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The documents that make up the Area Plans1 are in two sections:
Section 1 (this document) sets out the Context and Policy Framework for all the Area Plans.
Section 2 provides the details of the Place Planning Information and Key Issues for each of the planning areas
Section 1 Contents:
1. Introduction…………………………………………………………………………... 3
2. The purpose of Area Plans……………………………………………………...... 4
3. Format of the Area Plans…………………………………………………………... 5
4. The principles that guide decision-making………………………………………. 6
5. Early Years Provision…………………………………………………………...... 7
6. 11-19 Developments………………………………………………………………... 8
7. Surplus places…………………………………………………………………...... 9
8. Size and Type of Schools………………………………………………………….. 9
9. Summary of Broad Options for Consideration…………………………………… 11
10. Appendix 1: Map of the Primary Planning Areas and District Boundaries……. 15
11. Appendix 2: District Council Housing Development Plans…………………….. 16
12. Appendix 3: Explanation of the data contained in the tables in Section 2...... 17
1 Any reference to “Area Plan(s)” in these documents is shorthand for “Early Years and School Place Plans”
Page 2 1. Introduction
Buckinghamshire County Council (the local authority (LA)) has a statutory duty to ensure that there are sufficient school places in the county, promote high educational standards, ensure fair access to educational opportunity and promote parental choice through supporting the diversity of provision.
It also has a duty to ensure a sufficiency of supply of Early Years places for, three and four years olds and two year olds from disadvantaged families and to take reasonably practicable steps to secure sufficient childcare places (0 – 14 years) for working parents and those wishing to return to work, and up to 18 years for disabled children.
Therefore, the LA needs to keep the pattern and organisation of Early Years and school places under review during a period of significant demographic change. In Buckinghamshire this work is characterised by an overall decline in the pupil population in some areas, leading to more surplus places, whilst in other areas it is necessary to increase the number of school places due to new housing developments. Within these general trends there can be significant variations in numbers of children in local areas looking for places from one year to the next for which it can be difficult to predict and plan. For example, the migration of families into areas served by popular schools and the impact of the economic climate on the numbers of families opting to take up independent school places. We also need to try and account for a range of other factors that impact on the numbers on roll at schools such as parental preference and transport links.
Although there is no longer a requirement to publish a School Organisation Plan, it is considered good practice to publish school place planning information to provide a consistent framework for reviewing the provision of places.
There are 19 primary and 3 secondary planning areas across the county. These reflect established patterns of pupil movement, which are linked to catchment areas and feeder school links, local community boundaries established by BCC for the delivery of local services and the Local Children and Young People’s Partnership Board areas. A map of the primary planning areas is at Appendix 1. The secondary planning areas are broadly based on the district boundaries – Aylesbury Vale, Wycombe (including Holmer Green and Beaconsfield) and Chiltern & South Bucks (excluding Holmer Green and Beaconsfield).
The national context in which these Area Plans are published has changed significantly. The Government is promoting all schools to become Academies and is encouraging the establishment of new Free Schools, both of which impact on the LA’s duty noted above. Academies and Free Schools are independent schools, not maintained by the LA, which means that the LA cannot make proposals for changes to the size, age range or admission arrangements at these schools. Nevertheless, the LA retains the overall responsibility for ensuring a sufficient supply of school places to meet demand and, therefore, they will continue to be included in its planning. In the secondary sector there is also the development of University Technical Colleges for 14 – 19 year olds which is impacting on places in schools.
The LA also retains statutory responsibility for the provision of home to school transport. In response to financial pressures and the growth of Academies, the LA has changed its policy in respect of this provision so that this is now more in line with other areas of the country. In particular the new policy removes the links with catchment areas. This change has the potential to affect patterns of parental preference in the coming years.
Page 3 Where school organisation changes are proposed (whether these are by the LA or the governing body, as appropriate) the relevant Regulations and guidance (both statutory and non-statutory) need to be followed. Details are available on the DfE website – link below: http://www.education.gov.uk/schools/leadership/schoolorganisation
Academies need to get in touch with the relevant body to discuss any proposals for changes.
2. The purpose of Area Plans
The current pattern and organisation of places has developed over many years in response to many factors but including
changing populations both in general demographic terms but also from changing social mobility, new housing policy and employment patterns. changes in the relative popularities of schools influenced by school performance and Ofsted judgements
There is a rich mix of both rural and urban schools of different types which supports opportunities in many areas for parents to express preferences for schools other than their nearest local school.
Government policy over many years has supported the opportunities for parents to be able to secure places at the school of their preference at the same time as seeking to improve standards in all schools. It has also increasingly supported school autonomy in decision- taking, but as part of a system that encourages inter-school collaboration and partnerships to share expertise and resources.
The Admissions Code allows own admission authorities (school governing bodies in the case of Academies, Voluntary Aided and Foundation schools) to increase their Planned Admission Numbers without consultation. For Community and Voluntary Controlled schools where the LA is the admissions authority there is a strong presumption in favour of supporting increases where these are proposed by schools.
Nevertheless, the Local Authority continues to have a statutory responsibility for the overall provision of places and its approach to school organisation changes is one of seeking to influence and secure consensus, wherever possible, through discussion with schools.
The increase in housing planned across Buckinghamshire is projected to put increased pressure on school places in some areas. In June 2010 Buckinghamshire County Council (BCC) adopted a policy to secure planning obligations towards education provision. The aim of the policy is to secure a coherent and consistent approach to ensuring that developers provide or make appropriate contributions to meet the costs of additional education infrastructure requirements generated by new housing developments.
Following the Government’s decision in 2010 to abolish the regional spatial strategy for South East England each of the four District Councils has been reviewing its core strategies for housing developments up to 2026. Brief details of the position in each of the District areas are given in Appendix 2.
Page 4 In acknowledging that local areas within Buckinghamshire are very different from each other, we need to have area based local plans that reflect the different pressures and issues of local communities.
It is against this backdrop that the Area Plans are published. They each identify issues and potential opportunities for change that the local authority would wish to discuss with schools over the coming months. There may well be others that schools themselves identify and on which the local authority would welcome discussion.
Therefore, the Area Plans provide a basis for engagement with schools to discuss and develop opportunities for changes in relation to the following issues:
reducing/expanding school places to ensure cost effective provision based on demographic trends and planned housing growth
ensuring choice and diversity through the provision of different types of school
supporting the identification of priorities for spending available capital money (including developer contributions where appropriate).
In any considerations due account will be taken of the principles set out in Section 4 below.
The Local Authority has approved its capital funding programme for the next four years to address key needs including the provision of additional school places – although depending on which schemes are progressed additional funding may be required during this period. The programme will incorporate S106 funding received and planned to be received in the future.
3. Format of the Area Plans
The Area Plans include reference as appropriate to Early Years provision at schools – see section 5 below. It is important to note that any changes to the pattern and organisation of primary schools may have an impact on the sufficiency and sustainability of some Early Years settings in the Private, Voluntary and Independent (PVI) sectors. The Area Plans do not include the provision made by Special Schools for which a separate review has been undertaken. Similarly, provision in Short Stay Schools (previously called Pupil Referral Units) is not covered.
In developing each Area Plan consideration has been given to the following:
. Current school place information (numbers on roll and surplus/deficit of places) . Population trends e.g. from changes in birth rates . Projected school population growth arising from planned housing developments . Local admissions issues (including catchment areas and pupil migration between areas) . The need to secure sufficient 3 and 4 year old places to meet demand. . The need to develop and secure sufficient 2 year old places for disadvantaged families.
Page 5 One of the key objectives for the Area Plans is projecting pupil numbers to give an indication of the number of children likely to need school places in future years based on historic trends. As these trends vary, for example, due to changes in parental preference, individual school projections are not necessarily good predictions of future numbers. However, when aggregated to planning area level, allowance is made for changing migration trends between schools. In the past we have usually found that planning area projections when compared against actual numbers have been accurate to within 2%.
The potential impact arising from known housing developments is also included in each plan.
Projecting the demand for school places over the next few years with any degree of accuracy is very difficult and can be influenced by many factors, Nevertheless, the data in each of the Plans and the associated analysis does provide an indication of possible issues and pressures that need to be considered with schools. We use the best information available to us at any time and update this regularly.
An explanation of the data contained in the charts and tables in each of the Section 2 documents for each Planning Area is set out in Appendix 3.
4. The principles that guide decision-making
Buckinghamshire’s vision for children and young people is:
In Buckinghamshire we want all our children and young people to have the best start in life and to be able to lead safe, healthy and fulfilling lives, so that they are able to make a positive contribution to their communities and to society. We will ensure access to a range of universal services as well as developing more targeted services to meet their specialist needs.
Buckinghamshire’s policy framework on early years and school place planning, adopted in 2008, sets out the following principles to guide decision making:
• Improved outcomes for children and young people by ensuring high quality education provision
• Maximising efficiency in pursuit of high quality by ensuring cost effective provision including, as appropriate, by identifying alternative uses for long term surplus capacity (e.g. by developing links to other provision Children’s Centres and extended services1) and considering alternative organisational arrangements.
• Local Schools for Local Children to promote community cohesion and reduced travel
• Facilitates diversity of educational provision to promote choice to parents
• Sustainability of schools in terms of financial, social and environmental impacts
• Consultation as part of the commissioning process
• Working in partnership with key stakeholders
1 Provision of additional services on the school site or through other local providers such as childcare, clubs, study support, parenting and family support, access to specialist services and community use of facilities Page 6
Through the publication of these Area Plans and the subsequent discussions with schools we aim to ensure that the pattern and organisation of schools is as cost-effective as it can be - securing the best possible outcomes for children and young people and balancing the principles above as far as possible.
5. Early Years Provision
There are 35 Children’s Centres across the county (20 of which are located on school sites) providing services for under fives and their families, bringing together health, early education, childcare and advice and support for parents.
The national core purpose for Children’s Centres includes supporting personal, social and emotional development, physical development and communication and language from pre- birth to age 5, so children develop as confident and curious learners and are able to take full advantage of the learning opportunities presented to them in school.
Many of our Children's Centres invite headteachers from the primary schools in their areas to join the Centre Advisory Boards and meet with their local schools to discuss the needs of the children entering Reception and how they can support narrowing any gaps
Other major reforms have been taking place within the early education sector. In September 2010, the universal Early Education Funding (EEF) offer for 3 and 4 year olds was extended to 15 hours and can be accessed more flexibly over fewer days i.e. not just 5 x 3 hours per week. Parents are able to use two different providers if they wish. This was a significant change in provision which has had an impact on how parents currently work and make arrangements for childcare.
The EEF can be provided either by schools, or PVI providers such as Day Nurseries, Preschools/playgroups, childminders and nursery units of Independent schools.
Most 3 year olds access their entitlement in the PVI sector and most 4 year olds in the maintained schools sector. Schools may not provide EEF for 3 year olds without lowering their age of admission by statutory notice, unless it is incidental to providing childcare i.e. they provide childcare as an extended service and part of this offer is the EEF.
The LA has a duty to undertake a Childcare Sufficiency Assessment (CSA) every three years which is ‘refreshed’, as a minimum, annually. The 2011 CSA identified a shortage of EY places in some areas of Buckinghamshire. However, as the need for EY places is driven by population demand, available capacity, the take up of places and delivery is through a mix of providers, it is necessary for thorough market research to be completed before the LA progresses to stimulate the relevant sectors to develop further places. Other than in areas of growth e.g. as a result of new housing developments, the LA is only expected to provide places where it is unable to secure places through PVI providers. Priorities are identified within the Buckinghamshire CSA Action Plan although due to the mix of PVI providers the situation can change at short notice (e.g. new provider sets up or closes). Details of the CSA can be found via the following link: http://www.buckscc.gov.uk/bcc/early_years/childcare_sufficiency.page?
Children have an entitlement to a full-time place in a school Reception class from the th September after their 4 birthday although parents retain the right to defer entry until
Page 7 statutory school age (the term after their 5th birthday). Parents also have the option to take up their place in a reception class on a part time basis. Alternatively parents can elect to remain in Nursery provision in either a maintained school or within the PVI sector where they can access up to 15 funded hours.
Where schools have an admission age of 3+, differentiation between admissions to the nursery class and the rest of the school needs to be made. Consequently an admission age and number of places has been agreed for nursery classes. Children that attend a nursery class in a maintained school are not automatically entitled to a place in the school but must apply through the school admission process.
The Government has made a commitment to invest in EEF places for disadvantaged two year olds in the country. From September 2013 the LA is required to provide places for looked after children and those who come within the criteria for determining eligibility for Free School Meals with further expansion in 2014 (to approx. 40% of the total 2 year old population). Funded two year old places can only be provided by providers whose Ofsted judgement is Good or Outstanding.
Our experience to date shows the greatest need is in the county’s most disadvantaged areas, including High Wycombe, Chesham and Aylesbury. Schools could provide some of these places where they are judged by Ofsted to be good or outstanding. Schools may provide for two year olds if they are registered on Ofsted’s Early Years register and have suitable accommodation and staffing ratios. This is subject to planned changes in legislation which will allow schools to offer provision to 2 year olds without the need to be separately registered with Ofsted. As the places for two year olds expand, consideration will need to be given to the provision of appropriate, quality places to meet the need.
6. 11-19 Developments
In Buckinghamshire, priorities for education and training for 11-19 year olds include developing vocational learning opportunities and curriculum collaboration – both of which are integral to the implementation of the Raising of the Participation Age.
To meet these aims, BCC has developed a skills centre at the Endeavour Centre in Chesham. This project has the support of the Bucks Association of Secondary Heads and will enable more youngsters to access quality vocational provision in a purpose built facility. BCC has also provided vocational facilities at the Blueprint School which includes construction, hair & beauty and motor vehicle maintenance.
University Technical Colleges (UTC)
Aylesbury College, working in partnership with Bucks New University and a range of Business partners, have established a University Technical College in Aylesbury.
The Buckinghamshire UTC focuses on two specialist vocational areas:
IT – handheld personalised technology for learning, building on the current partnership with Blackberry Construction – heritage crafts and eco-construction, identified as a need by local employers
Page 8 The UTC opened in September 2013 and is located on the Aylesbury College campus.
The UTC intake will be up to 120 learners per year, with two intakes (at ages 14 and 16) in the first year. The recruitment area is potentially much wider than Buckinghamshire due to nature of the specialist focus of the proposed curriculum.
A UTC specialising in high performance engineering and events management has also opened in September 2013 at the Silverstone Circuit on the border with Northamptonshire. The Silverstone UTC will offer 138 and 150 places at ages 14 and 16 respectively in the first year and will recruit students from Buckinghamshire.
7. Surplus places
National guidance has suggested that maintaining between 5% and 10% surplus places across an area is appropriate to allow for year-on-year variations in pupil populations and to support parental preferences. It is also accepted that in order to preserve access for young children, there may be more empty places in schools in rural areas than in urban areas. A high level of surplus places can represent a poor use of resources which might otherwise be deployed more effectively in other schools
Similar principles also apply to FFE provision where there is a need to consider additional capacity/headroom to allow for parental choice, flexibility and changing work patterns.
8. Size and Type of Schools
A breakdown of the current* status and types of schools shown in the table below illustrates the diversity of provision.
CofE CofE RC Community VC VA VA Foundation Academy Total Infant 28 9 71 1 46 Junior 15 1 21 3 1 23 Combined 57 18 18 4 6 9 112 Secondary 5 1** 3 (1) 25 (12) 34
* September 2013 ** all-through school ( ) selective schools
The Secretary of State has given approval for a secondary Free School (Sir Thomas Fremantle) to open in Winslow in September 2013 The Khalsa Secondary School is also opening in Stoke Poges (at this stage for one year pending a decision on a permanent site). Similar proposals for two other secondary Free Schools in Slough due to open in September 2014 may also impact on provision in the south of the county.
The local authority’s preference is for all through primary schools e.g. all new schools will be combined infant and junior phases. This avoids issues of transition for children moving schools at the end of Key Stage 1 and removes uncertainty for parents which exists in many cases over securing places at the linked junior school.
Wherever possible the local authority advocates an Admission Number (AN) equating to a whole form of entry. Whilst two forms of entry (AN of 60) is generally considered to be the optimum size for primary schools supporting greater economies of scale and wider access to staff and other learning resources, it is accepted that the nature of the county does need
Page 9 a mix of smaller schools too. Many rural schools only have the physical capacity to accommodate less than one form of entry. For secondary schools a minimum of five forms of entry is recommended in order to secure sustainability of provision.
As part of the review those schools with Admission Numbers that vary from the more usual pattern and where mismatches in numbers between linked infant and junior schools have been identified, consideration will be given to discussing whether or not changes would be beneficial.
Small Primary Schools
Over many years the particular contribution that small schools can make has been recognised but so have the challenges that they face including for example in relation to headteacher recruitment, potentially greater isolation unless good collaborative arrangements are in place, and fewer specialist facilities.
Many small schools depend on children attending from out of the catchment area in order to sustain their numbers, especially in some rural areas, where the numbers of children living in the community itself is relatively low.
There are currently (May 2013) 32 schools with fewer than 100 on roll of which 16 have 50 or less.
The unit costs per child are also higher, typically by about 50% for schools between 40 and 60 on roll, rising to more than double for smaller schools. The DfE is undertaking a widescale review of the funding arrangements for schools – this could result in a system that reduces the degree of financial protection provided by the Bucks funding formula for small schools.
The relevant guidance to local authorities includes a presumption against the closure of small rural primary schools unless the case is strong and having considered alternative collaborative approaches, the transport implications and community impact. A number of these schools are dependent on parental preference from neighbouring communities to remain sustainable.
The current position remains, as has been stated in previous policy statements, that certain factors may separately, or together, trigger the need for a particular review of a school’s position by governors, the appropriate Diocesan authorities (where appropriate) and the LA. The factors identified include:
Difficulty in the recruitment of a Headteacher Consistent reduction of pupil numbers over a period of 3 to 4 years An adverse or critical Ofsted report indicating serious concerns Serious concerns raised through the LA’s own monitoring processes.
Early Years Provision in Schools
The current Early Years Foundation Stage (EYFS) Framework dictates a ratio of two staff to 26 children, where one is a qualified teacher. A class of over 26 would require an additional qualified teacher. This can have cost implications for schools. This may change in the light of the revised Framework
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9. Summary of Broad Options for Consideration
Below is set out the main strategies available to bring about changes to the pattern and organisation of schools.
Irrespective of whether there are key issues identified through this review, schools are encouraged to consider a range of possibilities for greater collaboration, whether this be in relation to staff deployment, or the sharing of expertise, resources or facilities.
Expansion of places including new schools
Expansion of school places may be considered either as a result of an increase in the population e.g. due to new housing, or in response to parental preferences.
There is a general presumption to approve proposals to expand places at successful and popular schools, even where this could lead to surplus places in neighbouring schools, if there is a strong case for these additional places on the grounds of parental preference and higher standards.
The LA has a policy of securing developer contributions to meet the costs of additional education infrastructure requirements generated by new housing developments.
Major housing development being proposed across Buckinghamshire is likely to lead to a number of new schools being built. This is in line with BCC’s policy to ensure schools are located in the heart of the community encouraging walking or other environmentally friendly means of transport. During the early stages of the development as pupil numbers build up neighbouring school rolls may be affected by competition from a new school. Admissions into new schools need to be phased to minimise their impact.
Under the Education Act 2011 when a new school is required the LA must first try to find a promoter to establish an Academy (or Free School). If none can be found the LA can conduct a competition for a foundation or voluntary school and, should this fail the LA can seek the consent of the Secretary of State to establish a community school.
The cumulative impact of smaller scale housing development may also require the need for additional infrastructure. It may be necessary to pool contributions to expand existing schools if there is a school site large enough. If the development cannot be accommodated (e.g. site constraints such as size or access), the LA may require a site and buildings for a new school or object to the planning application.
Collaboration
Schools have a collective responsibility for making the best possible provision they can for children and young people. Collaboration with other schools can increase the opportunities available to pupils and staff as well as strengthening foundations for dealing with financial and other pressures.
Collaboration between schools can be seen as a spectrum, ranging from more informal collaboration or networking at one end, through to federation or amalgamation at the other.
Page 11 There are a number of potential benefits which different forms of collaboration can bring to a greater or lesser extent. These include:
greater opportunities for pupils to benefit from the use of resources, facilities and wider staff expertise improved opportunities for staff professional development greater flexibility and efficiency in the deployment of staff and resources opportunities to share and extend strengths and expertise amongst staff
Some of the more formal collaborative arrangements also have the potential to provide
continuity of experience and progression provided for pupils greater financial resilience to changing circumstances e.g. pupil roll fluctuations, and removal of uncertainty for parents that may otherwise exist at the infant/junior transition point
Federation allows a group of two or more schools to share governance arrangements and work together to secure improved outcomes whilst each school retains its separate identity.
In a “hard” federation there is a single governing body and the option to have a single headteacher and other posts working across the group of schools. . New finance regulations allow for schools in a hard federation to receive a single budget share in line with what the separate schools would have received in total.
In a climate in which it can often be difficult to recruit headteachers and governors, the sharing of one headteacher and one governing body between schools could be an efficient and effective way forward.
A “soft” federation allows for separate governing bodies in each school but there is a joint governance/strategic committee with delegated powers. As with a “hard” federation there is the option to have shared management and other posts.
Federations may provide a way of enabling schools in more isolated areas to provide broader opportunities for children through the sharing of staff expertise. They might also be established in specific circumstances as an interim stage before a possible future amalgamation.
It is the view of the local authority that neighbouring infant and junior schools should give active consideration to formal collaborative arrangements including possible amalgamation either on a single or split-site.
Amalgamation would normally involve either the closure of two or more schools followed by the opening of a single school to replace that provision, or the expansion of one school to incorporate the provision of the other(s) DfE guidance states that new schools formed by amalgamation will usually be exempt from the requirement to become an academy Competitions are not required if one school enlarges to incorporate another school which is closing.
Page 12 Amalgamations on to one site would usually require building work in order to extend the accommodation on one site for the amalgamated school and make it possible to dispose of another site. Disposal of one site may help to provide the capital funding for extensions and improvements at the site which is to be retained for the amalgamated school.
Closures
In exceptional circumstances it may be appropriate to consider closing a school e.g. if there is a combination of factors such as excessive and increasing surplus places, low standards, financial viability, difficulties in recruiting staff or building site related issues. In some cases closure of a school may result in capital receipts from the sale of land which, together with contributions from developers, could be used to extend or refurbish an existing one, say as part of an amalgamation.
There is a general presumption against the closure of schools “unless the case is strong and clearly in the best interests of educational provision in the area” for example where closure is part of other organisational changes such as the move to a sponsored Academy or as part of amalgamation proposals
Changing the Published Admission Number
This refers to the agreed number of pupils that will be admitted to that school in that academic year. This is agreed annually between Admission Authorities (the Local Authority for community and controlled schools; governing bodies for Voluntary Aided, Foundation and Trust schools and Academies). However, changes in a school’s admission number will not necessarily change its capacity. Admission authorities set admission numbers with regard to the capacity assessment for the school.
Once an admission number has been set by the admission authority, children should not be admitted above the published number unless the school and the LA agree that admitting above that number will not adversely affect the school in the longer term and will not have a detrimental effect on neighbouring schools.
Where schools admit three years olds, the nursery cohort admission number should normally reflect the admission number for Reception.
Redefining Catchment Areas
All parents have the right to express preferences for schools for their children other than the defined catchment school(s) for where they live. The Admissions Code states that admission authorities must not guarantee places to parents in a local catchment area in case the pattern of preferences expressed does not allow this to be met. Under the principle of “local schools for local children” the local authority seeks to ensure that there are sufficient places for all children living in an area to go to the catchment or other nearby schools. A balance therefore needs to be struck between supporting parental preferences and supporting community cohesion and avoiding significant additional travel distances. Redefining the geographical catchments of each school can have the effect of balancing the supply and demand for pupil places between catchments. Consideration can also be given to shared catchment areas in certain circumstances that can mutually benefit all the schools concerned.
Page 13 Academies and Free Schools
The Government is promoting the opportunities for all schools to become Academies.
Academies are state-funded independent schools, not maintained by the LA, which means that the LA cannot make proposals for changes to the size, age range or admission arrangements at these schools. However, if an Academy submits change proposals to the Secretary of State the decision would be informed by the views of the LA, as the commissioner of school places. The LA hopes that Academies will discuss any proposals with it before they are submitted.
Free Schools are all-ability, state-funded independent schools, set up in response to locally identified demand. They are a different form of Academy. Any move to establish a Free School in Buckinghamshire would not be made by the Local Authority and so, like Academies, would fall outside its jurisdiction. Nevertheless, they will impact on the Authority’s overarching school place planning duty. The LA hopes that any further Free School proposers will seek to work collaboratively with it for the benefit of all children in the area.
Alternative Uses of Surplus Capacity
Falling demand for places in some schools offers opportunities for considering alternative uses for accommodation, which may no longer be required for the teaching purposes of the school. First consideration should be given to the Local Authority’s statutory responsibilities to provide early education and childcare places, with equal regard to both the maintained and private, voluntary and independent sectors. In the past opportunities for partnership working and shared services have included children’s centres, extended services and early year’s provision.
When redesignation of part of a school’s accommodation for alternative use occurs, there will need to be a recalculation of the school’s capacity, which would have an effect on the admission number for the school.
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Page 15 Appendix 2
District Council Housing Development Plans
Following the Government’s decision in 2010 to abolish the regional spatial strategy for South East England each of the four District Councils has been reviewing its core strategies for housing developments up to 2026.
Aylesbury Vale District Council (AVDC) submitted the Vale of Aylesbury Plan (VAP) in August 2013 setting out the number of new homes to be provided in the district. Hearings took place with the Planning Inspector in December 2013. The Inspector rejected the plan on duty to cooperate and soundness grounds. The decision was taken to withdraw the VAP by the AVDC Full Council in February 2014. This means that there is now a policy vacuum in Aylesbury Vale that will last for approximately two years until a new plan is drawn up, examined and adopted. It is anticipated that AVDC may receive a number of speculative applications for major housing developments in the next year as developers seek to exploit the lack of policy against which to consider and approve or refuse applications. These are in addition to the current appeals at Hampden Fields, Fleet Marston and Aylesbury North East of some 7,300 homes in total. The Vale of Aylesbury Plan proposed around 13,850 new homes - most of which have already been approved including 3000 homes on Berryfields, 1000 homes on Buckingham Park and 2,450 homes on Broughton Crossing.
Wycombe District Council are currently developing their new Local Plan. This will outline their plans for building between 500-700 homes per year up to 2031. Consultation on the draft new local plan took place throughout March 2014. The next stage will be the selection of preferred sites which should take place before November 2014. The Core Strategy was adopted in July 2008; this set out a total requirement of 8,050 dwellings for the period 2006-26 and identified High Wycombe as the principle focus for development. In July 2011 WDC agreed a position statement on how it intends to deliver its housing requirements. This concluded that there was broadly a sufficient supply of housing sites to meet requirements up to 2021 without the need to release any large greenfield reserve sites. This excluded RAF Daws Hill which is primarily a previously developed site and where the principle of residential development is accepted. A CIL charging schedule was introduced by the Council on 1 November 2012 following consultation and a Public Examination. The tariff system is be payable by the majority of new housing developments towards the delivery of community infrastructure needs- including providing for the cumulative impact of housing on school places. Wycombe’s CIL is intended to complement rather than replace other funding streams – and will supercede BCC’s S106 policy.
Chiltern District Council formally adopted its Core Strategy on 15 November 2011. The Core Strategy for Chiltern District provides the framework for between 2,650 and 2,900 new homes to be built in the District over the period from 2006 to 2026. The overall approach of the strategy is to protect the Chilterns Area of Outstanding Natural Beauty (AONB) and Green Belt by focusing new development in the built-up areas of the settlements of Chesham, Amersham, Chalfont St Peter and Little Chalfont.
The South Bucks District Council Core Strategy was adopted by the Council on the 22nd February 2011. Similar to Chiltern, the strategy aims to protect the Green Belt, by focusing new development on previously developed land within existing settlements. 2,200–2,800 new dwellings will be built in South Bucks in the period 2006-26. Beaconsfield, Gerrards Cross and to a lesser extent, Burnham, will be the main focus for new development over the plan period.
Page 16 Appendix 3
Glossary and explanation of the data contained in the tables and maps
Table 1:
This table summarises the numbers and types of schools in the Planning Area
Table 2:
This table summarises the Early Years provision that is made by the Early Education Funding (EEF) for 3 and 4 year olds (and in some areas for 2 year olds) in the Planning Area excluding that which is accessible on school sites.
Table 3:
This table lists the schools in the Planning Area, their planned Admission Numbers, number on roll and Early Years provision on the school site.
Type I - Infant (mostly ages 4+ to 6+) J - Junior (ages 7+ to 10+) C - Combined (ages 4+ to 10+) Status C – Community; VC – Voluntary Controlled. VA (CE) - Church of England Voluntary Aided; VA (RC) – Roman Catholic Voluntary Aided; F – Foundation; A - Academy Admission Number The current agreed planned maximum number of pupils (Planned) to be admitted into each year group For combined schools there may be a higher junior admission number where schools have an additional transfer of children from neighbouring “linked” infant schools 2012/13 Capacity The total number of pupils the school can accommodate based on the current admission number in each year 2012/13 Actual The actual number of pupils on roll on the May 2013 Pupils census day. Early Years Normal entry into schools is into the Reception class in the September following a child’s 4th birthday. Where provision for younger children is made this is identified as follows:
4+ - EEF provision for children who become 4 after 31 August admitted for one/two terms prior to moving into Reception the following September
3+ - EEF provision for children admitted in the term after their third birthday. Note that (E) indicates delivery as part of childcare provision.
PVI - EEF provision for 3/4 year olds through a Private, Voluntary or Independent provider on the school site
Page 17 Table 4:
This table shows the current level of surplus/deficit of places across the primary schools in the Planning Area.
Admission Number These are the total numbers of places currently (Planned ) planned in Infant (Reception and Key Stage 1) and Junior (Key Stage 2) year groups across the (Infant/Junior) Planning Area taken from Table 3 2012/13 Capacity This is the total number of places available in primary schools across the Planning Area based on the current admission number – taken from Table 3 2012/13 Actual Pupils This is the total number of pupils on roll in May 2013 in primary schools across the Planning Area – taken from Table 3 Surplus/Deficit (-) This is the difference between the total number on roll in May 2013 and the Admission Number Capacity aggregated across all schools in the planning area (shown as a number of places and as a percentage). The surplus is shown for (i) infant years from 4+ (Reception Year) to 6+ (Year 2) (ii) junior years from 7+ (Year 3) to 10+ (Year 6) and (iii) total across all year groups
Table 5:
This table gives an indication of the projected total numbers of pupils across the planning area by 2016/17 based on current population/pupil migration trends.
2016/17 Capacity This is the total number of places available in primary schools across the Planning Area based on the planned admission number in 2016/17 2016/17 Projected The number of projected pupils takes account of the Pupils numbers of pre-school children living in each Area and the cohort survival rates which allows for recent migration trends. The numbers also include additional children that typically might arise from new housing. The housing trajectory data is provided by the District Councils to meet their long term housing targets. This data is an estimate of future housing growth in each district based on potential development sites that already have planning permission or have a realistic prospect of being developed in the future. Surplus/Deficit (-) These pupil projections for 2016/17 are then compared (2016/17) to the school’s capacity based on its admission number to give a projection of the numbers of surplus or deficit places for each school (shown as a number and as a percentage)
Page 18 Chart 1:
This chart shows the actual number of pupils admitted into Reception (4+) from September 2008 to September 2012 and the projected numbers of pupils due to be admitted into Reception (4+) between September 2013 and September 2016 based on current trends. (Note that the actual September 2013 numbers from the autumn school census were not known at the time of publication).
Early years places:
The Local Authority will need to monitor the pre-school age population closely to ensure that additional places are provided as any additional demand materialises. It will also be necessary to monitor the increase and take up of the extension to the 2 year old pilot. The change in legislation and experience to date shows that those 2 year olds accessing a funded place have gone on to take up their EEF place as a 3 year old.
Population Projections:
We have reviewed the population projections recently produced by the University of Manchester for the planning area. Our analysis suggests that projections based on future births are particularly unreliable. These future births are based on historic trends in fertility rates and the population of women of child bearing age – both of which are highly volatile (due to number of factors including the economic, housing and social conditions and high levels of migration) and should therefore be treated with a high degree of caution.
Appendix A - Map of the Planning Area:
The map identifies the location of the schools in the Planning Area and the corresponding catchment areas. It also identifies the following potential housing development sites:
. Development of 50 or more dwellings for which planning permission has been granted. The number of houses planned is given in brackets. . Sites that the District Council has either allocated for housing or identified as having potential for development at some point in the future (i.e. planning application has not yet been submitted). For these the figure given in brackets is indicative of the number of dwellings that might be accommodated on the site. Only sites that could accommodate 50 or more dwellings are shown.
Appendix B - Pupil Migration Map:
This map highlights where there are significant movements of children between school catchment areas i.e. where parents have exercised their right secure a place at a school outside the catchment area in which they live. The information is based on the pupils on roll at schools on January 2013. The arrows relate to the net movement of children between two areas. Whilst generally there is often a clear pattern of movement say from school A to B, there are areas where, although there is significant movement between the two schools, the net flow is relatively small.
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Page 20 Bourne End Planning Area
Page 1
Section 2 Contents:
1. Scope of this Document……………………………………………………...... 3
2. Review of Current and Projected Pupil Numbers………………………...... 3
3. Key Insights…………………………………………………………...... 6
4. Recent Developments……………………………………………………………… 7
5. Issues for Further Consideration…………………………………………...... 7
6. Appendix A: Map of Planning Area including planned major developments…. 8
7. Appendix B: Net Flow of Primary School Pupils in Bourne End…...………….. 9
Page 2
1. Scope of this Document
The map at Appendix A shows the primary schools within the Bourne End planning area.
Table 1 below shows the numbers of different types of schools in the planning area:
Voluntary Voluntary Voluntary Community Aided (C. of E.) Aided (R.C.) Controlled Foundation Academy Infant 1 Junior 1 Combined 3 1 1
Table 2 below shows the Early Years provision in the Bourne End area which is not located on a school site (Early Years provision on school sites is noted in Table 3):
Type of FFE Provider Number Nursery school Day nurseries 4 Pre schools 5 Early Education Funded childminders 9 Nursery units of independent schools
2. Review of Current and Projected Pupil Numbers
You are recommended to refer to Appendix 3 of Section 1 (Context and Policy Framework) for an explanation of the data contained in the following tables.
Current Pupil Numbers
Table 3 below lists the schools, their Planned Admission Numbers, capacity, number on roll in May 2014 and any on-site Early Years provision available:
Admission 2013/14 Number (planned) 2013/14 Actual Early School Name Type Status Infant Junior Capacity Pupils Years Carrington Infant IC 60 180 183 PVI Carrington Junior JC 60 240 240 Claytons Primary CC 45 45 315 314 3+ Juniper Hill CC 60 60 420 421 Loudwater Combined CF 30 30 210 206 Meadows CC 30 33 210 172 3+(E) St Paul's CE Combined C VA (CE) 30 32 210 218 3+ Total 255 260 1785 1754
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Table 4 below shows the current level of surplus/deficit of places across Bourne End primary schools:
Admission 2013/14 Number (planned) 2013/14 Actual Surplus/Deficit(-) Infant Junior Capacity Pupils 4+ to 6+ 7+ to 10+ Total Bourne End 255 260 1785 1754 8 (1%) 23 (2%) 31 (2%)
The table shows that across the area there are currently 31 or 2% surplus places which is well below the DfE recommended range of 5% to 10%. There are only 8 surplus places across the whole of Key Stage 1.
Other factors affecting pattern of provision include:
. Population migration
There is significant movement of young families into the area to take up new housing as well as existing housing as it becomes vacant.
. Parental Preference
Parental perception and standards at schools as well as local logistical considerations (such as school capacity limits and access) are factors in influencing parental preferences for admissions to schools – the map at Appendix B shows where there is a significant movement of pupils from school catchment areas to neighbouring schools. Juniper Hill is located centrally in the planning area and attracts significant children from neighbouring school catchment areas.
The map highlights the flow of pupils from High Wycombe into the planning area.
Approximately 6% of the population attend private or out of county schools although this figure varies year on year.
Projected Primary Pupil Numbers
The projections in this section take account of the following
. Numbers of pre-school aged children living in Bourne End – to estimate the number of pupils seeking admission to schools;
. Cohort survival rates - in order to age existing pupils onwards each year;
. Planned housing growth – to estimate the number of additional children that might be generated.
Page 4 Table 5 below shows the impact of the total projected numbers of pupils across the Bourne End planning area by 2017/18 as a result of the combined effect of demographic change and any new housing:
2017/18 Surplus/ 2017/18 Projected Deficit(-) Capacity Pupils (2017/18) Bourne End 1805 1759 46 (3%)
The projections indicate a 3% surplus which is still below the DfE recommended level of surplus required to allow for year on year volatility in pupil demand. The overall surplus capacity does not differentiate between the available capacity across the different year groups
Chart 1 shows the projected numbers of pupils due to be admitted into Reception (4+)
Chart 1 - Actual and Projected Reception (4+) Intake 280 273 270
262 260 256 255 255 254 255 250 243
240 Number of pupils
230 228
220
Projected intake Planned Admission Number 210 2010 2011 2012 2013 2014 2015 2016 2017 Academic year (September)
The projections for future years show that there is likely to be pressure on school places in the future with little spare capacity to allow for any volatility in parental choice or the population migration. The Local Authority may be able to meet some of the increased demand through a reduction in the number of pupils from High Wycombe – although the increased demand for September 2015 is concentrated in the Meadows catchment (i.e. this is unlikely to reduce the flow of children from High Wycombe as children living in the
Page 5 Meadows catchment are further away from Loudwater School as well being separated by the M40). The projections suggest that the increased demand for places will not currently justify the permanent provision of a whole class (i.e. in 2016 there is a dip in the population).
The projections include estimated children from new housing based on housing trajectory data provided by the District Council to meet their long term housing targets which allows for approximately 300 homes in addition to current permissions over the period to 2021. Wycombe District Council (WDC) are currently developing their new Local Plan. This will outline their plans for building between 500-700 homes per year up to 2031. Consultation on the draft new local plan took place throughout March 2014 and included development of the Slate Meadow strategic reserve site (approx. 200 homes) on the boundary between Claytons and St Paul’s CE catchment area. One scenario within the consultation included a review of the Green Belt and the provision of up to 3,500 dwellings generally concentrated in the Bourne End/Marlow area. The next stage will be the selection of preferred sites which should take place before November 2014. Any decisions on school expansions arising from the increased housing levels would need to consider a number of factors including standards, parental preference, accessibility, site constraints, availability of funding and the views of interested parties.
. Other Observations
All schools in the area are combined schools (4-11) apart from Carrington Infant (4-7) and Carrington Junior (7-11). To ensure continuity of experience and progression for pupils, BCC encourages schools to consider a range of possibilities for greater collaboration, whether this be in relation to staff deployment, or the sharing of expertise, resources or facilities.
Claytons Combined has an admission number that requires mixed aged classes which is not always popular with parents or staff.
3. Key Insights
Schools in the area are generally full;
Over the next four years, the projected reception intake suggests that there will be limited scope for schools to accommodate parental preferences particularly in September 2015;
The current distribution of school places across the area facilitates a high level of parental preference, resulting in a higher than average flow of pupils between catchment areas and from High Wycombe;
WDC are developing their new Local Plan which includes a scenario for significant development in the Bourne End area.
Early Years Provision
The Childcare Sufficiency Assessment 2014 shows that:
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Pupil migration can have a greater impact in the Early Years sector due to a higher level of parental preference, i.e. to meet working patterns, choice of type of provision, levels of take up; Currently there is a match between places and population but in response to future housing developments further investigation into the Bourne End planning area will need to be undertaken.
4. Recent Developments
There have been no significant developments in the area.
5. Issues for Further Consideration
Following on from the analysis of the projection data and the current patterns of admissions the following issues are identified for further consideration and appropriate discussion with schools in the area:
Consider further the implications of the known planned housing developments (e.g. Slate Meadow) and migration on the demand for further permanent/temporary places including in the short term for September 2015;
Review premises and delivery options for future demand for early years and childcare places.
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Page 11 High Wycombe Planning Area
Page 1
Section 2 Contents:
1. Scope of this Document……………………………………………………...... 3
2. Review of Current and Projected Pupil Numbers………………………...... 3
3. Key Insights…………………………………………………………...... 8
4. Recent Developments……………………………………………………………… 9
5. Issues for Further Consideration…………………………………………...... 10
6. Appendix A: Map of Planning Area including planned major developments…. 11
7. Appendix B: Net Flow of Primary School Pupils in High Wycombe…………… 12
Page 2
1. Scope of this Document
The map at Appendix A shows the primary schools within the High Wycombe planning area.
Table 1 below shows the numbers of different types of schools in the planning area:
Voluntary Voluntary Voluntary Community Aided (C. of E.) Aided (R.C.) Controlled Foundation Academy Infant 4 Junior 3 1 Combined 12 4 1* 2 2 *Includes St Michael’s RC which is an all-through 3-18 school
Table 2 below shows the Early Years provision in the High Wycombe area which is not located on a school site (Early Years provision on school sites is noted in Table 3):.
Type of FFE Provider Number Nursery School 1 Day nurseries 14 Pre schools 26 Accredited childminders 6 Nursery units of independent schools 1
2. Review of Current and Projected Primary Pupil Numbers
You are recommended to refer to Appendix 3 of Section 1 (Context and Policy Framework) for an explanation of the data contained in the following tables.
Current Pupil Numbers
Table 3 below lists the schools, their planned Admission Numbers, capacity, number on roll in May 2013 and any on-site Early Years provision available:
Page 3 Admission 2012/13 Number (planned) 2012/13 Actual Early School Name Type Status Infant Junior Capacity Pupils Years Ash Hill Primary CC 30 30 210 184 3+ Beechview JF 60 240 156 Booker Hill CC 30 30 210 208 3+ Castlefield CF 75 75 425 398 3+ Cedar Park CC 30 30 210 211 3+ Chepping View Primary CA 60 60 420 415 4+ Curzon CE Combined C VA (CE) 20 24 156 143 Disraeli CC 60 60 420 436 3+ Downley CC 60 60 420 419 PVI Great Kingshill CE Combined C VA (CE) 58 58 406 406 Hamilton Academy CA 90 90 630 620 3+ Hannah Ball CF 30 30 150 115 PVI Hazlemere CE Combined C VA (CE) 30 33 222 217 3+ High Wycombe CE Combined C VA (CE) 30 30 210 209 Highworth Combined CC 56 56 392 399 3+ Holmer Green Infant IC 60 180 176 3+(E) Holmer Green Junior JC 60 240 233 Hughenden Primary CC 15 15 105 107 King's Wood CC 60 60 408 384 3+ Manor Farm Community Infant IC 75 225 220 PVI Manor Farm Community Junior JC 60 240 253 PVI Marsh IC 60 135 133 3+ Millbrook Combined CC 60 60 420 374 3+ Oakridge CC 56 56 350 339 3+ St Michael's Catholic C VA (RC) 60 60 420 414 Tylers Green First IC 60 180 180 Tylers Green Middle JC 62 240 243 West Wycombe Combined CC 30 30 210 203 Widmer End Combined CC 30 32 210 206 PVI Total 1225 1221 8284 8001
Table 4 below shows the current level of surplus/deficit of places across High Wycombe primary schools:
Admission 2012/13 Number (planned) 2012/13 Actual Surplus/Deficit(-) Infant Junior Capacity Pupils 4+ to 6+ 7+ to 10+ Total High Wycombe 1225 1221 8284 8001 48 (1%) 235 (5%) 283 (3%)
The table shows that across the area there are currently 283 or about 3% surplus places which is just below the DfE recommended range of 5% to 10%. However, the overall surplus does not reflect that the number of young children in the area has been rising over the last few years largely due to housing growth - with only 1% surplus places at KS1 compared to 5% at KS2. The surplus figure takes into account the additional places
Page 4 provided at Castlefield and Hannah Ball - where the places are being phased in from September 2012 to ensure class sizes remain viable at all schools.
Other factors affecting pattern of provision include:
. Population migration
There is significant housing growth taking place across High Wycombe which has resulted in young families moving into the area and the current pressure on school places.
. Parental Preference
High Wycombe is situated in a valley and the hills can create difficult walking routes to schools however, there is good public transport in the town and due to the relatively short journeys involved significant numbers of parents are prepared to travel in their cars to go to a school of their choice including to schools outside the planning area. Parental perception and standards at schools as well as local logistical considerations (such as school capacity limits and access) are factors in influencing parental preferences for admissions to schools – the map at Appendix B shows where there is a significant movement of pupils from school catchment areas to neighbouring schools.
The map highlights a significant amount of movement of children between catchment areas, not unusual in more urban areas. Most notable is the movement into Hamilton School from neighbouring catchment areas and the movement out of the Castlefield and Ash Hill catchment areas. There are also significant movements of pupils living in High Wycombe to attend schools in Bourne End, Wycombe West including Stokenchurch, Marlow, Naphill and Walter’s Ash and Great Missenden/Prestwood.
Every year, there are a significant number of pupils that cannot be allocated any one of their preferences as they did not express a preference for their local school. As a result, their local school may fill from out catchment preferences1 and children may then need to be placed at a school some distance from their address. A number of these children decline their offer and either go into the independent sector or go onto the waiting list of another school and in a number of cases outside of the town. This creates difficulties estimating the number of places that are needed in the High Wycombe area. This problem is exacerbated by the significant number of late applications the Local Authority receives from parents that have not applied on time or moved into the area right up until the start of term. New housing in the area is also a key factor.
While there has been a rise in the population in High Wycombe over the last three years, the percentage of reception aged children living and attending a school in the planning area has fallen from 86% to 82%. This indicates an increasing trend in the number of children attending schools outside High Wycombe and in the independent sector.
Projected Pupil Numbers
The projections in this section take account of the following:
1 The admissions code requires admissions authorities to comply with parental preference where there are spare places available and is not allowed to reserve places for pupils moving into an area.
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. Number of pre-school aged children living in High Wycombe – to estimate the number of pupils seeking admission to schools;
. Cohort survival rates – in order to age existing pupils onwards each year;
. Planned housing growth – to estimate the number of additional children that might be generated.
Table 5 below shows the impact of the total projected pupils across the High Wycombe planning area by 2016/17 as a result of the combined effect of demographic change and any new housing and is not limited by capacity:
2016/17 Surplus/ 2016/17 Projected Deficit(-) Capacity Pupils (2016/17) High Wycombe 8491 8446 45 (1%)
The projections indicate an overall surplus of 45 places (1%) which is well below the DfE recommended range of 5% to 10%. However, the overall surplus capacity does not differentiate between the available capacity across the different year groups or give an indication of the rising child population in High Wycombe. Chart 1 below shows the projected numbers of 4+ pupils due to be admitted into Reception and current planned increases in capacity:
Chart 1 - Actual and Projected Reception (4+) Intake 1300
1254 1239 1248 1250 1229 1228 48 54
1200 1200 1176 1166 1145 1150
Number of pupils of Number 1100
1050
Projected intake Planned Admission Number 1000 2009 2010 2011 2012 2013 2014 2015 2016 Academic year (September)
Page 6 The chart above suggests there will be a shortage of reception places over the next few years. Castlefield School operates with class sizes of 25 and has sufficient permanent capacity to admit two forms of entry. Over the last three years the school has admitted four additional classes to accommodate increased demand – one in September 2011, two in September 2012 and another in September 2013. From September 2013, Marsh Infant, Oakridge and King’s Wood together admitted an additional class on a permanent basis. Assuming current trends continue, at least one additional class will again be needed in September 2014 and two in the following two academic years. The intake projections are based on the most recent trends and assume the current numbers of children attending schools outside the area or in the private sector will continue. A shift of 2% in the percentage of children living and attending a school in High Wycombe is equivalent to a class of 30 pupils. Further classes would also create additional flexibility for families moving into the area in line with DfE recommendations to aim for at least 5% surplus capacity. BCC needs to consider a number of factors when making decisions on which schools to expand including standards, parental preference, diversity, accessibility, site constraints, availability of funding and the views of interested parties.
The projections include estimated children from new housing based on housing trajectory data provided by the District Council to meet their long term housing targets. Wycombe District Council (WDC) adopted their Core Strategy in July 2008 which set out a total requirement for the District of 8,050 dwellings for the period 2006-26 with High Wycombe the principal focus for new development. As at 31 March 2012, 2722 homes had been completed in Wycombe with another 1725 homes with outstanding planning permission (1200 of which in High Wycombe). Based on current trends, BCC would expect a further 2500 homes to be built in High Wycombe. WDC’s adopted Core Strategy identified a number of large greenfield sites in High Wycombe (such as Abbey Barn, Terriers Farm and Gomm Valley). However, WDC’s current position is that there is broadly a sufficient supply of deliverable brownfield housing sites to meet requirements up to 2021 without the need to release any large greenfield reserve sites. The principle of a residential led development of the RAF Daws Hill site (which is primarily a previously developed site) is now accepted – and a planning application has now been submitted for 433 homes. The scale of the development is expected to necessitate the need for a new 210 place primary school. The school will need to be future proofed to enable expansion if the adjacent Abbey Barn South site is developed at some time in the future to allow it to be fully integrated with development on the RAF Daws Hill site. BCC’s current policy is to open new schools at the point in which admissions into reception from within the development reach 15 pupils per year group (which we estimate to be on completion of 350 homes) sufficient to justify the opening of a new school balanced against the environmental and financial cost of making provision and transporting pupils to neighbouring schools. The phasing plan within the application indicates that the development will take eight years to complete and the school will be built approximately five years after commencement.
. Other Observations
There is a mismatch between infant and junior admission places at Manor Farm Infant and Manor Farm Junior. Manor Farm Infant School intends to continue this arrangement as it has the capacity and would support parental choice. While there is no guarantee of admission into the feeder junior school, there are places available at other schools in the town (e.g. a number of schools admit additional children at KS2 as the KS1 class size limit of 30 no longer applies).
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There are a number of separate infant and junior schools in the area which can create issues with continuity of experience and progression for pupils; BCC encourages schools to consider a range of possibilities for greater collaboration whether this be in relation to staff deployment, or the sharing of expertise, resources or facilities.
In some years, Downley School is oversubscribed from within catchment area. The school is popular and parents move into the area to take up new housing as well as existing housing as it becomes vacant. Although parents are free to express a preference for a school of their choice it is not possible to guarantee a place at particular school. The Admissions Code states that admission authorities must not guarantee places to parents in a local catchment area, in case the pattern of preferences expressed does not allow this guarantee to be met.
3. Key Insights
At reception there are currently no surplus places to allow for families moving into the area. An additional 15 places are currently being provided at Marsh Infant School to provide some surplus capacity;
Over the next three years the projections suggest that there will be further pressure on schools to accommodate parental preferences. There is projected to be a requirement for an additional one class in September 2014 and a further two classes in the following two academic years assuming current trends in parental preference continue;
The current distribution of school places across the area facilitates a high level of parental preference, resulting in a higher than average flow of pupils between catchment areas.
Early Years Provision
The Childcare Sufficiency Assessment 2011 and Refresh in May 2012 shows that:
Pupil migration can have a greater impact in the Early Years sector due to a higher level of parental preference, i.e. to meet working patterns, choice of type of provision, levels of take up.
There are parts of High Wycombe where demand for early year’s places is not met. Expansion and development of the area and increase in population indicates that future demand for early years places will outstrip supply significantly if additional provision cannot be developed;
The requirement for the expansion of 2 year old EEF places is likely to have a significant impact on the High Wycombe planning area. Currently approximately 30% of places across the county are accessed in this area. The expansion of required places means that approximately a further 230 places could be required by September 2013 and doubled by September 2014;
Page 8 The expansion of 2 year old places will have a major impact on the pattern of demand between 2, 3 and 4 year old places and exacerbate the existing gap in supply for stand alone EEF places. Preschools will need to reserve places for 2 year olds in order to maintain a sustainable income stream which in turn means there will be fewer places available for 3 and 4 year olds;
There are sufficient childcare places available for children over the age of 4.
4. Recent Developments
A number of developments/works have taken place to provide additional capacity in the area:
Hannah Ball Infant School extended its age range to become a one form entry combined school from September 2011. This also enabled King’s Wood School to increase its admission number at KS1 as places were previously reserved for pupils feeding from Hannah Ball;
Additional accommodation provided at Oakridge School enabled the school to increase its admission number from 50 to 56 from September 2013;
Tylers Green Middle School and Widmer End Combined School have increased their admission numbers at KS2 to accommodate an additional two children;
Additional accommodation was provided at Marsh Infant School to enable it to increase its admission number to 60 to meet increased local demand and match the admission number of its feeder school (i.e. Beechview School);
Castlefield School has admitted four additional classes since September 2011;
Feasibility studies have been undertaken at (i) The Disraeli School and Children’s Centre (ii) Chepping View Primary Academy and (iii) Castlefield School to assess their suitability to provide an additional class on a permanent basis to reduce the need to transport pupils to schools outside the area;
St Augustine’s RC Primary School amalgamated with St Bernard’s RC Secondary School to become St Michael’s RC School - an all through school including new nursery provision to offer up to 52 places;
Feasibility studies undertaken at Castlefield School to offer 2 year old provision on site;
Expansion of provision at (i) The Disraeli School and Children’s Centre and (ii) Milbrook Combined School to offer 2 year old provision alongside existing childcare provision.
Feasibility studies undertaken with Private and Voluntary providers to expand provision.
Page 9 5. Issues for Further Consideration
Following on from the analysis of the projection data and the current patterns of admissions the following issues are identified for further consideration and appropriate discussion with schools in the area:
Progress discussions as necessary for potential new schools in major development areas;
Support linked infant and junior schools and schools more generally to give active consideration to formal collaborative arrangements including possible amalgamation either on a single or split-site;
Review the catchment area for Downley School and consider creating a dual catchment area to provide parents a greater guarantee that they can secure a place at their next nearest school (unless expansion of Disraeli is approved as this will address any oversubscription);
Review premises and delivery options as demand for early years and childcare places is not met;
Consider the future expansion to the 2 year old offer in 2014 and options to develop services in schools that meet the eligibility criteria and have capacity;
Formalise Cedar Park School temporary arrangement to take children at rising 4 years;
Future priority to increase numbers of accredited childminders.
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Page 14 Marlow Planning Area
Page 1
Section 2 Contents:
1. Scope of this Document……………………………………………………...... 3
2. Review of Current and Projected Pupil Numbers………………………...... 3
3. Key Insights…………………………………………………………...... 7
4. Recent Developments……………………………………………………………… 7
5. Issues for Further Consideration…………………………………………...... 7
6. Appendix A: Map of Planning Area including planned major developments…. 9
7. Appendix B: Net Flow of Primary School Pupils in Marlow…….…...………….. 10
Page 2 1. Scope of this Document
The map at Appendix A shows the primary schools within the Marlow planning area.
Table 1 below shows the numbers of different types of schools in the planning area:
Voluntary Voluntary Voluntary Community Aided (C. of E.) Aided (R.C.) Controlled Foundation Academy Infant 2 Junior 1 Combined 3 1 1
Table 2 below shows the Early Years provision in the Marlow area which is not located on a school site (Early Years provision on school sites is noted in Table 3):
Type of FFE Provider Number Nursery school Day nurseries 6 Pre schools 10 Early Education Funded childminders Nursery units of independent schools
2. Review of Current and Projected Pupil Numbers
You are recommended to refer to Appendix 3 of Section 1 (Context and Policy Framework) for an explanation of the data contained in the following tables.
Current Pupil Numbers
Table 3 below lists the schools, their Planned Admission Numbers, the number on roll in May 2014 and any on-site Early Years provision available:
Admission 2013/14 Number (planned) 2013/14 Actual Early School Name Type Status Infant Junior Capacity Pupils Years Burford CC 60 60 414 421 Danesfield CF 56 56 392 399 Foxes Piece CC 30 30 240 214 PVI Holy Trinity CE J VA (CE) 80 320 317 Little Marlow CE I VA (CE) 20 60 68 Marlow CE Infant I VA (CE) 60 180 180 PVI Spinfield CC 30 30 210 211 St Peter's RC Primary C VA (RC) 30 33 222 200 Total 286 289 2038 2010
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Table 4 below shows the current level of surplus/deficit of places across Marlow primary schools:
Admission 2013/14 Number (planned) 2013/14 Actual Surplus/Deficit(-) Infant Junior Capacity Pupils 4+ to 6+ 7+ to 10+ Total Marlow 286 289 2038 2010 -3 (0%) 31 (3%) 28 (1%)
The table shows that across all year groups there are currently 1% surplus places (although these are mainly concentrated at Key Stage 2) which is below the DfE recommended range of 5% to 10%. The capacity above includes the additional class provided at Foxes Piece in September 2012 to meet a bulge in the population. Due to pressure on places a number of schools have exceeded their admissions limit due to successful appeals.
Other factors affecting pattern of provision include:
. Population migration
There is significant movement of young families into the area to take up new housing as well as existing housing as it becomes vacant.
. Parental Preference
Parental perception and standards at schools as well as local logistical considerations (such as school capacity limits and access) are factors in influencing parental preferences for admissions to schools – the map at Appendix B shows where there is a significant movement of pupils from school catchment areas to neighbouring schools. The population in the town appears to be rising while that on the outskirts of Marlow (i.e. Burford and Danesfield) appears to be falling which will have an impact on pupil movement trends.
Very few children living in Marlow attend private or out of county (e.g. Maidenhead) schools. Marlow schools are very popular and due to the increase in the population there has been a significant reduction in the number of out-area pupils attending a Marlow school.
Projected Primary Pupil Numbers
The projections in this section take account of the following
. Numbers of pre-school aged children living in Marlow – to estimate the number of pupils seeking admission to schools;
. Cohort survival rates - in order to age existing pupils onwards each year;
. Planned housing growth – to estimate the number of additional children that might be generated.
Page 4 Table 5 below shows a 2% deficit of places projected across the Marlow planning area by 2017/18 as a result of the combined effect of demographic change and any new housing:
2017/18 Surplus/ 2017/18 Projected Deficit(-) Capacity Pupils (2017/18) Marlow 2044 2086 -42 (-2%)
Chart 1 shows the projected numbers of pupils due to be admitted into Reception (4+)
Chart 1 - Actual and Projected Reception (4+) Intake 320
310 307 307
300 295
290 289 285 286 281 280
Number of pupils 273 271 270
260
Projected intake Planned Admission Number 250 2010 2011 2012 2013 2014 2015 2016 2017 Academic year (September)
In response to the peak in the population in 2014, the Local Authority agreed with Little Marlow CE School to allocate up to an additional 10 pupils to meet the additional pressure in the area. This combined with a reduction in the number of out-area pupils enabled the Local Authority to accommodate the peak in demand. The projections for future years show a slight fall although there is little spare capacity to allow for any volatility in parental choice or the population.
The projections include estimated children from new housing based on housing trajectory data provided by Wycombe District Council (WDC) which allows for 200 homes over the period to 2026 based on their Core Strategy. Wycombe District Council (WDC) are currently developing their new Local Plan. This will outline their plans for building between 500-700 homes per year up to 2031. Consultation on the draft new local plan took place
Page 5 throughout March 2014 and included a review of the Green Belt and the provision of up to 3,500 dwellings generally concentrated in the Bourne End/Marlow area. The next stage will be the selection of preferred sites which should take place before November 2014. Any decisions on school expansions arising from the increased housing levels would need to consider a number of factors including standards, parental preference, accessibility, site constraints, availability of funding and the views of interested parties.
. Other Observations
Following consultation, the Governing Bodies of Little Marlow CE School and Holy Trinity CE School confirmed that they would hard federate from the Autumn Term 2014. The Governing Body of Marlow CE Infant School is also considering whether to join the federation in the future. BCC supports the proposal in line with its policy to encourage separate infant and junior schools to consider formal collaboration to ensure continuity of experience and progression for pupils – whether this be in relation to staff deployment, or the sharing of expertise, resources or facilities.
There is currently considerable migration into the Spinfield catchment area and to a lesser extent Marlow CE catchment area - not uncommon in popular schools - which results in the schools being oversubscribed from within catchment in some years. It is not possible to get a perfect match between pupils and places at individual school catchment area level due to volatility in parental choice as well as the population (i.e. due to fluctuations in migration trends and the number of births). This is reflected in the Admissions Code which stated that admission authorities must not guarantee places to parents in a local catchment area, in case the pattern of preferences expressed does not allow this guarantee to be met. It is for this reason that BCC plans school places across a wider area. There are however some families living on the outer edges of oversubscribed catchment areas where there is a risk in some years that they will not get into their catchment school and may need to travel a disproportionate distance to their next nearest school with a place. The purpose of catchment areas is to prioritise admissions and they are largely used to avoid this situation occurring. Significant changes to catchment areas are sensitive and the Local Authority needs to be mindful of the impact on the existing community. Other options include giving priority to children living in the catchment area with the longest journey to an alternative school however, there are a number of practicalities which prevent the authority from introducing this change. In September 2010, the Danesfield catchment area was extended to cover a small area in Frieth Road on the outer edge of the Spinfield catchment area in response to parents concerns. While the creation of a shared area has removed the uncertainty for those parents, it does not support efficient and effective travel planning (i.e. Frieth Road is over 2 miles away from Danesfield School and parents would be entitled to free transport).
St Peter’s RC Primary School prioritises admissions to Catholic children and as a result admits a number of catholic children from outside Marlow once demand from in Marlow is exhausted. The uncertainty in the population of baptised children in Marlow – can impact on pupil trends and the demand projections.
Page 6 3. Key Insights
The majority of the current surplus places are concentrated at KS2;
Over the next four years, the projected reception intake suggests that there will be limited scope for schools to accommodate parental preferences;
The current distribution of school places across the area facilitates the flow of pupils between catchments;
There are high levels of migration into the area which may result in schools becoming oversubscribed from within catchment in some years;
St Peter’s RC Primary School prioritises admissions to Catholic children and can vary which might impact on demand projections.
Early Years Provision
The Childcare Sufficiency Assessment 2014 shows that:
Pupil migration can have a greater impact in the Early Years sector due to a higher level of parental preference, i.e. to meet working patterns, choice of type of provision, levels of take up. Currently there is a match between places and population although in the event of future housing developments further investigation into the Marlow planning area will need to be undertaken.
There are no Early Education Funded childminders.
4. Recent Developments
A number of developments/works have taken place to provide additional capacity in the area:
Foxes Piece School admitted an additional 30 pupils in September 2012;
Little Marlow CE School admitted an additional 10 pupils in September 2014.
5. Issues for Further Consideration
Following on from the analysis of the projection data and the current patterns of admissions the following issues are identified for further consideration and appropriate discussion with schools in the area:
Consider further the implications of the known planned housing developments/migration on the demand for further permanent/temporary places including at Little Marlow CE School;
Review oversubscribed catchment areas with schools and consider the creation of shared areas to reduce the risk of families living on the extremes having to travel a disproportionate distance to their next nearest school with a place and siblings living
Page 7 outside Marlow being prioritised ahead of children living in Marlow particularly due to redistribution of the school age population away from rural areas and into towns;
Support Marlow CE School if Governing Body decides to join Holy Trinity CE and Little Marlow CE federation;
Need to consider the potential impact of changes in cross border early year’s provision;
Review premises and delivery options as demand for early years and childcare places is not met;
Future priority to increase numbers of Early Education Funded childminders.
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Princes Risborough Planning Area
Page 1
Section 2 Contents:
1. Scope of this Document……………………………………………………...... 3
2. Review of Current and Projected Pupil Numbers………………………...... 3
3. Key Insights…………………………………………………………...... 7
4. Recent Developments……………………………………………………………… 8
5. Issues for Further Consideration…………………………………………...... 8
6. Appendix A: Map of Planning Area including planned major developments…. 9
7. Appendix B: Net Flow of Primary School Pupils in Princes Risborough…….. 10
Page 2
1. Scope of this Document
The map at Appendix A shows the primary schools within the Princes Risborough planning area.
Table 1 below shows the numbers of different types of schools in the planning area:
Voluntary Voluntary Voluntary Community Aided (C. of E.) Aided (R.C.) Controlled Foundation Academy Infant 1 1 Junior Combined 3 1 2
Table 2 below shows the Early Years provision in the Princes Risborough area which is not located on a school site (Early Years provision on school sites is noted in Table 3):
Type of FFE Provider Number Nursery school Day nurseries 2 Pre schools 8 Early Education Funded childminders 7 Nursery units of independent schools 2
2. Review of Current and Projected Pupil Numbers
You are recommended to refer to Appendix 3 of Section 1 (Context and Policy Framework) for an explanation of the data contained in the following tables.
Current Pupil Numbers
Table 3 below lists the schools, their Planned Admission Numbers, capacity, number on roll in May 2014 and any on-site Early Years provision available:
Admission 2013/14 Number (planned) 2013/14 Actual Early School Name Type Status Infant Junior Capacity Pupils Years Bledlow Ridge CC 20 20 140 134 Great Kimble CE IVC 20 6070 Longwick CE Combined CVC 30 34 206 152 Monks Risborough CE Primary CVC 26 32 206 205 Naphill & Walters Ash CC 60 60 420 377 3+(E) Princes Risborough Primary CC 40 43 292 274 4+ & PVI Speen CE I VA (CE) 15 45 38 4+ St John's CE Combined C VA (CE) 30 45 270 243 Total 241 234 1639 1493
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Table 4 below shows the current level of surplus/deficit of places across Princes Risborough primary schools:
Admission 2013/14 Number (planned) 2013/14 Actual Surplus/Deficit(-) Infant Junior Capacity Pupils 4+ to 6+ 7+ to 10+ Total Princes 241 234 1639 1493 16 (2%) 130 (14%) 146 (9%) Risborough
The table shows that across the area there are currently 146 or 9% surplus places which is within the DfE recommended range of 5% to 10%. However, the overall surplus does not reflect that the majority of surplus places are concentrated in KS2 (i.e. 14%) with only 2% surplus places at KS1. While the admission number at Key Stage 2 is lower than that at Key Stage 1 there is some loss to the private sector at the end of Key Stage 1 particularly from Great Kimble - typically 20-30% of its pupils. Naphill and Walters Ash serves a large services community so can lose pupils in the older year groups due to the high levels of mobility.
Other factors affecting pattern of provision include:
. Population migration
There is significant movement of young families into the area to take up new housing as well as existing housing as it becomes vacant.
. Parental Preference
Parental perception and standards at schools as well as local logistical considerations (such as school capacity limits and access) are factors in influencing parental preferences for admissions to schools – the map at Appendix B shows where there is a significant movement of pupils from school catchment areas to neighbouring schools.
Approximately 10% of the population attend private or out of county schools although this figure varies year on year.
Projected Primary Pupil Numbers
The projections in this section take account of the following
. Numbers of pre-school aged children living in Princes Risborough – to estimate the number of pupils seeking admission to schools;
. Cohort survival rates - in order to age existing pupils onwards each year;
. Planned housing growth – to estimate the number of additional children that might be generated.
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Table 5 below shows the impact of the total projected numbers of pupils across the Princes Risborough planning area by 2017/18 as a result of the combined effect of demographic change and any new housing:
2017/18 Surplus/ 2017/18 Projected Deficit(-) Capacity Pupils (2017/18) Princes 1659 1603 56 (3%) Risborough
The projections indicate a 3% surplus which is below the DfE recommended level of surplus required to allow for year on year volatility in pupil demand.
Chart 1 shows the projected numbers of pupils due to be admitted into Reception (4+)
Chart 1 - Actual and Projected Reception (4+) Intake 260 255
250 247
241 241 240 237
230 229 225 222 223
Number of pupils 220
210
Projected intake Planned Admission Number 200 2010 2011 2012 2013 2014 2015 2016 2017 Academic year (September)
The projections for future years show that there is likely to be pressure on school places in the future. While, the Local Authority may be able to meet the peaks in demand through a reduction in the number of pupils from High Wycombe (as the increase in population appears to be concentrated in the Naphill and Walter’s Ash catchment), there is little spare capacity to allow for any volatility in parental choice or the population migration. However, the projections suggest that the increased demand for places will not be sufficient to justify the provision of an additional class.
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The projections include estimated children from new housing based on housing trajectory data provided by the District Council to meet their long term housing targets which allows for approximately 150 homes in addition to current permissions over the period to 2021. New housing in the planning area is generally concentrated in Princes Risborough which may result in peaks in demand due to the volatility of the population on new developments. Wycombe District Council (WDC) are currently developing their new Local Plan. This will outline their plans for building between 500-700 homes per year across Wycombe up to 2031 compared to 400-450 homes in the current plan. Consultation on the draft new local plan took place throughout March 2014 and included low (including 435 homes at Park Mill Farm, 165 homes on Picts Lane and 65 homes on the Hypnos site), medium (including 400 homes on Longwick Road and 485 homes on Mill Lane) and high (major expansion of up to 2,500 dwellings) growth options for Princes Risborough. The next stage will be the selection of preferred sites which should take place before November 2014. Any decisions on school expansions arising from the increased housing levels would need to consider a number of factors including standards, parental preference, accessibility, site constraints, availability of funding and the views of interested parties.
. Other Observations
There are two separate infant schools in the area with different feeder schools. To ensure continuity of experience and progression for pupils, BCC encourages schools to consider a range of possibilities for greater collaboration, whether this be in relation to staff deployment, or the sharing of expertise, resources or facilities.
The reception admission numbers of Princes Risborough School, Speen CE School and Bledlow Ridge School require mixed aged classes which is not always popular with parents – although is generally accepted due to the rural nature of schools
Great Kimble CE School has three feeder schools with a combined admission number of 13 at Key Stage 2 to accommodate an admission number of 20. However, historically very few pupils attending Great Kimble CE go on to either Princes Risborough or Longwick - a number go to Monks Risborough CE, the private sector (20-30%), or schools further afield (e.g. St John's CE for parents seeking a church school or Haddenham Junior where there is now a formal link). The number of places available for children feeding from Great Kimble at KS2 has always exceeded demand (evidenced by the higher levels of surplus capacity in KS2) - however, there is no guarantee that this will continue as patterns of preference may change in the future (e.g. reduction in number of children going to independent sector). As recognised in the admissions code, admission authorities must not guarantee places to parents in a local catchment area school, in case the pattern of preferences expressed does not allow this guarantee to be met - i.e. it is not possible to get a perfect match between pupils and places in a single school (due to volatility in the population and parental choice).
The transition at the end of Year 2 can create uncertainty for the feeder schools and they would wish to protect themselves to ensure that class sizes are both viable and also not too large as to impact on the quality of teaching:
Longwick School recently increased its admission number from 26+4 to 30+4 to ensure more viable class sizes. The school does not expect to ever be in the situation of having 34 in a class as the school rarely admits an additional four
Page 6
children at KS2 and does tend to lose a few pupils at the end of KS1. While not ideal, some classrooms are large enough to accommodate class sizes over 30 should the situation ever change;
Monks Risborough CE School has an admission number of 26+6. The school is popular and as a result there is pressure on independent appeals panel to admit additional children into reception which can result in class sizes that exceed 32 at KS2 (as the school generally admits an additional 6 pupils at Key Stage 2) which is not ideal.
Princes Risborough has an admission number of 40+3. The school previously had an admission number of 50+10 but this was reduced following recent developments on the site (i.e. children’s centre, family learning centre and pre-school).
St John’s CE School has an admission number of 30 at reception and 15 at Key Stage 2 to accommodate children from Speen CE School which also has an admission number of 15. While the match in admission numbers provides greater certainty for parents at KS2 transfer, the intake at Speen can vary as it is dependent on non-catchment children to fill the school. This can result in unviable class sizes in some years. The admission number also requires mixed aged teaching in Key Stage 2 which is not always popular with parents.
There is an RAF base in Naphill which, due to the mobility of the services families, can create volatility in the population from one year to the next.
3. Key Insights
The majority of the current surplus places are concentrated at KS2;
Over the next four years, the projected reception intake suggests that there will be limited scope for schools to accommodate parental preferences;
The current distribution of school places across the area facilitates a high level of parental preference, resulting in a higher than average flow of pupils between catchment areas;
There are high levels of migration into the area which may result in schools becoming oversubscribed from within catchment in some years;
WDC are developing their new Local Plan which currently proposes significant development in the Princes Risborough area;
There is a mismatch between places at Great Kimble CE School and its three feeder schools although historically very few pupils attend Princes Risborough School or Longwick School;
Admission arrangements in a number of schools allow for feeder school pupils at KS2 although there is no guarantee of numbers which can create uncertainty.
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Early Years Provision
The Childcare Sufficiency Assessment 2014 shows that:
Pupil migration can have a greater impact in the Early Years sector due to a higher level of parental preference, i.e. to meet working patterns, choice of type of provision, levels of take up. Currently there is a match for places and population although in the event of future housing developments further investigation into the planning area will need to be undertaken.
4. Recent Developments
A number of developments/works have taken place to provide additional capacity in the area:
Longwick School increased their admission number at KS1 from 26 to 30 – and at KS2 from 30 to 34 as very few children feed into the school at Key Stage 2;
A feeder link was created between Great Kimble CE and Haddenham Junior to (i) enable a whole cohort to move up into Year 3 in one school rather than be split up and (ii) make use of the surplus capacity at Haddenham Junior.
5. Issues for Further Consideration
Following on from the analysis of the projection data and the current patterns of admissions the following issues are identified for further consideration and appropriate discussion with schools in the area:
Consider further the implications of the known planned housing developments and migration trends on the demand for further permanent/temporary places and whether there are changes in the organisation of places that might be proposed in the areas most likely to be affected in particular Princes Risborough;
Support linked infant and feeder schools to give active consideration to formal collaborative arrangements;
Review number of service families in the area due to impacts on levels of demand for early years and primary school places;
Keep admission arrangements under review to ensure they remain sustainable;
Review premises and delivery options as demand for early years and childcare places is not met.
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Page 12 Wycombe West Planning Area
Page 1
Section 2 Contents:
1. Scope of this Document……………………………………………………...... 3
2. Review of Current and Projected Pupil Numbers………………………...... 3
3. Key Insights…………………………………………………………...... 6
4. Recent Developments……………………………………………………………… 7
5. Issues for Further Consideration…………………………………………...... 7
6. Appendix A: Map of Planning Area including planned major developments…. 8
7. Appendix B: Net Flow of Primary School Pupils in Wycombe West.………….. 9
Page 2 1. Scope of this Document
The map at Appendix A shows the primary schools within the Wycombe West planning area.
Table 1 below shows the numbers of different types of schools in the planning area:
Voluntary Voluntary Voluntary Community Aided (C. of E.) Aided (R.C.) Controlled Foundation Academy Infant 1 1 Junior Combined 2 3
Table 2 below shows the Early Years provision in the Wycombe West area which is not located on a school site (Early Years provision on school sites is noted in Table 3):
Type of FFE Provider Number Nursery school Day nurseries 3 Pre schools 3 Early Education Funded childminders 2 Nursery units of independent schools
2. Review of Current and Projected Pupil Numbers
You are recommended to refer to Appendix 3 of Section 1 (Context and Policy Framework) for an explanation of the data contained in the following tables.
Current Pupil Numbers
Table 3 below lists the schools, their Planned Admission Numbers, capacity, number on roll in May 2014 and any on-site Early Years provision available:
Admission 2013/14 Number (planned) 2013/14 Actual Early School Name Type Status Infant Junior Capacity Pupils Years Cadmore End CE C VA (CE) 14 14 98 66 4+ Frieth CE Combined C VA (CE) 20 22 142 125 Ibstone Combined I VA (CE) 13 39 32 4+ Lane End Primary CC 30 30 210 110 3+ Mary Towerton IC 18 54 41 Radnage CE Combined C VA (CE) 14 14 56 53 3+ Stokenchurch Primary CC 60 90 540 509 3+ Total 169 170 1139 936
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Table 4 below shows the current level of surplus/deficit of places across Wycombe West primary schools:
Admission 2013/14 Number (planned) 2013/14 Actual Surplus/Deficit(-) Infant Junior Capacity Pupils 4+ to 6+ 7+ to 10+ Total Wycombe West 169 170 1139 936 78 (15%) 125 (20%) 203 (18%)
The table shows that across the area there are currently 203 or 18% surplus places which is outside the DfE recommended range of 5% to 10%. A higher level of surplus places are concentrated in KS2 as there is some loss to the private sector at the end of Year 2/3.
Other factors affecting pattern of provision include:
. Population migration
There is significant movement of young families into the area to take up new housing as well as existing housing as it becomes vacant.
. Parental Preference
Parental perception and standards at schools as well as local logistical considerations (such as school capacity limits and access) are factors in influencing parental preferences for admissions to schools – the map at Appendix B shows where there is a significant movement of pupils from school catchment areas to neighbouring schools. In particular, the map highlights the flow of pupils from High Wycombe into the planning area. Cadmore End, Radnage, Ibstone and Mary Towerton all serve a sparsely populated community and rely on attracting children from neighbouring towns or larger villages (e.g. Stokenchurch, High Wycombe).
Approximately 10% of the population attend private or out of county schools although this figure varies year on year.
Projected Primary Pupil Numbers
The projections in this section take account of the following
. Numbers of pre-school aged children living in Wycombe West – to estimate the number of pupils seeking admission to schools;
. Cohort survival rates - in order to age existing pupils onwards each year;
. Planned housing growth – to estimate the number of additional children that might be generated.
Page 4 Table 5 below shows the impact of the total projected numbers of pupils across the Wycombe West planning area by 2017/18 as a result of the combined effect of demographic change and any new housing:
2017/18 Surplus/ 2017/18 Projected Deficit(-) Capacity Pupils (2017/18) Wycombe West 1187 945 242 (20%)
The projections indicate a 20% surplus which is still outside the DfE recommended level of surplus required to allow for year on year volatility in pupil demand. It is accepted that in order to preserve access for young children, there may be more empty places in schools in rural areas than in urban areas as parents are less mobile and more susceptible to fluctuations in the population. However, maintaining high levels of surplus places in schools does not generally enhance parental choice due to the impact on resources/standards.
Chart 1 shows the projected numbers of pupils due to be admitted into Reception (4+)
Chart 1 - Actual and Projected Reception (4+) Intake 190
180
170 169 161 160 155 149 150 149 144 144 145
140 136
Number of pupils 130
120
110 Projected intake Planned Admission Number 100 2010 2011 2012 2013 2014 2015 2016 2017 Academic year (September)
The chart above suggests that the population will remain at current levels and there is sufficient capacity to meet demand.
Page 5 The projections include estimated children from new housing based on housing trajectory data provided by the District Council to meet their long term housing targets which allows for approximately 300 homes in addition to current permissions over the period to 2021. New housing in the planning area is generally concentrated in Stokenchurch which may result in a redistribution of the population – i.e. a decline in the rural population but an increase in the population within the larger villages. This may increase the pressure on rural schools to attract more children from outside their local community to ensure their viability. Reducing surplus places is not a Government priority unless running at very high levels: ‘For parental choice to work effectively there may be some surplus capacity in the system as a whole. Competition from additional places in the system will lead to pressure on existing schools to improve standards.’ To increase viability, BCC encourages schools to consider a range of possibilities for greater collaboration, whether this be in relation to staff deployment, or the sharing of expertise, resources or facilities. Greater collaboration between infant schools and their feeder school also ensures better continuity of experience and progression for pupils.
. Other Observations
Rural schools have admission numbers that require mixed aged classes which is not always popular with parents – although is generally accepted due to the rural nature of schools.
3. Key Insights
There are sufficient school places across the area to meet the current demand for school places. There are currently 18% surplus places which is outside the recommended DfE range – although to preserve access for young children, there may be more empty places in schools in rural areas. A higher level of surplus places are concentrated in KS2 as there is some loss to the private sector at the end of Year 2/3;
Over the next 3 to 5 years the projections suggest that the current level of surplus places will continue;
The current distribution of school places across the area facilitates the flow of pupils between catchment areas;
As rural homes become less affordable for parents with young families and due to the decline in rural industries such as farming as well as housing being concentrated in the towns and larger villages – we may see a redistribution of the population – i.e. a decline in the rural population but an increase in the population within the larger villages/towns.
Early Years Provision
The Childcare Sufficiency Assessment 2014 shows that:
Pupil migration can have a greater impact in the Early Years sector due to a higher level of parental preference, i.e. to meet working patterns, choice of type of
Page 6 provision, levels of take up. Currently there is a match between places and population.
4. Recent Developments
The following development has taken place to provide additional capacity in the area:
In order to secure the long term future of the school (i.e. to prevent the loss of pupils ahead of the normal point of transfer), the governing body of Radnage CE School extended their age in September 2013 so that it provides for children from ages 3 to 11. To facilitate the change, the school reduced their admission number from 22 to 14. The proposal also provided a better match between places at KS1 and KS2 – to help reduce any uncertainty for parents at junior transfer.
5. Issues for Further Consideration
Following on from the analysis of the projection data and the current patterns of admissions the following issues are identified for further consideration and appropriate discussion with schools in the area:
Monitor impact of changes in the population on surplus places and review pattern of schools to ensure their sustainability;
Review premises and delivery options as demand for early years and childcare places is not met.
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Page 11 Claytons Primary
ST PAUL'S CE CLAYTONS St Paul's CE Combined
0.54 miles from St Paul's CE
1.41 miles from Claytons
Primary Catchment Area boundary
Slate Meadow
This map is reproduced from Ordnance Survey material with the permission of Ordnance Survey on behalf of the controller of Her Majesty's Scale: 1:6,154 at A4 Stationary Office© Crown Copyright. Unauthorised reproduction infringes Crown Copyright and may lead to prosecution or civil proceedings. © Copyright Buckinghamshire County Council Licence No. 100021529 2013 0 0.0375 0.075 0.15 0.225 0.3 Imagery © GeoPerspectives.com Produced by the School Management Support Kilometers Team, June 2015
Transport Economy Buckinghamshire County Council Environment County Hall, Walton Street Aylesbury, Buckinghamshire HP20 1UA Martin Dickman Director Environment Services Telephone 0845 3708090 www.buckscc.gov.uk
Please quote: CC/20/15 Date: 12th March 2015
Dear Sir/Madam
NOTICE OF APPLICATION FOR PLANNING PERMISSION Town and Country Planning (Development Management Procedure) (England) Order 2010 NOTICE UNDER ARTICLE 13
Proposed development at: St Michael's Catholic School, Daws Hill Lane, High Wycombe, Buckinghamshire
I give notice that Buckinghamshire County Council is applying for planning permission for: Proposed erection of a sports hall, changing rooms and two storey classroom block; new parking, footpath access, extension of hard play area; temporary relocation of existing mobile unit and temporary single mobile unit and removal of mobile units upon completion of the development.
Members of the public may inspect copies of the application, the plans, and the other documents submitted with it, at New County Offices, Walton Street, Aylesbury during normal office hours or online at http://publicaccess.buckscc.gov.uk/online-applications/.
Anyone who wishes to make representations about this submission may do so online, by email or post by 23 June 2015. Please quote reference number CC/20/15 in all correspondence.
Yours sincerely
Mrs Sabina Kupczyk
Mrs Sabina Kupczyk Development Management Officer 01296 387143 [email protected]
Tuesday, November 03, 2015
To Parents/Carers/Local Community
Consultation from 13th February to Friday 20th March on proposed expansion of the school.
You may be aware that over the last few years there has been an increasing demand for new primary school places, including for baptised Catholic children. In turn this now means a need for additional secondary school places in the High Wycombe area from September 2015.
Buckinghamshire County Council has been exploring options with schools in High Wycombe with regards to expansions proposals to allow additional children to be accommodated. The Northampton Diocese and the Governors of our school in partnership with Buckinghamshire County Council are proposing to increase the number of places available at our school such that we can move from four forms of entry into the secondary phase school to five forms.
The proposal to expand, which is in line with the aims and mission of our school i.e. to provide a high quality education in a Christian environment, to a wider community is fully supported by the Governing Body, and the Northampton Diocese. Most importantly the size of the proposed increase in pupil numbers will not compromise our ability to know and cater for pupils on an individual basis.
Subject to planning permission being granted, the school would expand over the next five years to become a five form entry school. This would be achieved by making improvements to the existing school buildings, building additional classrooms, a sports hall and ancillary spaces and improving access and parking to the school site. All of this would allow the additional children to be successfully accommodated.
The expansion of our school would provide us with a number of benefits and ensure the continuity of the highest standards of education:
• larger peer group for pupils to socialise with and learn from; • improved specialist facilities for key areas of the curriculum • better sports and drama facilities for pupil and community use • greater financial resilience to changing circumstances e.g. pupil roll fluctuations • investment in improved road access
• improved recruitment and staff development of leadership teams and other key staff • greater flexibility and efficiency in the deployment of staff and resources
The co-operation and participation of all involved will maximise the success of any solution to address the current lack of provision for school places in the area. We would therefore welcome your feedback during this formal consultation phase.
We appreciate that this letter may raise questions for you and in order to address this we have organized an opportunity for you to view the plans, share our ideas with you face to face, hear your views and answer any questions that you may have. The plans will be on view in the primary phase school hall from 5pm to 7pm on Wednesday 25th February. You will be able to put your questions on the proposed expansion of the school and the build project to a range of people including Governors, Diocesan representatives , members of the school leadership team , Officers from Buckinghamshire County Council and the architects who will design the new school accommodation.
In addition we are also holding a public consultation on the proposals and I would be grateful if you would complete the attached response form and return it by 5pm on Friday 13th March 2015. You can bring the form into school, post it to the County Council at the address shown on the form or email it to [email protected]
I look forward to hearing your views and hope that you will be able to respond to the consultation.
Yours sincerely,
Mrs. Maggi Bull
Chair of Governors
Consultation response form for proposed expansion of the secondary phase and building work at St Michaels Catholic School, High Wycombe
I support the proposed expansion of the school and the necessary building work
I do not support the proposed expansion of the school and the necessary building work
Please circle the statement that most applies to you: I am a parent/carer I am a member of school staff I am a governor I am a member of the local community I am a neighbour Other (please specify)……………………..
If you wish to make further comment please complete the box. If necessary please continue on a separate sheet.
Name…………………………………………………………………………………………………..(optional)
Please return this form by 5pm on Friday 13th of March 2015 either to the School Office, email it to [email protected] or post it to: Paula Campbell-Balcombe Buckinghamshire County Council School Commissioning, 4th Floor County Hall Walton Street Aylesbury HP20 1UZ
Thank you for taking the time to respond
Latest OfSTED Categories - 2 April 2015 OfSTED Ratings: 1 - Outstanding; 2 = Good; 3 = Requires Improvement; 4 = Inadequate
Overall Latest effectiveness: Ofsted Total inspection how good is School name Planning Area Type of school Phase pupils date the school Bledlow Ridge Princes Risborough Community School Primary 136 Jul-10 1 Naphill and Walters Ash Princes Risborough Community School Primary 381 Feb-13 2 St John's Church of England (VA) Combined Princes Risborough Voluntary Aided School Primary 247 Nov-13 2 Speen CofE VA Princes Risborough Voluntary Aided School Primary 40 Sep-09 2 Great Kimble Church of England Princes Risborough Voluntary Controlled School Primary 69 Jul-11 1 Longwick Church of England Combined Princes Risborough Voluntary Controlled School Primary 147 Mar-13 2 Monks Risborough CofE Primary Princes Risborough Voluntary Controlled School Primary 206 Mar-12 2 Princes Risborough Primary Princes Risborough Community School Primary 282 Mar-12 2 Hughenden Primary High Wycombe Community School Primary 115 Apr-13 2 Widmer End Combined High Wycombe Community School Primary 205 Mar-14 2 Great Kingshill Church of England Combined High Wycombe Voluntary Aided School Primary 409 May-14 2 Holmer Green Infant High Wycombe Community School Primary 181 Apr-13 2 Holmer Green Junior High Wycombe Community School Primary 237 Sep-12 2 Curzon Church of England Combined High Wycombe Voluntary Aided School Primary 149 Sep-12 2 Marsh High Wycombe Community School Primary 212 May-13 2 West Wycombe Combined High Wycombe Community School Primary 199 Feb-12 2 Tylers Green First High Wycombe Community School Primary 180 Feb-15 2 Booker Hill High Wycombe Community School Primary 249 Sep-13 2 Ash Hill Primary High Wycombe Community School Primary 221 Oct-13 2 Oakridge High Wycombe Community School Primary 414 Jun-14 2 Manor Farm Community Infant High Wycombe Community School Primary 222 Jun-11 2 Tylers Green Middle High Wycombe Community School Primary 243 Sep-10 2 Hannah Ball High Wycombe Foundation School Primary 142 Nov-13 2 Manor Farm Community Junior High Wycombe Community School Primary 254 Jul-14 3 Highworth Combined and Nursery High Wycombe Community School Primary 472 Nov-14 2 Hazlemere Church of England Combined High Wycombe Voluntary Aided School Primary 258 Jun-12 2 High Wycombe Church of England Combined High Wycombe Voluntary Aided School Primary 208 Oct-12 2 Beechview High Wycombe Foundation School Primary 150 Dec-14 4 Castlefield High Wycombe Foundation School Primary 487 Jan-15 2 Millbrook Combined High Wycombe Community School Primary 449 Mar-13 2 The Disraeli and Children's Centre High Wycombe Community School Primary 510 Feb-15 2 Cedar Park High Wycombe Community School Primary 238 Jan-10 2 The Downley High Wycombe Community School Primary 421 Oct-07 1 Kings Wood and Nursery High Wycombe Community School Primary 452 Oct-13 2 Hamilton Academy High Wycombe Academy Converter Primary 642 Jun-13 3 Chepping View Primary Academy High Wycombe Academy Converter Primary 423 Jan-12 1 The Mary Towerton Wycombe West Community School Primary 44 Jun-13 3 Stokenchurch Primary Wycombe West Community School Primary 553 May-13 1 Radnage CofE Primary Wycombe West Voluntary Aided School Primary 59 Sep-10 1 Lane End Primary Wycombe West Community School Primary 125 Apr-14 2 Cadmore End CofE Wycombe West Voluntary Aided School Primary 73 Oct-14 2 Frieth Church of England Combined Wycombe West Voluntary Aided School Primary 125 Oct-12 2 Ibstone CofE Infant Wycombe West Voluntary Aided School Primary 33 Dec-13 2 Spinfield Marlow Community School Primary 212 Feb-07 1 Marlow Church of England Infant Marlow Voluntary Aided School Primary 180 Mar-11 1 Little Marlow CofE Marlow Voluntary Aided School Primary 67 Feb-15 2 Holy Trinity Church of England (Aided) Marlow Voluntary Aided School Primary 320 May-13 1 St Peter's Catholic Primary Marlow Voluntary Aided School Primary 196 Sep-14 2 Foxes Piece Marlow Community School Primary 212 Jan-12 2 Danesfield Marlow Foundation School Primary 400 Oct-11 2 Burford Marlow Community School Primary 418 Dec-10 2 The Meadows Bourne End Community School Primary 181 Jul-14 3 Carrington Junior Bourne End Community School Primary 241 Jul-14 2 Carrington Infant Bourne End Community School Primary 185 Jan-15 2 Juniper Hill Bourne End Community School Primary 421 May-12 2 Claytons Primary Bourne End Community School Primary 360 Mar-12 2 St Paul's Church of England Combined Bourne End Voluntary Aided School Primary 261 Nov-12 1 Loudwater Combined Bourne End Foundation School Primary 205 Feb-13 2 Highcrest Academy Wycombe, Holmer Green & Beaconsfield Uppers Academy Converter Secondary 815 Nov-13 3 Sir William Ramsay Wycombe, Holmer Green & Beaconsfield Uppers Academy Converter Secondary 1028 Jul-12 2 Great Marlow Wycombe, Holmer Green & Beaconsfield Uppers Academy Converter Secondary 1217 Apr-13 2 Holmer Green Senior Wycombe, Holmer Green & Beaconsfield Uppers Academy Converter Secondary 847 Jan-14 3 Princes Risborough Wycombe, Holmer Green & Beaconsfield Uppers Academy Converter Secondary 996 May-13 3 Cressex Community Wycombe, Holmer Green & Beaconsfield Uppers Foundation School Secondary 683 Jul-14 2 St Michael's Catholic Wycombe, Holmer Green & Beaconsfield Uppers Voluntary Aided School Secondary 1107 Oct-13 2 The Beaconsfield Wycombe, Holmer Green & Beaconsfield Uppers Academy Converter Secondary 854 Oct-14 3 Sir William Borlase's Grammar Wycombe and Beaconsfield Grammars Academy Converter Secondary 1030 Jun-12 1 The Royal Grammar, High Wycombe Wycombe and Beaconsfield Grammars Academy Converter Secondary 1374 Nov-08 1 Wycombe High Wycombe and Beaconsfield Grammars Academy Converter Secondary 1303 Jun-12 1 John Hampden Grammar Wycombe and Beaconsfield Grammars Academy Converter Secondary 1056 May-08 1 Beaconsfield High Wycombe and Beaconsfield Grammars Academy Converter Secondary 1049 May-07 1