STATUTORY CONSULTATION
DOCUMENT
22 November 2017 – 10 January 2018
Contents
S e c t i o n Description Page Number F o r e w o r d 3 1 Introduction 4 1.1 The proposal subject to this statutory consultation 4 1.2 The vision for the catchment area 4 2 The Consultation 5 3 Background Details 8 3.1 How was the proposal developed? 8 3.2 Withdrawing the proposal to establish a 3-19 Learning Campus, 9 Welsh Medium, Voluntary Controlled (VC, Church in Wales) 3.3 Capital Investment 10 4 Existing Arrangements in Y Berwyn 10 4.1 Ysgol Beuno Sant 10 4.2 Ysgol Bro Tegid 11 4.3 Ysgol y Berwyn 11 4.4 Ysgol Bro Tryweryn 11 4.5 Ysgol Ffridd y Llyn 11 4.6 Ysgol O.M. Edwards 12 4.7 School Categories 12 5 Evaluation of different models 14 5.1 Why change education in the Berwyn catchment area? 14 5.2 Possible Models 15 5.3 Long list of possible models 17 5.4 Options Appraisal 18 6 The Proposal 19 6.1 The opening date and arrangements for the 2018-19 academic 19 year 6.2 Quality of education 20 6.3 Summary of the effect of the current proposal on improving 24 educational standards 6.4 School Capacity 26 6.5 Pupil Population and Projections 27 6.6 Management and Leadership 28 6.7 Condition and Suitability of Buildings 29 6.8 Details of the proposal 32 6.9 Proposed Transport Arrangements 35 6.10 Surplus Places 35 6.11 Financial Resources 36 6.12 The Welsh Language 38 6.13 The Community 39 6.14 Governance and Staffing Matters 39 6.15 Impact on Equality 40 6.16 Likely Advantages for Children and Young People 40 6.17 Proposed Admission Arrangements 41 6.18 Information regarding Additional Learning Needs 41 6.19 After use of sites 42 6.20 Possible Risks 42 [1]
7 Legal Category of the proposed direction 43 7.1 Legal Category 43 7.2 Other Church in Wales schools in Gwynedd 44 7.3 The need for different types of schools 44 7.4 Pre-consultation discussions with the Church in Wales 44 7.5 Land ownership and use of capital receipts 45 7.6 The preferred Legal Category 45 8 Summary of the proposal 46 9 Explaining the Statutory Process 46 10 Proposed Outline Timetable 48
Appendix 1 – Options Appraisal
Appendix 2 – Response form
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Foreword
Gwynedd Council is considering re-organising schools within Y Berwyn catchment area, the centre of which is the town of Bala in Meirionnydd.
At their meeting on 24 October 2017, the Cabinet of Gwynedd Council resolved to undertake a process of statutory consultation on a proposal for the reorganisation of schools in the Berwyn catchment area, in accordance with the requirements of Section 48 of the Schools standards and Organisation Act 2013.
The statutory consultation will be held between 22 November 2017 and 13:00 on 10 January 2018, and is based on a proposal to close the three existing schools in the town of Bala (Ysgol Bro Tegid, Ysgol Beuno Sant and Ysgol y Berwyn) and establish a school for pupils aged 3-19, Welsh medium, Community category in the Berwyn catchment area. It would be one school, with one governing body, one head teacher and one staffing structure located on one site, being that of the current Ysgol y Berwyn in the centre of the town of Bala.
Gwynedd Council would like you to put forward your views so that these can be considered before a decision is reached. At the end of the consultation period we shall submit a report to the Cabinet of Gwynedd Council.
This statutory consultation aims to serve all the communities within and surrounding the Bala area.
A copy of this document, and other background papers, are available on the Council’s website www.gwynedd.llyw.cymru/modernisingeducation and at your local school and library. If you require additional copies you are welcome to contact the School Organisation Office by telephone on (01286) 679247 or by e-mailing [email protected]
PLEASE NOTE – any comments on the statutory consultation document should be sent to the Modernising Education Office by 13:00 on Wednesday, 10 January 2018. See the relevant contact details at the end of this statutory consultation paper.
We look forward to receiving your views.
Sincerely,
Garem Jackson Head of Education
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1. Introduction
Gwynedd Council is considering re-organising schools within Y Berwyn catchment area, the centre of which is the town of Bala in Meirionnydd.
The catchment has six schools:
Ysgol Bro Tegid, Ysgol Beuno Sant and Ysgol y Berwyn in Y Bala; Ysgol OM Edwards, Ysgol Bro Tryweryn and Ysgol Ffridd y Llyn in the surrounding rural area. Ysgol y Berwyn is the secondary school for the catchment; all the other schools are primary schools.
The Council has considered a number of possible options in considering the reorganisation of schools within the Berwyn catchment area and has previously approved, and consequently withdrawn a proposal to establish a 3-19 Learning Campus, Welsh Medium, Voluntary Controlled (VC, Church in Wales). This document sets out the consultation process, the factors which the Council considers to be relevant and the decision making process.
The proposal is to establish a Learning Campus for pupils aged 3-19 on the present site of Ysgol y Berwyn, Y Bala.
1.1 The proposal subject to this statutory consultation
Ysgol Bro Tegid and Ysgol Beuno Sant will close, and the educational provision provided by both schools will be provided at the 3-19 Learning Campus. Ysgol y Berwyn will also close, and the education for pupils of secondary school age will be provided at the Learning Campus. The Learning Campus will be located on the current site of Ysgol y Berwyn.
Close Close Close Ysgol Bro Tegid Ysgol Beuno Sant Ysgol y Berwyn
3-19 Learning Campus
This proposal relates to the schools in the town of Bala only.
1.2 The vision for the catchment area
This statutory consultation only relates to schools in the town of Bala. However, the re-organisation taking place in Bala forms part of Gwynedd Council’s long-term vision for the catchment.
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The vision seeks to ensure that the three rural schools, Ysgol OM Edwards, Ysgol Bro Tryweryn and Ysgol Ffridd y Llyn also benefit from the proposed investment in Bala, Gwynedd Council therefore intends to establish a joint-committee between the rural schools and the Learning Campus.
The proposal to establish a federation between two of the rural schools (Ysgol Bro Tryweryn and Ysgol Ffridd y Llyn) is the subject of a separate consultation, of which the relevant consultees have previously been provided an opportunity to submit their opinions on relating to the proposal during the statutory consultation which was held in June 2017. The federation of Ysgol Bro Tryweryn and Ysgol Ffridd y Llyn, namely ‘Ffederasiwn Cysgod y Foel’ came into effect on 30 October 2017.
The vision for the catchment can be seen below.
Close Close Close Ysgol Bro Tegid Ysgol Beuno Sant Ysgol y Berwyn
Ysgol Ysgol Ysgol OM Bro Tryweryn Ffridd y Llyn Edwards 3-19 Learning Campus
Federation
Joint Committee
2. The Consultation
This consultation will be held between 22 November 2017 and 10 January 2018.
The consultation relates to the schools in Bala only, and therefore responses to this consultation should comment on the proposal as described in paragraph 1.1 above.
The consultation document will be distributed, in accordance with the Welsh Government School Organisation Code, to the following consultees prior to the statutory consultation period:
Requirements of the Organisation Code 006/2013 Distributed to… Retaining authority or proposed retaining authority of any Gwynedd Council is presenting the proposal school which the proposals are likely to affect Any other local authority which the proposals are likely to affect Powys, Denbigh, Conwy and Anglesey Councils – including, in the case of designated LEA provision, any authority which places or is likely to place pupils on statement within it
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Church in Wales Diocesan Authority and the Catholic Church for Church in Wales Bangor Diocesan Authority the area where any school likely to be affected by the proposal Church in Wales St. Asaph Diocesan Authority is located Any other relevant religious body for any school which the Catholic Diocesan Authority proposal is likely to affect The governing body of any school which is the subject of Governing Bodies of Ysgol Beuno Sant, Bro Tegid, Bro proposals and the governing bodies of other schools which the Tryweryn, Ffridd y Llyn, OM Edwards, Ysgol y Berwyn proposal is likely to affect, including those which could receive any pupils who have been displaced Parents (and future parents, where possible), carers and Parents, carers, guardians, and the staff of Ysgol guardians, and the staff of those schools Beuno Sant, Bro Tegid, Bro Tryweryn, Ffridd y Llyn, OM Edwards, Ysgol y Berwyn Welsh Ministers Carwyn Jones AM , Jeremy Miles AM, Mark Drakeford AM, Vaughn Gething AM, Lesley Griffiths AM, Ken Skates AM, Kirsty Williams AM, Alun Davies AM, Julie James AM Assembly Members (AMs) and members of Parliament (MPs) AM for Dwyfor-Meirionnydd Constituency representing areas served by any school which is the subject of Dafydd Elis-Thomas AM proposals Regional AMs for Mid and West Wales Neil Hamilton AM Eluned Morgan AM Simon Thomas AM Joyce Watson AM MP for Dwyfor-Meirionnydd Constituency Liz Saville Roberts MP Estyn Anne Keane – Education and Training in Wales Chief Inspector Teachers’ Unions and relevant staff unions representing schools Representatives of ASCL, ATL, UCAC, GMB, NUT, and other staff in any school which is the subject of proposals NAHT, UNSAIN, NASUWT The relevant Regional Education Consortium Arwyn Thomas – Chief Officer GwE Anwen Williams – North Wales Consortium Co- ordinator The relevant Regional Transport Consortium Taith (North Wales Regional Transport Consortium) The Police and Crime Commissioner for the area served, or Arfon Jones - North Wales Police Commissioner intended to be served by any school which is the subject of proposals Any community or town council for the area served, or Bala Town Council intended to be served by any school which is the subject of Llandderfel Community Council proposals Llangywer Community Council Llanuwchllyn Community Council In the case of proposals affecting the nursery provision, any Cylch Meithrin Maesywaen, Cylch Meithrin independent provider that the proposals could affect Llanuwchllyn, Cylch Meithrin Sarnau a Llandderfel, Cylch Meithrin Y Bala, Meithrinfa Cwmni Aykroyd, Cylch Meithrin Bro Tegid In the case of proposals affecting the nursery provision, the Gwynedd Ni Children and Young People Partnership and/or The Early Years Mudiad Meithrin – early years specialists Development and Child Care Partnerships, where these partnerships exist In the case of proposals affecting the LEA provision, any health Representative for Betsi Cadwaladr University Health body or relevant third sector body with interest in the Board proposals. In the case of proposals affecting the secondary provision, any Representative of Grŵp Llandrillo Menai further education establishments which serve the school area. [6]
In the case of proposals affecting the secondary provision, Parents of Beuno Sant, Bro Tegid, Bro Tryweryn, parents of pupils attending primary schools and who would Ffridd y Llyn, OM Edwards normally transfer to that secondary school. Other Meri Huws – Welsh Language Commissioner, Head teachers of all Gwynedd schools, All Gwynedd Council Councillors Mantell Gwynedd Catholic Diocesan Authority
This consultation document will be published on the Gwynedd Council website at www.gwynedd.llyw.cymru/modernisingeducation and copies will be available on request from the Modernising Education Office.
During the consultation period, Gwynedd Councils officials will hold “drop-in” sessions to discuss the proposal with Governors, teaching and ancillary staff, parents and members of the public. See below for the dates and times for these sessions:
Group Date and time Times Location Teaching and ancillary staff Wednesday, 6 December 2017 16:00 – 17:00 Ysgol y Berwyn, Y Bala Governors Wednesday, 6 December 2017 17:15 – 18:15 Ysgol y Berwyn, Y Bala Parents and the public Wednesday, 6 December 2017 18:30 - 19:30 Ysgol y Berwyn, Y Bala
Comments received during the consultation period will be considered by the Cabinet before a decision is reached regarding the next steps. Gwynedd Council’s Cabinet will decide whether or not to continue with the proposal, and whether a Statutory Notice on the proposal should be published.
As part of the consultation process, a background information pack will be available at all local schools, in local libraries and on the Council’s website www.gwynedd.llyw.cymru/modernisingeducation . This pack includes: School Organisation Code 006/2013 Equality Assessment Priorities Plan – Organisation of Education Assessment on the need for different Provision types of schools in Y Berwyn catchment Welsh Government’s Faith in Education area schools Provision Cabinet Report and Decision Notice – 27 Statistics Pack (2017-18) June 2017 Language Impact Assessment Cabinet Report and Decision Notice – 24 Community Impact Assessment October 2017
If you wish to receive this document in a different form, please contact the Modernising Education Office on 01286 679247. Consultation with Children and Young People
Arrangements will also be made to obtain the views of children and young people that attend the schools under consideration. Designated sessions will be held with will a small group of pupils from each of the schools in the catchment area – the exact arrangements to be confirmed. The consultation document for children and young people together with a response form can be found on the Council’s website www.gwynedd.llyw.cymru/modernisingeducation. This will enable individual children and young people who do not attend a session to have an opportunity to respond to the consultation.
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How to respond to the consultation?
You can respond to this consultation by completing the response form at the end of the consultation document. Please address all responses to:
E-mail: [email protected]
Post: Modernising Education Office Gwynedd Council Shirehall Street Caernarfon Gwynedd LL55 1SH
Note – All responses, whether by post or e-mail, must arrive at the Council Headquarters by no later than 13:00 on Wednesday, the 10th of January 2018.
3. Background Details
3.1 How was the proposal developed?
The Strategy “Excellent Primary Education of the Best Quality for the Children of Gwynedd” was submitted to a meeting of the Full Council on 2nd April 2009. The strategy aimed to review primary schools in line with secondary catchment areas, and the criteria were established in order to prioritise the catchment areas in Gwynedd which should be reviewed.
The Strategy was unanimously accepted by the Council, the vision being to: "Provide education of the highest possible quality that will provide the county's children with the experiences, skills and confidence to develop into bilingual, successful and well-rounded citizens".
Six principal aims are identified in the strategy, namely: 1) Appropriately-sized classes and high quality school leadership 2) Promote and strengthen the Welsh language 3) Develop a pro-active and creative long-term scheme 4) Make the best use of available resources 5) Create a learning environment of the best possible quality for the County's children and teachers 6) Develop schools into establishments that are central to community activity
The following strategies and objectives were also considered as the proposal was developed: Towards 2025 – The Future of Education and Training for Children and Young People in Gwynedd 21st Century Schools Strategy Gwynedd Welsh Language Strategy
In accordance with the above, discussions commenced in the Berwyn catchment in 2009, and in May 2011, following a period of statutory consultation, Gwynedd Council decided to: close Ysgol y Parc, and make improvements to Ysgol OM Edwards, Llanuwchllyn close Ysgol Beuno Sant, Ysgol Bro Tegid and Ysgol y Berwyn, and establish a Lifelong Learning school for pupils aged 3-19 in Bala.
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Ysgol y Parc closed in August 2013, and improvements were made to Ysgol OM Edwards by September 2013. However, work to finalise school reorganisation and establish a Learning Campus in Y Bala did not proceed, due to changes in Welsh Government school capital investment programme.
Subsequently, and following conducting a review of the plans for the catchment area, in its meeting on 19 February 2015, Gwynedd Council’s Cabinet decided to proceed with a Statutory Consultation on a proposal to close Ysgol y Berwyn, Ysgol Beuno Sant and Ysgol Bro Tegid and establish a 3-19 Learning Campus, Welsh Medium, Voluntary Controlled (VC, Church in Wales) on the current site of Ysgol y Berwyn.
Following undertaking a period of Statutory Consultation from 13 March to 28 April 2015, comments received were presented to the Gwynedd Council’s Cabinet on 2 June 2015. After giving careful consideration to the comments received, at their meeting on the 2 June 2015 Cabinet Members decided to continue with the proposal and approve publishing a Statutory Notice and proceed to holding an Objection Period between 17 June and 15 July 2015. The objections received during this period were presented in a report to Cabinet 15 September 2015 and the Council’s Cabinet Members decided as follows:
“i. To implement the proposal to close Ysgol Bro Tegid, Ysgol Beuno Sant and Ysgol y Berwyn in Bala on 31 August 2018 and establish a 3-19 Learning Campus, Welsh-medium, Voluntary Controlled, (VC, Church in Wales), (“The Campus”), on the existing Ysgol y Berwyn site to open on 1 September 2018.
ii. That Gwynedd Council will conduct a review of the school’s performance which will include a review of the quality of education provided, educational progress, the pupils’ social and cultural experiences, the use of resources, and any effect of the Voluntary Controlled, (VC, Church in Wales), category on the above following two years from the opening date of the Campus. This will include consulting with parents, prospective parents and residents of the area in order to reach an opinion on the suitability of the education and the church status.”
3.2 Withdrawing the proposal to establish a 3-19 Learning Campus, Welsh Medium, Voluntary Controlled (VC, Church in Wales)
On Tuesday, 27 June 2017, Gwynedd Council Cabinet decided to withdraw the proposal approved on 15 September 2015, namely the proposal to close Ysgol y Berwyn, Ysgol Beuno Sant and Ysgol Bro Tegid and establish a 3-19 Learning Campus, Welsh Medium, Voluntary Controlled (VC, Church in Wales) on the current site of Ysgol y Berwyn, in accordance with section 55 (5) of the School Standards and Organisation (Wales) Act 2013.
The Cabinet considered the responses received from the catchment-area’s governing bodies to the consultation held with them in March 2017, as well as the supportive correspondence by the Diocese of St Asaph Diocese in deciding how to move the project forward.
It was decided to withdraw the proposal on the grounds that it would be unreasonably difficult and inappropriate to implement the proposal due to the governors’ lack of support for the current proposal to establish a 3-19 Learning Campus, Voluntary Controlled (VC, Church in Wales) in the town of Bala. It became evident that there was considerable opposition in the community to proceed with the plan for a school with a Church status. It was considered that the governing bodies’ objection to the status and to collaborate on the plan posed a fundamental risk to the project’s success.
On 18 July 2017, stakeholders received a letter notifying them of the decision made on 27 June 2017 to withdraw the proposal to establish a 3-19 Learning Campus, Welsh Medium, Voluntary Controlled (VC, Church in Wales) on the current site of Ysgol y Berwyn. In the same letter, stakeholders were also informed [9] of the Council’s intention to develop alternative models, from which a favoured model would be presented to the Cabinet in the autumn term to seek approval to hold a statutory consultation.
3.3 The Berwyn Catchment Area Vision
The process of re-organising schools within the Berwyn catchment area has been underway for some time. Consequently, as a result of these discussions, a vision for the catchment has become apparent. This vision outlines what the Council aims to achieve in terms of educational provision in the area and does not propose any specific plans, which could develop as a result of the consultation.
In essence, the vision would aim to ensure the following outcomes: ensuring fair experiences for children, and equal opportunity sharing of expertise between schools and sectors improving education quality, particularly in the schools in the town of Bala ensuring the effective use of resources more stability within the catchment area more opportunities in terms of professional development and opportunities for improving leadership co-ordinated and co-located public services
There is a wish to ensure strong and sustainable education provision within the whole catchment area, and across all sectors.
3.4 Capital Investment
An important context is the size of the capital envelope available for this catchment area. Since the start of discussions in the catchment, a programme of capital investment was adopted by the Welsh Government under the banner of the 21st Century Schools Programme. Through this programme, and following the closure of Ysgol y Parc and improvements of approximately £1M to Ysgol OM Edwards, Gwynedd Council has secured an envelope of £10.27 million for school re-organisation in the catchment, with £5.135m of this investment being a grant from the Welsh Government.
The Welsh Government grant has been approved following the submission of a full business case. In order to ensure that any change in the project’s direction does not breach the terms and conditions of the grant, the models presented and considered as part of the revised options appraisal (para 5.4) have been developed within the context of the requirements of the business case.
4. Existing Arrangements in Y Berwyn
The existing arrangements in Y Berwyn catchment area are that there are two primary schools in Bala town, and three primary schools in rural parts of the catchment. Secondary school provision is in Ysgol y Berwyn, which is centrally located in the town of Bala.
The Berwyn catchment area is located in the south eastern part of Gwynedd, abutting the local authority areas of Conwy, Denbigh and Powys.
Schools in Bala:
4.1 Ysgol Beuno Sant
Ysgol Beuno Sant is a Voluntary Aided (VA) Church in Wales school, located in the centre of the town of Bala, adjacent to Ysgol y Berwyn. It is one of two primary schools in the town of Bala. Most of its pupils live in the [10] town of Bala or its immediate vicinity. In September 2017 38 pupils had been registered at the school. The school has 2 classes. Whilst the school has a defined catchment area, because the school is a Church in Wales school, its catchment area is less rigid than in the other local schools. In 2016, 19.6% of pupils were eligible for free school meals, which is equivalent to the Welsh average, and significantly higher than other schools in the catchment area.
4.2 Ysgol Bro Tegid
Ysgol Bro Tegid is also located in the town of Bala, a few hundred metres to the south of Ysgol Beuno Sant. Most of the pupils live in Bala, or its immediate vicinity. Pupil numbers have increased significantly over the last few years, and the school is now oversubscribed with 129 on the roll in September 2017.The school has 5 classes. The catchment area is the same as Beuno Sant and is described as being neither prosperous nor economically disadvantaged. In 2016, 13 % of the pupils were entitled to receive free school meals, a figure that is slightly lower than the comparative figure for Gwynedd and Wales.
4.3 Ysgol y Berwyn
Ysgol y Berwyn is a naturally bilingual community comprehensive school for 11-18 year old pupils located in the centre of the town of Bala. As of September 2017, there were 323 pupils on the roll. The school serves a wide rural area. Most pupils come from the five primary schools in its catchment area in Gwynedd.
The school is unique in Meirionnydd, as it retains its sixth form, following strong local opposition to its closure in the mid 1990’s. A large proportion of pupils attend the sixth form from the adjacent Denbigh and Conwy local authorities. Sixth form attainment is better than that of comparable schools/colleges in the same family and significantly better than the national average.
Primary schools in the surrounding rural areas
4.4 Ysgol Bro Tryweryn
Ysgol Bro Tryweryn is located in the village of Frongoch, approximately 4 miles from Bala. The school serves the villages of Frongoch, Talybont and the very sparsely rural communities of Cwmtirmynach and Arenig. In September 2017 there were 51 pupils at the school.
The school was established in the late 1960’s following the flooding of nearby Capel Celyn and its school in the Tryweryn valley, to build a reservoir serving Liverpool and the Wirral.
The area the school serves is primarily an agricultural one with many of the pupils living in isolated hamlets.
On 31 August 2014, Conwy County Borough Council has closed a neighbouring school, Ysgol Llangwm. The majority of the pupils at Ysgol Llangwm expressed a preference to move to Bro Tryweryn from September 2014, rather than to the nearest Conwy County Borough Council provision at Cerrigydrudion.
4.5 Ysgol Ffridd y Llyn
Ysgol Ffridd y Llyn is located approximately 4.5 miles north east of Bala, between the villages of Cefnddwysarn and Llandderfel. The school was established in 1977 as an area school, following the closure of Ysgol Sarnau and Ysgol Llandderfel. A number of pupils attend from neighbouring Denbighshire, where three schools were closed in 2011, Ysgol Maes Hyfryd, Ysgol Llandrillo and Ysgol Glyndyfrdwy.
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In September 2017, there were 64 pupils at the school, being educated in 3 mixed age classes. Similar to Ysgol Bro Tryweryn, it serves a very rural agricultural community with a number of pupils coming from the neighbouring county of Denbigh.
4.6 Ysgol O.M. Edwards
Ysgol O.M. Edwards is situated in the village of Llanuwchllyn, on the westerly edge of Bala Lake, approximately 6 miles from Bala.
Similar to Ysgol Bro Tryweryn and Ffridd y Llyn, it serves a rural agricultural area, with the majority of pupils coming from the Llanuwchllyn or the rural surrounding area, with approximately 15 pupils attending from the former catchment area of Ysgol Y Parc following its closure in September 2013. The school received an investment of £1 million to extend and refurbish the building through the 21st Century Schools Programme in 2013. In September 2017, there were 109 pupils at the school, including nursery pupils. There are currently 4 classrooms.
4.7 School Categories
Gwynedd schools are defined as Community, Voluntary Aided (VA) or Voluntary Controlled (VC). Further to this, Voluntary Aided or Voluntary Controlled Schools can be designated with religious character e.g. as Church in Wales schools.
Ysgol Beuno Sant is a Church in Wales Voluntary Aided School with religious designation, whilst Ysgol Bro Tegid and Ysgol y Berwyn (as well as all other schools in the catchment) have the category “community” school.
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Summary of school statistics
Ysgol / School Beuno Sant Bro Tegid Ffridd y Llyn Bro Tryweryn O.M. Edwards Y Berwyn Lleoliad yr Ysgol/ Y Bala, Cefnddwysarn, LL23 Llanuwchlyn, LL23 Y Bala, LL23 7BN Frongoch, LL23 7NT Y Bala, LL23 7RU Location of the school LL23 7UU 7HE 7UB Ystod Oedran/Age range 3-11 3-11 3-11 3-11 3-11 11-18 Categori’r Ysgol/School’s category (Cymunedol/community, CWN (Yr Eglwys yng Ysgol Gymunedol/ Ysgol Gymunedol/ Ysgol Gymunedol/ Ysgol Gymunedol/ Ysgol Uwchradd/ Gwirfoddol dan Gymorth [CWN]/ Voluntary Aided[VA], Nghymru) Community School Community School Community School Community School County Secondary School Gwirfoddol dan Reolaeth [CWR]/ Voluntary Controlled [VC]) VA (Church in Wales) Categori Cyfrwng Iaith/ Cyfrwng` Cymraeg/ Cyfrwng Cymraeg/ Cyfrwng Cymraeg/ Cyfrwng Cymraeg/ Cyfrwng Cymraeg/ Cyfrwng Cymraeg/ Language Medium Category Welsh medium Welsh medium Welsh medium Welsh medium Welsh medium Welsh medium Number of pupils on the Meithrin /Nursery 0 0 0 5 10 Bl./Yrs. 7-11 268 register – September 2017 Derbyn – Bl. 6 / Reception – Yr. 6 38 129 64 46 99 Bl./Yrs. 12-13 55 Cyfanswm /Total 38 129 64 51 109 323 Nifer o ddisgyblion ar y Medi/September 2016 44 121 70 48 (58) 90 (107) 268 gofrestr am y pedair Medi/September 2015 51 115 64 46 (52) 84 (96) 248 (308) blynedd flaenoraol/ Medi/September 2014 46 115 64 49 80 (94) 254 (317) Number of pupils on the register for the previous Medi/September 2013 53 103 66 43 78 (90) 251 (319) four years Medi/September 2012 57 104 62 35 55 274 (336) Capasiti/ Capacity Meithrin /Nursery 10 11 6 5 12 - Derbyn – Bl. 6 / Reception – Yr. 6 79 84 65 55 86 - Cyfanswm /Total 89 95 71 60 98 730 Llefydd Gweigion Medi 2017 / Surplus places September 2017 51 (57%) 0 (0%) 7 (9%) 9 (15%) 0 (0%) 407 (55%) Rhagamcanion Disgyblion/ Medi /September 2018 30 123 66 48 103 334 Pupil Projections Medi /September 2019 27 114 66 48 100 324 Medi /September 2020 28 109 63 48 97 334 Medi /September 2021 28 107 63 50 93 324 Medi /September 2022 27 105 65 54 92 320 Data perfformiad Ysgolion (Estyn) 2 x Digonol/Adequate 2 x Rhagorol/Excellent Sschool performance data (Estyn) 3 x Digonol/Adequate 3 x Da/Good 3 x Da/Good 2 x Da/Good 1 x Da/Good 1 x Rhagorol/Excellent 1 x Da/Good (2014) (2017) (2015) (2013) (2014) (2012) Monitro 2015 Categori Cyflwr Adeiladau (Criteria’r Cyngor) B B B B A C Category condition of buildings (Council’s Criteria) Dyraniad Cyllidol 2017/18 £219,316 £399,977 £284,352 £177,416 £329,892 £1,667,919 2017/18 Financial Allocation Cost y disgybl 2017/18 £4,984 £3,306 £4,062 £3,386 £3,384 £5,278 Cost per pupil 2017/2018
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5 Evaluation of different models
5.1 Why change education in the Berwyn catchment area?
Until 2009, there had been little consideration of the organisation and structure of education in the Berwyn catchment area since the 1960’s and 1970’s when a number of small rural schools were closed. Over a period of time, consensus has been reached that there is need to change, improve and sustain improvement in the education provision in the catchment.
The case for change has been the focus of numerous discussions at a local level and in democratic forums.
The area has been prioritised for a review of the educational provision because of the numerous challenges it faces: Pupil numbers in the catchment area have diminished over the last quarter of a century. Therefore pupil numbers are low, although numbers are constant and consistent at present in most schools within the catchment area. The cost per pupil in the 2 out of the 5 primary schools in the catchment area is slightly higher than the County average of £3,777, and in Ysgol y Berwyn it stands at £5,278, compared to the county secondary school average of £4,623 There is a range of between £3,306 - £4,984 in the cost per primary pupil within the catchment area There are two primary schools in the town of Y Bala and both are situated fairly close together. This signifies an ineffective use of resources The three schools in the town of Y Bala are under a Head Teacher in Care or receiving help from the head teachers of the rural schools. There is inconsistency in the quality of the education within the catchment area, especially in the schools within the town. The buildings at Ysgol Beuno Sant, Ysgol Bro Tegid and Ysgol y Berwyn are not in the best condition and neither are they suitable for twenty first century teaching and learning. Prior to the commencement of the construction work in July 2016, the building at Ysgol y Berwyn was in very poor condition – it had deteriorated considerably and had accrued a maintenance expenditure amounting to £1,233,000 Ysgol Beuno Sant has 57% surplus places and Ysgol y Berwyn has 55% surplus places. In contrast to this, Ysgol Bro Tegid is full and pupil numbers exceed its capacity. There is a need to ensure viability and sustainability for the educational system in the catchment area for the future.
The quality of education in the catchment is inconsistent. The three rural schools in the catchment are performing well. However, they are supporting both primary schools in Bala, through the provision of staff and head teacher support. This is not sustainable in the long term. Gwynedd Council is of the view that re- organisation of educational provision in the Berwyn catchment would lead to sustainable and long term improvement in educational standards and quality.
In addition, the Council can make more effective use of its resources. The percentage of surplus places in two of the schools in Bala – Ysgol Beuno Sant and Ysgol y Berwyn is high. At the same time, Ysgol Bro Tegid is full and oversubscribed.
The Council needs to reduce surplus places in line with targets set by the Welsh Government, and following recommendations made by Estyn in its report on the authority’s education provision in March 2013. Reducing surplus places will ensure that a higher percentage of the County’s education budget is spent directly on education rather than on maintaining a costly and inefficient school infrastructure which is not sustainable for the future.
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More effective use and better sharing could also be made of staff skills and their expertise, and where appropriate, sharing policies and procedures.
The aim is that the proposed investment will address Gwynedd Council and Welsh Government strategic goals to deliver sustainable Welsh medium education provision, and this will include:
Better consistency in the standard and quality of education provided in the catchment Improving the efficiency of the school estate by reducing the number of buildings in poor condition Making a significant contribution towards reducing surplus places Releasing funding to be spent on children within the education system rather than on buildings Reconciling the number of schools to match the need Rationalising the cost per pupil in schools, by reducing the cost per pupil to equal or better than the County average of £3,777 for primary and £4,623 for secondary Better consistency in the size of classes and a reduction in the age range within primary school classes Improving the learning environment for more pupils and increasing the number of pupils who will benefit from a 21st Century learning environment Ensuring strong leadership and management
5.2 Possible Models
A number of models were discussed prior to creating the long list. The philosophy behind the models was to study each one of the 6 schools in the catchment with the aim of discovering ways of improving and maintaining the standard of education within the catchment area. The models included: Models of collaboration/ federation between some or all of the existing schools without any closures. Models of collaboration/ federation between schools after the closure of some schools Closing some primary schools and transferring the pupils to neighbouring schools with no capital investment or collaboration between the remaining schools Closing some primary schools and transferring the pupils to neighbouring schools with no capital investment, and establishing a system of collaboration between the remaining schools Closing some primary schools and establishing an area school / area schools following capital investment Establishing one school for the primary pupils of the entire catchment area on one site, the site of an existing school or a new site. Establishing one all-through school for pupils aged 3-19 on one site for all the pupils in the catchment area Establishing an all-through school for pupils aged 3-19 on the site of Ysgol y Berwyn for primary pupils from the town of Bala only Establishing an all-through school for pupils aged 3-19 for the whole catchment area on a number of sites
Informal Collaboration Model Informal collaboration has its advantages, and to some extent, it is already in practice in the catchment area. The advantages of this type of model would be ensuring that the education provision would continue on every site where education is provided at present. This would safeguard the rural communities. There would be opportunities for sharing expertise, resources and good practice. However, informal collaboration to a degree depends on goodwill, and if a number of schools are involved, on different personalities and attitudes. This can make the collaboration vulnerable as school leaders within the catchment area change. Successful collaboration at strategic catchment area level is difficult in the long
[15] term since agreement and co-operation between as many as 6 schools, head teachers, and governing bodies would be required. Another disadvantage of collaboration is the fact that it would not solve the problem of falling pupil numbers or the situation regarding the high number of surplus places in individual schools, pupil numbers and age range in existing classes, high level of teaching time for head teachers and neither would it lead to financial savings. There would be no difference to the learning environment and the maintenance cost would remain for the same number of old and unsuitable buildings. Federation Model Federation means a formal collaboration arrangement between schools. The schools share one governing body, but at the same time retain their legal status as separate entities, their financial allocation, name and school uniform, and continue to undergo their own Estyn inspection. This means that federation enables each school to retain its own individual character within a strong and formal partnership. In rural areas where there is a thriving rural community, a federation could balance the need to ensure the viability of these schools for the future – by protecting the uniqueness and identity of the rural communities they serve. The Penllyn area is well known for the cultural vitality that stems from the traditional way of life in the area. The structure of the governing system shared through a federation would allow schools to: Collaborate in an effective and sustainable way to raise standards and improve opportunities for pupils and staff Share resources, expertise and equipment and offer the children wider social experiences Use more strategic management structures Strengthen and ensure consistency in the collaboration that exists between schools at present Federation does not bring substantial financial savings to Local Authorities, but it can alleviate the financial burden of schools through sharing resources and distributing them conveniently across the federation. In a period of cuts to school budgets, this is a factor that could become increasingly important. Since the Federation of Maintained Schools (Wales) Regulations 2014 came into force, it is not possible to federate schools with charity status with schools that have Community status. Therefore it would not be possible to establish a federation between a Church status school and a Community status school. Catchment Area School Model A Catchment Area School is defined as a school which replaces other schools by the establishment of one new school to serve a wide area and becomes the legal entity which replaces them. For example, if there was a Catchment Area School in Y Berwyn catchment area, it is likely that it would be a School for ages 3-19, located centrally in the town of Bala and providing education for the whole catchment area. The existing schools in the town and in the rural areas would close. It is this model that offers the most substantial revenue savings and capital expenditure, but this model also requires the highest investment in the short term. It would also make the cost per pupil in a catchment area consistent and impact the size and age range within classes, meaning that the Head Teacher and senior managers could prioritise their time for leadership and management purposes rather than teaching. This model also reduces the number of surplus places. There are some disadvantages. Pupils might have to travel further to school. In Y Berwyn catchment area, for a number of pupils, this could mean a journey of over 45 minutes from their home to school since many of them live in rural and remote communities where the travelling times would often be longer than what the distance suggests. Also, a number of pupils travel to Y Berwyn from outside the County and the catchment area border mainly from the communities of Llangwm and Edeirnion mainly.
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Considerable travelling means high transport costs which reduces the revenue savings, and also means that money is being spent on a resource that does not directly lead to improving the quality of education. This is particularly true in an area as rural as Y Berwyn catchment area, where a number of pupils live in scattered communities, often quite a distance from the main road. This model also has a negative effect on the communities which lose the presence of a school.
Multi-Site Area School Model This model is a variation on the Area School model. The school is one school and one legal entity which serves a wide area. However, in contrast to the area school, a multi-site area school provides education on a number of sites. The benefit of this type of model is that the managerial system can be re-structured whilst still retaining the presence of education in more than one community. It is a model which can work well in very rural areas where the distance to another school is very far to travel. Also, it means that the sites of small schools are not left isolated but instead are part of a larger educational establishment. Therefore, better use can be made of resources e.g. one head teacher for more than one site, sharing resources and staff between sites and bringing the pupils of different sites together to hold events with a higher number of pupils. The model also affords revenue savings and keeps the presence of a school site in more communities. There are disadvantages to this model too. It is not possible to ensure that the size and age range of classes in some educational establishments will change for the better. The model does not give the highest possible revenue savings (very often there are more savings with an Area School), but it makes better use of resources and rationalises the cost per pupil. This model also has a negative effect on the communities which lose the unique presence, identity and character of a school. It can also weaken the relationship between school and parents, the school and its community, a relationship which is often of core importance in ensuring a successful school. This would be especially true in Y Berwyn catchment area where there is a strong feeling of community and numerous community and cultural events which are all held entirely and naturally through the medium of Welsh. All-through School Model In this case, an All-through School is defined as a school for pupils whose ages range from 3-19 years. The main advantage of this model is that it does away with the performance gap which often occurs as children transfer from primary to secondary school. An All-through School can be on one or more sites. One advantage of this model is that it allows flexibility to make the most effective use of funding and resources e.g. make use of secondary teachers’ subject expertise to teach specialist subjects to primary pupils, or extend the use of primary literacy and numeracy teaching methods to the secondary sector. The aim would be to close the gap which exists in pupils’ attainment levels during the transitional stage from primary to secondary (year 6 to year 7). It is also possible to ensure consistency in teaching and assessment methods and the opportunities available to pupils, and planning some curricular aspects e.g. numeracy and literacy in terms of the whole school. Also, policies and systems can be standardised and this will increase efficiency. 5.3 Long List of possible models
A long list of options was created. Although the case for change has been established, the Do Nothing model is included for comparison purposes.
Model 1 Do nothing Close Ysgol y Berwyn, Ysgol Bro Tegid and Ysgol Beuno Sant and create a Learning Campus Model 2 (LC) on the existing site of Ysgol y Berwyn, in Bala
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Then, create a catchment joint-committee between the LC and the rural schools, namely Ysgol OM Edwards and the newly federated schools Ysgol Ffridd y Llyn and Ysgol Bro Tryweryn. Close Ysgol y Berwyn and Ysgol Bro Tegid and create a LC on the existing site of Ysgol y Berwyn in Bala Model 3 Establish a Local Collaboration Trust between Ysgol Beuno Sant and the LC OM Edwards, Ffridd y Llyn and Bro Tryweryn schools to continue as present Close Ysgol y Berwyn, Ysgol Bro Tegid, Ysgol Beuno Sant, Ysgol OM Edwards, Ysgol Ffridd y Model 4 Llyn and Ysgol Bro Tryweryn and create a multi-site catchment LC on the existing site of Ysgol y Berwyn, Ysgol Ffridd y Llyn, Ysgol Bro Tryweryn and Ysgol OM Edwards. Close Ysgol y Berwyn, Ysgol Bro Tegid and Ysgol Beuno Sant and create a LC on the existing site of Ysgol y Berwyn in Bala Model 5 Plan to federate the three rural schools, namely Ysgol OM Edwards, Ysgol Ffridd y Llyn and Ysgol Bro Tryweryn with the LC Close Ysgol y Berwyn, Ysgol Bro Tegid and Ysgol Beuno Sant and create a LC on the existing site of Ysgol y Berwyn in Bala Close Ysgol OM Edwards, Ysgol Ffridd y Llyn, Ysgol Bro Tryweryn and establish a Multi-site Model 6 Area School on the existing sites of the three rural schools, namely, Ysgol OM Edwards, Ysgol Ffridd y Llyn and Ysgol Bro Tryweryn Collaboration between the Multi-site Area School and the LC Close Ysgol y Berwyn, Ysgol Bro Tegid and Ysgol Beuno Sant and create a LC on the existing site of Ysgol y Berwyn in Bala Close Ysgol OM Edwards, Ysgol Ffridd y Llyn and Ysgol Bro Tryweryn and establish a Multi-site Model 7 Area School on the existing sites of the three rural schools, namely Ysgol OM Edwards, Ysgol Ffridd y Llyn and Ysgol Bro Tryweryn Plan to federate the LC and the rural Multi-site Area School
5.4 Options Appraisal
An options appraisal was developed to summarise the main advantages and disadvantages of the models considered as part of the above list of possible models. The options were evaluated against factors in the School Organisation Code, Gwynedd Councils re-organisation strategy, the vision for the Berwyn catchment area as well as other relevant factors. A copy of the full options appraisal has been attached to this document.
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6. The Proposal
Following an options appraisal, the favoured model and the proposal subject to this consultation is to close Ysgol Bro Tegid, Ysgol Beuno Sant and Ysgol y Berwyn, and establish a Welsh Medium, Community category, Learning Campus on the present site of Ysgol y Berwyn, for pupils aged 3-19 (Model 2).
3-19 Learning Campus in Bala The name of the school will be decided upon by the school’s Name shadow governing body Location Existing site of Ysgol y Berwyn, Bala Age range 3-19 years The school’s category (community, voluntary Community aided, voluntary controlled) Language category Welsh Medium Implementation date 1 September 2019 Nursery Reception – Yr 6 Yr 7 – Yr 13 Predicted numbers - September 2019 16 182 337 Reception Nursery Reception Yr 7 - 13 Admission Number – Yr 6 20 25 62 35
Capacity (based on Welsh Assembly Nursery Reception – Yr 6 Yr 7 – Yr 13 Government Circular 21/2011 ‘Measuring the Capacity of Schools in Wales’) 20 180 380
Building Quality of the buildings and Condition A classrooms Category
The intention is to build new primary school facilities on the current site of Ysgol y Berywn to replace two existing education sites within Bala town. As part of the project, the existing building of Ysgol y Berwyn will also be substantially upgraded. As a result, there would be one school on the site, one building, with shared facilities, but also appropriate segregation between the primary and secondary phases.
Some of the reasons why this model is the favoured option and the subject of this statutory consultation period follow in this section. 6.1 The opening date and arrangements for the 2018-19 academic year Construction work is progressing well on site and we anticipate that the new facilities, following £10.27m of investment, will be available for local residents to take full advantage of the resources from September 2018 onwards. Due to the recent changes in the situation regarding the governance/management arrangements of the proposed Campus, there has been a delay in the work programme for establishing the Campus. As a result, it was concluded that it is no longer possible to open the Campus in September 2018 in accordance with the original proposal. The Education department has considered several options before reaching a conclusion on the opening date of the new proposal, and the input of Head teachers, chairs of governor and local elected members of the catchment area on those options was received at a meeting held on the 4th October 2017. Some of the options put forward during that meeting included opening the Campus in January or April 2019. The option
[19] of locating and running the three individual schools (which are the subject of the proposal) was also considered at the Ysgol y Berwyn site during the 2018-19 academic year, but concerns were expressed regarding the feasibility of this option as it would involve maintaining three staffing structures on a single school site. Following a discussion about the way forward, there was consensus that the most practical and appropriate option in this case would be to open the Campus in September 2019 and put in place clear arrangements between the secondary school and the two primary schools in the town to ensure that primary school pupils take advantage of the resources from September 2018 onwards. If the proposal is implemented, Ysgol y Berwyn, Ysgol Bro Tegid and Ysgol Beuno Sant will remain open until August 31, 2019, i.e until the Campus opens on 1 September 2019. Meanwhile, Education department officials will work closely with Ysgol Bro Tegid, Ysgol Beuno Sant and Ysgol y Berwyn and their governing bodies to establish a transition plan for primary schools of the town to ensure regular and purposeful use by those schools during the year before the Campus officially opens in September 2019.
6.2 Quality of education
The Council is committed to providing education of the best possible quality that will provide the County’s children with the experiences, skills and confidence to develop into bilingual, successful and well-rounded citizens.
It remains a high priority to provide the best possible learning experiences – for all learners within the County, ensuring an exciting and broad curriculum, as well as the extra-curricular activities that motivate them to learn and comprehend which leads to improved standards.
The Council has decided to invest in school reorganisation, in order to improve and secure consistency in the pupils’ educational and learning attainment. It also seeks to reduce the difference in performance between schools, and also within schools. As part of its efforts to succeed with this aim, Gwynedd Council’s Services Scrutiny Committee conducted a scrutiny investigation in 2013 on the quality of education in Gwynedd schools.
The Services Scrutiny Committee report of July 2013 questioned why there was a marked difference between the educational performance of some schools in Gwynedd, why performance dipped between KS3 and KS4, and the attainment of pupils in Mathematics. The main conclusions of the report were:
good leadership in schools is crucial numeracy and mathematical skills should underpin the whole curriculum the need for Primary and Secondary schools to collaborate in order to facilitate transfer and continuation in developing achievement from one phase to the other good practice needs to be shared
The findings of the report support the view that leadership, good governance and management structure are key factors in getting schools that are underperforming to improve their performance.
The quality of education is generally good in the Berwyn catchment area. Four of the schools, O.M. Edwards, Bro Tegid, Bro Tryweryn and Ffridd y Llyn, have relatively recently received good Estyn inspection reports, whilst Ysgol y Berwyn and Beuno Sant have not. The Welsh Government has recently categorised both primary and secondary schools under its National School Categorisation System. This means that a school is categorised as green, yellow amber or red, according to their current educational standards and their requirements for improvement.
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O.M. Edwards, Bro Tryweryn and Ffridd y Llyn is categorised as green meaning it is “a highly effective school which is well run, has strong leadership and is clear about its priorities for improvements Bro Tegid, Beuno Sant and Y Berwyn are banded as yellow, ”an effective school which is already doing well and knows the areas it needs to improve”
Efforts have been made by the Council to improve standards at Ysgol y Berwyn, as the school has performed inconsistently and below par in KS3 and KS4 compared to other comparable secondary schools in the county over recent years. The introduction of a part-time Strategic Head teacher has shown some improvements, but such improvement is slow, and unsustainable without adopting a more radical approach to improving educational quality at the school.
Gwynedd Council considers that it needs to adopt a more innovative and radical approach to improve the educational aspects in schools that are underperforming in the catchment area.
Summary of Estyn reports:
Ysgol Ysgol Bro Ysgol OM Ysgol Beuno Ysgol Bro Ffridd y Ysgol y Berwyn Key question Tegid Edwards Sant Tryweryn (November Llyn ( November 2013) (May 2017) (May 2012) (April 2014) 2014) (February 2015) How good are outcomes? Good Excellent Adequate Good Good Adequate
How good is provision? Good Good Adequate Good Good Good
How good are leadership Good Excellent Adequate Excellent Good Adequate and management?
Quality of education and standards in the three town schools
Ysgol y Berwyn (November 2013) The Estyn report published in 2013 noted that although the school demonstrates good performance in the main indicators in key stage 3, and that the majority of pupils display good behaviour and have positive attitude towards learning, improvements are required in some areas in the school and that actions are needed to address: “performance in key stage 4 in the indicators that include Welsh or English and mathematics and a wide range of qualifications is lower than it is in similar schools” “boys’ achievement in key stage 4, in a range of important indicators, (which) is considerably lower than it is in similar schools” “strategies to track pupils’ progress have not had enough of an effect on improving standards”.
Following a further Estyn review in October 2015, the school was judged as having made good progress on the key issues identified in the previous inspection, and as a result, the school was removed from the list of schools requiring Estyn monitoring.
Key stage 3 Results - Achieving at least level 5 (2016) 2012 2013 2014 2015 2016 Welsh 88.5% 92.5% 90.7% 93.9% 82.6% English 87.3% 93.0% 95.5% 94% 73.5% Science 90.9% 94.7% 97.5% 98% 87.8%
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Maths 70.0% 70.0% 95.5% 94% 83.7% Key stage 4 Results - Achieving at least GCSE Grade A*- C (2016) 2012 2013 2014 2015 2016 Welsh 87.5% 78.0% 82.2% 90.9% 85.4% English 74.6% 71.9% 81.5% 79.3% 81.4% Science 74.6% 100.0% 98.1% 98.3% 97.7% Maths 76.3% 60.9% 72.2% 74.1% 74.4%
The achievement levels of pupils in the sixth form have been consistently good over the last few years. The table below displays the sixth form performance compared with national scores.
2012 2013 2014 2015 2016 Ysgol y Average points score 1,045 1,158 1,125 1,163 969 Berwyn Key stage 5 Results 96.4% 100% 100% 100% 100% National Average points score 773 807 804 800 823 Scores Level 3 Threshold 96.9% 96.5% 97.1% 97.0% 98.0%
Attendance at the school has improved in the last few years with the performance (96.2%) being above both the local authority average (95.4%) and the national average (94.2%). The attendance at secondary schools has been close to or just above the national average over the last 5 years.
Ysgol Bro Tegid (May 2017)
During the last inspection at the school in May 2017, Estyn, noted that the school’s performance was good with an inclusive and homely ethos that encourages the pupils to feel happy and safe. The school has an acting head from one of the surrounding rural schools that has been successful in establishing a clear vision for the school and clear roles and responsibilities for staff.
Key stage 2 achieving at least level 4 in the core subject 2016 (Bro Tegid) CSI English Maths Science Welsh School 88.9% 100% 88.9% 100% 94.4% Gwynedd Average 89.8% 90.9% 93.3% 93.3% 89.2% Wales Average 88.6% 90.3% 91.0% 91.7% 90.8% Ysgol Beuno Sant (June 2014) The recent Estyn report noted that there is a need to improve in several areas. Learning experiences at the school were deemed inadequate with a lack of sufficient planning to ensure that pupils were challenged enough in their work. Leadership at the school has also been ineffective over a period of time. The authority and the school have attempted to address this by forming a senior management team to set out a clear strategic direction for the school. The report noted that the following areas required attention from the school and the authority: o “the school’s leaders have not acted effectively enough on information resulting from monitoring in order to address weaknesses in planning and teaching” o “the principles of the Foundation Phase and assessment for learning are not implemented effectively enough” o “governors do not have a sound enough understanding of the school’s performance in order to challenge the school about its performance”
Following the 2014 Estyn inspection, the school was placed on the list of schools in need of significant improvement. In line with the relevant guidance, the school had to produce an action plan to show how it [22] would address the recommendations in the Estyn report. Following a monitoring visit in June 2015, Estyn removed the school from the list of schools ‘in need of significant improvement’.
The performance of pupils in Key Stage 2 (year 6) in 2016 can be seen in the table below, with the figures representing the percentage of pupils achieving at least level 4 in the core subject.
Key stage 2 achieving at least level 4 in the core subject indicator 2016 (Beuno Sant) CSI English Maths Science Welsh School 81.8% 81.8% 81.8% 81.8% 81.6% Gwynedd Average 89.8% 90.9% 91.5% 93.3% 89.2% Wales Average 88.6% 90.3% 91.0% 91.7% 90.8%
Quality of education and standards of schools in surrounding rural areas
Ysgol O.M. Edwards (May 2012)
The most recent Estyn inspection was carried out before the completion of the investment programme provided by the 21st Century Schools Programme. The report noted that, although the school made every effort to enhance the learning environment, certain aspects of the building made it difficult to meet all the needs of the current curriculum in full.
Improvements since the Estyn report highlight the strong leadership at the school and the clear vision of the head teacher for the school which has been successfully shared with staff, pupils and parents. The report states that the level of teaching is considered good with “all teachers provide relevant, stimulating learning experiences that motivate and inspire pupils to learn and to take pride in their community and in the traditions of Wales and other cultures”.
The report also draws attention to the good working relations that exist between staff at the school with the other surrounding rural schools: “Working jointly with other small rural schools in the catchment area, and beyond, with schools in the family, to share expertise and ideas as professional learning communities, is a very positive part of the work of the school”. The links between the schools are important to enhance curricular choice and “enable pupils to reach their potential and achieve high standards, and challenge the more talented pupils to excel at their work.”
Key stage 2 achieving at least level 4 in the core subject indicator 2016 (O.M Edwards) CSI English Maths Science Welsh School 87.5% 87.5% 87.5% 87.5% 87.5% Gwynedd Average 89.9% 90.9% 91.5% 93.3% 89.2% Wales Average 88.6% 90.3% 91.0% 91.7% 90.8%
There are numerous links with other primary schools, and with the secondary school in order to benefit from one another’s curricular strengths. These effective links enable pupils to reach their potential and achieve high standards, and challenge the more talented pupils to excel at their work.”
Ysgol Bro Tryweryn (November 2014) Estyn’s recent report noted: “The head teacher’s innovative and robust leadership sets a clear strategic direction for the school’s development. She has high expectations and a purposeful vision which is shared successfully with the school
[23] community. She allocates responsibilities effectively and has a positive role in promoting co-operation and sharing god practice with a considerable number of other schools.” “The school is an inclusive community in which pupils have equal rights to all the activities that are arranged for them. The headteacher and staff foster a positive and friendly ethos and this in turn enables pupils to work happily and conscientiously. The strong emphasis that is placed on recognising, respecting and celebrating diversity and creating an ethos that fosters care and tolerance, and creates a safe and stimulating learning environment.”
Key stage 2 achieving at least level 4 in the core subject 2016 (Bro Tryweryn) CSI English Maths Science Welsh School 100% 100% 100% 100% 100% Gwynedd Average 89.9% 90.9% 91.5% 93.3% 89.2% Wales Average 88.6% 90.3% 91.0% 91.7% 90.8%
Ysgol Ffridd y Llyn (February 2015) The most recent Estyn inspection report published in 2015 states that: “The school provides learning experiences that meet the needs of the full range of pupils successfully. The rigorous planning of teachers and assistants ensures that learning experiences meet the needs of the Foundation Phase, the National Curriculum and religious education, and the National Literacy and Numeracy Framework. A good range of extra-curricular activities, various visits and contributions from the local community enrich the curriculum and the quality of learning experiences”
Estyn also praised the school on its ability to successfully promote the “Welsh dimension” noting “Nearly all pupils who are learning Welsh make significant progress in their proficiency to use the language in different curricular contexts”.
It also noted, “during two of the last four years, performance at the end of key stage 2 at level 4 in Welsh and science has placed the school in the upper 50% in comparison with similar schools”
Key stage 2 achieving at least level 4 in the core subject 2016 (Ffridd y Llyn) CSI English Maths Science Welsh School 100% 100% 100% 100% 100% Gwynedd Average 89.9% 90.9% 91.5% 93.3% 89.2% Wales Average 88.6% 90.3% 91.0% 91.7% 90.8%
6.3 Summary of the effect of the current proposal on improving educational standards
The current proposal could provide an opportunity to improve educational standards in Bala town, which as stated above, lag behind those of the catchment rural schools.
This type of proposal could provide an opportunity to improve educational standards across the catchment. Establishing one 3-19 Learning Campus in Bala would enable flexibility across all the ages so that sharing resources, staff and facilities, becomes standard practice. These are some of the possibilities: Specialist secondary teachers could also teach their subjects e.g. music in the primary phase. Primary and secondary phase staff from the Campus and surrounding schools could meet to discuss and share best practice, support, encourage and learn from each other
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There would be improved continuation in all aspects of the curriculum as it is programmed across the catchment ensuring the same experiences and opportunities to all pupils
The Learning Campus model should provide a more effective context for managers to manage resources and to plan education within the establishment. This, in turn, could provide a strong foundation for improving quality, the standard of education and the welfare of pupils.
Evidence shows that there is a closer relationship between the school and parents, and that a closer community is thus established. Research work in Scotland has revealed that “…the strong relationship with parents often has its roots in connections established during the early years of the children’s education” (Learning Together HMIe (Scotland), 2010). Such a relationship cannot be anything but healthy for the pupil and indeed for the wider community. The welfare of pupils could be supported by reducing the concern and fear over the transition from the familiar primary sector into the secondary sector. A support system appropriate for the age and needs of pupils is established and thus a long term relationship is formed between parents and staff. It has been found that teachers are better able to understand the educational requirements of pupils under the through school system. The experiences of other areas show that there is an opportunity to support families by providing integrated services including health, child care, adult training services as well as a range of other services. A comprehensive language policy could be developed through the primary and secondary sectors, to include community activities and adult education.
A 3-19 Learning Campus could provide additional opportunities for maintaining the ethos and general values across the school and these should provide a more effective context for improving the quality of teaching and learning. In short: It is advantageous to use a combination of teaching and learning methods in both primary and secondary schools, in order to improve the pupils’ learning across the transition from the primary to the secondary school. Consistency can be ensured in teaching, learning and in assessment methods and opportunities given for developing ways of promoting innovative skills. The transition from the primary to the secondary sector can be a challenging experience for some learners unless the transition is dealt with in a co-ordinated way. An all through school model can ease the transition since it would not involve a change of establishment between the primary and the secondary phases when the pupil reaches 11 years of age. There would naturally be differences in ethos and culture between primary and secondary sectors and for some pupils this can contribute towards difficulties in the transition between KS2 and KS3. Progression could be ensured and also support and care for pupils with additional educational needs. This would ensure better continuity and consistency in the support given across all the key stages. There would also be more opportunities for early intervention – and thus a framework for tracking throughout the system. This could offer an opportunity for appointing specialist teachers to ensure consistency in the curriculum across all age groups. Research reveals that the transition period from primary to secondary school is challenging for children and that attainment in general suffers during this period. By creating a close relationship between the primary and secondary sectors, this period of uncertainty could be made easier for the pupils. In an all through school different phases could be used instead of the traditional Key Stages. There are several choices for arranging an all through school in age related phases. Some of these – based on the National Curriculum key Stages – reflect the primary/secondary division. These are not likely to have considerable effect on the pupil’s experience of moving from KS2 to KS3 and therefore they are less likely to lead to an improvement in a pupil’s progress. The more innovative choices offer ‘bridging’ between the stages in order to give the pupil a seamless experience in terms of curriculum planning, teaching and learning. [25]
There is an opportunity to take advantage of staff expertise across the age groups. There are more opportunities for ensuring that children are taught according to their needs rather than according to their age group. Experience of a secondary school is not a necessary qualification for all through school leaders, such a school can be led by special school head teachers or primary school head teachers. Regarding the management structures, it is important to ensure that there is appropriate balance between the different sectors. Professional development, training programmes and specific development plans are advantageous as support measures for the whole-school ethos. Sharing expertise can improve knowledge of the curriculum across the various phases, together with support for best practice. A number of responsibilities - curricular and managerial, which can be onerous for small establishments - can be centralised e.g. maintenance, health and safety, performance management, appraisal arrangements, development plans. More effective managerial use can be made of human resources when teaching some specialist subjects to pupils.
6.4 School Capacity
Appropriate Class Size and Age Range Our expectation is that as far as possible, there will be appropriately sized classes in primary schools so that children within the county receive the best possible experiences and opportunities. Gwynedd Council aims to have class sizes of between 12-25 pupils, where children are all of the same age range. The table below shows current class sizes in the Berwyn catchment area
By closing Ysgol Beuno Sant and Ysgol Bro Tegid, and transferring the educational provision to the proposed 3-19 Learning Campus at the current Ysgol y Berwyn site, the educational provision will combine the current primary educational provision into one, leading to a better consistency in class sizes.
Currently, children at Ysgol Beuno Sant are taught in age groups spanning three and four age ranges, and in Ysgol Bro Tegid, in age groups spanning two age ranges.
The capacity of the propose Learning Campus is designed to cater for current requirements and future pupil projections.
Whilst the educational benefits of a 3-19 Learning Campus could be achieved to some extent by keeping primary education on the sites of Ysgol Beuno Sant and Ysgol Bro Tegid, this is not a viable option, because Ysgol Bro Tegid is full to capacity, and Ysgol Beuno Sant is too small to house all the pupils from Ysgol Bro Tegid. Having all pupils on one site makes it easier to share resources and facilities, and is more cost effective.
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6.5 Pupil Population and Projections
Pupil numbers in Gwynedd schools have varied since 1975, however in general there has been a decline of around 18% in pupil numbers across the county. As a consequence, resources are spent each year on maintaining inefficient buildings and systems rather than on education for children and young people.
Below is a table summarising pupils number in the catchment-area schools between 1980 and 2017. 1980-2017 School 1980 1985 1990 1995 2000 2005 2010 2015 2016 2017 growth Bro Tegid 202 123 92 61 79 83 95 115 121 129 -73 -36% OM Edwards 73 64 54 57 52 44 51 96 107 109 36 49% Bro Tryweryn 41 32 42 38 40 30 27 52 58 51 10 24% Ffridd y Llyn 51 57 63 65 48 37 65 64 70 64 13 25% Beuno Sant 88 89 112 108 108 72 51 51 44 38 -50 -56% Y Berwyn 554 616 510 407 446 451 369 308 316 323 -231 -41% Total 1009 981 873 736 773 717 658 686 716 714 -29 -29% Source: September 2017 Data
There has been a general fall in numbers in Meirionnydd over the last two decades, and although numbers in the Berwyn catchment area have fallen, the trend is not as great as in other parts of Meirionnydd and Gwynedd. Indeed, all the rural primary schools have shown an increase in pupil numbers between 1980- 2017. Ysgol OM Edwards has seen an influx of pupils in September 2013 following initial school re- organisation work in the catchment.
This table shows the catchment’s pupil population for the current year: Numbers on Roll (September 2017) School Full Time Part Time Bro Tegid 129 - OM Edwards 99 10 Bro Tryweryn 46 5 Ffridd y Llyn 64 - Beuno Sant 38 - Y Berwyn 323 Evidence from other rural Welsh local authorities indicates that the risk to the effective delivery of educational provision rises as school numbers decline. The aim is that any change in the educational provision for the area would provide greater resilience in the event that pupil numbers fluctuate in the future.
Future projections for the catchment
School 2018 2019 2020 2021 2022 Beuno Sant 30 27 28 28 27 Bro Tegid 123 114 109 107 105 Ffridd y Llyn 66 66 63 63 65 Bro Tryweryn 48 48 48 50 54 OM Edwards 103 100 97 93 92 Y Berwyn 334 324 334 324 320 Total 704 679 679 665 663
The figures suggest that pupil numbers are expected to see a small decline in the catchment between 2018 and 2022. [27]
6.6 Management and Leadership
By bringing together the educational provision of what are currently three schools in Bala to one, there is an opportunity to make better use of staff, especially in terms of management and leadership.
Ysgol Beuno Sant and Ysgol Bro Tegid currently no permanent Head Teachers. Both schools have acting heads, as well as a strategic headteacher who is also responsible for two of the rural schools, namely Ysgol Bro Tryweryn and Ysgol Ffridd y Llyn. However, whilst this provides a short term solution it is clearly unsustainable in the long term.
In addition, the assistant head teachers at Ysgol Beuno Sant and Ysgol Bro Tegid on occasion to have teaching duties, in addition to their responsibilities for school management. This reduces the amount of time available to attend to leadership and staffing matters.
A part-time strategic head teacher was appointed at Ysgol y Berwyn in 2011 which has resulted in the school establishing a clear vision and direction for the school. The strategic head is assisted by a headteacher in charge and an assistant head teacher.
A 3-19 Learning Campus could provide several new opportunities regarding the management and leadership structure, through combining all the resources in the area under one school.
Impact on leadership and management There could be a holistic vision of one establishment managing, planning and providing education across the age range and this leads to better co-ordination and progression in the child’s education. There is progression in terms of leadership across the age range. There could be one governing body, one team of staff, one management team, which could ensure managerial savings, avoid duplication and make effective use of financial and human resources. Leaders could develop a general ethos which can provide a purpose and direction for all the staff and pupils, progression in the teaching methods and behaviour control and consistency in class management and practice. With one management structure, it would be possible to develop general systems for assessing, recording and tracking pupils’ progress. Two teams of staff, which have traditionally been separate – primary and secondary – would benefit much more from each other’s expertise. All through school leadership gives positive advantages for children and young people. In order to realise the vision, senior managers and middle managers must seriously embrace the work involved during the transition period. The skills needed by the leaders of an all through school are the same as those for any single school, but more complex, namely: - effective communication across all the key stages and establishing an effective team culture. - the ability to lead an establishment through a period of substantial change The exact management structure will be decided upon by the shadow governing body. However, a possible management structure would be:
One head teacher would assume responsibility for the entire school, with assistant sector heads to be responsible for the foundation phase, Key Stages 2 and 3, and Key Stages 4 and 5 and any other facilities and services on the site. In the second management tier, a system of coordinators could be established with cross establishment responsibility for aspects such as Pastoral Care, Assessment or Community Activities.
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Here is a possible management structure which could be implemented:
6.7 Condition and Suitability of Buildings
The Council aims to provide quality primary education buildings within the county through structured planning, providing head teachers and teachers with appropriate rooms and access to playing fields and an appropriate hall for children. Buildings will also need to comply with Foundation Phase and curriculum requirements.
The Estyn report “Evaluation of the performance of schools before and after moving into new buildings or renovated property” (2007) confirms the above opinion. The report notes that schools which have seen their buildings being renovated have noticed an improvement in pupils’ achievement and attainment. It notes that Estyn reports on individual schools show that the quality of the teaching has improved, that staff morale is higher, that attendance has been maintained and that behaviour has improved. In addition to this, buildings which have been improved, offer better choice and provision in terms of education within the school and activities held before and after school hours.
Our expectation is that the “learning environment” for the county’s children and teachers – in other words the condition of the school, classroom, staffroom, play provision – meet twenty first century school teaching and learning requirements. There is real concern about the condition and suitability of the county’s primary schools. The buildings require substantial investment to address health and safety matters and to achieve appropriate standards. A number of schools are in poor condition. The cost of upgrading and adapting the county’s school buildings to meet new curriculum requirements and expected standards are substantial.
The condition and suitability of the Berwyn catchment area school buildings, along with the cost of backlog maintenance required is noted in the table below. Please note that the information provided for Ysgol y Berwyn specifies its condition as of 2014, which is prior to the commencement of the construction/upgrading work that is currently underway.
Condition Backlog School Suitability and condition deficiencies Category Maintenance Hall forms part of school corridor Poor lighting Some rooms with pillars making it difficult for pupils to see teachers Dark corridors with little natural light Asbestos Berwyn C £ 1,438,000 Subsidence Significant proportion of school with flat roof which is expensive to maintain School is a combination of buildings dating from the 19th century and Victorian era, and 1960’s which do not integrate well together No small group room /individual study room
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No separate car parking for library users Outdated ICT Library users access library via school – no separate access Poor location of staff room, far from administrative and management team No playing field Outdated ICT Beuno B Limited playground No small group room / SEN room £ 115,000 Sant No class storage Hall used as school canteen Asbestos Small classrooms Cars have to park in school ground 4 classrooms are accessed via hall Bro B Limited grass play area Hall used as school canteen £ 270,500 Tegid Dark and very narrow corridors Outdated ICT Victorian teaching environment Bro Hall used as school canteen B £70,000 Tryweryn Outdated ICT Ffridd y Hall used as school canteen 130,000 B Llyn Outdated ICT O.M. No major suitability and condition deficiencies, following investment of £1M, A £0 Edwards as part of the first phase of re-organisation in the catchment TOTAL Condition Categories 4 x B’s, 1 x C, 1 x A Backlog Maintenance £ 2,023,500
Category Key A GOOD (No Deterioration) C POOR (Major Deterioration) B SATISFACTORY (Minor Deterioration) D BAD (Life Expired)
The Council undertakes annual condition surveys of all its properties. The annual surveys inform the Authority’s Asset Management Plan and enables the prioritisation of the repair and maintenance planned works programme in schools. These surveys have also led to a substantial increase in repair and maintenance budgets since 2009/10.
Gwynedd Council is committed in ensuring that the “learning environment” for the county’s children and teachers – in other words the condition of the school, classroom, staffroom, play provision –are suitable for providing education in the twenty first century. There is real concern about the condition and suitability of some of the county’s primary schools. The buildings require substantial investment to address health and safety matters and to achieve appropriate standards. A number of schools are in poor condition. The cost of upgrading and adapting the county’s school buildings to meet new curriculum requirements and expected standards are substantial.
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Ysgol y Berwyn (2014)
Prior to previous consultation, held in March 2015, Ysgol y Berwyn was assessed as a being in Category Condition C following and assessment of the condition of the authority’s schools estate. Ysgol y Berwyn consists of a building which has evolved over a number of years, from Victorian times to the 1960’s. Most of the building is typical 1960’s design, which although modern at the time, is now outdated, costly to maintain and heat, and no longer fit for purpose as it was designed to cater for over 700 pupils, which is twice the capacity now required. The Victorian part of the school had a number of rooms which are small, most of which are not suitable for teaching pupils in the 21st century, because of their size and design.
The part of the school which dates from the 1960’s had large areas comprised of a flat roof, and long dark corridors which provide very little natural light. It has also had an extension added to it which is of poor quality. Parts of the school are in very poor condition, for example the flat roof leaks in a number of places, and one corridor of the 1960’s school shows evidence of subsidence.
There are pillars in some of the classrooms that prevent teachers and pupils from seeing each other. This does not facilitate communication and interaction between the pupils and the teachers. These pillars can be demolished and significantly improve the classrooms as part of the project.
The school’s original layout is illogical and inefficient. This does not aid pupil and staff circulation and integration, with for example sixth form room at one the far end of the building and staff room located far from the senior management and administrative officers.
Being a large building, the school’s atmosphere is cold, uninviting and uninspiring, and not conducive to effective teaching. Some parts of the building are in very poor condition, with areas showing signs of subsidence. However, it is thought that most of the school could be upgraded successfully, with unsuitable parts demolished, in particular those with a flat roof. The buildings of the Berwyn catchment area schools are classified below, along with the cost of maintenance and upgrading work required
Ysgol Beuno Sant and Ysgol Bro Tegid
Ysgol Beuno Sant and Bro Tegid are both Victorian schools. Whilst in a reasonable condition, their Victorian design is not suitable for modern teaching methods, with a number of rooms which are inappropriately sized, and a design which inhibits pupil circulation and interaction, with dark and narrow corridors.
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Additionally, Beuno Sant has no grass playing field, and a limited hard standing playing area. The grass playing field at Bro Tegid is limited in size, with a large part of the hard standing playing area used for staff car parking, as there are no parking facilities at the school.
Both schools are inefficient to run and maintain, and are of an inappropriate size, with Bro Tegid being too small and Beuno Sant too large for their number of pupils.
6.8 Details of the proposal
The school re-organisation process in the Y Berwyn catchment area has been on-going for some time. As is known, the business case submitted to the Welsh Government in 2015 has attracted an investment of £10.27m to develop the 3-19 Learning Campus in the town of Bala, and the construction plan has been developed in accordance with the requirements and objectives of the business case.
Following the completion of the tendering process, the construction contract was awarded to Wynne Construction company and work commenced on site during the summer of 2016. Construction work is progressing well on the site, and it is expected that the construction programme will be completed by the Easter term in 2018. Below is an artists’ impression (DartonD3) of the design for Learning Campus.
The capital works that is already afoot involves establishing a new primary teaching and resources block enabling the closure and relocation of the two existing primary schools in the town. The work also involves the demolition of some areas of the existing secondary school buildings which would not be cost effective to renovate. It is anticipated that the demolition work will remove unrequired buildings and will release circa 350 surplus spaces. The remaining buildings will be upgraded, suitability issues addressed, and the backlog maintenance of over £1M removed.
The high level initial design was prepared following numerous site visits and meetings with both the strategic head and the acting head teacher of Ysgol y Berwyn. The development of the initial design brief acknowledged the importance of establishing the ethos of an all-through school from the start. Children from the primary phase will be able to access facilities and resources from the secondary phase building and benefit from the expertise of subject leaders. The initial design brief also recognised the need for staff ownership of the single school concept with the incorporation of a single administrative block and staff room within the design.
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An important objective for the design will be to improve the flow of people through the building and to improve the suitability of the learning environment for children. The organisation of the internal spaces will allow the school to control access to the hall space and fitness area by careful timetabling and improved door access. The library will also be relocated to a prominent position adjacent to the main entrance, ensuring that it continues to be a focal point for community services. Aspects of the design include elements which have been identified as best practice examples from previous projects completed by the authority, and from other projects within the 21st Century Schools Programme. For example, using innovative features such 'open plan' toilets to deter bullying, offering flexible learning spaces and the ability to timetable subjects in a number of rooms. In addition, the design takes into account current suitability issues which inhibit learning, and addresses circulation problems. The table below details the different elements which will be included/upgraded as part of building work at the school, along with the associated benefits.
Element Description Benefits New Primary Block Create suitable teaching areas, improve the education provision by making flexible rooms that Classroom can change size to ensure suitable areas for various numbers of pupils. This will improve the children’s learning Create bespoke classrooms with suitable resources. environment, and offer a new teaching environment Foundation Phase Create openings from the foundation phase Classrooms classrooms to the outside and place canopies outside the openings. Multi Use Games Area Provide tarmacadam MUGA playing area Playing area can be used whatever the weather Provide canopy to protect from rain on the outside Canopies Children can be outside even if the weather is poor of the new primary block Children can have use of modern library facilities, Library Direct access to library from primary block without having to travel to any other part of the building Secondary Phase Building Create suitable teaching areas, improve the education provision by getting rid of surplus This will improve the children’s learning Classroom capacity and ensure suitably sized rooms. Upgrade environment, and offer better teaching environment condition, quality and design of classrooms Provision of new sixth Dedicated provision for sixth form, consisting of This will improve the social and studying form centre common room and separate studying room environment for sixth form pupils Refurbishment and Provision of link will make technology block more enhancement of Technology block will be upgraded and enhanced. accessible technology block Additional Learning New facilities and classroom for children with This will improve the teaching environment for Needs additional learning needs children with Additional Learning Needs Demolition of three Areas of the current Ysgol y Berwyn school which areas of the current This will rid costly and unsuitable parts of the current have reached the end of their economic life will be building, and rid more than 300 surplus places. secondary school demolished. building The current design of the second floor of the Addition of partial current Ysgol y Berwyn site does not aid circulation Better circulation between rooms on the second floor new floor to first floor between rooms on that floor and between the floor of the building and between the first and ground of current Ysgol y and the rest of the school. Extending the floor over floor. Better use of school facilities and resources. Berwyn site a downstairs corridor will provide increased floor space
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Adding a corridor Three rooms on the first floor of Ysgol y Berwyn outside 3 rooms, have no outside corridor. Pupils and teachers No disruption to lessons where there is wishing to navigate form one part of the first floor currently no corridor to another have to pass through these rooms. Shared and communal facilities The Head teachers will be released more from Head teacher’s Room New Head teacher’s room to serve both primary teaching responsibilities in order to concentrate on for both primary and and secondary phases, suitable for holding meetings leadership matters in line with national guidelines. secondary phases with parents, governors, staff. These rooms will be a useful space and resource for the Head teachers A new staff room and administrative block, Staff Room and centrally located to each phase will ensure that co- New, bespoke staff room central to each phase administrative block working between both phases will be facilitated sand that the school operates as one entity. Entry to both phases and to community facilities A new main reception catering for both phases and can be effectively controlled and monitored using Reception as an entry point for community services such as minimal resources. This will enable the provision the library, and upgraded school hall of high quality services to all school pupils, staff and visitors Dedicated areas in close proximity to the Enable modern teaching to the highest standard Resources classrooms where practical tasks can be undertaken with suitable resources and furniture. using the latest technology and equipment. Improving specific area for pupils who are unwell Specific area for unwell pupils and a fit for purpose to wait for parents to pick them up and for visiting Quiet Area / Restroom space for visiting specialists doctors, dentists, nurses, child welfare officers to use to conduct visits. An upgraded school hall, with retractable seating, retractable dividing wall, with current corridor Pupils, staff and the public will benefit from this School Hall running parallel partitioned so that the hall is self- multi-use area. contained for use by both school phases and the community Better utilisation of room as it can be used as an Music room This will be relocated opposite the school hall additional resource when the hall is utilised for performances Pupils will benefit from better facilities for Provide a new Dance Studio and Fitness Room to Dance Studio and physical education. Fitness room is currently used replace the facilities lost by demolishing the poor by the public and generates income. Upgrade of fitness room quality buildings. facilities has the potential of increasing income. Upgrading will benefit pupils, as well of members of the public when fitness room is used by public. Changing rooms General upgrading As changing rooms are located near to hall, they can be used for performances being held in the hall.se As there is currently no provision for such Community room Room for use by public facilities, and existing classrooms are used, the community will benefit from a bespoke facility. Storerooms Create suitable storerooms New modern toilets, suitable for different ages in Toilets different areas of the building. These improvements will enhance the standard of New site entrance with measures to ensure the the learning environment, health and safety and segregation of pedestrians and traffic, together with access matters. Parking designated staff and, visitor parking areas. There will be an area for a bus to drop off/collect and an area for disabled parking. Upgraded canteen and kitchen, with modern Increase efficiency and gives the school the highest Canteen and kitchen appliances and advanced technology e.g. induction possible environmental grading. hobs and ovens.
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New heating system to include energy efficient Heating and Plant Room boilers Integration and sharing of facilities between phases Internal spaces Coded door access to enable certain facilities, for Maximise use of facilities and sharing of designed so as to example, hall, gym, to be used by both phases at resources, whilst ensuring that both phases are ensure flexible different times separated, but ensuring good flow and circulation integration and of pupils throughout the building separation of both phases
The proposal forms part of the Local Authority’s Investment Programme under the Welsh Government’s 21st Century Schools programme. It will therefore contribute towards ensuring that the county has schools which are fit for the 21st Century, and towards more effective strategic management of the Council’s school estate by getting rid of backlog maintenance and inefficient and poor quality school buildings.
The aim is that the £ 10.27 million investment in the town of Bala will improve the learning environment for the children of the area. In addition, the campus will include community resources such as library, arts provision and additional resources to improve sports provision.
6.9 Proposed Transport Arrangements
Gwynedd Council’s strategy for both primary and secondary education is that it aims to limit home to school travel to a maximum one way journey of 45 minutes. Free transport is available for primary school pupils that live 2 miles or more from the school in their catchment area and secondary school pupils under 16 that live 3 miles or more from the school.
As Ysgol Beuno Sant and Ysgol Bro Tegid are both situated centrally in the town of Bala, the proposal will have no effect on travelling times.
As the secondary provision will remain on the same site as where Ysgol y Berwyn is currently situated, again there will be no difference in the travelling time or distance of pupils of secondary school age.
A number of pupils who attend the three schools in Bala walk to school. The proposal will be such that those pupils who currently walk to school will continue to do so to attend the Learning Campus. The proposal therefore at least maintains the current environmental sustainability of the current arrangements.
This proposal will not lead to increased transport costs.
6.10 Surplus Places
National Targets for Authorities
In May 2012, the Education and Skills Minister wrote to local authorities requesting statements from authorities which had more than 20% of surplus places in either sectors, or were projected to have more than by 20% of surplus places by 2016. Authorities were required to outline what plans they had in place (or were already administering) to attempt to reduce the level of surplus places to below 15% by January 2015. The guidance is clear that local authorities are expected to manage changes to catchment areas to ensure that demand and growth in pupil population is taken into account when the decision is made on creating a new school or expanding an existing building. The choice of site and model of a new school must ensure that sustainability and a reduction of surplus places is core to the aims of the project.
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In response to the Ministerial letter, Gwynedd Council reaffirmed its commitment to continue to prioritise policies which develop sustainable models of high quality educational provision directly addressing the need to reduce surplus places, where that makes sense form an educational and resource perspective.
Planning for the future of education in different catchment areas therefore needs to reflect trends in terms of population and primary pupil numbers. The Council has already taken initial steps to respond to this challenge and this proposal directly contributes to the objective of reducing surplus places and establishing a sustainable education system. In post inspection visit in 2014 in order to monitor the specific recommendation made to the County of reducing surplus places, Estyn reached the positive conclusion that the Council was meeting the challenge “to a great extent”.
Financial Costs of Surplus Places
According to Estyn, closing and combining schools is one way of reducing surplus places, releasing savings for reinvestment and raising standards. Where there are educational and sound reasons for doing so, this is an approach Gwynedd Council will follow. However, how surplus capacity is addressed, will vary from catchment to catchment according to the particular situation and requirements of each catchment area.
The vast majority of surplus places within the Bala Catchment are in Ysgol y Berwyn with 407 surplus places (55%). Of the primary schools, Ysgol Beuno Sant has the most surplus places with 51 (57%). Ysgol Bro Tegid (the other primary school in the town) is over capacity by around 10%. All 3 of the rural schools have only 16 surplus places in total.
Estyn has placed a notional cost of one surplus place in a primary school at £262 and the cost of a surplus place in a secondary school at £510. The cost of the surplus places in the Berwyn catchment area, based on Estyn’s data is as follows:
Potential Cost of Surplus Places per School Surplus Places School Total Cost Capacity (September 2017) Primary x £262 ; Secondary x £510 Number % Bro Tegid 95 0 0 0 Bro Tryweryn 60 9 15% £2,358 Ffridd y Llyn 71 7 9% £1,834 Beuno Sant 89 51 57% £13,362 O.M. Edwards 98 0 0% 0
Primary Total 413 67 16% £17,554
Y Berwyn 730 407 55% £207,570
Catchment area total 1,143 474 40% £225,124
6.11 Financial Resources
The expectation is that Gwynedd makes the best possible use of financial resources available for the provision of education in the county. It is also sensible, wherever possible to make to make the best use of resources across the county by reducing the range of cost per pupil.
This is even more important with the extremely challenging financial climate facing the Council at present. It is therefore important that efforts are made to utilise resources as effectively as possible within the education and training system for the benefit of children and young people. This includes all resources – human, technical, construction and financial. In particular, a substantial proportion of the education budget is spent on maintaining a very expensive and inefficient school infrastructure which in many cases was [36] designed in the last century, or during the Victorian era. In addition there is a substantial expenditure on schools where there is a large percentage of surplus places.
The expenditure per pupil varies greatly from school to school. Although the cost of surplus places is a factor that needs to be taken into account as part of the reorganisation process, it is not the sole driver. However, we have to be aware of the effects and implications of substantial expenditure on schools which have a high percentage of surplus places – especially the impact and implications that this has on the budget which reaches the pupils, and balance this against other factors which are relevant when considering what is best for pupils in the catchment area.
Given the extremely challenging financial climate at present, it is critical that every effort is made to utilise resources as effectively as possible within the education and training system for the benefit of children and young people. This includes all resources – human, technical, construction or financial. A substantial proportion of the education budget is currently spent on maintaining a very expensive infrastructure. In addition, there is substantial expenditure on schools where there is a large percentage of empty places. Action will need to be taken to rationalise the number of schools throughout the county, as well as identify opportunities to ensure overall improved effectiveness.
For the 21st Century, there is a need to ensure that Gwynedd has a network of schools of the correct type at the appropriate locations across the county. Reducing the number of empty places and ensuring robust schools regarding size, would provide opportunities to develop inclusive and community-focused elements. Such a course of action is crucial if equal opportunities are to be promoted across the county and the impact of poverty in children and young people’s lives is to be reduced.
A total of £1,410,953 was allocated to the catchment primary schools for 2017/18. This corresponds to £3,824 per pupil on average, which is very close to the average primary pupil cost of £3,777. The range of cost per pupil varies between £3,306 and £4,984.
Ysgol y Berwyn has a cost per pupil of £5,278 which is above the County average of £4,991.
SHARE OF BUDGET School Total Budget Cost Per Pupil Bro Tegid £399,977 £3,306 Bro Tryweryn £177,416 £3,386 Ffridd y Llyn £284,352 £4,062 Beuno Sant £219,316 £4,984 O.M. Edwards £329,892 £3,384 Primary Average / Total £1,410,953 £3,824 County Average £3,777 Y Berwyn £1,667,919 £5,278 County Average £4,991 Source: Report Section 52 Gwynedd 2017/18
It is predicted that the proposal could lead to revenue saving of approximately £65,000 with a possible further efficiency saving of £23,000 by releasing maintenance funds and managerial costs to be re-utilised within the budget.
In the current unprecedented financial climate, with cuts proposed to the Council’s education budget, the financial savings generated by this project can help to cushion the impact of any budget cuts faced by Gwynedd schools in the future.
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6.12 The Welsh Language
Our desire is for all the pupils within the county to be totally bilingual and have appropriate ability to become full members of the bilingual society they live in. The proposals for changing local school will have to take into consideration all the linguistic impacts. Maintaining and supporting the use of the Welsh language by children as the language of education and the language of the community is of key importance when forming proposals for the area.
In developing any school organisation proposals, full consideration must be given to the possible impact on the Welsh language. Maintaining and improving the use of the Welsh language as the educational and social language among the children is always a key consideration when forming proposals and assessing options.
The current figures regarding the language background of the schools in Bala which are affected by these proposals is in the table below:
Speak Welsh Do not speak Speak Welsh Do not speak Do not speak School fluently at Welsh at home at home but Welsh at home Total Welsh at all home but are fluent not fluent and are not fluent Beuno Sant 12 (29%) 5 (12%) 1 (2%) 17 (41%) 5 (12%) 41 Bro Tegid 68 (58%) 9 (8%) 13 (11%) 20 (17%) 7 (6%) 117 Ysgol y Berwyn 226 (72%) 36 (11%) 7 (2%) 41 (13%) 4 (1%) 314
Fluent Welsh Some Welsh No Welsh Source: PLASC (January 2017)
In accordance with the School Organisation Code, the Council undertook a language impact assessment on the long list of options to assess the impact they would have on the Welsh Language in the area. A copy of the language assessment report is included in the background pack or is available on the Council’s website www.gwynedd.llyw.cymru/modernisingeducation.
The assessment noted that establishing a Learning Campus on the site of Ysgol y Berwyn would not have a negative impact on the use of the Welsh language. In looking at the statistics regarding the language mostly used by pupils in the playground and the use of the Welsh language in activities outside the classroom, establishing the new school would create more opportunities for strengthening the use of the Welsh language, by extending the opportunity for children to socialise more through the Welsh language.
In order to establish a Welsh image for the new educational system, we note that the situation in Ysgol Bro Tegid and Ysgol y Berwyn is strong - with 58% in Bro Tegid and 72% of pupils in Y Berwyn able to speak Welsh fluently and Welsh being the language of the home (11% of Berwyn pupils also fluent but do not speak Welsh at home). In comparison, fewer than half the pupils (29%) of Ysgol Beuno Sant at present are fluent Welsh speakers and speak Welsh at home. Therefore, there are opportunities for strengthening the Welsh language by establishing the Learning Campus in Y Bala, by ensuring that all the pupils attend a school which is both educationally and socially a Welsh medium school.
In addition to the opportunities which arise by establishing a Learning Campus in the town, some of the models offer opportunities for sharing and making better use of resources.
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6.13 The Community
Our expectation is that the county’s primary schools serve as a focal point for community based activities, enriching pupils’ experiences and opportunities.
In developing school organisation proposals, full consideration must be given to the possible community impact. Most schools have interactions with the local community, with the community using the school buildings to host events.
Use by the Community School Weekly Occasional Daily Beuno Sant Bro Tegid Y Berwyn The Council undertook a community impact assessment on all 7 of the possible long listed options in order to compare the impact they would have on the communities affected. The full community assessment report is included in the background pack or on the Council’s website.
From the information presented, the schools in the town of Y Bala already share some facilities and resources, and therefore there will not be any considerable change or harmful community impact in Y Bala because the community use at Bala can continue on the existing site of Ysgol y Berwyn where the Learning Campus is located under a number of the models.
There is a challenge and an opportunity for the school and the community to develop on the Learning Campus in the town of Bala and to ensure that the site operates as a hub for a number of activities, not only for the community in the town of Bala, but for all the communities in Penllyn. Specific elements such as the library and theatre and cinema provision can be identified within the development of the school.
As part of the task of choosing possible models, it can be stated that none of the models under discussion include plans for any school in a rural community to close. This means that there is no impact on the rural communities of Ysgol OM Edwards, Ysgol Bro Tryweryn or Ysgol Ffridd y Llyn – namely the villages and communities of Llanuwchllyn, Frongoch, Llandderfel, Sarnau and Cefnddwysarn.
6.14 Governance and Staffing Matters
Shadow Governing Body Should the proposal to create a new 3-19 Learning Campus be implemented, it would be necessary to establish a shadow governing body. This shadow governing body would be established in accordance with national guidance, well before the proposed implementation date of September 2019. They would need sufficient time to be able to create all relevant policies, an instrument of governance, to appoint a headteacher and then to create a staffing structure in conjunction with the headteacher.
Staffing Implications Should the proposal be approved, there would be staffing implications which could lead to uncertainty and redundancies. Under this model, the posts of all staff members at all 3 schools would come to an end. New appointments would be made by the shadow governing body of the new learning campus.
Gwynedd Council has developed a redeployment policy model for schools, in conjunction with the Trade Unions and head teachers. It would be up to the shadow Governing Body to adopt this policy, amend or decide not to adopt the policy. Any redundancies resulting from a proposal would have to conform with necessary employment law and Gwynedd Redundancy scheme. Clear and open communication with staff will play a core part in implementing any proposal.
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Human Resources officials will be present at the drop-in session that will be held in Y Bala should a member of staff wish to discuss. Staff are welcome to contact the Human Resources department directly should they wish to have one to one discussions. A support package, including training if appropriate, will be offered during the transition period to all staff affected by the proposal.
Teaching Staff Should a learning campus be established, it would be necessary to establish a shadow governing body who will then appoint staff. It would include representatives from all parts of the catchment area. The exact details of the staffing structure would be a matter for the Shadow Governing Body, the post of head teacher would be the first appointment, and the remainder of the posts would follow.
Auxiliary Staff The Council appoint and employ auxiliary staff (kitchen, caretaking and cleaning staff) who work in the primary schools within the catchment.
This means that the Shadow Governing Body of the new 3-19 Learning Campus would have to decide whether they wish the school governors or the Council to be responsible for employing auxiliary staff in the new school.
6.15 Impact on Equality
An equality assessment has been carried out on the long list of possible models. The assessment pays specific attention to different equality elements such as race, gender, disability, language, religion or belief and age. The assessment notes the current situation and the policies and arrangements already in place to ensure that the proposal considers and abides by equal rights. The assessment concludes that the proposal will have little or no effect on equality.
As part of the statutory consultation process of 2015, the Council commissioned a further equality assessment from an independent consultant, because a number of models under consideration noted the possibility of impact on Church primary school provision. This assessment measured the need for different types of schools within the catchment area, so that local wishes could be considered when deciding on the favoured option. The legal category of the favoured option would have an impact on the choice of educational provision in the catchment area - that is, either community or Church education. This factor is given full consideration in section 6 of this document, with the equality assessment and the assessment of need for various types of schools reports available in the background pack.
With the exception of the status/category of the school, having weighed and measured the relevant factors, the conclusion reached is that the proposal will have no effect on equal opportunities and that there will be no illegal discrimination and harassment. Arrangements are in place to monitor and review the situation.
6.16 Likely Advantages for Children and Young People
Core Aim of the United Nations Advantages Conference on Child’s Rights Having a fair start in life Better resources and amenities, and policies for nursery and foundation phase education provision being implemented to twenty first century standards. Having a comprehensive variety of Opportunities for sharing staff expertise in specific fields across the learning sectors, in education and learning opportunities order to ensure a range of opportunities as well as providing new curricular advantages. Enjoying the best possible health and not Appropriate plans and policies to ensure progression in these matters in the catchment being abused, victimised or exploited school. Having access to play, leisure, sports and Opportunities to share expertise in these fields across the learning sector, and also to share cultural activities resources and good practice, thus improving access for pupils into the leisure, sport and culture provision. Being heard, treated with respect, and their School council forums would ensure that pupils’ voices are heard. culture, race and identity recognised [40]
Living in a safe home and community which Interagency teams could be developed around the children to ensure care and support physical and emotional welfare communication progression throughout the child’s time at the catchment schools. Not being disadvantaged on account of There would be an opportunity to develop cross-agency plans in order to tackle child poverty poverty in the Berwyn catchment.
A 3-19 Learning Campus could offer curricular advantages by creating an ethos and similar expectations for pupils, staff and parents by maintaining flexibility when planning and implementing the curriculum. Research shows that the transition period from the primary to the secondary school is challenging for children and that achievement deteriorates during that period. By creating a closer relationship between the primary and secondary sectors, uncertainty for children can be reduced.
By means of careful planning it could ensure that all pupils have access to the same resources and experiences, including aspects such as learning a modern language, the use of science, technology and sport equipment. One formal managerial structure would allow curricular aspects such as maintenance, health and safety, appraisal and performance management to be included within one co-ordinated system.
A 3-19 Learning Campus could allow a new and co-ordinated structure to be established with whole school responsibilities for specific curricular aspects such as literacy, numeracy and ITC development. The size of the staff team as one unit would be considerably bigger and this in turn would give a wider range of expertise and more effective use of individual team members’ strengths. Carefully planned use would be made of staff skills in order to shoulder cross-sector responsibilities for specific curricular fields and this should be a way of raising standards and reducing the level of use made of staff working outside their main field of responsibility.
Pupils’ welfare could be supported by reducing the concern over the transition from the familiar primary regime to the secondary sector. A pupil support system, suitable for the age and the needs of the pupils, would be established and this would ensure a long term relationship between parents and staff. Experience in other areas has shown that there is an opportunity to support families by providing integrated health, child care and adult training services along with a range of other services.
Also, a 3-19 Learning Campus- subject to the wishes of the governors – could introduce a range of public services and have a catchment area management team over education, training, public services, and social ventures. An administrative managerial unit could be utilised to a larger degree and this would strengthen the school e.g. leisure centre, library, child care, local training sessions, arts centre.
The additional advantages of this concept could include maintaining management and administrative teams of viable size which would assist schools to develop as a focal point of the community. This could be a means whereby the Council could maintain standard services in rural areas and reduce the number of surplus places. The challenges of this element include successful management of a range of responsibilities and ensuring that such responsibilities do not affect the main responsibility of the establishment, namely to promote education.
6.17 Proposed Admission Arrangements
The Education Department of Gwynedd Council would be the Admission Authority and would operate in accordance with the County School’s admissions policy. The Authority would control admission to the school.
This type of school is regarded as “middle schools” according to admission rules. Therefore this type of model would have an admission number for Nursery, Reception and Year 7.
6.18 Information regarding Additional Learning Needs
The current arrangements are that each school in Bala caters for children with Special Educational Needs.
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The new school will ensure that the facilities and necessary staff are in place to provide the appropriate specialist provision for pupils with additional learning needs.
If the proposal is realised, then the existing arrangements will transfer to the Learning Campus. The provision for special educational needs at the Learning Campus will be enhanced by the provision of new upgraded buildings and facilities. There will also be an opportunity for the better sharing of special educational needs resources, and the expertise of special educational needs teachers between primary and secondary school phases.
6.19 After use of sites
Should the proposal be implemented there would be two sites that would cease to provide education, those of Ysgol Beuno Sant and Ysgol Bro Tegid. The Ysgol Beuno Sant site would no longer be a school, but would remain the property of the Church in Wales. The Council has a post-use policy for school buildings and this would be followed. The Council would need to discuss and consider any legal binding terms or limitations which could come into effect should any of the site cease to be a site for education provision.
Cylch Meithrin Y Bala is currently situated on the Ysgol Bro Tegid site. If this proposal leads to the closure of Ysgol Bro Tegid, then consideration will need to be given as to the future location of the Cylch Meithrin.
6.20 Possible Risks
Risk Possible Impact Action to Mitigate Risk Lack of decision making Inability to implement change due Timetable with clear milestones that note when key decisions are to lack of decisions which increases required from the Education Cabinet Member and the Project likelihood of disruption to pupils’ Board education. Could cause reputational damage to the Council Insufficient qualified staff Understaffing and/or inadequate Plan the staffing structure and job descriptions at an early stage to run the new education quality of teaching Plan resource, training needs assessment and recruitment establishment strategy well in advance Appoint a head teacher to the new establishment months before its official opening Insufficient transport for Children unable to access the new Prepare and plan a timetable with clear milestones for planning the new arrangements education provision transport tenders well before opening day. Local reluctance to This could decrease pupil numbers Sustained community contact, informing them of developments support the new school and available financial resources and resource benefits included in the plan. Quality of education in Decrease, quality which could affect Monitor the schools in line with the Education departments’ the short term while any new educational establishments policy. Any new educational establishment will be inspected by schools are under review while in their infancy Estyn within its first year. Late completion of Delayed implementation, potential Close monitoring of building projects with regular updates to building projects disruption to pupils’ education and project board. requirement of extra short term funding Over-run in building Requirement for additional funding Detailed planning with project costs subject to robust scrutiny at contract costs every stage and expenditure monitored regularly Possible Site Issues e.g. Could delay the building work Sites in question are existing school sites. archaeological or Contract will require all essential checks to be completed before environmental construction begins. Site Safety Any complications or issues could A full Health & Safety plan will be prepared by the contractor in cause delays consultation with Council Health and Safety Officers. It will ensure full separation of children from working areas on any existing school sites that are developed. Officers will continue to assess health and safety as the development progresses. Long term financial Area vulnerable in the future The favoured option reduces educational running costs in the viability of the option area and reduces the range in cost per pupil.
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Gwynedd Council or Delays the project, a significant Gwynedd Council’s contribution has already been confirmed by Welsh Government delay could cause project the Cabinet. Creation of robust business cases and ensure funding delays abandonment continued discussion with Welsh Government. Cabinet does not approve Delay to timetable, any significant Ensure Cabinet is updated regularly the proposal delay could mean that the project must be abandoned Decision referred to the Delay to timetable Ensure adequate resources and expertise is available when Education Minister required. Keep the key consultees up to date as the project develops and timetable the possibility of referral into the project timetable Education & Skills Significant delay to the timetable Consideration should be made to identify the most financially, Minister rejects proposal which means that the 21st century economically and educationally beneficial option is selected. (if proposal is referred) schools funding window is missed Project Management Could cause delays The job will be managed jointly by a client office and the Project Issues Manager, under the supervision of the Project Board. A community support officer will foster relationships with the communities involved and keep them apprised of developments. The project team will provide administrative support.
7. Legal Category of the proposed direction
7.1 Legal Category When developing this proposal, consideration must be given to the legal category of any new model. At present, there is a choice of primary provision of the following legal category: Community Voluntary Aided (VA) with religious designation (Church in Wales) In accordance with the School Standards and Organisation (Wales) Act 2013, schools are categorised as one of the following: Community Voluntary Controlled (VC) with a religious designation (Church in Wales) Voluntary Aided (VA) with a religious designation (Church in Wales) The Council and the Church in Wales are joint providers of education in the Berwyn catchment area. Ysgol Beuno Sant is a voluntary aided school (VA) with a religious character (Church in Wales). Ysgol y Berwyn, Ysgol Bro Tegid, Ysgol OM Edwards, Ysgol Bro Tryweryn and Ysgol Ffridd y Llyn are Community schools. The religious nature and character of a Voluntary Aided school influences: the character of the school membership of the governing body ownership of the site The table below show the school categories in the Berwyn catchment area, and the number of pupils in those categories: Primary (September 2017) Secondary (September 2017) Category Number of Number of Number of Number of schools pupils schools pupils Community 4 353 1 323 Voluntary Aided Schools (VA) 1 38 0 0 Total 5 391 1 323
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7.2 Other Church in Wales schools in Gwynedd
It is important for the Cabinet to consider the wider context of the provision. The table below provides the details of all the Church in Wales schools within the County. Ysgol Beuno Sant is a VA (Voluntary Aided) school whilst all the others are VC (Voluntary Controlled):
Predictions
2018 2019 2020 School
Age
Bala
2017
Pupil Pupil
Sept.
Range
places Pupil Surplus Pupil Surplus Pupil Surplus
from Y
Surplus
Capacity
Distance Distance numbers numbers numbers places numbers places numbers places Pont y Gôf 52.2 3 - 11 113 122 9 (7%) 111 11 (9%) 101 21 (17%) 98 24 (20%) Maesincla 49.2 3 - 11 284 360 76 (21%) 269 91 (25%) 271 89 (25%) 271 89 (25%) Y Faenol 52.3 3 - 11 219 232 13 (7%) 206 26 (11%) 206 26 (11%) 206 26 (11%) Foelgron 48.9 3 - 11 40 60 20 (33%) 42 18(30%) 42 18 (30%) 45 15 (25%) Llandygai 47.6 3 - 11 149 176 27 (15%) 138 38(22%) 144 32 (18%) 141 35 (20%) Llandwrog 45.6 3 - 11 48 86 38 (44%) 42 44(51%) 38 48 (56%) 32 54 (63%) Llanystumdwy 36.5 3 - 11 22 53 31 (58%) 23 30(57%) 22 31 (58%) 21 32 (60%) Tregarth 45.3 3 - 11 115 181 66 (36%) 116 65(36%) 112 69 (38%) 117 64 (35%) Cae Top 50.7 3 - 11 240 254 14 (6%) 240 14(6%) 240 14 (6%) 240 14 (6%) Dolgellau Primary 0.0 3-11 38 89 51 (57%) 30 59 (66%) 27 62 (69%) 28 61 (69%) Beuno Sant 52.2 3 - 11 113 122 9 (7%) 111 11 (9%) 101 21 (17%) 98 24 (20%) Source: September 2017 Data
7.3 The need for different types of schools In order to understand the views regarding the need for education of different categories in Y Berwyn catchment area, an assessment was undertaken in April 2014. The Council re-visited the 2014 assessment report as part of the process of identifying the favoured option for this statutory consultation. The assessment was carried out by distributing a questionnaire to the parents of pupils at each of the 6 schools within Y Berwyn catchment area. 160 questionnaires were returned. Some key points to note is the fact that the quality of education is the most important factor to parents as they choose a school for their children – this is clear with 76.9% of the respondents stating, “The only thing that matters to me is that my child has a good education”. There were no views either way regarding the category of the school. It confirmed that educational matters – quality, good relationship with the school, standard of the resources and the learning environment are the main factors considered as important in a school. Another question asked respondents to rank different factors relating to their schools in the order of their importance. By combining the responses, the report sets the factors in the following order of importance. Rank Factor 1st The quality of education 2nd A good relationship between parents and teachers 3rd School buildings and resources that are of high standard 4th The school supports the children’s spiritual and moral developments 5th Travelling distance to the school 6th The formal expectation that Christian values are integral to the life of the school 7th Additional Provisions (e.g. breakfast clubs, after school clubs)
The full assessment report is available on the Councils website (www.gwynedd.llyw.cymru/modernisingeducation) or in the background pack for this consultation document.
7.4 Pre-consultation discussions with the Church in Wales The Council has held regular discussions with representatives of the Church in Wales from the start of school reorganisation in the catchment area. In accordance with the School Organisation Code (006/2013) it is required that the Authority hold a pre-consultation with the Church in Wales. The pre-consultation was held
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The Church stated as follows:
“The needs of the current and future pupils at the new school are our priority, the Diocese of St Asaph wishes to support a way forward that protects the investment of £10million and allows the new school to open as soon as possible so that the children of Bala and Penllyn and the wider community can benefit.
We have discussed the matter at length with officers of Cyngor Gwynedd, locally elected members and the Chairs of Governors and we all agree that we should work together to bring this matter to a satisfactory conclusion.
To enable this to happen the Diocese will in partnership with Cyngor Gwynedd concur with the request of the Governing Bodies and wider community regarding the status of the new 3-19 learning campus. This will allow a new consultation to be held but also allows the building work to continue and safeguards the investment in Bala and Penllyn.”
The Church in Wales’s full response has been included in the background pack. 7.5 Land ownership and use of capital receipts
The sites of Ysgol Bro Tegid and Ysgol y Berwyn are the property of Gwynedd Council. The Church in Wales owns the site of Ysgol Beuno Sant. In regards to Ysgol y Berwyn, if the Learning Campus is denoted as a: Church in Wales school with a Voluntary Controlled or Voluntary Aided status, the site of Ysgol y Berwyn would need to be transferred to the Church in Wales. Community status school, there would be no change to the ownership of the site, and the Local Authority would continue to own the Ysgol y Berwyn site. As was noted in the previous consultation, the Council will establish formal long term binding arrangements between itself, the Governing Body and the community to secure and manage any shared community facilities that are proposed to be incorporated in the school for the benefit of the school and the community. Any capital receipts will be allocated to the Council’s Asset Management Plan. This forms part of the Council’s financial contribution of £5.135M towards the investment in the Berwyn catchment area and other capital projects undertaken by the Council. 7.6 The preferred Legal Category Choosing a category for the Learning Campus has implications for the nature of educational provision in the catchment area. Denoting the Campus as a community school would remove Church in Wales primary provision in the area. On the contrary, designating the Campus as a Church in Wales school would remove community primary and secondary provision in the town of Bala. In designating a legal category for the preferred model, the outcome of the recent local discussion (as noted in the Cabinet report on 27 June 2017) as well as the finding of the assessment of the need for different types of schools (2014) which confirmed that the quality of education is the main factor that is considered important in a school.
On this basis, in terms of legal category, it is proposed that ‘community’ status is the preferred option for a statutory consultation.
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We welcome all comments regarding the proposed legal category of the preferred option, that is, whether the consultees are in favour of or against the preferred community category.
8. Summary of the proposal
This proposal would mean that three schools in the Berwyn catchment area, Ysgol Bro Tegid, Ysgol Beuno Sant and Ysgol y Berwyn would close and re-open as 3-19 Learning Campus.
Close Close Close Ysgol Bro Tegid Ysgol Beuno Sant Ysgol y Berwyn
3-19 Learning Campus This would involve: Closing 3 Schools: - Ysgol Beuno Sant - Ysgol Bro Tegid - Ysgol y Berwyn
Establishing one Welsh medium, Community 3-19 Learning Campus on the current site of Ysgol y Berwyn in the centre of the town of Bala.
9. Explaining the Statutory Process
A period of pre-consultation with the Church in Wales was held between 31 August and 28 September 2017. Then a report, containing the Church’s comments from the pre-consultation, was presented to the Council’s Cabinet for consideration in October 2017.
The Cabinet supported the recommendation to proceed to hold a statutory consultation period on the favoured option. This is the consultation document, which contains the proposal’s details. This document was published on 22 November 2017 and responses can be received until 13:00 on Wednesday 10 January 2017. These responses will not be counted as objections, but comments. If anyone wishes to object they must do so following the publication of the statutory notice (should one be issued). During this consultation responses may include comments or questions on any aspect of the proposal (e.g. the model, sites involved, category etc.) or suggest alternative options.
Following this statutory consultation period a report will be submitted to the Cabinet in February 2018 where a decision will be made whether or not to proceed with this proposal. This consultation report will summarise the issues raised by consultees and contain the Council’s response to the issues. The report will be published on the Council’s website and hard copies will be available on request. Parents, carers and guardians, staff and governors of all three schools will be informed that the report is available. A number of representatives from other agencies will be informed that the consultation report is available e.g. the Church in Wales St [46]
Asaph Diocesan Authority, Powys Council, Estyn, Welsh Ministers, relevant Assembly Members and Members of Parliament etc.
If the Cabinet decides to proceed following consideration of the consultation report, the proposal will have to be issued in the form of a statutory notice. The notice will be published on a school day and there will be an “objection period” of 28 days from the date when the proposal is published. Anyone can object to the proposal. The notice will be posted on the Gwynedd Council website and also close to the main reception in all 3 schools involved in the proposal; copies will be sent to the schools to be distributed to pupils, parents, carers and guardians, staff and governors. Hard copies will be available on request to the school organisation office.
After the objection period closes, the Council will publish a summary of the statutory objections and the Council’s response to the objections in an “objection report”. The objection report will be posted on the Council’s website and hard copies will be available on request. Parents, carers and guardians, staff and governors of all 3 schools will also be informed that the objection report is available. A number of representatives from other agencies will be informed that the objection report is available.
The Council Cabinet will make the final decision on the objection report within 28 days of the end of the objection period. When the Cabinet has reached its final decision, the decision will be put in writing along with explicit reasons for the decision. The decision will be posted on the Council’s website, and parents, carers and guardians, staff and governors of all three schools will be informed of the decision. A number of representatives from other agencies will also be informed of the decision.
In some instances – following the Cabinet’s final decision - it is possible for the following bodies to refer the proposal to the Welsh Ministers for their consideration:
Another Local Authority affected by the proposal Appropriate religious body for any school affected Governing body of a voluntary or foundation school which is the subject of proposals Any Trust which holds land on behalf of a voluntary or foundation school which is the subject of proposal Further education establishment affected by the proposals
The bodies which refer the proposal need to note the reason why they are of the opinion that the decision reached by the Local Authority is incorrect. The Welsh Ministers will decide whether the proposals affect the bodies and whether they need to consider the proposals.
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10. Proposed Outline Timetable
Date Step Cabinet Report: requesting permission to conduct a statutory 24 October 2017 consultation Statutory consultation period begins: At least 42 days for consultees to 22 November 2017 respond, at least 20 of those days being school days. Statutory consultation periods ends: Closing date for receiving 10 January 2018 comments on the proposal.
Cabinet: Following the statutory consultation, a report on the responses will be submitted to the Cabinet. The Cabinet will discuss the report and February 2018 decide whether or not to proceed with the proposal. This report will be published on the Council’s website.
Issue a statutory notice: If the Council decides to proceed with the February 2018 proposal, a statutory notice will be issued and an objection period held. Any objection must be submitted within the 28 day objection period.
March 2018 End of the formal objection period
Cabinet: Following the objection period, the Cabinet will discuss the April 2018 objections report and decide whether or not to confirm the proposal.
Referring the decision to the Welsh Ministers: In accordance with section 54 of the 2013 Act, within 28 days of the Cabinet’s decision, the proposal the following bodies have the right to refer the Authority’s decision to the Welsh Ministers for determination: i. Another local authority affected by the proposals; April 2018 ii. The appropriate religious body for any school affected iii. The governing body of a voluntary or foundation school subject to the proposal; iv. A trust holding the property on behalf of a voluntary or foundation school subject to the proposals; and v. A further education institution affected by the proposal.
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APPENDIX 1 Options Appraisal of the Long list of Possible Models for the Berwyn catchment-area Considerations Requirements of the “Excellent Primary Education for Children in Gwynedd” Strategy Our expectations are that the learning environment for the children and teachers of the county – such as the condition of Education Standard the school, the classroom, staff room, the provision for play - meet the learning requirements of the 21st Century Our expectations are that tendencies in terms of population and primary pupil numbers should be reflected when planning Pupil Numbers and Projections for the future of education in different catchment areas Our expectations are that classes will be of suitable size in the primary schools of Gwynedd so that the best possible Class Sizes and age ranges experiences and opportunities are offered to the children of the county Management, leadership and Our expectation are that head teachers will receive support to lead and manage in a professional manner in their schools staffing Our expectations are that the primary schools of the county are at the centre of community activities, thus enriching the Community pupils’ experiences and opportunities Our expectations are that the primary schools of the county are bilingual in relation to their ages so that they can be full Welsh Language members of the bilingual community in which they live Our expectations are for Gwynedd to make the best possible use of the financial resources available for primary education Financial Resources in the county Geographical considerations Our expectation is for every child to be entitled to access to quality education within a reasonable distance to the home School Category (additional All maintained schools are required to be given a specific legal category as defined by the School Standards and Framework consideration to the strategy) Act 1998.
Explanatory Note
Any reference towards creating a Learning Campus, includes closing Y Berwyn, Beuno Sant, and Bro Tegid schools and establishing a New 3-19 School
on the current Ysgol Y Berwyn site – apart from model 3 which includes closing Y Berwyn and Bro Tegid schools and establishing a New 3-19 School
on the existing Ysgol y Berwyn site.
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Within these tables, italic text indicates advantages, bold text indicates disadvantages and the black text indicates facts or comments Model 1 Model 2 MODEL 3 Model 4 DO NOTHING LEARNING CAMPUS LEARNING CAMPUS MULTI-SITE LEARNING CAMPUS FOR Considerations AND A FEDERATION BETWEEN TWO OF LOCAL COLLABORATION TRUST (LCT) THE ENTIRE AREA THE RURAL SCHOOLS BETWEEN BEUNO SANT AND THE CAMPUS CATCHMENT AREA JOINT-COMMITTEE No change to the learning environment. Building, facilities and the resources of It is not likely that there would be any Building, facilities and the resources of Stability and certainty. three schools centralised on one site. capital investments from the 21C three schools centralised on one site. Sites and learning environment would Improved educational environment as well Programme to improve the learning Improved educational environment and remain as they are. No advantage as facilities of a high standard for the environment in the town. facilities of a high standard for Bala’s primary pupils in Bala. primary pupils. As this model would only from the 21C Programme budget to Sites and learning environment would improve the town's learning Improved resources for all secondary pupils be one school in the catchment area, it in the area. remain how they are. would be easier to ensure that this environment. By establishing a catchment area joint- No opportunity for children from the element would be beneficial to pupils of No opportunity for children from the committee it would be possible to make rural schools to take advantage of the the rural sites also. rural schools to take advantage of the arrangements for all the children in the new resources on campus. Improved resources for all secondary new resources on campus. catchment area to have access to the All deficiencies relating to the suitability pupils in the area. All deficiencies relating to the benefit of the learning campus. of schools would continue Possibility of community resources on suitability of schools in the catchment Possibility of community resources on site, site, which could be beneficial for pupils area would remain. and these could be beneficial to pupils and and could also contribute to the learning Learning Environment contribute to the learning environment. environment. It would be easier to co-plan activities and Opportunities would arise to use staff create more opportunities for children to expertise across the sites of the learning take part in extra-curricular activities. campus. Using staff’s expertise in every school in the It would be easier to co-plan activities Federation and across sectors on campus in and create more opportunities for the town would lead to improved continuity children to take part in extra-curricular and consistency in the children’s education. activities. Not all pupils would be able to take Not all pupils would be able to take advantage of a 21st century learning advantage of a 21st century learning environment. environment. A formal system would be established for educational provision in the catchment.
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No contribution to reducing the A reduction in the number of surplus places No contribution to reducing the number A reduction in the number of surplus number of surplus places as the Welsh in Bala. Create a suitably sized school. of surplus places as the Welsh places in Bala. Government and Estyn expect. A likely reduction of 300 surplus places in Government and Estyn expect. A likely reduction of 300 surplus places in The catchment area would still have the catchment area. The catchment area would still have the catchment area. Pupil Numbers and around 470 surplus places – around around 470 surplus places – around 40%. There would be no change in the Surplus Places 40%. There would be no change in the Over 50% of surplus places would number of surplus places in the rest Still over 50% of surplus places in number of surplus places in the rest of remain in Ysgol Beuno Sant. of the catchment area outside of Secondary. the catchment area outside of Bala. Bala. Over 50% of surplus places would A challenge would arise in trying to remain in Ysgol Beuno Sant. manage entry to the rural sites. Classes would continue to have a Classes of a more suitable size and a Classes would still have a broad age Classes of a more suitable size and a broad range of ages. reduction in the range of ages within range. reduction in the range of ages in classes Class sizes range between 11 and 27 in classes in Bala. Classroom sizes would range between 11 in Bala. terms of numbers in primary. Opportunities would arise for children to and 27 in terms of numbers in primary. Opportunities would arise for children to come together to work with their peers in come together to work with their peers in larger classes – children of similar larger classes – children of similar Classroom Sizes and achievement levels would also be able to achievement levels would also be able to Age Range work in more suitably sized groups. work in more suitably sized groups. The size of classes and the range of The size of classes and the range of ages in rural schools would remain ages in rural schools would remain the same. the same.
No staff redundancies. More non-contact time for the head More non-contact time for the head One governing body for every school. This teacher to strategically lead, manage and Able to use teachers’ skills more widely, and teacher to strategically lead, manage and would keep the strong connection with local implement. give more opportunities for staff to share implement. communities. expertise and experience, but to smaller Able to use teachers' skills more widely, It would be necessary to continue to More opportunities to share good practice degrees. and give more opportunities for staff to employ the same number of staff and and to prepare joint resources. share expertise and experience, across head teachers in the catchment area. More flexibility in terms of planning and Clarity will be needed on the matter, but it is the entire catchment area. No revenue savings. delivering the curriculum (this could be true expected that there would be one governing More flexibility in terms of planning and to some degree across the entire catchment body in Bala town, as opposed to the previous delivering the curriculum (this is true to The challenge of recruiting head Leadership and area). three governing bodies. some degree across the entire catchment Staffing teachers would continue. More opportunities to develop middle More non-contact time for the head area). Head teachers would spend a lot of managers. teacher to strategically lead, manage and One governing body rather than 6. time teaching rather than managing. An opportunity to establish new roles that implement depending on the exact Possibility of community resources on
could be shared between schools managerial structure. site, which could be beneficial for pupils (administration and bursar jobs). and contribute to the learning This is a model that could be Three governing bodies rather than six. environment. Better use of staff and resources between managerially challenging due to Beuno Opportunities to have individual leaders the three rural schools, and between the Sant’s Church status and the community for core subjects for the entire school. federation and the campus. status of Ysgol y Berwyn.
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Consistency in the policies with only a A robust formal system would be single policy in the town, and possibly two established for educational provision in policy for the rural schools. the catchment area. The number of head teachers for the As there would only be one school, there federation would be dependent on the would be more flexibility in the leadership decision of the governing body. and staffing arrangements. A head teacher who can lead and More opportunities to develop middle manage a range of ages from 3 to 19 managers. would be necessary. Single policies for the entire catchment Possibility of a reduction in the area. number of teaching jobs. A head teacher who can lead and Large workload for the governors. manage an age range of 3 to 19 The challenge of leading across years old will be required, and a different sites in the rural schools. catchment area school. The travelling distances between the Possibility of a reduction in the rural schools and the learning campus number of teaching jobs. would impact the ability to Large workload for the governors. The travelling distances between all collaborate. sites and the number of sites could impact on the Head teacher’s ability to manage effectively. No community would lose school presence. No community would lose school presence. No community would lose school presence. No community would lose the presence of The unique nature of communities in The unique nature of communities in The unique nature of the rural communities in an educational provision site. Berwyn’s rural catchment area would be Berwyn’s rural catchment area would be Berwyn’s catchment area would be protected. Following further discussion, there would protected. protected. Loss of opportunity to relocate and develop a be opportunities to consider the co- No capital investment for resources Opportunities to broaden social experiences number of community services in a way that is location of community services, leading to that would be shared by the public. for children. more sustainable for the future. more sustainable services going forward. Following further discussion, there would be Site presence in every community, opportunities to consider the co-location of but no community identity for the community services, leading to more sites. sustainable services going forward. The closure of every school in the There would be definite opportunities to area would have an impact on all of Community support the delivery of sustainable education in rural communities, securing the communities. There would need improved co-ordination and collaboration to be measures in place to mitigate through the work of the joint committee any negative effects. This option would be contrary to previous local discussions. Possibility that less activities would be held (e.g. Christmas shows, summer fairs). It would be possible to ensure alleviating measures for these negative effects.
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There would be no change to the current Opportunities to strengthen through No additional opportunities presented for Opportunities to strengthen through linguistic situation. consistency in the policies and sharing children attending Ysgol Beuno Sant to gaining consistency in the policies and expertise. use Welsh with their peers. sharing expertise. There will be specific opportunities to There will be specific opportunities to support pupils attempting to increase their support pupils attempting to increase confidence in their use of both languages. their confidence in their use of both This should also encourage more pupils to languages. This should also encourage continue with their education in Welsh or more pupils to continue with their Language bilingually. education in Welsh or bilingually. The increased number of children should The increased number of children should also lead to pupils being able to use Welsh also lead to pupils being able to use Welsh with their peers daily with their peers daily. However, it will be important that the establishment of the new system continues the best practice already noted by Estyn No revenue savings. Spending per pupil in the area would be No spending in terms of paying additional Spending per pupil in the area more Additional capital spending due to the more equal – more effective provision of travelling costs. equal – more effective provision of fact that it would be necessary to resources. Possible reduction in staffing numbers and resources. continue maintaining the same More opportunities to share resources. therefore revenue savings. Less cost of maintaining buildings. Less cost of maintaining buildings. Possible reduction in staffing numbers number of schools. Possible reduction in staffing numbers Possible reduction in staffing numbers and could mean losing jobs in an area that and therefore revenue savings. The Council would not take advantage therefore revenue savings. Better use of financial resources as there of the Welsh Government 21 Century lacks employment opportunities. Financial Collaboration could lead to better use of The Council would not take advantage of would only be one school. Schools budget. financial resources. Resources the Welsh Government 21st Century Possible reduction in staffing Substantial range of cost per pupil Possible reduction in staffing numbers Schools budget. numbers could mean losing jobs in would remain. could mean losing jobs in an area that Substantial range in the cost of the pupil an area that lacks employment The cost of maintaining six sites would lacks employment opportunities. remains. opportunities. remain. The cost of maintaining three rural The cost of maintaining six sites would Additional travelling costs between sites remains. remain. the sites. The cost of maintaining three rural sites would remain. Travelling distances would remain the Travelling distances for the children would Travelling distances would remain the same. Travelling distances would remain the same. remain the same. same. Geographical Additional travelling distance for Factors the head teacher and staff between the multi-site area school sites. Continue with the choice for parents of Implementing the model would either Continuation of the choice for parents of Implementing the model would School Category community primary education provision remove community or Church community primary education provision and either remove community or Church and the Church in Wales provision. education in the catchment area. the Church in Wales. education in the catchment area.
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The local and wider community unhappy It became evident following a recent Complicated model. Need to look closer at This model balances financial arguments that they were promised a Lifelong Campus consultation (March 2016) with the the implications of the collaboration trust and to do with re-organisation and ensuring in Bala in 2011. governing bodies of the Berwyn catchment whether it is possible in Wales. the rural nature of the area's community. Losing the opportunity to establish strong area schools that there was considerable This is a radical model and would be long-term educational provision in the area. opposition in the community to proceed challenging for a head teacher to be It is not likely that there would be a similar with the plan for a school with a Church responsible for the primary and opportunity to draw in substantial capital status. In light of these circumstances, the secondary sector over four different Additional money in the future. Council will take into account the response sites. No change in any school’s legal category. to the most recent consultation when Observations designating a legal status/category for the favoured model.
Reforms to the Welsh Government’s Federalising Regulations have been in power since spring 2014 which provide the mechanism for Authorities to establish a federation.
Model 5 Model 6 Model 7 Considerations LEARNING CAMPUS. LEARNING CAMPUS LEARNING CAMPUS. OM EDWARDS, BRO TRYWERYN, FFRIDD Y LLYN, AND A MULTI-SITE AREA SCHOOL, CATCHMENT AREA AND MULTI-SITE AREA SCHOOL, FEDERALISING BOTH FEDERALISING WITH THE LEARNING CAMPUS COLLABORATION SCHOOLS Building, facilities and the resources of three schools Building, facilities and the resources of three schools Building, facilities and the resources of three schools centralised on one site. Improved educational centralised on one site. Improved educational environment centralised on one site. Improved educational environment environment and facilities of a high standard for Bala’s and facilities of a high standard for Bala’s primary pupils. and facilities of a high standard for Bala’s primary pupils. primary pupils. Improved resources for all secondary pupils in the area. Opportunities would arise to use staff expertise across the Improved resources for all secondary pupils in the area. Possibility of community resources on site, and these could multi-site school’s sites and across the campus in the town to Possibility of community resources on site, which could be beneficial to pupils and also contribute to the learning ensure continuity and consistency in the children’s education. be beneficial for pupils and could also contribute to the environment. Benefit for all secondary pupils in the area. learning environment. By establishing a catchment area joint-committee it would Possibility of community resources on site, which could be Learning Opportunities would arise to use staff expertise across be possible to make arrangements for all the children in beneficial for pupils and could also contribute to the learning Environment the rural schools and the campus in the town. the catchment area to have access to the benefit of the environment. It would be easier to co-plan activities and create more learning campus. It would be easier to co-plan activities and create more opportunities for children to take part in extra- It would be easier to co-plan activities and create more opportunities for children to take part in extra-curricular curricular activities. opportunities for children to take part in extra-curricular activities. Not all pupils in the area would be able to take activities. A robust formal system would be established for educational advantage of an improved 21st century learning Using staff’s expertise across sites in the multi-site school provision in the catchment area. environment. and across sectors on campus in the town would lead to Every pupil in the area would not be able to take improved continuity and consistency in the children’s advantage of a 21st century learning environment. education.
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Every pupil in the catchment area would not be able to take advantage of a 21st century learning environment. A formal system would be established for educational provision in the catchment. A reduction in the number of surplus places in Bala. A reduction in the number of surplus places in Bala. Create A reduction in the number of surplus places in Bala. A likely reduction of 300 surplus places in the a suitably sized school. A likely reduction of 300 surplus places in the catchment catchment area. A likely reduction of 300 surplus places in the catchment area. There would be no change in the number of area. There would be no change in the number of surplus surplus places in the rest of the catchment area A challenge would arise from trying to manage places in the rest of the catchment area outside of Pupil Numbers outside of Bala. entry to the rural sites. Bala. There would be no change in the number of surplus A challenge would arise in trying to manage entry to places in the rest of the catchment area outside of the rural sites. Bala.
Classes of a more suitable size and a reduction in the Classes of a more suitable size and a reduction in the range Classes of a more suitable size and a reduction in the range range of ages in classes in Bala and in the secondary of ages within classes in Bala. of ages in classes in Bala and in the secondary ages. ages. Opportunities would arise for children to come together to Opportunities would arise for children to come together to Opportunities would arise for children to come together work with their peers in larger classes – children of similar work with their peers in larger classes – children of similar Classroom Sizes and to work with their peers in larger classes – children of achievement levels would also be able to work in more achievement levels would also be able to work in more Age Range similar achievement levels would also be able to work suitably sized groups. suitably sized groups. in more suitably sized groups. The size of classes and the range of ages in rural The size of classes and the range of ages in rural The size of classes and the range of ages in rural schools would remain the same. schools would remain the same. schools would remain the same. More non-contact time for the head teacher to More non-contact time for the head teacher to More non-contact time for the head teacher to strategically strategically lead, manage and implement. strategically lead, manage and implement. More flexibility lead, manage and implement. Able to use teachers' skills more widely, and give more in terms of planning and delivering the curriculum (this More flexibility in terms of planning and delivering the opportunities for staff to share expertise and could be true to some degree across the entire catchment curriculum (this is true to some degree across the entire experience, across an age range of 3 to 19 years old. area). catchment area). More flexibility in terms of planning and delivering the More opportunities to develop middle managers. Two governing body rather than 6. curriculum. Two head teachers – one for the campus, one for the multi- Possibility of community resources on site, which could be One governing body rather than 6. site school. beneficial for pupils and contribute to the learning Possibility of community resources on site, which could Two governing bodies rather than six. environment. Leadership and be beneficial for pupils and contribute to the learning Better use of staff and resources in the new multi-site A robust formal system would be established for educational Staffing environment. school, and between the multi-site school and the campus. provision in the catchment area. A robust formal system would be established for A head teacher who can lead and manage an age Better use of staff and resources between both schools. educational provision in the catchment area. range of 3 to 19 years old will be needed. More opportunities to develop middle managers. Better use of staff and resources between the 3 rural More opportunities to share good practice and to prepare schools, and the campus. Possibility of a reduction in the number of teaching joint resources. More opportunities to develop middle managers. An opportunity to increase consistency of policies in the jobs. More opportunities to share good practice and to catchment area. prepare joint resources. Large workload for the governors. A head teacher who can lead and manage an age range of 3 to 19 years old would be necessary, an
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An opportunity to increase consistency of policies in the The travelling distances between the three sites of ability to lead a multi-site area school, and a catchment area. the multi-site area school and the lifelong campus catchment area school. A head teacher who can lead and manage an age would impact the ability to collaborate. The number of head teachers for the federation will be range of 3 to 19 years old will be needed. Challenge of leading across different sites in the dependent on the governing body's decision. The number of head teachers for the federation would rural sites. Possibility of a reduction in the number of teaching be dependent on the governing body's decision. jobs. Possibility of a reduction in the number of Large workload for the governors. teaching jobs. The travelling distances between the multi-site area Large workload for the governors. school and the learning campus could affect the Travelling distances between the 3 rural sites success of federalising. could restrict successful federalising. Challenge of leading across different sites. Challenge of leading across different sites.
No community would lose school presence. No community would lose the presence of an educational No community would lose the presence of an educational The unique nature of the rural communities in Berwyn’s provision site. provision site. catchment area would be protected. The unique nature of communities in Berwyn’s rural The unique nature of the rural communities in Berwyn’s Following further discussion, there would be catchment area would be protected, and although every catchment area would be protected, and though every opportunities to consider the co-location of community community would not have its own school, the rural community does not have its own school, the rural identity services, leading to more sustainable services going identity would be sustained. will be sustained. forward. Opportunities to broaden social experiences for children. Following further discussion, there would be opportunities to This option would be contrary to previous local Following further discussion, there would be opportunities consider the co-location of community services, leading to discussions. to consider the co-location of community services, leading more sustainable services going forward. to more sustainable services going forward. Possibility that fewer activities would be held (e.g. Community There would be definite opportunities to support the Christmas shows, summer fairs). It would be possible delivery of sustainable education in rural communities, to ensure measures to mitigate these negative effects. securing improved co-ordination and collaboration through This option would be contrary to previous local the work of the joint committee discussions. This option would be contrary to previous local discussions. Possibility that less activities would be held (e.g. Christmas shows, summer fairs). It would be possible to ensure alleviating measures for these negative effects. Opportunities to strengthen through consistency in the Opportunities to strengthen through gaining consistency in Opportunities to strengthen through gaining consistency policies and sharing expertise. the policies and sharing expertise. in the policies and sharing expertise. There will be specific opportunities to support pupils There will be specific opportunities to support pupils There will be specific opportunities to support pupils attempting to increase their confidence in their use of both attempting to increase their confidence in their use of both Language attempting to increase their confidence in their use of languages. This should also encourage more pupils to languages. This should also encourage more pupils to both languages. This should also encourage more pupils continue with their education in Welsh or bilingually. continue with their education in Welsh or bilingually. to continue with their education in Welsh or bilingually. The increased number of children should also lead to pupils The increased number of children should also lead to pupils The increased number of children should also lead to being able to use Welsh with their peers daily being able to use Welsh with their peers daily. pupils being able to use Welsh with their peers daily
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However, it will be important that the establishment of the However, it will be important that the establishment of the new system continues the best practice already noted by new system continues the best practice already noted by Estyn Estyn Spending per pupil in the area more equal – more Spending per pupil in the area would be more equal – more Spending per pupil in the area more equal – more effective effective provision of resources. effective provision of resources. provision of resources. Less cost of maintaining buildings. Less cost of maintaining buildings. Less cost of maintaining buildings. Possible reduction in staffing numbers and therefore Possible reduction in staffing numbers and therefore Possible reduction in staffing numbers and therefore revenue revenue savings. revenue savings. savings. Federalisation could lead to better use of financial Collaboration could lead to better use of financial Federalisation could lead to better use of financial resources. resources. resources. Possible reduction in staffing numbers could mean Financial Resources Possible reduction in staffing numbers could Possible reduction in staffing numbers could mean losing jobs in an area that lacks employment mean losing jobs in an area that lacks losing jobs in an area that lacks employment opportunities. employment opportunities. opportunities. Additional travelling costs between the sites. The cost of maintaining three rural sites Additional travelling costs for the head teacher and The cost of maintaining three rural sites would remains. staff between sites. remain. Additional travelling costs between the sites. The cost of maintaining three rural sites would remain.
Travelling distances would remain the same for pupils. Travelling distances for the children would remain the Travelling distances would remain the same for pupils. Geographical Possible additional travelling distance for the same. Additional travelling distance for the head teacher and Factors head teacher and staff between rural school Additional travelling distance for the head teacher staff between the multi-site area school sites and the sites and the campus. and staff between the multi-site area school sites. campus. Implementing the model would either remove The model could enable continuity of choice for parents of Implementing the model would either remove community and Church in Wales primary education School Category community or Church education in the community or Church education in the catchment catchment area. provision, dependant on the category choice for the area. different schools established. Reforms to the Welsh Government’s Federalising This model depends on effectively managing a multi-site Reforms to the Welsh Government’s Federalising Regulations have been in power since spring 2014 area school and also collaboration between said school Regulations have been in power since spring 2014 which which provide the mechanism for Authorities to and the learning campus. Collaboration is dependent on provide the mechanism for Authorities to establish a Additional establish a federation. several ambiguous factors and personalities. federation. Observations It would be easier to close one or more sites in the future without having to close a school. This could mean that the local residents would be dubious of this model.
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