CITY OF CARDIFF COUNCIL CYNGOR DINAS CAERDYDD

CABINET MEETING: 17 JULY 2014

SCHOOL ORGANISATION PLANNING: PRIMARY SCHOOL PROVISION IN CYNCOED, PENYLAN AND PARTS OF PLASNEWYDD

REPORT OF DIRECTOR OF EDUCATION AND LIFELONG LEARNING AGENDA ITEM:12

PORTFOLIO: EDUCATION & SKILLS (COUNCILLOR JULIA MAGILL)

Reason for this Report

1. To enable the Cabinet to consider a recommendation to hold public consultation on proposals which address the shortfall of English-medium primary school places in Cyncoed, Penylan and parts of Plasnewydd in both the short and long term.

Background

2. There has been an increased demand for primary school places in Cyncoed, Penylan and parts of Plasnewydd in the past five years. Proportionate demand for English-medium primary school places has also increased in the past three years. Projections indicate that the demand for places in Cyncoed, Penylan and in parts of Plasnewydd will exceed the capacity of local schools in future years.

3. Cyncoed, Penylan and Plasnewydd are served by a number of English- medium, Welsh-medium and faith-based primary schools. School catchment areas in Cardiff are not coterminous with ward boundaries and often serve all or part of several ward areas.

4. These areas are served by five English-medium community primary school catchment areas, namely:

• Albany Primary School • Lakeside Primary School • Marlborough Primary School • Rhydypenau Primary School • Roath Park Primary School

5. Albany Primary School catchment area falls within the secondary school catchment area of Cathays High School. The catchment areas of Lakeside, Marlborough, Rhydypenau and Roath Park primary schools fall

Page 1 of 16 within and taken together form the catchment area of Cardiff High School.

• In addition to the English-medium community provision Ysgol y Berllan Deg and Ysgol y Wern are the Welsh-medium primary schools serving the local area under consideration and are in the Ysgol Bro Edern and Ysgol Glantaf catchment for high school respectively.

6. Ysgol Y Berllan Deg is located in Llanedeyrn and serves a catchment area that includes Llanedeyrn and parts of Cyncoed, Llanishen, Lisvane, Pentwyn and Plasnewydd whilst Ysgol Y Wern is located in Llanishen and serves a catchment area that includes Llanishen and parts of Lisvane, Heath, Cyncoed, Rhiwbina and Tongwynlais.

7. Faith schools serving the locality include St Peter’s RC, Christ The King RC, St Philip Evans RC, All Saints CiW, St David’s CiW and St Monica’s CiW primary schools.

8. The geographical units that are most suitable to analyse the localised increase in demand for English-medium primary school places are the Cardiff High School catchment area and the four primary school catchment areas within, the reasons for which are set out in Appendix 1.

9. The Cardiff High School catchment serves part of each the following wards: • Cyncoed • Llanishen • Lisvane • Penylan • Plasnewydd

10. A map showing the Cardiff High School catchment area and primary school catchment areas within is attached as Appendix 2. A map showing the Ysgol Y Berllan Deg and Ysgol Y Wern catchment areas is attached as Appendix 3. A map showing the Ysgol Bro Edern and Ysgol Glantaf catchment areas is attached as Appendix 4.

Current capacity

11. The current number of Reception places at the four English-medium primary schools within the Cardiff High School catchment areas totals 238. The Welsh-medium schools do not have co-terminus catchment areas with the English-medium primary schools under consideration and although their catchment areas overlap with the catchment areas of the English-medium schools, the Welsh-medium schools themselves are located outside the area in which there has been localised increase in demand for English-medium.

12. The admission arrangements for, and areas served by, Faith schools also differ with families living in the Cardiff High School catchment area accessing schools located in neighbouring areas.

Page 2 of 16 13. Taking all primary schools (English-medium, Welsh-medium and faith schools) serving the area into account, the approximate number of places that serve the overall area is 302.

Establishing local demand for primary school places

14. Projections based upon NHS data received in 2013 indicate that the number of English-medium community pupils entering Reception will continue to increase in future years until at least September 2016, the latest year for which data are available. When considering likely demand for places across the area a number of factors have been used to inform projections and forecasts, including:

• Recent and historic populations known to be living in each area utilising NHS data • Recent and historic Numbers on roll taken from verified PLASC (Pupil Level Annual Census) for Cardiff schools • Recent and historic percentages of children attending English- medium and Welsh-medium community and faith places.

15. Forecasts have been prepared based on:

• likely demand if take up patterns were to remain consistent with the most recent years applying these trends to the relevant populations coming through in future years. • known populations along with a potential 3.6% annual uplift in English-medium places by comparison with recent take up patterns between 2011-2013 across the combined Marlborough and Roath Park catchment area

16. Taking all relevant factors into account a 3.6 % uplift is considered the most appropriate.

17. In addition, forecasts have taken into account: • current residential populations with the 3.6% uplift in English- medium places and • likely populations from the future residential developments currently in construction and proposed.

18. Full information regarding projections and forecasts prepared relevant to the area and the methodology used to establish likely demand are set out in Appendix 1.

Summary forecasts of demand for places at entry to Reception

19. The work undertaken to establish the likely demand across the area shows that there will be an overall projected shortfall of 62 - 87 Reception places in the Cardiff High School catchment area based on existing housing. There is a projected shortfall of English-medium places in the Marlborough and Roath Park catchment areas and a broad balance in the supply of and demand for English-medium places in the Lakeside and Rhydypenau Primary School catchment areas.

Page 3 of 16

20. When compared to the existing supply of places at Reception age, projections for September 2015 and 2016 indicate:

• a deficit of 52 English-medium community school places in September 2015, rising to a deficit of 60 in September 2016, in the combined Marlborough and Roath Park catchment areas, should the take-up of places continue at existing levels • alternatively, a deficit of 73 English-medium community school places in September 2015, rising to a deficit of 85 in September 2016, in the combined Marlborough and Roath Park catchment areas, should the uplift of 3.6% in the take-up of English-medium places continue • A surplus of 3 English-medium community school places in September 2015, followed by a deficit of 2 places in the combined Lakeside and Rhydypenau catchment areas.

Issues

Measures for balancing the supply of and demand for places

Recent measures for meeting excess demand at entry to Reception

21. Each of the English-medium primary schools within the Cardiff High School catchment area has been fully subscribed for a number of years. As the number of places at the four English-medium schools exceeded the combined catchment area demand, a few places have been filled by pupils resident outside of the combined catchment area.

22. Families resident in the combined catchment area who are unable to secure a place at a school are informed of available places at schools in neighbouring catchment area. Advising families of surplus places available in other nearby schools in nearby catchments, particularly where the available places are outside of the local secondary school catchment area, has proved unpopular.

23. Llanedeyrn and Springwood primary schools have been offered as alternative schools to Rhydypenau and Lakeside both for Reception and in-year admissions for in excess of 15 years and very few parents have taken up this option. In recent years, parents resident in the Marlborough Primary School catchment area have also been unwilling to accept places at these schools.

24. The Council was unable to admit pupils in excess of the Published Admission Number of 60 at Marlborough Primary School in September 2012 and September 2013 as the school could not accommodate pupils within existing classrooms nor could a demountable classroom be located on the site without compromising the land available for outdoor play.

25. In the absence of a long-term strategic solution, additional places at entry to Lakeside Primary School and Rhydypenau Primary School utilising existing accommodation were provided as a temporary measure

Page 4 of 16 in September 2012 and September 2013. However, providing additional places at these schools has not benefited families in the Marlborough catchment area.

26. The additional places were largely taken up by pupils resident in Pentwyn and Pontprennau (in the Llanishen High catchment area) as these pupils reside in closer proximity to the schools.

27. Families resident in the Marlborough catchment unable to secure a place at the school were informed of available places at schools in neighbouring catchment areas, including Llanedeyrn, Springwood, Baden Powell and Allensbank Primary schools.

Temporary measure for 2014-15 Reception intake

28. Owing to the success of the new wifi connections that were installed at Marlborough Primary School in September 2013, the school is planning to reorganise some areas of the curriculum including the teaching of IT.

29. This will provide sufficient classroom space to enable the school to accommodate 30 children in excess of the Published Admission Number in the Reception intake in September 2014.

30. In order to reorganise the curriculum and accommodate the single larger cohort of pupils, mobile IT hardware and associated software consistent with Cardiff High School (including laptops and iPads) to enable both research and full class IT skills teaching and learning will be provided.

31. Following the agreed admission of these additional pupils, the necessary adaptation and purchase of equipment is now proceeding and will be funded from existing approved budgets.

Long term options

Revision of catchment areas

32. Schools in neighbouring areas, such as Llanedeyrn Primary School and Springwood Primary School (within the Llanishen High School catchment) have a significant proportion of surplus places at entry to Reception and catchment projections indicate that this will continue until at least September 2016 (the latest date for which data are available).

33. Projections for September 2015 and 2016 indicate:

• a surplus of 39 English-medium community school places in September 2015, rising to a surplus of 54 in September 2016, in the combined Llanedeyrn and Springwood catchment areas.

34. Whilst surplus places remain available in these schools, these are considered to be not suitably located as they are distant from the seat of the demand for English-medium places, and few parents resident in the

Page 5 of 16 catchment areas of Marlborough and Roath Park have taken up places at these schools in recent years.

35. Allensbank Primary School (within the Cathays High School catchment) also has a significant proportion of surplus places at entry to Reception and catchment projections indicate that this will continue until at least September 2016:

• a surplus of 10 English-medium community school places in September 2015, rising to a surplus of 20 in September 2016, in the Allensbank catchment area.

36. However, the projected demand for English-medium places at schools neighbouring Allensbank (which include Gladstone, Rhydypenau and Ton-Yr-Ywen primary schools) also exceeds the supply of places. Allensbank is therefore well placed to meet excess demand from these areas rather than the excess demand from the Marlborough and Roath Park catchment areas.

37. Proposals have also been brought forward to meet the excess demand from within the catchment areas of English-medium schools South of Newport Road and schools in this area could not serve the excess demand from the Marlborough and Roath Park catchment area.

38. It is therefore considered that the revision of catchment areas does not present a suitable alternative to providing additional capacity in the Marlborough and Roath Park catchment areas to meet the local shortfall of places.

New build 2 FE primary school on the Howardian site

Existing Use

39. The Howardian site is owned by the Council and is currently used to deliver a range of services including Adult Community Learning classes; youth centre facility, large meeting facilities and some office accommodation.

Adult Community Learning (ACL)

40. Initial feasibility studies indicate the potential to locate the proposed new school so that the Howardian Centre can continue in use thus remaining available for Adult Community Learning (ACL) provision. However, the site has been identified for potential development under the Housing Partnership Programme. Whilst at present, it is not envisaged such development would take place before 2018 this would require consideration to be given to accommodation for ACL.

Youth Centre

Page 6 of 16 41. Whilst the feasibility studies referred to in paragraph 40, refer to the potential to avoid demolition of the Howardian Centre, this would result in the demolition of the existing Youth Centre.

42. Set out below are the activities currently accommodated at the Youth Centre.

43. The Duke of Edinburgh Scheme for Cardiff is currently centrally managed from the Howardian Youth Centre. The Scheme stores a large amount of outdoor equipment on site in two large containers. However this could be relocated and there is sufficient time to do this effectively in the event the decision is taken to proceed with this proposal.

44. The Youth Club currently runs for several evenings per week and the music studio in the main Howardian building is also very well used by Youth Services. There is also a Mental Health group that uses the Youth Centre facility once a week. Additionally, the Pupil Referral Unit uses the Youth Centre facilities daily between 9am and 3pm to deliver sessions.

45. Should the Youth Centre be demolished, the Howardian Centre would potentially be available on an interim basis.

46. If the proposal for a new school proceeds, the potential scope for community use including Youth activities would be explored.

47. The future of Youth Services is currently being considered as part of a commissioning process. An options paper outlining how Youth Services could be delivered in the future across Cardiff (including information regarding transition from existing service delivery to any new model of youth service provision) is expected to be considered by Cabinet later this year.

48. The PRU would need to be relocated before September 2015.

Potential future use as a primary school

49. At present there are no financial resources identified to invest in additional primary school provision in this locality.

50. However, the proposed disposal of the Howardian site presents an opportunity in terms of providing a potential site that is of the required size for a 2 Form Entry (FE) primary school in an appropriate location to meet the excess demand from within the combined Marlborough and Roath Park catchment areas.

51. As there would be land in excess of that required for providing for a 2FE primary school, the remaining land could be disposed of and the capital receipt utilised to part fund the construction of a new school. Current estimates suggest that the capital receipt would be insufficient to fund the entire construction of a 2FE primary school.

Page 7 of 16 52. A first phase would however reduce the funding gap significantly thus enabling the Council to manage the cashflow within the SOP consolidated financial model more efficiently. A first phase would include all school facilities necessary for the delivery of Foundation Phase education including Nursery, Reception, Year 1 and Year 2 classrooms and ancillary accommodation.

53. Housing development on privately owned sites may also generate a financial contribution through s106 agreements that could be used to support the delivery of additional places to serve this locality. However, without such contributions the funding gap for the first phase of build is estimated to be up to £1.8m depending on the timing of the demolition of the Howardian Centre. This includes an allocation of £500k which will allow for a range of options to achieve facilities for the proposed starter class from September 2015.

54. It is estimated that the second and final phase, providing the key stage 2 classrooms and associated ancillary accommodation would increase the funding gap by £2.7m.

55. Given the Council’s clear focus on capital investment supporting higher levels of educational achievement, coupled with changes in demographics, a start has been made on re-profiling the revised Programme of Projects submitted to Welsh Government in 2011. It is evident from this work that sufficient funds can be made available to fund both phases of construction of the proposed new school on the Howardian site. It is therefore proposed that Cabinet authorises officers to consult on this proposal in the Autumn during which time it is intended to bring a paper to the Cabinet with detailed proposals that will, inter alia, demonstrate how the current estimated funding gap of £4.5m can be met.

Land Use

56. At its meeting, 16 January 2014, the Cabinet received a report from the Director of Communities, Housing & Customer Services, ‘Housing Revenue Account Business Plan’. The Cabinet agreed at this meeting that the Howardian site off Hammond Way, Cardiff, CF23 9NB should be identified for potential development under the Housing Partnership Programme. It has also been established that there is a need for further English-medium primary education places to serve this locality. Therefore, it is proposed that the Howardian site is developed for dual use, i.e. part Housing Partnership Programme and part for new school development with officers given delegated authority to undertake the relevant apportionment of the site to accommodate the dual use

Educational Benefits

57. The following benefits would be expected to result from this proposal:

• Sufficient capacity to meet the increasing English-medium community pupil demand within the local area.

Page 8 of 16 • Pupils will be educated in high quality, modern buildings which will be able to support the delivery of a broad and balanced curriculum • When compared with smaller schools, the scale of a two form entry primary school permits greater flexibility and opportunity for pupils due to an extended, more enhanced and secure financial resource base. • A two form entry school can provide a greater degree of stability at all levels of leadership including maintaining a full and stable complement of school governors. • The ability to employ more teaching and support staff would allow the two form entry school to cover a wider range of curriculum expertise.

Interim arrangements

58. If the proposal to open a new school on the Howardian site proceeds the construction of a first phase could not be completed until September 2016. As it will not be possible to admit more than 60 pupils to Marlborough Primary School for September 2015 and beyond, interim arrangements will be needed

59. It will therefore be necessary to establish the new school as a starter class on the existing Howardian site. The proposed new school would be able to accommodate the relevant ages of children (i.e. Reception and Nursery) entering school in the 2015-16 academic year. Construction would continue onsite to complete the accommodation for the Foundation Phase by September 2016.

60. Cardiff Council has experience in the successful delivery of building projects on the sites of occupied schools/facilities resulting from the progression of a growing school organisation programme. There would be building work carried out on the site which would be managed effectively with the new schools management to ensure the full curriculum can be delivered, education standards maintained and safety standards met.

61. In the first instance accommodation to establish and open a new school would be provided on the Howardian site, utilising existing buildings and/ or temporary accommodation as appropriate.

Implications for secondary school provision

62. The demand for English-medium primary school places in the Cardiff High School catchment is projected to reach in excess of 300 pupils at entry to Reception in September 2016.

63. Based on recent trends, demand for English-medium places at entry to secondary education is likely to be in excess of 300 places also.

64. Proposals will be brought forward in good time to ensure that there are sufficient places to meet the demand for English-medium places within the Cardiff High School catchment area.

Page 9 of 16 65. The demand for Welsh-medium primary school places in the secondary school catchment of Ysgol Bro Edern, which includes the Ysgol Y Berllan Deg catchment, is projected to reach approximately 170 pupils at entry to Reception in September 2016.

66. Based on recent trends, demand for Welsh-medium places at entry to secondary education is not expected to exceed the 180 places available at Ysgol Bro Edern before September 2023, the latest date for which secondary catchment projections are available.

67. The demand for Welsh-medium primary school places in the secondary school catchment of Ysgol Gyfun Gymraeg Glantaf, which includes the Ysgol Y Wern catchment, is projected to reach approximately 319 pupils at entry to Reception in September 2016.

68. Based on recent trends, demand for Welsh-medium places at entry to secondary education is expected to exceed the 240 places available at Ysgol Gyfun Gymraeg Glantaf in September 2019.

69. Combined demand across the three Welsh-medium high school catchment areas is not projected to exceed overall capacity at Year 7 until 2022.

70. The English-medium catchment areas surrounding Cardiff High and some of the Welsh-medium secondary school catchment areas will face challenges without re-organisation of provision. There are large scale housing developments proposed in the North of the city in the period 2014-2026 for which additional secondary school places will be required. Any proposals brought forward to expand secondary school provision to meet the demand from additional housing could impact on the existing organisation and pattern of schools.

71. Officers are monitoring birth rates, the yield from proposed housing and the patterns of take up in English-medium, Welsh-medium and Faith provision at primary and secondary age with a view to bringing forward appropriate plans to meet the increased demand.

Local Member Consultation

72. Local Members welcomed the Council bringing forward a proposal to address the insufficiency of school places but some were concerned that clarity about admission arrangements and catchment areas at both primary and secondary school levels could not be resolved until later. They also expressed a desire for the school to be developed as a community hub able to deliver other council services.

Reasons for Recommendations

73. To respond to the rising demand for English-medium community primary school places within the area.

Page 10 of 16 74. To enable the Howardian site to be apportioned appropriately to provide the opportunity for development for dual use i.e. part Housing Partnership Programme and part for new school development.

Legal Implications

75. Section 48 of the School Standards and Organisation (Wales) Act 2013 requires that before school organisation proposals are published, under section 41-45, they must first be subject to consultation.

76. The School Organisation Code (Statutory Code Document 006/2013) reminds us that case-law has established that the consultation process should • be undertaken when proposals are still at a formative stage • include sufficient reasons and information for particular proposals to enable intelligent consideration and response • provide adequate time for consideration and response; and • ensure that the product of consultation is conscientiously taken into account when the ultimate decision is taken.

77. The Council has a legal obligation under Section 123 of the Local Government Act to obtain the best consideration reasonably obtainable from its land disposals.

Financial Implications

78. This report seeks authority for Officers to proceed to consultation upon proposals to address the shortfall of English-medium primary school places in the Marlborough Primary School catchment area. However as detailed below this is in advance of either agreement from WG to include this scheme within the existing 21 st Century Programme or identification of which schemes would be removed from the existing programme to finance the scheme.

79. The proposals which have relevant Financial Implications are the ICT investment at Marlborough Primary School and a proposed new-build 2FE primary school at Howardian.

80. There are references within this report to relocation of existing services (other than Education) presently based at Howardian. Any Financial Implications of those relocations are considered to be a matter for the appropriate Directorate(s) and any future reports they may present to Cabinet.

81. The ICT investment at Marlborough Primary School will be met from the Directorate’s existing Suitability and Sufficiency Capital budget.

82. The partial sale of land at the Howardian site would generate a Capital Receipt, which can be used to support part of the proposed new-build. However, after allowing for this receipt, estimated further resources of £4.5 million would be required.

Page 11 of 16 83. In November 2011, the Council submitted a 21 st Century Schools Programme bid to Welsh Government. The level of Capital investment contained within that Programme – predicated upon 50% WG funding, 50% Authority funding – was approved in-principle in December 2011. The full approval of specific grant funding is subject to approval by WG of detailed Business Cases for specific schemes.

84. It is proposed that the 21 st Century Schools Programme is reviewed and amended to release sufficient resources to meet the £4.5 million shortfall. Details of the displaced schemes will be provided in a further Cabinet report in the Autumn 2014.

85. However, Cabinet Members should note the potential implications should the review exercise prove unsuccessful in releasing resources to support this scheme. In particular decision-makers should note that there are limited opportunities to re-profile schemes from uncommitted areas of Council spend given that many schemes within the model are committed. The impact upon the SOP Consolidated Financial Model of the shortfall in Capital resources – using an assumed profile of expenditure – could be over £7.5 million. This would arise from the need for the Authority to borrow Capital resources, and thus interest payments of over £3 million would be required in addition to the Principal repayment of £4.5 million.

86. The average Capital charges arising – applied to the SOP Revenue Reserve as a result of borrowing requirements – would be circa £261,000 per annum. This would indicatively result in the SOP Reserve balance during the repayment period being up to 38% lower than current profiles.

87. A new-build 2FE primary school at Howardian was not included within the original 21 st Century Schools Programme bid, and the Directorate will therefore need to seek confirmation from WG that they are content for this scheme to be added into the Programme.

88. A further Cabinet report following consultation will need to provide robust Financial Implications of the proposed way forward.

89. Expectations arising during the consultation period will need to be managed appropriately by the Directorate, until full approval of resources is identified, including re-profiling of existing schemes.

Human Resources Implications

90. A Human Resources Framework has been produced in consultation with key stakeholders including Headteachers, governors, representatives of the diocesan authorities and the trade unions. It provides the basis for managing the human resources issues associated with School Organisation Planning and its purpose is to support governing bodies and staff working in schools, through a variety of strategies and with the ultimate aim of minimising compulsory redundancies across schools in Cardiff.

91. There would be a number of Human Resources implications relating to the proposal to establish an English-medium community primary school

Page 12 of 16 with nursery provision. The governing body of the school would need to consider the timescales for the appointment of a Headteacher in order that an appropriate staffing structure may be prepared and appointed to. The Headteacher and governing body would also need to consider the HR policies and procedures that it would adopt in relation to recruitment and once the school is established, in relation to the management of staff.

92. The Council would advocate the adoption of the HR Manual for Schools which has been designed to provide information and guidance to governing bodies, Headteachers and staff, on the human resources issues affecting schools, including a summary of the human resources responsibilities of governing bodies and Headteachers. The full adoption of the HR Manual would ensure that any staffing vacancies at the school would provide opportunities for individuals on the school redeployment register, in line with the Council’s Redeployment and Redundancy Policy for schools.

93. There is potential for the establishment of a new school to impact on the catchment areas of other existing schools in the area. If pupil numbers remain similar, any changes in catchment areas for the primary schools should not impact greatly on staffing. Larger changes could be managed through natural turnover of staff and through the effective use of the redeployment process for schools.

Statutory Screening Tool

94. The Statutory Screening Tool is attached at Appendix 4 and includes the Equality Impact Assessment and Strategic Environmental Assessment.

Equality Impact Assessment

95. An initial Equality Impact Assessment has been carried out on this proposal and concludes that there is a potential impact on all groups using the youth centre on the Howardian site which would need to be managed accordingly.

96. If the proposal were to proceed, an equality impact assessment would be carried out at the design stage to identify any reasonable adjustments that could be made to improve accessibility to accommodation used to establish the school and on the accessibility of the new build accommodation. The equality impact assessment would take into account policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and relevant Building Bulletins.

Environmental Assessments

97. A Strategic Environmental Assessment (SEA) on the proposal has been carried out in accordance with European Legislation. The assessment concludes that the proposal is compatible with the environmental objectives identified in the SEA of Cardiff’s 21st Century: A Strategic

Page 13 of 16 Framework for a School Building Improvement Programme. An Environmental Assessment is carried out as part of any planning application process.

Transport and Traffic Implications

98. Under these proposals there are no plans to change the Council’s policy on the transport of children to and from schools. Any pupils affected by these proposals as a result of changes to catchment areas would be offered the same support with transport as is provided throughout Cardiff and in accordance with the same criteria that apply across Cardiff. The Council’s transport policy for school children can be viewed on the Council’s website ( www.cardiff.gov.uk ).

99. In order to fully establish the Transport requirements for the Howardian site, a Transport Investigation is recommended prior to the Transport Assessment required for the planning process.

100. It is assumed that there would be two entrances to the new site, one from Hampton Court Road and one from Hammond Way. These are both residential streets and are cul-de-sacs.

101. School entrances would require adequate School Keep Clear road markings with associated Traffic Regulation Orders in order to ensure the entrances are kept clear of parked vehicles, and allow easy pedestrian access.

102. A 20mph zone would be required in the vicinity of the school entrances to ensure traffic speeds are appropriate for the changes. Traffic calming features may be required.

103. In order to ensure a school site is accessible for pupils walking or cycling to school, the walking routes to the site should be assessed.

104. With regard to access from the wider area, the existing pedestrian crossing facilities at the junction of Colchester Avenue with Pen-y-lan Road are poor and require upgrading. This is a busy junction, which does not currently have controlled pedestrian crossing facilities, and this may be a barrier to pupils walking to school.

105. Similarly, the junctions of Dorchester Avenue and Winchester Avenue with Waterloo Road require improving. The pedestrian facilities are poor at these junctions and could be a barrier to pupils when walking to school. Junction build-outs and speed tables are required to improve the pedestrian facilities.

Admission Arrangements

106. There are no plans to change the Council’s policy on the admission of children to schools as a result of these proposals.

Page 14 of 16 107. Whilst the statutory processes required to establish any new provision could be completed by September 2015 and would therefore enable the admission of pupils from this date, any amendments to admission arrangements for schools such as the establishment and/ or revision of catchment areas could not be implemented until September 2016 at the earliest.

108. Should the proposal to establish a new school proceed, it would be necessary to consult at a later date on revising catchment area arrangements in order to achieve a better match of future catchment populations to the local school capacities.

109. Detailed information regarding admission arrangements is contained in the Council’s Admission to Schools booklet, and this information can also be viewed on the Council’s website ( www.cardiff.gov.uk ).

RECOMMENDATIONS

The Cabinet is recommended to

1. authorise officers to:

• Proceed to public consultation on proposals which address the shortfall of English-medium primary school places in the Marlborough Primary School catchment area in both the short and long term. • Bring a report to a future Cabinet meeting on new proposals to balance the supply of and demand for school places in the Llanedeyrn area. • Bring a report to the Cabinet in the Autumn with detailed proposals that will, inter alia, demonstrate how the current estimated funding gap of £4.5m can be met.

2. Delegate authority to the Director of Communities, Housing & Customer Services and the Director of Education & Lifelong Learning to resolve the apportioning of the Howardian site to achieve the potential for development on a dual use basis.

NICK BATCHELAR Director 11 July 2014

The following appendices are attached:-

Appendix 1: Projections and Forecasts - establishing local demand for school places in Cyncoed, Penylan and parts of Roath Appendix 2: Plan of the existing catchment areas of Lakeside, Marlborough, Rhydypenau and Roath Park primary schools (which taken together form the Cardiff High School catchment area)

Page 15 of 16 Appendix 3: Plan of the existing catchment areas of Ysgol y Berllan Deg and Ysgol Y Wern Appendix 4: Statutory Screening Tool including Equality Impact Assessment and Strategic Environmental Assessment

Page 16 of 16 Appendix 1

Projections and Forecasts

Establishing local demand for school places in Cyncoed, Penylan and parts of Plasnewydd

In order to calculate the likely demand for the Cyncoed, Penylan and Plasnewydd areas, historic trends specific to the established school catchment areas have been used. The following paragraphs give details of these catchment areas, the data used and the methodology applied.

The combined areas of Cyncoed, Penylan and Plasnewydd are similar to the combined catchment areas of Albany, Lakeside, Marlborough, Rhydypenau, and Roath Park primary schools.

The combined primary school catchment areas of Lakeside, Marlborough, Rhydypenau, and Roath Park primary schools make up the secondary school catchment area of Cardiff High School. Projected demand for English-medium community school places in each of these primary school catchment areas are at high levels.

Albany Primary School falls within a separate secondary school catchment area (namely Cathays High School). Whilst the demand for places in the Albany Primary School catchment area has increased in recent years, projected demand from within the catchment remains below the school’s Published Admission Number. The supply of places throughout the Cathays High School catchment area is sufficient to meet demand and this is projected to continue.

The geographical units that are most suitable to analyse the localised increase in demand for primary school places are the Cardiff High School catchment area and the four primary school catchment areas within.

Projections of demand used throughout this paper are therefore based on the geographical area of the Cardiff High School catchment area and the primary school catchment areas within.

Projections based upon NHS data received in 2013 indicate that the number of school pupils entering Reception will continue to increase in future years until at least September 2016.

Table 1 (overleaf) sets out the most recent verified PLASC (Pupil Level Annual School Census) data as supplied by schools in January 2013, confirming the numbers of pupils in each of the four primary school catchment areas within the Cardiff High School catchment area, enrolled in Reception classes at English-medium, Welsh-medium and Faith schools.

Page 1 of 10 Table 1: Pupils in the Cardiff High School catchment area enrolled in the Reception class at English-medium, Welsh-medium and Faith schools – January 2013

English- Welsh-medium Faith schools Total Catchment area medium Lakeside 55 (88.7%) 3 (4.8%) 4 (6.5%) 62 (100%) Marlborough 82 (71.3%) 21 (18.3%) 12 (10.4%) 115 (100%) Rhydypenau 53 (93.0%) 2 (3.5%) 2 (3.5%) 57 (100%) Roath Park 50 (90.9%) 3 (5.5%) 2 (3.6%) 55 (100%) Total 240 (83.0%) 29 (10.0%) 20 (6.9%) 289 (100%)

Comparison of the population data supplied by the NHS with the number of pupils admitted to Cardiff schools from each cohort allows the Council to project both the demand for school places, and also the combined proportion of pupils that will opt for school places outside of Cardiff or take up places in the private education sector. Table 2 (below) sets out the demand for places at entry to Reception should the proportions of pupils in the Cardiff High School catchment area requiring places in English-medium, Welsh-medium and faith schools at entry to Reception in future years remain at the same levels as in 2013.

Table 2: Projected numbers of pupils entering the Reception age group resident within the Cardiff High School catchment area (existing housing only) if there were no changes to proportionate demand in each primary school catchment area

Academic Year: Projected Projected Projected Academic entering Projected English- Welsh- Faith Projected Year of Reception pupil medium medium school total birth Year population demand demand demand demand 2008/2009 2013/2014 326 247 30 21 298 2009/2010 2014/2015 353 266 34 23 323 2010/2011 2015/2016 381 287 37 25 349 2011/2012 2016/2017 394 300 36 24 360

Table 3 (below) sets out the total projected demand for places at entry to Reception in each of the English-medium primary school catchment areas within the Cardiff High School catchment area.

Table 3: Total projected demand (English-medium, Welsh-medium and faith) at entry to Reception in each of the English-medium primary school catchment areas within the Cardiff High School catchment area

Catchment area September 2013 September 2014 September 2015 September 2016 Lakeside 53 62 62 64 Marlborough 124 141 154 144 Rhydypenau 66 56 67 69 Roath Park 55 64 66 83 Total 298 323 349 360

Page 2 of 10 It is evident that a significant proportion of the pupil population is resident in the Roath Park and Marlborough catchments (approximately 63% in both September 2015 and 2016).

The number of places at schools in the Cardiff High School catchment area totals 238. All of these places are provided at English-medium primary schools as the Welsh-medium and Faith schools that serve the area are located outside of the Cardiff High School catchment boundary, and the catchment area boundaries for Welsh-medium community schools do not match the catchment area of English-medium community schools.

Ysgol Y Berllan Deg is located in Llanedeyrn and serves a catchment area that includes Llanedeyrn and parts of Cyncoed, Llanishen, Lisvane, Pentwyn and Roath whilst Ysgol Y Wern is located in Llanishen and serves a catchment area that includes Llanishen and parts of Lisvane, Heath, Cyncoed, Rhiwbina and Tongwynlais . Furthermore the admission arrangements for, and areas served by, Faith schools also differ. The approximate number of places that serve the overall area amount to 302.

Paragraphs (a) to (b) provide an analysis of the existing supply of and demand for places in and around the Cardiff High School catchment area.

Schools within the Cardiff High School catchment area:

(a) From the most recent verified PLASC data supplied by schools in January 2013 it is possible to establish the number of pupils resident in the Cardiff High School catchment area attending Welsh-medium and Faith schools in other areas of Cardiff.

English-medium community schools

English-medium community school places to serve the Cardiff High School catchment area are provided at Lakeside, Marlborough, Rhydypenau and Roath Park Primary Schools. These schools provide a total of 238 places at entry to Reception.

At January 2013, there were 1602 primary age pupils (aged 4-11) resident in the Cardiff High School catchment area attending English-medium primary schools in Cardiff.

At January 2013, there were 761 primary age pupils (aged 4-11) resident in the combined Marlborough and Roath Park catchment areas attending English-medium primary schools in Cardiff.

The take up of English-medium community places in the Cardiff High School catchment area has risen from 190 pupils in the Reception age group in 2009 to 240 pupils in 2013.

Page 3 of 10 The take up of English-medium community places in the Northern part of the catchment area, served by Lakeside and Rhydypenau primary schools, has risen from 98 pupils in the Reception age group in 2009 to 108 pupils in 2013. Lakeside and Rhydypenau each provide 60 places at entry to Reception.

The take up of English-medium community places in the Southern part of the catchment area, served by Marlborough and Roath Park primary schools, has risen by a greater proportion, from 92 pupils in the Reception age group in 2009 to 132 pupils in 2013. Marlborough and Roath Park provide 60 and 58 places at entry to Reception respectively.

The combined projected demand for English-medium school places significantly exceeds the supply of 238 places at Reception between these schools. As these four schools have been fully subscribed at entry to Reception in recent years projections reflect the take up of places at each of these schools which had been capped at the number of places available.

Additional places were provided at Rhydypenau and Lakeside primary schools in September 2012 and September 2013 to assist pupils in those catchment areas and in other neighbouring catchment areas but this did not directly many benefit pupils in the Marlborough & Roath Park catchment areas. However, the net increase of places across the wider locality may have indirectly assisted pupils in the Marlborough and Roath Park catchments as they were then able to access places at other schools that otherwise have been filled.

The Council also allowed the admission of up to 90 pupils to Reception at Marlborough Primary School for September 2014 and this school was fully subscribed in the first round of admissions.

The total demand for English-medium primary school places in the Cardiff High School catchment area is therefore difficult to assess. Pupils who are resident in the combined Marlborough and Roath Park primary school catchment areas, who are unable to gain access to their catchment area school, may request places at alternative schools in neighbouring catchment areas. However, a number of these schools, including Albany Primary, Stacey Primary, Gladstone Primary and Lakeside Primary have also been fully subscribed at entry.

Other schools serving the area

Welsh-medium community schools

There are no Welsh-medium primary schools located within the Cardiff High School catchment area. Welsh-medium community school places to serve the Cardiff High School catchment area are provided at Ysgol Y Berllan Deg and Ysgol Y Wern.

Page 4 of 10 At January 2013, there were 216 primary age pupils (aged 4-11) resident in the Cardiff High School catchment area attending Welsh-medium primary schools in Cardiff.

At January 2013, there were 158 primary age pupils (aged 4-11) resident in the combined Marlborough and Roath Park catchment areas attending Welsh- medium primary schools in Cardiff.

The take up of Welsh-medium community places in the Cardiff High School catchment area has fluctuated but has fallen in recent years from 35 pupils in the Reception age group in 2010 to 29 in 2013.

Both Ysgol Y Berllan Deg and Ysgol Y Wern have been fully subscribed at entry to Reception but have been able to admit all pupils within their catchment area in the first round of admission.

Additional places have been provided temporarily at Ysgol Y Wern to meet the rising demand from within its catchment area. A consultation on permanently increasing the number of places at Ysgol Y Wern is underway in the Summer term of 2014.

Places at Ysgol Gymraeg Pen Y Groes, neighbouring the catchment areas of Y Berllan Deg and Y Wern, are also available.

For the purpose of assessing the supply of Welsh-medium school places serving the Cardiff High School catchment area, an estimate of 35 places at entry to Reception has been used.

Faith-based primary schools

There are no Faith-based primary schools located within the Cardiff High School catchment area. Faith-based primary school places that serve the Cardiff High School catchment area are provided at a number of primary schools including:

• St Peter’s RC • Christ The King RC • St Philip Evans RC • All Saints CiW • St David’s CiW • St Monica’s CiW

At January 2013, there were 153 primary age pupils (aged 4-11) resident in the Cardiff High School catchment area attending Faith-based primary schools in Cardiff.

At January 2013, there were 114 primary age pupils (aged 4-11) resident in the combined Marlborough and Roath Park catchment areas attending Faith- based primary schools in Cardiff.

Page 5 of 10 The number of pupils resident in the Cardiff High School catchment area enrolling in Reception at Faith-based primary schools has fluctuated in recent years and has fallen from 21 pupils in 2009 to 20 pupils in 2013. As a number of these schools have been fully subscribed at entry to Reception in recent years projections reflect the take up of places at each of these schools which at some schools had been capped at the number of places available.

For the purpose of assessing the supply of Faith-based school places serving the Cardiff High School catchment area, an estimate of 29 places at entry to Reception has been used.

Table 4 (below) compares the existing supply of English-medium, Welsh- medium and Faith school places with the most recent verified take up of school places in each area.

Table 4: Existing supply of places compared to most recent take up of places at entry to Reception as at January 2013

Supply of places at Reception Take up of places: January 2013 age: January 2014

Catchment English- Welsh- Faith Total English- Welsh- Faith Total area medium medium places medium medium demand by by area area Combined Cardiff High School 238 35 29 302 240 29 20 289 catchment area

(b) The above table sets out the baseline data, taking account of the existing notional supply of places and the most recent take-up of places. Paragraphs (c) to (d) provide detail of the projected demand for places from proposed additional housing and potential changes to the proportionate demand for places in English-medium and Welsh-medium community schools and Faith schools.

Proposed new housing

(c) A number of small sites in the area are proposed for housing development, some of which have planning permission with others at early stages of consideration. Additional pupil yields from these developments would further exacerbate the overall shortfall.

In accordance with the Council’s approved Supplementary Planning Guidance, financial contributions are sought from housing developers to meet the demand arising from proposed additional housing.

Page 6 of 10 The pupil yield from the housing developments at the UWIC Colchester Avenue Campus and the former Livermore dairy is incorporated in catchment area projections.

The remaining small sites proposed within the combined Cardiff High School catchment area are not sufficiently large for the Council to be able to request s106 financial contributions. Of the dwellings proposed in the Plasnewydd (Roath) area, the majority of those that are also within the Cardiff High School catchment area are one bed properties from which no pupil yield is expected, or are apartments from which reduced yields (compared to houses) are expected. The combined total projected yields for all proposed housing are therefore included in Table 5 (overleaf).

Table 5: Projected pupil yield from potential housing developments expected that may impact on the demand for primary school places in the Cardiff High catchment area Area (parts Potential within the Proposed units Potential EM Yield per WM Yield per yield Cardiff High – all yield per year group year group primary 1 3 3 School developments 1 year group (@85-90%) (@10-15%) age catchment only) Cyncoed 26 5 <1 <1 <1

Lisvane 0 0 0 0 0

Llanishen 0 0 0 0 0

Plasnewydd 25 <3 <1 <1 <1 (Roath)

Penylan 48 9 <1 1 <1

Totals 99 17 2 2 <1

Forms of entry (FE) 2 <0.1 <0.1 <0.1

1Yields are based upon the composition and size of dwellings where known. Where this information is not available, estimates are used. 2 A Form of entry (FE) enables up to 30 pupils to be admitted to each age group. 3 The reasons for the proportionate split of 80% English-medium / 20% Welsh-medium demand are explained in paragraphs e and f.

Whilst the potential yields from the housing developments increase the demand for places overall the impact on the demand for places in each of the areas will vary.

Following the recent completion of housing developments, including those at the former UWIC Colchester Avenue Campus and the former Livermore dairy, catchment projections reflect an uplift in pupil migration trends established in the past three years.

Page 7 of 10 (d) For the purposes of this report therefore the additional yield of <0.1FE calculated from proposed new housing has not been added to September 2016 trend projections as projections already take account of in-migration and the rate of new housing completion is not likely to exceed that of the past three years.

Demand for English-medium education

There has been a period of sustained growth in the proportionate take up of English-medium community school Reception places in the combined Marlborough and Roath Park catchment areas from 70.8% in January 2011 to 77.6% in January 2013.

There has been no sustained change in demand for English-medium places in the combined Lakeside and Rhydypenau catchment areas.

As verified school data for 2014 is not yet available, Table 6 (below) sets out the projected intakes at entry to Reception year in the combined Marlborough and Roath Park catchment areas based upon two scenarios; no growth, and an annual uplift of 3.6% compared to the most recent take up of 77.6%.

Table 6: Projected intakes at entry to Reception year based upon two scenarios; no growth and an annual uplift of 3.6% in the combined Marlborough and Roath park catchment areas

Academic Academic Projected Projected Projected Total EM Total EM Year of Year: English- English- English- demand: demand: birth entering medium medium medium entire Cardiff Reception demand – demand – demand – Cardiff High Year Rhydypenau Marlborough Marlborough High School & Lakeside & Roath & Roath School catchment catchments Park Park catchment area - no uplift catchments catchments area (no (including - no uplift 3.6% uplift uplift) uplift)

2008/2009 2013/2014 108 139 144 247 252 2009/2010 2014/2015 107 159 171 266 278 2010/2011 2015/2016 117 170 191 287 308 2011/2012 2016/2017 122 178 203 300 325

Projections of the need for English-medium places to serve the Marlborough and Roath Park catchments are based on an uplift of 3.6% as it is considered that this would better represent the likely growth in demand for English- medium places.

(e) The estimated split of 85 – 90% of pupils from the proposed housing developments requiring places in English-medium schools reflects the projected level of demand illustrated in the preceding paragraphs.

Demand for Welsh-medium community and Faith education

Page 8 of 10 The proportion of Reception age pupils enrolled in Welsh-medium education in the Cardiff High School catchment area fell from 15.5% in January 2008 to 11.7% in January 2011, and fell further to 10% in January 2013.

(f) The estimated split of 10 – 15% of pupils from the proposed housing developments requiring places in Welsh-medium schools also reflects the projected level of demand illustrated in the preceding paragraph.

The proportion of Reception age pupils enrolled in Faith schools in the Cardiff High School area has fluctuated between 4.8% and 11.7% in the period 2007 – 2013. The number of pupils attending faith schools has also fluctuated between 12 and 32 pupils per Reception intake in this period.

Projected demand for Welsh-medium and Faith school places therefore take account of the projected uplift in demand for English-medium places and are reduced accordingly.

Summary forecasts of demand for places at entry to Reception

Table 7 (below) sets out the existing supply of places and forecast intakes at entry to Reception year taking into account the uplift in demand of 3.6% for English-medium places, and the range of demand for Welsh-medium and Faith school places should the uplift continue.

Table 7: Supply of and projected demand for school places within the Cardiff High School catchment area in September 2016 including planned housing developments.

English- Welsh- Faith Total medium medium Supply of Places 238 35 29 302

Demand: Projected demand excluding uplift: 300 36 24 360 September 2016 Surplus 5 Deficit 62 1 58

Demand: Projected demand including 3.6% 325 uplift: September 2016 360 Range of reduced Welsh-medium 23-36 12-24 and/ or Faith demand Surplus 0-12 5-17 Deficit 87 58

When compared to the existing supply of places at Reception age, projections taking account of the uplift in English-medium demand and reduced demand for Welsh-medium and/ or Faith school places indicate the following levels of surplus:

Page 9 of 10 • Up to 12 surplus Welsh-medium places serving the Cardiff High School catchment area, based on recent trends • Up to 17 surplus faith-based places serving the Cardiff High School catchment area, based on recent trends

This leaves projected shortfalls to address in the Cardiff High School catchment areas as follows:

• Demand for English-medium community schools in the Cardiff High School catchment area greatly exceeding the supply by 62 places, rising to 87 places should the uplift in demand continue, based on recent trends.

In summary, it is proposed that an addition of 2FE English-medium community school places is provided to meet the projected shortfall. The rising demand for English-medium community school places will be kept under review.

Page 10 of 10 Appendix 2

Rhydypenau Primary School catchment area

Lakeside Primary School catchment area

Roath Park Primary School catchment area Marlborough Primary School catchment area

PRIMARY SCHOOL PROVISION IN CYNCOED, PENYLAN AND PARTS OF ROATH Reproduced from the Ordnance Survey mapping with the permission Appendix 2: Plan of the existing catchment areas of Lakeside, Marlborough, Rhydypenau and of the Controller of Her Majesty's Stationery Office c Crown Copyright. Roath Park primary schools (which taken together form the Cardiff High School catchment area) Unauthorised reproduction infringes Crown Copyright and may lead to prosecution or civil proceedings. English-medium primary school catchment areas This copy is produced specifically to supply Council information. No further copies Cyncoed Penylan Plasnewydd (Roath) may be made. electoral ward electoral ward electoral ward CARDIFF COUNTY COUNCIL Licence no.LA09005L. Appendix 3

Ysgol y Wern catchment area

Ysgol Y Berllan Deg catchment area

PRIMARY SCHOOL PROVISION IN CYNCOED, PENYLAN AND PARTS OF ROATH Reproduced from the Ordnance Survey mapping with the permission Appendix 3: Plan of the existing catchment areas of Ysgol y Berllan Deg and Ysgol Y Wern of the Controller of Her Majesty's Stationery Office c Crown Copyright. Unauthorised reproduction infringes Crown Copyright and may lead to prosecution or civil proceedings. Welsh-medium primary school catchment areas This copy is produced specifically to supply Council information. No further copies Cyncoed Penylan Plasnewydd (Roath) may be made. electoral ward electoral ward electoral ward CARDIFF COUNTY COUNCIL Licence no.LA09005L. Ysgol Gyfun Gymraeg Glantaf Ysgol Gyfun Gymraeg Bro Edern

Appendix 4

Reproduced from the Ordnance Survey mapping with the permission of the Controller of Her Majesty's Stationery Office c Crown Copyright. Unauthorised reproduction infringes Crown Copyright and may lead to prosecution or civil proceedings.

Ysgol Gyfun Gymraeg Plasmawr This copy is produced specifically to supply Council information. No further copies may be made.

CARDIFF COUNTY COUNCIL Licence no.LA09005L. Appendix 5

Cardiff Council Statutory Screening Tool Guidance

If you are developing a strategy, policy or activity that is likely to impact people, communities or land use in any way then there are a number of statutory requirements that apply. Failure to comply with these requirements, or demonstrate due regard, can expose the Council to legal challenge or other forms of reproach.

For instance, this will apply to strategies (i.e. Housing Strategy or Disabled Play Strategy), policies (i.e. Procurement Policy) or activity (i.e. developing new play area).

Completing the Statutory Screening Tool will ensure that all Cardiff Council strategies, policies and activities comply with relevant statutory obligations and responsibilities. Where a more detailed consideration of an issue is required, the Screening Tool will identify if there is a need for a full impact assessment, as relevant.

The main statutory requirements that strategies, policies or activities must reflect include:

• Equality Act 2010 - Equality Impact Assessment • Welsh Government’s Sustainable Development Bill • Welsh Government’s Statutory Guidance - Shared Purpose Shared Delivery • United Nations Convention on the Rights of the Child • United Nations Principles for Older Persons • Welsh Language Measure 2011 • Health Impact Assessment • Habitats Regulations Assessment • Strategic Environmental Assessment

This Statutory Screening Tool allows us to meet all the requirements of all these pieces of legislation as part of an integrated screening method that usually taken no longer than an hour.

The Screening Tool can be completed as a self assessment or as part of a facilitated session, should further support be needed. For further information or if you require a facilitated session please contact the Policy, Partnerships and Citizen Focus Team on 2078 8563 e-mail: [email protected]. Please note:

- The completed Screening Tool must be submitted as an appendix with the Cabinet report. - The completed screening tool will be published on the intranet.

Statutory Screening Tool

Name of Strategy / Policy / Activity: Date of Screening: Primary school provision in Cyncoed, Penylan and parts of Roath July 2014

Service Area/Section: Education & Lifelong Learning Lead Officer: Nick Batchelar Attendees: Self assessment

What are the objectives of the Policy/Strategy/Project/Procedure/ Please provid e background information on the Service/Function Policy/Strategy/Project/Procedure/Service/Function and any research done [e.g. service users data against demographic statistics, similar EIAs done etc.] Proposal Projections based upon NHS data received in 2013 indicate that the number of English-medium community places entering Reception will continue to increase in To provide sufficient capacity to meet the increasing English-medium future years until at least September 2016, the latest year for which data are available. community pupil demand within the local area by: When considering likely demand for places across the area a number of factors have - Establishing a 2 FE primary school on part of the site of the been used to inform projections and forecasts, including: Howardian Community Education Centre, Hammond Way, Cardiff • Recent and historic populations known to be living in each area utilising CF23 9NB. NHS data • Recent and historic Numbers on roll taken from verified PLASC (Pupil Level Annual Census) for Cardiff schools • Recent and historic percentages of children attending English-medium and Welsh-medium community and faith places.

Forecasts have been prepared based on: • likely demand if take up patterns were to remain consistent with the most recent years applying these trends to the relevant populations coming through in future years. • known populations along with a potential 3.6% annual uplift in English- medium places by comparison with recent take up patterns between 2011- 2013 across the combined Marlborough and Roath Park catchment area

Taking all relevant factors into account a 3.6 % uplift is considered the most appropriate.

In addition, forecasts have taken into account: • current residential populations with the 3.6% uplift in English-medium places and • likely populations from the future residential developments currently in Page 2 of 31

construction and proposed.

Full information regarding projections and forecasts prepared relevant to the area and the methodology used to establish likely demand are set out in the Appendices of the Cabinet Report: ‘Schools Organisation Planning - Primary school provision in Cyncoed, Penylan and parts of Roath’ July 2014.

Summary forecasts of demand for places at entry to Reception

The work undertaken to establish the likely demand across the area shows that there will be an overall projected shortfall of 62 - 87 Reception places in the Cardiff High School catchment area based on existing housing. There is a projected shortfall of English-medium places in the Marlborough and Roath Park catchment areas and a broad balance in the supply of and demand for English-medium places in the Lakeside and Rhydypenau Primary School catchment areas.

When compared to the existing supply of places at Reception age, projections for September 2015 and 2016 indicate:

• a deficit of 52 English-medium community school places in September 2015, rising to a deficit of 60 in September 2016, in the combined Marlborough and Roath Park catchment areas, should the take-up of places continue at existing levels • alternatively, a deficit of 73 English-medium community school places in September 2015, rising to a deficit of 85 in September 2016, in the combined Marlborough and Roath Park catchment areas, should the uplift of 3.6% in the take-up of English-medium places continue • A surplus of 3 English-medium community school places in September 2015, followed by a deficit of 2 places in the combined Lakeside and Rhydypenau catchment areas.

Howardian site

The Howardian site has been identified as a potential site for housing. It is proposed that the new school is established on part of this site.

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Part 1: Impact on outcomes and due regard to Sustainable Development

Please use the following scale when considering what contribution the activity makes: + Positive Positive contribution to the outcome

- Negative Negative contribution to the outcome ntrl Neutral Neutral contribution to the outcome Uncertain Not Sure Uncertain if any contribution is made to the outcome

Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn 1.1 People in Cardiff are healthy; x - See 1.2 below – encouraging walking, cycling and use of Consider the potential impact on public transport • the promotion of good health, prevention of damaging - See 1.3 below re crime prevention - Secure by Design behaviour, promote healthy eating/active lifestyles etc, • vulnerable citizens and areas of multiple deprivation • Addressing instances of inequality in health 1.2 People in Cardiff have a clean, attractive and sustainable x - The design should achieve BREEAM Excellent or above. environment; Consider the potential impact on - Passivhaus design principles and methodology have been applied and adopted which result in facilitating most of the • the causes and consequences of Climate Change and school classroom windows facing North/South orientation, creating a carbon lite city limiting and optimising summer and winter sun respectively. - The wall construction and key junction details have been carefully developed to achieve a highly air tight building. - Wherever possible the design will promote, specify and use locally sourced materials which have a commitment to sustainability and the environment. • encouraging walking, cycling, and use of public transport x - The limited scope for parking would encourage walking and and improving access to countryside and open space cycling to school.

- Consideration would be given to improving the road, infrastructure, walking routes and public transport.

- A travel plan would be submitted along with the planning application, detailing proximity to public transport and

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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn walking and cycling routes.

• reducing environmental pollution (land, air, noise and water) x As part of the BREEAM process, an acoustic report would be prepared to ascertain the site acoustic levels and the acoustic impact of the proposed school. A further report would be prepared for the proposal in line with the BB93 Acoustics for School requirements. • reducing consumption and encouraging waste reduction, x The scheme to achieve BREEAM Excellent or above. reuse, recycling and recovery The following could be incorporated into the design of the scheme:

• Sustainable urban drainage system • Solar hot water • Photovoltaic • Natural Ventilation • Control of solar gains • Rainwater Harvesting • A or A+ rated materials in accordance with BRE Green Guide to Specification

Cardiff Council, Waste Management would advise on the provision of waste and recycling collection at the site.

• encouraging biodiversity x The site includes an area of mown grass, hedgerows and a small number of trees. The site is located next to a nature reserve.

Potentially some or all of the grassed area and the trees could be lost to the development of a school/housing. Some hedgerows may also need to be removed.

Ecological surveys would be undertaken as necessary and recommendations to mitigate any impacts on biodiversity would be considered as part of the planning application.

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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn

A new build provides the opportunity to consider innovative ways to encourage biodiversity through the integration of the Eco-schools initiative into new build schemes.

1.3 People in Cardiff are safe and feel safe; x The South Wales Police’s Crime Prevention Design Advisor Consider the potential impact on would be consulted and the recommendations considered and • reducing crime, fear of crime and increasing safety of incorporated where practicable. It is the aim that the building individuals would meet the Secure by Design standard. • addressing anti-social behaviour • protecting vulnerable adults and children in Cardiff from harm or abuse 1.4 Cardiff has a thriving and prosperous economy; x The school would provide employment. Consider the potential impact on • economic competitiveness (enterprise activity, social x Consideration would be given to using local sub-contractors and suppliers. enterprises, average earnings, improve productivity)

• Assisting those Not in Education, Employment or Training • attracting and retaining workers (new employment and training opportunities, increase the value of employment,) • promoting local procurement opportunities or enhancing the capacity of local companies to compete 1.5 People in Cardiff achieve their full potential; x The facility would provide education (every child has the right to Consider the potential impact on education) • promoting and improving access to life-long learning in Investment in buildings enables schools to be best placed to Cardiff x provide the opportunities for learners to achieve their potential. • raising levels of skills and qualifications

• giving children the best start x Potentially the school buildings could be used to deliver • improving the understanding of sustainability community provision including life-long learning activities outside • addressing child poverty (financial poverty, access poverty, of school hours. participation poverty) • the United Nations Convention on the Rights of a Child and x If the proposal were to proceed, an equality impact assessment Principles for Older persons would be carried out at the design stage to identify any reasonable adjustments that could be made to improve

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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn accessibility to the accommodation used to establish the school and on the accessibility of the new build accommodation. The equality impact assessment would take into account policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and relevant Building Bulletins.

1.6 Cardiff is a Great Place to Live, Work and Play x Using the Council’s online sources there are no cultural heritage Consider the potential impact on receptors recorded within the site boundary. • promoting the cultural diversity of Cardiff • encouraging participation and access for all to physical activity, leisure & culture • play opportunities for Children and Young People • protecting and enhancing the landscape and historic heritage of Cardiff • promoting the City’s international links 1.7 Cardiff is a fair, just and inclusive society. x See Equality Impact Assessment below and attached. Consider the potential impact on • the elimination of discrimination, harassment or Recruitment of school staff: The Council’s recruitment process victimisation for equality groups would ensure that good practice is followed, including the application of the Council’s policies on equal opportunities.

• has the community or stakeholders been engaged in x - Engagement through public consultation with relevant developing the strategy/policy/activity? stakeholders • how will citizen participation be encouraged (encouraging - Design Commission for Wales (DCfW) Review Panel actions that consider different forms of consultation, - The Design Equalities Advisory Group (DEAG) and/or the through more in depth engagement to full participation in Cardiff Council Access Focus Group (CCAFG) that includes service development and delivery)? representatives from external groups would be given the opportunity to comment at the design stage. - Relevant departments in the Council - South Wales Police’s Crime Prevention Design Advisor - Ecological Appraisal - external surveyors if appropriate

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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn EQUALITY IMPACT ASSESSMENT (This is attached on page 12) Will this Policy/Strategy/Project have a differential impact on any of the following:

1.8 The Council delivers positive outcomes for the city and its x citizens through strong partnerships Potential efficiencies if the school facilities were used to deliver Consider the potential impact on community provision outside of school hours. • strengthening partnerships with business and voluntary sectors • the collaboration agenda and the potential for shared services, cross-boundary working and efficiency savings

SUMMARY OF APPRAISAL (highlight positive and negative effects of the policy / plan / project being assessed, demonstrating how it contributes to the economic, social and environmental sustainability of the city):

Economic

- The school would provide employment. - Consideration would be given to using local sub-contractors and suppliers. - Potential efficiencies if the school facilities were used to deliver community provision outside of school hours.

Social - Investment in buildings enables schools to be best placed to provide the opportunities for learners to achieve their potential. - There could be the potential for community use of school facilities outside of school hours. - The proposal should have a positive impact on the environment and the health and well-being of pupils. The new proposal would establish primary school provision to serve the local area. This should minimise the outflow of pupils to other areas of Cardiff thereby reducing the use of cars or public transport and encouraging walking and cycling to and from school. - Secure by Design - Accessibility has been considered. See Equality Impact Assessment, page 18 section 3.2.

Environmental sustainability

- It is proposed that the design achieves BREEAM Excellent or above. - The limited scope for parking would encourage walking and cycling to school.

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- Consideration would be given to improving the road infrastructure, walking routes and public transport. - A travel plan would be submitted along with the planning application, detailing proximity to public transport and walking and cycling routes.

WHAT ACTIONS HAVE BEEN IDENTIFIED OR CHANGES BEEN MADE TO THE POLICY / PLAN / PROJECT AS A RESULT OF THIS APPRAISAL:

Recommendations made in the Equality Impact Assessment and any Ecological Appraisal would be taken into account in the planning application Design & Access Statement and Environmental Assessment respectively.

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Part 2: Strategic Environmental Assessment Screening

Yes No 2.1 Does the plan or programme set the framework for future x development consent? 2.2 Is the plan or programme likely to have significant, positive or x negative, environmental effects?

Is a Full Strategic Environmental Assessment Screening Yes No Needed? X
If yes has been ticked to both questions 2.1 and An SEA has been 2.2 then the answer is yes undertaken (attached)
If a full SEA Screening is required then please

contact the Sustainable Development Unit to

arrange (details below)

If you have any doubt on your answers to the above questions regarding SEA then please consult with the Sustainable Development Unit on 2087 3228 [email protected]

Part 3: Habitat Regulation Assessment (HRA) Yes No Unsure

3.1 Will the plan, project or programme results in an activity x which is known to affect a European site, such as the Severn Estuary or the Cardiff Beech Woods? 3.2 Will the plan, project or programme which steers x development towards an area that includes a European site, such as the Severn Estuary or the Cardiff Beech Woods or may indirectly affect a European site? 3.3 Is a full HRA needed? x

Details of the strategy will be sent to the County Ecologist on completion of the process to determine if a Habitat Regulation Assessment is needed. For further information please phone 2087 3215 or email [email protected]

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Appendix 1 – Statutory Requirements

It is possible that the Impact Screening Tool will identify the need to undertake specific statutory assessments:

• Equality Impact Assessment : This assessment is required by the Equality Act 2010 and Welsh Government’s Equality Regulations 2011. • Sustainable Development Bill : The Bill, when it comes into effect, will require sustainable development (SD) to be a central organising principle for the organisation. This means that there is a duty to consider SD in the strategic decision making processes. • Shared Purpose Shared Delivery - The Welsh Government requires local authorities to produce a single integrated plan to meet statutory requirements under a range of legislation. Cardiff Council must therefore demonstrate its contribution towards Cardiff’s own integrated plan; “What Matters ”. • United Nations Convention on the Rights of the Child : The Children Act 2004 guidance for Wales requires local authorities and their partners to have regard to the United Nations Convention on the Rights of a Child. • United Nations Principles for Older Persons: The principles require a consideration of independence, participation, care, self-fulfillment and dignity. • The Welsh Language Measure 2011 : The measure sets out official status for the Welsh language, a Welsh language Commissioner, and the freedom to speak Welsh. • Health Impact Assessment : (HIA) considers policies, programmes or projects for their potential effects on the health of a population • Strategic Environmental Impact Assessment: A Strategic Environmental Assessment (SEA) is an European Directive for plans, programmes and policies with land use implications and significant environmental effects. • Habitats Regulations Assessment : The Conservation (Natural Habitats, &c.) (Amendment) Regulations 2007 provides a requirement to undertake Habitats Regulations Assessment (HRA) of land use plans.

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Cardiff Council

Equality Impact Assessment

Corporate Template

Policy/Strategy/Project/Procedure/Service/Function Title:

Primary school provision in Cyncoed, Penylan and parts of Roath

New /Existing/Updating/Amending

Proposal stage (pre consultation)

Who is responsible for developing and implementing the Policy/Strategy/Project/Procedure/Service/Function? Name: Job Title: Graham Dalton Schools Organisation Planning Manager Service Team: Service Area: Schools Organisation Planning (SOP) Education Assessment Date: July 2014

1. What are the objectives of the Policy/Strategy/Project/ Procedure/ Service/Function?

Proposal

To provide sufficient capacity to meet the increasing English-medium community pupil demand within the local area by:

- Establishing a 2 FE primary school on part of the site of the Howardian Community Education Centre, Hammond Way, Cardiff CF23 9NB.

2. Please provide background information on the Policy/Strategy/Project/Procedure/Service/Function and any research done [e.g. service users data against demographic statistics, similar EIAs done etc.]

(What is the basis for the proposal?

Projections based upon NHS data received in 2013 indicate that the number of English-medium community places entering Reception will continue to increase in future years until at least September 2016, the latest year for which data are available.

When considering likely demand for places across the area a number of factors have been used to inform projections and forecasts, including:

• Recent and historic populations known to be living in each area utilising NHS data • Recent and historic Numbers on roll taken from verified PLASC (Pupil Level Annual Census) for Cardiff schools • Recent and historic percentages of children attending English-medium and Welsh- medium community and faith places.

Forecasts have been prepared based on:

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• likely demand if take up patterns were to remain consistent with the most recent years applying these trends to the relevant populations coming through in future years. • known populations along with a potential 3.6% annual uplift in English-medium places by comparison with recent take up patterns between 2011-2013 across the combined Marlborough and Roath Park catchment area

Taking all relevant factors into account a 3.6 % uplift is considered the most appropriate.

In addition, forecasts have taken into account:

• current residential populations with the 3.6% uplift in English-medium places and • likely populations from the future residential developments currently in construction and proposed.

Full information regarding projections and forecasts prepared relevant to the area and the methodology used to establish likely demand are set out in the Appendices of the Cabinet Report: ‘Schools Organisation Planning - Primary school provision in Cyncoed, Penylan and parts of Roath’ July 2014.

Summary forecasts of demand for places at entry to Reception

The work undertaken to establish the likely demand across the area shows that there will be an overall projected shortfall of 62 - 87 Reception places in the Cardiff High School catchment area based on existing housing. There is a projected shortfall of English-medium places in the Marlborough and Roath Park catchment areas and a broad balance in the supply of and demand for English-medium places in the Lakeside and Rhydypenau Primary School catchment areas.

When compared to the existing supply of places at Reception age, projections for September 2015 and 2016 indicate:

• a deficit of 52 English-medium community school places in September 2015, rising to a deficit of 60 in September 2016, in the combined Marlborough and Roath Park catchment areas, should the take-up of places continue at existing levels • alternatively, a deficit of 73 English-medium community school places in September 2015, rising to a deficit of 85 in September 2016, in the combined Marlborough and Roath Park catchment areas, should the uplift of 3.6% in the take-up of English-medium places continue • A surplus of 3 English-medium community school places in September 2015, followed by a deficit of 2 places in the combined Lakeside and Rhydypenau catchment areas.

Howardian site

The Howardian site has been identified as a potential site for housing. It is proposed that the new school is established on part of this site.

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3 Assess Impact on the Protected Characteristics

3.1 Age Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative/] on younger/older people?

Yes No N/A 3 to 11 years +ve in terms of the provision a new primary school

11 to 18 years Potential impact on 18 - 65 years all groups currently Over 65 years using the Youth Centre which would need to be managed accordingly.

Please give details/consequences of the differential impact, and provide supporting evidence, if any.

Age 3-11

This proposal would provide:

- Sufficient capacity to meet the increasing English-medium community pupil demand within the local area.

- High quality, sustainable modern buildings which would be able to support the delivery of a broad and balanced curriculum.

- When compared with smaller schools, the scale of a two form entry primary school permits greater flexibility and opportunity for pupils due to an extended, more enhanced and secure financial resource base.

- A two form entry school can provide a greater degree of stability at all levels of leadership including maintaining a full and stable complement of school governors.

- The ability to employ more teaching and support staff would allow the two form entry school to cover a wider range of curriculum expertise.

- The provision of nursery places makes it possible for a child to remain on the same site and in familiar surroundings for their primary education (subject to a successful application to the primary school).

Adult Community Learning (ACL)

Initial feasibility studies indicate the potential to locate the proposed new school so that the Howardian Centre can continue in use thus remaining available for Adult Community Learning (ACL) provision. However, the site has been identified for potential development under the Housing Partnership Programme. Whilst at present, it is not envisaged such development would take place before 2018 this would require consideration to be given to accommodation for ACL.

Groups using the Youth Centre

Initial feasibility studies indicate the potential to locate the proposed new school so that the Howardian Centre can continue in use. However, this proposal would result in the demolition of the existing Youth Centre.

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Set out below are the activities currently accommodated at the Youth Centre.

The Duke of Edinburgh Scheme for Cardiff is currently centrally managed from the Howardian Youth Centre. The Scheme stores a large amount of outdoor equipment on site in two large containers. However this could be relocated and there is sufficient time to do this effectively in the event the decision is taken to proceed with this proposal.

The Youth Club currently runs for several evenings per week and the music studio in the main Howardian building is also very well used by Youth Services. There is also a Mental Health group that uses the Youth Centre facility once a week. Additionally, the Pupil Referral Unit uses the Youth Centre facilities daily between 9am and 3pm to deliver sessions.

Should the Youth Centre be demolished, the Howardian Centre would potentially be available on an interim basis.

If the proposal for a new school proceeds, the potential scope for community use including Youth activities would be explored.

The future of Youth Services is currently being considered as part of a commissioning process. An options paper outlining how Youth Services could be delivered in the future across Cardiff (including information regarding transition from existing service delivery to any new model of youth service provision) is expected to be considered by Cabinet later this year.

Following this review consideration would be given to what buildings may be needed should the Youth Centre be demolished.

The PRU would need to be relocated before September 2015.

Use of external facilities/green space

The green space on the site is not registered as Public Open Space and is not regularly used for organised events. The Council is aware that there has been some informal use by dog walkers. If a school were to be built on this site, dog walkers would need to use established facilities in the wider locality.

What action(s) can you take to address the differential impact?

Groups using the Youth Centre

Should the Youth Centre be demolished, the Howardian Centre would potentially be available on an interim basis.

If the proposal for a new school proceeds, the potential scope for community use including Youth activities would be explored.

The future of Youth Services is currently being considered as part of a commissioning process. An options paper outlining how Youth Services could be delivered in the future across Cardiff (including information regarding transition from existing service delivery to any new model of youth service provision) is expected to be considered by Cabinet later this year.

Following this review consideration would be given to what buildings may be needed should the Youth Centre be demolished.

Community use of school facilities

There could be the potential for community use of school facilities outside of school hours

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If no differential impact, explain the reason(s) for this assessment:

Transport and traffic

The proposal for a new school should have a positive impact on the environment and the health and well-being of pupils.

If the demand for school places in an area of the city is not met, pupils without places travel outside of their locality to attend school and are more likely to use polluting modes of transport. Congestion is also exacerbated due to the volume of traffic transversing the city.

The new proposal would establish primary school provision to serve the local area. This would minimise the outflow of pupils to other areas of Cardiff thereby reducing the use of cars or public transport and encouraging walking and cycling to and from school.

Transport and traffic implications would be considered as part of the Transport Assessment that is required in order to achieve planning consent.

Limited scope for parking will encourage walking and cycling to school.

A travel plan will be submitted along with the planning application, detailing proximity to public transport and walking and cycling routes.

- Emphasis is placed on travel by active modes where this is possible and on providing the facilities and opportunities at school for students to travel by walking, cycling and public transport. Encouraging active travel to school is a very important means of increasing levels of physical activity in children and tackling the growing problem of childhood obesity. Reducing congestion at the school gate is key to ensuring the safety of pupils and to mitigating impacts on the local neighbourhood.

- Provision of parent parking places is generally not supported by Cardiff Council. This is because such provision would promote travel to school by car, generate local traffic, contribute to congestion and reduce pupil safety. Parking facilities provided at schools is generally only for staff and to meet operational needs.

- Consideration would be given to providing safe walking routes to existing designated parking in the wider locality.

- Management of access to the school site prior/during parent drop off and pick up times would help with health & safety.

- Cardiff’s Supplementary Planning Guidance (Access, Circulation and Parking Standards 2010) sets out that all new or expanded schools are required to develop a Travel Plan for submission with a planning application. A Travel Plan is a policy and action plan to: o manage transport efficiently o improve access by all means of travel for employees, visitors, patients and students o encourage sustainable transport – walking, cycling, public transport and car sharing o reduce car use.

- A School Travel Plan is specifically designed to address the transport needs of pupils and staff and will vary according to the nature of the education being provided and the catchment area of the school.

Employed age group

Redeployment opportunities

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There may still be a perception that redeployment opportunities to the new school could be affected by age. The Council’s procedure for managing staffing changes arising from reorganisation would be used in implementing any changes as a result of this proposal. This would ensure that good practice is followed, including the application of the Council’s policies on equal opportunities.

3.2 Disability and Access Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on disabled people?

Yes No N/A Hearing Impairment Potential impact on all groups Physical Impairment currently using the Youth Visual Impairment Centre which would need to be managed accordingly . Learning Disability See Section 3.1 of this Equality Impact Assessment.

Long-Standing Illness or Health Condition X Mental Health X Substance Misuse X Other X

Please give details/consequences of the differential impact, and provide supporting evidence, if any. Potential impact on all groups currently using the Youth Centre which would need to be managed accordingly. See Section 3.1 of this Equality Impact Assessment.

What action(s) can you take to address the differential impact? See Section 3.1 of this Equality Impact Assessment. If no differential impact, explain the reason(s) for this assessment:

If the proposal were to proceed, an equality impact assessment would be carried out at the design stage to identify any reasonable adjustments that could be made to improve accessibility to accommodation used to establish the school and on the accessibility of the new build accommodation. The equality impact assessment would take into account policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and relevant Building Bulletins.

New build accommodation

The design would take into account the needs of the following:

- Those with a hearing impairment – e.g. appropriate acoustics, British Sign Language images/symbols and portable/static hearing loops.

- Those with a visual impairment - e.g. the use of colour to differentiate between the function of spaces, tactile maps and Braille language on signs.

- Those with a physical impairment – e.g. level threshold doors, lifts with disabled access

- Those with learning disabilities – e.g. quiet spaces

The design stage would give consideration to future proofing the accommodation in terms of accessibility. For example, space could be provided to enable accessible toilets to be modified without significant structural changes being required. A higher specification accessible toilet as has been installed recently in Llanishen High School and the required space to provide a Changing Spaces toilet if the need arises, would be factored into the initial designs for a new build school.

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Transport

Transport for pupils with a disability would not be affected as it would be provided if required to meet the child’s needs in accordance with the SEN Code of Practice.

3.3 Gender Reassignment Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on transgender people?

Yes No N/A Transgender People Potential impact on all groups currently (People who are proposing to undergo, are undergoing, using the Youth Centre which would or have undergone a process [or part of a process] to need to be managed accordingly. See reassign their sex by changing physiological or other Section 3.1 of this Equality Impact attributes of sex) Assessment.

Please give details/consequences of the differential impact, and provide supporting evidence, if any. Potential impact on all groups currently using the Youth Centre which would need to be managed accordingly. See Section 3.1 of this Equality Impact Assessment.

What action(s) can you take to address the differential impact? See Section 3.1 of this Equality Impact Assessment .

If no differential impact, explain the reason(s) for this assessment:

The Council’s procedure for securing staffing requirements to implement this proposal would be used in implementing this proposal. This would ensure that good practice is followed, including the application of the Council’s policies on equal opportunities.

3.4. Marriage and Civil Partnership Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on marriage and civil partnership?

Yes No N/A Marriage X Civil Partnership X

Please give details/consequences of the differential impact, and provide supporting evidence, if any.

What action(s) can you take to address the differential impact?

If no differential impact, explain the reason(s) for this assessment: N/A

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3.5 Pregnancy and Maternity Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on pregnancy and maternity?

Yes No N/A

Pregnancy Potential impact on all groups currently using the Youth Centre which would need to be managed accordingly.

See Section 3.1 of this Equality Impact Assessment.

Maternity N/A

Please give details/consequences of the differential impact, and provide supporting evidence, if any. Potential impact on all groups currently using the Youth Centre which would need to be managed accordingly. See Section 3.1 of this Equality Impact Assessment.

What action(s) can you take to address the differential impact?

See Section 3.1 of this Equality Impact Assessment.

If no differential impact, explain the reason(s) for this assessment: The Council’s procedure for securing staffing requirements to implement this proposal would be used in implementing this proposal. This would ensure that good practice is followed, including the application of the Council’s policies on equal opportunities.

If the proposal were to proceed, an equality impact assessment would be carried out at the design stage to identify any reasonable adjustments that could be made to improve accessibility to accommodation used to establish the school and on the accessibility of the new build accommodation. The equality impact assessment would take into account policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and relevant Building Bulletins.

3.6 Race Will this Policy/Strategy/Project//Procedure/Service/Function have a differential impact [positive/negative] on the following groups?

Yes No N/A White Potential impact on all groups Mixed / Multiple Ethnic Groups currently using the Youth Centre Asian / Asian British which would need to be Black / African / Caribbean / Black British managed accordingly. Other Ethnic Groups See Section 3.1 of this Equality Impact Assessment.

Please give details/consequences of the differential impact, and provide supporting evidence, if any. Potential impact on all groups currently using the Youth Centre which would need to be managed accordingly. See Section 3.1 of this Equality Impact Assessment.

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What action(s) can you take to address the differential impact? See Section 3.1 of this Equality Impact Assessment.

If no differential impact, explain the reason(s) for this assessment: The proposal would not have a differential impact upon one particular ethnic group as the provision would be available to all.

3.7 Religion, Belief or Non-Belief Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on people with different religions, beliefs or non-beliefs? Yes No N/A Buddhist Potential impact on all groups Christian currently using the Youth Centre Hindu which would need to be managed Humanist accordingly. Jewish See Section 3.1 of this Equality Muslim Impact Assessment. Sikh

Other

Please give details/consequences of the differential impact, and provide supporting evidence, if any. Potential impact on all groups currently using the Youth Centre which would need to be managed accordingly. See Section 3.1 of this Equality Impact Assessment.

What action(s) can you take to address the differential impact? See Section 3.1 of this Equality Impact Assessment

If no differential impact, explain the reason(s) for this assessment:

The senior staff in a school would be best placed to manage diversity in terms of belief. (e.g. provision of a space for prayer).

3.8 Sex Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on men and/or women?

Yes No N/A Men Potential impact on all groups Women currently using the Youth Centre which would need to be managed accordingly.

See Section 3.1 of this Equality Impact Assessment.

Please give details/consequences of the differential impact, and provide supporting evidence, if any. Potential impact on all groups currently using the Youth Centre which would need to be managed accordingly. See Section 3.1 of this Equality Impact Assessment.

What action(s) can you take to address the differential impact? See Section 3.1 of this Equality Impact Assessment

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If no differential impact, explain the reason(s) for this assessment:

The Council’s procedure for securing staffing requirements to implement this proposal would be used in implementing this proposal. This would ensure that good practice is followed, including the application of the Council’s policies on equal opportunities.

3.9 Sexual Orientation Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on the following groups?

Yes No N/A Bisexual Potential impact on all Gay Men groups currently using Gay Women the Youth Centre which Heterosexual would need to be managed accordingly.

See Section 3.1 of this Equality Impact Assessment. .

Please give details/consequences of the differential impact, and provide supporting evidence, if any. Potential impact on all groups currently using the Youth Centre which would need to be managed accordingly. See Section 3.1 of this Equality Impact Assessment.

What action(s) can you take to address the differential impact?

See Section 3.1 of this Equality Impact Assessment

If no differential impact, explain the reason(s) for this assessment:

(Fears that recruitment opportunities could be affected by sexual orientation)

Evidence collated by the Stonewall lobby group alleges that Lesbian, Gay, Bisexual people are likely to be discriminated against in workplace recruitment.

The Council’s procedure for securing staffing requirements to implement this proposal would be used in implementing this proposal. This would ensure that good practice is followed, including the application of the Council’s policies on equal opportunities.

3.10 Language Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on Welsh Language?

Yes No N/A Welsh Language Potential impact on all groups currently using the Youth Centre Other languages which would need to be managed accordingly.

See Section 3.1 of this Equality Impact Assessment.

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Please give details/consequences of the differential impact, and provide supporting evidence, if any. Potential impact on all groups currently using the Youth Centre which would need to be managed accordingly. See Section 3.1 of this Equality Impact Assessment.

What action(s) can you take to address the differential impact? See Section 3.1 of this Equality Impact Assessment

If no differential impact, explain the reason(s) for this assessment:

Proposals are brought forward to meet demand for English-medium or Welsh-medium education.

If the proposal proceeds, signage and other way finding techniques would be considered when establishing the school in existing and/or temporary accommodation and as part of the design for the new build school.

It is Cardiff Council policy to provide signage in English and Welsh but not in other spoken languages. Therefore, additional way-finding methods would be considered including the use of colour to differentiate between the function of spaces, tactile maps, Braille language on signs and British Sign Language images/symbols.

4. Consultation and Engagement What arrangements have been made to consult/engage with the various Equalities Groups?

If the proposal proceeds, the Design Equalities Advisory Group (DEAG) and/or the Cardiff Council Access Focus Group (CCAFG) would be given the opportunity to comment at the design stage.

5. Summary of Actions [Listed in the Sections above]

Groups Actions Age See Generic over-arching actions below Disability Gender Reassignment Marriage & Civil Partnership Pregnancy & Maternity Race Religion/Belief Sex Sexual Orientation Language Generic Over-Arching Should the Youth Centre be demolished, the Howardian Centre would [applicable to all the potentially be available on an interim basis. above groups] If the proposal for a new school proceeds, the potential scope for community use including Youth activities would be explored.

The future of Youth Services is currently being considered as part of a commissioning process. An options paper outlining how Youth Services could be delivered in the future across Cardiff (including information regarding transition from existing service delivery to any new model of youth service provision) is expected to be considered by Cabinet later this year.

Following this review consideration would be given to what buildings may be needed should the Youth Centre be demolished. 22 Page 22 of 31

If the proposal were to proceed, an equality impact assessment would be carried out at the design stage to identify any reasonable adjustments that could be made to improve accessibility to accommodation used to establish the school and on the accessibility of the new build accommodation. The equality impact assessment would take into account policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and relevant Building Bulletins.

6. Further Action Any recommendations for action that you plan to take as a result of this Equality Impact Assessment (listed in Summary of Actions) should be included as part of your Service Area’s Business Plan to be monitored on a regular basis.

7. Authorisation The Template should be completed by the Lead Officer of the identified Policy/Strategy/Project/Function and approved by the appropriate Manager in each Service Area.

Completed By: Clive Bailey Date: July 2014 Designation: Policy, Equalities and Reports Officer Approved By: Michele Duddridge-Hossain Designation: SOP Team Manager Service Area: Education

7.1 On completion of this Assessment, please ensure that the Form is posted on your Directorate’s Page on CIS - Council Wide/Management Systems/Equality Impact Assessments - so that there is a record of all assessments undertaken in the Council. For further information or assistance, please contact the Citizen Focus Team on 029 2087 3059 or email [email protected]

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Environmental Report: Sustainability Appraisal (SA) Incorporating Strategic Environmental Assessment (SEA) of the School Organisation Planning proposal to establish a 2 FE primary school on part of the site of the Howardian Community Education Centre, Hammond Way, Cardiff CF23 9NB.

Background

In 2008, a retrospective Strategic Environmental Assessment (SEA) of Cardiff’s 21 st Century: A Strategic Framework for a School Building Improvement Programme (published in 2006) was carried out based on the guidance that supports the European SEA Directive 2001/42/EC.

The retrospective approach to assessment was quality assured by an external consultant and their independent compliance review determined that the report detailing the assessment on the strategic framework met the key requirements set out for reporting the SEA process as required by the SEA Directive.

The retrospective assessment provides the basis for assessing current and future school organisation proposals at a strategic level.

If a proposal were to proceed, an environmental assessment would be carried out as part of the planning application process.

To request a copy of the assessment on the Strategic Framework please contact Clive Bailey, 029 2087 3166, [email protected]

Proposal

To provide sufficient capacity to meet the increasing English-medium community pupil demand within the local area by:

- Establishing a 2 FE primary school on part of the site of the Howardian Community Education Centre, Hammond Way, Cardiff CF23 9NB.

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Key:

xx = very incompatible; very negative effect x = incompatible; negative effect ✔ = compatible; positive effect ✔ ✔ = very compatible; very positive effect 0 = no links; neutral effect ? and/or mitigation = uncertain effects DNA = data not available

See table headers below: * Comparison of the preferred option to a possible alternative option(s) are required in a SA/SEA. SEA objective Proposal to establish a 2 FE primary school on part of the site of the Meet demand by directing pupils to neighbouring schools and/or *Alternative option 2: Do Howardian Community Education Centre, Hammond Way, Cardiff CF23 9NB revising catchment areas nothing

Rating Commentary/ explanation of compatibility with SEA objective Rating Commentary/ explanation of compatibility with SEA Rating Commentary/ objective explanation of compatibility with SEA objective 1. Promote a ✔ Achieved by establishing a new school with sufficient capacity to N/A Schools in neighbouring areas, such as Llanedeyrn x Doing nothing is greener economy meet the projected shortfall of places in the locality. Primary School and Springwood Primary School (within not an option as by delivering a the Llanishen High School catchment) have a significant additional sustainable pattern Achieved by replacing a energy inefficient 1950s building with a proportion of surplus places at entry to Reception and capacity is of schools across sustainable school building that is BREEAM Excellent or above. catchment projections indicate that this will continue until needed to meet Cardiff at least September 2016 (the latest date for which data the demand for The lifespan of a new build is expected to be 50 years and would are available). places. (the phrase be designed with the diverse needs of the modern day curriculum “promote a greener in mind. Projections for September 2015 and 2016 indicate: economy” describes the aspiration to Achieved by providing a new build that is BREEAM • a surplus of 39 English-medium minimise the Excellent or above. community school places in September combined carbon 2015, rising to a surplus of 54 in footprint of Cardiff’s Achieved by designing water efficient measures into the September 2016, in the combined schools through building design and addressing drainage through Sustainable Llanedeyrn and Springwood catchment new build, urban drainage systems (SUDS). Since 2010, SUDS have been areas. maintaining a low compulsory for new build schemes. level of surplus Whilst surplus places remain available in these schools, capacity, and where these are considered to be not suitably located as they possible, are distant from the seat of the demand for English- introducing medium places, and few parents resident in the energy/water catchment areas of Marlborough and Roath Park have efficiency taken up places at these schools in recent years. measures) Allensbank Primary School (within the Cathays High School catchment) also has a significant proportion of surplus places at entry to Reception and catchment projections indicate that this will continue until at least September 2016:

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SEA objective Proposal to establish a 2 FE primary school on part of the site of the Meet demand by directing pupils to neighbouring schools and/or *Alternative option 2: Do Howardian Community Education Centre, Hammond Way, Cardiff CF23 9NB revising catchment areas nothing

Rating Commentary/ explanation of compatibility with SEA objective Rating Commentary/ explanation of compatibility with SEA Rating Commentary/ objective explanation of compatibility with SEA objective

• a surplus of 10 English-medium community school places in September 2015, rising to a surplus of 20 in September 2016, in the Allensbank catchment area.

However, the projected demand for English-medium places at schools neighbouring Allensbank (which include Gladstone, Rhydypenau and Ton-Yr-Ywen primary schools) also exceeds the supply of places. Allensbank is therefore well placed to meet excess demand from these areas rather than the excess demand from the Marlborough and Roath Park catchment areas.

Proposals have also been brought forward to meet the excess demand from within the catchment areas of English-medium schools South of Newport Road and schools in this area could not serve the excess demand from the Marlborough and Roath Park catchment area.

It is therefore considered that the revision of catchment areas does not present a suitable alternative to providing additional capacity in the Marlborough and Roath Park catchment areas to meet the local shortfall of places.

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SEA objective Proposal to establish a 2 FE primary school on part of the site of the Howardian Meet demand by directing pupils to neighbouring schools and/or *Alternative option 2: Do Community Education Centre, Hammond Way, Cardiff CF23 9NB revising catchment areas nothing

Rating Commentary/ explanation of compatibility with SEA objective Rating Commentary/ explanation of compatibility with SEA Rating Commentary/ objective explanation of compatibility with SEA objective 2. Reduce ✔ a) N/A N/A see comments next to SEA Objective 1 above x Doing nothing is not greenhouse gas an option as emissions Achieved by providing a new build that is BREEAM additional capacity is through: Excellent or above and Energy A Rating. needed to meet the

demand for places. a) b) Energy efficient ✔ If the demand for building design The proposal for a new school should have a positive impact on the school places in an and disposing of environment and the health and well-being of pupils. area of the city is not poor quality met, pupils without surplus If the demand for school places in an area of the city is not met, pupils places have to travel accommodation without places travel outside of their locality to attend school and are outside of their more likely to use polluting modes of transport. Congestion is also locality to attend b) exacerbated due to the volume of traffic transversing the city. school and are more Promoting likely to use polluting sustainable Limited scope for parking will encourage walking and cycling to modes of transport. modes of school. Congestion is also transport and exacerbated due to integrated Traffic and transport implications including measures to encourage the volume of traffic transport walking and cycling would be considered as part of the Transport transversing the city. systems Assessment for the proposal.

A travel plan will be submitted along with the planning application, detailing proximity to public transport and walking and cycling routes.

- Emphasis is placed on travel by active modes where this is possible and on providing the facilities and opportunities at school for students to travel by walking, cycling and public transport. Encouraging active travel to school is a very important means of increasing levels of physical activity in children and tackling the growing problem of childhood obesity. Reducing congestion at the school gate is key to ensuring the safety of pupils and to mitigating impacts on the local neighbourhood.

- Provision of parent parking places is generally not supported by Cardiff Council. This is because such provision would promote travel to school by car, generate local traffic, contribute to congestion and reduce pupil safety. Parking facilities provided at schools is generally only for staff and to meet operational needs.

- Consideration would be given to providing safe walking routes to

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SEA objective Proposal to establish a 2 FE primary school on part of the site of the Howardian Meet demand by directing pupils to neighbouring schools and/or *Alternative option 2: Do Community Education Centre, Hammond Way, Cardiff CF23 9NB revising catchment areas nothing

Rating Commentary/ explanation of compatibility with SEA objective Rating Commentary/ explanation of compatibility with SEA Rating Commentary/ objective explanation of compatibility with SEA objective existing designated parking in the wider locality.

- Management of access to the school site prior/during parent drop off and pick up times would help with health & safety.

- Cardiff’s Supplementary Planning Guidance (Access, Circulation and Parking Standards 2010) sets out that all new or expanded schools are required to develop a Travel Plan for submission with a planning application. A Travel Plan is a policy and action plan to: o manage transport efficiently o improve access by all means of travel for employees, visitors, patients and students o encourage sustainable transport – walking, cycling, public transport and car sharing o reduce car use.

- A School Travel Plan is specifically designed to address the transport needs of pupils and staff and will vary according to the nature of the education being provided and the catchment area of the school.

School safety zones would be set up to address health and safety concerns from increased traffic flows in the school vicinity

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SEA objective Proposal to establish a 2 FE primary school on part of the site of the Meet demand by directing pupils to neighbouring schools and/or *Alternative option 2: Do Howardian Community Education Centre, Hammond Way, Cardiff revising catchment areas nothing CF23 9NB

Rating Commentary/ explanation of compatibility with SEA Rating Commentary/ explanation of compatibility with SEA Rating Commentary/ objective objective explanation of compatibility with SEA objective 3. Promote health and 0 The green space on the site is not registered as Public N/A N/A see comments next to SEA Objective 1 above 0 N/A (See comments wellbeing by protecting Open Space and is not regularly used for organised next to SEA and enhancing Public events. The Council is aware that there has been some Objective 1. above) Open Space (POS) and informal use by dog walkers. If a school were to be built improving access to POS on this site, dog walkers would need to use established facilities in the wider locality.

4. Minimise air, light and a) N/A N/A see comments next to SEA Objective 1 above x If the demand for noise pollution associated 0 Builders would be encouraged to minimise air, light and school places in an with building development noise pollution during the construction period. area of the city is and traffic congestion not met, pupils The design of the new build would seek to minimise any without places have adverse impact on access to natural light for to travel outside of neighbouring properties. their locality to attend school and As part of the BREEAM process, an acoustic report are more likely to would be prepared to ascertain the site acoustic levels use polluting modes and the acoustic impact of the proposed school. of transport. Congestion is also b) exacerbated due to the volume of traffic Locating provision central to the area it would serve transversing the ✔ should reduce this outflow of pupils to schools elsewhere city. in Cardiff, minimise the use of polluting modes of transport such as cars and buses and encourage walking and cycling to and from school.

To reduce congestion and associated pollution the following would be considered:
Formalising the parking regime outside the school to discourage unsafe parking and help with enforcement.
The school agrees to a Travel Plan which includes schemes such as the Park Safe / Walk Safe scheme which encourage parents to park further away from the school. 5. Protect and enhance ? The site includes an area of mown grass, hedgerows and N/A N/A see comments next to SEA Objective 1 above 0 N/A (See comments biodiversity, flora and a small number of trees. The site is located next to a next to SEA fauna nature reserve. Objective 1. above) Potential mitigation Potentially some or all of the grassed area and the trees required could be lost to the development of a school/housing. following Some hedgerows may also need to be removed. survey

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SEA objective Proposal to establish a 2 FE primary school on part of the site of the Meet demand by directing pupils to neighbouring schools and/or *Alternative option 2: Do Howardian Community Education Centre, Hammond Way, Cardiff revising catchment areas nothing CF23 9NB

Rating Commentary/ explanation of compatibility with SEA Rating Commentary/ explanation of compatibility with SEA Rating Commentary/ objective objective explanation of compatibility with SEA objective Ecological surveys would be undertaken as necessary ? and recommendations to mitigate any impacts on biodiversity would be considered as part of the planning application.

A new build provides the opportunity to consider ? innovative ways to encourage biodiversity through the integration of the Eco-schools initiative into new build schemes.

6. Protect and enhance 0 N/A N/A see comments next to SEA Objective 1 above 0 N/A (See comments the landscape There would be limited opportunities to protect the next to SEA (habitats/visual amenities) existing landscape as potentially the whole site is to be Objective 1. above) developed.

7. Conserve water Achieved by designing water efficient measures into the N/A N/A see comments next to SEA Objective 1 above 0 N/A (See comments resources and increase ✔ building design and addressing drainage through next to SEA water efficiency in new Sustainable Urban Drainage Systems (SUDS). Objective 1. above) developments and promote sustainable urban drainage systems 8. Promote regeneration 0 Achieved by making schools community focused - N/A N/A see comments next to SEA Objective 1 above 0 N/A (See comments by delivering inclusive opening facilities to the public e.g. evening classes. next to SEA schools that will improve Objective 1. above) equality of opportunity and If the proposal were to proceed, an equality impact access for all assessment would be carried out at the design stage to identify any reasonable adjustments that could be made to improve accessibility to accommodation used to establish the school and on the accessibility of the new build accommodation. The equality impact assessment would take into account policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and relevant Building Bulletins.

9. P rotect and enhance 0 There are no registered historic assets within the N/A N/A see comments next to SEA Objective 1 above 0 N/A (See comments designated historic assets proposed site. next to SEA Objective 1. above)

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Conclusion

The proposal has been assessed to be compatible with the environmental objectives used to assess the goal and principles of the‘’21st Century Schools: A Strategic Framework for A School Building Improvement Programme” that underpin school organisation proposals.

Potentially some or all of the grassed area and the trees could be lost to the development of a school and housing. Some hedgerows may also need to be removed. Environmental surveys would be undertaken as part of any planning application and recommendations would be made to mitigate any impacts.

Overall, the proposal for a new build school should have a positive impact on the environment. If the demand for school places in an area of the city is not met, pupils without places travel outside of their locality to attend school and are more likely to use polluting modes of transport. Congestion is also exacerbated due to the volume of traffic transversing the city. The proposed new build also provides the opportunity to replace an energy inefficient 1950s building with a sustainable school building that is BREEAM Excellent or above.

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