Public Document Pack

Your ref: Our ref: Enquiries to: Lesley Little Email: Lesley.Little@northumberland.gov.uk Tel direct: 01670 622614 Date: Wednesday, 24 February 2021

Dear Sir or Madam,

Your attendance is requested at a virtual meeting of the FAMILY AND CHILDREN'S SERVICES OVERVIEW AND SCRUTINY COMMITTEE to be held on THURSDAY, 4 MARCH 2021 at 10.00 AM. Please note this will be a “virtual meeting” that will be streamed live on our Youtube channel at youtube.com/NorthumberlandTV Yours faithfully

Daljit Lally Chief Executive

To Family and Children's Services Overview and Scrutiny Committee members as follows:- M Swinburn (Chair), K Stow (Vice-Chair), D Campbell, T Cessford, W Daley, S Dickinson, L Dunn, B Flux, J Lang, Lawrie and R Wallace Cabinet Member invited to attend: Councillor G Renner-Thompson Any member of the press or public may view the proceedings of this virtual meeting live on our YouTube channel at https://www.youtube.com/NorthumberlandTV. Members of the press and public may tweet, blog etc during the live broadcast as they would be able to during a regular Committee meeting. However, the only participants in the virtual meeting will be the Councillors concerned and the officers advising the Committee.

Daljit Lally, Chief Executive County Hall, Morpeth, Northumberland, NE61 2EF T: 0345 600 6400 www.northumberland.gov.uk

AGENDA

PART I

It is expected that the matters included in this part of the agenda will be dealt with in public.

1. APOLOGIES FOR ABSENCE

2. MINUTES (Pages 1 - 6) The Minutes of the Family and Children’s Services Overview and Scrutiny Committee, held on Thursday 4 February 2021 as circulated, to be confirmed as a true record and signed by the Chair.

3. DISCLOSURE OF MEMBERS' INTERESTS

Unless already entered in the Council’s Register of Members’ interests, members are required to disclose any personal interest (which includes any disclosable pecuniary interest) they may have in any of the items included on the agenda for the meeting in accordance with the Code of Conduct adopted by the Council on 4 July 2012, and are reminded that if they have any personal interests of a prejudicial nature (as defined under paragraph 17 of the Code Conduct) they must not participate in any discussion or vote on the matter and must leave the room. NB Any member needing clarification must contact the monitoring officer by email at [email protected]. Please refer to the guidance on disclosures at the rear of this agenda letter.

4. FORWARD PLAN OF KEY DECISIONS (Pages 7 - 8) To note the latest Forward Plan of key decisions for March to June 2021. Any further changes made to the Forward Plan will be reported to the committee.

5. ANNUAL REPORT FOR EDUCATION AND SKILLS SERVICE 2019/20 (Pages 9 - 36) The annual report overview for Education and Skills Service is provided to committee members to review the education performance in Northumberland, as known, in 2019/20; present the work of the central Education and Skills team and review the impact of the work to support continued engagement in education throughout the Covid 19 global pandemic; review the digital annual report attached to this report. The Education and Skills Service leads a number of specialist areas and supports Early Years settings, all key phases of education, virtual school, special educational needs and provides training for young people age 16- 19, adults and apprentices across eight campuses in Northumberland as well as training in the workplace and the underpinning infrastructures to support the work through the school organisation and resources and the performance team.

Family and Children's Services Overview and Scrutiny Committee, 4 March 2021 6. UPDATE OF SCHOOL ORGANISATION PLAN 2018-2021 (Pages 37 - 134) The School Organisation Plan 2018-2021 for Northumberland Cabinet was approved for publication by Cabinet in June 2018. It was agreed that the plan would be subject to an update on an annual basis in order to include the latest data and information on schools relevant to school place planning. Families and Children’s Services Scrutiny Committee are now asked to approve the final iteration of the current School Organisation Plan before a new version for 2021-2024 is produced in the summer term ready for Cabinet approval and subsequent publication in September 2021.

7. SCHOOL CAPITAL PROGRAMME UPDATE (Pages 135 - To update the Family and Children’s Services Scrutiny Committee on the 150) progress and delivery of the School Capital Investment Programme.

8. SCHOOLS EXCLUSIONS (Pages 151 - The report provides an update on the number of permanent and fixed term 172) exclusions within Northumberland schools and academies, and to provide an update on the actions taken to reduce the numbers in light of the recommendations of the FACS Task and Finish Group.

9. CHILDREN WHO ARE ELECTIVELY HOME EDUCATED (Pages 173 - The report provides information about the increase in the number of 178) children who are electively home educated, and the multi-agency support that is in place for families.

10. FAMILY AND CHILDREN'S SERVICES OVERVIEW AND SCRUTINY (Pages COMMITTEE WORK PROGRAMME AND MONITORING REPORT 179 - 2019/20. 192)

Members are asked to review and note the Family and Children’s Services Overview and Scrutiny Committee Work Programme and Monitoring Report

11. URGENT BUSINESS

Family and Children's Services Overview and Scrutiny Committee, 4 March 2021

IF YOU HAVE AN INTEREST AT THIS MEETING, PLEASE:

● Declare it and give details of its nature before the matter is discussion or as soon as it becomes apparent to you. ● Complete this sheet and pass it to the Democratic Services Officer.

Name (please print):

Meeting:

Date:

Item to which your interest relates:

Nature of Registerable Personal Interest i.e either disclosable pecuniary interest (as defined by Annex 2 to Code of Conduct or other interest (as defined by Annex 3 to Code of Conduct) (please give details):

Nature of Non-registerable Personal Interest (please give details):

Are you intending to withdraw from the meeting?

1. Registerable Personal Interests – You may have a Registerable Personal Interest if the issue being discussed in the meeting: a) relates to any Disclosable Pecuniary Interest (as defined by Annex 1 to the Code of Conduct); or

Family and Children's Services Overview and Scrutiny Committee, Thursday, 4 March 2021 b) any other interest (as defined by Annex 2 to the Code of Conduct) The following interests are Disclosable Pecuniary Interests if they are an interest of either you or your spouse or civil partner:

(1) Employment, Office, Companies, Profession or vocation; (2) Sponsorship; (3) Contracts with the Council; (4) Land in the County; (5) Licences in the County; (6) Corporate Tenancies with the Council; or (7) Securities - interests in Companies trading with the Council.

The following are other Registerable Personal Interests:

(1) any body of which you are a member (or in a position of general control or management) to which you are appointed or nominated by the Council; (2) any body which (i) exercises functions of a public nature or (ii) has charitable purposes or (iii) one of whose principal purpose includes the influence of public opinion or policy (including any political party or trade union) of which you are a member (or in a position of general control or management ); or (3) any person from whom you have received within the previous three years a gift or hospitality with an estimated value of more than £50 which is attributable to your position as an elected or co-opted member of the Council.

2. Non-registerable personal interests - You may have a non-registerable personal interest when you attend a meeting of the Council or Cabinet, or one of their committees or sub- committees, and you are, or ought reasonably to be, aware that a decision in relation to an item of business which is to be transacted might reasonably be regarded as affecting your well being or financial position, or the well being or financial position of a person described below to a greater extent than most inhabitants of the area affected by the decision. The persons referred to above are: (a) a member of your family; (b) any person with whom you have a close association; or (c) in relation to persons described in (a) and (b), their employer, any firm in which they are a partner, or company of which they are a director or shareholder. 3. Non-participation in Council Business When you attend a meeting of the Council or Cabinet, or one of their committees or sub- committees, and you are aware that the criteria set out below are satisfied in relation to any matter to be considered, or being considered at that meeting, you must : (a) Declare that fact to the meeting; (b) Not participate (or further participate) in any discussion of the matter at the meeting; (c) Not participate in any vote (or further vote) taken on the matter at the meeting; and (d) Leave the room whilst the matter is being discussed. The criteria for the purposes of the above paragraph are that: (a) You have a registerable or non-registerable personal interest in the matter which is such that a member of the public knowing the relevant facts would reasonably think it so significant that it is likely to prejudice your judgement of the public interest; and either (b) the matter will affect the financial position of yourself or one of the persons or bodies referred to above or in any of your register entries; or (c) the matter concerns a request for any permission, licence, consent or registration sought by yourself or any of the persons referred to above or in any of your register entries. This guidance is not a complete statement of the rules on declaration of interests which are contained in the Members’ Code of Conduct. If in any doubt, please consult the Monitoring Officer or relevant Democratic Services Officer before the meeting.

Family and Children's Services Overview and Scrutiny Committee, 4 March 2021 This page is intentionally left blank

Agenda Item 2

NORTHUMBERLAND COUNTY COUNCIL

FAMILY AND CHILDREN'S SERVICES OVERVIEW AND SCRUTINY COMMITTEE

At the meeting of the Family and Children's Services Overview and Scrutiny Committee held at Remote Meeting on Thursday, 4 February 2021 at 10.00 am.

PRESENT

M Swinburn (Chair) (in the Chair)

COUNCILLORS

D Campbell T Cessford S Dickinson K Stow R Wallace

CHURCH REPRESENTATIVES

A Hodgson

TEACHER UNION REPRESENTATIVES

L Houghton

OFFICERS

C Angus Scrutiny Officer S Aviston Head of School Organisation and Resources L Dixon Democratic Services Apprentice A Kingham Service Director - Education and Skills L Little Senior Democratic Services Officer C McEvoy-Carr Executive Director of Adults and Children's Services

ALSO PRESENT

G Renner-Thompson Cabinet Member

121 APOLOGIES FOR ABSENCE

Apologies for absence were received from Councillors W Daley and L Dunn; P Rickeard and J Sanderson

122 MINUTES

RESOLVED that the minutes of the Family and Children’s Services Overview and Scrutiny Committee held on Thursday 7 January 2021 were agreed as a true Ch.’s Initials……… Page 1

Family and Children's Services Overview and Scrutiny Committee, Thursday, 4 February 2021 1 record and signed by the Chair.

123 FORWARD PLAN OF KEY DECISIONS

The Scrutiny Officer advised that all Scrutiny Members were invited to attend the Corporate Services and Economic Growth Overview and Scrutiny Meeting on 8 February when the budget would be considered. Anyone wishing to attend should advise the Chair, Councillor Bawn or the Scrutiny Officer. Questions should be submitted to the Scrutiny Coordinator or Scrutiny Officer by the end of Thursday 4 February if Members were unable to attend.

The School Organisation Report would now only be reported to this Committee and would not be considered by Cabinet.

RESOLVED that the Forward Plan of key decisions for February to May 2021 attached as Appendix A to the signed minutes be noted.

124 SCHOOL ADMISSION ARRANGEMENTS FOR COMMUNITY AND VOLUNTARY CONTROLLED SCHOOLS FOR THE 2022/2023 ACADEMIC YEAR

The report attached as Appendix B informed Cabinet of the outcomes of the consultation on School Admission Arrangements for Community and Voluntary Controlled Schools for the 2022/23 Academic Year as required by the School Admissions Code 2014. Approval (determination) of those admission arrangements was also being sought.

A comprehensive introduction to the report was provided by S Aviston, Head of School Organisation and Resources and Councillor Renner-Thompson, Cabinet Member was in attendance. Members were advised that no changes had been proposed and no comments had been received from interested parties during the six week consultation period.

RESOLVED that Cabinet be advised that the Committee supported the recommendations in the report.

125 ANNUAL REPORT FOR LEARNING AND SKILLS SERVICE 2019/20

The annual report attached as Appendix C to the signed minutes provided information on the performance against the Education Inspection Framework; presented the work of the Careers Guidance Team and information to understand the role and impact of the Employability and Skills Team within the wider service. A Kingham, Service Director, Education and Skills, provided a detailed introduction to the report. It was noted that the last sentence in paragraph 2.1.1 had not been completed and she advised that there was further work to do to ensure the service was able to meet all of the new post 16 priorities and the brand new skills reform, lifelong learning and learning guarantee and to be able to meet the economic priorities of Northumberland. In terms of funding, there was now a need to deliver programmes to enable residents to get into employment, which was a significant change as previously this had been more community based. She highlighted the effect of Covid and the support which had been put in place for learners during the pandemic with funding being accessed from the North of Ch.’s Initials……… Page 2

Family and Children's Services Overview and Scrutiny Committee, Thursday, 4 February 2021 2 Tyne for devices to enable students to be able to continue to learn virtually. Members were advised that the Careers Guidance Team were aware of where all those “not known” NEET 16 – 18 year olds were and she had every confidence that all the individual support that was being provided.

The Chair advised that it was pleasing to see the area performing well and had adapted well to provide these services in very difficult circumstances. It was particularly pleasing that all NEET were known. He questioned what planning was being undertaken in order to ensure that the appropriate skills and training was provided for future roles within BritishVolt. Members were advised that discussions were already underway to understand the skills strategy and significant work had been done to future proof and map future hotspots and key industries such as the Northumberland Line etc with an economic pathfinder created to understand what would be required to be delivered in each area.

Councillor Dickinson in recognising that the key was to ensure residents had the necessary skills for the future, questioned how this would be achieved when there was to be a cut of £0.5m being made to the budget for the forthcoming year some within the key areas highlighted in this report. It was clarified that some savings were in relation to actual revenue operations with some new income streams being developed and being more focussed on where the need for provision was rather than the broader remit. There would also be a reduction in senior management posts. The Cabinet Member did not consider that there would be a negative impact on the service.

Members welcomed and congratulated the teams on their work and fantastic achievements. The Service Director advised that at the start of lockdown all teams met weekly and identified the learners who they felt were at risk of disengaging. A wrap around service was provided to keep them on track with 84% of students on programmes remaining active and making progress.

RESOLVED that:

1. The contents of the report be noted; 2. The performance, given the significant challenges of the global pandemic against operating circumstances and the valuable support provided to all learners within the Learning and Skills Service, Careers Guidance Team and Employability and Skills Service be recognised; and

3. To note the key areas for improvement and the focussed work programme as follows:

o Skills strategy required which met Northumberland and North of Tyne priorities. o More young people (16-18) access the right programme and support to be able to achieve well with good opportunities for employment. o More adult learners enrol to improve their chance to gain employment through a curriculum offer which supported this approach. o A coherent approach working with businesses, building relationships which benefit industry, skills schools and our residents.

Ch.’s Initials……… Page 3

Family and Children's Services Overview and Scrutiny Committee, Thursday, 4 February 2021 3 126 WINTER SUPPORT GRANT (FREE SCHOOL MEALS)

S Aviston, Head of School Organisation and Resources introduced the report (attached to the signed minutes as Appendix D) which provided an update on the delivery of the Winter Support Grant which included the provision of Free School Meals (FSM) over the Christmas school holidays.

She advised that 9,168 children had been supported with the use of the Huggg voucher system which had been a very successful and well appreciated way of assisting families. Northumberland had a very high take up of the Huggg voucher system and where complaints had been received regarding the quality of food from schools not using the voucher system, residents had been provided with vouchers as well. All schools would be encouraged to use the Huggg system during the next half term holiday. The Communities Together Hub had provided a wrap service also providing additional support to parents with food, utilities and clothing.

The Committee were informed that Northumberland had committed to doubling the fund for those in receipt of FSM and the value of vouchers for each child would be £30 per week.

Members welcomed the positive report and the efforts made to support families in need across the County. They particularly welcomed the increase to £30. The feedback from both parents and schools had been positive on the use of the vouchers and Headteachers had advised that a significant amount of work had been taken from them allowing them to concentrate on educating pupils.

L Houghton, NASUWT Representative thanked the Team for their work on this and advised that teaching staff were still seeing the impact of the vouchers being provided. She also highlighted that she had been involved in “Operation Elf” and the support provided by local communities and businesses had been fantastic.

It was confirmed that Communities Together intended to roll out the pilot scheme which had taken place within Berwick to the whole County using local suppliers once lockdown ended with funding also being provided for other activities.

RESOLVED that:

1. The contents of the report and the successful implementation of the initiatives undertaken with the funding from the Winter Support Grant be noted; and 2. An update report on the remaining allocation of Winter Support Grant to FSM following February and Easter half-term holidays, and including an update on the allocation of FSM during the current lockdown period be provided.

127 SCHOOLS FORUM ROLE AND DECISION MAKING POWERS

S Aviston introduced the report (attached as Appendix E to the signed minutes) which provided the Committee with further information about the role of the Schools Forum. The Membership of the Board was outlined in the report and the Committee was further advised that Membership was split between maintained Ch.’s Initials……… Page 4

Family and Children's Services Overview and Scrutiny Committee, Thursday, 4 February 2021 4 and academy schools as well as primary and secondary schools. The Cabinet Member for Children’s Services also attended meetings and officers of the Council provided technical advice and support to the Forum. It was confirmed that the Schools Forum provided an effective level of challenge and support to officers when determining funding priorities in the best interests of all Northumberland children and young people.

The Chair in welcoming the report requested that an annual summary be provided to this Committee of the decisions made by Schools Forum to allow Members to be kept informed.

RESOLVED that:

1. The contents of the reported be noted; and 2. An annual summary of decisions made by Schools Forum be provided to this Committee.

128 FAMILY AND CHILDREN'S SERVICES OVERVIEW AND SCRUTINY COMMITTEE WORK PROGRAMME AND MONITORING REPORT 2019/20

The work programme and monitoring report was attached to the signed minutes as Appendix G. The Scrutiny Officer advised that as stated previously the Update on School Reorganisation Plan would no longer be reported to Cabinet. The update on the School Exclusions Action Plan would now be reported at the March Committee and reports on the Winter Support Grant and annual summary of Schools Forum decisions would be added to the programme. Any further requests for items to be added to the work programme should be forwarded to the Chair or Scrutiny Officer.

RESOLVED that the information be noted.

CHAIR……………………………………..

DATE……………………………………….

Ch.’s Initials……… Page 5

Family and Children's Services Overview and Scrutiny Committee, Thursday, 4 February 2021 5 This page is intentionally left blank

Forward Plan

FORTHCOMING CABINET DECISIONS MARCH TO JUNE 2021

DECISION PROPOSED SCRUTINY DATE CABINET DATE

Financial Performance 2020-21 - Position at the end of N/A 9 March 2021 December 2020 The report will provide Cabinet with the revenue financial position as at 31 December 2020 for the Council against the Budget for 2020-21. (N. Oliver/A. Elsdon 01670 622168)

Northumberland Sports Facility Strategy 2019-2031 C&P 3 March 2021 9 March 2021 N 7 Page orthumberland Playing Pitch Strategy 2019-2031 To confirm that the Northumberland Indoor Sports Facility Strategy (IFS) and Northumberland Playing Pitch Strategy (PPS) have been completed in accordance with the study briefs, to identify the key findings and recommendations, and consider the use and publication of these documents (J. Watson/ N. Walsh – 07789654472)

Northumberland Public Library Service Consultation C&P 3 March 2021 9 March 2021 Agenda Item 4 To provide members with an overview of the key findings from the Library Service public consultation completed in June 2020. The report also identifies the capacity and accessibility improvement measures introduced to the Service during 2020 and outlines a three-stage approach to Service redesign based on evident need (J. Watson/ N. Walsh – 07789654472)

1

Purchase and Onward Sale of NEP3 Site CSEG 8 March 2021 9 March 2021 The report sets out the current position regarding the work being undertaken to enable the Council to proceed with the purchase of the NEP3 site and proposed onward sale (Confidential report) R. Wearmouth/H. Smith - (07776 350515)

Financial Performance 2020-21 - Provisional Outturn 11 May 2021 The report will provide Cabinet with the revenue financial position as at 31 March 2021 for the Council against the Budget for 2020-21. (N. Oliver/A. Elsdon 01670 622168)

8 Page

Agenda Item 5

COMMITTEE: FAMILY AND CHILDREN’S SERVICES OVERVIEW AND SCRUTINY COMMITTEE

DATE: 4TH MARCH 2021

Annual Report for Education and Skills Service 2019/20 Report of: Cath McEvoy-Carr, Executive Director of Adult Social Care and Children’s Services Cabinet Member: Cllr Guy Renner-Thompson, Lead Member Children’s Services

Purpose of report

The annual report overview for Education and Skills Service is provided to committee members to review the education performance in Northumberland, as known, in 2019/20; present the work of the central Education and Skills team and review the impact of the work to support continued engagement in education throughout the Covid 19 global pandemic; review the digital annual report attached to this report. The Education and Skills Service leads a number of specialist areas and supports Early Years settings, all key phases of education, virtual school, special educational needs and provides training for young people age 16-19, adults and apprentices across eight campuses in Northumberland as well as training in the workplace and the underpinning infrastructures to support the work through the school organisation and resources and the performance team.

Recommendations

Committee is recommended to:

• Review the content of the headline report • Receive digital annual report and recognise the performance given the significant challenges of the global pandemic against operating circumstances and the valuable support provided to all learners within; o Early Years Settings and Schools o Special Education Needs support and service o Virtual School o Learning and Skills Service inc’ Careers Guidance Team and Employability and Skills Service o School Organisation and Resources o Performance monitoring Team o Schools Human Resources and Health and Safety Team contributions Page 9

• Review the key areas for improvement in the Education and Skills priorities which inform how we review, revisit and shape future improvements and work programme • Support the development of a Skills Strategy for Northumberland which supports our schools to build career pathways, develops the skills of our young people and adults to be able to have successful and sustainable jobs underpinning the economic priorities of the county. • Develop a coherent approach working with businesses, building relationships which benefit industry, skills, schools and our residents

Link to Corporate Plan

This report is relevant to the following priorities in the Corporate Plan:

● We want you to have access to the things you need; ‘connecting’ ● We want you to achieve and realise your potential; ‘learning’ ● We want you to attract more and better jobs; ‘thriving’

1. Key issues

1.1 The annual report for Education and Skills is presented as a digitally optimised report which provides viewers with a visual overview of the performance against national averages in 2019/20, considers the impact of the work undertaken and demonstrates the impact for our children and young people in 2019/20.

1.2 Performance should not be compared against previous years due to calculated grade processes and dynamic late changes to outcomes reporting.

1.3 Partnership working with schools has never been better, as recognised by schools themselves. The role of the central team (Including Schools HR and Health and Safety team) to support schools has been important to provide assurance and interpretation of guidance at a time of rapid change whilst schools and skills maintained safe environments in which to continue learning.

1.4 The digital world is embraced and the responsibility to become even more innovative and prepare our children and young people for a changed world is high priority.

1.5 The approach by the Inclusive Education service is an important priority to be able to work across services supporting some of our children with the greatest needs and to meet the rapidly emerging needs as a result of the global pandemic changes to lives, learning and futures.

1.6 The Northumberland Learning and Skills portfolio is changing to meet the priorities for the North of Tyne Combined Authority whereby more residents are supported into employment and greater in work progression.

Page 10 2. Background

It is without doubt that the academic year 2019/20 has experienced seismic change for the whole education and skills sector. From March 23rd 2020 schools were ‘closed’ to the greater majority of pupils and remained open to pupils who were the children of key workers and those children with Education, Health Care plans. An extraordinary year, in which education and children’s social care, have been hugely affected by the COVID-19 (coronavirus) pandemic.

This has been a year of 2 very different halves but what remained clear is the importance of our work for children and young people, whatever the circumstances we find ourselves in. The role and work of education underpinned being able to support the health and care professionals through continued access to schools, early years settings and skills sites throughout the pandemic lockdown. So many individuals and families experienced the life changing impact that covid had upon them, the work to support our children and young people, our workforce and our partners to continue the engagement, ‘education’ and safety of everyone through a fast paced, changing environment emerged over a very short period of time and shaped the focus of everyone through to the end of the academic year.

The resilient and determined approach by early years settings, schools, skills and education support services to support our children and their families and carers was outstanding and commendable. An unwavering approach to keep the child or young person safe and at the heart of decisions remained core to dynamic work practices.

The annual report for 2019/2020 in a digital format contains links to detailed reports for further reading and review, with the report highlighting key facets to remind everyone that the role they played and the achievements in such a significantly changed environment should not be underestimated, but celebrated and built upon.

As the sector continues to recover, respond and reflect, we highlight areas that we are focused upon to bring about even greater change and impact to improve the life chances for our children and young people in Northumberland.

The extent of the recovery required to narrow gaps is one of the biggest challenges we face and the shaping of services is prioritised to be able to respond and support our settings, schools, skills and partner providers to meet their challenges. Our work to narrow and close gaps in educational outcomes and engagement underpins social mobility and informs our approach to inclusive growth to support future life chances.

Headlines and Impact statements for 2019.20.

2.1 Early Years and Key Stages

2.1.1 19/20 saw our nationally reported figures for take up of eligible 2-year-olds reach a high of 92%, which placed us third in the county. Our 3/4-year-old take up nationally reported figures hit 115% (some come from out of county to attend) and placed us first nationally.

2.1.2 There were no recorded outcomes at the foundation stage profile due to Covid, (previous years placed us above the national average) put the monitoring of schools and settings demonstrated great provision across the county. Throughout

Page 11 the Covid crisis every parent who needed a nursery place for their child in Northumberland was accommodated.

2.1.3 Primary outcomes in 19/20 were not recorded in their usual manner due to the impact of Covid. The vast majority of our first and primary schools were supported by the school improvement team and we continue to know all our schools well. Reports from the team indicated strong impact across key stage 1 and key stage 2 with a high focus on maths and English progression in conjunction with the broader provision of foundation subjects.

2.1.4 A focus on SEND learners remained a high priority across the sector, with the graduated approach making further impact in many cases. The only reported academic outcome in first and primary schools was the Phonics Screening Check where Northumberland remained above to national average with a combined score of 80.4%.

2.1.5 In 2020 Key Stage 4 results were based on centre-assessed grades or standardised grades (whichever was higher) as public examinations were cancelled due to Covid-19. Outcomes improved on the three headline measures published. Northumberland now exceeds the national average for Attainment 8 and 4+ in

Page 12 English & Maths, and is 1% below the national average for 5+ English & Maths. Progress 8 figures were not calculated in 2020.

2.1.6 At Key Stage 5 the Average Points Score (both academic and vocational) per entry increased by over 6 points and now sits very close to the national average.

2.1.7 Northumberland pupils sitting technical level qualifications continue to perform above the national average.

2.1.8 Impact Statements:

The Early Years and School Improvement Teams have worked at 100% capacity throughout Covid delivering:

• Over 80 dedicated Covid information sessions for school leaders

• 1500+ attendees to training sessions for early years and school staff

• 100% of schools and settings allocated a to Covid support network

• SENDCo support by weekly updates

• Vulnerable pupil monitoring on a weekly basis

• 100% of asylum seeker children placed in schools

• Over 16,000 daily logins to the Northumberland Learning Platform by pupils on home study

• Regular and topical home learning opportunities to support parents

• All parental requests for nursery and school placements responded to swiftly

• All Covid outbreaks managed robustly and in line with Public Health guidelines.

2.2 Virtual School

2.2.1 The Virtual School was identified as a strength in the 2020 Ofsted inspection of local authority children's services (ILAC). The inspection highlighted strong systems and processes, strong leadership and multi-agency working for the education of looked after children, children missing education and elective home education.

2.2.2 There was a significant improvement in GCSE achievement for looked after children, with more than twice as many pupils achieving the Basics in 2020

Page 13 compared to last year and half of the pupils entered for at least 1 GCSE achieving the Basics.

2.2.3 All care leavers studying for level 3 qualifications progressed to university places, and all care leavers in the final year of their university degree courses achieved good classifications.

2.2.4 For looked after children, there were no fixed term exclusions for pupils in Years 6 and 11, no permanent exclusions and no referrals to the Secretary of State to direct admission to school.

2.2.5 The impact of partnership working with the Education Welfare team was that fewer parents took their children out of school for term time holidays, demonstrated by the reduction in the issue of penalty fines to parents to 31 in 2020 from 108 the year before.

2.2.6 Impact statements:

• GCSE results for looked after children were the best since the Virtual School opened, with more than twice as many pupils achieving the Basics in 2020 compared to 2019

• No Northumberland looked after children have been permanently excluded from school since 2008

• Fewer children in Northumberland go missing from education than in our regional local authorities and since tracking of children missing from education became statutory in 2008 only 4 pupils have not been traced

2.3 Inclusive Education and Special Educational Needs

2.3.1 As a result of the pandemic the SEND strategy has been rewritten, the formal consultation on the SEND Strategy for Northumberland is ready to be launched, which details our aspirations and priorities over the coming 3 years in relation to children and young people with SEND and their families. The strategy is built on data and information gathered over the past year, and importantly on the lived experiences of our families and children during the pandemic including what they told us would make a difference to their lives.

2.3.2 Our focus is on working together with parents and families, and across partners to provide the right support at the right time. This underpins the overarching priority of Education and Skills and the County Council more widely of ensuring that all children can attend an inclusive and high quality school or setting as close to home as possible.

2.3.4.By providing a good education with appropriate support, we will tackle any disadvantage gap or prejudice that exists in relation to children and young people with SEND and properly prepare them for adult life.

2.3.5 A survey was undertaken to gather the views of life in lockdown which is shaping the direction of ensuring the child/ parent/ carer is at the heart of our

Page 14 systems and decisions. The survey value cannot be underestimated as the voice of our residents.

2.3.6 Impact statements:

• Across 2020, our specialist teaching and educational psychology services have provided support and advice for children and young people with special educational needs in 96% of our schools

• 50% of our schools have received support from 3 or more of our specialist SEN teams

• The number of learners with SEN who were persistently absent from school has reduced significantly over the past three years, and the number of learners with SEEN who were excluded form school has continued to fall

2.4 Learning and Skills Service including Careers Guidance and Employability Skill and Services

2.4.1 Adult Learning for those aged over 19 forms the largest majority of the service and remains as a GOOD performance with an achievement rate of 84%, just below the National Average. Given the challenges to ensure learners remained on programme, engaged and making good progress throughout the pandemic this achievement rate is good.

2.4.2 There were 2442 enrolments onto programmes across eight campuses in 2019/20 for adult learners and 45 enrolments for young people aged 16-18 with the largest majority (98.8%) of enrolments being adult learning. Overall achievement for apprenticeships All learning aims, levels and ages is at 83% which is 19% above the National Average.

2.4.3 Covid-19 created some significant disruption to learning in the early weeks of the National Lockdown, the majority of staff and learners made rapid progress in developing and embracing a fully on-line learning platform. 84% of learners remained engaged and on target working and making good progress through to June and July, the end of the academic year.

2.4.4 The Careers Guidance Team delivers a robust data set whereby the number of young people whose current activities in relation to education and training are unknown is low. In September every 16-18 year old is made 'not known' in the system and the team must then find and record and track their destination. In November 2020 (the latest figure available) there were 60 young people (0.9% of the cohort) whose current destination was not known. Conversely, this relatively low figure does mean that the NEET figure for the county (3.9%) is higher than in some areas where the 'not known' figure is much higher.

2.4.5 The Employment and Skills service has played a vital role throughout the challenges of 2019/20 academic year supporting residents through some really challenging personal phases of their lives, helping residents when any employment potential feels very hard to achieve and in particular supporting residents throughout lockdown and developing a new service to responsive to residents who

Page 15 became unemployed or significantly at risk in their roles through the furlough scheme.

2.4.6 Support includes general employment support, employability and skills training along with health and wellbeing support i.e. mindfulness sessions and confidence support. 813 residents have started on the programme since November 2017 and 225 have gone into employment. Whilst some participants have felt too vulnerable throughout the pandemic to continue looking for work (due to health conditions) many have gone into roles in newly emerging sectors i.e. facilities management and home working.

2.4.7 The North of Tyne Combined Authority granted funding to create The Employment support triage Programme which commenced in June 2020. 3 staff act as a single point of access for all online or phone queries through the NCC Covid Communities hub, supporting employment issues faced by individuals in need and working with JCPs and local support providers. They are able to provide ‘light touch’ advice and guidance, direction to online resources, and if appropriate, referral to existing Council Employability and Skills programmes. To date, 300 residents have accessed the service

2.4.8 Impact statements:

• Overall apprenticeship achievement was 83%, 19% above the national average

• More than 90% of learners (both adults and young people) progress and complete another programme following their first engagement with the service

• 98% of teaching and learning observations were graded as good or better

• 84% of adult learners in the Learning & Skills service remained engaged on programmes and continue to make progress during lockdown 1

• Skills are actively pursuing capital funding to support plans for an industry leading welding and fabrication training centre within Port of Blyth. The pioneering centre aims to maximise vocational skills in the sector to underpin regional priorities, providing outstanding progression opportunities into high value apprenticeships and careers and is pivotal to the skills need and employment opportunities in this sector

2.5 School Organisation and Resources

2.5.1 The Council is continuing this year with an investment programme funded from the Local Authority resources in order to maintain the schools estate; grow school places and deliver projects to support school reorganisations. the team is delivering: 4 new build schools, a Leisure Centre, a Fire station, 30 maintenance projects, 2 major refurbishment schemes and 6 extension projects which has seen over £38m invested in education in the last year.

2.5.2 Northumberland has continued this year to be ranked the top authority nationally for offering children and young people their first preference place in secondary school with 97.3% of parents getting their first choice. 97.9% of parents

Page 16 were also offered their first preference for entry into primary school, again Northumberland being ranked second nationally.

2.5.3 There was a reduction in both fixed and permanent Exclusion for 2019/20 with permanent exclusion being reduced by 43% in 2019/20, some of the reduction can be accounted for due to schools only being open to limited number of pupils during the summer term of 2020. However early indications are that this downward trend has continued into the Autumn term of 2020 when school were fully open to all pupils with a reduction of 33% in PEX and 20% reduction in fixed exclusions compared to the same period of 2019.

2.5.4 Teams across the education and skills services have shown considerable adaptability during the pandemic and have supported with everything from PPE allocations and deliveries, set up our local free school meals voucher system from a standing start in less than 20 days, supported our children and families with the supply of IT equipment, kept a daily check on children attending our schools and early years settings to ensure key worker children were given a school place in order that our key worker families could attend work, and our most vulnerable children were safe.

2.5.5 Due to the fantastic efforts of our schools during the first national lockdown we have had nearly 306,000 attendances and eventually we had all but 2 of our schools open. The highest number of pupils attending school was the last week of June where we saw nearly 43,000 attendances, our single highest day for attendances was on 6 July with 9,609 pupils in schools across Northumberland.

2.5.6 All in all a very challenging time, but has been a great success in forming new and hopefully long lasting relationships with our schools, on which we can build for the good of all Northumberland Children and Young People.

2.5.7 Impact statements:

• 33% reduction in permanent exclusions and 20% reduction in fixed term exclusions when comparing Autumn term 2019 to Autumn term 2020

• 98% of first preferences allocated in both the primary and secondary admission rounds despite colleagues working from home and both national offers days occurring during the first lockdown period

• 89% of HUGGG vouchers disseminated for FSM over the Christmas holidays have been redeemed

• 100% of schools and early years providers who requested a PPE support package in the first lockdown had one delivered by staff

Page 17 • Children’s Services have completed 10 capital projects, with a total investment in excess of £38m, since the start of the Covid pandemic

2.6 Performance Team

2.6.1 A rapid and informed response to capture and calculate the required data by the team ensured that all reporting from the onset of lockdown in March 2020 was able to be accurately and routinely reported.

2.6.2 Since introducing the data sharing agreement in October 2019, 99% of schools have now signed up to it. This is enabling them to receive from the Data Unit a report on which children are open to the social work service, which is run every week during lockdowns.

2.6.3 Impact statements:

• Schools know routinely the pupils who become known to social care

• Rapid system development to underpin vital reporting in lockdown

2.7 Schools HR and Health and Safety Team

2.7.1 The positive impact of the work to support schools by the health and safety team cannot be underestimated. The technical and interpretative advice and guidance as well as model documentation has been invaluable throughout the pandemic.

2.7.2 Health and Safety and Schools HR became an expected extension of the central team at the weekly schools briefings providing invaluable support throughout the working week.

2.7.3 Throughout 2019/20 Schools were able to maintain a good working relationship with Trade Union and Professional Body colleagues representing staff across the whole of the workforce in Schools and Skills. Clear, open and transparent discussions continued throughout lockdown to provide strong and effective working relationships

Impact statements:

• School voices were well represented in regional and national forums ensuring that the daily challenges were clearly represented and made a contribution to the evidence base to inform practice and future direction. The feedback from such forums was made readily available to inform decisions and keep all Schools up to date with planning and directions

• Communication with Schools and Skills; the routines established and the partnership working throughout lockdown led to further developing a very successful support infrastructure which helped to ensure that pupils were well supported in their need for a place in school and School leaders and their staff were confident, increased attendance were and able to meet the needs

Page 18 of their most vulnerable pupils and learners and to support the pupils who are children of Key Workers in Northumberland

3. Conclusion

3.1 Academic Year 2019/20 is without doubt the one of the most challenging and remarkable years for Education and Skills across Northumberland. The approach to work alongside schools, including wider services across Northumberland County Council, and provide a supporting infrastructure has proven to be one of the most positive and biggest impacts to partnership working.

3.2 The outcomes for our children and young people cannot be measured against performance in previous years due to the nature of the calculated process and the very dynamic, last minute changes in grades awarded.

3.3 The most important element is that our young people were prepared and supported with the grades they needed to be able to progress to their destination of choice whether that is sixth form, post 16 study, University or into employment.

3.4 The rapid change to digital learning was exceptionally well supported with resources and staff expertise throughout the year and is now part of a more routine way of life. This is still not without its challenges as we work with schools and industry to be able to ensure all of our children are able to access timely high quality learning through devices, platforms and systems which supports their continued learning and develop the ‘new normal’.

3.5 Refocusing the Education and Skills priorities to ensure we are all well placed to be able to respond and know where we need to improve our performance is key. It is ever challenging in such an unprecedented environment, but is at the same time exciting, desirable and pivotal to support the ‘recovery’ of the education curriculum and our children and families in Northumberland.

Page 19 Implications

Policy The actions set out in this report support the vision and values of the Councils Corporate Plan. All DFE / ESFA policies and guidance are reviewed, interpreted and shared.

Finance and All budgets and decisions conform to expected DFE /ESFA value for funding requirements. money

Legal none

Procurement none

Human none Resources

Property Eight delivery sites around the county – 7 are shared sites, one is the responsibility of the Learning and Skills Service. Schools have delegated responsibility for buildings.

Equalities (Impact Assessment attached) N/A X

Risk All schools and staff have individual risk assessments. All sites Assessment are risk assessed. All Schools and Skills sites are covid risk assessed. Skills sites undertake reviews every week as well as spot checks on premises to ensure routines and expectations are being followed

Crime & The report has considered Section 1 (CDA) and the duty it Disorder imposes and there are no implications arising from it.

Customer Service plans and systems are approached from the Consideration pupil/family/customer perspective. All learner facing approaches include the learner/ customer journey to improve satisfaction.

Carbon The increase in digital and remote learning as well as digital reduction meeting spaces as significantly reduced the travel and carbon footprint in 2020.

Health and Staff well-being is of high importance, a supporting Headteacher Wellbeing well being group is also established and bespoke arrangements are in place to meet individual needs.

Page 20 Wards All aspects of the service supports all wards in Northumberland, the digital reach has now expanded this opportunity.

Report sign off

Audrey Kingham Full Name of Officer Monitoring Officer/Legal Helen Lancaster Executive Director of Finance & S151 Officer Chris Hand Relevant Executive Director Cath McEvoy- Carr Chief Executive Daljit Lally Portfolio Holder(s) Guy Renner- Thompson

Author and Contact Details

This report has been prepared on behalf of Cath McEvoy-Carr, Executive Director, Children’s Services by Audrey Kingham, Interim Director of Education and Skills, [email protected]

Page 21 This page is intentionally left blank Annual Report for Education 2020

Page 23 Foreword

Welcome to the Education & Skills Annual Report 2020. In what can only be described as a turbulent and extraordinary time for education, businesses and communities; we are proud to have made some key areas of progress this year, due to the unwavering dedication of our staff here at the Council and across our network of schools, pre-school settings, academies, colleges, agencies and other support services. The support offered to children and young people across Northumberland continues to improve as a direct result of the tireless efforts and dedication of teachers, support staff and partners; efforts which have triumphed through adversity this year as we tackled the international Covid pandemic. In this ever-changing landscape there is always more to do, and this report marks a significant evolution in our approach, as well as a continued dedication to maintaining a keen eye on our key priority areas. The past 12 months have dictated an agile and flexible approach to our delivery and support services, in order to ensure continuity of learning across the county at our 164 schools, post 16 and other learning providers.

Further strengthening our relationships with educational establishments across the county, has seen strong communication links and support mechanisms alongside timely advice and guidance, underpinning operations throughout the Covid pandemic. The infrastructure put in place in March, taking us through to the end of August, enabled quick decision making and actions to equip and support schools through a very difficult period. Despite the most challenging of circumstances, there has been much to celebrate this year, including:

• an agile approach to learning with digital classrooms and virtual support to facilitate continuous learning during these unprecedented times

• the growing number of primary and secondary schools that have been judged to be good or outstanding by OFSTED

• falling absenteeism and reduced permanent exclusions in most settings, shows a unified effort to reduce the number of pupils missing vital education time

• thousands of apprenticeship and traineeship starts across the county reflect a rich learning offer to widen horizons and raise aspirations with diversified routes into employment

Reflecting on the evolving opportunities in the local area and indeed nationally, we will continue to equip and inspire the next generation as well as empowering existing workforces looking to upskill and reskill across 2021 and beyond, as we navigate a new normal together. Our ever-present motivation to support skills development and our learners’ appetite for education and training, continues to drive forward hundreds of success stories of boosted confidence, career enhancements and fresh starts. Maximising our investment in skills will help in our national Covid recovery to rebuild communities and industries with a diverse and skilled workforce ready to deliver the skills needed to support a successful UK economy. We have tried in this year’s report to capture a snapshot of resilience, of achievement and of ambition - to recognise our collective journey and the key milestones already accomplished.

Cath McEvoy-Carr Audrey Kingham Cllr Guy Renner-Thompson Executive Director of Interim Director, Portfolio Holder for Adult Social Care and Education and Skills Children and Young People Children’s Services Page 24 Education data at a glance

Early Years

2019-2020 saw our nationally reported figures for take up of early learning for eligible 2-year-olds reach a high of 92%, which placed us third highest in the Vulnerable country. Our nationally reported 3/4-year-old take up figures hit 115% (some learners children come from out of county to attend our nurseries) and placed us first nationally. There were no recorded outcomes in the foundation stage profile due to Covid, (previous years placed us above the national average) but the monitoring of schools and settings demonstrated great provision across the There are 10 special schools and academies county. Throughout the Covid crisis the vast majority of families who needed (plus Pupil Referral Unit) across a nursery place for their child were accommodated. Northumberland

Key Stage 1 and Key Stage 2 The % of Education, Health and Care Plan (EHCP) Primary outcomes in 2019-2020 were not recorded in their usual manner due applications completed in to the impact of Covid. The vast majority of our first and primary schools were 20 weeks was 87.4% in supported by the school improvement team and we continue to know all our 2020, compared to a national average of 60.4% schools well. Reports from the team indicated strong impact across key stage 1 and key stage 2 with a high focus on maths and English progression in conjunction with the broader provision of foundation subjects. A focus on SEND learners remained a high priority across the sector, with the graduated approach making further impact in many cases. The only reported academic outcome in first and primary schools was the Phonics Screening Check where Northumberland remained above the national average with a combined score of 80.4%.

There are 124 primary/first schools and academies across Northumberland

Despite the impact of Covid on the take up of the 2-year-old places, the latest figure of 81% is still significantly above the pre Covid national average of 69%

The overall absence rate in state-funded primary schools was 4.09% in 2020, moving closer Early years to the national average of 4.03% and primary The % of persistent absentees at state-funded primaries was 7.38%, better than the national average of 8.25%

There have been no permanent exclusions from primary schools since March 2020

2020 saw a rise in the % of Ofsted graded good or better primary schools to 91% (national average 88%)

The % of people getting their first-choice primary place was 97.9%, significantly above the national average of 90.2% Page 25 Education data at a glance Vulnerable learners (cont.)

The % of special schools judged good or better by the end of 2020 was 67%, compared to the national average of 90%, leading to a clear action plan to support and underpin improvements Secondary for 2021

In 2020, Key Stage 4 results were based on centre-assessed grades or The number of electively standardised grades (whichever was higher) as public examinations were home educated pupils cancelled due to Covid-19. Outcomes improved on the three headline in 2020 was 286 measures published. Northumberland now exceeds the national average (Dec 2020) for Attainment 8 and 4+ in English and maths, and is 1% below the national average for 5+ English and maths. Progress 8 figures were not calculated in 2020. The number of children missing education in 2020 was 4 and all were found thanks to excellent tracking systems (Jul 2020)

The overall The % of people absence rate in getting their There are 14 state-funded first-choice middle schools secondary schools Permanent secondary place and academies was 5.38%, which exclusions fell was 97.3%, well across was lower than by 43% in the above the the most recent Northumberland, school year national plus 3 national average of average of independent 82.2% schools 5.49% Secondar The % of 2020 saw a rise in KS4 gures for There are persistent the % of Ofsted children in care 16 high absentees in graded good or show 29% of schools and state-funded better secondary pupils achieved academies across secondary schools to 66% grade 4 Northumberland schools fell to (5% higher than or above in 12.31% in 2020, in 18/19, but English and lower than the lower than the maths at GCSE national average national average level of 76%)

Page 26 Education data at a glance Vulnerable learners (cont.)

The number of children monitored and prevented from going missing from education was 608 (Sep 2019 - Mar 2020)

The number of children attending alternative Post 16 provision in 2020 was 244 (Sep 2019 - Jul 2020)

At Key Stage 5, the Average Points Score (both academic and vocational) per entry increased by over 6 points and now sits very close to the national The number of children with average. Northumberland pupils sitting technical level qualifications health and medical needs in 2020 supported by EOTAS continue to perform above the national average. was 143 (Sep 2019 – Jul 2020)

4.5% of children in care had a school move in two consecutive years, poorer than the national average of 3%

The % of adults achieving a Level 2 qualification by the age of 19 was 79.3%, slightly below the national average of 81.8%

The % of adults achieving a Level 2 qualification with English and maths by the age of 19 was 66.5%, compared to the national average of 68.7%

The % of adults achieving a Level 3 qualification by the age of 19 was 51.7%, below the national average of 56.9%

5.4% of 16-17 year olds were NEET or 'not known', compared to 5.5% nationally Post 16

A staggering 2,240 starts illustrated an exceptional outcome for apprenticeships and traineeships in 2020

As well as the wide academic and vocational offer across our schools and sixth forms, both Northumberland College and the Northumberland Learning & Skills Service deliver an array of pathways for learners post-16 Page 27 Data is for 2020, unless stated otherwise. Impact in an extraordinary year

This section reflects upon the positive outcomes and those which require further attention by way of a continuous improvement plan.

Early Years & School Improvement

The Early Years and School Improvement Teams have worked at 100% capacity throughout Covid delivering:

• Over 80 dedicated Covid information sessions for school leaders

• 1500+ attendees to training sessions for early years and school staff

• 100% of schools and settings allocated to a Covid support network

• SENDCo support by weekly updates

• Vulnerable pupil monitoring on a weekly basis

• 100% of asylum seeker children placed in schools

• Over 16,000 daily logins to the Northumberland Learning Platform by pupils on home study

• Regular and topical home learning opportunities to support parents provided by the team

• All parental requests for nursery and school placements responded to swiftly

• All Covid outbreaks managed robustly and in line with Public Health guidelines

Virtual School

• GCSE results for looked after children were the best since the Virtual School opened, with more than twice as many pupils achieving the Basics in 2020 compared with 2019

• No Northumberland looked after child has been permanently excluded from school since 2008

• Fewer children in Northumberland go missing from education than average across the region and since tracking of children missing from education became statutory in 2008, only 4 pupils have not been traced

Page 28 Impact in an extraordinary year

Inclusive Education Service/SEN

• Across 2020, our specialist teaching and educational psychology services have provided support and advice for children and young people with special educational needs in 96% of our schools

• 50% of our schools have received support from 3 or more of our specialist SEN teams

• The number of learners with SEN who were persistently absent from school has reduced significantly over the past three years, and the number of learners with SEN who were excluded from school has continued to fall

• From March - July 2020, the Northumberland Inclusive Education Service specialist teams offered a virtual service to schools to support learners with SEN who were attending. From September - December 2020, the teams returned to as close to business as usual as possible, offering a virtual and in person service

• In the Autumn term, the highest level of service provision was within the Ashington partnership, closely followed by Berwick and Blyth, then Seaton Valley

• In the Autumn term of 2020, the highest levels of demand/activity for the specialist teaching services were for:

Speech, Language & Emotional Wellbeing Communication Needs Sensory Support Autism Support & Behaviour

• Throughout 2020 the Educational Psychology service continued to provide ongoing support and advice to many of the educational settings in Northumberland and children and families, along with specialist advice for all pupils undergoing Education, Health and Care needs assessments

Return to School Pop Up Hub

We knew that returning to school after the period of lockdown would be challenging for many children and young people. In response, a multi-agency pop up hub was set up which took referrals from schools who were particularly concerned about young people not returning in September, where their concern, or that of their family was a factor.

This time-limited exercise was extended beyond time initially planned as demand was still high at October half term. A total of 91 children and young people were referred into the hub and services were identified to support them and/or their families. This support, centred around working with schools, led to improvements in child and family confidence, and therefore in attendance.

Page 29 Impact in an extraordinary year

Northumberland Learning & Skills Service

• Overall apprenticeship achievement was 83%, 19% above the national average

• More than 90% of learners (both adults and young people) progress and complete another programme following their first engagement with the service

• 98% of teaching and learning observations were graded as good or better

• 84% of adult learners in the Learning & Skills service remained engaged on programmes and continue to make progress

• We are pursuing capital funding to support our plans for an industry leading welding and fabrication training centre within Port of Blyth. The pioneering centre aims to maximise vocational skills in the sector to underpin regional priorities, providing outstanding progression opportunities into high value apprenticeships and careers

School Organisation and Resources; Data Unit

• We saw a 33% reduction in permanent exclusions and a 20% reduction in fixed term exclusions when comparing Autumn term 2020 to the same period in 2019

• 98% of first preferences were allocated in the primary and secondary admission rounds despite colleagues working from home and both national offers days occurring during the first lockdown period

• 89% of HUGGG vouchers disseminated for learners eligible for free school meals over the Christmas holidays have been redeemed

• 100% of schools and early years providers who requested a PPE support package in the first lockdown had one delivered by staff

• Since introducing the data sharing agreement in October 2019, 99% of schools have now signed up to it. This enables them to receive a report from the Data Unit about which children are open to the social work service. This report is run every week during lockdown periods

• Children’s Services have completed 10 capital projects, with a total investment in excess of £38m, since the start of the Covid pandemic Page 30 Impact in an extraordinary year

A collaborative approach to the Covid pandemic

Schools faced significant challenges to meet the fast-paced changing guidance across the lockdown period. To ensure schools were safe environments for children and staff, the Health and Safety team at Northumberland County Council reviewed all national guidance to provide support to Leaders and Governors in daily operations and to support decision making.

School voices were well represented in regional and national forums ensuring that the daily challenges were clearly represented and made a contribution to the evidence base to inform practice and future direction. The feedback from such forums was made readily available to inform decisions and keep all schools up to date with planning and directions

Throughout 2019-2020 schools were able to maintain a good working relationship with trade union and professional body colleagues representing staff across the whole of the workforce in schools and skills. Clear, open and transparent discussions continued throughout lockdown to provide strong and effective working relationships.

Communication with schools and skills, the routines established and the partnership working throughout lockdown led to further developing a very successful support infrastructure which helped to ensure that pupils were well supported in their need for a place in school. School leaders and their staff were more confident, attendance increased and the needs of their most vulnerable learners were met; supporting children and young people learning from home as well as the pupils who are children of key workers and attending schools across Northumberland.

Page 31 2021 priorities

We will take a key role in the strategic leadership of educational improvement in Education and Skills in Northumberland. Our vision will define the purpose and will ensure connectivity and inclusion 01 to eradicate gaps.

We will know the strengths and weaknesses of our schools and other educational providers, challenge and support them to improve and report their performance to the Council and the community. 02

We will lead the development of an overall strategy to ensure our residents and their families are able to access appropriate and inclusive provision in Northumberland that meets their needs as close to their 03 homes as is possible.

We will develop an alternative education model which offers routes for children which support their future career choice; the model may also support keeping our children in education and provide a positive and 04 financially viable contribution to our communities.

With all stakeholders and partners, we will act upon and deliver the areas for improvement identified in the SEND local area inspection 05 (October 2018).

We will work across the early years sector to ensure all children are school ready and that the schools are ready for every child. 06

Learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn. Page 32Peter Drucker 2021 priorities

We will support all first and primary schools to ensure their pupils have all the skills and knowledge required to access the secondary 07 curriculum.

We will transform transition, progress and performance for our Key Stages 3, 4 and 5 and improve their access to their first choice University place, Further Education, Higher Apprenticeship 08 and/or employment.

We will work in partnership across services to ensure our children are supported through Social Care, Virtual school and Community Hub supporting their health and well-being (including mental health), 09 feel safe, in touch, listened to and supported every week of the year and not just term time.

We will develop key relationships with education and industry to support careers ambition, curriculum development and routes into post 16 and Higher Education which support the economic priorities 10 in Northumberland.

We will develop a strategy and create an appropriate curriculum supporting the needs of all our young people and adults in Northumberland so that more can access suitable/appropriate/good fit 11 apprenticeships, skills training and development to underpin careers, employment and in work progression.

We will work closely with Newcastle City Council, North Tyneside Council and North of Tyne Combined Authority to be innovative in 12 our approaches and to be ground breaking and leading the way in education for all our stakeholders.

I attribute my success to this – I never took or gave any excuse. Florence Nightingale Page 33 The future

2020 has proven our collective ability to learn together and work together, through the most exceptional circumstances and testing times.

Teams across the Council’s Education and Skills Services have shown considerable adaptability during the pandemic and have supported with a whole host of deliverables, including:

• PPE allocations and deliveries

• setting up our local free school meals voucher system from a standing start in less than 20 days

• supporting our children and families with the supply of IT equipment

• keeping a daily check on children attending our schools early years settings and alternative education providers to ensure key worker children were given a school place in order that their families could attend work, and our most vulnerable children were safe

As we strive for inclusive outcomes and fair access to education and support across the county, 2021 will see us continue to collaborate as we strive to achieve our goals of educational improvement, connectivity and inclusion.

Achieving our ambitious vision and supporting our young people at every stage of their educational journey, as well as understanding the evolving needs of adults looking to upskill, re-skill and adapt to meet changing market demands, will require continued investment and a partnership approach.

We offer an array of options and support for school leavers across our county and indeed North East region, which present various pathways to young adults as they pursue Higher Education at university, apprenticeships and other work-based training programmes, as well as entering the world of work.

We will continue to work collaboratively with schools, training providers and other organisations to support all of these destinations, ensuring next steps are clear and accessible across our communities.

The more that you read, the more things you will know. The more that you learn, the more places you’ll go. Dr. Seuss

Page 34 The future

The Council is continuing this year with an investment programme funded from the Local Authority resources in order to maintain the schools estate, grow school places and deliver projects to support school re-organisation.

The team is delivering: • 4 new build schools • a leisure centre • a fire station • 30 maintenance projects • 2 major refurbishment schemes

• 6 extension projects, which has seen over £38m invested in education in the last year

Over £500,000 of Covid grants were allocated to early years settings, as the Council worked hard to underpin the delivery of early years and primary education over recent months.

We are very proud of our strong relationships with schools and learning providers across Northumberland and beyond, and together we will continue to support the development of each and every individual across our exceptional county.

Daily and weekly briefings attended by representatives of all schools have ensured a consultative and supportive approach to tackling the challenges of the last and current academic year, amid the global pandemic. This methodology has seen some commendable systems and processes put into place, including all schools and settings having benefited from dedicated Covid support ‘buddies’ and ongoing opportunities for best practice sharing as well as a real partnership approach to continuous improvement.

Preparing and equipping people of all ages to cope with whatever the future holds through a sound and varied education, responsive to ever-changing contexts and with real opportunities for lifelong learning and employment realities, is paramount now, and into the future. Strengthened relationships with our schools is something on which we can build for the good of all Northumberland children and young people.

Page 35 DISCLAIMER The information provided in this publication is, to the best of our knowledge, accurate at the time of production. Data sources are available upon request.

OTHER FORMATS If you need this information in large print, Braille, Audio, or in another format or language please contact us: 0345 600 6400. If you are Deaf or can’t speak on the phone, contact us using Relay UK. Download the Relay UK app or using your existing text phone prefix our dedicated text Relay number:018001 01670 623 515. British Sign Language users can contact us using an online sign language interpreting service: northumberlandcc-cs.signvideo.net

USEFUL LINKS School Organisation Plan: Update-of-School-Organisation-Plan-2018-2021-June-2019.pdf (northumberland.gov.uk)

CYPP - Northumberland County Council - Northumberland Children and Young People’s Plan

Local Offer - Northumberland County Council - Northumberland Local Offer SEND 0 to 25 years

Learning & Skills Annual Report: 05 Learning and Skills Annual report.pdf (moderngov.co.uk)

Northumberland County Council, County Hall, Morpeth NE61 2EF. Telephone: 0345 600 6400.

Version 1: February 2021

Page 36 Agenda Item 6

Families and Children’s Services Scrutiny Committee Date: 4 March 2021

Update of School Organisation Plan 2018-2021

Report of Cath McEvoy-Carr, Executive Director of Adult Social Care and Children’s Services

Cabinet Member: Councillor Guy Renner-Thompson, Children’s Services

Purpose of report

The School Organisation Plan 2018-2021 for Northumberland Cabinet was approved for publication by Cabinet in June 2018. It was agreed that the plan would be subject to an update on an annual basis in order to include the latest data and information on schools relevant to school place planning. Families and Children’s Services Scrutiny Committee are now asked to approve the final iteration of the current School Organisation Plan before a new version for 2021-2024 is produced in the summer term ready for Cabinet approval and subsequent publication in September 2021.

Recommendations

It is recommended that Families and Children’s Services Scrutiny Committee:

1) Note: ● that the School Organisation Plan 2018-2021 has had a final update with the latest data and information on schools since the previous version from June 2019. This reflects changed data and school circumstances over the last 18 months and known changes in the near future. ● that the latest update to the School Organisation Plan has been delayed in order to prioritise the more urgent work with schools and academies that has arisen for the School Organisation and Resources team as a result of the COVID-19 pandemic. ● that the updated School Organisation Plan will be circulated to schools and other partners for comment before publication in March 2021 if approved by Cabinet. ● A new School Organisation Plan for 2021-2014 will be produced in the summer term 2021 and will be brought to Cabinet for approval in September for subsequent publication.

Page 37 Key issues

1. The first version of the current School Organisation Plan 2018-2021 was approved by Cabinet in June 2018 for the purpose of bringing together key school place planning data and information into one document for the benefit of schools, academies, officers and other interested parties. The first update of the plan was approved by Cabinet in June 2019 and this is the third and final update of this version of the School Organisation Plan.

2. While it is no longer a statutory requirement for local authorities to publish a School Organisation Plan, the document assists schools, parents and partners to understand how the availability of school places in the county are monitored, how the need for additional school places is identified and, where necessary, how additional places may be delivered and funded within relevant school partnerships. It also provides information on changes to organisational structures, opening and closing of schools and capital works undertaken at schools and academies in the county.

3. The capacity and pupil forecasting information set out in the School Organisation Plan is also required by the DfE on an annual basis through their school place data collection process (SCAP) in any event. This is used to inform the need for places across the country and the allocation of Basic Need capital funding. Cabinet should note that the 2020 SCAP collection by DfE was cancelled as a result of the impact of COVID-19, DfE resources no doubt being redirected elsewhere at that point. However, there will be a SCAP collection in summer 2021.

4. The updated version of the plan for 2019 is provided as Appendix 1 of this report and can be accessed separately via the link provided in the Appendices list . It sets out the context of Northumberland with regard to its size, demographics and issues related to rurarility. It also provides information regarding schools included within each partnership and where additional school places will be required within the pupil forecast period, currently up to 2027.

5. Some key points to note in the updated School Organisation Plan are: • The number of schools and academies in the county is now 164 following the closure of West Woodburn First School in August 2020; • The number of academies in the county has increased to 48 from 40 at the last update; this will increase to 50 by April 2022 subject to no other conversions taking place in that period. Academies now make up to nearly 30% of the educational establishments (not including independent or FE) in the county. • There are 38,995 children and young people of statutory school age (Reception to Year 11) on roll in all types of schools (excluding Special and independents in Northumberland as at October 2020. This represents a fall of 2% compared to the previous year. • There are 17% surplus places in schools and academies overall in the county, although this masks a wide variation between school partnerships e.g. Seaton Valley Partnership has 9% surplus places overall, whereas Berwick Partnership has 34% overall. A strategic plan to manage surplus places more effectively is being developed by the School Organisation and Resources Team this academic year and will be subject to a further report. • The number of pupils with ASD and SEMH continues to rise in the county. Forecasting the number of pupils with SEND needs who will require places at

Page 38 Special Schools to assist with planning for capital schemes is a key focus of the plan and methods for achieving this are set out in the document.

BACKGROUND PAPERS

Report of the Executive Director of Children’s Services, 10 July 2018

Report of the Executive Director of Adult Socil Care and Children’s Services, 9 July 2019

IMPLICATIONS ARISING OUT OF THE REPORT

Policy: The publication of the updated School Organisation Plan the Council’s corporate policy “We want you to achieve and realise your potential”.

Finance and value for There are no direct financial implications as a result of the money School Organisation Plan.

Legal There is no statutory requirement on local authorities to publish a school organisation plan

Human Resources: There are no direct HR implications as a result of the School Organisation Plan.

Property There are no direct property implications as a result of the School Organisation Plan.

Equalities Should Cabinet approve the publication of the updated School Organisation Plan, the Equalities Impact Assessment will be carried updated concurrently with the circulation of the plan to schools.

Risk Assessment Not applicable

Carbon Reduction It is not envisaged that this proposal will have a significant positive or negative impact on carbon reduction.

Crime & Disorder This report has considered Section 17 (CDA) and the duty it imposes and there are no implications arising from it.

Customer The proposals set out in this report are based on the best Considerations: educational interests of children and young people in Northumberland.

Page 39 Health and Wellbeing There are no direct implications for Health and Wellbeing as a result of the School Organisation Plan.

Wards All

CONSULTATION

Should Cabinet approve this iteration of the School Organisation Plan 2018/21, schools and academies will be invited to comment prior to its publication.

Report sign off. Authors must ensure that officers and members have agreed the content of the report: Finance Officer CH Monitoring Officer/Legal HL Human Resources N/A Procurement N/A I.T. N/A Executive Director of Children’s Services CM Portfolio Holder(s) GTR

______Report Author: Sue Aviston – Head of School Organisation and Resources Tel: (01670) 622767 Email: [email protected]

Appendices Appendix 1 – School Organisation Plan Update January 2021

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CONTENTS

1. Introduction 1.1 Purpose of the School Organisation Plan 6

2. The Northumberland Context 2.1 School Organisation link to standards and performance in 7 education in Northumberland 2.2 Headline school population data 7 2.3 Schools and academies 8 2.4 Number of pupils on roll in schools and academies 10

3. Duty to provide school places 3.1 Local Authority duties and powers 12 3.2 Challenges in delivering duties 12 3.3 Northumberland and National education policy 12

4. School Place Planning 4.1 Current methodology 14 4.2 Surplus Capacity 14 4.3 School Admissions 17 4.4 Home to School Transport 17 4.5 House building 18 4.6 Inter-partnership and inter-authority movement 19

5. Creating places through capital development 5.1 Principles 20 5.2 Funding 20 5.3 Methods 21 5.4 Partners 21

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6. Non-mainstream provision 6.1 Special Educational Needs 23 6.2 Post-16 provision 29 6.3 Early Years provision 29

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7. Projections and Place Pressures by School Partnership (planning area)

7.1 Alnwick Partnership 31 7.2 Ashington Partnerships 32 7.3 Berwick Partnership 34 7.4 Bedlington Partnership 36 7.5 Blyth Partnerships (including Bede) 38 7.6 Coquet Partnership (Amble) 40 7.7 Cramlington Partnership 42 7.8 Haydon Bridge Partnership 44 7.9 Hexham Partnership 46 7.10 Morpeth Partnership 48 7.11 Northumberland Church of England Partnership 51 7.12 Ponteland Partnership 53 7.13 Prudhoe Partnership 55 7.14 Seaton Valley Partnership 57

Appendices Appendix 1 - Surplus Places in Northumberland by School Partnership 58 Appendix 2 - Education Infrastructure Contribution Policy 68

Document Revision Information

Version Date Author Description

V 1.0 July 2018 S Aviston New Plan

V1.1 July 2019 S Aviston updated

V1.2 Jan 2021 S Aviston updated

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1. INTRODUCTION

1.1 Purpose of the School Organisation Plan

The Council’s Corporate Plan for 2020/21 sets out one of its key Objectives as ‘Learning; We Want you to achieve and realise your potential’. While this objective is applicable to all residents within the context of life-long learning, a key feature of this vision is the desire to ensure that children and young people achieve and realise their potential. This School Organisation Plan for Northumberland supports this vision by setting out how the council will fulfil its statutory duty to provide sufficient school places for all children and young people resident within the county. This is the second and final refresh of the School Organisation Plan 2018/19 and it will be replaced with a new 3 year plan in the summer of 2021.

While this plan sets out how the Council intends to meet its statutory duty, it will also be of assistance to schools and academies, parents and other stakeholders in helping them to understand how the availability of school places across the country is monitored, how the need for school places is identified and where necessary, how additional places are delivered and funded. The challenge facing Northumberland continues to be the spread of the population within such a largely rural county, with pressure on places in our urban towns and larger villages, and significant falls in pupil numbers in the more rural areas. This iteration of the School Organisation Plan 2018/19 includes changes in statistical information and data relating to school partnerships, as well as changes relating to school organisation in some areas.

Following approval from the Council’s Cabinet in June 2019, the updated school organisation plan will be circulated to the following groups for information before publication in July 2019:

● All Northumberland schools ● Diocesan Education authorities ● Neighbouring local authorities ● Relevant healthcare authorities (Northumbria Healthcare NHS Foundation Trust; NHS Northumberland CCG; Northumberland Tyne and Wear NHS Foundation Trust)

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2. THE NORTHUMBERLAND CONTEXT

2.1 School Organisation Plan links to standards and performance in education in Northumberland

Responsibility for the School Organisation Plan lies with the School Organisation and Resources Team within Education and Skills, which in turn forms part of the Wellbeing and Community Health Service in Northumberland. The plan provides an analysis of the current capacity and numbers on roll in Northumberland schools and highlights the work planned to be undertaken to meet any identified need for additional places. As such, the School Organisation Plan supports the Education and Skills Service in delivering the priorities set out in its Service Statement 2019/20 by:

● providing data, information and context to support school organisation initiatives that are planned to have a direct and positive impact on standards and performance in schools; ● identifying and delivering capital projects to provide additional places or enhance the schools estate that will improve the educational experience of children and young people in Northumberland.

The Education and Skills Service Priorities for 2021 are available to review here.

2.2 Headline population data

In Northumberland, 96.7% of the land mass is classed as rural, with just under half of the population living in this area. The other half of the population live mainly in the South East area of the county. In relation to the population itself, the county has an estimated population of 322,434 (mid-year population estimates 2017, a 1% growth on the 2017 estimate, which had also seen slight increase from the previous level. According to the Office for National Statistics, the county’s population is now forecast to increase by 4.7% to around 339,415 between 2021 and 2043. This has changed from the forecast decrease in population set out in the previous version of this plan, although it is less than the England average which is forecast to increase by 8.3% over the same period.

However, the increase in population does not appear to be in younger age groups; the number of children and young people aged 0 to 15 living in Northumberland has been slowly but steadily declining for a significant number of years, with circa 57,500 in 2001, 55,000 in 2006 and 52,443 in 2019 (Mid-Year Population Estimates 2019). The birth rate in Northumberland has also declined slightly by about 0.1% overall between 2008 and 2019, with the County’s General fertility rate (GFR) at 51.1 (per 1000 female population age 15-44) compared to 57.7 for England. However, there is variation at the school partnership level, which is addressed in Section 7, Projections and Place Pressures.

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2.3 Schools and academies

As at September 2020, there were 164 schools, academies and free schools (not including independents) in Northumberland who currently educate 44,984 children and young people (October 2020 census - Nursery to Year 13); this is a fall of 1% from 45,407 recorded in January 2019 census, reported in the previous version of this document.

Categories of Schools Schools are classified into two main categories. The first category is academies and free schools, which are funded directly by central government and where the local authority has no statutory responsibility. The second category is local authority maintained schools, which are then further split into 4 sub-groups Community, Voluntary Aided (VA), Voluntary Controlled (VC) and Foundation/Trust schools. The local authority does have various levels of responsibilities within maintained schools, depending on the sub-category e.g. school organisation matters, funding and admission arrangements.

Academies / Free Schools Northumberland currently has 47 academies; these schools receive their funding directly from the government, and not via the local authority. They are run by an academy trust which employs the staff. Some academies have sponsors such as businesses, universities, other schools, faith groups or voluntary groups, and in Northumberland there are currently 14 sponsored academies, 32 converter academies, and 1 free school. We currently do not have any university technical colleges or studio schools.

Maintained Schools Maintained schools are funded by the local authority. Whereas formally they are run (“maintained”) by the local authority, delegation of powers to the Governing Body means that they have many of the same responsibilities and powers as academies. These fall into four main categories:

 Community Schools Community Schools are controlled by the Local Authority and are not influenced by business or religious groups. There are 75 schools in this category in Northumberland.

● Voluntary Controlled Schools Most Voluntary Controlled Schools, but not all, are Church of England Schools; there are currently 9 schools in this category.

● Voluntary Aided Schools These are Foundation Schools with a Religious character and in Northumberland all are Church of England or Roman Catholic Schools. There are currently 27 schools in this category.

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● Foundation Schools These are Foundation Schools without a Religious character. Some Foundation Schools acquire a Trust and are known as Trust Schools. The Governing Body owns the building (unless there is a Trust in which case the Trust owns the building and land) and is the formal employer of the staff. There are currently 5 schools in Northumberland in this category.

Numbers and types of Northumberland Schools (not inc. independents)

Foundation/ Academy / Phase Community VA VC Total Trust Free School

First 29 15 5 1 11 61

Primary 28 11 4 2 15 60

Middle 7 1 0 1 8 17

Age 9-18 1 0 0 0 0 1

High 1 0 0 0 4 5

Secondary 1 0 0 1 8 10

Special 7 0 0 0 2 9

Pupil Referral 1 0 0 0 0 1 Unit

Total 75 27 9 5 48 164

There are now 48 academies and 1 free school in Northumberland. More schools have converted to become academies since the previous version of this document; for example a further 8 schools within the Prudhoe Partnership converted as the Tynedale Learning Trust in September 2019, while the RC Diocese of Hexham and Newcastle has established two academy trusts in the region with the expectation that all current RC academies will join and all RCVA schools will convert and join the relevant academy in their area by early 2022. So far St Matthew’s RC Primary, St Joseph’s RCVA Middle and St Mary’s RCVA First have joined/converted to Bishop Bewick Catholic Education Trust, while the former Pax Christi academies and St Bede’s RCVA Primary and St Wilfrid’s RC VA Primaries have joined Bishop Bewick Catholic Education Trust. St Aidan’s RCVA Primary, Ashington and St Paul’s RCVA Primary, Alnwick are in train to convert to the Bishop Bewick Trust in April 2021, with St Cuthbert’s RCVA First, Berwick and St Robert’s RCVA First, Morpeth joining them in April 2022.

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There has been a reduction in the number of school closures since the last update of this document, with only the closure of West Woodburn First School in August 2020. Schools closed in the last five years since 2016 are set out in the table below:

Schools Year/Date Reason for closure Closure Closure closed of Closure proposed by approved by Herdley Bank August 2016 Unviable due to reducing Governing Body NCC Primary School pupil numbers James Calvert August 2016 Amalgamated with James Governing Body NCC Spence, South Calvert Spence, Acklington Avenue (middle) Road to become age 9-18 all- through school Seahouses August 2017 Alnwick Partnership NCC NCC Middle School reorganisation to primary/ secondary system The Dukes August 2017 Alnwick Partnership NCC NCC Middle School reorganisation to primary/ secondary system Lindisfarne August 2017 Alnwick Partnership NCC NCC Middle School reorganisation to primary/ secondary system St Paul’s RC VA August 2017 Alnwick Partnership Governing Body NCC Middle School reorganisation to primary/ secondary system St Benedict’s August 2017 Reorganisation of Ashington Governing Body Schools RCVA Middle RC schools to primary Adjudicator School /secondary system St Peter’s August 2017 Reorganisation of Academy Trust Secretary of Catholic Cramlington RC schools to State Academy primary/ secondary system Acklington CE August 2018 Closure of school due to Governing Body NCC First School viability issues St Mary’s CE August 2018 Closure of school due to NCC NCC Middle School, viability issues Belford Netherton First August 2018 Closure of school due to NCC NCC School viability issues West Woodburn August 2020 Closure of school due to NCC NCC First School viability issues

Current, future or proposed future changes to the organisation of schools in individual partnerships are set out in Section 2.

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2.4 Number of pupils on roll in schools and academies in Northumberland, surplus places and inward migration

There were a total of 38,995 children and young people of statutory school age (Reception to Year 11) on roll in all types of schools (excluding Special and independents in Northumberland as at October 2020. This represents a fall of 2% compared to the previous year; while this level of fluctuation is not unusual over time, this is the lowest number of pupils on roll in these year groups in the past 5 years. However, this masks a considerable variation between school partnerships as some, mainly in the urban towns and villages in the South East have experienced growth in numbers due to increased birth rates and house building; there can also be considerable variation between individual schools within partnerships even in urban areas, for example when new housing is constructed or when estates mature and produce fewer children. Further information on pupil numbers and surplus places is provided in Section 4.2 and in the individual partnership sections of this document.

DfE data for 2019/20 indicates that just under 5% of pupils on roll in schools from Reception to Year 11 live in neighbouring authorities, mainly coming from Newcastle, North Tyneside and Durham. These pupils are able to attend Northumberland schools as a result of surplus places in popular schools e.g. some schools in Ponteland and Hexham Partnerships are particularly popular with parents in neighbouring Newcastle and Durham authorities respectively. The numbers on roll by year group from Reception to Year 11 over the last 5 years are given in the following table:

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3. DUTY TO PROVIDE SCHOOL PLACES

3.1 Local Authority duties and powers

Local authorities have a statutory duty under the Education and Inspections Act 1996 to ensure there are a sufficient number of school places within its area and that within such provision, parental choice, diversity and fair access are promoted. Our objective as a local authority is to work towards ensuring that there are sufficient ‘good’ places (as defined by Ofsted) available for all children and young people resident in the county within or as close as possible to their own communities.

This plan identifies where school places, including special school places, are required now and in the future and explains the mechanisms for providing these places.

3.2 Challenges in delivering duties

The power of local authorities to influence how and where school places are provided within its area has been reducing for a significant number of years as a result of national policies. For example, local authorities have for some time been unable to open their own (community) schools, as every new school opened must now be a free school (effectively an academy).

Schools that are their own admissions authority (i.e. voluntary aided schools, academies and free schools) are able to increase their Planned Admission Numbers (PAN) without consultation, although they must notify the local authority when they do so. Therefore, one of the key roles of the Council is to maintain good working relationships with and between all types of schools to ensure that there are sufficient good school places available in the right places in the county, while balancing the desire of schools or academies to increase or reduce places into their own establishments, parental demand for places in successful schools and the impact of any changes on other schools to ensure a fair system for all.

3.3 Impact of Northumberland and National policies on school place planning

The provision of school places is not only influenced by statutory duties placed on the Council, but also by Northumberland’s local policies and wider national policies.

Government policy in recent years has pushed for the conversion of ever more schools to become academies and as stated, the need for any new school identified by a local authority must be provided as a free school, which will effectively be an academy. Furthermore, where a school is judged to be inadequate by Ofsted, the school must become a sponsored academy, or in some instances, the Secretary of State may order the closure of the school. In the case of a school closure, the local authority would be under a duty to find alternative

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suitable school places for displaced pupils at other schools in the locality, and to manage any increased home to school transport costs if required. The overall impact of the reducing number of community and voluntary controlled schools in Northumberland means that the local authority’s ability to influence where school places are created is diminishing.

The Northumberland Local Plan document is currently being prepared by the Council. It will include the planning policies that will be used to guide and determine future planning applications in Northumberland, detail the scale and distribution of new housing development and include land allocations and designations, which in turn can influence the growth of pupil numbers in the county.

The Northumberland Local Plan was submitted to the Secretary of State for Housing, Communities and Local Government on 29 May 2019 and is currently undergoing examination. The second phase of the public hearing sessions took place in October and November 2020. Following the close of these hearings the Council has some further work to carry out and submit to the Inspector. Following the submission and consideration of this work the Inspector will write to the Council setting out her preliminary conclusions on whether the Plan is sound or can be made so with modifications.

Any main modifications required to make the Plan sound will be consulted upon by the Council, together with the results of any further Sustainability Appraisal and Habitats Regulations Assessment which may be necessary. The responses to the consultation will be considered by the Inspector before she finalises her Report into the soundness of the Plan. Up-to-date information and documents relating to the examination can be found on the examination webpage.

○ Click here to view the Northumberland Local Plan Examination webpage.

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4. SCHOOL PLACE PLANNING

4.1 Current methodology

Forecasting the number of pupil place requirements within any local authority is not an exact science and therefore presents a challenge due to changing demographics in some areas, fluctuating parental preferences and new housing developments. These issues are in addition to the potential for academies and free schools to increase or even decrease (the latter with permission from the Schools Adjudicator outside of the normal consultation process) their available pupil places outside of the control of the Council.

In Northumberland, pupil forecasting is carried out at school partnership level. At its basis is the data received from the NHS on the number of children registered with GP surgeries. The Council is able to match the postcodes of these newborn children to individual school catchment areas, which provides a reliable indication of how many children are likely to enter schools in Reception classes. Once actual places are taken up within the school system, the year on year transition through the school system is assumed.

The forecasts are further refined as children enter and move through the system by including a weighting (based on previous trends) at phase change points. For example, as a result of parental preference in some school partnerships additional children may historically enter schools at a particular phase in Year 5 including, while in other partnerships, there may be a trend for a proportion of children to leave the partnership at the end of a phase change to take up places at popular schools in other partnerships. Parental preference also impacts on the movement of pupils in schools within their school partnerships and to other partnerships in the county; another factor of parental preference concerns inward and outward flows from other neighbouring local authorities. The impact of housebuilding (where it has been given planning permission) is also factored into the final pupil forecast (see para. 4.5 for further detail). The Council’s calculation for pupil yield arising from house-building indicates there are just under 3 children generated per year group from every 100 houses built.

The Council works in partnership with schools and academy trusts to ensure that where the need for additional places is identified that suitable arrangements are put in place to address the need. The DfE collects school capacity and pupil forecasting data annually from the County Council (SCAP collection), which assists the DfE in allocating the Basic Need capital grant and in policy making relating to school place sufficiency and forecasting. While there was no SCAP collection in 2020 due to the impact of COVID 19, it is being resumed in 2021.

4.2 Surplus Capacity - overview

While there is no official level of surplus places a local authority should aim to maintain, the Council is challenged regularly by the DfE on its arrangements for managing surplus

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capacity. Work is ongoing to develop further plans to manage surplus places in Northumberland. However, these plans will be developed within the context of a largely rural county i.e the removal of surplus places must be balanced with the desire to provide schools within reasonable distance of all pupils in Northumberland.

As at October 2020, there are 8,684 surplus places in schools and academies in Northumberland (Reception to Year 13 and not including special schools), which equates to 17% surplus places overall. However, this figure masks the considerable variation in surplus places at school partnership level, which are reviewed in section 7 of this report. Given the geography of Northumberland, there is no quick fix for the removal of urplus places per se as this would inevitabley necessitate the closure of a significant number of schools. This in itself would extend the lengths of journey of children, many of whom already have long journeys to and from school, to an unacceptable degree. In addition, this would have a negative impact on the viability of many rural communities. Therefore, while the Council has in the past and will in the future consider proposals for the closure of schools, including rural schools, where there are issues relating to school organisation, financial viability and/or the quality of educational provision and standards, the removal of surplus places as a stand-alone objective in Northumberland is not considered to be a priority.

A key factor in the Council’s ability to remove surplus places over the last 10+ years has been through wider school reorganisations, while there have also been a number of individual school closures as detailed in section 2.3. This process has removed 838 places in the last 5 years.

The impact of decisions made outside of the control of the Council have had an impact on increasing the level of surplus places; for example, the decision of the School’s Adjudicator in 2018 to overturn the Council’s approval of the closure of Bellingham Middle School has meant that the level of surplus places in the Haydon Bridge Partnership remains high (the school has a capacity of 240 with only 84 pupils on roll), while the Regional Schools Commissioner approved the change of age ranges of Ponteland Academy and Meadowdale Academy effective from September 2020, thereby increasing surplus places in the primary phases of the Ponteland and Bedlington Partnerships respectively. The number of surplus places by phase within each school partnerships is given at Appendix 1 attached to this report. Surplus places at partnership level are reviewed in section 7. The following map identifies the level of surplus places in each school partnership as at October 2020.

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4.3 School Admissions

By their nature, school admissions arrangements and school place planning are closely linked. The management, consultation and publication of school admission arrangements are a legislative requirement of all Admissions Authorities, including Academies, and guidance is set out in the School Admissions Code 2014.

Northumberland County Council is the Admissions Authority for all community and voluntary controlled schools within the county. One element of legislation, set out in the Admissions Code, is that parents must be able to express a preference for a place for their child at any school, and where a place is available it must be offered, no matter where the child is resident. While this is a benefit to parents, the impact on many schools in Northumberland, particularly those in rural areas, is that they have less reliable annual intakes than urban schools and are more vulnerable to events that impact on their popularity, such as poor Ofsted judgements or a neighbouring school receiving an ‘Outstanding’ Ofsted judgement. This in turn can make forecasting at the individual school level more difficult.

Northumberland schools are organised within ‘partnerships’ to ensure a clear pathway through a child and young person’s educational journey. In the remaining 3-tier partnerships, this pathway follows from first school to middle school to high school, while in the primary/secondary partnerships the pathway begins in primary school and follows on to secondary school at age 11. The Council allocates a catchment area to every school or academy, except in circumstances where a school or academy exists outside of the prevalent educational pathway within the relevant partnership. The catchment area is a defined geographical area from which a school will expect to take children and assists the Council in ensuring that schools and academies have variable numbers of children living within it, and to assist with the organisation of Home to School transport eligibility. However, the application of parental preference and the existence of surplus places in schools means that even with catchment areas in place, there is considerable movement of children across catchment boundaries in some areas of the county as parents select to send their children to schools that are not then identified catchment school.

The catchment area of the high or secondary school in any partnership contains all of the feeder schools catchments within it and is referred to as the ‘greater catchment area’. The Council’s oversubscription criteria for community and voluntary schools after the allocation of places to pupils with an Education, Health and Care Plan and ‘looked after’ children are as follows:

1. Children living within the catchment area of the school. 2. Children with an exceptional social or medical reason that means that they can only attend that specific school.

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3. Children resident in the greater catchment area of the school partnership who have siblings already in the school and who are expected to be on roll at the school at the time of admission who live within the greater catchment area of the school partnership.

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4. Children resident in the greater catchment area of the school partnership who are expected to be on the roll at the school at the time of admission. 5. Children who have a sibling who already attends the school and who is expected to be on roll at the school at the time of admission. 6. Children on whose behalf preferences are expressed on grounds other than those outlined above.

Academies and voluntary aided schools are able to set their own admissions criteria which in some cases differ from the Council’s admissions criteria and can impact on the ability of catchment children to gain a place at their catchment school.

4.4 Home to School Transport

Northumberland County Council is responsible under legislation for the management and funding of home to school transport in the county. Generally, children of statutory school age who meet the criteria in relation to distance to school (ie who live further than 2 miles up to age 8 or 3 miles age 8 and over from their catchment or nearest school or where there is no safe walking route) are provided with transport to their catchment, nearest or nearest faith school where that is a parental preference. Pupils whose parents have expressed a preference for a school that is not their catchment, nearest or nearest faith school (where a place at a particular faith school has been allocated at the parent’s request) will not be eligible for home to school transport.

The Local Authority spent almost £10m per year on fulfilling its statutory duties as set out in its home to school transport, up from circa £8m reported in the previous version of this plan, a significant element of this increase has been due to incurring higher costs procuring additional transport as a response to COVID-19.

This figure will rise in the next financial year with the introduction of a revised post-16 transport policy which now includes free transport to post 16 learners. Therefore, the policy intention of the Council’s school transport policy is to support children to attend schools in their locality.

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4.5 House Building

The provision of quality education is at the heart of sustainable communities and therefore is a fundamental consideration of all new housing developments. Where a new housing development is forecast to create a demand for school places in excess of those available in the catchment area of the development, the local authority will seek an education contribution from developers that reflects the likely costs of the additional places required. To that end, the Council has an Education Infrastructure Policy, included as Appendix 2 of this document. In August 2020, the Government initiated a consultation ‘Planning for the Future’ with a view to bringing in reforms of the planning system to streamline and modernise the planning process, bring a new focus to design and sustainability, improve the system of developer contributions to infrastructure, and ensure more land is available for development where it is needed. The outcome of this consultation has not yet been published but the paper set out a proposal to revise the process by which developer contributions are secured and suggests that this process is incorporated within the overall Council Local Plan.

While the outcomes of this consultation and the consequent implementation of changes is awaited, the Council’s infrastructure policy will be refreshed in March 2021. Currently, the Council’s secures educational infrastructure contributions via Section 106 of the Town and Country Planning Act 1990 and is consistent with Northumberland County Council’s obligation to ensure that every child living in the county is able to access a mainstream school place if they want one. It is accepted that there are limitations on the use of planning obligations and these may only be used where the obligation is:

● Necessary to make the development acceptable in planning terms ● Directly related to the development; and ● Fairly and reasonably related in scale and kind to the development.

If it is found that insufficient school places exist, an appropriate level of contribution will be calculated that takes due account of:

● The size of the development; ● Current and forecast school numbers; ● Likely pupil yield at primary and secondary level, as well as yield of pupils with Special Educational needs who may need a place at a Special School; ● The need to manage capacity and retain some flexibility in the system; ● Local and national information in relation to cost factors for the respective type of pupil places; ● Outstanding developments in the partnership area for which planning permission has already been granted.

The impact of each proposed planning application on local schools is assessed individually and the existence of surplus places in other schools in the relevant school partnership does

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not preclude the possibility of a request for a contribution towards educational infrastructure where the Council believes data warrants it. Likewise, the impact of housing development in neighbouring partnerships to that where a planning application is put forward will also be taken into account when predicting pupil flows; this could mean that while surplus capacity may currently exist in a school, the impact of the planning application development combined with housing development in surrounding areas could mean that additional capacity would be required at local schools within the timeframe of the build-out period and therefore developers should be requested to contribute to the costs of providing additional places or educational infrastructure. Northumberland’s ‘Five Year Housing Land Supply of Deliverable Sites’ is used as part of the analysis of the impact of planning applications to provide a strategic view of the likely impact; this is in line with DfE requirements and recommendations.

Further information is available in the Northumberland County Council Education Infrastructure Policy provided at Appendix 2 of this document.

4.6 Inter-partnership and inter-authority movement of pupils

There has been a historical movement of pupils into and out of certain school partnerships, usually at phase changes, which is factored into pupil forecasting as stated in 4.1. Some of the inward flow into certain partnerships includes pupils from neighbouring local authorities areas e.g. Durham and Newcastle. As stated in section 2.4, the DfE have published data for 2019/20 on cross-border flows and this indicates that just under 5% of pupils on roll in schools from Reception to Year 11 live in neighbouring authorities, mainly Newcastle, North Tyneside and Durham; this matches the Council’s own previous data on this measure.

Although the law places a statutory duty on local authorities to provide places for children resident within their own boundary, some schools in Northumberland benefit greatly from the inward flow of out of county pupils, and indeed would not be educationally or financially viable did this not occur. For example, for 2019/20 Ponteland Partnership had by far the largest inward migration of pupils; of the 3,151 pupils on roll in Ponteland schools (not including sixth form), 1,398 (44%) live in other local authority areas, mainly Newcastle.

While this movement of pupils in and out of partnerships is generally consistent over time and therefore predictable, certain events such as a school reorganisation can trigger ‘new’ outward and inward flows that must be monitored in order to analyse the impact on the affected schools, such as adjustments to forecasting weightings and, if necessary, consider the need for additional places. For example, the recent reorganisation of the remaining first schools in the Haydon Bridge Partnership to primary schools in September 2019 will take some time to become embedded and for parents to adjust to the new arrangements and perhaps reduce the flow of pupils into the Hexham Partnership.

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5. CAPITAL DEVELOPMENT

The Council works with schools and academies collaboratively in order to ensure that sufficient school places for children and young people living in Northumberland are available where a need is identified. Where the provision of additional places is to be met via capital development, the Council applies a number of principles to such projects:

5.1 Principles

● Where relevant, designs include flexibility to allow for curriculum development and delivery and future population growth (‘future-proofing’); ● Collaborating with maintained mainstream schools and academies to provide sufficient places where there is a need; ● Maximising developer contributions to ensure that appropriate investment is made in education infrastructure; ● Working in partnership with contractors to deliver quality construction and efficiency in design and procurement; ● Scheduling significant capital projects to be ready in time to meet need or demand for places; ● Support the public purse by endeavouring to ensure value for money by minimising future liabilities for suitability, maintenance and flexibility; ● Deliver school buildings that will serve local communities for several generations and are designed to be sympathetic to the local area.

5.2 Funding

Capital projects can be funded through a variety of sources depending on circumstances including whether they are stand alone projects or partnership wide reorganisations. Key funding streams are:

● Section 106 funding from new house building developments; the DfE have identified this as the primary route through which funding for additional school places required as a result of pupil yield from new housing development should be sought, with the publication of their “Securing Developer Contributions for Education, April 2019” ● Basic Need Grant funding from central government based on identification of need for places in specific schools and partnerships; in the light of the above, this would be relevant mainly in the case of rising birth rates or inward movement of populations not related to new housing. ● School Condition Allocations from central government; ● Capital contributions from individual school budgets (DFC) or through collaboration with academies that are granted funds from Condition Improvement Funding.

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5.3 Methods

The Council has approved capital schemes to accommodate additional school places by:

● Extending schools by adding classrooms or reconfiguring existing spaces; where the need for additional places at some schools have been forecast to be permanent and not just a one-off ‘bulge year’, capital schemes have been undertaken to provide classroom extensions or reconfiguration. This has also applied where school reorganisations have taken place, such as Alnwick and Ponteland Partnerships, and additional classrooms have been required to accommodate new Year 5 and Year 6 groups.

● Provision of new buildings; Most recently as part of the reorganisation of the Ponteland Partnership, the option appraisal exercise for provision of accommodation to support the process has identified the provision of new shared accommodation for Ponteland High School and Ponteland Primary School as the most cost effective and educationally preferable route. The new school buildings form part of an education and leisure complex and are now under construction in compliance with Building Bulletin 103.

5.4 Working with Partners

The Council works with a range of partners to deliver suitable accommodation for additional school places: ● Headteacher and Governing Bodies ● RC and CE dioceses ● Academy trusts ● Regional Schools Commissioner, EFA and DfE ● Town and parish councils ● Housing developers ● Local communities

5.6 Capital Projects completed

Capital projects completed in the timeframe since the last update of this plan include the following:

● Delivered capital projects, with a total capital investment of £37.8m, since the Covid pandemic. ● Ponteland scheme - Successfully handed over phase 1 Ponteland Schools and Leisure scheme. ● Hexham scheme - Obtained planning approval and commenced Hexham Academies Scheme on. site. ● Haydon Bridge High School – massively expanded scope of works delivered within budget. ● St Benet Biscop – delivered to budget and within 3 months ready for the new academic year. ● DfE Grant funded nursery schemes at CVP and Morpeth Road – both schemes delivered to. budget and complicated funding passport arrangements set up. ● 16 projects completed under the SCIP scheme, across the county, totaling approximately £1.8m.

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● ARP schemes – Astley and Seaton Sluice schemes delivered to very tight programmes. ● Stannington First School expansion – delivered to programme. ● Bedlington West End Primary School – successfully delivered to budget. ● Seaton Valley Outline Business Case – complete and ready to move forward to next stage. ● Identified a programme for delivery of Mobile Classroom provision.

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6. NON-MAINSTREAM PROVISION

6.1 Special Educational Needs

Overview

In Northumberland, the number of children and young people who have been diagnosed as having Autism, Social Emotional and Mental Health needs has been increasing, with Significant aadditional capacity in the county’s 9 special schools being required year on year for the past 10 years, as demonstrated in the graph below: .

Overall, this steady upward trend in demand for special school places equates to an average increase over this period to date of 7% each year (actual variation from year to year has been between 2% and 12%). There continues to be an increasing demand from parents for their children to be educated within special school provision both in and out of the county. It is also widely acknowledged nationally that there are significant financial pressures on mainstream schools in supporting SEND provision, not least due to school budget pressures and expectations on schools to fund the first £6k of support for each SEND learner with an EHCP.

The following table highlights the increasing numbers of pupils with SEND that attend special schools in Northumberland. In addition, the local authority has seen an increasing number (6% since January 2019) of placements at independent and non-maintained special schools.

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(Source: SEN2 and School Census Jan 2020)

Within these numbers, there has been a significant increase in the number of children and young people who have been identified with a primary special need of autism and/or social emotional and mental health needs. Northumberland has been successful in bidding for a special free school for secondary age young people who have autism and social, emotional and mental health needs which is due to come online in 2022.

As at the January 2020 SEN Census, 2,174 children and young people had EHCP plans; this is an increase of 6% on 2019. Nationally, the increase in EHCPs allocated is larger at 10%.

The number of children aged under 5 with an EHCP has decreased. In Northumberland 4% of children with an EHCP are under the age of 5 equalling the National picture (see following graph).

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Children in the 5 - 10 age group have shown an increase of 14.9% compared with 9.8% Nationally (see graph below).

In recent years, there has been pressure for special school places for pupils due to transfer to secondary school and this has resulted in the Local Authority requiring to increase capacity at short notice.

The 11 - 15 age bracket account for the largest number of children and young people with an EHC plan as at January 2020 - a 6.6% increase on the previous year, compared with a 9% rise nationally.

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Specifically in relation to the age 5-10 group and the age 11-15 group, some of the increase in allocation of EHCPs is due to the fact that the Council no longer has top up funding (provision of funded support in school without an EHC needs assessment or EHCP), as this has been replaced with STAR (Short Term Additional Response) funding, which is time limited. Those with top up funding are being reviewed, where the decision will be made whether to cease funding or apply for an EHCP. Another factor is the increase in demand from schools for additional funding, driven by pressures on school budgets. However, the while there are far fewer children in mainstream schools with EHCPs in the primary phase than in the secondary phase, the gap appears to be closing.

There has been a slight decrease (1.4%) in the number of EHCPs allocated in the age 16- 19 age group from 2019 to 2020, while in the age 20-25 age group, Northumberland continues to buck the national trend with a fall in the allocation of EHCPs.

A particular issue within the context of the size of Northumberland and the location of specialist provision, are the distances that many children with SEND have to travel to attend suitable provision. The following graph shows where children on roll in a special school in Northumberland live compared to where they have to travel for their education (see following graph):

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The graph above shows in which area of the County (North, Central, South East and West) children with an EHCP on roll in mainstream and Special Schools reside compared to where they travel to receive their education. For example, the majority of children resident in the Central sector of the County with an EHCP receive their education in the Central and South East areas, therefore have the shortest journeys to school. Relative to the total number of children with EHCPs living in the west of the county, more have further to travel either to other areas of the county or out of county. The proportion of children denoted with ‘null’ in the above graph shows those children living in the various parts of the county who are educated out of county.

The data and information on the number of children assigned with an EHCP and their patterns of provision is being better understood. Resources will be allocated to identify the tools and intelligence required to better plan for the needs of this group of children to work towards ensuring that the right type of specialist provision is available in the right area to reduce the need for long journeys and out of county placements.

Additional SEND Provision and SEND Place forecasting

In late 2017, the Council consulted on its Vision and Strategy for children and young people with SEND for 2017 to 2020 which formed the basis of the Northumberland SEND Strategy 2018-2020. A new draft strategy draft Strategy is due for consultation from January 2021.

In light of the increasing number of children with SEND in Northumberland, part of the consultation in 2017 included proposals for growing specialist provision within

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Northumberland to ensure children with SEND are educated close to home in high quality education establishments in order to inform place planning strategy. As part of the 2018/20 strategy, capital works have been carried out to increase SEND capacity in Northumberland as part of the SEND strategy which include the following:

● A capital scheme was undertaken to provide 50 special education places at Ashdale, a satellite site of The Dales School, Blyth; this high-quality unit was developed in a former sixth form provision and was nominated for an industry recognised building award. ● A capital scheme has provided 32 places at Hexham Priory Academy School through expansion on the current site, creating a further 32 places for local children. ● A capital scheme to provide an Additionally Resourced Provision (ARP) has been completed at Astley High School, with specialist provision now on site for up to 10 students with ASD and those with emotional vulnerability needs from early in 2021. ● A capital scheme to provide an ARP at Seaton Sluice First School has now been completed with provision for up to 12 pupils aged 4-9 with a broad range of needs, including ASD, Communication and Interaction, and Moderate Learning Difficulties. ● The new ARPS will assist with higher number of students with SEND on roll in mainstream schools in the Seaton Valley Partnership and neighbouring partnerships. ● The Council submitted a successful bid to the DfE for the establishment of a free special school in Blyth that will provide 80 places for children with social and emotional mental health issues (SEMH) and autistic spectrum disorder (ASD) and this has been successful. The initial proposal is that 50 of these places would be allocated to children resident in Northumberland, with 10 places each allocated to children resident in the North Tyneside, Gateshead and Newcastle council areas. A suitable site has been identified and a successful sponsor has been appointed and is now working on the plan for the school. The new school is planned to open in 2022,

A key focus of work for the School Organisation Team is to support the identification of need for specialist provision and consequential capital expansion projects within Northumberland through improvement in forecasting processes. An initial survey of SENCOs working in schools and academies is planned for early 2021 in order to gain the view of those working at the ‘coal-face’ with regard to the potential for future places in specialist provision and special schools.

The process used for mainstream pupil forecasting, which uses past pupil numbers and planned housebuilding to predict future pupil numbers, is also being adapted for use with SEND data and this will be refined in 2021 using other available data and information such as the survey referenced above to offer more reliable forecasts. The current forecasts by year group for pupils with ASD as a primary need and pupils with SEMH as a primary need are included below. As these forecasts are limited to current data and do not include the potential impact of future interventions or strategy, they are at the moment limited to a five- year forecast and are to be used as guidance on potential future numbers.

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ASD – 5 year forecast to 2024

SEMH – 5 year forecast to 2024

6.2 Post-16 provision

Local authorities are required to ensure that all young people in its area continue in education or training until at least their 18th birthday. The Council has broad duties to encourage, enable and assist young people to participate in education or training. Specifically, these are to - ● secure sufficient suitable education and training provision for all young people in our area who are over compulsory school age but under 19 or aged 19 to 25 and an Education and Health Care Plan is maintained. This is a duty under the Education Act 1996. To fulfill this, the Council needs a strategic overview of the provision available in the county and to identify and resolve any gaps in provision; ● provide support that encourages, enables or assists all young people aged 13-19 and between 19 and 25 for those with special educational needs and disabilities (SEND) to participate in education or training under section 68 of the Education and Skills Act (ESA) 2008.

In Northumberland, all high and secondary schools and academies have sixth form provision. The Council also seeks to support this duty by providing improved accommodation for sixth form students in high and secondary schools e.g. the new building for Ponteland High School includes state of the art accommodation for sixth form. Furthermore, the Council approved a new Post-16 Transport Policy implemented for 2018/19 which provides free transport to eligible students to enable them to access the closest relevant learning to their home address, although this of course has an ongoing impact on the Council’s Home to School Transport budget.

6.3 Early Years provision

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The Council is committed to ensuring that young children can access high quality early education and care in a range of provision in order to create a solid foundation on which to build and go on to succeed at school and in later life. The local market for early years provision is mainly dominated by the private and voluntary sector which varies in provision size, quality and type, although there are a significant number of schools and Children's Centres who equally deliver good quality similar early years provision within the county.

All schools and Ofsted-registered early years providers must adhere to the EYFS, which sets the standards for the learning, development and care of children from birth to 5 years old and which they are inspected against. The Council is committed to supporting early years provision across Northumberland.

Early years education and care in Northumberland is delivered via:

● 202 Childminders (of which 115 deliver EYFS) ● 60 Full Day Care 8am-6pm ● 49 Preschool/ playgroups ● 16 Children’s Centres ● 57 Out of School Clubs ● 46 Home Carers ● 2 Creche

Of the above, 228 PVI's deliver the EYFS via funded entitlement, and 108 schools also deliver the EYFS.

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7. SCHOOL PARTNERSHIPS (PLANNING AREAS)

7.1 Alnwick Partnership

The Alnwick Partnership is organised in the primary/secondary structure and is formed from the following schools:

● Ellingham CE Primary ● Seahouses Primary ● Longhoughton CE Primary ● Shilbottle Primary ● St Michael’s CE Primary ● Swarland Primary ● Felton CE Primary ● St Paul’s RCVA Primary ● Branton Primary ● Whittingham CE Primary ● Hipsburn Primary

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● Embleton Vincent Edward’s CE Primary ● Swansfield Park Primary ● The Duchess’s High School

The majority of pupils who live in the Alnwick Partnership attend schools within the partnership, although significant numbers do not attend their own catchment school. Overall, the number of pupils being born in the Alnwick Partnership has been declining slowly over a number of years, although there are indications that decline could be beginning to plateau. There is some housebuilding in Alnwick over the next 5 years which will yield around 3 of 4 pupils in each year group in each of these years. Alnwick Partnership does benefit from cross-border flows of pupils into school both at primary with 9% of pupils crossing from neighbouring partnerships but even more at secondary phase where the percentage rises to 26%. As a result, the overall level of surplus places in Alnwick Partnership is 21%.

The majority of pupils crossing partnerships into Alnwick reside in Berwick and Coquet Partnership. Surplus capacity within the partnership over the coming years however is likely to have more impact in the primary phase.

The Duchess High School continues to retain around 86% of the students living in its catchment area, and around 26% of students on roll live in neighbouring partnerships. The pupil forecast table below demonstrates that the primary phase will continue to have surplus places for the foreseeable future. There are sufficient places in the secondary phase at The Duchess for in-catchment children, although parental choice for out of catchment pupils may be reduced slightly as a consequence of approved house-building schemes in the partnership.

Key: PAN - Planned Admission Number

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7.2 Ashington Partnership

The Ashington Partnership is organised in the primary/secondary structure and includes the following schools:

● Bothal Primary ● Central Primary ● Ellington Primary ● Pegswood Primary ● Linton Primary ● Ashington Academy

The latest GP birth data for Ashington indicates that once again numbers in the in the primary phase are fluctuating, with the latest trend slightly downwards. However, 32% of pupils who attend schools in the primary phase in Ashington reside in neighbouring partnerships, mainly the NCEA partnership, which given its proximity to Ashington is not surprising.

Some primary schools in the Ashington Partnership have suffered from drift at the end of Year 4 .e.g Pegswood Primary, as many parents choose to send their children to popular schools in the Morpeth Partnership, where the number of school places is in excess of the current local population. However, as the significant level of house building planned for Morpeth town over the coming period begins to impact on surplus places in schools, it is

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expected that there will be fewer places for children outside of the Morpeth Partnership and Ashington schools will retain more of their catchment children.

Furthermore, Ashington Academy is beginning to attract more catchment pupils and given the larger cohorts of pupils living in the catchment who will be entering secondary phase in the near future, this is a potential concern with regard to the number of places the academy is offering at entry, which is now below its actual capacity of 210.

Overall, the number of surplus places in Ashington Partnership match the County figure of 17%.

Key: PAN - Planned Admission Number

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7.3 Berwick Partnership

The Berwick Partnership is almost wholly organised within the 3-tier system with one exception and is formed from the following schools:

● Berwick St Mary’s CE First ● Tweedmouth West First ● Tweedmouth Prior Park First ● Holy Trinity CE First ● St Cuthbert’s RC First ● Scremerston First ● Norham St Ceolwulf’s CE First ● Hugh Joicey CE First ● Wooler First ● Lowick CE First ● Holy Island CE First ● Belford Primary ● Tweedmouth Middle School ● Berwick Middle School ● Glendale Middle School

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● Berwick Academy

Birth data for the partnership indicates a continuing if slow fall in pupil numbers for the foreseeable future. There is almost no inward flow of pupils into Berwick, with only just over 1% coming into the partnership; these pupils come mostly from out of county.

First schools are generally popular with pupils within their own catchment, but as the schools do not benefit from inward flows of pupils, levels of surplus places in this phase are high at 27%. However, significant numbers of pupils in the partnership leave the middle schools in the partnership to join schools in neighbouring partnerships to the south of the catchment and to join the Eyemouth High School in Scotland, which has recently had a new building. Consequently, there are 32% surplus places in the middle schools.

Berwick Academy continues to try to recover from the Require Improvement as judged by Ofsted in January 2016, although the number on roll has risen the previous version of this document. The independent school Longridge Towers is also located in the Berwick greater catchment and the Council has historically arranged for children resident on Holy Island to be educated there from middle school age, which means they do not go on to join Berwick Academy in Year 9. Unfortunately, Berwick Academy currently has 45% surplus places, the highest level in the County, while the partnership as a whole has 34% surplus places.

However, the Council has identified funding within the medium term capital plan to address the need for a new high school building in Berwick although plans will not be brought forward in this academic year.

Key: PAN - Planned Admission Number

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7.4 Bedlington Partnership

Bedlington Partnership became wholly primary/secondary in September 2020, after having a mixed economy of provision for several years. The schools are as follows:

● Bedlington West End Primary ● Whitley Memorial CE Primary ● St Bede’s RC Primary ● Mowbray Primary ● Guidepost Ringway Primary ● Stakeford Primary ● Choppington Primary ● Bedlington Stead Lane Primary ● Bedlington Station Primary ● Cambois Primary ● Meadowdale Academy (primary) ● Bedlington Academy ● St Benet Biscop Catholic Academy

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Bedlington West End and Whitley Memorial CE reorganised from first schools to primary schools in September 2020, while Meadowdale Academy reorganised from a middle to a primary at the same time. St Bede’s RC Primary became part of the Bishop Bewick Catholic Education Trust in December 2020.

As a result of the reorganisation, additional places were needed in the secondary phase in Bedlington from Year 7. The Bishop Bewick Catholic Education Trust agreed to the expansion of places in Years 7, 8 and 9 at St Benet Biscop High School and six classrooms were constructed at the site during summer 2020 ready for the students arrival in Septembe, in spite of COVID 19 restrictions. St Benet Biscop RC Catholic Academy is the only RC 11- 18 school in the county and just under half of its intake of pupils feed in from the RC primaries in the South East (and a small number from further afield), with the remainder of the pupils residing in the Bedlington area. Experience of other reorganisations in the county indicate that it will take 2 or 3 years for the new arrangements become embedded in Bedlington.

The birth rate in Bedlington has been falling for a number of years and the current surplus places are predicted to increase. There is some approved housing development in the town but this is unlikely to reverse this trend, although there may be localised impact on some primary schools. As in all other cases, surplus places at the partnership level would not preclude requests for education infrastructure contributions from developers, should local impact on schools be identified.

Key: PAN - Planned Admission Number

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7.5 Blyth Partnerships (including Bede)

Blyth has two partnerships, Blyth Partnership and Bede Partnership, which as two of the County’s most urban partnerships covering the same town are more effectively considered together in relation to school place planning. Blyth was the second area to be reorganised in the primary/secondary structure in Northumberland since 2008. The town has the following schools:

● Horton Grange Primary ● Morpeth Road Primary Academy ● St Wilfrid’s RC Primary Academy ● Malvin’s Close Primary Academy ● Croftway Primary Academy ● Newsham Primary ● New Delaval Primary ● Bede Academy (all-through) ● The Blyth Academy

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Two of the primary schools in Blyth feed to both Blyth Academy and Bede Academy (all- through). Of the nine schools and academies within the partnerships, six are academies with St Wilfrid’s became part of the Bishop Bewick Catholic Education Trust in December 2020.

Birth rates in general in Blyth have increased in recent years, but now appear to be steadying, although this masks some variation across individual catchment areas. Furthermore, house building programmes in the town have been increasing and their impact is beginning to be felt. As a result capital projects were undertaken at Blyth Horton Grange Primary and New Delaval Primary to provide additional accommodation for growth in pupil numbers in those partnerships in current and future years. Overall, there now appear to be sufficient pupil places at primary level for local children with the majority of Blyth pupils staying in the town for their education. While there is some movement of pupils between catchment areas at primary phase in Blyth, there is a relatively low level of inward flow, with less than 1% coming into Blyth schools out of catchment at primary level and 5% coming into the secondary academies.

Based on January 2020 data, Blyth Academy attracts only 46% of students in its catchment area. Although not deemed necessary to accommodate local children in Blyth, Bede Academy increased its planned admission number into Year 7 from 105 to 134 (not including 90 pupils transferring from the primary element of the academy) from September 2019.

Given the retention of pupils at primary phase and at Bede Academy, the level of surplus places in Blyth is only slightly above the county average at 18%.

Key: PAN - Planned Admission Number

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7.6 Coquet Partnership (Amble)

Like Berwick Partnership, the Coquet Partnership is almost wholly organised within the 3-tier system with one exception and is formed from the following schools:

● Amble Links First ● Amble First ● Broomhill First ● Red Row First ● Grange View CE First ● Warkworth CE Primary ● James Calvert Spence College (JCSC - age 9-18)

Birth data for Coquet Partnership is relatively steady, although this masks some variation in capacity at the individual school level, e.g at the first and primary phase, some schools are

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more popular and attract pupils from other catchments. Most pupils at first school phase attend school in the Coquet catchment, whereas only 66% of secondary age pupils attend James Calvert Spence College (JCSC), with other pupils attending neighbouring partnership schools, mainly The Duchess High School in Alnwick.

Funding has been allocated for investment in new buildings for James Calvert Spence in the Council’s Medium Term Plan but this will be subject to Cabinet approval for plans to be brought forward.

There is also very little inward flow of pupils into the Coquet partnership, with only 2% of pupils at first school and secondary phase residing in other partnerships. There is some housebuilding planned within the partnership locally over this forecast period which may impact on some schools more than others, but at this point there is sufficient capacity for pupils within their own catchment schools. As a result of relatively high surplus places at JCSC, overall surplus places in the partnership are at 26%.

Key: PAN - Planned Admission Number

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7.7 Cramlington Partnership

Cramlington Partnership was the first in Northumberland to be reorganised to the primary/secondary system in 2007 and consists of the following schools;

● Northburn Primary ● Shanklea Primary ● Beaconhill Primary ● Hareside Primary ● Eastlea Primary ● Burnside Primary ● Cragside Primary ● St Peter and St Paul’s RC Primary Academy ● Cramlington Learning Village (CLV - academy)

Most pupils living in Cramlington in the primary phase attend one of the town’s schools, but there is much cross-over between partnerships. 10% of pupils on roll at the schools reside in neighbouring partnerships or out of county.

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Cramlington Learning Village (CLV) is the feeder secondary academy and is a popular choice both within its own greater catchment with around 88% of catchment pupils attending, while around 12% of pupils on roll attend from neighbouring partnerships and from out of county. CLV currently has a PAN of 350, the largest in the county, and is predicted to be oversubscribed in Years 7 and 8 in future years by up to 11 places. However, this will be monitored as it is likely that these additional pupils would be able to be accommodated over the year groups or it is likely that these will be out of catchment pupils who can be accommodated within their own catchments.

Many of the estates in the town are maturing and the birth rate has been decreasing in recent years. As a result of considerable house building in the partnership, there are a number of Section 106 agreements in place to provide additional places. It is envisaged that an additional form of entry will be required at Beaconhill Primary is likely to be required, and at some point there may also be the need for a new school to serve the Arcot development site. However, the timing of these expansions has not yet been determined as there is as yet no discernible impact on pupil numbers, and this is also dependent on build-out rates.

As a result of the popularity of schools in Cramlington, surplus places are one of the lowest levels in the county at 12% overall.

Key: PAN - Planned Admission Number

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7.8 Haydon Bridge Partnership

With the exception of Bellingham Middle School, Haydon Bridge Partnership is now organised as primary/secondary provision effective from September 2019. The partnership consists of the following schools and academies:

● Allendale Primary ● Whitfield CE Primary Academy ● Henshaw CE Primary ● Greenhead CE Primary ● Shaftoe Trust Primary ● Newbrough Primary ● Kielder Primary ● Wark CE Primary ● Greenhaugh Primary ● Otterburn Primary

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● Bellingham Primary ● Haltwhistle Academy ● Bellingham Middle School and Sports College ● Haydon Bridge High School

Significant capital investment in the school buildings estate was approved to support the move to full primary/secondary organisation, including at HBHS and Haltwhistle Academy (primary) which relocate to the former middle school site in the village. The Council had approved the closure of Bellingham Middle School as part of the overall changes in the partnership, but following an appeal by the school’s Governing Body (as a Foundation school), the School’s Adjudicator overturned the decision. West Woodburn First School was not approved to become a primary school with other first schools there were issues concerning the financial and educational stability of the school. As a result of all children leaving the school by Christmas 2019, a decision was made by Cabinet to consult on the closure of the school and this was approved in May 2020, with the school closing officially in August 2020.

There is very little inward flow into Haydon Bridge Partnership, with only 3% of pupils living in other partnership or out of county. Like other schools, local parents lost confidence in HBHS following ‘Inadequate’ Ofsted reports in 2014 and 2018. However, since the reorganisation of the remainder of the partnership in 2019 and the capital investment in the school, pupil numbers are beginning to recover. However, surplus places in the partnership as a whole remain high at 41%.

Key: PAN - Planned Admission Number

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7.9 Hexham Partnership

Hexham Partnership is organised within the 3-tier system and consists of the following schools and academies:

● Chollerton CE First ● Humshaugh CE First ● Acomb First ● The Sele First ● St Mary’s RC First Academy ● Whitley Chapel CE First ● Beaufront First ● Hexham First ● Corbridge CE First ● Broomhaugh CE First ● Slaley First ● Whittonstall First ● St Joseph’s RC Middle Academy ● Hexham Middle Academy ● Corbridge Middle ● Queen Elizabeth High Academy

St Mary’s RC First and St Joseph’s RC Middle became part of the Bishop Wilkinson Catholic Education Trust in December 2020.

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With the exception of 2 or 3 blip years, over the past 15 years or so the birth rate in the Hexham Partnership has been in steady decline. However, due to the popularity of some schools and the ability to feed into popular middle and high school, significant numbers of pupils from outside of the catchment area take up places in particular schools which supports their viability. 5% of pupils on roll at first schools in the partnership reside out of county, while 10% reside in other Northumberland partnerships. At the middle school phase, 9% of pupils on roll live out of county, while 22% live in other Northumberland Partnerships. At high school level, while again 9% of pupils live out of county, 25% of pupils on roll live in other Northumberland partnerships.

As a result of the popularity of the schools, there are only 12% surplus places overall, although this masks considerable variation between individual schools. Therefore, while there are sufficient places at the partnership level, there are some schools that would be impacted by additional housing development and therefore could be identified to require infrastructure contribution where appropriate.

Following consultation in 2018, the Council approved significant capital investment for the replacement of the Hadrian Learning Trust academy buildings (QE High School and Hexham Middle School). However, Cabinet noted the dire need for replacement buildings at QE High Academy (which together with Hexham Middle forms the Hadrian Learning Trust) and approval was given to develop a cost analysis for the reprovision and refurbishment of buildings for the two academies at the QE site; this work has now been completed and work is now underway to identify a preferred bidder for the scheme, with the buildings planned to be completed in 2021. Whittonstall First School is federated with Broomley First School in the Prudhoe Partnership and has become part of the Tynedale Community Learning Academy Trust, which is was formed in September 2019.

Key: PAN - Planned Admission Number

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7.10 Morpeth Partnership

Morpeth Partnership is organised within the 3-tier system and consists of the following schools and academies:

● Harbottle CE First Academy ● Thropton First Academy ● Tritlington CE First ● Morpeth All Saints First ● Cambo First ● Stannington First ● Rothbury First ● Morpeth First (Goosehill) ● Stobhillgate First Academy ● St Robert’s RC First ● Abbeyfields First Academy ● Dr Thomlinson’s CE Middle Academy ● Newminster Middle Academy ● Chantry Middle Academy ● King Edward VI High Academy (KEVI)

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All of the academies listed above form part of the 3 Rivers Trust. Morpeth Partnership schools, particularly those located in and around Morpeth Town, are some of the most popular in the county. While the schools retain the majority of pupils in the greater catchment, there have been significant surplus places for a number of years and therefore this has allowed parents in Morpeth to have a greater choice of local school, as well as surplus places being readily taken up by pupils from neighbouring catchment areas as a result of having surplus places. At first and middle phases, 20% of the pupils on roll live in neighbouring partnerships, while at high school this rises to 26%. As a result, there are only 7% surplus places overall in the partnership.

While birth rates have been lower than the capacity of the schools, the influx of children from out of catchment into Morpeth town until more recently has not been problematic. However, in recent years there has been a surge in house building activity in Morpeth town and the surrounding locality which is scheduled to continue for at least the period of this forecast. Over time, it is expected that the pupils yielded from these new houses will take up a significant level of the surplus places and that in terms of population, theoretically there are enough school places in Morpeth schools for children and young people residing in the Morpeth Partnership. In 2020, as a result of being oversubscribed by catchment pupils as a result of a nearby new housing development, additional accommodation has been delivered at the school to manage the bulge in pupil numbers through the school.

As explained, surplus places in Morpeth town schools in particular are taken up by children and young people from outside of the catchment area and this is expected to continue for the foreseeable future. Therefore, children and young people moving into the new houses in Morpeth Town have difficulty in securing a place at a local school, particularly in the middle school phase, where this occurs outside of the normal admissions round. Compounding this situation, is the impact of the 3 Rivers Academy Trust Admissions Policy which gives priority to children who have been in a first school feeder school for at least 2 years for places in the middle schools and priority to children who have been in the middle schools for at least 2 years for places at KEVI in order to preserve educational continuity. The impact of the change in admission arrangements has seen parents residing outside of the Morpeth catchment area applying for places in the Morpeth first schools, rather than waiting until the middle school phase, in order to ensure their children meet the 2 year criterion stipulated within the 3 Rivers Admissions Policy. This has led to fewer places being available for in- catchment children as they move into the partnership area.

The Council carried out works to provide additional accommodation for an additional 30 places in Year 5 at Chantry Middle Academy for September 2018 to accommodate in- catchment children moving into the new housing in Morpeth Town. In September 2020, significant additional places will be needed at both Chantry and Newminster Middle Schools as a result of a large cohort of pupils currently in Year 4 in feeders schools; funding was already in place for additional accommodation at Newminster following the previous need for expansion at Chantry, and discussions are taking place between the Council and the 3

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Rivers Trust on the preferred option to deliver the additional accommodation. Pupil data indicates that further larger year groups coming into year 5 at the two middle schools are expected for another 2 years after 2020.

3 Rivers Academy Trust has stated that it does not wish to expand the PAN at KEVI in order to preserve the current educational experience for students. However, given the larger year groups expected in the town middle schools from 2020, the Trust has recognised that additional accommodation will need to be made at the KEVI site ahead of their arrival and this will be planned between the Council and the Trust ahead of their arrival at the academy.

Over time while it is expected that the number of children attending Morpeth town schools in particular from out of catchment will reduce significantly due to the take up of places by in- catchment children, there will be a bulge in numbers moving through the secondary phase for the foreseeable future, and in practice the PAN at KEVI will be capped at its current level of 320 places therefore reducing the number of out of catchment children. The reduction of places available in the Morpeth Partnership for out of catchment children over time will be beneficial to neighbouring partnerships, particularly in Ashington and Bedlington as they will be able to retain more local children in the schools in those partnerships.

Key: PAN - Planned Admission Number

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7.11 Northumberland Church of England Academy Partnership

The Northumberland Church of England Academy was established as an all-through, 3-11 provision in 2009, including primary provision on sites in Hirst, Newbiggin-by-the-Sea and Lynemouth. NCEA’s Josephine Butler Campus in Hurst included provision for secondary, primary and a specialist unit for SEND. From Autumn 2019, the NCEA Trust has reorganised its provision into 3 separate academies as follows;

● NCEA Bishop’s Primary Academy (on 5 sites) ● NCEA Duke’s Secondary Academy ● NCEA Castle Special Academy

Birth data indicates a steady number of children living in the NCEA Partnership area and this is above the actual capacity in schools. NCEA Bishop’s Primary school only retains 63% of its catchment pupils, although this is somewhat ameliorated by the 11% of pupils who cross over to NCEA from neighbouring partnerships. Likewise, NCEA Duke’s Secondary retains

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only 54% of catchment pupils, but again 15% of pupils on its roll live in other partnerships. The partnership has 19% surplus places overall, not much above the county average of 17%.

However, schools in NCEA suffer from a domino effect created in neighbouring partnerships with popular schools e.g. surplus places in Morpeth schools are filled by pupils living in Ashington, which then creates surplus places for pupils living in NCEA to take up. Therefore, over time it is expected that as children arising from new house building in Morpeth take up places that otherwise would have been taken up by Ashington pupils, the latter will then be retained in Ashington Schools and there will be fewer places available in that partnership to pupils living in the NCEA partnership. At some point, therefore, there may be need to create additional places in the NCEA partnership.

Therefore, bearing the above in mind, the impact of new proposed housing development in the NCEA partnership will be assessed at the local school level and where appropriate a contribution towards education infrastructure will be requested.

Key: PAN - Planned Admission Number

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7.12 Ponteland Partnership

The reorganisation of Ponteland Partnership to the primary/secondary system was completed in September 2019 with Ponteland High School became an 11-18 secondary school. Ponteland Community Academy (formerly middle) also became a primary school in September 2020. The following schools and academies form the Ponteland Partnership:

● Whalton CE Primary ● Belsay Primary Academy ● Stamfordham Primary ● Ponteland Primary Academy ● Richard Coates CE Academy ● Darras Hall Primary Academy ● Heddon-on-the-Wall Primary Academy ● Ponteland Community Academy ● Ponteland High Academy

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Ponteland High and Belsay, Ponteland, Richard Coates, Darras Hall and Heddon-on-the-Wall Primaries form the Pele Trust, while Ponteland Community Academy is a stand-alone multi- academy trust. Stamfordham and Whalton CE Primaries continue to be local authority maintained schools.

The Council has invested £57m in buildings, including schools and a new leisure centre, to support the reorganisation and to upgrade community facilities. This has included brand new accommodation for Ponteland High, Ponteland Primary and Ponteland Leisure on Callerton Lane into which they moved in October 2020.

The birth rate in Ponteland Partnership has declined slowly for a number of years but there are now signs that it is plateauing. Schools therefore have considerable surplus places after their own catchment children have been allocated, and these are willingly taken up by pupils in neighbouring partnerships but mostly by pupils in neighbouring authorities. January 2020 data indicates that at the primary phase, 42% of pupils on roll in Ponteland Partnership schools reside out of county, while this rises to 48% in the secondary phase. However, as two primary schools that were former middle schools remain in their larger provision, there are still technically 18% surplus places in the partnership, although this will reduce when Richard Coates CE Primary moves into its new accommodation at the former Ponteland Primary School site in 2021.

The Council is aware of the impact on neighbouring authority schools of excessive numbers of their catchment children drifting into Ponteland schools and therefore there would be no plans to increase provision at maintained schools unless it was to satisfy demand for Northumberland Children. Therefore, while generally the surplus capacity indicates there are sufficient places across the partnership, some individual schools may be impacted by local housing development should it be approved, and could require additional places to meet local growth; in these cases it will be appropriate to request an education infrastructure contribution from the relevant developer.

Key: PAN - Planned Admission Number

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7.13 Prudhoe Partnership

Prudhoe Partnership is organised in the 3-tier system, with one exception, and includes the following academies schools.

● Wylam First Academy ● Ovingham CE First Academy ● Prudhoe Adderlane First Academy ● Prudhoe Castle First Academy ● Prudhoe West First Academy ● St Matthew’s RC Primary Academy ● Mickley First Academy ● Broomley First Academy ● Ovingham Middle Academy ● Highfield Middle Academy ● Prudhoe High School (academy)

Prudhoe Adderlane and Prudhoe West First Academies form part of the Wise Academies Trust (which also include schools in other partnerships in the county). Wylam, Ovingham CE, Prudhoe Castle, Mickley and Bromley Firsts, Ovingham and Highfield Middles and Prudhoe High School form the Tynedale Community Learning Trust, together with Whittonstall First School in the Hexham Partnership. St Matthew’s RC VA school now forms part of the Bishop Wilkinson Catholic Education Trust.

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The birth rate in the Prudhoe Partnership has been declining steadily for a number of years. This has enabled a significant amount of inter-catchment movement of pupils, as parents have been able to exercise their parental choice with ease due to the level of surplus places schools. There is very little inward movement from out of county pupils (unlike into some Hexham schools), with only 5% of pupils coming from other partnerships and out of county into the first school phase, 6% of pupils in the middle phase and 9% of pupils in the high school phase. While the overall level of surplus places is 12% in the partnership, there is considerable variation within individual schools, e.g. Prudhoe Castle First Academy has 58% surplus places, while Mickley First Academy has more pupils on roll than its recorded capacity.

As a result, while there appear to be sufficient places available in Prudhoe schools in general, the impact of planned housing development on individual schools will be assessed to ensure that contributions towards education infrastructure are requested when there is an identified need.

Key: PAN - Planned Admission Number

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7.14 Seaton Valley Partnership

Seaton Valley Partnership is organised in the 3-tier system and includes the following schools:

● New Hartley First ● Seaton Delaval First ● Seghill First ● Seaton Sluice First ● Holywell Village First ● Seaton Sluice Middle ● Whytrig Middle ● Astley High

While pupil numbers overall in the Seaton Valley Partnership have remained more or less stable over a number of years, this masks a change in demographics in relation to individual schools, with the Seaton Delaval area experiencing a growth in the birth rate in recent years, and schools in the Seaton Sluice and Seghill area experiencing a fall in the birth rate. There are currently 9% surplus places across the partnership, and there is not a significant number of pupils attending these schools from out of catchment or out of county, except for Astley High where 26% of students (not sixth form) live outside of the partnership, including out of county (although the majority live in other Northumberland partnerships) and Seaton Sluice

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Middle where 25% of children live outside of the partnership. However, this masks variation at the school level.

Numbers of pupils being born in the Seaton Delaval First and Whytrig Middle School catchment have been increasing in recent years. In September 2017, the PAN of Seaton Delaval was increased from 30 to 45 in Reception, while in September 2018 the PAN of Whytrig Middle was increased from 54 to 90 in Year 5 and therefore both schools will increase in capacity over time. Additional capacity is being added to Whytrig Middle in a phased way to manage the increase in pupil numbers and further accommodation will be put in place over Summer 2021 ready for September.

It is not envisaged that any other schools in the partnership will need additional capacity at this stage, but the impact of any proposed housing development on an individual school will be assessed in line with the Council’s Education Infrastructure Policy. As the year groups in Seaton Delaval First School are growing at the bottom end, the need to provide additional places at the school will be reviewed on an annual basis.

Key: PAN - Planned Admission Number

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Appendix 1 SURPLUS PLACES BY SCHOOL PARTNERSHIP

Alnwick Partnership (October 2020)

Alnwick Partnership Primary Secondary Surplus Places 613 153 % Surplus Places 31% 9%

Ashington Partnerships (inc NCEA Academy (October 2020)

Ashington Partnership Primary Secondary Surplus Places 489 399 % Surplus Places 14% 17%

Bedlington Partnership (October 2020)

Bedlington Partnership Primary Secondary Surplus Places 686 -7 % Surplus Places 26% 0%

Berwick Partnership (October 2020)

Berwick Partnership First Middle Secondary Surplus Places 400 369 415 % Surplus Places 27% 32% 45%

Blyth Partnership (inc Bede) (October 2020)

Blyth Partnership Primary Secondary Surplus Places 548 564 % Surplus Places 15% 22%

Coquet Partnership (October 2020)

Coquet Partnership Primary First Secondary Surplus Places 10 129 329 % Surplus Places 7% 20% 31%

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Cramlington Partnership (October 2020)

Cramlington Partnership Primary Secondary Surplus Places 408 186 % Surplus Places 14% 8%

Haydon Bridge Partnership (October 2020)

Haydon Bridge Partnership Primary Middle Secondary Surplus Places 324 156 478 % Surplus Places 28% 65% 53%

Hexham Partnership (October 2020)

Hexham Partnership First Middle High Surplus Places 223 207 92 % Surplus Places 16% 16% 7%

Morpeth Partnership (October 2020)

Morpeth Partnership First Middle High Surplus Places 196 67 76 % Surplus Places 12% 5% 5%

Ponteland Partnership (October 2020)

Ponteland Partnership Primary High Surplus Places 755 13 % Surplus Places 29% 1%

Prudhoe Partnership (October 2020)

Prudhoe Partnership Primary First Middle High Surplus Places -21 261 -40 133 % Surplus Places -18% 23% -6% 15%

Seaton Valley Partnership (October 2020)

Seaton Valley Partnership First Middle High Surplus Places 99 1 75

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% Surplus Places 12% 0% 12%

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Appendix 2

EDUCATION INFRASTRUCTURE CONTRIBUTION POLICY

Northumberland County Council School Organisation and Resources Team County Hall Morpeth NE61 2EF Web : www.northumberland.gov.uk

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Document Revision Information

Version Date Author Description

V 1.0 Sept 2017 B Parvin New Policy

V1.1 Oct 2017 S Aviston updated

Contents

Section Page Number

1. Introduction 1

2. Admissions Policy 2

3. Methodology 6

4. Special Educational Needs 8

5. Other considerations 9

6. Timing of Payments 10

7. Indexation & Review 10

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Northumberland County Council Education Infrastructure Contribution Policy

1. Introduction

The provision of quality education is at the heart of sustainable communities and therefore is a fundamental consideration of all new housing developments. Where a new housing development is forecast to create a demand for school places in excess of those available in the catchment area of the development, the local authority will seek an education contribution from developers that reflects the likely costs of the additional places required.

A contribution will be sort where a school’s actual pupil population is at 95% or more of its maximum capacity, the 5% figure is used by the Council for contingency planning for example to allow for an unexpected influx of new pupils, managing year to year fluctuations in numbers, and the consequential impact of parental preference etc.

Due to this impact, without any mitigating education contribution, an objection to the planning application will be made as this will adversely affect the Council’s ability to deliver its statutory services.

The education contribution is sought under Section 106 of the Town and Country Planning Act 1990, and is consistent with Northumberland County Council’s obligation to ensure that every child living in the county is able to access a mainstream school place if they want one.

It is accepted that there are limitations on the use of planning obligations and these may only be used where the obligation is:

· Necessary to make the development acceptable in planning terms · Directly related to the development; and · Fairly and reasonably related in scale and kind to the development.

Northumberland would also seek to be transparent in relation to both how the proposed obligation is calculated, drawing on key pieces of information already in the public domain. This should assist all parties in being able to assess the likely amount and impact of any obligation at an early stage in the process.

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2. Admissions Policy

To this effect the Contribution Policy will be significantly influenced by the Council’s Admissions Policy, in order to decide the appropriate catchment area schools, and whether sufficient capacity exists within them to incorporate the likely numbers of new pupils arising from any new development.

The Council’s Admissions Policy is consistent with the Department for Education’s School Admissions Code, and is contained within the School Admissions Handbook, available online at: http://www.northumberland.gov.uk/Education/Schools/Admissions.aspx#admission policies

Separate handbooks, containing information on the respective admissions policies are maintained for: · First and Primary Schools; and · Middle, High and Secondary Schools

It must be remembered that it is not necessarily the Council that sets and manages admissions policies, for each school this is set by the respective Admissions Authority. The respective Admissions Authority for each type of school is shown in the table below:

Type of School Admissions Authority

Community Local Authority

Voluntary Controlled Local Authority

Voluntary Aided School Governors

Foundation / Trust School Governors

Academies Academy Trust

Northumberland County Council sets an Admission Policy which is adopted by Community and Voluntary Controlled schools. While we will make every effort to work on a coordinated basis with other schools, they are under no obligation to adopt the same policy or use the same criteria, in part or in whole.

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Admission Criteria

When a school is oversubscribed (i.e has more applications than places available), the national School Admissions Code requires that priority of admission is given to :

● Children with a Statement of Special Education needs or Education Health and Care (EHC) plan who have the specific school named in the plan; or ● Children who are “looked after” or have previously been “looked after”.

Remaining applications are determined on the basis of set of criteria, of which the next is whether or not a child is resident in, or has firm evidence that they will be living in the catchment area at the admissions’ date. The relevant catchment area for a school can be checked on Northumberland’s digital mapping service, available at : http://www.northumberland.gov.uk/About/Maps/Digital- maps.aspx#listofalldigitalmappingservicesavailableinnorthumberland

Under this menu, see “Map of Schools”. This shows the county divided by School Catchment area.

An example of this is shown below, for the Coquet / James Calvert Spence College partnership to demonstrate the relationship between primary (red) and secondary (green) catchment areas :

Alternatively the relevant catchment area schools can be identified by entering the relevant postcode on the “My Place” area on the Council home page, at : http://www.northumberland.gov.uk/Home.aspx

Having identified the correct schools within the catchment area for the development, it is only these schools that will be used to assess whether there is sufficient school capacity in order to accommodate the likely number of pupils generated by the development, i.e the “pupil yield”.

3. Methodology

In line with the restrictions on the use of planning obligations a contribution will only be sort where there are insufficient school places in the catchment area schools of the development.

If it is found that insufficient school places exist, an appropriate level of contribution will be calculated that takes due account of :

● The size of the development; ● Current and forecast school numbers; ● Likely pupil yield;

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● The need to manage capacity and retain some flexibility in the system; ● Local and National information in relation to cost factors for the respective type of pupil places.

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Where it is necessary to make assumptions in relation to inform the respective calculation these factors will be subject to annual review, to ensure their ongoing accuracy.

The Council’s need to retain a certain degree of capacity for place planning and management has also already been highlighted and an allowance of 5% will be factored for this purpose.

At the consultation stage in relation to a potential development, the respective schools within the catchment area for the development will be identified, and consideration given as to whether they have sufficient capacity to manage the numbers of new pupils likely to be generated by the development. The current number of pupils attending, compared to the maximum capacity of the school is a key consideration in this respect.

An estimate of the likely is calculated by applying the estimated pupil yield arising in relation to the development. Current data suggests this is just under 3 children per year group for Primary and Secondary education. The specific ratios used are shown in the example calculation table below, and will be reviewed on an annual basis.

For a 500 home development, the anticipated number of new pupils generated would be calculated as follows:

No of No of PUPILS LESS 3% SEN Final Pupil Phase Yield Houses Years (Rounded) (Rounded) Split

Primary 0.02714 500 7 95 3 92 Secondary 0.02286 500 5 57 2 55

3% of pupils generated SEN – see Section 4 5 0 5

However, in keeping with the 3 key principles, a charge will only be levied when catchment area schools cannot accommodate the additional anticipated pupil yield. If additional school places are likely to be required an appropriate charge will be calculated, depending on whether primary or secondary school places are required, up to Year 11 pupils aged 16.

Despite the extension of the mandatory education age to 18, no charge is currently made in relation to post 16 (Year 12 or 13) students because a number of education options may be available, not all of which will necessarily be school based.

The respective primary and secondary contribution per pupil place is calculated by reference to standard area spaces requirements of 6 m2 (primary) and 8m2 (secondary) multiplied by an estimated total build costs per metre. Both the space per individual additional pupil and the space requirements have been identified by reference to the National School Delivery Cost Benchmarking study[1],

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produced in conjunction with the Department for Education, Infrastructure and Projects Authority and the Local published in Feb 2017 which identifies new development gross costs per m2 in excess of £3,000.

On the basis of both this and comparable local data the figure of £3,000 per m2 will be used as the basis for calculations. Sample calculations for a 500 unit development are shown below, following on from the pupil yield calculations above:

Number of Area (m2) Gross or Total Contribution Total Phase Pupils Cost per m2 Per Pupil (£) Contribution Primary 92 6 £3,000 18,000 1,656,000 Secondary 55 8 £3,000 24,000 1,320,000 Total for Primary and Secondary contribution 2,976,000

The “Total Cost” figure is cost represents the total capital cost of providing the places, not simply a “build cost” and is made up of the following elements:

Build Cost £2,200.00

External Works £500.00

Professional Fees £150.00

FF&E £100.00

ICT £50.00

Total £3,000.00

It is consistent with the term “”Gross Cost per m2” used in the National School Delivery Cost Benchmarking study but does not include any element of land purchase costs. If land is required that is not owned by Northumberland County Council, then this can be considered as part of the discussions around the required contribution

4. Special Educational Needs:

It is a fact that approximately 3% of the school age population will have complex Special Educational Needs (SEN), as reflected in both local and national pupil numbers having EHC Plans. This accounts for approximately 1400 school age children in Northumberland. This does not include a wider group of children who do not have EHC plans, but are identified and recorded as needing additional SEN support. Taken together, this accounts for approximately 16% of the school age population.

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At the same time Northumberland’s Special Schools are at capacity, with pupil numbers showing 32 % growth over the last five years, as shown in the table below:

Special School 2013 2014 2015 2016 2017 Atkinson House 62 53 56 59 66 Barndale House 36 38 40 37 39 Cleaswell Hill 126 149 155 163 173 Collingwood School 105 129 145 137 137 Cramlington Hillcrest 46 56 58 62 74 Hexham Priory 61 65 77 78 89 The Dales School 68 73 76 76 89 The Grove School 36 39 42 43 45 TOTAL 540 602 649 655 712

Our maintained special schools are now at capacity. We are also placing children in out of county placements due to a lack of places. The placement costs arising from this is currently estimated as £4 million per year. We also spend over £4 million per year on SEN transport, both within and outside of the county but what this does not take into account are the long travel times and the impact has on our pupils.

In addition, the 2014/15 Ofsted Annual Report highlighted that in areas of Northumberland, pupils may need to travel long distances to access specialist provision (page 62, para 102).

Given that Northumberland’s 8 maintained special schools are all either good or outstanding, the Council is keen to reverse the trend of increasing out of borough placements by increasing the capacity to provide quality SEN education within the county, and enable pupils to be educated within their communities.

An SEN contribution will therefore be requested as part of any Education s106 agreement, reflecting the need to develop the Council’s capacity on a co-ordinated county wide basis.

This contribution will be calculated based specifically on the smaller cohort of pupils with more complex needs requiring EHC Plans, or previously SEN Statements. This will be examined in relation to the Ward in which the development is proposed, and up to 3 neighbouring wards. On average it is anticipated that 3% of the pupil yield figure will be assumed to have complex SEN requirements as indicated by the requirement for an Education Health and Care (EHC) Plan.

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Following on from the example of the new 500 unit development shown above, the 5 SEN school places identified would result in the following SEN element within the s106 agreement :

Number of Area (m2) Gross or Total Contribution Total Phase Pupils Cost per m2 Per Pupil (£) Contribution (£)

SEN 5 33 £3,000 99,000 495,000

It is also noted that the term SEN covers a wide range of circumstances and requirements. Given that the SEN pupils included in the contribution calculation is now focussed on those with complex needs, the area figure used is drawn from the Department for Educations Building bulletin 104 Area guidelines for SEND and alternative provision. It is accepted that there can be a range of variations, in relation to whether new build, extension or refurbishment, and depending on any economies of scale arising from the size of the development, however these will be used as the basis for calculations, and will remain subject to annual review.

Due to the specific nature of a pupils SEN needs it is not always possible for these to be met from within the school catchment area, so it is anticipated that the Council will request no specifically that there is no geographical restriction as part of the s106 agreement.

5. Other considerations

Given the long term nature of some housing developments, as well as looking at capacity in terms of current school places and actual pupil numbers, it is important to consider potential longer term trends. Key influences in relation to this will be :

Birth data for the catchment area : If there are significant variations in birth data for the catchment area this may impact on pupil numbers.

Other housing developments : within a school catchment area there may be other schemes already under construction, or approved but not yet being built that will affect pupil numbers in future years. When assessing future demand for school places these elements will be considered.

Pupil data : Northumberland County Council receives a range of data in relation to education. Key to this is the school census data collected once a term. Not all of the data is made publicly available, due to the factors such as data suppression where small and potentially identifiable numbers are involved (e.g SEN) however Ofsted publish overall school pupil data on a monthly basis, available to the public at: https://www.gov.uk/government/statistical-data-sets/monthly-management-information-ofsteds-school- inspections-outcomes

Individual School data is available on the “School Level Data” sheet.

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6. Timing of Payments

It is understood that the scheduling of payments in relation to the Education Infrastructure contribution will be part of an agreement in relation to the timing of the s106 payments overall. However the position in respect of the Education contribution is that a payment profile will be sought that reflects the Council’s need to deliver the additional school places during the course of the development. To reflect this, the default profile required will be in three equal parts, falling due : -

· On occupation; · After 25% of the approved development’s housing units are complete; and · After 75% of the approved development’s housing units are complete

7. Indexation & Review

Because of the extensive amount of time that can lapse between approval being given and time at which it is payable under the terms of the S106 agreement, the charge shall be index linked and subject to annual review, by reference to the Building Cost Information Services index1 .

The assumptions used in the calculation of the education contributions shall be reviewed annually to ensure they remain an accurate reflection of the likely costs to be incurred. Given the publication of the National Benchmarking Report in February it is proposed that the figures used are reviewed using the latest available data as at 1st March each year, and adopted from 1st April. Given the adoption of this policy during 2017/18, it is proposed that the first review of the figures will be based on 1 March 2019 data, with a view to adopt any revised assumptions from 1 April 2019 figures.

In order to provide some certainty and stability for potential developers, their advisers and the Council itself, the entire policy shall be reviewed on a 3 yearly cycle, with the first review to be completed by 31 March 2021.

1The National School Delivery Cost Benchmarking study, published in February 2017 provides the results of a national cost benchmarking exercise. Funded by the Local Government Association(LGA) information has been shared with the Department for Education and the Infrastructure and Projects Authority

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Family and Children Service Scrutiny Committee Date: 4 March 2021 ______

School Capital Programme update

Report of the Executive Director of Children’s Services: Cath McEvoy Cabinet Member for Children’s Services: Councillor Guy Renner Thompson Report prepared by: Sue Aviston - Head of School Organisation and Resources. ______

Purpose of Report

To update the Family and Children’s Services Scrutiny Committee on the progress and delivery of the School Capital Investment Programme.

Recommendations

It is recommended that Scrutiny:

1. Note the content of the report and the benefits to Northumberland Maintained Schools.

Link to Corporate Plan

This report is relevant to the Council’s Corporate Plan 2018-2021, “We want you to achieve and realise your potential”.

Key Issues

1. The condition of many of our school buildings remains an ongoing challenge with the backlog maintenance costs being in excess of £57m. There are a variety of ways in which the council addresses these ongoing issues, as detailed in Section 2 Schools Capital Investment Programme.

2. Growing capacity in our school estate to meet the demand for places is a key issue. Whilst we have 8,684 surplus places (Oct 2020) across the county, this surplus capacity is rarely in the right area of greatest demand for places. This can be as a result of an increase in birth rate or as a result of significant new build housing developments. FACS Scrutiny 4 Mach 2021 Page 135

3. The other key issue is securing significant capital investment to support with the implementation of whole scale school/partnership reorganisations. ______

Report Author: Sue Aviston Head of School Organisation and Resources [email protected] 01670 622281

FACS Scrutiny 4 Mach 2021 Page 136 Schools Capital Programme Update

The Council has invested or agreed to invest over £101.2m in delivering the schools capital programme since October 2018. There have been 69 projects delivered in 63 schools across the whole of Northumberland, with projects ranging in value from £19k to £43m. Further detail on the individual programmes that have been delivered, or are currently in progress, is set out below.

Schools Capital Investment Programme (SCIP)

SCIP is a programme of works that addresses the backlog maintenance in schools. This programme is funded from a capital allocation from central government through which the local authority has received an allocation on an annual basis since 2011.

Individual projects are selected to form the overall SCIP programme with priority given to works that meet legislative need; address health and safety concerns; or prevent an unplanned school closure. The individual project values are closely monitored throughout the programme to ensure that the overall capital allocation is not exceeded. In recent years, the allocation has been made on a year-by-year basis and it is not yet clear whether there will be a further allocation for the next financial year and beyond. NCC has delivered, or are currently working on, 48 projects, at a value of £3.812m within the past 21 months.

A list of the projects and their value is shown below.

Project Name Project Output Value Projected Completion Date

Branton Primary School Heating system upgrade and £103,000 August 2019 (actual) classroom works

Shilbottle Primary School Roof Works £27,000 April 2019 (actual)

Cambois Primary School Lead water supply pipe £30,000 April 2021 (projected) replacement

Seghill First School Boundary wall and fencing £37,000 March 2020 (actual) works

Seahouses Primary Drainage works £23,000 August 2019 (actual) School

FACS Scrutiny 4 Mach 2021 Page 137 Northburn Primary Safeguarding fencing and £36,000 August 2019 (actual) School access control

Seaton Delaval First Underfloor heating works £40,000 August 2019 (actual) School

Ashdale School Internal courtyard play £36,000 August 2019 (actual) surfacing

Cragside Primary School SEN toilet works £19,000 August 2019 (actual)

The Dales School Boiler replacement £175,000 September 2020 (actual)

Hipsburn Primary School Sewage and drainage works £40,000 August 2021 (projected)

Ellington Primary School Boiler replacement £135,000 March 2020 (actual)

Grange View Primary Roof works £150,000 September 2020 (actual) School

Linton Primary School Electrical upgrade works £108,000 August 2020 (actual)

Lowick First School Electrical upgrade works £74,000 August 2020 (actual)

Scremerston First School Electrical upgrade works £56,000 October 2020 (actual)

Stakeford Primary School Boiler replacement £76,000 March 2020 (actual)

Tweedmouth West First Boiler replacement £93,000 August 2020 (actual) School

Broomhill First School Roof works and window £158,000 October 2020 (actual) replacement

Cambo First School Roof works £70,000 June 2021 (projected)

FACS Scrutiny 4 Mach 2021 Page 138 Hexham First School Roof works £225,000 September 2020 (actual)

New Hartley First School Window replacement £142,000 August 2020 (actual)

Pegswood Primary Roof works £162,000 August 2020 (actual) School

Prudhoe Castle First Roof works £210,000 August 2020 (actual) School

Haydon Bridge High Kitchen ventilation upgrade £76,000 August 2020 (actual) School

Mowbray Primary School Window replacement £45,000 August 2020 (actual)

Berwick Middle School Safeguarding works £48,000 November 2020 (actual)

Beaufront First School Sewage system upgrade £40,000 August 2021 (projected)

Holywell First School Fire alarm and emergency £35,000 August 2020 (actual) lighting upgrade

Spittal Primary School Boiler replacement £90,000 August 2021 (projected)

Spittal Primary School Window replacement £115,000 August 2021 (projected)

Eastlea Primary School Roof works £100,000 April 2021 (projected)

James Calvert Spence Roof works £33,000 August 2020 (actual) College

Collingwood School Electrical supply upgrade £25,000 October 2020 (actual)

Hexham Sele First Heating system works £20,000 February 2021 (projected) School

FACS Scrutiny 4 Mach 2021 Page 139

Allendale Primary School Boiler replacement and £250,000 August 2021 (projected) heating system works

Cleaswell Hill School Lighting system upgrade £40,000 August 2021 (projected)

Collingwood School Lighting system upgrade £45,000 August 2021 (projected)

Ellington Primary School Lighting system upgrade £60,000 June 2021 (projected)

Stakeford Primary School Lighting system upgrade £40,000 August 2021 (projected)

Otterburn Primary School Lighting system upgrade £35,000 June 2021 (projected)

Choppington First School Lighting system upgrade £60,000 August 2021 (projected)

Broomhill First School Lighting system upgrade £50,000 June 2021 (projected)

Bedlington Station Dampness ingress £30,000 April 2021 (projected) Primary School remediation

Mowbray Primary School Playground collapse £50,000 April 2021 (projected) remediation

Belford Primary School Roof works and window £150,000 August 2021 (projected) replacement

Otterburn Primary School Dampness ingress £25,000 June 2021 (projected) remediation

The Dales School Heating system works £125,000 August 2021 (projected)

School Nurseries Capital Fund FACS Scrutiny 4 Mach 2021 Page 140

In July 2018, the Department for Education (DfE) announced a capital bidding round of £30 million to create new high-quality school-based nursery places for 2-, 3- and 4- year-olds to deliver the government’s commitment to build more school-based nurseries, and to boost social mobility. The council successfully bid for capital funding to expand nursery provision in two locations in the county. As both of the selected schools were Academies, they were required to contribute a minimum 25% of the capital costs and to take on the responsibility of project delivery with oversight provided by NCC Children’s Services.

A breakdown for each of the projects, which are now complete, is shown below.

Project completed Setting/school Description Value within budget

Cramlington Village A bespoke pod enabling the £114k Primary School creation of an additional 15 full- time nursery places and 15 wraparound places.

Blyth Morpeth Road A modular building enabling the £332k Primary School creation of an additional 16 full- time nursery places and 13 wraparound places.

Basic Need

The local authority receives grant funding from central government on an annual basis to grow school capacity due to increases in school age pupils. This grant funding allocation is based on an annual data return that relates to pupil predictions. Projects have been delivered for Special schools as well as mainstream schools, which included both local authority-maintained schools as well as academies.

The full list of schools is contained in the table below. A total investment of £7m has been delivered, or is planned to be delivered, within the reporting period.

Project completed School/setting Description Value Completion Date within budget

Phase 1: September

2018 - (1x double

classroom mobile) Whytrig Middle Creates 144 £672,457 School places Phase 2: September 2021 - (1x double classroom mobile)

FACS Scrutiny 4 Mach 2021 Page 141

Phase 1: September

2018 (refurbishment)

Chantry Middle Creates 120 £711,025 School places Phase 2: September 2021 (double

classroom modular build)

Blyth Horton Creates 210 August 2019 Grange Primary places £2,058,451 (New build extension) School

Blyth New Creates 105 September 2019 Delaval Primary places £1,049,473 (New build extension) School

A 6-classroom September 2020 modular build, an St Benet Biscop (classrooms and hall extension to the Catholic £2,500,000 extension) main hall and Academy April 2021 – additional additional car car parking parking

Section 106

S106 monies have been used, for the first time in Northumberland, at Stannington First School to provide a purpose-built, standalone modular classroom and associated ancillary areas to accommodate additional pupils attending the school as a result of the local housing development at St Mary’s, Stannington. The scheme was delivered to programme in September 2020 for a budget of £293,000.

Bedlington Reorganisation

Children’s Services were under considerable pressure to accommodate a significant increase in pupil numbers at St Benet Biscop Catholic Academy following partnership reorganisation. This became necessary as Meadowdale Academy unilaterally changed their age range to become a primary school. This, in turn, affected the education pathway and resulted in a larger number of secondary school places being required in Bedlington (as Meadowdale Middle School was no longer able to enrol these pupils).

FACS Scrutiny 4 Mach 2021 Page 142 Linked to the reorganisation of Meadowdale Academy has been the extension of the age ranges of Bedlington West End Primary and Bedlington Whitley Memorial CofE Primary School (formerly first schools) following statutory consultation by the Council. Details of the capital schemes are in the following table.

Project completed School/setting Description Value Completion Date within budget

A 6-classroom September 2020 modular build, an St Benet Biscop (classrooms and hall extension to the Catholic £2,500,000 extension) main hall and Academy April 2021 – additional additional car car parking parking

Modular built Bedlington West replacement End Primary £1,600,000 February 2021 kitchen, main hall School and 3 classrooms

10% contribution Whitley Memorial to the £10,300 September 2019 Primary School refurbishment of classroom spaces

Special School Places

A capital investment of £3.09m facilitated the increase in the number of SEN places at Hexham Priory Special School and the creation of a satellite unit of the Dales Special School in Ashington. The Hexham Priory project was completed within budget in October 2018 whilst the Ashdale project was also completed within budget by February 2019. Further SEN capital schemes have also taken place as detailed below to grow capacity in both special and mainstream schools with the introduction of additional resource are set out in the table below.

FACS Scrutiny 4 Mach 2021 Page 143

Project completed School/setting Description Value Completion Date within budget

Collingwood Refurbishment of former £200k August 2019 Children’s Centre to

create specialist Sixth Form accommodation Hillcrest Modular double £478,332 October 2020 Exceeded as a result of classroom and CV-19 associated ancillary facilities Astley ARP Temporary modular £313,452 September 2020 Exceeded as a result of building to incorporate an CV-19 Additional Resource Provision (ARP) on the grounds of Astley High School. Seaton Sluice Internal refurbishment to £91k September 2020 ARP incorporate an ARP

within Seaton Sluice First School. Princess Louise A DfE funded Free Unknown September 2022 Special School School on the site of the at this N/A former Princess Louise stage First School site.

Darras Hall Primary School

The first two phases of the £5.8m scheme to replace the dilapidated buildings of Darras Hall First School were delivered to programme by December 2018. A state- of-the-art, purpose-built two-form entry Primary School was constructed within budget by the appointed contractor, Galliford Try. This highly successful project has been very well received by the community of Darras Hall, with the school Headteacher, Victoria Parr, commenting:

“The new school building has impacted positively on all groups within our school community. A modern, fit for purpose building, designed specifically with our pupils in mind has provided us with the flexibility to deliver our curriculum in a tailored way. We know that a school is more than bricks and mortar, but we also know how a change of environment impacts on staff and pupils. The spacious, light, teaching and play spaces foster a sense of calm and purpose in pupils of all ages, as noted by staff, parents and pupils themselves.”

Phase 3 sees the demolition of the remaining former school buildings and is currently underway, due for completion by March 2021.

FACS Scrutiny 4 Mach 2021 Page 144

Morpeth First School

The contractor BAM Construction started work on site in August 2018 to construct the £6.85m new build school and its associated playing fields. The scheme was delivered to programme and within budget in August 2019. The former Goosehill First School has been relocated from its town centre location to much more suitable and spacious facilities adjacent to County Hall. The two-form entry first school incorporates numerous outstanding features including a large purpose-designed nursery, first floor outdoor classroom, studio and community-use facilities.

Again, this project has been welcomed by the school community with Sandra Bell, the Deputy Headteacher, commenting:

“Staff and children are delighted to have the opportunities that the new Morpeth First School building provides following its opening in Summer 2019. The school offers so many more facilities for teaching and learning than the previous building, including a practical room for cooking and design and technology, small group support rooms and a large room which is currently being used by our Thrive practitioner to support the mental health and wellbeing of our pupils. The Early Years unit is state of the art, with lots of space and wonderful resources for the children to begin their educational journey with us. The children particularly like the outside space available to them including the field and the multi-use games area (MUGA) allowing more than one class to be able to have PE at a time. The rooftop terrace has been fantastic for drama, outdoor science activities and even a bit of outdoor, socially distanced singing. A truly inspiring building for all pupils and staff!”

Haydon Bridge Reorganisation

Cabinet approved the implementation of school reorganisation in the Haydon Bridge Partnership of schools in July 2018. The capital schemes have now been completed on budget, and a breakdown of the projects is set out in the table below.

Project completed School/setting Description Value Completion Date within budget

Rationalised teaching accommodation

and refurbishment Haydon Bridge of remaining £4.5m June 2020 High School teaching blocks

together with roof and window replacements.

FACS Scrutiny 4 Mach 2021 Page 145 A classroom extension Greenhaugh including toilet £366k September 2019 Primary School and cloakroom provision

A classroom extension to Otterburn include toilet and £360k August 2019 Primary School cloakroom provision

Wark CofE Minor internal £10k August 2019 Primary School refurbishment

Major Capital Projects

Ponteland Schools and Leisure Development

Following the revision of the project and the conclusion of the re-tendering process in September 2018, Kier Construction were selected as the preferred bidder for the scheme and commenced on site in November 2018. The scope of the project was to construct new facilities for Ponteland High School, Ponteland Primary School and Ponteland Leisure Centre within one building on the existing Leisure Centre site, along with the construction of a new Fire Station off site - all of which constituted Phase 1 of the project.

The scheme boasts numerous benefits, and one of the fundamental advantages of its multi-functional nature and the operational efficiencies it provides is shown through the design: harder-working circulation spaces; shared services (e.g., facilities management and catering); internal and external sports facilities shared between schools and leisure centre; shared building services plant; and lower overall demand for services such as car parking.

These efficiencies were able to release budget for added value within the facilities, including teaching walls in every classroom, a lecture theatre, a ‘Clip ‘n’ Climb’ climbing centre, soft play, aqua play, and increased school dining facilities. The added value to the local community via the project totalled more than £2m and the FACS Scrutiny 4 Mach 2021 Page 146 above features were provided in addition to the 6-lane swimming pool, learner pool, gym, spinning studio, spa, 4-court sports hall, dance studios, community library, café, bar, children’s play park, 3G all-weather sports pitch and additional natural grass pitches.

Kier were progressing well on site for a number of months, completing the Fire Station in January 2020 and proceeding with all internal and external works; however, Covid- 19 meant that the construction programme had to be revised. Although many construction sites closed during the Covid-19 outbreak, work on the Ponteland Schools and Leisure facility continued throughout the pandemic. Despite depleted workforces initially and supply chain issues, Kier and their sub-contractors went to extreme efforts to ensure that their site operatives were able to continue to work safely and make as much progress as possible. Remarkably, Phase 1 of the scheme concluded on 2nd November 2020 – a mere 8 weeks after the proposed initial opening and saw the facilities handed over ready for use by the schools and leisure centre.

The second phase of the £43m construction project is due for completion in late Spring/early Summer 2021 and will see the demolition of the old High School and Leisure Centre, the formation of additional car parking, and the creation of grass sports pitches on site.

Hexham Academies Scheme

In February 2019, Cabinet approved the business case for the redevelopment of the existing Queen Elizabeth High School site in Hexham in order to construct new school buildings, refurbish the Grade II-listed Hydro building and provide state-of-the-art sporting facilities for both QEHS and Hexham Middle School.

A competitive tender process was undertaken over the following months and resulted in Galliford Try being selected as the preferred contractor in July 2019 before entering into contract in December 2019. The £37.9m construction budget for the scheme is predominantly funded by NCC with a contribution of £11.2m from the DfE. This budget also includes an allocation of £400k from NCC’s Renewable Energies Fund to enhance the sustainable offering for the new build elements of the scheme. In addition, the Council was successful in receiving grant funding of c.£480k from the Football Foundation to provide a new all-weather grass pitch which has also been incorporated into the scheme.

Planning approval was granted in January 2020 and Galliford Try commenced on site in earnest in February 2020 with construction work being carried out in phases. The scale of the impact of COVID-19 is yet to be determined on this scheme; but, despite this, the project has been progressing well on site and Phase 1 will see the new build schools, formation of two all-weather grass sports pitches and refurbishment of the Hydro building aiming to be complete for the commencement of the school year in FACS Scrutiny 4 Mach 2021 Page 147 September 2021 as planned. Phase 2 will see the demolition of the old High School buildings, formation of the new bus and car park, and construction of a grass sports pitch and is due for completion at the end of April 2022.

FACS Scrutiny 4 Mach 2021 Page 148 IMPLICATIONS ARISING OUT OF THE REPORT

Policy: The consultation has been consistent with the Council’s policy to review changes to schools in accordance with local wishes and needs. Finance and value for money Capital investment in schools using the council’s own capital as well as grants from central government specifically for the purpose of growing school capacity or maintaining school buildings. Legal The building contracts are let using JCT DB16 form or another appropriate contractual framework. Where required, an external construction specialist lawyer will be drafting the contract on behalf of the local authority. Procurement The tendering of the contracts is procured with support from the central procurement teams, using a variety of NCC or pre-existing frameworks. Human Resources: N/A

Property The projects all improve school buildings and will therefore address the significant backlog maintenance issues for each establishment. Equalities N/A

Risk Assessment Project risk registers are maintained for each project/programme and these are reported on a monthly basis to the Property Liaison Group, or Project Board, who oversee the capital programmes. Crime & Disorder This report has considered Section 17 (CDA) and the duty it imposes and there are no implications arising from it. Customer Considerations: The proposals set out in this report are based upon a desire to act in the best educational interests of current and future children and young people in Northumberland. Carbon Reduction It is not envisaged that this proposal would have a significant positive or negative impact on carbon reduction. Consultation This report has been considered by the Cabinet Member for Children’s Services. Wards All

Background Papers None

FACS Scrutiny 4 Mach 2021 Page 149

Report Sign Off

Finance Officer AE Monitoring Officer/Legal HL Human Resources N/A Procurement TP I.T. N/A Executive Director of Children’s Services CM Portfolio Holder(s) GRT

Data Protection Implications

In carrying out the Phase 1 and Phase 2 consultation set out in this report, the Council has acted in compliance with Data Protection Act 2018 via the Council's Data Protection Policy

Specifically, ● Data gathered during this consultation process has been dealt with fairly - e.g., the responses from members of the public have been anonymised, whilst those responding within a public role have been identified e.g., Chairs of Governors, Dioceses and so on. ● The data and information gathered during Phase 1 and Phase 2 consultation has been used to assist in informing the recommendations set out in this report and will not be used for any other purpose, i.e., it will not be shared with another service area or any third party. ● The data and information gathered has been limited to that which would assist in informing the recommendations set outs that will arise from this consultation.

The Council has set out how it deals with information received as part of consultation in the Council's Privacy Notice, at

http://www.northumberland.gov.uk/About/Contact/Information.aspx#privacynotices .

______

Report Author: Sue Aviston Head of School Organisation and Resources. [email protected] 01670 622281

FACS Scrutiny 4 Mach 2021 Page 150 Agenda Item 8

Families and Children’s Services Scrutiny Committee Date: 4 March 2021

Schools Exclusions

Report of the Executive Director of Adults and Children’s Services, Cath McEvoy- Carr

Cabinet Member for Children’s Services: Councillor Guy Renner-Thompson

Purpose of report

The purpose of this report is to provide an update on the number of permanent and fixed term exclusions within Northumberland schools and academies, and to provide an update on the actions taken to reduce the numbers in light of the recommendations of the FACS Task and Finish Group.

Recommendations

It is recommended that:

1) The content of the report be noted paying particular attention to the impact the work undertaken within Children's Services and Schools has had on the lives of Northumberland children.

2) Note the actions taken to reduce the number of fixed and permanently excluded children and young people and the next steps being taken to improve the support to keep children in education. 3) Identify any further areas for scrutiny

Links to Corporate Plan

This report is relevant to the Council’s Corporate Plan 2018-2021, “We want you to achieve and realise your potential”.

Key issues

1. A report on the findings and recommendations of the exclusion task and finish group were presented to FACS at the end of November 2019. Since this time officers have developed an action plan and are now looking to establish a multi- agency working group and governance structure to develop the Northumberland FACS Scrutiny 4th March 2021

Page 151 Strategic Inclusion Plan. A draft copy of the action plan is shown at APPENDIX 1. Due to the COVID pandemic, work hasn’t progressed as quickly as we would have liked on a formally adopted strategic plan for inclusion; however, as is demonstrated throughout the report there has been a great deal of work undertaken to reduce and prevent exclusions across Northumberland.

2. The table below shows that Permanent and Fixed Term Exclusions reached their highest ever total in July 2018. Despite a significant reduction of 28% in PEx and 26% in FTEx by July 2019, and a reduction of 43% in permanent exclusion and 49% in fixed for 2019/20, some of the reduction can be accounted for due to schools only being open to limited number of pupils during the summer term of 2020. However early indications are that this downward trend has continued into the Autumn term of 2020 when schools were fully open to all pupils with a reduction of over 33% in PEX and 20% reduction in fixed exclusions compared to the same period in 2019. The breakdown of exclusions by school for 2018/19 and 2019/20 are shown at APPENDIX 2.

Permanent Exclusions Fixed Term Exclusions

Total EHCP SEN Pupil Total EHCP SEN Support population Suppor t 2014/15 44 4 16 45,557 1599 143 355 2015/16 41 0 26 39,349 1270 221 704 2016/17 75 3 39 39,609 1967 133 767 2017/18 115 6 53 39,827 4514 291 1347 2018/19 83 4 23 40,439 3490 180 769 2019/20 50 0 12 39766 1696 112 391 2020/21 21 0 7 39947 854 66 244 to date

3. The issues and challenges that need to be resolved became clear through the work of the Task and Finish Group and are shown below as reported in November 2019. An update on the progress made to date for each issue is also shown below:

a. There are currently over 150 PEx pupils (Nov 19) who have been in Alternative Education (AP) for significant periods of time and, given the current rates of reintegration in Northumberland, these pupils are unlikely to return to mainstream education. A number of these pupils are likely to have undiagnosed special educational needs that may be better met in specialist provision rather than alternative provision.

During the academic year 2019/20, the number of pupils in Alternative Provision for more than a year fell to 153 from 176 in 2018/19. The number reintegrated into school was 19; although this number is low this is largely due to the national lockdown. In addition, the team worked with104 learners on a preventative basis, this work included 1:1 intervention, group work, AP referrals and signposting to other agencies and councils support services.

FACS Scrutiny 4th March 2021

Page 152 b. There is a need to re-articulate the roles and responsibilities of schools and academies, the local authority and alternative provision providers. Confusion currently exists as to each partner’s role in the exclusions process.

It has been proposed as part of the development of the 5-year inclusive strategy for Northumberland that a multi-agency working group is established to develop a framework of services that will include the roles and responsibilities for each agency available to support those children and young people at risk of exclusion.

c. There remains in the county a concern that some pupils are being ‘off- rolled’ in order to improve a school’s examination or OFSTED outcomes.

As identified by the task and finish group pupil mobility and off rolling also needed to be addressed as PEX only gives part of the detail and those academies in Northumberland that encourages parents to remove their children from the roll of a schools to avoid a PEX is more difficult to quantify. We have looked at the information we hold in NCC to understand the level of pupil movement in more detail. The data for 2018/19 showed us that we had 338 pupil movements within Northumberland schools with most of these movements happening in 7 high/secondary schools who also have the highest fixed and permanent exclusions.

d. Alternative Provision in Northumberland is used predominantly after a pupil has been PEx and is rarely used for preventative reasons. Better strategies for the earlier identification of pupils at risk of exclusion are needed, with appropriate intervention, including AP, Early Help, Family Support and SEN support, put in place to maintain these pupils in mainstream education.

The main focus for the last year has been about prevention and early intervention in the following areas:

• Schools Forum agreed to use some unspent contingency from the Dedicated Schools Grant (DSG) to fund expansion of the Inclusion team. The additional posts have enabled us to fulfil our statutory duties more effectively and has given us the opportunity to work preventatively with schools and academies.

• Each permanently excluded learner now has a dedicated key worker to ensure they are placed in the most appropriate provision and to support them with reintegration back into mainstream schooling where appropriate.

• A free service is now on offer to schools should they wish to refer children and young people at risk of permanent exclusion. Inclusion officers provide support, intervention, advice and guidance to promote FACS Scrutiny 4th March 2021

Page 153 inclusive practice and keep young people in their school placement. Attached at Appendix 3 are two cases studies that demonstrate the impact of the team’s work. The impact of a permanent exclusion is also felt by the families of the young people; below are some quotes from parents regarding the support they have received from the team. The full letters are contained in Appendix 4 to the report.

▪ “Not only have you supported my son, but you have supported me too which I am hugely grateful for”

▪ “All in all, the service I received was second to none. I was put at ease in my first phone call, they followed through on everything they said they would, they provided excellent advice, they really put a personal touch to my son's case, and I ended up with the best possible outcome that I could've possible expected.”

A study has also been undertaken to establish the use of the early help referral process to support children and young people who are at the risk of being permanently excluded from schools. Findings have shown that the referral process and support offered is not routinely used by schools. The promotion of these services to schools to ensure a greater uptake of this service will be a focus for the multi agency working group moving forward.

In Spring 2020, an Officer Exclusion Scrutiny Group was set up to track and scrutinise permanent and fixed term exclusion. The cumulative data used by the group ensures a picture is developed over time over time and is analysed each month by the group.

The children and young people identified and prioritised are as follows:

1. Learner on Child Protection Plan, Looked After, or with an EHCP with one or more exclusion 2. Learner categorised as Child In Need, with an Early Help Assessment, or on SEN Support with three or more exclusions 3. Any learner with five or more exclusions 4. All others

The appropriate courses of action as determined regarding individual children and young people in categories 1, 2, 3 involve agencies across education and social care. School improvement priorities and whole school interventions regarding SEND and vulnerable learners are also identified where necessary. This reminds schools of local authority services available, and expectations in terms of identifying and meeting special educational needs through a graduated approach.

Northumberland Inclusive Education Services (SEN Support) have been providing SEN support services to schools free of charge since September 2020, with the aim of supporting the learner to maintain placements in a

FACS Scrutiny 4th March 2021

Page 154 mainstream school wherever possible and appropriate. Whilst it is clearly too early to draw any conclusions from the work since the beginning of September, initial analysis is provided in the Schools Forum report included in the background papers to this report.

e. The current national school accountability structure provides little incentive or scope for schools to offer curriculum options that keep vulnerable pupils engaged in mainstream education. Schools report that sourcing high- quality two-year courses for vulnerable Year 9+ pupils is difficult.

The COVID pandemic has had an impact on the progress in this area, due to the competing demands on schools and providers, however some early discussions have taken place with some schools who have expressed an interest in developing their curriculum offer at KS3 and 4. Further discussions also need to take place with all Northumberland schools, APs and our own Learning and Skills team to make further progress in this area.

f. AP needs to support those pupils at risk of exclusion (i.e inclusion) as well as those already excluded. Agreement is needed as to who takes responsibility for pupils in AP, whilst recognising that the drivers of AP demand (increasing complexity of needs, diminishing preventative capacity, changes in the mainstream curriculum and the accountability framework) are genuine issues for schools.

The number of schools using alternative provision as a preventative measure has increased during the previous year although numbers remain low of overall. However, it is hoped that this will increase as a result of the retendering exercise undertaken in January 2020 of the Alternative Provision Framework. This exercise has ensured that there is enough high-quality provision throughout the county. There are now eight providers on the framework with at least one in each locality.

Background

1. There had been a rapid increase in the number of both fixed and permanently excluded pupils in Northumberland, with permanent exclusions increasing by 203% and fixed term exclusions by 209% between 2015/16 and 2017/18. This upward trend continued in the first half term of the academic year 2018-2019. Northumberland is not unique, as this level of increase is also being reported nationally, but the geography of the county makes this a particularly worrying issue.

2. Following the report on Exclusions that was taken to Scrutiny on 8th November 2018, it was agreed that: ‘...a Task and Finish Group be created in order to try to address the rising level of exclusions within the County’. The Task and Finish Group would be set up to investigate the issue further and to make recommendations to Scrutiny to try to improve the current situation. The Exclusions Task and Finish Group met five times between December 2018 and April 2019. It had a core membership of elected members, county council

FACS Scrutiny 4th March 2021

Page 155 officers and teacher association representation. In addition, guest speakers were called to each meeting to enable group members to better understand the situation in both Northumberland and across the rest of the country.

3. The LA is responsible for providing full time, suitable education for every permanently excluded pupil within six days of their exclusion. Students are placed either into the Pupil Referral Unit or into quality-assured alternative education providers. In order to join Northumberland’s alternative provision framework, providers go through a rigorous tendering and procurement exercise and are visited bi-annually by a School Improvement Partner with an HMI background.

4. The LA is statutorily committed to providing full time education for permanently excluded pupils and is therefore responsible for all associated placements and transport costs. The budget is funded from the high needs block with the current budget allocation being £1,455,000 in 2020/21. As a result of the rise in permanent exclusions, the 2017/2018 budget was overspent by £267k and overspend by £305k for 2018/2019. The deficit increased by £196k in 2019/20 to £501k; Despite the number of “in-year” permanent exclusions reducing, there remains a need to support students previously excluded until they leave education, which is often not until the end of Year 11. Commitments from previous years were a significant factor in the overspend, as well as the fact the pupils funding from his previous school is only available to offset against additional costs arising for up to one year. This payment isn’t reoccurring so the full cost of the placements for those pupils that remain in AP for more than a year are fully funded from the high needs block. There was also an increase in transport costs due to having to transport children further due to the lack of available places within alternative provision closer to their own homes. The current year predicted overspend is likely to be in the region of £100k; this is despite the retendering process which resulted in an increase in costs from the alternative providers.

Next Steps

The Development of a five year Inclusion Strategy for Northumberland. “A VISION FOR THE NEW NORTHUMBERLAND APPROACH”

The Strategy will have:

● A clear moral purpose that makes exclusions the responsibility of everyone in Northumberland; ● Financial realism through a shared understanding of the High Needs Block funding; ● A robust core purpose, supported by agreed regulation and fair processes; ● Urgent and driving actions to create a coherent core offer of support that schools subscribe to and drive down exclusions and encourage inclusive practice.

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Page 156

IMPLICATIONS ARISING OUT OF THE REPORT

Policy The procedures adopted by the council for permanently excluded pupils fulfill its statutory duty under the Education Act 1996 section 19(3A) and (3B).

Finance & value for Refer to para of this report. money

Legal N/A

Procurement N/A

Human Resources: N/A

Property N/A

Equalities No (Impact Assessment Attached)

Risk Assessment N/A

Crime & Disorder This report has considered Section 17 (CDA) and the duty it imposes and there are no implications arising from it.

Customer The detail set out in this report are based upon a desire Considerations: to act in the best educational interests of current and future children and young people in Northumberland.

Carbon Reduction It is not envisaged that this proposal would have a significant positive or negative impact on carbon reduction.

Consultation This report has been considered by the Cabinet Member for Children’s Services.

Wards All

CONSULTATION

The Cabinet Member for Children’s Services, Cllr Renner Thompson.

FACS Scrutiny 4th March 2021

Page 157

BACKGROUND PAPERS

Inclusive Education Services SEN Briefing schools forum report

Report sign off.

Finance Officer CH Monitoring Officer/Legal HL Human Resources N/A Procurement TP I.T. N/A Executive Director of Children’s Services CM Portfolio Holder(s) GTR

Report Author Sue Aviston – Head of School Organisation and Resources (01670) 622281 [email protected]

FACS Scrutiny 4th March 2021

Page 158

Appendices

Appendix one- Appendix Two- Appendix Three

FACS Scrutiny 4th March 2021

Page 159 This page is intentionally left blank APPENDIX ONE Exclusion Task and Finish Group Action Plan November 2020. Education Vision and Ambition “We will develop an alternative education model which offers routes for children which support their future career choice; the model may also support keeping our children in education and provides a positive and financially viable contribution to our communities. “

Recommendation Action Responsible Comments/progress person Establish a representative Develop a structure to ensure the work of Head of School The monitoring and reporting group of Headteachers and the group is focused and takes into Organisation and of progress against this plan multi-agency, local account the whole of the Northumberland Resources will be the responsibility of the authority/local area officers to vision and ambition for the service. new education improvement

Page 161 Page develop the five-year, 2020- board which will be 2024 Northumberland Develop the governance reporting established in Spring 2021. Strategic Inclusion Plan. structure to ensure the support and challenge for the project is appropriate Establish joint multi-agency and accountable. working group to include NCC services and schools. The strategic inclusion plan to include • The ambition (as above), Proposal list link • costs, • funding streams, Terms of reference and • Joint Commissioning membership of an officer-led • capacity/provision needed project board has been • review internal existing structures established to provide the within the local authority to operational drive and support support the outcomes of the 2020- with the development of the 2024 Northumberland Strategic Strategic Inclusion Plan. Inclusion Plan. • Review and monitoring Project Board Terms of arrangements for the Reference effectiveness of the plan.

The local authority should Look at piloting the behaviour ARP within SEND Team Monitoring and expansion of explore further the creation of a primary school to target foundation and ARP’s programme to be the specialist primary-age SEMH KS1 with commissioned support from responsibility of SEND team provision, initially in areas of behaviour team and Special school. high demand, following an Establishment of primary evaluation of the pilot of an Examples: behaviour ARP project team to SEMH ARP at Seaton Sluice Morpeth Road Primary has developed its be established to drive this First School. own on-site provision, for 5 pupils. feasibility study Looking to set up as a traded service for other schools. Mowbray Primary also expressed an interest in establishing a unit within the school. Support existing high-quality Establish the requirements for AP in Head of School Expand on this

Page 162 Page AP providers to extend their Northumberland for all schools and Organisation and recommendation to take a offer to other localities and academies. Resources broader look at capacity, and widen the Framework to new investment in alternative outstanding providers. Information gathering exercise needs to provision with a view of be undertaken in order to develop a establishing an AP free school strategic plan for high quality AP or an existing AP provider to provision, that meet the needs, ambitions become a registered and provide clear employment pathways, independent school to provide for the young people of Northumberland. a high-quality provision that provides pathways into employment.

Develop an induction and CPD Develop a school improvement SLA for Acting Deputy An action for school programme for the staff of AP AP providers Director of improvement team to monitor providers on the • Use existing funding to provide a Education quality and develop CPD Northumberland Framework. subsidised School Improvement programme (school SLA improvement SLA for AP providers) • Develop the AP related offer in the SLA • Sign up all AP's to the SLA

Schools should support the 1. Using the CME monthly return on Virtual School This information is already local authority to maintain a EMS, run a monthly report on Headteacher available through the monthly register of all pupils in AP and pupils in AP (part and full time) CME return and monitored at to track and monitor their 2. Add standing agenda item to the the multi-agency monthly CME progress in order to facilitate a CME tracking panel tracking panel. return to mainstream 3. Run half termly performance Data can therefore be education. reports from EMS to monitor provided on a monthly basis to improvements with a focus on demonstrate reduction in pupils returning to mainstream numbers in AP, reduction of education length of time in AP, re- integration rates back into

school, or to focus on schools where use of AP is high or rising.

Page 163 Page A full review of the PRU’s Gap analysis to be undertaken to Project Director Produce an Options Paper provision should be carried out influence the future strategy and direction for the future of the PRU- to clarify: of travel. 1. Discuss with and • The age range that it record the views of a caters for, including AJ to develop an OPTIONS report for range of interested provision for Key Stage consultation regarding the future role of parties- what do they 4 pupils the PRU will be produced - target spring think the PRU should • The admissions policy 2021. look like in 21/22? • Outreach support work 2. Review existing • Alternative models of documents and provision, including AP associated demand Academies / Free data to put 1 in context Schools. 3. Develop 3 possible • consultation on aligning models for future PRU the Northumberland structure/delivery to PRU more closely to a meet the needs Northumberland identified from 1 and 2 special school (including a strengths and weaknesses analysis of each model)

Review the current Fair School admissions and inclusion SORT team operational Access Protocol to ensure manager to draft the revision. Head of School responsibility for this action that, given the high level of Inclusion of arrangements for primary Organisation and and implementation. exclusions, it is fit for purpose, placements. Resources. by: Draft protocol to be complete • Meeting the needs of primary Internal review prior to wider consultation Feb 21 with presentation given schools with Headteachers and governing bodies to project board March 2021 • Includes admissions to the and PRU management board PRU • Includes managed moves and the support provided within its scope • Stating the need to share

Page 164 Page accurate information between schools • Giving the Fair Access Panel oversight of all referrals to AP, the publication of the outcomes of their referrals including each school’s referrals and success rates and the quality assurance of all placements.

Develop a protocol to establish Review of the current operational Head of Early Help, New virtual county wide hub a multi-agency partnership that practices. Fact finding to be undertaken Prevention and launched in September which offers early help and support by an independent person Support allows for better engagement for schools through central of schools. services and AP outreach, Success of the pop-up hub pilot to review that: the impact. New EHA template developed

with schools launched from • Includes Early Help, Family Emma Walker report on Early Help September Support, Health Services, Assessment and links to fixed and PEX to CYPS, SEND Support be shared with multi agency working Services, Education Support group. Services and key partners and Review the role of the various provides clear and affordable Ensure that all services working with and monitoring panels, to ensure a support for schools. into schools are able to clearly joined-up approach. communicate the new Hub arrangements • Extends the Early Help drop- and the training offer available for schools Inclusive education service to in facility to all schools in order and school staff to support them be free at the point of need for to provide universal support completing early help assessments and PEx, students in AP. and guidance taking on the lead professional role.

• Meets monthly to share Services around the school to Undertake further analysis of schools intelligence, including PEx and be piloted. FTEx data. completing the new EHA template and which schools send staff to attend the EH workforce offer training

Develop a ‘standardised’ Expand this recommendation to include Head of Inclusive Inclusive education service to

Page 165 Page assessment for pupils at risk of those that have been PEx Education Service. develop the standardised PEx to identify need and assessment procedures. promote consistency and Summer 2021 equity of intervention.

Change to standard local assessment. The Schools Forum and all Action complete. Head of School Further monitoring of the schools and academies should Organisation and impact of the team to continue agree the de-delegation of the A report on the impact on the investment Resources and reported annually through additional High Needs Block in the Exclusion Team to be report to SORT operational service plan and Schools Block funding to FACS March 2021 and annual report to project the local authority to increase board. the number of Inclusion Support Workers (agreed at Impacts of COVID to be Schools’ Forum 2-10-2019) assessed as part of the and to extend the range of 2020/21 report. social care preventative outreach support.

The local authority should Regular reports to both Education Head of Inclusive Inclusive Education Team develop a funded universal, Improvement Board and Schools Forum Education Service have established this offer but, multi-agency preventative offer on the effectiveness of this piece of work. in its infancy. for vulnerable pupils and, especially, those at risk of PEx Initial findings are contained in that is accessible to all schools the report to Schools Forum and makes better use of data which can be found here. and intelligence in order to target resources more If it proves to be successful, a effectively. permanent funding stream will need to be established to ensure the work can continue to be free at the point of need.

Page 166 Page The local authority and Establish a working group of Head of School Research paper is being Schools Forum should develop representatives as to how to move to this Organisation and developed to be presented to an options appraisal paper model of operation. Resources the Officer group in Spring setting out a strategy for 2021. moving towards the full SORT team members to develop an devolvement of AP funding to officer group to carry out research and schools over a three-year visits when time allows to understand how period to enable schools to other authorities are achieving this. take full responsibility for the operational management of exclusions and outcomes. It should consider the impact on primary and smaller secondary schools, locality arrangements, the commissioning of preventative support and alternative provision and the ongoing financial commitment needed for existing PEx pupils.

Fixed and Permanent Exclusions by School/PRU between 1/9/2018 - 31/7/2019 and 1/9/2019 - 31/7/2020

1/9/2018 - 31/7/2019 1/9/2019 - 31/7/2020 Differences between 18/19 and 19/20 Base Fixed Period Permanent Total Fixed Period Permanent Total Fixed Period Permanent Total Abbeyfields First School 0 0 0 1 0 1 1 0 1 Ashington Academy 87 10 97 65 5 70 -22 -5 -27 Astley Community High School 68 1 69 35 3 38 -33 2 -31 Atkinson House School 53 1 54 23 0 23 -30 -1 -31 Beaconhill Community Primary School 4 1 5 0 0 0 -4 -1 -5 Bede Academy 189 5 194 133 2 135 -56 -3 -59 Bedlington Academy 144 12 156 156 14 170 12 2 14 Bedlington Station Primary School 1 0 1 1 0 1 0 0 0 Bedlington Station Primary School 0 0 0 1 0 1 1 0 1 Bedlington Whitley Memorial C of E Primary School 29 0 29 7 0 7 -22 0 -22 Bellingham Middle School and Sports College 2 0 2 0 0 0 -2 0 -2 Berwick Academy 339 11 350 160 5 165 -179 -6 -185 Berwick Middle School 22 1 23 21 1 22 -1 0 -1 Bothal Primary School 1 0 1 1 0 1 0 0 0 Central Primary School 17 0 17 8 0 8 -9 0 -9 Cleasewell Hill School 0 0 0 1 0 1 1 0 1 Corbridge Middle School 2 0 2 3 0 3 1 0 1 Cragside C of E Cont Primary School 0 0 0 3 0 3 3 0 3 Cramlington Hillcrest School 1 0 1 1 0 1 0 0 0 Cramlington Learning Village 101 0 101 40 0 40 -61 0 -61 Cramlington Shanklea Primary School 2 0 2 1 0 1 -1 0 -1 Cramlington Village Primary School 5 1 6 0 0 0 -5 -1 -6 Croftway Academy 6 0 6 14 1 15 8 1 9 Dr Thomlinson C of E Middle School 3 0 3 0 0 0 -3 0 -3 Eastlea Primary School 3 1 4 1 0 1 -2 -1 -3 Ellington Primary School 1 0 1 0 0 0 -1 0 -1 Grange View C of E Vol Controlled First School 1 0 1 0 0 0 -1 0 -1 Haltwhistle Academy (Previously Halthwhistle Middle) 6 0 6 2 0 2 -4 0 -4 Haydon Bridge High School 39 2 41 55 0 55 16 -2 14 Hexham First School 1 0 1 2 0 2 1 0 1 Hexham Middle School 8 0 8 1 0 1 -7 0 -7 Highfield Middle School 4 0 4 6 0 6 2 0 2 Holywell Village First School 1 0 1 0 0 0 -1 0 -1 Horton Grange Primary School 10 0 10 5 0 5 -5 0 -5 James Calvert Spence College - Acklington Road 92 2 94 102 2 104 10 0 10 Linton Primary School 1 0 1 0 0 0 -1 0 -1 Longhorsley St Helen's C of E First School 0 0 0 1 0 1 1 0 1 Malvins Close Academy 7 0 7 1 0 1 -6 0 -6 Meadowdale Primary Academy 24 0 24 12 0 12 -12 0 -12 Morpeth All Saints C of E Aided First School 1 0 1 0 0 0 -1 0 -1 Morpeth Chantry Middle School 40 0 40 12 0 12 -28 0 -28 Morpeth First School 4 0 4 2 0 2 -2 0 -2 Morpeth Newminster Middle School 4 0 4 0 1 1 -4 1 -3 Morpeth Road Academy 27 0 27 36 2 38 9 2 11 Morpeth Stobhillgate First School 0 0 0 1 0 1 1 0 1 Mowbray Primary School 2 0 2 0 0 0 -2 0 -2 NCEA Bishop's Primary School 26 1 27 20 0 20 -6 -1 -7 NCEA Duke's Secondary School 141 7 148 118 7 125 -23 0 -23 Newbrough C of E Primary School 0 0 0 1 0 1 1 0 1 Newsham Primary School 5 0 5 2 0 2 -3 0 -3 Northumberland Pupil Referral Unit 48 0 48 24 0 24 -24 0 -24 Ovingham C of E First School 1 0 1 0 0 0 -1 0 -1 Ovingham Middle School 0 0 0 1 0 1 1 0 1 Ponteland Community Primary School (prev Pont M) 14 0 14 5 0 5 -9 0 -9 Ponteland High School 19 0 19 13 0 13 -6 0 -6 Prudhoe Castle First School 0 0 0 1 0 1 1 0 1 Prudhoe Community High School 53 2 55 23 0 23 -30 -2 -32 Queen Elizabeth High School 75 1 76 41 1 42 -34 0 -34 Red Row First School 1 0 1 0 0 0 -1 0 -1 Richard Coates Church of England School 2 0 2 2 0 2 0 0 0 Seaton Sluice Middle School 31 1 32 33 1 34 2 0 2 Spittal Community First School 1 0 1 0 0 0 -1 0 -1 Ss Peter and Paul's Catholic Primary Academy 0 0 0 4 0 4 4 0 4 St Aidan's RC Voluntary Aided Primary School 1 0 1 3 0 3 2 0 2 St Bede's Catholic Primary School 0 0 0 2 0 2 2 0 2 St Benet Biscop Catholic Academy 99 6 105 73 0 73 -26 -6 -32 St Cuthbert's RC Vol Aided First School ,Berwick 11 0 11 0 0 0 -11 0 -11 St Joseph's Catholic Middle School 7 0 7 6 0 6 -1 0 -1 St Michael's C of E Primary School 1 0 1 1 0 1 0 0 0 St Wilfrid's Catholic Primary School 7 0 7 10 0 10 3 0 3 Stakeford Primary School 10 0 10 1 0 1 -9 0 -9 Swansfield Park Primary 1 0 1 0 0 0 -1 0 -1 The Blyth Academy 1251 9 1260 274 1 275 -977 -8 -985 The Dales School 5 0 5 1 0 1 -4 0 -4 The Duchess's Community High School 154 5 159 27 3 30 -127 -2 -129 The King Edward VI School 112 2 114 64 0 64 -48 -2 -50 Tweedmouth Community Middle School 36 1 37 17 0 17 -19 -1 -20 Tweedmouth Prior Park First School 12 0 12 11 0 11 -1 0 -1 Whytrig Community Middle School 14 0 14 3 0 3 -11 0 -11 Total: 3490 83 3573 1695 49 1744 -1795 -34 -1829 Page 167 This page is intentionally left blank APPENDIX 3

Case study: Young Person A

I came into post November 2018 and took over as case worker for A who had been permanently excluded earlier that year. A had issues around alcohol misuse and home life was difficult; relationships between family members had broken down and A started offending and became increasingly vulnerable. A family support worker also became involved with the family but A didn’t engage and refused this intervention. Things became more strained at home, and it was decided that A was to move in with dad but this broke down after several weeks and then A moved in with her grandma. Unfortunately, this wasn’t successful and she was taken into care, becoming a looked after child.

After a monitoring period, where A has demonstrated progress in learning and attitude it was decided that she was ready to transition back into school. She was settled, working hard, and excited by the opportunity. We looked at careers that A was interested in and arranged for a careers advisor to come into the alternative provision to discuss the qualifications that she would need to pursue her chosen post 16 course. We came up with a plan and A was enthusiastic and motivated to start school.

A is now 16, settled with a carer and was offered employment as an apprentice with the alternative provision she attended herself. The provision identified that A has great potential’ and they continue to work closely with her to complete her coursework, prepare for adult life and maintain motivation. She is now working towards her goal...business admin level 3.

The transition from student to staff was difficult for A but she has taken it in her stride and continues to get support. She works very hard and completes all tasks allocated to her. A understands the students in provision due to her own experiences and can offer insight and a different perspective on things. We are proud to see A growing in confidence. The alternative provision offers A a safe place to express her concerns, opportunities to expand her social network, non-judgemental advice and the tools to empower her to make her own positive decisions.

I am very proud of A and feel privileged to have worked with A... her journey has only just begun.

1:1 intervention: Young Person B

Young person B received his permanent exclusion in December 2019 for persistent disruptive behaviour, after moving between both Middle schools within the area. He was then placed in AP over 50 miles away, as this was the nearest provision available to him given his age. This had a huge impact on him as he was not in school with his peers and had a considerable amount of time added to his days with travel.

The team began working with young person B directly in September 2020, when he was transitioning to the local High School. This was a difficult transition for young person B as he had previously struggled with school, was returning to mainstream from AP having missed a considerable amount of time due to covid-19. There was also a complicated home life which impacted on his behaviour in school.

The team worked on a 1-1 basis weekly work with young person B. Support began by focusing on giving young person B a chance to voice any of his concerns around school, we then worked together to identify trigger points in his days/lessons which were leading to an escalation in his behavior, in order that young person B could take control of the situation and learn to manage their own

Page 169 behaviors. We continue to meet weekly to reflect on the week to celebrate what has gone well and to consider what could have been done differently to avoid conflict and escalation. The focus of this is to allow young person B to recognise how he plays a role in conflict situations in a safe/non- judgmental way.

Page 170 APPENDIX 4 Parent Statement 1 First and foremost, I would like to thank you for all the hard work you provided for both my son and myself through this whole process. We'd both like to express how professional you all were, how warm you are as a person, how knowledgeable you were with the whole process and the support you provided went above and beyond. When my son got permanently excluded from his School in another County, things looked like they would get messy. The reason I say that is because North Tyneside Council and Northumberland County Council work slightly differently, they have different people in different positions, and the previous School and the potential new schools couldn't be on the same panel to communicate with each other. So, I was immediately put in a place of fear for my son's educational future and I was filled with a lot of confusion on how it worked moving forward. However, the way the inclusion team from Northumberland County Council approached the issues above, and the issue that got my son expelled was fantastic. I was instantly calmed down, I could feel that my son was in the right hands which made life for both him and I much easier. They spoke with the headteacher of the old School, the fair access team at North Tyneside Council and got a full explanation off myself around the incident at hand. They also went above and beyond in finding out a bit of my sons history, spoke to the previous headteacher around his character and many other things. They also advised me on the best course of actions I could take, so I could go above and beyond myself. They also as gave me detailed information around the School in the County, so we could try and pair my son with the best School that would be best for him and his character. All in all, the service I received was second to none. I was put at ease in my first phone call, they followed through on everything they said they would, they provided excellent advice, they really put a personal touch to my son's case, and I ended up with the best possible outcome that I could've possible expected. Well done to the inclusion team, well done to Natalie and well done to Northumberland County Council for having such as fantastic set up and team to support children and parents through this process.

Parent statement 2 I am really happy and grateful with the support from the inclusion team, and Educ8 have offered to me and my family. I am especially grateful for when you did a home visit, you really got on my sons wavelength , you listened and you understood what he was saying, you were also firm but fair with him and he attended his provision the next day which I was so pleased

Page 171 about as I think its important that he is with kids and young people his own age. I also think it's important that he gets his education and even though he struggled to go into Educ8, when the staff came out to see him with you that encouraged him back into provision and he is now enjoying it. Not only have you supported my son, but you have supported me too which I am hugely grateful for, all I want for my son is to have a better life than what I had, and you get that. It has relieved a lot of my worries and anxieties you being there to support us and getting my son back into Alternative provision.

Page 172 Agenda Item 9

FAMILY AND CHILDREN’S SERVICES OVERVIEW AND SCRUTINY COMMITTEE

DATE 4TH MARCH 2021

Children who are electively home educated in Northumberland

Report of: Cath McEvoy-Carr, Executive Director of Adult Social Care & Children’s Services Cabinet Member: Cllr Guy Renner-Thompson

Purpose of report

To provide information about the increase in the number of children who are electively home educated, and the multi-agency support that is in place for families.

Recommendations

1. Members note the impact of Covid 19 on the number of families choosing to electively home educate their children. 2. Members note the national recognition of the need for changes to legislation relating to elective home education.

Link to Corporate Plan

This report is relevant to the corporate objectives, and specifically the “Learning” and “Thriving” priorities of the Corporate Plan 2018 - 2021.

Key Issues

1. The number of children being electively home educated in Northumberland since September 2020 has increased sharply. The majority of parents state that their main reason for deciding to withdraw their children from school rolls is anxiety about the safety of school environments during the pandemic. EHE for those parents is a short term option and they intend to return their children to school rolls when they feel it is safe to do so.

2. The lack of contact of electively home educated children with professionals can, in a small number of cases, raise concerns about their safeguarding and the quality of their education. Northumberland’s arrangements for supporting and monitoring EHE children were inspected by Ofsted during the ILAC inspection in February 2020 and were identified as a strength. In September 2020 implementation began

Page 173 of a new multi-agency strategy to safeguard EHE children, with early indications that this is having a positive impact.

3. Members of the EHE community in Northumberland have expressed concerns to us about their children being ‘invisible’ during the pandemic because they are not at school. There is a sense of isolation, for example during lockdowns and with tier 3 and 4 restrictions EHE children have very limited opportunities to socialise with other children. Background

1.0 Elective home education (EHE) refers to children of school age whose parents decide to remove them from a school roll to provide the equivalent of full time suitable education at home. 1.1 At the end of the Autumn Term 2020 there were 292 children known to be home educated in Northumberland. In recent years there has been an average of 213. Since 1st September there have been 109 new cases and 33 cases closed when children have returned to school rolls. 1.2 The profile of the 292 children who are EHE is that:

● 64% are of secondary school age ● there are even numbers of males and females ● 28% have SEND, including 23 children with EHCPs ● 10 of the SEND pupils are home tutored (using personal budgets) ● the most common age groups are 14 and 15 year olds ● 3 were permanently excluded and then home educated ● A small proportion are known to social care: 4 children in need, 1 child protection, no looked after 1.3 The majority of the parents of the new cases cite Covid 19 as the reason for deciding to EHE, but have also told us that this is a temporary measure until they are confident that it is safe for their children to return to school. 11 families decided after the first lockdown that home schooling and remote learning was a lifestyle choice which suited their families 1.4 There is no common characteristic for this group of children other than the parents’ anxiety about school Covid security. The children are of all ages, from all areas of the county, from all school types. 1.5 The other most common reasons in Northumberland for parents deciding to EHE are:

• Preferred lifestyle choice • Appealing an allocated school place and choosing to EHE during that process • Dissatisfaction with school placement, including special school placement (or lack of) • Child at risk of permanent exclusion from school 1.6 The DfE has not yet published any validated national figures, but we know from our regional EHE network that Northumberland has a high rate of increase compared to our local authority neighbours. This position is historical and no different to before the pandemic. Page- 2174 -

Number of % of pupil Total new EHE population number of Data @ 01.11.20 since Sept registered EHE 20 as EHE Darlington 68 182 Durham 209 624 0.6% Gateshead 0.49% Hartlepool Middlesbrough 0.43% Newcastle 87 275 0.43% North Tyneside 52 121 0.35% Northumberland 96 286 0.67% Redcar 55 176 0.64% South Tyneside 62 138 Stockton 80 198 0.53% Sunderland 57 196 0.51%

2.0 In Northumberland the Education Welfare team fulfils the local authority’s statutory duties in relation to EHE. During the pandemic and each lockdown Education Welfare Officers have continued to contact EHE families and have held virtual meetings. Since September there have been only 6 overdue submissions of annual evidence of suitable education (a legal requirement) and this is better than usual for this time of year. 2.1 The Return to School Panel was a multi-disciplinary panel convened during lockdown 1 to co-ordinate extraordinary support for children and families who need it. Through the panel Education Welfare co-ordinated return to school meetings for EHE families who are all being contacted now to see if school places are required for when lockdown ends. The service will then provide support to the child to re-integrate successfully. 3.0 Safeguarding of children who are EHE is a priority. Our arrangements for EHE are inspected by Ofsted as part of the Inspection of Local Authority Children’s Services (ILACS), and in other inspections such as the JTAI on child exploitation in June 2019. The arrangements are identified as a strength for the local authority. The Virtual School Headteacher is a member of the Northumberland Strategic Safeguarding Committee and provides regular updates to members. 3.1 There is no evidence to suggest that safeguarding concerns are higher in the home education community than for children who attend school. However, within the current legal framework for EHE, children who are home educated can have little or no contact with professionals. Some children who are being educated at home could be in a position where they are at risk of harm. If they are not attending a school/academy it is more difficult to identify risks to these children. Within the limitations of the current statutory guidance, safeguarding of children who are EHE involves:

• contact from Education Welfare Officers (EWOs) with families and schools during the decision making process • provision of guidance in meetings and on the Virtual School webpage • risk assessment at the point of withdrawal from school and a risk assessment after the first 6 weeks of EHE • regular contact with EWOs once EHE is in place, including face to face visits if parents agree • use of a questionnaire to hear the child’s view of EHE • submission of annual evidence of suitable education from parents

Page- 3 - 175 • the issue of School Attendance Orders (SAO) when parents fail to co-operate and there are safeguarding issues relating to the child (ren) • prosecution of parents who breach the SAO. 3.2 Any concerns regarding child protection are immediately referred to the local authority using established protocols. In September 2020 Northumberland introduced a multi- agency strategy to safeguard children who are EHE, which expands on the arrangements already in place. All agencies working with children are required to follow the process which involves co-ordinating the gathering and sharing of information through the front door to children’s services. 4.0 Northumberland is actively participating in current national and/or strategic initiatives relating to EHE, seeking to influence improvements in the safeguarding of children and the quality of education they receive (as opposed to the provision of suitable education). We are contributing to:

• the DfE consultation with local authorities to research issues faced by the EHE community as an impact of Covid 19 • Ofsted’s research project into EHE • the ADCS EHE survey, published November 2020 • Northumberland is initiating a joint project through North of Tyne regarding potential gaps in achievement and pathways into education, training and employment for children who are EHE.

Page- 4176 - Implications

Policy The DfE is expected to publish changes to current arrangements, including a different role for the local authority to support families who EHE.

Finance and Current arrangements are delivered within existing budgets. value for money

Legal None

Procurement None

Human None Resources

Property None

Equalities None (Impact Assessment No formal risk assessment is required but there is expected changing attached) national policy for families who EHE for which ongoing monitoring will Yes ☐ No ☐ be necessary. N/A ☐

Risk Risk assessment of arrangements and for individual children is Assessment endemic in the multi-agency strategy EHE is included in the corporate risk register

Crime & None Disorder

Customer Measures are in place to capture the views of EHE children and Consideration parents are all allocated a named Education Welfare Officer

Carbon None reduction

Health and None Wellbeing

Wards None

Background papers:

Report sign off

Authors must ensure that officers and members have agreed the content of the report: Page- 5 - 177

Full Name of Officer Monitoring Officer/Legal Helen Lancsaster Executive Director of Finance & S151 Officer Chris Hand Relevant Executive Director Cath McEvoy Carr Chief Executive Daljit Lally Portfolio Holder(s) Guy Renner- Thompson

Author and Contact Details

Report Author: Jane Walker, Senior Manager Children’s Services/Virtual School Headteacher Phone: (01670) 622734 Email: [email protected]

Page- 6178 -

Northumberland County Council

Family and Children’s Services Overview & Scrutiny Committee Page 179 Page

Work Programme and Monitoring Report 2019 - 2020

Agenda Item 10

Chris Angus, Scrutiny Officer 01670 622604 - [email protected]

23 February 2021- CA

Terms of reference:

(a) To monitor, review and make recommendations about:

● Early Years ● Education and Schools ● Special education needs and disability ● Adult and Community Education ● Training and Vocational Education ● Lifelong Learning ● Youth Offending ● Social Services for Children and Young People ● Children’s Health ● Teenage Sexual Health ● Looked After Children ● Safeguarding - Children ● Youth Services Page 180 Page ● Family Services ● Children’s Centres

(b) To oversee and monitor school improvement, as follows:

(i) To receive feedback on the Ofsted inspection of schools. (ii) To support the work of the County Council and the progress of schools on the School Intervention and Support Programme in specified categories. (iii) To receive an annual report about the number of schools that have been on the School Intervention and Support Programme, the reason(s) for their inclusion, the support given by the Council and the success of this support. (iv) To receive an annual report on the performance of schools.

23 February 2021- CA

ISSUES TO BE SCHEDULED/CONSIDERED

Regular updates:

Safeguarding Activity Trends Report Finance and Performance Six Monthly Report Children Permanently Excluded from School/Elective Home Education Schools performance Joint Targeted Area Inspection

Issues to be raised:

Themed Scrutiny:

Page 181 Page School Exclusions

Issues to be scheduled

Teacher Recruitment & Retention T&FWG - Action Plan to be provided The Education Challenge

23 February 2021- CA

Northumberland County Council Family and Children’s Services Overview and Scrutiny Committee Work Programme 2019 - 2020

4 March 2021

Update on School Reorganisation Plan Director of Education Annual Report: Key Educational Outcomes – 2019-2020 Academic Year Update on Capital Investment in Schools School Exclusions Elective Home Education 1 April 2021

Page 182 Page Mental Health Support in Schools Joint School Improvement Strategy for the North of Tyne (NOT)

23 February 2021- CA

FAMILY AND CHILDREN’S SERVICES OSC MONITORING REPORT 2019/2020

Ref Date Report Decision Outcome 1 6 June 2019 Proposal And Rationale RESOLVED that Cabinet be advised that this Cabinet considered the For Changes To Morpeth Committee supported the recommendations as outlined recommendation of the OSC when Children's Centre in the report. determining the report at its meeting on 11 June 2019. 2 6 June 2019 Corporate Parenting RESOLVED that the progress that had been made in No further action required. Report relation to the Corporate Parenting Strategy and the work plan be noted. 3 6 June 2019 Annual Report of the RESOLVED that:- No further action required. Virtual School 1. The positive education outcomes be noted; and Headteacher 2017-2018 2. The increasing strengths and improvement over time of Northumberland’s Virtual School be noted. 4 6 June 2019 Peer Challenge - Care RESOLVED that the contents of the report be noted. No further action required.

Page 183 Page Leavers Service 5 6 June 2019 Twelve Month MASH RESOLVED that the contents of the report be noted. No further action required. Review 6 4 July 2019 Outcomes of consultation RESOLVED that Cabinet be advised that this Cabinet considered the on extending age ranges Committee supported the recommendations as outlined recommendation of the OSC when of Whitley Memorial CE & in the report. determining the report at its meeting on West End First Schools 9 July 2019. 7 4 July 2019 School Reorganisation RESOLVED that Cabinet be advised that this Cabinet considered the Plan 2018-2021 - Annual Committee supported the recommendations as outlined recommendation of the OSC when Update in the report. determining the report at its meeting on 9 July 2019. 8 4 July 2019 Safeguarding Activity RESOLVED that the contents of the report be noted. No further action required. Trends (Six Monthly Report) 9 4 July 2019 CIN Census Benchmarking RESOLVED that the contents of the report be noted. No further action required. (Safeguarding Activity Trends Annual Report) 10 4 July 2019 Elective Home Education RESOLVED that: No further action identified. 1. The improvements which had been made since July 2018 in processes to identify, monitor, support and safeguard families in 23 February 2021- CA

Northumberland who electively home educate their children be noted; and 2. The on-going concerns regarding potential impact on safeguarding and education outcomes for children be noted. 11 4 July 2019 Outcomes of SEND Ofsted RESOLVED that:- No further action identified. The - update 1. The contents of the report be noted; and Committee will continue to receive 2. The ongoing developments be recognised update reports. 12 4 July 2019 Summer Activities and RESOLVED that the information be noted. No further action identified. Holiday Hunger 13 5 August 2019 Ofsted Joint Targeted Area RESOLVED that the report be noted. No further action identified. Inspection 17 - 21 June 14 5 August 2019 Final Business Case for RESOLVED that the Cabinet be advised that the Cabinet considered the Replacement Buildings for committee supports the recommendations in the report. recommendation of the OSC when Hadrian Learning Trust determining the report at its meeting on Schools 6 August 2019.

Page 184 Page 15 5 September 2019 Proposal to extend the age RESOLVED that Cabinet be advised that this Cabinet considered the ranges of Bedlington Committee supported the recommendations as outlined recommendation of the OSC when Whitley Memorial CE and in the report. determining the report at its meeting on West End First Schools 10 September 2019. 16 5 September 2019 Expansion of Whytrig RESOLVED that Cabinet be advised that this Cabinet considered the Middle, Horton Grange Committee supported the recommendations as outlined recommendation of the OSC when Primary and New Delaval in the report. determining the report at its meeting on Primary Schools 10 September 2019. 17 5 September 2019 Alternative Education RESOLVED that Cabinet be advised that this Cabinet considered the Provision Committee supported the recommendations as outlined recommendation of the OSC when in the report. determining the report at its meeting on 10 September 2019. 18 5 September 2019 Finance and Performance RESOLVED that the current performance be noted with No further action identified. Six Monthly Report no further issues identified for further scrutiny at this time. 19 5 September 2019 Care Proceedings and RESOLVED that the information be noted with no No further action identified. Public Law Outline Annual further issues identified for further scrutiny at this time. Report on Progression 20 5 September 2019 Adopt North East RESOLVED that:- Further report to be provided in March The information in the report be noted; and 2020 to include details of the success, The Director of Adult Services and Children’s Services effectiveness and value for money. provide a report in March 2020 detailing the success, effectiveness and value for money of Adopt North East. 23 February 2021- CA

21 16 September 2019 Outcome of the Outline RESOLVED that Cabinet be advised that this Cabinet considered the Business Case for the Committee supported the recommendations as outlined recommendation of the OSC when Haltwhistle Primary in the report. determining the report at its meeting on School Provision for Wise 17 September 2019. Academy Trust 22 3 October 2019 Annual Report of the RESOLVED that the Committee note the contents of No further action required. Principal Social Worker the report and acknowledge the work completed over the year. 23 3 October 2019 Outcomes of SEND Ofsted RESOLVED that the contents of the report be noted. No further action required. - update 24 3 October 2019 Exclusions Task and RESOLVED that Further report to be presented to Finish Working Group The content of the report be noted; and Committee in November 2019. Report Costed recommendations from the Exclusions Task and Finish Working Group be presented to the Committee for their decision on how to take them forward. 25 27 November 2019 Proposal to extend the age RESOLVED that Cabinet be advised that this Cabinet considered the range of West Woodburn Committee supported the recommendations outlined in recommendation of the OSC when First School to become a the report. determining the report at its meeting on Page 185 Page primary school with effect 2 December 2019. from 1 September 2020 26 27 November 2019 The Development of RESOLVED that Cabinet be advised that this Cabinet considered the Additionally Resourced Committee supported the recommendations as outlined recommendation of the OSC when Provision (ARP) for Pupils in the report. determining the report at its meeting on with SEND in 2 December 2019. Northumberland 27 27 November 2019 Key Education Outcomes - RESOLVED that: Cabinet considered the 2018-19 Academic Year 1. Cabinet be advised that this Committee recommendation of the OSC when supported the recommendation as outlined in determining the report at its meeting on the report; and 2 December 2019. A final report will be 2. A report on pupil premium funding be provided brought to the OSC in the new year. at a future meeting. 28 27 November 2019 Report of the Exclusions RESOLVED that: Cabinet considered the Task and Finish Working 1. The contents of the report be noted; recommendation of the OSC when Group 2. The recommendations of the report be noted; determining the report at its meeting on 3. The report to be forwarded to Cabinet for their 10 December 2019. consideration on 10 December 2019. 29 5 December 2019 Report of The Independent RESOLVED that: No further action identified. Chair of The Northumberland

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Safeguarding Children 1. The content of the Northumberland Board (Nscb) Safeguarding Children Board final Annual Report be noted; and 2. The Committee noted that the Northumberland Safeguarding Children Board had now been replaced by the Sub regional Strategic Safeguarding Partnership and the Northumberland Safeguarding Children Committee as set out in the Children and Social Work Act 2017.

30 5 December 2019 The Annual Report of RESOLVED that:- No further action identified. Northumberland County 1. The contents of the report be noted; and Council Fostering Service 2. Members acknowledged the report and 2018-2019 performance information in regard to the period April 2018 - March 2019. 31 9 January 2020 School Funding 2020-21 RESOLVED that:- Cabinet considered the Page 186 Page (National Funding 1. The contents of the report be noted; recommendation of the OSC when Formula) 2. The recommendations of the report be noted; determining the report at its meeting on 3. The report to be forwarded to Cabinet for their 14 January 2020. consideration on 14 January 2020. 32 9 January 2020 Presentation from RESOLVED that the information provided be noted A future report to given towards the Northumberland College end of 2020 following merger with Sunderland College

33 9 January 2020 Children Social Care and RESOLVED that the position regarding access to No further action identified Universal Credit universal credit data and the ongoing work being undertaken within the local authority on this issue be noted. 34 9 January 2020 Young Carers RESOLVED that the information provided be noted and No further action identified the proposed changes to the provision of services to young carers be supported.

35 6 February 2020 School Admission RESOLVED that Cabinet be advised that this Cabinet considered the Arrangements for Committee supported the recommendations in the recommendation of the OSC when Community and Voluntary report. determining the report at its meeting on Controlled Schools for the 11 February 2020. 2021/22 Academic Year

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36 6 February 2020 Annual Test of Assurance RESOLVED that the arrangements for discharging the No further action identified role of Director of Children’s Services passed the “test of assurance” required by statutory guidance. 37 6 February 2020 Learning and Skills RESOLVED that the report be noted. No further action identified Service Draft Self- Assessment for 2018/19 38 6 February 2020 SEND: Progress Update on RESOLVED that the contents of the report and ongoing No further action identified the Written Statement of developments be noted. Action 39 5 March 2020 Ofsted: Inspection of Local RESOLVED that the content of the report and the No further action identified Authority Children’s findings of the associated Ofsted report are noted. Services 40 5 March 2020 Director of Education RESOLVED that: No further action identified Annual Report: Key Education Outcomes - 1. the contents of the report be noted; and 2018-19 Academic Year 2. a report providing an analysis of the use of Pupil Premium Funding be provided. 41 5 March 2020 Youth Service Review - RESOLVED that the content of the report and the No further action identified

Page 187 Page Report following one year positive steps taken to implement the review be noted. of operation 42 5 March 2020 ASYE Academy Evaluation RESOLVED that the information be noted. No further action identified

43 5 March 2020 West Woodburn - RESOLVED that Cabinet be advised that this Cabinet considered the Outcomes of Informal Committee supported the recommendations in the recommendation of the OSC when Consultation report. determining the report at its meeting on 10 March 2020. 44 7 May 2020 Outcomes of statutory RESOLVED that Cabinet be advised that this Cabinet considered the consultation on a proposal Committee supported the recommendations as outlined recommendation of the OSC when to close West Woodburn in the report determining the report at its meeting on First School 7 May 2020. 45 16 July 2020 Current Performance RESOLVED that Further information regarding exclusion levels be provided at a future date 1. the information in the report be noted; 2. further information regarding exclusion levels be provided. 46 16 July 2020 Missing, Slavery, RESOLVED that A breakdown of the figure for children Exploitation and vulnerable to exploitation in the Blyth or Trafficking Report (MSET) 1. The report and range of support be noted. Cramlington locality be provided for 2. A breakdown of the figure for children vulnerable each area. 23 February 2021- CA

to exploitation in the Blyth or Cramlington locality be provided for each area. 47 16 July 2020 JTAI Action Plan RESOLVED that the information be noted. No further action

48 16 July 2020 Northumberland RESOLVED that the submission and content of the No further action Inspection of Local action plan be noted along with progress made since Authority Children’s the inspection Services (ILACS) Action Plan 49 16 July 2020 Covid-19 - Northumberland RESOLVED that the reports on Northumberland County Further COVID 19 updates to be given County Council Response Council’s response and recovery be received. to the committee

50 16 July 2020 Covid-19 - Planning for RESOLVED that the reports on Northumberland County Further COVID 19 updates to be given Recovery in Council’s response and recovery be received. to the committee Page 188 Page Northumberland

51 17 September COVID Update RESOLVED that the information be noted Further COVID 19 updates to be given to the committee

52 17 September Pupil Premium Funding RESOLVED that the content of the report be noted No further action

53 17 September Complaints Annual Report RESOLVED that the content of the report be noted No further action 2019/2020 - Adult social care, children’s social care, and continuing health care services

54 1 October COVID-19 Update RESOLVED that the information be noted. Further COVID 19 updates to be given to the committee

55 5 November COVID Recovery Report RESOLVED that the information be noted. Further updates to be given when necessary

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56 5 November SEND Recovery Plan RESOLVED that the information be noted. No further action

57 3 December Care Proceedings and RESOLVED that the contents of the report be noted. No further action Public Law Outline Annual Report on Progression

58 3 December Northumberland RESOLVED that: A report on the mental health Safeguarding Children programmes and support offers in Board Annual Report 1. The contents of the report be noted; schools and the wider community be 2. A report on the mental health programmes and brought to a future meeting and a support offers in schools and the wider report to include data on the numbers community be brought to a future meeting; and of MSET children would be brought to a 3. A report to include data on the numbers of future meeting MSET children would be brought to a future meeting.

Page 189 Page 59 3 December Free School Meals RESOLVED that the information be noted. Future report to return to the committee Presentation in February under Winter Support Grant

60 7 January Pre-scrutiny: National RESOLVED that Cabinet be advised that this Cabinet considered the Funding Formula and Committee supported the recommendations as outlined recommendation of the OSC when 2021/22 School Funding in the report. determining the report at its meeting on 12 January 2021.

A further report would be provided to this Committee once the final figures had been allocated

61 7 January Annual Report of the RESOLVED that the contents of the report and the The Committee will continue to receive Principal Social Worker work completed over the last year be acknowledged. this report annually

62 7 January Education Strategy Board RESOLVED that: A further report into the Joint School Update Improvement Strategy for the North of 1. The development of the Northumberland Tyne to be scheduled Education Strategy Board be agreed; 2. The initial priorities of the Board be agreed; and

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3. The plans for the Board to convene as soon as possible be agreed taking into account the comments made about membership.

63 7 January Tootoot Briefing RESOLVED that:-

1. The strengths and weaknesses of the app were noted; 2. The use and impact of the app by the Skills team were noted; 3. The future use of the app in Northumberland Schools be welcomed; and 4. The Local Authority assist more schools in adjusting their ways of working and support schools and children in a more effective and

Page 190 Page modern way of working to respond to issues

64 7 January Finance and Performance RESOLVED that the current performance be noted The Committee will continue to receive Report this report regularly.

65 4 February School Admission RESOLVED that Cabinet be advised that the Cabinet considered the Arrangements for Committee supported the recommendations in the recommendation of the OSC when Community and Voluntary report. determining the report at its meeting on Controlled Schools for the 12 January 2021. 2022/2023 Academic Year

66 4 February Adult Learning Service RESOLVED that: A further report on the skills strategy Annual Report: Learning and economic path finder to come to and Skills Service Draft 1. The contents of the report be noted; Committee at a future date. Self-Assessment 2. The performance, given the significant challenges of the global pandemic against operating circumstances and the valuable support provided to all learners within the Learning and Skills Service, Careers Guidance Team and Employability and Skills Service be recognised; and

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3. To note the key areas for improvement and the focussed work programme as follows:

• Skills strategy required which met Northumberland and North of Tyne priorities. • More young people (16-18) access the right programme and support to be able to achieve well with good opportunities for employment. • More adult learners enrol to improve their chance to gain employment through a curriculum offer which

Page 191 Page supported this approach. • A coherent approach working with businesses, building relationships which benefit industry, skills schools and our residents.

67 4 February Winter Support Grant (Inc RESOLVED that: An update report on the remaining Free School Meals allocation of Winter Support Grant 1. The contents of the report and the to FSM following February and successful implementation of the initiatives Easter half-term holidays, and undertaken with the funding from the Winter including an update on the Support Grant be noted; and allocation of FSM during the current 2. An update report on the remaining allocation lockdown period be provided. of Winter Support Grant to FSM following February and Easter half-term holidays, and including an update on the allocation of FSM during the current lockdown period be provided.

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68 4 February The Role of Schools RESOLVED that: An annual summary of decisions Forum made by Schools Forum be 1. The contents of the reported be noted; and provided to this Committee. 2. An annual summary of decisions made by Schools Forum be provided to this Committee.

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