support, timescale, progress, monitoring and evaluation.
Underperforming Subjects
4.8 All schools use robust data to set targets and track progress of young people. There is a well established Leadership Incentive Grant (LIG) data group in the borough which has been involved in innovative work with Specialist Schools and Academies Trust. Schools have used their specialism to tackle underperformance with shared use of ASTs and two borough-wide training days which brought together all staff in Oldham ;led by their peers and tailored to their needs. The question level data analysis project (QLD) has now been run for three consecutive years and has seen improvements at both KS2 and KS3 as a result. There are three Leading Edge Partnerships in the borough which are having a strong impact in maths and the arts, and this bodes well for continuation through intended BSF developments. Through the English KS3 project strong and weak departments are closely linked together. This team’s brief is being expanded to include maths. There has been active involvement with QCA co-development work, effectively showcasing Oldham’s innovative practice on the national platform. Through the Greater Manchester Challenge it is expected that there will be greater access to more good practice on which to build and draw upon from across the whole conurbation.
4.9 Through BSF, the opportunity to further develop schools’ specific areas of expertise will be enhanced, for instance drawing upon the use of better ICT hardware and software to aid personalisation and the specific needs of underperforming groups of students. Furthermore, the commitment to transforming learning across the authority provides the opportunity to build on the successful networking practices currently evident between professionals in schools and across and beyond the authority.
Underperforming Groups 4.10 The LA uses a wide range of data to identify underperforming groups. There is much variation from school to school and the cultural/socio economic groupings do not always reflect national benchmarks. For example, there is much deprivation in the Borough and many children have the considerable challenge of English as an additional language and a number of them have additional educational needs. To that end, there is close work with schools, the Specialist Schools and Academies Trust, FFT and NCSL to closely interrogate the data to identify underperforming groups and then to use appropriate interventions bespoke to the school. In addition, Looked After Children, Additional Educational Needs and Education Other Than At School (EOTAS) students are individually tracked and discussed with schools on an individual basis. The optimism and opportunity of the BSF programme to raise the performance of underperforming groups is well-illustrated by a statement in Hathershaw’s view of 14-19 develoments under BSF by referring to the possibility of a “bespoke pathway catering for some of the most disaffected students, providing access to a range of alternative provision and qualifications delivered through partner providers.” Where behaviour and attendance are barriers to better performance for some, the authority’s schools have strong and effective expertise to call upon. For example, the Radclyffe School was recently praised by HMI for the work of its Behaviour and Education Support Team (BEST).
4.11 While the authority is now pursuing strategies to raise the performance of girls, work has recently been carried out to raise white boys’ underachievement. For example, at Hathershaw School an intervention in Year 11 (Raising Aspirations and Attainment) has proved to be a comprehensive intervention programme that engages boys who have a history of very poor attendance by involving their parents, A group of dedicated teachers have contributed to some ‘quick wins’ to stimulate further study. This well evaluated programme has delivered remarkable results and such practice is now available to be applied in other areas, thus providing the continuity of successful intervention that will be important through the BSF programme.
4.12 Through a more personalised curriculum, better meeting needs and raising aspirations, there will be a reduction in the number of pupils ‘underperforming’. Mobile technologies, the Learning Platform and other aspects of the ICT Strategy will support further personalisation and connections between formal and informal learning, particularly around extended school provision. As illustrated by the Crompton House Strategy for Change “…students and their parents will be able to access curriculum and assessment frameworks on-line from home 24 hours a day.” Operated through the authority, this process will assist in personalising students’ learning and the delivery of an individualised curriculum where students can learn at a time, place and pace that suits them. Leading edge ICT will be targeted towards a personalised approach to reduce underperformance, according to context and drawing upon the considerable expertise currently available in schools and within the LA. Using those schools recognised nationally as models of good practice, e.g. the Radclyffe, will ensure each child is appropriately tracked, supported and challenged. The BSF programme will further help to improve transition to post-16 education through better developed links with The Oldham College and The Oldham Sixth Form College.
BSF Strategy for Change 2 9 16 October 2008 Version 7.6 4.13 Improving performance of all vulnerable groups will be achieved by continuing and extending the robust LA practices for agreeing priorities with individual schools and for targeting support. School self-evaluation documentation, alongside Ofsted reports, school reviews and data from RAISEonline and the individual dataset is scrutinised by the LA and the School Improvement Partners. Analysis results, including question level analysis and highly targeted support, are part of an agreement with all schools about priorities for development. This provides the focus for discussion about support programmes. Where groups of underperforming students are identified, bespoke and personalised support programmes are devised. Support is provided in a co-ordinated way through LA consultants and partners (including The Greater Manchester Challenge and The National Strategies). Additional support is provided by School Improvement Partner s and through the Greater Manchester Challenge for the most challenged schools. All support is documented and the impact tracked and formally evaluated with schools.
4.14 New ideas for different ways to combat underperformance groups will be stimulated through the BSF programme. For example, by having better facilities for small group work/counselling and/or other agencies to support these students and their families. Improved facilities should enable parents’ rooms to be sited where parents can be helped in understanding/supporting their children's learning and in raising their aspirations. Improved facilities for extended school activities and homework clubs should stimulate increased opportunities for young people to excel in different subjects / interests. Such opportunities to raise students’ confidence and esteem will, in many cases, make an enormous difference to performance and ensure all students achieve some success. For some whose attendance is a problem, the additional facilities should offer the scope that may be necessary for young people to re-engage with learning in more personalised, even sensitive ways, as necessary.
4.15 In general, the LA’s schools have much to build upon and to embrace the opportunities provided by the BSF programme. School have a range of strategies in place to target particular groups of students who underperform. New environments provided by BSF will help to create more options to such strategies, as indicated by the statement in the North Chadderton Strategy for Change: “using the improved learning environment and pedagogical practice to provide a range of more flexible and varied approaches eg small group work; 1:1 tuition; master classes; appropriately equipped areas for personal and supported study.” Other, specific additional strategies to address underperforming groups are attached as Appendix AA.
5. Personalised learning
5.1 Oldham believes in ‘learner-led learning within a framework of standards’. Students need to be engaged in developing an increasing responsibility for their own learning, but supported by rigorous processes to ensure successful outcomes for all. The LA is already engaged with its schools and partners to explore and define the concept of personalised learning. Through the additional opportunities afforded by BSF, this dialogue will be further expanded to ensure that, post-BSF, schools will deliver a more personalised offer through an increasingly co- designed curriculum and learning methodologies, supported by: • school buildings and ICT infrastructure to support new ways of working. • inter and intra-school organisation models to better meet the needs of all learners. • staffing models and capabilities to deliver the appropriate support to learners.
5.2 Learners should be active and curious: able to create their own hypotheses, ask their own questions, coach each other, set goals for themselves, monitor their progress and experiment with ideas for taking risks. Sufficient time will be given for learners’ reflection (2020 Vision – Christine Gilbert, Ofsted). However, to achieve this it is recognised that learners require a carefully constructed curriculum. The development of personal, emotional and social skills and attributes necessary to enable students to work more independently on personal learning programmes will be the responsibility of all teachers and carefully planned into all learning opportunities. A strong focus on students’ knowing ‘how to learn’, supported by rigorous assessments, will be shared with the learner.
5.3 Schools will be supported in developing a curriculum that supports ‘stage not age’ determined patterns of learning, allowing students to progress at the rate appropriate to their needs. This will be supported by stronger links with FE and HE institutions, particularly through the virtual learning environment, Collaborative 14-19 arrangements (Section 6.12) will enable all students to access the full range of diplomas and learning pathways.
5.4 Oldham recognises that young people are increasingly sophisticated consumers of goods and services, and to ensure engagement and higher standards students will have real choice in selecting both courses and styles of learning that are of interest and appropriate to them. Varied learning experiences accessed in a range of ways that fully utilise new technologies. Students of all abilities will be given greater flexibility over learning at their own pace, providing clear ‘pathways’ through the system whilst retaining a core entitlement. Through BSF, young people will have access to a range of extended schools services and out of school activities (see Section 7) to enrich and enhance the pattern of learning within the Borough, thereby increasing engagement and attainment.
BSF Strategy for Change 2 10 16 October 2008 Version 7.6 5.5 The curriculum will be structured to reflect the need to make connections in learning and will promote personalised learning, taking account of varying pupil needs and interests, adopting thematic approaches where appropriate. Students will have increasing opportunities to work both independently and collaboratively.
5.6 Parents’ role as co-educators of their children and the need to keep them informed of decisions about their children’s learning is recognised. Parents will have increased and equitable access to knowledge and information about school systems and structures, contacts and the curriculum. They will be provided with information about their child’s progress and performance, including attendance; through technology, real time reporting is possible, accessible remotely and at any time. Oldham will promote a family learning culture and create opportunities for parents and carers to contribute and learn alongside their children in order to better understand the learning their child is experiencing. This opportunity for family learning will also tackle adult numeracy and literacy development.
5.7 Schools will facilitate joint enquiries, learning online and promote other opportunities for family and collaborative learning. Schools will be supported in recognising parents and carers differing education experiences and making their procedures inclusive, specifically with reference to ethnicity, socio economic groups and disability, and will develop with parents and carers a mutual understanding of, and respect for, each other’s roles.
5.8 To facilitate changes in curriculum design, pedagogy and the delivery of services, schools will be supported in understanding the linkages between spaces and activity and work with them to develop spaces that are sufficiently flexible and appropriate for large groups, classes, small groups and for individual learning assessment and review. Building designs will emphasise the importance of the individual, ensuring a welcome to learners, their families and community, and provide spaces to meet all their needs.
5.9 Oldham will have a single Learning Platform that will provide individuals with opportunities to, for example, access lesson plans, future lessons, assignments and levelled assessments. Modern ICT infrastructure will enable learners to take part in self and peer-assessment within learning communities at any time and anywhere. Assessment frameworks will be transparent and accessible to the learner and other professionals. The Learning Platform will interface with management and information systems of all the learning providers and provide a mechanism for reporting for the benefit of the learner and for accountability.
5.10 New technologies will be used creatively to develop and demonstrate learning and reflect the experiences that students bring in the use of technology to allow them to learn at a time, in a place and at a pace that is personal to them. The technology will safely allow students to form new and different learning relationships with a range of professionals and with other learners, enabling collaboration between students, staff and parents (locally, nationally and internationally) and will include both access to “Industry Standard” facilities across a range of learning and measures to reduce the amount of pupil movement between learning spaces within schools.
5.11 Video conferencing and other communication technologies will enable all learning partners to engage in and offer opportunities for students to work together in ways that would not previously have been available.
5.12 The LA will work with schools to research the pattern of the learning day and year to better meet students’ needs. Timetable systems will give consideration to creating larger blocks of learning to give students enough time to engage in a wide range of activities. Some will be able to adopt accelerated pathways through their learning, whilst others may take more time to consolidate their learning is aspects of the curriculum. Timetables will reflect the need for a greater range of pathways at KS3 to build the foundations for more independent learning in KS4. Fully resourced learning communities will be created, offering extensive on site provision to limit unnecessary movement.
5.13 Innovative approaches will be rooted in research and will promote “successful learners, responsible citizens and confident individuals.” The current case study programme and involvement of the research community within it will inform innovation which will result in an improvement in standards and will address the challenges for Oldham, including community cohesion. Schools will have effective relationships with higher education to develop innovative practice and root it in robust evaluation. All professionals will be knowledgeable in how students learn and skilled in developing their learning. A profession will be developed that understands about learning, not just about teaching.
5.14 The LA will continue to offer opportunities for collaborative working to develop the curriculum and associated pedagogy. This will include continuation and expansion of co-development networks, an associated case study and research programme led by the City Learning Centre, teaching, learning and curriculum development meetings, conferences and borough-wide learning experiences. We will continue to capitalise on the links between the Secondary Curriculum Review, BSF and the Harnessing Technology strategy to inform and support our vision for learning. Schools will be encouraged to develop individual change strategies in line with these common principles, placing increased emphasis on ‘stage not age’ and considering implications for vulnerable groups (including Looked After Children, Gifted & Talented, SEN and Minority Ethnic Achievement (MEA)) while maintaining community cohesion as a priority.
BSF Strategy for Change 2 11 16 October 2008 Version 7.6 6. 14-19
6.1 The strategic development of 14-19 reforms and delivery of the learner entitlement is via the 14-19 Education Plan. The 14-19 Strategic Partnership (comprising senior leaders from the LSC, Schools, Colleges, Connexions, Work Based Learning providers, University Centre Oldham, Higher Education, employers and third sector partners) ensures that strategy delivery is effectively planned, co-ordinated and monitored. A number of task- and-finish groups report directly to this forum. This partnership is also closely aligned to the Oldham Local Learning Partnership (OLLP) and membership of both groups is closely linked to enable strategic overview of the children’s and adults’ agendas.
6.2 The LA, working in conjunction with the LSC and post-16 providers, has initiated a comprehensive annual strategic analysis of post-16 provision to establish the range and breadth of provision, quality of provision and Value for Money. This needs analysis has helped to inform the priorities as set out in both the Children and Young People’s Plan (CYPP) and 14-19 Education Plan, so ensuring effective post-16 provision that enables: • all pupils to access the full 14-19 offer, including the new diplomas as they come on stream • the raising of the participation age to 18 (as well as reducing those Not in Education, Employment or Training (NEETs))
Oldham’s approach to post-16 provision for Academies and other 11-16 schools is innovative and designed to increase participation, drive up achievement, increase the choice and opportunity for the prospective students and, in the longer term, tackle worklessness and those Not in Education, Employment or Training.. In working up the BSF proposals, the LA wished to retain a model of post-16 provision based on schools focussing on 11-16 education and the FE sector delivering the majority of post-16. There are exceptions to this, in the form of the two CofE schools (Blue Coat and Crompton House), Our Lady’s RC School and North Chadderton, all of which are 11-19. The proposal is that the new Roman Catholic (RC) school created from the amalgamation of Our Lady’s (11-19) and St Augustines (11-16) will be 11-19, and that the number of post 16 places will be 130 (currently 128 post places at Our Lady’s).The new commissioning arrangements will drive the ongoing development of this post-16 provision, collaboration between these schools and other post-16 providers, and ensure high quality of provision and improved standards.
6.3 All other schools are 11-16 and the LA wants the new Academies also to be 11-16. The rationale for this was set out in a paper, “The Oldham Model for Academies”, which was submitted to the OSC (Appendix D) and reflected in the Strategy for Change Part 1. The Oldham College is the sponsor for the Academy proposed to replace Breeze Hill and Counthill. This is in recognition of the pressing issues at these two schools around transition and those Not in Education, Employment or Training, and the challenge of integrating these two schools’ very different communities (The Oldham College has an exceptional track record in relation to inclusion and cohesion). The Oldham Sixth Form College will be a co-sponsor of this Academy and of the 2 other Academy proposals – one led by Oasis (to replace Kaskenmoor and South Chadderton Schools) and the other by Edutrust (to replace a reconfigured and relocated Grange). At the centre of the colleges’ contribution will be a focussed commitment to addressing core issues around underperformance pre- and post-16 and managing more effective transitions. The Colleges will aim to ensure that achievement post-16 is 3% above national benchmarks.
6.4 Oldham’s Expression of Interest (EOI) to the Department for Children, Schools and Families in July 2008 for a stand-alone Studio School to open after 2010 is based on a leisure business incorporating playing fields (and sports hall) and 5-a- side pitches (Appendix Z). While subject to a feasibility study, the impact of the Studio School will be to provide additional access to specialist provision for students according to their specific leaning needs. The Football Association has indicated interest in being the lead partner and funding the development of new 5-a-side pitches which would then be self-funding. The Studio School would be for 300 students on a new site and would cater for a wide ability range with an expectation to reduce the number of those Not in Education, Employment or Training and raise overall participation rates and standards at 14-19.
6.5 The proposed post-16 numbers are set out in Appendix F. The projections are based on current figures in school sixth form and projections of the size of the predicted cohort for each Academy. The Studio School estimates are based on a school of 300 pupils, across 4 year groups starting in Year 10. The vast majority of 16-18 year-olds in post-16 learning attend the Oldham Sixth Form College (2,195) and The Oldham College. The two colleges are each proposing an expansion in existing places. For The Oldham College an additional 190 places are proposed as part of their capital expansion. For The Oldham Sixth Form College an additional 100 places are included as part of their Regional Science Centre and associated proposals. It is not expected that the number of spaces required at existing schools’ sixth forms will expand as part of BSF proposals. Should the numbers on roll at school sixth forms expand in the future (dependent on the commissioning arrangements) they will do so on the basis of collaborative curriculum delivery across the 14-19 partnership.
6.6 In estimating the increase of learners as a consequence of the raising of the compulsory age of education to 18 by 2013, it is calculated that the current Not in Education, Employment or Training cohort, comprising 419 pupils, BSF Strategy for Change 2 12 16 October 2008 Version 7.6 will result in a demand for an additional 300 places per year group in post-16 learning from 2013. This is based on the assumption that work-based learning and employment will be the preferred pathways for a significant part of the NEET cohort. Increased demand will require the expanded capacity in the FE sector, the development of the Regional Science Centre and capital redevelopment of The Oldham College, and the proposed arrangements at the Academies, i.e the model anticipates that demand will be met by expanded FE and BSF provision, plus additional places through the Studio School proposal.
6.7 The bulk of post-16 provision for Academies and other 11-16 schools will therefore be provided by The Oldham Sixth Form College and The Oldham College. The Oldham College is already involved in the National Foundation Learning Tier Pilot. The College is developing further pathways and opportunities that enable successful progression from entry and pre-entry levels. The college will work closely with the academies in supporting some of their post 16 students to be based at the 11-16 academies for their post 16 provision. . 6.8 Details of how the post-16 offer will be delivered, and its practical elements, are subject to further feasibility work. This will include developing the arrangements for ‘ownership’ of students and funding following the students. This will also apply to the relatively small number of students on roll at the FE colleges, but attending lessons in the school environment. The rationale for registration by the colleges though, is that this maps the preferred pathway for the student and is a recognition of the aspiration to move into post-16 learning. However, because education received by this cohort will be delivered through a shared arrangement, initially using school premises, it is proposed that a partnership arrangement be developed to reflect the fact that the school will be providing the additional accommodation and pastoral support and the college the main part of the teaching and learning package.
6.9 Schools and colleges collaborate in a range of ways around sharing the costs of teaching and accommodation, both in relation to close pre-16 working and to the small cohort of students likely to remain at school post-16. It is envisaged that the development of these models will need to be undertaken in close conjunction with the changing commissioning arrangements for post-16 learning. The timescales for this coincide with the opening of the Academies (September 2010).
6.10 The LA, FE College and Connexions will work closely to offer a wide range of initiatives to increase opportunities for young people and offer targeted interventions to support participation, transition and progression and to reduce those Not in Education, Employment or Training. This effective partnership working is being developed further through targeting of Aimhigher funding on the same basis. The Junior University Project and the Young Professionals Initiative designed to raise aspirations through mentoring and other interventions to a targeted cohort are examples of Oldham’s innovation in both pooling resources and commissioning activity. These have been nationally recognised as models of good practice and there is a commitment to continuing and expanding these schemes across the Greater Manchester Challenge area.
6.11 The LA will ensure delivery of the learner entitlement by building on the LA’s successful record of partnership working with the LSC and local providers. It is this close partnership working which has led to the emergence of a coherent and well developed area plan for delivery of diplomas and the wider options, enrichment and learner entitlement. All partners have outlined their commitment and their plans for delivering the diplomas up to 2013 (see Appendix G). There is a strategic and measured approach towards the implementation of the learner entitlement in order to provide high quality, targeted, innovative, collaborative provision. This will impact on participation and retention rates across the LA as well as raise standards of attainment at all levels.
6.12 The Oldham Partnership has submitted to both Gateway processes thus far and was successful in both. Approval was given for delivery of the Creative and Media diploma and Construction and the Built Environment diploma from September 2008, with Engineering coming on line in 2009 and the Business, Administration and Finance, and Society, Health and Development diplomas from 2010 (Appendix E). Partners have agreed when the application will be made through the Gateway for each further diploma line and learner entitlement. This will only be with small numbers of learners until 2013 Agreement on the structure for leadership of each line of learner has been reached and the overall lead, level 1/2 lead and level 3 leads have been designated. All schools and colleges, including some due to close as part of the BSF proposals, have a leadership role; consortia are in the process of being established for all future diploma lines. Partners have agreed to work in one of three clusters and most have agreed to align timetables to facilitate delivery of a 3 day core and 2 day option timetable. In those schools that have not adopted this timetable, the small number of students who wish to access this curriculum choice will be supported to do so. In this way all schools support the learner entitlement across the whole borough.
6.13 Leads for each Diploma line were determined on the basis of their specialist status for schools or COVE status for colleges, experience and expertise in delivering that line of learning and the aspirations of partners. For example: • Creative and Media involves a Media Arts Specialist and Performing Arts Specialist schools. The College has COVE status in Media. It also involves Kaskenmoor, one of the schools due to close.
BSF Strategy for Change 2 13 16 October 2008 Version 7.6 • Business, Administration and Finance is led by the Specialist Business and Enterprise School and the College, who have COVE status in Financial Services. • the Sports Diploma is to be led by the two schools with Specialism in Sport and they have been asked by the Youth Sports Trust to pilot the Sports Diploma from September 2008. • the ICT Diploma is to be led by two schools that have Technology Specialism. • Society, Health and Development is led by the College, who have COVE status in Early Years, and the school which manages the Advanced Skills Teacher and also leads on the Young Apprenticeship in Health and Social Care. • the Language School will lead the Languages Diploma with The Oldham Sixth Form College which has Beacon status. • Engineering has been led by one of the closing schools that has applied for a specialism in engineering
6.14 The LA recognises that the curriculum is the vehicle for engaging Oldham’s young people, addressing their personal development needs and nurturing their enterprise skills. Personal, Social and Health Education, learning to learn, active citizenship, enterprise, work related learning, work experience, revised A levels and GCSEs, Diplomas, Apprenticeships, Young Apprenticeships, Foundation Learning Tier, accelerated learning and enrichment opportunities (i.e. HE units), as well as study support activities for a wide range of young people with specific needs are core to the LA’s offer. Through BSF, the LA will develop a range of vocational centres where ‘real work environments/facilities’ will be created and each will be closely aligned to the Diploma and specialism of the school/Academy. The School Improvement Partners, together with the Strategy Manager and team of consultants, will continue to work with schools to develop the range and breadth of curriculum offer as part of their individual strategies for change.
6.15 The 14-19 team has been instrumental in securing the agreement for a common timetabling approach and learner entitlement across the Borough and increasing the choice of courses and opportunities available to young people. Oldham’s success in gaining places for young apprenticeships reflects the LA’s commitment to increasing access to a range of learning environments, as does the work to develop a Studio School in Oldham which adds to the diverse provision and choice for parents and young people.
6.16 The LA works very closely with LSC and its post-16 partners to ensure synergy between post-16 Capital Build Programme and the BSF programme. Plans for the redesign of The Oldham College and the building of a regional Science Centre in Oldham have been agreed between Oldham LA, the LSC and other partners. This work is totally aligned with BSF, which will enable the LA to realise its vision of regeneration through education.
6.17 To ensure that young people have access to impartial information, advice and guidance the LA has commissioned PSO to deliver the Connexions service. They have an excellent national and local reputation and are actively involved in all of the strategic forums which involve delivery of the learner entitlement. The Chief Executive is a key player within the Children’s Trust, the 14-19 strategic partnership and the OLLP. The Education Director works in close partnership with curriculum leads in the LA and its schools and with the LSC. PSO deliver the Careers Education Curriculum, Drugs & Alcohol Action, Teenage Pregnancy Strategy, Education-Business Links, and Healthy Schools Standards. PSO are working closely with the LA to introduce the new Inter Authority Group (IAG) standards and the transition plans within the Aimhigher programme.
6.18 In order to engage fully with learners, Oldham has commissioned some work to secure the views of learners and establish systems to enable these views to be obtained more routinely in the future i.e. on-line perceptions tool; extend existing learner voice arrangements in schools to assess and anticipate likely curriculum demand and address queries or concerns of learners and their parents.
6.19 The LA has commissioned independent research to identify the demand from institutions for employer engagement and to ascertain supply needs, resulting in a gap analysis. The aim is to ensure that the LA leads by example and develops an effective employer engagement strategy to support the establishment of employer backed enterprises in all learning institutions. This will be reinforced through LA procurement and regeneration processes and involving work across the city region, both as part of the Greater Manchester Challenge and the Multi-Area Agreements.
6.20 The LA, through its ICT Strategy and managed service, will ensure that the Virtual Learning Platform will enable all young people to access e-portfolios and personal learning plans in all learning centres across the Borough. These systems will be compatible with similar schemes within lifelong learning, thus enabling learners a seamless transition between school and adult learning approaches. Management Information System will be compatible with the FE, post-16 sector and Connexions data-sets to enable registration information and performance data for target setting to be accessible in any institution and allow partners to track learners effectively.
BSF Strategy for Change 2 14 16 October 2008 Version 7.6 6.21 The LA manages the on-line area prospectus available to young people and their families and aims to establish on-line application processes for Diplomas, Collaborative provision and Work Based Learning. Post-16 institutions are encouraged to use this service. Oldham has introduced an on-line attendance recording, behaviour and performance feedback tool between all the providers and schools who offer provision to 14-16 year olds and this will be developed and integrated within the ICT strategy and the managed service. A case study on the use of the Learning Platform within the Creative & Media Diploma 2008-9 will focus on ways in which it supports collaboration across institutions and assists in developing the learning relationships associated with work-related learning. The lessons of this study will inform developments across the full learner entitlement. This and other case studies published within the ICT strategy and change management programme will focus on the use of ICT to: • Provide a platform for learner voice across multi-institution collaborative provision. • Support employer engagement across the learner entitlement. • Replicate the relationships of the world of work within 14-19 learning. • Support personalisation and Assessment for Learning within the entitlement including Learner access to Workplaces and professional within the relevant sectors of employment.
7. Integration of education and other services to support delivery of the Every Child Matters agenda and other relevant corporate priorities
7.1 The Children and Young Peoples Partnership has established a robust agenda for improving outcomes in Oldham. Its priorities have been driven by the outcomes of the ‘Needs Analysis', which underpins the CYPP, and have resulted in agreement around ‘The Oldham Six’: 1 Ensure that all services focus on prevention, early intervention, targeting and support for children, young people and families in Oldham. 2 Secure the safety of all children and young people in Oldham. 3 Promote activities in Oldham to engage children and young people to reduce the number becoming involved in anti-social behaviour or criminal activities. 4 Improve the health and self-esteem of children and young people in Oldham. 5 Continue to pursue community cohesion in Oldham. 6 Focus on educational achievement where gaps are the most for children and young people in Oldham.
7.2 Its current priorities include a strong emphasis on improved outcomes for vulnerable groups, especially in relation to teenage pregnancy, Looked After Children, improving the level of social care provision and more effective approaches to early intervention. There is also a commitment to reduce levels of childhood obesity and to continuing improvement around community cohesion. The CCYPP will support the development of integrated services in and around each school and community to meet the needs of young people and families through the delivery of the CYPP Workforce Strategy and exploring how delivery can be enhanced through integrated funding streams.
7.3 The ICT Strategy is fully integrated with each of the ECM outcomes. The Oldham e-Safety Project, for example, is jointly led by the City Learning Centre (on behalf of the ICT Strategy Group) and the Local Safeguarding Children Board. The City Learning Centre works closely with the Youth Service to develop the role of ICT in support of young people’s positive contributions through the Oldham Youth LA. ICT Facilities, including the City Learning Centre and Playing for Success Centres. Coherent links will be made between young people’s sporting and other activities of healthy lifestyles and their formal and informal learning. BSF will clearly enable linkages to be made between the Data Networks of Schools, the NHS and other agencies providing staff real time access to appropriate resources.
7.4 Oldham’s Extended Schools Strategy (Appendix Y) was completed in 2008 and will be updated shortly to reflect the current Children’s Trust arrangements and changes to the core offer and other aspects of the national strategy on extended schools.
7.5 All schools will become extended schools offering a wide range of assets at the heart of each community accessible to all, harnessing technology to support both formal and informal learning. Local communities will increasingly be able to use school sites for various purposes including meetings, exhibitions, drama productions and the screening of popular sporting events. Schools will offer an increasingly wide range of leisure, training and employment, health and welfare services which has community involvement at its heart. Designs for each school will prioritise these concepts ensuring that services and provision are fully visible and accessible to all users, and based on widespread consultation through the CYPP.
7.6 There will be greater scope for the local community’s children, young people, adults and families to become involved in and receive greater learning opportunities. Oldham is making very good progress on the Extended Schools roll-out with 49 schools delivering the full core offer in September 07 (44%) with 61 schools due to deliver by September 08 (55%). Oldham has adopted a cluster model of delivery with 20 clusters, typically involving a secondary school with 4 or 5 primaries. All schools are clustered into the 6 area collaboratives with funding to BSF Strategy for Change 2 15 16 October 2008 Version 7.6 develop services according to need. Schools are supported by a team recognised by TDA as being effective in developing services with schools.
7.7 Reflecting the national trend towards recruiting Parental Support Advisors, seven clusters have a Cluster Learning Mentor with a specific remit for targeted work supporting vulnerable young people and parents. Oldham is a diverse community with differing needs and this is reflected in the role of the Cluster Learning Mentors, with some focusing more on parental support and others on organising activities. Other clusters have a seconded Sports Development Officer, with a remit to promote healthy lifestyles, working with children, parents and mid-day assistants to create a positive attitude towards health.
7.8 Oldham’s target is for all schools to have Healthy Schools Status, Artsmark and Sportsmark. A sport and culture stakeholder group is established although Oldham was unsuccessful in taking forward the pilot ‘cultural offer’. Partners are well placed to take this forward when roll out happens nationally, and have created a culture toolkit to support the agenda. The group consists of the lead Council Officer for Culture, Head of Galleries, Libraries, and Museums, Head of Sport and Extended Learning (strategic lead for school and community sport) and also representation from the Greater Manchester Sports Partnership. has progressed linking BSF to the wider sports agenda, which includes BSF colleagues being involved in the Oldham Sport and Physical Activity Alliance partnership which engages such agencies as Sport Development, Adult and Community Services, Regeneration, Eco Schools, The Primary Care Trust and Greater Manchester Sports Partnership. Key for sport within the programme is the ability to continue working towards achieving 2 hours high quality PE in all schools which is further being developed into meeting the 5 hour sports offer. Significant progress has been made particularly with the national governing bodies of sporting organisations to secure potential inward investment for Oldham which sits well with the sub-regional and regional agenda. Work Support is being sought in several ways: • potential joint investment with National Governing Bodies of Sport (NGBs). • aspiration for NGBs to get involved but investment not secure. • potential partnership provision from NGBs but no capital investment. • how NGBs could support on the Technical input for their sports.
These developments will promote and encourage healthy lifestyles amongst young people and the improvement of dining facilities through BSF will increase take up of school meals and better promote healthy eating.
7.9 A sub group of the Culture Stakeholder group is the Strategic School Sport Group which meets on a regular basis and is actively contributing to Schools’ SfCs to ensure that PE & Sports form an integral part of the vision for educational transformation, including the use of schools facilities for community use. In addition to LA Officers, the Stakeholder Group has representation from the Schools and Sports Colleges. The group has forged strong links with the Youth Sport Trust and is actively delivering against national targets including the 5 hour sports offer.
7.10 Oldham will establish a formal stakeholder subgroup for young people which will feed into the BSF Programme Board to ensure that the voice of young people is heard throughout the process. This group will be invited to comment on the emerging plans for BSF and tasked with reporting back to young people through the school LA network. In addition, the group will work with the communications officer to ensure that methodology is engaging and appropriate. Schools will also be encouraged to consult with young people, families and communities in the emerging vision for each school and in the design process. Support will be sought from external agencies with expertise in engaging young people in design and with external bodies to work with schools to establish a community identity for the new schools through a public arts programme.
8. Championing the needs of all pupils (including those with SEN)
8.1 Oldham LA has for many years operated effectively with a relatively low percentage of statements of SEN because of the effective timely deployment of resources (specialist teaching and funding) without recourse to statutory assessment. Oldham schools receive a combination of delegated (Additional Educational Needs whole school formula funding) and devolved funding (for individual pupil intervention) as well as specialist teaching and support for low incidence need to resource interventions for individuals and groups of pupils with additional educational needs in mainstream schools. This academic year, devolved funding will increase to support the National Strategy Inclusion Development Programme. Provision and Budget Management is advocated in all Oldham Schools, supported by professional development through the inclusion friendly schools programme.
8.2 Specialist ICT provision will allow learners with physical and/or sensory disabilities, as well as those with specific learning disabilities, to access the full curriculum in an appropriate and supportive setting. ICT will also be used to support and innovate on issues of security and attendance. Movements of pupils between schools may increase the risk of non attendance; ICT will provide a means of locating the pupils both to ensure their safety and to ascertain their location in the case of non-attendance. The "Anywhere, Anytime" elements of the solution will allow pupils with Special Needs to access their coursework, whether it be short or long term, from specialist
BSF Strategy for Change 2 16 16 October 2008 Version 7.6 establishments, home or any other institution from which they are required to access their work. The use of specialist equipment will facilitate and improve the learning experience for pupils with special needs, notably those with hearing or visual impairment.
8.3 It is envisaged that the increase in devolved funding to train mainstream non specialist teachers to plan and provide interventions for high incidence needs and an increase in contingency funding to meet individual need early will further reduce school based requests for statutory assessment. The percentage of statements has risen recently largely due to the effective early intervention and successful assessment of pre school children. It can be argued that the current rate of just over 2% is more in keeping with the expected profile of a LA with such high order needs and relatively low take up of special school places both within and outside the borough. Further investigation as to how resources can be allocated to meet assessed needs of children with learning difficulties and disabilities on entry to school without recourse to statutory assessment and increased devolvement of funds will it is hoped, ultimately reduce the numbers of statements of special educational need.
8.4 Current statementing rates, future projections and analysis of need: • the current statementing rate of 2.2% represents a significant increase overall from the figure of 1.23% reported in the 2007 SEN self-assessment information This rise is mainly due to an increase in the number of statements produced in the early years settings. As part of the planning for early intervention through the strategy, learning support provision will be delivered in smaller settings within a school environment that is specifically designed around individual pupil need therefore it is expected that the percentage in the future may eventually reduce to approximately 1.8% • the increasing trends are identified within the high incidence categories of need – Behavioural emotional and social difficulties, Moderate Learning Difficulty and Autistic Spectrum Disorder • the greatest discrepancy at School Action Plus is found in the Autistic Spectrum Disorder category (248 in primary and 34 secondary). This is likely to result in a future increase in the number of pupils requiring specialist provision • significant increases are also found in the Moderate Learning Difficulty category (348 in primary and 222 secondary). Again, this is likely to result in a future increase in the numbers of pupils requiring specialist provision. This may be catered for in mainstream schools • the number of pupils placed out-of-borough is decreasing year on year, resulting from the development of specialist places i.e. HI resourced provision at Hathershaw School and Autistic Spectrum Disorder provision at New Bridge • 18 out of borough placements currently relate to pupils with severe Behavioural emotional and social difficulties and/or complex mental health issues of which 10 are funded jointly through the Complex Cases Panel • the number of children with complex communication difficulties, including Autistic Spectrum Disorder, is currently rising significantly (this is as a direct result of proactive multi disciplinary assessment of children from the ethnic minority community – previously disordered speech, language and communication needs were missed as delay in development of communication skills was masked by being attributed (incorrectly) to language delay as a consequence of second language acquisition).
8.5 The impact of this will be on services for complex communication difficulties including Autistic Spectrum Disorder where previously, children from ethnic minority communities have been under represented (particularly marked when compared to routinely screened conditions such as sensory impairment). There are two known key gaps in provision which are likely to be exacerbated by the above: • pupils with severe Autistic Spectrum Disorder combined with severe challenging behaviour • pupils with severe Behavioural Emotional and Social Difficulties and complex mental health needs.
Planned Provision
8.6 New Bridge Special School (11-19) is a generic special school that caters for statemented pupils with the full range of severe and complex special educational needs with a specialist resourced provision for Autistic Spectrum Disorder. As a result of the possible re-location of the co-located mainstream school, there will be a need to build upon the current practice already established with Kaskenmoor School, so children can continue to access specialist facilities and expertise in mainstream. BSF will enhance the facilities of this school by re-locating the 14- 19 provision on the same site as the current main school and providing enhanced access to vocational/Diploma/Foundation level curriculum as part of the Oldham Campus provision. Students aged 14-19 at New Bridge School will also have access to Oldham Campus provision.
8.7 The LA will propose the establishment of a new 60 place Behavioural Emotional and Social Difficulties special school with Trust status, involving the Council, and other key partners as trustees. The school will be for students with a statement of SEN (relating to Behavioural Emotional and Social Difficulties or other behavioural disorder) aged 11-19, namely the pupils with statements for Behavioural Emotional and Social Difficulties currently BSF Strategy for Change 2 17 16 October 2008 Version 7.6 at the Pupil Referral Unit (PRU), and with additional places for pupils with statements of Autistic Spectrum Disorder whose main presenting issue is challenging behaviour. The PRU places will be correspondingly reduced to 125.
8.8 The new 60 place Behavioural Emotional and Social Difficulties provision will also allow for places for students post-16. This will contribute to improving the LA’s NEET figures which are particularly poor with regard to students leaving the current Pupil Referral Unit. The 14-19 centre will contribute to the Oldham Campus of 14-19 provision and will additionally be accessible by other students across the Borough for whom its provision is appropriate. The Pupil Referral Unit will continue to manage the Integrated Specialist Provision (ISP)
8.9 It is intended that the Pupil Referral Unit (PRU) will be based at the Dean Street site and that the new 60 place Behavioural Emotional and Social Difficulties school be established on the New Bridge Learning Centre site once vacated. The LA wishes to agree with the governing body of the new Behavioural Emotional and Social Difficulties special school and the management committee of the PRU : • an integrated approach for pupils accessing the Pupil Referral Unit (PRU) and Behavioural Emotional and Social Difficulties school • individualised educational programmes with specialist support from learning mentors and support staff • access to facilities, curriculum activity and learning provided at the new school site for pupils at the PRU • staff teams to work across the school and Pupil Referral Unit sites • a consistent philosophical approach to teaching and learning and to staff expertise in this specialist area.
8.10 It is proposed that mainstream schools will provide for more children on the lower end of the SEN spectrum. Specially resourced provision will ensure fair access and capacity for • 1 X 12 place HI resource base at Hathershaw School • 2 x 12 place resource bases, geographically spread within localities to meet the growth in numbers of children who have been diagnosed with complex communication difficulties. The LA requested Expressions of Interest from schools to host these resources, with responses required in the autumn 2008, and will explore National Autistic Society accreditation for the Resource Bases (Appendix F provides guidance as to the recommended resourcing requirements for these 2 bases).
8.11 The Pupil Referral Unit (PRU) will be a therapeutic provider for young people in KS3 and a therapeutic/assessment centre for KS4. At KS3, the presumption is that young people will be returned to a mainstream school. At KS4, young people, in addition to therapeutic work, will be assessed and offered access to a wide range of alternative curriculum provision. The PRU will provide: • short-term placements for young people at risk of permanent exclusion. • short-term therapeutic services to young people to help them through a crisis and be supported when they return to school. • short-term placements for permanently excluded young people in KS3 who are likely to be found a place in another school.
8.12 The in-year fair-access protocol will be developed to include: • a negotiation service to prevent permanent exclusion by securing agreed transfers • the monitoring of children who are accessing either temporary or permanent managed moves
8.13 All specialist provision will have a dual registration protocol which maximises collaboration between mainstream and special schools and creates personalised provision for young people across all sectors and will engage in discussions with the Academy sponsors to develop shared protocols. The Pupil Referral Unit and Integrated Specialist Provision for children who need education other than at school will continue to be joined up and delivered in an integrated way. This will ensure consistency and enable economies of scale so young people can access a personalised programme and a wide and relevant curriculum. In particular this will reduce the number of NEET when they leave this provision. The LA will retain accountability and the commissioning brief for the young people without statements.
8.14 Both special schools and the integrated Pupil Referral Unit / Integrated Specialist Provision will also act as centres of excellence, supporting SEN children in mainstream settings by providing advice and training to staff. The outreach service will maximise collaboration between mainstream and special school/specialist provision and build capacity through such activities as Continuing Professional Development (CPD), coaching, mentoring, modelling best practice, direct support and shared staffing.
8.15 BSF capital investment will improve overall provision by: • enabling all schools to move towards being fully accessible, Disability Discrimination Act compliant and well resourced, with highly skilled staff that can cater for children who have a wide range of additional needs, providing state of the art facilities for vocational and other alternative curriculum offers, as an integral part of the Oldham Campus. BSF Strategy for Change 2 18 16 October 2008 Version 7.6 • providing learning spaces for those learners who require individual or small group programmes delivered in a discrete customised environment, integral to the school with direct access to the learning environment. • enabling the delivery of a personalised curriculum that better engages students, so enhancing students’ self esteem and improving behaviour and attendance. • ensuring schools are designed to eliminate bullying. • securing access for all students to the latest technologies both at school and at home. • ensuring e-links and communication with families to improve student motivation and use technology to improve attendance, eg through e-registration and instant messaging to parents informing them of absence. • personalising learning, with improved use of ICT, and a wider range of more relevant courses/learning opportunities and experiences, which should help to re-engage and maintain the engagement of those youngsters prone to poor attendance. • improved facilities for small group work and individualised learning, which should help improve the attendance of those young people who, for various reasons, are finding it difficult to cope in school. • improved facilities for counselling and other agencies to work with children (and their families) where their attendance is a concern as a result of experiencing emotional and social difficulties – this should enable better support and guidance for these students, and help with improving attendance through improved motivation. • reducing the level of exclusions by enhancing links with mainstream schools and co-ordinating moves. • improving behaviour and reducing bullying in mainstream schools by providing access to expert advice and short-term therapeutic work. • supporting the delivery of multi-agency working to support the needs of individuals and key groups, e.g. young carers, school phobics and persistent poor attendees. • improving access for all learners through enhanced ICT facilities. • effective use of assistive technologies across the range of need. • accessibility measures for the Learning Platform and other ICT provision. • supporting universal access to digital resources to support families’ and pupils’ formal and informal learning. • enhancing ICT provision for personalised learning and informal learning to support the Gifted and Talented. Appendix G provides suggested guidance to schools in developing their facilities.
9. The LA’s change management strategy for achieving transformation through BSF
9.1 Oldham’s drive for the transformation of learning and achievement through BSF is integral to the change management processes. Partnership groups, with membership including Union and Authority representatives, are well established and discuss workforce development issues under a BSF standing agenda item. The LA’s change management strategy (Appendix N) identifies current strategies and activities that contribute to effective change across the borough. These are complemented by activities identified to support change management (Appendix C) to deliver the changes outlined in this Strategy for Change.
9.2 All schools are engaged with the NCSL BSF Programme which was a catalyst for engagement with the BSF programme. This has been followed by regular meetings with schools to provide information and consultation on all aspects of programme development. All headteachers and their leadership teams, including Chairs of Governors and business managers, have participated and this has assisted the development of school visions and draft school Strategies for Change.. Education consultants have also been engaged through the LA’s Unity Partnership to work with individual schools on their draft Strategies for Change and consultations with young people, staff and governors. The CLC’s development and case study programme (with the British Educational Communication and Technology Agency) will inform these developments and the Continuing Professional Development programme.
9.3 The LA's proposals for school reorganisation to address issues of social cohesion will require detailed planning and activity. The change management plan therefore identifies specific support for this and the LA will work with schools, communities and partners to draw up a detailed action plan to facilitate this process of change.
10. How will the LA harness the opportunity of BSF to drive down carbon emissions from schools and promote sustainable behaviours among pupils and their communities?
10.1 The LA is actively working towards a sustainable and prosperous future for all of its community. Schools are being supported to become Sustainable Schools by accessing the eight Doorways to sustainability: Food and Drink; Energy and Water; Travel and Traffic; Purchasing and Waste; Buildings and Grounds; Inclusion and Participation; Local Well-Being; Global Dimension.
10.2 The LA sees BSF as providing a superb opportunity for secondary schools to identify and implement solutions in all 8 categories. Using the BREEAM (Building Research Establishment Environmental Assessment
BSF Strategy for Change 2 19 16 October 2008 Version 7.6 Method) school assessment procedure, the aim is for all new builds to achieve a rating of Very Good. The LA is also committed to achieving the 60% reduction in carbon emissions in new school buildings relative to those that have been designed to 2002 Building Regulations. The following areas will be addressed: • Schools with a lower environmental impact (exceeding ‘BREEAM Very Good’ standards) than currently, focusing on reducing the schools’ carbon footprint and maximising sustainability. • Carbon calculators, used to prove that the 60% reduction can be met in the new build schools. • Minimise emerging extreme weather conditions. • Protection of BSF investment such as flooding – undertake surveys. • Appropriate use of ICT. • Building design.
10.3 Sustainability will be at the core of Oldham’s school design programme, via an educationally led approach which aims to set out an ambitious reduction in water consumption across the estate for each school when compared with water consumption in a typical school. As the design process develops through the Outline Business Case (OBC) stages, the approach to sustainability within each school will be developed in partnership with the staff and students. Designs will address a range of sustainability issues such as solar gain, heat loss and infiltration i.e. the uncontrolled penetration of air into a building through old doors and other perished openings will be resolved. ICT will be deployed to allow for curriculum to be relayed between schools thus reducing the requirement for students to travel between school sites.
10.4 As part of the BSF investment of each site, a number of weather conditions will be addressed for each school site such as flooding. This will include a number of pre-existing conditions which will be addressed and sustainable urban drainage systems will be incorporated for all new build sites. Due to the historic and local site characteristics, a number of school sites require investment to ensure a suitable environment is created to meet the needs of an ever changing climate, as a result of global warming.
10.5 Oldham has an ambitious and innovative environmental agenda which includes curriculum greening across the curriculum of each school. This will be reflected in the approach to the learning experience, and students and the community will be encouraged to use each school as an educational tool to educate children about the environment in which they live, in order to raise awareness of environmental issues such as global warming. The aim is to ensure that each school will have is a model of sustainable architecture where possible, with every aspect of each building designed to articulate best practice. Plant rooms, ducts and services will be designed to encourage students to be able to see and understand how energy is used. Solar panels and roof lights will be incorporated where possible, to reduce energy use and provide a bright and airy environment.
10.6 As part of curriculum activity, all washrooms will have water saving features and water usage will be studied as part of the educational process. Food procurement will be sourced locally via local suppliers where possible.
10.7 Oldham have a vision to ensure that the learning environment with be intrinsically linked to the curriculum and will be set in a natural landscape, where existing trees will be retained where possible, to add interest and provide shading. Sustainability projects designed by the curriculum will encourage students to focus on environmental projects, such as rain water harvesting which will be used to link the built environment and outdoor learning spaces as a natural extension of the built environment. Areas set aside as natural habitats will also be encouraged on each site. Opportunities to teach outdoors and in sustainable environments will be delivered as part of the holistic commitment to healthy living. Wireless access and use of handheld devices will allow students to access data whilst using the outdoor learning environments.
10.8 The scale of the transformational change and the level of BSF investment that will impact on the environment will itself provide a catalyst for the further regeneration of the LA, which will have the effect of improving the environment throughout the authority. The improved environment in schools and throughout communities generally, will inevitably impact on the quality of life of those people living in Oldham and accessing the facilities.
11 The LA’s procurement strategy
11.1 Council members are committed in principle to the adoption of the Local Education Partnership (LEP) approach for procuring BSF. A copy of the Cabinet paper and minute is attached at Appendix CC. At this stage, it is envisaged that the Local Education Partnership will focus on the core business of the BSF project, with the significant addition of capital building projects that will be required to develop the education infrastructure associated with the growth in the Oldham sub-region and beyond.
11.2 The Local Education Partnership, as a minimum, will have exclusivity over the BSF projects, any related capital projects during the BSF phase and the ICT managed Service. The LA, in partnership with headteachers,
BSF Strategy for Change 2 20 16 October 2008 Version 7.6 governors and sponsors, is currently working on the procurement strategy primarily to decide in advance of OBC what services will be offered via the LEP approach, the timeline for this is attached at Appendix O.
11.3 A market management strategy, including ICT, is in the process of being developed, including proposals for soft market testing, which will continue to inform the development of the scope of the project to ensure it is attractive to the market, commercially makes sense, is commercially viable and is deliverable.
11.4 The LA wishes to secure the widest possible interest in the programme from high quality bidders and consortia. The breadth of Oldham’s vision for the ICT Managed Service, the balance of the Public Finance Initiative (PFI) to Design and Build, and the proposed extension of managed services to the wider schools sector will ensure interest in the programme.
11.5 The LA is committed to utilising the full suite of Partnerships for Schools (PfS) standardised documents, as shown in the Cabinet report attached at Appendix CC, which will create the contractual basis of the BSF project. The LA has appointed Addleshaw Goddard as its legal advisors, who have an intimate knowledge of the documents and it is understood and acknowledged that any project specific derogations that are driven by the sites or project specific circumstances, will be agreed with Partnerships for Schools prior to submission of the Outline Business Case.
11.6 Whilst joint procurement with FE capital schemes has been explored, this has not proved to be possible as the investment programme at The Oldham College is well advanced and the timescale for procurement does not align itself to the timescale of the establishment of the Local Education Partnership.
12 Assessment of the LA’s existing asset base (specific to the current wave of investment) and a 10-year pupil number projection
Assessment of Condition
12.1 The LA commissioned a condition survey for each secondary school through a rolling programme over the 5 years prior to involvement in the BSF programme. Further visual inspections have been undertaken by the LA and its Architect in the early stages of the estate strategy development in early 2007, to assess the general condition of the building stock. This information was then used to inform the strategic option appraisal process for each of the schools. The purpose of the surveys was to establish the general condition of the building structure, construction, finishes and external areas, and to identify key defective areas that would impact on the refurbishment or re-use of the existing building stock. The condition of the major elements of the premises was classified and then graded in accordance with the Department for Children, Schools and Families guidance for Asset Management Plans. This provides condition ratings of A to D, with A’ being the best, and priority ratings of 1 to 4, with 1 being the most urgent. Detailed analysis is contained on the Asset Management Plans database. The value, prioritisation and type of work required at each school is given at Appendix H.
12.2 The condition of the buildings varies from school to school and within schools due to the different ages of buildings and other variables such as maintenance schedules and usage. This variation notwithstanding, there are common faults across the estate. However, a summary of the key areas requiring early attention are: • replacement of temporary accommodation • mechanical renewals • repairs to roofs • electrical renewals • window replacements • work to external areas • redecorating areas • upgrading site to comply with Disability Discrimination Act requirements • replacing floor coverings
12.3 Oldham’s BSF project will ensure that issues relating to retained buildings are addressed as part of the redevelopment of the estate.
12.4 New Bridge School is a new special school completed within the last 2 years. The defects liability period has recently expired and latent defects are currently being addressed by the contractor. Therefore no condition survey has been undertaken.
Assessment of Suitability
12.5 Suitability and compliance with BB98 (BB77 for special schools) has been assessed as part of the LA’s Asset Management Plans. The outcome of this review is that with few exceptions, all the secondary schools share the following characteristics (to varying degrees), which limit their effectiveness for learning:
BSF Strategy for Change 2 21 16 October 2008 Version 7.6 • undersized and inflexible classroom spaces adversely affecting teaching strategies and limiting the range of learning styles that can be supported; • poor curriculum groupings arising from the expansion of school numbers over the years, leading to new specialist teaching areas being developed remotely from the original core department or faculty. • poor circulation space with narrow corridors (often with accommodation on only one side), narrow staircases and long distances between classrooms, resulting in loss of teaching time, and frequently walking some distance between buildings; • poor security with many areas not being subject to easy supervision and contributing to poor behaviour; • very inadequate heating and ventilation systems, exacerbated by poor insulation values of aging building stock, leading to high temperatures in the summer and low temperatures in winter, which adversely affect learning; • poor staff accommodation impacting on the ability of staff to undertake preparation and assessment in school; • building design that limits the extent to which ICT can contribute to effective learning; and • schools that are not fully accessible. For instance, some schools have poor access to upper floors, thereby limiting access to the curriculum for wheelchair-based students. Whilst much has been done in recent years, there remains much to be done to make schools fully compliant and able to support the implementation of the Authority’s inclusion strategy. These issues are addressed within the proposed BSF programme.
Assessment of Sufficiency and 10- Year Pupil Projections
12.6 The Estates Strategy has been devised to address the changes in pupil numbers over the next 10 years and will result in the LA having approximately 5% surplus places. Data on pupil projections is set out in Appendices A and P, showing that compared to 16655 places currently available, pupil numbers will reduce from 15501 to 15037 in 10 year’s time. 755 surplus places will be taken out of the system if all school organisation proposals are implemented.
12.7 The position in relation to post 16 provision supports the status quo coupled with the FE expansions and other LSC funded provision.
12.8 For SEN Provision, changes to resourced provision are proposed, alongside establishing a new 60 place 11-19 Behavioural Emotional and Social Difficulties special school, so reducing places at the Pupil Referral Unit from 180 to 125, as detailed in the School Chart and Section 8. We anticipate these developments should reduce numbers of pupils placed in out of borough provision.
13 Prioritisation of BSF Investment
13.1 Oldham is delivering its BSF proposals in a single wave and so all the schools in the estate are in the programme, thus minimising potential ‘BSF blight’. It is envisaged that the wave will be delivered in three phases, however this may be modified after soft market testing and bidders proposals. The programme seeks to minimise the need for temporary accommodation to maintain standards and avoid inefficient use of resources. The phasing will readily remove surplus places, as well as ensuring sufficiency of places through the BSF programme.
13.2 The key criteria for determining the order in which schools come into the BSF programme are: • Standards, with the lowest achieving schools being given highest priority • Levels of deprivation, using free school meals as a proxy indicator • Split-site schools • Deliverability of the programme • Commercial viability
13.3 The table set out in Appendix V sets out the score for each school according to their standards and level of deprivation. Where schools are proposed for amalgamation, the scores have been combined to give an overall score for the new school.
13.4 The two criteria have been weighted equally because it is important that BSF helps regenerate communities as well as raise standards. This table shows the composite score for each school for these two criteria, and thus the prioritisation this would give each school for entering the BSF programme, and the BSF phase and year in which build work would start and finish.
13.5 Schools are continuing to receive their full Devolved Capital Allocations in order that they can prioritise some spending on urgent condition and suitability issues that affect curriculum delivery. It is imperative therefore that the three phases of BSF are delivered as soon as practicable as it is recognised that there may well be a period of seven years before the final phase is completed. The Authority is aware of the potential blighting of schools due
BSF Strategy for Change 2 22 16 October 2008 Version 7.6 to delay in capital investment and significant attention in terms of what might be termed ‘BSF blight’, will be worked through as the later phases of this wave do not follow quickly on from the first schemes.
13.6 The development and implementation of the ICT infrastructure is inextricably linked to the build programme. This is necessary to ensure that the ICT provision is fully integrated into the building form, transforms the learning environment, exploits all the potential available in 'smart buildings' and underpins the transformation in teaching.
13.7 The ICT managed service is not solely dependent on the building infrastructure. While delivery of a comprehensive ICT managed service will not be possible in its entirety until all the infrastructure is in place, core elements such as the Virtual Learning Environment (VLE), the teaching and learning website and mobile learning devices can be delivered as funding and practicalities allow. The delivery strategy for this will be in the Outline Business Case.
13.8 The phasing for the programme and proposed school opening dates are provided at Appendix L. The current phasing is based on a procurement route via a standard LEP model for the whole programme. This is confirmed in the Cabinet report provided at Appendix CC. This position is currently under review as part of finalising the OBC procurement proposals.
14 Estate Options
14.1 The current consultation for the BSF programme includes: • three community schools, one increasing by 1FE. • one foundation school reducing by 1FE. • two CofE Schools being significantly remodelled, increasing by a small number of places (110 and 75),. • the proposed closure of the two existing RC schools, replacing them with new, amalgamated 11-19 RC school. • five other schools proposed for closure, to be replaced by three new Academies which will between them provide 28FE places. • the 11-19 special school gaining on-site accommodation for re-located post 16 provision . • opening a new 60 place 11-19 Behavioural Emotional and Social Difficulties school (so as to make provision for Behavioural Emotional and Social Difficulties pupils that are statemented and currently attending the Pupil Referral Unit) through remodelling on an existing school site. • remodelling the Pupil Referral Unit facilities and reducing its size from 180 to 125. Two new state of the art 10 FE Public Finance Initiative secondary schools have also just been opened (February 2008).
14.2 Inclusion will be a key consideration in the design of the buildings, so enabling all pupils, with the exception of those with the most severe educational needs, to access mainstream education. Proposed new specially resourced provision/places will also help this. Those pupils unable to access mainstream provision will attend Oldham’s existing and proposed special schools, or where necessary out of borough provision.
14.3 The key estate priorities in relation to the development of the overall school estate are included in Appendix Q, and support the LA’s education strategy as outlined in this Strategy for Change.
14.4 Site visits were made for the whole secondary school estate in 2005 to inform the development of the estate strategy, including those that have been earmarked for closure. Each site was evaluated and feasibility options developed. In addition a number of non- education sites had feasibility studies undertaken for the new academies before the proposed sites were selected. The selection criteria were suitability, access and transportation, demographics and capacity for pupil numbers, community cohesion and crucially availability. Oldham’s Technical Consultants have prepared a number of options for each site which include a control option. Schemes including detailed costings are given at Appendix Q.
14.5 School’s Strategies for Change are being developed so as to inform the capital investment proposals for each school. They will shape to some degree the control options that are affordable with the overall funding package both for individual schools and the overall programme. This work will need to continue in order to inform final development proposals.
14.6 In developing the estate strategy initial meetings have taken place with the Highway and Planning Authority who have raised no objections. Work is on-going with the Planning Authority in preparing planning briefs and outline planning submissions.
14.7 Work on the Control Options will be finalised as the various options are gone through. The control options considered for each school were generated based on different proportions of work types (classes): BSF Strategy for Change 2 23 16 October 2008 Version 7.6 • No Works: The ‘No Works’ class is allocated to areas that have been recently built or refurbished and are anticipated to be incorporated in the new BSF scheme without any requirements for works or alterations. • Minor (light) Refurbishment: This refurbishment generally includes the completion of all backlog maintenance, replacement of all windows, replacement or significant repair of roof coverings, replacement and improvement of internal finishes i.e. ceilings, walls and floors, and includes minimal external works. • Major (heavy) Refurbishment / Remodelling: In addition to the above, major refurbishment allows for re- cladding, structural alteration and remodelling of spaces to create a reorganised internal environment, together with more external works. • New Build: New Build allows for the construction of new build elements in addition to the above, which could range from a new build extension to the complete rebuilding of a school.
14.8 A copy of the options appraisals for each school which identify the control option for each school to be developed further, are included within Appendix Q. A copy of the drawings which identify the scope of works for each of the control options for each school to be developed further are included within Appendix Q.
14.9 The LA will realise capital receipts from closing school sites, which will be re-invested in order to purchase neutral sites. Net proceeds of sale are not envisaged having taken into account the need to purchase the new sites, as shown in Appendix R.
14.10 The LA has taken a conscious decision to reduce capital investment in the secondary school estate bearing in mind the impact that BSF is to have on all the secondary school buildings. Schools are continuing to receive their full Devolved Capital Allocations so they can prioritise some spending on urgent condition and suitability issues that affect curriculum delivery. It is imperative therefore that the three phases of BSF are delivered as soon as practicable given there may well be a period of seven years before the final phase is completed.
14.11 Indicative cost of proposals for each school as approved by the LA’s Technical Advisors are provided in Appendix Q. Indicative costs have been provided for the control options based upon out turn cost data from projects included within the initial pathfinder BSF projects. Additional allowances have been included for abnormals, external works, FF&E and ICT. Where specific information on abnormals relating to specific sites is available then further detailed costings have been undertaken. However, the extent of sites to which this relates is limited. Upon receipt of further detailed survey information further exercises will be undertaken to firm up these costs before the Outline Business Case. The costs for external works includes allowances for general external areas together with costings worked up based on the sports pitch provision requirement identified by the Technical Advisers.
14.12 Oldham recognises there are significant risks attached to delivering a programme as complex and transformational as this. In addition to risks identified in relation to new sites, obtaining planning permission, Highway Authority requirements, objections to development and relocation of existing industries, there are risks that cannot be assessed until detailed site investigation and other technical and non-technical surveys such as ecological surveys have been undertaken. Oldham has established in consultation with its technical consultants a matrix of surveys to be undertaken which will reduce some of the risks. It is intended that all surveys, where appropriate will be warranted. A detailed survey matrix will be included at the Outline Business Case.
15 ICT Managed Service
15.1 The BSF plan is strongly based on the vision for ICT as a driver for the transformation of education which is underpinned by the ‘Every Child Matters’ agenda. The benefits of technology will result in a dramatic improvement in learning and achievement through innovation in learning and teaching for every individual pupil, not only within 21st Century learning environments but beyond into the wider community. The LA and schools are aware that improved data transfer and communication are essential for effective collaboration, promotion of best practice and improving outcomes for all learners. It is expected that an ICT managed service will secure the required levels of functionality, flexibility and scalability, through establishing an industrial strength educational 5th Utility. The ICT Managed Service (MS ICT) must and will help to drive the transformation of education in the borough by its contribution to: • Enabling accessible tracking and analysis of the progress of children, young people and lifelong learners to ensure that all interventions are appropriate, timely and personalised. • Personalising curriculum and learning for all. • Facilitating continuity and progression across all phases of education and training for learning. MS ICT will be borough-wide, linking all agencies and providers of services for children and young people, including FE and HE. Its quality, effectiveness and value for money will be such that it will gain universal support.
15.2 The ICT Managed Service must be fully integrated in terms of the built environment and educational delivery.
15.3 ICT in BSF is expected to deliver and support in the following areas: BSF Strategy for Change 2 24 16 October 2008 Version 7.6 • personalisation of curriculum and learning • inclusion and special educational needs • 14-19 continuity • wider Children’s Services agenda • management and administration • Continuing Professional Development and change management • community access and use of ICT • contribution of existing facilities and services.
15.4 The LA will expect the ICT Managed Service provider to develop proposals that build on the best ICT practice developed by the LA and schools in the area of personalisation. In particular, the provider will need to demonstrate a clear transition strategy in their proposals in relation to Learning Platform technology such that schools are not affected adversely by the transition process. Schools are clear that the ICT Managed Service must build on what schools have already developed. There must be no loss of capability.
15.5 Change Management and Continuing Professional Development will be led by the schools with the support of the LA and the Managed Service provider. These processes will involve the network of schools, particularly those with appropriate specialisms and Beacon Status, LA Officers and staff at the Oldham City Learning Centre (CLC), as well as external partners that include The Oldham College (TOC), the Oldham Sixth Form College (OSFC) and primary schools.
Establishing the current position
15.6 In recent years, significant ICT funding has been devolved to schools to support the development of their ICT infrastructure. Each school has invested such funding to meet local priorities. As a result, there has been minimal standardisation of ICT infrastructure and equipment across the BSF estate. The LA’s initial self assessment against the BETCA Self-Review Framework has highlighted some strengths, and areas in which Oldham needs to improve (see Appendix I). Schools’ Total Cost of Ownership audit (TCO) is ongoing: the LA’s will follow, to ensure accuracy, realism and transparency, and will feed into the Outline Business Case. BSF ICT advisers will facilitate and assist Schools in completing an audit of current commitment, (eg. Service Level Agreements, leasing arrangements and staffing commitments), which will impact on a transition to a managed service.
15.7 In addition schools will be asked to complete the Schools British Educational Communication and Technology Agency Self-review Framework as part of the schools’ Strategy for Change production process. Sample schools will be requested to complete this process as a priority. The Self-Review Framework is a useful tool that schools should use with the ICT Managed Service supplier through the installation and commissioning stage of the process and onwards throughout the contract.
15.8 Institutions are at very different stages of ICT development. Nevertheless, Ofsted has found strengths in e- learning and management, (eg., the Radclyffe School, The Blue Coat School – February, 2008). Schools and the LA have successfully collaborated to develop the central analysis and sharing of progress data and its interpretation.
15.9 Schools, Colleges, City Learning Centre and the LA will require the ICT Managed Service to work with them to build on the identified strengths and accelerate the development of ICT and its applications in all institutions by providing a robust, resilient and reliable technical infrastructure and support, and by bringing an industrial-strength perspective, and capacity, to challenge and support institutions to achieve leading-edge practices.
15.10 LA advisers are to support schools in the completion of School Change Plans. They are also supporting the exercise with each school to determine a total cost of ownership for ICT to enable Head teachers and governors to accurately identify the costs that they currently incur for the provision of ICT services.
Transition
15.11 Prior to the implementation of BSF, schools will use existing ICT grants to continue to develop their e- maturity (infrastructure, hardware and software). The LA will seek opportunities in partnership with schools, City Learning Centre and other providers to develop awareness of systems, software and hardware solutions in order to ensure an informed client response to procurement and to provide a secure practical knowledge base for the professional development programme.
15.12 All schools will need to benefit from the introduction of the ICT Managed Service at the start of the BSF building programme. The complementary development of buildings and ICT services will help to ensure that transformational journey will have immediate benefit to school staff, children and young people. Where the introduction of the managed service is particularly successful, these ‘change champions’ will be able to support and BSF Strategy for Change 2 25 16 October 2008 Version 7.6 co-coach others. Schools expect the provider to demonstrate that they can reliably deliver the core backbone infrastructure prior to any school adopting the full ICT Managed Service. This phased approach will enable the schools to develop trust in the provider’s capabilities prior to transition to their new facility. A complete and detailed Implementation Plan will be developed in consultation with all relevant stakeholders (Appendix I - a High Level Phasing Plan).
15.13 Where the LA and schools are currently seeking to negotiate ICT developments and contracts, (eg., to meet the Harnessing Technology targets), these contracts will not extend beyond the introduction of the managed service, eg. the LA has committed only to a three year contract for a Learning Platform, to ensure that it will not affect the implementation of a managed service. If existing Service Level Agreements or leases expire prior to the introduction of the managed service, short-term arrangements will be secured wherever possible to ensure continuity of service. If the LA or a school has existing contracts or leases, which already extend beyond the planned introduction of the managed service, the detailed specification of that service will acknowledge the need to phase in particular services for the LA or some schools to take account of on-going commitments.
15.14 The LA is prepared to consider a move away from the current LP as part of the BSF process. The ICT Managed Service provider will need to provide proposals that either include the current solution or propose a new LP solution that meets the needs of schools. If a new LP solution is agreed, the ICT Managed Service provider will need to provide a clear migration strategy that minimises the impact on schools. The LP solutions must be able to demonstrate interoperability of all data, including, learning objects, pupil assessments, e-portfolio contents etc.
15.15 During the Outline Business Case, full market testing events will take place. Oldhams’ ICT requirements will be explained in full to all key organisations and opportunities will be made available for presentations, workshops etc.
15.16 The work involved in preparing schools and staff for the managed service is critical in ensuring a successful implementation of transforming education. Therefore, the entire ICT change management programme is to be integrated into the overall change management programme, which provides a framework of support, for all staff in BSF schools or Academy predecessor schools.
15.17 Preparing schools and staff is critical and thus, during the development of the Outline Business Case and the ICT output specification further clarification will be sought as to the requirements for school-based technical support. It is already clear that some technical staff in schools currently contribute in significant ways beyond their technical support function e.g. by providing support for data analysis, staff development relating to ICT etc. As part of the Outline Business Case for each school, they will need to clarify where these additional functions will be discharged and, if required, how staff will be redeployed from the technical role into a new role directly employed by the school. Where technical support staff continue in this role arrangements will be made under the Transfer of Undertakings (Protection of Employment) Regulations (TUPE) regulations to secure their transfer to the employment of the managed service provider. Oldham LA has extensive experience of successfully securing such transfers from its SSDP (Single Strategic Delivery Partner) the Unity Partnership and Public Finance Initiative project on two secondary schools.
Expert Advice, ICT Working Group.
15.18 The LA has procured ICT advisers through the Unity Partnership (the existing strategic partnership arrangement) who will continue to support the programme through to the submission of the Outline Business Case. These advisers will also assist the schools with their individual Strategies for Change. The LA is committed to securing external expert advice to the project when appropriate, to support the existing LA ICT staff.
15.19 To fully capture the requirements of all stakeholders in the interest of delivering the best possible solution to support Teaching and Learning Practices, two groups have been established: • An ICT Workstream which will deal with day to day activities relating to the development of deliverables to meet the Programme’s targets and deliverables. Staff from the City Learning Centre, the LA, a Schools’ representative and the external ICT advisors will constitute that works stream; • An ICT Consultation Group consisting of Secondary Head teacher’s Strategic ICT representatives, two Primary Head teachers’ representatives; representatives from the Academy sponsors/steering group, external advisors, LA ICT staff and the Partnerships for Schools Education ICT Advisor. This group will be consulted through the development of the Outline Business Case and more specifically the Output Specifications.
Consultation
BSF Strategy for Change 2 26 16 October 2008 Version 7.6 15.20 Schools have been consulted on the principles of the ICT Managed service in a number of separate forums. They understand the potential benefits of the service in terms of communication and collaboration, sharing of best practice, improved reliability and resilience. Schools are clear that the ICT Managed Service must provide a higher quality of service than they currently developed themselves – it must move all schools on – not simply replicate, under a different provider, what they already have. They understand the need to sign up to the service before the Cabinet meeting on 17th December where the OBC is considered. Should schools not be willing to sign letters of commitment to the managed service by this date, they will have to undertake to submit an Alternative Procurement Business Case (APBC) within the required timescale.
15.21 Further work is required with schools to provide them with confidence that the ICT Managed Service will enhance their current provision meet their individual local requirements. In the development of the Outline Business Case, the BSF team will conduct a TCO survey of each school such that each school can then fully understand the potential of the ICT Managed Service.
15.22 ICT Worksteam will work with the overall BSF programme team to develop a market engagement strategy. This strategy will include site visits, workshops and contact with authorities who have gone through the earlier waves of BSF.
15.23 During Outline Business Case, full market testing events will take place, where Oldham’s initial ICT requirements will be disclosed to all key organisations and opportunities will be made available for presentations, workshops etc.
15.24 LA Officers and technical advisors are working with colleagues from schools including Headteacher representatives to establish appropriate and positive expectations.
Flexibility
15.25 The core service required will robustly deliver industrial strength anytime, anywhere, any pace and any place learning. Bidders will need to tailor this to meet the particular requirements and circumstances of the schools and their learning communities. Oldham has a record of supporting a variety of operating systems and platforms and the ability to support cross-platform working will be a requirement of the service. There must be a clear and costed road map in the provision being offered that takes schools from their current situation and expenditure to a transformed future. To facilitate this, the LA, the City Learning Centre, Schools and other stakeholders will work together in developing an Implementation Strategy which will define the stranded approach that Schools demand in order to build Trust in the Capability and Reliability of the successful ICT Partner.
Scalability
15.26 The scalability of all aspects of the ICT managed service is very important; the enhanced ICT infrastructure should be able to integrate into other wider networks and systems, e.g. the existing LA’s wide area network, the NWLG (North West Learning Grid) as the regional broadband provider, the NEN (National Education Network) and UKERNA (The UK Education Research Networking Association).
15.27 Schools accept the need for easy transfer of management information between sites, schools and phases particularly in support of 14-19 development. The ICT working group is to lead further discussion with all stakeholders (schools, Academy sponsors, post-16 providers and the LA) prior to the Outline Business Case on the provision of Management Information Services.
15.28 The LA is keen to develop a more complete service integration of the ICT managed service covering both primary and secondary phases although this has yet to be discussed with primary Headteacher colleagues and as such, if not included in the initial procurement, bidders should include integration options within the contract period.
Wider context
15.29 The Unity Partnership is a joint venture partnership between Oldham Council, Mouchel and HBS. Together with an ICT sub-contractor Agilisys, they aim to deliver efficient and effective services to all stakeholders and contribute to the regeneration in Oldham, covering a wide range of corporate services including the ICT provision.
15.30 The enhanced ICT infrastructure cannot and should not stand alone from other networks and systems. The managed service will link to the future provision of any wired and wireless connectivity solutions that reach out into local communities – particularly those that have low rates of access – and the wider LA area. In addition, to linking to any regional or national digital infrastructure initiatives for example, home access or the wireless initiatives of the Manchester Digital Development Agency.
BSF Strategy for Change 2 27 16 October 2008 Version 7.6
15.31 The network must be capable of meeting the needs of the individual school by reflecting diversity, innovation and ethos whilst continuing to function as a Borough-wide single system with single point log-in, anytime/anywhere access to data, files and personal spaces and single point access to data for staff, pupils and parents. In order to support effective multi-agency working it must provide secure connection to the home systems of those agencies whilst providing the requisite degree of security and confidentiality. Further work is still needed on the future provision of the network and this will be finalise these proposals in time for the submission of the Outline Business Case
ICT Affordability
15.32 Securing an affordable ICT project is critical to Oldham. The current financial models provided at Appendix R assume that the ICT investment will be contained within the resources provided by the ICT hardware capital grant of £1,450 per pupil. The investment in new hardware will also include those schools which are outside of the BSF programme, namely the recently completed Public Finance Initiative schools : Failsworth, Radclyffe and Newbridge Special School. The ICT managed service proposals are anticipated to be affordable with the funding available (£1,450 per pupil plus school contributions).
15.33 Schools have been consulted on the requirements for their contribution. For schools and the LA to have confidence in the affordability of these approaches schools are being consulted to achieve an agreed analysis of historic school expenditure in these areas. This will be compared with the projected costs to determine realistic expenditure levels for lifecycle maintenance and the ICT managed service, including refresh. As the Outline Business Case stage is approached the specification and cost of the ICT service will be developed further to provide greater certainty over the contributions required from schools.
15.34 The approach will be to fully utilise suitable legacy kit that already exists in schools to create a phased lifecycle approach to ICT. This will enable the schools’ ICT equipment to be refreshed in phases rather than having to refresh across all schools. The LA is working with all schools as part of the procurement strategy to agree how the ICT managed service will be specified by the Outline Business Case, and this work will include clarifying the position of the academies in relation to the rest of the secondary estate.
16 Affordability
Capital Affordability
16.1 The Council proposes to contain the capital costs of the building proposals for each school within the funding envelope. Based on the latest cost projections the programme, inclusive of land acquisitions and sales, is projected to be £224.6m. This will be funded from the capital grant, Public Finance Initiative credits and borrowings of £25m. This funding covers building costs, site costs, fees, allowances for abnormals, furniture and equipment and ICT infrastructure and connectivity (funding for ICT hardware is an addition to these amounts and is explained at section 15). The amount of capital resources available after assessing the new build costs of the Public Finance Initiative schools is cash limited. The proposals for the remaining schools must be contained within this limit.
ICT Hardware
16.2 The council proposes to contain the capital costs of the ICT provision within the capital grant funding allocation of £1,450 per pupil. There is no additional contribution provided in the affordability above the schools contribution to the operational costs of an ICT managed service.
Revenue Affordability
16.3 The financial model brings together the capital and ongoing revenue costs associated with the BSF programme. This is regularly updated and monthly updates are now provided to members and senior officers as to the current costs of the programme. The current proposals include a £1.5m contribution per annum from the Council over the next 25 years to fund the additional borrowing requirements (£25m); this is included in the Medium Term Financial Strategy for the Council from 2009/10. Budget proposals for the Schools Budget for 2009/10 also include a contribution to BSF from the Dedicated Schools Grant of £750k from 2009/10 to contribute to development costs and the unitary charge for the two new Public Finance Initiative schools proposed in the programme.
17 Consultation
BSF Strategy for Change 2 28 16 October 2008 Version 7.6 17.1 The LA recognises that effective stakeholder engagement and consultation is vital to ensure educational transformation. This far-reaching programme requires involvement of an extensive and diverse range of stakeholders. Active engagement in consultation with key stakeholders began in the spring and summer of 2006 leading up to the RTD submission. Consultation sessions and ‘visioning’ events were held for key stakeholders, including headteachers, college principals, governors, and representatives of school staff and trade unions. A first round of public consultation was held in March 2007,
17.2 Oldham’s Communication Strategy, attached at Appendix K, provides a robust framework to ensure regular, timely and consistent communication with stakeholders, including BSF being a standing item in the LA’s residents’ magazine, The Oldhamer, delivered to every home in the Borough every other month, and also in the LA’s regular newsletters both for school staff and staff in Oldham’s CYPF Directorate. Other communication activity has included regular press releases and press briefings when the project has reached key landmarks, and specific briefings for local newspaper editors and education reporters. A thorough engagement strategy will be executed throughout the life-cycle of the project to ensure the LA obtains the buy-in of all key stakeholder groups. Specific groups to be targeted are set out in Appendix K.
17.3 It is strongly believed that additional work for stakeholders should be kept to a minimum and therefore, as far as possible, engagement will be via existing groups rather than forming new groups. The nature of this far- reaching programme requires the involvement of an extensive and diverse range of stakeholders. Therefore in addition to the groups mentioned above, there will be wider community engagement and contact will be made with early years’ providers, pressure groups, local public/voluntary sector/ religious organisations, and community groups.
17.4 To deliver the stakeholder engagement strategy there will be an engagement plan which features a wide range of activities, divided into Statutory Consultation activities and stakeholder engagement activities. Individual stakeholder groups will be communicated with using a range of media suited to their specific needs, with the over- arching focus being inclusion, as this is seen to be key to promoting social cohesion. The detailed Stakeholder Engagement Plan, which includes information on activities, timescales and resourcing is set out in Appendix K.
17.5 At key stages during the programme key stakeholders have been directly written to, including all primary and secondary school staff and governors to update them on the project and to provide reassurance, particularly around transition issues. Also the parents of every child at the two RC schools were written to, in order to reassure them about issues specific to the merger of these two schools and the building of a new school on a new site. The LA is working closely with the RC Diocese regarding its consultation process and the parental meetings which took place at all the RC primary schools and at the two RC secondary schools during the summer term focussing on the amalgamation of the two secondary schools.
17.6 All relevant information is also published on the LA’s dedicated BSF website www.oldham.gov.uk/bsf which includes full details of the proposals, frequently asked questions, details about Academies and specific information relevant to school staff. This website address is actively promoted and it is proposed that developments will include an ‘E-box’ system to alert all stakeholders by email when new information is posted on the website.
17.7 There have been regular meetings with key stakeholders, including, in February 2008, between senior members of the BSF team and sponsors and all staff and governors at each of the schools proposed for closure. In April 2008 every parent of a child at primary and secondary schools in Oldham received the ‘Brighter Future for Oldham’ document containing comprehensive information about the proposals and where to find more information. This included three information ‘drop-in’ events held in locations in the community in May. These events included presentations from senior BSF staff and sponsors and over 100 people attended.
17.8 Proactive engagement with school leadership teams and governing bodies, led by the Director of Children Young People and Families will take place. LA officers regularly attend meetings with school leadership teams and individual governing bodies. The Director and senior officers meet regularly with the Directors of Education of the RC Archdiocese and the CofE Diocese. Schools have been consulted on and have contributed to the SfC2 development.
17.9 There has also been comprehensive consultation on the ICT strategy, including schools BSF ICT Strategic Leads and the LA’s BSF ICT Stakeholder Group.
17.10 Oldham Chamber is represented on the Project Board and there have been briefings for Chamber representatives to discuss how BSF can help them to achieve some of their key aims and objectives. It is anticipated that the Chamber will form part of the Local Education Partnership Strategy Group as this develops.
17.11 Within the LA, a range of stakeholders have been actively involved to ensure synergy with their work and opportunities for added value. Through the LA’s Corporate Property Group there has been engagement with Leisure BSF Strategy for Change 2 29 16 October 2008 Version 7.6 Services, Library Services, Planning, Highways and Adult Social Services and Health. All are key groups in the LA’s determination to ensure opportunities to provide added value are maximised. The Planning Department has been involved from an early stage in the development of the estates strategy, and the Planning Lead has attended a range of workshops with technical and education advisers and schools.
17.12 Statutory consultation on the school organisation proposals. commenced in mid September 2008: • the proposed closures of Breeze Hill, Counthill, Grange, Kaskenmoor and South Chadderton Schools • expansion of Hathershaw School by 1FE During the consultation period, all relevant stakeholders will be invited and enabled to respond to the proposals using a variety of methods. This included a high profile launch event, circulation of a range of consultation documents, meetings in all five closing schools, drop in sessions in ten primary schools spread across the borough, use of the BSF website and briefings with the local media. (Appendix K)
17.13 The RC Diocese of Salford has obtained permission from the Secretary of State to bring forward proposals for a new 11-19 RC School to replace the existing RC schools, outside the competition requirement. We are working closely with the Diocese to support their consultation plans on this proposal, together with the associated proposals to close the two RC Schools. This will run in parallel with the LA’s consultation timeline. and the statutory proposal is expected to be completed by OBC.
17.14 Following closure of the required consultation and representation periods, decisions on all these statutory proposals are expected between February and March 2009.
17.15 Sponsors of the proposed Academies started their feasibility process in September 2008, and will support the LA’s statutory consultation by, for instance, speaking at the meetings in the five closing schools.
17.16 There will also be a need to consult on the proposed changes to the admissions numbers at Blue Coat, Crompton House, and North Chadderton.
17.17 When the location of the two new specially resourced provisions has been agreed, these will be included as part of the statutory consultation. In addition, whilst not statutory, there needs to be consultation on the opening of three new academies – indeed the decisions on opening the academies and the closure of the five schools are interdependent. Discussions are taking place with academy sponsors on these consultation arrangements.
17.18 The BSF programme also proposes changes to special school provision. A number of statutory proposals will be required for the re-location of post-16 provision on to the 11-16 site of the 11-19 New Bridge School. In addition a competition and statutory consultation will need to be run for the proposed new 60 place 11-19 Behavioural Emotional and Social Difficulties special school, unless exemption is given to the need for a competition. Consultation on all the SEN proposals are planned to start in January 2009 with all those decisions reached by the end of that year at the latest.
18 Managing the Process
18.1 Oldham has a deep commitment to effective project management and governance. This was reflected in the decision in May 2008 to appoint external Programme and Project Management advice and to engage in the non- mandatory Gateway Review process, using 4Ps as the evaluation agency. The Gateway Stage 0 review noted in June 2008:
“Oldham has made significant strides in working to the completion of its Strategy for Change Part 1 for Wave 4 investment of its BSF programme, achieved as a result of the hard work and dedication of officers from across the authority. There is a high level of positive working, a positive relationship with schools and a great of determination at all levels to bring about genuine transformation in its secondary school provision and social cohesion, using BSF as the catalyst for achieving this.
However, it is evident from this audit that simply relying on the hard work, dedication and goodwill of staff is not a sustainable position. There are some fundamental issues in relation to project resourcing and working structures that need to be addressed in order to ensure continued success in progressing and delivering this significant level of investment.”
18.2 In addressing changes identified in the review, the following changes have been implemented: • Identification of a new Project Sponsor and Chair of the Project Board (the incoming Chief Executive) • Identification of the workstreams required for delivery of BSF through to completion, each with a clear scope and terms of reference • Establishment of a fully briefed, resourced Project Team (refer to team structure in Appendix S), including BSF Strategy for Change 2 30 16 October 2008 Version 7.6 • Clear structure, workstreams and roles • Revised terms of reference • Enhanced administrative support • Identification of specific training sessions and workshops with both the Project Board and Team.
Project Governance
18.3 A Project Board was established in September 2006 and is chaired by the LA’s Chief Executive. Project Board members include Project Sponsor, Executive Director CYPF, Partnerships for Schools Project Director, 4Ps (see annex), the Design Champion and Head teacher representatives, as well as Elected Members and senior officers. The Project Board and full Project Team meet monthly. Dependant on the stage in the programme, specific groups within the Project Team meet on a fortnightly basis, outcomes of which are communicated to the entire team to ensure continuity. The workstream teams have been major drivers of the change within the programme.
18.4 The Project Sponsor is the LA’s Chief Executive, highlighting the corporate commitment to the project at the highest level. The Project Director is the Service Director for Transforming Learning, who reports directly to the Project Board.
Stakeholder Commitment
18.5 The LA has established a Project Board in order to ensure stakeholders are involved in the key decision- making process. Wider Stakeholders are identified and engaged are described by the Communication and Engagement Strategy [Appendix K]. Further to this, the Stakeholder Engagement workstream is responsible for ensuring a regular communication line to the Project Team and report to the Project Board. The Project Governance arrangements are included at Appendix S.
Capacity
18.6 In response to specific issues raised by 4Ps, the BSF Director and Programme Manager, the Project Team has recently been expanded and the roles and scopes clarified. Workstream Leads have been appointed and each Workstream has clear terms of reference, identified resource and programme of work. Processes for reporting progress and identifying risks and issues have been established. Workstream highlight reports will be presented to the Project Team and then summarised for the Project Board on a monthly basis.
18.7 The Project Delivery Team comprises a Project Director, Programme Manager. In addition, Workstream Leads have been established for the workstreams below, who will attend the Delivery Team meetings, as appropriate:
Stakeholder Engagement/Consultation Integrated Services Learning Community Facilities ICT Managed Service Finance/ Legal/Procurement/ HR Academies Workforce Reform/ Continuing Professional Development /Change Management Technical and Land
18.8 A Transforming Secondary Education (TSE) group has been established to add further value to key education strategies for Oldham’s BSF project, reporting back to the Project Team. The BSF Project budget funds backfill arrangements, where necessary, to ensure that the work of these officers can be deployed appropriately to support the project. Details of the project team, governance roles and responsibilities are included as (Appendix R). The organisation and capacity to deliver is reviewed regularly.
18.9 Technical Advisors, Educational, ICT Consultants, Financial and Legal advisors have also been appointed.
High Quality Design
18.10 The LA is committed to ensuring BSF schools meet the highest standards of design quality. The Technical Advisers and Architects will be working proactively with schools from September with the Education Advisers to ensure that the development of school designs is consistent with the draft Schools’ Strategies for Change. Workshops have commenced with each school to review high-level design options. The outcomes of these workshops are reflected in the Estates Strategy.
BSF Strategy for Change 2 31 16 October 2008 Version 7.6 18.11 A strong relationship has been forged with the Partnerships for Schools Design Director and Oldham has engaged successfully with CABE (Commission for Architecture and the Built Environment). The LA is in the process of identifying a Design Champion. It is expected that a Client Design Adviser will be appointed by September 2008. The Technical Advisors and CABE are assisting in scoping the work that will be undertaken by the Client Design Advisor.
18.12 Tests for design quality will give high prominence to the impact on children and young people, in terms of support for learning and ways in which buildings can support efforts to achieve better social interactions between adults and young people and between young people themselves.
18.13 Supporting this is the LA’s first-hand experience and deep knowledge of delivering new schools as recently as February 2008, when two state-of-the-art secondary schools, Failsworth and The Radclyffe Schools, opened 22 months after building work started. The replacement schools were the result of a 25 year, £97m schools Public Finance Initiative contract between Oldham LA and Academy Services Oldham Limited, £58m of Government funding and a contribution from the LA. More information, images and virtual tours can be found at: http://www.oldham.gov.uk/pfi_schools_new_page.htm.
Project Planning
18.14 Robust project management procedures are in place to support the BSF programme and methodology based on the principles of PRINCE2 is being followed. The LA has a project management culture and project management training is planned for Project Team Members in August 2008. The indicative project plan through to Financial Close is included at Appendix L.
Budget
18.15 The Council’s current medium term financial strategy includes a commitment to support the development phase of the BSF programme. The current strategy includes a commitment of £4.5m funded from Council revenue streams, capital resources and schools budget, details of which are provided in Appendix R. Regular updates on the development budget are to be reported to Project Board and will form part of the regular Council budget monitoring cycle to members.
Engagement with Schools
18.16 Headteachers, Principals, Chairs of Governors and senior teaching staff have been actively engaged with the BSF programme from the beginning. Schools and LA officers have worked with the Education Advisors in order to enhance an understanding of the key elements of educational transformation, to equip schools staff to develop their school Strategy for Change and to have an understanding of their role in the BSF programme.
18.17 Schools have played an active role in the development of estates options, ensuring that the development of school designs is in harmony with individual school Strategies for Change. School leadership teams attended individual workshops to ensure their agreement and commitment to the high level design options. There will be continual development and review of the schools’ Strategies for Change so as to ensure they respond to both National and Programme level best practice and transformation within an Oldham context.
External Adviser Strategy
18.18 The LA has procured external advisers to support the Project Board and Project Team. Faber Maunsell (Technical), Halliday Meacham (architects), Deloitte (Finance) and Addleshaw Goddard (Legal) were appointed through the Partnerships for Schools Framework. Unity/Mouchel (Education, Programme Management and recently ICT) were appointed through the LA’s Strategic Partnership. Work programmes for the advisers have been agreed and have contributed to the project planning processes and overall programme.
18.19 The LA’s Technical Advisers will be working with Headteachers, Principals and senior leaders in schools to draw up high-level estates options from September 2008. Unity/Mouchel have worked with schools to develop their Strategies for Change so that they are ready to inform development of estates proposals, although they will be further developed throughout the Outline Business Case process. Robust joint working between all the advisers exists for example when Technical and Education Advisors made joint presentations at Secondary Heads meetings / workshops to align estates and educational strategies. Work with stakeholders is continuing for the development of an ICT Managed Service.
Risk Management
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18.20 A comprehensive Risk Management Strategy and Risk Register are in place and are being regularly managed on a proactive basis. The Programme Manager is responsible for the maintenance and management of the risk register which is inputted by workstream leaders Highlight reports and reviewed at the monthly Project Team meeting. The BSF Project Board reviews high-level risks on a monthly basis, however to support their views and understanding of risk it is intended to hold a 4Ps Risk Workshop with the Board in September 2008. The Risk Register is attached at Appendix M.
Communication
18.22 A Communication Strategy is in place and is being further developed in conjunction with the Education Advisers. A dedicated BSF website, with clear links to the LA’s corporate website, has been established and will be a key vehicle for communicating progress on the BSF programme. A copy of the Communication Strategy is included at Appendix K.
Change Management
18.23 The LA has worked with all schools to develop schools’ Strategies for Change. (Appendix W), reflecting the LA’s Strategy for Change and each school’s own priorities, needs and circumstances. The LA has appointed a Transformation / Change Manager who will co-ordinate the integration of these plans with each school’s internal improvement planning. In addition the Transformation Manager will take a strategic overview of all plans and amalgamate them into a transformation programme, coordinated with the BSF programme plan to ensure timescales for activity and key deliverables are integrated. The Transformation Manager will ensure that all relevant LA strategies and programmes are amalgamated into the plan, for example the Children’s Services Workforce Development Plan. The draft LA Change Management Strategy (Appendix N) sets out the key elements to be undertaken to ensure coordination of these plans. This process will be integrated with the Risk Register and reported to the Project Board.
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Annex Glossary of Acronyms
Acronym Full Meaning Acronym Full Meaning 4Ps Local government’s project delivery HE Higher Education specialist, working in partnership with all HI Hearing Impairment local authorities to secure funding and IAG Inter Authority Group accelerate the development, ICT Information Communication Technology procurement and implementation of PFI ISP Integrated Specialist Provision schemes, public private partnerships, KS[2, 3 or 4] Key Stage[2, 3 or 4] complex projects and programmes LAC Looked After Children AEN Additional Educational Needs LEP Local Education Partnership AfL Assessment for Learning LP Learning Platform AMP Asset Management Plans LSC Learning and Skills LA APP Assessing Pupil’s Progress MEA Minority Ethnic Achievement ASD Autistic Spectrum Disorder MIS Management Information System BECTA British Educational Communication and MLD Moderate Learning Difficulty Technology Agency MoU Memorandum of Understanding BME Black Minority Ethnic NA National Average BREEAM Building Research Establishment NCSL National College of School Leadership Environmental Assessment Method NEETs Not in Education, Employment or BSF Building Schools for the Future Training CABE Commission for Architecture and the OBC Outline Business Case Built Environment Ofsted The Office for Standards in Education, CLC City Learning Centre Children’s Services and Skills CofE Church of England OLLP Oldham Local Learning Partnership CPD Continuing Professional Development OSFC Oldham Sixth Form College CVA Contextual Value Added PBC Procurement Business Case CYPF Children and Young People’s Forum PCP Primary Capital Programme CYPP Children and Young People’s Plan PCT Primary Care Trust D&B Design and Build PE Physical Education DCSF Department for Children, Schools and PESSCL PE, School Sport and Club Links Families Strategy DCSM Policy Differentiated Challenge, Support and PFI Public Finance Initiative Monitoring Policy PfS Partnerships for Schools DDA Disability Discrimination Act PRINCE2 Projects In a Controlled Environment – DfES Department for Education and Schools Project management methodology (former name of DCSF) PRU Pupil Referral Unit EBD Emotional and Behavioural Difficulties PSO Positive Steps Oldham ECM Every Child Matters RATL Raising Achievement Transforming EMAG Ethnic Minority Achievement Grant Learning EoI Expression of Interest RC Roman Catholic EOTAS Education Other Than At School SCP School Change Plan ESBD Emotional Social and Behavioural SEN Special Educational Needs Difficulties SfC[1 or 2] Strategy for Change [1 or 2] FAM Funding Allocation Model SIP Strategic Improvement Partner FAQ Frequently Asked Questions SLA Service Level Agreement FE Further Education SLCN Speech, Language and FF&E Furniture, Fixtures & Equipment Communications Needs FFT Fischer Family Trust SSAT Specialist Schools and Academies Trust FM Facilities Management SSDP Single Strategic Delivery Partner FSM Free School Meals SSfC Schools’ Strategy for Change G&T Gifted & Talented TOC The Oldham College GMC Greater Manchester Challenge
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