CITY OF CARDIFF COUNCIL CYNGOR DINAS CAERDYDD
CABINET MEETING: 18 SEPTEMBER 2014
SCHOOL ORGANISATION PROPOSALS: THE PROVISION OFADDITIONAL ENGLISH-MEDIUM AND WELSH-MEDIUM PRIMARY SCHOOL PLACES IN AND AROUND THE LLANISHEN AREA
REPORT OF DIRECTOR OF EDUCATION AND LIFELONG LEARNING AGENDA ITEM: 12
PORTFOLIO: EDUCATION & SKILLS (COUNCILLOR JULIA MAGILL)
Reason for this Report
1. This report is to inform the Cabinet of the responses received following consultation on options to provide additional English-medium and Welsh- medium primary school places in and around the Llanishen area. The report presents an evaluation of the consultation responses and seeks permission from Cabinet to initiate statutory consultation.
Background
2. At its meeting on 10 April 2014 the Cabinet received a report outlining recommendations to respond to demand for English-medium and Welsh- medium primary school places in and around the Llanishen area.
Expansion of English-medium provision
3. The Cabinet authorised officers to consult on the following options to provide additional English-medium primary school places in the Llanishen area with implementation commencing from 2015:
Option 1
To increase the capacity of Coed Glas Primary School from 2 Form Entry to 2.5 Form Entry (FE) with additional nursery places in permanent accommodation to meet increasing local demand for English-medium primary education from September 2015. Ton Yr Ywen Primary School would remain at 2 Form Entry.
OR
Page 1 of 21 Option 2
To increase the capacity of Ton yr Ywen Primary School from 2 Form Entry to 2.5 Form Entry with nursery places in permanent accommodation to meet increasing local demand for English-medium primary education from September 2015. Coed Glas Primary School would remain at 2 Form Entry.
Expansion of Welsh-medium provision
4. The Cabinet authorised officers to consult on a proposal to increase the capacity of Ysgol Y Wern from 2 Form Entry to 2.5 Form Entry with an additional 8FTE nursery places to meet increasing local demand for Welsh-medium primary places from September 2015.
Issues
5. The consultation ran from 16 June to 28 July 2014.
6. Parents and others in the local community, together with staff and Governors of the affected schools were invited to respond to the consultation. Officers in partnership with school staff engaged in discussion with pupils from Coed Glas Primary School, Ton Yr Ywen Primary School and Ysgol Y Wern to involve them in the consultation process and to obtain their thoughts and views.
7. The consultation process involved:
o distribution of a Consultation Document, outlining background, rationale and implications. This document has been distributed to parents, local childcare providers, Heads and Chairs of Governors of nearby schools, all Members and other stakeholders. The documents offered consultees the opportunity to comment on the proposals;
o a series of meetings, for staff and governors of each school and for the public, at which the proposals were explained and questions answered;
o public drop in sessions where officers were available to answer questions.
o In addition, workshop sessions were arranged with local primary age children to provide an opportunity for pupils to ask questions and learn more about the proposal and give their views. The Pupil consultation methodology is attached as Appendix 1.
o a consultation response slip for return by post or e-mail, attached to the consultation document.
o online response form at www.cardiff.gov.uk/21stcenturyschools
Page 2 of 21 8. The views expressed at Council organised meetings and on paper or electronically through the appropriate channels, have been recorded. In total, 3 public meetings and 3 drop in sessions were held as part of the consultation to ensure a wide and proper process of engagement.
9. In total 99 online responses and 90 paper responses were received.
10. Formal written responses were received from Coed Glas Primary School, Ton yr Ywen Primary School, Ysgol y Wern, Birchgrove Primary School, Llanishen Fach Primary School, Estyn, local Members RhAG and responses were also received from parents and members of the public.
Local Members Consultation
11. Local Members were consulted prior to the publication of the consultation document, and all Elected Members were sent the document in electronic and hard copy detailing dates of drop in sessions and meeting dates at the beginning of the consultation.
12. Formal responses are attached as Appendix 2.
Responses received during the consultation period
13. Views and concerns expressed on options for increasing English- medium and Welsh-medium provision in and around the Llanishen area were noted following the drop in sessions, public meetings and sessions with school pupils, as well as through the response form and online survey.
14. In respect of the proposed provision of additional English-medium primary school places in the area, the majority view expressed during the consultation at meetings and in written correspondence was one of general support; however a number of concerns regarding the proposal were also raised.
15. Of those who stated an option preference, 17 respondees indicated a preference for Option 1 (increase capacity of Coed Glas Primary School), 21 respondees indicated a preference for Option 2 (increase capacity of Ton yr Ywen) and 29 respondees expressed that they liked both options equally.
16. There was however considerable objection to the expansion of Ton yr Ywen Primary School to 2.5FE from those who attended the public meeting on 23 June. A joint response on behalf of those who attended indicated a unanimous consensus against the proposal. Additionally the Governing Body of Ton yr Ywen Primary expressed concerns about the expansion of the school to 2.5FE and would prefer to see the school expanded by an additional full form of entry to 3FE if expansion were to proceed at the school.
17. Coed Glas Primary School submitted a response advising that the school does not oppose a permanent increase to the school’s standard
Page 3 of 21 admission number from September 2015. However, there were a number of concerns raised regarding the proposal to increase the admission number to 75 rather than 90.
18. In respect of the proposed provision of additional Welsh-medium primary school places in the area, the majority view expressed during the consultation at meetings and in written correspondence was one of general support to provide more places at Ysgol y Wern. However there is strong opposition to the proposal to expanding Ysgol y Wern by half a form of entry to 2.5FE and preference stated for expanding the school to 3FE. 19. The concerns expressed are set out below and are appraised, clarifying the rationale for decisions and plans for mitigation where appropriate.
Responses common to both additional English-medium and Welsh- medium places
Proposed school size
Views expressed
20. The proposed school size of 2.5 FE caused the most concern amongst people throughout the consultation regarding both English-medium and Welsh-medium. The majority expressed that 2.5FE is unpopular with parents and teaching staff and were of the view it would cause added complexities for teachers, disruption for pupils and anxieties for parents.
21. Additionally there were firm views expressed that mixed age classes in a Welsh-medium setting could impact on Welsh language development at the Foundation Phase and create further difficulties when English is introduced in Key Stage 2.
22. Responses to both the English-medium proposals and the Welsh- medium proposal requested that consideration should be given to providing an additional one form of entry so that the relevant school is operating at 3FE and not 2.5FE.
Appraisal of views expressed
23. The Council acknowledges the concerns of staff, pupils and parents regarding mixed age classes. However, there are mixed age classes successfully operating in both English-medium and Welsh-medium primary schools in many parts of Wales, including Caerphilly and the Vale of Glamorgan. Research carried out on the impact of mixed age classes on children’s achievement indicates that children make the same progress in mixed age classes as those children in same age classes. The research also indicates that children in mixed age classes may have significantly more positive attitudes towards school, themselves and others1.
1 Veenman, S. (1996). Effects of multigrade and multi-age classes reconsidered. Review of Educational Research, 66(3), 323-340. Also Veenman, S. (1995). ‘Cognitive and noncognitive effects of multigrade and multiage classes: a best evidence synthesis’, Review of Educational Research, 65, 4, 319-381.
Page 4 of 21
The current projections show that current demand is for an increase of 0.5 FEfrom 2FE to 2.5FE (with nursery places) for both Welsh-medium and English-medium education in and around the Llanishen area. Since the completion of the consultation, Health Service population data for 2014 has been made available. Initial analysis confirms that the proposed expansions of 0.5FE in English-medium and 0.5FE in Welsh- medium provision are both necessary and appropriately sized. Additional traffic
Views expressed
24. Concerns were expressed regarding increased traffic around each of the school sites proposed for expansion. The school sites are already very busy, particularly in the mornings and any additional provision will result in further difficulties.
Appraisal of views expressed
25. Traffic and transport implications will be considered as part of the Transport Assessment that would be required in order to achieve planning consent for building works should this proposal be implemented. If there are highways improvements that are stipulated as conditions of any planning permission sought these will be addressed and there has been a nominal amount of funds built into the costs of the proposals to cover this in the event they are permitted to proceed.
26. Any additional concerns raised by the Transport or Highways departments that are not part of the required planning consent would be excluded on the basis that these would be a matter for Highways to address in line with their normal development work prioritisation processes.
The consultation process
Views expressed
27. Several respondees expressed concerns regarding the consultation process itself. These included the following:
28. The information presented was inaccurate and it was not possible to make an accurate and informed decision with the figures presented. The 2015 projection data was insufficient.
29. The consultation document failed to set out the potential for half forms of entry to result in mixed age classes. The lack of reference to this in the document suggests an intention by the Council to hide this as a way of getting the proposal approved without much objection.
30. A request for an additional public meeting by those who attended the meeting at Ton yr Ywen Primary on 23 June was declined.
Page 5 of 21
31. The public meeting scheduled for Ysgol y Wern was changed at late notice and took place one day before the end of the school year.
32. The hard copy of the consultation document was distributed late and the letter including the email link to the electronic version on the relevant website was not in line with the requirements set out in The School Organisation Code.
Appraisal of views expressed
33. The content of the consultation document was prepared in accordance with statutory requirements. The Council responded to concerns around the data by providing those that had raised concerns with further information and clarification which the Council believes explains the rationale behind the proposal.
34. The historic Number on roll and catchment area information presented was taken from the PLASC (Pupil Level Annual School Census) returns. PLASC data is submitted and verified by schools on a specified census date annually and is therefore the most robust source of pupil data.
35. Some respondents misinterpreted historic and projected catchment area data presented in tables. The data included in the consultation document and presented at consultation meetings detailed the numbers of pupils resident in each of the primary school catchment areas in the west part of Llanishen, who are enrolled in any primary school of the relevant language medium, rather than the number of pupils enrolled in each school. This was clarified at public meetings.
36. A number of people who attended the meeting at Ton yr Ywen Primary School on 23 June requested clarification of data and additional information was made available in response. School capacity data, historic catchment area from 2007-13, projected catchment area data for the period 2014-2017 and Number on Roll information from 2011-2014 are attached as Appendix 3.
37. Since the completion of the consultation, Health Service population data for 2014 has been made available. Initial analysis confirms that the population in the relevant areas is broadly consistent with that provided in previous datasets and suggests that the proposed expansions of 0.5FE in English-medium and 0.5FE in Welsh-medium provision are both necessary and appropriately sized.
38. Projections will be updated when verification and analysis of PLASC data for 2014 (provided by schools) has been completed; however, the data is not expected to indicate a significant change to the recent trends in the take-up of places. Furthermore, all Reception classes serving the Llanishen area are fully subscribed for the September 2014 intake.
39. The council use of data clearly evidences the need to provide additional school places. In their response, Estyn state that the proposal is
Page 6 of 21 thorough in its use of data with regard to past, current and future pupil numbers in the schools considered. It clearly shows that the proposal would increase capacity in order to meet the rising pupil numbers.
40. All information currently available affirms the need to provide additional English-medium and Welsh-medium primary school places to serve the west part of the Llanishen High School catchment area.
41. Planning permission has been granted for housing sites in Llanishen and Lisvane that, if progressed, would increase the demand for school places in the local area. Additional pupil yields from these developments would further exacerbate the overall shortfall. In accordance with the Council’s approved Supplementary Planning Guidance, financial contributions would be provided by the housing developers to meet the demand arising from proposed additional housing.
42. If it is subsequently found that there is a need to provide additional places beyond the 0.5FE currently proposed either from growth within the existing residential populations or from new housing development, further consultation would need to be undertaken regarding this.
43. The consultation document sets out that 2.5FE means 75 children in each year group. The organisation of classes is a matter for individual school Governing Bodies and the possibility of mixed age classes was discussed with those who attended meetings, drop in sessions and with pupil representatives.
44. Those attending the public meeting at Ton yr Ywen Primary on 23 June requested an additional public meeting at the school. They were advised that while there is no requirement to hold public meetings, the Council does so as one of the ways to provide opportunity for interested parties to express views and ask questions. In addition to the meeting held on 23 June at Ton yr Ywen Primary those present were advised of the opportunity for people to attend two other public meetings, the first at Coed Glas Primary School on 30 June and the second at Ysgol y Wern on 10 July (subsequently rearranged to 17 July).
45. The meeting scheduled at Ysgol y Wern for 10 July had to be re- arranged due to industrial action on that day. The alternative date was agreed with the school and stakeholders were made aware of this in writing as quickly as possible with letters sent out on 7 July. Additionally the Council’s social media forums were used to communicate the change. The re-arranged meeting on 17 July was very well attended which suggested that people were aware of the change.
46. Details regarding contacting members of the team were included in the consultation document and online. Several members of the public also used this method to ask questions and check information.
47. Owing to difficulties with the printing of the document, hard copies were distributed after the start of the consultation. However in order to mitigate this officers wrote out to all stakeholders due to receive the hard
Page 7 of 21 copy in advance of the consultation to advise them of the meeting dates and to inform them of the consultation start and end dates. Stakeholders were provided with the exact web link should they want to access the document on the start date. Whilst it is acknowledged that this is not ideal, all stakeholders had full information as to how to access the information and how to contact members of the team in the event they were unable to access the webpage.
48. Copies were also emailed to the schools directly affected on the first day of the consultation.
Responses specific to proposed additional English-medium places
Capacity of the Coed Glas buildings & impact on existing pupils
Views expressed
49. Concerns were expressed by schools and parents regarding how existing pupils and staff will be affected by an increase in pupil numbers.
50. Concerns around the current capacity within the school buildings and grounds to allow for additional children have been raised.
51. Assurances have also been sought from Coed Glas Primary School that the additional buildings and/or extensions will provide excellent standards of accommodation for the children and not impact negatively on the quality of education that the school provides. In particular the Council has been asked to consider that a number of additional areas are considered as part of the proposal. They relate predominantly to ensuring a sufficiency of ancillary space to support learning including:
• school halls • additional administration office space • staffroom space • storage space • support rooms • toilet facilities • additional ICT infrastructure.
52. Other concerns regarding outdoor facilities, playground and parking space were also raised.
Appraisal of views expressed
53. If any primary school were to be extended the Council would work directly with the school management to address the points raised around the potential impact on outdoor space, indoor space and facilities to agree on an appropriate way forward in order to deliver the required facilities within the budget available.
Page 8 of 21 Impact on standards
Views expressed
54. In their response, Estyn stated that “pupil standards at Coed Glas were judged to have good features and no important shortcomings and all other areas were judge to be good with outstanding features”. Estyn stated that “in Ton Yr Ywen, pupil standards and nearly all other areas were judged to be good with outstanding features. The quality of teaching, training and assessment was judged to have good features and no important shortcomings”.
55. Coed Glas was last inspected by Estyn in 2008 and Ton Yr Ywen was last inspected in 2010.
56. In respect of the proposed additional English-medium places, Estyn did not state whether Option 1 would maintain or improve standards but stated that that “it is likely to improve the present standard of English- medium provision if Option 2 is chosen”.
Appraisal of views expressed
57. The Council view is that the proposed enlargement of either Coed Glas Primary School or Ton Yr Ywen Primary School would result in positive outcomes as it would provide additional opportunities for pupils to be educated in high quality provision. The proposed enlargement will provide a significant opportunity to build on, sustain and further develop existing standards. It will also provide the opportunity to invest in providing high quality, modern facilities which would be able to support the delivery of a broad and balanced curriculum.
Impact on other schools - Llanishen Fach Primary School
Views expressed
58. A response from Llanishen Fach Primary School raised the following concerns.
59. The Governing Body of Llanishen Fach Primary School has strong objections to the proposal and in particular with the statement in the consultation document that Llanishen Fach is not “suitably located to serve the increasing demand”.
60. The Governing Body believes that the reallocation of under-utilised existing space at Llanishen Fach Primary, the school would be able to accommodate the proposed additional 15 English-medium admissions with much less need for the Authority to find 21st Century Schools capital funding for new and expensive building work elsewhere.
61. The Governing Body also expressed concerns about what it saw as a number of anomalies regarding the statistical information provided in the consultation document and believes there are strong grounds on which
Page 9 of 21 to ask that the proposal be withdrawn for further consideration of the alternatives offered through Llanishen Fach Primary School. Information should be provided that explains how over-provision at some schools is to be taken up by admissions from the shared areas.
62. The Governing Body also suggested that the inclusion of Christ The King Primary School in some but not all tables within the consultation document is an anomaly and as it attracts pupils “from right across North Cardiff … must be of dubious relevance in calculating provision for the Llanishen area”.
Appraisal of views expressed
63. The formal capacity of Llanishen Fach Primary School of 420 places takes into consideration all existing classroom space, specialist areas and halls and general resource areas such as offices, store rooms and rooms use for PPA and SEN and demountable classrooms. The overall capacity of the school does not allow for an increased admission number. The school would be unable to permanently accommodate the additional pupils without the loss of specialist ancillary facilities and/ or requiring capital investment.
64. In addition to this, sustaining Llanishen Fach at an increased pupil capacity would require the school to have an enlarged catchment area and further consideration would need to be given to arrangements for pupils transferring to secondary education. The inclusion of Llanishen Fach as a feeder school in the published admission arrangements for Whitchurch High (Foundation) School would give priority admission to all pupils on the Llanishen Fach roll regardless of their home address. The combined admission numbers of the Whitchurch High feeder schools exceed the admission number of the high school and this would be exceeded further should Llanishen Fach be enlarged.
65. It is correct that Llanishen Fach is the nearest school for a number of pupils resident in the former Cefn Onn Primary school catchment area and it is also correct that a large proportion of pupils attending Llanishen Fach are resident in the Llanishen area. However, few of these Llanishen pupils are resident in the discrete catchment areas of either Coed Glas Primary School or Ton Yr Ywen Primary school. The majority of the Llanishen pupils attending Llanishen Fach are resident in one of the two ‘shared catchment areas’ and are therefore already considered as resident within the Llanishen Fach catchment area for the purpose of school admissions.
66. The most recent PLASC analysis available confirms that a total of 34 primary age pupils from the discrete Coed Glas catchment area attend Llanishen Fach (2 from the Llanishen Fach catchment attend Coed Glas), whilst 3 pupils from the discrete Ton Yr Ywen catchment area attend Llanishen Fach (1 from the Llanishen Fach catchment attend Ton Yr Ywen). This net gain of less than five pupils per year does not suggest that Llanishen Fach is well placed to meet the excess demand from the
Page 10 of 21 discrete catchment areas of Coed Glas Primary School and Ton Yr Ywen primary school.
67. It is also acknowledged however that the surplus capacity available at Llanishen Fach, Thornhill and Llysfaen primary schools (compared to demand from within each discrete catchment area) has been essential in ensuring that there are sufficient school places to meet some of the excess demand from the catchment areas of Coed Glas and Ton Yr Ywen primary schools that these schools have been unable to accommodate.
68. Appendix 3 confirms that the seat of demand and the highest growth in projected demand lies within the discrete catchment areas of Coed Glas Primary school and Ton Yr Ywen Primary school.
69. It is evident that consideration must be given to revising the English- medium primary school catchment areas in the area to ensure a good match between the supply of and demand for places, and to sustain schools at their proposed pupil capacities whilst ensuring each school is sufficiently convenient for the majority of pupils and parents in the locality.
70. The consultation document sets out recent demand for English-medium primary school places and projected demand from within each area. Parental preference data is not included as it is not possible to predict parents’ preferences in future years.
71. In accordance with the requirements of the school organisation code, Christ The King RC Primary School is included in the consultation document as a primary school that serves the area and one which could be impacted by the proposed provision of additional places. As the school does not provide English-medium or Welsh-medium community school places it is excluded from tables 2 and 3 accordingly.
Impact on other schools - Birchgrove Primary School
Views expressed
72. A response from Birchgrove Primary School raised the following concerns:
73. Disappointment that representatives of Birchgrove Primary were not consulted personally or that some explanation was given to the Governing Body as a school in north Cardiff.
74. The consultation has been undertaken in isolation from the whole picture of primary schools in the North of Cardiff and the impact that the changes would have on the 3 High Schools.
75. There have been separate considerations of the Gabalfa/ Whitchurch, Bryn Celyn/ Glyncoed/ Pontprennau areas. These 3 areas border each other and decision will impact on the whole of north Cardiff. Why has
Page 11 of 21 this not been considered as a whole? A new school is due to open in Pontprennau in September 2015. What is the likely impact of this especially in relation to numbers at Llysfaen Primary?
76. Any increase in Ton yr Ywen Primary School is likely to result in a change to catchment area which would probably have a negative impact on pupil numbers at Birchgrove Primary School.
77. Ton yr Ywen currently has no shared catchment area so an increase in numbers would be likely to result in a change to catchment area which may have a negative impact in pupil numbers at Birchgrove Primary School, especially as the school does not have a nursery.
Appraisal of views expressed
78. A copy of the consultation document was forwarded to the Headteacher and Chair of Governors of Birchgrove Primary and all other schools within a two mile radius of the schools subject to the proposals, in accordance with requirements of the School Organisation Code. The document sets out details of meetings and drop in sessions which were open to all stakeholders. Additionally representatives of the school could have requested a meeting if this was deemed necessary.
79. The Council previously brought forward a City Wide Investment Plan (CWIP) to address schools organisation issues across the Authority. A full meeting of the Council in April 2006 decided not to proceed with this and subsequently the decision was taken to look at individual areas of the city. Whilst each consultation focuses on a specific proposal and on the schools directly impacted by the proposal, the planning of school places is considered in the context of city-wide provision although proposals are brought forward incrementally.
80. In respect of the new primary school opening in Pontprennau, it is expected that the outflow of pupils to English-medium primary schools in other areas of Cardiff, which in January 2013 amounted to 313 pupils attending 41 different schools, would be significantly reduced. Of these 313 pupils, 173 attended English-medium community primary schools in the Llanishen, Lisvane and Thornhill areas.
81. Reducing the outflow from Pontprennau to schools in the areas outlined above would reduce the shortfall of places and would enable more pupils in those areas to access places at local primary schools that may otherwise have been unable to do so. The numbers of pupils attending other schools beyond these areas are small and widely spread and the impact upon each of these schools is therefore expected to be minimal and would be mitigated by the projected increase in the population in those areas.
82. Consideration will be given to revising the English-medium primary school catchment areas in the area to ensure a good match between the supply of and demand for places, and to sustain schools including Birchgrove Primary School at their pupil capacities in the future.
Page 12 of 21 Hearing Impaired Provision at Coed Glas Primary School
Views expressed
83. Coed Glas Primary School is the County provision for Hearing Impaired (HI) pupils. If the school is to increase in size, consideration must be given to the impact on these pupils and to the relocation of the Resource base.
Appraisal of views expressed
84. There is a Hearing Impairment Special Resource Base on the Coed Glas Primary School site with 14 pupils across the primary age range. The facilities have recently received investment.
85. Any works would need to take into account HI pupils, both in terms of temporary impact during building work and in the long term. The pupils would need access to the whole of the site as they are not a separate class of pupils. Specialist advice would need to be sought on acoustics as part of the design. Consideration would also need to be given as to whether listening/acoustic conditions can be improved as part of any work to improve the general environment.
86. If the option involving Coed Glas Primary School was progressed the Council would work directly with the school to address the points raised around the potential impact on pupils within the Hearing Impaired Unit.
87. Further information in respect of how the Council would improve/ mitigate any differential impact is included in the Statutory Screening tool, attached as Appendix 5.
Responses specific to proposed additional Welsh-medium places
Impact on other schools/nursery provision
Views expressed
88. If operating at 2.5FE Ysgol y Wern will be accepting out of catchment children and it is highly likely that the majority of these will be from the Ysgol Pen y Groes catchment impacting on the ability of that school to attract/retain pupils.
89. The proposed increase in nursery numbers at Ysgol y Wern will force the closure of Cylch Meithrin Rhiwbina.
Appraisal of views expressed
90. The proportion of pupils entering Welsh-medium education who are resident in the Ysgol y Wern catchment area grew year on year from 2012 to 2014.
Page 13 of 21 91. The PLASC data included in Appendix 3 confirms that the demand for Welsh-medium places at entry to Reception Year exceeded the 60 places available at Ysgol y Wern in 2013 and 2014, and projections suggest that demand will exceed the 60 places available in future years.
92. There would be a small proportion of surplus places as a result of expanding a school to meet the projected demand. However, the alternative to expanding Ysgol Y Wern would be to expect parents to take up places at schools with surplus places such as Ysgol Pen Y Groes that are more than 2 miles from the home addresses of pupils in the Ysgol Y Wern catchment area. This would also potentially incur additional costs for the Council as there would be a requirement to provide free home to school transport for pupils wishing to attend a Welsh-medium primary school but unable to do so within the 2 miles statutory home to school transport limit.
93. In respect of the proposed additional nursery places, the number of additional nursery places planned is a conservative increase that takes account of other providers in the locality. The proposed enlargement of the nursery unit at Ysgol Y Wern is not expected to force the closure of the popular provision at Cylch Meithrin Rhiwbeina.
Impact on Welsh-medium education
Views expressed
94. Parents who dislike half form entry may decide to seek places at alternative Welsh-medium schools, resulting in difficulties at other schools. This may result in wasted investment at Ysgol y Wern and a possible decline in demand for Welsh-medium education in north Cardiff should parents opt for English-medium instead of risking their child’s development in mixed age classes.
Appraisal of views expressed
95. Schools popularity can change for a number of reasons however Ysgol Y Wern has consistently demonstrated it is able to deliver high quality education and this is expected to continue.
96. The provision of half form entry classes and mixed age classes is common throughout Wales and there is no evidence provided to suggest that parents would state a preference for alternative schools.
97. Should the additional provision to meet the increased demand from within the Ysgol y Wern catchment area be provided at an alternative neighbouring school, this would likely require the expansion of an alternative school by half a form of entry and would also require a reduction to the Ysgol y Wern catchment area.
98. Welsh-medium demand at entry to Reception in Cardiff has grown from 465 pupils in 2007 to 686 in 2013, and has grown from 52 to 67 in the Ysgol Y Wern catchment in the same period.
Page 14 of 21
99. There is no evidence available which suggests that mixed age classes have a negative impact on Welsh language development.
Impact on standards
Views expressed
100. Estyn has considered the Council’s proposal for the expansion of Welsh- medium provision and has stated that is likely to maintain the present pupil standards”. Estyn stated that, at Ysgol Y Wern, “all areas were judged as good with outstanding features”. Ysgol Y Wern was last inspected by Estyn in 2009.
Appraisal of views expressed
101. The Council strongly believes that the proposed enlargement of Ysgol Y Wern will not only maintain but also support the further raising of pupil outcomes and overall quality of education. The proposed enlargement will provide a significant opportunity to build on, sustain and further develop existing standards. It will also provide the opportunity to invest in providing high quality, modern facilities which would be able to support the delivery of a broad and balanced curriculum.
Alternative Solutions to meet additional demand for Welsh-medium places
Views expressed
102. A number of alternative suggestions were submitted during the consultation period including the following: o Retain Ysgol y Wern as a 2FE school, reduce the catchment in the north east of Cardiff and focus instead on developing Ysgol Pen y Groes.
o The failure of Ysgol Pen y Groes to establish itself is likely to be linked to its sharing a site with a low performing English school. One option may be to close Bryn Celyn Primary School and work effectively to build a good quality Welsh-medium school on the site to accommodate the current catchment and beyond if catchments are altered.
o Increase the capacity of Ysgol y Wern to 3FE as the site is large enough to accommodate this number of pupils, with proper investment.
Appraisal of views expressed
103. Reducing the catchment of Ysgol Y Wern and enlarging the catchment and/ or premises of Ysgol Pen Y Groes would not provide a suitable solution as Ysgol Pen Y Groes is more than 2 miles from the closest parts of the Ysgol y Wern catchment area.
Page 15 of 21
104. The Council is committed to ensuring that Welsh medium education is available to all children whose parents / guardians wish them to receive their education through the medium of Welsh, and this within reasonable travelling distance from the children’s homes.
105. The Council would also be liable for additional costs that may be incurred in providing free home to school transport that would live beyond the 2 miles statutory home to school transport limit.
Engagement with children and young people
106. Officers met with pupils from Ysgol y Wern, Coed Glas Primary School and Ton yr Ywen Primary School to explain the proposals and seek their views.
Ysgol Y Wern Pupil Views
107. Officers met with 15 pupils from years 5 and 6 at Ysgol Y Wern. Having explained the proposal officers asked pupils to list what they felt were the advantages and disadvantages of the proposal. Pupils listed the following as the most important advantages: “more resources for school, more clubs and more activity rooms”. Pupils provided the following disadvantages: “Less time on MUGA; more traffic; crowded / less space; may be split from friends; may not be able to come together as a whole school; mixed age classes; 15 extra places is not enough; impact on language learning”.
Coed Glas Primary School Views
108. Officers met with 15 pupils from Years 2, 3, 4 and 5 from the Coed Glas Primary School Council. Having explained the proposal officers asked pupils to list what they felt were the advantages and disadvantages of the proposal. The most important advantages that they gave were: “not as far to travel for children, more friends and permanent accommodation”. The most important disadvantage was: “may not be with friends”.
Ton yr Ywen Primary School Views
109. Officers met with seven pupils from years 5 and 6. Having explained the proposal officers asked pupils to list what they felt were the advantages and disadvantages of the proposal. The most important advantages that the pupils gave were: “better facilities and more cloakrooms”. The most important reasons they gave as disadvantages were: “mixed year group classes, pollution from the extra cars and smaller playground”.
110. Full details of all pupil views (Record of Pupil Meeting reports) for each school are attached in Appendix 4.
Page 16 of 21 Reasons for Recommendations
111. It is recommended that Option 1, to increase the capacity of Coed Glas Primary School from 2 Form Entry to 2.5 Form Entry with additional nursery places in permanent accommodation, be progressed in order to meet increasing local demand for English-medium primary education in the Llanishen area from September 2015
112. Option 1 allows for provision to be made available at Coed Glas Primary School where the highest level of demand for community primary education places in 2015 and 2016 is located.
113. It is also recommended that the proposal to increase the capacity of Ysgol Y Wern from 2 Form Entry to 2.5 Form Entry with an additional 8FTE nursery places be progressed in order to meet increasing local demand for Welsh-medium primary places from September 2015 in the Llanishen area from September 2015.
114. Each of the above options is consistent with the preferred options submitted to illustrate the need for capital funding to the Welsh Government, and the options respond to the need to increase the number of places available at entry to schools (Reception Year) by 15 places in both English-medium and Welsh-medium.
Legal Implications
115. The recommendations seek authority to publish:
• a statutory notice of the proposal, in accordance with Option 1, to increase the capacity of Coed Glas Primary School from 2 Form Entry to 2.5 Form Entry with additional nursery places in permanent accommodation to meet increasing local demand for English-medium primary education from September 2015, and
• a statutory notice of the proposal to increase the capacity of Ysgol Y Wern from 2 Form Entry to 2.5 Form Entry with an additional 8FTE nursery places to meet increasing local demand for Welsh- medium primary places from September 2015.
116. Due regard must be had by the Cabinet to the responses received during the consultation which took place between 16th June and 28th July 2014 before a final decision is taken. Formal responses to the consultation are attached in Appendix 2. It should be noted the hard copy of the consultation document was distributed late and the letter including the email link to the electronic version on the relevant website was not in line with the requirements set out in the School Organisation Code. The report contains information on the responses to this issue and the actions taken to mitigate this.
117. The Council has to satisfy its public sector duties under the Equalities Act 2010 (including specific Welsh public sector duties). Pursuant to these legal duties Councils must, in the decision making process, have due
Page 17 of 21 regard to the need to (i) eliminate unlawful discrimination (ii) advance equality of opportunity and (iii) foster good relations on the basis of protected characteristics, which are:
• Age • Disability • Gender reassignment • Marriage and civil partnership • Pregnancy and maternity • Race – this includes ethnic or national origin, colour or nationality • Religion and belief – this includes lack of belief • Sex • Sexual orientation
118. The Statutory Screening Tool at Appendix 5 (which includes the Equality Impact Assessment (EIA) and Strategic Environmental Assessment (SEA) has been updated following the consultation. The decision maker must have due regard to the Statutory Screening Tool when making decisions.
119. Within 13 weeks of the end of the period allowed for responses, and prior to the publication of the proposals, the local authority must publish a consultation report in accordance with paragraph 3.5 of the School Organisation Code.
120. Statutory notices of the proposals must comply with section 48 of the School Standards and Organisation (Wales) Act 2013 (2013 Act) and the School Organisation Code (in particular paragraphs 4 and 5).
Financial Implications
121. The Authority included provisions for both Coed Glas Primary School and Ysgol y Wern within its 21st Century Schools bid for Capital grant funding, submitted to Welsh Government and approved in-principle in December 2011. The current SOP Consolidated Financial Model therefore includes provisions for, subject to full Welsh Government approval, an increase from 2FE to 2.5FE (with nursery places) for Welsh- medium and English-medium primary schools.
122. The grant allocation is subject to submission by the Authority of detailed Business Cases, and subsequent full approval by Welsh Government. The Directorate will need to ensure that expectations arising during the consultation period are managed appropriately, until full grant approval is received, and an assessment can be made of the affordability of the preferred way forward.
123. School budgets are primarily funded by formula funding mechanism which uses as its main driver pupil numbers. Whilst, there are many factors that determine the budget for an individual school, one area of challenge for schools are class sizes less than 20 which can struggle to generate enough funds for a teacher and support for that class. Therefore, there is a need to obtain assurances from the school that they
Page 18 of 21 are able to absorb the additional 0.5 element of a class size within their revised funding formula budget allocation, should the proposals be progressed.
124. As stated above, the formula funding mechanism for schools is primarily determined by pupil numbers. Any reduction in pupil numbers of any neighbouring school would reduce the budget share of that individual school. All such implications including any temporary measures required and a robust estimate of capital costs will need to be considered in the further Cabinet report on the proposals contained within this report.
Human Resources Implications
125. A Human Resources Framework has been produced in consultation with key stakeholders including headteachers, governors, representatives of the diocesan authorities and the trade unions. It provides the basis for managing the human resources issues associated with School Organisation Planning and its purpose is to support governing bodies and staff working in schools, through a variety of strategies and with the ultimate aim of minimising compulsory redundancies across schools in Cardiff.
126. The proposal to increase current pupil numbers should not result in a reduction of staff.
127. The governing bodies of each school would need to consider whether to restructure their current staffing establishment with a view to creating more posts to support the increased number on roll. Governing Bodies of each school have adopted the Council's Redeployment and Redundancy Policy for schools and therefore any new vacancies arising as a consequence of an increased number on roll will provide opportunities for staff held on the school redeployment register.
Traffic and Transport Implications
128. Traffic and transport implications will be considered as part of the Transport Assessment that will be required as part of the formal planning application and therefore until this is completed it will not be possible to predict the outcomes. The information from this assessment will inform any stipulations made as condition of planning consent should this proposal be permitted to proceed to implementation.
129. Under this proposal there are no plans to change the Council’s policy on the transport of children to and from schools. Any pupils affected by these proposals will be offered the same support with transport as is provided throughout Cardiff and in accordance with the same criteria that apply across Cardiff. The Council’s transport policy for school children can be viewed on the Council’s website (www.cardiff.gov.uk).
Admission Arrangements
130. There are no plans to change the Council’s policy on the admission of
Page 19 of 21 children to schools as a result of this proposal.
131. Detailed information regarding admission arrangements is contained in the Council’s Admission to Schools booklet, and this information can also be viewed on the Council’s website (www.cardiff.gov.uk)
132. The Council would implement this intake by authorising the admission of pupils in accordance with its published admissions criteria.
133. However, it should be noted that appeal panels, which are independent of the Council, may instruct the admission of additional pupils in excess of 75 pupils. If this were to happen, the school may by default operate at 3 forms of entry and the Council would need to consider how to accommodate additional pupils over and above the Published Admission Number.
Equality Impact Assessment
134. The Initial Equality Impact Assessment has been updated following consultation and concludes that the proposals would not adversely affect a particular group in society. If the proposals were to proceed, further equality impact assessments would be undertaken including an assessment at the design stage. The assessment is attached at Appendix 5.
Sustainability Assessment
135. A Strategic Environmental Assessment (SEA) of the proposals has been carried out in accordance with European Legislation. The assessment confirms that the proposals are compatible with the environmental objectives identified in the SEA of Cardiff’s 21st Century: A Strategic Framework for a School Building Improvement Programme. If the proposals were to proceed, an environmental assessment would be carried out as part of the planning process.
Community Impact
136. There is a need to increase the number of English-medium and Welsh- medium places available without impacting adversely on the community. The following are taken into account when considering a proposal: Public Open space, parkland, noise and traffic congestion. Officers will work with schools and any community groups to ensure that should the proposal proceed it would avoid negative impacts wherever possible.
RECOMMENDATIONS
The Cabinet is recommended to:
1. Authorise officers to publish a statutory notice of the proposal increase the capacity of Coed Glas Primary School from 2 Form Entry to 2.5 Form Entry with additional nursery places in permanent accommodation to
Page 20 of 21 meet increasing local demand for English-medium primary education from September 2015.
2. Authorise officers to publish a statutory notice of the proposal increase the capacity of Ysgol Y Wern from 2 Form Entry to 2.5 Form Entry with additional nursery places in permanent accommodation to meet increasing local demand for Welsh-medium primary education from September 2015.
3. Note that prior to implementation of the proposal a further report will be provided to the Cabinet providing details of any objections received, the proposed responses to those objections and recommendations for implementation or otherwise of the proposal.
NICK BATCHELAR Director 12 September 2014
The following appendices are attached:
Appendix 1 - Pupil Consultation Methodology Appendix 2 - Formal Responses to Consultation Appendix 3 - School capacity data, historic catchment area (2007-2013), projected catchment area data (2014-2017) and Number on Roll information from (2011-2014) Appendix 4 - Record of Pupil Meeting reports Appendix 5 - Statutory screening tool including Equality Impact Assessment and Strategic Environmental Assessment
The following Background Papers have been taken into account
Cabinet Report - School Organisation Planning: 10 April 2014
Information taken from online research: Veenman, S. (1996). Effects of multigrade and multi-age classes reconsidered. Review of Educational Research, 66(3), 323-340. Veenman, S. (1995). ‘Cognitive and noncognitive effects of multigrade and multiage classes: a best evidence synthesis’, Review of Educational Research, 65, 4, 319-381.
Page 21 of 21 Appendix 1
Consultation on the Provision of Additional English-medium and Welsh- medium Primary School Places in and around the Llanishen Area
Pupil Consultation Methodology
Officers ran consultation sessions with primary aged children at Coed Glas Primary School, Ton yr Ywen Primary School and Ysgol y Wern.
The sessions opened with a brief explanation of the proposal, the work of the Schools Organisation team and how the consultation works.
This was followed by a short presentation which outlined:
• what the proposal is • why change is needed • what schools might look like • benefits • disadvantages • catchment area arrangements • what happens next
The children then took part in a game called “Where the wind blows” which was used to establish how many children are in favour of the proposal, how many do not like the proposal and how many are unsure.
The children were then split into two groups and officers worked with them to identify positive aspects of the proposal and any aspects of the proposal that the children had concerns/worries about.
Following this, the children had the opportunity to prioritise the positive aspects of the proposal and the aspects that were a cause for concern/worry using coloured sports.
Where time allowed children were then took part in another round of “Where the wind blows”.
1
Appendix 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 APPENDIX 3: School capacity data Published Permanent NOR in School NOR (exc. Admission School Name Capacity: Reception Number Nursery) Number: 2013-14 in Jan 2014 2013-14 2072 Coed Glas Primary 473 420 60 75 2090 Llanishen Fach Primary 428 420 60 61 2147 Llysfaen Primary 397 420 60 58 2176 Thornhill Primary 405 420 60 60 2052 Ton-Yr-Ywen Primary 445 445 60 60 2169 Ysgol Y Wern 432 420 60 75
1 APPENDIX 3: Historic catchment area data (2007-13) and projected catchment area data (2014-17) Catchment area data - historic data (2007-2013) taken from PLASC (verified by schools); projections (2014-2017) based on NHS GP registration data and trends from both NHS GP and PLASC data (2007-2013)
Take up and projected demand for English-medium Reception places - by English-medium primary school catchment area Ton Yr Ywen Shared area (3 Shared area (4 Llanishen Fach PLASC_DATE Coed Glas discrete Llysfaen discrete Thornhill discrete discrete schools) schools) discrete Total 16/01/2007 34 17 39 58 0 0 33 15/01/2008 65 37 39 56 0 0 16 13/01/2009 59 19 31 60 0 0 29 12/01/2010 57 32 28 64 0 0 21 18/01/2011 65 28 35 81 35 22 35 301 17/01/2012 76 24 37 82 44 16 47 326 15/01/2013 90 24 32 69 46 11 38 310 2014 81 24 49 72 43 10 35 314 2015 81 19 39 82 44 16 28 311 2016 74 21 25 65 45 12 38 280 2017 120 29 31 74 40 12 48 354
Take up and projected demand for EM, WM and Faith Reception places - by English-medium primary school catchment area Ton Yr Ywen Shared area (3 Shared area (4 Llanishen Fach PLASC_DATE Coed Glas discrete Llysfaen discrete Thornhill discrete discrete schools) schools) discrete Total 16/01/2007 50 23 45 63 0 0 41 15/01/2008 85 43 48 74 0 0 20 13/01/2009 82 24 37 73 0 0 35 12/01/2010 75 37 32 78 0 0 28 18/01/2011 89 34 42 102 43 26 40 376 17/01/2012 91 31 42 100 59 19 57 399 15/01/2013 114 32 44 84 55 18 49 396 2014 103 32 68 88 51 16 45 402 2015 103 26 54 100 53 27 36 398 2016 94 28 35 79 54 19 49 358 2017 152 38 43 90 48 19 62 452
Note: Shared area arrangements prior to Jan 2011 differ; Cefn Onn catchment deleted. Discrete areas however unchanged
2 Cardiff County Council - Education Department PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2014
NOR Nursery Primary
Total 2/3pt 2/3ft 3/4pt 3/4ft Total 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 10/11 11/12 Primary School
Adamsdown Primary School 297 47 9 0 38 0 250 0 57 60 28 27 27 29 22 0
Albany Primary School 474 63 0 0 63 0 411 0 58 58 60 58 59 58 60 0
All Saints C.W Primary School 184 0 0 0 0 0 184 0 28 27 30 27 25 30 17 0
Allensbank Primary School 298 56 13 0 43 0 242 0 30 43 55 31 29 22 32 0
Baden Powell Primary School 413 42 9 0 33 0 371 0 59 61 60 58 59 35 39 0
Birchgrove Primary School 414 0 0 0 0 0 414 0 60 60 60 60 57 58 59 0
Bishop Childs C.W Primary School 202 0 0 0 0 0 202 0 30 32 26 28 29 30 27 0
Bryn Celyn Primary School 175 35 12 0 23 0 140 0 22 30 17 20 22 12 17 0
Bryn Deri Primary School 239 47 11 0 36 0 192 0 30 29 29 21 32 23 28 0
Bryn Hafod Primary School 332 50 12 0 38 0 282 0 34 51 48 42 36 33 38 0
Christ The King R.C Primary School 242 0 0 0 0 0 242 0 31 43 32 43 31 30 32 0
Coed Glas Primary School 554 81 32 0 49 0 473 0 75 84 85 58 60 51 60 0
Coryton Primary School 220 42 9 0 33 0 178 0 22 29 29 26 23 27 22 0
Creigiau Primary School 420 63 20 0 43 0 357 0 52 53 49 55 54 50 44 0
Danescourt Primary School 367 64 8 0 56 0 303 0 59 40 42 42 47 28 45 0
Fairwater Primary School 211 0 0 0 0 0 211 0 27 34 29 33 31 21 36 0
Gabalfa Primary School 262 43 11 0 32 0 219 0 38 35 42 36 20 16 32 0
26-March-2014 Page 1 of 6 Performance and Management Information
3 Cardiff County Council - Education Department PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2014
NOR Nursery Primary
Total 2/3pt 2/3ft 3/4pt 3/4ft Total 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 10/11 11/12
Gladstone Primary School 266 59 9 0 50 0 207 0 29 30 30 31 28 29 30 0
Glan-Yr-Afon Primary School 185 34 8 0 26 0 151 0 25 23 31 20 14 17 21 0
Glyncoed Primary School 432 55 8 0 47 0 377 0 57 54 59 60 50 49 48 0
Grangetown Primary School 404 0 0 0 0 0 404 0 59 57 57 57 59 58 57 0
Greenway Primary School 235 45 11 0 34 0 190 0 29 29 29 29 28 23 23 0
Hawthorn Primary School 265 63 18 0 45 0 202 1 30 29 30 29 30 23 30 0
Herbert Thompson Primary School 465 73 12 0 61 0 392 0 69 66 52 56 52 48 49 0
Holy Family R.C Primary School 98 0 0 0 0 0 98 0 14 17 18 12 8 17 12 0
Hywel Dda Primary School 396 72 16 1 55 0 324 0 56 50 45 49 45 43 36 0
Kitchener Primary School 495 87 24 0 62 1 408 1 58 59 54 60 59 57 60 0
Lakeside Primary School 508 64 0 0 64 0 444 0 58 86 58 62 62 58 60 0
Lansdowne Primary School 492 63 2 0 61 0 429 0 51 85 69 57 57 58 52 0
Llandaff C.W. Primary School 417 0 0 0 0 0 417 0 60 60 60 60 60 59 58 0
Llanedeyrn Primary School 361 68 20 0 48 0 293 0 50 35 53 42 41 39 33 0
Llanishen Fach Primary School 499 71 6 0 65 0 428 0 61 60 62 65 63 59 58 0
Llysfaen Primary School 444 47 0 0 47 0 397 0 58 58 59 58 59 54 51 0
Marlborough Primary School 497 62 0 0 62 0 435 0 61 62 61 63 63 64 61 0
26-March-2014 Page 2 of 6 Performance and Management Information
4 Cardiff County Council - Education Department PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2014
NOR Nursery Primary
Total 2/3pt 2/3ft 3/4pt 3/4ft Total 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 10/11 11/12
Meadowlane Primary School 325 63 15 0 47 1 262 1 50 34 43 39 32 36 27 0
Millbank Primary School 167 0 0 0 0 0 167 0 27 28 26 24 29 15 18 0
Moorland Primary School 426 57 3 0 54 0 369 0 60 59 60 54 60 37 39 0
Mount Stuart Primary School 391 62 10 0 52 0 329 0 60 58 47 41 43 39 41 0
Ninian Park Primary School 491 91 6 0 85 0 400 0 58 59 58 57 59 59 50 0
Oakfield Primary School 416 77 17 0 60 0 339 0 59 55 56 54 43 35 37 0
Pencaerau Primary School 318 61 21 0 40 0 257 0 40 30 30 30 39 46 42 0
Pentrebane Primary School 202 47 6 0 39 2 155 0 21 33 24 11 24 18 24 0
Pentyrch Primary School 113 0 0 0 0 0 113 0 18 15 16 11 24 13 16 0
Pen-Y-Bryn Primary School 227 51 0 5 24 22 176 0 32 32 18 18 27 25 24 0
Peter Lea Primary School 389 86 18 0 68 0 303 1 49 45 43 43 53 32 36 1
Radnor Primary School 300 0 0 0 0 0 300 0 57 44 45 44 41 39 30 0
Radyr Primary School 380 30 6 1 23 0 350 0 60 57 45 44 46 57 41 0
Rhiwbeina Primary School 692 80 0 0 80 0 612 0 90 90 89 91 86 78 88 0
Rhydypenau Primary School 523 73 0 0 73 0 450 0 90 61 61 60 60 59 59 0
Roath Park Primary School 478 63 1 0 62 0 415 0 60 60 60 61 60 54 60 0
Rumney Primary School 483 79 11 0 68 0 404 1 58 60 62 58 60 57 47 1
26-March-2014 Page 3 of 6 Performance and Management Information
5 Cardiff County Council - Education Department PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2014
NOR Nursery Primary
Total 2/3pt 2/3ft 3/4pt 3/4ft Total 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 10/11 11/12
Severn Primary School 525 116 7 0 109 0 409 0 59 60 60 55 60 56 59 0
Springwood Primary School 193 35 8 0 27 0 158 0 24 33 18 29 21 15 18 0
St Alban's R.C Primary School 172 0 0 0 0 0 172 0 22 20 25 35 21 23 26 0
St Bernadette's R.C Primary School 270 61 17 0 44 0 209 0 30 30 30 29 30 30 30 0
St Cadoc's Catholic Primary School 288 32 10 0 22 0 256 0 35 41 42 30 43 29 36 0
St Cuthbert's R.C Primary School 122 0 0 0 0 0 122 0 21 16 22 18 16 13 16 0
St David's C.W Primary School 254 47 3 0 44 0 207 0 31 30 30 30 31 28 27 0
St Fagan's C.W Primary School 232 32 0 0 32 0 200 1 29 31 30 30 30 28 21 0
St Francis RC Primary School 289 34 18 0 16 0 255 0 50 49 31 30 31 26 38 0
St John Lloyd R.C Primary School 308 43 5 0 38 0 265 0 45 36 29 44 44 36 31 0
St Joseph's R.C Primary School 224 0 0 0 0 0 224 0 30 28 52 29 28 29 28 0
St Mary The Virgin C.W Primary School 202 40 9 0 31 0 162 0 29 30 22 18 21 19 23 0
St Mary's Catholic Primary School 275 48 4 0 44 0 227 0 36 36 29 28 30 32 36 0
St Mellons C.W Primary School 110 0 0 0 0 0 110 0 14 18 16 17 14 14 17 0
St Monica's C.W Primary School 116 0 0 0 0 0 116 0 20 17 20 18 12 15 14 0
St Patrick's R.C Primary School 296 0 0 0 0 0 296 0 43 46 51 39 44 47 26 0
St Paul's C.W Primary School 206 0 0 0 0 0 206 0 29 31 30 28 29 30 29 0
26-March-2014 Page 4 of 6 Performance and Management Information
6 Cardiff County Council - Education Department PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2014
NOR Nursery Primary
Total 2/3pt 2/3ft 3/4pt 3/4ft Total 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 10/11 11/12
St Peter's R.C Primary School 539 75 12 0 63 0 464 0 75 71 64 66 69 60 59 0
St Philip Evans R.C Primary School 375 59 18 0 41 0 316 0 61 46 49 43 36 42 39 0
Stacey Primary School 235 38 0 0 38 0 197 0 30 27 29 29 30 27 25 0
Thornhill Primary School 469 64 4 0 60 0 405 0 60 60 61 57 56 54 57 0
Tongwynlais Primary School 195 33 4 0 29 0 162 0 29 27 27 22 20 21 16 0
Ton-Yr-Ywen Primary School 519 74 6 0 68 0 445 0 60 59 89 61 59 60 57 0
Tredegarville C.W Primary School 233 35 4 0 31 0 198 0 30 29 30 30 28 23 28 0
Trelai Primary School 435 79 13 0 66 0 356 0 43 59 54 57 39 54 50 0
Trowbridge Primary School 218 29 7 0 22 0 189 0 29 29 29 27 24 25 26 0
Whitchurch Primary School 669 78 6 0 72 0 591 0 89 79 87 87 82 86 81 0
Willowbrook Primary School 397 63 10 0 53 0 334 0 60 60 59 41 49 34 31 0
Windsor Clive Primary School 419 66 15 0 51 0 353 0 57 56 60 53 45 33 49 0
Ysgol Bro Eirwg 455 57 1 0 56 0 398 0 59 57 59 55 57 59 52 0
Ysgol Glan Ceubal 41 0 0 0 0 0 41 0 10 11 9 8 3 0 0 0
Ysgol Glan Morfa 188 32 2 0 30 0 156 0 28 29 28 23 16 19 13 0
Ysgol Gymraeg Coed-Y-Gof 373 0 0 0 0 0 373 0 59 61 54 55 51 44 49 0
Ysgol Gymraeg Melin Gruffydd 468 62 0 0 62 0 406 0 58 60 59 60 56 60 53 0
26-March-2014 Page 5 of 6 Performance and Management Information
7 Cardiff County Council - Education Department PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2014
NOR Nursery Primary
Total 2/3pt 2/3ft 3/4pt 3/4ft Total 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 10/11 11/12
Ysgol Gymraeg Nant Caerau 181 40 0 0 40 0 141 0 30 30 27 31 8 8 7 0
Ysgol Gymraeg Pwll Coch 500 59 3 0 56 0 441 0 60 84 79 55 56 56 51 0
Ysgol Gymraeg Treganna 482 89 0 0 89 0 393 0 87 59 51 57 55 46 38 0
Ysgol Gynradd Gwaelod Y Garth Primary School 263 37 0 0 37 0 226 0 38 39 33 29 24 35 28 0
Ysgol Gynradd Gymraeg Pen-y-Groes 70 20 8 0 12 0 50 0 12 13 12 4 9 0 0 0
Ysgol Mynydd Bychan 268 63 22 0 41 0 205 0 30 30 29 28 29 30 29 0
Ysgol Pen Y Pil 148 39 15 0 24 0 109 0 30 30 22 8 8 5 6 0
Ysgol Pencae 201 0 0 0 0 0 201 0 26 30 30 31 29 29 26 0
Ysgol Y Berllan Deg 455 61 0 0 61 0 394 0 60 60 58 56 54 52 54 0
Ysgol Y Wern 499 67 7 0 60 0 432 0 75 71 56 60 57 55 58 0
Total 31461 4223 632 7 3558 26 27238 6 4258 4267 4112 3855 3759 3494 3485 2
26-March-2014 Page 6 of 6 Performance and Management Information
8 Cardiff County Council - Education Department PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2013
NOR Nursery Primary
Total 2/3pt 2/3ft 3/4pt 3/4ft Total 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 9/10 10/11 11/12 Primary School pt
Adamsdown Primary School 252 43 7 0 36 0 209 0 51 30 24 28 30 0 18 28 0
Albany Primary School 462 65 10 0 55 0 397 0 59 58 59 61 53 0 53 54 0
All Saints C.W Primary School 172 0 0 0 0 0 172 0 24 30 25 22 30 0 18 23 0
Allensbank Primary School 285 54 6 0 48 0 231 0 39 53 29 29 22 0 34 25 0
Baden Powell Primary School 374 42 8 0 34 0 332 0 49 60 55 53 36 0 42 35 2
Birchgrove Primary School 397 0 0 0 0 0 397 0 59 60 60 60 57 0 56 45 0
Bishop Childs C.W Primary School 202 0 0 0 0 0 202 0 33 22 30 30 30 0 27 30 0
Bryn Celyn Primary School 148 16 2 0 14 0 132 0 28 15 21 19 13 0 18 18 0
Bryn Deri Primary School 288 96 17 0 79 0 192 0 30 30 21 30 24 0 27 30 0
Bryn Hafod Primary School 334 44 6 0 38 0 290 0 48 52 40 35 35 0 37 43 0
Christ The King R.C Primary School 235 0 0 0 0 0 235 0 43 30 40 32 29 0 31 30 0
Coed Glas Primary School 509 91 26 0 65 0 418 0 80 79 59 59 49 0 60 31 1
Coryton Primary School 204 35 14 0 21 0 169 0 30 30 23 22 23 0 18 23 0
Creigiau Primary School 404 62 15 0 47 0 342 0 50 49 54 55 47 0 45 42 0
Danescourt Primary School 326 62 6 0 56 0 264 0 40 40 37 48 27 0 42 30 0
Fairwater Primary School 201 0 0 0 0 0 201 0 27 29 28 30 19 0 36 32 0
Gabalfa Primary School 239 44 6 0 38 0 195 0 35 39 29 23 17 0 31 21 0
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9 Cardiff County Council - Education Department PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2013
NOR Nursery Primary
Total 2/3pt 2/3ft 3/4pt 3/4ft Total 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 9/10 10/11 11/12 pt
Gladstone Primary School 255 58 12 0 46 0 197 0 30 30 30 30 28 0 30 19 0
Glan-Yr-Afon Primary School 169 35 7 0 28 0 134 0 21 27 17 13 15 0 20 21 0
Glyncoed Primary School 421 58 1 0 57 0 363 0 53 58 59 55 48 0 50 40 0
Grangetown Primary School 396 0 0 0 0 0 396 0 60 57 52 58 61 0 58 50 0
Greenway Primary School 212 38 10 0 28 0 174 0 30 28 27 29 23 0 19 18 0
Hawthorn Primary School 264 61 19 0 42 0 203 0 30 30 30 30 23 0 30 30 0
Herbert Thompson Primary School 457 81 0 0 81 0 376 0 63 56 58 53 44 0 52 50 0
Holy Family R.C Primary School 97 0 0 0 0 0 97 0 15 17 12 9 16 0 14 14 0
Hywel Dda Primary School 389 76 22 0 54 0 313 0 55 43 51 44 43 0 37 40 0
Kitchener Primary School 471 70 18 0 52 0 401 0 60 54 60 60 58 0 59 50 0
Lakeside Primary School 511 69 9 0 60 0 442 0 82 58 62 61 59 0 60 60 0
Lansdowne Primary School 480 55 10 0 45 0 425 0 83 70 60 53 54 0 49 56 0
Llandaff C.W. Primary School 422 0 0 0 0 0 422 0 60 60 60 60 60 0 60 62 0
Llanedeyrn Primary School 330 67 18 0 49 0 263 0 32 57 40 35 35 0 33 31 0
Llanishen Fach Primary School 504 68 7 0 61 0 436 0 59 62 64 64 61 0 64 62 0
Llysfaen Primary School 461 48 0 0 48 0 413 0 60 60 60 57 59 0 59 58 0
Marlborough Primary School 514 63 0 0 63 0 451 0 62 62 64 62 64 1 63 73 0
27-March-2013 Page 2 of 6 Performance and Management Information
10 Cardiff County Council - Education Department PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2013
NOR Nursery Primary
Total 2/3pt 2/3ft 3/4pt 3/4ft Total 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 9/10 10/11 11/12 pt
Meadowlane Primary School 270 55 13 0 41 1 215 1 32 37 37 30 31 0 22 25 0
Millbank Primary School 134 0 0 0 0 0 134 0 21 24 22 27 13 0 15 12 0
Moorland Primary School 397 51 7 0 44 0 346 0 59 60 53 53 39 0 39 43 0
Mount Stuart Primary School 402 90 6 0 84 0 312 0 53 44 40 42 42 0 39 52 0
Ninian Park Primary School 465 69 4 0 65 0 396 0 60 60 57 56 58 0 51 54 0
Oakfield Primary School 421 82 8 0 74 0 339 0 58 58 57 46 38 0 40 41 1
Pencaerau Primary School 341 71 24 0 47 0 270 0 30 31 30 37 46 0 39 57 0
Pentrebane Primary School 189 45 15 0 30 0 144 0 34 21 12 22 15 0 23 17 0
Pentyrch Primary School 111 0 0 0 0 0 111 0 12 16 11 25 14 0 17 16 0
Pen-Y-Bryn Primary School 209 49 10 0 39 0 160 0 31 18 19 26 24 0 24 18 0
Peter Lea Primary School 368 85 23 0 62 0 283 0 45 43 44 53 32 0 32 34 0
Radnor Primary School 269 0 0 0 0 0 269 0 43 44 46 42 37 0 30 27 0
Radyr Primary School 342 0 0 0 0 0 342 0 60 42 44 45 56 0 41 54 0
Rhiwbeina Primary School 688 77 0 0 77 0 611 0 89 89 91 86 77 0 90 89 0
Rhydypenau Primary School 501 80 10 0 70 0 421 0 59 61 60 60 60 0 60 61 0
Roath Park Primary School 470 64 6 0 58 0 406 0 60 59 61 61 52 0 60 53 0
Rumney Primary School 477 75 18 0 57 0 402 1 59 61 60 61 57 0 46 57 0
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11 Cardiff County Council - Education Department PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2013
NOR Nursery Primary
Total 2/3pt 2/3ft 3/4pt 3/4ft Total 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 9/10 10/11 11/12 pt
Severn Primary School 523 136 31 0 105 0 387 0 60 53 60 59 55 0 58 42 0
Springwood Primary School 193 33 10 0 23 0 160 0 34 16 28 30 17 0 17 18 0
St Alban's R.C Primary School 187 0 0 0 0 0 187 0 26 24 39 27 22 0 27 22 0
St Bernadette's R.C Primary School 285 75 14 0 61 0 210 0 30 30 30 30 30 0 30 30 0
St Cadoc's Catholic Primary School 272 31 3 0 28 0 241 0 37 40 29 39 25 0 35 36 0
St Cuthbert's R.C Primary School 108 1 0 0 0 1 107 0 21 23 18 11 13 0 15 6 0
St David's C.W Primary School 253 45 2 0 43 0 208 0 30 31 29 31 29 0 29 29 0
St Fagan's C.W Primary School 234 33 0 0 33 0 201 0 30 30 30 30 30 0 21 30 0
St Francis RC Primary School 224 0 0 0 0 0 224 0 47 31 29 32 26 0 38 21 0
St John Lloyd R.C Primary School 298 44 7 0 37 0 254 0 36 27 46 39 36 0 30 40 0
St Joseph's R.C Primary School 219 0 0 0 0 0 219 0 28 50 27 28 29 0 26 31 0
St Mary The Virgin C.W Primary School 187 34 7 1 26 0 153 0 28 21 18 21 18 0 24 23 0
St Mary's Catholic Primary School 293 47 10 0 37 0 246 0 39 30 30 30 35 0 38 44 0
St Mellons C.W Primary School 110 0 0 0 0 0 110 0 17 16 17 14 14 0 17 15 0
St Monica's C.W Primary School 108 0 0 0 0 0 108 0 16 20 19 15 15 0 11 12 0
St Patrick's R.C Primary School 288 0 0 0 0 0 288 0 45 52 40 43 46 0 22 40 0
St Paul's C.W Primary School 202 0 0 0 0 0 202 0 30 30 26 30 27 0 30 29 0
27-March-2013 Page 4 of 6 Performance and Management Information
12 Cardiff County Council - Education Department PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2013
NOR Nursery Primary
Total 2/3pt 2/3ft 3/4pt 3/4ft Total 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 9/10 10/11 11/12 pt
St Peter's R.C Primary School 540 77 13 0 64 0 463 0 75 65 66 70 58 0 58 71 0
St Philip Evans R.C Primary School 346 51 8 0 43 0 295 0 46 52 43 35 43 0 39 37 0
Stacey Primary School 228 44 0 0 44 0 184 0 30 29 28 29 27 0 24 17 0
Thornhill Primary School 445 48 0 0 48 0 397 0 60 60 59 49 51 0 58 60 0
Tongwynlais Primary School 186 32 0 0 32 0 154 0 29 27 24 20 22 0 15 17 0
Ton-Yr-Ywen Primary School 520 76 0 0 76 0 444 0 60 88 59 60 58 0 59 60 0
Tredegarville C.W Primary School 224 35 6 0 29 0 189 0 28 30 28 30 24 0 26 23 0
Trelai Primary School 433 68 19 0 49 0 365 0 60 60 56 44 52 0 54 39 0
Trowbridge Primary School 222 31 0 0 31 0 191 0 30 29 28 23 28 0 27 26 0
Whitchurch Primary School 659 77 3 0 74 0 582 0 78 87 89 80 88 0 79 81 0
Willowbrook Primary School 370 64 5 0 59 0 306 0 57 60 43 48 34 0 33 31 0
Windsor Clive Primary School 418 83 12 0 71 0 335 0 55 59 50 47 35 0 51 38 0
Ysgol Bro Eirwg 463 61 0 0 61 0 402 0 60 61 58 60 58 0 51 54 0
Ysgol Glan Ceubal 30 0 0 0 0 0 30 0 10 9 8 3 0 0 0 0 0
Ysgol Glan Morfa 175 30 0 0 30 0 145 0 30 29 24 16 21 0 15 10 0
Ysgol Gymraeg Coed-Y-Gof 377 0 0 0 0 0 377 0 61 58 57 52 46 0 50 53 0
Ysgol Gymraeg Melin Gruffydd 454 64 8 0 56 0 390 0 60 60 59 55 60 0 51 45 0
27-March-2013 Page 5 of 6 Performance and Management Information
13 Cardiff County Council - Education Department PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2013
NOR Nursery Primary
Total 2/3pt 2/3ft 3/4pt 3/4ft Total 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 9/10 10/11 11/12 pt
Ysgol Gymraeg Nant Caerau 152 40 0 0 40 0 112 0 30 28 29 10 7 0 8 0 0
Ysgol Gymraeg Pwll Coch 518 61 0 0 61 0 457 0 87 83 58 57 58 0 55 59 0
Ysgol Gymraeg Treganna 206 0 0 0 0 0 206 0 30 30 28 30 30 0 29 29 0
Ysgol Gynradd Gwaelod Y Garth Primary School 253 39 4 0 35 0 214 0 38 33 30 25 37 0 29 22 0
Ysgol Gynradd Gymraeg Pen-y-Groes 39 0 0 0 0 0 39 0 13 12 4 10 0 0 0 0 0
Ysgol Mynydd Bychan 269 62 16 0 46 0 207 0 30 30 28 30 30 0 30 29 0
Ysgol Pen Y Pil 116 37 7 0 30 0 79 0 30 22 7 9 5 0 6 0 0
Ysgol Pencae 206 0 0 0 0 0 206 0 30 30 30 30 30 0 26 30 0
Ysgol Tan-yr-Eos 128 0 0 0 0 0 128 0 30 18 29 25 15 0 11 0 0
Ysgol Y Berllan Deg 453 63 0 0 62 1 390 0 58 58 59 57 56 0 54 48 0
Ysgol Y Wern 474 71 3 0 68 0 403 1 70 55 60 55 55 0 56 51 0
Total 30327 4087 588 1 3495 3 26240 3 4214 4089 3840 3749 3478 1 3480 3382 4
27-March-2013 Page 6 of 6 Performance and Management Information
14 Cardiff County Council - Schools and Lifelong Learning Service INFANT, JUNIOR AND PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2012
Total Total Primary Classes Only: Nursery Primary NOR 2/3pt 2/3ft 3/4pt 3/4ft Age Pupils 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 10/11 11/12 Age Pupils A Primary School Adamsdown Primary School 231 4 0 40 0 44 0 29 29 29 26 19 28 27 0 187 7 Albany Primary School 452 2 0 55 0 57 0 59 58 58 55 57 54 54 0 395 14 All Saints C.W Primary School 171 0 0 0 0 0 0 30 25 22 30 16 22 26 0 171 7 Allensbank Primary School 279 17 0 44 0 61 0 51 30 31 25 35 24 22 0 218 10 Baden Powell Primary School 369 7 0 34 0 41 0 60 56 52 38 40 36 46 0 328 13 Birchgrove Primary School 360 0 0 0 0 0 0 58 56 55 56 58 41 36 0 360 13 Bishop Childs C.W Primary School 199 0 0 0 0 0 0 23 30 30 30 28 31 27 0 199 7 Bryn Celyn Primary School 180 5 0 34 0 39 0 15 21 21 19 17 22 26 0 141 6 Bryn Deri Primary School 279 15 0 63 0 78 0 30 26 30 26 29 30 30 0 201 7 Bryn Hafod Primary School 359 14 0 47 0 61 0 53 42 36 35 42 46 44 0 298 13 Cefn Onn Primary School 28 14 0 14 0 28 0 0 0 0 0 0 0 0 0 0 0 Christ The King R.C Primary School 222 0 0 0 0 0 1 29 40 30 30 31 31 30 0 222 7 Coed Glas Primary School 461 2 0 78 0 80 0 73 59 60 48 59 31 51 0 381 15 Coryton Primary School 226 5 0 40 0 45 0 29 26 24 25 19 24 34 0 181 7 Creigiau Primary School 401 15 0 44 0 59 0 52 53 54 50 45 43 45 0 342 13 Danescourt Primary School 330 9 0 51 0 60 0 39 36 46 27 42 28 52 0 270 11 Eglwys Newydd Primary School 306 0 0 0 0 0 0 43 55 31 48 39 40 50 0 306 12 Eglwys Wen Primary School 339 0 0 48 0 48 0 46 38 47 42 44 39 35 0 291 11 Fairwater Primary School 205 0 0 0 0 0 0 27 29 29 20 31 34 35 0 205 8 Gabalfa Primary School 220 13 0 31 0 44 0 34 29 22 15 28 22 26 0 176 7 Gladstone Primary School 257 14 0 46 0 60 0 30 29 29 30 30 20 29 0 197 7 Glan-Yr-Afon Primary School 178 4 0 36 0 40 0 28 20 15 19 18 17 21 0 138 7 Glyncoed Primary School 421 16 0 43 0 59 0 60 54 53 47 53 44 51 0 362 14 Grangetown Primary School 403 0 0 0 0 0 0 58 56 58 61 59 54 57 0 403 14 Greenway Primary School 203 12 0 29 0 41 0 26 27 26 25 19 18 21 0 162 7 Hawthorn Primary School 254 13 0 50 0 63 0 30 29 30 20 27 25 30 0 191 7 Herbert Thompson Primary School 441 22 0 59 0 81 0 59 59 53 42 55 50 42 0 360 15
- 3 - Research and Information Unit 02 May 2012 15 Cardiff County Council - Schools and Lifelong Learning Service INFANT, JUNIOR AND PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2012
Total Total Primary Classes Only: Nursery Primary NOR 2/3pt 2/3ft 3/4pt 3/4ft Age Pupils 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 10/11 11/12 Age Pupils A Holy Family R.C Primary School95 00 0 00 0 16 11 9 19 14 16 10 0 95 5 Hywel Dda Primary School 366 22 0 42 0 64 0 48 52 45 46 35 41 35 0 302 11 Kitchener Primary School 485 6 0 80 0 86 0 56 59 59 58 60 48 59 0 399 14 Lakeside Primary School 496 16 0 62 0 78 0 59 60 60 60 60 59 60 0 418 14 Lansdowne Primary School 436 8 0 54 0 62 0 68 54 55 48 50 55 44 0 374 15 Llandaff C.W. Primary School 422 0 0 0 0 0 0 60 60 60 60 60 62 60 0 422 14 Llanedeyrn Primary School 322 18 0 34 0 52 0 56 38 37 32 32 28 47 0 270 12 Llanishen Fach Primary School 520 5 0 75 0 80 0 63 64 65 61 62 62 63 0 440 15 Llysfaen Primary School 446 0 0 48 0 48 0 60 59 58 58 59 55 49 0 398 14 Marlborough Primary School 515 0 0 63 0 63 0 62 64 63 63 57 70 73 0 452 17 Meadowlane Primary School 264 12 0 38 0 50 0 42 36 33 32 23 27 21 0 214 8 Millbank Primary School 132 0 0 0 0 0 0 24 21 26 11 15 13 22 0 132 5 Moorland Primary School 387 4 0 53 0 57 0 60 57 52 35 42 40 44 0 330 13 Mount Stuart Primary School 360 23 0 50 0 73 0 42 41 40 37 42 55 30 0 287 11 Ninian Park Primary School 489 21 0 80 0 101 0 60 59 56 58 49 53 53 0 388 14 Oakfield Primary School 425 16 0 73 0 89 0 60 59 48 42 41 41 45 0 336 12 Pencaerau Primary School 373 11 0 69 0 80 0 30 30 39 44 39 57 54 0 293 12 Pentrebane Primary School 180 6 0 41 0 47 0 19 15 25 14 22 17 21 0 133 6 Pentyrch Primary School 125 0 0 0 0 0 0 16 11 29 13 18 18 20 0 125 5 Pen-Y-Bryn Primary School 195 11 0 39 0 50 0 19 19 26 21 25 18 17 0 145 7 Peter Lea Primary School 338 16 0 55 0 71 0 42 39 55 33 32 35 31 0 267 12 Radnor Primary School 257 0 0 0 0 0 0 44 44 41 39 27 30 32 0 257 10 Radyr Primary School 327 0 0 0 0 0 0 39 39 44 56 39 51 58 1 327 12 Rhiwbeina Primary School 685 2 0 78 0 80 0 89 92 85 79 90 86 84 0 605 21 Rhydypenau Primary School 499 17 0 62 0 79 0 61 60 59 59 60 61 60 0 420 14 Roath Park Primary School 467 4 0 60 0 64 0 57 61 60 53 60 52 60 0 403 14 Rumney Primary School 477 16 0 64 0 80 0 59 59 59 58 43 60 59 0 397 14 Severn Primary School 509 30 0 110 0 140 0 57 53 56 55 59 41 48 0 369 14
- 4 - Research and Information Unit 02 May 2012 16 Cardiff County Council - Schools and Lifelong Learning Service INFANT, JUNIOR AND PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2012
Total Total Primary Classes Only: Nursery Primary NOR 2/3pt 2/3ft 3/4pt 3/4ft Age Pupils 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 10/11 11/12 Age Pupils A Springwood Primary School171 80 34 042 0 17 26 24 13 17 15 17 0 129 6 St Alban's R.C Primary School 212 0 0 0 0 0 0 30 47 29 27 29 26 24 0 212 8 St Bernadette's R.C Primary School 279 27 0 43 0 70 0 30 30 29 30 30 30 30 0 209 7 St Cadoc's Catholic Primary School 252 11 0 16 0 27 0 33 31 39 23 31 36 32 0 225 10 St Cuthbert's R.C Primary School 94 0 0 0 0 0 0 18 16 12 17 12 5 14 0 94 4 St David's C.W Primary School 248 8 0 40 0 48 0 30 30 28 29 26 29 28 0 200 7 St Fagan's C.W Primary School 229 0 0 30 0 30 0 30 29 30 29 21 30 30 0 199 8 St Francis RC Primary School 204 0 0 0 0 0 0 26 30 32 23 38 20 35 0 204 8 St John Lloyd R.C Primary School 291 9 0 35 0 44 0 25 44 40 37 32 40 28 1 247 10 St Joseph's R.C Primary School 226 0 0 0 0 0 0 47 29 29 27 30 32 32 0 226 8 St Mary The Virgin C.W Primary School 172 3 0 32 0 35 0 26 16 22 18 24 20 11 0 137 6 St Mary's Catholic Primary School 292 8 5 32 0 45 0 30 30 30 36 39 46 36 0 247 9 St Mellons C.W Primary School 108 0 0 0 0 0 0 15 18 14 14 16 17 14 0 108 4 St Monica's C.W Primary School 115 0 0 0 0 0 0 20 22 17 15 11 12 18 0 115 5 St Patrick's R.C Primary School 286 0 0 0 0 0 0 52 44 45 47 27 40 31 0 286 11 St Paul's C.W Primary School 198 0 0 0 0 0 0 31 28 30 25 29 28 27 0 198 7 St Peter's R.C Primary School 516 13 0 60 0 73 0 63 65 71 58 60 66 60 0 443 18 St Philip Evans R.C Primary School 344 16 0 40 0 56 0 54 45 35 44 38 37 35 0 288 11 Stacey Primary School 243 19 0 39 0 58 0 29 28 30 28 27 18 25 0 185 7 Thornhill Primary School 420 0 0 48 0 48 0 58 60 44 49 55 59 47 0 372 14 Tongwynlais Primary School 171 8 0 28 0 36 0 26 24 20 20 15 16 14 0 135 6 Ton-Yr-Ywen Primary School 527 3 0 77 0 80 0 87 59 60 60 60 61 60 0 447 15 Tredegarville C.W Primary School 232 9 0 32 0 41 0 29 29 30 26 26 21 30 0 191 7 Trelai Primary School 432 16 0 62 0 78 0 59 57 46 51 54 41 45 1 354 15 Trowbridge Primary School 220 5 0 27 0 32 0 30 25 24 28 24 23 34 0 188 7 Willowbrook Primary School 347 14 0 47 0 61 0 52 44 47 35 36 35 37 0 286 10 Windsor Clive Primary School 417 17 0 76 0 93 0 59 52 47 37 51 38 40 0 324 14 Ysgol Bro Eirwg 455 0 0 64 0 64 0 60 58 58 57 51 55 52 0 391 14
- 5 - Research and Information Unit 02 May 2012 17 Cardiff County Council - Schools and Lifelong Learning Service INFANT, JUNIOR AND PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2012
Total Total Primary Classes Only: Nursery Primary NOR 2/3pt 2/3ft 3/4pt 3/4ft Age Pupils 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 10/11 11/12 Age Pupils A Ysgol Glan Ceubal16 00 0 00 0 8 5 3 0 0 0 0 0 16 2 Ysgol Glan Morfa 173 0 0 31 0 31 0 29 26 18 21 20 12 16 0 142 6 Ysgol Gymraeg Coed-Y-Gof 370 0 0 0 0 0 0 58 58 55 47 55 55 42 0 370 15 Ysgol Gymraeg Melin Gruffydd 429 0 0 64 0 64 0 60 60 57 58 50 43 37 0 365 13 Ysgol Gymraeg Nant Caerau 118 5 0 26 0 31 0 30 29 11 8 9 0 0 0 87 4 Ysgol Gymraeg Pwll Coch 498 0 0 64 0 64 0 87 61 60 60 53 58 55 0 434 15 Ysgol Gymraeg Treganna 208 0 0 0 0 0 0 30 30 30 30 30 28 30 0 208 7 Ysgol Gynradd Gwaelod Y Garth Primary S218 0 0 28 0 28 0 34 31 24 38 28 21 14 0 190 8 Ysgol Gynradd Gymraeg Pen-y-Groes 25 0 0 0 0 0 0 11 4 10 0 0 0 0 0 25 3 Ysgol Mynydd Bychan 266 16 0 43 0 59 0 30 30 29 30 29 30 29 0 207 7 Ysgol Pen Y Pil 50 0 0 0 0 0 0 22 7 9 6 6 0 0 0 50 3 Ysgol Pencae 207 0 0 0 0 0 0 30 30 30 30 27 30 30 0 207 7 Ysgol Tan-yr-Eos 105 0 0 0 0 0 0 22 30 25 17 11 0 0 0 105 1 Ysgol Y Berllan Deg 453 3 0 60 0 63 0 60 59 58 56 59 49 49 0 390 14 Ysgol Y Wern 459 20 620 64 0 606056555755520 395 14 SUB-TOTALS 29662 687 5 3456 04148 1 40763864 3752 3492 3498 3382 3446 3 25514 969
ALL INFANT, JUNIOR 29662 687 5 3456 04148 1 4076 3864 3752 3492 3498 3382 3446 3 25514 969 AND PRIMARY SCHOOLS:
- 6 - Research and Information Unit 02 May 2012 18 Cardiff County Council - Schools and Lifelong Learning Service INFANT, JUNIOR AND PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2011
Total Total Primary Classes Only: Nursery Primary NOR 2/3pt 2/3ft 3/4pt 3/4ft Age Pupils 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 10/11 11/12 Age Pupils A Infant School Glyncoed Infant and Nursery School 215 6 0 51 0 57 0 54 56 48 0 0 0 0 0 158 6 Marlborough Infant School 254 0 0 64 0 64 0 66 63 61 0 0 0 0 0 190 7 St Anne's C.W Infant School 19 0 0 0 0 0 0 6 6 6 1 0 0 0 0 19 1 SUB-TOTALS 488 6 0 115 0121 0 126125 115 1 00 0 0 367 14
Junior School Glyncoed Junior School 194 0 0 0 0 0 0 0 0 0 54 45 55 39 1 194 8 Marlborough Junior School 260 0 0 0 0 0 0 0 0 0 56 66 68 70 0 260 12 SUB-TOTALS 454 0 0 000 0 00 0 110 111 123 109 1 454 20
Primary School Adamsdown Primary School 220 12 0 27 0 39 0 27 29 28 21 25 21 30 0 181 7 Albany Primary School 461 7 0 54 0 61 0 58 60 58 58 56 55 55 0 400 14 All Saints C.W Primary School 165 0 0 0 0 0 0 21 22 29 18 22 25 28 0 165 7 Allensbank Primary School 228 2 0 61 0 63 0 26 29 21 28 26 17 18 0 165 8 Baden Powell Primary School 367 3 0 39 0 42 0 59 52 38 43 36 44 53 0 325 12 Birchgrove Primary School 356 0 0 0 0 0 0 60 50 57 60 39 38 52 0 356 13 Bishop Childs C.W Primary School 205 0 0 0 0 0 0 29 30 28 30 30 27 31 0 205 7 Bryn Celyn Primary School 167 14 0 16 0 30 0 21 19 20 16 21 25 15 0 137 7 Bryn Deri Primary School 276 20 0 52 0 72 0 29 29 28 28 30 30 30 0 204 7 Bryn Hafod Primary School 328 15 0 48 0 63 0 39 36 38 39 39 43 31 0 265 10 Cefn Onn Primary School 47 6 0 15 0 21 0 0 4 1 1 3 5 12 0 26 3 Christ The King R.C Primary School 226 0 0 0 0 0 0 40 30 30 30 33 30 33 0 226 7 Coed Glas Primary School 446 22 0 58 0 80 0 59 61 45 59 32 52 58 0 366 14 Coryton Primary School 212 11 0 26 0 37 0 26 23 25 20 24 34 23 0 175 7 Creigiau Primary School 392 14 0 45 0 59 0 48 55 51 44 43 45 47 0 333 13 Danescourt Primary School 335 14 0 39 0 53 0 36 50 28 45 27 54 42 0 282 12 Eglwys Newydd Primary School 307 0 0 0 0 0 0 50 30 48 41 38 44 56 0 307 12 Eglwys Wen Primary School 322 0 0 48 0 48 0 36 45 34 41 40 33 45 0 274 11
- 3 - Research and Information Unit 21 February 2011 19 Cardiff County Council - Schools and Lifelong Learning Service INFANT, JUNIOR AND PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2011
Total Total Primary Classes Only: Nursery Primary NOR 2/3pt 2/3ft 3/4pt 3/4ft Age Pupils 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 10/11 11/12 Age Pupils A Fairwater Primary School216 00 0 00 0 28 30 23 35 33 36 31 0 216 9 Gabalfa Primary School 243 13 0 43 0 56 0 31 22 17 29 21 27 40 0 187 8 Gladstone Primary School 263 13 0 49 0 62 0 30 25 33 32 22 31 28 0 201 7 Glan-Yr-Afon Primary School 198 15 0 40 0 55 0 21 15 22 23 16 24 22 0 143 7 Grangetown Primary School 384 0 0 0 0 0 0 52 57 59 53 53 57 53 0 384 14 Greenway Primary School 209 11 0 25 0 36 0 30 28 30 23 18 24 20 0 173 6 Hawthorn Primary School 252 16 0 38 0 54 0 29 30 19 26 23 27 43 1 198 8 Herbert Thompson Primary School 398 24 0 54 0 78 0 64 51 38 54 50 39 24 0 320 12 Holy Family R.C Primary School 93 0 0 0 0 0 0 11 8 18 14 17 9 16 0 93 5 Hywel Dda Primary School 343 11 0 45 0 56 0 53 41 47 35 37 36 38 0 287 11 Kitchener Primary School 490 24 0 63 0 87 0 58 59 59 60 49 59 59 0 403 14 Lakeside Primary School 500 23 0 55 0 78 1 60 60 60 60 59 62 60 0 422 14 Lansdowne Primary School 406 16 0 48 0 64 0 59 53 45 46 48 41 50 0 342 14 Llandaff C.W. Primary School 422 0 0 0 0 0 0 60 60 60 60 62 60 60 0 422 14 Llanedeyrn Primary School 309 11 0 54 0 65 0 44 35 31 34 26 47 27 0 244 11 Llanishen Fach Primary School 506 9 0 68 0 77 0 62 58 61 63 62 61 61 1 429 16 Llysfaen Primary School 444 0 0 48 0 48 0 60 58 58 58 55 51 56 0 396 14 Meadowlane Primary School 267 15 0 47 0 62 0 34 34 31 26 30 21 29 0 205 8 Millbank Primary School 110 0 0 0 0 0 0 19 24 8 14 13 24 8 0 110 5 Moorland Primary School 373 9 0 48 0 57 0 59 48 33 42 39 43 52 0 316 12 Mount Stuart Primary School 355 14 0 61 0 75 0 47 41 37 47 54 28 26 0 280 11 Ninian Park Primary School 490 31 0 74 0 105 0 59 59 60 50 57 55 45 0 385 14 Oakfield Primary School 424 24 0 74 0 98 0 60 53 49 39 38 45 40 2 326 13 Pencaerau Primary School 397 18 0 62 0 80 0 30 40 47 38 59 53 50 0 317 13 Pentrebane Primary School 180 14 0 33 0 47 0 17 27 15 22 17 22 13 0 133 9 Pentyrch Primary School 130 0 0 0 0 0 0 10 28 15 17 19 20 21 0 130 5 Pen-Y-Bryn Primary School 204 14 0 38 0 52 0 22 26 18 26 19 20 21 0 152 7 Peter Lea Primary School 335 17 0 64 0 81 0 41 50 32 32 35 32 32 0 254 11
- 4 - Research and Information Unit 21 February 2011 20 Cardiff County Council - Schools and Lifelong Learning Service INFANT, JUNIOR AND PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2011
Total Total Primary Classes Only: Nursery Primary NOR 2/3pt 2/3ft 3/4pt 3/4ft Age Pupils 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 10/11 11/12 Age Pupils A Radnor Primary School240 00 0 00 0 41 42 37 27 27 34 32 0 240 9 Radyr Primary School 310 0 0 0 0 0 0 38 39 52 33 47 49 52 0 310 12 Rhiwbeina Primary School 662 3 0 76 0 79 1 90 84 78 89 88 81 72 0 583 21 Rhydypenau Primary School 499 5 0 74 0 79 0 60 60 60 60 60 60 60 0 420 14 Roath Park Primary School 466 19 0 42 0 61 0 60 60 51 60 54 60 60 0 405 14 Rumney Primary School 461 19 0 55 0 74 0 60 59 54 42 58 59 55 0 387 14 Severn Primary School 522 25 0 111 0 136 0 59 60 58 57 45 51 56 0 386 14 Springwood Primary School 189 9 0 26 0 35 0 30 26 16 18 17 20 27 0 154 7 St Alban's R.C Primary School 203 0 0 0 0 0 0 42 30 29 32 27 24 19 0 203 8 St Bernadette's R.C Primary School 275 19 0 44 0 63 0 30 30 30 29 30 30 33 0 212 7 St Cadoc's Catholic Primary School 204 0 0 0 0 0 0 26 35 21 28 33 28 33 0 204 9 St Cuthbert's R.C Primary School 77 0 0 0 0 0 0 16 7 17 11 4 15 7 0 77 4 St David's C.W Primary School 249 4 0 43 0 47 0 30 30 30 24 30 29 29 0 202 7 St Fagan's C.W Primary School 229 0 0 29 0 29 0 29 30 30 21 30 30 30 0 200 8 St Francis RC Primary School 206 0 0 0 0 0 0 30 33 22 40 20 36 25 0 206 8 St John Lloyd R.C Primary School 278 14 0 20 0 34 0 38 38 39 29 37 27 36 0 244 10 St Joseph's R.C Primary School 202 0 0 0 0 0 0 29 28 23 30 30 31 31 0 202 7 St Mary The Virgin C.W Primary School 184 11 0 28 0 39 0 22 23 21 25 24 11 19 0 145 7 St Mary's Catholic Primary School 242 0 0 0 0 0 0 29 28 37 35 44 36 33 0 242 9 St Mellons C.W Primary School 107 0 0 0 0 0 0 19 13 15 16 19 14 11 0 107 4 St Monica's C.W Primary School 109 0 0 0 0 0 0 24 16 18 10 14 18 9 0 109 5 St Patrick's R.C Primary School 265 0 0 0 0 0 0 43 43 45 30 43 32 29 0 265 11 St Paul's C.W Primary School 202 0 0 0 0 0 0 29 30 28 30 30 26 29 0 202 7 St Peter's R.C Primary School 506 14 0 58 0 72 0 63 71 61 59 65 57 58 0 434 17 St Philip Evans R.C Primary School 320 12 0 44 0 56 0 41 36 42 40 37 34 34 0 264 10 Stacey Primary School 220 11 0 35 0 46 0 30 28 28 20 17 25 26 0 174 7 Thornhill Primary School 406 9 0 39 0 48 0 59 47 46 54 58 49 45 0 358 14 Tongwynlais Primary School 160 8 0 26 0 34 0 25 19 21 16 15 13 17 0 126 6
- 5 - Research and Information Unit 21 February 2011 21 Cardiff County Council - Schools and Lifelong Learning Service INFANT, JUNIOR AND PRIMARY SCHOOLS - NUMBERS OF NURSERY AND PRIMARY PUPILS BY AGE - JANUARY 2011
Total Total Primary Classes Only: Nursery Primary NOR 2/3pt 2/3ft 3/4pt 3/4ft Age Pupils 4/5pt 4/5ft 5/6 6/7 7/8 8/9 9/10 10/11 11/12 Age Pupils A Ton-Yr-Ywen Primary School489 00 79 079 0 60 57 58 58 60 60 57 0 410 14 Tredegarville C.W Primary School 228 7 0 35 0 42 0 30 30 24 24 23 30 25 0 186 7 Trelai Primary School 416 20 0 51 0 71 0 56 53 51 53 45 46 41 0 345 14 Trowbridge Primary School 231 2 0 29 0 31 0 24 29 27 24 23 36 37 0 200 8 Willowbrook Primary School 323 9 0 53 0 62 0 42 44 35 34 37 38 31 0 261 10 Windsor Clive Primary School 403 18 0 69 0 87 0 58 50 33 49 40 43 43 0 316 13 Ysgol Bro Eirwg 448 0 0 63 0 63 0 57 57 58 53 57 53 50 0 385 14 Ysgol Glan Ceubal 8 0 0 0 0 0 0 4 4 0 0 0 0 0 0 8 2 Ysgol Glan Morfa 147 0 0 29 0 29 0 25 20 21 24 12 16 0 0 118 5 Ysgol Gymraeg Coed-Y-Gof 354 0 0 0 0 0 0 60 54 50 54 53 42 41 0 354 14 Ysgol Gymraeg Melin Gruffydd 419 0 0 64 0 64 0 60 60 60 52 45 38 40 0 355 13 Ysgol Gymraeg Nant Caerau 84 7 0 21 0 28 0 30 9 8 9 0 0 0 0 56 3 Ysgol Gymraeg Pwll Coch 452 0 0 64 0 64 0 60 60 59 53 57 55 44 0 388 14 Ysgol Gymraeg Treganna 202 0 0 0 0 0 0 30 29 30 30 29 30 24 0 202 7 Ysgol Gynradd Gwaelod Y Garth Primary S220 0 0 28 0 28 0 29 26 39 29 22 17 30 0 192 9 Ysgol Gynradd Gymraeg Pen-y-Groes 17 0 0 0 0 0 0 5 12 0 0 0 0 0 0 17 2 Ysgol Mynydd Bychan 253 11 0 41 0 52 0 30 30 30 28 30 28 25 0 201 7 Ysgol Pen Y Pil 25 0 0 0 0 0 0 6 8 5 6 0 0 0 0 25 3 Ysgol Pencae 208 0 0 0 0 0 0 30 30 30 28 30 31 29 0 208 7 Ysgol Tan-yr-Eos 83 0 0 0 0 0 0 30 25 18 10 0 0 0 0 83 4 Ysgol Y Berllan Deg 449 0 0 60 0 60 0 60 58 57 57 52 52 53 0 389 14 Ysgol Y Wern 451 20 620 64 0 596056605353460 387 14 SUB-TOTALS 27904 740 0 3157 03897 2 37513624 3390 3380 3266 3323 3267 4 24007 931
ALL INFANT, JUNIOR 28846 746 0 3272 04018 2 3877 3749 3505 3491 3377 3446 3376 5 24828 965 AND PRIMARY SCHOOLS:
- 6 - Research and Information Unit 21 February 2011 22 Appendix 4
Schools Programme Record of Pupil Meeting Coed Glas Primary 03.07.14 1 pm- 2 pm
Present: Rosalie Phillips (Project Officer) and Laura Lloyd-Lewis (Project Officer)
Please note: The following is not a transcript but a contemporaneous note of the meeting.
No Heading Action 1. RP explained why the meeting was being held and the format of the meeting and introduced everyone.
There were 15 pupils at the meeting from Year 2, 3, 4 and 5 from the School Council.
RP explained that pupils could ask questions throughout the session and provided the details of the proposal in a Powerpoint presentation to pupils.
The following questions/statements were raised by pupils:
• Pupils understood that the population in Cardiff was growing and there was a need for more places; • Pupils knew that there were temporary classrooms on site because of the increase in pupils; • The majority of pupils wanted Ton Yr Ywen to increase and not Coed Glas; • Half the pupils wanted Ysgol y Wern to increase.
RP then asked pupils what they felt the advantages were to the proposals.
Pupils gave their comments which were recorded on Post It notes and pupils used stickers to mark which ones were the most important advantages.
Pupils identified the following advantages:
• Not as far to travel for children • More teachers • More friends • More clubs • More Maths • More Places • More resources/money for the school • More permanent accommodation (do not like the huts) PQA (record of meeting) Page 1 of 2 DL 1
Schools Programme Record of Pupil Meeting Coed Glas Primary 03.07.14 1 pm- 2 pm
No Heading Action
The most important reason was not as far to travel for children, more friends and permanent accommodation.
RP then asked pupils what they felt the disadvantages were to the proposals.
Pupils gave their comments which were recorded on Post It notes and pupils used stickers to mark which ones were the most important disadvantages.
Pupils identified the following disadvantages:
• More traffic • Less space inside the building • Less space outside • Not enough space for lunch • Do not want older kids in the same class (mixed classes) • Too crowded (longer to move around the building) • Long queues for lunch • Not enough chairs at lunchtime • Not being with friends • Crowded cloakrooms • Mixed age classes • Rushes to eat at lunchtime
The most important reason was not being with friends.
RP thanked the pupils for being very interactive with lots of ideas and for taking the time to meet with officers.
Meeting ended at 2 pm
PQA (record of meeting) Page 2 of 2 DL 2
Schools Programme Record of Pupil Meeting Ton Yr Ywen 26.06.14 1.30 pm- 2.30 pm
Present: Rosalie Phillips (Project Officer) and Laura Lloyd-Lewis (Project Officer)
Please note: The following is not a transcript but a contemporaneous note of the meeting.
No Heading Action 1. RP explained why the meeting was being held and the format of the meeting and introduced everyone.
There were 7 pupils at the meeting from Year 5 and Year 6.
The pupils were well informed and were aware of the proposals and understood what it meant.
RP explained that pupils could ask questions throughout the session and provided the details of the proposal in a Powerpoint presentation to pupils.
The following questions/statements were raised by pupils:
• Pupils understood that the population in Cardiff was growing and there was a need for more places; • Pupils knew that Year 2 had three classes and that had effected their music room and library as they needed more space; • Pupils asked if the classes for the 2.5 FE would be three classes with the 75 pupils split equally over the classes; • Pupils were not sure about the mixed year group classes but they had been in mixed year group classes for Maths but it was a couple of years ago and they could not remember if they like it or not but did not think it was a bad thing; • Pupils said although they were not keen on the mixed year groups it would provide an opportunity to socialise with different year groups; • Pupils thought there would be an increase in traffic and that younger peoples would find it difficult to walk to school and that there should be a parent car park; • Pupils were concerned it would take longer to get to school; • Pupils asked why the extra school places could not be split between Coed Glas Primary and Ton Yr Ywen;
There was the activity of ‘Where the wind blows’ which included
PQA (record of meeting) Page 1 of 3 DL 3
Schools Programme Record of Pupil Meeting Ton Yr Ywen 26.06.14 1.30 pm- 2.30 pm
No Heading Action the following answers: • Half of the pupils in the group agreed that there was a need for more places; • They were not sure whether they needed more places at their school and thought Coed Glas Primary was smaller and needed more pupils; • They said that maybe the extra places needed to go to Coed Glas Primary school; • They all thought that Ysgol y Ywen should have more school places; • They were not sure of the design for Ton yr Ywen as they thought they would lose more facilities as they had lost facilities due to the increase in Year 2.
RP then asked pupils what they felt the advantages were to the proposals.
Pupils gave their comments which were recorded on Post It notes and pupils used stickers to mark which ones were the most important advantages.
Pupils identified the following advantages:
• More jobs • Extend catchment area • More cloakrooms • More friends • More chance to know someone at secondary school • Better facilities (music room) • More places so less worry for parents when they are trying to find schools for their children • More money for the school.
The most important reasons were better facilities and more cloakrooms.
RP then asked pupils what they felt the disadvantages were to the proposals.
Pupils gave their comments which were recorded on Post It notes and pupils used stickers to mark which ones were the most important disadvantages.
Pupils identified the following disadvantages:
PQA (record of meeting) Page 2 of 3 DL 4
Schools Programme Record of Pupil Meeting Ton Yr Ywen 26.06.14 1.30 pm- 2.30 pm
No Heading Action • Pollution for the extra cars • Noise pollution from the building work • Not enough parking spaces for teachers • It might effect other schools intakes in a negative way • More children to control • Less outdoor space • Mixed year group classes • Disruption during the building works • Will need more money for classes and equipment • Traffic safety • The school being crowded • Long lunch queues • More traffic • Smaller playground.
The most important reasons were mixed year group classes, pollution from the extra cars and smaller playground.
RP thanked the pupils for being very interactive with lots of ideas and for taking the time to meet with officers.
Meeting ended at 2.30 pm
PQA (record of meeting) Page 3 of 3 DL 5
Schools Programme Record of Pupil Meeting Ysgol y Wern 11.07.14 2 pm - 3 pm
Present: Rosalie Phillips (Project Officer) and Laura Lloyd-Lewis (Project Officer)
Please note: The following is not a transcript but a contemporaneous note of the meeting.
No Heading Action 1. LLL explained why the meeting was being held and the format of the meeting and introduced everyone.
There were approximately 15 pupils from Year 5 and Year 6.
The pupils were well informed and were aware of the proposals and understood what it meant.
LLL explained that pupils could ask questions throughout the presentation and provided the details of the proposal in a Powerpoint presentation to pupils.
The following questions/statements were raised by pupils:
• Pupils understood that the population in Cardiff was growing and there was a need for more places; • Pupils were not sure about the mixed year group classes especially in the medium of Welsh; • Pupils said although they were not keen on the mixed year groups it would provide an opportunity to socialise with different year groups; • Pupils understood that the proposal would mean there would be more permanent accommodation at the school; • Pupils were concerned about whether there would be enough space to play football at lunchtime.
There was the activity of ‘Where the wind blows’ to have pupils think about the advantages and disadvantages to the proposal.
RP then asked pupils what they felt the advantages were to the proposals.
Pupils gave their comments which were recorded on Post It notes and pupils used stickers to mark which ones were the most important advantages.
Pupils provided the following advantages: • More resources for school
PQA (record of meeting) Page 1 of 2 DL 6
Schools Programme Record of Pupil Meeting Ysgol y Wern 11.07.14 2 pm - 3 pm
No Heading Action • More clubs • Better accommodation • More local places • More activity rooms • More friends.
The most important being more resources for school, more clubs and more activity rooms.
RP then asked pupils what they felt the disadvantages were to the proposals.
Pupils gave their comments which were recorded on Post It notes and pupils used stickers to mark which ones were the most important disadvantages.
Pupils provided the disadvantages: • Less time on MUGA • More traffic • Crowded / less space • Being split from friends • Not able to come together as a whole school • Mixed age classes • 15 extra places is not enough • Impact on language learning.
The most important were mixed age classes and being split from friends.
RP thanked the pupils for being very interactive with lots of ideas and for taking the time to meet with them.
Meeting ended at 3 pm
PQA (record of meeting) Page 2 of 2 DL 7
Cardiff Council Statutory Screening Tool Guidance
If you are developing a strategy, policy or activity that is likely to impact people, communities or land use in any way then there are a number of statutory requirements that apply. Failure to comply with these requirements, or demonstrate due regard, can expose the Council to legal challenge or other forms of reproach.
For instance, this will apply to strategies (i.e. Housing Strategy or Disabled Play Strategy), policies (i.e. Procurement Policy) or activity (i.e. developing new play area).
Completing the Statutory Screening Tool will ensure that all Cardiff Council strategies, policies and activities comply with relevant statutory obligations and responsibilities. Where a more detailed consideration of an issue is required, the Screening Tool will identify if there is a need for a full impact assessment, as relevant.
The main statutory requirements that strategies, policies or activities must reflect include:
• Equality Act 2010 - Equality Impact Assessment • Welsh Government’s Sustainable Development Bill • Welsh Government’s Statutory Guidance - Shared Purpose Shared Delivery • United Nations Convention on the Rights of the Child • United Nations Principles for Older Persons • Welsh Language Measure 2011 • Health Impact Assessment • Habitats Regulations Assessment • Strategic Environmental Assessment
This Statutory Screening Tool allows us to meet all the requirements of all these pieces of legislation as part of an integrated screening method that usually taken no longer than an hour.
The Screening Tool can be completed as a self assessment or as part of a facilitated session, should further support be needed. For further information or if you require a facilitated session please contact the Policy, Partnerships and Citizen Focus Team on 2078 8563 e-mail: [email protected] . Please note:
- The completed Screening Tool must be submitted as an appendix with the Cabinet report. - The completed screening tool will be published on the intranet.
Statutory Screening Tool
Name of Strategy / Policy / Activity: Date of Screening:
School Organisation Proposals: The provision of additional English- August 2014 medium and Welsh-medium primary school places in and around the Llanishen area
Service Area/Section: Education Lead Officer: Nick Batchelar Attendees: Self-assessment
What are the objectives of the Policy/Strategy/Project/Procedure/ Please provide background information on the Service/Function Policy/Strategy/Project/Procedure/Service/Function and any research done [e.g. service users data against demographic statistics, similar EIAs done etc.] 1. To consult on the following options to provide additional English- To respond to the rising demand for English-medium and Welsh-medium medium primary school places in the Llanishen area with community primary school places in and around the Llanishen area. implementation commencing from 2015: (See Cabinet Report on the Council’s website, ‘School Organisation Planning: Option 1 The provision of additional English-medium and Welsh-medium primary school To increase the capacity of Coed Glas Primary School from 2 form entry to 2.5 places in and around the Llanishen area, 10 April 2014’, for more information) form entry with additional nursery places in permanent accommodation to meet increasing local demand for English-medium primary education from September 2015.
Option 2 To increase the capacity of Ton yr Ywen Primary School from 2 form entry to 2.5 form entry with nursery places in permanent accommodation to meet increasing local demand for English-medium primary education from September 2015 .
2. To consult on a proposal to increase the capacity of Ysgol Y Wern from 2 Form entry to 2.5 Form Entry with an additional 8FTE nursery places to meet increasing local demand for Welsh-medium primary places from September 2015.
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Part 1: Impact on outcomes and due regard to Sustainable Development
Please use the following scale when considering what contribution the activity makes: + Positive Positive contribution to the outcome
Negative - Negative contribution to the outcome ntrl Neutral Neutral contribution to the outcome Uncertain Not Sure Uncertain if any contribution is made to the outcome
Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn 1.1 People in Cardiff are healthy; P - See 1.2 below - encouraging walking, cycling and use of Consider the potential impact on public transport • the promotion of good health, prevention of damaging - See 1.3 below re crime prevention (Secure by Design) behaviour, promote healthy eating/active lifestyles etc, • vulnerable citizens and areas of multiple deprivation • Addressing instances of inequality in health 1.2 People in Cardiff have a clean, attractive and sustainable - Where possible, Passivhaus design principles and environment; methodology would be applied and adopted which result in Consider the potential impact on P P facilitating most of the school classroom windows facing North/South orientation, limiting and optimising summer and • the causes and consequences of Climate Change and winter sun respectively. This minimises the use of energy for creating a carbon lite city heating or cooling a room. - The wall construction and key junction details would be carefully developed to achieve a highly air tight building. - Wherever possible the design would promote, specify and use locally sourced materials which have a commitment to sustainability and the environment.
• encouraging walking, cycling, and use of public transport P - Provision of Safe Walking Routes to schools would and improving access to countryside and open space encourage walking. - Limited scope for parking would encourage walking to school - A travel plan will be submitted along with the planning application, detailing proximity to public transport and walking and cycling routes.
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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn - Emphasis is placed on travel by active modes where this is possible and on providing the facilities and opportunities at school for students to travel by walking, cycling and public transport. Encouraging active travel to school is a very important means of increasing levels of physical activity in children and tackling the growing problem of childhood obesity. Reducing congestion at the school gate is key to ensuring the safety of pupils and to mitigating impacts on the local neighbourhood.
- Provision of parent parking places is generally not supported by Cardiff Council. This is because such provision would promote travel to school by car, generate local traffic, contribute to congestion and reduce pupil safety. Parking facilities provided at schools is generally only for staff and to meet operational needs.
- Cardiff’s Supplementary Planning Guidance (Access, Circulation and Parking Standards 2010) sets out that all new or expanded schools are required to develop a Travel Plan for submission with a planning application. A Travel Plan is a policy and action plan to: o manage transport efficiently o improve access by all means of travel for employees, visitors, patients and students o encourage sustainable transport – walking, cycling, public transport and car sharing o reduce car use.
- A School Travel Plan is specifically designed to address the transport needs of pupils and staff and will vary according to the nature of the education being provided and the catchment area of the school.
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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn P Increased traffic around the school site
Traffic and transport implications will be considered as part of the Transport Assessment that would be required in order to achieve planning consent for building works should this proposal be implemented. If there are highways improvements that are stipulated as conditions of any planning permission sought these will be addressed and there has been a nominal amount of funds built into the costs of the proposals to cover this in the event they are permitted to proceed.
Any additional concerns raised by transport or highways that are not part of the required planning consent would be excluded on the basis that these would be a matter for highways to address in line with their normal development work prioritisation processes.
• reducing environmental pollution (land, air, noise and water) P Builders would be encouraged to minimise air, light and noise pollution during the construction period.
An acoustic report would be prepared to ascertain the site
P acoustic levels and the acoustic impact of the school. A further report shall be prepared for the proposals in line with the BB93 Acoustics for School requirements.
Any works to Coed Glas Primary School would need to take into P account HI pupils, both in terms of temporary impact during building work and in the long term. The pupils would need access to the whole of the site as they are not a separate class of pupils. Specialist advice would need to be sought on acoustics as part of the design. Consideration would also need to be given as to whether listening/acoustic conditions can be improved as part of any work to improve the general environment.
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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn • reducing consumption and encouraging waste reduction, P P Measures that would be considered in the design of any reuse, recycling and recovery scheme: • Sustainable urban drainage system • Solar hot water
• Photovoltaic • Natural Ventilation
• Control of solar gains
• Rainwater Harvesting
• A or A+ rated materials in accordance with BRE Green Guide
to Specification
• encouraging biodiversity P Any new build or adaptation to existing buildings would protect but not enhance biodiversity. 1.3 People in Cardiff are safe and feel safe; P The South Wales Police’s Crime Prevention Design Advisor Consider the potential impact on would be consulted on the project and the recommendations • reducing crime, fear of crime and increasing safety of considered and incorporated where practicable.
individuals P Concerns raised by local residents regarding littering would be a • addressing anti-social behaviour matter for the school management and the school would work • protecting vulnerable adults and children in Cardiff from with pupils to try and establish a sense of personal responsibility harm or abuse to minimise littering by pupils within the local area.
1.4 Cardiff has a thriving and prosperous economy; P Investment in buildings enables schools to be best placed to Consider the potential impact on provide the opportunities for learners to achieve their potential
• economic competitiveness (enterprise activity, social and as a result would have a positive impact on the economy.
enterprises, average earnings, improve productivity) P Consideration to be given to using local sub-contractors and • Assisting those Not in Education, Employment or Training suppliers. • attracting and retaining workers (new employment and training opportunities, increase the value of employment,) • promoting local procurement opportunities or enhancing the capacity of local companies to compete 1.5 People in Cardiff achieve their full potential; Consider the potential impact on P Investment in buildings enables schools to be best placed to
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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn • promoting and improving access to life-long learning in provide the opportunities for learners to achieve their potential. Cardiff • raising levels of skills and qualifications • giving children the best start • improving the understanding of sustainability • addressing child poverty (financial poverty, access poverty, participation poverty) • the United Nations Convention on the Rights of a Child and Principles for Older persons 1.6 Cardiff is a Great Place to Live, Work and Play P Using the Council’s online sources there are no cultural heritage Consider the potential impact on receptors recorded within the site boundaries of Coed Glas, Ton • promoting the cultural diversity of Cardiff Yr Ywen or Ysgol Y Wern primary schools.
• encouraging participation and access for all to physical Any design for a new build or adaptation to existing buildings on activity, leisure & culture this site would protect but not enhance the overall landscape. • play opportunities for Children and Young People
• protecting and enhancing the landscape and historic P Should there be a need for a planning application consideration heritage of Cardiff would need to be given as to whether an Environmental • promoting the City’s international links Assessment would need to be carried out. 1.7 Cardiff is a fair, just and inclusive society. P See Equality Impact Assessment below (and attached). Consider the potential impact on • the elimination of discrimination, harassment or P - Statutory public consultation would be carried out on formal victimisation for equality groups proposals (including engagement with school pupils) - Future engagement with pupils and staff on the design of • has the community or stakeholders been engaged in extensions to existing accommodation. developing the strategy/policy/activity? - Design Equalities Advisory Group (including representatives • how will citizen participation be encouraged (encouraging from external groups) would be given the opportunity to actions that consider different forms of consultation, comment through more in depth engagement to full participation in - Relevant departments in the Council would be engaged service development and delivery)? - Ecological Appraisal if required - external surveyors - The Design Commission for Wales (DCfW) Review Panel would be considered. - South Wales Police’s Crime Prevention Design Advisor would be engaged
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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn P Consideration to be given to using local sub-contractors and suppliers.
1.8 The Council delivers positive outcomes for the city and its P P Modern school facilities can provide more flexibility for citizens through strong partnerships partnership working (integrated services) and can be used as Consider the potential impact on valuable community assets (potential for efficiency savings). • strengthening partnerships with business and voluntary sectors • the collaboration agenda and the potential for shared services, cross-boundary working and efficiency savings 1.9 EQUALITY IMPACT ASSESSMENT Please give details/consequences of the differential impact (positive Will this Policy/Strategy/Project have a differential impact on and negative), and what action(s) can you take to address any any of the following: negative implications?
• Age (including children and young people aged 0-25 and 3-11 year olds older people over 65 in line with the United Nations Conventions) P The proposals would provide additional English-medium and Welsh-medium community primary school places.
It is proposed that the additional places are accommodated in permanent new build accommodation. Investment in buildings enables schools to be best placed to provide the opportunities for learners to achieve their potential.
The provision of nursery places makes it possible for a child to remain on the same site and in familiar surroundings for their primary education (subject to a successful application to the primary school).
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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn P Mixed age classes
The proposals to establish primary schools at 2.5FE would result in mixed age classes. The majority view expressed was that 2.5FE is unpopular with parents and teaching staff because of the added complexities for teachers, disruption for pupils and anxieties for parents.
Additionally there was a consistent view that mixed age classes in a Welsh-medium setting could impact on Welsh language development at the Foundation Phase and create further difficulties when English is introduced in Key Stage 2.
The Council acknowledges the concerns of staff, pupils and parents regarding mixed age classes. However, there are mixed age classes successfully operating in both English- medium and Welsh-medium primary schools in many parts of Wales, including Caerphilly and the Vale of Glamorgan. Research carried out on the impact of mixed age classes on children’s achievement indicates that children make the same progress in mixed age classes as those children in same age classes.
The research also indicates that children in mixed age classes may have significantly more positive attitudes towards school, themselves and others (Veenman, 1996).
The reason for mixed age classes is usually only due to either smaller class sizes or funding issues.
(a) The Authority included provisions for both Coed Glas Primary School and Ysgol y Wern within its 21st Century Schools bid for Capital grant funding, submitted to Welsh Government and approved in-principle in December 2011. The grant allocation is subject to submission by the Authority of
9
Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn detailed Business Cases, and subsequent full approval by WG.
(b) The current SOP Consolidated Financial Model therefore only includes provisions for, subject to full WG approval, an increase from 2FE to 2.5FE (with nursery places) for Welsh- medium and English-medium primary schools. Capital funding is not available to provide a further half form of entry.
Mixed age classes require well thought out planning from the class teacher to ensure that each child is adequately supported and that those who are more able are stretched appropriately. Estyn do not accept a mixed age class as an excuse for poor standards of teaching. In conclusion, mixed age classes can work well but require more teacher planning to ensure that all children within the class have the best opportunity to develop their learning in line with their ability.
There is no evidence available which suggests that mixed age classes have a negative impact on Welsh language development.
P Transport and Traffic (all ages)
Provision of parking spaces
- Emphasis is placed on travel by active modes where this is possible and on providing the facilities and opportunities at school for students to travel by walking, cycling and public transport. Encouraging active travel to school is a very important means of increasing levels of physical activity in children and tackling the growing problem of childhood obesity. Reducing congestion at the school gate is key to ensuring the safety of pupils and to mitigating impacts on the local neighbourhood.
10
Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn - Provision of parent parking places is generally not supported by Cardiff Council. This is because such provision would promote travel to school by car, generate local traffic, contribute to congestion and reduce pupil safety. Parking facilities provided at schools is generally only for staff and to meet operational needs.
- Cardiff’s Supplementary Planning Guidance (Access, Circulation and Parking Standards 2010) sets out that all new or expanded schools are required to develop a Travel Plan for submission with a planning application. A Travel Plan is a policy and action plan to: o manage transport efficiently o improve access by all means of travel for employees, visitors, patients and students o encourage sustainable transport – walking, cycling, public transport and car sharing o reduce car use.
- A School Travel Plan is specifically designed to address the transport needs of pupils and staff and will vary according to the nature of the education being provided and the catchment area of the school.
P Increased traffic around the school site
Traffic and transport implications will be considered as part of the Transport Assessment that would be required in order to achieve planning consent for building works should this proposal be implemented. If there are highways improvements that are stipulated as conditions of any planning permission sought these will be addressed and there has been a nominal amount of funds built into the costs of the proposal to cover this in the event the proposal is permitted to proceed.
11
Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn Any additional concerns raised by the Transport or Highways departments that are not part of the required planning consent would be excluded on the basis that these would be a matter for highways to address in line with their normal development work prioritisation processes.
P Redeployment
There may still be a perception that redeployment opportunities could be affected by age.
The Council’s procedure for managing staffing changes arising from reorganisation would be used in implementing any changes as a result of this proposal. This would ensure that good practice is followed, including the application of the Council’s policies on equal opportunities.
• Disability P An equality impact assessment would be carried out at the design stage on the accessibility of any new build accommodation or interim temporary demountable accommodation and to identify any reasonable adjustments that could be made to improve accessibility to existing accommodation within the scope of works. The equality impact assessment would take into account policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and Building Bulletin guidelines.
The design of the extension and any works to existing accommodation would take into account the needs of the following:
- Those with a hearing impairment – e.g. appropriate acoustics, British Sign Language images/symbols and portable/static hearing loops.
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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn
There is a Hearing Impairment Special Resource Base on the Coed Glas Primary School site with 14 pupils across the primary age range. The facilities have recently received investment.
P Any works would need to take into account HI pupils, both in terms of temporary impact during building work and in the long term. The pupils would need access to the whole of the site as they are not a separate class of pupils. Specialist advice would need to be sought on acoustics as part of the design. Consideration would also need to be given as to whether listening/acoustic conditions can be improved as part of any work to improve the general environment.
It is expected that the number of HI pupils will remain stable over the next 3-5 years. It is not possible to project accurately beyond that. If numbers rose above 16 it is likely that the Council would need to resource another school rather than increasing the numbers at Coed Glas, as the effectiveness of the model depends on small numbers that can be easily included in mainstream classes.
The pupils are all registered in mainstream classes and benefit from high levels of in-class support from specialist teachers and TAs. They may also have individual support sessions and small group work in the base. The base has specific designated classrooms for group work, individual support and the pupils tend to start and finish each day there, as specialist staff check hearing aids/ radio aids/ resolve any issues. The specialist speech and language therapist works closely with the school and provides school based assessments and support. The school also maintain close links with the Audiology service. There is a sound field system in the hall.
The level of hearing loss varies but all of the children have
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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn complex needs and require a higher level of specialist support than would be available in their local primary school. Most of the pupils have hearing aids, many have cochlear implants. None of the pupils are dependent on British Sign Language as their sole means of communication, but their auditory skills and verbal abilities will vary from child to child. Specialist staff promote a ‘total communication’ approach, which means they use voice, sign and visual cues to support communication and understanding.
- Those with a visual impairment - e.g. the use of colour to differentiate between the function of spaces, tactile maps and Braille language on signs.
- Those with a physical impairment – e.g. level threshold doors, lifts with disabled access
- Those with learning disabilities – e.g. quiet spaces
Transport for disabled pupils would not be affected as it would be provided to meet the child’s needs in accordance with the SEN Code of Practice.
• Gender Reassignment P The privacy of changing and toilet facilities would be considered at the design stage. The assessment would refer to policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and Building Bulletin guidelines.
• Marriage & Civil Partnership P N/A • Pregnancy & Maternity P An equality impact assessment would be carried out at the design stage on the accessibility of any new build accommodation or interim temporary demountable accommodation and to identify any reasonable adjustments that could be made to improve accessibility to existing
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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn accommodation within the scope of works. The equality impact assessment would take into account policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and Building Bulletin guidelines. • Race P Providing additional primary school places would not have a differential impact upon one particular ethnic group as the provision would be available to all.
• Religion/Belief P The senior management in a school are best placed to manage needs and any significant change in diversity in terms of belief.
• Sex P All schools would continue to admit pupils of both sexes.
The Council’s procedure for managing staffing changes arising from reorganisation would be used in implementing the changes in this proposal. This ensures that good practice is followed, including the application of the Council’s policies on equal opportunities.
• Sexual Orientation P Fears that recruitment opportunities could be affected by sexual orientation.
Evidence collated by the Stonewall lobby group alleges that LGB people are likely to be discriminated against in workplace recruitment.
The Council’s procedure for managing staffing changes arising from reorganisation would be used in implementing the changes in this proposal. This ensures that good practice is followed, including the application of the Council’s policies on equal opportunities.
• Welsh Language P The proposals include provision of additional English-medium and Welsh-medium community places.
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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn
It is Cardiff Council policy to provide signage in English and Welsh but not in other languages. Therefore, additional way- finding methods would be considered for the design of any new build accommodation including the use of colour to differentiate between the function of spaces, tactile maps, Braille language on signs and British Sign Language images/symbols. The Sign Design Guide should be used as a reference point. Information could be provided by the school in alternative formats upon request.
The proposals to establish primary schools at 2.5FE would result in mixed age classes. The majority view expressed was that 2.5FE is unpopular with parents and teaching staff because of the added complexities for teachers, disruption for pupils and anxieties for parents.
Additionally there was a consistent view that mixed age classes in a Welsh-medium setting could impact on Welsh language development at the Foundation Phase and create further difficulties when English is introduced in Key Stage 2.
The Council acknowledges the concerns of staff, pupils and P parents regarding mixed age classes. However, there are mixed age classes successfully operating in both English- medium and Welsh-medium primary schools in many parts of Wales, including Caerphilly and the Vale of Glamorgan. Research carried out on the impact of mixed age classes on children’s achievement indicates that children make the same progress in mixed age classes as those children in same age classes.
The research also indicates that children in mixed age classes may have significantly more positive attitudes towards school, themselves and others (Veenman, 1996).
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Has the Strategy/Policy/Activity considered how it will Please Tick Evidence or suggestion for improvement/mitigation Un- Ntrl impact one or more of Cardiff’s 7 Citizen focused Outcomes? + - Crtn
The reason for mixed age classes is usually only due to either smaller class sizes or funding issues.
(a) The Authority included provisions for both Coed Glas Primary School and Ysgol y Wern within its 21st Century Schools bid for Capital grant funding, submitted to Welsh Government and approved in-principle in December 2011. The grant allocation is subject to submission by the Authority of detailed Business Cases, and subsequent full approval by Welsh Government.
(b) The current SOP Consolidated Financial Model therefore only includes provisions for, subject to full WG approval, an increase from 2FE to 2.5FE (with nursery places) for Welsh- medium and English-medium primary schools. Capital funding is not available to provide a further half form of entry.
Mixed age classes require well thought out planning from the class teacher to ensure that each child is adequately supported and that those who are more able are stretched appropriately. Estyn do not accept a mixed age class as an excuse for poor standards of teaching. In conclusion, mixed age classes can work well but require more teacher planning to ensure that all children within the class have the best opportunity to develop their learning in line with their ability.
P There is no evidence available which suggests that mixed age classes have a negative impact on Welsh language development.
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SUMMARY OF APPRAISAL (highlight positive and negative effects of the policy / plan / project being assessed, demonstrating how it contributes to the economic, social and environmental sustainability of the city): Economic sustainability
Investment in buildings enables schools to be best placed to provide the opportunities for learners to achieve their potential and as a result would have a positive impact on the economy.
Education
The proposals to establish primary schools at 2.5FE would result in mixed age classes.
The Council acknowledges the concerns of staff, pupils and parents regarding mixed age classes. However, there are mixed age classes successfully operating in both English-medium and Welsh-medium primary schools in many parts of Wales, including Caerphilly and the Vale of Glamorgan. Research carried out on the impact of mixed age classes on children’s achievement indicates that children make the same progress in mixed age classes as those children in same age classes. The research also indicates that children in mixed age classes may have significantly more positive attitudes towards school, themselves and others (Veenman, 1996).
The reason for mixed age classes is usually only due to either smaller class sizes or funding issues.
(a) The Authority included provisions for both Coed Glas Primary School and Ysgol y Wern within its 21st Century Schools bid for Capital grant funding, submitted to Welsh Government and approved in-principle in December 2011. The grant allocation is subject to submission by the Authority of detailed Business Cases, and subsequent full approval by Welsh Government.
(b) The current SOP Consolidated Financial Model therefore only includes provisions for, subject to full WG approval, an increase from 2FE to 2.5FE (with nursery places) for Welsh-medium and English-medium primary schools. Capital funding is not available to provide a further half form of entry.
Mixed age classes require well thought out planning from the class teacher to ensure that each child is adequately supported and that those who are more able are stretched appropriately. Estyn do not accept a mixed age class as an excuse for poor standards of teaching. In conclusion, mixed age classes can work well but require more teacher planning to ensure that all children within the class have the best opportunity to develop their learning in line with their ability.
There is no evidence available which suggests that mixed age classes have a negative impact on Welsh language development.
Social sustainability
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Modern school facilities can provide more flexibility for partnership working (integrated services) and can be used as valuable community assets (potential for efficiency savings).
Provision of inclusive schools that are able to support the particular needs of pupils and their families e.g. disability accessible
Secure by Design
The South Wales Police’s Crime Prevention Design Advisor would be consulted and the recommendations considered and incorporated where practicable.
Concerns raised by local residents regarding littering would be a matter for the school management and the school would work with pupils to try and establish a sense of personal responsibility to minimise littering by pupils within the local area.
Disability access
An equality impact assessment would be carried out at the design stage on the accessibility of any new build accommodation or interim temporary demountable accommodation and to identify any reasonable adjustments that could be made to improve accessibility to existing accommodation within the scope of works. The equality impact assessment would take into account policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and Building Bulletin guidelines.
Transport for disabled pupils would not be affected as it would be provided to meet the child’s needs in accordance with the SEN Code of Practice.
The design of the extension and any works to existing accommodation would take into account the needs of the following:
- Those with a hearing impairment – e.g. appropriate acoustics, British Sign Language images/symbols and portable/static hearing loops.
There is a Hearing Impairment Special Resource Base on the Coed Glas Primary School site with 14 pupils across the primary age range. The facilities have recently received investment.
Any works would need to take into account HI pupils, both in terms of temporary impact during building work and in the long term. The pupils would need access to the whole of the site as they are not a separate class of pupils. Specialist advice would need to be sought on acoustics as part of the design. Consideration would also need to be given as to whether listening/acoustic conditions can be improved as part of any work to improve the general environment.
- Those with a visual impairment - e.g. the use of colour to differentiate between the function of spaces, tactile maps and Braille language on signs.
- Those with a physical impairment – e.g. level threshold doors, lifts with disabled access
19
- Those with learning disabilities – e.g. quiet spaces
Environmental sustainability
The limited scope for parking would encourage walking and cycling to school.
A travel plan would be submitted along with any planning application, detailing proximity to public transport and walking and cycling routes.
Traffic and transport implications will be considered as part of the Transport Assessment that would be required in order to achieve planning consent for building works should this proposal be implemented. If there are highways improvements that are stipulated as conditions of any planning permission sought these will be addressed and there has been a nominal amount of funds built into the costs of the proposal to cover this in the event the proposal is permitted to proceed.
Any additional concerns raised by the Transport or Highways departments that are not part of the required planning consent would be excluded on the basis that these would be a matter for highways to address in line with their normal development work prioritisation processes.
Water efficiency measures would be incorporated into the building design and where feasible drainage would be improved through Sustainable urban drainage systems (SUDS).
Should there be a need for a planning application consideration would need to be given as to whether an Environmental Assessment would need to be carried out.
WHAT ACTIONS HAVE BEEN IDENTIFIED OR CHANGES BEEN MADE TO THE POLICY / PLAN / PROJECT AS A RESULT OF THIS APPRAISAL:
An equality impact assessment would be carried out at the design stage on the accessibility of any new build accommodation or interim temporary demountable accommodation and to identify any reasonable adjustments that could be made to improve accessibility to existing accommodation within the scope of works. The equality impact assessment would take into account policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and Building Bulletin guidelines.
Any works to Coed Glas Primary School would need to take into account Hearing Impaired pupils, both in terms of temporary impact during building work and in the long term. The pupils would need access to the whole of the site as they are not a separate class of pupils. Specialist advice would need to be sought on acoustics as part of the design. Consideration would also need to be given as to whether listening/acoustic conditions can be improved as part of any work to improve the general environment.
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Part 2: Strategic Environmental Assessment Screening
Yes No 2.1 Does the plan or programme set the framework for future x development consent? 2.2 Is the plan or programme likely to have significant, positive or x negative, environmental effects?
Is a Full Strategic Environmental Assessment Screening Yes No Needed? X ° If yes has been ticked to both questions 2.1 and An SEA has been 2.2 then the answer is yes undertaken (see attached) ° If a full SEA Screening is required then please
contact the Sustainable Development Unit to
arrange (details below)
If you have any doubt on your answers to the above questions regarding SEA then please consult with the Sustainable Development Unit on 2087 3228 [email protected]
Part 3: Habitat Regulation Assessment (HRA)
Yes No Unsure
3.1 Will the plan, project or programme results in an activity x which is known to affect a European site, such as the Severn Estuary or the Cardiff Beech Woods? 3.2 Will the plan, project or programme which steers x development towards an area that includes a European site, such as the Severn Estuary or the Cardiff Beech Woods or may indirectly affect a European site? 3.3 Is a full HRA needed? x
Details of the strategy will be sent to the County Ecologist on completion of the process to determine if a Habitat Regulation Assessment is needed. For further information please phone 2087 3215 or email [email protected]
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Appendix 1 – Statutory Requirements
It is possible that the Impact Screening Tool will identify the need to undertake specific statutory assessments:
• Equality Impact Assessment : This assessment is required by the Equality Act 2010 and Welsh Government’s Equality Regulations 2011. • Sustainable Development Bill : The Bill, when it comes into effect, will require sustainable development (SD) to be a central organising principle for the organisation. This means that there is a duty to consider SD in the strategic decision making processes. • Shared Purpose Shared Delivery - The Welsh Government requires local authorities to produce a single integrated plan to meet statutory requirements under a range of legislation. Cardiff Council must therefore demonstrate its contribution towards Cardiff’s own integrated plan; “What Matters ”. • United Nations Convention on the Rights of the Child : The Children Act 2004 guidance for Wales requires local authorities and their partners to have regard to the United Nations Convention on the Rights of a Child. • United Nations Principles for Older Persons: The principles require a consideration of independence, participation, care, self-fulfillment and dignity. • The Welsh Language Measure 2011 : The measure sets out official status for the Welsh language, a Welsh language Commissioner, and the freedom to speak Welsh. • Health Impact Assessment : (HIA) considers policies, programmes or projects for their potential effects on the health of a population • Strategic Environmental Impact Assessment: A Strategic Environmental Assessment (SEA) is an European Directive for plans, programmes and policies with land use implications and significant environmental effects. • Habitats Regulations Assessment : The Conservation (Natural Habitats, &c.) (Amendment) Regulations 2007 provides a requirement to undertake Habitats Regulations Assessment (HRA) of land use plans.
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CARDIFF COUNCIL
Initial Equality Impact Assessment Corporate Assessment Template
Policy/Strategy/Project/Procedure/Service/Function Title:
Schools Organisation Proposals: The provision of additional English-medium and Welsh- medium primary school places in and around the Llanishen area.
New/Existing/Updating/Amending:
Update
Who is responsible for developing and implementing the Policy/Strategy/Project/Procedure/Service/Function? Name: Job Title: Nick Batchelar/ SOP Team Director Education & Lifelong Learning Service Team: Service Area: Schools Organisation Planning (SOP) Education Assessment Date: August 2014
1. What are the objectives of the Policy/Strategy/Project/ Procedure/ Service/Function?
1. To consult on the following options to provide additional English-medium primary school places in the Llanishen area with implementation commencing from 2015:
Option 1 To increase the capacity of Coed Glas Primary School from 2 form entry to 2.5 form entry with additional nursery places in permanent accommodation to meet increasing local demand for English-medium primary education from September 2015.
Option 2 To increase the capacity of Ton yr Ywen Primary School from 2 form entry to 2.5 form entry with nursery places in permanent accommodation to meet increasing local demand for English-medium primary education from September 2015.
2. To consult on a proposal to increase the capacity of Ysgol Y Wern from 2 Form entry to 2.5 Form Entry with an additional 8FTE nursery places to meet increasing local demand for Welsh- medium primary places from September 2015.
2. Please provide background information on the Policy/Strategy/Project/Procedure/Service/Function and any research done [e.g. service users data against demographic statistics, similar EIAs done etc.]
To respond to the rising demand for English-medium and Welsh-medium community primary school places in and around the Llanishen area.
(See Cabinet Report on the Council’s website, ‘School Organisation Planning: The provision of additional English-medium and Welsh-medium primary school places in and around the Llanishen area, 10 April 2014’, for more information)
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3 Assess Impact on the Protected Characteristics
3.1 Age Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative/] on younger/older people?
Yes No N/A 3-11 years +ve 12 - 65 years x Over 65 years x
Please give details/consequences of the differential impact, and provide supporting evidence, if any.
What action(s) can you take to address the differential impact?
If no differential impact, explain the reason(s) for this assessment:
Education (3-11 years)
The proposals would provide additional English-medium and Welsh-medium community primary school places.
It is proposed that the additional places are accommodated in permanent new build accommodation. Investment in buildings enables schools to be best placed to provide the opportunities for learners to achieve their potential.
The provision of nursery places makes it possible for a child to remain on the same site and in familiar surroundings for their primary education (subject to a successful application to the primary school).
Mixed age classes
The proposals to establish primary schools at 2.5FE would result in mixed age classes. The majority view expressed was that 2.5FE is unpopular with parents and teaching staff because of the added complexities for teachers, disruption for pupils and anxieties for parents.
Additionally there was a consistent view that mixed age classes in a Welsh-medium setting could impact on Welsh language development at the Foundation Phase and create further difficulties when English is introduced in Key Stage 2.
The Council acknowledges the concerns of staff, pupils and parents regarding mixed age classes. However, there are mixed age classes successfully operating in both English-medium and Welsh-medium primary schools in many parts of Wales, including Caerphilly and the Vale of Glamorgan. Research carried out on the impact of mixed age classes on children’s achievement indicates that children make the same progress in mixed age classes as those children in same age classes.
The research also indicates that children in mixed age classes may have significantly more positive attitudes towards school, themselves and others (Veenman, 1996).
The reason for mixed age classes is usually only due to either smaller class sizes or funding issues.
(a) The Authority included provisions for both Coed Glas Primary School and Ysgol y Wern within its 21st Century Schools bid for Capital grant funding, submitted to Welsh Government and approved in-principle in December 2011. The grant allocation is subject to submission by
24 the Authority of detailed Business Cases, and subsequent full approval by Welsh Government.
(b) The current SOP Consolidated Financial Model therefore only includes provisions for, subject to full WG approval, an increase from 2FE to 2.5FE (with nursery places) for Welsh- medium and English-medium primary schools. Capital funding is not available to provide a further half form of entry.
Mixed age classes require well thought out planning from the class teacher to ensure that each child is adequately supported and that those who are more able are stretched appropriately. Estyn do not accept a mixed age class as an excuse for poor standards of teaching. In conclusion, mixed age classes can work well but require more teacher planning to ensure that all children within the class have the best opportunity to develop their learning in line with their ability.
There is no evidence available which suggests that mixed age classes have a negative impact on Welsh language development.
Transport and Traffic (all ages)
Provision of parking spaces
- Emphasis is placed on travel by active modes where this is possible and on providing the facilities and opportunities at school for students to travel by walking, cycling and public transport. Encouraging active travel to school is a very important means of increasing levels of physical activity in children and tackling the growing problem of childhood obesity. Reducing congestion at the school gate is key to ensuring the safety of pupils and to mitigating impacts on the local neighbourhood.
- Provision of parent parking places is generally not supported by Cardiff Council. This is because such provision would promote travel to school by car, generate local traffic, contribute to congestion and reduce pupil safety. Parking facilities provided at schools is generally only for staff and to meet operational needs.
- Cardiff’s Supplementary Planning Guidance (Access, Circulation and Parking Standards 2010) sets out that all new or expanded schools are required to develop a Travel Plan for submission with a planning application. A Travel Plan is a policy and action plan to: o manage transport efficiently o improve access by all means of travel for employees, visitors, patients and students o encourage sustainable transport – walking, cycling, public transport and car sharing o reduce car use.
- A School Travel Plan is specifically designed to address the transport needs of pupils and staff and will vary according to the nature of the education being provided and the catchment area of the school.
Should there be a need for a planning application consideration would need to be given as to whether a Transport and Traffic assessment would need to be carried out.
Increased traffic around the school site
Traffic and transport implications will be considered as part of the Transport Assessment that would be required in order to achieve planning consent for building works should this proposal be implemented. If there are highways improvements that are stipulated as conditions of any planning permission sought these will be addressed and there has been a nominal amount of funds built into the costs of the proposal to cover this in the event the proposal is permitted to proceed.
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Any additional concerns raised by the Transport or Highways departments that are not part of the required planning consent would be excluded on the basis that these would be a matter for highways to address in line with their normal development work prioritisation processes.
Redeployment
There may still be a perception that redeployment opportunities could be affected by age.
The Council’s procedure for managing staffing changes arising from reorganisation would be used in implementing any changes as a result of this proposal. This would ensure that good practice is followed, including the application of the Council’s policies on equal opportunities.
3.2 Disability Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on disabled people?
Yes No N/A Hearing Impairment +ve Physical Impairment +ve Visual Impairment +ve Learning Disability +ve Long-Standing Illness or Health Condition X Mental Health X Substance Misuse X Other X
Please give details/consequences of the differential impact, and provide supporting evidence, if any.
What action(s) can you take to address the differential impact?
If no differential impact, explain the reason(s) for this assessment: An equality impact assessment would be carried out at the design stage on the accessibility of any new build accommodation or interim temporary demountable accommodation and to identify any reasonable adjustments that could be made to improve accessibility to existing accommodation within the scope of works. The equality impact assessment would take into account policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and Building Bulletin guidelines.
The design of the extension and any works to existing accommodation would take into account the needs of the following:
- Those with a hearing impairment – e.g. appropriate acoustics, British Sign Language images/symbols and portable/static hearing loops.
There is a Hearing Impairment Special Resource Base on the Coed Glas Primary School site with 14 pupils across the primary age range. The facilities have recently received investment.
Any works would need to take into account HI pupils, both in terms of temporary impact during building work and in the long term. The pupils would need access to the whole of the site as they are not a separate class of pupils. Specialist advice would need to be sought on acoustics as part of the design. Consideration would also need to be given as to whether listening/acoustic conditions can be improved as part of any work to improve the general environment.
It is expected that the number of HI pupils will remain stable over the next 3-5 years. It is not possible to project accurately beyond that. If numbers rose above 16 it is likely that the Council would need to resource another school rather than increasing the numbers at Coed
26
Glas, as the effectiveness of the model depends on small numbers that can be easily included in mainstream classes.
The pupils are all registered in mainstream classes and benefit from high levels of in-class support from specialist teachers and TAs. They may also have individual support sessions and small group work in the base. The base has specific designated classrooms for group work, individual support and the pupils tend to start and finish each day there, as specialist staff check hearing aids/ radio aids/ resolve any issues. The specialist speech and language therapist works closely with the school and provides school based assessments and support. The school also maintain close links with the Audiology service. There is a sound field system in the hall.
The level of hearing loss varies but all of the children have complex needs and require a higher level of specialist support than would be available in their local primary school. Most of the pupils have hearing aids, many have cochlear implants. None of the pupils are dependent on British Sign Language as their sole means of communication, but their auditory skills and verbal abilities will vary from child to child. Specialist staff promote a ‘total communication’ approach, which means they use voice, sign and visual cues to support communication and understanding.
- Those with a visual impairment - e.g. the use of colour to differentiate between the function of spaces, tactile maps and Braille language on signs.
- Those with a physical impairment – e.g. level threshold doors, lifts with disabled access
- Those with learning disabilities – e.g. quiet spaces
Transport for disabled pupils would not be affected as it would be provided to meet the child’s needs in accordance with the SEN Code of Practice.
3.3 Gender Reassignment Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on transgender people?
Yes No N/A Transgender People X (People who are proposing to undergo, are undergoing, or have undergone a process [or part of a process] to reassign their sex by changing physiological or other attributes of sex)
Please give details/consequences of the differential impact, and provide supporting evidence, if any.
What action(s) can you take to address the differential impact?
If no differential impact, explain the reason(s) for this assessment:
The privacy of changing and toilet facilities would be considered at the design stage. The assessment would refer to policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and Building Bulletin guidelines.
27
3.4. Marriage and Civil Partnership Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on marriage and civil partnership?
Yes No N/A Marriage X Civil Partnership X
Please give details/consequences of the differential impact, and provide supporting evidence, if any.
What action(s) can you take to address the differential impact?
If no differential impact, explain the reason(s) for this assessment: N/A
3.5 Pregnancy and Maternity Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on pregnancy and maternity?
Yes No N/A
Pregnancy X Maternity X
Please give details/consequences of the differential impact, and provide supporting evidence, if any.
What action(s) can you take to address the differential impact?
If no differential impact, explain the reason(s) for this assessment:
An equality impact assessment would be carried out at the design stage on the accessibility of any new build accommodation or interim temporary demountable accommodation and to identify any reasonable adjustments that could be made to improve accessibility to existing accommodation within the scope of works. The equality impact assessment would take into account policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and Building Bulletin guidelines.
3.6 Race Will this Policy/Strategy/Project//Procedure/Service/Function have a differential impact [positive/negative] on the following groups?
Yes No N/A White X Mixed / Multiple Ethnic Groups X Asian / Asian British X Black / African / Caribbean / Black British X Other Ethnic Groups X
Please give details/consequences of the differential impact, and provide supporting evidence, if any.
What action(s) can you take to address the differential impact?
If no differential impact, explain the reason(s) for this assessment:
Providing additional primary school places would not have a differential impact upon one particular ethnic group as the provision would be available to all.
28
3.7 Religion, Belief or Non-Belief Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on people with different religions, beliefs or non-beliefs?
Yes No N/A Buddhist X Christian X Hindu X Humanist X Jewish X Muslim X Sikh X Other X Please give details/consequences of the differential impact, and provide supporting evidence, if any.
What action(s) can you take to address the differential impact?
If no differential impact, explain the reason(s) for this assessment:
The senior management in a school are best placed to manage needs and any significant change in diversity in terms of belief.
3.8 Sex Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on men and/or women?
Yes No N/A Men X Women X
Please give details/consequences of the differential impact, and provide supporting evidence, if any.
What action(s) can you take to address the differential impact?
If no differential impact, explain the reason(s) for this assessment:
All schools would continue to admit pupils of both sexes.
The Council’s procedure for managing staffing changes arising from reorganisation would be used in implementing the changes in this proposal. This ensures that good practice is followed, including the application of the Council’s policies on equal opportunities.
3.9 Sexual Orientation Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on the following groups?
Yes No N/A Bisexual X Gay Men X Gay Women/Lesbians X Heterosexual/Straight X
Please give details/consequences of the differential impact, and provide supporting evidence, if any.
What action(s) can you take to address the differential impact?
29
If no differential impact, explain the reason(s) for this assessment:
Fears that recruitment opportunities could be affected by sexual orientation.
Evidence collated by the Stonewall lobby group alleges that LGB people are likely to be discriminated against in workplace recruitment.
The Council’s procedure for managing staffing changes arising from reorganisation would be used in implementing the changes in this proposal. This ensures that good practice is followed, including the application of the Council’s policies on equal opportunities.
3.10 Language Will this Policy/Strategy/Project/Procedure/Service/Function have a differential impact [positive/negative] on Language?
Yes No N/A Welsh Language x
Other languages x
Please give details/consequences of the differential impact, and provide supporting evidence, if any.
What action(s) can you take to address the differential impact?
If no differential impact, explain the reason(s) for this assessment:
The proposal would provide additional English-medium and Welsh-medium community primary school places.
It is Cardiff Council policy to provide signage in English and Welsh but not in other languages. Therefore, additional way-finding methods would be considered for the design of any new build accommodation including the use of colour to differentiate between the function of spaces, tactile maps, Braille language on signs and British Sign Language images/symbols. The Sign Design Guide should be used as a reference point. Information could be provided by the school in alternative formats upon request.
Mixed age classes
The proposal to establish Ysgol Y Wern at 2.5FE would result in mixed age classes. The majority view expressed was that 2.5FE is unpopular with parents and teaching staff because of the added complexities for teachers, disruption for pupils and anxieties for parents.
Additionally there was a consistent view that mixed age classes in a Welsh-medium setting could impact on Welsh language development at the Foundation Phase and create further difficulties when English is introduced in Key Stage 2.
The Council acknowledges the concerns of staff, pupils and parents regarding mixed age classes. However, there are mixed age classes successfully operating in both English-medium and Welsh-medium primary schools in many parts of Wales, including Caerphilly and the Vale of Glamorgan. Research carried out on the impact of mixed age classes on children’s achievement indicates that children make the same progress in mixed age classes as those children in same age classes.
The research also indicates that children in mixed age classes may have significantly more positive attitudes towards school, themselves and others (Veenman, 1996).
The reason for mixed age classes is usually only due to either smaller class sizes or funding
30 issues.
(a) The Authority included provisions for both Coed Glas Primary School and Ysgol y Wern within its 21st Century Schools bid for Capital grant funding, submitted to Welsh Government and approved in-principle in December 2011. The grant allocation is subject to submission by the Authority of detailed Business Cases, and subsequent full approval by WG.
(b) The current SOP Consolidated Financial Model therefore only includes provisions for, subject to full WG approval, an increase from 2FE to 2.5FE (with nursery places) for Welsh- medium and English-medium primary schools. Capital funding is not available to provide a further half form of entry.
Mixed age classes require well thought out planning from the class teacher to ensure that each child is adequately supported and that those who are more able are stretched appropriately. Estyn do not accept a mixed age class as an excuse for poor standards of teaching. In conclusion, mixed age classes can work well but require more teacher planning to ensure that all children within the class have the best opportunity to develop their learning in line with their ability.
There is no evidence available which suggests that mixed age classes have a negative impact on Welsh language development.
4. Consultation and Engagement
What arrangements have been made to consult/engage with the various Equalities Groups?
The Design Equalities Advisory Group (DEAG) and/or the Cardiff Council Access Focus Group (CCAFG) would be given the opportunity to comment on new build designs.
5. Summary of Actions [Listed in the Sections above]
Groups Actions Age None identified Disability An equality impact assessment would be carried out at the design stage on the accessibility of any new build accommodation or interim temporary demountable accommodation and to identify any reasonable adjustments that could be made to improve accessibility to existing accommodation within the scope of works. The equality impact assessment would take into account policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and Building Bulletin guidelines.
Any works to Coed Glas Primary School would need to take into account Hearing Impaired pupils, both in terms of temporary impact during building work and in the long term. The pupils would need access to the whole of the site as they are not a separate class of pupils. Specialist advice would need to be sought on acoustics as part of the design. Consideration would also need to be given as to whether listening/acoustic conditions can be improved as part of any work to improve the general environment.
Gender Reassignment See action against Disability Marriage & Civil None identified Partnership Pregnancy & See action against Disability Maternity Race None identified
31
Religion/Belief None identified Sex None identified Sexual Orientation See action against Disability Language If the proposal proceeds, signage and other wayfinding techniques would be considered at the design stage. Generic Over-Arching The Design Equalities Advisory Group (DEAG) and/or the Cardiff Council Access Focus Group (CCAFG) would be given the opportunity to comment on new build designs.
6. Further Action This equality impact assessment would be updated to reflect feedback received from public consultation.
7. Authorisation The Template should be completed by the Lead Officer of the identified Policy/Strategy/Project/Function and approved by the appropriate Manager in each Service Area.
Completed By: Clive Bailey Date: August 2014 Designation: Policy, Equalities and Reports Officer Approved By: Michele Duddridge-Hossain Designation: SOP Team Manager Service Area: Education
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An initial Sustainability Appraisal (SA) incorporating Strategic Environmental Assessment (SEA) of the proposal to provide additional English-medium and Welsh-medium primary school places in and around the Llanishen area
Background
In 2008, a retrospective Strategic Environmental Assessment (SEA) of Cardiff’s 21 st Century: A Strategic Framework for a School Building Improvement Programme (published in 2006) was carried out based on the guidance that supports the European SEA Directive 2001/42/EC.
The retrospective approach to assessment was quality assured by an external consultant and their independent compliance review determined that the report detailing the assessment on the strategic framework met the key requirements set out for reporting the SEA process as required by the SEA Directive.
The assessment provides the basis for assessing current and future school organisation proposals at a strategic level.
To request a copy of the assessment on the Strategic Framework please contact Clive Bailey, 029 2087 3166, [email protected] .
Background to the proposals
To respond to the rising demand for English-medium and Welsh-medium community primary school places in and around the Llanishen area.
(See Cabinet Report on the Council’s website, ‘School Organisation Planning: The provision of additional English-medium and Welsh-medium primary school places in and around the Llanishen area, 10 April 2014’, for more information)
Proposals
1. To consult on the following options to provide additional English-medium primary school places in the Llanishen area with implementation commencing from 2015:
Option 1 To increase the capacity of Coed Glas Primary School from 2 form entry to 2.5 form entry with additional nursery places in permanent accommodation to meet increasing local demand for English-medium primary education from September 2015.
Option 2 To increase the capacity of Ton yr Ywen Primary School from 2 form entry to 2.5 form entry with nursery places in permanent accommodation to meet increasing local demand for English-medium primary education from September 2015.
2. To consult on a proposal to increase the capacity of Ysgol Y Wern from 2 Form entry to 2.5 Form Entry with an additional 8FTE nursery places to meet increasing local demand for Welsh-medium primary places from September 2015.
.Assessment approach
This is a strategic assessment. An Environmental Assessment would be carried out as part of any planning application.
33
Key:
xx = very incompatible; very negative effect x = incompatible; negative effect ✔ = compatible; positive effect ✔ ✔ = very compatible; very positive effect 0 = no links; neutral effect ? = uncertain effects DNA = data not available
SEA objective Proposal 1 (Options 1 and 2): Increasing the capacity of Proposal 2: Increasing the capacity of Ysgol Y Wern Alternative : Do nothing Coed Glas or Ton Yr Ywen by 0.5 Forms of Entry (FE) Primary School by 0.5FE.
Rating Commentary/ explanation of compatibility Rating Commentary/ explanation of compatibility with Rating Commentary/ explanation of compatibility with SEA with SEA objective SEA objective objective 1. Promote a ✔ ✔ Same as option 1 x Do nothing is not an option as additional capacity is greener Achieved by increasing places where there is needed to meet the demand for places. economy by demand. Matching provision to demand in this delivering a way ensures school accommodation is fully sustainable utilised. pattern of English Medium, Welsh Medium and Faith Schools across Cardiff 2. Reduce a) ✔/ ? a) Where possible, energy efficient measures a) ✔/ a) Same as Option 1 a) 0 N/A greenhouse gas would be incorporated into any new b) ? emissions ✔ accommodation or building works to existing b) Same as Option 1 b) x b) If the demand for school places in an area of the city through: accommodation. is not met, pupils without places have to travel outside b) ✔ of their locality to attend school and are more likely to a) Measures that would be considered in the use polluting modes of transport. Congestion is also Energy efficient design of any scheme: exacerbated due to the volume of traffic criss-crossing building design • Sustainable urban drainage system the city. and disposing • Solar hot water of poor quality • Photovoltaic surplus • Natural Ventilation accommodation • Control of solar gains • Rainwater Harvesting b) • A or A+ rated materials in accordance Promoting with BRE Green Guide to Specification sustainable modes of b) Locating additional provision central to the transport and area it would serve should minimise use of integrated cars or public transport and encourage walking transport and cycling to and from school. systems Traffic and transport implications including measures to encourage walking and cycling would be considered as part of the Transport Assessment for the proposal. 34
SEA objective Proposal 1 (Options 1 and 2): Increasing the capacity of Proposal 2: Increasing the capacity of Ysgol Y Wern Alternative : Do nothing Coed Glas or Ton Yr Ywen by 0.5 Forms of Entry (FE) Primary School by 0.5FE.
Rating Commentary/ explanation of compatibility Rating Commentary/ explanation of compatibility with Rating Commentary/ explanation of compatibility with SEA with SEA objective SEA objective objective
Pupils are entitled to free school transport only if they are over the statutory school starting age and under 11 (Primary aged), living over two miles from the nearest appropriate catchment school for their home address. 3. Promote 0 As the open space in and around the school is 0 Same as Option 1 0 N/A health and not accessible to the public the only potential wellbeing by impact of the option on the open space would protecting and be loss of visual amenity value. However, enhancing given the nature of the proposal and the value public open of the open space it is considered that the space and impact would be minimal. improving access to POS 4. Minimise air, a) ✔ a) Builders would be encouraged to minimise a) ✔ a) Same as Option 1 x If the demand for school places in an area of the city is light and noise air, light and noise pollution during the b) Same as Option 1 in terms of increase in traffic not met, pupils without places have to travel outside of pollution b) ✔ construction period. b) ✔ and how mitigated. their locality to attend school and are more likely to use associated with polluting modes of transport. Congestion is also building The design of new accommodation would seek exacerbated due to the volume of traffic criss-crossing development to minimise any adverse impact on access to the city. and traffic natural light for neighbouring properties. congestion b) An increase in the number of children attending the school could increase the volume of traffic in the locality.
Locating additional provision central to the area it would serve should minimise use of cars or public transport and encourage walking and cycling to and from school.
Congestion also mitigated by:
- Formalising the parking regime outside the schools to discourage unsafe parking and help with enforcement. - A Travel Plan which includes schemes such as the Park Safe / Walk Safe scheme to encourage parents to park further away from the school. - A Travel Plan that encourages the use of public transport, walking and cycling - Giving consideration to providing a non statutory bus service based on demand
- Traffic and transport implications will be considered as part of the Transport Assessment that would be required in order to achieve planning consent for 35
SEA objective Proposal 1 (Options 1 and 2): Increasing the capacity of Proposal 2: Increasing the capacity of Ysgol Y Wern Alternative : Do nothing Coed Glas or Ton Yr Ywen by 0.5 Forms of Entry (FE) Primary School by 0.5FE.
Rating Commentary/ explanation of compatibility Rating Commentary/ explanation of compatibility with Rating Commentary/ explanation of compatibility with SEA with SEA objective SEA objective objective building works should this proposal be implemented. If there are highways improvements that are stipulated as conditions of any planning permission sought these will be addressed and there has been a nominal amount of funds built into the costs of the proposal to cover this in the event the proposal is permitted to proceed.
- Any additional concerns raised by the Transport or Highways departments that are not part of the required planning consent would be excluded on the basis that these would be a matter for highways to address in line with their normal development work prioritisation processes.
5. Protect and 0 Any design for a new build or adaptation to 0 Same as Option 1 0 N/A enhance existing buildings on the site would protect but biodiversity, not enhance biodiversity. flora and fauna
6. Protect and 0 Any design for a new build or adaptation to 0 Same as Option 1 0 N/A enhance the existing buildings on the sites would protect landscape but not enhance the overall landscape.
7. Conserve a) 0 a) Achieved by designing water efficient a) 0 Same as Option 1 0 N/A water resources measures into the building design and and increase addressing drainage through Sustainable water efficiency b) ? urban drainage systems (SUDS). b) ? in new developments Existing buildings and promote b) Water efficient measures may be possible sustainable to a lesser or greater extent depending on the urban drainage compatibility of existing buildings. systems 8. Promote All new build accommodation must be DDA Same as Option 1 N/A 0 regeneration by ✔ accessible. ✔ delivering inclusive If the proposal were to proceed, an equality schools that will impact assessment would be carried out at the improve design stage to ensure the accessibility of any equality of new build accommodation or interim temporary opportunity and demountable accommodation and to identify access for all any reasonable adjustments that could be made to improve accessibility to existing accommodation within the scope of works. 36
SEA objective Proposal 1 (Options 1 and 2): Increasing the capacity of Proposal 2: Increasing the capacity of Ysgol Y Wern Alternative : Do nothing Coed Glas or Ton Yr Ywen by 0.5 Forms of Entry (FE) Primary School by 0.5FE.
Rating Commentary/ explanation of compatibility Rating Commentary/ explanation of compatibility with Rating Commentary/ explanation of compatibility with SEA with SEA objective SEA objective objective The equality impact assessment would take into account policies such as the Equality Act 2010, TAN 12: Design June 2009 as well as building regulations such as, BS8300, Part M and Building Bulletin guidelines.
Any works to Coed Glas Primary School would need to take into account Hearing Impaired pupils, both in terms of temporary impact during building work and in the long term. The pupils would need access to the whole of the site as they are not a separate class of pupils. Specialist advice would need to be sought on acoustics as part of the design. Consideration would also need to be given as to whether listening/acoustic conditions can be improved as part of any work to improve the general environment.
9. P rotect and 0 Using the Council’s online sources there are 0 Using the Council’s online sources there are no 0 N/A enhance no cultural heritage receptors recorded within cultural heritage receptors recorded within the site designated the site boundaries of Coed Glas or Ton Yr boundary of Ysgol Y Wern primary school. historic assets Ywen primary schools.
Conclusion The options have been assessed to be compatible with the environmental objectives used to assess the goal and principles of the ‘’21 st Century Schools: A Strategic Framework for A School Building Improvement Programme”. An Environmental Assessment is carried out as part of any planning application.
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