Securing the future… Improving services Enhancing quality of life Making the best use of public resources
Council Building 2 High Street Perth PH1 5PH
7 May 2018
A Meeting of the Lifelong Learning Committee will be held in the Council Chamber, 2 High Street, Perth, PH1 5PH on Wednesday, 16 May 2018 at 14:00.
If you have any queries please contact Committee Services on (01738) 475000 or email [email protected].
BERNADETTE MALONE Chief Executive
Those attending the meeting are requested to ensure that all electronic equipment is in silent mode.
Please note that the meeting will be recorded and will be publicly available on the Council’s website following the meeting.
Members: Councillor Caroline Shiers (Convener) Councillor Callum Purves (Vice-Convener) Councillor Willie Wilson (Vice-Convener) Councillor Henry Anderson Councillor Kathleen Baird Councillor Audrey Coates Councillor John Duff Councillor Angus Forbes Councillor Tom McEwan Councillor Beth Pover Councillor John Rebbeck Councillor Crawford Reid Councillor Fiona Sarwar
Page 1 of 132 Page 2 of 132 Lifelong Learning Committee
Wednesday, 16 May 2018
AGENDA
MEMBERS ARE REMINDED OF THEIR OBLIGATION TO DECLARE ANY FINANCIAL OR NON-FINANCIAL INTEREST WHICH THEY MAY HAVE IN ANY ITEM ON THIS AGENDA IN ACCORDANCE WITH THE COUNCILLORS’ CODE OF CONDUCT.
1 WELCOME AND APOLOGIES
2 DECLARATIONS OF INTEREST
3 MINUTES
(i) MINUTE OF MEETING OF LIFELONG LEARNING COMMITTEE 5 - 10 OF 21 MARCH 2018 FOR APPROVAL AND SIGNATURE (copy herewith)
(ii) MINUTE OF MEETING OF THE JOINT NEGOTIATING 11 - 14 COMMITTEE FOR TEACHING STAFF OF 16 JANUARY 2018 FOR NOTING (copy herewith)
4 APPOINTMENTS
(i) In terms of the Council's Scheme of Administration, the Committee is asked to agree that both Robert McCall and Fraser Macdonald from the Perth and Kinross Youth Forum be appointed to the Lifelong Learning Committee.
(ii) The Committee is asked to agree that Councillor C Purves be appointed to the Executive Sub-Committee of the Lifelong Learning Committee.
(iii) The Committee is asked to appoint a member to the Perth and Kinross Joint Negotiating Committee for Teaching Staff.
(iv) The Committee is asked to appoint three members to the Perth and Kinross Educational Trust Committee.
5 OPTIONS APPRAISAL - BLAIRINGONE PRIMARY SCHOOL 15 - 82 Report by Executive Director (Education and Children's Services) (copy herewith 18/155)
Page 3 of 132
6 EXPANSION OF EARLY LEARNING AND CHILDCARE 83 - 98 Report by Executive Director (Education and Children's Services) (copy herewith 18/156)
7 IMPLEMENTATION OF CARERS (SCOTLAND) ACT 2016 99 - 122 Report by Executive Director (Education and Children's Services) (copy herewith 18/157)
8 MAXIMISING PRIMARY SCHOOL CAPACITIES 123 - 132 Report by Executive Director (Education and Children's Services) (copy herewith 18/158)
Page 4 of 132 PERTH AND KINROSS COUNCIL LIFELONG LEARNING COMMITTEE (i) 21 MARCH 2018 3
LIFELONG LEARNING COMMITTEE
Minute of meeting of the Lifelong Learning Committee held in the Council Chamber, 2 High Street, Perth, PH1 5PH on Wednesday 21 March 2018 at 2.00pm.
Present: Councillors C Shiers, C Purves, W Wilson, H Anderson, K Baird, A Jarvis (substituting for Councillor A Forbes), G Laing (substituting for Councillor T McEwan), R McCall (substituting for Councillor C Reid) (up to and including Art. 153), X McDade, B Pover, J Rebbeck, R Watters (substituting for Councillor F Sarwar) and Mrs P Giles.
In attendance: Councillors C Ahern, D Doogan, I James, M Lyle, A Parrott and M Williamson; S Devlin, Executive Director (Education & Children’s Services), G Boland, J Cockburn, R Hill, S Johnston, F Mackay, K Robertson and C Taylor (up to and including Art. 151) (all Education & Children’s Services); J Beveridge and P Marshall (The Environment Service); C Flynn and L Brown (both Corporate and Democratic Services); J Flynn NHS Tayside; R McCall, Member of Scottish Youth Parliament (Observer).
Apologies for absence: Councillors A Coates, A Forbes, T McEwan, C Reid and F Sarwar; Mrs A McAuley and Mrs M McFarlane.
Councillor C Shiers, Convener, Presiding.
Prior to the commencement of business the Convener reported in relation to the Options Appraisal report for Blairingone Primary School (18/85) that during discussion with other local members earlier that day surrounding issues regarding the timing of decisions on the options appraisal and future decisions on the Local Development Plan 2 (LDP2) she was deferring discussion and decision on Report 18/85 until a future meeting of the Lifelong Learning Committee.
145. WELCOME AND APOLOGIES
The Convener welcomed all those present to the meeting. Apologies for absence were noted as above.
146. DECLARATIONS OF INTEREST
There were no Declarations of Interest made in terms of the Councillors’ Code of Conduct.
147. DEPUTATIONS
In terms of Standing Order 72, the Committee agreed to hear a deputation from Mrs K Crawford-Avis, in relation to Art 149.
The Committee agreed to vary the order of business to hear the deputation from Mrs K Crawford-Avis immediately before Art 149.
Page 5 of 132 PERTH AND KINROSS COUNCIL LIFELONG LEARNING COMMITTEE 21 MARCH 2018
148. MINUTES
(i) Lifelong Learning Committee
The minute of meeting of the Lifelong Learning Committee of 24 January 2018 (Arts. 27-34) was submitted, approved as a correct record and authorised for signature.
(ii) Executive Sub-Committee
The minute of meeting of the Executive Sub-Committee of the Lifelong Learning Committee of 18 August 2017 was submitted and noted. (Appendix I)
(iii) Joint Negotiating Committee for Teaching Staff
The minute of meeting of the Joint Negotiating Committee for Teaching Staff of 14 November 2017 was submitted and noted. (Appendix II)
149. OPTIONS APPRAISAL – LOGIEALMOND PRIMARY SCHOOL AND METHVEN PRIMARY SCHOOL
There was submitted a report by the Executive Director (Education and Children’s Services) (18/84) seeking (1) agreement to commence statutory consultation on a proposal to close Logiealmond Primary School; and (2) approval to reduce the capacity of Methven Primary School and build a new gym/dining hall.
In terms of the Council’s Standing Order 72 Mrs K Crawford-Avis addressed the Committee on behalf of the Logiealmond School Parent Council.
Following questions from members Mrs K Crawford-Avis withdrew to the public benches.
Motion (Councillors Shiers and Wilson) In recognition of the 17 potential pupils, currently aged under 5, whose parents may opt for their children to attend Logiealmond Primary School (as detailed on page 39 of Report 18/84) the Committee - (i) Agrees that Logiealmond Primary School remain open. (ii) Agrees that the occupancy of Logiealmond Primary School be reviewed again in 2022. (iii) Approves the recommendations of the options appraisal that the capacity at Methven Primary School is reduced to 176 pupils after demolition of a life expired building. (iv) Approves the recommendation of the options appraisal to replace the gym/PE facilities to improve the condition of Methven Primary School. Funding will be through the Modernising Primaries Programme which forms part of the composite capital programme 2017-2023.
Page 6 of 132 PERTH AND KINROSS COUNCIL LIFELONG LEARNING COMMITTEE 21 MARCH 2018
Amendment (Councillors Rebbeck and Anderson) (i) Delete recommendations 4.1 and 4.2 of report 18/84 and keep Logiealmond Primary School open, recognising that a rural school is the heart of its community and the detrimental effect the closure would have on the area. (ii) Requests that the Executive Director (Education & Children’s Services) investigate the possibility of establishing a nursery class, within Logiealmond Primary School, to help sustain the future school roll and support the delivery of 1140 hours childcare locally. (iii) Accept fully the proposals contained in 4.3 of report 18/84 pertaining to Methven Primary School.
THE MEETING WAS ADJOURNED FOR 12 MINUTES AND RECONVENED AT 3.08PM
In terms of Standing Order 58, a roll call vote was taken.
6 Members voted for the Amendment as follows: Councillors Anderson, Laing, McDade, Pover, Rebbeck and Watters.
8 Members voted for the Motion as follows: Councillor Baird; Mrs Giles; Councillors Jarvis, McCall, Purves, Shiers, Stewart and Wilson.
Resolved: In accordance with the Motion.
150. OPTIONS APPRAISAL – ABERNYTE PRIMARY SCHOOL
There was submitted a report by the Executive Director (Education and Children’s Services) (18/86) seeking agreement to proceed with further assessment of the option to change the catchment area at this time.
Resolved: (i) The recommendation of the options appraisal, attached as Appendix A to Report 18/86, that the Executive Director (Education and Children’s Services) proceed with further assessment of the option to change the catchment area as detailed in the options appraisal in order to ascertain whether it is possible to create a sustainable pupil roll be approved. (ii) The Executive Director (Education and Children’s Services) be instructed to update the options appraisal and bring it back to a future meeting of the Lifelong Learning Committee.
151. OPTIONS APPRAISAL – BRACO PRIMARY SCHOOL AND GREENLOANING PRIMARY SCHOOL
There was submitted a report by the Executive Director (Education and Children’s Services) (18/87) seeking (1) agreement that the Executive Director (Education and Children’s Services) commence a statutory consultation on a
Page 7 of 132 PERTH AND KINROSS COUNCIL LIFELONG LEARNING COMMITTEE 21 MARCH 2018 proposal to close Greenloaning Primary School; and (2) approval to carry out works to improve the suitability of Braco Primary School.
Resolved: (i) The recommendation of the Options Appraisal, attached as Appendix A to Report 18/87, that a statutory consultation in relation to the closure of Greenloaning Primary School should take place be approved. (ii) The Executive Director (Education and Children’s Services) be instructed to prepare and publish a proposal paper to close Greenloaning Primary School, transfer pupils to Braco Primary School and extend the delineated area of Braco Primary School to subsume the whole catchment area of Greenloaning Primary School. (iii) The Executive Director (Education and Children’s Services) be instructed to formally consult the appropriate bodies and persons on the terms of the proposal paper, all in terms of the Schools (Consultation) (Scotland) Act 2010. (iv) The Executive Director (Education and Children’s Services) be delegated authority to investigate and manage any alleged omissions or inaccuracies during the consultation process and to take appropriate action in accordance with The Schools (Consultation) (Scotland) Act 2010; and (v) The Executive Director (Education and Children’s Services) be instructed to prepare a report on the results of the consultation and report back to the Committee on the outcome of the consultation at a future meeting of the Lifelong Learning Committee. (vi) The recommendation of the options appraisal, attached as Appendix A to Report 18/87, to improve the suitability of Braco Primary School through funding in the Modernising Primaries Programme which forms part of the composite capital programme 2017-2023 be agreed.
THE MEETING WAS ADJOURNED FOR 5 MINUTES AND RECONVENED AT 3.55PM.
152. EVIDENCE2SUCCESS: MAINTAINING AND DELIVERING SUSTAINABLE OUTCOMES
There was submitted a report by the Executive Director (Education and Children’s Services) (18/88) (1) providing an update on the implementation of Evidence2Success since the last report on 24 August 2016, and the impact that has been achieved in the five years since initiation; and (2) identifing some key learning and the priorities to be taken forward over the coming years to continue to improve services and outcomes for children and young people.
Resolved: (i) The activity and improved outcomes in the five priority outcomes identified in Evidence2Sucess be noted. (ii) The progress in redesign in services and realignment of resource to meet the commitment to mainstream evidence-based programmes as part of Evidence2Success be noted. (iii) It be agreed to support activity to progress the commitment outlined as next steps:
Page 8 of 132 PERTH AND KINROSS COUNCIL LIFELONG LEARNING COMMITTEE 21 MARCH 2018
‒ to continue to develop and share learning; ‒ to improve the impact of existing programmes for groups experiencing inequalities; ‒ to inform the work of the Priority Working Groups of the Tayside Plan for Children, Young People and Families 2017-2020; and ‒ to use learning from the Evidence2Success approach to enhance local Community Planning in Perth and Kinross.
153. RESERVED PLACES IN SCHOOLS 2018/2019
There was submitted a report by the Executive Director (Education and Children’s Services) (18/89) proposing the number of reserved places for session 2018/2019, within primary and secondary schools, in accordance with Section 28A of the Education (Scotland) Act 1980, as amended, allowing places to be protected for local children to attend their catchment school.
Resolved: (i) The number of reserved places, within schools which have classes with a limited number of spaces at specific stages, for session 2018/2019 as shown in Appendix 1 to Report 18/89, be approved. (ii) The Executive Director (Education and Children’s Services) be instructed to revise these numbers each year to reflect historical or anticipated patterns of migration, information about known movements of families into (or out of) an area, and any current residential development. (iii) Responsibility be delegated to the Executive Director (Education and Children’s Services) to keep under review the reserved places for all schools in light of any building work in schools and in light of residential development.
154. PERTH AND KINROSS DIGITAL LEARNING STRATEGY
The Committee viewed a short video presentation on the Perth and Kinross Digital Learning Strategy.
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Page 9 of 132
Page 10 of 132 3(ii) JOINT NEGOTIATING COMMITTEE FOR TEACHING STAFF
Minute of meeting of the Joint Negotiating Committee for Teaching Staff (JNCT) held in the Council Chambers, Ground Floor, Council Building, 2 High Street, Perth on Tuesday 16 January 2018 at 2.30pm.
Present: Representing Perth and Kinross Council Councillor K Baird (substituting for Councillor C Shiers); R Hill, D MacLeod, T Pupillo and A Thomson (all Education and Children’s Services) (ECS); P Steel (Corporate and Democratic Services).
Representing Teachers’ Associations E Campbell, E Connon, J Cook, M Laurie and C Weston (all EIS); A Johnston (SSTA); and S Topen-Cooper (NASUWT).
In Attendance: A McAuley (Joint Secretary for Teachers’ Side); C Flynn and L Brown (for Joint Secretary, Management Side); B Martin-Scott (ECS).
Apologies: B Berhane and C Rose (both EIS), C McDonald (VOICE); Councillors R McCall, F Sarwar and C Shiers; S Devlin and S Johnston (both ECS).
E Campbell, Convener, Presiding.
1. APOLOGIES FOR ABSENCE
Apologies for absence were submitted and noted as above.
2. DECLARATIONS OF INTEREST (ELECTED MEMBERS ONLY)
There were no declarations of interest made in terms of the Councillors’ Code of Conduct.
3. APPOINTMENT OF VICE-CONVENER
Councillor R McCall be appointed Vice-Convener of the JNC until 30 April 2019.
4. MINUTE OF PREVIOUS MEETING
The minute of meeting of the Joint Negotiating Committee for Teaching Staff of 14 November 2017 was submitted and approved as a correct record.
Page 11 of 132 5. MATTERS ARISING
(i) Bertha Park High School – (Item 4(i) refers)
R Hill confirmed that first round interviews were scheduled for the forthcoming week for the Headteacher post at Bertha Park High School.
(ii) Joint Inspection of Children, Young People and Families Service
R Hill reported that positive feedback had been received from the inspectors on the joint inspection of the Children, Young People and Families Service. A professional discussion meeting was scheduled to take place in the near future at which any issues on the feedback received will be discussed. The final report on the inspection will be published at the end of March 2018.
(ii) Empowering Schools: A Consultation on the Provision of the Education (Scotland) Bill
R Hill advised a copy of the consultation on the provision of the Education (Scotland) Bill had been sent out to all head teachers in Perth and Kinross Council’s school on 8 January 2018. A draft response to the consultation was being prepared for discussion by the ECS Senior Management Team.
6. REPORTS OF VIOLENCE AND AGGRESSION AGAINST STAFF IN PERTH AND KINROSS SCHOOLS – TERM 1 (15 AUGUST 2017 – 6 OCTOBER 2017) – ACADEMIC SESSION 2017-2018
There was submitted a statistical report by the Executive Director (Education and Children’s Services) (G/18/1) detailing the number of reported incidents of violence and aggression against staff in schools during the period 15 August to 6 October 2017; Term 1 of Academic Session 2017-18.
R Hill reported that a working group had been established to look in to the introduction of an electronic version of the incident reporting form. Through C Weston he extended an invitation for a representative of teaching professions to join the working group.
In response to a question from the teaching representatives R Hill advised that he would investigate and report back on how the target numbers within the report are created. He confirmed in response to a further question that the number of agencies involved with the young people involved in these incidents is quite significant. He advised that Local Management Groups are encouraging staff in schools to report any incidents. E Campbell welcomed the news that head teacher are viewing the reporting these incidents as a positive step.
Page 12 of 132 It was noted that in the specialist provision sector the number of recorded incidents of violence and aggression had decreased significantly compared to Secondary schools where there was an increasing trend. It was further noted that there was a continuing trend where most of the incidents involved boys and therefore specific strategies to address this should be considered.
The Committee noted the report.
7. TAY REGIONAL COLLABORATIVE
The Committee received a verbal report by R Hill on the Tay Regional Collaborative.
Five priority groups linked to the priorities of the Tayside Plan for Children & Young People are now well established. The Tayside Learning and Attainment Group (TLAG) consists of four Heads of Service, Education Scotland Regional Lead Officer, Care Inspectorate Regional Lead Officer and the leads of the Regional Improvement Collaborative themes. A draft TRIC plan will be submitted to the Scottish Government at the end of January 2018. Four themes for collaborative working to bring about improvement have been identified using NIF data, CfE data, School Improvement Plans and EA plans. The four themes are Numeracy, Learning & Teaching, School Improvement and Leadership Development. All members of the Leadership Development sub-theme will take part in the new national leadership development programme from SCEL/ADES - Leading Systems Change S Devlin, as TRIC lead will be attending all Headteacher meetings across the 3 Education Authorities (EA) and a board meeting at NHS Tayside to provide an update. Twilights for all staff will be arranged for this term in each EA – information sharing and Q & A opportunities. A 6-8 weekly communication bulletin will be issued for all staff S Devlin and the other six regional leads are members of the Scottish Education Council chaired by John Swinney, Deputy First Minister and Cabinet Secretary for Education and Skills. 21 February 2018 – Tayside and SG led Headteacher meeting to share practice across the area in the use of Pupil Equity Fund funding for school leaders.
8. INCLUSION SERVICE REVIEW UPDATE
There was submitted for information a paper on the review of Inclusion Services (G/18/2). The paper provided an update on the review and detailed the work completed to date by the 5 work streams of: (1) Inclusive Ethos; (2) Predictable Needs; (3) Exceptional Needs; (4) Specialist Resourcing and (5) Inclusion Support Services.
The Committee noted the paper.
Page 13 of 132 9. NEW ROUTES INTO TEACHING
The Committee received a presentation from Bernadette Scott, Quality Improvement Officer on new routes into teaching.
10. ANY OTHER COMPETENT BUSINESS
(i) Teachers’ Pay Award
P Steel advised a circular on the pay awards to teaching staff had been received on 19 December 2017. It was hoped that this would be paid into teachers January salaries. She advised that no backdated pay would be made to anyone who is not currently employed by Perth and Kinross Council, unless a letter requesting this is received from the individuals involved. P Steel agreed to check if there was a time limit for this.
Post meeting note: P Steel advised retirees will receive the pay award back pay automatically, however, others must submit a request. Requests will not be time limited.
(ii) Timetable of Meetings for 2018
L Brown reported that the meeting of the JNCT timetabled for November 2018 and January 2019 will be replaced by a meeting on 4 December 2018.
The Committee noted the position.
11. DATE OF NEXT MEETING
27 March 2018 at 2.30pm.
Page 14 of 132 5 PERTH AND KINROSS COUNCIL 18/155
Lifelong Learning Committee
16 May 2018
Options Appraisal – Blairingone Primary School
Report by Executive Director (Education and Children’s Services)
PURPOSE OF REPORT
This report seeks approval of the recommendation of the Options Appraisal (Appendix A) which has been undertaken in respect of Blairingone Primary School. Lifelong Learning Committee is asked to agree that the Executive Director (Education and Children’s Services) commence statutory consultation on a proposal to close Blairingone Primary School.
1. BACKGROUND
School Estate Transformation
1.1 The school estate is a significant and valuable asset to the communities of Perth and Kinross. Between 2017 and 2023, the Council will invest £141m in the school estate, including a number of new or replacement primary schools and a substantial upgrade programme for secondary schools. In addition the new £32.5m Bertha Park High School will open in August 2019.
1.2 The School Estate Strategy (Report No. 12/370 refers) sets out the Council’s aspirations for our schools, and in particular the high value we place on learning, through our vision for well designed, maintained and managed schools.
1.3 It is important, in light of the significant investment and cost associated with the school estate, that it is managed in an efficient and effective manner, and that the priorities which are addressed meet the wider strategic objectives of the Council and the needs of our communities.
1.4 There are significant challenges for managing the school estate over the coming years. These include changing demographics including population growth and movement, house building in certain locations, ongoing deterioration in building infrastructure, pressure on planned maintenance budgets, increasing revenue costs and the expansion of Early Learning and Childcare from 600 to 1140 hours.
1.5 The Council’s Transformation Strategy 2015-2020 ‘Building Ambition’ and Organisational Development Framework were approved by Council on 1 July 2015 (Report No. 15/292 refers). Together they detail how Perth and Kinross Council will deliver transformation over the next five years. Accompanying the
Page 15 of 132 strategy is a programme of major reviews which are considered to be key drivers and enablers of transformation across the organisation.
1.6 On 24 August 2016, Lifelong Learning Committee (Report No. 16/347 refers.) approved principles to be used as a basis for the transformation review, ‘Securing the Future of the School Estate’. The principles approved by Lifelong Learning Committee as a basis for the transformation review were as follows:
(i) schools should have an occupancy rate where possible greater than 60% of the capacity and ideally should be operating at over 80% capacity; (ii) every school should be rated as A or B ie at least satisfactory for condition and suitability; and (iii) life expired buildings1 within the school estate should be prioritised for replacement.
1.7 On 2 November 2016, Lifelong Learning Committee (Report 16/485 refers) approved the development of a number of options appraisals to consider in detail schools which were identified as requiring further consideration.
1.8 Blairingone Primary School was included in the schools to be considered by an options appraisal as a result of being under-occupied at Census2 2015. The school had 7 pupils and an occupancy level of 28% at this time.
The overall suitability of the building is rated ‘B’ (performing well but with minor problems). A survey of the building was carried out in January 2017 to assess the current condition of the building. Condition is an assessment of the physical condition of the school and its grounds. The condition of the building is rated ‘B’ (Satisfactory – performing adequately but showing minor deterioration).
Key Legislation
1.9 Councils, as Education Authorities, have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand.
1.10 Councils also have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value.
1.11 The Schools Consultation (Scotland) Act 2010 provides a strong, accountable statutory consultation process that local authorities must apply to their handling of all proposals for school closures and other major changes to schools. These consultation processes are expected to be robust, open,
1 Life expired buildings are defined as buildings which are uneconomic to maintain. 2 An annual pupil census in publicly funded schools in Scotland is carried out every year for publication by the Scottish Government. This usually takes place in September.
Page 16 of 132 transparent and fair, and seen to be so. They are also expected to be consistent across Scotland.
1.12 The 2010 Act makes special arrangements in relation to rural schools, establishing a presumption against closure of rural schools. The result of this is that education authorities must have special regard to a number of factors before formulating a proposal to close a rural school and in consulting on and reaching a decision as to whether to implement a rural school closure proposal. These factors are:
Effect on the Community Effect on Travel Arrangements Educational Benefits
2. OPTIONS APPRAISAL
2.1 An options appraisal has been undertaken to consider the future of Blairingone Primary School. The options appraisal is attached as Appendix A.
2.2 The options appraisal considered the under-occupancy of Blairingone Primary School, which had 7 pupils and an occupancy level of 28% at Census 2015. The roll decreased further and there were 4 pupils at the school at Census 2017. The roll had fallen due to pupils choosing to attend other primary schools in the area. At 29 March 2018, the school has 5 pupils.
2.3 The options appraisal considers the implications of the proposed new Local Development Plan (LDP2). It assumes that the proposals within LDP2 for Blairingone are adopted and details an optimistic scenario for house building and the potential impact on pupil numbers of this scenario. In terms of pupils from house building, a factor of 0.27 children per house is used by ECS in forward planning, therefore there could be 2-3 additional pupils at the school by 2024. In summary, house building in the Blairingone Primary School catchment area will continue to be limited with few if any additional pupils for the school.
2.4 The Scottish Government’s Rural School List 2017 classifies Blairingone Primary School as an “accessible rural” school under Section 14 of the Schools (Consultation) (Scotland) Act 2010. Therefore in considering the options the rural school factors detailed in paragraph 1.12 were explored fully in the options appraisal.
2.5 The findings contained within the options appraisal conclude that the only reasonable option is to close Blairingone Primary School because the school roll is not sustainable. None of the other options were considered to be reasonable alternatives to closure, for the reasons set out in the options appraisal. These are summarised below:
Page 17 of 132 Option Description Outcome Option 1 School remains open Rejected. Not a reasonable option due to not being able to maintain a sustainable school roll. Option 2 Consider mothballing the school Rejected. Not a reasonable – move pupils to Fossoway option due to not being able to Primary School develop a sustainable school roll in the next 2-3 years. Option 3 Consider closing school – move Accepted as a reasonable pupils to Fossoway Primary option for the following School reasons;
Educational benefits to Blairingone Primary School pupils moving to Fossoway Primary School include peer support and learning groups across stages and between classes and early years provision with seamless transition to Primary 1.
Unsustainable school roll at Blairingone Primary School but promotes the sustainability of Fossoway Primary School. Option 4 Catchment area is reviewed to Rejected. Further consultation determine whether this would and assessment in relation to increase the school roll a possible extension to the sufficiently to ensure the future catchment area to include sustainability of the school Powmill was undertaken but it would not be possible to create a catchment which would develop a sustainable roll. Not a reasonable option
2.6 Although option 3, if implemented, could result in the closure of Blairingone Primary School, this option would support the future of Fossoway Primary School, which is also a rural school, by increasing the size of its catchment area. Recurring savings of £85,626 including mothball costs per annum would support the wider delivery of education across Perth and Kinross.
2.7 Closing the school is the most appropriate response to the falling roll for the reasons outlined in the options appraisal. If implemented, pupils would be transferred to Fossoway Primary School. The delineated area of Fossoway Primary School would be extended to subsume the whole catchment of Blairingone Primary School.
Page 18 of 132 3. PROPOSALS
3.1 It is therefore proposed to formally embark upon a statutory consultation in relation to the closure of Blairingone Primary School.
3.2 This would be undertaken in terms of the Schools (Consultation) (Scotland) Act 2010.
3.3 A formal Proposal Paper, based on the options appraisal will be prepared for publication.
3.4 A public meeting will be undertaken by the Convener of the Lifelong Learning Committee and the Executive Director (Education and Children’s Services), supported by officers from Education and Children’s Services.
3.5 Following this, a report will be submitted to a future Lifelong Learning Committee detailing the outcome of the statutory consultation.
4. CONCLUSION AND RECOMMENDATIONS
4.1 Following the preparation of a comprehensive options appraisal, it is proposed that a formal consultation in relation to the closure of Blairingone Primary School should take place.
4.2 It is recommended that the Committee:
(i) Approves the recommendation of the options appraisal that a statutory consultation in relation to the closure of Blairingone Primary School should take place; (ii) Instructs the Executive Director (Education and Children’s Services) to prepare and publish a proposal paper to close Blairingone Primary School, transfer pupils to Fossoway Primary School and extend the delineated area of Fossoway Primary School to subsume the whole catchment area of Blairingone Primary School; (iii) Instructs the Executive Director (Education and Children’s Services) to formally consult the appropriate bodies and persons on the terms of the proposal paper, all in terms of the Schools (Consultation) (Scotland) Act 2010; (iv) Delegates authority to the Executive Director (Education and Children’s Services) to investigate and manage any alleged omissions or inaccuracies during the consultation process and to take appropriate action in accordance with The Schools (Consultation) (Scotland) Act 2010; and (v) Instructs the Executive Director (Education and Children’s Services) to prepare a report on the results of the consultation and report back to the Committee on the outcome of the consultation at a future meeting of the Lifelong Learning Committee.
Page 19 of 132 Author(s)
Name Designation Contact Details Carol Taylor Service Manager [email protected] (Resource Management) 01738 475000
Gareth Findlay Project Officer - [email protected] Transformation 01738 475000
Approved Name Designation Date Sheena Devlin Executive Director 03 May 2018 (Education and Children’s Services)
Page 20 of 132 ANNEX
1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION
Strategic Implications Yes / None Community Plan / Single Outcome Agreement Yes Corporate Plan Yes Resource Implications Financial Yes Workforce Yes Asset Management (land, property, IST) Yes Assessments Equality Impact Assessment Yes Strategic Environmental Assessment Yes Sustainability (community, economic, environmental) Yes Legal and Governance Yes Risk Yes Consultation Internal Yes External Yes Communication Communications Plan Yes
1. Strategic Implications
Community Plan / Single Outcome Agreement
1.1 The proposals relate to the delivery of the Perth and Kinross Community Plan/Single Outcome Agreement in terms of the following priorities: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations.
This report relates to all of these objectives.
Corporate Plan
1.2 The Perth and Kinross Community Plan 2013-2023 and Perth and Kinross Council Corporate Plan 2013/2018 set out five strategic objectives: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations.
This report relates to all of these Objectives.
Page 21 of 132
1.3 The report also links to the Education & Children’s Services Policy Framework in respect of the following key policy area:
Maximising Resources
2. Resource Implications
Financial
2.1 There are no direct financial implications arising from this report other than those reported within the body of the main report.
Workforce
2.2 As a result of this report there will be workforce implications in terms of resourcing any statutory consultation for several teams across Council Services which include ECS Resource Management, ECS Business Services, ECS Finance, Human Resources and Legal Services.
As part of the statutory consultation there is a requirement to consult with staff affected by the proposal.
Asset Management (land, property, IT)
2.3 There are no direct asset management implications arising from this report at this point. Asset management implications will not be known until the statutory consultation is complete.
3. Assessments
Equality Impact Assessment
3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties.
3.1.1 An Equalities Impact Assessment will be completed as part of the statutory consultation.
Strategic Environmental Assessment
3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals.
3.2.1 The environmental impact of each option is considered in the options appraisal; however there are no implications at this stage of the process. The
Page 22 of 132 environmental impact will be considered further through the statutory consultation.
Sustainability
3.3 Under the provisions of the Local Government in Scotland Act 2003 the Council has to discharge its duties in a way which contributes to the achievement of sustainable development. In terms of the Climate Change Act, the Council has a general duty to demonstrate its commitment to sustainability and the community, environmental and economic impacts of its actions.
3.3.1 There is no direct impact on sustainability as a result of this report, and sustainability will be considered further as part of the statutory consultation process.
Legal and Governance
3.4 The Head of Legal Services has been consulted in the preparation of this report. Any consultation would require to be carried out in accordance with the Schools Consultation (Scotland) Act 2010.
Risk
3.5 A risk log is being maintained for the School Estate Transformation Programme. A further risk log will be created as part of the statutory consultation process.
4. Consultation
Internal
4.1 The Head of Democratic Services, Head of Finance, Head of Legal, Head of Property Services have been consulted in the preparation of this report.
External
4.2 The Options Appraisal details the consultation which has been carried out in the development of this report.
5. Communication
5.1 A communication plan has been prepared which will support effective communication and engagement with stakeholders, and to promote the anticipated efficiencies and benefits of this Transformation Project as well as the links to the wider Transformation Programme. A range of methods will be used to consult with internal and external stakeholders as identified in the draft communication plan, such as meetings, briefings, community consultation and focus groups. A separate communications plan will be developed for the Statutory Consultation process.
Page 23 of 132 2. BACKGROUND PAPERS
2.1 No background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (other than any containing confidential or exempt information) were relied on to any material extent in preparing the above report.
3. APPENDICES
3.1 Appendix A - Options Appraisal Report – Blairingone Primary School
Page 24 of 132 Appendix A
PERTH AND KINROSS COUNCIL
EDUCATION AND CHILDREN’S SERVICES OPTIONS APPRAISAL REPORT BLAIRINGONE PRIMARY SCHOOL
Page 25 of 132 1. Introduction
The Council’s Corporate Plan identifies the vision of ‘a confident and ambitious Perth and Kinross with a strong identity and clear outcomes that everyone works together to achieve. Our area will be vibrant and successful; a safe secure and healthy environment; and a place where people and communities are nurtured and supported’. This strategic approach embraces the vision for our area, our communities and our people as outlined in the Corporate Plan. Our key service priorities support the delivery of our commitments in the Community Planning Partnership’s Single Outcome Agreement and Corporate Plan, helping Education and Children’s Services to focus on the local outcomes that will achieve meaningful improvements for the area, our local communities and our citizens.
Councils, as Education Authorities, have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand. Councils also have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value. The school estate is a significant and valuable asset to the communities of Perth and Kinross. From 2017 to 2023, the Council will invest £141m in the school estate, including a number of new or replacement primary schools and a substantial upgrade programme for secondary schools. In addition a new £32.5m secondary school at Bertha Park will become operational in August 2019.
The School Estate Strategy (Report No. 12/370 refers) sets out the Council’s aspirations for our schools, and in particular the high value we place on learning, through our vision for well designed, maintained and managed schools. The School Estate Management Plan details how we plan to deliver the strategy. It is important, in light of the significant investment and cost associated with the school estate, that it is managed in an efficient and effective manner, and that the priorities which are addressed meet the wider strategic objectives of the Council and the needs of our communities.
2. Background
2.1 Transformation
There are significant challenges for managing the school estate over the coming years. These include changing demographics including population growth, and house building in certain locations and reduction in population in other areas. This has led to an ‘imbalance’ in occupation of the school estate, with roll pressures in some urban schools and under-occupation in some rural schools. There is also ongoing deterioration in building infrastructure, pressure on planned maintenance budgets, increasing revenue costs and the expansion of Early Learning
Page 26 of 132 and Childcare which are challenging in terms of funding and maintenance of the school estate.
The Council’s Transformation Strategy 2015-2020 ‘Building Ambition’ and Organisational Development Framework were approved by Council on 1 July 2015 (Report No 15/292 refers). Together they detail how Perth and Kinross Council will deliver transformation over the next five years. Accompanying the strategy is a programme of major reviews which are considered to be key drivers and enablers of transformation across the organisation.
As part of the Council’s Transformation Programme 2015-2020, a review of the school estate was approved. On 24 August 2016, the Council approved the report “Transformation – School Estate Review” (Report 16/347 refers). This report proposed principles to be used to prioritise investment and as a basis for a high level review of the school estate. The purpose of the transformation review is to support the delivery of better outcomes for all of our young people through more effective use and management of the school estate. 2.2 Basis of review
The principles approved as a basis for the review are: (i) Every school should be rated as A or B ie at least satisfactory for condition and suitability; (ii) Schools should have an occupancy rate where possible greater than 60% of the capacity and ideally should be operating at between 80% and 100% capacity; and (iii) Life expired buildings within the school estate should be prioritised for replacement.
2.3 Options Appraisal
This report is the options appraisal for Blairingone Primary School. This will be submitted to Lifelong Learning Committee of the Council which will determine whether any statutory consultation will proceed. 2.4 Inclusion of Blairingone Primary School
On 2 November 2016, the Council approved the report “Securing the Future of the School Estate – Next Steps” (Report 16/485 refers). This report detailed the outcome of the high level review and proposed to proceed with further work on the schools which did not meet the suitability, condition or occupancy principles. In this report, it was agreed that an options appraisal should be carried out on Blairingone Primary School due to under-occupancy. The school had a pupil roll of 7 (Census1 2015) and an approved capacity of 25 giving an occupancy level of 28%.
1 An annual pupil census in publicly funded schools in Scotland is carried out every year for publication by the Scottish Government. This usually takes place in September.
Page 27 of 132 Blairingone Primary School had 4 pupils as at Census 2017 and an approved capacity of 25 giving an occupancy level of 16%. 2.5 Legislation
The Schools Consultation (Scotland) Act 2010 provides a strong, accountable statutory consultation process that local authorities must apply to their handling of all proposals for school closures and other major changes to schools. These consultation processes are expected to be robust, open, transparent and fair, and seen to be so. They are also expected to be consistent across Scotland.
The 2010 Act makes special arrangements in relation to rural schools, establishing a presumption against closure of rural schools. The result of this is that education authorities must have special regard to a number of factors before formulating a proposal to close a rural school and in consulting on and reaching a decision as to whether to implement a rural school closure proposal. These factors are:
Effect on the Community Effect on Travel Arrangements Educational Benefits
The duties are outlined in the Schools (Consultation) (Scotland) Act 2010 and the accompanying Statutory Guidance. In order to ensure a robust approach to each option appraisal carried out under the School Estate Review the factors that require to be considered as part of a rural school closure will be adopted in all cases.
The Education (Scotland) Act 2016 amends the Standards in Scotland’s Schools Act 2000 by adding in new duties to address inequality of outcome. These duties apply in different ways to both Scottish Ministers and education authorities. Where the education authority is making or implementing strategic decisions about school education, it is required to have due regard to the need to carry out its functions in a way which is designed to reduce inequalities of outcome. This is particularly directed in the Act towards pupils who experience those inequalities through socio-economic disadvantage, but there is also a power to extend the range of pupils who are covered by this duty. In addition, the Community Empowerment (Scotland) Act 2015 sets out a new right for community organisations to request the transfer of local assets into local community ownership/management. Public bodies including Councils must consider such requests and respond within a reasonable timescale to them. 2.6 Community Engagement
The Statutory Guidance promotes informal consultation or “pre consultation” with communities regarding a proposal before a formal 2010 Act proposal paper is formulated. The Statutory Guidance recommends ‘early engagement with the local community’ with a view to:
Page 28 of 132 ‘establishing possible alternatives’; ‘information gathering and sharing in advance of a statutory consultation’; ‘engaging and empowering communities to understand and help shape the proposals that affect them’.
Details of the feedback from the community sessions are contained in Appendix 1. Relevant feedback is also referred to in the later sections of this document, to provide the community view of the impact of the options. The feedback which is detailed in the Appendix has been issued to the Parent Council, Headteacher and Community Council and published on the Council website.
The key themes in the feedback from Blairingone Primary School were:
The school is a good school; Blairingone has lost many of its amenities and the school is the last community resource/asset that the village retains; The lack of amenities and services including public transport must be addressed if small rural communities are to thrive; Planned new housing will increase the roll of the school; A catchment review could increase the school roll and make the school sustainable; and A nursery or after school club would encourage parents to enrol pupils in Blairingone.
3. Blairingone and the Local Area
3.1 Local Area and Community
The small settlement of Blairingone is situated on the western boundary of Perth and Kinross, approximately 10 miles west of Kinross. Blairingone is a former mining village and has been the subject of limited growth over the past 20 years.
The nearest local amenities for the community, other than the school, are in Dollar in Clackmannanshire, which is approximately 3 miles from Blairingone. Dollar has a doctor’s surgery, dentist, pharmacist, post office and a number of shops. In Crook of Devon, which is approximately 4.7 miles away, there is a village hall for community use, a village store including post office and an inn.
At the community drop-in sessions, people were asked to describe the community, and some information on the community was also provided through comments on the options. Some views were as follows:
Blairingone is a friendly and active community but the school is the only hub left for the village. Which will become a commuter hamlet with no attractions for people to move here; Small village with static population;
Page 29 of 132 In my opinion the reason for lack of new families in the village is that we have very little to offer new residents. We need more amenities if we are to grow as a village; No services – no pub, no shop, no public transport; School numbers have decreased over time. Farm estates being sold off ie. Solgirth, Arndean. Children of farm workers used to come to Blairingone Primary. Parents in the local area perhaps send their children to private school in Dollar; There are already plans for housing expansion in Blairingone and this should be expedited.
3.2 Location of School The school is situated on the outskirts of the village on the A977.
The school lies approximately 7.8 miles2 from Cleish Primary School and approximately 4.5 miles from Fossoway Primary School. Strathdevon Primary School, which is in Dollar, is approximately 3 miles away.
The Scottish Government’s Rural School List 2017 classifies Blairingone Primary School as “accessible rural” school under Section 14 of the Schools (Consultation) (Scotland) Act 2010. The classification is based on two main criteria, settlement size and accessibility based on drive time. For Blairingone Primary School the classification criteria is “areas with a population of less than 3,000 people and within a 30 minute drive time of a settlement of 10,000 or more” (Source: Scottish Government Rural School List 2017).
3.3 Population Data on pre-school children registered with GP practices living in the Blairingone Primary School catchment shows that although potential P1 intake numbers have remained relatively low over the last few years, they are much higher than the pupils who are attending the school.
2011 2012 2013 2014 2015 2016 2017 P1 aged pupils due to attend Blairingone Primary School 2 6 2 5 2 4 4 Table 1: P1 aged pupils living in Blairingone catchment area 3.4 Socio Economic Factors The Council uses the Scottish Index of Multiple Deprivation (SIMD) and ACORN data to understand levels of deprivation across Perth and Kinross and also in individual schools. Both sets of data are based on address. Appendix 2 explains SMID and ACORN.
2 All approximate distances sourced from Google Maps
Page 30 of 132 Blairingone Primary School does not receive Pupil Equity Funding (PEF). PEF is provided as part of the £750m Attainment Scotland Fund which will be invested over the current Parliamentary term to tackle the poverty related attainment gap. There are no pupils attending Blairingone Primary School who are considered as coming from socio economically deprived households on the basis of SIMD and ACORN data. 3.5 Development, Housebuilding and Employment Information received from Perth and Kinross Council Business Growth Team indicated that there are no significant new business activities in the Blairingone area. The current Local Development Plan (LDP) was adopted in 2014 and the Council is required to keep it up to date and review it at a maximum of five year intervals.
The adopted LDP included a potential housing site for 30 houses in the village of Blairingone (site H74). The site was identified to support local aspirations to boost the school roll. Although the housing site was identified, due to concerns over ground stability as a result of past mine operations the site was not considered to be effective.
It should be noted that this site has been planned for a number of years without any development taking place. It was noted in the 1994 Local Plan when it was site H32. It also appeared in the 2001 LDP as site H12 but was removed in 2004 after a public local inquiry. It returned in 2014 as site H74.
The Proposed Local Development Plan (LDP) 2 was approved for consultation by Council on 22 November 2017. The aspiration is to have a final LDP to adopt by Spring 2019.
Page 31 of 132 A more flexible LDP2 framework for the landowners/community at Blairingone is being proposed due to the concerns over the effectiveness of site H74. The Council’s proposed LDP2 proposes expanding H74 to create a new site named MU74. MU74 will include a maximum of 30 homes i.e. the same number of homes as in the current LDP, up to 2028. It will also allow the opportunity for other uses such as community and small scale retail to come forward. The capacity restriction of 30 houses will form part of the adopted LDP2, if the site is not recommended for deletion, as no objection to this restriction has been raised by its consultation. The table below shows an optimistic scenario for site MU74. The assumptions made in discussion with Planning Officers are based on an average build out rate of 2 houses per year.
Action Date LDP2 Adopted April 2019 Developer submits planning application April 2019 Planning application approved June 2019 10 houses completed June 2024 20 houses completed June 2029 30 houses completed June 2034
In addition to H74/MU74 there are a number of small sites which are expected to build out in the next 4 to 6 years.
Further information on these sites is provided in Appendix 6. This information indicates that planned housebuilding is unlikely to build out within timescales provided in the Housing Land Audit (HLA)3 as many have been in the planning stage for a number of years. Housebuilding Summary
After further analysis of individual planning applications and discussion with Planning the programming contained within the HLA for the small sites is felt to be optimistic. As detailed in Appendix 6 planning applications have been ongoing for some time with little construction taking place.
It is likely that if H74/MU74 goes ahead this will impact on the development of the small sites and vice versa with the small sites impacting on H74/MU74 as the market in this area is limited.
In terms of pupils from house building, a factor of 0.27 children per house is used by ECS in forward planning, therefore there could be 2-3 additional pupils at the school by 2024.
In summary, house building in the Blairingone Primary School catchment area will continue to be limited with few if any additional pupils for the school.
3 The Housing Land Audit is compiled by PKC Planning on an annual basis, it estimates build out rates for sites over 5 houses across Perth and Kinross.
Page 32 of 132 3.6 The School within the Community At the pre-consultation the community were asked to describe the community within Blairingone and their thoughts on Blairingone Primary School as part of the community, some of the comments are as follows:
The school is the only focus for the community in Blairingone. Without it there would be very little opportunity for the locals to come together; The school is the heart and soul of our community, they attend events, support fundraising. It is all we have. Without it we would just be houses. The community want to see more families building the community for the future. Our school = our community! Having lived in the village for 5 years, I feel the school could play a much larger part in the community – only ever been used for Council meetings; School gives village identity. The school pupils invite the community into the school for plays, fundraising events and other events during the school term. The Community Council use the school for their meetings on occasion. The meetings alternate between Fossoway Primary School, Blairingone Primary School and Powmill Moubray Hall. There have been no other formal lets of the school recently. 4. Blairingone Primary School 4.1 School Catchment The school catchment area boundary extends to Arndean in the North, Newhall to the South, Tethyknowe to the East and Mains of Blairingone to the West.
The catchment for Blairingone Primary School adjoins the catchment for Fossoway Primary School. It also has boundaries with Clackmannanshire and Fife.
Page 33 of 132 Milnathort Blairingone Community School of Auchterarder
Kinross Blairingone Fossoway
Cleish
Blairingone Blairingone
4.2 School Capacity
The current school capacity is 25 pupils. This is based on a single classroom school. A layout of the school is attached as Appendix 3.
4.3 Pupil Numbers
The tables below show the historic, current and projected pupil numbers for Blairingone Primary School.
School Roll Pupil Numbers – Current and Historic Data (Based on Census)
Primary 2011 2012 2013 2014 2015 2016 2017 Classes Capacity 25 25 25 25 25 25 25 Pupils in 11 10 6 4 7 7 4 school Table 2: Historic school roll pupil numbers As table 2 indicates, the school roll has been low for a number of years. Table 3 below shows that this is primarily due to parents not choosing to send children to the school.
Page 34 of 132 Primary Classes 2011 2012 2013 2014 2015 2016 2017 P1 aged pupils due to attend Blairingone Primary School 2 6 2 5 2 4 4 P1 intake at Blairingone 2 0 1 0 1 1 0 Primary School Table 3: Historic P1 intakes, possible v’s actual Information provided by the NHS indicates there are 14 children living in the Blairingone Primary School catchment area due to attend P1 in the next 4 years. Table 4 below provides more detail on recent attendance at Blairingone Primary School. The table indicates that the number of primary school pupils living in the area attending PKC schools has increased in recent years. Some pupils are attending other schools in Perth and Kinross but also schools out with Perth and Kinross. Currently 5 pupils from the catchment area attend Strathdevon School in Dollar. It is possible that other pupils attend Dollar Academy, however this information is not available.
Census Census Census Census 2014 2015 2016 2017 Primary School Aged Pupils living in 3 6 7 12 Blairingone Primary School catchment attending PKC schools
Blairingone Primary School Catchment 2 3 4 4 pupils attending Blairingone Primary School Pupils from outwith Perth and Kinross 2 4 3 0 attending Blairingone Primary School Pupil Roll Blairingone 4 7 7 4
Blairingone Primary School Catchment 1 3 3 8 pupils attending other PKC schools Table 4: Attendance at Blairingone Primary School and other schools Future Pupil Projections
The methodology used for pupil projections allows Education and Children’s Services to project a detailed year by year analysis for each school catchment. The methodology applied for projecting future P1 intakes uses aggregated GP registration data. The anonymized data, sourced from the NHS reflects children registered with a GP, within specific school catchments areas. P1 pupils included within the data received from the NHS do not always decide to attend their catchment school. This is primarily because parents make placing requests to other schools or elect to send their child to a denominational school.
Page 35 of 132 As a result of these movements the P1 data is adjusted taking into consideration the movement of pupils in previous years. The adjusted data is the primary source of information for forward planning. It should be noted that due to the fluid nature of pupil movements within the school estate, for a number of different reasons, predicting future years’ schools rolls will not be exact. It is however accurate enough to provide valuable information on forward planning for the school estate.
School Roll – Future Pupil Numbers Projected
2018/ 2019/ 2020/ 2021/ 2019 2020 2021 2022 Blairingone Primary 25 25 25 25 School Capacity Blairingone Primary 4 4 4 5 School Roll
Table 54: Projected school roll
The table above assumes that some under 5’s living in the area currently will not attend Blairingone Primary School on the basis of previous P1 intakes.
Information on house building is detailed in section 3.5. The projected future pupil numbers for the school does not include pupil numbers from house building. This is because the house building has been planned for some time without sites developing and it is felt the programming contained within the HLA is optimistic.
4.4 Building information
The school site and the school building are owned by Perth and Kinross Council. There are no title restrictions which would prohibit the Council from selling the site. There is no record of the building, or any part of the building being listed with Historic Scotland. Suitability is an assessment of the school as a whole, its buildings and its grounds and the impact they have on teaching and learning, leisure and social activities and the health and wellbeing of users. The overall suitability of the building is rated ‘B’ (performing well but with minor problems). A survey of the building was carried out in January 2017 to assess the current condition of the building. Condition is an assessment of the physical condition of the school and its grounds. The condition of the building is rated ‘B’ (Satisfactory – performing adequately but showing minor deterioration). A further ‘desktop’ Mechanical and Electrical (M&E) survey was undertaken in November 2017. The condition has not been adjusted to take this M&E survey into account, as the Council along with other Scottish Councils is about to update the means of assessing condition. The works required as a result of the M&E survey have been included in
4 The projected school roll is based on actual P1 registrations as at 23 February 2018. Data provided by the NHS indicated 6 P1 pupils were likely to start at the school in August 2018. Currently no pupils are registered to start in P1. Parents of 2 pupils due to attend P1 living in the Blairingone catchment area have made placing requests to Fossoway Primary School.
Page 36 of 132 the potential future spend, however. These works include ventilation, heating systems, insulation and building fabric improvements. Planned and unplanned maintenance on the school building over the last 3 years was £21,413. 4.5 Financial Information (Staff, Transport and Other)
The revenue (or running) cost for financial year 2017/2018 for operating Blairingone Primary School is £115,574. This includes staff and building costs such as energy and cleaning. The cost of upgrading the building as detailed in paragraph 4.4 above is £245,424.
A financial overview is contained in Appendix 4.
5. Options for Consideration A number of options are considered for the future of Blairingone Primary School as part of this options appraisal;
Option 1 – School remains open; Option 2 - Consider mothballing the school – move pupils to Fossoway Primary School; Option 3 - Consider closing the school – move pupils to Fossoway Primary School; and Option 4 - Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school. In considering the options below, account was taken of the fact that there is a presumption against closure of a rural school. As part of the options appraisal, the “rural school factors” specified in the School Consultation (Scotland) Act 2010 have been given special regard. These are:
Effect on Community Effect on Travel Arrangements Educational Benefit
5.1 Option 1 – School Remains Open Community Impact
People supported the retention of the school, for the good of the community and the local children who do attend the school; however there was also recognition that the pupil numbers were low.
The village needs a school if it is to survive as a village and encourage house building and families to move into the area. Option 1 – will increase the possibility of closure – not acceptable.
Page 37 of 132 Pupil Impact/Pupil Roll There were differing views on this option in relation to pupil impact. There are views that the small numbers at Blairingone Primary School benefit pupils but also that the opposite is true.
The children who are there thrive in the school and would suffer having to travel further to school, especially the young ones; I know a pupil at the school and I know the parents are happy with their children's educational attainments. The pupil enjoys that the school is small and has a supportive nurturing atmosphere; The status quo is not acceptable because such low numbers do not provide the necessary educational and social interaction in peer groups which are crucial for the successful development of the child; Blairingone is our catchment school; our children are …. and …. we live very close to the school. I have enrolled our …. year old in P…. at Fossoway primary and will request the same for his sibling; I couldn't consider a school with such low numbers. I fully believe the educational experience requires peer learning as well as teacher student learning to be a positive and successful process. Attending a school with little or no children of the same age will not help develop vital social skills and I fear the transition to high school would be made much more difficult without these skills…. The pupil roll projections (Table 5) reflect that there is no evidence to suggest that the roll will significantly increase in future years. Low future pupil numbers are unlikely to lead to a sufficient increase to make the school roll sustainable. It is likely that house building in the Blairingone Primary School catchment area over the next 4 years will be limited and will result in few if any additional pupils for the school as a result. Financial Impact
The financial implications of retaining the ‘status quo’ for the school are a continuation of the current running costs of approximately £115,574 per annum. There is a capital cost of approximately £245,424 required to upgrade the building in future years. Assessment of Option 1 This option will not affect the community, travel arrangements or current pupils. The reason for taking forward an options appraisal for Blairingone Primary School was that pupil numbers had been consistently low over recent years and there was concern over the sustainability of the school. The pupil roll projections (Table 5) reflect that there is no evidence to suggest that the roll will significantly increase in future years. The key issue is that out of 17 children who could attend the school currently, 12 of them attend neighbouring schools. In addition, low future pupil numbers are unlikely to lead to a sufficient increase to make the school roll sustainable.
Page 38 of 132 It has not been possible to identify other steps which could increase the roll, whilst maintaining the status quo in terms of catchment area. This is therefore not considered a reasonable option.
5.2 Option 2 - Consider mothballing the school – move pupils to Fossoway Primary School
The term 'mothballing' is used, according to Scottish Government guidance, to refer to a temporary decision to close a school where the roll has fallen to zero. It recognises the permanent impact on a community of closing the school and seeks to avoid that final decision until there is sustained evidence of no demand. It can be an appropriate and positive step where there is some prospect of revival in a community. All parents must agree to a school being mothballed.
The Statutory Guidance for the Schools (Consultation) (Scotland) Act 2010, in relation to mothballing, states “the maximum length of its duration is likely to depend on the location of the school and the desirability of maintaining capacity to re-open a school there, but it is unlikely that it should exceed 3 years in areas that are not very remote.”
Community Impact The majority of feedback was against mothballing:
The community would disappear overnight – saying the school would possibly re-open if needed is not viable. People would leave the area and homes would appeal; Mothballing the school would not be a good option as it would be the first step to a complete closure; The school numbers have fluctuated in the past and the numbers projected for the future look better so it would seem to be the wrong time given our possible expansion of housing in the area and Mothballing best option – to wait until houses are ready. Won’t happen in next 3 years.
Pupil Impact/Travel Arrangements If Blairingone was mothballed, pupils would be accommodated at Fossoway Primary School which is approximately 4.5 miles away and is the nearest school in Perth and Kinross. Four out of 5 of the children at Blairingone are within walking distance of the school. Children would have to travel between approximately 4.2 miles and approximately 6.4 miles to attend Fossoway Primary School. The maximum time spent travelling on the bus would be 27 minutes for the child who has to travel furthest. In some other more rural areas within Perth and Kinross pupils are travelling greater distances on more minor roads to reach their school. Pupils would be entitled to transport if they live more than 2 miles away. There were two comments from the community engagement session on the effect of change on children related to mothballing:
Page 39 of 132 The other options mean major change for my son and children like him with additional needs, who have not thrived in larger schools and who struggle with change. This would lead to increased anxiety and a possible drop in development; If school was mothballed, if school were to reopen it would mean moving children back after setting them in another school. School Environment The school environment of Fossoway Primary School is detailed in section 5.3.
Pupil Roll If Blairingone Primary School is to be mothballed, current and new pupils would attend Fossoway Primary School, the projected roll at Fossoway Primary School would be as follows:
2018/ 2019/ 2020/ 2021/ 2019 2020 2021 2022 Fossoway Primary School Capacity 150 150 150 150
Blairingone Primary School Pupils 4 4 4 5
Fossoway Primary School Pupils 113 108 110 112
Fossoway Primary School Roll with 117 112 114 117 Blairingone Primary School Pupils
Table 6: Fossoway Primary School pupil roll (current and future)
Financial Impact The revenue savings generated from mothballing Blairingone Primary School amount to approximately £85,626 annually. This is made up of staff and building costs however it takes account of transport costs for current pupils to attend Fossoway Primary School.
Environmental Impact There will be reduced energy consumption if the school is to be mothballed. Children would travel further to school in Crook of Devon, however most would be provided with transport, including those who already attend Fossoway Primary School as a placing request currently. Option 2 - Assessment The roll at Blairingone Primary School is unlikely to exceed 5 pupils in the next 4 year period. There is evidence that pupils from the catchment area currently choose to attend other schools in the area instead of Blairingone Primary School and as set out in section 4.3, this will be for a range of reasons. In addition, as mentioned in section 3.5, it is likely that house building in the Blairingone Primary School
Page 40 of 132 catchment area over the next 4 years will be limited with few if any additional pupils for the school as a result. It is also possible that if the school is mothballed, pending an increase in pupil numbers, children will become settled at Fossoway Primary School and would not return to Blairingone Primary School. For the reasons above, mothballing the school in anticipation of increased pupil numbers due to house building is therefore not considered a reasonable option.
5.3 Option 3 - Consider closing the school – move pupils to Fossoway Primary School
Community Impact
The majority of people disagreed with this option because of the impact on the community:
Community gone! Blairingone would become a place/road with houses and nothing else! Blairingone has already lost pub, shop, bus service. Hard to encourage new families into village. If school were to close the last community hub would be gone; It would be a real shame to see the school go; this brings a sense of community to the area. Seeing the children go off in the morning and come home at night. The school is required for the redevelopment of Blairingone as this will be a major attraction to the area for families; Very short sighted to close school when so much potential is offered. With the Development of village, where would children get schooled? There were comments from the community that there was a lack of public transport available to them in Blairingone and they felt without a school it would become a place just to drive through. There was a sense that new families would not move to the area as there are no other amenities in the village to attract them.
Pupil Impact/Travel Arrangements
A number of people, including parents, mentioned the impact of closure on the education of children. There were differing views:
Closing the school and moving pupils does not put the child’s welfare at the centre. If not felt appropriate to move children if boundaries moved why is it ok to move because LA decide financial cuts means school closes. GIRFEC indicators apply in both cases equally and should not be manipulated for financial reasons; The other options are to close the school it’s a very good school why should it close the education of the children should be more important than the closure of the school; Although Blairingone provides a very nurturing and happy environment for the children, because of its size, there are many opportunities for interaction and
Page 41 of 132 learning that aren't available. My main reasons for closure are to allow the children: - to have contact and interaction with other children of their own age - to better develop social skills essential for future happiness and success at school - to get exposure to different teaching styles - to receive more teaching time - to access better resources - to make more friends; The current situation is detrimental to both the educational and social development of the children involved. If Blairingone Primary School was closed, pupils would be accommodated at Fossoway Primary School which is approximately 4.5 miles away and is the nearest school in Perth and Kinross. Children would have to travel approximately between 4.2 miles and 6.4 miles to attend Fossoway Primary School, with an approximate time of 27 minutes spent travelling on the bus for the child who has to travel furthest. A number of people commented on pupils having to travel to school:
Moving the children to Fossoway would mean extra travel on the roads; Would result in any primary school children within the Blairingone area having to travel over four miles to school. Not a great prospect particularly in inclement weather; There will surely be a cost to the Council if they have to provide transport to and from schools out with Blairingone for local children and it takes them away from the village community. Staff in Perth and Kinross already travel throughout the area to work in schools.
School Environment
Fossoway Primary School is a 6 classroom school, with a shared hall for dining and PE, office accommodation, toilets and cloakrooms and a library. Two of the classrooms are situated alongside the nursery. A floorplan of the school can be found in Appendix 5. Fossoway Primary School has a capacity of 150 pupils. The current roll at Fossoway Primary School is 107 pupils (Census 2017). The school is currently operating with 5 classes. Nursery pupils are not included in school capacities or school rolls. Fossoway Primary School has a nursery provision which currently offers both morning and afternoon sessions. Each session provides for a maximum of 20 children from aged 3 until they attend school. There are currently 35 nursery children registered at the school. The class composition in recent years at Fossoway Primary School is as follows:
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Class 2014/15 Class 2015/16 Class 2016/17 Class 2017/18 P1/2 17 P1/2 16 P1/2 21 P1/2 20 P2/3 23 P2/3 19 P2/3 24 P2/3 17 P4/5 23 P4 22 P4/5 23 P3/4 24 P5/6 24 P5/6 23 P5/6 23 P5/6 22 P7 20 P6/7 23 P7 25 P6/7 24 Table 7 – class composition The average class size in Perth and Kinross primary schools is 23 pupils (Census 2017). The maximum class size for composite classes is 25. The maximum class size for P1 is 25, P2 and P3 is 30 and P4-P7 is 33.
Fossoway Primary School has been graded ‘A’ for suitability (Good – Performing well and operating efficiently - the school buildings and grounds support the delivery of services to children and communities). Fossoway Primary School was surveyed on 27 April 2016 and was graded condition ‘B’ (Satisfactory – performing adequately but showing minor deterioration).
Financial Impact
The revenue savings generated from closing Blairingone Primary School amount to approximately £85,626 including mothball costs annually. This is predominately made up of staff and building costs and is net of transport costs. The capital cost of upgrading the building of £245,424 would not be required.
A capital receipt would be forthcoming if the building was sold or income would be generated through a lease.
Refer to Appendix 4 for detailed financial summary.
Environmental Impact
There will be environmental benefits from a reduction in energy consumption if the school is to be closed. There is little environmental impact in relation to the transport of pupils or the travel arrangements of staff due to the relatively short distances and small numbers involved.
Option 3 - Assessment
The community generally support the school remaining open; however there was also a view that reflected on the advantages to the pupils, of attending a bigger school. The community commented that there was a lack of amenities in the village and this puts families off moving to Blairingone. This is not borne out by the data on pupil numbers detailed in section 4.3 which shows that there are 17 primary school
Page 43 of 132 pupils living in the area. There is perhaps a correlation with families choosing to send children to school in villages where there are other amenities which they use.
The school has not been used for lets recently by the community with the exception of Fossoway Community Council. There is, therefore, likely to be little impact on other users of the school if the school were to close. It is unlikely that closure of the school would result in the building being used for the community, as other community facilities such as the pub and village hall have closed down. The closure of these facilities would appear to indicate that there has not been enough demand to sustain them, possibly due to there being more and better facilities available in Dollar and Crook of Devon.
Analysis of recent pupil information shows that the school roll is low primarily due to parents requesting placements at other local schools, including schools in other Local Authority areas. Currently only 5 out of 17 children living in the catchment area attend Blairingone Primary School. It is likely that house building in the Blairingone Primary School catchment area over the next 4 years will be limited and will result in few if any additional pupils for the school as a result.
It is considered that closure of the school is a reasonable option because of an unsustainable school roll. This option also has the benefit of supporting the sustainability of Fossoway Primary School, which is approximately 4.5 miles from Blairingone Primary School and is also a rural school. 5.4 Option 4 - Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school
A catchment review can, in principle, be a reasonable option in some cases to increase the potential roll and, therefore, sustainability of a school. Where there is evidence to indicate that a catchment review may be a potential option to support a sustainable increase in the roll of a school, careful analysis is required in each case to ascertain whether a sustainable increase in school roll could be achieved. There is also a need to assess whether a review may have a detrimental impact on the sustainability of neighbouring schools and travel distances for pupils. Community Impact This option was by far the preferred option of the people who took part in the sessions and completed the on-line questionnaire, with 44 comments in support of this option. Many of the comments focused on the school rather than the community impact.
Assuming the school is viable to accommodate 25 pupils – this would be a positive move to enhance the community and develop the village potential. Care would be needed to manage the road traffic locally; Make sense! Attract larger numbers! Create an even bigger and stronger community;
Page 44 of 132 It would be sad to see the school close as it is the only active life in the village. I would suggest the school needs some good PR to get more pupils – maybe move the boundaries; Blairingone School has served the community well for many years. It would be a great shame if it were to close now and would certainly have a detrimental effect on anyone considering buying a home in the village, particularly in the light of the proposed development plans for housing. Pupil Impact
Some comments associated with this option relating to pupil impact are as follows;
Great idea! Encourage more families into Blairingone Primary School. Speaking to other mothers they would have their child at Blairingone if they were in catchment (Powmill); I am happy with the educational attainment provided by Blairingone Primary School as it provides a very supportive atmosphere for learning. This is particularly important at a time when school classes are generally getting bigger. A catchment area review would potentially increase the school roll to ensure that new building plans should they materialize would secure the future of the school within the community; Open up schools valuable education to a wider area. Excellent education at this school; If extending the catchment area increased the school intake to a maximum level then I see that as a feasible option. Potential Catchment Changes
The area to the east of Blairingone as far as Powmill was identified as a potential extension to the catchment area, as it is the only area of Perth and Kinross that borders Blairingone Primary School’s current catchment area.
Data gathered from the NHS in relation to children under 5 has been used (as per paragraph 4.3) to identify potential pupil numbers. This information has been aggregated by the NHS for the purposes of this exercise because numbers are small ie <5 children. Therefore the data relating to pre-school children as a whole is used, rather than pre-school children in individual year groups.
The outcome of the catchment analysis is shown in table 8. Catchment Other Primary Pre-5’s Summary Area School School in area Proposed Catchment pupils in Impacted area Moving Fossoway 15 < 5 Moving this single boundary existing would not be sufficient to catchment make Blairingone Primary boundary to School sustainable due to the east to the low number of under 5’s include in the combined catchment Powmill of Blairingone and Powmill.
Page 45 of 132 Catchment Other Primary Pre-5’s Summary Area School School in area Proposed Catchment pupils in Impacted area If the primary pupils were to move the school roll could be sustainable.Travel would be approximately the same. Table 8: Catchment review summary
Catchment Review Survey
Although the numbers of pre-school age children living within the potential catchment area is very small, a survey was distributed to parents/carers of primary school age pupils and nursery pupils attending Fossoway Primary School who live in the proposed review area. It was also sent to the manager of a private nursery in Fossoway to distribute to parents from the area. The parents of most of the pupils and pre-school children in the table above should have received a link to the survey.
The purpose of the survey was to gain an understanding of whether this specific group of parents would be likely send their children to Blairingone Primary School if the catchment area was changed to include the area up to and including Powmill.
Powmill parents were consulted as this is the only Perth and Kinross school catchment area that adjoins the catchment area of Blairingone Primary School.
There were a total of 4 responses received. Out of the 4 responses, there were no parents of pre-school children; the parents all have school aged children.
In response to the question “would you choose to send your child/children to Blairingone Primary School if it was your catchment school?” 3 out of 4 respondents said no. The reason for this was due to the low numbers in the school.
The school is far too small for the provision of local children. It is (assumed this should read ‘if it was’) was to include the Powmill area it would only gain another 9 children which would still mean the school is far too small to offer the social as well as the curriculum that I believe my child already received from their local school; Lack of numbers was my biggest concern. As outlined before. A disruption like this would really not be good for him. He has 1.5 years left and needs to be settled for high school. Would not be happy about this.
Respondents were also asked if they had any other comments, only one comment was received:
Think that Blairingone should close for the sake of disrupting 4 children over moving and upsetting many children.
Page 46 of 132 Option 4 - Assessment Option 4 was the favoured option of the Blairingone community at the community engagement session and through the online survey.
The only option to extend the Blairingone Primary School catchment would be to remove the area from the boundary of Blairingone east to Powmill from the Fossoway Primary School catchment and add it to Blairingone Primary School catchment area. The maximum number of primary school pupils who could attend Blairingone Primary School currently from this area is 15. All of these pupils could choose whether to attend the new catchment school or not. There are less than 5 children living in this area under the age of 5.
New P1’s would be expected to attend Blairingone Primary School as their catchment school unless they were successful with a placing request to another school. Following the community engagement session a survey was compiled to consult with parents/carers in a specific area that would allow the catchment area of Blairingone Primary School to be expanded. Three out of 4 parents would not send their children to Blairingone Primary School if the catchment was changed.
The pupil population from the area east of Blairingone up to Powmill is not sufficient to increase the pupil roll at Blairingone Primary School unless a large number of the primary school pupils attending Fossoway Primary School from the area choose to move school or children from the Blairingone Primary School catchment area start to attend their catchment school. Parents would not be required to move primary age children from their current school when a catchment review takes place and generally parents are reluctant to do so. The survey did not evidence that Powmill parents would act contrary to this. There are not enough pre-school children to make the school sustainable.
In summary, it is unlikely that increasing the catchment area into Powmill will create a sustainable pupil roll for Blairingone Primary School. This option is therefore not a reasonable option. 5.5 Community Proposal Community Proposal - A nursery class is included within Blairingone Primary School and the school remains open At the community drop-in session a number of those who attended suggested that including a nursery within the school would increase pupil numbers in the school. There are 14 children living in the Blairingone Primary School catchment area due to attend P1 in the next 4 years. There is insufficient space within the school to accommodate nursery and capital funding would be required to create nursery accommodation in the adjoining school house building. It is not feasible to invest capital funding in this property when a sustainable nursery roll cannot be guaranteed.
Page 47 of 132 In summary, it is not a reasonable option to consider creating a nursery class within Blairingone Primary School, due to low number of nursery age children living within the area. Overview of Options The outcome of the high level options appraisal is summarised below:
Option Description Outcome Option 1 Do nothing Rejected. Not a reasonable option due to not being able to maintain a sustainable school roll. Option 2 Consider mothballing the school – Rejected. Not a reasonable move pupils to Fossoway Primary option due to not being able School to develop a sustainable school roll in the next 2-3 years. Option 3 Consider closing the school – Accepted as a reasonable move pupils to Fossoway Primary option for the following School reasons; Educational benefits to Blairingone Primary School pupils moving to Fossoway Primary School include peer support and learning groups across stages and between classes and early years provision with seamless transition to Primary 1.
Unsustainable school roll at Blairingone Primary School but promotes the sustainability of Fossoway Primary School. Option 4 Catchment area is reviewed to Rejected. Further determine whether this would consultation and increase the school roll sufficiently assessment in relation to a to ensure the future sustainability possible extension to the of the school catchment area to include Powmill was undertaken but it would not be possible to create a catchment which would develop a sustainable roll. Not a reasonable option
Page 48 of 132 The outcome of the option appraisal recommends Option 3 – consider closing Blairingone Primary School, with pupils attending Fossoway Primary School. 6. Detailed Analysis of Reasonable Option: Consider closing Blairingone Primary School, pupils attend Fossoway Primary School. This section provides a more detailed assessment of the option which is considered reasonable in the circumstances. It considers the “rural school factors” of community impact and impact on travel arrangements, as well as including an Educational Benefits Statement. This is considered a reasonable option because parents are choosing to place their children at other primary schools and this has led to the school having very low pupil numbers. A survey was carried out to gauge support for a catchment review among those who would be affected by this. There was little support for this. It is therefore unlikely that an expanded catchment area would make the school roll sustainable. This option, if implemented, would support the future sustainability of Fossoway Primary School, which is approximately 4.5 miles from Blairingone Primary School. Fossoway Primary School is also a rural school. 6.1 Community Impact
Community Impact – Loss of the school At the community engagement session there was much comment on the school being the only remaining amenity within the village. The community suggested that the lack of a school, transport and other amenities would deter families moving into the area. The data on pupil numbers would suggest however that there are families living in the area but that they are not attending the local school. In 2017, the Council closed schools in Calvine (Struan Primary School) and Enochdhu (Straloch Primary School) after they had been mothballed for 5 years. The evidence from both areas was that families were not deterred from moving into the area by having to travel to a neighbouring village to access facilities. There are clear parallels with Blairingone in that the communities already travelled to other local communities to access services. Neither school/community was as accessible as Blairingone, which has a main trunk road (A977) running through the village and is only approximately 10 miles from Kinross and approximately 3 miles to Dollar. Fossoway Primary School is approximately 4.5 miles away.
Community Impact – Use of the building There are no other public buildings in Blairingone. However, with the exception of Community Council meetings, there have been no regular lets of the school in recent years by the community. This indicates that the community does not rely on the school as a public/community facility at present. There is a Village Hall in nearby Crook of Devon and Fossoway Primary School is available for lets.
Page 49 of 132 6.2 Impact on Travel Arrangements The travel distance from Blairingone Primary School to Fossoway Primary School is approximately 4.5 miles with a travel time of approximately 9 minutes. Travelling for primary school education is common across Perth & Kinross because of the geography of the area. Currently the pupils attending Blairingone Primary School journey between approximately 0.2 miles and 2.7 miles to and from school. Moving to Fossoway Primary School would mean pupil journey distances increase to between 4.2 miles and 6.4 miles each way which is not an unreasonable travelling distance to get to school. Time spent travelling on the bus would be approximately 27 minutes each way for the child who has to travel furthest. In some other more rural areas within Perth and Kinross pupils are travelling greater distances on more minor roads to reach their school. Staff in Perth and Kinross tend to travel throughout the area to work in schools. Many staff do not live within the catchment area of the school they work in. 4.5 miles is a relatively short distance to travel in rural Perth and Kinross. It is therefore considered that there is very limited impact on staff travelling arrangements. The community currently requires to travel to access other services such as GP and dental surgeries, shops and post offices. As the school is not generally used by the community, there should be no impact on travelling arrangements for any other users of the school’s facilities. 6.3 Educational Benefits This Educational Benefits Statement has been prepared having regard to the Guidance and Explanatory Notes published by the Scottish Government in association with the Schools (Consultation) (Scotland) Act 2010. As required by the above Act, this Educational Benefits Statement is written from the perspective of benefits, should the preferred option outlined in the options appraisal proceed to a proposal paper under the Schools Consultation (Scotland) Act 2010, and subsequently be implemented.
Learning & Teaching
Children attending Fossoway have access to a range of teaching and support staff from early years and primary. Fossoway has a nursery and five primary classes. This allows children to transition throughout the school as they get older and be taught by different practitioners in different settings.
Pupils have access to early years provision within the setting of the school, allowing for seamless transition to P1, with pupils already familiar with the physical setting as well as the opportunity for regular work with primary peers.
At Fossoway Primary School, staff are challenged and supported through a range of continuous professional development and review, which comes of having a Headteacher and five members of teaching staff, in five classes for 107 pupils. Staff collaborate across the school for planning, learning and teaching to
Page 50 of 132 ensure children receive experiences that are relevant and present clear challenge and enjoyment. Flexibility in staffing at Fossoway means that good use can be made of the local context, for example by involving children in Outdoor Learning. Staff also work together to moderate standards of learning and achievement in the school to ensure that children make appropriate progress in a structured and progressive way through Curriculum for Excellence levels.
A collegiate approach to professional engagement amongst all staff is evident within the school. They come together regularly to review and improve practice as a school, with partner services and other schools in the Local Management Group. There is a strong commitment across all staff to lead improvements in learning and teaching from evidence based research. This enhances the quality of learning and teaching through shared opportunities to develop effective approaches and to share and moderate standards. Currently, Fossoway primary school staff collaborate with other schools on Digital Learning, ensuring that staff share good practice across other schools in the area.
Work is differentiated to adapt to pupils’ needs and pupils benefit from being able to work on co-operative learning tasks with others. Flexibility in staffing allows staff to be creative in planning for children with additional support needs both universally and for targeted need, thus addressing potential barriers to learning.
The team at Fossoway Primary School have developed a diverse range of family learning programmes to meet the varying needs of families in the community and draws on expertise and knowledge across the community to enhance the learning and experiences for children across the school.
Fossoway Primary School affords the opportunity for all children to build relationships with different groups and individuals, develop a range of skills and undertake group responsibilities, which the larger class sizes enable. Pupils work in groups, at peer level and across all stages in the school and in mixed sex groups. This allows the sharing of ideas, peer support, informal mentoring and relationship building, all of which contribute to the whole school experience for all pupils.
The school has support from a Pupil Support Teacher, allowing for specialist teaching, which not only benefits pupils with Additional Support Needs, but all other pupils.
Environment for Learning
The school grounds at Fossoway provide facilities for the pupils to experience a range of team and individual sports, such as football, netball and basketball. Within the school grounds there are facilities to enhance imaginative learning and play, such as a climbing wall, and fort and garden. Some classrooms are semi open plan, allowing the opportunity for children to work alongside each other in other classes and break out areas. These break out spaces
Page 51 of 132 allow for flexibility in teaching methods and afford a range of learning opportunities, from working in small groups, to allowing children of different stages and classes to work together. All classrooms have interactive screens, providing the opportunity for children to access the curriculum in modern and innovative ways, through the use of smartboards and interactive technology. The school uses additional classroom space flexibly to offer nurture support, additional support for learning and a meeting space for working groups, meetings and collaboration with partners. Fossoway Primary School is accessible for children and adults with Additional Support Needs. It is on one level and has fully accessible toilet facilities for children and adults. Experiences and Opportunities
The school has pupils of both sexes at each stage, allowing all pupils to interact and socialise with groups of children their own age and sex, at appropriate levels.
The school has a house system that all children are members of, which enhances many aspects of school practice; including learning, promoting positive behaviour, buddying and mentoring, and school events.
Pupil voice is evident at Fossoway Primary through the Learning Council, which allows them the opportunity to share and discuss learning across the school and identify areas for further improvements in the school.
The school focuses on pupil led experiences and opportunities in a range of ways. There are pupil councils, facilitated by a teacher, but pupil led. These are the Eco Council, the Rights Respecting group, the Grounds and Outdoor Learning Council. These give pupils opportunities to lead and make decisions.
Pupils facilitate a range of groups, such as Digital Learning, Fun Learning, Pupil Choir and Ukulele and Guitar Club. In addition, the pupils take control of the weekly school assembly, organising the agenda and ensuring that it runs smoothly, taking into account the needs of pupils and staff.
Fossoway has an active Parent Council, which support the school in its work with parents and encourages links between school, parents, pupils and the community. Parental support enables the school to gain experiences out with the local community, and trips. Family learning programmes have been developed to further enhance parental involvement in children’s learning.
Summary of Educational Benefits
Fossoway Primary is a bright, modern school, with mixed sex classes at all stages in the school, including nursery.
Page 52 of 132 The school roll allows all children to participate in peer support, classroom learning, and learning groups across stages and between classes, with the benefit of allowing children to have a wide and varied range of learning experiences.
Learning and teaching at Fossoway starts with the early years provision, supporting a seamless transition to Primary One.
The building lends itself to modern teaching methods, with good use of break out space, accessible and flexible teaching and outdoor areas and good facilities for sport and leisure. 6.4 Financial Impact The financial savings generated from closing Blairingone Primary School amount to £85,626 including mothball costs annually (refer to Appendix 4). These financial savings support the delivery of education across the whole of Perth and Kinross. A capital receipt would be forthcoming if the building was to be sold or income could be generated through a lease. Combining pupils from both catchment areas into one school maximises use of the school estate and represents good asset management, while also enabling the children to continue to attend a rural school. Additionally, the increased roll at Fossoway Primary School contributes towards ensuring a sustainable roll there. 6.5 Environmental Impact There will be environmental benefits from energy consumption reducing if the school is to be closed. There is little impact on travel due to the small numbers of pupils to be transported. 6.6 Pupil Projections This would lead to the pupil roll being a maximum of 5 in the next 4 years. This is insufficient to create a sustainable roll. It is likely, given past patterns, that parents of new P1s would continue to choose to send their child to other nearby primary schools. It is likely that house building in the Blairingone Primary School catchment area over the next 4 years will continue to be limited with few if any additional pupils for the school as a result. 7. Conclusions In November 2016, it was agreed as part of the School Estate Transformation project that an options appraisal should be carried out on Blairingone Primary School due to under-occupancy. At that time, the school had a pupil roll of 7 (Census 2015) and an approved capacity of 25 giving an occupancy level of 28%. The roll had fallen due to more pupils
Page 53 of 132 choosing to attend other primary schools in the area, particularly Fossoway Primary School. Information was collated on pupil numbers, housebuilding, finances, the school, the local area and community, travel arrangements and environmental impact to inform the options. As part of the review, a pre-consultation exercise was carried out with the local community. This included a survey to gauge support for a catchment review. Each of the options was then considered and the outcome determined as follows:
Option Description Outcome Option 1 School remains open Rejected. Not a reasonable option due to not being able to maintain a sustainable school roll. Option 2 Consider mothballing the school Rejected. Not a reasonable option – move pupils to Fossoway due to not being able to develop a Primary School sustainable school roll in the next 2- 3 years. Option 3 Consider closing school – move Accepted as a reasonable option for pupils to Fossoway Primary the following reasons; School Educational benefits to Blairingone Primary School pupils moving to Fossoway Primary School include peer support and learning groups across stages and between classes and early years provision with seamless transition to Primary 1.
Unsustainable school roll at Blairingone Primary School but promotes the sustainability of Fossoway Primary School. Option 4 Catchment area is reviewed to Rejected. Further consultation and determine whether this would assessment in relation to a possible increase the school roll extension to the catchment area to sufficiently to ensure the future include Powmill was undertaken but sustainability of the school it would not be possible to create a catchment which would develop a sustainable roll. Not a reasonable option
The only option which is considered to be reasonable is to consider closing Blairingone Primary School, with the pupils transferring to Fossoway Primary School.
Page 54 of 132 Special regard has been given to the rural school factors and the assessment of these is set out in the Options Appraisal. The anticipated educational benefits which are likely to occur should that option be progressed and implemented are also considered. It is therefore recommended that the most appropriate response to the issues identified in relation to the roll at Blairingone Primary School is that a statutory consultation exercise takes place on a proposal to close the school. As a result, pupils would be transferred to Fossoway Primary School. The delineated area of Fossoway Primary School would be extended to subsume the whole catchment of Blairingone Primary School.
Page 55 of 132 Appendix 1 Community Engagement Website and On-line Questionnaires
A ‘School Estate Transformation’ page was set up on the Perth and Kinross Council website which provided the wider community with an overview of information that the Council would be using in the options appraisal, including pupil projections and building information. A questionnaire was also available for completion, for those people that could not attend the community engagement events. The questionnaire asked people to respond to a series of options and questions related to the options appraisal. The questionnaire was available on the Council website from 12 September 2017 to 6 October 2017. Fifty one questionnaires were submitted with 36 detailing a preferred option. Drop-In Session A community drop-in session was held at Blairingone Primary School on Thursday 21 September 2017 from 3pm to 7pm to seek feedback from the community on the future of Blairingone Primary School. Thirty two people attended the session. 57% of the attendees identified themselves as members of the community, 28% as parents 6% as family members and 9% as Local Members. The Council is grateful to Blairingone Parent Council and Fossoway Community Council for their assistance in the planning and publicity for the drop-in session. Content of Sessions Visitors to the events were given an overview of information that the Council would be using in this options appraisal, including pupil projections and building information. They were asked to:
give feedback on each of the options being considered in the options appraisal either through using post-it notes or through filling in a questionnaire. respond to a couple of additional questions related to the reducing roll of the school and the reasons for choosing the school.
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Blairingone Primary School
Community Drop-In Session 21 September 2017
Overview of comments received at Community drop-in session and Online Questionnaire
Page 57 of 132 Online Questionnaire Feedback
Fifty one questionnaires submitted online – 39 completed, 12 partially completed 7% (3) of responses from parents, 23% (10) were from the other family members, 9% (4) of responses were from ‘other’, 23% (10) were from the wider community and 39% (17) responses from neighbours. Seven people gave no indication of their relationship to the school Eighteen questionnaires were submitted without any comments 14% (5) of responses preferred option 1, 8% (3) of responses preferred option 2, 6% (2) of responses preferred option 3 and 72% (26) preferred option 4 Fifteen questionnaires submitted gave no indication to their preferred option Questionnaire closed on 6 October 2017
Online Questionnaire Feedback
Option 1 - Do nothing
Comments
Doing nothing is an option to edit and see the future development in the area. I'm not familiar enough with Fossoway Primary to comment on its capacity to absorb Blairingone Primary. I know a pupil at the school and I know the parents are happy with their children's educational attainments. The pupil enjoys that the school is small and has a supportive nurturing atmosphere. There is a proposed new housing development within a site at Blairingone which would support the school. The children who are there thrive in the school and would suffer having to travel further to school, especially the younger ones. Keep the school open. To lose the school would be heart-breaking, my daughter would be devastated and she struggles as she has asd. This would really affect her welfare. I am a resident within Blairingone; I am a foster carer and can have up to three children at one time. The school and its reputation is exactly what foster kids need to settle in. The status quo is not acceptable because such low numbers do not provide the necessary educational and social interaction in peer groups which are crucial for the successful development of the child. I feel that the school remaining open would not be an issue to me but I do feel penalised by wanting a full education for our children but having no access to transport to and from the nearest primary school that can provide that, if the school was closed or mothballed we would have access to a school bus. Option 1 - will increase the possibility of closure - not acceptable.
Page 58 of 132 Online Questionnaire Feedback
Option 2 - Consider mothballing the school – move pupils to Fossoway Primary School
Comments
Blairingone is our catchment school; our children are …. and …. we live very close to the school. I have enrolled our …. year old in P…. at Fossoway primary and will request the same for his sibling; I couldn't consider a school with such low numbers. I fully believe the educational experience requires peer learning as well as teacher student learning to be a positive and successful process. Attending a school with little or no children of the same age will not help develop vital social skills and I fear the transition to high school would be made much more difficult without these skills. As a parent, I also worry greatly about the A977 and volume of HGVs that travel past the gates of the school at high speed with little regard and very little traffic calming measures in place. The closure of the school seems inevitable, there are only four pupils this year and I suspect that the standards at Fossoway will naturally have to be higher because of the needs of the larger community. At the moment with only 4pupils. I feel children need to be in larger classes with children of their own age. It is important they make friends which will carry on to Secondary School. Closing/mothballing the school would be bad for the overall area, but doing nothing will not address the problem as the overall population of the area is aging. Mothballing the school would result in a deterioration of the building with little prospect of it being re-opened. Mothballing implies a possible influx of primary age children in the future which is an unlikely eventuality.
Online Questionnaire Feedback
Option 3 - Consider closing the school – move pupils to Fossoway Primary School
Comments
The current situation is detrimental to both the educational and social development of the children involved. Although Blairingone provides a very nurturing and happy environment for the children, because of its size, there are many opportunities for interaction and learning that aren't available. My main reasons for closure are to allow the children:
Page 59 of 132 - To have contact and interaction with other children of their own age - To better develop social skills essential for future happiness and success at school - To get exposure to different teaching styles - To receive more teaching time - To access better resources - To make more friends Closure of Blairingone is a very short sighted plan. Costs of transporting children would be a poor option. These are rural children requiring their own rural school. There will surely be a cost to the Council if they have to provide transport to and from schools out with Blairingone for local children and it takes them away from the village community Would result in any primary school children within the Blairingone area having to travel over four miles to school. Not a great prospect particularly in inclement weather. Closing the school I believe is the worst option, the local community has already lost local shops, post office, police stations and I believe this will impact greatly on the local wellbeing as yet another amenity disappears Very short sighted to close school when so much potential is offered. With the Development of village, where would children get schooled? I believe it would be detrimental to life in the village if the school was closed and thus I do not consider the other options to be justifiable. The other options are to close the school it’s a very good school why should it close the education of the children should be more important than the closure of the school Should not be considered at all It would be a real shame to see the school go; this brings a sense of community to the area. Seeing the children go off in the morning and come home at night. The school is required for the redevelopment of Blairingone as this will be a major attraction to the area for families.
Online Questionnaire Feedback
Option 4 - Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school.
Comments
There are currently plans for housing development around Blairingone which if approved could increase the roll considerably. In addition, there are a number of houses in the area for rent or sale which are family sized properties. The new owners or tenants could have Primary school aged
Page 60 of 132 children that could attend Blairingone Primary. Although not a parent, I live in the area and every child I know who has attended the school is articulate, well-mannered and a well-rounded individual. Closing the school without due regard to the potential increase in the roll would be a mistake. Schools once closed do not often reopen. There have been plans to build more houses in Blairingone and it would be a shame to close the school. A very short sighted plan. Also, the children we have met in the area have loved the school, thrived there and reached excellent academic standards. All have gone on to secondary school as confident, rounded pupils. To close the school would be very detrimental to Blairingone as a village. My sister is happy with her daughter’s educational attainments' and although small it has a supportive nurturing atmosphere. There is currently a proposed new housing development within a site at Blairingone which would support local services most notably Blairingone PS and would bring other much needed amenities to a struggling community. Another option would be to increase the catchment area for the primary to Powmill which would potentially also increase the school roll sufficiently. There are already plans for housing expansion in Blairingone and this should be expedited. Blairingone School has served the community well for many years. It would be a great shame if it were to close now and would certainly have a detrimental effect on anyone considering buying a home in the village, particularly in the light of the proposed development plans for housing. Small schools are the heart of rural communities and the children generally do well in a smaller, nurtured class than when they are placed in large groups where any special needs are not picked up. Parents/locals enjoy that the school is small and has a supportive nurturing atmosphere support local services most notably Blairingone PS and would bring other much needed amenities to a struggling community. To ensure the future of Blairingone community as the school is the only amenity that remains. The benefit of the village and the children that attend the school. For the benignity of the village and the children that attend the school. Good school to stay open and Fossoway is bursting at the seams with pupils. A school located in the village was one of the reasons my partner and I bought a house in the village and as the only community amenity left I believe it should be protected. The school needs to be kept open for the future of the education for the children. The school is the hub if the community. If the new houses are being considered this school is needed. The community need to keep local amenities for local kids.
Page 61 of 132 This is the only local amenity the village has left, we need to keep it for the community. Without a school the village will virtually die as it will be of no interest to potential new village residents. We need more amenities not less! The school is important part of the local community. I sent my own children to Blairingone School; they had a great education, small classes, were able to come home for lunch and could walk to and from school. The school is an extension of the small community we live in and has also been an important part of the village. Country schools are a fantastic resource and do a wonderful community job. It is already there so use it! Give local education a chance. Redevelopment is in the pipeline for Blairingone, this school would serve the increase in numbers. This is the only local amenity left in the community. Members of my family benefited greatly from small local primary schools. Increasing the catchment area for the primary to Powmill which would potentially also increase the school roll sufficiently. Widen catchment area so children from Dollar and Powmill have a chance to go to the school and provide a bus/ taxi for the children. Catchment needs to be widened. If extending the catchment area increased the school intake to a maximum level. Then I see that as a feasible option. I am happy with the educational attainment provided by Blairingone Primary School as it provides a very supportive atmosphere for learning. This is particularly important at a time when school classes are generally getting bigger. A catchment area review would potentially increase the school roll to ensure that new building plans should they materialize would secure the future of the school within the community. Open up schools valuable education to a wider area. Excellent education at this school. We are happy with the children's education and enjoy that the school is small and has a nurturing atmosphere. Makes school potentially viable. Expanding the catchment area in what is a very rural environment is unlikely to change the situation.
Online Questionnaire Feedback
Are there any other options/proposals that have not been considered?
Comments
Make school more community based and perhaps make it like a community centre as well as a school.
Page 62 of 132 There was options put forward a few years ago none of which were taken any further, are we wasting our time. Could children from Powmill (which doesn't have a Primary School) be brought to Blairingone instead of attending Fossoway School? Make it more of a community hub, like the secondary school in Kinross. Local library/drop in centre/information point/office services/local meeting point/car park/cafe. At present children in Blairingone have an option for which primary school they can attend. Maybe review whether this option is necessary? Blairingone primary clearly has benefits due to the smaller numbers it can cater which surely adds value to a child's education. I feel that all of the other options just postpone the inevitable decision to close. The sooner a resolution is reached, the quicker the children can adapt to their new surroundings and benefit from a more normal learning environment, which will give them the best preparation for secondary school. I'm surprised at the executional approach to the problem. Closing a school is simply symptomatic of wider problems in the way the country is run. A more strategic approach might be to look at what communities need to thrive - post offices, schools, local shops, pubs, playparks etc and consider how they can be funded. Closing small public amenities kills off communities and forces people to move to more populous areas, in turn putting unnecessary strain on them. Revitalise small villages with amenities.
Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 1 - Do nothing
Comments
Numbers have gone up and down over the year. With the projected/proposed developments we should have the need for all places available in Blairingone. Children need to be educated within their own community. No decision on the school’s future should be made until outcome of LDP2 consultation is known.
Page 63 of 132 Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 2 - Consider mothballing the school – move pupils to Fossoway Primary School
Comments
Busing children is not a good option. Traffic, weather will effect arrival at school as well as potentially put children at risk. If a child is taken ill and parents have no transport what will happen? The school numbers have fluctuated in the past and the numbers projected for the future look better so it would seem to be the wrong time given our possible expansion of housing in the area. The other options mean major change for my son and children like him with additional needs, who have not thrived in larger schools and who struggle with change. This would lead to increased anxiety and a possible drop in development. If school was mothballed, if school were to reopen it would mean moving children back after setting then in another school.
Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 3 - Consider closing the school – move pupils to Fossoway Primary School
Comments
No comments were noted for this option on the questionnaires completed at the drop-in session.
Questionnaires were provided at the drop-in session, the feedback is as follows:
Option 4 - Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school.
Comments
Option 4 should have been explored before and will enhance the consideration of option 1.
Page 64 of 132 Catchment area should be both Fossoway and Cleish – if school can be expanded through option 4, improved transport will be needed. More integration with neighbouring PKC schools. The school is not just our children’s school; it is the heart of our community, the only part of Blairingone that provides a sense of community. If more children were at school it would not be in danger of closing.
Questionnaires were provided at the drop-in session, the feedback is as follows:
Are there any other options/proposals that have not been considered?
Comments
To also add/build through to school house add an after school club that would attract parents who worked to send their children here. I believe this would attract higher numbers to the school.
Page 65 of 132 Community Drop-In Session
Drop-in session ran from 3pm – 7pm on 21 September 2017
Thirty two attendees at the session 19% (6) of attendees were neighbours 28% (9) of attendees were parents 6% (2) of attendees were other family members 38% (12) of attendees were part of the community 9% (3) attendees were Councillors
Comments received at the drop-in session
Option 1 - Do nothing
Comments
We need to do something to ensure a sustainable future for all here just now and in the future – increase catchment and make it appealing to working parents. The village needs a school if it’s to survive as a village and encourage house building and families to move to the area. What is a community when does it become one and when does it not become one? Community is people – schools – post office – village hall – shop – when they are gone what is left for a community of people. Children are very happy here at the school. Doing nothing would keep school in danger of closing and children won’t be happy about moving. I would support this option at the moment because the LDP2 consultation on further growth for the village should be concluded before final decisions are made.
Comments received at the drop-in session
Option 2 - Consider mothballing the school – move pupils to Fossoway Primary School
Comments
Mothballing best option – to wait until houses are ready. Won’t happen in next 3 years. This would mean there would be no community at Blairingone and surrounding areas. The community would disappear overnight – saying the school would possibly re-open if needed is not viable. People would leave the area and homes would appeal.
Page 66 of 132 Most of the kids who go to school live in the village and this is a way better school than Fossoway. 7 houses getting built at Pitfield at moment. I am opposed to this; the school should remain open at present until we know the outcome of the LDP2 consultation. Mothballing the school would not be a good option as it would be the first step to a complete closure. Moving children would be detrimental to their education, children need routine. Mothballing the school is the end of the school as it will never re-open as the building would deteriorate.
Comments received at the drop-in session
Option 3 - Consider closing the school – move pupils to Fossoway Primary School
Comments
Tragic but logical that it has to close unless there is house building. The potential for new housing in the area and Fossoway Primary is some distance away for children who don’t live in Blairingone but live in the catchment area. Surely this would mean larger class numbers. Moving the children to Fossoway would mean extra travel on the roads. Very sad to see school closure. It’s often huge potential for practical learning in an exceptional location. Traffic is a real concern. I am opposed to closing the school and have been throughout my council terms (now on fifth since 1999). There should be more interaction between the other rural primary schools in the area, offering mutual support. Community gone! Blairingone would become a place/road with houses and nothing else! Closing the school and moving pupils, does not put the child’s welfare at the centre. If not felt appropriate to move children if boundaries moved why is it ok to move because LA decide financial cuts means school closes. GIRFEC indicators apply in both cases equally and should not be manipulated for financial reasons. Blairingone has already lost pub, shop, bus service. Hard to encourage new families into village. If school were to close the last community hub would be gone. Again taking away the school would leave Blairingone with no community. Fossoway Primary is running at full capacity. Cleish is also under review in phase 2.
Page 67 of 132 Comments received at the drop-in session
Option 4 - Catchment area is reviewed to determine whether this would increase the school roll sufficiently to ensure the future sustainability of the school.
Comments
Increase the catchment to Powmill would increase the school roll, along with the potential of a new housing development, would increase the roll. I strongly agree that the catchment area should be reviewed in order that more children from Fossoway and/or Cleish areas could consider this school. I am opting for option 4 to keep Blairingone on the map – Powmill pupils could come to Blairingone. If catchment area expanded, more children in school to keep it open. Powmill doesn’t have a primary school. Children moving to Blairingone School would benefit from wonderful education. Great idea! Encourage more families into Blairingone Primary School. Speaking to other mothers they would have their child at Blairingone if they were in catchment (Powmill). Option 4, move catchment to Gartwinzan to get more kids into the school. Move the boundary to add more pupils. An excellent school spoiled with no expansion to the village. Move boundary to include Gartwinzan and/or Powmill. Increase the catchment area to increase the feasibility of the school and give time for the possible developments proposed for the village. This could be a good option as it would increase the roll and make the school better. Wider catchment areas would increase opportunity to higher pupil numbers. Also increase opportunity for greater community involvement. Whilst appreciate difference would not be seen quickly due to not moving children’s school it would widen catchment for younger children. Make sense! Attract larger numbers! Create an even bigger and stronger community. Assuming the school is viable to accommodate 25 pupils – this would be a positive move to enhance the community and develop the village potential. Care would be needed to manage the road traffic locally. The sustainability of the school is down to money. An increase in numbers would identify the good quality of teaching within this school and the importance of the school to the village and surrounding area. It would be sad to see the school close as it is the only active life in the village. I would suggest the school needs some good PR to get more pupils – maybe move the boundaries.
Page 68 of 132 Comments received at the drop-in session
Are there any other options/proposals that have not been considered?
Comments
If the school cannot survive as it is I would add a breakfast and after school club. Also a possible kindergarten – something different – an outdoors school – seems very popular. Lots of lovely countryside you need a unique selling point to encourage people to use the school – not the same old thing - build it and they will come. Consider inclusion of a nursery provision to the school which would encourage children into the school. If children put to nursery unlikely to be preference of parents to move into primary classes. Increase catchment and build through to school house and create after school facility or nursery. Promote school lets; no one knew they could use this facility. Make more use of the buildings, nursery is a good idea. The few children in the village’s parents choose Strathdevon as there is no nursery facilities but bring them back into the catchment for Kinross High School. Next door made into a nursery day time, with after school club would encourage parents to use the school, offering more facilities. Another option would be to have some kind of after school care for the children to bring in new families to the area at the moment families have to take their kids to Strathdevon (Dollar) for afterschool care. More interaction with other primary schools in the area for mutual support. Review transport links. Increase catchment area. A village hall would be a good thing this however was turned down a couple of years ago. Making it easier for the community to use the school after hours – school lets.
Comments received at the drop-in session
Why do you think are the reasons the school roll is low?
Comments
Lack of amenities in the village – apart from the school, we have nothing. Some incentive must be offered if we want new families moving to the village. Small village with static population.
Page 69 of 132 In my opinion the reason for lack of new families in the village is that we have very little to offer new residents. We need more amenities if we are to grow as a village. School roll is low; possibly due to the fact Blairingone has no other amenities. No bus service, no pub, no church. No services – no pub, no shop, no public transport. School roll is low, poor transport links, poor amenities. If closed then to me it’s a dying village. Lack of public transport in village stops families moving to area. School roll is low, poor transport links, poor amenities. Fossoway Community Council, object to small communities moving forward. It’s a wonder people want to live in Blairingone the roads/pavements aren’t looked after, the village looks like a tip, the road is like a race track, why would anyone want to bring up children here. At one time 2 local estates used to send workers children to Blairingone. These both no longer have workers. School numbers have decreased over time. Farm estates being sold off ie. Solgirth, Arndean. Children of farm workers used to come to Blairingone Primary. Parents in the local area perhaps send their children to private school in Dollar. No nursery provision, no public transport, other good primary school in the area that offer nursery so kids make friends and parents reluctant to move their children. No nursery provision, children form friendships at nursery and continue to primary school. A single teacher school concerns some parents, ways should be found to combat this reason. No social interaction for children so parents send children to other schools. No one knows about the school! The catchment is so small. There is no after school so working parents struggle to send their children and work. Dollar Academy! The school is so small. Don’t offer free transport to Powmill children.
Comments received at the drop-in session
How would you describe the community within Blairingone and what are your thoughts on Blairingone Primary School as part of the community?
Comments
The council meeting takes place in Blairingone School and could be further used in the evenings for community use.
Page 70 of 132 LA strategic plan state each community should have a hall or a school? Blairingone lost its hall with unfulfilled plan for a replacement – that leaves the school – let’s use it and expand it!! The community with Blairingone is very important. Very close knit community good community environment terrible transport links. Blairingone School is the only thing left what makes it a community. School provides current focal point in village for events; meetings etc. so it is a valuable resource in the community and this should be retained. School gives village identity. Blairingone has a great community spirit, when shows are put on by pupils the response is amazing – standing room only. Charity events are held at school eg McMillan Coffee Morning again huge turnout. The school is the heart and soul of our community, they attend events, support fundraising. It is all we have. Without it we would just be houses. The community want to see more families building the community for the future. Our school = our community! Very close knit community and the school has always been a large part of this year by year. – We have lost all of our amenities, and this is the last remaining thing left for the community. *it must be saved*. Having lived in the village for 5 yrs I feel the school could play a much larger part in the community – only ever been in for council meetings. Blairingone Primary host events for the community. They hold their annual Christmas show which locals attend. They had fundraising events including MacMillian coffee mornings. The pupils also litter pick up within the community along with eco work and regular monitoring of travel and traffic around Blairingone. The school is the only focus for the community in Blairingone. Without it there is very little opportunity for locals to come together. Sadly the school is the last remaining community hub for Blairingone. Blairingone needs community empowerment not for the community to be shut down. What will happen to the value of our homes if the last of our amenities go? And also if the new development goes ahead who will buy. NO BUS. NO SCHOOL. NO COMMUNITY. I think the school should stay, over the years I have lived here the amenities have dwindled to almost zero if the school closes we will become a hamlet, and I feel there will be no reason to come and live in the village. Blairingone is a friendly and active community but the school is the only hub left for the village. Which will become a commuter hamlet with no attractions for people to move here. Small community – no facilities except for school. Where else would the F.C.C and other community activities meet? Need a venue. The school is the hub of the village – xmas fayre – MacMillan Coffee Mornings etc.
Page 71 of 132 The school should not close pending the outcome of LDP2 consultation. There are plans for a housing development on a site near the school and if this went ahead Blairingone would need a school. My first school banded me from art next banded from spelling and now perfect. Confident pupils in all aspects of life. Ask Kinross High pupils from Blairingone are always confident, independent and well rounded. Small school allows for in depth curricular activity.
Email Received:
Sirs, We are aware that the future of Blairingone school is shortly being considered. There is a movement underway to invigorate the village through the building of more houses. A local school would of course be an integral part of this and we ask you to spare the school. Although the number of pupils is very low at the moment the level of satisfaction with parents is excellent and academic achievement is high.
Page 72 of 132 Appendix 2 The Scottish Index of Multiple Deprivation (SIMD) identifies small area concentrations of multiple deprivation across all of Scotland in a consistent way. It allows effective targeting of policies and funding where the aim is to wholly or partly tackle or take account of area concentrations of multiple deprivation. SIMD provides information to help improve the understanding about the outcomes and circumstances of people living in the most deprived areas in Scotland.
SIMD ranks to quintiles, deciles and vigintiles. Quintiles split data zones into 5 groups, each containing 20% of data zones. The lower the quintile the more deprived the area.
ACORN is a well-developed segmentation tool which categorises the UK’s population into demographic types. Acorn segments households, postcodes and neighbourhoods into 6 categories, 18 groups and 62 types, based on a range of different data collected in many ways. ACORN is used to understand life and living conditions, lifestyles, behaviours and attitudes and can therefore help inform the public service needs of neighbourhoods and households. There are 5 categories ACORN reports on; Category 1 Affluent Achievers, Category 2 Rising Prosperity, Category 3 Comfortable Communities, Category 4 Financially Stretched and Category 5 Urban Adversity. Category 5 indicates the level of deprivation within an area. SIMD and ACORN are based on address.
Page 73 of 132 Appendix 3
Page 74 of 132 Appendix 4
Current revenue costs for school proposed for closure Name of School: Costs for full financial year (2017- Additional financial impact Annual recurring savings (column 2 minus column 3) Blairingone Primary School 18) on receiving school (Column 4) (Column 1) (Column 2) [Fossoway] (Column 3) School costs Employee costs - teaching staff £ 71,247.00 £ - £ 71,247.00 support staff £ 19,440.00 £ - £ 19,440.00 teaching staff training (CPD etc) £ 475.00 £ - £ 475.00 support staff training £ - £ - £ - Supply costs £ 1,204.00 £ - £ 1,204.00 Slippage Target -£ 2,422.00 £ - -£ 2,422.00
Building costs: property insurance £ - £ - £ - non domestic rates £ - £ - £ - water & sewerage charges £ 456.00 £ - £ 456.00 energy costs £ 3,926.00 £ - £ 3,926.00 cleaning (contract or in- house) £ 3,816.00 £ - £ 3,816.00 building repair & maintenance £ 15,237.00 £ - £ 15,237.00 grounds maintenance £ 503.00 £ - £ 503.00 facilities management costs - note 6 £ - £ - £ - revenue costs arising from capital £ - £ - £ - other £ 641.00 £ - £ 641.00
Page 75 of 132
School operational costs: learning materials £ 351.00 £ 248.40 £ 102.60 catering (contract or in- house) £ - £ - £ - SQA costs £ - £ - £ - other school operational costs (e.g. licences) £ - £ - £ -
Transport costs: note 3 home to school £ - £ 28,500.00 -£ 28,500.00 other pupil transport costs £ - £ - £ - staff travel £ 700.00 £ - £ 700.00 SCHOOL COSTS SUB-TOTAL £ 115,574.00 £ 28,748.40 £ 86,825.60
Income: Sale of meals £ - £ - Lets £ - £ - External care provider £ - £ - Other £ - £ - SCHOOL INCOME SUB- TOTAL £ - £ -
TOTAL COSTS MINUS INCOME FOR SCHOOL £ 115,574.00 £ 28,748.40 £ 86,825.60
UNIT COST PER PUPIL PER YEAR (5 pupils) £23,114.80 £5,749.68 £17,365.12
Page 76 of 132
Capital Costs School proposed for closure (Column 5) (Column 6) Capital Life Cycle cost £ - Third party contributions to capital costs £ -
Annual Property costs incurred (moth-balling) until disposal property insurance £ - non domestic rates £ - water & sewerage charges £ 150.00 energy costs £ 1,050.00 cleaning (contract or in-house) £ - security costs £ - building repair & maintenance £ - grounds maintenance £ - facilities management costs £ - other £ - TOTAL ANNUAL COST UNTIL DISPOSAL £ 1,200.00
Impact on GAE Based on pupils going to Fossoway PS £ 12,560.00 GAE IMPACT £ 12,560.00
Notes 1. The total costs incurred for teaching staff (row 5) and support staff (row 6) are required to be included. Column 2 should include the current costs for a full financial year for the school proposed for closure, and column 3 should include the additional cost to the receiving school as a result of staff transferring. For teaching staff, this should include regular teachers, itinerant teachers, learning support teaching staff and special education (ASN) staff. Itinerant teaching staff includes central support services such as English as additional language support, hearing, visually impaired services, educational psychology services. For support staff, this should include classroom assistants, administration staff and janitorial staff.
Page 77 of 132 For all staff the costs entered should include salary, NI and pension costs. If the school proposed for closure has less than 3 staff members, then the cumulative staff costs only should be given in row 5 (for both teaching and support staff), so as to avoid possible disclosure of individual salaries. Training costs should be identified separately in rows 7 and 8. 2. Supply costs to cover teaching and support staff. This may be held in a central budget, be devolved or shared across the budgets. 3. ‘Home to school’ pupil transport costs should include those school transport costs incurred in accordance with Council policy. ‘Other pupil transport costs’ will cover costs incurred for the transport of pupils for activities such as swimming etc 4. Row 30 of column 3 should include the additional transport costs related to the increased home to school transport arrangements that are put in place in accordance with Council policy. This figure is therefore likely to be considerably higher than current costs. 5. This table is to capture the impact on the revenue support grant as a result of changes to GAE 6. Facilities management costs will include costs related to caretaking, janitorial and security. 7. The capital costs for the receiving school should be taken across the life cycle of the school in line with the life expectancy of that school. The capital costs for the school proposed for closure should be taken across the same life cycle period.
Page 78 of 132 Appendix 5
Page 79 of 132
Page 80 of 132 Appendix 6
Site location Number of houses Barnhill Farm, Powmill 6 Pitfar, Powmill 7 Newhall Farm, Solsgirth 6 Westmuirhead Farm, Solsgirth 5 Easter Muirhead, Solsgirth 6
Table 9: Planned house building in Blairingone Primary School catchment After further investigation some of the proposed house building detailed in the HLA has been planned for a number of years without building progressing. The following provides some additional information on the these sites;
Barnhill Farm, Powmill
The planning application was received in 2009. Planning permission was granted in 2015 however there has been no building on the site. Planning consent will expire in March 2018. A planning application was received in 2017 for change of use to commercial/equestrian use on the same site however this was refused.
Pitfar, Powmill
The planning application was originally received in 2007. Some house foundations were built in 2010 making planning approval for 6 units active but there has been no construction since. The planning consent for one further house will expire in February 2018 if building has not commenced. The site is currently overgrown and has been abandoned for some time.
Newhall Farm, Solsgirth
In principle planning consent was given in January 2009. This was extended in April 2012 which expired in April 2015. Full planning consent was given for 1 house in October 2015 which expires in October 2018. The other units do not have full consent and this is required before they can be built.
Page 81 of 132 Westmuirhead Farm, Solsgirth
The site received full planning consent for 3 houses and in principle consent for 2 houses in September 2007. Full consent was provided for the 2 houses in 2011. One house was built in 2011 with no other building since.
Easter Muirhead, Solsgirth
The original planning application was received in 2008 with a decision to approve the application in 2011. The planning application included the formation of an equestrian centre. The 6 residential properties included 4 in a steading group and 2 houses originally tied to the business. It is still possible that the 2 houses tied to the business could be sold on the open market but they are not likely to attract significant market interest due to their proximity to the equestrian centre.
Page 82 of 132 6 PERTH AND KINROSS COUNCIL 18/156
Lifelong Learning Committee
16 May 2018
Expansion of Early Learning and Childcare.
Report by Executive Director (Education and Children’s Services)
PURPOSE OF REPORT
The purpose of this report is to provide Lifelong Learning Committee with an update on progress on the planning for delivery of 1140 hours of Early Learning and Childcare by 2020.
Education and Children’s Services proposals to expand Early Learning and Childcare from 600 hours to 1140 hours were presented to Lifelong Learning Committee on 22 September 2017 (Report 17/314 refers) and subsequently submitted to the Scottish Government on 29 September 2017.
This report outlines the main changes made to the draft expansion plan following engagement with the Scottish Government Service Delivery Group, and details proposals for the next phase of implementation.
1. BACKGROUND
1.1 The Scottish Government is expanding funded Early Learning and Childcare (ELC) from 600 to 1140 hours a year by 2020 for all three and four-year olds and eligible two-year olds. The aim is to provide high quality, flexible early learning and childcare that is accessible and affordable for all families.
1.2 The Perth and Kinross (PKC) draft expansion plan was approved by Lifelong Learning Committee (LLC) on 22 September 2017 (Report 17/314 refers) and submitted to the Scottish Government on 29 September 2017. This submission included a financial template which reflected local planning assumptions, and set out the estimated revenue and capital funding required to ensure the effective delivery of 1140 hours of high quality ELC in Perth and Kinross.
1.3 The financial template, which formed part of the PKC Expansion Plan has been scrutinised and analysed by the national ELC Delivery Team and ELC Finance Working Group.
1.4 The ELC Finance Working Group, jointly chaired by Scottish Government and COSLA and including local authority representatives, undertook an analysis of the differences nationally between initial cost estimates prepared by the Scottish Government and those reflected in local authority expansion plans. In particular, further detail was required in the following areas:
Page 83 of 132
Flexibility of delivery models Population projections Workforce 2-year-old uptake assumptions Funded partner provider rates.
1.5 The Scottish Government then issued a refreshed financial template and guidance, taking into account feedback from local authorities. The new financial template was issued to local authorities on 25 January 2018.
1.6 PKC completed the revised financial template and submitted it to the Scottish Government on 2 March 2018. This provided a refined set of PKC revenue and capital estimates and included detailed assumptions on all of the areas set out in section 1.4.
1.7 The multi-year funding package was confirmed to local authorities by the Scottish Government on 1 May 2018,PKC allocation: Capital £15.09m Revenue £13.86 (Appendix 1: PKC ELC Multi Year Funding Allocations)
1.8 This funding equates with PKC submission and will allow PKC’s delivery plans of expansion of ELC 1140 hours.
2. PROGRESS TO DATE
2.1 Updated Expansion Plan
2.1.1 The development and implementation of the delivery of 1140 hours of ELC in Perth and Kinross is overseen by the Early Years Board. The ECS project teams working to the Board are taking into account the four principles contained within the Scottish Government guidance “A Blueprint for 2020: The Expansion of Early Learning and Childcare in Scotland”:
Quality – the expansion will ensure a high quality experience for all children, which complements other activities to close the attainment gap and strive to achieve the best start in life for all children. Flexibility – parents/carers will be supported to work, train or study through more flexibility and choice aligned to working patterns whilst ensuring high quality experiences for each child. Accessibility – capacity of ELC will be sufficient and will support families through being as conveniently geographically located across PKC as is possible; for example taking account of higher deprivation and rural communities. The needs of children who require additional support will be appropriately met. Affordability – increased access to affordable ELC which will help reduce barriers to work, train or study for parents/carers.
Page 84 of 132 2.1.2 It is recognised that the draft expansion plan will continue to develop and evolve over time following further consultations and engagement with stakeholders and completion of more detailed planning.
2.1.3 In addition, the expansion plan must now take into account further guidance from the Scottish Government on the requirement for local authorities to ensure that from 2020 any provider delivering funded ELC entitlement must meet the requirements of the new “National Standard” on the quality of provision. This includes partner providers and childminders.
2.1.4 Universal free meals in ELC will be introduced alongside the commitment to almost doubling the number of funded hours to 1,140 hours by 2020, and planning will continue in relation to this.
2.1.5 There is an expectation that local authorities will roll out expansion of ELC in a phased approach following the release of funding by the Scottish Government to fully implement 1140 hours by 2020. PKC planning for a phased approach will be based on the principles set out in section 2.8.
2.2 Capital Investment Plan
2.2.1 Planning to date has indicated that the expansion of ELC can be supported through the extension and refurbishment of the existing school estate to ensure the best use of all existing assets, continued use of partner providers and the use of childminders.
2.2.2 The planned works will take place between late 2018 and 2020. These will be integrated into the overall capital programme with completion expected by August 2020, at an estimated cost of £15.6m.
2.2.3 A capital project team has been formed with officers from ECS and Housing and Environment. Early design work has commenced on projects and is ongoing.
2.3 Revenue Investment Plan
2.3.1 The March 2018 revenue estimate is £12.9m which takes into account all costs to deliver the expansion of ELC, including:
educational resources and supplies administrative resources and supplies facilities management an effective staffing model to deliver flexible options a more robust central quality improvement team the payment of the living wage to partners and meal provision in all settings
2.3.2 Work on revenue estimates continue to be reviewed to ensure the best use of all resources.
Page 85 of 132 2.4 Quality Plan
2.4.1 ‘A Blueprint for 2020: The Expansion of Early Learning and Childcare in Scotland: 2017-18 Action Plan’ published in March 2017 made it clear that quality would be the ‘driving force’ of the expansion. It also reaffirmed a commitment to produce a plan focused on actions to embed and further strengthen quality.
2.4.2 The Scottish Government will produce a” National Standard” in 2019 that all providers, including childminders, wishing to deliver the funded entitlement will have to meet. It will be the responsibility of the local authority to ensure that all providers meet the criteria set out in the National Standard.
2.4.3 The central team of support staff will be redesigned to allocate teacher support proportionally to ensure all children continue to have access to a teacher and quality assurance is effective.
2.5 Workforce Plan
2.5.1 PKC are focused on developing a quality workforce with the right skills, flexibility and expertise to deliver the future requirements of ELC, contributing to improved outcomes for children and families.
2.5.2 The delivery of 1140 hours will require a range of new roles in the Early Years workforce and will create new opportunities for career progression.
2.5.3 A number of early actions in building capacity in the early years workforce in readiness for 1140 hours ELC are now in place including:
Continued training and support for Headteachers with nursery classes and Managers from Partner Providers; Recruitment of new ELC staff, including Early Childhood Practitioners (ECP), Pupil Support Assistants, Centre Leaders and Modern Apprentices; Communication and briefings to staff in the form of Change Management sessions, staff meetings and newsletters; The development of a new course, “Learn to Work in Early Years” where 13 employees have embarked on a course at Perth College to gain a qualification to work as an ECP; The delivery of Leadership training for ECPs aspiring to apply for senior posts; and Creating a diverse workforce through the Men In Childcare training programme.
2.6 Partner Providers
2.6.1 The PKC Draft Expansion Plan outlines the use of Partner Providers (PPs) . At present, there are 36 PPs throughout PKC which deliver 600 hours of ELC. PKC will continue to work alongside PPs to deliver 1140 hours and support them to prepare for the expansion of their services.
Page 86 of 132 2.6.2 The payment rate to PPs was increased in January 2018 from £3.23 to £3.49 per hour per child. To meet the cost of delivery, PKC will be required to increase the payments to PPs. This will include payment to ensure PPs are adopting fair work practices including a fair and equal pay policy.
2.7 Childminders
2.7.1 In line with the Scottish Government Blueprint for 2020, further flexibility and choice over ELC provision will be offered to families through the introduction of childminders for delivery of 1140 hours ELC.
2.7.2 PKC welcome the addition of Childminders as funded providers and look forward to working closely with Childminders to deliver an innovative and flexible ELC provision.
2.7.3 As the expansion plan is rolled out, parents will be able to choose from a range of options to access 1140 hours of funded ELC and this will include childminders. It is anticipated that a childminder setting will be of particular benefit for children for whom 1140 hours in a nursery setting may not be suitable, and to increase choice for families in rural localities.
2.7.4 Following on from childminder meetings, plans are now in place to establish a focus group of childminders to develop strong and effective partnership arrangements.
2.8 Phasing Plan
2.8.1 Careful consideration has been given to how early phasing of the delivery of 1140 hours of ELC will take place in PKC. Key principles which have been taken into account are:
Improving outcomes for the most vulnerable children and families; Rurality; Working with a range of partner providers, and ensuring no detriment to their ability to remain in partnership; Testing out new models of delivery and learning from these before full roll out; and Availability of accommodation and roll out of the Capital Programme.
2.8.2 Full entitlement of 1140 hours ELC is being introduced in two settings within Perth City in areas where there are high levels of vulnerability. From January 2018, 1140 hours of ELC was made available in City of Perth Early Childhood Centre (COPECC) to families who meet benefits criteria and extended criteria to take account of vulnerability. Inch View Primary made the same offer to families from May 2018.
2.8.3 In session 2018/19 it is planned to test out models of delivery to ensure they operate effectively and meet the needs of children and families. In Pitlochry, the local authority nursery is the only provider of ELC in the area and phasing plans will allow parents and carers the options of extended day and extended
Page 87 of 132 year provision. A test of change will also be trialled in Alyth, where parents and carers will have the option of funded ELC provision in either the local authority nursery, during term time, or flexible hours in a partner provider setting. Further phasing plans will be informed by the evaluation of these trials.
2.8.4 Throughout sessions 2018/2019 and 2019/2020, PKC will expand the number of settings offering 1140 hours ELC, and by 2020/21 all children will have the opportunity to access 1140 hours funded ELC. 2.8.5 The phased expansion is being carefully planned to take account of partner providers, nursery classes and childminders, so that all settings are available to families by 2020. 2.9 Tayside Collaborative
2.9.1 Across the Tayside Regional Improvement Collaborative work has progressed to develop a collective approach to:
Workforce planning, quality assurance, policy on admissions; early entry, deferred entry; cross boundary arrangements and partner provider rates; Benchmarking with Dundee and Angus on Graduate posts and other staff within their workforce; and Work on career progression and career routes within and across Tayside.
3. NEXT STEPS
3.1 Eleven distinct “Early Learning and Childcare (ELC) Community Groups” have been developed to take account of the geographical spread of localities across Perth and Kinross, and these are detailed in Appendix 2. Each community group will contain a “mixed economy” of provisions to deliver 1140 hours of ELC made up of local authority settings, partner providers and childminders. Within each ELC community, there will be a mix of providers, and a range of delivery models for families to choose from. PKC also propose the development of four new Early Childhood Centres (ECC), in addition to COPECC, to improve outcomes for children and families in most need. These centres will be situated in Rattray, Letham, Inchview and North Muirton and will all provide fully flexible options for children and families across 50 weeks of the year. 3.2 Communication and Consultation Plan
The planning of a series of roadshows and parental consultation has commenced in line with the phasing programme. These roadshow events will explain how PKC is offering a range of options for families to choose ELC hours which best meets their needs. Feedback from parents and carers will be used to help shape the future delivery of the service.
Page 88 of 132 3.3 Staff Consultation on Phasing
3.3.1 A number of staff consultation meetings have taken place with those nurseries already implementing 1140 hours, COPECC and Inchview Primary School.
3.3.2 Staff consultation will continue as each nursery setting implements 1140 hours of ELC.
3.3.3 Headteacher meetings are planned termly to support progress of the implementation of 1140 hours of ELC.
3.3.4 Liaison with Trade Union Representatives is in place, and support is in place for staff groups.
4. CONCLUSION AND RECOMMENDATIONS
4.1 This report provides Lifelong Learning committee with a summary of work that has been carried out in respect of the Expansion of ELC 1140 hours since the last committee report of 22 September 2017.
PKC is ready to move to the next phase of consultation and phasing, and is on track to meet the requirements to deliver 1140 hours of ELC by 2020.
4.2 It is recommended that the Committee:
(i) Considers and comments on progress to date; and (ii) Instructs the Executive Director (Education and Children’s Services) to provide a further report on progress achieved over session 2018/2019 by August 2019.
Author(s) Name Designation Contact Details Fiona Easton Change and Improvement [email protected] Team Leader 01738 475000
Approved Name Designation Date Sheena Devlin Executive Director 03 May 2018 (Education and Children Services)
Page 89 of 132 ANNEX
1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION
Strategic Implications Yes / None Community Plan / Single Outcome Agreement Y Corporate Plan Y Resource Implications Financial Y Workforce Y Asset Management (land, property, IST) Y Assessments Equality Impact Assessment Y Strategic Environmental Assessment Y Sustainability (community, economic, environmental) Y Legal and Governance N Risk Y Consultation Internal Y External Y Communication Communications Plan Y
1. Strategic Implications
Community Plan / Single Outcome Agreement
1.1 This section should set out how the proposals relate to the delivery of the Perth and Kinross Community Plan / Single Outcome Agreement in terms of the following priorities:
(i) Giving every child the best start in life (ii) Developing educated, responsible and informed citizens (iii) Promoting a prosperous, inclusive and sustainable economy (iv) Supporting people to lead independent, healthy and active lives (v) Creating a safe and sustainable place for future generations
This report relates to Objective No (i)
Corporate Plan
1.2 The Perth and Kinross Community Plan 2013-2023 and Perth and Kinross Council Corporate Plan 2013/2018 set out five strategic objectives: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and
Page 90 of 132 (v) Creating a safe and sustainable place for future generations.
This report relates to Objective No (i)
1.3 The report also links to the Education & Children’s Services Policy Framework in respect of the following key policy area:
Learning: Realising Potential
2. Resource Implications
Financial
2.1 The Head of Finance has been consulted in the preparation of this update report. The financial impact of the expansion of ELC 1140 hours is considerable.The funding allocation as notified 1 May 2018 by the Scottish Government covers the cost identified in the financial template.
Workforce
2.2 The Corporate Human Resource Manager has been consulted in the preparation of this update report. This is an area of significant expansion for the workforce. Human Resources have membership both on the Workforce Workstream Project Team and Project Board. A number of workforce initiatives to appropriately resource our early years’establishments have been taken forward, this includes the introduction of Modern Apprentices within early years, the development of a career path, working collaboratively with Perth College to run courses to upskill current employees and the launch of the “Learn to Work in Early Years” initiative which will run similar to the Learn to Teach Programme.
Human Resources have assisted with a programme of employee engagement and trade union consultation .
Workforce planning measures include delivering new ways of working reviewing fixed term arrangements and securing our current supply pool in fixed term or permanent posts
Asset Management (land, property, IT)
2.3 The Depute Director (Environment) has been consulted on this update report.
3. Assessments
Equality Impact Assessment
3.1 Assessed as relevant previously and the following positive outcomes are expected to continue taking account that there is now an obligation to have due regard to remove inequality of outcomes caused by socio economic disadvantage as well as to comply with other equalities’ legislation:
Page 91 of 132 The ongoing implementation of 600 hours ELC will promote social inclusionfor all by providing extra time for parents and carers to give them the opportunity to access job opportunities, training opportunities and community opportunities to enhance their knowledge and skills and contribute to their local environment. Further expansion of ELC hours will increase extra time for parents / carers for all these opportunities.
Parents and carers will be able to access ELC provision regardless of sex, race, colour, disability, age, religion or belief, marital status, ethnic origin, sexual orientation or gender reassignment.
Strategic Environmental Assessment
3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals.
Following a pre-screening assessment using the Integrated Appraisal Toolkit, it was determined that the proposal will have no environmental effects. However, no action is required as the Act does not apply to the matters presented in this update report.
Sustainability
3.3 Under the provisions of the Local Government in Scotland Act 2003 the Council has to discharge its duties in a way which contributes to the achievement of sustainable development. In terms of the Climate Change Act, the Council has a general duty to demonstrate its commitment to sustainability and the community, environmental and economic impacts of its actions. Following the previous assessment using the Integrated Appraisal Toolkit, it has been determined that the ongoing implementation is likely to contribute positively to corporate sustainable development principles:
Extended access to ELC will provide extra time for parents and give them the opportunity to use that time to access job opportunities, training opportunities and community opportunities to enhance their knowledge and skills and contribute to their local environment. The increased entitlement to ELC is requiring an expanding workforce providing job opportunities at all levels. Children participating in ELC access opportunities to allow them to progress as successful learners, responsible citizens, effective contributors and confident individuals and provide a strong start for eligible 2 year olds. Family Learning in schools and nurseries promotes development opportunities for family members. Provision of additional early learning and childcare will promote a healthy lifestyle to the child and will allow children to participate in programmes supporting and promoting a healthy lifestyle.
Risk
3.4 A detailed risk profile has been developed and risks have been rated in terms of probability and impact and actions to mitigate the risks have been
Page 92 of 132 identified and are progressing. The Expansion of ELC 1140 hours Project Team and Project Board will regularly review risk throughout the lifecycle of the project until delivery.
4. Consultation
Internal
4.1 QIOs; Early Years and Primary, Secondary and Inclusion, Education and Children’s Services Senior Management Team, Expansion of ELC 1140 hours Project Team and Project Board. The Head of Legal and Governance Services and Head of Democratic Services have also been consulted on this update report.
External
4.2 Representation on the Expansion of ELC 1140 hours Project Team – Perth College and Partner Provider Manager.
5. Communication
5.1 A Communications Plan has been developed and the Corporate Communications Manager has been consulted. A wide range of communication channels will continue to be used to ensure we reach all stakeholders: Parents/Carers Local Authority Nursery staff e.g. Early Childhood Practitioners (ECPs); Pupil Support Assistants (PSAs) Partner Providers Childminders Headteachers Local Communities Trade unions Lifelong Learning Committee Elected Members Executive Officer Team (EOT) ECS Senior Management Team
PKC will take a phased approach to communications, following our phasing plan for roll-out of 1140 hours.
In Perth and Kinross Council (PKC) early phasing is driven by the principle of supporting the most vulnerable families to give their children the best start in life. ELC will be made available in the first instance to families who meet eligibility criteria in addition to existing Support for Children and Families criteria.
Early phasing of 1140 hours will also take place in rural communities of PKC to support access of childcare within these areas.
Page 93 of 132 2. BACKGROUND PAPERS
The following documents that have been relied on in preparing the report, other than the committee report already referenced within the main body of the report.
“A Blueprint for 2020: Expansion of Early Learning and Childcare in Scotland” “Space to Grow” Design guidance for early learning and childcare and out of school care settings; “A Blueprint for 2020: The Expansion of Early Learning and Childcare in Scotland: Quality Action Plan”; “My World Outdoors” Sharing good practice in how early years services can provide paly and learning wholly or partially outdoors.
3. APPENDICES
Appendix 1: PKC ELC Multi Year Funding Allocations Appendix 2: Proposed Early Learning and Childcare (ELC) Community Groups in Perth and Kinross
Page 94 of 132 Appendix 1
Early Learning and Childcare – Multi-year Funding Allocations
Perth and Kinross Council Expansion of Early Learning and Childcare Multi Year Revenue and Capital Funding Allocations as confirmed by Scottish Government 1 May 2018.
Revenue £m Capital £m 2017 – 18 0.621 2017 – 18 0.890 2018 – 19 1.485 2018 – 19 4.800 2019 – 20 7.509 2019 – 20 5.600 2020 – 21 12.425 2020 - 21 3.800 2021 - 22 13.860 Total 15.090
Allocations for 2019 – 20 onwards remain subject to parliamentary approval of the respective Scottish Budget(s).
Revenue allocations include an adjustment for inflation.
Page 95 of 132
Page 96 of 132 3 1 0 1 Appendix 2 Pitlochry Term time Local Authority 31 • Blair Atholl PS Nursery placements 1 1 0 1 • Kinloch Rannoch PS • Pitlochry PS 2 2 1 3 Aberfeldy • RS Dunkeld 45 week Local Authority Blairgowrie 13 • Breadalbane PS Nursery placements • Glenlyon PS • Alyth PS • Coupar Angus PS 50 week Early Childhood • Kirkmichael PS 5 3 1 0 2 • Newhill PS Centre placements • Rattray Bankfoot/ Partner Provider settings 36 4 2 3 5 Stanley • Auchtergaven PS North Perth • Luncarty PS 1 1 0 3 Murthly PS • Balhousie PS • Stanley PS • City of Perth ECC • Scone 2 1 0 4 • Goodlyburn PS • Letham PS • Balbeggie PS • North Muirton PS • RDM PS Crieff • Methven PS • Our Lady’s PS • Comrie PS • St John’s Academy • Crieff PS • Tulloch PS 7 1 1 10 • St Dominic’s PS 1 1 0 3 South Perth 4 1 0 1 • Abernethy PS Auchterarder • Craigie PS • Dunbarney PS Carse of • Braco PS • Fairview PS Gowrie • CS Auchterarder 3 1 0 3 • Inch View PS Errol PS • Moncrieffe PS • Inchture PS Kinross • Oakbank PS • Invergowrie PS • St Ninians PS • • Arngask PS Longforgan PS • Viewlands PS • • Fossoway PS • St Madoes PS • Kinross PS Milnathort PS Page• 97 of 132 NB. Consultation with childminders is ongoing.
Page 98 of 132 7 PERTH AND KINROSS COUNCIL 18/157
Lifelong Learning Committee
16 May 2018
Implementation of Carers (Scotland) Act 2016
Report by Executive Director (Education and Children’s Services)
PURPOSE OF REPORT
This report sets out the proposals for implementing new duties in relation to Young Carers contained in the Carers (Scotland) Act 2016. The report also sets out the outcomes of consultation with people with caring responsibilities and seeks approval for a framework of eligibility and support for Young Carers.
1. BACKGROUND / MAIN ISSUES
1.1 The Carers (Scotland) Act 2016 (the Act) came in to force on 1 April 2018. It introduces the right for unpaid carers to have an Adult Carer Support Plan or a Young Carer Statement which identifies their personal outcomes and individual needs. The Act imposes a duty on Integrated Joint Boards and/or Local Authorities to ensure that appropriate support is given to enable the personal outcomes and needs of carers to be met. The Scottish Government published statutory guidance for the Act on 23 March 2018.
1.2 A Carer is defined as anyone who cares, unpaid, for a friend or family member who due to illness, disability, mental ill-health or addiction cannot manage without their support. A Young Carer is defined as someone aged 18 or under who helps look after a relative with one or more of these conditions. Caring responsibilities can potentially have a negative impact on the wellbeing and outcomes for children and young people. The support arranged via a Young Carers Statement should set out to remove this or minimise this to an acceptable level. The Act also introduces new duties to provide support to Young Carers through the provision of advice, information and support to meet their individual needs. This can include respite and short breaks for those Young Carers with high levels of need.
1.3 In Perth and Kinross, the Integrated Joint Board holds the strategic function of setting the eligibility criteria for support for adult carers. At its meeting on 26 January 2017 the Local Eligibility Criteria Framework for adult carers was approved Carers IJB Report, Adult Carers Eligibility Framework.
Page 99 of 132 1.4 The setting of the eligibility criteria for support for Young Carers from school entry to 18 years is the responsibility of Perth and Kinross Council. Getting it Right for Young Carers: A Framework for Support has been prepared to enable the assessment of needs and provision of appropriate support to individual Young Carers. This will be carried out as far as is possible through existing processes (Appendix 1).
1.5 The Council will be the responsible authority in relation to the preparation of Young Carer Statements and the provision of support for most children and young people. However, for pre-school children who are Young Carers, NHS Tayside will be the responsible authority in relation to the preparation of Young Carer Statements. The number of Young Carers who are not yet at school is likely to be very small, however NHS Tayside has been involved fully in the development of the framework and agreed to adopt this for the assessment and preparation of a Young Carers Statement for very young children.
1.6 An engagement, information raising and training plan has been prepared in partnership with the Health and Social Care Partnership and funds identified to implement this over the next year within the budget settlement for the IJB in 2018/19.
2. PROGRESS TOWARDS MEETING THE NEW DUTIES UNDER THE CARERS (SCOTLAND) ACT 2016
2.1 The main areas of change as a result of the Act are:
Requirement to develop local Eligibility Criteria; Statutory duty to offer an Adult Carer Support Plan (ACSP) or a Young Carer Statement (YCS) to anybody identified as a carer, and to provide a support plan if the offer is accepted; A duty to provide support to carers whose needs meet local eligibility criteria and to offer this through Self-directed Support and where relevant a short break for the carer; The waiving of charges in respect of support provided to carers; A duty to involve carers in hospital discharge planning; The power to provide support, information and advice to carers whose needs do not meet the eligibility criteria including signposting to support through universal or community-based services; A duty to provide an information and advice service to carers; Publishing short breaks statements; and A duty to prepare and consult on a local Carers’ Strategy.
2.2 The legislation requires that carers and carers’ organisations are involved in planning, shaping and reviewing services for Carers and Young Carers in their area. There is already a mechanism in place to take this forward and PKAVS Young Carers consults regularly on the needs and views of Young Carers across Perth and Kinross.
Page 100 of 132 2.3 Local authorities and health boards are required to jointly produce local carers strategies. Education and Children’s Services, along with representatives from NHS Tayside and PKAVS Young Carers, has a long established Young Carers Strategy Group. The Perth and Kinross Young Carers Strategy (2015- 2018) was developed jointly between the Council and NHS Tayside with progress reported to the Children, Young People and Families Partnership. This strategy will be revised and updated over the next six months.
2.4 The legislation also requires that Carers must have access to information and advice. Since 2015, the Council and NHS Tayside jointly commissioned a Carers Hub through PKAVS to provide information and advice to Carers and it is anticipated that this will continue with funding directed via the Health and Social Care Partnership.
2.5 The legislation, via a change in the Social Care (Self Directed Support) (Scotland) Act 2013, requires that Carers cannot be charged for any support they receive under the Carers (Scotland) Act. In 2015, Perth and Kinross Council was one of the first local authorities to cease charging for services directly related to supporting Carers. The Carer (Scotland) Act 2016 supports prevention and early intervention and our plans for implementation will promote the earlier identification of Young Carers and provision of support at a level suitable to their needs at an early stage. The format of the Young Carer Statement is personalised and there is greater scope to use Self Directed Support to meet the needs of Young Carers.
2.6 The identification of Young Carers has been a priority for Perth and Kinross schools and the number of Young Carers who are identified and provided with support by partners has gradually increased year on year. The Young Carers Identification Card was a joint initiative between PKAVS and NHS Tayside to assist Young Carers to access advice and support easily and to avoid the need for explanation. PKAVS Young Carers helps Young Carers to offset their caring responsibilities through fun group activities with other young people. PKAVS Young Carers has also enhanced support for young people aged 8 – 18 in schools by providing training, delivering information at school assemblies and group talks, supporting children and young people at times of transition as well as encouraging children and young people to take part in holiday activity programmes.
2.7 By end of January 2018 there were 256 Young Carers identified by schools and 283 Young Carers identified by PKAVS Young Carers. There is likely to be a significant overlap with some children and young people identified by both schools and PKAVS but it is not possible to quantify this at present due to data protection constraints. In line with the new duties in the Act, all of these Young Carers will be offered a Young Carer Statement and be able to have choice in who prepares the statement.
2.8 PKAVS Young Carers has noted an increase in the number of children and young people whose caring responsibilities mean that they need high levels of support. These Young Carers will need a Statement which includes targeted interventions and which requires a number of services working together.
Page 101 of 132 2.9 The Scottish Government has committed to provide funding of £19.4 million nationally to support the implementation of new duties. This funding is due to increase incrementally over the next 5 years to £88.52 million in 2023/24which is based on the assumption that the demand for assessment and support will start slowly and increase gradually over time. Details are set out in the Financial Memorandum attached to the Act and resources were included within the Perth and Kinross Council budget settlement for 2018/19. The Council allocated £30,000 for the support of Young Carers in Perth and Kinross in 2018/19.
3. CONSULTATION
3.1 The Scottish Government issued a Carers Act Readiness Toolkit in June 2017 to support local authorities and Health and Social Care Partnerships to assess progress and highlight key actions required. Based on the outcomes of this self-audit three priorities were identified:
Consulting on and agreeing a draft Carers Eligibility Criteria; Agreeing and implementing Adult Carer Support Plans/Young Carer Statements; and Agreeing and implementing a Short Breaks Statement.
In order to take these actions forward a Carers Act Working group was formed with representation from the Health and Social Care Partnership, Education and Children’s Services, PKAVS and the Carers Forum.
A draft eligibility framework was prepared for public consultation, taking account of learning from a number of national pilots funded by the Scottish Government in other parts of Scotland as well as the Coalition of Carers in Scotland Best Practice Framework. The consultation period ran for 6 weeks, from 30 October 2017 to 11 December 2017 and included:
7,189 letters and emails to known carers; 4,400 text messages to Council tenants and staff; Email contact with 86 schools (Primary and Secondary Schools); Email contact with 752 Third Sector Health and Social Care contacts; Press releases via the Perthshire Advertiser and the Courier; Facebook: PKAVS and Your Community Perth & Kinross; Twitter: PKAVS, Your Community Perth & Kinross and NHS Tayside; 8 Public Consultation Events covering Perth, Kinross, Blairgowrie, Crieff and Aberfeldy areas with 313 attendees; and 3 Focus Groups of Young Carers, Young Adult Carers and Adult Carers. 3.2 The feedback received was largely positive with most agreeing that the draft Framework was clear and well presented; however there were comments that the framework could be simplified for Young Carers. As a result, the draft framework was revised for Young Carers to make this easier to understand and to be consistent with existing processes and language.
Page 102 of 132 4. PROPOSALS
4.1 The setting of the eligibility criteria for support for Young Carers from school entry to 18 years is the responsibility of Perth and Kinross Council and Getting it Right for Young Carers: A Framework for Support has been prepared in collaboration with all relevant partners. The framework will enable the assessment of needs and provision of appropriate support to individual Young Carers to be carried out as far as is possible through existing processes. For example, the assessment of wellbeing needs for Young Carers follows the National Practice Model and uses the familiar SHANARRI wellbeing indicators of Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included. This should ensure that the new duties to assess need and provide support to all identified Young Carers are dovetailed into well-embedded Getting it Right for Every Child approaches. The key elements of the processes outlined in the framework should already be familiar to staff and to children, young people and families. This will also mean that the process of offering and preparing a Young Carer Statement can be carried out by staff working in schools, health, social work, youth work and the third sector and keep the need for training to a minimum. Guidance for staff working with Young Carers (Getting it Right for Young Carers) has been prepared and will be disseminated.
4.2 It is proposed that a new part-time post is created within Services for Children, Young People and Families to lead the development and preparation of Young Carers Statements for Young Carers where there is likely to be a significant impact as a result of caring responsibilities. These are children and young people with caring responsibilities at Level 3 within the framework who will require a higher level of coordination to ensure that their holistic needs and personal outcomes are met.
4.3 In addition to the appointment of a part-time post it is further proposed that £10,000 in 2018/19 is allocated towards additional support packages for Young Carers in their own homes and communities. Over the year, we will assess the levels of support required by Young Carers at Level 3 and develop a deeper understanding of how this coordinated and targeted support is best provided from April 2019 onwards.
5. CONCLUSION AND RECOMMENDATIONS
5.1 The Carers (Scotland) Act 2016 took effect on 1 April 2018 and includes changes in the ways support is offered and provided for Young Carers. Young Carers now have a right to a Young Carer Statement which is a document setting out the Young Carer’s circumstances and support needs. Perth and Kinross Health and Social Care Partnership and the Council are in a good position to implement the Carer (Scotland) Act 2016. Additional funding within the Council’s budget settlement in the current financial year will allow the appointment of a dedicated Young Carers Support Worker for Young Carers who require coordinated and targeted support alongside a small budget to provide additional packages of support.
Page 103 of 132 5.2 The Act also requires Perth and Kinross Council to prepare and publish eligibility criteria for support services. Getting it Right for Young Carers: A Framework for Support has been prepared by the Young Carers Strategy Group which includes representation from Education and Children’s Services, NHS Tayside and PKAVS Young Carers. This framework sets out the criteria for supporting Young Carers and identifies three levels of support which are consistent with current approaches to assessing and meeting needs. A format for a Young Carer Statement will be introduced gradually over the next year.
5.3 It is recommended that Lifelong Learning Committee:
(i) notes the progress made to meet the duties contained within The Carer (Scotland) Act 2016; and (ii) approves the Getting it Right for Young Carers: A Framework for Support for implementation over 2018/19.
Author Name Designation Contact Details Jacquie Pepper Depute Director Education & [email protected] Children’s Services 01738 475000
Approved Sheena Devlin Executive Director 03 May 2018 (Education and Children’s Services)
Page 104 of 132 ANNEX
1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION
Strategic Implications Yes / None Community Plan / Single Outcome Agreement Yes Corporate Plan Yes Resource Implications Financial Yes Workforce Yes Asset Management (land, property, IST) None Assessments Equality Impact Assessment None Strategic Environmental Assessment None Sustainability (community, economic, environmental) None Legal and Governance Yes Risk None Consultation Internal Yes External Yes Communication Communications Plan Yes
1. Strategic Implications
Community Plan / Single Outcome Agreement
1.1 The proposals relate to the delivery of the Perth and Kinross Community Plan/Single Outcome Agreement in terms of the following priorities:
(i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Supporting people to lead independent, healthy and active lives; and
Corporate Plan
1.2 The Perth and Kinross Community Plan 2013-2023 and Perth and Kinross Council Corporate Plan 2013/2018 set out five strategic objectives:
(i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Supporting people to lead independent, healthy and active lives; and
1.3 The report also links to the Education & Children’s Services Policy Framework in respect of the following key policy areas:
Inclusion and Equality
Page 105 of 132 2. Resource Implications
Financial
2.1 There are no direct financial implications arising from this report other than those reported within the body of the main report. Scottish Government indicated in the Financial Memorandum for the Act that £19.4 million will be available across Scotland to support the Act in the first year (2018 – 2019). This funding is due to increase incrementally over the next 5 years to £88.52 million in 2023/24. The Council allocated £30,000 for the support of Young Carers in the 2018/19 revenue budget.
Workforce
2.2 As a result of this report there will be workforce implications. In addition to the appointment of an additional part-time post there will also be a requirement to ensure that staff across ECS are offered training and support to carry out and complete a Young Carers Statement. The Carer (Scotland) Act 2016 will require staff to offer and prepare Young Carers Statements for all identified Young Carers and to become acquainted with their responsibilities under the new Act. Resources to support training will be funded from budgets in ECS to support the implementation of GIRFEC.
Asset Management (land, property, IT)
2.3 Not relevant.
3. Assessments
Equality Impact Assessment
3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. The Carer (Scotland) Act 2016 has been assessed as relevant under the Equality Act 2010 and there is expected to be a very positive impact in promoting equalities for Young Carers and their families arising from these proposals.
Strategic Environmental Assessment
3.2 Not relevant.
Sustainability
3.3 Not relevant.
Page 106 of 132 Legal and Governance
3.4 The Head of Legal Services has been consulted in the preparation of this report. The proposals set out in the report are consistent with the Council’s duties under the Carers (Scotland) Act 2016.
Risk
3.5 Not relevant.
4. Consultation
Internal
4.1 ECS Senior Management Team, Head of Adult Social Work, Head of Finance, Head of Legal, and Head of Property Services have been consulted in the preparation of this report. The Health and Social Care Partnership senior management team has also been consulted on this report.
External
4.2 There has been collaboration and consultation with a wide range of carers and families. Representatives of NHS Tayside and PKAVS Young Carers have been involved fully in the development of the framework and proposals. The consultees agree with the actions laid out in the report to implement the Carer (Scotland) Act 2016.
5. Communication 5.1 A communication plan has been prepared which will support effective communication and engagement with stakeholders including Young Carers.
2. BACKGROUND PAPERS
2.1 No background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (other than any containing confidential or exempt information) were relied on to any material extent in preparing the above report.
3. APPENDICES
3.1 Appendix 1 - Getting it Right for Young Carers: A Framework for Support
Page 107 of 132
Page 108 of 132 Appendix 1
GETTING IT RIGHT FOR YOUNG CARERS A FRAMEWORK FOR SUPPORT PERTH & KINROSS COUNCIL
Page 109 of 132 Contents
1. Introduction 2
2. Definition of Young Carer 3
3. Young Carers Statement 4
4. Assessing the support needs of Young Carers 6
5. A Framework for Support 8
6. Examples of support for Young Carers 10
7. Template for the Young Carer Statement 11
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Page 110 of 132 1. Introduction
Young Carers provide a vital contribution to their families and to society. They provide often-unseen care and support to relatives within their household and wider family. Young Carers keep families together and reduce the need for organised and formal care services. This framework is for people working with Young Carers, Young Carers and their families.
It is important that Young Carers have the opportunity to be children first, carer second and achieve the best possible outcomes. This is in line with the Perth and Kinross vision for children and young people and our commitment to Getting it Right for Every Child (GIRFEC).
GIRFEC underpins our shared vision of enabling children and young people to be the best they can be, realising the best possible outcomes for our families and communities, and making the communities they live in the best place for children to grow up. We recognise that meeting the needs of Young Carers cannot rest with one organisation alone and that it takes strong partnerships and effective joint working across a wide range of services, including the Third Sector to support the varied needs of Young Carers and their families.
We know that the demands that Young Carers face can sometimes interfere with their rights under the United Nations Convention on the Rights of the Child (UNCRC). In particular, their right:
to be protected from discrimination (article 2)
to form and express your own views (article 12)
to life, survival and healthy development (article 6)
to spend time with friends (article 15)
to enjoy opportunities for leisure and to relax and play (article 31)
to education (article 28 and 29) Page | 2
Page 111 of 132 The Carers (Scotland) Act 2016 came into force from 1 April 2018 and introduced new rights for unpaid carers of all ages. Young Carers have the right to have a Young Carer Statement in which they can state what their needs are, set out their personal outcomes and have a say on the support they need to achieve them. Young Carer Statements can help children and young people with caring responsibilities to receive the support they need and to uphold their rights and entitlements.
From April 2018, Perth and Kinross Council has new powers and duties towards all unpaid carers including Young Carers. This framework sets out the eligibility criteria for support; how people working with Young Carers will agree the support required by the Young Carer; and, what will be included in a Young Carer Statement.
2. Definition of a Young Carer
The Carers (Scotland) Act 2016 provides the legal definition of a carer . A carer means a person who provides care or intends to provide care for another individual. The cared-for person might be an older person, or be someone who has an illness, disability, mental ill health or who experiences problematic substance misuse.
A Young Carer is a carer who is under 18 years or someone who is over 18 years and still in school.
An Adult Carer is a carer who is at least 18 years old and does not attend school.
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Page 112 of 132 3. Young Carer Statements
Why are Young Carer Statements important?
They can ensure that Young Carers do not take on inappropriate caring tasks or caring that is inconsistent with their age and maturity.
They identify and record each Young Carer’s i di idual eeds, perso al out o es a d set out the support that is to be provided to meet those needs. They support effective planning for transitions when a Young Carer becomes an adult carer. They identify contingency plans for caring responsibilities should a Young Carer need support in an emergency. They can reduce stress on the Young Carer and their families and lead to better outcomes.
How do you get a Young Carer Statement?
A Young Carer or their parent/carer can request a Young Carer Statement at any time.
Young Carers should be offered choice in relation to the person that they wish to prepare the statement, e.g. a member of school staff such as a Guidance Teacher, or a Health Visitor, or a Social Worker. It could also be someone else who is suitably experienced or qualified such as a support orker i PKAV“ You g Carer’s ser i e. For Young People less than 18 years of age and who have left school a request can also be made via 4u@scottstreet.
Who is responsible for preparing a Young Carer Statement in Perth and Kinross?
The responsible authority for arranging a Young Carer Statement for very young children before they start school is NHS Tayside. The responsible authority for arranging a Young Carer Statement from the point children start school until they reach 18 years is Perth and Council Page | 4
Page 113 of 132 Where a member of staff in an independent school identifies that a child or young person has caring responsibilities at home, it is the responsibility of that independent school for arranging a Young Carer Statement.
If a health or education professional identifies that a child or young person has caring responsibilities at home, that professional is required to offer the child or young person a Young Carer Statement.
When a Young Carer is identified pre-school or of primary school age, the support provided should always be directed towards relieving the young child from extensive caring responsibilities. This can be achieved through enhanced support for the person who needs care within their household or family. This will therefore require strong and effective partnership working across services for children and adults as well as a hole fa il approa h to ide tif i g, assessi g a d eeti g eeds. There may be scope for a young child to make a significant contribution to the care of a person in their family, but this has to be balanced against their individual needs and appropriate to their age or understanding.
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Page 114 of 132 4. Assessing the support needs of Young Carers
Step One: Initiating a Young Carer Statement
From April 2018, there is a duty to offer all Young Carers a Young Carer Statement at the point where a professional identifies that a child has caring responsibilities for another person at home.
The professional who identifies the Young Carer is responsible for offering to create a Young Carer Statement and for discussing with the child or young person who should prepare the statement offering choice in that regard. In most cases, the staff who are most likely may prepare the Young Carer Statements are also likely to know the child or young person well i.e. Health Visitors and designated staff in promoted posts in schools. There will therefore alread e a a are ess of the hild or ou g perso ’s i di idual ir u sta es a d a support needs, which are over and above their needs as a Young Carer. Exceptions to this will include any specific request by a Young Carer for another professional or support worker to prepare the You g Carer’s “tate e t. E a ples of this could include a Lead Professional Social Worker, Senior Social Care Officer or a member of a voluntary organisation with a role in supporting Young Carers such as PKAVS Young Carers Service.
A new Young Carer Support Worker will be appointed in 2018/19 and will be based in Woodlea Cottage to assist with the preparation of Young Carer Statements for children and young people who require higher levels of support at Level 3 (see section 5 page 9).
Step Two: Identify the Young Carer’s personal outcomes and needs
An assessment of the needs of a Young Carer and their personal outcomes is based around the principles of GIRFEC and the SHANARRI indicators of wellbeing which: Safe, Health, Achieving, Nurtured, Active, Respected, Responsible and Included.
Where appropriate the GIRFEC National Practice Model should be used. This is the foundation for identifying and assessing needs for children and young people in ALL situations.
The You g Carer “tate e t should i tegrate ith the Child’s Pla if there is alread o e i pla e, a d e supported Child’s Plan Page | 6
Page 115 of 132 Partners. Where the You g Carer’s support needs are such that they would be best met via a Child or Young Person’s Plan, that plan should incorporate the You g Carer’s “tate e t. There should also be areful o sideratio at a Child’s Pla Meeti g to deter i e if there is a need for a Lead Professional to coordinate the support and careful consideration about the most appropriate professional to take on that role.
The Young Carer’s eeds and personal outcomes will be identified through discussion with the Young Carer and where relevant their parents /carers and the cared for person.
Step Three: The Young Carer Statement
The Young Carer Statement will be prepared using an agreed format which is consistent with the Child or You g Perso ’s Plan and which is already embedded in practice across all services in Perth and Kinross (see Section 7, page 12). The nature of the support to the Young Carer will be determined by the assessment of their needs and will be set out in the Young Carer’s “tate e t using the SHANARRI wellbeing indicators. The Young Carer Statement will identify whether there is low, moderate or significant impact on the Young Carers personal outcomes and describe in detail a plan to support these needs. Examples of the type of support that Young Carers may benefit from are set out on Page 11.
Step Four: Review of the Young Carer Statement
As a minimum, the Young Carer Statement should be reviewed every 6 months. For some children and young people there will be a need to review the Young Carer Statement at more frequent intervals and this will be determined by the nature of their support needs and other factors such as the child or young person’s legal status. The review of the Young Carer Statement must include the Young Carer and the person who prepared the Young Carer Statement. It is desirable to include the child or ou g perso ’s pare ts / carers and the cared-for person and involve independent advocates if requested.
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5. A Framework for Support
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Level 3 SIGNIFICANT IMPACT: The Young Carer Statement identifies aspects of wellbeing that are impacted significantly as a result of caring responsibilities. The Young Carer Statement sets out a plan of coordinated support and targeted interventions to meet their needs and achieve their personal outcomes. These actions will most likely require a number of services working together and a Lead Professional to coordinate this. Level 2 MODERATE IMPACT: The Young Carer Statement identifies aspects of wellbeing that are impacted moderately as a result of caring responsibilities. The Young Carer Statement sets out what actions are required to reduce this impact, meet needs and achieve personal outcomes. The actions can be met by universal services in conjunction with supportive interventions from one or more other services. . Level 1 LOW IMPACT: The Young Carer Statement identifies that preventative support can ensure that the Young Carer's needs and personal outcomes can be met fully through univeral services. Advice and guidance will be offered via the Named Person in health or education.
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Preventative Support Supportive Interventions Coordinated and Targeted Support Low impact/Level 1 Moderate/Level 2 Signifcant/Level 3
SAFE Young Carers situation at home & within the Young Carers situation is less stable with a potential Young carers situation is unstable and there are safety community is currently stable and manageable risk to the young carer and their cared for person risks for the young carer and cared for person HEALTHY Young Carer is in good physical & mental health Young Carer is coping with aspects of their caring Young Carer is having difficulty coping with their with no identified health needs role however there is some impact on their physical caring role and physical & mental health needs are & emotional well-being very evident ACHIEVING Young Carer continues to access education and Young Carer has difficulty managing their caring role, Young Carer is not engaging with education and/or has no identified difficulty in maintaining their learning and/or their wider achievements wider achievements which is proving detrimental to learning alongside their caring role. their learning and life opportunities NURTURED Young Carer has positive emotional well-being The caring role is creating some negative impacts on Caring is having a significant effect on the Young and has a nurturing environment with positive the Young Carer’s well-being and on their Carer’s well-being resulting in negative impacts on relationships at home relationships within the home relationships within the home ACTIVE The Young Carer has many opportunities to take The Young Carer has few and irregular opportunities The Young Carer has no opportunities to take part in part in activities within school and/or their to take part in activities activities community RESPECTED The Young Carer has opportunities to be heard The Young Carer has limited opportunities to be The Young Carer is given no opportunities to be heard and they are involved in the decisions that affect heard and involved in decisions that affect them a d are ’t i ol ed i de isio that affe t the them RESPONSIBLE The Young Carer has an active and responsible The Young Carer struggles to maintain a responsible The Young Carer rarely maintains a responsible role role in their home, school & community role within their home, school and community within their home, school and/or community due to a lack of support and guidance INCLUDED The Young Carer feels included and a part of their The Young Carer feels they have limited inclusion The Young Carer feels isolated a d does ’t feel part of school and/or community regularly accessing within their community their community extra-curricular activities What will PKC through PKAVS will provide support Young Carer may be referred to PKAVS to access Young Carers can be referred to the Young Carer support look information and advice services for Young Carers Young Carers’ ser i es. “er i es a aila le ill e Support Worker at Woodlea to plan and coordinate like? and other universal and community supports. according to individual needs of the Young Carer e.g. support according to the individual needs of the Young Information, advice and supports available access to community link work for advice and Carer e.g. Home adaptations and/or equipment, according to the individual needs of the Young guidance, counselling or befriending. Guidance can access to regular short respite breaks from caring or Carer e.g. to P&K Compass Card. be sought from the Young Carer Support Worker at emergency care planning. Woodlea to plan and coordinate support.
Page 118 of 132
6. Examples of the kind of support that may be included in a Young Carer Statement
Page | 10 Preventative Support Supportive Interventions Coordinated and Targeted Support Low impact/Level 1 Moderate/Level 2 Significant/Level 3
Information & advice (often specific to Access to support, information and Coordinated multi-agency plan of the ared for perso ’s o ditio ) advice via Community Link Workers support for the young carer, the cared Support to access to local leisure services Access to support, information & for person and family such as libraries and leisure centres and advice via health sources in relation Home adaptations and/or equipment P&K Compass Cards to the cared for person and to Care at home for cared for person Support to access after school clubs, support personal physical & mental Regular short respite breaks for Young youth and local community groups health and well-being Carer and/or cared for person Support to access volunteering Support to attend term time school Anticipatory care planning opportunities activities/after school clubs Emergency care planning Minor adjustments to the school day as Transport to attend activities which Hospital discharge planning and when required such as soft start offer regular respite and fun with Support to attend homework clubs and peers other such extra- curricular school Short breaks from caring through activities PKAVS young carers weekly respite PKAVS young carers events groups/school holiday day trips & Young Carers Identification card residential holiday breaks Support for school nursing service One to one support such as counselling and bereavement services Befriending
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7. Template for the Young Carer Statement
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Page 122 of 132 8 PERTH AND KINROSS COUNCIL 18/158
Lifelong Learning Committee
16 May 2018
Maximising Primary School Capacities
Report by Executive Director (Education and Children’s Services)
PURPOSE OF REPORT
The purpose of this report is to seek approval for the Executive Director (Education and Children’s Services) to maximise capacities in primary schools by applying Scottish Government guidance of 1.7m2 , at specific schools on a temporary basis, if required.This will allow Education and Children’s Services to ensure that teaching staffing budgets are not exceeded while ensuring catchment children have the best opportunity to attend their catchment school.
1. BACKGROUND / MAIN ISSUES
1.1 The Education (Scotland) Act 1980 places a duty on Education Authorities to secure adequate and efficient provision of school education for their area.
1.2 The School Estate Strategy sets out the Council’s aspirations for its schools, and in particular the high value placed on learning, through a vision for well designed, maintained and managed schools.
1.3 Education Authorities must have regard to the general principle set out in the Eduation (Scotland) Act 1980 that, so far as is reasonably practicable, pupils are to be educated in accordance with the wishes of their parents. The Council is required to have an Admissions Policy which sets out the guidelines which will be used to determine the priority of pupil placements into schools. The Council’s Admissions Policy provides that, wherever possible, provision is to be made for pupils to be accommodated within their catchment school as priority. Placing requests made by parents to a school other than their catchment school will be granted where possible, but if places are insufficient to allow that, then the Admissions Policy sets out how priority will be determined between placing requests.
1.4 In order to ensure that pupils are able to attend their catchment schools, Education and Children’s Services must manage the accommodation available in schools and available teaching staff resources to avoid, wherever possible, having to refuse pupils entry to their catchment school. Education and Children’s Services uses a number of mechanisms to manage this, within budget on an annual basis, such as reconfiguring classes, allocating additional teaching staff, the use of reserved places in schools and managing the capacity of schools. All of these measures may be used to avoid pupils being refused admission to their catchment school. This is particularly
Page 123 of 132 important as parents have a statutory right of appeal where their request for their child to attend the school of their choice is refused. Ensuring that the maximum number of pupils can attend their catchment school is a positive strategy in compliance with the Council’s duties set out above.
1.5 In February 2007, the Lifelong Learning Committee approved new pupil capacities for all Council run primary schools in Perth and Kinross (Report 07/159 refers).
The basis of the revised capacities, was the then Scottish Executive’s publication “A Partnership for a Better Scotland”. This gave a commitment to reducing class sizes in primary schools across Scotland.
From August 2007, it became a legal requirement that P1 classes must not exceed 25 pupils, per teacher. The maximum size of P2 and P3 classes remained at 30 pupils, P4 to P7 remained at 33 pupils, and composite classes remained at 25 pupils per teacher. In cases where team teaching is employed these capacities can be exceeded. In February 2007, the Lifelong Learning Committee also endorsed the principle of no team teaching within a classroom, which also has the effect of limiting the number of pupils who can be educated within a classroom.
1.6 The February 2007 report specified that the revised capacities are based on the physical space within classrooms. The report also introduced a new Perth and Kinross Council policy of allowing 2m2 per pupil for classroom spaces.
The outcome of the introduction of that policy and the legal requirements resulted in reduced capacities in some schools due to classroom size.
1.7 The consequences of limiting the number of pupils who can be taught in specific classrooms due to the 2m2 policy are:
Catchment children not being admitted to their catchment school because the available classroom is not physically large enough to accommodate them in terms of the policy i.e. if there are 24 P1’s and the class is 46m2, 1 of the children will not be admitted; An additional teaching resource being required due to having to bring a new classroom into use to meet the policy, this is illustrated in Appendix 1: Temporary building works being required, again this is illustrated in Appendix 1.
1.8 The proposals below will allow ECS to ensure that: teaching staffing budgets are not exceeded; property budgets are managed effectively; and catchment children have the best opportunity to attend their catchment school.
2. PROPOSALS
2.1 In October 2014, The Scottish Government issued guidance to Local Authorities ‘Determining Primary School Capacity Guidance’. http://www.gov.scot/Resource/0046/00461513.pdf
Page 124 of 132 This guidance contains a recommended approach for Local Authorities to determine capacity in order to create greater consistency across the country. Whilst it is for each Local Authority to set their own space metric for calculating capacities, the document recommends 1.7m2 per pupil for classroom areas as this space ratio is in line with the majority of Local Authorities’ existing policies.
2.2 This report seeks approval for the Executive Director (Education and Children’s Services) to maximise capacities by applying Scottish Government guidance, if required, to accommodate children living in the catchment area. This would be done annually in conjunction with the staffing exercise and would also be reviewed in future years.
2.3 The class size policy as outlined in section 1.5 and 1.6 above will continue to be adhered to. However the proposal is to apply the Scottish Government space capacity metric measurement of 1.7m2 per pupil to classroom areas, within schools where there are challenges identified in accommodating catchment pupils. This will provide greater flexibility and maximise use of classroom space.
2.4 The table below shows examples of how applying the Scottish Government guidance would work in practice in relation to class sizes:
Classroom Maximum Maximum number of pupils using 1.7m2 Size number of pupils using 2m2 P1 and P2 and P3 P4 – P7 Composite Classes Classes Classes 70m2 33 pupils* 25 pupils* 30 pupils* 33 pupils* 60m2 30 pupils 25 pupils* 30 pupils* 33 pupils* 55m2 27 pupils 25 pupils* 30 pupils* 32 pupils 50m2 25 pupils 25 pupils* 29 pupils 29 pupils 45m2 22 pupils 25 pupils* 26 pupils 26 pupils 40m2 20 pupils 23 pupils 23 pupils 23 pupils
*capped as per statutory class size maxima for pupils.
2.5 The Council’s Admissions Policy will be unchanged by this proposal and the priority for allocating pupil places in schools will be supported by this proposal to ensure, wherever possible, pupils can attend their catchment schools. . 3. CONCLUSION AND RECOMMENDATION
3.1 It is proposed to use the Scottish Government space capacity metric measurement of 1.7m2 for schools, as an additional mechanism to manage the accommodation available in primary schools, where there are challenges in accommodating catchment children. This will allow Education and Children’s Services to ensure that teaching staffing budgets are not exceeded
Page 125 of 132 while ensuring catchment children have the best opportunity to attend their catchment school.
3.2 This would be done annually in conjunction with the staffing exercise and would also be reviewed in future years.
3.3 It is recommended that the Committee:
(i) Agrees that the Executive Director (Education and Children’s Service’s) can apply the Scottish Government guidance of 1.7m2 per pupil for primary schools, if required, to accommodate children living in the catchment area. (ii) Requests the Executive Director (Education and Children’s Services) includes an update on the use of the variation as outlined above; and that this be incorporated in the annual Reserved Places Report.
Author(s) Name Designation Contact Details Greg Boland Senior Business and [email protected] Resources Manager 01738 475000
Approved Name Designation Date Sheena Devlin Executive Director 03 May 2018 (Education and Children Services)
Page 126 of 132 ANNEX
1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION
Strategic Implications Yes / None Community Plan / Single Outcome Agreement Yes Corporate Plan Yes Resource Implications Financial Yes Workforce No Asset Management (land, property, IST) Yes Assessments Equality Impact Assessment Yes Strategic Environmental Assessment Yes Sustainability (community, economic, environmental) Yes Legal and Governance No Risk Yes Consultation Internal Yes External Yes Communication Communications Plan No
1. Strategic Implications
Community Plan / Single Outcome Agreement
1.1 This proposals relate to the delivery of the Perth and Kinross Community Plan / Single Outcome Agreement in terms of the following priorities:
(i) Giving every child the best start in life (ii) Developing educated, responsible and informed citizens (iii) Promoting a prosperous, inclusive and sustainable economy (iv) Supporting people to lead independent, healthy and active lives (v) Creating a safe and sustainable place for future generations
This report relates to all of these Objectives.
Corporate Plan
1.2 The proposals relate to the achievement of the Council’s Corporate Plan Objectives.
The Perth and Kinross Community Plan 2013-2023 and Perth and Kinross Council Corporate Plan 2013/2018 set out five strategic objectives: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy;
Page 127 of 132 (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations.
This report relates to all of these Objectives.
1.3 The report also links to the Education & Children’s Services Policy Framework in respect of the following key policy area:
Maximising Resources
2. Resource Implications
Financial
2.1 There are no direct financial implications arising from this report.
Workforce
2.2 There are no direct workforce implications arising from this report.
Asset Management (land, property, IT)
2.3 There are no direct asset management implications arising from this report other than those reported within the body of the main report.
3. Assessments.
3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties. The Equality Impact Assessment undertaken in relation to this report can be viewed clicking here.
The proposals have been considered under the Corporate Equalities Impact Assessment process (EqIA) with the following outcome:
(i) Assessed as not relevant for the purposes of EqIA
Strategic Environmental Assessment
3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals.
The proposals have been considered under the Act however, no action is required as the Act does not apply to the matters presented in this report. This is because these matters relate to the School Estate Strategy which is being considered under the Act as part of The Council’s Asset Management Plan.
Page 128 of 132 Sustainability
3.3 Under the provisions of the Local Government in Scotland Act 2003 the Council has to discharge its duties in a way which contributes to the achievement of sustainable development. In terms of the Climate Change Act, the Council has a general duty to demonstrate its commitment to sustainability and the community, environmental and economic impacts of its actions.
The information contained within this report has been considered under the Act. However, no action is required as the Act does not apply to the matters presented in this report.
Legal and Governance
3.4 The Head of Legal and Governance Services has been consulted in the preparation of this report.
Risk
3.5 There are no key risks associated with this report.
4. Consultation
Internal
4.1 The Head of Democratic Services and Head of Property Services have been consulted in the preparation of this report.
External
4.2 There has been been no direct external consultation associated with the preparation of this report.
5. Communication
5.1 There has been no direct external communication associated with the preparation of this report.
2. BACKGROUND PAPERS te: No background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (other than any containing confidential or exempt information) were relied on to any material extent in preparing the above report.
3. APPENDICES
Appendix 1 - Illustrations of using 1.7m2 to maximise capacity
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Page 130 of 132 Appendix 1
Illustrations of using 1.7m2 to maximise capacity
6 class school example
The current approved capacity of the school is 142 pupils. The capacity is based on 6 classroooms. 3 of the classrooms cannot accommodate the maximum composite class size which is 25 pupils due to the 2m2 metric.
The pupil roll is currently 126 and 23 P1 pupils have been registered for August.
The current capacity, based on physical class size, would result in 7 pupils being refused places.
The current solution would be to create another temporary class (pod) to allow the 7 pupils in, which would require an additional teacher and some minor works within the school. The alternative, if it was not possible to create a temporary class, would be to refuse places to the 7 catchment pupils
Applying the Scottish Government Guidance of 1.7m2 per pupil would see the current school capacity increase to 150 without the need to create a 7th teaching space which would allow all 23 P1 pupils into the school and the school would still operate with 6 composite classes.
18 class school example
The current approved capacity is 514 pupils. This is the maximum number of pupils who could be accommodated in 18 classrooms. Each class can accommodate between 25 and 32 pupils based on the 2m2 policy. Applying the Scottish Government Guidance of 1.7m2 per pupil could accommodate an additional 52 pupils across the 18 classrooms.
The roll of the school will be 426 pupils for this session and all P1 catchment pupils can be accommodated. However, the school is currently operating with 17 classes and is seeking to increase to 18 classes for August to ensure that there can be space at each stage for pupils moving into the catchment area due to housebuilding.
Applying the 1.7m2 per pupil guidance would provide capacity for pupils moving into the catchment area during the school session without the need to create an 18th classroom and employ an 18th teacher.
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