Building Schools for the Future the London Borough of Lambeth

Building Schools for the Future

The London Borough of Lambeth Outline Business Case Phase 2 – Part 1

Version History:

Version Date 1.0 30 May 2008 1.1 15 June 2008 1.2 17 June 2008 1.3 25 June 2008 1.4 1 July 2008 1.5 7 July 2008

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TABLE OF CONTENTS 1 EXECUTIVE SUMMARY 4 1.1 Background 4 1.2 The Project 4 1.3 Value for Money 5 1.4 Affordability 5 1.5 Readiness to Deliver 6 1.6 Leading and Managing Change 7 2 BACKGROUND 8 2.1 The Corporate Vision 8 2.2 Strategic Overview 13 2.3 Key Estate Priorities 29 3 THE PROJECTS 31 3.1 Option Analysis & Feasibility 31 3.2 Sample Schools 47 3.3 Sample Schools – Delivery of Strategy for Change 47 3.4 ICT service provision 49 4 VALUE FOR MONEY ERROR! BOOKMARK NOT Removed to Part 2 - Confidential 5 AFFORDABILITY ERROR! BOOKMARK NOT Removed to Part 2 - Confidential 6 READINESS TO DELIVER 58 6.1 Project Management 58 6.2 Procurement Process 62 6.3 Consultation and Statutory Approvals 62 6.4 Sponsor and School Commitment 62 7 LEADING AND MANAGING CHANGE 66 APPENDIX 1A: OPTION ANALYSIS & FEASIBILITY APPROACH – SAMPLE SCHOOLS 74 APPENDIX 1B: ABNORMAL COSTS PROFORMA 75 APPENDIX 2: SAMPLE SCHOOLS – DELIVERY OF STRATEGY FOR CHANGE 76 APPENDIX 2A: ICT OUTPUT SPECIFICATION 77 APPENDIX 3: VALUE FOR MONEY ASSESSMENT 78 APPENDIX 4: RISK MATRIX – RISK MANAGEMENT 79 APPENDIX 5: FACILITIES MANAGEMENT 82 APPENDIX 6: FUNDING ALLOCATION MODEL 83 APPENDIX 7: AFFORDABILITY MODEL 84 APPENDIX 7A: OVERALL FUNDING OF BSF 85 APPENDIX 8: ACCOUNTING TREATMENT ERROR! BOOKMARK NOT Removed to Part 2 - Confidential

Page 2 of 89 APPENDIX 9: APPROVALS 86 APPENDIX 10: DRAFT OJEU 87 APPENDIX 11: OBC REQUIRED KPI DATA 88 APPENDIX 12: APPROVALS CHECKLIST 89

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1 EXECUTIVE SUMMARY

1.1 Background

‘Every young person in secondary education will be confident and creative, aspirational and self reliant, and enjoy high self-esteem’.

Lambeth welcomes the opportunity offered by the BSF programme to further raise standards, levels of achievement and access for the borough, continuing to build on the successful transformation already underway. The Authority has recently been awarded three stars in the Annual Performance Assessment (APA) 2007. This demonstrates our capacity to improve against Key Performance Indicators (KPIs) addressing educational outcomes, diversity of provision, fair access and choice. Our BSF programme will enhance our achievement and our exceptional performance over the last ten years and our second phase (Wave 5) gives us the opportunity to build on the initiative and successes of the initial Wave 2 programme, which is already well advanced and delivering educational transformation.

Lilian Baylis

The OBC remains focused on the approach set out in The Strategy for Change to procure a Local Education Partnership, extending the existing managed ICT service and the existing Private Finance Initiative (PFI) contract at Lilian Baylis Technology School, all in a way that delivers optimum value for money.

4th New Secondary School

A 4 th New Secondary School is proposed to address the demand for pupil places within the borough. Following extensive feasibility studies of potential sites, the site of the existing Fenstanton Primary School has been determined as the preferred site for locating a secondary school and an agreement in principle has been provided by Lambeth’s Cabinet for the development of a 6FE secondary school. Pupil place statistical analysis by postcode demonstrates that the postcodes SW9, SW2 and SW16 are the areas in most need of further secondary provision. The Fenstanton site is located centrally within these postcodes.

1.2 The Project

Lambeth’s vision, developed with key stakeholders in the borough including head teachers, governors, school staff, parents and local residents is summed up by this diagram.

Based on the needs of our schools both educationally and within the estate, Lambeth and our partners are fully committed to the procurement of our BSF transformation programme under the Local Education Partnership (LEP) model. Lambeth believes that this will provide an effective procurement vehicle that will deliver value for money as well as an assured flow of well-designed and well-constructed buildings, appropriate for a programme of this complexity. The programme has the support of the Section 151 Officer and Project Board.

The projects will be Design and Build contracts, with the only exception being the PFI variation to Lilian Baylis. The Lambeth LEP will provide as a minimum the design and construction of our Sample Schemes, the development, design and construction of further projects, and the provision of ‘hard FM’ to BSF schools. It is expected that the ‘hard FM’ service (including Lifecycle Replacement Responsibilities), and as defined in the Shareholders’ Agreement and Strategic Partnering Agreement, will provide a consistently high standard of building maintenance, and ensure the ongoing sustainability of the new and refurbished estate. The lack of PFI will hopefully attract bidders active in the schools market, but who lack the current experience and capacity to deliver projects through PFI vehicles. Page 4 of 89 Confidential draft 1July 2008

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Lambeth will also be inviting bidders to submit proposals for inclusion of ‘soft FM’ services such as caretaking, cleaning, grounds maintenance, out of hours security, catering, administration, asset management, a future estates strategy, support to Vocational Training, work on the primary school estate to BSF schools, the wider school estate and to co-located community facilities on school sites as appropriate. Lambeth continues to work with schools to determine the full scope of services that might be delivered by the LEP.

There is an existing ICT contract with Research Machines (RM) in place so the provision of ICT is not currently a LEP service, although this could change when the current ICT contract expires.

The standard contractual terms for the PFI contract will be reviewed for the variation of the Lilian Baylis variation; those for the ICT contract and Payment Mechanisms will be considered for the renewal of the LCLP when the current ICT contract expires.

Lambeth intends to vary the PFI agreement for Lilian Baylis, for the provision of a 15-place Integrated Specialist Centre for SLDD pupils, a new 100-place sixth form and a 15-place ASD unit. Our proposal is to develop and deliver together two strands of investment for Lilian Baylis Technology School, which would require some BSF funding to be drawn down in advance of the 2009/10 Financial Year, preferably as PFI credits. £5 million of PFI Credits have been provisionally offered for the Integrated Specialist Centre, subject to development of the Outline Business Case. This opportunity is valued at approximately £3M of capital expenditure. Combined with the sixth form and ASD provision identified through BSF, there is therefore potential to deliver a combined project with a capital value of approximately £6M through one project. However, to deliver this through the LEP would be complex because Focus Education (Lambeth) Ltd, the PFI Special Purpose Vehicle, has an exclusive licence for the use of the site and the LEP/PFI interface issue is not resolved. The costs associated with resolving this issue could outweigh the benefits for what is essentially a minor capital sum in the context of BSF.

The two schools with the greatest need, and which provide a representative sample of much of the Phase 2 school estate are Dunraven and Norwood. They will be the sample schools.

1.3 Value for Money Content under review

1.4 Affordability

The Council’s funding envelope agreed with PfS (including additional exceptional abnormals allocation) for those schemes to be procured via the LEP (i.e. all schools except Lilian Baylis - PFI) is £***.* m at the Reconciliation Date (*Q**); of which £ ***.* m is funding for capital expenditure on buildings (including £*.* m funding for non-reclaimable VAT on VA refurbishment schemes) and £**.* m is for ICT systems and services.

The PfS funding envelope for capital expenditure on buildings including inflation to the start of construction for each scheme is £***.* m (including £ *.* m for non-reclaimable VAT); as compared to £***.* m at the reconciliation date.

The addition of inflation to the start of construction for each scheme brings the overall PfS funding envelope, including ICT systems and services, to £ ***.* m

The OBC Cost Estimate for the overall programme is £***.* m, including a * % contingency for each school and a further £ *.* m programme contingency (approximately *.* % overall). A further provision for VAT of £*.* m; gives a total of £***.* m. Therefore the proposed programme is assessed as being affordable within the PfS funding envelope without the need for any further capital contribution by the

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Council.

During the dialogue and procurement process, the Council will provide potential bidders with details of our outline scheme proposals and Cost Estimates together with the funding from envelope from PfS.

We will provide a clear statement that we expect the programme to be delivered within the funding envelope and as part of our test of partnering we will also challenge and evaluate bidders’ ability to assist the Council in delivering additional value for money to the programme.

We believe that one of the potential key advantages of the LEP structure is the opportunity it provides for a strategic partner to assist the Council in delivering higher physical transformation of the existing estate either by driving through efficiencies in the rest of the programme or by identifying other potential opportunities or sources of capital.

We have also assessed the potential revenue impact of the LEP providing FM services in collaboration with schools. As a result some schools in the programme have made a commitment to make a contribution of between * to * % of their total revenue budget for FM services which they elect to receive via the LEP.

The Lilian Baylis school is to be funded via PFI and is the subject of a separate OBC.

1.5 Readiness to Deliver

The BSF programme in Lambeth has enjoyed all-party support throughout its life and the administration is committed and determined to implement the investment as quickly as possible. The Leader of the Council, Cllr Steve Reed, who was previously Lead Member for Education, takes a close interest and is heavily committed to the programme. The Lead Member for CYPS and the BSF programme is Cllr Paul McGlone. He has been has been involved in the BSF programme for the last two years. The Lead Member, and the Leader of the Council, are both fully committed to delivering the programme. Key Lambeth Cabinet Members meet with the BSF team on a fortnightly basis.

Members of the Council are committed to delivering effective community leadership, democratic renewal and continuous improvements in service delivery. They will also provide visible, accountable leadership, demonstrate clear decision making processes and increase public involvement. Lambeth will continue to develop the already strong member leadership through training and meetings with Advisory Bodies such as the 4ps and PfS.

The BSF Project Board meets monthly and is constituted of senior Lambeth officials and a PfS representative. Its full members are: • Derrick Anderson, Chief Executive, LBL • Phyllis Dunipace, Executive Director of CYPS, LBL, Project Sponsor • Mark Hynes, Director of Legal and Democratic Services, LBL • Mike Suarez, Executive Director of Finance and Resources, LBL • Chris Lee, Executive Director Housing and Regeneration • Harry Scarff, PfS Project Director

It also includes representatives from key external organisations who provide important advice and feedback. Those who attend in support are: • Martin Lipson, 4ps • Tamasin Dale, BSF Project Adviser, DCSF

The membership of this board not only demonstrates Lambeth’s commitment at the highest level, but also ensures all necessary resources are applied to ensure the programme’s success.

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• Project Sponsor and Design Champion. Phyllis Dunipace, as Executive Director of CYPS, is the senior officer accountable to the Project Board and Cabinet for delivery of the programme objectives and has held this position since the project’s inception

Programme Director. Mike Pocock leads the team responsible for delivery of the BSF programme, and oversees programme progress. Mike’s previous experience was in the private sector working for major contractors at director level, specialising in PFI and partnership projects, including the NHS LIFT programme which has many similarities to BSF, and having joined the Lambeth team in 2005 has led the programme from the early stages of Wave 2.

The BSF programme is managed under the general principles of PRINCE2 and the PID has been approved by the Project Board. A ‘Gateway 0’ review of the programme was undertaken in September 2007 by 4ps; it showed that the programme was in good shape, and the recommendations have been implemented. The project management structure in Lambeth is aligned with the 4ps guidance on project governance and management structure published in June 2006.

Lambeth’s team has grown significantly and now has 18 in house officers working full time on the BSF programme led by senior officers covering educational improvement, programme management and consultation, reporting to the programme director. The team has a mix of public and private sector experience in order to maximise the prospects of success. It will remain flexible so that it can evolve as scheme changes from procurement through to construction and delivery. A formal management structure is in place

The BSF team draws on skills and knowledge from other departments as and when required. They are closely linked to the School Improvement Team and there are regular meetings with the Education Board, chaired by the Divisional Director for Schools, attended by key education professionals, the Assistant Directors for Standards and Inclusion, and the Divisional Director for Change Management to ensure appropriate commitment and co-ordination. Lessons learned from the early stages and the first phase have led to closer involvement from other departments for the Wave 5 programme.

1.6 Leading and Managing Change

Lambeth has developed in Wave 2 a robust change management strategy to achieve educational transformation. Change will be a consequence of key elements of the borough’s BSF vision and strategy, and will result from a robust gap analysis. Ultimately, the purpose of transformation is to bring about new methods of teaching and learning that will contribute to the raising of standards for all schools in the Lambeth. We are in a strong position of being able to draw on lessons learned through the Wave 2 BSF Programme, as can be seen by the successful changes carried out at The Michael Tippett School. The involvement of head teachers and other school staff from Wave 2 in supporting Wave 5 schools will be important to progress the transformation agenda in the borough, and to help apply best practice from Wave 2 to Wave 5.

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2 BACKGROUND

2.1 The Corporate Vision Lambeth welcomes the opportunity offered by the BSF programme to further raise standards, levels of achievement and access for the borough, continuing to build on the successful transformation already underway. We have recently been awarded three stars in the Annual Performance Assessment (APA) 2007. This demonstrates our capacity to improve against Key Performance Indicators (KPIs) addressing educational outcomes, diversity of provision, fair access and choice. Our BSF programme will enhance our achievement and our exceptional performance over the last ten years and our second phase (Wave 5) gives us the opportunity to build on the initiative and successes of the initial Wave 2 programme, which is already well advanced. Our Corporate priorities remain unchanged from our Strategy for Change,

The specific objectives of Lambeth’s BSF transformation are to:

• Create world-class learning environments for all secondary age children and young people in Lambeth; • Harness the full potential of ICT to transform learning and improve efficiency; • Enable the delivery of our Education Vision (the 4 main themes are to improve access, achievement, inclusion and community links); and • Deliver the five Every Child Matters (ECM) outcomes. o Outcome 1 o Outcome 2 o Outcome 3 o Outcome 4 o Outcome 5

The OBC remains focused on the above, and the approach set out in The Strategy for Change to procure a Local Education Partnership, extending the existing managed ICT service and extend the existing Private Finance Initiative (PFI) contract at Lilian Baylis Technology School, will deliver optimum value for money.

The two Phases of Lambeth’s BSF programme are fully integrated in order to deliver a single strategic change to Lambeth’s education and services for children and young people. Important lessons have been learned, and the experience gained during Wave 2 (Lambeth BSF Phase 1) has been incorporated into the planning and preparations for Wave 5 (Lambeth BSF Phase 2). An exhaustive process of consultation with schools began in 2005, with the development of Individual School Visions. A number of meetings have been held with the individual Phase 2 schools since January 2007 to review their visions, and a regular series of meetings involving all stakeholders have taken place since July 2007.

The key Lambeth educational factors that were set out within SFC2 remain valid for this OBC. These are:

• Pupil Place Planning - The strategy shows the demand for additional places and how this is to be met, in part, by expanding existing schools and introducing a new school, in addition to the new academies and the parent promoted school already under development. It also shows how the existing facilities can be extended.

• Promoting Diversity, Choice and Access - Lambeth already has one the most diverse provisions of schools in the country. To ensure that students have equal access to this variety of schools and that parental choice can be governed (Is this a good word ? “offered….” by school type rather than availability of required facilities the provision will be increased particularly in popular high-performing schools. Special Educational Needs (SEN) facilities will also be extended, particularly by the introduction of specialist centres in mainstream schools.

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• Capacity to Deliver - This is addressed firstly by creating a highly experienced and motivated team, drawing largely on experience from Wave 2, of both in-house educational leadership and programme management, and external technical, financial and legal consultancy. Secondly the proposals, whilst challenging and ambitious educationally, are deliverable against the programme and are affordable, whilst meeting the overall aims of BSF nationally and locally.

• Raising Standards - Strategies for change management, many developed in Wave 2, are set out to ensure the improvement in standards is continued. This is facilitated by a further development of Lambeth’s already leading edge ICT managed service, and by providing the range of spaces required to support programmes that raise standards. Particular processes have been instigated to ensure that schools falling below 30% 5A*-C including English and Maths achieve the expected improvement to above that threshold.

• Stakeholder Engagement - The results and ongoing plans for stakeholder engagement appear throughout this document and in particular in section 4.8. Maintaining an appropriate level of engagement with stakeholders in the longer term is vital and one of the key lessons from Lambeth’s first phase. We found it valuable to re-engage with all the school related stakeholders as we get closer to the design phase, and when designs are developed with contractors’ teams. This allowed us to further develop the educational development and transformation at each stage. We will adopt the same philosophy for the next phase (Wave 5).

Existing Context

Lambeth maintained schools have all been judged as either outstanding or as good (many with outstanding features) in their most recent Ofsted inspections. For example, recently Lilian Baylis was judged as good with many outstanding features. Our schools have shown continuous improvement over the last 10 years with 5 A*-Cs improving from 29% in 1998 to 56% in 2007. Some have made extraordinary improvements in this time such as Stockwell Park (13%-67%), Archbishop Tenison's (23%-55%) and Bishop Thomas Grant (42%-63%).

Students Achieving 5+ A*-C Grades by School, 1998-2007 (%) School 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 Archbishop 23 22 24 35 56 43 60 54 54 55 Tenison's Bishop Thomas 42 42 42 37 29 42 47 48 52 63 Grant Charles Edward 27 30 27 40 36 30 43 45 44 41 Brooke Dunraven 31 36 43 43 55 53 68 73 71 71 La Retraite 48 55 56 55 61 71 61 63 74 76 Lilian Baylis 13 12 16 18 6% 16 24 36 31 36 London Nautical 46 47 41 45 47 51 46 62 80 63 Norwood 21 17 17 19 33 28 36 34 38 32 St Martin’s 30 43 40 54 59 58 56 72 74 69 Stockwell Park 13 16 11 29 26 39 54 53 55 67 Lambeth 28.8 31.9 31.7 35.9 40.1 41.7 48.1 52.3 54.9 56.0

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Students Achieving 5+ A*-C Grades by School, 2002 – 2007, including English and Maths (%) (# denotes pilot scheme results) 2002 2003 2004 2005 School 2006 2007 # # # # Archbishop Tenison's 40 31 52 48 49 47 Bishop Thomas Grant 27 32 40 34 39 48 Charles Edward Brooke 22 19 26 24 26 27 Dunraven 42 49 61 54 60 61 La Retraite 45 47 51 53 65 57 Lilian Baylis 2 13 14 29 11 27 London Nautical 33 43 45 48 61 45 Norwood 18 16 26 20 25 21 St Martin’s 38 47 45 55 56 47 Stockwell Park 12 11 21 26 42 43 Lambeth 27.9 30.8 38.1 39.1 41.7 41.4

Lambeth’s Contextual Value Added (CVA) has improved from 1006 in 2004 to 1013.4 in 2007. Many schools have consistently high CVA, and some have improved significantly, in particular Norwood has improved from 1001.1 (2004) to 1006.0 (2006) and Lilian Baylis Technology College from 992.3 (2004) to 1026.2 (2006).

Many schools are engaged in extended, sustainable relationships with external partners, and already have excellent, formal links with Universities, Further Education colleges, Educational Charities, Business, Community Groups and with Lambeth Children and Young People’s Service (CYPS). Schools will continue to develop robust relationships and Lambeth will maintain the dialogue with all schools regarding governance. Lambeth’s commissioning role is to support schools in developing autonomy to enable them to continue to raise standards, as evidenced in the development of the parent promoted school (The Elmgreen School).

Lambeth will support schools to ensure that they are strong and self-confident, with a distinctive ethos; working with parents, students, local communities and other partners to deliver outstanding education that meets the specific needs of students. Lambeth will ensure this by regular and rigorous monitoring and evaluations of school progress in conjunction with SIPs, Headteachers and Governors.

There are a number of key strategies for which Lambeth’s BSF programme provides support; these include the Sports Strategy, Arts Strategy and Work Based Learning (WBL) Strategy. These strategies cement and consolidate work by providing a clear framework for co-ordinating efforts of all stakeholders.

Lambeth schools demonstrate great strengths in the visual, performing and creative arts; 8 schools hold the Artsmark Award (5 with gold award). The 3 schools with an Arts specialism - Charles Edward Brooke (performing arts), Archbishop Tenison (visual arts) and Norwood (performing arts) develop and co-ordinate programmes of Arts enhancement across the borough and positively impact upon the wider community. Charles Edward Brooke is also a ’Creative Partnership’ school. Nationally recognised arts organisations, including the Hayward Gallery and the Royal Festival Hall work closely with our schools.

WBL opportunities are currently offered through Lambeth College, Southwark College, The Training and Business Group (TBG) Learning, YourStory, and Newstart. A prospectus of available programmes is circulated to all schools in the borough and the Education Business Partnership (EBP)’s Employability and Skills Working Group provides a forum at which schools and providers are meeting to establish protocols for joint working. Links between schools and these providers will present the essential basis for the further collaboration needed to offer the 14 -19 Specialist Diploma programme. The development of new vocational arts courses is adding breadth and depth to the

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curriculum offer, widening opportunities for student and community participation whilst developing students’ broader education senses and exposing and developing talent.

The Lambeth EBP has introduced a public sector business administration apprenticeship to the Council, with five 18 – 24 year old apprentices which began in October 2005, and which is to be extended. Two schools, Lilian Baylis and Stockwell Park, are offering Young Apprenticeships Programmes. VT Plus Training will offer 24 places in Hospitality and Council for Administration (CfS) have 30 students doing Business and Administration.

Effective design of external spaces enhances curriculum delivery and has a positive impact on student behaviour and development. Lambeth has developed a BSF Sports Strategy which sits within the evolving corporate Leisure and CYPS Sports and PE Strategies. The strategy reflects the importance of schools providing access to high quality sports and PE provision in an inner city borough where young people may not have access to green space, play and quality outdoor provision. It ensures that school designs have appropriate provision of indoor and outdoor space with facilities for PE and sport (with changing facilities) for school and community use.

Local Development Framework

The Local Development Framework (LDF) is a new, statutory spatial strategy for the future development of Lambeth over a fifteen year period. The Core Strategy is the first and most important part of the LDF as it will include strategic policies and a coordinated delivery plan for new housing and jobs and for all infrastructure required to meet the needs of Lambeth's current and future population. This includes infrastructure for the delivery of education as well as health and social care services, transport, waste, utilities, policing, open space, leisure, shops and the space required for community development and youth services. The LDF Core Strategy is expected to be adopted in December 2010, at which point it will replace the current Unitary Development Plan 2007.

Lambeth’s Education Achievement Plan has been developed and focuses on the priorities for quality education and achievement for children and young people in Lambeth. The Education Achievement Plan sets local targets to improve educational achievement in Lambeth. The added value is summed up by some key outcomes and is demonstrated by some major targets set to ensure that BSF meets the needs of students. These are summarised in some of the main KPIs measured, to be achieved by 2018,.

Access 80% of students completing year 11 will have a place in a Lambeth school or local college. Students will have access to a non-denominational co-educational school in each of the 5 town centres. Vocational opportunities will be increased at all levels. Achievement Lambeth students will achieve 1% above the National Average for 5+A*-C grades. No ethnic group will be significantly behind the national average for achievement. Increasingly diverse provision will be provided for post-16 students (more Level 1 and 2 courses). Key Stage 2-3 Value added will be increased for all students to over 100. Key Stage 2-GCSE Value added will be over 100 in all mainstream secondary schools. 100% of Lambeth schools will be ‘specialist schools’, many with a second specialism. Teacher recruitment and retention will be improved to the London average.

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Inclusion Numbers of 11-19 not in education, employment or training (NEET) will be reduced to a percentage less than neighbouring boroughs. Secondary attendance will be improved to 95% overall (authorised absence less than 5%). Secondary permanent exclusions will be reduced to less than 0.2% per annum. The number of students missing education for over 1 term will be reduced to zero. A virtual school will be established providing secondary education for up to 200 students. Community 100% of Lambeth schools will be extended schools and 30% of those will be full links service schools.

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2.2 Strategic Overview

The high level objectives of Lambeth’s BSF programme are to:

• Create world-class learning environments for all secondary age children and young people in Lambeth; • Harness the full potential of ICT to transform learning and improve efficiency; • Enable the delivery of our Education Vision - improve access, achievement, inclusion and community links; and • Deliver the five ECM outcomes.

This is being met by ensuring that the BSF Programme specifically enhances a number of key Lambeth strategies, as set out below:

2.2.1 SEN Provision

The proposed SEN provision remains unchanged from that which was submitted at SfC2. Lambeth is committed to providing the highest quality of education and support for all students and their families. The Inclusion Strategy (informed by a SEN audit based on a projection of needs through to 2016, and wide consultation) identifies the need for additional SEN provision in the secondary phase which builds on the provision offered in the primary phase. The SEN provision, in conjunction with the priorities identified in the key Estates Priorities – section 2.3, have led to clarification of the investment prioritisation of Waves 2 and 5 of the BSF Programme. The Inclusion Strategy will offer children and young people with special needs more choice and greater opportunities to remain in the borough for secondary education. Once the BSF programme has been implemented, the SEN provision at each of the schools will be as per the table below:

School Wave 2 Wave 5

The Michael Tippett 10 additional places School The Elmgreen School 30 place centre for hearing impairment Stockwell Park High 15 place centre for ASD School Bishop Thomas Grant 15 place centre for Autistic Spectrum Disorders (ASD) Norwood 15 place centre for ASD Lilian Baylis 15 place centre for ASD 15 place Integrated Specialist Centre for children with complex physical needs Dunraven 15 place centre for speech and language Charles Edward Brooke 40 place refugee centre Lansdowne School 5 additional 11 – 16 places 30 additional post 16 places Turney School Additional 12 primary places and additional 13 secondary places

Lambeth will ensure that the BSF programme will continue to complement and enhance the Inclusion Strategy, with a focus on enabling more secondary age pupils with SEN to be educated within mainstream Lambeth schools. While the BSF investment is significantly contributing to the needs of pupils with SEN, Lambeth has additional policies and strategies in place to champion the needs of all pupils. The nationally recognised Research and Statistics Unit within CYPS has undertaken research exploring the needs of underperforming groups and the factors that affect achievement. To date there Page 13 of 89 Confidential draft 1July 2008

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has been research into the Impact of Pupil Mobility on Achievement, Raising Achievement of West African Pupils and Raising Achievement of Somali Pupils. Research on the impact of deprivation on under-achievement is also planned. Fair access will be extended through school collaborations, the In Year Fair Access Protocol and outreach from special schools to develop expertise in the mainstream and specialist SEN centres.

6th Form provision at Lansdowne School will provide additional places for Post 16 pupils who are not ready for a direct transition to a Further Education College. The programme of Wave 5 BSF works will significantly improve the existing estate, and address the Inclusion Strategy as outlined in section 4.4.

2.2.2 Expanding school places

As stated in the Lambeth Children and Young Peoples Plan 2007-10 (LCYPP) expanding school places is a top-priority initiative for the Council; the BSF programme is a key project to enable Lambeth to continue and develop the transformation of our secondary education. Phase 2 gives the opportunity to provide much needed expansion and create 21st century learning environments in our existing schools, which are already achieving a great deal, especially in ‘added value’ for our children and young people despite the limitations of the current buildings. As well as providing new build accommodation (a mixture of new and replacement space), the majority of the existing estate will either be refurbished or benefit from minor refurbishment works. These works will allow schools to create the range of spaces from which they do not currently benefit, for example spaces for large group work and personal study, enabling education in Lambeth to be transformed. In tandem with the process of engagement with schools and key stakeholders, Lambeth have examined demand for secondary places in many ways, in particular both the school roll projections issued by the Greater London Authority (GLA) in January 2007 and the current primary pupil rolls. suggest significant potential growth in the demand for secondary places, as summarised in the table below, which uses the primary pupil roll data until 2013 and the GLA data thereafter.

Percentage of Lambeth secondary places available for Lambeth primary pupils leaving Year 6

After including Projected Year 7 Planned Projected number Excluding impact Year 7 out-of- Year Lambeth resident Year 7 of out-of-borough of Year 7 out-of- borough pupils places pupils borough imports imports 2008 2498 1950 330 78.1 68.9 2009 2485 1950 330 78.5 69.3 2010 2546 2010 330 78.9 70.0 2011 2634 2070 330 78.6 69.8 2012 2683 2175 330 81.1 72.2 2013 2725 2370 330 87.0 77.6 2014 2866 2370 330 82.7 74.2 2015 2838 2370 330 83.5 74.8 2016 2848 2370 330 83.2 74.6 2017 2859 2370 330 82.9 74.3

Pupil roll projections for number of Year 7 students compared with the projected number of Year 7 places 2007 to 2017 based on typical cohort survival of current rolls 2008-2012 and GLA population cohort projections 2013-2017. Page 14 of 89 Confidential draft 1July 2008

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The planned Year 7 places outlined in the table above integrates the 8 Forms of Entry (FE) increase across existing Lambeth secondary provision, alongside the addition of 6FE from the Evelyn Grace Academy in 2008. A further addition of 6FE from 2013 onwards through a new 6FE school has also been included in the numbers of planned Year 7 places, and highlights the fact that this will contribute towards providing sufficient places for 80% of Lambeth primary school leavers. However, if out-of- borough imports are included (based on trends from previous years), the percentage of places available to Lambeth school leavers decreases to 74.3% in 2017, despite an overall increase of 26FE. The available data clearly indicates a high demand for the additional Lambeth secondary school places which will be provided through Phases 1 and 2 of the BSF Programme. The most recent data for 2008 shows that the 1st and 2nd choice preferences from Lambeth residents continue to show a high level of oversubscription across most of Lambeth’s secondary schools. In the 2008 round of applications there was an average of oversubscription across all Lambeth schools, rising to 83% when 1st and 2nd preferences from out-of-borough residents are included.

Lambeth’s recent roll projections for year 7 resident pupils have shown a high level of accuracy for the short term, within 6 pupils for 2008 (2457 as per Pupil Level Annual School Census (PLASC) compared to the forecast 2451) and we are working in conjunction with neighbouring boroughs, notably Wandsworth to refine further our projections. Lambeth have updated their projections regularly as further data becomes available. Further work will follow after the submission of SfC2 - Lambeth will be using Place Group to undertake a review of the data using a different methodology. This review will also capture the 2008 offer data which is now available.

It is worth noting that Elm Green was absorbed in the offers last year, and it appears that Evelyn Grace Academy will similarly be absorbed. We are also developing a consistent model for child yield forecasting. In addition, to improve the accuracy of long term projections, Lambeth are playing an active role in the establishment of a Pan-London school place planning system that will develop a more robust forecasting methodology and increase transparency between neighbouring authorities. Eventually, the model will be developed to the stage where Lambeth will be able to forecast demand for places at individual schools

Lambeth’s Cabinet has agreed in principle to pursue a new 6FE secondary school in the borough – currently referred to as the 4 th New Secondary School. The preferred site, the existing Fenstanton Primary School site, has been identified and further detailed work is being undertaken to progress the plan, both in terms of the re-location options for the existing primary school and the development potential of the site for a secondary school. It is anticipated that Cabinet will take a further decision in September 2008 to agree the re-location site for the primary school and the type of secondary school to be developed on the preferred site.

Lambeth’s strategy also addresses the gender imbalance by increasing the number of mixed schools, increasing the size of the two boys’ schools and one of its girls’ schools, Norwood, going co- educational.

As part of addressing future pupil place planning and the need to expand pupil places Lambeth are seeking to establish a 4 th New Secondary School within the borough.

4th New Secondary School

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Detailed work is underway to determine the governance arrangements for the proposed secondary school, alongside the consideration of the type of school most appropriate for the borough and local community. Consultation with DCSF/OSC is ongoing to determine governance arrangements.

Ongoing consultation, through regular meetings, with Fenstanton primary school is taking place to ensure the full needs of the primary school are met and to consider how the primary school and proposed secondary school can operate within close proximity of each other.

Further consultation with key stakeholders has to date involved a series of focus groups, surveys, meetings and newsletters to ascertain the views held. Key issues that have so far been explored include:

• The preferences of the education community in terms of the type of secondary school to be pursued; • The driving factors influencing parental decision making in choosing secondary education; and • The views of the local community with regard to what makes an excellent secondary school.

Further consultation with stakeholders is planned to ensure the designs developed for a community campus, incorporating a secondary and primary school, are successfully developed to the benefit of the community.

2.2.3 Integrated Services/Every Child Matters

Lambeth’s BSF programme will contribute to ECM outcomes as follows (further details in Appendix 4): • Be healthy: Physical Education and Sports Strategy with excellent sports and arts facilities; Improved dining facilities; Extended schools and facilities for multi-disciplinary working. • Stay safe: Schools safe by design; Easy supervision; Safe and secure facilities open to the community. • Enjoy and achieve: Environments that promote enjoyable learning improved achievement and personal growth; Personalised learning; Arts and sports facilities; Involving parents; Extended school provision for great access and participation. • Positive contribution: Improved attendance and better behaviour; Learning spaces to facilitate experimental learning styles; Further a voice for the views of children and young people. • Economic well-being: Providing vocational and WBL; Guidance for 14-19 learning to prepare for work; Facilities for adult education to reduce unemployment.

The BSF programme supports the priorities identified in LCYPP to improve outcomes for students in Lambeth, and in particular, 6, 7 & 9.

• Increase access to quality school places and good quality childcare places • Raise attainment levels for all pupils and achieve floor targets to enable children to achieve their full potential • Increase opportunities for all young people to participate in out of school activities • The Extended Services agenda identifies the Core Offer as follows: • Wrap around childcare - high quality 'wrap-around' childcare provided on the school site or through other local providers, with supervised transfer arrangements where appropriate, available 8am–6pm 48 weeks of the year, including holiday projects and play schemes. • Varied menu of activities - study support and structured activities, including homework clubs, sport, music tuition, dance and drama, arts and crafts, special interest clubs, visits to museums and galleries, learning a foreign language, volunteering, business and enterprise activities • Parenting support – e.g. information sessions for parents at key transition points, evidence based parenting programmes delivered in partnership with other providers, informal networks and self help groups for mothers and fathers, and opportunities for family learning.

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• Swift and easy access - using the Common Assessment Framework (CAF) to implement a preventative approach based upon early intervention and swift and easy access to a wide range of targeted and specialist support services for students with additional needs. • Improving community access - developing partnerships and agreements which provide for wider community access to schools facilities for youth activities, adult learning, support for job seekers, sports, arts, music and ICT.

Extended Schools Programme

The Extended Schools Programme (ESP) is based upon achieving the development priorities for each Core Offer service identified in a Research and Development Audit of schools facilities and resources. The process enables the school community to aspire and be ambitious. It is also a ‘quick win’ approach to gathering up to date information on existing levels of extended services provision and the facilities available.

As part of the process of becoming an extended school each school needs to consult with their community. Lambeth had three fully serviced schools that were part of the government pilot for the ESP. Using their experience we have established a robust audit system and this approach is well established. The Extended Services team works in partnership with colleagues, schools, other public sector agencies, voluntary and community organisations, to broker relationships and implement the range of projects and activities required to meet the needs of local communities.

The ESP can be delivered from facilities on the schools site, from community venues or youth centres. Alternatively, formal signposting arrangements can be established between schools and off- site service providers.

The Broader Offer is being negotiated with schools and will be further developed with the support of BSF investment.

The Education Service Advisory Committee (ESAC) will be carrying out their function for all the schools within the BSF programme. The Council is confident that it will meet the national target for all schools to be Extended Schools by 2010. The following targets have been identified for meeting delivery of the full Core Offer:

Year Target Achievement (as at December 2007)

2006 15% of all schools Exceeded target. 39% of all schools delivering full Core Offer 2007 33% of all primary schools Exceeded target. 40% of primary schools delivering full Core Offer 2008 33% of all secondary schools On target. 50% of all primary schools 23% of secondary schools delivering full Core Offer (Dec 07) 2010 100% of all schools N/A 2011 Achieve sustainability N/A

Lambeth is delivering its Extended Services through its Team Around the Child (TAC) approach to area based service delivery. The TAC has an area based management structure under which partnership services are brought together. TAC was first developed to provide integrated services to children under 5 with complex disabilities - generally through child development services - bringing together health visitors, paediatricians, social workers, physiotherapists, psychologists, speech and language therapists to meet the individual needs of children/young people and their family. TAC has now been widened to meet the statutory ECM requirements and support the integration of systems, processes and service delivery to improve outcomes for children and young people. TAC has now established strong strategic and operational partnerships with schools, FE colleges, the PCT, Police, Probation Service, Connexions together with voluntary sector organisations.

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The objectives of TAC approach in Lambeth are as follows:

• Make our vision true for all children including those that are vulnerable and have additional needs; • Meet the requirements of ECM regarding integration of governance, planning, processes and service delivery; • Support our intentions to be more preventative and act earlier to meet need; • Reduce duplication and inefficiency across the Children and Young People's Strategic Partnership; • To meet the political priorities of the council, including the development of a closer relationship with our communities; • To respond to the ECM requirement to establish trust arrangements - planning, commissioning and integration of services To support improved working with key partners; • To improve professional relationships; and • To improve service delivery for children and young people.

The BSF investment in Wave 2 is aligned with TAC and Extended Services. Wave 5 provides an opportunity to review the TAC key elements and adapt them to enhance the service and ensure effective integration of the ECM Agenda. Lambeth recognises that its schools have a vital role to play as community hubs, and that this will help achieve the ECM outcomes by improving access to schools in a secure and controlled manner. This will be achieved by the clustering of facilities to be used by community groups into defined parts of the building so that the rest of the building can be closed down with the consequential benefit this brings in terms of improving security and reducing running costs.

The estates strategy has considered what facilities can be made ‘dual-use’ to serve not only the school, but also the Extended Schools Agenda and the needs of visiting professionals in an appropriate and affordable manner. There is close co-operation between Early Years (Children’s Centre), Youth, Sports and Recreation, the BSF team and other Council Departments to ensure future school accommodation is designed to reflect the delivery needs of extended services and other key strategies such as the Lambeth Integrated Youth Strategy. The BSF programme and our integrated CYPP will ensure that schools become community hubs through which integrated services can be delivered.

Allocation for the Wave 5 facilities has been considered (What does this mean ?). We propose that the potential facilities shortfall should be addressed under a three-tier approach:

• Augmenting schools’ onsite sports provision; • Improving and utilising the Borough’s school playing fields – in terms of capital investment to bring them back up to a usable standard, establishing localised management arrangements to ensure that the fields are maintained at that standard and programming usage to encourage sustained utilisation; and • Strategically utilising the Borough’s community facilities (e.g. parks and open spaces) by prioritising the schools’ usage of these sites.

2.2.4 Added Value

14-19 and the Secondary Strategy are the overarching frameworks for ensuring coordination and integration of all existing strategies within which, the BSF investment provides Lambeth with the opportunity to develop, enhance and co-ordinate borough wide strategies to improve local educational outcomes. As well as addressing educational needs, the integration of these strategies will also add value to students’ social and pastoral well being, together with the needs of the wider community. Phase 2 of the BSF programme will combine emphasis on capital investment, innovative technology, a clear focus on learning methodologies with a pedagogical approach that will transform the school estate and be a significant enabler in the transformation of learning in all of its forms within Lambeth. To ensure that the best possible result is obtained for students, a Benefits Realisation Plan has been

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developed for the BSF Programme. The plan features as a standing agenda item for the Education Advisory Board.

The following sets out the main strategies and objectives which the BSF programme will facilitate are shown below. Lambeth wiall achieve added value for its students and residents by:

• Building on and extending the ongoing leadership development • Improving choice and access for students and their parents • Reducing the gap between groups in achievement and attainment and re-engage disaffected and disengaged students • Full commitment from all secondary schools to the delivery of excellent extended services • Providing all young people with access to a full 14-19 entitlement providing excellent guidance to enable them to utilise their skills and abilities to the full. • Utilising innovation and developments in technology and ICT to transform pedagogy and learning for all students. • Maintaining a clear focus on how the BSF programme can contribute to local regeneration programmes • Implementing Change Management that encompasses both organisational and pedagogical change. • Accelerating collaborative working across schools and other providers to maximise benefits • Enabling schools to have access to a wide range of flexible and adaptable learning spaces to support a range of teaching and learning styles including lectures, project team, research, seminars as well as traditional class-based arrangements • Providing a clear focus on personalised learning, to generate consequential improvements in attendance and behaviour of students • Providing access to Sports and Arts facilities for all students both within and beyond the curriculum. • Recognising that our teachers are a key part of the transformation agenda and ensuring appropriate ongoing training and access to the latest technologies and exemplary teaching facilities • Lambeth wiall ensure that there is a positive impact on the continued recruitment and retention of teachers by supporting and valuing teaching and non teaching staff and demonstrating this in our facilities and our resources. • Increasing capacity for and the inclusion of students with autism and speech and language difficulties • Increasing opportunities for excluded students and those known to the criminal justice system to be reintegrated into mainstream education

The added value from these strategies will be achieved by:

• A programme developed by the Authority and supported by the Training and Development Agency (TDA) and National College for School Leadership (NCSL) (e.g. the Future Leaders and the Apprenticeship programmes) will enable schools to focus on: • Succession planning and middle management development within the schools framework • Sustainable leadership and structures within schools and the Authority • Challenges presented by the leadership of new and developing ‘federal’ arrangements such as partnerships, federations, extended services etc; and • Governance planning and development particularly where it may be necessary to address the challenges presented by issues such as joint governance • Providing additional places to meet demand and by ensuring that the performance of all Lambeth schools continue to improve offering relevant and exciting approaches to learning in new and refurbished facilities. • Accelerating the rates of improvement in school standards as set out below: • Facilitating the construction/refurbishment of buildings and spaces that are of the highest quality, with well designed, safe, excellent and inspirational learning and social environments to promote high quality learning and personal development and high standards of behaviour.

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• Designing personalised learning spaces that accommodate and develop specialisms, providing young people with the opportunities to develop and achieve in ways that match their learning styles and interests. • Innovative timetabling methodologies which reduce student and teacher movement around the school and enable a stronger focus on standards and achievement. • A fully-integrated ICT infrastructure and embedded ICT facilities supported by a managed service to enable every student to fully achieve their potential. • BSF has developed a detailed Sports Strategy in conjunction with all relevant stakeholders. The Sports Strategy will facilitate significantly-improved physical education, sporting and integrated community facilities, improvements in onsite school sports facilities, and the strategic utilisation of school playing fields and community facilities to provide access to large open spaces to play team sports. Lambeth shall continue to actively engage with partners, such as the School Sports Partnership, to audit the provision and forging of school-club links, to contribute to the delivery of the Physical Education, School Sport and Club Links Strategy. • The improved accommodation and environment will have a positive impact on our teachers and support staff. • Offering relevant and exciting approaches to learning in new and refurbished facilities. • The incorporation of high quality specialist centres in secondary schools. • Preventative and proactive support from the Park Campus (Secondary PRU), particularly focused on the delivery of a relevant, stimulating curriculum in state of the art accommodation.

2.2.5 School Organisation, Diversity and Choice

Lambeth’s education provision is very diverse and the authority is increasing diversity through the BSF programme. A strategic review of provision, status, diversity and access in Lambeth’s schools is undertaken on an annual basis, and Lambeth will continue to develop choice for parents, working with schools and stakeholders to ensure that the diversity and choice is maintained and developed within the Authority, providing our residents with the opportunity to access world class secondary education. Through BSF we are expanding successful and popular schools, working closely with parents and students. We are cognisant of the changing demographic of Lambeth and of the needs to analyse and respond to the specific needs of parents with faith and non faith preferences. Where changes to school organisation are required we are beginning statutory processes and aim to complete these by September 2008.

Under new collaborative arrangements all secondary schools will offer post-16 provision, initially based upon existing patterns of provision in schools with existing 6th forms supported by the development of new (primarily vocational) provision in remaining schools. In time there will be a single provider model of provision with all being equal partners in the consortia and offering a range of post 16 provision reflecting specialisms, 14-19 diploma offers, existing strengths and the needs of the students. Improved ICT provision will support delivery.

In addition, we shall work in partnership with the Learning and Skills Council (LSC), local colleges and the Pupil Referral Units (PRUs) to increase the number of vocational courses run by schools and develop collaborative arrangements for 14-19 provision. Specialisms will be developed in conjunction with strategic plans for the 14-19 programme and with cognisance of the need to ensure a strategic distribution of specialisms, and with regard to the development of specialisms in neighbouring authorities.

Lambeth will continue to develop their role as a commissioner of services and champion of students and parents, and will support schools to develop as specialist and training schools to undertake some Authority-wide change functions, the planning for which is already underway at Bishop Thomas Grant and Lansdowne. There is a clear focus on how change can be managed and driven by using all schools as local centres of excellence. For example, there is a desire that the Dunraven School formally becomes a ‘beacon’ of education management excellence, building upon their good track record of developing middle management. In the past few years, 6 of Dunraven’s deputy head

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teachers have gone onto become head teachers at other challenging inter-city school, the Elmgreen School being a recent example.

The schools are developing robust partnership working based upon the Lambeth 14-19 consortium. Schools are working together and increasingly jointly commissioning school improvement activity from external providers as well as learning networks within the Borough. This commissioning role will strengthen under BSF with the development of Local CPD centres in schools.

Lambeth is strongly supportive of further increasing the diversity of governance arrangements where appropriate and recognises the opportunities and benefits that new partnerships with voluntary, public and private sectors might bring to students at our schools. We will commission the development of a robust framework for the appraisal of options around alternative governance arrangement for schools. This will be used to assess benefits that might accrue through alternative governance or formalised collaborative working arrangements. This will form the basis of an annual review meeting with schools regarding governance arrangements and will support and challenge the schools arrangements as required.

Special Schools are developing as Centres of Excellence and will share their expertise and experience with all mainstream schools and alternative education provision. Michael Tippett offers post 16 provision for students with complex needs; its established links with local colleges will be further developed to widen the range of opportunities available for its students. For the period 2008- 2011, Lansdowne (offering provision for students with mixed needs up to the age of 16) will be developed to offer provision for 16-18 year olds with learning difficulties and/or disabilities. The key aim of this provision will be to ensure a successful transition to college.

Schools developed Individual School Visions in 2005, supported by the Place Group and Lambeth. Headteachers and Governors were instrumental in leading the development of the visions that were used to develop Lambeth’s Education Vision, approved in 2006. The School Visions were reviewed in early 2007. A consultation event was held in October 2007 to further develop SSfCs, and meetings were held with schools in late 2007. In January 2008, review meetings with Headteachers and Governors were held to confirm that the indicative designs were consistent with their SSfCs. The Schools Strategies for Change (SSfC) have been developed in 2008 and have been previously issued to PfS.

2.2.6 Underperforming Schools

The LCYPP states “We are working hard to ensure that all Lambeth schools achieve above national average floor targets by 2008. It is important that every Lambeth school gives all our children and young people the very best chance of success”.

Lambeth considers school performance by reviewing a number of key factors; the two of most significance are:

• SIPs regularly reviewing performance and this being confirmed by Ofsted inspections. • Detailed review of both relative attainment and CVA which is particularly important in a borough with such high levels of deprivation.

In the main, Lambeth secondary schools have achieved ‘good’ or ‘outstanding’ in their most recent Ofsted inspection. However, there are currently three schools performing below 5+A*-C with English and Maths. These are Lillian Baylis, The Norwood School and Charles Edwards Brooke.

The School Improvement Partners (SIP) are given additional time to support the three schools in the London Challenge ‘Improving Schools’ category. This extra time focuses on brokering additional support in line with specific school needs arising from validated self-evaluation. SIPs also broker support from Strategy teams, other LA officers and agencies. Where issues are identified an action plan is drawn up. Where there are significant concerns an action group is set up which provides regular monitoring and fine tuning of support. All three schools are currently making good progress in the face of the challenges of low prior attainment and higher than average mobility. Page 21 of 89 Confidential draft 1July 2008

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Where there is an early indication of declining standards within schools, Lambeth initiates intervention strategies involving the SIP, relevant personnel, Governors and the Headteacher. The Standards Team will co-ordinate LA support and maintain an over-view of intervention.

Lambeth has recently introduced procedures to support the emerging government policy to strengthen schools not achieving 30% A*-C including English and Maths. This includes a meeting when the headteacher and chair of governors discuss with the Executive Director and Divisional Director for Inclusion and Standards the schools’ structure and arrangements for ensuring an improvement.

Lambeth has strongly supported these schools through its School Improvement Division and other Lambeth teams. Action plans are in place which are beginning to produce improvements in schools and students attainments and achievement which have been the result of intensively focused work with senior and middle managers over the past few years. The plans and monitoring arrangements will continue to be supported results in excess of the minimum guideline KPI’s are achieved.

With recent appointments of inspirational and new Headteachers (Lilian Baylis – 2001, Norwood – 2006, Charles Edward Brooke – 2007) and already significantly strengthened governing bodies, and with an increasing number of extended and sustained relationships with public and private sector partners, there have been major and sustainable changes to pedagogy, learning styles, ethos and CVA and examination results. Lambeth is confident that changes in senior and middle management at these schools will ensure that the direct support role of the School improvement division will transpose into a less direct, commissioning role as the schools continue to develop their own autonomy and stronger governance. Lambeth believes that Lilian Baylis will be above the 30% threshold next year and that Norwood will achieve this in the next 2 years.

The three affected schools have set out in their SSfC how they will utilise BSF investment to transform pedagogy and further improve standards. BSF will enable schools to use their existing specialisms and school/subject strengths to support other schools with their drive for continued improvement. BSF will build capacity to enable schools to contribute to a holistic borough wide approach, with Centres of Excellence at the core.

Regular dialogue takes place with schools regarding changes to status to support improvement. To date, schools have rejected the opportunity to apply for Trust status, as they have the capacity to improve without the change. Lambeth concurs with this view. The dialogue is an ongoing process and will be revisited regularly. The 2007 EAP has identified that we will continue to strengthen partnerships between schools by further developing the roles of associate, interim and executive leaders and by supporting governing bodies with consideration of 'federation' and 'softer' partnerships when and where appropriate.

Supporting under-achieving groups

Lambeth has clear processes and protocols outlined in the EAP 2007-8 for identifying and supporting specific under-achieving groups using robust pupil tracking mechanisms. All schools identify underperforming groups and implement strategies for improvement through intervention activities.

In order to raise achievement of students with EAL and from ethnic minorities Lambeth ensures integrated support across all secondary schools through targeted support, mentoring support, advice, guidance, training and family/community learning and partnership to ensure that the needs of bilingual learners and underperforming ethnic groups are met. In addition Lambeth provides refugee educational assistance through LYRP.

Lambeth provides Key Stage (KS) 3 and GCSE contextual performance data and reports to all secondary schools including detailed analysis by FSM (Free School Meals) data, ethnicity, gender, fluency in English, and mobility rate; to clearly identify underperformance by groups of students. We provide targeted customised support and training to schools on the use of data for school Page 22 of 89 Confidential draft 1July 2008

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improvement and target setting, including how to monitor and track student progress. Increased personalisation, use of technologies and better data handling in conjunction with flexible room design will facilitate alternative learning arrangements leading to a stronger focus on achievement with lower performing groups.

All Lambeth schools have had gifted-and-talented coordinators and are now moving to a system where there is a leading teacher for gifted-and-talented (G&T). Through a focus on gifted-and- talented, and through new approaches to teaching and learning, Lambeth will support academically bright and higher achieving students in Lambeth schools to ensure that they achieve their potential. Lambeth closely monitors and evaluates practice, with particular focus on differentiated teaching and learning programmes and how schools support individual gifted and talented students. Personalised learning strategies will enable Lambeth to maintain and extend sustainability of the established network groups for G&T. In particular personalising learning will enable teachers to use achievement data in a more targeted manner to support particular groups by matching teaching and opportunities for learning more accurately to their needs.

2.2.7 Personalised Learning

Personalisation and personalised learning are central to all future curriculum planning. Personalised learning approaches have been used within Lambeth schools with great success for some time now characterised by effective tracking, targeting and intervention strategies. The intention is to roll out this approach to all schools through BSF. Lambeth is continuing to embed the National Secondary Strategy in order to raise achievement and further improve the quality of teaching and learning. New and refurbished buildings will ensure that spaces will be flexible to allow for a variety of learning and teaching approaches and to facilitate a variety of class or group sizes and age ranges for pupil groupings. Excellent pedagogy supported by good design will place an emphasis on participative and collaborative working styles and will fully utilise technology to enhance learning.

Appropriate and effective models already exist which provide a lead for developing personalised learning in schools. Lambeth schools are currently adopting a variety of approaches towards personalising approaches to education. These include early supportive interventions preventing children from falling behind others, creating opportunities for gifted and talented, utilisation of pedagogical approaches which support personalisation, providing targeted support for underperforming, groups and looked after children and using peer mentoring. Lambeth Phase 1 is facilitating personalisation through pioneering and exciting designs offering a variety of flexible teaching spaces of varying designs to inspire and motivate students and support innovative approaches to learning. Enhanced and improved ICT provision will greatly enhance personalisation as outlined in the ICT section.

Staff in excellent schools will operate within local centres of professional excellence based in schools and develop programmes of work in other schools or on a consultancy basis, to improve the performance of departments or areas. There will be a change of emphasis with CPD being more of a school-based acivity, with a sustained focus on improving learning and teaching rather than a focus on external courses.

Currently all schools have systems for recording and reporting information about pupils and their achievement. Lambeth has commissioned a study to determine how best to ensure a common platform approach to information management and sharing with the longer term view of ensuring sharing and dissemination with consistency and commonality across the borough and the wider school community.

Personalising learning will entail significant changes to the traditional school day and greater access using technology, to interactive learning opportunities; enabling 24-7 access to learning. Lambeth will support schools, governors and Headteachers to engage with bidders to ensure school designs provide flexibility to respond to current need and changing circumstances. We will encourage Headteachers and senior managers to participate in the Lambeth-specific NCSL leadership programme for BSF; providing support for embracing changes associated with the personalised learning agenda. Page 23 of 89 Confidential draft 1July 2008

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Enhanced technology through BSF will assist in delivering personalised learning, through facilitating better data sharing, improved creation and delivery of lessons, for example through the use of domestic digital technology as a learning tool. Work is currently being carried out to put in place IT systems to support 14-19 collaboration – including a web-based tracking and monitoring system (Arc Software); an electronic Individual Learning Plan (ILP) through Research Machines (RM); and all providers of Education will be using virtual learning environments (VLEs) from Sept 2008 to deliver 14-19 learning, including Diplomas.

The Lambeth 14-19 Consortium (LCm) has developed the Lambeth 14-19 Strategy 2007–10. The LCm is committed to ensuring that all Lambeth’s 14-19 year olds are entitled to a full range of relevant and interesting routes Our education services will excite student enthusiasm for further learning, and lead them to success in adult life.

The use of ICT is integral to the delivery of personalised learning, with the managed learning equipment (MLE) as the main vehicle of its delivery. Access to appropriate high quality e-learning resources within the MLE, tailored to all students needs, is part of the strategic approach. The MLE will also provide the tools for high quality discussion and exchange of information, that results in real learning, within the school community and beyond; students will be participants in the learning rather than passive consumers.

Parents are increasingly involved in learning within Lambeth. The parent promoter foundation provides an exemplar for parental involvement with children’s learning and lessons learned from the Elmgreen School, will provide a model for the engagement of parents with other schools. Parents are increasingly involved via MLEs and through closer interactions with schools through advanced uses of ICT.

2.2.8 14-19 Provision

Lambeth, through its 14-19 forum has a very clear area wide plan and vision for the development of 14-19 education. Expansion in the total number of post-16 places shows the commitment through BSF to create a stronger 14-19 offer. We have a clear long-term strategy for delivering the specialised diplomas and the consortium will be supported by BSF to ensure comprehensive provision and coverage. KPIs demonstrating impact of BSF investment are shown at Appendix 2.

Lambeth’s 14-19 Strategic Partnership provided the structure for addressing the priorities of the 2004 Area-Wide inspection (joint with Southwark). 14-19 providers in Lambeth are fully committed to the benefits of partnership in order to strengthen and diversify the learning offer to young people. All 14- 19 year olds will receive a full range of relevant and interesting routes which will excite enthusiasm for further learning, and lead to success in adult life. Partners operate within a strong structure for communication and planning which provides them with the flexibility they need to plan specific curriculum initiatives, e.g. diplomas, and to meet the specific learning needs of learners, including those with learning difficulties. LCm aims to respond to learners’ specific needs and interests, personalising their learning by offering them a wide range of flexible learning routes. Lambeth College has always been a major player within the 14-19 forum and the consortium. Through the LCm it has already strengthened its partnership in readiness for ensuring that local 14-19 year olds can choose from a broad and positive learning routes within the context of the DCSF 14-19 Implementation Plan (2005). Lambeth and Southwark produced an action plan following their inspection in 2004. Lambeth’s post inspection action plan (2005) prioritised:

• raising achievement of 14-19 year olds • increasing participation and reducing NEET • broadening the curriculum • promoting coherence in the post 16 offer to extend choice and ensure cost effectiveness • consolidating our strong 14-19 partnerships

The LCm aims to respond to learners’ specific needs and interests and personalise their learning by offering them a wide range of flexible learning routes BSF investment will assist with developing

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specialist facilities, that are fit for purpose and enables students to have access to all Diploma lines by 2013 in the context of London wide planning. Additionally, students will be:

Provided with an appropriate and high quality offer of sixth form and further education, training or employment in the September after their compulsory school leaving age Supported with integrated and coherent information, advice and guidance at key decision-making points and during their learning programmes. Additional support will be provided for vulnerable and at risk young people.

The Learning and Skills Council (LSC) is addressing the proposed changes in the routing of funding for post 16 by providing professional support and advice to the key LA staff to ensure that there is effective management of funding. Between November and December 2007, LSC officers visited all post 16 providers to agree key priorities for planning and delivery. Lambeth met with the LSC at a Support and Challenge meeting where data was reviewed to inform the quality improvement priorities which are being actioned through the SIPs. Support will be based on the need for overall improvement and better understanding of outcomes at KS5, and improving provision where school performance has lower CVA or where performance is lower by subject area or qualification type. A robust focus on quality, aligned with new approaches to learning will support this drive for standards and there will be agreed differentiated improvement indicators with schools to ensure appropriate focus on areas of weakness.

High quality Information Advice and Guidance (IAG) provision is an essential element of our plans for 14-19 change. The Central London Connexions partnership has a very sound record in delivering IAG, achieving a grade 1 in inspection in 2005. LCm has a close working relationship with Lambeth Connexions; they are represented at the Executive and Deputies Groups and the 14-19 coordinator and the Connexions Operations Manager work closely together. This will strengthen further when the Connexions service moves into Lambeth in 2008.

With a broader offer, learners will require more IAG in order to make wise and successful choices. In order to ensure all Lambeth 14-19s receive this, LCm is now planning to ensure these high standards are uniform across the partnership. The Deputies group has set up an IAG ‘issue’ group, chaired by Connexions, to develop a Quality Assurance (QA) policy for the partnership that supports the new national standards. This will be in place by September 2008. It will include a set of expectations for the delivery of IAG, including the integration of CEG, for Diplomas – pre-course, on-course and for progression from all three level. There will be a range of on-course guidance to inform learners about the opportunities in the sectors of their chosen Diploma, and beyond. This is within the specifications of all Diploma lines of learning, and will also form part of KS4 national curriculum delivery. It is expected to include attainment of the IiC award. Currently there is a very strong offer in the borough for IAG through Connexions;

Connexions works with schools to advise and QA the provision of careers education and guidance CEG, as part of the Connexions/schools agreements which are made annually; Connexions QA includes the student’s voice, as well as that of parents.

There will be a structured access to all partners’ expertise and facilities within and beyond the borough. A borough wide curriculum will be drawn up and put onto the ‘It’s Your Choice’ website where the different offers are available for learners, parents and guidance professionals.

There is currently provision which caters for Entry Level learners in some schools and the College. LCm is now starting to develop that into a Foundation Learning Tier. That will help to provide structured access to Diplomas for all learners. Also, we anticipate that the Diploma offer will make KS4 learning more attractive and be part of the solution to tackling levels of NEET in the borough.

Access to learning is an entitlement; Lambeth aims to harness ICT to support this for Diplomas, and more generally are working to bridge the digital divide by ensuring all young people have access to flexible ICT – all learners in Lambeth schools have a laptop for their learning. A key issue is stronger use of the infrastructure for VLE/MLE. The Local Authority and the 14-19 Forum have commissioned a report in how to move forward given the fact that the borough has made a major investment in RM, and the London Grid for Learning is organising Fronter to be the main provider everywhere else.

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Shared protocols and compatibility are currently being addressed to ensure that these issues are resolved.

The 6 schools currently offering 6th form provision operates within two tight collaborative structures for delivery, branded as NL6 and SL6, in place for over 6 years. These collaborations operate to clear protocols and have established joint timetables. Lambeth College has led on the operation of a highly successful IFP programme with 150 KS4 learners annually. LCm has established as a priority for 2008 the need to ensure that emerging new 6th forms are engaged in strong and supportive partnership arrangements like these, based on a borough strategy for post 16, reflecting the needs. A full assessment of the curriculum needed is being carried out as part of establishing readiness to deliver diplomas.

Lambeth College works closely with WBL providers and the schools to provide a creative and successful KS4 engagement programme; it has already recruited 140 learners against a target of 180 by end of year, and has established strong operational links, including joint teaching, with the new Lambeth Academy.

The Diploma pathways are designed to link to other local 14-19 opportunities for progression, framed within a clear understanding of the learning, training and work opportunities offered in the London economy. As well as Diplomas, Lambeth is keen to develop further the apprenticeship pathway, from E2E to a range of new Young Apprenticeships and Apprenticeships with WBL providers, for which demand currently exceeds supply. There is a strong range of vocational qualifications pre and post-16 in Lambeth College; and more sixth forms opening, which, with the brand new Sixth Form Centre opening in Clapham, will offer a mixture of GCSE and AS/A2 courses, with Diplomas.

Currently Lambeth is pursuing a number of Diploma lines and all current gateway applications include the relevant specialist school. This is considered to be good practice and will continue to be policy within Lambeth. Lambeth’s intention is to use the skills of the flexible and highly qualified teachers in Lambeth’s college and schools who already operate excellent practice around the teaching and learning in vocational qualifications. This group will be the core of staff to develop the diploma programme and will lead workforce development for all colleagues involved in their Diploma line. The Engineering Diploma group has been working on the need to audit their (potential) workforce against Diploma requirements, with the use of the Lifelong Learning UK (LLUK) online audit tool, and has flagged up a range of roles and capabilities which a Diploma team will need to possess. This includes co-ordination roles, student support, tutorial procedures and IT Management. As some of the numbers on proposed diploma lines are large (e.g. C&M), the workforce audit is being managed across the new lines proposed for 2009 roll-out. A project manager (part time) will be available to support this activity for each of the diplomas.

The relationship between specialisms, 14-19 and diploma development, high-quality teaching spaces, and BSF investment is clear. All Lambeth mainstream schools have specialisms, and intend to adopt a second specialism. Some provision is historic, however more recent provision has been strategically planned and Lambeth has been fully involved. The range of specialist schools within the borough includes a broad range of subjects and the development of the LCm ensures that gaps in provision are addressed through collaboration.

Lambeth special schools currently do not have specialist status. As part of BSF there will be further discussion with special schools concerning the need for specialist status which is something Lansdowne is keen to develop. Lambeth specialist schools are aware of their responsibility to utilise their status to create whole school improvement and within the consortium will be using their specialisms and areas of expertise as professional centres of excellence to develop their CPD role. Schools will spread best practice and expertise and raise standards within their own school, across their family of schools and across Lambeth.

In response to the growth in demand locally, and diversity, Lambeth is considerably expanding the number of places for 14-19s, including new institutions such as Academies and a new Sixth Form College. Building on this, LCm is now applying to offer Business Administration and Finance (BAF), Creative and Media (C&M), Information Technology (IT) and Society, Health and Development (SHD) from 2009. In addition, the key feature of Lambeth’s 14-19 offer is collaboration across providers to Page 26 of 89 Confidential draft 1July 2008

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provide students with wide ranging opportunities, beyond those offered by their ‘parent’ school. Clearly the estates strategy will need to deliver facilities that enhance and support this collaboration.

The following are seen as key estate drivers to support the 14-19 plans;

• Creating appropriate spaces required to suit the needs of the 14-19 plan, particularly for the more vocational subjects – for example schools offering construction diplomas will require access to large flexible workshop spaces that can support the teaching of trades such as plumbing, carpentry, plastering, bricklaying etc.

• Creating the range of spaces required to support personalised learning – private study spaces, areas for small and large group working, traditional class bases etc.

• In providing the above noted spaces there is likely to be a reduction in the number of ‘traditional’ class bases, which will need to be carefully managed and planned to ensure that the full curriculum can be delivered.

• Common access control technology to allow students from different schools to access facilities at other schools (including support functions such as dining, reprographics etc).

• Robust ICT infrastructure to support the common VLE/MLE.

2.2.9 Pupil Numbers

Our analysis of pupil projection is shown in section 3.3. The pupil numbers are based on studies completed by Lambeth.

Table showing the current numbers on roll (NOR) and the revised pupil population post BSF, for each school.

Pupil Numbers Pre BSF Pupil Numbers Post BSF School Post 11-16 SEN TOTAL 11-16 Post 16 SEN TOTAL 16 Archbishop Tenison 491 38 0 529 600 100 0 700 Bishop Thomas Grant 903 1 0 904 900 200 15 1,115 Charles Edward 787 94 0 881 750 100 40 890 Brooke Dunraven 994 219 0 1,213 1,200 200 15 1,415 La Retraite 714 139 0 853 750 107 0 857 Lillian Baylis 624 0 0 624 600 100 30 730 London Nautical 560 89 0 649 600 107 0 707 Norwood 708 0 0 708 900 100 15 1,015 St Martins 702 150 0 852 750 150 0 900 4th New Secondary 0 0 0 0 900 200 TBC 1,100 School Landsdowne 0 0 116 116 0 0 170 170 Turney* 0 0 133 133 0 0 158 158 TOTAL 6,483 730 249 7,462 7,350 1,364 443 9,757 * Numbers include nursery and primary places.

Options for each school have been considered on a block by block basis, based on the above objectives, and also the schools’ SSFCs which identified a number of education drivers for each site, which in turn led to design drivers for the site. This exercise has considered the condition, suitability and sufficiency of each block in the context of its ability to meet the needs of Lambeth’s Strategy for

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Change, and also the need to scope the works so that they are in line with the available funding and are deliverable in line with the indicative programme.

The works in Phase 2 are predominantly refurbishment, and the scope of works has been carefully reviewed to remain within the overall affordability envelope.

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2.3 Key Estate Priorities

2.3.1 Overview

The Lambeth estate currently has a diverse range of provision, with 1 Parent Promoted School, 3 Church of England, 2 Roman Catholic, 2 Community Schools, 3 Foundation Schools and 1 Academy. 1 Academy is being developed and there are plans for the development of another. There are also 3 Community and 1 Foundation SEN schools. The school’s table previously submitted in SfC Part 1 sets this out in detail, and is attached at Appendix 1.

The estates strategy considers the need to ensure that the 4 objectives of the Lambeth BSF programme as set out in section 1 are addressed. The strategy has also reviewed links with Lambeth College for the holistic provision of 6th form classes via the LCm and the provision of WBL opportunities, as well as other relationships such as with Southwark College.

Options for each school have been considered on a block by block basis, based on the above objectives, and also the schools’ SSFCs which identified a number of education drivers for each site, which in turn led to design drivers for the site. Appendix 7 details these various drivers and includes a summary of the level of works considered for each block on each site. This exercise has considered the condition, suitability and sufficiency of each block in the context of its ability to meet the needs of Lambeth’s Strategy for Change, and also the need to scope the works so that they are in line with the available funding and are deliverable in line with the indicative programme. The works in Phase 2 are predominantly refurbishment, and the likely scope of works has been carefully reviewed to remain within the overall affordability envelope.

Lambeth has have developed a detailed survey strategy for our Phase 2 programme, and have incorporated into that strategy both our experience gained on our Phase 1 programme, and advice recently received from PfS.

Detailed consultation with our Phase 1 schools regarding the provision and scope of an FM service has been undertaken, and have begun a similar consultation process with our Phase 2 schools through the Schools Forum has been started. Lambeth is developing the concept of a sinking fund for the provision of FM facilities, and expect to discuss the proposals in much greater detail at the Schools Forum.

A decant strategy for our schools has been developed. It considers the anticipated phasing for each school, any associated requirements for temporary accommodation, the costs associated with the strategy and the likely risks. The intent is to ensure that there is a workable and affordable decant strategy, which can be delivered on the school sites. The principal reason for writing the strategy now is to determine the requirement (if any) for decant accommodation off-site. It already appears likely that such a facility will be required for Charles Edward Brooke; we are working actively to develop a solution. It is hoped that Contractor innovation may lead to further efficiencies.

A number of potential options have been considered for each school and existing building. Factors have included the school’s ability to deliver their SSfC, the impact of construction on curriculum delivery, risk analysis and options for site development, decant options and affordability. Potential constraints, such as planning considerations, have also been considered. A control option has then been developed for each school, reflecting the school’s aspirations and the envisaged growth in the extended school and community provision. In developing our options, we have engaged with and taken the advice of the local planning authority. Design Champion review will take place at key stages throughout the BSF process.

2.3.2 Establishing the priorities

As noted in the SfC2 document, a key was that the works will be sequenced and split into several ‘tranches’. The assumption was that with 12 schools (potentially including the 4th New Secondary

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School) in the Wave 5 programme the LEP would carry out the works in three tranches, with each tranche being worked up into a separate OBC following the guidance set out within the SPA - section 8 relating to the New Project Approval Procedure. Typically each tranche will have three or four schools within it. Two schools in the first tranche, which were considered as representative of the majority of the estate, have been selected as sample schemes, for which LEP bidders will work up detailed proposals as part of their tender submissions. The sample schools for the Lambeth Phase 2 BSF Programme, are Dunraven and Norwood.

The table below shows the results of the prioritisation exercise completed for all schools in the Wave 5 programme, with the exception of the potential 4th new secondary and the special schools which have been prioritised separately.

Building Education School Need Need 'Weighted Order Tranche 60% 40% Score' Archbishop Tenison 33.25 35.45 34.13 3 1 Bishop Thomas Grant 41.23 40.26 40.84 5 1 Charles Edward Brooke 22.73 51.84 34.38 4* 2 Dunraven 26.28 34.63 29.62 2 1 La Retraite 39.42 46.36 42.20 7 2 Lilian Baylis 75.00 19.56 52.82 8 PFI London Nautical 45.14 68.57 54.51 9 3 Norwood School 35.00 15.30 27.12 1 1 St Martin in the Fields 37.60 47.23 41.45 6 2

The prioritisation process identified Charles Edward Brooke as being a Tranche 1 school. However, the school has a new Headteacher and is reviewing how best to achieve educational transformation, and so Charles Edward Brooke has been placed in Tranche 2 to enable these issues to be fully resolved.

The Tranches are as follows:

• Tranche 1 - Archbishop Tenison, Bishop Thomas Grant, Dunraven, and Norwood; • Tranche 2 - Charles Edward Brooke, La Retraite, St Martin-in-the-Fields and Lansdowne; and • Tranche 3 -London Nautical, Turney and the potential 4th New Secondary School.

The following was noted within SfC2 and remains valid:

• The potential 4th New Secondary School will be delivered in the first available tranche, likely to be Tranche 3, but this will remain under review as its procurement programme is refined.

• The 6 th form and SEN extension to the existing PFI Lilian Baylis school will be managed as a separately OBC application due to the complexity of the varying the existing contract and associated unitary payment mechanisms.

• Important local educational priorities as noted within SfC2, such as the requirement to increase SEN provision via co-located SEN unit and the scope for expanding school places via expanding FE intakes at certain schools.

A copy of the current FAM summary phasing table is contained within Appendix 6.

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3 THE PROJECTS

3.1 OPTION ANALYSIS & FEASIBILITY

3.1.1 Assessment of Existing Asset Base

Lambeth have carried out a detailed assessment of the existing asset base to determine how best it can be utilised and improved in order to support the educational transformation at the heart of our BSF programme. This has included a review of how feasible it would be to remodel and refurbish the secondary estate in terms being able to provide the teaching spaces required to support the transformation of education at the heart of Lambeth’s BSF programme. In addition, to ensure all issues were addressed, the existing asset base has been thoroughly reviewed to assess its condition, sufficiency and suitability using a combination of historical asset management planning (AMP) data and empirical evidence gathered from school visits in order to ensure a rounded picture of the estate was developed.

The condition assessment reviewed the physical fabric of the buildings based on the amount and type of defects present, using the following classification; • Bad – Significant number/type of defects such that the maintenance regime is unable to do any more than keep the building going. Demolition and replacement of the building may be the best and most cost effective solution; • Poor – A number of defects present, however properly funded repairs could restore the building to point where a proper maintenance regime will keep the building functioning into the future; • Satisfactory – Some defects present, but being controlled by ongoing maintenance works; • Good – Minor level of defects that require minimal maintenance expenditure to control and repair them; and • Excellent – No defects present, building likely to have been recently constructed.

Table No: xx Percentage by area of the estate at each school in each category pre and post BSF.

School Condition Pre BSF (%) Condition Post BSF (%) Bad Poor Satisf Good Excell Bad Poor Satisf Good Excell actory ent actory ent Archbishop 23 0 70 7 0 0 0 0 52 48 Tenison Bishop 0 94 6 0 0 0 0 0 97 3 Thomas Grant Charles 52 39 9 0 0 0 0 0 35 65 Edward Brooke Dunraven 0 92 0 8 0 0 0 0 86 14 La Retraite 0 65 0 35 0 0 0 0 48 52 Lillian Baylis 0 0 0 0 100 0 0 0 0 100 London 68 0 0 0 32 0 0 68 0 32 Nautical Norwood 0 0 100 0 0 0 0 0 79 21 St Martins 0 75 0 0 25 0 0 0 53 47 4th New 0 0 0 0 0 0 0 0 0 100 Secondary Landsdowne 100 0 0 0 0 0 0 0 0 100 Turney* 0 0 100 0 0 0 0 0 60 40

TOTAL 15 47 19 5 12 0 0 6 52 42

The condition of the existing estate has been assessed, and an appraisal of the necessary work to address it undertaken. An interim programme of works, called Intermediate Works, is being undertaken to provide support for schools involved in Phase 2 of our BSF programme where for reasons of condition, capacity or proximity to new-build Phase 1 schools, intervention and assistance needs to be given ahead of the Phase 2 timetable, due to start on site in 2010.

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The sufficiency assessment considered the overall area of schools against BB77/98 recommendations in terms of the area required for the proposed student roll. Four ratings were considered, using the following classification: • Very Deficient – Overall area is more than 10% below BB98 recommendations; • Deficient – Overall area is between 0-10% below BB98 recommendations; • Surplus – Overall area is greater than 10% above BB98 recommendations; and • Sufficient – Overall area is between 0-10% above BB98 recommendations.

Table No: xx Sufficiency -Proportion of the estate at each school in each category pre and post BSF.

School Sufficiency Pre BSF Sufficiency Post BSF Very Very Deficient Surplus Sufficient Deficient Surplus Sufficient Deficient Deficient Archbishop Tenison Bishop Thomas Grant Charles Edward Brooke Dunraven La Retraite Lillian Baylis London Nautical Norwood St Martins 4th New Secondary School Landsdowne Turney

As a result of the BSF works, all schools will be provided with enough accommodation to ensure that they meet minimum sufficiency requirements, although it is noted that in the case of refurbished schools an element of looseness of fit may mean that these schools are slightly over the equivalent BB77/98 new build recommendation.

The suitability assessment considered how suitable the school accommodation is for the delivery of education based on whether the size and number of teaching spaces is sufficient to deliver the curriculum, both now and after taking into account the needs of transformational agenda, using the following classification:

• Bad – Accommodation deficient in many curriculum areas; • Poor – Accommodation deficient in one or two curriculum areas only; • Satisfactory – Accommodation meets all current curriculum needs but has limited flexibility to cope with future changes; • Good – Accommodation meets all current curriculum needs with some potential to cope with future changes; and • Excellent – Accommodation meets all current curriculum needs and offers flexibility and adaptability to easily cope with future changes at minimum cost.

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Table No: xx Sufficiency -Percentage by area of the estate at each school in each category pre and post BSF.

School Suitability Pre BSF (%) Suitability Post BSF (%) Bad Poor Satisfact Good Excellent Bad Poor Satisfact Good Excellent ory ory Archbishop 0 92 0 8 0 0 0 0 52 48 Tenison Bishop Thomas 0 94 6 0 0 0 0 0 91 9 Grant Charles Edward 0 91 9 0 0 0 0 0 35 65 Brooke Dunraven 75 17 0 8 0 0 0 61 28 11 La Retraite 60 5 0 35 0 0 0 48 30 22 Lillian Baylis 0 0 0 100 0 0 0 0 74 26 London 68 0 0 32 0 0 0 68 32 0 Nautical Norwood 0 100 0 0 0 0 0 0 79 21 St Martins 0 75 0 25 0 0 0 0 72 28 4th New 0 0 0 0 0 0 0 0 0 100 Secondary Landsdowne 0 100 0 0 0 0 0 0 0 100 Turney 0 100 0 0 0 0 0 0 60 40

TOTAL 27 54 2 18 0 0 0 19 52 29

Further details of the assessment of the existing asset base are contained within Appendix 6 of the SfC2 document, this assessment has taken account of Lambeth’s existing AMP data..

3.1.2 Site Surveys

In order to underpin the affordability analysis and design work carried out to support the OBC, Lambeth has developed a detailed survey strategy for our Phase 2 programme, and have incorporated into that strategy both experience gained on Phase 1 programme, and advice recently received from PfS.

While not all the surveys will be completed prior to the submission of the OBC, a great deal of existing survey information has been gathered on each of the sites. This information has been used to inform the affordability and abnormals assumptions. The problem with many of the existing surveys is that either not warranted

The following surveys have been commission for all the non-sample schools in the Phase:

• Title Search; • Topographical; • Soil and Contaminated Land; • Geotechnical & Ground Conditions; • Drainage; • Asbestos Type 2; • Ground Penetrating Radar; • Environmental and Ecological; • Desktop archaeological; and • Update/revalidate historical services surveys (gas, water & electricity).

These surveys are programmed for the XX quarter 2008.

The following surveys have been commissioned for the two sample schools:

• Title Search; • Topographical;

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• Soil and Contaminated Land; • Geotechnical & Ground Conditions; • Drainage; • Asbestos Type 2+ (if required and subject to the findings from the Type 2 survey); • Traffic Impact Assessment (required for Detailed Planning Application); • Condition Survey – high level survey of building fabric and mechanical services to identify which elements may required more detailed condition surveys; • Ground Penetrating Radar; • Environmental and Ecological; • Arboricultural survey; • Desktop archaeological; • Measured; • Structural; and • Acoustic.

The majority of the intrusive surveys are taking place at the sample schools during the summer break in August 2008.

3.1.3 Decant Strategy

As part of the developing the Control Options a detailed Decant Strategy report has been commissioned.This Decant Strategy report has explored three potential options for decant within the Lambeth programme, these were:

• Option one - a central decant site which would be used throughout the programme and coordinated in such a way that the phasing of the various projects would allow for decant into this temporary facility. This option has proved difficult to progress due to the lack of suitable sites within the borough and due to the fact that the majority of schools to be redeveloped clusters to the north and south ends of the borough with relatively poor connectivity to the central part of the borough.

• Option two - Establishing two decant facilities for the programme, one in the north of the borough and one in the south of the borough. Again, the use of these sites would need to be programmed in such a way that the works to the various schools could be undertaken in a sequential manner with the minimum need for on-site decant facilities.

• Option three- given the complexity of the programme and the concurrency of some of the works at the various schools, it was felt that decant options for each of the schools would need to be looked at on a site-specific basis. The decant strategy report therefore looks at each of the sites and programmes an essential requirement for decant in in some detail.

Of the three options each was explored and evaluated from an educational perspective. It was felt that often one and two would be particularly difficult to manage given the need to transport both pupils and staff to centralise facilities during the course of the school day, and that while on the surface some of the schools appear to be in close proximity the local traffic within the area would mean that journey times would be significantly longer than practicable. Additionally, for option one it was felt that the mixing of school pupils from north and south of the borough would present an unacceptable risk given the local gang rivalry within the borough.

Where required a decant strategy for the relevant schools has been developed. It considers the anticipated phasing for each school, any associated requirements for temporary accommodation, the costs associated with the strategy and the likely risks. The intent is to ensure that there is a workable and affordable decant strategy, which can be delivered on the school sites

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It was felt therefore the option three would be the most viable, however, this is a significant cost imprecation to the programme and abnormal finding of circa £6 million has been requested to support this decant strategy . The LEP will need to undertake further more detailed studies in order to finalise the arrangements for decant facilities at the various schools. However, at this stage given the complexity and nature of the works is being undertaken (mainly refurbishment) it is unlikely that the need for significant amounts of temporary accommodation can be designed or programmed out by the LEP. The principal reason for developing the strategy prior to the appointment of the LEP is to determine the requirement (if any) for decant accommodation off-site. It already appears likely that such a facility will be required for Charles Edward Brooke; we are working actively to develop a solution. It is hoped that LEP innovation may lead to further efficiencies.

Appendix 7A identifies funding required for decant facilities at each of the schools.

3.1.4 Sustainability

Lambeth’s BSF Project Board approved a sustainability strategy in July 2007, following approval by the Council’s Cabinet in February 2007 of a council-wide strategy.

The BSF Programme will deliver high levels of sustainability and reduction in carbon emissions from the new and refurbished schools, meeting (and in many cases exceeding) statutory levels. Lambeth’s sustainability strategy covers not only the design and building of the schools but also their ongoing management, and the adoption of sustainability into their ethos. The measures will meet or exceed many of the targets set out in the Climate Change Action Plan agreed by cabinet in February 2007 and contribute to the delivery of the action plan.

The output specifications for our Phase 1 schools set high standards for sustainability and energy conservation. At shortlist stage contractors were selected partly on the basis of their sustainability practice and polices including the commitment to the Considerate Contractor Scheme. Contractors were obliged to design and construct buildings that meet Building Research Establishment Environmental Assessment Method (BREEAM) ‘Very good’ rating – with an aspiration to ‘Excellent’. We shall continue this policy for our Phase 2 schools. Other indicators will be ‘One Planet Living principles’ and the School Design Forum’s sustainability doorways.

The BRE have been retained to provide technical support. In Phase 2 achieving Lambeth’s objectives will be particularly challenging because of the high level of refurbishment, which will make achieving energy efficiency targets and incorporating sustainable features difficult. Following recommendations from BRE, we shall consider options for localized energy production or CHP.

Lambeth’s BSF Sustainability Strategy for all schools – whether new-build or refurbishment – is to:

• Encourage engagement in a carbon ‘hierarchy’ and reduce carbon emissions by incorporating appropriate design features; o consumption demand is reduced first through the use of low carbon design orientation, fabric, and services; o new schools building will reduce emissions by typically 40% compared to existing school buildings; o Improving insulation and ventilation in existing buildings to meet new build standards; o Use Biomass boilers in larger schools to reduce carbon emissions in excess of 15%; o Use combined heat and power (CHP) plants where viable; o Use low-energy ICT equipment; o Source energy from green sources. We have recently tendered energy supplies with an option for electricity from a green source; and o Require contractors to demonstrate where they will ‘improve’ on part L of the building regulations.

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o Refurbish existing buildings to meet Building Bulletin 98 requirements o Use Brownfield sites o Use Forest Stewardship Council (FSC) sourced timber o Incorporate green roofs o Incorporate storm water attenuation and recycling o Water conservation measures o Foster recycling areas o Encourage Biodiversity

• Support schools with training and advice to ensure that the benefits of sustainable design are fully utilised: o Contractors are being encouraged to provide training and support to schools to ensure they can maximise the benefits of the sustainable features of the new buildings; and o We shall support schools in producing/updating Green Travel Plans;

• Ensure that sustainability is integrated into the school’s curriculum, using the design features of the school: o Schools will be helped by virtue of the education advisors working with the contractors to incorporate the sustainable features of the building into the school curriculum. On Phase 1C, for example, our bidders proposed the provision of small wind turbines and solar panels for educational purposes.

In addition Lambeth intends to apply to the DCSF for additional funding to deliver ‘low carbon schools’ to all our Phase 2 schools – namely to be designed to have carbon dioxide emissions of 40% of (60% less than) those of the 2002 standards.

Lambeth will be ensuring that the LEP offer contains a number of incentives to make pursuing sustainability strategies attractive and setting out a number of measurable KPIs within the SPA Schedule 14 Part 1 and Part 2.

A number of potential options have been considered for each school and existing building. Factors have included the school’s ability to deliver their SSfC, the impact of construction on curriculum delivery, risk analysis and options for site development, decant options and affordability. Potential constraints, such as planning considerations, have also been considered. A control option has then been developed for each school, reflecting the school’s aspirations and the envisaged growth in the extended school and community provision. In developing our options, we have engaged with and taken the advice of officers of the Council's planning division which is important that this advice is sought at an early stage to reduce the risk of delays from the submission of unacceptable proposals. Design Champion review will take place at key stages throughout the BSF process.

The Lambeth Unitary Development Plan (UDP) adopted by the Council in August 2007 requires all development proposals to show how they incorporate sustainable design and construction principles (Policy 35) and to incorporate equipment for renewable power generation so as to provide at least 10% of their predicted energy requirements (Policy 34).

3.1.5 Overview of each of the school projects

Set out in the tables below is a brief overview of each of the non-sample schemes and the specific issues affecting each of the schools. The proposed works described are based on the control option developed at SfC2 stage.

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School Archbishop Tenison

Overview of existing The condition and suitability of the teaching areas within the historic main block is poor and condition and issues to needs to be reconfigured. The Hinton block is in extremely poor condition and not very suitable be addressed to the teaching requirements of the school. Due to the number of low rise blocks on the site there is an inadequate amount of external play and social areas. The existing play areas is split into two by Ashmole street and existing low rise the buildings further reduce the connectivity and visual between the external areas. The circulation in the existing facility is poor and generates a number of pitch points. Ashmole street provide fire access to the Ashmole primary school and needs to be retained.

During SfC2 six options were investigate for the site prior to the development of the control option. Refer to appendix 7 of the SfC2 document.

Proposed works to School consists of five existing elements: existing • Flat roofed four storey historic main block of 3876 msq which is to be refurbished and some areas reassigned to better cluster the educational facilities e.g. science suited on 2 nd floor; • Steel framed single storey technology block of 248 msq is to be demolished; • 1960’s four storey Hinton block of 1060 msq is to be demolished; • Sixth form workshop block of 193 msq is to be demolished; • Temporary portacabins use as a maths block of 180 msq is to be removed;

Other works included the improved suiting of design technology. There will be an increase of teaching space over the current existing school area and the existing poor quality space will be replaced with new build elements which will be better connected to the main block and open the centre of the site up for improved play and social use.

The existing play ground to the south of Ashmole street is not to be built on. While this may be an attractive option due to the simplification of phase requirements it was felt that it would also generate a negative planning response from the housing to the rear of the site and turn the school into truly split arrangement, with two free standing blocks, which is undesirable from a management perspective.

Proposed new build It is proposed that the Hinton block and other demolished elements be replaced with a new four elements storey block consisting of 3623 msq. The balance of the general teaching facilities will be based on the 2 nd and 3 rd floor of the new block, with specialist teaching facilities remaining within the main block. The new block will also provide a new entrance at ground level and stair core which will link the new and existing main block.

The new block will also contain a new sports hall, PE and changing facilities at 1 st floor level.

The location and configuration of the new block and the demolish of some of the existing blocks will allow better connectivity and visual links between the two play spaces despite the road.

Indicative phasing The construction of the new block is to be split into two phases to allow for accommodation to strategy (if required) be constructed and then for existing elements to be re-provided prior to any demolition.

Potential risks Key risk are: associated with • Working on very constrained site in the residential area; site/works • Phase becomes more complex to allow for demolish to take place during schools holiday etc; • Cost increase due to the need for out of hours working; • Programme is extended due to confined/restricted working conditions – construction works cannot be optimised; • Major disruption to education due to proximity of works; • Staff/pupil injury due to proximity of works;

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School Bishop Thomas Grant

Overview of existing At 8.429 acres the site is a relatively large one by Lambeth standards, however, almost half the condition and issues to site is currently not used as it is on a very steep slope and overgrown. be addressed The existing play areas are fragmented to west and south of the site. There is a single entrance for vehicles and pedestrians via Bell Trees Grove. The main parking area is directly in front of the main entrance and some what sterilizes a good space at the front of the building.

The existing school building are arranged to deal with the pronounced site slope and the internal DDA issue also need to be addressed. The various teaching blocks are disconnected and circulation routes need to be improved. The current suiting of teaching area is considered to function relatively logically. The school does not have central focus or ‘heart’ and requires some element to pull the teaching block together in a coherent manner. The school currently has an over provision of area which requires rationalisation, however, the proposed increase in pupil numbers may address this surplus.

Proposed works to School consists of five existing elements: existing • A large main block containing administration, staff areas, science teaching rooms, the gym and associated changing facilities. This block is 6932 msq and is to be refurbished; • A small single storey extension the main block of 127 msq containing Pottery & Woodwork. This extension is to be demolished; • A 681 msq Sport Hall which is to be refurbished and some of the over proved area within the hall is to be converted into design technology teaching areas; • The second large block of 3273 msq, contains the kitchen, dinning hall, drama area and ICT room. This block is to be refurbished;

No works are proposed for the steep sloped area. However, MUGA maybe placed on the grassed terrace area to the west.

Proposed new build The proposed new works are; elements • A new sixth form area; • A single lift to allow access to all three storeys above ground; • A linkage walkway at first floor level to join the two main teaching blocks; and • Where the single storey extension has been removed the area between all the existing blocks is to be roofed over to create a ‘heart’ and covered ground floor circulation zone.

Indicative phasing The majority of the works will be focused on the central zone of the school and will need to strategy (if required) phased so as to reduce the educational disruption to all teaching blocks and alternative circulation arrangement established during the works. Given the surplus of area currently there should be sufficient rooms to allow for the refurbished area to undertaken in a staggered manner and this reduce/avoid any major disruption.

Potential risks Key risk are: associated with • Single point of entry onto the site; site/works • Major works undertaken in the very centre of the school which increase the likelihood of educational disruption; • Confined work area; • Limited access to works area; • Cost increase due to the need for out of hours working to avoid disruption; • Existing structures make placing a roof over very difficult; • Programme is extended due construction works not being optimised; • Refurbishment cost more due to unforeseen issue with existing; and • Staff/pupil injury due to proximity of works.

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School CHARLES EDWARD BROOKE

Overview of existing Currently, the school is spread over two sites that are within walking distance but could not be condition and issues to considered as close. This split-site arrangement creates a number of difficulties for the school, be addressed these are: • Pupil security when transferring between the two sites; • Pupil discipline; • Additional burden on staff and support staff (especially time wastage) due to the need to manage the transfer of pupils between the sites; • the lower school is a grade II listed building located within a conservation area.

The upper school site houses buildings from the 1960s with one more recent Technology block to the north of the site. The site area is restricted with a small hard play court on its west side. Pedestrian / vehicular access is via Langton Rd to the north of the site. A secondary pedestrian access (used by pupils when transferring between both sites) is located via a narrow passageway to the rear of the site on the east side.

The lower school site houses an impressive Edwardian Board school building on 3 principal floors. A historic annexe building is located to the rear of the site and is flanked by some more modern buildings. Some sheds and small dwellings are also present along the southern boundary. A 5-storey terrace adjoins the site to the south with a 4-storey hostel to the north. A green space to the west of the site is part of the Myatts Field North PFI and is designated for housing.. Cormont Road runs alongside the east side of the site and separates the school from Myatts Field Park.

Proposals for the lower school will be dependant on a scheme that preserves the external appearance of the listed building and that any new build is sympathetic to the setting of the listed building. Any scheme will need to demonstrate this can be achieved to the satisfaction of the officers within the Councils Planning Division, English Heritage and Government Office for London. If this cannot be achieved, the preferred option would then be to provide an achievable split solution for both sites. However, this option does mean that the total resulting school area would be in excess of BB98.

Proposed works to Option 10 involves carrying the necessary works in order for the 6 th Form and Year 11 to be existing collocated on the lower school site (Dennen), with Years 7 to 10 plus all Sports Facilities on the upper site (Brooke).

The works on the existing building proposed as part of Option 10 involve: • Complete demolition of school building on the upper site;

Proposed new build The new build element of Option 10 involves: elements • The complete redevelopment of the upper school site;

Indicative phasing Based on the anticipated scope of works it is envisaged that 2 phases will be required as strategy (if required) follows;

Phase 1 – Decanting of upper site to lower site and temporary accommodation ‘village’ and then complete demolition and redevelopment of the upper site. Phase 2 – Decanting of lower site to upper site and temporary accommodation ‘village’ and then redevelopment of the lower site.

Potential risks Key risks are: associated with • Delays to works has significant impact on the decanting of pupils between both sites site/works and results in disruption to school activities; • Levels of asbestos present in buildings to be demolished are higher than anticipated resulting in delays to works and additional costs; • Utilities will not be re-routed or disconnected in time for works to progress without delays; • Objections to the scheme by officers within the council's planning division result in delays to the programme: there is therefore a need for BSF officers to work together with planning officers at an early stage; • Levels of asbestos present in buildings to be demolished are higher than anticipated resulting in delays to works and additional costs;

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School DUNRAVEN SCHOOL

Overview of existing Dunraven School is located on two sites on either side of Leigham Court Road. This is not ideal, condition and issues to as pupils needing to move from one site to other have to be supervised while crossing the busy be addressed road. The current school covers approx 3000sqm over the whole site.

The lower school site is smaller than the upper school site. It was originally designed as an FE College and houses a group of buildings from the 1960s. One of the buildings on this site (Library Block) is currently being propped due to ground subsistence. The site is predominantly flat with some hard play areas.

The upper school site has its main historic frontage on Leigham Court Road. More modern buildings are located towards the rear of the site. There is a pronounced slope on the east side of the site. In terms of landscaping, this part of the site presents some pleasing trees and landscaped areas.

Currently, the school has insufficient Sports Facilities. As a result, a new Sports Hall is due to be built under the Intermediate Works programme. This will mesh with the Scabal Masterplan which forms the Control Option.

Generally, the circulation patterns around the school are cramped and illogical. There is also a requirement to address the 14-19 provision, specialist accommodation and SEN.

Proposed works to The proposed works to existing school on upper school site are: existing • Demolition of existing education block on the upper school site. • Refurbish animal house to convert into new sports pavilion. • New al fresco dining area to the rear of the main school block.

The proposed works to existing school on lower school site are: • Introduction of a garden centre alongside main building on lower school site • New sports pitch

Arts and teaching space in new Sports Hall – part of Intermediate Works??

A bridged link to the Music department. Rationalisation of landscaping and external areas.

General repairs across the entire building stock due to remain in place. Proposed new build The proposed new build elements to the upper school site are: elements • New bridged link at 1 st floor level between the admin / drama to the music department. •

The proposed new build elements to the lower school site are: • Outdoor Theatre?? Climbing Wall Indicative phasing Based on the anticipated scope of works, it is envisaged that 4 phases will be required as strategy (if required) follows;

Phase 1* – Construct proposed new blocks for main school site. Phase 2 – Temporarily decant upper site activities to main site, demolish existing temporaries and refurbish three retained blocks on upper site.

Phase 3 – Refurbishment of two retained blocks on main site. Phase 4 – Demolition of buildings on main site being removed and completion of external works.

*NB it is envisaged that this sports hall element of this phase will be completed as part of the intermediate works contract.

Potential risks • Excessive disruption to school activities; associated with • Levels of asbestos present in buildings to be demolished are higher than anticipated site/works resulting in delays to works and additional costs;

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School LA RETRAITE

Overview of existing La Retraite is composed of predominantly high quality 1930s buff brick building fronting Atkins condition and issues to Road, and sits within a conservation area. be addressed Recent teaching block additions attempt to replicate the quality of earlier buildings. In particular, the Hexagonal Arnold building provides an attractive complement to the rear of the complex.

The site also has an attractive landscaped area towards the rear of the buildings which needs to be retained.

The main entrance onto the site is currently located at the far end of the building run and could benefit from being relocated in a more central position.

The internal circulation around the buildings is cramped and confused. The current reception provides no focus or prestige.

A new Sports Hall is due to be provided as part of the Intermediate Works package.

Proposed works to Works to existing buildings involve: existing • Refurbishment of the main block; • Refurbishment of the Arnold Centre; • Refurbishment of the Dining and Arnold Centre; • Demolition of the Linking Block

Proposed new build A new Sports Hall is due to be provided as part of the Intermediate Works package. elements Replacement of the demolished linking block with a multi-storey block, which will form a cohesion in circulation at all levels through the school. The re-built area will form the heart of the new school via a new reception and admin suite. The new reception will also give direct access to the new Sports Hall and to the Hexagonal Arnold suite which will revert to being a Music and Drama facility.

The decant of the pupils will need to be carefully managed whilst the demolition and rebuilding works take place.

Indicative phasing Based on the anticipated scope of works it is envisaged that 5 phases will be required as strategy (if required) follows;

Phase 1* – Construct new sports hall and associated facilities. Phase 2 – Refurbishment of the main block. Phase 3 – Refurbishment of the Arnold Centre. Phase 4 – Refurbishment of dining and chapel block. Phase 5 – Demolition of the existing linking block and construction of the new 4 storey entrance and general teaching block, including breaking into and linking to the adjacent refurbished blocks, completion of all external works.

*NB it is envisaged that this phase will be completed as part of the intermediate works contract.

Potential risks Key risks are: associated with • Objections to the scheme by officers within the council's planning division; site/works • Levels of asbestos present in buildings to be demolished are higher than anticipated resulting in delays to works and additional costs;

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School LONDON NAUTICAL

Overview of existing London Nautical is located on a very restricted and tight urban site, and includes a grade II condition and issues to listed building within a conservation area. This has management implications for the school as be addressed break times have to be arranged by rota to cope with the restricted area. The site was recently reduced by part disposal in order to accommodate new flats.

A new Sports Hall / 6 th Form block was recently completed.

The historic elevation on Stamford Street and west elevation on Duchy Street are both impressive. However, these historic portions require extensive repair, which could prove expensive due to the specialist nature of the work and condition issues. Also, the cold bridging prevalent throughout the single skin concrete and masonry structure at the rear could be difficult and expensive to address.

Circulation areas around the school tend to be cramped and ill-lit. Basement areas have low ceiling and inadequate natural light.

Proposed works to The proposals consist in carrying out minor refurbishment and remodelling of existing existing accommodation.

No works are proposed to Sports and Music spaces; the Faculties are well suited. The Dining and Hall spaces are due to be reconfigured. Generally, the proposals involve minimal intervention, which should enable a larger portion of available funding to be directed towards the condition and repair issues.

Proposed new build No new build elements. elements Indicative phasing Based on the anticipated scope of works it is envisaged that the work to refurbish the main strategy (if required) block will be completed in 6 phases with each floor being divided in half to minimise the requirements for temporary accommodation on a very tight site.

It may however be possible to combine the 6 phases envisaged for the main block into three phases, working on a full floor of the building in each phase.

Potential risks Key risks are: associated with • Health & Safety of the pupils who will be in close proximity to the construction work. site/works • The cost of the specialist repair and condition works exceed the budget allowance. • Working on very constrained site in the residential area; • Programme is extended due to confined/restricted working conditions – construction works cannot be optimised; • Major disruption to education due to proximity of works; • Staff/pupil injury due to proximity of works;

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School THE NORWOOD SCHOOL

Overview of existing The existing site is located off Crown Dale, a busy suburban road. The main pupil entrance is condition and issues to from Crown Dale road, whilst the main vehicular access is from Elder Road to the East of the be addressed site.

The site is generally well maintained and attractive. It includes pleasant social areas around the school buildings.

An increase of over 1000sqm of floor area is needed, especially with the requirement for a new 6th Form. Part of this requirement is due to be addressed through the construction of a new Media Centre under the Intermediate Works programme. However, further works are required under the BSF programme.

Other issues currently affecting the school are: • The lack of connection other than at ground level between the northern block and the front of the school. This means that the circulation is cramped and confused and also has implications in terms of DDA provision. • The only form of access into the dining area is through a single staircase, which causes pupil congestion problems. • The main entrance of the School is • The poor environmental performance due to the extensive single glazing around the school.

Proposed works to The South and North Blocks, as well as the Gym Block need to be refurbished. The works existing involve: • Introducing compliant circulation routes with a system of easy deck access ramps along the west elevation of the school buildings to engage with the varying levels of these blocks. Planning officers have advised that these should be enclosed. • Re-configuration of dining facilities and minor re-designation of teaching rooms elsewhere. • Provision of a new 6 th form and an improved stage area to satisfy current and future needs. • Adding emphasis to the main school entrance.

Proposed new build A new Media Centre is due to be constructed as part of the Intermediate Works programme. elements New build works to be covered under BSF include:

Indicative phasing Based on the anticipated scope of works it is envisaged that 5 phases will be required as strategy (if required) follows;

Phase 1 – Construct proposed new entrance and 6th Form block and refurbish those parts of the existing buildings immediately adjacent to this new block, construct new circulation routes. Phase 2 – Refurbishment of the northern block, including breaking into new circulation routes. Phase 3 – Refurbishment of the central block, including breaking into new circulation routes. Phase 4 – Refurbishment of the southern block, including breaking into new circulation routes. Phase 5 – Refurbishment of the gym block and completion of all external works.

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School ST MARTIN IN THE FIELDS

Overview of existing The school is located on a long and narrow site with a pronounced slope towards the east. condition and issues to There is a narrow frontage on Tulse Hill which is used as prime pedestrian and vehicular be addressed access. A secondary entrance is located off Trinity Rise.

The school frontage on Tulse Hill is a historic Palladian House which forms the reception area. Hard play areas are in the centre of the site and grass pitches can be found at the lower eastern end of the site.

There is a requirement for an additional 1,500sqm area of space. The buildings to the rear of site suffer from cramped and incoherent circulation patterns which are not compliant with DDA or fire escape requirements. Suiteing is incoherent.

The current Dining Area is structurally unsound. The remedial work required is due to be carried out under the Intermediate Works programme.

Proposed works to Proposed works to the existing buildings involve: existing • Demolish existing dining and kitchen facilities. • Refurbish all other blocks;

No works are required to new Sports Hall and 6th Form.

Proposed new build • Construction of an extension at end of main block; elements Indicative phasing Based on the anticipated scope of works it is envisaged that 6 phases will be required as strategy (if required) follows:

Phase 1 – Demolish existing dining and kitchen facilities and construct proposed main block extension and new lift lobby infills. Phase 2 – Refurbishment of the second floor, including breaking into new lift lobbies. Phase 3 – Refurbishment of the first and mezzanine floors, including breaking into new lift lobbies. Phase 4 – Refurbishment of the ground floor, including breaking into new lift lobbies. Phase 5 – Refurbishment of the basement floor, including breaking into new lift lobbies. Phase 6 – Refurbishment of the technology block and completion of all external works.

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School LANSDOWNE SPECIAL SCHOOL

Overview of existing Lansdowne School is located on a restricted site with suburban roads on its sides and a church condition and issues to and hall on the 4 th side. On three of its sides, the school faces 3-storey terraced housing. be addressed Currently, there is a lack of security for mini-buses delivering and collecting pupils to the school.

Sports facilities come predominantly in the form of hard play areas on south east and south west sides of the main building.

The required floor area for the school is 4000sqm, which is double the current area of 2000sqm. This highlights the extremely tight conditions at this school.

Proposed works to Following completion of the new build, the old building will be demolished. existing Proposed new build The proposals involve constructing a new 3 storey L-shaped building. Two of the new building’s elements external elevations face north east and north west which would minimise problems of glare for visually impaired pupils. The two elevations of the new building adjacent to the street would create new protection from the surrounding streets and help secure the play areas both physically and visually. Servicing would be available directly from the street to reduce intrusion onto the site. The new build would also make an allowance for a training area at roof level, thereby future-proofing the development.

Off-site modular construction needs to be explored in order to facilitate a speedy build process.

Currently, there are no alternative sites identified for a possible decant. However, the Head is keen to stay on site while the building takes place, as this would enable the pupils to become familiar with the new accommodation before the transfer takes place and also learn about the construction process.

Indicative phasing Based on the anticipated scope of works it is envisaged that 3 phases will be required as strategy (if required) follows;

Phase 1a – Clear existing external spaces and lay slab for new block during Easter holidays. Phase 1 – Install offsite prefabricated building during summer holidays and complete fit out during the Autumn term. Phase 2 – Demolish existing buildings and complete external works.

Potential risks Key risk are: associated with • Levels of asbestos present in buildings to be demolished are higher than anticipated site/works resulting in delays to works and additional costs; • Restricted access disrupts construction activities resulting in delays. • Objections to the scheme from local residents disrupts project progress. • LPA objects to the scheme. • Programme is extended due to confined/restricted working conditions – construction works cannot be optimised; • Major disruption to education due to proximity of works; • Staff/pupil injury due to proximity of works; • Damage to adjacent properties during the demolition works.

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School LILIAN BAYLIS SCHOOL

Overview of existing This is a new school completed in 2005 for 600 pupils. condition and issues to be addressed The site is restricted with the main pedestrian entrance facing the busy Kennington Lane. Bus and car access is gained via the entrances on the eastern boundary. Offices and industrial buildings are located to the east and west boundaries. St Marks Church of England Primary School is located the other side of the southern boundary.

Hard play areas are to the south of the main building.

A new 6 th Form is required, as well as a new SEN department catering for children with Autistic Spectrum Disorder (ASD) and those with physical disabilities.

Proposed works to Proposals involve using current Year 7 department as accommodation for additional Science existing accommodation. As a result a new space is required for Year 7.

The new building works will only require minimal intervention within the existing building. Therefore, minimal disruption is anticipated.

Proposed new build A new 3 storey building is due to be constructed which will provide accommodation for Year 7 elements on the ground floor, for SEN on the 1 st floor and the new 6 th Form on the 2 nd floor.

Two lifts will need to be provided: 1 for the physically disabled children accessing the SEN unit and 1 to provide express access to the 6 th Form on the 2 nd Floor.

Indicative phasing Additional facilities being procured as a variation to the existing PFI contract, proposals for strategy (if required) which are currently being prepared by the PFI SPV.

Potential risks Key risk are: associated with • Programme is extended due to confined/restricted working conditions – construction site/works works cannot be optimised; • Major disruption to education due to proximity of works; • Staff/pupil injury due to proximity of works; • Restricted site access disrupts construction activities resulting in delays.

School 4th New Secondary School

Overview of existing condition and issues to be addressed Proposed works to existing Proposed new build elements Indicative phasing strategy (if required) Potential risks associated with site/works

School Turney

Overview of existing condition and issues to be addressed Proposed works to existing Proposed new build elements Indicative phasing strategy (if required) Potential risks associated with site/works

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3.1.6 Design Quality Indicators for Schools

Content under review

3.2 SAMPLE SCHOOLS

The two schools with the greatest need, and which provide a representative sample of much of the Phase 2 school estate are Dunraven and Norwood. On this basis, they have been selected as the sample schemes to be used during LEP procurement process to allow bidders to demonstrate with clarity their proposals for Lambeth Phase 2, and also to ensure that construction at these sites will follow on closely from Financial Close at the end of the process.

A detailed consultation process, which began prior to the submission of SfC2, has been undertaken with both schools, to determine the educational need of the schools, and defined in their Strategies for Change, and how best these can be met through design and ultimately construction.

This dialogue has led to the creation of proposed control options for each site, which represent the Authority and Technical Advisers’ best view on how these educational drivers can be met. have been agreed with the schools and These schemes have been developed to RIBA Stage C, and Outline Planning Approval has been sought.

When procurement commences, these two schools will form part of the tender documentation, and prospective private sector partners will submit, as a major part of their overall bids, detailed proposals for these two schools as a means of demonstrating their suitability for developing, designing and constructing schemes for all the schools.

3.3 SAMPLE SCHOOLS – DELIVERY OF STRATEGY FOR CHANGE

Set out below are the options being considered for Dunraven and Norwood as Sample Schemes. These options are being expanded based on ongoing discussios occurring over May to July 2008.

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School DUNRAVEN SCHOOL

Generally, the circulation patterns around the school are cramped and illogical. There is also a requirement to address the 14-19 provision, specialist accommodation and SEN.

The proposed works to existing school on lower school site are: • Introduction of a garden centre alongside main building on lower school site • New sports pitch

Arts and teaching space in new Sports Hall – part of Intermediate Works??

A bridged link to the Music department. Rationalisation of landscaping and external areas.

Phase 3 – Refurbishment of two retained blocks on main site. Phase 4 – Demolition of buildings on main site being removed and completion of external works.

*NB it is envisaged that this sports hall element of this phase will be completed as part of the intermediate works contract.

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School THE NORWOOD SCHOOL

The site is generally well maintained and attractive. It includes pleasant social areas around the school buildings.

Proposed new build A new Media Centre is due to be constructed as part of the Intermediate Works programme. elements New build works to be covered under BSF include:

Indicative phasing Based on the anticipated scope of works it is envisaged that 5 phases will be required as strategy (if required) follows;

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ICT SERVICE PROVISION

3.4.1 ICT Supporting Lambeth’s Educational Vision

The Educational Vision outlines a scenario for Lambeth in the future and the ICT Vision supports this. In setting out the proposed ICT delivery infrastructure a number of key factors have been considered:

Personalised Learning

Central to Lambeth’s educational vision is a greater personalisation of learning, which will improve opportunities for all and close the attainment gap. ICT will be a major contributor to this development, particularly for those who are most vulnerable.

There will be a clear focus on enabling the individual learner to take responsibility for their own learning through a personalised and ICT rich curriculum and through innovative and exciting teaching and learning techniques, developed as appropriate with individual schools.

The pledge to Lambeth’s young people is that they should have access to some of the best of what London has to offer over the course of their primary and secondary education, and ICT particularly will enhance this access such that the facilities offered by London will be integrated into those offered by the borough, thus providing innovative and practical personalised learning for all.

Current ICT practice is predicated on classroom-based learning. The systems architecture to support a more personalised approach to learning, with a move towards self-paced learning will be built around a wide range of technologies including, for example, connectivity to the home and wireless roaming networks.

Collaboration

The development of the ICT Learning Platform within the BSF programme is seen as a key support to enabling wider collaborations to take place across and beyond the borough.

Strong collaborative arrangements already exist within Lambeth. There is a clear local authority communication strategy within the existing PFI/ BSF managed service, strengthened by good school participation. The development of the ICT Learning Platform within the BSF programme is seen as a key factor in enabling such collaborations to take place.

Flexible curriculum

ICT will be a key enabler of personalised learning as it allows the curriculum offer to be matched to the needs of the learner, e.g. higher order learning skills and problem solving, capacity of research and individual / collaborative learning and a thematic curriculum.

In Lambeth, ICT will provide flexibility in terms of where, when and how young people learn, so improving motivation to learn. ICT will support teachers in curriculum design and delivery as well as planning and assessment.

With well supported ICT, students will be able to move from teacher supported learning at KS3 to more self-directed learning at KS4. These changing approaches to teaching and learning will require differently designed teaching and learning spaces

Improved Performance

Lambeth intends to use ICT as a key enabler of change to support improvements in learning, inclusion, behaviour and attendance, efficiency and security. It will make a major contribution to the

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development of a coherent and cohesive borough wide curricular offer at 11-19, and particularly at 14 to 19 and post-16.

Improved facilities for learning, including ICT provision, will enhance opportunities for more flexible teaching and personalised learning that will enhance attainment, not only for targeted groups but also for all students.

Enabling teachers to support learning

In order to achieve real transformation teachers’ time will need to be freed up for teaching and supporting students’ learning. In Lambeth, ICT will contribute towards achieving this by streamlining administrative and other manual processes. ICT will also have a key part to play in supporting whole school improvement, such as supporting assessment for learning and use of data to identify students for specific interventions.

For instance:

• Automating marking and reporting where some learning can be assessed through multiple choice items. • Tagging lesson material to objectives and content assembled in one place using a Virtual Learning Environment • Developing materials at area level and sharing over the Internet. • Integrating school and pupil level information into other applications to allow dynamic use of data to create reports, lists and other administrative outputs for teachers’ use. • Integrating data held in schools with that held by partners, including the Council, to identify and manage issues affecting a child’s ability to learn, such as attendance or health. • Using swipe card technology to allow cashless transactions (catering, library etc), to give secure access, to bank reward points etc

It is intended that further development of specialist ICT will increase access to a wide-ranging and relevant curriculum for pupils with complex SEN and for pupils in the early stages of learning English.

Schools will be able to integrate ICT facilities with specialist provision in drama and music (for example, recording studios,), to provide high quality performance and practice spaces for both school and community use.

Streamlined Administration

Flexible space

The Lambeth BSF refurbishing and renewal programme will deliver flexible use of space, inspiring design and creative use of ICT and will support models of learning and curriculum provision that will build on this work and, in turn, will particularly raise the achievement of disadvantaged pupils.

Specialist teaching areas and generic classrooms will require break-out areas for both independent enquiry and group work. In particular, the availability of ICT work stations will enable the permeation of the curriculum by new technologies.

Drawing on the application of creative ICT and innovative building design to develop learning environments conducive to the effective and efficient education of disabled students and those with SEN

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ICT Training & CPD

Developments in teaching and learning, curriculum, the role of ICT and behaviour and inclusion will require schools and staff to keep up-to-date with the ever-changing world in which they are working. Lambeth wants this learning and teaching to be clearly underpinned by the five outcomes set out in Every Child Matters. There will be a clear focus on enabling the individual learner to take responsibility for their own learning through a personalised and ICT rich curriculum and through innovative and exciting teaching and learning techniques. Staff development is fundamental to this.

Schools now use a systematic process of rigorous institutional self-evaluation to identify their priorities for CPD. The improved facilities provided by BSF investment will greatly enhance opportunities for schools to provide focused training reflecting specific need. In particular Lambeth supports the development of coaching as the most productive means of improving teaching and learning. This would be facilitated by the fitting of a small number of classrooms and teaching areas with high quality video equipment. In effect creating a training classroom to enable peer mentoring opportunities in our schools. The potential of coaching networks within and between schools can also be enhanced through the provision of high quality video-conferencing equipment.

Parental / carer engagement

Lambeth will use ICT to improve the engagement of students and their families by giving them the information to ask the right questions. Informed consumers are better, more discerning consumers. Parental engagement is an active driver for improvement and Lambeth will use ICT to maximise the information available. For instance it could: • Let parents see attendance and performance data via a secure portal. • Let parents see what menu choices their children make through enabling swipe card systems for canteens.

Consistency of ICT across the Borough Information and Communications Technology (ICT) is a major transformational driving force in the delivery of secondary education within the borough. It is intended that the development of a common platform with all Lambeth schools through the BSF programme will lead to greater consistency and coherence in use of ICT.

3.4.2 Options Appraisal

The ICT pathfinder project, the Lambeth Connected Learning Project, “LCLP”, became operational with RM in 2005 and the contract lasts for 8 years, expiring in 2013.

The following options have been considered for delivering the Wave 5 ICT services:

Option 1 - Pass BSF ICT funding to RM to deliver services outside the LEP continuing after the expiry of the current RM contract.

Rejected - Extension of contract term will contravene the procurement regulations

Option 2 - Terminate RM contract and re-let through the LEP (using PFI & BSF funding)

Rejected - Current indications are that RM contract is delivering well and a termination of this nature would undermine relations with RM, relationships with schools, be extremely costly and would damage the Authority’s reputation in the marketplace.

Option 3 - Offer RM contract to all LEP bidders and ask them to negotiate directly with RM during the bid process to achieve VFM which will be evaluated through the procurement process; Also ask bidders to propose an alternative solution with their chosen provider where they think this approach offers VFM.

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Rejected - From a whole project perspective this could deter LEP bidders who have not worked with RM or who do not want to work with RM because they have existing, well-established and effective relationships

Option 4 – Ask LEP bidders to propose an ICT solution and set out how they will test the supply chain at Preferred Bidder, i.e. proposing a solution to deliver ICT but without a provider at bid stage.

Accepted (with variation that LEP will be asked to run separate procurement for ICT in 2013 – see Preferred Option below) - offers the best opportunity of all options to test the RM offering competitively in the market place, operating in an open and transparent manner. Also provides the opportunity to incorporate a new joined up transformational agenda between all Lambeth schools within the BSF envelope.

Option 5 - Let the LEP contract (including BSF ICT funding) leaving RM contract to run separately.

Rejected – It would not be practical to have two ICT providers operating in the school at the same time. Interface agreement issues would occur and it is likely that transformational agenda would not be encouraged or met.

3.4.3 Preferred Option

As highlighted above, Lambeth already have a mature service running in 12 of our secondary schools; the remaining schools managing their own ICT are now keen to join this managed service and we believe this is the right approach, bringing all secondary schools under the same managed service provision.

This single ICT managed service will expire in 2013, at which time it is our intention that the LEP will be responsible for running a competitive procurement for a new ICT managed service contract.

Our preferred option is therefore to negotiate a variation with our current ICT service provider, RM, to bring our remaining secondary schools (Archbishop Tenison, La Retraite, Norwood and Turney) into the managed service from January 2009; we will look for this service to be as near to a BSF level ICT service from this date, within the constraints of the existing school buildings.

This variation will also allow for the 7 Phase 2 schools, currently receiving the LCLP managed service, to receive additional transitional services if they wish, prior to completion of building works and the introduction of the full BSF ICT service.

3.4.4 Scope of ICT Services

The ICT project scope covers the design, implementation, commissioning, management and maintenance of ICT systems to deliver the Education Vision

Components of a Centrally Managed Service

In order to provide the benefits and services outlined, the following elements should be provided by a central service:

• Design & Strategy o Design and architecture of ICT infrastructure and services to meet ICT vision and strategy o Keeping strategy up to date with educational and technological innovation o Constant review of operational efficiencies in line with central government targets

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• Managed Learning Environment (MLE) o Available to all learning organisations o Web enabled front end o Fully integrated key applications with automated initiation from MLE o Single sign-on via MLE for all applications

• Applications Management and Systems Integration: o Integration of key data applications to ensure high levels of data quality and avoid data duplication o Evaluation of new applications and installation of upgrades o Maintenance of all school support system, curriculum and office software

• A Central Data Centre o Providing area-wide authentication services o Providing centrally managed and hosted Management Information Systems o Providing a centrally managed and hosted MLE

• Wide Area and Local Area Networks o Providing suitable backbone and desktop connectivity within each institution o Connecting all learning organisations to a central hub o Connections from this hub to external networks (TelCos, SuperJANET, National Education Network) o Redundant internet and wide area links to ensure continuity of service in the event of a failure of any one link o In the extended model this would include links to Borough offices and other government departments o Ensuring that all connectivity, internal and external, remains at speeds and contention ratios appropriate to the applications in use by the end users

• Information security o Information governance o Back-up o Conformance to DPA o Intrusion protection and prevention

• Business continuity and disaster recovery services o Design, implementation and periodic verification of appropriate disaster recovery and incident management procedures o Providing access to suitable standby equipment for mission critical services

• School ICT blueprint o Maintenance of school ICT blueprint to reflect changes in education and ICT strategies o Customisation of blueprint to meet individual school requirements

• Implementation o Acquire, build and commission central ICT infrastructure and services o Acquire, build and commission school infrastructures and equipment installation o Training in use of ICT o Project management

• Operation o Operation of the ICT infrastructures to meet educational target o Outcomes and agreed ICT service levels o Provision of call centre/help desk

• Facilitating Local Choice

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o Preparation and refresh of an equipment catalogue through which schools can purchase additional ICT provision, either through their Local Choice Fund, or through their own revenue budgets. o Processing reasonable requests by schools for additions to the Catalogue and undertaking all necessary testing and validation to ensure compatibility with existing systems. o Facilitating the connection of equipment purchased outside of the Managed Service Catalogue to an internet-only connection

3.4.5 ICT Output Specification

A copy of Lambeth’s ICT Output Specification is included at Appendix 2A.

In determining the school specific requirements, the Authority has worked with each school to outline their own ICT visions for the future and to consider any current or planned ICT project and initiatives they are currently working on. This has been included within individual transition documents to ensure that appropriate consideration is given to there specific areas during the implementation of the BSF level ICT service.

All schools are aware of the requirements within the Output Specification and have agreed in principal to signing up to the service once the exact specification has been determined.

3.4.6 Procurement Scope

It is the intention that the ICT Managed Service scope will include all sections of the ICT Output Specification with the exception of the following:

1b1 Wide Area Network

Council and LEP – The Authority requires that the ICT Service Provider integrates and utilises existing WAN provision supplied through the London Grid for Learning (LGfL) into the ICT Service. MSP will provide wired network connectivity between sites as needed to support data transfer and backup facilities.

2a1 Change Management Plan

Council has detailed historical knowledge of schools change management through BSF will be a continuation and expansion of existing work in schools to transform teaching – particularly through the use of ICT

2b1 Operational Training, 2b2 Curriculum Training for teachers and other relevant staff & 2b3 Administrative Training for teachers and other relevant staff

Council to agree development with MSP in order to ensure maximum impact can be gained alongside curriculum needs. Delivery of training via MSP who will have best knowledge of data systems.

3.4.7 Changes to the service

Council and LEP – Changes to service will arise from technical limitations of ICT solution and curriculum/pedagogical developments

3.4.8 Change Control

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3.4.9 Strategic Business Case / Strategy for Change

Council – Strategy for ICT must be consistent across all phases of education in the Authority.

3.4.5 Scalability

The proposed ICT service provision will include all secondary schools within Lambeth. It is intended that the MLE will allow Lambeth teachers, advisors and educational consultants from the managed service to record and share good practice in Lambeth Schools and with other London Schools.

3.4.6 Sustainability

ICT and General Sustainability

Content under review

ICT and Environmental Sustainability

Content under review

Sustained increase in educational performance indicators

Content under review

Long term financial sustainability

Content under review

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3.4 FACILITIES MANAGEMENT

Authorities are to receive a considerable amount of funding from PfS, to regenerate their secondary education facilities through the BSF programme. However, in return for this investment, PfS expect Authorities to maintain the condition of these facilities to an acceptable level.

The high level drivers for can be summarised as follows:

1. Maintain the condition of the schools for the duration of the contract 2. Provide an affordable solution 3. Minimise a 2 tier approach 4. Scope of the LEP (Current and future) 5. Availability of funding (via Authority/Schools/Central Government) 6. Ensuring the scheme is attractive to the market

The table below sets out the current position of the schools in relation to the FM service they would like going forward:

Archbishop Bishop Charles Dunraven La Retraite Lillian London Norwood St 4th New Landsdowne Turney Tenison Thomas Edward Baylis Nautical Martins Secondary Grant Brooke School Cleaning IH LEPL LEPL LEPL @ IH @ IH LEPL LEP LEP @ TBC Waste LEPL LEPL LEPL LEPL LEPL LEPL LEPL LEPL LEP LEP TBC Pest LEPL LEPL LEPL LEPL LEPL LEPL LEPL LEPL LEP LEP TBC Control Catering IH LEPL LEPL LEPL @ @ IH @ IH LEP LEP @ TBC Energy LEPL LEPL LEPL LEPL LEPL LEPL LEPL LEPL LEP LEP TBC Hard FM LEPL LEPL LEPL LEPL LEPL LEPL LEPL LEPL LEP LEP @ TBC Grounds LEPL LEPL LEPL LEPL IH LEPL IH LEPL LEP IH TBC H&S IH IH IH LEPL IH IH IH IH LEP IH TBC Caretaking IH IH LEPL IH IH IH IH IH LEP IH TBC and portering Security LEPL LEPL LEPL LEPL LEPL LEPL LEPL LEPL LEP LEP TBC Helpdesk LEPL LEPL LEPL LEPL LEPL LEPL LEPL LEPL LEP LEP TBC

Key: LEP transfer to LEP on completion of capital works IH remain in-house LEPL might consider LEP provision for this service at a future date, but have not signed up at this point. LEPN transfer to LEP prior to or during capital works (interim services). N.B. further discussions are to be had with schools regarding their requirements for LEP provision of interim FM services. * It is assumed that all PFI schools will follow the same model, further work to be carried out on impact on existing staff to ensure continuity. @ Happy to take service from LEP if quality and service delivery can be matched or improved upon from current services received.

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6 READINESS TO DELIVER

6.1 PROJECT MANAGEMENT

6.1.1 Member Level Support

Project Board and Senior Officer Support

The membership of this board not only demonstrates Lambeth’s commitment at the highest level, but also ensures all necessary resources are applied to ensure the programme’s success.

Senior Lambeth officers leading the programme and attending the Project Board are: • Chief Executive. Derrick Anderson chairs the Project Board and ensures that the resources of the Council as a whole are applied to the programme, due to its high priority. • Project Sponsor and Design Champion. Phyllis Dunipace, as Executive Director of CYPS, is the senior officer accountable to the Project Board and Cabinet for delivery of the programme objectives and has held this position since the project’s inception • Programme Director. Mike Pocock leads the team responsible for delivery of the BSF programme, and oversees programme progress. Mike’s previous experience was in the private sector working for major contractors at director level, specialising in PFI and partnership projects, including the NHS LIFT programme which has many similarities to BSF, and having joined the Lambeth team in 2005 has led the programme from the early stages of Wave 2.

6.1.2 Programme Management

The BSF programme is managed under the general principles of PRINCE2 and the PID has been approved by the Project Board. A ‘Gateway 0’ review of the programme was undertaken in September 2007 by 4ps; it showed that the programme was in good shape, (Is this a good phrase ?) and the recommendations have been implemented. The project management structure in Lambeth is Page 58 of 89 Confidential draft 1July 2008

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aligned with the 4ps guidance on project governance and management structure published in June 2006. A ‘Gateway 1’ review of the programme has been arranged to take place following the completion of the OBC.

Lambeth’s team has 20 in house officers working full time on the BSF programme led by senior officers covering educational improvement, programme management and consultation, reporting to the programme director. The team has a mix of public and private sector experience in order to maximise the prospects of success. It will remain flexible so that it can evolve as scheme changes from procurement through to construction and delivery. A formal management structure is in place governing the above.

The Assistant Director of Education, John Wotherspoon, transferred to the BSF team two years ago to provide expert advice and ensure that the BSF programme aligns with Lambeth’s wider strategic aims. Within his team there is also dedicated ICT expertise within the team to ensure Phase 2 fully addresses ICT Education Transformation

Lambeth have a dedicated Communications and Consultation Manager assigned to the BSF programme, who is responsible for ensuring that the Communications and Consultation strategy is followed and also updated as required. They interface with other areas of the Council to ensure the widest reach possible of the communications on the programme

Lambeth currently have two teams operating in parallel to deliver BSF, a Phase 1 and a Phase 2 team. The Phase 2 team has been in place for about a year, alongside the Phase 1 team, and is working to implement Phase 2. There is a core team of staff providing support to the overall BSF programme. They are supported by a team of external consultants who have been employed to carry out various project management roles within the team and to conduct a coordinated transfer of skills and expertise. An exit strategy is in place for the current external project and programme managers.

Phase 2 of the programme will be delivered by Lambeth staff. This will ensure that skills are transferred to other Lambeth projects following the completion of BSF. Lambeth is committed to delivering Phase 2 in close continuity with our Phase 1. We have the capacity to achieve this due to having the two separate, but linked, teams in place.

Lambeth also has advisors engaged who have been working on the Wave 2 programme since July 2005. This has allowed us to identify required support, both internal and external, and to plan for any further necessary support arrangements. We have detailed resource plans and corresponding funding arrangements in place to support the current and ongoing engagement for Waves 5. External Advisors are as follows:

• Project Management: In house supported by Atkins (there is an exit strategy in place for Atkins Project Management support). • Technical: Atkins • Legal: The Projects Partnership Law • Financial: PwC

The Projects Partnership Law has been appointed under the Council's standard terms and conditions for the duration of the BSF programme. Lambeth also has an internal lawyer which supports the project.

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6.1.3 Quality Design

Lambeth is determined to ensure that the final schools’ designs will be of the highest possible quality. Our Technical Advisor developed options for SfC part 2, and have further developed these for the OBC.. Furthermore, Client Design Advisers (CDAs) have been appointed for all schools in Tranche 1, to ensure that the schools have the advice and support necessary to allow them to contribute fully to the design process. Outline planning consents have been applied for on the sample schools. The Project Sponsor, as Design Champion, is fully committed to ensuring quality design. It is intended to deliver the Phase 2 programme in accordance with the Design Quality Initiative (DQI) process.

As with the previous Phase officers of the planning division will be engaged in the design process at an early stage and both they and BSF officers will work together to ensure that schemes are acceptable both in planning and educational terms.

6.1.4 Project Team Budget

The budget for the BSF programme was initially agreed during the inception of Phase 1 in Lambeth. Subsequently, this has been reviewed on a yearly basis as part of the Council’s budget setting processes, and has been adjusted to reflect the needs of the programme. Each year, as part of that budget process, it is approved by the Council’s Star Chamber and Cabinet. Lambeth is confident that, based on the experience gathered through Phase 1, the agreed budget is sufficient to cover the internal project team and the external advisory costs over the life of Phase 2.

6.1.5 Risk Management

Lambeth’s risk management strategy and processes have been successful in mitigating risk during Phase 1 of the BSF Programme, and are already in place and being monitored for Phase 2 The Authority has implemented a rigorous risk management process for the BSF programme, which includes ICT. Risk management focuses on the core areas of risk identification, risk evaluation, risk control and risk monitoring. The overall approach is outlined in the programme’s Risk Management Strategy, which is summarised at Appendix 16. The programme Risk Register is attached as Appendix 13.

6.1.6 Lessons Learned

To ensure that lessons learned from Phase 1 can support the delivery of Phase 2, the knowledge gained is being used to inform our planning and development, and is embedded in the work going forwards. Examples are: • Headteachers of Phase 1 schools are being involved in the Phase 2 process, in order to pass on the valuable lessons learned, to their colleagues. • Sustainability targets for Phase 1 have been transferred to Phase 2. • Successful methods for engaging parents during Phase 1 (eg provision of SEN services), are being continued. • The BSF risk management process, successfully developed during Phase 1, has been rolled out for Phase 2. • The Lambeth BSF Consultation Strategy for Phase 1 has been used to inform and develop the strategy for Phase 2 to ensure that each stakeholder is involved in the most appropriate way. • The Phase 1 process has informed Lambeth of the level of resources, both external and internal, required to deliver the programme. As a result, Lambeth has taken the steps necessary to ensure that appropriate provision is in place, and that the indicative programme set out is fully resourced and achievable.

6.1.7 Intermediate Works

The Lambeth Intermediate Works project is a programme of support for schools involved in Phase 2 of the BSF programme where for reasons of Condition, Capacity or Proximity to new-build Phase 1 schools, intervention and assistance needs to be given ahead of the Phase 2 timetable. This involves

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a range or projects, from minor repair work, to the construction of additional classrooms or sports facilities. The Project Team has ensured that work undertaken as part of Intermediate Works fits within the overall Phase 2 estate strategy.

6.1.8 Post Financial Close

The Structure of the authority Team post financial close will be such to monitor the LEP and confirm that the work carried out is of a suitable quality and meets the expectations of the schools and Lambeth.

Given that this monitoring role will be over the life of the LEP and the BSF Programme, and that Phase 1 of the Lambeth BSF Programme will be mostly drawing to a close by the time the LEP is in place, it is anticipated that the size of the BSF Team as a whole will be smaller than that currently in place. However, as per the existing Team structure, it will need to represent a clear balance

However, it should be noted that the exact structure and roles of the Team will be dependent on the negotiations held with bidders during the bidding process.

6.1.9 Authority to Negotiate

Under the Lambeth Financial Regulations, authority to negotiate is held by individual officers, although the award of any Contract must follow the standard Council approval routes to ensure that financial regulations have been followed. It is anticipated that in addition to the above and the complexity and size of the LEP a formal cabinet decision will be required to confirm Lambeth’s agreement to its creation once at selected bidder stage. All other decision prior to that stage will be made at Project Board level.

6.1.10 Programme

Lambeth has set a programme to achieve Financial close by Spring 2010. This programme, seen as achievable, is however based upon the procurement programme before the recent review conducted by PfS. It is felt that adapting the programme to meet the new guidance would only delay this, and disrupt the programme further. The key dates to be met by the programme are set out below:

Milestone Date

OJEU Issued October 2008 ITCD Completed July 2009 Preferred Bidder Selected November 2009 FBC/ LEP March 2010

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6.2 PROCUREMENT PROCESS

Lambeth has set out above a commitment to educational transformation, tempered with a need to ensure that the best improvement possible can be obtained form refurbishment works to the existing estate. This will allow us to deliver the best possible education to our students. As part of that process we have developed a procurement strategy, to inform the scope for development of the programme based on identified educational and estate priorities and drivers and to ensure that it remains attractive to the market, is deliverable and makes sense commercially. Feedback to date from market testing, which has included soft market testing, has shown the need to make the scheme attractive by minimizing the cost of bidding and including facilities management (FM) as far as possible.

6.3 CONSULTATION AND STATUTORY APPROVALS

The purpose of this section is to confirm the approvals gained to support the OBC. The main description of communication and consultation is set out below in the Sponsor and School commitment section.

The main approvals required by Lambeth to achieve approval of the OBC by Lambeth are planning, and financial approvals, In addition, there needs to be clear evidence of Governors in schools approving their involvement in Phase 2 of the Lambeth BSF Programme.

Outline Planning Approval has been sought from the planning department for Dunraven and Norwood. In addition, as part of an extensive engagement process, letters of comfort are in hand from planning for all the other schemes in Phase 2.

As part of the detailed consultation process outlined below, school governing bodies have also been approached regarding the confirmation that they need to supply on their involvement in Phase 2. Responses on these letters are expected to be returned by the end of July.

Financial confirmation from the Authority to agreeing to the Section 151 position is in hand but will be one of the last items to be concluded.

6.4 SPONSOR AND SCHOOL COMMITMENT

Communications and Consultations is an integral part of the BSF programme. Lambeth, with its highly diverse population, demands that all the skills of the BSF programme team are fully engaged to ensure that all stakeholders are continually informed of and included in, where possible, the plans and processes of the programme. Lambeth is committed to a continual process of dialogue with all stakeholders. A comprehensive consultations and communications strategy has been developed, taking on board lessons learned from Phase 1. This outlines key messages and sets out the process and timetable for communicating with our stakeholders.

Previous Consultation:

• As part of the initial planning process for Phase 1, a substantial consultation exercise with secondary education stakeholders was commissioned in 2005. This included Headteachers, governors, school staff, students’ representatives, voluntary organisations, diocesan representatives and the local community. The results from this major engagement activity helped shape the secondary Education Vision and individual school visions in each school. • Focus groups involving parents of primary school pupils in the borough were held in September and October 2007 to gain the views of parents in relation to existing and future secondary school provision. • A day long School SfC workshop for SEN schools was held in September 2007. • A BSF Phase 2 Conference for schools was held on October 2007. • Meetings with all schools to discuss the Schools Strategy for Change and how it can be developed from the previous individual school vision.

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• Consultation conducted in 2007 with Phase 1 schools, and early 2008 with Phase 2 schools, regarding the provision of FM. • Extensive consultation undertaken in relation to students and families. We have service specific consultation and audits that contribute to the state of the borough report and inform the BSF programme. This will feed into the sustainable community strategy (see below in Ongoing Consultation).

Recent and Ongoing Consultation:

• Regular consultation and development meetings take place, and will continue throughout the BSF programme, with head teachers, school governors, school communities (including pupils and parents), the LSC, community representatives, Diocesan Boards, Trades Unions, local education providers (including HE and FE), Lambeth Youth Council, NHS PCT and the Police Authority. • Phase 1 Headteachers are involved in the Phase 2 process and will pass on valuable experience to colleagues, ensuring that the achievements of Phase 1 can be capitalised upon. Lambeth Headteachers, facilitated by the BSF team, are visiting schools outside of Lambeth with the experience of major capital development to benefit from the lessons learned • The process for the production of education drivers is an iterative one, and consultation has included governors, parents, various agencies, senior management team, amongst others. • Support to schools to review and develop their School SfC, and help articulate the transformation vision (for 2015 and beyond) of students, teachers, support staff and others. • Regular meetings, publications and updates are provided to all stakeholders both informing and gaining feedback. • Consultation on Physical Education and Sports Strategy led by the Lambeth PESS stakeholder group. • Publication of a newsletter every two months. • Soft market testing with potential bidders. • The Council with its partners are in the process of undertaking a strategic needs assessment as part of the development of the sustainable community strategy. • Internally, the programme director provides monthly updates to the Project Board and fortnightly to key council members. • Update of the Council’s BSF website with information on all ongoing works.

Planned Consultation:

• Continual involvement of our schools in the development of the Phase 2 documentation. • Detailed development of educational plans to inform design brief for each school through series of meetings • Use of Design Quality Indicators to establish key priorities in brief • Hold events for potential partners. • Lambeth will be taking advantage of the Sorrell Foundation’s BSF Joined up Design for Schools programme to ensure that the views of students are fed into the Education Design Brief. Feedback from a recent visit by the Sorrell Foundation to Bishop Thomas Grant was very positive, with the students enjoying the experience and presenting many ideas. • Further BSF Phase 2 conference in May 08.

The planned consultation process until financial close is outlined in Appendix 12. This sets out the consultation and communication routes and key events planned with four specific groups of Stakeholders: General Public, Bidders, Sports, Schools (including parental consultation) that are underway, or are planned over the next eighteen months.

6.4.1 Schools’ readiness to deliver educational transformation

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bring about new methods of teaching and learning that will contribute to the raising of standards for all schools in the Lambeth. We are in a strong position of being able to draw on lessons learned through the Wave 2 BSF Programme, as can be seen by the successful changes carried out at The Michael Tippett School. The involvement of Headteachers and other school staff from Wave 2 in supporting Wave 5 schools will be important to progress the transformation agenda in the borough, and to help apply best practice from Wave 2 to Wave 5.

The Wave 2 mainstream schools (The Elmgreen School and Stockwell Park High School) have utilised the processes which precede the setting of the detailed design brief, which occur both before and during BSF procurement to focus and refine their visions for their schools. The resultant designs allow clearly transformational approaches to learning and pedagogy. Stockwell Park has enabled a year-based curriculum model with a focus on individualised learning and a variety of teaching approaches facilitated by design and a radical approach towards their specialism. The Elmgreen School has focused on small group and personalised learning approaches with flexibly designed working spaces enabling a variety of pedagogies. The Michael Tippet School is utilising buildings built under the BSF programme to change approaches towards learning for their community utilising excellent room design and focussing upon an ICT enhanced environment.

One of the other lessons from Wave 2 that will be applied to Wave 5 was the challenge by the Design Champion (the Executive Director, CYPS) at each stage that the educational proposals were transformational, and as the design developed, that it supported that transformation.

The BSF change management strategy seeks to build capacity for leading change by closely aligning the borough’s school improvement strategy, its workforce remodelling plans, the work of its SIPs, National Strategies, support from the TDA (e.g. in relation to extended schools and youth), and other existing resources. Lambeth will use BSF as a key enabler for other children’s programmes (e.g. in relation to Integrated Children’s Services/ECM/TAC and the extended schools strategy), by aligning its delivery and estates strategy, and its change management plan, with those of other departments, services and partners/agencies (e.g. the Primary Care Trust (PCT)). The process is ongoing, building on and coordinating aspects of change management already in place in schools such as current CPD strategies, workforce reform, school improvement plans, action research and national/ local innovation, leading / training / specialist schools and SIPs. The change management strategy will also crucially encompass SSfC. While the SSfC are developed on an independent basis with the schools, it is essential that they are considered as part of the overriding Change Management Strategy.

The focus and aims of the change management strategy are to:

• develop leadership and management capacity at all levels in schools for transformation within and across schools • create the necessary conditions and positive environment for innovative and creative thinking and ensure those working with and in schools are in a position to deliver the SfC • develop skills, knowledge, qualities and attitudes that support new practices to transform learning • facilitate innovative use of new technologies for teaching, learning and administration

The range of stakeholders involved in change management plans is broad; e.g. school leaders, LA officers, governors, teaching and other school staff, pupils, parents. Change management demands a significant commitment from all stakeholders and will require long-term, sustainable resources alignment to ensure single-minded pursuit of common objectives. Ultimately the intention of a change management strategy and the transformation agenda is to implement new methods for teaching and learning that contribute to the raising of education standards. The stages in the development of the change management strategy are:

• Identify a baseline to support planning for transformation and change. Lambeth is currently working with all schools to identify existing strengths and plan for transformation. BSF is also a standing item on the termly meeting with all Secondary Headteachers to ensure that education transformation work is developed in all schools. Leadership reviews in our secondary schools will assess each school’s strengths and readiness for the major changes to come. Page 64 of 89 Confidential draft 1July 2008

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• Identify the resources required • Develop and sustain senior management support including personal commitment and political support (including Governors). Lambeth will help to deliver this by helping to build a well- developed strategic case for the change, supporting management directly in activities such as awaydays and supporting school managers. • Developing the skills within the schools change management teams through personal skills audits leading to appropriate training and CPD • Establish a clear process for developing and implementing the change management strategy with schools (SMT, staff, students, governors and other key partners and stakeholders) • Identify and draw on current initiatives and existing change and from existing / new self review processes • Identify opportunities with national agencies, e.g. NCSL, Qualifications and Curriculum Authority (QCA), Specialist Schools and Academies Trust (SSAT), Becta, Innovation Unit, National Strategies, National Governors Association, National Association of Head Teachers (NAHT) & Association of School and College Leaders (ASCL) • Identify opportunities to engage with research/projects e.g. FutureLab and set up visits other learning organisations • prepare a support programme for schools for each stage of the BSF programme • change management plans for support, and expected outcomes, will be linked with schools’ performance management arrangements • Ensuring that all change initiatives are coordinated and integrated with existing strategies and existing annual, medium and long term improvement cycles avoiding piecemeal, uncoordinated approaches. • Introducing effective project management disciplines to schools. • develop regular monitoring and evaluation of impact

The change management process evolves through a process of engagement of all stakeholders in the creation of the vision and strategy, including exploring the reasons for change, such that there is ownership and commitment to its delivery. Change will be broken down into smaller, achievable, progressive steps planned and implemented over a period of time.

The Authority provides specific programmes of support and challenge for Headteachers and SLTs, in order to enable them to lead change in their schools in a sustainable way, through our own resources, by networking Headteachers across the borough, and by engaging in national initiatives (such as by NCSL). We also enable staff to engage with change and their responses to it collaboratively, including inter-school collaboration. We will engage with all staff in our schools, and governing bodies as key foci for change management (in terms of effectiveness and impact) and for their potential to lead change. For example, the LCLP is used to significantly enhance the possibilities for CPD for both teachers and other staff. Establishment of the proposed collaborative arrangements between schools is further enhanced by the use of the LCLP to allow knowledge share between schools and promotion of innovative ways of working.

There is a wide range of stakeholder groups for whom a planned, supported management of change is required. Working with schools we undertake a change audit with parents as their involvement in their children’s education and confidence to engage in the process is critical to our success. All of the areas identified so far as being part of the Change Management Strategy assist with supporting schools to maintain and improve standards during a challenging building programme. Wave 5 will result in significant changes to ways of working for schools. As part of the development of each School’s SfC appropriate advisors are utilised to ensure issues related to the building programme are identified and solutions proposed to at the very least maintain the existing standards of each school

Lambeth reviewed other relevant factors, such as issues of practicality, including decant requirements; constraints such as land acquisition (which is only likely to apply to the 4th New Secondary School); and the need to ensure that projects were spread around the borough to minimise blight in one particular area. Practicality was considered as part of the scoping of the works. It was not felt necessary to factor decanting into prioritisation assessments. Geography was considered but not perceived as significant enough to change the suggested prioritisation, as the tranches will deliver at least one project in each of Lambeth’s three TAC areas.

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The Primary Capital Programme is expecting funding in the region of £12m for its first phase. An Estates Master Plan is being developed to address the prioritisation. Lambeth expects the PCP to contribute to existing Capital allocations for the re-building of Fenstanton Primary School and to link with the Phase 2 BSF programme in the development of a new secondary school on the Fenstanton Primary School site. The AMPD and BSF units are now part of the BSF department managed by the BSF Programme Director, which ensures collaboration through both programmes.

In conjunction with the detailed work on the preferred (Fenstanton) site, we are exploring the potential of expanding existing secondary school places above those already planned for. Should the preferred option of an additional school not prove feasible existing schools will be expanded to address the pupil place demand identified in section 3.3. Having considered the constraints of the existing estate and taken into account form entry expansion already allowed for it has been determined that an additional 4 forms of entry could be accommodated within the existing estate as follows; Bishop Thomas Grant (2FE), La Retraite (1FE) and St Martins (1FE). The additional provision would be met by the provision of additional new build area on all the sites. This is set out in further detail in Appendix 18.

7 LEADING AND MANAGING CHANGE

7.1.1 Purpose and commitment

We are committed to the fact that the purpose of transformation through BSF is to bring about new methods of teaching and learning that will contribute to significant further improvements in the raising of standards ( in all schools in Lambeth. Lambeth does not see BSF as a buildings or a procurement programme but as an incredible opportunity to bring about a complete educational transformation through the achievement of the following objectives:

• Create world-class learning environments for all secondary age children and young people in Lambeth • Harness the full potential of ICT to transform learning and improve efficiency • Enable the delivery of our Education Vision (the four main themes of which are to improve access, achievement, inclusion and community links) • Deliver the five ECM outcomes

Our Change Management strategy is the process through which we will deliver the transformations needed to achieve the objectives of our ambitious change management plans. Lambeth has already developed in Wave 2 a robust change management strategy to achieve that educational transformation.

We recognise that the challenge to bring about change management is long term, and extends well beyond the capital investment process. As the strategy develops, we will continue to examine closely the interplay between the two inter-dependent streams of change which need to be in place to ensure that transformation is properly embedded: those which encompass structural and organisational change and those which focus on behavioural and cultural change.

We recognise that to be effective and sustained, change management requires three distinct but inter- related stages: 1 preparing for change; 2 managing change and 3 reinforcing change. We are in a strong position to be able to draw on lessons learned through the Wave 2 BSF Programme, as can be seen by the successful changes already carried out at The Michael Tippett School, to ensure the robustness of this strategy.

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apply best practice from Wave 2 to Wave 5. The Wave 2 mainstream schools (The Elmgreen School and Stockwell Park High School) have already utilised the processes which precede the setting of the detailed design brief, which occur both before and during BSF procurement to focus and refine their visions for their schools. The resultant designs which have been created clearly evidence transformational approaches to learning and pedagogy, which go way beyond mere building design.

Stockwell Park has established a year-based curriculum model with a focus on individualised learning and a variety of teaching approaches facilitated by design and a radical approach towards their specialism. The Elmgreen School has focused on small group and personalised learning approaches with flexibly designed working spaces enabling a variety of pedagogies. The Michael Tippet School is utilising buildings built under the BSF programme to change approaches towards learning for their community, utilising excellent room design and focussing upon an ICT enhanced environment.

One of the other important lessons from Wave 2 that will be applied to Wave 5 was the challenge by the Design Champion (the Executive Director, CYPS) at each stage that the educational proposals were truly transformational, and as the design developed, that each supported that transformation.

The Lambeth BSF change management strategy, as it continues to evolve, seeks to build capacity for leading change by closely aligning the borough’s school improvement strategy, its workforce remodelling plans, the work of its SIPs, National Strategies, support from the TDA (e.g. in relation to extended schools and youth), and other existing resources. Lambeth is committed to using BSF as a key enabler for other children’s programmes (e.g. those in relation to Integrated Children’s Services/ECM/TAC and the extended schools strategy), by aligning its delivery and estates strategy, and its change management plan, with those of other departments, services and partners/agencies (e.g. the Primary Care Trust (PCT)). The process is ongoing, building on and coordinating aspects of change management already in place in schools such as current CPD strategies, workforce reform, school improvement plans, action research and national/ local innovation, leading / training / specialist schools and SIPs.

The Local Authority change management strategy must also crucially encompass each school’s own Strategy for Change. While these SSfCs have been developed on an independent basis with schools, on-going work with each school has ensured that each strategy is measured against - and as part of - the overriding Local Authority Change Management Strategy.

7.1.2 Key purposes of the strategy

Central to our strategy is the development of sustainable capacity within schools to enable them to address the short term demands of BSF, in terms of programme delivery, but at the same time to embrace the longer term challenges of harnessing the opportunities for innovation and transformational leadership which underpins it. Key to this is a comprehensive programme which supports Headteachers, senior leaders and governors in schools

Therefore, the focus and aims of the change management strategy are to: • develop leadership and management capacity at all levels in schools for transformation within and across schools; • create the necessary conditions and positive environment for innovative and creative thinking and ensure those working with and in schools are in a position to deliver the SfC; • develop skills, knowledge, qualities and attitudes that support new practices to transform learning; • facilitate innovative uses of new technologies for teaching, learning and administration.

The range of stakeholders involved in change management plans is broad; e.g. school leaders, LA officers, governors, teaching and other school staff, pupils and parents. Real change management, that which fundamentally transforms and improves provision, demands a significant commitment from all stakeholders and requires long-term, sustainable resource deployment, as well as work with and between each group to ensure a single-minded pursuit of those common objectives.

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7.1.3 Stages of development

The stages in the development of the Lambeth change management strategy are:

• Identify a baseline to support planning for transformation and change. Lambeth is currently working with all schools to identify existing strengths and then tailor plans for transformation. BSF is also a standing item on the termly meeting with all Secondary Headteachers to ensure that education transformation work is developed in all schools. Leadership reviews in our secondary schools continue to assess each school’s strengths and readiness for the major changes to come. • Identify the resources required. • Develop and sustain senior management support including personal commitment and political support (including that of Governors). Lambeth will help to deliver this by continuing to build a well-developed strategic case for the change, supporting management directly in activities such as away-days and through on-going support for school leaders. • Develop the necessary skills within each school’s change management team, through personal skills audits leading to appropriate training and CPD. • Establish a clear process for developing and implementing change management with schools (SLT, staff, students, governors, parents and other key partners and stakeholders). • Identify and draw on current initiatives and from existing / new self-review processes. • Identify opportunities with national agencies, e.g. NCSL, Qualifications and Curriculum Authority (QCA), Specialist Schools and Academies Trust (SSAT), Becta, Innovation Unit, National Strategies, National Governors Association, National Association of Head Teachers (NAHT) & Association of School and College Leaders (ASCL). • Identify opportunities to engage with research/projects e.g. FutureLab and set up visits to other learning organisations. • Prepare a support programme for schools appropriate to their particular need and for each stage of the BSF programme. • Ensure that change management plans are clearly linked with schools’ performance management arrangements. • Ensure that all change initiatives are coordinated and integrated within existing strategies and existing annual, medium and long term improvement cycles, avoiding piecemeal, uncoordinated approaches which remain peripheral. • Introduce effective project management disciplines to schools. • Develop regular monitoring and evaluation of impact

The change management process, thus far, has evolved through a process of engagement of all stakeholders in the creation of the vision and strategy, including exploring the reasons for change, so that there is an ownership and commitment to its delivery. Now, change needs to be broken down into smaller, achievable, progressive steps planned and implemented over a period of time, moving from a series of aims and objectives to a series of planned deliverable and measurable outcomes.

7.1.4 Staff Development

The Authority provides specific programmes of support and challenge for Headteachers and SLTs, in order to enable them to lead change in their schools in a sustainable way. This achieved through our own resources, by networking Headteachers across the borough, and by engaging in national initiatives (such as those run by NCSL). We also enable staff to engage with change and their responses to it collaboratively, including inter-school collaboration. We will continue to engage with all staff in our schools, and with governing bodies as key foci for change management (in terms of effectiveness and impact) and for their potential to lead change. For example, the LCLP is used to significantly enhance the possibilities for CPD for both teachers and other staff. Establishment of the proposed collaborative arrangements between schools is further enhanced by the use of the LCLP to allow knowledge share between schools and promotion of innovative ways of working.

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The recruitment by secondary schools of highly skilled and motivated staff is seen as fundamental to the successful delivery of the transformation agenda. The recruitment of teachers, with a focus on Initial Teacher Training providers, Newly Qualified Teachers (NQTs), the Graduate and Registered Teacher Programme (GTP and RTP), the Overseas Trained Teachers (OTT) programmes and the opportunities offered through the London Challenge are all important elements of the strategic support for the Lambeth schools’ change management programme. In addition, the relatively new Performance Management arrangements for teachers and Headteachers and Lambeth’s local arrangements of Performance Management and Appraisal of all school support staff contribute further to the change management programme being developed by schools, the LA and other external partners.

7.1.5 Workforce reform and modernisation

Lambeth is already experienced in managing change, as can be seen by its response to the 14-19 Strategy, the Every Child Matters Agenda and the Workload agreement. We have supported schools in changing their practices to embrace these new developments and to provide better facilities, opportunities and outcomes for children, their families and the wider community.

That modernisation in terms of practice, particularly around issues of the school workforce, is perceived as a continuing process and BSF supports its further development. Effective change management within schools is dependent on a skilled workforce fit for purpose in the 21st century. As schools examine new ways of working – both as individual institutions refining their own practice and within the growing range of collaborative ventures in which they are engaged – the requirements for the types of skill and competencies needed within them changes. As Lambeth continues to take its strategic lead in school organisation, post-16 provision and notions of federation and wider networks, it is perfectly placed to continue to support schools in meeting the challenges of remodelling their workforces.

Over the past three years, the National Remodelling Team (NRT) agenda, including its own Change Management programme, has provided Lambeth schools with practical support, including opportunities to promote collaboration, networking events and specific cross-school projects. Many Lambeth secondary schools, through collaboration with the LA, have engaged with these NRT change management programmes and the LA has established mechanisms for consulting with schools on the national change management agenda. Remodelling Consultants drawn from Lambeth schools and working with the LA’s central team have been key to delivering the change management programme to colleagues in the wider school workforce. In addition, the LA Remodelling website, which includes elements of the change management programme, has been widely welcomed by schools.

Lambeth will continue to support remodelling of its workforce through the implementation of the National Agreement involving a three-year contractual change programme aimed at reducing teachers’ workload in key areas and a continuous “school-managed” review of all work-related practices that aims to reduce the workload of teachers, streamline processes and build the capacity needed in schools to increase professionalism and raise standards.

The flexibility introduced through remodelling will support BSF and allow Lambeth secondary schools to implement new models of learning and teaching, in particular, around personalised learning. Staff will benefit from more efficient administrative systems resulting from better networked systems, and teachers will be better supported in planning, recording and reporting, ensuring that their teaching relates more to the progress, attainment and needs of students.

We will continue to work closely with national organisations, and further investigate and pilot innovative practice, to support schools in continuing to reshape and develop their diverse workforces to ensure that each is best placed to deliver the highest possible education to learners.

7.1.6 Sustaining Education Delivery

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Wave 5 will result in significant changes to ways of working for schools. As part of the development of each school’s SfC, appropriate advisors have been deployed to ensure issues related to the building programme are identified and solutions proposed which, at the very least, maintain the existing standards of each school.

The importance of minimising disruption for students, parents and staff in all secondary schools during this period of change will be given high priority throughout the BSF process. A decanting strategy has been prepared to consider arrangements for decanting students to alternative accommodation within the school or to other temporary accommodation and will be refined further as the project proceeds, in full consultation with students, staff, parents and governors. All schools will be provided targeted curriculum support to minimise the impact on teaching and learning, on a phased basis, during the transition period.

A transition plan for each school will be developed in liaison with each school. This will include a thorough analysis of the risks to education delivery as well as a plan to minimise those risks. The wide range of targeted support provided will continue and will take full account of the phased BSF process. The usual key indicators of education delivery (e.g. quality of teaching and learning, attainment, attendance and exclusions) will be monitored carefully throughout the BSF process so that appropriate interventions can be made. In addition, the transformation of secondary schools will provide a unique learning opportunity for students and staff and schools will continue to be encouraged to involve students, as appropriate, in this process of change and development.

The Tranche 2 and 3 schools will also benefit from the facilities and opportunities provided by the completion of the Tranche 1 schools.

7.1.7 Sustaining School Reputations

All secondary schools in Lambeth will be included in the transformation of secondary provision, either within BSF or in their role as an academy. This whole borough approach emphasises the commitment of the Council to build on the overall improvements in secondary provision over the last few years. The reputation of the schools will be sustained by a continued emphasis on the quality of teaching and learning in the schools. A communication strategy for keeping students, parents, staff, governors and the general public informed about the BSF programme is being developed, and was detailed in Section 4.8 of the Strategy for Change 2.

7.1.8 Next steps

The Local Authority will now establish a strategic change management steering group which will develop a detailed plan to co-ordinate the strategy, and ensure that objectives, timelines and key outcomes are set and met. This group will need to have representation from senior officers within Children and Young People’s Services, Headteacher colleagues, Governor and parent representatives, as well as from our key partners in delivering this transformational agenda.

Its work can be summarised in the following main areas:

Processes • To ensure that a change management strategy plan is drawn up and that all stakeholders are engaged and support it; • To develop the rigorous means to monitor and evaluate its delivery.

Curriculum and Teaching and Learning strategies • To co-ordinate the sharing of best practice to ensure that all schools have access to the latest research and information on emerging pedagogies, classroom design and organisation; • To take a strategic role in co-ordinating specialist school and AST provision and the development of , and entitlement to, diplomas;

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• Through a strategic oversight of the managed ICT service, to ensure that the Managed Learning Environment meets the needs of learners and develops independent and personalised learning.

Leadership and management • Working with providers, such as the NCSL, to co-ordinate a locally-based but nationally recognised programme of leadership development and succession planning.

Staff development • To support schools in ensuring that CPD continues to meet both the needs of the institution and the individual; • To take a strategic lead in the sharing of best practice across schools; • To identify opportunities for staff across phases to learn from one another to continue to ease transition for students, ensuring that standards are raised; • To source targeted support for schools in developing their own change management capacity.

Workforce remodelling • To take a strategic lead in the induction of new staff at all levels; • To engage with unions and professional associations to ensure a co-ordinated and cohesive approach to workforce development, including the increased deployment of non-teaching expertise within schools; • To ensure that performance management and the use of professional standards are both common and robust across Lambeth.

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Glossary of Terms

Abbreviation Explanation AFL Assessment For Learning APP Assessing Pupils’ Progress ARK Absolute Return for Kids ASD Autistic Spectrum Disorders BAF BSF Building Schools for the Future C&M CAF Common Assessment Framework CDA Client Design Advisor CEG Careers education and guidance CfA Council for Administration CLC City Learning Centre CPD Continuing Professional Development CYPS Children and Young People’s Service CYPP Children and Young People’s Plan CVA Contextual Value Added DCSF Department of Children, School’s and Families EAL English as an Additional Language EAP Education Achievement Plan EBP Education Business Partnership ECM Every Child Matters ESP Extended Services Programme FAM Funding Allocation Model FE Forms of Entry FM Facilities Management FSM Free School Meals GCSE General Certificate in Secondary Education GLA Greater London Authority GOL Government Office for London HAP Home Access Policy IAG Information, Advice and Guidance ICT Information Communications Technology IFP Increased Flexibility for 14 to 16-Year-Olds Programme ITEC KPI Key Performance Indicator KS Key Stage LA Local Authority LCLP Lambeth Connected Learning Project LBL London Borough of Lambeth LCm Lambeth Consortium, a strategic group to co-ordinate the 14-19 entitlement, including schools, colleges, and other learning providers; Connexions and EBPs are fully involved with supporting the entitlement. The LCm has a three year strategy to 2010 and works to address the offering of diplomas in the context of full 14-19 curriculum changes. LEP Local Education Partnership LIDF Local Initiative Development Fund LLUK Lifelong Learning UK LSC Learning and Skills Council LYRP Lambeth Young Refugee Project MLE Managed Learning Enviroment MUGA Multi-Use Games Areas NCSL National College for School Leadership NEET Not in Education, Employment or Training NL6 South Lambeth 6 th Form PA PAT Pupil Achievement Tracker PCP Primary Capital Programme PE Physical Education PfS Partnership for Schools PLASC Pupil Level Annual School Census

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PRU Pupil Referral Unit QA QCA Qualifications and Curriculum Authority RM Research Machines Plc SAT Self Assessment Tool SEF Self-Evaluation Form SEN Special Educational Needs SfC Strategy for Change SHD SIMG School Improvement Monitoring Group SIP School Improvement Partner SL6 South Lambeth 6 th Form SMT Senior Management Team SSAT Specialist Schools and Academies Trust SSfC School’s Strategy for Change TAC Team Around the Child TDA Teacher’s Development Agency VLE Virtual Learning Enviroment WBL Work-based Learning

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APPENDIX 1A: OPTION ANALYSIS & FEASIBILITY APPROACH – SAMPLE SCHOOLS

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APPENDIX 1B: ABNORMAL COSTS PROFORMA

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APPENDIX 2: SAMPLE SCHOOLS – DELIVERY OF STRATEGY FOR CHANGE

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APPENDIX 2A: ICT OUTPUT SPECIFICATION

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APPENDIX 3: VALUE FOR MONEY ASSESSMENT

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APPENDIX 4: RISK MATRIX – RISK MANAGEMENT

This appendix aims to highlight key aspects of the Risk Management Strategy document, which sets out the process for identifying, evaluating, controlling and managing risk and opportunity during the Lambeth Building Schools for the Future (BSF) Programme. Please refer to this strategy document to establish a complete understanding of the Risk Management process deployed for the Lambeth BSF programme.

The BSF Risk Management process complies with the Council’s Risk Management Strategy and, where practical, the Risk Management Toolkit. Furthermore, the Project Team is committed to compliance with the risk management requirements of Partnerships for Schools and the 4P’s Gateway Review process.

7.2 Risk Management Process

The Lambeth BSF Risk Management process focuses on the core areas of risk and opportunity identification, scoring, classification and management.

7.2.11 Identification

In line with the Council’s corporate approach to risk management, all risks and opportunities to the BSF programme will be categorised and structured according to the Lambeth Risk Breakdown Structure into one of the following categories:

• Strategic. • Operational. • Governance. • Project.

Risks and opportunities to Lambeth BSF operate at the programme, sub-programme and individual project level. Reflecting this, the following risk hierarchy has been developed to ensure that items identified are allocated to the most appropriate level for their management.

• Programme level : Lambeth BSF Programme • Sub-programme level : Phase 1A & 1B Phase 1C Phase 2 Intermediate Works • Project level : Individual schools

Risks and opportunities identified at the appropriate level in the hierarchy will be Specific, Measurable, Actionable, Realistic and Time-bound (SMART). The Risk Management process also enables the escalation of appropriate entries from Project up to Programme level and vice versa.

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7.2.12 Scoring and Classification

The Council’s Risk Management Toolkit contains a risk scoring matrix that has been adapted to suit this Programme. It reflects the Council’s definition of risk that includes both opportunities for and threats to the achievement of programme or business case objectives. Risks and opportunities are scored on their likelihood and potential impact on cost, time, reputation and/or objectives. This classification is used to focus the project management team’s effort on key risks and opportunities in the Risk Register. This adapted risk scoring matrix is shown below in Table 1. Red, Yellow and Green colours indicate risks whereas Blue items highlight opportunities. The numbers identify how the risks scores are calculated and thereby how the risks are ranked in the register. A Risk Register Template is included in Appendix A of this document.

Impact

(1) (2) (3) (4) (-4) (-3) Major Minor Major Serious Serious Significant Very Likely

(4) Likely

(3) Unlikely

(2) Likelihood Very Unlikely

(1) Opportunity Risk

Table 1: Risk Matrix

7.2.13 Management Control Actions

All registers produced according to the risk hierarchy will be assigned an owner. This person must ensure that risks and opportunities within their individual registers are being managed to:

• Reduce the likelihood of the risk occurring or its impact should it occur. • Maximise the potential to realise opportunities identified.

One or more management control actions will be assigned to each risk identified. These measures will then be allocated to a person within the project management team responsible for implementing it. Similarly, each opportunity will have actions allocated to a person within the team who will be responsible for implementing them.

7.2.14 Monitoring and reviewing

Risks and opportunities will be monitored and reviewed throughout the lifecycle of the programme.

7.3 Roles and Responsibilities

The approach to risk and opportunity management outlined in this appendix will predominately be implemented through existing project governance and management arrangements. The strategy

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outlines clear roles and responsibilities to key groups such as the Project Board and Departmental Leaders Group (DLG) along with other key individuals such as the Project Sponsor and Programme Director.

7.4 Integration

Risks and opportunities are currently recorded in a risk register that is saved on the project server, providing access to the project management team. This enables them to play a key role in reviewing and implementing the ongoing risk management process and to keep the register up-to-date.

Furthermore, the BSF programme will integrate where possible with Lambeth’s Corporate Risk Register Management System, JCAD Risk to record and manage risks associated to the programme. The Risk Manager will update the Council’s risk register using this package and the top 10 programme levels risks will be inputted. This top-level register for the overall BSF programme will allow Lambeth Staff (allocated by the Council) to monitor high level risks to the BSF Programme.

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APPENDIX 5: FACILITIES MANAGEMENT

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APPENDIX 6: FUNDING ALLOCATION MODEL

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APPENDIX 7: AFFORDABILITY MODEL

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APPENDIX 7A: OVERALL FUNDING OF BSF

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APPENDIX 9: APPROVALS

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APPENDIX 10: DRAFT OJEU

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APPENDIX 11: OBC REQUIRED KPI DATA

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APPENDIX 12: APPROVALS CHECKLIST

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