Building a Brighter Future

Investing in Schools for the 21st Century

Building Schools For The Future – Our Vision – Building Schools for the Future

INDEX

Section Title Page 1 INTRODUCTION 3

1.1 General background 3 1.2 Local Context 4 1.3 Corporate priorities 5 1.4 School Visions and BSF 6 1.5 Consultation 7

2 SCHOOL ORGANISATION 9 2.1 Current Context 9 2.2 Proposed High School Estate – Consideration of Factors 10 2.3 Pupil number estimates 10 2.4 Localised Pressure 11 2.5 Inward / Outward Migration 11 2.6 Demography and Transport 12 2.7 Parental Preference 12 2.8 Surplus Places 12 2.9 Site considerations 12 2.10 Provision 13 2.11 Special Educational Provision in the Secondary Sector 13 2.12 Pupil Referral Unit 13 2.13 Academies 14 2.14 Specialist Schools 14 2.15 Diversity 15 2.16 Single Sex Education In Luton 16

3 EDUCATIONAL ACHIEVEMENT AND PROVISION 16 3.1 16 3.2 18 3.3 Post-16 20 3.4 Teaching and Learning 21 3.5 Areas for Improvement 23

4 SCHOOL IMPROVEMENT / TACKLING SCHOOL 23 UNDERPERFORMANCE AND FAILURE 4.1 The current position 24 4.2 The school improvement cycle 24 4.3 Identifying and tackling underperformance 26 4.4 Identifying underachievement of groups 27 4.5 Implications for Building Schools for the Future 27

5 INTO THE FUTURE 27 5.1 The Luton Vision for Secondary Education and Training 27 5.2 Luton Secondary Strategy and Personalised Learning 29 5.3 Campus Luton and Every Child Matters 31 5.4 Teaching/Learning and the Curriculum in Campus Luton 33 5.5 14-19 Provision 34 5.6 Implications for Building Schools for the Future 37

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6 ICT AND E-LEARNING 38 6.1 Introduction 38 6.2 Current Provision 39 6.3 Vision for BSF 41 6.4 ICT and a Luton Secondary Learner 42 6.5 How will we bring this about? 43

7 CONTINUING PROFESSIONAL DEVELOPMENT 47 AND TRANSFORMING THE SCHOOL WORKFORCE 7.1 Current Provision 47 7.2 The Vision 49 7.3 Implications for Building Schools for the Future 50

8 SPECIAL EDUCATIONAL NEEDS AND 50 INCLUSION (INCLUDING BEHAVIOUR AND ATTENDANCE) 8.1 Introduction 50 8.2 Current Provision 52 8.3 Current Priorities 53 8.4 Proposed Action to Address Priorities 54 8.5 Implications for BSF including design 58

9 CHILDREN’S SERVICES, EXTENDED SCHOOLS 59 AND COMMUNITY LINKS 9.1 Current position 59 9.2 Priorities for improvement 59 9.3 The Extended Schools Strategy 60 9.4 The Strategy Approach 61 9.5 Core Offer 62 9.6 Implications for Building Schools for the Future 63

10 14-19 TRANSPORT STRATEGY FOR LUTON 63 10.1 Introduction 63 10.2 The Approach in Luton 64 10.3 Further developments 64 10.4 A partnership approach to local delivery 65 10.5 Implications for Building Schools for the Future 65

11 SCHOOL MEALS PROVISION 66 11.1 Current Provision 66 11.2 Priorities for improvement 67 11.3 Priorities for action 67 11.4 Implications for Building Schools for the Future 69

12 CAMPUS LUTON AND GOVERNANCE 69 12.1 Joint operation of services 69 12.2 Federation of Schools 70

Appendices 71 1 Pupil projections to 2016 72 2 Parental preference 73

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3 Supply and demand for places in the secondary sector 74 4 Rationalisation of the high school estate 75 5 Current provision for SEN 77 6 School children’s survey (Years 9-11) – implications for 79 the Vision 7 Design innovation in BSF – Concepts, Indicators, Aims 81 and Terms 8 Post-16 information 83 9 Map showing soft area alignment and location of schools 88

Luton Borough Council

Building Schools for the Future

1. INTRODUCTION 1.1 General background

1. Luton is of the largest towns in South East , with a population of 184,000 residents, and about 71,000 households. The population is projected to rise to 189,000 by 2010.

2. The average age of residents is 34.9 years, compared to 38.6 in England and Wales, partly due to the students at Luton University, and also a high local birth rate. However, by 2010 there will also be a 9% increase in the number of people aged 75 and over living in Luton.

3. Luton’s people come from a wide range of ethnic backgrounds. Approximately 28% are of Black and Minority Ethnic origin, with significant Pakistani/Kashmiri, Bangladeshi, Indian and African Caribbean communities. In recent years the diversity of the population has been augmented by asylum seekers, and there are now small communities of Albanian, Russian and Turkish speakers. 20% of the population were born outside the UK. 44% of children in Luton schools speak a first language other than English.

4. Luton is about 30 miles north of London and has excellent transport links. London Luton International Airport lies on the edge of the town, and more than 7 million travellers pass through there every year. The Government has proposed permitting expansion of traffic on the single runway, as demand requires it, up to the maximum capacity of 30 million passengers per year by 2030. Luton is also on the M1 motorway 10 minutes from the M25. The town also enjoys a frequent 30-minute rail service to London, and rail connections north to Leicester, Nottingham, Derby and Sheffield, and south to Gatwick Airport and Brighton.

5. Luton is a major sub-regional employment centre with approximately 90,000 jobs. Major employers include the airport, airlines, and Luton- hospital, , Luton University and the motor industry. The service sector now provides as many jobs as manufacturing. There is a successful business park at Capability Green, which has attracted new companies such as AstraZeneca UK and BAe Systems, and another is under development at . Unemployment is comparatively high for the region, with higher unemployment in the inner wards of the borough, particularly among some minority ethnic groups. There are also pockets of unemployment in some peripheral estates.

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6. Improving education and training are key priorities for the town, as residents have a comparatively low level of qualifications compared to other parts of the country (23% have the equivalent of NVQ3 or higher, and 31% have no qualifications). Luton has 12 mainstream secondary schools, one of which has a sixth form. At the age of 16, young people can continue their education in the beacon-rated and Barnfield FE College. The University of Luton in the town centre has an excellent reputation for business, media studies, marketing and PR, and attracts many overseas students. The University has twice finished top in national tables for the percentage of graduates gaining employment.

7. Luton is densely populated. There is no land left for development; all housing development has to take place on land previously built on and there is a shortage of brownfield sites. However, the Government has proposed that the area north of Luton, together with the neighbouring towns of Dunstable and should accommodate additional growth of 20,554 dwellings together with associated employment growth and infrastructure, by 2021. Most of this development will take place in Houghton Regis and on greenfield sites to the northwest of Luton.

8. A shortage of affordable housing remains a problem for Luton residents, and rental prices have been inflated by the demand amongst students at the university. The Council has a housing stock of approximately 9,000 dwellings, and there are just over 7,000 applicants on the waiting list.

9. Luton has more than 1,500 acres of recreational space and seven attractive parks, but there is a shortage of open space in some of the central wards. Sports facilities include a dedicated athletics arena, three leisure centres and six swimming pools, and the town has a reputation for hosting prestigious sporting events. Luton FC, “The Hatters”, has a devoted following. There are three museums, the Galaxy centre with its restaurants and multiplex cinema, arts and media centre, the Library theatre, several nightclubs and a wide range of restaurants. Despite the lack of a large performance venue, there is a wide range of arts and cultural events. Every year the attracts about 140,000 visitors, and many residents from all ethnic backgrounds participate throughout the year in carnival clubs to prepare elaborate costumes and performances. Other events, such as the Irish Fleadh and St. Patrick’s Day, a major film festival and the Mela, all add to Luton’s vibrant community spirit.

1.2 Local Context

Luton is one of a small number of Wave 1-3 authorities where the entire estate will be rebuilt or refurbished in one ‘hit’, i.e. over a consecutive period of some 4 years. As a result, the positive impact on Luton will be dramatic and will provide further opportunities and benefits not available to authorities where Building Schools for the Future (BSF) takes place in discontinuous waves over a longer period. The following summarises the benefits to Luton of BSF:

1.2.1 Employees It will be easier, in an extremely competitive market, to attract, recruit and retain inspirational leaders, teachers and other school based staff. Campus Luton will allow real opportunities for career development for staff choosing to work in Luton

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1.2.2 Local Communities The development of extended and full-service schools will help support localised regeneration in the Borough. In addition, the co-location and sharing of accommodation will improve the efficiency and cost-effectiveness of local service delivery. Access to local services will support the Council’s Older Persons’ Strategy.

1.2.3 Industry and Commerce BSF will encourage the relocation of businesses to Luton and boost the local economy.

1.2.4 Buildings The existing secondary school estate has a condition backlog of £9.6M and a suitability/sufficiency backlog of £35.5M (making a grand total of £45.4M). All will be rectified through BSF investment.

1.2.5 Regional image Luton’s immediate neighbours ( County Council and Hertfordshire County Council) will not be beneficiaries of BSF for several years and their programmes will take place over a number of discontinuous waves and this is likely to have a direct and positive impact on the Borough by reducing the outward migration of families with children of secondary school age and encouraging inward migration of families.

1.3 Corporate priorities

BSF will support the following key elements.

Vision 2011 – eight themes including: reducing deprivation, reducing crime, raising educational standards, improving economic regeneration, improving the environment, improving public transport, improving health and social care, improving leisure;

Community Plan - six key target areas including: dynamic and creative town, improving learning, skills and achievement, developing sustainable communities with access to services, reducing crime, improving health, improving the environment.

Corporate Plan – eight corporate values including: lifelong learning for all, protecting and supporting the vulnerable and supporting independence, promoting equal opportunities and tackling disadvantage, valuing our workforce, sustainable solutions for Luton’s communities, open, accessible and responsive government, value for money, active in partnership and ready to work with others.

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Corporate Capital Strategy - basic need of maintaining operational assets to a safe standard and additional needs linked to: asset management plan, best value, service reviews, service led growth and changes.

Children and Young People’s Plan - five ECM outcomes plus five initial priority areas as follows: children with a disability, immunisation, vaccination, obesity and overweight, education attainment.

Children and Learning Service Plan (linked to CYPP above).

1.4 School Visions and BSF

While each of the partner organisations has a vision that is reflective of its own ethos and aspirations, there are a number of important areas that are common to all and that fully support the realisation of the BSF vision.

1.4.1 The learner at the centre All institutions are committed to continuously improving the quality of teaching and learning so that learners acquire the knowledge, skills and attitudes, and develop the personal qualities necessary to achieve well and succeed in adult life.

1.4.2 All institutions want to broaden the curriculum opportunities available for young people so that they can follow courses that are closely attuned to their needs, interests and aspirations.

1.4.3 All institutions want to make the best use of new technology to improve learning.

1.4.4 All institutions are committed to making the most of the collaborative opportunities that are brought about through the development of Campus Luton.

1.4.5 High quality leadership, management and staff development All institutions place an emphasis on the development of leadership skills in staff and young people so that all are able to take responsibility and play a full role in further improving educational outcomes in Luton.

1.4.6 All institutions see themselves as key to the effective ongoing professional development and retention of high quality teaching and other staff in Luton.

1.4.7 The school at the heart of the community All institutions want to enable young people to succeed, whatever their background, in order to help them overcome any disadvantage and to promote cohesion in the wider community of Luton. All are committed to promoting the five outcomes of Every Child Matters through extended school and other provision.

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1.4.8 All institutions want to work closely with and make provision for the wider community they serve. Depending on the school, this includes: facilities for sports, the arts and other recreational activity; nursery provision; healthcare.

1.4.9 All schools are committed to becoming specialist colleges and to working with partners to promote high achievement in their area(s) of specialism.

1.4.10 Optimum environment for learning All institutions are committed to ensuring that all available resources (including BSF funding) are used to provide learning environments that are safe, stimulating, fit for purpose and fully support the flexible learning approaches promoted within the BSF vision for Luton. 1.4.11 Further discussions will be held with each of the institutions over the coming months to encourage them to develop their visions further so that they take full account of the possibilities arising from BSF.

1.5 Consultation

1.5.1 Consultation Fora and Processes The vision for BSF in Luton has been produced following extensive consultations with a wide range of key partners. We are acutely aware, however, that a continuous process of developing and refining the vision is an essential component of the change management process that will need to underpin the implementation of the BSF programme in the Borough. The groups below will continue to meet and others will be convened in order to ensure that the “ownership” of the vision continues to be developed and spread as widely as possible.

1.5.2 Driving the development of the vision has been the 11-19 Achievement Strategy Group. This is the forum which maintains oversight of and provides a strategic steer to all dimensions of education and training for young people in the 11-19 age range in Luton. Its standing membership comprises:

Headteachers of all Luton High Schools (including the secondary special school and the KS4 PRU). Principals of Luton Sixth Form College, , Dunstable College. Luton Borough Council Member for Children and Young People. Chief Executive, Director of Children’s Services and other officers of Luton Borough Council. Chief Executive and other officers of Learning and Skills Council, Bedfordshire and Luton. Chief Executive of Connexions, Bedfordshire and Luton. 14-19 Director for Luton. Representative of the Luton Curriculum Network (Deputies’ and Vice Principals’ group). Vice Chancellor of Luton University.

1.5.3 The meeting is chaired either by the Chief Executive of the Borough Council or by the Chief Executive of the LSC.

1.5.4 The group is augmented as the need arises by colleagues with particular expertise.

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1.5.5 The group meets regularly throughout the year on a monthly basis. It has devoted part of these meetings and has held additional meetings to focus on issues arising specifically on BSF. Discussions have centred on:

school organisation issues teaching, learning, the curriculum and “personalisation” continuing professional development specialist schools extended schools provision for pupils with special educational needs and wider issues of inclusion ICT to support the transformation of learning and leadership and management

1.5.6 It has been an expectation of all of the members of the group that they should take discussions around BSF issues back to the staff of the organisations they represent and use the responses of these colleagues in shaping their own views and contributions to the debate.

1.5.7 A number of other fora and processes have been used to develop the vision further.

1.5.8 Young people Young people have been consulted: via face to face meetings with members of individual schools’ councils, through a large scale questionnaire-based survey (Being Young in Luton) involving all 13-19 year olds in the Borough conducted in the Autumn Term 2005 (Summary of outcomes shown at Appendix 6), through group based discussions with groups identified as “hard to reach” (eg. young mothers, young offenders), and through feedback from the young people in the pilot group for Campus Luton extended vocational opportunities.

1.5.9 Parents A sample of parents has been consulted by telephone interview in the context of the Being Young in Luton Survey (see above)

1.5.10 School staff There have been questionnaire and discussion based consultations with a wide cross-section of school staff. This has been conducted in tandem with the process of sharing the vision for Campus Luton, which has involved the 14-19 Director and the Chief Adviser (Secondary) visiting all schools and colleges to talk, in most cases, with the full complement of staff.

1.5.11 Governors Governors have had some opportunity to comment on and influence BSF proposals through one specially convened meeting. Further meetings have been arranged to enable governors to contribute to the further refinement of the vision.

1.5.12 Members of the Borough Council Members of the Borough Council, representing all three of the major parties sit on the Education Commission. The Commission’s membership also includes an employee side representative, the LSC and Connexions. This

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group has met monthly throughout the production of the vision and its members invited to contribute to key elements of the vision as it has evolved.

1.5.13 Employers Many employers have been able to express their view on Luton’s proposals for developing education and training, particularly in the 14-19 phase, through the work of the 14-19 Director who has visited a wide range of groups and venues. An employer reference group for Bedfordshire and Luton has been convened under the aegis of the Education Business Partnership. This group is helpful in adding detailed insights and feedback to complement the “big picture” view provided elsewhere.

1.5.14 Learning from other places On the recommendation of colleagues from PfS and other partners, members of the 11-19 ASG have visited other venues to learn about innovative or otherwise interesting practice. These included a visit to the Kunsksapsskolan group of schools in Sweden and the Hugh Christie Technology College in Kent. There has also been attendance at conferences to learn about cutting edge practice in respect of ICT and learning, extended schools, and school building design.

1.5.15 Consultation outcomes Outcomes have been fed into the developing vision throughout. Key overarching “messages” from consultation have been: • strong endorsement for the Campus Luton vision for developing a learning community in Luton,

• strong endorsement for a curriculum that is personalised to the needs of all learners,

• strong endorsement for the proposed pattern of 11-19 provision, including proposals for the number and type of schools, the delivery of post-16 education and training, and the expectation that any in Luton should fit in with this pattern,

• strong endorsement for the use of ICT to support anytime, anywhere” learning, and

• strong commitment to use the opportunities provided by extended schools to improve the overall quality of life for Luton’s young people.

2. SCHOOL ORGANISATION

2.1 Current Context There are 13 maintained secondary schools in Luton. The attached map (Appendix 9) shows the location of all high schools in the Borough. The classification of each school is given below:

Ashcroft High School (foundation) Cardinal Newman Catholic Secondary School (voluntary aided) High School for Boys (community – single sex) Challney High School for Girls (community – single sex) Denbigh High School (community) Halyard High School (community) High School (foundation) (community)

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Lea Manor High School (foundation) High School (community) South Luton High School (community) High School (foundation) Woodlands Secondary School (special community school)

2.1.1 is provided at Barnfield and Sixth Form Colleges. Cardinal Newman Catholic School also has sixth form provision.

2.1.2 The Town has two Pupil Referral Units for children excluded from School – the Avenue Centre for Education for the KS3/4 phase and the Orchard Centre for the KS4 phase. Both PRUs have a maximum capacity of 20FTE pupils.

2.1.3 Woodlands Secondary School caters for pupils who have severe and profound learning difficulties. currently caters for 25 FTE pupils with physical, visual and hearing disabilities, whilst caters for 12 FTE pupils with hearing difficulties.

2.1.4 To facilitate the delivery of children’s’ services, Luton has been aligned into three soft areas.

2.2 Proposed High School Estate – Consideration of Factors

2.2.1 When considering secondary school provision for 2008 and beyond the following factors have been taken into account:

Pupil numbers estimates Localised pressure Inward & outward migration Demography & transport Parental preference Surplus places Restricted sites Sixth form provision Special Education Pupil Referral Units Academies Specialist Schools Diversity in Luton

2.3 Pupil number estimates

2.3.1 Appendix 1 details the pupil projections from 2005/6 until 2015/16. These projections are based on live birth data received regularly from the Health Authority which is matched to school catchment areas to provide estimates of future numbers. The annual schools census and termly returns provide actual numbers on the roll of schools.

2.3.2 Population forecasts from the Council’s Planning Department are used to provide a comparison.

2.3.3 A ‘cohort survival’ methodology, which has been used for many years, is used to examine the year on year changes to age groups. The average of the

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most recent 2 years are expressed as a percentage which is applied to the base year (actual) to give the first year forecast. This methodology is then ‘rolled forward’ to give subsequent years.

2.3.4 The projections also take account of housing developments which have received planning permission.

2.3.5 The projections show an increase in the high school population from 12,325 pupils in 2005/6 to 12,934 pupils in 2015/16. Projections for each school in 2015/16 vary from 889-1388 pupils; therefore, there is a clear rationale for retaining all 12 high schools. However, the projections show a need to rationalise high school capacity to take account of localised expansion or retraction in pupil numbers.

2.3.6 The projections show an increasing pupil population in the current catchment areas of the following schools:

Challney Boys(26% increase) Challney Girls (33% increase) Denbigh (13% increase) Halyard (29% increase) South Luton (14% increase)

2.3.7 The projections also show a significant reduction in pupil numbers in Putteridge High School’s catchment area (-15%). However, the pupil population is projected to remain relatively stable in the following schools:

Ashcroft (-3%) Cardinal Newman (-3%) Icknield (-1%) Lea Manor (-5%) Lealands (-5%) Stopsley (0%)

2.4 Localised Pressure

2.4.1 The pupil projections reflect current pressure on places for new intakes into Key Stage 1. This pressure is most acute the following catchment areas:

Challney Boys Challney Girls Denbigh Icknield South Luton

2.4.2 This pressure is currently necessitating localised expansion in the primary sector. The rise in pupil numbers is attributed to a combination of inward migration, brownfield residential redevelopment and multi-occupancy of housing. The pressure on KS1 places is expected to continue in the town centre and move north along the A6 corridor and westwards.

2.5 Inward and Outward Migration

2.5.1 Families are moving to Luton as a result of an upturn in the economy and the competitiveness of house prices in comparison to many other towns in the

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Southeast within commutable distance of London. The projections assume inward migration will continue at its present rate.

2.5.2 Prior to 2001, 5-6% of the Year 6 cohort went to secondary schools outside of Luton. In 2001, this reduced to 4.3% and dropped to 3.7% in 2002 before a marginal increase to 4% in 2003. In 2004 this figure further decreased to 2.4%, falling to 1.5% in September 2005.

2.5.3 Information from Bedfordshire and Luton’s LSC shows that in 2002/3 – 2003/4 23% of 14-19 pupils, studying in Luton, had a home address outside of the Borough whereas, in the same period, 17% of Luton pupils opted for 14-19 education outside of the Borough. If additional post 16 provision is provided through the development of an academy or academies, there is the potential for both decreasing outward migration and increasing inward migration.

2.6 Demography & Transport

2.6.1 Most parents seek places for their children at schools within their locality, often due to: Maintaining their child’s friendship group Safety reasons Travel / transport reasons and ability to walk to a local school. Length of journey.

2.6.2 Luton is approximately five miles across from north to south and approximately six miles from east to west. In addition, the majority of public transport services terminate in the town centre, requiring pupils to catch two buses to travel to the opposite side of the town. Therefore, schools which are situated in the centre of Luton are relatively easy to access, compared to schools on the periphery. With this in mind the Council is keen to expand schools within easy reach of the majority of the population, subject to the size of the school site and parental preference.

2.7 Parental preference

2.7.1 Appendix 2 gives details of parents’ first preference applications for the Year 7 intakes in September 2004 and 2005. The table ranks the schools’ popularity in terms of parental preference.

2.8 Surplus Places

2.8.1 Data on surplus places is given in Appendix 3. This information complements data on parental preference. Surplus places remain relatively low at 4.8% in January 2005. The transient population of Luton requires surplus places to be set at 5-6% of the total high school estate. In addition, schools will be designed to easily facilitate any expansion that may be necessary in the future.

2.9 Site considerations

2.9.1 Restricted sites

Expansion is only possible at the following school sites:

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Ashcroft Cardinal Newman Challney Boys Challney Girls Halyard Icknield Lea Manor Putteridge South Luton Stopsley

Other sites are too restricted to expand beyond their current capacity.

Denbigh Lealands

2.10 Sixth Form Provision

2.10.1 Both Luton Sixth Form College and Barnfield College have been awarded Beacon Status. The colleges are capable of meeting the Campus Luton aspiration to have courses franchised from and quality assured by the current providers. Therefore, there is no rationale for moving towards independent school based sixth form provision, with the exception of: Cardinal Newman Sixth Form which caters for pupils wishing to undertake their sixth form education in a Catholic environment. Academy(ies) – where the sponsor requires the academy to cater for pupils aged 11-19, although this would have to be within the context of existing agreements with Bedfordshire and Luton Learning and Skills Council and other partners.

2.11 Special Educational Provision in the Secondary Sector

2.11.1 There continues to be a need for a special secondary school in Luton to cater for pupils who have severe and profound learning difficulties. It is anticipated that Woodlands Secondary School would expand slightly from 140FTE to 160FTE to cater for the projected expansion of the pupil population. The expansion is also necessary due to an improvement in the survival rate of children with special needs following advances in medical science. The Council is also developing respite care at Woodlands Secondary School.

2.11.2 It is anticipated that specialist school based provision for hearing impaired pupils will continue. There will also be a specialist school based provision for pupils with physical, visual and hearing disabilities.

2.12 Pupil Referral Units

2.12.1 It is anticipated that there will be a pupil referral unit in each of the three areas (please refer to Section 8 for more details).

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2.13 Academies

2.13.1 There are currently no academies in Luton, although discussions have taken place with a number of potential academy sponsors.

2.13.2 Proposed service provision - between one and three academies, dependent upon availability of suitable sponsors. An Academy in Luton would need to meet the following requirements:

Commitment to transforming outcomes for young people in Luton. Full engagement with 14-19 curriculum strategy encompassed in Campus Luton vision. Full engagement in other collaborative arrangements. Commitment to the agreed pattern of post-16 provision. Adoption of admissions criteria that are the same as community schools’. Adoption of local protocols for sharing of challenging pupils. No discrimination in appointment of staff on religious or other grounds. Fulfil requirements of local SACRE.

2.13.3 Service strategy to move from current to proposed provision - currently two potential sponsors have been identified and initial meetings between them and officers have been held.

2.13.4 We would expect to work with sponsor(s) to develop expression(s) of interest in spring term 2006.

2.14 Specialist Schools

2.14.1 Background The Local Authority Policy is for all Luton Secondary Schools to become Specialist Schools. The specialisms sought by schools have, to date, been at their individual discretion. The Campus Luton vision has been adopted by all partners and is built on a model of collaboration through the medium of consortia and collaboratives. 2.14.2 Aim

To develop a strategy that enhances the role that specialist schools can play in the fulfilment of the Campus Luton vision 11 – 19 strategy. 2.14.3 Issues Four schools have already achieved specialist status. Three schools are well down the bidding route to become a specialist school. Individual schools need to ensure their choice of specialism meets the bidding criteria and fits with their School Improvement Plan.

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2.14.4 Current Position Related to Consortia:

West & Central North & Central South & East (SSPA)

CHSG: Science (2) Cardinal Newman: Science (1) Ashcroft: to be decided CHSB: Science (2) Icknield: Visual Arts (1) Putteridge: Maths/Computing (Humanities) (under discussion) Halyard: Maths/Computing or Lea Manor: Performing Arts (3) Stopsley: Sports (1) Technology (3) Lealands: Sports (2) South Luton: Performing Arts (3) Denbigh: Sports (1) (Performing Arts) Woodlands: ICT/SEN

Key (1) = Already Specialist School (2) = Bidding in Progress (3) = Early indication of possible specialism Possible second specialism in italics

2.14.5 There is some coherence in the current position and we could take the view that the LA can support schools in their declared aspirations.

2.14.6 South Luton and Lea Manor indicating early interest in Performing Arts would place a Performing Arts College in 2 consortia, which links to the Creative & Cultural Industries sector skill development.

2.14.7 Lealands bid for Sports Specialist Status includes English and has been supported and is being submitted. This places a Sports College in each consortium.

2.14.8 Specialist Schools will be major players in the Sector Skills Collaboratives, leading on CPD, developing new courses and materials, establishing strong partnerships across all key stages, liaising with employers and being a focus to attract additional funds.

2.14.9 The Local Authority will support the strategy by helping to seek funds centrally through its bidding officer.

2.15 Diversity

2.15.1 Diversity in Luton will be achieved by catering for: Education in a Catholic environment for pupils attending Cardinal Newman Catholic School. Single sex education at Challney High School for Boys and Challney High School for Girls. Specialist schools. One or more academies. Special Education Needs (SEN) provision in mainstream schools where possible. In particular, there will be a special school based hearing

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impaired unit and a unit catering for pupils with physical, visual and hearing disabilities. For service delivery, Luton is aligned into three soft areas, each area has four high schools which will collaborate to ensure diversity and community cohesion form part of the educational experience of all young people.

2.15.2 This diversity will be part of the Campus Luton framework which caters for a movement of pupils primarily in Years 10 and 11 to deliver personalised learning and support. Transport is key to the movement of pupils between sites and schools will be designed with safe bus drop off and pick up zones.

2.16 Single sex education in Luton

2.16.1 Both Challney High School for Boys and Challney High School for Girls are popular in terms of parental preference. Although both schools serve a defined geographical catchment area 24% of boys and 36% of girls, from the School’s Year 7 (Sept 2005) cohort, live outside the catchment area, this reflects the appeal of single sex education for some families. The collaborative area model will counter the potential social isolation of single sex education as it is envisaged that Year 10 and 11 pupils will be travelling to neighbouring high schools under the Campus Luton arrangements.

See Appendix 4 for school by school list of stock size

3. EDUCATIONAL ACHIEVEMENT AND PROVISION

The Current Position - Performance (2005)

3.1 Key stage 3 There have been improvements across the board in terms of the proportion of young people attaining level 5 or above and level 6 or above in Luton’s high schools. The improvements have been greatest in English and Information and Communication Technology (ICT). Performance at level seven and above remains well below the national average in all core subjects.

3.1.1 Overall Performance at L5+: Performance in English increased to 70% from 61% (2004). The LA average is four points below the national average for 2005 and five points above the statistical neighbour average for 2004. The LA target was exceeded by four points. Performance in mathematics increased to 67% from 66% (2004). The LA average is seven points below the national average for 2005 and in line with the statistical neighbour average for 2004. The LA target was exceeded by one point. Performance in science increased to 61% from 58%. The LA average is nine points below the national average for 2005 and three points above the statistical neighbour average for 2004. The results were two points below the LA target. Performance in ICT increased to 70% from 60% (2004). This is one point above the national average for 2005. (LA target exceeded by 4 points). No school is below the floor target of 50% of students to attain level five or above in English or mathematics. Ten schools are above floor in science. The schools below the floor target in science are Halyard High School and South Luton High School.

3.1.2 Fischer Family Trust data show that in nine schools pupils made progress from KS2 to KS3 in English that was as good as or better than the progress

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made by pupils in similar schools nationally. This was the case in eight schools in mathematics and seven schools in science.

3.1.3 Overall Performance at L6+ and L7+: Performance at level 6 and above is roughly ten points below the national average in all core subjects, including ICT. It is in line with the statistical neighbour average for 2004 in mathematics and science and below the 2004 statistical neighbour average in English. Performance in English increased to 24% from 22% (2004). The LA target was met. Performance in mathematics increased to 43% from 41% (2004). The LA target was exceeded by one point. Performance in science increased to 27% from 23%. The LA target was exceeded by 2 points.

3.1.4 Performance at level seven and above is below the national average in all subjects. Two schools exceeded the national average at level seven and above in English ( and Cardinal Newman High School). Two schools exceeded the national average at level seven and above in mathematics (Cardinal Newman High School and ).

3.1.5 Performance of groups at Key Stage 3 The cohort of 14 year olds is equally split between boys and girls. Girls outperform boys in English (nine points at level 5+, eight points at level 6+ and two points at level 7+. Girls and boys achieve the same outcomes at level 5+ in mathematics. Boys achieve higher outcomes than girls in mathematics at level 6+ (three points) and level 7+ (three points). Boys also achieve higher outcomes than girls in science (five points at level 5+, two points at level 6+, one point at level 7+).

3.1.6 Roughly 50% of the cohort of 14 year olds comprises pupils of White British origin. The next largest groups are: Pakistani (13%), Bangladeshi (7%), Black Caribbean (5%), Black African (4%), Indian (4%) and Mixed White and Black Caribbean (3%).

3.1.7 Pupils of Indian heritage are the highest performing group in all core subjects (in English: 85% attain level 5+; in mathematics: 86% attain L5+; in science 81% attain L5+). In English, the groups consisting of more than 50 students that perform least well are Mixed White and Black Caribbean (61% level 5 and above) and Black Caribbean (64% level 5 and above). The performance of all groups in English has improved since 2003.

3.1.8 In mathematics, the groups that perform least well are Black Caribbean (55% level 5 and above) and Pakistani (56% and above). The performance of most groups has increased since 2003. There have been declines in the performance of pupils of White Irish heritage.

3.1.9 In science, the lowest performing groups are Black Caribbean (49% level 5 and above) and Pakistani (49% level 5 and above).

3.1.10 On the surface there appear to be some marked differences between the performance of boys and girls in the various ethnic groups. For example, Kashmiri girls achieve much less well than Kashmiri boys in mathematics and science although the girls’ performance is comparable with that of boys in English. However numbers are small. Work is in hand to analyse the progress made by individuals within groups in order to gain an even clearer picture of performance across the borough.

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3.1.11 The extent to which individual schools promote the performance of different groups of students is variable.

3.1.12 The 2005 PANDA information will be included when it becomes available (currently 23rd December 2005)

3.1.13 Looked After Children There were 34 children looked after in year 9 at school eligible for KS3 tasks and tests. 2 were unaccompanied asylum seekers and 7 (20.1%) had a statement. 6 (17.6%) children did not sit their KS3 SATS.

3.1.14 In this cohort there were 7 (20.6%) who missed more than 25 days of school.

3.1.15 Of those eligible to sit Key Stage 3 tasks and test, the proportion who attained at least Level 5 in:

National Luton

2004 2002 2003 2004 2005

English 22.5% 5/19 = 26.3% 2/21= 9.5% 9/31= 29.0% 15/34 = 44.1%

Mathematics 25.8% 5/19 = 26.3% 3/21= 14.3% 11/31= 35.5% 11/34 = 32.4%

Science 20.8% 4/19 = 21.1% 5/21 = 23.8% 6/31 = 19.4% 11/34 = 32.4%

3.1.16 A breakdown by type of school is given below:

KEY STAGE 3 Number of looked after children % looked after children Luton Luton OOB OOB Luton Luton OOB OOB Mainstream Special Mainstream Special Mainstream Special Mainstream Special Total eligible LAC 19 0 14 1 61% 0% 45% 3% Of these, the number/% achieving level 5 or more in: English 8 0 7 0 42% n/a 50% 0% Mathematics 7 0 4 0 37% n/a 29% 0% Science 5 0 5 0 26% n/a 36% 0%

3.2 Key Stage 4 There have been year-on-year improvements against all of the main indicators at key stage 4, including some marked and very welcome increases in 2005. Major challenges for the future will be to raise the performance of potentially higher attaining students and students of Black Caribbean heritage, and to ensure that the proportion of young people attaining five or more GCSEs or equivalent including English and mathematics increases significantly.

3.2.1 Overall performance in 2005 5+ A*-C GCSE increased to 50% from 42% (2003). This is three points higher than the statistical neighbour average in 2004 and seven points below the national average for 2005. The LA target was exceeded by 1 point.

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3.2.2 Average points score increased to 332.9 from 321.6. This is roughly 10 points above the statistical neighbour average for 2004 and 20 points below the national average for 2005.

3.2.3 5+ A*-C GCSE including English and mathematics increased to 35% from 28% (2003). This is nine points below the provisional national average for 2005.

3.2.4 The proportion of students achieving three or more A*/A grades has risen to 12% from 8% in 2003.

3.2.5 The proportion of students achieving one or more entry level qualification is 98%. This is 2 points higher than 2003 and one point higher than the national average for 2005.

3.2.6 In no high school are fewer than 20% of students attaining 5 or more A*-C GCSEs. In eleven high schools 40% of students attained 5 or more. Against this indicator, results increased in 9 schools. There was an increase of 5 percentage points or more in six schools. In six schools 50% or more of students attained 5+A*-C. In nine schools the performance against this indicator was higher than the Fischer Family Trust estimates for the outcomes in similar schools nationally. When English and mathematics are included in the tally of 5+ A*-C GCSEs, the picture becomes very varied. The lowest performing school has 14% and the highest 46%. Similarly, the proportion of students achieving three or more A*/A grades ranges from 2% to 29%

3.2.7 Performance by groups In the cohort of 16 year olds taking GCSE/GNVQ or equivalent examinations there are slightly more boys (51%) than girls. Girls outperformed boys in respect of all of the main indicators at key stage 4. Proportionally, the widest gaps related to the percentage of students achieving 3+ A*/A grades and the percentage of students achieving 5+ A*-C including English and mathematics.

3.2.8 52% of students in the cohort are of White British origin. The next largest groups are: Pakistani (13%), Bangladeshi (7%), Black Caribbean (5%) and Indian (4%). By some margin, students of Indian heritage form the highest performing group at the end of key stage 4 (73% attaining 5+ A*-C). The lowest performing groups consisting of over fifty students are Black Caribbean (34%), White Irish (47%) and White Briitish (48%). Girls perform as well as, or better than, boys in all groups of over 50 students. The widest gap is among students of Black African heritage, where the difference is 25 points. The performance of most groups has risen since 2003. The greatest increase has been for students of Mixed White and Black Caribbean origin (18 points). The performance of students of Pakistani and White British origin has risen by 14 points and 7 points respectively over this period. The performance of students of Bangladeshi heritage and students of Black Caribbean heritage has declined by 4 points and 3 points respectively over the same period.

3.2.9 Analysis of progress data (KS2 to KS4) shows that the following groups of students markedly underachieve at key stage 4: White British males and females who attained average or above average scores at key stage 2; especially significant is the low

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achievement of females who have above average prior attainment and who are eligible for free school meals. Black Caribbean males and females.

3.2.10 Looked After Children In this cohort there were 9 (34.6%) who missed 25 days or more of school. 8 (30.8%) did not sit their GCSEs.

3.2.11 Of those in year 11 at school who were eligible for GCSE (or equivalent) examinations:

National Luton 2004 2002 2003 2004 2005 12/20 17/25 17/24 18/26 % Who sat at least one of these exams 59.1% = = = = 60.0% 68.0% 70.8% 69.2% % Obtaining at least 10/20 12/25 17/24 17/26 1 GCSE at grades 56.1% = = = = A* to G or GNVQ 50.0% 48.0% 70.8% 65.4% % Obtaining at least 8/20 8/25 12/24 14/26 5 GCSEs at grades 39.4% = = = = A* to G 40.0% 32.0% 50% 53.8% % Obtaining at least 1/20 0/25 3/24 3/26 5 GCSEs at grades 9.4% = = = = A* to C 5.0% 0.0% 12.5% 11.5% 3.2.12 Of the 26 young people eligible to sit GCSEs: 3 (11.5%) had a statement. 3 (11.5%) were asylum seekers. Last year, only 1 child (3.8%) was an asylum seeker. 9 (34.6%) were from black and minority ethnic of whom 7 (26.9%) achieved at least 1 GCSE. 17 (65.4%) were from non black and minority ethnic of whom 10 (38.5%) achieved at least 1 GCSE. 5 (19.2%) were attending school part-time. 1 (3.8%) did not attend school.

The 2005 PANDA information will be included when it becomes available (currently 23 December 2005)

3.3 Post-16 A level pass grades (A-E) at Luton Sixth Form College increased to 97.9% from 95.3%. The national average is 96.2%. AS pass grades (A-E) increased to 89.4% from 84.7%. The national average is 87.3%. The pass rate for GNVQ intermediate is 92.3%. The national average is 79.0%. GNVQ foundation passes are at 95.0%. The National average is 73.8%.

3.3.1 Retention and success rates at Luton Sixth Form College have continued to rise, exceeding the College’s targets. Both A and AS levels results have improved for the fifth year running and exceed the national average. The

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College’s value added scores in recent years have been significantly above the national average.

3.3.2 At Barnfield College the retention achievement and success rates have continued to show the high standards recognised in the 2003 Inspection. Over a three year period the College has sustained improvement in the rates which have exceeded the College targets, and national average figures.

3.3.3 In Cardinal Newman High School, provisional figures for 2005 show a drop in performance in terms both of the average point score per student and the average point score per examination entry. Further analysis of these results is being undertaken and the school is working with the LA on plans for improvement.

3.4 Teaching and Learning Improving the quality of teaching and learning is at the heart of all schools’ drive to raise achievement and improve the overall outcomes for young people. The most recent available picture, derived from school self evaluation and Ofsted reports is shown below:

3.4.1 Key stage 3 Quality of teaching judged to be satisfactory or better in 90% or more lessons in 11 out of 13 institutions with KS3 pupils on roll. Quality of teaching judged to good or better in 65% or more lessons in 3 institutions. In 8 institutions it is good or better in 50% or more of lessons.

3.4.2 Key stage 4 Quality of teaching judged to be satisfactory or better in 90% or more lessons in 11 out of 13 institutions with KS4 pupils on roll. Quality of teaching judged to good or better in 65% or more lessons in 5 institutions. In 13 institutions it is good or better in 50% or more of lessons.

3.4.3 Post 16 Quality of teaching judged to be satisfactory or better in 90% or more lessons in all 4 institutions with KS5 pupils on roll. Quality of teaching judged to be good or better in 65% or more lessons in all 4 institutions.

3.4.4 Thus, across Luton, the proportion of teaching that is satisfactory or better is broadly in line with the national picture. There is currently (2005) a lower than average proportion of teaching that is good or better. In some schools however, the quality of teaching is consistently good or better. These are the schools that have paid most insistent attention to the continuing professional development of their staff, allied to robust performance management systems. The quality of teaching and learning is weakest at key stage three and strongest at key stage 5 (this last includes data from the two main colleges and the work based learning providers). In all schools and colleges there are examples of excellent practice. Sometimes this is the work of individual teachers; sometimes it represents the work of whole departments or curriculum areas.

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3.4.5 All schools and colleges are implementing a range of strategies to improve the quality of teaching and learning. These include: Improved feedback from students (e.g. the “student voice” project at Stopsley HS). Modifications to the curriculum, especially at key stage 4, to increase students’ motivation and likelihood of success (e.g. the introduction of a more personalised curriculum at Lealands HS and the development of practical vocational options at Lea Manor HS). Whole school/college focus on coaching (a range of coaching models are being trialled across Luton, including those at Ashcroft HS, Challney Boys’ HS, Denbigh HS, and Putteridge HS). Use of national strategy materials (for example to develop teachers’ skills of questioning, providing greater challenge for the more able, developing pupils’ learning and thinking skills) (all schools). Whole school/college focus on assessment for learning (all schools). Increased use of ICT to enhance classroom pedagogy and “any time, any where” learning (all schools, including Denbigh HS through its “learning gateway” project). Focused support for weaker staff and departments (all schools). Sharing the practice of high performing staff and departments (within individual schools and across collaboratives, where appropriate drawing on the expertise of specialist colleges). Coherent, targeted support for pupils facing barriers to effective learning (for example using learning mentors, teaching assistants, EAL specialists, behaviour specialists, SEN specialists). Better liaison with families and communities to raise the performance of young people from underperforming groups. Developing curriculum pathways and approaches to course delivery that meet the needs, interests and aspirations of learners.

3.4.6 In addition, support to improve the quality of teaching and learning is provided by a number of other organisations. The Chiltern Training Group (CTG), based at Challney High School for Boys (a DfES designated Training School) is a significant provider of initial teacher training in secondary schools. It runs both a PGCE programme and a Graduate Teacher Programme, with students being trained in the majority of Luton’s secondary schools. The CTG also organises professional development courses for qualified teachers in aspects of pedagogy and middle leadership.

3.4.7 The Luton Curriculum Network, led by secondary deputy headteachers and operating under the aegis of the CTG, provides regular opportunities for subject leaders to share practice and work jointly on new curriculum developments. The Local Authority team of national strategy consultants trains individual teachers and groups of teachers. Beacon and Specialist Schools and Colleges work with partner organisations to disseminate effective practice. A number of town-wide training opportunities for teaching staff have been set up to run under the banner of the Luton Year of Learning. These are funded from the Leadership Incentive Grant. Links have been

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made with Luton University to enable professional learning by teachers to be accredited at Master’s level. In 2005 the Luton Teachers’ Award was developed as a means of recognising the work of those staff who make a consistently high quality contribution to learning in Luton.

3.5 Areas for Improvement As a result of the audit of the current position the following are areas for improvement within the BSF programme.

3.5.1 In order to provide a diet for learning that meets these high aspirations for each and every young person in Luton, a number of key elements must be in place: a) All staff working with young people must be equipped and expected to act as role models, exhibiting the same set of learning behaviours as they are seeking to engender in young people. Key to this will be building on the professional activities already in place both within schools/colleges and borough-wide. How this will be supported further is explained elsewhere in this vision (section 7) b) The learner must become central to the process of improving teaching and learning. Every young person should be enabled to become a reflective self-driven learner. Schools/colleges will need to refine further their systems for enabling learners to shape their experience of learning and for tracking and supporting pupils to make progress. This will require the use across Campus Luton of a comprehensive assessment and tracking system that allows each student’s progress in learning and development as a learner to be recorded. Data held in this system will need to be available to all tutors, teachers or trainers working with the student, regardless of their location in Campus Luton. Where students speak English as an additional language, it is essential that their progress in speaking, listening, reading and writing is included in this record. c) A curriculum offer that meets the needs, interests and aspirations of learners and at the same time reflects the intellectual, social, and economic demands of society. This will include the core elements of the national curriculum, but will extend to enable young people to be engaged and challenged by the opportunity to pursue a range of motivating courses of study and training. It is recognised that students’ physical and mental health and well-being are important factors in enabling them to learn well. Thus all students will be required to undertake a minimum of two hours’ physical education per week. Emotional intelligence will be an important component in staff training and development. d) The use of the community and work places as venues for learning. Shared use of resources by schools and colleges (including the expertise of teachers), facilitated by ICT. e) The further development of collaboratives within the Campus Luton model both to enhance provision and to evaluate the impact of actions undertaken. f) A virtual learning environment, built on a common platform that is accessible by all learners and teachers in the school/college and elsewhere, including in libraries and at home. It is recognised that the whole workforce will need significant development if staff are to make the most of the opportunities this provides. The development of staff’s skills in the use of ICT to transform teaching and learning are an integral part of

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the ICT and Continuing Professional Development (CPD) elements of the vision. g) Highly skilled non-teaching professionals from many backgrounds who are able to work with young people and their families to break down barriers to learning.

4. SCHOOL IMPROVEMENT / TACKLING SCHOOL UNDERPERFORMANCE AND FAILURE

4.1 The current position The quality of provision is improving, but remains too variable. One high school is in special measures, South Luton High School. The school has a sound basis for improvement and is aiming to be removed from special measures by Autumn 2006. Ashcroft High School and Putteridge High School were removed from special measures in November 2005. A further five schools have undergone successful Ofsted inspections since September 2004. These are Lea Manor HS, Cardinal Newman HS, Denbigh HS, Halyard HS and Stopsley HS. Following an outstanding inspection in 2002 Challney Boys’ HS has been designated a “Leading Edge” school.

4.1.1 Fischer Family Trust data show that in 3 schools Contextual Value Added (CVA) from KS2 to KS3 is significantly lower than expected nationally; in 4 schools CVA from KS2 to KS4 is significantly lower than expected; and in 4 schools CVA from KS3 to KS4 is significantly lower than expected. One school, South Luton, is currently under 30% 5+ A*-C at GCSE.

4.1.2 There is more to be done to ensure that all schools have self-evaluation systems that are as secure as the best and that lead to the best possible targeting of all available resources for school improvement, although significant work has been undertaken in this area. The role of the school improvement partner, and other dimensions of the new relationship with schools (including the commissioning role of the LA), will be instrumental in bringing this about.

4.2 The school improvement cycle (monitoring and challenging schools’ performance) One of the core features of Campus Luton is the idea that all partner organisations and institutions have a joint responsibility for the success of all young people in education and training in the town. Thus, in addition to working together to broaden the curriculum offer and strengthen the skills of teachers and others working with young people in a general sense, there is also a mutual obligation to ensure a high minimum standard of provision within each organisation and institution. All learners should be entitled to the minimum standard of education described in the Luton strategy for 11-19 education and training 2005. The proposals outlined below indicate how this responsibility will be made real in relation to the schools developed within the Building Schools for the Future programme in Luton.

4.2.1 All schools will be highly effective in self-evaluation. Each school will know itself well and will use the information it has about its own performance, combined with innovative ideas generated by its own staff and elsewhere, to support continuous improvement. Schools maintain a summary of their self- evaluation on the Ofsted Self Evaluation Form (SEF). The prime focus of School Improvement Partners’ (SIP) work is to ensure that schools are able to

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perform self-evaluation to the required level and to determine the capacity each school has for continuous improvement. Where there are weaknesses in schools’ processes it is SIPs’ responsibility to ensure that support is available to address these. The Luton strategy of deploying locally based SIPs means that colleagues in this role are well placed to identify and encourage the sharing of good practice among institutions. SIPs use the same core dataset as schools in their work.

4.2.2 SIPs work to an “annual cycle of engagement” schools. The purposes of which are to support and challenge schools’ own self-evaluation and confirm with schools their capacity to improve. The annual cycle is built around the aspects of the 2005 Ofsted Framework for the Inspection of Schools (“Every Child Matters” [ECM]) as follows.

Autumn Term Achievement and Standards, including agreement of statutory targets Effectiveness and capacity to improve

Spring Term The quality of provision - the effectiveness of teaching, training and learning, - the extent to which programmes and activities meet the needs and interests of learners, - how well learners are guided and supported, and - effectiveness and capacity to improve

Summer Term The quality of leadership and management The overall effectiveness of the school and capacity to improve

4.2.3 Woven through all of the above are judgements on: the quality of the school’s contribution to pupils’ achievement of the “five outcomes” of the Children’s Act (2005): be healthy; stay safe; enjoy and achieve; make a positive contribution; achieve economic well-being, the contribution made by Campus Luton activity to improving the outcomes for young people, and the effectiveness of the school and its capacity to improve.

4.2.4 SIPs also take on the function of performance adviser to the governing body on the performance management of the headteacher. This ensures that there is a consistency of message and a coherence of focus on the main issues facing the school arising from the annual cycle of engagement.

4.2.5 The Local Authority is developing its recently initiated practice of holding a series of “support meetings” with each secondary school separately towards the end of each term. These meetings are attended by senior staff from the school with responsibilities for the overall quality of provision in the school and those members of the LA consultancy teams (national strategy; Excellence in Cities; inclusion and access) directly involved in the school. They are chaired by the school’s SIP. The purpose is to evaluate the impact of work undertaken in the preceding term and to modify support programmes for the coming term in the light of this evidence. On each occasion the most recently available dataset is used to inform discussions (ie. validated national results in the Autumn Term; the outcomes of “mock” tests and examinations

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in the Spring Term; provisional key stage 3 outcomes in the Summer Term). PANDA and Fischer Family Trust data are used to pinpoint underperforming groups within each individual school and across Luton. The meetings are used to maintain a continuing focus on strategies to raise the performance of these groups and to locate practice that can be shared more widely. As noted elsewhere in this vision, the aim is to use an increasingly “personalised“ curriculum to ensure that all young people achieve their potential, regardless of ethnic origin or academic starting point.

4.2.6 As staff increasingly have the chance to learn and work alongside one another across the organisations of Campus Luton, it is anticipated that there will be an uplift in the “lowest common denominator” of practice throughout the town. Staff will increasingly have the opportunity to see and learn about good practice at first hand. Continuing professional development (CPD) activity will ensure that local good practice is celebrated and shared. The emphasis on coaching at the heart of the Campus Luton approach to CPD will support this.

4.3 Identifying and tackling underperformance Where, despite all these developments, evidence shows that a school has significant weaknesses in any important aspect of its provision or the outcomes achieved by young people and/or that it lacks the capacity to evaluate itself accurately and/or the capacity to act effectively on the findings of its self-evaluation, it is important that the Local Authority is alerted to this at the earliest opportunity. Such alerts may come from the school directly (usually via the headteacher and/or the chair of governors) or be raised by the SIP. In the latter case the SIP makes his/her concerns clear to the headteacher of the school and the chair of governors. The identification of concern may happen following the annual review meeting, or at any other point in the annual cycle of engagement between the SIP and the school. A number of outcomes may follow. Ideally, all parties agree on the nature of the school’s need and on the action required to address the weaknesses identified. There are however occasions where mediation or intervention is necessary on the part of the Local Authority in order to enable an effective improvement strategy to be drawn up and implemented.

4.3.1 Depending on the nature of need in each individual school, a range of strategies is drawn upon to support and challenge schools to bring about the improvements needed. These include: Increasing the allocation of time to the school by members of the school improvement service or other consultants commissioned by the LA to support improvements in the identified areas. Identifying sources of expertise elsewhere in Campus Luton and seeking support from the school or other organisation where this expertise resides. This may take the form of a secondment, a training and development programme, the sharing of polices and resources, or a mentoring arrangement for staff. Using regional and national networks (for example of Local Authorities or those sustained by the National College for School Leadership) to locate expertise beyond Luton. This may consist of personnel who can temporarily take on roles in the school, or the provision of opportunities for staff to see effective practice in operation.

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Federating the underperforming school with a high performing school. This may be a permanent or a temporary arrangement. The Local Authority exercising its powers of intervention and removing delegated powers from the governing body of the school. In extremis, closing the school and either dispersing the pupils to other schools, or reopening the school as an academy or in some other format that allows a “fresh start” to take place.

4.3.2 Whichever combination of strategies is used, the Local Authority works with the school on an intensified programme of monitoring and evaluation to determine the impact of the work undertaken on improving outcomes for young people and modifies interventions accordingly. The aim always is for the school to emerge from the process as an effective, self-evaluating organisation which consistently “adds value” for its pupils.

4.4 Identifying underachievement of groups On the wider issue of tackling underachievement, an essential dimension of Campus Luton is the intelligent use of data, not just within individual institutions, but across the town. Using the common ICT platform, a common dataset for pupils and the opportunity that will emerge from this to track young people’s progress throughout the 11-19 phase, it will be possible to gain an ever more complete picture of the progress of individuals and groups. The work that has already been initiated through developments to teaching and learning and the curriculum, alongside the enhanced support and guidance that will be available to young people and families will decrease the risk of underperformance by individuals and groups as needs will be better understood and positive intervention possible at an earlier stage.

4.4.1 Focus groups, involving education professionals and the wider community have been established to look in depth at the issues facing specific groups. At this stage there is a group which is focused on the barriers faced by African- Caribbean students. A second focus group is considering why more able girls are under-performing in terms of their progress and attainment. More groups will be established in the coming months.

4.4.2 At the level of the individual school one item on the agenda of the School Improvement Partner (SIP) will be to interrogate the data and challenge the school as to what it is doing to address the needs of underperforming groups.

4.5 Implications for Building Schools for the Future These are as outlined in the sections on teaching and learning, the curriculum, professional development and transformation of the workforce, in particular as they relate to: the quality and flexibility of space, the accessibility and use of ICT, and personalised learning and individual pathways.

5. INTO THE FUTURE

5.1 The Luton Vision for Secondary Education and Training

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The Luton Vision for all young people aged 11-19 and the communities they live in Working together for achievement and access for all

AIM

Together, we will engage and inspire young people in learning. We will demonstrate strong leadership and commitment to a shared vision and we will ensure that all young people are confident and take pride in being educated in Luton.

We will offer high quality teaching and active and engaging learning experiences. We will ensure all young people have the opportunity to develop the values, skills and knowledge to prepare them effectively for adult life.

We will ensure:

High participation in learning We will motivate all young people to value, engage and succeed in learning as a means of personal fulfilment and as a route to further learning and to satisfying and rewarding employment.

A modern curriculum We will provide a co-ordinated and cohesive curriculum offer that will meet the learning needs of all young people. Young people will be able to select from a range of learning pathways enabling them to acquire the qualifications they need to progress to further learning and employment. This will require us to share resources, responsibilities and expertise.

High achievement We will raise the achievement and attainment of young people in Luton through the work of a dedicated team of educational professionals, delivering high quality learning experiences.

ENTITLEMENT FOR YOUNG PEOPLE

All young people will have the opportunity to:

acquire the knowledge, skills, qualifications, attributes, values and attitudes which will enable them to succeed in their lives; benefit from high quality information, advice and guidance; and have an influential voice in shaping their own learning.

Intended outcomes

For the period 2005-2011 Luton has set targets within the 11-19 Strategy Plan (published September 2005). By 2011: Attainment at 14 and 16 is at least at the national average.

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Post 16 success and achievement rates are above national benchmarks at Level 1, Level 2 and Level 3. The progress made by students, as measured by contextual value added scores, is above the national average. The ‘achievement gap’ between currently underperforming groups and the Luton average has been halved. Progression rates are above the national average. Learners have access to a range of enrichment opportunities within and beyond the traditional school day. 50% of young people proceed to an experience of Higher Education. All High Schools, either individually or in consortia, offer extended provision to provide wider services.

5.2 Luton Secondary Strategy and Personalised Learning The strategy for the development of 11-19 education and training in Luton will be the development and realisation of Campus Luton. Campus Luton is a framework within which all of the individual institutions and partner organisations charged with providing education and training to the young people aged 11-19 in the town assume and discharge a shared responsibility for the quality of the experience provided for and the outcomes achieved by the young people. High schools will liaise closely with primary schools in order to ensure that effective arrangements are in place to ensure continuity of learning and progress from Year 6 to Year 7. Similarly, high schools, colleges and other providers will liaise closely with each other to ensure effective transition arrangements are in place at the end of Year 11.

5.2.1 Whilst it is important that the unique character of each institution continues to be recognised and celebrated, a central tenet of the vision is that the capacity of the whole will be greater than the sum of its parts. Schools, colleges, Luton University, Connexions, work-based learning providers and other partners work together both to enhance the range of what can be provided to learners and, as learning organisations themselves, continuously to improve the quality of learning for all involved in the system. There will be an emphasis on creativity and enjoyment in teaching and learning, building on up to date research into the conditions that make for effective learning.

5.2.2 Collaboration between institutions will provide a richer environment in which learners can learn and in which teachers, trainers and tutors can carry out their work. ICT will be used to support high quality learning, teaching and training with links between institutions allowing for the development of a state- of-the-art “virtual learning environment”.

5.2.3 A key feature of Campus Luton will be the development of distributed leadership within and among organisations. There will be a web of networks, developed for different purposes, which bring organisations, their learners and their staff together to enhance the quality of provision and outcomes. For example, schools may be grouped in one way to meet the requirements of the “Every Child Matters Agenda”, in another to facilitate shared curriculum developments involving other partner organisations and in a third to ensure robust and objective evaluation of developments. It is intended that all of Luton’s High Schools will achieve specialist school status by the end of 2007.

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Specialist schools will have a role both within their immediate consortium to support the local learner entitlement, as well as more widely in taking leadership of some aspects of town-wide initiatives.

5.2.4 Within Campus Luton, learners will have a “home” institution/organisation at which most will undertake most of their lessons, courses or training. However, learners and teachers or trainers will also have the opportunity to work and learn at venues other than their “home” institution in order to meet their aspirations, their needs and the needs of the wider community. Aspirations and needs will be identified through engagement with learners, their parents/carers, schools, colleges, training providers and employers. Use will be made of the latest data on skills shortages and needs in the local area; account will be taken of the regional, national and international context in which the young people will live their adult lives.

5.2.5 Learners will have an explicit entitlement to learning opportunities within the framework of Campus Luton. These will change as the learner progresses from age 11 to age 19. Almost all learners will be based exclusively in their “home” institution in Years 7 and 8. Taster opportunities and high quality careers education and guidance will inform their choice of a learning pathway for key stage 4. This will be reviewed and revised as necessary as learners move into the post-16 phase. Learners will be able to proceed through these pathways at a rate suitable to their aptitude and rate of development. Additional support will be provided for those who need it. More able learners will be challenged to achieve their best. As far as regulations allow, learners in Luton will be encouraged to acquire accreditation at the point they are ready for it. At a practical level, timetables will be harmonised and pastoral and transport arrangements secured to enable learning to take place in a range of venues.

5.2.6 As young people follow an increasingly “personalised” curriculum it will be essential that their progress is closely monitored and the next stage of their learning properly informed. The lynchpin at the centre of the process will be an assigned member of staff who works closely with the student, monitoring his or her progress towards his or her learning and personal development goals. The student and the assigned member of staff will meet for regular reviews, informed by the latest data available and supported by brief inputs from course teachers/trainers. These reviews will confirm the progress made by the student, provide an opportunity for recording and celebrating success and confirm the next steps in the student’s direction of travel. It will be the responsibility of the assigned member of staff to maintain up to date records of the progress of students with whom he or she is working.

5.2.7 To support the dialogue between the young person and their mentor, and to ensure that a clear picture is kept of each young person’s development, there will be an individual learning plan (ILP) for all young people. On this will be recorded their learning and personal development goals and the processes by which these will be achieved. Learning goals for all students will include literacy and numeracy. Other subjects and areas will be covered depending on the programmes being followed by an individual young person. The development of Campus Luton, creating enhanced opportunities by enabling schools, colleges, other providers and employers to work together in collaboratives and consortia will create a wide range of learning options for all young people in the town. The choice of programmes to be followed by any individual will be determined in consultation with the student, his/her parents

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carers and professional staff. They will be built around the student’s aptitudes, ambitions and interests, taking account of statutory requirements as they relate to the curriculum. They will also be constructed from a “menu” of opportunities linked to achieving the outcomes of the four types of learning identified above. Thus young people will be encouraged to pursue courses or programmes which entail: using and applying knowledge in a range of contexts; learning with and through other people (making the most of ICT to extend this to include a truly “global” dimension); developing self awareness and leadership skills. Young people will receive the highest quality information, support and guidance from suitably trained and qualified personnel to ensure that they make the best possible choices for themselves at key transition points. This should include structured opportunities to taste courses they may be interested in pursuing.

5.2.8 Goals and numerical targets for improving young people’s performance in the subjects and areas of the curriculum will be derived using national data and local intelligence. There will be a general expectation that young people should progress at least as well as their peers nationally.

5.2.9 This plan will be the instrument by which the personalised learning programme for each student is made manageable. It will both identify the location where the learning will take place and, over time, will indicate how the learning will take place. Most young people will continue to attend the majority of their programmes or courses in their home institutions. However, Campus Luton opens the possibility that some young people will be learning in other venues (including at post 16). The ILP thus needs to be the map by which the young person orientates him or herself throughout a particular phase of learning. More than this, though, the ILP will, as it develops, be the record for the types of learning experience the young person needs to undergo to achieve the identified goals. These can include: class work, group work, lecture-style presentations, “remote” learning via video-conferencing, research on or off-site, and work-based learning. Young people will not only be encouraged to “play to their strengths” but they will also have structured, supported opportunities to learn in ways that they find less comfortable in order to develop their flexibility and resilience.

5.2.10 Where young people have additional requirements such as special educational needs or those arising from the need to keep them healthy and safe, measures to address these will also be included in the ILP. Some of these elements of the ILP may only be accessible to a limited range of professional staff in order to maintain confidentiality.

5.3 Campus Luton and Every Child Matters The implementation of the Luton secondary strategy for education and training forms an integral part of Luton’s approach to achieving the five outcomes of Every Child Matters and features as a prominent component of the Draft Children and Young People’s Plan 2006-2009.

5.3.1 As a unitary authority with a single PCT, a strongly focussed local Connexions service and Children’s Fund, and a dedicated divisional police force, the town is well placed to provide integrated cross agency services to children, young people and their families. Luton has had a Children and Young People’s Strategic Board in place for a number of years, a history of

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pooling budgets and strong multi-agency projects, e.g. Luton Youth Offending Service and family support workers in schools.

5.3.2 The essential elements of a Children’s Trust have been put in place. These are: the establishment of key principles -*+*for cooperative working; the establishment of a local safeguarding children board; and the appointment of a Director of Children’s Services and a Lead Member for Children’s Services. Work is in hand to set up a number of key delivery mechanisms: better sharing of information; pooled budgets and joint commissioning; developing an extended schools strategy; designating a “lead professional” to lead and coordinate work with at risk young people; implementing the common assessment framework

5.3.3 All of these actions are intended to achieve the vision:

“That all young people in Luton are safe, healthy and successful.

5.3.4 This means that: a) Children and young people can grow up as healthy, well-balanced individuals; b) Children, young people and families can live in safe, secure communities protected from abuse, harassment, exploitation and neglect; c) Children and young people enjoy growing up in Luton and that they are enabled to succeed in their education and achieve their full potential; d) Children, young people and their families are involved in the development of the services and are encouraged to make a positive contribution to society; e) All services contribute to the stability of family life and enable young people to develop economically, socially and emotionally.

5.3.5 The key priorities identified locally for particular attention are: a) Improving the outcomes for the 50 families where children and young people have high level needs, but where the child or young person is not on the Child Protection Register or in Public Care. b) Improving outcomes for children and young people with high dependency because of complicated or multi-dimensional needs including disability by integrating services and care pathways to provide well-coordinated and seamless services tailored to individual needs. c) Improving immunisation and vaccination rates for children 0-5 and using this focus to improve contact with and support for “hard to reach” families. d) Preventing and treating overweight and obesity in children and young people aged 2-19 years. e) Improving educational attainment of young people at secondary schools and colleges (11-19) with particular focus on narrowing the gap for vulnerable and underperforming groups.

(Source: Luton draft CYPP 2006-2009, p.5)

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5.3.6 While it is recognised that some services are best delivered centrally, the town has been broken down into three areas to enable the coherent local delivery of those services for which this is appropriate. The three consortia that comprise Campus Luton have been established to coincide with the three area model. These consortia will be used as a vehicle for enhancing the curriculum offer available to learners and the quality of teaching and learning; for promoting effective inclusive practices (including behaviour management) and will be a pillar within the extended schools’ strategy. All of these are described in more detail below. Where possible, the consortia will also be used to promote effective collaboration (including enhanced mutual accountability) at leadership and management level in schools.

5.3.7 As plans for Building Schools for the Future evolve, the option of co-locating provision from partner services, such as the Health Service, Children’s Social Services and Active Luton (a new charitable trust set up to run Luton’s sports facilities), on school sites will be explored further and concrete proposals made at the stage the strategic business case is submitted. Each school will need appropriate accommodation for lead professionals, family workers and all of the other para-professionals working to break down the barriers to learning and achievement faced by young people in Luton. Key personnel within the Children and Learning Department are, where appropriate, being allocated to work primarily in one of the three areas of the town to facilitate better coordination of support for schools and families.

5.4 Teaching/Learning and the Curriculum in Campus Luton Young people learning in Campus Luton need to be equipped to face the challenges of life in the 21st century with confidence. Technological advances and the increasing “globalisation” of the world’s economy and labour markets mean that the pace of change is likely to accelerate. While this change brings advantages for example in terms of increasing affluence for many and the benefits to health of advances in medical research, it also carries threats. The present and future generations will need to find creative and lasting solutions to problems created by dwindling resources, political instability, continuing social inequalities, epidemics and pandemics of serious diseases. Commentators frequently express the view that many young people currently in education and training will in the future be carrying out jobs and other roles in society that have yet to be invented. Currently there is a risk that the sum of young people’s learning in school or college will not prepare them adequately for the world they will enter as adults. A focus for Campus Luton will be to raise further the saying on rate of students age 16+, and particularly those who currently leave education at ages 17 and 18. This will have the effect of reducing the number of young people not in education and training.

5.4.1 Campus Luton must therefore have as its goal the development of young people whose education and training amounts to far more than a set of knowledge acquired over a period of years in school, college or with a work- based training provider, for knowledge on its own will not be enough. As Stoll, Fink and Earl (2003) argue: “Each individual must be equipped to seize learning opportunities throughout life, to broaden her or his attitudes, and to adapt to a changing, complex and interdependent world.” There will need to be a common language to describe learning across Campus Luton. Young people will need to be given an influential voice in shaping their learning opportunities and the curriculum they experience.

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5.4.2 Learning in Campus Luton will be based on the four fundamental types of learning proposed by the International Commission on Education for the Twenty First Century (Delores et al, 1996):

5.4.3 Learning to know – acquiring a broad general knowledge, intellectual curiosity, the instruments of understanding, independence of judgement, and the impetus and foundation or being able to continue learning throughout life.

5.4.4 Learning to do – the competence to put what one has learned into practice, even when it is unclear how future work will evolve to deal with many situations and to act creatively on one’s environment. This involves higher skills at all levels, being able to process information and communicate with others.

5.4.5 Learning to live together – developing understanding of and respect for other people, their cultures and spiritual values, empathy for others’ points of view, understanding diversity and similarities between people, appreciating interdependence, and being able to [engage in] dialogue and debate, in order to participate and cooperate with others, enhance relationships, and combat violence and conflict.

5.4.6 Learning to be – developing the ‘all-round’ person who possesses greater autonomy, judgement and personal responsibility, through attending to all aspects of a person’s potential – mind and body, intelligence, sensitivity, aesthetic sense and spiritual values – such that they can understand themselves and their world, and solve their own problems.

5.5 14-19 Provision The Local Authority’s 14-19 strategy is an integral part of the 11-19 Strategy for Education and Training, published in Autumn 2005. The strategy builds on the action plan drafted in response to the 14-19 area wide inspection undertaken in Spring 2004 and takes full account of the Strategic Area Review (StAR) undertaken by the Learning and Skills Council (LSC) for Bedfordshire and Luton in 2004-05. It has been widely consulted on and is constructed around four “strategic intents”:

a) Support and develop further high quality leadership and management at corporate, consortium and institutional/organisational level.

b) Raise achievement by supporting and developing further high quality provision within individual institutions and organisations (including continuously improving the quality of teaching and learning).

c) Support and develop further effective collaboration between institutions and organisations, that puts the interests of all learners at its heart.

d) Develop further the strategic use of resources and accommodation.

5.5.1 Clear targets have been agreed for improving performance at 16, and post 16, and for increasing staying on and retention post-16 and for decreasing the group not in education, employment and training. These are shown at Appendix 8. While seeking to raise overall levels of performance by young people across the Borough, the particular challenges to be addressed by the strategy are: Enabling more able learners to realise their potential.

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Increasing the proportion of 16 year olds who achieve 5+ A*-C including English and mathematics. Raising the performance of young people from underperforming groups (in particular some students of African Caribbean origin, some white British students and some students of Pakistani origin). Continuing to reduce the number of young people not in education, employment or training.

5.5.2 At the heart of the strategy is making a reality of the concept of Campus Luton: all partners and stakeholders working together to develop Luton as a learning community. The strategy is built on the principles of shared responsibility for:

the outcomes achieved by young people, in terms of them being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being; and making the best possible provision for them in respect of the curriculum available to them, the quality of teaching and learning they experience and the care, support and guidance they receive.

5.5.3 Consultation with employers in drafting this vision has reinforced partners’ understanding that learners must be well prepared to face the challenges of adult life, including meeting the expectations of the workplace. At the very least, learners must be functionally literate, numerate and able to use ICT effectively. They must have a good understanding of the personal skills, habits and attitudes necessary to be effective in the workplace, including the capacity to work creatively, manage their own performance, solve problems, function effectively within a team and show leadership skills when necessary. The Bedfordshire and Luton EBP plays a central role in developing work experience opportunities for young people within the framework and aspirations of the 11-19 strategy, including evolving new models of work experience with schools and employers. High quality guidance and support, through the partnership based on Connexions, is needed to ensure that all young people have the opportunity of consider the widest range of opportunities and routes available to them at key points in the education and training.

5.5.4 ICT will be used as a means of enhancing learning, where appropriate, for all learners through the opportunity to access to the Campus Luton virtual learning environment at locations throughout the town. ICT will have a particular role to play in enabling the continued learning of students who are hard to reach (eg. young mothers) or who have been excluded. The role of the assigned tutor and the family link worker will be crucial in guiding such young people through the personalised learning opportunities available to them.

5.5.5 The local structure At the core of the structure will be the Luton high schools, the secondary special school and the two colleges located within the bounds of Luton. Also contributing will be the secondary pupil referral units, the work-based learning providers, Dunstable College, employers and Luton University.

5.5.6 For the purpose of enabling all partners to deliver the outcomes of the Every Child Matters agenda, schools are grouped into three areas as follows:

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South and East: Ashcroft, Putteridge, Stopsley, South Luton North and Central: Cardinal Newman, Icknield, Lealands, Lea Manor, Woodlands West and Central: Challney Boys’, Challney Girls’, Denbigh, Halyard

5.5.7 These three areas will be used as the basis for partnership working and greater curriculum flexibility, which will allow young people to follow a wide range of general and specialist courses that meet their individual needs and aspirations.

5.5.8 Enhanced curriculum provision will be based on a 2-layer model:

Layer 2 Collaborative Collaborative Collaborative Collaborative leading Leisure & leading leading Health & leading Creative Tourism Construction Social Care & Cultural Industries

Layer 1 Consortium / West and Consortium / North and Consortium / South and Central Central East

5.5.9 Layer 1 is based on the 3 areas shown above. It is learner focused, providing a wider range of high quality courses for students aged 14-16 than can be offered by individual schools. Each group of providers is developing a range of academic and vocational courses that will be available to learners within the consortium. Care will be taken to ensure that these courses are developed so that they stretch all of the young people involved, including the most able. Luton is committed to maintaining support for the development of gifted and talented provision to ensure that this work receives specialist input in this area. Over time, the capacity for learners to be offered broader opportunities will be developed further both within each consortium and across Campus Luton. The involvement of colleges, WBL providers and employers in the planning for consortium delivery ensures that appropriate progression routes (“pathways”) are available in all areas of the curriculum, including the opportunity for learners to participate in pre-E2E programmes and Modern Apprenticeships. Some aspects of extended school provision will be developed within the framework of the consortia.

5.5.10 Considerable work has already been undertaken with staff and learners in the first consortium group (West and Central) to address issues arising from attending courses away from the “base” school. This has involved developing protocols around such matters as uniform and behaviour and ensuring that effective transport and monitoring arrangements are in place. This experience will be used to underpin further developments. In addition, Luton Borough Council is in discussion with transport companies to seek ways of using school buses that are largely unused during the school day, to move students between bases.

5.5.11 Layer 2 is based on groups of institutions, including schools, colleges, HE institutions and work-based learning providers working collaboratively to plan and support the delivery of courses within a sector skill area for the benefit of the whole Campus. Any one institution may belong to more than

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one collaborative. The collaboratives will serve as a focus for attracting sector skill and other funding and they will plan delivery by developing programmes of study and learning materials, as well as providing CPD for staff. Each collaborative will be supported by Post-16 providers, HEIs and employers, to ensure curriculum progression and provide additional quality assurance. The collaboratives build on the expertise of existing specialist colleges and will evolve to incorporate newly acquired specialisms as they come on stream. Currently Icknield High School (specialism in Visual Arts) is leading developments in the Creative and Cultural industries collaborative. 5.5.12 In Campus Luton post-16 provision is the responsibility of Barnfield College, Cardinal Newman HS, Dunstable College, Luton Sixth Form College and the work-based learning providers. Barnfield College, Cardinal Newman HS and Luton Sixth Form College will continue to develop arrangements that enable students who are on the roll of one institution to access suitable courses provided by another, thus widening the choice available.

5.5.13 Some post 16 courses can be offered on the premises of high schools or in other places, for example the City Learning Centre. Such courses will be offered under the aegis of one of the existing post 16 providers, who will have the responsibility for ensuring that the courses are adequately resourced (including staffing, accommodation and equipment) and that effective quality assurance arrangements are in place. These courses will give young people who might typically not continue in education or training the opportunity to gain confidence and maturity, as well as a further qualification, in familiar surroundings. Following such a course, it is probable that a proportion of these young people, who previously would have left the system aged 16, will continue in education or training beyond the age of 17 with a post-16 provider whose courses best meet their needs.

5.5.14 The courses offered to students through consortia and developed through collaboratives are chosen on the basis of: Local, regional and national audits of need (e.g. those undertaken by the LSC). National priorities (e.g. as expressed in the 14-19 White Paper). Feedback from employers. Feedback from young people.

5.5.15 Significant work is being undertaken to provide better advice and guidance for young people. Campus Luton developments are being supported by a group which draws together key partners including Connexions, Aimhigher and careers teachers. This group is producing a local prospectus for 14-19 learners in Luton to build on work already undertaken in mapping local curriculum pathways for the benefit of teachers and other professionals.

5.6 Implications for Building Schools for the Future The accommodation in which the learning takes place must fully support the flexibility of approaches to learning implied above. It will need to incorporate the following dimensions: a) All accommodation must be comfortable, light and spacious enough to meet its intended purpose. It must be equipped for e learning. All other resources, equipment and furnishings need to be of high quality,

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as does the overall “finish” of the accommodation. There need to be good acoustics and the opportunity to manage the climate. b) There needs to be a suitable mix of specialist and flexible spaces, all of which are fully accessible to students with special needs. The specialist spaces include those for PE/sports, music and drama, science and technology (including specialist ICT), library/resource centre, work-based learning (eg. construction workshop or health studio). Flexible spaces include such areas as classrooms, which may also be used as conference rooms, smaller spaces for individual, one to one and small group work, larger spaces which may be used as lecture theatres, cinemas or assembly halls and social spaces which can be used to display students’ work. c) Library/Resource areas will have access to video and DVD resources and be linked to satellite TV to allow programmes in a variety of languages to be available. d) Accommodation must be available that allows personal needs to be met, including spaces for treating young people with physical needs, clean and orderly toilet and changing facilities, e) Facilities for the provision of hot, nutritious meals, using fresh produce requiring storage and preparation and attractive areas for communal eating. f) Where there is community use of the building space for refreshments and communal meeting areas g) There will need to be a separate ICT management space, akin to the preparation rooms needed for science and technology.

h) There will also need to be a range of spaces for staff to work, meet, relax and learn. i) The external environment of the school should be seen as an integral part of the learning resource, supportive both of good learning in PE/sports and of effective investigative learning in subjects such as science and geography.

6. ICT AND E-LEARNING

6.1 Introduction ICT and eLearning are seen as key components of the Campus Luton model for transforming secondary education in Luton. There is significant evidence that ICT, when used effectively, can transform teaching and learning as shown by recent research and practice taking place in schools. Learners for whom traditional teaching and learning methods have failed can be motivated and engaged through ICT. ICT has a major part to play in the management of individual and personalised learning and progress and in increasing access to learning for teachers, pupils and the wider community. Leadership and management can also be radically improved through the effective use of ICT that can also help to bring about integration of services and systems across the whole spectrum of Children and Learning, particularly with regard to fully extended schools.

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6.1.1 As a Local Authority we fully subscribe to the vision set out for ICT and eLearning by the DfES documents “Fulfilling the Potential – Transforming Teaching and Learning” 2003 and “Harnessing the Technology – Transforming Learning and Children’s Services “ 2005.

6.1.2 The latter provides a strategy that sets out to achieve four overarching objectives:

transforming teaching, learning and child development, enabling children and learners of all ages to meet their highest expectations connecting with hard to reach groups in new ways opening up education to partnerships with other organisations moving to a new level of efficiency and effectiveness in our delivery. 6.1.3 We believe that these objectives are entirely in keeping with our vision for Campus Luton and that they can be achieved in Luton through Building Schools for the Future. 6.2 Current Provision ICT provision across schools in Luton is generally good reflecting the priority that the Local Authority has placed on the use of ICT to support learning and teaching through successive EDPs and the ICT in Schools Standards Fund that has been allocated and used effectively. All secondary schools have been connected to Broadband (2mb) via the Broadband Network and the Local Authority since July 2002. By the end of December 2005 all secondary schools will be upgraded to a 10mb link. All secondary schools have exceeded the target of 5:1 pupil to computer ratio.

6.2.1 In keeping with many Local Authorities the development of networks within secondary schools (LANs) has taken place over a long period of time. A number of schools have taken the opportunity to replace the old infrastructure with more modern up-to-date servers, switches and cabling which has brought about improvements in the delivery of ICT resources to the classroom. In many schools these developments have been coupled with the provision of wireless networks and laptops in trolleys that provide access to ICT in the classroom when it is needed.

6.2.2 All secondary schools have invested in Interactive Whiteboards and staff are developing expertise in their use to transform learning. This expertise can be shared both within and across schools.

6.2.3 The Local Authority have developed “The Luton Learning Grid – L2G” (http://www.learning.luton.gov.uk) a web portal that provides a wide range of information and resources to Headteachers, Governors, Teachers, Parents and learners of all ages within Luton. The facility has the capacity for all teachers and teaching assistants and pupils within the Luton Schools to have their own personal folder and email address. There is also the facilty within L2G “LearningSchools@Luton” where schools are able to submit and share effective resources with other schools in Luton.

6.2.4 Luton has one City Learning Centre (eLearning@Luton) that has developed a range of innovative activities particularly in the areas of Music Technology and Digital Video/imaging aimed at promoting ICT as a tool to support learning. Pupils from all secondary schools have attended sessions at the

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centre and there is evidence that this is impacting on attainment. The centre is the venue for ICT Masterclasses and an Advanced Learning Centre for ICT. Strong links are being developed with E2BN particularly in the use of E2BN developed resources and Video Conferencing. We have recently made an application in collaboration with Luton Town Football Club to establish a Playing for Success suite at the CLC.

6.2.5 The CLC also acts as a training venue for both teachers and support staff, particularly in the use of new technologies and how they can be planned into the teaching and learning experience. Specific CPD events are organised through cpd@luton and many courses utilise the use of ICT and how it can be used to both engage learners and help raise attainment. This has included accredited courses for Teaching Assistants in the use of ICT in teaching and learning to support the workforce remodelling agenda and reduce teacher workload. We are committed to continuing this provision.

6.2.6 Currently eight secondary schools act as a spoke for the CLC. These schools have developed expertise in the use of ICT for a particular area of the curriculum and are now beginning to share both the expertise they have acquired and also resources that have been developed. It is our intention that all secondary schools including the Special School will become such spokes over time.

6.2.7 Several schools are beginning to develop virtual learning environments (VLEs) that will provide the electronic management of the learning process to support teaching and learning and administration processes and help to support workforce reform initiatives. Both Barnfield College and Luton Sixth Form College have developed expertise in the use of VLEs with their students as has the University of Luton.

6.2.8 There is much good practice in ICT in Luton’s schools across all phases to draw upon. ICT is being steadily embedded across all areas of the curriculum, and schools are becoming increasingly e-confident. More schools including Woodlands Secondary School (Special) where much good practice exists are applying for the Becta accredited NaaceMark. In fact Woodlands is one of the first schools in the country to be awarded the new ICT Mark in recognition of the very effective role ICT plays in the school.

6.2.9 The use of ICT to support inclusion is well underway in Luton. One of our special schools provides outreach support to mainstream schools in how ICT can help the school meet the special needs of individual children.

6.2.10 In-borough specialist provision for those with challenging behaviour has recently increased and caters for students both with and without statements. Currently, it includes: Learning Support Units in all High Schools. The Avenue Centre, offering offsite short-term provision Key Stages 3 & 4 and developing outreach. The Orchard Centre, offering offsite longer-term provision at Key Stage 4. The Rathbone Centre offering offsite alternative vocational curriculum at Key Stage 4.

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6.2.11 ICT is seen as a key way of delivering the curriculum and supporting learners who present challenging behaviour in all these provisions and much good practice is being developed.

6.2.12 Headteachers are increasingly becoming more aware of the importance of their role with regard to developing a holistic approach and vision for how ICT can impact on both teaching and learning and leadership and management in their school. A growing number have participated in the NCSL Strategic Leadership in ICT Programme and the Local Authority is working closely with NCSL to provide courses particularly for secondary headteachers and subject leaders in Luton schools.

6.2.13 There is already good community provision for ICT within Luton, inAdult and Community Education centres attached to schools, local community centres, libraries as well as outreach work from Local Authority staff.

6.2.14 All schools in Luton have been provided with secure intranet and email links directly with the Local Authority which enables data and information to pass efficiently between schools and the Local Authority. We are currently working on the provision of a common database across the Children and Learning Directorate to give a single point of access to data about specific children.

6.3 Vision for BSF We aim to provide universal common access to high quality borough wide facilities and learning provision to enable every child, young person and adult learner to access learning at any time, anywhere.

6.3.1 A robust, reliable and sustainable common digital system framework will be created which will blur the divide between school and school, school and home and school and other children’s services and help bring about collaboration in teaching and learning and other aspects of “Every Child Matters” that are a key part of the overall vision for Campus Luton and Building Schools for the Future.

6.3.2 There will also be an increase in parental and community digital access to school and we will ensure that the access to ICT for the community is enhanced by these developments particularly in relation to the Extended Schools strategy.

6.3.3 We will ensure that a greater focus on ICT will bring real benefits for all learners. Access to ICT will be instant and available wherever the need is identified and ICT will be used wherever it is the best resource for learning to maximise the impact of teaching and increase the variety and effectiveness of learning styles. It will be used to, to motivate and engage pupils and provide the best opportunities for every child and young person to reach their potential leading to higher levels of inclusion.

6.3.4 ICT will facilitate access to differentiated materials and worldwide expertise and provide a greater range of learning pathways for individuals. It will enable learners to move seamlessly between one learning environment and another, maximising the potential to provide personalised learning programmes.

6.3.5 Improved use of digital technologies within the Campus Luton environment will bring a number of significant benefits to the learning communities that it

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supports. The aim is to improve attainment and achievement by enabling and empowering learners of all ages, backgrounds and cultures through the use of digital tools.

6.3.6 We will continue to provide for community access to ICT through the common digital platform and the development of extended schools and community use and will work hard to break down the so called “digital divide” within the borough through the continued provision and access to ICT in schools, community centres and libraries.

6.3.7 We believe that this vision sits well with “Harnessing Technology” elearning agenda and the four service components identified by Becta that are needed to bring about an effective digital infrastructure for schools:

Learning services. Data services. Connectivity services, and school Infrastructure services.

6.3.8 If we are to achieve this vision it is essential that ICT is seen as integral part of the design process for the building from the outset.

6.4 ICT and a Luton Secondary Learner

All learners will be e-confident; they will know how and when to use ICT.

6.4.1 A Luton learner will be able to access resources to support their learning during any lesson or any time, any where. The resources will be organised and available in such a way that makes it easy for the learner to access the materials whichever school they attend and will be tailored to meet their individual needs.

6.4.2 A Luton learner will have online interaction with teachers and/or peers: as individuals as part of whole class teaching

6.4.3 A Luton learner will be able to work at their own pace with online support from their teacher as well as support for SEN and Gifted and Talented where appropriate.

6.4.4 A Luton learner will be able to access specialist lessons taking place in another school or location (such as the CLC) through video conferencing, streaming video, discussion groups, live and archived content and email. This will, for example, enable gifted and talented pupils from a number of schools to be brought together virtually for online “Masterclasses”.

6.4.5 A Luton learner will have on the network his/her own personal space for work, a single login and password with an adaptive profile that will enable them to access the same resources wherever they happen to be. If they are working in another location such as a school or library, rather than their “home” institution in order to meet their aspirations and needs they will have the same access to the network and their personal files.

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6.4.6 A Luton learner will be able to check homework that has been assigned to them through the Learning Platform by accessing their teacher’s virtual area online. They will also be able submit homework online.

6.4.7 A Luton learner will be able to access assessment data and information and receive immediate feedback through on-screen assessment.

6.4.8 All of the above factors will provide support for personalised learning and the four fundamental types of learning referred to in the “Teaching/Learning and the Curriculum in Campus Luton” section of this document:

6.4.9 Learning to know, Learning to do, Learning to live together and Learning to be

6.5 How will we bring this about?

6.5.1 Infrastructure and Hardware There will need to be large scale investment in the infrastructure and hardware within Building Schools for the Future to underpin the transformation envisaged by Campus Luton and the use of ICT. All works will be carried out to the highest level of specification available at the time.

Learning Spaces – these will be created to provide total network coverage throughout a building via a combination of wireless access in all learning spaces and hard-wired areas with access to excellent multi- media content and software. Wide Area Network (WAN) – to facilitate collaborative working and sharing of resources and learning and the establishment of a Managed Virtual Learning Environment (MVLE), also referred to as a Learning Platform, that covers all secondary schools (including the Special School) in Luton. The WAN will enable data transfer between schools and other agencies to be streamlined. We would also envisage other agencies that are part of the fully extended school to be included in the WAN wherever possible. Broadband Access – all establishments will be connected with a minimum 100mb connection to enable access to high quality learning resources as near to instant as possible. This will also be used to promote collaborative synchronous and asynchronous teaching and learning through video conferencing, discussion forum, email and video streaming etc. We will continue to work closely with E2BN to ensure a high quality service is provided. This will be linked to the National Education Network (NEN) that is currently being developed. Local Area Networks (LAN) – these will be within schools and will be important in providing instant access to ICT. It will be essential that there is interoperability between systems in each school to facilitate resource sharing, a single login and password and also technical support. The LAN will support both management/administration (MIS) and curriculum use. There will no longer be separate networks for these functions. Remote access and security – staff, pupils and parents will be able to access the network any time, any where with appropriate security restrictions to protect data. The security of each school will be designed to prevent theft of both information and ICT equipment.

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Management Information Systems – It will be essential that all office and staff work spaces are included in the infrastructure to enable instant access to management and financial applications and individual pupil level data to inform teaching and learning. All staff will have access to ICT – Teachers and Support staff will have their own laptop or tablet pc. We envisage that there will be a mixture of hard-wired high specification desktop computers (both PC and Apple Mac) for whole class work or where a high specification computer is required. Wireless mobile devices such as laptops, tablets and PDAs will be available to enable the embedding of ICT across the curriculum for individuals, groups of learners or whole classes as appropriate. Interactive Whiteboards will be available in every teaching space and this will also contribute to the further embedding of ICT in the schools. We envisage that the ICT infrastructure will be fully integrated with other key functions of the building such as security and access, CCTV, telephony, fire protection, notices/display and payment for food. We will seek to achieve economies of scale on the procurement of the infrastructure and hardware across all schools. Given the rapid rate of change and invention within this area we will need to ensure that we take account of any developments in technologies that would enhance the teaching and learning process. We will also ensure that specialist hardware and software to support the inclusion of pupils with special educational needs will be available.

6.5.2 Resources and Software We will make extensive use of high quality commercially available multi- media materials and software and we will make use of Curriculum Online and exhibitions such as the BETT show to ensure that we provide the most appropriate software to meet both learners and teacher/support staff needs.

6.5.3 We would also expect that the City Learning Centre will continue to have a key role in terms of providing advice and support to both teacher/support staff and learners with regard to the use of new hardware and software applications to support learning across the curriculum particularly with music technology and digital imaging/video.

6.5.4 We will ensure that the needs of all learners are met, particularly those with special needs who require specialist ICT equipment to enable them to access the curriculum and we will continue to provide outreach support to schools to help identify individual pupils needs in this respect. ICT will have a particular role to play in enabling the continued learning of students who are hard to reach (eg. young mothers) or who have been excluded and resources will be provided to meet these needs. We will continue to provide ICT solutions to help meet the needs of these vulnerable children.

6.5.5 We will also continue to provide CPD both at the LA Professional Development Centre and the CLC to further develop teachers’ ability to produce and use digital learning materials. All resources will be shared between all establishments including some in Primary schools to support transfer and transition. As with hardware we will expect to achieve economies of scale in the procurement of multi-media resources, software and the Managed Virtual Learning Environment.

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6.5.6 We will ensure that we achieve the very best prices for office application software that at least match or better Becta agreements. Similarly we will ensure that MIS applications are procured centrally in order to achieve best value.

6.5.7 We will ensure that clear and simple systems are set up to enable the sharing of resources and best practice through the Managed Virtual Learning Environment that will also enable both teachers and pupils to track and record progress essential for personalised learning and assessment for learning. This will link with MIS systems within schools.

6.5.8 We will in time make a decision about which Learning Platform system best suits our needs and this will be common to all schools so that teachers across different schools will be able to collaborate in the development of resources and share expertise. In coming to this decision we will evaluate the systems currently in use in our schools and colleges and also make use of advice and guidance published by Becta.

6.5.9 It will be essential that the very best resources and digital applications are provided with easy access if the learner is to be able to take on new responsibilities for their own learning through individual learning plans and enable personalisation of learning to take place.

6.5.10 It will be necessary to integrate the use of the learning platform as the vehicle to deliver multi-media content with the current Luton Learning Grid (L2G) and Learning Schools@Luton so that there is no confusion as to where resources can be found. We envisage that L2G will provide the home page from where the Learning Platform is accessed.

6.5.11 Learning and Teaching The confidence and competence of both teachers and teaching assistants in the use of ICT and the development of pupils’ capability and skills is crucial to achieving this vision. We will ensure that a tailored programme of training and support is in place for all teachers and support staff.

6.5.12 It will be necessary to sustain this high level of training and support over a long period of time to create a workforce who are able to embed ICT into their subject in an innovative way to improve teaching and learning and at the same time develop the ICT capability and skills of all pupils in order to improve attainment and achievement.

6.5.13 It is not reasonable to expect staff to simply move into and take advantage of the new facilities and technologies; time will need to be spent in inducting them into their use so that they are able to deliver “quality first” teaching at all times.

6.5.14 The learner must become central to the process of improving teaching and learning. Teachers and support staff will need to be able to guide pupils through the content and learning pathways and interfaces that best suit their individual needs and learning styles to enable pupils to manage their own learning.

6.5.15 It may well be necessary to enhance the number of Secondary Teaching and Learning Consultants through Building Schools for the Future funding to ensure that staff are well trained and supported.

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6.5.16 Management Information This will be part of the WAN and LAN (in individual schools) and will no longer be part of a separate network. This will enable management information to be shared and made available between schools, schools and the LA and also other agencies included within the infrastructure as part of the extended schools strategy.

6.5.17 It will be essential to provide a highly effective management system to store both pupil and staff data. This will become increasingly important as school self evaluation develops and we will ensure that the system supports this process and provide training wherever necessary.

6.5.18 Management teams and teachers will need to be able to track pupil progress and analyse the performance of pupils and the school. This will support assessment for learning.

6.5.19 Pupils will be provided with progress and targets that will be updated regularly. This pupil level data will be fully integrated with the Managed Virtual Learning Environment and will reduce the amount of time teachers/support staff spend entering data.

6.5.20 We will ensure that the system will be linked to wider developments that are taking place with regard to extended schools and the sharing of information across multiple agencies. As this begins to take shape in Luton it will essential that we look carefully at how ICT systems can be fully integrated to enable effective collaboration between the LA, schools and other agencies. We will also need to ensure that all staff are fully trained.

6.5.21 It will be essential that effective and timely support for MIS is an integral part of the service of the Managed Service provider.

6.5.22 Leadership and Management We will need to ensure that the MIS system provide leadership teams with essential tools to support personalised learning strategies to improve the efficiency and effectiveness of their learning institutions. This will directly support the drive to raise standards in our schools.

6.5.23 If these new tools and learning environments are to be used effectively there is a need for effective change management within schools. School leaders will need to be supported in developing their strategic vision for learning and teaching within their new technology rich environments.

6.5.24 We will ensure that School leaders understand the potential of ICT and that the vision is achieved and continually developed. Support and training will be provided for school leaders that may include the NCSL SLICT programme. As mentioned earlier we are currently talking with NCSL about how this might be made available for Luton headteachers

6.5.25 Subject leaders or those responsible under the new TLR arrangements for attainment and achievement in a subject will have a key part to play in ensuring that ICT and eLearning is fully integrated into learning in their subjects and subject leaders.

6.5.26 We will continue to develop online communities for headteachers to communicate, share information and collaborate and teacher networks to enable subject leaders amongst others to do the same.

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6.5.27 We will continue to support schools in the use of ICT to reduce teacher workload and remodelling. Once embedded many of the ICT practices referred to in this document will help to save teachers time and enable the more effective use of support staff.

6.5.28 It will be important to ensure that Governors are fully informed and consulted upon with regard to how ICT fits into the Building Schools for the Future agenda in Luton. It will be necessary to provide updates and training through the Governor Support Programme of cpd@luton.

6.5.29 Technical Support and Sustainability of Solutions It is essential that the technology always works well and is never a barrier to learning. Anywhere, any time learning is dependent on this. To achieve this we will need to partner with a Managed Service Provider to ensure that technical support is available across the whole interoperable network at all times. It will be essential that the provider ensures that the technical support meets the standards laid down by Becta in its “Framework for ICT Technical Support” (FITS).

6.5.30 In making infrastructure and hardware decisions it is critical that the sustainability of the ICT solutions are taken account of. It will be necessary to consider the ongoing revenue and capital costs as part of the decision making process on the exact solutions to be implemented. It will also be necessary to develop a rolling programme of replacement to ensure that the ICT continues to function well as well as taking account of new technological developments.

6.5.31 It will be essential that the ICT infrastructure envisaged has an impact on the design of the building from the outset. In order to keep the maximum degree of flexibility in the building consideration will need to be given to the: The size of rooms where hardware is to be fixed (classroom/learning spaces and administration/teacher space. The design of rooms with the use of portable ICT solutions in mind using wireless technology – whole school wireless enabled. Routing of cabling (not fixed to walls which may not be permanent) and telephony. The position of digital display screens (walls) around the school and particularly adjacent to the main entrance. The position of CCTV, security systems; door access controls. Computerised payment systems in dining/cafeteria areas. Other applications – etc.

7. CONTINUING PROFESSIONAL DEVELOPMENT AND TRANSFORMING THE SCHOOL WORKFORCE

7.1 Current Provision In Luton we are bringing about a cultural change in schools through remodelling the school workforce and providing significant opportunities for the development of the staff who comprise the workforce. Teachers are

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being enabled to concentrate on the core business of teaching and learning to raise the achievement of young people in the town. This is being achieved by: The development and implementation of an overarching strategy for the professional development of staff working in schools. The introduction of new support roles in school, which has enabled the transference of certain key tasks (e.g. examinations officer; time-tabler; cover supervision) to non-teaching staff. The implementation of new staffing structures and job descriptions, including teaching and learning responsibilities.

7.1.1 These processes are laying strong foundations for the developments that will be accelerated further through the BSF programme.

7.1.2 Key to our developments is the continuing professional development available to all of the school workforce. To date, specifically in relation to workforce transformation, this has involved:

Providing training in change management for leaders at all levels in schools teams, governors and LA staff. Sharing a vision for the development of staff based on the notion of “teacher as learner” and supporting the development of a coaching methodology for staff development in schools and colleges (see below). Providing continuing training in pedagogy (including behaviour management skills) for teachers and support staff. Developing management skills for teachers and teaching assistants working together. Developing and running a programme for Higher Level Teaching Assistants (HLTAs) in conjunction with Luton University (there are currently nine HLTAs working in five high schools). Supporting innovative approaches to workforce reform. For example at Lealands High School, a team of “in house” cover supervisors has been established. The manager of this team is working with other schools in Luton to spread the model and with the TDA to find a way of building this role into the national framework of standards for support staff. Providing the opportunity for profiling teaching assistants against the national competencies (National Vocational Qualification (NVQ) levels 2 and 3; and the Higher Level Teaching assistant (HLTA) standards) and as a consequence putting in place a level 2 ICT course on the theme of “Using ICT as a tool for learning” for teaching assistants. This course was supported with LSC funding. Continuing development of staff in roles that have emerged through other initiatives (eg. learning mentors, family workers, the extended schools programme). Putting plans in place to enable staff to access the common core competencies for the wider school workforce (e.g. midday supervisors, caretakers).

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7.1.3 Rather than devise a local accreditation framework for staff development, it has been a guiding principle of work in Luton that colleagues should be able to access qualifications within the national frameworks.

7.2 The Vision The Campus Luton vision is that all schools will be learning organisations, where the skills of all staff are recognised, developed further and effectively utilised to achieve the best outcomes for young people. Underpinning the vision will be the idea of “teacher as learner”, where “teacher” in this sense is shorthand for all adult staff working in support of young people’s learning. This idea builds explicitly on the recognition that to be an effective learner requires, amongst other things: an openness to new experience, a spirit of enquiry, a willingness to engage with others, and a degree of dedication. Teachers in Luton will be encouraged and supported to model all of these attributes for the young people with whom they are working. All staff working with young people in Luton will have an entitlement to continuing professional development which: Takes account of their own experience, stage of learning and professional aspirations (i.e. is “personalised”). Enables them to enhance their professional knowledge and understanding (e.g. in preparing them to teach new courses). Enables them to understand better how they can enable young people to learn, thus promoting the practice of “personalised learning”; and which prepares them to work in the new environments for learning that Building Schools for the Future will provide.

7.2.1 Thus coaching – the opportunity to coach and to be coached – will be a core element of the CPD entitlement. This will build on the work already being undertaken by the Leading Edge and Training School in Luton which has been supporting the schools in special measures. Where appropriate, learning should be jointly undertaken by staff working in different institutions in order to gain the benefits of collaboration.

7.2.2 In order to achieve the necessary outcomes current practice in CPD will need to be developed further and the following developments put in place: Continuing clarification of the concept of Campus Luton and the role of all staff within it. Further developing job descriptions to meet the demands of the evolving roles in the transformed workforce (eg. leading learning, an enhanced focus on managing the transition of students between phases of education). Access to high quality performance management within an overarching framework for each school. Profile staff against the competencies required by the ECM agenda to map provision in schools against the demands of ECM and fill gaps as necessary. High quality communications within schools and beyond to ensure that all roles in the whole workforce are understood, all staff are clear about their contribution and coordination responsibilities are explicit.

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Access to a wider range of coherent CPD opportunities that build on the issues identified through performance management and to developments in the national agenda (eg. “Skills for Life”). Knowledge of and access to the ICT “platform” that will be built across Luton. Opportunities to work alongside professionals from other services in order to develop a deeper understanding of roles in support of the Every Child Matters Agenda and to enhance transferable skills. Forging deeper links to the developments of the Extended Schools Agenda (possibly involving some working in other establishments in Campus Luton).

7.2.3 CPD will be provided from a variety of sources, in addition to the provision made by individual institutions for their own staff and to provision made by national organisations such as the National College for School Leadership and the Awarding Bodies. These include the secondary training school, the specialist colleges, the national strategies and the local authority. Consortia and collaboratives within Campus Luton will run training and development for staff to build expertise in the new specialisms on offer.

7.2.4 The University of Luton will be a key partner in training activity. It will both offer accreditation (typically units towards Masters level qualifications) and will engage directly in providing training and training venues for staff working with young people aged 11-19.

7.2.5 The local authority will play a central role in maintaining an oversight of the range of training available. It will identify gaps in training provision and seek to ensure that these are closed, and it will seek to ensure that all staff are aware of the opportunities available to them through a variety of means.

7.3 Implications for Building Schools for the Future

Accommodation will be required for a greatly enlarged number of users of school buildings. This includes the need for extended reception facilities and car parking/public transport access. There are also implications for the maintenance of buildings and caretaking/cleaning. There will need to be easy access to ICT in all spaces. Accommodation will need to be flexible, allowing for 1:1, small group and large group working. Accommodation will need to be capable of being used as a high quality environment for continuing professional development for all staff. There will need to be adequate office space for teams and storage facilities as well as adequate areas for staff rest and relaxation, with flexible access to refreshments. Some schools may consider establishing crèche facilities, either for an individual school or across a Campus Luton area.

8. SPECIAL EDUCATIONAL NEEDS AND INCLUSION (INCLUDING BEHAVIOUR AND ATTENDANCE)

8.1 Introduction

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Luton has a national reputation as an inclusive authority. Since 1997, its strategy for SEN and inclusion has been based on 5 key principles: To continue the investment of resources and funding into Luton’s mainstream and special schools. To maximise opportunities for Luton’s children and young people to have their special needs met within Luton. To increase opportunities for pupils with SEN to attend their local mainstream school. To reduce reliance on SEN statutory procedures (Statements). To increase the ability of all Luton’s schools and educational settings to meet the needs of pupils with a wide range of needs successfully.

8.1.1 Luton’s ongoing vision for SEN and inclusion, as stated in its draft revised SEN and Inclusion Strategy 2005 is as follows:

8.1.2 ‘We want all Luton’s children and young people, wherever they are educated, To have a good education that enables them to achieve to the full and provides a firm foundation for adult life. To have regular opportunities to learn, play and develop alongside each other within their local community of schools, with shared responsibility and a partnership approach to their support.

8.1.3 We want all parents in Luton: To have confidence that their children’s and young people’s needs will be met effectively in school without feeling that the only way to achieve this is through a statement of special educational needs.

8.1.4 We expect all Luton schools and educational settings: To continue to build their skills and capability to meet a wide range of diverse pupil needs such that only those children and young people with the most severe and complex needs, requiring support from more than one specialist agency, will require a statement of SEN. To have an ethos of shared responsibility and partnership in delivering this vision.

8.1.5 We expect all staff within the Local Authority’s Children and Learning Department to take responsibility for delivering this vision by working in partnership: Across all its education and social care functions. Across all local services for children and young people in the Town. With all schools and educational settings. With parents, carers and with children/young people themselves.

8.1.6 So that together we can unlock the potential of those children and young people who may have difficulty learning, but whose life-chances depend no less on a good education. ‘ (Luton’s draft revised SEN Strategy 2005)

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8.1.7 This vision is fully aligned with central government’s strategy for SEN ‘Removing barriers to Achievement 2004’. It is also fully embedded within the aim and entitlement for young people articulated in Luton’s vision for secondary education and training for all students.

8.2 Current Provision

See Appendix 5 – Current Provision

8.2.1 Luton Borough Council has a range of provision for students aged 11 -19 with special educational needs including behaviour, which is summarised below. (See Appendix for full details).

8.2.2 In-borough specialist provision for those with challenging behaviour has recently increased and caters for students both with and without statements. Currently, it includes: Learning Support Units in all High Schools. The Avenue Centre, offering offsite short-term provision Key Stages 3 & 4 and developing outreach. The Orchard Centre, offering offsite longer-term provision at Key Stage 4. The Rathbone Centre offering offsite alternative vocational curriculum at Key Stage 4.

8.2.3 There is a range of specialist provision attached to the following local mainstream high schools for pupils with statements of SEN on account of sensory and physical need: For Visual Impairment at Putteridge High School. For Hearing Impairment at Icknield High School. For Physical Impairment at Lea Manor and Putteridge High Schools. There is one special school, Woodlands, for students aged 11 -19 years with severe and complex learning difficulties. Within the context of special schools as centres of expertise, Woodlands is formalising its existing outreach work to mainstream schools and post-16 providers from January 2006. 8.2.4 Contextual data Current data in terms of special educational needs is as follows:

For 2004 – 2005, 2.7% of the school population and 1.7% of the 0 – 19 population had a statement of SEN. This is below the national average (2.1%) and all key professionals are continuously mindful of seeking alternative routes to statementing in order to support students with special needs. As at 1 October 2005, there was a 0.6% reduction in statements compared to the October 2004 position and a 29.9% reduction between October 1997 and October 2005. As at 1 October 2005, there was a 21% reduction in the number of statemented pupils placed in Luton special schools compared to 1 October 2004.

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As at 1 October 2005, there was a 30% reduction in Luton pupils placed in other Local Authority maintained schools compared to October 2004. At 1 October 2005, there was an 8% reduction in independent out- borough placements compared to October 2004. For 2005, 0.95% pupils (aged 5 – 15yrs) were placed in maintained special schools. (This is both below the national average and below Luton’s 2004 figure). For 2005, 0.13% of pupils were placed in non-maintained special schools, independent special schools and other independent schools for whom the Local Authority has a responsibility (as a % of all funded pupils). This is below the national average.

8.2.5 Data in terms of permanent exclusions is as follows: Luton was the 15th lowest excluding Local Authority in 2004. Permanent exclusion rates remained low in 2005. There were a total of 24 secondary phase permanent exclusions, none of which involving Looked After Children or those in the special schools sector.

8.2.6 Data in terms of attendance is as follows: Attendance in 04 – 05 is higher than in the previous 2 years in the secondary phase. (7.86% half days missed compared to the national average of 7.82%) In both phases it remains slightly below national average but is improving faster than national average. The general Local Authority attendance figure for all schools is ahead of trajectory to meet its 07/08 DfES attendance target.

8.3 Current Priorities

These have been formulated through consideration of the following data and through consultation with schools, post-16 providers and elected members:

48% of the total number of statements maintained in Luton mainstream schools are currently for KS3 and KS4 students. Of these statements, 30% are for cognition and learning, 26% for sensory or physical need, 25% for behaviour, emotional and social need, 17% for communication and interaction, and 2% for other needs e.g. dyslexia. 41% of statemented pupils in the primary sector have a statement for communication and interaction difficulties, representing the largest category of need. While this figure is inflated by pupils who in the secondary phase may attend Woodlands, it suggests a projected marked increase in the number of pupils in this category of need who are likely to transfer to mainstream high schools 2005 PLASC data (comprising pupils with statements and those at school action and school action plus) indicates that primary phase schools identified 1.8% of pupils on rolI as having communication and interaction difficulties, compared to 1.1% of pupils on rolI in the secondary phase. This together with the above data suggests that

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future dedicated provision for pupils in this category of need should be considered at the secondary level. In all other category of need, identification was lower in the primary than the secondary phase 83% of pupils (5) in year 6 and above in the last 2 years who were placed out-borough in residential specialist provisions were placed on account of their behaviour, social and emotional difficulties. This suggests that an increase in dedicated behaviour provision locally is needed to meet such students’ needs locally and prevent costly out- borough placements. Since September 2004, a total of 7 different High Schools have bee inspected by Ofsted, of which 29% were judged less than satisfactory for behaviour, for attitude and for attendance. This also suggests the need to develop further support and provision for pupils with challenging behaviour within Luton.

8.3.1 Identified priorities are as follows:

1. Enable as many students with special needs as possible to access the enhanced curricular offer inherent in Campus Luton arrangements.

2. Strengthen existing support and establish identified provision for students with communication and interaction needs.

3. Strengthen existing support and provision for students with behaviour, social and emotional difficulties thereby reducing costly out-borough placements.

4. Enhance the quality of existing borough wide integrated provision for students with significant visual, physical and hearing impairments.

5. Enhance the quality of existing borough-wide provision for students with significant and complex learning difficulties, including those with more severe autistic spectrum disorder.

8.4 Proposed Action to Address Priorities These have been formulated through consultation with schools, post-16 providers and Elected Members of the Education Commission.

8.4.1 Enable as many students with special needs as possible to access the enhanced curricular offer inherent within Campus Luton arrangements

8.4.2 Within Campus Luton arrangements, individual pupils remain on roll in their ‘home’ establishment and attend another area school on a full/part-time basis for an agreed period of time where appropriate activities/approaches were offered. This enables students to attend school within their own area community and benefit from the wider curricular offer.

8.4.3 Given that all schools will be compatible with Disability Discrimination Act requirements, it is proposed that students with less severe hearing, physical and visual impairments, those with less severe behaviour, social and emotional difficulties and less severe cognitive difficulties will participate in the collaborative working model within Campus Luton, wherever possible. These

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students are likely to benefit from the greater emphasis on personalised learning and personal responsibility inherent in the model. The proposal to include students with special needs within Campus Luton arrangements has implications for the consistency of behaviour and learning expectations for individual students across establishments which could be managed via their individualised learning plans.

8.4.4 It is anticipated that the inclusion of students with special needs in such arrangements can be supported via existing multi-agency forums such as School Liaison Meetings (comprising Access teams, social care, youth services and health professionals) and subsequent support arrangements for individual students, awareness raising and training for school staff and consideration of wider school issues. Anticipated developments include access to a small amount of outreach work from Woodlands via School Liaison Meetings, an extension of CAMH school-based support (currently being piloted in BIP High Schools) and closer links with Connexions.

8.4.5 Since young people with Statements of Special Educational Needs are eligible for consideration of transport to and from school for journeys in excess of 3 miles, it follows that additional costs are likely to accrue where they move between school sites during the day. Students with mobility difficulties may need transport for even short distances, particularly if they have little time to get from one site to another. All transport arrangements made need to ensure that all students arrive at their destination ready to learn, as well as meeting health and safety requirements. 8.4.6 Where students are expected to make their own way to other establishments (including those with SEN but not in receipt of SEN transport) schools will need to be alert to the possibilities that this presents for truancy. Both the ‘home’ school and the receiving school will require tracking and monitoring systems, including designating staff time to check and follow up on students moving between locations. It would be advisable for the BSF programme to work with individual schools to explore the use of electronic registration systems and the various types of personal recognition systems (e.g. thumb printing and ‘credit cards’) that are beginning to emerge. Where problems are identified with truancy between locations, schools will need to apply their usual range of strategies and sanctions. Where issues persist, and where appropriate, referral should be made to the Education Welfare Service.

8.4.7 Over time, Campus Luton will offer some post-16 courses on the premises of high schools. This is likely to benefit young people with SEN who have been educated in mainstream settings, enabling them to gain confidence, maturity and a further qualification in familiar surroundings.

8.4.8 Strengthen existing support and establish identified provision for students with communication and interaction needs

8.4.9 It is proposed to support high school staff and post-16 providers in developing greater confidence and expertise in communication and interaction difficulties through: The ongoing provision of training to high school staff on disorders and relevant teaching strategies from the Social Communication team in Access and the outreach service at Woodlands School. (The latter also provides some support to post-16 providers).

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Ongoing advisory teacher support to High Schools regarding individual pupils from the Social Communication Difficulty team with Access and the Outreach Service from Woodlands School.

8.4.10 It is also proposed to develop 3 coterminous area provisions on the site of identified secondary schools specifically for students with more severe communication and interaction difficulties, using BSF funding. This would be in keeping with the collaborative area model of Campus Luton and support students in attending school- based provision within their area community. Provisions would have access to support from Access teams, CAMH and social care as appropriate. An initial borough-wide provision integrated within one High School is currently being proposed as an interim measure.

8.4.11 Strengthen existing support and provision for students with behaviour, social and emotional difficulties

8.4.12 Proposed actions include: Continuing to strengthen the quality of the Behaviour Support Service in terms of support and training offered. The Behaviour Support Service has been recognised by schools as a year-on-year improving service (source: Audit Commission Surveys) Engaging senior managers with responsibility for behaviour across all high schools and post-16 providers in identifying ways forward for collaborative working and sharing good practice across/within Campus Luton consortia (scheduled for early Spring Term 2006) Focussing on the dissemination of good practice by BIP High Schools as part of the extended Behaviour Improvement Programme Including students with behaviour, social and emotional difficulties in enriched curricular arrangements of Campus Luton wherever possible i.e. attending another area school on a full/part-time basis for an agreed period of time where appropriate activities/approaches are offered (see above). For a small number of students at risk of experiencing difficulty with these arrangements, trialling the effectiveness of 30 minute weekly sessions with a personal tutor is proposed to support an individualised learning programme. Enhancing all existing Learning Support Units across the town to specialise in particular activities or behavioural approaches such that students with more pronounced BESD may benefit from short-term access to an enhanced LSU in another establishment There is full agreement that further dedicated behaviour provisions for students with more severe challenging behaviour should be developed at KS3 and 4. The following models are currently under consideration:

a) 3 area-based onsite Pupil Referral Units co-located with 3 High Schools as part of area consortia arrangements for behaviour. These would be in addition to the existing offsite behaviour provisions.

b) 3 (or 6) area-based offsite KS3 and 4 PRUs, into which the existing borough wide provisions amalgamate. These would be managed by schools on an area behaviour collaborative model

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and provide inclusive continuing professional development opportunities for staff.

8.4.13 Either model would include support from Access teams, social care and CAMH professionals as appropriate.

8.4.14 Enhance the quality of existing borough wide integrated provision for students with significant visual, physical and hearing impairments

8.4.15 The following actions are proposed: Ensuring all schools are fully compliant with the Disability Discrimination Act, and have effective acoustic enhancement and appropriate decoration to support the needs of VI pupils Developing Putteridge High School with an enhanced centre for PI/VI pupils centrally sited within the school, as outlined in a recent provision review. This includes a new build of one classroom (80 sq m) adjacent to other facilities including clean room, changing facilities, toilet for disabled pupils, adjustable work surfaces, electric doors, adequate number of lifts, hoist shower and room for therapies/preparation area. The development of a therapy pool would also be desirable. For VI, additional ICT support and the provision of a Braille tutor/qualified teacher in VI is required. Developing Icknield High School provision to include soundproofed rooms for small group work, appropriate ICT equipment in a dedicated suite, and access to trained communicators, teachers of Deaf/Speech and Language Therapists as appropriate

8.4.16 Enhance the quality of existing borough-wide provision for students with significant and complex learning difficulties, including those with more severe autistic spectrum disorder

8.4.17 Proposed actions include: Continuing to develop close links with mainstream schools and post-16 providers to allow flexible inreach and outreach support. Woodlands School Outreach Service provides the following specialist advice: Advice and Training re: use and moderation of ‘P’ Scales Advice and Support for pupils with Autistic Spectrum Disorder (ASD) and challenging behaviour Accessing learning through ICT/Interactive Whiteboard and other technological equipment Transition planning from school to college and beyond for pupils with severe, profound and complex needs Moving and handling assessments, advice and training (Centaur) TEAM TEACH training Advice and support for accreditation for pupils with severe and complex needs Extending opportunities to enable the participation of all students at Woodlands School in Layer 2 curricular opportunities (outlined in the 14 – 19 provision document) as appropriate.

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Continuing to monitor and develop the recently established therapeutic provision at Woodlands to support a small number of students with very highly complex needs, in association with social care and Child and Adolescent Mental Health (CAMH) colleagues Considering the development of a long-term residential resource linked to Woodlands and onsite provision for short breaks attached to the school, in association with social care colleagues Considering whether Woodlands school should be co-located with a mainstream High School (Lea Manor being geographically nearest) rather than remaining on its existing site. It should also be noted that improving outcomes for children with disabilities has been identified as a key focus for multi-agency working within Luton’s wider Children’s Services and is expected to lead to close integrated planning and support across all agencies for children and young people with complex learning needs.

8.5 Implications for BSF including design Regardless of need, all pupils with SEN and Disability (including behaviour) will require accommodation which enhances pupils access to a broad, balanced and relevant curriculum. Building design needs to support learning in being relevant, dynamic and personalised for all learners, thereby reducing the incidence and nature of challenging behaviour, opportunities for bullying, disaffection and social exclusion.

8.5.1 Key implications are as follows:

All school buildings to be rebuilt/refashioned to address fully existing shortcomings in respect of the Special Education and Disability and Discrimination Act (SENDA), thereby enabling inclusion of more disabled students in their own school and accessibility to enhanced curricular opportunities in other local establishments. This should include full acoustic enhancement and decoration suitable for those with visual impairment. New build schools to include a range of flexible specialist and generic learning areas to accommodate large and small learning groups (theatre style rooms, workshops, individual computer pods and tutorial space, small group conferencing, time out facilities, working space for staff and for a range of multi-agency professionals etc) serviced to meet all needs and disabilities, together with the latest developments in ICT to enhance access. This should include opportunities for video conferencing as well as personalised individual study. Student café and common room areas should be open and inviting, blurring boundaries between formal and less formal study. The emphasis must be on flexible and inclusive learning space so that functions can change as do needs and requirements over time. New build schools to have no corridors to ensure that all learning and leisure space remains open and accessible thereby eliminating ‘blind spots’ where challenging behaviour and bullying is potentially invited. Schools to have at least similar, at best common, systems of electronic registration to allow quick resolution of possible truancy and absence to ensure that schools are able to discharge their duty of care to students.

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Light, durable materials to be used with increased use of transparent media (glass, perspex etc.) so as to propagate a sense of shared responsibility of behaviour and activity outside classroom/workshop areas. Onsite specialist provisions to be fully accessible and inclusive to all students to dispel the negative influence of special or different spaces that currently segregate special needs provision from mainstream facilities and activities. Offsite or co-located provisions to reflect the design requirements for mainstream schools and provisions listed above. All designs to meet relevant health and safety requirements.

9. CHILDREN’S SERVICES, EXTENDED SCHOOLS AND COMMUNITY LINKS

9.1 Current position: A number of High Schools in Luton already have the designation as ‘Community’ Schools. These have facilities on-site for community use, for instance youth centre, sports centre and swimming pool at Putteridge, theatre at Lea Manor. Other schools are part of the Adult education provision. There is some early years crèche provision with links to primary and High Schools based on the Putteridge Schools sites. High schools have a growing range of after-school and pre-school clubs and study support activities in holiday time. The e-learning centre is part of the DfES Playing for Success programme in partnership with Luton Town FC.

9.1.1 Many schools already are working towards the “core offer” and are cluster working. Denbigh High School has a purpose built sports hall, which Denbigh Infant and Junior schools use both during and after the school day on a weekly basis. Icknield High School art gallery is utilised by all schools in their geographical cluster. Lea Manor host vocational days for other students their geographical cluster and work with their family schools.

9.1.2 The link with Children’s Services and medical and social services provision is embryonic but there is an understanding that benefits are to be gained by closer working. The crèche at Putteridge was a result of co-operation between services and was achieved in a relatively short time scale.

9.2 Priorities for improvement More comprehensive provision of after and pre-school activities, to include weekend and holiday times.

9.2.1 Improved joined-up provision of medical and social care across a cluster and within individual High Schools

9.2.2 Community use and provision of services on or close to school sites, eg library and information services, workshops for music and drama. Through other Council programmes to increase the interaction with museums, field centres by students and community groups.

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9.2.3 Through links with FE Colleges and the University of Luton to widen opportunities particularly for gifted and talented students and those needing to aim higher.

9.2.4 Involvement of the community in determining the range of services required in the area and which reflect the range of ethnic and other groups in different parts of Campus Luton

9.3 The Extended Schools Strategy As part of its Extended Schools Strategy, Luton Borough Council will work with its schools and providers of early years education and childcare in the voluntary independent and private sectors to develop and support a range of additional services to meet the needs of communities served by its schools. As part of the core extended school offer schools will be expected to deliver: high quality 'wraparound' childcare provided on the school site or through other local providers; a menu of activities such as homework clubs and study support, sport, music, dance and drama, arts and crafts, clubs, visits to museums, volunteering, and enterprise activities; parenting support including information sessions for parents; swift referral to a wide range of specialist support services such as speech therapy, child and adolescent mental health services, family support services, intensive behaviour support, and (for young people) sexual health services; community access to ICT, sports/arts facilities, including adult learning.

9.3.1 In addition, schools will be expected to consult their local community on what other extended services they would like to access, and develop these alongside the core offer wherever possible.

9.3.2 Luton Early Years Development and Childcare Partnership has commissioned a comprehensive Needs Analysis of parents/carers, children and young people between October 2005 and February 2006. This, when mapped against information already held on the availability of childcare and other extended services, will identify the priority areas and inform a strategic approach to the development of extended schools in Luton. Schools will also be required to consult locally with their local community.

9.3.3 The Council will link its Phase 2 Children’s Centres Strategy with extended schools developments to ensure, wherever possible, both a continuity of care and a one-stop-shop for delivery of extended services to the community. Schools will be encouraged to work in partnership with other schools and external service providers in the area to deliver a coherent range of services to meet identified need. Where childcare is delivered off-site we will ensure appropriate transport arrangements are put in place to deliver secure transition.

9.3.4 By linking our Universal Family Support Strategy with extended schools and children’s centre developments we will ensure that, over time, a Family Worker is based in every school to support children and families, encourage parental involvement and help develop adult and family learning opportunities. We will ensure that family workers are well supported in their

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role by area focussed Family Support Co-ordinators who will also work with headteachers and governors, and help to coordinate the work of other staff supporting schools.

9.3.5 Many Family Workers, particularly those working in schools serving a community with a large ethnic minority, are bi-lingual, and they have been successful in encouraging greater involvement in schools and use of premises by parents/carers and others from diverse ethnic communities. We will build on these strengths to further encourage a diverse range of service providers and users, and ensure that services are both welcoming and non- stigmatising.

9.3.6 As all the above initiatives are planned and developed we will ensure multi- agency input through our emerging Children’s Trust arrangements, and through the creation of an effective Extended Schools Strategy Group with a wide-spread membership. A wide range of Local Authority Officers including social care managers, youth officers, capital, asset and planning managers, as well as headteachers and external agencies such as Luton PCT, Job Centre Plus, voluntary and community organisations will be engaged in contributing to the strategy and its delivery, and ways of co-locating multi- agency staff in extended school and/or children’s centre premises will be explored.

9.3.7 Pivotal to these developments will be the identification and linking of available funding streams to support capital works and ongoing revenue support where appropriate to achieve best value. We will strive to provide high quality financial and business advice and support, as well as ongoing monitoring of budgets and service delivery.

9.3.8 By working with colleagues in Capital and Asset Management and Planning and Building Control we will ensure that the most effective use is made of existing buildings, expansions and adaptations to provide flexible spaces to meet a range of needs. We will also ensure that adaptations improve access for all users whilst enhancing the appeal of the buildings, making them welcoming to the community and other users. Where multi-agency services are co-located we will strive to develop common reception facilities which are both welcoming and secure, as well as meeting the accommodation needs of all services using the building.

9.3.9 Where new services could result in increased traffic flow in particular areas of the Borough we will ensure that Green Travel Plans are produced and strive to protect the physical environment and minimise noise and disruption. By developing local services to meet the needs of local communities we hope to reduce the amount of travel in and out of localities.

9.3.10 We will ensure the effective integration of all major initiatives in the planning and delivery of our services, including Building Schools for the Future, Ten- Year Childcare Strategy, and Children’s Workforce Development Strategy, to improve outcomes for children and young people within our Every Child Matters, Change for Children developments.

9.4 The Strategy Approach The Extended Schools strategy for Luton will see the clustering of primary and secondary schools into geographical clusters and “families of schools”. It is envisaged that all school cluster/families will contribute to the “core offer”.

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9.4.1 The Extended Schools Strategy Steering group made up of cross council, multi agency and schools teams will be responsible for the direction and support of the cluster/families.

9.4.2 Using the Extended Schools strategy for Luton in conjunction with the National Remodelling Extended School process, each cluster/family of schools with other partners and agencies will build on existing provision and via Council led workshops will mobilise, discover, develop, deepen and deliver the “core offer” opportunities identified.

9.4.3 Using the soft area alignment consortia as the largest geographical clusters: South and East: Ashcroft, Putteridge, Stopsley, South Luton North and Central: Cardinal Newman, Icknield, Lealands, Lea Manor, Woodlands West and Central: Challney Boys’, Challney Girls’, Denbigh, Halyard

9.4.4 It is anticipated that each of these clusters will contain Community libraries, Multi-purpose sports halls with pool facilities, Community ICT suites/cafes, Lecture theatres/seminar rooms, Performing arts areas and Nurseries/Children’s centres. All these facilities will involve partnership working with local providers and other clusters of schools within the main cluster. Examples include Icknield High Schools current bid for an on-site Nursery in partnership with a local business. Denbigh High Schools Community Heritage Library project and Challney Boys School crèche initiative for adult learning.

9.4.5 It is also envisaged that all geographical clusters will have cluster managers appointed using the Extended Schools Standards grant combined with the Extended Schools Fund to project manage the delivery and sustainability of the Extended Services.

9.5 Core Offer

9.5.1 Study Support activities sports access to libraries access to computer suites supervised breakfast & homework clubs

9.5.2 Widespread Community Use of School’s Facilities recreational community adult education café, cyber or access to facilities

Access issues:- buildings grounds playing fields parking flexibility for future potential use

9.5.3 Family Learning Activities (including parenting)

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9.5.4 ‘Youth Offer’ safe place to be/things to do – all year round potential for formalised childcare 11-14

9.6 Implications for Building Schools for the Future

9.6.1 Different facilities for different user groups – e.g. toilets/wash basins (sizes) desks/chairs/work stations multi-use (eg services working with children) room with sink for health-care worker rooms for confidential discussions rooms for childcare/ storage for toys etc diversity issues increased traffic (width of corridors) DDA – and beyond!

9.6.2 Security/Safety Issues – e.g. pupils/community users sharing site separation of community use to avoid lesson disruption community access to appropriate areas only avoidance of ‘dead areas’ where people cannot be seen 9.6.3 Integration/Co-location – e.g. multi-agency team location Children’s Centre? accommodation dedicated to non-educational use capital streams linked to other service providers 9.6.4 Reception Facilities – e.g. clear signposting pointing community users to services physically welcoming overcoming ‘school phobia’

10. 14-19 TRANSPORT STRATEGY FOR LUTON

10.1 Introduction A number of initiatives such as Excellence in Cities (EiC), the Behaviour Improvement Programme (BIP) and Building Schools for the Future (BSF) require a move away from the competitive model to one of much greater co- operation where ‘every child matters’. Options on redrawing catchment areas (to provide a better minority ethnic and socio-economic balance) have been considered and rejected given current admissions legislation and parental preference although this will be looked at again in the light of the recent White Paper.

10.1.1 Such a strategy would, if fully developed, impact on all students by:- raising aspirations, recognising cultural diversity, accessing specialist facilities and teaching, and accessing appropriate learning 14-19 through a variety of flexible routes.

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10.2 The Approach in Luton Given Luton’s compact size, realising a co-operative model through developing an inter-school transport initiative could be achieved given the commitment and availability of:

funding (part or fully recovered from schools), vehicles/drivers/escorts (in-house, contracted-out or preferably a combination of both), a commitment by all secondary schools to develop a harmonized timetable to maximise sharing opportunities, alongside the development of specialisms and the vocational curriculum 14-19, and partnership working with local colleges, other training providers and local commerce/industry. 10.2.1 Who benefits The main beneficiaries would be students who would all be able to access the best teaching/learning opportunities and specialist facilities across a number of school sites. Such an approach in delivering an individualised learning programme will be the linchpin in both raising attainment and supporting community cohesion.

10.2.2 Individual schools will provide a general education to Years 7-9 and co- operative arrangements will apply to Years 10 and 11, linked with the development of the 14-19 curriculum. Whilst some of this collaboration will be virtual, using the Borough-wide ICT infrastructure, much will involve the physical transportation of students to access specialisms and vocational elements on other school sites. Although such an arrangement is logical given the main thrust of the above, learning and experiential opportunities at KS3 should not be lost.

10.2.3 It was also suggested that consideration could be given, in the longer term, to introducing an extended three session day (say 2 sessions in the morning and 1 in the afternoon) as a way of: reducing traffic congestion, maximising the better use of accommodation (particularly use of specialist facilities and staff), maximising vocational curriculum opportunities, and maximising the number of students involved in after-school activities and inter-school sport. 10.2.4 It was recognised, however, that this would be a radical departure away from existing teachers’ conditions of service (rather like when sixth form colleges became part of FEFC on incorporation) and thus would take longer to achieve.

10.3 Further developments The concept of the extended school where schools provide a range of services and activities beyond the school day to help meet the needs of its pupils, families and the wider community will be an integral part of the above development. This will allow each site to deliver not only a range of general activities but also those of a more specific nature in the leisure, community and careers training and advice fields.

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10.3.1 This initiative, alongside BSF, would allow the introduction of SMART cards for all relevant students covering such areas as identification, security, travel, school attendance, meal purchase, health, library, internet access and curriculum entitlement/options with the relevant hardware built into all high schools and transport vehicles.

10.4 A partnership approach to local delivery As a result of the 2002 Education Act, Luton Borough Council established a Post-16 Transport Partnership with Barnfield, , Dunstable and Luton Sixth Form Colleges, Cardinal Newman VA RC 11-18 Secondary School, the Learning Skills Council and Connexions. The Partnership is co-operating in all areas of transport policy including advertising, simplifying application procedures and streamlining the issuing of bus passes. All costs are shared between partners using previously established criteria. It is also working closely with its main transport providers.

10.4.1 Given the existence of such a Partnership and its current responsibilities, consideration should be given to extending its remit to encompass 14-19 developments where delivery of these have transport implications. Such an arrangement would also support curriculum continuity pre and post-16.

10.5 Conclusions The above initiative aims at mainstreaming school transport at secondary level in order to deliver a wider choice to every student, irrespective of where they live and which high school they attend. The initiative will help to address the two big challenges facing Luton i.e. that of improving education attainment at KS4 and improving community cohesion. It will also deliver many other benefits associated with a co-operative approach to secondary education, to post-16 transport and provide the necessary fleet infrastructure to support the widening of entitlement to home-to-school transport as a way of reducing traffic congestion.

10.6 Implications for Building Schools for the Future Particular issues for buildings and design arising from this section are:

The need for high quality, flexible general and specialist accommodation (e.g. for occupational vocational courses). Campus-wide access to ICT. Accommodation that is accessible to school age and adult/community learners and other users via suitable reception arrangements. Adequate and well located storage and office accommodation in close proximity to specialist accommodation. The development of centres of excellence. Student entitlement to access more choice at Key Stage 4 with possibility of use of other venues. Enhance provision to improve staying on rates post-16.

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Provision for safe access by bus transport during the school day, including waiting and drop off/pick up areas that are secure and allow waiting time to be used in a positive manner.

11. SCHOOL MEALS PROVISION

11.1 Current Provision LBC Catering Services, as part of the Children & Learning Department operates in 7 secondary schools in Luton under the buy back arrangement. Serving aproximately 3,500 meals a day.

11.1.1 In all secondary schools food is prepared daily from fresh ingredients and served daily on the premises. Some secondary schools have dedicated dining rooms, and some use the main hall as the dining room during lunch time.

11.1.2 All secondary schools have there own dedicated and well equipped kitchen. The staff in these schools are employed by LBC Catering Services.

11.1.3 A self-service cash cafeteria system operates in all Luton secondary schools, where customers select from a service counter, allowing pupils to choose a meal that suits their needs and dietary requirements.

11.1.4 The catering service in secondary schools offers a wide range of dishes to choose from everyday.

11.1.5 Pupils are encouraged to choose a balanced selection, encouraging a healthy diet. The menu is based on the current government National Nutritional guidelines. However, this is now under review and the new guidelines, which will become mandatory, will come into force in September 2006.

11.1.6 Payment A cash register system is used in many schools. Pupils pay cash on a daily basis for the purchase of food and drinks. However, in two schools we operate a Cashless System where computer systems replace the need for students to carry cash around each day to pay for their meals and snacks.

11.1.7 The system also provides anonymity for students entitled to free meals - no more registers identifying students as 'different' in order to get their lunch.

11.1.8 How does the system work? Accounts are set up on the catering system for each student and swipe cards are issued to everyone. Parents/guardians then need to send in cheques (cash is accepted at some schools) and the amounts are credited to the appropriate account.

11.1.9 Students will then be able to use the catering facilities as normal - select the items they wish to purchase and take them to the till. The cost of the items is registered on the till and the swipe card handed over for payment. As the card is swiped through the till, the amount due for the purchases is debited from the student's account.

11.1.10 Students can check the amount of money remaining on their account and daily spend limits can be set by parents, to ensure that not all the money credited to the account is used in a few days.

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11.1.11 The money is held on the system and not on the card, so if a student loses their card, they do not lose their money. If a card is lost, the student must report this to the school office as soon as possible so a replacement can be arranged. There may be a small charge for this.

11.1.12 For students who are entitled to free meals, this system allows them to purchase a meal in exactly the same way as every other student. The standard meal cost will be added to a free meal student’s account each day to ensure they are able to spend that amount at lunchtime.

11.1.13 These students can also top up the money available on their account by paying in cheques or cash for purchase of items at break times for example.

11.2 Priorities for improvement One of the five outcomes of “Every Child Matters” is “being healthy”, and has been every Local Authority’s priority.

11.2.1 Obesity amongst children is on the increase, 3 out of 10 boys and 4 out of 10 girls are not meeting the recommended hour a day physical activity. Most children in the UK eat too much fat, salt and sugar and on average they eat only 2 of the recommended 5 portions of fruit and vegetables a day.

11.2.2 Poorly nourished children, especially those who are overweight or obese, often experience social and psychological problems. This can clearly have an impact on behaviour and performance.

11.2.3 There are a number of key themes run throughout the Food in Schools programme

The whole school approach Healthier eating and drinking Dining room, and Kitchen environment Funding and support Food safety and hygiene Sustainability

11.3 Priorities for action BSF initiatives need to contribute to the improvement of school food, particularly the use of fresh produce to make hot nutritious meals. Designs must ensure that in future designs for all schools enable the main meal to be cooked on the premises, and permit longer opening of kitchens and eating areas for breakfast and evening meals and refreshments. New standards are being developed which architects will have to incorporate into designs

11.3.1 Catering Facilities The typical secondary school dining hall is a noisy and institutional space that is uninviting to everyone. As dining tends to be concentrated into a short period, the lunch hour becomes very congested and yet the space is rarely used for other purposes when empty. Tables and chairs are usually functional but unattractive.

11.3.2 An attractive café-style space that is open all day is more appropriate for a modern learning environment, bringing together pupils, community users and

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staff. It can become the social centre of the school, where parents meet their children and mentors talk to pupils.

11.3.3 Longer opening hours will allow pupils to work more flexibly, with less rigid break times, easing congestion at lunch time and possibly reducing the area need. A café can also provide an additional area for informal independent working, making better use of available areas.

11.3.4 This blurring of the boundaries between work and recreation or refreshment, reflects a trend in office planning where staff are encouraged to meet and work away from their usual environment.

11.3.5 The size of an eating space will need to take account of the number of people using it at any one time, including adult community users and those in wheelchairs.

11.3.6 Good environmental design is vital to its success. Smaller, additional refreshment areas can be considered for a secondary school, particularly if a school is running a more flexible timetable. These spaces can provide informal meeting and working areas for pupil or adult use. This is particularly appropriate adjacent to sports facilities where there is significant community use.

11.3.7 Good dining room environment: Can act as a stimulus to healthier food and drink being served and selected. Increases the social interaction of pupils, e.g. Eating together and developing social skills. Reduce noise and litter. Lead to better behaviour by pupils during lunchtime. Improve dining room use through improved convenience. Can lead to lower truancy rates. Increase school lunch uptake by pupils and staff.

11.3.8 Catering facilities should also provide an attractive dining environment, which is open longer, accommodating community as well as pupil needs (study support often occurs at breakfast time or after school). Because eating usually takes place in a multi-purpose hall, it is difficult to make the space available to the community throughout the day. An additional refreshment facility for community use, adjacent to the main school catering facilities, providing light refreshments may be useful.

11.3.9 The Kitchen area should be sufficiently large to accommodate adequate equipment, that is capable of producing freshly cooked food from fresh ingredients. This should include sufficient storage space such as a storeroom for dry goods and fridges and freezers. The Kitchen area should be adjacent to the dining area and any other conference or seminar room for the provision of catering and avoiding any steps or lifts for transportation of food. The access for the delivery of equipment and goods to the kitchen should be also central to the design.

11.3.10Cashless and Online System The demand for a new system to manage an efficient school meals service, grows increasingly necessary. Cashless systems offer a complete solution to today’s problems and the adaptability of the system copes easily with any

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future requirements. This system includes online payment for School Meals, as well as other items such as trips, music lessons, uniforms etc. which can be paid online 24-7.

11.3.11It will also give parents/customers easy access to menus, pricing, nutritional standards and other useful information. It will allow promoting or restricting menu items for individuals and parents can view their child’s eating patterns.

11.3.12 The above system has the following benefits:

Less queuing and increased throughput More pupils encouraged to stay within the school Healthy eating habits are encouraged Medical and dietary control Online access to menus Free meal stigma removed Automatic allocation of free meals Opportunities of bullying reduced

11.3.13This will reduce the circulation of cash in schools, hence reducing potential bullying and will contribute to one of the 5 out comes of “Every Child Matters” “Being Safe”.

11.4 Implications for Building Schools for the Future Design of dining space to allow for multiple use. Dining space to be attractive, with appropriate furniture. Consideration of spaces for refreshment at other than main meal times. Kitchen area capable of providing meals made for fresh produce. This will have implications for storage and preparation spaces. Delivery area adjacent to kitchen. ICT facility to allow for cashless delivery.

12. CAMPUS LUTON AND GOVERNANCE

12.1 Joint operation of services BSF itself can be seen to have the potential to lead to the development of services across schools such as: facilities management in rebuilt schools, a managed maintenance contract in refurbished schools, and a managed ICT contract across all secondary establishments.

12.1.2 As collaboration develops, separately managed schools will begin to share expertise in strategic planning, financial planning, procurement and staff recruitment & training. Such developments will ultimately encompass governance arrangements as formal links strengthen between establishments, initially within areas and later across areas. How rapidly these formal links develop will be dependent upon a number of issues including: headteacher recruitment and retention, teacher and support staff recruitment and retention,

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governor recruitment, levels of funding, benefits of budget pooling, major collaborative developments.

12.2 Federation of Schools Each school has its own Governing Body. At present discussions about a possible Federation are at an early stage. Some schools within area alignments are considering the establishment of joint services, for instance for Pupil Referral Units, which will require some form of joint management and Governance arrangements. Some Headteachers have individually raised the option of Federation as a way forward in managing a wider range of joint services and extended schools provision. The Authority will be consulting Headteachers and Governors to get a view of possible options and opportunities

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Appendices

Appendix 1: Pupil projections to 2016

Appendix 2: Parental preference

Appendix 3: Supply and demand for places in the secondary sector

Appendix 4: Rationalisation of the high school estate

Appendix 5: Current provision for SEN

Appendix 6: School children’s survey (Years 9-11) – implications for the Vision

Appendix 7: Design innovation in BSF – Concepts, Indicators, Aims and Terms

Appendix 8: Post 16 information

Appendix 9: Map showing soft area alignment and location of schools

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Appendix 1: Pupil Projections to 2016 Pupil Projections 2006-2015

Cardinal Challney Challney Lea South Ashcroft Newman Boys Girls Denbigh Halyard Icknield Manor Lealands Putteridge Luton Stopsley Total Total Total School Year Yr 7 to 11 Yr 7 to 11 Overall Yr 7 to 11 Yr 7 to 11 Yr 7 to 11 Yr 7 to 12 Yr 7 to 11 Yr 7 to 11 Yr 7 to 11 Yr 7 to 11 Yr 7 to 11 Yr 7 to 11 Yr 7 to 11 All 1997/98 996 1135 1268 687 873 893 751 1313 1026 773 1138 704 802 11091 11224 1998/99 1051 1155 1301 694 837 873 783 1327 1044 860 1149 704 848 11325 11471 1999/00 1076 1195 1358 726 875 892 843 1343 1064 865 1145 750 864 11638 11801 2000/01 1123 1220 1422 746 875 913 860 1345 1089 883 1160 814 889 11917 12119 2001/02 1112 1213 1435 764 882 990 846 1332 1089 901 1161 826 911 12027 12249 2002/03 1122 1224 1436 805 873 1006 849 1329 1095 924 1178 869 922 12196 12408 2003/04 1112 1223 1423 815 894 1066 783 1344 1106 953 1196 871 933 12296 12496 2004/05 1017 1210 1388 791 885 1045 751 1361 1093 926 1182 864 958 12083 12261 2005/06 1017 1219 1419 790 893 1090 748 1396 1097 937 1119 856 963 12125 12325 2006/07 1000 1223 1438 783 897 1105 792 1423 1065 960 1083 874 984 12189 12404 2007/08 963 1201 1395 784 906 1123 814 1422 1044 936 1033 896 994 12116 12310 2008/09 965 1200 1390 790 919 1117 859 1431 1058 910 986 914 996 12145 12335 2009/10 964 1188 1379 804 943 1125 890 1418 1050 926 958 926 996 12188 12379 2010/11 955 1184 1376 846 991 1140 897 1402 1040 912 960 928 985 12240 12432 2011/12 935 1163 1359 871 1021 1143 909 1399 1061 875 931 923 971 12202 12398 2012/13 933 1184 1370 889 1047 1146 917 1393 1069 860 929 915 964 12246 12432 2013/14 941 1180 1362 934 1104 1180 923 1374 1049 873 936 923 952 12369 12551 2014/15 959 1181 1367 966 1151 1209 948 1394 1040 858 949 930 954 12539 12725 2015/16 986 1177 1363 992 1187 1230 967 1388 1045 889 953 974 960 12748 12934

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Appendix 2: Parental Preference September 2005 Intake September 2004 Intake Requests for Requests for places as a 1st % Over or places as a 1st % Over or Admissions Preference as at Under Admissions Preference as at Under School Number 30/4/05 Subscribed Number 17/5/04 Subscribed Ashcroft 212 190 -10% 212 197 -7% Cardinal Newman 242 282 17% 242 303 25% Challney Boys 165 153 -7% 165 174 5% Challney Girls 182 171 -6% 182 190 4% Denbigh 224 215 -4% 224 197 -12% Halyard 183 130 -29% 183 127 -31% Icknield 285 383 34% 295 387 31% Lea Manor 240 175 -27% 240 176 -27% Lealands 182 194 7% 190 203 7% Putteridge 243 170 -30% 243 234 -4% South Luton 180 147 -18% 180 163 -9% Stopsley 198 260 31% 198 221 12%

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Appendix 3 SUPPLY AND DEMAND FOR PLACES IN THE SECONDARY SECTOR

Number School Net Admission Surplus on roll Capacity Number Places Jan 2005

Ashcroft High 1120 224 1016 104 (9%) Cardinal Newman 1210 242 1209 1 (0.08%) Challney Boys High 825 165 801 24 (3%) Challney Girls High 910 182 898 12 (1%) Denbigh High 1120 224 1068 52(5%) Halyard High 915 183 740 175 (19%) Icknield High 1420 284 1364 56 (4%) Lealands High 912 182 934 -22 (-2%) Lea Manor High 1200 240 1071 129 (11%) Putteridge High 1215 243 1181 34 (3%) South Luton High 888 180 878 10 (1%) Stopsley High 990 198 956 34 (3%)

TOTALS 12,725 2,547 12,116 609 (4.8)

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Appendix 4: Rationalisation of the High School Estate

Ashcroft High School (required capacity – 1050) This School will reduce by 70 places to cater for a minimum of 1050 pupils. This reduction will take account of the projected fall in pupil numbers in the catchment area.

Cardinal Newman Catholic School (required capacity – 1440, including sixth form) The School’s capacity will remain at 1440 (including the sixth form) as pupil projections remain buoyant and the School is oversubscribed in terms of parental preference.

Challney High School for Boys (required capacity – 900) The School will expand from 825 places. This expansion is necessary to cater for a growth in the pupil population in the catchment area. In addition, the School is popular in terms of parental preference. This School cannot expand beyond 900 places due to site/access restrictions and therefore the pressure on places in this area of town will be offset by the expansion of Halyard High School.

Challney High School for Girls (required capacity – 1050) The School will expand from 910 places. This expansion is needed to accommodate a growth in the pupil population within the catchment area. This School is also popular in terms of parental preference. This School cannot expand beyond 1050 places due to site/access restrictions and therefore the pressure on places in this area of town will be offset by the expansion of Halyard High School.

Denbigh High School (required capacity – 1200) This School will expand by 80 places. Ideally this school would expand further to accommodate growth within its catchment area. However, the site can only accommodate a school with a maximum capacity of 1200 pupils. The pressure on places in this area of town can be offset by the expansion of Stopsley High School.

Halyard High School (required capacity – 1200) The School will expand to meet the increased demand for places from the catchment area and that of the two Challney Schools within the overall West and Central area.

Icknield High School (required capacity - 1500) This school’s capacity will be increased from 1420. Although the School’s projected population is forecast to remain relatively stable, it is expected that the school will come under pressure following the impact of inward migration and multi-occupancy of housing. This school is the most popular school in the Borough in terms of parental preference. It is also enjoys a central location and is within easy reach for much of the town’s population.

Lea Manor High School (required capacity 1200) The capacity of this School will remain at 1200 to help ease pressure at neighbouring schools in the North & Central area. Although the forecast population is set to remain relatively buoyant, the School is undersubscribed in terms of parental preference and has 11% surplus places. The new school building will be designed to ensure that it is relatively easy to expand in the future, should additional houses be constructed on the estate.

75 Luton – Building Schools for the Future

Lealands High School (required capacity 900) The proposed capacity is similar to the School’s current capacity. The pupil projections remain buoyant and the school is oversubscribed in terms of parental preference.

Putteridge High School (required capacity 900) This School’s capacity will be reduced from 1215. The reduction is necessary due to the projected fall in the birth rate in this area of town. In the last two years the Year 7 intake has been undersubscribed.

South Luton High School (required capacity 1200) The School will expand from 888 places to 1200 places to accommodate the demand for places from the town centre.

Stopsley High School (required capacity 1200) Although the School’s pupil population is projected to remain stable, an expansion of Stopsley High School from 990 to 1200 is proposed to accommodate the pressure for places from the town centre and northwards up the A6 corridor. In addition, the School is the second most popular in the Borough as measured by parental preference.

Overall capacity The above total capacity of 13740 allows for the 2015/16 pupil estimate of 12934 plus a 6% headroom. Flexibility to accommodate a fluid population and unpredictable inward migration across the three areas is provided in the following schools which are in close proximity to the areas of greatest demand:- • Lea Manor High School (North & Central) • Halyard High School (West & Central) • South Luton High School (South and West)

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Appendix 5 Current Provision SEN

Primary Key Type of Number/ Function No. Places Need Stage provision Location

Behaviour, 3&4 Learning 12 – 1 per Individualised support Average of 7 Social & Support Units mainstream for pupils to re-engage pupils at 1 Emotional (LSUs) secondary in learning time per unit Difficulties school (BESD) 4 Augmented Range of Appropriate offsite 2 funded curriculum local training and work places per providers experience for 4 days High School per week for pupils at (additional risk of exclusion places can be bought) 3&4 Virtual Pupils’ own Provides up to 25 hrs 6 (additional classroom home live online lessons via places can be internet at home bought)

3&4 Offsite centre 1 provision ‘Revolving door’ and 20 (exclusive borough wide outreach of outreach) (Avenue)

4 Offsite centre 1 borough Longer term provision 20 wide for pupils unlikely to return to mainstream (Orchard) 4 Offsite centre 1 borough Longer term vocational 20 wide (staffed provision for pupils by Rathbone) unlikely to return to mainstream

3&4 At local mainstream school with support where needs are moderate to Autistic severe Spectrum Disorder (ASD) Special 1 borough Primarily provides for Total of 140 school for v. wide pupils with severe and funded places severe ASD (Woodlands) complex learning with 16 pupils difficulties with ASD as primary need currently

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Primary Need Key Type of Number/ Function No. Places Stage provision Location Physical 3&4 At local mainstream school with support/adaptations Impairment 3&4 Adaptations 1 area- Provides for those 5 (PI) made to focussed pupils from primary PI mainstream (Lea Manor) provision High School () who prefer not to travel to Putteridge 3&4 Integrated on- 1 borough Inclusive educational 14 of 25 PI/VI site provision wide provision for places (combined (Putteridge statemented pupils with with VI) High) complex physical and or medical needs with access to medical care, specialist facilities and trained staff. Visual 3&4 At local mainstream school with support/adaptations Impairment 3&4 Integrated on- 1 borough Inclusive educational 9 of 25 PI/VI (VI) site provision wide provision for places (combined (Putteridge statemented pupils with with PI) High) severe visual impairment with access to specialist facilities and teaching and support staff

Hearing 3&4 At local mainstream school with support/adaptations (programme of Impairment acoustic enhancement being rolled out) (HI) 3&4 Integrated on- 1 borough Inclusive provision for Funded for 14 site provision wide statemented pupils with places for (Icknield hearing impairment statemented High) with access to pupils specialist equipment and suitably trained and experienced staff including teachers of the deaf and educational communicators Severe 3,4&5 Special 1 borough Primarily provides for Total of 140 Learning school wide pupils with severe and with 70 pupils Difficulties (Woodlands) complex learning currently in (SLD)/ difficulties SLD/PMLD Profound and range Multiple Learning Difficulties (PMLD)

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Appendix 6: SCHOOL CHILDREN’S SURVEY (YEARS 9-11) – IMPLICATIONS FOR THE VISION

Safety (not necessarily in school except where specified) 82% feel very or quite safe at school, 12% feel not very safe or not safe at all 22% have had possessions stolen 21% have been threatened by others 20% have been offered illegal drugs 19% have had mobile phones stolen 19% have witnessed a crime 17% have been bullied 15% have been racially abused 14% have been physically attacked 28% say better policing would improve safety outside school

Health Main worries are sexually transmitted infections (23%), teenage pregnancy (18%), illegal drugs (16%), cigarettes (13%) and alcohol (13%) 11% are worried about managing their weight 11% are worried about fitness and getting enough exercise 8% are worried about getting a balanced diet and 15% want a better diet

Free time activities 25% involved in sports but 28% want to become more involved 23% use computers, 23% watch TV and 8% listen to music

Achievement 79% want to study subjects that interest them o 45% feel that they have the opportunity at present 75% want to have regular feedback on progress o 25% feel they have this at present 72% want to study subjects related to job opportunities o 20% feel they have this at present 72% want individual help with difficulties o 30% feel they have this at present 68% want the chance to learn in different ways o 26% feel they have the opportunity at present

Single sex or co-education 79% want to attend a mixed sex school 12% want to attend a single sex school

Collaboration 32% willing to travel to any site 27% willing to travel up to 15 minutes duration 37% not willing to travel

Choice and diversity 35% happy with the variety of schools on offer 32% unhappy with the variety of schools on offer

Post-16 provision 33% would like the option of attending post-16 provision on school sites 30% do not want the option of attending post-16 provision on school sites

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Growing up in Luton 42% do not see themselves living or working in Luton 19% do see themselves living or working in Luton close proximity to friends and family are seen as positive aspects of the town crime rate, drug problem and personal safety are seen as negative aspects of the town

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Appendix 7: DESIGN INNOVATION IN BSF - CONCEPTS, INDICATORS, AIMS AND TERMS

Design concepts Inspiration: deliver flexible curriculum, high quality learning environments Innovation: modern construction methods, alternative flexible spaces A school for us: school community In the community: inclusive & for the wider community Schools for today: demands of current teaching styles and organisation Ideas for tomorrow: adapted to new educational ideas Flexibility: rearrange teaching environment to suit different activities Adaptability: over life of building to changing curriculum, move partitions etc Learning clusters: clusters of classes in various forms to enhance belonging Comfort: suitable serviced Sustainability: energy efficiency, waste minimisation, security, community use

Design Quality Indicators (DQIs) This tool provides a framework for assessment of school design at: Brief stage: consensus about priorities & ambitions Design phase: how well plans meet objectives Completion: how well functions in relation to priorities & ambitions

Key design aims: Siting: building sited well in relation to context Detailing: form and materials to be well detailed External areas: grounds for all formal & informal curriculum needs pupils & community Entrance: clearly defined, good first impression, reception inviting Access: good access and adequate width circulation Layout: clearly visible plus ease of navigation Circulation: well lit and easily supervised Signage: placed in logical prominent positions Illumination: high quality, well lit, good daylight for practical tasks Acoustics: finishes to reduce sound levels during noisy activities Workforce reform: Staff & administrative areas suitable for needs of workforce Teaching spaces: adequate/appropriate for curriculum & organisation school Dining/social: areas sufficient to allow healthy eating/relaxation/recreation Adaptable: for constant changing needs, use of internal non structural walls Build quality: performance & co-ordination of construction High ceilings: views, good day-lighting Roofing: over courtyards between blocks to create dining/social/circulation space Durability: finishes resistant to heavy wear Energy efficiency: minimise mechanical ventilation/cooling/heating/solar heat gain Integration: engineering services Sustainable/renewable: systems & materials, winter sunlight is collected in circulation spaces to provide heating, features as learning tools for students Uplifting: building & grounds should lift spirits & raise aspirations, circulation and common spaces enjoyable, good design creates good impressions

Key Terms: Functionality: use, arrangement, quality & inter-relationship of spaces Access: how get to & move around Space: size & inter-relationship of rooms & spaces

81 Luton – Building Schools for the Future

Corporate Asset Management Implications

Luton Borough Council is committed to providing property assets, which are in good condition, fit for purpose and in the best location to support good quality, accessible services to its customers and represent value for money. The Council’s vision is that all corporate operational assets must be:

Able to make a positive contribution to the Council’s purpose, vision, strategic aims, corporate objectives and service priorities.

In good condition to the extent that services can be provided from them in a comfortable environment for both staff and customers without interruption.

Suitable and sufficient for the purpose for which they are being used in terms of the size, type and layout of accommodation – including accessible to people with disabilities.

In the right location to allow customers to access the service and staff to deliver it – including to be able to access ‘electronic’ service delivery.

Flexible to the extent that they can be adapted economically to adjust to changing service needs – including sharing with partners in service delivery.

Able to demonstrate ‘Best Value’ in terms of a balance between efficiency in operation, running costs and long-term sustainability – this implies maximum usage.

Good examples of sustainable development if new or extensively refurbished.

Able to contribute something positive to the immediate environment, to give the ‘feel good factor’ – particularly where there is a need for physical regeneration of the locality.

Able to convey a positive image of the Council and/or the service being provided.

The Council’s current operational estate falls short of this vision and reshaping the estate to meet these objectives is a priority. The Building Schools for the Future programme offers a unique opportunity to realise the Council’s vision for its assets and the aim is to maximise the opportunities offered by extended schools for co- located services to the community.

82 Luton – Building Schools for the Future

Further Education

2003/04 Results 2004/05 2005/06 2006/07

16-18 Learners All Beds Luton % / dif Agreed Agreed Agreed5 & Luton2 Learners3 Learner Numbers 2910 2172 74.6% 2827 3300 tbc

s Long 59% 65% + 6.0% 62% 63% tbc

Barnfield 4 s es

College te Short 77% 74% + 3.0% 75% 77% tbc cc u Ra S Total 63% 67% + 4.0% - - tbc Learner Numbers 3378 151 4.5% 3232 3342 tbc

s Long 59% 55% - 4.0% 63% 66% tbc

Bedford 4 s es

College te Short 73% 65% - 8.0% 79% 79% tbc cc u Ra S Total 60% 56% - 4.0% - - tbc Learner Numbers 931 323 34.7% 1070 1100 tbc 1

s Long 37% 46% + 9.0% 48% 51% tbc

Dunstable 4 s es

College te Short 60% 51% - 9.0% 58% 70% tbc cc u cation Ra S Total 45% 48% +3.0% - - tbc Learner Numbers 1827 1731 94.7% 1816 1830 tbc

er Edu Luton Sixth

s Long 80% 80% 0% 81% 84% tbc 4 s

Form es

te Short 60% 60% 0% 70% 75% tbc College cc u Furth Ra S Total 80% 80% 0% - - tbc Learner Numbers 92 76 82.6% 60 60 tbc Luton

s Long 36% 32% - 4.0% 40% 41% tbc 4

Borough es s Short 47% 57% + 10.0% 70% 46% tbc Council cc ate u

S Total 41% 40% - 1.0% - - tbc Learner Numbers 200 0 - 159 159 tbc Bedfordshire

s Long 39% - - 45% 47% tbc 4 s

County es

te Short 56% - - 60% 61% tbc Council cc u Ra S Total 45% - - - - tbc

Learner Numbers 9355 4453 47.6% 9164 9791 tbc TOTAL of

s Long 65% 74% + 9.0% ? ? tbc

Beds and 4 s es FE Luton te Short 71% 68% - 3.0% ? ? tbc cc u providers Ra S Total 66% 74% + 8.0% ? ? tbc

Other Learner Numbers - 287 - - - tbc Providers

s Long - 64% - - - tbc 4 s

outside of es FE te Short - 75% - - - tbc Beds and cc u 6 Ra Luton S Total - 68% - - - tbc

Notes

1 Data (results and agreed targets) are for Further Education (FE) providers in Bedfordshire and Luton.

2 All FE learners funded by LSC Bedfordshire and Luton, regardless of the learner’s postcode.

3 All FE learners funded by LSC Bedfordshire and Luton, with a learner postcode of Luton.

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4 FE Success Rates is a qualification measure and tracks cohorts of learners undertaking qualifications planned to finish in that year. It is calculated as the number of qualifications achieved divided by the starters who did not transfer out. Long qualifications are of duration of more than 24 weeks, Short qualifications are of duration of 24 weeks or less. Total qualifications are a combination of Long and Short qualifications.

5 Targets for 2006/07 for Further Education (FE) are to be confirmed (tbc) with providers as part of the next stage of agreeing development plans (to run from 2006/07 to 2008/09).

6 Other providers outside of Bedfordshire and Luton are a total of LSC FE funded providers that have learners who are Luton residents based on the learner postcode on the ILR.

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Work Based Learning

2003/04 Results 2004/05 Results 2005/06 2006/07

16-18 Learners All Beds Luton All Beds Luton Agreed Agreed8 & Luton2 Learners3 & Luton2 Learners3 Average in Learning4 215 93 230 87 224 tbc NVQ Only 10% 12% 14% 16% - tbc

Barnfield 5 s College e Framework 39% 27% 28% 32% 62% tbc Rat Success Total 48% 39% 42% 49% 72% tbc Average in Learning4 165 2 174 3 178 tbc NVQ Only 7% - 22% - - tbc

Bedford 5 s College e Framework 19% - 9% - 24% tbc Rat Success Total 26% - 31% - 50% tbc E2E Starts6 53 3 39 - 90 tbc E2E Positive Outcomes7 73% 75% 75% 0% 66% tbc Bedford 4 Average in Learning 165 3 183 3 225 tbc Training NVQ Only 27% - 1% - - tbc 5

Group s e Framework 55% - 68% - 76% tbc Rat Success Total 67% - 69% - 80% tbc E2E Starts6 66 22 42 28 40 tbc E2E Positive Outcomes7 7% 3% 25% 17% 68% tbc Dunstable Average in Learning4 76 34 54 22 50 tbc College NVQ Only 13% 12% 10% 11% - tbc 5 s e Framework 41% 43% 34% 35% 48% tbc Rat Success 1 Total 45% 47% 43% 44% 68% tbc E2E Starts6 200 87 265 107 230 tbc E2E Positive Outcomes7 46% 34% 28% 47% tbc Education Average in Learning4 - - - - 3 tbc Business 7 NVQ Only - - - - - tbc 5 d Learning Partnership s e e Framework - - - - - tbc Rat Success Total - - - - - tbc Average in Learning 44 7 48 13 50 tbc NVQ Only 0% 0% 0% 0% - tbc

Eclipse 5 s e

Work Bas Training Ltd Framework 31% 50% 73% 40% 67% tbc Rat Success Total 31% 50% 73% 40% 67% tbc Average in Learning4 154 38 139 38 125 tbc NVQ Only 23% 40% 20% 19% - tbc

InterBusiness 5 s Group Ltd e Framework 45% 57% 43% 52% 52% tbc Rat Success Total 58% 79% 60% 70% 60% tbc Average in Learning4 43 32 39 30 40 tbc Luton NVQ Only 17% 22% 17% 13% - tbc 5

Borough s e Framework 50% 43% 56% 59% 68% tbc

Council Rat Success Total 58% 56% 69% 70% 72% tbc Management Average in Learning4 155 45 133 47 113 tbc NVQ Only 21% 21% 11% 15% - tbc

and 5 s Personnel e Framework 25% 28% 13% 15% 48% tbc Rat Services Success Total 46% 48% 23% 30% 72% tbc E2E Starts6 228 88 103 72 194 tbc Other E2E Positive Outcomes7 25% 28% 45% 49% - tbc National or Average in Learning 773 118 699 106 4259 tbc Regional NVQ Only 12% 10% 12% 15% - tbc 5 s Providers e Framework 26% 27% 39% 39% - tbc Rat Success Total 38% 36% 50% 53% - tbc

E2E Starts6 547 200 449 207 554 tbc TOTAL of E2E Positive Outcomes7 35% 28% 40% 35% - tbc 4 L Beds and Average in Learning 2101 481 1897 428 1433 tbc Luton NVQ Only 14% 16% 12% 15% - tbc 5 WB s providers e Framework 21% 31% 38% 39% - tbc Rat Success Total 43% 45% 50% 52% - tbc

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E2E Starts6 - - - - - tbc Other E2E Positive Outcomes7 - - - - - tbc Providers 4 L Average in Learning - 324 - 309 - tbc outside of

5 NVQ Only - 18% - 20% - tbc s WB

Beds and e 10 Framework - 32% - 43% - tbc Luton Rat Success Total - 48% - 60% - tbc

Notes

1 Data (results and agreed targets) are for Work Based Learning (WBL) providers in Bedfordshire and Luton.

2 All WBL learners funded by LSC Bedfordshire and Luton, regardless of the learner’s postcode.

3 All WBL learners funded by LSC Bedfordshire and Luton, with a learner postcode of Luton.

4 Average in Learning (AiL) is calculated as the number of learners on average in learning with the provider over the year

5 WBL Success Rates are calculated for learners leaving in the contract year. NVQ Only are learners achieving the NVQ Only, Framework achievers are learners who complete the full Framework and Total is a combination of NVQ & Frameworks.

6 E2E Starts are those learners starting on a programme in that year.

7 Positive Destinations are calculated as a percentage of those who leave E2E and go into either employment, WBL or FE.

8 Targets for 2006/07 for Work Based Learning (WBL) are to be confirmed (tbc) with providers as part of the next stage of agreeing 3 year development plans (to run from 2006/07 to 2008/09)

9 The large reduction from 04/05 to 05/06 is due to LSC Bedfordshire and Luton no longer contracting with TQ Training.

10 Other providers outside of Bedfordshire and Luton are a total of WBL funded providers that have learners who are Luton residents based on the learner postcode on the ILR.

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School Sixth Forms and Other

2002/03 2003/04 2004/05 2005/06 2006/07 16-18 Learners Results Results Results Agreed Agreed

Luton LA Average 71.0 70.7 tbc

1 Barnfield College 56.3 46.0 tbc

entry Bedford College 62.8 63.0 tbc Dunstable College 45.4 49.4 tbc

(APS) per Luton Sixth Form College 71.8 72.1 tbc Forms Average Points Score Cardinal Newman 68.1 67.2 64.5 76.3 Luton LA Average 213.9 211.7 tbc 2 t Barnfield College 105.3 77.1 tbc en

School Sixth Bedford College 130.7 143.1 tbc Dunstable College 84.0 95.0 tbc Luton Sixth Form College 221.5 221.2 tbc (APS) per stud Average Points Score Cardinal Newman 205.1 208.3 203.3 205.1

Progression into Higher Education 673 680 687 HE

% of cohort Not in Education, Employment or Training (NEET) 7.2 Beds and Luton to be reconfigured

exions % in Learning 83.3% 85.2%

Conn

Notes

1 Average Point Score (APS) per entry is calculated as the sum of the points awarded to each 16-18 year old student, divided by the number of GCE/VCE examination entries

2 Average Point Score (APS) per student is calculated as the sum of the points awarded to each 16-18 year old student, divided by the total number of 16-18 year old students entered for a GCE/VCE A Level or key skill at L3

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