Hertfordshire County Council

Agenda Item No. HERTFORDSHIRE COUNTY COUNCIL

CABINET MONDAY 23 APRIL 2007 AT 2.00 P.M. 3

BUILDING SCHOOLS FOR THE FUTURE – STRATEGY FOR CHANGE PART 1

Report of the Director of Children, Schools and Families

Author: - Lindsay Martin, Head of School Access Tel: - 01992 556718

Executive Member: - David Lloyd

1. Purpose of the report

1.1 To seek Cabinet’s agreement to the submission of the Building Schools for the Future (BSF) Strategy for Change Part 1 document for Partnerships for Schools (PfS).

2. Summary

2.1 Following the report to Cabinet on 24 July 2006, and the update to Education Panel on 23 January 2007 reporting the success of the County Council’s bid to be in Wave 4 of the BSF programme, it is now necessary to submit to PfS the first of the required documents for approval. This is called Strategy for Change Part 1. This will be followed in September by the Strategy for Change Part 2 document and, in February/March 2008, by the Outline Business Case.

2.2 A copy of the Strategy for Change Part 1 draft submission is attached as Appendix 1. There are two small sections which await completion in section 3 following advice from PfS. These will be circulated separately when available.

3. Conclusions

3.1 Cabinet is invited to approve the draft Strategy for Change Part 1 document for submission.

4. Financial Implications

4.1 Other than the revenue costs of continuing with the preparations for the submission of the next round of documentation, for which Cabinet agreed the budget on 24 July 2006, there are no further financial implications of submitting the Strategy for Change Part 1.

1 Background information referred to by the author:

Cabinet report 24 July 2006 Education Panel report 23 January 2007 Partnerships for Schools, various documentation

2 Appendix 1 Strategy for Change – Part 1

(i) The characteristics and profile of the school now and how that will change after BSF capital investment

NOTE: this table is indicative only: the final number/configuration of provision will be the output of the review planned in conjunction with this bid.

DfES School Type of No on No on Investment Proposed Proposed Proposed Proposed No Proposed Priority No Name school 2006 roll roll Proposals school specialism No on roll on roll Sept specially Sept 06 Sept 06 under BSF type post Sept 16 16 post 16 resourced 11-16 post 16 BSF 11-16 provision

* 1 Community 765 66 2 Trust sports 1050 210 30 LD * 2 Community 954 211 4 Trust science/arts 1050 210 30 LD * 3 Community 1397 135 4 Trust business & 1200 240 30 LD enterprise * 4 VA 1050 287 4/5 VA arts 1050 210 30 LD * 5 Community 724 106 1 Trust 1050 210 30 LD * 6 Community 950 161 4 Trust technology 1050 210 30 LD * 7 Community 762 95 - - 0 0 * 8 PRU 4 3 1 co-locate PRU 10 5 with school 2 * 9 Special 45 6 1 co-locate Community 45 10 with Special mainstream school * 10 Special 43 20 1 co-locate Community 45 20 with Special mainstream school * 11 Special 170 0 0 0

Total 6864 1090 6550 1325 180

* Note: Schools have been made anonymous as not to prejudice the forth coming area review

3 (ii) Current achievement data and future targets

Key Stage 3 results for Stevenage secondary schools:

2006 No.of pupils eligible for KS3 Level 5 plus % Level 6 plus %

SEN with SEN without Sch No School Name Av Pt Score Total Eng Maths Sci Eng Maths Sci statement statement

Herts * *** 80.1 82.3 79.7 43.6 65.1 50.2 England * *** 74 74 70 35 53.0 37.0 106 Barclay (The) 35.4 188 2 55 79.8 78.2 72.9 37.8 56.4 41.5 108 Barnwell 33.9 164 6 21 73.2 72.6 72.6 35.4 72.6 29.3 110 Collenswood **** 33.2 157 0 28 53.2 66.4 62.4 32.6 20.7 34.8 107 Heathcote (The) 34.4 165 4 31 82 74.5 77.2 24 52.1 36.5 105 John Henry Newman RC 39.4 209 2 21 95.2 95.2 93.8 63.8 81.8 70.5 112 Marriotts 32.4 126 1 38 60.6 60.3 54.5 31.1 34.9 22.7 103 Nobel (The) 35.5 185 2 20 76.8 85.4 77.8 29.7 68.6 38.4 101 Thomas Alleyne (The) 35 164 1 34 74.7 77.4 77.1 25.3 54.3 44.0 880 Greenside *** 6 n/a n/a 0 0 0 0 0 0 648 Lonsdale *** 6 n/a n/a 16.7 0 0 0 0 0 619 Valley (The) *** 37 n/a n/a 0 2.7 13.5 0 0 0

* National and LA averages not available for SEN data ** Includes one pupil with no SEN category reported *** Data not available **** Collenswood School closed on 31 August 2006

4 Key Stage 4 results for Stevenage secondary schools:

2006 5+ A*-C including No. of pupils at the end of KS4 5+ A - C % 5 + A - G % English and maths

With SEN, with With SEN, Av Pt Score Sch No School Name Total statements or supported at * supported at SA SAP

Herts *** 383.7 53.7 64.7 93.3 England *** 365.0 45.8 59.2 90.5 106 Barclay (The) 340.7 183 5 15 33 49 93 108 Barnwell 298.4 148 17 8 29 47 85 110 Collenswood **** 257.4 137 ***** ***** ***** 27 92 107 Heathcote 290.4 164 20 6 36 45 90 105 John Henry Newman RC 420.4 210 6 13 70 80 97 112 Marriotts 342.2 129 18 21 28 53 95 103 Nobel (The) 357.6 192 12 7 48 57 96 101 Thomas Alleyne (The) 330.1 167 14 9 31 42 89 880 Greenside n/a 9 n/a n/a n/a n/a n/a 648 Lonsdale 79.1 7 n/a n/a 0 0 0 619 Valley (The) 50.0 29 n/a n/a 0 0 0

* Average Point Score: from 2004 the DfES used a revised scoring system which has been reflected in the table ** Number of pupils aged 15 at start of the school year *** National and LA averages not available for SEN data **** Collenswood School closed on 31 August 2006 ***** Data not available

KS3 School performance targets: Schools with a Year 9 cohort – academic year 2007/2008 5 LEAESTA URN SCHOOL NAME ELIGIBLE KS3 KS3 KS3 KS3 SCHOOLS B (as used for PUPIL ENGLISH MATHS SCIENCE ICT WITHOUT NUMBER the NUMBERS TEST TEST TEST TEACHER TARGETS (7 digits) Department's LEVEL 5+ LEVEL 5+ LEVEL 5+ ASSESSM ('A', 'X' ,'M' Edubase TARGET TARGET TARGET ENT or blank) system) (%) (%) (%) LEVEL 5+ (%) 9194047 117515 Barclay School 193 82 80 78 80 9194061 117517 The Heathcote School 156 74 85 74 85 9194066 117518 Barnwell School 249 80 75 73 76 9194104 117530 The Nobel School 191 85 84 81 84 9194116 117534 Marriotts School 162 70 66 60 70 9194201 117550 The Thomas Alleyne School 158 80 80 76 75 9195413 117585 The John Henry Newman Roman Catholic School 210 95 93 93 88

KS4 School performance targets: Schools with a 15 year old pupils – academic year 2007/2008

LEAESTAB URN SCHOOL NAME 15 YR 5+ 5+ AVERAGE SCHOOLS (as used for OLDS GCSE (and GCSE (and GCSE (and NUMBER the ON equivalents) equivalents) equivalents) WITHOUT (7 digits) Department's ROLL POINT TARGETS GRADES GRADES SCORE Edubase A*-C A*-C ('A', 'X' or system) English and blank) Maths

9194047 117515 Barclay School 183 55 45 353 9194061 117517 The Heathcote School 170 52 45 316 9194066 117518 Barnwell School 303 55 40 342 9194104 117530 The Nobel School 186 60 49 367 9194116 117534 Marriotts School 147 40 37 300 9194201 117550 The Thomas Alleyne School 163 55 51 330 9195413 117585 The John Henry Newman Roman 210 83 72 429 Catholic School

Key Stage 5 results for Stevenage secondary schools:

6 2006 2005 2004 2003 2002

Avera Avera Avera Avera Avera Avera Avera No of ge ge ge Average No of ge No of ge ge Average ge No of students Average point point No of No of point point candi point candi point point point point School students at end of point score score candida candidat score School Name score per dates score dates score score score per score No aged 16- A/AS or score per per per tes es per examinatio entere per entere per per examinati per 18 equivale student exami exami entered entered exami n entry d stude d stude studen on entry stude nt study nation nation nation nt nt t nt entry entry entry

LA Average * 695.3 204.9 262.5 78.7 253.4 77.7 247.3 76.2 241.9 74.9 England Average * 721.5 206.2 277.8 79.9 269.2 78.7 258.9 77.4 254.7 76.0 106 Barclay (The) 165 80 610.1 181.1 43 231.4 73.4 37 213.8 64.8 58 194.7 60.4 42 212.9 65.7 108 Barnwell 87 29 475.3 153.2 27 163.7 61.0 12 135.0 50.6 33 147.9 52.2 13 168.5 61.7 110 Collenswood ** 16 223.8 70.9 25 186.4 60.9 35 234.0 76.2 35 173.1 62.2 107 Heathcote (The) 64 22 636.1 172.8 20 178.0 59.3 10 154.0 51.3 23 113.0 42.6 22 134.1 50.9 105 John Henry Newman RC 275 102 716 218.7 104 249.4 80.8 90 259.1 80.8 83 261.0 77.2 72 274.4 82.2 112 Marriotts 53 17 591.2 174.8 22 172.7 53.9 25 180.8 52.9 21 204.3 55.0 13 87.7 36.2 103 Nobel (The) 185 83 778.7 189.3 92 237.5 62.6 75 231.3 63.1 75 287.2 75.7 89 232.8 58.9 101 Thomas Alleyne (The) 94 22 604.8 175.1 45 176.0 57.8 37 202.2 60.1 39 240.3 66.2 27 201.9 58.6 880 Greenside No Key Stage 5 data available for this school 648 Lonsdale No Key Stage 5 data available for this school 619 Valley (The) No Key Stage 5 data available for this school

Key Stage 5 data is not available for special schools

* England and LA average not available for number of candidates entered ** Collenswood School closed on 31 August 2006

(iii) Current Ofsted (or equivalent locally determined) categorisations of success or failure

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& i s e H a r r n e L t L r e C o n u P t o M u C F The Thomas Alleyne 3 2 2 yes 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 2 3 3 2 2 3 3 yes Nobel 3 1 3 2 3 3 3 2 1 1 2 2 2 2 2 1 3 3 2 2 3 3 3 2 3 3 yes John Henry Newman RC 1 2 1 1 1 1 1 2 1 1 1 2 1 1 1 1 1 1 2 1 1 1 1 1 1 2 yes Barclay 2 2 2 yes 2 3 2 2 2 2 3 3 2 2 2 1 1 2 2 2 2 2 2 2 2 2 yes Heathcote School 3 2 3 yes 3 3 3 3 2 2 2 3 2 2 2 2 3 3 2 2 3 3 3 3 3 3 yes Barnwell College 3 2 2 yes 3 3 3 3 2 3 2 3 2 2 2 2 2 3 2 2 2 2 2 2 3 2 yes Marriotts 3 2 2 yes 3 4 3 2 2 3 2 3 2 2 2 2 3 3 3 2 3 3 2 2 3 3 yes The Valley 2 2 2 yes 2 4 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 yes Lonsdale 2 2 2 yes 2 4 2 2 2 2 1 1 1 2 2 3 3 2 3 1 2 1 2 2 2 2 yes Stevenage ESC Greenside 2 1 2 2 2 4 2 2 1 1 1 2 1 1 1 2 2 2 2 1 2 2 2 2 2 2 yes t s a l

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t t c h t 6 6 e 6 p s n i The Thomas Alleyne 3 2 2 1 1 3 3 3 3 3 3 2 3 Nobel 3 1 3 2 yes 3 3 3 1 3 2 2 3

8 John Henry Newman RC 2 2 1 1 yes 2 2 2 1 2 2 1 2 Barclay 2 2 2 yes yes 2 3 2 2 2 3 2 2 Heathcote School 3 3 3 yes yes 3 3 3 3 3 4 3 3 Barnwell College 3 2 3 1 1 3 3 3 2 3 3 3 3 Marriotts 3 2 2 1 1 3 4 3 2 3 3 2 3 iv) Key Stage 2-3 and 3-4 value added data

CVA measure based on Key Stage 2 to 3 Value Added Key Stage 3 to GCSE/GNVQ Sch No School Name Measure Measure Measure** 2006 2003 2004 2005 2003 2004 2005 LEA Average 1000.0 100.1 100.3 100.0 99.4 991.4 994.5 106 Barclay (The) 980.6 99.7 98.7 99.7 98.3 966.0 985.0 108 Barnwell 985.2 97.5 99.7 98.5 95.7 975.8 997 110 Collenswood * n/a 98.3 98.2 97.3 96.2 971.9 971.5 107 Heathcote (The) 972.0 99.9 101.1 99.8 97.0 973.1 962.4 105 John Henry Newman RC 1010.1 101.7 101.3 101.5 97.9 996.8 995.7 112 Marriotts 1026.8 99.4 98.2 98.8 97.8 976.9 975.5 103 Nobel (The) 993.8 99.9 100.6 99.7 99.9 993.7 976.2 101 Thomas Alleyne (The) 981.0 99.8 98.2 99.2 96.0 974.4 978.0 880 Greenside n/a 100.0 100.0 100.0 n/a n/a n/a 648 Lonsdale 998.0 101.0 102.0 99.0 100.6 1004.7 1030.2 619 Valley (The) 995.4 98.5 100.4 101.9 100.0 991.6 1005

Note: England average is not available

* Collenswood School closed on 31 August 2006 ** KS3 to 4 measure centred on 1000 from 2004

(v) Whether there are plans to expand, federate or close the school, open as an academy, open a sixth form or develop a new school

There are no plans to open an academy, a sixth form or a new school, or federate any schools. The plans are, however, predicated on a smaller number of larger secondary schools and the greater integration of special needs provision. The County Council will, therefore, be consulting publicly during the summer

9 term 2007 on options for the closure of one community secondary school and, possible, one community special school. The County Council also plans to expand, by increasing the planned Admission Numbers (PANs), a number of the community secondary schools to balance the closure. The details of these expansions will depend on the outcome of the consultation process.

10 (vi) What extended services the school will offer

The LA will support all schools to provide access to, year round, 8am to 6pm core offer, subject to community need. The core offer consists of:  quality childcare (on site or through providers)  a varied menu of activities including study support  parenting support including family learning  swift and easy referral to specialized support services  community access including adult learning

There are 3 extended schools consortia in Stevenage. The secondary schools are grouped as below:

Barclay Marriotts Heathcote John Henry Newman RC Nobel Greenside Thomas Alleyne Stevenage ESC Barnwell Valley

(vii) The school’s present and future governance arrangements

There are no plans to change the governance arrangements for the VA secondary school or the community special schools. As set out in section 2 below, however, the proposal is that the current community secondary schools will become trust schools with a majority of their governors appointed by a town-wide trust.

(viii) The social and economic profile of the community served by the school.

Income Deprivation Affecting Children (IDAC) 2004 in Stevenage

John Henry Newman RC #

Barclay (The) # # Thomas Alleyne (The) Nobel (The) #

Marriotts #

Barnwell East Campus #

Heathcote (The) # # Barnwell

1 0 1 2 Miles

Stevenage schools # ESC N # Secondary # Special Stevenage settlement area Super output areas W E Most deprived 10% Next m ost deprived 15% Next m ost deprived 25% Rem aining 50% (least deprived) S

This map is based upon Ordnance Survey material with the permission of Ordnance Survey on behalf of the Controller of Her Majesty's Stationery Office. Unauthorised reproduction infringes Crown copyright and may lead to prosecution or civil proceedings. Hertfordshire County Council, 100019606 ,2007

D:\Docs\2017-12-14\02a73f594f411a295466a2fbc3313c7c.doc 11 Section 2 – a strategic overview of school provision

(i) Where is the LA now in terms of educational outcomes, diversity of provision, fair access and choice? In terms of educational outcomes, there is a strong improvement trend in Hertfordshire schools with results rising for the third year running against an already strong base. The improvements are better than the national ones and Hertfordshire is the highest performing authority in the eastern region.

The LA already has a wide range of mainstream provision; of 82 secondary and middle schools, 16 are foundation, 17 and VA and two are VC. All secondary schools are encouraged to have at least one specialism; to-date, 68 have one and five have more than one. The LA also has varied secondary and all-age special school provision comprising six schools for pupils with severe learning difficulties, five for those with mild learning difficulties, four for those with educational and behavioural difficulties, two for those with hearing impairment and one for those with physical or neurological impairment.

The LA consistently provides a high percentage of parents with the school place of their choice. For September 2006, out of 15,000 secondary school applications, 94% of Hertfordshire parents gained one of their three preferences and 83% their first preference.

(ii) What added value will BSF investment provide to local educational outcomes – within and beyond the school day? BSF investment will bring significant added value to local educational outcomes through:  a major opportunity for innovation and transformation;  buildings fit for the future where sustainability is a key feature throughout all activities and which have light, attractive and flexible learning environments;  co-ordinated design across education settings from children’s centres through to FE (and including special education provision) that promotes the ECM agenda and partnership working;  dedicated space across institutions for vocational learning;  designs that promote a new concept of the school day with 24/7 access for learning and leisure with sports facilities that promote healthy lifestyles for the whole community;  the principles of health and well-being built into all institutions and services;  integrated services built into and around the school with pooled budgets through the Hertfordshire Children’s Trust Partnership;  transformation in the school workforce and the use of ICT.

(iii) How does the LA propose to ensure choice, diversity and access for all parents and pupils to its schools? The LA is committed to increasing choice, diversity and access for all parents and pupils. It encourages all secondary schools to develop specialisms and it is committed to exploring the potential for new types of, and arrangements for, schools including federations, academies and trusts. In Stevenage, for example, the LA is working with the six community schools to develop a town-wide trust which would appoint a majority of governors to the individual schools which would be trust schools. The LA is also in discussion with the OSC about the potential for academies in other parts of the County.

(iv) How will the authority ensure robust challenge to schools? Our partnership with schools is set out in The Hertfordshire Learning Partnership (HLP), which was drawn up with headteachers, governors and officers. The success of this partnership is demonstrated by the high levels of performance in most Hertfordshire schools. Support is targeted at schools and groups where achievement is too low. There are very few secondary schools in an Ofsted category and standards are high across the LA. The HLP is under constant review and will soon be revised to reflect more fully the ECM agenda and the Education and Inspections Act 2006.

The HLP is based on principles such as a belief that: schools and CSF share responsibility for the progress and well-being of all learners, schools have prime responsibility for their own

D:\Docs\2017-12-14\02a73f594f411a295466a2fbc3313c7c.doc 12 performance, CSF support should relate to the needs of the school in improving educational standards. It is also based on the principles of listening, respecting, valuing and involving pupils in their teaching and learning.

Central to the partnership is a framework for monitoring, challenge, support and intervention. Monitoring is carried out, by the School Improvement Partner (SIP) at the joint annual review visit (JARV) based on the school’s own self evaluation. Information gathered at this meeting, together with analysis of other data such examination results, gives early indications of schools causing concern. Agreement is reached about each school’s category of school effectiveness and where there is cause for concern this triggers support and, where necessary intervention, to bring about rapid improvement. The JARV also provides challenge on performance targets and the robustness of self evaluation and supports plans for improvement. A range of CSF support is available to help schools deliver their own improvement.

Statutory intervention powers are used where there are acute concerns about a school’s performance. Interventions might include strengthening governance, federations, academies and trust status. Recently a school was closed where performance had declined. Students transferred to a local successful school that now operates on two sites under single leadership and governance.

(v) How will the LA deliver personalised learning? Hertfordshire’s education services are designed with the child at the centre and an expectation that all should achieve high standards irrespective of personal circumstance or background. All young people should leave school with functional skills in English and mathematics and understanding how to learn, think creatively, take risks and handle change. We expect teachers to use their skills and knowledge to engage students as partners in learning, acting quickly to adjust teaching in response to need. Schools are expected to work with parents as co-educators increasing their capacity to support their child’s learning.

Standards continue to rise across this already high attaining and nationally acclaimed LA. However we are not complacent and in future years we intend to:  close the gap between 5 A* - C and that including English and mathematics;  increase the number of young people obtaining at least one GCSE;  improve standards in English for boys; and  raise the achievement at GCSE of some BME groups and children in care.

Our vision for future learning recognises the need for greater use of technology to support students through increasingly complex pathways in education and training and to prepare them for a knowledge based economy. Employers value and expect skills and attitudes such as the ability to: communicate orally at a high level; persevere and be resilient in the face of difficulties; work with others in a team; evaluate information critically; take responsibility for one’s own learning: develop effective habits of learning and work independently; find creative solutions; be inventive, enterprising and entrepreneurial. Alongside this is the need to develop in young people the thirst for learning and a sense of citizenship.

This requires teachers who use data and assessment to intervene quickly and influence student progress and develop in students an appetite and aptitude for life long learning. It requires leaders to provide a rich curriculum which takes account of prior learning, engages learners and celebrates achievement in all forms. Learners need to be engaged in shaping learning, for example, using each other as learning resources, providing feedback about experiences and influencing future studies.

The BSF programme will provide greater flexibility in learning spaces which are physically inviting, engaging, safe, carbon neutral and suitable for use by many ages, stages and institutions. There will be changes to the traditional school day and greater access through such means as the internet and VLEs increasing technological access to personal, multifunctional devices will support on demand learning.

D:\Docs\2017-12-14\02a73f594f411a295466a2fbc3313c7c.doc 13 (vi) How will the Authority ensure the effective delivery of the 14-19 entitlement? Hertfordshire’s 14-19 partnership comprises all key stakeholders with a remit to ensure the 14-19 strategy “Putting the learner first” is delivered as an entitlement for all young people. The vision is “To work together to create and develop a 14-19 Learning framework that places the learner at the centre, promoting access to high quality learning opportunities, relevant to their needs, and enabling them to realise their full potential in adult and working life.” This aligns with the national entitlement and is underpinned by a protocol for information, advice and guidance (IAG).

To deliver the strategy and entitlement by 2013, seven Strategic Area Partnership Groups (SAPGs) have been established across the county, based on travel to learn patterns. The SAPGs comprises school staff (including special schools and ESCs), college principals, university representatives, LSC and CSF officers and Connexions advisers and each has produced a plan to deliver 14-19 learning and training (including specialised diplomas).

Specialist schools and specialist departments in colleges will take leading roles in developing diplomas. Collaboration will be key as no one institution can provide the entitlement alone. Plans are in place to develop14 diplomas with submissions made for the first five. IAG will be strengthened by hertschoices, the online prospectus linked to an IAG tool and the Hertfordshire Aimhigher Progression Guide.

The FE colleges recognise the need to provide modern, accessible accommodation, equipment and facilities. Plans have been developed in conjunction with local schools and the LA, encompassing the key priorities of the seven local SAPGs. There is synergy between the plans and the BSF programme, for example, schools may be built so that they specialise in a particular diploma. Space needs to be flexible to take into account the changing skill needs of local communities. BSF investment will enable schools and colleges to work collaboratively to provide vocational and practical learning opportunities, in a range of locations including the workplace.

Many of the SAPGs have identified VLEs and MLEs as key priorities for the future to allow for young people access to learning instantly in school and elsewhere, and also the need for tracking systems and assessment profiles for learners and teachers.

(vii) How is the LA integrating education and other services through ECM? Hertfordshire’s CSF pre-dates the ECM agenda and is based on the ‘right services’ for every child. Specialist and universal integrated services are central to overall provision. Key to achieving better outcomes for children is the provision of a range of targeted services, easily accessible locally and providing swift and easy referral to more specialist services when required.

Development of integrated ‘targeted’ services relies on a number of key components;  children’s centres and extended schools;  district children’s trust partnerships;  a common framework across all agencies for integrated working;  the common assessment framework;  a children’s workforce competent in the ‘six core skills’;  designated lead professionals;  clear referral routes and lines of accountability and responsibility;  a joint commissioning strategy and secure commissioning arrangements. Schools will become increasingly important as the location for targeted, and some specialist services, as well as the location for integrated teams.

Children’s centres and extended schools will have other roles within communities such as links to adult and family learning and supporting the development of the local economy through work with partners such as job centre plus. They will also be part of the provision of ‘things to do and places to go’ within the youth offer and a key player in the public information strategy for children and families. This has implications for school building design in relation to accessibility, space and flexibility.

D:\Docs\2017-12-14\02a73f594f411a295466a2fbc3313c7c.doc 14 To make this work schools will need access to: the National Child Index Database, the eCAF database, the Integrated Children’s System (Social Care) and also to provide electronic ‘touch screen’ access to information services for the community.

(viii) How will the LA champion the needs of pupils, including those with SEN? Last year over 80% of schools in Hertfordshire were judged good or outstanding for inclusion in their inspection, compared to 66% nationally. Nonetheless some features of inclusion in Hertfordshire are less good. The proportion of pupils excluded from secondary schools is at the national average and the percentage placed in special schools is higher than nationally with a significant and increasing number placed out of county. The achievement of BME pupils and those in care is generally improving but the achievement gap remains for some groups particularly at Key Stage 4.

The strategy for SEN and inclusion aims to: build on existing good practice and to educate more children locally; integrate evaluation for inclusion into school self evaluation; strengthen training and development for school staff; better align support services; introduce a new model of SEN funding that devolves more funding to schools; establish SEN cluster arrangements (aligned with extended school consortia) to provide better partnership working between schools and with the LA; educate more young people with severe and complex needs in local special schools; integrate special provision more closely with mainstream through BSF investment.

Our behaviour and achievement strategy includes learning support units in 21 secondary schools and alternative provision for some pupils in Key Stage 4 learning centres (linked to14- 19 strategy).

Both of these key strategies support inclusive practice across a range of needs including BME groups, children with SEN and those in care. We recognise the need for integrated services working in partnership with groups of schools to meet the needs of all young people and their families locally, particularly the most vulnerable and also for personalisation and flexibility in the curriculum.

BSF investment will help realise this vision through: designing into schools the capacity to provide a more flexible curriculum; more accessible accommodation; learning zones suited to individual and group learning and personal support, building designs that support pastoral structures and reduce conflict. ICT will be critical to interagency communication; student tracking and community involvement.

We will also champion the needs of pupils including those with SEN through the development of pupil voice mechanisms and school councils; surveys such as Viewpoint and the Health Related Behaviour Survey; youth governance arrangements and the implementation of the Youth and Children’s Charters.

(ix) What change management strategies are in place to achieve the BSF vision? The BSF programme will be a huge transformational process and will require a significant cultural shift. We are in a strong position to manage organisational change having tried and tested policies and protocols in place. School staff and unions are used to “big” changes – the formation of CSF in 2001 was one of the boldest moves ever made by a local council, and we also undertake frequent school re-organisations. There are strong, challenging but supportive relationships with trade unions and a strong track record of consultation with stakeholders and, in particular, with pupils.

A CPD framework for schools provides career pathways for staff at all levels and benefits from a high quality school improvement service with a nationally recognised profile. The strategy for developing the wider children’s workforce will have a significant influence on learning opportunities for staff, partners and volunteers. Professionals from health, social care and other professions will increasingly form part of the extended school community and there will be stronger links with business and industry. In all this student achievement will remain central.

D:\Docs\2017-12-14\02a73f594f411a295466a2fbc3313c7c.doc 15 Schools will be training venues for children and adults. This may include, for example, a short course on pedagogy for local employers; a practice centre for social workers, a resources centre for computer-aided learning, classes for parents. The wider use of facilities will promote the cross-fertilisation of expertise.

ICT will significantly change the ways in which people work and also expand opportunities for “learners.” Educators may prepare and deliver programmes from remote locations: teach four classes simultaneously or single class in four schools; prepare lessons at home and send to children’s homes. ICT will support needs identification for students and the local community and will enable communities of staff, children, parents and others to develop currently through e-communication. It will also provide a powerful tool for feedback and participation.

Section 3 – proposals for the school and FE estate

(i) Key priorities for the school estate in terms of location, size and cost including a summary rationale for prioritisation of school projects, and, where relevant, how they relate to complementary FE proposals

To be completed

(ii) Project governance and management arrangements for school projects

To be completed

(iii) An overview of pupil place requirements and planning projections consistent with DfES requirements and the LSC’s revenue funding predictions

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 projection sec age from pop model 8455 8420 8384 8354 8335 8330 8344 8376 8426 8489 8562 8635 8697 8734 actuals and projection from form 7 7646 7625 7601 7580 7567 7566 7581 7612 7659 7718 7784 7851 7908 7943 catchment ratio form 7:model 0.90 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 0.91 csf prediction 7497 7463 7383 7288 7224 7281 7319

9000 Stevenage

5000 1 3 5 7 9 1 3 5 7 9 1 3 5 7 9 1 3 5 7 9 9 9 9 9 1 1 1 1 9 0 0 0 0 0 1 2 2 2 2 2 9 9 9 9 0 0 0 0 9 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 projection sec age from pop model Actuals from form 7 csf prediction

D:\Docs\2017-12-14\02a73f594f411a295466a2fbc3313c7c.doc 16 (iv) The Headline Strategic Vision for ICT

A strength of ICT provision in Hertfordshire is that it is guided by strong, well-established partnerships with schools, principally through the leadership of a consultative body consisting of Headteachers, Local Authority Officers and key stakeholders (the ICT Partnership Working Group). There is a clear vision for the strategic leadership of ICT and its use in teaching and learning. This is underpinned by an established and pioneering ICT infrastructure including the Hertfordshire Grid for Learning (Hertfordshire Grid for Learning website and comprehensive connectivity), the development of a bespoke Learning Platform for the county, elearning resources, email and core ICT services. These are provided through voted back funding. As remaining funding is directly delegated to schools, hardware, software and ICT support is managed at institutional level and is therefore diverse. Hertfordshire has established ICT Teams, both corporate and educational, who manage and lead core ICT contracts for the benefit of schools (e.g. Management Information and data services, connectivity and managed infrastructure contracts). In these areas, central aggregated procurement and the provision of managed contracts ensure value for money and a high level of service.

Our vision for the future is that:

‘We will provide every learner with universal access to safe, reliable resources and systems which enable high quality learning to take place anywhere, any place and at any time. We will ensure that the appropriate use of the best technologies underpins the education of all learners to enable them to engage with learning, be inspired to enjoy education and ultimately enhance their life chances, choices and opportunities.’

This vision reflects our commitment to harnessing ICT to enable the highest standards of learning and teaching using dynamic and inclusive technologies, up-to-date management information and data and business management technologies. Through the appropriation of innovative and mobile ICT solutions, we will facilitate the personalisation of a tailored and adaptive curriculum which is accessible at any place, anytime and anywhere through safe, secure and reliable technologies. ICT will be used as a tool to drive forwards educational change through the development of collaborative tools which facilitate pupil tracking and assessment management across institutions. In order to maximise the potential of ICT we will equip users with the appropriate skills and expertise through ongoing training and support. Moving forwards, we are committed to a managed service for the delivery and support of ICT to ensure value for money through aggregated demand and appropriate standards based level of provision. ICT will be inherently reliable and seen as the fifth utility, freeing teachers to teach and learners to learn. We are committed to evaluating and reviewing the impact of ICT investment on learning, teaching and standards to ensure that ICT is deployed and integrated in the most effective way.

The BSF programme offers Hertfordshire a unique opportunity to provide a 21 st Century ICT framework for schools that is coherent, flexible and dynamic. We welcome an opportunity to rationalise and renew the diverse ICT systems, hardware and infrastructure to ensure that there is coherence across the county. This will facilitate networking and collaboration across the authority and implement common standard service provision to enable multi-agency operability. These services will be accessible to the wider community, bridging the digital divide and facilitating the development of partnerships and extended learning opportunities. Through the BSF investment in ICT, we will be able to transform the learning experience and empower schools to embrace a new culture for learning and teaching.

D:\Docs\2017-12-14\02a73f594f411a295466a2fbc3313c7c.doc 17 (v) Headline KPIs for the local authority around diversity, choice, access and links into the Every Child Matters agenda

KPI 3 year trend National comparison Statistical neighbour comparison % of secondary schools with 25% or more surplus places 2005 – 8.5% 2003/4 BVPI National 2003/4 BVPI Statistical as at Easter statutory return 2004 – 6.1% Average: neighbour average: to the DfES. 2003 – 11.0% 7.1% 8.4% % of parents successful with 2006 – 94.06% one of their preferences for a 2005 – 94.00% N/A N/A secondary school place 2004 – 92.74% % of parents successful with 2006 – 82.84% their first preference for a 2005 – 82.02& N/A N/A secondary school place 2004 – 79.28%

(vi) Existing and planned consultations, in particular, mechanisms to draw school-level development planning and the engagement of FE providers into the BSF process

The LA intends to consult comprehensively and meaningfully with all stakeholders during the BSF process. The LA has invited 174 people to a series of ten education visioning workshops both county-wide and Stevenage specific. There has also been a primary headteacher workshop, a lunch meeting with Chamber of Commerce members, a meeting for sports organisations and a pupil consultation workshop. In total between 250 and 300 people attended. In addition, individual meetings have been held with all of the headteachers in Stevenage to discuss implications of the BSF process on school development and re- organisation. The Principal of North Herts College has also met with LA representatives to discuss the above.

The LA is also undertaking a review of secondary and special school provision in Stevenage under the terms of a Cabinet-approved protocol for such reviews. Under the terms of that protocol, there have been two meetings for all stakeholders in Stevenage and there will be a series of public meetings during the summer term 2007. As well as school and further education providers the following organisations were represented:

 St Albans Diocese and Archdiocese of Westminster  NUT, NASUWT, ATL  Stevenage Borough Council  Sport England, Sport Stevenage, Herts Sports Partnership, National Governing Bodies

There is a Stevenage wide 3 year plan in place as part of the 14-19 SAPG development to which partners including all Stevenage headteachers have signed up.

In addition to the public consultation meetings in the summer term, the County Council has come to an agreement with the Sorrell Foundation that it will work in all the school secondary and special schools in Stevenage to involve the pupils in design thinking.

D:\Docs\2017-12-14\02a73f594f411a295466a2fbc3313c7c.doc 18