Expanding a Maintained Mainstream School by Adding a Sixth Form

APPENDIX 1

Extract of Decision Makers’ Guidance for:

NB. Sections not relevant or that have been addressed have been removed therefore numbering will not be continuous.

Who Will Decide the Proposals? (Paragraphs 4.1-4.4)

4.1 Decisions on school organisation proposals are taken by the LA or by the schools adjudicator.

4.2 Section 21 of the EIA 2006 provides for regulations to set out who must decide proposals for any prescribed alterations. Only if the prescribed alteration proposals are “related” to other proposals that fall to be decided by the schools adjudicator, will the LA not be the decision maker in the first instance.

4.3 If the LA fail to decide proposals within 2 months of the end of the representation period the LA must forward proposals, and any received representations (i.e. not withdrawn in writing), to the schools adjudicator for decision. They must forward the proposals within one week from the end of the 2 month period.

4.4 The Department does not prescribe the process by which an LA carries out their decision-making function (e.g. full Cabinet or delegation to Cabinet member or officials). This is a matter for the LA to determine but the requirement to have regard to statutory guidance (see paragraph 4.15 below) applies equally to the body or individual that takes the decision.

Who Can Appeal Against an LA Decision? (Paragraphs 4.5-4.6)

4.5 The following bodies may appeal against an LA decision on school expansion proposals:

• the local Church of England diocese;

• the bishop of the local Roman Catholic diocese;

• the LSC where the school provides education for pupils aged 14 and over;

• the governing body of a community school that is proposed for expansion; and

• the governors and trustees of a foundation (including Trust) or voluntary school that is proposed for expansion.

4.6 Any appeals must be submitted to the LA within 4 weeks of the notification of the LA’s decision.

Checks on Receipt of Statutory Proposals (Paragraph 4.7)

4.7 There are 4 key issues which the Decision Maker should consider before judging the respective factors and merits of the statutory proposals:

• Is any information missing? If so, the Decision Maker should write immediately to the proposer specifying a date by which the information should be provided;

• Does the published notice comply with statutory requirements? (see paragraph 4.8 below);

• Has the statutory consultation been carried out prior to the publication of the notice? (see paragraph 4.9 below);

• Are the proposals “related” to other published proposals? (see paragraphs 4.10 to 4.14 below).

Has the Statutory Consultation Been Carried Out Prior to the Publication of the Notice? (Paragraph 4.9)

4.9 Details of the consultation must be included in the proposals. The Decision Maker should be satisfied that the consultation meets statutory requirements (see Stage 1 paragraphs 1.2–1.5). If some parties submit objections on the basis that consultation was not adequate, the Decision Maker may wish to take legal advice on the points raised. If the requirements have not been met, the Decision Maker may judge the proposals to be invalid and needs to consider whether they can decide the proposals. Alternatively the Decision Maker may take into account the sufficiency and quality of the consultation as part of their overall judgement of the proposals as a whole.

Statutory Guidance – Factors to be Considered by Decision Makers (Paragraphs 4.15-4.16)

4.15 Regulation 8 of The Regulations provides that both the LA and schools adjudicator must have regard to guidance issued by the Secretary of State when they take a decision on proposals. Paragraphs 4.17 to 4.73 below contain the statutory guidance.

4.16 The following factors should not be taken to be exhaustive. Their importance will vary, depending on the type and circumstances of the proposals. All proposals should be considered on their individual merits.

EFFECT ON STANDARDS AND SCHOOL IMPROVEMENT

A System Shaped by Parents (Paragraphs 4.17-4.18)

4.17 The Government's aim, as set out in the Five Year Strategy for Education and Learners and the Schools White Paper Higher Standards, Better Schools For All, is to create a schools system shaped by parents which delivers excellence and equity. In particular, the Government wishes to see a dynamic system in which:

• weak schools that need to be closed are closed quickly and replaced by new ones where necessary; and

• the best schools are able to expand and spread their ethos and success.

4.18 The EIA 2006 amends the Education Act 1996 to place duties on LAs to secure diversity in the provision of schools and to increase opportunities for parental choice when planning the provision of schools in their areas. In addition, LAs are under a specific duty to respond to representations from parents about the provision of schools, including requests to establish new schools or make changes to existing schools. The Government's aim is to secure a more diverse and dynamic schools system which is shaped by parents. The Decision Maker should take into account the extent to which the proposals are consistent with the new duties on LAs.

Standards (Paragraphs 4.19-4.20)

4.19 The Government wishes to encourage changes to local school provision which will boost standards and opportunities for young people, whilst matching school place supply as closely as possible to pupils’ and parents’ needs and wishes.

4.20 Decision Makers should be satisfied that proposals for a school expansion will contribute to raising local standards of provision, and will lead to improved attainment for children and young people. They should pay particular attention to the effects on groups that tend to under-perform including children from certain ethnic groups, children from deprived backgrounds and children in care, with the aim of narrowing attainment gaps.

Diversity

4.22 The Government’s aim is to transform our school system so that every child receives an excellent education – whatever their background and wherever they live. A vital part of the Government’s vision is to create a more diverse school system offering excellence and choice, where each school has a strong ethos and sense of mission and acts as a centre of excellence or specialist provision.

4.23 Decision Makers should consider how proposals will contribute to local diversity. They should consider the range of schools in the relevant area of the LA and whether the expansion of the school will meet the aspirations of parents, help raise local standards and narrow attainment gaps.

Every Child Matters (Paragraph 4.24)

4.24 The Decision Maker should consider how proposals will help every child and young person achieve their potential in accordance with “Every Child Matters” principles which are: to be healthy; stay safe; enjoy and achieve; make a positive contribution to the community and society; and achieve economic well- being. This should include considering how the school will provide a wide range of extended services, opportunities for personal development, access to academic and applied learning training, measures to address barriers to participation and support for children and young people with particular needs, e.g. looked after children or children with special educational needs (SEN) and disabilities.

SCHOOL CHARACTERISTICS

Equal Opportunity Issues (Paragraphs 4.27)

4.27 The Decision Maker should consider whether there are any sex, race or disability discrimination issues that arise from the changes being proposed, for example, that where there is a proposed change to single sex provision in an area, there is equal access to single sex provision for the other sex to meet parental demand. Similarly there needs to be a commitment to provide access to a range of opportunities which reflect the ethnic and cultural mix of the area, while ensuring that such opportunities are open to all.

NEED FOR PLACES

Creating Additional Places (Paragraphs 4.28-4.30)

4.28 The Decision Maker should consider whether there is a need for the expansion and should consider the evidence presented for the expansion such as planned housing development or demand for provision. The Decision Maker should take into account not only the existence of spare capacity in neighbouring schools, but also the quality and popularity with parents of the schools in which spare capacity exists and evidence of parents’ aspirations for places in the school proposed for expansion. The existence of surplus capacity in neighbouring less popular or successful schools should not in itself prevent the addition of new places.

4.29 Where the school has a religious character, or follows a particular philosophy, the Decision Maker should be satisfied that there is satisfactory evidence of sufficient demand for places for the expanded school to be sustainable.

4.30 Where proposals will add to surplus capacity but there is a strong case for approval on parental preference and standards grounds, the presumption should be for approval. The LA in these cases will need to consider parallel action to remove the surplus capacity thereby created.

Expansion of Successful and Popular Schools (Paragraph 4.31-4.34)

4.31 The Government is committed to ensuring that every parent can choose an excellent school for their child. We have made clear that the wishes of parents should be taken into account in planning and managing school estates. Places should be allocated where parents want them, and as such, it should be easier for successful and popular primary and secondary schools to grow to meet parental demand. For the purposes of this guidance, the Secretary of State is not proposing any single definition of a successful and popular school. It is for the Decision Maker to decide whether a school is successful and popular, however, the following indicators should all be taken into account: a. the school’s performance;

i. in terms of absolute results in key stage assessments and public examinations;

ii. by comparison with other schools in similar circumstances (both in the same LA and other LAs);

iii. in terms of value added;

iv. in terms of improvement over time in key stage results and public examinations. b. the numbers of applications for places;

i. the Decision Maker should also take account of any other relevant evidence put forward by schools.

4.32 The strong presumption is that proposals to expand successful and popular schools should be approved. In line with the Government’s long standing policy that there should be no increase in selection by academic ability, this presumption does not apply to grammar schools or to proposals for the expansion of selective places at partially selective schools.

4.33 The existence of surplus capacity in neighbouring less popular schools should not in itself be sufficient to prevent this expansion, but if appropriate, in the light of local concerns, the Decision Maker should ask the LA how they plan to tackle any consequences for other schools. The Decision Maker should only turn down proposals for successful and popular schools to expand if there is compelling objective evidence that expansion would have a damaging effect on standards overall in an area, which cannot be avoided by LA action.

4.34 Before approving proposals the Decision Maker should confirm that the admission arrangements of schools proposed for expansion fully meet the provisions of the School Admissions Code. Although the Decision Maker may not modify proposed admission arrangements, the proposer should be informed that proposals with unsatisfactory admission arrangements are unlikely to be approved, and given the opportunity to revise them in line with the Code of Practice. Where the LA, rather than the governing body, is the admissions authority, we will expect the authority to take action to bring the admission arrangements in to line with the School Admissions Code.

Travel and Accessibility for All (Paragraphs 4.35-4.36)

4.35 In considering proposals for the reorganisation of schools, Decision Makers should satisfy themselves that accessibility planning has been properly taken into account. Facilities are to be accessible by those concerned, by being located close to those who will use them, and the proposed changes should not adversely impact on disadvantaged groups.

4.36 In deciding statutory proposals, the Decision Maker should bear in mind that proposals should not have the effect of unreasonably extending journey times or increasing transport costs, or result in too many children being prevented from travelling sustainably due to unsuitable routes e.g. for walking, cycling etc. The EIA 2006 provides extended free transport rights for low income groups – see Home to School Travel and Transport Guidance ref 00373 – 2007BKT-EN at www.teachernet.gov.uk/publications. Proposals should also be considered on the basis of how they will support and contribute to the LA’s duty to promote the use of sustainable travel and transport to school.

16-19 Provision (Paragraphs 4.37-4.39)

4.37 The pattern of 16-19 provision differs across the country. Many different configurations of school and college provision deliver effective 14-19 education and training. An effective 14-19 organisation has a number of key features:

• standards and quality: the provision available should be of a high standard – as demonstrated by high levels of achievement and good completion rates;

• progression: there should be good progression routes for all learners in the area, so that every young person has a choice of the full range of options within the 14-19 entitlement, with institutions collaborating as necessary to make this offer. All routes should make provision for the pastoral, management and learning needs of the 14-19 age group;

• participation: there are high levels of participation in the local area; and,

• learner satisfaction: young people consider that there is provision

for their varied needs, aspirations and aptitudes in a range of settings across the area.

4.38 Where standards and participation rates are variable, or where there is little choice, meaning that opportunity at 16 relies on where a young person went to school, the case for reorganisation, or allowing high quality providers to expand, is strong.

4.39 Where standards and participation rates are consistently high, collaboration is strong and learners express satisfaction that they have sufficient choice, the case for a different pattern of provision is less strong. The Decision Maker therefore will need to take account of the pattern of 16-19 provision in the area and the implications of approving new provision.

Addition of post-16 provision by “high performing” schools (Paragraphs 4.40-4.51)

4.40 The Government remains committed to the principle that high performing 11-16 schools should be allowed to add post-16 provision where there is parental and student demand, in order to extend quality and choice. But the context in which this principle will operate is changing. From April 2010, the Apprenticeships, Skills, Children and Learning Act 2009 will transfer the responsibility for 16-19 planning and funding from the LSC to LAs. LAs will be responsible for maintaining an effective and coherent system of 14-19 organisation which delivers the new entitlement – to a new curriculum and new qualifications, including all 17 Diploma lines from 2013 and an Apprenticeship place for those who meet the entry criteria - to all young people in their area. Collaboration will be a key feature of 14-19 provision.

4.41 So, while there is still a strong presumption of approval for proposals from high performing schools, that decision should now be informed by additional factors: the need for local collaboration; the viability of existing post-16 providers in the local area; and the improvement of standards at the school that is proposing to add post-16 provision. Only in exceptional circumstances* would these factors lead Decision Makers not to approve a proposal. If the Decision Maker were minded not to approve a proposal, he should first consider whether modification of the proposal would enable the proposer to comply with these conditions (see paragraph 4.49). * Exceptional circumstances in which the Decision Maker might reject the proposal to add a sixth form to a presumption school would include if there is specific evidence that a new sixth form was of a scale that it would directly affect the viability of another neighbouring, high quality institution that itself was not large in comparison to other institutions of that type. Exceptional circumstances might also include a situation where there are a number of presumption schools in the same area at the same time and/or where there is clear evidence that the scale of the aggregate number of additional 16-18 places far exceeds local need and affordability and is therefore clearly poor value for money.

4.42 There should be a strong presumption in favour of the approval of

7 proposals for a new post-16 provision where: a. the school is a high performing specialist school that has opted for an applied learning specialism; or b. the school, whether specialist or not, meets the DCSF criteria for ‘high performing’ and does not require capital support.

4.43 The school should ensure that, in forwarding its proposals to the Decision Maker, it provides evidence that it meets one of the criteria at paragraph 4.42 above.

4.44 Where a new sixth form is proposed by a specialist school that has met the ‘high performing’ criteria and which has opted for an applied learning specialism, capital funding may be available from the 16-19 Capital Fund.

4.45 This presumption will apply to proposals submitted to the Decision Maker within: a. two years from the date a school commences operation with applied learning specialist school status; or b. two years from the date a school is informed of its Ofsted Section 5 inspection results which would satisfy DCSF criteria for ‘high performing’ status as set out at http://www.standards.dcsf.gov.uk/specialistschools/guidance2007/?version=1

NOTE: ‘submitted to the Decision Maker’ above refers to when proposals and representations are with the Decision Maker, following the end of the representation period.

4.46 The increase in the period in which a school is eligible to expand its post- 16 provision recognises the time required to embed the new presumption places within a local 14-19 delivery plan and for effective collaboration to take place.

4.47 New post-16 provision in schools should, as appropriate, operate in partnership with other local providers to ensure that young people have access to a wide range of learning opportunities. In assessing proposals from ‘high performing’ schools to add post-16 provision, Decision Makers should look for: a. evidence of local collaboration in drawing up the presumption proposal; and b. a statement of how the new places will fit within the 14-19 organisation in an area; and c. evidence that the exercise of the presumption is intended to lead to higher standards and better progression routes at the ‘presumption’ school.

4.48 If a school has acted in a collaborative way and has actively attempted to engage other partners in the local area, but it is clear that other institutions have declined to participate, that fact should not be a reason for declining to approve a proposal. The onus is on other providers to work with a school which qualifies for the presumption of approval for new post-16 provision.

4.49 The Decision Maker should only turn down proposals to add post-16 provision from schools eligible for the sixth form presumption if there is compelling and objective evidence that the expansion would undermine the viability of an existing high quality post-16 provider or providers. The fact that an existing school or college with large numbers of post-16 students might recruit a smaller number of students aged 16-19 is not, of itself, sufficient to meet this condition, where the “presumption” school can show that there is reasonable demand from students to attend the school after age 16.

4.50 The existence of surplus capacity in neighbouring schools or colleges that are not high performing should not be a reason to reject a post-16 presumption proposal. It is the responsibility of the LA to consider decommissioning poor quality provision as well as commissioning high quality provision. The LA should therefore plan to tackle any consequences of expansion proposals for other schools.

4.51 Before approving proposals the Decision Maker should confirm that the admission arrangements of schools proposed for expansion fully meet the provisions of the mandatory Schools Admissions Code. Although the Decision Maker may not modify proposed admission arrangements, the proposer should be informed that proposals with unsatisfactory admission arrangements are unlikely to be approved, and given the opportunity to revise them in line with the Code. Where the LA, rather than the governing body, is the admissions authority, we will expect the authority to take action to bring the admission arrangements into line with the School Admissions Code.

FUNDING AND LAND

Capital (Paragraphs 4.57-4.59)

4.57 The Decision Maker should be satisfied that any land, premises or capital required to implement the proposals will be available. Normally, this will be some form of written confirmation from the source of funding on which the promoters rely (e.g. the LA, DCSF, or LSC). In the case of an LA, this should be from an authorised person within the LA, and provide detailed information on the funding, provision of land and premises etc.

4.58 Where proposers are relying on DCSF as a source of capital funding, there can be no assumption that the approval of proposals will trigger the release of capital funds from the Department, unless the Department has previously confirmed in writing that such resources will be available; nor can any allocation ‘in principle’ be increased. In such circumstances the proposals should be rejected, or consideration of them deferred until it is clear that the capital

9 necessary to implement the proposals will be provided.

4.59 Proposals should not be approved conditionally upon funding being made available, subject to the following specific exceptions: For proposals being funded under the Private Finance Initiative (PFI) or through the BSF programme, the Decision Maker should be satisfied that funding has been agreed ‘in principle’, but the proposals should be approved conditionally on the entering into of the necessary agreements and the release of funding. A conditional approval will protect proposers so that they are not under a statutory duty to implement the proposals until the relevant contracts have been signed and/or funding is finally released.

School Playing Fields (Paragraph 4.65)

4.65 The Education (School Premises) Regulations 1999 set out the standards for school premises, including minimum areas of team game playing fields to which schools should have access. The Decision Maker will need to be satisfied that either:

a. the premises will meet minimum requirements of The Education (School Premises) Regulations 1999; or

b. if the premises do not meet those requirements, the proposers have secured the Secretary of State’s agreement in principle to grant a relaxation. OTHER ISSUES

Views of Interested Parties (Paragraphs 4.73)

4.73 The Decision Maker should consider the views of all those affected by the proposals or who have an interest in them including: pupils; families of pupils; staff; other schools and colleges; local residents; diocesan bodies and other providers; LAs; the LSC (where proposals affect 14-19 provision) and the Early Years Development and Childcare Partnership if one exists, or any local partnership or group that exists in place of an EYDCP (where proposals affect early years and/or childcare provision). This includes statutory objections and comments submitted during the representation period. The Decision Maker should not simply take account of the numbers of people expressing a particular view when considering representations made on proposals. Instead the Decision Maker should give the greatest weight to representations from those stakeholders likely to be most directly affected by the proposals.

Types of Decision (Paragraph 4.74)

4.74 In considering proposals for the expansion of a school, the Decision Maker can decide to:

• reject the proposals;

• approve the proposals;

• approve the proposals with a modification (e.g. the implementation date); or

• approve the proposals subject to them meeting a specific condition (see paragraph 4.75 below).

Conditional Approval (Paragraphs 4.75-4.76)

4.75 The regulations provide for a conditional approval to be given where the Decision Maker is otherwise satisfied that the proposals can be approved, and approval can automatically follow an outstanding event. Conditional approval can only be granted in the limited circumstances specified in the regulations i.e. as follows: a. the grant of planning permission under Part 3 of the Town and Country Planning Act 1990; b. the acquisition of any site required for the implementation of the proposals; c. the acquisition of playing fields required for the implementation of the proposals; d. the securing of any necessary access to a site referred to in sub- paragraph (b) or playing fields referred to in sub-paragraph (c); e. the private finance credit approval given by the DCSF following the entering into a private finance contract by an LA; f. the entering into an agreement for any necessary building project supported by the DCSF in connection with BSF programme; g. the agreement to any change to admission arrangements specified in the approval, relating to the school or any other school or schools (this allows the approval of proposals to enlarge the premises of a school to be conditional on the decision of adjudicators to approve any related change in admission numbers); h. the making of any scheme relating to any charity connected with the school; i. the formation of any federation (within the meaning of section 24(2) of the 2002 Act) of which it is intended that the proposed school should form part, or the fulfilling of any other condition relating to the school forming part of a federation; j. the Secretary of State giving approval under regulation 5(4) of the Education (Foundation Body) (England) Regulations 2000 to a proposal that a foundation body must be established and that the school must form part of a

11 group for which a foundation must act; k. the Secretary of State making a declaration under regulation 22(3) of the Education (Foundation Body) (England) Regulations 2000 that the school should form part of a group for which a foundation body acts; ka. where the proposals are to alter the upper age limit of the school, the decision of the Secretary of State to establish a new FE college under s16 of the Further and Higher Education Act 1992; l. where the proposals in question depend upon any of the events specified in paragraphs (a) to (ka) occurring by a specified date in relation to proposals relating to any other school or proposed school, the occurrence of such an event; and m. where proposals are related to proposals for the establishment of new schools or discontinuance of schools, and those proposals depend on the occurrence of events specified in regulation 20 of the School Organisation (Establishment and Discontinuance of Schools) (England) Regulations 2007(1) the occurrence of such an event.

4.76 The Decision Maker must set a date by which the condition must be met, but will be able to modify the date if the proposers confirm (preferably before the date expires), that the condition will be met later than originally thought. The condition-to-be-met-by date must be before the proposed implementation date of the proposal (which can also be modified if necessary). Therefore care should be taken when setting condition-to-be- met-by dates, particularly if proposals are “related” e.g. if a school is proposed to add a sixth form on 1st September one year, and enlarge on 1st September the following year, and the enlargement requires planning permission, the condition set must be met before the addition of a sixth form can be implemented (the earlier proposal). This is because as “related” proposals, they should both have the same decision, which in this case, would have been approval conditional upon planning permission being met. The proposer should inform the Decision Maker and the Department (SOCU, DCSF, Mowden Hall, Staindrop Road, Darlington DL3 9BG or by email to [email protected]) of the date when a condition is modified or met in order for the Department’s records, and those of Edubase to be kept up to date. If a condition is not met by the date specified, the proposals must be referred back to the Decision Maker for fresh consideration.

4.77 All decisions must given reasons for the decision, irrespective of whether the proposals were rejected or approved, indicating the main factors/criteria for the decision.

(1) S.I. 2007/1288.

Can proposals be withdrawn? (Paragraph 4.80)

4.80 Proposals can be withdrawn at any point before a decision is taken. Written notice must be given to the LA, or governing body, if the proposals were published by the LA. Written notice must also be sent to the schools adjudicator (if proposals have been sent to him) and the Secretary of State – i.e. via the School Organisation & Competitions Unit, DCSF, Mowden Hall, Darlington DL3 9BG or by email to [email protected]. Written notice must also be placed at the main entrance to the school, or all the entrances if there are more than one.

Appendix 2

PROPOSALS FOR PRESCRIBED ALTERATIONS OTHER THAN FOUNDATION PROPOSALS: Information to be included in a complete proposal

Extract of Part 1 of Schedule 3 and Part 1 of Schedule 5 to The School Organisation (Prescribed Alterations to Maintained Schools)(England) Regulations 2007 (as amended):

In respect of a Governing Body Proposal: School and governing body’s details 1. The name, address and category of the school for which the governing body are publishing the proposals.

Great Torrington Community School Sports College (A Foundation School), Calvesford Road, Great Torrington, Devon EX38 7DJ

In respect of an LEA Proposal: School and local education authority details 1. The name, address and category of the school .

N/A

Implementation and any proposed stages for implementation 2. The date on which the proposals are planned to be implemented, and if they are to be implemented in stages, a description of what is planned for each stage, and the number of stages intended and the dates of each stage.

From 1st September 2011

Objections and comments 3. A statement explaining the procedure for making representations, including — (a) the date prescribed in accordance with paragraph 29 of Schedule 3 (GB proposals)/Schedule 5 (LA proposals) of The School Organisation (Prescribed Alterations to Maintained Schools) (England) Regulations 2007 (as amended), by which objections or comments should be sent to the local education authority; and (b) the address of the authority to which objections or comments should be sent.

Within four weeks from the date of publication of this proposal, any person may object to or make comments on the proposal by sending them to Karen Crockwell Strategic Planning Group Room 120, CYPS Devon County Council County Hall Topsham Road Exeter Devon EX2 4QG Or email [email protected] Date of publication is Thursday 20th May 2010 Objections or comments should be made to the local authority by Thursday 17th June 2010

Alteration description 4. A description of the proposed alteration and in the case of special school proposals, a description of the current special needs provision.

The proposal for Great Torrington Community School is: To extend the age range of the school to 11-18 with effect from September 2011 to deliver Specialised Diplomas post 16.

School capacity 5.—(1) Where the alteration is an alteration falling within any of paragraphs 1 to 4, 8 , 9 and 12-14 of Schedule 2 (GB proposals)/paragraphs 1-4, 7, 8, 18, 19 and 21 of Schedule 4 (LA proposals) to The School Organisation (Prescribed Alterations to Maintained Schools) (England) Regulations 2007 (as amended), the proposals must also include — (a) details of the current capacity of the school and, where the proposals will alter the capacity of the school, the proposed capacity of the school after the alteration;

The current capacity of the school is 900 and the proposed capacity will remain at 900.

(b) details of the current number of pupils admitted to the school in each relevant age group, and where this number is to change, the proposed number of pupils to be admitted in each relevant age group in the first school year in which the proposals will have been implemented;

The current admission number for the school in year 7 is 180. This will remain the same after the change. The proposal is to add post 16 provision for 80 students in 2011 with an intake of up to 40 students into year 12

(c) where it is intended that proposals should be implemented in stages, the number of pupils to be admitted to the school in the first school year in which each stage will have been implemented;

From 1st September 2011 up to 40 students will be admitted in year 12 with another 40 in 2012 giving of 80 students post 16.

(d) where the number of pupils in any relevant age group is lower than the indicated admission number for that relevant age group a statement to this effect and details of the indicated admission number in question.

Yr 7 – 170 Yr 8 – 169 Yr 9 – 184 Yr 10 – 171 Yr 11 – 195 Total - 889 PAN for each year group is 180 The proposed number of of post 16 students is shown above (2) Where the alteration is an alteration falling within any of paragraphs 1, 2, 9, 12 and 13 of Schedule 2 (GB proposals) /paragraphs 1, 2, 8, 18 ands 19 of Schedule 4 (LA proposals) to The School Organisation (Prescribed Alterations to Maintained Schools) (England) Regulations 2007 (as amended), a statement of the number of pupils at the school at the time of the publication of the proposals.

Number of pupils at the school at the time of publication is 889

Implementation 6. Where the proposals relate to a foundation or voluntary controlled school a statement as to whether the proposals are to be implemented by the local education authority or by the governing body, and, if the proposals are to be implemented by both, a statement as to the extent to which they are to be implemented by each body.

The proposals will be implemented by the Governing Body

Additional Site 7.—(1) A statement as to whether any new or additional site will be required if proposals are implemented and if so the location of the site if the school is to occupy a split site.

N/A

(2) Where proposals relate to a foundation or voluntary school a statement as to who will provide any additional site required, together with details of the tenure (freehold or leasehold) on which the site of the school will be held, and if the site is to be held on a lease, details of the proposed lease.

N/A

Changes in boarding arrangements 8.—(1) Where the proposals are for the introduction or removal of boarding provision, or the alteration of existing boarding provision such as is mentioned in paragraph 8 or 21 of Schedule 2 (GB proposals)/7 or 14 of Schedule 4 to The School Organisation (Prescribed Alterations to Maintained Schools) (England) Regulations 2007 (as amended) — (a) the number of pupils for whom it is intended that boarding provision will be made if the proposals are approved;

N/A

(b) the arrangements for safeguarding the welfare of children at the school;

N/A

(c) the current number of pupils for whom boarding provision can be made and a description of the boarding provision; and

N/A

(d) except where the proposals are to introduce boarding provision, a description of the existing boarding provision.

N/A

(2) Where the proposals are for the removal of boarding provisions or an alteration to reduce boarding provision such as is mentioned in paragraph 8 or 21 of Schedule 2 (GB proposals)/7 or 14 of Schedule 4 (LA proposals) to The School Organisation (Prescribed Alterations to Maintained Schools) (England) Regulations 2007 (as amended) — (a) the number of pupils for whom boarding provision will be removed if the proposals are approved; and

N/A

(b) a statement as to the use to which the former boarding accommodation will be put if the proposals are approved.

N/A

Transfer to new site 9. Where the proposals are to transfer a school to a new site the following information— (a) the location of the proposed site (including details of whether the school is to occupy a single or split site), and including where appropriate the postal address;

N/A

(b) the distance between the proposed and current site;

N/A

(d) the accessibility of the proposed site or sites;

N/A

(e) the proposed arrangements for transport of pupils to the school on its new site; and

N/A

(f) a statement about other sustainable transport alternatives where pupils are not using transport provided, and how car use in the school area will be discouraged.

N/A

Objectives 10. The objectives of the proposals.

Great Torrington Community School Sports College is a High Performing Specialist School. Pupils in the school achieve significantly above the level expected of them on entry. In recognition of its sustained success and improvement the school was awarded with Sports College status in 2003 and, subsequently, a second specialism in Applied Learning in 2008. The School became a Foundation School in 2009.

The Governors of the school have decided to make an application to extend the age range of the school. In awarding the Applied Learning status the DCSF is encouraging successful schools such as Great Torrington to expand and develop provision for 16-19 year olds. The Governors are consulting on the proposal to change the age range from 11-16 to 11-18 with effect from September 2011. The net capacity of the school (the measure of the number of places available) which currently stands at 900 will not be affected. There will be an additional 40 young people in Year 12 from 2011 with further expansion to a total of 80 from 2012. This increase will be offset by the decline in the school roll due to demographic factors.

In planning the proposals the Governors have addressed the five key principles for 16-19 provision: quality; distinct 16-19 provision; diversity to ensure curriculum breadth; learner choice; affordability, value for money and cost effectiveness.

The proposal has been developed in consultation with the Local Authority, the Learning and Skills Council and local schools and colleges. It is identified in the 14-19 Local Area Plan as a high priority action to be implemented. For the school to access revenue funding for the Diplomas to be delivered to 16-19 year olds it is necessary to extend the age range to 11-18.

The distinctive element of the provision is the planned delivery of Specialised Diplomas post 16, an option that is not available elsewhere in North Devon. The school will take the lead role in the delivery of the Specialised Diploma in Environment and Land Based Studies (ELBS) at Level 2 and 3. There is a significant gap in the provision of learning in this sector in North Devon which this proposal responds to. The school is also proposing to deliver Specialised Diplomas in Sport and Active Leisure (SAL) building on Sports College status, Society Health and Development SH&D to allow those currently taking the Higher Diploma in Yr 10 to progress and Travel and Tourism (T&T), all at level 2 and 3 post 16.

Consultation 11. Evidence of the consultation before the proposals were published including— (a) a list of persons who were consulted; (b) minutes of all public consultation meetings; (c) the views of the persons consulted; (d) a statement to the effect that all applicable statutory requirements in relation to the proposals to consult were complied with; and (e) copies of all consultation documents and a statement on how these documents were made available.

1. The following people were consulted: - Representatives of Devon County Council including officers and elected representatives and the LSC; Directors of CYPS in Cornwall, Torbay, Plymouth, Somerset and Dorset; all pupils and families of the pupils at the school, all members of the school staff; local residents; the governing bodies and staff of all other secondary schools in North Devon and Torridge and feeder primary schools in the LLC; representatives of Petroc, Exeter College, Bicton College and Duchy College as the main providers of post 16 education in

the area; Trade unions who represent staff at the school and other schools in the area; the MP for Torridge and the local county, borough and parish councillors; representatives of faith groups in Devon; representatives of the PCT and NHS in Devon. 2. A public consultation evening was arranged for the 22nd of April but was postponed till the 5th May due to staff absence (volcanic ash). Advance notice was provided through letters to interested parties as listed in part 1 and, prominently, through the school website. The meeting was part of a consultation period from 22nd March to the 14th May 2010. The views of those who attended the meetings were supportive of the proposal. All written responses are attached. There have been two letters of objection. The first letter was from Mark Juby the retiring Principal of Pilton Community College. The objection is not a representation of the views of the school or the governors. The letter agrees with the provision of the post 16 Diploma in Environment and Land based Studies but not with the other 3 diplomas. The other is from David Dodds, Principal of Petroc. Petroc, along with all other post 16 providers that the pupils from the school attend, was sent information on the consultation (a copy of the leaflet) and a letter inviting them to comment. The objection is on the grounds that any provision would have a detrimental effect on the wider curriculum offer available to young people in North Devon. Funding would be cut making some courses unviable at Petroc, the provision would be “inefficient” and that research by the College indicates that that the demand for the curriculum offered is not viable. The offer is then made to commission work to look at the best option for a solution to the issue of land based provision in North Devon. The views of the two objectors were not supported by any statements or responses to the inclusion in the local Area Plan since last September. Both objectors have been invited to attend meetings where the proposal was discussed and agreed before it was put into the plan by Mike Colton as the area 14-19 co-ordinator and no reservations, objections or even comments were made by any institution. Indeed, to be included in the area plan any proposals need to be agreed by NORDAB Principals and deputies and so these letters of objection are contrary to the assent that has previously been given. The proposal makes it clear that this is not displacement of students from one A level offer to another. The curriculum is about the development of new qualifications which are currently unavailable in North Devon to attract new learners. There are no clear plans to introduce either Level 3 Diplomas by any other post 16 institution or to make provision for the delivery of land based and environmental courses and while this happens the demand for these courses continues to be unmet. Contrary to the assertions made, the offer is value for money with minimal capital cost and will provide a practical solution as a n option for a large number of students in the area. Evidence from take up at Great Torrington shows clearly that where there is appropriate and high quality IAG, young people will choose Diploma and Land based courses and achieve on them. 3. All applicable statutory requirements in relation to the proposals have been complied with. 4. A copy of the consultation document is attached and was made available in printed format and clearly invites all interested parties to the consultation evening. The consultation document was also made available through the school website together with a more detailed report on the proposal. All responses to the consultation have been kept on publicly open file and are attached.

Project costs 12. A statement of the estimated total capital cost of the proposals and the breakdown of the costs that are to be met by the governing body, the local education authority, and any other party.

Currently there is no surplus accommodation in the school. To make curriculum provision for post 16 students it would normally be necessary to construct additional accommodation to allow the delivery of the proposed curriculum and the additional elements of post 16 education. The proposal for the development of post 16 provision and the attendant building programme would sit alongside our existing plans. We will not be seeking to address any existing premises issues through the new buildings.

However it has been made clear that in the present economic climate there is unlikely to be funding from the LSC/LA for capital projects in the near future. Until further capital funding is made available for purpose built accommodation the school is planning that the core provision of the Level 2 and 3 Diplomas post 16 could still be delivered using existing facilities. A prioritised list is shown below: -

1. The use of “Investing in Devon” funding to alter, adapt and extend current general classroom accommodation for post 16 use (£40,000 as designated in Area 14-19 plan). 2. The freeing up and adaptation of classroom accommodation as a consequence of falling roles which can then be adapted for post 16 delivery. The school forecast module (attached) supplied by the LA in January 2010 indicates that NOR at the school will have declined to around 842 in September 2011 and 781 in September 2012 meaning that there will be a spare capacity in the school of just under 120 places for an additional 80 students post 16. In addition the ONS population projections for Torridge from 2006 (attached) indicate no rise in the 15-19 population of the area after 2011 when it will decline from a peak of 4,200 to 3,800 in 2016. In addition at the recent local community event “Torrington: the next 20 years” the local area plan was discussed. 1000 houses were planned for Torrington, of which 300 had already been built, leaving another 700 to be built in the next 10 years (if developers can be found). Most of the purchasers are expected to be in the older age range and so will not generate the usual numbers of secondary age children associated with such developments. The use of accommodation in this way for post 16 provision represents real value for money and is very cost effective. 3. The adaptation of parts of the school grounds for Real Work Environments including fencing and storage facilities and extending sports and fitness facilities using Applied Learning funding (£17500) 4. The use of the teaching facilities and gardens at RHS Rosemoor (no charge envisaged). 5. The use of local employers premises for extended work placements (no cost). This would be a cheaper alternative to the provision of land with teaching facilities. 6. Delivery at other schools in the area facing the same demographic changes (using available classroom space as consequence of falling roles - no additional cost) 7. The possible use of an industrial unit training facility at Hatchmoor industrial estate. The proposal to build such a facility has been at the planning stage for some time and could be adapted for post 16 provision. (see attached email)

The school would be able to commit funding from its own capital development funding as this becomes available.

13. A copy of confirmation from the Secretary of State, local education authority and the Learning and Skills Council for England (as the case may be) that funds will be made available (including costs to cover any necessary site purchase).

14-19 area plan attached

Age range 14. Where the proposals relate to a change in age range, the current age range for the school.

The current age range is 11-16

Early years provision 15. Where the proposals are to alter the lower age limit of a mainstream school so that it provides for pupils aged between 2 and 5— (a) details of the early years provision, including the number of full-time and part-time pupils, the number and length of sessions in each week, and the services for disabled children that will be offered;

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(b) how the school will integrate the early years provision with childcare services and how the proposals are consistent with the integration of early years provision for childcare;

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(d) assessment of capacity, quality and sustainability of provision in schools and in establishments other than schools who deliver the Early Years Foundation Stage within 3 miles of the school; and

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(e) reasons why such schools and establishments who have spare capacity cannot make provision for any forecast increase in the number of such provision.

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Changes to sixth form provision 16. (a) Where the proposals are to alter the upper age limit of the school so that the school provides sixth form education or additional sixth form education, a statement of how the proposals will— (i) improve the educational or training achievements; (ii) increase participation in education or training; and (iii) expand the range of educational or training opportunities for 16-19 year olds in the area;

(i) improve the educational or training achievements for 16-19 year olds in the area; • The school has demonstrated its current high quality provision through: the gaining of High Performing Specialist Status on the basis of the good OFSTED that was given to the school in 2006 and the CVA measure in the same year that put the school in the top 7% of schools in the country; the effectiveness of its work as a Specialist Sports College particularly the excellent work in developing healthy lifestyles; the gaining and effective implementation of a second Specialism in Applied Learning from 2008 and the continuing improvement in exam results at Key Stage 4 in subjects related or otherwise to both of the school’s Specialism’s. • Since becoming an HPSS the school has demonstrated the ability to raise attainment year on year. Last year 75% of pupils gained 5A*-C grade, a substantial increase from the 59% achieved in 2007. In addition 55% achieved 5A*-C including English and Maths, up from 47% in 2007. This has been achieved by a clear focus on learning, excellent teaching and a commitment to provide the support systems needed for all pupils to achieve. The consequence is that there is increased demand for level 3 courses, both from Torrington and other schools in the area. • The school plays a pivotal role in the development of its area of Specialism in North Devon as the hub for the North Devon PEDPASS Partnership. Despite being one of the largest Sports Partnerships in the country with the attendant issues of transport and communication it has exceeded its targets. Strong partnership work has enabled it to increase young people’s participation in sport significantly in the area. In addition the school has developed a successful Gifted Athletes programme for talented young sports men and women across North Devon. Results in PE are amongst the best in the county with over 95% of pupils leaving school with a PE qualification. • The Applied Learning Specialism has led to improved results in applied courses such as Applied Business, Applied Engineering and Applied Science as well as leading to an increase in the range of courses offered and the take up on these courses. The school has invested in CPD for the staff involved which has led to improvements in learning and teaching. The school has been the main driver of the development of Diplomas in the NORDAB area, leading on the development of two lines and on the development of consortium arrangements. • We are planning to move from being a good school with outstanding features to being an “outstanding” school at our next OFSTED. On the basis of lesson observations made last year 35% of lessons were excellent and 57% were good. The school provides a high quality education for all its pupils and has the capacity and ability to do

this for students’ post 16 in a school environment, something that they do not have the opportunity to access at present. • Educational and training achievement will improve because: o There will be more coherent progression routes post 16 for students who are, and will be, taking Diplomas at Key Stage 4. Current level 2 SH&D pupils, for example, will be able to progress onto the level 3 Diploma. o In particular there will be more young people taking qualifications in ELBS, for which there is no provision currently in N. Devon. o There will be alternative and more diverse progression routes for KS4 pupils currently studying vocational subjects such as Leisure and Tourism, Health and Social Care and OCR Nationals in Sport and Leisure. This also applies to KS4 pupils who are currently taking more academic GCSE subjects. o There will be considerable employer involvement in planning and delivering the Diplomas. Their extensive involvement in Diploma development and the commitment to an extended period of work placement will ensure that students will acquire the skills to make them work ready. o The availability of employees who are qualified in the Diploma lines will encourage employers to be more demanding in terms of qualifications when seeking employees. Accreditation for skills acquired is low in the employment sectors covered by the diploma lines, particularly ELBS, and this will lead to greater demand for training by the current workforce. o The diploma has a clear focus on the development of Personal Learning and Thinking Skills (PLTS) which will be accredited through the Certificate of Personal Effectiveness (COPE) or ASDAN Wider Key Skills at level 2 or 3. Students will acquire more effective study skills which in turn will make them more successful learners, raising motivation and standards. The high quality provision of impartial Information, Advice and Guidance (IAG), also integral to the Diploma, will assist in this process and the provision of this locally in Torrington will reduce the number of NEETS in the area. o The local provision of post 16 courses will reduce the number of young people who become NEET who drop out of courses they are studying because of the travel involved. o The school can use its expertise in learning and teaching to share good practice through partnership work in NORDAB and the PEDPASS partnership. ii) increase participation in education or training for 16-19 year olds in the area; • The Career Aspirations survey carried out by NORDAB in 2007 for Yr 7, 8 and 9 at Great Torrington School (399 respondents) showed that 36% would be interested in the SAL Diploma, 14% in ELBS, 10% in SH&D and 5% in T&T. All year groups showed significant interest in the Diploma option. The pupil survey carried out in 2008 for Year 9 , 10 and 11 (302 respondents) showed that nearly half (46.5%) would prefer a broad range of both academic and vocational subjects including Diplomas with additional links to Colleges for specialist provision to be offered post 16. This response was far greater than the response for Vocational courses only (21.6%) or Academic subjects only (13.3%). The proposal for a broad range of academic and vocational subjects including Diplomas was 18.6%. These surveys clearly show that there is a strong interest in the applied learning that Diplomas offer. The model of collaborative provision put forward in this proposal has a significant measure of support from pupils in the school over the more traditional models of post 16 provision. • Data from Connexions indicates that there are a significant number of NEET (Not in Employment, Education or Training) young people across North Devon. A recent “snapshot” indicated that there were a total of 332 young people who were NEET in North Devon (see attached Connexions paper). At 8% (September 2009), this is well above the Devon Target of 5% (November 2009). The post 16 proposal at Torrington will reduce this figure, attracting new learners and retaining more young people in Education and Training. • The young people most likely to benefit from this post 16 provision will live in Bideford,

Holsworthy, Barnstaple, South Molton, Chulmleigh, Umberleigh, Winkleigh and Torrington. The number of 16-18 NEETs in these locations on 10/09/2009 totalled 296 alone. • It is recognised that level 2 and 3 Diploma courses would not be appropriate for all these young people. Research into the causes of young people becoming NEET in Teignbridge (Newton Abbot Skill Centre Final Report) found that they were complex but that a consistent finding in the wealth of studies undertaken is that multiple disadvantage indicates a strong likelihood of becoming NEET. Some studies have identified certain factors as being of particular importance including low family income and geographical isolation exacerbated by poor transport links, issues that strike a chord with EET providers in North Devon. In the Newton Abbot study the most quoted barrier identified in the stakeholder consultation was accessibility to learning provision. The issues of distance, perceived distance and time taken to travel to access learning post 16 features highly in the more rural isolated communities in North Devon such as Torrington and Holsworthy. Long bus journeys for young mothers and learners with learning difficulties create difficulties which can become too daunting for them. The post 16 proposal for Torrington will help break down the barriers created by distance. • In addition the post 16 provision at Torrington will promote the provision of IAG and extend its availability to all young people in the area. For example, nearly 50% of 16-18 NEETs are unavailable for work in Torrington due to pregnancy. This is a complete reversal of the very low incidence of teenage pregnancy at the school which can be attributed to the excellent guidance provided by the school. Those who are 16-18 NEET in Torrington have no access to IAG locally. • The Raising of the School Participation Age (RPA) means that every 17 year old will have to be in learning by 2013 and all 16-18 year olds by 2015. Recent figures for North Devon of 81.6% in learning for 17 year olds and 72% for 18 year olds falls well short of this figure (Connexions 10/9/2009). Consequently, there will be a need for additional post 16 places. The recent downturn in the economy means that the availability of employment with training such as apprenticeships and other employment opportunities have been reduced considerably. The provision of the diplomas post 16 at Torrington offers an alternative route into employment which provides the necessary knowledge and skills with the academic rigour of other qualifications but also the occupational relevance. • Torridge is not a wealthy area. The Gross value Added (a measure of economic productivity) for Torridge is one of the lowest in the country and the average incomes are also amongst the lowest due to the low paid and part time nature of the employment opportunities available. It is no coincidence that the proportion of adults with Level 4 qualifications or higher is two thirds of the national average in Torridge and half in Torrington itself. By reducing the numbers of young people not in learning and providing a range of courses that were previously not available, this proposal will raise aspirations, develop skills and increase the % of more highly qualified working people in the area. • It is anticipated that there will be a strong demand for applied courses such as the Diploma at Level 3 and that learners will be made up of: - o A small number of NEET students. o A number of students who would have gone straight into employment without training. In particular this happens for a small number of Yr 11 pupils from the school (and others in the area) who go to work in land based, leisure and care industries locally and have no access to appropriate education or training. o Students who may have previously taken a more academic route such as AS levels but then dropped from the course as it did not suit their learning style. o Students who are progressing from level 2 Diplomas taken pre 16. In the first 2 years this would provide progression particularly for those following the SH&D Diploma. o Students who would have accessed courses at Bicton or Duchy for Land Based qualifications. However because of the local provision of a broad applied qualification such as the Diploma a range of other progression routes

(Foundation Degrees etc) will be opened up to learners at these institutions once they have gained the Level 3 Diploma. o Inevitably there would be some displacement of students from other institutions in the area, particularly PETROC. The numbers involved, however, are relatively small (40 per year) and the proposal is not to provide more of the same but in a different location. It is to provide qualifications and progression routes that currently do not exist in the area. In addition the proposal does not anticipate delivering the Additional and Specialist Learning at the school and there is agreement in principle to work with other post 16 providers in the area for this aspect of the Diploma to be delivered there.

(iii) expand the range of educational or training opportunities for 16-19 year olds in the area; • By 2013 all young people will be entitled to access to a full range of Diploma provision at each level. Currently there is no Diploma provision whatsoever post 16 in North Devon. To access provision young people have to travel to Budehaven in Cornwall (Society Health and Development) or to the East or South of the county. • Diploma provision at Higher and Foundation level pre-16 is being delivered at Great Torrington and Holsworthy for the SH&D Diploma only. Although the post 16 providers in North Devon are part of the NORDAB consortium in developing diploma provision there has been no indication that post 16 level 2 and 3 diplomas will be offered at these institutions in September 2010 or beyond. • The proposal expands the range of educational and training opportunities through the delivery of 4 diplomas from 2011 post 16; Environment and Land Based Studies, Sport and Active Leisure, Society Health and Development and Travel and Tourism. • In particular there is a significant gap in the provision of appropriate Environmental and Land Based courses in the area which this proposal responds to. To access these courses pupils from Torridge and North Devon have to travel to Duchy College in Cornwall (over one hour’s bus journey depending on home location) or pay for residential accommodation at Bicton in South Devon, an increasingly unaffordable option for many families. • LANTRA (the Sector Skills Council) estimates that there will be an additional 8000 jobs nationally in the sector by 2014. In the South West the sector is characterised by a highly skilled but poorly qualified work force. The proposals will address this by helping to provide a well qualified workforce to fill these jobs. • The anticipated curriculum for the Diploma in Environment and Land Based Studies is below. This would be the model for all Diplomas: -

Students may take this as a Progression Diploma (equivalent to two and half ‘A’ levels) or as a full Level 3 (three and a half ‘A’ level equivalent). This will be a 2 year programme with Principal learning in line with the course specification, delivered in collaboration with local employers and organisations and training providers.

Generic learning will include a tutorial programme including one to one mentoring on a regular basis with a mentor. The mentor will also support the Extended Project. The tutorial programme will be based around the development of PLTS and be accredited through the ASDAN Wider Key Skills or COPE at level 3 (most will have already achieved at level 2). CE-IAG will form a substantial part of this programme. Support for Functional Skills Level 2 for students who need the extra provision and Work Placements related to the line of learning will also be put in place.

Additional and Specialist learning In collaboration with partners, students may take related courses at Level 3 such as AS and A2 Sciences, particularly Environmental Science and Biology and Business Studies

Enrichment programme Students will have access to the wide range of extra-curricular activities provided at the school. In particular the opportunity to be involved in Duke of Edinburgh Silver and Gold awards, Ten Tors and the wide range of sporting provision afforded by Sports College status.

Admission Requirements At least 5 A*- C GCSE with English and Maths or equivalent or a Higher Diploma (level 2). Functional Skills level 2 in English, Maths and IT. Students wishing to access ASL at other institutions will have to meet the institutions specific requirements to take the qualification.

Progression routes Higher education – Foundation (at Bicton or Duchy) or Honours Degrees in Environment and Land based related courses Employment with or without an apprenticeship in land based industries.

• The delivery of the curriculum and learner support will be the responsibility of the newly created position of Head of Post 16. They will be responsible for ensuring a high quality and coherent learning experience for all students. • All students will be assigned a tutor who will be responsible for monitoring progress, liaising with parents and all aspects of student welfare. Students will be able to access support through TICTAC (Teenage Information Centre/Teenage Advice Centre), counsellors for a variety of health and welfare issues and a Connexions Personal Adviser. The school would work with providers to make these services locally available to all 16-18 year old in Torrington. The SEN Department will support students with any additional needs. • IAG will focus on the diplomas before choices in Year 11, during the choices process and after choices have been made. Quality IAG will be embedded into planning, and teaching, targets will be set and monitored and CPD provided to support staff in providing high quality guidance. The focus will be on career pathways through the diplomas and all potential students will have individual interviews to ensure the Diploma choice is appropriate. Diplomas will be promoted to atypical learners and their parents. The school will work with employers to promote diplomas and support learners on work placements. The provision of same sex mentors will assist in overcoming gender stereotyping. To improve the quality of IAG provision the school will listen to learner voices and involve students in planning and delivery. IAG activities will be evaluated and good practice shared. The school will work with other schools in North Devon to raise awareness of the Diploma offer through attendance at learning fairs, open evenings for Yr 12 choices, inclusion in CE teaching programmes and open days at the school.

(b) A statement as to how the new places will fit within the 16-19 organisation in an area;

• There are currently 3 post 16 providers in the area apart from some private schools. These are Bideford, Ilfracombe and Petroc (North and East Devon sites). Small numbers of pupils in the area access other provision at Exeter, Duchy and (in the west) Budehaven. • In 2009 there were 1757 16 year olds who left school. By far the largest majority attended Petroc (North Devon) with smaller numbers attended Bideford and Ilfracombe. This is reflected in the NOR for Petroc (3553 including HE and other provision) with Bideford at 183 and Ilfracombe at 156. • With the RPA being introduced in 2013 there will be an increase in demand for places post 16. For example in 2008, 89% of the 1774 year 11 leavers continued in learning or

employment with training. To meet the requirements of RPA, another 195 places would be required. • In addition although attainment at the end of KS4 across N. Devon is below the Devon average (2009 51% A* - C Including English and Maths as compared to 52% for the county) the trend is strongly upward. In 2008, 763 pupils achieved 5* A- C including English and Maths but this increased to 899 in 2009, an increase of 136. All these young people will need to be provided with access to appropriate Level 3 courses, including Diplomas. • The proposal involves collaboration with other post 16 providers so that students taking the Diplomas could access Additional and Specialist learning at other institutions, in particular AS and A level courses which are required for access to HE. Rather than diminishing numbers on these A level courses, the proposal is likely to increase them. • Learner numbers are based on research into demand from pupils and demand from the sector for increased and more highly skilled work force (LANTRA SSA summary). Numbers showing interest in the Work based Learning Land based provision currently on offer for the NORDAB consortium based at Great Torrington are increasing ( 20+ next year) as awareness grows There is also the evidence from the successful take-up of the SH&D diploma this year (14) and the demand in the school for places on the OCR National in Sport at Level 2 (demand exceeds the 15 places available). In addition to the demand from young people from Great Torrington, students from the wider North Devon area have shown interest in the offer proposed. • A pattern of recruitment of Diploma students (for each diploma) is below: - Level 3 (Advanced) Progression from post 16 level 2 Diploma 2 Those who progress from level 2 Diploma pre-16 3 Those making an alternative choice 5 Total 10

• In summary, the proposal for Great Torrington would enhance provision in the area by; - o Providing additional capacity needed as a consequence of increased demand for level 3 courses with the introduction of RPA and improving educational attainment across North Devon. o Extend the range of qualifications available in North Devon. Level 3 Diplomas are not available elsewhere in the area. o Improve access and choice of both courses and institutions for learners particularly those from Great Torrington, Holsworthy, Chulmleigh, Bideford and to a lesser extent the Barnstaple schools and South Molton.

(c) Evidence — (i) of the local collaboration in drawing up the proposals; and (ii) that the proposals are likely to lead to higher standards and better progression at the school;

(i) of the local collaboration in drawing up the proposals

The school has an extensive and impressive record of working in collaboration with all of its partners to improve quality and range of provision not just for the learners at the school but for the whole NORDAB consortium. In drawing up these proposals the school has collaborated with its partners by:- • The school was the lead partner in the writing of the Gateway 3 bid for the Environment and Land Based Specialised Diploma submitted last year. This involved co-ordinating

the arrangements for delivery from five schools and two FE colleges including Bicton in East Devon. Although not successful initially due to factors beyond the control of the consortium the changes to the bid will ensure its implementation at Level 1, 2 and 3 in 2011. • The school made a significant contribution to the successful Society, Health and Development Diploma Bid for Gateway 2 by negotiating the collaborative arrangements that have been put in place across the consortium of 4 schools and one FE college for the delivery of this and subsequent diplomas. The school led the writing of Part A of the bid and established protocols and procedures for the effective operation of the partnership. Currently there are pupils from 3 schools participating at level 2 and 3 and the induction process has been described by OCR as a model of good practice. Next year’s uptake at the school has increased by 50%. • The school has led on the NORDAB Gateway 4 bid for the Sport and Active Leisure Diploma and has contributing to the development of the Travel and Tourism Diploma. Both bids were successful. • The school has also promoted effective collaboration across North Devon in its role as a Sports College. Through its management of the School Sports Partnership (PEDPASS) it has promoted partnership working across 9 secondary and over 80 primary schools (the largest Partnership in the country). We have worked with our partners to enhance the quality of teaching and learning of PE and sport through the use of IT, by developing the quality of leadership and providing opportunities for pupils from an EBD residential school to participate in PE. We have set up International links with schools in France and Ethiopia. • With its second specialism in Applied Learning the school is part of the Applied Learning network in the South West. The school’s Employer’s Forum is a model of good practice with a vast range of activities and experiences being provided for pupils in collaboration with local employers. • The school is managing a collaborative work based learning course in Land Based Operations (Level 1) for 10 learners this year (increasing to 20 for next Year 10). The course is taught and assessed by staff from Duchy College, is delivered through work placements located near to participating schools and at Great Torrington School and involves pupils from 3 schools including a nearby residential EBD school (Marland). Similar collaborative courses are being implemented in September 2010 in Motor vehicle repair and Hair and Beauty. All Diploma bids involving the school have stated that Level 3 provision would be delivered at the school and this has been agreed and supported by all members who signed up to the partnership and the consortium. In addition the post 16 provision at Great Torrington has been regularly discussed in 14-19 Area planning meetings and at NORDAB strategy meetings. Representatives of all members of NORDAB have been invited to these meetings along with representatives of the Local Authority and the LSC. The proposals are clearly included in the relevant sections of the plan which has been agreed by NORDAB and comments have been invited at every meeting. No objections to the proposal have been raised at any meeting of either the 14-19 area planning group or the NORDAB Strategic group. A copy of the NORDAB 14-19 area plan containing the proposals is attached.

(ii) that the proposals are likely to lead to higher standards and better progression at the school; • Standards at Great Torrington have risen over the last 3 years. In 2007 47% of Yr 11 pupils achieved 5A* - C. This is now 54%. Last year 75% achieved Level 2 (5A* - C grades) up from 59% in 2007. The rise is due to the steady improvement in the quality of teaching and learning and the growing expertise of the staff. The provision of post 16 Diplomas at the school would enhance the skills of the staff still further. • By providing alternative and more appropriate routes through the Diploma progression for some students post 16 will improve. This will also apply to students from other

secondary schools nearby for the reasons explained above. The impact of enhanced IAG at the school will have a similar impact. • In a recent parents survey (Kirkland and Rowell January 2010) parents were asked if they expected their children to go to University and how important it was that they went. Responses indicating that the % of parents that did not expect their children to go to University were significantly higher than the national expectation. In addition significantly fewer parents thought that it was important that their children went to University than the national picture. Post 16 provision at Great Torrington would raise the aspirations both of the community and specifically the young people attending the school thereby improving motivation and raising standards still further.

(d) The proposed number of sixth form places to be provided.

17. Where the proposals are to alter the upper age limit of the school so that the school ceases to provide sixth form education, a statement of the effect on the supply of 16-19 places in the area.

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Special educational needs 18. Where the proposals are to establish or change provision for special educational needs— (a) a description of the proposed types of learning difficulties in respect of which education will be provided and, where provision for special educational needs already exists, the current type of provision;

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(b) any additional specialist features will be provided;

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(d) details of how the provision will be funded;

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(e) a statement as to whether the education will be provided for children with special educational needs who are not registered pupils at the school to which the proposals relate;

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(f) a statement as to whether the expenses of the provision will be met from the school’s delegated budget;

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(g) the location of the provision if it is not to be established on the existing site of the school;

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(h) where the provision will replace existing educational provision for children with special educational needs, a statement as to how the local education authority believes that the new provision is likely to lead to improvement in the standard, quality and range of the educational provision for such children; and

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(i) the number of places reserved for children with special educational needs, and where this number is to change, the proposed number of such places.

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19. Where the proposals are to discontinue provision for special educational needs— (a) details of alternative provision for pupils for whom the provision is currently made;

N/A

(b) details of the number of pupils for whom provision is made that is recognised by the local education authority as reserved for children with special educational needs during each of the 4 school years preceding the current school year;

N/A

(c) details of provision made outside the area of the local education authority for pupils whose needs will not be able to be met in the area of the authority as a result of the discontinuance of the provision; and

N/A

(d) a statement as to how the proposer believes that the proposals are likely to lead to improvement in the standard, quality and range of the educational provision for such children.

N/A

20. Where the proposals will lead to alternative provision for children with special educational needs, as a result of the establishment, alteration or discontinuance of existing provision, the specific educational benefits that will flow from the proposals in terms of— (a) improved access to education and associated services including the curriculum, wider school activities, facilities and equipment with reference to the local education authority’s Accessibility Strategy; (b) improved access to specialist staff, both educational and other professionals, including any external support and outreach services; (c) improved access to suitable accommodation; and (d) improved supply of suitable places.

N/A

Sex of pupils 21. Where the proposals are to make an alteration to provide that a school which was an establishment which admitted pupils of one sex only becomes an establishment which admits pupils of both sexes— (a) details of the likely effect which the alteration will have on the balance of the provision of single sex-education in the area;

N/A

(b) evidence of local demand for single-sex education; and

N/A

(c) details of any transitional period which the body making the proposals wishes specified in a transitional exemption order (within the meaning of section 27 of the Sex Discrimination Act 1975).

N/A

22. Where the proposals are to make an alteration to a school to provide that a school which was an establishment which admitted pupils of both sexes becomes an establishment which admits pupils of one sex only— (a) details of the likely effect which the alteration will have on the balance of the provision of single-sex education in the area; and

N/A

(b) evidence of local demand for single-sex education.

N/A

Extended services 23. If the proposed alterations affect the provision of the school’s extended services, details of the current extended services the school is offering and details of any proposed change as a result of the alterations.

N/A

Need or demand for additional places 24. If the proposals involve adding places— (a) a statement and supporting evidence of the need or demand for the particular places in the area;

The case below is for the ELBS diploma alone as an example of the need for additional places. Similar data is available from the other sector skills councils covered by the other Diploma lines in the proposal: -

The environmental and land-based sector is complex and diverse, covering 17 industries grouped into • Land management and production • Animal health and welfare • Environmental industries. These seventeen industries represent approximately 1 million employees, or 3.4% of the total employment in the UK. It is estimated that within the scope of its footprint, LANTRA (the Sector Skills Council for Environment and land based industries) represents over 210,000 businesses. It is probable that LANTRA also represents the interests of 500,000 volunteers across the sector. A recent estimate has put the footprint’s contribution to national GDP at 5.67%.

Micro-businesses predominate across the sector, as almost 90% of the businesses within the sector employ less than ten people. It is estimated that about half of all businesses in the sector employ no staff at. Self-employment is a key feature of the business population. Of the total workforce, approximately 80% are proprietors of businesses, whilst 20% are employed staff. Companies employing 50 or more staff account for only 1% of the business population.

The age breakdown of the sector’s workforce shows that a proprietor is likely to fall into age brackets above 45 years old. Indeed, just fewer than 80% of all proprietors are estimated to be over the age of 45. Just under half of all proprietors are thought to be over the age of 55. The most common age bracket for employed staff is 25 to 34 years, with about a third of all staff in this age category. Only 10% of staff are over 55 years of age.

The table below shows there is need for additional places in the area 1. To improve the skills of the workforce and accredit the skills that already exist 2. To replace the workforce being lost to retirement over the next few years which, despite a decline in demand for employment will result in an additional 8000 vacancies by 2014 in the South West alone

LANTRA SW Region Sector Summary Sector Size and Business Unit Size Sector South West Region Number of Businesses 23,600 Size of workforce 56000 % of sector employment in England 14% % of total employment in region 2.2% % Businesses employing less than 10 staff 99% Sole proprietors 69% Largest subsector - Agriculture 57.2% Second largest sub sector - Horticulture 11.6%

Workforce profile % male 68% % female 32% % of workforce >50 (30% population regionally) 38% % workforce 25-49 (57% population regionally) 46%

Workforce Qualifications Level 2 28%

Qualified to level 4+ (31% for SW as a whole) 12% % of workforce without qualifications (SW average for all 15% industries 8%) Vacancies 2007 (LANTRA establishments) 1475 % hard to fill vacancies 56% % vacancies due to skill shortage 39% Employees trained in last 34 months (national 29%) 12%

Forecast employment changes Jobs lost 2004 – 2014 due to contraction of sector employment 14000 Jobs needing to be filled 2004-2014 due to replacement demand 22000 Net increase in jobs available 8000

Green and pleasant land in crisis

“Could farmers become extinct by 2035?" asked the invitation to the launch of an event held last week to highlight skills shortages in farming.

LANTRA, the sector skills council for environmental and land-based trades, put forward this doomsday scenario, pointing out that 15,900 farming jobs are being lost every year and that 38% of the agricultural workforce is expected to retire within the next 10 years.”

The Guardian, Tuesday 17 June 2008

(b) where the school has a religious character, a statement and supporting evidence of the demand in the area for education in accordance with the tenets of the religion or religious denomination;

N/A

(c) where the school adheres to a particular philosophy, evidence of the demand for education in accordance with the philosophy in question and any associated change to the admission arrangements for the school.

N/A

25. If the proposals involve removing places— (a) a statement and supporting evidence of the reasons for the removal, including an assessment of the impact on parental choice; and

N/A

(b) a statement on the local capacity to accommodate displaced pupils.

N/A

Expansion of successful and popular schools

25A. (1) Proposals must include a statement of whether the proposer considers that the presumption for the expansion of successful and popular schools should apply, and where the governing body consider the presumption applies, evidence to support this.

(2) Sub-paragraph (1) applies to expansion proposals in respect of primary and secondary schools, (except for grammar schools), i.e. falling within:

(a) (for proposals published by the governing body) paragraph 1 of Part 1 to Schedule 2 or paragraph 12 of Part 2 to Schedule 2;

(b) (for proposals published by the LA) paragraph 1 of Part 1 to Schedule 4 or 18 of Part 4 to Schedule 4

of the School Organisation (Prescribed Alterations to Maintained Schools) (England) Regulations 2007 (as amended).

N/A

23 APPENDIX 2

Great Torrington Community School Sports College Calvesford Road

Great Torrington Devon EX38 7DJ Headteacher: Mrs Dianne Nicholson Tel: 01805 623531 Fax: 01805 624332 Statutory Notice to extend the age range at Great Torrington School Notice is given in accordance with section 19(3) of the Education and Inspections Act 2006 that the Governing Body of Great Torrington Community School Sports College intends to make a prescribed alteration to Great Torrington Community School Sports College (A Foundation School), Calvesford Road, Great Torrington, Devon EX38 7DJ from 1st September 2011. The proposal for Great Torrington Community School is: To extend the age range of the school to 11-18 with effect from September 2011 to deliver Specialised Diplomas post 16. From 1st September 2011 40 students will be admitted in year 12 with 40 in 2012 giving a maximum of 80 students post 16. From 1st September 2011 four Specialised Diplomas will be offered by the school and its partners post 16 for all young people in North Devon. The increase in the numbers post 16 will be offset by a decline in the numbers 11-16 at the school due to demographic factors. The current capacity of the school is 900 and the proposed capacity will remain at 900. The current admission number for the school is 180 and the proposed admission number will also remain at 180. The proposal will be implemented by the Governing body. This Notice is an extract from the complete proposal. Copies of the complete proposal can be obtained from: Mr. M Clarke, Deputy Headteacher at the school or from www.greattorrington.devon.sch.uk Within four weeks from the date of publication of this proposal, any person may object to or make comments on the proposal by sending them to: Karen Crockwell, Strategic Planning Group, Room 120, CYPS Devon County Council County Hall , Topsham Road, Exeter, Devon EX2 4QG or email [email protected]

Signed: Michael Bamborough (Acting Chair of Governors)

Publication Date: 20th May 2010

Great Torrington Sixth Form Proposal APPENDIX 3 Public Notice stage Communication Representing Dated Support/Object Summary

Principal of Duchy College 17-Jun support It would encourage many local students to stay in education thus meeting the Raising of the School Education Age which becomes mandatory in 2015. Would welcome the opportunity to work in partnership with the sixth form as we currently do with the community college.

Barnstaple Campus is the most accessible location for the vast majority of students across a large primarily rural area.

This proposal risks damaging a balanced tried and tested model undermining an excellent tertiary set up and the

Principal of PETROC 16-Jun-2010 object college could be forced to cut educationally valuable but economically unviable courses reducing choice.

Establishing small centres of post-16 provision does not make economic sense in current financial times

NORDAB should commission a piece of work relating to land-based provision to establish the most cost effective solution.

Principal & Chief Exec Bicton 17-Jun support See the proposal as a great opportunity to increase the range of curriculum programmes on offer to your students and fully support College the proposal. writing as Principal of Pilton Aware of the desperate need within North Devon of post-16 Environment and Land-based Studies and I support this aspect of the College - although stated his application. Concerns relate to the wider direction of post-16 provision which is being proposed. To increase the provision at GTS 16-Jun object comments are his personal would only diminish uptake at PETROC - which would reduce funding streams and so resources which would have a direct impact observations on pupils in the Barnstaple, Braunton and South Molton areas (who would find travel to Torrington prohibitive). Results could be a significant reduction in the range and quality of courses offered at PETROC, which while advantageous to pupils of GTS, would have deleterious affect on the wider post-16 community of North Devon.

Acknowledge the proposal has been included in the local area plan but it would have been helpful for it to be identified as a local need and an assessment of that need had been carried out and agreed as a solution within the strategic vision of North Devon Academic Board (NORDAB) as a partnership. For it simply to be placed within the plan does not carry the endorsement of every partner. The objections you have received raises the issue around the discussion that has taken place within NORDAB and the object general understanding and implications of the proposal. We can't see how your proposal has been endorsed within the partnership without previous discussion with PETROC and raises the more serious concern surounding the area planning process. Your Devon Local Authority 17-Jun-2010 intention to provide a limited curriculum based around the Specialised Diplomas raises issues around the funding available and the additional resource required to make a viable cohort that receives good quality provision. Projections show a decline in overall employment in South West land based businesses in the period to 2014 and with the prediction that the 16-18 resident cohort is projected to fall by approx. 6% by 2015 indicates that it will be very difficult to maintain a viable cohort size. The financial threat to th

The financial threat to the 11-16 provision combined with the uncertainty around post-16 funding for the next few years is too great a risk to place on a school that does not have the experience of this type of provision and current resource to support development of such a curricular area.

Parent of Great Torrington 20-Jun-2010 support School Children in my village are travelling by bus to Duchy College every day - a ridiculous journey or even further to get the education they need. With the school's track record of providing such a high standard of schooling it would be madness not to go down this route. Communication Representing Dated Support/Object Summary

North Devon College already runs two of the courses proposed at Torrington. If Torrington were to run a similar course, I fail to see how it could recruit a viable course without some form of pressure being put on pupils to achieve a sustainable group. Travel and Personal (was for 21 years the Tourism is a specialised course and is best taught by those with appropriate specialised qualifications and experience in the Principal of North Devon 07-Jun-2010 object industry. Similarily the Sports and Leisure courses at NDC are well established and successful. Bicton College, Cornwall College, College) NDC and several private training providers have all failed to sustain viable horticultural provision in North Devon. I am sure that the school could start a course but there is not the amount of local employment in the industry to sustain it. If Devon accedes to this request it will totally disrupt the education transport system in North Devon, thereby significantly increasing cost at a time of economic hardship. I would remind the council that much the same case was put forward a few years ago when an illegal sixth form was started at Holsworthy. The class sizes, retention rates and success rates during its two years of existence were extremely

7 responses to the public notice:

3 in support: all brought forward from consultation stage as requested.

4 objections: 2 brought forward from consultation stage as requested. LA consultation response was also brought forward but a further letter was also submitted in response to the Public Notice

As at 2 July 2010: No response has been received from Exeter College confirming their view of the proposal.

APPENDIX 4

SUMMARY OF REPLIES FROM GREAT TORRINGTON TO MAIN POINTS IN REPRESENTATIONS

The proposal makes it clear that this is not displacement of students from one A level offer to another. The curriculum is about the development of new qualifications which are currently unavailable in North Devon to attract new learners. There are no clear plans to introduce either Level 3 Diplomas by any other post 16 institution or to make provision for the delivery of land based and environmental courses and while this happens the demand for these courses continues to be unmet. Contrary to the assertions made, the offer is value for money with minimal capital cost and will provide a practical solution for a large number of students in the area. Evidence from take up at Great Torrington shows clearly that where there is appropriate and high quality IAG, young people will choose Diploma and Land based courses and achieve on them.

It is intended to provide a limited curriculum based around the Specialised Diplomas, not just for young people at Great Torrington School but for all young people across North Devon and Torridge. Offering a wide range of courses to ensure viability is not an issue. This is not learner displacement.

It would be difficult to make any revenue projections regarding this because of the lack of agreed processes as to how the post 16 providers will be funded after 2011. The position is that in 2010-2011 current arrangements will continue but the school has been given no detail except the assertion that “similar arrangements will be made in the future”.

The proposals have been included in the 14-19 Area Plan since 2009 and the LA has been aware of the proposals for some time now. The complete proposal shows that there are likely to be an increase (not a projected fall) in 16-18 numbers. This is not merely displacement of current learners on courses already provided in the area. A great deal of discussion and work has gone into the North Devon Area Plan. There are no land based courses in North Devon and therefore there is a significant local need for these types of courses. Devon CC must be aware of this as they have given a great deal of funding to Rosemoor Gardens to develop facilities for these studies, and we plan to use these facilities. I have been assured that the contents of the plan have the support of all NORDAB partners.

North Devon College (sic) does not run any of the proposed courses. The Travel and Tourism Diploma has only been approved in the last Gateway bid in March 2010 and will not be introduced at any level until 2011 in North Devon by any school or College. The same applies to Sports and Active Leisure Diploma and the Environment and Land Based Diploma. The Society, Health and Development Diploma has been available for Petroc to deliver since 2009 but it has chosen not to.

The Environment and Land Based Diploma is not just about Horticultural. The complete proposal clearly gives LANTRAs view on employment in the sector in the future – 8000 more employees will be needed in the SW in the next few years alone. It is precisely because of its breadth that the Diploma will succeed as it will feed into employment opportunities in a wide swathe of industries which are important to the area.

This proposal is different in that it is a collaborative exercise involving all institutions in North Devon whereas previous attempts were largely made by individual institutions. The support therefore would be far stronger than for previous provision. The proposal builds on the extensive collaborative arrangements in place already at KS4 which has resulted in far more pupils across North Devon studying land based courses than for many years at level 2 as well as level 1. Yet there are no arrangements for progression on to level 2 or 3 post 16 still and the only option is for students to travel large distance to go to Bicton or Duchy. Incidentally, both these institutions support the proposal.

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Currently over 80% of 16 year olds continue in education or employment with training and with the RPA looming in 2013/2015 this will eventually increase to 100%. In addition the number of Level 3 learners has increased with improving standards and more pupils have reached the 5A*-C threshold. The increase in learner numbers as a result of these two changes will put considerable strain on the current provision. The displacement of pupils if the proposal goes ahead will be minimal as it is aimed at attracting new learners.

Although Petroc have been involved with the planning of the Diploma submissions the college has not, as yet, offered any at Higher or Advanced level, despite being in a position to do so.

No other institution in North Devon is intending to offer any Advanced Diplomas in 2011. Both GTS and Holsworthy Colleges currently have pupils who are taking the SH&D diploma at higher level. They need an Advanced Diploma to progress further and Petroc has not indicated that it will provide the appropriate courses.

The delivery of the post 16 courses would not just be at GTS because the diploma is to be delivered by the NORDAB consortium. In particular the additional and specialist learning for all diplomas (mostly A levels) will have to be delivered elsewhere, eg Bideford or Petroc and this will help numbers on courses in these institutions. So in fact it will increase the range and quality of courses available post 16 to young people in North Devon and be advantageous to all the post 16 community, including Petroc.

All the institutions in the area were sent the same consultation letter at the same time and they have all received it. Added to this there was the official consultation in the press as well as press interviews with Petroc etc.

Our research has shown that due to the number of workers retiring in this area, there will be significant work opportunities on the land. This is combined with the rise in the education and training age to 18 years, which will mean 10% extra in the 16 to 18 age range. This cohort will increase and Petroc has told us that they do not have suitable accommodation now for all 16 to 18 year olds, which is why they needed a new building.

We have the beginnings of a “true partnership” with Bicton and Duchy Agricultural Colleges. The Area Plan has agreed £40,000 start-up funding. There is no financial threat to the 11 to 16 provision and there is always uncertainty around post 16 funding, year in year out. If we do not set up this opportunity then no one else will. We are an innovative institution and have single-handedly led on a number of diplomas. We want to set up a specialised 14 to 19 provision, which does not exist in this area even though agriculture is the biggest industry. We want learners to be able to move onto advanced diplomas, which the main post 16 provider in North Devon has no intention of supplying. No one knows the future of the diplomas at the moment, but we do know that this type of vocational education is what is needed to make education meaningful and worthwhile for some youngsters.

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