Manchester City Council Agenda Item 9 Executive 19 November 2008 MANCHESTER CITY COUNCIL REPORT FOR RESOLUTION
REPORT TO: Children and Young People Overview and Scrutiny Committee Executive
DATE: 11 November 2008 19 November 2008
SUBJECT: Strategies for Change
REPORT OF: Director of Children’s Services
PURPOSE OF REPORT:
This report seeks endorsement of Strategies for Change for investment in the primary school sector linked to the Primary Capital Programme and for the secondary sector through Building Schools for the Future Wave 4. Executive endorsement is required in both cases, to secure release of significant amounts of additional capital funding from the Department for Children, Schools and Families.
Approval is also sought for the Director of Children’s Services, in consultation with the Executive Member for Children’s Services, to finalise proposals in respect of aspects of SEN provision and to initiate statutory consultation processes.
RECOMMENDATIONS:
The Executive is asked to:
i. endorse the Primary Strategy for Change reproduced at appendix A;
ii. agree that a more detailed report about primary capital investment be provided once the position on funding has been formally confirmed by the DCSF;
iii. endorse the Secondary (BSF Wave 4) Strategy for Change 2 proposals set out in this report and at appendix B;
iv. agree that a more detailed report about BSF Wave 4 investment be provided once the budget implications for each project have been further developed;
v delegate to the Director of Children’s Services in consultation with the Executive Member for Children’s Services, authority to finalise the proposal to make a prescribed alteration to the current designation of Lancasterian school and to initiate statutory consultation;
vi. delegate to the Director of Children’s Services in consultation with the Executive Member for Children’s Services, authority to finalise the proposal to make a prescribed alteration to the current designation of the Grange school and to initiate statutory consultation. Manchester City Council Agenda Item 9 Executive 19 November 2008
vii. delegate to the Director of Children’s Services in consultation with the Executive Member for Children’s Services, authority to finalise a proposal on the model for future provision for pupils with speech and language impairment and severe and complex speech, language and communication needs (SLCN). The model includes a proposal to close Ewing School and develop resourced mainstream provision in designated schools across the City. This will require the relevant statutory processes to be followed;
viii. note that the outcome of statutory consultation on the Lancasterian, Grange and Ewing proposals will be reported to the Executive which, on the basis of consultation responses, will decide whether or not to proceed to the next stage of the statutory processes;
ix. agree that this report be circulated for information to the headteachers and governing bodies of Lancasterian, Ewing and The Grange schools, to all other schools in the City, the CE and RC Diocesan Education Authorities and to the trade unions/ teacher associations;
x. approve a Children’s Services revenue budget provision of £600,000 per annum for 2010/11, 2011/12 and 2012/13 relating to the programme management costs associated with the delivery of BSF Wave 4;
xi. note that, following a further analysis of pupil places required in the centre/ south of the City, discussions are ongoing with DCSF and the schools regarding the balance of pupil places between Loreto High School and The Barlow RC High School (both currently 900 place admission capacity).
FINANCIAL CONSEQUENCES FOR THE REVENUE BUDGET
Children’s Services revenue budget provision of £600,000 has previously been approved for programme management costs relating to BSF Wave 1 up to 2009/10. The wave 4 programme will run through to 2012/13 and therefore additional revenue budget is required for the period 2010/11 to 2012/13.
FINANCIAL IMPLICATIONS FOR THE CAPITAL BUDGET
There is a need for significant capital investment in primary schools. It is therefore important to take every opportunity to secure additional funding.
Secondary sector capital investment is through the BSF/ Academies Programme. Manchester LA is in the DCSF funding Waves 1 and 4. Wave 1 funding allocations were secured some time ago and individual projects are at various stages of completion. DCSF approval of the Wave 4 Strategy for Change will pave the way to submission of an outline business case which will secure release of the next funding allocation.
CONTACT OFFICERS:
John Edwards 234 5572 [email protected]
Manchester City Council Agenda Item 9 Executive 19 November 2008 Allan Seaborn 234 7155 [email protected]
Ged Mitchell 234 7463 [email protected]
Wendy Middlemas 234 7001 [email protected]
Jenny Andrews 234 7001 [email protected]
Amanda Corcoran 234 7001 [email protected]
Liz Treacy 234 3339 [email protected]
Paul Maccabee 234 6219 [email protected]
Richard Paver 234 3564 [email protected]
Janice Gotts 234 1325 [email protected]
BACKGROUND DOCUMENTS
Correspondence from the Department for Children, Schools and Families, about the Primary Capital Programme and BSF funding.
WARD(S) AFFECTED
All.
IMPLICATIONS FOR
ANTI POVERTY EQUAL OPPS ENVIROMENT EMPLOYMENT
No Yes Yes Yes Manchester City Council Agenda Item 9 Executive 19 November 2008 INTRODUCTION
1. This report is presented in three sections. The first deals with common themes relating to educational transformation across both primary and secondary phases. The second deals with primary sector capital investment and the Primary Strategy for Change (which is reproduced at appendix A to this report). The third deals with secondary sector capital investment and the BSF/ Wave 4 Strategy for Change 2, including SEN Strategy related proposals (the draft Strategy for Change 2 document is reproduced at appendix B to this report). The conclusions illustrate the interdependencies of both Strategies for Change, show the potential benefits of integrating primary and secondary capital investment, seek delegated approval for the Director of Children’s Services in consultation with the Executive Member for Children’s Services, to finalise certain aspects of the proposals for SEN schools and to initiate the relevant statutory change processes.
TRANSFORMING EDUCATION IN MANCHESTER
2. In asking for Executive endorsement it is important to note that the Primary Strategy for Change and the draft BSF Strategy for Change 2 provide a common approach to transforming education across both sectors and improving outcomes for children and young people. The interdependence of the two Strategies for Change is best assessed through consideration of the “golden threads” which run through both. These are described in the paragraphs which follow.
Golden Thread 1 - Personalised Learning
3. Personalisation is about redesigning schools and children's services around the requirements of young people and families. Instead of building schools into which individuals must 'fit', we will ensure that schools are designed to realise the potential of each individual young person. Essential to the process of personalisation is for young people and their families to be co-designers of their schools. In Manchester, the personalisation agenda is particularly important because of the rich diversity of its young people, their families and their communities. Both Strategies for Change propose a range of flexible learning environments which can accommodate a range of teaching and learning styles. This approach will also ensure that teachers and learners can take full advantage of developments in ICT as they emerge.
Golden Thread 2 - Supporting Inclusion
4. Both Strategies for Change radically redefine the delivery model for SEN provision. There is far less reliance on segregated provision and a significant shift to a much wider range of more flexible support in mainstream settings. In many cases specialist support schools are to be co-located with mainstream schools, further strengthening the move to a more inclusive system.
Golden Thread 3 - Linking Provision; Improving Transition
5. The transfer from pre-school to Reception, from KS1 to KS2 and from primary to secondary can be traumatic for some children. In addition, approximately 19% of pupils attending Manchester primary schools currently transfer to secondary schools in other LA areas or to the independent sector. Improving transition is therefore a key issue addressed in both Strategies for Change. Manchester City Council Agenda Item 9 Executive 19 November 2008
6. The Primary Strategy for Change strongly supports foundation stage arrangements and highlights the fact that Manchester will, in the near future, become a primary only LA, with no separate infant or junior schools. The radical nature of the BSF/ Academies plan seeks to make Manchester schools much more attractive to parents/ carers. The target set as a result, is to reduce the amount of extra district loss from 2010 by 10% per annum up to a maximum of 50% of the current total.
7. Another major priority is to ensure that all Y11 students progress into appropriate education, employment or training beyond the age of 16, which will be a statutory requirement from 2013. The city's 14-19 Strategy includes an entitlement for all young people to access a wide choice of high quality learning programmes, impartial information, advice and guidance (IAG) and personalised support to overcome barriers. This will enable them to make smooth transitions at 16 and beyond and be well prepared for adult life, including the world of work. The Secondary Strategy for Change makes a commitment to work within the 14-19 Collegiate arrangements to ensure that all students can access the full 14-19 entitlement.
Golden Thread 4 - Diversity of Provision
8. Both Strategies for Change seek to give parents the greatest number of options from which to choose. At primary level there is a commitment to ensuring a distribution of schools which ensures that all children have access to a high quality school located within a reasonable distance of their home addresses. There is a commitment to retaining a combination of community, CE, RC and Jewish provision.
9. The parents/ carers of SEN children will have more options across a continuum of provision, depending on the needs of their child (currently options are confined to either a mainstream or special school) and more options to educate their child within their local community.
10. At secondary level parents will have an extensive range of options to consider ie:
i. nine Academies and 17 LA maintained high schools;
ii. nine community (non faith) schools;
iii. eight faith schools (1 x CE, 6 x RC and 1 x Jewish);
iv. single sex and co-educational schools/ Academies;
v. small schools (600-750 places), average size schools (900 to 1,200 places) and large schools (1,350 to 1,800 places);
vi. a wide range of subject specialisms.
11. Admission policies are Code of Practice compliant and are based on free expressions of parental preference. The free travel pass policy has been extended, to ensure that children from lower income families are not prevented from accessing their preferred school because of an inability to meet the daily costs of public transport.
Manchester City Council Agenda Item 9 Executive 19 November 2008 Golden Thread 5 - Retaining High Quality and Committed Staff
12. In common with most Local Authorities, Manchester experiences challenges in retaining high quality staff. The BSF and Primary Strategies for Change recognise that capital investment in schools needs to signal to staff that they are valued. This will be done by ensuring that rebuild and refurbishment projects provide staff with the appropriate workplace infrastructure and engagement in the process of transformation.
Golden Thread 6 - Community Use and Extended School Activities
13. Both Strategies for Change recognise that high quality school premises and facilities can play a large part in supporting community cohesion if they are of high quality and if they are made available outside school hours. The Strategies therefore presume in favour of extended school and community use.
14. Development of much needed facilities to provide short breaks for the parents/ carers of children with ASD at The Grange school will ensure that there are extended opportunities to use the resources and expertise available within this new provision.
Golden Thread 7 - Flexibility
15. Neither Strategy for Change is intended to be overly prescriptive or fixed. Both are intended to be living documents, which will be revisited, reviewed and fine tuned over time (in consultation with stakeholders) to ensure that they remain valid in the context of local and national developments. This will provide the City Council and all its schools with a clear framework for immediate action and the necessary flexibility to secure education transformation over the coming years, across all sectors.
PRIMARY CAPITAL FUNDING
Basic Allocations for 2008-2011
16. The Department for Children, Schools and Families (DCSF) has recently confirmed Manchester’s three year basic capital funding allocation for primary schools for 2008-2011, as follows:
Investment Target/ Source Allocated To Amount (£)
Community/ Vol Controlled Schools Local Authority 27,888,843 C/ VC devolved formula capital Schools 16,255,416 Voluntary Aided Schools CE/ RC Dioceses 8,911,735 VA devolved formula capital Schools 7,625,040
Total 60,681,034
Additional Funding – The Primary Capital Programme
17. The government has committed to providing additional capital funding for primary schools from 2009, through its Primary Capital Programme (PCP). These additional Manchester City Council Agenda Item 9 Executive 19 November 2008 allocations will be made annually to Local Authorities over a 15 year period and must be used to “transform” education in community, voluntary controlled and voluntary aided schools. Local Authorities will be responsible for managing PCP monies, even when used on projects involving voluntary aided schools.
18. PCP allocations to Local Authorities will be based on pupil numbers and levels of social deprivation. Manchester can therefore expect to receive more than the average allocation, given that primary pupil numbers are showing clear signs of increasing and given that most electoral Wards in the City are in the top 10% nationally on the Index of Multiple Deprivation. Manchester’s PCP allocation for 09/10 has been set by the DCSF at £9,141,293 and at £11,519,293 for 10/11. This gives a total extra allocation of £20,660,586 and an overall capital funding package in excess of £81 million for the three year period.
The Primary Strategy for Change
19. PCP funding from 2009 will not be released to any local authority (LA) until the DCSF has approved the LA’s Primary Strategy for Change. This must set out in detail the LA’s vision for transforming primary education and how the extra PCP funding will be used to help deliver the vision.
20. DCSF requirements are for Strategies for Change to be presented in a prescribed format and to address a wide range of educational, organisational, technical and financial issues. Manchester’s Primary Strategy for Change has been developed over an extended period of time, with inputs from key stakeholders from within and beyond the education service, as described below:
i. the original draft was drawn from a Vision Statement, which was endorsed by the Executive on 13 September 2006 as part of a range of proposals arising from a multi agency, City-wide review of primary schools;
ii. on 20 December 2006 the Executive endorsed a Primary Capital Investment Strategy, which was developed as part of the Primary Review;
iii. a joint LA/ headteacher ICT Working Group has produced a detailed ICT Strategy for schools;
iv. there have been inputs from two headteachers who have recently had new buildings and two who are in the process of having new buildings;
v. a joint LA/ headteacher group has been working collaboratively with staff at Loughborough and Salford Universities, on research programmes. This has involved translation of school values into teaching practices and building solutions, to create inspirational and enjoyable learning experiences.
21. The Salford RC and Manchester CE Diocesan Education Authorities have provided letters of support for the strategy for change and one has been promised by the Shrewsbury RC Diocesan Education Authority. 22. The finalised Strategy for Change was submitted for DCSF approval by the due date of 16 June 2008. The DCSF has recently indicated that a decision on approval (or otherwise) is imminent.
Manchester City Council Agenda Item 9 Executive 19 November 2008 Pathfinder Status
23. In addition to the PCP allocations from 2009, Manchester LA has been designated by the DCSF as a PCP Pathfinder. As a result, Manchester is one of 23 LAs nationally to receive an extra £6.5 million a year early, in 08/09. This allocation is secure and not reliant on Strategy for Change approval. The allocation of Pathfinder status recognises that Manchester LA manages school place planning and school organisation issues effectively, that it has a proven track record for delivering high quality and transformational primary school buildings and that it already has an approved capital investment strategy and priority schedule in place.
24. In accordance with previous Executive approvals, most of the PCP Pathfinder allocation will be used to fund a new RC primary school in Moss Side. This will replace two existing schools and will be a key element in a wider development/ regeneration package for the local area. Any unused PCP Pathfinder monies will be used as the first part of the funding package to rebuild King David infant and junior schools as a primary school. The funding package for the King David project will be finalised from the 2009/ 2010 PCP allocation.
SECONDARY CAPITAL FUNDING
The BSF and Academies Programme – Wave 1
25. Funding for the BSF programme has been made available by the DCSF in two Waves. Wave 1 consisted of an overall allocation of £ 216 million, which is being invested in the following major capital projects:
i. one new build community high school (completed in 2008);
ii. one new build voluntary aided high school (completed in 2008)
iii. seven part rebuild/ part refurbishments, involving four community and three voluntary aided high schools;
iv. rebuild and relocation of three secondary specialist support schools and one secondary school for pupils with behaviour, emotional and social difficulties.
26. Funding for the academies programme of £166 million has been made available for the creation of seven new academies, consisting of the replacement of 5 existing high schools and two brand new academies
The BSF and Academies Programme – Wave 4 Funding
27. Wave 4 funding is needed to complete the BSF programme, by delivering the following projects:
i. five predominantly refurbishment projects, involving four voluntary aided high schools and one community high school;
Manchester City Council Agenda Item 9 Executive 19 November 2008 ii. provision of additional and upgraded ICT at two community high schools;
iii. a major transformation of specialist provision for pupils with physical disabilities (PD), with speech and language difficulties and for those on the autism spectrum;
iv. consolidation of accommodation at the LA’s residential school for children and young people experiencing emotional and social difficulties (BESD) and provision for excluded children and those on the edge of exclusion.
28. Negotiations with Partnerships for Schools (acting on behalf of the DCSF) are currently in progress, on the basis of standard funding formulae covering all schools in Wave 4. The formulae assume a ratio of 50% new build, 35% refurbishment and 15% “do minimum”, based on floor areas. Local Authorities are required to set out their investment proposals across the schools in Wave 4 based on transformation opportunities and estate priorities.
29. LAs are encouraged to integrate capital investment streams to achieve the best possible educational and other outcomes. Integration should not only include primary capital allocations but other sources of funding such as planning gain and capital receipts from land sale. In this respect the City Council will be requested to approve a contribution relating to capital receipts from land sales relating to surplus school sites. In addition, PfS has agreed that the costs of BSF capital projects involving all age (primary and secondary ) SEN provision can be met in full from BSF funding allocations.
30. The total PfS funding available for BSF Wave 4 is likely to be in the region of £101 million. At this stage this is an indicative figure, which will be finalised once the Outline Business Case (to be submitted in March 2009) has formal PfS approval. The eventual apportionment of funds to the projects in Wave 4 will be dependent on a more detailed assessment of the transformation opportunities which exist and the extent to which investment is needed to address premises condition deficiencies. Detailed funding apportionment will be reported to the Executive once finalised.
BSF Strategy for Change 2
31. To secure Wave 4 funding it will be necessary to have DCSF approval for a Strategy for Change 2. Strategy for Change 1, which has been approved by PfS sets out a strategic overview of existing school and FE provision and broad-brush proposals for change. Strategy for Change 2 (attached at annex B in draft form), which is due to be submitted by 30 November, deals with a range of more detailed issues prescribed by the DCSF, including:
i. the diversity of provision, including the SEN and inclusion strategy;
ii. approaches to teaching and learning;
iii. ICT and facilities management issues;
iv. prioritisation strategies and estate options
v. procurement and change management strategies;
Manchester City Council Agenda Item 9 Executive 19 November 2008 vi. consultation and the need to follow statutory change processes to deliver aspects of the SEN/ Inclusion strategy.
32. Once endorsed by the Executive, the strategic proposals set out in the Strategy for Change 2 will underpin the Outline Business Case, which will set out the detailed investment proposals and is due for submission in March 2009.
Comments on the BSF Strategy for Change 2
33. Some elements of the BSF Strategy for Change 2 remain unchanged from the original plans developed at the start of the BSF Programme and some involve relatively modest investment proposals. Other elements of the Strategy represent a significant change from the original plans, in response to changing circumstances and the need to further explore the possibilities for the greater integration of different funding streams. The following paragraphs summarise the plans on a school by school basis.
The Barlow RC High School, Loreto RC High School, St Peters RC High School, Trinity CE High School and Whalley Range High School
34. The plans for these schools will focus on packages of refurbishment / new-build / do- minimum works appropriate to the transformation opportunities / estate needs at each school.
35. The available budgets for the schools will be apportioned on the basis of pupil numbers, a detailed assessment of the transformation opportunities which exist and the extent to which investment is needed to address premises condition deficiencies. Detailed funding apportionment will be reported to the Executive once finalised.
Pupil Place Planning – the Barlow RC High School and Loreto High School
36. Loreto and The Barlow RC schools are located in the central/ south district of the City. Recently updated pupil place planning data shows that overall place availability across this district will reduce steadily over the next three years, in line with projected increases in the pupil population caused by:
i. extensive new housing developments;
ii. a post BSF incremental reduction in the number of pupils transferring from Manchester primary schools to secondary schools outside the City;
iii. effective operation of the In Year Fair Access protocol , which will ensure placement of a significant number of pupils seeking mid year admissions, who might otherwise be out of school.
37. The details of actual and projected pupil numbers are as follows:
Manchester City Council Agenda Item 9 Executive 19 November 2008 School Places 2010 Pupil Numbers Actual Projected 2007 2008 2009 2010 2011 2012 2013
Loreto RC 750 520 421 368 368 395 395 394 Barlow RC 900 900 883 867 862 857 854 858 Levenshulme (G) 1,000 963 945 923 901 882 899 893 Burnage (B) 1,050 966 942 915 906 904 905 904 Whalley Rge (G) 1,350 1,343 1,326 1,317 1,305 1,302 1,302 1,302 Chorlton 1,500 1,465 1,502 1,497 1,495 1,494 1,494 1,495 Parrs Wood 1,500 1,548 1,515 1,509 1,496 1,498 1,488 1,494 Trinity CE 1,200 1,188 1,186 1,184 1,185 1,188 1,184 1,186 McR Academy 900 783 799 828 829 830 831 832 William Hulme GS 750 75 196 316 466 616 691 750
Extra Pupils – Regen - - - 45 59 74 82 90 Ex D Red - - - - 23 46 69 92 IYFAP - - - 100 100 100 100 100
TOTALS 10,900 9,751 9,715 9,869 9,995 10,279 10,294 10,353
Variation - - -36 +154 +126 +284 +15 +59
Surplus Places - 1,149 1,185 1,031 905 621 606 547 Surplus Places % 10.5 10.9 9.5 8.3 5.7 5.6 5.0
38. However, Y7 admission figures for September 2008 indicate very strongly that the increase in demand may already be outstripping the rate suggested in the overall position shown above ie:
School 2007 2008 Places Pupils Vacs Pupils Vacs
Loreto 180 71 109 128 52 Barlow 180 173 7 180 0 Levenshulme (G) 200 180 20 199 1 Burnage (B) 210 173 7 170 40 Whalley Rge (G) 270 264 6 270 0 Chorlton 300 303 0 300 0 Parrs Wood 300 298 2 312 0 Trinity CE 240 240 0 240 0 McR Academy 180 180 0 180 0 William Hulme 120 75 45 121 0
Totals 2,180 1,957 196 (9.0%) 2,100 93 (4.3%)
39. Given the circumstances described above, discussions have been initiated with both Loreto and The Barlow schools about the balance of places between the two schools. The Manchester City Council Agenda Item 9 Executive 19 November 2008 overall strategic aim will be to ensure that that provision in central/ south Manchester is sufficient to meet the current and projected future demand. Parrs Wood and Chorlton High Schools
40. Both Parrs Wood and Chorlton High Schools have relatively new premises. As a result BSF investment will extend to provision of enhanced ICT facilities only. Discussions are ongoing with the schools with a view to securing their sign-up to the LA’s managed service for ICT.
THE SEN AND INCLUSION STRATEGY
National and Local Contexts
41. The educational framework in England supports the increased inclusion in mainstream settings of children and young people with SEN or disabilities, as indicated by the statutory inclusion statement in the National Curriculum (DfES/QCA 1999) and the Disability Discrimination Act.
42. The Disability Discrimination Act 1995 (Amended, 2002) made it unlawful to treat disabled children and young people less favourably (including in relation to admissions) and placed a duty on schools to make reasonable adjustments.
43. The Disability Equality Duty was introduced into the Disability Discrimination Act in 2005 and placed a duty on schools to be pro-active about making schools more accessible - schools have a duty to publish a Disability Equality Scheme in order to make their schools increasingly accessible to children and young people with disabilities.
44. The SEN and Inclusion Strategy in Manchester supports greater access to mainstream schools for children and young people with SEN or disabilities. Manchester’s SEN and Inclusion Strategy supports the view that there should be a continuum of provision for pupils with SEN or disabilities to reflect the continuum of need.
45. Within that continuum of provision there is evidence from OFSTED that resourced mainstream provision secures particularly positive outcomes for pupils with SEN or disabilities. A well developed and resourced continuum of provision will provide parents/carers of children with SEN greater choice in their children’s education with the option of accessing mainstream local provision, designated mainstream resource provision within a locality or specialist provision.
46. It is recognised that this approach has implications for the profile of workforce skills needed across settings, schools and other services, illustrated in the figure below. This has been taken from the Draft ASD Strategy but can be applied any to developing effective provision for other types of SEN.
Manchester City Council Agenda Item 9 Executive 19 November 2008
47. Resourced mainstream schools would have specialist teacher resource on site and additional teaching assistants with training and experience of working with SEN children and young people. All staff in these schools would be expected to develop core skills and understanding of SEN The specialist staff in the provision would have access to support, advice and continuing professional development provide by the specialist school.
48. The specialist school supported by specialist teachers in resourced schools would lead on developing this model of workforce development across all schools and settings within the city.
49. The paragraphs which follow summarise the SEN/ Inclusion related Wave 4 proposals
PROVISION FOR PUPILS WITH PHYSICAL DISABILITIES
50. The national and local context for pupils with physical disabilities is as follows:
51. Nationally, there is a disability rights movement which supports a social model of disability. This proposes that barriers and prejudice and exclusion by society (purposely or inadvertently) are the ultimate factors defining who is disabled and who is not in a particular society. It recognises that while some people have physical, intellectual, or psychological differences from a statistical mean, which may sometimes be impairments, these do not have to lead to disability unless society fails to accommodate and include them in the way it would those who are 'normal.' Manchester City Council has adopted the social model of disability and is working towards removing or altering as many barriers as possible to disabled people.
52. In Manchester, schools are built with an accessibility standard, DFA2, which is higher than the statutory standard. Mainstream schools are becoming increasingly accessible, but there is evidence that access facilities are being under-used.
53. Current provision for physically disabled pupils consists of three main elements ie:
i. a special school base for up to 90 pupils at Lancasterian School in West Didsbury;
ii. 9 mainstream primary and 3 mainstream secondary schools who work in partnership with Lancasterian to ensure the best outcomes for physically disabled children on their roll. Each of these schools has developed expertise in working Manchester City Council Agenda Item 9 Executive 19 November 2008 with physically disabled children through the close working relationship with Lancasterian.
iii. other primary and secondary schools across the City that are accessible to both DDA and Access Manchester standards.
54. Provision at both Lancasterian and in schools working in partnership with Lancasterian is high quality. However, the fact that mainstream school staff are increasingly confident in meeting PD needs indicates that it is an appropriate time to reduce the number of on site places provided by Lancasterian. The plan for the future of PD provision therefore seeks to ensure that specialist school provision is retained in a reduced form and that more PD pupils are able to attend their local mainstream schools.
55. The proposed changes to existing PD provision are based on the following rationale:
i. Lancasterian provides a unique concentration of specialist support which will continue to be required for a number of PD children;
ii. the City Council’s SEN and Inclusion Strategy supports the view that there should be a continuum of provision for PD children;
iii. within the continuum of provision there is evidence from OFSTED that resourced mainstream provision secures particularly positive outcomes for PD children;
iv. a well developed and resourced continuum of provision will provide the parent/ carers of PD children with greater choice about their children’s education, with the option of accessing specialist provision closer to their home community;
v. the proposals are consistent with the move towards neighbourhood based services, which facilitate multi agency working and bring services closer to children and their families.
56. Details of the proposed model for future PD provision are summarised in the paragraphs which follow.
A Specialist Hub
57. It is proposed that the existing Lancasterian school should continue to operate as:
i.a highly specialised PD school (hub) which makes on site provision (but with reduced numbers).
ii. a focal point for co-ordinating PD provision across the City, including resourced PD provision in designated schools and schools currently working in partnership with Lancasterian.
iii. a centre of excellence in terms of communication, development and inclusion for PD children and young people, with corresponding staff and training facilities;
iv. a focal point for providing advice, training and support to other schools, settings and agencies; Manchester City Council Agenda Item 9 Executive 19 November 2008
v. a resource for coordinating and delivering independent travel training;
vi. the management forum for the Independence Development Centre.
58. As the existing Lancasterian building has significant condition and suitability deficiencies, the proposed new school should be housed in new, purpose built accommodation on the same site as Old Moat primary school. The capital funding to build the new Lancasterian school is available within the BSF allocation. Old Moat primary school is due to be re-built through primary capital investment. By combining delivery of these projects, shared facilities can be developed as part of single build, with associated inclusion opportunities as well as value for money benefits.
PD Designated Resourced Mainstream Schools
59. Alongside the specialist PD provision at Lancasterian it is proposed that a number of resourced PD designated mainstream schools be developed across the city to provide a higher level of specialist provision than that which is currently available.
60. Designated resourced mainstream schools will have a designated specialist base as well as staff with specialist skills. Pupils will spend the amount of time in the base consistent with their needs. This model will provide appropriate and increasing opportunities for integration with mainstream peers with the benefits of access to the specialist base.
61. Each PD designated mainstream school will have high levels of PD expertise and resource developed through close working relationships with the Lancasterian hub. The capital costs involved in creating PD designated mainstream schools will be met from the BSF funding allocation.
Accessible Mainstream Schools
62. The final element of PD provision will be accessible primary and secondary schools. Post BSF, all high schools and Academies will be fully accessible. Most primary schools are already DDA compliant and all new build primary schools are both DDA and Manchester Access complaint. Accessible mainstream schools with PD pupils on roll will be able to obtain advice about supporting individual pupils from Lancasterian.
63. To deliver the above proposals it will be necessary to follow the relevant statutory procedure to bring about a “prescribed alteration” to Lancasterian’s current designation.
EWING SCHOOL
64. In terms of provision for children with speech, language and communication difficulties, a substantial national review has taken place with a report published in January 2008 – the Bercow Report.
65. The review covered children with a wide range of speech, language and communication needs and reported a number of issues:
• All children benefit from good language environments as part of early development Manchester City Council Agenda Item 9 Executive 19 November 2008
• In deprived areas, as many as 50% of children have speech and language delay relating to a deprived early years environment and need access to a language-rich environment • There are children with specific speech and language impairments (about 7% of the Primary-aged population nationally) needing targeted and/or specialist support in addition to universal provision • There are children (about 1% nationally) with severe, complex and long-term SLCN requiring specialist support in addition to targeted and universal provision, some of whom need Augmentative and Alternative Communication or Assistive Technology • There are children and young people with a range of disabilities where delay in Speech and Language is a secondary ‘symptom’, e.g. children with hearing loss • Early identification of SLCN is crucial, but is not carried out systematically • Access to appropriate Speech and Language Therapy is a ‘post-code lottery’ • The integration of services (e.g. school, LA and Speech and Language Therapist resources) is crucial but very variable
66. The review report made five key recommendations. Local Authorities, through Children’s Trust arrangements should; • Improve an understanding in the children’s workforce of the crucial importance of developing language and communication skills • Put in place systematic surveillance and monitoring of children and young people to identify potential SLNC across the age-range, including in sure Start Centres, and particularly at key transition points • Design a continuum of services around the family • Promote better joint working between different agencies
67. Current provision for pupils with speech and language impairment (SLI) is delivered at Ewing all age school in Didsbury. Ewing was originally established as a regional resource, part funded by a number of LAs. This arrangement lapsed in the 1980s and Ewing has, since then, operated as a Manchester LA maintained special school, offering 78 places. Most of its pupils are resident in Manchester and a significant number also have a diagnosis of Autism Spectrum Disorder (ASD).
68. It is proposed that arrangements for SEN provision under BSF Wave 4 include not only improvements in the continuum of provision, but improvements to arrangements at a strategic level, such as commissioning arrangements, reflecting the Bercow recommendations.
69. The original options identified for the future development of Ewing were either a rebuild on a new site or co-location with a mainstream school, in a new building. However, these options have been further reviewed as they are not necessarily consistent with the SEN Strategy set out in the Primary and BSF Strategies for Change and the developing Autistic Spectrum Strategy for Children’s Services. As a result of this review the proposed model for the future provision of support for pupils with speech and language difficulties is as follows:
i. establish nine additionally resourced mainstream primary schools for pupils with communication difficulties, including those on the autistic spectrum;
ii. establish three additionally resourced mainstream secondary schools for pupils with communication difficulties, including those on the autistic spectrum; Manchester City Council Agenda Item 9 Executive 19 November 2008
iii. establish provision at the Grange school for those pupils on the autistic spectrum where it is felt their needs would best be met in a special school setting
70. Designated resourced mainstream schools will have a designated specialist base (a haven) as well as staff with specialist skills. Pupils will spend the amount of time in the base consistent with their needs. This model will provide appropriate and increasing opportunities for integration with mainstream peers with the benefits of access to a specialist base.
71. The capital costs involved in creating additionally resourced mainstream schools will be met from the BSF funding allocation. This proposal overall in the longer term will require the formal closure of Ewing as a special school, so that its resources and staff expertise can be deployed in the resourced school settings instead. To manage the change process detailed transition arrangements will be developed aligned to a workforce development programme and the capital building programme .
THE GRANGE SCHOOL
72. At present The Grange all age school provides 60 places for pupils with Autism Spectrum Disorder (ASD). The school is currently located in the former Birches special school premises in Longsight. These premises are too small for the existing number of pupils and have condition and suitability deficiencies. The provision made is in part restricted by the accommodation and as a result is not fully comprehensive.
73. It is proposed that Grange should operate as:
i. a highly specialised ASD school (hub) which makes on-site provision;
ii. a focal point for co-ordinating ASD provision across the City, including resourced provision in designated schools;
iii. a centre of excellence in terms of communication, development and inclusion for ASD children and young people, with corresponding staff and training facilities;
iv. a focal point for providing multi-agency advice, training and support to other schools, settings and agencies;
v. provision for short breaks and support for families and carers of children and young people with ASD;
vi. a resource for residential provision;
vii. a resource for post-16 provision;
74. The preferred model for Grange is therefore to make provision as follows:
i. Primary provision for 40 places;
ii. Secondary provision for 75 places (including 23 existing ‘out of city’ places); Manchester City Council Agenda Item 9 Executive 19 November 2008
iii. Post-16 provision for 15 places;
iv. Residential provision for 20 beds, including 10 school places and 10 ‘short- break’ beds for families with children with ASD.
75. The majority of the above places will be provided at the site of the former Roundwood special school in Sharston, although the possibility of locating the primary places at a more central location is currently being explored.
76. The capital costs involved in creating the above provision will be met from the BSF funding allocation. The proposal overall will require the statutory change procedures to be followed, to bring about the necessary redefinition of the role of Grange school.
BUGLAWTON HALL
77. Buglawton Hall provides all age residential provision for BESD boys and operates as an integral part of the BESD Federation. The proposal to provide new and upgraded residential accommodation for 40 pupils has already been approved, using Wave 4 funding as part of the overall delivery of the school project funded from Wave 1.
PUPIL REFERRAL UNITS AND INCLUSION CENTRES
78. Improvements to existing Pupil Referral Unit provision will begin with the BSF Wave 1 investment programme, which provides for five Inclusion Centres to be delivered on mainstream school sites across the City. The BSF Wave 4 investment programme will deliver another Inclusion centre, to provide comprehensive targeted support to pupils at risk of exclusion from mainstream high schools. In addition to the inclusion centres, improvements will be made to KS3 PRU facility which is currently located on the Crossacres Primary School site, Wythenshawe.
PRELIMINARY CONSULTATION
79. A number of potential designated mainstream school sites have already been identified. Preliminary discussions with headteachers indicate overwhelming support for the proposals. Schools believe that they are best placed to provide for the SEN children and young people in their neighbourhood, provided the appropriate resourcing and expertise is available. In some cases mainstream schools will require capital expenditure (from BSF funds) to give them the accommodation capacity for additional numbers of pupils, where this is necessary.
80. Schools felt that the proposals would allow them to extend the provision which they already make for SEN pupils in the community. They believe that they could build on existing good practice around meeting diverse needs. They also expressed a view, that the resources and expertise which they could access and the additional skills which they would develop, would add value to the entire local community as well as to the school population.
81. Students with PD needs currently based at Lancasterian currently access health services from the PCT on site. The proposed future model for Lancasterian has been Manchester City Council Agenda Item 9 Executive 19 November 2008 discussed with the PCT, who have confirmed that their service delivery will respond to the proposed new arrangements.
COMMENTS
82. The secondary sector is currently benefiting from significant additional capital investment through the BSF and Academies programmes. The BSF Wave 1 programme is now at various stages of delivery, with some projects already completed. It is now crucial that the Wave 4 proposals contained in this report are approved and encapsulated in a Strategy for Change 2 document, for submission to the DCSF.
83. From 2009 additional capital funding is being made available annually for the primary sector, over a 15 year period. In the three year period 2008-2011 an amount in excess of £84 million is available. If further additional monies (from planning gain, regeneration, capital receipts, Diocesan contributions and the BSF programme) can be secured, it ought to be possible to continue to make significant inroads into improving school buildings to transform the educational experience for all primary age pupils, including those with special or additional needs.
84. The Primary Strategy for Change at appendix A requires formal Executive endorsement before the DCSF will consider approving it and releasing PCP monies from 2009.
EQUAL OPPORTUNITIES IMPLICATIONS
85. The BSF Wave 4 proposals and the Primary Strategy for Change share many common aims and objectives. The overarching aim is for all children and young people to be able to access high quality educational opportunities, which prepare them fully for further education or employment and which ensure that they develop into mature and responsible citizens.
ANTI POVERTYY IMPLICATIONS
86. The free travel pass scheme has been improved, so that the parents/ carers of children from low income families are not disadvantaged in expressing high school preferences, by virtue of being unable to meet the daily costs of public transport.
EMPLOYMENT IMPLICATIONS
87. Some of the Wave 4 proposals have staffing implications. These will be addressed in consultation with the trade unions and teacher associations.
ENVIRONMENTAL IMPLICATIONS
88. All new build and refurbishment projects will be carried out so as to ensure maximum compatibility with the locality and energy efficiency.
Manchester City Council Item 7 – Appendix A Executive 19 November 2008
Children’s Services Directorate
PRIMARY CAPITAL PROGRAMME
PRIMARY STRATEGY FOR CHANGE
Deadline for Submission to the DCFS 16 June 2008
Date Submitted to DCSF 16 June 2008
Manchester City Council Item 7 – Appendix A Executive 19 November 2008
INTRODUCTION – THE MANCHESTER CONTEXT
1. Manchester is undergoing transformational change. The City Council (as LA), its strategic partners and other stakeholders are delivering extensive and highly ambitious plans to regenerate the commercial and social infrastructure of the entire City. The aim is to make Manchester a city of local, regional, national and international excellence where people want to live and learn, where companies wish to invest and where there is equal access to the wealth, employment and other opportunities brought about by regeneration. This Primary Strategy for Change must be seen in this wider context.
2. This Strategy has been developed over an extended period of time, with inputs from key stakeholders from within and beyond the education service. The resulting Strategy is not intended to be overly prescriptive or fixed. It is intended to be a living document, which will be revisited, reviewed and fine tuned over time, to ensure that it remains valid in the context of local and national developments. This will provide the City Council and its schools with a clear framework for immediate action, with the necessary flexibility to secure education transformation over the 15 years lifetime of the government’s Primary Capital Programme.
SECTION 1 – BASELINE ANALYSIS
The Primary School Sector - Background
3. Manchester’s existing primary sector provision is as follows:
Type Number Percentage
Community Primary 66 48.5 Community Infant 1 0.7 Community Junior 1 0.7 CE Voluntary Controlled Primary 16 11.9 CE Voluntary Aided Primary 9 6.6 RC Voluntary Aided Primary 36 26.5 Jewish Voluntary Aided Infant 1 0.7 Jewish Voluntary Aided Junior 1 0.7 Academy Primary 1 0.7 Specialist Support Schools 3 2.3 Pupil Referral Units 1 0.7 Total 136 100.0
4. The size of the LA maintained mainstream schools varies ie 40% provide 210 places, 23% provide 315 places and 25% provide 420 places. Only 3 schools provide less than 210 places, 3 operate at 525 places and 4 at 630 places capacity.
5. A great deal of the primary school building stock is outdated and is not entirely suitable for purpose. For example, 10 mainstream primaries were built before 1900, 42 were built between 1900 and 1950 and a further 35 are of CLASP construction. A City wide programme of minor works has, over the past two years, delivered an £11 million capital investment package to address the most urgent deferred maintenance and health/ safety deficiencies in 73 schools which, at the time, had a level of need beyond the scope of devolved formula capital (DFC) allocations and in some of the 34 schools which, at the time, were waiting to be rebuilt. 6. One of the three specialist support schools is accommodated in new, purpose built premises. The second needs a significant amount of additional capital investment to bring it up to the Manchester City Council Item 7 – Appendix A Executive 19 November 2008 required standard and the third is on the priority list to be rebuilt. The PRU is housed in a former mainstream school building.
Standards in Manchester Schools
7. Successful and high achieving schools are a key driver of regeneration. In this respect Manchester’s PCP transformation programme is starting from a challengingly low point. This following table sets out the position as at May 2008:
Profile Category % of McR Primary Schools
OFSTED Outstanding (Grade 1) 17.50 Good (Grade 2) 43.70 Satisfactory (Grade 3) 35.90 Inadequate (Grade 4) 2.90
LA Category (SIP Report) Outstanding (Grade 1) 19.80 Good (Grade 2) 36.60 Satisfactory (Grade 3) 32.80 Inadequate (Grade 4) 8.40 In OFSTED Category (Grade 5) 2.30
8. One factor behind the level of underperformance is the high level of social deprivation in the City. In the 2007 UK Index of Multiple Deprivation, Manchester was ranked fourth most deprived area in the Country. Out of 444,615 residents 51.4% (228,235) were living in areas ranked amongst the lowest 10% in the deprivation and poverty index rating. Just over 51,000 residents (12%) were in the lowest 1%.
9. Of the total pupils currently attending schools in Manchester:
i. 44% are eligible for free school meals and 1.3% have a statement of SEN;
ii. over 53% were born to a unmarried mothers;
iii. 48.9% are non white British and 150 different languages are spoken;
iv. of the 1,426 looked after children, 111 are unaccompanied asylum seekers. Levels of pupil transience average 20%, with many schools exceeding 30%.
10. Other issues of note are that:
i. the primary sector attendance rate for 200/ 2007 was 93.9%, which is below the national average of 94.9%;
ii. the use of ICT to support teaching and learning is inconsistent, as the availability of ICT equipment varies from school to school, as do the levels of confidence and competence which teachers and learners have to use the ICT which is available;
iii. the challenging circumstances facing Manchester’s schools creates significant difficulties in retaining high quality staff.
The Secondary Sector – Building Schools for the Future (BSF)
Manchester City Council Item 7 – Appendix A Executive 19 November 2008
11. The position in the secondary sector is being addressed through the BSF programme, in which Manchester is a Wave One and Wave Four funded LA. Highly ambitious plans for transformation include creation of seven new Academies to operate alongside two existing Academies and 17 community/ voluntary aided LA maintained schools. The City Council has secured the lead sponsors of the new Academies from both the public and private sectors.
The Mainstream Primary Sector
12. Between 1997 and 2005 there were a number of reviews of primary schools. During this period 15 were closed and 25 had a reduction in admission capacity. Five new schools were established (resulting from mergers) and the admission capacity was increased at seven popular and successful schools.
13. The most recent review of primary schools was carried out by a multi agency Steering Group, between 2005 and 2006. The review addressed surplus places removal, the pattern, distribution and organisation of schools generally, educational standards, financial management, the contribution made by schools to regeneration, the Sure Start and extended schools agendas and, crucially, the capacity of the lower performing schools to improve. (The Terms of Reference and Standing Orders for the Steering Group are attached at Appendix 1 and Appendix 2).
14. The Review Steering Group established that, whilst primary pupil numbers continue to fall, the rate of decline is slowing and a significant upturn is projected from 2009 onwards. This is due to the fact that the resident population in the City is increasing for the first time since the 1930s, as confirmed by the most recent Census figures. There are several reasons for this ie:
i. the birth rate is increasing in many areas of the City;
ii. Manchester continues to receive the largest number of asylum seekers and refugees when compared to any other area nationally and the effect of increased levels of EU migration is starting to show;
iii. many housing (regeneration) developments have moved to the delivery phase. This is causing a steady and noticeable influx of new residents, particularly in the new accommodation for Key Workers and families.
15. The Primary Review conclusions were extensive and are set out in a detailed report to the City Council’s Executive, dated 13 December 2006. (The DCSF already has a copy of this report, which is not therefore reproduced as an Appendix to this Strategy document). The specific school organisation proposals contained in the report to the Executive were implemented in September 2007 and included:
i. closure of 3 schools where pupil numbers and educational standards were too low, where the capacity to improve was deemed not to exist and where the schools had little strategic importance to regeneration plans;
ii. establishment of one new school to replace 2 of the closing schools, directly supporting local regeneration activity;
iii. a reduction in the admission capacity at 18 schools in areas where pupil numbers remain low; iv. an increase in the admission capacity of three popular and successful schools where the demand for places exceeds availability.
Manchester City Council Item 7 – Appendix A Executive 19 November 2008
16. The above proposals added 300 places to popular and successful schools but elsewhere almost 2,000 surplus places net were removed from the system. As a result the number of schools with a level of surplus in excess of 25% reduced from 34 at the time of the 05/ 06 Primary School Review to 19 at the time of the 2007 Surplus Places return to the DCSF (the 2008 return has not yet been finalised). The position of these 19 schools has since been addressed as follows:
Action Total Closure on 31 August 2007 2 Amalgamation 1 Reductions in admission capacity, wef 1 Sept 07 1 Extra pupils forecasted, from closures, regeneration etc 6 Ongoing monitoring 9
17. In respect of a longer term improvement in educational standards, the Primary Review Steering Group was satisfied, that the remaining schools deemed to have low educational standards have the management, leadership and governance capacity to improve to the required standard within a reasonable timescale.
Primary Sector Capital Investment
18. A further key outcome of the primary review was a capital investment strategy, based on consideration of a range of premises, educational and strategic indicators. (This strategy was formally endorsed by the City Council’s Executive on 20 December 2006 and the report received by the Executive is at Appendix 3). The strategy allocates each school to one of three groups. At the time Group A consisted of 26 schools which needed ongoing maintenance via DFC only. Group B consisted of 73 schools where the level of investment needed exceeds the amounts available in DFC but not a rebuild. Group C consisted of 34 schools (including one primary specialist support school) where a rebuild is needed.
19. The City Council’s Children’s Services Directorate provides a Property Development Service to advise Group A schools about the proper use of DFC. For Group B schools the City Council’s capital allocations from the DCSF for the three year period 2005-2008 were top sliced to create a Partnership Fund. Schools could get an allocation from this fund to deliver priority schemes (such as new boilers or roofs) provided they agreed to part fund from their DFC and provided the project accorded with the City Council’s assessment of priority. This collaborative approach has proved very popular with schools. A programme of works, involving 52 community and voluntary controlled schools and totalling in excess of £11 million, was delivered in full by 2007, as Manchester was in a position to take advantage of the early release of DCSF capital allocations for the third year of the programme.
20. Eight new schools have been built between 2001 and 2007. Five more are scheduled for completion by 2009, prioritised through the new investment strategy.
Reviewing the Early Years Sector
21. All Manchester’s primary and infant schools have nursery provision attached, ensuring that every child can access a full time place free of charge, if that is what their parents/ carers want. The capital costs associated with developing this extensive provision have, over the years, been met by the City Council from its own resources. The City Council also maintains two Nursery Schools ( a third was closed in April 2007) and, of 24 Sure Start Children’s Centres, 16 are located on school sites. These provide a full range of children’s services, including wrap around care. This is a particular strength of Manchester’s approach to service development and capital investment.
Manchester City Council Item 7 – Appendix A Executive 19 November 2008
22. Work with schools has already been completed, to ensure a September 2008 delivery of the Early Years Foundation Stage staffing requirements arising from the Child Care Act 2006. A more comprehensive, multi agency review of 0-5 years provision is ongoing. This review will consider the action needed to ensure full compliance with all aspects of the Childcare Act 2006 and that action is taken to ensure that the City Council is able to discharge its role as both provider and commissioner of services. Key outcomes will be to ensure that all children have a smooth transition to statutory school provision and that the range and availability of provision is sufficiently comprehensive and flexible to be of genuine help to working parents/ carers. The multi agency approach to the review will also make it possible to continue to achieve a better alignment between capital expenditure on 0-5 provision and capital expenditure on primary schools. (The Terms of Reference for the Steering Group are at Appendix 4 ).
SEN and Inclusion
23. A radical SEN/ Inclusion Strategy has resulted in the closure of eight special schools since 2004. The remaining schools have been realigned and re-designated to establish six specialist support schools with a primary and a secondary school in each of the north, centre and south of the City. In addition there are three specialist schools with a City-wide remit and three schools for pupils experiencing social, emotional and behavioural difficulties, operating as a hard federation. There are also three pupil referral units, one for each of Key Stage 2, 3 and 4.
24. The City Council has invested its own funding to ensure that community/ controlled schools are DDA compliant. The Council has also funded DDA surveys for voluntary aided schools, to assist them to move towards DDA compliance.
SECTION 2 – LONG TERM AIMS
25. Manchester’s long term aim for primary education consists of a number of interrelated elements, each one helping to meet the five key elements for supporting children set out in the City Council’s Children and Young People Plan. The overall aim is to make every school in the City so successful that it is the first choice of its community. The number and range of children who can enjoy and achieve within their local school and local community will be progressively increased.
TRANSFORMATION ELEMENT ONE - PERSONALISED LEARNING AND INDIVIDUAL DEVELOPMENT (Enjoy and Achieve; Make a Positive Contribution)
Flexible Accommodation
26. The interaction between teacher and learner is key to a successful educational experience. This interaction is heavily influenced by the quality of the physical environment in which it takes place. As many of Manchester’s existing primary school buildings are outdated, they provide accommodation which gives little flexibility for teaching and curriculum innovation. 27. In future, Manchester’s primary schools will be adapted or built to offer a wider range of child centred, flexible accommodation to facilitate a diversity of learning activities and styles. This will include providing learning spaces for large groups, small groups and individuals supporting an approach to curriculum organisation which promotes independent learning, encourages innovation and which enables all children to access (and be included in) the full range of learning opportunities. Each pupil will, as a result, have an entitlement to a curriculum which has been personalised to their learning needs and targets.
28. Manchester is noted for its systematic approach to the “Every Child a Reader” programme, in the City Council’s drive to improve literacy across the City. At school level, flexible learning spaces (perhaps in a cave or camp fire style) will better facilitate the small group and individual learning Manchester City Council Item 7 – Appendix A Executive 19 November 2008
experiences conducive to further development of the “Every Child a Reader” programme. At a strategic level, the City Council is developing plans to establish community library facilities in each of the six districts, with schools potentially acting as satellite locations.
29. Opportunities will be created for integrated working to support children with special and additional needs. The Common Assessment (CAF) will provide the focus for more effective multi- agency working to address the needs of children within each district. Primary schools will provide a focus for this work.
The Role of ICT
30. Manchester City Council is keen to realise the benefits of information and communication technology to bring about a dramatic improvement in learning, well being, achievement and prosperity to secure the futures of Manchester’s young people in the global, post-industrial, knowledge economy. The provision of more flexible accommodation in schools is therefore of particular importance, as there will be a much greater emphasis on the use of ICT as a major learning tool supporting greater individualised learning.
31. New technology will increasingly allow for appropriate and enhanced public services to be tailored to young people and their families, rather than expecting them to fit in with the constraints of existing learning service provider networks. Building seamless ICT into the fabric of education, communication and collaboration, and to significantly enhance the provision of teaching and learning for everyone in Manchester will bring confidence, competence and empowerment to learners and practitioners who will be able to harness the technologies prevalent in their lifestyles.
32. A detailed ICT vision has been developed with the involvement of City Council experts, a number of senior school leaders, teachers, students, education and ICT specialists, agencies such as Partnership for Schools, Academy sponsors, and multi-agency team representatives. This vision is reproduced at Appendix 5. Delivery will be facilitated through strategic leadership from the City Council, schools, other agencies/ stakeholders, parents/ carers and the wider community.
33. There has been widespread consultation in shaping the vision at Appendix, which has created a better understanding of how learning institutions can secure the benefits of ICT and the ways in which it can be at the very heart of everyday living. As a result three key themes are evident within the vision and are summarised in the paragraphs which follow.
Manchester City Council Item 7 – Appendix A Executive 19 November 2008
Theme 1 - Improving Life Chances
34. The goal of improving life chances for the children, young people and citizens of Manchester involves nurturing skills and demonstrating behaviours that will equip them with the confidence and the opportunities to maximise their learning, as well as their social and economic potential. Not everyone starts from the same place on this journey, and ICT will act as a key enabler for improvement for all ability levels.
Theme 2 - Inspirational Environments
35. Inspirational learning environments help instil within children and young people a strong sense of ownership and attachment, to both the learning environment itself and to the wider community. Inspirational environments result from recognising and, where appropriate, adopting the opportunities that technological advances enable and applying those changes to classrooms, virtual environments, learning strategies and teaching methods.
Theme 3 - Connectivity and Collaboration
36. Learners and residents in Manchester will be able to establish connections for learning with other schools, learning institutions and businesses within the City, regionally, nationally and globally. This will facilitate the effective exchange of information and will enrich the learning and collaborative experience.
37. The three key themes are set out below in diagrammatic form.
Manchester City Council Item 7 – Appendix A Executive 19 November 2008
38. The approach to delivering the ICT vision can be summarised as follows:
i. engaging learners and family members more effectively within the learning process by providing a rich mix of resources and tools that support the individual, cultural and social needs of each school community;
ii. empowering learners, family members and those who support them, by providing tools and resources which allow them to take control of the learning process;
iii. enabling learners to access a greater range of tools and technologies to support their learning needs, using a personal device and/or accessing resources located near to their homes at times convenient to them.
39. In terms of design features, schools will be built or adapted with a presumption that ICT suites and hard-wired networks are not appropriate. More flexible accommodation will cater for a range of teaching and learning styles and will ensure that teachers and learners can take advantage of ICT developments as they emerge.
40. ICT advances increasingly allow work and learning to be done regardless of location, generating a need to look at the connections between people, space and technology to radically improve outcomes. The School of the Future needs to be seen less as an individual and physical entity and more as something flexible, which can take place across and between physical centres. The aim will therefore be to provide every learner, and those who assist them, with a range of tools, techniques and resources to support their individual learning needs at times and in places which are the most appropriate, making Manchester a truly integrated learning campus Size of Primary School
41. Greater personalisation in learning can be influenced by the number of pupils within the learning environment. The 2005-2006 Primary Review considered this issue and reached a number of conclusions:
i. ideally no school should be smaller than one form of entry (210 places). However, some schools with low pupil numbers will need to be retained, where they have strategic regeneration importance or where they serve relatively isolated communities;
ii. no school will be larger than three forms of entry (630 places);
iii. half forms of entry should be avoided, if possible;
iv. the optimum size for a primary school is two forms of entry.
42. When making future changes to the size, number and distribution of primary schools, the City Council will have regard to points i to iv above.
A Primary Only Local Authority
43. Only two pairs of separate infant and junior schools remain in the City. Both sets will in time be amalgamated, making Manchester a primary only LA. This will remove what many believe to be an unnecessary transition point between KS1 and KS2.
TRANFORMATION ELEMENT TWO - DIVERSITY OF PROVISION AND COMMUNITY FOCUS (Be Healthy, Stay Safe, Enjoy and Achieve, Make a Positive Contribution, Achieve Economic Well Being)
Manchester City Council Item 7 – Appendix A Executive 19 November 2008
Community Cohesion and Parental Involvement
44. Manchester has a well established Parenting Strategy which promotes positive parenting and recognises the crucial role that parents play in developing their children’s learning, emotional well- being and resilience. The modernisation of school buildings and the development of extended school provision will continue to benefit many parents/carers by providing spaces for parents to meet and access training on a range of issues. The dual use of ICT facilities, with children and parents working alongside each other, will facilitate the process of ‘e enabling’ the wider community.
45. The extent to which children are able to benefit fully from the education can be heavily influenced by attitudes and events in the child’s family and community. Primary schools will in future provide an extended range of education, other activities and care. Schools will be embedded in and supported by stable communities created by the wider regeneration plan. In turn this will enable schools to deliver high quality education linked to integrated services leading to improved attainment, benefits to the community and increased opportunities for all.
46. The City Council recognises the importance of ensuring that parents/ carers are aware of, and are able to access, the provision which exists. As a result, changes are in hand within the Children’s Services Directorate, which seek to bring the Family Information Service (including Choice Advisers) into closer structural alignment with services managing admissions to school and non school provision.
47. The minimum design specification for new schools will address issues not directly connected with teaching and learning but which are important in terms of ensuring that the buildings and facilities connect with their wider local community. For example, new school buildings will:
i. have a prominence, to raise community aspirations and contribute to civic pride;
ii. be designed so as to be compatible with local surroundings;
iii. be fully accessible to DDA and the more exacting Access Manchester standards
iv. have external spaces which enhance the local environment and are energy efficient in all respects;
v. be able to accommodate multi agency working (eg Sure Start and health visitors) and support facilitation of the Common Assessment Framework, with support for educational outcomes from a range of children’s services within a district model of working.
48. Remodelling of existing buildings will take account of the above design features to the maximum extent possible.
TRANSFORMATION ELEMENT THREE - LINKS WITH THE BSF/ ACADEMIES PLAN (Enjoy and Achieve, Achieve Economic Well Being)
49. Manchester is a Wave One and a Wave Four BSF/ Academies LA and a £500 million+ capital investment programme is currently being developed and delivered. The agreed plan is to have 9 Academies, functioning alongside 17 LA maintained community/ VA schools, from 2010.
50. The strategy envisages increased collaboration between schools, both in terms of district/ local area focused commissioning of children’s services and in terms of development of industry sector Manchester City Council Item 7 – Appendix A Executive 19 November 2008
specialisms, with clusters of high schools working together to maximise the opportunities arising from an Academy sponsor engagement programme.
51. The vision for primary education is interrelated to the vision for secondary education, in that all primary schools will be involved in district/ local area collaboration, alongside their district partner primary and secondary schools. As a result they will be able to take advantage of the new facilities and the development of good practice which cluster working will encourage, both within and across phases.
52. Pupils will benefit by having a more challenging, relevant and high quality curricular experience, including access to the specialist facilities available within their partner secondary schools. As a result, transition from the primary to secondary phase will be greatly improved.
53. In terms of ICT, the BSF plan provides for technical support to be delivered and managed by a private company. This arrangement will be extended to cover primary sector ICT.
54. At a strategic level the clustering of schools will help place planning activity, with the aim of ensuring that the existing level of surplus places City-wide (about 10%) is replicated and maintained across districts.
TRANSFORMATION ELEMENT FOUR - LINKS WITH EARLY YEARS PROVISION AND TRANSITION TO PRIMARY SCHOOL (Enjoy and Achieve)
55. All primary and infant schools will continue to have nurseries, with foundation stages combining both nursery and Reception provision, from September 2008. Two Nursery Schools will operate as “Centres of Excellence” and will play a key role in the development and dissemination of good early years practice.
56. There are now 24 Sure Start Children’s Centres at various locations across the City, 16 of which are co-located and fully integrated on school sites. In some cases other public services such as health are also co-located, which will greatly assist implementation of the extended school offer.
57. Children’s Centre’s will provide full service delivery of the core entitlement. City wide contracts are now in place, providing health, speech and language services, pre school special needs support, Caps (Webster Stratton) and transition work. This is making an early and significant contribution to the “swift and easy” referral requirement within the extended schools agenda. District contracts will provide for family support, midwifery, crèche and sessional care.
58. Where co-location is not possible, Health Authority, local authority, voluntary and private providers will deliver daycare and extended services in and around school and Sure Start Centre sites.
59. The outcomes of the ongoing multi agency review of early years provision will contribute significantly to delivery of the City Council’s vision of a continuum of quality educational provision covering the full 0-19 age range. A quality assurance framework has already been agreed by all key partners. This will ensure that commissioning decisions about early years places in all settings (public, private, voluntary and independent) will be made on the basis of an assessment of their effectiveness against Early Years Foundation Stage indicators.
TRANSFORMATION ELEMENT FIVE - COMPLYING WITH PARENTAL PREFERENCE (Stay Safe, Enjoy and Achieve)
60. Even though some 2,000 surplus primary school places were removed from September 2007, there are sufficient places to meet current and projected future demand overall. Crucially, the Manchester City Council Item 7 – Appendix A Executive 19 November 2008
distribution of places across the City and within districts will be such that every child will still have access to a school which is within a reasonable distance of their home. In this way the current 97%+ compliance rate with parental preference at Reception admission will be maintained. In addition, a 10%+ level of surplus places has been retained overall, to ensure that pupils seeking places mid year can be accommodated.
61. Although the plan is to maintain the existing number and distribution of schools it may in the future be necessary to reconsider the future development of individual schools, for example because of low standards or poor financial viability. In the first instance the merits of both soft and hard Federation will be considered as a way of preserving a school’s viability. However, in the more difficult cases, outright closure may be unavoidable. In such cases consideration will be given to expanding other popular and successful schools in the locality, thereby safeguarding as far as possible, the commitment to providing schools within a reasonable distance of every child’s home address.
62. In terms of transport, City Council policy is that any primary age child who lives more than two miles from their Manchester school is entitled to a free travel pass. This exceeds the statutory minimum set out in the new Admissions Code of Practice and directly supports parental preference.
63. Manchester is bordered by eight other local authorities and there is significant cross border pupil movement. Inter LA collaboration to assess place planning, admissions and regeneration issues is already well established and will continue.
TRANSFORMATION ELEMENT SIX - INCLUSION AND SEN PUPILS WITH ADDITIONAL NEEDS (Enjoy and Achieve; Make a Positive Contribution)
64. Mainstream schools will adopt different, more flexible and personalised approaches to delivering the curriculum, to ensure that pupils with special and additional needs are fully included. This will be achieved by providing:
• sufficient flexible spaces to allow access to the full range of curricular experiences;
• suitable spaces for individual work, for working with therapists and accessing therapeutic approaches; • spaces suitable and identified for respite periods for pupils with emotional needs, behavioural needs and mental health needs;
• a range of accessible outdoor spaces that can contribution to learning;
• buildings that are accessible beyond DDA requirements, to the more exacting local requirements set out in Access Manchester;
• specialist spaces for identified SEN in designated resourced schools.
65. As part of the continuum of provision there are a range of special schools for pupils with the most severe, complex and persistent needs as well as designated mainstream resourced schools. There is a primary and a secondary specialist support school in each of the north, centre and south areas of the City, plus three specialist schools with a City-wide remit. The three schools for pupils experiencing social, emotional and behavioural needs operate as a hard federation.
66. Some children attend a special school full-time; others attend part-time and spend the rest of their week in a mainstream school. These arrangements are being supported through BSF and across the City secondary special schools are being rebuilt and relocated on the same sites as Manchester City Council Item 7 – Appendix A Executive 19 November 2008
mainstream secondary schools. The opportunity for a special and mainstream school to be constructed under the same roof with a number of shared facilities takes inclusion to a new level. Through the Primary Strategy for Change, every opportunity will be taken to co-locate primary special schools with primary mainstream schools. All special schools have a formally designated role to work with mainstream schools in their locality, by supporting individual pupils and sharing staff experience and expertise.
TRANSFORMATION ELEMENT SEVEN - SUPPORTING INDIVIDUAL AND COMMUNITY WELL BEING (Be Healthy, Stay Safe, Make a Positive Contribution)
67. The LA will provide communities across the City with high quality primary school buildings. These buildings and facilities will have a wider use outside school hours and it is hoped that they will be a source of community pride. Through increased access to extended learning opportunities each Manchester primary school will provide a focal point for their communities, contributing to community cohesion and supporting local regeneration. They will offer friendly and accessible environments where local people are comfortable in gathering; they will encourage community involvement and local decision making. High quality security measures will nevertheless be incorporated as a standard design feature, so that building users are safe at all times and potential vandals are deterred.
68. All Manchester Schools are working towards achieving Healthy Schools Status. One of the key themes of the standard is ‘healthy eating’ with pupils eating a healthy, nutritious meal every day, which has been prepared using fresh ingredients.
69. Manchester’s Healthy Schools Partnership recognises that offering nutritious meals does not necessarily mean pupils will eat them, evidenced by the fact that the current take up rate is only 40%. The vision is, therefore, one of a school meals provision built on a partnership between schools, parents, pupils, caterers and health agencies. The aim is to improve the dining experience to the extent that it becomes part of the educational experience for children, ensuring a whole school approach to food and the wider health agenda. This is particularly important for pupils entitled to free school meals, as their school meal can often be their main source of daily food.
70. Physical activity is a second theme of the Healthy Schools Status. In an open letter, reproduced in the Manchester Evening News (14 July 2007), the Prime Minister made a public commitment to improving opportunities for all Manchester children to engage in sporting activities.
71. The City Council welcomes this commitment and intends to ensure that all schools have improved indoor and outdoor recreational and physical education facilities. For example, a City- wide pilot to enhance physical activity and improve behaviour at playtimes, has identified one primary school in each district to have high quality playground markings. These will focus on development of physical literacy and will encourage creativity of movement and social/ interpersonal ability. Capacity will be built through School Sport Partnerships. This will be a cross curricular, whole school focus and will form part of the basic outdoor learning facilities.
72. In terms of internal and external space availability, there are some schools where site constraints make it difficult to make any meaningful improvements. In such cases the City Council will explore options for creating facilities nearby. Where this is not possible, pupils will have access to facilities at other local schools.
73. Making recreational and physical education facilities available generally through extended schools activities will benefit parents, carers and the wider community in terms of regular exercise and improving levels of physical fitness.
Manchester City Council Item 7 – Appendix A Executive 19 November 2008
TRANSFORMATION ELEMENT EIGHT - RETAINING HIGH QUALITY AND COMMITTED STAFF (Enjoy and Achieve)
74. The particular challenges of working in an urban context are fully recognised by the City Council and retention of high quality teachers and educational leaders is a high priority. This commitment is reflected in the continuum of development and quality improvement opportunities provided for all staff (from NQT to headteacher) through the City Council’s teacher recruitment strategy.
75. Capital investment can be used to support retention of high quality staff in schools. In 2004, for example, Manchester LA was allocated £1 million by the (then) DfES, through its Classrooms for the Future initiative. The City Council added £1 million of its own funding, to allow one special, one primary and one secondary school with designated SEN/ inclusion status, to benefit from enhanced staff facilities. The experienced gained from this has since been used to good effect in other school capital projects. In future the aim will be to ensure that all school buildings provide accommodation which supports workforce development, including social areas; areas where staff can conduct confidential meetings with parents/ carers and/ or other professional staff; and areas where work preparation can take place.
76. The increased availability and use of ICT will generate a training need, if teachers, teaching assistants and pupils are to realise the benefits. Revenue funding will need to be identified to underpin this. The School Forum has already been alerted to this and will be fully involved in future discussions.
TRANSFORMING PRIMARY EDUCATION – CONCLUSION
77. In terms of personalised learning and the design of schools, the Report of the Teaching and Learning in 2020 Review Group highlights the need for flexible space, for accommodation which allows learners to participate, collaborate, interact and be safe, for school environments to be welcoming to parents/ carers and the importance of technology in supporting learning. Manchester’s approach to educational transformation is wholly consistent with these recommendations.
PART THREE – THE APPROACH TO CHANGE : ELEMENT ONE
Investment Priorities
78. Manchester LA’s confirmed capital for community/ controlled primary schools for the period 2008-2011 consists of a range of allocations under a number of headings. In summary, almost £67 million is for the LA to manage (including PCP allocations) and just over £16 million is devolved formula capital (DFC).
79. Assuming that the full PCP funding allocation is released the plan for the three year period is to build six new schools; deliver two major refurbishment projects (related to expansion of successful and popular schools and delivery of the SEN/ inclusion strategy); deliver a programme of deferred maintenance; deliver a major programme of premises transformation; and ensure that schools in good condition are well maintained through the proper use of DFC. Crucially, this approach
ii. recognises that much of the deferred maintenance issues have been addressed through the Manchester Partnership Fund arrangement, which has resulted in an £11 million+ investment in the period 2005 –2007;
Manchester City Council Item 7 – Appendix A Executive 19 November 2008
ii. will ensure an immediate start to the transformation agenda, both in terms of new builds and in terms of internal remodelling or other improvements in those schools where a rebuild is not scheduled for the foreseeable future.
80. It is assumed that capital allocations for voluntary aided schools will continue in the current form. Discussions are in hand with the Manchester CE, Salford RC and Shrewsbury RC Diocesan Education Authorities about their investment priorities. The aim will be to agree an approach for VA schools which is similar to that described above for community and voluntary controlled schools. This will prevent a two tier investment system from developing.
APPROACH TO CHANGE – ELEMENT TWO
Securing Additional Funding
81. In order to inject even greater momentum in to the transformation process, the rate of capital investment needs to be enhanced by funding secured from outside the usual annual allocations from the DfCSF. In this respect Manchester has an excellent track record. For example, the City Council has used its own capital resources to provided nursery class accommodation in every primary school. BSF capital allocations have been boosted by further additions from the Council’s own resources.
82. The table below shows that, since 2001, 9 out of the 13 primary school rebuild projects (either delivered or in progress) have been developed either wholly or partly from funding outside the annual DCSF allocation ie:
School Status Funding Source(s) Year Temple Community PFI 2001 St Paul’s CE Controlled Capital Receipts/ NOF 2003 Ravensbury Community ACG/ DFC/ Regeneration 2004 Ashbury Meadow Community SPR/ ERDF/ NWDA 2005 Green End Community NDS/ DDA (Council)/ DFC 2006 Haveley Hey Community Prudential Borrowing 2007 Rolls Crescent Community TCF/ NDS 2007 Medlock Community TCF/ NDS/ Sure Start 2008 * New RC Primary Aided PCP / Section 106/ DCF 2009
83. The new RC School marked * above will be delivered using the £6.5 million PCP Pathfinder allocation for 2008. As this new school is part of a wider regeneration development, an amount of £1 million in Section 106 monies has been secured for inclusion in the funding package. A further £250,000 has been added from uncommitted DFC from the two closing schools. This gives a total funding package of £7.75 million for a project costed at £6.7 million. As a result an amount of £1 million is available as the first element of the funding package for the next priority rebuild.
84. Over the course of the PCP programme, it may become necessary to close schools which become non-viable. School buildings relinquished by virtue of closure will either be used for alternative purposes or will be sold to raise a capital receipt. Current Council policy is for all capital receipts to be held centrally, to be invested in LA priorities deemed appropriate at the time. In future consideration will be given, on a case by case basis, to reinvesting capital receipts generated from sale of school land, into capital schemes involving schools.
APPROACH TO CHANGE – ELEMENT THREE
Project Delivery
Manchester City Council Item 7 – Appendix A Executive 19 November 2008
85. Manchester already has in place three project delivery Frameworks ie:
Framework One Projects priced £500,000 to £ 5 million Framework Two Projects priced over £5 million Framework Three Projects priced up to £500,000
86. Each Framework consists of Architect practices and Building Contractors, paired together on a project by project basis. There is a requirement for collaboration within and between Frameworks, which ensures that best practice is shared and that value for money is obtained eg through supply chain economies.
87. Framework One has been/ is currently involved in delivering the 8 new primary schools commissioned since 2006. Framework Two is delivering the BSF programme. Framework Three is delivering the £11million+ primary school maintenance programme developed through the Manchester Partnership Fund. Manchester is therefore ready to deliver further new build primary schools and refurbishment projects, as soon as funding becomes available.
APPROACH TO CHANGE – ELEMENT FOUR
Ensuring High Quality; Challenging Poor Performance
88. Central to Manchester’s vision is the conscious shift of emphasis away from crisis intervention towards proactive delivery of the highest quality universal services for all children and young people. It is recognised that if the gaps are to be narrowed between the most disadvantaged children and their peers both locally and nationally, Quality First services are required. These need to encourage raised expectations and support for all children to aspire to the highest possible goals. 89. The BSF and PCP programmes will bring impetus to generational change in future educational provision and much-needed acceleration in educational outcomes for Manchester’s children. The vision is that Manchester’s schools will perform at a level which is at least comparable to that in other LAs. 90. Extra capital investment will have little impact on improving outcomes if school organisation and management arrangements are inadequate. With this is mind, the City Council has responded to its new role and relationship with schools (as Champion of Children and Young People) by making operational and structural changes. Operationally there will in future be a changed focus away from delivery of all services, towards a more proactive responsibility in strategic planning, quality assurance and commissioning of high quality services to meet priorities. The staffing complement of Education Services has been totally restructured and streamlined, to reflect the LA’s changed roles and priorities. 91. Part of the strategy for the future is the development of co-ordinated and developmental agreed framework for continuous quality improvement of universal educational services for all Children and Young People (0-19). The vision is that this framework will: • ensure aspirational educational expectations and outcomes for all children and those working with them; • clarify all roles and responsibilities within an integrated multi-agency approach to learning; • ensure equity of access to high quality learning and care; • secure the personalised entitlement for all children to achieve to their learning potential; • ensure that service delivery will be responsive to the needs and interests of all children, their families and communities; Manchester City Council Item 7 – Appendix A Executive 19 November 2008
• proactively identify vulnerability, build resilience and target appropriate resources to need; • reduce the gap in learning achievement between children in Manchester and their peers, locally and nationally; • bring clarity to roles and responsibilities in quality assurance; • ensure that learners and their families take responsibility for their own learning. 92. A School Improvement cycle has been agreed with Manchester’s schools and will focus on each schools’ capacity for improvement rather than just delivery. The clear definition of the role of School Improvement Partners in quality assurance and School Effectiveness Officers as commissioners of LA support for priorities, has received very favourable comments from National Strategies. 93. This new school improvement model is being supported within a framework for Monitoring, Support, Challenge and Intervention in schools, with a clear process for addressing the position of schools which are causing concern. Manchester’s framework sets out clearly the process for monitoring and reporting on Level 3, 4 and 5 schools. The document “School and Local Authority Relationships – Policy for Monitoring, Challenge, Support and Intervention (Revised May 2008)” is reproduced at Appendix 6. The document “Integrated Support Planning in Schools” is at Appendix 7. 94. Another key element for improvement is the multi agency processes for frontline delivery. The establishment of District Panels is bringing a focus to partnership working between agencies to identify local priorities and jointly plan for addressing locality need. Children’s Services are now aligned to and co-located within Districts. Schools will continue this process by developing as hubs of children’s services. New build projects will offer opportunities for increasing integrated service delivery to support improved educational outcomes. 95. In terms of school organisation, the City Council has already created a number of soft and hard federations; used executive headteachers from other successful schools in support of leadership teams; drafted in new governors; and supported headteachers through staff capability procedures so that consistently under performing staff either improve to the required standard or risk dismissal.
96. At strategic level, there is an interdependence between the Primary Strategy for Change, the BSF Strategy and the SEN/Inclusion Strategy. A framework for monitoring the delivery of inclusion in schools has therefore been developed. A multi-agency review of 0-5 years provision is currently in hand. The recommendations arising from this review will help to align early years provision with the Primary Strategy for Change.
97. All new schools will meet the BREAM very good design quality standard. All stakeholders (including school staff, governors, parents/ carers, children, regeneration staff, and staff dealing with Sure Start and extended schools) will be fully involved in the design process from the outset, utilising the “School Works” and Design Quality Indicators processes and standards. Advice notes about teaching/ learning pedagogy and design/ construction processes are at Appendix 8, 9,10 and 11.
98. Post delivery evaluation will involve education planners and practitioners. Within the existing delivery Frameworks, further evaluation will take place between the different Architect practices and Building Contractors. This peer evaluation will secure the highest possible standards of design and delivery.
APPROACH TO CHANGE – ELEMENT FIVE
Senior LA Officer and Elected Member Sign Up: Consultation with Schools, the Diocesan Education Authorities and Other External Stakeholders Manchester City Council Item 7 – Appendix A Executive 19 November 2008
99. This Strategy for Change has been developed from a number of interrelated initiatives, as referred to throughout this document. The original draft Strategy was drawn from a Vision Statement, which was endorsed by the Council’s Executive on 13 September 2006 as part of a range of proposals arising from a multi agency, City-wide review of primary schools. On 20 December 2006 the Executive endorsed the Primary Capital Investment Strategy set out in this Strategy for Change.
100. The multi agency Steering Group which carried out the Primary Review and which developed the Vision Statement and Capital Investment Strategy, included representatives from:
* the Children’s Services Directorate (including Education Services, School Organisation and Development, Sure Start and SEN/ Inclusion Strategy);
* four primary schools (headteachers from community, voluntary aided (CE and RC) and nursery schools); * the Manchester CE, Salford RC and Shrewsbury RC Diocesan Education Authorities;
* each of the three regeneration teams responsible for the City-wide redevelopment of Manchester.
101. Development of this Strategy for Change has further benefited from:
i. input from a joint LA/ headteacher ICT Working Group, which has produced a detailed ICT Strategy for schools;
ii. input from two headteachers who have recently had new buildings and two who are in the process of having new buildings. All four headteachers are very supportive of the Strategy for Change;
iii. input from a joint LA/ headteacher group working collaboratively with staff at Loughborough and Salford Universities, on research programmes. This involved translation of school values into teaching practices and building solutions, to create inspirational and enjoyable learning experiences.
102. Each of the three Diocesan Education Authorities has its own mission statement and development strategy for the primary schools within its jurisdiction. They have been consulted on the City Council’s draft Strategy for Change, through their ongoing involvement on the primary review multi agency Steering Group. All were supportive of the draft Strategy for Change as it broadly complemented their own development strategies. The Salford RC Diocesan Education Authority has provided a letter of support for the Strategy for Change, which is at Appendix 9. At a meeting held on 6 June 2008 the Manchester CE and Shrewsbury RC Diocesan Education Authorities agreed to provide letters of support for the Strategy for Change once the final version has been through their own internal approval mechanisms. All three Diocesan Authorities have committed to working jointly with the City Council in developing the detail of future investment priorities and funding packages.
103. The Director of Children’s Services and the Executive Member for Children’s Services are fully supportive of this Strategy for Change.
104. Regular consultation/ discussion forums with primary schools (on a district basis) are already in place and deal with a range of educational, organisational, developmental and financial issues. The Primary Review and the Primary Capital Investment Strategy have been considered in the past and the outcomes have been used to develop the Primary Strategy for Change in its current Manchester City Council Item 7 – Appendix A Executive 19 November 2008 form. The Strategy for Change will be an agenda item again in the future, before the City Council’s Executive is asked to give its formal endorsement.
PART FOUR – INITIAL INVESTMENT PRIORITIES
105. This section needs to be read in conjunction with the detailed spreadsheet which has been submitted separately (not as an Appendix) as required by the DCSF.
New Build Projects
106. In accordance with City Council resolutions, the priorities for new build from 2008 are as follows:
Priority School Status Funding Source
1 Medlock Community TCF/ NDS/ Sure Start 2 St Thomas Community Annual Cap Allocation 3 St Agnes CE Vol Controlled Annual Cap Allocation 4 Parkview Community Annual Cap Allocation 5 New Maine Rd RC Vol Aided PCP Pathfinder 6 King David Vol Aided TBC 7 Acacias Community TBC 8 Old Moat Community TBC 9 Pike Fold Community TBC 10 Varna Street Community TBC
107. Funding for priorities1-5 above is fully in place and planning/ design is at an advanced stage. The New Maine Road RC school project is a merger of two existing schools. Secretary of State approval for exemption from the new competition rules has been secured and the statutory change processes are nearing completion.
108. The King David and Acacias projects are linked to BSF projects for their partner high schools. Planning is at an advanced stage and high level option appraisals were carried out some time ago. High level option appraisals have also been carried out on the Old Moat, Pike Fold and Varna Street projects. Projects6-10 are therefore at the detailed design stage, ready to move to the delivery stage when funding becomes available. Detailed profiles of schools 1-10 are at appendix.
109. Of the remaining 26 schools which now need to be rebuilt, most have had high level option appraisals carried out, in readiness for further progress to be made when funding becomes available. The exact priority order has not been set, to give the City Council maximum flexibility in responding to what is a developing situation.
Transformation Projects
110. This will be an extensive programme of works, aimed at achieving transformation in those schools where a rebuild is not imminent. To qualify for funding, projects will need to demonstrate how they embrace the vision set out in this Strategy. This may include, for example, projects which provide or support enhanced ICT, greater inclusion, improved primary to secondary transition, creation of flexible spaces, the healthy school agenda, development of the foundation stage or enhanced staff facilities.
Manchester City Council Item 7 – Appendix A Executive 19 November 2008
111. Funding for this part of the Investment strategy will come from a range of sources, including regular annual DCSF capital allocations, PCP, targeted capital (if available), DFC, capital receipts (if appropriate), Section 106 (if appropriate) and, in the case of projects involving voluntary aided schools, LCVAP and governor’s 10% liability contributions.
Deferred Maintenance Projects
112. This will be a relatively small programme of works. It will focus on any outstanding schemes not previously addressed through the Manchester Partnership Programme 2005-2007, plus any new schemes which have become priorities in the intervening period. The priority will be to address premises deficiencies which can cause interruption to education, but where the associated costs are outside the scope of DFC funding eg faulty boilers, leaking roofs etc. 113. A schedule of works for delivery in 2008-2009 has recently been approved. This involves 30 community and voluntary controlled schools and the total investment will be £ 4.8 million. Funding will come partly from the LA’s annual capital allocation and partly from DFC contributions. The programmes for 2009-2010 and 2010-2011 have yet to be finalised.
Ensuring That Schools Maintain Their Buildings Properly in the Long Term
114. For every primary school the City Council has a named Property Development Adviser (PDA), who will be able to assist headteachers and governors to identify maintenance priorities and ensure the best use of DFC over the lifetime of the PCP.
115. An extension to the PDA Service is the arrangement for Facilities Management (FM). FM covers the wide range of infrastructure and support services necessary to ensure that buildings are safe, clean and fit for purpose. FM services include the maintenance of the building fabric, mechanical, electrical and specialist plant and equipment (referred to as hard services) and the cleaning, catering, grounds maintenance, reprographics, caretaking etc (referred to as soft services).
116. The City Council is currently assessing the viability of introducing a facilities management strategy to cover the full range of the corporate stock of buildings, including schools, through Manchester Working Ltd. This is an exciting new Joint Venture Company, which combines the strengths of a progressive Local Authority with a dynamic construction, facilities management and regeneration company. Being jointly owned by Manchester City Council and Morrison Facilities Services, this company has a well established reputation of excellence in the delivery of building maintenance services to the people of Manchester.
117. The statutory maintenance service element of the FM package will ensure that school staff and pupils are not exposed to Health and Safety risk as a consequence of maintenance failure, and will ensure that individual governing bodies discharge their duty of care in relation to building maintenance.
Appendices
118. At appendix is a series of documents which provide background information relevant to this Strategy for Change.
Manchester City Council Item 7 – Appendix A Executive 19 November 2008
LIST OF APPENDICES
Number Details Paragraph
1 Review of Primary Schools 2005-2006 – 13 Steering Group Terms of Reference ------
2 Review of Primary Schools 205-2006 – 13 Steering Group Standing Orders ------
3 Report to City Council’s Executive 18 (20 December 2006) – Primary Capital Investment Strategy ------
4 Review of 0-5 Provision (Ongoing) – 22 Steering Group Terms of Reference ------
5 ICT Vision (draft) 32 ------
6 School and Local Authority Relationships – 93 Policy for Monitoring, Challenge and Intervention (revised May 2008) ------
7 School and Local Authority Relationships - 93 Handbook for Integrated Support Planning in Schools
------
8,9,10, 11 LA Advice Notes on School Building Design 97 ------
12 Letter of Support from the Salford RC Diocesan 102 Education Authority ------
Manchester City Council Agenda Item 7 – Appendix B Executive 19 November 2008
Building Schools for the Future - Wave 4 -
Strategy for Change
Part 2: Detail and Delivery
Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008 TABLE OF CONTENTS
1. Introduction
2. Meeting Challenges and Key Objectives
2.1 Where is the Authority now? 2.2 Adding value through BSF investment 2.3 Ensuring Choice Diversity and access 2.4 Ensuring Robust Challenge to Schools 2.5 Delivering Personalised Learning 2.6 Delivering Effective 14-19 Provision 2.7 Ensuring Effective Integration of Education and Other Services Through Every Child Matters 2.8 Championing the Needs of All Children, Including those with SEN 2.9 Change Management Strategies
3. Addressing Key Estate Priorities and Project Planning
TO BE COMPLETED
APPENDICES
Appendix 1 Educational Outcomes Appendix 2 Diversity of Provision Appendix 3 Key Performance Indicators TO BE COMPLETED
Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
THE STRATEGY FOR CHANGE (WAVE 4) PART 2: DETAIL AND DELIVERY
1. INTRODUCTION
1.1 Manchester’s Building Schools for the Future and Academies Programme is providing a once-in- a-lifetime opportunity to transform education for 11 to 19 year-old students in Manchester. The Strategy for Change is driven by the city’s ambitions to truly personalise learning, to ensure that high levels of achievement enable young people to fully access the new opportunities offered by Manchester’s development as a world-class city, and to put families and relationships at the centre of our schools and services. The Programme is creating inclusive, 21st century learning environments and is providing parents and young people with a wide choice of high quality educational provision in all parts of the city, including high quality provision for the full range of special educational needs.
1.2 The BSF and Academies Programme is part of the city’s Sustainable Community Strategy which aims to raise aspirations, develop community pride, and create vibrant ‘neighbourhoods of choice’. Schools are becoming hubs within communities, providing people with a range of learning, leisure, health/social care services and childcare services. Manchester’s Children and Young People’s Plan aims to develop services which are more clearly designed around the needs of families, making them more accessible to those in need and ensuring that they work in a more integrated way – schools play a key role here and the BSF and Academies Programme is supporting this transformation.
1.3 Manchester’s SEN and Inclusion Strategy is a key strand of the Children and Young People’s Plan, and it provides a context to the BSF and Academy Programme. The main goal of the strategy is to continuously increase the ‘presence’, ‘participation’ and ‘achievement’ of all young people, with an emphasis on those at greater risk of marginalisation or underachievement. ‘Presence’ is about making it possible for all learners to be educated in their local mainstream school alongside their peers, ‘participation’ is about pupil voice and pupils’ engagement in high quality learning experiences, and ‘achievement’ is about improving outcomes for all young people, with reference to the five outcomes in Every Child Matters.
1.4 This present Wave 4 strategy builds on and completes the transformational agenda already underway under BSF Wave 1 and the Academies Programme. Enclosed with this introduction is a table which summarises information about the changes in provision which are being undertaken under the Academy Programme (in green), BSF Wave 1 (in blue) and BSF Wave 4 (in red). A map is also enclosed to provide information about the location of different educational establishments.
1.5 This document, Strategy for Change Part 2 (SfC2), addresses the priorities identified in the Remit for Change, and builds on and develops the themes outlined in Strategy for Change Part 1 (approved by the DCSF on 2nd April 2008). In particular, SfC2 addresses areas identified in the letter of 2nd April 2008 as requiring further action:
• Clarity about the distribution of diversity within the school estate in different areas of the city is illustrated in Table 1 and the enclosed map • A greater focus on the particular schools in Wave 4 is found throughout this Strategy for Change Part 2 • Strategic planning for specialisms is considered in section 2.1 • Plans for aligning budgets in relation to post-16 provision are outlined in sections 2.1.5 and 2.6. • The issue of meeting floor targets is addressed in sections 2.1 (under ‘Quality of Provision’), 2.2 (under ‘Addressing Issues of Underperformance), 2.3.3 and 2.4.3 • The Local Authority’s strategy for raising the performance of underperforming groups is contained in sections 2.4.8, and the contribution of personalisation is at section 2.5.3 • The KPIs for this strategy have been redrafted and contained in Appendix 1 Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
• Manchester’s approach to aligning Extended School planning and provision with area based delivery and school quality assurance are given in sections 2.1.17. and 2.7. Section 2.7.3 explains how schools are pooling budgets in cluster arrangements in developing their Extended Schools provision
1.6 While Strategy for Change Part 1 outlined ‘what was to be done’, this current report goes further in specifying the educational objectives for BSF Wave 4 (section 2.1.26) and provides a clear description of how the BSF strategy will deliver on the objectives above. SfC2 has two main sections:
• ‘Meeting Challenges and Key Objectives’ which outlines the educational context and objectives, and how these objectives will be met • ‘Addressing Key Estate Priorities and Project Planning’ which concentrates on the procurement and delivery process Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008 2 MEETING CHALLENGES AND KEY OBJECTIVES
2.1 Where is the Local Authority Now?
Diversity of Provision
2.1.1 As illustrated in the Table in Appendix 2 and the accompanying map, Manchester currently has 24 high schools, 9 special schools with secondary provision, two Key Stage 3 Pupils Referral Units, one Key Stage 4 Pupil Referral Unit Assessment Centre (which commissions tailored provision from a range of providers), and a Hospital School on two sites. Of the 24 high schools, 2 are Academies. Under the Academies Programme, five community schools will close to be replaced by 7 new ‘Manchester Model’ Academies. The 17 remaining high schools comprise 11 community schools and 8 Voluntary Aided schools (six Roman Catholic, one Church of England, and one Jewish). In Wave 4 there are 7 mainstream schools: three community schools, 3 Voluntary Aided Roman Catholic schools and one Voluntary Aided C of E school. Overall then, a wide range of diversity and choice has been established in the mainstream sector through the BSF Wave 1 and Academies programmes, and this is considered in more detail in Section 2.3.
2.1.2 Parents and young people not only have a good choice of types of schools, they also have a wide range of specialisms to choose from (see map). Through Manchester’s strategic approach, the seven Manchester Model Academies have specialisms related to current growth sectors in Manchester’s economy, and other school specialisms provide a broad choice in each of the Districts.
2.1.3 Although much has also been done through these programmes to co-locate special provision with mainstream schools, gaps in SEN provision remain, and more remains to be done through Wave 4 investment to develop appropriate resourced mainstream provision in the three Districts, and to co-locate one of the special schools with a mainstream school (see Section 2.8 Championing the Needs of All Pupils, Including those with SEN).
2.1.4 Manchester has a strong, diverse and vibrant Further Education and sixth-form sector, with MANCAT, Xaverian Sixth Form College and Loreto Sixth Form College rated as outstanding by Ofsted, and City College Manchester rated as good. Two FE Colleges, MANCAT and City College Manchester, have merged to become the Manchester College. The 14-19 sector is led strategically by the city’s 14 – 19 Partnership Board. Three district-based 14-19 Collegiates ensure that there is good co-ordination between different providers, and that young people have access to 14-19 provision in all areas of the city. Through this structure, the city has made a co- ordinated submission to offer Diploma courses to its young people in all FE colleges and a range of mainstream schools, and has been developing a range of co-ordinated ICT systems to support the 14-19 strategy (see section 2.6). However, there is a need for a fully developed and well- implemented ICT system to be in place which leads towards a shared ICT Managed Service and Managed Information System. The emphasis in Wave 4 will be to work closely with the 14-19 strategy in creating a transformed sector where learners in a particular ‘home-base’ will have increased access (physically and on-line) to facilities and educational opportunities in a range of physical and virtual settings. Further details will be provided in section 2.6.
2.1.5 A recent review of 14-19 provision (14-19 in Manchester: Review of Progress, September 20008) made specific recommendations about the further development of the 14-19 strategy in Manchester. Governance arrangements will be improved so that membership of the Partnership Board will more fully reflect the key stakeholders and there will be clearer delegation of responsibilities to the three district Collegiates, with each Collegiate being accountable for delivering against clear targets. Recommendations were also made about how best to accelerate the roll-out of Diplomas and how collaborative arrangements could be co-ordinated in order to improve the offer to students in terms of general qualifications, Diplomas, the Foundation Learning Tier and Functional Skills.
Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008 Fair Access
2.1.6 As part of the SEN and Inclusion Strategy, Manchester is committed to ensuring that all young people have access to a mainstream school. There are transparent admissions criteria for all schools which are published annually and provided to parents. The criteria for all schools are consistent with the Schools Admissions Code of Practice. Manchester has a very high rate of pupil transience leading to a high number of in-year admissions. In the majority of cases, these transitions are managed smoothly. Where a pupil has a high level of needs, Manchester’s In- Year Fair Access Protocol ensures that a school place can be found.
2.1.7 Most difficulties regarding admissions involve young people with BESD. While new arrangements in the School Improvement Service for challenging and supporting schools (see section 2.4) will ensure that the needs of young people come first, there are gaps in the spectrum of provision for BESD that need to be addressed (see section 2.8).
Educational Outcomes
2.1.8 At Key Stage 3, the percentage of young people in Manchester Local Authority attaining Level 5 has increased steadily over the last few years in each of the three core subjects, with the gap to the national average declining in English and Science, though not in Mathematics. The gap to national averages for the core subjects remains at between 11 and 14% for Key Stage 3, and the Key Stage 2 to 3 Contextual Value Added for Manchester Local Authority is below the mean at 99.2. From the Table in Appendix 1, we can see that the CVA for Key Stage 2 to 3 for the majority of mainstream schools in Wave 4 is significantly below expectations.
2.1.9 Educational outcomes at Key Stage 4 have improved steadily and at a rate greater than the national average over the last six years. The percentage of pupils attaining 5+ A*-C has increased steadily from 39.5% in 2004 to 60.0% (provisional results) in 2008. During this time, the gap to the national average has fallen to 5%, though the city aspires to have outcomes above the national average. The percentage of pupils gaining 5 or more A*-C grades including English and Maths has also increased, from 23.6% in 2004 to 39% (provisional results) in 2008. The percentage of pupils gaining at least one ELQ has also been increasing steadily, from 92.2% in 2004 to 95% in 2007. While the city is very pleased with the strong improvement in Key Stage 4 results, there are still shortfalls to national averages which need to be addressed. All mainstream schools in Wave 4 have results above the National Challenge Floor Target, except Loreto RC High School, which lies just below at 29.8% (see table in Appendix 1). Loreto RC High School is under new leadership and is judged by Manchester Local Authority and the Greater Manchester challenge to be an improving school. The Local Authority has every expectation that the floor target will be exceeded by next year.
2.1.10 On RAISEonline data for 2007, all BSF Wave 4 mainstream schools show Key Stage 2 to 4 value-added which is at or above average levels, except Barlow RC High School, whose value- added was significantly below average.
2.1.11 Manchester benefits from having a diverse population. In the January 2008 census, 44% of pupils were from minority ethnic groups. In 2007, among BME groups, only Somali pupils (where there are significant levels of new arrivals from overseas) and Traveller pupils were achieving below the Manchester average at GCSE. Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
2.1.12 There has been a steady improvement in 14 to 19 outcomes in all key indicators over the last four years, as illustrated by the data in table below.
2003-04 2004-05 2005-06 2006-07 2007-08 8.4% 16-18 NEET (Nov-Jan Av) Manchester 14.1% 12.0% 11.4% 9.5% (prov) North West - - - 7.9% - England 8.0% 8.2% 7.7% 6.7% - 16-18 unknown (November) Manchester 9.8% 7.5% 3.3% 3.7% 3.7% North West England Level 2 at 19 Manchester 51.6% 55.5% 59.0% 62.6% n/a North West 63.8% 67.3% 70.1% 72.4% n/a England 66.4% 69.3% 71.4% 73.9% n/a Level 3 at 19 Manchester 33.7% 35.7% 37.9% 38.6% n/a North West 38.5% 42.0% 42.9% 44.6% n/a England 42.0% 45.4% 46.6% 48.0% n/a
2.1.13 The key points to note here are:
• NEET has reduced significantly in Manchester from 2004 to 2007 (by 32.4%) compared to reduction nationally (by 16.3%) and the gap to national averages has fallen over this time. Manchester is making good progress towards its 2010 LAA target of 8.0% • The proportion of young people achieving a Level 2 qualification by age 19 has increased steadily, and again, the gap to national averages has improved • While the proportion of young people achieving a Level 3 qualification by age 19 has increased steadily, this has been a slow improvement and the gap to national averages has, in fact, increased. The achievement of Level 3 qualifications is a key priority within Manchester’s 14 to 19 strategy.
2.1.14 Clearly, the attainment data suggest that alongside standards at Key Stage 4, Key Stage 3 and post-16 outcomes are also a priority for BSF Wave 4.
Every Child Matters Outcomes
2.1.15 There are high levels of socio-economic deprivation in the city, sometimes allied with low expectations and aspirations from parents and young people. This contributes to the following challenges that need to be addressed through improvements in education and in preventative services:
• Very low overall rates of attendance • Very high levels of young people with mental health needs (as identified by a local epidemiological study) • High, though reducing, levels of young people not in employment, education or training (NEET) • Very high rates of teenage conceptions and pregnancies • A very high number of young people in Manchester who become Looked After Children
These are all priority areas identified in the Children and Young People’s Plan, and need to be reflected in the Educational Objectives for this Strategy for Change.
2.1.16 Children’s Services, under the emerging Trust arrangements, have put in place District arrangements for School Improvement Services, social care functions and PCT services, and this has significantly improved the co-ordination and collaboration between services. There are medium-term plans to put in place a single management structure to further integrate services. The Extended Schools Remodelling Advisers work in Districts and have built up links to District- based School Effectiveness Officers. Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
For each school project, the BSF and Academies Programme (including Wave 4) will consider, within the limits of the resources available, the facilities (physically and in ICT infrastructure) which will support more integrated and accessible services for young people and their families (see Section 2.7 Ensuring Effective Integration of Education and Other Services).
Quality of Provision
2.1.17 Using the latest Ofsted reports available, of the seven mainstream secondary schools in Wave 4, four are rated as good for overall effectiveness and for quality of teaching and learning, two (Loreto RC High School and The Barlow RC High School) are rated as satisfactory, and one (Parrs Wood High School) as inadequate overall with satisfactory teaching and learning.
2.1.18 Manchester Local Authority is working in close collaboration with the Greater Manchester Challenge to support the improvement programme at Loreto RC High School. The Greater Manchester Challenge Plan indicates that the school has stable and effective leadership and management team, the curriculum has been reorganised and refocused, the learning environment has been significantly improved (the school is ‘unrecognisable from the challenging community it was previously’) and clear pupil tracking has been introduced.
2.1.19 Following the Ofsted inspection of Parrs Wood High School in January 2008, The Local Authority exercised its statutory powers in putting place an Interim Executive Board. The new Headteacher is successfully addressing the issues of leadership and teaching and learning identified in the last inspection. Parrs Wood was previously a Beacon School and has aspirations to once again be an outstanding school.
2.1.20 The four mainstream schools currently rated by Ofsted as ‘good’ have all implemented improvement plans to put in place excellent teaching and learning, a personalised approach to education, and 21st century learning environments. In fact, all the mainstream schools in Wave 4 have strong aspirations to be outstanding schools. This therefore needs to be one of the goals supported by BSF Wave 4.
2.1.21 As can be seen from the table in Appendix 1 , one of the four Wave 4 special schools is rated as outstanding, two as good, and the residential EBSD school (Buglawton) has recently been assessed as needing Special Measures, largely because of the weakness of care arrangements.
2.1.22 Schools in Wave 4 are making good progress towards the Extended Schools national target of having all schools reach the ‘full offer’ rating in each of the four areas by 2010. In BSF Wave 4, our goal is to go beyond the national target and for all schools to be rated at ‘sustainable’ for the majority of the areas of the core offer by 2012 when the new investment will have bedded in.
2.1.23 The Key Stage 3 PRU (currently on two sites) is improving, and is currently rated as ‘satisfactory’, having previously been rated as inadequate by Ofsted. The Key Stage 4 PRU is also rated as ‘satisfactory’. BSF Wave 4 provides us with an opportunity to improve the quality of PRU provision and to support implementation of key recommendations arising from the ‘Back on Track’ White Paper.
ICT Provision
2.1.24 Under BSF Wave 1, ICT provision in schools has been enhanced through the ICT Managed Service. Following an evaluation of ICT provision procured under Wave 1 and the Academies Programme, it has been possible to learn lessons which can be taken through to Wave 4. Specifically these lessons are:
• Clear involvement of the ICT Strategic Lead for ICT – currently being recruited • The unit cost per pupil for the ICT Managed Service in Wave 1 was set at a very low compared to rates being agreed nationally, and this has led to expectations in Wave 4 which cannot be met. Clear communication with schools about costing structures is being undertaken to manage expectations more appropriately Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
• Early engagement is required with schools (pre RIBA Stage A) to establish an ICT strategy, and to support schools in informing the design process. Engagement with Heads of Department can help to inform folder structures • The cost of some additional items sought by schools through the ICT Managed Service Provider is perceived by schools to be high. A formula exists for determining prices, which includes service and maintenance costs. The Service Provider will now be using this formula in a clear and transparent way when quotes are made for out-of-catalogue items • The challenges of harvesting, developing, and organising curriculum content for the Learning Platform was initially under-estimated to some degree. More recently, the challenges have been more fully understood. Ambitious but realistic plans are being developed to harness and co-ordinate existing work to develop content • Levels of usage of the range of facilities available on the Learning Platform in Wave 1 have not been high so far. A Learning Platform Implementation Group, with strong school membership, is now operating as part of a broader Change Management Programme which incorporates and will greatly benefit Wave 4 schools
2.1.25 ICT provision in Wave 4 schools (mainstream, special and 11-19 providers) is patchy, with some schools having very good ICT provision for young people, teachers and managers, with good maintenance and support. Schools in Wave 4 are beginning to use web-based Learning Platforms such as Moodle – Trinity High School, for example, is developing resources on Moodle in a strategic way, starting with Science, and aiming to cover the whole curriculum over the next five years. However, no school yet has a high quality learning platform and virtual learning environment.
2.1.26 The city is developing data and on-line facilities to support the 14-19 strategy. The developments include:
• on-line Prospectus for young people of 14 to 19 providers and courses • an on-line ‘webfolio’ for young people to plan their learning and set personal goals • an integrated management information system for 14-19 providers to share relevant information about young people • an on-line forum for staff that facilitates networking and collaboration
The Prospectus is well used by young people, and has been extended to include a number of neighbouring Local Authorities. The integrated management system is well developed though not complete, and is used to analyse anonymised, aggregated data. It is not used to share assessment information about individual young people. The on-line forum is a well-developed system with a lot of potential but is greatly under-used. The webfolio is under development and looks promising.
2.1.27 Because schools have their own, independent ICT systems, there is currently little opportunity for the kind of co-operative work that would lead to shared Virtual Learning Environments and the high levels of co-operation envisaged in the 14 to19 strategy. Section 3.5 details how we will respond to these issues through the BSF investment, building on the work done so far for the 14- 19 strategy.
Educational Objectives for BSF Wave 4
2.1.28 Taking into consideration the educational priorities identified by schools in developing their draft Strategies for Change, and from the analysis above, the main educational objectives for BSF Wave 4 are:
• To raise standards by supporting the drive, in all Wave 4 schools, to become outstanding schools and centres of excellence for inclusive, personalised, 21st century teaching and learning • To address issues of underperformance, with some focus on Key Stage 3 as well as Key Stage 4 Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
• To reduce NEET and raise aspirations by providing 14-to-19 year-old students with a greatly enhanced choice and quality of courses and qualifications (including Diplomas) through implementation of the city’s 14-to-19 strategy and co-ordination of a range of capital and ICT programmes in the sector, including Wave 4 • To improve ECM outcomes (attendance, LAC rates, emotional health and well-being, teenage conception rates) and improve parental involvement by enhancing the Extended Schools provision, creating schools which are hubs for their local communities and facilitating the development of integrated services (see section 2.7) • To reduce the number of pupils in out-of-city provision, and with no school place by improving SEN provision, and creating facilities to support more inclusive practice (see section 2.8)
Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
2.2 Adding Value Through BSF Investment
2.2.1 In this section we will take each of the educational objectives identified above and consider the considerable value that is added by BSF Wave 4 in the process of meeting these objectives.
Raising Standards, Creating Centres of Excellence for 21st Century Learning
2.2.2 The BSF Programme has been a catalyst for Manchester in encouraging schools (across phases and sectors) and Children’s Services to address the challenges of making education more personalised. The personalisation agenda (see ‘Delivering Personalised Learning’, Section 2.5) will deliver learning which is more relevant to the needs of young people and families in Manchester, and to life and work in the 21st century, including an increase in:
• Project-based learning based on developing competencies and an integrated curriculum • Teaching and learning which is enriched through the use of ICT • Supported self-study by young people, using resources accessible on-line, anywhere, anytime • Learning which makes use of electronic forms of communication and collaboration • Educational experiences which build effective relationships between young people, parents and teachers
2.2.3 In order to support this personalisation agenda, a significant investment is being made through BSF into the physical and/or ICT facilities of schools and provisions within Wave 4. Five of the seven mainstream schools will receive capital investment to provide a combination of rebuild, refurbishment and ‘do minimum’ works, along with investment into ICT facilities. The other two mainstream schools will be offered an improvement in their ICT facilities through an ICT Managed Service. School Strategies for Change respond to the learning transformation agenda and are consistent with the overall Local Authority Strategy for Change. The funding for each will be determined by a transparent formula which takes into account the number of pupils and the condition of the buildings and accommodation. BSF is also providing an opportunity to fundamentally improve SEN provision, as referred to below, and outlined in section 2.8.
2.2.4 The BSF Programme has been a catalyst in Manchester in the development of a significant Change Management Programme to ensure that personalisation becomes a reality in our schools. The Change Management Programme is ambitious and well-resourced and aims to support the development of learning and teaching across all education phases and sectors, in a way which is coherent with current strategies and agendas (see ‘Change Management Strategies’, Section 2.9). In particular, this change process will aim to address the levels of pupil engagement and performance at Key Stage 3.
2.2.5 BSF will allow the Authority to achieve a step change in the quality of ICT facilities to support teaching, learning and management processes. The extension of the existing managed ICT service will increase the collaboration and sharing of resources between schools, and will ensure that schools will receive robust, cutting edge systems that will be effectively maintained. The BSF proposals involve the wider implementation of a Learning Platform for pupils. Pupils will have improved access to ICT (anywhere, anytime), and a range of equipment and media, generating greater participation and learning. More details are provided in section 2.5 (Personalised Learning).
2.2.6 Following a review of the Wave 1 ICT Managed Service, several improvements will be put in place through the contract for Wave 4. These include the following:
• a procedure will be put in place for specifying in the optional items catalogue, and for out-of- catalogue items, the break down of costs which lead to the final price charged. These costs are already determined by a formula, but the breakdown will make the process more transparent • Improved strategic planning for the development of appropriate content for school’s Learning Platforms • As part of the Change Management Strategy, a project is in place to support the use by pupils and teachers of new Learning Platforms in schools Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
2.2.7 Currently, 18% of pupils leave Manchester City Council at transfer to secondary school to attend schools in neighbouring boroughs or in the private sector, and analysis of data suggests this is to some extent a ‘bright flight’. The transformation of schools through BSF will help to reverse this trend.
Addressing Issues of Underperformance
2.2.8 It not expected that any schools within Wave 4 are at risk of having performance levels below the new 30% 5A*toC inc EM threshold. Of the two schools previously below the 30% threshold in 2007, provisional results indicate that the performance of one (St Peter’s RC High School) has risen well above the threshold, and the performance of the other (Loreto RC High) is just below the threshold (29.8%) and expected to rise further in years to come. Manchester Education Services is working closely with Loreto High School to support the significant improvements being secured under the new leadership (Headteacher and Chair of Governors) and the strong vision the school has for the development of a family of educational providers covering the 3-19 age- range. The investment into the buildings and ICT under BSF Wave 4 are very much supporting this development, as indicated in the school’s draft Strategy for Change.
2.2.9 Two schools in Wave 4 are in Special Measures, Parrs Wood High School (an ICT only BSF school) and Buglawton ESBD Residential School with Wave 1 educational and Wave 4 residential BSF investment. The ICT investment at Parrs Wood High School will strengthen the improvement programme currently underway at the school.
2.2.10 The investment of BSF Wave 4 will greatly support efforts at Buglawton Hall to address the issues of underperformance identified in the November Ofsted report. Care arrangements are the key issue, and the new accommodation and refurbishment will mean that:
• The new accommodation block at Buglawton has two units of four rooms on the ground floor, which can be adjusted to one unit of eight bedrooms. A similar arrangement will exist on the first floor, allowing for a range of supervision options. • The refurbished bedroom accommodation in the main hall will be developed into three distinct units, with separate entrances, allowing for improved supervision and management arrangements • The refurbished school will be designed around a central staff area which will facilitate improved supervision arrangements • There will be a new, high quality Expressive Arts area which will support the school’s strengths in this curriculum area • There will be a ‘Learning to Learn’ area for re-engaging young people in learning, which will be equipped to build up young people’s basic skills
2.2.11 Wave 4 is providing Manchester Local Authority with the opportunity to deal with the poor quality of accommodation in our PRUs, at a time when the White Paper ‘Back on Track’ is raising the bar in terms of improved provision and outcomes for young people who attend PRUs. The 2005 Ofsted report ‘Managing Challenging Behaviour’ concluded that ‘well-maintained accommodation that fosters a sense of pride in the place of learning’ and significantly supported efforts to improve behaviour and learning.
Improved 14-19 Offer
2.2.12 The BSF and Academies Programme team is working with Manchester Local Authority, the LSC, schools/PRUs and Connexions in order to ensure that developments within the BSF and Academies Programme are consistent with the 14-19 strategy. For example, schools and Academies are providing a higher level of investment into facilities related to their area of specialism. Also, sixth form developments are co-ordinated through the Partnership Board to ensure a coherent city-wide provision. In some ways, BSF is acting as a catalyst for further development. For example, BSF is encouraging stakeholders within the 14-19 partnership to consider how best to develop am more co-ordinated approach to ICT and information management - see section 2.6 (Delivering Effective 14-19 Provision). Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008 Tackling Gaps in SEN Provision and Developing More Inclusive Practice
2.2.13 BSF Wave 4 is providing a once-in-a-lifetime opportunity to create a fully coherent, high quality range of SEN provision which is inclusive in its impact (e.g. reducing out-of-city placements and having greater co-location with mainstream schools). The investment will also provide improved provision and choice for parents and young people in each of the three districts. See Section 2.8 for a summary of the SEN proposals.
2.2.14 In all schools, including mainstream schools, the BSF investment is providing improvements in the following, which will allow for higher quality and more personalised learning for all young people, particularly those at greater risk of underachievement:
• ICT facilities (ICT hardware, software and shared resources on-line) for learners, teachers and managers • building facilities (flexible learning environments, greater accessibility, facilities for individual or small group-work and meetings with parents and professionals from other agencies) • in collaboration with School Improvement Services, an inclusive agenda for transforming teaching and learning
Measures taken by Children’s Services to tackle the underachievement of groups such as Somali young people, Travellers, and young people with learning difficulties/disabilities will be supported by these BSF Wave 4 improvements.
Extended Schools and ECM Outcomes
2.2.15 The BSF team, in consultation with schools and the Extended Schools Team, have developed a design brief which supports schools in meeting the requirements of each of the elements of the Extended Schools Core Offer. The building improvements of BSF will support our goal of having all Wave 4 schools reach a ‘sustainable’ rating in at least three of the four aspects of the Core Offer by 2012. These facilities will support schools and other services in working in a more integrated way to support young people and their families, and to improve priority outcomes such as attendance, teenage conception rates and the outcomes for young people who are Looked After. In terms of developing sustainable provision for community use of school facilities, Trinity CE High School has a very effective model based on setting up a Trust to manage the community use. In liaison with the Extended Schools Team and School Improvement Services, we will be exploring this model further and encouraging other schools to adopt the approach where appropriate.
2.2.16 A key priority for the city is to improve the emotional health and well-being of our young people, particularly those at greatest risk. It will therefore be important for the BSF Team to develop a design brief relating to the promotion of well-being and good behaviour.
2.2.17 Schools will be designed so that entrances feel welcoming to parents, and so that school facilities open for community use also accessible from pedestrian entrances and car parks. An integrated approach to ICT will ensure that all services delivered on school site will benefit from the scale economy of a single managed service provision and the opportunity to share relevant information securely and efficiently.
Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
2.3 Ensuring Choice, Diversity and Access in Local Schools
2.3.1 The table in Appendix 2 gives an overview of the mainstream and special provision in Manchester in each of the three geographical districts, along with the changes taking place through the Academies Programme (in green), BSF Wave 1 (in blue) and the proposed changes to provision under Wave 4 (in red).
2.3.2 The Manchester Academy programme, and BSF Wave 1 has put in place the plans for a wide diversity of choice for parents and young people in the Manchester family of schools. The proposals followed extensive consultation in 2005 over the future of education and children’s services in the city, including specific consultation over the ‘Manchester Model’ Academies. By 2011 we will have a reorganised schools system with a wider variety of mainstream schools:
• an Academy sponsored by the United Learning Trust which opened in 2005, and an Academy which transferred from the independent sector in September 2007 • 7 Manchester Model Academies, • 9 community schools • 8 voluntary aided faith schools (covering RC, CE and Jewish faiths)
2.3.3 One positive initiative is the recent development of a ‘family’ or ‘soft federation’ of catholic schools (St John’s RC Primary, Loreto High School and Loreto College). The vision is to provide an excellent, innovative and coherent 3-19 catholic education in the centre of the city.
2.3.4 Single-sex options are being retained in both the south and north of the city where demand is the greatest. This decision was reached following extensive community consultation with the views of many of the respondents (particularly parents) in favour of this option. Manchester is home to a large minority ethnic community, including many Asian families who strongly preferred to retain single-sex education in the secondary sector.
2.3.5 As well as diversity in governance arrangements, there will also be diversity in curriculum. The majority of our mainstream schools have specialist schools status. The specialisms provide a wide range of choice for parents and young people. BSF will contribute to this process by ensuring that school designs encorporate facilities for first and second specialisms. The ICT infrastructure under BSF will enable schools to more effectively fulfil their leadership role across all schools by creating new on-line facilities for teachers and young people.
2.3.6 Through Wave 4, issues relating to the gaps in provision for young people with BESD and ASD will be addressed, thus leading to a reduction in pupils having to be educated outside Manchester, sometimes at some distance from their homes and families. This is dealt with in more detail in section 2.8 (Championing the Needs of All Children, Including Those with SEN).
2.3.7 Overall, the geographical location of schools will ensure that parents and young people living in all part of the city will have a choice of school types and specialisms within a reasonable distance.
2.3.8 The Wave 4 strategy is the subject of on-going consultation with Headteachers the Dioceses, the PCT, Children’s Services and Sport England. In addition, individual school-level consultations have been held with staff, parents, pupils, and governors. This has led to the strategy being up- dated where required to ensure they are responsive to the needs and aspirations of stakeholders, and to ensure that the city’s vision for a transformed educational landscape is realised.
Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008 2.4 Ensuring Robust Challenge To Schools Including Strategies For Early Intervention In The Case Of Underperforming Or Failing Schools
2.4.1 The local authority has been effective in reducing under performance in the city from 17 schools in OFSTED categories in 2003 to 3 in 2007. This has been achieved by the implementation of a programme of strategic intervention, specific customised support programmes and high levels of challenge where appropriate. Manchester’s strategy for school support and intervention, the ‘Partnership Agreement’, was up-dated in 2007 to bring it into line with the Education and Inspections Act 2006. It was developed and agreed through extensive consultation with schools.
2.4.2 Where a school is identified as underperforming, in most cases, the Local Authority and school are able to agree a joint programme for improvement (recorded in the ‘Integrated Support Plan’). Where outside support is needed, the Local Authority can broker this. This support may be in the form of links to other schools, and often involves input from Local Authority ‘Learning Strategy Officers’ who make use of National Strategy resources and methodologies in working with the school. Where appropriate, the Local Authority has taken robust action (e.g. replacing the governing body with an executive committee) to ensure rapid improvements in provision and performance.
2.4.3 The Local Authority has processes in place to identify and support specific underperforming groups at both school and Local Authority level. At a school level, Headteachers and SIPs/SEOs are provided with performance data which considers a wide range of issues: Ethnic minority achievement, SEN, gifted and talented, attendance, exclusions and teenage pregnancy. This supports schools self-evaluation and informs discussions between SIPs and Headteachers throughout the year, leading to specific groups or issues being identified as priorities for improvement as appropriate. In addition, the role of School Effectiveness Officers has been designed to ensure that they monitor the performance of specific groups and individual pupils at greater risk of underperformance. Where issues are identified, they are resolved, and where appropriate, SIPs are informed about outstanding concerns.
2.4.4 The BSF and Academies Change Management Programme (see Section 2.9) will ensure that SEOs and SIPs receive the necessary information and training so that they fully understand the transformational change planned through BSF so that they can fully support and guide schools through this process.
2.4.5 Within Wave 1, opportunities have been taken to change the characteristics of some schools (e.g. change to Academy Status) in order to support improvement, particularly in situations where there were risks of performing below the floor target.
2.4.6 In the early stages of planning for Wave 4, particular consideration was given to the future of Loreto High School, but the decision was made to support Loreto School’s rapid improvement – this decision is consistent with an analysis of the need for pupil places in this area of the city. Instead, the Local Authority is working closely with Loreto School to support its transformational vision to create, with St John’s RC Primary and Loreto College (both rated as outstanding), a family of schools which provide excellence in education from 3 to 19. Currently, the schools have a ‘soft federation’ based on developing a coherent 3-19 curriculum, strong collaborative arrangements for the 14 -19 curriculum, and partnering governance arrangements. The signs of improvement are very positive – admission into Year 7 have doubled over the last year, and academic results are improving. Increased admissions from St John’s RC Primary School are particularly positive - this provides an indication that the community is regaining its trust in Loreto High School, and suggests that improvements in standards will be sustained in years to come. The three organisations are at a point now where they will seek to explore a deepening of the partnership through more formal arrangements. The BSF investment will support the further implementation of this vision, as is described in the schools Strategy for Change, by developing Key Stage 3 areas which build on an integrated curriculum (and excellent practice in St John’s Primary) and which, through appropriate use of ICT, facilitate strong collaborative arrangements with Loreto College for the 14-19 curriculum.
Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
2.4.7 There are now five schools in an Ofsted category, two of which are in BSF Wave 4 - Parrs Wood High School and Buglawton Residential EBSD School. Parrs Wood High School has an Interim Executive Board in place, which is chaired by a Greater Manchester Challenge Adviser. A National Leader of Education (NLE) is in place as the interim Head Teacher. HMI has visited the school twice in the past year and progress has been assessed as satisfactory, with recognition that the school has made, and continues to make, significant progress. The BSF Wave 4 investment in ICT at the school will, at the appropriate time, provide the school with additional opportunities to become the excellent and inclusive school it aims to become.
2.4.8 Buglawton Residential ESD School is part of a Federation of EBSD schools. A strong improvement plan is in place, led by the Federation Principal, and supported by the Local Authority. The plan, which is already being implemented, includes the following measures:
• the Federation’s most effective managers are directly supporting improvement at Buglawton • A ‘Staying Safe Plan’ is being implemented to quickly put right the Health and Safety issues identified by Ofsted, and the school is recruiting a ‘Staying Safe Co-ordinator’ to oversee Health and Safety and pupil health systems • Performance Management and supervision arrangements are being significantly strengthened • Local Authority Learning Strategy Officers are worked with the Federation to implement Assessment for Learning and SEAL • An Ofsted-trained Educational Consultant has been recruited to support the implementation, by the Leadership Team, of a regular schedule of lesson monitoring
Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008 2.5 Delivering Personalised Learning
2.5.1 The personalisation agenda is fundamental to the Academies and BSF Programmes in Manchester. This is because personalisation is about redesigning schools and children's services around the requirements of young people and families. That is, instead of building a school into which individuals must 'fit', we must ensure that schools are designed to realise the potential of each individual young person. Also essential to the process of personalisation is for young people and their families to be co-designers of their schools. In Manchester, the personalisation agenda is particularly important because of the rich diversity of its young people, their families and their communities.
2.5.2 The personalization agenda requires changes in both the role of schools and the organisation of learning, and we consider each, below.
2.5.3 In terms of the role of schools, the key changes relate to the ability of families to access a range of integrated services from school, and the increasing emphasis in schools on achieving positive outcomes not only in academic progress, but in all five ECM outcomes.
2.5.4 In terms of learning, the personalized learning agenda is driven by:
• The growing expectation that learning should be more relevant to life and work in the 21st century • The increasing opportunities offered by ICT • The wish to design learning experiences around the needs of individual young people and their families, including needs particular to children, young people and families in Manchester
2.5.5 Through a process of consultation with stakeholders in Manchester, personalised learning has been described in terms of four Personalised Learning Pedagogies and a number of Personalised Learning Themes. These are described in full in the document ‘Delivering Personalised Learning’, and are illustrated for convenience in Figure A below.
Figure A: Personalised Learning Pedagogies and Themes
Personalised Learning
Personalised Learning Personalised Learning Themes Pedagogies Manchester Context:
Project-Based Learning Relationships
Parents
ICT-Enhanced Learning On-Going Changes:
Assessment for Learning
Supported Self-Study Inclusion
(Anywhere, Anytime) Pupil Voice
Support, Advice and Mentoring
Electronic Communication E-Confidence
andCollaboration Organisation of Learning: Stage not Age Specialisms and Partnerships
2.5.6 A priority for the personalisation agenda within Manchester’s Wave 4 strategy relates to Key Stage 3. Most of the mainstream schools in Wave 4 are trialling, to different degrees, project- based integrated curricula in Years 7 and 8. In one school, Loreto RC High School, pupils in Years 7 and 8 have a single teacher for the majority of their timetable, and the curriculum is being Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
increasingly delivered through an integrated, competency-based curriculum and project-based work.
2.5.7 The delivery of these Personalised Learning Pedagogies and Themes is the basis of the substantial Change Management Programme described in Section 2.9. One workstream within this strategy is a project, in partnership with the Royal Society for Arts to develop a ‘Manchester Curriculum’ based on project-based learning. Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
2.6 Delivering Effective 14-19 Provision
2.6.1 The 14-19 strategy has high level support in Manchester: the city places a priority on improving staying-on rates and reducing the currently high, though reducing rate of NEET. The City Council and the LSC are jointly committed to putting in place 14-19 provision that will support the transformation of educational outcomes for young people and thereby enable them to contribute to and benefit from the city’s economic success. In order to facilitate the collaborative arrangements that are envisaged, the 14 to 19 partners are strengthening their governance and accountability arrangements, and planning together the collective deployment of resources. As described in section 2.1, the key stakeholders for leading and delivering the 14-19 agenda are represented at the newly re-constituted 14 to 19 Partnership Board. At a district level, three district-based 14 to 19 Collegiates provide effective collaboration between LSC, the Local Authority, FE Colleges, schools, work-based learning providers, the Connexions service and local employers. Manchester also benefits from collaborative arrangements at a Greater Manchester level, through the 14 to 19 Multi-Area Agreement (which is Block 4 of the Multi-Area Agreement).
2.6.2 The 14-19 elements of the Wave 4 Strategy for Change sit within this broader strategy. In Wave 4, no changes in post-16 provision have been proposed, but the 14-19 provision in all schools must and will be developed within the framework described below. The BSF and Academies Programme has strong links to the 14-19 strategy through membership by Academy Sponsors on the 14-19 Partnership Board, and this ensures that investments through the LSC and BSF are aligned. The Strategy for Change for the BSF and Academy Programme, including for Wave 4, has been developed in collaboration with the Learning and Skills Council and other stakeholders through the 14-19 Partnership Board.
2.6.3 Where proposals have involved the establishment of new provision (no new provision is being established through Wave 4), agreement has been reached with key partners, and the provision is being commissioned through the Partnership Board. For example, it was agreed that each of the seven Manchester Model Academies will have post-16 provision. It is clear that the DCSF view high quality on-site post-16 provision as a critical success factor for Academies and the post-16 centres also have the support of the City Council, DCSF and the FE sector – The Manchester College is involved as co-sponsor of the Academies Programme. The Academies, with their specialisms based on growing sectors of Manchester’s economy, will provide a strong contribution to the implementation of Specialist Diplomas and the 14-19 offer in Manchester. At the same time, in order to maintain a coherent provision across the city, these post-16 centres will be limited to a maximum of 120 places, and the physical accommodation being designed through the BSF and Academies Programme reflects this.
2.6.4 The 14 to 19 Partnership Board has formally published a Manchester 14-19+ Strategy 2008 to 2011 which identifies guiding principles, strategic aims and a Learner Entitlement. The strategy has been ratified at Executive level by all partners, and provides a framework for post-16 .
2.6.5 All new post-16 provision in Manchester will be strategically planned or commissioned through the 14-19 Partnership Board, with the Local Authority taking lead responsibility for commissioning post-16 provision from 2010. These governance arrangements will ensure that there is a collective deployment of resources which ensures that:
• All 14-19 year-olds have full access to the nationally determined 14-19 entitlement, and Manchester’s 14 to 19+ Strategy Learner Entitlement • All 14-19 year-olds have access to a broad range of high quality curriculum options • Gaps in provision (relating to curriculum entitlements and learner engagement) are identified and fully addressed • Provision reflects learner demand • Staff are able to acquire and share knowledge and expertise • Physical resources provide high quality learning environments • Employers provide a good learning environment for work-based learning • Business models facilitate collaborative working between institutions so that learners in a particular home-base have access to specialist facilities in other 14-19 education providers • ICT systems are developed to facilitate collaborative arrangements, including information- sharing and the sharing of curriculum resources Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
• Provision is aligned to the city’s economic growth sectors and local and citywide regeneration plans Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
• The concept of the Home Base is supported, where learners will receive support and guidance to ensure that learning across a number of institutions or sites does not become a fragmented experience • The introduction of Diplomas is supported at the same time as developing the city’s A level offer and the International Baccalaureate • Investment made in 14-19 provision through BSF Wave 4 will be consistent with these principles
2.6.6 Through the partnership arrangements, Manchester made co-ordinated submissions for the delivery of Diplomas. Following successful applications though the Gateway process, Manchester is offering 3 Diplomas from September 2008, and a further 3 in September 2009. Diplomas will be delivered from all FE Colleges and from a range of schools. However, Manchester’s 14-19 review indicated that future submissions should be made through the district Collegiates, as this would help to secure greater engagement in the process and an accelerated roll-out of Diplomas in the city. However, in some specialist areas such as the Environmental and Land Based Diploma, it may be appropriate to commission provision on a city-wide basis.
2.6.7 The requirements of the 14-19 strategy will drive the specification for ICT under BSF Wave 4. ICT will build on progress already made through the 14 to 19 strategy (see 2.1.26) in order to create:
• virtual learning environments at each 14-19 provider. Through the 14-19 Partnership and the BSF and Academies Programme, ICT facilities will be developed which allow young people to access on-line information from any 14-19 education provider base, or from home. The long-term goal is to have a single identity management system across the city allowing students to gain access to buildings and facilities and to have e single log-on for students to ‘my desktop’ from any location • virtual access for students to a number of important and relevant sites, such as the Connexions service portal, labour market information, national websites with educational or careers information and information on the Sector Skills Council website. Manchester’s 14- 19 Partnership has initiated this process with the implementation of a Further Education and Careers information portal • an on-line Prospectus for young people of 14 to 19 providers and courses, which is already in place and is part of a Greater Manchester Gateway used by all 10 Greater Manchester Local Authorities • an on-line ‘webfolio’ for young people to plan their learning and set personal goals, which is in place and will be further developed • an integrated management information system for 14-19 providers to share relevant information about young people. The long-term goal is to have a Management Information System will record and access information on attendance, assessment and target-setting from a range of sites • an on-line forum for staff that facilitates networking and collaboration, a version of which is already in place • improved home access for pupils, enabling them to access and submit work anytime/anywhere.
Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008 2.7 Ensuring Effective Integration Of Education And Other Services Through Every Child Matters
2.7.1 Children’s Services has District Management structures in place which facilitate joint working between social care services, education services and the PCT. There are medium term plans to move towards integrated, locality-based structures with single management arrangements. The Local Authority is putting in place Trust arrangements for children’s services. The priorities of children’s service, as identified in the Children and Young People’s Plan, are reflected in the objectives and KPIs for Wave 4.
2.7.2 Extended Schools Advisers are allocated on a district basis. They have arranged schools into clusters (within districts) and a proportion of Extended School funding is pooled on a cluster basis to facilitate shared cluster arrangements.
2.7.3 School Improvement Partners and School Effectiveness Officers have a brief to consider every child matters outcomes and the Extended Schools agenda in their evaluation of school performance.
2.7.4 Manchester has developed a Community Hub Statement for BSF which was developed by the BSF Team, Regeneration, schools, the Extended Schools Team and others. This will be used to inform the ways in which schools can act as hubs within the community.
2.7.5 BSF Wave 4 will support these developments by:
• Making use of existing design guidelines for flexible facilities in schools that can be used by workers from other agencies, such as Social Workers and CAMHS staff (e.g. hot-desking facilities, pupil/family interview or conference facilities) • Liaising with Manchester’s Extended Schools Team to ensure that the school design and the accessibility of school facilities supports schools in delivering the Extended Schools Core Offer • Developing design guidelines which will ensure that school environments (including the outside environment) will support the positive social and emotional development of pupils, and will have the facilities needed for young people with behavioural, emotional and social difficulties (BESD) • providing kitchen facilities which allow young people to get their lunch without excessive queueing (e.g. using cashless queueing), and to eat their lunch in pleasant and sociable environments • Designing high quality indoor and outdoor sports and active leisure facilities which support the drive to offer young people up to four hours of sport a week (both within and without normal school hours). The facilities will also be designed to facilitate community access
All of the above will support schools in obtaining the National Healthy Schools Standard.
2.7.6 Children’s Services is in the process of developing an integrated ICT infrastructure that will bring together a range of electronic systems for supporting the Safeguarding agenda. These various systems are:
• ContactPoint, for storing information on which professionals have worked with a young person and their family in order to promote more effective joined-up working • MiCARE, which provides Social Workers with a system for managing casework • eCAF – the electronic Common Assessment Framework, which is a national initiative under development • ePEP – an electronic Personal Education Plan for children and young people who are Looked After, which has been developed by a local ICT company in collaboration with Manchester Local Authority • The ONE system, formally known as EMS, which integrates educational information about young people in Manchester schools
Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
In order to support the access to, and delivery of, services from school sites, Manchester Local Authority will consider the practicalities of making some of these systems available in a secure way from school sites, perhaps through a weblink. Where appropriate, there will be effective and secure links between some of the systems above and school ICT systems (for example between school MIS systems and the ONE system). The benefits of video case conferencing will be considered.
2.7.7 ICT facilities provided through the ICT Managed Service will allow parents to access real-time information about their children’s attainment, attendance and in some cases behaviour.
Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008 2.8 Championing the Needs of All Pupils, Including those with SEN
Supporting Children with SEN in Mainstream Schools
2.8.1 Over the last four years, Manchester has significantly increased the number of young people educated in mainstream schools, particularly those with Moderate Learning Difficulties, and those with visual or hearing impairments. In addition generic, phase-specific specialist SEN schools have been sited in each of the three Districts, and through Wave 1, these specialist secondary schools are being co-located with mainstream schools (see table in Appendix 2). As demonstrated at Gorton Education Village, young people with SEN in these specialist schools are able to access a broad and balanced curriculum in 21st century learning environments, are included in some mainstream activities, and are able to use facilities in the mainstream school, where appropriate.
2.8.2 In order to support this strategy towards inclusion, buildings will be made highly accessible. Manchester’s framework for accessibility, ‘Design for Access Guidance 2’ (DfA 2), goes beyond the requirements of Building Regulations Part M.
Changes to SEN Provision
2.8.3 In Wave 4, the strategy towards inclusion is being strengthened further. Proposals are being considered to extend high quality, district-based inclusive provision, while reducing specialist city- wide provision. Under current proposals, which are subject to scrutiny, Executive approval and a statutory consultation process, there would be significant changes in provision for pupils with physical impairments, for pupils with speech, language and communication needs (SLCN) and for pupils with Autistic Spectrum Disorder (ASD). There will also be an improvement in the spectrum of provision for young people with emotional, social and behavioural difficulties (ESBD).
2.8.4 There have been developments in the context for pupils with physical disabilities over the last few years: • There is an increasing number of highly accessible schools in Manchester • The Disability Discrimination Act 1995 (Amended, 2002) made it unlawful to treat disabled children and young people less favourably. In 2005, this was updated and strengthened again through the Disability Equality Duty • There is increasing support nationally for a social model of disability, and Manchester City Council ‘has adopted the social model of disability and is working towards removing or altering as many barriers as possible to disabled people’ • Manchester’s ECM strategy includes the development of District-based multi-agency working
2.8.5 As a result, there are proposals to further develop the spectrum of provision for pupils with physical disabilities so that more pupils will have the opportunity to attend mainstream schools.
The draft proposals include:
• Reducing the size of Lancasterian School (for learners with physical disabilities), and building on its excellent practice for supporting the inclusion of pupils with physical needs in mainstream schools. In order to determine the appropriate size for Lancasterian School, work is currently being undertaken to assess the needs of current and anticipated pupils (in terms of physical, communication and learning needs) • Co-locating Lancasterian school with a Primary school, while developing strong links, as appropriate, with mainstream secondary schools and pupils for the benefit of secondary pupils at the site. The rebuild would be achieved in collaboration with the Primary Capital Programme. The currently preferred site is only a mile away from Lancasterian School, and has strong links to a nearby sure Start Children’s Centre. Significant capital benefits would be realised for both schools (Lancasterian and the Primary school) because of the building efficiencies which arise from co-location • Setting up a number of primary schools and a number of secondary schools as Resourced Mainstream Schools for pupils with significant needs relating to physical impairments, linking these to District-based multi-agency arrangements. Following an audit of potential sites, suitable primary schools and secondary schools were identified, and have Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
been agreed with the schools in principle. Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
• Continuing the Barrier-Free Schools scheme, currently operated by Lancasterian School, through which nine mainstream primary schools and three mainstream secondary schools receive additional support in order to meet the needs of pupils with physical impairments
2.8.6 In terms of provision for pupils with speech, language and communication needs (SLCN), the Bercow Review (2008) and good practice nationally would indicate that:
• a significant proportion of pupils (around 50% of pupils in deprived areas) have speech, language and communication delay • There should be systematic surveillance in the early and primary years to identify children and young people with SLCN • For pupils with specific speech and language impairments, access to Speech and Language Therapy and specialised teaching should be more consistent • The integration of services (e.g. school, Local Authority, Speech and Language) is crucial
2.8.7 In addition, Manchester has recently reviewed provision for pupils with ASD as part of the development of the Autistic Spectrum Disorder Strategy. The ASD review indicated that:
• There is a need for more mainstream schools with high levels of expertise in ASD (such as in resourced mainstream schools) • There is a need for specialist provision for young people with high-functioning ASD, particularly secondary-aged pupils, who find they cannot manage in mainstream settings • There is a shortage of suitable post-16 provision for those young people with ASD who cannot easily access main sector courses and colleges • There are concerns about the number of young people with ASD who currently attend out-of- city provision, sometimes at considerable distance from their own home, and at a very high cost. In the financial year 2007/2008, there were 47 pupils with Autistic Spectrum Disorders in out-of-city provision. This can be reduced if residential provision for pupils with ASD is developed in Manchester • At the same time, families of children and young people with ASD need more support at weekends and respite during holiday periods or at other times of high stress, and this may in itself reduce the need for out-of-city provision
2.8.8 BSF Wave 4 presents Manchester with an excellent opportunity to develop more coherent and inclusive provision for pupils with SLCN and with ASD. The proposals, which are subject to Executive approval and statutory consultation, are as follows:
• To rebuild Grange School for pupils with ASD (currently a school for 60 pupils) as a campus school on the site of a previous school (Roundwood Special School in Northenden) with the following provision on site: o Primary provision for 40 pupils – a co-location option with a mainstream Primary school also to be considered o Secondary provision for 55 pupils o Provision for 10 pupils with high functioning ASD o Post-16 provision for 25 pupils o Residential provision for 10 pupils o ‘Short Break’ residential provision for 10 children and young people o Office and ‘youth centre’ type facilities for running or organising ‘Short Break’ day- time activities (e.g. sporting activities, social activities for young people, babysitting for parents of young people with ASD) • Subject to statutory consultation, to close Ewing School for Children with Speech, Language and Communication Needs, and put in place transition arrangements for staff so that they can support the development of resourced mainstream provision, described below • To create Resourced Secondary Mainstream Provision for pupils with significant ASD (and SLCN) in one mainstream secondary school in each District – a number of mainstream secondary schools have been consulted on this proposal and are supportive of the proposals in principle provided that adequate accommodation and staffing resources can be provided. These Resourced Provisions would be commissioned to meet the needs of pupils with higher levels of ASD (and SLCN) needs and to provide advice to other mainstream schools in the District, who also meet the needs young people with ASD and Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
SLCN Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
• To create in each District a Specialist Resourced Mainstream Primary ‘Hub’ for pupils with SLCN/ASD, supported by a Specialist Teacher, a Speech and Language Therapist, and a Teaching Assistant. Each Specialist Hub will provide specialist teaching for 8 pupils on-site, and will provide specialist teaching for pupils at other Resourced SLCN/ASD Primary Schools in the District • To create in each District, three additional Resourced SLCN/ASD Primary School Provisions, supported by staff from the SLCN/ASD ‘Hub’, with facilities to provide specialist teaching for 5 pupils each • To deliver multi-agency surveillance activities and training in all schools and Sure Start Children’s Centres in each District, organised and co-ordinated from the SLCN/ASD ‘Hub’
2.8.9 Through Manchester’s review of EBSD provision in 2007, it was identified that there was a gap in the spectrum of EBSD provision – namely, specialist EBSD provision able to be accessed directly by mainstream schools, using their own resources. It was also felt that the quality of accommodation for pupils in the PRUs was below requirements, and may have an impact on outcomes for those pupils.
2.8.10 As a result, through Wave 1, five Inclusion Centres, managed by four School Behaviour Partnerships, will be built on the sites of mainstream schools (as indicated in Table 1). Host schools have been found, and the business models and governance arrangements for these Inclusion Centres are currently being developed. In addition, Mead Hill School (for young people with EBSD) will be co-located with Our Lady’s RC High School.
Through Wave 4:
• One further Inclusion Centre will be built on the site of Whalley Range High School to serve a cluster of schools forming a school behaviour partnership • Improvements will be made to the building and ICT infrastructure of the two existing PRUs, which will support work to meet the challenges posed by the White Paper ‘Back on Track’
2.8.11 The proposals for the changes in SEN provision relating to Lancasterian School, Ewing School and the Grange School will be scrutinised by the Children and Young People’s Overview and Scrutiny Committee (CYPOS). If appropriate, the Executive will approve a formal process of statutory consultation on the proposals. The statutory proposals would be likely to follow a timetable such as that outlined below:
CYPOS scrutiny of the proposals for Ewing, Lancasterian and The Grange 11th November 2008 Executive decision on whether or not to consult on each of: November 2008 • closure of Ewing School • change in size on Lancasterian School • expansion and relocation of The Grange School Depending on Executive Decision: STAGE 1: CONSULTATION Approximately 6 to 8 Statutory Consultation, which may include: months • Letter inviting comments • Consultation leaflet • Written representations from staff • Formal consultation meeting with staff • Written representations from parents • Drop-in session for parents, with opportunity for 1-to-1 discussions STAGE 2: PUBLICATION 1 Day Following consultation with staff and parents, a statutory notice will be published, allowing for submissions from any interested individuals or parties (see below). STAGE 3: REPRESENTATION 6 week statutory period Representations (objections or comments) can be made STAGE 4: DECISION Likely to be Sep 2009 – Final Executive decision Oct 2009 Depending on final Executive decision: STAGE 5: IMPLEMENTATION At this stage, there would be discussions about most appropriate processes and timescales for implementation Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008 SEN and ICT
2.8.12 Manchester is working towards embedding the concept of 'all learners' into all that Manchester does in terms of ICT, and both mainstream and special schools are fully engaged in the process of using ICT to improve access and the quality of learning experiences for children and young people with SEN or at risk of marginalisation. Lancasterian School (for children and young people with physical disabilities), for example, is a national leader in the development and use of electronic communication aides for children with physical and communication disabilities. In a very different example, mainstream schools such as St Peter’s RC High School have been working with the Local Authority to develop and use remote learning services for young people, such as Travellers or those with medical conditions, who are unable at times to attend their school. The ICT Managed Service will be developed to support these practices, and to facilitate the sharing between schools of resources and ICT solutions for promoting greater inclusion. In addition, all programmes of work will be developed to ensure activities and outcomes are inclusive.
Gifted and Talented
2.8.10 Gifted and Talented pupils will benefit from BSF Wave 4 in a number of ways:
• Increased personalisation of learning (see section 2.5) will allow them to work at their own rate, and will give them the opportunity to take part in extended tasks and projects, research activities, and learning challenges • Improved ICT facilities will give them access to resources and information, and learning communities • The more flexible curriculum opportunities in the 14 to 19 curriculum will give these pupils opportunities to take on challenging courses appropriate to their needs • Improved social spaces and design which is conscious of creating welcoming and safe environments will help to create a positive experience Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008 2.9 Change Management Strategies
2.9.1 Manchester’s BSF and Academies Programme places very significant importance on its Change Management Strategy, which is led and owned by Children’s Services and schools. The main purpose of the strategy is to support the delivery of personalised learning, and to prepare staff and young people for the facilities which will be available for them through the BSF and Academy Programme.
2.9.2 Based on what we have learned from Wave 1, we will ensure, through the Change Management Programme, that:
• The personalised learning agenda is driving the development of buildings and ICT, not the other way round • Change management is focused on ‘people’ (particularly school leadership teams and teachers) and their ideas and practices, as well as on ‘places’ (i.e. buildings and ICT) – this focus on ‘people change’ is the key focus of this Change Management Programme • The scale and ambition of the Change Management strategy is appropriate to the challenge, will be informed by Change Management and Project Management expertise, and will be appropriately resourced • The genuine risks for schools in the learning transformation agenda are well understood. E.g., initial radical change in ‘curriculum delivery’ presents less risks at Years 7 and 8, than at Years 9 and 11 • BSF and Education Services develop practical, standardised models and examples of practice for both ‘people’ and ‘places’ that serve as a bridge between strategy and delivery, and which stimulate thinking within individual school projects
2.9.3 The Project Management structure being put in place to achieve the aims above is illustrated in Figure B. It will address the change management requirements of BSF Wave1, BSF Wave 4, Academies Programme, and will inform the educational vision behind Manchester’s Primary Capital Programme, so that there is a coherent process driving educational transformation in schools across the city.
2.9.4 Some of the key workstreams/projects of the Change Management Programme are:
• The development of project-based approaches to learning in schools, including a project funded by the Royal Society of Arts • The co-ordination of work to develop ICT-enhanced learning and teaching, in partnership with Manchester’s City Learning Centres and the North West Grid for Learning • The development in schools of new learning approaches based on electronic communication and collaboration – to be led by our ICT Managed Service provider • The piloting of ICT-based supported self-study units, and the development of a long-term strategy for developing the appropriate curriculum content and ‘learning objects’ • Making links to the primary school learning and standards agenda, including for the design of new schools under the city’s Capital Programme for Primary schools • The maintenance and improvement of academic standards during the design and building stages • More robust processes for aligning individual school BSF projects to the overall agenda for personalised learning, so that School Strategies for Change are informed by, and inform, the Local Authority Strategy for Change
2.9.5 The Change Management Programme will be led by the Head of Education Services (Commissioning), with formal project management support from a highly qualified and experienced project manager. Further details of the Change Management Programme will be given in a detailed plan. Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008
Figure B: Change Management Programme Structure
Children’s Board Links to BSF and Academies Board etc.
Academies Education Transformation Group Reference Group: High Change Management School Headteachers Programme Board Meeting BSF Wave 4 Group Education Lead Communication Project Manager Primary Cap Prog Strategy
Project 1 Project 2 Project 3 Project 4 Project 5
Lead 1 Lead 2 Lead 3 Lead 4 Lead 5
Participating Participating Participating Participating Participating Schools Schools Schools Schools Schools
Partners Partners Partners Partners Partners
2.9.6 The Change Management Programme will have a robust communication strategy (covering Wave 1, the Academies Programme, Wave 4 and the Primary Capital Programme). This will ensure that key stakeholders have a good understanding of the transformational learning agenda and will also ensure that all stakeholders are kept up-to-date with developments, so that the momentum of change and progress is maximised.
Manchester City Council Agenda Item x – Appendix B Executive 19 November 2008 3 ADDRESSING KEY ESTATE PRIORITIES AND PROJECT PLANNING
This section to be completed
Manchester City Council Agenda Item x – Appendix B Executive 11 November 2008 APPENDIX 1: EDUCATIONAL OUTCOMES
Extended v Schools
qui Ratings* 2008 e or
t ies s Maths 2008 Maths 2008 Maths 2007 it KS 2-3 KS 2-4
v : Percentage : Percentage : Percentage Learning ath and and use NHS Status GCSEs 2007 GCSEs 2008 M acti access Teaching and suppor Pupils gaining Pupils gaining PROVISIONAL KS3 KS3 f Parenting Parenting Ofsted Category Ofsted Rating of Healthy Schools Attendance 2007 Attendance 2008 & & Maths or equiv (Date last Ofsted) o Community 5 A* to C inc. Eng 5 A* to C inc. Eng Eng Eng Value Added 2007 Value Added 2008 Value Added 2007 A*toC GCSE or eq A*toC GCSE or eq Swift & easy & easy Swift Varied menu Provisional KS 2-4 in ICT subject 2008 in ICT subject 2007 pupils achieving L5 in in L5 achieving pupils in L5 achieving pupils School (FFT BEST8 CAPPED) Chorlton 93.2 92.8 40.0% -14.3 37% 1008 63.3 51% 99.3 45.7 46.3 Good Good No su f f f (2005) * Loreto RC 89.8 90.2 29.8% 2.93 25% 1009 37.3 40% 99.7 26.8 28.6 Satisf Satisf No f f s f (Jan 2007) Parrs Wood 92.3 91.8 50.5% -17.88 44% 998 50.3 53% 97.3 78.9 71.8 Spec Meas Satisf No su f f f (Jan 2008) St Peter’s RC 92.3 92.4 47.3% 1.47 27% 1006 38.8 35% 98 84.2 98.0 Good Good Yes f f f f (Nov 2006) The Barlow RC 93.6 93.2 48.0% 5.95 54% 989 81.2 74% 99.2 85.2 85.5 Satisf Satisf Yes f f f s (Nov 2007) Trinity CE 94.8 94.9 57.2% 2.56 56% 1020 77.2 79% 100.5 51.2 74.3 Good Good No su f f su Dec 2006) Whalley Range 90.3 90.8 41.2% -12.22 41% 1016 58.0 61% 99.4 30.0 60.9 Good Good No su f f su (Apr 2007)
Ewing Special School 92.8 89.5 0% - 0% 1019 0 0% 101.8 0 0 Good Good No f f f f (Nov 2005) Lancasterian Special 82.7 83.6 0% - 0% 982 0 0% 99.2 0 0 Outstand Outstan Yes f f f f School (June 2007) The Grange Special 94.1 92.1 0% - 0% - 0 0% 99.4 0 0 Good Good Yes s f s n School (Nov 2006) Buglawton Resid 71.5 63.1 0% - 0% 972.4 0 0% 100.6 0 0 Spec Meas Satisfa Yes Not graded yet School (BESD) (Nov 2008) ctory
KS3 PRU - - N/A - N/A - 29% 25% - - - Satisfact Satisf No N/A (July 2007) KS4 PRU - - - 0% - N/A N/A - - - Satisfact Satisf No N/A (Dec 2006)
LA Average (All Sec) 89.4 89.4 39.0% -7.2 32.3 1004 51.2 51% 99.2 ------National Average 92.2 - 47.2% 0 46.7 1000 66 67% 100 ------(Sec)
*Extended School ratings: n=none; s=some provision; f=full provision; su=sustainable provision
NB. 2008 attendance figures are provisional data and collected from schools via EMS database 2008 KS3 provisional attainment figures based on DCSF data release in September 2008
Manchester City Council Agenda Item x – Appendix B Executive 11 November 2008 APPENDIX 2: Table X: Diversity of Provision: Secondary School Estate Indicating Governance and Specialisms (At Present and in the Future)
Green Text: Academies Programme Blue Text: Wave 1 Red Text: Wave 4 Normal Text: Outside BSF and Academies Programme In Italics – proposals subject to consultation
Mainstream Schools SEN Provision Governance Arrangements Specialist SLCN/ASD Special Provision – SEBD Support Specialist Physical Needs DISTRICT Community Academy Voluntary Aided School Provision NORTH WEST NMHB (boys) Creative & Media Academy Our Lady’s RC (boys) (Sports College) NMHSG (girls) Creative & Media Academy St Matthews RC Northridge High – New District-Based New District-Based Mead Hill to be co-located to be co-located Resourced Resourced with Our Lady’s RC (girls) (Technology College) with Our Lady’s Mainstream Mainstream Provision Planthill Arts College Co-operative Academy King David’s High School RC High School Provision for for PI 2 New Co-located (Finance & Bus.) (Jewish) SLCN/ASD Inclusion Centres (SEBD) Abraham Moss High School NORTH EAST Communications Academy East Manchester Academy (Built Environment)
CENTRAL EAST Cedar Mount High School St Peter’s RC High School (Spec Busn & Enterprise Coll) Wright Robinson (Sports and the Arts) CENTRAL WEST Chorlton High School Manchester Academy Trinity CE High School Ewing Special Lancasterian School 2 New Wave 1 Co-located (Specialist Arts College) (Specialising in Business and (Specialist Technology College) School (proposed Reduced in sixe and Inclusion Centres (SEBD) Enterprise) closure) Relocated at Old Moat Whalley Range 11-18 High William Hulme’s Grammar Loreto RC High School Primary School site. 1 New Wave 4 Inclusion Schools for Girls Academy* (Specialism in Modern (Specialist Humanities College) Melland High – Centre at Whalley Range (Specialist Business/Enterprise Foreign Languages) co-located with New District-Based and Sports College) Cedar Mount Resourced New District-Based SOUTH Parrs Wood High School The Barlow RC High School Mainstream Resourced (Spec Arts and Tech College) (Specialist Science College) Provision for Mainstream Provision SLCN/ASD for PI Burnage High School for Boys (Specialist Media Arts College) Levenshulme High School for Girls (Spec Coll for Modern Lang.s)
WYTHENSHAWE Brookway High School Manchester Health Academy* St Paul’s RC High School The Grange Special Southern Cross (Specialist Sports College) School (ASD) New District-Based to be re-located in Newall Green High School Piperhill School – expanded and Resourced Wythenshawe to be co-located relocated Mainstream Provision (Crossacres) (Specialist Arts, Science with with St Paul’s RC for PI Maths and Vocational College) High New District-Based 1 New Co-located Parklands High School Manchester Enterprise Resourced Inclusion Centre (SEBD) Academy* Mainstream Provision for SLCN/ASD
Out of District Buglawton Hall Waves 1 & 4 Manchester City Council Agenda Item x – Appendix B Executive 11 November 2008 APPENDIX 3: BSF WAVE 4 KEY PERFORMANCE INDICATORS
Wave 4 Due to be completed 2012
Educational Objectives of Key Performance Indicator Manchester’s SfC Measure Baseline: 07/08 Target: 2012/13 Raising Standards, Creating Number of Wave 4 schools (mainstream or special) or PRUs rated as 7/13 (10/12) Centres of Excellence good or better by Ofsted (not including PRUs) = 54% of schools 83% of schools Number of Wave 4 schools or PRUs rated as outstanding by Ofsted 1/13 = 7% of schools 30% of schools Number of Wave 4 mainstream schools where 50% of pupils achieve 5 2/7 = 6/7 A*toCincEM or better 29% of schools = 86% of schools Number of mainstream schools or PRUs where percentage of pupils 3/9 7/9 achieving an ICT GCSE at A*toC (or equivalent qualification) is above 60% = 33% of schools = 78% of schools
Tackling School Percentage of Wave 4 mainstream schools below the 30% inc. Eng. & 1/7 0 Underperformance Maths floor target = 29% of schools Number of schools or PRUs in Special Measures or Serious 2/13 0 Weaknesses = 14% of schools
Reduce NEET and increase Number of Wave 4 schools where the percentage of pupils who become TBC TBC post-16 achievement NEET at age 16 is below x%
Improve ECM outcomes Percentage of Wave 4 mainstream schools with attendance below the 2/7= 29% 0% national average (baseline 06/07) Percentage LAC from Wave 4 schools achieving 5A*toC inc. EM GCSE (provisional) Percentage LAC from Wave 4 schools achieving 1 GCSE A*toG (provisional) Number permanent exclusions from Wave 4 schools 32 (2007) 10 Extended Schools Rating: Percentage of schools with ‘full’ or 7/11 = 64% 100% (By 2010) ‘sustainable’ rating in all four Core Offer areas Percentage schools & PRUs with National Healthy Schools Standard 5/13 = 38% 100% (By 2010)
Reduce Number of Out-of-City Number of out-of-city placements 207 120 Placements