DOCSLIB.ORG

10 School Premises and Capital Investment

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
10 School Premises and Capital Investment 10 SCHOOL PREMISES AND CAPITAL INVESTMENT KEY POINTS School land and buildings are important public assets. Governors have a range of legal and other responsibilities, depending on the category of school, for: capital investment building projects maintaining buildings and land. VA There are particular provisions which apply to investment at voluntary aided schools as a consequence of the Education Act 1944, as subsequently amended. These are discussed separately below. LAND AND BUILDINGS 1. The land of community schools is owned by the Local Authority (LA). The land at VA foundation schools is owned by the governing body or trustees. Land at voluntary VC schools is usually owned by trustees, although the LA will often own the playing field F land. 2. School land is usually in freehold ownership, but leasehold interests are possible. 3. In the majority of schools procured through private finance initiatives (PFI), the construction of the buildings are funded by a private-sector contractor and their funders and are then operated and maintained by that private-sector contractor for an agreed period, typically 25 years. In these cases, it is usual for the contractor to be granted a licence to both construct and maintain the buildings for the duration of the contract; the buildings then revert to the LA at the end of the term. The LA, the governing body or the trustees, as the case may be, retain the freehold interest throughout. 4. These contracts will remain in force even if the LA transfers its interest in the school land to the governing body where it changes status. The LA‟s interest in such a case is the freehold and the provision for the buildings to revert at the end of the contract term. 5. Governing bodies will acquire the ownership of their school land where they change category to foundation status if there are no trustees. It is the duty of the LA to F transfer its interest in the land to the trustees of the school (or if the school has no 1 trustees, the governing body) where it changes category. Where a foundation school acquires a foundation (“a Trust”) and becomes a Trust school, the interest in the land will transfer to the trustees. Where there is disagreement on what land will transfer, the Schools Adjudicator will determine. Disposal and protection of publicly funded school land 6. From 25 May 2007 the governing body of a foundation or voluntary school no longer required the Secretary of State‟s consent to dispose of surplus non-playing field land VA or school buildings which had been acquired or enhanced in value by public funding. VC F The governing body is required to notify the LA of its proposals and seek local agreement on them. Where there is no local agreement, the matter can be referred to 1 See Schedule 6 to the School Organisation (Prescribed Alterations to Maintained Schools) Regulations 2007: SI 2007/1289 (as amended). the Schools Adjudicator to determine. (Details of the new procedure can be found in the Department for Education (DfE) published guidance available on the DfE website.) Playing field land 7. Particular protection has been given to school playing field land. Where the VA governing body of any maintained school2 or trustees of a foundation, voluntary or VC foundation special school wishes to dispose or change the use of any surplus school F playing field land which has been acquired and/or enhanced at public expense, it will require the Secretary of State‟s prior consent, under Section 77 of the School Standards and Framework Act 1998. (Further information can be found in the Department‟s published guidance on the protection of playing fields.) Key changes introduced by Section 63 (Schedule 14) of the Education Act 2011 8. Schedule 14 makes a number of changes to the arrangements governing disposal of publicly funded land, and the transfer of such land to Academies (including Free Schools). 9. Part 1 of the new Schedule 1 to the Academies Act 2010 deals with LA land and continues the long-standing arrangements requiring the consent of the Secretary of State before land may be disposed of, and that the Secretary of State may instead make a scheme to transfer the land to an Academy. The provisions of Schedule 35A to the Education Act 1996 are incorporated into the new Schedule 1 (and Schedule 35A is repealed). 10. Part 2 of the new Schedule 1 deals with land held by a governing body or trustees, and in conjunction with amendments to Schedule 22 to the SSFA, introduces new provision that the land may not be disposed of without the consent of the Secretary of State, and that he may instead direct that the land should be transferred to an Academy. Part 3 of the new Schedule 1 deals with Academy land, and again provides that publicly funded land may not be disposed of without the consent of the Secretary of State, and that he may make directions concerning the transfer of the land, including that it should be transferred to another Academy. Schedule 14 also amends Schedule 22 to the SSFA to provide that trustees are free to transfer publicly funded land to an Academy, and that governing bodies and trustees must inform the Secretary of State of the proposed disposal of publicly funded land, and may not dispose of it without his consent (under Part 2 of the new Schedule 1 to the AA he may instead direct that the land is transferred to an Academy). Section 77 of the SSFA is amended to provide that the consent of the Secretary of State is required before a local authority or school may change the use of publicly funded playing fields, even where this is connected with educational or recreational facilities. In line with other changes noted above, it is also amended to provide that where an application for disposal or change of use of playing fields is made to the Secretary of State, he may instead direct that the land should be transferred to an Academy. It is hoped that any use of these powers will be rare and that most transfers of land to Academies and Free Schools will take place by mutual agreement, as at present. 11. There are some limited circumstances in which approval has been delegated: these are specified in the Schedule to the School Playing Fields General Disposal and Change of Use Consent (No.3) 2004 Order. The governing body, or trustees disposing or changing use of the land, can award a general consent and then provide the Department with specific information. A governing body, foundation body or trustees must first notify the LA before providing the Department with the required 2 Section 77(7) has been amended by the Education and Inspections Act 2006, so as that “maintained school” now includes “maintained nursery school”. information. Discontinuance of a foundation or voluntary school 12. When a foundation or voluntary school is to be discontinued, the governing body, VA foundation body or trustees are required, under Part 2 of Schedule 22 to the School VC Standards and Framework Act 1998, to apply to the Secretary of State to exercise F his or her powers in relation to any land held by them for the purposes of the school which was acquired or enhanced at public expense. The Secretary of State may make a direction as to what should happen to such land when the school is discontinued. CAPITAL FUNDING 13. Capital is allocated to LAs and to schools. It can be used to build and improve school premises and for other capital purposes, including the provision of information and communication technologies (ICT). It is allocated to schools and LAs by formulae, and expenditure priorities are determined locally. LAs and schools can also use funding from other sources, including revenue funding and prudential borrowing, to maintain and invest in their buildings and assets. 14. The major government funding streams for LAs are for maintenance and the provision of new pupil places (Basic Need). Devolved Formula Capital is allocated via LAs for schools‟ own use. 15. Maintained schools of any category may not enter into contracts which involve borrowing without the consent of the Secretary of State for Education (the Education Act 2002). In practice, because borrowing scores directly against the Department's budget and is rarely good value for money, usually permission to borrow is not given. Where there is doubt on the nature of a contract, particularly regarding leasing plans, advice should be sought from the LA. 16. The DfE relies upon LAs to prioritise how their formulaic funding is spent. Similarly, schools prioritise how they spend their Devolved Formula Capital. The normal spending rules apply: that is, capital allocations can be used only for a capital purpose; allocations for specific projects must be spent on those projects; and there are time limits within which allocations must be spent depending on the type of funding provided. Other conditions of funding may apply. 17. More detailed guidance on each type of allocation, how it is determined and how it must be spent, is available on the DfE website. Value added tax (VAT) 18. The DfE cannot give guidance on matters relating to liability for value added tax (VAT) on investment or building projects. LAs cannot reclaim VAT on capital VA expenditure for voluntary aided schools: this is because the LA has no statutory responsibility for capital expenditure for voluntary aided schools. INVESTING IN SCHOOL BUILDINGS 19. The Building Regulations 2010, which set standards for the design and construction of buildings, apply to most buildings in England and Wales including schools and are given legal status under the Building Act 1984.
Load more

Recommended publications
  • School Prospectus
    ST JUDE’S CATHOLIC PRIMARY SCHOOL We live, love and learn together joyfully, in Jesus' name. SCHOOL PROSPECTUS Headteacher: Malcolm Tipping BA (QTS) Hons. ST JUDE’S CLOSE MAYPOLE BIRMINGHAM B14 5PD TEL: 0121 464 5069 WEBSITE: www.stjuderc.bham.sch.uk WELCOME On behalf of the staff, governors and children of St Jude's Catholic Primary School I welcome you to St Jude’s. I am immensely proud to have been appointed as the new Headteacher of St Jude's. The staff, children, governors and parents have been very welcoming and have shown what a wonderful community our school is rooted in. I strongly believe in the partnership between home, school and parish and that, together, we can work successfully for the ongoing development of your child. Our School Mission is centred in our Catholic foundation, which can be seen in every aspect of the life of our school, relationships within it, and the curriculum it provides. We warmly welcome children of other faiths and believe that we can learn a great deal from each other about justice, tolerance and respect. Our RE Inspection Report (September 2011) states that, “The catholic life of St Jude’s is outstanding. Provision for the spiritual and moral development of the children and the extent to which the curriculum for RE meets the children’s needs are excellent.” and, “Teaching is highly effective in enthusing pupils and ensuring they make the best possible progress.” As a school, we want to do the very best that we can for your child, academically, spiritually and socially, and therefore ask you to support us in our work and the decisions we make for the benefit of our school community.
    [Show full text]
  • Secondary Education in Wirral 2016-2017 Information for Parents
    Useful websites and phone numbers ACE (Advisory Centre for Education) Phone: 0808 800 5793 www.ace-ed.org.uk Ofsted www.ofsted.gov.uk Wirral SEND Partnership www.wired.me.uk Wirral Website www.wirral.gov.uk Admissions Portal www.wirral.gov.uk/schooladmissions Secondary Education in Wirral 2016-2017 Information for parents Children and Young People’s Department Hamilton Building, Conway Street, Birkenhead, Wirral, Merseyside CH41 4FD s n Phone: 0151 606 2020 Fax: 0151 666 4207 Email: [email protected] w o si o is n m e d la n o i o Wirral Council’s Children and Young People’s Department can not be held responsible for misleading, out of date or incorrect information held on cached l h pages accessed through or maintained by individual search engines, online forums or internet third party sites. n sc o k/ u The information in this booklet relates to the school year 2015 to 2016. However, there may be changes before the beginning of that year or during that year. ly v. go p l. p ra A ir w 365Jun14SK . w w w Contents September 2015 Dear Parent I hope that you will find this booklet helpful. It provides information about secondary education in Wirral and in particular about the arrangements for transferring to secondary school. It is available to all parents whose children are in their last year of Types of school 4 Transport policy 10 primary education and to all parents who tell us that they are moving into the borough with children of secondary school age.
    [Show full text]
  • Section 52 Outturn Statement 2010
    Department for Education DATA COLLECTION (OUTTURN) LA Name Wiltshire LA No. 865 Year 2010-11 Contact Helen Miles Email [email protected] TABLE B Tel No. 01225 713677 School Opening Income Opening Pupil Expenditure School Name Community Delegated SEN Funding generated by Community Focussed Community Community (does not include Community Focussed Funds (Including (including some Standards Fund schools Pupil focussed Total resources focussed school Capital Sorting Revenue Other focussed focussed community Committed Uncommitted Focussed DfE Reference Extended Planned Budget pupil focussed Standards residue (not (excluding extended school available to expenditure Expenditure from column for Balance [OB01] Government extended school extended school focussed Revenue Revenue Extended School Number School Revenue Share SSG and LSC Fund) [I03] and included in (7)) community funding and/or school (sum of (does not include Revenue - LAs own (2009-10 B01 & Grants [I06] funding and/or facilities income expenditure, Balance [B01] Balance [B02] Revenue Balance [OB02] funding) [I01, Minority Ethnic [I05] focussed grants [I15] 3 + 4 + (6 to 13)) income) [E31 & CERA [E30] use B02 carried grants [I16] [I17] CERA or Balance [B06] (2009-10 B06 I02 & I14] Pupils [I04] income) [I07 to E32] forward) income) [E01 to carried forward) I13] E29] NNNN £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) (15) (16) (17) (18) (19) (20) NURSERY SCHOOLS 0 Total Nursery Schools (21) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
    [Show full text]
  • Primary School (Key Stage 2)
    Primary school (key stage 2) Performance tables 2015 Cornwall 908 Introduction The performance tables give information on the achievements of pupils in local primary schools, and how they compare with other schools in the local authority (LA) area and in England as a whole. This booklet presents a selection of key performance measures, but a wider range of information is available at www.education.gov.uk/schools/performance 1 About the tables in this booklet General You should also look at more than one ■ and below the average percentage of pupils The national curriculum key stage 2 test results for performance measure to get an idea of how at the end of KS2 made expected progress in state funded schools in England are provided in latest results for diferent schools compare. For reading (2015 national median=94%) these tables along with teacher assessment data. example, while igures for the percentage of ■ and below the average percentage of pupils For each LA, schools are listed alphabetically, with pupils achieving level 4+ in reading, writing and at the end of KS2 made expected progress in special schools shown in a separate section at the maths gives an indication of pupils’ achievements writing (2015 national median =97%) end of each list. Schools that do not take pupils at the end of KS2, it doesn’t tell you how far they ■ and below the average percentage of pupils up to the age of 11 (e.g. infant schools) are not have progressed from their starting point. at the end of KS2 made expected progress in included.
    [Show full text]
  • Academies, Autonomy, Equality and Democratic Accountability: Reforming the Fragmented Publicly Funded School System in England’
    West, A. and Wolfe, D. (2019) ‘Academies, autonomy, equality and democratic accountability: Reforming the fragmented publicly funded school system in England’. London Review of Education, 17 (1): 70–86. DOI https://doi.org/10.18546/LRE.17.1.06 Academies, autonomy, equality and democratic accountability: Reforming the fragmented publicly funded school system in England Anne West* − London School of Economics and Political Science, UK David Wolfe − Matrix Chambers, UK Abstract This article focuses on the transformative academies policy in England. Based on an analysis of documentary evidence, we argue that the policy has resulted in the fragmentation of the state-funded school system and stark variation between academies, with those within multi-academy trusts (MATs) having no legal identity. We examine the variation between funding agreements, the control by central government, the role of MATs and the governance of academies. We propose policy options to improve the current incoherent and fragmented set of provisions, including restoring the legal identity of schools in MATs and allowing academies if they so wish, to convert to maintained schools. Keywords: academies; multi-academy trusts (MATs); funding agreements; law; governance; finance Introduction Since 2000 there has been a rapid and radical transformation of publicly funded school- based education in England: over a third of schools – and nearly three-quarters of secondary schools – are now ‘academies’ rather than ‘maintained’ by local authorities. Academies are owned and run by not-for-profit private trusts (exempt charities) that register as companies with Companies House and are subject to company law. They are controlled and funded directly by central government by means of a contract – a funding agreement – between a trust (that is, a legal entity) and the Secretary of State for Education (DfE, 2018a), rather than being run by a governing body in accordance with statutory education law, as is essentially the case for maintained schools.
    [Show full text]
  • The Composite Prospectus for Parents and Carers 2019 to 2020
    The composite prospectus for parents and carers 2019 to 2020 Checklist 6 Allerton Bywater Primary School 26 Carlton Primary School 40 Admissions policies 7 Allerton Church of England Primary Carr Manor Community School 41 School 26 Choosing a school for up in Leeds. Across all of our knowledgeable and informed The Admissions policy for Leeds Carr Manor Primary School 41 Community and Voluntary Alwoodley Primary School 27 your child is a really schools and services we have about the process. Controlled schools for entry in Castleton Primary School 42 important decision. a shared ambition – to be the September 2017 8-13 Armley Primary School 27 Chapel Allerton Primary School 42 We understand this and in best city to grow up in: a child Leeds is a diverse, dynamic How to apply for a Reception place for Ashfield Primary School 28 Leeds we are committed to friendly city. This means working and incredible place to learn. September 2017 14 Christ Church Upper Armley Church of Asquith Primary School 28 working with parents and carers in partnership with you to Every day thousands of children Important dates 14 England Primary School 43 to help and support you. This understand and meet the unique and young people are inspired Austhorpe Primary School 29 How do I apply for a place? 15 Christ the King Catholic Primary School booklet has been designed to needs of your child and realise to be their best and shape our Bankside Primary School 29 A Voluntary Academy 43 do that. It provides information their personal potential. city’s future.
    [Show full text]
  • Secondary Education Admissions 2021/2022 (PDF)
    Knowsley Secondary Education Admissions 2021–2022 Apply online www.knowsley.gov.uk THE INFORMATION CONTAINED IN THIS BOOKLET IS IMPORTANT IF YOU NEED ANY FURTHER INFORMATION ABOUT THE ADMISSIONS PROCESS AND HOW TO APPLY FOR A SECONDARY SCHOOL PLACE PLEASE CONTACT: Knowsley School Admissions Education Improvement Team, Knowsley Council, PO Box 21, Municipal Buildings, Archway Road, Huyton, Knowsley, L36 9YU Telephone: (0151) 443 5142/3372 Email: [email protected] Each secondary school can provide you with more information about their school if you have further questions. Contact details for Knowsley Secondary Schools can be found in this booklet along with details open days/ evenings when you can visit the schools you are interested in and are encouraged to attend. Please note: Where the term ‘schools’ has been used in this booklet, this also applies to Academies. Privacy Notice Knowsley Council will use the information provided on your school admission application and any other supporting information you provide will be used for the following purposes. • To ensure the effcient co-ordination and fair allocation of school places. • To ensure your child has access to school associated entitlements • To ensure information is accurate. • To prevent or detect crime. • To protect public funds. • To meet our key aims and legal duties. We use the information to complete our duties under the Department for Education’s ‘School Admissions Code’ (2014) and ‘School Admissions Appeal Code’ (2012). There may be a requirement to share information with schools, other council service areas, local health trusts, other local authorities and central government. This will only be when necessary and where the law allows it to support the applications process.
    [Show full text]
  • Faith Schools in England: Faqs
    BRIEFING PAPER Number 06972, 20 December 2019 Faith Schools in England: By Robert Long and Shadi Danechi FAQs Inside: 1. Introduction: what is a faith school? 2. Frequently Asked Questions 3. Statistics www.parliament.uk/commons-library | intranet.parliament.uk/commons-library | [email protected] | @commonslibrary Number 06972, 20 December 2019 2 Contents Summary 3 1. Introduction: what is a faith school? 4 2. Frequently Asked Questions 5 2.1 Can faith schools use faith-based criteria in their admissions policies? 5 New academies and free schools: the 50% limit and abandoned proposals to repeal 6 2.2 What can faith schools teach in Religious Education? 6 Local authority maintained secondary schools 6 Academies and Free Schools 7 2.3 Can faith schools use faith as a criteria when hiring staff? 7 2.4 Do particular rules apply in the inspection of faith schools? 9 2.5 Can schools become faith schools when converting to academy status? 10 2.6 Can faith schools teach creationism? 10 2.7 Do children attending faith schools have particular rights relating to school transport? 10 2.8 How can new faith schools be opened? 13 2.9 Do faith schools have to teach Relationships and Sex Education? 14 2.10 What do faith schools have to teach about same sex marriage? 14 3. Statistics 17 3.1 Number of faith schools 17 Region and local authority 17 Pupils 18 3.2 Secondary school performance 19 Cover page image copyright: Haddington Infant School Classroom by David Gilmour. Licensed under CC BY 2.0 / image cropped.
    [Show full text]
  • School Performance in Academy Chains and Local Authorities – 2017
    This publication includes analysis of the National Pupil Database (NPD): https://www.gov.uk/government/collections/national-pupil-database The Department for Education is responsible for the collation and management of the NPD and is the Data Controller of NPD data. Any inferences or conclusions derived from the NPD in this publication are the responsibility of the Education Policy Institute and not the Department for Education. ISBN: 978-1-909274-54-9 Published June 2018 Education Policy Institute. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. For more information, visit: creativecommons.org 2 About the author Jon Andrews is Director for School System and Performance and Deputy Head of Research at the Education Policy Institute. As well as publishing a number of reports on the expansion of the academies programme he has co-authored reports on free schools, grammar and faith schools, school funding, the disadvantage gap, and world class standards. Prior to joining EPI, Jon worked in the Department for Education from 2003 to 2016, most recently heading the Department’s Revenue Funding Analysis Unit. About the Education Policy Institute The Education Policy Institute is an independent, impartial, and evidence-based research institute that promotes high quality education outcomes, regardless of social background. We achieve this through data-led analysis, innovative research and high-profile events. Education can have a transformative effect on the life chances of young people, enabling them to fulfil their potential, have successful careers, and grasp opportunities. As well as having a positive impact on the individual, good quality education and child wellbeing also promotes economic productivity and a cohesive society.
    [Show full text]
  • Final Template for Catholic Schools
    PLYMOUTH CAST SCHEME OF DELEGATION Plus Guidance for Local Governing Bodies JUNE 2016 Contents: Preamble: Governance in Plymouth CAST Please read this first! Page 3 Part One: Scheme of Delegation Introduction 4 Ethos and mission 6 Directors’ powers and responsibilities 7 Constitution of the Local Governing Body 9 Members of the Local Governing Body 10 Delegated powers 16 Ethos and Values 19 Finance 20 Premises 23 Curriculum and Standards 25 Admissions and Appeals 26 Intervention and removal of delegated responsibility 28 Annual review 29 APPENDIX 1 - Functioning of the Local Governing Body 30 Chairman and Vice-Chairman of the Local Governing Body 30 Conflicts of Interest 31 The Minutes; Committees; Delegation 32 Meetings of the Local Governing Body 33 Clerk; Notices; Indemnity 36 APPENDIX 2: Protocol for intervention in vulnerable schools 39 APPENDIX 3: Academies to which the Scheme of Delegation applies 43 Part Two: Additional Guidance for Governors APPENDIX 4: School Governance Document 45 APPENDIX 5: Notes to accompany School Governance Document 46 Note 1: Categories of Governor 46 Note 2: Process for selecting Parent Governors 47 Note 3: Process for selecting Staff Governors 48 Note 4: Calculating the required numbers of governors by category 49 Note 5: Governor Record Sheet 50 APPENDIX 6: Additional Notes Note 6: Governors Code of Conduct 50 Note 7: Safeguarding checks 50 Note 8: Written declaration by Governors to Bishop and Board 51 APPENDIX 7: Local Governor ‘Written Undertaking’ 52 APPENDIX 8: Latest Government guidance on Regulated Activities 53 APPENDIX 9: Flowchart for Foundation Governor Appointments APPENDIX 10: Information for Prospective Foundation Governors APPENDIX 11: Expression of Interest Form for Foundation Governors APPENDIX 12: Foundation Governor Declaration for Bishop 2 Preamble: Governance in Plymouth CAST Important Note: Please Read This First Welcome to this guidance document for school governors.
    [Show full text]
  • Faith in the System
    Faith in the system The role of schools with a religious character in English education and society Introduction The Government and the providers of publicly funded schools with a religious character have come together to set out in this document our shared understanding of the contribution these schools (popularly known as faith schools) make to school-based education and to the wider school system and society in England1. We are taking the opportunity to highlight the very positive contribution which schools with a religious character make as valuable, engaged partners in the school system and in their local communities and beyond. At the same time, we want to dispel some of the common myths and misunderstandings around faith schools and to build a basis for greater understanding and dialogue within society. The Government and faith school providers believe that all schools – whether they have a religious character or not – play a key role in providing a safe and harmonious environment for all in our society, thereby fostering understanding, integration and cohesion. We set out here our shared commitment to this endeavour and the principles that continue to underlie our joint vision and understanding of the contribution faith communities and their schools make to educating young people in England, to nurturing young people in their faith and to promoting community cohesion. The faith school providers who sponsor schools with a religious character often also have a particular role in helping to meet the needs of those people in their faith communities who would otherwise be hard to reach, thus enabling them to integrate into society.
    [Show full text]
  • Context Data for Primary Schools in the Maldon District (Cont'd)
    APPENDIX 1 Context data for primary schools in the Maldon District (Cont’d) Number on Roll DfE* School Ward Type of School** Capacity*** (as at May Ref. 2015)**** 2030 Heybridge Primary School Heybridge East Academy Sponsor Led 367 224 2095 Southminster Church of England Primary School Southminster Academy Sponsor Led 315 188 2106 St Cedd's Church of England Primary School, Bradwell Tillingham Academy Sponsor Led 195 169 2230 Maldon Primary School Maldon East Community School 405 341 2310 Burnham-on-Crouch Primary School Burnham-on-Crouch South Community School 417 355 2590 Cold Norton Primary School Purleigh Community School 147 153 2620 Purleigh Community Primary School Purleigh Academy Converter 205 210 2630 Tollesbury School Tollesbury Community School 210 197 2649 Wentworth Primary School Maldon West Community School 420 410 2994 Maylandsea Primary School Althorne Academy Converter 315 268 All Saints Church of England (Voluntary Controlled) Primary 3201 Maldon North Voluntary Controlled School 323 317 School, Maldon Latchingdon Church of England (Voluntary Controlled) 3230 Althorne Academy Converter 175 91 Primary School St Nicholas Church of England (Voluntary Controlled) Primary 3232 Tillingham Voluntary Controlled School 133 117 School, Tillingham Woodham Walter Church of England (Voluntary Controlled) 3235 Wickham Bishops and Woodham Voluntary Controlled School 105 104 Primary School St Mary's Church of England (Voluntary Aided) Primary 3450 Burnham-on-Crouch North Voluntary Aided School 210 190 School, Burnham-on-Crouch Tolleshunt
    [Show full text]