Enfield Schools for the Future

Strategy for Change

Executive Summary

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CONTENT

Page Number

1. Introduction 3

2. The way forward – a summary 3

3. Priorities 4

4. Improving choice, diversity and access 5

5. Addressing underperformance 6

6. Personalising learning 6

7. Improving 14-19 learning opportunities 7

8. Improving inclusion 7

9. Developing extended schools and integrated children’s services in and around schools 8

10. Change and programme management 8

Appendices

Appendix 1: Summary of consultation arrangements on any school organisation changes 9

Appendix 2: Table 1 - Projected places for secondary schools 2017/18 9

Appendix 3: Table 2 – Provision for special educational needs 10

Appendix 4: The borough’s plans to make improvements to school buildings and ICT 10

The full version of Enfield’s draft Strategy for Change (SfC) is available here

This Executive Summary is intended to help consultees in responding to the consultation document, further copies can be downloaded at: www.enfield.gov.uk/downloads/SfCExecSummary.pdf

A consultation response form can be accessed here (Word file). If you do not have access to Microsoft Word you can view the response form as a pdf file here. To request hard copies of any of the documents please contact Hilary Biggs on 020 8379 3202 or via [email protected]

Responses to the consultation need to be returned by 25th March at the latest. The Council will consider all consultation responses before producing a final SfC by the end of March 2008.

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1. Introduction

This document: • provides an executive summary of the Council’s draft strategy to improve the education and children’s services provided by and through schools across the borough, so that every child enjoys and achieves; is healthy; stays safe; achieves economic well being; and makes a positive contribution • covers the key policy areas of: - choice, diversity and access - addressing underperformance - personalising learning - 14-19 education - inclusion - extended schools and integrated children’s services • sets out: - the Council’s approach to supporting schools with change management - how buildings and ICT could be improved • enables the development of principles for school organisation across the borough • will underpin the Council’s submission for Primary Capital Funding • helps show the Council’s readiness to deliver ‘Building Schools for the Future’.

2. The way forward - a summary

2.1. Once Enfield’s Strategy for Change has been finalised, the following strategies, plans and programmes will be produced: • a school organisation plan (the consultation arrangements on any proposed school organisation changes are set out in appendix 1). This could involve: - some new schools - some existing schools extending their age ranges, size and/or changing location - other schools retaining their existing size, age range and locations - creating more primary schools, including those that may be formed from existing infant and junior schools - increasing choice and diversity of schools, through and trusts • strategic plans for: - 14-19 provision - special educational needs - extended school provision - ICT, including an ICT managed service - improving school buildings - engaging parents, pupils and the wider community • schools’ individual Strategies for Change and a change management programme.

2.2 There need to be certain agreed ‘givens’ within these plans: • all schools will be good schools, achieving at least the national average at each key stage, and raising the standards achieved by underperforming groups • all schools should have equality of esteem and serve their community, acting as a focal point in their locality • each should have a specialism, and be self-governing • no changes to admissions policies, including the retention of single-sex schools • all schools should be in a partnership, and be inclusive, healthy schools, offering extended school provision and opportunities for student voice and parental engagement • where possible primary schools should cover the 3 -11 age range, in some cases being linked to a secondary school through co-location/federation/all-age schooling

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• all secondary schools should have places for 16-19 year olds, and have a lead role in relation to delivering the 14-19 curriculum • the concept of "smaller secondary communities" should be adopted wherever possible • all schools should offer personalised learning, supported through ICT • all schools should be enabled to have an international dimension.

3. Priorities

The authority proposes the following priorities for transforming the learning experiences and opportunities for young people and the wider community in Enfield: Pupils enjoying, achieving and having economic well-being Improve choice, diversity and access • ensure sufficient school places and that schools are of the right size and age range and in the right place to meet community needs • support schools in forming and sustaining partnerships, including with external organisations • support the development of academies and trust arrangements • reduce the number of school transfers necessary for a child during their school career • support smooth and effective transition arrangements between schools • develop arrangements for parental engagement in determining future educational provision within the borough Address underperformance • improve standards achieved in early year settings and at the key stages, so that they are at or above the national average • reduce the gap in achievement by those who are vulnerable/underachieving • ensure that no setting/school is in an category and/or achieving below floor targets or 30% 5A*-Cs at GCSE, including English and Maths Personalise learning • support schools in continuing to develop personalised learning • provide high quality facilities and ICT in schools to support personalised learning Improve 14-19 learning opportunities • ensure that by 2013 all children can access the full range of 14-19 courses, including the 17 Diplomas • ensure all secondary schools have specialist status, supported by appropriate facilities • support secondary schools, colleges and special schools in developing effective partnership arrangements • ensure 14-19 arrangements will support all 16 year olds staying on into education and training, whether in schools, colleges, training providers and/or workplace provision Improve inclusion • support all schools in continuing to improve attendance • continue to improve inclusion for children with special educational needs so as to improve their achievements and reduce the number in out borough placements • provide support on improving pupils’ behaviour and reducing exclusions Pupils staying safe, keeping healthy and making a positive contribution Develop extended schools provision and integrated children’s services in and around schools • encourage more young people to be engaged in ‘student voice’ activities • enable all schools to achieve/sustain the Healthy Schools Standard • ensure healthy eating options are offered by schools • ensure all young people can access up to 5 hours of sport/PE each week by 2012 • ensure all schools make the core extended school offer by 2010

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• increase the number of children’s centres in areas of deprivation • base integrated children’s services in and around schools where feasible and practicable • ensure that schools have swift and easy access to services for the most vulnerable Improving management of change and programme delivery • ensure schools are supported in delivering their own Strategies for Change through workforce remodelling, change management programmes and effective design of their renewed buildings • use the various capital funding streams to ensure school buildings are renewed and/or remodelled, so that their facilities are of high quality, are sustainable with minimum carbon footprint and will, with improved ICT, enable learning for the 21st century.

4. Improving choice, diversity and access

4.1 It is forecast that there is a need for: • an additional 9FE (nine forms of entry, i.e. 270 places) in reception classes by 2010/11 • a minimum of 9FE year 7 places in 2016/17.

4.2 The options put forward to meet the need for more places are: • expand some of the existing primary schools • create new primary schools, where possible co-locating them with secondary schools or creating all-age schools • create primary schools from existing infant and junior schools, using their current sites – this could be achieved through using existing sites and extending age ranges, amalgamations and/or federations • provide a net 9FE of additional secondary places, ensuring that no secondary school in Enfield is more than 8 FE - the following options are proposed: - Albany School to become an 11-18 or all-age is based on it reducing to 8FE(it is currently 9FE) - the Gladys Aylward School to reduce from 8.5 FE to 8FE - two 6 FE schools to be created from (currently 9FE) using its two existing sites– with the possibility of a federation between the two schools - open a new 6FE school by 2015 (through a competition or as an academy) – this could also be an all-age school - increase Broomfield School from 7.6FE to 8FE - Broomfield School to become an all-age school - Lea Valley High School to become an all-age school • no changes to 11-16 places in other schools: - Bishops Stopford’s School - to remain as 6FE - - to remain as 7FE - – to remain as a 6FE school on existing two sites - Enfield – to remain as 6FE on its existing two sites - Highlands School – to remain as 8FE - Kingsmead School – to remain as 8FE - – to remain as 6FE - St Annes RC High School - to re-locate on to one site, remaining as 6FE - St Ignatius College – to remain as 6FE - – to remain as 8FE - – to remain as 8FE.

4.3 The aim for post 16 provision is to achieve a staying on rate to year 12 in schools of 70%, with 70% of these staying on into year 13, by 2017/18 (others will attend college

Trust in the Community 5 and/or workplace provision). This means that there is a need for up to 2620 places in year 12 and 1850 places in year 13, a total of 4470 places. Where these places are provided will need to reflect each school’s lead role(s) in providing the full range of 14-19 courses, including the 17 Diplomas. These, in turn, will need to reflect and build on schools’ specialisms, including any second specialisms. In addition, some of the 14-19 provision could take place at specially built vocational centres, with the students remaining on the roll of their schools. Table 1 in appendix 2 sets out how post 16 places could be allocated across schools. A different option would be to have a new centre so as to meet some of this increased demand for post 16 places.

4.4 The borough wishes to achieve greater diversity and choice for parents, including through developing trusts and academies so that schools can benefit from: • additional support for their governance, leadership and management • access to external expertise • opportunities to enhance curriculum opportunities, work experience and mentoring, and extended school provision.

5. Addressing underperformance

5.1 The authority is committed to working in partnership with schools and brokering a range of training and support strategies for school improvement, including: • the sharing of good practice, support and joint activities across schools, particularly those based on the four Children Area Partnerships, the links created through schools’ specialist status and all-through schools • involvement of external partners, such as colleges, Higher Education and/or the private sector, and sustaining these partnerships through such developments as: - 14-19 partnership arrangements - area based trust arrangements and academies • personalised learning, supported by ICT • co-ordinated multi-agency support provided to children and their families, basing such agencies in schools • targeted support for underachieving/vulnerable groups, such as Looked after Children, those who have English as an additional language, and gifted and talented children.

6. Personalising learning

6.1 The borough has developed a set of commitments for learners: • learners will be listened to and their ideas taken account of in planning • courses will meet learners’ needs and aspirations • learners will be helped to assess their performance • coaching and counselling will be made available • wider access to e-learning • structures and environments for learning will be organised around learners’ needs.

6.2 To help in meeting these commitments, the borough is developing a learner’s ‘charter for a personalised environment’, the key themes of which are: • supporting schools in developing innovative approaches to teaching and learning • ensuring ICT enables and supports a range of teaching/learning styles and approaches • ensuring that capital investment is used to provide schools with more flexible/adaptable teaching/learning spaces

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• building on the existing workforce remodelling, and supporting schools and their staff in developing their skills and confidence in use of a wider range of teaching methods, including maximising the potential of ICT • advising schools in strengthening their use of assessment for learning, and ensuring that data and Management Information Systems support this • ensuring young people can access a wider range of learning pathways through 14- 19 partnership arrangements • encouraging and supporting schools with developing out of school activities/extended school opportunities, especially through joined-up planning and funding with other agencies and the Council’s leisure and sport provision • working with Connexions and schools to enhance mentoring/guidance for students.

6.3 The authority will support schools in adopting a managed learning environment and a common learning platform.

7. Improving 14-19 learning opportunities

7.1 The authority has plans to bid for further 14-19 gateways and for working with schools, and all other interested parties, to embed and build on its current collaborative arrangements. Essential to the effectiveness of these arrangements are schools’ specialisms and how these will support schools’ lead roles as part of Enfield’s 14-19 partnership arrangements.

7.2 In order to improve individual advice and guidance, Connexions staff will link in with the youth service and integrated support teams.

8. Improving Inclusion

8.1 Enfield’s special educational provision is set out in Table 2 in appendix 3, although the specific range of needs catered for by each school will need to be subject to ongoing review. The borough is interested in co-location of special schools with health & social care facilities.

8.2 There are more children on the autistic spectrum and with profound multiple learning difficulties. Specially resourced provision for autism is to be based at Broomfield School, but another similar provision is needed to serve the other half of the borough. More specially resourced bases are needed, each catering for 10 children with complex learning difficulties. Two more bases per year are planned until provision meets needs and provides sufficient choice.

8.3 The borough would like a jointly provided school/ (FE) provision, in order to better cater for those post 16 students who have additional educational needs.

8.4 Enfield’s special schools are already providing support to children with special educational needs in mainstream, and advising/training their staff. This role needs to be enhanced and developed.

8.5 The borough has clear priorities for improving behaviour and attendance, including: • improving the Pupil Referral Unit (PRU) facilities • the potential for having separate Key Stage (KS)3 and KS4 PRUs, as well as possible links with provision for children with behaviour, emotional and social difficulties. • enhancing the PRU’s links with mainstream schools • reducing level of exclusions through:

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- embedding arrangements for managed moves - use of Learning Support Units within schools - reducing bullying • providing support and guidance to schools to reduce the number of pupils with poor attendance • improving ‘out-of school’ support by locating a secondary support centre next to the PRU, and providing ‘induction units’ for newly arrived youngsters • supporting schools in achieving and sustaining Healthy School status.

9. Developing extended schools provision and integrated children’s services in and around schools

9.1 The four Children’s Area Partnerships will play a key role in the strategic planning of extended school provision, and in effective integration of children’s services around schools. The plan is for all schools to be making the core extended school offer by 2010. The expectation is that all schools will work together in networks and with other agencies to facilitate the sharing of extended services. The borough also wants to provide facilities in schools (with their own access) for young people.

9.2 A school nurse review is also underway whereby these may be based in schools to service local clusters. In addition, to help with teenage pregnancy and in response to young people’s request, the borough would like sexual health advisory support to be based in schools.

9.3 Enfield’s target is for 16 Children’s Centres by the end of March 2008. Eleven Nurture Groups are based in Primary Schools, with plans for increasing this by a further two in schools in areas of deprivation each year for the next 5 years. Consideration is being given to developing similar provision for KS2.

9.4 Enfield has 30 school based Parent Support Advisers (PSAs) and developed its own Parent Support Service with 3 PSA’s for each Children’s Area Partnership, as part of Integrated Support Teams.The borough wishes to maintain and expand this role across more schools.

9.5 Local partnership arrangements have been set up to ensure all schools can offer up to 5 hours of sport/PE a week, and to support them in developing sports mark status. The borough wishes to strengthen these partnerships, engaging with Sport and governing bodies of sport.

9.6 The authority plans to support schools in developing greater student engagement, alongside putting in place specific arrangements to involve young people in determining the future shape of education and re-design of school buildings through capital investment.

10. Change and programme management

10.1 The borough plans to work with schools on developing their individual school Strategies for Change (SfCs), and a robust change management programme that: • supports staff in building up their skills and confidence to implement the new policies and practices prioritised within the borough’s SfC and schools’ own SfCs • supports school staff in being informed clients for designs for their schools • supports schools in managing the disruption when building work is taking place • builds on and integrates with the borough’s and schools’ existing professional development programmes and workforce remodelling.

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10.2 The authority has developed a suite of Key Performance Indicators (KPIs) that reflect the priorities identified within the LA’s SfC and reflected in schools’ SfCs.

10.3 Appendix 4 sets how capital and ICT investment will help improve school buildings and ICT.

Appendix 1: Summary of consultation arrangements on any school organisation changes

The plans for undertaking consultation are:

• consultation on this draft Strategy for Change • development of agreed principles for underpinning any future proposals and decisions on school organisation plans • informal consultation on proposals for new schools and increases in sizes/age ranges of existing schools • formal consultation on proposals for new schools (including running a competition where appropriate) and any proposals to expand/change age range existing schools • publication of statutory notices and consultation, followed by decisions made by the Council (or schools adjudicator as necessary).

All the above should be completed by December 2008. In addition, should trust developments be proposed, these would require decisions taken by the schools’ governing bodies, following statutory notices and consultation.

Appendix 2

Table 1 – projected places for secondary schools by 2017/18

School Projected Admission Number Projected need for places (11-16 year olds*) across Years 12 and 13 Albany 240(270) 285 Bishop Stopford’s 186 215 Broomfield 240(230) 285 Chace Community 210 250 Edmonton County 2 X 180 (270) 2 X 215 or 1 X 430 Enfield County 180(186) 215 Enfield Grammar 180 215 Gladys Aylward 240(255) 285 Highlands 240 285 Kingsmead 240(242) 285 Latymer 180 450 Lea Valley High 240 285 Salisbury 180(270) 215 St. Anne’s 180 215 St. Ignatius 186 215 Southgate 240 375 Winchmore 240 285 Oasis Academy 180 215 New School 180 - * numbers in brackets reflect existing admission number

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Appendix 3

Table 2 – Provision for special educational needs Special School Size/age range Type of SEN 90 (all age plus CLD - SLD (severe learning difficulties) and Autism post 16) Oaktree School 90 (7-19) CLD - with behaviour difficulties West Lea School 100 (all age CLD - Aspergers and physical medical plus post 16) Waverley School 120 (all age PMLD/SLD plus post 16) Russet House 40 (primary) Autism School Aylands School 40 (7-19) BESD - consideration to be given to separate primary and secondary BESD provision, and re- location

CLD - complex learning difficulties PMLD - profound, medical learning difficulties SLD - severe learning difficulties BESD - behaviour, emotional and social difficulties

There is also a secondary PRU, currently operating on two sites, a small Primary PRU, a specially resourced base for Primary BESD based at Carterhatch Junior School, and a range of other specially resourced provision, as set out below: Bowes School – 8 CLD (autism) Eastfield School – 8 CLD De Bohun School – 8 CLD (autism) Suffolks School – 12 (FTE*) SLCD ( speech, language and communication difficulties) Houndsfield Schoo – 8 SLCD Brimsdown Infant School – 8 HI (Hearing Impaired) Broomfield Schiool - 10 autism Chace Community School - 12 CLD Highlands School – 10 sensory impaired *FTE = full time equivalents

Appendix 4: The borough’s plans to make improvements to school buildings and ICT

The borough intends that capital investment should:

• enable schools to be of the right size, age range and specialisms, and in the right place to meet community needs • provide specialist facilities and ICT to support schools’ specialisms and schools’ lead roles for 14-19 courses/diplomas • ensure effective suiting of facilities to match the secondary schools’ subject/department/faculty organisation and pastoral arrangements eg house/year groupings, ‘schools within schools’ • enable schools’ facilities to be developed so as to improve access to extended school provision • help improve access to learning opportunities by pupils, parents and the wider community to access learning opportunities through ICT supporting 14-19 partnership arrangements and providing virtual learning environments

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• provide spaces for small group work and for school staff and external agencies to give individual guidance and support • provide better facilities and ICT for staff to carry out management functions and for sharing of data and information • facilities and buildings which are adaptable and flexible to enable different group sizes and different approaches to teaching and learning, for example more small spaces for small group discussion, mentoring and coaching • improved ICT to support children’s learning across the curriculum, and enable learning anytime and anywhere • enable better use of ICT for sharing of data and information, tracking students’ progress, registration, curriculum materials, and providing VLEs (virtual learning environments) • enable improved facilities in mainstream and special schools in order to better meet special educational needs, including ensuring disabled access • help by providing a better quality learning environment, learning support units, and improved PRU facilities • remove ‘hard to monitor’ areas that are prone to poor behaviour/bullying • reduce the need for large scale pupil movement by better suiting of facilities • facilitate movement around the school through better siting of stairwells, and larger sized corridors • provide better dining and social areas • improve the general quality of the building (including reception areas, toilets and changing facilities), so making it a more pleasant and attractive place to work and learn • enable individualised learning packages and a VLE • improved sports facilities, planned strategically across the area • design schools facilities so that they are easily accessible for out of school/community activities , but ensure the safety of children and staff, plus enable schools to keep charges for use by the voluntary and community sector to a minimum • facilities for the school and other agencies to support children, parents and families, and enable such activities as family learning • providing better work and social spaces for staff, enabling schools to fully implement their workforce remodelling plans • provide school staff with better access to ICT for use in their planning, preparation and assessment , as well as spaces and ICT for professional development.

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