Jealott's Hill Primary & Secondary Education Needs Analysis v1-0
March 2018
Report by
Oliver Nicholson EPDS Consultants Conifers House Blounts Court Road Peppard Common Henley-on-Thames RG9 5HB
0118 978 0091 www.epds-consultants.co.uk
1. Contents
1. Contents 2
2. Glossary & Definitions 3
3. List of Appendices 5
4. Executive Summary 6
5. Introduction 7
6. Current Local Primary & Secondary Education Provision 8
7. Local Primary & Secondary Education Forecasts 15
8. Assessment of Need for School Places 19
9. Potential Provision of New School Places 24
10. Summary & Conclusion 27
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2. Glossary & Definitions
A Academies – Publicly funded independent schools established under Section 482 of the Education Act 1996.
B Bracknell Forest Local Plan to 2034 (‘BFLP’)
C Capital expenditure – Spending on building projects and large items of equipment. Catchment area – A defined geographical area from which a school takes its pupils. Cohort – A single year group of pupils. Compact sites - Existing Primary School sites investigated by the Borough to establish whether more capacity can be added by using multi-storey buildings and all-weather pitches.
D Department for Education (‘DfE’) formerly Children, Schools and Families (‘DCSF’), and the Department for Education and Skills (‘DfES’) – The central government department with responsibility for education.
F Form of Entry (‘FE’) – When referring to primary schools, a Form of Entry is 30 pupils per year group that can be admitted to the school. A 1FE primary school therefore can accept up to 30 pupils per year group, across the 7 year groups of primary education, for a capacity of 210 pupils. Free School – A new state-funded school which is to be set up by (for example) a charity, business, community, group of teachers or parents, and which has the same legal structure as an academy.
K Key stages – The four stages of pupils’ progress in acquiring knowledge and skills as set out in the national curriculum. Pupils are tested at the end of each stage: Key Stage 1, where the majority of pupils are aged 5 to 7; Key Stage 2, where the majority of pupils are aged 7 to 11; Key Stage 3, where the majority of children are aged 11 to 14; and Key Stage 4, where the majority of pupils are aged 14 to 16. There are statutory assessment arrangements at the end of Key Stages 1, 2, and 3.
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N Net Capacity – This is the maximum number of pupils in the school that the admitting authority believes can be accommodated without causing problems for the school. Net capacity does not apply to Academies although often the net capacity is used to determine the planned capacity of the school included in the Funding Agreement between the Academy and the Education Funding Agency. Numbers on Roll (‘NOR’) (also referred to as Pupils on Roll) – Pupils registered at a school.
P Published Admission Number (‘PAN’) – The fixed number of children which a school must admit if sufficient applications are received, as published by the admission authority for the school. The PAN may be less than the indicated admission number, but the admission authority would need to publish a notice to enable parents to object to the Schools Adjudicator.
R Reception classes – Defined by Section 142 of the School Standards and Framework Act 1988. An entry class to primary schools for children who have their fifth birthday during the school year and for children who are younger or older than five with whom it is appropriate to educate them.
S Schools Capacity Survey (‘SCAP’) - An annual return to the DfE submitted by all local education authorities detailing the capacities of schools and the forecast school rolls.
V Voluntary aided school – A school set up and owned by a voluntary body, usually a church body, largely financed by a Local Authority (‘LA’). The governing body employs the staff and controls pupil admissions and religious education. The school’s land and buildings (apart from playing fields, which are normally vested in the LA) will normally be owned by a charitable foundation. Voluntary controlled school – A school set up by a voluntary body, often a church body (generally Church of England). These schools are totally funded by an LA, which employs the staff. Normally the school’s land and buildings (apart from the playing fields, which are normally vested in the LA) will be owned by a charitable foundation.
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3. Appendices
. APPENDIX EPDS01 - DfE Home_to_School_Travel_and_Transport_Guidance;
. APPENDIX EPDS02 - school-places-plan-2018-to-2023;
. APPENDIX EPDS03 - 26386 RG-M-AI06D Vision Rationale;
. APPENDIX EPDS04 - determined-secondary-designated-areas-2017-to-2018;
. APPENDIX EPDS05 - sal105-infrastructure-delivery-plan-post-submission-sadpd (extracts);
. APPENDIX EPDS06 - LP.Ev.4e Infrastructure Delivery Plan (extracts);
. APPENDIX EPDS07 - planning-obligations-supplementary-planning-document (extracts);
. APPENDIX EPDS08 - 26386 - A3 - Jealotts Hill Housing Mix – DRAFT;
. APPENDIX EPDS09 - Draft Bracknell Forest Local Plan (extracts);
. APPENDIX EPDS10 - 1. Binfield Policies Map (extract);
. APPENDIX EPDS11 - 2. Warfield and Winkfield North Policies Map (extract);
. APPENDIX EPDS12 - 26386 RG-M-AI12H Illustrative Masterplan LOW RES-01;
. APPENDIX EPDS13 - DfE BB103 Area Guidelines for Mainstream Schools;
. APPENDIX EPDS14 - 26386 - RG-M-14J - Land Use Plan-Without Table (1_5000@A1).
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4. Executive Summary
4.1. The report assesses the likely need for primary and secondary school places in the area of Bracknell relevant to the proposed development at Jealott’s Hill, including the impact of housing allocated in the Regulation 19 Borough Local Plan.
4.2. This report acknowledges that, alongside the expansion of existing schools and creation of new schools in other locations, additional primary and secondary school provision is likely to be required.
4.3. Our findings indicate that the planned amount of new primary and secondary school place provision at the proposed development at Jealott’s Hill would not only mitigate its own impact on school places but would also provide significant flexibility regarding both primary and secondary education places for the relevant local area.
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5. Introduction
5.1. Report Purpose & Scope
5.1.1. The development of Jealott’s Hill is being promoted by Barton Willmore on behalf of the landowner Syngenta. EPDS Consultants Limited has been instructed by Barton Willmore to consider the technical basis of providing educational facilities on the site and if such provision can alleviate any potential future pressure for primary and secondary school places in the wider area.
5.1.2. Barton Willmore considers that the Jealott’s Hill site is capable of accommodating a development of up to 4,000 dwellings (including up to 3 new primary schools and a new secondary school).
5.1.3. This report accompanies Barton Willmore’s response to the Bracknell Forest Council’s Reg 18 consultation on its first version of the Draft Plan which covers the period until 2034.
5.1.4. The analysis within this report is based on publicly available information sources as well as Freedom of Information requests to the Council. Research for this report was completed in February and March 2018.
5.2. About EPDS Consultants
5.2.1. EPDS Consultants are a leading UK-wide consultancy offering planning advice on local education and other infrastructure impacts. Our expertise includes housing development impact assessments on local schools, public open space and healthcare.
5.2.2. In addition, our expertise also covers school buildings and school site area analyses and recommendations. We conduct analyses of education authorities’ school place planning methodologies and produce independent school forecasting data for a local area to support the development of strategic housing sites. We also advise on the statutory procedures and processes for establishing new schools for strategic urban extensions.
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6. Current Local Primary & Secondary Education Provision
6.1. Background to Local Education Provision
6.1.1. Bracknell Forest Council (‘BFC’) is one of the unitary authorities formed in 1998 when Berkshire was broken up into six unitary authorities. As a unitary authority BFC has responsibility for both education and planning matters.
6.1.2. The Education Act 1996 provides in section 14(1):
“A local education authority shall secure that sufficient schools for providing – (a) primary education and (b) secondary education ... are available for their area”.
6.1.3. The Education Act simply states that the education authority must provide school education appropriate to the requirements of pupils for their area. In the case of HCC that is the area defined as the borough of Bracknell Forest.
6.1.4. This duty applies in relation to all the children in the local education authority area, whether they have lived there all their lives or have just moved into a new development.
6.1.5. The residential component of the proposed development will include family housing. Family housing often includes school age children who will seek to enrol in local schools. Those schools may or may not be sufficient to accommodate these children without the need for additional capacity to be provided.
6.1.6. All schools have a Published Admissions Number (‘PAN’) which indicates the number of pupils the school can take in the first year of admissions (for primary schools this is Year R), and therefore subsequently in all year groups as they progress through the school.
6.1.7. School capacity is often measured in terms of forms of entry (‘FE’). A single class can typically accommodate up to 30 children. As primary schools have 7 year groups, a 3FE primary school would have capacity for 630 children [calculation: 30 x 7 x 3 = 630]. Similarly, as secondary schools have 5 year groups, a 6FE secondary school would have capacity for 900 pupils aged 11-16 [calculation: 30 x 5 x 6 = 900].
6.1.8. Two miles is considered the maximum reasonable statutory walking distance to school for children aged 8 and under; three miles for children aged 8 and over, as indicated by the Department for Education (DfE) in its document “Home to school travel and transport guidance” *at Appendix EPDS01].
6.1.9. There is likely to be movement of children between respective schools’ catchment areas, pseudo-catchment areas (based on furthest distances of places offered), designated areas, or priority areas. This movement of children due to parental preference and other factors is often referred to as “inflow” and “outflow”.
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6.1.10. BFC produces an annual School Place Plan which provides: . Pupil data and statistics; . Forecasts of pupil numbers for the next five years; . Commentary on the need to add or remove school capacity; . Estimates of future housing growth.
6.1.11. BFC’s current School Places Plan (2018-2023) [at Appendix EPDS02, page 4, with my emphases in highlighted text] provides detailed commentary on how it seeks to meet the educational needs of local children:
“There is a statutory requirement on Bracknell Forest Council to provide sufficient school places. Discharging this duty involves opening new schools or adding places to existing schools where extra capacity is required.”
“The challenge for the Council is to provide the right number of places in the right locations. This means that projections of pupil numbers must be reviewed at least once a year to ensure that additional places are provided in growth areas but, in addition, that substantial surplus places do not exist in an area, which could represent a waste of resources. This analysis is complex and the current economic climate adds further complexity to the process.”
“Wherever possible the Council will seek to provide places for pupils in their designated area school. This can be achieved in a number of different ways:
. by providing individual ‘surge’ (or ‘bulge’) classrooms in primary schools to take an additional form of entry for one year only. The surge class moves up through the school year by year until the pupils leave in seven years time, after which the classroom becomes available again for re-use as a new surge classroom, or for alternative use. . Expansion by 1 FE (form of entry) in all year groups, involving creation of new classrooms, toilets etc. by refurbishment and/or extensions of existing buildings. Expansion projects are usually implemented in phases to keep pace with pupil numbers as they progress up through the school. . by building new schools where demand is sufficient, or in response to new housing development. Providers are then sought for these schools. . by changing designated area boundaries.”
6.1.12. The current BFC strategy for providing new school places relies on pupil forecasts [at Appendix EPDS02, page 21, with my emphases in highlighted text] which include:
“Detailed data relating to housing completions and growth. This includes the trajectory and phasing of future housing developments …as agreed annually with our Spatial Planners and included in the Council’s Site Allocations Development Plan. Our forecasts include development on housing sites of all sizes and assume that all the planned housing growth will be completed.”
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6.1.13. For school place planning purposes BFC divides its schools into 3 planning areas, covering:
. Bracknell North; . Bracknell South; . Crowthorne & Sandhurst.
6.2. Local Primary Schools Baseline
6.2.1. Jealott’s Hill is located within the Bracknell North school planning area and is more than 2 miles travel distance from any primary schools located within the other two BFC school planning areas.
6.2.2. The map extract below shows the location of these schools, together with Jealott’s Hill:
Graphic: Bracknell North school planning area school locations and approximate location of the proposed Jealott’s Hill development.
[Source: page 32 of BFC’s current School Places Plan (2018-2023) [at Appendix EPDS02] and Jealott’s Hill Vision Rationale [at Appendix EPDS03].
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6.2.3. For the purpose of this report we have focused our primary education analysis solely on the Bracknell North school planning area due to the location of Jealott’s Hill and the travel distance to the two other BFC school planning areas.
6.2.4. There are currently 12 primary/infant/junior schools in this planning area with a total of 4,212 places (note: this figure excludes any new primary school places that are built but still to be put into operational use).
6.2.5. According to the latest available BFC school data, the combined total NOR at these 12 schools in October 2017 was 4,009 [at Appendix EPDS02, page 18].
6.2.6. This indicates that when taking into account the current school capacities across all 7 primary school year groups there were a total of 203 places available [calculation: 4,212 – 4,009 = 203 available places].
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6.3. Local Secondary Schools Baseline
6.3.1. The map extract below shows the approximate location of Jealott’s Hill in relation to the three nearest secondary schools, Garth Hill College, Ranelagh and Brakenhale:
Graphic: The approximate location of Jealott’s Hill in relation to the two nearest secondary schools.
[Source: page 32 of BFC’s current School Places Plan (2018-2023) [at Appendix EPDS02 and Jealott’s Hill Vision Rationale at Appendix EPDS03].
6.3.2. Jealott’s Hill is more than 3 miles travel distance from any secondary schools located within the other two BFC school planning areas. The nearest maintained secondary school is Brakenhale in Bracknell South and is approximately 3.6 miles by road from the proposed Jealott’s Hill development. The nearest non- maintained secondary school is Ranelagh and is also approximately 3.6 miles by road from the proposed Jealott’s Hill development. Ranelagh operates a faith- based admissions policy and serves a much wider catchment area.
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6.3.3. BFC states in its current Pupil Place Plan that the provision of additional secondary capacity for North Bracknell is a key element of its Capacity Strategy. According to BFC places will begin to be available from September 2018 at King’s Academy in Binfield (Binfield Learning Village, as set out earlier in this report).
6.3.4. For the purpose of this report we have therefore focused our secondary education analysis solely on the current available capacity at Garth Hill College and the future available capacity at King’s Academy due to the location of Jealott’s Hill and the travel distance to the other two nearest secondary schools cited earlier.
6.3.5. Garth Hill College shares part of its designated area with King’s Academy, as shown below; the approximate location of Jealott’s Hill is also included:
Graphic: North Bracknell Secondary Schools Designated Areas (2017-2018)
[Source: BFC North Bracknell Secondary Schools Designated Areas (2017- 2018) at Appendix EPDS04].
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6.3.6. According to the latest available BFC school data, the NOR at the only maintained secondary school currently in the Bracknell North planning area, Garth Hill College, in October 2017 was 1,637 [at Appendix EPDS02, page 18]. Garth Hill College has a capacity of 1,972.
6.3.7. This indicates that when taking into account the current school capacity across all 7 secondary school and sixth form year groups there were a total of 335 places available [calculation: 1,972 – 1,637 = 335 available places].
6.3.8. Places will begin to be available from September 2018 at King’s Academy in Binfield; hence the above position does not reflect this additional capacity which will be available in future.
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7. Local Primary & Secondary Education Forecasts
7.1. Local Primary School Forecasts
7.1.1. Whilst there is currently some spare capacity in North Bracknell primary schools, the current BFC School Places Plan [at Appendix EPDS02, pages 14 and 18] sets out a clear position that pressure for primary school places in the Bracknell North school planning area will become particularly acute from 2020 onwards:
“By 2022/23 we anticipate an increase in pupil numbers of 919 (22.9%) to 4,928 in this planning area resulting in a shortfall of 716 places (-17.0%). Pressure from new housing developments is particularly acute in this area. A deficit in the intake year is forecast in every year from September 2019 without further new places.”
Graphic: Bracknell North planning area primary school forecasts
[Source: The current BFC School Places Plan at Appendix EPDS02, pages 14 and 18]
7.1.2. The BFC primary school forecasts currently extend to 2023. However, 2021 is the last year for which birth data is available. Beyond this year, forecasts require assumptions to be made regarding birth rates and this could hence lead to increasingly inaccurate forecasts.
7.1.3. As specified at paragraph 6.2.4, the current primary school capacity figure of 4,212 excludes school places which are built but still to be opened. Several housing sites in the Bracknell North area will provide new primary school accommodation and will alleviate some of the future pressure for places.
7.1.4. The following examples in the Bracknell North area are listed in the current BFC School Places Plan [at Appendix EPDS02, pages 23 and 24]:
. Land at Amen Corner (North), Binfield – Policy SA6 (400 dwellings) Permission has been granted for 377 residential units and a one- form entry primary school. The scheme is under construction;
. Land at Blue Mountain, Binfield – Policy SA7 (400 dwellings) Outline permission has been granted for 400 dwellings and full permission has been granted for an all-through school (Learning Village) providing nursery, primary, secondary, post 16 and SEN facilities. The Learning Village is under construction;
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. Land at Amen Corner South, Binfield – Policy CS4 (Core Strategy)/Policy SA8 (SALP) (725 dwellings). Outline permission has been granted, subject to the completion of legal agreements, for 550 dwellings and a two-form entry primary school (proposals do not cover entire allocation).
. Land at Warfield - Policy CS5 (Core Strategy)/Policy SA9 (SALP) (2,200 dwellings) Area 2: Permission has been granted for a mixed-use development including 750 residential units and a two-form entry primary school. The residential development is under construction and the primary school is complete.
7.1.5. On the basis of the above BFC information these 4 sites are due to deliver up to 3,527 dwellings [calculation: 377 + 400 + 550 + 2,200 = 3,527 dwellings].
7.1.6. It is also evident that the four sites above are due deliver a total of new primary school places [calculation: 177 + 420 + 420 + 840 = 1,857 new primary school places respectively [BFC IDP details at Appendix EPDS05].
7.1.7. It is also apparent from the BFC Infrastructure Delivery Plan 2012 [extracts at Appendix EPDS05] that as an interim measure on all of these sites “developers will be required to make provision for temporary accommodation fully equipped& fitted out for use until new school buildings are ready for opening.”
7.1.8. On the basis of the current BFC Pupil Yield from New Housing data [BFC current School Places Plan at Appendix EPDS02, page 7] in our opinion it is highly likely that the level of collective on-site primary school provision set out at paragraphs 7.1.4 to 7.1.6 would exceed the numbers of children who would arise on these collective sites and who would require a primary school place. It is important emphasise that some of these additional places would assist in wholly or partially reducing the forecast deficit of primary school places in the area.
7.1.9. On the above basis of the above analysis, which includes data currently available in the public domain, without dialogue with the BFC school place planning team it is not possible to determine to what extent these sites may collectively create more new primary school places than will be required in the local area in future. Hence it is not possible to determine whether any future surplus places would exist and therefore to what extent other residential development sites coming forward will need to provide full mitigation for their respective impact on primary school places.
7.1.10. In our opinion, dialogue with the BFC school place planning team would be needed in order to ascertain to what extent other residential development sites coming forward will need to provide full mitigation for their respective impact on primary school places.
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7.1.11. The approach set out by BFC in its Infrastructure Delivery Plan regarding the draft BFLP [at Appendix EPDS06, page 17] is as follows:
“Primary school capacity in the borough has been increased to keep pace with rises in demand due to continued birth rate rises over the last number of years in the borough…. On-site provision of primary school places will be required for some of the proposed major development sites to accommodate the increased population….. The Draft BFLP larger potential sites will generate a demand for new school places and new or expanded school sites.”
7.1.12. On this basis, for the purposes of this report and until there is dialogue with the BFC school place planning team, our analysis assumes that all residential development sites coming forward will need to provide full mitigation for their respective impact on primary school places.
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7.2. Local Secondary School Forecasts
7.2.1. The BFC secondary school forecasts currently extend to 2023. The current BFC School Places Plan [at Appendix EPDS02, pages 14] sets out a clear position that pressure for secondary school places in the Bracknell North school planning area will become particularly acute from 2021 onwards:
“There is a pressure on secondary places in North Bracknell from September 2020 relating to total number on roll. Current forecasts indicate an increase of 628 pupils (23.9%) to 3,259 by September 2022 in secondary pupils entitled to attend the currently only maintained school (Garth Hill College) in this area, in accordance with The Council’s Admissions Policy. A deficit is forecast from 2020/21, rising to a shortfall of 277 (-9.3%) places in this planning area by 2022/23. Pressure on the intake year is two years ahead.”
7.2.2. The above forecast figure of 3,259 by September 2022 includes the impact of planned residential development in the area, including housing the sites in the Bracknell North area set out at paragraph 7.1.4.
7.2.3. On this basis in our opinion the secondary school capacity shortfall figure of 277 by 2022/23 includes the additional planned secondary school capacity at King’s Academy. According to the BFC website this new school will eventually provide a total of 1,050 secondary school places (7FE) [source: Binfield Learning Village at Blue Mountain – BFC website extract].
7.2.4. On this basis the new capacity being created at King’s Academy will only provide sufficient new secondary school places for children arising from existing planned developments in the area including the four sites listed at paragraph 7.1.4.
7.2.5. The current BFC forecast shows a deficit of secondary school places in the North Bracknell planning area from 2020/21 even with this new school opening, hence there are no likely spare secondary school places available beyond 2020/21.
7.2.6. On this basis any developments in the North Bracknell planning area due for inclusion in the BFLP will be required to make provision for new secondary school places, either via off-site S106 payments or via on-site provision.
7.2.7. This is the approach set out by BFC in its Infrastructure Delivery Plan regarding the BFLP [at Appendix EPDS06, page 17]:
“The LEA has indicated that the level of growth planned will require a new secondary school to be provided in the north east of the borough.”
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8. Assessment of Need for School Places
8.1. BFC Child Yield Methodology (2015)
8.1.1. Since 2015 BFC has calculated child yields using the following table taken from the BFC Planning Obligations SPD [at Appendix EPDS07, page 58]:
8.1.2. Barton Willmore have provided the following draft housing mix of up to 4,000 dwellings for the proposed development at Jealott’s Hill *at Appendix EPDS08 and based on figures taken from Berkshire SHMA, February 2016]:
1 bed 2 bed 3 bed 4+ bed Total
Market 250 718 1,086 546 2,600
Affordable 522 510 319 49 1,400
TOTAL 772 1,228 1,405 595 4,000
Table: Draft housing mix of up to 4,000 dwellings for the proposed development at Jealott’s Hill.
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8.1.3. The child yield based on the draft housing mix of up to 4,000 dwellings from the proposed development at Jealott’s Hill and using the above child yield table taken from the BFC Planning Obligations SPD is as follows:
1 bed 2 bed 3 bed 4+ bed Total
TOTAL DWELLINGS 772 1,228 1,405 595 4,000
Primary School Children 0 184 815 312 1,311 (4-10 year olds) Secondary School Children 0 61 239 232 532 (11-15 year olds)
Sixth Form Children 0 25 112 113 250 (16-17 year olds)
Table: School child yield for the proposed development at Jealott’s Hill using the BFC methodology from 2015.
Notes:
* As the ‘4+ bed’ dwelling figure does not specify whether these houses are 4 or 5-bedroom dwellings we have used the average of the child yields for 4 and 5 bedroom dwellings; that being (0.43 + 0.62)/2 = 0.525.
** As the ‘4+ bed’ dwelling figure does not specify whether these houses are 4 or 5-bedroom dwellings we have used the average of the child yields for 4 and 5 bedroom dwellings; that being (0.35 + 0.43)/2 = 0.39.
*** As the ‘4+ bed’ dwelling figure does not specify whether these houses are 4 or 5-bedroom dwellings we have used the average of the child yields for 4 and 5 bedroom dwellings; that being (0.17 + 0.21)/2 = 0.19.
8.1.4. If applying this BFC methodology, the child yield from the proposed development at Jealott’s Hill would be summarised as follows:
. 1,311 primary school places; equivalent to a total of approximately 6.2 FE;
. 532 secondary school places and 250 sixth form places; equivalent to approximately 3.5 FE.
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8.2. Assessment of Need for Primary School Places
8.2.1. As set out at paragraphs 7.1.9 and 7.1.10 our analysis assumes that all residential development sites coming forward in the BFLP will need to provide full mitigation for their respective impact on primary school places.
8.2.2. The draft BFLP site at Hayley Green is approximately 1.9 miles travel distance from Jealott’s Hill and is the closest draft BFLP site allocation to the proposed development at Jealott’s Hill.
8.2.3. According to the draft BFLP, the Hayley Green site would be required to provide a primary school on-site [at Appendix EPDS09, page 54]:
8.2.4. Jealott’s Hill is more than 2 miles’ travel distance from any of the other ‘LP3’ draft site allocations shown on the draft BFLP maps for Binfield, Warfield and Winkfield North [at Appendices EPDS10 and EPDS11].
8.2.5. On the basis of the above, and that the DfE considers that two miles is the maximum reasonable statutory walking distance to school for children aged 8 and under, in our opinion Jealott’s Hill would need to provide new primary school places solely to mitigate its own impact and not to provide primary school places for any of the current draft BFLP site allocations.
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8.3. Assessment of Need for Secondary School Places
8.3.1. As set out at paragraphs 7.1.9 and 7.1.10 our analysis assumes any developments in the North Bracknell planning area due for inclusion in the BFLP will be required to make provision for new secondary school places, either via off-site S106 payments or via on-site provision.
8.3.2. The approach set out by BFC in its Infrastructure Delivery Plan regarding the BFLP [at Appendix EPDS06, page 17] is as follows:
“The LEA has indicated that the level of growth planned will require a new secondary school to be provided in the north east of the borough.”
8.3.3. The draft BFLP includes several potential residential development sites which are within 3 miles’ travel distance from Jealott’s Hill [Draft BFLP at Appendix EPDS09, page 37]. None of these sites would be required to provide a secondary school on- site according to the draft BFLP.
8.3.4. The following table sets out the number of dwellings on each of these sites and an approximate child yield per site based on an assumption that each site would bring forward a mix of dwellings in accordance with the figures in the Berkshire SHMA, February 2016:
Secondary School Sixth Form Draft BFLP Site Dwellings Child Yield Child Yield
Bin1 45 6 3
Bin5 40 5 3
Bin6 34 5 2
War9 33 4 2
War10 96 13 6
Cluster7 235 31 15
Bra6 67 9 4
Wink15 48 6 3
Cluster5 500 67 31
TOTAL 1,098 146 69
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8.3.5. On the basis of the above and that the DfE considers that three miles is the maximum reasonable statutory walking distance to school for children aged 8 and under, in our opinion Jealott’s Hill would need to provide new secondary school places to mitigate its own impact, but could also provide secondary school places for the current draft BFLP site allocations within 3 miles’ travel distance.
8.3.6. If applying this approach, the child yield from the proposed development at Jealott’s Hill and these draft BFLP sites would be summarised as follows:
. 678 (532 + 146) secondary school places and 319 (250 + 69) sixth form places; equivalent to approximately 4.5 FE.
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9. Potential Provision of New School Places
9.1. Potential Primary & Secondary School Locations & Site Sizes at Jealott’s Hill
9.1.1. The current Barton Willmore illustrative masterplan of the proposed development at Jealott’s Hill contains 1 new secondary school and up to 3 new primary schools [at Appendix EPDS12].
9.1.2. The current Barton Willmore vision for the overall site is as follows [at Appendix EPDS03] and sets out the approximate location of each school:
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9.1.3. On the basis of current DfE guidelines regarding the recommended average site areas for new schools [DfE Building Bulletin 103 at Appendix EPDS13], the current draft land use plan of the site currently sets out these school sites as follows [at Appendix EPDS14]:
. 1 x 6FE secondary school located on 6.75Ha of land (DfE site are range is 5.4 to 6.75 Ha assuming 11-16 year olds and no sixth form, hence this area could accommodate a sixth form also as it is within the specified DfE range);
. 1 x 3FE primary school located on 2.6Ha of land (DfE site area range is 2.3 to 2.9Ha);
. 2 x 2FE primary schools each located on 1.8Ha of land (DfE site area range is 1.6 to 2.0Ha).
9.1.4. On the basis of current new school provision included on the Jealott’s Hill site and the analysis set out earlier in this report, this proposed development would:
A. Fully mitigate its own impact on primary school places by providing up to 7FE of on-site places with its own impact being up to 6.2FE;
B. Provide up to 0.8FE of additional flexibility regarding the availability of primary school places in the area.
C. Fully mitigate its own impact on secondary school places by providing up to 6FE of on-site places with its own impact being up to 3.5FE and the impact of relevant local draft BFLP sites being up to 1FE;
D. Provide up to 1.5FE of additional flexibility regarding the availability of secondary school places in the area.
9.2. The Timing of New Primary & Secondary Provision at Jealott’s Hill
9.2.1. On the basis of the current Barton Willmore Economic Benefits Statement we understand that the anticipated completions on-site are likely to be as follows:
. At the end of the Local Plan period (2034) around 1,758 units would have been completed; and
. The complete 4,000 dwelling development could be completed by approximately 2049.
9.2.2. On this basis the following provision of new school places would need to be in place by 2034:
. A total of between 2.5FE to 3FE of primary school places to cater for the needs of the children of primary school age arising from 1,758 dwellings. The location of this provision and the timing of an initial 1FE to 2FE of provision would be heavily dependent on the location of planned dwelling completions across the site before 2034.
. A total of between 2.5FE to 3FE of secondary school places to cater for the needs of the children of secondary school age arising from 1,758 dwellings and those arising on the draft BFLP sites identified earlier in this report.
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9.2.3. The opening date for the new secondary school would be heavily dependent on the extent to which BFC would seek for this new school to alleviate the pressure for secondary school places in the wider area, including due to the children arising on relevant local sites in the draft BFLP.
9.2.4. Our current estimate for the first 1FE of secondary school provision to be available on-site could be as early as 2025 based on the forecast deficit identified by BFC and set out earlier in this report. This estimate is subject to significant variation based on the potential number of dwellings that could come forward in the local area.
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10. Summary & Conclusion
10.1. Summary – Current Primary Schools Baseline
10.1.1. For the purpose of this report we have focused our primary education analysis solely on the Bracknell North school planning area due to the location of Jealott’s Hill and the travel distance to the two other BFC school planning areas.
10.1.2. There are currently 12 primary/infant/junior schools in this planning area with a total of 4,212 places (note: this figure excludes any new primary school places that are built but still to be put into operational use).
10.1.3. According to the latest available BFC school data, the combined total NOR at these 12 schools in October 2017 was 4,009 [at Appendix EPDS02, page 18].
10.1.4. This indicates that when taking into account the current school capacities across all 7 primary school year groups there were a total of 203 places available [calculation: 4,212 – 4,009 = 203 available places].
10.2. Summary – Forecast Demand for Primary Places and Meeting Future Demand
10.2.1. On this basis, for the purposes of this report and until there is dialogue with the BFC school place planning team, our analysis assumes that all residential development sites coming forward will need to provide full mitigation for their respective impact on primary school places.
10.2.2. On the basis of current new school provision included on the Jealott’s Hill site and the analysis set out earlier in this report, this proposed development would:
. Fully mitigate its own impact on primary school places by providing up to 7FE of on-site places with its own impact being up to 6.2FE;
. Provide up to 0.8FE of additional flexibility regarding the availability of primary school places in the area.
10.3. Summary – Current Secondary Schools Baseline
10.3.1. For the purpose of this report we have focused our secondary education analysis solely on the current available capacity at Garth Hill College and the future available capacity at King’s Academy due to the location of Jealott’s Hill and the travel distance to the other two nearest secondary schools cited earlier.
10.3.2. According to the latest available BFC school data, the NOR at the only maintained secondary school currently in the Bracknell North planning area, Garth Hill College, in October 2017 was 1,637 [at Appendix EPDS02, page 18]. Garth Hill College has a capacity of 1,972.
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10.3.3. This indicates that when taking into account the current school capacity across all 7 secondary school and sixth form year groups there were a total of 335 places available [calculation: 1,972 – 1,637 = 335 available places].
10.4. Summary – Forecast Demand for Secondary Places and Meeting Future Demand
10.4.1. The current BFC forecast shows a deficit of secondary school places in the North Bracknell planning area from 2020/21 even with this new school opening, hence there are no likely spare secondary school places available beyond 2020/21.
10.4.2. On this basis any developments in the North Bracknell planning area due for inclusion in the BFLP will be required to make provision for new secondary school places, either via off-site S106 payments or via on-site provision.
10.4.3. This is the approach set out by BFC in its Infrastructure Delivery Plan regarding the BFLP [at Appendix EPDS06, page 17]:
“The LEA has indicated that the level of growth planned will require a new secondary school to be provided in the north east of the borough.”
10.4.4. On the basis of current new school provision included on the Jealott’s Hill site and the analysis set out earlier in this report, this proposed development would:
. Fully mitigate its own impact on secondary school places by providing up to 6FE of on-site places with its own impact being up to 3.5FE and the impact of relevant local draft BFLP sites being up to 1FE;
. Provide up to 1.5FE of additional flexibility regarding the availability of secondary school places in the area.
10.5. Conclusion
10.5.1. It is evident that the planned amount of new primary and secondary school place provision at the proposed development at Jealott’s Hill would not only mitigate its own impact on school places but would also provide significant flexibility regarding both primary and secondary education places for the relevant local area.
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Home to school travel and transport guidance Statutory guidance for local authorities
July 2014 Contents
Summary 4 Review date 4
What legislation (including statutory instruments) does this guidance refer to? 4
Who is this guidance for? 4
Main points 5
Local authorities’ statutory duties 5
Part 1 - Statutory duties 6 1.1 Sustainable school travel 6
1.2 Provision of travel arrangements 9
1.3 Provision of travel arrangements: Eligible children 9
Part 2 - Discretionary Arrangements 15 Travel arrangements for other children 15
Religion or belief 15
Part 3 - Transport Considerations 17 Safeguarding requirements 17
Training and Equalities 17
Bus safety considerations 17
Poor behaviour on school buses/other modes of transport 18
Partnership 18
Part 4 – Policy Changes 19 Publication of general arrangements and policies 19
Policy Changes 19
Part 5 - Appeals process 20 Further information 21 Post-16 transport 21
Sustainable transport 21
DBS (formerly CRB) employee suitability checks 21
Definitions 23 Key term Glossary 24
2 Annex 1: Case Studies 25 Sustainable travel 25
Darlington Borough Council case study 25
Stoke-on-Trent case study 27
Home to school travel assistance for pupils with SEN or disabilities 28
Coventry City Council case study 28
Capacity building with schools and transport operators 30 Hertfordshire County Council case study 30
Demand responsive service in rural areas 32 Staffordshire County Council case study 32
Annex 2: Recommended Review/Appeals Process 34 Stage one: Review by a senior officer 34
Stage two: Review by an independent appeal panel 35
Home to school travel and transport: flowchart of the review/appeals process 36
3 Summary
This is statutory guidance from the Department for Education. This means local authorities are under a duty to have regard to it when carrying out their duties in relation to home to school travel and transport, and sustainable travel.
This guidance is issued under duties placed on the Secretary of State by sections 508A and 508D of the Education Act 1996 (the Act). It deals with sections 508A, 508B, 508C, 509AD, and Schedule 35B of the Act which were inserted by Part 6 of the Education and Inspections Act 2006 (the EIA 2006).
This guidance replaces Home to School Travel and Transport Guidance Ref: 00373- 2007BKT-EN.
Review date This guidance will next be reviewed in 2015.
What legislation (including statutory instruments) does this guidance refer to? This guidance refers to the following legislation (including statutory instruments):
• Sections 444, 508A, 508B, 508C, 508D, 509AD and Schedule 35B of the Education Act 1996 (the Act), as inserted by Part 6 of the Education and Inspections Act 2006 (the EIA 2006) • Regulation 5 and Part 2 of Schedule 2 to The School Information (England) Regulations 2002, as amended • Equality Act 2010 • School Admissions Code • European Convention on Human Rights • The School Travel (Pupils with Dual Registration)(England) Regulations 2007 • Public Service Vehicles (Carrying Capacity) Regulations 1984 • Section 48 of the School Standards and Framework Act 1998
Who is this guidance for? This guidance is for:
• Local authorities • Leaders of maintained schools, academies and free schools • Parents • Other interested parties, e.g. Transport Providers
4 Main points • There has been no change to school transport legislation and the associated duties continue to rest with local authorities. • With the widening of the academies programme, the introduction of the free schools programme, and all schools now having the power to decide their session times, there will be an increasing need for local stakeholders to work together in partnership to agree and deliver transport policies that meet the particular needs of their area1. • The guidance on appeals has changed and is intended to ensure greater consistency in approach and to be clearer and more transparent for both parents and local authorities. • The policy for post 16 transport is different from that for compulsory school aged children (5-16). The link to the department’s guidance on post 16 transport is provided in the ‘Further information’ section of this guidance. • Local authorities should review travel policies, arrangements and contracts regularly to ensure best value for money is achieved.
Local authorities’ statutory duties In order to comply with their home to school transport duties local authorities must:
• Promote the use of sustainable travel and transport (Part 1.1). • Make transport arrangements for all eligible children (Part 1.2).
1 See Hertfordshire County Council’s approach to capacity building in the case study at Annex 1.
5 Part 1 - Statutory duties
1.1 Sustainable school travel 1. Section 508A of the Act places a general duty on local authorities to promote the use of sustainable travel and transport2. The duty applies to children and young people of compulsory school age who travel to receive education or training in a local authority’s area3. The duty relates to journeys to and from institutions where education or training is delivered.
2. There are five main elements to the duty which local authorities must undertake:
• an assessment of the travel and transport needs of children, and young people within the authority’s area; • an audit of the sustainable travel and transport infrastructure within the authority’s area that may be used when travelling to and from, or between schools/institutions; • a strategy to develop the sustainable travel and transport infrastructure within the authority so that the travel and transport needs of children and young people are best catered for; • the promotion of sustainable travel and transport modes on the journey to, from, and between schools and other institutions; and • the publication of Sustainable Modes of Travel Strategy.
3. The Act defines sustainable modes of travel as those that the local authority considers may improve the physical well-being of those who use them, the environmental well-being of all or part of the local authority’s area, or a combination of the two.
Assessing the travel and transport needs of children and young people 4. Local authorities should, in large part, base their assessment of children and young people’s travel and transport needs on the data provided by schools or colleges, often contained within school travel plans. Effective school travel plans, updated as necessary, put forward a package of measures to improve safety and reduce car use, backed by a partnership involving the school, education, health and transport officers from the local authority, and the police. These seek to secure benefits for both the school and the children by improving their health through active travel and reducing congestion
2 See Darlington Borough Council’s approach to sustainable travel in the case study at Annex 1. 3 ‘Child’, ‘compulsory school age’ and ‘sixth-form age’ are defined respectively in sections 579(1), 8 and 509 AC of the Act.
6 caused by school runs, which in turn helps improve local air quality. Many travel plans are produced as a result of planning conditions placed on new developments by local authority planning departments. This highlights the need for all relevant departments (e.g. highways departments, planning departments, transport departments, children’s services, environment departments, and public health) to be fully engaged when addressing this duty.
Audit of infrastructure to support sustainable school travel 5. Local authorities already collect much of the information required for the audit of the infrastructure supporting sustainable school travel. Local authorities should audit infrastructure in accordance with any relevant guidance and the requirements of any infrastructure implemented. Specific school routes audits are considered good practice. The specifics of the audit and how often it should be reviewed are for a local authority to decide on as appropriate. However, the audit should include a mapping exercise showing how schools are served by:
• bus and other public transport routes (including school transport provided by the local authority); • footpaths, cycle ways, roads and associated features (including crossing points and patrols, traffic calming measures, speed limits, 20mph zones); and • any other arrangements made to support sustainable school transport that may be in operation (including the provision of cycle training, road safety training, and independent travel training; the provision of walking promotion and barrier removal schemes, car sharing schemes, park and stride/ride schemes, cycle parking).
6. The audit should also consider data relating to personal safety and security, and other factors that influence travel choices, such as poor behaviour on school buses and/or the incidence of bullying on the journey to school. School travel plans will help local authorities understand any specific local issues, including perceptions of pupils and parents.
7. The arrangements or requirements for children with special education needs (SEN) or disabilities should also be considered and whether, for example, some might benefit from independent travel training which can result in a skill for life4.
4 See Coventry City Council’s approach to independent travel training in the case study at Annex 1.
7 Strategy to develop infrastructure to support travel needs of pupils 8. Following the assessment of pupil needs, and audit of the sustainable transport infrastructure that supports travel to school, local authorities must establish a strategy for developing that infrastructure so that it better meets the needs of children and young people in their area. These improvements should address a range of objectives, including environmental improvements, health benefits and enhanced child safety and security. The strategy should be a statement of the authority's overall vision, objectives and work programme for improving accessibility to schools and will be an important source of information to parents on the travel options available to them when expressing their preferences for particular schools in the admissions round.
9. The strategy should be evidence-based, including an assessment of the accessibility needs and problems of the local authority’s area. Local authorities must monitor the implementation of their strategy and revise these as they feel necessary.
Promoting sustainable travel and transport to and from school 10. Local walking, cycling, and bus strategies should inform the local authority’s duty to promote sustainable school travel. In line with the physical Olympic and Paralympic legacy, as set out in HM Government’s document ‘Moving More, Living More’, promotion of walking and cycling to school can be an effective way to increase physical activity in children.
11. The sustainable school travel duty should have a broad impact, including providing health benefits for children, and their families, through active journeys, such as walking and cycling. It can also bring significant environmental improvements, through reduced levels of congestion and improvements in air quality to which children are particularly vulnerable.
Publication of Sustainable Modes of Travel Strategy 12. The Education (School Information) (England) Regulations 2002, as amended require local authorities to publish their Sustainable Modes of Travel Strategy on their website by 31 August each year5.
5 S.I. 2002/2897, amended by The Education (School Information) (England) (Amendment) Regulations 2007 (S.I. 2007/1365).
8 1.2 Provision of travel arrangements 13. Sections 508B and 508C of the Act make provision for local authorities to ensure that suitable travel arrangements are made, where necessary, to facilitate a child’s attendance at school.
14. These provisions apply to home6 to school travel arrangements, and vice versa7. They do not relate to travel between educational institutions during the school day8.
15. Parents are responsible for ensuring that their children attend school regularly. However, section 444(3B) of the Act provides that a parent will have a defence in law against a prosecution by a local authority for their child’s non-attendance at school where the local authority has a duty to make travel arrangements in relation to the child under section 508B and has failed to discharge that duty.
1.3 Provision of travel arrangements: Eligible children 16. Section 508B of the Act deals with the duty on local authorities to make such travel arrangements as they consider necessary to facilitate attendance at school for eligible children. Schedule 35B of the Act defines eligible children – those categories of children of compulsory school age (5-16) in an authority’s area for whom free travel arrangements will be required local authorities are required to:
Statutory walking distances eligibility • provide free transport for all pupils of compulsory school age (5-16) if their nearest suitable school9 is:
• beyond 2 miles (if below the age of 8); or • beyond 3 miles (if aged between 8 and 16)
Special educational needs, a disability or mobility problems eligibility • make transport arrangements for all children who cannot reasonably be expected to walk to school because of their mobility problems or because of
6 A child’s 'home' is the place where he/she is habitually and normally resident. 7 Including to boarding provision, where applicable. 8 When a dual placement is outlined on an EHC Plan or statement, a local authority should use its discretion to decide on how best to cater for this child’s individual circumstances. 9 Taken to mean the nearest qualifying school with places available that provides education appropriate to the age, ability and aptitude of the child, and any SEN that the child may have.
9 associated health and safety issues related to their special educational needs (SEN) or disability10. Eligibility, for such children should be assessed on an individual basis to identify their particular transport requirements. Usual transport requirements (e.g. the statutory walking distances) should not be considered when assessing the transport needs of children eligible due to SEN and/or disability.
Unsafe route eligibility • make transport arrangements for all children who cannot reasonably be expected to walk to nearest suitable school because the nature of the route is deemed unsafe to walk.11.
Extended rights eligibility • provide free transport where pupils are entitled to free school meals or their parents are in receipt of maximum Working Tax Credit 12 if:
• the nearest suitable school is beyond 2 miles (for children over the age of 8 and under 11); • the school is between 2 and 6 miles (if aged 11-16 and there are not three or more suitable nearer schools); • the school is between 2 and 15 miles and is the nearest school preferred on the grounds of religion or belief (aged 11-16).
Accompaniment 17. In determining whether a child cannot reasonably be expected to walk for the purposes of ‘special educational needs, a disability or mobility problems eligibility’ or ‘unsafe route eligibility’, the local authority will need to consider whether the child could reasonably be expected to walk if accompanied and, if so, whether the child’s parent can reasonably be expected to accompany the child. When considering whether a child’s parent can reasonably be expected to accompany the child on the journey to school a range of factors may need to be taken into account, such as the age of the child and whether one would ordinarily expect a child of that age to be accompanied.
10 As per Schedule 35 of The Act, disability is as defined in S.6 of EA 2010: a person has a disability if they have (a) a physical or mental impairment, and (b) that impairment has a substantial a long-term effect on the ability to carry out normal day-to-day activities. Therefore a chronic health condition may lead to eligibility under this definition. 11 Paragraphs 4 and 5 of Schedule 35B. 12 Paragraphs 9-14 of Schedule 35B.
10 18. The general expectation is that a child will be accompanied by a parent where necessary, unless there is a good reason why it is not reasonable to expect the parent to do so.
19. Local authorities should, however, promote and ensure equality of opportunity for disabled parents. For example, if a parent’s disability prevents them from accompanying their child along a walking route that would otherwise be considered unsafe without adult supervision, a reasonable adjustment might be to provide free home to school transport for the child in question.
Assessing route safety 20. Creating safe walking, cycling and travel routes and encouraging more pupils to walk and cycle to school is one of the best ways to reduce the need for transport and associated costs. In assessing safety, local authorities should consider a range of risks, such as: canals, rivers, ditches, speed of traffic and fields of vision for the pedestrian or motorist. An authority should also consider whether it is reasonable to expect the child’s parent to accompany the child along a route which would otherwise be classified as being unsafe.
21. Good practice shows that using local knowledge, coupled with modern IT tools, is essential when assessing existing walking routes and identifying potential new ones. Putting in place suitable new paths, pedestrian crossings and cycle lanes can improve safety, but minimal investment can also reap significant rewards. This might be something as simple as trimming overgrown hedges or preventing illegal parking. Making parents aware of safe walking routes and the time taken to assess them can help alleviate concerns and significantly increase the amount of pupils choosing to walk.
Measurement of routes 22. The measurement of the statutory walking distances is not necessarily the shortest distance by road. It is measured by the shortest route along which a child, accompanied as necessary, may walk safely. As such, the route measured may include footpaths, bridleways, and other pathways, as well as recognised roads.
23. The 2 mile limit for extended rights should be measured in the same way as the statutory walking distances. However, the 6 mile upper limit to a choice of schools, and the 15 mile upper limit to a school preferred on grounds of religion or belief are not walking routes, and should therefore be measured along routes that are passable using a suitable motorised vehicle. In short, the upper limits should be measured along road routes.
Timing of assessment of eligibility 24. At the point when transport eligibility is considered, the prospect of being able to secure a place in an alternative (usually nearer) school must be a real one. For most
11 cases this will be during the normal school admissions round when places are allocated. A smaller number of cases will need to be considered during the course of the school year e.g. as a result of families moving to a new area.
25. Where entitlement to extended travel rights has been established the department’s opinion is that local authorities should consider the pupil to be eligible for the entirety of the school year for which the assessment has been made. If a pupil ceases to be eligible any change to provision made by the local authority must be considered in the context of the potential impact on the child. Disruption to a child’s education should be avoided.
26. Where a pupil is registered at a school, but is attending a place other than that school as a result of temporary exclusion, eligibility for home to school travel will apply to the other place for the temporary period.
Qualifying school 27. The relevant educational establishment in relation to an eligible child will be either a qualifying school or the place, other than a school, where they are receiving education by virtue of arrangements made under section 19(1) of the Act13.
28. Regulations14 clarify the entitlement for eligible children, a small number of whom may be registered at more than one educational establishment, e.g. children of no fixed abode might be registered at more than one school, and other children may be registered at a hospital school and another school, etc.
29. Qualifying schools are:
• community, foundation or voluntary schools; • community or foundation special schools; • non-maintained special schools; • pupil referral units; • maintained nursery schools; or • city technology colleges (CTC), city colleges for the technology of the arts (CCTA) or academies, including free schools and University Technical Colleges (UTC)15.
13 Section 508B(10) of the Act. 14 The School Travel (Pupils with Dual Registration)(England) Regulations 2007 (S.I.2007/1367). 15 Paragraph 15 of Schedule 35B.
12 30. For children with SEN, an independent school can also be a qualifying school where this is named on the child’s Education, Health and Care Plan (EHC Plan) or statement, or it is the nearest of two or more schools named.
Travel arrangements made by the local authority or other bodies/persons 31. Examples of other bodies or persons making travel arrangements might include: a parent consenting to use their car in return for a mileage allowance; a school or group of schools reaching an agreement with a local authority to provide transport in minibuses owned by the school; or a transport authority providing free passes for all children on public transport. For example, in London, Transport for London provides free bus passes for all children under the age of 16. In many circumstances, London Boroughs may therefore not need to make any additional travel arrangements for children living in their area, particularly when eligibility would be through statutory walking distances or extended rights.
32. Subsection (4) of 508B and 508C of the Act list some of the travel and transport arrangements that may be made. These might include: provision of a seat on a bus or minibus provided by the local authority; provision of a seat in a taxi where more individualised arrangements are necessary; and provision of a pass for a public service bus, or other means of public transport.
33. On condition that the relevant parental consent has been obtained (annually or, if a child moves school, at that point too) by the local authority, a number of alternative arrangements might be considered to meet the local authority duty relating to travel arrangements. Examples include:
• a mileage allowance paid to a parent driving their eligible child to school in lieu of the local authority making arrangements for a taxi to transport the child; • a cycling allowance paid by the local authority where the parent agreed for their child to cycle to and from school instead of catching a bus for, say a three mile journey; and • local authority provision of a suitable escort to enable an eligible child with a disability to walk a short distance to school in safety, instead of making arrangements for a taxi to take them to and from school.
Suitability of arrangements 34. As a general guide, transport arrangements should not require a child to make several changes on public transport resulting in an unreasonably long journey time. Best practice suggests that the maximum each way length of journey for a child of primary school age to be 45 minutes and for secondary school age 75 minutes, but these should be regarded as the maximum. For children with SEN and/or disabilities, journeys may be
13 more complex and a shorter journey time, although desirable, may not always be possible.
35. Consideration should also be given to the walking distance required in order to access public transport. The maximum distances will depend on a range of circumstances, including the age of the child, their individual needs and the nature of the routes they are expected to walk to the pick up or set down points and should try to be combined with the transport time when considering the overall duration of a journey. With regards to pick up points, local authorities may at their discretion use appropriate pick up points when making travel arrangements. For arrangements to be suitable, they must also be safe and reasonably stress free, to enable the child to arrive at school ready for a day of study.
14 Part 2 - Discretionary Arrangements
Travel arrangements for other children 36. Section 508C of the Act provides local authorities with discretionary powers to go beyond their statutory duties and provide transport for children who are not entitled to free transport. Charges can be made, or, as stated in Subsection (5) of 508C local authorities may also pay all or part of the reasonable travel expenses of children who have not had travel arrangements made either under the statutory duty placed on local authorities, or under their discretionary powers to make travel arrangements. Where charges are imposed, good practice suggests that children from low income groups (those not eligible for extended rights, either due to being just outside financial eligibility or live outside of the distance criteria and therefore not in receipt of free travel) should be exempt.
37. It is very much for the individual local authority to decide whether and how to apply this discretion as they are best placed to determine local needs and circumstances. It is recognised that local authorities will need to balance the demands for a broad range of discretionary travel against their budget priorities. While the department offers guidance, the final decision on any discretionary travel arrangements must rest with the individual local authority who should engage with parents and clearly communicate what support they can expect from the local authority.
Religion or belief 38. Many parents will choose to send their children to a school as near as possible to their home. However, some parents choose to send their children to a school with a particular ethos because they adhere to a particular faith, or belief. Local authorities need to respect parents’ religious and philosophical convictions as to the education to be provided for their children16, give careful consideration to discrimination issues and seek legal opinion if they are unsure about the effect of their policies, before publishing them each year.
39. Under the European Convention on Human Rights (ECHR), parents do not enjoy a specific right to have their children educated at a school with a religious character or a secular school, or to have transport arrangements made by their local authority to and from any such school and the Equality Act 2010 (which places a duty on local authorities
16 Article 2 of the First Protocol.
15 not to discriminate against a person on the grounds of their religion or belief), does not apply to the exercise of an authority’s functions in relation to transport17.
40. However, the Secretary of State continues to attach importance to the opportunity that many parents have to choose a school or college in accordance with their religious or philosophical beliefs, and believes that wherever possible, local authorities should ensure that transport arrangements support the religious or philosophical preference parents express. In many cases these schools may be more distant and therefore the provision of transport and/or training, and the avoidance of unreasonable expenditure on travel are encouraged. However, the department appreciates that this may be incompatible, for example, on grounds of excessive journey length, or where the journey may have a detrimental impact on the child’s education.
41. The Act places a duty on local authorities to make arrangements for secondary pupils from low income backgrounds to attend the nearest school preferred on grounds of “religion or belief”, where that school is between 2 and 15 miles from their home. Local authorities may wish to use their discretionary powers to extend transport arrangements beyond the extended rights duty and facilitate attendance at such schools. The Secretary of State expects local authorities to consider all possible options before they disturb well established arrangements, some of which have been associated with local agreements or understandings about the siting of such schools. Local authorities should pay particularly careful attention to the potential impact of any changes on low income families (those not eligible under extended rights) whose parents adhere to a particular faith or philosophy, and who have expressed a preference for a particular school because of their religious or philosophical beliefs.
42. Local authorities will need to be aware of their obligation not to discriminate under article 14 of ECHR. For example, where local authorities use their discretionary powers to make travel arrangements for children on the basis of their parents’ religious beliefs to schools designated with a religious character, the equalities implications should be considered, to facilitate parents’ who wish their children to be educated in accordance with their philosophical convictions.
17 s31 of, and paragraph 11 of Schedule 3 to, the Equality Act 2010.
16 Part 3 - Transport Considerations
Safeguarding requirements 43. It is the responsibility of the individual local authority to ensure the suitability of its employees and any contractors or their employees by undertaking the required safeguarding checks on those whose work or other involvement will bring them into contact with children, or more widely, vulnerable adults. This should include bus drivers, taxi drivers and escorts, as necessary. The Criminal Records Bureau (CRB) and the Independent Safeguarding Authority (ISA) have merged to become the Disclosure and Barring Service (DBS). CRB checks are now called DBS checks. Please see Further information.
Training and Equalities 44. All local authorities should ensure that all drivers and escorts taking pupils to and from school and related services have undertaken appropriate training, and that this is kept up to date. It is also considered good practice for those responsible for planning and managing school transport to have undertaken appropriate equality training. This training could consist of (but is not restricted to):
• an awareness of different types of disability including hidden disabilities; • an awareness of what constitutes discrimination; • training in the necessary skills to recognise, support and manage pupils with different types of disabilities, including hidden disabilities and certain behaviour that may be associated with such disabilities; • training in the skills necessary to communicate appropriately with pupils with all types of different disabilities, including the hidden disabilities; and • training in the implementation of health care protocols to cover emergency procedures.
Bus safety considerations 45. Buses and coaches used to take pupils to and from school are public service vehicles and, as such, are subject to specific legislation on safety standards. All coaches and minibuses carrying groups of children of 3 to 15 years of age on organised trips are required to be equipped with seat belts. The legal requirement to fit seat belts does not apply to other types of bus, including those on public service. These tend to travel relatively slowly, over short distances, with frequent stops. Schools or local authorities making arrangements for home to school transport are free to specify within their contracts that they will only accept vehicles fitted with seatbelts.
46. The Public Service Vehicles (Carrying Capacity) Regulations 1984 allow the option of three children under the age of 14 to occupy a bench seat designed for two adults on a 17 service bus. Modern bus designs and seat belt requirements are reducing the circumstances in which this practice can be adopted and in the opinion of the Secretary of State, local authorities making arrangements for home to school travel should only make use of this concession on an exceptional basis.
Poor behaviour on school buses/other modes of transport 47. The department expects each school to promote appropriate standards of behaviour by pupils on their journey to and from school through rewarding positive behaviour and using sanctions to address poor behaviour. The EIA 2006 empowers headteachers to take action to address unacceptable behaviour even when this takes place outside the school premises and when pupils are not under the legal control of the school, but when it is reasonable to do so. In the department’s view, this would include behaviour on school buses, or otherwise on the route to and from school, whether or not the pupils are in school uniform.
48. A number of local authorities have adopted a policy of withdrawing transport, either for a temporary period, or permanently for more serious or repeated cases of misbehaviour. Equally, the behaviour of pupils outside school can be considered as grounds for exclusion. This will be a matter of judgment for the Headteacher18. Local authorities might also consider that escorts are necessary to ensure safety of pupils on buses and can stipulate the provision of suitable escorts in their tender documents.
Partnership 49. The department strongly supports local authorities in developing cross-cutting approaches to home to school travel and transport. Relevant considerations would include sustainability, delivering value money and finding school and parent friendly solutions. This could be through strong partnerships between local authorities and academies, the use of Department for Transport policies and practices, such as Local Transport Plans and Local Sustainable Transport fund (see Further information) and partnership with parents, for example to allow them to top up transport costs through the payment of fees in order to maintain the provision.
50. Partnerships are strongly encouraged, particularly in rural areas, where the generally more limited transport services could disadvantage children19.
18 https://www.gov.uk/government/publications/school-exclusion 19 See Staffordshire County Council’s approach to rural travel provision in case study at Annex 1.
18 Part 4 – Policy Changes
Publication of general arrangements and policies 51. Local authorities must publish general arrangements and policies in respect of home to school travel and transport for children of compulsory school age. This information should be clear, easy to understand and provide full information on the travel and transport arrangements. It should explain both statutory transport provision, and that provided on a discretionary basis. It should also set out clearly how parents can hold local authorities to account through their appeals processes. Local authorities should ideally integrate their Sustainable Modes of School Travel strategies into these policy statements, and publish them together.
Policy Changes 52. Local authorities should consult widely on any proposed changes to their local policies on school travel arrangements with all interested parties. Consultations should last for at least 28 working days during term time. This period should be extended to take account of any school holidays that may occur during the period of consultation.
53. Good practice suggests that the introduction of any such changes should be phased-in so that children who start under one set of transport arrangements continue to benefit from them until they either conclude their education at that school or choose to move to another school. Parents make school choices based on, amongst other things, the home to school transport arrangements for a particular school, and any changes might impact adversely on individual family budgets.
19 Part 5 - Appeals process
54. Local authorities should have in place both complaints and appeals procedures for parents to follow should they have cause for complaint about the service, or wish to appeal about the eligibility of their child for travel support. The procedure should be published alongside the local authority travel policy statement. If an appellant considers that there has been a failure to comply with the procedural rules or if there are any other irregularities in the way an appeal was handled they may have a right to refer the matter to the Local Government Ombudsman. If an appellant considers the decision of the independent appeals panel to be flawed on public law grounds, they may apply for a judicial review.
55. In the past we have left it to local authorities to determine how their appeals procedures should operate in practice. However, in the interests of consistency and to be both clearer and more transparent, for both parents and local authorities, we have now set out a recommended review/appeals process in Annex 2.
20 Further information
Post-16 transport Guidance relating to post-16 transport is available on the department's website
Sustainable transport British Cycling is the national governing body for cycling and can provide advice on cycling to school and cycle training. More information is available at www.britishcycling.org.uk
Department for Transport funding is available to Local Highway Authorities and Schools Games Organiser Host Schools for the provision of Bikeability cycle training for school children in England. This will teach children to cycle safely, confidently and competently on the roads. More information is available here: www.dft.gov.uk/bikeability/schools
The Department for Transport Local Sustainable Transport Fund was established to support authorities in delivering local economic growth whilst cutting carbon emissions from transport. Further information can be found at: https://www.gov.uk/government/collections/local-sustainable-transport-fund
Living Streets runs the national Walk to School campaign which reaches over 13 million people. The campaign successfully encourages and supports parents/carers and children to make walking to school part of their daily routine. More information is available on their website www.livingstreets.org.uk
Modeshift is the national sustainable travel organisation. Modeshift supports local authorities, schools, business and communities to increase levels of sustainable travel. More information is available on their website www.modeshift.org.uk
Moving More, Living More is a document produced by the Department of Health which builds on the work already under way to help realise the aim of having a more physically active nation as part of the legacy from the London 2012 Olympic and Paralympic Games: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/279657/mo ving_living_more_inspired_2012.pdf
Sustrans is the leading sustainable transport charity that provides practical advice that can be passed onto parents to increase confidence in walking and cycling. More information is available on their website: www.sustrans.org.uk
DBS (formerly CRB) employee suitability checks Further information about DBS checks (and who requires them or is eligible, for example bus drivers for designated home to school transport are eligible, whereas those driving
21 public services are not) can be obtained from: https://www.gov.uk/disclosure-barring- service-check
22 Definitions
• Section 444(5) of the Act defines the statutory walking distances. • Schedule 35B of the Act defines: • ‘eligible children’ (paragraphs 2-7 and 9-13); • ‘qualifying school’ (paragraph 15); • ‘disabled child’ (paragraph 15(4)); • ‘religion and belief’ (paragraph 15(6)) and 509AD of the Act; • ‘low income family’ (paragraphs 9-14). • Section 579 of the Act defines ‘child’. • Section 509AC of the Act defines ‘compulsory school age’. • The Equality Act 2010 defines ‘religion or belief’ for the purposes of this Act. • The Children’s and Families Act section 10 defines ‘SEN’
23 Key term Glossary
• Home: A child’s 'home' is the place where he/she is habitually and normally resident. • Nearest suitable school: Taken to mean the nearest qualifying school with places available that provides education appropriate to the age, ability and aptitude of the child, and any SEN that the child may have. • Parent: Reference to parent in this document should be equated to mean parent/carer/legal guardian. • Philosophical Belief: For a philosophical “belief” to be worthy of protection, it must attain a certain level of cogency, seriousness, cohesion and importance; be worthy of respect in a democratic society; and not be incompatible with human dignity or the fundamental rights of the child. Examples of beliefs are humanism and atheism. • Road routes: Reference to road route should be taken to mean a route passable by a motor vehicle, and could include distance covered on additional transport, e.g. via ferry.
24 Annex 1: Case Studies
Sustainable travel Effective sustainable travel plans have wider benefits for a local area than simply improving access to schools and education. Evidence shows that school travel plans can have benefits ranging from increased road safety, to healthier, more alert and engaged pupils, to increasing independent travel and associated life skills for pupils with SEN. Enabling the increased use of sustainable modes of travel such as walking, cycling and the use of public transport has environmental benefits in reducing levels of noise, congestion and poor air quality - the latter of which children are particularly at risk to.
Darlington Borough Council case study
Impact/benefits The data from 2011-12 indicates that on average, 7% of secondary school pupils are choosing to cycle to school. Before the Local Motion initiative began, this figure stood at just 1%.
Details of the approach Darlington Borough Council has encouraged a modal shift away from the car to more sustainable modes under the brand ‘Local Motion’. The Local Sustainable Transport Fund has provided funding for the continuation of this project since 2011. It ensures that schools, young people and their families receive relevant information, to enable them to choose sustainable travel options to get to and from school.
How was the change made? The whole schools package is underpinned by the Modeshift STARS online accreditation scheme which recognises and rewards each school’s commitment to promoting sustainable travel. All Darlington schools must engage with Modeshift STARS in order to access other support and resources from the Local Motion project.
A new Year 6 Transition Programme has been introduced to help pupils and their parents make informed choices about sustainable travel options to the secondary school they will be attending.
All Darlington secondary schools have converted to academy status, but have continued to engage with the Local Motion programme and continue to support sustainable travel.
25 Advice for other LAs contemplating such an initiative The Local Motion Transition encourages families to start thinking about how they are going to travel to secondary school long before they start at the school, to avoid relying on private cars.
For further information please email Louise Neale: [email protected]
26 Stoke-on-Trent case study
Impact/benefits After just one year of Sustrans’ engagement (2013/14) regular cycling amongst pupils (once or twice a week or more) increased from 8.5% to 12.7% and those regularly being driven (once or twice a week or more) decreased from 49.9% to 45.3%. This is helping to reduce the impact of congestion from education travel which is estimated to cost £2.6m per year.
Details of the approach Stoke is one of eight partner local authorities in the Access to Education (A2E) programme, led by Devon County Council and coordinated by Sustrans. It is funded by the Local Sustainable Transport Fund.
Using locally-tailored packages Sustrans provide a real alternative to the car for trips to schools, colleges and universities, reducing congestion, improving journey reliability and boosting local economies.
How was the change made? • Intensive engagement from two Sustrans officers working with 21 primary and seven secondary schools • Provision of ‘Access to Bikes School Hubs’ – shipping containers that contain 15 bikes, helmets, hi-viz jackets, pumps, locks, lights and maintenance tools placed in nine schools • Installation of cycle parking and scooter pods at schools • A programme of highway safety improvements, including new crossings and off-road cycle access links from residential areas to schools
Advice for other LAs contemplating such an initiative Schools need to have intensive support over an extended period of time which would include building the skills, knowledge and confidence of ‘champions’ to deliver the ongoing work. The Sustrans School Mark, an accreditation scheme which recognises and supports schools’ excellence in active and sustainable travel, provides a framework to drive this forward.
For further information please email Allan Williams: [email protected]
27 Home to school travel assistance for pupils with SEN or disabilities Research indicates that there can be significant short and long term benefits in the application of independent travel training for pupils with special educational needs or disabilities. The training given can result in savings to transport budgets in the short term, but can also provide longer term benefits to the individual in terms of a skill for life that might lead to greater social inclusion and employment prospects.
Coventry City Council case study
Impact/savings achieved As a result of this initiative and tighter control and work to secure efficiencies in the operation of the home to school travel assistance programme the Council made £326k savings in 2011/12. The savings made in 2012/13 equated to £374k which includes the reductions in expenditure on home to school escorts. The total reduction over the 2 years is a 19% fall in expenditure.
Details of the new approach Successful work has been undertaken to provide independent travel training for secondary aged pupils and the provision of personal transport budgets to the parents of pupils in special schools. This has enabled young people to become more independent and given them valuable skills for life, as well as securing a reduction in spending for the Council.
How was the change made? Impower Consultancy was commissioned to identify potential efficiencies. Focus groups of parents of pupils with SEN or disabilities were formed to seek views and identify new ways of working. Two key work streams were then established to take forward the provision of Independent Travel Training and Personal Transport Budgets (PTBs).
Two travel trainers now focus their work on school aged pupils, to help them improve their independence skills. This also reduces the number of adults needing training in subsequent years.
The Council also developed a scheme to offer PTBs to parents. The funding was high enough to incentivise parents, while being low enough to deliver savings for the Council. This was piloted in one school initially and then rolled out across all the special schools.
Advice for other LAs implementing the change Special school headteachers are fully involved in this initiative and they help identify suitable young people to undertake training.
28 Contacting parents by telephone was resource intensive, but very positive in terms of fully explaining the benefits and options. PTBs are voluntary, tailored and non- prescriptive. The attendance and punctuality of pupils with a PTB is monitored. Beyond this there is no prescription and parents are not asked to account for expenditure.
For further information please email Marian Simpson: [email protected]
29 Capacity building with schools and transport operators
In a financial climate where spending is reduced and costs are increasing local authorities may well find that they have less funding available to support discretionary transport provision, but there may be alternative solutions.
Many academies, with support from their local communities, are taking full advantage of their academy freedoms and are collaborating with other stakeholders and providers to offer discretionary transport to their schools. Local authorities can greatly assist with these initiatives by sharing their experience, expertise and influence in the procurement of transport.
Hertfordshire County Council case study
Impact/savings achieved £5-6 million will be saved each year as a result of schools and commercial operators providing discretionary travel on routes previously funded and delivered by the Council.
Details of the new approach From September 2012 Hertfordshire County Council introduced a statutory only home- school transport policy. The Council was keen to attract third party providers to arrange transport on routes which it had previously organised and subsidised and that catered mainly for children without a statutory entitlement to home to school transport.
The Council has worked to build capacity locally to encourage and enable schools, community groups and commercial operators to provide school transport. From September 2013 a total of 130 routes to schools of preference operate without a financial subsidy from the Council. Thirty of these routes have been operating since April 2012.
How was the change made? The Council supported schools and parents to help develop transport plans. The Council also secured the involvement of the commercial sector and promoted awareness of business opportunities to it.
Advice for other LAs implementing the change Commercial operators require routes to be financially secure, and therefore are only likely to consider taking on routes where there is a predicted, fare paying commitment from parents. School transport only accounts for 192 days a year.
Local authorities should act as facilitators with the commercial sector, to help schools with contracts and to ensure competition law is followed. Models should rely on parents being able to fund their family’s school transport, without any subsidy from the LA. In the
30 current financial climate, there has been more opportunity for commercial coach companies to participate in this market, rather than commercial bus companies.
For further information please email Sarah Vize: [email protected]
31 Demand responsive service in rural areas
Counties with a large number of small rural communities face the challenge of ensuring that children in these communities are transported to their local schools whilst also providing a cost efficient transport network to the wider community to avoid rural isolation. Rural transport is essential in sustaining local rural communities and connecting people with essential services.
Staffordshire County Council case study
Impacts/Benefits As a result of replacing infrequent existing local service buses and incorporating home to school transport on to a demand responsive service, a sustainable service has been developed which transports children to school and enables the rural population to be connected with essential services and the wider community. Children that have been transported to school frequently go on to use the service when they move up to middle or high school, increasing their independence despite their rural location.
Details of the approach Moorlands Connect, a Demand Responsive Service was launched in 2010. The service incorporates the home to school transport to two village schools within the operating area which covers approximately 125 square miles. Outside school transport times the vehicles can be booked as a door to door service to transport people to work, appointments or other essential journeys. Using smaller vehicles and a demand responsive approach that is not tied to a scheduled route has meant that remote areas now have access to a service.
How was the change made? A rural transport review was commissioned in 2008 and recommended the implementation of a demand responsive service. Residents in the area were consulted and current services, including home to school transport, were reviewed to establish which services could be incorporated on to a new service to increase its sustainability. Funding was sourced from various external agencies for the purchase of two fully accessible vehicles that carry bicycles and the service was launched in September 2010. It continues to be well used by the local communities and also by visitors to the area who can get out and about in the Peak District using the service.
Advice for other LA’s implementing the change The process in setting up the service should include service demand evaluation, assessment of service options, the associated costs and, importantly, comprehensive consultation. Such service complements existing local bus services and provides
32 alternative choice for passengers. The latter ensures new and continuing public and political support for the scheme. Ticketing options need to be considered, including onward ticketing and potential integration with the local bus service(s). All funding options should be explored at a local and national level; this connect service received initial funding from Districts, Staffordshire Police and Fire services. Once the service is operational there is the need to monitor and evolve the service to meet ongoing needs and changing travel patterns.
For further information please email: [email protected]
33 Annex 2: Recommended Review/Appeals Process
Previous guidance made clear that local authorities should have in place and publish their appeals procedures, but left it to the individual authority to determine how this should operate in practice. We are now recommending that local authorities adopt the appeals process set out below, appreciating that specifics, such as the identification of an appeal compared to a complaint, will need to be decided by local authorities. The intention is to ensure a consistent approach across all local authorities, and to provide a completely impartial second stage, for those cases that are not resolved at the first stage.
Local authorities should publish annually their appeals process on their website. This should set out a clear and transparent two stage process (with paper copies available on request) for parents who wish to challenge a decision about:
• the transport arrangements offered; • their child’s eligibility; • the distance measurement in relation to statutory walking distances; and • the safety of the route.
Stage one: Review by a senior officer • A parent has 20 working days20 from receipt of the local authority’s home to school transport decision to make a written request asking for a review of the decision. • The written request should detail why the parent believes the decision should be reviewed and give details of any personal and/or family circumstances the parent believes should be considered when the decision is reviewed. • Within 20 working days of receipt of the parent’s written request a senior officer reviews the original decision and sends the parent a detailed written notification of the outcome of their review, setting out: • the nature of the decision reached; • how the review was conducted (including the standard followed e.g. Road Safety GB21); • information about other departments and/or agencies that were consulted as part of the process; • what factors were considered; • the rationale for the decision reached; and
20 As with the whole appeals process the timings are recommended and not compulsory. We envisage many appeals will be dealt with much sooner that these timings, particularly those which have a time pressure, whilst complex cases may take longer. 21 Road Safety GB is the sole published standards known to the department, hence referenced.
34 • information about how the parent can escalate their case to stage two (if appropriate).
Stage two: Review by an independent appeal panel A parent has 20 working days from receipt of the local authority’s stage one written decision notification to make a written request to escalate the matter to stage two.
Within 40 working days of receipt of the parents request an independent appeal panel considers written and verbal representations from both the parent and officers involved in the case and gives a detailed written notification of the outcome (within 5 working days), setting out:
• the nature of the decision reached; • how the review was conducted (including the standard followed e.g. Road Safety GB); • information about other departments and/or agencies that were consulted as part of the process; • what factors were considered; • the rationale for the decision reached; and • information about the parent’s right to put the matter to the Local Government Ombudsman (see below).
The independent appeal panel members should be independent of the original decision making process (but are not required to be independent of the local authority) and suitably experienced (at the discretion of the local authority), to ensure a balance is achieved between meeting the needs of the parents and the local authority, and that road safety requirements are complied with and no child is placed at unnecessary risk.
Local Government Ombudsman – it is recommended that as part of this process, local authorities make it clear that there is a right of complaint to the Local Government Ombudsman, but only if complainants consider that there was a failure to comply with the procedural rules or if there are any other irregularities in the way the appeal has been handled. If the complainant considers the decision of the independent panel to be flawed on public law grounds, the complainant may also apply for judicial review.
35 Home to school travel and transport: flowchart of the review/appeals process
36
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37
SCHOOL PLACES PLAN
2018 - 2023
Including 2017-based forecasts
School Places Plan 2018-2023 Bracknell Forest Council
Table of Contents
School Place Planning ...... 4
Context /demographic background ...... 5
Factors Impacting Numbers and School Places ...... 6
Planning Areas and Schools ...... 10
Commentary – Borough ...... 12
Planning Area Commentaries ...... 14
Aided Schools ...... 16
Academy Schools ...... 16
Special Educational Needs ...... 16
Pupil Forecasts (Numbers on Roll) ...... 17
Pupil Forecasts (Intake year only) ...... 19
Annex 1: Pupil forecasting methodology ...... 21
Annex 2: Current and Future Housing Development ...... 23
Annex 3: Special and Additional Educational Needs ...... 23
Annex 4: Provision for Pupils Out of School ...... 29
Annex 5: Maps ...... 30
Forecasts in this Plan are produced for medium term planning purposes. Forecasts are based on trends in past numbers on roll, admissions and numbers of children by age, and take into account planned housing and other factors. The numbers of pupils are projected in the designated area of schools and forecasts are not constrained by accommodation at the school. The Admissions Authority for each school will determine, based on their admission arrangements, which pupils can be offered places at the school. The forecasts cannot be used as an indication of admissions in future years. Further details are included in Annex 1.
2 School Places Plan 2018-2023 Bracknell Forest Council
Introduction
The provision of school places remains an essential part of the Council’s organisation and planning process and enables the Council to meet its statutory duties in relation to school places. School place planning is an annual process based on a review of future housing plans, numbers on roll and demographic data. The process continues to be adjusted as actual numbers are known and comparisons made with forecasts in previous years. The School Places Plan is produced annually as a result of the review.
‘Creating Opportunities’ is the joint strategic plan for children and young people in Bracknell Forest for 2014-2017 (extended by one year to March 2018). The plan contains six Outcome Priorities - Outcome Priority 1 is to ‘raise levels of attainment and pupil progress across all phases of learning for all pupils’. To ensure systems are in place for effective pupil and school place planning is a specific activity listed under this Outcome Priority.
This School Places Plan supplements the joint strategic plan by providing:
• pupil data and statistics • forecasts of pupil numbers for the next five years • commentary on the need to add or remove school capacity • estimates of future housing growth.
The planning and capital programme processes that deliver places constitute both a major challenge and a major achievement for the Council. In excess of 5,000 school places have been created in Bracknell Forest schools over the last 10 years, including expansions and surge classrooms at existing schools in all three organisational areas, construction of a new primary school at Jennett’s Park, the re- provided and expanded secondary school at Garth Hill College and the expansion to Warfield CE Primary School. The new all-age Kings Academy Binfield is under construction and will take its first students in September 2018. Given the national pressures on school places this is a major success for the Council, with school places continuing to be available for every child in the Borough who wants one.
The forecasts contained in this plan support school estate planning to meet demand for pupil places. The Education Capital Programme has always succeeded in creating sufficient physical capacity in our schools to meet local demand, and the key factors in this have been: • the ability to plan well in advance • planning for the highest pupil numbers but only building what is actually needed • working with schools to minimise the disruption and optimise the enhancement of the physical environment though the construction works.
3 School Places Plan 2018-2023 Bracknell Forest Council
School Place Planning
All local authorities (LA) work within the same national policy framework. Three main activities make up the task of matching the supply of school places with the demand for them:
• managing the supply of places; • managing demand through admissions and appeals procedures; and • managing outcomes by tackling problems – such as small schools and schools in difficulties – which emerge as a result of attempts to match pupils with places.
There is a statutory requirement on Bracknell Forest Council to provide sufficient school places. Discharging this duty involves opening new schools or adding places to existing schools where extra capacity is required. It also means reducing in size schools with surplus accommodation. The challenge for the Council is to provide the right number of places in the right locations. This means that projections of pupil numbers must be reviewed at least once a year to ensure that additional places are provided in growth areas but, in addition, that substantial surplus places do not exist in an area, which could represent a waste of resources. This analysis is complex and the current economic climate adds further complexity to the process.
The key internal decision-making body is the Pupil Place Planning Board which is composed of the Lead Member, key senior officers and advisers. As at October 2017, the board has met quarterly to review and monitor issues relating to school organisation.
Wherever possible the Council will seek to provide places for pupils in their designated area school. This can be achieved in a number of different ways:
• by providing individual ‘surge’ (or ‘bulge’) classrooms in primary schools to take an additional form of entry for one year only. The surge class moves up through the school year by year until the pupils leave in seven years time, after which the classroom becomes available again for re-use as a new surge classroom, or for alternative use. • Expansion by 1 FE (form of entry) in all year groups, involving creation of new classrooms, toilets etc. by refurbishment and/or extensions of existing buildings. Expansion projects are usually implemented in phases to keep pace with pupil numbers as they progress up through the school. • by building new schools where demand is sufficient, or in response to new housing development. Providers are then sought for these schools. • by changing designated area boundaries.
There is also a requirement for the Council to review and to remove surplus places which can become costly in terms of building running costs. However, not all surplus places can, or should, be removed; for example:
• it is difficult for parents to have their preference for a particular school place met without the existence of some surplus places; • some surplus places are needed to cope with future increases in pupil numbers.
4 School Places Plan 2018-2023 Bracknell Forest Council
Surplus places can be removed in several ways:
• by removing temporary accommodation; • mothballing part of a school (particularly if demand for places might increase in future years); and/or • finding alternative compatible users or uses for some of the accommodation.
The Council aims to maintain some overall surplus capacity for planning and managing school places within the Borough. In the past, a surplus of around 5% was regarded as acceptable as this allowed for a degree of parental preference and for future increases in pupil numbers, whilst ensuring value for money and best use of limited resources. The Council still aims to provide spare capacity in each year group, however due to pressure on pupil numbers this can no longer be guaranteed at 5% at each individual school. The Council will however endeavour, wherever possible, to provide sufficient spare capacity in each of the three planning areas to prevent pupils having to travel long distances to school.
Where new housing creates additional demand for places, the Council has a well- organised approach to obtaining funding from housing developers. The Council will always seek to provide school places as near as possible to where they are required. This continues to be a significant issue in Bracknell Forest which is a growing community.
All LAs are required to submit annually a Schools’ Capacity and Places return (SCAP) to the Education Funding Agency, part of the Department for Education (DfE). The DfE require LAs to submit pupil forecasts annually and explain the methodology for producing these and also to confirm the capacity of each school.
Achieving the correct balance of places in the correct location requires accurate, sustained forecasting and planning over a long period.
Further details of the methodology and changes since the 2016-based forecasts are shown in Annex 1.
Context /demographic background
Bracknell Forest is located in central Berkshire, 28 miles west of London and between the M3 and M4 motorways. It covers an area of some 109 sq km. The economy of the Borough is of above average size and productivity compared to the county and nationally, and benefits from good access links and a well educated labour force.
The population of Bracknell Forest is estimated to be 119,447 (ONS Mid-2016 Population Estimate). The majority of the population lives in the built-up areas of Bracknell, Sandhurst, Crowthorne, Binfield, Warfield and North Ascot.
The 2016 Population Estimates show that there are 30,769 children and young people aged 0 -19 resident in the Borough, representing 26% of the total population. This proportion has remained fairly constant in recent years.
Of these, around 17,812 are pupils on roll in Bracknell Forest primary and secondary 1 schools . Over the last 3 years there have been on average around 1,500 births per annum in recent years in Bracknell Forest. This is projected to remain at this level throughout the planning period.2
1 School Census October 2017 – NB all pupils including nursery,6th form and special school 2 Source: ONS 5 School Places Plan 2018-2023 Bracknell Forest Council
Factors Impacting Numbers and School Places
There are a number of factors which will potentially impact the supply and demand for school places over the next five years. The effects of all these factors will continue to be monitored closely at local area level to provide sufficient suitable school places.
• Demographic trends In common with many other local authorities, over the last few years Bracknell Forest has seen a steady increase in pupil numbers and rising rolls in primary schools, resulting in pressure on the intake year and the requirement for additional capacity throughout the Borough.
An additional trend has been the arrival in recent years of an increasing number of families from outside the UK. The proportion of pupils in schools from a minority ethnic background has increased steadily from 6.1% in 2001 to 20.6% in 2016.
• New Housing Bracknell Forest continues to be an area of significant housing growth. Numbers of completions in recent years are shown in the table below. New housing results both from large developments (such as in Warfield, Jennett’s Park, The Parks and and Wykery Copse) and the cumulative effect of smaller sites.
Net Number of dwellings completed
2012/13 2013/14 2014/15 2015/16 2016/17
390 314 376 336 437
Phasing of future construction changes frequently and is influenced by a number of factors, including market conditions. The pupil forecasts contained in this plan reflect the position at 1st October 2017. A detailed summary of current and future housing, including other major sites due for development in the longer term is set out in Annex 2. In summary the number of houses scheduled to be completed are:
Number of dwellings scheduled to be completed As at 1 October 2017
2017/18 2018/19 2019/20 2020/21 2021/22
509 563 1094 1075 943
• Pupil Yield from New Housing As part of its school place planning, Bracknell Forest regularly monitors pupil yield from new housing developments by carrying out research to establish typical numbers of pupils generated. The information is essential to ensure local authority departments are using robust, evidence-based pupil yields.
The latest study conducted in early 2016 by market research company QA Research, focused specifically on new dwellings completed since 2012 and 6 School Places Plan 2018-2023 Bracknell Forest Council
provided us with the yields shown below. The yields were lower for all ages, with the overall yield being nearly 17 children per 100 houses less than the last time the survey was undertaken in 2013 (93.9 in 2016 compared with 110.7 in 2013).
Average pupil yield per dwelling Age group 1 bed 2 bed 3 bed 4 bed 5 bed 0-3 year olds 0.05 0.40 0.50 0.38 0.41 4-10 year olds 0.05 0.23 0.42 0.40 0.59 11-15 year olds 0.00 0.05 0.11 0.20 0.38 16-17 year olds 0.00 0.01 0.01 0.04 0.03
• Pupil Mobility The extent of within-year mobility decreases with age. Using the recognised formula, expressing mobility as the sum of arrivals plus leavers divided by the number on roll, the averages across all schools in the Borough are generally low in the national context and are typically in the region of:
Primary Schools 13-14% Secondary Schools 10-11%3
However, the averages mask some significant differences between schools. For example, there is significant pupil mobility associated with staffing changes at the Royal Military Academy (RMA) in Sandhurst – this could be individual families or whole units posted into or out of the RMA. Two schools in the Crowthorne and Sandhurst planning area regularly receive new pupils unexpectedly and therefore typically have pupil mobility in excess of 20%, a figure much higher than the national context.
Another aspect of pupil mobility which is difficult to forecast in terms of age and timing is traveller families. The Council has a statutory duty to assess the educational needs of travellers and to provide sufficient school places. There is a permanent designated Traveller Site with 13 pitches in the Crowthorne and Sandhurst planning area.
• Designated area and boundary issues with neighbouring local authorities Two Bracknell Forest primary schools (Ascot Heath CE Junior and Cranbourne) are in the designated area for Charters Secondary School, located in the Royal Borough of Windsor & Maidenhead and two primary schools in Wokingham Borough (Hatch Ride and Oaklands) are in the designated area for Edgbarrow Secondary School in Crowthorne.
Parental preference means that some children resident in one local authority choose to attend a school in a neighbouring local authority. The majority of cross-border movement occurs between Bracknell Forest and Wokingham, Windsor & Maidenhead, Hampshire and Surrey boundaries. This makes it more difficult to track pupils between primary and secondary schools, and makes accurate pupil forecasting more difficult.
Housing developments, changes in the popularity of schools or other pressures in Wokingham or Windsor and Maidenhead may create a greater
3 Based on School Census Data 7 School Places Plan 2018-2023 Bracknell Forest Council
need for places in those authorities, meaning that there is less flexibility for schools in the neighbouring authority to take Bracknell Forest pupils. This will have a consequence of a greater demand for places in Bracknell Forest schools.
• Raising of the Participation Age As part of the Government’s Spending Review and the White Paper, ‘The Importance of Teaching’, a commitment was made to raise the participation age to 18. Since 2015 young people are expected to participate in education, learning or training until the end of the academic year in which they turn age 18.
However this does not necessarily mean that students have to stay at school – they can still leave school at 16 and access learning through a further education college or a work-based training provider. All sixth form students who wish to stay on in secondary schools can currently be accommodated.
• Special and Additional Educational Needs As many as one in five pupils may have special or additional educational needs at some point in their school life. Most pupils can continue in education in a mainstream school. However the needs of some pupils and students mean that they are educated in three Resource Units attached to two mainstream schools, in the Borough’s Special School, Kennel Lane, or in provision outside the Borough. Further details are included in Annex 3.
• Provision for pupils out of school There are a number of pupils for whom a placement in mainstream school is not always sustainable and special school is not appropriate. This group of pupils receive their education through the Pupil Referral Service. Further details are included in Annex 4.
• New Schools New schools may cause some turbulence in demand for school places through parental preference for new facilities. This is difficult to predict or control. The most recent school is the expansion to Warfield CE Primary School on the Woodhurst Park site which opened in September 2016.
• Denominational education There are ten Church of England and Catholic primary schools within Bracknell Forest and one Church of England secondary Academy. There is no Catholic secondary school in the Borough so parents preferring a Catholic education for their children must apply to schools outside the Borough, notably Blessed Hugh Faringdon Catholic School in Reading, St. Joseph’s Catholic High School in Slough or All Hallows Catholic School in Farnham.
• Free Schools and the Academy programme Free schools are state-funded schools which are independent of the Local Authority. A free school is responsible for its own admissions and takes on a wide range of other responsibilities. In relation to School Organisation a free school can increase its admission number but must consult if any reduction in the number of pupils is planned. Other significant changes, such as a change in the age range, would require permission of the Secretary of State.
Free schools may be established through the academies programme as either sponsored or converter academies. A free school may also be 8 School Places Plan 2018-2023 Bracknell Forest Council
established by an organisation or group such as a charity, university, business, community or faith groups, teachers or parents. In all cases they must be approved by the Secretary of State as having suitable expertise to provide sustainable, high quality education.
To date local interest in conversion to an Academy school or the establishment of free schools has been relatively low. Current academies in the Borough are:
• Ranelagh Academy (secondary) • St Margaret Clitherow RC Primary (since 1 September 2015) • The Brakenhale (secondary, since 1 April 2016) • Crown Wood Primary (since 1 June 2017) • Jennett’s Park CE Primary (since 1 June 2017) • Great Hollands Primary (since 1 July 2017)
A new academy is scheduled to open in 2018 to meet basic needs:
• Kings Academy Binfield (previously known as Binfield Learning Village, secondary, with primary provision due to open in 2019)
With the Government’s expectation that more schools will become academies and with more school places needed in coming years as a result of housing developments, more academies and free schools can be expected. These changes could have an impact on the Authority's capacity to manage the supply of school places.
• Selective education All secondary schools in the Borough are comprehensive. Some parents seek a selective secondary education for their children and a small number of children attend grammar schools in Reading and Slough.
• Independent schools Some parents opt to send their children to independent schools. There are five independent schools for children of primary and secondary ages in Bracknell Forest – LVS Ascot (Licensed Victualler’s School), Heathfield, Wellington College, Eagle House and Lambrook-Haileybury.
9 School Places Plan 2018-2023 Bracknell Forest Council
Planning Areas and Schools
Planning areas
For the purposes of school place planning, the Borough is divided into three planning areas reflecting the geography of the Borough and the designated feeder links between primary and secondary schools;
• Bracknell North (N) • Bracknell South (S) • Crowthorne & Sandhurst (C&S)
Maps showing these planning areas and schools are contained in Annex 6.
In the following sections letters in brackets after the school name denote their location within the planning areas in the Borough.
Aided schools are treated as a separate group. Aided primary schools which have designated areas have also been included in the three area groupings as they have an impact on maintained secondary school admissions.
Schools
Primary
Bracknell Forest has 31 primary phase schools:
• 25 primary (5-11 years) • 3 infant schools (4-7 years) • 3 junior schools (7-11 years)
Of these, 19 are community schools, 4 are academies, 4 are voluntary controlled, and 4 are voluntary aided.
Voluntary Controlled Schools There are 4 Voluntary Controlled schools: • Crowthorne CE Primary (C&S) • Ascot Heath CE Junior (N) • Warfield CE Primary (N) • Winkfield St Mary’s CE Primary (N)
The admissions arrangements for these Church of England schools are determined by the LA. They are slightly different to the arrangements for community schools in that they take account of preferences for a denominational education. The LA is the Admissions Authority for these schools.
Voluntary Aided Schools There are currently 4 Voluntary Aided (VA) primary schools and their admissions arrangements are determined by their Governing Body. The Governing Body is the Admissions Authority for each of these schools.
10 School Places Plan 2018-2023 Bracknell Forest Council
VA schools with a designated area • Binfield CE Primary School (N) • St Michael’s CE Primary School, Sandhurst (C&S)
VA schools with no designated area • St Joseph’s Catholic Primary School (N) • St Michael’s Easthampstead CE Primary School (S)
Academies
Academy school with a designated area • Jennett’s Park CE Primary Academy (S)
Academy schools with no designated area • St Margaret Clitherow Catholic Primary Academy (S)
These academies’ admissions arrangements are determined by their Governing Body. The Governing Body is the Admissions Authority for each of these schools.
Secondary
There are 6 comprehensive secondary schools (11-18 years) in the Borough.
5 schools have designated areas - 4 are community schools and 1, Brakenhale, is an academy.
Ranelagh Academy, a Church of England school, has no designated area.
11 School Places Plan 2018-2023 Bracknell Forest Council
Commentary – Borough
Pupil numbers – current and projected
As has been the case for some years now, Bracknell Forest continues to experience increasing pupil numbers and pressure on the intake year in primary schools. This is due to a combination of demographic trends and new housing construction in the Borough.
Total capacity (number of places) in Bracknell Forest was 19,485 in May 2017. There were 17,688 pupils in primary and secondary schools in May 2017 in the Borough therefore there are 1,797 (9.2%) surplus places across all schools. However these places are not spread equally between primary and secondary schools, and between planning areas.
This year’s forecasts indicate the total number of pupils will increase to 20,016 by 2022/23. Based on the October 2017 number on roll, this represents an additional 2,963 pupils (a 17.4% increase) over the next five years. The forecasts indicate an overall deficit of 5.2% across the Borough by 2022/23 if there was no provision of further places, however this figure masks much higher shortfalls in particular areas.
Primary pupil numbers
The graph below shows the historical trends in primary numbers on roll (NOR)4 for statutory age pupils (i.e. excluding nursery classes) from 2011/12 – 2017/18 and forecasts for 2018/19 – 2022/23, illustrating the rising trend in the primary population.
Primary NOR (statutory age) Actual 2012-2017 Forecast 2018-2022 12000 11500 11000 10500 10000 9500 9000 8500 8000 7500 7000
In October 2017 there were 10,085 primary pupils on roll in the Borough and a total of 10,805 primary places, on the face of it, a surplus of 720 places or 6.7%. It is important to note that in several primary schools where the net capacity has been increased, the places will be available in phases over the coming years and are not necessarily available currently. Of the 720 places, most are in the upper year groups
4 source: May School Census 12 School Places Plan 2018-2023 Bracknell Forest Council and will be filled by the larger cohorts coming through the school. Lower year groups are close to capacity.
This year’s forecasts indicate primary pupil numbers could rise to 11,526 by 2022/23 (1441 additional pupils, representing a 12.5% increase over 5 years). This could result in a shortfall of 721 (6.7%) in primary places by 2022/23. The pressure on places is particularly acute in the North and South planning areas.
Primary admissions at the start of the term September 2017
• Reception – at the start of the term 12 schools had spare reception places in the Borough for the September 2017 intake. Between them these schools had 128 (67 last year) spare reception places, which provides spare capacity of 8.1% (4% last year) in this year group. • For Year 1 in September 2017 there were 76 spare places across the borough. This provides spare capacity of 4.7% (5.9% last year) in this year group across the Borough. • In Year 2 in September 2017 there were 107 (54 last year) places available for September across the borough. This represents again only 6.7% (3% last year) spare capacity in this year group across the Borough. • In Year 3 there were 65 (50 last year) places available. These places were spread across all planning areas. This represents 6.7% (3% last year) spare capacity in this year group across the Borough. • In Year 4 there were 79 places available. There are places available in all of the planning areas. This represents 5% spare capacity
• In Year 5 there are 52 places across the Borough. This represents 3.3% spare capacity
• In Year 6 there are 61 places across the Borough. This represents 4.1% spare capacity
In addition to existing demographic pressure, there were 355 in-year applications for primary education, and 131 applications for secondary education from new families moving into Bracknell Forest. Some children will also have moved away from Bracknell Forest.
Secondary pupil numbers
The graph below shows the historical trends in secondary numbers on roll (NOR) 5 and illustrates a steady increase in recent years. The forecasts from 2018/19 to 2022/23 indicate a rising trend throughout the plan period.
5 source: January School Census 13 School Places Plan 2018-2023 Bracknell Forest Council
Secondary NOR Actual 2012-2017 Forecast 2018-2022 9000 8500 8000 7500 7000 6500 6000 5500 5000
Secondary pupil numbers in Bracknell Forest are also forecast to rise. In October 2017 there were 6,968 secondary pupils in 4 maintained schools and 2 academies with a total of 8,225 places. There are currently 1,257 (15.3%) surplus secondary places across the Borough, however the planning areas differ greatly in the number of surplus places available, with fewest being available in Bracknell North.
This year’s forecasts indicate the number of secondary pupils could rise to 8,491 by 2022/23, an extra 1,523 pupils (17.9%). Borough-wide this will represent an overall deficit of 236 places (2.9%).
Planning Area Commentaries
Bracknell North
Primary There are 12 primary/infant/junior schools in this planning area with a total of 4,212 places (excludes places built but still to be opened).
By 2022/23 we anticipate an increase in pupil numbers of 919 (22.9%) to 4,928 in this planning area resulting in a shortfall of 716 places (-17.0%). Pressure from new housing developments is particularly acute in this area. A deficit in the intake year is forecast in every year from September 2019 without further new places.
Secondary There are currently 2 secondary schools in this planning area, 1 maintained and 1 academy, with a total of 2,982 places. However the academy operates a faith-based admissions policy and serves a much wider catchment.
There is a pressure on secondary places in North Bracknell from September 2020 relating to total number on roll. Current forecasts indicate an increase of 628 pupils (23.9%) to 3,259 by September 2022 in secondary pupils entitled to attend the currently only maintained school (Garth Hill College) in this area, in accordance with The Council’s Admissions Policy. A deficit is forecast from 2020/21, rising to a shortfall of 277 (-9.3%) places in this planning area by 2022/23. Pressure on the intake year is two years ahead. 14 School Places Plan 2018-2023 Bracknell Forest Council
Provision of additional secondary capacity for North Bracknell is a key element of our Capacity Strategy. At the King’s Academy Binfield (Binfield Learning Village, arising from the Blue Mountain development), places will begin to be available from September 2018.
Bracknell South
Primary There are 11 primary schools in this planning area with a total of 4,285 places (excludes places built but still to be opened).
By 2022/23 we anticipate an increase in pupil numbers of 272 (6.7%) to 4,310 in this planning area resulting in a shortfall of 25 places (-0.6%). A deficit is forecast in September 2018 and in following years.
Secondary There is 1 secondary community school and 1 academy in this planning area with a total of 2,637 places. One secondary school in the planning area, Brakenhale, became an academy on 1 April 2016 and therefore now manages its own admissions. The Council works with academies when there is a need to plan places and admissions in the light of forecast increases in student numbers.
Current forecasts indicate an increase of 623 pupils (33.1%) to 2,503 in secondary pupils in this area by 2022/23 resulting in a falling surplus in every year, with a surplus of 134 places (+5.1%) in September 2022. There is a deficit of intake year places every year from 2019/20, rising to an 26 place deficit by September 2022.
Crowthorne and Sandhurst
Primary There are 8 primary/infant/junior schools in this planning area with a total of 2,308 places. By 2022/23 we anticipate an increase in pupil numbers of 249 (12.2%) to 2,287 in this planning area resulting in an apparent 0.9% surplus or 21 places across all 8 schools. However it is not reasonable for a primary aged child to walk between the Crowthorne and Sandhurst communities so spaces have to be available in both separately.
Secondary There are 2 secondary schools in this planning area with a total of 2606 places. Current forecasts indicate an increase of 272 pupils (11.1%) to 2,729 in secondary pupils in this planning area by 2022/23, resulting in a deficit of 123 places (-4.7%) in September 2022.
15 School Places Plan 2018-2023 Bracknell Forest Council
Aided Schools
Forecasts indicate that Voluntary Aided (VA) schools in the Borough, all primary, will continue to be popular and the schools are projected to be fully subscribed over the forecast period.
Further expansion is limited in most cases by site area restrictions and planning requirements. Binfield CE and St Michael’s Sandhurst CE primary schools have adopted the Council's designated area admissions policy and so are included in the pupil forecast tables for their planning areas.
St Michael’s CE Easthampstead and St Joseph’s Catholic primary schools do not have designated areas and accept pupils on the basis of denominational criteria. Their pupils are drawn from a wide range of areas.
Academy Schools
St Margaret Clitherow RC Primary School became an academy on 1 September 2015. It does not have a designated area and accepts pupils on the basis of denominational criteria. Their pupils are drawn from a wide range of areas. The school is projected to be fully subscribed over the forecast period.
Jennett’s Park CE, Crown Wood and Great Hollands Primary Schools have adopted the Council's designated area admissions policy and so are included in the pupil forecast tables for the South Bracknell planning area.
Ranelagh Academy is projected to be fully subscribed over the forecast period. The school took 10 extra pupils in September 2015 and plans to do the same in September 2016.
Brakenhale School became an Academy on 1 April 2016.
Special Educational Needs
There has been a decrease in recent years in the number of children with statements of special educational needs in Bracknell Forest. The projected increases in overall pupil numbers will have a future bearing on the numbers. For more details see Annex 3.
16 School Places Plan 2018-2023 Bracknell Forest Council
Pupil Forecasts (Numbers on Roll)
BRACKNELL FOREST TOTALS
Capacity Actual NOR Projected NOR Surplus / deficit (no. of places) Surplus / deficit (%) 2016/17 Oct 2017 Jan-19 Jan-20 Jan-21 Jan-22 Jan-23 Jan-19 Jan-20 Jan-21 Jan-22 Jan-23 Jan-19 Jan-20 Jan-21 Jan-22 Jan-23
Primary Totals 10,805 10,085 10,500 10,639 10,831 11,148 11,526 195 166 -26 -343 -721 2% 2% 0% -3% -7%
Secondary Totals 8,225 6,968 7,306 7,622 7,902 8,212 8,491 919 603 323 13 -266 11% 7% 4% 0% -3%
Important notes
1) Forecasts in this Plan are produced for medium term planning purposes. Forecasts are based on trends in past numbers on roll, admissions and numbers of children by age group, and take into account planned housing and other factors. Numbers of pupils are projected in the designated area of schools and forecasts are not constrained by accommodation at the school. The Admissions Authority for each school will determine, based on their admission arrangements, which pupils can be offered places at the school. The forecasts cannot be used as an indication of admissions in future years.
Further details are included in Annex 1. 2) Surplus/deficit numbers of places and percentages are based on the capacity (for NOR) or PAN (for intake) including surge classes, of schools in 2017/18. Figures do not include any planned increases in capacity or PAN.
17 School Places Plan 2018-2023 Bracknell Forest Council
BRACKNELL FOREST – SUMMARY NOR TOTALS BY PLANNING AREA
PRIMARY including Aided
Capacity Actual NOR Projected NOR Surplus / deficit (no. of places) Surplus / deficit (%) 2016/17 Oct 2017 Jan-19 Jan-20 Jan-21 Jan-22 Jan-23 Jan-19 Jan-20 Jan-21 Jan-22 Jan-23 Jan-19 Jan-20 Jan-21 Jan-22 Jan-23
Bracknell North 4212 4009 4156 4266 4389 4652 4928 56 -54 -177 -440 -716 1% -1% -4% -10% -17%
Bracknell South 4285 4038 4214 4225 4237 4271 4310 71 60 48 14 -25 2% 1% 1% 0% -1%
Crowthorne & Sandhurst 2308 2038 2130 2148 2205 2225 2287 178 160 103 83 21 8% 7% 4% 4% 1%
Total 10,805 10,085 10,500 10,639 10,831 11,148 11,526 195 166 -26 -343 -721 2% 2% 0% -3% -7%
SECONDARY including 6th form
Capacity Actual NOR Projected NOR Surplus / deficit (no. of places) Surplus / deficit (%) 2016/17 Oct 2017 Jan-19 Jan-20 Jan-21 Jan-22 Jan-23 Jan-19 Jan-20 Jan-21 Jan-22 Jan-23 Jan-19 Jan-20 Jan-21 Jan-22 Jan-23
Bracknell North 1972 1637 1740 1862 1960 2067 2186 190 44 -76 -203 -340 7% 3% -1% -5% -9%
Bracknell South 2637 1880 1997 2130 2261 2389 2503 640 507 376 248 134 24% 19% 14% 9% 5%
Crowthorne & Sandhurst 2606 2457 2538 2587 2626 2692 2729 68 19 -20 -86 -123 3% 1% -1% -3% -5%
Ranelagh 1010 994 1031 1043 1054 1064 1073 21 33 44 54 63 2% 3% 4% 5% 6% Total 8225 6,968 7,306 7,622 7,902 8,212 8,491 919 603 323 13 -266 11% 7% 4% 0% -3%
18 School Places Plan 2018-2023 Bracknell Forest Council
Pupil Forecasts (Intake year only)
BRACKNELL FOREST TOTALS
PAN Actual Intake Projected Intake Surplus / deficit (no. of places) Surplus / deficit (%) Sept 2016 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2018/19 2019/20 2020/21 2021/22 2022/23 2018/19 2019/20 2020/21 2021/22 2022/23
Primary Totals 1,595 1,420 1,520 1,527 1,555 1,719 1,771 75 68 40 -124 -176 5% 4% 3% -8% -11%
Secondary Totals 1,367 1,232 1,332 1,415 1,440 1,504 1,495 35 -48 -73 -137 -128 3% -4% -5% -10% -9%
Important note
1) Forecasts in this Plan are produced for medium term planning purposes. Forecasts are based on trends in past numbers on roll, admissions and numbers of children by age group, and take into account planned housing and other factors. Numbers of pupils are projected in the designated area of schools and forecasts are not constrained by accommodation at the school. The Admissions Authority for each school will determine, based on their admission arrangements, which pupils can be offered places at the school. The forecasts cannot be used as an indication of admissions in future years.
2) Surplus/deficit numbers of places and percentages are based on the capacity (for NOR) or PAN (for intake) including surge classes, of schools in 2017/18. Figures do not include any planned increases in capacity or PAN.
19 School Places Plan 2018-2023 Bracknell Forest Council
BRACKNELL FOREST – SUMMARY INTAKE TOTALS BY PLANNING AREA
PRIMARY including Aided
PAN Actual Intake Projected Intake Surplus / deficit (no. of places) Surplus / deficit (%) Sept 2016 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2018/19 2019/20 2020/21 2021/22 2022/23 2018/19 2019/20 2020/21 2021/22 2022/23
Bracknell North 610 560 587 644 631 776 815 23 -34 -21 -166 -205 4% -6% -4% -27% -34%
Bracknell South 655 597 625 588 590 609 619 30 67 65 46 36 5% 10% 10% 7% 5%
Crowthorne & Sandhurst 330 263 308 296 333 334 337 22 34 -3 -4 -7 7% 10% -1% -1% -2%
Total 1,595 1,420 1,520 1,527 1,555 1,719 1,771 75 68 40 -124 -176 5% 4% 3% -8% -11%
SECONDARY
PAN Actual Intake Projected Intake Surplus / deficit (no. of places) Surplus / deficit (%) Sept 2016 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2018/19 2019/20 2020/21 2021/22 2022/23 2018/19 2019/20 2020/21 2021/22 2022/23
Bracknell North 312 301 351 367 369 379 401 -39 -55 -57 -67 -89 -13% -18% -18% -21% -29%
Bracknell South 450 358 386 453 465 475 476 64 -3 -15 -25 -26 14% -1% -3% -5% -6%
Crowthorne & Sandhurst 440 408 427 427 435 478 443 13 13 5 -38 -3 3% 3% 1% -9% -1%
Ranelagh 165 165 168 169 171 173 175 -3 -4 -6 -8 -10 -2% -2% -4% -5% -6%
Total 1367 1232 1332 1415 1440 1504 1495 35 -48 -73 -137 -128 3% -4% -5% -10% -9%
20
Annex 1: Pupil forecasting methodology
Forecasts of pupil numbers are produced annually for each school and age group to support the Council’s planning process. The forecasts this year are based on: • The number of pupils in schools for the preceding 5 years (from the School Census returns to the DfE). The Council produces forecasts for secondary and primary schools based on January NOR. • Data on those aged 0-5 for the preceding 9 years, and data on those aged 6 - 18 for the preceding 4 years. • Detailed data relating to housing completions and growth. This includes the trajectory and phasing of future housing developments and expected house type mix as agreed annually with our Spatial Planners and included in the Council’s Site Allocations Development Plan. Our forecasts include development on housing sites of all sizes and assume that all the planned housing growth will be completed. Trajectories are based on the best available information from developers and our Planners, but they may be subject to future slippage. To account for this, lags in children reaching the local school are built in at primary and secondary ages • Data on pupil yield from new housing from a triennial survey of children in new housing, last updated in 2016, which provides yields of pre-school, primary, secondary and post-16 numbers. A higher proportion of children are allocated to the younger primary ages; children of secondary age are allocated in equal proportions to year groups. • Base information, including details of school types, school designated areas, entry and leaving ages, building plans, capacities and data on which schools feed other schools. • Local intelligence. Some factors used in previous years have not been included this year as they are no longer relevant.
Our forecasting model is illustrated below:
Where class size data is available the model adopts a cohort approach. The cohort growth is calculated and applied to the NOR to yield an estimate for classes cascading through the school system.
School Places Plan 2018-2023 Bracknell Forest Council
Intake year volumes are based on an increase in age groups within the base population. The base population is estimated using ONS population data and retrospective class size (NOR) data is then used to estimate the likely proportion of the population in an age group. New build housing volume is not accounted for in the ONS population data. Therefore, a second dataset from BFC Planning Team is layered on top, which estimates population yield from new build estates. The sum of the 2 datasets is assumed to be the base population and this is reconciled throughout the model. The model can run a number of scenarios depending how the estimate will be used. For SCAP, we estimate an end of year outcome. There are a number of logical checks and an envelope (minimum and maximum) of acceptability set around for the growths produced in the model. The model is also audited annually before figures are released.
A feature of the forecasts is that they are not constrained by accommodation at the school – the numbers of pupils are projected in the designated area. If all children cannot be admitted then the schools’ admission criteria will be applied and children not allocated a place will need to attend a nearby school.
22 School Places Plan 2018-2023 Bracknell Forest Council
Annex 2: Current and Future Housing Development
The completion of 437 net dwellings in the Borough over the past year represents an increase on the previous year (336 net dwellings were completed between April 2016 and March 2017). Between April 2006 (the beginning of the current ‘Plan’ period) and March 2017, a total of 3,951 homes have been completed.
At the end of the monitoring year (31st March 2017) there were 1,015 dwellings under construction. This is an increase on the previous year (722 at 31st March 2016), with 575 dwellings being built on large sites. Whilst it is difficult to predict the number of completions for 2017/2018, it seems likely that completions will increase due to the delivery of dwellings on sites allocated through the Site Allocations Local Plan (SALP) process and progress being made on developments in Bracknell Town.
The number of newly permitted dwellings (1,021) between 1st April 2016 and 31st March 2017, increased considerably compared with the previous year (217). The figure includes 400 dwellings at Blue Mountain Golf Club and Conference Centre (SALP Policy SA7). In addition, permission was also granted for a new Learning Village.
At 31st March 2017, there were outstanding planning permissions for 3,849 net dwellings and a further 4,011 net dwellings had been accepted in principle (soft commitments).
The Council’s SALP allocated housing sites to accommodate growth in Bracknell Forest to 2026. It identified sites to facilitate the delivery of 11,139 dwellings. These include new urban extensions involving previously developed and greenfield land. Considerable progress has been made on bringing these sites forward as indicated below:
Land at Broadmoor, Crowthorne – Policy SA4 (270 dwellings) Progress on the residential element of this scheme is dependent on the completion of a replacement secure mental hospital which is under construction.
Land at Transport Research Laboratory, Crowthorne – Policy SA5 (1,000 dwellings) Outline permission has been granted for a mixed-use development including up to 1,000 residential units and a two-form entry primary school. Site preparation works are underway.
Land at Amen Corner (North), Binfield – Policy SA6 (400 dwellings Permission has been granted for 377 residential units and a one-form entry primary school. The scheme is under construction.
Land at Blue Mountain, Binfield – Policy SA7 (400 dwellings) Outline permission has been granted for 400 dwellings and full permission has been granted for an all-through school (Learning Village) providing nursery, primary, secondary, post 16 and SEN facilities. The Learning Village is under construction.
Land at Amen Corner South, Binfield – Policy CS4 (Core Strategy)/Policy SA8 (SALP) (725 dwellings). Outline permission has been granted, subject to the completion of legal agreements, for 550 dwellings and a two-form entry primary school (proposals do not cover entire allocation).
Land at Warfield - Policy CS5 (Core Strategy)/Policy SA9 (SALP) (2,200 dwellings) Area 1: Masterplan for Central Area published February 2015.
23 School Places Plan 2018-2023 Bracknell Forest Council
Area 2: Permission has been granted for a mixed-use development including 750 residential units and a two-form entry primary school. The residential development is under construction and the primary school is complete.
Area 3: Discussions are underway with developers (Area 4: 27 dwellings were completed in 2015/2016)
Further details of schemes on specific sites are set out in Planning Commitments for Housing at March 2017. Please refer to: https://files.bracknell-forest.gov.uk/sites/bracknell/documents/planning-commitments- for-housing.pdf?NXZj5c734IMlZihZkdIwP9qXo4ZEAb17
The Housing Trajectory provides further details of anticipated completions. In summary, as at 1 April 2017, 4,184 dwellings are expected to be completed between 2017/2018 - 2021/2022, and 3,586 dwellings are expected to be completed between 2023/2024 – 2025/2026. Full details are available at: https://files.bracknell-forest.gov.uk/sites/bracknell/documents/housing- trajectory.pdf?nybU4VrCteBDYAEmHIoBKL9pJA8Sf9yx
In view of the scale of planned development, it was considered important that necessary services and facilities were provided with the new development. A number of the SALP policies identified the need to provide key items of infrastructure through, for example, the provision of land and/or financial contributions towards primary schools, secondary schools and special educational needs places. An Infrastructure Delivery Plan (IDP) was also prepared in partnership with key infrastructure providers. This identified, as far as possible, the type and timing of infrastructure needed in association with each urban extension. As noted above, good progress has already been made on delivering some of these facilities. Whilst some schemes are complete, others are currently being discussed with developers. The Council is therefore investing considerable resources in managing the impact of growth in the Borough, which includes the need to provide school places.
In view the need to plan well in advance and the time required to bring forward new land where necessary, the Council has already started working on a new Comprehensive Local Plan.
24 School Places Plan 2018-2023 Bracknell Forest Council
Annex 3: Special and Additional Educational Needs
Bracknell Forest Council, as the Local Authority, is responsible for ensuring appropriate educational provision for all pupils and students of school age living in Bracknell Forest. The aim of the Council is to establish and maintain special educational needs (SEN) provision that:
• Achieves excellent outcomes for children with special educational needs; • Supports children and young people in their own communities, or as close to them as possible; • Matches the number of places to the changing numbers and needs of children and young people who require them; and • Ensures all education staff have support from other schools and settings, our special school or from specialists.
SEN Statistics Summary statistics for special needs and statemented pupils are complex and can be calculated in a number of ways.
According to Department for Education statistics based on School Census data, 2.9% of Bracknell Forest pupils had Education, Health and Care Plans or statements of SEN, in line with the average for England and the South East region6. As this percentage is published externally and comparable nationally, regionally and with other local authorities, this figure was previously used for the purpose of seeking Section 106 contributions from developers and more recently in relation to the Community Infrastructure Levy.
The table below shows trends in placements for children with a statement of special educational needs and EHCP in recent years (January figures):
Children from Children from Children from Bracknell Forest elsewhere Bracknell Forest Year attending Bracknell attending Bracknell Totals attending Forest schools and Forest schools and schools early years settings early years settings elsewhere
2012 484 52 536 197 2013 491 54 545 192 2014 474 52 526 199 2015 449 43 492 191 2016 419 37 456 234 2017 471 48 519 214
Note that the increase in number of Bracknell Forest children attending ‘schools elsewhere’ includes from 2016 post-16 pupils attending college because EHCPs continue into further education. (In earlier years statements generally ceased when the child left school at 16).
6 source DfE School Census Table 14a ‘All schools: pupils with statements of SEN 2009-2013, based on where the pupil attends school’ by Local Authority area. NB this figure includes all schools, including independent schools.
25 School Places Plan 2018-2023 Bracknell Forest Council
SEN in Mainstream Schools in Bracknell Forest The data below are derived from the January 2017 School Census from schools.
SEN Without Statemented % % Statement Pupils and or EHCP Pupils with an (SEN EHCP Support / Action / Action plus)
Primary 108 1.0% 1140 10.6%
Secondary 156 2.3% 680 9.8%
TOTALS (Including Kennel Lane School and College Hall PRU) 428 2.4% 1841 10.3%
Percentage of pupils with Statement of SEN and with an EHCP in mainstream schools in Bracknell Forest
3
2.5
2
1.5 Percentage 1
0.5
0 2013 2014 2015 2016 2017
% Statemented Primary Pupils % Statemented Secondary Pupils
The decreases in the percentages since 2013 are because schools have been managing the needs of the majority of pupils with SEN including those who may otherwise have had a statement or EHCP.
Resource Units The majority of children with statements of special educational needs or Education, Health, Care Plans attend local mainstream schools. There are currently four resource units supporting pupils with specific needs: • Meadow Vale Primary School (Rainbow) provides 6 full time equivalent places for children with social and communication difficulties from nursery to the end of Reception.
• Meadow Vale Primary School provides 20 full time equivalent places for children with speech and language difficulties. 26 School Places Plan 2018-2023 Bracknell Forest Council
• A secondary-aged 56 place Autistic Spectrum Disorder (ASD) resource unit, Rise@GHC, opened in September 2015, with a phased intake planned at 8 students per year until the unit reaches full capacity. This unit is separate from the Garth Hill College site, but managed by the College.
Kennel Lane School
There has been decreased demand for Kennel Lane School in the last four years. The school has capacity for 188 FTE pupils. Students from other authorities are among those on roll at the school.
Numbers on Roll
(January School Census)
2010 2011 2012 2013 2014 2015 2016 2017
179 181 186 185 180 177 169 164
Support Services The Local Authority provides a variety of support to schools to enable children and young people to be supported within mainstream schools. These include:
Educational Psychologists offer practical help, guidance and advice to teachers and parents of children with physical, social, emotional, behavioural or learning difficulties.
Early Years Foundation Stage Inclusion Service (EYFSIS) offers support to early years settings, schools and parents through educational assessment, advice and teaching. Specialist Inclusion Officers visit pre-school children in their homes, pre- school settings and Children’s Centres.
Autistic Spectrum and Social Communication (ASSC) is an outreach service providing support and advice to mainstream schools for children with social and communication difficulties, including those with autistic spectrum difficulties. The ASSC service staff undertake assessments, training, advice and short-term direct work to assist in implementing strategies.
The Behaviour Support Team works with school staff and other professionals to provide advice, support and strategies to help address behaviours that are causing concern in the education setting.
Further information about all support services available can be found in the booklet ‘Guide to Special Educational Needs Provision within Bracknell Forest’.
27 School Places Plan 2018-2023 Bracknell Forest Council
Provision for pupils with statements of special educational needs or Education, Health and Care Plans (EHCP)
The statutory framework allows parents to express a preference for the placement of a child with a statement of special educational needs in a maintained school, including both mainstream and special schools. Some parents, especially those close to the borders with other local authorities, choose mainstream schools or Local Authority maintained schools outside Bracknell Forest. With the increased popularity of our special school and the lack of capacity some pupils have needed to be placed in neighbouring Local Authority maintained special schools.
Occasionally parents request and/or the Local Authority will take the view that, due to a child’s needs, their child’s education needs cannot be met within a Local Authority maintained school. In this instance the Local Authority will work with the parents to identify the most appropriate and cost effective school to meet the child’s needs.
On a few occasions parents and the Local Authority may disagree on the particular school needed to meet a child’s needs and in rare instances a Special Educational Needs and Disability Tribunal (SENDIST) may be needed to resolve the matter.
The Future
There has been a decrease in the number of children with statements of special educational needs/EHCPs in Bracknell Forest despite better identification, an increase in the child school population and the Children’s and Families’ Act 2014 legislating that it is the local authority’s duty to provide for children with SEN through EHCP’s from 0 to 25 (rather than when they left school).
Changes in school funding in April 2013 and proposed legislation in relation to children with special educational needs and disabilities appear to be having an impact of reducing the need for statements of special educational needs/EHCPs.
Bracknell Forest Council is continuing to develop and increase specialist support available to mainstream schools to enable children to attend school locally and achieve their potential. The development of the Early Intervention Hub this year will assist in further co-ordinating this specialist support.
With the rising child school population in Bracknell Forest, additional capacity to meet the particular needs of children requiring special school placements will be required. This has been evident in the last two years with an increase in the number of special school placements outside Bracknell Forest. This has, and will continue to have, financial implications.
To address this need and to reduce the cost and inconvenience to families of placements outside Bracknell Forest, the Council is exploring the development of additional Resource Units within existing mainstream schools to meet specific areas of needs such as children with speech, language and communication needs. There is also a need for additional special school capacity within Bracknell Forest and consideration is being given to the need for additional special school places.
28 School Places Plan 2018-2023 Bracknell Forest Council
Annex 4: Provision for Pupils Out of School
There are a number of pupils for whom a placement in mainstream school is not always sustainable and special school is not appropriate. This group of pupils receive their education through the Pupil Referral Service and a range of other alternative providers and may include at any time:
• pupils unlikely to sustain a mainstream placement which might lead as a last resort to permanent exclusion from mainstream school; • pupils with a pattern of non-attendance, for example because they are school phobic; • pupils with medical or psychiatric reasons for not being able to attend school; • pupils identified as being at risk or vulnerable, these may include those at risk of Child Sexual Exploitation.
Primary-age exclusions are very rare and these pupils are supported and re- integrated as quickly as possible into another placement as appropriate.
Education for secondary-age pupils is provided by the College Hall Pupil Referral Unit. Provision at College Hall includes tuition, attendance on college courses and extended programmes of supported work experience. The intention for younger secondary-age pupils is always a swift return to mainstream school or, when necessary, special school. In support of this the LA works with local secondary schools to secure reintegration as early as possible. College Hall is able to provide some support for pupils who are at risk of exclusion through the Outreach Service.
The tuition service includes provision for pupils either in their own home, in school, in a virtual learning environment or where a school phobic is receiving individual tuition outside mainstream classes at other centres as necessary and appropriate.
29 School Places Plan 2018-2023 Bracknell Forest Council
Annex 5: Maps
30 School Places Plan 2018-2023 Bracknell Forest Council
31 School Places Plan 2018-2023 Bracknell Forest Council
32
Secondary Schoo ls Designated Areas - 2017-2018
DRIFT ROAD
MARE LANE
A 330 LITTLE
M 4 HAZES
MARE LA LA MARE
HOWE LANE A 330 WESTLEY
ST LEONARD'S ROAD GREAT MILL HAZES
DRIFT ROAD
LANE PENDRY'S WINKFIELD ROAD WESTLEY MILL
M 4 A 330 B 3018
HAZELWOOD LANE LA. HAWTHORN PENFURZEN HAWTHORN LANE
WINKFIELD LANE HILL ASHMORE HIGH STANDING HILL
SNIPES LA. BERRY BERRY LANE HAWTHORN LANE HOGOAK LANE
SPINNING WHEEL LANE B 3018 PICKED A 3095 WINDSOR POINT BARN FOREST LANE GOUGH'S ASCOT RD. TWYFORD DRIFT ROAD LANE WINKFIELD ROAD
FOREST ROAD
NUPTOWN LA.
LANE ROAD ROAD LANE HILL JEALOTTS HOWE BOTTLE LANE
B3022
WINKFIELD LANE CROUCH LANE
GARSON'S LANE
WELLER'S NUPTOWN RD. CRANBOURNE B 3018 ROW SQUIRREL A 330 HALL BISHOP'S LANE
LANE CHAWRIDGE LANE
B 3018
MAIDENHEAD
TICKLEBACK B 383
KINGSCROFT LANE LANE
STREET
LANE LA.
WOOD BUCKLE LANE A330
FOREST ROAD
EL EL
COCK'S LANE BOWYERS HAZ HAZ TWYFORD ROAD LANE WINKFIELD NORTH STREET WINKFIELD
MAID A 330 EN S GRN. BOTTLE LANE MOUNTS HILL track B 3022 LANE CHURCH PARKER'S LANE B 3022
ROAD C
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R C
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RYEHURST LANE
A 3095 WESTHATCH
CARTER'S HILL CORNER
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HATCH RYEMEAD
WEST CHURCH LANE BROCK HOLLYWALK HILL STUBBS HILL A 330
CARTER'S HILL WONDESFORD DALE MALT HILL B 3017
LOVEL ROAD NORTH MALT HILL A332 CABBAGEHILL GREEN RD SYMONDSON MEWS A 330
LANE KETCHER HAZELWOOD LANE TERRACE OSBORNE LANE LOVEL LANE WICK'S MINCHIN GREEN GREEN CHURCH LANE FOREST STEVENSON GROVE LA. DRIVE B 3034 B 3034 ROAD
WOODSIDE LA. THE POUND TILEHURST WINCH ATHWAY WINK P PLACE CLOSE A3095 HAYLEY GREEN C OO WINDSOR
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ROSEDALE B 3018 HODGE LANE WOODSIDE ROAD GREEN GOOSE CORNER ARTHURSTONE BIRCHES CASWALL YORK ROAD B 3034
PITCH PLACE B 3034 WINDSOR ROAD CLOSE B3034 FOREST ROAD FOREST ROAD B 3034 BRAZIERS LANE
ROSE HILL DIANTHUS WOODSIDE RD ALBEN RD THE LIMES CARNATION FISHER GREEN deep LANE MINORU ford WATERSPLASH LANE SATURN PLACE GREEN PLACE
CHENEY WEST END LANE CROFT WILLIAM SIM RK RK HORSNAPE ROAD CL. WOOD A 332 GARDENS PA TERRACE ROAD SOUTH FYDLERS CL. THE SPLASH STAFFORDSHIRE HAMPSHIRE FOXGLOVE AA33009955 MAIZE LANE SIMKINS CLOSE EMMETS OLD PRIORY LANE CROFT
RISE DDRR.. HATCHET
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GROVE E C ADMIRAL KEPPLE CT NEW RD. CRISP D A 330A CL. DELLER ST. BURNHAM ENGLEMERE CL. L WILDERS T OAKLANDS GATE GARD E NS OAKLANDS WEBB BROADRICK E GDNS MILL GOUGH'S LANE A
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LA. ESP ROMEO AK EA MAGNOLIA CL ASCOT PLOUGHLANDS LANE LANDS ST. HILL GDNS. VIOLA BEECH SAMPSON GDNS BUCKTHORNS MERRYHILL WEST
ROAD HILL RIDE ASHRIDGE GRN. SANDY LANE HOR ER KING EDWARDS AVENUEKINGSMERE GOUGH'S LA. ROUNDSHEAD CRESSIDA CL ROAD LONGMOORS LIMERICK RD. WATES PARK COURT CLOSE GATE OLD PARK NEVELLE PRIESTWOOD HOLLY SPRING CHASE AC GREEN WILWOOD RD. SHEPHERDS HILL ATIO HORNBEAM THE PLATEAU CL. CLOSE CL. NURSERY WOOD SALTIRE LANE S. BARKERS KENNEL B383 BROADLANDS WARREN SQUARE FIELD INGS MACBETH PO COP SE SANDY LANE RD. RD. E WOOD GDNS WARFIELD N MEADOW
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CL. R AVE EDWARDS JUBILEE BROOMFIELD PARK D. DUKESHILL RD. JIG'S WAY THE PLATEAU THE GROVE CRES. LN. BEV MOORDALEGRAY PLACE FARADAY KENILWORTH GRV. CORDELIA GDNS. RD. ST MARKS RD. BROOK LAWRENCE PRIESTWOOD CL. SCOTT PLANTAGENET CLOSE GREEN WINDMILL GATE MILL RIDE
CL. KEATES LANE AVE. CROFT
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AVE. FLINTGROVE LANE SPENCER FAX B3018 KEEP DR LONG HILL ROAD ASHER CL. PLAC ROAD MEADOW MACAULAY ORB WOOD E GDNS. AU FARLEY COPSE RD. CL. HILL COPSE BROWNRIGG CRES. ILLINGWORTH GR B3408 LINDENHILL ! VIEW DRIVE POLLARDROW NEW BLUEBELL BOWYER WALK CLOSE HILL STONEY ROAD BOYD Hill BE HARVEST DRUCE BURLEIGH LANE BURLSDON MEADOW B3408 HOMBROOK RD. HONEYHILL CT. TOWN WATERSPLASH LANE ANDERS COURT DAVENTRY DR. CRES. DR. LANE
CORNER ALBERT BULLBROOK EIGH CHEAPSIDE SQUARE A3095 BAY RD. BIRCH LA. DRIVE RD. ROAD MAINPRIZE NORTH ROAD WOOD CLINTON WILLOW GRANGE RD. SPRINGFIELD MUTTON OAKS S DASHWOOD DRUMMOND GDNS. RL COURT FANES CL. G CLOSE BRACKEN WHITELANDS RN. A 329 MILLENNIUM DRIVE CLOSE SUTHERLAND CHASE BU RD. STATHAM CT. SIMMONDS CL. CUMBERLAND DR.NORTH DAVENPORT PARKLANDS BANKST. CHRISTOPHERS ANCASTER WAL DORIAN
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WOKINGHAM ROAD BADGERS HERON PLA. MARKET WITTENHAM RD. BESWICK GOLD DAWNAY CHALLIS FOWLERS R GROVE ROAD. MILLERS WALDRON RIDE FERNBANK CLOSE DRIVE RADCLIFE WAY THE RING GREEN CHURCH ROAD TON PLACE CLOSE FO EST GDNS. CUP LA. DRIVE ROAD MEAD WINDLEBROOK GRN. HEARN THUMB HILL BEEHIVE ROAD PLACE B3408 BOND WAY ELLENBOROUGH PRIORY B3017 ROAD PLACE TIPPITS PORTMAN CL. HILL SKIMPED ROAD WALK FLETCHER WAY NELSON CL. FREEBORN DARWALL CLOSE CHEAPSIDE GREEN LANE ROAD LILY HILL RD. TIMLINE JACOB CL. AVE. B383
INGS DRIVE GARDENS BROADWAY PARK ROAD LICHFIELDS GREEN WARREN ROAD WE ROKEBYSMITH CL. WAY WAY HEATHLANDS ROW WAY ATH BARN CL. FERNBANK TURNPIKE MILBANKE ER SQ. BASEMOORS RL EASTHAMPSTEAD RD. GRENVILLE PLACE WENTWORTH HILLTOP CLOSE CROSSWAY W MANSFIELD A SHELLEY
DR. COURT Y DEEPFIELD
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SQUARE LONDON ROAD RD. OOD OAKW COURT PRINCESS RISE MILWARD SWEETWELL MILBANKE PLACE HILL ROAD CL. ROAD GATE CL. BUCKHURST RD. GARDENS NEW RD. LILY WENTW LANGDALE BLOMFI ELD ROAD WESTERN BRACKNELL CHAVEY ORTH AVE. BLACKMOOR A329 LONDON ROAD BAY DR. DALE ENTERPRISE NASH DRIVE POCKET LARGES COOKHAM SQUARE PRINCE ANDREW WAY R PERRY WAY DOWN GDNS. CENT E CHARLES CLOSE TEBBIT BULLBROOK DRIVE SHERWOOD MOOR COVES FARM DOWNSHIRE THE K
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LA. A3095 SYCAMORE CLOSE CHASE BROADQUADRANT FORESTERS WAY RD. GARDENS LITTLEDALE CLOSE
FROG LA. LA. FROG SOUTH SOUTH OLDBURY FAIRCROSS BRATTAIN CL. SQUARE LONDON ROAD RISE MARTINS LA. YEW CT. HILL A 329 HEWETT OLD COURT CORNER BRIDGE DR. DROITWICH
LEA OLD RIDUS CRITCHER DONCASTLE RD. BRACKNELLCLOSE. LARGES CHERRY LONDON ROAD WILDRIDINGS BRA WAY BROCKENHURST COP SECLOS E RD. TREE DR. BERKSHIRE WAY BROWNING CL. VINCENT C ! RANELAGH CALF TOLL DROVERS RISE LUCAS PLACE BAYDEN HUBBERH OLME DOWNSHIRE WAY POPLAR
BUTLER DRIVE CLAYILL CL. B3430 SQUARE KNELL BARD
BROOME WOODRIDGE DRIVE RD. COURT COURT GDNS. GRE EN HAZELL THE EEN A 329 GROUSE WALK MEADOWS CT. PLAC FOREST CL ALDER ALDER CL. LANE CALFRIDUS LYDBURY MINSTEAD RIDGEWAY CLOSE E EMERY INGLETON BOXFORD CROWTHORNE LANE CL. LA. BAGSHOT RD. EAST DOWN CL. A3095 WAY WAY
BUNCE VI EW BEECHCROFT BROAD LANE MILLS RADNOR RD. COURT CLOSE RanelHIP agh CE NORTHAMPTON GREENHOW Y CHASE A 329 S VICTOR WHISTLEY CL. CAPE RCAILLIE CLOSE RD. A D WALK CROSS WILLOUGHBY ROAD ALLSMOOR RIDGE W WOODCOCK CHASE FOUNTAINS NICHOLSON RD BROAD LANEBLENHEIM DRIVE GIBSON DR. HALIFAX ROAD KELDHOLME AVENUE GIBSON DR. GATES RIDE GARTH VALIANT BEVERLEY BOG LANE PEACOCK LANE FRIEN SETLEY DONCASTLE RD. LEVERKUSEN VULCAN CL. VIGAR WAY PLACE ROAD WHITTON DONCASTLE ROAD MILL LANE KYLE ACACIA TEMPEST MEWS CHERBURY COURT WAY RIDERALPHS ROAD O A322 LIME S PHEASANT VIEW AUSTIN NEW FOREST P CLOSE HAWK PARK SWINLEY ROAD PIGEON CL.
HARRGROVEIER WAY HAMPDEN HASTINGS CORNER CORNER ADALE
QUA IL IL QUA ROAD P R ENNERDALE WALK T ELLESFIELD LAUR E CRESCENT TYPHOON CL. H A LANE R Y PICKET E MALHAM DOLPHIN M PARTRIDGE I AVENUE A322 BUCKHURST G A COURT
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Bracknell Forest Borough Local Development Framework www.bracknell-forest.gov.uk October 2012 Content
1 Introduction 4 1.1 Structure of the IDP 7 2 Methodology 8 3 Key Elements of the IDP 10 3.1 Component Parts of Infrastructure 10 3.2 Assumptions 12 3.3 Prioritising 13 3.4 Unplanned Development 14 3.5 Securing Comprehensive Development 14 4 Summary of Site Allocations Development Plan Document 15 5 Monitoring and Review 18 6 Infrastructure Templates - context 19 6.1 Transport Infrastructure 19 6.2 Waste Management 40 6.3 Utilities 44 6.4 Renewable Energy 57 6.5 Education 61 6.6 Community Infrastructure 80 6.7 Social Infrastructure 99 6.8 Emergency Services 108 6.9 Health 114 6.10 Green Infrastructure 120 7 Infrastructure Delivery Schedules - Strategic Sites (SA4 - SA9) 146 7.1 Policy SA4 - Land at Broadmoor, Crowthorne 147 7.2 Policy SA5 - Land at Transport Research Laboratory, Crowthorne 157 7.3 Policy SA6 - Land at Amen Corner North, Binfield 167 7.4 Policy SA7 - Land at Blue Mountain, Binfield 176 7.5 Policy SA8 - Land at Amen Corner (South), Binfield 185
http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 7.6 Policy SA9 - Land at Warfield 196 7.7 General Infrastructure Schedule 208 8 Infrastructure requirements for Housing Sites in Policies SA1 - SA3 216
Appendices
1 Planning Policy 1 2 Housing Mix 3 3 SADPD Document (SAL) References 5
Glossary
Glossary 9
Table 3.1 Infrastructure covered by the IDP 10 Table 3.2 Housing mixes forming the basis of IDP assumptions 12 Table 4.1 SHLAA sites proposed for allocation 16 Table 6.1 Proposed junction improvements 21
Figure 1.1 Development Sites Proposed for Allocation 6 Figure 6.1 Proposed Junction Improvements 25 Figure 6.2 Primary Schools in Bracknell Forest 68 Figure 6.3 Secondary Schools in Bracknell Forest 72 Figure 6.4 Community and Youth Centres in Bracknell Forest 87 Figure 6.5 Library provision in Bracknell Forest 91 Figure 6.6 Allotment provision in Bracknell Forest 128 Figure 6.7 Play Area provision in Bracknell Forest 129 Figure 6.8 Sports Pitch provision in Bracknell Forest 130 Figure 7.1 Broadmoor - Location Plan 147 Figure 7.2 TRL - Location Plan 157 Figure 7.3 Amen Corner North - Location Plan 167 Figure 7.4 Blue Mountain - Location Plan 176 Figure 7.5 Extract from Proposals Map (2011) of Amen Corner (South) development (ref. CS4 area) 185 Figure 7.6 Extract from Proposals Map (2011) of Warfield development (CS5 area) 196
http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 1 Introduction
1.0.1 Bracknell Forest Council (BFC) has produced this Infrastructure Delivery Plan (IDP) to identify key infrastructure required to support development proposed in the Site Allocations Development Plan Document (SADPD), Warfield Supplementary Planning Document (SPD) and Amen Corner SPD. It is a material consideration in the determination of planning applications.
1.0.2 The IDP has been prepared to support the level of growth envisaged in the Council’s adopted Core Strategy and planned for in the SADPD. This approach was based on the repeated announcements by the Government of the planned abolition of regional spatial strategies (RSSs). The Government has not yet achieved the abolition of RSSs and therefore the SADPD needs to be in general conformity with the RSS. This includes a housing target of 12,780 new homes for the plan period rather than the 10,780 target in the Core Strategy. In this context the SADPD is being taken forward as a first step in achieving the higher RSS target and the IDP continues to identify the infrastructure required to support its proposed allocations.
1.0.3 The IDP will continue to be updated as part of the process of preparing a new Local Plan. It will also be expanded as necessary to include infrastructure requirements arising from any additional allocations in the Local Plan needed to meet the Borough’s objectively assessed needs for the period of the new Local Plan (and RSS requirements if it remains in place).
1.0.4 One of the main purposes of the SADPD is to allocate sites to meet strategic housing needs. Following public consultation, the Draft Submission has identified the following four strategic urban extensions with the potential for comprehensive development:
Land at Broadmoor, Crowthorne (Policy SA4) Land at TRL, Crowthorne (Policy SA5) Land at Amen Corner North, Binfield (Policy SA6) Land at Blue Mountain, Binfield (Policy SA7)
1.0.5 It also identified several 'major' sites (sites in defined settlements - SA1 & SA2, and edge of settlement sites - SA3), each containing 10+ net additional dwellings, identified initially through BFC's Strategic Housing Land Availability Assessment (SHLAA). These are listed in Table 4.1 'SHLAA sites proposed for allocation'.
1.0.6 Bracknell Forest's Core Strategy DPD, adopted in 2008, has already identified land at Amen Corner (Policy CS4) and Land at Warfield (formerly known as land at North of Whitegrove and Quelm Park (Warfield Parish)) (Policy CS5) for development. Both sites have adopted SPDs that contain infrastructure delivery schedules which were developed using information available at the time of adoption. These sites are comprehensively covered by this document which will be regularly updated.In light of this, the IDP should be read in conjunction with the SADPD(1), Warfield SPD(2) and Amen Corner SPD(3). Figure 1.1 shows the location of these SADPD and Core Strategy development sites.
1.0.7 Government guidance emphasises the importance of planning for the necessary physical, social and green infrastructure to support growth. This Plan explains the approach BFC has taken in identifying the infrastructure needs arising from new major housing developments, how
1 http://www.bracknell-forest.gov.uk/SADPD 2 www.bracknell-forest.gov.uk/warfield 3 www.bracknell-forest.gov.uk/amencorner
4 http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument it will be delivered and an assessment of the potential risks associated with doing so. Each infrastructure service area, has an Infrastructure Template outlining existing provision, planned provision and any key issues. Each major new urban extension site, including the Warfield SPD site has a site-specific schedule outlining all of the identified requirements for each site. Our approach to the smaller Policy SA1 - SA3 sites is detailed in 8 'Infrastructure requirements for Housing Sites in Policies SA1 - SA3'.
1.0.8 Although this plan has been coordinated by BFC, the information it contains is the result of collaboration with numerous internal and external service providers of infrastructure, including transport, education and healthcare. It draws on information from sources including government guidance and infrastructure providers' investment programmes.Through this engagement, BFC has sought as much information as possible. However, instances exist where the required information has not been available, for example where providers do not plan as far ahead as 2026. In light of this, the IDP will remain a 'live' document, subject to regular review and updated accordingly as more information emerges, and schemes are implemented.
1.0.9 The IDP will help to:
Ensure growth and housing development is supported and mitigated by necessary infrastructure Bid for funding from other infrastructure agencies Engage with infrastructure funding providers and deliver the right levels of infrastructure for growth
1.0.10 The IDP is a tool for the development industry to use in preparing their plans/schemes. Its function is to:
Support the plan-making process, including forming part of the evidence base to support the delivery of the SADPD Support the production and implementation of site-specific briefs and SPDs Be a material consideration in the determination of planning applications Give a clear indication for landowners and developers of the Council's expectations for the planned sites Provide existing communities with information on how the impacts of future developments will be mitigated
http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 5 Figure 1.1 Development Sites Proposed for Allocation
6 http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 1.1 Structure of the IDP
1.1.1 The IDP is made up of two main sections as follows:
1.1.2 Section 1: Infrastructure Templates - context
1.1.3 This section contains background material relevant to the delivery of infrastructure that has been collated through consultation with service providers. Information is presented in a 'template' for each of the infrastructure service areas set out in Table 3.1 ' Infrastructure covered by the IDP'. Each template contains the following information which 'feeds-in' to the 7 'Infrastructure Delivery Schedules - Strategic Sites (SA4 - SA9)':
Lead Organisation(s) Main Sources of Information Existing Provision Planned Provision Sources of Funding Key Issues & Rationale Role of Planning Policy Conclusion & Action
1.1.4 Section 2: Infrastructure Delivery Schedules - Strategic Sites (SA4 - SA9)
1.1.5 Each of the SADPD's strategic development sites has an infrastructure delivery schedule which contains a breakdown of the Council's infrastructure expectations for the site and how it will be implemented. Each schedule contains:
Infrastructure required Phasing Delivery organisation(s) How delivered (with cost estimates) Risk/Dependences
1.1.6 Section 8 'Infrastructure requirements for Housing Sites in Policies SA1 - SA3' outlines the Council's approach to securing infrastructure for smaller development sites in the SADPD.
1.1.7 All information is based on the most up-to-date information at the time of writing and is subject to change.
http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 7 6.5 Education
Early Years
Lead Bracknell Forest Council Organisation(s) West London Mental Health NHS Trust
Other private, voluntary and independent providers.
Main Sources Every Child Matters – Change for Children (2004) of Information Core Strategy CS6 (2008) Limiting the Impact of Development SPD (2007) Children and Young People’s Plan (2006-2009) Joint Strategic Needs Assessment
Existing There are currently 8 Children's centres in Bracknell Forest; The Rowans, Provision The Oaks, The Family Tree, The Alders, The Chestnuts The Maples, The Hollies and The Sycamores.
The Squirrels early years facility is run by the West London Mental Health NHS Trust at Broadmoor Hospital. This is subject to replacement as part of the site's redevelopment proposal (Policy SA4).
In addition, there are 50 private, voluntary and independent providers of early years childcare and education, 19 out-of-school childcare providers, 17 holiday childcare providers and 16 maintained nurseries attached to schools.
The recent Sufficiency Assessment 2011 has demonstrated that generally there were enough childcare places available across existing provision and where there were exceptions, new provision has or will meet that need.
Planned Where there are currently gaps in Early Years provision e.g. Jennett’s Park Provision and Crown Wood, there are plans to develop pre-schools and after-school provision using existing facilities.
However, the proposed new developments will generate additional numbers of children as outlined above, whose needs will not be met by existing provision. There is therefore the need for new facilities within these developments to be available for the delivery of additional childcare.
Sources of Developer contributions for the provision of Early Years facilities within Funding community facilities.
New primary schools include a nursery element.
http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 61 Early Years
New day nurseries could be funded by private enterprise, providing there is land available.
Key Issues & Over the last few years BFC has seen a steady increase in the birth rate Rationale increasing demand for early years provision.
Children’s Centre services
The LA has a statutory duty to provide universal and targeted children’s centre services to all families with children under 5 within Bracknell Forest as laid down in the Apprenticeships, Skills, Children and Learning Act 2009.
The Sure Start Children’s Centre Statutory Guidance issued by the Department for Education states that services should be delivered within the local community to support local families and promote community cohesion.
In order to meet government guidelines as outlined above, it is important that children’s centre services are delivered within each of the proposed new communities.This will help to promote community cohesion and support those families who are not able to travel to venues outside their immediate locality. In addition, it will support the Local Authority’s bid to reduce car journeys wherever possible.
The Hollies, Chestnuts and Maples Children’s Centres that cover the proposed new areas of development do not have a central building but already use outreach venues from which to deliver services and this will continue. However, these existing venues are already fully utilised and also are not within the proposed new developments. It will be impossible therefore to meet the requirement to offer services to meet local need within the individual communities without the provision of new multi-use facilities.
There is no central government capital funding as this was discontinued at the end of March 2011. There is an element of revenue funding contained within the Early Intervention Grant for the provision of children’s centres and this is used to provide the staff and services to meet the needs of local communities including the hire of local venues.
The estimated number of children aged 0-5 generated by the new housing will put significant pressure on existing venues, requiring additional facilities within the new communities to be available.
Early Years Provision
There is a statutory duty (see below) to ensure that there are enough free pre-school places and childcare places to meet local need.
62 http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument Early Years
Section 6 of the Childcare Act 2006 gives local authorities a new duty of securing, so far as is reasonably practicable, that the provision of flexible, affordable and accessible childcare is sufficient to meet the requirements of parents in their area in order to enable them to work or undertake education or training leading to work.
Section 7 gives them a related duty to secure free early years provision for pre-school children of a prescribed age. There is a universal offer of early education funding for 3 and 4 year olds and additional support for vulnerable 2 year olds as identified by the Local Authority against government criteria.
This funding entitles children to 15 hours per week of early education in the setting of the parents’ choice. The funding allows Early Years providers to employ staff and to hire venues (if required) from which to deliver their services. A high proportion of private and voluntary providers are either non-profit making or generate only a small profit.
There are 46 providers within Bracknell Forest who operate in this manner.
The proposed new developments will generate additional numbers of children as outlined above, whose needs will not be met by existing provision. There is therefore the need for new facilities within these developments to be available for the delivery of additional childcare.
These will need to be delivered through community venues such as a multi-use facility. It should be noted that space within this provision would need to be permanent and for the sole use of the early years provider between the hours of 8.00 am and 4.00 pm. In addition, this space could be used for out of school childcare up to 6.00 pm.
This sole use is required to meet government guidelines around accessibility and flexibility. Early Years providers now have to offer up to 15 hours per week to each child which can be taken on a flexible basis to meet parental need. This entitlement will increase in the future to 20 hours per week.
Role of The NPPF states that Local Plans should 'plan positively' for an areas Planning Policy development and infrastructure requirements (Para 157).
In promoting sustainable travel patterns, Para 38 states that for larger scale residential developments in particular, planning policies should promote a mix of uses so that key facilities, including schools, are located within walking distance of most properties.
In promoting healthy communities, Para 72 states that local planning authorities should take a 'proactive, positive and collaborative approach' in meeting school place requirements, and that 'great weight' should be applied to the need to create, expand or alter schools.
http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 63 Early Years
Para 162 states that local planning authorities should work with other authorities and providers to assess the quality and capacity of educational infrastructure, and consider wider strategic educational needs.
The Council will continue to engage with educational providers to ensure that the IDP remains responsive to changing needs, evidence base and strategies.
The LDF will provide the policy and guidance framework for enhancing capacity of existing provision or for the provision of new facilities.
The Core Strategy and Site Allocations DPD identify the location, scale and indicative phasing of development to inform Bracknell Forest Council where demand will increase for Early Years so additional infrastructure can be accounted for in emerging policy.
Core Strategy policy CS1 supports development which provides a mix of uses and that protects and enhances the health, education and safety of the local population.
Policy CS6 requires developers to contribute towards infrastructure needed to support development.
The Limiting the Impact of Development SPD sets out the details for implementing and delivering sustainable communities.
The SADPD provides the policy hooks by which Early Years services can be required from development.
Conclusion & Site-specific infrastructure requirements have been identified. Action Early Years has been included in site-specific infrastructure schedules.
64 http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument Primary Education
Lead Bracknell Forest Council Organisation(s)
Main Sources Limiting the Impact of Development SPD (July 2007) of Information Primary Capital Strategy (2008) School Places Plan 2010-2015 (2010) Pupil Product Ratio Research Study (2010) Creating Opportunities. A Joint Strategic Plan for Children and Young People in Bracknell Forest 2011-2014 Joint Strategic Needs Assessment Sustainable Community Strategy 2008-2014 Building Bulletin 99: Briefing Framework for Primary School Projects
Existing 28 Schools maintained by the Council. Provision
Planned 2nd form of entry (FE) Jennett's Park Primary School opened in September Provision 2012 (1st FE opened Sept 2011).
Planned extensions to Meadow Vale and Holly Spring to expand schools from 2FE to 3FE.
Sources of Developer contributions, BFC Primary Capital Programme. Funding
Key Issues & Over the last few years BFC has seen a steady increase in the birth rate Rationale and rising rolls in primary schools, resulting in pressure on the intake year.
Cross-boundary developments could impact on the need for places in Bracknell Forest where part of an existing primary Designated Area (DA) part falls within a neighbouring authority. The only school where this occurs is ascot Heath which has part of its DA in North Ascot.
The following key principles should be considered in the location of a new primary school:
A) Central Location: The school (including playing fields) should be at the heart of its community in a central location within easy walking distance for the majority of residents. This requirement would be consistent with policies CS1, CS2, CS4, CS6 and CS23 of the Council’s Core Strategy.
B) Playing Fields:These must be located on flat, well drained land to enable them to support sports and PE curriculum. In addition, any playing fields to be used by the new school should be located as part of the school site. Provision of playing fields separately from the school site would not be acceptable, for reasons of safety, sustainability and access to toilets, as it would require young children to have to travel to reach the playing fields.
http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 65 Primary Education
C) Site Hazards: Known and potential hazards should be avoided. When a site is selected there should be adequate investigation/mitigation of contamination of the site.
D) Site noise: the proximity of a new school site to major sources of noise should be kept to a minimum to avoid disruption to teaching and learning.
It is recognised that the provision of additional housing will place additional demand on school places within the Borough. Accordingly an assessment of the likely yield of primary pupils from the new development identified in the SADPD was undertaken. In assessing the likely demand that will arise from this development consideration was given to surveys undertaken by the Council’s Children, Young People and Learning Department. In addition assumptions were made, based on the advice received from the Council’s Spatial Policy section as to the likely mix of house size (based on the number of bedrooms) for each site.
The findings of this exercise demonstrated that for the major housing sites identified in the SADPD there would not be sufficient capacity in existing primary schools to meet the likely demand for primary places from these developments, therefore on-site provision of primary school places will be required for some sites.
A nursery element is included in the specification of new primary schools.
Role of The NPPF states that Local Plans should 'plan positively' for an areas Planning Policy development and infrastructure requirements (Para 157).
In promoting sustainable travel patterns, Para 38 states that for larger scale residential developments in particular, planning policies should promote a mix of uses so that key facilities, including schools, are located within walking distance of most properties.
In promoting healthy communities, Para 72 states that local planning authorities should take a 'proactive, positive and collaborative approach' in meeting school place requirements, and that 'great weight' should be applied to the need to create, expand or alter schools.
Para 162 states that local planning authorities should work with other authorities and providers to assess the quality and capacity of educational infrastructure, and consider wider strategic educational needs.
The Council will continue to engage with educational providers to ensure that the IDP remains responsive to changing needs, evidence base and strategies.
The LDF will provide the policy and guidance framework for enhancing capacity of existing provision or for the provision of new facilities.
66 http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument Primary Education
The Core Strategy and Site Allocations DPD identify the location, scale and indicative phasing of development to inform Bracknell Forest Council of pupil yields and spatial requirements for additional school places so additional infrastructure can be accounted for in emerging policy.
Core Strategy policy CS1 supports development which provides a mix of uses and that protects and enhances the health, education and safety of the local population.
Policy CS6 requires developers to contribute towards infrastructure needed to support development.
The Limiting the Impact of Development SPD sets out the details for implementing and delivering sustainable communities.
The SADPD will identify the developments where a new primary school would be required.
Conclusion & Significant infrastructure requirements have been identified that will require Action developer contributions.
Primary Education has been included in site-specific infrastructure schedules.
http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 67 Figure 6.2 Primary Schools in Bracknell Forest
68 http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument Secondary Education
Lead Bracknell Forest Council Organisation(s)
Main Sources Limiting the Impact of Development SPD (July 2007) of Information 14-19 Education Plan (2008-2013) Children and Young People's Plan (2006-2008) Joint Strategic Needs Assessment (2008) School Places Plan 2010-2015 (2010) Pupil Product Ratio Research Study (2010) Creating Opportunities. A Joint Strategic Plan for Children and Young People in Bracknell Forest 2011-2014 Sustainable Community Strategy 2008-2014 Building Bulletin 98: Briefing Framework for Secondary School Projects
Existing The Brakenhale School Provision Edgbarrow School Easthampstead Park School Garth Hill College Ranelagh School (Church of England aided) SandhurstSchool
Planned Edgbarrow School - capacity will increase in 2011 Provision Garth Hill College - capacity will increase in 2011
Sources of Developer contributions, BFC Capital Programme, other. Funding
Key Issues & As a result of the Education and Skills Act 2008 the compulsory learning Rationale age will rise to 18 by 2015.
Cross-boundary developments especially in Wokingham could impact on the need for places in Bracknell Forest. For example, part of Wokingham Borough currently lies with the designated area for Edgbarrow, Further development of housing in this location would therefore generate demand for additional places at Edgbarrow.
It is recognised that the provision of additional housing will place additional demand on school places within the Borough. Accordingly an assessment of the likely yield of primary pupils from the new development identified in the SADPD was undertaken. In assessing the likely demand that will arise from this development consideration was given to surveys undertaken by the Council’s Children, Young People and Learning Department. In addition assumptions were made, based on the advice received from the Council’s Spatial Policy section as to the likely mix of house size (based on the number of bedrooms) for each site.
http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 69 Secondary Education
The findings of this exercise demonstrated that for the major housing sites identified in the SADPD currently within the DA for Garth Hill, there would not be sufficient capacity at Garth Hill to meet the likely demand for secondary places from these developments and a new secondary school will be required in the north of the Borough.
For the development at TRL it is possible that there may be capacity at Easthampstead Park to accommodate the additional secondary pupils from this development. However, it is likely that refurbishment works would need to be undertaken to accommodate these pupils.
The development of Broadmoor would also generate the need for additional places at Edgbarrow. It is therefore likely that capacity at this school would need to be increased.
The following key principles should be considered in the location of a new secondary school:
A) Central Location:The school (including playing fields) should be centrally located in relation to the developments it will serve. This requirement would be consistent with policies CS1, CS2, CS4, CS6 and CS23 of the Council’s Core Strategy.
B) Playing Fields:These must be located on flat, well drained land to enable them to support sports and PE curriculum. In addition, any playing fields to be used by the new school should be located as part of the school site. Provision of playing fields separately from the school site would not be acceptable, for reasons of safety, sustainability and access to toilets, as it would require young children to have to travel to reach the playing fields.
C) Site Hazards: Known and potential hazards should be avoided. When a site is selected there should be adequate investigation/mitigation of contamination of the site.
D) Site noise: the proximity of a new school site to major sources of noise should be kept to a minimum to avoid disruption to teaching and learning.
Role of The NPPF states that Local Plans should 'plan positively' for an areas Planning Policy development and infrastructure requirements (Para 157).
In promoting sustainable travel patterns, Para 38 states that for larger scale residential developments in particular, planning policies should promote a mix of uses so that key facilities, including schools, are located within walking distance of most properties.
70 http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument Secondary Education
In promoting healthy communities, Para 72 states that local planning authorities should take a 'proactive, positive and collaborative approach' in meeting school place requirements, and that 'great weight' should be applied to the need to create, expand or alter schools.
Para 162 states that local planning authorities should work with other authorities and providers to assess the quality and capacity of educational infrastructure, and consider wider strategic educational needs.
The Council will continue to engage with educational providers to ensure that the IDP remains responsive to changing needs, evidence base and strategies.
The LDF will provide the policy and guidance framework for enhancing capacity of existing provision or for the provision of new facilities.
The Core Strategy and Site Allocations DPD identify the location, scale and indicative phasing of development to inform Bracknell Forest Council of pupil yields and spatial requirements for additional school places so additional infrastructure can be accounted for in emerging policy.
Core Strategy policy CS1 supports development which provides a mix of uses and that protects and enhances the health, education and safety of the local population.
Policy CS6 requires developers to contribute towards infrastructure needed to support development.
The Limiting the Impact of Development SPD sets out the details for implementing and delivering sustainable communities.
SADPD policy will identify the requirement for a new secondary school.
Conclusion & Significant infrastructure requirements have been identified requiring Action developer contributions.
Secondary Education has been included in site-specific infrastructure schedules.
http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 71 Figure 6.3 Secondary Schools in Bracknell Forest
72 http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument Further Education
Lead Bracknell Forest Council Organisation(s) Bracknell & Wokingham College and other providers
Main Sources Limiting the Impact of Development SPD (July 2007) of Information 14-19 Education Plan (2008-2013) Children and Young People's Plan (2006-2008) Joint Strategic Needs Assessment (2008) School Places Plan 2010-2015 (2010) Pupil Product Ratio Research Study (2010) Creating Opportunities. A Joint Strategic Plan for Children and Young People in Bracknell Forest 2011-2014 Sustainable Community Strategy 2008-2014 Building Bulletin 98: Briefing Framework for Secondary School Projects
Existing The Brackenhale School Provision Edgbarrow School Easthampstead Park School Garth Hill College Ranelagh School (Church of England aided) Sandhurst School Bracknell & Wokingham College
Planned None identified Provision
Sources of Developer contributions, BFC Capital Programme, other. Funding
Key Issues & Currently the only statutory requirement for further education is that an Rationale existing secondary school is obliged to provide a place if an existing pupil meets the minimum entry requirements. Pupils of secondary age are able to choose from a variety of options for further education with many choosing to attend a facility outside of the Borough.
Development within the Borough will place additional pressure on Council-provided further education services. Developer contributions will therefore be sought towards the provision of additional further education places or enhancement of existing facilities. Specifically, development within the catchment of the proposed sixth form facility, at the proposed secondary school on land at Blue Mountain, will be required to make financial contributions based on an assumed pupil yield and sixth form stay-on rate.
Role of The NPPF states that Local Plans should 'plan positively' for an areas Planning development and infrastructure requirements (Para 157). Policy
http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 73 Further Education
In promoting sustainable travel patterns, Para 38 states that for larger scale residential developments in particular, planning policies should promote a mix of uses so that key facilities, including schools, are located within walking distance of most properties.
In promoting healthy communities, Para 72 states that local planning authorities should take a 'proactive, positive and collaborative approach' in meeting school place requirements, and that 'great weight' should be applied to the need to create, expand or alter schools.
Para 162 states that local planning authorities should work with other authorities and providers to assess the quality and capacity of educational infrastructure, and consider wider strategic educational needs.
The Council will continue to engage with educational providers to ensure that the IDP remains responsive to changing needs, evidence base and strategies.
The LDF will provide the policy and guidance framework for enhancing capacity of existing provision or for the provision of new facilities.
The Core Strategy and Site Allocations DPD identify the location, scale and indicative phasing of development to inform Bracknell Forest Council of pupil yields and spatial requirements for additional school places so additional infrastructure can be accounted for in emerging policy.
Core Strategy policy CS1 supports development which provides a mix of uses and that protects and enhances the health, education and safety of the local population.
Policy CS6 requires developers to contribute towards infrastructure needed to support development.
The Limiting the Impact of Development SPD sets out the details for implementing and delivering sustainable communities.
The SADPD will identify the requirement for a new secondary school which will incorporate accommodation for higher education pupils.
Conclusion & Requirement has been identified for site-specific contributions towards the Action provision of further education pupil places.
Further Education has been included under 'Secondary Education' in site-specific infrastructure schedules.
74 http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument Special Education Needs
Lead Bracknell Forest Council Organisation(s)
Main Sources Every Child Matters - Change for Children (2004) of Information Limiting the Impact of Development SPD (July 2007) Children and Young People's Plan (2006-2008) School Places Plan 2010-2015 (2010) Pupil Product Ratio Research Study (2010) Creating Opportunities. A Joint Strategic Plan for Children and Young People in Bracknell Forest 2011-2014 Joint Strategic Needs Assessment Sustainable Community Strategy 2008-2014 Special Education Needs Policy and Provision Building Bulletin 102: Designing for disabled children and children with special educational needs
Existing Special education resources attached to mainstream Schools: Provision Great Hollands Primary and Nursery School - Rainbow Resource for children with social and communication difficulties; Meadow Vale Primary and nursery School - for children with speech and language difficulties; Ranelagh School - Secondary School; Kennel Lane School.
Planned Suitability works are currently being undertaken at Kennel Lane School, Provision however, these works will not formally increase capacity at the school.
Sources of Developer contributions, BFC Capital Programme, other. Funding
Key Issues & It is recognised that the provision of additional housing will place additional Rationale demand on school places for pupils with Special Educational Needs (SEN) within the Borough. Accordingly an assessment of the likely yield of pupils from the new development identified in the SADPD was undertaken. In assessing the likely demand that will arise from this development consideration was given to surveys undertaken by the Council’s Children, Young People and Learning Department. In addition assumptions were made, based on the advice received from the Council’s Spatial Policy section as to the likely mix of house size (based on the number of bedrooms) for each site.
The findings of this exercise demonstrated that the level of housing planned for in the SADPD would generate around 70 children with SEN. Currently the Borough’s only dedicated SEN facility, Kennel Lane School, is at capacity. Therefore the level of new housing being planned for by the SADPD would require the construction of a new SEN school. The following key principles should be considered in the location of the new SEN facility:
http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 75 Special Education Needs
A) Central Location:The school (including playing fields) should be centrally located in relation to the developments it will serve. This requirement would be consistent with policies CS1, CS2, CS4, CS6 and CS23 of the Council’s Core Strategy.
B) Playing Fields:These must be located on flat, well drained land to enable them to support sports and PE curriculum. In addition, any playing fields to be used by the new school should be located as part of the school site. Provision of playing fields separately from the school site would not be acceptable, for reasons of safety, sustainability and access to toilets, as it would require young children to have to travel to reach the playing fields.
C) Site Hazards: Known and potential hazards should be avoided. When a site is selected there should be adequate investigation/mitigation of contamination of the site.
D) Site noise: the proximity of a new school site to major sources of noise should be kept to a minimum to avoid disruption to teaching and learning.
Role of The NPPF states that Local Plans should 'plan positively' for an areas Planning Policy development and infrastructure requirements (Para 157).
In promoting sustainable travel patterns, Para 38 states that for larger scale residential developments in particular, planning policies should promote a mix of uses so that key facilities, including schools, are located within walking distance of most properties.
In promoting healthy communities, Para 72 states that local planning authorities should take a 'proactive, positive and collaborative approach' in meeting school place requirements, and that 'great weight' should be applied to the need to create, expand or alter schools.
Para 162 states that local planning authorities should work with other authorities and providers to assess the quality and capacity of educational infrastructure, and consider wider strategic educational needs.
The Council will continue to engage with educational providers to ensure that the IDP remains responsive to changing needs, evidence base and strategies.
The LDF will provide the policy and guidance framework for enhancing capacity of existing provision or for the provision of new facilities.
The Core Strategy and Site Allocations DPD identify the location, scale and indicative phasing of development to inform Bracknell Forest Council of pupil yields and spatial requirements for additional school places so additional infrastructure can be accounted for in emerging policy.
76 http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument Special Education Needs
Core Strategy policy CS1 supports development which provides a mix of uses and that protects and enhances the health, education and safety of the local population.
Policy CS6 requires developers to contribute towards infrastructure needed to support development.
The Limiting the Impact of Development SPD sets out the details for implementing and delivering sustainable communities.
The SADPD will identify the requirement for a new SEN school.
Conclusion & Requirement has been identified for additional SEN places. Developer Action contributions would be required.
Special Educational Needs has been included in site-specific infrastructure schedules.
http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 77 http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 7.3 Policy SA6 - Land at Amen Corner North, Binfield
7.3.1 Land at Amen Corner North, Binfield as shown on the Proposals Map and Illustrative Concept Plan is identified for a comprehensive development that maintains a buffer between Binfield, Wokingham and Bracknell.
7.3.2 Refer to the Draft Submission Proposals Map for the land allocation.
7.3.3 The following schedule, in conjunction with the 'General Infrastructure Schedule', provides a comprehensive list of infrastructure required to support this development (SADPD Policy SA6).
Figure 7.3 Amen Corner North - Location Plan 167 170
Land at Amen Corner North, Binfield Infrastructure Required Phasing Delivery Organisation(s) How (with cost Risk/Dependences estimates) Served by Bracknell STW. Thames Water have capacity Investigations necessary into Water services Requires early engagement concerns. Upgrades to infrastructure are expected to be the impact of development infrastructure between developers and TW required. takes up to 12 weeks. Up to 3 improvements funded by to understand proposals and year lead-in if upgrade required. TW through the Asset impact on service. Upgrades can take from 18 Management Plan (AMP) months to 5 years for major process. upgrades. Upgrades can be undertaken outside of this process but may require developer funding. http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument Electricity Phasing conditions may need Scottish and Southern Initial impact studies Phasing; to be agreed to ensure that Energy (SSE); funded by developers. Electricity Distribution – potential requirement for local upgradesupgrades are completed prior Time taken for upgrades. to existing 11KV infrastructure. to new development. National Grid; Costs of infrastructure improvements apportioned Upgrades would not normally Developer. between Southern Electric exceed 2 years therefore should Power Distribution and not impede development. developer.
Education Early Years Refer to ‘Community Facilities’. Spatial requirements for Delivery of the Community Early Years have been Hub. An early years element is included within the community hub factored into Community on land at Blue Mountain. Facility costing.
Primary Education Financial contribution upon Bracknell Forest Council; Developer contribution of Development of Amen commencement of £2.68m. Corner South and Blue Financial contribution towards equivalent of 0.84FE additional development. Education provider; Mountain educational primary school and nursery places, to be provided on land at facilities. Amen Corner South, Blue Mountain and/or an appropriate As an interim measure Developer. alternative location. developers will be required to make provision for temporary Secondary Education accommodation fully equipped Developer contribution of Delivery of Blue Mountain & fitted out for use until new £1.28m. educational facilities. Financial contribution towards development of new secondary school buildings are ready for school on land at Blue Mountain - equivalent to 0.4FE. Provisionopening. includes 6th form places. 7.4 Policy SA7 - Land at Blue Mountain, Binfield
7.4.1 Land at Blue Mountain, Binfield as shown on the Proposals Map and Illustrative Concept Plan is identified for a comprehensive mixed-use development that maintains a buffer between Binfield and Bracknell.
7.4.2 Refer to the Draft Submission Proposals Map for the land allocation.
7.4.3 The following schedule, in conjunction with the 'General Infrastructure Schedule', provides a comprehensive list of infrastructure required to support this development (SADPD Policy SA7).
Figure 7.4 Blue Mountain - Location Plan
176 http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument
Land at Blue Mountain, Binfield Infrastructure Required Phasing Delivery Organisation(s) How (with cost Risk/Dependences estimates) Served by Bracknell STW. Thames Water have capacity Investigations necessary into Water services Requires early engagement concerns. Upgrades to infrastructure are expected to be the impact of development infrastructure between developers and TW required. takes up to 12 weeks. Up to 3 improvements funded by to understand proposals and year lead-in if upgrade required. TW through the Asset impact on service. Upgrades can take from 18 Management Plan (AMP) months to 5 years for major process. upgrades. Upgrades can be undertaken outside of this process but may require developer funding.
Electricity Phasing conditions may need Scottish and Southern Initial impact studies Phasing; to be agreed to ensure that Energy (SSE); funded by developers. Electricity Distribution – potential requirement for upgrades to upgrades are completed prior Time taken for upgrades. existing 11KV infrastructure. to new development. National Grid; Costs of infrastructure improvements apportionedRequires early engagement Upgrades would not normally Developer. between Southern Electricbetween developers and TW exceed 2 years therefore should Power Distribution and to understand proposals and Developer required to undertake an impact study to determinenot impede development. developer. impact on service. impact on existing infrastructure
Education Early Years Land for the delivery of a FDN Developer; Sufficient land to provide Phasing of development; should be made available no for a FDN consisting of c. land availability. Land safeguarded for a reasonable period to enable the later than upon completion of Nursery provider. 320m2 Net Internal Area provision of a Full Daycare Nursery (FDN) in a location with the 200th dwelling. (NIA) and 600m2 of good access. outdoor playspace. For the Early Years element, An Early Years element is included within the Community Hub. refer to ‘Community Facilities’. Spatial requirements for Early Years have been factored into 'Community Facility' costing. 179 180
Land at Blue Mountain, Binfield Infrastructure Required Phasing Delivery Organisation(s) How (with cost Risk/Dependences estimates) Primary Education Financial contribution upon Bracknell Forest Council; Provision of land and Obligations and agreements implementation of the developer contribution of to be entered into. Provision of sufficient land for new 2FE primary school with development. Education provider; £2.68m towards nursery element, and financial contribution towards cost of construction costs. school construction. Land for the delivery of Developer. educational facilities to be made Secondary Education available at the earliest possible Provision of land and time, in advance of the developer contribution of Provision of sufficient land for new 7FE secondary school development commencing. £1.28m towards capable of expansion to 9FE, and financial contribution towards construction costs. cost of school construction. As an interim measure developers will be required to http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument Further Education make provision for temporary Provision of land and accommodation fully equipped developer contribution of Provision of land and financial contribution towards Sixth Form& fitted out for use until new £290k towards element at new on-site secondary school. school buildings are ready for construction costs. opening.
Special Education Needs Provision of land and developer contribution of Provision of sufficient land and financial contribution for provision £430k towards of new SEN school with capacity for up to 100 pupils. construction costs.
Community Infrastructure Community facilities If provided in-kind, the facility Bracknell Forest Council; Developer contribution of Subject to land availability, should be completed and £870k and a site, or viability and delivery of the In-kind provision, or a site and financial contribution towards antransferred to the Council no Developer; in-kind provision, using Amen Corner North on-site multi-functional community hub, joint-funded with Amenlater than upon completion of contributions from the development. Corner North development contributions - accommodating a the 200th dwelling (subject to Community Association; Amen Corner North community centre, youth centre, early years nursery & children'sfunding availability from Amen development, of facility Facility could potentially be 2 centre, police point and community café, with appropriate car Corner North site). Faith Group. consisting c. 780m GIA integrated into educational parking. and 60m2 outdoor play and/or football club facilities. If provided as land and a Transferred to Bracknell space. Opportunity could be sought to integrate/share facilities with financial contribution, land Forest Council upon Medium risk: considered an the educational facility and/or football club. should be made available upondelivery, for management important element of a implementation of the sustainable community. http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 7.5 Policy SA8 - Land at Amen Corner (South), Binfield
7.5.1 Land at Amen Corner (South), Binfield as shown is identified for a comprehensive mixed-use development.
7.5.2 Refer to the Draft Submission Proposals Map for the land allocation.
7.5.3 The following schedule, in conjunction with the 'General Infrastructure Schedule', provides a comprehensive list of infrastructure required to support this development (SADPD Policy SA8).This should be read in conjunction with the Amen Corner Supplementary Planning Document and/or any other relevant guidance.
Figure 7.5 Extract from Proposals Map (2011) of Amen Corner (South) development (ref. CS4 area) 185 188
Land at Amen Corner (South), Binfield Infrastructure Required Phasing Delivery Organisation(s) How (with cost Risk/Dependences estimates) Waste Water Phasing conditions to be agreedThames Water (TW); Cost unknown. Phasing; as part of this process to ensure Impact studies to be undertaken by developers to gauge precisethat upgrades can be completedDeveloper. Initial impact studies Time taken for upgrades; upgrades to waste water infrastructure required. prior to new development. funded by developers. Alignment with TW's Served by Bracknell STW. Thames Water have capacity Investigations necessary into Water services investment programme. concerns. Upgrades to infrastructure are expected to be the impact of development infrastructure required. takes up to 12 weeks. Up to 3 improvements funded by Requires early engagement year lead-in if upgrade required. TW through the Asset between developers and TW Upgrades can take from 18 Management Plan (AMP) to understand proposals and months to 5 years for major process. impact on service. upgrades. http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument Upgrades can be undertaken outside of this process but may require developer funding.
Electricity Phasing conditions may need Scottish and Southern Initial impact studies Phasing; to be agreed to ensure that Energy (SSE); funded by developers. Electricity Distribution – potential requirement for upgrades to upgrades are completed prior Time taken for upgrades. existing 11KV infrastructure. to new development. National Grid; Costs of infrastructure improvements apportionedRequires early engagement Developer required to undertake an impact study to determineUpgrades would not normally Developer. between Southern Electricbetween developers and impact on existing infrastructure. exceed 2 years therefore should Power Distribution and utility provider to understand not impede development. developer. proposals and impact on service.
Education
Early Years Refer to ‘Community Facilities’ Spatial requirements for Delivery of enhancements Early Years have been to Farley Wood Community An Early Years element is included within the community hub. factored into Community Centre. Facility costing. Primary Education To provide school buildings fullyBracknell Forest Council; In-kind provision or Obligations by agreement to equipped with furniture, ICT etc. developer contribution of be entered into. On-site in-kind provision or financial contribution towards new & fitted out ready for opening, Education provider; £4.87m plus land for 2FE primary school with nursery element. inc. parking, playgrounds, school provision. playing fields & ancillary Developer. facilities. http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument
Land at Amen Corner (South), Binfield Infrastructure Required Phasing Delivery Organisation(s) How (with cost Risk/Dependences estimates) Construction of the school should coincide with the commencement of housing development.
As an interim measure developers will be required to make provision for temporary accommodation fully equipped & fitted out for use until new school buildings are ready for opening.
Secondary Education Financial contribution upon Developer contribution of implementation of the £2.3m Financial contribution towards development of new secondary development. school on land at Blue Mountain - equivalent to 0.73FE. Provision includes 6th form places. As an interim measure developers will be required to Further Education make provision for temporary Developer contribution of accommodation fully equipped £520k Financial contribution towards sixth form element at new & fitted out for use until new secondary school on land at Blue Mountain. school buildings are ready for opening. Special Educational Needs Developer contribution of £780k Financial contributions towards SEN at Blue Mountain.
Community Infrastructure Community Facilities Provided no later than upon Bracknell Forest Council; Delivered in-kind or by Subject to viability and completion of the 300th dwelling. developer contribution of planning permission; In-kind or financial contributions towards the enhancement and Developer; £2.27m (excludes expansion of the Farley Wood community centre into a temporary accommodationObligations by agreement to multi-functional community hub, accommodating a community that might be required for be entered into. centre, youth centre, early years nursery, police point and existing users during community café. works). Medium risk: considered an important element of a sustainable community. 189 196 7.6 Policy SA9 - Land at Warfield
7.6.1 Land at Warfield is identified for a comprehensive mixed-use development.
7.6.2 Refer to the Draft Submission Proposals Map for the land allocation.
7.6.3 The following schedule, in conjunction with the 'General Infrastructure Schedule', provides a comprehensive list of infrastructure required to support this development (SADPD Policy SA9). This should be read in conjunction with the Warfield Supplementary Planning Document and/or any other relevant guidance.
Figure 7.6 Extract from Proposals Map (2011) of Warfield development (CS5 area) http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument 200
Land at Warfield Infrastructure Required Phasing Delivery Organisation(s) How (with cost Risk/Dependences estimates) Developer required to undertake an impact study to determine Upgrades would not normally National Grid; Costs of infrastructure Requires early engagement impact on existing infrastructure. exceed 2 years therefore improvements apportionedbetween developers and should not impede Developer. between Southern Electricutility provider to understand development. Power Distribution and proposals and impact on developer. service.
Education Early Years Land for the delivery of a FDNDeveloper; Sufficient land to provide Phasing of development; should be made available by for a FDN consisting of c. land availability. Land safeguarded for a reasonable period to enable the completion of the 500th Nursery provider 400m2 NIA and 600m2 of provision of a Full Daycare Nursery (FDN) in a location with dwelling. outdoor playspace.
http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument good access. For the Early Years element, Spatial requirements for An Early Years element is included within the community hub. refer to ‘Community Facilities’. Early Years have been factored into 'Community Facility' costing.
Primary Education To provide school buildings Bracknell Forest Council; In-kind provision or Phasing of development. fully equipped with furniture, Developer contribution of On-site, in-kind provision of two 2FE primary schools with ICT etc. & fitted out ready for Education provider; £14.78m plus land for nursery elements; at least one of which to be on sufficient landopening, inc. parking, school provision. to allow for expansion. playgrounds, playing fields & Developer. ancillary facilities.
Construction of the first school should coincide with the commencement of housing development.
The second school should be delivered commensurate with the phase of development it relates to.
As an interim measure developers will be required to make provision for temporary accommodation fully equipped http://www.bracknell-forest.gov.uk/siteallocationsdevelopmentplandocument
Land at Warfield Infrastructure Required Phasing Delivery Organisation(s) How (with cost Risk/Dependences estimates) & fitted out for use until new school buildings are ready for opening.
Secondary Education Financial contribution upon Developer contribution of Delivery of Blue Mountain. development implementation. £6.98m. Financial contribution towards development of new secondary school on land at Blue Mountain. Equivalent to 2.2FE. ProvisionAs an interim measure includes 6th form places. developers will be required to make provision for temporary Further Education accommodation fully equipped Developer contribution of & fitted out for use until new £1.59m. Financial contribution towards sixth form element at new school buildings are ready for secondary school on land at Blue Mountain opening.
Special Education Needs Developer contribution of £2.36m. Financial contributions towards SEN on land at Blue Mountain.
Community Infrastructure Community facilities Provide a temporary Bracknell Forest Council; In-kind provision or Subject to land availability community facility (comprising Developer contribution of and viability; In-kind or land and financial contributions towards a at least 2 halls) no later than Developer; Community £3.17m plus a site to multi-functional community hub, located near new neighbourhoodupon completion of the 50th Association; Faith Group. deliver a facility consistingAllocation of CIL funding; centre - accommodating a community centre, youth centre, earlydwelling. c. 1,450m2 GIA and 100m2 years nursery & children's centre, parish council office, police Transferred to Bracknell outdoor play space. Obligations and agreements point and community café, with appropriate car parking. Forest Council upon to be entered into. delivery, if provided in-kind, If the permanent facility is for management by Medium risk: considered an provided in-kind, the facility community association or important element of a should be completed and other management body sustainable community. transferred to the Council no as appropriate. later than upon completion of the 500th dwelling. 201 LP/Ev/4e
Draft Bracknell Forest Local Plan Infrastructure Delivery Plan 2017
Bracknell Forest Council https://www.bracknell-forest.gov.uk/comprehensive-local-plan/latest-news December 2017 Benefits The benefits of community transport include providing a means of transport for people who might not have an alternative to get to places and facilities which can aid their health and wellbeing.
Demand and The planned housing growth in the borough will require a fully operational community transport Need system which meets the requirements of the eligible users. Any gaps/deficiencies in services would have a detrimental impact on their quality of life.
IDP Community Transport infrastructure that supports the sustainable delivery of the BFLP potential conclusions sites for allocation will feature in the general infrastructure projects schedule. and recommendations
3.0.3 Education - Table 3 provides a summary of information about each of the following sub-categories:
Early Years infrastructure. Primary Education infrastructure. Secondary Education infrastructure. Further Education infrastructure. Special Education Needs (SEN) infrastructure Adult and Community Learning infrastructure
Table 3 Education Infrastructure
Early Years infrastructure
What is Early Early years and childcare facilities are for pre-school aged children (under 5 years of age) which Years include building play areas and ancillary facilities. They are provided and managed by the Council’s infrastructure? Local Education Authority (LEA), private, voluntary and independent providers and schools, such as academies and free schools.
How is Providing essential early years facilities will be dependent on contributions from developers via provision section 106 legal agreements for multi-use community facilities. CIL income may be used particularly secured? if this form of infrastructure is included in a revised Reg 123 List. There may be some early years facilities provided in new primary schools within new allocated sites.
New early years facilities could also be provided through private sector companies provided there is land available in the borough. Capital funding may also be available from the Early Intervention Grant for the provision of children's centres.
Benefits The benefits of providing early years infrastructure includes providing facilities to serve the educational and development needs of younger children close to where people live.
Demand and The new housing growth in the borough to 2034 will generate more children in the borough whose Need needs won't be catered for in the existing early years facilities. These are currently at capacity due to an increase in birth rates in the borough over the last few years. New major housing developments will therefore need to contain these facilities on site. Having on site provision will also support the Council's aim to reduce car travel wherever possible.
15 IDP Early years infrastructure that supports the sustainable delivery of the BFLP potential sites for conclusions allocation will feature in the site-specific and general infrastructure delivery schedules. and recommendations
Primary Education infrastructure
What is Primary schools are for children aged between 5 and 11 years of age. The infrastructure required Primary includes land, school buildings, ancillary buildings, playing fields and parking etc. Primary schools Education can be provided by the LEA, academies, free school and privately. infrastructure?
How is The provision of primary schools will be dependent on contributions from developers via section provision 106 legal agreements. CIL income may also be used. The Council’s capital programme will also secured? be used as a source of funding including the Council's ability to borrow funds.
Benefits The benefits include providing enough school places in locations near to where people live and that provision is modern and well equipped for current educational requirements. The facilities need to be of a high enough quality to ensure children have the best possible educational and social provision at an important stage in their learning.
Demand and The LEA has a statutory responsibility to find enough primary school places in the borough. Access Need to primary schools for any housing development is essential for the educational needs of children. Primary school capacity in the borough has been increased to keep pace with rises in demand due to continued birth rate rises over the last number of years in the borough. The LPA and LEA will be able to provide information on the likely mix of house size (based on the number of bedrooms) for each site/area of growth and survey information on existing demands for primary school places in the borough. On-site provision of primary school places will be required for some of the proposed major development sites to accommodate the increased population. New major developments in neighbouring authorities also put pressure on primary schools, such as Ascot Heath as primary designated areas can extend into other boroughs. The Draft BFLP larger potential sites will generate a demand for new school places and new or expanded school sites.
IDP Primary education infrastructure that supports the sustainable delivery of the BFLP potential sites conclusions for allocation will feature in the site-specific and general infrastructure delivery schedules. and recommendations
Secondary Education infrastructure
What is Secondary schools provide education for children aged between 11-16 years of age. The associated Secondary infrastructure includes land, school buildings, ancillary buildings, playing fields and parking, etc. Education Secondary schools can be provided by the LEA through, academies or by free schools or privately. infrastructure?
How is The provision of secondary schools will require contributions from developers via section provision secured? 106 legal agreements. CIL income and/or the Council’s capital programme may also be used as a source of funding including use of the Council's ability to borrow funds.
Benefits Well sited secondary schools can provide learning facilities as close as possible to where pupils live. The quality of buildings and facilities also help children succeed academically in school. High quality sports and playing fields will also help provide health and fitness benefits and will contribute towards sporting achievements.
16 Demand and The LEA has a statutory responsibility to provide secondary school places in the borough. Access Need to secondary schools for any housing development is essential to ensure the educational needs of secondary aged children can be met. Consideration should be given to growth in the BFLP and in neighbouring areas. The Council also has cross-boundary responsibilities, for example the secondary school designated area for Edgbarrow includes part of Wokingham Borough. Housing growth in Wokingham Borough can therefore have an impact on secondary school places in Bracknell Forest. The LPA and LEA will be able to provide information on the likely mix of house sizes (based on the number of bedrooms) for each site/area of growth and survey information on existing demands for secondary school places in the borough, etc. The LEA has indicated that the level of growth planned will require a new secondary school to be provided in the north east of the borough.
IDP Secondary education infrastructure that supports the sustainable delivery of the potential sites for conclusions allocation will feature in the site-specific and general infrastructure delivery schedules. and recommendations
Further Education infrastructure
What is This includes buildings and ancillary facilities for the education of young adults. Many further Further education facilities are provided within secondary schools in the borough as 6th Forms and are Education managed by the school. Bracknell and Wokingham College, is a technical college which operates infrastructure? from a main campus in Bracknell town centre and other locations in Bracknell and Wokingham. It provides further education services along with other providers, such as Greenshaw Academy Trust, Ranelagh Academy School and Kings Group Academies.
How is Provision of further education facilities depends on contributions from developers via section 106 provision legal agreements in large scale development proposals. CIL income may be also be used along secured? with the Council capital programme as sources of funding.
Benefits Further education infrastructure can help young and other adults achieve the desired qualifications and skills to either work or move on to higher qualifications, for example, at university.
Demand and Access to further education facilities is important to ensure young adults and others can achieve Need their educational potential. The new growth areas proposed within the Borough will create additional demand for further education services. The provision of further education places is predominately based on assumed pupil yield and sixth form stay-on rates.
IDP Further education facilities within secondary education infrastructure that supports conclusions and the sustainable delivery of the BFLP potential sites will feature in the site-specific and general recommendations infrastructure delivery schedules.
Special Education Needs (SEN) infrastructure
What is SEN SEN infrastructure comprises buildings and facilities for children with a range of learning issues infrastructure? which require additional facilities to mainstream schooling. The facilities should be designed to accommodate the learning environment for cognitive, behaviour, communication, interaction and sensory and/or physical learning. Bracknell Forest Council is a provider of school places for pupils with special education needs (SEN). The Council's only dedicated SEN facility, Kennel Lane School, is currently at capacity. There is therefore a requirement for a new SEN facility in the
17
Planning Obligations
Supplementary Planning Document
February 2015
http://www.bracknell-forest.gov.uk/planningobligations
1
2. Education
2.1 Pupil Yield – based on dwelling size
No. of Bedrooms per unit (Net additional) Element 1 2 3 4 5+ Nursery 0.07 0.40 0.53 0.45 0.57 Primary 0.00 0.15 0.58 0.43 0.62 Secondary 0.00 0.05 0.17 0.35 0.43 SEN 0.00 0.00 0.01 0.01 0.02 Post-16 0.00 0.02 0.08 0.17 0.21
Source: Bracknell Forest Council Pupil Yield Survey (July 2013)
2.2 Cost of school places
Element Cost per pupil place
Nursery £18,654 Primary £18,810 Secondary £21,136 SEN £32,440 Post-16 £21,495
2.3 It should be noted that if the cost of a specific project has been specifically estimated and a contribution is sought towards it, the most up to date cost estimate will be used in place of costs provided in this Annex.
2.4 Formula - for calculating a s106 financial contribution towards the provision of new school places. Formulas should be applied to each educational element where a contribution is sought.
Financial Contribution formulae
Nursery, Primary & Secondary Total pupil yield (net of SEN) x Cost per pupil place = s106 £ contribution
SEN ((Total Net Primary and Secondary pupil yield) x 0.0156) x Cost per pupil place = s106 £ contribution
58 Post-16 (Total Net Secondary pupil yield x 48%) x Cost per pupil place = s106 £ contribution
In all cases, depending on the project, an additional land contribution could be sought
59 Bracknell Forest
Figures taken from Berkshire SHMA (February 2016)
Market
Bracknell 1 bed 2 bed 3 bed 4+ bed Total
Market 9.6% 27.6% 41.8% 21% 100%
Affordable 37.3% 36.5% 22.8% 3.5% 100%
4,000 dwellings
2,600 = Market Housing
1,400 = Affordable (35% as per emerging Local Plan requirement)
Housing Mix Numbers
1 bed 2 bed 3 bed 4+ bed Total
Market 250 718 1,086 546 2,600
Affordable 522 510 319 49 1,400
Draft Bracknell Forest Local Plan
Bracknell Forest Council www.bracknell-forest.gov.uk/draftlocalplanconsultation February 2018 Policy LP3 - Sites allocated for residential/mixed use Development
Table 1 Large sites (1ha or over) proposed for allocation
Site ref (as used in the Address Suggested dwelling SHELAA) capacity
(No. of affordable dwellings) Bin1 Land north of Tilehurst Lane 45 (16) Bin5 Land south of Forest Road and east of Cheney Close 40 (14) Bin6 Land south of Emmets Park and east of Cressex Close 34 (12) Bin11 Popes Farm, Murrell Hill Lane 22 (8) Cluster 3 Land at the Hideout and Beaufort Park, Nine Mile Ride 570 (200)
(Bra3 & 4)+
Bra6 Bracknell and Wokingham College, Wick Hill, Sandy Lane 67 (23) Bra7* Town Square, The Ring 200 (70) Bra13* Coopers Hill Youth and Community Centre, Crowthorne 69 (24) Road North Sand5 Land east of Wokingham Road and south of Dukes Ride 217 (76) (Derby Field) War9 Land north of Herschel Grange 33 (12) War10 Land north of Newhurst Gardens 96 (34) Cluster 7 (War13, 14, 15, 16Land at Hayley Green 235 (82) & 22) (see also Warfield Neighbourhood Plan)
Cluster 5 (Wink8-14 and 35)Land at Winkfield Row 500 (175) Wink15 Whitegates, Mushroom Castle, Chavey Down Road 48 (17) Wink20 Former landfill site, London Road 278 (97) Wink22+ Land south of London Road, east of Bog Lane and west 450 (158) of Swinley Road (Whitmoor Forest) Wink34 Land to the rear of Forest View and Oriana, Longhill Road 6 (2) and west of Fern Bungalow, London Road (extension of site allocated through Policy SA3 of the SALP) Total 2,910 (1,020)
(1)
1. Capacities in bold are the total suggested dwelling capacity. The figures in brackets relates to the number of affordable dwellings based on 35% of the total suggested dwelling capacity.
Table 2 Medium sites (less than 1ha and with 5 (net) dwellings or more) proposed for allocation
Site ref (as used in the Address Suggested dwelling SHELAA) capacity
(No. of affordable dwellings) Bin7 Land to south of Foxley Lane and west of Whitehouse 5 (0) Farm Cottage, Murrell Hill Lane Bin10 Popes Manor, Murrell Hill Lane 13 (5) Bin12 Land south of London Road (Eastern Field) 8 (0) Bra11* Bus Depot (Coldborough House), Market Street 212 (74) Bra12* Former Bus Depot, Market Street 92 (32) Bra14* Jubilee Gardens and the British Legion Club, The Ring 144 (50)
37 Site ref (as used in the Address Suggested dwelling SHELAA) capacity
Bra15* Land east of Station Way and north of Church Road 267 (93) (Southern Gateway) Total 741 (254)
(1)
1. Capacities in bold are the total suggested dwelling capacity. The figures in brackets relates to the number of affordable dwellings based on 35% of the total suggested dwelling capacity.
* Mixed use scheme
+Total final number to be subject to further work on the implications of flood and ecological mitigation
6.24 The estimated capacity of sites listed in Policy LP3 is 3,651 dwellings. This is sufficient to meet the need, including a flexibility buffer, as identified in Implications of OAN for Bracknell Forest at 31st March 2017. The stated capacity is approximate since there will be a need to take into account constraints, design considerations and the need to ensure the most efficient use of land, at the planning application stage.
6.25 The Local Plan©s overall approach to density is not to be overly prescriptive, but to let the purpose of the development, the context of the site and the defining characteristics of the surrounding area guide the appropriate density. Higher densities will generally be more appropriate in and around accessible locations such as Bracknell Town Centre, and other transport hubs. There may also be some opportunities on larger sites, where there is scope to design a range of environments with varying characteristics.
6.26 A significant number of the dwellings allocated in this plan, will be part mixed used schemes on sites in and around Bracknell Town Centre. This will support the continued regeneration of the area, building on improvements made through the completion of the Lexicon and supporting infrastructure. Due to the need to ensure that development on sites proposed for allocation in the Town Centre support and complement existing and committed development, a masterplan is being produced which will give further details of scale, use and phasing together with supporting infrastructure required.
6.27 The majority of new homes brought forward on sites through the SALP are on sites of more than 500 dwellings. Many of these will start/continue to deliver housing over much of this plan period. In recognition of this, the Council favours the release of smaller sites which support the Government's aim to diversify the market and support medium and small housebuilders. Small sites will also help meet any short term housing requirements.
6.28 Specific policies are included for four of the sites listed in Large sites (1ha or over) proposed for allocation, which have specific requirements or are in multiple ownership. Development proposals should enable a comprehensive scheme to be delivered on each allocation to create sustainable developments that support and complement the role of existing settlements and communities. These policies are supported by the inclusion of concept plans that show a possible arrangement of uses. For other sites listed in policy LP3, a list of requirements are set out in profiles for each site in Appendix 1: ©Summary of Local Plan Evidence Base©. Maps have also been included showing developable areas as these do not necessarily
38 Policy LP7 - Land at Hayley Green
Land at Hayley Green, as shown on the Policies Map and Illustrative Concept Plan is allocated for a comprehensive well designed development, including the following:
At least 235 residential units (including 82 affordable homes) (the final number to be subject to further consideration through the Warfield Neighbourhood Plan).
On-site Open Space of Public Value
The infrastructure required to support this development includes:
A comprehensive package of on and off-site transport measures to mitigate the development's impact on roads and encourage sustainable modes of transport. On-site in-kind provision of waste recycling facilities. On-site in-kind provision of a Primary School.
Measures to avoid and mitigate the impact of residential development upon the Thames Basins Heath Special Protection Area (SPA), in agreement with the Council and Natural England. This will include provision in perpetuity of:
Off-site bespoke SANG of at least 8ha per 1,000 new population;
a financial contribution towards Strategic Access Management and Monitoring; and
any other measures that are required to satisfy Habitat Regulations, the Council's Thames Basins Heaths SPA Avoidance and Mitigation Strategy and relevant guidance.
A comprehensive package of on-site, in-kind Open Space of Public Value, in accordance with standards.
Integration of Sustainable Drainage Systems.
Provision of Green Infrastructure (in addition to elements listed above).
The above is not a comprehensive list of requirements. Further details of other mitigation required can be found in the Infrastructure Delivery Plan.
6.48 Note: The final layout of the site will be influenced, amongst other matters, by a project level Habitats Regulations Assessment.
54 Map 7 Land at Hayley Green
Key
= Developed Area = Junction requiring improvement = Existing Tree Belts = Primary School = Other open space / landscaping = New Footpath / Cycleway
= Access Point (Vehicles)
55