Angle Peninsular School Hundleton
Design and Access Statement Revision P00
July 2016
Angle Peninsular School – Design and Access Statement – July 2016
Contents: Page:
Introduction and proposal 1
Policy Context and Pre application Advice 2
Proposed Site 3
Site Analysis 4
Constraints and Opportunities 5
Sustainability and Massing and Appearance 6
Landscape Proposals 7
Local Precedents 8
Proposed Materials and Palletes 9 – 14
The proposals 15 – 18
List of Appendices
Appendix A Review of Education Provision on the Angle Peninsular. 19 Consultation Document September 2015 Angle Peninsular School – Design and Access Statement – July 2016
Introduction
This design statement has been prepared in accordance with advice given in Technical Advice Note (Wales) 12: Design (Welsh Assembly Government, 2014) and is submitted in support of the planning application for the new school to be known as Angle Peninsular School, on the site adjacent to Orielton Community Primary School, Pembrokeshire. The application is for full planning permission, reference is made to additional supporting documentation where appropriate.
In April 2016, Pembrokeshire County Council invited Contractors off the South West Wales Regional Contractors Framework to submit design and tender proposals for the creation of the new school in line with a set of employers requirements and survey information.
In June 2016, WRW Construction along with the design team members were selected as the preferred contractor to take the scheme forward and submit a planning application on behalf of Pembrokeshire County Council by the end of July 2016.
The proposal
The proposed development is in response to a review of Education Provision on the Angle Peninsular. In September 2015, a Consultation Document was prepared by Pembrokeshire County Council that sets out the case for change to the primary education provision on the Angle Peninsular and the councils preferred option to locate a new school in Hundleton. The document can be seen in (Appendix A).
The new school will mean the discontinuation of Angle VC School, Orielton CP School and Stackpole VC School and establish a Figure 1. Catchment plan new 3 11 Voluntary Controlled English Medium School for the Angle Peninsular. The school will include provision for an early years unit and community facilities.
In brief, Pembrokeshire have outlined the following reasons for the proposed change:
• The amalgamation onto one site for the primary schools in order to improve standards.
• Improved leadership due to consolidation on one site resulting in better delivery of the curriculum and in turn, leading better outcomes for pupils.
• The improvement of literacy and numeracy through consolidated staff skills base.
• The provision of purpose built specialist facilities which will be suitable for 21st century and offer flexibility for changing demands in teaching and learning.
• Improved cost efficiency in the running of the education provision in this geographic location, particularly with regard to the condition of buildings and surplus places.
The new school will be a Church in Wales Voluntary Controlled Primary school. The new school will have a religious character which will conform with the doctrines of the Church in Wales, subject to the provisions of Paragraph 3 of Schedule 19 to the School Standards and Framework Act 1998.
Pembrokeshire County Council will be the Admissions Authority for the new school. The Council’s admissions policy and Figure 2. Other affected schools oversubscription criteria will apply. The new school will admit pupils of both sexes and there will be no provision for selection by either aptitude or ability.
1. Angle Peninsular School – Design and Access Statement – July 2016
Policy Context & Pre Application Advice
In January 2016, Pembrokeshire County Council’s property team submitted information for the proposed site to the Planning Authority. The positive response outlined the following key points:
• Principle Policy with the LDP to be considered is GN.33 (Community Facilities)
• GN.33 states that the “development of new community facilities will be permitted where the proposals are located within or are well related to a settlement”. Comments from the Planning Officer relating to this statement indicated that “Given the location of the proposed site, whilst outside of the settlement boundary I would consider that the location can be considered to be well related to the settlement in terms of its proximity to the settlement boundary, its close visual relationship with the existing built elements of the settlement and in terms of the functional links with the settlement, specifically the availability of pedestrian links in close proximity to the site. As such, in principle the development of a new school at this site would appear to be acceptable”.
• During the initial consultation with the Planning Authority, the Officer also suggested early contact with Welsh Water with regards to the capacity of the existing sewerage network. This work was undertaken through open dialogue with Welsh Water who have subsequently agreed in principle to the proposals that will be subject to a formal application to connect to the existing network adjacent to the existing Orielton School Site.
• In July 2016, further consultation was undertaken with the Local Authority Planning Department and a formal Pre Application submitted. Key items for consideration included:
Material selection and local character
Clarification of current ownership and agricultural classification.
Reference to the chosen site and Education Authority Proposal.
Need for Ecology surveys and reports to support any application.
Drainage details and design to support the application required. Proposed School Site outside of settlement boundary Details and proposals for Landscaping to be submitted with any application.
All items have been considered and relevant information has been complied in order to submit in support of the application.
Other key relevant policies considered during the application are GN.1 General Development Policy, and GN.2 Sustainable Design.
Figure 3. Extract PM31 from Adopted Local Development Plan
2.. Angle Peninsular School – Design and Access Statement – July 2016
The Proposed Site
The proposed site for the new school is located at the South West side of the existing village of Hundleton.
Hundleton is a village and community in the parish of Monkton covering the adjacent settlements of West Orielton, Brownslade, Corston and Pwllcrochan. The village itself contains a chapel, restaurant, public house and bed and breakfasts. Milford Haven Amenities include a park, playing area and football and cricket area and a mother and toddler group. Businesses include a shop, garage, post office, petrol station and coachworks. The village lies out of the Pembrokeshire National Park. Pembroke Dock Approximately 2.5 miles to the west lies Pembroke Town that has amenities suck as small shops, supermarket, banks and a railway station. The town forms a main link to Carmarthenshire via the A477.
Approximately 5 miles North East lies Pembroke Dock that provide ferry links to Ireland and a railway station connecting to Hundleton Pembroke major cities in Wales and England.
Site Location
The site is accessed from the south west via the B4320. A new access is proposed along the existing hedgerow. Dialogue and options have been appraised by Pembrokeshire County Council Figure 6. Major nearby towns and the junction has been designed in accordance with the relevant highways standards and is incorporated as part of the planning application. Access point The new access point will be gated to enhance security during out of hours use.
From the north east, the site is accessed again via Figure 4. Approach from the South West the B4320 but via the village itself. The application includes for a new crossing from this Site Location Hundleton Centre approach to enhance and aid safe crossing of pedestrians to the school site.
An existing layby occurs before the proposed site entrance that is in council ownership and will be retained and unaffected by the works.
There are existing traffic calming measures in the form of raised speed humps as you approach the new site entrance from the north east. These are Proposed School Site proposed to be retained. Figure 2. Other affected schools
Figure 5. Approach from the North East Figure 7. Hundleton and School Site 3. Angle Peninsular School – Design and Access Statement – July 2016
Site Analysis Access Points The existing green field site is predominantly grassland protected on most sides with established hedgerows. There are a number of hedgerows within the site boundary that are referenced within the The current green field site is accessed via a stock gate off the A4320. There are multiple submitted Ecological and Habitat Report. land owners for the entire site, all of which are party to a land sale on receipt of Welsh Government Funding and PCC sign off. In terms of topography, the site follows a gentle slope from east to west approximately 5.5m across the entire area. Various consultation and dialogue has taken place prior to the planning submission. An outline proposal was prepared by PCC that included for the new access point as indicated There are a number of existing services that have been located across the site including an existing in figure 7. The proposal also included for a new safe crossing area. underground electricity cable., a 7” water main and overhead electric cable. All services are intended to be diverted and the relevant pre applications have been made to the appropriate authorities. Further consultation has been undertaken prior to submitting the planning application by CB3 Engineers who are carrying out detailed proposals for the design of both.
Access is fundamental for a number of reasons:
1. For the safety of staff to enter their place of work Established hedge 2. For the safety of the pupils to arrive and depart school.
3. For the safe access of public and emergency services.
Area for crossing 4. For the safe access for deliveries and maintenance vehicles.
5. For the safe access and egress of mini buses. New Access Pedestrian access for staff and pupils accessing the site by foot or cycles is available by Approx 5.5m sloping site Existing electric cable means of an existing pavement that links the school to the village itself.
Boundaries
The site is protected by established hedgerows to all sides. There is a small section of boundary to the north east that has no hedgerow.
Established hedge A buffer is provided between the site and existing housing at the north east by means of a triangular section of meadow.
Water main To the north west, the site is separated from the existing Orielton School by the A4320 road that passes between. Established hedge To the west is an established hedgerow that separates the site from a private road to the Pembrokeshire Riding Centre.
To the south is a well established hedgerow that separates the site from the adjoining Overhead power farm land.
Figure 8. Constraints Plan
4. Angle Peninsular School – Design and Access Statement – July 2016
Constraints and opportunities The sports pitch, MUGA and habitat areas have been located on the upper of the 2 plateaus. This The topography is the greatest challenge in terms of constraints. To overcome the challenge, an upper area forms a buffer from the existing residential dwellings in the village and the new school approach has been taken whereby the scheme aims to create 2 plateaus. The first to house the building. The 2 plateaus are separated by a natural graded batter to avoid the need for retaining school , access, parking and level outdoor play. The second to provide games facilities including a structures. MUGA and playing field. This methodology aims to reduce the carting away of material from site. Our optimised solution allows for multiple building users during out of hours. By simple access Whilst considering the topography and cut and fill exercise, equality issues should also be well control systems and door locations, our concept is designed on separating the ‘Teaching Core’ thought out to ensure that the school is ‘exclusive’ and caters for all pupil and staff needs. from the Hall and Admin areas to create a locked off area for out of hours. Similarly, the reverse effect during normal school hours only allows visitors to access the school via the main entrance Buses, parent drop off, pupil access and parking where they undergo a formal sign in process and kept in a holding area before accessing admin, teaching or hall areas. All doors off the holding areas have access control systems in place to The client brief makes reference to providing safe access for vehicles and the occasional bus to and safeguard public and pupil areas. School store areas and the servery can all be locked down to from site in a safe manner ie. without having to make multiple turns and reverse. This strategy is to ensure adequate security measures during out of hour use. be developed to ensure the safety issues are addressed. Similar for the parent drop off. Our standard classroom design has the ability to vary on an authority to authority basis. Cloaks In terms of parking, PCC have carried out consultation works with the local authority highways are located near external accessed doors so that pupils that are escorted to the door at school department during December 2015. It was confirmed by the highways officer that 21 spaces start & finish have minimal effects on other areas within the school. Robust and durable finishes would be required to satisfy the LDP Parking Standard and as follows: (barrier matting) are provided to ensure ease of maintenance.
Staffs(teaching) = 15 For KS1 class base, toilet facilities are directly accessed off classrooms for control and follow the principles of BB99 and CEW current directives. Commercial vehicle = 1 (could be shared with bus bay if timing is managed properly) For KS2 class base, the toilets are located in the same format but accessed from circulation areas. Visitor spaces = 3 All drainage connections are design in clusters to limit the amount of drains. Disabled spaces (6% of car parking provision) = 2 All wet areas, cloaks, WC’s and Stores are located along one of the side walls of the classroom to TOTAL = 21 free up the opposite wall as the ‘teaching wall’.
Hundleton lies outside of Pembrokeshire Councils Active Travel Settlements, however, adequate External and internal classroom doors are located on the same axis to avoid lengthy routes around provision has been considered for encouraging walking and cycling to and from the chosen site. In furniture etc in classrooms. This provides a natural thoroughfare and the flooring to this area is terms of Cycle Parking, to comply with the requirements of BREEAM 2014, 5No. Spaces per proposed as vinyl for ease of maintenance. The core teaching area is then left with carpet finish classroom will be provided giving a total of 20 spaces by means of back to back hoops. for warmth and to help with acoustics. Circulation corridor between the classrooms is made to feel bright and airy and ventilated by use of north east lights. Design Statement The building is orientated to minimise solar gain during school hours by locating the plant and The brief requires the provision of 1no. Early Years classrooms, 2no. Key Stage 1 classrooms, 2no. kitchen areas on the south elevation. The approach clearly defines the main entrance. Car Key stage 2 classrooms, Food, Science, DT room and library. Also included is a hall, staff and admin parking and pedestrian access clearly defined and segregated to protect the pupils. All external accommodation, community spaces a sports pitch and MUGA. The design is ‘inclusive’ in terms of areas comply with the requirements of the brief. Reviewing the existing topography on site, the providing facilities for all needs and requirements for any future needs. building and fields are to be located on 2 plateaus through simple cut and fill methods to avoid as much cart away as possible. The entrance is clearly defined from the main approach. Situated on the lower of the 2 plateaus, all access routes comply with the requirements of Approved Document M. Each individual classroom The internal layout has been developed to support the necessary key adjacencies required to can be accessed in isolation from the main school. This encourages parents to drop off and pick up deliver education in the new facility. In line with the 21st Century Schools Programme’ Directive their children ‘to the door’. Canopies are provided that offer parents shelter during adverse to produce ‘Standardised Solutions’ the team have approached the design by creating our own ‘kit weather and gives the opportunity to encourage social activity. of parts’ has been developed to ensure a sensible approach to design and construction whilst maintaining quality throughout the detailed specification. 5. Angle Peninsular School – Design and Access Statement – July 2016
Sustainability
The design approach for the school will be low energy environmentally sustainable and meeting Material selection has been based on a rural Welsh vernacular concept. The use of primarily the obligations set out in Welsh Government’s 21st Century Schools Programme guidelines. The timber and traditional render has been chosen to create a soft pallet that will blend into the design will also follow the Council’s Sustainability and Climate Change Policy and will be designed natural surroundings. with adaptability and flexibility in mind. Information Communication Technology (ICT) will be suitable for 21st Century education and able to deliver transformation. Pitched roofs are proposed using a metal standing seam for long term maintenance reasons.
The new school design will take a "fabric first" approach to energy efficiency adopting the The choice of the chosen pallet has been through discussions with the local authority planning principles of the Passivhaus Standards to ensure a complete and efficient envelope. department:
Utilisation of high performing enveloping (floors, walls, roofing and glazing) combined with Render used to upper levels, this will be colour treated. By nature of the material it will react excellent air tightness will be dealt with in the detail and control methods applied on site. differently depending on lighting levels and weather conditions offering colour variation and character. The design will provide a BREEAM Excellent rating and have a number of key elements within the mechanical and electrical design such as a CHP unit, potential for rainwater harvesting, low energy Vertical Timber cladding at low levels with the introduction of random colour to bring fun to the light fittings and natural ventilation in line with Building Bulletin 101. scheme .
Our solution is developed to rationalise the number and complexity of details through a standard The massing of the building is designed in such a way to provide a clear visual statement which will kit of parts resulting in increased control through buildability and speed up the construction be a clear architectural mass in its own right and is complimentary to the whole site. process. The key drivers in the selection of the external finishes are; Our other initiatives include Secure by Design accreditation to reduce vandalism, and also to consider adaptability and flexibility of the buildings for longer term change. Inflexible spaces either Durability and robustness: materials that weather well over time and require minimal cleaning/ limit the development of new educational pedagogies or increase costs of adaptions. Thought at maintenance (avoiding disruption and access issues). theconceptdesignstagecanreducethesecosts.Theteamhavelongtermexperienceon considering life cycle costs in terms of design and of specification of materials and components. Speed of construction: tight build programme, time/ quality benefits in ‘off site fabrication’
By embracing a standardised approach we will provide you with economy benefits and school We would particularly highlight the following: environments that are: • The external materials palette has been developed to ensure that the range of materials are • Sustainable buildings robust, affordable, sympathetic to context and offer visual delight and variety, whilst relating well to context. • Flexible, adaptive and fit for all • In developing the design we have sought to ensure that adjacencies with neighbours and • Lower revenue and running costs context are handled thoughtfully. The external service yard is located adjacent to the plant room and kitchen access area screened via a fence, and is conveniently serviced by vehicles • Adaptable for use by community within the grounds of the school site.
• The school provides a frontage from the approach, the elevational treatment is formulated through the use of materials which achieve a soft impact but clearly define the main entrance Massing / Appearance area.
The single storey design aims to reduce any height impact on site. Based on series of pitched roofs • Good outline design can be undermined by unconsidered placement of rooftop plant, and to tie in with the surrounding area, the main teaching block area is separated by 2 roof levels and a especially air handling units and condensing units. We have ensured that this plant is screened continuous band of east facing glazing to provide natural light to the circulation areas below. from view and is concealed in an allocated plant spaces and contained internally where possible. The building sits in the lower of the 2 plateaus to reduce the impact to the adjoining residential properties. 6.. Angle Peninsular School – Design and Access Statement – July 2016
Landscape Proposals and Design Intent
A priority of the design is to enable retention of hedgerows, hedge banks, and the occasional Play sheds are incorporated into the main school play area and associated with bench seating to hedgerow tree, these are diverse habitats and will ensure the new building and external design create informal spaces. ‘sits’ in the landscape in addition to providing a learning resource and screening to the boundary security fence. Timber sleepers covered by artificial grass act as informal seating and are aligned to create amphitheatre style seating. Further seating will be provided as benches and picnic benches, The new building and play areas are located in a compact area with challenging site levels. Grass including benches under cover. slopes to a maximum of 1:3 (suitable for pedestrian mower) are provided to reduce the need for retaining walls. An access for all path at 1:20 enables all pupils to access the growing area across A separate play area is shown for pre schoolers using hoop top railing incorporating sections of the MUGA. timber sleepers for added play (chalk boards, art work), a mix of surfaces including tarmac for thermo plastic games to be added (such as a trundle track), and porous wet pour rubber crumb Externally changes to the landscape will create designated play areas for different age groups, safety surfacing for wet play or to accommodate fixed play equipment subject to assessment of providing a stimulating and flexible play and learning environment based around natural rather fall criteria. than formal play. New hedge planting to site boundaries uses beech and hazel, providing seasonal interest and a A variety of surfaces are proposed, designed to be functional, attractive to the pupils to encourage learning resource, with evergreen hedging where space is more limited near the building and learning through play: where screening of the car park is needed.
• Play surfaces in tarmac will allow chalk drawing, thermoplastic games and trundle track can be Tree planting provides seasonal and vertical interest and shade using native species. Trees within burnt on the play areas include birch with stem colour through winter, cherry providing spring flowers, field maple providing autumn colour. Oak is selected for areas within the car park where larger trees • Mown grass with low timber sleeper edging creates areas of informal seating can become established.
• Light coloured concrete unit paviors will lighten areas under cover Maintenance and management of planting will be undertaken through the establishment phase, with temporary fencing (post and wire) provided to protect new planting from trampling where • Soft pour safety surfaces at door exits to the Early Years play area and any areas where fixed required and plant failures replaced in order to ensure a successful scheme play equipment is required • Biodiversity has been conserved or enhanced through the following measures: • Areas of non slip Millboard sleepers and artificial grass • Retention of hedgerows to the boundaries and associated hedge banks and occasional • Multi use games area hedgerow trees where possible.
• Mown grass sports pitch • Relocation of hedges and associated banks where retention is not possible.
• Meadow and mown grass banks • The planting mix uses locally native species where space permits and reflects the recommendations of the Ecological Report. Perimeter security fence will be set behind the existing hedge banks, in a recessive colour such as black or dark green, using visually ‘light’ weldmesh to 2.4m the fence run will incorporate the • Creation of a meadow with close mown paths which over time can be diversified by adding rebound fencing to the MUGA. Hoop top fencing will be used to separate the main play areas wildflower plugs and bulbs. The orchard meadow will reflect local species.
The MUGA will be used to provide surfaced access to a growing area, an area with informal timber • Planting of shrubs to attract invertebrates in the growing area, such as Buddleia edge seating creating a teaching space with raised beds and space for bird feeders, weather station etc. • Potential for bird boxes and bat boxes attached to appropriate locations on the building or in existing hedgerows. An area between the sports pitch and boundary will be planted as an orchard with trees set out on a 5m grid, mown paths through meadow grass, and coppice coloured willow grown on the bank to • Potential for log piles in the orchard area. provide a resource for the school to create willow tunnels and sculpture. 7.. Angle Peninsular School – Design and Access Statement – July 2016
Local Precedents 2 1
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1. Traditional village housing. Rural Welsh vernacular with natural slate pitched roofing, roughcast render with expressed surrounds 2. Typical rural village school dating to early 1900’s. Mix of render and stone walling and slate roof. 3. Typical 70’s / 80’s housing styles with mix of reconstituted stone and render façade treatment. 4. Typical village hall with metal cladding and roofing. 5. Further example of traditional rural vernacular as example 1 with coloured render.
5 4
8. Angle Peninsular School – Design and Access Statement – July 2016
Proposed Materials
1 2
3
1. Mix of timber, render and standing seam metal roofing 3 2. Typical vertical timber boarding mixed with render system 3. Example of rural setting and mix of vertical timber cladding, standing seam metal roofing and natural stone walling and 5 landscaping 4. Example of vertical timber cladding and use of colour. Mixed of areas of render. 5. Vertical natural timber cladding with random shades of colour.
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9.. Angle Peninsular School – Design and Access Statement – July 2016
Hard & Soft Landscaping Pallete by Mackley Davies Associates
10.. Angle Peninsular School – Design and Access Statement – July 2016
Hard & Soft Landscaping Pallete by Mackley Davies Associates
11.. Angle Peninsular School – Design and Access Statement – July 2016
Hard & Soft Landscaping Pallete by Mackley Davies Associates
12.. Angle Peninsular School – Design and Access Statement – July 2016
Hard & Soft Landscaping Pallete by Mackley Davies Associates
13.. Angle Peninsular School – Design and Access Statement – July 2016
Hard & Soft Landscaping Pallete by Mackley Davies Associates
14.. Angle Peninsular School – Design and Access Statement – July 2016
The Proposals
Proposed Site Plan: Improved Crossing works
MUGA pitch with fencing
New access Adjacent land
Red indicate boundary fencing
Parking areas (21 spaces)
Bus set down area Sports pitches
Habitat area
Turning circle (including buses)
15.. Angle Peninsular School – Design and Access Statement – July 2016
The Proposals
Proposed Landscaping:
16. Angle Peninsular School – Design and Access Statement – July 2016
The Proposals
Proposed Ground Floor Plan: Community / Early Teaching area Years & Ancillary
Admin, Halls and Plant 17. Angle Peninsular School – Design and Access Statement – July 2016
The Proposals
Proposed perspectives:
View from the approach
View from playing fields 18. Angle Peninsular School – Design and Access Statement – July 2016
Appendix A
Review of Education Provision on the Angle Peninsular. Consultation Document September 2015
19. Pembrokeshire County Council Cyngor Sir Penfro
CHILDREN & SCHOOLS
Review of Education Provision on the Angle Peninsula
CONSULTATION DOCUMENT
Kate Evan-Hughes Director for Children and Schools
September 2015
Published by:
Pembrokeshire County Council Children & Schools Directorate County Hall Haverfordwest SA61 1TP
September 2015
For a copy of this publication in Braille, in larger print or audio tape, or an alternative language, please contact Pembrokeshire County Council on 01437 776613
Foreword
Pembrokeshire County Council is responsible for promoting high educational standards and for delivering efficient primary and secondary education. Having the right schools in the right places and ensuring that they are fit for the 21st century learner is considered central to this and is a challenge facing councils across Wales.
Meeting this challenge involves reviewing the number and type of school the Council has in its area and assessing whether or not best use is being made of these schools to deliver effective education to meet the needs and aspirations of learners in Pembrokeshire.
The Council reviews its provision on the basis of: Quality and future sustainability of educational provision Sufficiency and accessibility of school places The condition, suitability and standard of school buildings Value for money
This consultation document sets out the case for change to the primary education provision on the Angle Peninsula and the Council’s preferred option. I look forward to receiving your views.
Kate Evan-Hughes Director for Children and Schools
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Contents 1. Introduction ...... 1 2. Consultation ...... 2 2.1 Statutory Consultees and other interested parties ...... 2 2.2 Consultation with Children and Young People ...... 2 2.3 Consultation with Diocesan Director ...... 3 2.4 The Consultation Period ...... 3 2.5 Your Questions ...... 3 3. The Status Quo – Background ...... 4 3.1 Primary Provision on the Angle Peninsula ...... 4 3.1.1 Angle VC School ...... 4 3.1.2 Stackpole VC School ...... 5 3.1.3 Orielton CP School ...... 5 3.1.4 Electoral Divisions and Deprivation ...... 6 3.2 Schools Affected by Proposal ...... 6 3.3 Details of Affected Schools ...... 7 3.4 Pupil Population ...... 8 3.5 School Capacities and Pupil Forecasts ...... 9 3.5.1 Capacity – Full Time and Nursery Places ...... 10 3.5.2 Pupil Forecast and Yield from New Housing ...... 10 3.6 Buildings / Accommodation ...... 10 4. Current School Standards ...... 12 4.1 Angle VC School ...... 12 4.2 Stackpole VC School ...... 12 4.3 Orielton CP School ...... 13 4.4 General ...... 14 4.5 Regional School Improvement Service views ...... 14 5. The Proposal ...... 15 5.1 The Proposal ...... 15 5.1.1 Why is this Change Being Proposed? ...... 15 5.1.2 A New School for the Angle Peninsula – Key Information ...... 16 5.1.3 Pupil Numbers at the New School ...... 16 5.2 Benefits and Disadvantages of the Proposal ...... 17 5.3 Impact of Proposal on Quality and Standards in Education ...... 17 5.3.1 Outcomes (Standards and wellbeing) ...... 17 5.3.2 Provision (learning experiences, teaching, care support and guidance, and learning environment) ...... 18 5.3.3 Leadership and Management (leadership, improving quality, partnership working and resource management) ...... 18 5.3.4 The likely impact on the delivery of the curriculum ...... 18 5.4 Governance...... 19 5.5 Impact Assessment ...... 19 5.5.1 Community impact ...... 19 5.5.2 Equalities impact ...... 19 5.5.3 Transport impact ...... 19 5.5.4 Staff impact ...... 20 5.5.5 Welsh language impact ...... 21 5.6 Alternative Options Considered...... 21 5.7 Finance ...... 25 5.7.1 Pupil costs ...... 25 5.7.2 Revenue Savings...... 25 5.7.3 Capital Investment...... 25 5.7.4 Capital Receipts ...... 26 5.7.5 Title of land and buildings ...... 26 5.8 Risks and Counter Measures – building project ...... 27 6. The Statutory Process ...... 29 Appendix A ...... 30 Appendix B ...... 31 Appendix C ...... 32 Appendix D ...... 33 Appendix E ...... 38 Appendix F ...... 41 Response Form ...... 44
1. Introduction
Pembrokeshire County Council has a statutory duty to secure sufficient and suitable school places in its area and to determine whether it is making the best use of the resources and facilities to deliver the opportunities that children deserve.
Preliminary consultation was undertaken with staff, governors, parents and the general public during October 2014 on the future direction for primary education provision on the Angle Peninsula. As a result, the Director for Children and Schools submitted a report to the Council in May 2015 on the outcome of that consultation and to recommend a way forward.
The decision of Pembrokeshire County Council on 14th May 2015 was as follows:
That the Director for Children and Schools be authorised to commence statutory consultation on the proposal to discontinue Angle VC School, Orielton CP School and Stackpole VC School, and establish a new 3-11 Voluntary Controlled English medium school for the Angle peninsula.
This document represents the County Council’s responsibility as part of the School Standards and Organisation (Wales) Act 2013 to consult with appropriate stakeholders and to explain the Council’s preferred option for the future provision of primary education for the pupils of the Angle Peninsula. The document also highlights why other options considered are not the preferred option as well as offering an opportunity for consultees to put forward any comments, observations or alternative proposals they wish to be considered.
Consultation on this proposal will follow the School Organisation Code. Consequently, the main purpose of this document is to provide information and to gather the views of identified stakeholders. For further information on the statutory process, see Section 6.
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2. Consultation
2.1 Statutory Consultees and other interested parties
This Consultation Document will be distributed to the following:
The Governing Bodies, parents, staff The Governing Bodies, parents and and pupils of schools which are the staff of schools which are likely to be subject of the proposals: affected by the proposals: • Angle VC School • Golden Grove School • Stackpole VC School • Lamphey CP School • Orielton CP School • Monkton Priory Community School • Director of Education – Diocese of The Town and Community Councils of: St Davids Angle, Hundleton, Stackpole & • Director of Education – Diocese of Castlemartin, Lamphey and Minevia Pembroke • The Welsh Ministers • Estyn • Angela Burns AM – Constituency • National Union of Teachers (NUT) • Rebecca Evans AM – Regional • NASUWT • Simon Thomas AM – Regional • UCAC • Joyce Watson AM – Regional • ATL • William Powell AM - Regional • NAHT • Simon Hart MP • ASCLE • Cllr. J. Allen-Mirehouse – • UNISON Angle/Hundleton • GMB • Cllr. P. Llewellyn - Monkton • Cllr. W. Williams – St Mary – North • Cllr. D. Bush – St Mary – South • Cllr. J. Nutting – St Michael • Cllr. T. Hodgson – Lamphey ERW – Regional Education Consortium SWWITCH – Regional Transport Consortium Christopher Salmon – Dyfed Powys Children & Young People’s Police and Crime Commissioner Partnership (CYPP) - Early Years, Childcare and Learning Group Registered independent childcare Pembrokeshire Communities First providers via Family Information Service Hywel Dda Health Board Pembrokeshire Local Service Board Carmarthenshire County Council Ceredigion County Council Pembrokeshire Coast National Park
2.2 Consultation with Children and Young People
There will be an opportunity for the pupils of Angle, Orielton and Stackpole schools to participate in the consultation process. This will take place with the relevant School Councils and with individual learners where this is appropriate and practicable. Such sessions will be facilitated by the Council’s Children and Young People Consultation and Marketing Officer. The information provided to children
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and young people will be presented in such a way that it is relevant to their age and level of likely understanding and be in accordance with the National Standards for Children and Young People’s Participation.
The information gathered from the consultation with pupils will form part of the Consultation Report which will be submitted to Council.
2.3 Consultation with Diocesan Director In view of the status of two of the schools being Church in Wales Voluntary Controlled schools, consultation with the Director of Education of the Diocese of St David’s has taken place. This took place prior to the publication of this Consultation Document and the decision of Council to proceed to consultation. A 28 day consultation period was allowed for this purpose.
It is the Diocese’s view that in order to preserve the Church’s involvement in primary education provision in the Angle peninsula, that a new school should retain a religious character which will conform to the doctrines of the Church in Wales.
2.4 The Consultation Period
The consultation period for this proposal will be 3rd September 2015 until 16th October 2015; a period of 6 weeks.
During this period, you can express your views by writing to the Director for Children and Schools by using any of the following methods:
Letter to: Mrs Kate Evan-Hughes Director for Children & Schools County Hall, Haverfordwest, SA61 1TP Response Form See Appendix F of this document
Online: www.pembrokeshire.gov.uk/haveyoursay
You can submit your views in favour of, or against the proposal. Responses received during the consultation period will not be treated as statutory objections. If you wish to object, you will need to do so in writing during the statutory objection period outlined in Section 6.
Please note that all correspondence should be received by no later than noon on 16th October 2015.
2.5 Your Questions
The content of this Consultation Document is likely to provide answers to the most common questions that will arise regarding the proposal. However, should you have any further questions, please contact Huw Jones on the following email address: [email protected]
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3. The Status Quo – Background
3.1 Primary Provision on the Angle Peninsula
The Angle Peninsula is served by three schools, namely Angle VC School, Stackpole VC School and Orielton CP School, i.e. those subject to the proposal. The acting executive headteacher of the three schools has been in post since September 2012.
The locations and catchment areas of these schools are shown in Figure 1.
Fig 1
3.1.1 Angle VC School
Angle Voluntary Controlled School was established in 1871 and is situated in the village of Angle and within the Pembrokeshire Coast National Park. The school was last inspected by Estyn in March 2009; its inspection judgement is summarised at Appendix A.
As at the January 2015 pupil census, the number of pupils on roll stood at 24. Pupils of statutory age totalled 17 of whom 3 were entitled to Free School Meals (FSM). At the time of the census, pupils were organised across two classes taught by two full- time teachers with Class 1 having 10 pupils aged between 2-6 years and Class 2 having 14 pupils aged between 7-10 years. The majority of pupils attending the school lived within the school’s catchment, however 3 pupils attended from outside the school catchment. Conversely, 4 children (16%) who lived within the catchment area attended schools elsewhere.
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The January 2015 pupil census shows there are no pupils with a statement of SEN, 10 pupils (42%) are supported by either School Action or School Action Plus. No pupils have English as an Additional Language other than Welsh. There were no exclusions from the school during the last academic year.
The individual school budget per pupil (net of SEN) for Angle VC School in 2015- 2016 is £5958 per pupil. Angle VC School receives the highest funding per pupil out of all the 61 primary schools in Pembrokeshire, i.e. nearly 65% greater than the county average of £3615.
3.1.2 Stackpole VC School
Stackpole Church in Wales Voluntary Controlled School was established in the 1840’s and is situated within the village of Stackpole and within the Pembrokeshire Coast National Park. The school was last inspected by Estyn in April 2009; its inspection judgement is summarised at Appendix B.
As at the January 2015 pupil census, the number of pupils on roll stood at 55. Pupils of statutory age totalled 36 of whom 3 were entitled to FSM. At the time of the census, pupils were organised across four classes; Nursery, Foundation Phase, Years 3 & 4, and Years 5 & 6. The classes were supported by two full-time teachers, one part-time teacher and a part-time Learning Support Assistant. 54% of pupils attending the school lived within its catchment area; however, 25 pupils (45%) attended from the other schools in the peninsula or from the Pembroke/Pembroke Dock area. Conversely, 40% of children living within the catchment attend schools elsewhere.
The January 2015 pupil census shows that 3 pupils are supported by School Action and 5 by School Action Plus (15%). No pupils hold a statement of SEN. Two pupils have English as an Additional Language other than Welsh and 7% of pupils are non white British. There have been no exclusions from the school in the current academic year.
The individual school budget per pupil (net of SEN) for Stackpole VC School in 2015- 2016 is £4700 per pupil. Stackpole VC School receives the 4th highest funding per pupil out of all the 61 primary schools in Pembrokeshire, i.e. nearly 30% greater than the county average of £3615.
3.1.3 Orielton CP School
Orielton Community Primary School was established in 1873 and is situated south- west of the village of Hundleton and the town of Pembroke. The school was last inspected by Estyn in May 2013; its inspection judgement is summarised at Appendix C.
As at the January 2015 pupil census, the number of pupils on roll stood at 47. Pupils of statutory age totalled 40 of whom 5 were entitled to FSM. Pupils were organised across two classes taught by two full-time teachers. The Foundation Phase class had 22 pupils aged between 3-7 years with the KS2 class having 25 pupils aged between 8-10 years. Of the 47 pupils who attended the school, 27 pupils (57%) lived
5 in the catchment area, 27 pupils (57%) attended the school from within the catchment area. The other 43% attended from other areas, notably the Pembroke area. Conversely, more than half of the pupils who lived in the school catchment area chose to attend schools elsewhere.
The January 2015 pupil census shows that 2 pupils are supported by School Action and one pupil holds a statement of SEN. No pupils have English as an Additional Language other than Welsh and 7% of pupils are non white British. There have been no exclusions from the school in the current academic year.
The individual school budget per pupil (net of SEN) for Orielton CP School in 2015- 2016 is £4478 per pupil. Orielton CP School receives the 5th highest funding per pupil out of all the 61 primary schools in Pembrokeshire, i.e. nearly 24% greater than the county average of £3615.
3.1.4 Electoral Divisions and Deprivation
The combined catchment area of the three schools falls into the Electoral Division of Hundleton which in turn encompasses the communities of Angle, Castlemartin, Hundleton and Stackpole.
The Welsh Indices of Multiple Deprivation 2014 (Welsh Government) for the relevant Lower Super Output Areas (LSOA) are shown in Table 1.
Ward Overall Index of multiple Education domain index of deprivation deprivation Name LSOA Code Welsh rank Pembs rank Welsh rank Pembs rank
Hundleton W01000574 1101* 37^ 1605* 65^ Table 1 * Where 1 is the most deprived and 1909 is the least deprived ^ Where 1 is the most deprived and 71 is the least deprived
3.2 Schools Affected by Proposal
A small number of schools in adjacent areas may be affected by this proposal, the locations and catchment areas of which are shown in Figure 2.
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Figure 2
3.3 Details of Affected Schools
Details of the schools on the Angle Peninsula and the surrounding areas are included in the table below (Table 2). Whilst a number of peninsula pupils attend neighbouring schools, it is unlikely that these schools would be adversely affected by the proposal. Consequently, the remainder of the document addresses the schools on the Angle Peninsula only, i.e. schools 1-3.
Name of School Status Lang. Age Admission Pupil Cat. Range Number Numbers 2015/16 Jan 2015 (FTE) 1 Angle VC VC EM 3-11 4 23.5 2 Stackpole VC VC EM 3-11 11 50 3 Orielton CP Comm EM 3-11 10 45.5 4 Monkton Priory CP Comm EM 3-11 29 189.5 5 Ysgol Gelli Aur/Golden Comm DS 3-11 35 English 338.5 Grove CP 14 Welsh
6 St Mary’s RC VA EM 3-11 16 108.5 7 Lamphey CP Comm EM 3-11 29 184.5 Table 2 Note: EM = English Medium DS = Dual Stream FTE = Full Time Equivalent (part time pupils counted as 0.5)
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3.4 Pupil Population
The figures in relation to pupil population, projections and capacity are detailed below. The figures shown for September 2015 are unverified and have been received from the Headteacher prior to the publication of this document. Pupil forecasts are based on the January 2015 annual pupil census, i.e. the most recent verified data available. While pupil numbers in the three schools peaked between 2007 and 2010, numbers have steadily declined since. With the exception of Stackpole, this trend is forecast to continue until 2020 (Figure.3).
Angle VC, Stackpole VC & Orielton CP Schools FTE Pupil Numbers 2005 - 2020 Actual and Forecast 120 100 80 60 40 20 0 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 Angle pupils 24 29 31 29 34 35 34 29 23 25 23.5 25 22 20 18 19 Orielton pupils 74.5 66.5 67 63.5 64.5 60.5 56 61 54 54 45.5 36 35 36 35 37 Stackpole pupils 111.5 103 90.5 88 81 69.5 68.5 71 64 60 50 50 54 56 57 59
Fig.3
The age profile of pupils currently on roll and at the time of the annual pupil census since 2012 is shown in Table 3.
Angle VC School, Stackpole VC School & Orielton CP School - Pupil Age Profile 2 3 3 4 Full Part Angle VC PT PT FT FT 5 6 7 8 9 10 Time Time FTE Sept 15 3 6 2 1 4 3 5 21 3 22.5 Jan 15 1 6 2 1 4 3 5 2 23 1 23.5 Jan 14 4 2 3 1 4 3 5 2 3 23 4 25 Jan 13 2 2 2 2 6 2 5 1 2 1 21 4 23 Jan 12 1 1 1 6 3 4 2 2 3 7 28 2 29
Stackpole 2 3 3 4 Full Part VC PT PT FT FT 5 6 7 8 9 10 Time Time FTE Sept 15 3 10 7 8 6 5 5 7 3 41 13 47.5 Jan 15 5 5 1 8 5 6 7 8 3 7 45 10 50 Jan 14 1 5 4 7 6 7 10 4 12 7 57 6 60 Jan 13 4 4 2 7 8 10 4 13 7 9 60 8 64 Jan 12 3 7 1 8 10 4 13 8 10 12 66 10 71
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2 3 3 4 Full Part Orielton CP PT PT FT FT 5 6 7 8 9 10 Time Time FTE Sept 15 1 2 4 3 5 6 6 5 6 35 3 36.5 Jan 15 3 2 2 5 4 6 5 5 15 44 3 45.5 Jan 14 2 2 6 4 9 6 5 15 6 53 2 54 Jan 13 1 1 3 4 8 5 5 15 6 7 53 2 54 Jan 12 2 4 10 6 5 15 6 7 9 58 6 61 Table 3
3.5 School Capacities and Pupil Forecasts
Capacity is measured using the “Measuring the Capacity of Schools in Wales” formula; this excludes nursery accommodation and part time pupils. School capacities are reviewed annually and may change when a school changes the way it uses its accommodation and when building alterations take place. The current forecast in relation to pupil population compared to school capacity is captured below (Table 4) and shows an increasing number of surplus places across all three schools. Addressing this issue is a key element of the case for change.
Forecasts & Surplus Places (net of part time nursery) Actual Net Pupil Forecast Capacity 2015 2016 2017 2018 2019 2020 2015 Angle 23 24 22 19 17 19 34 Stackpole 45 45 49 51 52 54 80 Orielton 44 34 34 34 34 35 74 TOTAL 112 103 105 104 103 108 188
Surplus Places Actual Forecast 2015 2016 2017 2018 2019 2020 Angle 11 10 12 15 17 15 Stackpole 35 35 31 29 28 26 Orielton 30 40 40 40 40 39 TOTAL 76 85 83 84 85 80
% Surplus Places Actual Forecast 2015 2016 2017 2018 2019 2020 Angle 32% 29% 35% 44% 50% 44% Stackpole 44% 44% 39% 36% 35% 33% Orielton 41% 54% 54% 54% 54% 53% TOTAL 40% 45% 44% 45% 45% 43% Table 4
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3.5.1 Capacity – Full Time and Nursery Places
In order to establish a comparison between capacity and usage, part time nursery pupils are shown separately and excluded from such forecasts. However, the following table illustrates the nursery places available at the relevant schools as well as the published capacity, i.e. for full time pupils (Table 5).
Capacity – Full Time and Part Time Nursery Places
Full Time Part Time nursery
Angle VC 34 2 Stackpole VC 80 22
Orielton CP 74 8 TOTAL 188 32 Table 5
3.5.2 Pupil Forecast and Yield from New Housing The pupil yield arising from new housing on the Angle Peninsula is insignificant and is unlikely to make an impact on surplus places. However, it is likely that there will be an increased yield from new housing in the neighbouring urban areas of Pembroke and Pembroke Dock. In view of current cross catchment patterns of parental preference, this is considered as part of determining the size of the new school.
3.6 Buildings / Accommodation
The following information has been extracted from the joint Chandler/EC Harries building surveys undertaken as part of preliminary work undertaken by Welsh Government and the Welsh Local Government Association (WLGA) in relation to the 21st Century Schools Programme.
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School Condition Suitability Temporary General comments Classrooms Angle VC C C 1 Built in 1890. School adapted from a house, not designed as an educational building. Mobile (poor with major (poor – (owned and classroom added pre 1996 and replaced in 2006. deterioration) teaching maintained by methods PCC) Both the site and building are undersized; as a consequence, a larger school built to recommended inhibited) size would not fit on site. The two classrooms (one in mobile unit) are undersized and there is no assembly/main hall at the school. Assemblies are held in the infant classroom in the main building and there is a general lack of storage around the school. There are no specialist practical rooms and the village hall is utilised for PE lessons.
There is reasonable accessibility around the school site. Parents/visitors have to park alongside the road as there is no designated parking.
Stackpole B C 1 Built in 1840. School adapted from a house, not designed as an education building. School house VC (satisfactory with (poor – (owned and extended in 1960, new toilet block in 1988 and school house extensively refurbished in 2003. minor teaching maintained by deterioration) methods school) The building is under recommended size; however, the overall site exceeds recommended size. inhibited) The classrooms and hall are undersized and there is a general lack of storage. There is a specialist music room and the school owned mobile is used by the local playgroup.
There is reasonable accessibility within the school and there is some community use. Parents/visitors have to park alongside the road as there is no designated parking. Orielton CP C D 3 Built in 1873. School adapted from a house, not designed as an educational building. Both the site (poor with major (bad – life (two owned and and building are undersized. Two classrooms are located in mobiles (one pre 1996 and one 2000). deterioration) expired) maintained by The hall is separate from the main building and is very small, therefore, the church hall is utilised for PCC, one concerts. owned and The kitchen and very small dining hall are located in a HORSA hut. There is a small specialist ICT maintained by room and a school owned mobile is used as a designated art area. school) Accessibility to some areas of the school is poor and there is no community use. Parent/visitor parking is limited. Orielton CP School is the only school in Pembrokeshire which has a “bad” grading for Building Suitability.
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4. Current School Standards
4.1 Angle VC School
The school was judged by Estyn in March 2009 as having good features and no important shortcomings with good features outweighing shortcomings across all areas.
Pupils achieve well and make appropriate progress according to their age and ability in both Foundation Phase and Key Stage 2. Small cohorts at the school mean that any analysis of pupils’ attainment must be treated with caution. The quality of teaching is mostly good with a few adequate features in Foundation Phase and Key Stage 2. Teachers provide a good range of learning experiences and all staff have developed good working relationships with pupils. Behaviour is a strong feature of the school and learners are friendly, welcoming and courteous. Attendance has improved consistently and is in the top 25% of schools for 2013/14.
Care and concern for all pupils is a high priority with all members of staff. The school identifies pupils with additional learning needs (ALN) early and supports them effectively. The school plays a central role in the community and is well supported by parents.
The school comprises of a main school building housing one class and a portacabin. Both teaching spaces are attractive. Outdoor learning is accessed from the main school building to ensure all Foundation Phase pupils are able to experience an appropriate curriculum.
The headteacher is an executive head covering three bases and is an experienced Peer Inspector for Estyn. The headteacher and governors in the school have a clear vision and the school is supported by a highly committed Governing Body.
The school has developed a thorough self-evaluation plan which contains an appropriate and manageable number of targets.
4.2 Stackpole VC School
The performance of the school was judged as good or better with no important shortcomings by Estyn in 2009.
Pupils achieve well and make appropriate progress according to their age and ability in both Foundation Phase and Key Stage 2. Small cohorts at the school mean that any analysis of pupils’ attainment must be treated with caution. The quality of teaching is mainly good with no important shortcomings in Foundation Phase and Key Stage 2. Teachers provide a good range of learning experiences and they ensure that all pupils are engaged. Behaviour is a strong feature of the school and learners are friendly, welcoming and courteous. Attendance has 12 remained consistently in the lowest 50% of schools although there has been some improvement over the last year.
Care and concern for all pupils is a high priority with all members of staff. The school identifies pupils with ALN early and supports them effectively. There is a good range of intervention strategies available which are utilised to support pupils’ needs such as Numicon, Guided Reading and Spring Board maths. The school plays a central role in the community and is well supported.
The classrooms are attractive and the Foundation Phase has good access to outdoor learning environments.
The headteacher is an executive head covering three bases and is an experienced Peer Inspector for Estyn. The headteacher and governors in the school have a clear vision and the school is supported by a highly committed Governing Body.
The school have developed a comprehensive self-evaluation plan which contains an appropriate and manageable number of targets.
4.3 Orielton CP School
The school’s current performance and prospects for improvement were judged as good by Estyn in May 2013.Pupils achieve well and make good progress according to their age and ability in both Foundation Phase and Key Stage 2. Small cohorts at the school mean that any analysis of pupils’ attainment must be treated with caution.
The overall quality of teaching is good in Foundation Phase and Key Stage 2. Teachers provide a good range of learning experiences and they ensure that all pupils are engaged. Behaviour is a strong feature of the school and pupils are keen and enthusiastic learners. Attendance has remained in the lowest 50% of schools for the last two years although there has been some improvement over the last year.
Care and concern for all pupils is a high priority with all members of staff. The school identifies pupils with additional learning needs early and supports them effectively. The school is a close and caring community.
Classrooms are housed in the main school building and in a portacabin. The headteacher is an executive head covering three bases and is an experienced Peer inspector for Estyn. The headteacher and governors in the school have a clear vision. The Governing Body is supportive of the school and governors are very knowledgeable about the school’s performance, challenging the school’s performance in their role as a critical friend. The school has developed a comprehensive self-evaluation plan which contains an appropriate and manageable number of targets to move the school forward.
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4.4 General
The challenge of leading 3 schools on 3 sites occupies a significant amount of leadership time and in the long term is not the best use of staff time. The headteacher spends one day in each school per week and then distributes the other two days evenly over the course of half a term to ensure all school have appropriate leadership and management time. Addressing this issue is a key element of the case for change.
Consultees may access the findings of the Estyn reports identified above via the Estyn website at www.estyn.gov.uk.
4.5 Regional School Improvement Service views
School Category Description Schools that need to improve some Angle VC School Yellow outcomes. Stackpole VC School • These schools will know and Orielton CP School understand most of the areas in need of improvement • many aspects of the schools’ performance are self-improving • bespoke challenge and support deployed according to need
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5. The Proposal
5.1 The Proposal
The County Council’s proposal is as follows: • to close the existing Angle, Stackpole and Orielton Primary schools on 31st August 2017 • to establish a new 3-11 English Medium Church in Wales Voluntary School to serve the Angle Peninsula with effect from 1st September 2017 • to establish the new school on a new site in the village of Hundleton • to retain the current catchment boundaries of the existing three schools to serve the new school (Fig. 1).
5.1.1 Why is this Change Being Proposed?
The key related business needs for the strategic development of this project are as follows: • The amalgamation onto one site for the primary schools in order to further improve standards; • Improved leadership due to consolidation on one site resulting in better delivery of the curriculum and in turn, leading to better outcomes for pupils; • The improvement of literacy and numeracy through a consolidated staff skills base; • The provision of purpose built specialist facilities which will be suitable for the 21st century and offer flexibility for changing demands in teaching and learning; • Improved cost efficiency in the running of the education provision in this geographical location, particularly with regard to the condition of buildings and surplus places.
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5.1.2 A New School for the Angle Peninsula – Key Information
New School Location Hundleton – site to be determined Category The new school will be a Church in Wales Voluntary Controlled Primary school. The new school will have a religious character which will conform with the doctrines of the Church in Wales, subject to the provisions of Paragraph 3 of Schedule 19 to the School Standards and Framework Act 1998. Admissions Pembrokeshire County Council will be the Admissions arrangements Authority for the new school. The Council’s admissions policy and oversubscription criteria will apply. The new school will admit pupils of both sexes and there will be no provision for selection by either aptitude or ability. Admission Number 17 Age Range 3-11 Capacity – Full time 120 Number of Nursery 17 Places Language Category English Medium (EM) Proposed The new school will occupy a single site in Hundleton. accommodation The accommodation will be fully accessible throughout and comply with DfE requirements. The design is based on the recommended areas included in the DfES document Building Bulletin 99 (2nd Edition): Briefing Framework for Primary School Projects.
School Transport Transport arrangements will be in accordance with the law and County Council policy.
However, consideration will be given to extending provision to early years pupils where it is considered that travel times/distances are prohibitive to parents.
5.1.3 Pupil Numbers at the New School
The total pupil numbers planned for the new amalgamated school will be as set out in Table 7.
Pupil Category Pupil No. Full time mainstream pupils (capacity) 120 Part time mainstream pupils 17 Total number on roll 137 Table 7
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5.2 Benefits and Disadvantages of the Proposal
Advantages
• Provides a sustainable future for primary provision on the peninsula where the current schools are generally in poor condition and offer poor suitability for 21st century teaching and learning; • Positive impact on pupils in terms of educational and social opportunities; • Pupils will benefit from being in larger peer groups which will give rise to an opportunity to participate in a wider range of activities; • One school on one site will provide better opportunities for effective leadership and management of the school, thereby enabling greater opportunities for school improvement; • Larger school better placed for improved curriculum planning to ensure continuity and progression; • New school would provide a flexible and adaptable 21C learning environment; • Revenue efficiency savings arising from amalgamation which can be diverted to teaching and learning; • New school and subsequent sale of existing sites provide potential to realise capital receipts, i.e. subject to various covenants;
Disadvantages
• Full statutory process required in order to amalgamate the three schools • Potential for school and community resistance to change.
5.3 Impact of Proposal on Quality and Standards in Education
5.3.1 Outcomes (Standards and wellbeing)
The proposal will create a larger team of teachers and support staff drawn from the existing schools which will provide a larger pool of expertise in the full range of subjects and areas of knowledge to enable the school to meet the full range of needs of all pupils in both Foundation Phase and Key Stage 2. This will result in the good standards currently achieved being raised even further and will provide an opportunity for the school to reach the “green - good and outstanding” category. There will be opportunities for pupils’ learning to be further extended, so that a higher percentage will achieve above the expected levels. Pupils will also have a wider peer group and the opportunity to participate as teams in a greater range of activities. The performance of pupils entitled to free school meals can be targeted effectively and provision can be adapted to meet their needs. A greater focus on the performance of boys will enable staff to develop effective strategies to support groups of boys in order to reduce the gender gap in areas where this has been identified. By bringing together all three schools and pooling expertise the new school will have the potential to move to the top quartiles in both phases for pupil progress. 17
Attendance is generally between 94% and 96% at the three schools and fluctuates due to very small numbers of pupils between the lower and upper quartiles. By bringing all three schools together the headteacher may more effectively monitor and maintain a robust focus on this issue so that its high profile is maintained, ensuring pupils understand the importance of good attendance. 5.3.2 Provision (learning experiences, teaching, care support and guidance, and learning environment)
The principle of identifying and sharing best practice across the new school will enable greater consistency of effective teaching to be developed. A larger team of staff from both schools will provide improved and enhanced pastoral arrangements and targeted support for particular groups of pupils. They will be able to deliver a wider range of specific programmes to support learning. The provision for pupils with Additional Learning Needs (ALN) will be strengthened to provide more dedicated support in a wider range of specialist areas. More staff will enable a further increase in the range of additional activities and extra-curricular opportunities offered for pupils. New facilities will provide flexibility of accommodation which will extend the experiences offered to pupils and will enhance the quality of their learning.
5.3.3 Leadership and Management (leadership, improving quality, partnership working and resource management)
The headteacher has been working across all three schools and leadership is currently judged to be good by both the Local Authority and Estyn and effective in raising standards and outcomes for learners. The headteacher is developing a shared vision for improvement including policies and procedures to secure ongoing improvement. However, this is hampered by working over three sites, a factor which does not enable staff to come together regularly enough due to distances involved. The headteacher manages the allocated budget well and all resources are used effectively for the benefit of the pupils who attend these schools. The governors of all schools are committed, well informed and play an active role in the life of their schools. If the proposal proceeds then the leadership and management of the new school will be strong and highly effective, drawing from the pool of governors and management teams of all three schools.
5.3.4 The likely impact on the delivery of the curriculum
If the proposal proceeds and a new school is built then the ability of the school to deliver the National Curriculum requirements of the Foundation Phase and Key Stage 2 curriculum will be considerably strengthened. It will enable staff to fully plan for a pupil-led approach to meeting individual needs of all learners including more able and talented pupils, and vulnerable pupils. The combined resource will facilitate the development of teams of staff to deliver specific programmes to meet the full and diverse range of needs of the pupils. Improved data systems will enable staff to monitor and track progress more effectively from Nursery through to Year 6. 18
5.4 Governance
If the proposal is approved, a shadow governing body will be established prior to the opening of the new school. It will be the responsibility of the shadow governing body to prepare for the opening of the new school by taking the necessary actions such as appointing a headteacher, agreeing a staffing structure and adopting policies. In order to ensure continuity, the shadow governing body is likely to consist of governors from Angle and Stackpole VC Schools and Orielton Community School and which will undertake its duties in parallel with the governing bodies of these existing schools. When the new school is opened, it will initially be managed by the shadow governing body until a permanent body is established. The governing bodies of the current schools will continue until the three schools are closed.
5.5 Impact Assessment
The following represent the Council’s assessment of the impact of the proposal on communities, equalities, transport, staff and the Welsh Language.
5.5.1 Community impact
An assessment of community impact is attached at Appendix D. However, any additional impacts arising as a result of consultation will be reflected in an amended version which will be published as part of the Consultation Report.
5.5.2 Equalities impact
In particular situations, including education, it is unlawful under the Equality Act (2010) to discriminate against any person based on certain characteristics. Consideration to these protected characteristics has been undertaken in light of the proposal and is summarised at Appendix E. Overall, it is anticipated that the proposal will have a positive impact.
5.5.3 Transport impact
Travel times from home to school are an important consideration on the Angle peninsula, particularly in view of the geographic isolation of its various communities. Cross catchment attendance patterns resulting from parental preference and the relative accessibility of schools are important factors in determining whether a particular option is feasible. The following table illustrates the approximate travel times for pupils currently attending the three schools, and the preferred site for the proposed new school. The times are derived from the travel maps which appear in Appendix E.
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No. of pupils Approximate home to 0-15 15-30 30-45 >45 Total school travel time mins mins mins mins Angle 19 3 2 24 To Orielton 37 11 48 Angle school Stackpole 39 19 58 All pupils 19 79 32 130
Angle 6 16 2 24 To Orielton 46 2 48 Orielton school / Stackpole 41 17 58 Hundleton area All pupils 93 35 2 130
Angle 6 16 2 24 To Orielton 7 40 1 48 Stackpole school Stackpole 32 22 4 58 All pupils 39 68 21 2 130
Summary: % of all pupils from the following <15 mins <30 mins >30 mins locations Angle 15% 75% 25% Orielton / Hundleton 71% 98% 1% Stackpole 30% 82% 18%
The analysis above suggests that the preferred option of a new school in Hundleton provides the greater accessibility for the pupil population with over 70% of pupils living within 15 minutes of this location. Furthermore only 1% of pupils live in excess of 30 minutes of this location. Notwithstanding this level of accessibility, the proposal will have a greater impact on pupils living in the Angle area due to its remoteness. In view of this, consideration will be given to extending school transport provision to early years pupils where travel times/distances are prohibitive to parents.
5.5.4 Staff impact
Staff at Angle and Stackpole VC Schools, and Orielton Community School will be directly affected by the proposal as the current schools close and the new proposed school is established. At the appropriate time in the development of the proposal, staff will be provided with advice, guidance and support from the Council’s Human Resources service. The County Council has staffing policies and procedures in respect of school reorganisation and these will be implemented should this proposal proceed. If necessary, the Council will support school staff in securing suitable alternative employment if at all possible through redeployment processes.
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In addition to being statutory consultees to this proposal, the Council will proactively work with teacher associations and trade unions to minimise disruption to staff employment and has a proven track record in supporting staff in such situations.
5.5.5 Welsh language impact
Neither of the current schools nor the proposed new school provide education through the medium of Welsh, except where Welsh is taught as a second language at Key Stage 2. There is therefore no impact on the Welsh language arising from this proposal. It should be noted that Ysgol Gelli Aur / Golden Grove is a dual stream school which addresses Welsh medium provision requirements in the Angle peninsula.
5.6 Alternative Options Considered
In identifying this preferred option, Council also gave consideration to the options outlined below. Prior to Council’s consideration the options were subjected to a desktop evaluation against the following list of investment objectives:
Investment Objectives 1 Is the option likely to maintain or improve current school standards and learner outcomes? 2 Will the option continue to offer a rich and stimulating curriculum so that the highest standards for all are achieved? 3 Does this option provide a learning environment that is suitable for today and in the future, i.e. a school which is welcoming and embracing to learners, staff and the community, which is prominent and is clearly visible to the local community? 4 Does this option provide a cost effective and efficient model for delivery, removing unnecessary duplication, aligning capacity with demand (surplus places) and generating economies of scale? 5 Operational efficiency – does the option provide cost effective delivery including financial efficiency 6 Does this option provide a high quality learning environment which is flexible and adaptive and provides modern and up to date IT facilities to meet learners’ and the Council’s aspirations for a 21st Century school? 7 Does the option provide a holistic fit and synergy with other key elements of national, regional and local strategies? 8 Is the option achievable in terms of option building size, playing field requirements, car parking, highways and site infrastructure and planning?
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Option Outcome of Appraisal process 1 Retain status quo The current situation is not sustainable and cannot be considered as a viable option for the future.
Outcome: Discount 2 Directed Federations of Federation legislation allows this to happen, but the Angle and Stackpole VC effectiveness of a Federation between Orielton and schools, and Orielton and Monkton Priory would seem to be unworkable, based on Monkton Priory schools; the evidence of consultation. This is due to the retention of all existing significant difference in local characteristics of the two school sites schools.
Outcome: Discount 3 Directed Federation of Federation legislation allows this to happen, but the Angle and Stackpole VC effectiveness of a Federation between Orielton and schools and the closure of Monkton Priory would seem to be unworkable, based on Orielton CP school with the evidence of consultation. This is due to the pupils transferring to significant difference in local characteristics of the two Monkton Priory CP school schools. or Ysgol Gelli Aur / Golden Grove Outcome: Discount 4a Closure of Angle, Stackpole The current site and buildings are too small for a and Orielton schools with a combined amalgamated school and this option is only new school to be possible if adjacent land is available and can be established on one of the acquired. In addition, an upgrade of utilities services existing school sites would be required. However, travel times and distances (Angle). The status of the are a major issue with 25% of all primary pupils attending schools to be determined, the three current schools living in excess of 30 mins of i.e. Community or Voluntary Angle VC School. As a result, it is considered that this Controlled option be discounted.
Outcome: Discount 4b Closure of Angle, Stackpole The current site and buildings are too small for a and Orielton schools with a combined amalgamated school and this option is only new school to be possible if adjacent land is available and can be established on one of the acquired. From a location point of view, the site of the existing school sites school is very accessible, with 71% of pupils attending (Orielton). The status of the three schools on the peninsula living within 15 mins, the schools to be and 98% living within 30 mins, of the current school site. determined, i.e. Community However, in view of site constraints, it is considered that or Voluntary Controlled this option be discounted.
Outcome: Discount
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4c Closure of Angle, Stackpole The current school site has sufficient area to and Orielton schools with a accommodate an amalgamated school for the peninsula new school to be and has good access and development potential. From established on one of the a location point of view, the site of the school is existing school sites accessible, with 30% of pupils attending the three (Stackpole). The status of schools on the peninsula living within 15 mins, and 82% the schools to be living within 30 mins, of the current school site. However, determined, i.e. Community 18% of pupils, notably those living in and around Angle, or Voluntary Controlled are in excess of 30 mins of Stackpole VC school. It is considered that this is a possible solution.
Outcome: Possible 5a Closure of Angle, Stackpole This option is a possibility, provided that a suitable new and Orielton schools with a site can be found in Angle. However, Angle's new school to be remoteness is a major barrier and would result in the established on a new site majority of pupils of the new school having to be in Angle. The status of the transported daily. In view of this, it is considered that this school to be determined, option be discounted. i.e. Community or Voluntary Controlled Outcome: Discount 5b Closure of Angle, Stackpole This option is a possibility, provided a suitable new site and Orielton schools with a can be found in Hundleton. Hundleton's location is such new school to be that is very accessible, with 71% of pupils attending the established on a new site three schools on the peninsula living within 15 mins, and in Hundleton. The status 98% living within 30 mins, of the current school site. It is of the school to be considered that this is a possible option. determined, i.e. Community or Voluntary Controlled Outcome: Preferred 5c Closure of Angle, Stackpole This option is a possibility, provided a suitable new site and Orielton schools with a can be found in Stackpole. Stackpole is reasonable new school to be accessible, with 30% of pupils attending the three established on a new site schools on the peninsula living within 15 mins, and 82% in Stackpole. The status living within 30 mins, of the current school site. However, of the school to be 18% of pupils, notably those living in and around Angle, determined, i.e. Community are in excess of 30 mins of Stackpole VC school. It is or Voluntary Controlled considered that this is a possible solution.
Outcome: Possible 5d Closure of Angle, Stackpole Three potential sites have been identified on the and Orielton schools with a peninsula, i.e. Chapel Farm to the west of the village of new school to be Castlemartin, Castleton Farm on the B4320, and land at established on a new site Maiden Wells. on the peninsula. The Chapel Farm & Castleton Farm - Both are county farms status of the school to be and could be made available for educational use; the determined, i.e. Community Castleton Farm site, in particular offers a large degree of or Voluntary Controlled accessibility, with 75% of pupils currently living within 15 minutes, and all pupils living within 30 minutes of that site. However, planning constraints in relation to developments outside of settlement boundaries are likely to preclude these sites. Maiden Wells - Land may become available as part of the proposed land purchase for the Southern Strategic 23
Route Scheme. Early planning comments suggest that the site is near to a small hamlet/village and may therefore be suitable for educational purposes. Its location provides an assurance of accessibility.
Of the three sites investigated, It is considered that the Maiden Wells site offers the greatest level of potential suitability, and as such, is a possible solution.
Outcome: Possible 6a Federation of the three The scoring of this option suggests that it should be schools after changing the discounted. However, the federation of the three schools category of Orielton to VC. effectively represents the "do least" option. Regulations Retention of all existing only allow the federation of schools of the same sites category, i.e. all Community or all VC. In this case, and if VC (Church in Wales) status is to be retained on the peninsula, then Orielton CP school would need to be closed and then re-established as a VC school. It is considered that this is a possible option.
Outcome: Possible 6b Federation of the three The scoring of this option suggests that it should be schools after changing the discounted. However, the federation of two schools category of Orielton to VC. following the closure of Orielton represents an alternative Retention of Angle and "do least" option. Regulations only allow the federation Stackpole sites only, with of schools of the same category, i.e. all Community or all disposal of Orielton. VC. In this case, Orielton pupils would be designated to Stackpole VC school (subject to parental preference) and the school would form a federation with Angle. This preserves the two most remote schools on the peninsula, but within a Federation model. It is considered that this is a possible option.
Outcome: Possible 7a Retain status quo in Angle, This represents duplication of provision for very few but merge Stackpole and pupils, and therefore represents an inefficient and Orielton on one of the unaffordable use of resources. It is considered that this existing sites or on a new option be discounted. site (Orielton) Outcome: Discount 7b Retain status quo in Angle, This represents duplication of provision for very few but merge Stackpole and pupils, and therefore represents an inefficient and Orielton on one of the unaffordable use of resources. It is considered that this existing sites or on a new option be discounted. site (Stackpole) Outcome: Discount 7c Retain status quo in Angle, This represents duplication of provision for very few but merge Stackpole and pupils, and therefore represents an inefficient and Orielton on one of the unaffordable use of resources. It is considered that this existing sites or on a new option be discounted. site (New site) Outcome: Discount 24
8 Retain all bases for This represents duplication of provision for very few Foundation Phase, and pupils, and therefore represents an inefficient and establish a new combined unaffordable use of resources. It is considered that this 7-11 school in a new option be discounted. location Outcome: Discount 9 Sub option: Retention of This represents duplication of provision for very few Early Years provision in pupils, and therefore represents an inefficient and Angle unaffordable use of resources. It is considered that this option be discounted.
Outcome: Discount
5.7 Finance
Schools are funded according to a formula; there are benefits to the overall primary schools budget in creating larger schools. It is also the case that in general, the flexibility offered by a larger budget enables schools to operate more efficiently and achieve economies of scale. This is important given the current climate of austerity.
5.7.1 Pupil costs
The financial situation in relation to Angle, Stackpole and Orielton Schools is that they all operate on funding that varies between 23% and 65% above the county average (Table 8).
2015/16 Financial Year Pupils Jan Cost per pupil Average Pembs 2015 (net of SEN) cost per pupil Difference (net of SEN)
FTE £ £ % Angle VC School 23.5 5958 3615 64.8% Stackpole VC School 50 4700 3615 30% Orielton CP School 45.5 4478 3615 23.8% Note: Based on 2015/16 Education Budget Statement Table 8
5.7.2 Revenue Savings
Should this proposal be implemented, the potential revenue savings amount to approximately £120,000 per annum. This amount is based on the assumptions included in the Strategic Outline Case for this project, and will be further revised as part of the ongoing business case process. These savings would be reinvested within the Education service.
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5.7.3 Capital Investment
As with all 21st Century School projects, the Welsh Government will fund 50% of the capital cost of this project. The County Council’s financing of the scheme will be from capital receipts and financial reserves. The total estimated capital investment required for the proposal is £5.5 million (at Strategic Outline Case stage).
5.7.4 Capital Receipts
All capital receipts arising from the sale of County Council owned land and buildings in relation to this proposal will be used to part fund the capital investment.
5.7.5 Title of land and buildings
Angle VC School – the school and site is in the ownership of the St David’s Diocesan Board of Finance; however, an area of land adjacent to the school is owned by Pembrokeshire County Council and leased to the St David’s Diocesan Board of Finance as a soft play area. Should this proposal proceed, the school and main site would return to the St David’s Diocesan Board of Finance with an assumption that the lease on the adjoining land would be surrendered.
Stackpole VC School – the school and site is in the ownership of Pembrokeshire County Council. However, covenants exist which suggest that the site would need to be offered to the descendants of the original vendors.
Orielton CP School – the school and site is in the ownership of Pembrokeshire County Council. However, covenants exist in relation to some areas of the site which would require to be honoured as part of any future disposal.
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5.8 Risks and Counter Measures – building project
Risk Counter Measure
1. Failure to provide the appropriate − Early involvement with the Education Team number of school places for the to identify student numbers. re-organised school and planned − Review potential impact of future housing for the future leading to developments which would fall into the reputational issues for the schools catchment area. Council. − Use of reliable information to ascertain cross catchment parental preference.
2. Key partners or stakeholders are − Engage and consult with stakeholders. not involved in the early planning − Ensure all parties are aware and have process of the project. agreed delivery timescales. − Ensure stakeholders are identified at an early stage and are fully involved.
3. Failure to obtain planning − Ensure planning department of L.A. are permission for proposed projects. consulted at the outset of the project inception and are consulted throughout. − Ensure any planning risks are identified at an early stage for identified options.
4. Failure to obtain relevant statutory - Ensure that all options are considered in notice approvals and Education light of WG circular 021/2009 and the Statutory obligations by due School Organisation Code 2013. dates. Change management - Ensure sufficient time is allocated to procedures are not in place. undertake process. - Undertake consultation with appropriate statutory consultees.
5. Key deadlines to be identified at − Project Board is established and key an early stage to avoid delays and milestone dates are identified and agreed. abortive costs. − Resources allocation/ responsibility identified. − Reviewed on a regular basis and updated and communicated to all stakeholders.
6. Change of funding methodology − PCC to establish strategic plan to identify for project. options/additional sources of income to counter act reduction in % of funding for projects from WG.
7. Unable to achieve spending − Closely monitor programme to ensure profile by WG. works progress according to spend profile − Accountants to hold regular meetings with
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Risk Counter Measure
Project Manager to ensure costs are contained within budget and that spend profiles are met.
8. Loss of key personnel during − Working parties established. lifetime of project. − Key roles and responsibilities identified. − Clear documented procedures. − Succession planning.
9. Inadequate Design/Project − Ensure PCC Project Management/process Management. and PRINCE 2 methodology is adopted.
10. Failure to manage risk of projects. − Project Board to oversee and manage risks. − Risk register to be established. − Risk workshops to be set up. − Internal auditor to be involved and to identify ownership of key risks.
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6. The Statutory Process
The statutory process followed in respect of the proposal included as part of this document will comply with the School Standards and Organisation (Wales) Act 2013 and specifically, the School Organisation Code (006/2013).
Following the period allowed for consulting on this proposal, the process and timetable will be as follows:
Date Process rd 3 September 2015 Consultation Document Published Statutory consultation with local stakeholders th 16 September 2015 Wednesday – 4 to 5.30pm – Pembroke Town Hall – Staff & Governors th 28 September 2015 Monday - 6.30 to 8pm - Pembroke Town Hall – Public Session
TBA Pupil consultation th 16 October 2015 Closing date for receipt of observations on the proposal
Consultation Report Published December 2015 - Consultation Report presented to Council Council to decide whether to approve publishing a statutory notice If approved – proceed to Statutory Notice If not approved – proposal ends
Publish Statutory Notice January 2016 If approved, the Statutory Notice will be published on the County Council’s website and posted in the named schools and other conspicuous places within the community. Copies of the notice will be made available to the relevant schools to distribute to pupils, parents/carers and members of staff. 28 days after date Closing date for receipt of objections to proposal of Statutory Notice Where objections received Where no objections received
March 2016 - Objection Report presented Report presented to Council to Council Council to determine proposal in Council to determine proposal light of the objections received and the content of the Objection Report March 2016 Publication of Council Decision Sept 2017 Implementation of proposal
All reports listed above will be published on the County Council website and any other proposer’s websites. Parents/carers/guardians and staff members of the relevant schools will be advised of their availability. All consultees listed in Section 2 of this document will receive hard copies of the reports or be emailed a link to the relevant website.
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Appendix A
Estyn report on the quality of education at Angle VC: summary Date of inspection: 16/03/09
Key Question Inspection Grade 1. How well do learners achieve? Grade 3 - good features outweigh shortcomings 2. How effective are teaching, training and assessment? Grade 2 - good features and no important shortcomings 3. How well do the learning experiences meet the needs Grade 2 - good features and interests of learners and the wider community? and no important shortcomings 4. How well are learners cared for, guided and supported? Grade 2 - good features and no important shortcomings 5. How effective are leadership and strategic Grade 3 - good features management? outweigh shortcomings 6. How well do leaders and managers evaluate and Grade 3 - good features improve quality and standards outweigh shortcomings 7. How efficient are leaders and managers in using Grade 2 - good features resources? and no important shortcomings
Current performance • Overall, the education provided meets the range of pupils’ needs. • Good features outweigh shortcomings in assessing, recording and reporting pupils’ progress. • The quality of pastoral care offered to pupils is an outstanding feature of the provision. • Provision for pupils with SEN has good features which outweigh shortcomings. • The acting headteacher has a clear vision for the future development of the school. • The governing body is very supportive of the school and makes a full contribution to its life and work. • The management and use of resources are good overall.
Recommendations R1 Improve pupils’ standards of achievement in English and Welsh second language in key stage 2. R2 Improve pupils’ key skills, particularly writing, number and bilingualism, progressively across the school. R3 Extend the good practice seen in marking amongst all staff and increase pupils’ involvement in assessing their own learning. R4 Strengthen whole school curriculum planning to ensure better continuity and progression in pupils’ learning. R5 Improve self-evaluation procedures and develop the role of the curriculum co- ordinators and the governing body in the process.
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Appendix B
Estyn report on the quality of education at Stackpole VC: summary Date of inspection: 28/04/09
Key Question Inspection Grade 1. How well do learners achieve? Grade 2 - good features and no important shortcomings 2. How effective are teaching, training and assessment? Grade 2 - good features and no important shortcomings 3. How well do the learning experiences meet the needs Grade 1 – good with and interests of learners and the wider community? outstanding features 4. How well are learners cared for, guided and supported? Grade 1 – good with outstanding features 5. How effective are leadership and strategic Grade 2 - good features management? and no important shortcomings 6. How well do leaders and managers evaluate and Grade 2 - good features improve quality and standards and no important shortcomings 7. How efficient are leaders and managers in using Grade 2 - good features resources? and no important shortcomings
Current performance • The school is very effective, where pupils consistently achieve high standards and where the quality of provision has several outstanding features. • Arrangements for assessing, recording and reporting are good. • Behaviour is an outstanding feature of the school and learners are friendly, welcoming and courteous. • All learners make good progress including those with ALN; those with SEN achieve particularly well. • The school provides a broad, balanced and relevant curriculum that extends and enriches learners’ all round development. • The leadership of the headteacher is outstanding. • Staff work well as a team and robust procedures are in place for performance management.
Recommendations R1 Address the shortcomings in teaching, particularly in relation to matching work more closely to learners’ ages and abilities. R2 Ensure that whole school planning is more focused and directly addresses the short and longer term needs of the school. R3 Continue to take action to raise levels of attendance. R4 Improve the library provision.
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Appendix C
Estyn report on the quality of education at Orielton CP: summary Date of inspection: May 2013
NB For the 2010-2016 cycle of inspections Estyn streamlined its criteria by reducing Key Questions and replacing the five grades of judgements to four.
Key Question Inspection Grade 1. How good are outcomes? Good 2. How good is provision? Good 3. How good are leadership and management? Good
Current performance The school’s current performance is good because:
• Nearly all pupils make appropriate progress from their starting points. • Pupils are keen and enthusiastic learners who enjoy school.
• Pupils’ behaviour is very good.
• The overall quality of teaching is good.
• Pupils are offered a wide range of interesting learning experiences. • The school is a close and caring community.
Prospects for improvement
The school’s prospects for improvement are good because:
• The headteacher has a clear vision for the further development of the school • Based on a secure understanding of its needs. • There is a committed team of teaching and support staff. • Self-evaluation processes identify appropriate areas for improvement. • Recent initiatives are leading to improvements in areas such as literacy. • Resources are managed efficiently. • There are valuable partnerships with parents, the local community and industry.
Recommendations
R1 Address the shortcomings in teaching, particularly in relation to matching work more closely to learners’ ages and abilities. R2 Ensure that whole school planning is more focused and directly addresses the short and longer term needs of the school. R3 Continue to take action to raise levels of attendance. R4 Improve the library provision.
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Appendix D
COMMUNITY IMPACT ASSESSMENT
The Angle peninsula[1] has a population of just under 1,900 people and covers an area of 95km2. The Valero refinery and RWE power station cover an area of approximately 6km2. The Castlemartin Range covers approximately 26km2 and significant proportions of the peninsula are within the Pembrokeshire Coast National Park. As a result significant parts of the peninsula do not have any dwellings within them. There is one small housing allocation for 31 houses for Hundleton in the Local Development Plan; however, this is unlikely to make a material difference to the future population numbers in the catchment area.
Socio-economic characteristics About 20% of adults in the peninsula have a disability or long term limiting illness. The corresponding figure for children is 4.5% and 15% of children live in rented social housing; all of these are around the average for Pembrokeshire. The catchment area is not deprived. The 2011 unemployment rate (as measured by the Census) is 5.5% a little below the equivalent Pembrokeshire average of 6.7%. The proportion of people who are economically inactive is the same as that for Pembrokeshire. More recent figures suggest that the number of people claiming out of work benefits has fallen.
The proportion of people who are from a non-white UK background tends to be lower than the Pembrokeshire average across the area, however, the proportion within the Castlemartin end of the Stackpole area is higher than the Pembrokeshire average. Welsh language skills of children vary throughout the peninsula. About 43% of young people aged 3 – 15 can write Welsh (a little higher than average). The figure for both Stackpole and Orielton is about 29% (around the average). The percentage of people of all ages with no Welsh skills is significantly higher than the Pembrokeshire average. Crime and anti-social behaviour rates in Pembrokeshire are low compared with the rest of Wales. Figures suggest that rates in the Angle peninsular are lower still and equate to 0.5% of the total number of incidents in the County - this approximates to a third of the rate for Pembrokeshire as a whole
Community facilities There are village halls with good facilities in Angle and Castlemartin. There are also village halls with more basic facilities in Hundleton and St Twynnels. Both Angle and Castlemartin village halls are used regularly; however, Stackpole does not have a village hall. Hundleton also has a sports association which caters for cricket, football and tennis and the local Community Council meets at the sports association’s pavilion. Space can be rented at the Stackpole National Trust/MENCAP centre theatre. This is a large venue and may not be suitable for smaller community events. The proposed closure of Stackpole School is likely to have a more significant effect on availability of community space than the closure of Angle
[1] The three school catchment areas closely match Hundleton Electoral Division. Figure quoted are for this area.
33 school. For instance, the school is used as a polling station. The potential loss of community facilities at Stackpole School was raised comparatively infrequently in consultation responses; most people who wish to see education provision maintained at the Stackpole site said that this was because there was already space at the site or that the school drew on its immediate environment of beaches, lakes and woodland to supplement the curriculum.
Community use of the schools Stackpole VC School is used by a Mother & Toddler group which meets at the school for two hours a week. In addition a Breakfast Club and After School (Childcare) club is held daily. The Community Council has also held meetings at the school. Orielton CP School also has a breakfast club. The closure of Stackpole VC School is likely to have a higher community impact than the closure of either of the other two schools on the peninsula.
Number and percentage of pupils attending the school living within the catchment area (as at January PLASC data 2015) 25 pupils live within the catchment area of Angle VC School. Of these, 21 pupils (84%) attend Angle VC School.
50 pupils live within the catchment area of Stackpole VC School. Of these, 30 pupils (60%) attend Stackpole VC School.
66 pupils live within the catchment area of Orielton CP School. Of these, 27 pupils (41%) attend Orielton CP School.
Number of catchment pupils attending other schools (as at January PLASC data 2015)
The remainder of the 4 pupils living within the catchment area of Angle VC School attend schools outside the catchment area as follows:- Lamphey CP 2 Tenby Junior CP 1 Monkton Priory CP 1
The remainder of the 20 pupils living within the catchment area of Stackpole VC School attend schools outside the catchment area as follows:- Sageston CP 1 Orielton CP 3 Lamphey CP 2 Tenby Junior CP 1 Pembroke Dock CP 2 Monkton Priory CP 2 Golden Grove CP 3 Angle VC 1 Cosheston CP 5
The remainder of the 39 pupils living within the catchment area of Orielton CP School attend schools outside the catchment area as follows:-
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Sageston CP 3 Lamphey CP 9 Pembroke Dock CP 3 Monkton Priory CP 3 Golden Grove CP 9 Cosheston CP 1 Stackpole VC 11
Number of pupils attending the school living outside the catchment area (as at January PLASC data 2015)
Of the 24 pupils attending Angle VC School, 3 pupils live within the catchment areas for:- Golden Grove CP 2 Stackpole VC 1
Of the 55 pupils attending Stackpole VC School, 25 pupils live within the catchment areas for:- Golden Grove CP 3 Monkton Priory CP 3 Monkton Priory/Golden Grove (shared) 6 Orielton CP 11 Pembroke Dock CP 1 St Oswald’s VA 1
Of the 47 pupils attending Orielton CP School, 20 pupils live within the catchment areas for:- Golden Grove CP 7 Monkton Priory CP 6 Monkton Priory/Golden Grove (shared) 3 Pennar CP 1 Stackpole VC 3
Other facilities the school accommodates i.e. youth club/play group and occurrence Stackpole VC School accommodates the local Mother and Toddler group for two hours a week.
There are no other facilities accommodated at Angle VC School or Orielton CP School at the present time.
Other facilities or services the school provides e.g. after school clubs, community library
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Stackpole VC School accommodates Community Council meetings for 1 hour per month. There are no adult learning opportunities, however, other services include: • Breakfast club – daily • After school club - daily • Other after school clubs – sporting – 3 hours or less per week enrichment – 3 hours or less per week
Angle VC School has neither any adult learning opportunities nor community groups meeting at the school. However, other services include: • Other after school clubs – cultural – 3 hours or less per week sporting – 3 hours or less per week enrichment – 3 hours or less per week
Orielton CP School has neither any adult learning opportunities nor community groups meeting at the school. However, other services include: • Breakfast club - daily • Other after school clubs – cultural – 3 hours or less per week enrichment – 3 hours or less per week
In the event of a closure where would the facilities/services accommodated in the school be provided? The new single site primary school will provide a number of cultural, sporting and enrichment opportunities for its pupils. In addition, consideration will be given to the provision of community facilities within the new school should this be feasible. Such provision would be available for community use outside of school hours.
Stackpole does not have alternative community facilities; however, there is a church hall in Bosherston (2.5 miles approx.) or a community hall in St Twynells (2.7 miles approx.)
Will/could other facilities available in the immediate local or wider community be enhanced in the event of a school closure? (e.g. improvement to village halls, playgrounds, provision of holiday play schemes).
This is a possibility, particularly where there are no other community facilities.
What facilities and services are provided at any alternative school? Breakfast clubs, after school clubs and general enrichment activities are commonplace across most alternative schools.
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What is the distance and travelling time involved in attending an alternative school of the same language category?
The nearest schools of the same language category are Monkton Priory CP school, St Mary’s RC school and Lamphey CP.
The distances from Angle VC school to Monkton Priory, St Mary’s and Lamphey are approximately 8.7 miles; 11.7 miles and 11.5 miles respectively.
The distances from Stackpole VC to Monkton Priory, St Mary’s and Lamphey are approximately 4.8 miles; 6.3 miles and 4.7 miles respectively.
The distances from Orielton CP to Monkton Priory, St Mary’s and Lamphey are approximately 1.8 miles; 3.9 miles and 5.4 miles respectively.
How will parents’ and pupils’ engagement be supported with the alternative school and the facilities it may offer (e.g. how pupils (and particularly any less advantaged pupils) will be helped to participate in after school activities) No alternative school is being proposed. The proposal is for the replacement of three existing schools with a new school on a new site.
What are the wider implications the changes will have on public transport provision? There are no implications in respect of public transport provision. However, in view of the location of the proposed new site, school transport policy dictates that free transport must be provided where a child lives in excess of two miles from the nearest suitable school.
What are the wider community safety issues? Wider community safety issues are likely to be limited to increased travel for some families, in particular those from the Angle area.
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Appendix E
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Appendix F Equality Impact Assessment for Angle VC School, Stackpole VC School and Orielton Community School
Protected Characteristics Current Schools Proposal Impact (Equality Act, 2010)
• • Age Current provision across the Proposed provision is 3-11. On balance – positive impact schools is 3-11 years. • Consistent management of • Small pupil numbers mean the new school would ensure that the age-ranges currently a smooth transition from accommodated in classes Foundation Phase through to are unusually large. KS2. • The new facilities would be fully age appropriate. • Greater opportunity for pupils to work in larger peer groups.
Disability There are access issues at both The new school will be fully Positive impact Angle and Orielton Schools accessible to pupils, staff, parent and visitors.
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Protected Characteristics Current Schools Proposal Impact (Equality Act, 2010)
• The status of the new school Faith, Religion or Belief. • Orielton School is a On balance – positive impact will be Voluntary Controlled community school and is not (VC) with a religious affiliated with a particular character. religion. • • Both Angle and Stackpole However, it is anticipated that VC schools maintain a the ethos of the new school religious character. will be supportive of, and considerate to pupils, parents and staff of any religious or secular belief. As a result, the diversity of faith, religion and belief at the new school will be increased.
Gender Current provision in relation to Provision in relation to gender at No anticipated impact gender at all three schools is the new school will be mixed mixed sex. sex.
Pregnancy and maternity Policy and provision conforms to It is not anticipated that the No anticipated impact legislation. proposal will impact differently on pupils, staff or parents in relation to pregnancy and maternity.
Gender Reassignment Policy and provision conforms to It is not anticipated that the No anticipated impact legislation proposal will impact differently on pupils, staff or parents in
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Protected Characteristics Current Schools Proposal Impact (Equality Act, 2010)
relation to gender reassignment.
Race Policy and provision conforms to It is not anticipated that the No anticipated impact legislation proposal will impact differently on pupils, staff or parents in relation to Race.
Sexual Orientation - including Policy and provision conforms to It is not anticipated that the No anticipated impact Civil Partnership legislation proposal will impact differently on pupils, staff or parents in relation to sexual orientation.
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Response Form Review of Education Provision on the Angle Peninsula Statutory Consultation
Please note that we will make any comments that you make publicly available as part of the subsequent report. You are not asked to provide your personal details. All the information you provide will be handled in accordance with the Data Protection Act 1998.
Question 1. Please provide your comments on the proposal regarding future primary education provision on the Angular Peninsula.
Your comments:
Alternatively, you may wish to indicate which of the following reflects yours views: Please tick I do not feel strongly one way or the other I support the proposal I do not support the proposal
About you
Question 2. Please indicate your interest in the consultation (please tick all that apply)
Angle VC School Parent Staff Governor
Orielton CP School Parent Staff Governor
Stackpole VC School Parent Staff Governor
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Other Elected member Local resident Representative of a local community organisation or group Please state name of group or ANY OTHER INTEREST here
______
Question 3. Are you (please tick only one) Under 16 Aged 17 – 24 Aged 25 – 44 Aged 45 – 64 Aged 65 or over Prefer not to say
Question 4. What is your first language? (please tick only one) Welsh English Other (please specify) ______ Prefer not to say
Question 5. Are your day to day activities limited because of a health problem or disability which has lasted, or is expected to last, at least 12 months? (please tick only one) Yes No Prefer not to say
Question 6. Do you provide care for someone (aged 11 or under) who has a physical or mental health condition or illness lasting, or expected to last, for 12 months or more and which reduces you ability to carry out day-to-day activities? (please tick only one) Yes No Prefer not to say
Question 7. What is your religion? (please tick only one) No religion Christian (all denominations) Buddhist Hindu Jewish Muslim Sikh Prefer not to say Other (please specify) ______
Once complete, please return to: Mrs Kate Evan Hughes, Director for Children & Schools, Pembrokeshire County Council, County Hall, Haverfordwest, SA61 1TP
The closing date for responses is Friday 16th October 2015
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